1st Grade Curriculum

Addmission03

The First Grade program at Dade Christian School provides the basic foundation of learning for every child.  A child’s study habits, learning skills, and attitude toward education are formed during this primary stage.  Our curriculum is a thoroughly integrated, academically balanced program with a consistent Christian emphasis.  Bible, Language Arts, Phonics, Reading, Math, Science, History, Spelling, and Penmanship all represent the subject areas.  Our total program has been developed to challenge students to develop their skills in the intellectual, spiritual, physical, and social realms.  An emphasis is also placed on social interaction among the students, giving them opportunities to develop social values; respect, sharing, group acceptance, independence, and dependability.

1st Grade Science

 The purpose of the first grade science class is to nurture the student’s exploratory curiosity for science through projects, conducting experiments, and reading.  The students will understand about the world God created and how each organism has a purpose for existing.  Biblical principles and truths from God’s Word will be integrated throughout each lesson.

Curriculum –  Harcourt Science

Projects

  • The Five Senses
  • Growing Live Plants from Seeds
  • Animal Habitat
  • Collage of Seasons
  • Sink or Float
  • Food Group Pyramid
  • Healthy & Unhealthy Food Chart

Goals and Objectives

  • To identify the 5 senses and their sense organs (i.e.: taste – tongue) *
  • To explain how the five senses help us learn
  • To distinguish between living organisms and nonliving objects
  • To compare living organisms and nonliving objects
  • To identify the senses a doctor uses in his or her job
  • To recognize that people are living things that grow
  • To identify the basic parts of plants and their functions
  • To observe and compare plants
  • To identify the basic parts of a seed
  • To recognize that a seed grows into a plant
  • To identify that plants need light, air, soil, and water
  • To communicate observations about plant growth
  • To recognize that artists use science skills
  • To measure the growth of plants
  • To observe that animals need food, water, air, and a place to live to survive
  • To identify characteristics of living organisms that allow their basic needs to be met
  • To differentiate between wild and tame animals, their habitats and identify their offspring’s
  • To identify different ways to group animals
  • To recognize that animals can be sorted according to their characteristics and parts
  • To recognize the parts of an insect
  • To identify the characteristics of an insect that allows its basic needs to be met
  • To observe and record changes in the life cycles of mammals and birds
  • To compare the ways young mammals and birds depend on their parents for their basic needs
  • To observe and record changes in the life cycle of a butterfly
  • To identify the characteristics of a butterfly that allow its basic needs to be met
  • To observe and record changes in the life cycle of a frog
  • To identify characteristics of a frog that allows its basic needs to be met
  • To recognize that frogs go through different stages and move in certain ways
  • To identify symmetry
  • To give examples of ways animals depend on plants for their basic needs
  • To identify animals’ characteristics that allow their basic needs to be met
  • To identify plant and animal characteristics that allow them to meet their needs
  • To compare ways that plants depend on animals to help them meet their needs
  • To give examples of ways people depend on plants and animals for their basic needs
  • To sort plant and animal products according to whether they come from plants or animals
  • To identify healthful snacks and measure and mix plant products
  • To recognize that customs are an important part of a person’s culture
  • To describe how plants and animals that live in a forest find what they need to survive
  • To recognize that plants and animals have characteristics that help them live in a forest
  • To recognize that plants and animals that live in a desert find the conditions they need to survive
  • To give examples of the characteristics that help plants and animals live in a desert
  • To recognize that plants and animals that live in a rain forest find what they need to survive
  • To identify characteristics of plants and animals that help them live in a rain forest
  • To recognize that plants and animals that live in the ocean find the conditions they need to survive
  • To identify the features that plants and animals have that help them live in the ocean
  • To identify patterns on leaves
  • To identify what a career as a marine biologist involves
  • To observe and describe differences in rocks based on their characteristics
  • To use a hand lens to collect information about rocks and classify them
  • To identify examples of fossils
  • To describe how some fossils are formed
  • To observe fossil evidence of extinct animals
  • To compare extinct and living animals
  • To recognize that scientists’ study and project ancient art
  • To measure mass of rocks using a balance
  • To identify natural resources
  • To give examples of how natural resources are used
  • To recognize that Earth’s surface is surrounded by air
  • To conduct simple investigations to observe air and what it can do
  • To identify a variety of natural sources of fresh water
  • To observe that fresh water can be made from salt water
  • To recognize why it is important to take care of our natural resources
  • To describe ways to take care of our natural resources
