First Grade
In This Section
Reading
1st Grade Reading
Overview
The Issaquah School District believes that literacy, the ability to read, write, listen, speak, and think critically in different ways and for different purposes, begins to develop early and becomes increasingly important as students pursue specialized fields of study in high school and beyond.
The Common Core State Standards (CCSS) for reading, writing, speaking, listening and language provide the learning targets for our instruction. Additional information on the CCSS is available at the Common Core website.
A comprehensive approach to literacy includes appropriate and effective instructional strategies that are based on research and applied systematically and consistently in order to ensure success for all students.
Elements of effective literacy instruction include:
- Phonics—systematic instruction in phonemic awareness and phonics skills at appropriate stages of development (implementation depends on grade level and student need.)
- Fluency—reading with speed, accuracy, and proper expression.
- Comprehension—intentional instruction of vocabulary and a broad array of strategies to derive meaning from and form personal responses to text.
- Written response—reflection, analysis, explanation, use of text based evidence and logic in response to reading, writing, speaking, and listening.
Our Adopted Curriculum
Adopted curricular materials meet the needs of all students through a variety of instructional strategies that provide multiple opportunities for mastery of skills. These materials consist of decodable texts, multilevel sets of quality fiction and non-fiction literature, and a variety of text forms and features. Materials are used to support instruction in phonics, word analysis and comprehension in individual, small and large group settings.
Our adopted curricular materials for Reading include:
- Making Meaning (Reading Comprehension Strategies)
- Words Their Way (Word Study & Spelling)
- Leveled Bookroom (Benchmark Bookroom, Good Habits, Great Readers)
- Flyleaf decodable Texts
- i-Ready Reading Assessment, MyPath & Tools for Instruction
- Fountas & Pinnell Benchmark Assessment
- Really Great Reading (Phonics intervention materials)
- Fountas & Pinnell Leveled Literacy Intervention (Reading comprehension intervention materials)
- Heggerty Phonemic Awareness and Phonological Awareness
Learning Goals
Below are the learning goals organized around the area(s) reported on the student report card.
Reads Grade Level Text
- Reads and comprehends text accurately
Phonics
- Understands features of print (sentence structure, punctuation)
- Identifies and blends sounds in reading and speaking
- Reads grade-level appropriate high-frequency words (commonly used words)
Comprehension
Key Ideas and Details
- Asks and answers questions
- Identifies main idea(s)
- Retells familiar stories with details
- Describes characters, settings, and events
- Makes connections with text
Craft and Structure
- Learns new descriptive vocabulary words
- Asks and answers questions to understand the meanings of words
- Identifies differences between types of texts (fiction and nonfiction)
- Uses text features to locate information (headings, tables of contents, glossaries, icons, etc.)
- Identifies author’s purpose
Integration
- Uses the illustrations and details in a text to describe ideas
- Identifies how authors use reasoning to support their points
- Compares and contrasts characters, events, and topics
- Understands organization and basic features of print
Learning Experiences
Focus Lesson. Teacher provides explicit skill instruction and models reading skills. Students actively listen, participate, and practice skills.
Small Group Guided Reading or Strategy Lessons. Teachers work with small groups of students to provide targeted explicit instruction, guided practice and positive corrective feedback so that students practice their reading strategies correctly.
Independent Reading. Students read "just right" books, practicing reading skills.
Word-work / phonics. Students study the relationship between letter combinations and sounds and how words are constructed.
My Path. Students may be assigned 30-50 minutes per week of personalized learning in i-Ready Reading My Path. My Path may be used to...
- Provide instruction and practice in areas of weakness or skill gaps that may prevent a student from meeting standard.
- Provide an opportunity to reinforce classroom learning and demonstrate the ability to apply learning in a different context.
- Provide an opportunity to work on above grade-level concepts and skills.
The Learning Progression
Reading Foundational Skills Progression
Students are receiving Reading Foundational Skills through either Words Their Way or Really Great Reading based on the needs as assessed through i-Ready, Oral Reading Fluency and the Really Great Reading Diagnostic.
Words Their Way (WTW). WTW is highly differentiates using a skills inventory students so that students are working on spelling and word skills at their level. Students complete word sorts and WTW activities 4 times per week.
Really Great Reading (RGR). RGR is also differentiated by need with at focus on phonics skills and strategies. Students receiving RGR participate in 20-30 minute small group RGR lessons 4 times per week.
