Learning ~ A Work in Progress
In this section, I will share some of the skills addressed in first grade in the areas of math and language arts. I will also share expectations for a first grader in reading, writing, and math.
Our curriculum is aligned to Illinois’s Learning Standards. We are using a program called My Math by McGraw-Hill. In this program, students are exposed to composing and decomposing numbers. We cover addition and subtraction word problems. We utilize a variety of strategies to solving math problems with the goal of your child learning these strategies and determining which one works best for him or her. With these strategies there is a hope that a deeper understanding of how numbers work will be discovered by your child.
Goals for Math
All students can accurately count to 120.
All students can quickly and accurately add or subtract within 20.
All students can compare numbers based on <, >, or = plus compare using words such as bigger or smaller.
All students can add three single digits together.
All students can add and subtract 2-digit numbers.
All students can identify and record the time to the hour and half past.
All students can compare length of objects using nonstandard units of measurements.
Our curriculum is aligned to Illinois’s Learning Standards. We are using a program called Wonders by McGraw-Hill. This program covers the five foundations of reading which include vocabulary and high frequency sight words, phonemic awareness, phonics, fluency, and comprehension. The program is laid out in five days. Students will be practicing and learning reading skills in all five areas every day. In addition, students will learn about a wide number of topics in grammar and writing including parts of speech, how to compose a complete sentence, and editing.
Goals for Reading
All students reading at level k or above by end of 1st grade.
All sight words mastered.
All students can search through text to find answers and support their answers.
All students can read independently for at least 20 minutes (stamina).
All students can use the following basic graphic organizers independently: Venn diagram, cause and effect, story sequence, categorize, and fact vs. opinion.
I use Reading A-Z that correlate to the Guided Reading Level in my classroom. Your child will sit with me throughout the year to assess reading level growth. Your child will read aloud a book to me while I am completing a running record. Level C and above also have a comprehension set of questions so that I make sure that your child is on the correct reading level based on how well he or she reads the words AND if understanding is also present.
Here is a general idea for reading levels paired with grade level. *Please note that some children may pick up on reading skills slower or faster than this guideline.
AA-prekindergarten to beginning of kindergarten
A- December of kindergarten
B- March of kindergarten
C- May of kindergarten
D- September/October of first grade
E- November of first grade
F- December of first grade
G- January of first grade
H- February/March of first grade
I-April of first grade
J- May of first grade
J- P are second grade level readers (spaced out the same as first grade through the course of the school year)
Q-T are third grade level readers
Goals for Writing
All students write with beginning capital letter and end punctuation mark.
All students can form a complete sentence.
All students can write a narrative, expository, and opinion paper.
All students show a strong understanding of phonetic spelling.
All students can restate a question when responding to text questions.