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Key ConceptsSC-CCRQ1Q2Q3Q4SC-CCR IndicatorsParent Friendly StandardsEssentials Rating
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ELA
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Foundational Reading Skills1-RL.1.1, 1-RI.1.1Recognize the distinguishing features of a sentence.I can recognize the distinguishing features of a sentence.
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1-RL.4.1, 1-RI.4.1Read grade-level texts with purpose and understanding.I can read first grade texts with purpose and understanding.
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1-RL.4.2, 1-RI.4.2Read grade-level texts orally with accuracy, appropriate rate, and expression on successive readings.I can read grade-level texts orally with accuracy, appropriate rate, and expression on successive readings.
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1-RL.4.3, 1-RI.4.3Use context to confirm or self-correct word recognition and understanding rereading as necessary.I can use context to confirm or self-correct word recognition and understanding rereading as necessary.
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Reading Literary Texts1-RL.5.1Ask and answer who, what, when, where, why, and how questions to demonstrate understanding of a text; use key details to make inferences and draw conclusions in texts heard or read.I can ask and answer questions about key details in a text.
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1-RL.5.2Make predictions using prior knowledge, pictures, illustrations, title, and information about author and illustrator.I can make predictions using prior knowledge, pictures, illustrations, title, and information about author and illustrator.
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1-RL.6.1Describe the relationship between the illustrations and the characters, setting, or events.I can use illustrations and details in a story to describe its characters, setting, or events.
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1-RL.7.1Retell text, including beginning, middle, and end; use key details to determine the theme in a text heard or read.I can retell stories using key details to determine the theme in a text heard or read.
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1-RL.7.2Read or listen closely to compare and contrast familiar texts and texts in author and genre studies.I can compare and contrast texts in author and genre studies.
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1-RL.8.1Read or listen closely to:
a. describe characters’ actions, and feelings;
b. compare and contrast characters’ experiences to those of the reader;
c. describe setting;
d. identify the plot including problem and solution; and
e. describe cause and effect relationships.		I can describe characters, settings, events, and relationships in a text heard or read.
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1-RL.9.1Identify the literary devices of rhythm, repetitive language, and simile and sound devices of rhyme, onomatopoeia, and alliteration; explain how the author uses each.I can identify literary devices (ie: onomatopoeia and alliteration) and explain how the author uses each.
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1-RL.9.2Identify how an author’s choice of words, phrases, conventions, and illustrations suggest feelings, appeal to the senses, and contribute to meaning.I can identify words and phrases in stories or poems that suggest feeling, appeal to the senses, and add meaning.
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1-RL.11.1Identify the author’s purpose—to explain, entertain, inform, or convince.I can identify the author’s purpose—to explain, entertain, inform, or convince.
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1-RL.11.2Distinguish who is telling the story at various points in a text, the narrator or characters.I can distinguish who is telling the story at various points in a text, the narrator or characters.
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1-RL.12.1Classify literary texts according to characteristics of a genre.I can classify texts according to characteristics of a genre.
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1-RL.12.2.Recognize how the author uses crafted text structures of recurring phrases and dialogue.I can recognize how the author uses crafted text structures of recurring phrases and dialogue.
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1-RL.13.1Engage in whole and small group reading with purpose and understanding.I can engage in whole and small group reading with purpose and understanding.
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1-RL.13.2Read independently for sustained periods of time to build stamina.I can read independently for sustained periods of time to build stamina.
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1-RL.13.3Read and respond according to task and purpose to become self-directed, critical readers and thinkers.I can read and respond according to task and purpose to become a self-directed, critical reader and thinker.
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1-RI.5.1Ask and answer who, what, when, where, why, and how questions to demonstrate understanding of a text; use key details to make inferences and draw conclusions in texts heard or read.I can ask and answer questions about key details in a text.
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1-RI.5.2Make predictions using prior knowledge, pictures, illustrations, title, and information about author and illustrator.I can make predictions using prior knowledge, pictures, illustrations, title, and information about author and illustrator.
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Reading Informational Texts1-RI.6.1Retell the central idea and key details to summarize a text heard, read, or viewed.I can retell the central idea and key details to summarize a text heard, read, or viewed.
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1-RI.7.1Compare and contrast topics or ideas within a thematic or author study heard, read, or viewed.I can compare and contrast topics or ideas within a thematic or author study heard, read, or viewed.
