1st Grade Parent Guide

In first grade, our aim is to offer a comprehensive learning environment that intertwines literature and informational texts, creating ample opportunities for children to engage with various subjects while honing their language skills and expanding their knowledge base. Alongside captivating activities like read-aloud sessions and shared readings, we emphasize interactive engagements with literacy materials, facilitating an environment where young readers can dive into diverse printed and visual texts. Through these experiences, they develop a nuanced understanding of how words communicate meaning through reading and writing, while also strengthening their grasp of spoken words, syllables, and sounds (phonemes). Our curriculum encompasses a diverse range of literary genres—from stories and poetry to fiction and folk tales—alongside informational texts encompassing science, history, and biographies, available in print and digital formats. Moreover, we prioritize guiding students in understanding the organization and fundamental features of print, while also instilling skills in phonics and word analysis, enabling them to decode words effectively. As part of their reading journey, they'll engage with beginning reader texts tailored to their abilities, fostering accuracy and fluency essential for comprehension. This diverse array of materials aims not only to instill a love for learning but also to deepen their comprehension of the multifaceted world around them.

A Parent’s Guide to the NYS Next Generation ELA and Math Learning Standards

NYS English Language Arts Standards

• My Three Best Friends and Me, Zulay by Cari Best
• Yoko by Rosemary Wells
• Call Me Tree by Maya Christina Gonzalez
• Nino Wrestles the World by Yuyi Morales 
• King for a Day by Rukhsana Khan
• Chato’s Kitchen by Gary Soto
• Today by Julie Morstad
• Hello Goodbye Dog by Maria Gianferrari
• Thunder Boy Jr. by Sherman Alexie
• Marisol McDonald Doesn’t Match / Marisol McDonald no combina by Monica Brown
• More-igami by Dori Kleber
• A Hat for Mrs. Goldman: A Story About Knitting and Love by Michelle Edwards
• Back to Front and Upside Down by Claire Alexander
• The Water Princess by Susan Verde, and Georgie Badiel
• A Morning with Grandpa by Sylvia Liu
• Just a Minute: A Trickster Tale and Counting Book by Yuyi Morales
• Rulers of the Playground by Joseph Kuefler
• Elizabeti’s Doll by Stephanie Stuve-Bodeen
• Under the Lemon Moon by Edith Hope Fine
• Drummer Boy of John John by Mark Greenwood
• Big Red Lollipop by Khan, R., & Blackall, S.
• The Orange Shoes by Trinka Hakes Noble
• The Goggle-Eyed Goats by Stephen Davies
• Leon and Bob by Simon James
• So Much by Trish Cooke
• Margaret and Margarita: Margarita y Margaret by Lynn Reiser
• Adrian Simcox Does Not Have a Horse by Marcy Campbell
• The Princess and the Pit Stop by Tom Angleberger
• The Field by Baptiste Paul
• Dear Dragon: A Pen Pal Tale by Josh Funk
• Carmela Full of Wishes by Matt de la Peña

Gathering, Interpreting and Using Evidence

• Develop questions about his/her family
• Recognize different forms of evidence used to make meaning in social studies (including sources such as art and photographs, artifacts, oral histories, maps, and graphs).
• Identify:
  • the creator and/or author of different forms of evidence
  • opinions of others.
• Create understanding of the past by using primary and secondary sources.
• Chronological Reasoning and Causation
• Retell a real-life family event in sequential order.
• Understand the concept of time measurements, including days, weeks, months and years.
• Identify:
  • causes and effects, using examples from his/her family life.
  • change over time in his/her family
  • events of the past, present, and future in his/her family life.
• Recognize and identify patterns of continuity in his/her family

Comparison and Contextualization

• Identify:
  • similarities and differences between neighborhoods.
  • similarities and/or differences between him/her and others with detail.
• Describe an event in his/her family.
• Understand the concepts of geography, economics, and history that apply to his/her family.
• Geographic Reasoning
• Ask geographic questions about where places are located and why they are located there, using location terms and geographic representations, such as maps, photographs, satellite images, and models. Describe where places are in relation to each other.
• Identify:
  • human activities and human-made features; identify natural events or physical features.
  • a pattern and a process.
• Describe how environment affects his/her and other people’s activities.
• Describe how human activities alter places.

