Our language arts curriculum utilizes a balanced approach to literacy including interactive read alouds, guided reading, shared reading, independent daily reading, and word study.
Teachers assess each child to determine their instructional reading level throughout the year and meet with students one-on-one and in small groups to differentiate instruction and ensure the success of every student. Students are exposed to different genres of literature, fiction, non-fiction, and poetry.
Students will learn decoding, making connections within the text, predicting, visualizing, activating their prior knowledge, re-telling, summarizing, evaluating, inferring, and reading comprehension.
Students will learn to identify main idea, explain the problem and solution in their own words, sequence major details or key events in a story, and compare and contrast characters and story elements.
First grade students focus on three major genres of writing - Narrative, Informational, and Opinion Writing throughout the year.
Students will learn to write small-moment stories with a true beginning, middle, and end.
Students will be able to recount two or more appropriately sequenced events including details from the story using temporal words to signal event word order, such as first, next, then, and last.
In our Informational unit, students will research a topic and use their research to write about various topics.
In the Opinion unit, students write about a topic they are interested in and supply details as to why they feel a certain way.
Throughout the whole year, the students work on sentence structure.
Students will learn capitalization and punctuation using nouns, adjectives, and verbs.
Students learn correct usage of present, past, and future tense verbs, contractions.
Students will be introduced to commas, common, proper and possessive nouns, and appropriate punctuation.
Students continue improving handwriting with our handwriting program, Zaner-Bloser.
Students learn beginning typing skills.
In First Grade, we differentiate our math skills based on need and ability. Students work in small cooperative groups and learn to utilize different manipulatives and strategies to become confident and knowledgeable in their math skills. Students use hundred boards, number lines, white boards, base-ten blocks, various counters and number cards to help them develop their math foundation.
We utilize The Envisions Math curriculum for our math skills and we diversify our instructional strategies. Our strategies include (but are not limited to) problem-based learning, embedded visual learning, and personalization to empower every student.
Students will learn to add and subtract fluently to 100.
Students will learn to create their own bar graph, line graph, and pictograph and analyze the data collected.
Students will learn place value to the thousands.
Students will learn to compare two, three, and four digit numbers.
Students use these skills to sequence numbers and compare numbers to figure out if they are greater than, less than, or equal to.
Students will learn to solve word problems using the key vocabulary words that are regularly found in mathematical word problems.
Students will learn word problem strategies such as circling the key numbers in the problem, drawing a representational picture, writing a number sentence and labeling the answer with the correct unit from a problem.
Students will learn to use models and strategies to add and subtract fluently within the ones place, tens place, and hundreds place.
Students will learn to measure and compare objects with non-standard and standard units.
Students will learn how to tell time on an analog and digital clock to the hour, half hour, and minute.
Students will learn the strategy of counting by 5’s on the clock.
Students will compare and contrast two-dimensional and three dimensional shapes and identify fractions to the whole, half, third, and fourth.
Students will learn regrouping the tens place and the hundreds place.
Students will focus on their problem solving process and learn how to explain their thought process through “math talk” to their peers.
Greene School students learn to research, compare and contrast, problem solve, and persevere throughout our thematic units of study. Students learn to work collaboratively with their peers and are encouraged to ask questions and research their answers. Field experiences to the Palm Beach Zoo and the South Florida Science Museum are provided and guest speaker experts support the class curriculum.
During our Human Body and Anatomy unit:
Students will learn about major organs as well as the various systems that the organs are located in.
Students will learn the importance of each organ, nutrition, and how each system works together to help keep our body healthy.
Students will research, write, and present specific body parts to teach the class.
Students will complete a model of the human body.
In our Solar System unit:
Students will learn about the various planets, their location in space, the moon, and how humans successfully visit space.
Students choose and area of interest to research further and teach to the class.
In our Animal Classifications and Habitats unit:
Students will learn the six different animal groups and the various characteristics that make up each animal classification.
Students will learn the habitats, environmental needs of various animals.
Students will compare and contrast animals to humans.
The Dinosaur Era unit:
Students will research and learn about the dinosaurs that once roamed our Earth.
Students learn about omnivores, herbivores, and carnivores as well as why and how dinosaurs became extinct.
Students create a powerpoint of their chosen dinosaur as well as a diorama depicting a scene of their dinosaur in its environment.
The purpose of our social studies program is to build a strong classroom community and to expand the children’s interest in their world. Students will learn to take responsibility for their own actions and develop a respect for themselves, each other, and their environment. Topics taught in first grade include:
The Importance of Rules
All About Me
Continents and Oceans
The United States of America
The History of Thanksgiving
Holidays Around the World
Martin Luther King, Jr.
The United States Presidents and Famous Monuments
The Life of Dr. Seuss.
Activities include creating projects and presentations that illustrate their grasp of social studies concepts. Students will participate in Read Across America using Dr. Seuss classics. Students learn to work collaboratively in cooperative groups. Our students learn how to work together and have their voices and opinions heard in a positive manner.
The Greene School Drama program provides students the opportunity to express themselves through a variety of theatrical lenses. The actor’s toolbox (body, voice, and imagination) is explored through storytelling, movement, scene study, and more! Skills in drama provide empathy, spatial reasoning, ease in public presentation and self confidence. The performing arts offers students an opportunity for self exploration and team building.
Students are encouraged to take dramatic risks and support each other by giving meaningful feedback to improve their own work and the work of their fellow actors. Through creative play, students learn skills that cover affective, psychomotor, and cognitive domains.
First grade students create story dramas. Students explore a variety of character qualities (both physical and vocal) through books and stories. Through book reenactments, students learn to physically recognize, mirror and create emotions described in stories and dramatic play. Students are also given the opportunity to explore a variety of vocal dynamics to express thoughts and emotions.
