CJDS Grade One Program of Studies

Program of Studies

Grade

1

Table of Contents Introduction.................................................................................................................1 Chicago Jewish Day School..................................................................................................... 2

Our Mission........................................................................................................2 Our Vision...........................................................................................................2 Educational Philosophy Statement........................................................................................ 4 Developmental Overview....................................................................................................... 7

Philosophy...........................................................................................................7 Description of 6-Year-Olds and 7-Year-Olds.......................................................7 Social and Emotional Development.....................................................................8 Curricular Highlights............................................................................................................ 10

Experiential Learning........................................................................................ 10 Integration......................................................................................................... 10 Grade One Theme and Highlights.................................................................... 10 The City as Our Classroom............................................................................... 11 Academic Curriculum............................................................................................................ 12

Language Arts................................................................................................... 12 Portrait of a Literate Individual.......................................................................... 14 Hebrew and Judaic Studies................................................................................ 27 Mathematics...................................................................................................... 30 Social Sciences................................................................................................... 34 Science............................................................................................................... 36 Fine Arts, Physical Education, and Health......................................................... 37 Technology........................................................................................................ 39

Š 2019 Chicago Jewish Day School. All rights reserved.

Introduction The curriculum of any school represents the integration of philosophy and practical application. The curriculum is the working, breathing, and organic tool which serves as a guide — a compass if you will — for our faculty. One of the most essential components in the creation of curriculum materials is the ownership and investment of the faculty. Another essential element is the internalization of academic standards by the faculty so that the standards are integrated into the objectives; therefore, curriculum documents inform practical application, unit development, and lesson planning.

The partnership between parents and teachers is always important and, therefore, it is important for parents to understand that curriculum documentation is an ongoing process that is subject to review and change as a school’s curriculum evolves over time, always reflecting mission, vision, philosophy, and standards.

We hope this curriculum summary serves as a guide for you, our parents, to navigate and understand in the broad strokes the skills, core concepts, and objectives that are part of your child’s experience at Chicago Jewish Day School.

Introduction

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Chicago Jewish Day School Educating our children in the richness of their past, the diversity of their present, and the possibilities for their future.

Our Mission Chicago Jewish Day School creates for its students a standard of excellence in both Judaic and General Studies. Our students develop a passion for learning and a strong sense of themselves as Jews and as human beings.

We inspire our students to: • develop a strong Jewish identity through an integrated curriculum within a nurturing, stimulating, and creative environment • become a community of Jewish learners • respect and appreciate diversity • love Torah, Israel, Hebrew language, and prayer • be contributing, caring, and knowledgeable members of our community, our country, and the world

Our Vision Chicago Jewish Day School provides a standard of excellence in both Judaic and General Studies through an integrated, multisensory curriculum that is attentive to students’ individual needs. Students learn a rich system of Jewish values, which stresses the practice of mitzvot and the development of ethical character. Through school experiences, our students gain creative-thinking and critical-thinking skills and develop a passion for lifelong learning.

Chicago Jewish Day School serves the entire Jewish community and is a leader in promoting togetherness, cooperation, and respect across all Jewish denominations.

Our educational approach appreciates and affirms differences in Jewish philosophy and background and values the range of Jewish religious practices among its students.

At Chicago Jewish Day School, Jewish tradition informs our curriculum, calendar, celebrations, and daily schedule. We are committed to transmitting an in-depth knowledge of sacred Jewish texts and rituals, tradition and customs, and Jewish history. Our students gain fluency in reading, speaking, and understanding Hebrew language and literature, both classical and modern.

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Grade One Program of Studies

Students also discover how to have a significant and joyful relationship with God, how to pray as a Jew, and to appreciate the centrality of Israel — the people and the land.

Through this knowledge and experience, our students build meaningful Jewish lives.

We are equally dedicated to excellence in our General Studies program, encompassing language arts, mathematics, social and natural sciences, the humanities, and technology.

Chicago Jewish Day School weaves values of Tikun Olam (repairing the world) into every aspect of the school experience. Faculty, students, and parents are strongly encouraged to participate in activities that improve the world and promote justice, peace, compassion, and respect.

Our school operates as a community of learners with students, teachers, and families all partaking in the educational process. Our teachers and school staff care deeply about the school, the children with whom they work, and Jewish education. They understand and embrace the school’s mission, adopting and supporting the principles we value as a school community. Because we believe that students are inspired by adults who appreciate learning and who pursue their own emotional, intellectual, and religious growth, the school encourages and provides ongoing educational opportunities for teachers, parents, and all community members.

Chicago Jewish Day School establishes a safe, supportive environment that fosters the kind of trust and warmth that lets students take risks and rise to challenges. Such an environment allows each student to shine, to strive for personal excellence, and to develop a strong sense of self.

Mission and Vision

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Educational Philosophy Statement At Chicago Jewish Day School we educate children to think clearly and deeply, to gain knowledge and acquire judgment, and to respect diversity. We are committed to developing critical thinking and socially engaged intelligence that enables each individual to understand and participate effectively in the affairs of their community, country, Israel, and the world at large in a collaborative effort to achieve a common good. At Chicago Jewish Day School, we strive for learning to be authentic and meaningful and to inspire a passion for life-long learning. This document defines our vision of excellence in education.

Deep Understanding At Chicago Jewish Day School, we focus our teaching around thinking, stressing knowledge over information. Our inquiry-based curriculum encourages a curious, questioning and critical stance and develops a deepening understanding of important ideas. Facts and skills are important in a context and for a purpose. We challenge students by inviting them to think deeply about the issues that matter, helping them understand ideas from the inside out, and making connections between ideas and concepts. Students can then actively use these insights to apply what they have learned to their daily lives, expand understanding and even take action.

Through school experiences, our students gain creative-thinking and critical-thinking skills and develop a passion for lifelong learning.*

Active and Experiential Learning At Chicago Jewish Day School, curriculum is authentic and meaningful. Students understand that what they learn in school is applicable to the broader outside world.

Learning is integrated between the disciplines to demonstrate to students how ideas span the different content areas. Students play a vital role in formulating the questions, seeking out and creating answers, thinking through possibilities, and evaluating how successful they have been. Students’ own questions are truly valued and integral to the learning process. Learning is a matter of constructing ideas rather than passively absorbing information or practicing skills.

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Student-Centered Learning At Chicago Jewish Day School, we take our cue from the students — and are particularly attentive to student individuality. The question, “What is best for the student?” is at the core of all decisions. Each student is unique. Therefore, policies as well as learning and behavioral expectations are established in a broad manner that allows for individualized decision-making that reflects our respect for the individual student and his/her needs. We celebrate the developmental stages of learning and provide for each student’s unique timetable for unfolding his/her abilities.

Chicago Jewish Day School provides a standard of excellence in both Judaic and General Studies through an integrated, multisensory curriculum that is attentive to students’ individual needs.*

Intrinsic Motivation At Chicago Jewish Day School, we offer our students more choices — and more responsibilities. Our educational policies and practices are driven by the central question, “What is the effect on students’ interest in learning, their desire to continue reading, thinking, and questioning?” This question helps to determine what students will and won’t be asked to do. Our goal is for each student to leave Chicago Jewish Day School with a passion for learning along with the academic tools they need to be life-long learners.

Social Justice (Tikun Olam) “If I am not for myself, who will be for me? If I am not for others, what am I? And if not now, when?” –rabbi hillel

A sense of community and responsibility for oneself and others isn’t confined to the classroom; indeed, students are helped to explore how they fit into widening circles of care that extend beyond self, beyond friends, beyond their own religious/denominational group, and beyond their own country. Opportunities are offered not only to learn about, but also to put into action, a commitment to diversity and to improving the lives of others.

