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Elementary courses by My Learning Oasis

Grade 1 - Complete Program

Educational Toys
School LIbrary
Teacher and Students in Science Class
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School Supplies

Course duration: 10 Months

Back to School Objects
Image by Diomari Madulara

Grade 1 is the first year of Elementary school. In this grade students learn about foundational literacy and Mathematical skills. At My Learning Oasis, teachers plan an integrated learning program based on the following subjects.

Anchor 1

The Arts

Strand: Dance

Learning outcome: Students in Grade 1 will develop understanding of the elements of dance such as  body, time, space, energy and relationship through participation in various dance experiences (e.g., connecting and altering familiar movements), with particular emphasis on body and space.
 

Strand: Drama
Learning outcome: Students in Grade 1 will develop an understanding of the elements of drama such as role or character, relationship, time, tension, and focus and emphasis through participation in various drama experiences. 
 

Strand: Music
Learning outcome: Students will be introduced to the elements of music and related musical concepts that are appropriate for Grade 1. They will develop understanding of these concepts through participation in various musical experiences (e.g., listening, singing, moving, playing musical instruments). These experiences will include reading simple rhythmic or stick notation while listening to the sounds it represents, interpreting simple visual prompts (e.g., solfège hand signs*), and representing elements with manipulatives (e.g., Popsicle sticks, math cubes).
 


Strand: Visual Art
Learning outcome: Students in Grade 1 will develop understanding of the elements of design such as lines, shapes and form, space, colour, texture and value through participation in a variety of hands-on, open-ended visual arts experiences. Students will also develop understanding of the principle of design that is contrast.

Anchor 2

Language

Strand: Oral Communication and Media Literacy 

Learning outcome: Grade 1 students will have access to oral, print, and media texts with familiar topics and structures. Oral texts such as songs, poems, teacher read-aloud or simple readers’ theatre, large- and small-group discussions, and one-on-one conversations; print texts such as environmental print, simple fiction and non-fiction, picture books, and books in their first language; and media texts such as a soundtrack for a story, posters or signs, photographs or collages, cartoons, movies, and television shows provide a variety of sources to motivate and engage diverse groups of students.

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Strand: Reading and Writing
Learning outcome: To facilitate the development of early reading and writing behaviours and concepts, print texts for guided instruction and independent reading will initially need to have many high-frequency words, illustrations that provide direct support for meaning and word solving, and language structures that are simple and natural. Eventually, Grade 1 students will encounter texts of greater length with somewhat more challenging ideas and vocabulary, somewhat more literary language, and low to moderate support from the illustrations.

Anchor 3

Math
 

Strand: Social Emotional Learning

Learning outcome: Students practice critical and creative thinking.

Strand: Number
Learning outcome: Students work with numbers up to 200. They develop and apply their growing understanding of numbers in various ways, such as solving problems involving addition and subtraction. They continue to work with fractions through the context of sharing things equally.

Strand: Algebra
Learning outcome: Students use shapes and numbers to continue to learn about patterns and how to extend them. They also learn about equality by adjusting pairs of addition and subtraction statements to make them equal. Students will develop code to move multiple objects from one location to another on a grid at the same time. They will also use mathematical modelling to analyze and create solutions for real-life situations, such as determining the cost of a lunch program.


Strand: Data
Learning outcome: Students continue to develop their understanding of data as they learn ways to collect, organize, display and interpret more complicated data. They will learn about the likelihood of events happening and how that can be used to make informed decisions. For example, “If it is likely to rain tomorrow, then I should wear rain boots”.


Strand: Spatial Sense

Learning outcome: Students continue to develop their spatial sense as they learn to visualize what different shapes look like when they are turned around or taken apart. They learn to recognize and describe more complex shapes and create simple maps of familiar places. Tools such as rulers will be used to accurately measure the lengths of objects, and timers and clocks are used to measure how much time has passed.


Strand: Financial Literacy

Learning outcome:  Students build on their understanding that money has value and identify different ways to represent the same amount of money. For example, how different combinations of coins can add up to $1, and how different combinations of loonies, toonies and bills can add up to $100.

Anchor 4

Science
 

Strand: Needs and Characteristics of Living Things

Learning outcome: In this unit, students will learn how living things grow, take in food to create energy, make waste, and reproduce. They will also learn how plants, animals, and people are living things. Students will gain understanding about basic needs (air, water, food, and shelter) of living things that are met from the environment. They will also learn how different kinds of living things behave in different ways and all living things are important and should be treated with care and respect.

Strand: Material, Objects, and Everyday Structures
Learning outcome: In this unit, students will learn how objects have observable characteristics and are made from different materials. They will learn and explore specific properties of materials. Students will learn how an object is held together by its structure. They will understand how materials and structure of an object determine its purpose. Students will learn how humans' choices related to their use of objects and materials have a direct effect on the environment.

Strand: Energy in our Lives
Learning outcome: In this unit, students will learn how everything that happens is a result of using some form of energy. They will understand that the Sun is the principal source of energy for the earth. Students will also learn about humans’ responsibilities of proper ways to use energy.


Strand: Daily and Seasonal Changes
Learning outcome: In this unit, students will learn how changes occur in daily and seasonal cycles. They will also learn and explore how changes in daily and seasonal cycles affect living things. 

