French Language Arts
In class, we work on building students' vocabulary through rich discussions, read-alouds, poems, games, and our daily routines. Each day, we go through the calendar and the weather orally, while we discuss daily and seasonal changes and practice question and answer formats. By incorporating daily social circles with questions and answers, students can share their feelings and opinions in a safe environment while developing empathy and problem-solving strategies. We will begin the year by reviewing the letters and sounds of the alphabet daily, then moving on to incorporate common sound blends (ou, ch, oi, on, en, an, au...) so that students can use them to sound out words when reading and writing.
Each day, we also work on our monthly high-frequency words so that students can quickly recognize them when reading, and they can begin to incorporate them into their writing more automatically. In class and in small reading groups, we will first work on one-to-one matching words read with words in the text, as well as introduce reading strategies to help sound out unknown words. We first begin with preparing our mouth to say the first letter sound, then stretching out the sounds of a word to sound it out slowly, and finding familiar parts (sound blends or smaller words) in a longer word. These strategies will also help as students begin to spell unknown words when writing. We also ask questions before, during, and after reading in order to ensure comprehension.
Once students have practiced vocabulary orally, they will begin to use familiar sentence starters in their written work. Many helpful tools will assist them when writing such as the word wall/writing binders/structures from their books or class charts to help them compose their own sentences. They will work on using proper spacing, capitals, and punctuation, then eventually adding dialogue and voice to their writing.
Students will also demonstrate their understanding and comprehension of a story by talking about the book when answering different questions and summarizing the beginning, middle, and end, making personal connections to a story, and making predictions. while also using this template to create their own stories when writing.
Math
In math, students will work on counting forward and backward from different starting points to and from 100. We will also continue practicing skip counting by 2's to 20, by 5's and 10's to 100. First term we focus mainly on counting to/from 50, second term to/from 75, and third term to/from 100.
We will also practice representing numbers to 10 in a variety of ways by using the numeral, pictures, 10 frames, fingers, objects, dice, tallies, etc., as well as quickly recognizing familiar arrangements of numbers to 10. Students will partition numbers to 10 by showing all the different ways we can break a number up into two groups, as well as showing one/two more and one/two less than a given number. First term we work with numbers to 13, second term with numbers to 16, and third term to 20---moving along only when students are ready.
In patterning, our class has created and extended patterns of 2 to 4 elements using objects, letters, actions, and sounds. Students will also learn the characteristics of 2D/3D shapes to help them identify and sort them according to various rules.
We will explore the concept of measurement by comparing the length (la longueur) of objects using key vocabulary (plus court-shorter) and (plus long-longer), as well as comparing surface area and mass. In grade one, we use non-standard units of measurement such as blocks, paperclips, cards, to allow students to understand the concept before they learn about the official terms in later grades.
In class, we work on building students' vocabulary through rich discussions, read-alouds, poems, games, and our daily routines. Each day, we go through the calendar and the weather orally, while we discuss daily and seasonal changes and practice question and answer formats. By incorporating daily social circles with questions and answers, students can share their feelings and opinions in a safe environment while developing empathy and problem-solving strategies. We will begin the year by reviewing the letters and sounds of the alphabet daily, then moving on to incorporate common sound blends (ou, ch, oi, on, en, an, au...) so that students can use them to sound out words when reading and writing.
Each day, we also work on our monthly high-frequency words so that students can quickly recognize them when reading, and they can begin to incorporate them into their writing more automatically. In class and in small reading groups, we will first work on one-to-one matching words read with words in the text, as well as introduce reading strategies to help sound out unknown words. We first begin with preparing our mouth to say the first letter sound, then stretching out the sounds of a word to sound it out slowly, and finding familiar parts (sound blends or smaller words) in a longer word. These strategies will also help as students begin to spell unknown words when writing. We also ask questions before, during, and after reading in order to ensure comprehension.
Once students have practiced vocabulary orally, they will begin to use familiar sentence starters in their written work. Many helpful tools will assist them when writing such as the word wall/writing binders/structures from their books or class charts to help them compose their own sentences. They will work on using proper spacing, capitals, and punctuation, then eventually adding dialogue and voice to their writing.
Students will also demonstrate their understanding and comprehension of a story by talking about the book when answering different questions and summarizing the beginning, middle, and end, making personal connections to a story, and making predictions. while also using this template to create their own stories when writing.
Math
In math, students will work on counting forward and backward from different starting points to and from 100. We will also continue practicing skip counting by 2's to 20, by 5's and 10's to 100. First term we focus mainly on counting to/from 50, second term to/from 75, and third term to/from 100.
We will also practice representing numbers to 10 in a variety of ways by using the numeral, pictures, 10 frames, fingers, objects, dice, tallies, etc., as well as quickly recognizing familiar arrangements of numbers to 10. Students will partition numbers to 10 by showing all the different ways we can break a number up into two groups, as well as showing one/two more and one/two less than a given number. First term we work with numbers to 13, second term with numbers to 16, and third term to 20---moving along only when students are ready.
In patterning, our class has created and extended patterns of 2 to 4 elements using objects, letters, actions, and sounds. Students will also learn the characteristics of 2D/3D shapes to help them identify and sort them according to various rules.
We will explore the concept of measurement by comparing the length (la longueur) of objects using key vocabulary (plus court-shorter) and (plus long-longer), as well as comparing surface area and mass. In grade one, we use non-standard units of measurement such as blocks, paperclips, cards, to allow students to understand the concept before they learn about the official terms in later grades.