Touchstone School
Curriculum Overview
Frost/Harris
First/Second Grades
February 17 – June 15, 2017
LANGUAGE ARTS
Daily reading experiences included reading independently, with adults, with buddies, in book groups, and in reading conferences with the teacher. These experiences wereenhancedthrough discussion groups, most of which focused on vocabulary development, dictionary skills, and the analysis and interpretation of what has been read. For some reading groups, the primary focus was the further development of their sight word vocabulary and enhancing their decoding skills. Each student will assess his/her own growth with the teacher as the school year ends. Whole group experiences included teacher read books and discussions, brainstorming, using webs as an organizational tool, and sharing original stories.
Writing was explored through weekly personal journal entries, writing on specific topics, and Writers’ Workshop. During Writers’ Workshop, students concentrated on developing their organizational skills through the use of a story plan and edited their stories with an adult.The classes read several stories written by Eric Carle and analyzed characteristics of his writing style, to include patterns such as days of the week or months of the year and repetitious phrases. Then each student created his/her own story, using a story plan, in the style of Eric Carle.These stories were shared at Authors’ Night.Additional writing projects included: descriptive writing,time-ordered writing, letter writing, and maintaining an integrated studies journal.Instruction focused on the writing traits of sentence fluency, word choice and conventions.Many students learned how to write a paragraph with a clear topic sentence and supporting details.
The class reviewed common and proper nouns, adjectives and action and non-action verbs, as well as present and past tense verbs. Spelling skills continued to grow with an emphasis on plurals, specific letter patterns, frequently used words, and multiple-syllable words.
MATH
Daily group experiences continue to focus on the calendar, daily equation, and place value. Daily activities also included the review of previously learned concepts, addition and subtraction minute math, and practicing minute math strategies.
LEVEL 1:
Students continued to implement different strategies for adding and subtracting. The concept of place value was explored as students used base-ten blocks to build numbers into the hundreds. Many children read numbers into the thousands and beyond. Once place value was understood, children added and subtracted 2 and 3-digit numbers. Some students learned to regroup.The unit on money included the identification of coins and their values and determining whether or not enough money was had to purchase items using mostly amounts under $1.00. Students learned to determine the fewest number of coins for a given amount. Strategies for estimating were covered in both money and measurement.The unit on shapes explored both 2-dimentional and 3-dimentional objects. Key words were face, corner and side. Fractions were introduced through the creation of pizzas.Students divided the “pizza” into equal parts, and “ate” a fraction of it. Through literature and then hands-on activities, each child experienced fractions in relationship to sets. Different kinds of measuring were also explored. Students used a balance scale which helped them develop a sense of heavier and lighter. They measured and compared capacity using nonstandard units.They investigated the length of things in our classroom and completed cooperative projects using standard and non-standard measurement.
LEVEL 2:
Students continued to practice their regrouping skills by adding and subtracting two and three digit numbers (and for some, numbers even greater). Interwoven with this practice was time spent exploring place value to 1,000. Understanding the value of each digit in a multi-digit number enables students to recognize and continue counting patterns by 10s and 100s. The money unit included identifying all coins, counting multiple like and mixed coins, using the fewest coins (by trading) to make a specific amount, money story problems, playing money games, and making change. Students explored three-dimensional geometric shapes and counted faces, edges and corners. They also practiced naming unmarked numbers on a number line, as well as labeling the coordinates of points on a graph. Students further explored fractions of a whole and fractions of a set. Additionally, students had the opportunity to practice their addition and subtraction skills, as well as concepts involving geometry, fractions, time, and money, through problem-solving. Emphasis was placed on being able to explain solutions and solving a problem in more than one way. Multiplication and division were introduced conceptually through practice determining area, by the use of arrays, and through the daily equation.
INTEGRATED STUDIES
In-depth studiesexplore social studies and science topics. The beginning of the term was the second half of this year’s All School Museum study of Healthy Living. The study of healthy living incorporates many elements of health literacy, one of the 21st century themes. Students developed a working definition that encompassed five key areas: exercise, proper nutrition, hygiene, rest and relaxation, and managing stress. Physical health has been explored through charades and exercises.
Thinking about proper nutrition, students learned about the main components of the digestive system. They created colorful “digestion” t-shirts and learned a rap about the process which was performed at All-School Sing. Students then examined “MyPlate,” developed by the USDA. In cooperative groups, they created three healthy, balanced meals. They gained an understanding of the importance of good hygiene through several experiments. Safety, both at school and at home, was discussed. The importance of emotional health – through discussions and activities on worries and peer pressure – was focused on as an essential part of a healthy lifestyle.
The spring term focused on Plants. Where appropriate, the scientific processes of observation, classification, prediction, communication, evaluation, and drawing conclusions were practiced. The study began by examining living and non-living things and creating a working definition of each. Students learned the many parts of plants and that each part has a specific function. They learned fruits of a flowering plant contain seeds and that each seed contains a new plant. In conjunction with examining seeds, each child observed the germination process and then planted their own lima bean and watched it change and grow. Students also learned that some plants do not begin from seeds but rather from spores. They examined the many ways nature propagates plants. Seeds travel by wind, sticking to the fur of animals, floating on water, and through animal waste. Students engaged in many experiments involving living plants, learning what a plant needs to survive through observation. Each classroom had pairs of plants to observe the effects of: light/no light, roots/no roots, leaves/no leaves, soil/sand, and water/no water. Connecting plants to people, students noted the many ways plants are a part of their daily life – what we eat, what we wear, and how we use products made from plant material. Students gained an appreciation of the air plants create for us to breathe.Finally, the classes welcomed visiting artist, Mark Caporael, who introduced and instructed the students on how to draw botanical drawings. Each child chose a plant from the three sisters, Native American style of planting. Corn was planted first on mounds to support the bean plant which was planted next to it. Squash was planted in-between mounds to suppress weed growth, as well as supply food.
This year’s musical production, called Biomes: Animals and Plants in Their Habitats, was a wonderful conclusion to our year. Preparation for the musical required teamwork, cooperation, and collaboration – all 21st Century skills. The process allowed students to feel good about themselves and each other. The musical connected art, speech, movement, music and singing.
PERSONAL GROWTH AND DEVELOPMENT
The class continued to strengthen the sense of community and enhance personal growth through many cooperative group activities. Ongoing areas of development included examining individual growth through journals, improving listening and time management skills, participating in class discussions, establishing interpersonal relationships focused on mutual respect, sharing classroom responsibilities, and using problem solving strategies in conflict resolution. Frizzle Friday experiments, oral presentations, Authors’ Night, and All School Museum tours further develop students’ self confidence and public speaking skills.Essential character traits focused on during this term were kindness, fairness, integrity and honesty. As the school year ends, there will be opportunities for reflection upon academic, social, and emotional growth.