Grade 1 Experience

THE GRADE 1 EXPERIENCE

Key Developmental Milestones

Grade 1 marks a pivotal stage in a child's academic and personal development, characterized by notable milestones that lay the groundwork for future learning. One significant achievement during this period is the acquisition of fundamental literacy skills, as students transition from readers of simple sentences to exploring and reading a whole range of different and exciting text types. Writing skills also progress, with children learning to compose sentences and express their ideas coherently. In mathematics, Grade 1 introduces foundational concepts like addition and subtraction, fostering numerical literacy. Socially, children in Grade 1 navigate more complex social dynamics, refining their abilities to cooperate, share, and communicate effectively with classmates. This grade often marks the initiation of less scaffolded learning environment, teaching children important skills such as following instructions, time management, and organizational habits to promote independent learners.

Personalising Learning

In the Lower School at ISB we embrace the unique potential within each learner tailor educational experiences to individual strengths, interests & pace empower learners to explore their passions integrate technology seamlessly cultivate critical thinking, and collaborate across diverse perspectives develop learners who confidently navigate the complexities of our world

ISB believes that in order to be International Citizens, successful in and out of school, students need to learn and develop social and emotional competencies. These competencies are grounded in our Character Standards and our belief in Social Justice.

To support our Character standards, we use the Learning for Justice Standards to support our goal of developing true International Citizens.

Strand Areas of Focus & Development

Identity

Diversity

I know and like who I am and can talk about my family and myself and name some of my group identities

I can talk about interesting and healthy ways that some people who share my group identities live their lives

I know that all my group identities are part of me but that I am always ALL me

I can feel good about myself without being mean or making other people feel bad

I see that the way my family and I do things is both the same as and different from how other people do things, and I am interested in both

I like being around people who are like me and different from me, and I can be friendly to everyone

I can describe some ways that I am similar to and different from people who share my identities and those who have other identities

I want to know about other people and how our lives and experiences are the same and different I know everyone has feelings, and I want to get along with people who are similar to and different from me

I find it interesting that groups of people believe different things and live their daily lives in different ways

I know my friends have many identities, but they are always still just themselves

Justice

Action

I know when people are treated unfairly I know some true stories about how people have been treated badly because of their group identities, and I don’t like it

I know that life is easier for some people and harder for others and the reasons for that are not always fair

I know about people who helped stop unfairness and worked to make life better for many people

I care about those who are treated unfairly

I can and will do something when I see unfairness this includes telling an adult

I will say something or tell an adult if someone is being hurtful, and will do my part to be kind even if I don’t like something they say or do

I will speak up or do something if people are being unfair, even if my friends do not

I will join with classmates to make our classroom fair for everyone

GRADE 1 LEARNING MODULES:

Materials and Their Properties

Description Connected Disciplines

Conceptual Understandings

Science – Classifying Materials

Learners understand that:

The properties of a material will determine how useful it is for a particular purpose

Everyday materials can be physically changed and combined in a variety of ways so that the new material or combination meets a particular purpose

The properties of a material affect the extent to which it can be reused or recycled

Living Landscapes Expression

Understanding that landscapes and environments differ from one another as a result of their natural characteristics and the human actions that have occurred there

Social Studies - Geography

Learners understand that:

Some of the characteristics of environments are natural and others are the result of human activity

When environments change, some living things are no longer able to meet their basic survival needs

Human activities, including their own, impact the environment in ways which can be positive or negative

Understanding how one’s identity and diversity can be expressed through different media

Language Arts, Fine Arts- Communication

Learners understand that:

People share their customs and values, and appreciate other cultures through different creations

We tend to get our customs and values from the major groups we belong to Individuals are similar and different both physically and in other ways and that our differences can sometimes cause conflict

Learning Engagements

An exploration of materials allows us to understand how the properties of particular materials make them useful for certain purposes Through this module learners have an opportunity to explore and identify the properties of materials and use this knowledge to attempt to solve various problems and make decisions as to what would be the best material to use in a particular circumstance They test their observations by designing and carrying out experiments based on the properties of materials Learners place materials on continuums rating them fromtransparent to opaque, flexible to rigid, waterproof to absorbent, holding or resisting heat Learners explore a range of “what if?” questions thinking about what would happen if everyday objects were made of alternative materials