Theatrical vocab that students learn and apply to scene work at this grade level include:
DANCE, YOGA, & MINDFULNESS
As part of The Greene School curriculum, all first grade students are required to participate in dance each week, one period per week for 45 minutes. The Greene School Dance Program is founded on the premise of providing a kinesthetically enriched and interdisciplinary curriculum that strengthens the educational experience for all students. The dance program plays an integral role in the development of a well-rounded student while also enhancing the learning taking place in other subject areas. Students are exposed to different techniques, forms, and styles of dance including jazz, modern, creative movement, ballet, and musical theatre. Different choreographic styles are also studied, though the focus varies with age.
The first part of the year is focused on the development of gross motor skills through both locomotor and non-locomotor movements, while learning how to retain choreography and build specific dance technique in preparation for the annual Dance Concert performance that includes all students.
The second part of the year focuses on The Language of Dance unit where students choreograph and perform their own mini-dances, allowing students the opportunity to participate in an interdisciplinary unit that encourages practical application of the technique and skills learned throughout the year.
As part of The Greene School curriculum, all first grade students participate in yoga, one period per week for 45 minutes. The overarching theme for the elementary yoga program focuses on the concepts of Balance and Breath in Yoga Poses and in Life. The course also utilizes a multi-subject approach with the integration of interdisciplinary concepts. The students culminate each lesson by writing in their personal Gratefulness Journals.
As part of The Greene School curriculum, all first grade students are required to participate in Mindfulness, one period per week, for 20 minutes. All teachers and staff also attend each mindfulness class with the students to allow the lessons to be continued in the classroom throughout the week. Throughout the year, students are introduced to a wide variety of topics and techniques with the monthly character trait acting as the overarching theme throughout the lesson including Mindful Bodies, Mindful Listening, Mindful Breathing, Heartfulness, Kindness, Mindful Jars, Mindful Eyes, Please and Thank You, Generosity, Giving, Mindful Thoughts, Mindful Emotions, Mindful Eating, Gratitude, Integrity, Patience, Compassion, Commitment, Humility, Joyfulness, and Kindness.
SPANISH (or FOREIGN LANGUAGE?)
The Greene School Foreign Language program is intended to develop listening comprehension and verbal skills in young children with classes three times a week. Skills in speaking, listening, reading and writing are developed in this course. Students acquire language proficiency with visual and interactive support using grade level vocabulary and techniques such as Total Physical Response (TPR) and Natural Approach. The goal of both of these strategies is to allow students to learn a second language in the same way they learned their first language - through their senses, encouraging long-term retention of the language.
First grade students use the ¡Qué chévere! and Realidades curriculum textbook which integrate development of language proficiency into cultural understanding using project-based learning activities, multimedia resources, songs, games, and stories .
Students will learn familiar topics and frequently used expressions.
Students will participate in short conversations in familiar contexts.
Students will learn to follow directions or instructions to complete a task when expressed in short conversations.
Students will engage in short social interactions using phrases and simple sentences.
Students will use basic language skills supported by body language and gestures to express agreement and disagreement.
Students describe aspects of daily life using phrases and complete sentences.
Students will recognize basic practices and perspectives of cultures where the target language is spoken (such as greetings, holiday celebrations, etc.).
Students will demonstrate basic knowledge acquired in the target language in order to compare words that are similar to those in his/her own language.
Students will learn how to use information acquired through the study of the practices and perspectives of the target culture(s) to identify elements of their characteristics and compare them to own culture.
Students will demonstrate and understanding of key points on familiar topics presented through a variety of media.
Students will learn to recite the numbers from 1-30 in the target language.
The Greene School visual arts program requires all first grade students to participate in art class for 45 minutes, two times each week, offering all students a broad range of experiences and activities. Students are exposed to a wide array of visual arts mediums throughout the year.
Students explore an array of art making categories:
First grade students will explore and experiment in the following Elements of Art:
Students may use these elements:
Drawing (Linear, Figure)
Painting (Color Mixing, Primary and Secondary Colors, Color Wheel, Warm and Cool Colors)
3-Dimensional Work (Clay forms: coiling, rolling, pinching; Paper techniques: folding, cutting)
Art History (Picture Books, Reproduction, Online Resources, Online Museum Interactive Sites)
Mediums used by first grade students include:
Paint (Tempera and Watercolor)
Crayon (Resist, Rubbings, Outline)
Clay (Air Dry, Modeling)
Paper (Stencils, Cutting, Collage)
Pastels (Oil, Chalk)
The visual arts program is further enriched with art history and focus on transformational movements in art. The visual arts program is integrated throughout the interdisciplinary curriculum via collaborative partnerships between classroom and arts teachers.
The Greene School physical education curriculum is designed to provide an environment that challenges all students to work to their potential. Students need the opportunity to learn skills without intimidation and to experience the joy and exhilaration of physical activity. This philosophy drives our program and it is our hope that all students learn to enjoy movement, become fit, and value positive living.
Our program focuses on the whole person. This is achieved by focusing on three areas which are equally important:
Movement Skills and Movement Knowledge
Our physical education aims are to encourage and enable students to:
Use inquiry to explore physical and health education concepts.
Participate effectively in a variety of contexts.
Understand the value of physical activity.
Achieve and maintain a healthy lifestyle.
Collaborate and communicate effectively.
Build positive relationships and demonstrate social responsibility.
Reflect on their learning experiences.
Students at this level will learn psychomotor development and interpersonal skills. Students will be assessed on their knowledge of units demonstrated through skills and games, task cards, class and individual demonstrations, presentations and class assignments.