First-Grade Curriculum in California Public Schools and the Common Core State Standards, Summaries of English

Download First-Grade Curriculum in California Public Schools and the Common Core State Standards and more Summaries English in PDF only on Docsity! First Grade in California Public Schools and the Common Core State Standards A Look at… CURRICULUM FRAMEWORKS AND INSTRUCTIONAL RESOURCES DIVISION INSTRUCTION AND LEARNING SUPPORT BRANCH CALIFORNIA DEPARTMENT OF EDUCATION October 2011 Edition Contents                                                           Page First-Grade Curriculum .................................................................................................................................... 1.1 English Language Arts ...................................................................................................................................... 1.2 Overview .......................................................................................................................................................... 1.2 What First-Grade Students Should Know ........................................................................................................ 1.2 What Students Learn in First Grade ................................................................................................................. 1.3 Reading ........................................................................................................................................................ 1.3 Writing ......................................................................................................................................................... 1.5 Speaking and Listening ................................................................................................................................ 1.5 Language ...................................................................................................................................................... 1.5 Extra Support for Struggling Readers .............................................................................................................. 1.6 Support for English Learners ........................................................................................................................... 1.7 The Standards................................................................................................................................................... 1.9 Mathematics ..................................................................................................................................................... 1.16 Overview ........................................................................................................................................................ 1.16 What First-Grade Students Should Know ...................................................................................................... 1.16 What Students Learn in First Grade ............................................................................................................... 1.17 Operations and Algebraic Thinking ........................................................................................................... 1.17 Number and Operations in Base Ten ......................................................................................................... 1.17 Measurement and Data .............................................................................................................................. 1.18 Geometry .................................................................................................................................................... 1.18 Support for English Learners ......................................................................................................................... 1.18 Transition to the Common Core State Standards ........................................................................................... 1.19 The Standards................................................................................................................................................. 1.23 CCSS Domains .......................................................................................................................................... 1.27 History–Social Science ..................................................................................................................................... 1.28 Overview ........................................................................................................................................................ 1.28 What First-Grade Students Should Know ...................................................................................................... 1.28 What Students Learn in First Grade ............................................................................................................... 1.28 The Rights and Responsibilities of Citizenship ......................................................................................... 1.28 i               Stages of Proficiency ..................................................................................................................................... 1.68 The Standards................................................................................................................................................. 1.69 School Libraries ............................................................................................................................................... 1.71 Overview ........................................................................................................................................................ 1.71 What First-Grade Students Should Know ...................................................................................................... 1.71 What Students Learn in First Grade ............................................................................................................... 1.71 The Standards................................................................................................................................................. 1.72 iv First-Grade Curriculum What will my child learn in first grade? I’ve been teaching fifth grade, and this year I’ve been reassigned to first grade. What does the first-grade curriculum look like? I’m the principal of a small, private elementary school, and I want to be sure my students are meeting the state’s standards. How can I find out what students are expected to learn at each grade? In August 2010, the state adopted the Common Core State Standards for English language arts and mathematics. How will the new standards enhance first-grade curriculum? This chapter is organized by sections for each subject, describing what students should know and be able to do by the end of first grade. Each section includes a brief overview of what the student should have learned before entering first grade, followed by a description of the first-grade standards. Each subject concludes with a list of the first-grade standards for that content area. The English language arts and mathematics sections include the new Common Core State Standards (CCSS), with California additions. For a more in-depth discussion of each subject, please review the state-adopted curriculum frameworks for kindergarten through grade twelve. The frameworks are posted on the CDE Curriculum and Instruction Web page at http://www.cde.ca.gov/ci/cr/cf/allfwks.asp. 1.1 October 2011 Edition Overview What First-Grade Students Should Know English Language Arts For students to become lifelong readers and writers, it is essential that they learn early reading and language skills through a strong, integrated instructional process. Becoming a fluent and skillful reader requires extensive engagement with the English language, including understanding the sounds and symbols that make up language, hearing and talking about stories and events, and connecting words with ideas to express in writing and speaking. Standards-based instruction is critical to developing students’ literacy and proficiency in English language arts. The standards describe what students are expected to know and be able to do by the end of this school year. In 2010, California adopted new standards in English language arts: the CCSS, with California additions. The CCSS integrate the strands of English language arts: Reading, Writing, Speaking and Listening, and Language. The new standards will be implemented gradually over the next several years as curriculum frameworks, instructional materials, and assessments based on the CCSS are adopted. There are many similarities between the CCSS and the 1997 California English For example, the CCSS language arts standards, but there are some notable differences. For instance, in the focus on more CCSS, the standards in kindergarten through grade six are divided into the informational text, following strands: Reading, Writing, Speaking and Listening, and Language. The participating in shared 1997 California English language arts standards are organized around domains: research writing Reading, Writing, Written and Oral English Language Conventions, and Listening projects, vocabulary and Speaking. The CCSS often extend or enhance the content of the 1997 acquisition and use, and California English language arts standards. For example, the CCSS focus on more text-analysis skills for informational text, participating in shared research writing projects, vocabulary reading comprehension. acquisition and use, and text-analysis skills for reading comprehension. This section provides an overview of the new CCSS for first-grade English language arts. It includes a review of the important English language arts skills and concepts from kindergarten (prerequisite skills) and guidance to ensure success for English learners. A complete list of the first-grade CCSS for English language arts, with California additions, can be found at the end of this section. A complete list of the first-grade 1997 California English language arts standards is located on the CDE Content Standards Web page at http://www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf. A primary focus of language arts instruction in kindergarten was making sense of the alphabet and its role in reading. Students produced the most frequent sounds for each consonant and isolated and pronounced the initial, medial vowel, and final sounds in consonant-vowel-consonant words. They blended two or three phonemes into recognizable words, read high-frequency words by sight, and read emergent-reader texts with purpose and understanding. Students used a variety of reading comprehension strategies, including the use of pictures and context to make predictions, retelling stories, answer and ask questions, and describe connections between events, ideas, and pieces of information in a text. They compared and contrasted similar stories and texts, identified key details in both narrative and informational texts, and engaged in group reading activities. 1.2 October 2011 Edition Writing The CCSS for first-grade writing, like the 1997 California standards, combine the important skills of writing with a focus, forming and documenting ideas, responding to fiction and nonfiction works, and recognizing the role of organization and text structure in different writing applications. Students begin to understand that writing is a process and learn to apply it appropriately to write brief narratives and descriptions of objects, persons, places, or events. Writing activities for students use good models as examples and encourage talking and writing about books and events. Students begin to The CCSS go beyond the 1997 California English language arts standards to include understand that additional sophisticated skills and instructional practices in writing. Students write writing is a informative/explanatory texts and opinion pieces in addition to narrative writing pieces. process… To meet grade-level expectations for opinion pieces, students provide supporting reasons and facts and a sense of closure. Students write narratives that recount two or more sequenced events and use words to signal event order. They work collaboratively with peers and participate in shared research and writing projects, which include the use of digital tools to edit and publish their work. Speaking and Listening In first grade, the CCSS for speaking and listening focus on the skills students need to participate in collaborative conversations with peers and adults about grade-level topics and texts. These topic- and text-based conversations are important additions to students’ speaking and listening skills. Collaborative conversations provide students with opportunities to use new vocabulary and academic language. The basic skills for conversations that students learn under the 1997 California English language arts standards are to listen attentively, ask questions for clarification and understanding, and stay on topic when speaking. The CCSS further develop these basic skills as students engage in collaborative conversations with diverse partners, building on others’ comments through multiple exchanges on a topic or text. Students learn to ask and answer questions for different purposes (e.g., to gather additional information or to clarify issues), and in different situations, such as when a text is read aloud or when information is provided by a speaker or presented through other media. Students continue to memorize and recite poems, rhymes, and songs with expression and to give, restate, and follow simple two-step directions. In both the 1997 California English language arts standards and the CCSS, students describe people, places, things, and events. The CCSS introduce students to the use of drawings and other visual displays as additions to their descriptions and to clarify their ideas, thoughts, and feelings. Language Students in first grade are introduced to the basic elements of English grammar and usage for spoken and written language. Speaking and writing in complete sentences are a focus under the 1997 California English language arts standards, and specific attention is given to singular and plural subjects and verbs. The use of complete sentences to communicate, emphasized in the 1997 California English language arts standards, continues in the CCSS for both writing and speaking. The CCSS maintain students’ focus on subject–verb agreement while extending instruction on the use of pronouns to include proper, personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone; everything). 