Reading
Writing
Students at this level use general skills and strategies of the reading process to understand and interpret a variety of literary texts
Students at this level use the skills and strategies of the writing process while incorporating aspects and conventions of writing.
Students will be able to: •Use basic elements of phonetic analysis to decode unknown words, including: common letter/sound relationships, vowel sounds, blends, and word patterns to decode unknown words, and beginning consonants. •Develop reading comprehension strategies, including: using mental images based on pictures and print to aid in comprehension of text, using story topic, titles to make predictions about content, action, events, and character’s behavior. •Use a picture dictionary to determine word meaning and understands words for people, places, things, actions, and high frequency words. •Use self-‐correction strategies, including reading the sentence again, skipping the difficult part, reading to the period then go back and fixing the error. •Read a variety of literature, including fairy tales, fiction, picture books, poems, non-‐fiction, fables, myths, folktales, and informational texts. •Know the basic characteristics of familiar genres such as, setting, main characters, main events, problems, and the main ideas of a story. • Summarize and retell information in own words.
Students will be able to: •Use the skills and strategies of the writing process to draft, revise, edit, and publish written work. •Use phonetically spelled words to describe familiar persons, places, objects, and experiences. •Use conventional spelling for common words. •Use letter combinations when writing words, including consonant blend patterns and long vowel patterns. •Write in a variety of forms or genres including narratives of personal experiences, responses to literature, picture books, stories, information pieces, invitations, and friendly letters. •Writes for different purposes including: to communicate ideas, to inform, and to reflect on an experience. •Apply a variety of descriptive words to writing. •Use conventions of print in writing including margins in writing. •Understand the purpose of capitalization (proper nouns). •Use nouns and verbs in written compositions. •Use words that answer where, how and when questions. •Uses a variety of sources to gather information, including observations, pictures, information books, Internet, guest speakers, videos.
Speaking & Listening
Students at this level use listening and speaking strategies for different purposes.
Students will be able to: •Make contributions in class and group discussions. •Take turns in conversations or group discussions. •Stay on topic in conversations or group discussions •Initiates conversations. •Connect experiences with those of others. •Asks and responds to questions. •Recite and respond to familiar stories, poems, and rhymes with patterns. •Know and use a variety of descriptive words to report on personal knowledge and ideas about topic. •Use appropriate voice level, phrasing, and intonation for different situations, types of discussions (formal and informal). •Uses words that describe people, places, events, things, and locations. •Recites and responds to familiar stories and poems, and rhymes with patterns. •Knows differences between language used at home and language used in school.
Process PROBLEM SOLVING
REASONING AND PROOF
AND REPRESENTATION
Students will Students will Students will be able to: be able to: be able to: • Identify questions to be • Draw logical • Use inquiry conclusions answered techniques to when solving a about math solve problems problem. mathematical problems • Identify what • Discuss t he is known and • Use physical steps used to unknown in a materials, solve a math problem and models, problem recognize pictures, or when writing to information is • Justify and represent and explain the missing. communicate mathematical • Choose from a solutions using physical ideas variety of models problem-‐ • Identify and solving translate key strategies such words and as drawing phrases that pictures, imply manipulating mathematical objects, using operations numbers, or • Explain what acting out the they did to situation. solve a problem.
Content
COMMUNICATION
CONNECTIONS
NUMBERS and OPERATIONS in BASE TEN
Students will be able to: • Apply mathematical thinking and modeling to solve problems that arise in other disciplines, such as rhythm in music and motion in science • Identify mathematics used in everyday life
Students will be able to:
Students will be able to:
• Count to 120 starting at any number. Read and write numbers. • Understand that the two-‐digits in a two-‐digit number represent tens and ones. • Compare two-‐ digit numbers using >, =, and <. • Add within 100. • Given a two-‐digit number, mentally find 10 more or less without counting. • Subtract 10 from multiples of 10.
MEASUREMENT AND DATA
• Order three objects by length • Tell the length of an object with a whole number of units. • Tell and write time to the hour and half-‐hour. • Organize, represent, and interpret data with three categories.
OPERATIONS AND ALGEBRAIC THINKING
Students will be able to: • Add and subtract within 20 to solve word problems. • Add three whole numbers to solve word problems. • Use properties of operations to add and subtract. • Understand subtraction as an unknown-‐addend problem. • Relate counting on or back to addition and subtraction. • Add and subtract within 20 and fluently within 10. Use strategies to add and subtract. • Understand the meaning of the equal sign and determine if equations are true. • Find the missing number in an addition or subtraction equation.
GEOMETRY
Students will be able to: • Distinguish between defining and non-‐defining attributes. • Compose two-‐ or three-‐ dimensional shapes to create a composite shape. • Partition circles and rectangles into two and four equal shares.
First Grade Science Curriculum at a Glance
Students in first grade engage in interdisciplinary thematic units of study in both science and social studies. The focus of these units is on building understanding and vocabulary in the content area, and understanding the relationships and connections to everyday life and the world around us.