Reading Comprehension Learning Progression
Trimester 1
- The Reading Life
- Making Connections with Fiction
- Retelling Fiction
Trimester 2
- Exploring Text Features in Non-fiction
- Making Connections with Non-fiction
- Wondering with Fiction and Non-fiction
Trimester 3
- Wondering with Fiction and Non-fiction
- Retelling / Comparing and Contrasting Characters
- Visualizing Poetry and Fiction
- Revisiting the Reading Life
Writing
1st Grade Writing
Overview
The Issaquah School District believes that literacy, the ability to read, write, listen, speak, and think critically in different ways and for different purposes, begins to develop early and becomes increasingly important as students pursue specialized fields of study in high school and beyond.
The Common Core State Standards (CCSS) for reading, writing, speaking, listening and language provide the learning targets for our instruction. Additional information on the CCSS is available at the Common Core website.
A comprehensive approach to literacy includes appropriate and effective instructional strategies that are based on research and applied systematically and consistently in order to ensure success for all students.
Our Adopted Curriculum
Our adopted curricular materials for writing is the Units of Study by Lucy Calkins & TCRWP Colleagues for opinion, information and narrative writing.
Learning Goals
Below are the learning goals organized around the area(s) reported on the student report card.
Production and distribution of a variety of text types:
- Narrative, Informational, Opinion
Structure
- Writes narratives recounting events, using details to describe and elaborate
- Writes informative texts introducing topic and using facts and definitions to develop points
- Writes opinion pieces introducing topic and stating reasons to support opinion
- Provides closure
- Uses leads, transitions and organization
Development
- Uses labels and words to give details
- Uses labels and words to give facts
- Elaborates on ideas
Language Conventions
- Uses grade appropriate grammar, spelling, and conventions in writing
Learning Experiences
Writing workshops are deliberately designed to offer a simple and predictable environment so that the teacher can focus on the complex work of observing students' progress and teaching into their needs.
A typical session follows this pattern:
- The session begins with a focus lesson that provides explicit instruction and modeling of a writing skill by the teacher.
- After the focus lesson students work on their own independent writing.
- During independent writing, the teacher:
- confers with students
- leads small groups
- provides specific, positive feedback and coaching.
- Partway through independent work time, the teacher may deliver a mid-workshop teaching point.
- The workshop ends with a share, where student work is highlighted.
The Learning Progression
Learning Progression for Writing
Trimester 1
- Starting Strong - writing routines
- Narrative: Small Moments
- If/Then unit
Trimester 2
- Informational Writing: Non-fiction Chapter Books
- Opinion: Writing Reviews
Trimester 3
- Continue Opinion: Writing Reviews
- Narrative Writing: From Scenes to Series
- Culminating unit (topic/genre varies)
Grammar, Punctuation & Capitalization
- Upper and lower case (beginning of sentences and names)
- Ending Sentences (. ! ?)
- Complete sentences
- Frequently occurring adjectives
- Commas (dates and lists)
Math
1st Grade Mathematics
Overview
Mathematics uses the language and science of patterns to describe the world in which we live, employing logic, observation, simulation, and experimentation. Mathematics is a universal means of communication.
To be well informed adults and prepared for the demands of college and future careers, today's students require an education that goes far beyond what was needed by students in the past. All students must develop and deepen their understanding of mathematical concepts and processes and their abilities in solving complex problems, reasoning, and communication. In order for this to occur, rigorous mathematical content must be organized, taught, and assessed in a problem-solving environment. Students’ mathematical knowledge must be connected to the ideas and skills found in all grade levels and content areas, as well as to real life situations outside the classroom.
Elementary Math
Our elementary schools are opening a world of opportunity for children.
In elementary classes, students have their first exposure to mathematical ideas and concepts in all areas of mathematics. They are introduced to, practice, and develop mastery in the areas of Operations and Algebraic Thinking, Number and Operations in Base Ten, Measurement and Data, Fractions, and Geometry as they engage in mathematical practices to become problem solvers and learn to reason and communicate about mathematics.
