Grade I

List of 11 items.

• + Thematic Study: Community

  The concept of community is an integral component of early childhood education. First grade classes focus on the manner in which humans relate to and rely on each other and nature. 

  
  

  In first grade, students study the concept of community, with particular emphasis on the SHS community, neighboring towns and community institutions.  Guiding questions the class explores together include: 

  
  

  •  What is a community? 
  •  How are people the same in a community? How are they different?  
  •  What are the basic needs of people? How do people in a community get their needs met? 
  •  How do people that live in a community depend on each other? What jobs do people have in a community? 
  •  How do we create safe and peaceful communities? 

  
  

  The use of various art mediums, authentic artifacts, literature, field trips, and guest speakers support children’s exploration of the concept of community.

  
  

• + Language Arts

  Speaking, writing, reading, and listening are all critical components of language development. Mastery of language exists on a continuum that extends over a number of years and happens for children at different ages. Early childhood learners can vary in their rates of language development depending on their chronological age, developmental level, experience, and language background. The reading and writing curriculum adapts to individual needs that range from emergent readers and writers to fluent readers and writers.
  
  Reading: Reading is taught individually, and in groups. Individual reading books, series readers, games and worksheets are used to develop specific skills. Children are encouraged to choose their own books at appropriate reading levels from classroom and library collections. During individual reading conferences with teachers, children discuss the content of their reading, strategies for identifying unfamiliar words, and for understanding passages. Students strive to read with expression and to critically evaluate content. Teachers read stories, poems, and other texts aloud to expose children to a variety of genres and to foster a love of books and reading.
  
  Writing: We strive to help children use their writing as a powerful means of communicating their ideas, imagination and feelings. The children write on a daily basis in a variety of forms. Each child maintains a writing folder to promote the organization of ideas and technical skills. During writing time, children explore topic selection, descriptive detail, character development and the components of story. They engage in the writing process: brainstorming, drafting, revising, editing, and publishing- and explore a variety of genres throughout the year.  
  
  

  Phonics, Spelling, and Handwriting: Students participate in Fundations, an integrated, multisensory phonics program, each day for thirty minutes. The daily lessons build on the students’ prior knowledge while encouraging the growth of their skills in the areas of phonemic awareness, word study, vocabulary, handwriting, spelling, fluency and comprehension.

  
  

  A set of B-Grade VIII standards provides the framework for our work in language arts. Below are some of the goals we have for First Grade students in Language Arts over the course of the year. These are by no means all of the topics we cover, but rather an overview of some of the skills we expect children to master by the spring. 

  • Chooses a book that is appropriate for his/her reading level 
  • Knows all regular letter/sound correspondences 
  • Decodes phonetically regular one and two syllable words 
  • Knows common word endings (ed, ing, plurals) and uses them to decode/use words in context 
  • Reads at least 150 most frequently used words accurately and automatically 
  • Reads grade level text aloud accurately 
  • Reads with comprehension 
  • Generates ideas for writing 
  • Forms printed letters from top to bottom 
  • Sequences stories in an organized manner 
  • Rereads own writing to others 
  • Includes details in writing 
  • Spells at least 30 of the most frequently used words conventionally 
  • Uses terminal punctuation and basic capitalization

  
  

• + Mathematics

  Grade I Mathematics is a year of exciting exploration. Utilizing a problem based approach, students construct a deep understanding of the whole number relationships and the concept of place value. They develop fluency with addition and subtraction through the use of meaningful strategies that enable them to build a complex picture of how operations and equations work. Over the course of the year, they engage in foundational work with linear measurement, time, and geometry. We use the Illustrative Math curriculum in grades K-IV as our primary resource. Grade I Math emphasizes mathematical thinking, visual models, and communicating ideas both orally and in writing. Every unit involves active, hands-on learning where students work together and experience the joy of learning math.

