RD Curriculum Guide - Grade 1

Curriculum Guide
GRADE 1

This curriculum guide provides a summary of grade level
curriculum. Our goal is to clearly communicate with the
community the knowledge, skills, and concepts students
learn at each grade level.
Our Values
• Tell the truth
• Be accountable for the impact of your
choices and actions
• Have integrity
• Admit when you are wrong
• Use everyone’s names and pronouns
• Take care of others
• Learn about someone else
• Welcome and make room for others
• Do what you say you will do; be dependable
• Keep yourself and others safe
• Own and repair your mistakes
• Think before you act
• Be considerate of yourself and others
• Celebrate differences
• Support and uplift others
• Take care of our campus and the environment
Mission Statement
Redwood Day inspires students to reach for
their next challenge, embrace differences
and develop the intellectual and emotional
• Advocate for yourself and others
• Take risks; embrace a growth mindset
• Be an upstander and not a bystander
• Do the right thing
• Care about someone else’s feelings
• Care about someone else’s experience
• Actively listen for understanding
• Recognize someone else’s perspective
courage to be ready for anything.
• Be thoughtful and courteous
• Ask for and offer help
• Share with others
• Be patient
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Mission-Aligned Pillars of Learning
at Redwood Day
The Optimal Learning Zone
Part of Redwood Day’s mission is to inspire students to reach for their next
challenge, which encompasses learning that promotes growth and recognizes
that to learn well, each student needs challenge and success. To achieve
this, Redwood Day provides instruction in what it describes as the Optimal
Learning Zone.
The Optimal Learning Zone is where students are stretched just beyond what
they can do independently with support and guidance to reach new levels
of understanding and skill. Teaching and learning in the Optimal Learning
Zone is underscored by a positive, trusting environment where students
embrace challenges and where mistakes and errors are viewed as learning
opportunities.
Practices that support the Optimal Learning Zone include teachers gathering
data such as pre-assessments and formative assessments to know where
students are in their learning and provisioning for instruction in response to
that information. Teachers may create structures such as flexible groupings,
give feedback and one-on-one coaching, scaffold learning and materials,
diversify assessments, use a variety of instructional strategies, or provide
choice based on interest and learning profiles.
Diversity, Equity, Inclusion, and Belonging (DEIB)
Redwood Day is dedicated to creating an equitable learning environment for
all students: we want every child to be seen and heard, feel safe and valued,
and experience belonging. We want students to see, hear, support and value
others while fostering active allyship. As learners, our students are partners in
the learning process where they set goals, self-reflect, and have agency and
ownership over their learning.
DEIB extends across the curriculum and is rooted in the Social Justice
Standards, a set of anchor standards and age-appropriate learning outcomes
divided into four domains—identity, diversity, justice, and action. Lower
School students focus on exploring and celebrating identity and diversity and
learning about themselves and others. As students move through the Lower
School program, they further recognize and understand different abilities,
perspectives, stereotypes, and the roles of intersectional identity and privilege.
Through our K-8 Equity and Inclusion Groups, we’ve created dedicated time
during the school day for students, faculty, and staff to engage in intentional
discussions about diversity, equity, inclusion, and belonging.
Social-Emotional Learning
In the Lower School, social-emotional learning is recognized as essential
to developing the whole child and nurturing academic success. Integrated
throughout the day, social emotional learning is cultivated for example, on
the playground where children exercise agency and learn to resolve their own
conflicts, in math where they learn to be resilient when faced with a difficult
math problem, or in the Design Build Innovate Lab, where teams learn the skills
of collaboration and cooperation in approaching a design project.
Social-emotional learning at Redwood Day takes its cue from the core
concepts and characteristics of Positive Discipline that include teaching
valuable social and life skills for good character (respect, concern for others,
problem-solving, accountability, contribution, and cooperation). Every
day starts with a Morning Meeting to build community, get oriented to the
school day, and invite students to learn by doing. Students learn to use
their voice, to practice looking at issues from multiple points of view, to see
strengths in themselves and others, and to influence others in socially useful
ways. Students engage in appropriate restorative practices when behavioral
infractions occur to help them be accountable for and understand the impact
of their actions, and provide them with an opportunity to repair any harm they
may have caused in the community.
Provided is general information about each Grade 1 subject area that
highlights key learning and approaches to learning. Learning outcomes are
derived from local and national standards.
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Grade 1 Math
PHILOSOPHY
Redwood Day’s math program creates learning environments that
promote confidence, resiliency, and agency in order to prepare
students for their next challenge in math.
