Learning Goals

St. Stephen's Armenian Elementary School is a child-centered Armenian Institution committed to academic excellence. At the Elementary level, the core curriculum subjects are taught in English. The Armenian language and history are taught in Armenian, with an emphasis on creating awareness and instilling an appreciation of Armenian culture and traditions.

The curriculum of St. Stephen's Armenian Elementary School is comprised of literacy, mathematics, science, social studies, physical education and the fine arts. The Learning Goals under each core area represent the school's end of the year expectations for students in grade one. The first grade curriculum will include but not be limited to, these topics. The developmental level of students as well as their varying abilities and interests will be taken into account when designing and implementing instruction.

The purpose of the written progress reports is to inform families of students' individual progress in the achievement of these Learning Goals. Progress Reports are supplemented by Fall, Winter and Spring parent/teacher conferences. We believe that a child's success in school is enhanced by meaningful home/school communication.


Armenian

Reading

  • Read with fluency, expression and comprehension

Comprehension

  • Retell stories read out loud

Vocabulary

  • Learn the meaning of key words

Writing

  • Write sentences with key words and illustrate

Spelling

  • Write key words correctly

Copying

  • Copy 4-5 lines legibly and with correct spelling

Grammar

  • Recognize and use of upper case letters
  • Consonant and vowel sounds
  • Proper names and common names
  • Syllables
  • Singular-plural

Social Studies

  • Early days of Armenian History (Haig & Pel, Ara & Shamiram, etc.)
  • St. Mesrob
  • Vartanantz
  • Anniversary of the First Armenian Republic
  • Geography of Armenia

Religion

  • Architecture of the Armenian Church, Khatchkar
  • Sharagans
  • Christmas
  • Kiss of Peace
  • Baptism
  • Confession
  • Communion
  • Feast days
  • Comm. Life

General Knowledge

  • Seasons, Months, Days
  • Farm and zoo animals (Where do they live? What do they eat? How do they benefit us?)
  • Professions and jobs
  • Families
  • Cities and Neighborhoods
  • Continents and People of the world
  • Numbers and Shapes (classify and compare)


Literacy

READING

  • Separate the sounds by saying each sound aloud
  • Blend separately spoken phonemes to make a meaningful word
  • Know the regular letter-sound correspondences and use them to recognize or figure out regularly spelled one- and two-syllable words
  • Use onsets and rimes to create new words that include blends and digraphs
  • Recognize about 150 high-frequency words as they encounter words in reading read (at least) level 18 books that have not been seen before with 95% accuracy or better
  • Independently read aloud from level 18 books using intonation, pauses and emphasis that signal the structure of the sentence and meaning of the text
  • Use the cues of punctuation –including commas, periods, question marks and quotation marks – to guide them in getting meaning and fluently reading aloud
  • Notice whether words sound right, given their spelling
  • Notice whether the words make sense in context
  • Notice when sentences don’t make sense
  • Solve reading problems and self-correct, through strategies that include using syntax and word meaning clues, comparing pronounced sounds to printed letters, gathering context clues from surrounding sentences or pictures, and deriving new words by analogy to known words or word parts
  • Check their solution to a difficult word against their knowledge of print-sound correspondences and the meaning of the text, retell the story
  • Tell what the book is about (summarize it)
  • Describe in their own words what new information they gained from the text
  • Answer comprehension questions similar to those for kindergartners
  • Extend the story
  • Make predictions about what might happen next and say why
  • Talk about the motives of characters
  • Describe the causes and effects of specific events
  • Read four or more books every day independently or with assistance
  • Discuss at least one of these books with another student or group
  • Read some favorite books many times, gaining deeper comprehension
  • Read own writing and sometimes the writing of their classmates
  • Read functional messages they encounter in the classroom (for example, labels, signs, instructions)
  • Hear two to four books or other texts (for example, poems letters, instructions, newspaper or magazine articles, dramatic scripts, songs, brochures) read aloud every day
  • Listen to and discuss every day at least one book or chapter that is longer and more difficult than what they can read independently or with assistance

