First Grade

Reading and Writing Beliefs and Expectations for First Grade

Reading Beliefs

We believe first graders:

    • should be taught phonics and sight words.
    • should have access to texts at their level.
    • should be instructed at their level ---small groups.
    • have a variety of reading (literacy) experiences.
    • should be taught reading strategies to integrate meaning and structure and visual cueing systems.
    • should be taught comprehension strategies.
    • have time for book discussions.
    • should have access to a wide variety of books.
    • should LOVE reading.
    • should make connections between reading and writing.

Reading Expectations

    • 90-minute block (at least)
    • guided reading groups daily
    • students instructed at their level
    • independent literacy activities daily
    • students build stamina - reading independently & with others
    • students should be secure by the end of the year with consonants, vowel sounds,
    • digraphs, blends
    • students should be read aloud to
    • shared reading with word work
    • students should read fluently
    • students should independently problem solve using strategies

Writing Beliefs

We believe first graders:

    • should write every day.
    • should have a choice about what they write.
    • write in different genres.
    • have time to share writing.
    • should have explicit daily writing instruction in craft as well as mechanics of writing (conventions, spacing, correct letter formation, spelling).
    • should be taught with mentor texts in order to make a connection between reading and writing.
    • should enjoy writing, be excited about writing.
    • build writing stamina throughout the year.
    • given opportunities to illustrate their work.
    • should be able to write a complete sentence.

Expectations

    • uninterrupted writing time
    • 60 minutes (at least) of a lesson, writing and applying writing in other subject areas
    • explicit instruction daily in mechanics and craft
    • be secure with consonant, vowel sounds, digraphs and blends
    • should be able to use the writers’ process in a workshop format and should produce published work
    • group as well as individual instruction/conferences