Governor Wentworth Regional School District
Governor Wentworth Regional School District Curriculum “I Can” Statements Grade 1 English Language Arts Reading: Literature By the end of Grade 1… I can ask and answer a question about important details in a story. I can retell a story I know using important details from the story. I can show that I know what the author is trying to teach me. I can name the characters in a story. I can tell you where a story takes place. I can tell you what happens in a story. I can find words in a story or poem that tell about feelings or senses. I can tell which books are stories (fiction) and which tell true things (nonfiction). I can figure out who is telling a story at different parts in the story. I can use the pictures and details in a story to tell about its characters, setting, or events. I can compare what happens to characters in stories. With help, I can read and understand first grade stories and poems. Reading: Informational Text By the end of Grade 1… I can ask and answer questions about important details in a nonfiction text. I can tell what a nonfiction text is about. I can tell important details from a nonfiction text. I can tell how two people, events, or ideas/facts are alike or connected in a nonfiction text. I can ask and answer questions about new words in a nonfiction text. I can use the parts of a book (e.g., headings, tables of contents, glossaries, electronic menus, icons) to find information. I can find some information from pictures and some information from the words in nonfiction books. I can use the pictures and words in nonfiction books to help me tell about the main ideas. I can find the reasons that an author gives to help teach about the main idea. I can find things that are the same and different in two nonfiction books that teach about the same topic. With help, I can read and understand first grade nonfiction books. Foundational Skills of Reading By the end of Grade 1… I can find and point to the first word, the beginning capital letter, and the ending mark in a sentence. I can tell the difference between short and long vowel sounds when I hear a word. Grade 1 “I Cans”
1
Updated 9.2.2015
Governor Wentworth Regional School District
I can put sounds together to speak words. I can find and say the beginning, middle, and ending sounds in short words. I can break down short words and say each sound by itself. I can hear and spell consonant letters that are blended together to make words. I can sound out and read short words. I can read words with long vowel sounds. (silent e or vowel teams) I can use what I know about vowel sounds to help me figure out how many syllables are in words. I can read words with two syllables. I can read words that have different endings on them. I can read first grade words that aren't spelled the way they sound. I can read and understand first grade books. I can read first grade books aloud so that others understand what I’m reading. I can stop when I am reading and fix words that I mess up or that I am not sure of.
Writing By the end of Grade 1… I can write my opinion about a topic and give reasons for my thinking. I can write to teach about a topic by giving facts about it. I can write to tell an organized story, or about something that happened, with details. I can use transition words to move from one part of my story to another. (Ex: before, then, tomorrow, at last, etc.) With help, I can listen to others' ideas to help add details to my stories. I can use a computer or tablet to write my stories or ideas. I can help my class explore books and write about what we learned. With help, I can use what I have learned to answer questions or I can find out the answers somewhere else. Speaking and Listening By the end of Grade 1… I can listen and take turns when I am having conversations. I can be a part of conversations by listening to other people's comments and thinking about what to say. I can ask questions during conversations to help me understand what is being shared. I can ask and answer questions about things I read, hear, or see. I can ask and answer questions about what a speaker says to help me understand what is being said. I can use details when I tell about people, places, and things to help others understand them better. I can use drawings, pictures, or other visuals to help others understand what I am talking about. I can speak and share my ideas in complete sentences when I need to.