EVALUATE INFORMATION

Learners are able to:

use relevant criteria to evaluate a piece of evidence, an idea, a solution, a decision, method or object

INTERPRET INFORMATION

Learners are able to: interpret evidence by identifying relationships between information

This module provides an opportunity for learners to examine and investigate the landscape and natural forms of their local and global environment The unit engages children in exploring regions of the world and their geographical features They investigate the surrounding natural landscape of the forest, identifying features such as hills, valleys, ponds, marshland They learn how to use tools, like maps, to navigate their local environment They explore ways that human actions and natural forces can change environments Learners observe these changes and evaluate the ways these changes positively and/ or negatively impact the environment Learners are exposed to current technological advancements that responsibly support our everchanging environment They explore ways that human actions and natural forces can change environments This module is linked to informational report writing and involves the learners in writing and reading reports

There are many ways to communicate an idea through the arts This module provides an opportunity for learners to examine and investigate a variety of arts and art forms Learners reflect on their own identity and deepen their understanding of what it means to celebrate their own diversity whilst appreciating others They share this powerful message through a variety of creations throughout the unit The grand finale for this module is a grade level production presented in our theatre to the other children in the ECC and grade level parents The production includes original artwork produced by learners under the guidance of the classroom teachers and our specialist art teacher This module is linked to developing skills in the expressive arts to enable learners to share their thoughts, emotions and opinions It is also linked to narrative writing and involves the learners in writing narrative retells

Understanding how the properties of materials affect their usage

BECOMING A MATHEMATICIAN

Strand

i c s

The ISB Mathematics program is designed to develop a deep understanding of mathematical concepts while nurturing critical thinking skills and problem-solving abilities. S T E M : M a t h e m a t

Operations & Algebriac Thinking

Numbers & Operations in Base 10

Geometry

Measurement & Data

Mathematical Processes

Areas of Focus & Development

Represents and solves problems involving addition and subtraction

Uses addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions

Adds and subtracts within 20

Adds and subtracts within 20, demonstrating fluency for addition and subtraction within 10

Understands the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false

Understands place value

Counts to 120, starting at any number less than 120

In this range, reads and writes numerals and represents a number of objects with a written numeral

Counts back from 100

Understands that the two digits of a two-digit number represent amounts of tens and ones

Compares two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols > , = , and <

Uses place value understanding and properties of operations to add and subtract

Adds within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value

Subtracts multiples of 1 and 10 (1-100) using concrete models or drawings and strategies based on place value

Given a two-digit number, mentally finds 10 more or 10 less than the number, without having to count; explain the reasoning used

Reasons with shapes and their attributes

Distinguish between defining attributes (e g , triangles are closed and three-sided) versus non-defining attributes (e g , color, orientation, overall size) for a wide variety of shapes; build and draw shapes to possess defining attributes

Compose two-dimensional shapes to create a composite shape, and compose new shapes from the composite shape

Partitions circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of

Measures and estimates lengths in standard units

Orders three objects by length; compares the lengths of two objects indirectly by using a third object

Expresses the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end

Works with time and money

Tells and writes time in hours and half-hours using analog and digital clocks

Represents and interprets data

Organizes, represents, and interprets data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another

Create mathematical models

Demonstrates their thinking with materials, pictures, numbers and equations

Demonstrates their thinking on a numberline

BECOMING A READER AND WRITER

W r i t i n g

Acuracy and Fluency

Concepts About Print Strand

Comprehension Stragegies

Areas of Focus & Development

Reads J level texts accurately

Uses a range of strategies to decode text and recognize sight words within contexts

Responds to and makes personal connections with facts, characters and situations while reading

Retells main events after reading longer texts

Asks questions and infers meaning to interact with and understand fiction and non-fiction text while reading

Identifies and discusses important information from and beyond fiction and non-fiction texts

Strand

Text Types & Purposes

Areas of Focus & Development

Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure

Write informative / explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure

Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure Innovate on familiar texts by using similar characters, repetitive patterns or vocabulary

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

Use frequently occurring affixes as a clue to the meaning of a word

Identify frequently occurring root words (e g , look) and their inflectional forms (e g , looks, looked, looking)

Sort words into categories (e g , colors, clothing) to gain a sense of the concepts the categories represent

Define words by category and by one or more key attributes

Vocabulary Use

Conventions of Standard English

Identify real-life connections between words and their use (e g , note places at home that are cozy)

