Grade One Curriculum Newsletter

December - March 2017

Introduction: The curriculum letter provides a broad overview of

learning outcomes, instructional approaches and assessment focus
over the next few months in grade one.
Time Frame: December March
Inquiry Question or Statement: Students will continue to explore
our year long inquiry question "How do you grow?" by considering
the following questions:

How do you grow a community?

What is the next best thing for our community now that
there are three new schools?
Results:
While working within the discipline of an Urban Planner and Structural
Engineer students will:
Personal Development through Learning
- Modifies and improves learning strategies based on experience
and feedback
Citizenship in Learning
- Adheres to community expectations and personal convictions in
conducting and representing learning
Character in Learning
- Identifies possible choices in decision making processes and
evaluates them in light of the needs of self and others
Language Arts
While working within the discipline of an Urban Planner students will:
Clarity and Extend
Group ideas and information into categories determined by an
adult
Ask questions to get additional ideas and information on topics of
interest
Generate Ideas
Generate and contribute ideas for individuals or group oral, print
and other media texts
Write, represent and tell brief narratives about own ideas and
experiences
Plan and Focus
Explore and share own ideas on topics of discussion and study
Connect information from oral, print and other media texts to
topics of study
Ask and answer questions to satisfy information needs on a
specific topic
Select and Process
Use text features, such as illustrations, titles and opening shots
in video programs, to access information
Match information to research needs
Organize, Record and Evaluate
Identify or categorize information according to sequence, or
similarities and differences
List related ideas and information on a topic, and make
statements to accompany pictures
Share and Review & Present and Share
Present and share ideas and information with familiar audiences,
and respond to questions
Talk about information gathering experiences by describing what
was interesting, valuable or helpful
Respect Others and Strengthen Community
Talk about other times, places and people from various
communities
Use appropriate words, phrases and sentences to ask questions,
to seek and give feedback, and to take turns
Work within a Group
Ask questions and contribute ideas related to class investigations

In addition to the outcomes listed above, grade one will also be

focusing on the following reading and writing outcomes:
Use comprehension strategies
Use a variety of strategies such as making predictions, rereading
and reading on
Self-correct when reading does not make sense, using cues such
as pictures, context, phonics, grammatical awareness and
background knowledge
Use textual cues
Preview book cover, pictures and location of text to assist with
constructing and confirming meaning
Use phonics and structural analysis
Segment and blend sounds in words spoken or heard
Use references
Use personal word books, print text and environmental print to
assist with writing
Construct meaning from texts
Tell what was liked or disliked about oral, print and other media
texts
Mathematics
While working within the discipline of an Urban Planner students will:
Develop number sense
Demonstrate an understanding of counting
 Estimate quantities to 20 by using referents
Represent and describe numbers to 20, concretely, pictorially
and
symbolically
Identify the number, up to 20, that is one more, one less, two
more, two less
Saying number sequences 0-100

While working within the discipline of a Structural Engineer students

will:
Describe the characteristics of 3D objects and 2D and analyze the
relationships among them including
Sort the objects and shapes using one attribute and explain the
sorting rule
Replicate composite 2D shapes and 3D objects
Compare 2D shapes to parts of 3D objects in the environment

Science
While working within the discipline of an Urban planner and Structural
Engineer students will:

Construct objects and models of objects, using a variety of different

materials.
Identify the purpose of different components in a personally
constructed object or model, and identify corresponding components in
a related object or model.
Select appropriate materials, such as papers, plastics, woods;
and design and build objects, based on the following kinds of
construction tasks:
- construct model buildings; e.g., homes (human, animal, from
other cultures), garages, schools Identify component parts of
personally constructed objects, and describe the purpose of
each
part.
Compare two objects that have been constructed for the same
purpose, identify parts in one object that correspond to parts in
another, and identify similarities and differences between these
parts.
Recognize that products are often developed for specific
purposes, and identify the overall purpose for each model and
artifact constructed.
Social Studies
While working within the discipline of an Urban Planner students will:
Use critical thinking and creating thinking
Evaluate ideas and information from different points of view
Use decision making and problem solving
Apply new ideas and strategies to contribute to decision-making
and problem solving.
Use Geographical thinking
Create and use a simple map to locate communities studied in
the world.
Examine how they belong and are connected to their world.
What different types of communities/groups do you belong to?
What helps us recognize different groups or communities?
In what ways do we belong to more than one group or
community?
Determine what makes their communities thrive.
How do groups make decisions?
How do our actions and decision contribute to the well being of
our community?
In what ways do people help one another at home, at school and
in groups to ensure the vitality of their community?
Distinguish geographic features in their own community from other
communities.
What are some familiar landmarks and places in my community?
Why are these landmarks and places significant features of the
community?
What are some differences between urban and rural
communities?
Where is my community on a map or on a globe?
Aboriginal Perspective
While working within the discipline of an Urban Planner and Structural
Engineer students will:
Gain knowledge and understanding of, and respect for, the histories,
cultures, languages, contributions, perspectives, experiences and
contemporary contexts of First Nations, Metis and Inuit through:
Considering who and what was here prior to New Brighton
Reading stories about how Aboriginal communities make
decisions

Physical Education

Students will:

Perform simple movements by using elements of effort and

space to respond to a variety of stimuli

Demonstrate ways to receive, retain and send an object, using a

variety of body and implements, individually and with others
 recognize the changes that take place in the body during
physical activity

Identify different roles in a variety of physical activities