1. ELEMENTARY CURRICULUM OVERVIEW FIRST GRADE

2. ELEMENTARY SCHEDULING KINDERGARTEN THROUGH GRADE 2
Subject
Minutes
Description
ELAR
110
A comprehensive ELAR curriculum includes reading instruction, written expression, spelling, vocabulary, and handwriting. A 110 minute daily ELAR block with 45 minutes of Writing Workshop minimum 3 days per week.
Mathematics 90
The focus of math instruction is based upon conceptual understanding prior to the implementation of mathematical procedures (teaching of algorithms).
A skills time within the 90 minute mathematics block will allow time for differentiated instruction to meet student needs.
Science 40
40 minutes is the minimum per day for science instruction. Students should be exposed to non-fiction literature as well as having multiple hands-on lab opportunities.
Social Studies
40 minutes is the minimum per day for social studies instruction. A strong foundational understanding of the social studies TEKS must be included.

3. ENGLISH LANGUAGE ARTS AND READING

4. LITERACY INSTRUCTION PHONEMIC AWARENESS PHONICS FLUENCY
1ST GRADE ELAR
LITERACY INSTRUCTION
Strategic and developmentally appropriate focus on:
PHONEMIC AWARENESS
PHONICS
FLUENCY
VOCABULARY DEVELOPMENT
READING COMPREHENSION
CRITICAL WRITING
Phonemic awareness is the ability to hear, identify, and manipulate individual sounds-phonemes--in spoken words.
Phonics is the method of teaching beginning readers to connect the sounds of spoken language with letters or a group of letters and teaching children to blend the sounds of letters together to form words.
Fluency is reading text with speed, accuracy, expression and comprehension.
Comprehension is the level of understanding of text that is read.
Writing-Skills and strategies for generating, revising, and editing a variety of texts for different audiences and purposes

5. 1ST GRADE ELAR
CLASSROOMS
Our classrooms are designed to be collaborative, creative, and literacy rich. In our classrooms, you will find:
Large/small group meeting areas.
A classroom library filled with a variety of leveled texts.
Individual book boxes or bags.
Ample writing supplies and mentor texts.
Areas to practice both independent and collaborative reading and writing.
Teacher and student-created anchor charts.
Resources to support a gradual release of responsibility (sound linking charts, word walls, writing folders, etc.).
A display of student products that reflect recent work in the classroom.
We want our classrooms designed in a way that best supports an authentic workshop. In a workshop, students are engaged in the reading and writing of authentic texts, sometimes collaboratively and sometimes independently. We want to foster independence in our students to have tools and scaffolds close by and available to solve challenges at points of difficulty on their own. As an example, students are provided strategies for reading and spelling unknown words. We model these strategies for students and prompt for and reinforce them during our reading and writing conferences and small group instruction. Spelling and reading strategy charts are available for students to reference in addition to other tools like sound linking charts, personal word walls, etc.)

6. READING AND WRITING WORKSHOP
1ST GRADE ELAR
READING AND WRITING WORKSHOP
During the English Language Arts and Reading (ELAR) block, students will:
Receive explicit instruction through mini lessons.
Engage in purposeful student talk.
Explore a variety of genres and participate in shared and modeled demonstrations of effective reading and writing strategies.
Read and write independently for sustained periods of time.
Explore how words work and apply what they learn in the context of reading and writing through small-group, peer, and individual conferences.
Receive timely feedback and set future reading and writing goals.
Share their work with others.
Our ELAR blocks are organized around a reading workshop, writing workshop and opportunities for vocabulary and word study. Organizing in this way allows us to provide our students with very explicit instruction in skills and strategies proficient readers use, students can then practice these skills for sustained periods of time in their own reading and writing, and then share their learning with others. Our students become increasingly more independent and we are able to sit side by side individual students or work with small groups to provide feedback, help set goals, and reinforce the progress each of our students’ is making. The first 4 weeks of school are dedicated to introducing and practicing the behaviors and routines of a reading and writing workshop.