Grade 1 “I Cans”
2
Updated 9.2.2015
Governor Wentworth Regional School District
Language and Vocabulary By the end of Grade 1… I can print all of the uppercase and lowercase letters. I can identify nouns in a sentence. I can use common, proper, and possessive nouns. I can match nouns with action words. (Ex: He hops. We hop.) I can use a different word for a noun (e.g., I, me, my, they, them, their, anyone, everything). I can use verbs in the right way to tell about things that happened yesterday (past), today (present), and tomorrow (future). I can use adjectives (describing words). I can use conjunctions (connecting words) (e.g., during, beyond, toward). I can use a, an, and the to identify objects. I can use this, that, these, and those to refer to objects or people. I can use prepositions like over, under, and around (position words). I can use various types of sentences (statements, questions, commands, and exclamations). I can use capital letters in dates and also when I write people's names. I can use the right punctuation (., !, ?) at the ends of my sentences. I can use commas when I write the date or when I make a list of things in a sentence. I can use sight words and spelling patterns to help me spell words correctly. I can spell words I don’t know by sounding them out. I can use the whole sentence to help me figure out what other words in the sentence mean. I can use the beginnings and endings of words to help me figure out what it means. I can find root words with lots of different endings (e.g., look, looks, looked, looking). I can sort things into groups and use the names of the groups to help me understand them better (e.g., colors, clothing). I can explain a word by telling how it belongs in a group (e.g., a duck is a bird that swims). I can tell how words are used in real life (e.g., places in my house that are cozy). I can tell or show the difference between verbs (action words) that mean almost the same thing (e.g., look, peek, glance, stare, glare, scowl). I can tell or show the difference between adjectives (describing words) that mean almost the same thing (e.g., big, large, gigantic). I can use words and phrases that I learn through listening and reading.
Mathematics Operations and Algebraic Thinking By the end of Grade 1… I can solve word problems by identifying the missing part or the missing whole. I can solve addition and subtraction word problems (within 20) using objects, drawings and equations. I can add three numbers together using manipulatives (whose sum is less than or equal to 20). I can solve word problems that require me to add three numbers (sums to 20). Grade 1 “I Cans”
3
Updated 9.2.2015
Governor Wentworth Regional School District
I can use the properties of operations to add within 100. I know the commutative property of additions is putting two parts together in any order to find the whole. I can use the associative property to reorder parts in order to find combinations of ten or doubles to add both mentally and in writing. I can use part/whole understanding to find the missing part in a subtraction sentence. I can solve for the unknown in a subtraction problem using adding on, part/whole understanding, and the difference. I can find the whole/sum by “counting on.” (within 20) I can use the counting back strategy to find the missing part/difference. (within 20) I can add and subtract within 20 by using the relationship of part/whole understanding with addition and subtraction (e.g., knowing that 8+4=12, one known 12-8=4). I can add within 20 using the strategy of “making 10” (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14). I can add within 20 using the strategy of creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). I can subtract within 20 using the strategy of decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9). I can fluently compose (add) and decompose (subtract) all numbers 0 to 10. I can show understanding of equality in addition and subtraction equations. I can determine if an equation is true or false even when written in different ways. I can identify the missing part or whole in incomplete addition and subtraction equations. Number and Operations in Base Ten By the end of Grade 1… I can read numbers and write numerals up to 120. I can count to 120 starting with a given number. I can name and write the number of a group of objects up to 120 or more. I can explain what each digit of a two-digit number represents (tens and ones). I can identify a bundle of 10 ones as a “ten.” I can represent numbers 11 to 19 as a 10 and ones. I can explain how 10, 20, 30, 40, 50, 60, 70, 80 and 90 are a number of tens and zero ones. I can identify the value of each digit in a two-digit number. I can compare 2 two-digit numbers using “greater than”, “less than” and/or “equal to”. I can use >,<, and = symbols to compare 2 two-digit numbers. I can add two numbers from 0-100 (2-digit and 1-digit or multiples of 10) using a variety of strategies and explain my thinking. I can add a two-digit number and a one-digit number within 100 and explain renaming to make 10. I can mentally add and subtract 10 from any number 10-100 and explain my strategy using the properties of place value. I can solve subtraction problems with multiples of 10 from multiples of 10 (10 to 90) and explain my thinking based on place value understanding.