1.5 October 2011 Edition Extra Support for Struggling Readers In addition to learning the four types of end punctuation, students under the CCSS are expected to name and recognize the four types of sentences: declarative, interrogative, exclamatory, and imperative. Instruction in language conventions such as capitalization continues, with the addition of capitalization rules for dates and names. In writing, students learn to use high-frequency words and also learn to recognize common spelling patterns and frequently used irregular words. Specific grammar elements and language conventions taught in first grade help form a base for future grades to build knowledge of both spoken and written formal English. To encourage the use of academic language, the 1997 California English language arts standards call for students to be familiar with categories of words and concepts. The CCSS call for sophisticated vocabulary instruction to help students gain facility with an array of strategies and learn about word relationships and nuances in word meanings. Rather than learning vocabulary words that may not be related to grade-level texts and topics, students learn techniques to help them gain meaning of unknown words in their reading. Students’ vocabularies expand through increased exposure to academic language and the use of high-frequency, grade- appropriate words in speaking and listening and in writing. Students gain independence in making meaning of unknown words by using scaffolding strategies introduced in the CCSS. Some of these concepts appear in second and third grade in the 1997 California English language arts standards. Other vocabulary skills and concepts that students learn under the CCSS include simple roots and affixes, using context clues at the sentence level, defining words by category or key attributes, describing real-life connections between words and their use, attention to verbs and adjectives, and the use of high-frequency conjunctions (e.g., because, since) to flag simple relationships. In addition, students accrue a broader vocabulary by responding to text they have read or heard read aloud. Reading is the key to success in all content areas. First-grade students who do not achieve success in phonological awareness, phonics, and word-recognitions skills may experience academic difficulties. Early screening can identify specific areas of instructional needs that can be addressed in a timely manner. Struggling readers—any student experiencing difficulty learning to read, which may include those who use nonstandard English, English learners, and students with disabilities—need additional support to participate in daily lessons with their peers and to ensure they will experience success. Instructional support for students should include:  flexible grouping for differentiated instruction;  opportunities to preteach key skills, strategies, and concepts;  extra instructional support in phonological awareness for those experiencing difficulties;  direct, explicit instruction in language development to address grammatical structures of oral and written standard English;  opportunities in vocabulary instruction within context, including academic language;  opportunities to build background knowledge;  reinforcement and extension of the regular classroom program. 1.6 October 2011 Edition Support for English Learners English-language development (ELD) is a critical component of the language arts program for English learners and comes with direct, explicit, and systematic instruction in reading and writing. Instructional programs for English learners should be planned according to the students’ assessed level of literacy (reading and writing) in English and in their primary language as well as their proficiency in English (listening, speaking, reading, and writing). Students with strong literacy skills in their primary language have an advantage: They can concentrate on learning English rather than on receiving initial instruction in reading and writing. Students who enter first grade with little prior schooling and limited English skills must learn to read and write while learning English. They begin language arts instruction in English, with literacy instruction augmented by concurrent formal linguistic instruction in English (i.e., ELD). Knowledge of letter-sound correspondences and phonological awareness of the sounds should be included in the lesson before teaching English learners to blend sounds. Additional phonological and letter-sound instruction is provided as needed. Modeling and practice can be provided by the teacher or by native English- speaking peers. After assessment, English learners should be provided with instruction on new letter sounds and blending or on new word types. Such instruction will enable them to catch up with their classmates and accomplish lesson objectives. The following suggestions provide support to English learners:  Find out whether students have had previous instruction or experiences (or both) with the words included in the instruction and ensure they understand their meaning.  Assess what knowledge is assumed before each unit of instruction and provide any preteaching of key concepts.  Have English learners draw on literary skills in their first language to use in English and build on the knowledge of reading skills acquired in their first language in English letter-sound correspondences.  Include explicit models of the letter-sound correspondences that students are expected to know, and conduct correction in a way that encourages students to keep trying, helping them to see the progress they have made.  Provide students with scaffolds to learn grammar skills and meet writing expectations. Specially designed academic instruction in English (SDAIE) is one instructional strategy to meet the needs of English learners. For additional resources to support the teaching of English learners, please visit the CDE English Learners Web page at http://www.cde.ca.gov/sp/el/. The CDE has published an excellent resource, Improving Education for English Learners: Research-Based Approaches (2010b), that provides the most comprehensive and up-to-date strategies to serve English learners. Guidelines for using ELD and SDAIE strategies are provided, as well as recommended instructional practices. Information on the publication is available at the CDE Press Web page at http://www.cde.ca.gov/re/pn/rc/. English learners need additional time and appropriate instructional support. The CCSS set rigorous expectations for student learning, and ELD instruction must accommodate these enhanced expectations. The following chart illustrates the enhancements in the CCSS for English language arts that may affect ELD instruction. This chart provides teachers with initial guidance in planning effective ELD instruction. 1.7 October 2011 Edition Range of Reading and Level of Text Complexity 10. With prompting and support, read prose and poetry of appropriate complexity for grade 1. a. Activate prior knowledge related to the information and events in a text. b. Confirm predictions about what will happen next in a text. Reading Standards for Informational Text Key Ideas and Details 1. Ask and answer questions about key details in a text. 2. Identify the main topic and retell key details of a text. 3. Describe the connection between two individuals, events, ideas, or pieces of information in a text. Craft and Structure 4. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. (See grade 1 Language standards 4-6 for additional expectations.) 5. Know and use various text structures (e.g., sequence) and text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. 6. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. Integration of Knowledge and Ideas 7. Use the illustrations and details in a text to describe its key ideas. 8. Identify the reasons an author gives to support points in a text. 9. Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). Range of Reading and Level of Text Complexity 10. With prompting and support, read informational texts appropriately complex for grade 1. a. Activate prior knowledge related to the information and events in a text. b. Confirm predictions about what will happen next in a text. 1.10 October 2011 Edition Reading Standards: Foundational Skills Print Concepts 1. Demonstrate understanding of the organization and basic features of print. a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). Phonological Awareness 2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Distinguish long from short vowel sounds in spoken single-syllable words. b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). Phonics and Word Recognition 3. Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text. a. Know the spelling-sound correspondences for common consonant digraphs. b. Decode regularly spelled one-syllable words. c. Know final -e and common vowel team conventions for representing long vowel sounds. d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. e. Decode two-syllable words following basic patterns by breaking the words into syllables. f. Read words with inflectional endings. g. Recognize and read grade-appropriate irregularly spelled words. Fluency 4. Read with sufficient accuracy and fluency to support comprehension. 1.11 October 2011 Edition a. Read on-level text with purpose and understanding. b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Writing Standards Text Types and Purposes 1. Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. 2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. 3. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. Production and Distribution of Writing 4. (Begins in grade 2) 5. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. 6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. Research to Build and Present Knowledge 7. Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). 8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. 9. (Begins in grade 4) Range of Writing 10. (Begins in grade 2). Speaking and Listening Standards Comprehension and Collaboration 1.12 October 2011 Edition a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. b. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes). c. Identify real-life connections between words and their use (e.g., note places at home that are cozy). d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings. 6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., I named my hamster Nibblet because she nibbles too much because she likes that). 