Students will learn math via the Eureka Program. This program is designed to promote higher-order thinking. Students will not only be expected to solve and compute various problems but explain WHY.
In Grade 1, instructional time should focus on four critical areas: (1) developing understanding of addition, subtraction, and strategies for addition and subtraction within 20; (2) developing understanding of whole number relationships and place value, including grouping in tens and ones; (3) developing understanding of linear measurement and measuring lengths as iterating length units; and (4) reasoning about attributes of, and composing and decomposing geometric shapes.
- Students develop strategies for adding and subtracting whole numbers based on their prior work with small numbers. They use a variety of models, including discrete objects and length-based models (e.g., cubes connected to form lengths), to model add-to, take-from, put-together, take-apart, and compare situations to develop meaning for the operations of addition and subtraction, and to develop strategies to solve arithmetic problems with these operations. Students understand connections between counting and addition and subtraction (e.g., adding two is the same as counting on two). They use properties of addition to add whole numbers and to create and use increasingly sophisticated strategies based on these properties (e.g., “making tens”) to solve addition and subtraction problems within 20. By comparing a variety of solution strategies, children build their understanding of the relationship between addition and subtraction.
- Students develop, discuss, and use efficient, accurate, and generalizable methods to add within 100 and subtract multiples of 10. They compare whole numbers (at least to 100) to develop understanding of and solve problems involving their relative sizes. They think of whole numbers between 10 and 100 in terms of tens and ones (especially recognizing the numbers 11 to 19 as composed of a ten and some ones). Through activities that build number sense, they understand the order of the counting numbers and their relative magnitudes.
- Students develop an understanding of the meaning and processes of measurement, including underlying concepts such as iterating (the mental activity of building up the length of an object with equal-sized units) and the transitivity principle for indirect measurement.1
- Students compose and decompose plane or solid figures (e.g., put two triangles together to make a quadrilateral) and build understanding of part-whole relationships as well as the properties of the original and composite shapes. As they combine shapes, they recognize them from different perspectives and orientations, describe their geometric attributes, and determine how they are alike and different, to develop the background for measurement and for initial understandings of properties such as congruence and symmetry.
Cooperative Problem Solving:
Twice a month, students will work in groups to solve challenging math problems. Students will work on collaboration, questioning, and presentation skills in addition to developing critical thinking skills.
Problem of the Day:
Students are given a daily word problem that is repeated practice of previously learned material. Problem of the day helps students build automaticity in math, through continuous practice. Students use a math rubric to self-assess their work and the work of their peers.
Your child will practice and memorize grade appropriate math facts in addition.
English Language Arts Curriculum
To build a foundation for college and career readiness, students must read widely and deeply from among a broad range of high-quality, increasingly challenging literary and informational texts. Through extensive reading of stories, dramas, poems, and myths from diverse cultures and different time periods, students gain literary and cultural knowledge as well as familiarity with various text structures and elements. By reading texts in history/social studies, science, and other disciplines, students build a foundation of knowledge in these fields that will also give them the background to be better readers in all content areas.
First graders will learn reading and writing skills through the Into Reading Program. They will be exposed to close readings of fiction and nonfiction, authentic texts with modeling, and teacher-directed activities. Students will practice skills related to theme, main idea, character development, sequence of events, and point of view.
First grade students will learn to identify blended letters and digraphs and their corresponding sound(s), letter formation, phonemic awareness, phonics, and reading skills (blending, segmenting, sight words, etc.), using various FUNdations lessons and activities in a whole group and small group instruction.
Guided Reading and Writing:
A small group of 4-6 first grade students meet with the teacher to practice reading, writing, and speaking. Students read an instructional level book in a group, focusing on one-to-one correspondence, decoding, and reading with fluency. Students participate in an academic discussion to show reading comprehension.
Fountas & Pinnell:
The Fountas & Pinnell Benchmark Assessment Systems are accurate and reliable tools PS 86 teachers use to identify the instructional and independent reading levels of students. This assessment tool is also used to document student progress through one-on-one formative and summative assessments
Students will learn about the writing process as they publish writing pieces throughout the year to prepare them for Performance-Based Assessments (PBAs). First graders will be exposed to various writing genres, narrative fiction, non-fiction, poetry, and opinion writing.
THE NEXT GENERATION SCIENCE STANDARDS
The Next Generation Science Standards (NGSS) are K–12 science content standards. Standards set the expectations for what students should know and be able to do. The NGSS were developed by states to improve science education for all students.
A goal for developing the NGSS was to create a set of research-based, up-to-date K–12 science standards. These standards give local educators the flexibility to design classroom learning experiences that stimulate students’ interests in science and prepare them for college, careers, and citizenship.”
Click on the NGSS link here to learn more about the standards.
Amplify Science is a K–8 science curriculum that blends hands-on investigations, literacy-rich activities, and interactive digital tools to empower students to think, read, write, and argue like real scientists and engineers. Each unit of Amplify Science engages students in a relevant, real-world problem where they investigate scientific phenomena, engage in collaboration and discussion, and develop models or explanations in order to arrive at solutions.
First Grade Amplify Science
The Amplify Science Grade 1 Course includes three units that support students in meeting the NGSS. The following unit summaries demonstrate how students engage in three-dimensional learning to solve real-world questions and problems.
Unit 1: Animal and Plant Defenses: Spikes, Shells, and Camouflage. Students advise an aquarium director by helping answer young visitors’ questions about Spruce the Sea Turtle, who will soon be released back into the ocean. They investigate how Spruce and her offspring can survive in the ocean, particularly since sharks live in the area. Students obtain information from videos and science books about how plants and animals survive and about parents and offspring. Students make physical models and write explanations to show what they learn about the structure and function of animal defenses.
Unit 2: Light and Sound: Puppet-Theater Engineers. Students act as light and sound engineers to design and create a scene for a puppet show. Students ask questions and work to define the design problems they are asked to solve. They figure out cause-and-effect patterns related to light, shadows, and sound by conducting hands-on investigations and reading science books. They use both firsthand evidence and evidence from books to support their ideas.
Unit 3:Spinning Earth: Investigating Patterns in the Sky. In the role of sky scientists, students work to understand why the sky looks different to a young boy and to his grandma when they talk on the phone in the evening. Students plan and conduct investigations and find patterns in data to figure out what causes nighttime and daytime, and the changing position of the sun in the sky. Thinking in terms of systems helps students make sense of the Earth/sun system.