• ENGLISH  AND RUSSIAN LANGUAGE ARTS

 Reading

1. Word Analysis, Fluency, and Systematic Vocabulary Development

Students understand the basic features of reading. They select letter patterns and know how to translate them into spoken language by using phonics, syllabication, and word parts. They apply this knowledge to achieve fluent oral and silent reading.

2. Reading Comprehension

In Russian and English students read and understand grade-level-appropriate material. They draw upon a variety of comprehension strategies as needed (e.g., generating and responding to essential questions, making predictions, comparing information from several sources). In addition to their regular school reading, by grade four, students read one-half million words annually, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade one, students begin to make progress toward this goal

3. Literary Response and Analysis

In Russian and English students read and respond to a wide variety of significant works of children's literature. They distinguish between the structural features of the text and the literary terms or elements (e.g., theme, plot, setting, characters).

Writing

1. Writing Strategies

In Russian and English students write clear and coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and purpose. Students progress through the stages of the writing process

2.  Writing Applications (Genres and Their Characteristics)

Students write compositions that describe and explain familiar objects, events, and experiences. Student writing demonstrates a command of standard American English and Standard Russian. 

Written and Oral Language

Students write and speak with a command of Standard English and Russian conventions appropriate to this grade level:

• Sentence Structure

• Grammar

• Punctuation

• Capitalization

• Spelling (English)
   

Listening and Speaking

Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation.

Students deliver brief recitations and oral presentations about familiar experiences or interests that are organized around a coherent thesis statement. Student speaking demonstrates a command of standard American English and Russian.

Recite brief poems using clear diction, tempo, volume, and phrasing.

 

MATH

By the end of grade one, students understand and use the concept of ones and tens in the place value number system. Students add and subtract small numbers with ease. They measure with simple units and locate objects in space. They describe data and analyze and solve simple problems.

Number Sense

1.Students understand and use numbers up to 100:

• Count, read, and write whole numbers to 100.

• Compare and order whole numbers to 100 by using the symbols for less than, equal to, or greater than (<, =, >).

• Represent equivalent forms of the same number through the use of physical models, diagrams, and number expressions (to 20) (e.g., 8 may be represented as 4 + 4, 5 + 3, 2 + 2 + 2 + 2, 10 -2, 11 -3).

• Count and group object in ones and tens (e.g., three groups of 10 and 4 equals 34, or 30 + 4).

• Identify and know the value of coins and show different combinations of coins that equal the same value.

 2. Students understand the relationship between numbers, quantities, and place value in whole numbers up to 1,000 ( 2^nd grade Math standard as adopted by the California State Board of Education )

•  Count, read, and write whole numbers to 1,000 and identify the place value for each digit.

• Use words, models, and expanded forms (e.g., 45 = 4 tens + 5) to represent numbers (to 1,000).

• Order and compare whole numbers to 1,000 by using the symbols <, =, >.

 3. Students demonstrate the meaning of addition and subtraction and use these operations to solve problems:

• Know the addition facts (sums to 20) and the corresponding subtraction facts and commit them to memory.

• Use the inverse relationship between addition and subtraction to solve problems.

• Identify one more than, one less than, 10 more than, and 10 less than a given number.

• Count by 2s, 5s, and 10s to 100.

• Show the meaning of addition (putting together, increasing) and subtraction (taking away, comparing, finding the difference).

• Solve addition and subtraction problems with one-and two-digit numbers (e.g., 5 + 58 = __).

•  Find the sum of three one-digit numbers.

 4. Students estimate, calculate, and solve problems involving addition and subtraction of two-and three-digit numbers: ( 2^nd grade Math standard as adopted by the California State Board of Education )

• Understand and use the inverse relationship between addition and subtraction (e.g., an opposite number sentence for 8 + 6 = 14 is 14 - 6 = 8) to solve problems and check solutions.

• Use mental arithmetic to find the sum or difference of two two-digit numbers.

    5. Students use estimation strategies in computation and problem solving that involve numbers that use the ones, tens, and hundreds places:

• Make reasonable estimates when comparing larger or smaller numbers.

