The first graders embark on an exciting journey where they not only learn the Three Persons of the Trinity, but are also helped to become part of a community of faith. As Christians and non-Christians alike, they will learn that God is a loving Creator and learn how to give thanks to God for all the gifts of creation. The children learn that God loves them, that he is helping them to be their best selves, that he is present to them. The children will come to a deeper personal knowledge of Jesus by appreciating the fact that he grew and learned too. Jesus learned compassion from Mary and Joseph who helped him grow in wisdom, age, and grace. From Mary and Joseph, Jesus learned to respond to people seeking justice, love, and understanding, forgiveness and new life. With Jesus as model and guide, the children can grow as responsible, loving, and caring family members. They can learn to pray to the Holy Family to help their own family members become closer to one another and to God. The mystery of the Blessed Trinity is central to our faith. Jesus revealed God as Father, himself as Son, and the Holy Spirit as God’s dynamic presence with us. The Holy Spirit helps us act like Jesus, with strength of character, compassion, empathy and love for others. The Holy Spirit helps us pray as Jesus prayed. Jesus shows the way to live. He gives us the gift of the Spirit to help us be brave and strong, working with them to forgive others, and filling them with joy and happiness.
Reading in grade one offers activities wherein students, using prior knowledge of sounds of letters to words, sentences, and paragraphs, will be able to read to comprehend, respond to, evaluate, and appreciate works of literature. Students also use knowledge of letter and sound correspondence to decode words. They put word parts together to form recognizable words and locate parts within a new word that can be combined into a known word. They use phonetic, synthetic, and contextual clues to construct meaning.
Students are expected to understand properties of number and operations. Counting and writing to 100, skip counting (by 2’s, 3’s, 4’s, and 5’s), simple number patters, and concepts of cardinal and ordinal numbers. Addition and subtraction facts are to be reinforced. Multiplication facts 0-5 are to be introduced. The students demonstrate the appropriate use of measuring instruments and apply measurement concepts to solve problems.
All the themes of earth, life and physical sciences are employed in Grade 1 Science. The topics are: living/ non-living, sky- weather/seasons, caring for the earth, matter, force/ motion, magnets/ sounds. In life science explorations, students discover how they fit into the network of living things that coexists on earth. The skills promoted are observing, classifying, inferring, predicting, and communicating. First grade Science marks the beginning of problem-solving investigations.
Social Studies in Grade 1 offers an introductory glance at the physical and human characteristics of places and people around us. Students learn to value similarities and differences of families and the interdependence among family members. Students will also begin to uncover the different cultures around them. They will begin to learn and read graphics and maps, and recall and identify facts.
Health is the program designed to provide students with the knowledge, life skills and thinking skills, they need in order to achieve good health. It provides opportunities for children to learn and practice life skills through lessons that use real- life situations. It includes current information facts and concepts in learning this subject.
Literature – Grade 1
Key Ideas and Details
- ELA-Literacy.RL.1.1Ask and answer questions about key details in a text.
- ELA-Literacy.RL.1.2Retell stories, including key details, and demonstrate understanding of their central message or lesson.
- ELA-Literacy.RL.1.3Describe characters, settings, and major events in a story, using key details.
Craft and Structure
- ELA-Literacy.RL.1.4Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
- ELA-Literacy.RL.1.5Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.
- ELA-Literacy.RL.1.6Identify who is telling the story at various points in a text.
Integration of Knowledge and Ideas
- ELA-Literacy.RL.1.7Use illustrations and details in a story to describe its characters, setting, or events.
- (RL.1.8 not applicable to literature)
- ELA-Literacy.RL.1.9Compare and contrast the adventures and experiences of characters in stories.
Range of Reading and Level of Text Complexity
- ELA-Literacy.RL.1.10With prompting and support, read prose and poetry of appropriate complexity for grade 1.
Reading: Informational Text – Grade 1
Key Ideas and Details
- ELA-Literacy.RI.1.1Ask and answer questions about key details in a text.
