Term III

1st Grade

In Unit 6 of Open Court Reading, the students enjoy the Big Book Journeys.  The children fasten their seatbelts and allow these stories to take them on adventures across the world. They practice recognizing, comparing, and responding to narrative and expository texts.  In addition, students use comprehension strategies to comprehend and decode new information.

Keep Trying is the theme of Unit 7, allowing students to experience perseverance through the characters in these selections.  Students use prior knowledge and experiences to make predictions and comprehend more difficult texts.  They begin to understand simple story structure and uncover literary elements such as plot, characterization, and theme.

In Unit 8, the theme Games allows students to explore the world of games through literature. Through play, children develop physical skills, cognitive strategies, and a wide range of insights. These stories expose the students to many types of games, allowing them to experience their importance first-hand.  During this process, students live through the difficulties and triumphs of each story’s characters, helping them understand the complex ideas of cooperation, competition, and rule following.

Unit 9 demonstrates that Being Afraid is a powerful and universal experience for people of all ages.  Through reading about the fears of others, students are able to examine different fears at arm’s length and in a safe environment to determine which fears they feel are rational versus just plain silly.  Students analyze the thoughts, feelings, actions, and relationships of the different characters. They also begin to identify problems and find solutions in story plots. 

In Unit 10, Homes, students compare their meaning of “home” to homes of different people, cultures, and animals all over the world.  They find similarities and differences among each type, and discuss possibilities for why they are alike or different.  This final unit introduces the structural features of expository prose and gives continued practice with identifying, interpreting, and comprehending a variety of texts. 

In Everyday Mathematics, the main focus of Unit 6 is developing “fact power”, providing frequent practice to help children gain quick recall of simple addition facts.  Students are introduced to the addition/subtraction facts table and learn to use this tool in conjunction with fact families.  Students begin using My Reference Book, as they discover the various ways it can be helpful.   

Unit 7 introduces students to geometry and attributes.  Children learn to sort attribute blocks according to attribute rules.  They gain more practice with polygons and investigate their similarities and differences.  Students also learn to identify 3-dimensional shapes such as pyramids, cones, cubes, spheres, cylinders, and rectangular prisms.  First graders explore symmetry by studying existing symmetrical shapes and by creating some of their own designs.

In Unit 8, the students extend their work with money to include dollars. They also reinforce the skills associated with counting and exchanging coins.  Students gain more practice with place value and extend the place value concepts to include hundreds.  Finally, students use their basic understanding of fractional parts of a whole to find fractional parts of a collection and write the unit fraction notation.

Place value and fractions are reinforced and extended in Unit 9.  Students gain more practice with fractions by working to compare and find equivalent fractions.  Students become more familiar with the number grid and begin using it to develop proficiency with adding and subtracting by tens.  Students also begin to practice adding and subtracting two digit numbers. 

The final unit, Unit 10, is filled with culminating activities and assessments.  Students are given extra practice with each skill introduced throughout the year, and required skills are checked for mastery.  This unit provides a perfect spring board into summer and second grade. 

Art

The last term of the year is packed with activities for the first graders.  After February break they start a unit on three-dimensional art.  During this unit the students work with paper maché.  This year the students created bats with water bottles.  The bats were hung from simulated stalactites in the arts wing.  In March the students, inspired by, Vincent Van Gogh’s painting “Sunflowers” create a tissue paper collage of this famous painting.  April is a time to look at impressionist artists such as Claude Monet.  Finally the students do some observational drawings.  Bicycles are one of the first grades favorite still life objects to draw.  In May first grade students work on Spring Sing props and try to help create a festive tone for the concert.

Drama

In first grade drama, students engage in games and exercises throughout the year that provide a foundation for theater and performance. These games and exercises draw on the vivid imaginations of young children and their natural inclinations regarding play and performance. Built on the idea that children enjoy movement, animation, and just plain having fun, drama classes encourage students to tap into their imaginations each and every day. Students use masks, props, pictures, stories, ideas, and one another for inspiration and adventure. More specifically, students develop storylines, create original characters, explore different perspectives, integrate movement, and practice cooperation in the classroom.

Music

Spring Sing is the capstone experience for third term.  Students put together the skills of singing, movement, and playing instruments to make this concert a lovely experience for themselves as well as the audience.   Vocally, the first graders feel comfortable performing rounds as well as singing beautiful contemporary song repertoire.  Beginning music notation study and composer study will continue in second grade. Parents and students both enjoy looking at the individual student music folders, which reflect some of the music projects from the year.  First graders just keep getting better and better!

PE

The first graders push it to the limit in PE during the final term.  Uits cover some of the students' favorite sports such as gymnastics, dance, bowling, fitness, and base games. The students grow both individually and as a group as they learn team building skills. During  team bowl-a-rama students work cooperatively learning basic team-building skills of communication, reliability, and trust. Throughout the months of April and May students finess their mile times as compare them with fall times to measure improvement over the course of the year.

Throughout May students play a variety of base games such as kick ball, aerobic tee ball, and whiffle ball. These are some of the best times of the year. The year in PE finishes with a first grade kickball game.

Throughout the year students will be brushing up on their Spanish in PE as well. Each month adds two new body parts, and the first graders will reach twenty before the year ends. Students continue to work on counting, locomotors, and commands in Spanish.  ¡Tenga un buen verano y nos vemos el año siguiente!

Science

The first graders begin the third term by completing a unit on Dinosaurs and Paleontology.  They learn about the process of fossilization by using clay and plaster to create molds and casts of their very own fossils.  They also learn where Paleontologists look for dinosaur fossils and how they excavate them for analysis in a museum.  After dinosaurs comes a journey into space and the solar system.  Students start off with Mercury, Venus, Earth, and Mars by comparing their size, atmosphere, and distance from the Sun.  They first graders examine the asteroid belt and look at other interplanetary bodies like meteors and comets.  Students eventually make their way out to the gas giants and then put it all together with a giant poster of the entire solar system.

Spanish

Throughout the third term, first grade Spanish students “travel” to Cuba to learn a little bit about Celia Cruz, the “Queen of Salsa”. Students work on generating simple sentences expressing Celias's likes and learn vocaulary associated with Cuba. Students then read ¡Azúcar! and complete a project illustrating and labeling common things found in Cuba, Celia’s beloved native country. First graders continue to explore Cuban culture with the telling of the Cuban Folktale Martina the Beautiful Cockroach. Incorporating vocabulary from the story, including family members and animals, students find out how Martina, la cucaracha (the cockroach) takes the advice of her abuela (grandmother) and sets out to find the perfect suitor by seeing if they can pass The Coffee Test. Will it be don Gallo (the rooster), don Cerdo (the pig), don Lagarto (the lizard) or el ratoncito (the little mouse) that proves worthy to be el amor de Martina (Martina’s love)?  Students add new songs to their repertoire, including La víbora de la mar (The Sea Serpent).