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MacMillan International 1st Grade Course Syllabus

I. Name of Teacher and Grade Level:First Grade Teachers: Rose, Sippial, White

II. Grading Scale/Policy:Daily work and tests will be used to formulate the nine week grade for most subjects. You will receive signed papers so that you can monitor your child's progress throughout the grading

period. The following grade scale will be utilized:

"A" - 90 - 100

"B" - 80 - 89

"C" - 70 - 79

"D" - 60 - 69

"F" - 59 and below

"G" - good

"S" - satisfactory

"H" - having difficulty

III. General Outline of Topics and Special Project:

IBThe Language Arts Programme at MIA will include:The integration of reading, writing, listening and speaking across the entire curriculum with:

an emphasis on processes

exposure to a wide variety of texts

different models of language learning

individual and whole class access to the PYP Library/ Technology Centre

MPS 1st Grade 2012-2013 Reading/Language Arts Academic CalendarFIRST NINE WEEKS

Dates

Unit/Theme

Recommended Read

Aloud Literature

Lists

Letter/

Sound

Associations

High Freque

ncy Word

Lists (Tricky Words/ Pattern Words)

Spelling & Writing Conventions

Science/Social Studies

Spelling

Assessme

nt Word

s

Language/Writing

Oral vocabulary

August

20-24

Administer Read Well First Grade Placement Inventory

The teacher will teach whole/small group and center routines/rotation,and procedures to the students. Teacher will

put student names on word wall. August

Unit 1 Snakes

Hide and Snake The

Ss

I, blue, yellow, brown,

snazzy, snoozing

Snakes:

Create an

27- 31

and Friends

Day Jimmy's Boa Ate the

Wash Amazing Snakes

/sss/ as in 'snak

e'

funny

anchor chart

Identify characteristics

of a reptile

September 3,2012 Labor Day Holiday

September 4-7

Unit 2 Senses

Edward the Emu Brown Bear, Brown

Bear, What Do You See?

Ee, ee /eee/ as in 'emu'

/eee/ as in 'bee'

see, down, find,

good, please

Punctuation: period at

the end of a sentence.

emu, enormous

Senses : Create an

anchor chart Identify the

different senses

September

10-14

Unit 3 Senses

Seven Blind Mice

The Little Mouse, the Red Ripe

Strawberry, and The BIG

HUNGRY BEAR

Mm /mmm/ as in

'mon

me, our, pretty, going,

ate

Convention:

capital at the

beginning of a sentence

Preposition:

on

Senses:

Compare and

contrast the

different senses

Frederick key'

September

17-21

Unit 4 Rhyme

There's a Wocket in My

Pocket Hop on Pop The Cat

in the Hat

Aa

/aaa/ as in 'hat'

am, new, out,

walk, put

Convention:

capitalization of proper names

Preposition:

in

September 24-28

Unit 5

Dinosaur

If the Dinosaurs

Came Back

Dinosaur

Cousins Digging Up Dinosaurs

Dd /d/ as

in 'dinosaur'

REVIEW

Editing:

Spelling

dinosaur, extinct

Dinosaurs:

Create an

anchor chart


of different dinosaurs

October 1-5

Unit 6 Family, About

Me

Chrysanthemum My

Name is Alice

My Book About Me

th /ththth/ as

the, now, ask,

every, how

Review: period at the

end of a sentence,

capital at the

Dinosaurs: Create an

anchor chart


in 'the'

beginning of a sentence,

capitalization of proper

names, and spelling

of different dinosaurs

October 8-12

Unit 7

Eagles

Are You My Mother?

Willie Was

Different Birdsong What

is a Bird?

Nn /nnn/ as in 'nest'

an, and, once, round,

or

Editing:

period at the

end of a sentence

nest, nightingale

Birds:

Create an anchor

chart


of birds

October 15-19

Unit 8 Circus, About

Me

Olivia Saves the Circus Moses Goes

to the Circus

All About Turkeys

Tt /t/ as in 'turke

y'

at, that, old,

open, many

Review:

period at the end of a

sentence, capitol at the

beginning of a sentence,

capitalization of proper

names, and spelling

roost, turkey

Birds:

Create an

anchor chart

Describe a variety of

habitats and natural homes

of animals

SECOND NINE WEEKS

Dates Unit/ThemeRecommended Read

Aloud Literature Lists

Letter/Sound Associations

High Frequency

Word Lists

(Tricky Words/ Pattern Words)

Spelling & Writing Conventions

Spelling Assessmen

t Words

Language/ Writing

October 22-

26

Unit 9

Seasons

Bringing the Rain to Kapiti Plain

The Wind Blew

The Oxcart Man

Ww

/www/ as n 'wind'

We/we, Was/was, don't, off,

right

August, and, mat, need, sad, Sam,

the, was, we

Review: period at the end

of a sentence, capitol at the

beginning of a

sentence,

capitalization of proper names,

and spelling

October 29 - Novembe

r 2

Unit 10

Metamorphosis

From Caterpillar to Butterfly

Charlie the Caterpillar

i /iii/

did, in, it, this, sit

September, in ,sit, tin, win, did, it,

this, is

Editing:

The Very Hungry Caterpillar

The Life of a Butterfly

as in insect

Capital at

the beginning of the

sentence

November 5-9

Unit 11

Mammals

Animals Born Alive and Well Animals Should Definitely

Not Wear Clothing

The Great Ball Game

A Muskogee Story Amazing

Animals

Hh /h/ as

in 'hippo'

had, him, he

a, and, Dad, had, ham, hid, him, I,

is, Tim, was, Sunday

Identifying

Vowels

Editing:

first

independent

practice Parts of

Speech:

identifying nouns

November 12, 2012 - VETERANS' DAY

November 13-16

Unit 12 Mammals

Millions of Cats

Cats, Cats, Cats

Mrs. McTats and Her Houseful

of Cats

Cc /c/

as in 'cat'

a, hasn't, isn't, wasn't,

can

October,can, hasn't,hit, cat, isn't, mad, it,

wasn't, see

Review:

Capital at

the beginnin

g of a sentence

and identifying nouns

November 19-20 Review Skills

November 21-23 THANKSGIVING BREAK

Break 2012

November 26 -

30

Unit 13 Mammals

The Mitten

Wake Me in Spring

Every Autumn Comes the Bear

Rr, ea /rrr/ as

in 'rabbit'

wants, want, eat, three, ran

November, A, am, an, ant, cat,

Dad, has, hid, in, is, it ran, sand, seed, the,

we

Editing:

