Bellingham Public Schools

Curriculum Department

June 2004

First Grade Learning Targets

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LEARNING TARGETS

What are "learning targets?"

The State of Washington has established standards that identify a basic level of proficiency in skills, knowledge and understandings essential to student success and well-being. These standards are called the State of Washington Essential Academic Learning Requirements. The EALRs identify learning targets in reading, writing, math, social studies, science, health and fitness, communication, and the arts for all students in the State of Washington. The Bellingham School District is in the process of aligning their curriculum content areas with the EALRs and supports all children in their continuous progress toward these standards of achievement.

Student-Centered Learning

All students do not learn at the same rate because they develop at different rates. Children have their own developmental timelines for learning to walk or talk. They also have their own developmental timeline for learning. The goal of the Bellingham School District is to support students through continuous levels of learning that match their individual learning needs.

Curriculum

Bellingham School District's curriculum frameworks identify and organize concepts, essential understandings, processes, skills and critical content that students need to know and be able to do at each grade level. Critical content is outlined in the state's curriculum frameworks as well as in the Bellingham School District's curriculum guides. These guides outline grade level expectations in each academic content area. Students are taught basic skills and processes in reading, writing, math, social studies and science and are encouraged by their teachers toward a greater depth in thinking and learning. Many of the content areas organize learning around essential questions or "big ideas" that encourage investigation and exploration of topics and ideas.

LEARNING TARGETS FOR READING

The following information identifies the learning targets in reading for students who are in first grade in the Bellingham School District.

By the end of First Grade . . .

First Grade Reading Expectations

Uses Skills and Strategies

• uses initial, final, and middle sounds to identify as well as confirm text
• associates sounds with letter clusters as well as individual letters when sounding out words in reading and writing
• uses -s, -ed, -ing, -er, and -est endings
• increases sight vocabulary, especially of "basic" vocabulary
• locates information by page
• uses appropriate directionality when reading diagrams, story maps, charts, maps, stories, poems
• identifies alliteration, rhyme, and repeated or alternating patterns
• uses adjectives, nouns, verbs, prepositions, conjunctions, and pronouns
• studies detailed illustrations, especially in puzzles and nonfiction materials

Understands What is Read

• uses pictures to confirm and not just predict text
• retells, recalls, or recounts some details of text
• recounts 3 or 4 steps of a procedural text or items of information
• retells or recounts stories and sequences of 3 or 4 incidents accurately; retells sequence of an activity
• identifies consequences of actions
• beginning to read beyond text and make inferences
• reads and follows simple directions in captions and labels in learning centers and self-initiated task cards
• identifies some features or traits of characters from illustration and text
• makes accurate predictions at instructional level and can explain confirming strategy
• reads on, as well as rereads, to regain meaning

Reads Fluently

• attends to all parts of text in working toward accuracy
• reads, though may not always use, table of contents and glossary
• initiates own reading and rereads to gain pace
• phrasing and expression in oral reading shows awareness of meaning

Shows Effort to Become a Life-Long Reader

• shares favorite reading materials and encourages others to read them
• explores a variety of books and text features
• enjoys reading and responding to longer texts
• likes to explore new words and word patterns
• independently selects a range of texts from the school library for enjoyment

LEARNING TARGETS FOR WRITING

The following information identifies the learning targets in writing for students who are in first grade in the Bellingham School District.

By the end of First Grade . . .

First Grade Writing Expectations

Content/Ideas

• answers a simple question in a complete sentence
• writes simple accounts with some elaboration especially description or explanation
• uses more than one sentence structure in a piece of writing
• writes cards, letters, and notes to communicate with friends
• uses different text forms in personal writing for a variety of audiences and purposes

Organization

• shows attention to beginning, middle, and end in a piece of writing
• sequences two or three events or items of information
• retells items read in some detail and correct sequence

Style (Voice, Word Choice, Fluency)

• selects a wide range of topics for writing
• writes in first and third person
• attends to spacing and directionality from line to line as well as within a line
• publishes work with credits of author, illustrator, and sometimes dedication
• enhances published work with appropriate graphics and illustration
• uses templates in computer publishing programs for published work

Conventions

• uses some simple conjunctions (e.g. and, then, but, so)
• uses capital letters, periods and questions and exclamation marks, often adding these when revising or editing

Understands and Uses Writing Process

• understands a first draft requires checking and usually revision
• reads own work and makes some revision or editorial changes, especially punctuation

Spelling

• includes all consonant and some vowel sounds in approximations
• uses patterns and phonemic knowledge to spell correctly three and four letter words frequently found in Grade 1 materials
• develops a bank of words that are consistently spelled correctly
• uses phonemic knowledge to approximate spelling of unknown words

Effort

• considers effort and product, though often by amount written
• enjoys sharing work with peers and family

LEARNING TARGETS FOR MATH

The following information identifies the learning targets for both content and process strands in math for students who are in first grade in the Bellingham School District.

By the end of First Grade .