1.15 October 2011 Edition Overview What First-Grade Students Should Know Mathematics Effective mathematics education provides students with a balanced instructional program. In such a program, students become proficient in basic computational skills and procedures, develop conceptual understandings, and become adept at problem solving. Standards-based mathematics instruction starts with basic material and increases in scope and content as the years progress. It is like an inverted pyramid, with the entire weight of the developing subject, including readiness for algebra, resting on the foundations built in the early grades. In August 2010, California adopted new standards in mathematics: the Common Core State Standards (CCSS), with California additions. The CCSS comprise standards developed by the state-led CCSS Initiative and material taken from the 1997 California mathematics standards. The new standards will be implemented gradually over the next several years as curriculum frameworks, instructional materials, and assessments based on the CCSS are adopted. There are many similarities between the CCSS and the 1997 California mathematics standards, but there are also a few noteworthy differences. For instance, the CCSS are organized by “domains” that add grade-level focus and vary slightly by grade. The domains for first grade are Operations and Algebraic Thinking, Number and Operations in Base Ten, Measurement and Data, and Geometry. Furthermore, the CCSS do not include “key standards” as in the 1997 California mathematics standards. Instead, the CCSS are designed to have a greater focus at each grade and to develop mathematics topics in depth. In the early grades, the CCSS continue to emphasize concepts necessary for the study of more advanced mathematics in later years. To ensure that students have adequate time to achieve mastery, some of the 1997 California mathematics standards familiar to California’s first-grade teachers will be taught in different grades after the CCSS are fully implemented. This section provides an overview of the new CCSS for first-grade mathematics, including some highlights of how the first-grade curriculum, based on the 1997 California mathematics standards, changes with the implementation of the new CCSS. It includes a review of the important mathematical concepts and skills from kindergarten (prerequisite skills) and guidance on areas of mathematics that may be challenging for some English learners. A complete list of the first-grade CCSS for mathematics can be found at the end of this section. A complete list of the first-grade 1997 California mathematics standards is located on CDE Web page at http://www.cde.ca.gov/be/st/ss/documents/mathstandards.pdf. When entering first grade, students who have met the kindergarten CCSS for mathematics understand the relationship between numbers and quantities and have built a foundation for understanding place value. They can group and compare sets of concrete items and recognize whether there are more, fewer, or an equal number of items in different sets. They learned to count to 100 by ones and tens and can count forward starting from any number within this range. 1.16 October 2011 Edition What Students Learn in First Grade Students can write numbers from 0 to 20 and can represent a number of objects with a written numeral. They are able to recognize, represent, name, and order a number of objects and have developed a clear sense of what a number is by using concrete objects to determine the answers to addition and subtraction. They can decompose the number 10 into pairs in several ways, using drawings or equations to record these decompositions, and can compose and decompose numbers from 11 to 19 into tens and ones. They added and subtracted within 5 fluently. Students entering first grade can identify and describe both two- and three-dimensional geometric shapes as well as their relative positions. They can compose simple shapes to make larger shapes and analyze and compare shapes by parts and attributes. First-grade students will extend their knowledge of mathematics as they learn to add and subtract within 20, develop an understanding of whole numbers and place value within 100, measure and order objects by length, interpret data (with up to three categories), and work with shapes to compose new shapes and partition shapes to create “equal shares” (decompose shapes). Operations and Algebraic Thinking Both the 1997 California mathematics standards and the CCSS emphasize addition and subtraction of small numbers at first grade. First-grade students develop arithmetic skills as they use addition and subtraction (within 20) to solve word problems and become fluent with these operations (within 10). Students use objects, drawings, and equations with symbols for unknowns to write and solve addition problems within 20 (with three whole numbers). Students work with addition and subtraction equations andStudents use objects, demonstrate the meaning of an equal sign as they determine whether an equationdrawings, and equations is true or false. The CCSS foster understanding as students employ a variety ofwith symbols for strategies (e.g., counting on, building or decomposing to 10, applying knowledgeunknowns to write and of the inverse relationship between addition and subtraction) and apply thesolve addition properties of operations (e.g., commutative and associative properties) to additionproblems… and subtraction tasks. With implementation of the CCSS, work with the value of coins, a first-grade topic in the 1997 California mathematics standards, will now be introduced in grade two. Number and Operations in Base Ten Both the 1997 California mathematics standards and the CCSS focus on whole numbers and place value at first grade. Students use concrete models to deepen their understandings about place value and know that the digits of a two-digit number represent amounts of tens and ones. They add two-digit and one-digit numbers (or a two-digit number and a multiple of ten) within 100 and know that to add two-digit numbers, tens are added to tens, ones are added to ones, and that during the process sometimes a new ten is composed. They compare and order two-digit whole numbers by using the symbols for less than, equal to, or greater than (<, =, >). First-graders expand their understanding of addition and subtraction by using mental math to find 10 more or 10 less than a two-digit number. They also subtract multiples of 10 from multiples of 10 (for positive or zero differences and numbers in the range 10-90). In the 1997 California mathematics standards, addition and 1.17 October 2011 Edition A Quick Look: Transition to the Common Core State Standards (CCSS) Mathematics: Grade One Overview of Standards 1997 California Mathematics Standards* Overview of Standards CCSS** Highlights Algebra and Functions  Students use number sentences with operational symbols and expressions to solve problems. Number Sense  Students understand and use numbers up to 100.  Students demonstrate the meaning of addition and subtraction and use these operations to solve problems.  Students use estimation strategies in computation and problem solving that involve numbers that use the ones, tens, and hundreds places. Operations and Algebraic Thinking  Represent and solve problems involving addition and subtraction.  Understand and apply properties of operations and the relationship between addition and subtraction.  Add and subtract within 20.  Work with addition and subtraction equations.  Continue a focus on addition and subtraction within 20, but develop fluency with sums and difference within 10 (fluency with numbers from 11 to 20 moves from grade one to grade two in the CCSS). ▲**  Introduce the properties of operations as strategies to add and subtract (moves from grade two to grade one in the CCSS).▼  Use objects, drawings and equations with symbols for unknowns to solve addition and subtraction problems (within 20), including word problems.  Work with the value of coins (moves from grade one to grade two in the CCSS).▲ Number and Operations in Base Ten  Extend the counting sequence.  Understand place value.  Use place value understanding and properties of operations to add and subtract.  Begin counting to 100 in kindergarten–counting by ones and tens (counting by ones from 31 to 100 and skip-counting moves from grade one to kindergarten in the CCSS).▼  Extend counting, reading, and writing whole numbers from 100 to 120 (work with numbers from 100 to 120 moves from grade two to grade one in the CCSSS). ▼ * The 1997 California mathematics standards will continue to be assessed through the STAR system (in grades 2-11) until at least 2014. ** The ▼symbol indicates all or part of a concept in the 1997 California standards has moved to a lower grade in the CCSS; the ▲ symbol indicates movement to a higher grade. Listings without a symbol indicate that a concept will continue to be taught at the current grade level. 1.20 October 2011 Edition Measurement and Geometry  Students use direct comparison and nonstandard units to describe the measurements of objects.  Students identify common geometric figures, classify them by common attributes, and describe their relative position or their location in space. Statistics, Data Analysis, and Probability  Students organize, represent, and compare data, by category, on simple graphs and charts.  Students sort objects and create and describe patterns by numbers, shapes, sizes, rhythms, or colors.  Use concrete models or drawings to reinforce understanding of topics such as place value, addition and subtraction.  Add within 100 (two-digit and a one-digit number). Extend to a two-digit number and a multiple of 10.  Subtract multiples of 10 for numbers in the range 10-90. Measurement and Data  Measure lengths indirectly and by iterating length units.  Tell and write time.  Represent and interpret data.  Measure the length of objects using indirect comparison and by iterating length units (a focus on weight and volume moves from grade one to grade three in the CCSS).▲  Organize, represent, and interpret data, with up to three categories (specific use of picture graphs and bar graphs moves from grade one to grade two in the CCSS).▲  Describe, extend, and explain simple repeating patterns. Geometry  Reason with shapes and their attributes.  Build and draw shapes that possess certain attributes (understanding attributes remains at grade one with an added focus on actively building and drawing in the CCSS).  Compose and decompose two- or three- dimensional shapes to create a composite shape (putting shapes together and taking them apart moves from grade two to grade one in the CCSS).▼  Partition circles and rectangles into equal shares to introduce “part-whole” relationships and fractional terms, for example, halves, fourths, and quarters (fractional parts moves from grade two to grade one in the CCSS).▼ 1.21 October 2011 Edition Mathematical Reasoning  Students make decisions about how to set up a problem.  Students solve problems and justify their reasoning.  Students note connections between one problem and another.  Describe the relative positions of objects, for example, above or behind (moves from grade one to kindergarten in the CCSS). ▼ Standards for Mathematical Practice 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning  The CCSS include Standards for Mathematical Content (different at each grade) and Standards for Mathematical Practice (recurring throughout the grades).  To master the grade level content, students will need to rely on their understanding of a concept and not only on procedures. Standards for Mathematical Practice define how students develop mathematical understanding as they make sense of a problem, reason abstractly, construct arguments, model with mathematics, use tools strategically, attend to precision, and look for structure and repeated reasoning.  Standards for Mathematical Content that set an expectation of “understanding” are potential points of intersections between these standards and the Standards for Mathematical Practice.  Standards for Mathematical Practice are similar to the previous 1997 California Mathematical Reasoning standards and should be evident throughout future curricula, assessments, and professional development. 1.22 October 2011 Edition operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Measurement and Data (1.MD) Measure lengths indirectly and by iterating length units. 1. Order three objects by length; compare the lengths of two objects indirectly by using a third object. 2. Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Tell and write time. 3. Tell and write time in hours and half-hours using analog and digital clocks. 3.1 Relate time to events (e.g., before/after, shorter/longer). Represent and interpret data. 4. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. 4.1 Describe, extend, and explain ways to get to a next element in simple repeating patterns (e.g., rhythmic, numeric, color, and shape). (CA-Standard SDAP 2.1) Geometry (1.G) Reason with shapes and their attributes. 1. Distinguish between defining attributes (e.g., triangles, are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 2. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter- circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.3 3. Partition circles and rectangles into two and four equal shares, describe the shares using words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. 3 Students do not need to learn formal names such as “right rectangular prism.” 1.25 October 2011 Edition Standards for Mathematical Practice 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. The CCSS for Mathematical Practice describe ways in which students of mathematics ought to engage with the subject matter as they grow in mathematical maturity and expertise. For a complete description of the eight Standards for Mathematical Practice, see Appendix B. 1.26 October 2011 Edition CCSS Domains The CCSS are organized by domains. The following table lists all the domains that apply to kindergarten through grade eight, and it identifies which domains are addressed in kindergarten through grade six. The shaded row indicates a domain to be covered at later grades. Domains Kindergarten Grade One Grade Two Grade Three Grade Four Grade Five Grade Six Counting and Cardinality (CC) X Operations and Algebraic Thinking (OA) X X X X X X Number and Operations in Base Ten (NBT) X X X X X X Measurement and Data (MD) X X X X X X Geometry (G) X X X X X X X Number and Operations – Fractions (NF) X X X Ratios and Proportional Relationships (RP) X The Number System (NS) X Expressions and Equations (EE) X Statistics and Probability (SP) X Functions (F) 1.27 October 2011 Edition Symbols, Icons, and Traditions of the United States First-grade students deepen their understanding of national identity and cultural First-grade students literacy by learning about national and state symbols. Students learn to recite the deepen their Pledge of Allegiance and sing songs that express American ideals (e.g., “You’re a understanding of Grand Old Flag”). They begin to understand the significance of national holidays national identity and and the heroism and achievements of the people associated with them. They learn cultural literacy… to identify and understand American symbols, landmarks, and essential documents, such as the flag, bald eagle, Statue of Liberty, U.S. Constitution, and Declaration of Independence, and know the people, ideas, and events associated with them. Teachers should focus on how these symbols provide a sense of identity for Americans and a sense of community across time. Literature such as Deborah Kent’s Lincoln Memorial, Ann McGovern’s The Pilgrims’ First Thanksgiving, Lucille Recht Penner’s The Statue of Liberty, and Patricia Ryon Quiri’s The National Anthem can promote student learning of these symbols and events. Students can create a class “big book” of American symbols reinforcing the idea of the United States as one nation made up of peoples from around the world who share common democratic values and beliefs. Teachers can read to students Eve Bunting’s The Wall, which helps them to understand the symbolic nature of monuments and how they represent civic values. Life Today and Long Ago Students learn about times past with an emphasis on continuity and change. They compare different times and places and how certain aspects of life change over time while some things stay the same. Schools, communities, and transportation of the past provide areas of study that students are familiar with in the present. Teachers can also examine areas such as work, clothing, games, and holidays to compare with the students’ lives today. Informational books and stories, such as My Great-Aunt Arizona by Gloria Houston, can help students develop historical empathy and understand life in the past. Primary sources can be introduced by using photographs (and videos or artifacts) of schools, transportation, and clothing. Cultural Literacy: One Nation, Many People This standard focuses on the people from many places, cultures, and religions who live in the United States and who have contributed to its richness. Through stories of today as well as folktales and legends, students discover the many ways in which people, families, and cultural groups are alike despite their varied ancestry. Teachers should utilize quality literature such as Everybody Cooks Rice by Norah Dooley, Whoever You Are by Mem Fox, and Cinderella stories from multiple cultures (such as Jouanah: A Hmong Cinderella by Jewell Reinhart Coburn and Tzexa Cherta Lee) to teach and reinforce these concepts. In developing this topic, teachers draw first from the rich fund of literature and folklore of those cultures represented among the families in the classroom and school. Then, as time allows, teachers can introduce literature from other cultures for comparison, emphasizing how American Indians and immigrants have helped to define California and America. Opportunities for students to discuss and dramatize these stories and analyze what these stories tell about the culture are critical. Understanding similarities and differences of people from various cultural backgrounds allows students to have increased awareness of the beliefs, customs, and traditions of others. 1.30 October 2011 Edition The Education and the Environment Initiative Economics: Goods and Services In first grade, students acquire a beginning understanding of economics; for example, students learn about the use of money to purchase goods and services and the specialized work that people do in order to manufacture, transport, and market such goods and services. People exchange money for the goods and services they want and, because money is limited, people make choices about how to spend their money. This standard can be taught in conjunction with, or build upon, the geographic exploration of the neighborhood and community. Students at this age level learn that the place where they live is connected with the wider world. They may focus on the trucks and railroad lines that bring products to the neighborhood for eventual sale in its stores; to an industrial region, near or far away, producing one or more needed products, such as bricks and building materials for new home construction or clothing for the stores; and to the airport or regional harbor that links this place with producers, suppliers, and families throughout the world. Students can continue their development of analytical skills by identifying the costs of their decisions. They should recognize that a cost is what is given up to gain something, which fits with the economic concept of exchange. When students trade, they gain something and they give something up. What they give up is the cost of the choice. It should be emphasized that every choice has a cost (a simple example is the story of the three little pigs, where two of the pigs give up safety for play). At the same time, students may enjoy literature that brings these economic activities alive and that builds sensitivity toward the many people who work cooperatively to get their jobs done. Stories such as The Tortilla Factory by Gary Paulsen illustrate the values of compassion, working together, and perseverance. The following curriculum units from the Education and the Environment Initiative (EEI) Curriculum can be used to provide instruction in the history–social science standards listed below. First Grade Standard Number Standard Text EEI Curriculum Unit Name 1.2.4 Describe how location, weather, and physical environment affect the way people live, including the effects on their food, clothing, shelter, transportation, and recreation. People and Places 1.4.2 Study transportation methods of earlier days. On the Move For more information about EEI instructional units, visit the Environmental Protection Agency Web page at http://www.calepa.ca.gov/Education/EEI (Outside Source). 1.31 October 2011 Edition Support for English Learners The Standards History–Social Science Content Standards Grade One: A Child’s Place in Time and Space History–social science is particularly challenging for English learners. They must simultaneously develop fluency in a second language and also gain content and analysis skills in a complex subject area with high literacy demands. To learn English and achieve mastery of the history–social science content standards, students must participate in instructional programs that combine critical content knowledge and skill development in both English-language proficiency and the content standards and analysis skills contained in the History–Social Science Framework for California Public Schools (California Department of Education 2005). All students should have an opportunity to actively engage with the history–social science content standards regardless of their proficiency in the English language. Effective instructional practices foster English-language development (ELD) and at the same time teach history–social science content. Early instruction in English literacy and content knowledge across all disciplines must be incorporated into ELD programs. In a structured English immersion program, history–social science for English learners continues to be taught while students are mastering English. In fact, most studies promote instruction in the content areas despite low literacy or limited proficiency in the English language, along with the critical-thinking and analysis skills and the particular reading strategies of the disciplines. Teachers should align history–social science instruction with the grade-level expectations in the four domains (reading, writing, listening and speaking, and language) described in the CCSS for English language arts. Before classroom instruction, teachers need to determine what they want the students to learn, their students’ English-language proficiency, and the language demands of each lesson’s instructional materials. Specially designed academic instruction in English (SDAIE) is one instructional strategy to meet the needs of English learners. For additional resources to support the teaching of English learners, please visit the CDE English Learners Web page at http://www.cde.ca.gov/sp/el/. The following grade-one history–social science content standards were adopted by the California State Board of Education on October 9, 1998. In addition, the recently adopted CCSS include standards for literacy in history/social studies. These standards do not replace the history–social science content standards but supplement them by setting specific requirements for reading and writing informational texts, including history– social science documents. The new standards will be implemented over the next several years as curriculum frameworks, instructional materials, and assessments based on the CCSS are adopted. See the English language arts section for more information about the CCSS for grade one. 1.1 Students describe the rights and individual responsibilities of citizenship. 1. Understand the rule-making process in a direct democracy (everyone votes on the rules) and in a representative democracy (an elected group of people makes the rules), giving examples of both systems in their classroom, school, and community. 2. Understand the elements of fair play and good sportsmanship, respect for the rights and opinions of others, and respect for rules by which we live, including the meaning of the "Golden Rule." 1.32 October 2011 Edition 3. Students distinguish fact from fiction by comparing documentary sources on historical figures and events with fictionalized characters and events. Historical Interpretation 1. Students summarize the key events of the era they are studying and explain the historical contexts of those events. 2. Students identify the human and physical characteristics of the places they are studying and explain how those features form the unique character of those places. 3. Students identify and interpret the multiple causes and effects of historical events. 4. Students conduct cost-benefit analyses of historical and current events. 1.35 October 2011 Edition Science Overview Most children are natural scientists—they enjoy exploring, asking questions, playing with new objects, experimenting with different senses, observing, or using inventions to solve problems. In first grade, science teaching builds upon this innate curiosity by providing students the time, skills, and structures to formulate and investigate their questions. First-grade students are expected to learn both the content and process of science. Effective science programs reflect a balanced, comprehensive approach that includes the teaching of investigation and experimentation skills along with direct instruction. Key elements of a balanced science program include explicit teaching of science content and concepts, identifying students’ prior knowledge, and addressing student misconceptions. Investigation skills should also be highlighted, with students encouraged to find answers or reach conclusions using their own experiences or observations. High-quality science instruction should also develop students’ command of the academic language of science and use standards-based connections with other core subjects to reinforce science teaching and learning. Safety should always be the foremost consideration in teacher modeling, the design of demonstrations, investigation and experiments, and science projects. Safety must be taught. Knowing and following safe practices in science are a part of understanding the nature of science and scientific enterprise. Everyone involved in science education should become familiar with the Science Safety Handbook for California Public Schools, which is posted on the CDE Web page at http://www.cde.ca.gov/pd/ca/sc/documents/scisafebk2012.pdf. The publication contains specific and useful information relevant to teachers, administrators, parents/guardians, and students. What First-Grade Students Should Know Students who have met the science standards for kindergarten know how to classify, compare, sort, and identify common objects. In kindergarten, they used descriptive language when recording observations, measurements, and predictions about the properties of materials. In physical science, students began the study of the properties of matter and its transformations, building a foundation for making observations and measurements primarily based on physical properties. Observational skills and vocabulary were emphasized in life science. In kindergarten, students learned to describe the appearance and behavior of different animals and plants and explored related informational texts to enrich their observations of plants and animals. In earth science, kindergarteners were introduced to the many different features and characteristics of Earth: mountains, rivers, ocean, valleys, deserts, and local landforms. They learned how changes in weather occurred from day to day and season to season and how these changes affected Earth and its inhabitants. They know that Earth contains resources for humans and that human consumption leads to waste that must be disposed of. By the time they enter first grade, students are able to observe common objects by using their five senses, describe the properties of these objects, and compare and sort objects by at least one physical attribute (e.g., 1.36 October 2011 Edition What Students Learn in First Grade color, shape, texture, size, weight). Students know how to communicate their observations both orally and through drawings. Students in first grade learn about the properties of solids, liquids, and gases and use words and drawings to record their observations about various objects. They deepen their understanding of the needs and structures of plants and animals. First-grade students also continue their study of weather, observing, measuring, and recording weather conditions regularly to learn more about day-to-day and seasonal changes. They use simple tools and technology, with adult assistance provided as necessary. First-graders respond to who, what, when, where, and how questions. They expand their vocabulary by learning appropriate grade-level scientific terms (such as freezing, melting, heating, dissolving, and evaporating). They participate in classroom discussions to share ideas and evidence and learn to reevaluate their thinking when presented with new evidence. They make new observations when discrepancies exist between two descriptions of the same object or phenomenon. Science learning is facilitated by hands-on activities and games that include explicit teaching of scientific concepts and vocabulary. Science topics in first grade are organized into four sets of standards: Physical Sciences, Life Sciences, Earth Sciences, and Investigation and Experimentation. As students learn the content defined by the standards in the Life, Earth, and Physical Sciences strands, they are also practicing investigation and experimentation skills. That is, the investigation and experimentation standards should be infused throughout science instruction. Physical Sciences Students learn that Students learn that materials come in different forms—solids, liquids, and gases— materials come in and observe the different properties of each form. They know that solids are rigid while different forms— liquids and gases conform to the shape of the vessel that contains them. Students draw solids, liquids, and pictures and tell or write stories that illustrate the differences between the properties of gases… solids, liquids, and gases. In addition, students learn that the properties of substances can change when cooled, heated, or mixed together. This is a good opportunity to begin to safely introduce the use of basic science equipment, including thermometers, measuring cups, or cylinders. Life Sciences Students in first grade are ready to focus on the favorable habitats (usually including air and soil), water, and energy supply (sunlight or food) that living organisms need to survive. Students learn how plants and animals live in different environments and discuss the relationship between structural form and function. First-graders learn about the types of organisms that live in different environments and the ways in which they have adapted to their surroundings. Examples of adaptations, such as giraffes’ long necks or whales’ thick, blubbery skin, should be easily identifiable by the students and discussed. Stories, videos, and electronic media about plants and animals can help students learn about life on Earth. Students learn about what plants and animals need to survive, which is one of the foundations of ecology. Activities may include growing and caring for plants or field trips to observe animals. These activities may be supplemented with books and stories about plants and animals that live in a variety of environments. Students are also introduced to food chains and observe that all living organisms in an environment are interdependent. In addition, first-graders are introduced to the concept of structural form and function. Specifically, they use inference skills to determine what type of food an animal will eat based on the shape of its teeth. Students learn 1.37 October 2011 Edition Science Content Standards Grade One Physical Sciences 1. Materials come in different forms (states), including solids, liquids, and gases. As a basis for understanding this concept: 1.a. Students know solids, liquids, and gases have different properties. 1.b. Students know the properties of substances can change when the substances are mixed, cooled, or heated. Life Sciences 2. Plants and animals meet their needs in different ways. As a basis for understanding this concept: 2.a. Students know different plants and animals inhabit different kinds of environments and have external features that help them thrive in different kinds of places. 2.b. Students know both plants and animals need water, animals need food, and plants need light. 2.c. Students know animals eat plants or other animals for food and may also use plants or even other animals for shelter and nesting. 2.d. Students know how to infer what animals eat from the shapes of their teeth (e.g., sharp teeth: eats meat; flat teeth: eat plants). 2.e. Students know roots are associated with the intake of water and soil nutrients and green leaves are associated with making food from sunlight. Earth Sciences 3. Weather can be observed, measured, and described. As the basis for understanding this concept: 3.a. 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. 3.b. Students 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. 3.c. Students know the sun warms the land, air, and water. 1.40 October 2011 Edition Investigation and Experimentation 4. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will: 4.a. Draw pictures that portray some features of the thing being described. 4.b. Record observations and data with pictures, numbers, or written statements. 4.c Record observations on a bar graph. 4.d. Describe the relative position of objects by using two references (e.g., above and next to, below and left of). 4.e. Make new observations when discrepancies exist between two descriptions or the same object or phenomenon. 1.41 October 2011 Edition Overview What First-Grade Students Should Know What Students Learn in First Grade Visual and Performing Arts In first grade, students begin to develop the focus needed to succeed when creating and performing art, as well as to learn to listen when others speak. As they sing, play music, do dramatics, draw, and paint, their purpose and intent become apparent. They learn how artists in the past performed the same activities that contemporary artists perform today. By connecting the arts with other content areas, students build their vocabulary and early reading skills, such as defining the plot, predicting, summarizing, and recognizing the sequence of events in a story. In kindergarten, students developed the vocabulary and skills unique to the arts. In dance, students learned how to move through space, control their movements, and compare different types of dances. In music, they sang and played instruments, became aware of music in everyday life, and learned about music from various cultures. In theatre, students learned the practices and vocabulary of the discipline, including basic acting skills. Finally, in the visual arts, students learned to identify basic concepts such as shape, texture, and perspective and used this visual information to create works of art on paper and in three-dimensional constructions. Dance Students use locomotor movements that carry them across the room as well as axial movements of different parts of their bodies while staying in place. As they learn to vary their movements by using different degrees of force or energy, their movements become dynamic. By joining the movements, students can perform brief dance sequences with a beginning, middle, and end, as in a story. They incorporate variety and patterns and find that they can express emotions in the way they move. And through folk and traditional dances, students learn more about why, when, and where people dance and how dances are similar or different. Music Singing and playing classroom instruments improve students’ listening skills, accuracy and technique, and understanding of musical forms. By improvising simple rhythmic accompaniments and learning singing games from various cultures, students begin their creative work in music. They focus their listening and relate to music and dance by creating and performing movements. 1.42 October 2011 Edition Visual and Performing Arts Content Standards Grade One Component Strand: 1.0 Artistic Perception Dance Music Theatre Visual Arts Processing, Analyzing, and Processing, Analyzing, and Responding Processing, Analyzing, and Responding Processing, Analyzing, and Responding to Sensory Information to Sensory Information Through the to Sensory Information Through the Responding to Sensory Information Through the Language and Skills Language and Skills Unique to Music Language and Skills Unique to Theatre Through the Language and Skills Unique to Dance Unique to the Visual Arts Students perceive and respond, using Students read, notate, listen to, analyze, Students observe their environment and Students perceive and respond to the elements of dance. They and describe music and other aural respond, using the elements of theatre. works of art, objects in nature, events, demonstrate movement skills, process information, using the terminology of They also observe formal and informal and the environment. They also use sensory information, and describe music. works of theatre, film/video, and the vocabulary of the visual arts to movement, using the vocabulary of Read and Notate Music electronic media and respond, using the express their observations. dance. 1.1 Read, write, and perform simple vocabulary of theatre. Develop Perceptual Skills and Development of Motor Skills and patterns of rhythm and pitch, using Development of the Vocabulary of Visual Arts Vocabulary Technical Expertise beat, rest, and divided beat (two Theatre 1.1 Describe and replicate repeated 1.1 Demonstrate the ability to vary sounds on one beat). 1.1* Use the vocabulary of the theatre, patterns in nature, in the control and direct force/energy Listen to, Analyze, and Describe such as play, plot (beginning, environment, and in works of art. used in basic locomotor and axial Music middle, and end), improvisation, 1.2 Distinguish among various media movements (e.g., skip lightly, turn strongly, fall heavily). Comprehension and Analysis of Dance Elements 1.2* Perform short movement 1.2 Identify simple musical forms (e.g., phrase, AB, echo). 1.3 Identify common instruments visually and aurally in a variety of music. pantomime, stage, character, and audience, to describe theatrical experiences. Comprehension and Analysis of the Elements of Theatre when looking at works of art (e.g., clay, paints, drawing materials). Analyze Art Elements and Principles of Design 1.3 Identify the elements of art in problems, emphasizing the 1.2 Observe and describe the traits of a objects in nature, in the element of space (e.g., character. environment, and in works of art, shapes/lines, big/small, high/low). emphasizing line, color, Development of Dance Vocabulary shape/form, and texture. 1.3 Name basic locomotor and axial movements (e.g., skip, slide, stretch, roll). *Indicates a key standard. 1.45 October 2011 Edition Component Strand: 2.0 Creative Expression Dance Creating, Performing, and Participating in Dance Music Creating, Performing, and Participating in Music Theatre Creating, Performing, and Participating in Theatre Visual Arts Creating, Performing, and Participating in the Visual Arts Students apply choreographic principles, Students apply vocal and Students apply processes and Students apply artistic processes and processes, and skills to create and communicate instrumental musical skills in skills in acting, directing, skills, using a variety of media to meaning through the improvisation, composition, performing a varied repertoire of designing, and scriptwriting to communicate meaning and intent in and performance of dance. music. They compose and create formal and informal original works of art. Creation/Invention of Dance Movements arrange music and improvise theatre, film/videos, and Skills, Processes, Materials, and Tools 2.1 Use improvisation to discover movements in response to a specific movement problem (e.g., find a variety of ways to walk; create five types of circular movement). 2.2 Respond in movement to a wide range of stimuli (e.g., music, books, pictures, rhymes, fabrics, props). Application of Choreographic Principles and melodies, variations, and accompaniments, using digital/electronic technology when appropriate. Apply Vocal and Instrumental Skills 2.1* Sing with accuracy in a developmentally appropriate electronic media productions and to perform in them. Development of Theatrical Skills 2.1* Demonstrate skills in pantomime, tableau, and improvisation. Creation/Invention in Theatre 2.1* Use texture in two-dimensional and three-dimensional works of art. 2.2 Mix secondary colors from primary colors and describe the process. 