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PRIMARY PROPERTY TAX LEVIES LA PAZ 2014/2015

PRIMARY PROPERTY TAX LEVIES – LA PAZ

YEAR NET ASSESSED VALUATION STATE COUNTY CITIES and TOWNS COMMUNITY COLLEGES SCHOOLS TOTAL PRIMARY RATE
2015 $201,755,860 $1,217,546 $4,757,403 $0 $4,368,014 $5,814,134 $16,157,098 8.01
2014 $205,814,389 $1,047,389 $4,705,534 $4,117,111 $5,860,385 $15,730,420 7.64

SECONDARY PROPERTY TAX LEVIES – LA PAZ

YEAR NET ASSESSED VALUATION COUNTY CITIES and TOWNS COMMUNITY COLLEGES SCHOOLS ALL OTHER TOTAL SECONDARY RATE
2015 $201,755,860 $201,756 $0 $785,436 $689,908 $4,422,295 $6,099,394 3.02
2014 $210,720,562 $210,721 $800,527 $1,165,844 $4,419,932 $6,597,025 3.13
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PROPERTY TAX LEVIES GREENLEE 2014/2015

PRIMARY PROPERTY TAX LEVIES – GREENLEE

YEAR NET ASSESSED VALUATION STATE COUNTY CITIES and TOWNS COMMUNITY COLLEGES SCHOOLS TOTAL PRIMARY RATE
2015 $465,533,779 $4,830,511 $2,619,093 $407,883 $0 $7,563,185 $15,420,671 3.31
2014  $458,425,787  $4,701,130  $2,521,342  $276,255  $0  $7,559,221  $15,057,948  3.28

SECONDARY PROPERTY TAX LEVIES – GREENLEE

YEAR NET ASSESSED VALUATION COUNTY CITIES and TOWNS COMMUNITY COLLEGES SCHOOLS ALL OTHER TOTAL SECONDARY RATE
2015 $465,533,779 $1,315,625 $0 $0 $1,578,515 $37,700 $2,931,840 0.63
2014 $462,439,380  $1,180,078 $1,789,432 $39,689 $3,009,198 0.65
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PROPERTY TAX LEVIES – GRAHAM 2014/2015

PRIMARY PROPERTY TAX LEVIES – GRAHAM

YEAR NET ASSESSED VALUATION STATE COUNTY CITIES and TOWNS COMMUNITY COLLEGES SCHOOLS TOTAL PRIMARY RATE
2015 $203,987,445 $1,048,574 $4,706,194 $247,857 $5,887,078 $8,795,036 $20,684,740 10.14
2014  $211,469,611 $1,093,904 $4,608,769 $241,809 $5,652,160 $10,543,575 $22,140,216 10.47

SECONDARY PROPERTY TAX LEVIES – GRAHAM

YEAR NET ASSESSED VALUATION COUNTY CITIES and TOWNS COMMUNITY COLLEGES SCHOOLS ALL OTHER TOTAL SECONDARY RATE
2015 $203,987,445 $301,046 $0 $0 $1,823,890 $571,925 $2,696,861 1.32
2014  $213,508,436  $309,637  $0  $0  $2,585,660  $579,566  $3,474,863  1.63
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PROPERTY TAX LEVIES – GILA 2014/2015

PRIMARY PROPERTY TAX LEVIES – GILA

YEAR NET ASSESSED VALUATION STATE COUNTY CITIES and TOWNS COMMUNITY COLLEGES SCHOOLS TOTAL PRIMARY RATE
2015 $482,515,161 $2,438,632 $20,217,385 $1,563,724 $4,111,994 $21,547,013 $49,878,748 10.34
2014 $416,099,715 $2,117,531 $17,434,578 $1,626,626 $3,992,061 $19,448,221  $44,619,018 10.72

SECONDARY PROPERTY TAX LEVIES – GILA

YEAR NET ASSESSED VALUATION COUNTY CITIES and TOWNS COMMUNITY COLLEGES SCHOOLS ALL OTHER TOTAL SECONDARY RATE
2015 $482,515,161 $1,652,614 $0 $0 $4,428,506 $7,256,157 $13,337,27 2.76
2014 $419,257,531 $1,257,773 $5,585,417 $6,691,890 $13,535,079 3.23
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PROPERTY TAX LEVIES – COCONINO 2014/2015

PRIMARY PROPERTY TAX LEVIES – COCONINO

YEAR NET ASSESSED VALUATION STATE COUNTY CITIES and TOWNS COMMUNITY COLLEGES SCHOOLS TOTAL PRIMARY RATE
2015 $1,537,418,218 $9,444,733 $8,817,093 $6,233,822 $7,478,002 $62,417,926 $94,391,577 6.14
 2014  $1,512,794,264   $9,322,197  $8,541,236   $6,162,697  $7,243,259  $56,859,447   $88,128,836  5.83

SECONDARY PROPERTY TAX LEVIES – COCONINO

YEAR NET ASSESSED VALUATION COUNTY CITIES and TOWNS COMMUNITY COLLEGES SCHOOLS ALL OTHER TOTAL SECONDARY RATE
2015 $1,540,028,458 $11,771,386 $5,717,291 $1,911,175 $16,086,317 $16,434,508 $51,920,678 3.37
 $1,534,483,938  $11,716,967  $5,611,045  $1,945,726  $17,195,139  $15,801,285  $52,270,161  3.41
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PROPERTY TAX LEVIES – COCHISE 2014/2015

