Grades
Standard
Demonstrate understanding of the organization and basic features of print.
Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
I can identify the characters in a story. I can recognize when more than one character is telling the story. [...]
I can look at the illustrations in a story and describe what I see. I can identify details in a [...]
Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb [...]
I can compare and contrast what characters do and feel in the stories I read.
Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to [...]
I can ask questions about important facts from an informational text. I can answer questions about important facts from an [...]
I can sort objects into categories. I can identify real-life connections for words and their use.
I can read informational 1st grade texts, and ask for help when needed.
Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
I can tell the main topic from an informational text. I can retell important facts from an informational text.
Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
Identify real-life connections between words and their use (e.g., note places at school that are colorful).
Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the [...]
I can ask questions about important parts in a story. I can answer questions about important parts in a story.
With prompting and support, read prose and poetry of appropriate complexity for grade 1.
I can understand the central message in a story. I can retell stories in my own words, using characters, setting, [...]
I can retell stories in my own words, using characters, setting, and events.
I can identify words and phrases in a story or poem that tell me how something looks, sounds, tastes, feels, [...]
I can read or listen to books that tell stories. I can read or listen to books that give information. [...]
Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
I can describe people, places, things and events and add detail with help.
Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).
Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
Produce and expand complete sentences in shared language activities.
I can capitalize the first word in a sentence and the pronoun I. I can recognize and name end punctuation. [...]
Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
Write a letter or letters for most consonant and short-vowel sounds (phonemes).
I can recognize and produce the sounds of each letter. I can read sight words.
Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant.
Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.
Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does).
Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
I can read the words in grade level texts accurately. I can use the pictures in a book to describe [...]
I can use pictures and words to tell what I think about a topic or a book.
Grades
Standard
Demonstrate understanding of the organization and basic features of print.
Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
I can identify the characters in a story. I can recognize when more than one character is telling the story. [...]
I can look at the illustrations in a story and describe what I see. I can identify details in a [...]
Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb [...]
I can compare and contrast what characters do and feel in the stories I read.
Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to [...]
I can ask questions about important facts from an informational text. I can answer questions about important facts from an [...]
I can sort objects into categories. I can identify real-life connections for words and their use.
I can read informational 1st grade texts, and ask for help when needed.
Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
I can tell the main topic from an informational text. I can retell important facts from an informational text.
Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
Identify real-life connections between words and their use (e.g., note places at school that are colorful).
Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the [...]
I can ask questions about important parts in a story. I can answer questions about important parts in a story.
With prompting and support, read prose and poetry of appropriate complexity for grade 1.
I can understand the central message in a story. I can retell stories in my own words, using characters, setting, [...]
I can retell stories in my own words, using characters, setting, and events.
I can identify words and phrases in a story or poem that tell me how something looks, sounds, tastes, feels, [...]
I can read or listen to books that tell stories. I can read or listen to books that give information. [...]
Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
I can describe people, places, things and events and add detail with help.
Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).
Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
Produce and expand complete sentences in shared language activities.
I can capitalize the first word in a sentence and the pronoun I. I can recognize and name end punctuation. [...]
Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
Write a letter or letters for most consonant and short-vowel sounds (phonemes).
I can recognize and produce the sounds of each letter. I can read sight words.
Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant.
Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.
Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does).
Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
I can read the words in grade level texts accurately. I can use the pictures in a book to describe [...]
I can use pictures and words to tell what I think about a topic or a book.