I Can Statements
Reading Literature
1. Ask and answer questions about key details in a text.
I can ask questions about the fictional text.
I can answer questions about the fictional text.
2. Retell stories, including key details, and demonstrate understanding of their central message or lesson.
I can describe the important things that happened in the story.
3. Describe characters, settings, and major events in a story, using key details.
I can describe the characters in the story.
I candescribethe setting in the story.
I can describe the major events in the story.
4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
I can identify the feeling words in the poem/story.
5. Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.
I can compare and contrast an informational/non-fiction book and a fiction book.
6. Identify who is telling the story at various points in a text.
I can identify who is telling the story in different parts of the text.
7. Use illustrations and details in a story to describe its characters, setting, or events.
I can describe the main character in the story using illustrations/details.
I can describe the setting in the storyusing illustrations/details.
I can describethe problem in the story using illustrations/details.
9. Compare and contrast the adventures and experiences of characters in stories
I can compare and contrast the adventures and experiences of characters in stories.
10. With prompting and support, read prose and poetry of appropriate complexity for grade
I can read prose and poetry with help.
Reading Informational Text
1. Ask and answer questions about key details in a story.
I can ask questions about important details from the non-fiction story.
I can answer questions about important details from the non-fiction story.
2. Identify the main topic and retell key details of a text.
I can identify the main topic of this text.
I can identifykey details in this text.
3. Describe the connection between two individuals, events, ideas, or pieces of information in a text.
I can describe/explain how two ______are linked together. (Cause/effect, time, order)
4. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
I can ask questions to help me understand the meaning of words and phrases in a non-fiction text.
I can answer questions to help me understand the meaning of words and phrases in a non-fiction text.
5. Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text
I can identify the features in the non-fiction text.
I can use the features in the non-fiction text.
6. Distinguish between information provided by pictures or illustrations and information provided by the words in a text.
I can tell what is different about what the picture shows and what the words say about ______.
7. Use the illustrations and details in a text to describe its key ideas
I can use the illustrations and details in a non-fiction text to describe the key ideas.
8. Identify the reasons an author gives to support points in a text.
I can identify the reasons why the author thinks or believes ______.
9. Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
I can compare and contrast two texts about the same topic.
10. With prompting and support, read informational text appropriately complex for grade
I can read informational text with help.
Reading Foundational Skills
1. Demonstrate understanding of organization and basic features of print.
a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
I can show the organization and features of a sentence. (explain)
2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
a. Distinguish long from short vowel sounds in spoken single-syllable words
I can determine the a long or short vowel sound in a word.
b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
I can say each sound I hear in a word slowly.
c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
I can say the beginning, middle, and ending sounds of one-syllable words.
d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
I can break apart the sounds I hear ina word.
3. Know and apply grade level phonics and word analysis skills in decoding words.
a. Know the spelling-sound correspondences for common consonant diagraphs (two letters that represent one sound).
I can demonstratethe sounds of diagraphs (sh, ch, th, wh) in a word.
b. Decode regularly spelled one-syllable words
I can decide if the word sounds right, looks right, and makes sense
c. Know final –e and common vowel team conventions for representing long vowel sounds.
I can read words with final –e and long vowel combinations.
d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
I can identify the number of syllables in a word.
e. Decode two-syllable words following basic patterns by breaking the words into syllables.
I can clap the syllables in the word.
f. Read words with inflectional endings.
I can read words with –s, -ed, and –ing endings
g. Recognize and read grade-appropriate irregularly spelled words.
I can recognize and read words.
4. Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding.
I can read and understand first grade text.
b. Read grade-level text orally with accuracy, appropriate rate, and expression.
I can read correctly with fluency and expression.
c. Use context to confirm or self-correct work recognition and understanding, rereading as necessary.
I can go back and reread when it doesn’t make sense.
Writing/TTP
1. Write opinion pieces in which they introduce the topic name, the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.
I can state my opinion in my writing.
2. Write informative/explanatory text in which they name a topic, supply some facts about the topic, and provide some sense of closure.
I can use information to explain about a topic in my writing.
3. Write narratives in which the recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
I can write a story using details (beginning, middle, and end).
Writing/PDW
5. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
I can edit and fix up my writing with help.
6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
I can publish what I write using a computer.
Writing/RBPK
7. Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instruction).
I can take part in research to create a writing project.
8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
I can recall experiences or gather information with help.
Speaking and Listening/CC
1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics, and texts under discussion).
I can follow rules for discussion.
b. Build on others’ talk in conversations by responding to the comments of other through multiple exchanges.
I can respond and carry on a conversation with others.
c. Ask questions to clear up any confusion about the topics and texts under discussion.
I can ask questions to understand the topics and texts discussed.