  • To recognize that water in a puddle evaporates and understand that this is part of the water cycle
  • To recognize that paper is a valuable resource
  • To recognize that weather is the condition of the air outside
  • To observe and record weather changes from day to day
  • To use a thermometer to collect and record information about weather
  • To identify patterns in temperature changes related to weather
  • To recognize that wind is moving air
  • To observe changes in wind direction and speed
  • To recognize that clouds form when warm air meets cooler air
  • To recognize that rain forms from water drops in clouds
  • To measure and compare temperature in one place and observe how much it changes
  • To observe weather patterns and make up a “weather saying” about it
  • To observe and forecast different weather patterns (i.e.:  windy, 92°, partly cloudy) and will be introduced to cloud activity and the water cycle
  • To observe objects in the sky
  • To describe what planets are made of
  • To recognize that Earth’s spinning gives us day and night
  • To use a model to demonstrate the occurrence of day and night
  • To recognize that spring is the season that follows winter
  • To observe and record changes in weather from winter to spring
  • To recognize that summer is the season that follows spring
  • To observe and record changes in weather from spring to summer
  • To recognize that fall is the season that follows summer
  • To observe and record changes in weather from summer to fall
  • To recognize that winter is the season that follows fall
  • To observe and record changes in weather from fall to winter
  • To recognize how the process skill observe is used by people in art
  • To use a bar graph to find out about changes in rainfall
  • To distinguish between the 4 seasons and categorize the clothing, weather, holidays and activities conducted throughout the seasons
  • To recognize that everything around us is matter
  • To observe and describe the properties of solids
  • To recognize that liquid is matter that flows
  • To observe and describe the properties of liquids
  • To recognize that some objects sink and other float in water
  • To recognize that objects can be described in terms of their floating and sinking properties
  • To predict how a solid acts when mixed with water
  • To classify solids into those that will dissolve in water and those that will not
  • To recognize that gas is matter that fills and takes the shape of the container it is in
  • To observe and describe the properties of gases
  • To recognize that things can be done to solid matter to change its properties
  • To observe and describe the behavior of solid matter when we do things to change it
  • To recognize that knowledge about science is used in art
  • To determine how shape and weight make an object sink or float
  • To demonstrate how sounds are made
  • To observe and compare different sounds
  • To describe different kinds of sounds
  • To compare sounds
  • To describe the part of a musical instrument that vibrates
  • To compare musical instruments
  • To recognize that similar types of instruments are used in various cultures
  • To measure the distance a whisper can be heard
  • To recognize that a force is a push or a pull
  • To observe and describe what pushes and pulls can do
  • To recognize that objects move in different ways
  • To observe and describe different kinds of movement
  • To recognize that motion involves moving from one place to another
  • To recognize that the amount of a change in motion is related to the strength of the push or the pull
  • To recognize that a magnet is a piece of iron that attracts objects with iron in them
  • To observe how the magnetic force works and its different uses
  • To observe that a magnet has two different poles
  • To recognize that a magnet’s pulling force is strongest at the poles
  • To recognize that magnetic force can pass through some things to attract iron objects
  • To observe that magnetic force gets weaker as distance increases from the magnet
  • To recognize that a magnet can magnetize things it attracts
  • To compare the strength of different magnets
  • To recognize that different magnets have different strengths
  • To understand that magnets are essential tools for many travelers
  • To recognize how to care for their body
  • To categorize food into food groups (using the pyramid) and understand healthy eating patterns
  • To introduce  students to the eyes and ears, skeletal, digestive, circulatory, respiratory, muscular, and nervous system
  • To identify healthy dental habits (i.e.: seeing the dentist regularly, brushing, and flossing)
  • To recognize how to stay safe. (Fire, Stranger and Bike Safety)

 

Sequential Order of Lessons

  • Five senses, their organs and uses
  • Plants: parts and requirements of plant growth
  • Animal life cycle and their characteristics
  • Animals: wild and tame, their needs and their habitats
  • Earth’s Land: rocks
  • Earth’s natural resources
  • Weather, the various types and necessities of different types and how to predict the weather
  • The four seasons, what we see, what we wear, and what we feel
  • Three types of matter: solid, liquid and gas
  • Sounds and forces
  • Nutrition, the food pyramid and their body
  • Dental health

1st Grade History

The purpose of first grade history is to provide an awareness of how fairness, honesty and courtesy are needed to work cooperatively with others in a community. Students will understand about how the different jobs in our cities, states and nation play a role in keeping us safe and well. Children will appreciate the diverse cultures that surround us and how this diversity enriches our lives.

