Language Arts

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The Shenendehowa ELA goal is to create a strong English Language Arts program across the district that facilitates student achievement.

The components of this program are Reading, Writing, Speaking, and Listening.  They reflect our dedication to support the New York State Standards and the Shenendehowa Essential Content and Competencies.

A strong Reading Program, according to the New York State Standards, includes the following competencies:

• Phonemic and phonological awareness

• Phonics and structural analysis

• Fluency

• Vocabulary development

• Comprehension strategies

• Motivation to read

A strong Writing Program, according to the New York State Standards, includes the following competencies:

• Spelling

• Handwriting

• Composition (including mechanics and grammar)

• Motivation to write

A strong Speaking Program, according to the New York State Standards, includes the following competencies:

• Respectful response

• Communication skills

• Use of age appropriate vocabulary and grammar

• Use of appropriate volume and expression

A strong Listening Program, according to the New York State Standards, includes the competencies:

• Listen respectfully and responsively
• Attend to a listening activity for an extended period of time and
  for different purposes

By the end of grade 1, students who are making adequate progress in the area of English Language Arts will be able to:

Reading    

               1.  Phonemic Awareness

• Count the number of syllables in a word

• Blend spoken sounds to form words, manipulating letters to represent each sound of most one-syllable words

• Segment spoken words into component sounds, manipulating letters to represent each sound of most one-syllable words

                    2.  Decoding:   Including Phonics and Structural Analysis

• Identify and produce letter-sound correspondences, including consonants and short and long vowels

• Blend sounds using knowledge of letter-sound correspondences in order to decode unfamiliar, but decodable, one-syllable grade-level words 

• Read common word families by blending the onset (/s/) and the rhyme (/it/, /at/ ) in grade-level words (s-it, s-at)

• Decode grade-level words by using knowledge of root words, prefixes, suffixes, verb endings, plurals, contractions, and compound words

• Check accuracy of decoding by using the meaning of the story to monitor and self-correct

                    3.  Print Awareness

• Identify book parts and their purposes including identification of author, illustrator, title page, table of contents and chapter headings
   

                    4.  Fluency

• Automatically read grade-level high frequency words

• Use punctuation cues to read text with appropriate speed, accuracy and expression

• Read grade-level texts with decodable and irregularly spelled words at appropriate speed, accuracy and expression

                    5.  Background knowledge and vocabulary development

• Study antonyms, synonyms, and homonyms to learn new grade-level vocabulary

• Study categories of words to learn grade-level vocabulary

• Study root words, prefixes, suffixes, verb endings and plural nouns to learn new grade-level vocabulary

• Connect words and ideas in books to prior knowledge

• Learn new words and their meanings indirectly from reading books and other print sources

• Increase background knowledge by elaborating and integrating new vocabulary and ideas from texts

• Use dictionary to learn the meanings of words

                    6.  Comprehension strategies

• Read grade-level text for different purposes

• Use comprehension strategies (predict/confirm, reread, self-correct) to clarify meaning of text

• Work cooperatively with peers to comprehend text

• Use graphic organizers to categorize and organize information

• Ask questions in response to texts

• Answer questions (how? why? what if?) in response to texts

• Read and follow simple written directions

• Summarize main ideas from informational texts

• Sequence events when retelling stories

• Use own perspectives, opinions and prior knowledge to comprehend text

                    7.  Motivation to read

• Show interest in reading a range of grade-level children's texts from a variety of genres, such as stories, folktales, fairy tales, poetry and informational text

• Read voluntarily familiar grade-level texts

• Show familiarity with title and author of grade-level books

Writing

                1.  Spelling/Handwriting

• Use developing knowledge of  letter-sound correspondence to spell independently

• Use conventional spelling to spell some common or familiar words

• Represent most phonemes in invented spelling

• Spell correctly three- and four- letter short vowel words

• Understand the difference between conventional spelling and sound or invented spelling

• Write legibly most uppercase and lowercase manuscript letters

• Write letters legibly when dictated

                       2.  Composition

• Write stories and informational text that establish a topic and use words that can be understood by others

• Write compositions, beginning to use the writing-process (e. g. prewriting, drafting, revising, proof-reading, editing)

• Use conventional capitalization and punctuation to begin and end sentences

• Write compositions for different purposes and include illustrations, text, and other graphics

                    4.  Motivation to write

• Write voluntarily to communicate to others

• Write voluntarily for different purposes

• Share writing with others

Listening

• Listen attentively to spoken language; including books read aloud

• Listen attentively for different purposes

• Listen respectfully without interrupting others

• Attend to a listening activity for a specified period of time

Speaking

• Use grade-level vocabulary and conventional grammar in own speech

• Speak for different purposes (e.g. share ideas or information, retell a story, dramatize an experience or event)

• Speak in appropriate voice level

• Take turns in conversation or speaking in a group

• Respond appropriately to what others are saying
                   

Mathematics

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Link to Harcourt Math Web Site

September 
Numbers 10 to 30
Addition  Concepts
Using Addition

October
Subtraction Concepts
Using Subtraction
Addition Strategies
Addition Facts Practice (0 - 10)

November
Subtraction Strategies
Subtraction Facts Practice (0 - 10)
Building Numbers to 100

December
Comparing and Ordering Numbers
Number Patterns

January
Addition to 12
Subtraction to 12
Practice Addition and Subtraction

February
Data and Graphing
Money
Counting Pennies, Nickels, and Dimes
Using Money

March
Telling Time
Time:  Days and Months
Solid Figures and Plane Shapes
Spatial Sense

April
Patterns
Length
Addition Facts and Strategies to 20

May
Subtraction Facts and Strategies to 20
Addition and Subtraction Practice
Adding 2-Digit Numbers
Subtracting 2-Digit Numbers

June
Review and assessment of math skills

Science

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Link to WhaleTimes™ Seabed! Web Site

    1.  Analysis, Inquiry, and Design:
                    Comparing and Measuring:  (STC Kit)
      2.  The Physical Setting:
                    Solids and Liquids:  (STC Kit)
      3.  Earth Science:
                    Weather
      4.  Life Science:
                    Living Things

Social Studies

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Link to Weekly Reader

      1.  My Family and Other Families
      2.  My Community and Local Region
      3.  Economics and Decision Making
      4.  Civic Values and Decision Making

Spelling

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The children will bring home a list of spelling words each week, and we will have our test on Friday.  Spend some time each day going over the words.  Have your child trace the words, read the words, and then write each word two times.

                Everyone should be successful. 

How To Spell a Word

     1.  Look at the word.
     2.  Say the word.
     3.  Spell the word aloud.
     4.  Copy the word.
     5.  Picture the word in your mind.
     6.  Cover the word.
          Write it..

Spelling Lists:

Penmanship

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Link to Zaner-Bloser Alphabet

We use the Zaner-Bloser handwriting alphabet in first grade.  The children's handwriting is evaluated by:

• Paper Position

• Pencil Grip

• Spacing

• Letter Formation
  (all letters and numbers are written straight-up-and-down)

• Size

• Neatness

• Legibility

Performance Tasks

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Link to Performance Tasks

    1.  English Language Arts:
                Making Friends
                Family Players
                Tips to Try
                Super Duper Button Collector

      2.  Mathematics:
                 The Calendar Company
                 Super Duper Button Collector
                 Perky Plants

      3.  Science:
                  Perky Plants
                  Super Duper Button Collector

      4.  Social Studies:
                  Family Players

Thank you for visiting our First Grade Web Site. 

Never underestimate a First Grader!

     This page is maintained in accordance with Shenendehowa's web publishing guidelines by Joan Peebles.