1ST GRADE PROGRAM OF STUDY
2026-27 School Year
LANGUAGE ARTS
LANGUAGE ARTS
Exit Outcomes
Reading
Develops and practices reading skills such as interpreting, reflecting, summarizing, clarifying, predicting, visualizing, and making connections
Reads orally at or above grade level with speed, accuracy, and expression
Demonstrates use of phonics, word solving strategies, decoding, self-monitoring and self-correction
Demonstrate reading comprehension at or above grade level
Encoding with use of spelling patterns and phonemic awareness
Writing and Grammar
Writes compositions that tell a story including a beginning, middle, and end
Applies knowledge of sounds and spelling patterns to write words and sentences
Edits sentences to include proper nouns
Writes simple dictated words and sentences with the correct letter formation, capitalization, spacing, and punctuation
Experiences that Support Learning
Reading
Reading workshop model
Small group differentiated phonics
instruction
Shared reading
Interactive read-aloud
Collaborative discussions
Benchmark assessments
Independent reading and writing
Student-centered, multimodal phonemic awareness instruction
Writing and Grammar
Writing workshop model
Genre studies: narrative, expository, opinion, and poetry
Writing community
Writing partners
Author’s chair
MATH
First grade mathematicians are strengthening number sense and building operational fluency They are learning addition and subtraction strategies, solving number stories, recognizing place value, and comparing numbers. Students are also exploring simple geometry, time, fractions, and money.
Exit Outcomes
Operations and Algebraic Thinking
Represents and solves problems involving addition and subtraction within 20 by using objects, drawings, and equations
Understands and applies properties of operations and the relationship between addition and subtraction to solve problems
Uses a variety of strategies to fluently add and subtract within 20
Understands the meaning of the equal sign
Determines if equations are true or false
Solves the unknown in an addition or subtraction equation relating three whole numbers
Number and Operations in Base Ten
Reads, writes, and counts to 120
Understands the relationship between digits and place value in the ones, tens, and hundreds place
Compares two-digit numbers using the symbols <, +, and >
Uses a variety of strategies to add within 100, including adding a two-digit number and a onedigit number or a two-digit number and a multiple of ten
Mentally finds 10 more or 10 less than a given two-digit number
Measurement and Data
Measures lengths indirectly and by iterating unit lengths
Tells and writes time in hours and half-hours using analog and digital clocks
Organizes, represents, and interprets data with three categories
Begins to identify coins and their values
Begins to count coins to find a sum
Geometry
Distinguishes between defining attributes versus non-defining attributes
Composes two-dimensional shapes to create a composite shape
Partitions circles and rectangles into two and four equal shares and name
Experiences that Support Learning
Number talks
Collaborative discussions
Spiraling curriculum
Progress checks
Open response problem solving
Partner work
Independent practice
Daily calendar math
Manipulatives
Games
Enrichment: IXL
MUSIC
In First Grade, students experience music through speech, singing, movement, and playing instruments. They will continue to develop their singing abilities through songs and games. Traditional rhythmic and melodic notation will be introduced. Students will develop their sense of beat and rhythm through folk dances and games Through ostinatos (repeated patterns), first graders will begin to develop part independence Over the course of the year, students will listen to a variety of music and begin to develop keen listening skills.
Exit Outcomes
Performs both rhythmic and melodic ostinato patterns
Reads music notation for basic rhythmic and melodic patterns
Improvises simple rhythmic and melodic patterns
Accompanies singing on instruments
Engages in folk dances with a sense for the beat and other participants
Creates motions to go along with the lyrics of a song
Experiences that Support Learning
Listening to/singing/playing a variety of music
Engaging in creative movement, rhythmic movement, and folk dances
Playing instruments such as rhythm sticks, hand drums, and xylophones
Reading music notation
Following nonverbal cues from a conductor
Listening critically for elements of music
Performing in front of an audience
Exit Outcomes
Develops an understanding of how human interactions affect nature and the environment
Discovers the properties of matter and how those properties change when acted upon
Understands how cycles explain changes in both living and nonliving things
Asks questions that demonstrate curiosity and understanding of scientific concepts
Engineers robots to perform simple tasks
Designs, plans, and builds planned and open-ended projects
Works both collaboratively and independently
ILAB
Experiences that Support Learning
Uses standard and non-standard units to measure
Hands-on, multisensory approach which includes experiments, construction, and arts-based projects
Creates simple models to illustrate scientific concepts
Designs and engineers prototypes using recycled materials
Draws using a “scientist’s eye”
Incorporates technology to support learning
Conducts simple research projects
Designs and engineers prototypes using Legos
Follows schematics accurately
Understands and applies basic programming
Works as a team to plan, problem solve, troubleshoot, and edit
SPANISH
When children are exposed to other languages at a young age, they are more likely to be interested in learning it as they grow older. A different language also helps expand their world and become more aware about other cultures and diversity. Students will begin with greetings, all about me, numbers, and colors. They then progress to day and night, opposites, school supplies, class furniture, Navidad, weather, winter clothes, food, ordering in a restaurant, likes and dislikes, and summer activities. Spanish class also incorporates seasonal vocabulary, geography, art, music, customs, and food from Hispanic cultures.
