How Do I Help My 1st Grader?

You clicked this page because you have a child in 1st grade and may have heard that this is the year they will learn to read. This is not wrong, and some of your students may have already mastered this.

If your child is not able to read on their own by the end of 1st grade, they will need extra help, as teachers in grades going forward will be less knowledgable about teaching reading.

Your partnership in 1st grade will ensure that your child knows the letters and their sounds, including long and other vowel spellings.

They will be adding and subtracting to 100 and begin to understand how tens, ones and hundreds in a number work.

What is Most Important to Learn in 1st Grade?

The Must Do lists include the extra important skills educators agree are most important.

Focus math time on three critical areas:

  • Practice solving simple addition and subtraction problems with numbers up to 20.

    Identify and work with the tens and ones places in a number to add and subtract.

  • Count units of measurement and compare the lengths of objects (how much longer something is)

  • Recognize and discuss the properties of shapes (corners, sides, faces, etc.)

In Language Arts, focus on four critical areas:

  • Identify and spell different letter combinations for long vowels and other sounds like Ow, OY, and vowels combined with R.

  • Write a sentence with at least one capital letter, that is correctly punctuated , with high-frequency words spelled correctly. (Let your child try to spell harder words and make mistakes.)

  • Read stories and books independently.

    Develop the ability to listen to themselves as they read .

    Recall information.

  • Develop deeper conversations about the texts and books your child reads and you read to them.

    Develop the ability to predict outcomes based on the connections they make between what they read and their experiences.

    Develop the ability to compare characters in stories.

  • 1.OA.1
    *I can use addition and subtraction with numbers up to 20.  

    *I can solve word problems because I know the what it means to add to, take from, put together, take apart, and compare amounts.

    1.OA.2
    I can solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20.

    1.OA.3
    *I know different strategies to add and subtract.   (use pictures, fingers, fact families)

    *I know that if 8 + 3 = 11 then 3 + 8 = 11 (Commutative property of addition.)  

    *I know that if I must solve 2 + 6 + 4, then I can make a ten with 6 + 4 so 2 + 10 = 12. (Associative property of addition)

    1.OA.4
    I know that subtraction is an unknown-addend problem. 8+? = 5 is the same as 8-5=?  

    1.OA.5
    I know I can use counting to help me with addition and subtraction (e.g., by counting by 2 to add 2).  

    1.OA.6
    I can make ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14) by decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9) and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13  

    1.OA.7
    I know what an equal sign means, and I can determine if equations involving addition and subtraction are true or false.  

    1.OA.8
    I can determine the unknown number that makes the equation true. 8 + ? = 11 would be 11-8= 3  

  • 1.NBT.1
    I can count to 120, starting at any number less than 120.
    I can, in this range, read and write numerals and represent a number of objects with a written numeral.  

    1.NBT.2
    I know that a two-digit number represent amounts of tens and ones.
    *10 can be thought of as a bundle of ten ones—called a “ten.”
    *The numbers from 11 to 19 are composed of a “ten” and some number of “ones”.
    *The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens

    1.NBT.3
    I can compare two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <

    1.NBT.4
    *I can add with totals up to 100
    *I can add a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10
    *I understand that in adding two-digit numbers, I must add tens and tens and ones and ones; and sometimes it is necessary to compose a ten.  

    1.NBT.5
    If given a two-digit number, I can mentally find 10 more or 10 less than the number, without having to count and explain how I did it.  

    1.NBT.6
    I can subtract multiples of 10 from multiples of 10 in the range 10–90  

  • 1.MD.1
    I can measure lengths indirectly and by iterating length units.
    * I can order three objects by length; compare the lengths of two objects indirectly by using a third object.  
    * I can express the length of an object as a whole number of length units, by laying multiple copies of a shorter object.  

    5.MD.2
    I can tell and write time in hours and half-hours using analog and digital clocks.  

    5.MD.3
    *I can interpret data with up to three categories.
    *I can ask and answer questions about the total number of data points, how many in each category, and how many more or less

  • 1.G.A.1
    *I know most shapes and their attributes
    *I can distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size).  
    *I can build and draw shapes to possess defining attributes.  

    1.G.A.2
    I can use two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape.

    1.G.A.3
    I can split up circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of.  