Capitalization of

/eaeaea/ as in 'eagle'

proper nouns Parts of

Speech: labeling nouns

December 3-7

Unit 14

Acts of

Kindness

Wilfred Gordon McDonald

Partridge

Uncle Jed's Barbershop

Sh, sh

/shshsh/

as in 'sheep'

should, would,

could, she

Monday, and, had,

He, I, in, it, man, ran, sat, see, the/The,

wind

Convention:

Question mark at the end

of a sentence

, Oral sentence expansion (using adjectives) Parts of

Speech:

Identifyin

g adjective

s

December 10-14

Unit 15 Acts of

Kindness

Katy No-Pocket

The Paper

Game

Crow Boy

Kk /k/ as

in 'kangaro

o'

couldn't, wouldn't, shouldn't,

think

A, can, eat, ham, has, in,

kick, rat, read, sat, sheet,

the/The, tree, Trish,

with,Tuesday

Parts of Speech:

Identifyin

g and labeling

pronouns as nouns

December 17-21

Unit 16

Animals of

the Sea

A House for Hermit Crab

Is This a House for Hermit Crab?

oo /ooo/ as

in 'moon'

do, into, to, too

at, can, cat, bid, him, is,

Sam, She,

the, was,

weed, wish, December

Oral sentence expansio

n and editing

Winter Break 24-Dec 2-Jan

You may add additonal Spelling words as needed from each unit.

MPS 1st Grade 2012-2013 Reading/Language Arts Academic CalendarTHIRD NINE WEEKS

Dates Unit/Theme

Recommended Read

Aloud

Letter/Sound Associations

High Frequency

Word Lists

(Tricky

Spelling Assessment Words

January 3-4 Review Week

January 7-11

Unit 17

Animals of

the Sea

Sharks All

About Sharks

ar /ar/ as in 'shark' are/Are, ask

a, car, dish, He, hid, in, noon, rat, same, swim, the/The, track, tree,

with, Wednesday

January 14-18

Unit 18 Animals of the Sea

Baby Whales Drink Milk

The Birth of a

Whale

Whales, Dolphins, and Porpoises

Wh, wh /www/ as in

'whale'

what, We/weThursday,a, and, can, Dad, did, hear, his, I, kick, moon,

She, swim, that

21-Jan King / Lee Holiday

January 22-25

Unit 19

The Little Engine That

Could

Ee /eee/

as in

make, when, red, do,

take, into, ten, went, to

are, did, do, eat, has, hats, make, man, red, shoot, start, the, trick, whack,

What, January

Lessons Learned

The Little Red

Hen Strega

Nona

'engine' or 'Ed'

January 28 - February 1

Unit 20 Lessons

Learned

Chicken Little

Henny Penny

y

/yyy/

as in 'fly'

drink, try, its, why/Why,

my/My, want

as, ate, cake, He, make, my, sack, starts, think, What,

when, with, Friday

February 4-8 Unit 21

Yoko's Paper Crane

Ll

let, likes, said, like,

hard, into, last, likes, me, Mike, room, send, side, sit,

Friendships

The Jolly Postman

/lll/

as in 'letter'

ride, wanted, will, who

to, want, what, why, will, with, Saturday

February 11-15

Unit 22 Friendship

s

Toot and Puddle Dear Mr.

Blueberry

Oo /ooo/ as

in 'otter'

not, they/They, on, well, before

red,a, are, car, has, why, like, made, neat, red, Rick, smash, this, to, want, we

February 18-22

Unit 23 Frien

dships

Kumak's Fish

Officer Buckle and Gloria

Bb /b/

as in 'bat'

black, by, little, does,

first

back, best, cry, eat, home, lot, Nate, on, said, tell, They, time,

to, want, went, February

February 25 March 1

Unit 24 Great Gorillas

and Fantastic

Frogs

Koko's Kitten Koko's

Story

Mountain Gorillas in Danger

Gg /g/

as in 'gorilla'

big, so, saw, go, tells,

there, got, them, no,

white

by, home, last, likes, little, Mark, on, read, rested, said,

tells, they, to, will, blue

March 4-8Unit

25

From Tadpole to Frog

Ff /fff/

bring, green, one, fly,

sing, two,

big, black, dog, fell, fill, fly, get, go, into, Is, lake, little, man, mine, saw, the/The,

Great Gorillas and

Fantastic

Frogs

Green Wilma Its'

Mine

as in 'frog' get, three, one green

MPS 1st Grade 2012-2013 Reading/Language Arts Academic Calendar

Dates Unit/Theme Recommended Read Aloud Literature Lists Letter/Sound Associations

March 11-15

Unit 26

Freedom

A Picture Book of Harriet Tubman

Follow the Drinking Gourd

Aunt Harriet's Undergound Railroad in the Sky

Uu

/uuu/

as in 'umbrella'

March 18-22

Unit 27

Freedom

Martin's Big Words

A Picture Book of Martin Luther King,

Jr. A Dream of Martin Luther King

er, oo /er/ as in

'sister' /oo/ as in 'book'

March 25-29

April 1-5

Unit 28 Families, Near and Far

Song and Dance Man Grandfather's

Journey The Relatives Came

Y, y- a /y-/ as in

'yarn' /a/ as in 'ago'

April 8-12

Unit 29 Families, Near and Far

A Chair for My Mother

Baby Makes Five

Aunt Flossie's Hat

(and Crab Cakes)

Pp, ay /p/ as in 'pig /ay/ as

in 'hay'

April 15-19

Unit 30

Earth Science

Hill of Fire

Pompeii…Buried Alive

Volcanoes

Vv /vvv/ as in 'volcano'

April 22-26

Unit 31

Earth Science

Earthquakes I Can Read About Earthquakes

Qu, qu /qu/ as in 'quake'

and Volcanoes

April 29-May 3

Unit 32 Habitats:

Wet and Dry

Welcome to the Green House

Rain Forest

Jaquarundi Here

Is The Tropical Rain Forest

Jj /j/

as in 'jaguar'

May 6-10

Unit 33 Habitats:

Wet and Dry

Alejandro's Gift The Tale of Rabbit and

Coyote

Xx, or

/ksss/ as in 'fox'

/or/ as in 'horn'

May 13-17

Unit 34 Alphabet Detectives

The ABC Mystery A is for

Angry The

Bernstein Bears and the Missing Dinosaur Bone

Zz, a_e /zzz/ as in

'zebra' /a_e/ as in 'cake'

May 20-23

Unit 35 Alphabet Detectives

The ABC Mystery

A is for Angry

The Bernstein Bears and the Missing

/-y/, i_e /-y/ as in "baby" /i_e/ as

in "kite"

Dinosaur Bone

MathematicsThe Math Programme at MIA enables students:

to develop a positive attitude towards the learning of mathematics

to understand connections among mathematical concepts

to relate mathematical concepts to real-life situations

to build upon previously gained knowledge

to develop a deeper understanding of mathematical concepts

to reason and communicate proficiently in mathematics.

