First Grade Curriculum But now I am six, I m clever as clever. So I think I ll be six for ever and ever. --Now We Are Six by A.A.

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1 First Grade Curriculum But now I am six, I m clever as clever. So I think I ll be six for ever and ever. --Now We Are Six by A.A. Milne Six is an age of dramatic physical, cognitive, and social change. Tooth eruption is continuous. Visual development is maturing, allowing for easy introduction of reading tasks. Children love to do their assignments, but are decidedly more interested in the process than product. As the six-year-old works hard to order and structure the world in a new way, a bit of encouragement produces a radiant smile, hugs and excitement. We believe in the developmental nature of young people and have designed our curriculum accordingly. It is at six that most children begin a major transition in their intellectual growth. Now learning to approach the world more logically, children begin to organize concepts symbolically and systematically. We know that all children will achieve at a level that will help them build future success. Our responsibility is to build on the foundation upon which new skills will unfold. Our curriculum at every level is based on the standards established by the Pennsylvania Department of Education and the national standards boards in each subject area. If you would like additional information on these Pennsylvania Standards, please access the state website at Following, please find an overview of the major areas of our program at the first grade level. Integrated Language Arts: One of the most important qualities to ensure reading success is a positive attitude toward reading, along with a print-rich environment. Our programs are designed to help children build confidence in their developing abilities. Our core language arts program is Harcourt Trophies which is augmented by Project Read, a program for phonemic awareness and phonics development. Children continue to learn the reading process through guided reading with the whole class and in small groups. Classroom libraries with Fountas and Pinnell- leveled books provide the just right books for easy reading. Children will continue to read predictable books while beginning to move on to easy chapter books. Celebrate these early successes because they are the beginnings of reading comprehension and word recognition.

2 Reading: This is a fully integrated reading/language arts program in which literature selections serve as the basis for instruction in writing modes and techniques, spelling, grammar, usage, mechanics, listening, speaking, and research and information skills. Harcourt Trophies provides phonemic awareness instruction, explicit systematic phonics instruction, fluency, vocabulary, and text comprehension instruction. Students are introduced to a variety of quality literature and real world materials (magazine articles, recipes, visual diagrams, and more) that expand their knowledge of literacy and the world in which they live. As students are introduced to the formal reading process, most will progress through some predictable steps. What follows is a list of some skills that reading lessons may address: Reading Strategies: Uses one-to-one matching Reads one word for each printed word Reads from rote memory Reads back a story that is memorized Uses picture cues Illustrations may give clues for printed text Uses context clues The sense of the sentence may help child read correct word Uses phonics for decoding new words - beginning sounds; -final sounds; -consonant blends; -vowels Self-corrects to preserve meaning Will go back and re-read a sentence of phrase if first attempt did not seem to make sense Knows common, high frequency words such as the, go, stop, I, me, said, to, etc. Uses word structure to decode new words Looks for clues such as compound words, plurals, word endings, prefixes, etc. Reads for Understanding - Uses strategies to make meaning; Includes predicting, summarizing, recognizing character traits and motives, drawing conclusions, identifying main idea and supporting details, making connections, sequencing information, etc. General Reading Behaviors: Is interested in reading and being read to Reads with fluency and expression View him/herself as a reader Usually selects reading materials that match reading ability

3 Makes good use of reading time Knows that books are important sources of information Will read books or look at books during free time Writing: Story development is still strongly influenced by drawings, for example, stories may be based on a collection of drawings; ability to write whole sentences, even if these sentences are early phonemic or use letter name spelling strategies I WNT TO HR HS for I went to her house. Children develop at different rates. Most children move into the Conventional stage by the end of second grade. Through the writers workshop, we look for our students to be consistently demonstrating each of the skills consistently over an extended period of time before we can be reasonably confident that the skill has been acquired. The Stages of Writing are: Emerging Writers: Scribbles Draws pictures and dictates captions Writes random letters/symbols Understands the difference between picture and print Groups letters together to resemble words Begins to leave space between words Writes top to bottom Writes left to right Attempts to put words in sentence format Copies words from immediate environment Conveys ideas related to topic Conveys ideas related to drawing Is aware that printed text conveys meaning Attempts to write something that is meaningful to the student Developing Writers: Uses initial consonants Uses initial and final consonants Uses sound/symbol relationships in correct sequence Incorporates vowels in invented spelling Spells a few high frequency words correctly Leaves space between words

