First Grade Syllabus

First Grade Syllabus

Summit Elementary School 2012-2013

First Grade Reading

First grade teachers have identified the following “I Can” statements for our first grade in the areas of reading, spelling, and phonics. We expect each child to master these by the end of first grade.

I can tell the difference between letters, words, and sentences.
I can say the beginning and ending sounds in words.
I can sound out letters to read words.
I can blend two, three, or four sounds into words.
I can read words with short and long vowels.
I can read words with 2 letter blends.
I can use what I have read and pictures I see to figure out words I do not know.
I can use fix-up strategies when my reading doesn’t make sense.
I can read and understand words with the suffix –s, -es, -ed, -ing, -er, and -est.
I can read and understand words with the prefix un- and re-.
I can stop at periods when I read.
I can tell where a sentence begins and ends.
I can read with expression when I see “!” or “?”.
I can name characters in a story.
I can tell about the characters in a story.
I can tell about the setting of a story.
I can retell important events in the beginning, middle and ending of a story.
I can tell the problem and the solution in a story.
I can use what I’ve read to answer questions about a story.
I can put up to 4 events from a story in order.
I can tell what happens first, next, and last in a story.
I can tell the main idea in fiction and non-fiction stories.
I can tell important details in fiction and non-fiction stories.
I can use pictures and captions to help me answer questions about my reading.
I can use lists, charts and graphs to help me answer questions about my reading.
I can read first grade level books fluently.
I can read first grade level sight words.
I can describe the jobs of authors and illustrators.
I can give a reason for reading.
I can draw, write and talk about what I have read.
I can make predictions while I am reading and give reasons for my prediction.
I can independently read books for fun or to find out information.

The following is a list of our weekly reading units and the “I Can” statements that go along with each unit. The “I Can” statements cover reading, spelling, grammar, and phonics.

Unit 1.1 We are Special

I can read A Cap for Pam.
I can talk about the beginning, middle, and ending of a story.
I can talk about characters and setting in a story.
I can use photographs to help me understand a non-fiction story.
I can tell that a sentence is a group of words that tells a whole idea.
I can tell that a sentence begins with a capital letter.
I can spell man, hat, ran, cat, mat, can, up, and down
I can read the following words: jump, not, up, down

Unit 1.2 Ready, Set, Move

I can read I Can I Can.
I can talk about beginning, middle, and ending of a story.
I can put 3 events from a story in order.
I can tell that words in a sentence have to be in the right order.
I can put the words of a simple sentence in order.
I can spell dad, back, tap, sad, nap, sack, man, mat, too, over
I can read the following words: too, it, yes, over

Unit 1.3 Growing Up

I can read Jim Had a Big Hit.
I can talk about beginning, middle, and ending of a story.
I can put 3 events from a story in order.
I can tell that a statement is a sentence that tells something.
I can tell that a statement begins with a capital letter and ends with a period.
I can spell pin, hit, miss, win, sit, kiss, sad, map, be, ride
I can read the following words: run, ride, be

Reading Unit 1.4 Pets

I can read Grab a Crab.
I can talk about characters and setting in a story.
I can use lists to help me answer questions about my reading.
I can tell that a question is a sentence that asks something.
I can tell that a question begins with a capital letter and ends with a question mark.
I can spell crib, grab, trap, crab, grass, trip, hit, win, that, good
I can read the following words: come, good, on, that

Reading Unit 1.5 Teamwork

I can read Kids Can Do it Fast!.
I can talk about the author’s purpose.
I can identify a complete sentence.
I can begin every sentence with a capital letter and end with punctuation.
I can spell land, sand, fast, west, sink, sent, grass, trip, help, very
I can read the following words: very, help, use, now

Unit 2.1 Animal Families

I can read Fox on a Rock.
I can tell the main idea in fiction and non-fiction stories.
I can tell important details in fiction and non-fiction stories.
I can tell that a noun is a words that names a person, place or thing.
I can spell hop, top, log, hog, hot, lot, one, they, sand, sink
I can read the following words: one, her, too, they, does

Unit 2.2 Helping Out

I can read Hen’s Eggs.
I can retell important events in the beginning, middle, and ending of a story.
I can add –s or –es to a word to make it mean more than one.
I can spell leg, beg, men, hen, let, get, hop, hot, who, some
I can read the following words: who, some, of, no, eat

