writing Language Arts in First Grade
    The following goals for reading and writing instruction have been taken directly from the Scarsdale Schools' curriculum. 
    In our classroom, we work towards achieving reading goals through participation in lessons and activities planned using the TC Phonics Units of Study, Primary Concepts Sight Words, shared reading, read-alouds, guided reading groups and comprehension strategy lessons. Lessons are planned using the TC Units of Study in Reading.
    Writing goals are addressed during our writing workshop which includes shared and guided writing activities, independent writing, conferences and author's circle. Lessons are planned using the TC Writing Units of Study. We also participate in Zaner-Bloser handwriting instruction and practice described on another page of our site.
    First Grade Reading

    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

    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 rime (/it/, /at/) in grade-level words (s-it, s-at)
    •    Decode grade-level words using knowledge of root words, prefixes, suffixes, verb endings, plurals, contractions, and compounds
    •    Check accuracy of decoding by using context to monitor and self-correct

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

    •    Sight-read automatically grade-level common, high-frequency words
    •    Sight-read automatically grade-level irregularly spelled words
    •   Use punctuation clues to read connected text with expression, accuracy and fluency
    •    Read grade-level texts with decodable and irregularly spelled words with appropriate speed, accuracy and expression

    Background Knowledge and Vocabulary Development
    •    Study antonyms, synonyms, and homonyms to learn new grade-level vocabulary
    •    Study categories of words (e.g., animals, place names) to learn new 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 in context from reading books and other print sources
    •    Increase background knowledge by elaborating on and integrating new vocabulary and ideas from texts
    •    Learn the uses of a dictionary

    Comprehension Strategies
    •    Read grade-level texts for different purposes
    •    Use comprehension strategies (predict/confirm, reread, self-correct) to clarify the meaning of text
    •    Work cooperatively with peers (partners or small groups) to comprehend text
    •    Use graphic or semantic organizers to organize and categorize information
    •    Ask questions in response to texts
    •    Answer questions (such as how? why? what if?) in response to texts
    •    Sequence events in retelling stories
    •    Summarize main ideas from informational texts
    •    Follow simple written instructions
    •    Use own perspectives and opinions to comprehend text

    Motivation to Read
    •    Show interest in reading grade-level children’s texts from a variety of genres, such as stories, folktales, fairy tales, poems, and informational texts
    •    Read familiar grade-level texts for pleasure
    •    Show familiarity with title and author of grade-level books

    First Grade Writing

    Letters and Words
    •    Use lower case and upper case letters
    •    Use spaces between words

    •    Use capitals at the beginning of sentences, names and places, months, days of the week

    •    Use punctuation at the end of sentences
    •    Use periods consistently
    •    Begin to use exclamation points and question marks
    •    Begin to learn about the use of commas in dates, parts of informal letters
    •    Begin to learn about apostrophes in contractions

    •    Use simple sentences
    •    Use transition words
    •    Use pronouns
    •    Match subjects with verbs

    •    Write own first and last names correctly
    •    Use developing knowledge of letter-sound correspondence (e.g., sound spelling or invented spelling) to spell independently grade-level decodable words, including words in word families
    •    Represent most phonemes in invented spelling, although not necessarily with conventional spellings (e.g., /k/ /a/ /t/ for cat)
    •    Use conventional spelling to spell common grade-level irregularly spelled content and high-frequency words
    •    Spell correctly three- and four-letter short vowel words
    •    Understand the difference between conventional spelling, and sound or invented spelling

    •    Write stories and informational texts that establish a topic and use words that can be understood by others
    •    Write compositions and begin to use the writing process (e.g., prewriting, drafting, revising, proofreading, editing)
    •    Use conventional capitalization and punctuation to begin and end sentences
    •    Write compositions for various purposes and include text, illustrations, and other graphics

    Motivation to Write
    •    Choose to write to communicate to others
    •    Choose to write for various purposes (e.g., tell stories, share information, give directions, write to a friend)
    •    Share writing with others (e.g., participate in author’s circle)