Chicago Jewish Day School weaves values of Tikun Olam (repairing the world) into every aspect of the school experience.*

Collaboration The greatest cognitive growth occurs through social interactions. At Chicago Jewish Day School children learn with and from one another in a caring community in both social as well as academic learning. Interdependence counts at least as much as independence. We help learners engage with ideas and drive each other’s thinking — to build knowledge, to care and to act.

Educational Philosophy Statement

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Play Children learn through play. They must be active participants in the construction of knowledge and need concrete experiences to shape thoughts and concepts. Teachers provide materials and an enriched environment so that children can be challenged and totally involved in play. The teachers pose questions and elicit answers among the students to expand the experience, thus guiding in the discovery of knowledge and facilitation of play.

Attending to the Whole Child At Chicago Jewish Day School, we believe in educating the whole child — taking into account the social, emotional, academic, spiritual, physical, and creative needs of a student. We are concerned with helping children become good learners and furthermore good people. Our social and academic learning are intertwined and each one enhances the other. At Chicago Jewish Day School, we set the tone and atmosphere for students to learn outside of their comfort zone and take risks as part of the learning process.

Chicago Jewish Day School establishes a safe, supportive environment which fosters the kind of trust and warmth that encourages students to take risks and rise to challenges.*

*Excerpt from Chicago Jewish Day School Mission and Vision statement.

Resources http://www.uvm.edu/~dewey/articles/proged.html http://www.alfiekohn.org/teaching/progressive.htm Inquiry Circles, Stephanie Harvey and Harvey Daniels Understanding by Design, Grant Wiggins and Jay McTighe

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Grade One Program of Studies

Developmental Overview Philosophy At Chicago Jewish Day School, we believe in an approach to learning in which all stages of development are celebrated. Each child is a unique individual with his or her own rate and pattern of maturation. The job of a teacher is to accept each student at his or her current stage and to facilitate his or her advancement to the next stage.

Children are natural planners at all stages of development, and they respond well to a daily schedule. Clear boundaries and structure allow them to confidently participate in activities and games.

Description of 6-Year-Olds and 7-Year-Olds Six-year-olds demonstrate significant physical, cognitive, and social growth with considerable variation amongst the children. A hallmark of the 6-year-old is the developing ability to see the perspective of another person. They are now able to consider and understand rules and conduct with greater objectivity. The process is more important than the product for 6-year-olds, resulting in high enthusiasm for learning and work with less stress on the outcome. In the child’s social development, the importance of friends challenges the importance of parents and teachers. Six-year-olds have a broader perspective of the world that is less secure and more unpredictable than previously thought. Children work hard to make sense of and put structure to their world.

Consequently, 6-year-olds tend to be sensitive to the words and tones — both positive and negative — of their peers, parents, and teachers. Six-year-olds are at a stage of transition where they are asserting their independence without fully being able to disconnect from their parents and teachers. They, therefore, may act out with cries of “I can do it!” while still seeking the encouragement and reassurance of their parents and teachers.

The seventh year is a time of self-reflection and quiet introspection. Seven-year-olds often turn inward, as they try to comprehend their ever-evolving world view. At this time children also form a more comprehensive view of themselves and those around them.

Seven-year-olds are somewhat self-absorbed, enjoying quiet individual activities such as reading, listening to music, or playing with toys. They enjoy working independently or with a close friend, although friendships are likely to change day by day. Sevenyear-olds enjoy group play but often struggle with issues of fairness when playing with numerous children at once. Seven-year-olds are very curious and love to invent and discover. They work diligently to succeed in the classroom, often writing and rewriting their work, eager for a perfect product. This quest for perfection can result in very slow progress and 7-year-olds may become frustrated when they don’t have enough

Developmental Overview

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time to finish their work. Seven-year-olds can be very self-conscious and are greatly affected by the feedback of others, both positive and negative. They are beginning to develop a concept of fairness although their ethical code remains fairly inflexible.

Seven-year-olds are still moderately concrete in their evaluation of social situations but are beginning to develop the ability to think abstractly. They enjoy personal relationships with their teachers and generally have very positive feelings about their families. They are increasingly independent and desire more separation between their home life and school life.

Social and Emotional Development Academic achievement is advanced through an integrated social and academic curriculum.

Research confirms that the time spent on social and emotional learning is earned back in classrooms that run more effectively and efficiently; however, we also know that social skills are not taught just so that children behave better in order to get on with the “real” business of schooling. Rather, social skills are intertwined with cognitive growth and intellectual progress. A person who can listen well and frame a good question, who has the assertiveness to pose questions, and who can examine a situation from a number of perspectives will be a strong learner. All of these skills — essential to academic learning — are modeled daily through our social-skills program, Responsive Classroom. Responsive Classroom is an approach to teaching and learning that fosters safe, challenging, and joyful classrooms and schools.

The Guiding Principles of Responsive Classroom

• The social curriculum is as important as the academic curriculum.

• How children learn is as important as what they learn: process and content go hand in hand.

• The greatest cognitive growth occurs through social interaction.

• There is a set of social skills children need in order to be successful academically and socially: cooperation, assertion, responsibility, empathy, and self-control (CARES).

• Knowing the children we teach — individually, culturally, and developmentally — is as important as knowing the content we teach.

• Knowing the families of the children we teach and working with them as partners is essential to children’s education.

• How the adults at school work together is as important as individual competence — lasting change begins with the adult community.

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The Teaching Practices of Responsive Classroom

• Morning Meeting A daily routine that builds community, creates a positive climate for learning, and reinforces academic and social skills.

• Rules and Logical Consequences A clear and consistent approach to discipline that fosters responsibility and self-control.

• Guided Discovery A format for introducing materials that encourages inquiry, heightens interest, and teaches care of the school environment.

• Academic Choice An approach to giving children choices in their learning that helps them become invested, self-motivated learners.

• Classroom Organization Strategies for arranging materials, furniture, and displays to encourage independence, promote care, and maximize learning.

• Working with Families Ideas for involving families as true partners in their children’s education.

Developmental Overview

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Curricular Highlights Experiential Learning Experiential learning at Chicago Jewish Day School encourages a sense of ownership, allowing students to construct their own learning and make it come to life. Students have the opportunity to acquire and apply knowledge in a setting that is both appropriate and relevant. The students will interact directly with the area of study, resulting in an authentic and meaningful learning experience. Rather than merely thinking or reading about the topic, the students live and breathe it!

Integration Integration is a central component of Chicago Jewish Day School’s curriculum.

Integrated learning allows children to broadly explore knowledge in various subjects as they relate to a certain theme. At Chicago Jewish Day School, we strive to integrate all of the curricular disciplines, such as the humanities, communication arts, natural sciences, mathematics, social studies, music, art, and physical education. Judaic Studies and Hebrew are integrated throughout all of these disciplines in meaningful and authentic ways. This holistic approach to learning reflects the real world, which is interactive, and promotes lifelong learning.

Grade One Theme and Highlights Repairing the World • Tikun Olam

The theme of Tikun Olam (repairing the world) is integrated throughout the school year. We learn about our environment, the opportunities it presents, the challenges it faces, and what we can do to help keep the world a clean, healthy, and wonderful place to live and grow. Our students will leave Grade One knowing the importance of taking care of the world — both its people and the environment — and knowing that each person, no matter what age, can make our world a better and more peaceful place to live.

Classroom Highlights

Through experiential learning at Chicago Jewish Day School, students are provided with hands-on learning experiences and opportunities that enrich their learning and build upon the classroom theme. Grade One students may be seen researching marine life as they slowly transform the classroom into the Great Barrier Reef. The “marine scientists” investigate the properties of water through hands-on experiments as they begin to learn and apply the scientific process. As the students read Frog and Toad by Arnold Lobel, they identify story elements, perform dramatic interpretations, and observe

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the life cycle of a frog inside the classroom. Through research and collaboration, the rainforest comes to life as the students create the flora, fauna, and animals. A visitor might crawl through the understory of the rainforest and come eye to eye with a jaguar before being asked to sign a petition written by students asking for better laws to protect this natural wonder.