Curriculum – Harcourt

Goals and Objectives

  • To explain why schools are important
  • To identify main ideas from visual sources
  • To describe the role of self as a member of the class
  • To express ideas orally based on knowledge and experiences
  • To identify main ideas from oral and print sources
  • To recognize details that support the main idea
  • To explain the need for rules in the home, school, and community
  • To give examples of rules that establish order, provide security, and manage conflict
  • To explore appropriate behavior at school
  • To compare rules made for different groups and situations
  • To follow steps for working together in a group
  • To use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision
  • To identify school workers
  • To identify the responsibilities of authority figures in the home and school
  • To recognize that children depend on school workers
  • To describe the work role of children in school and at home
  • To describe location of self and objects relative to other locations in the classroom and school
  • To use relative location words to describe where things are
  • To create and use simple maps to identify the location of places in the classroom and school
  • To recognize the use of symbols on maps to represent real things
  • To create visual and written material including pictures and maps
  • To compare and contrast schools of long ago with schools of today
  • To recognize tools for learning in the classroom
  • To read and interpret a table
  • To categorize information
  • To compare schools around the world
  • To discover that people learn in places outside of school
  • To describe the requirements of jobs and the characteristics of a job well-performed
  • To obtain information about a topic using a variety of visual sources, such as pictures, television, and computer images
  • To explain the need for rules and laws in the community
  • To give examples of rules or laws that establish order, provide security, and manage conflict
  • To recognize that breaking rules or laws has consequences
  • To identify leaders of different groups
  • To identify the responsibilities of authority figures in the home, school, and community
  • To identify leaders in the community and state
  • To describe the roles of public officials, including mayor and governor
  • To locate places of significance on maps
  • To use simple maps to identify the location of places beyond the classroom, school, and community
  • To recognize their state on a United States map
  • To identify leaders in the nation
  • To describe the role of public officials, including the President
  • To identify George Washington as the first President of our country
  • To know past Presidents
  • To recognize the democratic process of voting
  • To identify how people in the United States choose their leaders
  • To use voting as a way of making choices and decisions
  • To explain selected national and state patriotic symbols
  • To recite and explain the meaning of a pledge of allegiance and a flag
  • To identify anthems and mottoes of countries and states
  • To explain haw symbols reflect an American love of individualism and freedom
  • To identify ways in which Americans show respect for and honor their country
  • To distinguish between fiction and nonfiction
  • To recognize facts in nonfiction writing
  • To identify characteristics of good citizenship such as a belief in equality and responsibility for the common good.
  • To I dentify historic figures and ordinary people who have exemplified good citizenship
  • To identify contributions of historical figures that have influenced the community, state, and nation
  • To identify historic figures who have exhibited a love of individualism
  • To identify some of the rights people have
  • To explore some of the responsibilities that accompany rights
  • To predict what might happen if you did not act responsibly
  • To identify and describe ways that communities honor people who have made a difference
  • To identify historical figures that have influenced the community, state, and nation
  • To explain how selected customs reflect an American love of inventiveness
  • To obtain information about a topic using a variety of visual sources, such as pictures, television, and computer images
  • To define a neighborhood as a place where people interact as they live, work, and play
  • To compare a map to an aerial view
  • To create and use simple maps to identify the locations of places in the community and beyond
  • To use a map key to identify places on a map
  • To access information from a map using colors and symbols in a map key
  • To identify and describe the physical characteristics of places such as landforms
  • To identify and describe the physical characteristics of places such as bodies of water
  • To access information from a map using colors and symbols in a map key
  • To create visual and written material including maps
  • To recognize the globe as a model of Earth
  • To identify the continents and oceans of the world
  • To locate places of significance on maps and globes
  • To locate places using the four cardinal directions
  • To obtain information about a topic using a variety of visual sources such as maps
  • To locate the North Pole and the South Pole
  • To identify examples of and uses for natural resources in the community, state, and nation
  • To recognize how people depend on land and water
  • To understand the importance of natural resources
  • To use a decision-making process to identify a situation that requires a decision, gather information, and predict consequences
  • To demonstrate the concept of scarcity
  • To recognize that we need to protect resources for the future
  • To describe personal responsibility for protecting the environment
  • To identify and describe the physical characteristics of places such as landforms, bodies of water, natural resources, and weather
  • To identify and describe the human characteristics of places such as types of houses
  • To explain how the environment affects the types of homes people have
  • To recognize the importance of caring for our natural resources
  • To sequence and categorize information
  • To obtain information about a topic using a variety of visual sources, such as pictures, television, and computer images
  • To recognize that everyone in a group has a role
  • To identify roles within different groups
  • To describe how people in groups depend on one another
  • To use a problem-solving process to identify a problem
  • To use a problem-solving process to gather information about a problem, list and consider options for solving it, and consider advantages and disadvantages of a solution
  • To use a problem-solving process to choose and implement a solution and evaluate the effectiveness of the solution
