I Can Statements
First Grade
English Language Arts Standards
Standard
Reading Literature
First Grade
RL 1 Ask and answer
questions about key details
in a text.
RL 2 Retell stories,
including key details, and
demonstrate
understanding of their
central message or lesson.
I Can Statements
Academic
Vocabulary
Teacher Notes
Standard Taught
Theme/Lesson
1

I can ask question
about key details in
a text.

I can answer
questions about key
details in a text.

I can retell stories,
including key
details.

I can demonstrate
understanding of
the central message
or lesson of stories.
key details
key details
central message,
lesson
2
3
4
5
6
RL 3 Describe characters,
settings, and major events
in a story, using key
details.
RL 4 Identify words and
phrases in stories or
poems that suggest
feelings or appeal to the
senses.
RL 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 describe
characters in a
story, using key
details.

I can describe
settings in a story,
using key details.

I can describe
major events in a
story, using key
details.

I can identify words
in stories or poems
that suggest
feelings or appeal to
the senses.

I can identify
phrases in stories
or poems that
suggest feelings or
appeal to the
senses.

I can explain major
differences between
books that tell
stories and books
that give
information.

I can draw on a
wide reading of a
range of text types.
characters
setting
major events
key details
stories
poems
feelings
appeal to the
senses
differences
books
stories
information
draw
range
text types
1
2
3
4
5
6
RL 6 Identify who is
telling the story at various
points in a text.

I can identify who is
telling the story at
various points in a
text.
identify
various points
text
RL 7 Use illustrations and
details in a story to
describe its characters,
setting, or events.

I can use
illustrations and
details in a story to
describe its
characters.
illustration
describe
characters
setting or events

I can use
illustrations and
details in a story to
describe its setting.

I can use
illustrations and
details in a story to
describe its events.

I can compare and
contrast the
adventures of
characters in
stories.

I can compare and
contrast the
experiences of
characters in
stories.
RL 9 Compare and
contrast the adventures
and
experiences of characters
in stories.
compare
adventures
experiences
characters
contrast
1
2
3
4
5
6
RL 10 With prompting
and support, read prose
and poetry of appropriate
complexity for grade 1.

I can with
prompting and
support read prose
of appropriate
complexity for
grade 1.

I can with
prompting and
support, read
poetry of
appropriate
complexity for
grade 1.
prompting
support
prose
appropriate
complexity
poetry
1
2
3
4
5
6
Reading Informational
Text - First Grade
RI 1 Ask and answer
questions about key details
in a text.
1

I can ask questions
about key details in
a text.

I can answer
questions about key
details in a text.
RI 2 Identify the main
topic and retell key details
of a text.

I can identify the
main topic of a text.

I can retell key
details of a text.
RI 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 a
text.

I can describe the
connection between
two events in a
text.

I can describe the
connection between
two ideas in a text.

I can describe the
connection between
two pieces of
information in a
text.
key details
text
ask
answer
identify
retell
main topic
key details
describe
connection
individuals
events
ideas
pieces of
information
text
2
3
4
5
6
RI 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 determine
or clarify the
meaning of words
and phrases in a
text.

I can answer
questions to help
determine or clarify
the meaning of
words and phrases
in a text.
RI 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 know and use
various text
features to locate
key facts in a text.

I can know and use
various text
features to locate
information in a
text.
RI 6 Distinguish between
information provided by
pictures or other
illustrations and
information provided by
the words in a text.

I can distinguish
between
information
provided by
pictures or other
illustrations in a
text.

I can distinguish
between
information
provided by the
words in a text.
ask
answer
questions
determine
clarify
meaning
phrases
text
various text
features
headings
tables of
contents
glossaries
electronic
menus
icons
locate
facts
information
text
distinguish
information
provided
illustrations
text
1
2
3
4
5
6
RI 7 Use the illustrations
and details in a text to
describe its key ideas.
illustrations
text
describe
details

I can use the
illustrations in a
text to describe its
key ideas.

I can use details in
a text to describe its
key ideas.
RI 8 Identify the reasons
an author gives to support
points in a text.

I can identify the
reasons an author
gives to support
points in a text.
identify
reasons
author
support
points in a text
RI 9 Identify basic
similarities in and
differences
between two texts on the
same topic (e.g., in
illustrations, descriptions,
or procedures).

