ISD First Grade
ISD First Quarter
2016-2017
Student learning targets clearly explain the goal for each lesson in student friendly terms.
English Language Arts (ELA)
Reading Foundational
Print Concepts


I can recognize that the first word of a sentence is
capitalized.
I can recognize that a sentence ends with a punctuation mark (e.g., period, question mark, exclamation
point).
Phonological Awareness

I can break words into beginning, middle, and ending
sound segments.
Phonics and Word Recognition

I can use different strategies to figure out words I do
not know when I am reading.
Fluency





I can keep track of my reading.
I can set goals and reflect on myself as a reader.
I can read first grade text fluently and show comprehension with meaningful voice, timing, and expression.
I can explain that reading fluently means my reading
is easy, smooth, and automatic.
I can use fix-up strategies when I'm reading to make
meaning.
Reading Literature
Key Ideas and Details




I can identify key details in a text (e.g., who, what,
where, when, why, and how).
I can determine the central message or lesson found
in a story using key details.
I can retell (put in my own words) stories using key
details.
I can use key details to describe characters, settings,
and major events in a story.
Craft and Structure

I can identify the character telling the story at any
point.
Integration of Knowledge and Ideas


I can describe the characters, setting, or events of a
story using illustrations and details.
I can contrast the adventures and experiences of
characters by telling how they are alike and different.
Speaking & Listening





I can follow the agreed upon rules for discussion.
I can listen to the comments of others and share my
own ideas appropriately.
I can identify information from a text being read
aloud.
I can explain how my connections help me better understand what I read.
I can use details to describe people, places, things,
and events.
Writing
Narrative





I can write about a topic or idea.
I can reread my writing to check for clear meaning.
I can add drawings to clarify my ideas, thoughts or
feelings.
I can listen to ideas my teachers and peers have
about my writing to make it stronger.
I can edit my writing like a detective to check for
errors in capitalization, punctuation, and
spelling.
English Language Arts (ELA)
Language
Vocabulary


I can use strategies and clues as I'm reading to figure
out the meaning of words I don't know, or words with
more than one meaning.
I can use new words and phrases learned through conversations, reading, listening.
Grammar and Usage

I can use correct grammar when speaking and writing.

I can use correct punctuation and capitalization when
writing.
Punctuation
Spelling

I can use correct spelling when writing.
Mathematics
Operations and Algebraic Thinking
Understand and Apply Relationship
between + and 




I can find different ways to break apart a number by creating a bar model (number bond).
I can solve for a missing part in a bar model (number
bond).
I can solve for a missing whole in a bar model (number
bond).
I can use a bar model (number bond) to solve problems.
I can understand subtraction as an unknown-addend
problem (i.e.-fact families and bar models).
Represent and Solve + and - Problems



I can draw a picture, use counters, use a number bond,
or count on to add two numbers.
I can use properties of operations to add.
I can model subtraction word problems using objects,
drawings, and equations with unknown numbers in different positions.
Add and Subtract within 20


I can add by counting all, counting on, and recognizing
the +1 means the next number and +2 means the next
next number in the counting sequence.
I can use a variety of strategies such as counting on,
making ten, or decomposing a number to add.
Work with + and - Number Sentences
 I can identify the symbol that means addition and equal




to.
I can determine the unknown value in an addition or
subtraction equation when two out of three of the numbers in the equation are given.
I can write a subtraction sentence.
I can identify the symbol that means subtraction.
I can understand the meaning of the equal sign, and determine equations involving addition and subtraction are
true or false.
Fluently Add and Subtract


I can add or subtract within ten using strategies such as
counting on, counting back, using bar models (number
bonds), and using counters.
I can add and subtract within ten with ease.
Numbers and Operations in Base Ten
Extend the Counting Sequence to 120

I can read and write numerals and represent a
number of objects with a written numeral.
Learning targets strengthen the learning partnership!
ISD First Grade
ISD First Quarter
2016-17
Student learning targets clearly explain the goal for each lesson in student friendly terms.
Social Studies
Social Studies Inquiry skills
On-Going Throughout the Year
Knowledge of Social Studies Content
& Concepts










I can describe how rules keep me safe in my school and
community.
I can describe how my teachers and principal protect my
rights at school.
I can describe how community helpers protect my rights
in my community.
I can show that I can be an active and informed citizen in
my classroom by following school rules and procedures.
I can show that I can be an active,
informed citizen in my community by following local
laws.
I can participate in the decision making
processes of my classroom.
I can describe how the decisions for my classroom and
school are made and enforced.
I can explain how leaders in my community work together to make decisions that affect me and other community members.
I can describe the role and responsibility of
local community leaders.
With support from my teacher and classmates, I can
solve problems in the classroom and playground using
peaceful solutions.








I can compare and contrast how my community has
changed from the past to the present using sources
like paintings and photographs.
I can explain the importance of national
holidays by describing the contributions of wellknown figures.
With support from my teacher and classmates, I can
use primary and secondary sources to learn more
about a topic.
I can use artifacts to share information.
I can use a visual tool (graphic organizer, map, graphs,
a digital presentation) to share information.
I can share information on a topic.
I can share stories about locations, people, and events
in my community.
I can use specific positive words to describe role models within my community. (respectful, compassionate,
honest, integrity, fair, kind).
Behaviors that Promote Learning
Science
Earth Systems





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.

I can identify patterns indicating relationships
between observed weather data and weather
phenomena.
Energy


I can explain how sound is made.
I can explain how sound changes.
Engineering Design


I can plan and conduct an investigation.
I can make observations.
Learning targets strengthen the learning partnership!