In Grade 1, students extend their foundational knowledge and skills of mathematics developed through the pedagogy of the Singapore Math framework, which emphasizes concept mastery, a concrete-pictorial-abstract approach, metacognitive reasoning, and the use of model drawing to solve problems. Math learning in Grade 1 emphasizes adding and subtracting using a variety of strategies with numbers to 120; reading, writing, and counting numbers to 120; understanding place value and its purpose; estimating and measuring length; understanding time on the hour and half-, and quarter-hour; interpreting and creating basic graph and data; and identifying simple plain and solid shapes and their attributes. At this level, concepts and skills are developed through hands-on exploration with multi-sensory manipulatives and differentiated small groups.

Grade 1 learning in Spanish and Mandarin builds on students’ introduction to World Languages in Kindergarten. At this early stage of language development, the program aims to continue to capture students’ interest in learning a new language through exposure to a variety of topics such as basic greetings, counting, basic colors, basic body parts, and commonly used verbs through movement, stories, games, and multi-sensory activities. Cultural topics are intertwined with language learning and acquisition. Grade 1 students attend Mandarin or Spanish classes three times during an eight-day cycle rotation and engage in learning each language for one semester. Starting in second grade, students learn either Mandarin or Spanish across the entire school year.

The Lower School library program and space invites students to explore ideas and interests, gather and enjoy individual and communal activities, engage in inquiry and research that supports the curriculum, and experience the joy of reading. Lower School students attend library classes once every eight-day cycle where they are exposed to rich, diverse texts, have the opportunity to explore and select books, and learn the fundamentals of information literacy as part of a developmental continuum.

 

First graders gain important digital citizenship skills and learn responsible, safe, and healthy use of technology through once-a-month classes taught by our technology specialist in the core classroom.

 

In Grade 1, literacy is based on the science of reading and taught via one-on-one, small group, and whole group instruction as students move from decoding text to developing a range of reading strategies to develop comprehension and become more independent, fluent readers. Students gain exposure to high-quality, diverse literature and informational texts, and instruction is designed to provide students the practice needed to master knowledge of phonics and phonemic awareness. Grade 1 students explore a range of writing genres in meaningful and engaging contexts that connect with their lives and give purpose to their writing. At this level, students write an increasing number of complete sentences and build stamina to write for longer periods of time. In order to further develop their communication skills, students speak and listen in a range of situations, including small group, class and larger audiences. 

Lower School art is where students explore and express their creativity through a variety of mediums and study artists from diverse backgrounds. Learning is fluid and philosophically rooted in the idea that all children are artists and that growth comes from continuous practice, experimentation, and reflection. Highlights of projects Grade 1 students engage in include collaborating on an interactive installation based on the work of Yayoi Kusama, emulating the place-based style of Cree-Métis illustrator, Julie Flett, through collaboratively creating small group collages, creating life-sized penguins to complement their research study in the core classroom, creating animal collages inspired by the work of Eric Carle, and painting detailed owls using pen and watercolor in response to reading Owl Moon. First graders have Art two times during each eight-day cycle. 

The Garden to Table program aims to create curious eaters and growers by promoting intentional interactions with the natural world. It also aims to develop empathy for animal and plant life where students become community stewards and responsible global citizens. The program provides hands-on opportunities where young cooks and gardeners cultivate curiosity by exploring food systems and grow as lifelong learners. 

In Grade 1, cooks and gardeners deepen their understanding of our connected food system, and they continue to observe the life cycles of animals and plants. Beginning cooks learn knife skills and identify the five tastes while engaging in projects that connect with the core classroom. The Garden to Table classroom is an indoor/outdoor space where all learners have access and agency, and where cross-disciplinary connections make learning multi-dimensional. First graders learn in the garden and kitchen twice during each eight-day cycle rotation.

 

In Grade 1, students enter a new stage of social development where they are interested in celebrations and traditions, as well as their individual heritage. Emphasis in Grade 1 Social Studies is placed on learning about family structures, building knowledge of world cultures and traditions, and making connections between student and family identities. Honoring and highlighting holiday celebrations and heritage and history months are weaved throughout the first grade social studies curriculum.

First Grade students, in Music, build on foundational music skills through learning that introduces and reinforces a wide range of musical concepts, including iconic music notations. They develop pitch and practice singing alone and with others through call-and-response, echo songs, movement, and singing games from different cultures. First graders have Music two times during each eight-day cycle rotation.

In First Grade in DBi, student designers build on previous learning to deepen and broaden their engineering design skills with a focus on paper and cardboard prototyping. An emphasis at this level is developing student collaboration skills in teams to solve problems in design challenges. Students work in the DBi Lab ten times within a semester of learning.