I can identify basic
similarities in two
texts on the same
topic.

I can identify
differences in two
texts on the same
topic.
identify
similarities
texts
topic
illustrations
descriptions
procedures
RI 10 With prompting
and support, read
informational texts
appropriately complex for
grade one.

With prompting
and support, I can
read informational
texts appropriately
complex for grade 1.
prompt
support
informational
texts
appropriately
complex
1
2
3
4
5
6
Reading Foundational
Skills - First Grade
RF 1 Demonstrate
understanding of the
organization and basic
features of print.
1

I can demonstrate
understanding of
the organization of
print.

I can demonstrate
understanding of
the basic features of
print.
RF1 a Recognize the
distinguishing features of a
sentence (e.g., first word,
capitalization, ending
punctuation).

I can recognize the
distinguishing
features of a
sentence.
RF 2 Demonstrate
understanding of spoken
words, syllables, and
sounds (phonemes).

I can demonstrate
understanding of
spoken words.

I can demonstrate
understanding of
syllables.

I can demonstrate
understanding of
sounds
(phonemes).

I can distinguish
long from short
vowel sounds in
spoken singlesyllable words.
RF2 a Distinguish long
from short vowel sounds
in spoken single-syllable
words.
demonstrate
understanding
organization
features of print
recognize
distinguishing
features
sentence
word
capitalization
ending
punctuation
demonstrate
understanding
spoken words
syllables
sounds
(phonemes)
distinguish
long vowel
sounds
short vowel
sounds
spoken singlesyllable words
2
3
4
5
6
RF2 b Orally produce
single-syllable words by
blending sounds
(phonemes), including
consonant blends.

I can orally produce
single-syllable
words by blending
sounds
(phonemes),
including
consonant blends.
orally produce
single-syllable
words
blending sounds
(phonemes)
consonant
blends
RF2 c Isolate and
pronounce initial, medial
vowel, and final sounds
(phonemes) in spoken
single-syllable words.

I can isolate and
pronounce initial
sounds,
(phonemes) in
spoken singlesyllable words.

I can isolate and
pronounce medial
vowel sounds
(phonemes), in
spoken singlesyllable words.
isolate
pronounce
initial sounds
(phonemes)
medial vowel
sounds
(phonemes)
final sounds
(phonemes)
spoken singlesyllable words

I can isolate and
pronounce final
sounds (phonemes)
in spoken singlesyllable words.

I can segment
spoken singlesyllable words into
their complete
sequence of
individual sounds
(phonemes).
RF2 d Segment spoken
single-syllable words into
their complete sequence of
individual sounds
(phonemes).
segment
spoken singlesyllable words
complete
sequence
individual
sounds
(phonemes)
1
2
3
4
5
6
RF3 Know and apply
grade-level phonics and
word analysis skills in
decoding words.
know
apply
grade-level
phonics
word analysis
skills
decoding words

I can know grade
level phonics and
word analysis skills
in decoding words.

I can apply gradelevel phonics and
word analysis skills
in decoding words.

I can distinguish
long vowels when
reading regularly
spelled one-syllable
words.

I can distinguish
short vowels when
reading regularly
spelled one-syllable
words.
RF3 b Know spellingsound correspondences for
additional common vowel
teams.

I can know spellingsounds
correspondences
for additional
common vowel
teams.
know
spelling-sound
correspondences
additional
common vowel
teams
RF3 c Decode regularly
spelled two-syllable words
with long vowels.

I can decode
regularly spelled
two-syllable words
with long vowels.
decode
regularly spelled
two-syllable
words
long vowels
RF3 a Distinguish long
and short vowels when
reading regularly spelled
one-syllable words.
distinguish
long vowels
short vowels
regularly spelled
one-syllable
words
1
2
3
4
5
6
RF3 d Decode words with
common prefixes and
suffixes.
decode
common
prefixes
common
suffixes

I can decode words
with common
prefixes

I can decode words
with common
suffixes.
RF3 e Identify words
with inconsistent but
common spelling-sound
correspondences.

I can identify words
with inconsistent
but common
spelling-sound
correspondences.
Identify
Inconsistent
Common
Spelling-sound
correspondences
RF3 f Recognize and read
grade-appropriate
irregularly spelled words.

