Parents: Boston Public Schools Grade 1

Grade 1 Learning Standards

This information is from the Boston Public Schools Citywide Learning Standards.


Oral Presentation and Discussion
Students will be able to:

  • Follow agreed upon rules for group discussion: raise one's hand, wait one's turn, and speak one at a time.
  • Follow rules for conversation.
  • Give and follow two-step directions.
  • Use appropriate voice level in small group settings.
  • Be able to express ideas orally in complete sentences.
  • Retell stories and events in sequence.
  • Contribute knowledge to class discussions in brainstorming for a project.
  • Give oral presentations about personal experiences or interests using eye contact and enunciation.
  • Stay on topic in a presentation.
  • Listen to a variety of literary forms: poems, songs, stories, and audio tapes.
  • Identify and sort common words into categories (opposites, color words, shapes).
  • Describe common objects and events in general and specific language.
  • Identify base words (look), simple words with multiple meanings (saw/saw), common antonyms and synonyms.
  • Use knowledge of simple words to predict the meaning of compound words.
  • Use a beginning dictionary to find the meaning of unknown words.
  • Use language to express spatial concepts: up, down, in, out.
  • Identify formal and informal language in stories and poems.
  • Understand and use fundamental skills: sentence structure, punctuation, capitalization, grammar, and spelling for grade one, as defined in the BPS Course Guides.
Reading and Literature
  • Read aloud with fluency and comprehension at grade level.
  • Demonstrate a knowledge of the form and functions of written English: concepts about print, letter knowledge, early book handling.
  • Isolate phonemes and manipulate them (e.g., counting phonemes, adding or deleting phonemes, blending sounds to make word parts and words).
  • Create rhyming words orally.
  • Apply knowledge of how print is organized (e.g., read from left to right, match spoken words to print, identify letters, words, and sentences).
  • Recognize common sight words.
  • Use phonics to decode written English, decoding one and multi-syllable words and nonsense words.
  • Read many irregularly spelled words.
  • Use known words and word families to solve unknown words.
  • Use prior knowledge, pictures, and text features to make predictions and then to confirm and discount the predictions when reading both literary and expository texts.
  • Retell a main event from a story.
  • Retell beginning, middle, and end from a story.
  • Ask questions about story elements.
  • Retell important facts from a story heard or read.
  • Identify similarities in works by the same author.
  • Identify differences in the same work by different illustrators.
  • Identify genre: fiction, nonfiction, poetry, drama, and informational text.
  • Relate themes in fiction to personal experience.
  • Identify beat, rhythm, and rhyme in poetry.
  • Identify words appealing to the five senses in literature.
  • Identify characteristics of traditional literature.
  • Rehearse and perform drama.
  • Print upper and lower case letters.
  • Use standard English.
  • Write stories that have a beginning, middle, and end.
  • Write short poems.
  • Write letters and short personal narrative.
  • Write a variety of genres when writing for different audiences.
  • Revise writing to make the thought clearer or more expressive.
  • Arrange events in a way that makes sense in writing.
  • Write simple research questions.
  • Generate questions and gather information for research in classroom.
  • Identify techniques used in television to distinguish fact from fiction.
  • Create videos and audio presentations.

