First Grade Media Literacy: A Back-to-School Standards Checklist

Getting Organized Around Washington's Media Literacy Standards

If you're teaching first grade in Washington this year, you've probably already glanced at the state standards and thought, "Okay, where do I actually start?" The good news is that Washington's media literacy standards for first grade are genuinely doable—and they're genuinely important. They're also easier to weave into your existing instruction once you know what you're looking for.

Let me walk you through how I organize my classroom and planning around these standards so that by November, I'm not scrambling or feeling like I'm teaching these skills in isolation.

Start With a Physical Standards Reference

First thing: print out or bookmark your Washington standards document. Not to be precious about it, but I keep a laminated copy of the relevant standards in my planning binder. For first grade media literacy, you're working primarily with the range under WA.ELA-LITERACY.RML1st, and the cluster that matters most right now is around identifying information sources and understanding media messages.

The standards break down into two main areas:

• Understanding who provides information (WA.ELA-LITERACY.RML1st.8 and its components)
• Analyzing media messages (WA.ELA-LITERACY.RML1st.7 and its components)

Keep these visible. Seriously. Post them above your guided reading table or near where you typically do whole-group instruction. You'll reference them constantly once you start looking for teaching moments.

Build a "Who's an Expert?" Resource File

One of your key standards is WA.ELA-LITERACY.RML1st.8.b: Identify people who are experts on a particular topic and could provide information about it. This is perfect for first grade because kids are naturally curious about who knows what.

Before school starts, I create a simple file (digital or physical) with pictures and names of local experts. Think: your school nurse, the librarian, the principal, a local firefighter, a veterinarian from the clinic near school, a parent who works in construction. When you need examples throughout the year, they're ready.

Pro tip: Ask for parent volunteers in your back-to-school survey. "Would you be willing to talk to our class about your job?" You'll have a ready list for when you're teaching this standard. A parent who works as a baker becomes your expert for a unit on food. The local news reporter becomes your go-to for understanding where information comes from.

Create a Simple Media Message Observation Chart

The standard WA.ELA-LITERACY.RML1st.7.b: Identify what's realistic and what's pretend within media messages needs regular, repeated practice. First graders won't nail this naturally—they need to see examples repeatedly.

I create a chart with three columns: "What we see," "Is it real or pretend?", and "How do we know?" Then I gather examples throughout September and October: screenshots from picture books, frames from movies, advertisements, photos from websites. Nothing fancy. Just real examples we can discuss together during morning meeting or guided reading.

A picture of a talking pig from a storybook? Pretend—pigs don't actually talk. A photo of a real pig from a farm website? Real. A cartoon pig selling cereal? Pretend—pigs don't sell cereal, even if they look like real pigs. This is the level of thinking your first graders need, and having examples ready means you're not scrambling to explain this concept on the spot.

Set Up a "Sources and Images" Anchor Chart Section

Standards like WA.ELA-LITERACY.RML1st.8.a: Identify who decided what to include in a particular information source and WA.ELA-LITERACY.RML1st.7.c: Describe images within media messages benefit from anchor charts that grow throughout the year.

Dedicate a bulletin board or chart paper area to these discussions. When you read an informational text, pause and ask: "Who wrote this book? Who chose what pictures to put in?" When you see an image, practice describing it together. Build your charts as the year goes, and your students will have visual reminders of what you're teaching.

Plan for Regular, Low-Prep Practice

Here's what I've learned: these standards are easiest to teach when you're intentional but not rigid. I block out time on my planning calendar—usually once a week—to specifically address media literacy. That might look like:

• Monday morning meeting: Show an image and describe it together
• Wednesday reading block: Pause in a read-aloud to identify who wrote the information and why
• Friday: A quick activity analyzing a real advertisement or picture from the internet

Nothing that requires hours of prep. But consistent enough that by the time your students take the Washington state test in later grades, they'll have had two full years of foundation in understanding media and information sources.

One Last Thing

Don't wait until October to think about these standards. Set up your systems now, while you have energy and before the year gets hectic. A laminated standards sheet, a folder of expert contacts, a collection of media examples, and a designated bulletin board space will carry you through the entire year. You'll teach these standards naturally because you've made them visible and accessible.

Your first graders will be ready.