1st Grade

In 2011, Washington formally adopted the Learning Standards (Common Core State Standards) for English Language Arts and Mathematics. The Washington Learning Standards for English Language Arts provide a rich depth of knowledge and skills that young people will need to succeed in technical school, college, careers, and life. The standards are vital to ensuring our students can be successful in their communities and global society.

For more information from OSPI about ELA state standards, click here.

ELA - Reading Literature

• RL.1.1 Ask and answer questions about key details in a text.
• RL.1.2 Retell stories, including key details and demonstrate understanding of their central message or lesson.
• RL.1.3 Describe characters, settings, and major events in a story, using key details.
• RL.1.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

ELA - Reading Informational Text

• RI.1.1 Ask and answer questions about key details in a text.
• RI.1.2 Identify the main topic and retell key details of a text.

ELA - Foundational Skills

• RF.1.2  Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
• RF.1.3  Know and apply grade-level phonics and word analysis skills in decoding words.
• RF.1.4  Read with sufficient accuracy and fluency to support comprehension.

ELA - Writing & Language

• W.1.1  Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.
• W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
• W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
• L.1.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Adopted curricular materials meet the needs of all students through a variety of instructional strategies that provide multiple opportunities for mastery of skills.

Our adopted Kindergarten curricular materials for English Language Arts include:

• Benchmark Advance Core ELA Curriculum 
  • For Benchmark Advance's Recommended Reading List for Grades K-5, click here. Texts on BA's Recommended Reading List are optional. All texts are not used in all classrooms.
  • Benchmark Advance Unit Topic and Essential Question Alignment
• Heggerty Phonemic Awareness and Phonological Awareness 

 

Washington state formally adopted the Mathematics and English Language Arts K–12 Learning Standards. These standards describe what students should know and be able to do at each grade level. 

Assessments for these standards began in the 2014–15 school year.

• Mathematics Learning Standards

Operations and Algebraic Thinking

• 1.OA.A Represent and solve problems involving addition and subtraction.

  • 1.OA.A.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

• 1.OA.C Add and subtract within 20.

  • 1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

Number and Operations in Base Ten

• 1.NBT.B Understand place value.

  • 1.NBT.B.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten;” the numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones; the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).

• 1.NBT.C Use place value understanding and properties of operations to add and subtract.

  • 1.NBT.C.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

Our adopted curricular materials for Math include:

• Eureka Math - Core Math Curriculum
  • Eureka Math Curriculum Map

Washington has adopted the Next Generation Science Standards (NGSS) for for science. Learn more about the Next Generation Science Standards (NGSS) here.

Fall

• 1-LS1-1 Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.
• 1-LS1-2 Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.

Winter

• 1-LS3-1 Make observations to construct an evidence-based account that young plants and animals are like, but exactly like their parents.

Spring

• 1-ESS1-1 Use observations of the sun, moon, and stars to describe patterns that can be predicted.
• 1-ESS1-2 Make observations at different times of the year to relate the amount of daylight to the time of year.
• 1-PS4-1 Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.
• 1-PS4-2 Make observations to construct an evidence-based account that objects can be seen only when illuminated.
• 1-PS4-3 Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light.
• 1-PS4-4 Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.

Our adopted curricular materials for Science include:

• STEMScopes - Core Science Curriculum
  • K-5 STEMScopes Course Scope List

What Kids Learn in Personal Safety Unit
Kids start by learning rules about common safety hazards, then progress to learning about touching safety.

Lesson 1: Keeping Yourself Safe
In Kindergarten through Grade 3, your child learns how to stay safe by using the Ways to Stay Safe and following Never-Never Rules. In Grades 4 and 5, your child learns the Ways to Stay Safe and how to stay safe when alone, and what to do in case of emergency.

Lesson 2: The Always Ask First Rule
In Kindergarten through Grade 3, your child learns an important rule for staying safe, called the Always Ask First Rule: Always ask a parent or the person in charge first before doing something, going somewhere, or accepting something from someone. They also practice identifying adults they can ask and asking them assertively for permission. Grade 4 and 5 students also learn the Always Ask First Rule and also what to do if no one is nearby to ask first.

Lesson 3: Safe and Unsafe Touches
Your Kindergarten through Grade 3 student learns the difference between safe, unsafe, and unwanted touches, and how to use assertiveness skills to refuse unsafe and unwanted touch. Grade 4 and 5 students how to identify unsafe and unwanted touches and that it’s never okay for someone to touch him or her in a way that’s unsafe or unwanted. They also learn to pay attention to uncomfortable feelings in his or her body to help recognize unwanted touches and practices refusing and reporting unsafe and unwanted touches.

