A P A R E N T ’ S G U I D ET O

Grade 1Integrated Curriculum

• Art

• General Music

• Health Education

• Information Literacy

• Mathematics

• Physical Education

• Reading

• Science & Engineering

• Social Studies

• Writing

VISIONA high-quality education is the fundamental right of every child. All children will receive the respect, encouragement, and opportunities they need to build the knowledge, skills, and attitudes to be successful, contributing members of a global society.

Board of Education

Mr. Christopher S. BarclayPresident

Ms. Shirley BrandmanVice President

Ms. Laura Berthiaume

Dr. Judith R. Docca

Mr. Michael A. Durso

Mr. Philip Kauffman

Mrs. Patricia B. O’Neill

Mr. Alan XieStudent Member

School Administration

Dr. Joshua P. StarrSuperintendent of Schools

Mr. Larry A. BowersChief Operating Officer

Dr. Frieda K. LaceyDeputy Superintendent of Schools

850 Hungerford Drive Rockville, Maryland 20850 www.montgomeryschoolsmd.org

Grade 1 Integrated Curriculum • 1

Montgomery County Public Schools Pre-K–5 Instructional Programs

ArtGOALS:  Students will develop the knowledge and skills essential to creating, analyzing, and responding to art by—  •   identifying, describing, representing, and comparing com-

ponents of the environment in visual compositions;  •   identifying, selecting, and organizing the elements of art 

and principles of design to create visual compositions using appropriate processes and materials; and

  •   generating a variety of responses to artwork, including transforming personal thoughts and feelings into visual compositions using the elements of art and principles of design.

General MusicGOALS:  Students will develop the knowledge and skills essen-tial to creating, performing, and responding to music by—  •   organizing musical ideas and sounds creatively;  •   refining skills necessary to perform alone and in an 

ensemble while learning to read and notate music; and  •   making aesthetic judgments through music analysis and 

response.

Health EducationGOALS:  Students will develop the knowledge and skills essential to developing behaviors and strategies that promote lifelong wellness by—  •   identifying and describing strategies to stay safe;  •   understanding accurate health information; and  •   making healthful decisions throughout their lives.

Information LiteracyGOALS:  Students will develop the knowledge and skills essential to becoming lifelong learners who are information  literate by—   •   locating and evaluating resources;  •   analyzing and synthesizing information to ethically com-

municate new understandings; and   •   following an inquiry process—analyzing information 

needs, thinking critically, solving problems, and communi-cating effectively using literature and multimedia resources. 

MathematicsGOALS:  Students will develop the knowledge and skills essential to achieving mathematical proficiency by—  •   developing both conceptual understanding and proce-

dural fluency;  •   thinking and reasoning mathematically; and   •   using mathematics to solve problems in authentic contexts.

Physical EducationGOALS:  Students will develop the knowledge and skills essential to becoming responsible citizens who are both physi-cally educated and health literate by—  •   setting and achieving personally challenging goals to dis-

play the skills and practices needed in physical activity;  •   applying higher order thinking skills to human movement; and  •   designing personal movement and fitness plans that sus-

tain a healthy lifestyle. 

ReadingGOALS:  Students will develop the knowledge and skills essential to becoming literate, thoughtful communicators, capable of controlling language effectively by—  •   strategically reading literary and informational 

instructional-leveled texts with fluency, purpose, and comprehension;

  •   using skills and strategies widely as tools for learning and reflection; and 

  •   understanding and appreciating language and literature as catalysts for deep thought and emotion.

Science & EngineeringGOALS:  Students will develop the knowledge and skills essential to becoming literate in science, technology, and engineering by—  •   thinking critically, solving problems, and communicating 

effectively;   •   tackling ever more challenging issues; and   •   seeking understanding to support solutions.

Social StudiesGOALS:  Students will develop the knowledge and skills essential to developing a balanced and integrated understand-ing of systems of culture, economics, geography, and politics and the history of their development by—  •   applying concepts and knowledge of the past to problem-

solving real-world issues of the present;  •   critically examining human interactions and evaluating 

their role as an effective citizen; and  •   communicating social studies concepts clearly in multiple 

formats and putting theory into practice as a citizen.

WritingGOALS:  Students will develop the knowledge and skills essential to becoming literate, thoughtful communicators, capable of controlling language effectively by—  •   composing narrative, informative/explanatory, and opin-

ion texts as tools for learning and reflection;  •   conducting research and writing projects for a range of 

discipline-specific tasks, purposes, and audiences; and   •   evaluating relevant information from print and digital 

sources and using a variety of digital tools to produce and publish writing.

2 • Grade 1 Integrated Curriculum

Grade 1 Integrated CurriculumThe Elementary Integrated Curriculum (EIC) blends reading and mathematics instruction with lessons in science, social studies, music, art, information literacy, health education, and physical education in a way that spurs creativity and critical thinking skills. Students will receive robust instruction across all subjects in the early grades. The curriculum is built around developing students’ critical and creative thinking skills, as well as essential academic success skills, which will lead to college and career readiness in the 21st century.

In the Grade 1 Integrated Curriculum, critical and creative thinking skills as well as academic success skills are identified for each marking period. These skills are explicitly taught using concepts and topics identified by marking period in each content area and provide a focus for integration across content areas. This document provides an outline of these skills and the curriculum concepts and topics that are the focus of instruction for Grade 1 students by marking period.

