These posters summarize and illustrate the first grade Common Core English Language Arts standards in an easy-to-understand format for students. The packet contains 83 posters that break down each standard into student-friendly language stating what students "will be able to do". The posters are in both "We will be able to" and "I can" formats for teachers to choose from. They provide explanations and examples to help students understand what is expected of them in each standard.

1. Objective Posters
and
I Can Statements
for
First Grade
Common Core ELA Standards
83 kid friendly, illustrated posters
“We will be able to” and “I Can” formats.
By Donna Walker

2. ELA Objectives and I Can Posters for First Grade
This packet consists of 83 different student friendly 8.5 x 11 posters written in both “We will be
able to” and “I can” formats. Simply print out the version you want to use.
These posters “unpack” the first grade Common Core ELA standards into meaningful objectives
for daily lessons and are illustrated to help students understand the standards.
These same posters as Essential Questions and “The student will be able to” stems are also
available in my TPT store.
Thank you for your purchase!
Math Objective Posters are also available in my TPT store!
©Donna Walker 2014
This item is a paid digital download for use in one classroom only.
Graphics by: www.mycutegraphics.com
The Common Core Standards were developed and written by the NGA. © Copyright 2010. National Governors
Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

3. We will be able to ask
and answer questions
about a story.
RL.1.1 Ask and answer questions about key details in a text.
© Donna Walker 2014
Why didn’t
Goldilocks eat
Mother Bear’s
porridge?
The Three Bears

4. We will be able to
retell a story with
important details.
RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.
© Donna Walker 2014
Once upon a time, there were
three pigs. They all went out into
the world to build houses of
their own. The first little pig built
a house out of straw. The second
little pig build a house of our
sticks. The third little pig……..... The Three Little Pigs
The Hare and the Tortoise

5. We will be able to
identify the message
or lesson in a story.
RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.
© Donna Walker 2014
Finish
Line
I should not
have stopped to
take a nap!
Slow and
steady wins
the race!

6. We will be able to tell
about the characters,
setting, and main events.
© Donna Walker 2014
RL.1.3 Describe characters, settings, and major events in a story using key details.
Characters are the
people or animals in
the story.
The setting is where and
when the story takes place.
Events are the things
that happen in the
story.

7. We will be able to
retell a story in the
order it happened.
© Donna Walker 2014
RL.1.3 Describe characters, settings, and major events in a story using key details.
First Next Last

8. We will be able to
find words in stories
that show feelings.
© Donna Walker 2014
RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
Jan wanted to scream when she saw what her
dog did to her homework.
Homework
5 + 5 = 10
6 + 6 = 12
7 + 7 = 14
8 + 8 =

9. We will be able to
identify realistic
fiction stories.
© Donna Walker 2014
RL.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.
Realistic fiction is a made
up story that could have
happened in real life.
Whistle for
Willie

10. We will be able to
identify fantasy
stories.
© Donna Walker 2014
RL.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.
The
Monsters
Go to
School

11. We will be able to
identify informational
text. (Nonfiction)
© Donna Walker 2014
RL.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.
Informational text teaches
us true facts and
information about people
and things in our world.
The Life Cycle of a Frog Our Flag

12. We will be able to
tell the author’s
purpose.
© Donna Walker 2014
RL.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.
Why did
the author
write this?
To teach you facts and
information or how to
do something.
To tell you a story for
your enjoyment.
To try to get you to
do something or
feel a certain way.
The
Best
Birthday
Ever
All
About
Frogs

13. We will be able to
identify who is
telling the story.
© Donna Walker 2014
RL.1.6 Identify who is telling the story at various points in a text.
I was the smartest pig.
I built my house out of bricks.
The wolf could NOT blow
it down!
The
Three
Pigs

14. We will be able to
use illustrations to
tell about a story.
© Donna Walker 2014
RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events.

15. We will be able to tell
how characters are
alike and different.
© Donna Walker 2014
RL.1.9 Compare and contrast the adventures and experiences of characters in stories.
Both
pig
man
hats
patches
sword
pirates hook hand
clothes
mustache
pig skin
hooves

16. We will be able to read
stories by ourselves or
with help as needed.
© Donna Walker 2014
RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.
That word is tricky!
Do you want help
or think time?
Little
Bear

17. We will be able to ask
and answer questions
about informational text.
© Donna Walker 2014
RI.1.1 Ask and answer questions about key details in a text.
I wonder. How
long did it take to
sail from England
to America?
I know now!
It says on page 26
that they sailed
for 66 days until
they spotted
land .

18. We will be able to find the
main idea of a text and
retell important details.
© Donna Walker 2014
RI.1.2 Identify the main topic and retell key details of a text.
Main Idea
How to Take Care of a Dog
Walk your dog
everyday.
Feed only dog food
to your dog.
Keep water in
your dog’s bowl.
Give your dog a
bath at least once a
month.
Keep your dog
on a leash or
in a fenced in
yard.