The Math Programme at MIA will include : an emphasis on mathematical processes to assist with mastery of concepts

an inquiry approach to mathematics

the use of manipulatives

the connecting of math to real-life experiences

five areas of study: number, pattern and function, measurement, shape and space and data handling

Math 1 2010 ACOS: Mathematics Curriculum Framework

Mathematics ContentTextbook Sections Comments/ResourcesStand.

# Objective

11-OA1

Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (See Appendix A, Table 1.) [1-OA1]

Ch. 1Ch. 2Ch. 4Ch. 5

Pages 13-27Pages 53-65Pages 173-176Pages 185, 209https://ccgps.org/1.OA.html http://www.k-5mathteachingresources.com/1st-grade-number-activities.htmlGO Math Kit ResourcesDigital Path http://www.hmheducation.com/gomath/digital-path.php

21-OA2

Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. [1-OA2]

Ch. 3 Pages 141-144https://ccgps.org/1.OA_PL59.htmlhttp://www.k-5mathteachingresources.com/1st-grade-number-activities.htmlGO Math Kit ResourcesDigital Path http://www.hmheducation.com/gomath/digital-path.php

31-OA3

Apply properties of operations as strategies to add and subtract. (Students need not use formal terms for these properties.) [1-OA3] Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known (Commutative property of addition). To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12 (Associative property of addition).

Ch. 1Ch. 3

Pages 29-30Pages 97-100, 133-140https://ccgps.org/1.OA_4V92.htmlhttp://www.k-5mathteachingresources.com/1st-grade-number-activities.htmlGO Math Kit ResourcesDigital Path http://www.hmheducation.com/gomath/digital-path.php


Mathematics Content Textbook Sections Comments/Resources

Stand. # Objective4

1-OA4Understand subtraction as an unknown-addend problem. [1-OA4] Example: Subtract 10 – 8 by finding the number that make 10 when added to 8.

Ch. 4

Pages 157-164https://ccgps.org/1.OA_CEE2.htmlhttp://www.k-5mathteachingresources.com/1st-grade-number-activities.htmlGO Math Kit ResourcesDigital Path http://www.hmheducation.com/gomath/digital-path.php

51-OA5

Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). [1-OA5]

Ch. 3Ch. 4

Pages 101-104Pages 153-156https://ccgps.org/1.OA_H4J6.htmlhttp://www.k-5mathteachingresources.com/1st-grade-number-activities.htmlGO Math Kit ResourcesDigital Path http://www.hmheducation.com/gomath/digital-path.php

61-OA6

Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 [1-OA6]

Ch. 1Ch. 2Ch. 3

Pages 41-44Pages 85-88Pages 113-132http://www.k-5mathteachingresources.com/1st-grade-number-activities.htmlhttps://ccgps.org/1.OA_1YJ2.html GO Math Kit ResourcesDigital Path http://www.hmheducation.com/gomath/digital-path.php

71-OA7

Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. [1-OA7] Example: Which of the following equations are true and which are false?

Ch. 5 Pages 217-220https://ccgps.org/1.OA_6UKZ.htmlhttp://www.k-5mathteachingresources.com/1st-grade-number-activities.htmlGO Math Kit ResourcesDigital Path http://www.hmheducation.com/gomath/digital-path.php



Stand. # Objective8

1-OA8Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. [1-OA8] Example: Determine the unknown number that makes the equation true in each of the equations, 8 + ? = 11, 5 = – 3, and 6 + 6 = 12

Ch. 2Ch. 5

Pages 69-72, 77-80

Pages 201-208https://ccgps.org/1.OA_16NZ.htmlhttp://www.k-5mathteachingresources.com/1st-grade-number-activities.htmlGO Math Kit ResourcesDigital Path http://www.hmheducation.com/gomath/digital-path.php

91-NBT1

Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. [1-NBT1]

Ch. 6Pages 241-248, 273-280https://ccgps.org/1.NBT.htmlhttp://www.k-5mathteachingresources.com/1st-grade-number-activities.htmlGO Math Kit ResourcesDigital Path http://www.hmheducation.com/gomath/digital-path.php

101-NBT2

a,b,c

Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: [1-NBT2] a. 10 can be thought of as a bundle of ten ones, called a ―ten.‖ [1-NBT2a] b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. [1-NBT2b] c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). [1-NBT2c]

Ch. 6Pages 249-272https://ccgps.org/1.NBT_HZFO.htmlhttp://www.k-5mathteachingresources.com/1st-grade-number-activities.htmlGO Math Kit ResourcesDigital Path http://www.hmheducation.com/gomath/digital-path.php

111-NBT3

Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. [1-NBT3]

Ch. 6Ch. 7

Pages 269-272

Pages 289-304https://ccgps.org/1.NBT_YHOC.htmlhttp://www.k-5mathteachingresources.com/1st-grade-number-activities.htmlGO Math Kit ResourcesDigital Path http://www.hmheducation.com/gomath/digital-path.php



Stand. # Objective12

1-NBT4Add within 100, including adding a two-digit number and a one-digit number and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method, and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. [1-NBT4]

Ch. 8 Pages 329-352https://ccgps.org/1.NBT_RKQ1.htmlhttp://www.k-5mathteachingresources.com/1st-grade-number-activities.htmlGO Math Kit ResourcesDigital Path http://www.hmheducation.com/gomath/digital-path.php

131-NBT5

Given a two-digit number, mentally find 10 more or 10 less than the number without having to count; explain the reasoning used.[1-NBT5]

Ch. 7Pages 305-308https://ccgps.org/1.NBT_8V4V.htmlhttp://www.k-5mathteachingresources.com/1st-grade-number-activities.htmlGO Math Kit ResourcesDigital Path http://www.hmheducation.com/gomath/digital-path.php

141-NBT6

Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method, and explain the reasoning used. [1-NBT6]

Ch. 8 Pages 325-328, 349-352https://ccgps.org/1.NBT_QUI2.htmlhttp://www.k-5mathteachingresources.com/1st-grade-number-activities.htmlGO Math Kit ResourcesDigital Path http://www.hmheducation.com/gomath/digital-path.php



Stand. # Objective15

1-MD1Order three objects by length; compare the lengths of two objects indirectly by using a third object. [1-MD1]

