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Students  at  this  level  use  general  skills  and  strategies   of  the  reading  process  to  understand  and  interpret  a   variety  of  literary  texts  

Students  at  this  level  use  the  skills  and  strategies   of  the  writing  process  while  incorporating  aspects   and  conventions  of  writing.  

Students will  be  able  to:   •Use  basic  elements  of  phonetic  analysis  to  decode   unknown  words,  including:  common  letter/sound   relationships,  vowel  sounds,  blends,  and  word  patterns  to   decode  unknown  words,  and  beginning  consonants.   •Develop  reading  comprehension  strategies,  including:   using  mental  images  based  on  pictures  and  print  to  aid  in   comprehension  of  text,  using  story  topic,  titles  to  make   predictions  about  content,  action,  events,  and  character’s   behavior.   •Use  a  picture  dictionary  to  determine  word  meaning  and   understands  words  for  people,  places,  things,  actions,  and   high  frequency  words.     •Use  self-­‐correction  strategies,  including  reading  the   sentence  again,  skipping  the  difficult  part,  reading  to  the   period  then  go  back  and  fixing  the  error.   •Read  a  variety  of  literature,  including  fairy  tales,  fiction,   picture  books,  poems,  non-­‐fiction,  fables,  myths,   folktales,  and  informational  texts.   •Know  the  basic  characteristics  of  familiar  genres  such  as,   setting,  main  characters,  main  events,  problems,  and  the   main  ideas  of  a  story.   •  Summarize  and  retell  information  in  own  words.  

Students will  be  able  to:   •Use  the  skills  and  strategies  of  the  writing  process  to   draft,  revise,  edit,  and  publish  written  work.   •Use  phonetically  spelled  words  to  describe  familiar   persons,  places,  objects,  and  experiences.   •Use  conventional  spelling  for  common  words.   •Use  letter  combinations  when  writing  words,  including   consonant  blend  patterns  and  long  vowel  patterns.   •Write  in  a  variety  of  forms  or  genres  including   narratives  of  personal  experiences,  responses  to   literature,  picture  books,  stories,  information  pieces,   invitations,  and  friendly  letters.   •Writes  for  different  purposes  including:  to   communicate  ideas,  to  inform,  and  to  reflect  on  an   experience.   •Apply  a  variety  of  descriptive  words  to  writing.   •Use  conventions  of  print  in  writing  including  margins   in  writing.   •Understand  the  purpose  of  capitalization  (proper   nouns).   •Use  nouns  and  verbs  in  written  compositions.   •Use  words  that  answer  where,  how  and  when   questions.   •Uses  a  variety  of  sources  to  gather  information,   including  observations,  pictures,  information  books,   Internet,  guest  speakers,  videos.  

Speaking &  Listening    

Students at  this  level  use  listening  and  speaking   strategies  for  different  purposes.    

Students will  be  able  to:    •Make  contributions  in  class  and  group  discussions.   •Take  turns  in  conversations  or  group  discussions.   •Stay  on  topic  in  conversations  or  group  discussions   •Initiates  conversations.   •Connect  experiences  with  those  of  others.   •Asks  and  responds  to  questions.     •Recite  and  respond  to  familiar  stories,  poems,  and   rhymes  with  patterns.   •Know  and  use  a  variety  of  descriptive  words  to   report  on  personal  knowledge  and  ideas  about  topic.   •Use  appropriate  voice  level,  phrasing,  and   intonation  for  different  situations,  types  of   discussions  (formal  and  informal).   •Uses  words  that  describe  people,  places,  events,   things,  and  locations.     •Recites  and  responds  to  familiar  stories  and  poems,   and  rhymes  with  patterns.   •Knows  differences  between  language  used  at  home   and  language  used  in  school.  

Process   PROBLEM   SOLVING      



Students will   Students  will   Students  will   be  able  to:   be  able  to:   be  able  to:       • Identify   questions  to  be   • Draw  logical   • Use  inquiry   conclusions   answered   techniques  to   when  solving  a   about  math   solve   problems   problem.   mathematical     problems   • Identify  what   • Discuss   t he   is  known  and   • Use  physical   steps  used  to   unknown  in  a     materials,   solve  a  math   problem  and   models,   problem   recognize   pictures,  or     when   writing  to   information  is     • Justify  and   represent  and   explain  the   missing.       communicate   mathematical   • Choose  from  a   solutions   using  physical   ideas   variety  of     models   problem-­‐ • Identify  and     solving   translate  key   strategies  such   words  and   as  drawing     phrases  that   pictures,   imply   manipulating   mathematical   objects,  using     operations   numbers,  or   • Explain  what   acting  out  the   they  did  to   situation.     solve  a     problem.  







