First Grade Curriculum

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First

Grade

Curriculum

Language Arts
-

Based on Common Core Standards 2010

Strand R Reading

RL Literature

Key Ideas and Details

Anchor Standard RL.CCR.1 Read closely to determine what the text says explicitly and to make
logical inferences from it; cite
specific textual evidence when writing or speaking to support
conclusions drawn from the text.

Grade Level Standard RL.1.1 Ask and answer questions about key details in a text.

Anchor Standard RL.CCR.2 Determine central ideas or themes of a text and anal
yze their
development; summarize the key supporting details and ideas.

Grade Level Standard RL.1.2 Retell stories, including key details, and demonstrate
understanding of their central message or lesson.

Anchor Standard RL.CCR.3 Analyze how and why indiv
iduals, events, and ideas develop and
interact over the course of a text.

Grade Level Standard RL.1.3 Describe characters, settings, and major events in a story, using
key details.

Craft and Structure

Anchor Standard RL.CCR.4 Interpret words and phrases

as they are used in a text, including
determining technical, connotative, and figurative meanings, and analyze how specific word
choices shape meaning or tone.

Grade Level Standard RL.1.4 Identify words and phrases in stories or poems that suggest
feelin
gs or appeal to the senses.

Anchor Standard RL.CCR.5 Analyze the structure of texts, including how specific sentences,
paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to
each other and the whole.

Grade Leve
l Standard RL.1.5 Explain major differences between books that tell stories and
books that give information, drawing on a wide reading of a range of text types.



Anchor Standard RL.CCR.6 Assess how point of view or purpose shapes the content and style of
a

text.

Grade Level Standard RL.1.6 Identify who is telling the story at various points in a text.

Integration of Knowledge and Ideas

Anchor Standard RL.CCR.7 Integrate and evaluate content presented in diverse media and
formats, including visually and q
uantitatively, as well as in words.

Grade Level Standard RL.1.7 Use illustrations and details in a story to describe its characters,
setting, or events.

Anchor Standard RL.CCR.8 Delineate and evaluate the argument and specific claims in a text,
including

the validity of the reasoning as well as the relevance and sufficiency of the evidence.

Grade Level Standard RL.1.8 (Not applicable to literature)

Anchor Standard RL.CCR.9 Analyze how two or more texts address similar themes or topics in
order to build
knowledge or to compare the approaches the authors take.

Grade Level Standard RL.1.9 Compare and contrast the adventures and experiences of
characters in stories.

Range of Reading and Level of Text Complexity

Anchor Standard RL.CCR.10 Read and comprehen
d complex literary and informational texts
independently and proficiently.


Grade Level Standard RL.1.10 With prompting and support, read prose and poetry of
appropriate complexity for grade 1.

RI Informational Text

Key Ideas and Details

Anchor Standard

RI.CCR.1 Read closely to determine what the text says explicitly and to make
logical inferences from it; cite specific textual evidence when writing or speaking to support
conclusions drawn from the text.

Grade Level Standard RI.1.1 Ask and answer questi
ons about key details in a text.

Anchor Standard RI.CCR.2 Determine central ideas or themes of a text and analyze their
development; summarize the key supporting details and ideas.



Grade Level Standard RI.1.2 Identify the main topic and retell key detail
s of a text.

Anchor Standard RI.CCR.3 Analyze how and why individuals, events, and ideas develop and
interact over the course of a text.

Grade Level Standard RI.1.3 Describe the connection between two individuals, events, ideas, or
pieces of information
in a text.

Craft and Structure

Anchor Standard RI.CCR.4 Interpret words and phrases as they are used in a text, including
determining technical, connotative, and figurative meanings, and analyze how specific word
choices shape meaning or tone.

Grade Lev
el Standard RI.1.4 Ask and answer questions to help determine or clarify the meaning
of words and phrases in a text.


Anchor Standard RI.CCR.5 Analyze the structure of texts, including how specific sentences,
paragraphs, and larger portions of the text (e
.g., a section, chapter, scene, or stanza) relate to
each other and the whole.

