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1 st Grade Social Studies Overview

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1 st Grade Social Studies Overview Theme: Communities NCSS Strands: Individual Identity and Development: Questions related to identity and development, which are important in psychology, sociology, and
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1 st Grade Social Studies Overview Theme: Communities NCSS Strands: Individual Identity and Development: Questions related to identity and development, which are important in psychology, sociology, and anthropology, are central to the understanding of who we are. Such questions include: How do individuals grow and change physically, emotionally and intellectually? People, Places and Change: The theme of people, places, and environments involves the study of location, place, and the interactions of people with their surroundings. Individuals, Groups, and Institutions: This theme helps us know that people belong to groups and institutions that influence them and by which they are influenced, including concepts such as: community, culture, role, competition, cooperation, rules, and norms; Time Continuity and Change: Children in early grades learn to locate themselves in time and space. They gain experience with sequencing to establish a sense of order and time, and begin to understand the historical concepts that give meaning to the events that they study. Power, Authority and Governance: Learners in the early grades explore their natural and developing sense of fairness and order as they experience relationships with others. They develop an increasingly comprehensive awareness of rights and responsibilities in specific contexts. Social Studies Unit 1: Classroom Community (10-12 Weeks) Essential Questions -How do we achieve a classroom community? -What characteristics make up a positive classroom citizen? 1 st Grade Social Studies Overview Theme: Communities Social Studies Unit 2: School Community (10-12 Weeks) Essential Questions -What defines a school community? -What is the student/teacher role as members of a school community? -How can we teach others about our school? Social Studies Unit 3: Our Local Community: Geography and Economy (10-12 Weeks) Essential Questions -What defines a neighborhood and town? -What resources make up a town? -How can we improve our town or neighborhood community? -Distinguish between rules and responsibilities -Explain why rules are necessary and important to a community -Identify skills needed to promote fairness -Identify responsible actions to take as a citizen of the classroom and school -Practice classroom jobs -Collaborate on a list of classroom rules -Demonstrate ways to work together to maintain a clean classroom and work space -Practice classroom routines (bathroom, lining up, snack, lunch, recess) -Reflect on classmates opinions -Analyze classmates suggestions -Add on to classmates ideas in discussions -Identify positions in the school and community. Recognize their authority in keeping students safe and maintaining order -Identify the responsibilities of students at school -Recognize and follow school rules -Illustrate rules of JDS community -Analyze behavior at carpool -Discuss the role of the kitchen and how it functions -Analyze the spaces that make up our school, why they are important, and expected behavior in them (e.g. Beit Midrash) -Write about the different traditions and customs in our school community -List ideas on why CESJDS is a unique community -Write why CESJDS is a unique community using linking words (because and also) -Participate in a community-based mitzvah project -Create pictures/writing about ways students contribute to the JDS community -Investigate the characteristics and geographical boundaries that make up a neighborhood and/or town -Analyze needs and wants in a classroom neighborhood -Analyze the type of buildings, businesses, and institutions found in school neighborhood -Analyze why those buildings, businesses, and institutions exist in the CESJDS neighborhood -Compare and contrast school neighborhood to home neighborhood -Describe the skills people need for their work in the home, school, and community -Compare and contrast school city neighborhood to suburban neighborhood using books, art, etc. -List places and services in the neighborhood that are shared by all members (e.g. parks, libraries, police) -Read and understand basic maps -Recognize how symbols help to read a map -Use words like left, right, in front, behind to describe where items or places are located -Distinguish between volunteers and those people with jobs -With guidance, select print, online, and multimedia sources -With guidance, use technology to record and organize data/information. -With guidance, use technology to present findings/conclusions in a variety of formats -On-going informal assessment of student behaviors in relation to class rules and routines -Responses to read alouds and class discussions -On-going informal assessment of student behaviors in relation to school rules -Responses to read alouds and discussions -Teacher observation of student responses in creating class book of volunteers -Group book about a specific local business -Responses to read alouds and discussions. -Creation of classroom map (using template), utilizing symbols and legend -Creation of neighborhood/town based on understanding of needs/wants First Grade-Specific Writing Standards Text Types and Purposes 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. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. 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 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. 