English Language Arts and Literacy
In Grade One, your child will build important reading, writing, speaking, and listening skills. Students will continue to learn the letters and sounds that make up words. They will think, talk, and write about what they read in stories, articles, and other sources of information. In their writing, students will work on putting together clear sentences on a range of topics using a growing vocabulary.
Activities in these areas will include:
- Reading stories and showing they understand the lesson or moral of the story.
- Asking and answering questions about a story, including characters, settings, and major events.
- Comparing and contrasting the experiences of different characters.
- Identifying the reasons an author gives to support a point.
- Explaining differences between texts that tell stories and texts that provide information.
- Learning and using new words.
- Participating in class discussions by listening, responding to what others are saying, and asking questions.
- Describing people, places, things, and events, expressing feelings and ideas clearly.
- Learning basic rules of spoken and written English.
- Working with others to gather facts and information on a topic.
- Writing to describe an event, provide information on a topic, or share an opinion.
In Grade One, students will read stories and poems. Additionally, they will read to learn information about history, the world, science, and other areas.
Writing tasks in Grade One may include short compositions that tell a story, share an opinion, or present information. Please review the grid below to see a few examples of how your child will develop important writing skills across grade levels.
This overview for English Language Arts provided by the Council of the Great City Schools, reflects how the Common Core State Standards have guided our development of a rich and comprehensive curriculum for our students.
The Illinois Learning Standards for Fine Arts were developed using the National Standards for Arts Education. District 103 adheres to the Illinois Learning Standards. Our most important goals throughout the Fine Arts program are to encourage students to reach their potential, gain confidence in their ability, think creatively, develop appreciation for various styles, and develop a positive feeling toward art and music and its integration into daily living.
The Grade One art curriculum focuses on the following:
- Recognize and identify the elements of line, shape (geometric and organic), space, colors (primary and secondary), pattern, and repetition.
- Identify mood and emotion expressed in art.
- Differentiate between 2D and 3D works of art.
- Introduce artistic process of printmaking, weaving and sculpture.
describe and discuss how art contributes to communication, celebrations, occupations and recreation (advertising, posters, signs, packaging, design, and architecture ).
- Create art that conveys a story about people, places and times.
To view the comprehensive Scope and Sequence of the District Art Curriculum, please visit the District Art Curriculum Parents' Guide.
The Grade One music curriculum focuses on the following:
- Experiment with vocal production to work toward a singing voice.
- Recognize melody direction: up-down, steps and leaps.
- Use correct posture and breathing when singing.
- Recognize different tempi: fast, slow, medium.
aurally identify major and minor.
- Distinguish between chords and melody through listening and playing.
- Identify an introduction in a song.
- Label sections appropriately: ABA, AB, and Rondo form.
- Recognize different voice timbres: child, man, woman, individual classmates.
- Identify an orchestra, a band, or a chorus as a performing group.
- Identify song moods created through tone color.
- Compare loud-soft using coordinating symbols; p,f, <,>.
- Demonstrate how music makes them feel through movement.
Library Media Center
Lincolnshire D103 provides a fully equipped library at Sprague School. The library is specifically designed to accommodate the age range and needs of the students within the building. In addition to a rich array of hard and soft cover books that have been carefully selected with the student body in mind, students will also find eBooks and databases, videos, reference books and pictures, computers, study areas, reading areas, and a staff of a trained librarian and assistant to provide support to the students as well as the teaching staff. Sprague maintains a collection of material that supports classroom curriculum and provides for individual needs, interests, abilities, and maturity levels. Based on classroom curricular needs, the library can provide classes and projects to enhance the learning process.
Students visit the library with their class and/or on an individual basis, depending on student needs, teacher discretion and/or assignment requirements. Specific or flexible scheduling is developed in collaboration with the classroom teacher and the library staff.
For additional information about the library program for District 103, please visit the Library Media Center Standards.
In Grade One, students will work with whole numbers and place value— including grouping numbers into tens and ones as they learn to add and subtract up through 20. Students will also use tools and strategies to solve problems.
Activities in these areas will include:
- Quickly and accurately adding numbers together that total up to 10 or less and subtracting from numbers up through 10.
- Understanding the rules of addition and subtraction (for example, 5+2=2+5).
- Solving word problems that involve adding or subtracting numbers up through 20.