2.3 Demonstrate beginning skill in the manipulation and use of sculptural materials (clay, paper, and papier maché) to create form and texture in Processes to Creating Dance range. 2.2 Dramatize or improvise works of art. 2.3* Create a short movement sequence with a beginning, a middle, and an end. 2.2 Sing age-appropriate songs from memory. familiar simple stories from classroom literature or life Communication and Expression Through Original Works of Art 2.4 Create shapes and movements at low, middle, and high levels. 2.5 Imitate simple movement patterns. Communication of Meaning in Dance 2.6 Express basic emotional qualities (e.g., angry, sad, excited, happy) through movement. 2.3 Play simple accompaniments on classroom instruments. Compose, Arrange, and Improvise 2.4* Improvise simple rhythmic accompaniments, using body percussion or experiences, incorporating plot (beginning, middle, and end) and using a tableau or a pantomime. 2.4 Plan and use variations in line, shape/form, color, and texture to communicate ideas or feelings in works of art. 2.5 Create a representational sculpture based on people, animals, or buildings. 2.7 Perform improvised movement ideas for classroom instruments. 2.6 Draw or paint a still life, using peers. secondary colors. Development of Partner and Group Skills 2.7 Use visual and actual texture in 2.8* Work with others in a group to solve a original works of art. specific dance problem (e.g., design three shapes—high, medium, and low; create slow and fast movements). 2.8 Create artwork based on observations of actual objects and everyday scenes. *Indicates a key standard. 1.46 October 2011 Edition Component Strand: 3.0 Historical and Cultural Context Dance Music Theatre Visual Arts Understanding the Historical Understanding the Historical Understanding the Historical Understanding the Historical Contributions and Cultural Contributions and Cultural Dimensions Contributions and Cultural Dimensions Contributions and Cultural Dimensions of Dance of Music of Theatre Dimensions of the Visual Arts Students analyze the function and Students analyze the role of music in Students analyze the role and Students analyze the role and development of dance in past and past and present cultures throughout the development of theatre, film/video, and development of the visual arts in present cultures throughout the world, world, noting cultural diversity as it electronic media in past and present past and present cultures throughout noting human diversity as it relates to relates to music, musicians, and cultures throughout the world, noting the world, noting human diversity as dance and dancers. composers. diversity as it relates to theatre. it relates to the visual arts and artists. Development of Dance Role of Music Role and Cultural Significance of Role and Development of the 3.1 Name and perform folk/traditional 3.1 Recognize and talk about music and Theatre Visual Arts dances from other countries. celebrations of the cultures 3.1* Identify the cultural and geographic 3.1 Recognize and discuss the 3.2 Describe aspects of the style, represented in the school population. origins of stories. design of everyday objects from costumes, and music of a dance. Diversity of Music History of Theatre various time periods and 3.3 List commonalities among basic 3.2 Sing and play simple singing games 3.2 Identify theatrical conventions, such cultures. locomotor movements in dances from various cultures. as props, costumes, masks, and sets. 3.2* Identify and describe various from various countries. History and Function of Dance 3.4 Identify where and when people dance. 3.3 Use a personal vocabulary to describe voices, instruments, and music from diverse cultures. 3.4 Use developmentally appropriate 3.3 Describe the roles and responsibilities of audience and actor. subject matter in art (e.g., landscapes, seascapes, portraits, still life). Diversity of the Visual Arts movements in responding to music from various genres, periods, and styles (rhythm, melody, form). 3.3 View and then describe art from various cultures. 3.4 Identify art objects from various cultures (e.g., Japanese screen painting, Mexican tin art, African masks) and describe what they have in common and how they differ. *Indicates a key standard. 1.47 October 2011 Edition Overview What First-Grade Students Should Know What Students Learn in First Grade Health Through health education, students learn skills that enable them to make healthy choices and avoid high-risk behaviors. They also learn health concepts and acquire related knowledge. Students develop communication skills, decision-making and goal- setting skills, refusal techniques, and the ability to access health information and assess its accuracy. They learn health skills and content simultaneously. Health literacy is a primary goal of health education. Health literacy is defined as the capacity of an individual to obtain, interpret, and understand basic health information and services and the competence to use such information and services to enhance health. The knowledge and skills that comprise health literacy are woven throughout the health education content standards. The health education content standards provide a vision of what students need to know and be able to do so they can adopt and maintain healthy behaviors. The eight overarching content standards are taught within the context of six content areas. For grades one through six, only three content areas are addressed each year to allow for sufficient time for effective instruction. The three content areas for first grade are Growth and Development, Injury Prevention and Safety, and Personal and Community Health. First-grade students begin to develop independence from their families, but adult approval, understanding, and praise are still important. At this age, students start to become less concerned about themselves and more aware of their places in the world. Friendships become more important. They want to be liked and accepted by friends. Although their sense of right and wrong is growing stronger, first-grade students do not yet make wise decisions consistently. Rules at home and at school enable first-graders to learn how to be safe, healthy, and helpful. In kindergarten, students learned basic health concepts and skills in all six topic areas. They learned how to plan nutritious meals and snacks and the importance of physical activity for good health. They learned that living things grow and gained knowledge of their own body parts and the five senses. Concepts and skills for staying safe at home and school and while riding in a vehicle or on a bicycle were introduced. Kindergarten students also learned how to identify trusted adults, the people students can go to for medical, vision, and dental care and for help with mental and emotional health concerns. By the end of kindergarten, students demonstrated ways to prevent the spread of disease, such as washing hands, and practices that are good for the environment, such as turning off lights and picking up trash. In first grade, student learning is centered on three topic areas: Growth and Development, Injury Prevention and Safety, and Personal and Community Health. Students learn more about how living things grow, their own body parts, and their families. Personal safety is a major focus, including safety at home, at school, and in the 1.50 October 2011 Edition community. Students learn how to identify and report dangerous situations. In first grade, students begin to learn refusal skills in personal-safety situations and how to ask for help from trusted adults when feeling unsafe. First grade also includes instruction on bullying, inappropriate touching, and conflict resolution. Students learn about personal hygiene, common health problems and diseases, and sun safety. They practice behaviors that promote their health and development as they acquire more skills in obtaining valid information, communicating, making decisions, and setting goals. They also begin to promote the health and well-being of others. Growth and Development In first grade, students learn more about the growth and development of their own bodies and are able to describe how things grow and change over time. They learn that people, animals, and plants do not just grow bigger, but also change as they age. They learn the correct anatomical names for major internal and external body parts. Knowledge of body parts and systems is linked to behaviors that promote healthy growth and development (e.g., exercise is good for the heart and lungs, a bicycle helmet protects the brain). First-grade students learn about and are able to explain why sleep and rest are important for proper growth and good health. They know that their bodies grow during sleep and that rest can give their bodies more energy. Students are more aware of their role in their family, so this is a good time for them to learn about the various roles, responsibilities, and individual needs of family members. Learning about growth and development incorporates the stages of a person’s life cycle, and the lens of their families is one way that students can learn about how people change and mature. For example, by the end of first grade, students can describe the ways in which the needs of their grandparents and other older family members may differ from the needs of younger family members. As a beginning step for learning how to access accurate and valid information, first-grade students also recognize that parents, guardians, family members, and other trusted adults can provide information about growth and development. Injury Prevention and Safety Being safe at home, at school, and in the community is a major focus of the first-grade health education standards. Essential concepts covered under injury prevention and safety include Being safe at home, at conflict resolution, bullying, distinguishing between appropriate and inappropriate school, and in the touching, and the dangers of weapons. In first grade, students learn about the community is a major characteristics of safe and unsafe places, practice responses to emergencies and focus of the first-grade potentially dangerous situations, and develop a list of people who can help them if health education they feel unsafe or threatened. They also learn about ways to report dangerous standards. situations. They learn refusal skills to use when their personal safety is threatened (e.g., saying no, walking away) and nonviolent means to resolve conflicts. By the end of first grade, students can identify safety information on product labels, understand the meaning of basic safety-related signs and warnings, and identify safety hazards and ways to reduce risk of injury at home, at school, and in the community. They can explain why protective gear, such as bicycle helmets and seat belts, increases safety. Students put into action their knowledge and skills related to injury prevention and safety by encouraging others to practice safe behaviors in the classroom and on the playground. 1.51 October 2011 Edition Support for English Learners The Standards Personal and Community Health The topic of personal and community health incorporates a range of health content and skills. First-grade students learn how family members and friends influence their health behaviors, who promotes health in their school and community, and how to effectively ask for assistance for health-related problems. By the end of first grade, students can demonstrate decision-making and goal-setting skills that help them practice good dental and personal hygiene. They understand the importance of sun safety and can demonstrate ways to protect themselves from the sun, including the selection and application of sunscreen. Personal health and community health overlap, especially in the area of disease transmission. First-grade students learn about preventing the spread of communicable diseases and the importance of and proper techniques for handwashing and covering coughs and sneezes, actions that protect their own health and the health of others. Students learn about the symptoms of common health problems and illnesses (e.g., obesity, asthma, allergies, diabetes, colds) and the difference between communicable and noncommunicable diseases. They learn about chronic diseases and conditions and can demonstrate support for students who have them. Community health instruction in first grade also includes the environment and emergency situations. Students discuss how individual behavior affects the environment and the community and learn to identify materials that can be reduced, reused, or recycled. Their knowledge of emergency situations broadens to include natural disasters such as floods, fire, and earthquakes. With attention to both personal and community safety, they learn and can demonstrate appropriate behaviors during disaster drills. Teachers may need to modify instruction to meet the instructional needs of English learners. Strategies to support learning may include using graphic organizers, pictures and other visual cues; summarizing or paraphrasing text; and additional time and providing opportunities for practice and interactions with classmates and the teacher. As in other subject areas, the academic language of health must be directly taught to all students, but English learners may need additional opportunities to use new words. The interpersonal- communication, decision-making, and health-promotion skills of health education provide opportunities for students to use the academic language necessary to gain access to health content. Comparing alternatives and justifying choices require the use of academic language and provide meaningful situations for students to practice using new vocabulary and content knowledge. The following grade-one health education content standards were adopted by the California State Board of Education on March 12, 2008. 1.52 October 2011 Edition 1.10.S Identify ways to reduce risk of injuries while traveling in an automobile or bus (e.g., wearing a safety belt). 1.11.S Demonstrate proper lifting and carrying techniques for handling heavy backpacks and book bags. 1.12.S Define simple conflict resolution techniques. 1.13.S Identify refusal skills when in personal-safety situations (e.g., use a clear “no” statement, walk or run away, change subject, delay). Standard 2: Analyzing Influences 2.1.S Describe internal and external influences that could lead to or prevent injury or violence. Standard 3: Accessing Valid Information 3.1.S List people to go to for help if feeling unsafe or threatened. Standard 4: Interpersonal Communication 4.1.S Describe how to report dangerous situations. 4.2.S Identify ways to report inappropriate touching. Standard 5: Decision Making 5.1.S Analyze steps to take in emergency or potentially dangerous situations. 5.2.S Identify the benefits of using nonviolent means to resolve conflicts. 5.3.S Assess reasons for reporting weapons possession.2 5.4.S Analyze why wearing a helmet when biking, skateboarding, or in-line skating increases safety. Standard 6: Goal Setting Skills for this content area are not identified until grade four. Standard 7: Practicing Health-Enhancing Behaviors 7.1.S Practice ways to stay safe at home, at school, and in the community. 7.2.S Practice emergency, fire, and safety plans at home and at school. 7.3.S Explain appropriate protective gear and equipment. Standard 8: Health Promotion 2 EC Section 49330. 1.55 October 2011 Edition 8.1.S Encourage others to practice safe behaviors in the classroom and on the playground. Personal and Community Health Standard 1: Essential Concepts 1.1.P Explain the importance of effective dental and personal hygiene practices. 1.2.P Identify the importance of sun safety. 1.3.P Discuss the importance of preventing the transmission of germs. 1.4.P Identify ways to prevent the transmission of communicable diseases. 1.5.P Describe symptoms of some common health problems and illnesses, including chronic diseases (e.g., asthma, allergies, diabetes, influenza). 1.6.P Explain the difference between communicable diseases and noncommunicable diseases. 1.7.P Discuss how individual behavior affects the environment and community. 1.8.P Identify materials that can be reduced, reused, or recycled. 1.9.P Identify emergency situations (e.g., injuries, abductions, fires, floods, earthquakes). Standard 2: Analyzing Influences 2.1.P Explain how family and friends influence positive health practices. Standard 3: Accessing Valid Information 3.1.P Identify individuals in the school and in the community who promote health. 3.2.P Explain why parents or guardians keep a health record for their child. Standard 4: Interpersonal Communication 4.1.P Demonstrate effective communication skills when asking for assistance with health-related problems. 4.2.P Demonstrate effective communication skills in an emergency situation. Standard 5: Decision Making 5.1.P Use a decision-making process to evaluate how personal hygiene behaviors promote one’s health. Standard 6: Goal Setting 6.1.P Make a plan to practice dental and personal hygiene. 1.56 October 2011 Edition Standard 7: Practicing Health-Enhancing Behaviors 7.1.P Demonstrate proper tooth brushing and flossing techniques. 7.2.P Demonstrate techniques for preventing disease transmission (e.g., covering sneezes and coughs, frequent hand washing). 7.3.P Demonstrate proper ways of protecting oneself from the sun and ways to select and apply sunscreen. 7.4.P Demonstrate appropriate behaviors during fire drills, earthquake drills, and other disaster drills. Standard 8: Health Promotion 8.1.P Educate family and peers to protect against skin damage from the sun. 8.2.P Demonstrate the ability to support other students who have chronic diseases and conditions (e.g., asthma, allergies, diabetes, and epilepsy). 1.57 October 2011 Edition Support for English Learners Overarching Standard 3: Students assess and maintain a level of physical fitness to improve health and performance. First-grade students continue to perform moderate to vigorous physical activities three to four days each week for increasing periods of time. Muscular strength and endurance continue to be developed through activities performed on playground equipment, such as horizontal ladders, horizontal bars, and climbing apparatus. First-grade students increase the difficulty of their activity. For example, they now should traverse a horizontal ladder. They also experiment with different body positions, such as the “v” sit, push-up, and squat (with a knee bend no greater than 90 degrees), which are used in later grade levels for more advanced exercises. Although first-grade students typically do not lack flexibility, this is an appropriate time to have students demonstrate stretching exercises for the arms, shoulders, back, and legs while stressing the importance of not hyperflexing or hyperextending the joints. Overarching Standard 4: Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard 4 provides the cognitive information to support the fitness activities described in Standard 3. As students engage in moderate to vigorous physical activities, they discover that their heart beats faster and breathing accelerates to provide oxygenated blood to the muscles. Students not only experience these physical changes, they learn to articulate them as well. Students learn that stronger muscles produce greater force, more flexible muscles allow more range of motion, and an increase in endurance allows an individual to move for longer periods of time. They learn that to prevent injury, proper body position must be used when they are exercising. They also learn that water, oxygen, and food act as fuel for the body. Overarching Standard 5: Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. First-grade students participate willingly in new activities and respond in acceptable ways to challenges, successes, and failure. They are learning to share, cooperate, and work in groups without interfering with others. With assistance from the teacher, first-grade students begin to understand the characteristics for sharing, working with others, and being an effective partner. The goal of physical education programs in California is to ensure universal access to high-quality curriculum and instruction so that every student can meet or exceed the state’s physical education model content standards. To reach that goal, teachers design instruction to meet the instructional needs of each student. Different instructional approaches may be needed for English learners to gain access to physical education content. Specially designed academic instruction in English (SDAIE), also known as sheltered instruction, provides students with a variety of interactive and multimodal means to obtain information. With sheltered instruction techniques, teachers modify the language demands of the lesson. Cooperative learning with high levels of interaction may also be an effective strategy. (See the Physical Education Framework for California Public Schools [California Department of Education 2009], Chapter 7, “Universal Access,” for more information.) 1.60 October 2011 Edition Support for Students with Special Needs The Standards Physical education instruction can also provide opportunities for students to develop their English-language skills as vocabulary is developed through physical activity instruction (e.g., “Stand on the blue square”; “Move around the cone”) and demonstrations of locomotor movements that include labeling of the movement (e.g., the teacher says, “Skip to the line,” and students demonstrate skipping). Letter recognition can be reinforced by using beanbags with letters printed on them and asking students to name the letter before tossing or catching the beanbag. The names of body parts can be taught through physical activities (e.g., the teacher instructs students to bend their knees as he or she completes movements involving the bending of knees). Successful participation in physical activities by students with special needs depends on the teacher’s skill and training in providing instruction and support to all students. When systematically planned differentiation strategies are used, students with special needs can benefit from appropriately challenging curriculum and instruction. The strategies for differentiating instruction include pacing, complexity, depth, and novelty. Despite the modifications made, however, the focus is to always help students meet the physical education model content standards to the best of their ability. In helping students achieve at their grade level, teachers use instructional resources aligned with the standards and provide additional learning and practice opportunities. Some students with 504 Plans or individualized education programs (IEPs) are eligible for special education services in physical education. A student’s 504 Plan or IEP often includes suggestions for techniques to ensure that the student has full access to a program designed to provide him or her with appropriate learning opportunities and that uses instructional materials and strategies to best meet his or her needs. The 504 Plan or IEP also determines which services or combination of services best met the student’s need. See the Physical Education Framework for California Public Schools (California Department of Education 2009), Chapter 7, “Universal Access,” for more information. The framework is posted at http://www.cde.ca.gov/ci/pe/cf/index.asp. The following grade-one physical education model content standards were adopted by the California State Board of Education on January 12, 2005. Physical Education Model Content Standards Grade One STANDARD 1: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Movement Concepts 1.1 Demonstrate an awareness of personal space, general space, and boundaries while moving in different directions and at high, medium, and low levels in space. 1.2 Travel over, under, in front of, behind, and through objects and over, under, in front of, and behind partners, using locomotor skills. 1.61 October 2011 Edition 1.3 Change speeds in response to tempos, rhythms, and signals while traveling in straight, curved, and zigzag pathways, using the following locomotor movements: walking, running, leaping, hopping, jumping, galloping, sliding, and skipping. 1.4 Change direction from forward and back and right and left in response to tempos, rhythms, and signals while walking, running, hopping, and jumping (i.e., locomotor skills). 1.5 Demonstrate the difference between slow and fast, heavy and light, and hard and soft while moving. Body Management 1.6 Balance oneself, demonstrating momentary stillness, in symmetrical and asymmetrical shapes using body parts other than both feet as a base of support. Locomotor Movement 1.7 Roll smoothly in a forward direction, without stopping or hesitating, emphasizing a rounded form. 1.8 Land on both feet after taking off on one foot and on both feet. 1.9 Jump a swinging rope held by others. Manipulative Skills 1.10 Demonstrate the underhand movement (throw) pattern. 1.11 Demonstrate the overhand movement (throw) pattern. 1.12 Demonstrate the two-handed overhead (throw) pattern. 1.13 Catch, showing proper form, a gently thrown ball. 1.14 Catch a self-tossed ball. 1.15 Catch a self-bounced ball. 1.16 Kick a rolled ball from a stationary position. 1.17 Kick a stationary ball, using a smooth, continuous running approach. 1.18 Strike a balloon upward continuously, using arms, hands, and feet. 1.19 Strike a balloon upward continuously, using a large, short-handled paddle. 1.20 Dribble a ball in a forward direction, using the inside of the foot. 1.21 Dribble a ball continuously with one hand. Rhythmic Skills 1.22 Create or imitate movement in response to rhythms and music. 1.62 October 2011 Edition 4.8 Explain that strengthening muscles will help prevent injury and that strong muscles will produce more force. 4.9 Discuss how prolonged physical activity increases endurance, allowing movement to occur for longer periods of time. Flexibility 4.10 Explain that the proper body position while stretching and strengthening will help prevent injury. 4.11 Diagram how flexible muscles allow more range of motion in physical activity. Body Composition 4.12 Identify the body components (e.g., bones, muscles, organs, fat, and other tissues). STANDARD 5: Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Self-Responsibility 5.1 Participate willingly in new physical activities. 