A strong elementary math education rests on three pillars:
- Conceptual Understanding
- Procedural Skills and Fluency
- Application and Problem Solving
Washington State Mathematics Learning Standards
ISD Parent Resources
Standards for Mathematical Practice for Families
Additional Resources
Our Adopted Curriculum
In the 2016-17 school year, the Issaquah School District implemented Eureka Math, a comprehensive curriculum that provides elementary students with a solid foundation built on the three pillars above. Eureka Math was written by a team of teachers and mathematicians who took great care to present mathematics in a logical progression to help students achieve deep understanding. Eureka Math follows the Washington State Learning Standards and connects math to the real world in ways that build student confidence and ensures that today's young mathematicians will be prepared for futures where they will thrive.
Eureka Math is supported by an accompanying digital tool, Zearn.
To provide additional resources and to monitor progress toward meeting standard, ISD utilized i-Ready Math diagnostic assessments, the interactive My Path and teacher tools for instruction.
Learning Goals
Below are the learning goals organized around the area(s) reported on the student report card.
Math Content:
Students demonstrate grade level conceptual understanding, procedural fluency and productive disposition in the following areas.
- Operations and Algebraic Thinking
- Represents and solves problems involving addition and subtraction
- Understands and applies properties of operations and the relationships between addition and subtraction
- Adds and subtracts within 20
- Works with addition and subtraction equations
- Number and Operations
- Extends the counting sequence
- Understands place value
- Uses place value understanding and properties of operations to add and subtract
- Measurement and Data
- Measures lengths indirectly and by iterating length units
- Tells and writes time
- Represents and interprets data
- Geometry
- Reasons with shapes and their attributes
Math Practices:
Students demonstrate grade level skills with the following processes and proficiencies.
- Makes sense of problems and perseveres in solving them
- Reasons abstractly and quantitatively
- Constructs viable arguments and critiques the reasoning of others
- Models with mathematics
- Uses appropriate tools strategically
- Attends to precision
- Looks for and makes use of structure
- Looks for and expresses regularity in repeated reasoning
Learning Experiences
Using Eureka Math Lessons and Zearn (the digital learning tool designed to be used with Eureka)
Concept Development Lessons & Debriefs. Teacher engages students to pose problems, engage in mathematical discourse, model problem solving and provide explicit instruction in math concepts.
Fluency Practice. Students engage in fluency development routines.
Application Problem and Problem Solving. Students work collaboratively and independently to solve problems and practice skills.
Using i-Ready Math
My Path. Students may be assigned 30-50 minutes per week of personalized learning in My Path. My Path may be used to...
- Provide instruction and practice in areas of weakness or skill gaps that may prevent a student from meeting standard.
- Provide an opportunity to reinforce classroom learning and demonstrate the ability to apply learning in a different context.
- Provide an opportunity to work on above grade-level concepts and skills.
The Learning Progression
Trimester 1
- Sums and Differences to 10
- Introducing Place Value through Addition and Subtraction within 20
Trimester 2
- Introducing Place Value through Addition and Subtraction within 20
- Ordering and Comparing Length Measurements as Numbers
- Place Value, Comparison, Addition and Subtraction to 40
Trimester 3
- Place Value, Comparison, Addition and Subtraction to 40
- Identifying, Composing and Partitioning Shapes
- Place Value, Comparison, Addition and Subtraction to 100
Science
1st Grade Science
Overview
In each science unit, students are asked to inhabit the role of a scientist or engineer in order to figure out scientific phenomena through a 21st-century, real-world problem context. Over the course of the unit, students collect and make sense of evidence from multiple sources and through a variety of modalities, ensuring that they have multiple vehicles through which to develop and articulate their understanding of each phenomenon. As the class progresses through their lessons, students move back and forth from firsthand investigation and inquiry to secondhand analysis and synthesis, formulating an increasingly complex explanation of the problem at hand. Finally, at the end of the unit, students are presented with a brand-new context to consider, giving them an opportunity to take what they’ve learned over the course of the unit thus far and apply it to this new context, thereby demonstrating a deep understanding of the phenomenon.
Science Standards: www.nextgenscience.org
The Next Generation Science Standards (NGSS) were adopted in 2013 as the Washington State Science Learning Standards. These standards outline what students at each grade level should know and be able to do. Each standard integrates a science or engineering practice, a core disciplinary idea, and a crosscutting concept.
Our Adopted Curriculum
Amplify Science: A phenomena-based science curriculum, Amplify Science is a K–8 science curriculum that blends hands-on investigations, literacy-rich activities, and interactive digital tools to empower students to think, read, write, and argue like real scientists and engineers.
Learning Goals
Below are the learning goals organized around the area(s) reported on the student report card.
