First Grade Reading

• We are learning to read closely to find out what the text says. We are learning to make conclusions from the text. We can support conclusions drawn fromthe text with specific textual details.

• We are learning to find out the central ideas or themes of a text and examine and explain their development.

• We are learning to summarize the key supporting details and ideas of a text.

• We are learning to examine and explain how and why individuals, events, and ideas develop and interact over the course

of a text.

• We are learning to find the meaning of words and phrases used in a text, including determining technical, connotative,

and figurative meanings.

• We are learning to examine and explain how specific word choices shape meaning or tone.

• We are learning to examine and explain the structure of texts, including how specific sentences and paragraphs relate to

each other and the whole.

• We are learning to find the importance of point of view in shaping the content and style of a text.

• We are learning to assess how purpose shapes the content and style of a text.

• We are learning to bring together and judge the worth of content presented by different presentation types.

• We are learning to find and judge the worth of the argument and claims in a text.

• We are learning to examine and explain how different texts address similar themes or topics.

• We are learning to read and comprehend literary and informational texts independently and skillfully.

• We are learning to ask and answer questions about key details in a text.

• We are learning to retell stories, including key details, and show our understanding of their central message or lesson.

• We are learning to tell about characters, settings, and major events in a story, using key details.

• We are learning to identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

• We are learning about and can explain major differences between books that tell stories and books that give information.

• We are learning to figure out who is telling the story at various points in a text.

• We are learning that illustrations and details in a story are used to tell about the story’s characters, settings, or events.

• We are learning to compare and contrast the adventures and experiences of characters in stories.

• We can, with prompting and support, read grade 1 prose and poetry.

• We are learning to ask and answer questions about key details in a text.

• We are learning to figure out the main topic of a text. We can retell key details of a text.

• We are learning to tell about the connection between two individuals in a text.

• We are learning to tell about the connection between two events, two ideas, or two pieces of information in a text.

• We are learning to ask and answer questions to help find out or clarify the meaning of words and phrases in a text.

• We are learning about and can use various text features (for example, headings, tables of contents, glossaries, electronic

menus, icons) to find key facts or information in a text.

• We are learning to point out differences between information provided by pictures or other illustrations and information

provided by the words in a text.

• We are learning to use the illustrations and details in a text to tell about the text’s key ideas.

• We are learning to figure out the reasons an author gives to support points in a text.

• We are learning to figure out basic similarities in and differences between two texts on the same topic (for example, in

illustrations, descriptions, or procedures).

• We can, with prompting and support, read grade 1 informational texts.

• We are learning about and can show our understanding of the organization and basic features of print.

• We are learning to recognize the distinguishing features of a sentence (for example, first word capitalization, ending

punctuation).

• We are learning to tell apart long from short vowel sounds in spoken single-syllable words.

• We are learning to speak single-syllable words by blending sounds (phonemes), including consonant blends.

• We are learning to isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable

words.

• We are learning to split up single-syllable words into a series of individual sounds (phonemes).

• We are learning to sound out common consonant digraphs.

• We are learning to decode one-syllable words.

• We know final -e and common vowel team conventions for representing long vowel sounds.

• We are learning to use our knowledge that every syllable must have a vowel sound to

find the number of syllables in a printed word.

• We are learning to decode two-syllable words by breaking the words into syllables.

• We are learning to read words with inflectional endings.

• We are learning to recognize and read irregularly spelled words.

• We are learning to read with sufficient accuracy and skill to support comprehension.

• We are learning to read text with purpose and understanding.

• We are learning to read text orally with accuracy, suitable rate, and expression on successive readings.

• We are learning to use context to confirm or self-correct word recognition and understanding. We are learning to

reread as necessary to help us confirm or self-correct word recognition and understanding.

First Grade Writing

• We are learning how to write an argument to support our opinion about a topic or text. We are learning to use valid reasons and evidence to support our opinion.

• We are learning to write informative/explanatory texts to examine and express ideas and information clearly and accurately.

• We are learning to organize our writing.

• We are learning to write narratives to develop real or imagined experiences or events. We are learning to use

well-chosen details, and well-structured event sequences when writing narratives.

• We are learning to develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new

approach.

• We are learning to use technology, including the Internet, to produce and publish writing. We are learning to use

technology, including the Internet, to interact and collaborate with others.

• We are learning to conduct research projects based on focused questions, showing understanding of the subject under

investigation.

• We are learning to gather information from multiple print and digital sources, judge the believability and accuracy of

each source, and put together the information while avoiding plagiarism.

• We are learning to write opinion pieces in which we introduce the topic or name the book we are writing about, state an

opinion, supply a reason for the opinion, and provide some sense of closure.

• We are learning to write informative / explanatory texts in which we name a topic, supply some facts about the topic,

and provide some sense of closure.

