Kindergarten–Grade 1

Number Sense 

• use math manipulatives purposefully, 
• recognize all numerals, 
• understand that numbers have many uses, 
• understand what numbers mean, 
• count using one-to-one correspondence, 
• order, compare, read, and begin to apply place value for 
• numbers up to 100, and 
• begin to understand the concept of fractions.

Computation 

• use and apply estimation, 
• understand addition and subtraction facts with sums and differences through 10, 
• add two-digit numbers without regrouping, and 
• subtract two-digit numbers without regrouping.

Data Analysis 

• collect and interpret tallies and graphs, and 
• read and interpret simple graphs.

Geometry 

• describe, model, and classify shapes, and 
• describe the relationship of two or more objects using 
• positional words (e.g., over, under, to the right).

Measurement 

• estimate and measure length, time, weight, and capacity 
• using standard and nonstandard measuring tools, 
• understand calendar concepts, 
• tell time by the hour and half hour using an analog clock, 
• recognize values of pennies, nickels, and dimes, and 
• add pennies, nickels, and dimes.

Patterns and Relationships 

• recognize, describe, extend, and create various simple 
• patterns, and 
• skip-count by 2, 5, and 10.

Math Communications 

• print numerals, 
• classify objects into two or more groups using attributes, 
• understand a continuum of one attribute in many objects, 
• use a procedural list such as directions or a recipe, and 
• solve simple word problems.

• recognize personal strengths and uniqueness and develop appreciation for those of peers, 
• identify and practice rights and responsibilities of group membership, 
• learn how people in Maine and elsewhere adapt to their 
• rural/urban environment, 
• understand how food products get from farm to table, 
• experience the exchange of goods and use of currency at 
• a market, 
• understand oral tradition and how it produced many 
• versions of familiar folktales, 
• recognize how myths and folklore can serve to explain 
• natural phenomena and impart cultural values, 
• celebrate the contributions and explore the history of 
• various ethnic groups, 
• recognize and respect similarities and differences in 
• another culture studied in depth (Global Studies), 
• develop beginning map skills, and 
• vote as a means of practicing democratic decision-making. 

Life Science 

• observe, question, and predict various aspects of the life 
• cycle of several animals and plants, 
• study the adaptations of plants and animals to seasonal 
• changes and varied climates, 
• experiment with plants growing under varied conditions, 
• study the structure of human and other animal skeletons and 
• begin to understand how they function, and 
• analyze the relationship between proper nutrition and the well-being of living things.

Physical Science 

• study the relative properties of various materials through experience with sand, water, play dough, clay, etc., 
• use scales for experiments and to develop the concept 
• of balancing, 
• explore magnetism by experimenting with magnets 
• to find materials that are attracted to each other, 
• experience physical changes in ingredients during 
• cooking projects, 
• design and construct models, structures, and environments, 
• identify and experiment with the various states of matter (solids, liquids, and gases), 
• examine the relationships among light, objects, and 
• shadows through experimentation and observation, 
• learn the characteristics of different climates, and 
• observe the structure and properties of various types of soil.

Creative Expression 

• understand that visual art may be used to express narrative and emotions, 
• combine shapes and lines to draw recognizable images, 
• use and understand the individual properties of paints, 
• know how to mix secondary colors from primary colors, 
• thoughtfully utilize page composition, 
• make a sculpture or container from clay, and 
• explore printmaking.

Aesthetics 

• describe specific visual aspects seen in the artwork of others, 
• describe objects in terms of color, texture, shape, size, 
• and narrative, 
• know that artwork can express intangibles such as feelings, and 
• analyze historical and contemporary works of art.

The Arts and Cultural Heritage 

• recognize common subjects, styles, and techniques of the arts from different cultures or ethnic groups, 
• create original works that integrate characteristics from different cultures, including the students’ own communities, and 
• explore why artists make art in different ways.

• move to a steady pulse, 
• learn simple circle games and circle and line dances, 
• echo short rhythmic and melodic phrases, 
• begin to develop vocabulary to describe musical terms, 
• distinguish between fast/slow, long/short, same/different, and high/low, 
• distinguish between speaking and singing voices, 
• sing with a variety of accompaniments, 
• perform using dynamics (loud/soft), 
• sing partner songs and rounds, 
• recognize and respond to changes between duple and triple meters, 
• respond to changes in tempo, rhythm, and texturethrough movement, 
• perform a steady beat on percussive instruments, 
• play classroom percussive and melodic instruments, 
• create and perform ostinato patterns, 
• create instrumental accompaniments for songs, poems, etc., 
• improvise melodies using proper singing voice, 
• experience various musical styles and cultures, and 
• begin to identify musical forms.

• communicate concepts and ideas through movement, 
• develop freedom of movement and expression with and 
• without limitations, 
• relate movement explorations in the dance space to 
• classroom themes of study, 
• develop a sense of physical well-being and flexibility, 
• strengthen muscular coordination and motor skills, and 
• develop basic locomotor and axial movements in isolation and combination.

• identify physical changes that occur during vigorous activity, 
• perform appropriate warm-up activities, 
• engage in moderate to vigorous physical activity, 
• study and practice basic elements of movement, including space, shape, force, and rhythm, 
• move with an awareness of space and others’ safety, 
• develop locomotor skills (e.g., running, jumping, skipping), 
• build non-locomotor skills (e.g., bending, stretching, rolling), 
• improve form with sports equipment (e.g., balls, beanbags, paddles), 
• identify the rules of a given activity, 
• demonstrate the ability to cooperate with peers, and 
• use equipment responsibly.

• demonstrate personal hygiene skills, 
• demonstrate safety skills appropriate to different situations (e.g., classroom, street, bus), 
• differentiate between safe and harmful substances found at home and school, 
• learn habits to prevent the spread of head lice, 
• know how to call for help in an emergency, 
• demonstrate knowledge of food groups and recognize that nutritious food provides fuel for the body, and 
• build effective interpersonal communication and problem-solving skills.

In addition to a weekly general meeting where students learn vocabulary through songs, movement, and games, Spanish class is held once a week with advisors in students’ “habitats.” These smaller groups allow for more individualized instruction and provide the opportunity to review vocabulary taught in the general meeting. Students use various materials to practice writing and identifying Spanish words. They also create crafts in conjunction with cultural studies.