Students will   be  able  to:     • Apply   mathematical   thinking  and   modeling  to   solve   problems  that   arise  in  other   disciplines,   such  as   rhythm  in   music  and   motion  in   science     • Identify   mathematics   used  in   everyday  life  

Students  will  be   able  to:  

Students will  be  able   to:  

• Count to  120   starting  at  any   number.  Read  and   write  numbers.   • Understand  that   the  two-­‐digits  in  a   two-­‐digit  number   represent  tens   and  ones.     • Compare  two-­‐ digit  numbers   using  >,  =,  and  <.     • Add  within  100.     • Given  a  two-­‐digit   number,  mentally     find  10  more  or     less  without   counting.     • Subtract  10  from   multiples  of  10.    



• Order three   objects  by  length   • Tell  the  length  of   an  object  with  a   whole  number  of   units.     • Tell  and  write   time  to  the  hour   and  half-­‐hour.   • Organize,   represent,  and   interpret  data   with  three   categories.  



Students will  be  able  to:     • Add  and  subtract  within   20  to  solve  word   problems.     • Add  three  whole  numbers   to  solve  word  problems.   • Use  properties  of   operations  to  add  and   subtract.   • Understand  subtraction  as   an  unknown-­‐addend   problem.   • Relate  counting  on  or   back  to  addition  and   subtraction.   • Add  and  subtract  within   20  and  fluently  within  10.   Use  strategies  to  add  and   subtract.   • Understand  the  meaning   of  the  equal  sign  and   determine  if  equations   are  true.   • Find  the  missing  number   in  an  addition  or   subtraction  equation.  


Students will  be   able  to:     • Distinguish   between   defining  and   non-­‐defining   attributes.   • Compose  two-­‐   or  three-­‐ dimensional   shapes  to   create  a   composite   shape.     • Partition   circles  and   rectangles   into  two  and   four  equal   shares.        

First Grade                                                                                                                                             Science  Curriculum  at  a  Glance                                    

Students  in  first  grade  engage  in  interdisciplinary  thematic  units  of  study  in  both  science  and  social  studies.      The  focus  of  these  units  is  on  building  understanding  and  vocabulary  in  the  content  area,  and  understanding  the   relationships  and  connections  to  everyday  life  and  the  world  around  us.      


States  of  Matter     (Physical  Science)

Students will  be  able  to:   •  Conduct  simple  investigations  about  matter.     •  Use  written  and  oral  language  to  describe   observations  of  the  investigations.   •Learn  and  follow  the  five  steps  of  the  scientific   process  (question,  hypothesis,  investigation,   observation  and  conclusion).   •Recognize  differences  in  states  of  matter.     •Sort  materials  according  to  properties.     •Observe  and  describe  what  happens  when   matter  is  affected  by  temperature.   •Define  matter  and  recognize  what  is  not  matter.   •State  the  properties  of  solids,  liquids,  and  gases.      

Prehistoric  World     (Earth  Science)    

Plants (Life Science)  

Students will  be  able  to:   Students  will  be  able  to:   •Understand  that  the  earth  is  made  of  layers.     •Experience  some  of  the  diversity  of  forms  in  the   •Understand  that  the  earth  changes  over  time.   plant  kingdom.   •Demonstrate  proper  use  of  scientific  vocabulary  in   •Dissect  a  seed.     relation  to  the  prehistoric  world.   •Comprehend  the  process  of  photosynthesis  and   •Explore  places  where  earth  materials  are  found  and   the  contribution  of  plants  to  oxygen  supply.   ways  that  earth  materials  are  used.     •Understand  the  vocabulary  related  to  the   •Compare  the  ingredients  in  different  soils.     process  of  photosynthesis.   •Knows  the  properties  of  rocks  and  that  they  come  in   •Recognize  plant  contributions  in  our  daily  lives.   many  different  shapes  and  sizes  (e.g.,  boulders,  pebbles,   •Become  familiar  with  the  structures  and   sand).   functions  of  plants  and  their  parts.   •Observe,  describe,  and  sort  earth  materials  based  on   •Provide  for  the  needs  of  growing  plants.   properties.     •Observe  and  describe  the  changes  that  occur  as   •Separate  earth  materials  by  size,  using  different   plants  grow  and  develop.     techniques.     •Discover  various  ways  that  new  plants  can   •Observe  the  similarities  and  differences  in  the  materials   develop  from  mature  plants.     in  a  river  rock  mixture:  silt,  sand,  gravel,  and  small  and   •Plant  lima  beans,  lentils  and  kernels  to  observe   large  pebbles.     and  describe  the  differences  and  similarities     between  the  roots,  stems  and  leaves.        

