Grade+One+Curriculum

**Grade One Curriculum Guide**

**Language Arts for Grades K-6**
**Language Arts** (Note: The standards listed below are consistent from Kindergarten through eighth grade. Expectations are adjusted based on each grade level.)
 * Students read, understand and respond to a variety of materials.
 * Students read and recognize literature as a record of human experience.
 * Students write and speak for a variety of purposes and audiences.
 * Students write and speak using formal grammar, usage, sentence structure, punctuation, capitalization, and spelling.
 * Students apply critical thinking skills to their reading, writing, speaking, listening, and viewing.
 * Students read to locate, select, and make use of relevant information from a variety of media, reference, and technological sources.
 * Students use appropriate technologies to extend comprehension and communication skills in reading, writing, speaking, listening, and viewing.

**Math for Grades K-6 **

 * Mathematics** (Note: The standards listed below are consistent from Kindergarten through eighth grade. Expectations are adjusted based on each grade level.)
 * Numerical and Proportional Reasoning - Students learn to express numerically quantitative relationships in multiple ways in order to make connections and simplify calculations using a variety of strategies, tools, and technologies.
 * Algebraic Reasoning: Patterns and Functions - Students represent and analyze patterns and functional relationships using a variety of strategies, tools, and technologies.
 * Geometry and Measurement - Students analyze, visualize, measure and transform shapes and structures using a variety of strategies, tools, and technologies.
 * Working with Data: Probability and Statistics - Students collect, display, analyze, compare, and interpret data to make informed decisions using a variety of strategies, tools, and technologies.

**Social Studies for Grade One **

 * School Neighborhood and Community**
 * The student will understand their role as a member of the school community.
 * The student will understand that their community has past history.
 * The student will understand that the past links to the present.
 * The student will understand their role as a citizen.

**Science for Grade One **

 * Apparent Movement of the Sun (Forces and Motion) - The sun appears to move across the sky in the same way every day, but its path changes gradually over the seasons. An object's position can be described by locating it relative to another object or the background. An object's motion can be described by tracing and measuring its position over time.
 * Structures of Organisms (Structure and Function) - Living things have different structures and behaviors that allow them to meet their basic needs. Animals need air, water, and food to survive. Plants need air, water, and sunlight to survive.
 * Life Cycles of Organisms (Structure and Function) - Organisms change in form and behavior as part of their life cycles. Some organisms undergo metamorphosis during their life cycles; other organisms grow and change, but their basic form stays essentially the same.
 * Measuring Tools and Uses (Science and Technology in Society) - The properties of materials and organisms can be described more accurately through the use of standard measuring units. Various tools can be used to measure, describe, and compare different objects and organisms.

**Grades K-2 **
Your student will also receive specific instruction in the following areas: Students will explore, understand, select, and apply media, techniques and processes unique to visual thinking. Students will explore, understand, and apply elements and organizational principles of visual language. Students will apply a range of visual thinking and problem solving processes to inspire their ideas and work. Students will understand visual thinking in relation to the development and success of humanity. Students will reflect upon, describe, analyze, interpret, and evaluate their own and other work individually and in groups. Students will make connections between visual arts, visual art careers, and daily life. Students meet in music class for thirty-six classes a year. Key: F = Fall, W = Winter, S = Spring Grade One students follow the rotating schedule for library classes and lessons. Students learn to select and enjoy fiction and nonfiction materials. Teachers introduce many new books and genres. At the end of first grade, most students should be able to:
 * Art : Kindergarten through Grade 3**
 * Differentiate between a variety of media, techniques, and processes (examples include drawing, painting, sculpture, clay, and printmaking processes)
 * Use different media, techniques and processes to communicate ideas, feelings, and experiences
 * Use art media and tools in a safe, clean, and responsible manner (Examples include: control a paintbrush, mix a palette of colors, hold scissors and paper for cutting, apply glue appropriately)
 * Explore the elements of visual language
 * Use the elements of visual language to communicate ideas (Examples of elements of visual language include: line, shape, texture, pattern, value, and color)
 * Art content explored through own experiences and teacher directed sources
 * Explore and select art content to communicate meaning (Examples of content include: personal experiences, imagination, environment, music, storytelling, literature, poetry, cultural and historical context)
 * Explore concept that visual thinking has a history and a variety of cultural purposes and meanings
 * Explore works of art belonging to particular styles, cultures, times, or places
 * Create art work that demonstrates understanding of how history or culture can influence visual thinking
 * Explore various purposes for creating works of art
 * Explore visual characteristics of works of art using visual thinking terminology to understand that there are different responses to works of art
 * Describe their personal responses to specific works of art
 * Identify possible improvements in the process of creating their own artwork
 * Explore connections between visual arts and daily life
 * Explore connections between visual arts and other curriculum areas
 * Explore various careers that are available to the visual thinkers
 * Music**
 * Respond to music through various means
 * Notational systems are introduced
 * Listening for specific musical events
 * Continue to develop singing voice
 * Physical Education**
 * Safety rules/Expectations - F
 * Personal and group space [Body shapes (curling, twisting, stretching, etc.)] - F
 * Body control - F
 * Collecting and traveling in game activities - F,W,S
 * Basic Fitness/Nutrition concepts - F,W,S
 * Relationships (under, over, around, through, on, off) - F,W
 * Locomotor patterns and sequences (leaping, sliding, running, etc.) - F,W,S
 * Speeds (slow, medium, fast) - F,W,S
 * Directions (forwards, backwards, sideways) - F,W,S
 * The combining of levels, speeds, and directions - F,W,S
 * Balance (static and dynamic, with and without equipment) - F,W,S
 * Chasing/Fleeing - F,W,S
 * Leading/Following - F,W,S
 * Creative movement - F,W,S
 * Tumbling (emphasis on control) - W,S
 * Beginning apparatus skills - W,S
 * Climbing, pulling, and body weight supports - W,S
 * Manipulative skills (striking, rolling, throwing, catching, kicking, dribbling, etc.) - W,S
 * Take-offs/Landings - W,S
 * Library/Media**
 * Select library materials for personal enjoyment
 * Check out and return materials from the library appropriately
 * Recognize that libraries organize books by author, title, and subject
 * Identify a book's format and back cover and spine
 * Recognize the differences between factual and fictional materials
 * Understand that reading is essential to learning
 * Understand that there are award-winning books that are examples of quality literature
 * Ask informational questions and work together to find answers within library resources