At Riverside the curriculum is designed/developed keeping in mind the age, developmental milestones and overall well-being of the child. The ‘BIG IDEA’ for Grade 1 is :
The students of Grade 1 develop the skill of how to organize the information, access it and use it meaningfully. This is done through the year in many ways.
Language: Using language to interact/communicate with the world
o Language Development
o Participate in Discussion
o Listening, Questioning, Contributing to the discussion
o Oral Presentation of understanding
o Vocabulary and Concept Development
- Sight words
- Group names – e.g a herd of elephants
- Compound words (words made up of two different words, eg; sailboat, football)
- Action Words
- Describing words for
o Beginning Reading
o Print Concepts
o Phonemic awareness
o Various Text
o Informational text
o Expository text
o Instructional text
o Literary Text
o Understand the text
o Identify from written text the following:
- If the work is fact or fiction
- Similarities and differences in the characters or events in the story by the same author
- Sequencing of the story (Beginning – Middle – End)
- Rhythm and Rhyme in poem
o Imaginative writing – sequencing of ideas
o Write complete sentences keeping in mind the sentence structure
o Write short poems / stories
o Spellings – Sight words and phonic words
o Language Conventions: Identify the rules of language when reading and apply them when writing –
- Singular and Plural
- Capitals – first word, names and ‘I’
- Full stop
- Question mark
- Exclamation mark
Term 1 will be introduction to Hindi through listening and speaking (through stories, cinema, songs, etc)
o Identification of the sounds of all the letters – swar and vyanjan
o Writing and formation of letters
o Reading simple words and sentences without matraas
o Present ideas/thoughts/understanding using the language structure (listening and speaking)
Logical mathematical: Developing number sense
1) Number Sense: Place Value (0-99): Verbal articulation of how the child understands the value of a number by the virtue of its position
- Sequencing- sequencing and articulating how a sequence follows
2) Number Operation: Understand the relationship between addition and subtraction. Introduction of carry over’s.
- Relevance in real life
- Mathematical representation of the problems and solving it
- Decoding the word problems and solving it
- Creating word problems for a given operation (written)
- Math writing- each child must be given the opportunity to understand and solve a problem and realize when and where will they have a similar situation in their real life.
Calendar – days/weeks/months/year
Time: Use real clocks – by the shour
4) Data Interpretation & representing:
1) Number sense (0-999) Place Value
2) Number Operation:
- Understand the relationship between addition and subtraction.
- Introduction to grouping and regrouping.
3) Estimation & Measurement:
- Quantify space: heavy and light for weight, long and short for lengths and more and less for capacities.
- Awareness of different standard measuring tools for various purposes
4) Data Interpretation & representing:
- Identification of different denominations
- Combinations to get different amount
- Application of the operations
Building General Awareness: will be done through generating and nurturing curiosity (provocation) and through the following units of inquiry:
The understanding goals and details will be sent through the emails of regular postings and MLV. Students will continue with the Interest Centers, Sports, Thinking Routines, Art and Craft etc. as part of their program.
9th August, 2013
Highlights for the students:
- A big thank you for Arth's mom (Ujval) and Samriddhi’s mom (Ritu) who came to the class for parent intervention. Ujval helped students to decorate their class and Ritu taught calligraphy.
- Thank you to Itchhaa ma’am (Key Stage 2, Grade 4 teacher) for her math interventions in Grade 1.
- At present we are helping the students feel a sense of belonging to their space and take ownership of their space and resources. A big thank you to all the parents for your support and sending dupattas and cushions for decorating the class corners.
- Grade 5 gave a wonderful performance in school assembly based on the idea of unity and team work.
Highlights for the teachers:
- Jhanvi ma’am and Nandani ma’am went to Bangalore to attend a conference on 'How to school leaders’ dilemma'
Language Concepts: Using language to interact/communicate with the world
- Introduction to group names: Students have been introduced to Group names. Through the cinema unit, they observed a group of birds, and how the special name for a group of birds is flock of birds. They were also introduced to pack of wolves, pride of lions etc. They also saw a PPT of the group names given to animals, people and objects. They were able to connect to how grouping not only exists in isolation in math, but is there everywhere.
- Introduction to Singular and Plural: Students have understood the vocabulary of singular(means only one) and plural(two or more than one). They also know when we add an ‘s’after the word, it makes the singular word plural. They observed different materials and objects in class and listed them to identify which is singular and plural.
- JAM(Just A minute): Students shared about the happenings of their weekend through JAM. They shared aha and oho moments. The purpose of this exercise was to attain fluency in speaking, to speak in a sequential flow and the content must make sense to the listeners.
- Prosodic Reading: Prosodic reading gives students rigour in speaking the familiar text under the four rubrics of prosodic reading.
- Participation and Discussion: In most of the sessions students are encouraged to participate and discuss their opinion, question and share their ideas. They verbally express their understanding. Here students are driven towards making sense of what they are sharing and to avoid repetition of views already shared.
