1st Grade Learning
![]() | ||||||||||||||||||||||||
What Do Students Learn In 1st Grade? | ||||||||||||||||||||||||
1st GRADE LEARNING : The Cobb County School District is committed to providing your child an academic experience that will develop his or her knowledge and skills at every grade level and to ensuring a strong foundation is established for your child to reach his or her greatest potential. Our teaching is aligned with content standards and our teachers bring those standards to life for your child through various strategies designed to meet your child’s learning strengths and needs. In Cobb County classrooms, students are immersed every day in learning experiences based on exploration, problem-solving, and critical thinking in all content areas, including the core areas of English Language Arts, Mathematics, Social Studies, and Science; and in specialized academic content including Health, Music, Physical Education, Technology, Visual Arts, and World Languages*. Excellence in teaching guides your child’s educational experience from Kindergarten to graduation and into life. *Programming available varies at local schools ENGLISH LANGUAGE ARTS: MATHEMATICS: SCIENCE: SOCIAL STUDIES: SPECIALS: PARENTS TIPS: Reading | ||||||||||||||||||||||||
How Do We Assess Students In 1st Grade? | ||||||||||||||||||||||||
Your child will have a variety of classroom assessments that will aid his or her teacher in knowing how to provide the best possible instruction for your child. These assessments will also help you know how well your child is learning and what extra support may be needed. In addition, your child will participate in some standardized assessments that are used to gauge how well your child is doing in his or her grade level. Students in 1st grade take a norm-referenced, standardized assessment called the Cognitive Abilities Test (CogAT), during first semester that helps families and teachers better understand students’ skills and strengths. The CogAT measures reasoning and problem-solving in three different areas: verbal, quantitative, and nonverbal. All students in grades K-9 participate in the universal screening process for reading and math using a digital inventory. In 1st grade, the reading inventory measures foundational reading skills, such as letter/word identification, word recognition skills, and phonemic awareness. Mark the Calendar: CogAT: September Question Types: 1st grade students respond to multiple-choice questions, called selected-response. Questions are read aloud so young learners have a better chance of successfully completing all questions. Questions relate to subject areas such as English Language Arts and Math and encourage students to apply a broad range of thinking skills. PARENT TIPS: Assessment
Remember that assessment is an important and helpful part of learning for students of all ages. Your support and involvement in your child’s education is critical to success in school and in life. Research shows when parents play a key role in their child’s learning, their child’s achievement excels. | ||||||||||||||||||||||||
What Instructional Resources Are Used In 1st Grade? | ||||||||||||||||||||||||
CLICK HERE TO DOWNLOAD A LIST OF BOARD APPROVED INSTRUCTIONAL RESOURCE FOR FIRST GRADE Instructional resources are provided to students and teachers to support teaching and learning. The titles listed below have been recommended to our Board by a committee of teachers, parents and community representatives and approved through the textbook adoption process (See Board Rule IFAA-R). Additional resources to enhance the instruction are constantly added by local schools and individual teachers.
| ||||||||||||||||||||||||
What Is My Student's Framework For Learning In 1st Grade? | ||||||||||||||||||||||||
What Does The First Grade Report Card Look Like? | ||||||||||||||||||||||||
English – First Grade Report Card (Rev. 4/22) | ||||||||||||||||||||||||
Learning & Assessing Postcards | ||||||||||||||||||||||||
Cobb Teaching & Learning Standards - English Language Arts | ||||||||||||||||||||||||
CLICK HERE TO DOWNLOAD 1st GRADE COBB TEACHING & LEARNING STANDARDS FOR ELA READING LITERARY – RLKey Ideas and Details ELAGSE1RL2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. ELAGSE1RL3 Describe characters, settings, and major events in a story, using key details. Craft and Structure ELAGSE1RL4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. ELAGSE1RL5 Explain major difference between texts that tell stories and texts that give information. ELAGSE1RL6 Identify who is telling the story at various points in a text. Integration of Knowledge and Ideas ELAGSE1RL7 Use illustrations and details in a story to describe its characters, setting, or events. ELAGSE1RL8 (Not applicable to literature). ELAGSE1RL9 Compare and contrast the adventures and experiences of characters in stories. Range of Reading and Level of Text Complexity ELAGSE1RL10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.
