1st Grade

   Grade 1 Teachers   

Welcome to 1st Grade!

We are thrilled to guide your child into exploration,
learning, and growing this school year. 


Meet Your First Grade Teachers:

(from left to right)

Mrs. Smalls, Ms. Fabia, Ms. Reyes, Ms. Liang, Ms. Pizzimenti, Ms. Nugent 

Class 1-1

Ms. Reyes and Ms. Pizzimenti

Class 1-2

Ms. Liang and Ms. Smalls

Class 1-3

Ms. Nugent

Class 1-4

Ms. Fabia


1st Grade Calendar

View Monthly Calendar


  • January newsletters and Calendars

    1st Grade
  • Math Games

    Here you will find various math games that we are playing with our classes on Fun Fridays, or during stations!

    1st Grade
  • Current Units of Study in Reading and Writing

    1st Grade
  • Upcoming Field Trips

    Here you will find dates & permission slips for upcoming field trips up until the month of December.

    1st Grade
  • Past Parent Workshops

    Here you will find all the information for any parent workshop that was held this school year.

    1st Grade
  • Welcome!

    We are thrilled to guide your child into exploration, learning, and growing this school year.  We had a wonderful first month of school. Running records were administered and your child has received his or her reading level.

    During the month of October we start new Reading and new Writing units.

    Word Detectives: Strategies for using High Frequency Words and Decoding

    Information: Writing How To's


    1st Grade
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Unit 1: Talking and Thinking about Letters

Unit 2: The Mystery  of the Silent e

Unit 3: From Tip to Tail: Reading Across Words

Unit 4: Word Builders: Using Vowel Teams to Build Big Words

Unit 5: Marvelous Bloopers: Learning through Wise Mistakes

Readers Workshop

 September/October: Building Good Reading Habits

October/November: Word Detectives

November/December: Learning About the Word: Reading Non-Fiction

January/February: : Readers Get to Know Characters by Performing their Books

February/March: Readers Have Big Jobs to Do: Fluency, Phonics, and Comprehension

April/May: Meeting Characters and Learning Lessons: A Study of Story Elements

May/June: Reading Non-Fiction Cover to Cover: Non-Fiction Book Clubs

Writers Workshop

 September/October:  Writing Small Moments

October/November: Informational Writing: Writing How To's

November/December: Non-Fiction Chapter Books

January/February: : Writing Reviews

February/March: Writing Songs and Poetry

April/May: From Scenes to Series: Writing Fiction

May/June: Independent Writing Projects


Module 1: Sums and Differences to 10

Module 2:  Introduction to Place Value Through Addition and Subtraction Within 20

Module 3: Ordering and Comparing Length Measurements as Numbers

Module 4:  Place Value, Comparison, Addition and Subtraction to 40

Module 5: Identifying, Composing, and Partitioning Shapes

Module 6: Place Value, Comparison, Addition and Subtraction to 100

Phonics - Current Unit of Study

From Tip to Tail

This unit will mirror our reading and writing nonfiction units. It aims to help the students read and write more as they learn more about features and parts of words. As they are reading nonfiction they are apt to encounter vocabulary they haven’t seen before. At this point in the year, many students are moving towards texts that contain more multisyllabic words.

“Teaching children phonics is much easier than actually getting them to use the phonics. The trickiest part of phonics instruction may be in supporting students transfer of word study knowledge to their reading and writing.” - Patricia Cunningham


By the end of this unit, your child should be able to......

1. notice and understand common word endings (-s, -ing, -es, -ed, -er, -y)

2. know the different sounds -ed makes

3. know, understand and use common phonograms 

4. know and use contractions with not

5. add to knowledge of high frequency words


At home activities: 

1. Use letter tiles to build words - focusing on words with blends, digraphs and word families

2. Reading daily - pointing out blends, digraphs, contractions, word families

Reading- Current Unit of Study

Reading Non-Fiction

This unit builds a natural sense of curiosity! It’s important for students to know that books can teach them about things. As adults, think about how much reading is nonfiction throughout a day; websites, reviews blogs, professional book, etc. Think about how much children need to learn about the world. This unit will support the tricky, multidimensional work of integrating sources - the work that is at the heart of what first graders need to learn to do (squeeze all the knowledge they can out of books)!

Practice at Home Activities:

Go on a text feature hunt - try finding text features in places different than nonfiction books (while at the museum, zoo, driving, etc.)

Summarize what you learned in 4-5 sentences.

Ask questions before starting to and while learning about a topic -making sure to try and find the answers while reading.


Writing- Current Unit of Study

Writing Non-Fiction

One of the wonderful things about working with first- graders is the delight they take in their own knowledge. This unit channels that energy into their writing - they will love the chance to teach! Students who are reluctant story writers often come alive when given the chance to teach about something they know how to do very well, or are an expert at!

