Grade 1
Mandarin Chinese 1
In the first grade, we are expecting our Chinese learners to take advantage of their precious period of second language learning for Chinese Mandarin, which is a tonal language. The first graders will be exposed to simple and short vocabulary that are more concrete and tangible for them in their prior knowledge of the world. Singing and acting out are two major elements in first grade Chinese. There are also holiday celebrations through food and folk tales to familiarize themselves with Chinese cultural practices.
Writing Continuum
Literacy Statement
An effective literacy program offers a balance of challenge and support while building children’s confidence in their emerging abilities as readers and writers. Our goal is to develop fluent, capable readers who enjoy the process and learn from it, drawing from a diverse array of literature. Helping students become writers who can express their ideas cogently, clearly, and creatively is another important goal. We view reading and writing as a developmental process and understand that a child’s progress is seldom even or linear. It is common, for example, that a student’s leap ahead in learning is followed by a consolidating phase or an apparent plateau. We also find that students cannot be easily placed in a single category along the learning continuum. As such, our instruction is guided by regular formal and informal writing assessments.
While no two developmental journeys are identical, students often exhibit a range of skills and understandings. The following reading/writing continuum describes the basic path to literacy in the Beginning and Lower Schools.
Writing 1
Writer's Workshop
Writer's workshop emphasizes the importance of student engagement and the interaction between readers and text. It provides differentiated instruction in writing. Writer's Workshop focuses on the teaching of writing strategies. The purpose of Writer's Workshop is to foster a love of writing. Students develop an ability to write confidently in many forms for a variety of audiences and purposes.
In the classroom this looks like a mini lesson devoted to one aspect of writing, followed by guided practice where the teacher works with groups of kids, and time for students to practice the skills independently.
Specific components of this grade level are described below.
Writing Mini-Lessons
During writing minilessons, teacher's highlight a teaching-point regarding writing conventions (punctuation, spelling, spaces between words, etc.) or writing craft (writing process, story elements, character development, word choice, voice, etc.). They use mentor texts, teacher-written texts, or shared-writing texts to model the teaching point and then give students opportunities to discuss how they can make use of the minilesson within their own writing. Teachers follow-up on writing mini-lessons with "mid-workshop" interruptions in which they highlight student work that exempflies the application of the minilesson.
Word Study
Students work as a whole-group, small-group, and individually on phonemic awareness (hearing sounds in words), sight words, and patterns within words.
Shared Writing
Independent Writing
Writer's Circles
Writer's Circles occur throughout the writing process. At times, a Writer's Circle may be an opportunity for a student to share a polished piece of writing with an audience. At other times, students bring pieces of writing that are in process to share with the writing community for the purpose of soliciting feedback and assistance. Writer's Circles may include the entire class community or they may include a small group of children who are asking for help from or offering help to their fellow writers.
Writing Conferences
Individual writing conferences are a time when students sit one-on-one with teachers to discuss their writing process. Teachers work closely with students to identify personal goals around writing conventions (punctuation, spelling, spaces between words, etc.) and writing craft (writing process, story elements, character development, word choice, voice and application of other concepts learned in minilessons).
Spanish 1
A brief note about languages in first grade: "ROTATIONS"
Reading Continuum
Literacy Statement
An effective literacy program offers a balance of challenge and support while building children’s confidence in their emerging abilities as readers and writers. Our goal is to develop fluent, capable readers who enjoy the process and learn from it, drawing from a diverse array of literature. Helping students become writers who can express their ideas cogently, clearly, and creatively is another important goal. We view reading and writing as a developmental process and understand that a child’s progress is seldom even or linear. It is common, for example, that a student’s leap ahead in learning is followed by a consolidating phase or an apparent plateau. We also find that students cannot be easily placed in a single category along the learning continuum. As such, our instruction is guided by regular formal and informal reading assessments.
While no two developmental journeys are identical, students often exhibit a range of skills and understandings. The following reading/writing continuum describes the basic path to literacy in the Beginning and Lower Schools.
Science 1
For a Lower School Science overview, start here:
www.catlin.edu/classroom/lower-school-science
For the first grade science classroom page, start here:
www.catlin.edu/classroom/lower-school-science/first-grade-science
Reading 1
Reader's Workshop
Reader's workshop emphasizes the importance of student engagement and the interaction between readers and text. It provides differentiated instruction in reading. Reader's Workshop focuses on the teaching of reading strategies. The purpose of Reader's Workshop is to foster independence among readers.
In the classroom this looks like a mini lesson devoted to one aspect of reading, followed by guided practice where the teacher works with groups of kids, and time for students to practice the skills independently.
Specific components of this grade level are described below.
Read Aloud
Here, the teacher reads picture books and chapter books to the children that may be above their instructional reading levels and their independent reading level. This provides a rich context in which children can experience more complex language and stories. Sometimes we will be reading great literature and other times we might introduce a series that eventually children will be able to read on their own. These books are often a stimulus for writing as well. Great literature influences first graders very positively; just like it does for you and me.
Shared Reading
Teachers will read picture books and big books aloud with the children while structuring discussions and demonstrations on how to read and think about a book. Here, the teacher often points to each word and frequently children are encouraged to join in. They hear the language of stories during which we create a warm and positive atmosphere. Children learn to recognize words at the same time they are learning to love books and poetry.
Guided Reading
In guided reading groups, the teacher provides support so that children can read books with a small amount of challenge. Books are considered to be at an instructional level in guided reading group if a child can successfully and independently read at least 90% of the words. Children will be working in small groups with the teacher. We place children in flexible groups according to their ability and personal interests. Groups may change throughout the year depending on the needs of the students. The children in each group are guided through a reading selection together as a group and then independently. Children will be involved in word study and learn and practice the strategies they will need in order to become independent readers. The goals for each child will change as his/her reading level changes.
Independent Reading
Reading Conferences
Individual reading conferences are a time when students sit one-on-one with teachers to discuss their "just right" book choices, reading preferences and reading habits. It is also an opportunity for both formal and informal assessment of students reading levels with regard to both decoding (figuring the words out) and comprehension (understanding).
PE 1
Physical activity is critical to the development and maintenance of good health. The goal of physical education is to develop physically educated individuals who have the knowledge, skills, and confidence to enjoy a lifetime of healthful physical activity.