PRIMARY PROPERTY TAX LEVIES – COCHISE

YEAR NET ASSESSED VALUATION STATE COUNTY CITIES and TOWNS COMMUNITY COLLEGES SCHOOLS TOTAL PRIMARY RATE
2015 $920,583,366 $4,853,676 $24,189,249 $2,411,857 $20,028,212 $50,501,577 $101,984,571 11.08
2014 $955,783,522 $5,051,743 $25,114,168  $2,381,549  $19,430,123   $51,049,280  $103,026,863 10.78

SECONDARY PROPERTY TAX LEVIES – COCHISE

YEAR NET ASSESSED VALUATION COUNTY CITIES and TOWNS COMMUNITY COLLEGES SCHOOLS ALL OTHER TOTAL SECONDARY RATE
2015 $920,583,366 $4,299,422 $280,130 $0 $5,021,094 $9,123,204 $18,723,850 2.03
 2014  $959,542,199  $4,453,574  $319,053  $0  $4,762,956  $9,095,082  $18,630,665  1.94
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PRIMARY TAX RATE APACHE COUNTY

PRIMARY TAX RATE APACHE COUNTY

2015 NET ASSESSED VALUATION STATE COUNTY CITIES and TOWNS COMMUNITY COLLEGES SCHOOLS TOTAL PRIMARY RATE
$489,723,731 $4,269,135 $2,547,543 $0 $0 $8,206,040 $15,022,717 $3.07
2014 NET ASSESSED VALUATION STATE COUNTY CITIES and TOWNS COMMUNITY COLLEGES SCHOOLS TOTAL PRIMARY RATE
$513,655,622 $2,613,993 $2,470,684 $0 $0 $10,854,810 15,939,487 $3.10

SECONDARY TAX RATE APACHE COUNTY

2015 NET ASSESSED VALUATION COUNTY CITIES and TOWNS COMMUNITY COLLEGES SCHOOLS ALL OTHER TOTAL SECONDARY RATE
$490,430,671 $4,750,516 $0 $2,036,759 $2,436,353 $5,275,994 $14,499,621 $2.96
2014 NET ASSESSED VALUATION COUNTY CITIES and TOWNS COMMUNITY COLLEGES SCHOOLS ALL OTHER TOTAL SECONDARY RATE
$517,650,758 $4,689,135 $0 $1,975,873 $2,197,864 $5,463,735 $14,326,607 $2.77
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ARIZONA – Offenses Known to Law Enforcement by City, 2015

On Monday, the FBI released its annual compilation of crimes reported to its Uniform Crime Reporting (UCR) Program by law enforcement agencies from around the nation. Crime in the United States, 2015 reveals a 3.9 percent increase in the estimated number of violent crimes and a 2.6 percent decrease in the estimated number of property crimes last year when compared to 2014 data.

According to the report, there were an estimated 1,197,704 violent crimes committed around the nation. While that was an increase from 2014 figures, the 2015 violent crime total was 0.7 percent lower than the 2011 level and 16.5 percent below the 2006 level.

Among some of the other statistics contained in Crime in the United States, 2015:

  • The estimated number of murders in the nation was 15,696.
  • During the year, there were an estimated 90,185 rapes. (This figure currently reflects UCR’s legacy definition. Learn more about the revised rape definition.)
  • There were an estimated 327,374 robberies nationwide, which accounted for an estimated $390 million in losses (average dollar value of stolen property per reported robbery was $1,190).
  • Firearms were used in 71.5 percent of the nation’s murders, 40.8 percent of robberies, and 24.2 percent of aggravated assaults.
  • Property crimes resulted in losses estimated at $14.3 billion. The total value of reported stolen property (i.e., currency, jewelry, motor vehicles, electronics, firearms) was $12,420,364,454.