The City as Our Classroom We are devoted to the idea of exploring our environment and acquainting ourselves with the sights, smells, and culture of our surrounding community. Throughout the year, we will take walks around the neighborhood; visit local museums, synagogues, libraries, and the lakefront; and attend plays and symphonies. We look forward to learning from our community and inviting people who live and work around us into our classroom. We feel that their presence and knowledge enhances our learning. We believe that there is tremendous value in connecting to the larger community and encourage our students to take care of each other and the world.

Curricular Highlights

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Academic Curriculum Chicago Jewish Day School provides a standard of excellence in both Judaic and General Studies through an integrated, experiential curriculum that is attentive to students’ individual needs. We align our learning expectations with the Common Core State Standards (CCSS). Through school experiences, our students gain creative-thinking and critical thinking skills and develop a passion for lifelong learning. In the following pages, you will learn in detail about Chicago Jewish Day School’s curriculum in language arts, Hebrew and Judaic Studies, mathematics, social sciences, science, fine arts, physical education, health, and technology.

Language Arts In our study of language arts at Chicago Jewish Day School, we strive to encourage a love of language and consistent exposure to the written word. Language experiences are woven into the fabric of our daily curriculum. Our language arts program is designed to produce readers who read for pleasure, information, and knowledge, and writers who write to communicate meaning.

Through the study of the language arts, students will learn to read fluently and understand a broad range of written materials. They must be able to communicate well and listen carefully and effectively. They should develop a command of the language and demonstrate their knowledge through speaking and writing for a variety of audiences and purposes. In addition, students must be able to study, retain, and use information from many sources.

Teachers strive to create literate classrooms in which students are offered abundant opportunities to speak, listen, read, and write. Phonemic awareness, phonetics, shared reading, and journaling are stressed in the Junior Kindergarten and Kindergarten classrooms. Beginning in Grade One, students learn in a reading and writing workshop model that teaches new literacy skills daily and gives children the freedom to work at their own pace and learning level.

Language Arts Components

• Phonemic Awareness Phonemic awareness is the ability to recognize and manipulate sound units (phonemes) in spoken language. Children look at words independent of their meaning, see associations between sounds and words, and rearrange sounds to construct new words. Some examples include: listening for and identifying rhyming words; identifying beginning, middle, and end sounds; and counting and clapping out the number of sounds in words.

• Spelling and Phonics Our spelling and phonics program begins with learning letter recognition and letter-sound association and putting those two discoveries together. This developmental stage is often referred to as “invented spelling.”

Students transition from invented spelling to conventional spelling through direct

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phonics instruction, introduction of spelling strategies, memorization of highfrequency words, spelling lists, words walls, dictionaries, etc., to access words they need in their writing.

• Reading Workshop and Writing Workshop Our Reading and Writing Workshops are individualized according to the developmental needs of each child. In Reading and Writing Workshops, students are given regular time to practice reading and writing with self-chosen texts and self-selected writing topics, allowing them to take responsibility and plan for their own work. In Reading Workshop, the teacher models a whole-group strategy lesson and then gives students large blocks of time to read and to practice the strategy in small groups, pairs, or independently. Writing Workshop takes on a similar format, beginning with the teacher modeling a writing strategy for the whole class. Students then work independently on their ongoing writing projects and confer with classmates and teachers. The session ends with a sharing time, in which students read aloud their writing-in-progress and “published” writing. Throughout the workshops, teachers are conferencing with each student and assessing their individual needs.

• Shared Writing In shared writing, the teacher and students brainstorm ideas and thoughts together, and the teacher acts as a scribe, writing the text as it is composed.

Shared writing allows students to actively participate in the thought process involved in writing and not focus on the physical aspect of writing. Shared writing is also an effective method of teaching key concepts and skills needed in the writing process.

• Journaling Journaling can take many forms depending on the developmental level of the student. From dictating their thoughts and ideas to a teacher to independently writing about their daily lives and feelings, students express themselves to their teachers and classmates in journals. Journals can also be used to tell stories and write scientific observations, literature responses, and mathematical explanations.

• D.E.A.R. (Drop Everything and Read) D.E.A.R. provides students with time to read self-chosen texts. It promotes enjoyment of reading and allows children to see that reading for fun and pleasure is a valuable experience.

• Buddy Reading Buddy reading is a time for students to read in multiage groups.

Students of different grade levels read to each other, practicing reading with fluency and expression, as well as developing listening and comprehension skills.

This time also promotes relationships across the grade levels.

• Shared Reading/Read Aloud This is a time for students and teachers to come together to read a common text. The teacher models appropriate reading skills, such as expression and fluency. This is an opportunity for teachers and students to read together, as well as share their thoughts and ideas.

• Handwriting Instruction Handwriting instruction at Chicago Jewish Day School uses multisensory techniques that promote consistent habits for letter formation, spacing, pencil grip, and body awareness.

• Speaking and Listening The development and use of communication and language is at the heart of children’s learning. Our students develop speaking and listening skills across the curriculum through daily sharing, Morning Meeting, book talks, oral presentations, question and answer sessions, and small and large discussion groups.

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Portrait of a Literate Individual Based on the Common Core State Standards As students advance from Kindergarten through Grade Eight and master the standards in reading, writing, speaking, listening, and language, they are able to exhibit with increasing fullness and regularity these capacities of the literate individual.

They demonstrate independence.

Students can, without significant scaffolding, comprehend and evaluate complex texts across a range of types and disciplines, and they can construct effective arguments and convey intricate or multifaceted information. Likewise, students are able independently to discern a speaker’s key points, request clarification, and ask relevant questions. They build on others’ ideas, articulate their own ideas, and confirm they have been understood.

Without prompting, they demonstrate command of standard English and acquire and use a wide-ranging vocabulary. More broadly, they become self-directed learners, effectively seeking out and using resources to assist them, including teachers, peers, and print and digital reference materials.

They build strong content knowledge.

Students establish a base of knowledge across a wide range of subject matter by engaging with works of quality and substance. They become proficient in new areas through research and study. They read purposefully and listen attentively to gain both general knowledge and discipline-specific expertise. They refine and share their knowledge through writing and speaking.

They respond to the varying demands of audience, task, purpose, and discipline.

Students adapt their communication in relation to audience, task, purpose, and discipline.

They set and adjust purpose for reading, writing, speaking, listening, and language use as warranted by the task. They appreciate nuances, such as how the composition of an audience should affect tone when speaking and how the connotations of words affect meaning. They also know that different disciplines call for different types of evidence (e.g., documentary evidence in history, experimental evidence in science).

They comprehend as well as critique.

Students are engaged and open-minded — but discerning — readers and listeners.

They work diligently to understand precisely what an author or speaker is saying, but they also question an author’s or speaker’s assumptions and premises and assess the veracity of claims and the soundness of reasoning.

They value evidence.

Students cite specific evidence when offering an oral or written interpretation of a text. They use relevant evidence when supporting their own points in writing and speaking, making their reasoning clear to the reader or listener, and they constructively evaluate others’ use of evidence.

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They use technology and digital media strategically and capably.

Students employ technology thoughtfully to enhance their reading, writing, speaking, listening, and language use. They tailor their searches online to acquire useful information efficiently, and they integrate what they learn using technology with what they learn offline. They are familiar with the strengths and limitations of various technological tools and mediums and can select and use those best suited to their communication goals.

They come to understand other perspectives and cultures.

Students appreciate that the twenty-first-century classroom and workplace are settings in which people from often widely divergent cultures and who represent diverse experiences and perspectives must learn and work together. Students actively seek to understand other perspectives and cultures through reading and listening, and they are able to communicate effectively with people of varied backgrounds. They evaluate other points of view critically and constructively. Through reading great classic and contemporary works of literature representative of a variety of periods, cultures, and worldviews, students can vicariously inhabit worlds and have experiences much different than their own.

