Paper-Based 1st Grade Curriculum & School Options

Not every family wants 1st grade to happen on a screen. Many homeschool programs use printed books, workbooks, teacher guides, manipulatives, literature, crafts, and hands-on activities as the primary method of instruction.

Accredited Paper-Based & Print-Heavy First Grade Programs

Seton Home Study School

Type: Accredited Catholic distance school
Format: Textbooks, workbooks, printed lesson plans, and parent-led instruction

Seton offers a complete first-grade program covering phonics and reading, English, spelling, handwriting, mathematics, science, history and geography, art, music, and religion.

Enrollment includes printed books and lesson plans as well as grading, academic counseling, recordkeeping, and other school services. Seton is accredited through the Middle States Association of Colleges and Schools.

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Kolbe Academy

Type: Accredited Catholic classical academy
Format: Printed books, workbooks, course plans, literature, and parent-led instruction

Kolbe offers a traditional homeschool option in addition to its online programs. Its first-grade curriculum develops phonics, reading, grammar, writing, mathematics, religion, literature, science, and other foundational subjects.

Families can use Kolbe's printed course plans and physical books while enrolling through the accredited academy. Kolbe is accredited through Cognia and other educational organizations.

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Mother of Divine Grace School

Type: Accredited Catholic classical school
Format: Printed syllabus, books, workbooks, literature, and parent instruction

Mother of Divine Grace offers a detailed first-grade syllabus containing daily plans for religion, mathematics, reading, writing, poetry, science, geography, art, and music.

Paper copies of the syllabus are available, and the program relies heavily on traditional books and parent-directed instruction. Families who formally enroll receive academic oversight and consultation through the school.

Mother of Divine Grace is fully accredited by the Western Association of Schools and Colleges.

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Oak Meadow School

Type: Accredited distance-learning school
Format: Printed coursebooks, literature, arts, nature study, and hands-on activities

Oak Meadow offers a particularly strong option for families seeking a low-screen, hands-on first-grade experience.

Its first-grade curriculum includes language arts, mathematics, social studies, science, art, crafts, music, and health. Students work through 36 weekly lessons using printed coursebooks, literature, creative activities, nature observations, and practical projects.

Families can purchase the curriculum independently or enroll their child through Oak Meadow School, which is accredited by the New England Association of Schools and Colleges.

Oak Meadow specifically explains that its school is accredited; the curriculum purchased independently is not itself accredited.

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Bridgeway Academy

Type: Accredited personalized homeschool academy
Format: Textbook, online, live, or blended options

Bridgeway allows families to customize a first-grade program according to the child's learning needs. Families who prefer physical curriculum can choose textbook-based instruction rather than relying entirely on online courses.

Its accredited enrollment programs include individualized curriculum planning, advisor support, grading, and official academic records. Bridgeway's current programs include Cognia and WASC accreditation.

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Independent / Non-Accredited Paper-Based First Grade Curricula

These programs provide curriculum rather than enrollment in an accredited school. Parents generally operate and document the homeschool themselves.

Abeka Homeschool

Type: Christian traditional curriculum
Format: Textbooks, workbooks, readers, flashcards, charts, and teacher lesson plans

Abeka offers a complete parent-led Grade 1 book program without requiring enrollment in Abeka Academy.

First-grade materials include phonics, reading, language, spelling, handwriting, mathematics, science, health, history and geography, along with extensive teacher materials and visual aids.

Families who want accredited enrollment can separately choose Abeka Academy, but purchasing and teaching the books independently does not constitute accredited school enrollment.

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BJU Press Homeschool

Type: Christian traditional curriculum
Format: Printed textbooks, worktexts, teacher editions, and hands-on activities

BJU Press offers a complete Grade 1 Textbook Kit for families who want parent-led instruction without using the company's video courses.

The printed program covers phonics and English, reading, handwriting, spelling, mathematics, science, and heritage studies.