First Grade                                                                                                                                                 Social  Studies  Curriculum  at  a  Glance                                    

Students in  first  grade  engage  in  interdisciplinary  thematic  units  of  study  in  both  science  and  social  studies.      The  focus  of  these  units  is  on  building  understanding  and  vocabulary  in  the  content  area,  and  understanding  the   relationships  and  connections  to  everyday  life  and  the  world  around  us.      



Classical Greece  

It’s A  Small  World/Celebrations  

Students will  be  able  to:    

Students will  be  able  to:    

• Identify individual  rights  and  the  ways  in  which  rules   provide  order,  security,  safety  in  the  home,  school  and   community.   • Explain  how  voting  can  be  used  to  make  group   decisions.   • Explain  how  a  system  of  government  provides  order  to   a  group  such  as  a  school  or  community.   • Generate  characteristics  which  leaders  possess.   • Demonstrate  skills  and  explain  the  benefits  of   cooperation  when  working  in  group  settings;  manage   conflict  peacefully,  display  courtesy,  respects  others.     • Develop  empathy  skills.   • Demonstrate  citizenship  traits  including:   trustworthiness,  fairness,  self-­‐control,  and  respect  for   those  in  authority.   • Describe  the  characteristics  of  responsible  leaders.   • Describe  important  characteristics  of  a  responsible   team  member.   • Follow  an  “I”  statement  format  of  discussion  to  resolve   conflicts.   • Demonstrate  the  ability  to  be  both  a  leader  and  team   member.   • Recognize  skills  involved  in  being  able  to  plan,   collaborate,  investigate  listen  and  problem  solve  for  

• Identify cultural  and  family  traditions  and  their  connection  to   other  groups  and  the  environment.   • Identify  the  physical  features  including  world  location,   landforms,  climate,  and  natural  resources.     • Use  terms  related  to  directions  –  forward  and  backward,  left   and  right  –and  distance  –  near  and  far  –  when  describing   locations.   • Identify  the  hemispheres,  equator  and  poles  on  a  globe.   • Identify  North,  South,  East  and  West  on  a  map  or  globe.   • Identify  and  use  symbols  to  locate  places  of  significance  and   continents  on  maps  and  globes.   • Identify  and  use  symbols  to  locate  places  of  significance  on   maps  and  globes.   • Respect,  acceptance,  understanding,  and  appreciation  the   similarities  and  differences  of  our  Global  community.   • Develop  a  deeper  understanding  of  their  own  heritage.     • Recognize  cultural  traditions,  languages,  homes,  jobs,  past   times,  clothes,  food.   • Engage  in  research  of  the  physical  and  cultural  aspects  of  our   countries  of  origin.   • Describe  similarities  and  differences  in  the  ways  different   cultures  meet  common  human  needs,  including:  food,   clothing,  shelter,  language  and  artistic  expressions.  

Students will  be  able  to:     • Distinguish  among  past,  present,  and  future.   • Study  the  progression  of  Classical  Greece  to  Modern   Greece.   • Compare  and  contrast  tools  from  contemporary  Greece   to  those  of  Classical  Greece.       • Discuss  and  understand  how  writing  tools  have  changed   over  time.       • Name  some  of  the  most  important  tools  and  techniques   in  contemporary  life.   • Compare  and  contrast  daily  life,  home,  school,  sports,   the  arts,  architecture  and  politics  of  Classical  Greece  and   Modern  Greece.   • Distinguish  between  and  identify  the  12  Gods  of  Mount   Olympus,  Mythology  and  their  impact  in  Classical  Greek   life.  

the good  of  the  community.     • Choose  to  work  with  others  based  on  factors  beyond   immediate  friendship.  

• Describe ways  in  which  language,  stories,  folktales,  music  and   artistic  creations  serve  as  expressions  of  culture  and  influence   the  behavior  of  people  living  in  a  particular  culture.   • Discover  how  geographical  location  influences  a  community   (architecture,  art,  housing,  transportation…).   • Give  examples  of  how  people  use  and  interrelate  with  Earth’s   resources.   • Identify  how  community  activities  differ  due  to  physical  and   cultural  characteristics.   • Give  examples  of  how  schools  and  neighborhoods  in  different   places  are  alike  and  different.   • Identify  cultural  and  family  traditions  and  their  connection  to   other  groups  and  the  environment.  