Unit 2.3 Where Animals Live

I can read This Fish That Fish.
I can tell the main idea in fiction and non-fiction stories.
I can tell important details in fiction and non-fiction stories.
I can tell that some nouns use new words to name more than one such as man-men or child-children.
I can spell fish, shop, ship, with, thin, thank, beg, get, lives, many
I can read the following words: into, many, live, out

Reading Unit 2.4 Sing and Dance

I can read Just for Fun.
I can retell important events in the beginning, middle, and ending of a story.
I can use lists to help me answer questions about my reading.
I can tell that a noun that names a special person, place or thing is called a proper noun.
I can begin proper nouns with a capital letter.
I can spell crib, grab, trap, crab, grass, trip, hit, win, that, good
I can read the following words: come, good, on, that

Reading Unit 2.5 Let’s Laugh

I can read Grab a Crab.
I can put up to 4 events from a story in order.
I can tell what happens first, next, and last in a story.
I can capitalize days of the week, months of the year and holidays.
I can spell clip, clock, flag, flip, black, block, fun, nut, school, today
I can read the following words: why, late, school, today, away, way

Unit 3.1 Being Friends

I can read Jane and Wade.
I can make predictions while I am reading and give reasons for my prediction.
I can read and understand words with the suffix –ed and –ing.
I can tell that a verb is a word that shows action.
I can put a comma after the greeting and the closing in a letter.
I can spell make, take, came, game, gate, late, black, flag, walk, all
I can read the following words: hello, could, walk, pull, all, oh

Unit 3.2 Kids Around the World

I can read Slap Hello.
I can compare and contrast stories or story elements.
can tell that present tense verbs tell about action that happens now.
I can add –s to verbs to make them present tense (jump-jumps; run-runs).
I can spell sled, slip, snake, snap, spill, spin, make, game, people, water
I can read the following words: boy, girl, people, when, care, water, together

Unit 3.3 Me and My Shadow

I can read Such a Grand Day.
I can tell the main idea in fiction and non-fiction stories.
I can tell important details in fiction and non-fiction stories.
I can tell that a past tense verb tells about action that happens in the past.
I can add –ed to a verb to make it past tense (jump-jumped).
I can spell whip, whale, catch, match, chin, chop, slip, spin, our, your
I can read the following words: our, again, would, your, light

Unit 3.4 Our Families

I can read Job Time for the Pines.
I can make predictions while I am reading and give reasons for my prediction.
I can use lists, charts and graphs to help me answer questions about my reading.
I can use is and are correctly in a sentence.
I can spell like, spike, ride, hide, bike, mine, whip, chop, call, there
I can read the following words: call, how, more, funny, there, so

Unit 3.5 Family Time

I can read A Trip Last Spring.
I can name characters in a story.
I can tell about the characters in a story.
I can tell about the setting of a story.
I can write contractions that have the word not.
I can spell strike, string, splash, split, scrub, scrap, like, ride, says, were.
I can read the following words: say, says, about, give, ready, were

Unit 4.1 Birds

I can read Mole Bakes at Home.
I can use fix-up strategies when my reading doesn’t make sense.
I can make inferences from what I have read.
I can read and understand words with the suffixes –er and –est.
I can use the verbs was and were correctly in a sentence.
I can spell joke, nose, note, woke, hose, vote, splash, string, every, any.
I can read the following words: saw, opened, soon, every, any

Unit 4.2 Recycling

I can read Trash Rules.
I can use fix-up strategies when my reading doesn’t make sense.
I can draw conclusions from what I have read.
I can use the verbs has and have correctly in a sentence.
I can spell use, tune, cute, June, flute, mule, woke, nose, done, after.
I can read the following words: work, after, find, old, new, done

Unit 4.3 Weather

I can read Too Much Rain Today.
I can use fix-up strategies when my reading doesn’t make sense.
I can compare and contrast.
I can use the words go, goes, and went correctly in a sentence.
I can use the words do, does, and did correctly in a sentence.
I can spell mail, rain, chain, way, day, play, cute, use, great, know.
I can read the following words: warm, sound, cold, know, great, their

Unit 4.4 What Scientists Do

I can read Feel the Heat.
I can use inferences about what I have read.
I can summarize what I have read.
I can use the words say and says and said correctly in a sentence.
I can use the words see, sees and saw correctly in a sentence.
I can spell me, we, feed, keep, seat, beak, main, day, friends, knew.
I can read the following words: friends, kind, by, far, knew, house

