Grade 1 Curriculum
MA State Standards Overview
These guides to the Massachusetts learning standards help families understand what students are expected to know and be able to do by the end of each grade in English Language Arts and literacy, mathematics, science and technology/engineering, and history and social science. Designed by DESE to help families and teachers work together to support learning, the guides are available in English, Spanish, Brazilian Portuguese, and Simplified Chinese.
Grade 1
Grade 1 Curriculum Overview By Topic
- English Language Arts & Literacy
- Mathematics
- Science, Engineering, Technology
- History & Social Sciences
- Health & Physical Education
- Fine Arts
English Language Arts & Literacy
Dedham Classroom Curriculum - Amplify CKLA
In Fall 2024, Dedham classrooms K-5 adopted Amplify’s Core Knowledge Language Arts (CKLA) for English Language Arts (ELA) & Literacy curriculum.
Amplify CKLA is a nationally recognized curriculum used in over 38,000 classrooms and top-rated by the third-party curriculum review organization, EdReports. Built on the Science of Reading research, Amplify Core Knowledge Language Arts (CKLA) sequences deep content knowledge with research-based foundational skills.
Amplify CKLA provides high-quality classroom resources and lessons to help children become fluent, confident readers while deepening their background knowledge and vocabulary through exposure to a variety of rich topics. Research shows that background knowledge and related vocabulary about a topic improves reading comprehension. Building on this critical research, Amplify CKLA focuses both on developing foundational reading skills and integrating content knowledge in science, social studies, and literature into the literacy block.
Families who would like to learn more about this new curriculum may visit the CKLA Caregiver Hub: https://amplify.com/caregiver-
Below are quick overviews of the units your student will be working through in their grade throughout the year. Next to each unit are downloadable guides which provide a more in-depth look at the content covered and how you can help your student advance their understanding of the topics.
To be truly literate, students need to acquire wide-ranging knowledge of the world learned through a well-balanced curriculum. Content knowledge is the indispensable companion to improved reading comprehension, since a child needs background knowledge about a topic in order to identify the main ideas and details of an informational text, or to understand how and why events unfold in a historical novel.
"All through the elementary grades, students need to be immersed in classrooms, schools, and libraries that provide a wide variety of books and media at different levels of complexity in a variety of genres—both literature and nonfiction. They need daily activities in which they develop language skills, mathematical understanding and fluency, understanding of experimentation and observation in science, creative experience in visual and performing arts, and the ability to interact with the community in a variety of ways. The pre-K–5 standards include expectations for reading, writing, speaking, listening, and language applicable to a range of subjects, including ELA, social studies, science, mathematics, the arts, and comprehensive health." - Massachusetts Curriculum Framework – 2017
Mathematics
Dedham Classroom Curriculum - EveryDay Math 4
EveryDay Math 4 (EDM4) is a research-based program developed by The University of Chicago Mathematics Project. It is closely aligned to The Common Core and like The Common Core is aimed at developing all students’ mathematical power - their ability to reason, communicate, and solve problems. EDM4 also works to help students develop the belief that math is worthwhile and confidence in their own mathematical abilities.
There are a number of features that distinguish EDM4 curriculum and they include:
- An emphasis on the application of mathematics to real world situations that are relevant to everyday life.
- A variety of learning opportunities that balance teacher-directed instruction with opportunities for open-ended, hands-on explorations, long-term projects, and on-going practice.
- A variety of methodologies for basic skills practice that include written and choral fact drills, mental math routines, practice with fact triangles, daily review problems (Math Boxes), home work (Home Links) and a variety of math games for in school and at home practice.
Each grade of the EDM4 curriculum is designed to build and expand a student’s mathematical proficiency and understanding. There is a strong component of at home support in EDM4. Parents can learn more from their student’s classroom teacher and at this site: EveryDay Mathematics-Resource and Information Center.
