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