19. We will be able to
describe how ideas,
people, or events are
connected.
© Donna Walker 2014
RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text.

20. We will be able to ask and
answer questions about the
meaning of words in text.
© Donna Walker 2014
RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
What does the
word revolve
mean?
The text says the
Earth revolves
around the sun.
The Earth moves
around the sun.
Revolve means to
circle around.

21. We will be able to
use captions to get
information from text.
© Donna Walker 2014
D8
RI.1.5 Know and use various text features to locate key facts or information in a text.
Abraham Lincoln was
the 16th president.
All About Presidents
The very first president was George Washington. He is
called the father of our country.
He did not live in the white house, but he helped
select the place for the capital. Then the White House
was built in Washington, D.C. All the other presidents
have lived in the White House.
George Washington is considered one
of the greatest presidents.
Another great president was
Abraham Lincoln. He was the 16th
The Washington Monument
was built to honor George
Washington.
president. His nickname was Honest Abe. Before he
was president, he was a lawyer. He liked to read
books and learn. He walked many miles to school
each day.
He was a good president.
He is best known for
helping to free the slaves.
The White House is located in
Washington, D.C.
Presidents have important
jobs. They help make laws
for the United States. They
are the leaders of our
nation.

22. We will be able to
use labels to get
information from text.
© Donna Walker 2014
RI.1.5 Know and use various text features to locate key facts or information in a text.
wings
stinger
antennae
head

23. We will be able to use
the table of contents to
locate information in a
text.
© Donna Walker 2014
RI.1.5 Know and use various text features to locate key facts or information in a text.
Table of Contents
The Big Kick . . . . . . . 2
The Lost Ball . . . . . . . 6
Oh No! . . . . . . . . . . 10
A New Window . . . . 14

24. We will be able to find
information in illustrations
and in the words in a text.
© Donna Walker 2014
RI.1.6 Distinguish between information provided by pictures or other illustrations
and information provided by the words in a text.
Life Cycle of a Butterfly
Butterflies are insects
that have large, scaly wings.
They have 6 legs. They use
their feet to taste. There are
many different kinds of
butterflies in the world. A
butterfly starts its life as a
tiny egg.

25. We will be able to use
illustrations and details
in a text to describe the
most important ideas.
© Donna Walker 2014
RI.1.7 Use the illustrations and details in a text to describe its key ideas.
At the bottom of the
ocean, you can see many
plants and animals.
Sometimes you might
find items from ships.

26. We will be able to tell
what the author thinks
and give the reasons why.
© Donna Walker 2014
RI.1.8 Identify the reasons an author gives to support points in a text.
Fruit gives you the
vitamins your body
needs to grow strong
and healthy.
Food with lots of
sugar does not have
the vitamins your
body needs. Too
much sugar is bad for
your body.

27. We will be able to tell how
two texts on the same topic
are alike and different.
© Donna Walker 2014
RI.1.9 Identify basic similarities in and differences between two texts on the same topic.
Water
Around Us
By Linda Hill
The Earth’s
Water
By Joe Wellls
oceans
ponds
rivers
streams
water cycle pollution
ocean animals
saving
water
weather

28. We will be able to read
informational text by
ourselves or with help as
needed.
© Donna Walker 2014
RI.1.10 With prompting and support, read informational text of appropriate complexity for grade 1.
That word is tricky!
Do you want help
or think time?
The
Planets

29. We will be able to
identify the parts of a
sentence.
© Donna Walker 2014
RF.1.1 Recognize the distinguishing features of a sentence .
We played football at the park.
First Word
The first letter is always capital.
Last Word
A sentence ends with a period,
question mark, or exclamation
point.
. ? !

30. We will be able to hear
the difference between
long and short vowel
sounds in words.
© Donna Walker 2014
RF.1.2.A Distinguish long from short vowel sounds in spoken single-syllable words.
Long A Long I Long O
Long U
Long E
Short A
Short E Short I Short O Short U

31. We will be able to put
sounds together to make
words.
© Donna Walker 2014
RF.1.2.B Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
/B/ + /E/ + /D/ =
/T/ + /R/ + /EE/ =
/F/ + /I/ + /SH/ =

32. We will be able to say
the beginning, middle and
ending sound in words.
© Donna Walker 2014
RF.1.2.C Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
Beginning = /SH/
Middle = /E/
End = /LL/

33. We will be able to break
words apart into their
individual sounds.
© Donna Walker 2014
RF.1.2.D Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
= /S/ + /U/ + /N/
= /B/ + /AR/ + /N/
= /T/ + /OO/ + /TH/

