B. E. Usher/Collier
1st Grade Syllabus
2013-2014
Grade: First Grade
Subject: Reading/ELA, Mathematics, Social Studies, Science
The First Grade Team
Ms. Warner
Rm. # 2110
Ms. Ingram
Rm. # 2111
Ms. Fluellen
Rm. # 2110
Mr. Beasly
Rm. # 2113
Ms. Brinkley
Rm. # 2115
Mrs. Patterson-Ford
Rm. #2109
Welcome Letter
Dear Parents and Guardians,
Welcome to 1st GRADE!!!!! We are delighted to have your child in our class this year. We are looking forward to a very
successful year and know you are too. We would like to take this opportunity to introduce ourselves and express our
excitement about working with your child this year. We love teaching First Grade, because this is the time when children
are filled with curiosity and wonder regarding how the world works. We believe students grow and develop by
encouraging their natural curiosity about the world.
During the first few weeks of school we will be spending the majority of our time helping students get to know one
another and becoming comfortable with various classroom and school routines. One of our main goals is to help students
become independent workers and thinkers.
We have high academic expectations for your child and will do all that we can to help your child achieve those
expectations. Because you are an integral part of your child’s education, we feel home school communication is of vital
importance. We hope to talk with parents and/or guardians of all students in the coming weeks..
Ways to help your child:

Lots of help and encouragement from you will help your child blossom into a wonderful reader and
writer. Staying involved in your child’s education is the key to a successful year for your child. Engage your
child in conversation about his/her day everyday.

Reading to and with your child, every day is a wonderful way to help your child. The more your child is
exposed to language, the easier it will be for him/her to incorporate new skills in reading and writing in the
classroom.
We would also like to extend an invitation for you to contact your child’s teacher any day after 2:55 pm through the main
office :(404) 802-5700 and or via email. If you would like to talk in person, we are always available to schedule
appointments after school. Please don’t hesitate to contact me if you have any questions or concerns.
We look forward to an exceptional, fun, engaging, outstanding, supportive and exciting school year.
Sincerely,
The First Grade Team
Ms. Fluellen, Ms. Ingram, Mrs. Walker, Mr. Beasley, Ms. Brinkley, and Mrs. Patterson-Ford
Supplies/Materials
Contact Information
Contact #:
Bazoline Usher-Collier Elementary
First Grade Supply List
2 boxes of #2 pencils
1 boxes of crayons (24 count)
6 small or medium glue sticks
1 box of Colored Pencils
2 packs on small index cards
2 composition books
1 pack of lined first grade writing paper
1 bottle of Elmer’s Glue
1 pair of blunt scissors
3 pink rectangle erasers
1 pack of eraser toppers for pencils
1 pencil sharpener with the cover
1 pencil/utensil box
1 red plastic 2 pocket folder (for homework assignments)
3- 2 pocket folders (without the rings in the middle):
green/blue/orange
1 pack of assorted colored construction paper (12 x 18)
1 pack of bright white construction paper (12 x 18)
1 bottle of hand sanitizer
1 bottle of hand soap
1 box of tissue
1 roll of paper towels
1 container of Lysol or sanitizer wipes (for the tables)
1 box of ziplock bags (sandwich or quart size)
Bazoline Usher Collier Elementary
404-802-5700
Email:
**Mrs. E. Fluellen
efluellen@atlanta.k12.ga.us
**Mrs. F. Ingram
fingram@atlanta.k12.ga.us
**Mr. S. Beasley
sbeasley@atlanta.k12.ga.us
**Mrs. S. Warner
swarner@atlanta.k12.ga.us
**Mrs. S. Brinkley
sbrinkley@atlanta.k12.ga.us
** Mrs. Y. Patterson-Ford
Yford@atlanta.k12.ga.us
What Will We Learn (Summary of the Curriculum)

Major Themes, Projects, and Writing Assignments
Math: Numbers and Operations/Base Ten/Fractions/Algebraic Thinking/Geometry/Measurement and Data
Science: Plants and Animals/Magnets/Sound/Light and Shadows/Weather and Seasons/Water
Social Studies: Producers and Consumers/ Folktales/Geographical Locations/Topographical Features
Standards/Scope and Sequence
Quarter 1/Unit
ELA
Reading Literary: ELACC1RL1-9/ Reading Informational (RI) ELACC1RI 1-9/Reading foundational ELACC1RF
1-4/ Writing ELACCW 1-8/Speaking and Listening ELACC1SL 1-6/ Language ELACC1L 1-6
Math
Creating Routines Using Data (4 Weeks)
Extend the Counting Sequence
MCC.1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and
represent a number of objects with a written numeral.