ARIZONA – Offenses Known to Law Enforcement by City, 2015

City Population Violent
Crime 2015		 Violent
Crime 2014		 Murder &
Nonnegligent
Manslaughter		 Rape
(Revised
Definition)1		 Robbery Aggravated
Assault		 Property
Crime		 Burglary Larceny-
Theft		 Motor
Vehicle
Theft		 Arson
Apache Junction 38,519 96  0 3 11 82 1,282 352 836 94 7
Avondale 80,533 279 228  8 40 81 150  3,096 528 2,351 217 11
Buckeye 61,726 28 29  2 1 7 18 1,103 189 855 59 12
Bullhead City 39,319 89  1 1 18 69 1,306 253 963 90 3
Camp Verde 11,155 48  1 3 0 44 303 68 219 16 1
Casa Grande 51,918 244 240  2 12 57 173 1,802 304 1,413 85 19
Chandler 258,875 490 467  1 79 114 296 5,393 770 4,367 256 45
Clarkdale 4,184 14  0 2 0 12 67 16 50 1 0
Coolidge 12,244 59  0 7 9 43 587 97 464 26 3
Cottonwood 11,678 34  1 0 1 32 423 46 353 24 7
Eagar 4,914 8  0 0 1 7 72 20 48 4 0
El Mirage 33,985 81  1 4 1,096 282 731 83 11
Eloy 16,678 89  1 8 8 72 457 97 331 29 13
Flagstaff 69,471 260 275  0 35 45 180 2,654 180 2,418
Florence 26,926 34  1 3 1 29 174 34 128 12 1
Fredonia 1,315 3  0 1 0 2 7 4 3 0 0
Gilbert 247,324 177 181  2 28 32 115 3,267 530 2,600 137 20
Glendale 240,374 943 852  13 94 356 480 12,955 1,986 9,920 1,049 51
Globe 7,333 75  0 0 6 69 569 89 454 26 0
Goodyear 78,447 143 111  1 18 15 109 1,784 378 1,301 105 15
Holbrook 5,007 38  1 1 2 34 260 48 192 20 0
Jerome 453 1  0 0 0 1 22 3 19 0 0
Kearny 2,024 0  0 0 0 0 21 8 11 2 1
Kingman 28,651 77  1 9 14 53 1,443 207 1,167 69 2
Lake Havasu City 53,220 93 88  0 30 6 57 987 216 728 43 2
Mammoth 1,476 1  0 0 0 1 14 2 11 1 0
Marana 41,302 30  2 5 5 18 973 69 867 37 2
Maricopa 48,193 83 80  2 3 7 71 600 94 473 33 0
Mesa 471,034 1,972 2,125  16 241 408 1,307 11,905 2,219 8,861 825 80
Miami 1,771 19  0 0 0 19 87 42 43 2 5
Nogales 20,312 20  0 0 2 18 551 87 374 90 0
Oro Valley 42,258 27 15  0 4 8 15 583 79 481 23 0
Page 7,469 50  0 7 2 41 341 38 294 9 4
Paradise Valley 13,886 16  0 5 2 9 208 75 126 7 1
Patagonia 895 2  0 0 0 2 9 3 6 0 0
Payson 15,228 39  1 3 4 31 412 77 319 16 0
Peoria 170,222 283 244  1 31 64 187 3,368 647 2,516 205 11
Phoenix 1,559,744 9,261 8,749  112 1,016 3,020 5,113 54,456 12,798 34,288 7,370
Pima 2,502 5  0 0 0 5 40 10 26 4 0
Pinetop-Lakeside 4,323 50  0 3 2 45 190 19 166 5 0
Prescott 41,393 137  4 11 13 109 1,061 140 884 37 5
Prescott Valley 41,661 97  1 9 5 82 1,041 102 900 39 2
Quartzsite 3,598 27  0 1 2 24 149 65 80 4 1
Safford 9,797 37  0 0 1 36 424 64 341 19 0
Sahuarita 28,067 13  0 2 0 11 339 44 277 18 1
San Luis 31,807 54  0 3 5 46 413 118 242 53 0
Scottsdale 233,872 434 365  6 106 100 222 5,332 829 4,311 192 10
Sedona 10,340 14  0 3 0 11 141 25 112 4 3
Show Low 10,878 21  0 2 2 17 532 50 469 13 2
Sierra Vista 43,452 107 77  2 8 13 84 1,262 181 1,032 49 15
Snowflake-Taylor 9,805 28  0 0 0 28 140 42 93 5 0
Somerton 15,061 22  0 0 1 21 211 51 128 32 0
South Tucson 5,749 99  3 5 26 65 905 46 837 22 2
Springerville 1,965 4  0 0 0 4 37 12 23 2 0
Surprise 128,525 168 137  2 17 44 105 2,182 410 1,667 105 23
Tempe 175,556 721 802  7 101 183 430 7,642 1,108 6,175 359 65
Thatcher 5,065 3  0 0 0 3 105 8 97 0 0
Tolleson 7,029 39  0 3 15 21 669 219 399 51 1
Tucson 529,675 3,472 3,444  31 422 1,059 1,960 35,185 3,664 29,592 1,929 117
Wellton 2,973 15  0 0 2 13 31 11 20 0 0
Wickenburg 6,760 14  0 5 1 8 187 69 100 18 0
Willcox 3,569 83  0 3 4 76 234 6 212 16 3
Williams 3,110 20  0 2 1 17 113 21 92 0 0
Winslow 9,580 68  0 2 3 63 277 33 232 12 0
Yuma 93,923 453 456  5 46 74 328 2,925 682 1,984 259 32
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Arizona 2nd Grade ELA Standards: Standards Sub-Committee Working Group Draft 2016