Living, Learning and Working, Now and Long Ago, Near and Far
Topic 1: Myself

  • Recognize that each person is a special individual.
  • Recognize that there are similarities and differences among individuals.
Topic 2: My Family
  • Identify the characteristics of a family and their connection to a family and family members.
  • Recognize that all things change.
Topic 3: Myself and Others
  • Identify themselves as members of different groups (classroom, community, friends) and articulate similarities and differences between themselves and others.
  • Recognize and establish a growing respect for differences among people (e.g., gender, physical characteristics and challenges, backgrounds, family structures, ethnic heritage).
Topic 4: Following Rules, Accepting Responsibility, and Making Decisions
  • Recognize that individuals within a community of people must follow rules, accept responsibilities, share ideas, cooperate, negotiate to problem solve, and make decisions.
Topic 5: My Country
  • Recognize the United States as their "home."
  • Identify the United States on a map or globe and can name and point out the capital of the US.
  • Identify traditional patriotic symbols, pledges, and songs and create their own patriotic symbols.
  • Identify individuals who have made significant contributions to United States history, past and present.
Topic 6: My Community Now and Long Ago
  • Recognize the basic characteristics of a community, including physical characteristics (landforms, climate, temperature or weather, bodies of water) and human characteristics (jobs, language spoken, homes, recreation).
  • Recognize how communities change over time.
  • Recognize the effects of geography on the way people live "now" and "in the past" as depicted in stories (effect on shelter, diet, arts, technologies).
  • Recognize that their school is a community in which they are equals, and that all must be considerate of others for the school to be a good place to play, work, and learn.
  • Recognize the inventions and discoveries that make their lives different from the lives of people of long ago or the recent past.
  • Recognize their home and school community on a map in relationship to important landmarks of Massachusetts, such as the State House.
Topic 7: Daily Life in a Global Community (Japan and Ghana Now and Long Ago)
  • Recognize how people in a global community live today and long ago, including jobs, housing, schooling, transportation, communication, and recreation.
  • Recognize the influence of geography on the daily life of individuals living in Ghana and Japan.
  • Locate their community on a map in relation to the global communities/countries under study.
  • Explore (through books, videos, pictures, songs, CDs, and kits) communities/countries unlike that with which they are familiar.
  • Recognize the effects of geography on the way people in global communities live "now" and "in the past" as depicted in stories (effect on shelter, diet, arts, technologies).
  • Recognize that school, even in a global setting, is a community in which others learn to play, work, and learn.
  • Learn the story of inventions and discoveries that influence the lives of people in a global community long ago and in the recent past.
Connections to Literacy
  • Recognize and describe more complex story elements of chronology and narrative sequences.
  • Describe story elements of character, event, and setting.
  • Draw simple inferences, with teacher assistance, from story.
  • Identify character, events, setting.
  • Identify causal factors.
  • Identify/seek evidence, with teacher assistance, for inferences.
  • Make comparative oral connections, with teacher assistance, between stories and/or between stories and life experiences.
  • Write properly sequenced descriptions and summaries, with teacher assistance.
  • Memorize historical poetry, songs, portions of documents, and speeches.
  • Use agreed upon rules to participate in large and small group discussions.
  • Write frequently in response to readings and presentations.
  • Maintain a system for collecting, referring to, and sharing their thoughts and writings.

