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Copyright Wooster School 2006
1st Grade
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WRITING
Unit One - Living a Writerly Life
Rationale:
Students are encouraged to see themselves as writers; people with a
story to tell. The goal is for the
children to know that the oral stories they tell every day make them
writers. Emphasis is placed on the true
moments of their lives. Rituals and
structures of the Writer’s Workshop are a large part of this study as
well. Students learn and practice the
good habits of writers; good writers
choose their own topics, write about what they know, observe the world around
them, tell stories by talking, writing and drawing the best they can, and write
a lot.
Unit Two - Writing for Different
Purposes
Rationale: In this
study, children are exposed to forms of writing other than stories. These different forms depend on the writer's
purpose. For example, if you don't like
what mom packed you for lunch, a letter would be the best way to express
yourself. The class examines how these
genres look and sound different. Students come to know that writing does not
just happen at writing time. Writing is
regarded as part of their whole lives.
Unit Three - Writing Conventions
Rationale: This
unit of study focuses on the importance of writing in a way that others can
read. This is done mainly through shared
classroom texts: poems, big books, and environmental print, interactive
writing, and the word study program. The
class looks closely at the conventions of writing.
Unit Four- Small Moments
Rationale: In this
study, the class considers how writers value the tiny moments from their lives
and then make a story out of them. The
technique of "zooming in" on the most important part of the event
moves children away from their inclination to tell "bed-to-bed"
stories. The children are encouraged to bring out their feelings, and by doing
so, become more reflective about them.
Skills that are taught in this study are focus, detail, writing with a
sense of story, and identifying and expanding the beginning, middle, and end of
the moment. There is ongoing work in
hearing and recording sounds, leaving spaces between words, rereading one’s own
words, and being a risk-taker with spelling.
Unit Five - Author Study
Rationale: As a
writer, it is extremely important to look at other writers and see what they
are doing. Students look closely at one
writer's life and craft. The ultimate
goal is for the students to write using some of the author's crafting
techniques in their own writing. At this
point in the year, the children are taken through the writing process
step-by-step..
Unit Six - Nonfiction
Rationale: This is
an important unit of study as it speaks to the many children who thrive on
their knowledge of facts. It builds on their natural curiosity about the
world. Their eagerness to pose as
experts makes this unit very exciting.
The children self-select topics of personal interest. They brainstorm topics, organize their
knowledge, and research through interviews and books. Students look closely at the text
characteristics of nonfiction books.
They also study different nonfiction structures and choose one to
emulate.
Unit Seven - A Study of Craft
Rationale: The
class examines texts to look at different authors' craft. The children learn to examine and describe
things in a different way than just "telling like it is".
Unit Eight – Independent Writing
Goals
Rationale: This
unit expands upon the earlier studies of first grade. The students write a more
developed story of an important event, moment, or time in their lives. They consider their strengths as writers and
how they would like to improve their writing.
LIFETIME WORDS
after, and, are, before, does, each, for, from, have, how, little, look, make, more, off, one, only, out, put, some, that, then, these, this, want, was, went, which, why, you/your, been, come/came, said, say/says, there, they, use, very/every, were, who/what/when/where/ why, with
Unit One - Building the Habits of
Good
Rationale: In this
study, the children are becoming reacquainted with the routines of the Reading
Workshop. Mini-lessons focus on
classroom routines such as book handling, the library system, and conferencing
etiquette. The students explore the
various habits of good readers through shared reading and read-aloud
texts. They then explore themselves as
readers and learn to identify too easy, just right, and challenge books. Formal
partnerships are formed and the practices of good partnerships identified.
Unit Two - Strategies for
Decoding Texts
Rationale: Students
learn various print strategies. They
practice these strategies as a class as well as in partnerships. The three cueing systems are taught to help
the children utilize graphophonics, semantics, and syntax.
Unit Three - Strategies to
Scaffold
Rationale: Students are taught their "jobs" as a
reader. Through the prereading, during
reading, and post-reading study, students are expected to build knowledge about
the text so that they may utilize that knowledge for more comprehensive
reading.