• We are learning to write narratives in which we recount two or more sequenced events. We are learning to include

some details about what happened, and to use temporal words to signal event order. We are learning to provide some

sense of closure in our narratives.

• We can, with guidance and support, focus on a topic and respond to questions and suggestions from peers. We are

learning to add details to strengthen our writing as needed.

• We can, with guidance and support, use a variety of digital tools to produce and publish writing, including in

collaboration with peers.

• We are learning to take part in shared research and writing projects (for example, explore some “how-to” books on a

given topic and use them to write a sequence of instructions).

• We can, with guidance and support, recall information from experiences or gather information from provided sources to

answer a question.

First Grade Speaking and Listening, Language

• We are learning to prepare for and take part in conversations and collaborations with partners. We are learning to build on others’ ideas. We are learning to express our own ideas clearly and persuasively.

• We are learning to bring together and to judge the worth of information presented in different kinds of media and formats, including visually, quantitatively, and orally.

• We are learning to evaluate a speaker’s point of view. We are learning to find and judge a speaker’s reasoning, and use of evidence and rhetoric in a presentation.

• We are learning to present information, findings, and supporting evidence such that listeners can follow our line of reasoning.

• We are learning to present information such that the organization, development, and style are suitable to task, purpose, and audience.

• We are learning to use digital media and visual displays of data to express information and to make our presentations understandable.

• We are learning to adapt speech to a variety of situations. We are learning to use formal English when indicated or appropriate.

• We are learning to follow agreed-upon rules for discussions (for example, listening to others, speaking one at a time about the topics and texts under discussion).

• We are learning to build on others’ talk in conversations by linking our comments to the remarks of others.

• We are learning to ask for clarification as needed about topics and texts under discussion.

• We are learning to ask and answer questions about key details in a text read aloud.

• We are learning to ask and answer questions about what a speaker says to gather more information or to clarify

something that is not understood.

• We are learning to tell about people, places, things, and events with relevant details.

• We are learning to express our ideas and feelings clearly.

• We are learning to use drawings to help people understand our ideas, thoughts, and feelings.

• We are learning to make complete sentences.

• We are learning the conventions of grammar and usage when writing or speaking.

• We are learning the conventions of capitalization, punctuation, and spelling when writing.

• We are learning to apply our knowledge of language to understand how language works in different contexts and to

make effective choices for meaning or style.

• We are learning to apply our knowledge of language to comprehend more fully when reading or listening.

• We are learning to find or clarify the meaning words and phrases by using context clues, examining word parts, and

consulting reference materials.

• We are learning to show our understanding of word relationships and nuances in word meanings.

• We are learning many words and phrases needed for reading, writing, speaking, and listening at the college and career

readiness level.

• We are learning to show independence in gathering vocabulary knowledge when encountering an unknown term.

• We are learning to print all upper- and lowercase letters.

• We are learning to use common, proper, and possessive nouns.

• We are learning to use singular and plural nouns with matching verbs in basic sentences (for example, He hops; We

hop).

• We are learning to use personal, possessive, and indefinite pronouns (for example, I, me, my; they, them, their, anyone,

everything).

• We are learning to use verbs to convey a sense of past, present, and future (for example, Yesterday I walked home;

Today I walk home; Tomorrow I will walk home).

• We are learning to use frequently occurring adjectives.

• We are learning to use frequently occurring conjunctions (for example, and, but, or, so, because)

• We are learning to use determiners (for example, articles, demonstratives).

• We are learning to use frequently occurring prepositions (for example, during, beyond, toward).

• We are learning to produce and expand complete simple and compound declarative, interrogative, imperative, and

exclamatory sentences in response to prompts.

• We are learning to produce complete simple and compound sentences in response to prompts.

• We are learning to capitalize dates and names of people.

• We are learning to use end punctuation for sentences.

• We are learning to use commas in dates and to separate single words in a series.

• We are learning to use conventional spelling for words with common spelling patterns

and for frequently occurring irregular words.

• We are learning to spell untaught words phonetically, drawing on phonemic awareness

and spelling conventions.

• We are learning to use sentence-level context as a clue to the meaning of a word or

phrases.

• We are learning to use frequently occurring affixes as a clue to the meaning of a word.

• We are learning to identify frequently occurring root words (for example, look) and their inflectional forms (for

example, looks, looked, looking).

• We are learning to sort words into categories (for example, colors, clothing) to gain a sense of the concepts the

categories represent.

• We are learning to define words by category and by key attributes (for example, a duck is a bird that swims; a

tiger is a large cat with stripes).

• We are learning to identify real-life connections between words and their use (for example, note places at home

that are cozy).

• We are learning to distinguish shades of meaning among verbs differing in manner (for example, look, peek,

glance, stare, glare, scowl) by defining or choosing them or by acting out the meanings.

• We are learning to distinguish shades of meaning among adjectives differing in intensity (for example, large,

gigantic) by defining or choosing them or by acting out the meanings.