Website Button: Visit BJU Press Homeschool →

Gather ’Round Homeschool

Type: Christian family-style unit-study curriculum
Format: Printed or digital teacher guides, leveled student notebooks, projects, and hands-on activities

Gather ’Round Homeschool is designed to allow multiple children to study the same central topic together while completing assignments at their individual learning levels.

The curriculum typically integrates areas such as:

Language Arts • Science • History • Geography • Bible • Writing • Research • Art

Families can choose printed materials or digital files to print at home. Mathematics is offered separately from the main unit-study curriculum.

Gather ’Round Homeschool is not an accredited school. Families who use the curriculum independently remain responsible for homeschool instruction, grading, and recordkeeping.

Website Button: Visit Gather ’Round Homeschool →

Sonlight

Type: Christian literature-based curriculum
Format: Real books, Instructor's Guides, workbooks, manipulatives, and hands-on learning

Sonlight offers a complete first-grade All-Subjects Package built heavily around literature and read-alouds.

The package can include history, geography, Bible, literature, reading, language arts, phonics, handwriting, spelling, mathematics, and science, along with detailed lesson plans.

Sonlight's first-grade Level A is generally designed for ages 6–8.

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BookShark

Type: Secular literature-based curriculum
Format: Books, Instructor's Guides, workbooks, manipulatives, and activities

BookShark offers complete first-grade curriculum packages for families who want a literature-rich approach without religious instruction.

The program uses books and parent-guided lessons to teach core academic subjects while allowing families to select curriculum according to developmental readiness rather than rigid grade placement.

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Memoria Press

Type: Classical Christian curriculum
Format: Printed books, workbooks, teacher guides, literature, and curriculum manual

Memoria Press offers a structured first-grade classical curriculum with 34 weeks of planned lessons.

Subjects include phonics and spelling, reading, mathematics, penmanship, Christian studies, literature, memory work, art, music, and enrichment.

Its Curriculum Manual provides day-by-day teaching plans for the physical books and workbooks used throughout the year.

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Master Books

Type: Christian homeschool curriculum
Format: Printed textbooks and workbooks

Master Books offers a Grade 1 Basic 4 Subject Set with 36 weeks of instruction in:

Language Arts • Mathematics • Science • History

The books include suggested schedules, instruction, student work, quizzes, and answer keys. The curriculum uses a biblical worldview and incorporates storytelling, practical applications, observation, and hands-on activities.

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My Father's World

Type: Christian unit-study curriculum
Format: Teacher manual, student sheets, books, manipulatives, and hands-on activities

My Father's World's first-grade program, Learning God's Story, combines a phonics-based reading program with writing, Bible, history, science, mathematics, character education, art, and music.

The program uses a combination of printed lessons, worksheets, books, manipulatives, projects, and hands-on learning.

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Timberdoodle

Type: Customizable homeschool curriculum kit
Format: Workbooks, books, manipulatives, games, STEM materials, and learning tools

Timberdoodle offers current first-grade curriculum kits designed for approximately ages 6–7.

Families can choose different package levels and customize the materials. Depending on the package, subjects can include language arts, mathematics, science, history, geography, art, STEM, coding, and critical-thinking skills.

Both faith-based and nonreligious options are available.

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The Good and the Beautiful

Type: Parent-led homeschool curriculum
Format: Printed course books, readers, manipulatives, and optional digital resources

The Good and the Beautiful offers first-grade materials including:

Language Arts Level 1 • Math 1 • Handwriting 1

Language Arts integrates reading, phonics, writing, spelling, grammar, literature, geography, and art.

Families can purchase physical versions or download some core courses and print them themselves. Science and other subjects can be added separately to create a more complete first-grade program.

Website Button: Visit The Good and the Beautiful →

Christian Light

Type: Christian workbook curriculum
Format: LightUnit workbooks, readers, teacher guides, and textbooks

Christian Light offers a complete selection of first-grade materials covering:

Learning to Read • Reading • Language Arts • Mathematics • Science • Social Studies • Bible

Its first-grade reading sequence uses a structured phonics approach while integrating handwriting, spelling, and listening skills.

The workbook-heavy format may appeal to families looking for a traditional, structured paper-based program.