Art Students  will  be  able  to:   •  Identify  and  explore  the   elements  of  art,  including  line,   shape  and  form,  color,  value,   and  texture,  Balance,   Contrast,  Movement,   Emphasis,  Pattern,   Proportion,  and  Unity.     •Understand  that  art  can   convey  ideas  and  serve   different  functions.     •Use  art  materials  and  tools   in  a  safe  and  responsible   manner.   •Use  different  media,   techniques,  and  processes  to   communicate  ideas,   experiences,  and  stories.   •Use  a  variety  of  materials   and  media  and  demonstrate   an  understanding  of  how  to   produce  various  visual  effects.       •Use  their  senses  to  make   observations  about  works  of   art.   Describe  what  they  see  in  a   work  of  art   •Classify  artworks  into   general  categories,  such  as   painting,  printmaking,   collage,  sculpture,  pottery,   textiles,  architecture,   photography  and  film   •Use  basic  art  concepts  and   vocabulary  when  making   observations  about  art.   •Identify  the  design  elements  

Music  Students  will  be  able  to:  

• Identify low  and  high  pitch,   Identify  fast  and  slow  tempo,   • Follow/match  tempo,   • Sing  from  memory  and  variety  of  songs   from  different  cultures,   • Match  dynamic  levels,   • Respond  to  cues  from  conductor,   • Maintain  a  steady  tempo,   • Follow  call  and  response,   • Begin  to  control  how  sounds  can  be  made   louder,  quieter,  faster,  and  slower,   • Identify  different  ways  sounds  can  be  made   and  changed,   • Begin  to  develop  an  understanding  and   recognition  of  timbre,   • Recognize  and  use  changes  in  timbre,   tempo,  pitch,  and  dynamics,   • Use  tuned  and  untuned  percussion   instruments,   • Develop  and  understanding  of  rhythms  and   polyrhythms,   • Perform  music  with  control  of  pulse  and   awareness  of  what  others  are  playing.   • Respond  physically  to  music,   • Use  actions  whilst  singing,   • Show  a  sense  of  the  shape  of  the  melody,   • Sing  and  play  with  use  of  dynamics,  musical   phrasing  and  perform  with  intent.   • Choose  and  order  sounds  to  achieve  an  

Physical Education   Students  will  be  able  to:   • Perform  a  movement  pattern  changing   shape,  level  and/or   pathway.   • Move  (stop,  start,  and  change   direction)  to  avoid  others.   • Explore  controlling  objects  in  a  variety   of  ways  in  self  and  general  space.   • Throw  overhand  and  underhand  with   force.   • Catch  a  self-­‐tossed  object  with  hands   or  with  an  implement.   • Strike  a  lightweight  ball  using  different   body  parts.   • Roll  a  ball  to  a  target.   • Run  and  kick  a  ball  without  hesitating   or  stopping  prior  to  the  kick.   • Move  in  response  to  a  variety  of   stimuli.   • Use  body  actions  as  a  means  of   communication/  expression.   • Roll  without  stopping  or  hesitating.   • Mount  and  dismount  equipment  safely.   • Take  off,  maintain  control  in  flight,  and   land  safely.   • Continuously  jump  a  self-­‐turned  rope.   • Demonstrate  knowledge  of  movement   concepts.   • Use  feedback  to  improve  performance.   • Recognize  that  skill  development   requires  practice.   • Repeat  “cue  words”  for  basic  skills  and   explain  their  meaning.   • State  appropriate  safety  practices  for   moving  in  shared  practice.  


