Grade The Prescribed Learning Outcomes and Achievement Indicators are exactly the same



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This document contains the Prescribed Learning Outcomes and Suggested Achievement Indicators for all required areas of study for Grade 1. The Prescribed Learning Outcomes and Achievement Indicators are exactly the same as found in the Integrated Resource Packages (IRPs); they have been compiled into this one document for easy reference.


For more detail on Grade 1 curricula, please refer to the IRPs for individual subject areas on the following B.C. Ministry of Education web site: www.bced.gov.bc.ca/irp/irp.htm

Grade 1




Curriculum Package

(compiled March 2009)


Table of Contents

Introduction

Introduction 5

Required Areas of Study 5

How to Use this Document 5
Grade 1 Prescribed Curricula

Daily Physical Activity 7

English Language Arts 9

Fine Arts 25

Dance 25

Drama 27

Music 29

Visual Arts 31

Health and Career Education 35

Mathematics 41


Physical Education 49

Science 53

Social Studies 57




T



his document contains Prescribed Learning Outcomes and Suggested Achievement Indicators for Grade 1 students in British Columbia. All provincially prescribed curricula (in the form of Integrated Resource Packages) were distributed in print to all B.C. schools, and are available online at www.bced.gov.bc.ca/irp/irp.htm

Required Areas of Study

As stated in the Manual of School Law (www.bced.gov.bc.ca/legislation/schoollaw/), each school year a board must offer to all students in Grade 1 an educational program that meets all the Prescribed Learning Outcomes set out in the applicable educational program guide in




  • Daily Physical Activity

  • English Language Arts, or in the case of a student enrolled in a francophone educational program, French Language Arts

  • Fine Arts: Dance

  • Fine Arts: Drama

  • Fine Arts: Music

  • Fine Arts: Visual Arts

  • Health and Career Education

  • Mathematics

  • Physical Education

  • Science

  • Social Studies



Additional information can be found in the Required Areas of Study in an Educational Program document at

www.bced.gov.bc.ca/legislation/schoollaw/e.htm

How to Use this Document

Each required area of study for Grade 1 included in this document begins with an introduction to the subject area, followed by a series of tables containing the Prescribed Learning Outcomes and corresponding Suggested Achievement Indicators.

Prescribed Learning Outcomes

Prescribed Learning Outcomes are content standards for the provincial education system; they are the prescribed curriculum. Clearly stated and expressed in measurable and observable terms, prescribed learning outcomes set out the required attitudes, skills, and knowledge – what students are expected to know and be able to do – by the end of the specified subject and grade.
Schools have the responsibility to ensure that all Prescribed Learning Outcomes for each required area of study are met; however, schools have flexibility in determining how delivery of the curriculum can best take place.
It is expected that student achievement will vary in relation to the learning outcomes. Evaluation, reporting, and student placement with respect to these outcomes are dependent on the professional judgment and experience of teachers, guided by provincial policy.
All prescribed learning outcomes complete the stem, “It is expected that students will ….”
Prescribed Learning Outcomes are presented by curriculum organizer (and suborganizer as applicable), and for some subjects are coded alphanumerically for ease of reference; however, this arrangement is not intended to imply a required instructional sequence.
Suggested Achievement Indicators

Suggested Achievement Indicators in relation to each Prescribed Learning Outcome are included to support the assessment of provincially prescribed curricula.

Suggested Achievement Indicators, taken together as a set, define the specific level of attitudes demonstrated, skills applied, or knowledge acquired by the student in relation to a corresponding Prescribed Learning Outcome. They describe what evidence to look for to determine whether or not the student has fully met the intent of the learning outcome. Since each achievement indicator defines only one aspect of the corresponding learning outcome, the entire set of achievement indicators should be considered when determining whether students have fully met the learning outcome.

In some cases, achievement indicators may also include suggestions as to the type of task that would provide evidence of having met the learning outcome (e.g., a constructed response, a product created and presented, a particular skill demonstrated).
Achievement indicators support the principles of assessment for learning, assessment as learning, and assessment of learning. They provide teachers and parents with tools that can be used to reflect on what students are learning, as well as provide students with a means of self-assessment and ways of defining how they can improve their own achievement.
Achievement indicators are not mandatory; they are suggestions only, provided to assist in the assessment of how well students achieve the Prescribed Learning Outcomes.
(Note: at the time of publication of this document, Suggested Achievement Indicators had not been finalized for Dance, Drama, Music, and Visual Arts.)





Daily Physical Activity – Grade 1
Prescribed Learning Outcomes and
Suggested Achievement Indicators





Prescribed Learning Outcomes

Suggested Achievement Indicators

It is expected that students will:

The following set of indicators may be used to assess student achievement for each corresponding Prescribed Learning Outcome.