Website Button: Visit Christian Light →

Beyond the Page

Type: Secular literature- and project-based curriculum
Format: Parent manuals, student activity books, literature, manipulatives, and projects

Beyond the Page's Age 5–7 program is generally designed for children working at approximately first-grade level.

The full-year curriculum covers:

Reading • Language Arts • Mathematics • Science • Social Studies

Lessons use literature, hands-on projects, experiments, writing, discussions, and physical materials.

Although online scheduling and some digital resources are available, families can purchase physical curriculum and literature packages for a largely paper- and project-based experience.

Website Button: Visit Beyond the Page →

Heart of Dakota

Type: Christian literature-based curriculum
Format: Teacher guides, books, workbooks, manipulatives, and hands-on activities

Heart of Dakota offers two programs commonly used for first grade: Little Hearts for His Glory and Beyond Little Hearts for His Glory.

Programs can include reading, language arts, mathematics, history, science, Bible, geography, art, music, critical thinking, and practical activities.

The company emphasizes open-and-go parent guides and allows families to choose a level according to the child's abilities rather than grade alone.

Website Button: Visit Heart of Dakota →

Printable / Paper-Heavy Curriculum Option

Build Your Library — Level 1

Type: Secular literature-based homeschool curriculum
Format: Printable lesson plans used with physical books

Build Your Library's Level 1: The Ancient World is designed for approximately Grade 1 and ages 6–8.

The program provides 36 weeks of lesson plans incorporating literature, history, science, poetry, art, narration, copywork, map activities, timelines, and projects.

The curriculum guide itself is delivered digitally, so families who want a paper-based experience would need to print the lesson plans and obtain the physical books separately.

A separate mathematics and systematic phonics/reading program may also be appropriate depending on the child's needs.

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Math with Confidence

Material Favorites

Writing Without Tears

All About Reading

A Note for Parents

This is a guide, not a test.

Children develop at different rates. A child may be advanced in one area while still developing skills in another. Use this resource to guide instruction and observe growth rather than as a pass-or-fail assessment.

Illinois Learning Standards establish expectations for what students should know and be able to do at each grade level, but the standards themselves are not intended to prescribe one particular curriculum or teaching method.

Reading & Language Arts

First-grade literacy includes reading foundations, literature, informational text, writing, speaking and listening, grammar, spelling, punctuation, and vocabulary.

Reading Foundations

By the end of first grade, a child should be developing the ability to:

• Recognize the distinguishing features of a sentence, including the first word, capitalization, and ending punctuation.

• Distinguish long vowel sounds from short vowel sounds in spoken one-syllable words.

• Blend individual sounds to produce one-syllable words, including words with consonant blends.

• Isolate and pronounce the beginning sound in a spoken one-syllable word.

• Isolate and pronounce the middle vowel sound in a spoken one-syllable word.

• Isolate and pronounce the ending sound in a spoken one-syllable word.

• Segment a spoken one-syllable word into its complete sequence of individual sounds.

• Know common consonant digraph sound-spelling relationships, such as sh, ch, th, and wh.

• Decode regularly spelled one-syllable words.

• Use final-e patterns to read words with long vowel sounds.

• Use common vowel-team patterns to read words with long vowel sounds.

• Understand that every syllable contains a vowel sound.

• Use vowel sounds to help determine the number of syllables in a printed word.

• Decode basic two-syllable words by breaking them into syllables.

• Read words with common inflectional endings such as -s, -es, -ed, and -ing.

• Recognize and read grade-appropriate irregularly spelled words.

• Read first-grade text with purpose and understanding.

• Read first-grade text aloud with increasing accuracy.

• Read aloud at an appropriate rate for understanding.

• Read aloud with developing expression.

• Use context to confirm or self-correct a word while reading.

• Reread when needed to improve word recognition or understanding.

Reading Literature

A first grader should also be developing the ability to:

• Ask questions about important details in a story.

• Answer questions about important details in a story.

• Retell a story using important details.

• Identify the central message or lesson of a story.

• Describe characters using details from the story.

• Describe the setting using details from the story.