  • To identify people’s basic needs
  • To describe ways that families meet basic human needs
  • To describe similarities and differences in ways families meet basic needs
  • To define Culture
  • To explore how people use language to communicate
  • To identify similarities and differences in culture
  • To describe various beliefs of families and explain their importance
  • To explain that environment affects the foods people eat
  • To explore how people’s food choices can reflect their culture
  • To recognize that people have different likes and dislikes
  • To obtain information about a topic using a variety of visual sources such as artifacts
  • To recognize that people express their culture in many ways
  • To explore artifacts that are part of a people’s culture
  • To retell stories from selected folktales and legends such as Aesop’s fables
  • To define scale
  • To demonstrate how to use a scale to measure distances on a map
  • To describe various beliefs, customs, and traditions of families and explain their importance
  • To identify celebrations from other cultures
  • To recognize holidays and celebrations as a way of preserving a family’s culture
  • To recognize that a calendar shows months of the year, days of the week, and dates
  • To read a calendar to identify dates
  • To create a calendar
  • To recognize that Americans have diverse backgrounds
  • To discuss things that all Americans share
  • To describe how people of different cultures share their customs and traditions
  • To obtain information about a topic using a variety of visual sources, such as pictures, television, and computer images
  • To use vocabulary related to chronology, including yesterday, today, and tomorrow
  • To recognize that people and places change over time
  • To describe seasons of the year
  • To explain time order on a time line
  • To sequence and categorize information
  • To create a time line
  • To recognize that every family has its own history
  • To compare families today with families long ago
  • To obtain information about a topic using a variety of oral sources such as conversations and interviews
  • To use a diagram to identify family relationships
  • To describe family relationships in terms of indefinite time and chronology (then/now, before/after)
  • To observe changes in a community
  • To analyze why changes take place
  • To explain how changes in a community affect people who live there
  • To distinguish among past, present, and future
  • To identify contributions of historical figures that have influenced the community, state, and nation
  • To identify the cause of certain events
  • To recognize the effects of certain actions
  •  To recognize that Native Americans were the first people in North America
  • To describe the voyage of Christopher Columbus
  • To explain how America was started
  • To describe the origins of selected customs, holiday, and celebrations of the community, state, and nation
  • To compare the observance of holidays and celebrations, past and present
  • To explain how selected celebrations reflect an American love of individualism and freedom
  • To identify contributions of historical figures that have influenced the community, state, and nation
  • To identify characteristics of good citizenship such as a belief in justice and truth
  • To describe the origins of selected customs, holidays, and celebrations of the community, state, and nation
  • To describe a route as a way to get from one place to another
  • To demonstrate how to identify and trace routes on a map
  • To create and use simple maps to identify the location of places in the community and beyond
  • To compare the similarities and differences among the lives and activities of historical figures that have influenced the community, state, and nation
  • To identify historic figures who have exhibited a love of inventiveness
  • To describe how technology has changed communication, transportation, and recreation
  • To describe how household tools and appliances have changed the ways families live
  • To identify historic figures who have exhibited a love of inventiveness
  • To describe how technology has changed communication, transportation, and recreation
  • To identify historic figures who have exhibited a love of individualism and inventiveness
  • To obtain information about a topic using a variety of visual sources such as pictures and artifacts
  • To recognize that people and places change over time
  • To distinguish between past and present
  • To describe how technology has changed the way people work
  • To obtain information about a topic using a variety of visual sources such as pictures, television, and artifacts
  • To distinguish between goods and services
  • To identify examples of goods and services in the home, school, and community
  • To identify people who provide goods and services
  • To describe the requirements of various jobs and the characteristics of a job well performed
  • To describe how specialized jobs contribute to the production of goods and services
  • To trace the sequence in a manufacturing process
  • To classify information using a picture graph
  • To interpret information from a picture graph
  • To create a picture graph
  • To recognize that people work to earn money
  • To describe how people use money to meet their needs
  • To compare and contrast work for pay and volunteer work
  • To describe how technology has changed the way people work
  • To compare jobs now and long ago
  • To recognize that some jobs disappear, while new ones become important
  • To identify ways people exchange goods and services
  • To identify the role of market in the exchange of goods and services
  • To recognize that people save for the future
  • To explain what can be learned from a bar graph
  • To create a bar graph
  • To identify examples of people wanting more than they can have
  • To explain why wanting more than they can have requires that people make choices
  • To explain how a budget helps people plan how to spend their money
  • To discuss scarcity
  • To identify examples of choices families make when buying goods and services
  • To describe the consequences of making an economic choice
  • To identify ways people exchange goods and services
  • To explain the importance of trade with other countries
  • To describe how goods are moved from place to place
  • To identify goods that Americans buy from and sell to people in other countries
  • To identify example of goods and services in the home, school, and community
  • To describe the requirements of various jobs and the characteristics of a job well performed
  • To describe how specialized jobs contribute to the production of goods and services
  • To obtain information about a topic using a variety of visual sources such as pictures, television, and computer images