Grade 1 Critical Thinking, Creative Thinking, and Academic Success Skills

Marking Period 1

Analysis (critical thinking skill)—breaking down a whole into parts that may not be immediately obvious and examining the parts so that the structure of the whole is understood:

•  Identify and describe attributes•  Compare by identifying similarities and differences•  Sort and classify into categories•  Identify and describe patterns and the relationships 

within patterns•  Identify relationships among parts of a whole

Collaboration (academic success skill)—working effec-tively and respectfully to reach a group goal:

•  Demonstrate active listening and empathy in com-municating with group members

•  Solicit and respect multiple and diverse perspectives to broaden and deepen understanding

•  Demonstrate teamwork by working productively with others

Marking Period 2Fluency (creative thinking skill)—generating multiple responses to a problem or an idea:

•  Generate ideas using multiple strategies •  Ask questions in a variety of ways 

Intellectual Risk Taking (academic success skill)—accept-ing uncertainty or challenging the norm to reach a goal:

•  Adapt and make adjustments to meet challenges when seeking solutions 

•  Demonstrate willingness to accept uncertainty by sharing ideas, asking questions, or attempting novel tasks

Marking Period 3Synthesis (critical thinking skill)—putting parts together to build understanding of a whole concept or to form a new or unique whole:

•  Organize parts to form a new or unique whole•  Integrate ideas, information, and theories to invent 

or devise a solution

Effort/Motivation/Persistence (academic success skill)—working diligently and applying effective strategies to achieve a goal or solve a problem; continuing in the face of obstacles and competing pressures:

•  Demonstrate strategies to achieve a goal or solve a problem

•  Self-assess effectiveness of strategies and redirect efforts to achieve a goal or obtain a solution to a problem

•  Identify an achievable, yet challenging goal•  Identify and describe the outcome of a goal

Marking Period 4Originality (creative thinking skill)—creating ideas and solutions that are novel or unique to the individual, group, or situation:

•  Create a new idea, process, or product using multiple and varied formats 

•  Plan and formulate a new, unique, or alternative solution to a problem or situation 

•  Transform an idea, process, or product into a new form

Metacognition (academic success skill)—knowing and being aware of one’s own thinking and having the ability to monitor and evaluate one’s own thinking:

•  Examine one’s own thoughts and ideas to identify background knowledge

•  Explain thinking processes•  Self-monitor strategies to assess progress and apply 

new thinking•  Seek clarification and adapt strategies to attain 

learning task/outcome

 

Grade 1 Integrated Curriculum • 3

Con

cept

s and

Top

ics

Stud

ents

Lea

rn in

Gra

de 1

Mar

king

Per

iod

1A

naly

sis a

nd C

olla

bora

tion

Gen

eral

Mus

ic• 

Rout

ines

 and

 rule

s• 

Stea

dy b

eat

• M

usic

al c

ues

• Vo

cal r

egist

ers 

• C

lass

room

 instr

umen

ts• 

Imita

tion 

on in

strum

ents

• Sa

me 

and 

diff e

rent

 sect

ions

 in m

usic

• M

usic

 in h

ome,

 scho

ol, a

nd c

omm

unity

Info

rmat

ion

Lite

racy

• Bo

rrow

ing 

rout

ines

 and

 rule

s• 

Car

e of

 boo

ks• 

Fict

ion 

Attr

ibut

es• 

Non

fi ctio

n at

trib

utes

• O

rgan

izatio

n of

 libr

ary

• Pe

rson

al in

form

atio

n ne

ed• 

Relat

ions

hips

 with

in fi 

ctio

n an

d no

nfi ct

ion

Mat

hem

atic

s• 

Mat

h ro

utin

es• 

Cou

ntin

g to

 120

, sta

rtin

g at

 any

 num

ber

less

 than

 120

• Pl

ace V

alue

: ten

s and

 one

s• 

Com

paris

on: 2

-dig

it nu

mbe

rs• 

Ten 

mor

e, te

n le

ss• 

Part

-who

le c

once

pts (

1-di

git n

umbe

rs):

deco

mpo

sing

• Ad

ditio

n an

d su

btra

ctio

n sit

uatio

ns fo

r 1-

digi

t num

bers

• C

ateg

oric

al d

ata:

 bar

 gra

phs, 

pict

ogra

phs

Wri

ting

• W

orks

hop 

rout

ines

• N

arra

tive 

writ

ing

• In

form

ativ

e/ex

plan

ator

y w

ritin

g• 

Opi

nion

 writ

ing

• Id

eas a

nd d

evel

opm

ent

• O

rgan

izatio

n• 

Con

vent

ions

 (spe

lling

 hig

h-fre

quen

cyw

ords

, pun

ctua

tion)

• C

onfe

renc

ing 

(rev

ise, e

dit)

