1st Grade: Learning to Read
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The 1st grade classroom is designed to apply all the letter sounds and spellings they learned in Kindergarten to begin to read “real” books:
Reading: Students move from simple books with pictures and a few sentences per page, to books with a much expanded range of words written in paragraphs. They will now be reading for a purpose and will start to see the author at work. Are they trying to be funny? Are they trying to convince me?
Writing: Students are now asked to write multiple sentences and will begin to understand how to organize and express their ideas clearly.
Math: The curriculum pushes your student to work with numbers up to 120, and begin to have their addition and subtraction facts down. By year's end, students begin to add two-digit numbers and “carry” the ones column into the tens.
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Help them develop a love of reading:
You will see your student being challenged to read and write much more frequently. They will begin to shift their brain’s energy to word meanings as decoding the letters and sounds gets easier.
They will be given tools to read all the vowel sound spellings, which will take practice. English is a quirky language!
Your student will be learning the fundamentals of a grammatically correct sentence. They most likely will have a research report or longer writing assignment that will involve your support. Focus on having them say their sentence out loud before writing and reread it afterward.
By now, you should start engaging your student in reading chapter books without pictures together. Click here. It is important for them to create the “movie in their mind” as you read the words. There are so many great ones to choose from!
Math will be focused on working with larger numbers by understanding how the hundreds, tens, and ones place work.
Here you will find parent resources for all the habits, lessons, projects, and social emotional learning cards in your set.
This includes:
prompts for you to say
examples of what your modeling
links to generate texts, problems and other resources you might need.
If you are looking for more support, please try our online courses or our personal learning audit.
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The Habits
StoryTime becomes a key habit to build as your child will be reflecting more deeply on their reading and the author’s craft.
You will be able to use CarTalk to practice mental math and build vocabulary.
In the long run, modeling word problems will give confidence to your child as they face many more to come in their educational career!
Math Habits
Select a learning target below. Prepare before you hand the companion card to your student and give it a try!
M1
Mental Math
I can add and subtract larger numbers in my head using new strategies.
OA.1.1 · NBT.1.4 · NBT.1.6
Prompt 1 — Let's Try to Solve This Without Any Paper!
• Model how to solve addition and subtraction problems by counting to and from 20 using your fingers. Here are a few examples:
10 + 7
Say 10 and then use 7 fingers to count up to 17.
18 - 7
Say 18 and then use 7 fingers to count down to 11.
• Give them more problems, and let them give you one back, using the "tennis" game .
• Your goal is for them to fade from using their fingers.
Prompt 2 — Let's Add and Subtract by 10s
• Give them examples of adding and subtracting by tens and discuss the patterns they see.
Which numbers change and which stay the same?
45 - 10 = 35
53 + 10 = 63
18 + 30 = 48
• Give them problems, and let them give you one back, using the "tennis" game .
M2
Number Bonds
I can use number bonds to solve all types of addition and subtraction problems.
OA.1.3 · OA.1.4 · OA.1.8 · OA.1.5
Skill 1 — Fact Families
I DO
• Show how 2+3=5 and 3+2=5 relate using this:
• Show how when you cover the blue you can see 5-2=3 and when you cover red 5-3=2
• This is a Number Bond or Fact Family (depending on the school's curriculum).
• Notice the pattern of the largest number (whole) and the two smaller numbers (parts).
WE DO
• Brainstorm other fact families and write them out
6+4=10, 4+6=10, 10-4=6, 10-6=4
• This works great for a tennis game !
Skill 2 — Find the Missing Number
I DO
• Show how using Fact Families you can uncover a missing number. This is the foundation for algebraic thinking.
• If you know 2 + 3 = 5, then you can find the missing number in 5-?=3
• If you get a problem like 5 + ? = 8 then you can use the fact family partner 8 - 5 = ? to find the missing number.
WE DO
• Practice with more examples like:
4+ ?= 10
9- ?= 2
7+ ? = 13
• Have them test you in a game of tennis .
Skill 3 — Commutative Property of Addition and "Making 10"
I DO
• As you model the example, make sure to emphasize how useful the strategy is when adding many numbers together.
"This sounds fancy, but this property tells us that the order in which we add numbers does not change the answer."
This becomes helpful when we add three or more numbers. Watch as you can find the fact families that involve 10 and "make 10" first.
Let's say you need to add 4+3+6
You spot that 6+4=10 so:
3 + 4 + 6 = 3 + (4 + 6) = 3 + 10 = 13
WE DO
• Give them more examples like:
2+6+8
3+9+7
5+6+5
Challenge: Try to add four or more digits using this strategy to find how to make 10 and manipulate the order of numbers in the equation.
M3
Place Value
I understand how to use ones, tens and hundreds place values to read, write and expand numbers.
NBT.1.1 · OA.1.5 · OA.1.6 · NBT.1.2 · NBT.1.3
Skill 1 — Ones, Tens, Hundreds
I DO
• Model writing any number between 20 and 120
• Write H/T/O on top of each of the place values Hundred, Tens and Ones.
WE DO
• Use Listen and Write to have them practice:
67 79 111 23 108
• Challenge them to write numbers like:
387 and 459.
• Make sure you say them slowly as "three hundred eighty-seven."
Skill 2 — 10 Frame Arrays
I Do
• Using your graph paper notebook, draw a box 10 squares across and 3 squares down.
• Model writing dots for the number 26 by quickly putting dots in all 10 squares of the first two rows and then counting as you do the 6 ones on the 3rd row.