 

Algebra and Functions

1. Students use number sentences with operational symbols and expressions to solve problems:

• Write and solve number sentences from problem situations that express relationships involving addition and subtraction.

• Understand the meaning of the symbols +, -, =.

• Create problem situations that might lead to given number sentences involving addition and subtraction.

 2. Students model, represent, and interpret number relationships to create and solve problems involving addition and subtraction:    ( 2^nd grade Math standard as adopted by the California State Board of Education )

•  Use the commutative and associative rules to simplify mental calculations and to check results.

• Solve addition and subtraction problems by using data from simple charts, picture graphs, and number sentences.

 3. Students select appropriate symbols, operations, and properties to represent, describe, simplify, and solve simple number relationships: ( 3rd grade Math standard as adopted by the California State Board of Education)

• Solve problems involving numeric equations or inequalities.

• Select appropriate operational and relational symbols to make an expression true
  (e.g., if 4 __ 3 = 12, what operational symbol goes in the blank?).

4. Students use and interpret variables, mathematical symbols, and properties to write and simplify expressions and sentences: ( 4th grade Math standard as adopted by the California State Board of Education)

• Use letters, boxes, or other symbols to stand for any number in simple expressions or equations (e.g., demonstrate an understanding and the use of the concept of a variable).

•  Interpret and evaluate mathematical expressions that now use parentheses.

 Measurement and Geometry

1. Students use direct comparison and nonstandard units to describe the measurements of objects:

• Compare the length, weight, and volume of two or more objects by using direct comparison or a nonstandard unit.

• Tell time to the nearest half hour and relate time to events (e.g., before/after, shorter/longer).

2. Students identify common geometric figures, classify them by common attributes, and describe their relative position or their location in space:

•  Identify, describe, and compare triangles, rectangles, squares, and circles, including the faces of three-dimensional objects.

• Classify familiar plane and solid objects by common attributes, such as color, position, shape, size, roundness, or number of corners, and explain which attributes are being used for classification.

• Give and follow directions about location.

• Arrange and describe objects in space by proximity, position, and direction (e.g., near, far, below, above, up, down, behind, in front of, next to, left or right of).

 3. Students understand that measurement is accomplished by identifying a unit of measure, iterating (repeating) that unit, and comparing it to the item to be measured: ( 2^nd grade Math standard as adopted by the California State Board of Education )

• Measure the length of objects by iterating (repeating) a nonstandard or standard unit.

• Use different units to measure the same object and predict whether the measure will be greater or smaller when a different unit is used.

• Measure the length of an object to the nearest inch and/ or centimeter.

 

Statistics, Data Analysis, and Probability

1. Students organize, represent, and compare data by category on simple graphs and charts:

• Sort objects and data by common attributes and describe the categories.

• Represent and compare data (e.g., largest, smallest, most often, least often) by using pictures, bar graphs, tally charts, and picture graphs.

 2. Students sort objects and create and describe patterns by numbers, shapes, sizes, rhythms, or colors:

• Describe, extend, and explain ways to get to a next element in simple repeating patterns (e.g., rhythmic, numeric, color, and shape).

 3. Students demonstrate an understanding of patterns and how patterns grow and describe them in general ways: ( 2^nd grade Math standard as adopted by the California State Board of Education )

• Recognize, describe, and extend patterns and determine a next term in linear patterns (e.g., 4, 8, 12 ...; the number of ears on one horse, two horses, three horses, four horses).

• Solve problems involving simple number patterns.

 Mathematical Reasoning

1. Students make decisions about how to set up a problem:

• Determine the approach, materials, and strategies to be used.

• Use tools, such as manipulatives or sketches, to model problems.

 2. Students solve problems and justify their reasoning:

• Explain the reasoning used and justify the procedures selected.

• Make precise calculations and check the validity of the results from the context of the problem.

 3.Students note connections between one problem and another.

 

HISTORY – SOCIAL STUDIES

 A Child's Place in Time and Space

Students in grade one continue a more detailed treatment of the broad concepts of rights and responsibilities in the contemporary world. The classroom serves as a microcosm of society in which decisions are made with respect for individual responsibility, for other people, and for the rules by which we all must live: fair play, good sportsmanship, and respect for the rights and opinions of others. Students examine the geographic and economic aspects of life in their own neighborhoods and compare them to those of people long ago. Students explore the varied backgrounds of American and Russian citizens and learn about the symbols, icons, and songs that reflect our common heritage.

