First Grade Nine Week Plans 2012-13
Second Quarter
Dear Parents,
During the second nine weeks we will be actively involved in activities and lessons, which
introduce and provide practice with the skills listed below. The numbers are in reference to the
Virginia Standards of Learning. The bold headings refer to topic headings found on the first grade
report card.
Reading
The children will
Demonstrates knowledge of how print is organized and read

read his/her own writing (1.5d)
Read assigned sight words

read and spell commonly used sight words (1.6h)
Develops and expands vocabulary

develop vocabulary by listening to and reading a variety of texts (1.8b)
Applies phonetic principles
 use two-letter consonant blends to decode and spell single-syllable words (1.6b)

use beginning consonant digraphs to decode and spell single-syllable words


(1.6c)
use short vowel sounds to decode and spell single-syllable words (1.6d)
blend beginning, middle, and ending sounds to recognize and read words. 1.6e
Uses multiple strategies when reading

use information in the story to read words (1.7c)
 reread and self correct (1.7f)
Reads orally with fluency

read and reread familiar fiction and nonfiction passages with fluency, accuracy, and
meaningful (1.10h and 1.9i)
Comprehends fiction

make and confirm predictions (1.9d)
 retell stories and events, using beginning, middle, and end (1.9g)
Comprehends non-fiction
 preview the selection (1.10a)
 use prior and background knowledge as context for new learning (1.0b)
 set a purpose for reading (1.10c)
 make and confirm predictions (1.10e)
Oral Language
The children will
Demonstrate growth in the use of oral language

tell and retell stories and events in logical order (1.1b)
 count phonemes (sounds) in one-syllable words (1.4b)

add or delete phonemes (sounds) to make new words(1.4e)
Continue to expand and use listening and speaking vocabularies
 increase listening and speaking vocabularies (1.2a)
Adapts or changes appropriate oral language to fit the situation

follows rules for conversation using appropriate voice level in small-group settings (1.3b)

ask and respond to questions (1.3c)
Writing
The children will
Write to communicate ideas

generate ideas (1.13a)

focus on one topic (1.13b)

share writing with others(1.13g)

use available technology for reading and writing (1.14)
Apply phonetic principles and word study skills

use the alphabetic code to write unknown words phonetically (1.12c)

use developmentally appropriate sound, pattern and/or meaning to spell in written
work (LCENG 1)
Use correct capitalization and punctuation

begin each sentence with a capital letter and use ending punctuation in final copies
(1.3e)
Spells sight words and vocabulary words correctly

use correct spelling for commonly used sight words and phonetically regular words in
final copies (1.3f)
Learns assigned spelling patterns

use developmentally appropriate sound, pattern, and/or meaning units to spell words in
isolation (LCENG 2)
Handwriting
The children will

print legibly 1.12

form letters accurately (1.12a)
 space words within sentences (1.12b)
Math
The children will:
Computation and Estimation
given a reasonable order of magnitude from three given quantities, a one-digit
numeral, a two-digit numeral, and a three digit numeral and explain the
reasonableness of the choice (1.4).
Addition and Subtraction Facts

recall basic addition facts with sums to 18 or less and the corresponding subtraction
facts (1.5)
Geometry

identify, trace, describe, and sort plane geometric figures (triangle, square, rectangle,
and circle according to number of sides, vertices, and right angles (1.12).
 construct, model, and describe objects in the environment as geometric shapes
(triangle, rectangle, square, and circle) and explain the reasonableness of each choice
(1.13).
Probability and Statistics (organizes, displays and interprets data)


Investigate, identify, and describe various forms of data collection using tables, picture
graph, and object graphs (1.14).
Reasoning and Problem Solving

create and solve one-step story and picture problems using basic addition facts with
sums to 18 or less and the corresponding subtraction facts (1.6)

interpret information displayed in a picture or object graph, using vocabulary more,
less, fewer, greater than, less than, and equal to (1.15).
Science
The children will
Life Processes
 classify plants according to certain characteristics (evergreen/deciduous) 1.4c
 classify animal according to certain characteristics (1.5c)
Earth/Space Systems (patterns, Cycles,& Changes)

investigate and understand the relationship of seasonal change and weather to the
activities and life process of plants and animals(including people) (1.7a).
 recognize that there are relationships between daily and seasonal changes (1.7b)
 recognize that changes in temperature, light, and precipitation can be observed and
recorded over time (1.7c)
 compare and contrast the activities of some common animals during summer and
winter by describing changes in their behaviors (1.7a)
Social Science
The children will
Geography
 develop map skills by recognizing basic map symbols, including references to land,
water, cities, and roads (1.4a)

develop map skills by using cardinal directions on a map (1.4b)
 identify the shapes of the U.S. and Virginia on maps/globes (1.4c)

develop map skills by using cardinal directions on a map (1.4c)
 develop map skills by locating Washington, D.C., the capital of the United States, and
Richmond, the capital of Virginia, on a United States map (1.4d)
 construct a simple map of a familiar area, using map symbols in the map legend (1.5)

describe how the location of his/her community, climate, and physical surrounding
affect the way people live, including their food, clothing, shelter, transportation, and
recreation. (1.6)
Economics
 explain the difference between gods and services and describe how people are
consumer and producers of goods and services (1.7).
 explain that people make choices because they can’t have everything they want (1.8)
 recognize that people save money for the future to purchase goods and services (1.9)
Health
The children will
 identify the health care providers and agencies that influence personal health. Key
concepts/skills include the role of community health care professionals (1.5a)
 identify the health care providers and agencies that influence personal health. Key
concepts/skills include the purpose of community health care agencies 1.5b)
Sincerely,
First Grade Teachers