• Pu

blish

ing

Art

• Sa

fety

 and

 resp

onsib

ility

 in th

e ar

t roo

m• 

Dire

ctio

n an

d ty

pes o

f lin

es• 

Org

anic

 and

 geo

met

ric sh

apes

• Ex

pres

sion 

of p

erso

nal m

eani

ng th

roug

h co

lor

• 3–

D, g

eom

etric

, and

 org

anic

 form

s• 

Reas

ons f

or c

reat

ing 

art

• Re

spon

ding

 to a

rt• 

Com

mun

icat

ing 

idea

s

Rea

din

g• 

Lite

racy

 Rou

tines

• Li

tera

ry T

ext: 

pros

e an

d po

etry

; key

 det

ails;

 be

fore

, dur

ing,

 and

 afte

r rea

ding

 stra

tegi

es; 

story

 stru

ctur

e; Ju

nior

 Gre

at B

ooks

 shar

ed 

inqu

iry• 

Info

rmat

iona

l Tex

t: te

xt fe

atur

es; b

efor

e, 

durin

g, a

nd a

fter r

eadi

ng st

rate

gies

; key

 det

ails

• Vo

cabu

lary

• Ph

onic

s, w

ord 

reco

gniti

on, r

eadi

ng fl 

uenc

y• 

Han

dwrit

ingSo

cial

Stu

die

s• 

Impo

rtan

ce o

f rul

es 

• R

ight

s, re

spon

sibili

ties, 

and 

choi

ces 

• Le

ader

ship

 and

 aut

horit

y• 

Con

trib

utio

ns o

f peo

ple 

impo

rtan

t to 

the 

Amer

ican

 pol

itica

l sys

tem

• U

nite

d St

ates

 sym

bols 

and 

prac

tices

Scie

nce

& E

ngin

eeri

ng• 

Com

paris

ons o

f pla

nts a

nd a

nim

als

• Re

latio

nshi

ps b

etw

een 

fulfi 

llmen

t of b

asic

 ne

eds a

nd o

bser

vabl

e fe

atur

es o

f ani

mal

s• 

Basic

 nee

ds o

f ani

mal

s• 

Part

s of l

ivin

g th

ings

Phy

sica

l Ed

ucat

ion

• Sp

atia

l aw

aren

ess (

gene

ral, 

self

)• 

Loco

mot

or sk

ills (

hopp

ing,

 jum

ping

, sl

idin

g, g

allo

ping

, and

 skip

ping

)• 

Pers

onal

 and

 Soc

ial R

espo

nsib

ility

 (r

ules

, rou

tines

)• 

Leve

ls (lo

w, m

ediu

m, h

igh)

• D

irect

ions

 (for

war

d, b

ackw

ard,

 side

way

s)

Hea

lth

Ed

ucat

ion

• D

ecisi

on-m

akin

g• 

Safe

ty a

roun

d an

imal

s• 

Eff e

ctiv

e co

mm

unic

atio

n• 

Emot

iona

l res

pons

es• 

Resp

ondi

ng to

 an 

emer

genc

y• 

Rela

tions

hip 

betw

een 

food

 and

 sens

es• 

Food

 Gui

de P

yram

id

4 • Grade 1 Integrated Curriculum

Con

cept

s and

Top

ics

Stud

ents

Lea

rn in

Gra

de 1

Mar

king

Per

iod

2In

telle

ctua

l Ris

k Ta

king

and

Flue

ncy

Gen

eral

Mus

ic• 

Loud

/sof

t and

 fast/

slow

• Im

itatio

n on

 instr

umen

ts• 

Stea

dy b

eat

• Lo

ng a

nd sh

ort s

ound

s• 

Num

ber o

f sou

nds o

n a 

beat

• Pa

trio

tic so

ngs

• Au

dien

ce b

ehav

ior

• Q

uart

er a

nd e

ight

h no

tes

• So

 and

 mi

• R

hyth

mic

 and

 mel

odic

 pat

tern

s

Info

rmat

ion

Lite

racy

• To

pic 

choi

ce• 

Sour

ce a

ttrib

utes

 to lo

cate

 ans

wer

s: ke

ywor

ds, 

text

 feat

ures

• N

ote 

taki

ng a

ttrib

utes

• Pr

oduc

t dev

elop

men

t: m

ain 

idea

, fac

t and

 op

inio

n, fo

rmat

 for p

rese

ntat

ion

• C

iting

 sour

ces

Mat

hem

atic

s• 

Plac

e va

lue 

and 

repr

esen

tatio

n: d

ecom

posin

g an

d co

mpo

sing 

2-di

git n

umbe

rs• 

Mea

ning

 of e

qual

 sign

 • 

Prob

lem

-sol

ving

 stra

tegi

es: 1

- and

 2-d

igit 

addi

tion 

and 

subt

ract

ion

• Ad

ding

 thre

e nu

mbe

rs: s

ums t

o 20

Wri

ting

• N

arra

tive 

writ

ing

• In

form

ativ

e/ex

plan

ator

y w

ritin

g—sh

ared

 rese

arch

• O

pini

on w

ritin

g• 

Idea

s and

 dev

elop

men

t• 

Org

aniza

tion

• Vo

ice

• Se

nten

ce fl 

uenc

y• 

Con

vent

ions

 (spe

lling

 pat

tern

s and

 hig

h-fre

quen

cy w

ords

, par

ts of

 spee

ch, 

capi

taliz

atio

n, p

unct

uatio

n—co

mm

as)

• C

onfe

renc

ing 

 (rev

ise, e

dit)

