Math
Click here to see all math standards.
Unit 1: Creating Routines Using Data
Family Letter - Unit 1 • Rote count forward to 120 by Counting On from any number less than 120. • Represent the number of a quantity using numerals. • Locate 0-120 on a number line. • Use the strategies of counting on and counting back to understand number relationships. • Explore with the 99 chart to see patterns between numbers, such as all of the numbers in a column on the hundreds chart have the same digit in the ones place, and all of the numbers in a row have the same digit in the tens place. •Read, write and represent a number of objects with a written numeral (number form or standard form). • Build an understanding of how the numbers in the counting sequence are related—each number is one more or one less than the number before or after. • Work with categorical data by organizing, representing and interpreting data using charts and tables. • Pose questions with 3 possible responses and work with the data that they collect. Unit 2: Developing Base Ten Number Sense Family Letter - Unit 2 •rote count forward to 120 by counting on from any number less than 120. • represent a quantity using numerals. • locate 0-100 on a number line. • use the strategies of counting on and counting back to understand number relationships. • explore with the 99 chart to see patterns between numbers, such as, all of the numbers in a column on the hundreds chart have the same digit in the ones place, and all of the numbers in a row have the same digit in the tens place. • read, write and represent a number of objects with a written numeral (number form or standard form). • build an understanding of how the numbers in the counting sequence are related—each number is one more, ten more (or one less, ten less) than the number before (or after). • work with categorical data by organizing, representing and interpreting data using charts and tables. • pose questions with 3 possible responses and then work with the data that they collect. • begin working with dimes and understand a dime is worth ten cents. • explore counting by tens with dimes. Unit 3: Operations and Algebraic Thinking Family Letter - Unit 3 • Explore, understand, and apply the commutative and associative properties as strategies for solving addition problems. • Share, discuss, and compare strategies as a class. • Connect counting on to solving subtraction problems. For the problem “15 – 7 = ?” they think about the number they have to count on from 7 to get to 15. • Work with sums and differences less than or equal to 20 using the numbers 0 to 20. • Identify and then apply a pattern or structure in mathematics. For example, pose a string of addition and subtraction problems involving the same three numbers chosen from the numbers 0 to 20, such as 4 + 13 = 17 and 13 + 4 = 17. • Analyze number patterns and create conjectures or guesses. • Choose other combinations of three numbers and explore to see if the patterns work for all numbers 0 to 20. •Understand that addition and subtraction are related and that subtraction can be used to solve problems where the addend is unknown. • Use the strategies of counting on and counting back to understand number relationships. • Organize and record results using tallies and tables. • Determine the initial and the change unknown. |
Unit 4: Sorting, Comparing and Ordering
Family Letter - Unit 4 • Tell time to the hour and half hour • Measure distance with non-standard units • Describe measurement between two whole numbers • Organize and interpret data Unit 5: Understanding Place Value Family Letter - Unit 5 • understand the order of the counting numbers and their relative magnitudes • use a number line and 99 chart to build understanding of numbers and their relation to other numbers • unitize a group of ten ones as a whole unit: a ten, and understand that a group of ten pennies is equivalent to a dime. • compose and decompose numbers from 11 to 19 into ten ones and some further ones • think of whole numbers between 10 and 100 in terms of tens and ones • explore the idea that decade numbers (e.g., 10, 20, 30, 40) are groups of tens with no left over ones • compare two numbers by examining the amount of tens and ones in each number using words, models and symbols greater than (>), less than (<) and equal to (=) • create concrete models, drawings and place value strategies to add and subtract within 100 (Students should not be exposed to the standard algorithm of carrying or borrowing in first grade.) • use place value understanding and properties of operations to add and subtract • mentally add ten more and ten less than any number less than 100 • use concrete models, drawings and place value strategies to subtract multiples of 10 from decade numbers (e.g., 30, 40, 50) • work with categorical data by organizing, representing and interpreting data using charts and tables • pose questions with 3 possible responses and then work with the data collected Unit 6: Understanding Shapes and Fractions Family Letter - Unit 6 • study and compose two- and three-dimensional figures • identify basic figures within two- and three-dimensional figures • compare, contrast, and/or classify geometric shapes using position, shape, size, number of sides, and number of angles • solve simple problems, including those involving spatial relationships • investigate and predict the results of putting together and taking apart two- and three dimensional shapes • create mental images of geometric shapes using spatial memory and spatial visualization • relate, identify, partition, and label fractions (halves, fourths) as equal parts of whole objects • apply terms such as half of, quarter of, to describe equal shares. |
Reading & Language Arts
Click here to see all Reading/ELA Standards
Reading Literary:
Ask and answer questions about key details in a text.
Retell stories and demonstrate understanding of their central message or lesson.
Describe characters, settings, and major events in a story, using key details.
Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
Explain major differences between texts that tell stories and texts that give information.
Identify who is telling the story at various points in a text.
Use illustrations and details in a story to describe its characters, setting, or events.
Compare and contrast the adventures and experiences of characters in stories.
With prompting and support, read prose and poetry of appropriate complexity for grade 1.
Reading Informational:
Ask and answer questions about key details in a text.
Identify the main topic and retell key details of a text.
Describe the connection between two individuals, events, ideas, or pieces of information in a text.
Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
Know and use various text features (e.g. headings, table of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.
Distinguish between information provided by pictures or other illustrations and information provided by words in a text.
Use illustrations and details in a text to describe its key ideas.
Identify the reasons an author gives to support points in a text.
Identify basic similarities in and differences between two texts on the same topic (e.g. in illustrations, descriptions, or procedures).
With prompting and support, read informational texts appropriately complex for grade 1.
