Dear parents Below you will find information about the concepts we will be focusing on in Mathematics and Literacy

over the next 6 weeks.

Unit 2 Concepts Literacy Coverage Writing Content Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. o o o o o o o o o o o Use singular and plural nouns with matching verbs in basic sentences (He hops; we hop Use verbs to convey a sense of past, present and future (eg. Yesterday I walked home, Today I walk home, Tomorrow I will walk home). Use frequently occurring adjectives. Use frequently occurring conjunctions (eg. And, but, or , so, because). Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. Demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing: Identify frequently occurring root words (eg. Look) and their inflectional forms ( looks, looked, looking) Sort words into categories (eg. Colours, clothing) to gain a sense of the concepts the categories represent. Define words by category and by one or more key attributes ( a duck is a bird that swims, a tiger is a cat with stripes) Identify real-life connections between words and their use (note places at home that are cozy) With guidance and support explore a variety of digital tools to produce and publish writing including in collaboration with peers

Participate in shared research and writing projects (explore a number of how to books on a given topic and use them to write a sequence of instructions). Writing Conventions o Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. o With guidance and support, focus on a topic, respond to questions and suggestions from peers and add details to strengthen writing as needed. o With guidance and support explore a variety of digital tools to produce and publish writing including in collaboration with peers o Participate in shared research and writing projects (explore a number of how to books on a given topic and use them to write a sequence of instructions). o With guidance and support recall information from experiences or gather information from provided sources to answer a question

Reading o Distinguish long from short vowel sounds in spoken single-syllable words. o Know and apply grade-level phonics and word analysis skills in decoding words o Associate the long and the short sounds with common spellings (graphemes) for the 5 major vowels. o Read common high-frequency words by sight (the, of, to, you, she, my, is, are, do, does) o Read grade-level text with purpose and understanding. o Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. o Use context to confirm or self-correct, word recognition and understanding, rereading as necessary. o With prompting and support, ask and answer questions about key details in a text. o With prompting and support, retell familiar stories, including key details and compare and contrast the adventures and experiences of characters in familiar stories. o Actively engage in group reading activities with purpose and understanding.

Speaking and Listening o Participate in collaborative conversations with diverse partners about appropriate topics and texts with peers and adults in small and larger groups. o Build on others talk in conversations by responding to the comments of others through multiple exchanges. o Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. o Describe people, places, things and events with relevant details, expressing ideas and feelings clearly. o Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts and feelings. o Produce complete sentences when appropriate to task and situation.

Mathematics Skills Measurement o Order three objects by length; compare the lengths of two objects indirectly by using the third object. o Estimate, measure, label and compare using non-standard units of measurement, capacity, mass and volume, length, time, capacity and volume and temperature o Read and write time to the hour, half hour, quarter hour using both digital and analog clocks o Estimate, identify and compare lengths of time: second, minute, hour, day, week, month Data Handling and Graphing o Discuss and compare data represented in teacher generated diagrams e.g. Carroll, Venn, tree o Use every day comparative language and number to describe data (teacher generated or student generated)

Geometry o Distinguish between defining attributes (e.g. triangles and closed and 3 sided) and non-defining attributes (e.g. Color, orientation, size); build and draw shapes to possess defining attributes. o Sort and label 2D and 3D shapes using appropriate mathematical vocabulary sides, faces, corners, curved, flat. o Identify reflective symmetry in patterns and 2D shapes. Algebraic Functions o Understand that the two digits of a two-digit number represents amounts of tens and ones. o Add within 100, including adding a two digit number to a one digit number; using concrete models or drawings and strategies based on place value; relate the strategy used to a written method and explain the reasoning used. o Given a twodigit number , mentally find 10 more and 10 less, without having to count; explain the reasoning used. o Subtract multiples of 10 in the range 10-90 from other multiples in the same range, using concrete models or drawings and strategies based on place value; relate the strategy to a written method and explain the reasoning used. Social Studies/Personal Social and Physical Education (PSPE) o Identify reasons and requirements for making tools and developing techniques transportation o Differentiate between people, places, and events in the past, present and future. o Describe ways in which people depend on the physical environment o Describe and explain various types and patterns of settlement and land use. o Identify why particular locations are used for certain activities. o Describe how people from different cultures interact with the environment, such as the use of resources, shelter and why people live in social groups (e.g. families, communities, and nation). o Describe rights and responsibilities of the individual in relation to his or her social group, including the characteristics of good citizens. o Describe roles resources play in our daily lives. o Describe examples in which tools and techniques have changed the lives of people. Kind Regards Grade 1 Team

Unit of Inquiry 4: Where we are in place and time Our Central Idea is: Systems and Ideas of Ancient Civilizations are Evident in Todays Society. Our Key Concepts are Change, Connection and Reflection The lines of inquiry are: Past Civilizations (change) Systems and Organizations developed by these Organizations. (Connection) Evidence of them in our everyday lives. (Reflection) Our teacher driven questions will be: What is a civilization? How do they live in the past? How do we live now?

During this UOI we will be particularly focused on the PYP Learner Profile attributes: Inquirer Communicator We will focus on the attitudes: Curiosity and Creativity Our trans-disciplinary skill focus will be Social skills. We will be focusing on the following: Accepting responsibility Taking on and completing tasks in an appropriate manner; being willing to assume a share of the responsibility. Respecting others Listening sensitively to others; making decisions based on fairness and equality; recognizing that others beliefs, viewpoints, religions and ideas may differ from ones own; stating ones opinion without hurting others. Cooperating Working cooperatively in a group; being courteous to others; sharing materials; taking turns. Resolving conflict Listening carefully to others; compromising; reacting reasonably to the situation; accepting responsibility appropriately; being fair. Group decision-making Listening to others; discussing ideas; asking questions; working towards and obtaining consensus. Adopting a variety of group roles Understanding what behavior is appropriate in a given situation and acting accordingly; being a leader in some circumstances, a follower in others. Your child will have three projects in the course of this unit: 1. Will create a timeline showing their personal history. 2. Role play different systems found in Egypt e.g. Transport, Schooling, Farming. 3. Creating a diorama in pairs comparing an ancient system and a modern system Regards Grade 1 Team