We Do
• Make some more "10 frame" boxes with them and try more numbers between 20 and 90.
• Watch as they begin to master adding the 10s rows and identify when they get to the ones.
Challenge: When ready, have them make a box 10x10 on the graph paper. Ten tens are 100.
• Have them try to draw an array boxing 125
Skill 3 — Expanded Form and Comparison (<, >, =)
I Do
• Show how to write 67 in Expanded Form:
60 + 7 = 67
• Say there are 6 tens and 7 ones and point to the four ten frames and 7 ones.
We Do
• Have them try some more examples like
84, 59, 95
• Move them into
134 = 100 + 30 + 4
I Do
• Remind them that we use <, > to compare two numbers, and that the "alligator" eats the bigger number.
• Compare the numbers 92 and 59 by expanding them first to show that the tens column is what matters.
90+2 > 50+9
We Do:
• Practice comparing more first with them writing out the expansion, and then with just the numbers
• Move into comparing numbers with the 100s place.
M4
Add and Subtract to 120
I understand how to use Place Value to add and subtract large numbers.
NBT.1.4 · OA.1.6
Skill 1 — Adding and Subtracting Using an Array
I Do:
• After creating an array for a number like 26, write an addition equation like 26+8.
• Show how you can add 8 dots, completing one of the 10s and continuing to the next row to 34.
• Using a previous 10 frame number, model a subtraction equation like 34-6.
• Show how you can cross out 6 dots and move up to the previous row.
• Count the remaining dots to find 28.
We Do:
• Watch that they keep track of the amount of 10s and ones as they count backwards and forwards.
• This may take some time to master, so keep watching until they are finding the correct answer 3 times in a row.
Skill 2 — Traditional Method H/T/O
I Do:
• Use the vertical lines of the graph paper to line up the two numbers you are adding (often called "stacking"). 45+23 — put T/O above the ones and tens.
• First add the ones column to get 8 and then add the tens column to get 6.
45+23= 68
We Do:
• As you practice more problems, ensure that they are not having to regroup 10 yet unless you feel very confident. (This will come in 2nd grade)
• Practice subtraction problems the same way 45-23
• First the ones column 5-3=2 and then the tens column 4-2=2, so 45-23=22
M5
Shapes
I understand the different properties and names of more shapes.
G.1.A.1 · G.1.A.2 · G.1.B.1
Skill 1 — Drawing and Naming Shapes
I DO:
• Using a ruler, draw and describe the properties of a triangle. It has 3 sides and 3 angles.
• Draw and describe the properties of a pentagon and octagon. One has 5 sides and 5 angles. The other has 8 sides and 8 angles.
We Do:
• Have your child use a ruler and try to draw different versions of a triangle
• Discuss how when some angles are bigger, the others must get smaller.
I Do:
• Introduce the idea of a quadrilateral as a category for all 4-sided shapes.
• Review the examples of rectangles, diamonds, rhombus, squares
We Do:
• Discuss how these shapes are different and how they are the same.
• Have them try to draw and label their own version of each, looking at angles and lengths of sides to match up.
• See if they can draw big ones and small ones that are "similar" with the same ratio of side lengths.
Skill 2 — Using Combinations of Shapes to Draw Things in the Real World
I Do:
• Notice how a simple bus is made with rectangles and circles.
• Count the number of circles and rectangles used.
We Do:
• Prompt them to see if they can draw shapes to make a:
• A sailboat
• A house
• A landscape of mountains and trees
• Ask them to add up how much of each shape they used for each.
Skill 3 — Divide Geometric Shapes into Equal Parts
I Do:
• Divide three rectangles in equal parts. One "in half," one in "thirds" and one in "quarters."
Each part has an equal number of little squares inside.
We Do
• Have them draw three more rectangles
• Divide the first into 4 equal parts, then 2 equal parts, then try 3.
• Ask them to color ½, ⅓ and ¼ for each and show them how you write these as fractions.
• Have them try to draw three circles and divide it in half, thirds and quarters.
• Continue to have them try with various shapes and number of parts and make sure to use the graph paper squares to check to make sure the parts are equal.
M6
Telling Time
I understand how to tell time on both digital and analog clocks.
MD.1.2
Prompt — What Time Does This Say?
• Use the images of two clocks on the back, one analog one digital, that read 4:30.
• Point at the little red hand. This tells us the hours. It counts by 1.
• Point to the big blue hand. This tells us the minutes, and it counts by 5.
Where is the little hand pointing?
4
Where is the big hand pointing?
It's on the 6.
Hold 6 fingers up and let's count by 5.
5,10,15, 20, 25, 30 minutes.
• Read the digital clock together,
4:30.
• Notice how the hours come before the : and the minutes come after.
• Ask them to respond to you when you say a digital time and they say where the big and little hands are pointing towards.
2:30 5:00 3:30 12:30
• Play tennis
• Reverse the game and tell them where the big and little hands are pointing and they tell you the time.
• Challenge them with times like:
4:25. 3:15 7:45
M7
Word Problems Model
I am learning how to answer word problems that ask me to either add or subtract.
OA.1.2
Skill — Identifying the Task
I Do:
• Show how to identify what is required to solve the following questions using this word problem:
Luna and Charlie want to plant a garden. Luna brought 7 sunflower seeds and Charlie contributed 3 marigold seeds.
How many seeds do they have all together?
• Point out that "All together" usually means addition. 7+3=10
How many more seeds did Luna bring than Charlie?
• Point out that "How many more" usually means subtraction. 7-3=4
We Do:
• Have your student read the other example word problem:
Samir and Alyssa want to donate books to the library. Samir brought 8 books and Alyssa brought 4 books.