34. We will be able to say
the sounds that ch,
sh, th, and wh make.
© Donna Walker 2014
RF.1.3.A Know the spelling-sound correspondences for common consonant digraphs.
th
sh
ch
wh

35. We will be able to sound
out one-syllable words.
© Donna Walker 2014
RF.1.3.B Decode regularly spelled one-syllable words.
jig wax muck
flat pug shin
cob scat
kin shed

36. We will be able to read
words with long vowel
teams.
© Donna Walker 2014
RF.1.3.C Know final -e and common vowel team conventions for representing long vowel sounds.
cake beach boat
play feet snow
rain night pie

37. We will be able to count vowel
sounds to figure out the
number of syllables in words.
©
Donna
Walker
2014
RF.1.3.D Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
1
2 3

38. We will be able to sound
out words by breaking
them into syllables.
© Donna Walker 2014
RF.1.3.E Decode two-syllable words following basic patterns by breaking the words into syllables.
kitten kit-ten
robot ro-bot
dentist den-tist

39. We will be able to read
words with s, ed, and ing.
© Donna Walker 2014
RF.1.3.F Read words with inflectional endings.
look
looks
looked
looking
jump
jumps
jumped
jumping

40. We will be able to read
“tricky” words.
© Donna Walker 2014
RF.1.3.G Recognize and read grade-appropriate irregularly spelled words.
who said
was
put
want
two
you
some
could
one
of

41. We will be able to read
with accuracy, fluency,
and understanding.
© Donna Walker 2014
Does it make sense,
sound right, and
look right?
RF.1.4.A Read grade-level text with purpose and understanding.

42. We will be able to read
with fluency, accuracy,
and expression.
© Donna Walker 2014
RF.1.4.B Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
I can make
my reading
sound like
talking.

43. We will be able to check
our reading and make
corrections.
© Donna Walker 2014
RF.1.4.B Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
That didn’t
make sense.
I will read
that again
and fix it!

44. We will be able to write
an opinion with an
introduction, reason, and
closing.
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.
© Donna Walker 2014

45. We will be able to write
facts and information
about a topic.
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. © Donna Walker 2014
George Washington was the first
president of the United States. He
was born in Virginia and became
president when he was 57. He was
the only president who did not live in
the white house. George Washington
was a good president.

46. We will be able to write
real and make-believe
stories.
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. © Donna Walker 2014

47. We will be able to work
with others to revise our
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. © Donna Walker 2014
My Fall
Vacation
I think you
should tell
more about
when you
went to your
grandmother’s
house.
Thanks!
That’s a great
suggestion.
It will make
my writing
more
interesting.

48. We will be able to use
technology to write and
publish.
W.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in
collaboration with peers. © Donna Walker 2014

49. We will be able to find
information about a topic
and write about it.
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). © Donna Walker 2014
How to Make
Chocolate Chip
Cookies.

50. We will be able to find
and write answers to
questions.
W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources
to answer a question. © Donna Walker 2014
Will you help me
find out how much
an Emperor
Penguin weighs?

51. We will be able to follow
rules for speaking and
listening.
SL.1.1.A Follow agreed-upon rules for discussions. © Donna Walker 2014
1. Look at the speaker.
2. Talk one at a time.
3. Keep your body still.
4. Stay on topic.

52. We will be able to
respond to the comments
of others.
© Donna Walker 2014
SL.1.1.B Build on others' talk in conversations by responding to the comments of others through multiple exchanges.
I I think the story was
a fantasy.
I agree
because dogs
can’t talk!

53. We will be able to ask
questions to clear up any
confusion about the topic
or text we are
discussing.
© Donna Walker 2014
SL.1.1.C Ask questions to clear up any confusion about the topics and texts under discussion.
I am confused. Why
did the character in
our story not tell his
friend about the dog?

54. We will be able to ask and
answer questions about a
text or about information
presented out loud.
©
Donna
Walker
2014
SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
I wonder how many stars
are in the sky. I will keep
listening to find out.
All
About
Stars

55. We will be able to ask
and answer questions
about information
presented by a speaker.
© Donna Walker 2014
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.
Will you please
explain again
what causes the
tides?

56. We will be able to express
our ideas and feelings clearly
when we describe people,
places, things, and events.
© Donna Walker 2014
SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
I like frogs
because they are
cute and they
eat bugs around
the house.
I like bees
because they
make honey and
I love to eat
honey.

57. We will be able to
illustrate our ideas,
thoughts, and feelings.
© Donna Walker 2014
SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

58. We will be able to speak
in complete sentences
and stay on topic.
© Donna Walker 2014
SL.1.6 Produce complete sentences when appropriate to task and situation.
Complete Sentence
Apples grow on trees.
Not a Complete Sentence
Grow on trees.
On Topic Off Topic
Apples taste good. I like pizza.

