Our World, Maxwell Elementary School, Fayette County Public Schools, Lexington, Kentucky

"Our World"

First Grade
Maxwell Elementary School
Sarah Rock, Sara Szwilski, Georgette Bouvy, Mel Oldham,

Organizer

How do we grow and live together?

Academic Expectations

AE-2.14 Students understand the democratic principles of justice, equality, responsibility, and freedom and apply them to real-life situations.

AE-2.16 Students observe, analyze, and interpret human behaviors, social groupings and institutions to better understand people and the relationships among individuals and among groups.

AE-2.18 Students understand economic principles and are able to make economic decisions that have consequences in daily living.

AE-2.2 Students identify, analyze, and use patterns such as cycles and trends to understand past and present events and predict possible future events.

AE-2.6 Students understand how living and nonliving things change over time and the factors that influence the changes.

Secondary Standards/Academic Expectations

AE-2.19 Students recognize and understand the relationship between people and geography and apply their knowledge in real-life situations.

Technology Standards

T4.5 Navigate within an operating system or software

T5.1.4 Use spacebar, shift, enter, arrow keys, caps lock, escape, tab, delete and backspace.

T6.2 Publish information on the Internet.

T6.5 Create a presentation or product using application software.

T6.6 Use digital imaging and audio

Essential Questions

What are my roles and responsibilities in my community?
What are the differences between what I need and what I want?
How do living and nonliving things grow and/or change?

Culminating Performance

After completing an open response question for each of the following topics the learner will contribute to the class web page using text and illustration of choice. The contribution will reflect his/her understanding of one of the following topics:

changes of living and nonliving things
- plants
- animals (including humans)
- earth materials
roles and responsibilities in the community
differences between wants and needs

Primary Scoring Guide for Open Response

By: Gary Marr, 1999-2000

4	Student follows all directions clearly. Student clearly answers question asked. Student's work is neat and has much detail.
3	Student follows most of the directions. Student answers question, but not in a clear fashion. Student's work is neat and has some detail.
2	Student follows some of the directions. Student attempts to answer question, but has few details.
1	Student shows minimal effort and is unable to follow instructions

Instructional Sequence

Week	English	Spanish
	Language Arts and Social Studies What are my roles and responsibilities in my community? What are the differences between what I need and what I want?	Science and Math How do living and nonliving things grow and/or change?
1	I Learn at School	Sort/Calendar Activities/Seasons Number Concepts
2	Our Classroom	Sort/Calendar Activities/Seasons Number Concepts/More or less/Addition
3	Workers in our School	Patterns/Calendar Activities/Seasons Number Concepts/Classifying/Graphing
4	How Children Learned Long Ago	Patterns/Calendar Activities/Seasons Fact Families
5	We Work Together	Classify living/nonliving things/Seasons Missing Addends
6	We Follow Rules	Classify living/nonliving things/Seasons Horizontal/Vertical Addition up to 12
7	Home Sweet Home	Me and My Family (vocabulary) Horizontal/Vertical Subtraction up to 12
8	Families on the Move	Growing Up (vocabulary) Timeline Number line - Count forward, adding 0, adding 5
9	Families Make Choices	Things We Do Together with My Family (vocabulary) We play We read We clean We help Number line - Count backwards, subtracting 0, subtracting 5
10	Families Long Ago	Houses in Spanish-speaking countries Review math concepts
11	Meet My Neighbors	Houses in Spanish-speaking countries Review math concepts
12	Community Workers	Houses in Spanish-speaking countries Review math concepts

Assessments:

Teacher observations
Open response questions (orally and written/pictures)
Oral and written assessments (journals)
Performance tasks
Student Self Assessments
Formal Assessments (Gates MacGinnite, FCPS 1^st grade Math testing – 3x/yr)

Content/Processes/Demonstrators/Skills

Reading

Behaviors to support construction of meaning in all types of reading:

Connects personal experience to content of text
Reads for a purpose
Describes author’s purpose
Recognizes connections between texts and authors (e.g., similar themes, styles, genres, purposes)
Offers opinions about text and tells why
Selects reading materials from a variety of genres, types, cultural and historical perspectives
Responds to reading in a variety of forms
Uses text as a model for own writing
Recognizes structure and organization of text (e.g., order, patterns)
Understands that all text must make sense
Self-monitors and self-corrects
Uses pictures cues and captions
Uses titles and headings
Classifies and categorizes
Asks and answers who, what, when, where, why, and how questions
Predicts outcomes
Begins to make observations and draw conclusions based on text
Begins noting details
Begins noting main idea
Retells text in correct sequence
Begins summarizing texts
Identifies cause and effect
Observes comparing and contrasting
Begins to recognize fact and opinion
Observes words with multiple meanings (homographs)
Observes homonyms
Observes compound words, transition words, and contractions

Book and print conventions:

Recognizes upper and lower case letters
Notes space between words and how words are put together to form sentences
Locates known words
Controls one-to-one matching (tracks words with eyes)
Uses capitalization, bold-face type indentation and punctuation to determine meaning

Word attack strategies:

Uses environmental print
Uses word families to decode unknown words (onsets and rhymes, e.g., at, op, un-)
Recognizes high frequency words
Observes base words and how word ending affect spelling
Makes sound-symbol correspondences
Uses beginning and ending consonant sounds
Uses consonant and vowel relationship
Uses blends, diphthongs, diagraphs
Begins to use y as a vowel
Begins to use hard and soft c and g
Uses long and short vowels and begins to use r-controlled and l-controlled vowels
Decodes basic words, words endings (e.g., -ed, -ing, -s, -es) and spelling changes
Segments and blends 3-4 phonemes (e.g., cvc, cvcc, pattern words)
Makes predictions based on meaning, structure, and visual cues

Informational Reading:

Primary Reading Exit Performance Standard 1: Student will make sense of a variety of grade level appropriate informational materials (Informational materials include selections form scientific and cultural journals, feature article, news article, biography, autobiography, primary source material).

IRI 1.1 Use pictures, lists, charts, graphs, tables of content, captions, and titles to more completely understand information presented

IRI 1.2 Apply knowledge of cause and effect, and sequence

IRI 1.3 Identify main idea and supporting details

IRI 1.4 Make predictions and draw conclusions based on what is read

IRI 1.5 Summarize information from what is read

Literary Reading:

Primary Reading Exit Performance Standard 2: Student will make sense of a variety of grade level appropriate literary materials (Literary materials include: short stories, essays, poetry, and plays consisting of classical and modern texts and representing both historical and cultural perspectives).

LR 1.1 Describe characters, main events, and setting

LR 1.2 Describe character’s actions based on a passage

LR 1.3 connect literature to real-life

Practical/Workplace Reading

Primary Reading Exit Performance Standard 4: Student will make sense of a variety of grade level appropriate practical/workplace materials (Practical/workplace materials include: warranties, recipes, forms, memoranda, consumer texts, and "how-to" manuals).

WR 1.1 Follow the directions in a passage.

WR 1.2 Recognize the importance of layout (e.g., bold face print, italics, illustrations, bullets, diagrams, numbers, bullets)

WR 1.3 Locate and apply information for a specific purpose

Writing

(1st Grade/P1 (6-yr. olds) Writing Standards, Fayette County Public Schools)

Real World Writing:

Primary Writing Exit Performance Standard 1: Produce real world writing by using appropriate types, forms, and grammatical and mechanical conventions to communicate ideas and information to different audiences for different purposes. Transactive, Personal Expressive, Literary, Reflective, Writing-to-demonstrate-learning (e.g., open-response answers), Writing-to-learn (e.g., notes & outlines)