2nd Grade 2010 ELA Standards | 2016 ELA Standards Rewrite Comparison

Reading Standards for Literature
Code Standard Draft Standard  Standards Comparison Vertical Alignment Horizontal Alignment Final Decision
Key Ideas and details
2.RL.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. “No refinement needed”
2.RL.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. No refinement needed
2.RL.3 Describe how characters in a story respond to major events and challenges. Describe how characters in a story respond to major events and challenges. No refinement needed
Craft and Structure
Code Standard Draft Standard  Standards Comparison Vertical Alignment Horizontal Alignment Final Decision
2.RL.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. No refinement needed
2.RL.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. No refinement needed
2.RL.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. No refinement needed
Integration of Knowledge and Ideas
Code Standard Draft Standard  Standards Comparison Vertical Alignment Horizontal Alignment Final Decision
2.RL.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. No refinement needed
2.RL.8 (Not applicable to literature) (Not applicable to literature)
2.RL.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. Compare and contrast the plot from two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. “No change needed to revision. Refinement agreed to by group.” No refinement needed. Group agrees with standard as worded.
Range of Reading and Level of Text Complexity
Code Standard Draft Standard  Standards Comparison Vertical Alignment Horizontal Alignment Final Decision
2.RL.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as meeded at the high end of the range “By the end of the year, proficiently and independently read and comprehend literature, including stories, dramas, and poetry, in a text complexity range determined by qualitative and quantitative measures and appropriate to grade two.” No change needed to revision. Refinement agreed to by group. No refinement needed. Group agrees with standard as worded.
Reading Standards for Informational Text
Code Standard Draft Standard  Standards Comparison Vertical Alignment Horizontal Alignment Final Decision
Key Ideas and details
2.RI.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. No refinement needed
2.RI.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. No refinement needed
2.RI.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. No refinement needed
Craft and Structure
Code Standard Draft Standard  Standards Comparison Vertical Alignment Horizontal Alignment Final Decision
2.RI.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.  Standards Comparison No refinement needed
2.RI.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. No refinement needed
2.RI.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. Identify the main purpose of a text, including what the author wants to answer, explain, or describe. No refinement needed
Integration of Knowledge and Ideas
Code Standard Draft Standard  Standards Comparison Vertical Alignment Horizontal Alignment Final Decision
2.RI.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. No refinement needed
2.RI.8 Describe how reasons support specific points the author makes in a text. Describe how reasons support specific points the author makes in a text. No refinement needed
2.RI.9 Compare and contrast the most important points presented by two texts on the same topic Compare and contrast the most important points presented by two texts on the same topic No refinement needed
Range of Reading and Level of Text Complexity
Code Standard Draft Standard  Standards Comparison Vertical Alignment Horizontal Alignment Final Decision
2.RI.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. “By the end of the year, proficiently and independently read and comprehend informational texts, including history/social studies, science, and technical texts, in a text complexity range determined by qualitative and quantitative measures appropriate to grade two.”  No changes needed to revision. Refinement agreed to by group. No refinement needed. Group agrees with standard as worded.
AZ.2.RI.10 a. By the end of the year, read and comprehend functional texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. Remove all of 2.RI.10a (AZ.2.RI.10). No changes needed to revision. Refinement agreed to by group. No refinement needed. Group agrees with standard as worded.
Reading Standards for Informational Text
Code Standard Draft Standard  Standards Comparison Vertical Alignment Horizontal Alignment Final Decision
Key Ideas and details
2.RI.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.  Standards Comparison No refinement needed
2.RI.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. No refinement needed
2.RI.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. No refinement needed
Craft and Structure
Code Standard Draft Standard  Standards Comparison Vertical Alignment Horizontal Alignment Final Decision
2.RI.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. No refinement needed
2.RI.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. No refinement needed
2.RI.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. Identify the main purpose of a text, including what the author wants to answer, explain, or describe. No refinement needed
Integration of Knowledge and Ideas
Code Standard Draft Standard  Standards Comparison Vertical Alignment Horizontal Alignment Final Decision
2.RI.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. No refinement needed
2.RI.8 Describe how reasons support specific points the author makes in a text. Describe how reasons support specific points the author makes in a text. No refinement needed
2.RI.9 Compare and contrast the most important points presented by two texts on the same topic Compare and contrast the most important points presented by two texts on the same topic No refinement needed
Range of Reading and Level of Text Complexity
Code Standard Draft Standard  Standards Comparison Vertical Alignment Horizontal Alignment Final Decision
2.RI.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. “By the end of the year, proficiently and independently read and comprehend informational texts, including history/social studies, science, and technical texts, in a text complexity range determined by qualitative and quantitative measures appropriate to grade two.” No changes needed to revision. Refinement agreed to by group. No refinement needed. Group agrees with standard as worded.
AZ.2.RI.10 a. By the end of the year, read and comprehend functional texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. Remove all of 2.RI.10a (AZ.2.RI.10). No changes needed to revision. Refinement agreed to by group.  No refinement needed. Group agrees with standard as worded. No refinement needed. Group agrees with standard as worded.
Reading Standards: Foundational Skills
Phonics and Word Recognition
Code Standard Draft Standard  Standards Comparison Vertical Alignment Horizontal Alignment Final Decision
2.RF.3 “Know and apply grade‐level phonics and word analysis skills in decoding words.
a. Distinguish long and short vowels when reading regularly spelled one‐syllable words.
b. Know spelling‐sound correspondences for additional common vowel teams.
c. Decode regularly spelled two‐syllable words with long vowels.
d. Decode words with common prefixes and suffixes.
e. Identify words with inconsistent but common spelling‐sound correspondences.
f. Recognize and read grade‐appropriate irregularly spelled words.”		 “Know and apply grade‐level phonics and word analysis skills in decoding words.
a. Distinguish long and short vowels when reading regularly spelled one‐syllable words.
b. Know spelling‐sound correspondences for additional common vowel teams.
c. Identify and apply six syllable types to decode appropriate grade-level text.
d. Decode words with common prefixes and suffixes.
e. Identify words with inconsistent but common spelling‐sound correspondences.
f. Recognize and read grade‐appropriate irregularly spelled words.”		 No changes needed to revision. Refinement agreed to by group. Revision is vertically aligned to the standard Revision is horizontally aligned to the standard No refinement needed. Group agrees with standard as worded.
Fluency
2.RF.4 “Read with sufficient accuracy and fluency to support comprehension.
a. Read on‐level text with purpose and understanding.
b. Read on‐level text orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self‐correct word recognition and understanding, rereading as necessary.”		 “Read with sufficient accuracy and fluency to support comprehension.
a. Read on‐level text with purpose and understanding.
b. Read on‐level text orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self‐correct word recognition and understanding, rereading as necessary.”		 No refinement needed
College and Career Readiness Anchor Standards for Writing
Code Standard Draft Standard  Standards Comparison Vertical Alignment Horizontal Alignment Final Decision
Text Types and Purposes
2.W.1 “Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.” “Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.” No refinement needed
2.W.2 “Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.” “Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.” No refinement needed
2.W.3 “Write narratives in which they recount a well‐elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.” “Write narratives in which they recount a well‐elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.” No refinement needed
Production and Distribution of Writing
2.W.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade‐specific expectations for writing types are defined in standards 1–3 above). With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade‐specific expectations for writing types are defined in standards 1–3 above). No refinement needed