Reading Literature Scope Key Knowledge

General terms • A text is a book or other written piece of work.

• A story is a narrative, either real or imaginary, designed to interest, amuse or instruct the hearer or reader.

• Text types: storybooks, poems • Differences between prose and poetry (e.g., structure, form) • The author is the person who writes the story.

• The illustrator is the person who produces the pictures in a story (i.e., the illustrations).

Literary terms • Characters are people, things, or animals that play a part in a story. Characters often face trouble or have problems to solve. Characters can be described in terms of how they look, think, feel and act.

• The setting is where and when a story takes place.

• The problem in a story is the challenge or trouble faced by the main character(s) in the story. The solution or resolution in a story is how the problem ends, or is solved or fixed.

• An event is something that happened in a story. A major event in a story is an event that has a strong relationship to the problem. The events in a story happen in a sequence (an order).

• The central message of a story is the main point, big idea, or lesson that the author wants the reader to take away from the story.

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Skill-based terms • Retelling is telling a story again in your own words, including the key details in the story while staying true to the central message of the story.

• The key details are the most important details about some element of the story (e.g., a character, setting, problem, lesson) Essential Skills (Standards)

As applied to grade-level complex text...

1. Ask and answer questions about key details in a text.

2. Retell stories, including key details.

3. Demonstrate understanding of the central message or lesson.

4. Describe characters, settings, and major events in a story, using key details.

5. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

6. Explain major differences between books that tell stories and books that give information.

7. Identify who is telling the story at various points in a text.

8. Use illustrations and details in a story to describe its characters, setting, or events.

9. Compare and contrast the adventures and experiences of characters in stories.

Reading Informational Text Key Knowledge

General terms • The author is the person who writes the text.

• The illustrator is the person who produces the pictures or photographs in a text.

• Illustrations or photographs in an informational text show/depict important people, places, things, and ideas.

Text types, features, and structures • A text is a piece of written work. An informational text gives true/accurate information (facts) and/or expresses opinions about a topic.

• A fact is something that can be proven as true.

• There are different types of informational texts about many kinds of topics.

• The topic is the main focus, thought, or subject of a written work. Topics of informational texts can include people, events, processes (how-to), or places related to science, history, technology, the arts, etc.

• An event is something that has happened, does happen, or will happen.

• Informational text comes in different forms (e.g., books, articles, short paragraphs).

• Text features in informational text make the text easier to read and information easier to find. Examples of these text features include headings, tables of contents, glossaries, electronic menus, icons, captions, and labels.

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Terms related to opinion texts • An opinion is what someone thinks, prefers, or believes about something (e.g., a topic, a book).

• A point is an important idea related to a topic that an author wants the reader to remember, agree with, or take away.

• A reason is an explanation for why an author thinks something is important or has a particular opinion (i.e., why he/she thinks a certain way). Reasons help the author support his/her points.

Skill-based terms • The key details are the most important pieces of information in a text.

• Retelling is telling about a topic in your own words, including the key details.

Essential Skills (Standards)

As applied to a range of grade-level complex informational text...

1. Ask and answer questions about key details in a text.

2. Identify the main topic and retell key details of a text.

3. Describe the connection between two individuals, events, ideas, or pieces of information in a text.

4. A sk and answer questions about unknown words and phrases in a text.

5. K now and use various text features to locate facts or information.

6. Describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

7. Identify the reasons an author gives to support points in a text.

8. Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

9. Distinguish between information provided by pictures or illustrations and information provided by text.

10. Use the illustrations and details in a text to describe its key ideas.

Reading Foundational Skills Key Knowledge

Prerequisite Knowledge • The English alphabet has 26 letters (21 consonants and 5 vowels).

• Letters can be consonants or vowels. (The letter y acts as a consonant or a vowel, depending on the word.)

• Letters and letter combinations make sounds. Letters and letter combinations can make more than one sound. Different letter combinations can make the same sound.

• Vowels can be short or long (in the sounds they make).

• Words are built from/made up of vowels and consonants. We read words on a page from left to right, top to bottom, and page to page.

• Words rhyme when they have the same or similar ending sounds.

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• All words can be “broken up” into one or more syllables. A syllable is a word part that contains a single vowel sound.

• Some words “show up” in reading more often than others, i.e., they’re high-frequency words.

Continuing/Targeted Key Knowledge • Sight words are words that readers can memorize and read “whole” — without sounding them out. (They know the words by sight!) Sight words are usually shorter words that show up a lot in reading (they’re high-frequency). Memorizing sight words can make reading “faster.”

• Adding, substituting or taking away letters in a word can make new words.

Often, the “old” word and the “new” word rhyme.

• An inflectional ending is a group of letters added to the end of a word to change its meaning (e.g., -s, -es, -ed, -ing).

• Words can be categorized/organized according to patterns they follow (in how they’re spelled, how they sound). Some words follow patterns that are easier to “see” or hear than other words.

• Words can have beginning/initial sounds, medial/middle sounds and ending/final sounds (a.k.a., the first speech sound, the last speech sound).

• The sounds in a word can be blended or separated/segmented to “make” or “read” the word.

• Chunking is a strategy for decoding longer or unfamiliar multi-syllable words that don’t follow simple patterns.

• Readers read words in a context. Context can refer to the words around a word, the kind of text in which the word appears, and what’s happening in the text when and where the word appears. Readers can use and think about context by re-reading one or more sentences (as well as pictures).

• Fluency is the ability to read something “smoothly” and easily. Fluency comprises accuracy (decoding words correctly), rate (decoding words at an appropriate speed/flow), and expression (reading and interpreting the words as they are intended to be read).

Essential Skills (Standards)

1. Demonstrate understanding of the organization and basic features of print.

• Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

• Distinguish long from short vowel sounds in spoken single-syllable words.

• Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

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Grade One Program of Studies

• Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

• Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

3. Know and apply grade-level phonics and word analysis skills in decoding words.

• Know the spelling-sound correspondences for common consonant digraphs.

• Decode regularly spelled one-syllable words.

• Know final -e and common vowel team conventions for representing long vowel sounds.

• Recognize that every syllable must have a vowel sound to determine the number of syllables in a printed word.

• Decode two-syllable words following basic patterns by breaking the words into syllables.

• Read words with inflectional endings.

• Recognize and read grade-appropriate irregularly spelled words.

4. Read with sufficient accuracy and fluency to support comprehension.

• Read on-level text with purpose and understanding.

• Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

• Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Research to Build and Present Knowledge Key Knowledge

• Research is the process of seeking out and gathering information to answer a question.

• Inquiry is the act of asking for information or thinking about something unknown [questioning/wondering].

• A source is a person, place, or thing that can provide information. It’s where information can “come from”.

• A source can be print-based, web-based, or electronic and can provide information through text and illustrations/pictures.

• Researchers can use a source to check facts.

• A fact is something that can be proven as true.

• Text features in some sources can help researchers find information AND themselves provide information. Examples include headings, tables of contents, glossaries, electronic menus, icons, captions, and labels.

• Researchers can use technology to find or gather information from a source during the research process. Technology can sometimes make the research process “faster” or “easier” than it might have otherwise been.

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Essential Skills (Standards)

With guidance and support from adults…

1. Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).

2. State (or re-state) a research question.

3. Recall information from experiences to answer a research question.

4. Gather information from different kinds of provided sources to answer a research question.

5. Share information recalled or gathered through research via speaking, graphics/pictures, and/or writing, as appropriate.

6. Present research findings through a given format.

Informative/Explanatory Writing Key Knowledge

• A topic is person, place, thing, idea, event, or process that you’re writing or telling about.

• A fact is something that can be proven as true (e.g., Pugs have short hair).