- Understanding what the different digits mean in two-digit numbers (place value) • Comparing two-digit numbers using the symbols > (more than), = (equal to) and < (less than).
- Understanding the meaning of the equal sign (=) and determining if statements involving addition and subtraction are true or false (for example, which of the following statements are true? 3+3=6, 4+1=5+2).
- Adding one- and two-digit numbers together.
- Measuring the lengths of objects using a shorter object as a unit of length.
- Putting objects in order from longest to shortest or shortest to longest.
- Organizing objects into categories and comparing the number of objects in different categories.
- Dividing circles and rectangles into halves and quarters.
The Grade One math curriculum will incorporate the Standards for Mathematical Practice that will support the Common Core State Standards.
This overview for Mathematics, provided by the Council of the Great City Schools, reflects how the Common Core State Standards have guided our development of a rich and comprehensive curriculum for our students.
Physical Education and Health
District 103 provides students in Grade One with a comprehensive Physical Education and Health curriculum. This curriculum reflects developmentally appropriate expectations for students in the areas of physical activity, movement, health-related fitness, sportsmanship and group cooperation in team and group activities. In addition to Physical Education classes, recess is offered to students on a daily basis.
Instruction in building habits for a healthy lifestyle is included in the Physical Education classes and the health classes. These habits for a healthy life style focus on taking care of your body, both physically and emotionally, and on making safe choices in a variety of situations.
Grade One Physical Education curriculum is based on the following goals:
- Perform and refine locomotor, non-locomotor and manipulative skills.
- Understand spatial awareness and relationships to objects and people.
- Describe immediate effects of physical activity on the body.
- Participate daily in moderate to vigorous physical activity.
- Differentiate between positive and negative behaviors in a physical activity.
- Work independently and in small groups on tasks for short periods of time.
In the Grade One performance expectations, students are expected to 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.
A transition from the Illinois Learning Standards for Science to the Next Generation Science Standards will occur during the 2015-16 and the 2016-17 school years.
Science Units taught in Grade One include:
Sun, Moon, and Earth
- Record and analyze observations of changes seen in the sky.
- As a class, analyze data about the sequence of moon phases and predict the next moon phase in the pattern.
- Use a thermometer to measure and record temperatures.
- Identify non-manmade objects in the sky. (Sun, Moon, Stars)
- Using a diagram of the sun shining on an object, draw where the shadow would be and its shape.
- Using a flashlight and a model of the earth, identify day and night.
Life Cycles of Plants and Animals
- Observe, record, and compare information about the life cycles of different plants/animals.
- Separate soil into living, once living, and non-living parts.
- Conduct and analyze structured experiments changing the amount of sunlight, water, and soil a plant receives.
- Describe, as a class, why living and non-living matter are the important parts of soil.
Waves - Light and Sound
- Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.
- Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated.
- Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light.
- Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.
Scientific Inquiry Method is integrated into the Science Curriculum.
The Science Performance Expectations for Grade One have been recommended by the Next Generation Science Standards, a collaborative group of over 20 states, including Illinois.
Social Emotional Learning and Erin's Law
Social and emotional learning is the process through which children develop awareness and management of their emotions; set and achieve important personal and academic goals; use social awareness and interpersonal skills to establish and maintain positive relationships; and demonstrate decision-making and responsible behaviors to achieve school and life success. There is a strong research base that these SEL competencies improve students’ social/emotional development, readiness to learn, classroom behavior, and academic performance. Please view the District’s Scope and Sequence for Social Emotional Learning.
In addition to our curriculum for Social Emotional Learning, the district also provides lessons based on the Child Protection units for the prevention of Childhood Sexual Abuse (Erin’s Law). The Committee for Children, a national organization, has developed these lessons. Please visit the link below to view the Scope and Sequence for these classroom lessons.
District 103, using the support of an expert consultant in the field of Digital Media and Technology, has developed procedures and policies for a 1:1 Teaching & Learning environment. These procedures are based on:
- Best practices in teaching digital citizenship.
- Integrating digital tools with instruction.
- Role playing various classroom situations and discussing guidelines.
- The integration of technology in today's society at large.
Using the Common Sense Media Curriculum, student lessons were developed at each grade level to support the expectations of being a good citizen while on line and when using technology in the classroom and at home. Lessons for Grade One include:
- Staying Safe Online.