Data Analysis, Statistics, and Probability

  • Formulate questions, use interviews, surveys, and observations to gather data about themselves and their surroundings.
  • Pose questions about themselves and their surroundings.
  • Make a plan for gathering and recording data.
  • Collect and keep track of data.
  • Explain and interpret results of surveys.
  • Organize, classify, represent, and interpret data using tallies, charts, tables, bar graphs, pictographs, and interpret representations.
  • Sort and categorize data.
  • Invent and construct representations.
  • Compare two data sets.
  • Make sense of others representations.
  • Describe data quantitatively and qualitatively.
  • Formulate inferences (draw conclusions) and make educated guesses (conjectures) about a situation based on information gained from data.
  • Describe, compare, classify, and represent 2-D and 3-D shapes.
  • Use mathematical vocabulary to name shapes and describe characteristics of shapes.
  • Are familiar with a variety of squares, rectangles, and triangles.
  • Group shapes according to common characteristics.
  • Compare and describe objects by size, shape, and orientation.
  • Recognize shapes that have been rotated and reflected and describe those translations.
  • Use rotation and reflection to arrange shapes.
  • Predict the results of putting shapes together and taking them apart.
  • Notice relationships among shapes.
  • Visualize and represent shapes.
  • Fill a given region with shapes.
  • Construct 3-D shapes from 2-D shapes.
  • Put 3-D shapes together to make other shapes.
  • Create and use 2-D representations of 3-D shapes and objects.
  • Describe and compare paths between two locations.
  • Visualize, describe, and compare the path between two locations in space and on a grid.
  • Visualize and describe directions of turns.
  • Visualize and describe directions for how to move in space and on a path.
  • Identify parts of the day, days of the week, months of the year; identify dates using a calendar.
  • Work with calendar to become familiar with sequence of days, weeks, and months and the relationships among these periods of time.
  • Work with daily schedules to become familiar with order of familiar events over time.
  • Discuss posted daily schedule including both analog and digital representations and words such as before, after, during, at the end of.
  • Compare the length, weight, area, and volume of two or more objects using direct comparison.
  • Understand what weight is.
  • Use language to describe and compare weight.
  • Compare the weight of different objects using a balance.
  • Understand what capacity is.
  • Use language to describe and compare capacities of two and more than two containers.
  • Compare and measure capacities.
  • Fill a given area with shapes.
  • Understand what length is; use language to describe and compare length.
  • Measure and compare length using direct comparison.
  • Measure with multiple copies of units of the same size.
  • Measure and compare common objects.
  • Measure and compare length using nonstandard units.
  • Order lengths.
  • Select and correctly use the appropriate measurement tools.
  • Make and use estimates of measurement including time, volume, weight, and area.
  • Estimate the number of units needed to fill a container.
  • Relate size and shape to capacity.
  • Describe measurements that can't be measured in whole, exact units.
Number Sense and Operations
  • Read, write, and sequence numbers up to 100.
  • Associate number words with corresponding written numerals.
  • Compare whole numbers.
  • Find the greater of two quantities.
  • Understand more, less, and equal amounts.
  • Identify coin names, values, and equivalencies.
  • Become familiar with coin names, values, and equivalencies.
  • Visualize quantities grouped in 2's, 5's and 10's.
  • Demonstrate an understanding of various meanings of addition and subtraction.
  • Record problem-solving strategies using pictures, numbers, words, and equations.
  • Find more than one solution to a problem that has multiple solutions.
  • Visualize combining and separating situations.
  • Visualize story problems that involve combining with change unknown.
  • Create story problems to match addition and subtraction expressions.
  • Understand and use the inverse relationship between addition and subtraction.
  • Know addition combinations to 10 and use them to solve problems.
  • Know combinations of 10.
Discussion, Presentation, and Composition
  • Use agreed upon rules to participate in large and small group discussions.
  • Express ideas in an organized way.
  • Explain their mathematical thinking in writing.
  • Maintain a system for collecting, referring to, and sharing their work.

Topic: Organisms

  • Classify plants and animals according to the physical characteristics that they share.
  • Identify the structures in plants (leaves, roots, flowers, stem, bark, wood) that are responsible for food production, support, water transport, reproduction, growth, and protection.
  • Recognize that fossils provide us with information about living things that inhabited the earth years ago.
  • Recognize that people and other animals interact with the environment through their senses of sight, hearing, touch, smell, and taste.
  • Recognize changes in appearance that animals and plants go through as the seasons change.
  • Identify the ways in which an organism's habitat provides for its basic needs (plants require air, water, nutrients, and light; animals require food, water, air, and shelter).
Topic: Weather
  • Understand that air is a mixture of gases that is all around us and that wind is moving air.
  • Describe the weather changes from day to day and over the seasons.
  • Identify the sun as a source of light and heat.
  • Recognize that the sun supplies heat and light to the earth and is necessary for life.
  • Identify some events around us that have repeating patterns, including the seasons of the year, day and night.
Topic: Solids & Liquids
  • Sort objects by observable properties such as size, shape, color, weight, and texture.
Topic: Engineering /Technology
  • Understand that materials both natural and human-made have specific characteristics that determine how they will be used.
  • Identify tools and simple machines used for specific purposes.
  • Describe how humans use parts of the body as tools and compare their use with ways in which animals use those parts of their bodies.
Topic: Scientific Inquiry
  • Use simple tools such as rulers, magnifiers, balances, etc. to observe things more carefully.
  • Conduct simple science experiments and observe the outcome; inquiry may be teacher directed.
  • Observe and describe simple experiments using pictures, words, diagrams, and graphs.
  • Tell others what they see, think, and wonder about.
  • Use agreed upon rules to participate in large and small group discussions.
  • Give informal oral presentations.
  • Express an idea in an organized way, with some details.
  • Retell an observation with a beginning, middle, and end, including some details.
  • Use listening skills to obtain information.
  • Write frequently in response to readings, observations, and presentations.
  • Maintain a system for collecting, referring to, and sharing their thoughts, observations, writings, illustrations, and other work.