• An opinion is what someone thinks, prefers, or believes about something (e.g, a topic). (e.g., Pugs are the best dogs to have.)

• A source is a person, place, or thing that can provide information. Writers can use a source to check facts. (For more Key Knowledge related to finding, selecting, and evaluating sources, see Reading Informational Text scope and Research scope.)

• Closure is how a writer “wraps up” an Informative/explanatory piece. For example, “That’s what I learned about frogs.” “Now you’re ready to eat the sandwich.”

Closure makes the piece “feel” finished versus suddenly “cut off.”

• Formats/models for Informative/explanatory writing include short research reports, labeled depictions with explanations, how-to’s/directions, observation journals, and Q&As. Essential Skills (Standards)

1. Distinguish fact from opinion.

2. Identify possible sources for finding information.

3. Select a topic to give information about or explain.

4. Supply facts/information in explaining or writing about a topic.

5. End an informative/explanatory with some sense of closure.

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Grade One Program of Studies

Opinion Writing Key Knowledge

Writing types, features, and formats • An opinion is what someone thinks, prefers, or believes about something (e.g., a topic, a book).

• Opinions can be expressed in different writing formats (e.g., friendly letter/email, book report).

Elements • A topic is the main thing the writer is writing about.

• An introduction/hook includes the writer’s opinion.

• A reason is an explanation for why someone thinks something. Reasons can be given in order of importance (most important to least important).

• Examples help show and prove reasons and opinions.

• A fact is something that can be proven as true.

• Closure is how a writer “wraps-up” or finishes expressing his/her opinion.

Essential Skills (Standards)

Independently…

1. Distinguish fact from opinion.

2. Form an opinion about a topic or a text.

3. Support an opinion with one or more reasons.

4. Introduce the topic of an opinion piece (i.e., by naming the book or topic they are writing about).

5. Provide some sense of closure for an opinion piece.

With prompting and support....

6. Use teacher-selected resources to gather facts that support an opinion.

7. Distinguish between important and unimportant reasons (i.e., relevant and irrelevant).

8. Use/select an appropriate writing format.

Narrative Writing Key Knowledge

• A narrative – tells about two or more events in sequence; – can be real or imagined; and – includes reactions.

• An event is something that happened.

• The topic of a narrative is a person, thing, or event(s) that the writer is telling about. A topic and an event are not the same thing (e.g., “My dog” is a topic; “My dog ate my new toy” is an event).

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• The events in a narrative can be told in sequence from beginning to end.

• A reaction is a response to something that happened (why the event is important, how it made someone feel or act).

• Details are specific pieces of information about people and events in a narrative.

• Narratives use temporal words like first, next, then, after that, last, finally to signal event order. Examples: other time/order words and phrases can refer to specific days, segments, or periods of time (e.g., Saturday, next week, one time, when I was baby).

• Closure is how a writer “wraps-up” or finishes a narrative.

• Formats/modes for narrative writing include drawings/pictures and words, journal entries, storyboards, multi-page stories, and poems.

Essential Skills (Standards)

1. Use a combination of pictures/drawings and words to describe events in a narrative.

2. Choose a narrative focus that is event-based (e.g., what happened over my weekend — went to a friend’s house; went to synagogue; going to friend’s house; going to synagogue; what happened at the birthday party).

3. Recount two or more appropriately sequenced events (i.e., zooming in on events within a shorter amount of time).

4. Use temporal words to signal event order in a narrative.

5. Use details to describe events/people in a narrative.

6. Include reaction(s) to events/people in the telling of narratives.

7. End a narrative with a sense of closure.

Production and Distribution of Writing Key Knowledge

Key Elements of Writing and their Attributes • A topic is a person, place, thing, event, problem, or idea that the writer focuses on.

• Details are carefully chosen, well-organized pieces of information that can help make a piece of writing more precise, vivid, convincing, or interesting.

Production and Distribution • The writing process involves multiple stages/steps.

– Prewriting happens when a writer is coming up with ideas for writing, often in response to a prompt or task. During prewriting, the writer might engage in drawing, planning, brainstorming, researching, outlining, and/or storyboarding.

– Drafting is the writer organizing and developing ideas into pictures (K), words, sentences, paragraphs.

– Conferencing/Conferring occurs when a writer meets with a peer or a mentor to about a written draft, and receive and respond to questions and suggestions for improvement.

– Revising is the process of rereading a draft(s) and making changes to improve its content (focus, organization, word choice, sentence structure, etc.).

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Grade One Program of Studies

– Editing is the process of rereading a draft(s) and making changes to improve or correct errors in conventions (capitalization, punctuation, spelling, etc.).

– Publishing happens when a piece of writing has gone through all the steps in the writing process and is ready to share with an audience.

• A piece of writing is finished when it has gone through the writing process and is ready to be shared (distributed). Writers work alone and with others to decide when their writing is “finished.”

The Role of Technology (in Production and Distribution) • Writers can use a variety of digital tools (e.g., online or platform- or programbased) in the production and distribution of writing. Specifically, writers can use such tools to research, draft, collaborate, revise/edit, and publish/distribute.

Essential Skills (Standards)

With guidance and support...

1. Students will take a topic/idea through the writing process to create a “published” piece.

2. Focus on a topic in writing.

3. Respond to questions and suggestions from peers and/or adults about a piece of writing.

4. Add details to strengthen writing as needed.

5. Explore and use a variety of digital tools to produce and publish writing, including in collaboration with peers.

Language: Vocabulary Acquisition and Use Key Knowledge

Defining Words and Phrases • Words (and phrases) are used in a context — in texts, in conversations, in writing. Specific to reading, context can refer to the words around a word, the kind of text in which the word appears, and what “happens” in a text before and after the word is used. Readers can use and think about context by re-reading one or more sentences (as well as pictures). (Note: Context can provide clues but can’t/won’t always define the word or lead to a correct guess about the word’s meaning.)

• A word’s beginning and ending (affixes) can provide clues about its meaning.

Some beginnings/endings “show up” more than others. (Teacher note: An affix is a group of letters added to the beginning or ending of a word that changes the meaning of the word (e.g., prefixes, suffixes, bases, and roots). This includes inflectional endings such as –s, -es, -ed, -ing.

• A word’s root can provide clues about its meaning.

• A phrase is a small group of words that are “strung together” for a specific meaning. Some phrases are common expressions that many people use to convey a certain feeling or idea (e.g., “It’s a small world!” or “Fingers crossed!”).

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Word Relationships and Nuances • Every word represents particular concepts. Words that represent similar concepts can be “sorted” (physically, mentally) together in the same category for a concept (e.g., color words, shape words, clothing words).

• Some words “show up” in reading/writing more often than others (i.e., they’re high frequency words). Some of these words “connect” and show relationships between words/ideas (i.e., conjunctions such as because, and, but).

• Many action words (verbs) and describing words (adjectives) have opposites.

The opposite of a word can be used to define that word.

• Some action words (verbs) have similar meanings but suggest different ways of doing something (e.g., they differ in manner as in look, peek, glance, stare, glare, and scowl). Some describing words (adjectives) have similar meanings but suggest different “strength” (e.g., they differ in intensity as in large and gigantic).

• Conjunctions are “connectors” that show or signal simple relationships between things, people, ideas, events, or places. Examples include because, but, and, and or.

Essential Skills (Standards)

1. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade one reading and content, choosing flexibly from an array of strategies such as a. Using sentence-level context as a clue to the meaning of a word or phrase. b. Using frequently occurring affixes as a clue to the meaning of a word. c. Identifying frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

2. With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings by a. Sorting words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. b. Defining words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes). c. Identifying real-life connections between words and their use (e.g., note places at home that are cozy). d. Distinguishing shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.