We do this by:
• creating meaningful, relevant connections of math to students’
lives;
• encouraging students to meet challenges head-on, engage in
productive struggle, and view errors as opportunities to learn;
and
• promoting a balance of procedural fluency, structure, and
abstract reasoning
Our core vision is to ensure all students have equitable access to
mathematics through embracing differences and supporting all
learners in their Optimal Learning Zone.
Course Overview
In Grade 1, students extend their foundational knowledge and skills of
mathematics developed through the pedagogy of the Singapore Math
framework, which emphasizes concept mastery, a concrete-pictorialabstract
approach, metacognitive reasoning, and the use of model
drawing to solve problems. Math learning in Grade 1 emphasizes adding
and subtracting using a variety of strategies with numbers to 120; reading,
writing, and counting numbers to 120; understanding place value and its
purpose; estimating and measuring length; understanding time on the
hour and half-, and quarter-hour; interpreting and creating basic graph and
data; and identifying simple plain and solid shapes and their attributes. At
this level, concepts and skills are developed through hands-on exploration
with multi-sensory manipulatives and differentiated small groups.
Grade 1 Math Key Learning Outcomes
Operations and Algebraic Thinking
` Represent and solve problems involving addition and subtraction
• Use addition and subtraction within 20 to solve word problems involving
situations of adding to, taking from, putting together, taking apart, and
comparing with unknowns in all positions
• Solve word problems that call for the addition of three whole numbers
whose sum is less than or equal to 20, e.g., by using objects, drawings,
and equations with a symbol for the unknown number to represent the
problem
` Understand and apply properties of operations and the relationship
between addition and subtraction
• Understand subtraction as an unknown-addend problem, for example,
subtract 10 – 8 by finding the number that makes 10 when added to 8
` Add and subtract within 120
• Add and subtract within 120, demonstrating fluency for addition and
subtraction within 10 and use strategies such as counting on; making ten;
decomposing a number leading to a ten; using the relationship between
addition and subtraction; and creating equivalent but easier or known
sums
` Work with addition and subtraction equations
` Use number bonds to represent number combinations
Number and Operations in Base Ten
` Extend the counting sequence to 120
` Understand place value up to 100, understanding that the three digits of a
three-digit number represent amounts of hundreds, tens and ones
` Use place value understanding and properties of operations to add and
subtract
• Organize, represent, and interpret data with up to three categories; ask
and answer questions about the total number of data points, how many
in each category, and how many more or less are in one category than in
another by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1)
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Geometry
` Reason with shapes and their attributes
• Distinguish between defining attributes (e.g., triangles are closed and
three-sided) versus non-defining attributes (e.g., color, orientation,
overall size); build and draw shapes to possess defining attributes
• Compose two-dimensional shapes or three-dimensional shapes to create
a composite shape, and compose new shapes from the composite shape
• Partition circles and rectangles into two and four equal shares, describe
the shares using the words halves, fourths, and quarters, and use the
phrases half of, fourth of, and quarter of
Mathematical Practices (mathematical habits of mind)
1. Try many times to understand and solve a math problem (make sense of
problems and persevere in solving them)
2. Think about the math problem first (reason abstractly and quantitatively)
3. Make a plan, called a strategy, to solve the problem and discuss other
students’ strategies, also (construct viable arguments and critique the
reasoning of others)
4. Use math symbols and numbers to solve the problem (model with
mathematics)
5. Use math tools, pictures, drawings, and objects to solve problems (use
appropriate tools strategically)
6. Check to see if my strategy and calculations are correct (attend to
precision)
7. Use what I already know about math to solve the problem (look for and
make use of structure)
8. Use a strategy that I used to solve another math problem (look for and
express regularity in repeated reasoning)
Approaches to Teaching and Learning in Math
` Singapore Math approach and framework through Math in Focus
` Concrete-pictorial-abstract approach
` Multi-sensory manipulatives
` Metacognitive thinking: monitoring and using mathematical thinking
` Application of skills to problem-solving situations
` Math centers, games, songs, and exploratory learning stations
` Solving non-routine problems to become flexible problem-solvers
` Exploring concepts more deeply in extension/enrichment and other
problem-solving activities
` Differentiation through small group instruction, hands-on projects, and
math games
` Beast Academy extension materials and curriculum
` Real-world connections
` Optimal Learning Zone practices
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Grade 1 English Language Arts
Grade 1 English Language Arts Key Learning Outcomes
Reading: Literature
PHILOSOPHY
The English Language Arts program at Redwood Day cultivates
critical readers, writers, and communicators who engage in
transformative learning experiences that spark a passion for lifelong
learning and curiosity. We inspire students to reach for their next
challenge, and we support them in achieving their literacy goals.
