Short a words for first graders

First Grade Sight Words List

Sight words are words that appear frequently in most of the text kids read, but can't easily be sounded out. Learning to recognize sight words through—you guessed it—sight is the easiest and quickest way for early readers to progress and become confident.

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These two tables list common sight words and cover not only words that first graders should recognize on sight by the end of the year, Table 2 includes words that they should be able to read, write and spell. So get crackin'!

Use these lists of common words to help children improve reading skills quickly by using the words in games. A sight words memory game is easy to make with paper and markers, or, make a hopping good time out of it with a physical word game that's good for outside and can be adapted to indoors.

Need more sight words practice? Download our sight words flashcards to help your child master over 100 new words.  

Learning sight words doesn't have to be all rote memorization. Our free online sight words games help make mastering new words fun, with silly interactive games full of themes and gameplay every kind of kid will love.

Check out our first grade resources page for more games, lesson plans, and worksheets that focus on literacy and word practice.

Next Article: Tests and Reading: A Narrower View

Phonics: In Practice | Reading Rockets

Phonics instruction teaches common letter-sound relationships, including sounds for common letter patterns, so that readers can apply them in decoding unfamiliar words.

The purpose of phonics instruction

In this section:

Only a small percentage of English words have irregular spellings and letter-sound relationships. This means that nearly all English words can be read by applying knowledge of letter-sound relationships and blending sounds together to form a whole word. To learn more, see How Words Cast Their Spell.

Being able to decode words effortlessly (convert spelling into speech sounds) means children are able to focus their attention on comprehending what they read.

Beginning phonics lessons

Regardless of grade, start phonics lessons with consonant letter sounds that are easy to pronounce and less often confused with similar letter sounds. This enables students to master one letter sound before having to learn a similar letter sound. For example, students may confuse the letter sounds for t and d.  Since the letter t is more common, instruction should introduce t many lessons before introducing d. 

Learning sounds for letters is basically rote learning, and for rote learning, the use of memory cues can be very helpful. For instance, for short a, children can learn that the letter a looks like an apple with a broken stem, and short a represents /a/ as in apple. Multi-sensory activities, such as repeatedly tracing the vowel letter and saying its sound, are often useful as well.

Start explicit phonics instruction with short vowel words because these vowels have one predictable spelling (with few exceptions) and are the most commonly occurring vowel sounds in English. Because the short vowel sounds are highly confusable, they should be taught individually, not all at the same time.

Phonics Terms

• Phoneme
  The smallest unit of sound in our spoken language. Pronouncing the word cat involves blending three phonemes: /k/ /ae/ /t/.
• Grapheme
  A written letter or a group of letters representing one speech sound. Examples: b, sh, ch, igh, eigh.
• Onset
  An initial consonant or consonant cluster. In the word name, n is the onset; in the word blue, bl is the onset.
• Rime
  The vowel or vowel and consonant(s) that follow the onset. In the word name, ame is the rime.
• Digraph
  Two letters that represent one speech sound (diphthong). Examples: sh, ch, th, ph.
• Vowel digraph
  Two letters that together make one vowel sound. Examples: ai, oo, ow.
• Schwa
  The vowel sound sometimes heard in an unstressed syllable and that most often sounds like /uh/ or the short /u/ sound. Example: the "a" in again or balloon. All English vowels have a schwa sound.
• Morpheme
  The smallest meaningful units of language. The word cat is a morpheme. Not all morphemes stand alone as words; some are attached to words, usually as affixes. These are called bound morphemes. Examples include: non-, -est, -ing, -er, -ion.

Kindergarten phonics lessons

Phonics lessons in kindergarten focus on students becoming automatic at letter naming, single-grapheme letter sounds, and reading single-syllable words with short vowel spellings. Instruction may include common digraphs (ch, sh, th, wh, and ck).  For some kindergarten students, articulating some consonant sounds may be difficult, but this does not prevent them from reading and comprehending words with those sounds.

To learn more about when kids learn different consonant sounds, see this Speech-Sound Development chart.

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First grade phonics lessons

In first grade, phonics lessons start with the most common single-letter graphemes and digraphs (ch, sh, th, wh, and ck). Continue to practice words with short vowels and teach trigraphs (tch, dge). When students are proficient with earlier skills, teach consonant blends (such as tr, cl, and sp).

Ensure students understand the difference between blends, digraphs, and trigraphs: that each letter in a blend retains its own sound, while the letters in digraphs and trigraphs represent one sound.  

In first grade, we may also include two-syllable words with short vowel sounds (e.g., cat∙fish, pic∙nic, kit∙chen). Inflectional endings such as ing, er, and s would also be included. When students have mastered short vowel spelling patterns, introduce r-controlled (e.g., er, ur, or, ar), long vowel (e.g., oa, ee, ai), and other vowel sound spellings (e.g., oi, aw, oo, ou, ow).

Teaching of common syllable types is also very useful for first-graders. By the end of first grade, typical readers should be able to decode a wide range of phonetically regular one-syllable words with all of these letter patterns and syllable types, including one-syllable words with common inflectional endings (e.g., sliding, barked, sooner, floated).

Teaching syllable types in first grade

Teaching children about syllable types is useful because vowel sounds in English vary, and knowledge about syllable types can help children determine the vowel sound of a one-syllable word. Later, once they have learned some rules for dividing long words, children can also apply their knowledge of syllable types to decode two-syllable and multisyllabic words.

Instruction in syllable types should focus on children’s abilities to classify words correctly (e.g., sort one-syllable words that are closed from one-syllable words that are not closed) rather than on children’s abilities to recite rules or definitions. However, it is very important for us to present clear, consistent definitions of the syllable types, in order to avoid inadvertently confusing instruction.

The six syllable types common in English are closed, silent e, open, vowel combination, vowel r, and consonant-le. The chart below lists these syllable types along with their typical vowel sounds, definitions, some examples, and some additional comments.

The specific order in which syllable types are taught can vary substantially, depending on the phonics program being used. However, the closed syllable type is usually taught first, because closed syllables are common in English, and it is virtually impossible to write even a very simple story for children that contains no closed syllables. Conversely, consonant-le syllables always occur as part of two-syllable (or longer) words, so that syllable type would often be taught last.