- Cinema Unit: Students were shown the video of For the Birds. They were asked to share their understanding of the story line, the expressions shown and the feelings visible.
- DFC(Design for Change) Videos: Students observed 2 videos of DFC stories. They listened and watch these videos to understand the problems students were facing in other schools, where fighting and aggression was the predominant problem and how students took control of the problem and decided to solve it. Through this students understood values of respect and friendship.
- Story time: By reading the story of The Tiger and the Jackal, students were asked to illustrate their understanding of what they were able to comprehend by listening vigilantly to the story.
- Assorted Videos: Students have been watching an assortment of videos (informative videos and animated videos) to listen and learn new information.
- Games: They have also been playing several games where listening is the key component to play the game.
- Prosodic Reading: Through prosodic reading, students are getting familiar with the written text which enables them to read under the four rubrics of fluency, loudness, clarity and intonation.
- Reading Comprehension: Through their language checkpoints, students were given passages which they had to read and answer the questions in accordance to their comprehension of the passage.
- Videos: In the videos shown to the students, there is information written which students decode and try and make sense of. This helps students to know that videos are not only for watching and listening but also to read the relevant information provided.
- DJ writing: Students have been writing about their feelings, creative writing and topic writing. They been writing script of the video they saw of For the Birds, shared their weekend through writing and also wrote why they think writing is important for them.
- Compare and Contrast: Students have been writing Venn diagrams of the difference and similarity of crane birds and snow geese birds and of the informative videos and For the birds video.
- Worksheets: Students have been getting writing and reading rigour through several worksheets.
- Feelings Wall: Students have been updating the feelings wall in class to express through writing what they feel and why.
- Display Boards: Students have been making their learning visible on their display boards by writing about the pictures put up to help them recall and connect to what the picture is speaking.
Logical mathematical: Develops Number Sense
- Introduction to Calendar: Students have been introduced to the calendar. They are aware of the meaning of data and how calendar is data which helps us to to collage large amount of information at a glance. Every day before setting the agenda, students color the day with the same color for a whole week to understand the concept of weeks, months and days.
- Recap of Grouping: With the help of Itchcha ma’am’s interventions, students are attaining clarity in the concept of grouping. With the help of manipulatives students are demonstrating their understanding of how two digits numbers are nothing but loose ones. The reason for grouping ones into a bundle of tens helps us to count easier and to avoid miscalculation and confusion.
- Recap of Place Value: Through the sessions of place value, students are now aware of the distinction in the house of digits and the ones that make up the tens place value.
- Math Drill: Students play math drills in class where they are asked questions like '12 + 12' which need to be answered within a second. This helps them to do quick math calculations. Also they have been getting rigour of place value drill where they need to answer questions like how many ones are there in the number 24, 4 is in which house?
- Recap of Time: For majority of the breaks and dairy time, students are given a time limit to complete their tasks. They refer to the time to ensure their work is completed as per the limit. This helps them to read the time and complete a task within the given time.
Scientific thinking: Provocation leads to Reasoning
- Introduction to Cause of Weather: Students are thoroughly enjoying the scientific thinking sessions. They have learnt the causes of different weather. They are familiar with new vocabulary like equator, north and south. Through hands on and illustrations students enjoyed making visible their understanding of the cause of weather.
- Interpersonal and Intra personal skills: Develops the healthy identity of self and an appreciation of others.
- Class Corners: Through the concept of grouping things together to avoid confusion, students have created different corners in the class for separate things. They decided to have an exploration corner or lab, Art and Craft corner, story time corner and a fantasy corner. They were extremely excited and enthusiastic to decorate their corners and make it cozy for themselves.
- Buddy Interaction: Students enjoyed having a causal buddy interaction during lunch. This helped them to get to know their buddies.
- Music: Students enjoyed learning the song of Two steps behind and Baby beluga. They enjoyed dancing and grooving to the tune of the guitar and were singing the song. Also they have been listening to instrumental music in the class. During a given task, the music is on and students need to ensure their volume does not go higher than the music. The music should be heard at all times during that session.
- Sports: Students are enthusiastic out their sports time where they are playing team building games and learning different warm up exercises.
- Library: Students are making the most of their library time where they are vigilantly choosing books to enhance their reading skills.
- Conglom: Students enjoyed playing a team building games. They played games which required them to work as a team. They were provided with two buckets. One bucket was filled with water and the other was empty. Students stood in a line and had to transfer water to each team member with the help of a tool and then without using a tool but only their hands.
They also enjoyed playing games with Mudita(Key Stage 3) student where they had to bal ance a glass on the dupatta and complete a given distance without dropping it.
- Class Library: Students are developing a habit to make the most of the class library. They are developing a liking reading apart from library time.
- Student Led InterestCenter: Students like their interest center chosen for the term. They are enjoying the different activities done in the center.
- Learning Centers: Learning centers have kick started. They have been exploring their respective learning center and are enjoying it.
Amrita and Marufa