Understands and applies skills and concepts related to scientific principles taught in each of the following units:
Animal and Plant Defenses: Investigating survival in particular environments.
Light and Sound: Investigating cause and effect with light and sound.
Spinning Earth: Investigating patterns in the day and night sky.
See Learning Progression Below for more information on each unit
Learning Experiences
Hands-on Activity. Students work with partners and small groups, interacting with science tools, recording observations, sharing ideas, or creating models.
Teacher-led Discussion. Teachers ask questions and prompt students to make sense of their experiences in or out of class with the science concept. Students share ideas and evidence. Students listen to others and ask questions to understand others' thinking.
Student-to-Student Discussion. Working in pairs and small groups, students share science ideas and present evidence to support their ideas.
Digital Simulation or Modeling. Students use digital tools to engage with concepts, extending hands-on science learning beyond what can be provided in a classroom setting.
The Learning Progression
Animal and Plant DefensesUnit question: How do animals and plants survive? Working as marine scientists, students explore plant and animal defense structures, and then explain how a sea turtle can defend itself from ocean predators once it is released back into the wild. Chapter 1: How does Spruce the Sea Turtle do what she needs to do to survive? Chapter 2: How can Spruce the Sea Turtle survive where there are sharks? Chapter 3: How can Spruce the Sea Turtle’s offspring survive where there are sharks? Chapter 4 (optional): How can aquarium scientists explain animal defenses to the visitors?
|
|
Light and SoundUnit question: How do we make different parts of a surface lighter or darker? Students act as light and sound engineers for a puppet-show company as they investigate cause-and-effect relationships and learn about the nature of light and sound. They apply what they learn to designing shadow scenery and sound effects for a puppet show. Chapter 1: How do we make brighter or darker areas? Chapter 2: How do we make a dark area in a bright puppet show scene? Chapter 3: How do we make bright, medium bright, and dark areas in a scene? Chapter 4: How do we design a sound source to go with a puppet show scene?
|
Social Studies
1st Grade Social Studies
Overview
Social studies comprises the study of relationships among people and between people and the environment. It recognizes the challenges and benefits of living in a diverse cultural and ideological society. Based on appropriate investigations and reflections within social studies lessons, students develop thinking skills and awareness of society and their community. Social studies education builds our common understandings of responsible citizenship.
A responsible citizen:
- Uses knowledge of the past to construct meaningful understanding of our history in order to enrich and enlighten our lives. (Historical Perspective)
- Uses knowledge of geographical concepts, such as spatial patterns and both human and natural systems, to understand processes that impact our world. (Geographic Perspective)
- Uses knowledge of government, law, and politics to make decisions about and take action on local, national, and international issues to further the public good. (Civic Perspective)
- Uses knowledge of production, distribution, and consumption within modern economics to make decisions. (Economic Perspective)
- Uses a wide range of social studies skills, including critical thinking, to investigate and analyze a variety of resources and issues and seek answers. (Critical Thinking Skills)
- Uses effectively both group process and communication skills to participate in democratic decision-making. (Interpersonal and Group Skills)
Principles and Goals
The social studies curriculum builds the following capacities in young people: disciplinary knowledge; inquiry, interpersonal, and critical thinking skills; respect for the underlying values of a diverse democratic society; interest in public affairs and competencies of self-government. Each capacity contributes uniquely to responsible citizenship.
The social studies curriculum:
- Builds disciplinary knowledge. Disciplinary knowledge is fundamental for students to construct meaning through understanding powerful ideas drawn primarily from the disciplines of history, geography, civics, and economics.
- Cultivates inquiry, interpersonal, and critical thinking skills. These skills are infused throughout the four social studies disciplines so that students apply the methods of social science to effectively participate in public life. Aided by appropriate technologies, students gather, interpret, and analyze information to be informed citizens. Their ability to engage in civic discourse improves through practice of discussion and interpersonal skills. Critical thinking skills encourage reasoned decisions as well as alternative viewpoints regarding matters of public concern.
- Promotes respect for the underlying values of a diverse democratic society. As a result, students comprehend the ideals of democracy and strive to live their lives in accordance with them. A reasoned commitment to democratic values motivates citizens to safeguard their rights, to fulfill their responsibilities as citizens, and to honor the dignity of all people.