Syllable Type (Synonyms)	Vowel Sound	Definition	Examples	Comments
Closed	Short	Has only one vowel and ends in a consonant.	splash, lend, in, top, ask, thump, frog, mess	The main prerequisite when children learn the closed syllable type is that they first have to be able to classify letters as either vowels or consonants.
Silent e (magic e)	Long	Has a –VCE pattern (one vowel, followed by one consonant, followed by a silent e that ends the syllable)	plane, tide, use, chime, theme, ape, stroke, hope	Words like noise, prince, and dance are not silent e, even though they end in a silent e, because they do not have the -VCE pattern; noise has a –VVCE pattern and prince and dance have a -VCCE pattern.
Open	Long	Has only one vowel that is the last letter of the syllable.	he, she, we, no, go, flu, by, spy	This syllable type becomes especially useful as children progress to two-syllable words. For example, the ti in title, lo in lotion, and ra in raven are all open syllables.
Vowel combination (vowel team)	Varies depending on the specific vowel pattern; children must memorize sounds for these individual vowel patterns.	Has a vowel pattern in it (e.g., ay, ai, aw, all, ie, igh, ow, ee, ea).	stay, plain, straw, fall, pie, piece, night, grow, cow	Vowel patterns do not always involve two vowels but can also consist of a vowel plus consonants, if this pattern has a consistent sound (e.g, igh almost always represents long /i/; all almost always represents /all/). Also, some vowel patterns can have more than one sound. For example, ow can represent long /o/ as in grow or /ow/ as in cow. For these patterns, children learn both sounds and, when decoding an unfamiliar word, they try both sounds to see which one makes a real word.
Vowel r (bossy r, r- controlled)	Varies depending on the specific vowel r unit; children must memorize sounds for these units (e.g., ar, er, ir, or, ur).	Has only one vowel followed immediately by an r	ark, charm, her, herd, stir, born, fork, urn	Does not include words in which the vowel r unit is followed by an e (e.g., stare, cure, here) or in which the r follows a vowel combination (e.g., cheer, fair, board). These words can usually be taught as silent e (in the first case) or vowel combination (in the second).
Consonant-le	Schwa	Has a –CLE pattern (one consonant, followed by an l, followed by a silent e which ends the syllable)	-dle as in candle, -fle as in ruffle, -ple as in maple, -gle as in google, -tle as in title, -ble as in Bible	Consonant-le syllables never stand alone; they always are part of a longer word. Also, they are never the accented syllable of a longer word.

Video: Learning ‘b’ and ‘d’ and Reading Short Vowel Words

In this video, reading expert Linda Farrell works with Aiko on a common letter reversal — confusing the letters ‘b’ and ‘d’. Ms. Farrell coaches Aiko to look at the letters during b/d practice and to look at the words while she works with Aiko to read short vowel words accurately. See more videos here: Looking at Reading Interventions.

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Second grade, third grade, and beyond

As students enter Grade 2, they should be learning to decode a wide range of two-syllable and then multisyllable (i.e., three syllables or more) words. Instruction in decoding these longer words should include attention to common syllable division patterns and syllabication rules.

Common syllable division patterns

To decode words of more than one syllable, children need a strategy for dividing longer words into manageable parts. They can then decode the individual syllables by applying their knowledge of syllable types and common letter-sound patterns, blending those syllables back into the whole word.

The chart below provides some useful generalizations for teaching students how to divide (syllabicate) two-syllable words with various common patterns, in order to decode them. These generalizations also are useful for decoding multisyllabic words, those with three or more syllables.

Pattern	Generalization	Examples	Comments
Compound	In a compound word, divide between the two smaller words.	back/pack, lamp/shade, bed/room, bath/tub, work/book	To be a true compound word, each of the smaller words must carry meaning in the context of the word (e. g., carpet is not a compound word, because a carpet is not a pet for your car or a car for your pet).
VCCV	If a word has a VCCV (vowel-consonant-consonant-vowel) pattern, divide between the two consonants.	or/bit, ig/loo, tun/nel, lan/tern, tar/get, vel/vet	There is an exception if the two consonants form a consonant digraph (a single sound), as in bishop, rather, gopher, or method. In these cases, treat the word as a VCV word, not VCCV (see below).
-CLE	If a word ends in a consonant-le syllable, always divide immediately before the -CLE.	ma/ple, stum/ble, i/dle, nee/dle, gig/gle, mar/ble, tur/tle
-VCV	If a word has a VCV (vowel-consonant-vowel) pattern, first try dividing before the consonant and sounding out the resulting syllables; if that does not produce a recognizable word, try dividing after the consonant.	hu/mid, ra/ven, mu/sic, go/pher; plan/et, com/et, tim/id, bish/op, meth/od, rath/er	To recognize the correct alternative, the child needs to have the word in his/her oral vocabulary. If the student does not recognize the correct alternative, we can have them try both options (e.g., hu/mid with a long u vs. hum/id with a short u). Then, if necessary, just tell the child the correct pronunciation of the word, with a brief explanation of its meaning.
Prefix	In word with a prefix, divide immediately after the prefix.	pre/view, mis/trust, un/wise, re/mind, ex/port, un/veil	See below.
Suffix	In a word with a suffix, divide immediately before the suffix.	glad/ly, wise/ly, sad/ness, care/less, hope/ful, frag/ment, state/ment, na/ture, frac/tion	Depending on its origin, the base word in a word containing prefixes or suffixes will not always be a recognizable word. However, the key point is that, when dividing a longer word, prefixes and suffixes are units that always stay together as patterns; never divide in the middle of a prefix or in the middle of a suffix.

Continue explicit phonics instruction through second grade with increasingly complex spelling patterns. By third grade, shift explicit phonics instruction mostly to explicit morphology instruction. Students move from learning about letter/sound relationships to sounds for prefixes, suffixes, roots, base words, and combining forms.

Vocabulary and spelling can be integrated with instruction in reading words. For example, as children learn to read the root geo, they learn that it means earth and that it will have a stable spelling across related words such as geology, geologist, geological, geography, geographic, etc.

Although many word-reading skills are developed by the end of Grade 3, children may be learning some of these skills even beyond Grade 3. Developing an understanding of etymology (word origins) is one example of this more advanced kind of skill for reading words.

For instance, j is pronounced /h/ in words of Spanish origin, and this pronunciation is retained in English words borrowed from Spanish, such as jalapeno and junta.

As another example, words that end in –ique such as boutique, antique, and mystique are borrowed from French and retain the French pronunciation for this pattern, /eek/.

Children do not need to learn sounds for all letter patterns in every language, but if they understand that many words in English are borrowed from other languages, and that these words often retain at least part of their pronunciation in the original language, this can benefit their word reading as well as their spelling.

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Phonics lesson planning

Lesson plans for explicit phonics instruction start with a clear, achievable objective. An objective may be learning two to three new consonant sounds, one new vowel sound, or a new phonics concept (e.g., in one-syllable words, ck spells the sound /k/ after one vowel letter and only at the end of a word). Lesson plans will likely span many days and include multiple layers of instruction and practice.