Below is a quick overview of the units your student will be working through in Math throughout the year. Everyday Mathematics is divided into Units, which are divided into Lessons. The Unit number is the first number you see in the icon, and the Lesson number is the second number.
https://everydaymath.uchicago.edu/parents/1st-grade/em4-at-home/
The mathematical skills and understanding that students are expected to demonstrate have wide applicability outside the classroom or workplace. Students who meet the standards are able to identify problems, represent problems, justify conclusions, and apply mathematics to practical situations. They gain understanding of topics and issues by reviewing data and statistical information. They develop reasoning and analytical skills and make conclusions based on evidence that is essential to both private deliberation and responsible citizenship in a democratic society.
"Students should be given opportunities to discuss math’s relevance to everyday life and their interests and potential careers with teachers, parents, business owners, and employees in a variety of fields such as computer science, architecture, construction, healthcare, engineering, retail sales, and education. From such discussions, students can learn that a computer animator uses linear algebra to determine how an object will be rotated, shifted, or altered in size. They can discover that an architect uses math to calculate the square footage of rooms and buildings, to lay out floor dimensions and to calculate the required space for areas such as parking or heating and cooling systems (kumon.org}. They can investigate how public policy analysts use statistics to monitor and predict state, national or international healthcare use, benefits, and costs." - MA Mathematics Curriculum Framework
Science, Engineering, Technology
The science and technology/engineering standards are intended to drive engaging, relevant, rigorous,
and coherent instruction that emphasizes student mastery of both disciplinary core ideas (concepts) and
application of science and engineering practices (skills) to support student readiness for citizenship,
college, and careers.
"A student’s ability to engage in scientific and technical reasoning through relevant experience results in better understanding of science and engineering, increased mastery of sophisticated subject matter, a better ability to explain the world, and increased interest in STEM fields. These are key outcomes for
successful engagement in civic, college, or career contexts." - MA Science and Technology Engineering Framework
MA Science and Technology Engineering Framework
Dedham Classroom Curriculum - Building Blocks of Science (BBS)
Our science curriculum is based on Building Blocks of Science (BBS), a hands-on inquiry-based curriculum developed by Carolina Biological Sciences. In Grade 1 BBS consists of three units that comprehensively align with the Next Generation Science Standards (NGSS), incorporating all standards for the science and engineering practices, and core disciplinary ideas. These units are taught sequentially over the course of the school year as follows: Light and Sound Waves; Sky Watchers; and Exploring Organisms.
BBS uses a constructivist approach to learning in which students engage in active processes of hands-on inquiry, investigation of resources, and class discussion to develop conceptual understandings and construct knowledge. The curriculum follows an instructional model that consists of five phases (also called the 5Es):
- Engagement: students draw upon prior knowledge to make connections to new concepts or topics
- Exploration: students are provided with an activity related to a concept or topics and are encouraged to make claims and observations, collect evidence, and ask questions
- Explanation: students use observations and discussion to construct an explanation for a concept or topic they are studying
- Elaboration: students draw upon their experiences and apply knowledge to a new situation to demonstrate understanding
- Evaluation: students assess their knowledge and review what they have learned
All of the BBS units use examples of science phenomena in the real world to make student learning relevant and meaningful. Each day in science, students participate in hands-on activities that provide opportunities to build their growing conceptual understanding of science concepts and make connections to how this helps them better understand the world around them. They make these connections in class discussions, in design challenges, and as they write in their science notebooks. The literacy components of BBS (Literacy Readers, Literacy Articles, Science in the News Article Reports) also contribute to student growth by building vocabulary, content understanding, and developing cross curricular connections as well.
History & Social Sciences
The primary purpose of a history and social science education is to prepare students to have the
knowledge and skills to become thoughtful and active participants in a democratic society and a
complex world.
"Standards for history and social science practice emphasize the skills of formulating questions, conducting research, evaluating sources, and synthesizing information. Standards for literacy in history and social science set expectations for analytical reading and logical writing and speaking, skills essential to political equality and civic engagement." - MA History and Social Science Framework
MA History and Social Science Framework
Supplement to the 2018 Massachusetts History and Social Science Curriculum Framework — Updated December 2021
Health & Physical Education
It’s no longer the PE class parents remember when they were growing up. Students are now experiencing a well rounded and unique wellness opportunity that prepares individuals not only physically, but mentally, socially, academically and emotionally. Every class has been created to combine health education topics and physical education activities to engage all students.