Unit Four - Retell
Rationale:
In this unit of study the students move beyond the emphasis on print
strategies and focus on the importance of reading with understanding. Students
are also encouraged to attend to the details of the text.
Unit Five - Nonfiction
Rationale: In this unit of study, students have an opportunity to read with peers who
share their interest, but may not necessarily be on the same reading level. In
reading centers, the children are grouped according to their own interests in
order to pursue knowledge about a particular topic. Mini-lessons focus on gaining information
about a topic by looking at the text features of nonfiction books and learning
how these features support readers’ comprehension. These nonfiction reading centers invite collaboration
and conversation, which in turn, support thoughtful and active reading.
Unit Six - Building Comprehension
by Talking About Books
Rationale: Beginning readers often become absorbed in
decoding their texts. This study is a
time to work steadily on the other aspect of reading; comprehension. A major focus of this study is to teach the
children how to pay attention as they read to yield good conversation and how
to then respond to texts. This is done
primarily through partnerships and book talk groups. The children become aware of what
comprehension is and how to achieve better comprehension.
Unit Seven - Character Study
Rationale: This is an opportunity for the class to focus
on one aspect of text. By looking at a
character in-depth, the children are able to make deeper connections to their
books. The children reflect on how
characters are like themselves or like someone they know. This heightened awareness adds a deeper layer
to the previous study on comprehension.
Unit Eight - Individual Reading
Goals
Rationale: This study is driven primarily by the needs of
the students. It gives them a chance to
focus on specific skills that are needed, such as fluency, expression, or
comprehension. Like the character study,
other elements of text may also be considered to enhance the reading skills of
the students. This study can be done
through reading centers, author studies, or other genres. The students devise a
rubric of what makes a good reader and place themselves on the rubric. They
then set individual reading goals.
WORD STUDY
Consonant Sorts
Initial and Final Consonants: b, d, f, g, h, j, k, m, n, p, r, s, t, v, w, y, z
All Short Vowels
Long Vowel (Magic e Patterns)
Short Vowel Phonograms: *ank,, *ink, *unk, *onk
Short Vowel Phonograms: *ing, *ong, *ung, *ang
L Blends: bl, pl, fl, gl, cl
R Blends: br, gr, cr, dr, fr, tr, pr
S Blends: sc, st, sk, sm, sn, sw, sp
Initial Digraphs: ch, sh, th, wh
Final Digraphs: ch, sh, th
Introduce Plurals: s and es
Endings: s, es, ing
Introduce Contractions and "Not Contractions"
Compound and "Not compound Words"
R-Controlled Vowels: er, ir,
Introduce R-Controlled Vowels: ar, or
Long a Sound Patterns: ai, ay
Long e Vowel Patterns: ee, ea, e
Long o Vowel Patterns: oa, ow, oe
Triple Blends and Digraphs: scr, shr, spr, squ, str, thr
le-Endings: ble, fle, dle, gle, kle, ple, zle
GOALS:
The study of the State of
OBJECTIVES:
Identify the use of a map and globe
Identify the four cardinal directions and a compass rose
Locate the state of
Identify and discuss what a state capital is and its purpose
Discuss what makes
Discuss the role
Identify "firsts" (i.e. settlers, inventors, etc.)
Identify famous historical landmarks and people in
Discuss the lifestyle of Native American tribes
living in
Record and graph local weather patterns
PREHISTORIC TIME
GOALS:
First graders explore the role of historians, anthropologists, paleontologists, and geographers as they develop an understanding of prehistoric time, with the primary focus on the Mesozoic period. They discover ways to learn about history without written records. They practice critical reading and critical thinking skills as they gather information that is at times conflicting. From a geographical perspective, students consider the physical processes that shaped the patterns of the earth's surfaces.