Through consistent exposure to diverse literature and informational
texts, students gain insights and perspectives into themselves and
others to better navigate the world around them.
Course Overview
In Grade 1, literacy learning is grounded in evidence-based practices and
taught via one-on-one, small group, and whole group instruction as students
move from decoding text to developing a range of reading strategies to
develop comprehension and become more independent, fluent readers.
Students gain exposure to high-quality, diverse literature and informational
texts, and instruction is designed to provide students with the practice
needed to master knowledge of phonics and phonemic awareness. Grade
1 students explore a range of writing genres in meaningful and engaging
contexts that connect with their lives and give purpose to their writing. At
this level, students write an increasing number of complete sentences and
build stamina to write for longer periods of time. In order to further develop
their communication skills, students speak and listen in a range of situations,
including small groups, whole classes, and larger audiences.
` Ask and answer questions about key details in a text
` Retell stories, including key details, and demonstrate understanding of
their central message or lesson
` Describe characters, settings, and major events in a story, using
illustrations and key details
` With prompting and support, read prose and poetry of appropriate
complexity for grade 1
Reading: Informational Text
` Ask and answer questions about key details in a text and to help determine
or clarify the meaning of words and phrases in a text
` Know and use various text features (e.g., headings, tables of contents,
glossaries, icons) to locate key facts or information in a text
` Use the illustrations and details in a text to describe its key ideas
` With prompting and support, read informational texts of appropriate
complexity for grade 1
Reading: Foundational Skills
` Know and apply grade-level phonics and word analysis skills in decoding
words and recognize and read grade-appropriate irregularly spelled words
` Read grade-level text with purpose and understanding
` Read grade-level text orally with accuracy and fluency (appropriate rate
and expression) to support comprehension
` Use context to confirm or self-correct word recognition and understanding,
rereading as necessary
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Writing
` Write opinion and persuasive pieces that introduce the topic they are
writing about, state a persuasive opinion, supply reasons for the opinion,
and provide some sense of closure
` Write informative/explanatory texts that name a topic, supply some facts
about the topic, and provide some sense of closure
` Write narratives that recount three appropriately sequenced events,
include details regarding what happened, use temporal words to signal
event order, and provide some sense of closure
` With guidance, focus on a topic, respond to questions and suggestions
from peers, and add details to strengthen writing as needed
` With guidance publish writing, including in collaboration with peers
` Participate in shared research and writing projects, recalling information
from experiences or gathering information from provided sources to
answer a question
Listening and Speaking
Language
` Demonstrate command of the conventions of grammar, usage, and
mechanics when writing and speaking
• Print all upper- and lowercase letters
• Produce and expand complete simple and compound declarative,
interrogative, imperative, and exclamatory sentences
• Capitalize dates and names of people and use end punctuation for
sentences
• Use commas in dates and to separate single words in a series
• Use conventional spelling for words with common spelling patterns
and for frequently occurring irregular words and spell untaught words
phonetically, drawing on phonemic awareness and spelling conventions
` Use words and phrases acquired through conversations, reading and being
read to, activities, play, and responding to texts
Approaches to Teaching and Learning in English Language Arts
` Follow agreed-upon rules for discussions (e.g., listening to others with
care, speaking one at a time about the topics and texts under discussion
` Build on others’ talk in conversations by responding to the comments of
others through multiple exchanges
` Ask questions to clear up any confusion about the topics and texts under
discussion
` Give, restate, and follow simple two-step directions
` Memorize and recite poems, rhymes, or songs with expression
` Collaborative Classroom’s Being
a Reader and Being a Writer
curricular programs
` Systematic Instruction in
Phonological Awareness, Phonics,
and Sight Words (SIPPS) reading
foundations curriculum
` Relevant, diverse, engaging texts
` Use of decodable texts to support
foundational skills
` Genre studies and author’s craft
` Whole class read alouds,
discussion and instruction
` Science of reading
` Library visits
` Writing process
` Relevant contexts, purposes, and
audiences for writing
` Reading-writing connections
` Small group differentiated
instruction
` Zaner-Bloser Handwriting
` Optimal Learning Zone practices
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Grade 1 Social Studies
PHILOSOPHY
At Redwood Day, the History/Social Studies program is committed
to cultivating critical, informed citizens who actively and thoughtfully
engage with the world around them. Grounded in inquiry and the
exploration of essential questions, the History/Social Studies program
equips students with critical thinking skills by encouraging them
to analyze and explore diverse sources and perspectives. Through
a mix of meaningful activities, discussions, and projects, students
demonstrate their content knowledge and ability to apply historical
concepts to real-world contexts, connecting the past to the present.
