very first draft of First Grade scope and sequence for our family

A first draft of the scope and sequence we’ll bhe following as a family for First Grade.



First grade

Standards and criteria


  • Match oral words to printed words.
  • Identify the title and author of a reading selection.
  • Identify letters, words, and sentences.
  • Distinguish initial, medial, and final sounds in single-syllable words.
  • Distinguish long- and short-vowel sounds in orally stated single-syllable words (e.g., bit/bite).
  • Create and state a series of rhyming words, including consonant blends.
  • Add, delete, or change target sounds to change words (e.g., change cow to how; pan to an).
  • Blend two to four phonemes into recognizable words (e.g., /c/a/t/ = cat; /f/l/a/t/ = flat).
  • Segment single syllable words into their components (e.g., /c/a/t/ = cat; /s/p/l/a/t/ =splat; /r/i/ch/ = rich).
  • Generate the sounds from all the letters and letter patterns, including consonant blends and long- and short-vowel patterns (i.e., phonograms), and blend those sounds into recognizable words.
  • Read common, irregular sight words with 80% accuracy for grade level and blow lists (e.g., the, have, said, come, give, of).
  • Use knowledge of vowel digraphs and r-controlled letter-sound associations to read words.
  • Read compound words and contractions.
  • Read and identify inflectional forms (e.g., -s, -ed, -ing) and root words (e.g., look, looked, looking).
  • Read common word families (e.g., -ite, -ate).
  • Read aloud with fluency in a manner that sounds like natural speech.
  • Respond to punctuation in reading: period, exclamation point, question mark, capitalization, punctuation: periods, question marks, exclamation points, commas, contractions, and possessives.
  • Be able to write 3 strong sentences with a capital letter and punctuation at the end of a sentence (period, question mark, exclamation point)
  • Know ABC order to the first letter
  • Use context clues to construct meaning (ex., illustrations, knowledge of the story and topic)
  • Use knowledge of word endings (including s, ing, ed, er, est, ful) to determine word meanings
  • knows the main idea or theme and supporting details of a story or information piece
  • Be able to identify similarities and differences between two texts (ex., in topics, characters and problems)
  • Be able to read for information used in performing tasks (ex., directions, graphs, charts, signs, captions)
  • Communicate message of the author; communicate in a natural manner
  • Recognize basic parts of speech.


  • Demonstrate an ability to read for comprehension,  and drawing conclusion
  • Respond to punctuation: period, exclamation point, question mark, Capitalization, punctuation: periods, question marks, exclamation points, commas, contractions, and possessives.
  • Predict text, make inferences, draw conclusions; predict outcomes
  • Vocabulary meaning from context
  • Read a variety of genres; family stories, informational articles, fanciful animal stories, poetry, Bible accounts, realistic fiction
  • Be able to use alphabetical order in simple reference material to obtain information (ex., table of contents, fiction and nonfiction books, picture dictionaries, audiovisual software).
  • Distinguish reality from fantasy
  • Read for specific information; read for author’s message
  • Understand and show ability to use in some capacity the library system (how to find a book, who to ask for help)
  • Demonstrate knowledge of the parts of a book (title, author, copyright, etc)
  • Identify text that uses sequence or other logical order.
  • Respond to who, what, when, where, and how questions.
  • Follow one-step written instructions.
  • Use context to resolve ambiguities about word and sentence meanings.
  • Relate prior knowledge to textual information.
  • Narrate the central ideas of simple expository or fiction passages.
  • Write and speak in complete, coherent sentences.
  • Identify and use correctly singular possessive pronouns (e.g., my/mine, his/her, hers, your/s) in writing and speaking.
  • Use a period, exclamation point, or question mark at the end of sentences.
  • Use knowledge of the basic rules of punctuation and capitalization when writing.
  • Capitalize the first word of a sentence, proper nouns, and the pronoun I.