OBJECTIVES:
Discuss the different periods: Mesozoic, Triassic, Jurassic, and Cretaceous
Create a timeline illustrating which dinosaurs lived in each period
Define carnivore and give examples of carnivorous dinosaurs
Define herbivore and give examples of herbivorous dinosaurs
Define extinct and how it relates to habitat
Make two types of fossils
Discuss the current theories about dinosaur extinction
Explore different types of dinosaurs and categorize them by physical characteristics
FIRST GRADE SPANISH
GOALS
To review and reinforce vocabulary and units which were introduced in Kindergarten
To promote association made between Spanish and the object, action, or concept, rather than the English equivalent
Context based instruction is used to reinforce other subjects in the curriculum
RESOURCES
Audio, visual, and manipulative materials
Realia related to Spanish travels
Coloring books
TOPICS
Greetings
Feelings (happy, sad, sick,)
Domestic animals
Family members
Comparison using big and small (grande and pequeño)
Dates, weather
Simple commands (stand, sit, go left, right, run, jump, point to the window or door)
The human body as part of the thematic unit
Dinosaurs as part of the thematic unit
Rocks and minerals as part of the thematic unit
CULTURE AND GEOGRAPHY - ACTIVITIES
End of year "fiesta" with a piñata
Story
telling - Authentic folklore and legends
from
Authentic children's songs and games
Students will learn to locate
North, Central,
SKILLS MASTERED
Arithmetic
Count to 100 by 5s.
Count to 40 by 2s.
Read and write numbers 0-50.
Order and compare pairs of numbers to 22.
Count up and back by 1s, starting with any number less than 20.
Count up to 20 objects.
Solve simple addition and subtraction stories to 10.
Know addition and subtraction facts to 10.
Know +1, +0, doubles, and sums of 10 addition facts beyond 10.
Understand place value for 10s and 1s.
Time and Money
Tell time to the nearest hour and half hour.
Patterns
Identify and complete simple patterns.
Data Analysis
Write and count tallies to 30.
SKILLS INTRODUCED AND PRACTICED
Arithmetic
Find complements of 10.
Find missing addends.
Find missing numbers and/or the missing rule in "What's my Rule?" problems.
Compare numbers using < and >.
Find many names for a number.
Identify numbers as even or odd.
Identify fractional parts of regions and sets with a focus on unit fractions.
Solve 2-digit addition and subtraction problems.
Compare fractions less than 1.
Find equivalent fractions.
Solve number stories.
Time and Money
Calculate the values of combinations of pennies, nickels, dimes, and quarters.
Find exact change pennies for nickels.
Make change for amounts less than $1.
Geometry
Measure objects to the nearest centimeter.
Understand digital notation for time.
Identify 3-dimensional shapes and know their characteristics.
Identify symmetrical figures.
Sort and identify object by attributes.
Identify polygons and know their characteristics.
Use standard units for measuring length.
Count sets of quarters, dimes, nickels, and pennies.
Identify and use patterns on the number grid
GEOLOGY
This physical science unit focuses on the structure of Earth. Students practice being scientists: observing, describing, comparing, measuring, and classifying. Learning about the physical properties of the Earth supports the first graders’ introduction to geography in which they begin to consider how people and cultures interact with their environments.
OBJECTIVES
Students will:
identify the layers of the earth;
classify rocks into the three categories: igneous, sedimentary, and metamorphic;
understand the process of erosion;
identify the reasons for erosion;
analyze ways in which people can stop erosion;
explain the importance of soil as the top layer of Earth's surface;
identify the physical characteristics of soil;
identify ways in which rocks and minerals are used in daily life;
understand that minerals are ingredients in rocks;
utilize Moh's scale of hardness;
observe the growth of crystals in a solution under various temperature and light conditions;
recognize that Earth has different land forms;
recognize that rocks come in many sizes and shapes and may have interesting textures, colors, and patterns;
identify preserved traces of organisms such as footprints, shells, or the imprint of leaves;
explain that soil is made partly from weathered rock, partly from plant and animal remains, and also contains living organisms;
classify rocks according to color, texture, layering, and size;
describe how waves, wind, water, and ice shape and reshape Earth's surface;
describe how land forms change as a result of geological activity such as volcanoes, earthquakes, and floods;
list ways that people use Earth's resources; and
examine soil samples and classify them by their physical characteristics.