2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
I can ask and answer questions about the key details.
3. Ask and answer questions about what a speaker says in order to gather additionally information or clarify something that is not understood.
I can ask and answer questions to understand what a speaker says.
Speaking and Listening/PKI
4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
I can describe people, places, things, and events using details.
5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
I can illustrate what I think and feel.
6. Produce complete sentences when appropriate to task and situation.
I can speak in a complete sentence.
Language/CSE
1. Demonstrate command of conventions of standard English grammar and usage when writing or speaking.
a. Print all upper-and lowercase letters.
I can print all upper- and lowercase letters.
b. Use common, proper, and possessive nouns.
I can use nouns.
c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).
I can match singular and plural nouns with verbs.
d. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anywhere, everything.)
I can use pronouns.
e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).
I can use verbs to show past, present, and future.
f. Use frequently occurring adjectives.
I can use adjectives.
g. Use frequently occurring conjunctions.
I can use conjunctions.
h. Use determiners (e.g., articles, demonstratives.)
I can use determiners.
i. Use frequently occurring prepositions (e.g., during, beyond, toward).
I can use prepositions.
j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
I can write all types of complete sentences.
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Capitalize dates and names of people.
I can capitalize dates and names of people.
b. Use end punctuation for sentences.
I can use end punctuation for sentences.
c. Use commas in dates and to separate single words in a series.
I can use commas correctly.
d. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
I can spell words correctly when I write.
e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
I can write words the way they sound.
Language/VAU
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.
a. Use sentence-level context as a clue to the meaning of a word or phrase.
I can use context clues.
b. Use frequently occurring affixes as a clue to the meaning of a word.
I can use prefixes and suffixes to understand a word.
c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
I can identify and use root words.
5. With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings.
a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represents.
I can classify words.
b. Define words by category and by one of more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
I can define how words are classified.
c. Identify real-life connections between words and their use (e.g., note places at home that are cozy).
I can make a connection between a word and real-life.
d. Distinguish shades of meaning among verbs differing manner (e.g. look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.
I can act out the meanings of similar words.
6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).
I can use words and phrases to make connections.
First Grade Science
“I Can” Statements
Forces in Motion
1.P.1.1 Explain the importance of a push or pull to changing the motion of an object.
- I can change the motion of an object by pushing or pulling.
1.P.1.2 Explain how some forces (pushes and pulls) can be used to make things move without touching them, such as magnets.
- I can move things without touching using magnets.
- I can understand that magnets have poles that attract or repel each other.
1.P.1.3 Predict the effect of a given force on the motion of an object, including balanced forces.
- I can predict what will happen to an object based on the amount of force that is applied.
- I can understand that balance is affected by position and weight of an object.
Earth in the Universe
1.E.1.1 Recognize differences in the features of the day and night sky and apparent movement of objects across the sky as observed from Earth.
- I can understand through observation that objects in the sky have patterns of movement.
1.E.1.2 Recognize patterns of observable changes in the Moon’s appearance from day to day.
- I can understand through observation that the Moon changes daily.
- I can understand that the Moon’s observable changes follow a pattern.
Earth Systems, Structures and Processes
1.E.2.1 Summarize the physical properties of earth materials, including rocks, minerals, soils and water that make them useful in different ways.
- I can summarize the physical properties of earth’s materials.
- I can summarize how earth materials can be useful in different ways.
1.E.2.2 Compare the properties of soil samples from different places relating their capacity to retain water, nourish and support the growth of certain plants.
- I can understand that soils have different properties based on where they are located on the earth.
- I can compare the properties of soil samples from different places to understand that some soils retain more water and nutrients to enhance the growth of certain plants.
- Ecosystems.
1.L.1.1 Recognize that plants and animals need air, water, light (plants only), space, food and shelter and that these may be found in their environment.
- I can understand that living things need air, water, light and space to live.
1.L.1.2 Give examples of how the needs of different plants and animals can be met by their environments in North Carolina or different places throughout the world.
- I can observe how different environments support the needs of different organisms.
- I can understand that there are different kinds of organisms in different places.
1.L.1.3 Summarize ways that humans protect their environment and/or improve conditions for the growth of the plants and animals that live there (e.g., reuse or recycle products to avoid littering).
- I can summarize ways that humans can protect their environment.
- I can summarize ways that humans can improve conditions for the growth of plants and animals.
Molecular
1.L.2.1 Summarize the basic needs of a variety of different plants (including air, water, nutrients, and light) for energy and growth.
- I can understand that plants are living things and need energy to grow.
- I can understand that plants need water, nutrients and light for energy and growth.
1.L.2.2 Summarize the basic needs of a variety of different animals (including air, water, and food) for energy and growth.
- I can identify the basic needs of a variety of different animals.