I can read words
with inflectional
endings.
RF 4 Read with sufficient
accuracy and fluency to
support comprehension.

I can read with
sufficient accuracy
to support
comprehension
Recognize
Gradeappropriate
Irregularly
spelled words
sufficient
accuracy
support
comprehension
fluency

I can read with
sufficient fluency to
support
comprehension

I can read on-level
text with purpose
and understanding
RF4a Read on-level text
with purpose and
understanding.
on-level text
purpose
understanding
1
2
3
4
5
6
RF4b Read on-level text
orally with accuracy,
appropriate rate, and
expression on successive
readings.
RF4c Use context to
confirm or self-correct
word recognition and
understanding, rereading
as necessary.

I can read on-level
text orally with
accuracy on
successive readings.

I can read on-level
text with
appropriate rate on
successive readings.

I can read on-level
text with expression
on successive
readings.

I can use context to
confirm or selfcorrect word
recognition,
rereading as
necessary.

I can use context
ton confirm or selfcorrect
understanding,
rereading as
necessary.
on-level text
orally
accuracy
successive
readings
appropriate rate
expression
context
confirm
self-correct,
word
recognition
rereading
understanding
1
2
3
4
5
6
Writing – First Grade
W1 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.
W2 Write
informative/explanatory
texts in which they name a
topic, supply some facts
about the topic, and
provide some sense of
closure.
1

I can write opinion
pieces in which I
introduce the topic
or name the book I
am writing about.

I can write opinion
pieces that state an
opinion.

I can write opinion
pieces that supply a
reason for the
opinion.

I can write opinion
pieces that provide
some sense of
closure.

I can write
informative/explan
atory texts in which
I can name a topic.

I can write
informative/explan
atory texts in which
I can supply some
facets about the
topic.

I can write
informative/explan
atory texts in which
I provide some
sense of closure.
write
opinion pieces
introduce
topic
state an opinion
supply a reason
for opinion
sense of closure.
write
informative/exp
lanatory texts
topic
facts
sense of closure.
2
3
4
5
6
W3 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.
W4 Begins in grade three
W5 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 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.
narratives
recount
appropriately
sequenced
events
details regarding
what happened
temporal words
signal event
order
provide
sense of closure

I can with guidance
and support from
adults, focus on a
topic to strengthen
writings as needed.

I can with guidance
and support from
adults, respond to
questions and
suggestions from
peers to strengthen
writing as needed.
guidance
support
focus
topic
respond
suggestions
from peers
details
strengthen
writing

I can with guidance
and support from
adults add details to
strengthen writing
as needed.
1
2
3
4
5
6
W6 With guidance and
support from adults, use a
variety of digital tools to
produce and publish
writing, including in
collaboration with peers.

I can with guidance
and support from
adults, use a variety
of digital tools to
produce and
publish writing,
including in
collaboration with
peers.
guidance
support
variety of digital
tools
produce
publish writing
W7 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 participate in
shared research
projects.

I can participate in
shared writing
projects.
W8 With guidance and
support from adults,
recall information from
experiences or gather
information from provided
sources to answer a
question.

I can participate in
shared research
projects.

I can participate in
shared writing
projects.
participate
shared research
projects,
“how-to” books
topic
sequence of
instructions
writing projects
guidance
support
recall
information
experiences
gather
information
provided
sources
answer a
question
1
2
3
4
5
6
Speaking and
Listening - First Grade
SL 1 Participate in
collaborative
conversations with
diverse partners about
grade 1 topics and texts
with peers and adults in
small and larger groups.
1

I can participate in
collaborative
conversations with
diverse partners
about grade 1 to
topics and texts
with peers and
adults in small and
larger groups.
participate
collaborative
conversations
diverse partners
topics and texts
peers, adults
small groups
large groups
SL1 a Follow agreedupon 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 agreedupon rules for
discussions.
SL1 b Build on others’
talk in conversations by
responding to the
comments of others
through
multiple exchanges.

I can build on
others’ talk in
conversations by
responding to the
comments of others
through multiple
exchanges.
agreed-upon
rules for
discussion
listening with
care
speaking one at
a time
topics
texts
discussion
build on others’
talk in
conversations
responding to
comments
multiple
exchanges
SL1 c Ask questions to
clear up any confusion
about the topics and texts
under discussion.