Economics and Economic Systems

• Explain:
  • how scarcity affects choices made by families and communities, and identify costs and benefits associated with these choices.
  • how people earn money and explain other ways that people receive money
• Distinguish between a consumer and a producer and their relationship to goods and services.

Civic Participation

• Demonstrate respect for the rights of others in discussions, regardless of whether one agrees with the other viewpoints
• Participate in activities that focus on a classroom or school issue or problem.
• Identify 
  • the role of the individual in classroom and school participation.
  • situations in which social actions are required.
  • the president of the United States and the school principal and their leadership responsibilities.
  • the president of the United States and the school principal and their leadership responsibilities.
• Show respect in issues involving difference and conflict; participate in the resolution of differences and conflict.

NYSED Social Studies Framework

Mathematics is a language we use to identify, describe, and investigate the patterns and challenges of everyday living. It deals with numbers, quantities, shapes, and data, as well as numerical relationships and operations. Mathematics is a way of approaching new challenges through investigating, reasoning, visualizing, and problem solving with the goal of communicating the relationships observed and problems solved to others.

By the end of first grade, students will be able to...

Number and Operation in base ten

•  Count to 120. Read and write numerals up to 120
• Understand place value (ones and tens place)
• Understand that two-digit numbers are made of tens and ones; for example, 27 is made of 2 tens and 7 ones. Use this knowledge to add and subtract 
• Comparing two digits based on tens and ones digits (>, <, and =) 
• Subtract multiples of 10 from other multiples of 10 in the range 10-90. Explain how addition and subtraction are related

Algebra

• Solve one-step problems involving addition and subtraction within 20
• Apply properties of operations as strategies to add and subtract:
  • (If 8+3=11 is known, then 3+8=11 is also known) -Commutative Property
  • (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 
• Add and subtract within 20
• Fluently add and subtract with numbers up to 10
• Determine the accuracy of addition and subtraction equations
• Determine the unknown number in all parts of an equation 

Geometry 

• Build and/or draw shapes and answer questions about their attributes (e.g., color, orientation, overall size)
• Draw and build two-dimensional and three-dimensional shapes
• Partition rectangles, circles, and squares into two, three, or four equal parts

A Parent’s Guide to the NYS Next Generation ELA and Math Learning Standards

NYSED Math Standards

In first grade, performance expectations guide students in answering questions related to scientific concepts. They explore topics such as the effects of material vibrations, the impact of light availability on visibility, ways plants and animals meet their needs, the similarities and differences between parents and offspring, and the objects in the sky and their apparent movement. First-grade performance expectations cover Disciplinary Core Ideas in physical science, life science, and earth and space sciences from the NRC Framework. Students develop an understanding of the relationship between sound and vibrating materials, the effects of light on objects, and how plants and animals use external parts and behaviors for survival and growth. The crosscutting concepts of patterns, cause and effect, structure and function, and the influence of engineering, technology, and science on society and the natural world serve as organizing principles. Students are expected to demonstrate proficiency in scientific practices, including planning and conducting investigations, analyzing and interpreting data, constructing explanations and solutions, and obtaining, evaluating, and communicating information, to showcase their understanding of core scientific ideas.

Waves: Light and Sound

• Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.
• Make observations to construct an evidence-based account that objects can be seen only when illuminated
• Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light.
• Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.
• Structure, Function, and Information Processing
• Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.
• Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.
• Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents

Space Systems: Patterns and Cycles

• Use observations of the sun, moon, and stars to describe patterns that can be predicted
• Make observations at different times of year to relate the amount of daylight to the time of year
• Engineering Design
• Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
• Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
• Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs

NYSED Science Standards

Science:

Interactive Simulations 

Interactive Simulations 

Interactive Games 

Clearinghouse of Websites 

Animal Games 

Videos 

Math:

Videos 

Math Fact Fluency 

Math Fact Fluency 

Problem Solving Games 

Special Education Programs

A unique education program means specially designed individualized or group instruction to address student’s academic goals in reading, writing, and math.  The Committee on Special Education will determine appropriate program recommendations based on the continuum of services and students’ progress. 