How many books did they bring all together?
How many more books did Samir bring than Alyssa?
• Watch that they use the correct operations for each question and can create and solve the equation.
• You can make more and more problems to practice by simply changing the names and numbers.
You Do:
• If they have mastered this, you can begin asking trickier questions like:
If Samir brought 9 books and all together they brought 17, how many did Alyssa bring? (use your Math 2 number bond card to help)
Language Habits
Select a learning target below. Prepare before you hand the companion card to your student and give it a try.
L1
Blending Sounds into Words
I am learning how to read many new words by putting sounds together.
RF.1.2a · RF.1.3a · W.1.1a
Skill 1 — Letters and Sounds
• The first step in reading is being sure to confirm they can identify the correct sound and write the letters.
• You say the letter, and they write both the capital and lowercase versions.
• Start with consonants. Begin by saying short, clear sounds for:
• Continue with longer, subtle consonants.
• Emphasize the difference between short vowel sounds:
• Lastly, ensure they know the sounds of letter combos like:
Skill 2 — Blending and Segmenting CVC Words
• Regularly spelled (Consonant/Vowel/Consonant) words are where to go once you have the letters:
I DO:
• Use the example of BUS to model how to count out the three sounds you hear with your fingers
B, U, S.
• Then write the letters as you say B, U, S again.
We Do:
• Have them try this on another word like:
BIG
What's the first sound you hear? What's the middle vowel sound? What's the last sound?
• Repeat this with more examples:
Cat Dog Red Bug Pit
Challenge:
• Once you see mastery, try being tricky and switching vowels to make new words
PIN, PEN, PAN
SIT, SET, SAT
Skill 3 — Consonant Blends
I DO
• Consonant blends are when two letters flow together. There are beginning blends and ending blends.
• Use the example of TRIP to model how to count out the four sounds you hear with your fingers
T R I P
• Then write the letters as you say TRIP again. You can point out how that TR sounds
We DO
• Continue practicing with:
blast ramp blimp stop last shop crust
• Watch for them omitting or missing the sequence of sounds
• Try vowel swaps with this new pattern.
Stick, Stack, Stock
Challenge:
• Try words that use TH, SH, CH sounds. They count as one sound on your fingers:
Fresh
• fr: the beginning blend
• e: the middle sound
• sh: the ending sound
L2
Long Vowels
I am learning when to use the different long vowel spellings.
RF.1.3b
Skill 1 — Word Families
• Before you get started, share that Long vowels are different than short vowels as they say their name. Long vowels use different teams of letters to spell, and so it's important to find the pattern.
• Use the word family -EAT, and model how to spell SEAT
• Have them try:
MEAT, TREAT, BEAT, NEAT, HEAT, EAT
• Brainstorm other long vowel word families using skills 2 and 3.
Keep practicing
• Continue to try to introduce other word families and mix together practice with previous words.
• Some that have trickier patterns like:
Light, night, sight, bright,
sky, fly, my, try, by,
Skill 2 — Vowel Teams
• As you are trying new word families, you can share:
Long vowels often use a team. The first letter gets to say its name when it's followed by another vowel.
• Model BOAT and showing how the A gives power to the O.
• Have them try:
FLOAT, COAT, GOAT
• Model Clue and see if they can spell:
blue, cue, rescue
• Try Tree and give them:
knee, see, glee
Skill 3 — Silent E
• Often, long vowel word families use silent E as its teammate.
Silent E comes at the end and doesn't make a sound, but gives its power to the vowel.
• Model GATE, ask if they can try:
Late, skate, cape, grape, tale, same
• Model Cute, ask if they can try:
flute, mute, mule
• Try random words like:
hope, pile, lake, poke
L3
Syllables
I understand how open and closed syllables work.
RF.1.2b
Prompt 1 — Clap for Each Beat You Hear In…
• Clap for each beat you hear in …HAP/PY
I count 2. These beats are called syllables.
• How many are in..
jumping? 2
hotdog? 2
animal? 3
computer? 3
Instrumental? 4
Prompt 2 — Open and Closed Syllables
• Clap Mu/sic. There are two syllables.
The first one is open because it ends with a vowel U and it's long.
Mu/
The second one is closed because the vowel I is between consonants and it's short.
/sic
• So when I say Mu/sic, after I clap, I can name them as Open/Closed.
• Can you try this for:
Open? Open/Closed
Perfect? Closed/Closed
Silent? Open/Closed
April? Open/Closed
January? Closed/Open/Closed/Open
L4
Sight Words
I know how to spell more special words that don't follow the rules.
RF.1.3d
Skill 1 — Mix Them In
Discuss how certain "sight words" don't follow the letter-and-sound rules and that you will need to memorize.
These words will help you to move into writing full sentences.
• Mix these into any Listen and Write activity
• Add more words each week over time, and always spiral back to practice previous ones
Keep adding to this list:
• If you think of more or you spot one while reading, add to this rotation.
• Your teachers may call these "Red words" and already provide you with a weekly list.
• We have a full list of 1st-grade sight words linked here.
L5
Sentences
I know how to write complex sentences, including those that use a comma.
W.1.1f · W.1.2a · W.1.2b
Skill 1 — Simple Sentence Punctuation
• Point out the differences in punctuation between a statement (.), question (?), and exclamation (!)
• Use sentences like:
The bus drove across the city.
When is it lunch?
I can't believe the Knicks won!
