First Grade Learning Objectives
A major goal in the first-grade classroom is to extend students’ abilities to work independently and in groups. These important life skills are taught in the context of the classroom community as children are working independently, learning in new ways, organizing their daily work and assuming initiative to seek help when needed.
First grade is the gateway to literacy. As the year progresses, first graders read with more fluency and write with more confidence, moving into conventional spelling as they gain experience as readers and writers. During this year of exploration, first graders also develop a mathematical number sense, an understanding of the scientific process and an appreciation of the culture of the world around them.
The Language Literacy curriculum focuses on developing skilled and enthusiastic readers and writers. Elementary students learn to be active and capable readers of both fiction and nonfiction, including a variety of print and nonprint texts, who enjoy talking about their reading with others. As a result, students engage in a wide range of comprehension activities designed to support both critical reading and continued growth as readers. Elementary students learn to write and to use writing to learn. Students write in a variety of genres, thus developing their ability to express ideas, emotions and beliefs while acquiring a firm, yet developmentally appropriate, foundation in the fundamentals of writing. Moreover, the District strives to develop students who enjoy reading and writing and who value reading and writing as a means for exploring their imagination, for learning about themselves and the world and for communicating with others.
The first-grade student:
Reads with Accuracy
- Knows basic sight vocabulary.
- Uses phonics, grammar and meaning to read unknown words.
- Reads with fluency.
Uses Comprehension Strategies
- Recalls facts and information.
- Uses higher-level strategies: Predicting, Identifying Main Idea, Making Inferences and Drawing Conclusions.
- Makes personal responses to books and stories.
- Reads independently for pleasure and information.
- Reads grade level text.
- Uses steps of the writing process: Ideas, Organization and Conventions (Spelling, Capitalization and Punctuation).
- Tries different forms of writing: Personal Narrative, Nonfiction and Opinion Writing.
- Demonstrates growing independence and confidence as a writer.
- Uses research skills to gather information and ideas.
- The student will be able to identify a preselected topic for research.
- The student will know we make connections (text to self, text to text and text to world).
- The student will recognize realistic fiction, fairy tales and fantasies when a book in one of these genres is read to them.
- Students will understand what a book spine is and why a shelf marker is necessary.
- Students will use a shelf marker.
- Students will follow the norms and procedures that are in place for the library, such as check in and check out.
- Students will begin to sort and locate books to the first letter using the author’s last name.
Creation is at the heart of the visual arts curriculum. Students learn to work with various tools, processes and media. They learn to make choices that enhance the communication of their ideas. Students learn to make critical judgments as they develop aesthetic perception by interacting with works of art and becoming knowledgeable about history and world culture.
Media, Tools, Methods
- Use various controlled brush techniques.
Principles and Elements
- Identify both organic and geometric shapes.
- Combine primary colors to create secondary colors.
- Make colors darker and lighter.
- Recognize and describe differences in textures that are touched and seen.
- Recognize the differences between two-dimensional and three-dimensional works.
- Recognize positive and negative shapes.
- Use shapes to develop an overall pattern.
- Differentiate between tint and shade.
- Describe how color is affected by atmosphere.
- Emphasize textures in various three-dimensional objects.
- Describe general subjects, categories and motifs found in works of art (e.g. landscape, still life, portraits, shelters and seasons).
- Identify and discuss visual images in society that are used as means of communication.
- Examine the visual qualities of constructed products.
- Describe and identify the effects works of art may have on people.
- Illustrate how responses to artworks can be both positive and negative.
HealthThe mission of the kindergarten through second-grade health curriculum is to provide learning experiences that are relevant to students’ current lives and builds a foundation for future health decisions. It impacts the development of the whole child: physical, emotional, mental and social. Such a curriculum requires a partnership among professional educators, parents and members of the broader community. An effective comprehensive health curriculum equips students with information, resources and skills. Additionally, it helps them develop attitudes necessary to choose healthy lifestyles, to become discriminating consumers of health information and products, and to empower themselves for a lifetime of wellness and productivity.
Personal Health and Safety (taught each year)
Play Safe-Stay Safe I
- Safety at school, home and on the playground.