- Stimulates interest in public affairs and strengthens competencies of self-government though citizen participation experiences. Students are encouraged to inform themselves about public affairs and to become active participants in civic life rather than passive bystanders. They are urged to uphold the rule of law in their personal and social lives and to challenge wrongdoing. Efforts to understand multiple perspectives about local, national, and international issues are supported by the curriculum. Through activities such as service learning and political action, the social studies curriculum equips students to improve their communities and to realize the civic virtue of serving.
Ultimately, responsible citizenship rests on these capacities. Social studies education for responsible citizenship must be a compelling priority if we expect to sustain our constitutional democracy. The health of our democracy depends on whether young people understand the complexities of human society and can govern themselves competently.
Our Adopted Curriculum
ISD Created Units
The Issaquah School District developed our own social studies units for elementary. These units were created based on Washington State Standards, The Inquiry Design Model, and the C3 Framework of College, Career & Civic Life. Students who are equipped with skills of authentic inquiry and who know geography, civics, economics, and history can move forward with the confidence that they are prepared to engage with the world. You can discover more about the C3 Framework through the graphic and video seen below.
Learning Goals
Below are the learning goals organized around the area(s) reported on the student report card.
Understands skills and concepts related to social studies lessons on the following units
-
Our Families
-
Our World
-
Our Wants and Needs
See the learning progression below for more information on the supporting questions of each unit.
Learning Experiences
Our Social Studies curriculum provides and inquiry-based approach that focuses on building knowledge and skills as students engage in discussion and activities that center on compelling questions.
Discussion & Concept Development: Students learn from, build on and demonstrate understanding of different perspectives and points of view
Inquiry & Collaboration: students recork their thinking in journals, organizers, and charts; students work independently, in pairs or small groups to complete learning tasks that apply skills from concept development
The Learning Progression
Our Families
Compelling Question: What makes families around the world alike and different?
Supporting Questions
- What is your family’s story?
- What special things do families do together?
- How can families be the same and different?
Our World
Compelling Question: How does the environment affect the way families live?
Supporting Questions
- What can I learn from a map or globe?
- Why does my family live here?
Our Wants and Needs
Compelling Question: How are people’s needs and wants different?
Supporting Questions
- What do we want? What do we need?
- How do people meet their needs and wants?
- What happens when we can’t get what we want?
Unit 1
First Grade Social Studies Unit 1 Overview for Parents
Available in English, Chinese, Korean and Spanish (see below):
First Grade Social Studies: Fall
This fall our class will be focusing on the big idea of Our Families in Social Studies.
- Our Families: This inquiry engages students in expanding their understandings of families in general and the idea that families can be both similar and different. The compelling question “what makes families around the world alike and different?” offers students opportunities to explore a range of family dimensions— structure, activities, and traditions. All family structures, activities and traditions are acknowledge in this curriculum. By doing so, students can see how their family, their classmates’ families, and families around the world share commonalities and differences. Please be aware that values are not part of this curriculum as those are addressed at home.
一年级社会研究简报宣传语 (Chinese)
一年级社会研究:秋季
这个秋季学期,我们班将侧重讲社会研究中我们的家庭这个大概念。
- 我们的家庭:这项探讨让学生们加深对家庭的总体理解,更好地理解家庭既可以是相似的也可以是不同的这一点。必须回答的问题“什么让世界各地的家庭相似和不同”,让同学们有机会探讨家庭的各个方面,比如家庭结构、活动和传统。在探讨中,同学们会看到自己的家庭、同学的家庭、世界各地的家庭在哪些方面相似、在哪些方面不同。
1학년사회과목소식안내 (Korean)
1학년사회과목: 가을
이번 가을에 사회 과목 수업에서는 우리가족이라는 대주제에 중점을 둡니다.
- 우리가족: 이 질문은 학생이 보편적인 가족에 대한 이해를 넓히고 가족이 서로 비슷할 수도 있고 다를 수도 있다는 것을 생각할 수 있도록 합니다. "전 세계의 가족의 유사점과 차이점은 무엇일까요?"라는 주요 질문은 학생에게 가족의 구성, 활동, 전통 등 다양한 가족의 차원을 탐구할 기회를 제공합니다. 이를 통해 학생은 자신의 가족, 급우의 가족, 전 세계의 가족에 어떤 공통점과 차이점이 있는지 알 수 있습니다.
"Anuncios" del boletín informativo de Estudios Sociales de 1º grado (Spanish)
Estudios Sociales de 1º grado: Otoño
Este otoño nuestra clase se enfocará en la gran idea de Nuestras familias en Estudios Sociales.