READING STANDARD 2: Getting the Meaning

  • Compare two books by the same author
  • Talk about several books on the same theme
  • Refer explicitly to parts of the text when presenting or defending a claim
  • Politely disagree when appropriate
  • Ask others questions that seek elaboration and justification
  • Attempt to explain why their interpretation of a book is valid
  • Make sense of new words from how the words are used, refining their sense of the words as they encounter them again
  • Notice and show interest in understanding unfamiliar words in texts that are read to them
  • Talk about the meaning of some new words encountered in independent and assisted reading
  • Know how to talk about what words mean in terms of functions
  • Learn new words every day from talk and books read aloud

WRITING WORKSHOP:

  • Write daily
  • Generate content and topics for writing
  • Re-read their own work often with the expectation that others will be able to read it
  • Revise, edit and proofread as appropriate
  • Apply a sense of what constitutes good writing (that is, apply some commonly agreed-upon criteria to their own work)
  • Polish as least 10 pieces throughout the year
  • Evidence a plan in their writing, including making decisions about where in a sequence of events they should enter
  • Develop a narrative or retelling containing 2 or more appropriately sequenced events that readers can easily reconstruct, which the author often reacts to, comments on, etc.
  • Frequently incorporate drawings, diagrams, or other suitable graphics with written text, as well as gestures, intonation and role-played voices with oral renditions
  • Demonstrate a growing awareness of author’s craft by employing some writing strategies, such as using dialogue, transitions, or time cue words; giving concrete details; and providing some sense of closure (“The End,” “And I’ll never forget that day,” “I was glad to have my dog back. I will never forget to love him again.”)
  • Imitate narrative elements and derive stories from books they have read or had read to them
  • In some cases, begin to recount not just events but also reactions, signaled by phrases like, “I wondered,” “I noticed,” “I thought,” or “I said to myself.”
  • Give instructions
  • Describe, in appropriate sequence and with a few details, the steps it must take to make or do a particular thing
  • Claim, mark, or identify objects and places

PRODUCING LITERATURE:

  • Write stories, memoirs, poems and other literary forms
  • Demonstrate not only an awareness of but an ability to reproduce some of the literary language and styles they heard and read in the classroom (these may include alliteration, metaphor, simile, rhythm, complex syntax, descriptive detail, sound effects, dialogue, gesture, familiar story grammars or plotlines, and poetic line breaks and rhyme schemes)
  • Imitate a text or write in a genre when they respond to it

RESPONDING TO LITERATURE:

  • Re-enact and retell stories, songs, poems and other literary works they encounter
  • Produce simple evaluative expressions about the text (“I like the story because…,” etc)
  • Make simple comparisons of the story to events or people in their own lives
  • Compare two books by the same author
  • Discuss several books by the same author
  • Make explicit reference to parts of the text when presenting or defending a claim
  • Present a plausible interpretation of a book
  • Gather information pertinent to a topic, sort it into major categories (possibly using headers or chapters) and report it to others
  • Independently recognize and exclude or delete extraneous information according to appropriate standards governing what “fits”
  • Demonstrating a growing desire and ability to communicate with readers by using details to develop their points, sometimes including pictures, diagrams, maps and other graphics that enhance the reader’s understanding of the text
  • Vary sentence openings
  • Use a wide range of syntactic patterns typical of oral language
  • Embed literary language where appropriate
  • Sometimes mimic sentence structures from various genres they are reading
  • Produce writing that contains a large proportion of correctly spelled, high frequency words
  • Write text that usually can be read by the child and others –regardless of the scarcity of correctly spelled word –because most of the perceived sounds in familiar words are phonetically represented
  • Draw on a range of resources for deciding how to spell unfamiliar words, including strategies like segmenting, sounding out and matching familiar words and familiar parts
  • Automatically spell some familiar words and word endings correctly
  • Produce writing that uses the full range of words in their speaking vocabulary
  • Select a more precise word when prompted
  • Use newly learned words they like from their reading, the books they heard read, words on the classroom walls, and talk
  • Demonstrate interest and awareness by approximating the use of some punctuation, including exclamation points, quotation marks, periods, question marks, ellipses, colons and capitalization of proper names and beginnings of sentences
  • Use punctuation accurately and sometimes use conventions that are borrowed from a favorite author to add emphasis, suggest mood, be clear and direct readers to use particular intonations


Mathematics

An Overview of Grade 1

The first grade curriculum is organized into 9 units that offer from 2 to 5 weeks of work, focused on the area(s) of mathematics identified in the unit’s subtitle. Because units build on each other, both within and across strands, they are designed for use in the sequence shown.