Ch. 9 Pages 369-376https://ccgps.org/1.MD_A6EZ.htmlhttp://www.k-5mathteachingresources.com/1st-grade-number-activities.htmlGO Math Kit ResourcesDigital Path http://www.hmheducation.com/gomath/digital-path.php

161-MD2

Express the length of an object as a whole number of length units by laying multiple copies of a shorter object(the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. [1-MD2]

Ch. 9 Pages 377-384https://ccgps.org/1.MD_NKDZ.htmlhttp://www.k-5mathteachingresources.com/1st-grade-number-activities.htmlGO Math Kit ResourcesDigital Path http://www.hmheducation.com/gomath/digital-path.php

171-MD3

Tell and write time in hours andhalf-hours using analog and digital clocks. [1-MD3]

Ch. 9 Pages 389-404https://ccgps.org/1.MD_8PJ6.htmhttp://www.k-5mathteachingresources.com/1st-grade-number-activities.htmlGO Math Kit ResourcesDigital Path http://www.hmheducation.com/gomath/digital-path.php

181-MD4

Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. [1-MD4]

Ch. 10 Pages 413-440https://ccgps.org/1.MD_HT4D.htmlhttp://www.k-5mathteachingresources.com/1st-grade-number-activities.htmlGO Math Kit ResourcesDigital Path http://www.hmheducation.com/gomath/digital-path.php


Mathematics Content Textbook Comments/Resources

SectionsStand. # Objective19

1-G1Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. [1-G1]

Ch. 11Ch. 12

Pages 457-460, 473-476Pages 485-492https://ccgps.org/1.G_SMMI.htmlhttp://www.k-5mathteachingresources.com/1st-grade-number-activities.htmlGO Math Kit ResourcesDigital Path http://www.hmheducation.com/gomath/digital-path.php

201-G2

Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) orthree-dimensional shapes (cubes,right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. (Students do not need to learn formal names such as ―right rectangular prism.‖) [1-G2]

Ch. 11Ch. 12

Pages 461-472Pages 493-512https://ccgps.org/1.G.htmlhttp://www.k-5mathteachingresources.com/1st-grade-number-activities.htmlGO Math Kit ResourcesDigital Path http://www.hmheducation.com/gomath/digital-path.php

211-G3

Partition circles and rectangles into two and four equal shares; describe the shares using the words halves, fourths, and quarters; and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. [1-G3]

Ch. 12 Pages 518-524https://ccgps.org/1.G_EUL6.htmlhttp://www.k-5mathteachingresources.com/1st-grade-number-activities.htmlGO Math Kit ResourcesDigital Path http://www.hmheducation.com/gomath/digital-path.php

Social StudiesSocial Studies Programme at MIA enables students to experience what it is like to think and act as a historian, a

geographer and as a social scientist through the interdisciplinary units of inquiry.The Social Studies Programme at MIA will include:

an interdisciplinary program

an inquiry approach

a global focus

areas of study: History: Periods, Chronology, Significant People, Personal history Geography: Place, The built environment, the natural environment Society: Self, Systems, Communities, Cultures

1st Grade - First Nine Week Pacing Guide1st Grade

- First Nine Week

Pacing Guide

ACOS# ACOS Standards Textbook Alignment Correlations Resources Technology

Week 1 9a 9a. Identify traditions of diverse cultures in Alabama and local communities

Examples: marriage customs, religious celebrations

Unit 1 Introduce the Unit, Preview Vocabulary Start with a story " First Day Of school" pp. 6-11

ARMT+ NCSS - l. Culture. II. Time, Continuity, and

Change. III. People, Places,

and Environments

Unit: A Multicultural Christmas (Kwanza, Hanukkah, Christmas) -Seven Days of Kwanza: A Holiday

Step Book -Santa’s Kwanza-The Hanukkah Mice

-Light the Lights-Hanukah

-Arthur’s Perfect Christmas-How the Grinch Stole Christmas Websites:www.archives.state.al.u

swww.alabamaed.com

8. Use digital environments to exchange ideas with individuals or groups.

Week 2 9a 9a. Identify traditions of diverse cultures in Alabama and local

Unit 1 Lesson 1 I learn at School pp.12A-13A

ARMT+ NCSS - V. Individuals, Groups, and Institutions.

Activity book, Page 1 8.) Use digital environments to exchange ideas with individuals or groups.

communitiesWeek 3 11 11a. Identify

roles and responsibilities of leaders within the community Examples: recognizing the mayor as city leader, recognizing the governor as state government leader

Unit 1, Lesson 2 My Classroom pp. 14A-15A; Skills: Learn from a picture and a map pp. 16a-17

AHSGE ll-1 NCSS - Vl. Power,

authority, and Governance.

Books:-Bears Obey-I Hate Rules

-Who Cares: Law and Order-I Am Fair

-No, David! Activity Book, p. 2 & 3

7.) Use digital tools to access and retrieve information.

8.) Use digital environments to exchange ideas with individuals or

groups. digital tools used for problem

solving. www.kidsgeo.com

Week 4 11 11a. Identify roles and responsibilities of leaders within the community

Examples: recognizing the mayor as city leader, recognizing the governor as state government leader

Unit 1, Lesson 3 School Workers pp. 18A-19A Skills: Read a Map Key pp. 20a - 21

ARMT+ NCSS - V. Individuals, Groups, and

Institutions. Vl. Power,

authority, and Governance.

Activity book, p. 4 & 5 7.) Use digital tools to access and retrieve information.

8.) Use digital environments to exchange ideas with individuals or


solving. *www.kidsgeo.com

And Place House

Week 5 2 Describe how primary sources serve as historical records of families and communities

Unit 1, Lesson 4 Schools Long Ago pp. 22A-25A

NCSS - l. Culture. II. Time, Continuity,

and Change. III. People, Places,

and Environments. IV. Individual

Development and Identity.

Activity book, p. 6 7.) Use digital tools to access and retrieve information

tools used for problem solving. *http://www.hbcschool.com/ss1/index_na.html

Weeks 6 & 7

9b 9b. Identifying common and unique characteristics of individuals in societal groups, including age, religious beliefs, ethnicity, disability,

Unit 1, Lesson 5 We Help One Another pp. 26A-27A - Read Aloud: The Parts of the House Argue pp. 27b - Solve Problems: Using Good

ARMT+ Activity book p. 7 APT.org Rainbow Video - Arthur's Eyes

and gender Manners pp. 28 - 29 - Read Aloud: The Rabbit and the Wolf p. 29a

Week 8 11c 11c. Identifying reasons for having rules at home and at school

Unit 1, Lesson 6 We Follow School Rules pp. 30A-33A Skill: Kindness Count pp. 32-33

NCSS - I. Culture; II.

