First Grade Curriculum

	Language Arts
	Reading skills can be broken down as follows: Decoding is a process where children figure out words by looking at letters in a word from left to right; thinking of the sounds made by the letters and letter combinations; blending the sounds together; and determining if the word they blend makes sense in the sentence. Sight words are words that children learn to recognize "at sight", without having to decode. They include: Words that occur at a high frequency such as "in, it, up, and make"; and words with irregular pronunciations that can not be "sounded out" such as "guess, the, and were". Reading fluency is reading orally, in a flowing manner, taking appropriate breaks for punctuation. Reading comprehension includes: identifying and remembering information; demonstrating understanding of information; and using information in a new situation. During language arts, we use the D’Nealian Handwriting Program to help students perfect their letter formation. Written communication is the focus of Writer’s Workshop. Students work to write complete sentences, which include correct punctuation and capitalization. They incorporate their new learning about nouns, verbs and adjectives into their work. They utilize contractions and suffixes. They apply the spelling patterns introduced in their reading group. They also learn to use the correct verb tense. The most difficult skill they practice is editing their own writing. This includes critically rereading sentences and checking phonetic spelling by looking up words in Words I Use When I Write. Objectives: to decode unknown words to read sight words to read fluently to demonstrate comprehension verbally and in writing to form letters according to D’Nealian method to write complete sentences to write for various purposes: to inform, to entertain, to persuade to incorporate parts of speech to apply spelling patterns to edit writing to listen attentively to teachers and peers Resources: Houghton Mifflin Reading anthologies, practice books, phonics readers, supplementary reading books, theme tests, skills tests, level 1.1-1.5 D’Nealian Handwriting Scott Foresman level 1

	Mathematics
	We emphasizes "doing" mathematics through reasoning, communicating, and problem solving, as well as "knowing" mathematics through remembering facts and procedures. Math skills introduced during first grade include: place value, addition and subtraction, measurement, money, fractions, geometry and time. Objectives: to identify digits in the ones and tens place todetermine if one number is greater than, less than, or equal to another number to use manipulatives and number grids, as well as begins to memorize fact families to measure to the nearest inch and centimeter to determine the value of pennies, nickels, dimes, quarters and dollars to make equal value exchanges between coins to determine how much greater the value of one pile of coins is than another to demonstrate knowledge of fractions as parts of a whole to identify plane and 3-D shapes to tell time to the minute Resources: Everyday Mathematics Teacher's Lesson Guide, Vol. 1&2 Everyday Mathematics Student Math Journal Vol. 1&2

	Social Studies
	In first grade social studies, the focus is on three main topics for the year. Basic map skills are introduced including cardinal directions, and map symbols such as map keys and the compass rose. Children look at various kinds of maps and discuss how to read them as well as use them. Children create maps both in art and social studies class. Mexico is a year long focus. Children study the geography and various landforms of Mexico. They are introduced to a simple history of the country. Our study of Mexico is cross-curricular with much work being done in the twice weekly art classes. We learn about the people, clothing, and crafts of Mexico. Holidays such as Days of the Dead, La Natividad and Las Posadas, Three Kings Day and Cinco de Mayo are all explored and compared to the American holidays that are celebrated at those times. We culminate our year long exploration of Mexico with a fiesta on Cinco de Mayo. The children enjoy a feast of typical Mexican foods, perform the ballad Senor Don Gato and do the Mexican Hat Dance. Following these festivities, they participate with their parents in a traditional Mexican style marketplace where each child buys and sells their art work with pesos. During the year we also cover the lives and works of some famous Americans. In January we learn about Martin Luther King Jr., Ruby Bridges, civil equality and peace. February finds us learning about Benjamin Franklin and his contributions as patriot, inventor and printer. In April we begin learning about natural disasters which segues into a study of Clara Barton and the American Red Cross. We follow up this unit with a field trip to her home and Red Cross headquarters in Glen Echo, Maryland. At the end of the year we continue to develop our map skills as well as learn about American symbols. Included in this study is the White House, the Bald Eagle, the Liberty Bell, the Statue of Liberty, and the American Flag. First grade students are not graded in social studies. Evaluations are made on their participation in discussions, activities and finished projects. Resources: Globes, various maps and Scholastic Map Skills Book Worksheets from Teacher’s Helper Magazine Books about ML King, Ruby Bridges and Clara Barton from the library Various internet sites Unitedstreaming Videos

	Science
	Students learn to be scientists by making observations, then describing them as accurately as possible. They use tools such as thermometers, rulers, magnifying glasses and field trips to collect information. Their information is recorded on charts, graphs, and other organizers so children can draw conclusions. First grade science includes the earth sciences through the study of geology, weather, space and ecology; the physical sciences through the study of matter, energy and machines; and the life sciences through the study of plants, animals and human growth and development. Objectives: To collect data and record it on charts or graphs To use inductive and deductive reasoning in drawing conclusions To understand seasonal weather changes, and the corresponding changes made by plants and animals To list reasons for and practice methods of reducing, reusing and recycling resources To observe stages of the moon To research physical characteristics of the planets and stars, with emphasis on the sun To demonstrate that vibrating objects make sounds To demonstrate that matter can change phases, from solids to liquids to gases, by varying heat energy To demonstrate force as a push or pull To research animals and plants found in various habitats, and the environmental factors that allow them to thrive To study and diagram the circulatory, nervous, skeletal, muscular and digestive systems of the human body Resources: National Zoo Living Classrooms Foundation National Capital Region Maryland Science Center Calleva Internet Unitedstreaming Videos