States of Matter (Physical Science)
Students will be able to: • Conduct simple investigations about matter. • Use written and oral language to describe observations of the investigations. •Learn and follow the five steps of the scientific process (question, hypothesis, investigation, observation and conclusion). •Recognize differences in states of matter. •Sort materials according to properties. •Observe and describe what happens when matter is affected by temperature. •Define matter and recognize what is not matter. •State the properties of solids, liquids, and gases.
Prehistoric World (Earth Science)
Plants (Life Science)
Students will be able to: Students will be able to: •Understand that the earth is made of layers. •Experience some of the diversity of forms in the •Understand that the earth changes over time. plant kingdom. •Demonstrate proper use of scientific vocabulary in •Dissect a seed. relation to the prehistoric world. •Comprehend the process of photosynthesis and •Explore places where earth materials are found and the contribution of plants to oxygen supply. ways that earth materials are used. •Understand the vocabulary related to the •Compare the ingredients in different soils. process of photosynthesis. •Knows the properties of rocks and that they come in •Recognize plant contributions in our daily lives. many different shapes and sizes (e.g., boulders, pebbles, •Become familiar with the structures and sand). functions of plants and their parts. •Observe, describe, and sort earth materials based on •Provide for the needs of growing plants. properties. •Observe and describe the changes that occur as •Separate earth materials by size, using different plants grow and develop. techniques. •Discover various ways that new plants can •Observe the similarities and differences in the materials develop from mature plants. in a river rock mixture: silt, sand, gravel, and small and •Plant lima beans, lentils and kernels to observe large pebbles. and describe the differences and similarities between the roots, stems and leaves.
First Grade Social Studies Curriculum at a Glance
Students in first grade engage in interdisciplinary thematic units of study in both science and social studies. The focus of these units is on building understanding and vocabulary in the content area, and understanding the relationships and connections to everyday life and the world around us.
Community
Classical Greece
It’s A Small World/Celebrations
Students will be able to:
Students will be able to:
• Identify individual rights and the ways in which rules provide order, security, safety in the home, school and community. • Explain how voting can be used to make group decisions. • Explain how a system of government provides order to a group such as a school or community. • Generate characteristics which leaders possess. • Demonstrate skills and explain the benefits of cooperation when working in group settings; manage conflict peacefully, display courtesy, respects others. • Develop empathy skills. • Demonstrate citizenship traits including: trustworthiness, fairness, self-‐control, and respect for those in authority. • Describe the characteristics of responsible leaders. • Describe important characteristics of a responsible team member. • Follow an “I” statement format of discussion to resolve conflicts. • Demonstrate the ability to be both a leader and team member. • Recognize skills involved in being able to plan, collaborate, investigate listen and problem solve for
• Identify cultural and family traditions and their connection to other groups and the environment. • Identify the physical features including world location, landforms, climate, and natural resources. • Use terms related to directions – forward and backward, left and right –and distance – near and far – when describing locations. • Identify the hemispheres, equator and poles on a globe. • Identify North, South, East and West on a map or globe. • Identify and use symbols to locate places of significance and continents on maps and globes. • Identify and use symbols to locate places of significance on maps and globes. • Respect, acceptance, understanding, and appreciation the similarities and differences of our Global community. • Develop a deeper understanding of their own heritage. • Recognize cultural traditions, languages, homes, jobs, past times, clothes, food. • Engage in research of the physical and cultural aspects of our countries of origin. • Describe similarities and differences in the ways different cultures meet common human needs, including: food, clothing, shelter, language and artistic expressions.
Students will be able to: • Distinguish among past, present, and future. • Study the progression of Classical Greece to Modern Greece. • Compare and contrast tools from contemporary Greece to those of Classical Greece. • Discuss and understand how writing tools have changed over time. • Name some of the most important tools and techniques in contemporary life. • Compare and contrast daily life, home, school, sports, the arts, architecture and politics of Classical Greece and Modern Greece. • Distinguish between and identify the 12 Gods of Mount Olympus, Mythology and their impact in Classical Greek life.
the good of the community. • Choose to work with others based on factors beyond immediate friendship.
• Describe ways in which language, stories, folktales, music and artistic creations serve as expressions of culture and influence the behavior of people living in a particular culture. • Discover how geographical location influences a community (architecture, art, housing, transportation…). • Give examples of how people use and interrelate with Earth’s resources. • Identify how community activities differ due to physical and cultural characteristics. • Give examples of how schools and neighborhoods in different places are alike and different. • Identify cultural and family traditions and their connection to other groups and the environment.