- Nuestras familias: Esta indagación lleva a los estudiantes a ampliar sus conocimientos sobre las familias en general y la idea de que las familias pueden ser similares y diferentes. La pregunta obligada "¿Qué hace que las familias de todo el mundo sean similares y diferentes?" ofrece a los estudiantes oportunidades de analizar un rango de dimensiones familiares- estructura, actividades, y tradiciones. Haciendo esto, los estudiantes pueden ver cómo su familia, las familias de sus compañeros, y las familias de todo el mundo comparten cosas en común y diferencias.
Unit 2
First Grade Social Studies Unit 2 Overview for Parents
Available in English, Chinese, Korean and Spanish (see below):
First Grade Social Studies: Winter
This winter our class will be focusing on the big idea of Our World in Social Studies.
- Our World: This inquiry begins by leading students through an investigation of maps and globes as tools that represent the physical world in different ways. In the inquiry, students consider how each tool represents locations, what purposes each tool serves, and what advantages and disadvantages each tool offers. Students then begin to explore the World, using Google Earth, fiction and non-fiction books, to find connections between the different continents and the people living there.
一年级社会研究:冬季 (Chinese)
这个冬季学期,我们班将侧重讲社会研究中我们的世界这个大概念。
- 我们的世界:这项探讨引导同学们研究地图和地球,两者都是用不同形式代表客观世界的工具。在这项探讨中,同学们考虑每个工具如何代表地点,每个工具服务什么目的,每个工具有什么优势和劣势。之后,同学们开始使用Google Earth、小说和非小说图书探索世界,找出不同大陆和不同大陆的人们之间的联系。
1학년사회과목: 겨울 (Korean)
이번 겨울에 사회 과목 수업에서는 우리의세계라는 대주제에 중점을 둡니다.
- 우리의세계: 이 탐구는 학생이 실제 세계를 다양한 방식으로 표현하는 도구인 지도와 지구본을 공부함으로써 시작됩니다. 이 탐구에서 학생은 각 도구가 위치를 나타내는 방법, 각 도구가 사용되는 용도, 그리고 각 도구가 제공하는 장단점을 검토합니다. 그 다음 구글 어스, 소설 및 논픽션 책을 사용하여 세계를 탐험하기 시작하고 여러 대륙과 그곳에 사는 사람들이 어떻게 연관되는지 공부합니다.
Estudios Sociales de 1º grado: Invierno (Spanish)
Este invierno nuestra clase se enfocará en la gran idea de Nuestro mundo en Estudios Sociales.
- Nuestro mundo: Esta indagación comienza llevando a los estudiantes a una investigación de mapas y globos terráqueos como herramientas que representan el mundo físico de diferentes formas. En la indagación, los estudiantes consideran cómo cada herramienta representa lugares, para qué sirve cada herramienta, y qué ventajas y desventajas ofrece cada herramienta. Luego, los estudiantes comienzan a analizar el Mundo, usando Google Earth, libros de ficción y no ficción, para buscar conexiones entre los diferentes continentes y la gente que vive allí.
Unit 3
First Grade Social Studies Unit 3 Overview for Parents
Available in English, Chinese, Korean and Spanish (see below):
First Grade Social Studies: Spring
This spring our class will be focusing on the big idea of Our Wants and Needs in Social Studies.
- Our Wants and Needs:
This inquiry focuses on the developing an understanding of needs and wants and goods and services through the compelling question, “How are people's needs and wants different?”. As basic principles, we understand a “need” as something a person must have for health and survival (e.g., food, water, shelter, clothing) and a “want” is something a person would like to have (e.g., luxury items). Despite our ability to define these terms generally, those distinctions can blur fairly quickly. Moreover, our ideas about and perceptions of these concepts may vary greatly due to factors including, but not limited to, geography, socioeconomic status, age, health, values, and culture. The line between goods and services is a bit easier to draw: Goods are those tangible things we can use, keep, and consume; services are those things that others do for us. Both goods and services help satisfy our needs and wants, but the complication comes when trying to decide the relative value of two or more goods or services.