AZ.2.W.4 “With guidance and support from adults, produce functional writing (e.g., classroom rules, experiments, notes/messages, friendly letters, labels, graphs/tables, directions, posters) in which the development and organization are appropriate to task and purpose.” Remove all of 2.W.4a (AZ.2.W.4) No change needed to revision. Refinement agreed to by group. No change needed to revision. Refinement agreed to by group.
2.W.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. No refinement needed
2.W.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. No refinement needed
Research to Build and Present Knowledge
Code Standard Draft Standard  Standards Comparison Vertical Alignment Horizontal Alignment Final Decision
2.W.7 “Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations)” “Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations)” No refinement needed
2.W.8 Recall information from experiences or gather information from provided sources to answer a question. Recall information from experiences or gather information from provided sources to answer a question.  No refinement needed
2.W.9 (Begins in grade 4) (Begins in grade 4)
Range of Writing
2.W.10 (Begins in grade 3) (Begins in grade 3)
Speaking and Listening Standards
Comprehension and Collaboration
Code Standard Draft Standard  Standards Comparison Vertical Alignment Horizontal Alignment Final Decision
2.SL.1 “Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
a. Follow agreed‐upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
b. Build on others’ talk in conversations by linking their comments to the remarks of others.
c. Ask for clarification and further explanation as needed about the topics and texts under discussion.”		 “Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
a. Follow agreed‐upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
b. Build on others’ talk in conversations by linking their comments to the remarks of others.
c. Ask for clarification and further explanation as needed about the topics and texts under discussion.”		 No refinement needed
2.SL.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. No refinement needed
2.SL.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. No refinement needed
2.SL.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. No refinement needed
Presentation of Knowledge and Ideas
Code Standard Draft Standard  Standards Comparison Vertical Alignment Horizontal Alignment Final Decision
2.SL.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. No refinement needed
2.SL.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 specific expectations.) Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 specific expectations.) No refinement needed
Language Standards
Conventions of Standard English
Code Standard Draft Standard  Standards Comparison Vertical Alignment Horizontal Alignment Final Decision
2.L.1 “Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
a. Use collective nouns (e.g., group).
b. Form and use frequently occurring irregular
plural nouns (e.g., feet, children, teeth, mice, fish).
c. Use reflexive pronouns (e.g., myself, ourselves).
d. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, and told).
e. Use adjectives and adverbs, and choose between them depending on what is to be modified.
f. Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).”		 “Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
a. Use collective nouns (e.g., group).
b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
c. Use reflexive pronouns (e.g., myself, ourselves).
d. Form and use the past, present, and future tenses of frequently occurring regular and irregular verbs (e.g. sat, hit, and told).
e. Use adjectives and adverbs, and choose between them depending on what is to be modified.
f. Use interjections, (e.g.,Yes, that is mine!, Yes! That is mine.)
g. Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy), using frequently occurring conjunctions (e.g. and, but, or, yet, so).
h. Identify and use declarative, interrogative, imperative, and exclamatory sentences.
i. With assistance, link sentences into a simple, cohesive paragraph that conains: main idea, supporting details, and conclusion.”		 No change needed to revision. Refinement agreed to by group. “Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
a. Use collective nouns (e.g., group).
b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
c. Use reflexive pronouns (e.g., myself, ourselves).
d. Form and use the past, present, and future tenses of frequently occurring regular and irregular verbs (e.g. sat, hit, and told).
e. Use adjectives and adverbs, and choose between them depending on what is to be modified.
f. Use interjections, (e.g.,Yes, that is mine!, Yes! That is mine.)
g. Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy), using frequently occurring conjunctions (e.g. and, but, or, yet, so).
h. Identify and use declarative, interrogative, imperative, and exclamatory sentences.
i. With assistance, link sentences into a simple, cohesive paragraph that conains: main idea, supporting details, and conclusion.”
AZ.2.L.1 “Write multiple sentences in an order that supports a main idea or story.” No change needed to revision. Refinement agreed to by group.
2.L.2 “Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
a. Capitalize holidays, product names, and geographic names.
b. Use commas in greetings and closings of letters.
c. Use an apostrophe to form contractions and frequently occurring possessives.
d. Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).
e. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.”		 “Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
a. Capitalize holidays, product names, and geographic names.
b. Use commas in greetings and closings of letters.
c. Use an apostrophe to form contractions and frequently occurring possessives.
d. Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).
e. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.”		 No refinement needed
Knowledge of Language
2.L.3 “Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Compare formal and informal uses of English.”		 “Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Compare formal and informal uses of English.”		 No refinement needed
Vocabulary Acquisition and Use
Code Standard Draft Standard  Standards Comparison Vertical Alignment Horizontal Alignment Final Decision
2.L.4 “Determine or clarify the meaning of unknown and multiple‐meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
a. Use sentence‐level context as a clue to the meaning of a word or phrase.
b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).
c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).
e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.”		 “Determine or clarify the meaning of unknown and multiple‐meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
a. Use sentence‐level context as a clue to the meaning of a word or phrase.
b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).
c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly;
bookshelf, notebook, bookmark).
e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.”		 No refinement needed
2.L.5 “Demonstrate understanding of word relationships and nuances in word meanings.
a. Identify real‐life connections between words and their use (e.g., describe foods that are spicy or juicy).
b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).”		 “Demonstrate understanding of word relationships and nuances in word meanings.
a. Identify real‐life connections between words and their use (e.g., describe foods that are spicy or juicy).
b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).”		 No refinement needed
2.L.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). No refinement needed
Writing Standards: Foundational Skills (Not included in 2010 standards)
Code Standard Draft Standard  Standards Comparison Vertical Alignment Horizontal Alignment Final Decision
Write legibly in manuscript No change to revision. Refinement agreed to by group
Write with sufficient fluency to support composition No change to revision. Refinement agreed to by group
“Write the most common graphemes (letters or letter groups) for each phoneme, for example:
a. Consonants: /s/= s, ss, ce, ci, cy
/f/= f, ff, ph
/k/= c, k, ck
b. Vowels: /o/= o, o_e, oa, ow (long o)
/a/=a, a_e, ia, ay, eigh (long a)”		 No change to revision. Refinement agreed to by group
“Spell regular, single-syllable words that include:
a. Position-based patterns (e.g., ch, -tch; k, -ck; -ge, -dge)
b. Complex consonants blends (e.g., scr, str, squ)
c. Less common vowel teams for long vowels (e.g., ow, oo, au, ou,ue)
d. Vowel r combinations (e.g., turn, star, third, four, for)
e. Contractions (e.g., we’ll; I’m; they’ve; don’t)
f. Homophones (e.g., bear, bare; past, passed)
g. Plurals and possessives (e.g.; its, it’s)”		 No change to revision. Refinement agreed to by group
“Spell two- and three-syllable words that:
a. Combine closed, open, vowel teams, vowel-r, and Cve syllables (e.g., compete; robot; violet; understand)
b. Compounds comprising familiar parts (e.g., houseboat; yellowtail)
c. Include the most common prefixes and derivational suffixes (e.g., un, re, en; ful, -ment, -less)”		 No change to revision. Refinement agreed to by group
“Spell words with suffixes that require:
a. Consonant doubling (e.g., running, slipped)
b. Dropping silent -e (e.g., smiled, paving)
c. Changing y to I (e.g., cried)”		 No change to revision. Refinement agreed to by group
“Spell the 200 most often used words in English
a. Irregular words (e.g., against, many, enough, does)
b. Pattern-based words (e.g., which, kind, have)”		 No change to revision. Refinement agreed to by group
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Arizona 1st Grade ELA Standards: Standards Sub-Committee Working Group Draft 2016