• Describe major events using details from the story.

• Identify words or phrases in a story that suggest feelings or appeal to the senses.

• Explain the difference between books that tell stories and books that give information.

• Identify who is telling the story at different points in a text.

• Use illustrations and story details together to describe characters, settings, or events.

• Compare the adventures or experiences of characters in different stories.

• Read and listen to prose and poetry appropriate for first grade with support when needed.

Reading Informational Text

By the end of first grade, a child should be developing the ability to:

• Ask questions about key details in an informational text.

• Answer questions about key details in an informational text.

• Identify the main topic of an informational text.

• Retell key details from an informational text.

• Describe a connection between two people in a text.

• Describe a connection between two events, ideas, or pieces of information in a text.

• Ask questions to determine the meaning of an unfamiliar word or phrase in a text.

• Answer questions to clarify the meaning of an unfamiliar word or phrase in a text.

• Use headings to locate important information.

• Use a table of contents, glossary, menu, or icon to locate information.

• Distinguish information provided by pictures or illustrations from information provided by words.

• Use illustrations and details to describe the key ideas in an informational text.

• Identify reasons an author gives to support points in a text.

• Identify basic similarities between two texts on the same topic.

• Identify basic differences between two texts on the same topic.

• Read informational text appropriate for first grade with support when needed.

Writing

A first grader should be developing the ability to:

• Write about a focused topic with increasing independence.

• Write an opinion piece that introduces the topic or names the book being discussed.

• Clearly state an opinion in an opinion piece.

• Give at least one reason that supports an opinion.

• Provide a simple closing for an opinion piece.

• Write an informative or explanatory piece that names the topic.

• Include facts about the topic in informative writing.

• Provide a simple closing for informative writing.

• Write a narrative about two or more events in a logical sequence.

• Include details about what happened in a narrative.

• Use time-order words such as first, next, then, and finally.

• Provide a sense of closure at the end of a narrative.

• Respond to questions or suggestions about writing with adult or peer support.

• Add details to strengthen writing when needed.

• Participate in shared research and writing projects.

• Recall information from personal experiences to answer a question.

• Use information from provided sources to answer a question.

• Use age-appropriate digital tools to produce or publish writing with adult support.

Speaking & Listening

By the end of first grade, a child should be developing the ability to:

• Participate in conversations about first-grade topics and texts with peers and adults.

• Follow agreed-upon discussion rules.

• Listen carefully while another person is speaking.

• Take turns speaking during a discussion.

• Build on another person's comments through multiple conversational exchanges.

• Ask questions when something discussed is confusing.

• Ask and answer questions about details from a text read aloud.

• Ask and answer questions about information presented orally or through media.

• Ask questions about what a speaker says to gather more information.

• Ask questions to clarify something a speaker said that was not understood.

• Describe people with relevant details.

• Describe places, things, and events with relevant details.

• Express ideas and feelings clearly when speaking.

• Add drawings or other visual displays when they help explain an idea.

• Use complete sentences when appropriate to the task or situation.

Language, Grammar & Vocabulary

A first grader should be developing the ability to:

• Print all uppercase letters.

• Print all lowercase letters.

• Use common nouns correctly.

• Use proper nouns correctly.

• Use possessive nouns correctly.

• Use singular and plural nouns with matching verbs in basic sentences.

• Use personal pronouns such as I, me, he, she, they, and them appropriately.

• Use possessive pronouns such as my, your, his, her, and their appropriately.

• Use common indefinite pronouns such as anyone or everything.

• Use verbs to communicate actions in the past.

• Use verbs to communicate actions in the present.

• Use verbs to communicate actions in the future.

• Use common adjectives to describe people, places, things, or ideas.

• Use common conjunctions such as and, but, or, so, and because.

• Use common determiners such as a, an, the, this, and that.

• Use common prepositions appropriately.

• Produce complete statements.

• Produce complete questions.

• Produce complete commands or requests.

• Produce complete exclamatory sentences.

• Expand simple sentences by adding meaningful details.

• Use capitalization for people's names.