Grade Level Standard RI.1.5 Know and use various text features (e.g., headings, tables of
contents, glossaries, electronic menus, icons) to locate key facts or information in a

text.

Anchor Standard RI.CCR.6 Assess how point of view or purpose shapes the content and style of
a text.

Grade Level Standard RI.1.6 Distinguish between information provided by pictures or other
illustrations and information provided by the words in a

text.

Integration of Knowledge and Ideas

Anchor Standard RI.CCR.7 Integrate and evaluate content presented in diverse media and
formats, including visually and quantitatively, as well as in words.

Grade Level Standard RI.1.7 Use the illustrations and d
etails in a text to describe its key ideas.

Anchor Standard RI.CCR.8 Delineate and evaluate the argument and specific claims in a text,
including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

Grade Level Standard

RI.1.8 Identify the reasons an author gives to support points in a text.

Anchor Standard RI.CCR.9 Analyze how two or more texts address similar themes or topics in
order to build knowledge or to compare the approaches the authors take.



Grade Level Stand
ard RI.1.9 Identify basic similarities in and differences between two texts on
the same topic (e.g., in illustrations, descriptions, or procedures).

Range of Reading and Level of Text Complexity

Anchor Standard RI.CCR.10 Read and comprehend complex liter
ary and informational texts
independently and proficiently.

Grade Level Standard RI.1.10 With prompting and support, read informational texts
appropriately complex for grade 1.

RF Foundational Skills

Print Concepts

Grade Level Standard RF.1.1 Demonstra
te understanding of the organization and basic features
of print.

RF.1.1.a Recognize the distinguishing features of a sentence (e.g., first word, capitalization,
ending punctuation).

Phonological Awareness

Grade Level Standard RF.1.2 Demonstrate underst
anding of spoken words, syllables, and
sounds (phonemes).

RF.1.2.a Distinguish long from short vowel sounds in spoken single
-
syllable words.

RF.1.2.b Orally produce single
-
syllable words by blending sounds (phonemes), including
consonant blends.

RF.1.2.
c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken
single
-
syllable words.

RF.1.2.d Segment spoken single
-
syllable words into their complete sequence of individual
sounds (phonemes).

Phonics and Word Recognition

Grade Le
vel Standard RF.1.3 Know and apply grade
-
level phonics and word analysis skills in
decoding words.

RF.1.3.a Know the spelling
-
sound correspondences for common consonant digraphs.

RF.1.3.b Decode regularly spelled one
-
syllable words.



RF.1.3.c Know final
-
e and common vowel team conventions for representing long vowel
sounds.

RF.1.3.d Use knowledge that every syllable must have a vowel sound to determine the number
of syllables in a printed word.

RF.1.3.e Decode two
-
syllable words following basic pattern
s by breaking the words into
syllables.

RF.1.3.f Read words with inflectional endings.

RF.1.3.g Recognize and read grade
-
appropriate irregularly spelled words.

Fluency

Grade Level Standard RF.1.4 Read with sufficient accuracy and fluency to support
com
prehension.

RF.1.4.a Read on
-
level text with purpose and understanding.

RF.1.4.b Read on
-
level text orally with accuracy, appropriate rate, and expression on successive
readings.

RF.1.4.c Use context to confirm or self
-
correct word recognition and under
standing, rereading
as necessary.

Strand W Writing

Text Types and Purposes

Anchor Standard W.CCR.1 Write arguments to support claims in an analysis of substantive
topics or texts, using valid reasoning and relevant and sufficient evidence.

Grade Level
Standard W.1.1 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.

Anchor Standard W.CCR.2 Write informative/explanatory text
s to examine and convey complex
ideas and information clearly and accurately through the effective selection, organization, and
analysis of content.

Grade Level Standard W.1.2 Write informative/explanatory texts in which they name a topic,
supply some fac
ts about the topic, and provide some sense of closure.