Our vision centers on equity, ensuring that every student has access
to a rich and inclusive understanding of history and social studies.
We support all learners in their Optimal Learning Zone, fostering a
community of empowered and engaged global citizens.
Course Overview
In Grade 1, students enter a new stage of social development where they
are interested in celebrations and traditions, as well as their individual
heritage. Emphasis in Grade 1 Social Studies is placed on learning about
family structures, building knowledge of world cultures and traditions,
and making connections between student and family identities. Honoring
and highlighting holiday celebrations and heritage and history months are
weaved throughout the first-grade social studies curriculum.
Grade 1 Social Studies Key Learning Outcomes
Theme - Our Place in Time and Space
` Describe the rights and individual responsibilities of citizenship and
community values
` Compare and contrast the absolute and relative locations of places and
people and describe the physical and/or human characteristics of places
` Know and understand symbols, icons, and traditions of the United States
and world cultures that provide continuity and a sense of community
across time
` Compare and contrast everyday life in different times and places around
the world and recognize that some aspects of people, places, and things
change over time while others stay the same
` Describe the human characteristics of familiar places and the varied
backgrounds of individuals in those places
` Understand basic economic concepts
Approaches to Teaching and Learning in Social Studies
` Inquiry and essential questions:
• What diversity exists in our community?
• How are our family’s cultural backgrounds and structures similar and
different?
• How does learning about our various community traditions and different
cultures help everyone feel like they belong?
• Why is it important to learn about different cultures, perspectives, and
identities?
• How do we become more independent, responsible community
members?
` Cross-disciplinary connections
` Family presentations
` Current events
` Service learning
` Community building and celebrations
` Hands-on activities
` Field trips
` Optimal Learning Zone practices
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Grade 1 Science
PHILOSOPHY
The science program at Redwood Day fosters a spirit of inquiry
by nurturing students’ curiosity and bringing relevant, realworld
science into the learning experience. Through hands-on
investigations, exploration of scientific phenomena, and developing
science and engineering practices, science learning at Redwood
Day further develops in students the knowledge and skills of
science to be stewards of the planet to bring about positive change
in their communities and the world.
Course Overview
In Grade 1 Science, learning focuses on the exploration of sound and light,
air and weather, and plants and animals. Students investigate questions
about the scientific world, such as: “How do sound and light interact with
objects? What are some ways plants and animals meet their needs so that
they can survive and grow? What objects are in the sky, and how do they
seem to move?” First-grade scientists continue to learn to use observations
to describe patterns, relationships, and phenomena. Instruction is led by
hands-on investigations using the Full Option Science Systems (FOSS)
and supported by local field trips to enhance students’ experiences and
understanding of science. Grade 1 students have science twice during each
eight-day cycle rotation.
Physical Science – Waves: Light and Sound
` Plan and conduct investigations to provide evidence that vibrating materials can
make sound and that sound can make materials vibrate
` Use tools and materials to design and build a device that uses light or sound to
solve the problem of communicating over a distance
` Make observations to construct an evidence-based account that objects can be
seen only when illuminated
` Plan and conduct an investigation to determine the effect of placing objects
made with different materials in the path of a beam of light
Life Science – Structure, Function, and Information Processing
` Use materials to design a solution to a human problem by mimicking how plants
and/or animals use their external parts to help them survive, grow, and meet
their needs
` Develop a simple sketch, drawing, or physical model to illustrate how the shape
of an object helps it function as needed to solve a given problem
` Read texts and use media to determine patterns in behavior of parents and
offspring that help offspring survive
` Make observations to construct an evidence-based account that young plants
and animals are like, but not exactly like, their parents
Science and Engineering Practices
` Planning and carrying out investigations
` Analyzing and interpreting data
` Constructing explanations (for science) and designing solutions (for
engineering)
` Obtaining, evaluating, and communicating information
Grade 1 Science Key Learning Outcomes
Earth and Space Science – Space Systems: Patterns and Cycles
` Use observations of the Sun, Moon, and stars to describe patterns that can
be predicted
` Make observations at different times of year to relate the amount of
daylight to the time of year
` Analyze data from tests of two objects designed to solve the same
problem to compare the strengths and weaknesses of how each performs
REPLACE PHOTO
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Approaches to Teaching and Learning in Science
` Inquiry-based learning
` Hands-on investigations with FOSS materials (Full Option Science System)
` STEAM connections
` Science and Engineering Practices
` Exploration of real-world phenomena
` Optimal Learning Zone practices
Grade 1 World Languages
PHILOSOPHY
At Redwood Day, we believe that language has the capacity to
connect people and communities through communication and
developing an appreciation for other viewpoints and cultures.