• Use capitalization for dates.

• Use correct ending punctuation for statements, questions, and exclamations.

• Use commas in dates.

• Use commas to separate single words in a simple series.

• Spell words with common first-grade spelling patterns conventionally.

• Spell frequently occurring irregular words conventionally.

• Use phonetic spelling for unfamiliar words that have not yet been taught.

• Use sentence context to help determine the meaning of an unfamiliar word or phrase.

• Use common prefixes and suffixes as clues to word meaning.

• Recognize common root words and related forms such as look, looks, looked, and looking.

• Sort words into categories to better understand their meanings.

• Define words by important attributes or characteristics.

• Make real-life connections between words and their uses.

• Distinguish shades of meaning among similar verbs, such as look, peek, stare, and glance.

• Distinguish shades of meaning among adjectives that differ in intensity.

• Use new words and phrases learned through conversation, reading, and read-alouds.

Mathematics

First-grade mathematics builds significantly on kindergarten number sense. Children begin working more deeply with addition, subtraction, place value, equations, measurement, time, data, and geometry.

By the end of first grade, a child should be developing the ability to:

• Count to 120.

• Begin counting at any number less than 120 and continue the counting sequence.

• Read written numerals through 120.

• Write numerals through 120.

• Represent a number of objects with a written numeral.

• Understand that 10 ones can be grouped as one ten.

• Understand that the two digits of a two-digit number represent tens and ones.

• Understand teen numbers as one ten and some additional ones.

• Understand two-digit multiples of ten as groups of tens with no extra ones.

• Compare two two-digit numbers by examining tens first and then ones.

• Use the symbols >, <, and = to record comparisons between two-digit numbers.

• Solve addition word problems within 20 involving adding to.

• Solve subtraction word problems within 20 involving taking from.

• Solve word problems within 20 involving putting together or taking apart.

• Solve comparison word problems within 20.

• Solve addition and subtraction problems when the unknown appears in different positions.

• Solve word problems that add three whole numbers with a total of 20 or less.

• Use objects, drawings, or equations to represent addition and subtraction problems.

• Use properties of addition as strategies for solving problems.

• Understand subtraction as finding an unknown addend.

• Use counting-on strategies for addition and subtraction.

• Add within 20.

• Subtract within 20.

• Demonstrate fluency with addition facts within 10.

• Demonstrate fluency with subtraction facts within 10.

• Use strategies such as making ten or breaking apart numbers to solve facts.

• Understand the meaning of the equal sign.

• Determine whether a simple addition or subtraction equation is true or false.

• Find an unknown number in a simple addition or subtraction equation.

• Add a one-digit number to a two-digit number using place-value strategies.

• Add a multiple of 10 to a two-digit number using place-value strategies.

• Add two two-digit numbers within 100 using models or place-value strategies.

• Mentally find 10 more than a two-digit number.

• Mentally find 10 less than a two-digit number.

• Subtract multiples of 10 from multiples of 10 within the range 10 through 90.

• Explain or model the reasoning used when adding or subtracting.

• Order three objects by length.

• Compare the lengths of two objects indirectly by using a third object.

• Measure length by repeating equal-size units end to end.

• Measure with no gaps or overlaps between measurement units.

• Explain that a length measurement tells how many equal-size units span an object.

• Tell time to the hour on analog and digital clocks.

• Write time to the hour.

• Tell time to the half-hour on analog and digital clocks.

• Write time to the half-hour.

• Organize data into as many as three categories.

• Represent data using age-appropriate charts, tables, or other displays.

• Answer questions about how many items are in a data category.

• Compare quantities represented in different data categories.

• Identify defining attributes of two-dimensional shapes.

• Identify defining attributes of three-dimensional shapes.

• Distinguish defining attributes from non-defining features such as color or size.

• Build and draw shapes that match given attributes.

• Combine two-dimensional shapes to make larger shapes.

• Combine three-dimensional shapes to make composite shapes.

• Partition circles and rectangles into two equal shares.

• Use the words halves and half to describe two equal shares.

