First Grade Curriculum
First Grade Curriculum


Reading Curriculum 
Grade 1 

Vocabulary Expansion 
Grade 1 

Concepts Introduced: 
• Know how to ask and answer, “What do I do when I come to a word I don’t know?” 
• R-controlled vowels, vowel diagraphs and diphthongs, plurals and possessives, base words, endings, prefixes, and suffixes 
• Consonants: single, double, blends, digraphs, silent and unusual consonant spellings 
• Endings on nouns and verbs 
• Homonyms/homophones/homographs, multiple meaning words, unfamiliar words 
• Parts of speech: pronouns 
Developing Concepts: 
• Identify and isolate initial and final sounds of spoken words. 
• Recognize and produce rhyming words. 
• Understand that spoken words are composed of sounds, which are represented by alphabetic letters. 
• Develop print awareness of letter, word, sentence, and paragraph. 
• Match spoken to printed word. 
• Develop awareness that print conveys and preserves meaning. 
• Phonograms (word families), common word patterns, contractions, compound words, syllabication and common syllable patterns for word identification 
• Synonyms and antonyms 
• Graphic organizers 
• Parts of speech: verbs and tenses, nouns, adjectives 
• Phrases 
• Sentences: kinds, types, parts, fragments, run-ons, complete combining 
Concepts to Maintain and Apply: 
• Demonstrate understanding of the organization and basic features of print: recognize the distinguishing features of a sentence (first word, punctuation, etc.). SS 
• Demonstrate understanding of spoken words, syllables, and sounds (phonemes): Distinguish long from short vowels in spoken single-syllable words. SS 
• Orally produce single-syllable words by blending sounds including consonant blends. SS 
• Insolate and pronounce initial, medial vowel, and final sounds in spoken single-syllable words. SS 
• Segment spoken single-syllable words into their complete sequence if individual sounds. SS 
• Know and apply grade-level phonics and word analysis skills in decoding words: Know the spelling-sound correspondences for common consonant diagraphs, and initial and final consonant blends. SS 
• Decode regularly spelled one-syllable words. SS 
• Know final –e and common vowel team conventions for representing long vowel sounds. SS 
• Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. SS 
• Decode two-syllable words following basic patterns by breaking words into syllables. SS 
Read words with inflectional endings. SS 
• Recognize and read grade-appropriate irregularly spelled words, including high-frequency words. SS 
• Demonstrate command of the connections of Standard English grammar and usage when writing or speaking: 
• Print all upper- and lowercase letters. SS 
• Use common, proper, and possessive nouns. SS 
• Use singular and plural nouns with matching verbs in basic sentences. SS (He hops, We hop) 
• Use personal, possessive, and indefinite pronouns. SS (I, me, my, they, them, their, anyone, everything) 
• Use verbs to convey a sense of past, present, and future. SS (Yesterday I walked home. Today I walk home.) 
• Use frequently occurring adjectives. SS 
Use frequently occurring conjunctions. (and, but, or, so, because) SS 
• Use determiners. (Articles, demonstratives) SS 
• Use frequently occurring prepositions. (During, beyond, toward) SS 
• Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. SS 
• Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing: 
• Capitalize dates and names of people. SS 
• Use end punctuation. SS 
• Use commas in dates to separate single words in a series. SS 
• Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. SS 
• Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. SS 
• Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibility from an array of strategies: 
• Use sentence-level context as a clue to the meaning of a word or phrase. SS 
• Use frequently occurring affixes as a clue to the meaning of a word. SS 
• Identify frequently occurring base words and root words and their inflection forms. SS 
• With guidance and support from adults, demonstrate understanding of word relationship and nuances in word meanings to develop word consciousness: Sort words into categories to gain a sense of the concepts the categories represent. SS 
• Define words by category and by one or more key attributes. SS 
• Identify real-life connections between words and their use. SS 
• Distinguish shades of meaning among verbs differing in manner and adjectives differing in intensity by defining or choosing them or by acting out the meanings. SS 
• Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships. SS

