Ms.

Flick’s First Grade Syllabus

Curriculum and Standards

Reading and Language Arts:

The reading/language arts program is a balanced literacy program that includes shared reading, guided
reading, writing, working with words or phonics, and independent reading. The language arts program is
aligned with the State Standards to include reading, word analysis, listening, oral and written language,
writing skills and research skills.

Students will:

 Read stories and show they understand the lesson or moral of the story
 Ask and answer questions about a story, including characters, settings, and major events
 Compare and contrast the experiences of different characters
 Identify the reasons an author gives to support a point
 Explain differences between texts which tell stories and texts which provide information
 Learn and use new words
 Participate in class discussions by listening, responding to what others are saying, and asking
questions
 Describe people, places, things, and events, expressing feelings and ideas clearly
 Learn basic rules of spoken and written English
 Work with others to gather facts and information on a topic
 Write to describe an event, provide information on a topic, or share an opinion

Mathematics:

The focus in mathematics is to learn and use basic facts, problem solve and understand mathematical
concepts. Units in Number Concepts, Addition/Subtraction with regrouping, Data/ Graphing, Geometric
Shapes, Place Value, Measurement, and Calendar /Time are aligned to the State Mathematics
Standards.

Students will:

 Represent and solve word problems involving addition and subtraction through 20
 Understand and apply properties of operations and the relationship between addition and
subtraction
 Add and subtract within 20
 Work with addition and subtraction equations to understand the meaning of the equal sign
 Extend the counting sequence to 120
 Understand place value of two-digit numbers
 Use place value understanding and properties of operations to add and subtract within 100
 Measure lengths indirectly and by iterating (repeating) length units
 Tell and write time
 Represent and interpret data
 Reason with shapes and their attributes
Social Studies:

The focus for social studies in grade one is the family, as it exists in America and in other countries
across the world. Students begin by exploring their own culture and identity and then expand their
study to other lands and peoples to learn about the ways that individuals and groups live and work.
Students also begin to learn about the concept of government, including the levels of government and
the foundations and principles of democracy. They become aware of the importance of economic
choices for families. Many of the Social Studies standards are integrated into reading and language arts.

Students will know and understand:

Citizens of the United States

 Why rules are necessary at home and school

 Rules and why rules must be applied fairly
 How groups make decisions and solve problems, such as voting and consensus
 The significance of symbols in the United States
 How to recite the Pledge of Allegiance
 Holidays and events and why they are commemorated in the United States
 Some responsibilities students have at home and school

My Own Family Past & Present

 Each person belongs to many groups such as family, school, friends and neighborhood
 The differences in the ways American families live today to how they lived in the past
 How to use timelines to show personal and family history
 How to compare personal histories, pictures, and music of other selected times and places in
America’s past
 The basic needs of people such as food, clothing, and shelter
 Ways people meet their needs by sharing, trading, and using money to buy goods and services
 Things people may want but do not need and explain the difference
 Ways to save money for future needs and wants Comparing and Contrasting Families in Other
Countries
 What maps and globes represent and how they are used
 Directions on a map: East, West, South, and North
 Legends and keys on maps
 Continents and large bodies of water on a globe or a map
 Continent, country, state, and community in which the class lives
 Ways people adjust to their environment
 The basic needs of people such as food, clothing, and shelter
 Ways people meet their needs by sharing, trading, and using money to buy goods and services
 How to compare family life in other parts of the world
 How to compare family structures and daily routines of various cultures around the world
Science:

The goal of science in grade one is to provide the opportunity for students to develop the skills of
wondering, questioning, investigating, and communicating as the means of making sense of the world.
Students will use scientific tools to gather data and carry out investigations and will continue to develop
their observation skills as they learn about the life, earth, and physical sciences. First-grade students will
explore the sciences within the framework of the following standards: “Plants” (basic needs, structures
and life cycles); “Sun and Moon” (features and changes in appearance); “Earth Materials” (composition
and properties); and “Exploring Motion” (push or pull and movement).

Students will know and understand:

 Matter can be described by its physical properties. It exists in three states; solid, liquid and gas.
Observations can be performed to describe matter.
 Motion and the movement of push and pull.
 Living things need food to survive. All living things go through cycles which cause change. Plants
and animals have life cycles.
 There are four seasons which occur in an ordered cycle. There is a relationship between the
seasons and the calendar.

Technology:

All students will use technology in the classroom. Students will learn the importance of digital
citizenship, internet safety, privacy and security as well as proper use of technology.

All Idaho State Standards can be ACCESSED AT www.sde.idaho.gov

First Grade Curriculum

Reading:

Unit 1: Building good reading habits.