HUMAN BODY
First graders are relatively egocentric. Their own bodies are important to them and are an ideal vehicle for developing an understanding of living things and their environments. This life science unit provides the foundation for the study of organisms, their habitats, and energy. This unit provides many opportunities for hands-on and collaborative work utilizing the scientific process as students recognize that all organisms in the biosphere are linked to each other and their physical environments.
OBJECTIVES
Students will:
describe the function of the skeleton;
describe the function of muscles;
learn about the number and type of muscles in the human body;
identify the major organs and learn their functions;
identify the groups of organs that work together to form a system;
describe how food moves through the digestive system;
describe the respiratory system and the role oxygen plays;
describe the circulatory system and the role of blood;
identify healthy and unhealthy habits;
count the number of bones in the human body;
explain that living things are composed of cells that are the fundamental units of life;
differentiate between unicellular and multicellular organisms;
describe basic life functions (respiration, responding to stimuli, taking in food, reproduction, movement, and elimination);
identify and describe basic cell structure;
recognize that all living things from simple cells to humans share basic characteristic and requirements;
trace the movement of air in and out of the lungs and explain how this occurs;
describe how we are dependent on our environment;
compare and contrast the similarities and differences among living, nonliving, and things no longer living;
use magnifying lens to observe living and nonliving things;
describe the basic needs of organisms (food, water, air, shelter, sunlight); and
explain why some source of energy is needed for all organisms to stay alive and grow.
First graders have more control of their materials than kindergarteners, and have begun to read, making it possible to incorporate research. They plan their work a bit more than they had the previous year, and their imaginations still flow freely. Materials remain basic; projects can be more long term and based more on observation.
OBJECTIVES
Over the course of the school year, first graders learn to:
Painting:
Mix colors for a purpose
Mix tertiary colors and browns
Use texture stamps
Understand background/ foreground
Use watercolors appropriately
Drawing:
Do some contour drawing from life
Draw things familiar to them showing some recognizable features
Collage, Assemblage, Mixed Media:
Manipulate paper in a variety of ways, including tearing, rolling, folding, crumpling and weaving
Use materials to create something three-dimensional
Use textures and colors intentionally
Clay and Sculpture:
Make a three-dimensional, standing object
Join clay parts so they stay together
Use some clay tools to add texture
Tools and Techniques:
Use shaped hole punches
Use scissors to cut shapes for combination paintings; to cut details; to cut out holes
Use stamps and rollers with tempera paint and clay
Clean-up and General Behavior:
Sort and put away paper scraps
Put used brushes and empty cups in the sink
MAJOR AREAS OF
INSTRUCTION
Painting:
Combining shapes for large-scale projects (dinosaurs, big people)
Layering paint: using a ground before adding details
Intentional color mixing for specifically needed colors
Introduction of textures from stamping
Drawing:
Drawing using combined shapes, from photographs or direct observation of models (dinosaurs)
Contour drawing from direct observation (skeleton)
Free drawing of familiar things (favorite food)
Observation and drawing of patterns (masonry)
Introduction of textures from rubbing, stamping
Collage, Assemblage, Mixed Media:
Paper weaving
Building with three-dimensional materials requiring some dexterity (rock walls)
Using recycled materials used to depict familiar things (food on a plate)
Collage as another layer of work on a long-term project (clothes on big people)
Book Arts: simple pop-ups
Clay:
Introduction to sculpture: combining basic clay forms to make a standing creature on a slab
FIRST GRADE MUISC
Singing
Sing within the range of C to C2
Sing with a clear and pleasing vocal quality
Reproduce two and three-note melodic patterns
Be aware of his/her own vocal intonation within a singing group
Sing a varied song repertoire
relating
to the general
relating to special seasons and events
Rhythm
Keep the beat to the music he/she hears and sings
Distinguish between and execute varied tempi
Perform beat (speak, pat, clap, play, and step)
Recognize the staff and treble clef (G clef)
Associate high and low pitch with the rise and fall of a written free form line
Recognize and use the symbols: (taa, Ta-te, Taa rest)
Listening
Listen attentively to various compositions
Identify the instrumental colors of strings, percussion, brass, and piano