Lesson 4: The Private Body Parts Rule
Children in Kindergarten through Grade 3 learn an important rule to help protect them from child sexual abuse, called the Touching Rule: A bigger person should never touch your private body parts except to keep you healthy. Your child also learns how to refuse and report assertively when someone breaks this rule, and that it's never his or her fault that someone broke the rule. Your Grade 4 or Grade 5 child learns the Private Body Parts Rule and how to use the Ways to Stay Safe to respond if someone breaks it.

Lesson 5: Practicing Staying Safe
Kindergarten through Grade 3 children practice using the Ways to Stay Safe when someone has broken the Touching Rule. Your child also learns that it’s never okay to keep secrets about touching—the Never Keep Secrets Rule—and that he or she should keep reporting until someone helps. Grades 4 and 5 children learn that breaking the Private Body Parts Rule is wrong and it’s never their fault if someone else breaks it. Your child also learns that people who break the Private Body Parts Rule may do things to keep it a secret, but he or she should never keep it secret and should keep reporting until an adult helps.

Lesson 6: Reviewing Safety Skills
Children in Kindergarten through Grade 3 watch a video story about a boy or girl who uses the skills and concepts from the Child Protection Unit to stay safe. Grades 4 and 5 children review skills by participating in an interactive story online or watching a video story with the whole class. You can go through the Online Stories with your child at home.

The Washington Social Emotional Learning (SEL) standards and benchmarks were adopted in January 2020.

• SEL Standards and Benchmarks One-Pager
• SEL Standards, Benchmarks and Indicators 

Coming soon! 

Washington has adopted the following educational technology standards for LIT (Library). Learn more about the EdTech Standards Document here.

Library - WA Educational Technology - Information Literacy

• 1.d. With guidance from an educator, students explore a variety of technologies that will help them in their learning and begin to demonstrate an understanding of how knowledge can be transferred between tools.
• 3.a. With guidance from an educator, students use digital tools and resources, contained within a classroom platform or otherwise provided by the teacher, to find information on topics of interest.

Library - WA Educational Technology - Digital Citizen

• 2.b. With guidance from an educator, students understand how to be careful when using devices and how to be safe online, follow safety rules when using the internet and collaborate with others.

Library - WA Educational Technology - Computer Science

• 5.c. With guidance from an educator, students break (deconstruct) a problem into parts and identify ways to solve the problem.

Library - WA Educational Technology - Design Thinking

• 6.a. With guidance from an educator, students choose different tools for creating something new or for communicating with others.

• 7.d. With guidance from an educator, students use age-appropriate technologies to work together to understand problems and suggest solutions.

Library - American Library Association - Library Skills

• Learners act on an information need by making critical choices about information sources to use.

 

Coming Soon!

Washington has adopted the following arts learning standards for music. Learn more about the Music Standards Document here.

CREATING

• MU: Cr1.1.1a: With limited guidance, create musical ideas (such as answering a musical question) for a specific purpose.
• MU: Cr1.1.1b: With limited guidance, generate musical ideas in multiple tonalities (such as major and minor) and meters (such as duple and triple).
• MU: Cr2.1.1b: With limited guidance, use iconic or standard notation and/or recording technology to document and organize personal musical ideas.

PERFORMING

• MU: Pr4.2.1a: With limited guidance, demonstrate knowledge of music concepts (such as beat and melodic contour) in music from a variety of cultures selected for performance.
• MU: Pr4.2.1b: When analyzing selected music, read and perform rhythmic patterns using iconic or standard notation.
• MU: Pr4.3.1: Demonstrate and describe music’s expressive qualities (such as dynamics and   tempo).

Coming Soon!

Washington has adopted the following standards for PE. Learn more about the PE Document here.

Standard 1: Skill

Students will demonstrate competency in a variety of motor skills and movement patterns.

• Underhand Throw
  • Demonstrate mature pattern in an underhand throw.
• Catch
  • Demonstrate mature pattern while catching a soft object from a self-toss before it bounces.

Standard 3: Knowledge

Students will demonstrate the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

• Engagement in Physical Activity
  • Actively engage in physical education class.
• Engagement in Fitness Activities
  • Participate in developmentally appropriate activities to improve overall fitness.

Standard 4: Behavior

Students will exhibit responsible personal and social behavior that respects self and others.

• Personal Responsibility
  • Demonstrate responsible use of equipment and space.
• Working with Others
  • Demonstrate working independently with others in a variety of environments.
  • Recognize conflict resolution skills

Our adopted curriculum for PE:

• Five for Life Program
  • Physical Education Curriculum
  • Nutrition Curriculum
  • Fitness Curriculum