• Pr

esen

ting

Rea

din

g• 

Lite

rary

 Tex

t: pr

ose 

and 

poet

ry; b

efor

e, d

urin

g, 

and 

afte

r rea

ding

 stra

tegi

es; k

ey d

etai

ls, 

com

paris

on o

f cha

ract

ers; 

story

 ele

men

ts; st

ory 

illus

trat

ions

; cen

tral

 mes

sage

 or l

esso

n; Ju

nior

 G

reat

 Boo

ks sh

ared

 inqu

iry• 

Info

rmat

iona

l Tex

t: be

fore

, dur

ing,

 and

 afte

r re

adin

g str

ateg

ies; 

key 

deta

ils; m

eani

ng o

f ill

ustr

atio

ns 

• Vo

cabu

lary

• Ph

onic

s, w

ord 

reco

gniti

on, r

eadi

ng fl 

uenc

y

Scie

nce

& E

ngin

eeri

ng• 

Livi

ng th

ings

 and

 non

livin

g ob

ject

s• 

Mov

emen

t of o

bjec

ts• 

Eff e

cts o

f mag

nets 

on o

bjec

ts

Phy

sica

l Ed

ucat

ion

• Re

latio

nshi

ps w

ith se

lf (w

ide,

 nar

row,

 roun

d, 

twist

ed)

• N

on-lo

com

otor

 mov

emen

ts (b

end,

 pul

l, str

etch

, tur

n, tw

ist, p

ush,

 swin

g, li

ft)• 

Eff e

ct o

f exe

rcise

 on 

the 

body

 (hea

rt, l

ungs

, sk

in)

• C

atch

ing 

(bou

nced

 ball

, ball

 tosse

d un

derh

and)

• Th 

row

ing 

(ste

p w

ith o

ppos

ition

)• 

Skill

s dev

elop

 ove

r tim

e w

ith p

ract

ice

Hea

lth

Ed

ucat

ion

• Fa

mily

 uni

ts an

d re

latio

nshi

ps• 

Stra

nger

 safe

ty• 

Eff e

cts o

f tob

acco

 on 

wel

lnes

s• 

Hum

an g

row

th• 

Ger

ms

• M

edic

ines

Soci

al S

tud

ies

• Pe

ople

 shar

e an

d bo

rrow

 cul

ture

s• 

Diff 

eren

ces b

etw

een 

past 

and 

pres

ent

• Pe

ople

 and

 obj

ects 

of to

day 

and 

long

 ago

Art

• Li

nes, 

shap

es, t

extu

res, 

and 

patte

rns i

n th

e en

viro

nmen

t• 

Sket

ches

: dev

elop

ing 

idea

s fro

m o

bser

vatio

n, 

mem

ory, 

and 

imag

inat

ion

• C

olor

: prim

ary, 

seco

ndar

y, w

arm

, coo

l• 

Ove

rlapp

ing

• Sh

apes

 com

bine

d to

 mak

e im

ages

• C

hoic

e of

 mat

eria

ls• 

Crit

ique

s

Grade 1 Integrated Curriculum • 5

Con

cept

s and

Top

ics

Stud

ents

Lea

rn in

Gra

de 1

Mar

king

Per

iod

3Eff

ort

/Mot

ivat

ion/

Pers

iste

nce

and

Synt

hesi

s

Gen

eral

Mus

ic• 

So a

nd m

i• 

Mov

emen

t to 

mus

ic• 

Cla

ssro

om in

strum

ents

• Im

prov

isatio

n• 

Qua

rter

 and

 eig

hth 

note

s• 

Not

atio

n• 

Attr

ibut

es o

f a q

ualit

y pe

rform

ance

• Ev

alua

te a

 per

form

ance

 • 

Sing

ing 

gam

es fr

om w

orld

 cul

ture

s

Info

rmat

ion

Lite

racy

• Re

sour

ce a

ttrib

utes

: loc

ate 

and 

dete

rmin

e co

rrec

t mat

ch• 

Sour

ce a

ttrib

utes

: tex

t fea

ture

s, ke

ywor

ds• 

Not

e ta

king

: key

wor

ds a

nd v

erify

ing 

info

rmat

ion

• Pr

oduc

t dev

elop

men

t, pe

rson

al c

onne

ctio

ns,

 sum

mar

izin

g, d

raw

ing 

conc

lusio

ns, 

layo

ut d

esig

n

Mat

hem

atic

s• 

Dire

ct c

ompa

rison

: ord

erin

g ob

ject

s by 

leng

th• 

Leng

th: n

onsta

ndar

d un

its• 

Rela

tions

hips

 and

 pro

pert

ies o

f add

ition

 and

 su

btra

ctio

n• 

Fact

 fam

ilies

 (sum

s thr

ough

 10)

• Fi

ndin

g th

e un

know

n in

 an 

equa

tion

• Ad

ditio

n: 1

-dig

it to

 2-d

igit 

num

bers

 (c

oncr

ete 

mod

els a

nd d

raw

ings

)• 

Addi

tion:

 2-d

igit 

num

bers

 to  2

-dig

it m

ultip

les 

of 1

0 (c

oncr

ete 

mod

els a

nd d

raw

ings

)• 

Subt

ract

ion:

 2-d

igit 

mul

tiple

s of 1

0 (c

oncr

ete 

mod

els a

nd d

raw

ings

)

Wri

ting

• N

arra

tive 

writ

ing

• In

form

ativ

e/ex

plan

ator

y w

ritin

g• 

Opi

nion

 writ

ing

• Id

eas a

nd d

evel

opm

ent (

topi

c, fa

cts)

• O

rgan

izatio

n (c

losu

re)