- ELA-Literacy.RI.1.2Identify the main topic and retell key details of a text.
- ELA-Literacy.RI.1.3Describe the connection between two individuals, events, ideas, or pieces of information in a text.
Craft and Structure
- ELA-Literacy.RI.1.4Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
- ELA-Literacy.RI.1.5Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.
- ELA-Literacy.RI.1.6Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
Integration of Knowledge and Ideas
- ELA-Literacy.RI.1.7Use the illustrations and details in a text to describe its key ideas.
- ELA-Literacy.RI.1.8Identify the reasons an author gives to support points in a text.
- ELA-Literacy.RI.1.9Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
Range of Reading and Level of Text Complexity
- ELA-Literacy.RI.1.10With prompting and support, read informational texts appropriately complex for grade 1.
Reading: Foundational Skills – Grade 1
- ELA-Literacy.RF.1.1Demonstrate understanding of the organization and basic features of print.
- ELA-Literacy.RF.1.1aRecognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
- ELA-Literacy.RF.1.2Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
- ELA-Literacy.RF.1.2aDistinguish long from short vowel sounds in spoken single-syllable words.
- ELA-Literacy.RF.1.2bOrally produce single-syllable words by blending sounds (phonemes), including consonant blends.
- ELA-Literacy.RF.1.2cIsolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
- ELA-Literacy.RF.1.2dSegment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
Phonics and Word Recognition
- ELA-Literacy.RF.1.3Know and apply grade-level phonics and word analysis skills in decoding words.
- ELA-Literacy.RF.1.3aKnow the spelling-sound correspondences for common consonant digraphs.
- ELA-Literacy.RF.1.3bDecode regularly spelled one-syllable words.
- ELA-Literacy.RF.1.3cKnow final -e and common vowel team conventions for representing long vowel sounds.
- ELA-Literacy.RF.1.3dUse knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
- ELA-Literacy.RF.1.3eDecode two-syllable words following basic patterns by breaking the words into syllables.
- ELA-Literacy.RF.1.3fRead words with inflectional endings.
- ELA-Literacy.RF.1.3gRecognize and read grade-appropriate irregularly spelled words.
- ELA-Literacy.RF.1.4Read with sufficient accuracy and fluency to support comprehension.
- ELA-Literacy.RF.1.4aRead grade-level text with purpose and understanding.
- ELA-Literacy.RF.1.4bRead grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
- ELA-Literacy.RF.1.4cUse context to confirm or self-correct word recognition and understanding, rereading as necessary.
Writing – Grade 1
Text Types and Purposes
- ELA-Literacy.W.1.1Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.
- ELA-Literacy.W.1.2Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
- ELA-Literacy.W.1.3Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
Production and Distribution of Writing
- (W.1.4 begins in grade 3)
- ELA-Literacy.W.1.5With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
- ELA-Literacy.W.1.6With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
Research to Build and Present Knowledge
- ELA-Literacy.W.1.7Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).
- ELA-Literacy.W.1.8With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
Speaking and Listening – Grade 1
Comprehension and Collaboration
- ELA-Literacy.SL.1.1Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
- ELA-Literacy.SL.1.1aFollow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
- ELA-Literacy.SL.1.1bBuild on others’ talk in conversations by responding to the comments of others through multiple exchanges.
- ELA-Literacy.SL.1.1cAsk questions to clear up any confusion about the topics and texts under discussion.
- ELA-Literacy.SL.1.2Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
- ELA-Literacy.SL.1.3Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.
Presentation of Knowledge and Ideas
- ELA-Literacy.SL.1.4Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
- ELA-Literacy.SL.1.5Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
- ELA-Literacy.SL.1.6Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 here for specific expectations.)
Language – Grade 1
Conventions of Standard English
- ELA-Literacy.L.1.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
- ELA-Literacy.L.1.1aPrint all upper- and lowercase letters.
- ELA-Literacy.L.1.1bUse common, proper, and possessive nouns.