Lesson plans can start with a review and include previously taught concepts throughout the lesson. Lessons pull forward everything taught previously.

New concepts (e.g., letter sounds) are explicitly taught before being practiced.  All practice should include an “I do, We do, You do” practice.  In “I do,” model the activity.  In “We do,” guide the group through practice.  In “You do,” have students practice individually and model proficiency. 

Build scaffolded instruction and practice into activities. Each subsequent practice activity contains less scaffolding until students are independently proficient. Practice activities move from isolated skills to skills that are more complex. For example:

• Students read and spell letter name and letter sounds in isolation.
• Students read words sound by sound.
• Students read word chunks and word patterns.
• Students read whole words, sounding out only to resolve reading errors.
• Students spell words sound by sound, and practice spelling chains where only one letter changes from one word to the next (e.g., sap to lap to lip to lit to slit)
• Students may learn word meanings to understand sentences and passages, but vocabulary instruction is typically outside the phonics instruction block.
• Students read decodable phrases, sentences, and passages once for accuracy and again for fluency.
• Students spell short decodable sentences.

Have students read individually for accuracy and again for fluency while reading lists as well as sentences and passages. This need not be included in every activity.

Assess each student’s skills individually before introducing new concepts. When individual students have not mastered the objective, use your best judgment. Should the group move forward? Should the individual student receive extra practice? The answer will vary based on the composition of the group and the proportion of students in it who are struggling.

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Sample beginning phonics lessons

Phonics lessons flow naturally out of phonemic awareness activities. For example,

• In phonemic awareness, ask students to segment words with the sounds short a, /m/, /p/, and /t/.
• Explain that the letter m spells the sound /m/, etc.
• Have students individually practice saying letter names in isolation.
• Have students individually practice reading letter sounds in isolation.
• Introduce three to four irregularly spelled high-frequency words to learn by sight.
• Ask students to segment words with the sounds short a, /m/, /p/, and /t/, and then arrange letter tiles to spell the segmented words.
• Demonstrate how to point to each letter and say the sound. Then blend the letters to read words (called "touch and say" or "touch and read").
• Have students individually practice sounding out three to five words, then re-read the words they sounded out previously.
• Ask individual students to read a list of words (comprised of only the sounds explicitly taught and practiced to date). 
  • Students read once for accuracy and again for fluency.
  • When a student misreads a word, guide the student through sounding out the word. Then the student re-reads the whole group of words to the end by reading accurately.
• Lead students in a review of the irregularly spelled high-frequency words taught earlier in the lesson and from prior lessons. Learn more in this article, A New Model for Teaching High-Frequency Words.
• Guide students through reading phrases, sentences, and (eventually) passages comprised of  decodable words with the sounds explicitly taught and practiced to date along with some irregularly spelled high-frequency words.
  • Students read once for accuracy and again for fluency.
  • When a student misreads a word, guide the student through sounding out the word. Then the student re-reads the whole phrase, sentence, or portion of the passage to the end by reading accurately.
• Students spell letter sounds, decodable words, and short decodable sentences.

Beginning phonics lessons introduce only three or four new consonant sounds and only one new vowel sound in a lesson. Continue with this lesson until all students in the group are reading at 95–98% accuracy on a first attempt. Move to the next lesson, introducing another three or four consonant sounds and another new vowel sound.

Children in a general education classroom will vary widely in how easily they acquire word recognition skills. We should make use of flexible groups to meet the needs of children who can move ahead quickly in their word-reading skills, or conversely, the needs of those who require more practice.

Children who consistently perform at a high rate of mastery in their word recognition skills can focus on other valuable literacy activities such as independent reading and writing, while we are working with flexible groups who require continued phonics instruction.

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Phonics lesson routines

Include instructional routines in lesson activities. Instructional routines are repeatable routines used to practice a new skill.

For example, guide the reading group to use "touch and say" to read a list of words containing the lesson’s focus letter sounds. The steps for the activity are:

1. Model "touch and say" with one word.
2. Have the group use "touch and say" to read three words together.
3. Have each student use "touch and say" to read five words and then re-read the list without "touch and say."
4. Ask the whole group to read the same five words chorally. Use this routine daily during the phonics lesson as the activity that precedes reading whole words.

Instructional routines reduce students’ memory load. Students do not have to remember the steps in a routine while simultaneously remembering the new concept. As a result, routines provide support and stability and improve the pace of the lesson.

Moats, L. and Hall, S. (2010). LETRS Module 7: Teaching Phonics, Word Study, and the Alphabetic Principle (Second Edition). Longmont, CO: Sopris West.

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Instruction for all: the value of a multisensory approach

Teaching experience supports a multisensory instruction approach in the early grades to improve phonemic awareness, phonics, and reading comprehension skills. Multisensory instruction combines listening, speaking, reading, and a tactile or kinesthetic activity.

NOTE: Research does not yet have definitive answers about how multisensory instruction works. Literacy expert Tim Shanahan offers this perspective in his blog post, What About Tracing and Other Multisensory Teaching Approaches?.

Phonics instruction lends itself to multisensory teaching techniques, because these techniques can be used to focus children’s attention on the sequence of letters in printed words. As such, including manipulatives, gestures, and speaking and auditory cues increases students’ acquisition of word recognition skills. An added benefit is that multisensory techniques are quite motivating and engaging to many children.

Multisensory activities provide needed scaffolding to beginning and struggling readers and include visual, auditory, kinesthetic, and tactile activities to enhance learning and memory. As students practice a learned concept, reduce the multisensory scaffolds until the student is using only the visual for reading. Employ the multisensory techniques to fix errors and then practice without the scaffold.

Examples of multisensory phonics activities:

1. Dictate a word using say, touch, and spell. Students say each sound in the word and place a manipulative (e. g., a tile with a letter or letter pattern on it, such as sh, ch, ck) to represent each sound in the word.

   For example, when we say fin, students move the letter tiles for f, i, and n, to spell the word, while at the same time saying and stretching the sounds orally. If we then say fish, students replace the tile with n on it with one that has an sh.

   Subsequent examples of words in the chain could be wish, wig, wag, bag, brag, and so on. The activity should use only letter sounds/pattern sounds that children have been taught.

   Letter tiles also should represent sounds at the phoneme level. For example, fish would be spelled with three tiles (f, i, sh), because it has three phonemes, whereas brag would be spelled with four tiles (b, r, a, g), reflecting four phonemes.

   Place ending spelling patterns and beginning consonants (or consonant blends) on cards.  Have students work in pairs and arrange as many words as they can on a table. Do a table walk and have each pair read the words they created. Give other teams an opportunity to create a new word.
    