3. Using words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).

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Grade One Program of Studies

Language: Conventions of Standard English Key Knowledge

Standard English is guided by Conventions of/in: • Grammar — the rules that govern how words, clauses and phrases are put together • Capitalization — which or what kinds of words begin with a capital letter • Punctuation — the symbols within, between, before, and after words that structure and organize language so that it can be written/spoken as intended • Spelling — writing words using the correct or widely-accepted sequence of letters Conventions are determined or altered by the writer’s or speaker’s: • Purpose/Choice • Context • Tone • Style In order to gain: • Effect • Clarity • Consistency • Precision • Conciseness • Efficiency Essential Skills (Standards)

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

• Print all upper and lowercase letters.

• Use common, proper, and possessive nouns.

• Use singular and plural nouns with matching verbs in basic sentences.

• Use personal, possessive and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).

• Use verbs to convey a sense of past, present and future.

• Use frequently occurring conjunctions (e.g., and, but, or, so, because).

• Use determiners (e.g., articles, demonstratives).

• Use frequently occurring prepositions (e.g., during, beyond, toward).

• Produce and expand complete simple and compound declaratives, interrogative, imperative, and exclamatory sentences in response to prompts.

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2. Demonstrates command of the conventions of standard English capitalization, punctuation and spelling when writing.

• Capitalize dates and names of people.

• Use end punctuation for sentences.

• Use commas in dates and to separate single words in a series.

• Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

• Spell untaught words phonetically, drawing phonemic awareness and spelling conventions.

Speaking and Listening Key Knowledge

• A conversation is a spoken exchange of feelings, opinions, and thoughts between two or more people. Conversations usually happen around a topic or text and for a particular purpose or reason.

• To participate in a conversation is to engage in it through listening and/or speaking.

• People in a conversation agree to follow rules for discussion. For example: – Listen to others carefully.

– Speak one at a time.

– Stay on topic with comments and questions. (Remember what the discussion is about!)

– Make connections to what others have said (e.g., I agree that Frog is confused at that part because…).

• Questions in a conversation (or in response to text or information presented orally) might begin with who, what, where, when, why, how, or is/are.

• Questions, comments, and details that are relevant in a conversation or presentation are those that are closely connected to the topic being discussed or shared.

• A speaker participating in a discussion or presenting information should use complete sentences when it makes sense with when, where, why, and to whom the speaker is talking. (A complete sentence connects a subject with subject and a verb, explicitly or implicitly).

• Information, stories, and texts that we “hear” can be presented orally or through other media.

• To present is to formally share ideas, information, and work orally with an audience.

A presentation can use pictures/drawings or other visuals, as appropriate, to help the presenter explain and the audience understand. People can present alone or with others.

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Grade One Program of Studies

Essential Skills (Standards)

Discussing and Collaborating Around Topics and Texts 1. Participate in collaborative conversations with diverse partners about grade one topics and texts with peers and adults in small and larger groups.

– Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).

– Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.

– Ask questions to clear up any confusion about the topics and texts under discussion.

Comprehending (spoken information, a speaker’s words/message) 2. A sk and answer questions about key details in a text read aloud or information presented orally or through other media.

3. A sk and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

Presenting Knowledge and Ideas 4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

6. Produce complete sentences when appropriate to task and situation.

Hebrew and Judaic Studies Students at Chicago Jewish Day School develop a love for Judaism, its culture, language, and traditions. They explore and experience Judaic Studies through activities including art, music, drama, and stories. In addition, they make connections to Jewish values as they study the weekly Parasha (Torah portion). Through their study of Hebrew, our students are able to read and understand both modern and ancient texts. Teachers guide students toward developing a deep bond with Israel as they examine its history and current culture. Our general and Judaic curricula are interwoven, ensuring that our students feel a connection to their heritage in everything they do.

Grade One Hebrew and Judaic Studies Learning Standards

In Grade One the students are introduced to the Tal Am Hebrew program, which is a comprehensive program that teaches Hebrew language and Judaic Studies. Through Tal Am, the students learn to write the Hebrew Aleph Bet as well as speak conversational Hebrew. They begin reading Hebrew and learning the structure of the language. In Grade One students learn the rituals of Shabbat and the meaning behind them. They learn additional Tefillot and, by the end of the year, lead the school in Kabbalat Shabbat as part of their Kabbalat Siddur (receiving a Siddur [prayer book]) ceremony. Students study the holidays with a focus on history and the meaning behind the holidays. Students are introduced to reading Torah. They learn the blessings for before and after reading while also studying the weekly Parasha. The study of Israel focuses on symbols, songs,

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and becoming familiar with the map. Tikun Olam is well-represented throughout the curriculum as students help to raise awareness and Tzedakah for Tikun Olam projects such as the rainforest and the coral reef.

Students will understand Shabbat.

Students will be able to: • connect Shabbat to the creation story • understand and recite the Shabbat Kiddush • understand the different parts of Shabbat (Kabbalat Shabbat, Oneg Shabbat, Seudot Shabbat, Havdallah) • understand the meaning behind Shabbat ritual objects and corresponding Brachot Students will understand Jewish holidays.

Students will be able to: • make connections between classroom, friends, family, and community holiday observances • understand the history behind the holiday • understand the meaning behind ritual objects and their corresponding Brachot • distinguish between a Yom Tov day and an intermediate day Students will understand the importance of Torah.

Students will be able to: • understand the cycle of reading Torah and the order of the individual Parashiyot • connect the name of the Parasha to the key concepts of the Parasha • demonstrate emergent Torah reading • make a connection between reading the Torah in Beit HaKnesset (community), studying the Parasha in the classroom (friends), and talking about the Parasha at home (family) • recite the Brachot before and after reading Torah • understand the significance of Torah • understand the importance of the study of Torah • make a connection between the Torah and contemporary society Students will understand the importance of Israel to the Jewish people.

Students will be able to: • understand the connection between the land of Israel and the identity of the Jewish people • distinguish between the land of Israel and the State of Israel • make connections between Jews in Israel and outside of Israel • understand the meaning behind the symbols of the State of Israel including the Israeli flag, the state seal, and Hatikvah • recognize the map of Israel • demonstrate knowledge of general locations of selected cities and regions

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Grade One Program of Studies

• make connections between the Torah and the modern map of Israel • understand the importance of the city of Jerusalem, including its significance as a capital city, its religious significance to all Jews, the symbol of the city, and the significance of Mizrach (east) • sing and understand Israeli music and songs about Israel Students will understand and use Tefillot (prayers).

Students will be able to: • understand the daily Tefillot • participate in and lead Kabbalat Shabbat • begin to navigate a Siddur • recite selected Tefillot • find prayers in the Siddur by page number Students will understand and use the Hebrew language.

Students will be able to: • write all of the Hebrew letters • use Hebrew letters to write words • use the Hebrew vowels • use grammar that defines masculine, feminine, singular, and plural • begin to write Hebrew script • begin to use oral Hebrew • begin to use conversational daily language • describe what is in the classroom in Hebrew • describe what is in the school in Hebrew • describe what is in the home and the family in Hebrew • describe the weather and the four seasons in Hebrew • understand directions given in Hebrew • begin to respond to questions and instructions in Hebrew • begin to read Hebrew language • decode familiar words • read phonetically • comprehend short stories Students will understand Jewish values.

Students will be able to: • perform acts of Chesed to members of their community • demonstrate kindness and helpfulness • understand the mitzvah of giving Tzedakah • work to support a Tzedakah organization • differentiate between giving monetary Tzedakah and acts of kindness to friends, family, and community

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• understand what it means to be part of a community • understand their role in the school, in the Jewish community, and in the greater community • understand Tikun Olam (repairing the world) with respect to themselves, their friends, family, and the greater community • raise awareness of projects related to Tikun Olam • raise tzedakah to support projects related to Tikun Olam

Mathematics Chicago Jewish Day School’s math program is centered on creating a mathematical environment in which children are encouraged to think, invent, investigate, and make connections. The teachers pose questions and set up challenges and then observe, question, and listen as children get busy building meaning for themselves. Every child will bring something personal and unique to the exploration and will glean something different from the experience. Various problem-solving strategies are accepted and, in fact, encouraged, as they help children gain confidence and take risks. Our goal is to produce mathematically powerful thinkers and problem-solvers who are confident and feel comfortable using mathematics in their daily lives. We celebrate the diversity of thinking and focus on the children’s ideas, their reasons and explanations, rather than solely on answers.