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1-RI.8.1Identify words, phrases, illustrations, and photographs used to provide information.I can identify words, phrases, illustrations, and photographs used to provide information.
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1-RI.8.2Use front cover, title page, illustrations/ photographs, fonts, glossary, and table of contents to locate and describe key facts or information; describe the relationship between these features and the text.I can use the front cover, title page, illustrations/ photographs, fonts, glossary, and table of contents to locate and describe key facts or information; and describe the relationship between these features and the text.
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1-RI.10.1Identify the author’s purpose – to explain, entertain, inform, or convince.I can identify the author’s purpose – to explain, entertain, inform, or convince.
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1-RI.11.1Explore informational text structures within texts heard or read; identify sequential order and compare and contrast relationships.I can compare and contrast informational text structure within texts heard or read.
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1-RI.11.2Identify the reasons an author gives to support a position.I can identify the reasons an author gives to support a position.
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1-RI.12.1Engage in whole and small group reading with purpose and understanding.I can engage in whole and small group reading with purpose and understanding.
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1-RI.12.2Read independently for sustained periods of time.I can read independently for sustained periods of time.
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1-RI.12.3Read and respond according to task and purpose to become self-directed, critical readers and thinkers.I can read and respond according to task and purpose to become a self-directed, critical reader and thinker.
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Phonics, Vocabulary, and Spelling1-RL.2.1, 1-RI.2.1Distinguish long from short vowel sounds in spoken single-syllable words.I can differentiate between long and short vowel sounds in spoken single-syllable words.
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1-RL.2.2, 1-RI.2.2Orally produce single-syllable words by blending sounds, including consonant blends in spoken words.I can orally produce single-syllable words by blending sounds, including consonant blends in spoken words.
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1-RL.2.3, 1-RI.2.3Isolate and pronounce initial, medial, and final sounds in spoken single-syllable words.I can isolate and pronounce initial, medial, and final sounds in spoken single-syllable words (example: final sound in "cat" is /t/).
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1-RL.2.4, 1-RI.2.4Segment spoken single-syllable words into their complete sequence of individual sounds.I can segment spoken single-syllable words into their complete sequence of individual sounds (example: /c/ - /a/ - /t/).
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1-RL.3.1, 1-RI.3.1Demonstrate the sound correspondences for common consonant blends and digraphs.I can represent one sound with two letters (example: "sh" in the word fish).
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1-RL.3.2, 1-RI.3.2Use knowledge that every syllable must have a vowel sound to determine the number of syllables in words.I can separate words into syllables and understand that every syllable has a vowel sound.
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1-RL.3.3, 1-RI.3.3Read a two-syllable word by breaking the word into syllables.I can read a two-syllable word by breaking the word into syllables.
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1-RL.3.4, 1-RI.3.4Use final -e and common vowel team conventions to read words with long vowel sounds.I can use final -e and common vowel team conventions to read words with long vowel sounds (example: cake, team).
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1-RL.3.5, 1-RI.3.5Read words with inflectional endings.I can read words with inflectional endings (example: small, smaller, smallest).
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1-RL.3.6, 1-RI.3.6Recognize and read grade-appropriate irregularly spelled words.I can recognize and read grade-appropriate irregularly spelled words (example: there, what, said).
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1-RL.10.1, 1-RI.9.1Ask and answer questions about known and unknown words.I can ask and answer questions about known and unknown words.
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1-RL.10.2, 1-RI.9.2Identify new meanings for familiar words and apply them accurately.I can identify new meanings for familiar words and apply them accurately.
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1-RL.10.3, 1-RI.9.3Use inflectional endings and affixes to determine the meaning of unknown words.I can use inflectional endings and affixes to determine the meaning of unknown words.
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1-RL.10.4Identify the individual words used to form a compound word.I can identify the individual words used to form a compound word.
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1-RL.10.5Use print and multimedia resources to explore word relationships and nuances in word meanings.I can use print and multimedia resources to explore word relationships and nuances in word meanings.
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1-RI.9.4Use print and multimedia resources to explore word relationships and meanings.I can use print and multimedia resources to explore word relationships and meanings.
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1-RL.10.6, 1-RI.9.5Use words and phrases acquired through talk and text; explore nuances of words and phrases.I can use words and phrases acquired through talk and text; explore nuances of words and phrases (example: "enormous" instead of "big" or multiple meanings of words).
