Introduction to the Elementary School’s Curriculum At A Glance At ACS Athens Elementary School, students build the necessary skillsets for the years ahead. The elementary curriculum is based on interdisciplinary methods and materials supported and guided by the U.S. State Board of Education. At the heart of the interdisciplinary method is literacy, which is woven throughout all subject areas, such as in Science, Technology, Engineering, Arts including conceptual connections to Mathematics. Language Arts - The Language Arts curriculum is guided by American Education Reaches Out (AERO) English Language Arts Curriculum Framework, including standards and performance indicators, as the basis for our instruction. The language arts program in the Elementary School is taught through a balanced literacy approach that integrates reading, writing, language, listening and speaking. The foundation for these literacy skills is language and an understanding of how language works. A variety of programs and resources are in implementation to support this curriculum framework. In addition, our growing classroom libraries, Elementary School Library, as well as, a variety of online reading programs support our balanced approach to literacy instruction. Mathematics - The curriculum structure is provided by the AERO Standards. Students learn the importance of both conceptual understanding and procedural methods through a variety of materials and programs. AERO explains that “most problems that students will encounter in the real world are multi-step or process problems. For example, ACS Athens’ unique Dogs in Learning Program, provides students with ample real-life problem-solving opportunities to apply recently learned mathematical strategies. Science - The Science curriculum is guided by the Next Generation Science Standards (NGSS). Every NGSS standard has three dimensions: disciplinary core ideas (content), scientific and engineering practices, and cross-cutting concepts. The aim of the Elementary School Science Program is for the students to be scientifically literate and to be knowledgeable about the important concepts and theories of the three main branches of scientific study: earth, life and physical sciences. Social Studies - The Social Studies curriculum is designed to help children ask fundamental questions about the world in which they live. Recurring themes—such as culture, community and citizenship—unite the subject studied at all levels. Activities and discussions help students understand where they live and the world around them, including studying the traditions of various nationalities.
First Grade Language Arts Curriculum at a Glance Reading
Writing
Speaking & Listening
Language
At this level the reading process is used to understand and interpret a variety of literary texts.
At this level the skills and strategies of the writing process incorporate aspects and conventions of writing.
At this level students learn strategies to listen and speak for different purposes.
At this level the four domains of English are implemented with a beginner’s command of conventions and grammar.
Students will be able to:
Students will be able to:
• Use the skills and strategies of the writing process to write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure • Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure • Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure • With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed • With guidance and support from adults, use a variety of digital tools to produce and publish writing, including
• Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups • Ask and answer questions about key details in a text read aloud or information presented orally or through other media • Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood • Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly • Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings • Produce complete sentences when appropriate to task and situation
Students will be able to: Reading: Foundational Skills • Demonstrate understanding of the organization and basic features of print • Demonstrate understanding of spoken words, syllables, and sounds (phonemes) • Know and apply grade-level phonics and word analysis skills in decoding words • Read with sufficient accuracy and fluency to support comprehension Reading: Literature • Ask and answer questions about key details in a text • Retell stories, including key details, and demonstrate understanding of their central message or lesson • Describe characters, settings, and major events in a story, using key details • Identify words and phrases in stories or poems that suggest feelings or appeal to the senses • Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types • Identify who is telling the story at various points in a text • Use illustrations and details in a story to describe its characters, setting, or events • Compare and contrast the adventures and
Students will be able to: • Demonstrate command of the conventions of standard English grammar and usage when writing or speaking • Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing • Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies • With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings • Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g. because)
experiences of characters in stories • With prompting and support, read prose and poetry of appropriate complexity for grade 1 Reading: Informational Text • Ask and answer questions about key details in a text • Identify the main topic and retell key details of a text • Describe the connection between two individuals, events, ideas, or pieces of information in a text • Ask and answer questions to help determine or clarify the meaning of words and phrases in a text • Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text • Distinguish between information provided by pictures or other illustrations and information provided by the words in a text • Use the illustrations and details in a text to describe its key ideas • Identify the reasons an author gives to support points in a text • Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures) • With prompting and support, read informational texts appropriately complex for grade 1
in collaboration with peers • Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions) • With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question
First Grade Math Curriculum at a Glance Process Problem Solving
Reasoning And Proof
Communication And Representation
Students will be able to: • Identify questions to be answered when solving a problem • Identify what is known and unknown in a problem and recognize when information is missing • Choose from a variety of problem-‐ solving strategies such as drawing pictures, manipulatin g objects, using numbers, or acting out the situation
Students will be Students will be able to: able to: • Draw logical • Use inquiry conclusio techniquesto ns about solve math mathematical problems problems • Discuss the • Use physical steps used materials, to solve a models, math pictures, or problem writing to • Justify and represent and explain the communicate solutions mathematical using ideas physical • Identify and models translate key words and phrases that imply mathematical operations • Explain what they did to solve a problem
Content 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: • Count to 120
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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
Operations And Algebraic Thinking
Geometry
Students will be able to:
Students will be able to:
Students will be able to:
• 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
• Add and subtract within