Identify melodic and rhythmic patterns as same or different
Distinguish between high and low, fast and slow, even and uneven rhythms, and loud and soft
Movement
Walk to a steady external beat
Move to even and uneven rhythms
Move freely with spatial awareness
Participate in action songs
Dramatize situations in story and song
Respond in an expressive way to music he/she hears, sings, or plays
Instrument Playing
Play beat accompaniments on barred instruments and unpitched percussion
TOPICS
Each student:
Defining
understands and uses terminology: title, author, illustrator, spine, spine label
Locating
is aware of layout of library
differentiates between fiction and nonfiction sections of the library
is aware that nonfiction resources are shelved according to classification order
finds resources in school library with assistance:
fiction
non-fiction
Selecting/Analyzing
selects books appropriate to interest and reading ability using browsing techniques
makes selections using simple scanning techniques involving cover, title and illustrations
distinguishing between narrative and information texts
asks questions appropriately with guidance
FIRST GRADE COMPUTER CLASS
TOPICS INTRODUCED
Basic Operations and
Concepts
Hardware, software and connectivity
Saving and retrieving files
Social, Ethical and Human Issues
Respect the work and files of others
Technology Productivity Tools
Word Processing
Desktop Publishing
Technology Communications Tools
Word Processing
Desktop Publishing
Technology Problem-Solving and
Decision-Making Tools
Hardware, software and connectivity
Storage
formats
TOPICS REINFORCED
Basic Operations and Concepts
Communicate using computer terminology
Open, use, and quit programs
Use and care for media
Keyboarding and mouse skills
Social, Ethical and Human Issues
Equipment and work area maintenance
Technology Communications Tools
Graphics (Paint tools, clip art, images)
TOPICS MASTERED
Basic Operations and Concepts
Operate computer - on/off
GREAT BODY SHOP – FIRST GRADE
Injury Prevention
& Personal Safety
Careless and careful behavior
Actions have consequences
Being responsible
Rules of safe play
Safe & unsafe fire prevention routines
Keeping your body safe
Routines for body care
Private body parts
Types of touches
Yell and tell
Refusal skills
Nutrition
Healthful food choices
Safe food handling
Cultural, familial & individual preferences
Goals for healthful eating
Decision-making for healthful diet
Food needs of living things
Healthful vs. unhealthful
Variety
Meal plans
Healthful breakfast
Functions of the Body
Identifying body parts & functions: heart, lungs, liver, teeth,
five senses, brain, skin, ears, mouth, blood, stomach & intestines
Safety routines to protect body
Heeding body signals
Talking & listening
Speaking & hearing problems
Growth &
Development/Cycle of Family Life
Muscles & bones
Growth & development throughout life cycle
Exercise at all ages
Family fun
Responsibility
Setting goals
Cooperation
HIV/AIDS and Illness
Prevention
Illness symptoms
Self care
Consequences of poor care
Germs & preventing spreading
Fighting germs
Expressing empathy
Following directions
Community hygiene rules
Substance Abuse
Prevention
Identify drugs (tobacco, alcohol, medicines)
Effects of drugs
Locating trusted adults for help
Respect for community helpers
Rules, laws for preventing drug abuse
Routines for healthy living
Refusal skills
Consequences of no or wrong medicine
Community Health
& Safety (Violence Prevention)
Define community
Community helpers
How being a responsible citizen helps your community
Rules and laws
Unsafe and violent actions
Safety routines to avoid violence and danger
Bullying
Self Worth, Mental
and Emotional Health
Identify personal talents, qualities, feelings
Methods of communication
Respect for self/others
Helping others
Setting goals
Using refusal skills
Locating trusted adults
Talking about feelings
Making friends
Environmental and
Consumer Health
Basic needs of humans
Clean and polluted air
Avoid smoke and smog
Effect of air pollution on lungs
Community health/safety professionals and services
Rules for health care products
Proper storage of health care products
Physical Fitness
Relationships between exercise and nutrition
Respiratory health
Strong muscles and bones
Define physically fit
Benefits of exercise throughout life
Safety routines
Good sportsmanship and anger management
Goals for self and others in family
FIRST GRADE PHYSICAL EDUCATION
The First Grade Physical Education Program works to introduce and enhance the student's physical growth, development, and self esteem. The students practice skills to improve eye-hand and eye-foot coordination, balance, agility, and speed. The class emphasizes positive social interaction between students, listening to and following simple one and two step directions, cooperation, and good sportsmanship. The goal is that each child will have fun and look forward to his/her next class.