Guiding this belief is a world language program rooted in
cultivating a life-long appreciation and enthusiasm for languages
and the cultures they represent. Empowering students to
communicate in the target language supports this vision for world
language learning while partnering with students as they begin
their language acquisition journeys.
The Redwood Day World Language Program balances learning
about the language and using the language to prepare students for
their next challenge.
Grade 1 Spanish and Mandarin K-5 Course Overview
Grade 1 learning in Spanish and Mandarin builds on students’ introduction
to World Languages in Kindergarten. At this early stage of language
development, the program aims to continue to capture students’ interest
in learning a new language through exposure to a variety of topics such as
basic greetings, counting, basic colors, basic body parts, and commonly
used verbs through movement, stories, games, and multi-sensory activities.
Cultural topics are intertwined with language learning and acquisition. Grade
1 students attend Mandarin/Spanish classes three times during an eight-day
cycle rotation and engage in learning each language for one semester. Starting
in second grade, students learn either Mandarin or Spanish across the entire
school year.
K-5 Spanish and Mandarin Communication Goals (Novice Range)
Communicative language in the Novice Range is characterized by common,
informal settings/aspects of daily life using individual words and phrases that
may be difficult for the listener to understand.
Interpersonal Communication (interpersonal listening and speaking)
` Communicate in spontaneous spoken conversations on both very familiar
and everyday topics, using a variety of practiced or memorized words,
phrases, simple sentences, and questions
Interpretive Communication (listening and reading comprehension)
` Identify the general topic and some basic information in both very familiar
and everyday contexts by recognizing practiced or memorized words,
phrases, and simple sentences
Presentational Communication (writing and oral presentation)
` Present information about one’s self and some other very familiar topics
using single words or memorized phrases (spoken or written)
Approaches to Teaching and Learning in Spanish and Mandarin
` Comprehensible input
` Technology tools
` Total Physical Response (TPR) ` Multisensory activities
techniques
` Assessment through illustration
` Teaching Proficiency through
` Choral response
Reading and Storytelling (TPRS)
` Optimal Learning Zone practices
` Plays and role-playing
` Singing and games
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Grade 1 Art
PHILOSOPHY
The Redwood Day Visual Arts program engages students in
authentic creative processes where they learn to look closely,
see clearly, and perceive differently. Instruction is fluid and
philosophically rooted in the idea that all children are artists and
that growth comes from continuous practice, experimentation,
and reflection. Students explore diverse artists, forms, and artistic
genres while gaining a lifelong appreciation, understanding, and
engagement with visual arts.
Course Overview
Lower School Art is where students explore and express their creativity
through a variety of mediums and study artists from diverse backgrounds. In
Grade 1 Art, students explore the theme “Storytelling through Art”. As they
are starting to develop stronger verbal communication skills, they can begin
to connect images with narratives. This theme centers around using art to
tell simple stories, encouraging imagination and the ability to express ideas
visually. Students create storybooks, draw sequential events, illustrate their
favorite stories and characters, and craft puppets. Students learn how to
enrich their work with the use of narrative by studying artists like Raja Ravi
Varma, Ma Liang, Laila Shawa, Faith Ringgold and Norman Rockwell. Grade 1
students have Art two times during each eight-day cycle rotation.
Grade 1 Art Key Learning Outcomes
Creating Art
` Use observation and investigation in preparation for making a work of art
` Explore uses of materials and tools to create works of art or design
` Demonstrate safe and proper procedures for using materials, tools, and
equipment while making art
` Identify and classify uses of everyday objects through drawings, diagrams,
sculptures, or other visual means
Responding and Connecting to Art
` Compare images that represent the same subject
` Interpret art by categorizing subject matter and identifying the mood and
characteristics
` Understand that people from different places and times have made art for
a variety of reasons
Approaches to Teaching and Learning in Art
` Diverse artist explorations
` Expression of creativity through a variety of mediums
` Literature connections
` Using and caring for art studio tools
` Cross-disciplinary connections
` Art reflection, response, and interpretation
` Optimal Learning Zone practices
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Grade 1 Music
PHILOSOPHY
Redwood Day School’s music program inspires a love of music in all
students. Through critical listening, composition, and performance of
a diverse repertoire, students develop musical skills while exploring a
variety of genres and traditions. Within this framework, students are
encouraged to embrace their own cultures and identities as well as
others. The culmination of the K-8 music program is to foster a deep,
life-long curiosity and appreciation of music and to provide them
with the tools to express themselves musically.