5.2 Identify and demonstrate acceptable responses to challenges, successes, and failures in physical activity. Social Interaction 5.3 Demonstrate the characteristics of sharing and cooperation in physical activity. 5.4 Invite others to use equipment or apparatus before repeating a turn. Group Dynamics 5.5 Identify and demonstrate the attributes of an effective partner in physical activity. 5.6 Identify and demonstrate effective practices for working with a group without interfering with others. 1.65 October 2011 Edition World Languages Overview What First-Grade Students Should Know What Students Learn in First Grade To succeed in the twenty-first century, today’s students need to develop linguistic and cultural literacy, including academic knowledge and proficiency in English and in world languages and cultures. California schools teach a wide variety of languages spoken throughout the world, as well as American Sign Language (ASL). Because every language is a “foreign” language to those who do not know it, the term used in this document and in the standards is “world” languages. Language Students no longer simply learn about languages and cultures; rather, they are provided learning needs with opportunities to learn languages and cultures through participation in communicative to be a lifelong interactions that prepare them for real-world language use and global citizenship. Language endeavor. learning needs to be a lifelong endeavor. Although world language instruction is not a required subject for the elementary grades, instruction in world languages is encouraged to begin as early as possible. Some first-grade students may have participated in language instruction in kindergarten, but most will have had no formal instruction in another language. However, because of the diversity of students in California, most classrooms will include students who bring a rich variety of languages and cultures with them. Students may have learned a heritage language in their homes, be recent immigrants, or have acquired the ability to understand and/or produce one or more languages through contact in their communities or abroad. The variety of languages and cultures in California classrooms provides opportunities for students to learn about and celebrate the contributions of many people to the local community and reinforce lessons from first- grade history–social science. California schools offer a variety of language programs, some beginning in elementary school, continuing in middle school, and most typically in comprehensive high school. Elementary programs in language instruction include the following types:  Immersion—a program in which at least 50 percent of the core curriculum instruction is in the target language.  Foreign Language in the Elementary School (FLES)—a program that provides instruction for a minimum of 70 minutes a week. The goal is to develop proficiency in language and culture.  Foreign Language Experience (FLEX)—a program that exposes students to the study of a language or languages and cultures to motivate them to pursue further study of a language. 1.66 October 2011 Edition Organization of the Standards These programs differ substantially in the number of hours allocated for instruction. All programs need to be age-appropriate to address students’ cognitive, emotional, and social needs. Programs for heritage and native speakers may include immersion, specialized courses designed to meet learner needs, and accommodations for these learners in the world language classroom. The world language content standards, adopted by the State Board of Education in 2009, represent a strong consensus that the study of a wide variety of world languages and cultures is part of the core curriculum. The standards present the knowledge, skills, and abilities that all learners of world languages should acquire in the California public school system. Because of the considerable number of languages spoken in California schools, the world language content standards were developed to accommodate all languages and the various stages a learner goes through to become proficient. Therefore, the standards are not language-specific. In addition, because of the various levels of student proficiency and the variety of California’s language programs, the world language content standards are not designated for specific grade levels but rather describe levels of linguistic and cultural acquisition. The standards provide an organizing principle to ensure the continuous development of student proficiency, regardless of the multiple points of entry and exit from California’s language programs. For these reasons, this section is also general and not specific to first grade, focusing on the organization of the world language content standards and the beginning level of language proficiency. The standards are separated into five categories and four stages or levels of proficiency. The five categories are taught together and in practice merge into seamless instruction within the various stages. The categories are Content, Communication, Cultures, Structures, and Settings. Content The content of the language course includes vocabulary from a wide variety of topics that are age- and stage-appropriate. This content enables students to make connections and reinforce knowledge from other areas of the curriculum and to participate in everyday social interactions in the target language. As students develop their ability to communicate in the target language and culture, they address topics that increase in complexity. Communication Real-world communication occurs in a variety of ways. It may be interpersonal, in which listening, reading, viewing, speaking, signing, and writing occur as a shared activity among language users. It may be interpretive, in which language users listen, view, and read using knowledge of cultural products, practices, and perspectives. Or it may be presentational, in which speaking, signing, and writing occur. Students actively use language to transmit meaning while responding to real situations. Cultures To understand the connection between language and culture, students learn how a culture views the world. Students understand the ideas, attitudes, and values that shape that culture. These shared, common perspectives, practices, and products incorporate not only formal aspects of a culture—such as contributions of literature, the 1.67 October 2011 Edition 1.5 Identify learned words, signs (ASL), and phrases in authentic texts. 1.6 Reproduce and present a written, oral, or signed (ASL) product in a culturally authentic way. Cultures 1.0 Students use appropriate responses to rehearsed cultural situations. 1.1 Associate products, practices, and perspectives with the target culture. 1.2 Recognize similarities and differences within the target cultures and among students’ own cultures. 1.3 Identify cultural borrowings. Structures 1.0 Students use orthography, phonology, or ASL parameters to understand words, signs (ASL), and phrases in context. 1.1 Use orthography, phonology, or ASL parameters to produce words or signs (ASL) and phrases in context. 1.2 Identify similarities and differences in the orthography, phonology, or ASL parameters of the languages the students know. Settings 1.0 Students use language in highly predictable common daily settings 1.1 Recognize age-appropriate cultural or language-use opportunities outside the classroom. 1.70 October 2011 Edition Overview What First-Grade Students Should Know What Students Learn in First Grade School Library School libraries have evolved from having a focus on print materials to providing a rich selection of resources, both print and digital; from students learning how to search a card catalog to learning strategies for searching a variety of digital resources and using Web browsers; from basic literacy to information literacy (the ability to access, evaluate, and use information effectively). However, the skills learned from print transcend their use in books alone. “Students who understand systems of text organization are better equipped to use the Internet as it is today. Most notably, they expect worthy resources to have order. This may drive them to probe complex web sites, which, for all their bells and whistles, are fundamentally arranged like reference books, with A-Z lists and topical divisions” (Preston 2009, 80). California Education Code Section 18100 reinforces the essential role of school libraries: The governing board of each school district shall provide school library services for the pupils and teachers of the district by establishing and maintaining school libraries or by contractual arrangements with another public agency. The following describes what first-grade students should know and be able to do as a result of having an effective school library program at their school. In kindergarten, students began to learn the basics of information literacy by asking and answering questions about text. They identified types of everyday print and digital materials such as storybooks, poems, newspapers, and signs. Students identified personal interest and possible information sources to learn more about it. They learned where the library is located on campus and how to check out materials. Students learned that printed and digital materials provide information by identifying meaning from simple symbols and pictures. Kindergarten students connected information and events in text to their own life experiences and identified basic facts and ideas in what was read or heard. Students listened and responded to stories based on well-known characters, themes, plots, and settings. Students learned to identify basic facts and ideas in simple passages. Students entering first grade understand the need to adhere to privacy and safety guidelines and ask a trusted adult for permission before providing information in person, on a form, or online. First-grade students read or have read to them a wide representation of grade-level-appropriate text, including classic and contemporary literature, magazines, newspapers, digital and online information, and informational text. Students read poems, rhymes, songs, and stories. 1.71 October 2011 Edition The Standards First-grade students respond to questions (e.g., those that ask who, what, when, where, and how). Students relate prior knowledge to information and are able to identify meaning from more complex symbols and pictures in print and digital materials. First-graders learn to share information orally and creatively with other students and audiences. In first grade, students understand how to check out and care for a variety of library resources, both print and digital. They alphabetize to the first letter to locate books in the library. Students can identify the characteristics of fiction and nonfiction and can describe the roles of authors and illustrators and their contribution to print and digital materials. They can identify the front cover, back cover, and title page of a book, in both print and digital formats, and compare and contrast the differences. First-grade students are aware of the public library and can identify the services and resources available. First-grade students recognize basic digital devices and the parts of a computer. They can demonstrate the correct procedure to turn a computer on and off and open and close applications. First-grade students know that the Internet allows a computer to be connected to the rest of the world and know to request assistance from a trusted adult when information sources make the student uncomfortable. Students also learn about the role of media to inform and entertain. An added benefit for students is when the classroom teacher and school librarian collaborate to plan and implement a lesson that addresses different content areas. An example of a possible lesson that includes the history–social science, visual and performing arts, English language arts, and school library standards is provided below. Sample Collaborative Lesson Standards: HSS 1.4.3 Recognize similarities and differences of earlier generations in such areas as work (inside and outside the home), dress, manners, stories, games, and festivals, drawing from biographies, oral histories, and folklore. VPA TH 3.1 Identify the cultural and geographic origins of stories. ELA RL.9 Compare and contrast the adventures and experiences of characters in stories. SLS 4.1.b Read poems, rhymes, songs, and stories. Students visit the library, where they learn about stories from different times and cultures. The teacher librarian reads several versions of a story, such as Cinderella, and briefly describes other stories that are represented in the library’s collection (print and digital). Students share some differences of the main character in two versions of a story, including information on the origin of the story. The model school library standards for students incorporate information literacy (the ability to access, evaluate, and use information effectively) and digital literacy (the ability to use digital technology, communications tools, or networks to access, manage, integrate, evaluate, create, and communicate) to enable students to function in a knowledge-based economy and society. They describe what students should know and be able to do by the end of first grade. 1.72 October 2011 Edition