ART
Units of Study
Collage, Drawing, Painting, Sculpting (clay), Woodworking, Printmaking, Fiber Arts
LEARNING GOALS FOR ART:
Study artists
Appreciate and explore the relationships between established artists and their artwork
Learn to incorporate art vocabulary into discussions of finished projects
Apply knowledge of basic art elements to creative projects: line; shape; color; texture; form
Make patterns
Recognize shapes
Master the art of color-mixing with paints
Make clay animal bells (pinch pot, coiling)
Draw from imagination and observation
Practice blending colors with oil pastels
Begin to understand positive and negative space
Explore, create, and compare use of symbols in textiles (cloth, material, etc. )
Health and Wellness
BODY HEALTH
Make colorful choices at lunch and try something new
Manage and understand the importance of self-care routines such as loose teeth/lost tooth, hand washing, and bathing
Understand the importance of movement
SOCIAL HEALTH
Develop additional strategies for collaboration and compromise
Develop language for creating positive friendships and healthy conflict resolution
Develop self-advocacy skills such as asking for help
EMOTIONAL HEALTH
Develop the concept of personal Identity
Name and share feelings
Develop skills to manage uncomfortable feelings
Language Arts & Literacy
CORE RESOURCES:
Words Their Way
Teachers College Reading & Writing Project, Lucy Calkins
Units of Study for Primary Writing, Lucy Calkins
Guided Reading, Irene C. Fountas & Gay Su Pinnell
Sounds in Motion, Fran Santore
Developmentally appropriate literature
Variety of spelling resources
LEARNING GOALS FOR READING:
Develop and strengthen listening and reading comprehension
Participate in class discussions based on teacher read aloud texts
Preview text by looking at front cover, taking picture walks, reading summaries, table of contents
Make connections
Predict outcomes
Identify main idea of text
Build and develop vocabulary
Develop an understanding of the different genres within literature
Recognize non-fiction and use it as a resource to gather information
Build an understanding of the different text features in non-fiction (e.g., table of contents, index, glossary)
Develop an understanding of poetry features (e.g., line breaks, punctuation)
Develop an understanding of story elements (e.g., plot, character, setting)
Choose independent reading level books
Retell independent reading level books
Develop and strengthen fluency
Use a variety of strategies to decode unknown words (e.g., pictures, context, phonics, syntax)
Self-correct while reading
Begin to read with expression
LEARNING GOALS FOR WRITING:
FORMS OF WRITING: Fiction; Non-Fiction; Personal Narratives; Poetry
Use writing process: plan; write; revise; edit; publish
Plan and organize a writing piece both orally and in writing
Write fluently
Write descriptively
Vary voice according to the different genres: fiction; personal narratives; non-fiction; poetry
Write a story with a beginning, middle, and end
Use phonetic spelling and begin to transition to standard spelling
Use grade-level appropriate conventions such as capitalization (beginning of sentences and names), punctuation (periods, question marks, exclamation marks)
Attempt to revise
Edit work for grade-level appropriate sight words
Understand the expectations of a published piece of work within the unit of study
LEARNING GOALS FOR HANDWRITING:
CORE RESOURCE:
Handwriting Without Tears, Emily F. Knapton
LEARNING GOALS FOR WRITING:
Master writing all upper case letters of the alphabet
Consistently use spaces between words
LEARNING GOALS FOR LISTENING AND SPEAKING:
Participate in class discussions
Listen to and follow oral directions
Listen attentively to stories
Speak clearly
Explain thinking
Deliver oral presentations
Library & Information Literacy
LEARNING GOALS FOR Library & Information Literacy:
Locate a picture book by call number
Begin to understand books are arranged in alphabetical order
Locate and distinguish fiction and non-fiction books
Music
LEARNING GOALS FOR MUSIC:
Gain an appreciation of classical music, world music, and composers
Learn repertoire of folk dancing (e.g., concentric circles, lines, sequences)
Discover and explore different uses of the voice
Understand how voice and body can be a musical instrument
Continue to build a repertoire of folk songs and singing games
Learn part singing through rounds and canons and partner singing
Use Curwen hand signs with the following notes: do; mi; so; la
Develop aural memory and inner hearing
Play percussion instruments (drums, sticks, non pitched)
Analyze singing phrases and detect patterns, like/unlike (forms)
Develop performance skills
Physical Education
LEARNING GOALS FOR PHYSICAL EDUCATION:
Demonstrate sportsmanship
Develop locomotor skills (e.g., running, hopping, sliding)
Develop non-locomotor skills (e.g., bending, twisting, stretching)
Develop body awareness
Develop hand/eye coordination
Develop foot/eye coordination
Develop balance
Engage in fitness activities
Develop ball skills
Participate in cooperative games
Science & Engineering
THEME: Think like a Scientist
UNITS:
Solids, Liquids, and Gases
Plants, Animals, and Habitats
Nutrition
LEARNING GOALS FOR SCIENCE:
Practice reading scientific literature
Begin to understand mistakes as part of process
Record observations by drawing a scientific sketch and labeling it with words
Ask scientific questions
Begin to sort scientific questions in curiosity box and understand the difference between “what?” and “why?” questions
Practice 3-step Scientific Method
Guess, test, tell
Discuss “what happened” in experiments and begin to theorize why
Use and apply technology
Begin to understand concept of “trial and error”
Mathematics
CORE RESOURCES:
TERC Investigations in Mathematics, Pearson
Bridges in Mathematics Second Edition, Math Learning Center
Context for Learning Mathematics, Catherine Twomey Fosnot
Math for All, K-2, Hal R. Melnick, Marvin Cohen, Babette Moeller, Karen Marschke-Tobier and Linda Metnetsky
Math Solutions, Marilyn Burns
LEARNING GOALS FOR MATHEMATICS:
NUMBER SENSE AND OPERATIONS
Read, write, and order numbers to 100
Develop an understanding of place value to 100
Skip count by 5’s and 10’s to 110 and 2’s to 50
Understand the concept of even and odd and identify even and odd numbers
Know facts for 10 (e.g., 7+3=10, 3+7=10, 10-7=3, 10-3=7)
Know addition and subtraction facts to 6
Know doubles facts to 20 (e.g., 4+4=8, 5+5=10, 6+6=12)
Solve addition and subtraction equations to 18
Understand the inverse relationship between addition and subtraction
Practice adding or subtracting 10 from any number
Find sums of three one-digit numbers
Add two-digit numbers without regrouping
MONEY
Identify coins and their values to $1.00
Construct a value up to $1.00 using coins
Determine total value of a given combination of coins
ALGEBRA AND FUNCTIONS
Solve for missing addends
Understand the symbols +, -, and =
Recognize, describe, create, and extend patterns
GEOMETRY AND MEASUREMENT
Identify and create symmetrical designs
Identify and compare basic geometric shapes: rhombus; little rhombus; hexagon; triangle; square; circle; trapezoid
Identify 3-D shapes: sphere; cone; cylinder; cube; pyramid; rectangular prism
Experiment and practice measuring with non-standard measurement
Use standard measurement to the inch, 1/2 inch, and centimeter
Develop an awareness of the measurement of a thermometer
Tell time to the hour, half hour, and quarter hour
Begin to understand the concept of the length of a second, minute, five minutes, ½ hour, and hour
STATISTICS, DATA ANALYSIS, AND PROBABILITY
Sort and classify objects based on their attributes
Collect, organize, and represent data
Begin to create and interpret bar graphs
PROBLEM SOLVING
Use a variety of strategies to solve a problem
Use tools, such as manipulatives or sketches, to solve problems
Record and explain strategies for solving story problems
Use estimation to solve problems
Social Studies
UNITS:
Study of Community Through the Exploration of Neighborhoods Near and Far/Past and Present (Year-long Unit).
LEARNING GOALS FOR SOCIAL STUDIES:
Develop the ability to compare and contrast through the study of our neighborhood, the student’s own neighborhoods, and other neighborhoods
Develop an understanding that they are a part of numerous communities of various sizes: family, school, neighborhood, city, state, country, continent, and world.
Explore similarities and differences among cultural groups.
Learn about change-makers.
Make connections between past and present.
Begin to develop an understanding about what one needs in order to build a community.
Begin to develop an understanding of some issues that affect nature, people and animals (e.g., global warming, extinction, drought, hunger, habitat destruction) through the study of geography and community
Begin to understand maps and learn about map symbols and legends
Begin to develop an understanding of how people and places change over time
Locate, recognize, and name continents and oceans
Please note: Curriculum Guides are an articulation of the core aspects of the academic program at Wildflower Collaborative and The Sweetgrass School; it is not intended to capture every concept and skill that is taught. Moreover, this Curriculum Guide does not reflect additional topics of study, which are emergent and inspired annually by student interests, teacher creativity, and current events.