Anchor Standard W.CCR.3 Write narratives to develop real or imagined experiences or events
using effective technique, well
-
chosen details, and well
-
structured event sequences.

Grade Level Standard W.
1.3 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.

Production and Distribution of Writing

Ancho
r Standard W.CCR.4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.

Grade Level Standard W.1.4 (Begins in grade 3)

Anchor Standard W.CCR.5 Develop and strengthen writing
as needed by planning, revising,
editing, rewriting, or trying a new approach.

Grade Level Standard W.1.5 With guidance and support from adults, focus on a topic, respond
to questions and suggestions from peers, and add details to strengthen writing as ne
eded.

Anchor Standard W.CCR.6 Use technology, including the Internet, to produce and publish
writing and to interact and collaborate with others.

Grade Level Standard W.1.6 With guidance and support from adults, use a variety of digital
tools to produce
and publish writing, including in collaboration with peers.

Research to Build and Present Knowledge

Anchor Standard W.CCR.7 Conduct short as well as more sustained research projects based on
focused questions, demonstrating understanding of the subject u
nder investigation.

Grade Level Standard W.1.7 Participate in shared research and writing projects (e.g., explore a
number of “how
-
to” books on a given topic and use them to write a sequence of instructions).

Anchor Standard W.CCR.8 Gather relevant infor
mation from multiple print and digital sources,
assess the credibility and accuracy of each source, and integrate the information while avoiding
plagiarism.

Grade Level Standard W.1.8 With guidance and support from adults, recall information from
experien
ces or gather information from provided sources to answer a question.

Anchor Standard W.CCR.9 Draw evidence from literary or informational texts to support
analysis, reflection, and research.



Grade Level Standard W.1.9 (Begins in grade 4)

Range of Writi
ng

Anchor Standard W.CCR.10 Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of
tasks, purposes, and audiences.

Grade Level Standard W.1.10 (Beg
ins in grade 3)

Strand SL Speaking and Listening

Comprehension and Collaboration

Anchor Standard SL.CCR.1 Prepare for and participate effectively in a range of conversations
and collaborations with diverse partners, building on others’ ideas and express
ing their own
clearly and persuasively.

Grade Level Standard SL.1.1 Participate in collaborative conversations with diverse partners
about grade 1 topics and texts with peers and adults in small and larger groups.

SL.1.1.a Follow agreed
-
upon rules for di
scussions (e.g., listening to others with care, speaking
one at a time about the topics and texts under discussion).

SL.1.1.b Build on others’ talk in conversations by responding to the comments of others
through multiple exchanges.

SL.1.1.c Ask question
s to clear up any confusion about the topics and texts under discussion.

Anchor Standard SL.CCR.2 Integrate and evaluate information presented in diverse media and
formats, including visually, quantitatively, and orally.

Grade Level Standard SL.1.2 Ask a
nd answer questions about key details in a text read aloud or
information presented orally or through other media.

Anchor Standard SL.CCR.3 Evaluate a speaker’s point of view, reasoning, and use of evidence
and rhetoric.

Grade Level Standard SL.1.3 Ask a
nd answer questions about what a speaker says in order to
gather additional information or clarify something that is not understood.



Presentation of Knowledge and Ideas



Anchor Standard SL.CCR.4 Present information, findings, and supporting evidence suc
h that
listeners can follow the line of reasoning and the organization, development, and style are
appropriate to task, purpose, and audience.

Grade Level Standard SL.1.4 Describe people, places, things, and events with relevant details,
expressing ideas
and feelings clearly.

Anchor Standard SL.CCR.5 Make strategic use of digital media and visual displays of data to
express information and enhance understanding of presentations.

Grade Level Standard SL.1.5 Add drawings or other visual displays to descrip
tions when
appropriate to clarify ideas, thoughts, and feelings.

Anchor Standard SL.CCR.6 Adapt speech to a variety of contexts and communicative tasks,
demonstrating command of formal English when indicated or appropriate.

Grade Level Standard SL.1.6 Pr
oduce complete sentences when appropriate to task and
situation.

