Program
Lower School

Grade 1

List of 9 items.

  • Art

    Collage, Drawing, Painting, Sculpting (clay), Video

    LEARNING GOALS FOR ART:

    • Study artists
    • Appreciate and explore the relationships between established artists and their artwork
    • Learn to incorporate art vocabulary into discussions of finished projects
    • Apply knowledge of basic art elements to creative projects: line; shape; color; texture; form
    • Make patterns
    • Recognize shapes
    • Paint with watercolors
    • Make clay animal bells (pinch pot, coiling)
    • Draw from imagination and observation
    • Practice blending colors with oil pastels
    • Begin to understand positive and negative space
    • Explore, create, and compare use of symbols in textiles (cloth, material, etc. )

  • Health and Wellness

    BODY HEALTH
    • Make colorful choices at lunch and try something new
    • Manage and understand the importance of self-care routines such as loose teeth/lost tooth, hand washing, and bathing
    • Understand the importance of movement

    SOCIAL HEALTH
    • Develop the 12 Toolbox Project Tools
    • Develop language for creating positive friendships and healthy conflict resolution
    • Develop self-advocacy skills such as asking for help

    EMOTIONAL HEALTH
    • Develop the concept of personal Identity
    • Name and share feelings
    • Name and understand values of the Hamlin Creed
    • Develop skills to manage uncomfortable feelings
  • Language Arts

    CORE RESOURCES:
    Teachers College Reading & Writing Project by Lucy Calkins
    Units of Study for Primary Writing by Lucy Calkins
    Guided Reading by Irene C. Fountas & Gay Su Pinnell
    Varietyof spelling resources
    Literature
    WilsonFundations™

    LEARNING GOALS FOR READING:

    • Develop and strengthen listening and reading comprehension
    • Participate in class discussions based on teacher read aloud texts
    • Preview text by looking at front cover, taking picture walks, reading summaries, table of contents
    • Make connections
    • Predict outcomes
    • Identify main idea of text
    • Build and develop vocabulary
    • Develop an understanding of the different genres within literature
    • Recognize non-fiction and use it as a resource to gather information
    • Build an understanding of the different text features in non-fiction (e.g., table of contents, index, glossary)
    • Develop an understanding of poetry features (e.g., line breaks, punctuation)
    • Develop an understanding of story elements (e.g., plot, character, setting)
    • Choose independent reading level books
    • Retell independent reading level books
    • Develop and strengthen fluency
    • Use a variety of strategies to decode unknown words (e.g., pictures, context, phonics, syntax)
    • Self-correct while reading
    • Begin to read with expression

    LEARNING GOALS FOR WRITING:

    FORMS OF WRITING: Fiction; Non-Fiction; Personal Narratives; Poetry
    • Use writing process: plan; write; revise; edit; publish
    • Plan and organize a writing piece both orally and in writing
    • Write fluently
    • Write descriptively
    • Vary voice according to the different genres: fiction; personal narratives; non-fiction; poetry
    • Write a story with a beginning, middle, and end
    • Use phonetic spelling and begin to transition to standard spelling
    • Use grade-level appropriate conventions such as capitalization (beginning of sentences and names), punctuation (periods,questionsmarks, exclamation marks)
    • Attempt to revise
    • Edit work for grade-level appropriate sight words
    • Understand the expectations of a published piece of work within the unit of study

    LEARNING GOALS FOR HANDWRITING:

    CORE RESOURCE: Zaner-Bloser Handwriting, Zaner-Bloser, Inc.
    • Master writing all upper case letters of the alphabet
    • Consistently use spaces between words

    LEARNING GOALS FOR LISTENING AND SPEAKING:

    • Participate in class discussions
    • Listen to and follow oral directions
    • Listen attentively to stories
    • Speak clearly
    • Explain thinking
    • Deliver oral presentations
  • Library & Information Literacy

    CORE RESOURCES:
    Standards for the 21st century Learner AASL
    Adaptation of California School Library Recommended Library Skills
    • Locate a picture book by call number
    • Begin to understand books are arranged in alphabetical order
    • Locate and distinguish fiction and non-fiction books
  • Music

    Philosophy of Zoltán Kodály and Carl Orff

    LEARNING GOALS FOR MUSIC:

    • Gain an appreciation of classical music, world music, and composers through Composition of the Week (COW) program
    • Learn repertoire of folk dancing (e.g., concentric circles, lines, sequences)
    • Discover and explore different uses of the voice
    • Understand how voice and body can be a musical instrument
    • Continue to build a repertoire of folk songs and singing games
    • Learn part singing through rounds and canons and partner singing
    • Begin to understand repeated patterns, ostinatos, and like/unlike phrases
    • Read and write musical notation (quarter note, eighth note, half note)
    • Begin to understand and identify solfège (sight singing)
    • Use Curwen hand signs with the following notes: do; mi; so; la
    • Develop aural memory and inner hearing
    • Play percussion instruments (drums, sticks, non pitched)
    • Analyze singing phrases and detect patterns, like/unlike (forms)
    • Develop performance skills through assemblies and programs (Halloween Assembly)
  • Physical Education

    LEARNING GOALS FOR PHYSICAL EDUCATION:

    • Demonstrate sportsmanship
    • Develop locomotor skills (e.g., running, hopping, sliding)
    • Develop non-locomotor skills (e.g., bending, twisting, stretching)
    • Develop body awareness
    • Develop hand/eye coordination
    • Develop foot/eye coordination
    • Develop balance
    • Engage in fitness activities
    • Develop ball skills
    • Participate in cooperative games
  • Science and Engineering/Computer Science

    THEME: Think like a Scientist

    UNITS:
    Solids, Liquids, and Gases
    Plants, Animals, and Habitats
    Nutrition