First Grade Math Expectations

Content Strands:

Number Sense - Explore and use numbers (especially 0-20) through varied and multiple experiences, including:

number and numeration

• count forward and backward by ones to 100
• count sets of objects less than 100 using a variety of grouping strategies (twos, fives, tens)
• read and write numerals to 100
• given three numerals between 1 and 100 order them from smallest to largest
• identify the ordinal position of objects through tenth
• create groupings that represent equal parts
• recognize equal and unequal parts
• use the equal symbol in an appropriate manner to represent two equivalent values

computation

• explore addition and subtraction facts for numbers 0-10
• given two sets of objects, each less than twenty, determine sum or difference
• use physical models to demonstrate the relationship between addition and subtraction
• create and use strategies for solving addition and subtraction basic facts (counting on, counting back, doubles, etc.)
• use mental math strategies to compose and decompose numbers through 100

estimation

• estimate reasonable results when presented with an addition or subtraction situation
• estimate using the language "about how many"

Measurement

attributes and dimensions

• identify tools for measuring (e.g. calendars, coins, clocks, rulers, etc.)
• estimate and measure using non-standard units
• order objects using length, capacity, weight
• measure in meaningful situations in other disciplines with non-standard units

approximation and precision

• recognize usefulness of estimation when presented with situations involving time and money
• describe the passing of time including yesterday and tomorrow using days of the week and months of the year

Geometric Sense

properties and relationships

• explore and classify 2-D and 3-D shapes and objects, investigate the results of combining and breaking down shapes
• name and draw square, rectangle, circle, parallelogram
• use informal geometric vocabulary to describe similarities and differences of physical objects and geometric figures presented in familiar settings

Probability and Statistics

statistics

• collect, organize, and interpret data using objects and bar graphs
• discriminate between impossible, probable and certain events in a real world context

prediction and inference

• collect, organize and interpret data using objects and pictographs

Algebraic Sense

patterns

• recognize, analyze, create and record repetitive patterns in order to solve problems and make predictions
• introduce growth patterns
• explore number patterns

operations

• use objects to solve a problem situation where addend is unknown
• evaluate expressions with >, <, =, using a variety of strategies and physical models
• use manipulatives to solve equations involving addition and subtraction with sums through 20

Process Strands:

Problem Solving

investigate situations

• use a variety of strategies, such as act it out, draw a picture, or guess-check, to solve problems

formulate questions and define the problem

• define problems in familiar situations, for example, how many children can be on each of the three teams?
• organize relevant information to solve a problem, for example, after surveying class about favorite ice cream flavors, can determine the most popular; identify irrelevant information

construct solutions

• describe and justify strategies used to solve real life problems arising in the classroom
• select appropriate tools to measure length, capacity, weight/mass, time, and temperature

Reasoning

analyze information

• sort and classify objects and events according to one or more attributes
• interpret and compare data in familiar settings to solve problems
• validate own thinking using models and/or patterns, for example, use cubes to explain or justify method of solving a problem

predict results

• make and test conjectures based on collected data, for example, upon completing a survey about pets each classmate has, guess which pet is most popular and analyze the data to see if his/her guess was correct

draw conclusions and verify results

• check for reasonableness of answers after solving problems

Communication

gather information

• use reading and observation skills to extract mathematical information from pictures and/or physical models, for example, tell a number story describing the action shown in a picture or physical model

organize and interpret information

• organize and clarify mathematical information orally and in writing

represent and share information

• express ideas using models and/or graphs, for example, use cubes or sticky notes to make a bar graph showing the birth month of each member of the class

Connections

within mathematics

• recognize equivalent mathematical models in familiar settings, for example, use cubes and popsicle sticks interchangeably when solving simple addition and subtraction problems

to other disciplines

• recognize mathematical ideas in familiar situations in other disciplines, for example, compare the height of bean sprouts grown in simple science experiments

to real-life situations

• give examples of how mathematics is used in everyday life

Teaching resources for math include:

• "Investigations in Number, Data, and Space," Dale Seymour Publications. This program was developed at TERC (Technical Education Research Center) and is an innovative approach to teaching mathematics based on engaging activities and group learning experiences. The curriculum at each grade level is organized into units that offer from three to eight weeks of mathematical work in number, data analysis, and geometry. The units link together to form a complete K-5 curriculum that teachers can adjust to fit their classroom needs.

LEARNING TARGETS FOR SOCIAL STUDIES

The following information identifies the learning targets in social studies for students who are in first grade in the Bellingham School District.

The first grade social studies program focuses on the theme of "My Neighborhood and Me." Students will investigate the unique characteristics of their neighborhood and their roles and responsibilities as community members. The guiding questions for social studies in first grade are:

Geography

• How does my environment determine how I think and what I do?

Civics

• What is my responsibility to myself and to others?
• What kind of contributions do I make and how do they make a difference?

History

• What is my personal history and how does it influence who I am today?
• How does my culture and history, and that of others, affect what I think and do?

Economics

• What is my responsibility for preserving shared/limited resources?
• How does my family/community help to provide for my needs?

First grade teaching resources for social studies include:

• Our Wide World Box B, Rand McNally
• Our Wide World Box C, Rand McNally
• People, Spaces & Places, Rand McNally
• Primary Atlas, Rand McNally
• World/U.S. Wall Map and Globe

LEARNING TARGETS FOR SCIENCE

The following information identifies the learning targets in science for students who are in first grade in the Bellingham School District.