4 Writes a few known words to convey meaning Uses words that adequately convey thinking and ideas Groups words together to resemble a sentence Generally uses appropriate verb tenses Writes at least one meaningful sentence or phrase Copies words from immediate environment related to topic Details are related to topic Begins to use variety of topic choice Begins to include details Is aware of the difference among letters, words, and groups of words Chains together unrelated events Begins to sequence ideas Begins to write a message (i.e., card, note, greeting) Begins to write about a given topic, illustration, story, or prompt Uses structure, pattern, and language from books in writing Transitional Writers: Spells most word wall words correctly Spells unfamiliar words using spelling rules and patterns Begins to use final punctuation correctly (e.g.,.?!) Begins to use capital letters correctly Begins to use newly-learned words from reading, word wall, and conversation Begins to use different sentence forms (i.e., statement, question, exclamation) Writes a paragraph on a related topic or theme Uses appropriate verb tenses Begins to vary sentence openers Varies topic choice Includes details Shows some sequence of ideas Includes some development of topic Writes in response to a teacher prompt Writes a range of forms (i.e., poem, letter, journal, log, response to literature) Can give their story a title when requested Writes several sentences on a related topic of theme Conventional Writers: Spells word wall words correctly Uses final punctuation correctly (e.g.,.?!) Uses capital letters correctly Begins to use other punctuation (e.g., )

5 Uses roots, verb tenses, plurals, prefixes Uses common contractions Uses newly-learned words from reading, word wall, and conversation Uses descriptive language Exercises options in word choice Uses different sentence forms (i.e., statement, question, exclamation) Varies sentence openers Writes sentences with correct structure most of the time Begins to use sentence variety to add to what is said Details are meaningful and generally geared to the audience and topic Some supporting details are interesting and/or informative Stays on topic Links several related events together Organizes writing with introduction, development of topic, and conclusion Demonstrates understanding of task, audience, and purpose Writes own title Writes two paragraphs on a related topic or theme Extending Writers: Uses other punctuation (e.g., ) Uses resources (i.e., dictionary, spell check) to check spelling Contains few, if any, mechanical errors Uses resources (i.e., dictionary, thesaurus) to extend and enrich word choice Uses specialized words related to topic Uses figurative language Writes compound sentences and uses conjunctions Writes sentences with correct structure consistently Uses sentence variety to add to what is said and how it is said Details are meaningful and geared to the audience and topic Most supporting details are interesting and informative Organizes and develops thoughts to make message clear Always stays on topic Uses transition words Well sequenced Demonstrates writer s personality and uniqueness Demonstrates understanding of task, audience, and purpose Writes three or more paragraphs on a related topic of theme

6 Mathematics: During first grade, children will continue to use manipulative materials while they also complete paper and pencil exercises. Materials from the Everyday Math Program support our math curriculum. These published materials are research-based and were developed by the University of Chicago School Mathematics Project. It is crucial to begin laying the groundwork for mathematical literacy at an earlier age than it usually occurs in traditional programs. Children also receive daily opportunities to practice basic skills in addition and subtraction. The curriculum includes the following mathematical strands: Algebra and Uses of Variables Data and Chance Geometry and Spatial Sense Measures and Measurement Numeration and Order Patterns, Functions, and Sequences Operations Reference Frames Science: This year in first grade, our students will explore several units. In Life Science, students will learn about plants and their habitats, animals, and about living things. In Earth Science, students will learn about land, air and water, and fossils and dinosaurs. In Physical Science, students will learn about properties of matter, magnetism and sound. - Children also learn important science process skills such as measuring, graphing, predicting, evaluating, and hypothesizing.

7 Social Studies: Our focus for the first grade social studies curriculum is My School and Family. Through our study, students learn rules and laws, where people live, symbols, holidays and heroes of America. Students will also study an economic unit on goods and services, jobs, buyers and sellers and working in a factory. Children will learn to develop chart and graph skills and will read primary sources and biographies. Social skills, such as appropriate ways to greet, talk, and listen to each other, are also emphasized. Students explore their similarities and differences and celebrate their unique talents. Standardized Testing Program: First Graders take the Terra Nova Assessment in the spring which measures achievement in math and in reading/language arts. Handwriting: Learning to write the manuscript alphabet enhances letter recognition. It also empowers young children to write, which stimulates their interest and skill in reading. Even more important, it promotes automaticity, the ability to quickly and effortlessly recognize or reproduce the letters in words, leaving the mind free to concentrate on meaning. Viewed from the perspective of reading development, teaching children to write the manuscript alphabet is an essential and time-honored way to nurture literacy. First Graders use the Zaner-Bloser continuous-stroke, vertical manuscript alphabet. This program promotes automaticity because students only need to learn four simple strokes. Zaner-Bloser also reinforces reading because students see vertical manuscript everyday, inside and outside the classroom. Manuscript is taught ten minutes every day and homework is given on alternate days.