 

Anchor 5

Social Studies

Strand: Our Changing Roles and Responsibilities

Learning outcome: Students will examine various roles, relationships, and responsibilities, how and why these may change, and how they are connected to one’s identity, culture, and sense of self. They will develop their appreciation of the need to treat all people, as well as the built and natural environment, responsibly and with respect. 

Strand: The Local Community
Learning outcome: Students will examine their local community, its characteristics and services, and how it meets the needs of the people who live and work there. Students will be introduced to the social studies inquiry process, and will use this process when conducting investigations related to roles, relationships, and responsibilities, and to their local community. In addition, students will learn how to use the basic elements of maps to help them extract information from and construct maps for specific purposes. 

Anchor 6

Health and Physical Education
 

Strand: Needs and Characteristics of Living Things

Learning outcome: In this unit, students will learn how living things grow, take in food to create energy, make waste, and reproduce. They will also learn how plants, animals, and people are living things. Students will gain understanding about basic needs (air, water, food, and shelter) of living things that are met from the environment. They will also learn how different kinds of living things behave in different ways and all living things are important and should be treated with care and respect.

Strand: Material, Objects, and Everyday Structures
Learning outcome: In this unit, students will learn how objects have observable characteristics and are made from different materials. They will learn and explore specific properties of materials. Students will learn how an object is held together by its structure. They will understand how materials and structure of an object determine its purpose. Students will learn how humans' choices related to their use of objects and materials have a direct effect on the environment.

Strand: Energy in our Lives
Learning outcome: In this unit, students will learn how everything that happens is a result of using some form of energy. They will understand that the Sun is the principal source of energy for the earth. Students will also learn about humans’ responsibilities of proper ways to use energy.


Strand: Daily and Seasonal Changes
Learning outcome: In this unit, students will learn how changes occur in daily and seasonal cycles. They will also learn and explore how changes in daily and seasonal cycles affect living things. 

 

Anchor 7

French

Strand: Listening

Learning outcome: Students will listen to understand in order to determine meaning in a variety of oral French texts, using appropriate listening strategies. They will also listen to interact to interpret messages accurately while interacting in French for a variety of purposes and with diverse audiences. Students will demonstrate an understanding of information in oral French texts about aspects of culture in diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities.

Strand: Speaking
Learning outcome: Students will speak to communicate information and ideas orally in French, using a variety of speaking strategies and age- and grade-appropriate language suited to the purpose and audience. They will also speak to participate in spoken interactions in French for a variety of purposes with diverse audiences. Students, in their spoken communications, demonstrate an awareness of aspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations

Strand: Reading
Learning outcome: Students will determine meaning in a variety of French texts, using a few reading comprehension strategies; While reading, students will identify the purpose(s) and characteristics of a variety of adapted and authentic text forms, including fictional, informational, graphic, and media forms. Students demonstrate an understanding of information in French texts about aspects of culture in diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities.

 


Strand: Writing
Learning outcome: Students write in French in a variety of forms and for a variety of purposes and audiences, using knowledge of vocabulary and stylistic elements to communicate clearly and effectively. Students use the stages of the writing process – including pre-writing, producing drafts, revising, editing, and publishing – to develop and organize content, clarify ideas and expression, correct errors, and present their written work effectively. In their written work, students demonstrate an awareness of aspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations.

Anchor 8

International Language 

Strand: Listening

Learning outcome: Students will listen to understand in order to determine meaning in a variety of oral International language texts, using appropriate listening strategiesThey will also listen to interact to interpret messages accurately while interacting in International language for a variety of purposes and with diverse audiences. Students will demonstrate an understanding of information in oral International language texts about aspects of culture in diverse International language-speaking communities and other communities around the world, and of International language sociolinguistic conventions used in a variety of situations and communities.

Strand: Speaking
Learning outcome: Students will speak to communicate information and ideas orally in International language, using a variety of speaking strategies and age- and grade-appropriate language suited to the purpose and audience. They will also speak to participate in spoken interactions in International language for a variety of purposes with diverse audiences. Students, in their spoken communications, demonstrate an awareness of aspects of culture in diverse International language-speaking communities and other communities around the world, and of the appropriate use of International language sociolinguistic conventions in a variety of situations.

Strand: Reading
Learning outcome: Students will determine meaning in a variety of International language texts, using a few reading comprehension strategies; While reading, students will identify the purpose(s) and characteristics of a variety of adapted and authentic text forms, including fictional, informational, graphic, and media forms. Students demonstrate an understanding of information in International language texts about aspects of culture in diverse International language-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities.

 


Strand: Writing
Learning outcome: Students write in International language in a variety of forms and for a variety of purposes and audiences, using knowledge of vocabulary and stylistic elements to communicate clearly and effectively. Students use the stages of the writing process – including pre-writing, producing drafts, revising, editing, and publishing – to develop and organize content, clarify ideas and expression, correct errors, and present their written work effectively. In their written work, students demonstrate an awareness of aspects of culture in diverse International language-speaking communities and other communities around the world, and of the appropriate use of International language sociolinguistic conventions in a variety of situations.

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