Grade 1 

Concepts Introduced: 
• Use dictionary/glossary, encyclopedia, newsletter, thesaurus, trade book 
• Understand signs 
Developing Concepts: 
• Understand terms author and illustrator. 
• Comprehension strategy: Know and use the reading process: preview and activate prior knowledge, predict, read, self monitor use fix-up strategies, reflect, and respond. 
• Comprehension strategy: Construct meaning using all possible avenues: text, knowledge of selection and topic, illustrations, text features, other print and technological/software resources, resource people. 
• Author’s purpose 
• Cause and effect 
• Compare and contrast 
• Draw conclusions 
• Main idea 
• Predict, recall, retell 
• Infer, analyze, make judgments, hypothesize, synthesize ideas, evaluate, critique, make analogies 
• Use alphabetical order 
• Use technology 
• Understand diagram/scale drawing, illustration, list, and map, order form 
Concepts Maintained and Applied: 
• Ask and answer questions about key details in the text. SS 
• Retell stories, including key details and demonstrate understanding of their central message or lesson. SS 
• Describe characters, setting, and major events in a story, using key details. SS 
• Identify words and phrases in stories or poems that suggest feelings or appeal to the senses, SS 
• Identify who is telling the story at various points in a text. SS 
• Use illustrations and details in a story to describe its characters, setting, or events. SS 
• Compare and contrast the adventures and experiences of characters in stories. SS 
• Identify the main topic and retell key details of a text. SS 
• Describe the connection between two individuals, events, ideas, or pieces of information in a text. SS 
• Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. SS 
• Know and use various text features (headings, table of contents, etc.) to locate key facts or information in a text. SS 
• Use the illustrations and details in a text to describe its key ideas. SS 
• Read with sufficient accuracy and fluency to support comprehension: 
• Read grade-level text with purpose and understanding to promote oral and silent reading fluency. SS 
• Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. SS 
• Use context and other cues to confirm or self-correct word recognition and understanding, rereading a necessary. SS 

Grade 1 

Concepts Introduced: 
• Fiction: Drama/play, traditional stories (fable, fairy tale, folk tale, tall tale, legend, myth) 
• Nonfiction: Biography/autobiography, expository article, how-to article, newsletter, photo essay 
• Poetry and song 
• Dialogue and narration 
• Idiom 
• Repetition 
• Onomatopoeia 
• Author and illustrator’s craft 
Developing Concepts: 
• Fiction: Animal fantasy, fantasy, realistic fiction, science fiction 
• Metaphor 
• Rhyme 
• Rhythm and cadence 
Concepts Maintained and Applied: 
• Reflect on reading and respond in various ways. 
• Relate own experience to literary experience. 
• Synthesize and extend the literary experience. 
• Make connection between literature and other curriculum areas. 
• Know and use parts of a book. 
• Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. SS 
• With prompting and support, read prose, poetry, and informational texts of appropriate complexity for grade 1 as well as select texts for personal enjoyment, interest, and academic tasks. SS 
• Distinguish between information provided by pictures or other illustrations and information provided by words in the text. SS 
• Identify the reasons an author gives to support points in a text. SS 
• Identify basic similarities and differences between two texts on the same topic. SS 
• Distinguish among and understand purposes of different types of print, digital, and multimodal media: Demonstrate understanding of media by asking and answering appropriate questions about what is read, heard, or viewed. SS 
• Summarize ideas from media in own words. SS 

Writing, Speaking and Listening 
Grade 1 

Concepts Introduced: 
• Use five step writing process 
• Prewriting strategies: use published pieces as a model for writing; decide on audience, purpose, and kind of writing; write based on literature, evaluate research and raise new questions 
• Develop draft: descriptive writing, narrative writing, expository writing, and persuasive writing 
• Edit for spelling, grammar, usage, and mechanics 
• Organize content systematically 
• Record knowledge-write report-present orally 
Developing Concepts: 
• Gain increasing control of penmanship. 
• Narrative writing 
• Engage in modeled, shared, interactive writing 
• Prewriting strategies: write based on a picture, organize ideas 
• Write in a variety of appropriate forms (sentences, paragraphs, stories, letters, reports, sketches, etc.) 
• Revise drafts
• Evaluate writing 
• Use appropriate punctuation and capitalization 
• Expand vocabulary by listening and speaking 
• Connect experiences, ideas, and cultural traditions through speaking and listening 
• Listen for various purposes, carefully and critically 
• Understand and retell text and messages heard 
• Respond appropriately to questions, directions, text read aloud, and oral presentations 
• Participate in rhymes, songs, conversations, and discussions 
• Speak for various purposes and appropriately to groups and audiences 
• Present dramatic interpretations of literature 
• Give precise directions, accurate information, and convincing ideas 
• Gain increasing control of conventional grammar and usage while speaking 
• Locate and collect information 
Concepts Maintained and Applied: 
• Print own name. 
• Dictate messages/stories for others to write. 
• Write labels, notes, and captions. 
• Write opinion pieces in which they introduce the topic or name the book they are writing about, state and opinion, supply a reason for the opinion, and provide some sense of closure. SS 
• Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. SS 
• Write narratives and other creative texts in which they recount tow or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. SS 
• With guidance and support from adults, focus on a topic, respond to questions, and suggestions from adults and peers, and add details to strengthen writing as needed. SS 
• With guidance and support from adults, use a variety of digital tools to produce and publish writing, including collaboration with peers. SS 
• Participate in shared research and writing projects. SS 
• With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. SS 
• Participate in collaborative conversations with diverse partners about Grade 1 topics and texts with peers and adults in small and larger groups: Follow agreed-upon rules for discussions. SS 
• Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. SS 
• Ask questions to clear up any confusion about the topics and texts under discussion. SS 
• Listen to others’ ideas and identify others’ points of view. SS 
• Following two-step oral directions. SS 
• Ask and answer questions about key details in a text red aloud or information presented orally or though other media. SS 
• Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. SS 
• Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. SS 
• Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. SS 
• Produce complete sentences when appropriate to task and situation, and respond to stories, poems, rhymes, and songs with expression. SS 
• With prompting and support, create and share an individual or shared multimedia work for a specific purpose. SS 