Unit Title and Number of Sessions

  • How Many of Each? Addition, Subtraction, and the Number System 1: 25 sessions
  • Making Shapes and Designing Quilts, 2-D Geometry: 16 sessions
  • Solving Story Problems: Addition, Subtraction, and the Number System 2, 25 sessions
  • What Would You Rather Be? Data Analysis, 13 sessions
  • Fish Lengths and Animal Jumps: Measurement 11 sessions
  • Number Games and Crayon Puzzles: Addition, Subtraction, and the Number System 3, 20 sessions
  • Color, Shape, and Number Patterns: Patterns and Functions, 15 sessions
  • Twos, Fives and Tens: Addition, Subtraction, and the Number System 4, 18 sessions
  • Blocks and Boxes: 3-D Geometry, 16 sessions

Note that the Investigations curriculum assumes that each school day includes 70-75 minutes of math: one hour on the day’s Session, and 10-15 minutes on the Classroom Routine. Designed to fit within the calendar of a typical school year, first grade includes a total of 159 sessions (or approximately 32 weeks of work). This provides some leeway for going further with particular ideas and/or accommodating local circumstances. Although pacing will vary somewhat in response to variations in school calendars, needs of students, your school's years of experience with the curriculum, and other local factors, following the suggested pacing and sequence will ensure that students benefit from the way mathematical ideas are introduced, developed, and revisited across the year.

An Overview of the Math in First Grade*

Number and Operations:
Whole Numbers Students have repeated practice with the counting sequence, develop strategies for accurately counting a set of up to 50 objects by ones, and begin to count by groups in meaningful ways. Much of the work focuses on addition and subtraction, and on developing an understanding of these operations. Students solve story problems, compose and decompose quantities in different ways, and add and subtract single-digit numbers. By the end of the year, students are expected to count on to combine two small quantities; to subtract one small quantity from another; and to be fluent with the two-addend combinations of 10.

Geometry Students identify, describe, draw, and compare 2-D and 3-D shapes. The 2-D work is particularly focused on identifying and describing triangles, while the 3-D work asks students to pay particular attention to identifying a shape’s faces and corners. Students also explore the relationship between 2-D and 3-D shapes as they match 2-D representations to 3-D shapes or structures. The optional Shapes software extends and deepens the 2-D geometry work.

Data Analysis Students sort related objects according to a particular attribute and describe what distinguishes one group from another. They are introduced to, discuss, and compare standard forms of representation including picture graphs, tallies, charts, and bar graphs. They carry out their own data investigation, developing a question and then collecting, representing, describing and interpreting the data.

Measurement Students develop a foundation of skills for accurate linear measurement. They measure both objects and distances, explore what happens when something is measured with different sized units, and learn that when something is measured twice with the same unit, the same results should be obtained.

Patterns and Functions Students create, describe, extend, and make predictions about repeating patterns and analyze their structure by identifying the unit. Students also work with number sequences associated with repeating patterns, and consider situations that have a constant increase.


Science

KNOWATOM: First Grade Science System

The KnowAtom First Grade Science system introduces students to the science, engineering and technology standards with a focus on scientific observation and exploration. The 10 units contain many manipulative activities and are designed to teach the youngest students how scientific topics are connected. For example, students learn how water forms clouds to create storms to drive the water that flows through rivers and streams. Non-fiction trade books are included with each unit to help students visualize concepts and incite discussion. Teachers also receive “Student Reviews,” which include vocabulary, graphic organizers and activity sheets to assess student understanding.

Unit Topics

  • Unit 1: Changing Matter
  • Unit 2: Air
  • Unit 3: Storms
  • Unit 4: Water Flow
  • Unit 5: Seeds and Leaves
  • Unit 6: Insects
  • Unit 7: Microbes
  • Unit 8: Optical Illusions
  • Unit 9: Transportation
  • Unit 10: Designing Homes


Social Studies

True Stories and Folk Tales from America and from Around the World

In first grade, children listen to and read folk tales and true stories from America and from around the world. They learn about major historical events, figures, and symbols related to the United States of America and its national holidays and why they are important to Americans. As students study concepts in geography, civics, economics, and history, they also learn about each other’s families and about the achievements of different people in different times and places.