I can ask questions
to clear up any
confusion about the
topics and texts
under discussion.
questions
clear up
confusion
topics
texts
discussion
2
3
4
5
6
SL2 Ask and answer
questions about key details
in a text read aloud or
information presented
orally or
through other media.
SL3 Ask and answer
questions about what a
speaker says in order to
gather additional
information or clarify
something that is not
understood.
SL4 Describe people,
places, things, and events
with relevant details,
expressing ideas and
feelings
clearly.

Ask and answer
questions about key
details in a text
read aloud

I can ask and
answer questions
about information
presented orally

I can ask and
answer about
information
presented through
other media.

I can ask and
answer questions
about what a
speaker says in
order to gather
additional
information.

I can ask and
answer questions to
clarify something
that is not
understood.

I can describe
people, places,
things, and events
with relevant
details
ask questions
answer
questions
key details
text read aloud
information
presented orally
information
presented
through other
media
ask questions
about what a
speaker says
gather
additional
information
clarify
something not
understood
describe
people
places
things
events
relevant details
expressing ideas
and feelings
1
2
3
4
5
6
SL5 Add drawings or
other visual displays to
descriptions when
appropriate to clarify
ideas,
thoughts, and feelings.
SL6 Produce complete
sentences when
appropriate
to task and situation. (See
grade 1 Language
standards 1 and 3 on page
26 for specific
expectations.)

I can add drawings
or other visual
displays to
descriptions when
appropriate to
clarify ideas.

I can add drawings
or other visual
displays to
descriptions when
appropriate to
clarify thoughts.

I can add drawings
or other visual
displays to
descriptions when
appropriate to
clarify feelings.

I can produce
complete sentences
when appropriate
to task and
situation
drawings
visual displays
descriptions
appropriate
clarify ideas
thoughts
feelings
produce
complete
sentences
appropriate
task
situation
specific
expectations
1
2
3
4
5
6
Language –
First Grade
L1 Demonstrate command
of the conventions of
standard English grammar
and usage when
writing or speaking.
L1 a Print all upper- and
lower-case letters.
L1 b Use common,
proper, and possessive
nouns.
L1 c Use singular and
plural nouns with
matching
verbs in basic sentences
(e.g., He hops; We
hop).
1

I can demonstrate
command of
conventions of
standard English
grammar and usage
when writing.

I can demonstrate
command of
conventions of
standard English
grammar and usage
when speaking.

I can print all upper
case letters.

I can print all lower
case letters.

I can use common
nouns.

I can use proper
nouns.

I can use possessive
nouns.

I can use singular
nouns with
matching verbs in
basic sentences.

I can use plural
nouns with
matching verbs in
basic sentences.
demonstrate
command of the
conventions
standard
English
grammar
usage
writing
speaking
print
upper-case
letters
lower-case
letters
common nouns
proper nouns
possessive
nouns
singular nouns
plural nouns
matching verbs
basic sentences
2
3
4
5
6
L1 d Use personal,
possessive, and indefinite
pronouns (e.g., I, me, my;
they, them, their;
anyone, everything).
personal
pronouns
possessive
pronouns
indefinite
pronouns

I can use personal
pronouns.

I can use possessive
pronouns.

I can use indefinite
pronouns.

I can use verbs to
convey a sense of
past.

I can use verbs to
convey a sense of
present.

I can use verbs to
convey a sense of
future.
L1 f Use frequently
occurring adjectives.

I can use frequently
occurring
adjectives.
frequently
occurring
adjectives
L1 g Use frequently
occurring conjunctions
(e.g.,
and, but, or, so, because).
L1 h Use determiners
(e.g., articles,
demonstratives).
L1 I Use frequently
occurring prepositions
(e.g.,
during, beyond, toward).

I can use frequently
occurring
conjunctions.
frequently
occurring
conjunctions

I can use
determiners.
determiners

I can use frequently
occurring
prepositions.
frequently
occurring
prepositions
L1 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).
verbs
convey
sense of past
sense of present
sense of future
1
2
3
4
5
6
L1 j Produce and expand
complete simple
and compound
declarative, interrogative,
imperative, and
exclamatory sentences in
response to prompts.

I can produce and
expand complete
simple sentences in
response to
prompts.

I can produce and
expand compound
declarative
sentences in
response to
prompts.