2. Organize spelling around the vowel letter. Assign a gesture to each vowel sound. Dictate a word and have students make the gesture for the vowel sound in the word.
    
3. Assign a gesture to /sh/ and /ch/. Dictate words. Ask students to individually make the gesture associated with /sh/ or /ch/ when they hear those sounds in a word.
    
4. Paddle pop: Teach letter clusters such as ing and ink. Write these clusters on card stock and staple to popsicle sticks.  Dictate words and ask students to pop up the paddle containing the letter cluster in the word.
    
5. Sounding out words:

• Single syllable "touch and read": Students touch each letter with a finger or pencil point and say the letter sound, then sweep left to right below the word and read the word.
• Multi syllable touch and read: Students touch each syllable with a finger or pencil point and say the syllable, then sweep left to right below the word and read the word. 

Include two or three of these multisensory activities in each lesson: speaking, listening, moving, touching, reading, and writing. They fully engage the brain and make learning more memorable. These activities can be fun games or part of a daily practice routine.

Multisensory activities are the scaffold for early practice. As students become proficient in the new skill or concept, reduce and then remove the multisensory scaffolds.

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Adapting instruction for different readers

Research supports explicit phonics instruction for beginning readers and for struggling readers whose reading skills did not develop as expected. Two areas that affect reading acquisition are working memory and executive function. 

Working memory refers to the memory we use to hold and manipulate information. For example, when a beginning reader sounds out a word, the student holds the letter shapes, sequence, and sounds in working memory to first sound out the word, then blend the sounds and read the word. Information held in working memory is fragile and held briefly (approximately 10 seconds) unless actively engaged.

If not attended to, the information in working memory vanishes. While this is true for everyone, some of us sustain information in working memory for seconds longer, some for less time. There are techniques that help students practice attending to information in working memory. See the articles, 10 Strategies to Enhance Students' Memories and Making It Stick: Memorable Strategies to Enhance Learning.

Executive function refers to the part of the brain that governs attention, impulse (starting and stopping), organization, reasoning, processing speed, and other higher order functions. It is the area of the brain that gets things done. It is also the last area of the brain to fully mature (mid to late 20s). Learn more: Executive Function Fact Sheet.

To support students who struggle with working memory, attention, executive function, or processing speed issues, the following instructional adaptations can be helpful:

Itemized instructions

Hand out itemized instructions, and discuss what is expected in each step. Teach students how to check each step in a process off the instruction sheet to track work completed. Students with working memory and executive function weaknesses benefit greatly from learning how to use lists.

Intermittent instructions

Whenever possible, provide intermittent instructions so students do not need to remember a long list of steps. Remind the class to check any itemized instructions.

Instructional routines

Use repeated routines to practice skills and complete assignments. Repeated routines are not boring to students. They reduce the memory load on students and enable them to focus on new skills or concepts.

Repeat-safe environment

Build into the explicit instruction, practice, and assessment an opportunity to repeat instructions or information. It can be as simple as, “Anyone need me to repeat that?” or “Can I repeat the instructions for the next steps?” or “Remember. You can always ask me to repeat something.” This creates an environment in which students with attention or working memory weaknesses feel safe asking for instructions or information to be repeated.

Rehearsing

Rehearsing can include having students state something aloud before writing. It can also include briefly practicing an activity that will later be assigned as homework. By rehearsing, a procedural memory or episodic memory is created which later supports students when they attempt to work independently.

Note taking

Explicitly teach note taking and build it into classroom routines. Every student will benefit by note taking as a study skill, as a stage of writing, and as an organizational tool. There are different note taking strategies depending on the task. Explicitly teach those note-taking strategies, and build them into lesson procedures. If students learn multiple note-taking strategies, you will need to review with them which one to implement in each setting, especially for students who struggle with working memory or executive function.

Writing aids

• Provide a list of words pertinent to the writing assignment which have new or difficult spellings. This reduces the load on working memory by helping remove an obstacle to writing.
• Provide an itemized rubric of the things the writing assignment must contain and explicitly teach the class to review their writing for each item on the list. Students with working memory weaknesses cannot easily review their writing for multiple things (e.g., check punctuation at the same time as checking for at least three supporting details and the reasons they support the topic sentence).

Organizational and place-keeping strategies

Being organized and knowing how to break a complex task into subtasks are not always innate skills. This is especially true for students with working memory and executive function weaknesses.

We support all students by taking time to explicitly teach how to be organized: how to organize a binder, how to break a complex task into logical steps, how to allocate time on homework, etc. This requires more time at first, but as the school year progresses, less time is required. Students will benefit from this skill set through the rest of their academic careers.

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References

Barkley, R. (1997). Behavioral inhibition, sustained attention, and executive functions: Constructing a unifying theory of ADHD. Psychological Bulletin, 121(1), 65–94.

Gathercole, S. and Alloway, T. (2008). Working memory and learning: A practical guide for teachers. Thousand Oaks, CA: Sage Publications.

Giedd J., Blumenthal J., Jeffries N., Castellanos F., Liu H., Zijdenbos A., Paus T., Evans A., & Rapoport J. (1999). Brain development during childhood and adolescence: A longitudinal MRI study. Nature Neuroscience 2(10), 861–3.

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Poems for first graders 🌸 short poems for first grade children

Quatrains and short poems for future first graders

First class is the first perky call.
The first class is the first serious lesson.
This is a noisy, joyful change.
Girls know and boys know:
First grade is the first school book!

∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞

I have a holiday today:
I'm a first grader today.
You stayed at home, ball,
Rolled under the bed,
We are with you today, which means
You don't have to play.
Woke up early in the morning
Mom with my grandmother.
I will now put on a satchel,
Been waiting for a day like this for a long time.
Goodbye, cheerful yard
I go to a big school
It's time for my lessons.

∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞

Knapsack, copybooks, notebooks -
Everything has been fine for a long time!
Today is my first time
I'm off to first grade!

I am seven years old,
And I'm not happier!
Look what a miracle -
My first class bouquet!

I have a primer in my briefcase
And notebooks, and a diary!
I am now actually -
Top notch student!

∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞

Watchmaker, nice little
Fix our alarm clocks.
Those who are admitted to the first class
Need to know what time it is!

∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞

We were preschoolers,
We went to kindergarten.
We made clay
And horses and rabbits ...

We know a little letter,
We have learned to count.
We count on the fingers:
One, two, three, four, five...

And now, now
Open the door for us, school!
Give us a gift
Painted alphabets!

We want to learn quickly,
Make friends with the alphabet!
From page to page
We will read it by spring!