Sequential Order of Lessons

The students will learn what schools are all about, why they have rules, about the school workers, where it’s located on a map, about schools long ago and today, putting things into groups, schools around the world and what jobs are. The students will also learn about being good citizens, our rules and laws, who are our leaders, finding states on a map, our country’s presidents and how we make a choice by voting.

The students will learn about America’s symbols, fiction and nonfiction information, portraits of good citizens, their rights and responsibilities, and how communities honor their citizens.

The students will also learn about what a neighborhood is, how to use a map key, what landforms and bodies of water are, how to locate land and water in a map, recognize what globes and maps are, identify continents and oceans of the world, find directions on a globe, people and resources, saving our resources and about houses and homes around the world.

The students will study all about people having different roles: how to solve problems together, families basic needs, what is culture, similarities and differences in cultures, how to use a map scale, how people celebrate, how to use a calendar and that we are Americans.

The students will learn about the past and present time: people and places change over time, how to use a time line, trace a family history, use a diagram, and learn a community history.

The students will continue to learn the past and present time: America’s first people, our country’s history, how we celebrate the history and people who made a difference, how to follow a route on a map, how people contributed to the history of our nation, about the differences between life today and life during the pioneer days.

The students will study jobs people do: their goods and services, requirements and characteristics of a job, how to use a picture graph, why people work, how and why jobs change, about buyers and sellers, how to use a bar graph, wanting more or less, making choices when buying, and trading with others.

1st Grade Math

The purpose of first grade Math is to set the foundation where upper level math skills can continue to build upon.  The curriculum and its correlated materials teach that arithmetic is mostly all ruled-governed activities.  The common-sense approach fully accords with Scriptural principles about orderliness and authority.  The teaching materials for Math also abound with specific examples aimed at Christian character building.  The importance of mathematics in their everyday lives is instilled.

Curriculum – ABEKA

Goals and Objectives

  • To be able to count from 1-300
  • To be able to write numbers from 1-300
  • To be able to recognize all numbers up to 300
  • To be able to count and write by 10’s to 300
  • To be able to count and writhe by 5’s to 300
  • To be able to count by 2’s to 200
  • To be able to count by 3’s to 200
  • To be able to count and write by 25’s to 300
  • To be able to count using ordinal numbers
  • To be able to label items with ordinal numbers
  • To be able to use tally marks to count with
  • To be able to match Roman Numerals with their numbers
  • To be able to write Roman Numerals
  • To be able to identify between odd and even numbers

Place Value

  • To be able to circle the numbers in the 1’s, 10’s and 100’s place
  • To be able to chose the numbers that are greatest or least from a group of 3
  • To be able tow rite the number that comes between 2 numbers
  • To be able to put numbers in order
  • To be able to use the signs greater than, less than or equal to correctly
  • To be able to recognize that 25=20+5 not 2+5

Combinations

  • To be able to add and subtract through the 13 family both orally and written
  • To be able to find the missing terms