Distinguish shades of meaning among verbs differing in manner (e g , look, peek, glance, stare, glare, scowl) and adjectives differing in intensity by defining or choosing them or by acting out the meanings

Use 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)

Uses common, proper, possessive, singular and plural nouns correctly

Uses personal, possessive and indefinite pronouns

Uses verbs to convey past, present and future

Uses common adjectives, prepositions and determiners

Correctly writes upper and lower case and uses captials for dates and names

Spells unfamiliar works phonetically using appropriate spelling patterns identified in the Common Core Standards

Uses end punctuation and commas to list

Production of Writing

With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers and add details to strengthen writing as needed including adding details and sentence boundaries

With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers

CORE LITERACIES

As a 1:1 device school, quality technology is available for all students. With extensive design resources such as 3-D printers, laser and vinyl cutters, green screen studios, v-Rex robotics, and a VR suite, Elementary students use one of the best DesignTech spaces in Belgium.

Exploring a range of software and tools to develop coding skills and mathematical / computational thinking: Beebots

Osmo Lightbot Spritbox

Through projects during the year, students are introduced to the different design tools at ISB and the design process

Within Design units at ISB, students follow the Stanford University Design School model

We emphasize using technology responsibly and effectively for communication, collaboration and creation Becoming proficient and postive members in a digital world is a primary goal.

BECOMING AN INDEPENDENT LEARNER

Strand

Areas of Focus & Development

How can I actively listen to others?

How do I share my ideas and build on the ideas of others?

How do I work together to achieve our shared goals?

What do I think I already know about this topic?

How can I decide if information is helpful and accurate?

How does information from different sources connect to each other?

What questions do I have?

How can I find the best evidence for my questions?

How can I organize and record my information?

How do I set effective goals and where am I now in achieving them?

EVALUATE INFORMATION

use relevant criteria to evaluate a piece of evidence, an idea, a solution, a decision, method or object

INTERPRET INFORMATION

interpret evidence by identifying relationships between information

FIND EVIDENCE:

Identify the kinds of sources where evidence to answer a question or achieve a purpose might best be found

RECORD EVIDENCE SYSTEMATICALLY:

record evidence in systematic, organised ways that support answering a question or achieving a purpose

Transferable skills, also known as portable or universal skills, can be applied across various subjects and situations. These skills are not tied to specific disciplines but rather can be adapted and transferred from one context to another. T r a n s f e r a b

How do I feel and what is contributing to how I feel?

Do I need support?

LANGUAGES PROGRAM

Students, who have demonstrated proficiency in English, access either the Dutch or French language. Additional languages are offered as part of the ISB+ program, based on demand.

ISB follows the Common European Framework for Languages.

Open to all regardless of English Proficiency L a n g u a g e s P a t h w a y s

English Proficiency

French Foundations A1

Intermediate A2

Inedpendent B1 / C1

Grades 5 & 6

Social Studies in French option

Dutch Indpendent B1 / C1

ISB+ Plus Languages

SPECIALIST PROGRAM

Specialist programs at ISB are essential components of a well-rounded education. These programs enhance problem-solving, critical thinking, decision-making, team work, and self expression. Each program is taught by a Specialist in the respective field.

The Physical Education and Heath program focuses on the following areas:

Motor Skills & Movement Patterns

Concepts, Principles, Strategies & Tactics

Understanding Healthy Lifestyles

Games Basic Movement Skills Ball Skills

The Grade 1 PE program is designed to nurture physical literacy and social development among children by immersing them in chasing and fleeing games, which not only improve their understanding of rule acceptance, turn-taking, and role-playing but also encourage collaboration and adaptability Through active participation in modifying and adapting games, children develop a solutions-oriented mindset while internalizing the concept of fairness

They engage in various locomotor skill practices, including individual and group skipping with parental involvement, to seamlessly transition into fluid movements Delving into running activities, they learn to discern appropriate jogging and running paces, fostering interests in both short and long-distance running, complemented by endeavors in track and field like long jumps

Within their ball skills unit, children focus on catching, throwing, and dribbling, developing hand and foot cordination skills They have opportunitiy to practice these skills in the context of learning to play badminton

The Arts program focuses on the following areas:

Creating & Performing and Responding & Connecting to visual & musical artworks

Visual Arts Performing Arts

Our Visual Arts program for students in Kindergarten through Grade 2 offers a vibrant canvas for exploration across a rich tapestry of artistic expressions, spanning from sculpture and construction to painting, drawing, textiles, and digital art Guided by a curated study of diverse artists, our students embark on a journey of discovery, unlocking a spectrum of techniques and igniting their imaginations to boundless creative horizons Within our ECC common space and Chateau, an ever-evolving gallery showcases the masterpieces crafted by our students, created individually or collaboratively Through collaborative efforts with both oncampus artists and off-campus excursions, including our artist-inresidence program, our students are immersed in a dynamic exchange of creative perspectives, drawing inspiration from the visions of others Our school forest not only provides a stunning backdrop to their learning experience but all provides our students with a unique en plein air experience enriching their artistic journey

In this dynamic program, students explore elements of drama, movement, singing, and storytelling, igniting their imagination and fostering creativity through immersive role-play and narrative exploration Guided by the pedagogy of Mantle of the Expert, the curriculum intertwines with units of inquiry, empowering students to embody various roles be it intrepid explorers, inquisitive scientists, or astute detectives as they embark on quests to unearth imaginary islands and explore enchanted forests Through these adventures, students not only build their confidence as presenters and performers but also develop vital collaboration and leadership skills, and have a chance to engage their imaginations in playful and challenging ways Students have the opportunity to showcase their skills and understanding, in culminating performances both in the classroom and for broader audiences within the ISB community

Music

Expanding the building blocks learned in kindergarten, students explore, play, and create with small percussion instruments as well as barred instruments such as xylophones Moving to all musical styles from jazz to fijiri opens students’ musical worlds as they actually understand music through their bodies Combining all these musical elements, each 1st grade class harmonizes with a 2nd grade class in the spring concert where they experience the joy of performing and sharing their music Students feel a sense of accomplishment as they later watch their performance and remember how they improved each week

Field Trips

In the ECC we integrate meaningful outside of school experiences into the learning programme by taking the students on a number of excursions through the year. Our Grade 1 students visit the Provincial Domaine of Huizingen, where they are taken on a guided tour of the domaine and all the natural characteristics and man-made features of this diverse landscape. They also visit the Foundation Folon Museum to observe artwork created by a Belgian artist, Jean-Michel Folon

Home Learning

Grade1-20minutes

Reading is the top priority assignment for home. All students should spend at least 20 minutes per evening reading independently or with a parent

Other activities may also be periodically assigned as relevant to support and extend learning taking place during the school day. These assignments will be limited in time and have a clear purpose. Examples may include interviewing family members as connected to a unit of study, writing to develop fluency, practicing mathematics skills for independent mastery, reviewing language vocabulary, etc.

Typical Assignments for Grade 1:

Independent Reading

All ECC students should spend at least 20 minutes per evening with a good book

Being Read To

We encourage families to also make time to read to their child in both English and in their own home langauge.

English Language Development

Learning Support

ISB provides services for students with learning needs We provide a whole range of levels of support, making sure that every child gets what they need to be successful The teaching teams decide on the most appropriate level of support to help each student access academics and develop foundational skills Individual Learning Plans (ILPs) are developed for students who require moderate levels of support to help track and describe their progress towards specific goals Speech and Language Therapy and Occupational Therapy services are also availalbe on our campus

High Ability

Enrichment & Extension: through accelerated targets, alternate texts or specially designed tasks that increase depth of knowledge, students have opportunities to work with peers of similar abilities and have direct instruction and feedback on growth and areas for further development

The English Language program provides services to multilingual learners by supporting their development of English language skills and access to academic learning Through either the Foundational (for beginning English learners) or Intermediate (for students with a solid foundation in English) programs, students are well supported in their developing English reading, writing, listening and speaking S t u d e n t S

Partnerships: ISB works in partnership with organizations such as the Center for Talented Youth (John Hopkins University), Stanford University & Northwestern University where qualifying students have the opportunity to access courses to further develop areas of high ability and interest These courses take place outside of school hours, but time in-school may be provided on a case-by-case basis

Counseling

Counselling Services are available to all students on a short-term and needs basis. Although we do not provide longterm therapeutic support, our Counselor can make recommendations to other professionals in Belgium and abroad.

Additionally our Counselor leads our in class social skills lessons, and leads parent workshops, book clubs and shares timely and pertinent resources with families around common issues and parenting challenges.