59. We will be able to print
all capital and lowercase
letters.
© Donna Walker 2014
L.1.1.A Print all upper- and lowercase letters.

60. We will be able to
identify and use
common nouns.
© Donna Walker 2014
L.1.1.B Use common, proper, and possessive nouns.
person place thing
girl school candy bar

61. We will be able to
identify and use
proper nouns.
©
Donna
Walker
2014
L.1.1.B Use common, proper, and possessive nouns.
person place thing
Sally
Russell Elementary
School
Hershey’s

62. We will be able to
identify and use
possessive nouns.
© Donna Walker 2014
L.1.1.B Use common, proper, and possessive nouns.
The boy’s cape
is blue.
The hen’s eggs
will hatch.
The bee’s flower
has nectar.

63. We will be able to use
nouns and verbs
correctly in sentences.
© Donna Walker 2014
L.1.1.C Use singular and plural nouns with matching verbs in basic sentences.
We jump rope. She jumps rope.

64. We will be able to
identify and use
pronouns.
© Donna Walker 2014
L.1.1.D Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).
I
me
my
we
he
them
they
she everything
anyone
their
it

65. We will be able to use
verbs to show past,
present, and future.
© Donna Walker 2014
L.1.1.E Use verbs to convey a sense of past, present, and future.
Yesterday, I jumped rope.
Today, I am jumping rope.
Tomorrow, I am going to
jump rope.

66. We will be able to
identify and use
adjectives.
© Donna Walker 2014
L.1.1.F Use frequently occurring adjectives.
yummy
sweet
delicious
brown
cold

67. We will be able to
use conjunctions.
© Donna Walker 2014
L.1.1.G Use frequently occurring conjunctions (e.g., and, but, or, so, because).
I love peanut butter andjelly sandwiches, but my
sister doesn’t like them. She doesn’t like peanut
butter or jelly soshe never eats it. I love it when I
bring my lunch to school because my mom
always packs peanut butter and jelly sandwiches for
me, but she packs ham sandwiches for my sister.

68. We will be able to use
determiners in our
writing and speaking.
© Donna Walker 2014
L.1.1.H Use determiners (e.g., articles, demonstratives).
a an the
every
those
this
many these
that
most

69. We will be able to
use prepositions.
© Donna Walker 2014
L.1.1.I Use frequently occurring prepositions (e.g., during, beyond, toward).
He is waiting at
the bus stop.
He is hopping over
the grasshopper.
She is jumping rope
during recess.

70. We will be able to
expand sentences.
© Donna Walker 2014
L.1.1.J Produce and expand complete simple and compound declarative, interrogative, imperative, and
exclamatory sentences in response to prompts.
The pig went up in the balloon.
The pig went up in the hot air balloon.
The pink pig went up in the hot air balloon.
The pink pig went up in the hot air balloon
and waved goodbye.

71. We will be able to
write dates correctly.
© Donna Walker 2014
L.1.2.A Capitalize dates and names of people. L.1.2.C Use commas in dates and to separate single words in a series.
July 4, 1776
capital
letter
comma

72. We will be able to
write the names of
people correctly.
© Donna Walker 2014
L.1.2.A Capitalize dates and names of people.
Bob Smith
capital
letter

73. We will be able to use
periods, question marks,
and exclamation points
at the end of sentences.
L.1.2.B Use end punctuation for sentences. © Donna Walker 2014
I like to play with my cat.
Do you have a cat?
Watch out for that dog!

74. We will be able to use
commas in a sentence
that has a list.
L.1.2.C Use commas in dates and to separate single words in a series. © Donna Walker 2014
My favorite fruits are
blueberries, bananas,
and apples.

75. We will be able to spell
first grade words.
©
Donna
Walker
2014
L.1.2.D Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
You can spell some words
by sounding them out.
You just have to remember
how to spell some words.
cat like
sheep stop
who come
word what

76. We will be able to use
spelling patterns to spell
words.
© Donna Walker 2014
L.1.2.E Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
If you can spell cat, you
can spell…..
hat bat mat
sat that scat
rat flat chat

77. We will be able to figure
out the meaning of words
in sentences.
© Donna Walker 2014
L.1.4.A Use sentence-level context as a clue to the meaning of a word or phrase.
The colossal dog could not fit in the dog house.

78. We will be able to use
prefixes and suffixes to
figure out the meaning
of words.
© Donna Walker 2014
L.1.4.B Use frequently occurring affixes as a clue to the meaning of a word.
I know that bicycle
means two wheels,
so biweekly must
mean two weeks!
I wonder what
biweekly
means.