	Physical Education
	First grade focuses on developing perceptual motor efficiency. The children will demonstrate locomotor and non-locomotor movements with attention to levels of speed, time, force and space. They will continue to explore bilateral and unilateral movements and play simple low-organized games in a wider range of skill. They will practice turning a jump rope, complete a forward roll, demonstrate an instep pass in soccer, master the skills of chasing, fleeing, dodging to catch or avoid others and many other skills. In playing games they will learn emotional control, taking turns, following the rules of the game, and participate without fear of failure. Eye-hand and eye-foot varied skills will be taught, such as accuracy in rolling, striking and catching a ball, etc. The children will demonstrate rhythmical locomotor/manipulative movements and work creatively to music. Sequencing, setting goals and critical self-cues will be learned in first grade. They will begin to understand the importance of physical fitness, and take responsibility for their own progress. All children will learn to listen respectfully to directions, retrieve and return equipment, and follow simple rules of behavior. Choosing to accept others without regard to personal differences is a mission of the school. Children will learn to make decisions and utilize choices. They will demonstrate positive ways to handle conflict. Safety measures of body control in initiating boundaries, both in personal and in general space are learned. Understanding and applying interrelated concepts connects (e.g. math, science, social studies, reading/language arts, music and art) to the learning of movement skills. Most importantly physical education will help the learner to utilize optimal effort on all tasks for personal best. Objectives: to develop perceptual motor efficiency. to play simple games. to develop manipulative movement skills, eye-hand coordination, eye-foot coordination. to explore movements through rhythm and dance. to apply movement concepts and principals to the learning and development of motor skills. to exhibit an active physical lifestyle. to demonstrate responsible personal and social behavior in physical activity settings. to develop a positive self-concept, respect for self and others and positive social and interpersonal skills. to demonstrate an understanding of interdisciplinary approach to movement science and its application.

	Art
	The themes explored in first grade art are the seasons, the artifacts and culture of Mexico and color mixing and the color wheel. The majority of the year is spent developing an appreciation for Mexico and its culture by learning and making art about artifacts and cultural traditions of Mexico. These artworks are saved until the end of the year where they are displayed in a Mexican market as part of the first grade’s celebration of Cinquo de Mayo Day. Students also use the primary colors to mix and paint all of the colors in the color wheel and incorporate their colors in a number of art projects, one revolving around the painter, Hans Hofmann. Focus on seasons revolves around the color and emotional temperament surrounding seasonal change and holidays. Formalized art training occurs twice a week in 45 minute sessions. Objectives: to promote imagination and creative and dramatic play. to encourage the development of personal styles and sensibilities. to develop an appreciation for the art and artifacts of Mexico through making art demonstrating a knowledge of them. to learn how to create art specific to a culture after seeing examples or learning a demonstrated process. to explore a plentiful variety of materials and methods when making personal art and learning about the art of other cultures, individuals and civilizations. to learn the basic tenets of color in art. to be inspired to make art by listening to literature and interpreting it. to learn drawing through demonstration, copying, tracing and observation. to make two and three-dimensional art. to practice motor skills, such as cutting, gluing and folding and painting.

	Music
	Singing and song repertoire constitute the basis of 1st Grade music classes. Much of the movement, simple dances, acting out activities, miming, and rhythmic actions which the children engage in, are connected with songs. Songs transmit culture, history, and the richness of shared human experiences, values, and feelings. Through music, the children celebrate the seasons, and observe in some meaningful way the traditional Holidays and Festivals. Special emphasis is placed on agricultural cycles since Barnesville School is located in the Agricultural Reserve; thus, the order of actions a farmer must take to grow his crops is a favorite topic to sing about in Grade 1! The First Grade always makes an enthusiastic and hearty contribution to the Lower School May Day as they participate in the traditional processional up the gently sloping hillside singing “Unite and Unite” and carrying flowers and branches of May to place at the base of the May Pole! Later in the May Day program they perform a singing game or Country Dance at the May Pole and sing songs of Spring. Objectives: to follow “picture” symbols on the staff which show melodic direction and rhythm to hear classical music from a variety of style periods to identify basic instruments of the orchestra to dance and move rhythmically and beautifully to music to sing rounds and hold a part in beginning part-singing to experience different cultures through song to perform on stage for an audience to develop a rich vocabulary, and a feeling for poetry to have fun! to develop appreciation of beauty and a sense of what is aesthetically pleasing and lovely

	Library
	The First Grade student is excited about library as a wonderful place where together we grow in the love of books. The students have a library class once a week that reinforces and expands on the concepts taught in the previous years. Students begin to take a closer look at the illustrations in picture books and recognize notable illustrators. They learn to recognize the Caldecott Award and understand its significance. They learn more about the parts of the book with an emphasis on the spine and how books are sorted and placed in different library locations. Students are introduced to trickster tales, especially those from Mexico, which is a social studies focus in First Grade. Students begin to explore both levels of the library as their interests expand and understand that the automated library catalog can help them find books on a particular subject. Objectives: to continue to practice good library etiquette and responsible care and return of their library books to appreciate the picture books illustrations, illustrators, and awards to talk about the richness of the culture in our shared story to appreciate the alphabetical arrangement of the picture books to understand informational books have numbers on their spine to identify the parts of the book to communicate a subject request to the librarian or the parent volunteer