- Following the Digital Trail.
- Screen out the Mean.
- Using Key Words.
- Sites I Like.
The aim of Social Studies is the promotion of civic competence – the knowledge, intellectual processes, and democratic dispositions required of students to be active and engaged participants in public life. Civic ideals and practices enable students to learn about the rights and responsibilities of citizens of a democracy, and to appreciate the importance of active citizenship.
District 103, in partnership with neighboring districts, has begun the revision of the Social Studies curriculum which currently reflects the Illinois Social Studies Standards. The revision process is being guided by the newly issued College, Career, and Civic Life (C3) Framework, and is supported by the Illinois State Board of Education. To view the entire document that explains the C3 Framework, please visit the National Council for the Social Studies.
Three interchangeable units span the entire school year:
My Classroom and Me
The child’s own emerging development as a learner is supported and expanded to his/her civic responsibility within the context of a classroom setting. Learners will experience ways in which people in democratic classrooms organize as a group (team) to cooperate and resolve issues for the purpose of establishing order (helping to set classroom expectations), safety (rules) and seeking social justice (respect and fairness). They learn to use maps, globes and other geographic tools. They also express interest in and concern for the use and misuse of the physical environment. Learners can become more effective problem-solvers and decision-makers when they are challenged with the responsibility of being civic-minded stewards within their school community
My School Community
Young learners develop their personal identities in the context of their families, peers, and school community. Central to this development are the exploration, identification, and analysis of how individuals and groups are alike and how they are unique, as well as how they relate to each other in supportive and collaborative ways. Students identify with those institutions that they encounter. They analyze how their school community operates, gain knowledge of important people and their roles within the school community and find ways that will help them contribute more effectively in their relationships within the institution. Students will hone personal skills such as demonstrating self-direction when working towards and accomplishing personal goals, and making an effort to understand others and their beliefs, feelings, and needs.
My Family and other Groups
Young learners draw upon immediate personal experiences in their neighborhoods, towns, cities and states, as well as peoples and places distant and unfamiliar, to explore geographic concepts and skills.. Studying the past makes it possible for us to understand the human story across time. Children in early grades learn to locate themselves in time and space. They gain experience with sequencing to establish a sense of order and time, and begin to understand the historical concepts that give meaning to the events that they study. The use of stories about the past can help children develop their understanding of ethical and moral issues as they learn about important events and developments.
The above units were selected and created by District 103 teaching staff.
First-grade students at Sprague participate in Spanish language classes for 100 minutes per week. The curriculum addresses each of the World-Readiness Standards for Learning Languages — communication, cultures, connections, comparisons and community. The instructional goals for each thematic unit integrate language, culture and content in age-appropriate ways. The focus is on what students can do with the language and languages classes are taught almost entirely in Spanish.
Performance Goals – Novice Low - Novice Mid
By the end of first grade, students will be able to communicate using words and phrases on topics they have studied in class. They will understand the Spanish that their teacher uses when working with memorized words and phrases and will be able to copy a few words in Spanish.
Unit 1: All About Me
Essential Question: Who am I?
Students will take an imaginary trip to Spain where they will be able to use the Spanish that they are learning. They will be able to greet others and introduce themselves by asking and responding to simple questions about name and age. They will be able to describe how they feel and talk about what they like to do. They will be able to name and describe common pets and comment on whether they have a pet. Children can count pets up to fifteen. Finally, students will meet the bear that is the symbol of Madrid and will recognize and name the colors of the Spanish and US flags.
Unit 2: A Day at School
Essential Question: What is school?
Students will have a chance to compare their school to elementary schools and will understand what “back to school” is like in Spain.. They will be able to identify the people who work in schools. They will learn the names for different classes, common school supplies and will be able to say what supplies are needed for different school activities. They will be able to discuss different locations around the school and comment on what they do at school. They will understand and respond to school rules for each location.
Unit 3: Let’s Go to the Zoo
Essential Question: What is a zoo?
Students will take an imaginary trip to a zoo in Spain where they will learn about different zoo animals. They will be able to describe animals based on color, size, and other features as well as compare different zoo animals. They will learn about the various animal habitats, where they are located, and what each animal does. Finally, they will recognize that some animals are endangered and will be able to express the need to save or protect that animal.