1st Grade » 1st Grade

1st Grade

 1st Grade ELA



Students will read and retell familiar stories. Read with reasonable fluency. Use letter-sound associations, word parts, and context to identify new words. Identify an increasing number of words by sight. Reading will activate and reinforce other skills (grammar, vocabulary, pronunciation, and writing). 

Math: Students will focus on four critical mathematical areas: (1) developing understanding of addition, subtraction, and strategies for addition and subtraction within 20; (2) developing understanding of whole number relationships and place value, including grouping in tens and ones; (3) developing understanding of linear measurement and measuring lengths as iterating length units; and (4) reasoning about attributes of, and composing and decomposing geometric shapes.

Science: Through hands on investigations and observations students will learn about sound and light, as well as their five senses while implementing first grade Foss kits. Throughout the year seasonal science topics will be supplemented to include life cycles of plants and insects, weather, solar system, and animal adaptations/hibernation.

Social Studies: Students will develop chart and graph skills, citizenship skills, critical thinking skills, map and globe skills, and nonfiction/informational reading skills through Social Studies topics, such as rules and laws, where people live, our country, our changing world, and people and the marketplace.


During the School Year Students Will Learn: 


ELA: English Language Arts - Beginning of the year

Level C - Beginning of the year:

  • Simple factual texts, animal fantasy and realistic fiction
  • Picture books
  • Familiar, easy content
  • Introduction of dialogue (assigned by said in most cases)
  • Two to five lines of text on each page
  • Some ellipses, commas, quotation marks, question marks, and exclamation points
  • Begin to move smoothly across the printed page when reading
  • Begin to use some expression when reading
  • Eyes are taking over the process of matching the spoken word to the printed word (removal of finger tracking) 
  • Developing phrased reading
  • Noticing dialogue and punctuation and reflecting this with the voice
  • Developing a larger core of highfrequency words

Consistently monitoring reading and crosschecking one source of information against another; selfcorrecting


ELA: English Language Arts - Middle of the year

Level F:

  • Simple informational texts, simple animal fantasy, realistic fiction, very simple retellings
  • of traditional tales, simple plays 
  • Some texts with sequential information
  • Some longer stretches of dialogue
  • Some longer sentences – more than ten words – with prepositional phrases,
  • adjectives, and dialogue
  • Some compound sentences conjoined by and
  • Many words with inflectional endings
  • Most texts three to eight lines of text per page
  • Beginning to build knowledge of the characteristics of different genres of texts
  • Recognize many highfrequency words quickly and automatically
  • Use lettersound information to take apart simple, regular words as well as some
  • multisyllable words 
  • Process and understand text patterns that are particular to written language
  • Beginning to read fiction with more welldeveloped characters
  • Lefttoright directionality and voiceprint match are completely automatic

Read without pointing and with appropriate rate, phrasing, intonation, and stress


What Students Will Learn by the End of the Year

ELA: English Language Arts - End of the year

Level I: 

  • Informational texts, simple animal fantasy, realistic fiction, traditional literature (folktales)
  • Some informational texts with a table of contents and/or a glossary
  • Underlying organizational structures used and presented clearly (description, compare and contrast, problem and solution)
  • Both familiar content and some new content children may not know
  • Contain a few abstract concepts that are highly supported by text and illustrations
  • Longer sentences that can carry over to two or three lines, and some over two pages
  • Many twotothreesyllable words from all parts of speech
  • Some complex spelling patterns
  • Eight to sixteen pages of print (some easy chapter books of fifty to sixty pages)
  • Three to eight lines of text per page
  • Able to process mostly short texts (eight to sixteen pages); some easy illustrated chapter books
  • Can process longer (ten words or more) and more complex sentences
  • Have a large sightword vocabulary
  • Able to use wordsolving strategies for complex spelling patterns, multisyllable words, and words with inflectional endings, plurals, contractions, and possessives
  • Read many texts silently, following text with their eyes and without pointing
  • Oral reading reflects appropriate rate, stress, intonation, phrasing, and pausing





  • Students observe vibrations and investigate several familiar objects and simple systems that can produce the phenomenon we recognize as sound.
  • Students recognize that sound can be analyzed in terms of properties or quantifiable phenomenon-pitch and volume.
  • Students generate models to explain the phenomenon of sound transfer from a source to a receiver, such as an ear.
  • Students investigate the phenomenon of light and its interaction with various materials.
  • Students observe and attempt to explain the phenomenon of shadow.
  • Students investigate how light beams travel and can change direction, and how this phenomenon allows animals to see.
  • Students realize that they cannot see without a light source.
  • Students will understand that all scientific investigations involve asking and answering questions and comparing the answer with what is already known.
  • Plan and conduct a simple investigation and understand that different questions require different kinds of investigations.
  • Use simple equipment (tools and other technologies) to gather data and understand that this allows scientists to collect more information than relying only on their senses to gather information
  • Use data/evidence to construct explanations and understand that scientists develop explanations based on their evidence and compare them with their current scientific knowledge.

Communicate procedures and explanations giving priority to evidence and understanding that scientists make their results public, describe their investigations so they can be reproduced, and review and ask questions about the work of other scientists.



Social Studies:

  • Students will read diagrams, calendars, and picture graphs, use a timeline, follow a flowchart, and use a bar graph to display and analyze data.
  • Students will create a mock election and choose by voting.
  • Students will identify and model characteristics of good citizenship.
  • Students will think critically to solve a problem, distinguish between fact from fiction, and make choices when buying.
  • Students will read maps, use a globe, find directions on a map, and follow a route.

Students will develop critical reading skills such as: cause and effect, categorize and classify, main idea and details, sequence, compare and contrast, recall and retell, vocabulary, use visuals and preview and question.



  • Students will represent and solve problems involving addition and subtraction within 20.
  • Students will understand and apply properties of operations and the relationship between addition and subtraction.
  • Students will compose and distinguish between two- and three-dimensional shapes based on their attributes.
  • Students will use their understanding of fractions to partition shapes into halves and quarters.
  • Students will order lengths and measure them both indirectly and by repeating length units.
  • Students will tell and write time to the nearest half hour using both analog and digital clocks.
  • Students will represent and interpret data using tables/charts.

Students will write numbers up to 120. Students will count to 120.