Begins to vary form of writing and use of conventions according to purpose and audience (e.g., lists, notes, outlines, as opposed to published pieces)
Uses a process approach to create real-world pieces for authentic audiences; demonstrates awareness of elements and characteristics appropriate to form of writing:
- transactive (feature article, how-to pieces, letters, opinion pieces, etc.)
- personal expressive (personal narrative and memoir)
- literary (short story, poem, or script)
- reflective (explains what author likes about piece, how author made piece clearer, etc in a letter to reviewer OR reflective paragraphs attached to other portfolio type pieces)
Applies writing-to-learn strategies in response to reading, listening, observing, and inquiry:
- note-taking
- outlining
- graphic organizers
- learning logs and/or response journals
Writes to demonstrate learning in response to reading listening, observing, and inquiry:
- open-response answers
- graphic organizers
Applies criteria for effective writing from Holistic Scoring Guide:
- Purpose/Audience – begins to focus on a purpose; demonstrates some elements and characteristics appropriate to purpose and form; begins to show some evidence of an awareness of audience needs; begins to use individual voice and/or appropriate tone
- Idea Development/Supporting Details - Includes relevant details in writing and drawings
- Organization - Includes recognizable and logical beginning, middle and end; borrows structures from models; begins to groups like ideas
- Sentences - Writes complete sentences; uses simple sentences
- Language - Uses words correctly with evidence of correct word usage (e.g., subject/verb agreement)
- Correctness - Spells many high frequency words correctly; includes approximations for difficult words; demonstrates attention to conventions (capitalization, end-marks)

On-Demand Writing:

Primary Writing Exit Performance Standard 2: Produce writing in an on-demand situation (limited time) that narrates, persuades, or responds to a text, graphic, chart or real world experience (e.g., current event, performance, work of art) in the form of a letter, and article, an editorial and/or a speech.

Use the process approach to compose effective writing with a specific audience and purpose:
- Letter
Demonstrates independent application of criteria for effective writing when composing, revising, and editing on-demand writing:
- Purpose/Audience
- Idea Development/Supporting Details
- Organization
- Sentences
- Language
- Correctness
Applies writing strategies and skills independently

Inquiry and Technology as Communication:

Primary Writing Exit Performance Standard 3: Use technology to gather, organize, manipulate, and express ideas and information for a variety of authentic audiences and purposes.

Begins to use left and right hands correctly to locate and use letter and number keys
Begins to incorporate technology tools throughout writing process
Begins to use technology to gather information: CD ROM, Web search, Electronic resources (e.g., laser disc, video), Listening/Viewing Stations
Begins to communicate electronically with others
Begins to incorporates computer generated graphics, tables, and charts to enhance idea development
Begins to manipulates layout to enhance communication through use of organizational techniques appropriate to form of writing
Begins to chooses technology tool(s) appropriate to task

Math

Number and Computation – Numbers are basic elements of mathematics.
Subtract whole numbers using a variety of methods (mental, paper/pencil, calculator)
Whole numbers
Meaning of addition – horizontal/vertical
Meaning of subtraction - horizontal/vertical
Odd and even numbers
Place value
Ordering numbers
Graphing
Fact Families
Classify

Science

Content

SC-E-1.1.3 Materials can exists in different states – solid, liquid, and gas. Some common materials, such as water, can be changed from one state to another by heating or cooling.

SC-E-2.1.1 Earth materials include solid rocks and soils, water, and the gases of the atmosphere. Minerals that make up rocks have properties of color, texture, and hardness. Soils have properties of color, texture, the capacity to retain water, and the ability to support plant growth. Water on Earth and in the atmosphere can be a solid, liquid, or gas.

SC-E-3.1.1 Things in the environment are classified as living, nonliving, and once living. Living things differ from nonliving things. Organisms are classified into groups by using various characteristics (e.g., body coverings, body structures).

SC-E-3.1.2 Organisms have basic needs. For example, animals need air, water, and food; plants need air, water, nutrients, and light. Organisms can survive only in environments in which their needs can be met.

SC-E-3.2.1 Plants and animals have life cycles that include the beginning of life, growth and development, reproduction, and death. The details of a life cycle are different for different organisms.

SC-E-3.2.2 Plants and animals closely resemble their parents at some time in their life cycle. Some characteristics (e.g., the color of flowers, the number of appendages) are passed to offspring. Other characteristics are learned from interactions with the environment such as the ability to ride a bicycle, and these cannot be passed on to the next generation.

SC-E-3.3.3 All organisms, including humans, cause changes in the environment where they live. Some of these changes are detrimental to the organism or to other organisms; other changes are beneficial (e.g., dams built by beavers benefit some aquatic organisms but are detrimental to others).