Represent and Interpret Date
MCC.1.MD.4 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.
Developing Base Ten Number Sense (5 weeks)
Extend the counting sequence
MCC1.NBT.1: Count to 120, starting at any number less than 120. In this range, read and write numerals and
represent a number of objects with a written numeral.
Understand place value
MCC1.NBT.2: Understand that the two digits of a two-digit number represent amounts of tens and ones.
Understand the following as special cases:
(a). 10 can be thought of as a bundle of ten ones — called a “ten.”
(b) The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
(c) The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens
(and 0 ones).
MCC1.NBT.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the
results of comparisons with the symbols >, =, and <.
Use place value understanding and properties of operations to add and subtract.
MCC1.NBT.4 : Add within 100, including adding a two-digit number and a one-digit number, and adding a twodigit number and a multiple of 10, using concrete models or drawings and strategies based on place value,
properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written
method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones
and ones; and sometimes it is necessary to compose a ten.
Social Studies
Connecting Themes in 1st Grade (10 days)
The focus of this unit is on the Connecting Themes and Enduring Understanding rather than specific
standards. These themes provide the scaffolding needed for the study of Social Studies throughout the
year.
Our National Heritage (6 Weeks)
SS1H2 The student will read or listen to American folktales and explain how they characterize our national
heritage. The study will include John Henry, Johnny Appleseed, Davy Crockett, Paul Bunyan, and Annie Oakley.
SS1G2 The student will identify and locate his/her city, county, state, nation, and continent on a simple map or a
globe.
SS1G3 The student will locate major topographical features of the earth’s surface.
(a) Locate all of the continents: North America, South America, Africa, Europe, Asia, Antarctica, and Australia.
(b) Locate the major oceans: Arctic, Atlantic, Pacific, and Indian.
(c). Identify and describe landforms (mountains, deserts, valleys, plains, plateaus, and coasts).
SS1CG2 The student will explain the meaning of the patriotic words to America (My Country ‘Tis of Thee)
and America the Beautiful.
SS1E3 The student will describe how people are both producers and consumers.
Science:
Plants and Animals (7 Weeks)
S1L1 : Students will investigate the characteristics and basic needsof plants and
animals.
(a) Identify the basic needs of a plant.
1. Air
2. Water
3. Light
4. Nutrients
Focus:
* Recognize and define traits
Quarter 2/Unit
ELA
Reading Literary: ELACC1RL1-9/ Reading Informational (RI) ELACC1RI 1-9/Reading foundational ELACC1RF
1-4/ Writing ELACCW 1-8/Speaking and Listening ELACC1SL 1-6/ Language ELACC1L 1-6
Math
Developing Base Ten Number Sense (Cont. from Unit 1: 1 week)
Extend the counting process
MCC1.NBT.1. Count to 120, starting at any number less than 120. In this range, read and write numerals and
represent a number of objects with a written numeral.
Understanding Place Value
MCC1.NBT.2. Understand that the two digits of a two digit number represent amount of tens and ones.
MCC1.NBT.3. Compare the two digit numbers based on meaning of the tens and ones digits, recording the results
of comparisons with the symbols >,=, and <.
Use place value understanding and properties of operations to add and subtract
MCC1.MD.4 Add within 100, including adding a two digit number and a one digit number, and adding a twodigit number and a multiple of 10, using concrete models or drawings and strategies based on place value,
properties of operations, and or the relationship between addition and subtraction; relate the strategy to a written
method and explain the reasoning used. Understand that in adding two digit numbers, one adds tens and tens, ones
and ones; and sometimes it is necessary to compose a ten.