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 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). With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Conventions of Standard English Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. o Print all upper- and lowercase letters. o Use common, proper, and possessive nouns. o Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). o Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything). o 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). o Use frequently occurring adjectives. o Use frequently occurring conjunctions (e.g., and, but, or, so, because). o Use frequently occurring prepositions (e.g., during, beyond, toward). o Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. o Capitalize dates and names of people. o o o o Use end punctuation for sentences. Use commas in dates and to separate single words in a series. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. Writing Unit 1: Writing Workshop: Rules and Routines (Timeframe: 6-8 weeks continuous) Essential Question -How do writers use rules and routines to do their best writing? 1 st Grade Writing Overview Writing Unit 2: Informational Writing: How-To Books (Timeframe: 5-6 weeks) Essential Question -How do writers write clearly and concisely to teach others a new skill? Writing Unit 3: Informational/Opinion Writing: All About Books (Timeframe: 6 weeks) Essential Question -How do writers convey information in a clear, organized way? Writing Unit 4: Narrative: Small Moment (Timeframe: 8 weeks) Essential Question -What tools do writers use to help readers see, hear, feel, and experience a story? -Distinguish purposes for writing -Determine purposes for using writer s notebooks -Determine classroom environment for successful writer s workshop -Locate and use writing materials appropriately -Participate in shared writing experiences -List (orally or in writing) ideas for writing -Plan story orally, with pictures and/or through writing -Select ideas to write about -Write 1-2 sentences about an idea -Illustrate writing with pictures -Tryout several different stories -Practice writing across pages -Brainstorm ideas -Envision all the parts of a certain skill (kicking a soccer ball, blowing bubbles) -Illustrate the skill -Break down a skill into smaller parts -Orally plan how the skill can be taught -Draw simple pictures that illustrate each step of the skill -Label pictures appropriately -Write each step to match the pictures -Spell untaught words phonetically Revision/Editing -Reread writing -Incorporate transitional words at the beginning of each step -Add details to make writing clearer -Add parentheses where appropriate to give a piece of advice or clarification -Number each step -Brainstorm and select an expert topic -Plan chapters using a graphic organizer -Study and implement non-fiction text features (titles, bolded words, table of contents) -Form an opinion based on prior knowledge and information provided -Develop a simple sentence that states the topic and gives an opinion -Support idea with examples -Use linking words (e.g. because and also) -Provide a sense of closure -Spell untaught words phonetically Revision/Editing -Reread writing -Add interesting adjectives to provide detail and description -Draft a concluding simple sentence. -Revise to ensure a topic sentence -List moments that are meaningful and important -Select one moment to focus on -Plan out the story orally and then with pictures and words -Draft story across pages -Write sentences in a meaningful order using temporal words (next, then, later) to identify the sequence. -Illustrate writing Revision/Editing -Reread writing -Revise for interesting words (adjectives and verbs), dialogue, and organization -Revise for focus--cut out superfluous details -Revise for ending with a sense of closure -Edit for ending punctuation -Edit for conventional spelling of grade appropriate words -Edit for correct capitalization (first letter of sentence, proper nouns, -Use 1-3 days writing time to develop a story using the writing process: from idea to publication -Use classroom writing tools appropriately -Teacher observation of writing behaviors -Edit for ending punctuation -Edit for grade appropriate correct spelling -Edit for correct capitalization (first letter of sentence, proper nouns, and I) -Prepare writing for presentation Produce writing that is legible, including correct formation of manuscript letters. Rehearse oral performance of a written product with appropriate fluency -Students will produce one published piece using the entire writing process -Ongoing informal assessment of in-class student work and writing behaviors and facts related to the topic -Edit for ending punctuation -Edit for conventional spelling of grade- appropriate words -Edit for correct capitalization (first letter of sentence, proper nouns, and I) -Prepare writing for presentation Produce writing that is legible, including correct formation of manuscript letters. Rehearse oral performance of a written product with appropriate fluency -Students will write 1-3 paragraphs (chapters) that explains an aspect of their All About topic -Ongoing informal assessment of in-class student work and writing behaviors and I) -Prepare writing for presentation Produce writing that is legible, including correct formation of manuscript letters. Rehearse oral performance of a written product with appropriate fluency -Students will produce one published piece using the entire writing process -Ongoing informal assessment of in-class student work and writing behaviors First Grade-Specific Reading Standards Key Ideas and Details Ask and answer questions about key details in a text. Retell stories, including key details, and demonstrate understanding of their central message or lesson. Describe characters, settings, and major events in a story, using key details. Ask and answer questions about key details in a text. Identify the main topic and retell key details of a text. Describe the connection between two individuals, events, ideas, or pieces of information in a text. Craft and Structure Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. Identify who is telling the story at various points in a text. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. 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. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. Integration of Knowledge and Ideas Use illustrations and details in a story to describe its characters, setting, or events. Compare and contrast the adventures and experiences of characters in stories. Use the illustrations and details in a text to describe its key ideas. Identify the reasons an author gives to support points in a text. 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 With prompting and support, read information texts, prose and poetry of appropriate complexity for grade 1. Print Concepts Demonstrate understanding of the organization and basic features of print. Phonological Awareness Demonstrate understanding of spoken words, syllables, and sounds (phonemes). Phonics and Word Recognition Fluency Know and apply grade-level phonics and word analysis skills in decoding words. Read with sufficient accuracy and fluency to support comprehension. o Read grade-level text with purpose and understanding. o Read grade-level text orally with accuracy, appropriate rate, and expression. o Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Vocabulary Acquisition and Use Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. o Use sentence-level context as a clue to the meaning of a word or phrase. o Use frequently occurring affixes as a clue to the meaning of a word. o Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings. o Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. o 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). o Identify real-life connections between words and their use (e.g., note places at home that are cozy). o 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 meanings. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). Foundational Skills (Yearlong) : -Recognize the features of a sentence (e.g., first word, capitalization, ending punctuation) - Distinguish long from short vowel sounds in spoken singlesyllable words -Orally produce single-syllable words by blending sounds (phonemes), including consonant blends -Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words -Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes) -Know the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound, e.g. sh, ch, th) -Read consonant blends at the beginning and end of words (e.g. br, cl, str) -Decode regularly spelled one-syllable words -Know final -e and common vowel team conventions for representing long vowel sounds -Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word -Decode two and three-syllable words following basic patterns by breaking the words into syllables or known parts -Read inflectional endings (e.g. s, -ed, -ing) -Use and read vowel + r combinations (e.g. car, girl, better) -Recognize and read grade-appropriate irregularly spelled words Fluency: -Identify common sight words -Use pausing to reflect the punctuation and meaning of the text -Read showing evidence of appropriate phrasing -Read showing stress on appropriate words to reflect meaning in the text -Read showing intonation in the text (expression) -Read showing the appropriate pace 1 st Grade Reading Overview Reading Comprehension: Fiction/Nonfiction (Yearlong) : Fiction -Set a purpose for reading -Listen to, read, and discuss a variety of literary texts (narrative text structure, both fiction and non-fiction) representing diverse cultures, perspectives, and ethnicities. -Answer questions about key details in a text -Use prior knowledge and experiences to make connections to the text -Make predictions or ask questions about the text by examining the title, cover, illustrations/photographs/text, and familiar author or topic -Justify prediction using facts from the story -Retell story events in a logical sequence. -Identify the elements of a story, (e.g., characters, setting, problem, and solution). -Identify key details in literary text. -Examine the similarities between two texts (e.g. text to text connection) -Use details to explain how the character felt or what the setting is -Write in response to reading using prompt/unique idea -Recommend books using reasons -Explain orally or in writing why books are interesting, exciting, etc. using examples from a text -Determine from whose perspective the story is being told -Compare/contrast the differences between fiction and nonfiction texts -Determine the main idea of a text -Analyze key details to determine the central message or lesson in literary text. -Explain the connection between the illustrations and words in a story. -Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. -Engage in conversation to understand the text -Recognize interesting vocabulary and use it in retelling or conversation -Define unknown words using context, mood, or flow of a sentence -Reread to understand meaning of unknown words or to monitor comprehension of story -Identify and question what did not make sense -Follow that pattern of sentences repeated in the story -Use character voices -Transition to silent reading -Fountas and Pinnell assessments -Responses during shared reading -Responses during interactive writing and word study -Observations during guided reading and strategy groups -With prompting and support, read a variety of self-selected and assigned literary texts representing diverse cultures, perspectives, ethnicities, and time perio
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