We will learn before summer
Draw, write, count,
And always in all subjects
We will get five!”

And now, now
Open the school door for us!
Accept us at school:
Hello, we are
First grade!

∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞

I woke up early in the morning,
He glanced at his briefcase.
It contains notebooks and books,
And a notebook with a square.
I went to bed as a simple boy,
I woke up as a schoolboy.

∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞

We are first graders.
Everyone around is looking after us,0006 They say: "Charming!"
We agree, no doubt.
We proudly walk to school
This sultry September.
And seriously declare:
We follow science!
Both girls and boys,
Toddlers and strong men,
We carry books in portfolios,
Pens and pencils.
Wait, dads, moms!
We will grow up a little -
Institute Program
Let's start at school.
Wish us good luck
And study "with a bang."
Do not see off far -
It's time for our lessons!

∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞

You are not a preschooler now,
You are almost a student.
You have a new portfolio
Books, pens and a diary.
You go with a lush bouquet,
Take your mother by the hand.
It's always good to study
You make a promise!

∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞

We are entering first grade,
The school is looking forward to us.
We promise not to be lazy,
We will study diligently
We will help friends,
And adults - listen, respect!

∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞

With the very first of September
We congratulate you!
You are big now,
And it's time to learn!
We are for you with the whole mountain,
When something happens!
You have a lot of friends,
Knowledge will be rewarded.
You are now a first grader!
You make us five!

The best poems for first-graders for the Day of Knowledge

My little friends,
I am the Primer, I am the first book
I want to be friends with you,
I want to live in peace with you.
I came here now
Escort you to first class.

∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞

Bought by mom and dad
I have a lot of notebooks,
So that my daughter is not lazy,
It's good to study!
I am cheerful, smart,
I have a uniform!
“The first grader is good!”
The whole family tells me. ..
Now I'm an adult!

∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞

On the road girls!
On the road, boys!
Step boldly along the ladder of knowledge!
Wonderful meetings and good books
There will be steps on it.

And a song, and a song
We will need it along the way.
Learning should be fun!
Let's learn fun,
To study well.

You will soon be able to follow our ladder
Reach the inaccessible sea depth.
Go underground, climb mountains
And even reach the moon.

The cheerful bell rang,
And you entered for the first time
In a bright and spacious classroom!
What is needed here: Do not be lazy
And study hard,
To know about everything in the world
And get fives.

∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞

I'm going in a brand new dress,
I have a white apron.
Here is a kindergarten, and in that kindergarten
And I recently sang.

Farewell, familiar kindergarten,
Now I have to go to school!
- Polinka! – babies scream
And they wave to me from the garden.

They call:
– Come in now
Cheerful in our kindergarten!
- No, - I say, - I need to go to class,
I'll come back from school later.

And everyone congratulates me,
Gathered early in the garden,
After all, from today I am
I will study at school.

∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞

Knapsack, copybooks, notebooks -
Everything has been fine for a long time!
Today is my first time
I'm going to first class!

I am seven years old,
And I'm not happier!
Look what a miracle -
My first-class bouquet!

I have a primer in my briefcase
Both notebooks and a diary!
I am now actually -
Top notch student!

∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞

A bright holiday is walking across the country:
This is the start of the school year.
Make way, people - first grader
Comes to us with a portfolio brand new!

Who is in charge in our country today?
First-grader - there is no doubt!
On this big, wonderful holiday of yours
The school says hello to you.
On the road of knowledge you go.
Well, go ahead! Bon Voyage!

∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞

In September, in September -
What kind of holiday is in the yard?
These are thousands of boys
Pages of books open,
It's Girls Girls
Our call heard ringing,
very very first time
The door will be opened to the first class.
Congratulations, congratulations -
And we wish you success.

∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞

Hello school year!
Everywhere you, students,
Bell chimes
Praise the school bells!

Smiling passerby,
Seeing holiday guys:
He studied at school too,
Only many years ago.

Everyone envy involuntarily,
Grown-up children,
And the bell rings on the school
Noisy festive courtyard.

Hello school year!
Good luck, students!
Bell chimes
Let them ring, ring the bells!

∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞

Then he grew up a little,
Both with dad and mom
I went to kindergarten.
Now I'm a first grader,
I'm carrying a briefcase, it's important,
I will study and I am glad for this

Today is dedication
And the first excitement,
But I will try
And I won't let you down.
After all, I'm a first-grader,
I'm carrying a briefcase, it's important,
I will make friends at school soon.

I will read quickly,
I will write cleanly,
Examples and tasks
I'll do fine.
After all, I'm a first-grader,
I'm carrying a briefcase, it's important,
My teacher and all my friends are with me.

∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞

All paths are open before us,
All roads are ahead of us.
We'll be famous someday0006 But so far we are only first class.
And while we just need to study,
To discover the secrets of the world,
Always strive for the unknown,
To make it famous.
This is all for life, for science,
For the people and for the native country.
We all study not for the sake of boredom -
We must glorify the Motherland.

Beautiful poems about school and teachers for children

We are with you on a September day
Let's go to school for the first time.
The school will welcome us generously,
Will open a bright class for us.
There for us all together in a row
The desks are new.
And not just standing there,
They are waiting for new guys.
Here we come to the desks
And we will take our places,
And our teacher
He will tell us everything!

∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞

How much does 9 mean in life0006 The teacher is the very first,
He will change the world,
He will show the right way!

Will give a smile,
And the burden goes away,
Let him not grow old
You - the Teacher - time!

You live by lessons,
And you are happy with this,
And you give your heart. ..
Who knows! Children!

∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞

Doors open before us
Knowledge and wisdom country.
most beautiful dreams
Our school years will be.
Experiences, discoveries, solutions,
Strict Proof Long Action,
Little School Accomplishments
They will come to us in succession.
Let's visit the future and the past,
Let's collect the accuracy of confirmations,
We will know everything in the world of secrets,
We will find wise answers here.

∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞

How I love school, mom!
In the morning in a noisy crowd
We come to the class the very best ...
This class is mine.
There is no more beautiful school in the world:
It's cozy and warm here.
And with our teacher
We, I confess, were lucky.
Does not swear angrily,
Even if he puts "two",
And show businesslike,
Where is the mistake, to us.
Let there be many lessons at school,
We'll win, no problem!
Start at threshold
Our school years...

∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞

School is a light house,
We will study in it.
There we will learn to write,
Add and multiply.
We learn a lot at school:
About your favorite land,
About mountains and oceans,
About continents and countries;
And where the rivers flow0006 And what were the Greeks,
And what are the seas,
And how the earth spins.
There are workshops at the school…
Interesting things to count!
And the call is fun.
That's what "school" means!

∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞

School is our second home,
And childhood is a big shelter,
Hurry familiar path
Here, where friends are waiting for us,

Where are our teachers
Warm with their warmth,
Tall poplars
Above the cool window noise.

Our call is serious, strict,
When the lesson comes,
Laughs like a stream,
When the change is due.
Years fly and fly,
They call for themselves on the road,
What a pity that we never
The past cannot be returned.

Let's remember the eyes of friends
And the joy of happy years,
Teacher smiles,
And school windows light.
We still come here more than once
We will come along the familiar path,
Years will keep warm,
After all, school is our second home.

∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞

I read in the book suddenly:
"School" meant "leisure".
In ancient Greece it was like this:
Only the time has come

Rest from all labors,
Every resident was ready
Discuss the fate of the world,
Delighting your ears with a lyre.
Time slowed down.
"School" every person
Read like heaven...

I'm building my portfolio again.
The times would come,
To love school.

∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞

School years - the beginning of the journey,
A better time is hard to find.
First teacher and first call,
First offense and first lesson...

The first everything in the radiant dawn,
In autumn, a holiday is in our yard.

Glorious detachment of teachers in the ranks,
Wise people in the learning region.
They know their objects from the very beginning,
Teach pets fundamentally.

In the classes worldly knowledge goes on,
Fast time is rushing forward.

Children and knowledge will grow up with them,
The school foundation is the foundation of Russia.
Good time to schools for a century!
Schools are a springboard for future victories!

∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞

Touched by hand -
And it will immediately become easier,
How mom will calm down,
Like a good doctor heals.

I feel sorry for her! Poor thing,
She is often sad:
Must be hard to put
Bad grade for me.

Put - after crying,
Probably at night
And in the morning to school, then
She comes sad.

Everything! I'm ready for the answer,
I solved all the problems,
Secretly to her table - candy!
Don't cry at night...

∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞

The teacher is the first - there is no better,
After all, it is given truly from God.
Will replace mom and dad at school,
Hugs and scolds a little,
He looks like a creator-creator,
He devotes his soul to children.
He goes flying with them,
Holding a guide book in hand.
He gives his heart to his children.
The teacher is the first - he is the second parent!

Funny and funny poems for first graders

First grader, first grader -
Dressed up like a holiday!
Didn't even go into a puddle:
I looked and passed.

Ears polished,
Scarlet mushroom on the lid of the satchel,
Yes, and he himself is like a fungus -
Looks sideways from under the cap:
Does everyone see?
Does everyone know?
Is everyone sighing with envy?

∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞

I am not small now -
I became a first grader.
They gave me a briefcase,
White shirt.

I'm walking down the street
Not hand in hand with mom.
I won't let my family down -
I will be the smartest!

I will be at our school
Study well,
Help your friends,
Do not be lazy at home.

Proudly I look at everyone
This school holiday:
Kids - well, just laugh!
I'm a first grader!

∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞

Why is Petya today
Woke up ten times?
Because today he is
Enters first grade.

He is no longer just a boy,
And now he's a rookie.
He has on a new jacket
Turndown collar.

He woke up on a dark night,
It was only three o'clock.
He was terribly frightened,
That the lesson has already begun.

He got dressed in two minutes,
He grabbed a pencil case from the table.
Dad rushed after,
I caught up with him at the door.

Neighbors stood behind the wall,
Electricity lit,
Neighbors stood behind the wall,
And then they lay down again.

He woke up the whole apartment,
I couldn't sleep until morning.
Even my grandmother had a dream,
What is her lesson.

Even grandfather had a dream,
What is he standing at the board
And he can't on the map
Find the Moscow River.

Why Petya today
Woke up ten times?
Because he is today
Enters first grade.

∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞

I can't sit at home,
I want to play.
I want to study quickly
And become a first grader.

I ran and I skipped,
I was afraid to be late.
Barely briefcase under the arm
Mom managed to give.

I won't be lazy,
I will succeed in everything.
I want to learn
Read, write, count.

Life is different now
Will come to me.
Oh dear mother!
What an adult I am!

Our first very best
Ring, ring, call!
Go home, moms!
It's time for us to the lesson!

∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞

Not sure which one of us
Enters first grade,
Mom or me -
Novikov, Ilya

Our bouquet is ready.
Who doesn't sleep because of the flowers?
Who looks a little light:
- Didn't wag the bouquet?

Mom, not me -
Novikov Ilya.

Told all strangers:
- We'll run to school soon! -
Mom, not me -
Novikov Ilya.

Before the first of September
Mom knocked off her feet:
- Come on, let's collect the books! ..
What do we take for breakfast?..
Don't ask, son!

It is unclear which of us
Enters first grade,
Mom or me -
Novikov Ilya?!

∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞

Two bows and all Natashka.
Here comes the first grader
And carries a big bouquet.
Smiling people:
- And where is this doll
Is it working so hard?
Natasha says important,
Speaks proud of himself:
- I go to school to study,
I'm in first grade!

∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞

I am dressed in full dress,
In my hands I carry a large bouquet,
And a new knapsack on my back,
And the whole family comes with me.

And of course I am very happy,
What's next mom, dad, brother,
That they look like an adult,
And everyone is happy to give me advice.

Neighbor looks after him with delight:
He is still five years old.
Here is the turn to the kindergarten.
The neighbor turned, and we go ahead.

And it seemed to me seriously,
It's like I grew up overnight,
What is higher on the head!
Being a first grader is great!

∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞

I'm not up to toys now -
I'm learning from the primer,
Gather my toys
And I will give Seryozhka.

Wooden utensils
I won't donate just yet.
I need the hare myself -
Nothing that he's lame,

And the bear is too smeared...
It's a pity to give away the doll:
He will give it to the boys
Or throw it under the bed.

Give the steam locomotive to Seryozha?
He's bad, no wheel.
And then, I also need
Play at least half an hour!

I'm not up to toys now -
I am learning from the primer…
But I seem to Serezha
I won't donate anything.

∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞

Mom and dad are worried, and I,
Our family is worried all evening.
Everything is ready for a long time - both the form and the bow.
And miracle flowers adorn the sideboard.
And mom is confused: “Is everything all right?” –
And again on the form ironed the folds.
And dad forgot completely from excitement -
To the cat, instead of porridge, he thumped jam.
I am also worried, and even trembling,
I go for mom and dad all evening:
“Set an alarm so we don’t oversleep.
For six hours or better for five.
My mother told me: "Don't be naive -
I think how to sleep tonight!
After all, tomorrow you will go to school for the first time.
Everything is changing tomorrow in our lives.”

∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞

I will study for many years,
Do not yawn and do not be lazy,
Do not hide in the silence of the night
Above the notebooks of the eyes,
So that, after completing the training course,
Get a medical degree,
Make a stern face
And send a letter:
"Citizen Headmaster,
Come to the injections!

Poetry, touching to tears for first graders

Autumn has a wonderful view -
September got down to business:
Maple burns with a red flame.
The robin blushed.

In the flowerbeds of asters of all colors,
Like stars, they shine.
And on their students
Parents admire.

September painted the schoolyard
Flowers and smiles.
From the leaves spread a carpet -
It has golden highlights.

We are going to school for the first time,
Goodbye preschoolers!
We are in school fraternity now
We want to join guys!

∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞

And now the September day is cheerful
It's for first graders.
They enter the school timidly,
From the celebration a little tired.
They are a little scared,
Looking around in alarm class:
The teacher looks too hard
And now my mother is not around.
Believe me, a few years will pass,
They will get comfortable - and here is
Them on an unfamiliar road
The last call will call.
Study work, love the beginning -
All this awaits them ahead.
So let's wish children happiness
On this future path!

∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞

Kindergarten said goodbye to us
We are students now.
We are invited to the lesson
Loud song calls.
We will sit at our desks exactly,
Let's listen with a little breath.
tutor only
Let's never forget!
After school we will run to her
And tell her about
How interesting it is for us at school,
How we have fun!

∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞

The bell rings,
We entered the class.
Today is the first time.
We are all a little worried,
After all, we have a road ahead,
This path will not be easy
And don't forget to take it with you:
Tenacity and his friends,
After all, they will be more fun!

∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞

Mom, let's go quickly!
The teacher is waiting for us at the school door.
How I want to start as soon as possible
Lots of different things to learn!
Your son grew up that he played with toys,
Now I'm a first grader.
At school I will get used to any work,
I will read smart, good books.
I will try, I will study,
Strive for new and new successes!

∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞

Kindergarten left behind,
We open a new page.
And teachers' faces are visible,
And it hurts a little in the chest.

We want different sciences
They became clear and close to us.
In good teacher's hands
Will give us school calls.

In brand new notebooks in the first grade
Let's write the first lines.
We will try to study,
So as not to upset the teachers.

Hello school! Hello home!
Finally we met with you.

∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞

Like the first time, the sky is shining,
The sun is streaming from the very height,
Everyone is having fun, but mother's eyes ...
They have tears that are like pure dew,
They run to beautiful flowers.

∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞

Yesterday only you were told - baby,
Sometimes called a prankster.
Today you are already sitting at your desk,
Everyone calls you - first grader!
Serious. Diligent.
Come on, student! Primer.
Behind the page is a page.
And how many around
Wonderful books…
It is a great thing to study!..

∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞

Letters from the pages of the Primer,
They will form words, like birds in a flock.
Light up like the dawn,
The word "peace", which I compose.
Mom", "sun", "holiday" and "spring"
I'll write on the life page,
For a fairy tale to come to us from a dream,
To fly into the house like a tit.
Let there be kind words and expressions,
Let all our suggestions be smart.
Words are not made for evil,
They were composed for good,
So let them ring more beautifully than silver.

∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞

I will compose words from letters,
Smart, beautiful, simple.
And to all those who will read them,
Let them shine like saints.
And like stars through the clouds,
So my words will shine.
And like a full-flowing river.
Let them carry good people to a miracle.

Poems by famous Russian poets about school

In kindergarten with everyone
I have been friends for many days,
And now the time has come,
There are more important concerns.

I have books in my portfolio.
I have a bouquet in my hand.
All familiar boys
They stare in surprise.

Why am I cheerful
And dressed like for a parade?
I'm going to school today,
This is not kindergarten for you!

Yu. Polukhin

∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞

Warmed by the cool sun,
The forests are still covered with leaves.
First graders have bouquets.
The day, though sad, but cheerful,
You are sad: - Goodbye, summer!
And rejoice: - Hello, school!

E. Uspensky

∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞

Did you hear the good news?
I'll be exactly six soon!
And if the person is six,
And he has notebooks,
And there is a knapsack, and there is a uniform,
And there are countless counting sticks,
And he tries to read,
That means he (or rather, I),
That means he (or rather, I),
He's going to school!

A. Barto

∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞

Yellow leaves are flying,
The day is merry.
Seeing off kindergarten
Kids to school.
Our flowers have faded,
The birds are flying.
— You are going for the first time
to study in the first grade.
Sad dolls sitting
On an empty terrace.
Our cheerful kindergarten
Remember in class.
Remember the garden,
The river in the far field ...
We, too, in a year
We will be with you at school.
The suburban train has departed,
Rushing past the windows . ..
- They promised well,
the best way to learn!

Z. Aleksandrova

∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞

Washed windows
School smiles,
Sunny Bunnies
On the faces of the guys.
After a long summer
Here friends-girlfriends
Gathering in flocks,
They make happy noises.

To moms, dads huddle -
These are first graders.
They are waiting, worried,
Your first call.
So he rang,
Gathering into classes,
And the school went quiet,
The lesson has begun.

V. Rudenko

∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞

Sad maples near the fences -
Goodbye Day…
Goodbye Kindergarten,
Goodbye!
We sit at our desks
This autumn!
Even a teddy bear
Doesn't want to sleep...
Sitting on the floor in the corner
They said goodbye to him.
Here are raindrops on glass
Ride…
Sad day, we guys have
And cheerful.
Goodbye kindergarten.
Hello school!

I. Demyanov

∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞

I am in class for the first time.
Now I am a student.
The teacher entered the classroom,
- Get up or sit down?
How to open a desk,
I did not know at first,
And I didn't know how to get up,
So that the desk does not knock.
They tell me - go to the blackboard -
I raise my hand.
And how to hold a pen in your hand,
I don't understand at all.
How many students we have!
We have four Asi,
Four Vasya, five Marus
And two Petrovs in the class.
I am in class for the first time,
Now I am a student.
I sit correctly on the desk,
Although I can't sit.

A. Barto

∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞

First of September!
First of September!
September First - First Day
Calendar -
Because on this day
All girls
And boys
Cities
And villages
Took bags,
They took the books,
Took breakfast
Underarms
And rushed for the first time
To class!
It was in Barnaul,
In Leningrad
And in Torzhok,
In Blagoveshchensk
And in Tula,
On Don
And on the Oka,
And in the village,
And in the village,
And in a distant village.
It was
On the sea
Beregu,
Where the coast is
Curved
In an arc.
Where are the guys
In Georgian
They say
Where for breakfast
Wear
Sweet grapes.
It was
In Altai,
Between mountains.
It was
On Valdai,
By the lakes
It was
On the Dnieper,
Among the fields,
Where the school is
Behind trunks
Poplars.
Who managed
Live in the world
Eight years old,
Tech Today
Before lunch
Not at home -
Because this day is
All girls
And boys
Cities and villages
Took bags,
They took the books,
Took breakfast
Underarms
And rushed for the first time
To class!