READING INFORMATIONAL – RIKey Ideas and Details ELAGSE1RI1 Ask and answer questions about key details in a text. ELAGSE1RI2 Identify the main topic and retell key details of a text. ELAGSE1RI3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. Craft and Structure ELAGSE1RI4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. ELAGSE1RI5 Know and use various text features (e.g., headings, tables of content, glossaries, electronic menus, icons) to locate key facts or information in a text. ELAGSE1RI6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. Integration of Knowledge and ideas ELAGSE1RI7 Use illustrations and details in a text to describe its key ideas. ELAGSE1RI8 Identify the reasons an author gives to support points in a text. ELAGSE1RI9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). Range of Reading and Level of Text Complexity ELAGSE1RI10 With prompting and support, read informational texts appropriately complex for grade 1. READING FOUNDATIONAL – RF Print Concepts ELAGSE1RF1 Demonstrate understanding of the organization and basic features of print. Phonological Awareness ELAGSE1RF2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). Phonics and Word Recognition ELAGSE1RF3 Know and apply grade-level phonics and word analysis skills in decoding words. Fluency ELAGSE1RF4 Read with sufficient accuracy and fluency to support comprehension. WRITING – W Text Types and Purpose ELAGSE1W1 Write opinion pieces that introduce a topic or the name of the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. ELAGSE1W2 Write informative/ explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. ELAGSE1W3 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. Production and Distribution of Writing ELAGSE1W4 (Begins in grade 3). ELAGSE1W5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. ELAGSE1W6 With guidance and support from adults, use a variety of tools to produce and publish writing, including digital tools and collaboration with peers. Research to Build and Present Knowledge ELAGSE1W7 Participate in shared research and writing projects (e.g., exploring a number of “how-to” books on a given topic and use them to write a sequence of instructions). ELAGSE1W8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. ELAGSE1W9 (Begins in grade 4). Range of Writing ELAGSE1W10 (Begins in grade 3). SPEAKING AND LISTENING – SL Comprehension and Collaboration ELAGSE1SL1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. ELAGSE1SL2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. ELAGSE1SL3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Presentation of Knowledge and Ideas ELAGSE1SL4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. ELAGSE1SL5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. ELAGSE1SL6 Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 for specific expectations.) LANGUAGE – L Conventions of Standard English ELAGSE1L1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. ELAGSE1L2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Knowledge of Language ELGSE1L3 (begins in grade 2). Vocabulary Acquisition and Use ELAGSE1L4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. ELAGSE1L5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. ELAGSE1L6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts. Include frequently occurring conjunctions to signal simple relationships (e.g., I named my hamster Nibblet because she nibbles too much because she likes that). | ||||||||||||||||||||||||
Cobb Teaching & Learning Standards - Mathematics | ||||||||||||||||||||||||
CLICK HERE TO DOWNLOAD 1st GRADE COBB TEACHING & LEARNING STANDARDS FOR MATH Standards for Mathematical PracticeMathematical Practices are listed with each grade’s mathematical content standards to reflect the need to connect the mathematical practices to mathematical content in instruction. The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education. The first of these are the NCTM process standards of problem solving, reasoning and proof, communication, representation, and connections. The second are the strands of mathematical proficiency specified in the National Research Council’s report Adding It Up: adaptive reasoning, strategic competence, conceptual understanding (comprehension of mathematical concepts, operations and relations), procedural fluency (skill in carrying out procedures flexibly, accurately, efficiently and appropriately), and productive disposition (habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one’s own efficacy). Students are expected to: 1. Make sense of problems and persevere in solving them. In first grade, students realize that doing mathematics involves solving problems and discussing how they solved them. Students explain to themselves the meaning of a problem and look for ways to solve it. Younger students may use concrete objects or pictures to help them conceptualize and solve problems. They may check their thinking by asking themselves, “Does this make sense?” They are willing to try other approaches. 2. Reason abstractly and quantitatively. Younger students recognize that a number represents a specific quantity. They connect the quantity to written symbols. Quantitative reasoning entails creating a representation of a problem while attending to the meanings of the quantities. 3. Construct viable arguments and critique the reasoning of others. First graders construct arguments using concrete referents, such as objects, pictures, drawings, and actions. They also practice their mathematical communication skills as they participate in mathematical discussions involving questions like “How did you get that?” “Explain your thinking,” and “Why is that true?” They not only explain their own thinking, but listen to others’ explanations. They decide if the explanations make sense and ask questions. 4. Model with mathematics. In early grades, students experiment with representing problem situations in multiple ways including numbers, words (mathematical language), drawing pictures, using objects, acting out, making a chart or list, creating equations, etc. Students need opportunities to connect the different representations and explain the connections. They should be able to use all of these representations as needed. 5. Use appropriate tools strategically. In first grade, students begin to consider the available tools (including estimation) when solving a mathematical problem and decide when certain tools might be helpful. For instance, first graders decide it might be best to use colored chips to model an addition problem. 6. Attend to precision. As young children begin to develop their mathematical communication skills, they try to use clear and precise language in their discussions with others and when they explain their own reasoning. 7. Look for and make use of structure. First graders begin to discern a pattern or structure. For instance, if students recognize 12 + 3 = 15, then they also know 3 + 12 = 15. (Commutative property of addition.) To add 4 + 6 + 4, the first two numbers can be added to make a ten, so 4 + 6 + 4 = 10 + 4 = 14. 8. Look for and express regularity in repeated reasoning. In the early grades, students notice repetitive actions in counting and computation, etc. When children have multiple opportunities to add and subtract “ten” and multiples of “ten” they notice the pattern and gain a better understanding of place value. Students continually check their work by asking themselves, “Does this make sense?” Operations and Algebraic Thinking (1.0A)Represent and solve problems involving addition and subtraction. MGSE1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. MGSE1.OA.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand and apply properties of operations and the relationship between addition and subtraction. MGSE1.OA.3 Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) MGSE1.OA.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Add and subtract within 20. MGSE1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). MGSE1.OA.6 Add and subtract within 20. Work with addition and subtraction equations MGSE1.OA.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. MGSE1.OA.8 Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 +? = 11, 5 = □ – 3, 6 + 6 = Δ. Number and Operations in Base Ten (1.NBT)Extend the counting sequence MGSE1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand place value MGSE1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: Understand place value (continued) MGSE1.NBT.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Use place value understanding and properties of operations to add and subtract. MGSE1.NBT.4 Add within 100, including adding a two-digit number and a one-digit number and adding a two-digit number and a multiple of ten (e.g., 24 + 9, 13 + 10, 27 + 40), using concrete models or drawings and strategies based on place value, properties of operations, and/or relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. MGSE1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. MGSE1.NBT.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range of 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. (e.g. 70 – 30, 30 – 10, 60 – 60). MGSE1.NBT.7 Identify dimes, and understand ten pennies can be thought of as a dime. (Use dimes as manipulatives in multiple mathematical contexts.) Measurement and Data (1.MD)Measure lengths indirectly and by iterating length units MGSE1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object. MGSE1.MD.2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. (Iteration Tell and write time MGSE1.MD.3 Tell and write time in hours and half-hours using analog and digital clocks. Represent and interpret data MGSE1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Geometry (1.G)Reason with shapes and their attributes. MGSE1.G.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. MGSE1.G.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cube right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. This is important for the future development of spatial relations which later connects to developing understanding of area, volume, and fractions. MGSE1.G.3 Partition 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. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. | ||||||||||||||||||||||||
Cobb Teaching & Learning Standards - Social Studies | ||||||||||||||||||||||||
CLICK HERE TO DOWNLOAD 1st GRADE COBB TEACHING & LEARNING STANDARDS FOR SOCIAL STUDIES OUR AMERICAN HERITAGEIn the first grade, students continue their introduction to United States history through the study of selected historical figures. In the history strand, students study the important contributions each historical person made. In the geography strand, students learn about where these historical people lived and explore important basic geographic concepts. The civics strand provides a study of the positive character traits exhibited by these important historical figures. The economics strand continues the introduction of basic economic concepts. CONNECTING THEMES AND ENDURING UNDERSTANDINGS The following connecting themes and enduring understandings will feature prominently in the course and help students increase their understanding and retention of knowledge. 1. CULTURE: The student will understand that the culture is how people think, act, celebrate, and make rules, and that it is what makes a group of people special. 2. INDIVIDUALS, GROUPS, INSTITUTIONS: The student will understand that what people, groups, and institutions say and do can help or harm others whether they mean to or not. 3. LOCATION: The student will understand that where people live matters. 4. SCARCITY: The student will understand that because people cannot have everything they want, they have to make choices. 5. TIME, CHANGE AND CONTINUITY: The student will understand that some things will change over time, while other things will stay the same. INFORMATION PROCESSING SKILLSThe student will be able to locate, analyze, and synthesize information related to social studies topics and apply this information to solve problems and make decisions. 1. Compare similarities and differences MAP AND GLOBE SKILLSThe student will use maps and globes to retrieve social studies information. 1. Use a compass rose to identify cardinal directions HISTORICAL UNDERSTANDINGSSS1H1 Read about and describe the life of historical figures in American history. a. Identify the contributions made by these figures: Benjamin Franklin (inventor/author/ statesman),Thomas Jefferson (Declaration of Independence), Meriwether Lewis and William Clark with Sacagawea (exploration), Theodore Roosevelt (National Parks and the environment), George Washington Carver (science), and Ruby Bridges (civil rights). GEOGRAPHIC UNDERSTANDINGSSS1G1 Describe how each historic figure in SS1H1a was influenced by his or her time and place. a. American colonies (Benjamin Franklin and Thomas Jefferson) SS1G2 Identify and locate the student’s city, county, state, nation (country), and continent on a simple map or a globe. SS1G3 Locate major topographical features of the earth’s surface. a. Locate all of the continents: North America, South America, Africa, Europe, Asia, Antarctica, and Australia. GOVERNMENT/CIVICS UNDERSTANDINGSSS1CG1 Describe how the historical figures in SS1H1a display positive character traits such as fairness, respect for others, respect for the environment, courage, equality, tolerance, perseverance, and commitment. SS1CG2 Explore the concept of patriotism through the words in the songs America (My Country ‘Tis of Thee) and America the Beautiful (for example: brotherhood, liberty, freedom, pride, etc.). ECONOMIC UNDERSTANDINGSSS1E1 Identify goods that people make and services that people provide for each other. SS1E2 Explain that scarcity is when unlimited wants are greater than limited resources. SS1E3 Describe how people are both producers and consumers. SS1E4 Explain that people earn income by working and that they must make choices about how much to save and spend. | ||||||||||||||||||||||||
Cobb Teaching & Learning Standards - Science | ||||||||||||||||||||||||
CLICK HERE TO DOWNLOAD 1st GRADE COBB TEACHING & LEARNING STANDARDS FOR SCIENCE First Grade Science StandardsThe Cobb Teaching and Learning Standards (CT & LS) for science are designed to provide foundational knowledge and skills for all students to develop proficiency in science. The Project 2061’s Benchmarks for Science Literacy and the follow up work, A Framework for K-12 Science Education were used as the core of the standards to determine appropriate content and process skills for students. The Science Georgia Standards of Excellence focus on a limited number of core disciplinary ideas and crosscutting concepts which build from Kindergarten to high school. The standards are written with the core knowledge to be mastered integrated with the science and engineering practices needed to engage in scientific inquiry and engineering design. The Cobb Teaching and Learning Standards drive instruction. Hands-on, student-centered, and inquiry-based approaches should be the emphasis of instruction. The standards are a required minimum set of expectations that show proficiency in science. However, instruction can extend beyond these minimum expectations to meet student needs. At the same time, these standards set a maximum expectation on what will be assessed by the Georgia Milestones Assessment System. Science consists of a way of thinking and investigating, as well a growing body of knowledge about the natural world. To become literate in science, students need to possess sufficient understanding of fundamental science content knowledge, the ability to engage in the science and engineering practices, and to use scientific and technological information correctly. Technology should be infused into the curriculum and the safety of the student should always be foremost in instruction. The First Grade, Cobb Teaching and Learning Standards for science engage students in raising questions about the world around them and seeking answers by making observations. First graders use whole numbers to analyze scientific data. They identify how magnets pull on all things made of iron and either attract or repel other magnets. First graders create drawings that correctly depict something being described. The students are asked to plan and carry out simple investigations to understand patterns (shadows, sound, weather, and daily needs of plants and animals) observed in the world around them and make predictions based on these investigations. They follow safety rules. Inquiry In each unit of study: Students will define simple problems based-on observations, ask questions, and carry out investigations with guidance. In order to generate solutions to a problem, students will gather evidence, record information, and use numbers to describe patterns. In order to communicate solutions, student will use data to support their explanations (arguments). Earth ScienceS1E1. Obtain, evaluate & communicate weather data to identify weather patterns. Physical ScienceS1P1. Obtain, evaluate & communicate information to investigate light & sound. a. Use observations to construct an explanation of how light is required to make objects visible. S1P2. Obtain, evaluate, and communicate information to demonstrate the effects of magnets on other magnets and other objects. a. Construct an explanation of how magnets are used in everyday life. Life ScienceS1L1. Obtain, evaluate, and communicate information about the basic needs of plants and animals. a. Ask questions to identify the parts of a plant—root, stem, leaf, and flower. | ||||||||||||||||||||||||
Return to the Academic Division Main Page | ||||||||||||||||||||||||