TOPICS/ACTIVITIES
locomotion skills
gross motor skills
Project Adventure activities (parachutes, new games, problem solving, and initiatives)
soccer skills and modified games
basketball skills and activities
volleyball skills and activities
pillow polo skills and modified games
kickball
wiffleball
tennis baseball
tennis
lacrosse
motor skills assessment
"new" games created by the physical education staff throughout the year
SKILLS FOR MASTERY
Fundamental Movements
walking
SKILLS REVIEWED
Fundamental
Movements
jogging
running
hopping
skipping
jumping
sliding
galloping
walking up and down stairs while alternating feet
combination skills
Movement control
common space
personal space
balance skills- 1 and 2 feet
eyes open and eyes closed
directional activities
body awareness
spatial awareness
Ball Skills- Pre Bouncing Skills
move ball around body
roll ball in straight line
jumping with ball between feet
jumping over a stationary ball
rolling ball and jumping over it
tossing ball from hand to hand
catching a rolling ball
Bouncing/Dribbling Skills
dropping ball and catching it
bouncing ball waist high with 2 hands
bouncing ball knee high and catching it
alternating hands when bouncing
bouncing ball with 1 hand
bouncing ball and walk forward
bouncing and catching with partner
tossing and catching with partner
Foot Skills
passing to partner or wall
standing kick without using big toe
kicking with an approach
Basketball Skills- on low 5'-6' basket
lay up
short foul shot
Soccer Skills
dribbling with instep
changing directions while dribbling
passing to stationary partner
passing to moving target
shooting a stationary ball
shooting with approach
shooting a moving ball
catching a rolling ball
catching a bouncing ball
Pillow Polo Skills
grip on stick
safety rules
field layout
dribbling ball with stick
stopping ball with stick
passing to stationary target
passing to moving target
shooting at goal
game rules
Volleyball Skills (done with balloons and beach balls using only 10' of court)
bumping and digging
Tennis Skills
forehand and backhand grips
forehand and backhand strokes
net strokes
hitting a tossed or bounced ball
Kickball Skills
kicking a rolled ball
running bases
getting people out at a base
Wiffleball / Tennis Baseball Skills
grip
stance
swing
hitting a tossed ball
running bases
getting people out at base
Scoop Lacrosse Skills
grip
cradle
scooping off ground
tossing
catching
Tumbling and Stunts
alligator crawl
kangaroo jump
walking on line
walking in place
jogging in place
jumping and turning
bear walk
crab crawl
log roll
forward roll with knees apart
backward roll
Scooters
how to sit
how to move while sitting
safety rules
tummy pushing
kneeling and pushing
SKILLS INTRODUCED
Ball Skills - Pre Bouncing Skills
tossing ball high and catching it
Bouncing and Dribbling Skills
bouncing ball head high and catching it
bouncing ball and count
running and bouncing ball
bouncing ball against wall and catching it
bouncing/clapping/catching
tossing/clapping/catching
dribbling and stopping on command
Foot Skills
explain dribbling and trapping
dribbling with inside of foot
trapping ball
dribbling changing direction
standing kick with instep
Soccer Skills
throw-ins
field layout (basic)
Hockey Skills
stick handling (dribbling)
gripping the stick
passing to stationary partner
passing to moving target
stopping the puck
shooting
Volleyball Skills (done with balloons and beach balls using only 10' of court)
serving underhand
Scoop Lacrosse Skills
throwing and shooting
Tumbling and Stunts
forward roll with knees together
jump and roll