Strand L Language

Conventions of Standard English

Anchor Standard L.CCR.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.

Grade Leve
l Standard L.1.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.

L.1.1.a Print all upper
-

and lowercase letters.

L.1.1.b Use common, proper, and possessive nouns.

L.1.1.c Use singular and plural nou
ns with matching verbs in basic sentences (e.g., He hops; We
hop).

L.1.1.d Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their;
anyone, everything).

L.1.1.e Use verbs to convey a sense of past, present, and future (e.g.,

Yesterday I walked home;
Today I walk home; Tomorrow I will walk home).

L.1.1.f Use frequently occurring adjectives.


L.1.1.g Use frequently occurring conjunctions (e.g., and, but, or, so, because).



L.1.1.h Use determiners (e.g., articles, demonstrativ
es).

L.1.1.i Use frequently occurring prepositions (e.g., during, beyond, toward).

L.1.1.j Produce and expand complete simple and compound declarative, interrogative,
imperative, and exclamatory sentences in response to prompts.

Anchor Standard L.CCR.2
Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.

Grade Level Standard L.1.2 Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing
.

L.1.2.a Capitalize dates and names of people.

L.1.2.b Use end punctuation for sentences.

L.1.2.c Use commas in dates and to separate single words in a series.

L.1.2.d Use conventional spelling for words with common spelling patterns and for frequentl
y
occurring irregular words.

L.1.2.e Spell untaught words phonetically, drawing on phonemic awareness and spelling
conventions.

Knowledge of Language

Anchor Standard L.CCR.3 Apply knowledge of language to understand how language functions
in different c
ontexts, to make effective choices for meaning or style, and to comprehend more
fully when reading or listening.

Grade Level Standard L.1.3 (Begins in grade 2)

Vocabulary Acquisition and Use

Anchor Standard L.CCR.4 Determine or clarify the meaning of un
known and multiple
-
meaning
words and phrases by using context clues, analyzing meaningful word parts, and consulting
general and specialized reference materials, as appropriate.

Grade Level Standard L.1.4 Determine or clarify the meaning of unknown and mu
ltiple
-
meaning
words and phrases based on grade 1 reading and content, choosing flexibly from an array of
strategies.

L.1.4.a Use sentence
-
level context as a clue to the meaning of a word or phrase.



L.1.4.b Use frequently occurring affixes as a clue to t
he meaning of a word.

L.1.4.c Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g.,
looks, looked, looking).

Anchor Standard L.CCR.5 Demonstrate understanding of figurative language, word relationships
and nuances in w
ord meanings.

Grade Level Standard L.1.5 With guidance and support from adults, demonstrate understanding
of word relationships and nuances in word meanings.

L.1.5.a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the
categories represent.

L.1.5.b Define words by category and by one or more key attributes (e.g., a duck is a bird that
swims; a tiger is a large cat with stripes).

L.1.5.c Identify real
-
life connections between words and their use (e.g., note places at ho
me
that are cozy).

L.1.5.d Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance,
stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or
choosing them or by acting out the meanin
gs.

Anchor Standard L.CCR.6 Acquire and use accurately a range of general academic and domain
-
specific words and phrases sufficient for reading, writing, speaking, and listening at the college
and career readiness level; demonstrate independence in gather
ing vocabulary knowledge
when encountering an unknown term important to comprehension or expression.

Grade Level Standard L.1.6 Use words and phrases acquired through conversations, reading and
being read to, and responding to texts, including using frequ
ently occurring conjunctions to
signal simple relationships (e.g., because).

Mathematics
-

Based on Common Core Standards 2010

In Grade 1, instructional time should focus on four critical areas: (1) developing understanding
of addition, subtraction, and st
rategies for addition and subtraction within 20; (2) developing
understanding of whole number relationships and place value, including grouping in tens and
ones; (3) developing understanding of linear measurement and measuring lengths as iterating
length u
nits; and (4) reasoning about attributes of, and composing and decomposing geometric
shapes.