Exit Outcomes
Recognizes language as a tool of communication and increases Spanish vocabulary
Begins reading and writing in Spanish
Refines pronunciation of the Spanish letters
Builds knowledge of Hispanic culture and traditions
Explores Hispanic culture and traditions
Experiences that Support Learning
Collaborative discussions
Hands-on, multisensory approach
Shared reading
Interactive read-alouds
Modeling
Comparing and contrasting
Matching games
Role playing
Retelling
LIBRARY
In First Grade, students continue to build upon skills developed during SK. Using the Whole Book Approach, librarians introduce students to a wide variety of diverse, awardwinning books during weekly classes. First graders are now ready to discover and develop interests in book genres. Students compare and contrast fiction and nonfiction and identify parts of a book (title, author, illustrator, main characters, setting, main idea, and plot). First graders learn how fiction picture books are filed alphabetically by the author’s last name and practice finding book selections using this knowledge. As the first trimester begins, students may check out books to keep in their classroom. After Fall Break, students may check out books to take home.
Exit Outcomes
Compares and contrasts fiction and nonfiction
Identifies the main parts of a book: title, author, illustrator, characters, main idea, and plot
Discovers and develops specific interests in book genres
Expands awareness of why Formative Five traits are important
Learns how to find fiction picture books that are filed alphabetically by the author’s last name
Expands listening skills in group settings
Demonstrates age-appropriate awareness of other cultures and experiences within whole group discussions, particularly regarding DEI books and topics
Learns the locations in the library of fiction and nonfiction books for the first grade level
Learns how to take Accelerated Reader online quizzes at school after reading an AR book from the library, classroom, or from home
Learns how to take STAR Reading assessments in the library to monitor reading progress
Experiences that Support Learning Class read-alouds each week
Sharing books from diverse authors and illustrators with students
Monthly focus on a specific Formative Five trait (empathy, self-control, integrity, embracing diversity, and grit)
Weekly class collaborative discussions related to book readings
Weekly hands-on opportunities to explore the sections of the library from which first grade readers select books
Librarian-student collaboration on books selected each week by students
Weekly checkouts of books to read in the classroom and at home with families
Incorporation of monthly DEI books to support awareness of others’ cultures, experiences, and contributions to the world at large
Participation in games and activities designed to help students learn how to find fiction picture books by the authors’ last names
ART
Exit Outcomes
Has awareness that art is a personal expression with each person creating their own unique art
Has awareness that art is created by people of many cultures around the world for a variety of purposes
Has awareness that art employs imagination and does not have to look real
Learns a watercolor and crayon painting technique called a resist
Can distinguish forms of art such as still life, portraits, landscapes, abstract art
Constructs pattern and symmetrical designs
Understands that shapes become forms when they are 3-dimensional
Understands that materials (like recyclables) can be transformed into objects
Understands the basic proportions of a face
Is familiar with the parts and location of parts on a face and how to make them
Understands that the sky is all around and touches the ground
Reviews primary/secondary colors, color mixing, and constructs color wheel
Creates artwork with varied materials/techniques: painting using both tempera and watercolor, drawing, collage, oil pastels, colored pencils, markers, clay, paper sculpting, found objects, recycled materials
Begins to understand and practice the ceramic techniques of slab, coil pot, and pinch pot
Begins to understand how glaze changes in the kiln to color ceramics
Experiences that Support Learning
Hands-on art making experience in every class
Inclusion in all projects the students freedom to create individualized expression and content within the boundaries of the objectives of an assignment
Examples and discussion about artwork showing different styles
Examples and discussion about artwork from different countries and cultures
Modeling/demonstration of technique and correct usage of various materials
Modeling/demonstration of how to identify and pick out shapes to draw objects
Modeling/demonstration of overlapping
Modeling/demonstration drawing of a face
Praise and use of examples of artwork of classmates
Use of examples of artifacts (for example: masks from all over the world)
One-on-one dialogue and help as needed with students to determine their goals in art and how best to achieve them
Availability of a variety of materials and visual references