Reading Vocabulary 
Grade 1 
Unit 1 
High-Frequency Words 
red, blue, yellow, I, see, a, can, at, and, look, the, my, big, have, it, is, in, little, do, like, that, not, to, you, get, what, we, one, two, three, up, but, go, where, here, am 

Unit 2 
“The Nap” / “Oh, Cats!” 
on, oh, stay, are, new, find, if now cats 

“Look at That!” / “Can You Find It?” 
cloud, clouds, those, rain, with, friends, us, snack 

“What Did I See?” / “I Went Walking” 
lucky, animals, brown, walking, following, looking 

“Fish Mix” / “How Many Fish?” 
about, top, of, stop, bay, their, dash, where’s, happy, lost, poor 

“Jog, Frog, Jog” / “Tadpole to Frog” 
day, around, night, tadpole, body, turn, plump, he’s, soon, some 

“A Big Job” / “Sweet Potato Pie” 
she, too, time, coming, done, everybody, they’re, there’s, till, sweet potato 

High-Frequency Words 
come, down, away, no, will, all, are, find, make, play, went, walk, did, saw, me, how, many, on, why, they, does, he, into, this, water, by, eat, sing, stop, them 

Unit 3 
“The Big Mess” / “The Little Red Hen” 
was, made, cleaned, again, want, cannot, herself, myself, next 

“Yes, We Want Some Too!” / “Cat Traps” 
gulls, please, hungry, meow, chow, ugh, luck, swish 

“My Buddy, Stan” / “Biscuit” 
buddy, feed, his, blanket, drink, hear, woof, curl, light 

“Trucks” / “Communities” 
haul, cement, tow, homes, build, learn, roads, save, safe, healthy 

“Fox and Bear” / “Fox and Bear Look at the Moon” 
after, house, chat, gone, asked, gave, maybe, moved, looked 

“I Can Read” / “Lilly Reads” 
page, try, loud, hard, sound, faster 

High-Frequency Words 
help, now, said, so, who, for, good, some, too, want, jump, more, sleep, time, with, bring, carry, hold, our, us, came, know, again, please, read, say, word 

Unit 4 
“The Red Stone Game” / “The Gingerbread Man” 
before, nose, stone, lived, ride, head, sang, heard, catch 

“The Same as You” / “Cherry Pies and Lullabies” 
grandpa, your, proud, cherry, crown, different, grandmother, great-grandmother, lullaby, quilt 

“Rose and Grandma Make the Sun Shine” / “Our Family Get-Together” 
family, picnic, stories, aunts, cousins, ranch, showed, idea, together, uncles, picture 

“The Rolling Rice Cake” / “The Rat and the Cat” 
old, wood, rolled, rolling, always, owner, shining, favorite, lunch, alone, sure, hooray 

“June and the Mule” / “Slim, Luke, and the Mules” 
lightning, thunder, pull, whole, town, cowboys, count, pointed, lose, been, food 

“Riddle-dee Fiddle-dee-dee” / “The Riddles” 
riddles, moo, flies, wears, angry, comb, tail, growled, shouted, another, hoof, flies, answer 

High-Frequency Words 
after, as, call, laugh, something, every, of, made, mother, was, father, going, has, thank, very, be, friend, pretty, soon, your, four, funny, long, watch, were, about, any, ask, kind, over 

Unit 5 
“A Real Gift” / “Arthur’s Reading Race” 
people, signs, soft, almost, bought, could, curb, eight, paint, prove, shook, spy 

