I can locate pictures and illustrations in a text. I can tell the difference between what I learned from pictures [...]

I can describe an illustration in a text. I can identify details in a text. I can use the illustrations [...]

I can identify why an author wrote a text. I can identify the points an author makes in a text. [...]

I can compare and contrast two texts on the same topic.

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).

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

I can blend sounds to make one syllable words.

I can identify beginning, middle and ending sounds in one syllable words.

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

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

I can read words with sh- ch- th- wh- (digraphs).

I can read one syllable words.

I can recognize words with final e. I can read words with common vowel teams with long vowel sounds.

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

I can decode two syllable words by breaking them into parts.

Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb [...]

Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to [...]

I can sort objects into categories. I can identify real-life connections for words and their use.

Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

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 use words I learned in a story.

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. [...]

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 [...]

I can compare and contrast what characters do and feel in the stories I read.

I can ask questions about important facts from an informational text. I can answer questions about important facts from an [...]

I can read informational 1st grade texts, and ask for help when needed.

I can tell the main topic from an informational text. I can retell important facts from an informational text.

Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).

Continue a conversation through multiple exchanges.

I can ask and answer questions about a text read aloud.

I can ask and answer questions to seek help or get information.

I can describe people, places, things and events and add detail with help.

I can add drawings to show my ideas, thoughts, or feelings.

I can speak clearly to share my thoughts and feelings.

I can print uppercase and lowercase letters.

Print many upper- and lowercase letters.

Use frequently occurring nouns and verbs.

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).