Skill 2 — Rules for Capital Letters
• Point out the rules about capitalizing the names of places, people, days, months, and products.
• Use sentences like:
The teacher was not here on Wednesday because they went to Vermont.
The best book I read in September was Harry Potter.
• Keep an eye out in their writing for capitalization mistakes and return as needed
Skill 3 — Introducing the Comma
• This will be covered in 1st grade, so you may find that you are introducing how to use a comma.
Model how to use a comma in a date:
Abe Lincoln was born on February 12, 1809.
• Practice several of these until mastered.
• Next, model how to use a comma in a series of items.
We had eggs, bacon, and toast for breakfast.
• Practice several of these until mastered.
• Lastly, model how to use a comma to combine sentences using words like and, but, or.
I like red, but you like blue.
• Practice these types of sentences throughout the year until mastered.
L6
Verbs
I know how to use verbs in sentences in different ways.
W.1.1c · W.1.1e
Skill 1 — Verb Tense
• Before you start, discuss how verbs change tense based on when an action happens.
• Divide the page into three columns for the present, future, and past tenses.
• Model with:
Jump will jump jumped
• Have them try:
Walk will walk walked
Run will run Ran
Hide will hide hid
• Have them try using full sentences, turning from present to future to past.
I drive with my mom to school.
I will drive with my mom to school.
I drove with my mom to school.
Skill 2 — Conjugation
• Divide the page into four columns:
I, You, He/She/the person, We, They
• Model to bring
I bring you bring He/She brings, We bring They bring
• Point out how the 3rd person singular has an s.
• Practice with a few more verbs.
• There are many verbs that do this differently
• Model to do:
I do You do He/She does, We do They do
• Practice with more irregular verbs like:
to go, to be, to have
• Give them full sentences and have them circle the verbs.
• Emphasize using the singular 3rd person (he/she/the teacher/Jimmy) where the verb needs attention
Jimmy goes to the library every week.
• Pay attention to their speaking and catch any verb confusions you see, particularly in the past tense.
L7
Nouns and Pronouns
I know how to use nouns and pronouns in sentences in different ways.
W.1.1b · W.1.1d
Skill 1 — Plurals
• Start with a discussion on what plurals are and how they are written
Plurals are when you have more than one of something.
Usually we use an s
Car becomes Cars
However, when a word ends in an s or sh, you use es.
Dish becomes Dishes
Sometimes we use completely different spellings or don't change the word at all.
Child becomes Children
• Have them try to write plurals for:
• dog
• fish
• crayon
• dress
• foot
• book
• mouse
• Have them say the plural out loud before writing it.
• Point out the irregular ones like fish and mice, and if interested create a list in your notebook of these.
Skill 2 — Possessives
• Start with a discussion on what possessives are and how they are written
We use 's when a thing is owned by someone.
• Model writing:
The dog has a bone. It's the dog's bone.
• Have them try:
The teacher has a pencil. It's the…..
The mother has a stroller. It's the….
• If they seem ready, you can introduce:
If we want to say that more than one person or thing has something, we write the possessive with s'
• Have them try a few ones like:
The students have math books. These are the students' books.
Skill 3 — Pronouns
We often use pronouns instead of names when we speak and write. It sounds funny to say someone's name a bunch.
Here is a list of the most common ones:
I, me, my, mine
You, your
She, her, hers
He, him, his
We, us, our
They, Them, Their
• Try using these in a variety of sentences like:
We can take our bikes to the store.
She wanted them to help with her bunny.
• Try saying a sentence and see if your student can write it replacing the nouns with pronouns.
Jimmy went to Laura's house.
He went to her house.
L8
Fluency
I can read at least 60 words per minute and take on the emotions of the characters in a story.
RF.1.4
Skill 1 — Pointing to the Words
It's important to give the responsibility of reading during StoryTime to your student at least 2 times a week.
• You can put your finger on each word as you listen to them read.
• As the story develops, stop and think aloud about the story, the characters and the illustrations.
• Model how to make the characters' voices and personalities come alive as you read.
• Try some sessions where they read quietly, and you check in with them and ask the same questions periodically.
• Read to them when you see they are getting tired or for special occasions.
Skill 2 — Words Per Minute
• In 1st grade, the goal is for your student to read a grade level book at 60 wpm.
• When your student seems ready, maybe in the winter or spring, try using a timer to have them read a story and count the words they read in one minute.
• You can try cutting and pasting the passage below to a printable document. Print two copies and then you can mark off one where they finished with a pencil and cross out any words they misread.
• Count the words and put this number in the box for the L8 card in your notebook to track your progress!
Sam and the Red Bus
Sam had a big red cap. He put the cap on his head. Sam went to the bus stop with his dad. They saw a big red bus. The bus had big wheels. The wheels went fast. Sam got on the bus. He sat near a window. Sam looked out the window. He saw a blue bird in a tree. He saw a dog run in the green grass. The bus came to a big park. Sam got off with his dad. They had a fun day at the park. (90 words)
L9
Asking and Answering Questions
I can ask and answer specific questions about a story or text.
RL. 1.1, RI 1.1
Skill 1 — Questions that Find the Answer
• As part of the Reading routine, take an opportunity to start a chapter book. There are some great book ideas if you click here.
• Model asking a question and finding the answer in the story.
• Start with Who, What and Where questions that are easier to answer
• Take turns and let them ask you a question and you show them how you find the answer in the book and point to the words.
• Then you can ask them a question and have them find it.
Skill 2 — Questions that Develop an Opinion (CarTalk)
Model and think aloud how to answer How and Why questions such as: (using CarTalk )
How did the character feel after the event happened?