一年级社会研究:春季 (Chinese)
这个春季学期,我们班将侧重讲社会研究中我们的向往和需要这个大概念。
- 我们的向往和需要:
这项探讨针对必须回答的问题“人们的需要和向往有什么不同”,形成对需要和向往、商品和服务的理解。作为基本的原则,我们理解“需要”是一个人维持健康和生存必须有的东西(比如食物、水、住处、衣服),“向往”是一个人希望有的东西(比如奢侈品)。虽然我们能从总体上定义这些词,但是这些区分比较快就会模糊了。而且,我们对这些概念的想法和认识可能因为包括但不限于地理位置、社会经济状况、年龄、健康、价值观和文化而有极大差别。商品和服务之间的区分更容易一些:商品是我们使用、保留和消费的有形物品;服务是别人为我们做的事情。商品和服务都帮助满足我们的需要和向往,但是在我们试图决定两种或多种商品或服务的相对价值时,又变难了。
1학년 사회 과목: 봄 (Korean)
이번 봄에 사회 과목 수업에서는 우리의 욕구와 필요라는 대주제에 중점을 둡니다.
- 우리의 욕구와 필요:
이 탐구는 "사람들의 욕구와 필요는 어떻게 다를까요?"라는 주요 질문을 통해 필요와 욕구, 재화 및 용역에 대한 이해를 발전시키는 데 중점을 둡니다. 기본 원칙으로서, 우리는 "필요"를 사람이 건강과 생존을 위해 가져야 하는 것(예: 음식, 물, 피난처, 의복)으로, "욕구"를 사람이 갖고 싶어하는 것(예: 사치품)으로 이해합니다. 우리가 이러한 용어들을 일반적으로 정의할 수 있음에도 불구하고, 이러한 구별은 상당히 빨리 흐려질 수 있습니다. 또한 이러한 개념에 대한 우리의 생각과 인식은 지리, 사회경제적 위치, 나이, 건강, 가치 및 문화 등의 요인(이에 국한되지는 않음)에 따라 크게 다를 수 있습니다. 재화와 용역은 구별이 더 쉽습니다. 재화는 우리가 사용하고 유지하고 소비할 수 있는 유형의 대상이고, 용역은 타인이 우리를 위해 하는 일입니다. 재화와 용역 모두 우리의 필요와 욕구를 충족시키는 데 도움이 되지만, 두 가지 이상의 재화나 용역의 상대적 가치를 결정하려면 복잡해집니다.
Estudios Sociales de 1º grado: Primavera (Spanish)
Esta primavera nuestra clase se enfocará en la gran idea de Nuestros deseos y necesidades en Estudios Sociales.
- Nuestros deseos y necesidades:
Esta indagación se centra en desarrollar conocimientos sobre las necesidades y los deseos, y los bienes y servicios a través de la pregunta obligada "¿En qué se diferencian las necesidades y los deseos de las personas?" Como principio básico, entendemos una "necesidad" como algo que una persona debe tener para la salud y supervivencia (p. ej., comida, agua, refugio, vestimenta) y un "deseo" como algo que a una persona le gustaría tener (p. ej., objetos de lujo). A pesar de nuestra capacidad para definir estos términos de forma general, esas distinciones se pueden esfumar bastante rápido. Además, nuestras ideas y percepciones de estos conceptos pueden variar enormemente debido a factores que incluyen, a modo enunciativo, geografía, condición socioeconómica, edad, salud, valores, y cultura. La línea entre bienes y servicios es un poco más fácil de trazar: Los bienes son cosas tangibles que podemos usar, mantener, y consumir; los servicios son cosas que otros hacen para nosotros. Tanto los bienes como los servicios ayudan a satisfacer nuestras necesidades y deseos, pero la complicación se presenta al tratar de decidir el valor relativo de dos o más bienes o servicios.
Health & SEL
Health
The ISD Elementary Health Curriculum includes lesson using Read Aloud Classroom Books and Posters
Lesson |
Material |
My Body and Nutrition | ISD Lesson |
Feeling Well and Not Well | I have a Cold by Gilliam Gosman |
Body Systems, Heart and Lungs | Look inside, your Heart and Lungs by Ben Williams |
What Does it Mean to Be Allergic? | Nut-Free Zone by Emily Lee |
When to Call 9-1-1? | ISD Lesson |
Managing Stress | Wilma Jean the Worry Machine by Julia Cook |
Healthy Emotions | Staying Healthy by A.R. Schaefer |
Words to Express Emotions | The Way I Feel by Janie Canne |
What is the Better Choice? | Making Choices by Victoria Parker |
Social Emotional Learning (SEL)
Social-Emotional Learning (SEL)
SEL (Social Emotional Learning) is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions. SEL programming is based on the understanding that the best learning emerges in the context of supportive relationships that make learning challenging, engaging, and meaningful.
