First Grade

First Grade Curriculum

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…

  • Uses basic elements of phonetic analysis (ex. Hears, segments, substitutes andblends 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,restatingideas)
  • 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, associativeand additiveidentity, 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 yourchild 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 and re-read decodable books sent home.
  • 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.
  • Identify number patterns using the Number Grid on the back of your child’s homework folder.