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Writing1-W.1.1Explore print and multimedia sources to write opinion pieces that introduce the topic, state an opinion, give a reason for the opinion, and provide a sense of closure.I can explore print and multimedia sources to write opinion pieces that introduce the topic, state an opinion, give a reason for the opinion, and provide a sense of closure.
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1-W.1.2Plan, revise, and edit building on personal ideas and the ideas of others to strengthen writing.I can plan, revise, and edit building on personal ideas and the ideas of others to strengthen writing.
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1-W.2.1Explore print and multimedia sources to write informative/explanatory texts that name a topic, supply facts about the topic, and provide a sense of closure.I can explore print and multimedia sources to write informative/explanatory texts that name a topic, supply facts about the topic, and provide a sense of closure.
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1-W.2.2Plan, revise, and edit building on personal ideas and the ideas of others to strengthen writing.I can plan, revise, and edit building on personal ideas and the ideas of others to strengthen writing.
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1-W.3.1Explore multiple texts to write narratives that recount two or more sequenced events, include details, use temporal words to signal event order, and provide a sense of closure.I can explore multiple texts to write narratives that recount two or more sequenced events, include details, use temporal words to signal event order, and provide a sense of closure.
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1-W.3.2Plan, revise, and edit building on personal ideas and the ideas of others to strengthen writing.I can plan, revise, and edit building on personal ideas and the ideas of others to strengthen writing.
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1-W.4.1Use common, proper, and possessive nouns.I can use common, proper, and possessive nouns in my writing.
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1-W.4.2Use singular and plural nouns with matching verbs in basic sentences.I can use singular and plural nouns with matching verbs in basic sentences in my writing (example: He hops; We hop).
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1-W.4.3Use personal, possessive, and indefinite pronouns.I can use personal, possessive, and indefinite pronouns in my writing (examples: I, me, my; they, them, their, anyone, everything).
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1-W.4.4Use verbs to convey a sense of past, present, and future.I can use verbs to convey a sense of past, present, and future in my writing (example: Yesterday I walked home; Today I walk home; Tomorrow I will walk home).
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1-W.4.5Use adjectives and adverbs.I can use adjectives and adverbs in my writing.
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1-W.4.6Use prepositional phrases.I can use frequently occurring prepositions in my writing (example: during, beyond, toward).
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1-W.4.7Use conjunctions.I can use frequently occurring conjunctions in my writing (examples: and, but, or, so, because).
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1-W.4.8Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences.I can write a variety of simple and compound sentences.
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1-W.5.1Capitalize the first word of a sentence, dates, names, and the pronoun I.I can capitalize dates and names of people in my writing.
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1-W.5.2I can use end punctuation for sentences in my writing.
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Use:
b. commas in dates and to separate items in a series.		I can use commas in dates and when separating single words in a series in my writing.
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1-W.5.3Use conventional spelling for words with common spelling patterns.I can use conventional spelling for words with common spelling patterns in my writing.
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1-W.5.4Spell unknown words phonetically; spell common irregularly-spelled, grade-appropriate high-frequency words.I can spell untaught words using my knowledge of letter sounds in my writing (example: “house” may be spelled “hows”).
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1-W.5.5Consult print and multimedia resources to check and correct spellings.I can consult print and multimedia resources to check and correct spellings.
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1-W.6.1Write routinely and persevere in writing tasks for a variety of purposes and audiences.I can write routinely and persevere in writing tasks for a variety of purposes and audiences.
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1-W.6.2Print upper- and lower-case letters proportionally, using appropriate handwriting techniques.I can print all upper- and lower-case letters.
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1-W.6.3Write left to right leaving space between words.I can write left to right leaving space between words.
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1-W.6.4Locate letter keys on an electronic device to type simple messages.I can locate letter keys on an electronic device to type simple messages.
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Communication1-C.1.1Explore and create meaning through conversation, drama, questioning, and story-telling.I can ask questions to clear up any confusion about the topics and texts under discussion.
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1-C.1.2Practice the skills of taking turns, listening to others, and speaking clearly.I can 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).
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1-C.1.3Practice techniques of volume, eye contact, facial expressions, posture, gestures, and space.I can practice techniques of volume, eye contact, facial expressions, posture, gestures, and space.