` With limited guidance, demonstrate and describe music’s expressive
qualities (such as voice quality, dynamics, and tempo) that support the
creators’ expressive intent
` With limited guidance, apply personal, teacher, and peer feedback to refine
performances
Responding and Connecting to Music: Observing, analyzing, interpreting, and
connecting to music
` With limited guidance, demonstrate and identify how specific music
concepts (such as beat or pitch) are used in various styles of music for a
purpose
` With limited guidance, discuss connections between music and culture
Course Overview
Grade 1 students in Music build on foundational music skills that reinforce
further understanding of musical concepts, including iconic music
notation and rhythm patterns. They develop pitch through solfege and an
introduction to Curwen hand symbols. They experience solo singing and
singing with others through call-and-response and echo songs, as well
as coordination with group movement and singing games from different
cultures. Grade 1 students attend Music two times during each eight-day
cycle rotation.
Approaches to Teaching and Learning in Music
` Exploration of songs from diverse cultures
` Musical expression through rhythm and movement
` Exploration of percussion instruments
` Literature connections
` Using and caring for musical instruments
` Optimal Learning Zone practices
Grade 1 Music Key Learning Outcomes
Creating Music: Imagining, evaluating, refining, and presenting music
` With limited guidance, create musical ideas (such as answering a musical
question) for a specific purpose
` With limited guidance, discuss and apply personal, peer, and teacher
feedback to refine personal musical ideas
Performing Music: Selecting, analyzing, interpreting, rehearsing, evaluating,
refining and presenting music
` With limited guidance, demonstrate knowledge of music concepts (such as
beat and melodic contour) in music from a variety of cultures selected for
performance
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Grade 1 Physical Education (PE)
PHILOSOPHY
Redwood Day recognizes the value of physical activity for health,
enjoyment, challenge, self-expression and social interaction and
believes that physical education is an integral part of developing
the whole child. Through learning experiences in physical education,
students develop motor skills and use their knowledge of movement
concepts, tactics, and strategies across a variety of environments.
They apply knowledge of health-related and skill-related fitness to
enhance their overall well-being, and they develop the social skills
necessary to exhibit empathy and respect for others and foster
and maintain relationships. In addition, students develop skills for
communication, leadership, and conflict resolution in a variety of
physical activity settings, all contributing to an individual’s physical
literacy journey.
Course Overview
Grade 1 students in PE engage in a wide variety of activities and games,
all of which are designed to promote good health, self-awareness, and
confidence. Students are encouraged to embrace challenges and learn from
their experiences while developing skills of teamwork, communication, and
a sense of fair play. At this level, the focus includes developing locomotor,
non-locomotor, and manipulative skills such as hopping, galloping, jogging,
catching, dribbling, kicking objects, and volleying. Additional focus for this
grade level includes rolling, twisting, curling, bending, and stretching actions
and developing jump-roping skills. Grade 1 students attend Physical Education
three times during each eight-day cycle.
Grade 1 Physical Education Key Learning Outcomes
Develops a Variety of Motor Skills
` Demonstrate a variety of locomotor and non-locomotor skills with the concepts
of space, effort, and relationship awareness
` Demonstrate catching, throwing, and kicking a ball in a variety of non-dynamic
practice tasks
` Demonstrate dribbling with feet in a variety of non-dynamic practice tasks
Applies Knowledge of Concepts and Strategies Related to Movement
` Identify movement concepts related to locomotor, non-locomotor, and
manipulative skills
` Demonstrate knowledge of locomotor, non-locomotor, and manipulative skills
in movement settings
` Recognize that regular physical activity is good for their health
` Recognize the importance of stretching before and after physical activity
` Identify the heart as a muscle that gets stronger with physical activity
Develops Personal and Social Skills Related to Movement
` Demonstrate the ability to encourage others
` Use communication skills to share space and equipment
` Respond appropriately to directions and feedback
` Describe why following rules is important for safety and fairness
` Make safe choices with physical education equipment
` Demonstrate respectful behaviors that contribute to positive social interactions
in movement
Approaches to Teaching and Learning in PE
` Cooperative learning
` Community and team building
` A variety of games and activities
` Learning stations
` Indoor and outdoor learning/
playing spaces
development
` Inclusive, equitable learning
environments
` A wide array of equipment to
support skills acquisition
` Optimal Learning Zone practices
` Social-emotional skills
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Grade 1 Library/Information Literacy
and Digital Citizenship
Grade 1 Library/Information Literacy Key Learning Outcomes
Use Inquiry to Build Understanding and Create New Knowledge
` Recognize the systematic way the library organizes fiction and picture
books and that fiction books of interest can be located by using that
organization
` Sort books by fiction vs. nonfiction
PHILOSOPHY
The Redwood Day Library is a vibrant community space and
information hub where students are invited to explore ideas and
interests, gather and enjoy individual and communal activities,
engage in inquiry and research that supports the curriculum, and
experience the joy of reading.