Students who have fully met the Prescribed Learning Outcome are able to:

  • participate in physical activities for a minimum of 30 minutes during each school day


  • participate in daily physical activities

  • participate in physical activity in blocks of at least 10 minutes at a time, totalling a minimum of 30 minutes per day

  • participate in a range of endurance activities

  • participate in physical activities that help develop their cardiovascular endurance

  • participate daily in endurance activities (e.g., brisk walking, swimming, cycling, jogging, soccer, aerobics, dancing, cross-country skiing, relay games, tag games)

  • participate in a range of strength activities

  • participate in activities that help develop their strength

  • participate daily in activities that help to develop the strength of different muscle groups (e.g., rope climbing, push-ups, racquet and ball games, core strength training, skating)

  • participate in a range of flexibility activities

  • participate in activities that help develop their flexibility

  • participate daily in activities that help to develop the flexibility of different parts of the body (e.g., stretches, pilates, dancing)



English Language Arts – Grade 1
Prescribed Learning Outcomes and

Suggested Achievement Indicators




Purposes (Oral Language)

Prescribed Learning Outcomes

Suggested Achievement Indicators

It is expected that students will:

The following set of indicators may be used to assess student achievement for each corresponding Prescribed Learning Outcome.

Students who have fully met the Prescribed Learning Outcome are able to:

A1 use speaking and listening to interact with others for the purposes of

– contributing to a class goal

– exchanging ideas on
a topic

– making connections

– completing tasks

– engaging in play



  • engage in and contribute to class activities and discussions (e.g., a web, a chart, a think-pair-share) by offering ideas and information begin to extend conversation or understanding by commenting on and asking questions to clarify what is said by a peer, older buddy, or adult

  • use conversational language, including an increasingly specific vocabulary (e.g., specific nouns), to describe objects, events, and feelings

  • recount or discuss personal experiences
  • use language and actions that demonstrate appropriate social behaviour to facilitate interaction (e.g., greetings, please, thank you; take turns as speaker and listener in conversation; avoid interrupting)


  • offer solutions for problems in the classroom or in stories

  • ask questions to clarify or extend meaning or to request assistance

  • use speaking and listening to support imaginative play

A2 use speaking to explore, express, and present ideas, information, and feelings, by

– generally staying on topic

– using descriptive words about people, places, things, and events

– telling or retelling stories and experiences in a logical sequence

– sharing connections made


  • participate in discussions about different purposes for speaking (e.g., to entertain, inform, celebrate, persuade) and different audiences (e.g., parents, peers, teacher)

  • describe objects, events, and feelings

  • elaborate on information or a topic

  • offer opinions and provide reasons, when prompted to do so

  • comment on problems that arise in classroom experiences or
    in stories

  • tell a story in a meaningful sequence from pictures

  • retell a story or experience in a logical sequence

  • support speaking with gestures, body language, tone, and volume to enhance meaning

A3 listen for a variety of purposes and demonstrate comprehension, by

– retelling or restating

– following two-step instructions

– asking questions for clarification and understanding

– sharing connections made


  • restate the purpose of a listening activity (e.g., to learn a new fact, to find out what happens, to learn a different viewpoint, to carry out instructions, for enjoyment)
  • repeat information from listening activities (e.g., retell main points)


  • join in choral refrain (e.g., poem, chant)

  • follow oral instructions and demonstrations in sequence to complete a simple task (e.g., make a craft or play a game)

  • demonstrate attentive listening in nonverbal ways for an appropriate period of time (e.g., nod to show agreement, show responsive facial expressions)

  • ask speaker for clarification where needed


Strategies (Oral Language)

Prescribed Learning Outcomes

Suggested Achievement Indicators

It is expected that students will:

The following set of indicators may be used to assess student achievement for each corresponding Prescribed Learning Outcome.

Students who have fully met the Prescribed Learning Outcome are able to:

A4 use strategies when interacting with others, including

– making and sharing connections

– asking questions for clarification and understanding

– taking turns as speaker and listener



  • share ideas in class brainstorming activities

  • relate personal or shared experience to the discussion topic

  • talk in pairs and tell partner two things or facts about a topic

  • ask or answer questions to clarify or gain further information
  • demonstrate ability to listen to partner’s ideas and information and respond appropriately


  • balance role of self as speaker and listener and follow the rules
    of conversation

A5 use strategies when expressing and presenting ideas, information, and feelings, including

– accessing prior knowledge

– organizing thinking by following a simple framework

– predicting some things the audience needs to know



  • share ideas in class brainstorming activities

  • relate their personal or shared experiences to the discussion topic

  • use simple graphic organizers provided by the teacher to assist organization of thinking

  • make use of simple visual prompts when expressing or presenting

  • engage in informal oral presentations (e.g., show-and-tell activities, news or storytelling, dramatizations)

  • answer simple questions about information/topic presented

  • adjust volume and tone of voice as appropriate (e.g., reduce volume in pairs or small group activities, speak loudly enough for others to hear when sharing information); may need reminding

A6 use strategies when listening to make and clarify meaning, including

– preparing for listening

– focussing on the speaker

– asking questions



recalling ideas

  • make predictions before and during listening (e.g., use prior knowledge and clues)

  • contribute to a list of questions related to the topic they will
    hear about

  • ask speaker for clarification
  • recall information or ideas in a variety of ways (e.g., retell main points, repeat a familiar message, draw a picture, act out a sequence of events)



Thinking (Oral Language)

Prescribed Learning Outcomes

Suggested Achievement Indicators

It is expected that students will:

The following set of indicators may be used to assess student achievement for each corresponding Prescribed Learning Outcome.