Healthy Living I
- Self care techniques.
- Personal responsibility.
Body Systems (taught biannually)
- Major organs.
- Five senses.
All Systems Grow I
- Skeletal, muscular, circulatory and respiratory systems.
Nutrition (taught biannually)
Let’s Eat Healthy I
- Benefits of a balanced diet.
- Food plate.
Physical EducationThe mission of the kindergarten through second-grade physical education program is to develop knowledge and understanding, attitudes and behaviors, and skills that will enable each student to develop a lifestyle in which regular vigorous physical activity is practiced. Goals and objectives reflect the view that there are important learning’s in the psychomotor, cognitive and affective domains that lead to optimal development of the whole person. All students should have the opportunity to develop and exhibit desirable behaviors in each of the domains.
Fundamental Movement Skills
- Locomotor, non-locomotor, manipulatives, body management, movement concepts and developmental games.
Personal Fitness/Healthy Lifestyles
- Health and skill related fitness, wellness and fitness principles.
Rhythms and Dance
- Essential elements of rhythm, creative/interpretive dance, rhythmic activities, forms of dance and social/cultural aspects of dance.
Sport Skills and Lifetime Activities
- Skill techniques, individual/dual/team sports, and specialized activities.
Outdoor Education/Team Building
- Cooperation/Team building activities.
MathIn first grade, instructional time should focus on four critical areas: (1) developing understanding of addition, subtraction and strategies for addition and subtraction within 20; (2) developing understanding of whole number relationships and place value, including grouping in tens and ones; (3) developing understanding of linear measurement and measuring lengths as iterating length units; and (4) reasoning about attributes of and composing and decomposing geometric shapes.
Operations and Algebraic Thinking
- Represent and solve problems involving addition and subtraction.
- Understand and apply properties of operations and the relationship between addition and subtraction.
- Add and subtract within 20.
- Work with addition and subtraction equations.
Number and Operations in Base Ten
- Extend the counting sequence.
- Understand place value.
- Use place value understanding and properties of operations to add and subtract.
Measurement and Data
- Measure lengths indirectly and by iterating length units.
- Tell and write time.
- Represent and interpret data.
- Work with money.
- Reason with shapes and their attributes.
ScienceScience education should encourage an attitude of inquiry in the world around us, excite an interest in the nature and process of science and explore the relationship of science to society, technology, mathematics and other disciplines. Through the science curriculum, students gain a foundation of process skills, leading to organized reasoning, analytical thinking and problem solving abilities.
First-grade students in Clayton will complete the following FOSS (Full Option Science System) units:
Solids and LiquidsThe Solids and Liquids Module provides experiences that heighten students’ awareness of the physical world. Matter with which we interact exists in three fundamental states: solid, liquid and gas. In this module first- and second-graders have introductory experiences with two of these states of matter: solid and liquid.
- Develop a curiosity and interest in the objects that make up their world.
- Investigate materials constructively during free exploration and in a guided discovery mode.
- Recognize differences between solids and liquids.
- Explore a number of liquids.
- Observe and describe the properties of solids and liquids.
- Sort materials according to properties.
- Combine and separate solids of different particle sizes.
- Observe and describe what happens when solids are mixed with water.
- Observe and describe what happens when other liquids are mixed with water.
- Use information gathered to conduct an investigation on an unknown material.
- Acquire the vocabulary associated with the properties of solids and liquids.
- Use written and oral language to describe observations.
Air and Weather
The Air and Weather Module consists of four sequential investigations, each designed to introduce concepts in earth science. The investigations provide opportunities for young students to explore the natural world by using simple tools to observe and monitor change.
- Develop an interest in air and weather.
- Experience air as a material that takes up space and can be compressed into a smaller space.
- Observe the force of air pressure pushing on objects and materials.
- Observe and describe changes that occur in weather over time.
- Become familiar with instruments used by meteorologists to monitor air and weather conditions.
- Compare monthly and seasonal weather conditions using bar graphs.
- Observe the location of the sun and the moon in the sky over a day and the change in the appearance of the moon over a month.
- Organize and communicate observations through drawing and writing.
- Acquire vocabulary associated with properties of air and weather conditions.