79. We will be able to add s,
ing, and ed to words to
make new words.
© Donna Walker 2014
L.1.4.C Identify frequently occurring root words and their inflectional forms.
look + s = looks
look + ing = looking
look + ed = looked

80. We will be able to sort
words into categories.
© Donna Walker 2014
L.1.5.A Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
Sports Food Clothes

81. We will be able to explain
the meaning of words by
their categories and
attributes.
© Donna Walker 2014
L.1.5.B Define words by category and by one or more key attributes.
A calculator is a
tool that adds and
subtracts.
A duck is a bird that
swims.
A school is a place
where people learn.

82. We will be able to
connect new words to
our own lives.
© Donna Walker 2014
L.1.5.C Identify real-life connections between words and their use.
cozy amusing

83. We will be able to
identify words that have
almost the same meaning.
© Donna Walker 2014
L. 1.5.D Distinguish shades of meaning among verbs differing in manner and adjectives differing in intensity by defining
or choosing them or by acting out the meanings.
large
gigantic

84. We will be able to use words
and phrases we learn from
listening and reading.
© Donna Walker 2014
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.
I adore reading
books. I learn so
many fancy
words to use!
Me too!
Reading
makes me so
intellectual!

85. I can ask and answer
questions about a
story.
RL.1.1 Ask and answer questions about key details in a text.
© Donna Walker 2014
Why didn’t
Goldilocks eat
Mother Bear’s
porridge?
The Three Bears

86. I can retell a story
with important
details.
RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.
© Donna Walker 2014
Once upon a time, there were
three pigs. They all went out into
the world to build houses of
their own. The first little pig built
a house out of straw. The second
little pig build a house of our
sticks. The third little pig……..... The Three Little Pigs
The Hare and the Tortoise

87. I can identify the
message or lesson in
a story.
RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.
© Donna Walker 2014
Finish
Line
I should not
have stopped to
take a nap!
Slow and
steady wins
the race!

88. I can tell about the
characters, setting,
and main events.
© Donna Walker 2014
RL.1.3 Describe characters, settings, and major events in a story using key details.
Characters are the
people or animals in
the story.
The setting is where and
when the story takes place.
Events are the things
that happen in the
story.

89. I can retell a story
in the order that it
happened.
© Donna Walker 2014
RL.1.3 Describe characters, settings, and major events in a story using key details.
First Next Last

90. I can find words in
stories that show
feelings.
© Donna Walker 2014
RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
Jan wanted to scream when she saw what her
dog did to her homework.
Homework
5 + 5 = 10
6 + 6 = 12
7 + 7 = 14
8 + 8 =

91. I can identify
realistic fiction
stories.
© Donna Walker 2014
RL.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.
Realistic fiction is a made
up story that could have
happened in real life.
Whistle for
Willie

92. I can identify
fantasy stories.
© Donna Walker 2014
RL.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.
The
Monsters
Go to
School

93. I can identify
informational text.
(Nonfiction)
© Donna Walker 2014
RL.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.
Informational text teaches
us true facts and
information about people
and things in our world.
The Life Cycle of a Frog Our Flag

94. I can tell the
author’s purpose.
© Donna Walker 2014
RL.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.
Why did
the author
write this?
To teach you facts and
information or how to
do something.
To tell you a story for
your enjoyment.
To try to get you to
do something or
feel a certain way.
The
Best
Birthday
Ever
All
About
Frogs

95. I can identify who
is telling the story.
© Donna Walker 2014
RL.1.6 Identify who is telling the story at various points in a text.
I was the smartest pig.
I built my house out of bricks.
The wolf could NOT blow
it down!
The
Three
Pigs

96. I can use illustrations
to tell about a story.
© Donna Walker 2014
RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events.

97. I can tell how
characters are alike
and different.
© Donna Walker 2014
RL.1.9 Compare and contrast the adventures and experiences of characters in stories.
Both
pig
man
hats
patches
sword
pirates hook hand
clothes
mustache
pig skin
hooves

98. I can read stories by
myself or with help as
needed.
© Donna Walker 2014
RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.
That word is tricky!
Do you want help
or think time?
Little
Bear

99. I can ask and answer
questions about
informational text.
© Donna Walker 2014
RI.1.1 Ask and answer questions about key details in a text.
I wonder. How
long did it take to
sail from England
to America?
I know now!
It says on page 26
that they sailed
for 66 days until
they spotted
land .

100. I can find the main idea of
a text and retell important
details.
© Donna Walker 2014
RI.1.2 Identify the main topic and retell key details of a text.
Main Idea
How to Take Care of a Dog
Walk your dog
everyday.
Feed only dog food
to your dog.
Keep water in
your dog’s bowl.
Give your dog a
bath at least once a
month.
Keep your dog
on a leash or
in a fenced in
yard.

101. I can describe how
ideas, people, or
events are connected.
© Donna Walker 2014
RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text.

102. I can ask and answer
questions about the
meaning of words in text.
© Donna Walker 2014
RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
What does the
word revolve
mean?
The text says the
Earth revolves
around the sun.
The Earth moves
around the sun.
Revolve means to
circle around.

