English Language

In grade 1, students with support and guidance focus on reading, writing, language, listening, and speaking. Students are exposed to a variety of genres in literature. They are expected to interact with printed material through writing for a variety of tasks, audiences and purposes.   Students collaborate with diverse partners and express themselves through writing, speaking, and listening.  Students use conventions of Standard English grammar when writing or speaking.

By the end of Grade 1, students are expected to:

• Read, comprehend, interact, and discuss a variety of genres and informational texts including poetry, history/social studies and science texts.
• Develop foundation skills in order to interact with print and read a variety of texts fluently and independently.
• Know and apply phonics and word analysis skills in decoding words.
• Write opinion, informative, explanatory and narrative texts to introduce a topic, supply details and facts, and sequence events.
• Participate in collaborative conversations with diverse partners about on grade level topics and texts with peers and adults in small and large groups by responding, answering questions, making comments, describing places, people, and events.
• Use conventions of English grammar, punctuation, capitalization and usage when writing or speaking to determine meaning of unknown words, responding to a variety of texts, and understanding word relationships at a grade one level.

Mathematics

In grade 1, students with support and guidance will focus on developing understanding of addition, subtraction, and strategies for addition and subtraction within 20.  They develop an understanding of whole number relationships and place value, including grouping in tens and ones. In addition, they develop understanding of linear measurement and measuring lengths as iterating length units. Students reason about attributes, composing and decomposing geometric shapes.

By the end of Grade 1, students are expected to:

• Develop strategies for adding and subtracting whole numbers using a variety of models, understand connections between counting and addition and subtraction to solve addition and subtraction problems.
• Develop, discuss, and use efficient and accurate methods to add, develop an understanding of place value, and compare whole numbers through activities that build number sense.
• Develop an understanding of measurement, ordering objects, telling time, and representing/interpreting data at a first-grade level.
• Distinguish attributes of geometric shapes, compose, decompose, and partition   geometric shapes or solid figures and build understanding of part-whole.

Science

In grade 1, students begin to develop an understanding of core ideas in physical sciences, life sciences, earth sciences, space sciences, engineering, technology, and applications of science. Students learn about structure, function and information processing, and space systems. They study the patterns, cycles and waves of light and sound. They learn literacy through science.

By the end of Grade 1, students are expected to:

• Develop understanding of the relationship between sound and vibrating materials as well as between the availability of light and ability to see objects.
• Develop understanding of how plants and animals use their external parts to help them survive, grow, and meet their needs as well as how behaviors of parents and offspring help the offspring survive.
• Observe, describe, and predict patterns of the movement of objects in the sky.
• Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
• Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs
• Demonstrate grade-appropriate proficiency in planning and carrying out investigations, analyzing and interpreting data, constructing explanations and designing solutions, and obtaining, evaluating, and communicating information. Students are expected to use these practices to demonstrate understanding of the core ideas

Social Studies

In grade 1, the standards of the curriculum include an introduction to citizenship while learning about historical leaders.  Students will be introduced to basic map skills, goods and services, consumers and producers, and making economic choices. They will learn that communities include people who have diverse ethnic origins, customs, and traditions who are united by common principles, laws and customs.

By the end of Grade 1, students are expected to:

• Describe important events and influential people in the history.
• Develop map skills by recognizing basic map symbols, using cardinal directions, locating places on a map, construct simple maps, and identify landforms.
• Explain the difference between goods and services and consumers and producers.
• Discuss characteristics of good citizens, traditions, and elections.

Computer

In grade 1, students will get familiar with using computers through online Educational online games, Painting programs. They will also be introduced to programming through using an online tool called SCRATCH

By the end of Grade 1, students are expected to:

• Learn to use a keyboard, mouse and screen.
• Understand the concept of programming and create their own projects from scratch.

French Language

This is an introductory course that provides students with basic communicative skills in French. Students develop the ability to communicate about themselves and the immediate environment using simple sentences containing basic language structures. The French course is based on Virginia Standards for French language aligned with the Common European Framework of Reference for Languages.

By the end of Grade 1, students are expected to:

• Use basic greetings, farewells, and expressions of courtesy both orally and in writing.
• Use proper formal and informal forms of address in familiar situations.
• Follow simple instructions, such as classroom procedures or directions.
• Begin to express their opinion in French.

German Language

This is an introductory course that provides students with basic communicative skills in German. Students develop the ability to communicate about themselves and the immediate environment using simple sentences containing basic language structures. The German course is based on Virginia Standards for German language aligned with the Common European Framework of Reference for Languages.

By the end of Grade 1, students are expected to:

• Understand familiar names, words and very simple sentences.
• Use simple phrases and sentences to describe where they live and people they know.
• Recognize familiar words and very basic and phrases concerning themselves, their families.

Art

Students enhance their cognitive, affective, sensory, and motor development, using a problem-solving approach. Students learn that art is a means for personal expression, has value, teaches about other times and places, and connects in important ways to other areas of learning. Students come to understand that their works of art are unique and valuable as forms of self-expression.