CONCEPTS & SKILLS
Students should be able to:
Apply concepts and skills learned in previous grades.
History and Geography

  • Identify temporal sequences such as days, weeks, months, years, and seasons. Use correctly words and phrases related to time (now, in the past, in the future) and recognize the existence of changing historical periods (other times, other places).
  • Place events in students’ own lives in chronological order.
  • Read dates on a calendar and associate them with days of the week.
  • Describe a map as a representation of a space, such as the classroom, the school, the neighborhood, town, city, state, country, or world.
  • Identify cardinal directions (north, east, south, west) and apply them to maps, locations in the classroom, school, playground, and community.
  • Define and locate the North and South Poles and the equator.
  • Define and give examples of a continent, mountain, river, lake, and ocean.

Civics and Government

  • Give examples that show the meaning of the following words: politeness, achievement, courage, honesty, and reliability.

Economics

  • Give examples of products (goods) that people buy and use.
  • Give examples of services that people do for each other.
  • Give examples of the choices people have to make about the goods and services they buy (e.g. a new coat, a tie, or a pair of shoes) and why they have to make choices (e.g., because they have a limited amount of money).

LEARNING STANDARDS
Building on knowledge from previous years, students should be able to:
United States Leaders, Symbols, Events, and Holidays

  • On a map of the United States, locate Washington, D.C., and identify it as the capital of the United States of America; locate Boston and identify it as the capital of Massachusetts.
  • Identify the current President of the United States, describe what presidents do, and explain that they get their authority from a vote by the people.
  • Identify and explain the meaning of American national symbols.
  • the American flag
  • the bald eagle
  • the White House
  • the Statue of Liberty
  • Demonstrate the ability to recite the Pledge of Allegiance, to explain its general meaning, and to sing national songs such as America the Beautiful, My Country, ’tis of Thee, God Bless America, and The Star Spangled Banner and explain the general meaning of the lyrics.
  • Give reasons for celebrating the events or people commemorated in national and Massachusetts holidays. On a calendar for the current year, identify the months for Labor Day, Columbus Day, Veterans’ Day, Thanksgiving, Martin Luther King, Jr. Day, Presidents’ Day, Patriots’ Day, Memorial Day, Flag Day, and Independence Day.
  • Give reasons for noting the days that mark the changes in seasons.

Individuals, Families, and Communities Now and Long Ago

    • After reading or listening to folktales, legends, and stories from America (e.g., Johnny Appleseed, Paul Bunyan, Davy Crockett, John Henry, and Annie Oakley) and from around the world (e.g., Anansi, Issun Boshi, the Knee-High Man, Lon Po Po, and Medio Pollito), describe the main characters and their qualities.
    • After reading or listening to stories about famous Americans of different ethnic groups, faiths, and historical periods (e.g., Neil Armstrong, Cesar Chavez, Roberto Clemente, Thomas Edison, Bill Gates, Daniel Inouye, Thurgood Marshall, Rosa Parks, Colin Powell, Sacagawea, Jonas Salk, Harriett Beecher Stowe, Clarence Thomas, Booker T. Washington, and the Wright Brothers) describe their qualities or distinctive traits.

Teachers are free to choose whatever biographies they wish.

      • Explain that Americans have a variety of different religious, community, and family celebrations and customs, and describe celebrations or customs held by members of the class and their families.

*Note-The SSAES Curriculum Guidelines for Social Studies is directly derived from the Massachusetts History & Social Science Curriculum Framework.


Art

  • Use variety of media to create 2-D and 3-D artwork
  • Demonstrate understanding of how to use materials appropriately
  • Express personal experiences in artwork
  • Use and understand the elements of design
  • Learn and use appropriate vocabulary related to methods, materials, and techniques


Music

  • Learn songs by rote; echo singing; matching tones in appropriate range
  • Identify musical aspects of sound (long/short, up/down, high/low, soft/loud, fast/slow)
  • Create body movement to music and rhythm; dances; additional verses to songs; dramatizations of songs, moods, stories


Technology Curriculum

Technology Mission Statement

St. Stephen’s Armenian Elementary School provides for the educational needs of all students through integrating technology-rich curriculum in the areas of basic skills and decision making and encourages a desire for learning, positive social interaction, and mutual respect. This mission is essential if our students are to become productive members of society with its ever-changing technology.

