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First Grade
First Grade has year-long theme of "Family" and focuses on the concepts of Connection and Change. We develop their burgeoning academic and social skills in a year of tremendous growth. Young first graders share their hopes and dreams for first grade in the first week of school. These expectations show us how well children have internalized their role at school and reflect a group of eager learners. They want to grow as readers, writers and explorers and set goals for their next steps. A busy school day of classroom and studio learning is supplemented by frequent trips to museums and neighborhood walks.
Literacy
Julia Alexander, Eliza Chung, Jessica Freedman, Nicole Mathison, Francoise Saint-Clair, and Rachel Strate with Bonnie Greenwald
The School considers reading, writing, speaking, and listening as tools of inquiry for a range of subjects, not as separate subject areas or domains. Literacy goals and objectives are divided into four strands: reading, writing, word study, and communication. Each piece of the curriculum touches on aspects of these four strands. Literacy is used to facilitate an understanding of the conceptual content that is integrated throughout each grade-level curriculum. Teachers encourage students to use language for authentic purposes throughout the curriculum. As they do so, teachers collaborate, respond, facilitate, and support each student's emerging skills. Teachers are striving for a balance between experiential learning of language and the explicit teaching of skill and craft. This balance is built into the routines of the classroom, including daily instruction opportunities for whole groups and small groups in independent and guided reading, writing, and word study instruction.
In first grade, skills are taught more discretely, as teachers endeavor to teach students using a variety of strategies and explicit teaching models. Reading and writing are interwoven throughout every first grader’s day, with explicit instruction in literacy centered around the over-all conceptual theme of the semester. Thus as the students begin the school-year with an inquiry into the concept of connection, their investigations are sharpened by reading comprehension strategies practiced during read-alouds on the subject and by writing skills used to list discoveries made during neighborhood walks and to summarize class discussions of the concept. Differentiated lessons are devoted to building the students’ phonemic awareness, decoding, comprehension and writing skills. Student progress is assessed throughout the year. Formal assessments are conducted in September, January, and June, with periodic updates as needed for specific students.
In the second semester, as the students function more independently as readers and writers, they are able to consider the structures of writing more broadly. Through the study of Change, they focus on narrative structure, reading about the lives of others, writing stories about important moments in their own lives, and then about their peers. This work allows them to target such skills as sequencing, using description to add clarity, focusing on main ideas, asking thoughtful questions and communicating their ideas effectively. In addition, their investigation of Change in the world around them gives them extensive practice in reading for information, differentiating between fact and fiction, and defining new vocabulary words through context.
Mathematics
Julia Alexander, Eliza Chung, Jessica Freedman, Nicole Mathison, Francoise Saint-Clair, and Rachel Strate with Nancy Wong
The math curriculum focuses on developing a strong understanding and fluency of number concepts, including strategies for counting and early operations of addition and subtraction through the process strands of problem solving, reasoning, proof, communication, connections, and representation of one’s thoughts. Our students are provided frequent opportunities to formulate, grapple with, and solve complex problems that require a significant amount of effort and are encouraged to reflect on their thinking. Mathematical investigations in First Grade initially focus on developing the students’ conceptual understanding of number sense and operations. From counting and comparing to sequencing and sorting, children make connections between concrete and abstract representations of number. Extended classroom experiences and discussions give the students many rich opportunities to discuss and question, inquire and reason, investigate and make sense of the mathematical world around them.
In the second semester, the students delve more deeply into their mathematical investigations of number, geometry and measurement. Hands-on tools such as the Rekenrek and ten frames play an integral role in guiding the children towards understanding the big ideas and strategies behind number relationships in our base ten and operations with place value. Students expand their knowledge of two and three-dimensional shapes by sorting and re-sorting according to attributes and constructing with materials. They also estimate, calculate and use logical reasoning to communicate their understanding and application of standard and non-standard units of measurement. They extend their ideas of measurement by investigating the measurement of value (coins) and of time (clocks).