Time, Continuity, and

Change

Activity book p. 9 Book: Three Kind Mice

Week 9 Unit 1 Wrap Up & Review pp. 34 - 39

Second Nine Week Pacing Guide

Week ACOS# ACOS Standards Textbook Alignment Correlations - ARMT+, NCSS, AHSGE

Resources

Week 1

4b 4b. Explaining differences between wants and needs2. Describe how primary sources serve as historical records of families and communities

Unit 2 Introduce the Unit Preview the Vocabulary Start With a Story, "Home! You're Where It's Warm Inside" -Lesson 1 pp. 46 - 47 -Skills: Find a Home Address on a Map pp. 48 - 49

ARMT+ NCSS - I. Culture III. People, Places, and

Environments. AHSGE - II-1

Books: -Needs and Wants

-Chair For My Mother-Bernstein Bears Get the

Gimmies Activity book, p. 10 &

11

7.) Use digital tools to access and retrieve

8.) Use digital environments to exchange ideas


solving. www.kidsgeo.com

Week 2

9 9b. Identifying common and unique characteristics of individuals in societal groups, including age, religious beliefs, ethnicity, disability, and gender

Unit 2, Lesson 2 The Leaving Morning pp. 50A-58A Skill: Read a Timeline pp. 60-61

NCSS - I. Culture; II. Time, Continuity, and

Change; III. People, Places, and

Environments.

Unit: Families Long AgoBooks:

-Westward to Home: Joshua’s Oregon Trail Diary,

Vol. 1 (read aloud)-Laura’s Album: A

Remembrance Album of Laura Ingalls Wilder

-Activity book 13 & 14

7.) Use digital tools to access and retrieve information. www.aptplus.org

Week 3

4a/4b 4a. Describe the role of money in everyday life4b. Explaining differences between wants and needsExamples: using money to purchase goods such as groceries, using money to pay for services such as babysitting

Unit 2, Lesson 3 Families Make Choices pp. 62 - 63 Skill: Make a Choice pp. 64 - 65

NCSS - I. Culture; II. Time, Continuity, and

Change;

Unit: MoneyBooks:

-Needs and Wants-Chair For My Mother-Bernstein Bears Get

the Gimmies Activity Book 15 &

16

7.) Use digital tools to access and retrieve information. www.aptplus.org

Week 4

3 3. Identify historical events and celebrations in communities and

cities throughout Alabama

Unit 2, Lesson 4 Families Long Ago: A Thanksgiving Story pp. 66-69 - Solving Problems: Tools from Long Ago pp. 70 - 74 -Unit 2 Wrap Up pp. 72-79

NCSS - II. Time, Continuity, and Change; III. People, Places, and

Environments; VI. Power, authority, and Governance

Activity book p. 17 7.) Use digital tools to access and retrieve information. www.archives.state.al.us

www.alabamaed.com

Week 5

9a 9a. Identify traditions of diverse cultures in Alabama and local communities

Unit 3 Introduce the Unit, Preview Vocabulary, Start With Music pp. 80A-85A Lesson 1 Meet My Neighbors pp. 86A-89A

Activity book p. 18 7.) Use digital tools to access and retrieve information tools used for problem solving. *http://www.hbcschool.com/ss1/index_na.html

Week 6

11 11a. Identify roles and responsibilities of leaders within the community

Examples: recognizing the mayor as city leader, recognizing the governor as state government leader

Unit 3, Lesson 2 The Post Office pp. 90A-91A Lesson 3 Community Leaders pp. 92A-93A Skill: Find Directions on a Map pp. 94a - 95

ARMT+ NCSS - III. People,

Places, and Environments.

Books:-Cookie For The President-Amelia Bedelia For Mayor

-A Day In the Life of a Mayor

-Mayors (Community Workers)

Activity book pp. 19, 20 & 21

7.) Use digital tools to access and retrieve information tools used for problem solving.*Trudy's Time And Place House*www.kidsgeo.com

Week 7

2 Describe how primary sources serve as historical records of families and communities

Unit 3, Lesson 4 A Community Changes pp. 96A-99B Solving Problems: Change & People pp. 100 -

ARMT+ NCSS - III. People,

Places, and Environments.

Books: -Now and Long

Ago -Communities -Places

101 - Read Aloud 101a

Little House in The Big Woods Activity

book, p. 23Week 8

1 1a. Identify past and present modes of air, land, and water transportation

Unit 3, Lesson 5 Trading Goods and Services pp. 102 - 103 Skills: Read a Table pp. 104a - 105

ARMT+ Activity book p. 24 & 25

Week 9

1 1a. Identify past and present modes of air, land, and water transportation

Unit 3, Lesson 6 Getting From Here To There pp. 106A-109B Read Aloud- The Hare and the Tortoise p. 109b Unit Wrap-Up pp . 110 - 117

NCSS - III. People, Places, and Environments.

Books:-Transportation: A Pictorial

History of the Past One Thousand Years

-Horses of the Past-Trains

-Monday on the Mississippi-Flying High Past and

Present Activity book, p. 27

9.) Identify digital tools used for problem solving.

www.kidsgeo.com

Third Nine Week Pacing GuideWeek ACOS#

ACOS Standards Textbook Alignment

Correlations Resources

Week 1

6 6a. Identify land masses, bodies of water, and other physical features of Earth on maps and globes

Unit 4 Introduce the Unit Begin with literature "From the Yard of My House" pp. 118-123 - Lesson 1 Land and Water pp. 124A-125A -Skill: Find Land and Water on a Map

ARMT+ NCSS - II.

Time, Continuity,

and Change; III. People, Places, and Environment

s

Activity Bk 28 & 29 KWL Chart TE 126a As the Roadrunner

Runs by Gail Hartman

Week 2

5 5. Label man-made and natural resources in Alabama

Unit 4,Lesson 2 Our Treasured Resources pp. 128A-131A

ARMT+ NCSS - II. Time, Continuity,


s

Activity Bk 30

Week 3

5. Label man-made and natural resources in Alabama

Unit 4, Lesson 3 pp. 132-135 Solving Problems: pp. 136 - 137 Read Aloud: The Three Little Pigs


and Change;

Activity Bk 31

III. People, Places, and Environment

sWeek 4

5a

5. Label man-made and natural resources in Alabama Identify ways to take personal actions to protect the environment

Unit 4,Lesson 4 The Cheese Factory pp. 138A-141A -Skills: Read a Pictograph 142a - 143



s

Activity Bk 32 & 33 Create a class pictograph - TE143

Week 5

7 Identify ways to take personal actions to protect the environment

Unit 4, Lesson 5 Saving Our Resources pp. 144A-145A Skills: Find Out What People Think pp. 146a - 147 Read Aloud: The Blind Men and the Elephant pp. 147B Unit Wrap-Up pp. 148 - 155



s

Activity Bk 34, 35

Week 6

6a 6b 6a. Identify land masses, bodies of water, and other physical features of Earth on maps and globes 6b. Explaining uses of cardinal directions on the compass rose

