Grade 1

Power Standards
Essential Literacy Practices:
1. Deliberate, research-informed efforts to foster literacy motivation and engagement within and across
lessons
2. Read alouds of age-appropriate books and other materials, print or digital
3. Small group and individual instruction, using a variety of grouping strategies, most often with flexible
groups formed and instruction targeted to children’s observed and assessed needs in specific aspects of
literacy development
4. Activities that build phonological awareness
5. Explicit instruction in letter-sound relationships
6. Research-and-standards-aligned writing instruction
7. Intentional and ambitious efforts to build vocabulary and content knowledge
8. Abundant reading material and reading opportunities in the classroom
9. Ongoing observation and assessment of children’s language and literacy development that informs their
education
10. Collaboration with families in promoting literacy

Power Standards Learning Targets

RL.1.1 Ask and answer questions 1. I can ask at least one question ( I wonder…) about
about key details in a text. the story.
2. I can answer who, what, when, or where questions
about the story.

RI.I.1 Ask and answer questions 1. I can ask at least one question ( I wonder…) about
about key details in a text. the story.
2. I can answer who, what, when, or where questions
about the story.

RL.1.2 Retell stories, including key 1. I can retell a story and tell important parts.
details, and demonstrate understanding
of their central message or lesson..

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RI.1.2 Identify the main topic and retell
key details of a text.
RL.1.3 Describe characters, settings,
and major events in a story, using key
details.
RI.1.3 Describe the connection
between two individuals, events,
ideas, or pieces of information in a
text.
RI.1.5 Know and use various text
features to locate key facts or
information in a text.
RF.1.3 Know and apply grade-level
phonics and word analysis skills in
decoding
RF1.4 Read with sufficient accuracy
and fluency to support comprehension
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 a sense of closure.
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.
1. I can retell key details and identify the main topic of
informational text.
1. I CAN describe the characters, settings, and major
events in a story.
1. I can make connections between two pieces of
informational text.
1. I CAN use the parts of a book to find information.
(table of contents, headings, captions, diagrams,
glossary, etc…)
1. I CAN sound out words using different strategies
(blending sounds, looking for chunks in words,
flipping vowel sounds, noticing silent e)
2. I CAN read first grade sight words
1. I CAN read smooth enough to understand what I
read.
2. I CAN listen to myself when I read and fix what
doesn’t make sense.
1. I CAN choose a topic that matters to me and
write/draw about it.
2. I CAN hook the reader and write my opinion in the
beginning of my piece (introduction/lead).
3. I CAN write one or more reasons for my opinion in
the middle of my piece.
4. I CAN write an ending that reminds the reader of my
opinion (conclusion).
5. I CAN use transition words to help order my reasons
(i.e. first, next).
1. I CAN introduce my topic in the beginning.
(introduction/lead)
2. I CAN teach the reader by giving 2 or more facts on
my topic in the middle.
3. I CAN write an ending that restates my topic.
(conclusion)
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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.
1. I CAN choose a “small moment” story from my life to
write and draw about.
2. I CAN write a beginning, middle, and ending to my
story.
3. I CAN write an introduction that includes characters
and setting.
4. I CAN include 2 or more events and details about
what happened in the story.
5. I CAN use transition words to help order my story.
(i.e. first, next)
6. I CAN write an ending that tells my thoughts or
feelings. (conclusion).

SL.1.1 Participate in collaborative 1. I CAN listen and wait for my turn to talk.
conversations with diverse partners 2. I CAN stay on topic when talking to a partner or
about grade 1 topics and texts with group.
3. I CAN actively listen to others, ask questions about
peers and adults in small and the topic, and/or add my own comments.
larger groups.
a. Follow agreed-upon rules
for discussions (e.g.,
listening to others with care,
speaking one at a time
about the topics and texts
under discussion).
b. Build on others' talk in
conversations by responding
to the comments of others
through multiple exchanges.
c. Ask questions to clear up
any confusion about the
topics and texts under
discussion.