How did they solve the problem in the story?
Why do the butterflies migrate?
• Go Socratic! Clarify, Probe and Consider Perspectives as you discuss!
• After they finish a chapter book, they can develop a quiz with questions in skill 1 and skill 2 in their notebook
• Model how to build a Google Form, Kahoot or other platform.
L10
Comprehension
I understand what is happening in the stories and texts I read.
RL. 1.2, RL.1.3
Skill 1 — Summarize
• Comprehension is the finish line of teaching reading. Teachers throughout the world celebrate when this lightbulb goes off!
• As part of the Reading routine, take an opportunity to start a chapter book, co-reading is the best way to tap into this learning. There are some great book ideas if you click here.
• After reading a chapter, model to your student how to retell the main points on who the characters were and what happened in your own words. Here is a place to start:
Wow what a great chapter. The [main character] was able to do [this] and [that] with [these characters]. This helped her [get closer to her goal] or [overcome this problem] by [my opinion].
• Next time, try having them try to summarize the chapter and you can take turns as you complete the book.
Challenge: Create a comic strip of the major events each chapter, with a few sentences description. It will end up becoming a great memory!
Skill 2 — Clarify
• As they read, hold your finger to each word and observe your child for any sign of confusion or stumble in pronunciation.
• When a confusion arises, ask them to stop reading and use one of the following strategies:
Let's look for clues in other words in the sentence, any pictures
• Here is an example of this thinking you can use to model:
The bird flew up to feed the squirming aphids to her young.
Birds might eat insects or plants. Insects would squirm.
Aphids might be an insect?
Let's look for clues in the word, its root or any suffix, prefix.
• Use this example of breaking apart a word to see its meaning:
Careful = If I know the word care and the suffix "ful," then I can guess that careful is being full of care.
Skill 3 — Predict
• Before you start a StoryTime session, model how to imagine what will happen next in the story.
• Give an explanation why you think this might happen based on previous chapters or connections to your own experience.
I think the [main character] will finally get [the goal] once [another character] realizes they need to [help]. I think this because [what we read before].
• Compare your prediction with what happens.
• Have them try on the next chapter in the next session.
• Go Socratic ! Clarify, Probe, and Consider with them on this!
Skill 4 — Cause and Effect
• Discuss how cause and effect works using real life experiences:
Cause: It started raining. Effect: I had to bring an umbrella to school.
Cause: The doorbell rang. Effect: My dog barked at the door.
• As you read the story, model how to identify a cause and effect in the story.
What caused [the character] to make [this decision]?
• Encourage and celebrate them if they try one of these during the next chapter.
• Go Socratic ! Clarify, Probe, and Consider with them on this!
L11
Author's Purpose
I understand how authors write books and why they do.
RI 1.5 · RL.1.5 · RL.1.6
Skill 1 — Focus on the Author
• As you read, stop and think aloud about the author's strategies in creating the reader's experience.
Wow did you see how the author [described the setting] and [developed those characters in this dialogue by making me laugh].
• It's important to choose a variety of different types of texts, not just fictional stories, and discuss "author's purpose." Here are some prompts you can use at any time while you are reading:
Why did the author write this book?
Was it meant to be funny, sad, does it have a twist?
Is it trying to teach me something?
Is it trying to make me change my mind about something?
Do you feel like this illustrator and author work well together?
• Go Socratic !
Skill 2 — Compare All the Reasons to Write
• After some time reading a variety of books discuss which type of reading they like best and why.
• Go over as many genres as you can show them. Here are some question ideas:
Do we read a news article the same way we read a story?
How do poems pack meaning into a few words?
• Go Socratic !
Skill 3 — The Narrator
• There is a particular emphasis in 1st grade to begin looking at the narrator in a story. If you read a story with a strong narrator, take advantage to point this out.
• Sometimes in a story it might be a character who is speaking or we might know it's the author. If you need ideas, here are some great ones for this.
• Try asking questions during the story like:
Do you think the narrator has an opinion on what has happened?
What would the story be like from another character's perspective?
L12
Vocabulary
I am learning to use new words in my speaking and writing that help me express myself clearly.
W.1.3 · RF.1.3c
Skill 1 — Shades of Meaning
Let's look at how words have different shades of meaning, as it will start choosing the best ones for each situation.
• Discuss the difference in meanings between these pairs of words:
• Running and Sprinting
• Looking and Staring
• Cozy and Safe
• Sink and Drop
• Saturated and Wet
How do these mean kinda the same thing? How are they different shades?
• Create lists of words for each category below and see how many you can come up with:
Tools Weather Clothes Plants Sports
• Play Tennis !
• Use this as an opportunity to teach new words and celebrate if they use them on their own.
Skill 2 — "Movie in My Mind" Words
• Discuss which words they have heard in a story that has created an image in their minds.
• Build a list of words that describe what your senses take in.
What are all the words for sound you can think of? Smell? Feelings?
• Try to have them close their eyes as you describe a scene or setting like:
in a volcano, on the moon, in a crowded supermarket, in the forest, in the car on a summer day.
• Play Tennis
• Use Storytime as a place to spot them in the books you are reading and use them in this game later!
Skill 3 — Root Words
• Understanding how root words serve as a base for many variations will allow your student to recognize new vocabulary as they begin reading.
How many words can you make from the root word friend?
friend, friends, friendly, friendlier, friendship
• Play Tennis
Projects
Each project breaks into lettered cards (A, B, C...) instead of numbered skills — open a project, then work through its cards in order.