1st Grade 2010 ELA Standards | 2016 ELA Standards Rewrite Comparison

Reading Standards for Literature
Code Standard Draft Standard Vertical Alignment Horizontal Alignment Final Decision
1.RL.1 Ask and answer questions about key details in a text. Ask and answer questions such as who, what, where, why, and how about key details in a text. No changes, refinement agreed to by group.
1.RL.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. Retell stories incuding key details and demonstrate understanding of their main idea, central message, or lesson. No changes, refinement agreed to by group.
1.RL.3 Describe characters, settings, and major events in a story, using key details. Describe characters, settings, and major events in a story, using key details.
Craft and Structure
1.RL.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
1.RL.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. Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. Explain major differences between books that tell stories and books that give information, drawing on a wide range of text types.
1.RL.6 Identify who is telling the story at various points in a text. Identify who is telling the story at various points in a text.
Integration of Knowledge and Ideas
1.RL.7 Use illustrations and details in a story to describe its characters, setting, or events. Use illustrations and details in a story to describe its characters, setting, or events.
1.RL.8 (Not applicable to literature) (Not applicable to literature)
1.RL.9 Compare and contrast the adventures and experiences of characters in stories. Compare and contrast the adventures and experiences of characters in stories.
Integration of Knowledge and Ideas
Code Standard Draft Standard Vertical Alignment Horizontal Alignment Final Decision
Range of Reading and Level of Text Complexity
1.RI.1 Ask and answer questions about key details in a text. Ask and answer questions such as who, what, where, why, and how about key details in a text. No changes, refinement agreed to by group.
1.RI.2 Identify the main topic and retell key details of a text. Identify the main topic and retell key details of a text.
1.RI.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. Describe the connection between two individuals, events, ideas, or pieces of information in a text. Add verbiage “key details” to align with 1.Ri.1 and 1.Ri.2. Describe the connection between two individuals, events, ideas, or pieces of information in a text using key details.
Craft and Structure
1.RI.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
1.RI.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.
1.RI.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
Integration of Knowledge and Ideas
Code Standard Draft Standard Vertical Alignment Horizontal Alignment Final Decision
1.RI.7 Use the illustrations and details in a text to describe its key ideas. Use the illustrations and details in a text to describe its key ideas.
1.RI.8 Identify the reasons an author gives to support points in a text. Identify the reasons an author gives to support points in a text.
1.RI.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
Range of Reading and Level of Text Complexity
Code Standard Draft Standard Vertical Alignment Horizontal Alignment Final Decision
1.RI.10 With prompting and support, read informational texts appropriately complex for grade 1. With prompting and support, read informational texts including functional texts, history/social studies, science, and technical texts, appropriately complex for grade 1. Refinement agreed to by group.
AZ.1.RI.10 a. With prompting and support, read functional texts including history/social studies, science and technical texts, appropriately complex for grade 1. Delete AZ.1.RI.10 Refinement agreed to by group.
Reading Standards: Foundational Skills
Print Concepts
Code Standard Draft Standard Vertical Alignment Horizontal Alignment Final Decision
1.RF.1 “Demonstrate understanding of the organization and basic features of print.
a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).”		 “Demonstrate understanding of the organization and basic features of print.