103. I can use captions to
get information from
text.
© Donna Walker 2014
D8
RI.1.5 Know and use various text features to locate key facts or information in a text.
Abraham Lincoln was
the 16th president.
All About Presidents
The very first president was George Washington. He is
called the father of our country.
He did not live in the white house, but he helped
select the place for the capital. Then the White House
was built in Washington, D.C. All the other presidents
have lived in the White House.
George Washington is considered one
of the greatest presidents.
Another great president was
Abraham Lincoln. He was the 16th
The Washington Monument
was built to honor George
Washington.
president. His nickname was Honest Abe. Before he
was president, he was a lawyer. He liked to read
books and learn. He walked many miles to school
each day.
He was a good president.
He is best known for
helping to free the slaves.
The White House is located in
Washington, D.C.
Presidents have important
jobs. They help make laws
for the United States. They
are the leaders of our
nation.

104. I can use labels to get
information from text.
© Donna Walker 2014
RI.1.5 Know and use various text features to locate key facts or information in a text.
wings
stinger
antennae
head

105. I can use the table of
contents to locate
information in a text.
© Donna Walker 2014
RI.1.5 Know and use various text features to locate key facts or information in a text.
Table of Contents
The Big Kick . . . . . . . 2
The Lost Ball . . . . . . . 6
Oh No! . . . . . . . . . . 10
A New Window . . . . 14

106. I can find information in
the illustrations and in
the words in a text.
© Donna Walker 2014
RI.1.6 Distinguish between information provided by pictures or other illustrations
and information provided by the words in a text.
Life Cycle of a Butterfly
Butterflies are insects
that have large, scaly wings.
They have 6 legs. They use
their feet to taste. There are
many different kinds of
butterflies in the world. A
butterfly starts its life as a
tiny egg.

107. I can use illustrations
and details in a text to
describe the most
important ideas.
© Donna Walker 2014
RI.1.7 Use the illustrations and details in a text to describe its key ideas.
At the bottom of the
ocean, you can see many
plants and animals.
Sometimes you might
find items from ships.

108. I can tell what the author
thinks and give the
reasons why.
© Donna Walker 2014
RI.1.8 Identify the reasons an author gives to support points in a text.
Fruit gives you the
vitamins your body
needs to grow strong
and healthy.
Food with lots of
sugar does not have
the vitamins your
body needs. Too
much sugar is bad for
your body.

109. I can tell how two texts on
the same topic are alike
and different.
© Donna Walker 2014
RI.1.9 Identify basic similarities in and differences between two texts on the same topic.
Water
Around Us
By Linda Hill
The Earth’s
Water
By Joe Wellls
oceans
ponds
rivers
streams
water cycle pollution
ocean animals
saving
water
weather

110. I can read informational
text by myself or with
help as needed.
© Donna Walker 2014
RI.1.10 With prompting and support, read informational text of appropriate complexity for grade 1.
That word is tricky!
Do you want help
or think time?
The
Planets

111. I can identify the
parts of a sentence.
© Donna Walker 2014
RF.1.1 Recognize the distinguishing features of a sentence .
We played football at the park.
First Word
The first letter is always capital.
Last Word
A sentence ends with a period,
question mark, or exclamation
point.
. ? !

112. I can hear the difference
between long and short
vowel sounds in words.
© Donna Walker 2014
RF.1.2.A Distinguish long from short vowel sounds in spoken single-syllable words.
Long A Long I Long O
Long U
Long E
Short A Short E Short I Short O
Short U

113. I can put sounds together
to make words.
© Donna Walker 2014
RF.1.2.B Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
/B/ + /E/ + /D/ =
/T/ + /R/ + /EE/ =
/F/ + /I/ + /SH/ =

114. I can say the beginning,
middle, and ending sound
in words.
© Donna Walker 2014
RF.1.2.C Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
Beginning = /SH/
Middle = /E/
End = /LL/

115. I can break words apart
into their individual
sounds.
© Donna Walker 2014
RF.1.2.D Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
= /S/ + /U/ + /N/
= /B/ + /AR/ + /N/
= /T/ + /OO/ + /TH/

116. I can say the sounds
that ch, sh, th, and
wh make.
© Donna Walker 2014
RF.1.3.A Know the spelling-sound correspondences for common consonant digraphs.
th
sh
ch
wh

117. I can sound out one-
syllable words.
© Donna Walker 2014
RF.1.3.B Decode regularly spelled one-syllable words.
jig wax muck
flat pug shin
cob scat
kin shed

118. I can read words with
long vowel teams.
© Donna Walker 2014
RF.1.3.C Know final -e and common vowel team conventions for representing long vowel sounds.
cake beach boat
play feet snow
rain night pie

