Primary Division

List of 12 items.

• Library

  First grade students enjoy use their library class time to choose books from an increasingly broad collection of titles, exploring new types of books. First grade library time is also used to share and discuss books about change and life cycles, encouraging students to draw connections and correlations between the changes they’re observing in their classroom projects involving butterflies and chickens. At the end of the year, students are given an introduction to the basic organizational principals of the library, and begin to become increasingly independent and responsible library users.

• Literacy

  First grade students read across a variety of genres in order to explore the concept of Connection and the theme of Family. They learn to develop and build strong reading habits as they explore the various facets of their reading identities. As readers, they make connections between literature, events in their own lives and their world knowledge. Students learn about the traditions of oral storytelling through their study of well-known Folktales. They study the story elements, and learn a variety of folktales well enough in order to retell and adapt them for their own creations through the lens of digital literacy. As writers, students learn that their lives are filled with stories and that writing is all around them. They move through the writing process, exploring where writers get ideas from, and work to draft and revise their own stories. Word study skills and decoding strategies are strengthened as students explore similarities and differences in sounds and letter patterns that help them both read and write unfamiliar words. Students also grow their bank of sight words, using them to read and write more fluently.

  
  

  In the second semester, the study of Change provides opportunities for the first grade students to explore both concrete and complex changes in literature. Beginning with an Eric Carle Author Study, the students explore the difference between fact and fiction while continuing their work on problem and solution from earlier in the year. Through an in-depth study of nonfiction, the students learn about various text features and practice activating prior knowledge before reading a text. They work on making deeper connections and reading for a specific purpose. As writers, they think about their purpose: to inform, instruct or persuade and craft pieces to get the desired point across. A Poetry unit allows the children time to hone their observational skills in order to write poetry that describes objects, events and big feelings. Spelling, vocabulary, decoding and grammatical skills are strengthened as the students continue their exploration of word structure, word meaning and sentence structure.

   

• Mathematics

  Mathematical investigations in first grade focus on developing children’s number sense and early conceptual understanding of operation. From counting and comparing to sequencing and sorting, children are encouraged to make connections between concrete and abstract representations of number and quantity. Explorations with the twenty-frame model and other visual images develop children’s understanding of the relationships between basic facts, which in turn informs their ability to compute with these facts flexibly, efficiently, and accurately. Meanwhile, story problems provide real-life contexts for understanding addition situations. A global emphasis on interpretation and representation helps children visualize the mathematical actions and meanings embedded in many types of word problems. Throughout the year, students have opportunities to engage in both individual and collaborative work. In a variety of contexts, first-grade mathematicians deepen their understandings in ways that help them make sense of the mathematics in their lives.

  
  

  In the second semester, Grade 1 students investigate number, geometry, and measurement. The beginning of the new calendar year launches an in-depth study of clocks and time. Within this unit, students explore the numerical structure and patterns of the calendar and learn how to use it as a tool. Doubles, near doubles, ten’s plus, and “ways to make ten” facts become “helper facts” for solving more challenging problems. The closed number line and other models, such as the hundred chart, play an important role in supporting students in their understanding of money and the relationship between addition and subtraction. A 3D-geometry exploration invites students to examine attributes by identifying, sorting, and classifying objects in their surroundings. The end of the year culminates with an integrated study in which students estimate, calculate and apply their understanding of standard and nonstandard tools and units of measurement. Throughout the year, students regularly engage in authentic problem-solving situations. Finally, across investigations, students further develop their mathematical vocabulary and communication skills by working both independently and collaboratively.

   

• Performing Arts: Dance

  In Dance class, first grade students solidify their understanding and execution of basic movement skills such as freeze, levels, musicality, directional changes, locomotor movements, safety while still and traveling, and personal and relational spatial awareness. Students continue to develop their abilities in listening, observation, and cooperation while they practice more refined performance skills such as changes in energy levels, rhythmic patterns, and movement qualities. They learn to relate what they are studying in other disciplines, to all the activities they are exploring in dance, such as Lines, Shapes, and Feelings, Traveling Trios, and Dance the Connections. During the units of study on Family and Connection, students formulate connections on physical, emotional, and intellectual levels. They learn to work with a partner and an ensemble while creating their own movement interpretations of nature, of lines and pathways, of their personal narrative writing about their family experiences, and of their museum experiences. During the Museum Dance Project, each student choreographs, titles, and rehearses his or her own museum dance. These pieces are videoed and posted on TSC’s “The Tube,” for students and families to view.

