Standards / Dates Taught / Mastery
Key Ideas and Details
RL.1.1 / Ask and answer questions about key details in text.
I can ask and answer questions in text.
I can understand the key details in stories.
RL.1.2 / Retell stories, including key details, and demonstrate understanding of their central message or lesson.
I can retell stories.
I can demonstrate understanding of the central message in stories.
RL.1.3 / Describe characters, settings, and major events in a story, using key details.
I can describe characters.
I can describe the setting.
I can describe major events in stories.
Craft & Structure
RL.1.4 / Identify words and phrases in stories or poems that suggest feelings, or appeal to the senses.
I can identify words in stories and poems that show feelings.
I can identify phrases in stories and poems that show feelings.
I can identify words or phrases that appeal to sight, hearing, taste, touch, and smell.
RI.1.5 / Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types (genres).
I can explain the differences in books that tell stories and books that give information.
I can read a range of text types (genres).
RL.1.6 / Identify who is telling the story at various points in a text.
I can identify who is telling a story.
I can identify changes in who is telling the story.
Integration of Knowledge and Ideas
RL.1.7 / Use illustrations and details in a story to describe its characters, setting, or events.
I can use illustrations and details to describe characters in a story.
I can use illustrations and details to describe the setting in a story.
I can use illustrations and details to describe events in a story.
RL.1.9 / Compare and contrast the adventures and experiences of characters in stories.
I can compare adventures and experiences of characters in stories.
I can contrast adventures and experiences of characters in stories.
I can compare and contrast adventures and experiences of characters in stories.
Range of Reading and Level of Text Complexity
RL.1.10 / With prompting and support, read prose and poetry of appropriate complexity for first grade (e.g., shared reading, interactive read-alouds, and guided reading).
I can read grade 1 text with prompting and support.
Reading Informational First Grade
Standard / Dates Taught / Mastery
Key Ideas and Details
RI.1.1 / Ask and answer questions about key details in a text.
I can ask questions about key details in Informational text.
I can answer questions about key details in Informational text.
RI.1.2 / Identify the main topic and retell key details of a text.
I can identify the main topic in Informational text.
I can identify key details in Informational text.
RI.1.3 / Describe the connection between two individuals, events, ideas, or pieces of information in a text.
I can describe the connection between two individuals in Informational text.
I can describe the connection between two events in Informational text.
I can describe the connection between two ideas in informational text.
I can describe the connection between two piecesof Informational text.
Craft & Structure
RI.1.4 / Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
I can ask and answer questions to clarify meaning of words in text.
I can ask and answer questions to clarify meaning of phrases in text.
RI.1.5 / Know and use various text features to locate key facts or information in a text (e.g., headings, tables of contents, glossaries, electronic menus, icons).
I can use text features to locate key facts and information.
RI.1.6 / Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
I can tell the difference between information provided by pictures and words in text.
Integration of Knowledge and Ideas
RI.1.7 / Use the illustrations and details in a text to describe its key ideas.
I can use illustrations and words in text to tell about key details.
RI.1.8 / Identify the reasons an author gives to support points in a text.
I can identify author’s reasons that support main points in text.
RI.1.9 / Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
I can identify similarities between two texts on the same topic.
I can identify differences between two texts on the same topic.
I can identify similarities and differences between two texts on the same topic.
Range of Reading and Level of Text Complexity
RI.1.10 / With prompting and support, read informational text appropriately complex for first grade (e.g., shared reading, interactive read-alouds, and guided reading).
I can read grade 1 text with prompting and support.
Writing First Grade
Standard / Dates Taught / Mastery
Text Types and Purposes
W.1.1 / Write opinion pieces, in which they introduce the topic or 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 about the topic or book I am writing about.
I can include a reason for my opinion.
I can provide a sense of closure to my writing.
W.1.2 / Write informative /explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
I can write an informative/explanatory topic I am writing about.
I can include some details about the topic.
I can provide a sense of closure to my writing.
W.1.3 / Write narratives in which they 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 narratives.
I can include two or more events in the correct sequence.
I can use words to show event order.
I can include some details about what happened.
I can provide a sense of closure.
Production and Distribution of Writing
W.1.5 / 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 focus on a topic.
I can respond to questions and suggestions.
I can strengthen my writing as needed.
W.1.6 / With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
I can use some digital tools to do my writing.
Research to Build and Present Knowledge
W.1.7 / 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 instructions).
I can work with others on research.
I can work with others on writing projects.
W.1.8 / With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
I can recall information from experiences.
I can recall information that I found to answer questions.
Speaking and Listening First Grade
Standard / Dates Taught / Mastery
Comprehension and Collaboration
SL.1.1 / Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
I can discuss first grade topics with others.
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 help create rules for discussions.
I can follow the agreed-upon rules for discussions.
b. Build on others’ talk in conversation by responding to the comments of others through multiple exchanges.
I can add my ideas to others’ ideas in conversation.
c. Ask questions to clear up any confusion about the topics and texts under discussion.
I can ask questions to understand topics and texts being discussed.
SL.1.2 / Ask and answer questions about key details in text read aloud or information presented orally or through other media.
I can ask and answer questions about key details in texts or information read aloud.
I can ask and answer questions about key details from oral presentations.
I can ask and answer questions about key details from media.
SL.1.3 / Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.
I can ask and answer questions about what a speaker says.
I can ask and answer questions to gather more information.
I can ask and answer questions to understand what a speaker says.
Presentation of Knowledge and Ideas
SL.1.4 / Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
I can describe people with relevant details, expressing ideas and feelings clearly.