    LEARNING GOALS FOR SCIENCE:
    • Practice reading scientific literature
    • Begin to understand mistakes as part of process
    • Record observations by drawing a scientific sketch and labeling it with words
    • Ask scientific questions
    • Begin to sort scientific questions in curiosity box and understand the difference between “what?” and “why?” questions
    • Practice 3-step Scientific Method
    -    Guess, test, tell
    • Discuss “what happened” in experiments and begin to theorize why
    • Use and apply technology
    • Begin to understand concept of “trial and error”



    TECHNOLOGY

    EQUIPMENT TYPICALLY USED: Camcorders; desktops; digital cameras; document cameras; headphones; iPods; laptops; USB microphones

    APPLICATIONS TYPICALLY USED: Animation software; Dreambox; graphics editing software; Internet browsers; IXL; Microsoft® Office Suite; RAZ Kids

    CORE RESOURCES: LEGO® WeDo, LEGO® Education

    MATHEMATICS

    CORE RESOURCES: Bridges in Mathematics Second Edition, Math Learning Center; Context for Learning Mathematics, Catherine Twomey Fosnot

    LEARNING GOALS FOR MATHEMATICS:

    NUMBER SENSE AND OPERATIONS
    • Read, write, and order numbers to 100
    • Develop an understanding of place value to 100
    • Skip count by 5’s and 10’s to 110 and 2’s to 50
    • Understand the concept of even and odd and identify even and odd numbers
    • Know facts for 10 (e.g., 7+3=10, 3+7=10, 10-7=3, 10-3=7)
    • Know addition and subtraction facts to 6
    • Know doubles facts to 20 (e.g., 4+4=8, 5+5=10, 6+6=12)
    • Solve addition and subtraction equations to 18
    • Understand the inverse relationship between addition and subtraction
    • Practice adding or subtracting 10 from any number
    • Find sums of three one-digit numbers
    • Add two-digit numbers without regrouping
    MONEY
    • Identify coins and their values to $1.00
    • Construct a value up to $1.00 using coins
    • Determine total value of a given combination of coins

    ALGEBRA AND FUNCTIONS
    • Solve for missing addends
    • Understand the symbols +, -, and =
    • Recognize, describe, create, and extend patterns
    GEOMETRY AND MEASUREMENT
    • Identify and create symmetrical designs
    • Identify and compare basic geometric shapes: rhombus; little rhombus; hexagon; triangle; square; circle; trapezoid
    • Identify 3-D shapes: sphere; cone; cylinder; cube; pyramid; rectangular prism
    • Experiment and practice measuring with non-standard measurement
    • Use standard measurement to the inch, 1/2 inch, and centimeter
    • Develop an awareness of the measurement of a thermometer
    • Tell time to the hour, half hour, and quarter hour
    • Begin to understand the concept of the length of a second, minute, five minutes, ½ hour, and hour
    STATISTICS, DATA ANALYSIS, AND PROBABILITY
    • Sort and classify objects based on their attributes
    • Collect, organize, and represent data
    • Begin to create and interpret bar graphs
    PROBLEM SOLVING
    • Use a variety of strategies to solve a problem
    • Use tools, such as manipulatives or sketches, to solve problems
    • Record and explain strategies for solving story problems
    • Use estimation to solve problems
  • Social Studies

    UNITS:

    Study of Community Through the Exploration of Neighborhoods Near and Far/Past and Present (Year-long Unit).

    LEARNING GOALS FOR SOCIAL STUDIES:

    • Develop the ability to compare and contrast through the study of the Hamlin neighborhood, as well as the student’s own neighborhood and one other San Francisco Neighborhood of our choosing. 
    • Learn about communities around the world through their exploration of the 7 continents.
    • Develop an understanding that they are a part of numerous communities of various sizes: family, school, neighborhood, city, state, country, continent, and world.
    • Explore similarities and differences among cultural groups. 
    • Learn about major historical events, figures and symbols related to the United States of America, and its national holidays.
    • Make connections between past and present through the study of neighborhood as well as the study of national holidays and historical figures.
    • Begin to develop an understanding about what one needs in order to build a community.
    • Begin to develop an understanding of some issues that affect nature, people and animals (e.g., global warming, extinction, drought, hunger, habitat destruction) through the study of geography and community
    • Begin to understand maps and learn about map symbols and legends
    • Begin to develop an understanding of how people and places change over time
    • Locate, recognize, and name continents and oceans
  • World Language: Spanish

    CULTURAL CONTENT: Spanish Across the Globe

    LEARNING GOALS FOR SPANISH:

    • Geography
    • Traditions
    • Develop global awareness
    • Develop an “ear” for the language
    • Develop sound recognition and pronunciation
    • Develop speaking skills
    • Develop listening comprehension
    • Build and develop vocabulary
    • Understand and use vocabulary words in oral communication
Please note: The K-8 Curriculum Guide is an articulation of the core aspects of the academic program at Hamlin; it is not intended to capture every concept and skill that is taught. Moreover, the K-8 Curriculum Guide will not reflect additional topics of study, which are inspired annually by student interests, teacher creativity, and current events.

List of 1 frequently asked questions.

  • We inspire girls to find the best in themselves and to contribute with energy and distinction to the world around them.

Contact Information

The Hamlin School
2120 Broadway
San Francisco. California 94115
Tel. 415.922.0300 • Fax. 415.674.5409
Tax ID #: 94-1393894

Connect with Us

Our Mission

The Hamlin School educates girls to meet the challenges of their time and inspires them to become extraordinary thinkers and innovators, courageous leaders, and  women of integrity.

© 2016 The Hamlin School