Unit 5 Introduce the Unit Begin with literature "The Pledge of Allegiance" pp. 156-161 Lesson 1 Sharing The Land pp. 162 - 165



s

Unit: Mapping SkillsBooks:

-My Global Address-Me on the Map-Children’s Atlas

-Looking at Maps and Globes-There’s a Map in My Lap

Activity Bk 36Week 7

3 3. Identify historical events and celebrations in communities and cities throughout Alabama Examples: MLK Day, Alabama Day, Selma to Montgomery March

Unit 5 Lesson 2 Two Groups of People Meet pp166-169 Skills: Read a Calendar pp. 170a - 171



s

Unit: Cultures Around the World Books: -If This

Bus Could Talk -Montgomery: Launching the Civil -Rights

Movements-All Over Alabama

-Y is for Yellowhammer

- Alabama

Websites:www.archives.state.al.us

www.alabamaed.com Activity Bk 37 & 39

Week 8

3 3. Identify historical events and celebrations in communities and cities throughout Alabama

Unit 5 Lesson 3 Independence Day pp172-175 Skill: Make a Choice by Voting pp 176a - 177 Solving Problems: Laws Keep Us Safe pp. 178 - 179 Read Aloud: The Bat

ARMT+

Activity Bk 40 & 41

Week 9

9b 9b. Identifying common and unique characteristics of individuals in societal groups, including age, religious beliefs, ethnicity, disability, and gender

Unit 5 Lesson 4 America The Beautiful pp180-187 Skill: Read a Diagram pp. 188a - 189 Unit Wrap Up - pp. 190 - 197



s

Activity Bk 42 & 43

Fourth Nine Week Pacing Guide

Week ACOS#ACOS Standards

Textbook Alignment Correlations Resources

Week 1 6 6a. Identify land masses, bodies of water, and other physical features of Earth on maps and globes

Unit 6 Introduce the Unit Begin with music "It's a Small World" pp. 198 - 203

ARMT+

Week 2 6 6a. Identify land masses, bodies of water, and other physical features of Earth on maps and globes

Unit 6 Lesson 1 Sharing The Land pp. 204 Skill: Use a Globe pp. 206a - 207

ARMT+ Activity Bk 44 & 45

Week 3 9b 9b. Identifying common and unique characteristics of individuals in societal groups, including age, religious beliefs, ethnicity, disability, and gender

Unit 6 Lesson 2 People Are People Everywhere; pp 208-211

NCSS V Unit: Cultures Around the World (Mexico, China, Africa)

-Follow the Drinking Gourd-Aunt Flossie’s Hat and Crab Cakes

for Later-Other Side

-Abuela’s Web-Abuela-Mexico

-Around the World Book Set-Chinese New Year

Activity Bk 46

Week 4 9b 9b. Identifying common and unique

Unit 6 Lesson 3 The Mouse In The Chest; pp

Activity Bk pp. 47 & 48

characteristics of individuals in societal groups, including age, religious beliefs, ethnicity, disability, and gender

212-215 Skills: Tell What Might Happen pp. 216a - 217

Week 5 4 4a. Describe the role of money in everyday life

Unit 6 Lesson 4 People Everywhere Are Linked; pp 218-219 Skills: Use a Bar Graph pp. 220a - 221

ARMT+ Activity Bk 49 & 50

Week 6 1 1b. Identify past and present forms of communication

Examples:past- letter, radio, rotary dial telephonepresent- e-mail, television, cellular phone

Unit 6 Lesson 5 People Talk Around The World; pp 222-225

Unit: Families Long Ago

Books: -History of the Telephone

-Buffalo Bill and the Pony Express-They’re Off: The Story of the Pony

Express-Bronco Charlie and the Pony

Express-Tom Edison to the

Rescue! Rainbow:

Activity Bk 51Week 7 7a 7. Identify ways to take

personal actions to protect the environment

Examples: cleaning up litter, recycling, participating in Earth Day and Arbor Day

Unit 6 Lesson 6 We Share the Planet pp. 226 - 229 Read Aloud - The Dragon's Tale pp. TE 229b

Activity Bk 52

Weeks 8/9

Unit 6 Wrap Up pp. 230 - 237 Map & Globe Skills to prepare for Second Grade

ARMT+

Science and TechnologyMIA Science and Technology Programme enables students to view science as a way of thinking and a process that strives for balance between the construction of meaning and the acquisition of knowledge and skills through interdisciplinary units of inquiry.The Science Programme at MIA will include:

an interdisciplinary program

an inquiry approach

a global focus

areas of study:

o Living Things: Ourselves, Animals, Plants

o Earth and Space: Water, Landforms, Space

o Materials and Matter: Gases Liquid, Solids

o Forces & Energy: Sound, Movement, Magnetism, Gravity, Electricity, Light, Heat

First Nine Weeks

ACOS #

ACOS STANDAR

DTEXTBOOK ALIGNMENT CORRELATIONS RESOURCES TECHNOLOG

4 Describe survival traits of livingthings, including color, shape, size,texture, and covering.

Pupil Edition Pages: 2–3, 4, 12–13, 24, 38–39, 40–41, 48, 50–51,52, 53, 54–57,58–61, 62–67, 68–71, 72–73, 74–75, 114–115, 118–121, 130–131, 140–141, 190Teacher Edition Pages: 2–3, 4,12–13, 24, 38–39, 40–41, 48, 50–51, 52, 53, 54–57,58–61, 62–67,68–71, 72–73, 74–75, 114–115,118–121, 130–131, 140–141, 190

NS: "C" Characteristics of Organisms, Life Cycles of Organisms, Organisms and Their Environments AHSGE: 10. Distinguish between monocots and dicots, angiosperms and gymnosperms, and vascular and nonvascular plants.11. Classify animals according to type of skeletal structure, method of fertilization and reproduction, body symmetry, body coverings, and locomotion. 12. Describe protective adaptations of animals, including mimicry, camouflage age, beak type, migration, and hibernation.ASA: 7. Identify common parts of plant and animal cells, including the nucleus,cytoplasm, and cell membrane. 8. Identify major body systems and their functions, including the circulatorysystem, respiratory system, excretory system, and reproductive system. 9. Describe the relationship of populations within a habitat to various communities and ecosystems.

