• As a district, we strive to ensure every student learns at high levels. The curriculum we utilize, the  Texas Essential Knowledge and Skills (TEKS) are quite lengthy, and for that purpose, we must prioritize the standards for every student to master in order to be successful in the next grade level.  We also include skills that your child will require for academic lifelong success.  Our teachers and district leaders collaborated to determine those essential standards to ensure your child’s success.  In an effort to gain your support, we have compiled the essential standards for math and reading on the back of this document. 


    In the event your child is not successful in mastering these skills, we will provide additional support during our daily intervention time. This support is targeted and timely to meet your child’s needs. If you have any questions, please do not hesitate to contact us.


    Our 1st grade reading essential standards are:

    Foundational Language Skills

    1.2A demonstrate phonological awareness by:

    1.2B demonstrate and apply phonetic by:

    1.2C demonstrate and apply spelling knowledge

    1.3B use illustrations and texts the student is able to read or hear to learn or clarify word meanings



    1.7B write brief comments on literary or informational texts

    1.7D retell texts in ways that maintain meaning

    1.8C describe the elements of plot, including the main events, the problem, and the resolution for texts read aloud and independently

    1.9D recognize characteristics and structures of informational text including: (i) central idea and supporting evidence with adult assistance; (ii) features and simple graphics to locate or gain information

    1.10A discuss the author's purpose for writing text



    1.11A plan a first draft by generating ideas for writing such as by drawing and brainstorming

    1.11B develop drafts in oral, pictorial, or written form by organizing ideas;


    Our 1st grade math essential standards are:

    1.2(B) use concrete and pictorial models to compose and decompose numbers up to 120 in more than one way as so many hundreds, so many tens, and so many ones

    1.2(C) use objects, pictures, and expanded and standard forms to represent numbers up to 120

    1.2(G) Represent the comparison of two numbers to 100 using the symbol >, <, and = 

    1.3 (A) Use concrete and pictorial models to determine the sum of a multiple of 10 and a one-digit number in problems up to 99.

    1.3(B) use objects and pictorial models to solve word problems involving joining, separating, and comparing sets within 20 and unknowns as any one of the terms in the problem such as 2 + 4 = ___; 3 + ___ = 7; and 5 = ____ – 3

    1.3(F) generate and solve problem situations when given a number sentence involving addition or subtraction of numbers within 20

    1.4(C) use relationships to count by twos, fives, and tens to determine the value of a collection of pennies, nickels, and/or dimes.

    1.5(B) Skip count by 2, 5, and 10 to determine the total number of objects up to 120 in a set.

    1.5 (C) Use relationships to determine the number is ten more and ten less than a given number up to 120.

    1.5(D) represent word problems involving addition and subtraction of whole numbers up to 20 using concrete and pictorial models and number sentences

    1.6(D) identify two‐dimensional shapes, including circles, triangles, rectangles, and squares, as special rectangles, rhombuses, and hexagons, and describe their attributes using formal geometric language 

    1.6(E) identify three‐dimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes), and triangular prisms, and describe their attributes using formal geometric language

    1.6(G) partition two‐dimensional figures into two and four fair shares or equal parts and describe the parts using words

    1.7(E) tell time to the hour and half hour using analog and digital clocks

    1.7(D) describe a length to the nearest whole unit using a number and a  unit 

    1.8(C) draw conclusions and generate and answer questions using information from picture and bar‐type graphs


    We Shine Brighter Together!