  
  

  In the second semester, students continue to develop technical and improvisational skills and learn to apply specific intellectual concepts to each of their dance projects. Students practice traveling dance steps in synchronized trios. Based in the curricular concept of Change, students experience advanced Puppy Play, partner dancing, and intermediate yoga, reflecting on how they have changed since first learning these activities one year ago. Students also expand their imaginations and study the poetic changing of words by choreographing to nonsense poetry and Dr. Seuss stories such as “Eletelephony” and “The Thinks You Can Think.” They demonstrate problem-solving techniques by creating their own Save The Solar System invention dances that illustrate changing pathways of moving energy. After studying the stage areas, students learn to track and record these dances on a Stage Area Map. Through study, rehearsal and performance, students build self-confidence, grow in creative expression, and develop a new level of understanding about how dance can be a powerful medium for communication of ideas and connection with the world around them.

   

• Performing Arts: Music

  In first grade Music class, the students work on recognizing and performing a steady beat using a variety of means such as movement, body percussion, and instrumental playing. Instrumental playing includes the use of un-pitched percussion instruments and barred instruments; xylophones, glockenspiels and metallophones. Movement and instrumental improvisation are explored through games and stories, which support the overall theme of Family and the concept of Connection. The semester culminates with a Family Concert, featuring songs and dances that reflect our diverse community. Preparing for this concert offers the students the opportunity to develop their singing skills and musical memories, while expanding on their song and dance repertoire. The children strengthen their musicianship and community ties, along with learning about performance etiquette through this joyous experience.

  
  

  In the second semester, Grade 1 students work on identifying rhythmic patterns such as the quarter note, quarter rest and eighth notes, which are labeled ta, ta rest, and ti-ti. In the context of playing musical games and analyzing the sentence structure in songs, they practice reading, writing and composing patterns using these rhythmic values. Dramatization of stories gives the students opportunities to explore improvising on the barred instruments and small percussion, along with acting, moving and singing. Students are also introduced to “Music Street” where the pitch syllables Sol, Mi and La live. They learn to sing, read and aurally identify patterns comprised of the pitch syllables Sol, Mi and La. They also practice reading simple melodies using the Curwen hand signs, using their own fingers as a staff and also reading from a two line staff. Through these activities, they experience the concept of lines and spaces in musical notation, thus preparing them to read from a full five line staff next year. Throughout the semester, students master many new songs and dances, related to the curricular theme of Change.

   

• Science

  In the Grade 1 kitchen science unit, students explore everyday chemical and physical changes. Experiments include dissolving various solvents in water, growing salt crystals, making butter and creating simple chromatograms. In a series of yeast experiments, children investigate how changing one variable at a time affects the outcome. All of these experiences help students develop the scientific skills of asking questions, making predictions, noticing patterns, recording observations and communicating their ideas.

  
  

  In the second semester, students explore the concept of Change through lifecycle investigations. They study the various organisms growing in the Discovery Room or homerooms, including darkling beetles, various plants, painted lady butterflies, tadpoles and chicks hatched from eggs. Students strengthen their observation skills through discussion and by making notes in their science folder. Experiments include recording mealworm food preferences, noticing how temperature affects the rate of metamorphosis, and investigating how withholding light, water or soil affect plant growth. Trips to Riverside Park throughout the year help to deepen students’ understanding of Change.

   

• Social Emotional Learning

  In first grade, social emotional learning skills and objectives are embedded in the children’s study of Connection. Children investigate essential questions involving the myriad connections among and between people, themselves and the natural world. A deeper understanding of themselves as unique and important members of their own families and communities is acquired as children begin to explore the complex relationships among people in many different settings. Working in large and small groups, the children also work toward developing an emotions vocabulary, learning to identify and respond to nonverbal cues of others, showing effort and persevering through challenges, and assuming responsibility for one's own actions and attitudes.

  
  

  In the second half of Grade 1, social emotional learning is integrated into the study of Change. Children began to appreciate the ways in which their own hard work brings change in the form of increased competence in multiple areas. They began to set realistic goals for themselves, and to feel pride in mastering new skills. In their friendships, students practiced taking turns and sharing, as well as resolving conflicts and being flexible. Gradually, students developed an awareness of the ways in which their actions affect those around them and the ability they have to change situations for the better. As they moved toward second grade, the children also became more independent as learners. Grade 1 students grew in their understanding of the need to be responsible for their work and for their actions throughout the day. Students practiced making positive contributions to their classroom and the larger community.

   

• Social Studies

  Grade 2 has a year-long theme of Community and focuses on the concepts of Structure and Expression. Students come well-prepared for the emphasis on independent and cooperative learning opportunities. We begin with activities to build a grade level community filled with the collective strengths of the children. Students see that they are each unique and together complete. They investigate how physical and organizational structures help the members of a community grow and prosper. They examine the ways families, The School, and other communities express their affiliation, and how these communities meet the needs of each member and help to make the groups within successful.