By the end of Grade 1, students are expected to:

• Use the senses of sight, touch, and hearing as inspirations for works of art.
• Create works of art inspired by stories or poems, ideas, and themes.
• Create art from real and imaginary sources of inspiration
• Describe steps used in the creation of works of art.

Physical Education

Participating in a variety of movement experiences to develop fundamental movement patterns is the primary focus of the kindergarten physical education curriculum. Students at this level vary in maturity across all movement skills; they demonstrate continuous improvement in movement under very simple conditions. While developing fundamental skill patterns, students begin to learn key movement concepts that help them perform in a variety of educational games, dances, and gymnastics. They learn how their bodies react to vigorous physical activity. Students learn to use safe practices, cooperate with and respect others, and follow classroom rules. Experiences in physical education help them develop a positive attitude for leading a healthy, active lifestyle.

By the end of Grade 1, students are expected to:

• Identify activities to do at home to help the body move and grow.
• Identify one activity that increases heart and breathing rates to make the heart stronger.
• Describe and demonstrate activity at two or more intensity levels.
• Demonstrate simple educational gymnastic skills, to include balancing at different levels, two different rolls (narrow or curled), moving in two different directions, and transfer of weight.
• Demonstrate moving to a beat or rhythmic pattern in personal (self-space) and general space.
• Perform a teacher-led dance.
• Demonstrate forward, sideways, backwards (slow), and side-to-side directions.
• Demonstrate low, medium, and high levels.
• Explain that choosing nutritious foods and being physically active are components of being healthy.

Music

In grade 1, students focus on basic musical concepts through singing, playing instruments, listening, and moving. Emphasis is placed on beginning to obtain musical knowledge, skills, and understanding as performers, composers, and listeners. Students investigate personal feelings and preferences evoked by musical experiences.

By the end of Grade 1, students are expected to:

• Identify high and low pitches and rhythms.
• Investigate various uses of the voice.
• Sing a variety of songs of limited range alone and with others.
• Play a variety of pitched and nonpitched instruments alone and with others.
• Perform rhythmic patterns.
• Demonstrate a steady beat.
• Respond to music with movement.
• Explore historical and cultural aspects of music.
• Participate in music activities.
• Recognize the relationships between music and other fields of knowledge.
• Express personal feelings evoked
• Communicate personal response to expressive features of music.

English Language

In grade 2, students with support and guidance focus on reading, writing, language, listening, and speaking. Students are exposed to a variety of genres in literature. They are expected to interact with printed material through writing for a variety of tasks, audiences and purposes.   Students collaborate with diverse partners and express themselves through writing, speaking, and listening.  Students use conventions of Standard English grammar when writing or speaking.

By the end of Grade 2, students are expected to:

• Independently, read, comprehend, interact, and discuss a variety of genres and informational texts including fables, folktales, poetry, history/social studies and science texts proficiently, with scaffolding at the high-end range.
• Develop foundation skills in order to interact with print, and read grade level text orally with accuracy, appropriate rate, and expression independently and with guidance.
• Know and apply second grade level phonics and word analysis skills in decoding words.
• Write opinion, informative/explanatory texts and narratives to introduce a topic, supply details/facts, recount, and sequence events.
• Engage in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and large groups by responding, recounting, answering questions, making comments, describing places, people, and events.
• Use conventions of English grammar, punctuation, capitalization and usage when writing or speaking to determine meaning of unknown words, responding to a variety of texts, and understanding word relationships at a grade two level.

Mathematics

In grade 2, students will develop deeper understanding of the concepts of addition, subtraction, and strategies for addition and subtraction within 20.  They will demonstrate understanding of whole number relationships and place value, including grouping in tens and ones. In addition, they develop understanding of linear measurement and measuring lengths as iterating length units. Students reason about attributes, composing and decomposing geometric shapes.

By the end of Grade 2, students are expected to:

• Extend their understanding of the base-ten system by counting in fives, tens, and multiples of hundreds, tens, and ones, by comparing numbers and determining place value.
• Develop fluency with addition and subtraction at a second-grade level.
• Compute sums and differences of whole numbers in base-ten notation, using place value and the properties of operations.
• Use rulers and other measurement tools with the understanding that linear measure involves an iteration of units.
• Investigate attributes, describe, analyze shapes to decompose and combine shapes to develop a foundation for understanding area, volume, congruence, similarity, and symmetry in later grades.

Science

Students in first grade and second grade begin to develop an understanding of core ideas in physical sciences, life sciences, earth sciences, space sciences, engineering, technology, and applications of science. Students learn about structure, function and information processing, and space systems. They study the patterns, cycles and waves of light and sound. They learn literacy through science.

By the end of Grade 2, students are expected to:

• Develop an understanding of what plants need to grow and how plants depend on animals for seed dispersal and pollination.
• Compare the diversity of life in different habitats. An understanding of observable properties of materials is developed by students at this level through analysis and classification of different materials.
• Apply their understanding of the idea that wind and water can change the shape of the land to compare design solutions to slow or prevent such change.
• Use information and models to identify and represent the shapes and kinds of land and bodies of water in an area and where water is found on Earth.
• Demonstrate grade appropriate proficiency in developing and using models, planning and carrying out investigations, analyzing and interpreting data, constructing explanations and designing solutions, engaging in argument from evidence, and obtaining, evaluating, and communicating information.