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1-C.1.4Participate in shared conversations with varied partners about focused grade level topics and texts in small and large groups.I can participate in shared conversations about focused grade level topics.
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1-C.1.5Explain personal ideas and build on the ideas of others by responding and relating to comments made in multiple exchanges.I can build on what others say by responding appropriately to comments of others through a conversation.
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1-C.2.1Express ideas gathered from various print and multimedia sources in a clear and concise manner.I can express ideas gathered from multiple sources in a clear and concise manner.
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1-C.2.2Participate in shared research exploring a variety of texts; express opinions and talk about findings.I can participate in shared research exploring a variety of texts; express opinions and talk about findings.
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1-C.3.1Explore and compare how ideas and topics are depicted in a variety of media and formats.I can explore and compare how ideas and topics are depicted in a variety of media and formats.
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1-C.3.2Use visual displays to support verbal communication and clarify ideas, thoughts, and feelings.I can add details, when appropriate, to clarify ideas, thoughts, and feelings.
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1-C.4.1Identify speaker’s purpose and details that keep the listener engaged.I can identify speaker’s purpose and details that keep the listener engaged.
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1-C.4.2Identify the introduction, body, and conclusion of a presentation.I can identify the introduction, body, and conclusion of a presentation.
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1-C.4.3Identify when the speaker uses intonation and word stress and includes media.I can identify when the speaker uses intonation and word stress and includes media.
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1-C.5.1Present poems, short stories, role-plays, or songs using voice inflection, expression, rhythm, and rhyme.I can present poems, short stories, role-plays, or songs using voice inflection, expression, rhythm, and rhyme.
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1-C.5.2Employ a combination of words, phrases, rhythm, rhyme, repetitive language, similes, onomatopoeia, and alliteration for impact.I can employ a combination of words, phrases, rhythm, rhyme, repetitive language, similes, onomatopoeia, and alliteration for impact.
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Math
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Number Sense and Base Ten1.NSBT.1.a1.NSBT.1 a Extend the number sequence to: a. count forward by ones to 120 starting at any numberI can count to 120, starting at any number less than 120.
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1.NSBT.1.b1.NSBT.1 b. count by fives and tens to 100, starting at any numberI can count by fives and tens to 100, starting at any number.
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1.NSBT.1.c1. NSBT.1 c. read, write, and represent numbers to 100 using concrete models, standard form, and equations in expanded formI can read, write, and represent numbers to 100 using concrete models, standard form, and equations in expanded form.
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1.NBST.1.d1. NSBT. 1 d. read and write in word form numbers zero through nineteen, and multiples of ten through ninety.I can read and write in word form numbers zero through nineteen, and multiples of ten through ninety.
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1.NSBT.2.a1. NSBT.2 a Understand place value through 99 by demonstrating that:
a. ten ones can be thought of as a bundle (group) called a “ten”;		I can understand that when I count 10 ones its grouping is a bundle.
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1.NSBT.2.b1.NSBT.2 b. the tens digit in a two-digit number represents the number of tens and the ones digit represents the number of ones;I can understand that the tens digit in a two-digit number represents the number of tens and the ones digit represents the number of ones.
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1.NSBT.2.c1.NSBT.2 c. two-digit numbers can be decomposed in a variety of ways (e.g., 52 can be decomposed as 5 tens and 2 ones or 4 tens and 12 ones, etc.) and record the decompositionI can understand that there are 4 groups of ten in the number 40.
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1.NSBT.31.NSBT.3 Compare two two-digit numbers based on the meanings of the tens and ones digits, using the words greater than, equal to, or less than.I can compare 2 two-digit numbers using the symbols greater than >, less than <, or equal to =.
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1.NSBT.4 a1.NSBT.4 a. Add through 99 using concrete models, drawings, and strategies based on place value to: a. add a two-digit number and a one-digit number, understanding that sometimes it is necessary to compose a ten (regroup);I can use a strategy to add within 100.
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1.NSBT.4 b1. NSBT.4 b. add a two-digit number and a multiple of 10.I can add a two-digit number and a multiple of ten.
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1.NSBT.51.NSBT.5 Determine the number that is 10 more or 10 less than a given number through 99 and explain the reasoning verbally and with multiple representations, including concrete models.I can mentally find 10 more or 10 less than a number without counting.