The Insects Module provides experiences that heighten students’ awareness of the diversity of animal forms. They come to know firsthand the life sequences of a number of insects. In each investigation an insect is introduced, and students observe structures and behaviors, discuss their findings and ask questions. Students observe life cycles of insects and compare the stages of metamorphosis exhibited by each species.
- Develop a curiosity and interest in insects and a respect for them as living things.
- Experience some of the great diversity of forms in the animal kingdom.
- Become familiar with some of the life sequences that different types of insects exhibit (simple and complete metamorphosis).
- Observe the behaviors of insects at different stages of their life cycle.
- Provide for the needs of insects (air, water, food and space).
- Acquire the vocabulary associated with insect life.
Social StudiesSocial studies is a multi-disciplinary, integrated approach to the study of people, their physical environment, traditions, leadership and cultures. The K-3 social studies program introduces geography, civics, economics and history. Students study people and cultures, past and present, from our own community and all over the world. They learn how the physical environment shapes cultures, why governments are important and the ways in which our needs are served in the economy.
- Identify sources of conflict between and among people.
- Students can demonstrate an understanding of the various elements of a culture including: family, food, clothing, shelter, language, shelter, beliefs, art, music, traditions and recreation.
- Explore the various ways in which culture influences our lives.
- Identify traditions within our society and one’s own family.
- Begin to show an understanding of the reasons for studying history and traditions of cultures.
- Begin to identify our own personal history, the history of our family and the relationship between past and present.
- Identify reasons for the locations of places.
- Demonstrate awareness of movement from place to place of people, materials and ideas.
- Appreciate similarities and differences among cultures in our country and around the world.
- Demonstrate understanding of the importance of rules in a community.
- Demonstrate understanding of the various roles leaders have in a community.
TechnologyTechnology motivates and empowers all members of our learning community to explore, experiment and connect with the larger global community. Technology is integrated throughout the curriculum to expand resources for learners, improve communication and provide greater versatility in the curriculum. Students learn how to use many technology tools to gather, interpret and share information and to choose appropriate technologies to complete their work. Prior to completion of second grade, students will:
- use input devices (e.g. mouse and keyboard) and output devices (e.g. monitor and printer) to successfully operate computers and other technologies.
- use a variety of media and technology resources for directed and independent learning activities.
- use developmentally appropriate multimedia resources (e.g. interactive books, educational software and elementary multimedia encyclopedias) to support learning.
- demonstrate positive social and ethical behaviors when using technology.
- practice responsible use and care of technology systems and software.
- create developmentally appropriate multimedia products with support from teachers, family members or student partners.
- use available technology for problem solving, communication and illustration of thoughts, ideas and stories.
- communicate about technology using developmentally appropriate and accurate terminology (e.g., login, shut down, files, etc.).
SpanishThe Spanish curriculum is based on the belief that anyone who can learn his or her native language can learn a second language. The curriculum is designed for all learners and addresses a variety of learning styles. Students are given frequent opportunities to interact and use the language. Grammar is presented through and for usage, not as the object of instruction. Teachers emphasize task-oriented, hands-on, concrete activities, which integrate all five language skills (listening, reading, writing, speaking and culture) In first grade, students will learn to:
- respond to the question “What is your name?” by saying “My name is...”
- identify body parts by pointing.
- use color words to describe objects.
- respond to the question “How are you?” by verbalizing a feeling.
- identify the names of family members.
- differentiate between large, medium and small.
- identify and describe animals found in a zoo.
- identify and describe insects and the body parts that make them unique.
- use the calendar to say the date.
- identify and state preference for some foods.
- demonstrate knowledge of a Hispanic holiday.
- name at least five Spanish-speaking countries.
Communication and expression through music and movement is an important part of growth and brain development. Students in music learn, develop and improve motor skills. The music curriculum provides all students the musical opportunities and experiences necessary to become informed consumers, creators and/or performers of music.
- Perform and recognize upward and downward movement.
- High and low pitches in melodies.
- Recognize and perform quarter note/rest and eighth notes.
- Recognize and perform music in sets of two and three.
- Students identify and demonstrate fast and slow.