7. 1ST GRADE ELAR
GRADE LEVEL FOCUS
During the English Language Arts and Reading (ELAR) block, first grade students will focus on:
Using a range of strategies to read grade-level text with understanding and fluency.
Retelling stories read aloud or independently with attention to sequence of key events.
Using phonics and word analysis skills to figure out unfamiliar words when reading and writing.
Writing to express ideas and communicate information.
Taking part in conversations about topics and texts being studied, explaining thinking and showing how thinking connects back to text.
Our ELAR blocks are organized around a reading workshop, writing workshop and opportunities for vocabulary and word study. Organizing in this way allows us to provide our students with very explicit instruction in skills and strategies proficient readers use, students can then practice these skills for sustained periods of time in their own reading and writing, and then share their learning with others. Our students become increasingly more independent and we are able to sit side by side individual students or work with small groups to provide feedback, help set goals, and reinforce the progress each of our students’ is making. The first 4 weeks of school are dedicated to introducing and practicing the behaviors and routines of a reading and writing workshop.

10. WHAT SHOULD YOUR CHILD BE BRINGING HOME?
1ST GRADE ELAR
WHAT SHOULD YOUR CHILD BE BRINGING HOME?
Bag of familiar reading material
Reader Response Notebook and/or Reading Log

11. MATHEMATICS
EMSISD

12. THE LAST 4 PROCESS STANDARDS- IT’S ALL ABOUT COMMUNICATION!
EMSISD
1ST GRADE MATHEMATICS
THE LAST 4 PROCESS STANDARDS- IT’S ALL ABOUT COMMUNICATION!
(D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;
(E)use mathematical relationships to generate solution and make connections and predictions.
(F) analyze mathematical relationships to connect and communicate mathematical ideas.
(G) display, explain, or justify mathematical ideas and arguments using precise mathematical language in written or oral communications.
Let’s take a look at the last 4 standards. At this point, the teacher may want to give them a chance to read the 4 and ask what they notice about these standards. Hopefully, they will notice  that communication through explaining, justifying, displaying, etc. for math is new and they were not required to do that as students. Our students are required to do that.
Our primary resource for instruction is a program called Investigations in Number, Data, and Space. We also utilize Number Corner from the Math Learning Center, Number Concepts by Kathy Richardson, Teaching Student-Centered Mathematics, by John Van de Walle, and various resources for conceptual lessons from around the country. Our intent is to make math meaningful and accessible for every child.

13. FOCAL POINTS FOR FIRST GRADE
1ST GRADE MATHEMATICS
FOCAL POINTS FOR FIRST GRADE
Develop an understanding of place value
Solving problems involving addition and subtraction
Analyzing attributes of two-dimensional shapes and three-dimensional solids
Developing the understanding of length
These are the big ideas that your students will be working with this year in mathematics. These are grade level priorities as identified by the state. Focal points work to bring “connectivity” between the strands of mathematics within and between grade levels.
Students count, represent, compare, and order quantities and collections fluently to 120. Students use base10 place value to interpret numbers as groups of hundreds, tens, and ones.
Students recognize situations involving addition and subtraction. Students develop and use efficient, accurate, and generalizable methods to add and subtract and to use this knowledge to solve problems.
Students are able to identify, name, and create basic two-dimensional shapes and three dimensional solids. Students attend to attributes to compose and decompose basic two-dimensional shapes and construct more complex shapes.
Students gain familiarity with principles of length measurement. They reason about, explain, and use the principles as they measure lengths.

14. STRATEGIES IN PARENT LETTERS
1ST GRADE MATHEMATICS
STRATEGIES IN PARENT LETTERS
The human brain requires experiences to link new learning to prior knowledge. Because mathematics is entirely conceptual and abstract, it is imperative that students experience those concepts in concrete ways prior to learning procedures for efficiency. Conceptual teaching does not do away with procedural learning, it only clarifies it. As students have to articulate new learning in words, pictures and numbers, they are clarifying and organizing their own thinking and making sense of the mathematics. By utilizing materials and strategies that emphasize this model, we will build student understanding in mathematics. There is research to show that learning procedural prior to conceptual actually hinders meaning making in mathematics.  The parent letters will show different strategies that students can use to show understanding of the concept before learning the procedure.  It leads to understanding why the procedure works.

15. 1ST GRADE MATHEMATICS
GUIDING PRINCIPLES
Support students to make sense of mathematics and learn that they can be mathematical thinkers.
Focus on computational fluency with whole numbers.
Emphasize reasoning about mathematical ideas.
Engage all learners in understanding mathematics.
Relying on memory alone is not sufficient, as many of us know from our own schooling. If you forget—as we all do at times—you are left with nothing.