“A Big Day For Jay”/ “Lost!” 
crowded, found, noisy, opened, knew, worry, disappears, across, buildings, library, crying, hurt, through, climbed 

“Baby Otter Grows Up” / “Foal” 
baby, otter, months, ponies, newborn, beneath, struggle, stronger, wobbly, field, hooves, neigh 

“What a Sight!” / “Lost in the Museum” 
museum, fur, cafeteria, else, dinosaur, fierce, scared, penguins, fooling, happened, hurried 

“Chompy’s Afternoon” / “Dinosaur Babies” 
thought, roar, millions, Earth, heavy, enemies, herds, guarded, break, breathed, hunters, human 

“The True Story of Abbie Burgress” / “The Bravest Cat!” 
hero, safely, garage, accident, reporters, minds, except, burns, hospital, special, believe 

High-Frequency Words 
buy, only, or, right, think, don’t, from, hear, live, when, around, her, new, old, show, been, first, found, start, together, animals, even, heard, most, their, because, better, give, people, put 

Unit 6 
“Bluebirds in the Garden” / “The Garden” 
would, flowers, birds, ground, of course, quite, candles, poems, music, loudly, frightened, noise 

“Jordan Makes a New Friend” / “Ice-Cold Birthday” 
sharing, behind, admit, stared, power, brought, change, blindfolds, surprise, wrote 

“Show Time” / “Do You Live in a Nest?” 
actors, costumes, props, posters, visitor, cricket, bundles, warmer, great 

“What’s New in Mrs. Powell’s Class?” / “Fox on Stage” 
scary, jester, folks, group, television, moving, wrong, ruined, enough, charge, appear, beautiful 

“Doggy Art” / “The Snow Glory” 
closer, eyes, listen, shouldn’t, snow glory, whispered, stood 

“I’ll Join You” / “Leon and Bob” 
wherever, army, often, decided, toward, realized, shared 

High-Frequency Words 
much, shall, these, wish, work, before, could, full, off, would, each, once, other, under, which, along, goes, great, idea, pull, almost, new, picture, thought, took, always, boy, move, open, school 

Grade 1 

Number Sense 
Grade 1 

Concepts Introduced: 
• Numbers to 1000 
• Rounding 
• Even and odd numbers 
• Fractions 
• Estimation with reference points 
• Fact families and properties 
• Adding 2-digit numbers 
• Three or more addends 
• Subtracting 2 digit numbers 
• Mental math subtraction 
• Division with story and models, problem solving 
Developing Concepts: 
• One to one correspondence 
• Relating sets of objects to numerals 
• Using ordinal numbers for position (1st, 2nd, etc.) 
• Number lines 
• Comparing and ordering 
• Forms of numbers (standard, words, expanded) 
• Whole and part of a set 
• Basic addition and subtraction facts 
• Pictorial models for addition and subtraction 
• Problem solving with addition and subtraction 
• Addition and subtraction expressions, sentences and equations 
Concepts to Maintain and Apply: 
• Two digit numbers are amounts of tens and ones. NS SS 
• Ten units can be a single bundle of ten NS 
• The numbers from 11 to 19 are on ten and so many ones NS 
• Multiples of 10 are so many tens and 0 ones NS 
• Compare 2 digit numbers using <, =, > NS 
• Add within 100 with possible carry from ones to tens NS 
• Counting forward and backward, reading, and writing numbers to 120 NS SS 
• Know the meaning of addition and subtraction and relate to real life NS 
• Addition and subtraction word problems within 20 NS 
• Addition word problems with three addends and sums less than or equal to 20 NS 
• Addition and subtraction with missing numbers NS SS 
• Creating equivalent but easier or know sums: 6 + 7 = 6 + 6 + 1 NS SS 
• Understand equal sign and be able to determine true or false equations NS SS 
• Determine unknown whole number in an equation less than or equal to 20 NS 
• Given a two-digit number be able to mentally add or subtract 10, explain NS SS 
• Subtract multiples of 10 from multiples of 10. Explain NS SS 
• Use words to describe the relative size of a number SS 
• Skip count by 2s, 5s, and 10s SS 
• Identify pennies, nickels, and dimes and find the value of a group of these coins up to one dollar SS 