• W

ord 

choi

ce• 

Con

vent

ions

 (spe

lling

 pat

tern

s, pa

rts o

f spe

ech,

capi

taliz

atio

n, p

unct

uatio

n—co

mm

as, s

impl

e an

d co

mpo

und 

sent

ence

s)• 

Con

fere

ncin

g (r

evise

, edi

t)

Art

• C

olor

 and

 line

 to e

xpre

ss p

erso

nal m

eani

ng• 

3–D

 geo

met

ric a

nd o

rgan

ic fo

rms

• Re

pres

enta

tions

 from

 obs

erva

tion,

 mem

ory, 

and 

imag

inat

ion

• Te

xtur

e: ty

pes, 

how

 thin

gs fe

el• 

Surfa

ce d

ecor

atio

n• 

Art v

ocab

ular

y to

 des

crib

e th

e ar

tistic

 pro

cess

• Se

lf-as

sess

men

t• 

Form

 and

 func

tion

• Pr

oced

ures

 for c

reat

ing 

art

Rea

din

g• 

Lite

rary

 Tex

t: Ju

nior

 Gre

at B

ooks

 shar

ed 

inqu

iry; k

ey d

etai

ls; b

efor

e, d

urin

g, a

nd a

fter 

read

ing 

strat

egie

s; ill

ustr

atio

ns a

nd d

etai

ls to

 des

crib

e sto

ry e

lem

ents;

 sim

ilarit

ies a

nd 

diff e

renc

es b

etw

een 

char

acte

rs• 

Info

rmat

iona

l Tex

t: in

form

atio

n in

 ill

ustr

atio

ns; s

imila

ritie

s and

 diff 

eren

ces 

betw

een 

text

s; te

xt fe

atur

es; b

efor

e, d

urin

g, 

and 

afte

r rea

ding

 stra

tegi

es; m

ain 

topi

c; re

tell 

key 

deta

ils; c

onne

ctio

ns; a

utho

r’s re

ason

s• 

Voca

bula

ry• 

Phon

ics, 

wor

d re

cogn

ition

, rea

ding

 fl ue

ncy

Soci

al S

tud

ies

• Pe

ople

 mod

ify, p

rote

ct, a

nd a

dapt

 to th

eir 

envi

ronm

ent

• G

eogr

aphi

c to

ols u

sed 

to lo

cate

 and

 des

crib

e pl

aces

 on 

Eart

h• 

Geo

grap

hic 

char

acte

ristic

s

Scie

nce

& E

ngin

eeri

ng• 

Nat

ural

 feat

ures

 of E

arth

’s su

rface

 • 

Cha

nges

 in th

e en

viro

nmen

t and

 on 

Eart

h’s 

surfa

ce• 

Nat

ural

 and

 man

-mad

e ob

ject

s in 

the 

envi

ronm

ent

• H

uman

 act

ions

 that

 har

m th

e en

viro

nmen

t

Phy

sica

l Ed

ucat

ion

• Ju

mp 

and 

land

ing 

(fi ve

 form

s, he

ight

 and

 di

stanc

e, o

ver a

 self-

turn

ed ro

pe)

• G

oal s

ettin

g• 

Balan

ce (b

ase o

f sup

port,

 cent

er o

f gra

vity,

 stat

ic)• 

Wei

ght t

rans

fer (

trav

el o

n bo

dy p

arts,

 feet

 to 

hand

s, fe

et to

 bac

k to

 rock

, on 

and 

acro

ss 

low

 equ

ipm

ent)

• Si

dew

ays r

oll (

long

, nar

row,

 cur

led)

• C

reat

ive 

mov

emen

t

Hea

lth

Ed

ucat

ion

• Fa

mily

 uni

ts an

d re

latio

nshi

ps• 

Stra

nger

 safe

ty• 

Eff e

cts o

f tob

acco

 on 

wel

lnes

s• 

Hum

an g

row

th• 

Ger

ms

• M

edic

ines

6 • Grade 1 Integrated Curriculum

Con

cept

s and

Top

ics

Stud

ents

Lea

rn in

Gra

de 1

Mar

king

Per

iod

4O

rigi

nalit

y an

dM

etac

ogni

tion

Gen

eral

Mus

ic• 

Qua

rter

 rest

• M

usic

al g

enre

s• 

Rhy

thm

ic d

icta

tion

• Im

prov

isatio

n• 

Met

er th

roug

h m

ovem

ent

• N

otat

ion

• O

stina

ti• 

Song

s and

 tona

l pat

tern

s• 

Com

posit

ion

• La

, So,

 and

 Mi

Info

rmat

ion

Lite

racy

• Q

uesti

onin

g an

d ke

ywor

d (in

quiry

) str

ateg

ies 

• Re

sour

ce/s

ourc

e at

trib

utes

: prin

t, on

line,

 m

ultim

edia

• St

rate

gies

 for fi

 ndi

ng, o

rgan

izin

g, a

nd 

reco

rdin

g an

swer

s to 

ques

tions

• H

ow a

nd w

hy to

 cite

 sour

ces

• Pr

oduc

t dev

elop

men

t inf

eren

ces, 

tech

nolo

gy u

se

Mat

hem

atic

s• 

Addi

tion:

 1-d

igit 

to 2

-dig

it nu

mbe

rs 

(writ

ten 

met

hod)

• Ad

ditio

n: 2

-dig

it nu

mbe

rs to

 2-d

igit 

mul

tiple

s of 1

0 (w

ritte

n m

etho

d)• 

Subt

ract

ion:

 2-d

igit 

mul

tiple

s of 1

0 (w

ritte

n m

etho

d)• 

2- a

nd 3

-dim

ensio

nal s

hape

s: at

trib

utes

, co

mpo

sing 

to c

reat

e a 

new

 shap

e, p

artit

ioni

ng 

2-di

men

siona

l sha

pes i

nto 

equa

l par

ts• 

Tim

e on

 ana

log 

and 

digi

tal c

lock

s: ho

urs, 

half-

hour

s

Wri

ting

• N

arra

tive 

writ

ing

• In

form

ativ

e/ex

plan

ator

y w

ritin

g• 

Opi

nion

 writ

ing

• Id

eas a

nd D

evel

opm

ent

• O

rgan

izatio

n• 

Con

vent

ions

 (spe

lling

 pat

tern

s, pa

rts o

f sp

eech

, cap

italiz

atio

n, p

unct

uatio

n, si

mpl

e and

 com

poun

d se

nten

ces)

• C

onfe

renc

ing 

(rev

ise, e

dit)

Art

• Ex

perim

enta

tion:

 exp

ress

ion 

of th

ough

ts an

d fe

elin

gs• 

Form

s: 3–

D, o

rgan

ic, a

nd g

eom

etric

• C

hoic

e of

 mat

eria

ls• 

Elem

ents 

of a

rt a

nd p

rinci

ples

 of d

esig

n ob

serv

ed in

 the 

envi

ronm

ent

• Pa

ttern

: rep

etiti

on a

nd c

ente

r of i

nter

est

• C

reat

ion 

and 

resp

onse

 to a

rtw

ork:

 art

istic

 pr

oces

ses a

nd p

erso

nal r

espo

nse 

Rea

din

g• 

Lite

rary

 Tex

t: ill

ustr

atio

ns a

nd d

etai

ls to

 des

crib

e sto

ry 

elem

ents;

 bef

ore,

 dur

ing,

 and

 afte

r rea

ding

 stra

tegi

es; 

com

pare

/con

tras

t cha

ract

er’s 

expe

rienc

es; k

ey d

etai

ls; 

cent

ral m

essa

ge; J

unio

r Gre

at B

ooks

 shar

ed in

quiry

• In

form

atio

nal T

ext: 

diff e

renc

es b

etw

een 

liter

ary 

and 

info

rmat

iona

l tex

t; ill

ustr

atio

ns a

nd d

etai

ls to

 des

crib

e ke

y id

eas; 

simila

ritie

s and

 diff 

eren

ces b

etw

een 

text

s; te

xt 

feat

ures

; bef

ore,

 dur

ing,

 and

 afte

r rea

ding

 stra

tegi

es; 

conn

ectio

ns; m

ain 

topi

c/ke

y id

eas; 

auth

or’s 

reas

ons

• Vo

cabu

lary

• Ph

onic

s, w

ord 

reco

gniti

on, r

eadi

ng fl 

uenc

y

Soci

al S

tud

ies

• Ec

onom

ic c

hoic

es a

bout

 goo

ds a

nd se

rvic

es• 

Prod

uctio

n pr

oces

s• 

Tech

nolo

gy a

ff ect

s the

 way

 peo

ple 

live,

 w

ork,

 and

 pla

y• 

Mar

kets 

in th

e co

mm

unity

• G

oods

 and

 serv

ices

Scie

nce

& E

ngin

eeri

ng• 

Hum

an a

ctio

ns th

at a

ff ect

 the 

envi

ronm

ent 

• C

onse

rvat

ion 

and 

prot

ectio

n of

 nat

ural

 re

sour

ces P

hysi

cal E

duc

atio

n• 

Kic

k – 

statio

nary

 obj

ect, 

drib

blin

g• 

Bene

fi ts o

f exe

rcise

 – e

ff ect

s on 

hear

t rat

e• 

Volle

ying

 to st

rike 

(ligh

twei

ght o

bjec

ts us

ing 

vario

us b

ody 

part

s, un

derh

and 

strik

e)• 

Fitn

ess c

ompo

nent

s (ae

robi

c fi t

ness

, mus

cula

r str

engt

h, fl 

exib

ility

)• 

Skill

s dev

elop

 ove

r tim

e (a

pply

ing 

cues

 and

 fe

edba

ck)

Hea

lth

Ed

ucat

ion

• C

onse

quen

ces a

nd a

void

ance

 of a

lcoh

ol u

se• 

Food

, fi tn

ess, 

and 

body

 hea

lth• 

Hea

lth c

are 

serv

ices

Grade 1 Integrated Curriculum • 7

Curriculum ResourcesFor more information about the Elementary Integrated Curriculum, including videos, the EIC framework, and other resources, see www.montgomeryschoolsmd.org/curriculum/integrated/

Art•   National Art Educators Association, www.art

educators.org/. This dynamic community of practice is where visual arts teachers, scholars, researchers and professors, students, administrators, art museum educa-tors, and artists come together around a shared belief in the power of the arts in developing human poten-tial. Contact 1806 Robert Fulton Drive, Suite 300, Reston, VA 20191. Call 703-860-8000.

•   Maryland Art Education Association, www.mdarted.org/index.html. The purpose of this organization is to encourage, strengthen, and promote the role of the visual arts in education.