Sequential Order of Lessons

  • Counting
  • counting forward and backwards by 1’s and 10’s
  • counting to 100
  • before and after numbers to 100
  • missing numbers by 1’s and 2’s
  • counting on a number line

Number Writing
from 1-70

Reading Numbers
from 1-20

Place Value

  • 1’s and 10’ place
  • place value is used to teach greatest and least
  • identify number that is between

Add (+) and Subtract (-) (1-6 families)

  • finding missing terms
  • adding doubles and writing number sentences

Problem solving (+ and – story problems)

illustrating them and creating them

Money

dimes and pennies

Counting

to 200

forward:  1’s, 2’s, 5’s, 10’s and 25’s

backward: 1’s, 2’s, 5’s, and 10’s

before and after numbers by 1’s, 2’s, 5’s, and 10’s

missing numbers by 1’s, 2’s, 5’s, and 10’s

 

Number Writing

1-200 odds and evens

 

Reading Numbers

1-200

 

Place Value

1’s, 10’s and 100’s place

illustrating numbers (straws)

putting numbers in order

finding numbers between but not consecutive

 

Add (+) and Subtract (-)

1-9 families

three number combinations

solving word problems

 

Problem Solving

choose + or –

Money

(a) counting and combining pennies, nickels, dimes and quarters

Counting

counting to 300

use ordinal numbers to count Presidents

counting by 3’s

Number Writing

1-300

Reading Numbers

1-300

Place Value

review

Add (+) and Subtract (-)

1-11 families

multiple number combinations

2 and 3 digit numbers

add (+) and subtract (-) coins

adding doubles + one

Problem Solving

problems with how many are left, how many more, and the missing addend.

Money

add (+) and subtract (-) money

counting and combining everything up to $1.00

Counting

Roman Numerals 1-10

counting tally marks

Number Writing

writing Roman Numerals 1-10

writing numbers using tally marks

Reading

(a) Roman Numerals 1-20

Place Value

(a) using greater than (>) and less than (<)

recognizing that 25=20+5 and not 2+5

ordering, 4 numbers

Add (+) and Subtract (-)

1-13 families

understanding + and – facts for 14-18 families

adding 3 two digit numbers

carrying

Problem Solving

solving problems with extra facts

analyzing problems with missing facts

Money

(a) counting coins in mixed order

1st Grade Spelling

 The purpose of the first grade spelling curriculum is to introduce word lists to the students through the use of spelling patterns.  Students learn to decode words through Phonics and Language development.  Enhancing students’ ability to spell will enable them to write words, sentences and stories that will help them reach their creative writing potential.

Curriculum – ABEKA

Goals and Objectives

  • To recognize rhyming words
  • To identify phonetic rules
  • To spell the words correctly
  • To place words in alphabetical order
  • To use spelling words in a sentence properly

Sequential Order of Lessons

  • Lists 1-8
  • application of one vowel rule
  • application of two vowel rule
  • application of K before i and e, C before the other three a, o, u
  • application of k sound with ck or k and silent e
  • application of ay in pray
  • application of l, f, s together at the end of a short vowel word
  • application of e, o, y at the end of a word
  • application of sh in ship, th in this, th in thick
  • Lists 9-15
  • application of ou in out, ow in owl, ow in bowl
  • application of ir in bird, er in verse, ur in nurse
  • application of oi in coin, oy in boy
  • application of oo in book, oo in tooth
  • application of or in morning, wor in worms, ch in church
  • application of igh in night – ite words
  • application of alk in walk, all in ball
  • Lists 16-23
  • application of ank, ink, onk, unk, ang, ing, ong, ung
  • application of wa in wash, ar in stars
  • application of a in asleep
  • application of -ing in pointing
  • application of y in baby, le in little
  • application of -ed in wanted, -ed in looked, -ed in played
  • Lists 24-30
  • application of rules for adding suffixes
  • application of sight words
  • application of ch in church, tch in patch
  • application of old in gold, ind in kind, ild in child
  • application of mb in lamb
  • application of c in city, u in push

1st Grade Phonics

 The purpose of first grade Phonics is to set the foundation for the students’ future reading success by mastering the phonetic rules and using them as building blocks to whole word reading.  The students will be exposed to word analysis consisting of syllables, contractions, antonyms, synonyms, word families, sight words, homonyms and compound words.