Understanding Shapes and Fractions (8 Weeks)
Reason with shapes and their attributes.
MCC1.G.1 : 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.
MCC1.G.2: Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quartercircles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular
cylinders) to create a composite shape, and compose new shapes from the composite shape.6
MCC1.G.3 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. Describe the whole as two of, or
four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.
Represent and interpret data.
MCC1.MD.4 : 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.
Social Studies
A Changing Country DURATION: 6 Weeks (October/November
SS1H1 The student will read about and describe the life of historical figures in American history.
(a) Identify the contributions made by these figures: Benjamin Franklin (inventor/author/statesman), Thomas
Jefferson (Declaration of Independence), Meriwether Lewis and William Clark with Sacagawea (exploration),
Harriet Tubman (Underground Railroad), Theodore Roosevelt (National Parks and the environment), George
Washington Carver (science).
(b). Describe how everyday life of these historical figures is similar to and different from everyday life in the
present (food, clothing, homes, transportation, communication, recreation).
SS1CG1 The student will describe how the historical figures in SS1H1a display positive character traits of fairness,
respect for others, respect for the environment, conservation, courage, equality, tolerance, perseverance, and
commitment.
SS1G1 The student will describe the cultural and geographic systems associated with the historical figures in
SS1H1a.
SS1E2 The student will explain that people have to make choices about goods and services because of scarcity.
Science
Magnets (7 Weeks)
S1P2: Students will demonstrate effects of magnets on other magnet and
other objects.
(a) Demonstrate how magnets attract and repel.
(b) Identify common objects that are attracted to a magnet.
(c) Identify objects and materials ( air, water, wood, paper, your hand) that do
not block magnetic force.
Focus:
* Investigate that magnets have certain characteristics and attract specific
types of metals.
* Demonstrate how magnets repel other magnets.
* Identify objects and materials which do not block magnetic force.
Quarter 3/Unit
ELA
Reading Literary: ELACC1RL1-9/ Reading Informational (RI) ELACC1RI 1-9/Reading foundational ELACC1RF
1-4/ Writing ELACCW 1-8/Speaking and Listening ELACC1SL 1-6/ Language ELACC1L 1-6
Math
Sorting, Comparing, and Ordering (6 Weeks)
Measure lengths indirectly and by iterating length units
MCC1.MD.1: Order three objects by length; compare the lengths of two objects indirectly by using a third object.
MCC1.MD.2: Express the length of an object as a whole number of length units, by laying multiple copies of a
shorter object (the length unit) end to end; understand that the length measurement of an object is the number of
same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is
spanned by a whole number of length units with no gaps or overlaps.
Tell and write time.
MCC1.MD.3: Tell and write time in hours and half-hours using analog and digital clocks.
Represent and interpret data.
MCC1.MD.4: 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.
Operations and Algebraic Thinking ( 3 Weeks)
Represent and solve problems involving addition and subtraction.
MCC1.OA.1: 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, e.g., by using objects,
drawings, and equations with a symbol for the unknown number to represent the problem.4
MCC1.OA.2: Solve word problems that call for 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.
MCC1.OA.3 Apply properties of operations as strategies to add and subtract.5
Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6
+ 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of
addition.)
MCC1.OA.4 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 20
MCC1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
MCC1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use
strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to
a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing
that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by
creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
Work with addition and subtraction equations
MCC1.OA.7 Understand the meaning of the equal sign, and determine if equations involving addition and
subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 =
8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
MCC1.OA.8 Determine the unknown whole number in an addition or subtraction equation relating to three whole
numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ?
= 11, 5 = □ – 3, 6 + 6 = Δ.
Represent and interpret data.
MCC1.MD.4 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.
Social Studies
Inventors in the United States
SS1H1 The student will read about and describe the life of historical figures in American history.
a. Identify the contributions made by these figures: Benjamin Franklin (inventor/author/statesman), Thomas
Jefferson (Declaration of Independence), Meriwether Lewis and William Clark with Sacagawea (exploration),
Harriet Tubman (Underground Railroad), Theodore Roosevelt (National Parks and the environment), George
Washington Carver (science).
b. Describe how everyday life of these historical figures is similar to and different from everyday life in the present
(food, clothing, homes, transportation, communication, recreation).