  • RF1.2  
    I can listen to the sounds and syllables of spoken words.  (phonemes).  
    *I can distinguish long from short vowel sounds in spoken single-syllable words  
    *I can orally produce single-syllable words by blending sounds (phonemes),including consonant blends.  
    *I can isolate and pronounce initial, medial vowel, and final sounds (phonemes)in spoken single-syllable words.  
    *I can segment spoken single-syllable words into their complete sequence of individual sounds  

    RF1.3  
    I can and apply grade-level phonics and word analysis skills in decoding  
    *I know the spelling-sound correspondences for common consonant digraphs.
    *I can decode regularly spelled one-syllable words.  
    *I know final -e and common vowel team conventions for representing long vowel sounds.  
    *I 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.
    *I read words with inflectional endings.
    *I recognize and read grade-appropriate irregularly spelled words (Sight Words)

    RF1.4
    I can read with sufficient accuracy and fluency to support comprehension.  
    *I can read on-level text with purpose and understanding.
    *I can read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
    *I can use context to confirm or self-correct word recognition and understanding, rereading as needed.

  • 1.RL.1
    I can ask and answer questions about key details in a text.  

    1.RL.2
    I can retell stories, including key details, and demonstrate understanding of their central message or lesson  

    1.RL.3
    I can describe characters, settings, and major events in a story, using key details  

    1.RL.4
    I can identify words and phrases in stories or poems that suggest feelings or appeal to the senses.  

    1.RL..5
    I can explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.  

    1.RL.6
    I can identify who is telling the story at various points.  

    1.RL.7
    I can use illustrations and details in a story to describe its characters, setting, or events in a story  

    1.RL.9
    I can compare and contrast the adventures and experiences of characters in stories.  

    1.RL.10
    *I can, with help,  read prose and poetry of appropriate complexity for grade.  
    *I can activate prior knowledge related to the information and events in a text and confirm predictions about what will happen next in a text.  

  • RI.1.1
    I can ask and answer questions about key details in an informational text.  

    RI.1.2
    I can identify the main topic and retell key details in a text  

    RI.1.3
    I can describe the connection between two individuals, events, or ideas in a text.    

    RI.1.4
    I can ask and answer questions to help determine or clarify the meaning of words and phrases in a text.  

    RI.1.5
    I can identify and use various text structures (e.g., sequence) and text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text  

    RI.1.6
    I can distinguish between information provided by pictures or other illustrations and information provided by the words in a text  

    RI.1.7
    I can use the illustrations and details in a text to describe its key ideas.  

    RI.1.8
    I can identify the reasons an author gives to support points in a text.  

    RI.1.9
    I can identify basic similarities in and differences between two texts on the same topic.  

    RI.1.10
    *I can, with help, read informational texts appropriately complex for grade.
    *I can activate prior knowledge related to the information and events in a text and confirm predictions about what will happen next in an informational text.

  • W.1.1
    I can write opinion pieces which introduce the topic or name the book they are writing about, and state an opinion, supply a reason for the opinion, and conclusion.  

    W.1.2
    I can write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure  

    W.1.3
    I can 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.  

    W.1.4
    I can, with help, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.  

    W.1.5
    I can, with help, use a variety of digital tools to produce and publish writing.  

    W.1.6
    I can participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write instructions.)  

    W.1.7
    I can, with help, recall information from experiences or gather information from provided sources to answer questions.

  • L.1.1
    I can use conventions of standard English grammar when writing and speaking.  
    *I can print all upper and lowercase letters.
    *I can use common, proper, and possessive nouns.
    *I can use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).
    *I can use personal (subject, object), possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything).
    *I can use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).
    *I can use frequently occurring adjectives.
    *I can use frequently occurring conjunctions (e.g., and, but, or, so, because).
    *I can use frequently occurring prepositions (e.g., during, beyond, toward).
    *I can produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences.

    L1.2
    I have command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    * I can capitalize dates and names of people.
    *I can use end punctuation for sentences.
    *I can use commas in dates and to separate single words in a series
    *I can use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
    * I can spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

    L.1.2
    I can clarify the meaning of unknown and multiple-meaning words. 
    *I can use sentence-level context as a clue to the meaning of a word or phrase.
    * I can use frequently occurring affixes as a clue to the meaning of a word.
    * I can identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

    L.1.3
    I can understanding of word relationships and nuances in word meanings.
    * I can sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
    *I can define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
    *I can identify real-life connections between words and their use (e.g., note places at home that are cozy).
    *I can distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.