Dance
Kathleen Hill
Dance class allows students not only to deepen their physical technique and creativity, but also to explore in movement lessons imparted in other classes. Thus students master basic movement skills such as freeze, levels, locomotor movements, directional changes, safety while still and traveling, and personal and relational spatial awareness; they refine their performances by becoming sensitive to changes in energy levels, movement qualities, and rhythmic patterns; and they create their own movement interpretations of the world around them.
In the first semester, students incorporate these new skills and understandings into a performance on the concept, which integrates knowledge acquired in dance, music, Spanish, and art. In the second semester, they explore the concept of connections through a sequence of choreographic projects. First, they choreograph their own “ABC Duets,” linking partner letter shapes with traveling dance steps. They then map their dances by using unique symbols for each dance step and supplying a key for their Dance Stage Map. Finally, they create ”Life Maps,” interpreting these through movement in their own “Life Map Dances.”
Music
Sheila O’Shea
Music class hones first graders’ burgeoning musical skills while relating them to their larger conceptual study. For example, following an initial focus on recognizing and performing a steady beat through movement, body percussion, and instrumental playing, students celebrate their diverse family backgrounds by learning song and dance repertoire from around the world.
Later the students work on making rhythmic patterns conscious and are introduced to the quarter note, quarter rest and eighth notes, which they practice reading and writing and with which they then compose musical patterns. They also learn to sing, read and write patterns comprised of the pitch syllables sol, mi and la. Along with the Curwen hand sings, they learn how to use their own fingers as a staff, which leads to their learning how to read music from a two line staff. These skills are all practiced with new songs including those that relate to the central concept of Change.
Throughout the year in music class, timbre and instrumental technique are explored through creative activities using the un-pitched percussion and barred instruments. Much learning is done in the context of age appropriate stories and poems, which include dramatization and joyful improvisation.
Science
Greg Benedis-Grab
Through hands-on investigation and exploration, young scientists learn the content information of science by engaging in the process scientists use to make discoveries. In first grade children further develop the scientific skills of gathering evidence, asking questions, making predictions, finding patterns, and communicating their ideas. There is an emphasis on life sciences in grade 1 where children study life cycles in a variety of ways. They increas their comfort with living things, make important discoveries and ask many questions. Children are also practicing cooperation skills while working together as they answer their questions by doing experiments in groups.
Science learning extends beyond the Discovery Room. The children take Darkling beetle larva home and continue their investigations daily. In the homerooms each student follows his or her own Painted Lady butterfly through the complete life cycle. They also explore the life cycle of plants through close observations of the kidney bean plants and other plant science activities. In the spring a number of science field trips help to deepen their exploration. The children visit Sukura park three times to experience the Japanese cherry trees in different seasons. They also visit the Bronx Zoo and the Brooklyn Botantic Garden to see more examples of living cycles and changing life.
Social-emotional
Julia Alexander, Eliza Chung, Jessica Freedman, Nicole Mathison, Francoise Saint-Clair, and Rachel Strate with Dr. Elizabeth Marek
In First Grade, social emotional learning skills and objectives are initially explored through the children’s larger study of Connection. Through lessons that address essential questions involving family rituals, family members, care and comfort, and feelings, the children acquire a deeper understanding of themselves as unique and important members of their own families, and the complex interrelationships among all of their family members. Working in large and small groups, the children also work toward meeting SEL objectives, such as developing an emotions vocabulary, learning to identify the non-verbal cues of others and to respond appropriately to their feelings, and to show effort and assume responsibility for their own actions and attitudes.
In the second semester, social emotional learning is integrated into the study of cycles. Children learn that many aspects of social and emotional functioning are cyclical in nature: friends can argue and arguments can be resolved, feelings can be hurt and repaired, sad feelings can change and become happy again. They learn what things “push their buttons,” and what helps to soothe them. They begin to set goals for themselves, and to feel pride in accomplishing those goals. In their friendships, they practice taking turns and sharing, and they begin to appreciate that their actions affect those around them during our study of Change.