Curriculum –  ABEKA

Goals and Objectives

  • Short Vowel Sounds
  • To recite all of the vowels
  • To say the sounds of each vowel
  • To write short vowel words
  • To write the vowel they hear in a spoken word
  • To circle a vowel among  a group of consonants
  • To mark a vowel, with the correct short vowel mark, in a word
  • Long Vowels (Two-vowel rule)
  • To recite the two vowel rule
  • To mark the two vowels in a word correctly
  • To write two vowel words with a consonant in between
  • To read words with the two vowel rule in the sequence
  • To mark vowels when side by side
  • To read words with long vowels in the pattern
  • To read words with long vowels in short words that end in a single vowel
  • To mark vowels in words that end in a single vowel
  • To write words with long vowels in the pattern and ending in a single vowel
  • Initial Consonant Sounds and Final Consonant Sounds
  • To recognize initial consonant sound and final consonant sound
  • To write the letter when they hear the initial consonant sound and the final consonant sound
  • To list words that begin or end with that letter
  • To choose the correct word from a group of words given, that have the same initial consonant spoken to them

Alphabet

  • To recognize all of the letters
  • To determine and say the sound when a letter is given
  • To write all of the letters
  • To choose the correct letter from a group when the letter or sound is spoken to them

Blends

  • To read a blend smoothly
  • To write the blend they hear
  • To complete a blend to make a word

Chart Rules

  • To recite all the charts
  • To circle the rules in words
  • To write the rule in a word given orally
  • To give other examples of words that have the same rule as a given word
  • To choose the correct word from a group that has the same rule as the word spoken or written

Sight words

  • To memorize lists of sight words
  • To use the specified sight words in a sentence
  • To read sight words in a story

Rhyming Words

  • To match rhyming words
  • To say other words that rhyme with a given word
  • To determine that the initial sounds of the two rhyming words are different
  • To make lists of rhyming words
  • To say the sound that both rhyming words share
  • To match rhyming words that are not in the same word family
  • To pick the rhyming words from a group of words

Antonyms

  • To say the opposite of a word given
  • To match opposites on the board and paper

ABC Order

  • To write a few select letters in the correct order
  • To put two and three words in ABC order
  • To put words in ABC order to the 2nd letter
  • To number a group of four words in ABC order
  • To put spelling words in ABC order
  • To put words in ABC order to the 3rd letter

Contractions

  • To identify a contraction
  • To say the new contraction from two words
  • To write contractions in a sentence
  • To pick the correct contractions out of a group when a sentence is read to them

Syllables

  • To tell how many syllables are in a given word
  • To divide a given word with a line to show where the syllables start and stop

Prefixes and Suffixes

  • To circle prefixes and suffixes
  • To say the root word without the prefix and suffix
  • To identify the word with a prefix and suffix from a group of words
  • To use er and est correctly
  • To spell words correctly when adding suffixes and prefixes

Synonyms and Homonyms

  • To list different synonyms
  • To match homonyms

1st Grade Bible

The students will understand that the Word of God can teach both children and adults life-long principles that can be used in their every day life. Daily Bible class includes memorizing Scripture verses, listening to Bible stories, praying, and singing. Students will come to know about the person and life of Jesus Christ.  As they gain knowledge from the Word of God they will also build Christian character.

Curriculum – ACSI

Scripture Verses:

1.    Genesis 1:1 13.   Psalm 31:24 25. John 15:3
2.    Genesis 2:15 14.   Exodus 20:3-17 26. New Testament

Books

3.    Ephesians 4:32 15.   Psalm 119:11 27. New Testament

Books

4.    Genesis 9:13 16.   Psalm 119:105 28. New Testament

Books

5.    Ephesians 6:1 17.   Luke 2:11 29. Old Testament Books
6.    Romans 8:28 18.   Luke 2:33 30. Old Testament Books
7.    Proverbs 20:11 19.   Psalm 51:7b 31. Old Testament Books
8.    Genesis 39:2 20.   John 6:35 32. Old Testament Books
9.    Deuteronomy 5:6-7 21.   Proverbs 17:17 33. Old Testament Books
10.  Mark 6:50 22.   Psalm 27:14 34. Habakuk 2:20
11.  Deuteronomy 32:4 23.   Psalm 100:4 35. Romans 12:15
12.  Proverbs 14:31b 24.   Hebrews 11:6 36. Hebrews 13:1