Learning and the Library is supported by a framework with the
following focus areas and overarching learning goals:
• Use Inquiry to Build Understanding and Create New Knowledge
• Demonstrate Civic Responsibility, Respect for Diverse
Perspectives, Collaboration, and Digital Citizenship
• Engage in Personal Exploration, Social and Emotional Growth,
Independent Reading and Learning, and Personal Agency
Demonstrate Civic Responsibility, Respect for Diverse Perspectives,
Collaboration, and Digital Citizenship
` Begin to associate use of the
library with respect for rules and
procedures
` Respect the rights of others to
express ideas, use the library,
and have equitable access
to the resources by listening
respectfully, following the rules
and procedures of the library, and
returning all resources on time
` Credit authors and resources
for information that was used or
shared (in collaboration with the
core classroom)
` Recognize the importance of
staying safe online and use only
websites and technology tools
that have been selected and
provided by teachers
` Create and use an effective
username that protects private
information
Engage in Personal Exploration, Social and Emotional Growth, Independent
Reading and Learning, and Personal Agency
` Recognize and identify personal interests through reading or listening to
stories
` Select books, poems, or media based on teacher recommendation or
personal preference
Course Overview
The Lower School library program and space invite students to explore ideas
and interests, gather and enjoy individual and communal activities, engage in
inquiry and research that supports the curriculum, and experience the joy of
reading. Lower School students attend library classes once every eight-day
cycle, where they are exposed to rich, diverse texts, have the opportunity to
explore and select books, and learn the fundamentals of information literacy
as part of a developmental continuum.
Grade 1 students gain important digital citizenship skills and learn responsible,
safe, and healthy use of technology through classes taught in the core
classroom facilitated by our technology specialist.
` Engage in simple and independent inquiry to find answers to questions (in
collaboration with the core classroom)
Approaches to Learning in the Library/Information Literacy
` Exposure and access to a diverse,
relevant library collection
` Exploration and pursuit of
individual interests
` Promoting and supporting the joy
of reading
` Care and responsibility for
communal space and texts
` Cross-disciplinary curriculum
connections
` Inquiry and research skills and
process
` Co-creation of learning and
sharing of ideas in the library
` Optimal Learning Zone practices
` Common Sense Media digital
citizenship lessons
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Grade 1 Garden to Table
` Know how a safe kitchen is calm, organized, and cared for
` Use kitchen tools appropriately and with care for intended tasks
PHILOSOPHY
The Garden to Table program creates curious eaters and growers
by promoting intentional interactions with the natural world. It also
develops in students empathy for animal and plant life where they
become community stewards and responsible global citizens. The
program provides hands-on opportunities where young cooks and
gardeners cultivate curiosity by exploring food systems and grow as
lifelong learners. The Garden to Table classroom is an indoor/outdoor
space where all learners have access and agency, and where crossdisciplinary
connections make learning multi-dimensional.
Course Overview
In Grade 1 Garden to Table, cooks and gardeners deepen their understanding
of our connected food system, and they continue to observe the life cycles
of animals and plants. Beginning cooks learn knife skills and identify the
five tastes while engaging in projects that connect with the core classroom.
Grade 1 students learn in the garden once during each eight-day cycle
rotation and engage in cooking throughout the year in sessions coordinated
with the core curriculum.
Garden to Table K-5 Learning Goals
Gardening Knowledge and Skills
` Use gardening tools appropriately to intentionally care for garden spaces
` Identify and tend to the needs of garden spaces at different times of the
year
` Understand that gardening provides access to food, connection to food,
and knowledge of where food comes from
Cooking Knowledge and Skills
` Learn that sharing food is a practice in empathy and that it grows capacity
for differing opinions which allows everyone to feel welcome, connected,
and respected
` Know that cooking provides access and connection to living things
Care and Connection
` Using all senses, tend to the Earth to connect with plants and animals in
the garden and to provide what they need to survive, grow, and thrive
` Understand that cooking is related to self-care, care of others, and
sustainable practices
` Act responsibility to be a community steward and global citizen who cares
for and nurture our environments and ecosystems and champions respect
for cultural diversity
Approaches to Teaching and Learning in Garden to Table
` Learning guided by inquiry:
• Where does our food come from?