Processes

Graph
Observe
Sort
Classify
Infer
Predict
Communicate
Identify
Collect data
Compare/Contrast
Organize
Construct data
Inquire

Demonstrators/Skills

Use senses to observe items; communicate similarities and/or differences.
Identify and communicate common attributes of items in a group.
Classify objects according to one property or attribute.
Classify objects according to more than one property or attribute.
Recognize, describe, and create patterns (e.g., repeating, developmental, behavioral, symmetrical, cyclical) of objects or events.
Demonstrate relationships among patterns.
Make predictions (extrapolate and interpolate) based on patterns.
Observe and communicate change over time.
Identify and predict small and large scale changes.
Describe the sequence of steps in a change process.
Investigate variables that influence change over time.
Describe situations where one change causes another change.

Social Studies

Content

SS-E-1.1.1 Democratic governments function according to the needs and wants of the citizens and provide for society’s needs (e.g., police and fire departments, education, highways).

SS-E-1.3.1 Rights and responsibilities of the individual are determined by specific roles within various groups, including family, peer group, class, school, community, state, and country.

SS-E-2.3.1 Various human needs are met through interaction in and among social groups (e.g., family, schools, teams, and clubs).

SS-E-3.1.2 Consumers use goods and services to satisfy economic wants and needs.

Processes

Graph
Observe
Sort
Classify
Infer
Predict
Communicate
Identify
Collect data
Compare/Contrast
Organize
Construct data
Inquire

Demonstrators/Skills

Recognize oneself as part of a group and demonstrate cooperation with others.
Recognize the existence of and the need to follow rules.
Demonstrate democratic behavior (e.g., treating others justly, recognizing authority, and respecting the rights and privacy of others).
Make informed decisions about school or community concerns.
Determine rights and responsibilities in real-life situations.
Recognize and demonstrate respect for different viewpoints.
Recognize family similarities and differences.
Recognize roles within various social groupings.
Identify cultural bias and stereotyping.
Recognize and respect various individual and group belief systems.
Recognize and apply fundamental economic concepts (e.g., wants and needs, supply and demand, scarcity).
Recognize that everything has a location.