• We are learning to use words and phrases gained through conversations, reading and being read to, and

responding to texts.

• We are learning to use frequently occurring conjunctions to signal simple relationships (for example, I named my

hamster Nibblet because she nibbles too much because she likes that).

First Grade Mathematics

• We are learning to make sense of problems and to continue working to solve them.

• We are learning to reason abstractly and quantitatively.

• We are learning to make arguments.

• We are learning to question the reasoning of others.

• We are learning to model with mathematics.

• We are learning to choose and use tools in various ways.

• We are learning to be accurate.

• We are learning to look for and make use of structure.

• We are learning to look for and express regularity in repeated reasoning.

• We are learning to use addition and subtraction within 20 to solve word problems involving adding to, taking

from, putting together, taking apart, and comparing. For example, we are learning to use objects, drawings, and

equations with a symbol for the unknown number to represent the problem.

• We are learning to solve word problems that call for addition of three whole numbers whose sum is less than or

equal to 20. For example, we are learning to use objects, drawings, and equations with a symbol for the

unknown number to represent a word problem.

• We are learning to apply properties of operations to help us add and subtract. Examples: If 8 + 3 = 11 is known,

then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers

can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)

• We are learning to understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by

finding the number that makes 10 when added to 8.

• We are learning to relate counting to addition and subtraction (for example, by counting on 2 to add 2).

• We are learning to add and subtract within 20, and can show our fluency for addition and subtraction within 10.

• We are learning various ways to help us add and subtract such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4

= 10 + 4 = 14); and decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9).

• We are learning various ways to help us add and subtract such as using the relationship between addition and

subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known

sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

• We understand the meaning of the equal sign, and can find out if equations involving addition and subtraction are

true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2

= 2 + 5, 4 + 1 = 5 + 2.

• We are learning to find the unknown whole number in an addition or subtraction equation relating three whole

numbers. For example, find the unknown number that makes the equation true in each of the equations 8 +? =

11, 5 = ? – 3, 6 + 6 = ?.

• We are learning to count to 120, starting at any number less than 120. For any number less than 120 we are

learning to read and write numerals and represent a number of objects with a written numeral.

• We understand that the two digits of a two-digit number represent amounts of tens and ones.

• We are learning that 10 can be thought of as a bundle of ten ones — called a “ten.”

• We are learning that the numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven,

eight, or nine ones.

• We are learning that the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven,

eight, or nine tens (and zero ones).

• We are learning to compare two two-digit numbers based on meanings of the tens and ones digits, recording the

results of comparisons with the symbols >, =, and <.

• We are learning to add within 100, including adding a two-digit number and a one-digit number, and adding a

two-digit number and a multiple of 10.

• We are learning to use concrete models or drawings to help us add.

• We are learning about the reasoning of addition methods we are using.

• We are learning methods based on place value, properties of operations, and/or the relationship between addition

and subtraction to help us add.

• We understand that in adding two-digit numbers, we add tens and tens, ones and ones; and sometimes it is

necessary to compose a ten.

• We are learning to mentally find 10 more or 10 less than a given two-digit number, without having to count. We

can explain the reasoning we use.

• We are learning to subtract multiples of 10 in the range 10-90 from multiples of 10 in the

range 10-90 (positive or zero differences).

• We are learning to use concrete models or drawings to help us subtract.

• We are learning about the reasoning of subtraction methods we are using.

• We are learning methods based on place value, properties of operations, and/or the

relationship between addition and subtraction to help us subtract.

• We are learning to order three objects by length.

• We are learning to compare the lengths of two objects indirectly by using a third object.

• We are learning to express the length of an object as a whole number of length units, by laying multiple copies of

a shorter object (the length unit) end to end.

• We understand that the length measurement of an object is the number of same-size length units that span it with

no gaps or overlaps.

• We are learning to tell and write time in hours and half-hours using analog and digital clocks.

• We are learning to organize, represent, and interpret data with up to three categories. We are learning to ask and

answer questions about the total number of data points, how many in each category, and how many more or less

are in one category than in another.

• We are learning to distinguish between defining attributes (e.g., triangles are closed and three-sided) versus

non-defining attributes (e.g., color, orientation, overall size).

• We are learning to build and draw shapes that have defining attributes.

• We are learning to compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles,

quarter- circles) to create a composite shape.

• We are learning to compose three-dimensional shapes (cubes, right rectangular prisms, right circular cones, right

circular cylinders) to create a composite shape.

• We are learning to compose new shapes from a composite shape.

• We are learning to partition circles and rectangles into two and four equal shares, describe the shares using the

words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of.

• We are learning to describe the whole as two of, or four of the equal shares (depending on how the circle or

rectangle was partitioned). We understand that decomposing into more equal shares creates smaller shares.