1 2 3 Reading for Literature Key Ideas and Details Ask/answer questions about key details in a text. I can ask important questions about what I read or heard. I can anwer questions about I have read or heard. Retell stories including key details with an understanding of message or lesson. I can tell about a story in my own words. Describe characters, settings, and major events in a story, using key details. I can tell about characters in the story I can retell the beginning, middle, and ending of the story. 4 5 6 7 8 9 Craft and Structure Identify words/phrases in stories or poems that suggest feelings or appeal to the senses. Explain major differences between books that tell stories & books that give information, drawing on a wide reading of a range of text types. Identify who is telling the story at various points in a text. Integration of Knowledge and Ideas Use illustrations & details in a story to describe its characters, setting, or events. NA for literature Compare & contrast the adventures & experiences of characters in stories. I can tell where the story took place. I can find the feelings words in what I read or heard. I can name the five senses. I can tell the difference between story books and information books. I can tell who is speaking in the story. I can use pictures to help retell a story. I can tell how two characters are alike. I can tell how two characters are different.
10 Range of Reading and Level of Text Complexity With prompting & support, read prose & poetry of appropriate complexity for grade 1. I can read and understand poems. Reading For Informational Text Key Ideas and Details I can tell about a poem I read. 1 Ask & answer questions about key details in a text. I can ask a question about an important idea. I can answer questions about important ideas. Identify the main topic and retell key details of a 2 text. I can retell details in my own words. 3 4 5 6 Describe connections between two individuals, events, ideas, or pieces of information in a text. Craft and Structure Ask & answer questions to help determine or clarify the meaning of words & phrases in a text. Know and use various text features to locate key facts or information in a text. Distinquish between information provided by pictures or other illustrations & information provided by the words in a text. I can retell the main idea in my own words. I can tell how two things fit together from what I read. I can ask questions about the meaning of words that I do not know. I can find the headings in a book. I can use a table of contents. I can use a glossary. I can learn from both pictures and words
7 8 9 Integration of Knowledge and Ideas Use the illustrations & details in a text to describe key ideas. Identify the reasons an author gives to support points in a text. Identify basic similarities in and differences between two texts on the same topic. I can tell why authors use graphs, maps or charts in their books. I can tell what the author is trying to say. I can tell how the books are alike. 10 Range of Reading and Level of Text Complexity With prompting & support, read informational texts appropriately complex for first grade. I can tell how the books are different. I can increase my reading level. 1 Reading Strand: Foundational Skills Print Concepts Demonstrate understanding of the organization & basic features of print. Recognize features of a sentence. I can read some books by myself. I can find the first word of a sentence. I can find a capital letter. 2 2a 2b Phonological Awareness Demonstrate understanding of spoken words, syllables, and sounds. Distinguish long from short vowel sounds in spoken single-syllable words. Orally produce single-syllable words by blending sounds including consonant blends. I can show how a sentence begins and ends. I can find a punctuation mark. I can hear sounds in a word. I can tell if a vowel is long or short sound. I can blend sounds together.
2c Isolate & pronounce initial, medial vowel, and final sounds in spoken single-syllable words. I can name the beginning sound in a word. I can name the middle sound in a word. 2d 3 3a 3b 3c 3d 3e 3f 3g Segment spoken single-syllable words into their complete sequence of individual sounds. Phonics and Word Recognition Know & apply grade-level phonics & word analysis skills in decoding words. Know the spelling-sound correspondences for common consonant diagraphs. Decode regularly spelled one-syllable words. I Know final -e & common vowel team conventions for representing long vowel sounds. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. Decode two-syllable words following basic patterns by breaking the words into syllables. Read words with inflectional endings. I Recognize & read grade-appropriate irregularly spelled words. I can name the ending sound in a word. I can break apart sounds in a word. I can sound-out words. I can make the sound for sh, ch, th, wh. can sound-out words. I can add a silent e onto the end of some words with a long vowel. I can put a vowel in every syllable. I can clap syllables in a word. can read words with suffixes. I can read words from the word wall. I can read words that do not follow the rules.
4 4a 4b Fluency Read with sufficient accuracy & fluency to support comprehension. Read grade-level text with purpose & understanding. Read grade-level text orally with accuracy, appropriate rate, and expression. I can read like I talk. I can understand what my mouth is reading. I can read in a character voice. 4c Use context to confirm or self-correct word recognition & understanding, rereading as necessary. Writing Strand Text Types and Purposes Write opinion pieces in which they introduce the topic or name the book they are writing about, 1 state an opinion, and provide some sense of closure. Write informative/explanatory texts in which they 2 name a topic, supply some facts about the topic, and provide some sense of closure. Write narratives in which they recount two or more appropriately sequenced events, include some 3 details regarding what happened, use temporal words to signal event order, and provide some sense of closure. 4 N/A (Begins in 3rd grade) With guidance & support from adults, focus on a topic, respond to questions and suggestions from 5 peers, and add details to strengthen writing as needed. I can make my voice go up and down. I can tell when my reading does not sound right. I can go back and read a second time. I can write what I think about a book. I can write facts from what I read. I can put events in order when I write. I can write a beginning to start my story. I can write an ending to close my story. I can add describing words to my writing. I can proofread my work.