Mathematical Components

• Real-Life Problem By making connections between their own knowledge and their experiences both in school and outside of school, children learn basic math skills in a meaningful context so that the mathematics become “real.”

• Basic Skills Practice Children practice basic skills in a variety of engaging ways such as written and choral fact drills, mental math routines, practice with fact triangles (flash cards of fact families), daily sets of review problems called math boxes, homework, timed tests, and a wide variety of math games.

• Emphasis on Communication Throughout the math curriculum, students are encouraged to explain and discuss their mathematical thinking in their own words. Opportunities to verbalize their thoughts and strategies give children the chance to clarify their thinking and gain insight from others.

• Revisited Concepts To enhance the development of basic skills and concepts, students regularly revisit previously learned concepts and repeatedly practice skills encountered earlier. Lessons are designed to take advantage of previously learned concepts and skills to build on them throughout the year instead of treating them as isolated bits of knowledge.

At CJDS, our math instruction is tightly aligned to our general education philosophy and our vision of excellence. As with other subject areas, our math curriculum emphasizes deep understanding, active and experiential learning, student-centered learning, intrinsic motivation, and collaboration. We strive to create math students who can think critically about the concepts studied, communicate their reasoning and knowledge, take risks

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Grade One Program of Studies

and demonstrate flexibility in their thinking, and solve a variety of problems or challenges effectively. We value cultivating both a depth of understanding as well as a breadth of knowledge of mathematical content.

The Common Core State Standards include two groups of standards — Standards for Mathematical Content and Standards for Mathematical Practice: • The Mathematical Content Standards — define the mathematical content to be mastered at each grade • The Mathematical Practice Standards — define the processes and habits of mind students need to develop as they learn the content for their grade level The dispositions and habits of mind we strive to cultivate in our students are aligned with the Common Core Standards of Mathematical Practice, which describe proficient math students as those that can: • Make sense of problems and persevere in solving them.

• Reason abstractly and quantitatively.

• Construct viable arguments and critique the reasoning of others.

• Model with mathematics.

• Use appropriate tools strategically.

• Attend to precision.

• Look for and make use of structure.

• Look for and express regularity in repeated reasoning.

At CJDS math students are called to develop these proficiencies daily. The emphasis here is on “doing math.” During math class students are asked to investigate a variety of mathematical problem situations; they are required to think, plan, reason, compute, and evaluate their approaches and solutions. Teachers act as skillful guides in this process, carefully selecting rich mathematical tasks, facilitating reflective conversations to summarize learning and draw conclusions, and providing supports and extensions when necessary.

Grade One Overview

Based on the Common Core State Standards In Grade One, 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.

1. 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

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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.

2. 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.

3. 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.

4. 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.

Grade One Standards of Mathematical Content

Operations and Algebraic Thinking • Represent and solve problems involving addition and subtraction.

• Understand and apply properties of operations and the relationship between addition and subtraction.

• Add and subtract within 20.

• Work with addition and subtraction equations.

Number and Operations in Base Ten • Extend the counting sequence.

• Understand place value.

• Use place value understanding and properties of operations to add and subtract.

Measurement and Data • Measure lengths indirectly and by iterating length units.

• Tell and write time.

• Represent and interpret data.

Geometry • Reason with shapes and their attributes.

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Grade One Program of Studies

Grade One Standards of Mathematical Practices

1. Make sense of problems and persevere in solving them.

In Grade One, students realize that doing mathematics involves solving problems and discussing how they solved them. Students explain to themselves the meaning of a problem and look for ways to solve it. Younger students may use concrete objects or pictures to help them conceptualize and solve problems. They may check their thinking by asking themselves, “Does this make sense?” They are willing to try other approaches.

• Make sense of your problem.

• Reflect on your thinking as you solve your problem.

• Keep trying when your problem is hard.

• Check whether your answer makes sense.

• Solve problems in more than one way.

• Compare the strategies you and others use.

2. Reason abstractly and quantitatively.

Grade One students recognize that a number represents a specific quantity. They connect the quantity to written symbols. Quantitative reasoning entails creating a representation of a problem while attending to the meanings of the quantities.

• Create mathematical representations using numbers, words, pictures, symbols, gestures, tables, graphs, and concrete objects.

• Make sense of the representations you and others use.

• Make connections between representations.

3. Construct viable arguments and critique the reasoning of others.

Grade One students construct arguments using concrete referents, such as objects, pictures, drawings, and actions. They also practice their mathematical communication skills as they participate in mathematical discussions involving questions like “How did you get that?” “Explain your thinking,” and “Why is that true?” They not only explain their own thinking, but listen to others’ explanations. They decide if the explanations make sense and ask questions.

• Make mathematical conjectures and arguments.

• Make sense of others’ mathematical thinking.

4. Model with mathematics.

In early grades, students experiment with representing problem situations in multiple ways including numbers, words (mathematical language), drawing pictures, using objects, acting out, making a chart or list, creating equations, etc. Students need opportunities to connect the different representations and explain the connections.

They should be able to use all of these representations as needed.

• Model real-world situations using graphs, drawings, tables, symbols, numbers, diagrams, and other representations.

• Use mathematical models to solve problems and answer questions.

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5. Use appropriate tools strategically.

In Grade One, students begin to consider the available tools (including estimation) when solving a mathematical problem and decide when certain tools might be helpful. For instance, first graders decide it might be best to use colored chips to model an addition problem.

• Choose appropriate tools.

• Use tools effectively and make sense of your results.

6. Attend to precision.

As young children begin to develop their mathematical communication skills, they try to use clear and precise language in their discussions with others and when they explain their own reasoning.

• Explain your mathematical thinking clearly and precisely.

• Use an appropriate level of precision for your problem.

• Use clear labels, units, and mathematical language.

• Think about accuracy and efficiency when you count, measure, and calculate.

7. Look for and make use of structure.

Grade One students begin to discern a number pattern or structure. For instance, if students recognize 12 + 3 = 15, then they also know 3 + 12 = 15. (Commutative property of addition.) To add 4 + 6 + 4, the first two numbers can be added to make a ten, so 4 + 6 + 4 = 10 + 4 = 14.

• Look for mathematical structures such as categories, patterns, and properties.

• Use structures to solve problems and answer questions.

8. Look for and express regularity in repeated reasoning.

In the early grades, students notice repetitive actions in counting and computation, etc. When children have multiple opportunities to add and subtract ten and multiples of ten they notice the pattern and gain a better understanding of place value. Students continually check their work by asking themselves, “Does this make sense?”

• Create and justify rules, shortcuts, and generalizations.

Social Sciences The study of the social sciences at Chicago Jewish Day School helps prepare students to become part of society. It allows them to learn about the past to understand the present and future. Our social science program provides students with experiences that help them decide what they would like their role in society to be. It presents opportunities for exploration and focuses on children’s curiosity, creativity, and interests.

Grade One Social Science Learning Standards

The study of social science helps students develop the ability to make informed and reasoned decisions for the public good. Students are preparing to become citizens of a culturally diverse, democratic society in an interdependent world. The curriculum integrates the disciplines of social science to promote civic competence.

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Grade One Program of Studies

Students will understand political systems, with an emphasis on Illinois and the United States.

Students will be able to: • identify rules at home and school and tell how rules keep us safe • name traditional American symbols of freedom and democracy • recite the Pledge of Allegiance • identify persons who are authority figures in their home, school, and community • describe a person who provides positive leadership for others • name a person who has served as president of the United States Students will understand the election processes and responsibilities of citizens.