   

  First grade students continue to explore the theme of Family and the concept of Change during the second semester. Students work to notice and make change in our community as well as in the wider world. As they begin their studies of change in the greater community, students investigate change in terms of time, seasons, and the calendar. In a continuation and expansion of this study, first graders use the research question, “Where do families get their food?” To guide the inquiry, students visit farms, farmers’ markets, grocery stores, and local food organizations. From there, the students engage in several learning experiences that help them understand how food makes it way from farms to tables. After studying natural change, their focus shifts to how to influence change in the wider world. They learn about problems in our community, such as pollution, recycling, trash, and staying healthy. In a final share, first graders present the facts about these topics and suggest small changes their families could make that could help solve these larger issues.

   

• Spanish Language/Literacy

  In first grade Spanish class, students connect their knowledge of the language to the theme of Family as well as to their daily school life. Students make connections to others by learning how to describe themselves in Spanish and learning how those physical traits make us similar and different to other people. Students apply their language skills by practicing new and old vocabulary in Spanish through didactic activities, games and songs. Spanish classes are designed so that every student has the opportunity to listen to, speak, read and write key vocabulary in the target language. They also make literary connections while reading various books that highlight the theme of Family. Students are learning about families and cultures that have similarities and differences from their own. Throughout the semester, students discover how we can create different types of connections to others and how that can change our perspective of the meaning of family. In first grade, we strive to continue building a love of language and cultural learning where students are eager to participate.
  
  

  In the second part of the year, students explore the concept of change beginning with the seasons unit. Students learn new Spanish vocabulary like the months of the year, the weather, the seasons and different elements of each season. In April students delve into the spring unit continuing to track the journey of the monarch butterflies to and from Mexico. All of our units have cultural components that connect to Mexico. We end the year studying the farm and its animals. Students learn how to describe animals and compare them by physical traits. Students apply their language skills by practicing new and old vocabulary in Spanish through didactic activities, games and songs. Spanish classes are designed so that every student has the opportunity to listen to, speak, read and write key vocabulary in the target language. In first grade, we strive to continue building a love of language and cultural learning where students are eager to participate.

• Technology

  Students in first grade are becoming skilled at using technology learning tools in their classroom like laptops and iPads. Using their personally assigned iPad, students are developing routines, safety protocols, and understandings of symbols inherent in iPad applications. These understandings promote independent use across disciplines. In addition, first graders learn how to use an iterative approach to solving problems and testing ideas through coding. Using their personally assigned world wide web accessible code.org accounts, students learn how patterns are used to create algorithms to solve puzzles and mazes. Creating loops, sequences and variables allows students to develop critical thinking and problem solving skills; a skill set that we hope transfers to all their disciplines. Students engage in the study of simple machines through the use of Lego Education WeDo kits. Students learn to construct simple machine models and program them to come to life. Through construction and programming, students reinforce ideas around problem solving, collaboration, design, and engineering. Students learn about motors, gears, pulleys, cams and continue to make real world connections. This unit culminates in the construction of each student's very own automaton constructed from everyday materials.

  
  

  Grade 1 students learn how to use an iterative approach to solving problems and testing ideas through coding. Using their personally assigned world wide web accessible Scratch and Lightbot Jr accounts, students learn how patterns are used to create algorithms to solve puzzles and mazes. Creating loops, sequences and variables allows students to develop critical thinking and problem solving skills; a skill set that we hope transfers to all their disciplines. Students engage in the study of simple machines through the use of Lego Education WeDo kits. Students learn to construct simple machine models and program them to come to life. Through construction and programming, students reinforce ideas around problem solving, collaboration, design, and engineering. Students learn about motors, gears, pulleys, cams and continue to make real world connections.

   

• Visual Arts

  In Visual Arts class, first graders 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 the connection theme, students explore lines, shapes and colors through a variety of art mediums. First, they explore various lines and shapes with drawing materials, and then they learn to create lines by sewing. Then the students learn about sewing materials and practice threading a needle, sewing, and finishing sewing by making double-knots at the end. The first graders then move to the collage unit and focus on cutting and combining various shapes to create things they know.

  
  

  In the second half of the year, Grade 1 students explore and deepen their understanding of the yearlong concept of Change and Connection through artistic expression in the art studio. Following the collage study in the first semester, the students begin the semester with studying printmaking techniques. They learn to change a collage into collagraph prints. The students continue to investigate the artistic element of three-dimensionality and how to change the forms and connect them together. They explore unique qualities of materials such as paper, fabric and clay, and practiced construction techniques in their sculptural work. The experience with a variety of materials this year allows them to expand their knowledge and skills for art making and creative problem-solving.

   

• Wellness

  The first grade students explore a variety of Wellness topics this year. They review and practice concepts of personal and general space, how to move safely in close proximity to others and further their mastery of locomotor movements. In addition, students gain an understanding of nutrition related topics and how to make conscious food choices based on a traffic light concept (red, yellow, and green light food categories). The students make the distinction between tossing and throwing techniques, while solidifying their catching skill set. The first graders continue to explore different types of equipment both independently and in small groups and also begin a study of balance, flexibility and strength.