Critical Focus Area 1.1 Students develop strategies for adding and subtracting whole numbers
based on their prior work with small numbers. They use a variety of

models, including discrete
objects and length
-
based models (e.g., cubes connected to form lengths), to model add
-
to,
take
-
from, put
-
together, take
-
apart, and compare situations to develop meaning for the
operations of addition and subtraction, and to deve
lop strategies to solve arithmetic problems
with these operations. Students understand connections between counting and addition and
subtraction (e.g., adding two is the same as counting on two). They use properties of addition
to add whole numbers and to
create and use increasingly sophisticated strategies based on
these properties (e.g., “making tens”) to solve addition and subtraction problems within 20. By
comparing a variety of solution strategies, children build their understanding of the relationship

between addition and subtraction.



Critical Focus Area 1.2 Students develop, discuss, and use efficient, accurate, and generalizable
methods to add within 100 and subtract multiples of 10. They compare whole numbers (at least
to 100) to develop understa
nding of and solve problems involving their relative sizes. They
think of whole numbers between 10 and 100 in terms of tens and ones (especially recognizing
the numbers 11 to 19 as composed of a ten and some ones). Through activities that build
number sens
e, they understand the order of the counting numbers and their relative
magnitudes.



Critical Focus Area 1.3 Students develop an understanding of the meaning and processes of
measurement, including underlying concepts such as iterating (the mental activi
ty of building
up the length of an object with equal
-
sized units) and the transitivity principle for indirect
measurement.



Critical Focus Area 1.4 Students compose and decompose plane or solid figures (e.g., put two
triangles together to make a quadrila
teral) and build understanding of part
-
whole relationships
as well as the properties of the original and composite shapes. As they combine shapes, they
recognize them from different perspectives and orientations, describe their geometric
attributes, and de
termine how they are alike and different, to develop the background for
measurement and for initial understandings of properties such as congruence and symmetry.


Science
-

Based on MI Grade Level and High School Content Expectations 2007

Science Processes
: Inquiry Process, Inquiry Analysis and Communication,

Reflection, and Social Implications

Students entering the first grade should have an understanding of the five senses and how the
use

of their senses helps in science observations and investigations. T
he continued use of high


interest

subject matter piqued by their natural curiosity will further develop student
understanding and

skills in making observations, generating questions, planning and conducting
simple
investigations, meaning
-
making, and presen
tation of findings.

In addition to the skills the students acquired in their kindergarten experience, first grade
students

will recognize the importance of multiple trials in their investigations before drawing
conclusions or

presenting findings.

The first

grade students, in all three science content disciplines, physical, life, and Earth, will be

required to make careful and purposeful observations in order to raise questions, investigate,
and

make meaning of their findings.

Physical Science: Properties of

Matter

The first grade physical science experience is intended to develop the young learners’ skills

in
using the senses to sort objects according to their observable physical attributes (color,

shape,
size, sinking, floating, texture). Young children beg
in their study of matter by examining

and
describing objects and their behavior. First grade students will also begin to study states

of
matter and particularly states of water as found on Earth. They explore water primarilyin its
liquid state and solid st
ate. The Grade Level Content Expectations do not hold thefirst grade
student responsible for a complete understanding of water in its gaseous state.

The introduction of the three states of water on Earth is appropriate at this level; however,

developing a
complete knowledge base in states of matter requires many experiences over

multiple grade levels, providing opportunities to continue children’s explorations focused on

observations and simple investigations. Elementary students have difficulty understandi
ng

that
the water they see in a boiling pot evaporates into a gas. A common misconception is that

it
disappeared or went away. In subsequent grades students will be given the opportunity to

conduct simple investigations with heating and evaporation that wi
ll help familiarize them with

evaporation and gas as a state of matter.

The final area of study in the physical sciences is the observation of magnets and the

interaction
with magnetic and non
-
magnetic materials. The study of magnets also provides

the oppo
rtunity
for the young learners to build on their kindergarten experience of pushes and

pulls that are
required in the motion of an object. The magnets can be used to demonstrate

pushes and pulls
that are not in direct contact with the moving object, yet pr
ovide the force

needed for motion.