119. I can count vowel sounds to
figure out the number of
syllables in words.
©
Donna
Walker
2014
RF.1.3.D Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
1
2 3

120. I can sound out words by
breaking them into
syllables.
© Donna Walker 2014
RF.1.3.E Decode two-syllable words following basic patterns by breaking the words into syllables.
kitten kit-ten
robot ro-bot
dentist den-tist

121. I can read words with s,
ed, and ing.
© Donna Walker 2014
RF.1.3.F Read words with inflectional endings.
look
looks
looked
looking
jump
jumps
jumped
jumping

122. I can read “tricky”
words.
© Donna Walker 2014
RF.1.3.G Recognize and read grade-appropriate irregularly spelled words.
who said
was
put
want
two
you
some
could
one
of

123. I can read with
accuracy, fluency, and
understanding.
© Donna Walker 2014
Does it make sense,
sound right, and
look right?
RF.1.4.A Read grade-level text with purpose and understanding.

124. I can read with
fluency, accuracy, and
expression.
© Donna Walker 2014
RF.1.4.B Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
I can make
my reading
sound like
talking.

125. I can check my reading
and make corrections.
© Donna Walker 2014
RF.1.4.B Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
That didn’t
make sense.
I will read
that again
and fix it!

126. I can write an opinion
with an introduction,
reason, and closing.
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.
© Donna Walker 2014

127. I can write facts and
information about a
topic.
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. © Donna Walker 2014
George Washington was the first
president of the United States. He
was born in Virginia and became
president when he was 57. He was
the only president who did not live in
the white house. George Washington
was a good president.

128. I can write real and
make-believe stories.
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. © Donna Walker 2014

129. I can work with others
to revise my 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. © Donna Walker 2014
My Fall
Vacation
I think you
should tell
more about
when you
went to your
grandmother’s
house.
Thanks!
That’s a great
suggestion.
It will make
my writing
more
interesting.

130. I can use technology to
write and publish.
W.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in
collaboration with peers. © Donna Walker 2014

131. I can find information
about a topic and write
about it.
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). © Donna Walker 2014
How to Make
Chocolate Chip
Cookies.

132. I can find and write
answers to questions.
W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources
to answer a question. © Donna Walker 2014
Will you help me
find out how much
an Emperor
Penguin weighs?

133. I can follow rules for
speaking and listening.
SL.1.1.A Follow agreed-upon rules for discussions. © Donna Walker 2014
1. Look at the speaker.
2. Talk one at a time.
3. Keep your body still.
4. Stay on topic.

134. I can respond to the
comments of others.
© Donna Walker 2014
SL.1.1.B Build on others' talk in conversations by responding to the comments of others through multiple exchanges.
I I think the story was
a fantasy.
I agree
because dogs
can’t talk!

135. I can ask questions to clear
up any confusion about the
topic or text we are
discussing.
© Donna Walker 2014
SL.1.1.C Ask questions to clear up any confusion about the topics and texts under discussion.
I am confused. Why
did the character in
our story not tell his
friend about the dog?

136. I can ask and answer
questions about a text or
about information
presented out loud.
©
Donna
Walker
2014
SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
I wonder how many stars
are in the sky. I will keep
listening to find out.
All
About
Stars

137. I can ask and answer
questions about information
presented by a speaker.
© Donna Walker 2014
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.
Will you please
explain again
what causes the
tides?

138. I can express my ideas and
feelings clearly when I
describe people, places,
things, and events.
© Donna Walker 2014
SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
I like frogs
because they are
cute and they
eat bugs around
the house.
I like bees
because they
make honey and
I love to eat
honey.

139. I can illustrate my
ideas, thoughts, and
feelings.
© Donna Walker 2014
SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

140. I can speak in complete
sentences and stay on
topic.
© Donna Walker 2014
SL.1.6 Produce complete sentences when appropriate to task and situation.
Complete Sentence
Apples grow on trees.
Not a Complete Sentence
Grow on trees.
On Topic Off Topic
Apples taste good. I like pizza.

141. I can print all capital
and lowercase letters.
© Donna Walker 2014
L.1.1.A Print all upper- and lowercase letters.

142. I can identify and
use common nouns.
© Donna Walker 2014
L.1.1.B Use common, proper, and possessive nouns.
person place thing
girl school candy bar

143. I can identify and
use proper nouns.
©
Donna
Walker
2014
L.1.1.B Use common, proper, and possessive nouns.
person place thing
Sally
Russell Elementary
School
Hershey’s

144. I can identify and
use possessive
nouns.
© Donna Walker 2014
L.1.1.B Use common, proper, and possessive nouns.
The boy’s cape
is blue.
The hen’s eggs
will hatch.
The bee’s flower
has nectar.