During our Non-Fiction writing unit, students will choose something that they are expert at and will teach others all about that topic so that they become an expert too! Students will learn how to write an introduction that hooks their reader into their writing, as well as write a conclusion to their Non-Fiction writing piece so that it will provide a clear sense of closure.

 By the end of this unit, your child should be able to; write without getting distracted, answer the readers' questions while writing, revise writing, add details through words and pictures, add capital letters and punctuation, present to an audience.

At Home Practice Activities:

  • Provide a place for your child to write at home. This place should be quiet and well lit.  Have this area stocked with writing supplies, such as paper, pencils, pens,   and crayons. You can also have your child help you with day to day activities such as; cooking, making the bed, or tying their shoes.  As they do these activities have your child verbalize what they are doing in details saying the words first, next, then, last, finally
  • Ask questions. Always ask your child questions when he writes. Ask specific questions about your child’s writing such as: “How did that happen?” “How did that make you feel?” “Can you tell me more about that...?” “What are some other words you could use to describe...?”
  • Help your child publish their writing. Share their writing with others, place it on the refrigerator or encourage her to write for kids’ magazines. When your child’s writing is published in a children’s book, they will be on her way to becoming a lifelong writer and author.
  • Be a writing role model.  Make sure your child sees you as a writer. Point out times that you use writing to communicate with others. Discuss authentic writing in the community such as articles and letters in the newspaper, on billboards or in written advertisements. Discuss the purpose of the writing and the target audience. When your child writes, you should write. You can schedule a day of the week that you will turn off the television and share your writing

 Created by Megan Peaslee

Math- Current Unit of Study

Module 2: Introduction to Place Value through Addition and Subtraction within 20.

Module 2 serves as a bridge from students' prior work with problem solving within 10 to work within 100 as students begin to solve addition and subtraction problems involving teen numbers. Students go beyond the Level 2 strategies of counting on and counting back as they learn Level 3 strategies informally called "make ten" or "take from ten."

 At home activities:

Use objects around the house to practice counting on to find the mystery number.

Review teen numbers, and decomposing a 10. For example the number 12 is made up of one 10 and 2 ones (10 + 2 = 12)

Use objects around the house, such as candy or cereal to practice subtracting teen numbers.

Grade 1 Grading Policy

Grade 1 Grading Policy

  Report Card Grades Based On Grade Criteria

Teachers College reading level benchmarks

All marking period report cards, the overall ELA grade is the average of the reading, writing and listening scores.

Overall reading score will be the running record score - NOT the average of other reading components.

1st Marking Period 


1= C or below


3/ F/G

4=H or above

2nd Marking Period 


1= E or below



4=K or above

3rd Marking Period


1=F or below



4=L or above 

Scaled score on post on-demand assessments using Teachers college rubric for scoring. If multiple writing units occur during the marking period, the final report card grade is based on the average of all the post on-demand assessments. Deciding whether to round a half point up or down for the final grade is at the teacher’s discretion based on performance throughout the unit.

End of Unit Post- 75%

Published Piece, classwork, conferencing and small group work-25%
Number of Points Scaled Score
1-11 1
11.5-16.5 1.5
17-22 2
22.5-27.5 2.5
28-33 3
33.5-38.5 3.5
39-44 4

Average of end of unit assessment scores given during the marking period.

Unit test- 75%

Classwork- 25%
Level 1 1-55%
Level 2 56-78%
Level 3 79-88%
Level 4 89-100%

Average of end of unit assessment scores given during the marking period.

Unit test- 75%

Classwork- 25%
Level 1 1-55%
Level 2 56-78%
Level 3 79-88%
Level 4 89-100%
Social Studies

Average of end of unit assessment scores given during the marking period.

Unit test- 75%

Classwork- 25%

Level 1 1-55%
Level 2 56-78%
Level 3 79-88%
Level 4 89-100%

Grade 1 Promotional Policy

Grade 1 Promotional Policy

  January June
Attendance Minimum of 90% attendance is expected Minimum of 90% attendance is expected
Reading Levels Level E Level G
Reading Standards Level 2 or higher on standards for January Level 2 or higher on standards
Sight Words Minimum of 35 words from lists A-H Minimum of 90 words from lists A-H
Writing Standards Level 2 or higher on standards Level 2 or higher on standards
 Must Provide 1 on demand piece and 1 published piece (Level 2 or higher) 2 on demand pieces and 1 published piece (Level 2 or higher)
Math Standards Level 2 or higher on standards Level 2 or higher on standards
Homework A minimum of 80% of homework is expected to be completed A minimum of 80% of homework is expected to be completed