  • Tell time to the hour.
  • Identify and show ability to use calendar (days, weeks, months, year)
  • Identify and show ability to money (penny, nickel, dime, quarter)
  • Problem Solving
  • Compares and orders whole numbers to 100 or more (<, =, >) and compares two or more sets
  • represents whole and fractional numbers using concrete materials and drawings (one-half, one-fourth, and three-fourths)
  • knows that the total of equivalent fractional parts makes a whole (ex., two halves equal one whole)
  • represents equivalent forms of the same number, up to 20 or more, through the use of concrete materials (including coins), diagrams and number expressions (ex., 16 can be represented as 8+8, 10+6, 4+4+4+4, 20-4, 17-1)
  • counts orally to 100 or more by 2s, 5s, 10s, with and without a hundred chart
  • uses concrete materials, pictures and symbols to show the grouping and place value of numbers to 100 or more
  • knows the place value of a digit and the significance of zero as a place holder
  • demonstrates knowledge of addition (putting together, increasing) and subtraction (taking away, comparing, finding the difference) using manipulatives, drawings, symbols and story problems
  • adds and subtracts 2-digit numbers without regrouping (sums to 100) using models, concrete objects and drawings
  • Count up and back by 1’s starting with any number up to and including 20
  • knows easier addition/subtraction facts by memory
  • demonstrates an understanding of measurement by selecting the correct units of measurement (ex., weight, length, time, temperature and capacity)
  • measures length, weight or capacity of an object using standard and nonstandard units (ex., pounds, grams or wooden blocks)
  • estimates, measures and compares dimensions of an object
  • estimates and measures the passage of time using before or after, yesterday, today or tomorrow; day or night; morning, afternoon or evening; hour or half-hour
  • knows and compares money values including the quarter, penny, nickel, dime and dollar
  • knows appropriate standard tools for measuring linear dimensions, weight, capacity, temperature and time
  • knows and sorts 2-dimensional and 3-dimensional figures according to their attributes (ex., vertices, edges, curves and faces)
  • understands lines of symmetry and uses concrete materials to construct the reflection of a given shape
  • demonstrates slides and turns using concrete materials
  • locates and explains known and unknown numbers on a number line from 0 – 100 or more
  • predicts and extends existing patters that are concrete or pictorial
  • solves addition and subtraction sentences where an unknown number is represented by a geometric shape (ex., 2 + o = 9)
  • uses concrete objects to solve number sentences with equalities and inequalities (using the symbols >, =, <)
  • uses mathematical language to read and interpret data on a simple concrete graph, pictorial graph or chart
  • uses concrete materials, pictures or graphs to display and identify range and mode
  • knows if a given event is more likely, equally likely, or less likely to occur (ex., six blue marbles and two green marbles in a bag)
  • collects data for a survey with two or more categories or choices, creates a class chart or pictograph and analyzes results
  • Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
  • Work with numbers 11–19 to gain foundations for place value.
  • Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length).


  • Students describe the rights and individual responsibilities of citizenship.
  • Understand the rule-making process in a direct democracy (everyone votes on the rules) and in a representative democracy (an elected group of people make the rules).
  • Understand the elements of fair play and good sportsmanship, respect for the rights and opinions of others, and respect for rules by which we live, including the meaning of the “Golden Rule.”
  • Students compare and contrast the absolute and relative locations of places and people and describe the physical and/or human characteristics of places.
  • Locate on maps and globes their local community, their state, theUnited States, the seven continents, and the five oceans.
  • Describe how location, weather, and physical environment affect the way people live, including the effects on their food, clothing, shelter, transportation, and recreation.


  • Students know and understand the symbols, icons, and traditions of the United States that provide continuity and a sense of community across time
  • Recite the Pledge of Allegiance.
  • Understand the significance of our national holidays and the heroism and achievements of the people associated with them.
  • Identify American symbols, landmarks, and essential documents, such as the flag, bald eagle, Statue of Liberty, U.S. Constitution, and Declaration of Independence, and know the people and events associated with them.


  • Materials come in different forms (states), including solids, liquids, and gases.
  • Students know the properties of substances can change when the substances are mixed, cooled, or heated.
  • Students know both plants and animals need water, animals need food, and plants need light.
  • Students know animals eat plants or other animals for food and may also use plants or even other animals for shelter and nesting.
  • Students know roots are associated with the intake of water and soil nutrients and green leaves are associated with making food from sunlight.
  • Understand that weather can be observed, measured, and described.
  • Students know how to use simple tools (e.g., thermometer, wind vane) to measure weather conditions.
  • Scientific progress is made by asking meaningful questions and conducting careful investigations.

1 Comment

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One response to “very first draft of First Grade scope and sequence for our family

  1. crystal

    Wow you have been busy…

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