FOSS KIT: New PlantsFOSS Level Readers:How Plants and Animals LiveAnimals and PlantsMany LeavesHow Plants and Animals LiveTogetherPlants and AnimalLife in a Rain ForestAMSTI Leveled Readers:Living and NonlivingIs it a Living Thing?What We Need APT Plus (Videos): Adaptations of Mammals,All about Reptiles Interactive Websites: http://www.ecokids.ca/pub/eco_info/topics/climate/adaptations/index.cfm http://www.hhmi.org/coolscience/forkids/vegquiz/plantparts.html http://www.mrnussbaum.com/habitats/index.html http://www.ecokids.ca/pub/eco_info/topics/climate/adaptations/index.cfm http://www.teachersfirst.com/getsource.cfm?id=10665

ACTOST:7.) Use digital tools to access and retrieve information.8.) Use digital environments to exchange ideas with individuals or groups.9.) Identify digital tools used for problem solving.

5 Identify parts of the human body,including the head, neck, shoulders,arms, spine, and

Pupil Edition Pages:294–297, 300–301Teacher Edition Pages:294–297, 300–301

NS: "C" Characteristics of Organisms, Life Cycles of Organisms, Organisms and Their Environments AHSGE: 10. Distinguish between monocots and dicots, angiosperms and gymnosperms,

APT Plus (Videos):Our Wonderful BodyThe Lunch Lady's Guide to the New Food PyramidExercise! It's Good for You! Interactive Websites: http://www.rockingham.k12.va.us/resources/elementary/kscience.htmhttp://www.woodlands-junior.kent.sch.uk/Homework/skeletons/human.htm

ACTOST:7.) Use digital tools to access and retrieve information.9.) Identify digital tools used for problem

legs. and vascular and nonvascular plants.11. Classify animals according to type of skeletal structure, method offertilization and reproduction, body symmetry, body coverings, andlocomotion. 12. Describe protective adaptations of animals, including mimicry, camouflage age,beak type, migration, and hibernation.

solving.

6 Recognize evidence of animalsthat no longer exist.

Pupil Edition Pages:174-175, 176Teacher Edition Pages:174-175, 176

NS: "D"Properties of Earth Materials ASA:10. Identify spheres of Earth, including the geosphere, atmosphere, and hydrosphere.

APT Plus (Videos):Albertasaurus Interactive Websites:http://www.bbc.co.uk/sn/prehistoric_life/games/http://www.discoveringfossils.co.uk/whatisafossil.htm

ACTOST: 7.) Use digital tools to access and retrieve information.8.) Use digital environments to exchange ideas with individuals or groups.9.) Identify digital tools used for problem solving.

Second Nine WeeksACOS #

ACOS STANDARD

TEXTBOOK ALIGNMENT

CORRELATIONS RESOURCES TECHNOLOGY

7 Identify components of Earth'ssurface, including soil, rocks, andwater.

Pupil Edition Pages:150–151, 152–153, 154–155,156–157Teacher Edition Pages:150–151, 152–153, 154–155,156–157 plus TE Earth Science

NS: "D" Properties of Earth Materials AHSGE: 16. Identify density-dependent and density-independent limiting factors that affect populations in an ecosystem. ASA: 10. Identify spheres of Earth, including the geosphere, atmosphere, and hydrosphere.

FOSS: Pebbles, Sand, and SiltFOSS Leveled Readers:Land, Water, and AirNatural ResourcesSaving The EarthAMSTI Leveled Readers:WeatherWhat is Weather?Places In The WorldAPT Plus (Videos):Earth's Location and LayersInteractive Websites: Internet4classrooms.com http://www.pppst.com/


8 Recognize daily changes inweather, including clouds,precipitation, and temperature.

Pupil Edition Pages: 182–183Teacher Edition Pages: 182-183


APT Plus (Videos):Rain What is the Water Cycle Interactive Website: http://www.bbc.co.uk/schools/whatisweather/aboutweather/index.shtml

ACTOST7.) Use digital tools to access and retrieve information.9.) Identify digital tools used for problem solving.

9 Identify ways to conserve Earth'sresources.

Pupil Edition Pages:163, 166–167Teacher Edition Pages: 163, 166–167

NS: "F" Changes in Environments AHSGE: 16. Identify density-dependent and density-independent limiting factors that affect populations in an ecosystem.ASA:9. Describe the relationship of populations within a habitat to variouscommunities and ecosystems.

APT Plus (Videos):Adopt a StreamBalltownInteractive Websites:http://www.rockingham.k12.va.us/resources/elementary/kscience.htm

ACTOST:7.) Use digital tools to access and retrieve information.8.) Use digital environments to exchange ideas with individuals or groups.9.) Identify digital tools used for problem

solving.10 Describe

uses of recycledmaterials.

Pupil Edition Pages:166–167,170–171Teacher Edition Pages: 166–167, 170–171

NS: "F" Changes in EnvironmentsAHSGE:16. Identify density-dependent and density-independent limiting factors that affect populations in an ecosystem. ASA:9. Describe the relationship of populations within a habitat to variouscommunities and ecosystems.

APT Plus (Videos):Adopt a StreamInteractive Website: http://funschool.kaboose.com/globe-rider/earth-day/games/game_michael_recycle.html


Third Nine WeeksACOS #

TEXTBOOK ALIGNMENT CORRELATIONS RESOURCES TECHNOLOGY

2 Identify basic properties ofobjects.

Pupil Edition Pages:154–157, 168–169, 210–211, 212, 213, 214–217, 218–221, 222–223,226–227, 234–235, 238–239Teacher Edition Pages: 154–157,168–169, 210–211, 212, 213,214–217, 218–221, 222–223,226–227, 234–235, 238–239

NS:"B" Properties of objects and materialsASA:1. Identify evidence of chemical changes through color, gas formation, solid formation, and temperature change.

APT Plus (Videos):Wonder World of ScienceInteractive Websites:http://www.gardenofpraise.com/matter.htm

ACTOST:7.) Use digital tools to access and retrieve information.

3 Describe effects of forces onobjects, including change of speed,direction, and position.

Pupil Edition Pages:242–243, 244, 245, 246–249, 250–251, 252–253, 254–255, 268–269, 310–311, 356–359, 372–373, 374–375Teacher Edition Pages:242–243, 244, 245, 246–249, 250–251, 252–253, 254–255,

NS: "Unifying Concepts and Processes" Evolution and EquilibriumASA:4. Describe forms of energy, including chemical, heat, light, and mechanical.