P1
How-To Guide
Write clear instructions explaining how to complete a task or routine.
W1.2 · L1.2b · L1.3
Card A — How to Write a How-To Guide
I DO:
• Use the exemplar to discuss how instruction manuals are organized:
• They take a larger task and break it into smaller steps.
• They are short and clear sentences.
• There is often a combination of pictures, words and often keys
Learning to tie your shoes takes practice, but you can do it! Follow these simple steps:
Step 1: First hold one lace in each hand. Cross them to make an "X" shape.
Step 2: Take one lace and tuck it under the other. Pull both ends tight to make a knot.
Step 3: Make a loop with one lace that looks like a bunny ear. Hold it tight!
Step 4: Next, take the other lace and wrap it around your bunny ear.
Step 5: Push the lace through the little hole you made to make a second bunny ear.
Step 6: Last, grab both bunny ears and pull them tight!
You did it! Now your shoes are ready for a big day of playing.
We DO:
• Find other examples of How-to Guides around the house,
• Toy instruction manuals
• Furniture assembly manuals
• YouTube tutorials
• Guide them to choose a familiar task or chore of which they are an "Expert".
• Making a snack
• Brushing teeth
• Building with LEGO
• Feeding a pet
• They can think about the steps to complete this task for next time.
Card B — Drafting Instructions
I DO
• Use the exemplar on Card A to remind them of their goal.
• Point out how each step starts with a verb.
• Point out sequence words (first, next, last)
• Clear words to avoid confusion
• Thinking about the reader's experience at each step
We DO
• Use the notebook to allow them to begin drafting.
• Have them say step one out loud, and once you confirm, they can write "Step 1" and the sentence.
• Gradually allow your child to write the following steps independently.
• Remind them to:
• Say the sentence before writing it
• Capitalize the first letter
• Make good word choices
• Keep the steps in order
• Don't try to correct their spelling, it's good for them to practice as long as you can see that they are attempting to write all the sounds in the word.
Card C — Revising & Publishing
WE DO
• First test the draft directions with another family member or friend.
• Ask for feedback from them:
• Were the directions clear?
• Did any steps cause confusion?
I DO
• Model how to take notes on this input and revise unclear wording and improve sentence clarity.
We Do
• When ready, set them up with paper and crayons to publish the final version with:
• Illustrations
• Labels
• Numbered steps
• Co-creating a Google Slides/PowerPoint (using TechTools ) can be a fun way to help them sequence steps with images and directions
P2
Small Moment Story
Write a detailed story about a real memory using sequencing, feelings, and past tense verbs.
W1.3 · L1.1e · L1.3 · L1.1f · L1.2b
Card A — Brainstorming Ideas
Prompt 1: What is a moment in your life that you remember really, really well? Why?
• These small moments can make you feel things years later.
• Guide them to decide if they want to write about a scary, fun or even embarrassing moment.
• Go through different memories and guide them to choose one to write about.
Prompt 2: What did you notice about how they organized their ideas on this Brainstorm Web?
• Point out how the smaller spokes for each memory include more details:
• People
• Activities
• Feelings
Notebook Follow Up / WE DO:
• Guide your student to make a brainstorm web for their memory.
• Include 4-5 large bubbles of events within this memory
• Include 1-2 bubbles of people and feelings for each large bubble
HINT: You might need to I DO your own moment and brainstorm all these bubbles completely at home.
Card B — Sequencing
I DO
• Review the following outline of Visiting Grandparents and point out
• The sequence of events and how they used their brainstorming chart
• The feelings attached to each moment
1) Arrival and Playing
With Grandpa in the living room
Played tic-tac-toe and had fun
2) Eating Cookies
Ate warm cookies with Grandma
Felt delicious
3) Reading Stories
Read Mother Goose with Grandma
Felt Happy, Cozy, and Love.
Last: Saying Goodbye
Got a big hug in the hallway with Grandpa and Grandma.
Felt sad
WE Do:
• Guide them to create their own outline by looking at the web and sequencing
• They can write phrases and ideas
Card C — Drafting
I DO
• Point out the following in the model story:
• It follows the sequence and includes the details and feeling words
• It is written in the past tense (this is a big 1st grade standard)
First, I went to Grandma’s house and went into the living room to see Grandpa. We played tic-tac-toe and I had so much fun!
Next, I went to the kitchen with Grandma. We ate warm cookies and they tasted delicious. After that, we sat on the couch and Grandma read Mother Goose stories to me. I felt happy, cozy, and so much love.
Last, I had to say goodbye in the hallway. I gave Grandma and Grandpa a big hug. I felt a little bit sad to leave.
We DO
• Review this writing. How would you improve it? What do you like about it?
• Have them begin drafting their story.
• Aim for 10-15 sentences and two or three paragraphs. Try to get it done in one sitting, but challenge them to come back and "create a movie" in the brain of the reader by improving the words describing the setting, characters and actions.
• Encourage your student to practice the sound spelling habits they have learned and apply them to choosing new more "scholarly" words in their writing.
Card D — Revising & Publishing
I DO
• Using this version with mistakes, model how writers:
• Reread
• Fix missing, extra, or mistaken words
• Check if sentences make sense
• Make better word choice
Fist I went to grandmas house and went in the living room to see granpa. We playd tic-tac-toe and I had so much fun!
Next I went to the kichen with grandma. We ated warm cokies and it tasted delisus. after that we sat on the cowch and granma read mother goos storys to me. I felt happy coozy and so much luv.