Unit 4.5 Favorite Stories

I can read Study the Trees.
I can summarize what I have read.
I can retell important events in the beginning, middle and ending of a story.
I can tell the problem and the solution in a story.
I can write contractions that have the word not.
I can spell bumpy, penny, puppy, sandy, funny, bunny, keep, seat, before, heard.
I can read the following words: before, happen, began, told, heard, falls

Unit 5.1 Express Yourself

I can read Be Bold and Show It.
I can tell the difference between fantasy and reality.
I can tell that an adjective is a word that describes a noun.
I can spell low, row, boat, coat, no, go, puppy, funny, mother, father.
I can read the following words: always, mother, father, try, love, firm, supposed

Unit 5.2 Watch It Go

I can read Flying High.
I can tell the problem and the solution in a story.
I can tell about the characters in a story.
I can tell about the setting of a story.
I can read and understand words with –er and –est
I can spell find, kind, night, right, by, my, low, boat, never, head.
I can read the following words: shout, ball, head, should, never laughter, meadow, perhaps

Unit 5.3 Inventions

I can read Carly in the Dark.
I can ask questions about what I am reading.
I can talk about cause and effect.
I can identify color words as adjectives.
I can spell cart, art, barn, yarn, harm, arm, right, by, better, children
I can read the following words: children, round, better, or, discovery, machine

Unit 5.4 I Can Do It

I can read No More Mort the Short.
I can ask questions about what I am reading.
I can make inferences about what I read.
I can identify number words as adjectives.
I can spell born, corn, cork, fork, horn, pork, barn, art, nothing, thought.
I can read the following words: early, thought, nothing, along, errand, instead, suddenly

Unit 5.5 How Does It Grow?

I can read Miss Mirth’s Herb Garden.
I can ask questions about what I am reading.
I can classify and categorize.
I can identify synonyms as words that have the same or similar meanings.
I can identify antonyms as words that have opposite meanings.
I can spell her, fern, bird, dirt, fur, burn, fork, corn, from, beautiful.
I can read the following words: places, animals, ground, from, beautiful, crowded, part, tiny

Unit 6.1 Bugs, Bugs, Bugs

I can read A Proud Brown Ant.
I can use what I have read and pictures I see to figure out words I do not know.
I can use fix-up strategies when my reading doesn’t make sense.
I can identify the subject of a sentence as who or what the sentence is about.
I can spell cow, town, mouse, how, out, mouth, her, burn, gone, been
I can read the following words: been, gone, other

Unit 6.2 Exploring Space

I can read We Took a Look at This Camp.
I can use fix-up strategies when my reading doesn’t make sense.
I can make predictions while I am reading and give reasons for my prediction.
I can identify the predicate of a sentence as the part that tells what the subject is or does.
I can spell book, took, look, cook, hood, wood, town, mouth, Earth, bear.
I can read the following words: bear, helmet, birds, Earth, space, table, guess, fooling

Unit 6.3 At Work

I can read See a Zoo Soon.
I can use fix-up strategies when my reading doesn’t make sense.
I can classify and categorize.
I can identify a pronoun as a word that can take the place of a noun.
I can put a comma between the day and the year and between the city and the state.
I can spell broom, room, pool, cool, soon, moon, hood, took, laugh, ever.
I can read the following words: ever, only, interesting, laugh, goes, ordinary

Unit 6.4 Watching Animals Grow

I can read Paws for a Cause.
I can summarize by retelling important events in the beginning, middle and ending of a story.
I can compare and contrast.
I can use the word I as the subject of a sentence.
I can use the word me as the predicate of a sentence.
I can spell haul, claw, cause, paw, saw, dawn, cool, soon, air, enough.
I can read the following words: cub, eyes, learn, enough, air, wild, across

Unit 6.5 Let’s Build

I can read Roy’s Rich Soil.
I can summarize by retelling important events in the beginning, middle and ending of a story.
I can talk about cause and effect
I can make predictions while I am reading and give reasons for my prediction.
I can use the word and to make 2 sentences into one.
I can spell joy, toy, boy, spoil, coin, join, dawn, cause, toward, circle.
I can read the following words: circle, toward, leave, grew, toppled, wreck, welcoming

First Grade Writing

First graders will be participating in many writing activities this year. Research has shown that writing and reading are very closely connected. When students are working on writing they are growing as readers.

First grade teachers have identified what we want the children to be able to do by the end of the school year. These are our “I Can” statements for writing: