First Grade Accomplishments

  • Makes a transition from emergent to “real” reading.

  • Reads aloud with accuracy and comprehension any text that is appropriately designed for the first half of grade one.

  • Accurately decodes orthographically regular, one-syllable words and nonsense words (e.g.,“sit,”“zot”), using print-sound mappings to sound out unknown words.

  • Uses letter-sound correspondence knowledge to sound out unknown words when reading text.

  • Recognizes common, irregularly spelled words by sight (“have,”“said,”“where,”“two”).

  • Has a reading vocabulary of 300 to 500 sight words and easily sounded-out words.

  • Monitors own reading and self-corrects when an incorrectly identified word does not fit with cues provided by the letters in the word or the context surrounding the word.

  • Reads and comprehends both fiction and nonfiction that is appropriately designed for the grade level.

  • Shows evidence of expanding language repertoire, including increasing appropriate use of standard, more formal language.

  • Creates own written texts for others to read.

  • Notices when difficulties are encountered in understanding text.

  • Reads and understands simple written instructions.

  • Predicts and justifies what will happen next in stories.

  • Discusses prior knowledge of topics in expository texts.

  • Uses how, why, and what-if questions to discuss nonfiction texts.

  • Describes new information gained from texts in own words.

  • Distinguishes whether simple sentences are incomplete or fail to make sense; notices when simple texts fail to make sense.

  • Can answer simple written comprehension questions based on the material read.

  • Can count the number of syllables in a word.

  • Can blend or segment the phonemes of most one-syllable words.

  • Spells correctly three- and four-letter short vowel words.

  • Composes fairly readable first drafts using appropriate parts of the writing process (some attention to planning, drafting, rereading for meaning, and some self-correction).

  • Uses invented spelling or phonics-based knowledge to spell independently, when necessary.

  • Shows spelling consciousness or sensitivity to conventional spelling.

  • Uses basic punctuation and capitalization.

  • Produces a variety of types of compositions (e.g., stories, descriptions, journal entries) showing appropriate relationships between printed text, illustrations, and other graphics.

  • Engages in a variety of literacy activities voluntarily (e.g., choosing books and stories to read, writing a note to a friend).



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