Life Science: Organization of Living Things and Heredity

The first grade life science curriculum builds on the students’ prior knowledge of living and
nonliving

things and the basic needs of all living things. Students ar
e provided with the
opportunity

to explore and identify the needs of animals and describe the animal life cycle (egg,
young,

adult; egg, larva, pupa, adult).

Through their study of living things in the classroom, first grade students begin to make

connecti
ons between young and adult, and are able to make simple identification of

characteristics that are passed from parents to young (body coverings, beak shape, number of

legs, body parts). They also develop the ability to match young animals with their paren
t based

on similar characteristics (puppies/dogs, kittens/cats, calves/cows, chicks/chickens).

Earth Science: Earth Systems, Weather, and Solid Earth

The Earth science content expectations for first grade focus on two main ideas. The first

concept is the i
mportance of the sun providing the warmth and light necessary for plant and

animal life, and how plant and animal life are dependent on a variety of Earth materials. The



students enter first grade with the basic ability to identify simple Earth materials a
nd recognize

that some Earth materials are necessary to grow plants. Building on their prior knowledge, the

students will be given the opportunity to demonstrate and describe the importance of sun, air,

and soil to plant and animal life.

The second main id
ea in first grade Earth science focuses on the study of weather and how it

changes from day to day and over the seasons. The young learners are given the opportunity to

observe, record, and measure weather conditions over a period of time. Student understa
nding

of weather can be obtained through observations, descriptions, and finding patterns. The first

grade Earth science content expectations also include the study of severe weather events and

precautions that should be taken to ensure their safety if sev
ere weather should occur

Social Studies
-
Based on MI Grade Level and High School Content Expectations
2007

In first grade, students continue to explore the social studies disciplines of history, geography,
civics and government,

and economics through an int
egrated approach using the context of
families and schools. This is the students’ first

introduction to social institutions as they draw
upon knowledge learned in kindergarten to develop more sophisticated

understandings of each
discipline.

History

First g
rade students begin to develop the ability to think like a historian. Using a calendar,
students begin to understand

the passage of time. They then apply their understanding of time
and chronology by using events from family and school,

extending their und
erstanding of the
past to events beyond their own lifetimes. Using events to which they have a

personal
connection, students learn that history involves stories of the past. By exploring relevant
primary sources such

as photographs, diaries, and artifacts,

students develop simple narratives
of the history of families or school. Students also

learn to draw generalizations and conclusions
about changes over time by comparing family life, school, jobs, and methods

of communication
in their lives, to those in t
he past. In examining why certain events and people are celebrated
through

national holidays, students begin to appreciate the influence history has on their daily
lives. The study of history through

the lens of families and schools in first grade prepares

students for more complex investigations of the past of their

community, state, and country in
later grades.

Geography

The expectations in first grade build upon simple understandings of maps. Students’ spatial
perspective is deepened by

constructing clas
sroom maps to illustrate aerial perspective and
introducing absolute and relative location using the

familiar contexts of home and school.
Students begin to use personal directions to describe the relative location of

different places in
the school environ
ment. Students use maps and globes to distinguish physical characteristics of
Earth,

such as landmasses and oceans. In introducing students to the concepts of region and
human systems, first grade sets

the stage for more sophisticated study of these concep
ts in
later grades. By using their immediate school environment,

students learn to distinguish
between physical and human characteristics of place, and describe unifying characteristics of

different regions within their classroom and school. Students begin

to build an understanding of


the different aspects of

culture through a comparison of family life. They learn that people not
only use the environment, but also modify or adapt

to the environment.

Civics and Government

The content expectations in civics u
se the school as a context for learning about the purposes
of government, the values

and principles of American democracy, and the roles of citizens.
Building upon the concept that people are not free to

do whatever they want, students identify
reasons for

rules in school. Concepts of power and authority are introduced

as students identify
examples of people using power with and without authority in the school setting. Drawing upon
the

notion of fairness from kindergarten, students explore fair ways to reso
lve conflicts at
school. The expectations broaden

students’ understanding of the values and principles of
American democracy using significant symbols of the United States.