6 7 8 Production and Distribution of Writing With guidance & support from adults, use a variety of digital tools to produce & publish writing, including in collaboration with peers. I can use the computer to help me write. Research to Build and Present Knowledge Participate in shared research & writing projects. I can work as a team to write. I can do my job in a group project. With guidance & support from adults, recall I can collect information from different information from experiences or gather information places. I can use what I already know. I can from provided sources to answer a question. do research. 1 Speaking and Listening Strand Comprehension and Collaboration Participate in collaborative conversations with diverse partners about grade 1 topics & texts with peers & adults in small & large groups. I can have a conversation with a partner about a book. 1a 1b 1c 2 3 Follow agreed-upon rules for discussions Build on others' talk in conversations by responding to the comments of others through multiple exchanges. Ask questions to clear up any confusion about the topics & texts under discussion. Ask & answer questions about key details in a text read aloud or information presented orally or through other media. Ask & answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. I can listen while others speak. I can have a meaningful discussion with others. I can take turns talking with my group. I can ask questions during the discussion. I can listen and respond to a read aloud. I can ask the speaker questions to help me understand.
4 Describe people, places, things, and events with relevant details, expressing ideas & feelings clearly. I can report facts to others orally. I can tell about my opinions and feelings. 5 6 1 Presentation of Knowledge and Ideas Add drawings or other visual displays to descriptions I can use visual props to help tell about when appropriate to clarify ideas, thoughts, & something. feelings. Produce complete sentences when appropriate to I can speak in full sentences. task & situation. Language Strand Conventions of Standard English Demonstrate command of the conventions of standard English grammar & usage when writing or speaking. 1a Print all upper & lowercase letters. I can write in complete sentences. I can print/write all the capital/uppercase letters correctly. I can print/write all the lowercase letters correctly. 1b Use common, proper, and possessive nouns. I can capitalize names in my writing. I can write about people, places, and things. I can show ownership in my writing. 1c Use singular & plural nouns with matching verbs in basic sentences. 1d Use personal, possessive, and indefinite pronouns. I can add "s", "es", or "ies" to the end of nouns. I can add the letter "s" to the end of verbs. I can make the noun and verb sound good together. I can use pronouns to take the place of nouns.
1e Use verbs to convey a sense of past, present, and future. 1f Use frequently occuring adjectives. 1g 1h 1i Use frequently occurring conjunctions. (and, but, or, so, because) Use determiners. (articles & demonstrative pronouns) Use frequently occurring prepositions. (in, from, to, with, of, at, over, for, during, beyond, toward) I can use verbs to show time. I can add "ed" to the end of verbs to tell about what already happened. I can add "ing" to tell about what is happening now. I can add a helping verb in front of my main verb to tell what will happen. I can use describing words to tell about nouns. I can use words to join two parts of a sentence. I can use "a" before nouns that begin with consonants. I can use "an" before nouns that begin with vowels. I can use "the " before specific nouns. I can use words like this, that, these, and those to refer to nouns. I can use certain words to make my sentence clearer. 1j Produce & expand complete simple & compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. I can write sentences that tell facts. I can write sentences that share information. I can write sentences that ask questions. I can write sentences that show emotions. 2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 2a Capitalize dates & names of people. 2b Use end punctuation for sentences. I can capitalize the first letter of names of things. I can put the correct mark at the end of my sentences.
2c Use commas in dates & to separate single words in a series. I can write a date correctly. I can use commas in my writing. I can put a comma between a list of things in my sentence. 2d 2e Use conventional spelling for words with common I can spell many words correctly. I can spelling patterns & for frequently occurring irregular memorize how to spell some words. words. Spell untaught words phonetically, drawing on phonemic awareness & spelling conventions. Knowledge of Language 3 N/A (Begins in 2nd grade) Vocabulary Acquisition and Use Determine or clarify the meaning of unknown & multiple-meaning words & phrases based on grade 4 1 reading and content, choosing flexibly from an array of strategies. Use sentence-level context as a clue to the meaning 4a of a word or phrase. Use frequently occurring affixes as a clue to the 4b meaning of a word. 4c Identify frequently occurring root words and their inflectional forms. I can spell many words correctly by sounding them out. I can use clues from the sentence to figure out other words. I can use word parts as a clue to figure out the meaning of a word. I can be a detective and look for clues in or near a word to help me understand. 5 With guidance & support from adults, demonstrate understanding of figurative language, word relationships, and nuances in word meaning. I can understand different ways in which people write and speak. 5a 5b Sort words into categories to gain a sense of the concepts the categories represent. Define words by category & by one or more key attributes. I can group words that belong together. I can tell characteristics of words in a group.
5c Identify real-life connections between words and their use. I can use new vocabulary words in my writing and speech. I can use new words to describe things I already know about. 5d 6 Distinguish shades of meaning among verbs differing in manner & adjectives differing in intensity by defining or choosing them or by acting out the meanings. Use words & phrases acquired through conversations, reading or being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships. (because) I can use synonyms in writing and speaking. I can tell which words are stronger than others. I can tell or write about why something happened. I can tell about what caused something to happen.