Reading Language Arts
Developing foundational literacy skills is a priority in first grade. These skills include phonological and phonemic awareness, print awareness, phonics, fluency, language usage, and handwriting. A student in first grade will learn and apply more complex phonics patterns when reading and writing while increasing their automaticity in reading words and connected text. The student will gain fluency when reading and rereading both phonetically controlled and uncontrolled texts. While foundational skills are a focus, it is equally important that the student continue to build world and word knowledge. Immersing the student in a text and language rich environment supports the student’s development of communication skills, vocabulary, comprehension, and an appreciation for reading and writing. The first-grade student will apply comprehension strategies when reading and listening to literary and informational texts and collaborating in classroom discussions. To support knowledge building, an emphasis will be given on materials connected to mathematics, science, and history and social science. The first-grade student will write in a variety of forms for specific purposes.
Math
The first grade standards center on expanding number sense and basic arithmetic skills. Students learn to count, read, write, and compare numbers up to 120. They perform simple addition and subtraction within 20 and explore place value concepts. An introduction to time and money concepts is provided, alongside basic geometry, where students identify and create two-dimensional shapes. Problem-solving, using manipulatives and visual models, plays a key role in making abstract concepts concrete.
Science
In first grade science, students become aware of factors that affect their daily lives. Students continue to learn about the basic needs of all living things and that living things respond to factors in their environment, including weather and the change of season. They continue the examination of matter by observing physical properties and how materials interact with light. Throughout the elementary years, students will develop scientific skills, supported by mathematics and computational thinking, as they learn science content. In first grade, students will develop skills in posing simple questions, conducting simple investigations, observing, classifying, and communicating information about the natural world. Students are introduced to the engineering design process.
Social Studies
The standards for first grade students include an introduction to the lives of leaders in the history of Virginia and their contributions to the Commonwealth. Students should develop basic map skills. They should study the economic concepts of goods and services, consumers and producers, and economic choices. Students should learn to apply the traits of a responsible citizen and recognize that communities in Virginia have local governments. They should learn that communities include people who have diverse ethnic origins, customs, and traditions, who make contributions to their communities, and who are united as Americans by common principles.
Music
The Grade One General Music curriculum focuses on developing the language and production of music through singing, playing instruments, listening, moving, and responding to music. Key areas include performing simple rhythms, identifying pitches, musical forms, and instrument sounds, and understanding how people engage with music in daily life.
Art
First graders dive deeper into the creative process, generating and sharing ideas for their artwork. They practice critical thinking by observing and describing visual elements like texture and form in their creations and others'. Students explore how artists from different cultures and times have used art to communicate, learning that art has various purposes, including celebrating important events. They continue to refine their motor skills and experiment with new tools and media, creating both two-dimensional and three-dimensional works that reflect personal and shared experiences.
Physical Education
In the elementary years, students develop maturity and adaptability in the use of fundamental motor skills and patterns that are then further refined and combined during the middle school years. Elementary students establish basic musculoskeletal vocabulary and use simple concepts as they develop their movements. They become aware of health-related fitness components (aerobic capacity, muscular strength and endurance, flexibility, and body composition), engage in a variety of physical activities, and develop a basic fitness plan. It is expected that elementary students recognize and use rules and procedures, focus on safety, respect similarities and dissimilarities, and cooperate with others. They will also understand the basic nutrition and fitness concepts of energy balance.
Health
The intent of Health Education for elementary school students is to assist students to become health literate, self directed learners with the ability to identify accurate health products and services, and learn how to create and maintain a safe and healthy environment for themselves and their family members.
This is accomplished by demonstrating:
- the knowledge and skills to make healthy decisions that reduce health risks and enhance the health of oneself and others;
- the ability to access, evaluate, and use health information, products, and services that influence health and wellness in a positive manner; and
- the use of appropriate health practices and behaviors to promote a safe and healthy community when alone, with family, at school, and in other group settings.
Family Life Education
The curriculum outlines key developmental goals for second-grade students focused on self-awareness, emotional regulation, and understanding relationships. It emphasizes the importance of accepting and appreciating others, recognizing personal strengths and weaknesses, and taking responsibility for one’s actions. Students also learn about basic human development, the role of adults other than parents in providing care, and how to handle emotions and physical affection in healthy ways. Additionally, the curriculum introduces students to the concept of media influence, teaching them how commercials and media affect emotions, self-esteem, and purchasing behaviors.
Library
This program of studies outlines key domains and competencies that guide learners in their intellectual, social, and ethical development. The standards are organized into six primary areas: Inquire, Include, Collaborate, Curate, Explore, and Engage.
- Inquire (Domains and Competencies)
Think, Create, Share, Grow: Learners are encouraged to build new knowledge by inquiring, thinking critically, identifying problems, and developing solutions. They engage with new knowledge by investigating questions, creating meaningful products, sharing those products, and responding to feedback. The process involves curiosity, evidence-based inquiry, and continuous growth.
- Include (Diversity and Inclusiveness)
Learners demonstrate awareness and respect for diverse perspectives within the learning community. They consider different viewpoints, engage in informed conversations, and act with empathy towards cultural diversity and global issues. Inclusiveness is central to their learning process, which includes evaluating and incorporating diverse perspectives.
- Collaborate (Working with Others)
Learners work effectively with others to broaden perspectives and achieve common goals. They actively seek collaborative opportunities, use various communication tools, and establish connections to expand their understanding. Collaborative learning is viewed as essential for problem-solving and knowledge creation.
- Curate (Organizing and Sharing Information)
Learners make meaning by collecting, organizing, and sharing personally relevant resources. They recognize when information is needed, assess sources, and make informed choices about which resources to use. This process involves critical thinking and decision-making to build useful and meaningful knowledge.
- Explore (Growth Mindset and Innovation)
Learners are encouraged to develop curiosity and a growth mindset through exploration and reflection. They engage in hands-on activities, solve problems, and innovate, applying new insights and continuing to develop skills through self-reflection and problem-solving cycles.
- Engage (Ethical and Responsible Knowledge Creation)
Learners engage ethically and responsibly in the creation and sharing of knowledge. They adhere to legal and ethical guidelines, reflect on their assumptions, and critically assess the validity and accuracy of information. They share their work with a global audience, ensuring respect for intellectual property and promoting ethical behavior in the learning community.
Each domain emphasizes the importance of curiosity, ethical behavior, collaboration, inclusivity, critical thinking, and continuous reflection as learners engage with knowledge. The program promotes lifelong learning and responsible engagement with information in a global context.
Gun Safety
The first grade portion of the Frederick County Public Schools (FCPS) firearm safety program expands upon the Kindergarten concepts by having students explain why certain individuals in the community carry guns for their occupations. The emphasis is on understanding that these individuals, such as law enforcement officers, security guards, and military personnel, carry firearms for the protection and safety of others. Lessons review the three gun safety rules: leave it alone; leave the area; let an adult know.