 1. Students describe the rights and individual responsibilities of citizenship.

2. Students compare and contrast the absolute and relative locations of places and people and describe the physical and/ or human characteristics of places.

3. Students know and understand the symbols, icons, and traditions of the United States and Russia that provide continuity and a sense of community across time.

4. Students compare and contrast everyday life in different times and places around the world and recognize that some aspects of people, places, and things change over time while others stay the same.

5. Students describe the human characteristics of familiar places and the varied backgrounds of American and Russian citizens and residents in those places.

6. Students understand basic economic concepts and the role of individual choice in a free-market economy.

  

SCIENCE

 Physical Sciences

Materials come in different forms (states), including solids, liquids, and gases. As a basis for understanding this concept:     

•  Students know solids, liquids, and gases have different properties.

• Students know the properties of substances can change when the substances are mixed, cooled, or heated.

 Life Sciences

Plants and animals meet their needs in different ways.

• Students know different plants and animals inhabit different kinds of environments and have external features that help them thrive in different kinds of places.

• Know both plants and animals need water, animals need food, and plants need light.

• Know animals eat plants or other animals for food and may also use plants or even other animals for shelter and nesting.

• Know how to infer what animals eat from the shapes of their teeth (e.g., sharp teeth: eats meat; flat teeth: eats plants).

 Earth Sciences

Weather can be observed, measured, and described. 

• Students know how to use simple tools (e.g., thermometer, wind vane) to measure weather conditions and record changes from day to day and across the seasons.

• Know that the weather changes from day to day but that trends in temperature or of rain (or snow) tend to be predictable during a season.

• Know the sun warms the land, air, and water.

Investigation and Experimentation

Scientific progress is made by asking meaningful questions and conducting careful investigations. Students will:

• Draw pictures that portray some features of the thing being described.

• Record observations and data with pictures, numbers, or written statements.

• Record observations on a bar graph.

• Describe the relative position of objects by using two references (e.g., above and next to, below and left of).

• Make new observations when discrepancies exist between two descriptions of the same object or phenomenon.

   

PHYSICAL EDUCATION

 The health curriculum encompasses building self-esteem and coping skills, building decision-making and relationship skills, and body awareness. Within the physical education program, students develop fitness and wellness, experiment with creative movement, play games and develop leisure and sports skills.

• Movement Concepts

• Body Management

• Locomotor Movement

• Manipulative Skills

• Rhythmic Skills

•  Fitness Concepts

• Aerobic Capacity

• Muscular Strength/Endurance

• Flexibility

• Body Composition

•  Self-Responsibility

• Social Interaction

• Group Dynamics

  

MUSIC

 Music education exposes students to a wide variety of experiences that help develop an appreciation of the arts.

• Listen & respond to music

•  Learn to sing in pitch by ear training, solfeggio tones, singing, & games

• Develop rhythmic dexterity by echoing rhythm & melodic patterns

• Coordination from moving to music

• Act-out songs

 

VISUAL ARTS

 Artistic perception
Students perceive and respond to works of art, objects in nature, events, and the environment. They also use the vocabulary of the visual arts to express their observations.

• Develop Perceptual Skills and Visual Arts Vocabulary

• Analyze Art Elements and Principles of Design
   

Creative expression

Students apply artistic processes and skills, using a variety of media to communicate meaning and intent in original works of art.

•  Skills, Processes, Materials, and Tools

• Communication and Expression Through Original Works of Art
   

Historical and cultural context

Students analyze the role and development of the visual arts in past and present cultures throughout the world, noting human diversity as it relates to the visual arts and artists.

 Aesthetic Valuing

• Students analyze, assess, and derive meaning from works of art, including their own, according to the elements of art, the principles of design, and aesthetic qualities. 

• Make Informed Judgments ( Describe how and why they made a selected work of art, focusing on the media and technique, select something they like about their work of art and something they would change)

Connections, relationships, applications

Students apply what they learn in the visual arts across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to the visual arts.