I can produce and
expand
interrogative
sentences in
response to
prompts.

I can produce and
expand exclamatory
sentences in
response to
prompts.
produce
expand
complete
simple
compound
declarative
interrogative
imperative
exclamatory
sentences
response to
prompts
1
2
3
4
5
6
L 2 Demonstrate
command of the
conventions of
standard English
capitalization,
punctuation, and
spelling when writing.

I can demonstrate
command of
conventions of
standard English
capitalization when
writing.

I can demonstrate
command of
standard English
punctuation when
writing.

I can demonstrate
command of
conventions of
standard English
spelling when
writing.
L2 a Demonstrate
command of the
conventions of
standard English
capitalization,
punctuation, and
spelling when writing.

I can capitalize
dates.

I can capitalize
names of people.
L2 b Use end punctuation
for sentences.

I can use end
punctuation for
sentences.
L2 c Use commas in dates
and to separate single
words in a series.

I can use commas
in dates.

I can use commas
to separate single
words in a series.
demonstrate
command
conventions of
standard
English
capitalization
punctuation
spelling
demonstrate
command
conventions
standard
English
capitalization
punctuation
spelling
end punctuation
sentences
commas
dates
separate
single words
series
1
2
3
4
5
6
L2 d Use conventional
spelling for words with
common spelling patterns
and for frequently
occurring irregular words.
L2 e Spell untaught
words phonetically,
drawing on
phonemic awareness and
spelling conventions.
L3 Begins in grade 2

I can use
conventional
spelling words with
common spelling
patterns.

I can use
conventional
spelling for words
with frequently
occurring irregular
words.

I can spell untaught
words phonetically,
drawing on
phonemic
awareness.

I can spell untaught
words phonetically
drawing on spelling
conventions.
conventional
spelling
words with
common
spelling patterns
frequently
occurring
irregular words
spell
untaught
phonetically
drawing on
phonemic
awareness
spelling
conventions
1
2
3
4
5
6
L 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.
determine
multiplemeaning words
and phrases
flexibly
array of
strategies

I can determine the
meaning of
unknown and
multiple-meaning
words and phrases
based on grade 1
reading and
content, choosing
flexibly from an
array of strategies.

I can 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.
L4 a Use sentence-level
context as a clue to the
meaning of a word or
phrase.

I can use sentencelevel context as a
clue to the meaning
of a word or phrase.
sentence-level
context
clue
meaning
word
phrase
L4 b Use frequently
occurring affixes as a clue
to the meaning of a word.

I can use frequently
occurring affixes as
a clue for the
meaning of a word.
frequently
affixes
clue
meaning of a
word
1
2
3
4
5
6
L5 With guidance and
support from adults,
demonstrate
understanding of word
relationships
and nuances in word
meanings.
guidance
support
demonstrate
understanding
of word
relationships
nuances in word
meanings

I can with guidance
and support from
adults, demonstrate
understanding of
words relationships
in word meanings.

I can with guidance
and support from
adults demonstrate
understanding of
nuances in word
meanings.
L5 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 to
gain a sense of the
concepts the
categories
represent.
sort words
categories
gain
sense of the
concepts the
categories
represent
L5 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).
L5 c Identify real-life
connections between
words
and their use (e.g., note
places at home that
are cozy).

I can define words
by category.

I can define words
by one or more key
attributes.
define words
category
one or more key
attributes

I can identify reallife connections
between words and
their use.
Identify
Real-life
connections
between words
1
2
3
4
5
6
L5 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 by acting
out the meanings.

I can distinguish
shades of meaning
among verbs
differing in manner.

I can distinguish
adjectives differing
in intensity by
defining or
choosing them or
by acting out the
meanings.
L6 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
acquired through
conversations,
reading and being
read to, and
responding to texts,
including using
frequently
occurring
conjunctions to
signal simple
relationships.

I can use phrases
acquired through
conversations,
reading and being
read to, and
responding to texts,
including using
frequently
occurring
conjunctions to
signal simple
relationships.
distinguish
shades of
meaning among
verbs differing
in manner
adjectives
differing in
intensity
defining or
choosing
acting out the
meaning
words acquired
through
conversations
responding to
texts
frequently
occurring
conjunctions
signal simple
relationships
phrases
1
2
3
4
5
6