Unit 2: Reading with what I know in mind

Unit 3: Reading to compare and contrast

Unit 4: Becoming an independent reader

Unit 5: Reading and connecting across genres

Unit 6: Reading and thinking about authors

Writing:

Unit 1: Narrative writing: small moments

Unit 2: Opinion writing: my point of view

Unit 3: Procedural writing: a “how to” book

Unit 4: Narrative writing: fictional stories

Unit 5: Informational writing: writing books that teach

Unit 6: Opinion writing: writing persuasive reviews

Math:

Unit 1: Counting and representing numbers

Unit 2: Adding to 20

Unit 3: Measuring length

Unit 4: Subtracting to 20

Unit 5: Digging into data

Unit 6: Equal shares

Unit 7: Relate addition and subtraction

Unit 8: Place value

Unit 9: Time

Unit 10: Addition with 3 numbers

Unit 11: Geometry

Unit 12: Add and subtract multiples of 10

Unit 13: Addition within 10

Unit 14: Money

Science:

Unit 1: Plants

Unit 2: Exploring motion

Unit 3: Sun and moon

Unit 4: Earth materials

Unit 5: Elementary lab safety

Social Studies:

Unit 1: Government and laws

Unit 2: My family, community, and me

Unit 3: Families and communities around the world

Unit 4: Democracy – Leaders at work

Unit 5: Map skills and natural resources

Unit 6: Making economic choices

Unit 7: Instructional Materials

English/Language Arts Assessment:

Weekly reading assessments will be given and students will take unit tests covering the comprehension
and decoding strategies emphasized in those stories. Each Friday, students are given a spelling test that
covers the words for the week as well as word families.

Writing samples are collected periodically and evaluated on the following characteristics: staying on
topic, correct spelling of words, use of invented spelling, appropriate use of capital letters and end
punctuation. Monthly focused writings are also collected and evaluated on the before mentioned
criteria as well as how well the student used the writing process. A rubric will be used to assign grades
for writing samples. Running records will also be used to evaluate student progress.

Math Assessment:

Each unit has an assessment test. There will also be weekly math assessments. Additional math activities
will also take place during the year. These activities will supplement the curriculum and reinforce skills
as needed. Work done during these activities will be collected and graded.

Science/Social Studies Assessment:

Throughout each science and social studies unit students will participate in many class activities. As
appropriate, this class work will be collected and evaluated. Participation is a major part of the science
and social studies curriculums. A major component of each unit is the hands-on activities. Students are
often asked to complete tasks related to the topic studied. Some of these activities lend themselves to
pencil and paper work that can be collected. Other tasks can only be evaluated through observation.
When appropriate, observations will be guided by a rubric. At other times, the teacher may evaluate
students by asking questions or having them perform a particular task. Due to the nature of the
curriculum, this hands-on, active participation constitutes the largest percentage of a student’s science,
social studies grades.
Standards-Based Grading and Reporting:

Student learning is outlined through the organization of standards and the goals within the standards
into Achievement Targets. Each Achievement Target contains descriptions of the level of student
performance required for grade-level mastery. These Achievement Targets are end of the year
expectations; however, reporting on student mastery or understanding in relation to the Achievement
Target is based on instruction and learning expectations for reporting period.

How is Performance Score Determined?

Student learning is evaluated and reported relative to the grade level Content Standards. In a standards-
based system, the goal is to provide accurate information about a student’s level of understanding of
the Standards. To do this, teachers will focus on student understanding or competency rather than the
number of answers that were correct or incorrect. In a standards-based grading system, it is no longer
sufficient to use the symbols A, B, C, D, F or E, M, N to communicate learning. The grading symbol –
called a Performance Score – provides a clear and specific description of student academic performance.
Reporting student mastery of standards changes the question from, “What’s the average of the
student’s work?” to “What does the student understand?”

How is a Performance Score Determined?

● Learning will be reported based on evidence of what a student understands and can do at
particular points in time rather than an average over a reporting period.

● Performance scores are based on a student’s academic achievement and do not include effort,
attitude, or work habits.

● Performance scores reflect the quality of student understanding, rather than the quantity of
points accumulated.

Practice:

Students master Standards through instruction and practice. Student practice can be done in a group or
independently. Practice is not used to measure students’ mastery of the Standards but rather to give
students time to develop understanding before understanding is measured. When your child talks about
practice or brings home a paper with “Practice” written at the top, it means the student completed the
task and the teacher has reviewed the work. A Performance Score is not marked on practice
assignments.

Evidence:

After providing opportunities to practice, teachers will measure, or gather evidence on, each student’s
level of understanding or mastery of the material taught. Evidence may be an assignment, a test, a
center activity, or a one-on one discussion. A grade—or Performance Score—is assigned to student
work. Student work used to determine mastery will have the word “Evidence” written on it.

How is a Performance Score Reported?

Evidence of student learning is collected and reported by Achievement Target. The performance score –
indicated by Advanced, Proficient, Strategic or Basic - provides accurate information about students’
levels of understanding or how competent they are in the Achievement Targets.

The goal is for students to master the Performance Standards. A Performance Score of “Proficient”
indicates mastery or proficiency in grade-level standards.

By accurately reporting student learning in relationship to instruction in each Achievement Target, the
instructional needs of students are better identified. Meeting these needs allows students to grow
academically and be prepared to meet tomorrow’s challenges.

The following are descriptions for the Performance Scores:

● Advanced: The student demonstrates consistent competency on achievement targets above

their grade level.

● Proficient: The student demonstrates consistent competency on grade level achievement

targets.

● Strategic: The student demonstrates inconsistent competency on grade level achievement

targets.

● Basic: The student does not yet demonstrate competency on grade level achievement targets.

When are Scores Reported?

Student work (practice or evidence) is viewable in PowerSchool, the district’s online student information
system, throughout the academic year. Achievement Targets are reported in PowerSchool at the
completion of the semester. Some Achievement Targets may be reported earlier than the end of the
semester, such as when a unit of instruction has been completed.