a. Recognize the distinguishing features of a sentence (e.g., capitalization of first word and ending punctuation).”

 “Demonstrate understanding of the organization and basic features of print.

a. Recognize the distinguishing features of a sentence: capitalization of first word and ending punctuation.”
Phonological Awareness
Code Standard Draft Standard Vertical Alignment Horizontal Alignment Final Decision
1.RF.2 “Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

a. Distinguish long from short vowel sounds in spoken single‐syllable words.

b. Orally produce single‐syllable words by blending sounds (phonemes), including consonant blends.

c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single syllable words.

d. Segment spoken single syllable words into their complete sequence of individual sounds (phonemes).”

 “Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

a. Distinguish long from short vowel sounds in spoken single‐syllable words.

b. Orally produce single‐syllable words by blending sounds (phonemes), including consonant blends.

d. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single syllable words.

e. Segment spoken one syllable words of three to five phonemes into individual phonemes (e.g., /s/p/l/a/t/)

f. Orally generate a series of original rhyming words using a variety of phonograms (e.g., -ed, -ake, -ant, ain,) and consonant blends (e.g., bl, st, tr)

 Refinement agreed to by group.
1.RF.3 “Know and apply grade‐level phonics and word analysis skills in decoding words.

a. Know the spelling‐sound correspondences for common consonant digraphs.

b. Decode regularly spelled one syllable words.

c. Know final ‐e and common vowel team conventions for representing long vowel sounds.

d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

e. Decode two‐syllable words following basic patterns by breaking the words into syllables.

f. Read words with inflectional endings.

g. Recognize and read grade‐appropriate irregularly spelled words.”

 “Know and apply grade‐level phonics and word analysis skills in decoding words.

a. Know the spelling‐sound correspondences for common consonant digraphs.

b. Decode regularly spelled one syllable words.

c. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

d. Recognize and apply all six syllable types with grade-level appropriate texts.

e. Read words with inflectional endings.

f. Recognize and read grade‐appropriate irregularly spelled words.

 “Refinement agreed to by group.
1.RF.4 “Read with sufficient accuracy and fluency to support comprehension.

a. Read on-level text with purpose and understanding.

b. Read on‐level text orally with accuracy, appropriate rate, and expression on successive readings.

c. Use context to confirm or self‐correct word recognition and understanding, rereading as necessary.”

 “Read with sufficient accuracy and fluency to support comprehension.

a. Read on-level text with purpose and understanding.

b. Read on‐level text orally with accuracy, appropriate rate, and expression on successive readings.

c. Use context to confirm or self‐correct word recognition and understanding, rereading as necessary.”
College and Career Readiness Anchor Standards for Writing
Text Types and Purposes
Code Standard Draft Standard Vertical Alignment Horizontal Alignment Final Decision
1.W.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.” “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.”
1.W.2 “Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.” “Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.”
1.W.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.” “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.”
Production and Distribution of Writing
1.W.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade‐specific expectations for writing types are defined in standards 1–3 above). With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade‐specific expectations for writing types are defined in standards 1–3 above).
AZ.1.W.4 “a. With guidance and support from adults, produce functional writing (e.g., classroom rules, experiments, notes/messages, friendly letters, labels, graphs/tables, directions, posters) in which the development and organization are appropriate to task and purpose.” Eliminate Az.1.W.4.a Refinement agreed to by group.
1.W.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
1.W.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

 