Social Studies

In grade 2, the standards of the curriculum include an introduction to citizenship while learning about historical leaders.  Students will be introduced to basic map skills, goods and services, consumers and producers, and making economic choices. They will learn that communities include people who have diverse ethnic origins, customs, and traditions who are united   by common principles, laws and customs.

By the end of Grade 2, students are expected to:

• Demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship.
• Describe important developments and innovations in United States history, including developments and innovations related to communication and transportation.
• Develop map skills by using globes and maps to locate and describe relationship between the environment and culture.
• Describe natural resources human resources and capital resources and distinguish between the use of barter and the use of money in the exchange for goods and services.
• Explain the responsibilities of a good citizens and their symbols, traditions, and their contribution to communities past and present.

Computer

Students will learn about MS Word, Use the Online Programming tool SCRATCH and also use some online games for Math and English.

By the end of Grade 2, students are expected to:

• Students will enhance their typing skills and learn about features of MS Word.
• Learn more features in programming through the online tool SCRATCH.
• Be able to use the online tools to practice what they learned in English and Math subjects.

French Language

This is an introductory course that provides students with basic communicative skills in French. Students develop the ability to communicate about themselves and the immediate environment using simple sentences containing basic language structures. The French course is based on Virginia Standards for French language aligned with the Common European Framework of Reference for Languages.

By the end of Grade 2, students are expected to:

• Answer comprehension questions dealing with very short recordings about everyday situations.
• Answer comprehension questions dealing with easy written texts dealing with everyday situations.
• Write personal information, simple messages and short stories.
• Talk about themselves, express their tastes, and complete a simple description.

German Language

This is an introductory course that provides students with basic communicative skills in German. Students develop the ability to communicate about themselves and the immediate environment using simple sentences containing basic language structures. The German course is based on Virginia Standards for German language aligned with the Common European Framework of Reference for Languages.

By the end of Grade 2, students are expected to:

• Interact in a simple way provided the other person is prepared to repeat or rephrase things at a slower rate of speech and help themselves formulate what they are  trying to say.
• Ask and answer simple questions in areas of immediate need or on very familiar topics.
• Write personal information, simple messages and short stories.

Art

Students enhance their cognitive, affective, sensory, and motor development, using a problem-solving approach. Students learn that art is a means for personal expression, has value, teaches about other times and places, and connects in important ways to other areas of learning. Students come to understand that their works of art are unique and valuable as forms of self-expression.

By the end of Grade 2, students are expected to:

• Use foreground and background in works of art.
• Depict objects according to size and proportion within works of art.
• Use observational drawing in preparation for creating works of art.
• Create works of art from observation.
• Create three-dimensional works of art, using a variety of materials to include clay.

Physical Education

Participating in a variety of movement experiences to develop fundamental movement patterns is the primary focus of the kindergarten physical education curriculum. Students at this level vary in maturity across all movement skills; they demonstrate continuous improvement in movement under very simple conditions. While developing fundamental skill patterns, students begin to learn key movement concepts that help them perform in a variety of educational games, dances, and gymnastics. They learn how their bodies react to vigorous physical activity. Students learn to use safe practices, cooperate with and respect others, and follow classroom rules. Experiences in physical education help them develop a positive attitude for leading a healthy, active lifestyle.

By the end of Grade 2, students are expected to:

• Demonstrate individually and with a partner the mature forms of manipulative skills for underhand throwing, catching underhand tossed or thrown ball, kicking/passing stationary ball to a partner or to a target, foot dribble with control while walking, striking, consecutive upward volleying with hand(s), and stationary hand dribbling.
• Demonstrate a simple educational gymnastic sequence, including balance, roll, transfer of weight from feet to hands, and flight.
• Demonstrate moving to a rhythm by performing basic dance sequences (teacher- or student-led dances).
• Demonstrate mature form for hop, jump, leap, skip, run, jog, gallop, and slide.
• Identify examples of healthy snacks.
• Identify different hydration choices.
• Explain that choosing nutritious foods and being physically active are components of being healthy.

Music

In grade 2, students focus on basic musical concepts through singing, playing instruments, listening, and moving. Emphasis is placed on beginning to obtain musical knowledge, skills, and understanding as performers, composers, and listeners. Students investigate personal feelings and preferences evoked by musical experiences.

By the end of Grade 2, students are expected to:

• Read music, including high and low pitches and rhythms.
• Investigate various uses of the voice.
• Sing a variety of songs of limited range alone and with others.
• Play a variety of pitched and no pitched instruments alone and with others.
• Perform rhythmic patterns.
• Demonstrate a steady beat.
• Respond to music with movement.
• Explore historical and cultural aspects of music.
• Participate in music activities.
• Recognize the relationships between music and other fields of knowledge.
• Express personal feelings evoked
• Communicate personal response to expressive features of music.