The Collaborative for Academic, Social and Emotional Learning (CASEL) puts forth five core competencies for SEL curriculum:
- Self-Awareness
- Self-Management
- Social Awareness
- Relationship Skills
- Responsible Decision-Making
Our Social-Emotional Learning curriculum is Second Step. Second Step lessons include the following topics:
- Self Regulation (Listening, focusing attention and following directions)
- Self Talk
- Respecting Different Preferences
- Emotional Management (identifying feelings; managing anger)
- Fair Play
- Solving Problems, Exclusion
Music
1st Grade Music
Overview
The Arts are an essential part of public education. From dance and music to theatre and the visual arts, the arts give children a unique means of expression, capturing their passions and emotion, and allow them to explore new ideas, subject matter, and cultures. Elementary music instruction in the Issaquah School District is provided by specialists and designed to engage students as they develop foundations for a lifetime of experiencing and creating music.
K-12 Washington State Learning Standards - Music
Our Adopted Curriculum
Our adopted Elementary Music Curriculum is Quaver’s Marvelous World of Music.
Learning Goals
Below are the learning goals organized around the area(s) reported on the student report card.
Demonstrates behaviors that promote learning
- Stays on task
- Follows directions
- Contributes positively
Demonstrates skills and concepts
- Sings
- Performs with instruments
- Reads and notates music
- Composes and improvises
- Listens, analyzes, and describes music
The Learning Content
PE
1st Grade PE
Overview
An understanding of good health and fitness concepts and practices is essential for all students. Teaching our students good health and safety principles can lead to a lifetime of healthy practices, resulting in more productive, active, and successful lives. The Physical Education Standards establish the concepts and skills necessary for safe and healthy living, and in turn, for successful learning.
Our Adopted Curriculum
Our adopted health materials include:
- Five for Life (Focused Fitness)
- SPARK PE (Spark)
Learning Goals
Below are the learning goals organized around the area(s) reported on the student report card.
Demonstrates behaviors that promote learning related to health and fitness from among the following areas:
- Respects the rights and feelings of others
- Actively listens and follows directions
- Stays on task
- Contributes positively
Demonstrates skills and concepts related to health and fitness from among the following content areas:
- Recognizes and demonstrates mature form in
- Locomotor (i.e. jog, run, hop, jump, gallop, slide, skip, leap)
- Non-locomotor (i.e. bend, twist, stretch, push, pull)
- Uses manipulatives alone and with a partner (i.e. rolling, tossing, throwing over/underhand, catching, bouncing, dribbling, kick/punt)
- Balance and rhythm
- Demonstrates movement concepts
- Personal/general space
- Pathways (i.e. zig-zag, curve, straight)
- Directions (i.e. forward, backward, diagonal, sideways)
- Levels (i.e. high, medium, low)
- Moves safely in a variety of activities
- Game strategies
- Recognizes basic fitness vocabulary
- Physical activities, heart, lungs, heartbeat, breath, muscles
- Understands skills and concepts related to health
- Nutrition and the body
The Learning Content
Physical education develops physically literate individuals who have the knowledge, skills and confidence to enjoy a lifetime of healthful physical activity.
To pursue a lifetime of healthful physical activity, a physically literate individual:
- Has learned the skills necessary to participate in a variety of physical activities.
- Knows the implications and the benefits of involvement in various types of physical activities.
- Participates regularly in physical activity.
- Is physically fit.
- Values physical activity and its contributions to a healthful lifestyle.
Library
Library
Overview
The elementary library program provides lessons aligned to the American Association of School Librarians Standards Framework for Learners and the International Society for Technology in Education Standards, to promote the access and use of text and digital content in a safe, responsible and purposeful manner.
Learning Progression
Library lessons center on 4 overarching areas:
Digital Citizenship and Responsibility
- Digital citizenship & safety
- Managing technology
- Responsibly reporting
Library Skills and Organization
- The library collection
- Library management procedures
- Catalogs & databases
Information Literacy and Research
- Genres & sub-genres of informational text
- Text features & formats
- Locating information & conducting database searches
Reading Engagement
- Connecting with literature & texts
- Awareness of different ways to choose a book
- Literature awards
- STEM integration