• What is our responsibility as consumers and producers?
• How can gardening skills and tools allow me to take care of a garden
space?
• What does it mean to tend to the Earth?
• How does gardening connect me to food?
• What does sharing in food mean?
• What does safety in the kitchen look like?
• How can cooking skills and tools allow me to care for myself, for others,
and for the Earth?
` Cross-disciplinary connections
` Experiential, hands-on learning in the kitchen and garden
` Indoor and outdoor classroom spaces
` Care and responsibility for communal spaces, materials, and living things
` Optimal Learning Zone practices
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Grade 1 Design Build
Innovate (DBi)
PHILOSOPHY
The Design Build Innovate (DBi) program nurtures and develops
purpose-driven, empowered, and resilient designers and builders
who seek the perspectives and ideas of others to achieve informed
and inclusive solutions and outcomes. We achieve this by creating
environments where students embrace complexity with curiosity,
empathy and courageous risk-taking and where students are aware
of the impacts of their design choices. Creatively and collaboratively
applying design principles and processes to define and solve
problems, designers and builders are exposed to multiple modes and
tools of design–both analog and digital.
Design Build Innovate K-5 Learning Goals
Innovative Designer: Students use a variety of tools within a design process to
identify and solve problems by building new, useful or imaginative solutions
Resilient Builder: Students use a variety of tools to prototype design solutions
and show resilience when confronted with setbacks and challenges
Empowered Learner: Students are self-directed, resourceful, and confident in
using materials, tools, and technology to take ownership of their learning journey
and take creative risks
Creative Communicator & Collaborator: Students communicate clearly and
express themselves creatively for a variety of purposes using the platforms, tools,
styles, formats and digital media appropriate to their goals. Students enrich their
learning by collaborating with others and working effectively in teams
Approaches to Teaching and Learning in DBi
` Design thinking process
` Authentic, real-world design problems and projects
Course Overview
In Grade 1 DBi, student builders learn new woodworking skills with an
emphasis at this level on developing safe practices when using tools.
Students complete the semester applying the skills they learned to
design and build a final project. Grade 1 students have DBi ten times
within a semester of learning.
` Use of analog and digital tools
` Collaboration, critical thinking, creativity, and communication
` Project-based learning
` Cross-disciplinary learning
` Optimal Learning Zone practices
30 31

Grade 1 Diversity, Equity, Inclusion,
and Belonging (DEIB)
PHILOSOPHY
Redwood Day is dedicated to creating an equitable learning
environment for all students: we want every child to be seen and
heard, feel safe and valued, and experience belonging. We want
students to see, hear, support and value themselves and others
while fostering active allyship throughout their educational journey.
As a result, DEIB is a critical part of students’ academic and social
emotional growth.
Course Overview
In Grade 1, DEIB concepts are developed across the academic program
including within Social Emotional Learning, Morning Meetings, and within
Equity and Inclusion groups that focus on developing students’ identities and
their roles within the Redwood Day community. At this level, students build
upon their understanding of racial identity via the community identity iceberg.
They explore differences and what differences look like as they pertain to
gender identity and self-expression. DEIB learning is aligned to the Learning
for Justice Anti-Bias Framework and Social Justice Standards.
Diversity
` I can describe some ways that I am similar to and different from people
who share my identities and those who have other identities
` I know everyone has feelings, and I want to get along with people who are
similar to and different from me
` I want to know about other people and how our lives and experiences are
the same and different
Justice
` I know when people are treated unfairly
` I know some true stories about how people have been treated badly
because of their group identities
Action
` I can and will do something when I see unfairness—this includes telling an
adult
Approaches to Teaching and Learning in DEIB
` Inquiry
` Cross-disciplinary connections
` Relevant texts and read-alouds
` Discussions and role-plays
` Guest speakers
Grade 1 DEIB Key Learning Outcomes
Identity
` I know and like who I am and can talk about my family and myself and
name some of my group identities
` Student-driven presentations
` Community engagement
` Optimal Learning Zone practices
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3245 Sheffield Avenue
Oakland, CA 94602
510.534.0800
rdschool.org
Updated for School Year 2024-2025
Cover art credit: Madison L. (created in First Grade)