Print Concepts:
Demonstrate understanding of the organization and basic features of print.
Phonological Awareness:
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
Distinguish long from short vowel sounds in spoken single-syllable words.
Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
Phonics and Word Recognition:
Know and apply grade-level phonics and word analysis skills in decoding words.
Know the spelling-sound correspondences for common consonant digraphs.
Decode regularly spelled one-syllable words.
Know final -e and common vowel team conventions for representing long vowel sounds.
Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
Decode two-syllable words following basic patterns by breaking the words into syllables.
Read words with inflectional endings.
Recognize and read grade-appropriate irregularly spelled words.
Fluency:
Read with sufficient accuracy and fluency to support comprehension.
Read grade-level text with purpose and understanding.
Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Writing:
Write opinion pieces in which they introduce the topic, state an opinion, supply a reason for the opinion, and provide some sense of closure.
Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
Write 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.
Click here to see all Reading/ELA Standards
Reading Literary:
Ask and answer questions about key details in a text.
Retell stories and demonstrate understanding of their central message or lesson.
Describe characters, settings, and major events in a story, using key details.
Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
Explain major differences between texts that tell stories and texts that give information.
Identify who is telling the story at various points in a text.
Use illustrations and details in a story to describe its characters, setting, or events.
Compare and contrast the adventures and experiences of characters in stories.
With prompting and support, read prose and poetry of appropriate complexity for grade 1.
Reading Informational:
Ask and answer questions about key details in a text.
Identify the main topic and retell key details of a text.
Describe the connection between two individuals, events, ideas, or pieces of information in a text.
Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
Know and use various text features (e.g. headings, table of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.
Distinguish between information provided by pictures or other illustrations and information provided by words in a text.
Use illustrations and details in a text to describe its key ideas.
Identify the reasons an author gives to support points in a text.
Identify basic similarities in and differences between two texts on the same topic (e.g. in illustrations, descriptions, or procedures).
With prompting and support, read informational texts appropriately complex for grade 1.
Print Concepts:
Demonstrate understanding of the organization and basic features of print.
Phonological Awareness:
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
Distinguish long from short vowel sounds in spoken single-syllable words.
Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
Phonics and Word Recognition:
Know and apply grade-level phonics and word analysis skills in decoding words.
Know the spelling-sound correspondences for common consonant digraphs.
Decode regularly spelled one-syllable words.
Know final -e and common vowel team conventions for representing long vowel sounds.
Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
Decode two-syllable words following basic patterns by breaking the words into syllables.
Read words with inflectional endings.
Recognize and read grade-appropriate irregularly spelled words.
Fluency:
Read with sufficient accuracy and fluency to support comprehension.
Read grade-level text with purpose and understanding.
Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Writing:
Write opinion pieces in which they introduce the topic, state an opinion, supply a reason for the opinion, and provide some sense of closure.
Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
Write 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.
Social Studies
Our Earth our Home
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Science
Weather S1E1. Obtain, evaluate, and communicate weather data to identify weather patterns. a. Represent data in tables and/or graphs to identify and describe different types of weather and the characteristics of each type. b. Ask questions to identify forms of precipitation such as rain, snow, sleet, and hailstones as either solid (ice) or liquid (water). c. Plan and carry out investigations on current weather conditions by observing, measuring with simple weather instruments (thermometer, wind vane, rain gauge), and recording weather data (temperature, precipitation, sky conditions, and weather events) in a periodic journal, on a calendar, and graphically. d. Analyze data to identify seasonal patterns of change. Light and Sound S1P1. Obtain, evaluate, and communicate information to investigate light and sound. a. Use observations to construct an explanation of how light is required to make objects visible. b. Ask questions to identify and compare sources of light. c. Plan and carry out an investigation of shadows by placing objects at various points from a source of light. d. Construct an explanation supported by evidence that vibrating materials can make sound and that sound can make materials vibrate. e. Design a signal that can serve as an emergency alert using light and/or sound to communicate over a distance. Magnetism S1P2. Obtain, evaluate, and communicate information to demonstrate the effects of magnets on other magnets and other objects. a. Construct an explanation of how magnets are used in everyday life. b. Plan and carry out an investigation to demonstrate how magnets attract and repel each other and the effect of magnets on common objects. Needs of Living Things S1L1. Obtain, evaluate, and communicate information about the basic needs of plants and animals. a. Develop models to identify the parts of a plant—root, stem, leaf, and flower. b. Ask questions to compare and contrast the basic needs of plants (air, water, light, and nutrients) and animals (air, water, food, and shelter). c. Design a solution to ensure that a plant or animal has all of its needs met. |
Online Textbook and Curriculum Resources
Journeys Reading Textbook
https://www-k6.thinkcentral.com
Username: fcs+student ID# (An example is fcs112233445)
Password: student's birthday+f in this format mmddyyyyf (An example is 02062007f for a student's birthday of Feb. 6, 2007)
1st Grade Social Studies Textbook
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Username: grade1ourcountry
Password: 123456
1st Grade Science Book:
https://www-k6.thinkcentral.com/ePC/start.do
Username: fcsfirst
Password: fcsfirst
Journeys Reading Textbook
https://www-k6.thinkcentral.com
Username: fcs+student ID# (An example is fcs112233445)
Password: student's birthday+f in this format mmddyyyyf (An example is 02062007f for a student's birthday of Feb. 6, 2007)
1st Grade Social Studies Textbook
https://secure.eservices.eduplace.com/eservicesadmin
Username: grade1ourcountry
Password: 123456
1st Grade Science Book:
https://www-k6.thinkcentral.com/ePC/start.do
Username: fcsfirst
Password: fcsfirst