Research to Build and Present Knowledge
Code Standard Draft Standard Vertical Alignment Horizontal Alignment Final Decision
1.W.7 “Participate in shared research and writing projects (e.g., explore a number of “”how‐to”” books on a given topic and use them to write a sequence of instructions).” “Participate in shared research and writing projects (e.g., explore a number of “”how‐to”” books on a given topic and use them to write a sequence of instructions).” Add verbiage to beginning “with guidance and support from adults” to align with 1.W.8. “With guidance and support from adults, Participate in shared research and writing projects (e.g., explore a number of “”how‐to”” books on a given topic and use them to write a sequence of instructions).”
1.W.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
1.W.9 (Begins in grade 4)
Range of Writing
1.W.10 (Begins in grade 3) (Begins in grade 3)
Speaking and Listening Standards
Comprehension and Collaboration
1.SL.1 “Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
a. Follow agreed‐upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
c. Ask questions to clear up any confusion about the topics and texts under discussion. “		 “Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
a. Follow agreed‐upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
c. Ask questions to clear up any confusion about the topics and texts under discussion.”
1.SL.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
1.SL.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.
Presentation of Knowledge and Ideas
1.SL.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
1.SL.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
1.SL.6 Produce complete sentences when appropriate to task and situation. (See grade 1 Language standard 1 for specific expectations.) Produce complete sentences when appropriate to task and situation. (See 1.L.1. for specific expectations.)
Presentation of Knowledge and Ideas
1.SL.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
1.SL.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
1.SL.6 Produce complete sentences when appropriate to task and situation. (See grade 1 Language standard 1 for specific expectations.) Produce complete sentences when appropriate to task and situation. (See 1.L.1. for specific expectations.)
Language Standards
Conventions of Standard English
1.L.1 “Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
a. Print all upper‐ and lowercase letters.
b. Use common, proper, and possessive nouns.
c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops. We hop.) d. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything).
e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).
f. Use frequently occurring adjectives.
g. Use frequently occurring conjunctions (e.g., and, but, or, so, because).
h. Use determiners (e.g., articles, demonstratives).
i. Use frequently occurring prepositions (e.g., during, beyond, toward).
j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.”		 “Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
a. Use common, proper, and possessive nouns.
b. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops. We hop.)
c. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything).
d. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home.; Today I walk home.; Tomorrow I will walk home.).
e. Use frequently occurring adjectives.
f.Use frequently occurring conjunctions (e.g., and, but, or, so, because).
g. Use determiners (e.g., articles, demonstratives).
h. Use frequently occurring prepositions (e.g., during, beyond, toward).
i. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.”		 Refinement agreed to by group. Formatting: add a line space before a, b, c. Define i.e. and e.g. in glossary. *1.L.1a moved to Writing Foundations
AZ.1.L.1 k. Write multiple sentences in an order that supports a main idea or story. k. Write multiple sentences in an order that supports a main idea or story.
1.L.2 “Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
a. Capitalize dates and names of people.
b. Use end punctuation for sentences.
c. Use commas in dates and to separate single words in a series.
d. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.”		 “Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
a. Capitalize dates and names of people.
b. Use end punctuation for sentences.
c. Use commas in dates and to separate single words in a series.		 Refinement agreed to by group. *1.L.2e – moved to Writing Foundations (1.WF.9)
Knowledge of Language
1.L.3 (Begins in grade 2) (Begins in grade 2)
Vocabulary Acquisition and Use
1.L.4 “Determine or clarify the meaning of unknown and multiple‐meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.
a. Use sentence‐level context as a clue to the meaning of a word or phrase.
b. Use frequently occurring affixes as a clue to the meaning of a word.
c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).”		 “Determine or clarify the meaning of unknown and multiple‐meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.
a. Use sentence‐level context as a clue to the meaning of a word or phrase.
b. Use frequently occurring affixes as a clue to the meaning of a word.
c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).”		 Add verbiage “With guidance and support from adults” to beginning to align with 1.L.5. “With guidance and support from adults, determine or clarify the meaning of unknown and multiple‐meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.
a. Use sentence‐level context as a clue to the meaning of a word or phrase.
b. Use frequently occurring affixes as a clue to the meaning of a word.
c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).”
1.L.5 “With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
b. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
c. Identify real‐life connections between words and their use (e.g., note places at home that are cozy).
d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.”		 “With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
b. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
c. Identify real‐life connections between words and their use (e.g., note places at home that are cozy).
d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.”
1.L.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). Add verbiage “With guidance and support from adults” to beginning to align with 1.L.5. With guidance and support from adults, use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).
Writing Standards: Foundational Skills (Not present in 2010 standards) 2016
Write upper and lower case manuscript alphabet from memory
Write common grapheme (letter or letter group) for each phoneme
Orally segment the phonemes in any single-syllable, spoken word
Know that each syllable is organized around a vowel sound
Spelling
“Spell common, regular, single syllable words
a. short vowels and single consonants
b. Consonant graphemes including qu,x, and -ck; digraphs ( e.g., thin, shop when, much, sing); and doubled letters (e.g., off, will, mess)
c. Initial and final consonants blends (e.g., must, slab, plump)
d. Long vowels spelled correctly predictably, including VCe (e.g., came, like) a few common vowel teams (e.g., boat, play, wait, see, team, right), and final -y (e.g., cry)
e. Vowel -r combinations including er, ar, or (e.g., her, for, car)
“Spell words with inflections
a. Verbs with -ing, -ed and -s and no change in the base word (e.g., snowed, playing, jumps)
b. Nouns with -s, -es, and not change to the base word (e.g., rugs, kisses)
c. Adjectives with -er, -est and no change to the base word (e.g., slower)
“Spell two-syllable words that:
a. End in -y, -ly (e.g., smelly, badly)
b. Are compounds (e.g., hotdog)
c. Have two closed syllables (e.g., rabbit, wagon)
“Spell the 100 most often used words in English
a. Irregular words (e.g., said, what, are, they was)
b. Patterned based words (e.g., he, him, for, in, by, like)
Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions