First Grade - Issaquah School District 411

1st Grade Reading

The Issaquah School District believes that literacy, the ability to read, write, listen, speak, and think critically in different ways and for different purposes, begins to develop early and becomes increasingly important as students pursue specialized fields of study in high school and beyond.

The Common Core State Standards (CCSS) for reading, writing, speaking, listening and language provide the learning targets for our instruction. Additional information on the CCSS is available at the Common Core website.

A comprehensive approach to literacy includes appropriate and effective instructional strategies that are based on research and applied systematically and consistently in order to ensure success for all students.

Elements of effective literacy instruction include:

Phonics—systematic instruction in phonemic awareness and phonics skills at appropriate stages of development (implementation depends on grade level and student need.)
Fluency—reading with speed, accuracy, and proper expression.
Comprehension—intentional instruction of vocabulary and a broad array of strategies to derive meaning from and form personal responses to text.
Written response—reflection, analysis, explanation, use of text based evidence and logic in response to reading, writing, speaking, and listening.

Our Adopted Curriculum

Adopted curricular materials meet the needs of all students through a variety of instructional strategies that provide multiple opportunities for mastery of skills. These materials consist of decodable texts, multilevel sets of quality fiction and non-fiction literature, and a variety of text forms and features. Materials are used to support instruction in phonics, word analysis and comprehension in individual, small and large group settings.

Our adopted curricular materials for Reading include:

Benchmark Advance (Phonics and Reading Comprehension Strategies)
Heggerty Phonemic Awareness and Phonological Awareness
Words Their Way (Word Study & Spelling)
Decodable texts
Bookroom sets
i-Ready Reading Assessment, MyPath & Tools for Instruction

Additional Intervention Curriculum:

Really Great Reading (Phonics intervention materials)
Steps to Advance (Reading comprehension intervention material)

Learning Goals

Below are the learning goals organized around the area(s) reported on the student report card.

LITERACY

Development of reading, writing, listening, and speaking skills to effectively comprehend, communicate, and engage with various forms of texts and information

Reading: Foundational Skills
Understanding and using phonemic awareness and phonics knowledge to support accuracy and fluency.

Reading: Informational Text
Comprehending and analyzing non-fiction text to gain knowledge and understanding.

Reading: Literary Text
Exploring and interpreting stories to understand themes, characters, and literary elements. 

Language: Vocabulary
Understanding of words and their meanings in order to communicate and comprehend across subject areas.

Learning Experiences

TIER 1 COMPREHENSIVE LITERACY BLOCK

Student...

Displays a growth mindset while setting goals and reflecting on progress
Actively participates in a wide range of conversations
Shows respect for the ideas of others
Works collaboratively with a partner or small group, at times
Responds to literacy experiences including the use of tech core tools
Grows stamina as a reader and a writer
Works to build content knowledge and strong vocabulary
With support, applies reading and writing strategies learned in lessons to independent work
Chooses own topics and experiences when writing
Shows curiosity when thinking about patterns and meaning of words
Engages in word work
Applies knowledge of phonological awareness, phonics, and spelling patterns when reading and writing

Teacher...

Fosters a growth mindset, displays enthusiasm for literacy and a belief that all students can achieve
Intentionally selects learning activities based on learning targets and student needs
Conducts daily reading, phonics, and writing mini lessons in which the learning target is communicated, and background knowledge is primed
Conducts small groups based on student need daily.
Employs explicit and intentional instruction to assist students in reading accurately and with automaticity
Maintains a brisk pace during instruction
Sets students up to read and write independently, with a partner, or online.
Conducts shared reading and writing experiences to model, demonstrate, and think aloud
Responds to learner variability by meeting more often with students who need additional support, providing guided practice and multimodal opportunities to respond
Uses multiple strategies to support students in acquiring and using academic language and vocabulary
Uses digital resources to support and extend learning

The Learning Progression

Essential Learnings

In first grade, the focus is on building upon the foundational skills of reading while introducing more complex concepts and strategies to help students become confident, independent readers. The goals are to foster a love for reading, develop strong literacy skills, and lay the groundwork for continued academic success.

First graders continue to develop their understanding of the alphabetic principle, learning more complex letter-sound correspondences and decoding skills. They learn about common spelling patterns, digraphs, blends, and diphthongs to decode unfamiliar words.
First graders expand their sight word vocabulary, recognizing and reading high-frequency words quickly and accurately. These words are often irregular and cannot be easily decoded using phonics rules alone.
First graders work on improving their reading fluency by reading aloud with expression, accuracy, and appropriate pacing. They engage in repeated readings, partner reading, and other fluency-building activities to enhance their oral reading skills.
First graders continue to build their vocabulary by encountering new words in context through stories, informational texts, and classroom discussions. They learn strategies for determining the meanings of unfamiliar words, such as using context clues and their knowledge of word parts.
First graders deepen their comprehension skills by learning to understand and analyze texts more deeply. They identify story elements (characters, setting, plot), make inferences, draw conclusions, and retell stories with greater detail and accuracy.
First graders are introduced to a variety of reading strategies to help them make sense of texts independently. These strategies may include using picture clues, predicting, summarizing, asking questions, and making connections between texts and their own experiences.
First graders encounter a variety of text types, including fiction, nonfiction, poetry, and folktales. They learn to recognize the characteristics of each genre and understand the different purposes and structures of texts.
First graders continue to make connections between reading and writing, using their growing literacy skills to express themselves through writing. They engage in activities such as writing stories and responding to texts to strengthen their writing skills and reinforce their understanding of reading concepts.

Reading Foundational Skills Progression

Students are receiving Reading Foundational Skills through either Benchmark Advance, Words Their Way, or Really Great Reading based on the needs as assessed through i-Ready, Quick Phonics Assessment, and the Really Great Reading Diagnostic.

Words Their Way (WTW). WTW is highly differentiates using a skills inventory students so that students are working on spelling and word skills at their level. Students complete word sorts and WTW activities four times per week.

Really Great Reading (RGR). RGR is also differentiated by need with at focus on phonics skills and strategies. Students receiving RGR participate in 20-30 minute small group RGR lessons four times per week.

Reading Comprehension Learning Progression

Semester 1

Benchmark Advance: Launch
Benchmark Advance Unit 1
- Plants and Animals Grow and Change
- Why do living things change?
Benchmark Advance Unit 2
- Many Kinds of Characters
- How do we learn about characters?
Benchmark Advance Unit 3
- Being a Good Community Member
- Why do people get involved in their communities?
Handwriting Without Tears

Semester 2

Benchmark Advance Unit 4
- Stories Have a Narrator
- How do people create stories?
Benchmark Advance Unit 5
- Technology at Work
- How can technology make a difference in our lives?
Benchmark Advance Unit 6
- Stories Teach Many Lessons
- What can we learn from a mistake?
Benchmark Advance Unit 7
- Past, Present, and Future
- Why is the past important?
OPTIONAL: Benchmark Advance Unit 8
- Observing the Sky
- Why do the sun and moon capture our imagination?
Handwriting Without Tears

Writing

1st Grade Writing

Overview

The Issaquah School District believes that literacy, the ability to read, write, listen, speak, and think critically in different ways and for different purposes, begins to develop early and becomes increasingly important as students pursue specialized fields of study in high school and beyond.

The Common Core State Standards (CCSS) for reading, writing, speaking, listening and language provide the learning targets for our instruction. Additional information on the CCSS is available at the Common Core website.

A comprehensive approach to literacy includes appropriate and effective instructional strategies that are based on research and applied systematically and consistently in order to ensure success for all students.

Our Adopted Curriculum

Adopted curricular materials meet the needs of all students through a variety of instructional strategies that provide multiple opportunities for mastery of skills. Materials are used to support instruction in grammar and conventions, opinion, information, narrative and prompt-based writing in individual, small, and large group settings.

Our adopted curricular materials for Writing include:

Learning Goals

Below are the learning goals organized around the area(s) reported on the student report card.

LITERACY

Development of reading, writing, listening, and speaking skills to effectively comprehend, communicate, and engage with various forms of texts and information.

Language: Grammar & Conventions
Study and application of rules and structures of language in order to clearly communicate while speaking and writing. 

Writing Informational Text
Using appropriate language, detail, and organization to educate readers on a specific topic.

Writing: Opinion Text
Using reasons and examples to persuade or inform readers about the author's stance on a belief or topic.

Writing: Narrative Text
Crafting stories that depict characters, settings, and events, engaging readers through plot development and descriptive language.

Learning Experiences

TIER 1 COMPREHENSIVE LITERACY BLOCK

Student...

Displays a growth mindset while setting goals and reflecting on progress
Actively participates in a wide range of conversations
Shows respect for the ideas of others
Works collaboratively with a partner or small group, at times
Responds to literacy experiences including the use of tech core tools
Grows stamina as a reader and a writer
Works to build content knowledge and strong vocabulary
With support, applies reading and writing strategies learned in lessons to independent work
Chooses own topics and experiences when writing
Shows curiosity when thinking about patterns and meaning of words
Engages in word work
Applies knowledge of phonological awareness, phonics, and spelling patterns when reading and writing

Teacher...

Fosters a growth mindset, displays enthusiasm for literacy and a belief that all students can achieve
Intentionally selects learning activities based on learning targets and student needs
Conducts daily reading, phonics, and writing mini lessons in which the learning target is communicated, and background knowledge is primed
Conducts small groups based on student need daily.
Employs explicit and intentional instruction to assist students in reading accurately and with automaticity
Maintains a brisk pace during instruction
Sets students up to read and write independently, with a partner, or online.
Conducts shared reading and writing experiences to model, demonstrate, and think aloud
Responds to learner variability by meeting more often with students who need additional support, providing guided practice and multimodal opportunities to respond
Uses multiple strategies to support students in acquiring and using academic language and vocabulary
Uses digital resources to support and extend learning

The Learning Progression

Essential Learnings

In first grade, the focus is on building upon the foundational skills of reading while introducing more complex concepts and strategies to help students become confident, independent readers. The goals are to foster a love for reading, develop strong literacy skills, and lay the groundwork for continued academic success.

First graders continue to develop their understanding of the alphabetic principle, learning more complex letter-sound correspondences and decoding skills. They learn about common spelling patterns, digraphs, blends, and diphthongs to decode unfamiliar words.
First graders expand their sight word vocabulary, recognizing and reading high-frequency words quickly and accurately. These words are often irregular and cannot be easily decoded using phonics rules alone.
First graders work on improving their reading fluency by reading aloud with expression, accuracy, and appropriate pacing. They engage in repeated readings, partner reading, and other fluency-building activities to enhance their oral reading skills.
First graders continue to build their vocabulary by encountering new words in context through stories, informational texts, and classroom discussions. They learn strategies for determining the meanings of unfamiliar words, such as using context clues and their knowledge of word parts.
First graders deepen their comprehension skills by learning to understand and analyze texts more deeply. They identify story elements (characters, setting, plot), make inferences, draw conclusions, and retell stories with greater detail and accuracy.
First graders are introduced to a variety of reading strategies to help them make sense of texts independently. These strategies may include using picture clues, predicting, summarizing, asking questions, and making connections between texts and their own experiences.
First graders encounter a variety of text types, including fiction, nonfiction, poetry, and folktales. They learn to recognize the characteristics of each genre and understand the different purposes and structures of texts.
First graders continue to make connections between reading and writing, using their growing literacy skills to express themselves through writing. They engage in activities such as writing stories and responding to texts to strengthen their writing skills and reinforce their understanding of reading concepts.

Learning Progression for Writing

SEMESTER 1

Benchmark Advance: Launch
Benchmark Advance Unit 1
- Plants and Animals Grow and Change
- Why do living things change?
Benchmark Advance Unit 2
- Many Kinds of Characters
- How do we learn about characters?
Benchmark Advance Unit 3
- Being a Good Community Member
- Why do people get involved in their communities?
Handwriting Without Tears

SEMESTER 2

Benchmark Advance Unit 4
- Stories Have a Narrator
- How do people create stories?
Benchmark Advance Unit 5
- Technology at Work
- How can technology make a difference in our lives?
Benchmark Advance Unit 6
- Stories Teach Many Lessons
- What can we learn from a mistake?
Benchmark Advance Unit 7
- Past, Present, and Future
- Why is the past important?
OPTIONAL: Benchmark Advance Unit 8
- Observing the Sky
- Why do the sun and moon capture our imagination?
Handwriting Without Tears

Math

1st Grade Mathematics

Overview

Mathematics uses the language and science of patterns to describe the world in which we live, employing logic, observation, simulation, and experimentation. Mathematics is a universal means of communication.

To be well informed adults and prepared for the demands of college and future careers, today's students require an education that goes far beyond what was needed by students in the past. All students must develop and deepen their understanding of mathematical concepts and processes and their abilities in solving complex problems, reasoning, and communication. In order for this to occur, rigorous mathematical content must be organized, taught, and assessed in a problem-solving environment. Students’ mathematical knowledge must be connected to the ideas and skills found in all grade levels and content areas, as well as to real life situations outside the classroom.

Elementary Math

Our elementary schools are opening a world of opportunity for children.

In elementary classes, students have their first exposure to mathematical ideas and concepts in all areas of mathematics. They are introduced to, practice, and develop mastery in the areas of Operations and Algebraic Thinking, Number and Operations in Base Ten, Measurement and Data, Fractions, and Geometry as they engage in mathematical practices to become problem solvers and learn to reason and communicate about mathematics.

A strong elementary math education rests on three pillars:

Conceptual Understanding
Procedural Skills and Fluency
Application and Problem Solving

Washington State Mathematics Learning Standards

ISD Parent Resources

Parent Road Map

Parent Tip Sheets

Standards for Mathematical Practice for Families

Additional Resources

Our Adopted Curriculum

In the 2016-17 school year, the Issaquah School District implemented Eureka Math, a comprehensive curriculum that provides elementary students with a solid foundation built on the three pillars above. Eureka Math was written by a team of teachers and mathematicians who took great care to present mathematics in a logical progression to help students achieve deep understanding. Eureka Math follows the Washington State Learning Standards and connects math to the real world in ways that build student confidence and ensures that today's young mathematicians will be prepared for futures where they will thrive.

Eureka Math is supported by an accompanying digital tool, Zearn.

To provide additional resources and to monitor progress toward meeting standard, ISD utilized i-Ready Math diagnostic assessments, the interactive My Path and teacher tools for instruction.

Learning Goals

Below are the learning goals organized around the area(s) reported on the student report card.

Math Content:

Students demonstrate grade level conceptual understanding, procedural fluency and productive disposition in the following areas.

Operations and Algebraic Thinking
- Represents and solves problems involving addition and subtraction
- Understands and applies properties of operations and the relationships between addition and subtraction
- Adds and subtracts within 20
- Works with addition and subtraction equations
Number and Operations
- Extends the counting sequence
- Understands place value
- Uses place value understanding and properties of operations to add and subtract
Measurement and Data
- Measures lengths indirectly and by iterating length units
- Tells and writes time
- Represents and interprets data
Geometry
- Reasons with shapes and their attributes

Math Practices:

Students demonstrate grade level skills with the following processes and proficiencies.

Makes sense of problems and perseveres in solving them
Reasons abstractly and quantitatively
Constructs viable arguments and critiques the reasoning of others
Models with mathematics
Uses appropriate tools strategically
Attends to precision
Looks for and makes use of structure
Looks for and expresses regularity in repeated reasoning

Learning Experiences

Using Eureka Math Lessons and Zearn (the digital learning tool designed to be used with Eureka)

Concept Development Lessons & Debriefs. Teacher engages students to pose problems, engage in mathematical discourse, model problem solving and provide explicit instruction in math concepts.

Fluency Practice. Students engage in fluency development routines.

Application Problem and Problem Solving. Students work collaboratively and independently to solve problems and practice skills.

Using i-Ready Math

My Path. Students may be assigned 30-50 minutes per week of personalized learning in My Path. My Path may be used to...

Provide instruction and practice in areas of weakness or skill gaps that may prevent a student from meeting standard.
Provide an opportunity to reinforce classroom learning and demonstrate the ability to apply learning in a different context.
Provide an opportunity to work on above grade-level concepts and skills.

The Learning Progression

Trimester 1

Sums and Differences to 10
Introducing Place Value through Addition and Subtraction within 20

Trimester 2

Introducing Place Value through Addition and Subtraction within 20
Ordering and Comparing Length Measurements as Numbers
Place Value, Comparison, Addition and Subtraction to 40

Trimester 3

Place Value, Comparison, Addition and Subtraction to 40
Identifying, Composing and Partitioning Shapes
Place Value, Comparison, Addition and Subtraction to 100

Science

1st Grade Science

Overview

In each science unit, students are asked to inhabit the role of a scientist or engineer in order to figure out scientific phenomena through a 21st-century, real-world problem context. Over the course of the unit, students collect and make sense of evidence from multiple sources and through a variety of modalities, ensuring that they have multiple vehicles through which to develop and articulate their understanding of each phenomenon. As the class progresses through their lessons, students move back and forth from firsthand investigation and inquiry to secondhand analysis and synthesis, formulating an increasingly complex explanation of the problem at hand. Finally, at the end of the unit, students are presented with a brand-new context to consider, giving them an opportunity to take what they’ve learned over the course of the unit thus far and apply it to this new context, thereby demonstrating a deep understanding of the phenomenon.

Science Standards: www.nextgenscience.org
The Next Generation Science Standards (NGSS) were adopted in 2013 as the Washington State Science Learning Standards. These standards outline what students at each grade level should know and be able to do. Each standard integrates a science or engineering practice, a core disciplinary idea, and a crosscutting concept.

Our Adopted Curriculum

Learning Goals

Below are the learning goals organized around the area(s) reported on the student report card.

Understands and applies skills and concepts related to scientific principles taught in each of the following units:

Animal and Plant Defenses: Investigating survival in particular environments.

Light and Sound: Investigating cause and effect with light and sound.

Spinning Earth: Investigating patterns in the day and night sky.

See Learning Progression Below for more information on each unit

Learning Experiences

Hands-on Activity. Students work with partners and small groups, interacting with science tools, recording observations, sharing ideas, or creating models.

Teacher-led Discussion. Teachers ask questions and prompt students to make sense of their experiences in or out of class with the science concept. Students share ideas and evidence. Students listen to others and ask questions to understand others' thinking.

Student-to-Student Discussion. Working in pairs and small groups, students share science ideas and present evidence to support their ideas.

Digital Simulation or Modeling. Students use digital tools to engage with concepts, extending hands-on science learning beyond what can be provided in a classroom setting.

The Learning Progression

Animal and Plant Defenses

Unit question: How do animals and plants survive?

Working as marine scientists, students explore plant and animal defense structures, and then explain how a sea turtle can defend itself from ocean predators once it is released back into the wild.

Chapter 1: How does Spruce the Sea Turtle do what she needs to do to survive?

Chapter 2: How can Spruce the Sea Turtle survive where there are sharks?

Chapter 3: How can Spruce the Sea Turtle’s offspring survive where there are sharks?

Chapter 4 (optional): How can aquarium scientists explain animal defenses to the visitors?

Light and Sound

Unit question: How do we make different parts of a surface lighter or darker?

Students act as light and sound engineers for a puppet-show company as they investigate cause-and-effect relationships and learn about the nature of light and sound. They apply what they learn to designing shadow scenery and sound effects for a puppet show.

Chapter 1: How do we make brighter or darker areas?

Chapter 2: How do we make a dark area in a bright puppet show scene?

Chapter 3: How do we make bright, medium bright, and dark areas in a scene?

Chapter 4: How do we design a sound source to go with a puppet show scene?

Spinning Earth

Unit question: Why does the sky look different at different times?

As sky scientists, students explain why a boy living in a nearby place sees different things in the sky than his grandma who lives in a faraway place. They record, organize, and analyze observations of the sun and other sky objects as they look for patterns and make sense of the cycle of daytime and nighttime.

Chapter 1: Why did the sky look different to Sai than to his grandma?

Chapter 2: Why was it daytime for Sai when it was nighttime for his grandma?

Chapter 3: Why did daytime change to nighttime while Sai talked on the phone?

Chapter 4: What will Sai see in the sky when he calls his grandma tomorrow?

Chapter 5: Why was it nighttime for Sai when he called his grandma during the winter?

Social Studies

1st Grade Social Studies

Overview

Social studies comprises the study of relationships among people and between people and the environment. It recognizes the challenges and benefits of living in a diverse cultural and ideological society. Based on appropriate investigations and reflections within social studies lessons, students develop thinking skills and awareness of society and their community. Social studies education builds our common understandings of responsible citizenship.

A responsible citizen:

Uses knowledge of the past to construct meaningful understanding of our history in order to enrich and enlighten our lives. (Historical Perspective)
Uses knowledge of geographical concepts, such as spatial patterns and both human and natural systems, to understand processes that impact our world. (Geographic Perspective)
Uses knowledge of government, law, and politics to make decisions about and take action on local, national, and international issues to further the public good. (Civic Perspective)
Uses knowledge of production, distribution, and consumption within modern economics to make decisions. (Economic Perspective)
Uses a wide range of social studies skills, including critical thinking, to investigate and analyze a variety of resources and issues and seek answers. (Critical Thinking Skills)
Uses effectively both group process and communication skills to participate in democratic decision-making. (Interpersonal and Group Skills)

Principles and Goals

The social studies curriculum builds the following capacities in young people: disciplinary knowledge; inquiry, interpersonal, and critical thinking skills; respect for the underlying values of a diverse democratic society; interest in public affairs and competencies of self-government. Each capacity contributes uniquely to responsible citizenship.

The social studies curriculum:

Builds disciplinary knowledge. Disciplinary knowledge is fundamental for students to construct meaning through understanding powerful ideas drawn primarily from the disciplines of history, geography, civics, and economics.
Cultivates inquiry, interpersonal, and critical thinking skills. These skills are infused throughout the four social studies disciplines so that students apply the methods of social science to effectively participate in public life. Aided by appropriate technologies, students gather, interpret, and analyze information to be informed citizens. Their ability to engage in civic discourse improves through practice of discussion and interpersonal skills. Critical thinking skills encourage reasoned decisions as well as alternative viewpoints regarding matters of public concern.
Promotes respect for the underlying values of a diverse democratic society. As a result, students comprehend the ideals of democracy and strive to live their lives in accordance with them. A reasoned commitment to democratic values motivates citizens to safeguard their rights, to fulfill their responsibilities as citizens, and to honor the dignity of all people.
Stimulates interest in public affairs and strengthens competencies of self-government though citizen participation experiences. Students are encouraged to inform themselves about public affairs and to become active participants in civic life rather than passive bystanders. They are urged to uphold the rule of law in their personal and social lives and to challenge wrongdoing. Efforts to understand multiple perspectives about local, national, and international issues are supported by the curriculum. Through activities such as service learning and political action, the social studies curriculum equips students to improve their communities and to realize the civic virtue of serving.

Ultimately, responsible citizenship rests on these capacities. Social studies education for responsible citizenship must be a compelling priority if we expect to sustain our constitutional democracy. The health of our democracy depends on whether young people understand the complexities of human society and can govern themselves competently.

Washington State Social Studies Standards

Our Adopted Curriculum

ISD Created Units

The Issaquah School District developed our own social studies units for elementary. These units were created based on Washington State Standards, The Inquiry Design Model, and the C3 Framework of College, Career & Civic Life. Students who are equipped with skills of authentic inquiry and who know geography, civics, economics, and history can move forward with the confidence that they are prepared to engage with the world. You can discover more about the C3 Framework through the graphic and video seen below.

Learning Goals

Learning Experiences

Our Social Studies curriculum provides and inquiry-based approach that focuses on building knowledge and skills as students engage in discussion and activities that center on compelling questions.

Discussion & Concept Development: Students learn from, build on and demonstrate understanding of different perspectives and points of view

Inquiry & Collaboration: students recork their thinking in journals, organizers, and charts; students work independently, in pairs or small groups to complete learning tasks that apply skills from concept development

The Learning Progression

Our Families

Compelling Question: What makes families around the world alike and different?

