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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/
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