Computer Classroom Vision

St. Stephen’s students will use technology as a tool and resource to facilitate the development of lifelong learners who are equipped for the present and future world of higher education, work and personal pursuits. All students will have access to a technology-rich learning environment that supports and extends the school’s curriculum standards.

Goals and Objectives

St. Stephen’s Armenian Elementary School actively supports the use of technology to enhance learning and to prepare students for productive lives in the Twenty-first century. Through technology, students will have rich learning experiences as they strengthen skills and critical thinking to acquire, analyze, evaluate, and synthesize information from multiple sources. They will also gain proficiency in communicating and conducting research electronically, enabling them to function effectively and productively in the Information Age.

The objectives are appropriate for each elementary grade level's development readiness. They should be met by the end of the academic year. However, any of these objectives may be introduced earlier than the specified grade level, depending on students’ readiness. Formal keyboarding instruction will begin in Grade 3 with the use of a keyboarding curriculum and will be continued in succeeding grade levels to increase speed and accuracy. With this proficiency, students will use technology more efficiently and possess a vital skill for further education and future employment.

PERFORMANCE INDICATORS
LEVEL 1 GRADES K, 1, and 2

By the completion of grade 2 all students should be able to perform the following tasks:

  • To identify the basic components of a computer system and how it operates.
  • To start and properly shutdown a computer.
  • To handle properly and care for hardware and software.
  • To be able to insert and eject a floppy disk.
  • To understand basic computer terms such as hard drive, icon, font, menu bar etc.
  • To use the mouse effectively.
  • To select and deselect an icon using the mouse.
  • To use the menu bar and pull down each menu.
  • To use the drag function of the mouse.
  • To open a file or document using the mouse.
  • To open, close, and re-size a window using a mouse.
  • To become familiar and use the keyboard. (Letters and numbers.)
  • To use general function keys namely, return/enter, delete/backspace, space bar, shift, tab, cap lock, arrow, escape, option and control keys.
  • To use basic keyboard shortcuts.
  • To develop keyboarding awareness.
  • To use informal keyboarding techniques.
  • To apply proper hand placement and finger usage on the home row keys.
  • To use a word processor effectively.
  • To understand insertion point and cursor.
  • To open and utilize an application.
  • To open a new document and enter letters and numbers.
  • To create a guided writing assignment.
  • To save and store files to the proper location.
  • To retrieve/open a saved file.
  • To edit a file.
  • To highlight (select) text for editing and customizing.
  • To use different font styles and sizes.
  • To combine text and a graphic within a document.
  • To print a file.
  • To access and use paint, draw or graphics programs.
  • To access and use the tool bar in a graphics program.
  • To create a simple graph.
  • To be able to locate the CD drive, handle a CD and load it.
  • To navigate through a CD program.
  • To quit and then eject a CD.
  • To use the resources of the internet in a controlled setting.
  • To use preselected sites to research a topic.
  • To work cooperatively on a curriculum related website.
  • To work on and complete a simple webquest.
  • To research a topic assigned by the classroom teacher.
  • To create a report using gathered research.
  • To create a slide show using gathered research.
  • To be aware of and to follow posted lab rules.


Physical Education

The Physical Education curriculum includes a balance of skills, concepts, game activities, rhythms and dance experiences designed to enhance the cognitive, motor, affective and physical fitness development of every child. Learning experiences encourage children to question, integrate, analyze, communicate and apply cognitive concepts. Activities that are taught in the curriculum allow children the opportunity to work together to improve their emerging social and cooperation skills. These activities also help children develop a positive self-concept. Ongoing fitness activities are part of the continual process of helping children understand, enjoy, improve and/or maintain their physical health and well-being. Grade decisions are based on ongoing individual assessments of children’s skill acquisition as they participate in physical education class activities and/or their effort to do their best while displaying cooperation and positive sportsmanship. The class is designed so that ALL children are involved in activities that allow them to remain active, successful and having fun.

  • Demonstrate mature form in loco motor skills
  • Combine loco motor patterns
  • Move in expressive ways
  • Kick, throw, catch and strike objects in changing environments
  • Use feedback to improve performance
  • Know the rules, procedures and safe practices for participation and respond appropriately
  • Share space and equipment with others

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