[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-485263-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-485263-en":131},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","2016njsls-ela-grade-1-english-language-arts-grade-1-reading-anchor-standards","2016NJSLS-ELA-Grade 1 - English Language Arts Grade 1 Reading Anchor Standards","","The New Jersey Student Learning Standards set grade-specific literacy expectations for English Language Arts in Grade 1, aligned to college and career readiness goals. The document outlines cross-disciplinary reading expectations, including reading closely, determining central ideas, analyzing development, interpreting word meaning, and evaluating text structure and purpose. It also specifies grade-level progress indicators for literature and informational text, emphasizing questions, retelling, character and setting descriptions, illustration use, comparisons across texts, and comprehension of stories and informational texts at or above grade-level complexity with support.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/2016njsls-ela-grade-1-english-language-arts-grade-1-reading-anchor-standards/485263/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/2016njsls-ela-grade-1-english-language-arts-grade-1-reading-anchor-standards/485263.png","ImageObject",300,407,{"name":42,"@type":43},"asba","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-04","2026-09-30",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",11,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What do the anchor reading standards require students to do?","Question",{"text":63,"@type":64},"Students read closely, determine central ideas and themes, analyze how ideas develop, interpret word meaning, and evaluate how point of view or purpose shapes content and style. They also integrate information across media and compare texts on similar topics.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What are the Grade 1 expectations for reading literature?",{"text":68,"@type":64},"Students ask and answer questions about key details, retell stories with central messages or lessons, and describe characters, settings, and major events using key details. They also identify feelings or sensory language, compare storybooks with information books, and use illustrations to describe characters, settings, or events.",{"name":70,"@type":61,"acceptedAnswer":71},"How do Grade 1 standards address reading informational text?",{"text":72,"@type":64},"Students ask and answer questions about key details, identify the main topic and retell key details, and describe connections between ideas and pieces of information. They use text features to locate facts, distinguish picture information from word information, and explain an author’s reasons for claims when needed with prompting.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},485263,1790896237,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,100,105,110,115,120,123,127],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":93,"slug":94},70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":112,"show_sort_weight":113,"slug":114},8,"Research & Report",30,"research-report",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":117,"show_sort_weight":118,"slug":119},9,"Religion & Spirituality",20,"religion-spirituality",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":121,"show_sort_weight":118,"slug":122},"World Cup","world-cup",{"id":124,"doc_module":4,"doc_module_name":25,"category_name":125,"show_sort_weight":124,"slug":126},10,"Lifestyle","lifestyle",{"id":128,"doc_module":4,"doc_module_name":25,"category_name":129,"show_sort_weight":96,"slug":130},19,"General","general",{"code":4,"msg":82,"data":132},{"doc_id":79,"user_id":133,"nickname":42,"user_avatar":134,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":140,"language":141,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":12,"update_tm":145,"read_time":113,"preview_page_count":4},3985747872567,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Grade 1  \nThe New Jersey Student Learning Standards define general, cross-disciplinary literacy expectations that must be met for students to be prepared to enter college and workforce training programs ready to succeed. The K–12 grade-specific standards define end-of-year expectations and a cumulative progression designed to enable students to meet college and career readiness expectations no later than the end of high school.  \nStudents advancing through the grades are expected to meet each year’s grade-specific standards, retain or further develop skills and understandings mastered in preceding grades, and work steadily toward meeting the more general expectations described by the standards.  \nAnchor Standards: Reading  \nKey Ideas and Details  \nNJSLSA.R1 . Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.  \nNJSLSA.R2 . Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.  \nNJSLSA.R3 . Analyze how and why individuals, events, and ideas develop and interact over the course of a text.  \nCraft and Structure  \nNJSLSA.R4 . Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.  \nNJSLSA.R5 . Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions ofthe text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.  \nNJSLSA.R6 . Assess how point of view or purpose shapes the content and style of a text.  \nIntegration of Knowledge and Ideas  \nNJSLSA.R7 . Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.  \nNJSLSA.R8 . Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.  \nNJSLSA.R9 . Analyze and reflect on how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.  \nRange of Reading and Level of Text Complexity  \nNJSLSA.R.10. Read and comprehend complex literary and informational texts independently and proficiently with scaffolding as needed.  \nNote on range and content of student reading  \nTo build a foundation for college and career readiness, students must read widely and deeply from among a broad range of high-quality, increasingly challenging literary and informational texts. Through extensive reading of stories, dramas, poems, and myths from diverse cultures and different time periods, students gain literary and cultural knowledge as well as familiarity with various text structures and elements. By reading texts in history/social studies, science, and other disciplines, students build a foundation of knowledge in these fields that will also give them the background to be better readers in all content areas. Students can only gain this foundation when the curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades. Students also acquire the habits of reading independently and closely, which are essential.  \nGrade 1  \nProgress Indicators for Reading Literature Text  \nKey Ideas and Details  \nRL.1.1. Ask and answer questions about key details in a text.  \nRL.1.2. Retell stories, including key details, and demonstrate understanding of their central message or lesson.  \nRL.1.3. Describe characters, settings, and major event(s) in a story, using key details.  \nCraft and Structure  \nRL.1.4 . Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.  \nRL.1.5 . Explain major differences between books that tell stories and books that give information, drawing o","cbCaiezJR2qDPpyA","https://ap.wps.com/l/cbCaiezJR2qDPpyA","pdf",62702,12,"English","# Anchor Standards: Reading\n## Key Ideas and Details\n## Craft and Structure\n## Integration of Knowledge and Ideas\n## Range of Reading and Level of Text Complexity\n# Grade 1 Progress Indicators for Reading Literature Text\n## Key Ideas and Details\n## Craft and Structure\n## Integration of Knowledge and Ideas\n## Range of Reading and Level of Text Complexity\n# Grade 1 Progress Indicators for Reading Informational Text\n## Key Ideas and Details\n## Craft and Structure\n## Integration of Knowledge and Ideas\n## Range of Reading and Level of Text Complexity\n# Grade 1 Progress Indicators for Reading Foundation Skills\n## Print Concepts","[{\"question\":\"What do the anchor reading standards require students to do?\",\"answer\":\"Students read closely, determine central ideas and themes, analyze how ideas develop, interpret word meaning, and evaluate how point of view or purpose shapes content and style. They also integrate information across media and compare texts on similar topics.\"},{\"question\":\"What are the Grade 1 expectations for reading literature?\",\"answer\":\"Students ask and answer questions about key details, retell stories with central messages or lessons, and describe characters, settings, and major events using key details. They also identify feelings or sensory language, compare storybooks with information books, and use illustrations to describe characters, settings, or events.\"},{\"question\":\"How do Grade 1 standards address reading informational text?\",\"answer\":\"Students ask and answer questions about key details, identify the main topic and retell key details, and describe connections between ideas and pieces of information. They use text features to locate facts, distinguish picture information from word information, and explain an author’s reasons for claims when needed with prompting.\"}]","2016NJSLS-ELA-Grade 1 - English Language Arts Grade 1 Reading Anchor Standards | PDF",1790803937]