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First grade is a very important year in a child’s school career. Our students begin their academic journey with learning to read as a major goal. They enter the school year with an unbridled enthusiasm and eagerness to learn and grow. We want it to be a year of success in which the child experiences what it is like to be an empowered student. This is a year when we work closely with parents to best know a student’s strengths and learning style. The daily schedule is structured to provide small group work in reading and mathematics in order to provide individual attention and optimal progress.
|
Subject |
Topic |
Activities |
| Reading and Language Arts | Assessment |
 Alphabet Writing/spelling Running
record of appropriate level book |
Reading Units (focused on comprehension and using decoding strategies) |
Readers
Build Good Habits Readers Recognize When Books Have Patterns and
Use Patterns Readers Read “Just Right” Books and
Use Print Strategies to Support Conventional Reading Readers
Talk about Books to Grow Ideas Readers
Listen to the Song of a Text (fluency and phrasing) Readers Care
about Characters Readers Think across Books—Whole class Topic
of Friendship |
|
Decoding Strategies |
Phonemic
awareness Letter-sound correspondence Consonant digraphs (sh, ch,
th, etc.) Blends (bl, st, etc.) Phonic study (spelling
patterns) Semantic strategies Syntactic strategies Structural
cues Sight words (Word Wall) Visual cues |
|
Reading Structure |
Individual
reading with a teacher and by self Partnership
Reading Reading in groups |
|
Encoding Skills/Spelling |
Using
phonic knowledge (approximate spelling) and sight words |
|
Beginning writing |
Simple
stories building on knowledge of beginning, middle, and end |
|
Writing Workshop |
Methodology
of the Reading and Writing Institute at Teachers College Writing
Life Small moment stories Can You Read This? Author
study Work on revision Poetry Non-fiction
“research” piece |
|
Handwriting |
Review
of upper case letters Consolidation of
lower case letters |
|
| Math | Number Systems and Number Sense |
Addition
and subtraction facts (0-20) Comparing and combining numbers Activities
with 100 chart Various manipulatives (unifix cubes,
rods, snap cubes) |
Patterns |
Patterns
in the environment Patterns in numbers Pattern
blocks |
|
Problem Solving |
Throughout
the year |
|
Data and Graphing |
2
item graphs 3 item graphs Bar
graphs Circle graphs Graph
Club (computer program) |
|
Measurement |
Non-standard
measurement Standard measurement |
|
Geometry |
Pattern
blocks Geoboards |
|
Money |
Concepts
of money Using play money, including counting
strategies |
|
| Community Building |
|
Circle
time and class meetings when problems arise, throughout the day, and
embedded in all the curriculum |
| Social Studies and Science | Study of Central Park |
How
was the park made? How do we use the park
today? Why is the park an important part
of our life in the city? Exploring the
park Recording what is seen Observing
what happens and who lives in the park (including interviewing workers
and people enjoying the park) |
| World Language | Spanish (half the year) |
Colors Shapes Alphabet Numbers
(1-100) Months Seasons Commands Hispanic
Festivals Cooking (Quesadillas) Children’s
literature |
French (half the year) |
Numbers
(1-20) Single digit +/- Class objects Alphabet Days of the
week Places in the neighborhood Professions French
“go°ter” Children’s literature |
|
| Homework | Reading |
Reading
with parents 20 minutes per night |
| Music | Orff process |
Exploration
of space, dynamics, and form Step vocabulary Elemental dance forms Experience
beat and rhythm Drama games Rhythmic notation Songs, chants,
singing games Form: same/different, beginning/ending, echo, call/response |
| Art | Emphasis on learning techniques and being independent |
Drawing
with a variety of materials Painting with tempera and watercolors Rubbings
with crayons Collage and image making with paper Monoprinting and
printing with stamps Learn to paint with acrylic
paints |
| Physical Education |
|
Students
engage in activities and instruction in basic movement designed to
build sequential foundations for more advanced physical activity. Locomotor,
non-locomotor, and manipulative skills focusing on the elements of
movement: Force, Time, Space, and Flow Students
receive guidance in the development of social skills and emotional
expressions and control through participation
in Large and Small Group Games |