S. Marshak

∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞

Wake up, please!
Jump up like early birds!
Let's smooth the swirls
And dress up pigtails in ribbons.
Crowd of kids with flowers
The morning chill is rushing.
Please Be Cheerful,
Collecting notebooks in a portfolio!
At the beginning of autumn,
Please be kind
Stay awake like a grouse
A school brush out feathers!
After all, we floundered in the river,
Roasted in the solar oven -
Please be cheerful
At the beginning of autumn!
At the beginning of autumn
I take colored balls
And I fly into school,
I write and read -
Be quiet, please!
Sharpen balusters in class,
play pranks,
make faces,
Fool around,
Answer from the ceiling -
Don't hesitate, please!
Refill Pens with Ink,
Please be kind!
Attention!
The teacher enters -
Dreamer,
Also a thinker.
Everyone -
Keep your ears on top!
Please be cheerful!

J. Moritz

∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞

Everything will pass and maybe
Tired of everything in old age,
But while you are studying
Rejoice in this school.

Glory, glory to school
And teachers,
After all, they teach us,
And very diligently.

Glory to our Motherland,
Wise and beautiful.
We multiply by labor
Its power and strength.

Glory to all who decide
The most complex task -
Ignorant Transformation
To the opposite.

If you ever
You will become in line with the greats,
Don't forget this anthem
Like your relic.

V. Samigulina

Poems for first graders. Poems about school, for September 1, line

A selection of the best poems for first graders. Congratulatory verses are suitable for children on the line on September 1. Short poems for a first grader about school and teachers.

First-grader

Masha — first-grader:
Uniform dress,
Starched apron,
You can sit at the desk.

The apron has ruffles,
And the dress has pleats!
Where to get fives,
To be all right?

Agniya Barto

First grader

First grader, first grader
Dressed up like a holiday!

Didn't even go into the puddle:
I looked and went.

Ears washed to a shine,
Scarlet fungus on the lid of the knapsack,

And he himself is like a fungus
Looking sideways from under his cap:

Can everyone see? Does everyone know?
Does everyone sigh with envy?

Marina Boroditskaya

School September

September. The bell rang,
The baby is walking to the first class.
And a ball of yellow leaves,
A breeze drives across the sky.

Alexander Metzger

Amazing bouquet

– Look! Look! -
The people are surprised, -
Along the path by itself,
The bouquet goes by itself.
An amazing bouquet0006 A white bow above his head…
– Who is this?
- This is our
Six-year-old Natasha! -
The people are smiling:
- The girl is going to school!

Svetlana Pshenichnykh

The first of September (Telegram to the first grader)

Telegram to the first grader,
Mom reads the telegram:

— "We were together, and now you open the door

Learn, grow up, but remember us.
Aibolit and Karabas,
Robin Bobin Barabek
And forty more people.”

Eduard Uspensky

First-graders

Lace blouses,
White shirts,
Mischievous faces -
These are first-graders!

A line to school
Everyone is bringing bouquets:
– We are going to study,
Goodbye, summer!

Lyudmila Levina

First time in the first class

Autumn as a red cat
Wanders behind the window,
With a yellow leaf
Jumps over bumps.

Clouds in the blue sky
Tickled by the sides,
Gathered them in a heap
And made a cloud.

Wait a little,
Don't get wet!
It's the first time today
I'm going to the first class.

Autumn nodded at me,
winked slyly.
It gushed like from a barrel,
Downpour... from leaves.

Happy holiday!
Hello, our school!

Zinaida Serashova

First time

Birch branches are waving,
People are smiling,
Today is a first grader
Going to school for the first time!

He steps solemnly,
He does not notice anyone.
And behind him, stepping in step,
Filling the whole road,
Dad with a satchel on his shoulders,
Mom with roses in her hands,
Grandmother and grandfather follow,
Both neighbor and neighbor.
And in short pants
Brother spanks next.
Domestic dog, bully,
Stray dog,
Murka cat, couch potato,
Curious magpie!

Lyubov Chadova

The first day of the calendar

The first of September
,
The first of September
!
First September 9000 -
First day
calendars -

Because on this day
All girls
and boys
cities
and villages
took bags,
took books,
took breakfast
under mice
and rushed for the first time
In class!

It was in Barnaul,
In Leningrad
And in Torzhok,
In Blagoveshchensk
And in Tula,
On the Don
And on the Oka,

And in the village,
And in the village,
And in a distant village.

It was
On the sea
Shore,
Where the shore
Curves
In an arc,
Where the guys
In Georgian
They say
Where for breakfast
They wear
Sweet grapes.

It was
In Altai,
Between mountains.
It was
In Valdai,
By the lakes.

It was
On the Dnieper,
Among the fields,
Where the school is
Behind the trunks of
Poplars.

Who managed to
Live in the world
Eight years,
Those today
Before lunch
Not at home -

Because on this day
All girls
And boys
Cities9
And books 9006 Took

Samuel Marshak

First of September

I felt myself,
a school star.
Looked around, kindergarten,
waves her hand to me:
- Look, don't let me down,
says after me.
After all, it was not in vain that we raised a red-haired girl
.
On the golden day of September
I went to study.
I promise you friends:
- Do not be lazy at school.

Galina Rukosueva

I am going to the first class

I am with a briefcase and flowers
I am going to the first class with my mother.
Five neighborhood preschoolers
They look after me with envy.
How can I play with a baby?
I'm big now.
And to meet me with balloons -
Katya with white bows.
Like a little fairy,
Oh, I think I'm blushing.
Tell dear mother -
Shall we walk with Katya ourselves?

Alexander Metzger

On the first of September

I woke up early in the morning,
I immediately looked at my briefcase.
There are notebooks and books in it,
And a notebook with a square.
I went to bed as a simple boy,
I woke up as a schoolboy.

Learn more

• 
  Tips for teaching preschoolers
• 
  Adjectives describing children
• 
  Sight word all
• 
  Maths concepts for preschoolers
• 
  Where do the wild things go
• 
  Activities for 4 year olds to do by themselves
• 
  Vowels for kindergarten
• 
  Alphabet song for preschool
• 
  Jack and the beanstalk house
• 
  Writing numbers for preschoolers
• 
  Writing activities for pre k