Grade 1 Sample Integrated Yearly Plan

Grade 1 Sample Integrated Yearly Plan

P?3 Integrated Yearly Plans and Unit Plans

In May and June, 2015, teachers responded to an expression of interest to participate in additional development work for the streamlined curricula during the summer. In July, P to 3 teachers selected from these expressions of interest came from across the province and worked together to create sample, integrated yearly and unit plans to support the streamlined P?3 curricula. These are sample documents that may provide guidance and ideas for your planning. Please use these to inspire your own yearly and unit planning to meet the needs of your students.

Grade 1 Integrated Curriculum Year Plan

Integrated Language Arts should encompass 123 min./day Unifying Idea ? Term 1 ? September to November 13 (11 Weeks)

Change The unifying ideas may be followed up with driving questions that lead your unit planning.

Outcomes

Social Studies ? Outcome 4 ? Students will recognize that all people have needs and wants.

Science ? Outcome 1 ? Students will investigate the effects that daily and seasonal changes have on the environment and living things. Outcome 2 ? Needs and Characteristics of Living ThingsStudents will investigate needs and char. of different living things, including humans.

Health Education ? Outcome 1 ? Students will explore habits that contribute to having a healthy mind and a healthy body. Outcome 2 ? Students will identify healthy ways to cope with changes to family life.

Visual Arts ? Outcome 1 ? Students will explore and manipulate a range of materials... Outcome 2 ? Students will examine a range of artwork from diverse cultures and communities... Outcome 3 ? Students will demonstrate an awareness of, reflect upon, and develop respect for art and art making.

Instructional Strategies

Morning Meeting: Could include weather, seasons and days of week, mental math, and counting routines.

Morning Message: Could include; (a) Inquiry, such as "I wonder why...?" "What might happen if...?" (b) Vocabulary building ? oral language development and specific content area vocabulary, e.g. seasons, healthy, math terms (more, less, forward, backward, etc.) Mental Math

Show and Share: class created products and ideas. (Oral Language)+(subject specific items)

Open-ended teacher questioning: By listening to students thoughts and ideas, teachers can gain a deeper understanding of their students' needs.

Resources

Social Studies ? Discovery Links Social Studies-A Teacher's Guide (Unit 4-Needs and Wants, p. 99)

Discovery Links Social Studies-Teacher's Guide Grade 1- 2005

Science ? Atlantic Canada Science Curriculum Guide-Grade 1 Earth Space and Science: Daily and Seasonal Changes p. 40 and Life Science: Needs and Characteristics of Living Things p. 32

Science Links: Primary-2, January 2009 Department of Education

Health Education 1 Draft November 2014- Unit Healthy Self pp 1-25

Visual Arts P-6 Curriculum Guide 2000

English Language Arts Primary-3, Draft, April 2013 ? The Workshop Model Pages 85-89.

ICT ? DC1.1.1, DC2.1.1, DC2.2.1, P1.1.1, C1.1.1, RIPSD1.1.1, RIPSD2.1.1, TOC1.1.1

English Language Arts (ELA) ? Listening and Speaking Outcome 1 ? Students will communicate effectively and clearly and respond personally and critically. Outcome 2 ? Students will interact with sensitivity and respect, considering audience, purpose and situation. Reading and Viewing

Questions to stimulate thinking: "What did you notice about...?" "How are these things similar?/ different?" "What might happen if...?" "Tell me more about that."

English Language Arts Primary-3, Draft, April 2013 ? Effective Learning Experiences ? The Learning Environment, pages 78-103.

English Language Arts Primary-3, Draft, April 2013- Word Study, pages 104-114.

Questions to prompt reflection: "What did you do to... How did you work that out?"

English Language Arts Primary-3, Draft, April 2013- Speaking and Listening, pages 122-133.

Grade 1 Sample Integrated Yearly Plan

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Outcomes

Outcome 3 ? Students will demonstrate a variety of ways to comprehend and select from a range of culturally relevant texts. Outcome 5 ? Students will respond personally and critically to a range of diverse texts. Reading and Writing Outcome 6 ? Students will convey meaning by creating print and digital texts... Writing Outcome 7 ? Students will use writing and other forms of writing, including digital, to explore, clarify, and reflect on thoughts, feelings, experiences and learnings. Outcome 8 ? Students will create text, including digital... Outcome 9 ? Students will use a range of strategies to develop effective writing and media products...

Mathematics ? Unit 1 #'s to 20 (N01, N02, N03, N04, N05, N07, N08, PR03 Unit 2 ? Patterning and Geometry PR01, PR02,G01 Unit 3 ? Numbers to 20 and counting to 100 (N01 through to N08, PR03 PR04) Unit 4 ? Measurement ? Length and Area ? (M01, G01)

The unifying idea could lead to focus questions that would lead an inquiry into this term. The focus questions then determine the units.

Instructional Strategies

"What was the hardest part about...?" "If you were going to do this again, what would you do differently?" Questions to promote sharing"How can you record your discovery?" "How did you solve the problem(create your...build your...?" (Harcourt, L. and Wortzman, R., Explorations 1: Learning Through Inquiry, Pearson 2014 )

Culturally Responsive Teaching: Appreciating cultural differences as assets. This means creating caring, learning communities where culturally different individuals and heritages are valued. From Geneva Gay, Culturally Responsive Teaching:Theory, Research, and Practice (2nd ed.) p.31

Driving questions: Could be, but not inclusive ? What do you know about counting patterns and how they change? How does my body change? How does my thinking change? Why do the seasons change?