Last I had to say goobye in the halway. I gave grandma and granpa a big hug. I felt sad because I wanted to eat more cookes and staying playing.
WE DO
• Guide your child as they review their own writing by asking them if they notice things. If they feel ready, ask them to replace "feeling" words like "good" and "nice" with more descriptive words like "excited" and "caring."
• When you are ready have them:
• Rewrite their final draft
• Draw a picture or a comic of pictures to match their story
• Celebrate their finished "published" work.
P3
Taking Inventory
Estimate, count, organize data, and compare quantities using graphs and tally marks.
NBT1.1 · OA1.5 · OA1.2 · MD1.3 · NBT1.3
Card A — Estimating Quantities
Prompt 1: About how many LEGOs do we have at home?
• Choose 4-5 collections to use as part of a house inventory.
• We want to find items that would have quantities between 20 and 100:
• LEGO pieces
• Coins
• Baseball cards
• Crayons
• Socks
• Toy cars
Prompt 2: "Do you think you have more or less than 100 coins?"
• Ask questions applying multiple estimations such as:
"How many more LEGO pieces than socks do you have?"
"How many toys do you have in total?"
Notebook follow up: Write down all the estimates in the notebook when you return home.
Card B — Counting & Tally Marks
• Have them gather the collections in piles or bins.
I Do:
• Model how to count the actual amounts by using the notebook to make tally marks grouped by 5 then count by 5 to get your totals.
• Show another method like making piles of 10.
We Do:
• Have them create a page for counting items and writing the total for each collection
• Watch that they are not miscounting, skipping or double counting.
• Have them create a data table showing the estimated and actual amounts together.
Card C — Creating Bar Graphs
• We will use graph paper to create a bar graph to compare these amounts.
I DO
• Model graphing the first total of items.
• Use a ruler to make a line at the correct amounts and draw the bars
• Add the scale to the vertical axis with each square equal to one item.
WE DO
• Allow them to complete the bar graphs for the rest of the amounts in the same way
• Make sure they are careful to count the graph paper squares
• Model how to use the Bar Graph to compare the data by asking and answering questions like:
Which item had the greatest amount?
Which had the fewest?
Which item amount were you most surprised by?
P4
Opinion Writing to Compare Stories
Compare two stories, based on a study of purpose and characters, and write an opinion paragraph explaining which story they like better.
W1.1 · RL1.5 · RL1.6 · RL1.2 · RL1.7 · RI1.3
Card A — Brainstorming Stories & Main Ideas
Prompt 1: Why do authors write books?
• There are three main things authors do when they write stories:
• Entertain
• Inform
• Convince
• Discuss which of these is most important to them as a reader when they are choosing their favorite book.
Prompt 2: Which stories you have read fulfilled their purpose the best?
• For each of these attributes, have your student list some stories that come to mind. Here are some examples of what you are looking for:
Magic Tree House informs as it entertains.
The Giving Tree convinces you to not take things for granted.
• Decide on a few stories to investigate:
Which story had the best message?
Which had the most exciting plot?
Which had the best twist or ending?
• Have your student state their opinion to each of these. Go Socratic !
• Go through the cycle of clarify, consider and restate for each.
Challenge: When you return home, have them draw a picture of the most exciting part of each story and write a sentence summary.
Card B — Character Comparison
• Pull out two of the books you selected and look through them together.
• Using the notebook create a page to take notes for each of the books and answer the following with words and sentences together:
Who is the hero? Does he change throughout the story?
Is there a villain?
Which characters help the hero?
Is there a narrator? Does the narrator have opinions or personality?
I DO:
• Use the sample Venn Diagram to point out how to use this to compare. The outsides show differences while the overlap shows similarities.
• Create a Venn diagram like the one below for the two books to compare their characters' traits and actions. Look over the two pages of notes and model writing one difference on each side and one similarity in the center.
We Do:
• Guide them in spotting more similarities and differences between the two characters
• After they complete this task, discuss which book had the best characters and why.
• Go Socratic !
Card C — Drafting an Opinion
I DO
• Review the model opinion paragraph. In 1st grade, our goal is 5 sentences. Point out how it has:
• Introduction sentence with opinion
• Three supporting reasons
• Concluding sentence
I liked Magic Tree House, Dolphins at Day Break better than Frog and Toad. I think Jack and Annie are more fun and seem like I could be friends with them. I learn more from Magic Tree House than I do from Frog and Toad, because they travel to different places to learn. I like how Jack and Annie always make us want to read the next book. If you see Magic Tree House books, you should get one.
We DO
• Start by having them state their opinion and reasons verbally. Ensure they have three solid supporting reasons before writing. Depending on their writing level, you can push them to be more persuasive or use more specific scenes from the book.
• After they complete the writing, read it with them together and ensure it makes sense and has the proper punctuation.
• Encourage your student to practice the sound spelling habits they have learned and apply them to choosing new more "scholarly" words in their writing. Don't try to correct them, as long as you can see that they hear all the sounds in the word.
P5
Research & Informational Writing
Research a topic, gather facts, and create an informational "book."
W1.2 · RI1.1 · L1.2 · RI1.8 · RI1.9 · L1.1f
Card A — Gathering Sources
• Choose a topic they would like to research. Present 3-4 different ideas you feel like they would enjoy and could learn more about before allowing them to make a selection. These can be pretty general:
Baseball, Mexico, Octopus, Ballet, Jupiter
• Model how to explore these topics using a search engine like Kiddle, by typing the question and scanning the results.
• Model how to use links within descriptions to explore the answer and related items of interest to include.
