Your first grade student will demonstrate knowledge of letters and the sounds that they make alone and together in order to:

 

  • Segment and count phonemes
  • Recognize all consonants and vowels and the sounds they represent
  • Separate sounds in words by saying each sound aloud and identify them as initial (beginning), medial (middle), or final (ending) sounds
  • Blend various sounds to read and build words
  • Read long and short vowel sounds (-a, -e, -i, -o, -u)
  • Read double final consonants (-ss, -zz, -ff)
  • Combine short vowels and final -nd, -ng, -nk, -ft, -lk, -nt
  • Identify short vowel and consonant blends (br, cr, dr, fr, gr,pr, tr), (bl, cl, fl, gl, pl, sl), (spl, spr, str, scr)
  • Read short vowels and silent letters (kn, wr, and gn)
  • Read short vowels and digraphs (sh, th, wh, ch, tch)
  • Identify hard and soft -c and -g
  • Understand diphthongs: ou, ow, oi, oy, aw, au
  • Understand final -y
  • Identify /oo/ in moon and /oo/ in book
  • Read r-controlled vowels (ar, or, ore, er, ir, ur)
  • Combine base words and plural endings (-s, -es, -ies)
  • Read final -s /z/
  • Identify word families: -an, -am, -at, -ap, -ot, -op, -on, -ox, -en, -et, -ed, -un, -ut, -ug, -ub

 

Your first grade student will write, use letters to build, illustrate, and complete sentences with spelling words with the following patterns:

  • Short vowel sounds (-a, -e, -i, -o, -u)
  • -an and -am
  • Double consonants
  • Final -ck
  • R consonant blends (br, cr, dr, fr, gr, pr, tr)
  • L consonant blends (bl, cl, fl, gl, pl, and sl)
  • Silent letters (kn, wr, and gn)
  • Digraphs (sh, th, wh, ch, tch)
  • Soft -c and soft -g
  • Long -e (ee, ea, final -y)
  • Long -a (ai, ay)
  • Long -o (oa, oe, ow)
  • Long -u (ew)
  • Long -i (igh, ie, final -y)
  • Diphthongs (oi, oy, ou, ow, aw, au)
  • R-controlled vowels (ar, or, ore, er, ir, ur)
  • /oo/ as in book and /oo/ as in moon
  • Plural endings (-s, -es, -ies)

Your first grade student will apply his knowledge of words, parts of speech, grammar, and sentence formation in order to:

  • Recognize that sentences are groups of words that tell information
  • Know that sentences begin with a capital letter and end with an end mark
  • Identify sentences and sentence fragments
  • Identify and know when to use proper punctuation (period, question mark, exclamation mark)
  • Put words in order to write sentences (telling, asking, command, exclamation)
  • Identify naming and telling parts and know that a sentence is complete when it has both a naming and telling part
  • Identify and write nouns, pronouns, verbs, and adjectives in sentences
  • Identify common and proper nouns and know that proper nouns are capitalized
  • Know that pronouns take the place of a noun (he, she, it, they, I, me)
  • Identify color and size words and words that describe how things taste, smell, sound, and feel as adjectives
  • Know the correct punctuation for titles (Dr., Miss, Mrs., Ms. and Mr.) and that they begin with capital letters
  • Know the days of the week, months of the year, and holidays, and that they begin with capital letters
  • Identify and write compound words
  • Identify and write antonyms, synonyms, homographs, and homophones
  • Identify and write school, shape, feeling, number, rhyming, color, and position words
  • Identify symbols on signs, animal names and sounds, and names of people
  • Identify singular and plural nouns
  • Identify letter endings of words (-x, -ch, -sh, -th, -s, -ss) that require the plural -es ending
  • Know that to make words ending in -y plural, change -y to -i and add -es
  • Write plural nouns (-s, -es endings) in sentences
  • Identify and write sentences using the singular possessive -s (‘s) and plural possessive (s’)
  • Know and write adjectives with -er that compare two nouns and -est that compare three or more nouns
  • Identify and write base words with prefixes (re-, un-) and suffixes (-s, -ed, -ing, -ful, -ly -y) and recognize how it changed the meaning of the word
  • Recognize that an -s at the end of a verb means that the subject is singular
  • Change present tense verbs to regular past tense (-ed) and write sentences
  • Identify the base word in past tense verbs
  • Identify and write present and past tense verbs in sentences (including is/are, was/were)
  • Know that is/was are used with singular subjects and are/were are used with plural subjects
  • Change present tense verbs to past tense verbs (regular [-ed] and irregular)
  • Identify and write is/are as present tense verbs and was/were as past tense verbs in sentences

Your first grade student will learn and apply the following reading comprehension skills with everything that he reads in order to:

  • Retell the beginning, middle, and end of the story
  • Make predictions using the text and pictures
  • Answer comprehension questions
  • Make inferences
  • Sequence events by stating what happened first, next, last
  • Use context clues and use a dictionary to determine the meaning of unknown words
  • State the author’s purpose for writing the story
  • Identify the topic, main idea, and supporting details
  • Identify the problem and solution
  • Identify the setting and characters
  • Describe the motives of a character, or what caused them to behave or feel the way he/she did in the story
  • Use a Venn diagram to compare and contrast elements of stories (characters, setting, plot, problem/ solution)
  • Identify if text is fiction or nonfiction
  • Identify and describe the role of the author and illustrator
  • Identify cause and effect of situations or events in the story
  • Tell an alternate ending to the story
  • Summarize events
  • Compare/contrast books written by the same author
  • Reflect on specific elements of the book or story he liked/disliked

Your first grade student will read, understand, and write the following pieces of literature:

  • Descriptive paragraph
  • Folktale
  • Recipe
  • Nonfiction (research and write report)
  • Personal narrative
  • Play (narrator, actors, dialogue, format, setting, characters, act out a play)
  • Character sketch
  • Realistic fiction
  • Fantasy
  • Realism
  • Poetry (rhyming, haiku, alliteration, onomatopoeia, figurative language)
  • Fable

Your first grade student will develop an understanding for how research is conducted in order to:

  • Develop/practice test taking strategies
  • Identify time order words
  • Research factual information and organize it with a graphic organizer
  • Participate in author studies: Audrey Penn, Dr. Seuss
  • Recognize how electronic search engines, databases, and encyclopedias are used and can help acquire information
  • Identify contents of a title page, table of contents, chapter titles, chapter headings, and index, and recognize how they help in gathering information about a specific topic

Sight Words:

has, jump, after, going, her, day, live, fly, work, over, will, his, by, stop, walk, many, know, they, put, you, round, if, thank, ask, boy, as, three, take, see, some, give, for, up, down, make, new, when, could, said, them, were, so, had, just, every, come, him, in, may, not, from, old, open, out, let, once, one, two, think, warm, go, play, under, their, made, then, there, here, long, man, about, four, again, much, come, eat, good, how, other, where