Related Services

Related services are supportive services required to assist a student with a disability and include speech-language pathology, hearing services, vision services, physical therapy, occupational therapy, counseling services, and parent counseling and training.  A student’s need, identified through an evaluation, will provide the basis for written annual goals and appropriate provision of services. 

Resource Room & Consultant Teacher

Resource Room is a special education program where students require specialized supplementary instruction in a small group setting outside the classroom for a portion of the school day.  Resource Room is capped at five students per group.  Consultant Teacher, another special education program, is for students who require additional specially designed individualized or group instruction within regular education classes.  

Integrated Co-Teaching, or “Inclusion”

Integrated Co-Teaching (ICT) is a special education program where students required specially designed instruction in an individualized or small group setting for multiple subjects within regular education classes.  A general education teacher and a special education teacher jointly provide instruction to a class that includes both students with and students without disabilities to meet the diverse learning needs of all students in a class.  ICT is capped at 12 students with a disability.

Special Class

Special Class is a special education program where students with disabilities have been grouped together with similar individual needs and academic goals for the purpose of being provided specially designed instruction in a small-sized class without general education students.  Students in a special class are exposed to the general education curriculum and are on a Regents pathway to graduation.  

Supplementary Aids and Services

Supplementary aids and services are other supports (i.e., additional personnel, assistive technology, instructional modifications) that are provided in regular education classes, Specials, and in extracurricular and nonacademic settings to enable students with disabilities to be educated with nondisabled students to the maximum extent appropriate in accordance with the least restrictive environment. 

English as a New Language Services and Programs:

The district offers two programs for eligible and identified English Language Learners (ELLs).

ENL: In an English as a New Language (ENL) program, English Language Arts and content-area instruction are taught in English using specific ENL instructional strategies by a NYS certified ESOL teacher.  This program typically serves ELL students from many different home/primary language backgrounds whose only common language is English and therefore cannot participate in a bilingual program. In an ENL program, there are two components to deliver instructional services, Stand-Alone and Integrated ENL services.  

Stand-Alone: Stand Alone ENL is a separate time devoted to English language acquisition and English language development. The required amount of stand-alone ENL instruction depends on the English proficiency level of each student.

Integrated: In an integrated ENL class, an ESOL certified teacher provides services during the students' content area classes alongside their classroom teacher. Some content area classes that are integrated include English Language Arts, Social Studies, Science, and/or Mathematics.  Students receive core content area and English language development instruction, including the use of the home/primary language as support as well as appropriate ELL instructional supports to enrich comprehension. 

Transitional Bilingual Education Program: Bilingual education uses the student’s native language (Spanish) as a tool of instruction while they begin learning English. This model is for English language learners who speak the same language.

The language goal of the program is for English language learners to learn English as quickly as possible and achieve success in their current academic placement and in the future. 

For more information on our Bilingual & English as a New Language Related Services please visit our Bilingual, ENL & World Languages Department Webpage.

NYSED Bilingual & English as a New Language Resources

Central Islip Bilingual, ENL and World Language Department

Information literacy is a skill necessary for today’s world of rapidly increasing information. Students will have to assimilate more information than has appeared in the last 150 years.

As a result of their schooling, students will be able to:

Information Literacy

• Identify the difference between fiction and nonfiction, and between fact and opinion.
• Learn a simple research process (What do I need? Where do I find it? How do I use it? What did I learn?), identify information from a variety of formats, both print and nonprint.
• Listen to a variety of high-quality children’s literature, representing a variety of genres, and understand the roles of author and illustrator.
• Actively listen when books are read aloud or viewed and be able to retell a story in correct sequence, identifying beginning, middle, and end.
• Begin to search in the library computer catalog and locate books in ABC author order in the collection.