Social Studies
Julia Alexander, Eliza Chung, Jessica Freedman, Nicole Mathison, Francoise Saint-Clair, and Rachel Strate with Bonnie Greenwald
First graders examine family as the overarching curricular theme. Embedded across the disciplines is the uniqueness of families, their connectedness and how they change over time. Students begin to explore the needs and wants of families. Based on children's interests and family backgrounds, first graders explore diversity through language, culture, and family customs directly with members of the school community. First graders communicate their understanding through increasingly formal means. Every subject in the first grade integrates their learning with the grade level theme of Family and the concepts connection and change.
Spanish
Madeleine Polinsky
First grade Spanish is deeply integrated into the entire first grade curriculum. For the first semester’s focus on the concept of Connection, for example, students begin by comparing homes in México and New York, and then link to their science study of life cycles by creating Monarch butterflies to send to México for a symbolic migration.
Students develop the literacy skills they are learning in the classroom while reading stories in Spanish and practicing these skills on projects such as How-To books and focusing on ‘small moments’ in Spanish stories. They make other literary connections while reading The Rainbow Tulip by Pat Mora, a story about a young Mexican-American preparing for her annual school carnival.
We focus on the enjoyment of language learning and communicative competence with students through activities, songs and games. Throughout the year, 1st grade students develop their language skills through a variety of motivating learning opportunities to increase their interest in cultures and languages that have similarities and differences with their own. Risk taking is encouraged and participation is of utmost importance to develop listening, reading, writing, and speaking skills.
Technology
Gina Marcel
In first grade, through integration, technology is defined as a transparent tool used for learning. Kinesthetic, visual and auditory learning styles are honored through the lessons created using the SMART Board. The students delve a little deeper into understanding how computers are organized and become familiar with simple ideas including turning the computer on and shutting down, opening and quitting applications and saving and accessing documents. The students use technology to express understandings of the theme family and concept connection in their classroom. Early programming concepts are explored to advance their problem-solving skills.
Visual Art
Eleana Pellegrino
In the art studio students develop their creative and problem-solving skills, while learning how to work responsibly and respectfully in a collaborative space. As part of the first semester’s focus on Connection, the students create collages and paintings with a focus on people, places and things important to them. Later they create self-portraits while looking in a mirror and then work corroboratively to make partner portraits for their biographies. This collaborative work then leads to a large mural created by the entire first grade using both paint and collage techniques. The semester ends with a family portrait, using math, literacy, SEL and art skills to develop their ideas.
In the second semester, students explore the malleable qualities of clay and how it can be used to evoke a sense of purpose, making pinch pots and sculptures. Students then explore pattern and memory through a printmaking project in which they create a Styrofoam print to illustrate “a small moment” in their story, connecting to a literacy study from the classroom. Later they explore the possibilities of paper, and how to make things three-dimensional. This lends its way into their geometry unit, and our geometric sculptures, as well as the science curriculum and creating mobiles that are both balanced and interesting.
Wellness
Dely Francisco and Laura Walrath
First graders begin their wellness class with cooperative activities in which they interact with a partner or small group, learning about personal and general space in our unit on Connection. Next they develop balance, flexibility, and strength through yoga and accuracy, speed, power, and focus though tossing and catching. They also practice striking, using different parts of their bodies to strike a piece of equipment; this led to more specific practice in striking with the foot (dribbling and passing) and with a paddle (underhand, overhand, and sidearm). For a gymnastics unit, students do the balance beam and floor exercises, including log, forward, and backward rolls, donkey kicks, and handstands.
First graders also explore larger concepts of wellness. To investigate the healthy expression of feelings, they participate in class discussions and readings, then reflect on their own emotional experiences in their Wellness journals. They also learn about healthy nutrition, finding out what foods will help and hurt their bodies during our integrated study of Change.
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