Art Students will be able to: • Identify and explore the elements of art, including line, shape and form, color, value, and texture, Balance, Contrast, Movement, Emphasis, Pattern, Proportion, and Unity. •Understand that art can convey ideas and serve different functions. •Use art materials and tools in a safe and responsible manner. •Use different media, techniques, and processes to communicate ideas, experiences, and stories. •Use a variety of materials and media and demonstrate an understanding of how to produce various visual effects. •Use their senses to make observations about works of art. Describe what they see in a work of art •Classify artworks into general categories, such as painting, printmaking, collage, sculpture, pottery, textiles, architecture, photography and film •Use basic art concepts and vocabulary when making observations about art. •Identify the design elements
Music Students will be able to:
• Identify low and high pitch, Identify fast and slow tempo, • Follow/match tempo, • Sing from memory and variety of songs from different cultures, • Match dynamic levels, • Respond to cues from conductor, • Maintain a steady tempo, • Follow call and response, • Begin to control how sounds can be made louder, quieter, faster, and slower, • Identify different ways sounds can be made and changed, • Begin to develop an understanding and recognition of timbre, • Recognize and use changes in timbre, tempo, pitch, and dynamics, • Use tuned and untuned percussion instruments, • Develop and understanding of rhythms and polyrhythms, • Perform music with control of pulse and awareness of what others are playing. • Respond physically to music, • Use actions whilst singing, • Show a sense of the shape of the melody, • Sing and play with use of dynamics, musical phrasing and perform with intent. • Choose and order sounds to achieve an
Physical Education Students will be able to: • Perform a movement pattern changing shape, level and/or pathway. • Move (stop, start, and change direction) to avoid others. • Explore controlling objects in a variety of ways in self and general space. • Throw overhand and underhand with force. • Catch a self-‐tossed object with hands or with an implement. • Strike a lightweight ball using different body parts. • Roll a ball to a target. • Run and kick a ball without hesitating or stopping prior to the kick. • Move in response to a variety of stimuli. • Use body actions as a means of communication/ expression. • Roll without stopping or hesitating. • Mount and dismount equipment safely. • Take off, maintain control in flight, and land safely. • Continuously jump a self-‐turned rope. • Demonstrate knowledge of movement concepts. • Use feedback to improve performance. • Recognize that skill development requires practice. • Repeat “cue words” for basic skills and explain their meaning. • State appropriate safety practices for moving in shared practice.
Technology
Foreign Language
Level I Level II At this level, students Students will be able Students will be able develop competencies to: in Mouse and Keyboard to: use, Graphics, Word • Comprehend • Use appropriate processing, Content common vocabulary, area reinforcement expressions and gestures, and oral (reading and writing), structures used in expressions for and Simulations. everyday situations greeting, as spoken by introductions, leave teachers and native Students will be able taking, and other speakers to: accustomed to common or familiar dealing with interactions. •Demonstrate language learners. continued awareness of • Participate in • Uses the target mouse and keyboard limited oral language to express use exchanges on needs, feelings, and •Apply drawing tools to familiar topics to ideas related to develop proficiency create digital images everyday situations. in the target •Create simple language. animations • Understand the •Demonstrate beginning • Identify essential information in basic ideas of oral word processing skills short written texts messages and short to create stories, letters, to recognize conversations and other projects written structures based on simple or integrated into the of the target familiar topics language. subject area curricula • Write expressions appropriate at this •Engage in simulations and short sentences developmental integrated into the to convey personal level. science and social ideas, concepts, and studies curricula. information. • Learn general facts concerning the geography of the
• Understand oral and written descriptions of
in the work •Describe similarities and differences in works •Use basic art concepts and vocabulary when communicating ideas and feelings about work. •Present personal responses to subject matter, materials, techniques and use of design elements in artworks •Using vocabulary learned in class, critique their own work •Identify connections between the visual arts and other disciplines. •Recognize that all cultures produce art and can identify specific works of art as belonging to particular cultures, times, and places. •Create art based on personal observation and experience.
effect/image, • Recognize how musical elements can be used to compose descriptive music, • Compose and perform simple effects/melodies/rhythms. • Perform/compose music applying some culture and style-‐specific characteristics. • Read graphic notation, • Recognize rhythmic patterns • Follow pitch direction from traditional notation. • Talk about music (components of pitch, dynamics, tempo, rhythm, timbre, instrumentation, etc.) within an aural example and/or a class performance, using some music vocabulary. • Use brainstormed criteria and appropriate terminology to evaluate the quality of a composition or performance. • Perform music with awareness of the historical and cultural background of the piece/song under consideration. • Use culture specific language and attempt to reenact performance settings appropriate to the piece(s)/song(s) under consideration.
• Participate in activities that require loco-‐motor and manipulative skills tried in physical education at other times. • Identify opportunities for active play outside of physical education class. • Participate in a variety of moderate-‐to-‐ vigorous unstructured play activities. • Recognize that participation in moderate-‐to-‐vigorous physical activity has temporary and lasting effects on the body. • Demonstrate sufficient muscle strength to momentarily support body weight. • Identify feelings and changes in the body that results from participation in vigorous physical activities (i.e., faster heart rate, perspiration). • Sustain activities for longer periods of time without resting. • State reasons for safe and controlled movement. • Describe examples of cooperation and sharing in physical activity settings. • Remain on task until the stop signal is given. • Begin to work cooperatively with a partner and in a small group. • Try new activities. • Identify feelings that result from participation in physical activity. Express pleasure resulting from progress in learning a new skill.
people and objects in the environment.
country and cultural heritage and lifestyles of the people in order to develop a cultural awareness. • Uses technology to present information about family, school events, and celebrations.
• Learn poetry, songs, proverbs, short anecdotes or narratives. • Writes in a variety of formats to describe and provide information about oneself, friends and family, school activities. • Uses technology to research and present on a variety of information of designated special projects, school events, and celebrations.