- ELA-Literacy.L.1.1cUse singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).
- ELA-Literacy.L.1.1dUse personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).
- ELA-Literacy.L.1.1eUse verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).
- ELA-Literacy.L.1.1fUse frequently occurring adjectives.
- ELA-Literacy.L.1.1gUse frequently occurring conjunctions (e.g., and, but, or, so, because).
- ELA-Literacy.L.1.1hUse determiners (e.g., articles, demonstratives).
- ELA-Literacy.L.1.1iUse frequently occurring prepositions (e.g., during, beyond, toward).
- ELA-Literacy.L.1.1jProduce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
- ELA-Literacy.L.1.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
- ELA-Literacy.L.1.2aCapitalize dates and names of people.
- ELA-Literacy.L.1.2bUse end punctuation for sentences.
- ELA-Literacy.L.1.2cUse commas in dates and to separate single words in a series.
- ELA-Literacy.L.1.2dUse conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
- ELA-Literacy.L.1.2eSpell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
Knowledge of Language
- (L.1.3 begins in grade 2)
Vocabulary Acquisition and Use
- ELA-Literacy.L.1.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.
- ELA-Literacy.L.1.4aUse sentence-level context as a clue to the meaning of a word or phrase.
- ELA-Literacy.L.1.4bUse frequently occurring affixes as a clue to the meaning of a word.
- ELA-Literacy.L.1.4cIdentify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
- ELA-Literacy.L.1.5With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
- ELA-Literacy.L.1.5aSort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
- ELA-Literacy.L.1.5bDefine words by category and by one or more key attributes (e.g., aduck is a bird that swims; a tiger is a large cat with stripes).
- ELA-Literacy.L.1.5cIdentify real-life connections between words and their use (e.g., note places at home that are cozy).
- ELA-Literacy.L.1.5dDistinguish shades of meaning among verbs differing in manner (e.g.,look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.
- ELA-Literacy.L.1.6Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).
Math: Operations and Algebraiac Thinking – Grade 1
Represent and solve problems involving addition and subtraction.
- Math.Content.1.OA.A.1Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.1
- Math.Content.1.OA.A.2Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
Understand and apply properties of operations and the relationship between addition and subtraction.
- Math.Content.1.OA.B.3Apply properties of operations as strategies to add and subtract.2Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)
- Math.Content.1.OA.B.4Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8.
Add and subtract within 20.
- Math.Content.1.OA.C.5Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
- Math.Content.1.OA.C.6Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
Work with addition and subtraction equations.
- Math.Content.1.OA.D.7Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
- Math.Content.1.OA.D.8Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ – 3, 6 + 6 = _.
Math: Number and Operations in Base Ten – Grade 1
Extend the counting sequence.
- Math.Content.1.NBT.A.1Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
Understand place value.
- Math.Content.1.NBT.B.2Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
- Math.Content.1.NBT.B.2a10 can be thought of as a bundle of ten ones — called a “ten.”
- Math.Content.1.NBT.B.2bThe numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
- Math.Content.1.NBT.B.2cThe numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
- Math.Content.1.NBT.B.3Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
Use place value understanding and properties of operations to add and subtract.
- Math.Content.1.NBT.C.4Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.
- Math.Content.1.NBT.C.5Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
- Math.Content.1.NBT.C.6Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
Math: Measurement and Data – Grade 1
Measure lengths indirectly and by iterating length units.
- Math.Content.1.MD.A.1Order three objects by length; compare the lengths of two objects indirectly by using a third object.
- Math.Content.1.MD.A.2Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps.Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.
Tell and write time.
- Math.Content.1.MD.B.3Tell and write time in hours and half-hours using analog and digital clocks.
Represent and interpret data.
- Math.Content.1.MD.C.4Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
Math: Geometry – Grade 1
Reason with shapes and their attributes.
- Math.Content.1.G.A.1Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.
- Math.Content.1.G.A.2Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.1
- Math.Content.1.G.A.3Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.