I can describe places with relevant details, expressing ideas and feelings clearly.
I can describe things with relevant details, expressing ideas and feelings clearly.
I can describe events with relevant details, expressing ideas and feelings clearly.
SL.1.5 / Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
I can add drawings or other visual displays to my writing as needed.
SL.1.6 / Produce complete sentences when appropriate to task and situation.(See grade 1 Language Standards 1 & 3, for specific expectations.)
I can write complete sentences in my writing.
Reading Foundational Skills First Grade
Standard / Dates Taught / Mastery
Print Concepts
RF.1.1 / Demonstrate understanding of the organization of basic features of print.
a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
I can find features of a sentence.
Phonological Awareness
RF.1.2 / Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
a. Distinguish long from short vowel sounds in spoken single-syllable words.
I can find long vowel sounds in spoken one-syllable words.
I can find short vowel sounds in spoken one-syllable words.
b. Orally produce single-syllable words by blending sounds (phonemes), including
consonant blends.
I can orally blend one-syllable words.
c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
I can say the first sound in a one-syllable word.
I can say the middle vowel sound in a one-syllable word.
I can say the last sound in a one-syllable word.
d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
I can separate spoken words into individual sounds.
Phonics and Word Recognition
RF.1.3 / Know and apply grade-level phonics and word analysis skills in decoding words.
a. Know the spelling-sound correspondences for common consonant digraphs (two- letters that represent one sound).
I can spell words correctly.
b. Decode regularly spelled one-syllable words.
I can read one-syllable words.
c. Know final –e and common vowel team conventions for representing long vowel sounds.
I can understand final-e for representing long vowel sounds.
I can understand common vowel teams for representing long vowel sounds.
d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
I can count the number of syllables in words based on vowel sounds.
e. Decode two-syllable words following basic patterns by breaking the words into syllables.
I can read two-syllable words.
f. Read words with inflectional endings.
I can read words with inflectional endings.
g. Recognize and read grade-appropriate irregularly spelled words.
I can read first grade irregularly spelled words.
Fluency
RF.1.4 / Read with sufficient accuracy and fluency to support comprehension (e.g., shared reading, guided reading, and independent reading).
a. Read on-level text with purpose and understanding.
I can read first gradetexts with purpose and understanding.
b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
I can read first gradetexts orally with accuracy.
I can read first grade texts orally with expression.
I can read grade first gradeorally at an appropriate rate.
c. Use context to confirm or self-correct word recognition and understanding, re-reading as necessary.
I can use the meaning of text to help with word recognition.
Language First Grade
Standard / Dates Taught / Mastery
Conventions of Standard English
L.1.1 / Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Independently identify and legibly write all upper-and lowercase (legibility is defined as the letter being recognizable to readers in isolation from other letters in a word).
I can print all upper and lower case letters correctly.
I can identify all upper and lower case letters.
b. Produce grade-appropriate text using legible writing.
I can write so it is readable.
c. Use common, proper, and possessive nouns.
I can use common nouns correctly.
I can use proper nouns correctly.
I can use possessive nouns correctly.
d. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).
I can use singular nouns with matching verbs correctly.
I can use plural nouns with matching verbs correctly.
e. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything).
I can use personal pronouns correctly.
I can use possessive pronouns correctly.
I can use indefinite pronouns correctly.
f. 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 present tense verbs correctly.
I can use past tense verbs correctly.
I can use future tense verbs correctly.
g. Use frequently occurring adjectives.
I can use adjectives correctly.
h. Use frequently occurring conjunctions (e.g., and, but, or, so, because).
I can use conjunctions correctly.
i. Use determiners (e.g., articles, demonstratives).
I can use articles correctly.
I can use determiners correctly.
I can use qualifiers correctly.
j. Use frequently occurring prepositions (e.g., during, beyond, toward).
I can use prepositions correctly.
k. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
I can produce and expand simple and compound complete declarative sentences.
I can produce and expand simple and compound complete interrogative sentences.
I can produce and expand simple and compound complete imperative sentences.
I can produce and expand simple and compound complete exclamatory sentences.
L.1.2 / 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.
I can capitalize names.
b. Use end punctuation for sentences.
I can use ending punctuation correctly.
c. Use commas in dates and to separate single words in a series.
I can use commas in dates correctly.
I can use commas correctly in a series.
d. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
I can spell words by following common patterns.
I can spell commonfirst gradeirregularly spelled words.
e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
I can spell words phonetically.
I can draw on phonemic awareness when spelling.
I can use spelling conventions.
Vocabulary Acquisition and Use
L.1.4 / 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 to find meaning of words.
I can use context clues to find the meaning of phrases.
b. Use frequently occurring affixes as a clue to the meaning of a word.
I can use prefixes to help with word meaning.
I can use suffixes to help with word meaning.
c. Identify frequently occurring base/root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
I can find base words and inflectional endings.
I can find rood words and inflectional endings.
L.1.5 / With guidance and support from adults, demonstrate understanding of 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 represent.
I can sort words into categories.
I can explain what the words in categories have in common.
b. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
I can define words by category.
I can define words by one or more key attributes.
c. Identify real-life connections between words and their use (e.g., note places at home that are cozy).
I can use words in my life.
d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or acting out the meanings.
I can determine shades of meaning among verbs differing in manner by defining, choosing, or acting out the meaning.
I can determine shades of meaning among adjectives differing in intensity by defining, choosing, or acting out the meaning.
L.1.6 / 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 in reading and responding to text.
I can use conjunctions to signal simple relationships.
Created by Jordan School District