Students who have fully met the Prescribed Learning Outcome are able to:

A7 demonstrate enhanced vocabulary knowledge
and usage

  • talk about new words and ideas with others

  • use new vocabulary words in speaking, including an expanding use of vocabulary related to specific subject areas

  • sort words and pictures into categories (e.g., living and non-living things)

  • use simple sound patterns (e.g., rhyming words) to learn new words

  • use appropriate vocabulary to convey meaning when talking (e.g., describe their own feelings and the feelings of others)

A8 engage in speaking and listening activities to develop a deeper understanding of texts (e.g., presenting a personal collection, listening to the telling of a story from an oral tradition)

  • make reasonable predictions about what to expect of a text
  • make personal connections with a text (e.g., how their family compares with a family in a story) and elaborate when prompted


  • make some simple inferences about characters’ feelings

  • tell what they like about a text or activity and give a reason

  • describe main ideas in an information text

  • ask questions that have not been answered in a text

A9 use speaking and listening in group activities (including creative exploration and
play) to develop thinking by identifying relationships and acquiring new ideas

  • make connections between new ideas and prior knowledge

  • identify similarities and differences in basic information from two sources (e.g., two texts on the same topic)

  • ask questions during inquiry activities (e.g., “Know-Wonder-Learn”)

  • use “because” to relate cause and effect (e.g., “I can’t play outside because it’s raining.”)

  • offer opinions and begin to provide reasons, when prompted to do so

  • recognize differing viewpoints, with teacher support

  • use imagination to look for alternative outcomes (e.g., speculate “what if…”)

  • contribute to group discussions about possible solutions to problems and offer different ways to express an idea (e.g., restate it using different words, draw a picture, act it out)

A10 reflect on their speaking and listening to identify their strengths and to discuss attributes of good speakers and listeners

  • give reasons why speaking and listening are important (e.g., to learn, so you know what to do next, to hear stories, to learn new words, for fun, to share ideas)
  • contribute to building a set of criteria for the assessment of speaking and listening (e.g., spoke clearly, faced the audience, used interesting words, did not interrupt)


  • identify what they learned about speaking and listening from discussions

  • with teacher support, self-assess oral presentations (e.g., using “two stars and a wish”), giving reasons to support their assessments

  • contribute to class discussions undertaken to set a group goal for more effective listening and speaking

  • provide ideas about ways to work toward the group goal


Features (Oral Language)

Prescribed Learning Outcomes

Suggested Achievement Indicators

It is expected that students will:

The following set of indicators may be used to assess student achievement for each corresponding Prescribed Learning Outcome.

Students who have fully met the Prescribed Learning Outcome are able to:

A11 use the features of oral language to convey and derive meaning, including using most words correctly and expressing ideas clearly

  • stay on topic and sequence ideas in meaningful ways when speaking (e.g., using two or three sentences)

  • express ideas in complete sentences that make sense (may occasionally make errors in syntax or word choice that make the message unclear)

  • use simple connecting words to link ideas in their speech (e.g., and, then, because)
  • use pronouns in a way that makes meaning clear, most of the time


  • use basic tense forms (-ed), appropriately; may overgeneralize the grammatical rule (e.g., “swimmed” for swam, “keeped” for kept)

  • use plurals appropriately; may overgeneralize the grammatical rule (e.g., “mouses” for mice)

  • use voice and posture to present ideas clearly (e.g., speaking loudly enough, facing audience, enunciating most sounds)

A12 demonstrate phonological awareness, by

– identifying and creating rhyming words

– identifying and creating alliteration

– segmenting the flow of speech into separate words



– using sound segmenting and sound blending of syllables and phonemes
in words

  • clap or chant to rhythms in a text or repeat with accuracy a pattern or a refrain from a poem, song, or story

  • identify particular sounds or sound patterns in a spoken passage (e.g., identify rhyming words in a poem and give other examples, identify the sounds in an alliteration)

  • recite poems, rhymes, riddles, tongue twisters, nonsense verse, actions, and jump-rope rhymes

  • engage with a group or the class in chants, choral reading, or reciting short, simple, rhythmic poems with repetitive patterns

  • use sound isolation to identify initial, medial, and final sounds in one-syllable words

  • use sound blending to blend three to four sounds into a new word (e.g., m/a/n: man; s/t/o/p: stop)

  • use sound segmentation to segment three to four sounds in a one-syllable word (e.g., m-a-n, s-t-e-p)
  • use sound segmentation to substitute, delete, and add sounds to a word (e.g., substitute “n” in nap to “c”; take away “f” from flake; add “s” in front of mile)





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