16. We the People of the United States of America ...
SOCIAL STUDIES
EMSISD

17. EMSISD
1ST GRADE SOCIAL STUDIES
Throughout social studies in Kindergarten-Grade 12, students build a foundation in history; geography; economics; government; citizenship; culture; science, technology, and society; and social studies skills. The content, as appropriate for the grade level, enables students to understand the importance of patriotism, function in a free enterprise society, and appreciate the basic democratic values of our state and nation.
Teaching children strategies for correcting their spelling is far more important than giving them the correct spelling of a particular word. Our curriculum focuses on teaching spelling in context in order to help them learn these strategies.

18. 1ST GRADE SOCIAL STUDIES
In Grade 1, students study their relationship to the classroom, school, and community to establish the foundation for responsible citizenship in society.
Teaching children strategies for correcting their spelling is far more important than giving them the correct spelling of a particular word. Our curriculum focuses on teaching spelling in context in order to help them learn these strategies.

19. 1ST GRADE SOCIAL STUDIES
First graders receive instruction through units that start to build a foundation in history; geography; economics; government; citizenship; culture; science, technology, and society; and social studies skills:
Unit 1: Understanding Rules and Routines
Unit 2: Understanding Good Citizenship
Unit 3: Making Decisions/Problem Solving
Unit 4: Citizen Heroes/Hispanic Heritage Enrichment Unit
Unit 5: Understanding Government
Unit 6: Presidential Election Enrichment Unit
Unit 7: Understanding Celebrations
Unit 8: Remembering Important People & Events
Unit 9: Understanding History
Unit 10: Local History Enrichment Unit
Unit 11: Citizen Heroes/Black History Enrichment Unit
Unit 12: The Earth & Us
Unit 13: Understanding Geography
Unit 14: Texas History Enrichment Unit
Unit 15: Women's History Enrichment Unit
Unit 16: Understanding Economics
Unit 17: Working in My Community
Unit 18: Technology
Unit 19: Recording the Changes in Our Lives
Unit 20: Into the Future
Teaching children strategies for correcting their spelling is far more important than giving them the correct spelling of a particular word. Our curriculum focuses on teaching spelling in context in order to help them learn these strategies.

20. ELEMENTARY SCIENCE: LEARNING THROUGH INQUIRY

21. WHAT IS SCIENTIFIC INQUIRY?
1st GRADE SCIENCE
WHAT IS SCIENTIFIC INQUIRY?
Scientific inquiry allows students to take an active role in understanding science content and processes.
Scientific inquiry transforms learning from teacher centered to student centered learning.
Scientific inquiry engages students in problem solving and critical thinking.
Scientific inquiry is the active construction of ideas and forming connections.

22. 1st GRADE SCIENCE
WHAT ARE THE ESSENTIAL FEATURES OF A STUDENT-CENTERED SCIENCE CLASSROOM?
Learners are engaged in scientifically oriented questions.
Learners give priority to evidence, which allows them to develop and evaluate explanations that address scientifically oriented questions.
Learners formulate and evaluate explanations from evidence to address scientifically oriented questions.
Learners communicate and justify their proposed explanations.

23. WHAT IS THE STUDENT’S ROLE?
1ST GRADE SCIENCE
WHAT IS THE STUDENT’S ROLE?
Ask a question about objects, organisms and events in the world around them.
Plan and conduct a simple investigation.
Employ simple equipment and tools to gather data and extend the senses.
Use data to construct a reasonable explanation.
Communicate investigations and explanations.

24. SCIENCE NOTEBOOKS IN EVERY CLASSROOM
1ST GRADE SCIENCE
SCIENCE NOTEBOOKS IN EVERY CLASSROOM
Integrates science and language arts skills
Helps students develop cognitive knowledge of science content and processes
Enhances writing skills
Serves as an assessment tool to gather information on students’ thinking

25. K-5 GIFTED AND TALENTED PROGRAM
PACE
K-5 GIFTED AND TALENTED PROGRAM
What is PACE?  
Educational program which serves identified gifted/talented students in grades K-5 
2 hour pull-out program for 2nd – 5th graders
Kindergarten and 1st grade students served in classroom with differentiated instructional strategies
Learning Opportunities for GT Students
Students work on a differentiated curriculum with extended activities
Instructional goals focus on helping students to develop critical thinking skills, communicate effectively, reason and solve problems, and value diversity.
Lessons span across all curriculum areas and incorporate a research component in the spring semester
The depth of projects builds as the students progress to the upper grades