Spanish

A. Oral Language Development

Specific Goals: COMMUNICATION – Communicate in Languages Other Than English Standard 1.1: Students engage in conversation, provide and obtain information, express feeling and emotion, and exchange opinions. CULTURES – Gain Knowledge and Understanding of Other Cultures. CONNECTIONS – Connect with Other Disciplines and Acquire Information. Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language. COMPARISONS – Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own. COMMUNITIES – Participate in Multilingual Communities at Home and Around the World. Standard 5.1: Students use the language both within and beyond the school setting.
Review Vocabulary	Core Vocabulary			Compatible Vocabulary	Structures
el insecto la mariposa la granja la finca el ciclo de vida	Classroom hola buenos días hasta luego adiós por favor gracias de nada nombre niño niña niños presente ausente está están Enero Febrero Marzo Abril Mayo Junio Julio Agosto Septiembre Octubre Noviembre Diciembre Lunes Martes Miércoles Jueves Viernes Sábado Domingo el mes los meses hay sol hace frío hace calor hace buen tiempo la goma de pegar el libro la bandera el papel el reloj el globo el mapa la silla la regal el crayón la clase la puerta la ventana el calendario el escritorio la pizarra la tiza la mesa el cuadrado el rectángulo el tríangulo el círculo línea punteada estrella la cara los ojos la boca la nariz las orejas la cabeza el pelo los brazos las manos los dedos las piernas los pies los dientes tengo frío las patas las plumas la cola vuelan la planta la semilla la tierra el agua la luz el color la raíz las hojas el tallo crecer brotar	School dibujar contar escribir pega escribo escribe dibujo dibuja cortar corto la gráfica unidades decenas números pares pego pega colorea debajo del delante de detrás de grande pequeño/a blanco anaranjado azul negro amarillo verde pardo rosado gris morado café marrón el director lasecretaria la/el maestra/o- professor/a la enfermera la escuela el salón de clase/la sala la oficina el baño la biblioteca la clase de arte el gimnasio el patio de recreo afuera primero/a segundo/a tercero/a último/a la pelota la cuerda primer grado números hasta el 20 números pares números pares números impares más memos igual son punto rayita el perro el gato la gallina el conejo el gallo la vaca el caballo el cerdo el burro el pavo el pájaro las aves los huevos el nido las alas el pico el chivo el agua el hielo el liquido sólido gas el aire el vapor forma color clasifica diferente igual	Family la familia el papa/el padre la mamá/la madre el hijo la hija el hermano la hermana el abuelo la abuela señor/señora tía/tío primo/prima padrastro madrastra hermanastro/hermanastra bebé vivo casa apartamento la oveja el pato el elefante la cola la pata el pico las alas la jurafa el león el tigre el mono mide pesa pulgada centimetro yarda metro objeto material Madera plástico metal	Frío Calor Grande/pequeño/mediano Comparar a moles y observen Comparar y observar temperatura Termómetro Temperatura La lupa Alto/Bajo	¿Cómo te llamas tú? Me llamo ______________. Se llama _______________. ¿Cómo se llama tu abuelo/abuela? ¿Cómo se llama tu mamá/papá/amigo? ¿Cómo estás? Muy bien gracias. Yo soy ________________. ¿Está presente ___________? ¿Está ausente ____________? ¿Está aquí ______________? No está aquí. ¿Cuándo es tu cumpleaños? ¿Adónde vas? Voy a la oficina. ¿Qué es? Es un crayón. ¿Qué són? Son crayones. ¿Para qué es? El crayón es para dibujar. ¿Qué haces? Escribo ¿Qué tienes? Tengo un lápiz. ¿Qué haces con el lápiz? Escribo con el lápiz? Escribo con el lápiz. ¿Dónde está? El papel está debajo del libro. ¿Cómo es el papel? El papel es grande. El lápiz es pequeño. ¿De qué color es? Es azul. Tengo Tiene ¿Qué tienes? ¿Qué dice? ¿Cuántos? ¿Dónde? ¿Qué tiempo hace? Está lloviendo Está nevando Hace viento Hace mal tiempo ¿Qué día es hoy? ¿Cuántos años tienes tú? Tengo calor. Tengo hambre. Tengo sed. Tengo miedo. Tengo sueño. Tengo dolor. Tengo _________ años. Estoy contento/a. Estoy triste. Estoy enojado/a. ¿Quién tiene ____________? Yo tengo ____________. El niño (el) tiene ___________. La niña tiene _________. La muchacha (ella) tiene ________. _________ tiene ________ 1. Use simple sentences. i.e. La silla es pequeña. 2. Become aware of article and noun agreement. -un/una -el/la 3. Become aware of interrogative/exclamation forms. ¿Tienes hambre? ¡Qué lindo! 4. Become aware of question words. ¿Quíen? ¿Qué? ¿Cuál? ¿Cómo? ¿Cuándo? ¿Dónde? ¿Por qué? 5. Use these verb forms correctly. Soy --------- Eres Tengo ------- Tienes 6. Develop skills of alphabetizing. 7. Become aware of negative statements. -Yo observo -Más corte que/largo -Pesa más que/menos
Supplementary Instructional Materials and Resources
La Semilla de Zanaloria BB Como Crecen las Plantas Nuevas BB La Gallinita Roja BB Una Semilla Nada Más BB Pulgada a Pulgada (Leo Lionni) Semilla y Más Semillas El Agua Cambia Sunshine Science Books (Semillas)

Critical Resources:

"All About Me" PowerPoint
Digital camera
Scanner
Computers
Printers
SmartBoard
Internet
Software (PowerPoint, FrontPage, Word, WiggleWorks, Adobe PhotoDeluxe, DK Animals)
Science materials (tadpoles or chicks & incubator)
Microcomputer Specialist
Literacy Specialist
Career Day parents/guest speakers
Literature
Scott Foresman – Addison Wesley "Matemáticas"
Harcourt Brace "Social Studies"

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