Supporting Questions

What is your family’s story?
What special things do families do together?
How can families be the same and different?

Our World

Compelling Question: How does the environment affect the way families live?

Supporting Questions

What can I learn from a map or globe?
Why does my family live here?

Our Wants and Needs

Compelling Question: How are people’s needs and wants different?

Supporting Questions

What do we want? What do we need?
How do people meet their needs and wants?
What happens when we can’t get what we want?

Unit 1

First Grade Social Studies Unit 1 Overview for Parents

Available in English, Chinese, Korean and Spanish (see below):

First Grade Social Studies: Fall

This fall our class will be focusing on the big idea of Our Families in Social Studies.

Our Families: This inquiry engages students in expanding their understandings of families in general and the idea that families can be both similar and different. The compelling question “what makes families around the world alike and different?” offers students opportunities to explore a range of family dimensions— structure, activities, and traditions. All family structures, activities and traditions are acknowledge in this curriculum. By doing so, students can see how their family, their classmates’ families, and families around the world share commonalities and differences. Please be aware that values are not part of this curriculum as those are addressed at home.

一年级社会研究简报宣传语 (Chinese)

一年级社会研究：秋季

这个秋季学期，我们班将侧重讲社会研究中我们的家庭这个大概念。

我们的家庭：这项探讨让学生们加深对家庭的总体理解，更好地理解家庭既可以是相似的也可以是不同的这一点。必须回答的问题“什么让世界各地的家庭相似和不同”，让同学们有机会探讨家庭的各个方面，比如家庭结构、活动和传统。在探讨中，同学们会看到自己的家庭、同学的家庭、世界各地的家庭在哪些方面相似、在哪些方面不同。

1학년사회과목소식안내 (Korean)

1학년사회과목: 가을

이번 가을에 사회 과목 수업에서는 우리가족이라는 대주제에 중점을 둡니다.

우리가족: 이 질문은 학생이 보편적인 가족에 대한 이해를 넓히고 가족이 서로 비슷할 수도 있고 다를 수도 있다는 것을 생각할 수 있도록 합니다. "전 세계의 가족의 유사점과 차이점은 무엇일까요?"라는 주요 질문은 학생에게 가족의 구성, 활동, 전통 등 다양한 가족의 차원을 탐구할 기회를 제공합니다. 이를 통해 학생은 자신의 가족, 급우의 가족, 전 세계의 가족에 어떤 공통점과 차이점이 있는지 알 수 있습니다.

"Anuncios" del boletín informativo de Estudios Sociales de 1º grado (Spanish)

Estudios Sociales de 1º grado: Otoño

Este otoño nuestra clase se enfocará en la gran idea de Nuestras familias en Estudios Sociales.

Nuestras familias: Esta indagación lleva a los estudiantes a ampliar sus conocimientos sobre las familias en general y la idea de que las familias pueden ser similares y diferentes. La pregunta obligada "¿Qué hace que las familias de todo el mundo sean similares y diferentes?" ofrece a los estudiantes oportunidades de analizar un rango de dimensiones familiares- estructura, actividades, y tradiciones. Haciendo esto, los estudiantes pueden ver cómo su familia, las familias de sus compañeros, y las familias de todo el mundo comparten cosas en común y diferencias.

Unit 2

First Grade Social Studies Unit 2 Overview for Parents

Available in English, Chinese, Korean and Spanish (see below):

First Grade Social Studies: Winter

This winter our class will be focusing on the big idea of Our World in Social Studies.

Our World: This inquiry begins by leading students through an investigation of maps and globes as tools that represent the physical world in different ways. In the inquiry, students consider how each tool represents locations, what purposes each tool serves, and what advantages and disadvantages each tool offers. Students then begin to explore the World, using Google Earth, fiction and non-fiction books, to find connections between the different continents and the people living there.

一年级社会研究：冬季 (Chinese)

这个冬季学期，我们班将侧重讲社会研究中我们的世界这个大概念。

我们的世界：这项探讨引导同学们研究地图和地球，两者都是用不同形式代表客观世界的工具。在这项探讨中，同学们考虑每个工具如何代表地点，每个工具服务什么目的，每个工具有什么优势和劣势。之后，同学们开始使用Google Earth、小说和非小说图书探索世界，找出不同大陆和不同大陆的人们之间的联系。

1학년사회과목: 겨울 (Korean)

이번 겨울에 사회 과목 수업에서는 우리의세계라는 대주제에 중점을 둡니다.

우리의세계: 이 탐구는 학생이 실제 세계를 다양한 방식으로 표현하는 도구인 지도와 지구본을 공부함으로써 시작됩니다. 이 탐구에서 학생은 각 도구가 위치를 나타내는 방법, 각 도구가 사용되는 용도, 그리고 각 도구가 제공하는 장단점을 검토합니다. 그 다음 구글 어스, 소설 및 논픽션 책을 사용하여 세계를 탐험하기 시작하고 여러 대륙과 그곳에 사는 사람들이 어떻게 연관되는지 공부합니다.