Goals and Objectives

  • To apply biblical truths in relationships with others
  • To locate the 66 books of the Bible
  • To recite Scripture verses from memory
  • To retell  stories to a parent or friend
  • To interpret the meaning of verses
  • To identify basic Bible doctrines
  • To recite the Old and New Testament books
  • To sing songs with Scriptual and patriotic themes
  • To differentiate between the Old and New Testament books
  • To show reverence during prayer

Sequential Order of Lessons

  • Creation and My World
  • Adam and Eve
  • The First Family
  • Noah Saves His Family
  • Jacob Cheats His Brother
  • Joseph Forgives His Brother
  • Lois and Eunice Teach Timothy
  • Joseph Is a Leader
  • Moses and God’s People

Sripture Memory Verses:

     Genesis 1:1
     Genesis 2:15
     Ephesians 4:32
     Genesis 9:13
     Ephesians 6:1
     Romans 8:28
     Proverbs 20:11
     Genesis 39:2
     Deuteronomy 5:6-7

Doctrinal Truths:

  • God
  • Heaven
  • Bible
  • Sin
  • Salvation
  • Satan
  • Assurance of Salvation

Songs:

  • “Jesus Loves Me”
  • “Jesus Loves the Little Children”
  • “O’How I Love Jesus”
  • “My Country Tis of Thee”
  • “God Bless America”
  • “B-I-B-L-E”
  • “Oh Be Careful”
  • Peter and the Early Church
  • Joshua and Caleb
  • Ruth Helps Naomi
  • John Mark Helps Paul
  • The Ten Commandments
  • The Psalms
  • The Gospels
  • Birth of Christ
  • The Boyhood of Christ

Scripture Memory:

      Mark 6:50
      Deuteronomy 32:4
      Proverbs 14:31b
      Psalm 31:24
      Exodus 20:3-17
      Psalm 119:11
      Psalm 119:105
      Luke 2:11
      Luke 2:33

Doctrinal Truths:

  • God
  • Heaven
  • Bible
  • Sin
  • Salvation
  • Satan
  • Assurance of Salvation

Songs:

  • “America the Beautiful”
  • “Every Day with Jesus”
  • “Thank You, Lord”
  • “Bubbling In My Soul”
  • “Praise Him, Praise Him”
  • “Silent Night, Holy Night”
  • “Away in a Manger”
  • “Hark! The Herald Angels Sing”
  • “Joy to the World”
  • “The Star Spangled Banner”

Doctrinal Truths:

  • How to Love Others
  • How to Share
  • How to Care for Others
  • How to Believe God
  • How to Be Thankful
  • How to Serve Him
  • The Church Begins
  • Giving to His Work
  • Stephen and the Deacons

Scripture Memory:

      Psalm 51:7b
      John 6:35
      Proverbs 17:17
      Psalm 27:14
      Psalm 100:4
     Hebrews 11:6
      John 15:3
     New Testament Books
     New Testament Books

Doctrinal Truths:

  • God
  • Heaven
  • Bible
  • Sin
  • Salvation
  • Satan
  • Assurance of Salvation

Songs:

  • “Tell Me the Stories of Jesus”
  • “Fishers of Men”
  • “A Little Missionary”
  • “When He Cometh”
  • “Jesus the Wonderful Friend”
  • “Fishers of Men”
  • “Out on the Deep Blue Sea”

Doctrinal Truths:

  • Philip and the Ethiopian
  • God’s Word
  • God’s Glory
  • Reading God’s Word
  • Writing God’s Word
  • Singing to the Lord
  • Using Art and Building Skills
  • Serving Others
  • Showing Hospitality

Scripture Memory:

   New Testament Books
     Old Testament Books
     Old Testament Books
     Old Testament Books
     Old Testament Books
     Old Testament Books
     Habakuk 2:20
     Romans 12:15
     Hebrews 13:1

Songs:

  • “Christ Arose”
  • “Battle Hymn of the Republic”
  • “For God So Loved the World”
  • “Whisper a Prayer”
  • “Little Feet Be Careful”
  • “With Christ in the Vessel”
  • “Books of the New Testament

Physical Education is included daily for all first graders.  In addition Enrichment classes consist of Art, Computers, Music, Spanish and Library Skills.  Students attend each of these classes once per week.

Student Life

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There are many opportunities for parental involvement at Dade Christian.

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The DCS leadership team, through their character set an example for faculty and students.

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