Curriculum Overview

Curriculum Overview



I. Phonemic Awareness-This awareness provides the foundation for reading and writing. Children begin to see how oral language matches print. They learn that spoken words can be broken apart. They learn to manipulate these sounds and to represent them using written language.

II. Decoding Including Phonics and Structural Analysis-Children learn that there are sound symbol correspondences and these are made up of consonants and vowels. They begin to learn the differences between the way consonants and vowels operate in the English language. They also begin to learn that the English language has some regular structures that are used in consistent ways to convey meaning.

III. Print Awareness-Children learn to use book parts knowledgeably.

IV. Fluency-As children are learning to become proficient readers they learn to read many words "automatically." That is, they know these words so well, that little attention has to be spent to figure out what these words are.

V. Background Knowledge and Vocabulary Development-Children’s oral vocabulary and their understandings about how things in the world work must continue to expand at a rapid rate. This knowledge will prepare them to understand the words and concepts they will hear and read about in first grade. It will also enable them to make connections to and within the texts they read enabling them to comprehend at a deeper level.

VI. Comprehension Strategies-Children learn about the elements of literature and the structure of stories. This knowledge enables them to empathize with characters, determine the setting of stories and make predictions about what might happen next. They continue to learn to monitor their own reading to be sure that it is making sense.

VII. Motivations to Read-Children choose to interact with books in a meaningful way demonstrating that they read for enjoyment and to locate information.


I. Spelling-Children learn that English has many written words that follow regular patterns and that these words map to oral language sounds. They also learn that there are some irregular words that don’t map to oral language and must be memorized. They learn to spell grade-level words conventionally. They also continue to spell unfamiliar longer words using temporary spelling by articulating these words slowly and representing the sounds that they hear with the symbols they understand represent those sounds.

II. Handwriting-Children continue to learn the conventional formation and use of the manuscript-alphabet. They learn that the writer must write legibly so a reader can easily read their written text.

III. Composition-Children continue to learn that writing is used for different purposes in real-life situations. Writing can look different depending on the form and the purpose of the writing. They learn to write in some of these forms.

IV. Motivation to Write-To be effective communicators, children need to be risk-takers. They learn to write for extended periods of time developing stamina in order to express their thoughts and feelings. They are then willing to share that writing with others


I. Listening-Children continue to learn that listening attentively means that they listen with purpose. They are expected to think actively about what is being said and to compose a response mentally in order to be prepared to respond appropriately.


I. Oral Language-Oral language is the foundation upon which reading and writing is built. It is extremely important that a child develops a good oral vocabulary and speaks using conventionally constructed English sentences in order to produce and read written language.


I. Communication

A. Explains thinking and justifies solutions verbally, through pictures, and in writing

B. Uses mathematical vocabulary

C. Considers the ideas of others

II. Problem Solving

A. Expresses problems in own words

B. Brainstorms and uses strategies

                   1.  Act out or use objects

                   2.  Make a picture or diagram

                   3.  Guess and check

                   4.  Use or look for a pattern

III. Number Sense

A. Numeration

                    1.  Recognizes and writes numerals to 100

2.  Reads number words to ten

B. Counting

1. Counts a set of objects by ones to 100

2. Quickly sees a collection (up to 10) and labels with a number

3. Counts aloud by ones to 100

4. Counts aloud by tens to 100

5. Counts aloud by twos to 20, and by fives to 50

C. Place Value

                    1. Represents two-digit numbers to 99 using place value models

                    2. Understands expanded notation for two-digit numbers

D. Sequencing

1. Recognizes, describes, and extends number sequences and patterns on

a hundred chart

2. Compares and orders numbers to 100

3. Names numbers before, after, and between

E. Ordinal Numbers: Uses ordinal numbers first through twentieth

F. Estimation: Estimates the quantity of a set of objects  

IV. Addition/Subtraction

A. Solves real-world problems involving addition/subtraction of whole numbers

B. Finds different ways to make the same sum

C. Uses addition/subtraction number sentences

D. Understands the commutative property of addition

E. Understands how addition and subtraction are opposite operations

F. Practices addition/subtraction facts to/from 10

G. Uses a variety of strategies to solve addition and subtraction problems

with one- and two-digit numbers without regrouping

H. Creates story problems that represent a given number sentence

V. Geometry

A. Names, describes, compares plane and solid figures

B. Identifies symmetry in plane figures

VI. Graphing

A. Poses questions

B. Collects and records data

C. Displays data in bar graphs and pictographs

D. Uses Venn diagrams to sort and describe data

E. Interprets data from graphs

VII. Measurement

A. Measures the length of objects using non-standard units

B. Orders objects by size

C. Develops an understanding of the need for standard units of measure

D. Explores measuring length with inches

E. Names pennies, nickels, dimes, and quarters

F. Finds different combinations of coins to make 25 cents

G. Knows the days of the week and months of the year in sequence

H. Tells time to the hour


I. Life Sciences

A. Plants

     1. Seeds

     2. Stages of development

     3. Seasonal changes

B. Animals

     1. Growth and development

     2. Properties and parts of animals

     3. Needs

     4. Adaptations

C. Ecology - the relationship between living and non-living things

II. Physical Science

A. Properties

     1. Using the five senses

     2. Color, shape, size, texture, hardness, and weight

     3. Similarities and differences

B. Solid, liquid, and gas

III. Astronomy

A. Light and shadows

     1. Source of light

     2. Sources of shadows

B. Time

     1. Intervals of time

     2. Passage of time

C. Sun

     1. A star

     2. Energy source

D. Earth

     1. Day and night

     2. Seasons

IV. Skill Development

A. Classification

B. Generalization

C. Identification

D. Observation

E. Record Keeping

F. Manipulation

G. Measurement

H. Predictions

I. Decision Making

J. Interpretation of data

K. Use of numbers

L. Problem solving

     1. Defining problem

     2. Obtaining data

     3. Organizing data

     4. Analyzing data

     5. Decision making

V. Science Attitudes

A. Appreciating nature

     1. Valuing the natural world

     2. Valuing methods for studying the natural world

B. Valuing the practical and technological

C. Valuing services to others through technology


I. The Family as a Social Organization

A. Immediate family

B. Extended family

C. Wants and needs

D. Cultural diversity

E. Customs and traditions

F. History – life now and then

II. Community

A. Geography

B. Wants and needs

C. History – life now and then

III. Citizenship and Government

A. Self

B. Classroom

C. School

IV. Map and Globe Skills

A. Introduction to maps and globes

B. Construction of simple maps