Exploration: Could include: walking outside and feeling rain, sun, wind, etc. Taste testing ? fruits and vegetables.

Information and Communication Technology (ICT): Embedded in the indicators for core subject areas.

Resources

English Language Arts Primary-3, Draft, April 2013- Reading and Viewing ? Fundamental Principles, Pages 134-183. English Language Arts, Primary-3, Draft, April 2013- Writing and Other Ways of Representing ? fundamental Principles, Pages 184-231.

What's Next For This Beginning Writer

Teaching in Action

Harcourt, L. and Wortzman, R., Explorations 1Learning Through Inquiry, Pearson 2014

Reading workshop ? books in bins reflecting the unifying ideas.

Moodle Site - Access to Math and Literacy information - Videos Make it your friend!

Literacy Place - Inquiry Units - Primary to Grade 3 Oral Language Development-Inquiry developmentintegrated subject matter and a good tool to use

Explorations in Art-Grade 1- Cathy Wiseman Topal Davis Publications, Inc. 2008

Anchor charts: use this visual resource to help students become more responsible and independent by scaffolding their learning/ make their thinking permanent and visible. Use information from mini lessons to create anchor charts.

Grade 1 Sample Integrated Yearly Plan

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Outcomes

Instructional Strategies

Teacher read aloud: Used to promote inquiry, critical thinking, reading strategies, listening strategies, comprehension strategies etc.

Learning Zones: Could include aspects from Science, Health, Social Studies, Math, Art, Physically Active time and ELA.

Reading and Writing Workshop Model: See curriculum guide

Guided Reading and Writing: see curriculum guide

Creating Environments: Work areas in classroom for students to explore

Reading Comp. Strategies: Making connections, Visualizing, Determining Importance, Synthesizing Info., Drawing Inferences, Questioning, etc. Keep in mind that teacher modelling of comprehension strategies using texts that complement specific strategies is necessary for Grade 1 students. These students may not be developmentally ready to infer independently until they have reached a higher reading level (J/K)

Resources

Grade 1 Sample Integrated Yearly Plan

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Year Plan Unifying Idea ? Term 2 ? November 14th to April 1st

12 weeks Communication

Outcomes

Instructional Strategies

Resources

Social Studies ? Outcome 1 ? Students will demonstrate an understanding of the diversity of cultural groups, including... Outcome 3 ? Students will demonstrate an understanding of Mi'kmaq communities in the province.

Science ? Outcome 1 ? Students will investigate the effects that daily and seasonal changes have on the environment and living things. Outcome 3 ? Students will explore materials and their properties.

Health Education ? Outcome 1 ? Students will explore habits that contribute to having a healthy mind and a healthy body. Outcome 2 ? Students will identify healthy ways to cope with changes to family life. Outcome 3 ? Students will practice communication skills that promote healthy and safe relationships.

Visual Arts ? Outcome 1 ? Students will explore and manipulate a range of materials... Outcome 2 ? Students will examine a range of artwork from diverse cultures and communities... Outcome 3 ? Students will demonstrate an awareness of, reflect upon, and develop respect for art and art making.

ICT - DC1.1.1, DC2.1.1, DC2.2.1, P1.1.1, C1.1.1, RIPSD1.1.1, RIPSD2.1.1, TOC1.1.1

Morning Meeting: Could include weather, seasons and days of week, mental math and counting routines.

Morning Message: Could include; (a) Inquiry, such as "I wonder why...?" "What might happen if...?" (b) Vocabulary building ? oral language development and specific content area vocabulary, e.g. seasons, healthy, math terms (more, less, forward, backward, etc.) Mental Math

Show and Share: Class created products and ideas. (Oral Language) + (subject specific items)

Open-ended teacher questioning: By listening to students thoughts and ideas, teachers can gain a deeper understanding of their students' needs.

Questions to stimulate thinking: "What did you notice about...?" "How are these things similar/different?" "What might happen if...?" "Tell me more about that."

Questions to prompt reflection: "What did you do to... How did you work that out?" "What was the hardest part about...?" "If you were going to do this again, what would you do differently?" Questions to promote sharing"How can you record your discovery?"

Social Studies-Discovery Links Social Studies-A Teacher's Guide-Unit 1- Groups, page 1 and Unit 3Place/time, p. 59

Discovery Links Social Studies-Teacher's Guide Grade 1- 2005

Science- Atlantic Canada Science Curriculum Guide-Grade 1 Earth Space and Science: Daily and Seasonal Changes pg. 40 and Life Science: Needs and Characteristics of Living Things p. 32

Science Links: Primary-2, January 2009 Department of Education and ...

Health Education 1 Draft November 2014- Unit Healthy Self .p 1-25

Visual Arts P-6 Curriculum Guide 2000

ELA- English Language Arts Primary-3, Draft, April 2013 ? The Workshop Model p. 85-89.

ELA ? English Language Arts Primary-3, Draft, April 2013 ? Effective Learning Experiences ? The Learning Environment, p. 78-103.

ELA- English Language Arts Primary-3, Draft, April 2013- Word Study, p. 104-114.

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