Our program is built on core routines that support you and ensure effective practice and learning.

  • You might find that your student is looking to their peers a bit more for models of behavior and choice.

    You will have to work to maintain your students trust through keeping an open and sincere dialogue with them.

    When it comes to the learning targets, you will need to model critical thinking and analysis.

    Ask your child to compare stories and find themes and figurative meaning. Point out good character description and use of dialogue in a narratives and solid evidence supporting an argument in the texts you read with them. This will make it so much easier for them to imitate these qualities in their own writing.

    In math, your modeling can help your student face a vast amount of new concepts and standards at this grade level. Make sure to use We do strategies to guide them to an understanding before letting them get frustrated.

    Modeling Icon

  • The discussions in 3rd grade are will deepen as they can now hold their attention on their interests for longer periods.

    Go with them on whatever journey they are exploring. It might be science or fashion or music. They are in a stage where they are seeking to build an identity in these interests and choices.

    You are able to have much deeper analysis during your bedtime stories. Many of the reading standards are focused on evaluating authors techniques and going beyond the literal meaning.

    Try to also create a space where you can debates topics you feel comfortable with, you can test their ability to use evidence and logic to defend their opinions.

    In math, you will want to discuss these new concepts and connect them as best you can to real life applications. There are some math targets that focus on data analysis that can provide for some good evidence gathering in debates!
    Discussion Icon

  • In 3rd grade, the Listen and Write routine is used mainly for navigating grammar in complex sentences. It can help to have them circle parts of speech like adverbs, verb phrases and adjectives.

    As your student begins to master the rules of grammar, you can start to use the Listen and Write strategy to teach them how to take notes.

    On the SBAC exam, there is a specific section called “Listening” in which they listen to an audio excerpt and have to answer questions. This can be done if you can find an audiobook or podcast they enjoy.

    Listen and Write Icon

  • Your bedtime reading routine might become a bit more difficult now, as they are doing much more reading during school hours. We recommend that you try to preserve this time as best as you can as a place of reading for enjoyment.

    This will rely heavily on your book choices being really interesting. It would be ideal if you could mix in a book where your student can take nights to read to you, but don’t push too hard or you might lose this routine.

    Often series like Harry Potter or even Nancy Drew can keep their interest. We have included a link in the resources section to help you find good titles.

    Don’t forget to mix in non-fiction texts and news articles. (check out our resource links e.g., Newsela.) This is a different type of reading comprehension that needs practice too!.

    Bedtime Reading

  • 3rd grade takes a big jump in almost every domain, but none more than in comprehending informational texts.

    Your student will most likely be asked to do a research project and cite multiple sources of information.

    You must assist them in navigating the internet to find credible sources. This is a huge teachable moment for them as citizens of the 21st Century.

    We have included links in our resources to help you.

    Research

  • The graph paper notebook will be very helpful as they begin to draw out the arrays of dots needed in multiplication and division target cards.

    The notebook will also provide a space to calculate area and perimeter of complex shapes.

    You will also see a new set of targets on fractions and the grid lines can help with the comparing of fractions and creating accurate number-lines.

    The notebook will be your students scratch paper to do all the work in answering problems. This will give you a running record of all their thinking as they progress.

    Keep an eye out for the roots causes of their mistakes!

    Math Notebook

  • In 3rd grade, you will need a composition notebook for ELA.

    There will be a lot of brainstorming, prewriting and drafting. Your child will be writing a narrative, a persuasive article and a research report in class.

    This notebook can help you to practice versions of these genres at home.

    It is also very important to create a section at the back of this notebook for vocabulary, where they can write unfamiliar words and you can clarify for them.

    You will also have sections to capture work for both Listen and Write and any reflection activities with Bedtime Reading.

    ELA Notebook

  • There are many new concepts in both ELA and Math in 3rd grade, and you will need to create additional practice problems to ensure your child feels comfortable and competent.

    The easiest way to create more is to use the initial problem as a base and change the numbers in a new problem in your notebook.

    Additionally, we have provided some recommended websites (used by teachers) to create additional problems.

    Make More