SS1G1 The student will describe the cultural and geographic systems associated with the historical figures in
SS1E1 The student will identify goods that people make and services that people provide for each other.
S1E3 The student will describe how people are both producers and consumers.
SS1CG1 The student will describe how the historical figures in
SS1H1
a display positive character traits of fairness, respect for others, respect for the environment, conservation, courage,
equality, tolerance, perseverance, and commitment.
Science
Sound (5 Weeks)
S1P1: Students will investigate light and sound.
(c) Investigate how vibrations produce sound
(d) Differentiate between various sounds in terms of (pitch) high or low and
loud and soft
(e) Identify emergency sounds and sounds that help us stay safe.
Focus:
* Investigate and demonstrate that a vibration is a back and forth motion
which may produce sound.
* Differentiate between high and low pitch and high and low volume of the
sound. Recognize emergency sounds.
ELA
Reading Literary: ELACC1RL1-9/ Reading Informational (RI) ELACC1RI 1-9/Reading foundational ELACC1RF
1-4/ Writing ELACCW 1-8/Speaking and Listening ELACC1SL 1-6/ Language ELACC1L 1-6
Quarter 4/Unit
Math
Operations and Algebraic Thinking ( Cont. from Unit 3: 1 week)
MCC1.OA.1-8; MCC1.MD.4
Understanding Place Value (7 Weeks)
Understand place value
MCC1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones.
Understand the following as special cases:
(a). 10 can be thought of as a bundle of ten ones — called a “ten.”
(b). The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine
ones.
(c) The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens
(and 0 ones).
MCC1.NBT.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the
results of comparisons with the symbols >, =, and <.
Use place value understanding and properties of operations to add and subtract.
MCC1.NBT.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a twodigit number and a multiple of 10, using concrete models or drawings and strategies based on place value,
properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written
method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones
and ones; and sometimes it is necessary to compose a ten.
MCC1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to
count; explain the reasoning used.
MCC1.NBT.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero
differences), using concrete models or drawings and strategies based on place value, properties of operations,
and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the
reasoning used.
Represent and interpret data.
MCC1.MD.4 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.
Social Studies
Community Helpers
SS1H1 The student will read about and describe the life of historical figures in American history.
a. Identify the contributions made by these figures: Benjamin Franklin (inventor/author/statesman), Thomas
Jefferson (Declaration of Independence), Meriwether Lewis and William Clark with Sacagawea (exploration),
Harriet Tubman (Underground Railroad), Theodore Roosevelt (National Parks and the environment), George
Washington Carver (science).
b. Describe how everyday life of these historical figures is similar to and different from everyday life in the present
(food, clothing, homes, transportation, communication, recreation).
S1E1 The student will identify goods that people make and services that people provide for each other.
SS1E2 The student will explain that people have to make choices about goods and services because of scarcity.
SS1E3 The student will describe how people are both producers and consumers.
SS1E4 The student will describe the costs and benefits of personal spending and saving
Science
Light and Shadows (4 Weeks)
S1P1. Students will investigate light and sound.
a. Recognize sources of light.
b. Explain how shadows are made.
Focus:
Identify sources of light.
Explain that shadows are formed.
Conference Times
Grading Scale/Weights/Progress Reports
Report Card Dates/Deficiency Notices
Conferences
Grading Weights
Unit Assessments
30%
Formative Assessments
30%
Classwork/Participation
25%
Projects
10%
Homework
5%
***************************************************************
We will give you the opportunity to
schedule conferences throughout the
school year. Conferences are highly
suggested as a positive way to
discuss your child’s progress and
educational needs. If you feel at any
time that you would like to schedule
a conference, please contact your
child’s teacher at the school to make
arrangements.
We are available after school on the
2nd and 4th Tuesday of each month
afterschool from 3:00 pm-4:00 pm.
We are also open to scheduling a
conference on a different day that
works for both of our schedules.