Estudios Sociales de 1º grado: Invierno (Spanish)

Este invierno nuestra clase se enfocará en la gran idea de Nuestro mundo en Estudios Sociales.

Nuestro mundo: Esta indagación comienza llevando a los estudiantes a una investigación de mapas y globos terráqueos como herramientas que representan el mundo físico de diferentes formas. En la indagación, los estudiantes consideran cómo cada herramienta representa lugares, para qué sirve cada herramienta, y qué ventajas y desventajas ofrece cada herramienta. Luego, los estudiantes comienzan a analizar el Mundo, usando Google Earth, libros de ficción y no ficción, para buscar conexiones entre los diferentes continentes y la gente que vive allí.

Unit 3

First Grade Social Studies Unit 3 Overview for Parents

Available in English, Chinese, Korean and Spanish (see below):

First Grade Social Studies: Spring

This spring our class will be focusing on the big idea of Our Wants and Needs in Social Studies.

Our Wants and Needs:

This inquiry focuses on the developing an understanding of needs and wants and goods and services through the compelling question, “How are people's needs and wants different?”. As basic principles, we understand a “need” as something a person must have for health and survival (e.g., food, water, shelter, clothing) and a “want” is something a person would like to have (e.g., luxury items). Despite our ability to define these terms generally, those distinctions can blur fairly quickly. Moreover, our ideas about and perceptions of these concepts may vary greatly due to factors including, but not limited to, geography, socioeconomic status, age, health, values, and culture. The line between goods and services is a bit easier to draw: Goods are those tangible things we can use, keep, and consume; services are those things that others do for us. Both goods and services help satisfy our needs and wants, but the complication comes when trying to decide the relative value of two or more goods or services.

一年级社会研究：春季 (Chinese)

这个春季学期，我们班将侧重讲社会研究中我们的向往和需要这个大概念。

我们的向往和需要：

这项探讨针对必须回答的问题“人们的需要和向往有什么不同”，形成对需要和向往、商品和服务的理解。作为基本的原则，我们理解“需要”是一个人维持健康和生存必须有的东西（比如食物、水、住处、衣服），“向往”是一个人希望有的东西（比如奢侈品）。虽然我们能从总体上定义这些词，但是这些区分比较快就会模糊了。而且，我们对这些概念的想法和认识可能因为包括但不限于地理位置、社会经济状况、年龄、健康、价值观和文化而有极大差别。商品和服务之间的区分更容易一些：商品是我们使用、保留和消费的有形物品；服务是别人为我们做的事情。商品和服务都帮助满足我们的需要和向往，但是在我们试图决定两种或多种商品或服务的相对价值时，又变难了。

1학년 사회 과목: 봄 (Korean)

이번 봄에 사회 과목 수업에서는 우리의 욕구와 필요라는 대주제에 중점을 둡니다.

우리의 욕구와 필요:

이 탐구는 "사람들의 욕구와 필요는 어떻게 다를까요?"라는 주요 질문을 통해 필요와 욕구, 재화 및 용역에 대한 이해를 발전시키는 데 중점을 둡니다. 기본 원칙으로서, 우리는 "필요"를 사람이 건강과 생존을 위해 가져야 하는 것(예: 음식, 물, 피난처, 의복)으로, "욕구"를 사람이 갖고 싶어하는 것(예: 사치품)으로 이해합니다. 우리가 이러한 용어들을 일반적으로 정의할 수 있음에도 불구하고, 이러한 구별은 상당히 빨리 흐려질 수 있습니다. 또한 이러한 개념에 대한 우리의 생각과 인식은 지리, 사회경제적 위치, 나이, 건강, 가치 및 문화 등의 요인(이에 국한되지는 않음)에 따라 크게 다를 수 있습니다. 재화와 용역은 구별이 더 쉽습니다. 재화는 우리가 사용하고 유지하고 소비할 수 있는 유형의 대상이고, 용역은 타인이 우리를 위해 하는 일입니다. 재화와 용역 모두 우리의 필요와 욕구를 충족시키는 데 도움이 되지만, 두 가지 이상의 재화나 용역의 상대적 가치를 결정하려면 복잡해집니다.

Estudios Sociales de 1º grado: Primavera (Spanish)

Esta primavera nuestra clase se enfocará en la gran idea de Nuestros deseos y necesidades en Estudios Sociales.

Nuestros deseos y necesidades:

Esta indagación se centra en desarrollar conocimientos sobre las necesidades y los deseos, y los bienes y servicios a través de la pregunta obligada "¿En qué se diferencian las necesidades y los deseos de las personas?" Como principio básico, entendemos una "necesidad" como algo que una persona debe tener para la salud y supervivencia (p. ej., comida, agua, refugio, vestimenta) y un "deseo" como algo que a una persona le gustaría tener (p. ej., objetos de lujo). A pesar de nuestra capacidad para definir estos términos de forma general, esas distinciones se pueden esfumar bastante rápido. Además, nuestras ideas y percepciones de estos conceptos pueden variar enormemente debido a factores que incluyen, a modo enunciativo, geografía, condición socioeconómica, edad, salud, valores, y cultura. La línea entre bienes y servicios es un poco más fácil de trazar: Los bienes son cosas tangibles que podemos usar, mantener, y consumir; los servicios son cosas que otros hacen para nosotros. Tanto los bienes como los servicios ayudan a satisfacer nuestras necesidades y deseos, pero la complicación se presenta al tratar de decidir el valor relativo de dos o más bienes o servicios.

Health

The ISD Elementary Health Curriculum includes lesson using Read Aloud Classroom Books and Posters

Lesson	Material
My Body and Nutrition	ISD Lesson
Feeling Well and Not Well	I have a Cold by Gilliam Gosman
Body Systems, Heart and Lungs	Look inside, your Heart and Lungs by Ben Williams
What Does it Mean to Be Allergic?	Nut-Free Zone by Emily Lee
When to Call 9-1-1?	ISD Lesson
Managing Stress	Wilma Jean the Worry Machine by Julia Cook
Healthy Emotions	Staying Healthy by A.R. Schaefer
Words to Express Emotions	The Way I Feel by Janie Canne
What is the Better Choice?	Making Choices by Victoria Parker

Social Emotional Learning (SEL)

Social-Emotional Learning (SEL)

SEL (Social Emotional Learning) is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions. SEL programming is based on the understanding that the best learning emerges in the context of supportive relationships that make learning challenging, engaging, and meaningful.

The Collaborative for Academic, Social and Emotional Learning (CASEL) puts forth five core competencies for SEL curriculum:

Self-Awareness
Self-Management
Social Awareness
Relationship Skills
Responsible Decision-Making

Our Social-Emotional Learning curriculum is Second Step. Second Step lessons include the following topics:

Self Regulation (Listening, focusing attention and following directions)
Self Talk
Respecting Different Preferences
Emotional Management (identifying feelings; managing anger)
Fair Play
Solving Problems, Exclusion

Music

1st Grade Music

Overview

The Arts are an essential part of public education. From dance and music to theatre and the visual arts, the arts give children a unique means of expression, capturing their passions and emotion, and allow them to explore new ideas, subject matter, and cultures. Elementary music instruction in the Issaquah School District is provided by specialists and designed to engage students as they develop foundations for a lifetime of experiencing and creating music.

K-12 Washington State Learning Standards - Music

Our Adopted Curriculum

Learning Goals

The Learning Content

PE

1st Grade PE

Overview

An understanding of good health and fitness concepts and practices is essential for all students. Teaching our students good health and safety principles can lead to a lifetime of healthy practices, resulting in more productive, active, and successful lives. The Physical Education Standards establish the concepts and skills necessary for safe and healthy living, and in turn, for successful learning.

Our Adopted Curriculum

Learning Goals

Below are the learning goals organized around the area(s) reported on the student report card.

Demonstrates behaviors that promote learning related to health and fitness from among the following areas:

Respects the rights and feelings of others
Actively listens and follows directions
Stays on task
Contributes positively

Demonstrates skills and concepts related to health and fitness from among the following content areas:

Recognizes and demonstrates mature form in
- Locomotor (i.e. jog, run, hop, jump, gallop, slide, skip, leap)
- Non-locomotor (i.e. bend, twist, stretch, push, pull)
- Uses manipulatives alone and with a partner (i.e. rolling, tossing, throwing over/underhand, catching, bouncing, dribbling, kick/punt)
- Balance and rhythm
Demonstrates movement concepts
- Personal/general space
- Pathways (i.e. zig-zag, curve, straight)
- Directions (i.e. forward, backward, diagonal, sideways)
- Levels (i.e. high, medium, low)
- Moves safely in a variety of activities
- Game strategies
Recognizes basic fitness vocabulary
- Physical activities, heart, lungs, heartbeat, breath, muscles
Understands skills and concepts related to health
- Nutrition and the body

The Learning Content

Physical education develops physically literate individuals who have the knowledge, skills and confidence to enjoy a lifetime of healthful physical activity.

To pursue a lifetime of healthful physical activity, a physically literate individual:

Has learned the skills necessary to participate in a variety of physical activities.
Knows the implications and the benefits of involvement in various types of physical activities.
Participates regularly in physical activity.
Is physically fit.
Values physical activity and its contributions to a healthful lifestyle.

Library

Overview
Learning Progression

Overview

Learning Progression

Library lessons center on 4 overarching areas:

Digital Citizenship and Responsibility

Digital citizenship & safety
Managing technology
Responsibly reporting

Library Skills and Organization

The library collection
Library management procedures
Catalogs & databases

Information Literacy and Research

Genres & sub-genres of informational text
Text features & formats
Locating information & conducting database searches

Reading Engagement

Connecting with literature & texts
Awareness of different ways to choose a book
Literature awards
STEM integration