• Partition circles and rectangles into four equal shares.

• Use the words fourths and quarters to describe four equal shares.

• Understand that two halves or four fourths make one whole.

• Recognize that dividing the same whole into more equal shares creates smaller shares.

Science

First-grade science gives children opportunities to ask questions, investigate, observe patterns, use evidence, design solutions, and communicate what they discover.

By the end of first grade, a child should be developing the ability to:

• Ask questions that can be explored through simple scientific investigations.

• Plan and carry out simple investigations with guidance.

• Use observations as evidence when explaining what happened in an investigation.

• Explain that vibrating materials can make sound.

• Explain that sound can make materials vibrate.

• Investigate ways to make objects produce different sounds.

• Recognize that objects can be seen when light shines on them or when they give off their own light.

• Compare materials that allow most light to pass through, some light to pass through, or very little light to pass through.

• Observe that opaque materials can create shadows.

• Explore how mirrors can redirect a beam of light.

• Use provided tools and materials to design a simple device that communicates using light or sound.

• Identify external parts of plants.

• Explain how plant parts help plants survive, grow, and meet their needs.

• Identify external parts of animals.

• Explain how animal body parts help animals survive, move, find food, or protect themselves.

• Use an idea from a plant or animal structure to imagine or design a solution to a human problem.

• Recognize patterns in behaviors of animal parents and offspring that help offspring survive.

• Explain that young plants and animals are similar to, but not exactly like, their parents.

• Compare similarities and differences among individual plants or animals of the same kind.

• Use observations to describe predictable patterns involving the sun, moon, and stars.

• Recognize that the sun is visible during the day and stars are generally visible at night.

• Compare the amount of daylight at different times of the year.

• Record observations using drawings, words, measurements, or simple data.

• Use age-appropriate books, media, and observations to gather science information.

• Communicate a scientific explanation or design idea using evidence.

Social Studies

The Illinois first-grade social studies theme is “Living, Learning, and Working Together.”

By the end of first grade, a child should be developing the ability to:

• Create questions to guide an investigation about a social studies topic with adult or peer guidance.

• Use facts from age-appropriate sources to help answer a question.

• Gather information from one or two sources with guidance.

• Begin distinguishing fact from opinion when evaluating a source.

• Ask questions about an explanation or conclusion.

• Answer questions about an explanation or conclusion.

• Use listening as part of group decision-making.

• Participate in consensus-building when making a group decision.

• Participate in age-appropriate voting procedures.

• Explain that people who live, learn, and work together make decisions.

• Describe how a group decision can affect people in a community.

• Recognize that community decisions may affect different people in different ways.

• Explain that choosing one thing may mean giving up another choice.

• Give examples of choices that involve giving something up.

• Identify skills people need to produce particular goods.

• Identify knowledge people need to provide particular services.

• Explain that people earn pay or income in exchange for work.

• Construct a simple map of a familiar place with guidance.

• Interpret a simple print or digital map of a familiar place.

• Use a map or other representation to help navigate a familiar place.

• Describe ways human activities can change the environment of a place.

• Describe ways human activities can affect the cultural characteristics of a place.

• Place several events in chronological order.

• Use sequence words or a simple timeline to show the order of events.

• Generate questions about diverse people or groups connected to an important historical change.

• Investigate how individuals or groups have helped shape historical change.

• Recognize that people may understand historical events differently at different times.

• With guidance, investigate how perspectives about a historical event can change over time.

Fine Arts

Fine arts in first grade should continue giving children opportunities to create, perform, experiment, observe, respond, communicate, and make connections through art, music, dance, and theatre.

A first-grade child may work toward skills such as:

• Explore art materials collaboratively through imaginative play and experimentation.

• Use observation to prepare for creating a work of art.

• Investigate objects, ideas, or surroundings before beginning an artwork.

• Explore different uses for art materials and tools.

• Create visual art using a variety of age-appropriate materials.

• Use art tools safely and appropriately.

• Use and care for art materials, tools, and equipment responsibly.

• Experiment with line, shape, color, texture, pattern, form, and space.

