• First-Grade Reading Learning Objectives
    Elementary readers experience a wide variety of books in their classrooms through mini-lessons, read alouds, book partnerships, and independent reading. Independent reading is a vital part of our reading experience - especially in fostering a love for reading. Our readers learn to select “just right books.” These books interest the child and offer the appropriate challenge to help build confidence and to become better and better readers. While individual readers develop as readers at differing rates, we do use grade-level standards to measure a child’s progress from year-to-year. Monitoring readers as they select books, as they read books and when they write about and discuss books helps teachers know how readers are progressing. In addition, teachers administer reading assessments such as the DRA2 and the SRI.

    Please notice that literacy learning objectives, listed in italics, are aligned to our larger report card indicators, typed in bold. Each learning objective is accompanied by sample “I statements” that students can use in considering their progress as readers and writers.

    Report Card Indicator: Accurately reads and understands grade level texts.
    First-graders strive to read longer books that are 10-16 pages long with three to eight lines of texts per page or even easy,  illustrated chapter books that are as long as 50 pages. Narrative books include multiple episodes with little repetition of similar episodes. Plots are becoming more and more sophisticated. Informational texts have a table of contents and/or a glossary. First-graders experience books with familiar content but that might introduce some new content where abstract concepts are highly supported by text and illustrations. 

    Report Card Indicator: Uses a variety of strategies to comprehend the literal meaning of a text.
    Asking and answering questions about a text is an important strategy. 
    • I make sure to preview a book title, front cover, back cover, and pictures (and table of contents) so I can figure out who might be in the story and what might happen. 
    • When I’m reading, I know to stop and reread when I’m not sure what I’ve read. I know to say “Does it look right?,” “Does it sound right?” and “Does it make sense?”
    • I’m learning how punctuation guides my reading. It helps me know when to pause, helps me sound like the real character, and helps me to read with expression. 
    • When I read even just one picture or page, I have a lot of ideas and questions. Sometimes I think up the answers to those questions; sometimes, I find them in the book. 
    Retelling is a strategy that requires readers to pay close attention to details as they read. 
    • I can describe characters and settings and retell major events in a story, using key details.
    • I think about whether the main character meets with a problem, and if so, how the character solves it. 
    • I can describe the connection between two individuals, events, ideas, or pieces of information in a text.
    Being able to recognize major differences between books that tell stories and books that give information helps readers tackle a text.
    • I know and use various text features to locate key facts or information.
    • When I preview the text, I pay special attention to text features like table of contents, headings, and captions to help decide how the text will go.
    Report Card Indicator: Reads for depth of understanding of a text. 
    Sometimes, first-graders can demonstrate their understanding of a text when they retell the story or recount the key details. 
    • As I read, I think about a part I just read. After I read another part, I can put the parts together and talk about them.
    • At the end of a story, I can name the lesson the character learned.  I might say this in a word or phrase.  
    • I can say the big topic about a text and name information about that topic, which I learn from different parts of the text. 
    First-grade readers learn to look for who is telling the story at various points in the text.
    • When I read dialogue, I can make it sound like a character is really talking.
    • I notice big things that characters say, do, and think, and I think about what this might show about a character’s feelings.
    • I can talk about how a character changes and why.
    Use illustrations and details in a story to describe its characters, setting, or event or to describe key details.
    • I understand that information provided by pictures or other illustrations and information provided by the words in the text might be different.
    • I knowthat illustrations and details in a text lend to the key ideas.
    Identify the reasons an author gives to support points in a text to describe key ideas.
    • Introduce through shared reading how information goes together in a text, such as how one event leads to another or how doing each step in a “how-to” can create a result. 
    Compare and contrast the most important points presented in two texts on the same topic.
    • When I read several books (or parts of books) on the same topic, I add what I learned from one text or part of texts onto what I learn from the text. 
    • I can compare and contrast the adventures of characters in settings. 
    • When I read books that go together, I can think about how they are the same and different.
    Report Card Indicator: Reads aloud with fluency, which includes appropriate phrasing, expression, and rate.
    Identify words and phrases in stories or poems that suggest feelings or appeals to the sense.
    • When I don’t know a word, I check the illustrations, reread the words before and after, and try to think of a word that makes sense. 
    • I try to substitute a word if I can’t figure it out.
    • I read all the way across the word and use what I know about letters and parts of words. 
    • I recognize some words in a snap and am always working to learn more.