Grade 1 “I Cans”
4
Updated 9.2.2015
Governor Wentworth Regional School District
Measurement and Data By the end of Grade 1… I can put three objects in (ascending or descending) using one object’s length to measure the other two. I can measure an object by using a smaller object multiple times to describe the length as the number of objects needed. I can read the hour hand on an analog clock for relative time. I can show and tell time to the hour on an analog and digital clock with hour hand and minute hand. I can show and tell time to the half-hour on an analog and digital clock. I can identify different methods to organize and represent data (e.g., tally chart, sorting, classifying, categorizing, etc.). I can organize and represent data with up to three categories. I can interpret data by asking and answering questions about the data, including questions about the total number of data points, how many are in each category, and how many more or less are in one category than in another. Geometry By the end of Grade 1… I can identify attributes that make a shape and attributes that do not make the shape. I can build and draw shapes to show given attributes. I can put 2 dimensional shapes together to create triangles, squares, trapezoids and rectangles. I can put 3 dimensional shapes together to make cubes, right rectangular prisms, right circular cones and right circular cylinders. I can divide rectangles and circles into two and four equal parts and name the parts. I can explain how dividing a rectangle or circle into more equal parts means there will be smaller parts. Mathematical Practices (K-12) By the end of Grade 1… I can solve problems without giving up. I can think about numbers in many ways. I can explain my thinking and try to understand others. I can show my work in many ways. I can use math tools and explain why I used them. I can work carefully and check my work. I can use what I know to solve new problems. I can solve problems by looking for rules and patterns.
Grade 1 “I Cans”
5
Updated 9.2.2015
Governor Wentworth Regional School District
Social Studies Civics and Government By the end of Grade 1… I can tell you the responsibilities and roles of each of the following community helpers: police officer, firefighter, doctor, and teacher. I can tell you why it is important for a community to have police officers, firefighters, doctors, and teachers. I can give you examples of other people (roles) in my community, as well as what they do (Ex: mailman/postal worker, bus driver, principal, etc.). I can tell you what my responsibilities as a student are. I can tell you what a “symbol” is by providing examples. I can tell you what my school symbol (mascot) is and point to a picture of it. I can tell you a symbol or landmark that represents my community/town. I can tell you the important symbols of the United States (flag, eagle, Statue of Liberty) and point to a picture of each one. Economics By the end of Grade 1… I can tell you what it means to make a choice or choose something. I can tell you why people have to make choices. I can give you examples of choices I make during my day. If you give me a choice between two options, I can tell you some pros and cons of each choice. Geography By the end of Grade 1… I can describe major bodies of water (ocean, lake, river) and give local examples. I can name major landforms (mountain, island, forest, desert) and point to a picture of each one. History By the end of Grade 1… I can tell you the holidays that people in my community and country may celebrate: Halloween, Thanksgiving, Christmas, Easter, Independence Day, Valentine’s Day, St. Patrick’s Day, Hanukkah, Kwanzaa, Passover. I can tell you some of the different traditions of Christmas, Hanukkah, and Kwanzaa. I can tell you why people may celebrate different holidays.
Grade 1 “I Cans”
6
Updated 9.2.2015
Governor Wentworth Regional School District
Science (full implementation of revised curriculum during 2016-2017 school year) Earth and Space Sciences By the end of Grade 1… I can describe the pattern of the moon: if the moon is full it will become a half moon and crescent moon (waning), and then become full again (waxing). I can describe the pattern of the sun rising and setting through the seasons. I can tell you the amount of daylight is relative to the time of year. I can explain why you can only see the stars at night. Life Science By the end of Grade 1… I can show how animals use external parts (ie: body coverings, teeth, claws) to help survive, grow, and meet their needs. I can identify the external parts of plants (ie: roots, stem, flower, seeds, fruit) and how these parts help a plant survive and grow. I can explain how parents help protect and teach offspring how to survive. I can apply what I learned about plant and animal parts to a human problem (ie: keeping out intruders by mimicking thorns or animal quills). I can show that all leaves on a certain plant can have the same basic shape but aren’t identical. I can identify traits that are similar in a family of animals (including humans). Physical Science By the end of Grade 1… I can use a tool such as a stretched string or tuning fork to show that it vibrates while making sound. I can explain that objects can be seen if light is available to illuminate them. I can categorize objects based on whether they block light, allow some light, or allow all light to pass through. I can show a way to communicate across a distance (Ex: a cup and string telephone, sound, or flashing light). Engineering Design By the end of Grade 1… I can draw or make a model of a solution to a problem. I can use a drawing or model to show how a design solves a problem.
Grade 1 “I Cans”
7
Updated 9.2.2015