• Make choices about materials and techniques based on an artistic idea.

• Use art vocabulary to talk about choices made while creating.

• Select artwork for a personal collection, portfolio, or display.

• Explain a simple reason for choosing a particular artwork to display or save.

• Observe and describe details in works of visual art.

• Express a personal response to artwork and give a reason for that response.

• Improvise simple rhythmic patterns.

• Improvise simple melodic patterns or musical ideas for a purpose.

• Choose musical ideas that express a feeling, idea, or purpose.

• Use pictures, symbols, beginning notation, or recording tools to document musical ideas.

• Participate in singing and age-appropriate instrumental experiences.

• Respond to a steady beat, rhythm, tempo, and other basic musical elements.

• Explore movement inspired by music, sounds, images, objects, text, or personal experiences.

• Experiment with different locomotor and non-locomotor movements in dance.

• Create or improvise a movement sequence with a beginning, middle, and end.

• Choose movements that communicate an idea, feeling, or musical phrase.

• Participate in dramatic play or guided drama with peers.

• Identify characters and settings during dramatic play or guided drama.

• Share creative work respectfully and respond appropriately to the creative work of others.

• Connect art, music, movement, theatre, or dance to personal experiences and everyday life.

Physical Development & Health

First-grade physical development and health should help children continue developing movement skills, physical fitness, healthy habits, safety awareness, cooperation, communication, and responsible decision-making.

By the end of first grade, a child should be developing the ability to:

• Use locomotor movements such as walking, running, hopping, jumping, galloping, or skipping during physical activity.

• Use non-locomotor movements such as bending, twisting, stretching, balancing, or swaying.

• Combine basic movements into short movement sequences with increasing control.

• Refine control when throwing, catching, kicking, rolling, or striking an object.

• Move safely alone, with a partner, and within a group.

• Demonstrate awareness of position and space, including behind, ahead, beside, over, under, near, and through.

• Practice balance and weight-bearing activities using different body positions.

• State and follow basic safety rules for physical activities.

• Participate safely in daily or regular physical activity.

• Identify activities that can make the heart beat faster.

• Recognize changes in breathing, heart rate, or body temperature during exercise.

• Explain in simple terms that regular physical activity helps the body stay healthy.

• Work cooperatively with a partner during structured physical activity.

• Complete an assigned part of a task when working with a partner or group.

• Show respect for differences in how people perform physical skills.

• Identify basic body parts and their locations.

• Begin recognizing that body parts and systems have different jobs.

• Identify personal hygiene habits that support health and safety.

• Practice daily cleanliness habits such as handwashing, bathing, or caring for teeth.

• Recognize behaviors that can help prevent the spread of illness.

• Recognize behaviors that can spread germs or illness.

• Follow playground, home, school, and community safety rules.

• Identify trusted adults or health-related helpers who can provide assistance.

• Recognize when it is appropriate to ask an adult for health or safety help.

• Explain that food choices, rest, cleanliness, and physical activity affect health.

• Identify choices that have a positive influence on health.

• Identify choices that can negatively affect health or safety.

• Recognize that choices can have consequences.

• Practice making simple safe and healthy decisions.

• State important personal safety information appropriate for the family's plan.

• Know how and when to get emergency help, including calling 911 when appropriate.

• Recognize situations that may be unsafe and tell a trusted adult.

• Use respectful verbal and nonverbal communication with others.

• Recognize positive and negative behaviors in social situations.

• Practice simple strategies for solving disagreements peacefully.

Remember: First Grade Builds on the Foundation

By the end of first grade, learning is about much more than reaching a particular reading level or memorizing math facts.

Children are continuing to learn how to:

Read • Write • Explain • Question • Investigate • Calculate • Compare • Create • Communicate • Make Decisions • Solve Problems • Move Safely • Work With Others • Become More Independent

The goal is to strengthen the foundation established in kindergarten while preparing the child for the increasingly complex learning expected in second grade.

The Illinois Learning Center does not endorse or guarantee any individual program listed. The directory is provided for educational and informational purposes to help families compare available options.