Technology: Computers

• Introduce proper input techniques
• Identify and practice basic Internet safety rules
• Review hardware components appropriate for specific tasks (mouse, keyboard, printer, and monitor)
• Demonstrate understanding and use of symbols such as hourglass icon, cursor, scroll bar, desktop, and task bar
• Introduce how to use basic operation commands (opening and closing programs, save, log-on)
• Introduce how to prepare documents that include a variety of media
• Introduce kid friendly search engines, address bar, back and refresh button
• Work collaboratively with a team using information technology resources
• Adhere to safety and security policies
• Review why personal information should not be shared. Explain the risks and dangers of sharing personal information

Physical Education Programs offer students the opportunity to enhance their minds and bodies.

As a result of their schooling, students will be able to:

Physical Skills

• The student will be able to perform different locomotor skills such as skip, gallop, hop, etc. The student will be able to develop and work on their gross motor skills 

Knowledge

• The student will be able to understand the importance of problem solving, cooperating with one another, communication and lifelong physical activity 

Physical Activity

• The student will be able to understand the importance of being physically active on a daily basis and what it does for their bodies. Students will achieve this through fitness-based activities 

Intrinsic Value

• The student will be able to understand the routines and expectations in the gymnasium and benefits of teamwork and cooperation

NYSED Physical Education Standards

The elementary art curriculum focuses on integrating aesthetics, studio art, collaboration, connections to literature and art history in an engaging, creative, and imaginative environment with an emphasis on the Elements of Art and Principles of Design.

Art skills/fine motor skills are taught as scaffolded skills based on appropriate development of the young artist and accommodations are made for students to reach their individual goals.  

• Exploring Materials: Students will practice and learn how to handle and use materials in an advanced manner such as: Cutting around shapes and on different lines, using paint brushes with different kinds of paint and applying materials to create values and textures
• Use of Principles of design and Elements of art: Students will practice using line, shape, and pattern. Students will study and use color theory and texture 
• Cultural connections: Students will explore worldly examples that coincide with the principles and elements studied to create their own art
• Cross curriculum connections: Students will continue to use literature with illustrations to find numbers, lines, and letters that they already know, use and practice to create new images in art
• Reflections: Students will continue to understand their own craftsmanship. Students will be able to identify in their own work, and others, where there are areas of improvement or great accomplishments. Students will be asked to use art vocabulary while commenting on work. Students will also begin to recognize how art creates emotion

NYSED Visual Arts Standards

Our art and music programs help our students build perseverance and achievement, teach responsibility, expose students to history and culture, help improve coordination, reading, math, and social skills, as well as nurture self-expression and creativity.  The arts connect us to the world and open our eyes to new ways of seeing. 

Elementary Music Department Benchmarks & Skills

Music Appreciation

• Students will learn about history and genre throughout their experiences, building knowledge of key musical terms, analyzing melody and harmony, rhythm, and form.  Students will learn to read, write, and compose music as well

Movement

• Reinforcing body awareness with various movement activities

Improvisation

• Exploring creativity through movement, rhythm, and pitch

Performance

• Giving opportunities for students to learn to sing, as well as use the recorder, ukulele, and world drumming, as a foundation to performing within an ensemble

Central Islip K-12 Full Music Curriculum

NYSED Music Standards & Resources

NYSSMA Frequently Asked Questions

Fun Comic Creator and Sudoku!

MAKE BELIEFS COMIX! Online Educational Comic Generator for Kids of All Ages

Sudoku

 

Listen to Reading

Story Online

Starfall - Learn to Read with phonics

Story Books - TumbleBooks - eBooks for eKids!

 

Phonics Fun

Phoneme Flop

Phoneme Pop Letters and Sounds

CVC Pop

Rhyming Rockets

 

Sight Words

Sight Words with Samson

Matching Sight Words

Read for Understanding

Butterfly Game

Dinosaur Words Game

Listen to the PrePrimer Words

Listen to the Primer Words

Listen to the First Grade Words

 

Spelling

Cover Write Check

 

Math Workshop

Counting Cars

Fairy Counting

Adding on a Number Line

Number Balance

Counting by 2's

Counting by 3's

Number Hunt

Pirate Counting

Save the Whale Addition

Funky Mummy Addition

10-Frame Game

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