145. I can use nouns and
verbs correctly in
sentences.
© Donna Walker 2014
L.1.1.C Use singular and plural nouns with matching verbs in basic sentences.
We jump rope. She jumps rope.

146. I can identify and
use pronouns.
© Donna Walker 2014
L.1.1.D Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).
I
me
my
we
he
them
they
she
everything
anyone
their it

147. I can use verbs to
show past, present,
and future.
© Donna Walker 2014
L.1.1.E Use verbs to convey a sense of past, present, and future.
Yesterday, I jumped rope.
Today, I am jumping rope.
Tomorrow, I am going to
jump rope.

148. I can identify and
use adjectives.
© Donna Walker 2014
L.1.1.F Use frequently occurring adjectives.
yummy
sweet
delicious
brown
cold

149. I can use conjunctions.
© Donna Walker 2014
L.1.1.G Use frequently occurring conjunctions (e.g., and, but, or, so, because).
I love peanut butter andjelly sandwiches, but my
sister doesn’t like them. She doesn’t like peanut
butter or jelly soshe never eats it. I love it when I
bring my lunch to school because my mom
always packs peanut butter and jelly sandwiches for
me, but she packs ham sandwiches for my sister.

150. I can use determiners
in my writing and
speaking.
© Donna Walker 2014
L.1.1.H Use determiners (e.g., articles, demonstratives).
a an the
every
those
this
many these
that
most

151. I can use prepositions.
© Donna Walker 2014
L.1.1.I Use frequently occurring prepositions (e.g., during, beyond, toward).
He is waiting at
the bus stop.
He is hopping over
the grasshopper.
She is jumping rope
during recess.

152. I can expand sentences.
© Donna Walker 2014
L.1.1.J Produce and expand complete simple and compound declarative, interrogative, imperative, and
exclamatory sentences in response to prompts.
The pig went up in the balloon.
The pig went up in the hot air balloon.
The pink pig went up in the hot air balloon.
The pink pig went up in the hot air balloon
and waved goodbye.

153. I can write dates
correctly.
© Donna Walker 2014
L.1.2.A Capitalize dates and names of people. L.1.2.C Use commas in dates and to separate single words in a series.
July 4, 1776
capital
letter
comma

154. I can write the names
of people correctly.
© Donna Walker 2014
L.1.2.A Capitalize dates and names of people.
Bob Smith
capital
letter

155. I can use periods,
question marks, and
exclamation points at the
end of sentences.
L.1.2.B Use end punctuation for sentences. © Donna Walker 2014
I like to play with my cat.
Do you have a cat?
Watch out for that dog!

156. I can use commas in a
sentence that has a list.
L.1.2.C Use commas in dates and to separate single words in a series. © Donna Walker 2014
My favorite fruits are
blueberries, bananas,
and apples.

157. I can spell first grade
words.
©
Donna
Walker
2014
L.1.2.D Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
You can spell some words
by sounding them out.
You just have to remember
how to spell some words.
cat like
sheep stop
who come
word what

158. I can use spelling
patterns to spell words.
© Donna Walker 2014
L.1.2.E Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
If you can spell cat, you
can spell…..
hat bat mat
sat that scat
rat flat chat

159. I can figure out the
meaning of words in
sentences.
© Donna Walker 2014
L.1.4.A Use sentence-level context as a clue to the meaning of a word or phrase.
The colossal dog could not fit in the dog house.

160. I can use prefixes and
suffixes to figure out
the meaning of words.
© Donna Walker 2014
L.1.4.B Use frequently occurring affixes as a clue to the meaning of a word.
I know that bicycle
means two wheels,
so biweekly must
mean two weeks!
I wonder what
biweekly
means.

161. I can add s, ing, and ed
to words to make new
words.
© Donna Walker 2014
L.1.4.C Identify frequently occurring root words and their inflectional forms.
look + s = looks
look + ing = looking
look + ed = looked

162. I can sort words into
categories.
© Donna Walker 2014
L.1.5.A Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
Sports Food Clothes

163. I can explain the meaning
of words by their
categories and attributes.
© Donna Walker 2014
L.1.5.B Define words by category and by one or more key attributes.
A calculator is a
tool that adds and
subtracts.
A duck is a bird that
swims.
A school is a place
where people learn.

164. I can connect new
words to my own life.
© Donna Walker 2014
L.1.5.C Identify real-life connections between words and their use.
cozy amusing

165. I can identify words that
have almost the same
meaning.
© Donna Walker 2014
L. 1.5.D Distinguish shades of meaning among verbs differing in manner and adjectives differing in intensity by defining
or choosing them or by acting out the meanings.
large
gigantic

166. I can use words and phrases
I learn from listening and
reading.
© Donna Walker 2014
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.
I adore reading
books. I learn so
many fancy
words to use!
Me too!
Reading
makes me so
intellectual!