First Grade Expectations in Science

Properties

• all substances have characteristic properties that can be used to classify them - solids, liquids, and gasses
• objects can be weighed and measured
• there is a relationship between the size and the weight of objects

System and Structure

• animals are part of a larger system of organisms that are interdependent

Change and Interaction

• changing one part of a system will cause a change in another

First grade teaching resources for science include the following kits:

• GEMS Liquid Exploration - Students explore the properties of liquids. They play a classification game, observe how food coloring moves through different liquids, and then create secret salad dressing recipes and an Ocean in a Bottle. The Rain Drops and Oil Drops activities can prompt discussion of environmental issues such as oil slicks.
• STC Balancing and Weighing - Introduces students to the relationship between balance and weight. Experiences with a beam balance introduce students to the concept that amount of weight, position of weight, and position of the fulcrum affect balance. Work with an equal-arm balance challenges students to place objects in serial order on the basis of weight and to appreciate that weighing is the process of balancing an object against a certain number of standard objects. In the final lessons, students turn to a series of problem-solving investigations with the equal-arm balance and cupfuls of four different foods. These activities provide an opportunity to explore relationship between weight, density, and volume.

• GEMS Tree Homes - Activities encourage appreciation for trees and animals that live in tree homes, stimulating children's interest in the world around them and emphasizing the biological need for warmth and shelter. Children become familiar with a living tree, then build a child-size tree from cardboard boxes, paper, and cardboard tubes. The class role-plays a mother bear and cubs, raccoons, and a family of owls and their tree homes. Students make paper models of raccoons and owls. Sorting/classifying and measurement deepen mathematical learning.
• STC Organisms - Provides hands-on experiences that help students develop an understanding of and sensitivity to living things. Students create and maintain a woodland habitat containing pine seedlings, moss, pill bugs and Bess beetles or millipedes. They also set up and observe a freshwater habitat into which they introduce Elodea and Cabomba plants, pond snails, and guppies. With both plants and animals in each habitat, students have the opportunity to observe how these organisms coexist. Through studying the needs and characteristics of a variety of organisms, the students are able to draw conclusions about how plants and animals are similar and different. In a final lesson, students apply what they have learned about organisms to humans by exploring how humans are similar to and different from other living things.

GEMS = Great Explorations in Math and Science, Lawrence Hall of Science, University of California, Berkeley

STC = Science and Technology for Children, National Science Resources Center, Smithsonian Institute

LEARNING TARGETS FOR HEALTH & FITNESS/PHYSICAL EDUCATION

The following information identifies the learning targets in health and fitness for students who are in first grade in the Bellingham School District.

By the end of First Grade .

Health Expectations

The Great Body Shop required unit for first grade is "Drugs Are Dumb." Students will:

• define the word "drug" and identify various substances as drugs
• tell what tobacco and nicotine are and explain the harmful effects of smoking
• explain why alcohol is a drug, what it does to the body, and reasons why people drink alcohol
• describe people in your community who are there to help keep you safe and healthy

By the end of First Grade .

Fitness/Physical Education Expectations

Students will:

• demonstrate movement skills in physical activities
• demonstrate safe movement, follow directions, and demonstrate sportsmanship
• develop vocabulary related to physical fitness and exercise
• participate in rhythmic partner activities

First grade teaching resources for health and fitness include:

• The Great Body Shop by The Children's Health Market, Inc.
• Second Step, A Violence Prevention Curriculum from Committee for Children

FIRST GRADE ASSESSMENTS

The Bellingham School District requires teachers to assess students using a variety of tools to inform instruction and evaluate programs. These tools provide the teacher with specific information about student skills and progress toward standards.

• Running Records - An oral reading assessment tool used to analyze responses, use of strategies, and behaviors a student is using to construct meaning from a text. Administered every three weeks unless student is exceeding grade level standards with appropriate rate, phrasing, and comprehension.

• Retelling - An assessment tool where students repeat everything they can remember after reading a text. This may be completed orally or in writing.

• Monitoring Notes - Monitoring notes are a systematic, written observation of individual reading and writing performance used on a regular basis to assess and evaluate student reading and writing.

• Writing Samples/Draft Books - Writing samples are collected in draft books or portfolios in order to give feedback to the student, identify writing behaviors and provide focus for teaching.

• Analytical Scoring - Analytical scoring of writing samples from a rubric using the six traits: ideas, word choice, organization, fluency, voice and conventions.

• Developmental Reading Assessment (DRA)

The DRA measures skills and strategies, rate, phrasing, comprehension and reading preferences. Testing is done three times per year.

Typically, grades K-2 will use the DRA and 3-5 will use the DRP, unless the student scores at or below Level 24 on the DRA. The expected levels of performance for each grade are shown below.

STUDENT SUCCESS IS OUR GOAL

As parents and guardians, we encourage you to be actively involved in your child's learning. The staff at your child's school can answer questions concerning their progress and give you suggestions about how you can support their education at home. The school district and parents need to work as partners to ensure that every child finds success.