Students will be able to: • discuss decision making in their lives • describe a situation in which people vote to resolve their differences and decide what to do • lead a class vote over something the class would like to do • explain why majority rule is used in group decision making Students will understand economic systems, with an emphasis on Illinois and the United States.

Students will be able to: • list examples of goods and services • describe how everyone has needs and wants and distinguish between a need and a want • develop an awareness of natural resources, their value, and how people can protect them • recognize the use of money as an exchange for goods and services • apply the concept of trade to classroom situations Students will understand events, trends, individuals, and movements shaping the history of Illinois, the United States, and other nations.

Students will be able to: • sequence past, present, and future events • develop an awareness of important people, events, and special celebrations in American history • identify family celebrations and traditions and explain their importance Students will develop an understanding of world geography and its effects on Illinois, the United States, and other nations.

Students will be able to: • use maps and globes to identify selected landforms, countries, and bodies of water • locate and use a map key and a compass rose • name the four seasons and identify their characteristics • develop an awareness of ways in which people depend on and interact with the environment

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Students will understand social systems, with an emphasis on Illinois and the United States.

Students will be able to: • describe a family tradition • describe roles of family members • list social categories (e.g., father, cousin, employer, friend) to which people belong • describe a community tradition • identify a family tradition from another land • provide examples of traditions and customs from people in the past • explain what it means to be a friend • demonstrate ways to be helpful to one’s family and friends • identify the basic needs of individuals and groups for survival

Science Science is a set of processes that includes asking questions to gain a better understanding of our world. Our science curriculum focuses on encouraging students’ curiosity, creativity, and interest. Through hands-on experiences, students use the process of scientific inquiry, learn new skills, and gain an understanding of key scientific concepts.

Students’ ability to investigate scientifically helps them in all areas of learning.

Grade One Science Learning Standards

The goal of science education is to develop in learners an understanding of the inquiry process as it is related to key concepts and principles of the life, physical, and earth/space sciences. The curriculum addresses the integration of the sciences with technology and society as students learn to connect the importance of scientific knowledge to its application in everyday life.

Students will understand the processes of scientific inquiry and technological design to investigate questions, conduct experiments, and solve problems.

Students will be able to: • use the five senses, as appropriate, to observe an object or event • describe observed changes in objects or events and collect data • generate questions and possible solutions when given a simple scientific problem • collect data for investigations using measuring instruments • compare observations of individual and group results Students will understand the fundamental concepts, principles, and interconnections of the life, physical, and earth/space sciences.

Students will be able to: • develop a working knowledge of key vocabulary related to units of study • classify and describe characteristics of living and non-living things • compare, contrast, and categorize living organisms and their life cycles using a variety of observable features • describe and compare characteristics of living things as related to their habitats

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Grade One Program of Studies

• describe how living things depend on one another for survival • identify physical properties • distinguish between solids and liquids • understand the stages of the water cycle • describe patterns of weather and seasonal changes • explain how people, plants, and animals adapt to weather and seasonal changes • identify natural resources Students will understand the relationships between science, technology, and society in historical and contemporary contexts.

Students will be able to: • demonstrate basic safety practices • name what scientists do and explain how they gather information • explain how knowledge can be gained by careful observation • predict what will happen when an experiment is repeated and explain the results • use standard and nonstandard units of measure during scientific activities • explain the uses of common scientific instruments (e.g., ruler, thermometer, balance, probe, computer) • demonstrate ways to reduce, reuse, and recycle materials • describe contributions men and women have made to science and technology • identify and describe ways that science and technology affect people’s everyday lives

Fine Arts, Physical Education, and Health Throughout the day, children will have opportunities to dance, design, compose, move, and sing. We believe in educating the whole child and allow plenty of time to nurture creative and artistic skills. Children will be instructed in rhythmic activities and fitness, healthy living, interactive listening and expressive music, and the organizational principles of design, as well as the expressive qualities of the visual arts.

Grade One Fine Arts Learning Standards

In addition to their intrinsic value, the arts contribute to children’s development and enrich the quality of life. The fine arts — dance, drama, music, and visual arts — are fundamental ways of knowing and thinking. The fine arts curriculum addresses the language of the fine arts, sensory elements, organizational principles, expressive qualities, and how the arts are similar, different, or related to one another. Students also learn how to interpret visual images, sounds, movement, and story. The creation and performance of the arts is emphasized along with the role of the arts in civilization.

Students will know the language of the arts.

Students will be able to: • describe a variety of sensory elements • practice keeping a steady beat • recognize and create simple patterns

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Students will understand how works of art are produced through creating and performing.

Students will be able to: • name the body as the primary tool of dance • describe and perform locomotor and non-locomotor movements • recognize a variety of sounds and sound sources • demonstrate the safe use of materials and tools Students will understand the role of the arts in civilizations, past and present.

Students will be able to: • listen to and observe performances and artworks • explore movements, sounds, and visual images in artworks Grade One Physical Education Standards

Physical development programs offer students the opportunity to enhance the capacity of their minds and bodies. Healthy minds and bodies contribute to academic success.

Students will develop movement skills related to physical activity.

Students will be able to: • develop fundamental locomotor, non-locomotor, and manipulative skills • sequence simple combinations of fundamental locomotor skills and nonlocomotor movements • demonstrate spatial awareness and relationships to objects and people • demonstrate knowledge of rules and safety strategies during physical activity Students will achieve and maintain a health-enhancing level of physical fitness.

Students will be able to: • identify and experience the effects of moderate to vigorous physical activity (i.e. increased heart and breathing rates) • participate in sustained moderate to vigorous physical activity that promotes cardiovascular endurance, muscular strength, and range of motion Students will develop team-building skills.

Students will be able to: • follow directions and class procedures while participating in physical activities • apply safe practices and procedures with peers during physical activities Grade One Health Learning Standards

Healthy minds and bodies are basic to academic success and, later in life, to enhancing the ability to contribute to a productive work environment. The health curriculum focuses on health promotion, safety, and understanding the human body and how it grows and develops. Problem solving, communication, responsible decision making, and team-building skills are major emphases as well.

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Grade One Program of Studies

Students will explain the basic principles of health promotion, illness prevention, and safety.

Students will be able to: • identify general signs and symptoms of illness (e.g., fever, rashes, coughs, congestion) • identify methods of health promotion and illness prevention (e.g., obtaining immunizations, hand washing, brushing and flossing teeth, eating practices, sleep, cleanliness) • identify dangerous situations and safety methods to reduce risks (e.g., traffic, improper use of medicine and poisons, strangers) Students will describe and explain the factors that influence health among individuals, groups, and communities.

Students will be able to: • encourage and support others in making positive health choices (e.g., eating practices, cleanliness, safety practices) Students will explain how the environment can affect health.

Students will be able to: • identify sources and causes of environmental health risks (e.g., air, soil, sun, water, noise, food, chemicals)

Technology Chicago Jewish Day School technology education program is centered on providing students with learning tools that are accessed throughout the day to support and augment their achievement of learning objectives in all classes. As students become increasingly literate and responsible in the digital sphere, they will develop computational thinking, problem-solving, and acquire transferable technological skills. Our goal is to prepare our students to become digital citizens of the world and to prepare our students to use technology to go forward, better themselves, and to better the world around them.

Grade One students learn to use technology for creative expression and how to access age-appropriate information. Students focus on developing skills to use the basic creative tools to personalize their learning and to facilitate a deeper understanding of the world around them. By curating information from digital resources, students will explore real-world issues, such as environmental concerns, and communicate them effectively to their intended audience.

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3730 North California Avenue Chicago, Illinois 60618 phone 773 271 2700 fax 773 271 2570 www.chicagojewishdayschool.org info@chicagojewishdayschool.org