First Grade 


Curriculum At A Glance



         End-of-the-Year Assessment Benchmarks/Targets:
    • Student will score 37 or more on letter naming fluency as measured by the DIBELS.
    • Student will score 35 or more on phoneme segmentation fluency as measured by the DIBELS.
    • Students will score 50 or more on nonsense word fluency as measured by the DIBELS.
    • Students will score 40 or more on oral reading fluency as measured by the DIBELS.




    The student… 

    • Reads at or above level HI in Houghton Mifflin Reading Program
    • Reads at or above Read Well Unit 34 (if applicable)
    • Uses basic elements of phonetic analysis (ex. Hears, segments, substitutes and blends sounds in words)
    • Uses sound/symbol relations and beginning letters (onsets) and patterns (rhymes) as visual cues for decoding
    • Uses context clues to construct meaning (ex. illustrations, knowledge of the story and topic)
    • Uses information from a variety of sources (letters, sounds, pictures, background information, grammar) to figure out unknown words.
    • Develops vocabulary by using references (ex. Illustrations, knowledge of the story and topic) to build upon prior knowledge
    • Uses knowledge of word endings (including s, ing, ed, er, est, ful) to determine word meanings
    • Uses a variety of strategies to comprehend text (ex. Inference, self-monitoring, predicting, retelling, discussing, restating ideas)
    • Knows the main idea or theme and supporting details of a story or information piece
    • Makes inferences based on text and prior knowledge (ex. Regarding traits, feelings, actions of characters)
    • Reads for information used in performing tasks (ex. Directions, graphs, charts, signs, captions)
    • Identifies fiction and non-fiction writing


    Fluent writers… 

    • uses pre-writing strategies independently ( such as brainstorming, webs, etc)
    • participates in the writing process through whole group, small group and independent writing
    • uses beginning, middle and end organizational formats in their stories
    • uses word wall words; sensory words
    • uses conventional spelling with most frequently used words
    • consistent use of spacing, capitalization and punctuation
    • writes for a variety of purposes on their own
    • able to plan, draft, conference, revise, edit, publish
    • creates narrative, informative and/or persuasive pieces of writing
    • uses technology/media resources to support learning



    The student…


    • models addition and subtraction situations using a variety of strategies 
    • identifies, describes, and applies addition and subtraction as inverse operations
    • creates and uses increasingly sophisticated strategies, and uses properties such as commutative, associative and additive identity, to add whole numbers
    • uses counting strategies, number patterns, and models as a means for solving basic addition and subtraction fact problems
    • compares and orders whole numbers at least to 100
    • represents two digit numbers in terms of tens and ones
    • orders counting numbers, compares their relative magnitudes (sixe), and represents numbers on a number line
    • uses appropriate vocabulary to compare shapes
    • composes (joins) and decomposes (takes apart) plane and solid figures
    • extends repeating and growing patterns, fills in missing terms, and justifies reasoning
    • measures by using iterations of a unit and counts the unit measure by grouping units
    • compares and orders objects according to descriptors
    • uses mathematical reasoning and beginning understanding of tens and ones
    • solves routine and non-routine problems by acting them out, using manipulative, and drawing diagrams




    The student… 

    • understands that all matter has observable measureable properties
    • recognizes that energy may be changed in form
    • understands that types of motion may be described, measured, and predicted
    • recognizes patterns in weather
    • knows the basic needs of all living things
    • understands how living things interact with their environment
    • uses the scientific process and habits of mind to solve problems



     Ideas for Helping Your Child at Home 

    Language Arts 

    • Read Daily!  Listen to your child read. Read to your child.
    • Encourage your child to read from many sources including magazines, newspapers, non-fiction and fiction books.
    • Read a story with your child playing “word tag” You read some words, then tap your child’s shoulder for him/her to begin reading.  Your child will tap your shoulder when it is time for you to read.
    • Read a page with “skip reading” You read one word and your child reads the next word. Continue to the end of the page.
    • Have your student read the Read Well homework and decoding folders weekly. Review old units as well.
    • Provide experiences in writing such as family journals, diaries and learning logs. Provide writing materials.
    • Set up a home message board. Write a message to your child every day.




    • Sort objects into groups of 2s, 5s and 10s. Practice counting orally.
    • Manipulate objects to count up and back.  Then write the math addition or subtraction sentence.
    • Have your child make a monthly family calendar of events.
    • Practice basic addition and subtraction facts using flash cards.
    • Practice telling time on an analog clock.
    • Identify, label and discuss all the geometric shapes found inside and outside your home.
    • Have your child assist with recipes and preparing meals.
    • Give a number and have your first grader say what comes next and before.
    • Give two numbers and have your first grader tell you which number is larger and/or smaller.