Foreign Language  

Level I   Level  II   At  this  level,  students   Students  will  be  able   Students  will  be  able   develop  competencies   to:   in  Mouse  and  Keyboard   to:       use,  Graphics,  Word   • Comprehend   • Use  appropriate   processing,  Content   common   vocabulary,   area  reinforcement   expressions  and   gestures,  and  oral   (reading  and  writing),   structures  used  in   expressions  for   and  Simulations.   everyday  situations   greeting,   as  spoken  by     introductions,  leave   teachers  and  native   Students  will  be  able   taking,  and  other   speakers   to:   accustomed  to   common  or  familiar     dealing  with   interactions.   •Demonstrate   language  learners.   continued  awareness  of   • Participate  in   • Uses  the  target   mouse  and  keyboard   limited  oral   language  to  express   use   exchanges  on   needs,  feelings,  and   •Apply  drawing  tools  to   familiar  topics  to   ideas  related  to   develop  proficiency   create  digital  images   everyday  situations.   in  the  target   •Create  simple   language.     animations   • Understand  the   •Demonstrate  beginning   • Identify  essential   information  in   basic  ideas  of  oral   word  processing  skills   short  written  texts   messages  and  short   to  create  stories,  letters,   to  recognize   conversations   and  other  projects   written  structures   based  on  simple  or   integrated  into  the   of  the  target   familiar  topics   language.     subject  area  curricula   • Write  expressions   appropriate  at  this   •Engage  in  simulations   and  short  sentences   developmental   integrated  into  the   to  convey  personal   level.   science  and  social   ideas,  concepts,  and   studies  curricula.   information.   • Learn  general  facts   concerning  the   geography  of  the  

• Understand oral   and  written   descriptions  of  

in the  work   •Describe  similarities  and   differences  in  works   •Use  basic  art  concepts  and   vocabulary  when   communicating  ideas  and   feelings  about  work.   •Present  personal  responses   to  subject  matter,  materials,   techniques  and  use  of  design   elements  in  artworks   •Using  vocabulary  learned  in   class,  critique  their  own  work   •Identify  connections   between  the  visual  arts  and   other  disciplines.   •Recognize  that  all  cultures   produce  art  and  can  identify   specific  works  of  art  as   belonging  to  particular   cultures,  times,  and  places.   •Create  art  based  on  personal   observation  and  experience.  

effect/image, • Recognize  how  musical  elements  can  be   used  to  compose  descriptive  music,   • Compose  and  perform  simple   effects/melodies/rhythms.   • Perform/compose  music  applying  some   culture  and  style-­‐specific  characteristics.   • Read  graphic  notation,     • Recognize  rhythmic  patterns   • Follow  pitch  direction  from  traditional   notation.   • Talk  about  music  (components  of  pitch,   dynamics,  tempo,  rhythm,  timbre,   instrumentation,  etc.)  within  an  aural   example  and/or  a  class  performance,  using   some  music  vocabulary.   • Use  brainstormed  criteria  and  appropriate   terminology  to  evaluate  the  quality  of  a   composition  or  performance.   • Perform  music  with  awareness  of  the   historical  and  cultural  background  of  the   piece/song  under  consideration.   • Use  culture  specific  language  and  attempt   to  reenact  performance  settings   appropriate  to  the  piece(s)/song(s)  under   consideration.  

• Participate in  activities  that  require   loco-­‐motor  and  manipulative  skills  tried   in  physical  education  at  other  times.   • Identify  opportunities  for  active  play   outside  of  physical  education  class.   • Participate  in  a  variety  of  moderate-­‐to-­‐ vigorous  unstructured  play  activities.   • Recognize  that  participation  in   moderate-­‐to-­‐vigorous  physical  activity   has  temporary  and  lasting  effects  on  the   body.   • Demonstrate  sufficient  muscle  strength   to  momentarily  support  body  weight.   • Identify  feelings  and  changes  in  the   body  that  results  from  participation  in   vigorous  physical  activities  (i.e.,  faster   heart  rate,  perspiration).   • Sustain  activities  for  longer  periods  of   time  without  resting.   • State  reasons  for  safe  and  controlled   movement.   • Describe  examples  of  cooperation  and   sharing  in  physical  activity  settings.     • Remain  on  task  until  the  stop  signal  is   given.   • Begin  to  work  cooperatively  with  a   partner  and  in  a  small  group.   • Try  new  activities.   • Identify  feelings  that  result  from   participation  in  physical  activity.   Express  pleasure  resulting  from   progress  in  learning  a  new  skill.  

people and  objects   in  the  environment.  

country and   cultural  heritage   and  lifestyles  of  the   people  in  order  to   develop  a  cultural   awareness.     • Uses  technology  to   present  information   about  family,  school   events,  and   celebrations.  

• Learn poetry,   songs,  proverbs,   short  anecdotes  or   narratives.   • Writes  in  a  variety   of  formats  to   describe  and   provide   information  about   oneself,  friends  and   family,  school   activities.     • Uses  technology  to   research  and   present  on  a  variety   of  information  of   designated  special   projects,  school   events,  and   celebrations.  

First Grade Curriculum at a Glance  

ACS Athens First Grade Curriculum at a Glance

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