GRADING SCALE AND QUALITY POINTS
GRADING SCALE AND QUALITY POINTS
EX =
Exceeding Standards
S=
Satisfactory
NI=
Needs Improvement
U=
Unsatisfactory
NE =
Not Evaluated
***************************************************************
Progress Reports
A progress report must be issued to students at the end of each month.
*************************************************************
REPORT CARDS
Report cards are issued at mid-term and at the end of the term.
**************************************************************
DEFICIENCY NOTICES
Deficiency notices in all content areas will be issued to every student whose grade
falls below 70. These deficiency notices are to be signed by the student when
issued, and then by the parent. The student is to return the copy signed by the
parent the following day. If a student does not return the signed deficiency the
following day, the teacher should telephone the parent or mail a copy of the
deficiency notice home to the parent.
Absence Procedures
Regular school attendance is
essential for your child to make
the most of his/her education.
Please make every effort to have
your child at school on time, every
day.
If your child is absent, you must
call the school. School guidelines
require that you notify us on the
very same day that your child is
absent or send a note to the
school when he/she returns.
Include your child’s name, my
name, date(s) of absence and the
reason.
•
Calendar/Key Dates
August 7, 2013-First Day of School
September 2, 2013- Labor Day
October 10, 2013-Midpoint Semester 1
October 11-14, 2013-Fall Break
November 25-29, 2013: Thanksgiving Break
December 20, 2013-First Semester Ends
December 23-January 6-Semester Break
January 7, 2014-Semester 2 Begins
January 20, 2014-MLK Holiday
February 14-17,2014-Winter Break
March 14, 2014-Semester 2 Midpoint
April 7-11, 2014- Spring Break
May 23, 2014- Last Day of School
****************************************
Early Release - There are some days in the school year when students will be dismissed early. On these
days dismissal time is 11:45 p.m.
***********************************************
Field Trips – Field Trips provide wonderful opportunities to explore the world outside our school campus
and apply concepts that we have learned in the classroom. If a field trip is planned during the school year
you will receive advanced notice and a permission slip will be required for your child to attend.
Text, Readings, Instructional Resources, and Valuable Web resources:
www.advancebuilders.com
www.starfall.com
www.abcya.com
www.pbskids.com
www.teacherworksheets.com
www.coolmath.com
www.readingeggs.com
www.ixl.com
Behavior Plan/Classroom Rules
Tutorial
It is essential that in First Grade that all students are being
attentive at all times, participating in small and whole groups,
communicating effectively and behaving appropriately within and
outside of their classroom settings. Our behavior management
system involves simple
Colored Lion Paws:
Red-Needs Improvement 
Wednesday afterschool until 3:45 P.M. to provide extra help for
those students in need of extra assistance.
Yellow-Okay type of Day
Green-Excellent Day 
Academic Integrity
Cheating and plagiarism are very serious academic offenses. Any student who cheats or plagiarizes must be referred to an administrator along with the
evidence. If determined that an offense has occurred, the student will face disciplinary action and will not get credit for the assignment.
Task
Unit Assessments
Formative Assessments
Classwork/Participation
Projects
Homework
Assessments
All Grade Levels and All Content Areas
Weight
30%
30%
25%
10%
5%
Due Dates and Deadlines
Number of Assignments
Minimum of 1 per Quarter
Minimum of 2 per Quarter
Minimum of 8 Per Quarter
Minimum of 4 Per Quarter
Minimum of 10 Per Quarter
It is important that students learn to honor and meet due dates and deadlines for class assignments. Students must adhere to due dates and
deadlines published in the syllabus or otherwise assigned by the teacher. If a student misses a published due date as a result of an
unexcused absence, her grade for that assignment can be reduced at the teacher’s discretion. A student who misses a due date that was
previously assigned because of an approved excused absence must submit the assignment the next time she reports to class. Teachers
cannot refuse to accept students’ work that is late because of an excused absence.
HOMEWORK
Homework is required by APS Board policy. Students are to be given homework in accordance with the policy. The homework
assignments may be written and/or reading assignments. Homework is to be factored into the student’s final grade. Teachers are to assign
and grade homework on a regular basis. If a student is inconsistent with homework or if the student is doing poorly on homework
assignments, the parent should be notified immediately in order to be able to monitor the student’s homework at home.