ISD First Grade
2014-2015
ISD Third Quarter Focus
Student learning targets clearly explain the goal for each lesson in student friendly terms.
English Language Arts (ELA)
Reading: Phonics and Word Recognition
 I can sound out words I don’t know.
Reading: Fluency
 I can recognize when a word I have read does not
make sense within the text.
 I can reread when I don’t understand.
 I can self-correct misread or misunderstood words
using context clues.
 I can explain that reading fluently means my reading is
easy, smooth, and automatic.
Reading Literature: Key Ideas and Details
 I can describe characters, setting or events of a story
using illustrations and details.
 I can retell a story and include important details.
 I can make connections from the text to my own life.
Reading Literature: Craft and Structure
 I can identify words and phrases in a story or poem
that tell me how something looks, sounds, tastes, feels
and smells.
 I can make pictures in my mind as I read to better understand the text.
 I can use my inferences to make better pictures in
mind about a text.
 I can identify who is telling the story at any point.
 I can explain the difference between books that tell
stories and books that give information.
Reading Literature: Integration of Knowledge and Ideas
 I can choose books that are right for me.
 I can compare and contrast the adventures and
experiences of characters by telling how they are alike
and different.
 I can build my stamina as I read independently each
day.
 I can use the text clues and what I know to make
inferences.
Reading Information: Key Ideas and Details
 I can use illustrations and details in a text to describe
its main ideas.
Reading Information: Craft and Structure
 I can explain the difference between books that tell
stories and books that give information.
 I can identify and explain how text features help
locate key facts and information.
Writing:
Narrative
 I can write my own story by:
- staying on one topic
-expressing ideas and feelings clearly
-drawing to clarify ideas, thoughts or feelings
-putting story events in order using transition
words (e.g. before, during, after)
-using details
-rereading to check for clear meaning
 I can listen to ideas my teacher and peers have about
my writing.
Informative
 I can write an informative paper with a topic,
facts, and ending sentence.
English Language Arts (ELA)
Language:
Grammar and Usage
 I can explain the difference between proper nouns and
common nouns.
 I can correctly use plurals.
 I can use pronouns correctly in my writing.
 I can use verbs correctly.
 I can identify that verbs change when showing actions
that happened in the past, present and future.
 I can use adjectives in my writing to describe feelings.
 I can use singular and plural nouns with matching verbs
in basic sentences.
 I can write simple and compound sentences that show a
strong feeling.
 I can use conjunctions (and, but, so, because) to combine
two related sentences.
 I can use prepositions (by, on, under, above, during…) to
tell more about a noun or pronoun.
 I can make a word a plural that ends -sh, -ch, -ss, or –x.
Punctuation
 I can use correct spacing in my writing.
 I can write proper nouns correctly by beginning with capital letters.
 I can begin each sentence with a capital letter.
 I can use the correct end punctuation in my writing.
 I can proofread for punctuation, spelling and legibility.
Spelling
 I can spell new words by sounding out letters, by using
known spelling rules, and by using known tricky words.
 I can recognize that all syllables have a vowel sound.
 I can use resources to figure out what I don’t know. (For
example: Writer’s Notebook, Word Wall, …)
 I can proofread for punctuation, spelling and legibility.
Vocabulary
 I can identify a root word and understand that adding y,
ly, er, est, un, or pre changes the meaning of the root
word.
 I can use affixes to help me understand new words.
 I can sort words into categories (compound words).
 I can learn the meaning of words and phrases by asking
and answering questions.
Speaking & Listening:
 I can think and talk about my reading.
 I can listen to others in conversations and take my turn
speaking so only one person is speaking at a time.
 I can listen to the comments of others and share my own
ideas.
 I can ask and answer questions about key details in a
text or presentation.
Learning targets strengthen the learning partnership!
ISD First Grade
2014-2015
ISD Third Quarter Focus
Student learning targets clearly explain the goal for each lesson in student friendly terms.
Mathematics
Numbers and Operations Base Ten
Extend Counting Sequence to 120
 I can count to 20.
 I can draw a picture to represent a number up to 20.
 I can read and write any number word or numeral up to
20.
 I can count and label a set of objects up to 20.
Understand Place Value
 I can identify the value of a unit cube and a tens rod.
 I can represent the numbers 11 to 19 as a ten and some
ones.
 I can represent multiple sets of tens using number
names (2 tens is 20).
 I can explain the value of each digit in a two-digit number (place value).
Use place value and properties of operations to
add and subtract
 I can show more/less/same, and explain my thinking.
 I can use the correct symbol to show greater than, less
than and equal to.
Operations and Algebraic Thinking
Represent and solve addition and subtraction problems
 I can use concrete objects, drawings and equations to
solve real world problems.
 I can subtract a one-digit number from a two-digit
number without regrouping
Understand and apply relationship between addition
and subtraction
 I can explain why I chose a strategy and how I used that
strategy.
Social Studies
Families in Communities
Civic-Political Perspective


I can describe how my family is part of a community.
I can tell you that schools, neighborhoods, and cities are
part of the United States.
Social-Cultural Perspective
I can describe how people in communities celebrate
holidays.
Historical Perspective
I can tell you the name of the current president of the
United States and that she/he is the leader of our
country.
I can explain the importance of George Washington,
Abraham Lincoln, and Dr. Martin Luther King Jr.
I can identify symbols of the United States and explain
why each is important (The United States Flag,
The Statue of Liberty and The Bald Eagle).
Geographic Perspective
I can use sources to describe how communities
change over time.





Science
Force and Motion

I can compare the position of an object relative to
another object (left of or right of).
I can describe an object’s motion as straight, circular,
vibrating, zigzag, stopping, starting or falling.
I can compare the speeds (faster or slower) of two
moving objects.
I can identify the force (push or pull) needed to do work.


Measurement and Data
Measure lengths using nonstandard units
 I can describe the length of objects.
 I can recognize when an object is longer or shorter than
another object.
 I can organize three objects by length in order from
shortest to longest.
 I can compare the lengths of two objects by using a
third object.
 I can measure length without gaps and overlaps
Represent and understand data
 I can collect and organize data.
 I can show data by drawing a picture graph.
 I can understand the data shown in a picture graph.
 I can make a tally chart.
 I can show data in a bar graph.
 I can understand data shown in a bar graph.






Behaviors that Promote Learning
Demonstrates effort and strives for quality in a timely
manner
Shows respect for property and people; resolves peer
conflicts
Displays classroom behaviors that support the learning environment
Listens and participates in collaborative discussions
Demonstrates organization and planning skills
Learning targets strengthen the learning partnership!