In the early grades, students work on developing locomotor, balance, manipulative skills, and knowledge so as they progress through the curriculum older students are allowed to focus on improving their individual skills and apply what they have learned in a number of different applications. Additionally, combining health and physical education allows the program to focus on the whole student. Creating opportunities to explore oneself, interact and engage with others away from the limitations of the classroom environment are essential skills that allow students to thrive in the 21st century.
The Elementary wellness teachers in the Dedham Public Schools work closely together to ensure that our Early Learning and Elementary students are provided interactive, engaging and fun opportunities that are challenging and designed to help develop specific skills.DPS Health and Physical Education lessons utilize two key curriculum formats - Second Step and Online Physical Education Network (OPEN), combined with shared ideas, additional activities and innovative approaches that extend beyond the scope of OPEN, to develop lessons that align with the 2023 MA Comprehensive Health and PE Framework and the National Health and Physical Education Standards.
The lessons and sequence have been developed to build on prior knowledge and skills to best support student learning and success.
MA Curriculum Standards
Physically- and health-literate students will be prepared to navigate the complexities of our global society by applying health-promoting skills to a variety of situations and recognize their role in shaping health outcomes at the personal, community, and global levels.
2023 Comprehensive Health and Physical Education Framework
Dedham Public Schools used a combination of frameworks and standards to inform the wellness curriculum used to educate students. The Massachusetts Department of Elementary and Secondary Education (DESE) first released standards for the Comprehensive Health Curriculum Frameworks (CHCF) in 1999.
These standards have been revievisited by DESE to guide curriculum and instruction across the Commonwealth to best prepare all students for success in life and are updated in the 2023 Massachusetts Comprehensive Health and PE Framework.
The skills based National Health Education Standards and National Physical Education Standards & Grade-Level Outcomes for K-12 Physical Education originally published in 1995, were last revised in January 2007 and 2014 respectively. The update acknowledged the impact and strength of the original documents in order to reinforce the positive growth of one's overall health and wellbeing.
The combination of frameworks, standards, data collected by the District, most recently in the form of the MetroWest Adolescent Health Survey have all played significant roles in establishing a comprehensive curriculum to best meet the needs of our students in the Dedham Public Schools.
National Health Education Standards
- Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.
- Standard 2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.
- Standard 3: Students will demonstrate the ability to access valid information and products and services to enhance health.
- Standard 4: Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.
- Standard 5: Students will demonstrate the ability to use decision-making skills to enhance health.
Comprehensive Health education teaches students fundamental health concepts and skills that foster healthy habits and behaviors for the individual and others through sequential and coordinated teaching of health education, physical education, and family and consumer sciences education at each grade level, Prekindergarten through grade 12.
- Comprehensive Health education teaches students to use fundamental health concepts to assess risks, to consider potential consequences, and to make health enhancing decisions.
- Comprehensive Health education teaches skills that assist students to understand and communicate health information clearly for self-management and health promotion.
- Comprehensive Health education contributes to the capacity of students to work in a positive manner with families, school staff, peers, and community members to enhance personal health and create a safe and supportive environment where individual similarities and differences are acknowledged.
- Comprehensive Health education is strengthened through collaboration and partnerships among all components of the coordinated school health program and other subjects.
Health Education - Curriculum By Unit
The Second Step Elementary Classroom Curriculum Kits facilitates student learning by addressing a variety of skills that will benefit individuals in school, at work, and in life. These skills focus on elements of listening, focusing attention, making friends, and problem-solving. The lessons and it’s sequence is research-based and has been developed to build on prior knowledge and skills to best support student learning and success.
In First Grade, students work on the following units of study for Health:
Unit: Skills for Learning
Outcomes
- Students will be able to actively listen to verbal instructions during physical education activities, following them appropriately and demonstrating understanding through correct participation.
- Students will be able to maintain focused attention throughout physical education activities, participating fully and engaging with the learning experiences, demonstrating a positive attitude and willingness to learn.
- Students will be able to identify and describe the parts of the body they use to listen, follow directions, and participate in physical activities, demonstrating an understanding of the connection between body awareness and learning.