•   Artful Thinking, www.pz.harvard.edu/at/index.cfm. The goal of the Artful Thinking program is to help students develop thinking dispositions that support thoughtful learning—in the arts and across school subjects. The program is one of several at Project Zero linked by the theme “Visible Thinking.”

General Music•   MENC, The National Association for Music Education, 

www.menc.org/. Since 1907, MENC has worked to ensure that every student has access to a well-balanced, comprehensive, and high-quality program of music instruction taught by qualified teachers. Contact  1806 Robert Fulton Drive, Reston, VA 20191.  Call 703-860-4000 or 800-336-3768.

•   Why Music Education?, www.menc.org/resources/view/why-music-education-2007. This resource contains a collection of facts, figures, and quotes speaking to the inherent value of music education and its role in educa-tion and in life.

•   Maryland Music Educators Association, www.mmeamaryland.org/. The mission of the Maryland Music Educators Association is to advance music education in Maryland schools.

•   Classics for Kids, www.classicsforkids.com/. The Classics for Kids® lesson plans and teaching resources give parents practical, effective plans and activities that use classical music to help children learn and meet national and state standards.

Health Education•   Montgomery County Public Schools Comprehensive

Health Education, www.montgomeryschoolsmd.org/curriculum/health/resources/. This link is part of the MCPS Comprehensive Health Education site. In addi-tion to this listing of web resources identified by units, key concepts, standards, and indicators can be accessed. Parents can learn more about the vision, goals, and instructional approach used to promote wellness and self-regulation. 

How Parents Can HelpYou want your child to succeed in school and in life. There are many ways to encourage him or her to achieve. Following are some of the many ways you can help your child get the most out of school:

• Show interest in what your child is doing in school.

• Set high expectations for your child. Make it clear that school should be his or her first priority.

• Dedicate at least 15 minutes each day to talking with your child and reading with him or her.

• Provide a quiet place for your child to study.

• Help your child with his or her homework.

• Limit the amount of television your child watches and discuss what he or she sees on television.

• Monitor the amount of time your child spends playing video games or surfing the Internet.

• Volunteer to help with school activities and try to get other parents involved as well.

• Talk with your child’s teachers regularly about your child’s progress and what you can do to help him or her improve.

• Encourage your child to complete challenging work.

Adapted from A Parent’s Guide to Achievement Matters Most, Maryland State Department of Education.

8 • Grade 1 Integrated Curriculum

•   National Institutes of Health, health.nih.gov/ and (National Institutes of Health) National Institute of Child Health and Human Development, www.nichd.nih.gov/health/topics. This site contains comprehensive lists of health and human development topics compiled by the Department of Health & Human Services. Also available on the sites are searchable lists of health pub-lications, links to health education projects, interactive student site links, and educational materials. Contact National Institutes of Health 9000 Rockville Pike, Bethesda, MD 20892. Call 301-496-4000.

•   Centers for Disease Control and Prevention (CDC), www.cdc.gov/tobacco/. This site provides credible health information fact sheets, resources, and links to interac-tive student websites such as information related to the health risks from tobacco product use. Contact Centers for Disease Control and Prevention, 1600 Clifton Road, Atlanta, GA 30333. Call 800-CDC-INFO (800-232-4636).

•   KidsHealth, kidshealth.org/. This is an interactive site for parents, students, and educators with research-based information about the most common health education topics.

Information Literacy•   American Association of School Librarians—Parents

page, www.ala.org/ala/mgrps/divs/aasl/aboutaasl/aaslcommunity/quicklinks/parents.cfm. This page contains many helpful links for parents.

•   Montgomery County Public Schools School Library Media Programs, www.montgomeryschoolsmd.org/departments/media/programs/. This page contains many helpful links for parents.

•   Montgomery County Public Schools Homework Resources, www.montgomeryschoolsmd.org/students/homework.aspx. This site contains subscription and general resources for parents and students.

•   Commonsense Media, www.commonsensemedia.org/. This site is dedicated to improving the lives of kids and families by providing the trustworthy information, education, and independent voice they need to thrive in a world of media and technology. 

•   Boolify, www.boolify.org/index.php. This site makes it easier for students to understand their web search by illustrating the logic of their search, and by showing them how each change to their search instantly changes their results.

Mathematics•   National Council of Teachers of Mathematics

Illuminations, illuminations.nctm.org/. This site pro-vides a comprehensive organization of math investiga-tions, lessons, tools, and resources. Call 703-620-9840.

•   Helping Your Child Learn Math, www2.ed.gov/pubs/parents/Math/index.html. This resource provides math applications to real-life situations. The second edition of Helping Your Child Learn Math is for parents of children in kindergarten through fifth grade. It has been revised to include a variety of activities that will help children learn and apply mathematical concepts such as geometry, algebra, measurement, statistics, 

and probability in a useful and fun way. All of the activities in this book relate math to everyday life and complement many of the math lessons that children are learning in school. Call 800-USA-LEARN.

•   Common Core State Standards Initiative, www.corestan-dards.org/the-standards. The EIC is directly aligned with Common Core State Standards for Mathematics.

Physical Education•   Montgomery County Public Schools Physical

Education, www.montgomeryschoolsmd.org/curriculum/physed/. This site contains resources for parents and students. 

•   National Association for Sport and Physical Education, www.aahperd.org/naspe/about/relatedLinks/parents.cfm. This site contains links and publications to help parents learn more about today’s physical education and how it contributes to a child’s complete education. Also links to resources that can help parents learn more about youth sports issues. 

•   Head Start Body Start, www.aahperd.org/headstartbodystart/. Parents will find activities and tools to inspire creative, movement-based play and healthy food choices at home.

•  Let’s Move!, www.letsmove.gov/parentsmain This site provides helpful information and steps parents and children can take that make a real difference and help build healthy habits for life

•   Kidnetic, www.kidnetic.com/Parents/. This site is a great resource for raising a healthy child and offers a special section just for parents. Check out the Bright Papers and Frequently Asked Questions to get the facts about children and physical activity, healthy eating, and self-esteem.

Reading•   National Council of Teachers of English, http://www.

ncte.org/positions/statements/readtogether. This site is designed specifically to help parents help their chil-dren. Assorted topics. Contact NCTE, 1111 Kenyon Road, Urbana, IL 61801-1096. Call 217-328-3870 or 877-369-6283.

•  International Reading Association, http://www.reading.org/InformationFor/Parents.aspx. Go to a variety of topics—also in Spanish. Contact IRA, 444 North Capitol Street, NW, #630, Washington, D.C. 20001. Call 202-624-8800.

•  Helping Your Child Publication Series, http://www2.ed.gov/parents/academic/help/hyc.html. These resources provide parents with lessons and activities to help their school-aged and preschool children master reading, understand the value of homework, and develop skills.

•  Guide to Grammar and Writing, Capital Community College, Hartford, Conn. http://grammar.ccc.commnet.edu/grammar. This site contains an extensive collection of grammar, mechanics, language, usage, and writing topics, easily accessed by multiple indexes. This very comprehensive site addresses rules, examples, exercises, and quizzes. Call 806-906-5000.

Grade 1 Integrated Curriculum • 9

•  Read, Write, Now! Activities for Reading and Writing Fun, http://www.udel.edu/ETL/RWN/Activities.html. This site includes reading activities and reading lists for children through Grade 6. The site is listed as a resource in MCPS website Weblinks/“Internet Resources: Great for Homework.” Call 800-860-9228 or 800-872-5327.

Science & Engineering•  “Online Services for Montgomery County Public

Schools,” part of the MCPS Science Curriculum web-site, http://www.montgomeryschoolsmd.org/curriculum/sci-ence/. All services are available for home use. Subjects are broken down by elementary, middle, and high school.

•  National Science Teachers Association, http://www.nsta.org/portals/parents/. This site offers resources for par-ents who wish to help their children in science. Contact NSTA, 1840 Wilson Blvd., Arlington, VA 22201. Call 703-243-7100.

•  Helping Your Child Learn Science United States Department of Education booklet, http://www2.ed.gov/pubs/parents/Science/index.html. This site provides science activities for parents of children ages 3–10. Activities are available for home and the community. Call 800-USA-LEARN (800-872-5327) and ask for Publications for Parents.

•  Scholastic, http://www2.scholastic.com/browse/home.jsp. This is an interactive website with games, activities, and many resources for parents, teachers, and kids. Browse by grade level. Pre-K, K, 1–2, 3–5. 

Social Studies•  “Social Studies Resources and Links,” MCPS Social

Studies Curriculum website, http://www.montgom-eryschoolsmd.org/curriculum/socialstudies/. This site contains a very large number of resources, organized alphabetically by social studies topics.

•  Time for Kids, http://www.timeforkids.com/TFK. This siste includes resources appropriate for early elementary school students. 

•  America’s Story from America’s Library, http://www.americaslibrary.gov/cgi-bin/page.cgi. This Library of Congress site provides information on American history and includes video, audio, and interactive activities. 

•  National Geographic Xpeditions, http://www.nation-algeographic.com/xpeditions/lessons/. Produced by the National Geographic Society, this series of lesson plans is aligned with the United States Geography Standards. The site sorts by topic, standard, and grade level and contains an extensive lesson plan bank, each linked to a U.S. Geography Standard. The site teaches clear applica-tion skills geared toward addressing real-world issues. Contact National Geographic Society, P.O. Box 98199, Washington, D.C. 20090-8199. Call 800-647-5463.

Rockville, Maryland

Published by the Department of Materials Managementfor the Office of Curriculum and Instructional Programs 

1508.11ct • Editorial, Graphics & Publishing Services • 13,600 • 8.11

There are so many upgrades to the Elementary Integrated Curriculum, we’ve taken to calling it Curriculum 2.0!

New internationally driven standards in math, reading, and writing

Renewed focus on teaching the whole child

• Nurtures skills that build confidence and success• Engages students beyond reading and math, to spark greater interest

in science, social studies, information literacy, art, music, physical education, and health

Integrates thinking, reasoning, and creativity for a lifetime of learning

• Enhances learning by connecting subjects

MCPS CurriCuluM 2.0 is built around developing students’ critical and creative thinking skills, as well as essential academic success skills, so that students are well prepared for a lifetime of learning. We are upgrading the existing MCPS curriculum for the elementary grades in a way that will better engage students and teachers, and dedicate more learning time to subjects such as the arts, information literacy, science, social studies, and physical education. By blending these subjects with the core content areas of reading, writing, and mathematics, students will receive robust, engaging instruction across all subjects in the early grades – in short, we are building a stronger foundation at the elementary level.

To learn more—www.montgomeryschoolsmd.org/curriculum/2.0/