OR
• Before continuing with this card, visit your local library and use their catalogue system to find books and decide on a topic.
• Model how to use the Table of Contents and Index to locate different information on the topic.
Card B — Asking and Answering Key Questions
I DO
• Look over the sites or books you have found and discuss how it's important to organize information for the reader. Point out where you find two sources that speak about the same topic.
• An easy way to organize information is to ask questions around different parts of the topic to create targets for our research. Here are some ideas:
What food does the animal eat?
Where does it live?
How does it change as it gets older?
• Once you have defined these, you can begin going into different books and sites to find the answers and keep things organized.
• Using your notebook, create sections for each question and answer. Model how to write down key words and phrases to "take notes" on facts.
• 1st grade emphasizes reading opinion articles as well, so it's good if you can find a source that takes an opinion on the topic
Does this author have an opinion on the topic?
Why do they believe this?
Do you agree?
• If you find multiple texts provide answers to the questions, you can use this as an opportunity to compare texts and evaluate which to use. (this is a big standard)
• HINT: You will likely run into content specific language that they may not know. This is a great time to use context clues (other words in the sentences and pictures) to take a guess at what the word means.
Card C — The Final Report
I DO
• Look over the exemplar to review the following aspects:
• It has an introduction with a Hook (Why is this event important?).
• It organizes the facts gathered into paragraphs that flow.
• It concludes with a final thought.
An octopus is a very cool animal that lives in the ocean. It has a soft body and no bones. This helps it hide in small cracks in rocks.
An octopus has eight arms. It uses its arms to move around and catch its food. It is very smart and likes to solve puzzles.
When an octopus is scared, it can change its color to match the rocks or sand around it. It can also squirt dark ink to help it swim away fast. I think the octopus is a neat sea creature!
We DO:
• Have them try to say their hook and when it's ready, let them write it.
• Review their notes together and pull out the best facts about the topic to include. Organize the facts together to flow.
• Ensure these sentences are clear, grammatically correct, and they choose "the right word" to give good descriptions.
• Encourage your student to practice the sound spelling habits they have learned and apply them to choosing new words in their writing.
• Once the student has completed, they can draw pictures and create a cover to "publish" their book.
• Make a quiz for a potential audience using questions from card B
Social Emotional Learning
Each card is a single discussion — look at the image together, then talk through the reflection questions.
SEL 1
Listening
I know how to Listen to learn from others.
Look at the image of the listener on the back of this card together.
What do you notice about her eyes?
What do you notice about her hands?
What do you notice about her mouth?
How does this help your brain and ears do their job in understanding the speaker?
What can you do if you are having trouble listening?
SEL 2
Agency
I have agency.
Look at image A on the back of this card together. This is Ryan, he is nervous to ask to use the bathroom while the teacher is helping other students, but he needs to really badly.
Why do you think he is nervous?
What should he do next?
Look at image B. This is Lucy, she is looking for her homework folder as the class is packing up. Which is the right way to ask for help? Why?
1. (read in a whiny voice) "I can't find my folder. My mom is going to be so mad!"
2. (read in a frustrated voice) "Where is my folder!!!"
3. (read in a calm voice) "Excuse me, can you help me find my folder? I saw it on the table, but it's gone."
SEL 3
Empathy
I notice how other people are feeling and understand why.
Look at the images of the 4 students.
Can you decide which one looks happy? What about their face and body tells you this?
Can you decide which one looks sad? What about their face and body tells you this?
Can you decide which one looks frustrated? What about their face and body tells you this?
Can you decide which one looks nervous? What about their face and body tells you this?
Which student may have lost their favorite toy?
Which student got to go to a friend's birthday?
Which student didn't get a turn on the slide?
Which student had a friend who said something nice to them?
Which student is about to perform at her piano recital?
SEL 4
Forgiveness
I can forgive mistakes.
Look at the images of Ella running through the playground and knocking over Mason.
Do you think Ella hurt Mason on purpose? How do you know?
How do you think Mason feels?
How do you think Ella feels?
If you were Ella, what could you say to Mason so he knows this was an accident?
If you were Mason, what would you say to Ella?
SEL 5
Noticing Problems Inside
I notice my feelings in my body.
Look at the 4 images. For each ask the following questions:
Have you ever felt this feeling before? How would you describe it?
What made you feel normal again?
This is Rachel, who has lost a special gift from her mom. Her heart is beating fast and it feels weird inside her body. Her hands are a little wet.
This is Ryan, who just spilled his milk all over his lunch tray. He feels a burning sensation in his heart and the urge to scream.
This is Muhammed, who just received his math test back yesterday and it is a lower score than he hoped. His insides feel like they are dropping and his body feels heavy and tired.
This is Grace, who just made the winning basket in the game. Her body feels like jumping and screaming.
SEL 6
Solving Problems
I can solve problems.
Look at the image as I read this story of Daniel. Daniel wants to take a turn on the swings, but they are all being used. When he asks the other students if he can take a turn, they ask him to wait a bit longer.
How do you think Daniel feels?
What are some things Daniel can choose to do to solve his problem?
Would you rather find another activity or use your agency to make a plan?
Have you ever made a plan on taking turns with a friend? What did you say?
SEL 7
Being a Scholar
I know how I am expected to act at school.
Look at the two images. One of Charlotte jumping on the couch with her sister and one where Charlotte is walking in line down the hallways.
What are some of the things you can do at home but not at school?
Why do you think teachers line up their class?
Why is it important for the whole class that each student follows the rules?
Is it hard for you to sit at your desk and stay quiet at school?