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20 to solve word problems Add three whole numbers to solve word problems. Use properties of operations to add and subtract Understandsubtractionas 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
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between defining and non-‐defining attributes • Compose two-‐ or three-‐ dimensional shapes to create a composite shape • Partition circles and rectangles into twoand 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 aroundus. Waves: Light & Sound (Physical Science) • Students are expected to develop an understanding of the relationship between sound and vibrating materials • Students are expected to plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate • Students are expected to understand the idea that light travels from place to place by determining the effect of placing objects made with different materials in the path of a beam of light • Students are expected to make observations to conduct an evidence-based account that objects can be seen only when illuminated • Students are expected to plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light • Students are expected to use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance
Space Systems: Patterns and Cycles (Earth Science)
Structure, Function and Informational Processing (Life Science)
• Students are expected to observe, describe, and predict • Students are expected to develop an understanding of some patterns of the movement of objects in the sky how plants and animals use their external parts to help them survive, grow, and meet their needs as well as how • Students are expected to use observations of the sun, behaviors of parents and offspring help the offspring moon, and starts to describe patterns that can be survive. The understanding is developed that young plants predicted • Students are expected to make observations at different and animals are like, but not exactly the same as, their parents times of year to relate the amount of daylight to the • Students are expected to use materials to design a time of year solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs • Students are expected to read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive • Students are expected to make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents
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
It’s A Small World/Celebrations
Classical Greece
Students will be able to:
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 • 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 our school community and one another • Develop the skills to be responsible community 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 the good of the community • Choose to work with others based on factors
• 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 • 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
• 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
beyond immediate friendship
First Grade Specialist Classes Curriculum at a Glance Art Students in grades K-5 develop competencies in demonstrating knowledge and understanding of forms, styles, ideas, and functions of art and applying skills, techniques, media, and processes to create and present art. They also use the language of art to critique, assess, analyze, and communicate and make connections between art and other disciplines, personal experience, world history, and cultures. Students will be able to: • Identify and explore the elements of art, including line, shape and form, color, value, and texture, Pattern, and Proportion • 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
Music
Physical Education
Students will be able to: • Identify low and high pitch, loud and soft dynamics, and 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 with the help of musical accompaniment • 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 changes in timbre, tempo, pitch, and dynamics
Technology
At this level, students develop competencies in Mouse and Perform a movement pattern Keyboard use, changing shape, level and/or Graphics, Word pathway processing, Content Move (stop, start, and change area reinforcement direction) to avoid others (reading and Explore controlling objects in a variety writing), and of ways in self and general space Simulations. Throw overhand and underhand with force Students will be Catch a self-‐tossed object with hands able to: or with an implement Students will be able to:
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• 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
• Access learning programs • Demonstrate continued awareness of mouse and keyboard use • Apply drawing tools to create digital images • Use problem solving skills for beginning coding
Foreign Language Level I Students will be able to:
Level II Students will be able to:
• Comprehend common expressions and structures used in everyday situations as spoken by teachers and native speakers accustomed to dealing with language learners • Participate in limited oral exchanges on familiar topics to develop proficiency in the target language • Identify essential information in short written
• Use appropriate vocabulary, gestures, and oral expressions for greeting, introductions, leave taking, and other common or familiar interactions • Use the target language to express needs, feelings, and ideas related to everyday situations • Understand the basic ideas of oral messages and short conversations
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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 elements of art 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. Recognize that different artists have different voices and styles
• Use tuned and un-tuned percussion instruments • Develop and understanding of rhythms • 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 with use of dynamics • Choose and order sounds to achieve an effect/image • Compose and perform simple effects/melodies/rhythms. • Begin to perform/compose music applying some culture and style - ‐ specific characteristics • Recognize rhythmic patterns • Begin to recognize pitch 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
• 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. • 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
• Demonstrate beginning word processing skills to create stories, and other projects integrated into the subject area curricula • Engage in online platform for science concepts
texts to recognize written structures of the target language • Write expressions and short sentences to convey personal ideas, concepts, and information • Learn general facts concerning the geography of the country and cultural heritage and lifestyles of the people in order to develop a cultural awareness • Use technology to present information about family, school events, and celebrations
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based on simple or familiar topics appropriate at this developmenta l level Understand oral and written descriptions of people and objects in the environment Learn poetry, songs, proverbs, short anecdotes or narratives Write in a variety of formats to describe and provide information about oneself, friends and family, school activities Use technology to research and present on a variety of information of
• Begin learning about art movements, recognize works of art by artists and styles • Build stamina in working on projects for more class periods, and working for longer increments during class time • Students will understand how to compose a complete piece of art, and build stamina in finishing a complete piece
the quality of a composition or performance
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
designated special projects, school events, and celebrations