• + Science

  (Two 45 minute classes per week)
  
  

  Students travel to the Lower School science lab in The Hub, two times per week. Activities and projects encourage the students to explore and discover. Lessons serve to introduce new ideas, materials and procedures, and to provide opportunities to ask questions, set up experiments, solve problems, analyze data, and make inferences. Central to our work is learning how to communicate our ideas effectively through collaboration, discussions, and drawing and writing in science journals. Projects and activities are rooted in the Thematic Study of community and include:  food growth and distribution, components of soil, beneficial insects, earthworms, composting, gardening, photosynthesis, pollination, cooking chemistry, weather, and related engineering projects.

• + Library

  (One 45-minute class per week)
  
  

  Library is an extension of the classroom literacy program as students begin to read independently.  First Graders come to the Library in half groups each week and check out books for home and classroom use. Group time is spent listening to and talking about books as well as how the library organizes its books for young readers. Sections in the library are formally introduced as we “Read Around the Library”.. A portion of each period is used for browsing, reading, and checking-out. Learning about a variety of books and their location on the shelves equips students to make independent selections and nurtures a love of reading.

• + Music & Performing Arts

  (Two 30-minute classes per week)
  
  

  First Grade students continue their exploration of and immersion in a wide variety of musical experiences including singing, dancing, listening and playing age-appropriate rhythm instruments, among many others. Students continue to be exposed to the tremendous cultural diversity in music, learning more songs in different languages and listening to selections from different cultures.  As the year progresses students become familiar and comfortable with new musical concepts and terms such as rising/falling, call/response, quarter, eighth, beat/rest, etc. As in the other grades, repertoire is prepared for lower school assemblies as well as holidays and special events including the Gratitude Assembly, Winter Holiday, Black History, May Day and Closing Day.

• + Art

  Children participate in different art projects in their classrooms using a wide variety of materials. Students work with tempera paints, watercolors, collage materials, recycled materials and many other art supplies. Art areas are set up in classrooms to allow students access to materials for exploration and experimentation. The first grade curriculum, along with students’ individual passions, become the subject matter for their work. Through hands-on art experiences, classroom teachers help children develop a passion and respect for art.

• + Woodshop

  (One 45-minute class per week)
  
  

  First graders come to the woodshop in groups of 6 for an hour per week for a quarter of the year. They are natural designers and determined workers.  Each child creates an animal and works to bring it to life in wood.  Students are introduced to a wide variety of hand tools and are taught to use tools safely, effectively and confidently. They are guided in the construction of their creation and are encouraged to think spatially and to problem-solve.

• + Coding

  (One 45-minute class per week)
  
  

  In Coding, the first graders are introduced to some of the fundamental ideas of coding and robotics, using an icon-based programming language and LEGO robotics. They explore algorithms, sequences, and sturdy construction. They use motors, lights, and sensors to create robots. At the same time, they build skills such as collaboration, critical thinking, and creative problem solving. First graders come to the makerspace for coding in groups of 6-8. Each group has a 45-minute class for half of the year, split between the fall and spring terms.

• + Movement Education

  (Two 45-minute classes per week)  
  
  

  The First Grade Movement curriculum provides students with many opportunities through storytelling to further explore and practice various locomotor, non-locomotor, and manipulative skills, and reinforce movement concepts that incorporate spatial awareness, effort, and relationships. Students grasp how to perform manipulative skills with proper technique through repetition and welcoming positive feedback and risk taking. The curriculum also emphasizes healthy living and mindfulness skills as well as social and emotional skills such as teamwork, communication, and empathy. Students learn to work together in groups, respect each other's differences, and communicate effectively to achieve common goals. They also learn to identify and manage their own emotions, as well as understand the emotions and perspectives of others. As students progress through the year, they begin to be more skillful in their independent and group play.

• + School Community

  The entire Lower School (B- Grade IV) meets together in the Assembly Hall for a half hour each Friday morning. The music component of assemblies includes community singing, performances by Shady Hill students, and performances by visiting artists. Outside presenters come from the arts, sciences, and humanities and make connections to the wider world. Music at the assembly extends the music curriculum and deepens students’ understanding of music as cultural expression. Classroom sharing is also an important focus of assemblies. The emphasis is on sharing works-in-progress from all areas of the Lower School. Preparation for sharing is part of the learning process, and sharing in front of a larger group in a safe, supportive environment helps children develop confidence in public speaking and effectively presenting their work.