Patterns, Functions, and Algebra 
Grade 1 

Concepts Introduced: 
• Sequencing in table, charts, and graphs making predictions 
• Identity property of addition 
• Function table 
• Using symbols to show relationships 
• Finding missing addends 
• Using inequality symbols to compare numbers 
• Problem solving skills: multiple step problems, extra or missing information, exact answer or estimate 
• Using a calculator or computer and revise; look for a pattern; make a list, table or graph; write a number sentence 
• Logical reasoning: making connections and generalizations, conjectures, explaining answers 
• Generating problems 
• Use technology to connect to daily life 
• Write convincing arguments using mathematical ideas 
Developing Concepts: 
• Number puzzle
• Logical reasoning 
• Sorting and classifying 
• Modeling problem situations with objects 
• Problem solving skills: using data from picture, graph, and table, choose an 
• Operation 
• Logical reasoning: comparing, contrasting, classifying, sorting, finding and extending patterns, drawing conclusions 
• Visual patterns and solving non-routine problems 
• Connecting among mathematical ideas 
• Connecting math to other subjects 
• Multicultural connections 
• Reading for math success/math language: talk about it, work in groups 
• Concrete models for whole numbers, addition and subtraction with models 
• Concrete models for parts of a set 
• Counting units to find length, area, and volume 
• Geometric models for real world situations 
Concepts to Maintain and Apply: 
• Patterns using words, tables and graphs; making generalizations and predictions SS 
• Using calculators to create and explore patterns SS 
• Commutative and associative properties of addition NS 
• Relating addition and subtraction SS 
• Patterns with objects/geometric figures SS 
• Completing number sentences SS 
• Represent real world situations involving addition and subtraction basic facts, using objects and number sentences SS 

Spatial Sense and Geometry 
Grade 1 

Concepts Introduced: 
• Polygons, polyhedrons/solid shapes 
• Sides, corners/vertices 
• Solid figures 
• Faces and edges 
• Relating planes and solid figures 
• Drawing figures 
• Congruent figures 
• Length, weight/mass, capacity, and temperature: inches, feet, cups, pints, quarts, pounds, Fahrenheit, centimeters, liters, grams, kilograms, Celsius, rulers, choosing appropriate measuring units 
• Time: reading schedules, elapsed time, relationships between units of time 
• Perimeter 
Developing Concepts: 
• Combining shapes 
• Symmetry 
• Visual thinking 
• Geometric models for real-world situations 
• Transformations (slides, flips, and turns) 
• Length, weight/mass, capacity, and temperature: non-standard units, estimating length, capacity, and weight 
• Calendar 
• Area, estimating and counting square units 
Concepts to Maintain and Apply: 
• Order three objects by length; compare length of two indirectly by using a third NS 
• Express length of an object by laying multiple copies of a shorter object end to end NS SS 
• Distinguish between defining attributes (triangles are three-sided) and non-defining attributes (color); build and draw shapes to possess defining attributes NS SS 
• Compose two-dimensional shapes (rectangle, square, trapezoid triangle, half circle, quarter circle) and three-dimensional shapes (cube rectangular prism, right circular cone, right circular cylinder) to create a composite shape and compose new shapes from the composite NS SS 
• Partition circles and rectangles into two and four equal shares; describe the shares using “half of”, “fourth of”, “ quarter of”. Describe the whole as two or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares NS 

Data, Statistics, and Probability 
Grade 1 

Concepts Introduced: 
• Reading and making pictographs, bar graphs, charts and tables 
• Naming ordered pairs 
• Reading charts and graphs 
• Collecting and organizing data 
• Talking a survey 
• Interpreting data, making predictions, using data to problem solve 
• Probability experiments, outcomes, certain/possible/impossible events, making predictions 
Concepts Maintained and Applied: 
• Organize, represent, and interpret date 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 NS 
• Use counting and comparison skills to create and analyze bar graphs and tally charts SS 

Math Vocabulary 
Grade 1 

Chapter 1 
More than 
Fewer than 
Pattern unit 

Chapter 2 
Addition sentence 
Plus (+) 
Equals (=) 
Subtraction sentence 
Minus (-) 

Chapter 3 
Count on 
Number line 

Chapter 4 
Count back 
Related facts 
Fact family 

Chapter 5 
Rectangular prism 
Solid figure 
Flat surface 
Vertex (vertices) 
Plane shape 
Same size 
Same shape 
Line of symmetry 
Equal parts 
One half (1/2) 
One third (1/3) 
One fourth (1/4) 
Equal share 

Chapter 6 
Hour hand 
Minute hand 
Half hour 

Chapter 7 

Chapter 8 
Less than (<) 
Greater than (>) 
Equal to (=) 
Picture graph 
Bar graph 
Tally mark 

Chapter 9 

Chapter 10 
Foot (ft) 
More likely 
Less likely 

Chapter 11 
Related facts 
Fact family 

Chapter 12