Notions of individual responsibilities introduced in kindergarten are expanded to i
nclude civic
responsibilities as members

of a group or school community. Thus, students begin to recognize
that respect for the rule of law and the rights of

others is fundamental to our system of
government.

Economics

First grade students extend their und
erstanding of basic economic concepts. They distinguish
between producers

and consumers and examine ways in which their families consume goods
and services. Using practical examples and

personal experiences, students begin to learn how
scarcity forces peop
le to make choices. Students develop a deeper

understanding of trade as
they explore the reasons why people trade, how money simplifies trade, and how people earn

money. These concepts lay the foundation for more complex studies of economic principles in
l
ater years.

Public Discourse, Decision Making, and Citizen Involvement

In first grade, students continue to develop an understanding of public issues and the
importance of citizen action in a

democratic republic. First grade students identify public issues

in the school community and analyze data about them.

They investigate different resolutions to these issues. Students begin to develop competency in
expressing their own

opinions relative to a public issue in school by justifying their opinions
with reaso
ns. This foundational knowledge is built

upon throughout the grades as students
develop a greater understanding of how, when, and where to communicate their

positions on public issues with a reasoned argument
.


Religion
-
Based on Archdiocese of Detroit Rel
igion Standards



Our Church Community



Our Loving God



God’s Son Jesus



The Holy Spirit



Jesus' Church of Followers




Computers
-

Based on Michigan Technology Standards 2009





Practice Appropriate Use Policies concerning Internet Safety and Responsibility



Learn
the Part
s

of the Computer and Technology Terms



Learn how to open, close, and save with computer programs



Learn
Language Arts and

Math

skills using Computer Software



Use KidsPix Deluxe

Software to promote creativity


Spanish
-

Based on MI_Curriculum_Framewo
rk World Languages 1998



Numbers



Animals



Christmas Traditions



Colors



Family



Valentine’s Day



Foods


Music
-

Based on MI Curriculum Framework 1998 Arts: Music



Beat



Rhythm



Expression
-
Dynamics



Tone

Color



Movement



Form



Melody



Tempo



Timbre



Expressive qualities



Vocal Technique/Performance Etiquette



Game Songs


Art
-

Based on MI Curriculum Framework 1998 Arts: Visual Arts (1998
)



Drawing and Coloring




Elements of Art
-
Color



Symmetry



3D figures



Sketching



Texture



African Masks





Tissue Birds



Birdhouses



Physical Ed
ucation
-

MI

Curriculum

Framework

Physical Education (2007)

: k
-
2



Spatial Awareness



Following
Instructions



Safety awareness




Movement Education



Basic Volleyball Skills



Cooperation/Teamwork



Ball Handling Skills



Rhythm



Social Skills



Safety Procedures



Enjo
yment of Physical Activity



Hand
-
Eye Coordination



Foot
-
Eye Coordination



Positive behaviors; honesty, taking turns, self
-
cont
rol and encouragement of others

Library
-

Based on
American Association of School Librarians

Library Skills (2011)
:
K
-
12



Library Skill
s
-

Using library materials properly, choosing an appropriate book, Active
Listening



Literature Appreciation
-
, Making Predictions, Active Listening, Following Directions



Literary Skills
-
Retellings, Identifying Book Words



Critical Thinking Skills
-
Sequenci
ng, Listening to clues to deduct, Development of
Comprehension Skills



Oral Communication Skills
-
Retelling a Story



Writing Skills
-
Writing a Story


Textbooks:



Language Arts
-
Scott Foresman , Phonics
-
Pearson Education, Handwriting
-

Zaner
-
Bloser



Mathematic
s
-
Scott Foresman



Social Studies
-
Scott Foresman



Science
-
Scott Foresman



Music
-
Silver Burdett Ginn





Religion
-

Blest Are We
-

RCL Benziger