APT Plus (Videos):Wonder of Science; Why don't I Fall UpInteractive Websites: http://classroom.jc-schools.net/sci-units/force.htm


268–269, 310–311, 356–359, 372–373, 374–375

Fourth Nine Weeks

ACOS #

ACOS STANDARD

TEXTBOOK ALIGNMENT

CORRELATIONS

RESOURCES

11 Compare the day sky to thenight sky as observed with theunaided eye.

Pupil Edition Pages: 314–315,316, 317, 318-321, 320–321, 322–323, 324–327, 328–329, 330–331Teacher Edition Pages: 314–315,316, 317, 318-321, 320–321, 322–323, 324–327, 328–329, 330–331

NS:"D" Changes in the Earth and SkyASA:10. Identify spheres of Earth, including the geosphere, atmosphere, and hydrosphere. 11. Compare distances from the Sun to planets in our solar system.

APT Plus (Videos):Peeps Night OutStudents Explore the Night SkyWebsites:http://www.amnh.org/ology/astronomy#features/gravity/pages/gravitydo.php?TB_iframe=true&height=500&width=750http://www.beaconlearningcenter.com/WebLessons/AsTheEarthTurns/default.htm

1 Select appropriate tools andtechnological resources needed to

Pupil Edition Pages: 9, 17, 18–19, 33, 40–41, 57, 74–75, 99, 102,

NS:"A" Abilities Necessary to do Scientific InquiryUnderstanding about Scientific Inquiry

FOSS:Balance and MotionFOSS Level Readers:Movement and SoundForces and SoundMaking MusicAPT Plus (Videos):

gather, analyze, and interpret data.

106–107, 111, 121, 125, 130–131,155, 163, 167, 168–169, 194–195, 219, 223, 225, 229, 232–233, 249, 252, 253, 263, 266–267, 281, 285, 293, 297, 298–299, 315, 320, 323, 327, 328–329, 347, 351, 357, 362–363Teacher Edition Pages:9, 17, 18–19, 33, 40–41, 57, 74–75, 99, 102, 106–107, 111, 121, 125, 130–131, 155, 163, 167, 168–169, 194

"B" Position and Motion of ObjectsASA4. Describe forms of energy, including chemical, heat, light, and mechanical.

How Things Move At First LookSoundWonder of SoundInteractive Websites:http://www.scholastic.com/magicschoolbus/games/sound/

The Arts – Visual Arts, Drama, MusicMIA Art Programme enables students:

to consider the arts as a means of communication and as an expressive language

to develop an appreciation of the diversity of artistic forms

to gain insight into the variety of emotional and intellectual perspectives expressed within the works

to work in a range of artistic media and to use a range of tools in order to express ideas, observations and

feelings

to grow musically through listening, performing, experimenting and investigating

to study and explore the expressive use of musical elements through the singing of songs, playing of instruments and listening to a range of music

to gain an appreciation and awareness of music in all its forms from a range of times, places and cultures

The Art Programme at MIA will include:Visual Arts

The study and appreciation of artworks from a range of cultures and media

Celebrations of the student’s artistic endeavours

Music Performing-singing, performing-playing instruments, creating composing, listening

DramaDrama for understanding, Storytelling and playmaking, Performance skills, the study and appreciation of artworks from a range of cultures and media.Personal, Social, and Physical Education (PSPE)MIA Personal and Social Education Programme enables students to develop personally in respect to emotions, self-concept and moral values and to interact with his/ her family, learning community and society and the world at large through the interdisciplinary units of inquiry.

IV. Make-Up Work Procedures:A student will have the opportunity to make-up exams/tests or work which occurred during an excused absence. When a student returns to school after an excused absence, he/she has three (3) days or the number of days equal to the number of days of consecutive absences; whichever is greater, following the student’s return to class to make up work. The teacher will provide the student any assignments missed during the absence. It is the responsibility of the student’s parent, guardian, or legal custodian to make arrangements with each teacher and make sure make-up work is completed. Make-up work will be permitted only when written excuses from the parent, guardian, or legal custodian have been received in accordance with this policy. Students who miss school as a result of a suspension will be counted as unexcused. No make-up work is allowed for unexcused absences and a failing grade will be given for 6 missed assignments. If a suspension is modified or reversed through the suspension appeal process, related absences will be excused and the student will receive make-up work for those excused days. If a student who rides a bus is required to remain after school, the parent will be notified in advance. The parent mustmake arrangements for the child’s transportation from school.

V. Tutoring Schedule:

Tutoring is provided during reading groups (small group intervention), reading couch, and parental volunteers.VI. Communication:

Teachers may be contacted via system email address: Teacher's First Name.Last Name @mps.k12.al.us, School Phone Number: 334-284-7137, or through the school website. All classroom teachers will send a weekly newsletter to keep parents informed of school activities, call messenger, homework assignments, or any other necessary information.

VII. Materials: FIRST GRADE SUPPLY LIST •· Nylon Pencil Bag -7 ¼"x 101/4 •· No 2 Wood Pencils (36) •· Small Crayola Crayons - 8 Ct (2)•· Large Glue Stick (2)•· Sharp %' Fiskar Scissors•· 8.5x11.5" D'Nealin Tablet (3)•· Asst. Pocket & Brad Folder (5)•· 8 ct Washable Watercolor set•· 70 ct spiral comp book wide rule (2)•· Large pink pearl Eraser (2)•· Pencil Cap erasers (6)•· 100 ct Comp Book Story w/ Red Lines (3)•· Construction Paper•· Kleenex •· Paper Towels•· Baby Wipes•· Lysol•· Hand Sanitizer

VIII. Web Links/ ResourcesIntervention Games

Reading GamesReading link

http://www.teachers.cr.k12.de.us/~galgano/dibel2.htm

www.pbskids.com

www.funbrain.com

www.professorgarfield.com

Primary Games http://www.primarygames.com/

Fun School http://www.funschool.kaboose.com/

Primary Games http://www.primarygames.com/

Reading passagesClarkness Reading Passages http://www.clarkness.com

MathMath- Drills.com

www.math-drills.com

Math http://www.aaamath.com

www.mathplayground.com

www.ixl.com

Reading and Math

Kid's College www.kclogin.com

SpellingSpelling City

http://www.spellingcity.com

Science and Social Studies

http://kids.discovery.com/

http://kids.nationalgeographic.com/kids/

Musichttp://pbskids.org/jazz/

IX. Read Receipt:Please cut on the line below and return to your child’s homeroom teacher

MacMillan International Course Syllabus Receipt

This is to acknowledge that ______________________________ has fully read the course syllabus requirements for 1st grade and understands that it is subject to change at the teacher’s discretion. X ____________________ X ____________________ Parent’s signature Student’s signature

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