- Students will be able to use self-talk to encourage and motivate themselves during physical education activities, demonstrating a positive and growth-oriented mindset.
Essential Questions
- What are some rules for how to be a good listener?
- What can you do to help focus your attention?
- What parts of the body do you use to listen and follow directions?
- How can Self-Talk help me learn?
- What is a good way to ask your teacher for help?
Unit: Empathy
Outcomes
- Students will be able to identify and interpret common facial expressions and body language cues in themselves and others, demonstrating an understanding of how these can convey emotions.
- Students will be able to recognize that people can have the same or different feelings about the same situation, understanding the diversity of human emotions and experiences.
- Students will be able to identify and practice behaviors that promote a positive and inclusive environment in physical education, such as being inviting, welcoming, and respectful of others.
- Students will be able to identify and practice acts of compassion and kindness towards their peers during physical education activities, fostering a supportive and caring learning environment.
Essential Questions
- How can someone's face and body tell us how they are feeling?
- Why can people have the same or different feelings about the same situation?
- How can being inviting and welcoming change people’s feelings?
- How can you show compassion?
Unit: Emotion Management
Outcomes
- Students will be able to identify and describe the physical sensations associated with emotions like happiness, frustration, and worry, understanding the connection between emotions and bodily responses.
- Students will be able to recognize and interpret emotional expressions in others, including facial cues and body language, demonstrating empathy and awareness of emotional states.
- Students will be able to identify and practice self-regulation strategies to calm down and manage their emotions, such as deep breathing, counting, or physical activity.
- Students will be able to identify trusted adults, such as parents, teachers, or caregivers, to whom they can turn for support and guidance when feeling worried or upset, understanding the importance of seeking help.
Essential Questions
- What does it feel like inside your body when you are happy?
- What does it look like when someone is frustrated?
- What can you do to help yourself calm down?
- Who can you talk to when you are worried at Home at School?
Unit: Problem Solving
Outcomes
- Students will be able to identify and sequence the steps involved in problem-solving, such as defining the problem, brainstorming solutions, choosing a solution, and evaluating the outcome.
- Students will be able to use problem-solving skills to overcome physical challenges and obstacles during physical education activities, demonstrating resilience and perseverance.
- Students will be able to explain why fair play is important in physical education activities and how it contributes to a positive and inclusive learning environment.
- Students will be able to work collaboratively with their peers to solve problems related to physical education activities, demonstrating teamwork and cooperation.
Essential Questions
- What are some things you need to remember before solving a problem?
- What are the Problem-Solving Steps (STEP)?
- Why should playing Fair be important to you and your friends?
National Physical Education Standards
- Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.
- Standard 2: The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.
- Standard 3: The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
- Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others.
- Standard 5: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.
The goal of physical education is to develop physically literate individuals who have the knowledge, skills and confidence to enjoy a lifetime of healthful physical activity.
- To pursue a lifetime of healthful physical activity, a physically literate individual*:
- Has learned the skills necessary to participate in a variety of physical activities.
- Knows the implications and the benefits of involvement in various types of physical activities.
- Participates regularly in physical activity.
- Is physically fit.
- Values physical activity and its contributions to a healthful lifestyle.
Physical Education - Curriculum by Unit
The Outline Physical Education Network (OPEN) facilitates student learning by providing a rigorous, outcomes-based curriculum that allows faculty to meet the needs of every student while addressing Grade Level outcomes based on the SHAPE America’s National Physical Education Standards. Content additionally allows physical education teachers to incorporate vital social and emotional learning (SEL) competencies into daily lessons.
The Faculty uses the Tools for Teaching Physical Education supported by OPEN to develop programs that provide students with the opportunity to learn and practice the social and emotional skills and behaviors that help them succeed in life while building on age appropriate physical skills for the developing child.
Curriculum is additionally built to support content addressed in the health lessons and works to help students become stronger listeners, more focused learners, better collaborators, and challenges their individual and team problem-solving skills.
In First Grade, students work on the following units of study for Physical Education:
- Motor Skills and Movement Patterns
- Application of Concepts, Principles, Strategies and Tactics
- Maintaining a Health-Enhancing Level of Physical Activity and Fitness