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A Part of Something Bigger
Developmentally speaking, first graders are moving away from an egocentric self and becoming aware that they are part of something bigger; part of a community. In first grade, we continue to work on a better understanding of and empathy for others, and self-regulation. In addition to a focus on regulating emotions, managing one's body in space as well as one's own personal belongings are important for first graders.
Being able to open and close one's snack and lunch containers, tie one's shoes, pack up one's backpack at the day's end help a student feel strong and capable. We focus on expanding language skills that promote self-advocacy as well as a shared sense of community. A first-grade mantra is: Together we're better because we're better, together! There is much to learn across the content areas, so another important goal centers around taking perceived risks. We aim to help students develop a positive outlook toward "trying something that feels tricky" and welcoming a potential mistake. In fact, we think that mistakes are such an important part of learning that we have developed a "mistake dance" in order to celebrate them!
In first grade, the study of mathematics is rich and joyful. Students construct their understanding of the base-10 number system and operations through games, hands-on experiences, Number Talks, and open-ended problems connected to read-aloud, classroom experiences, science, and art. The key concepts of whole number relationships and place value, addition and subtraction within 20, and reasoning with shapes and their attributes make up the foundational units of study.
Children have daily opportunities to reason out loud, articulate their thinking, experiment, and develop mathematical strategies. The strong focus on place value allows students to start developing efficient strategies for adding and subtracting.
The Bridges in Mathematics and Number Corner Curriculum, serve as a foundational resource to build consistency of method, language, and experience.
In first grade, literacy instruction reflects our philosophy of teaching and learning: child-centered and developmental. In first grade, children are practicing all the skills to learn to read with a goal of increasing fluency and independence. As writers, they are learning conventions as they become creative composers!
Students practice skills as readers and writers in a motivating, engaging authentic context. The essential framework of literacy instruction in first grade includes: Instructional reading, independent reading, word study/phonics writing workshop, and handwriting.
Kids are naturally curious and keen to explore. In first grade, we provide opportunities for kids to "think like a scientist" across many aspects of their day in order to gain authentic experiences with the scientific method. This happens through planned science units, such as a study of habitats, as well as during a study of "informational text" (aka nonfiction) during Writing Workshop.
An important relationship we study throughout the year is the one between cause and effect. Mathematical and scientific experiments are powerful in demonstrating the connection between cause and effect. Many aspects of social and emotional learning also lend themselves to exciting and relevant discoveries between cause and effect. Science is everywhere!
In first grade, social studies content is integrated with our social-emotional and literacy curriculum. First graders begin to think and learn about social structures through what they know - self and family. As we get to know each member of the community, we authentically learn from and about each other.
As awareness of cultures and differences expands, we seek experiences for students that stretch and grow understanding. Children are exposed to the diverse world outside their own through books, music, art, and history. Children are keenly aware when something doesn't feel "fair". We utilize this intuit sense to raise awareness about issues of social justice in developmentally appropriate ways.
Class meetings emphasize that we are a community of learners and provide opportunities for students to take part in the democratic process. During these structured discussions, students present and solve common problems, set norms, and community expectations. Social stories and role-playing are introduced as effective ways to work out the dilemmas that arise.
Throughout the year, class meetings allow students time to revisit these common agreements and develop shared responsibilities.
At Westside, aspects of our Social-Emotional Learning (SEL) curriculum are deliberately woven through all that we do with and for students every day. The overall goal is to help kids understand and regulate emotions as they develop skills to be prosocial members of society. Drawing from our "Positive Discipline in the Classroom" program allows our language and practices to be consistent across the grade levels and adds to the sense of community.
As in Kindergarten, we encourage an intentional and developmentally appropriate use of technology in first grade. We incorporate technology as a tool across disciplines to enhance the educational experience, where appropriate. In the classroom, students will occasionally utilize iPads to work collaboratively or on their own. Interactive whiteboards enhance students' learning experiences while document cameras and Apple TV allow students to share and present their work to peers.
WHY WESTSIDE?
"The biggest takeaway from our initial tour of Westside was that all the staff seemed genuinely happy to be at Westside and truly love being surrounded by kids. To my husband and I that translates into excellent teaching, creative thinking and a strong community of care for students, teachers and staff. Our oldest daughter is in 1st grade, and we look forward to our youngest daughter joining Kindergarten next year. We cannot recommend Westside enough and we tell all our friends it is one of the best decisions we've made."
1ST GRADE HIGHLIGHTS
Community and Identity
Flashlight Friday
Thinking like a Scientist
LEARNING AT WESTSIDE
Lower School Overview
WESTSIDE SCHOOL
10404 34TH AVENUE SW. SEATTLE, WA 98146
Westside School does not discriminate on the basis of sex, race, creed, color, national origin, age, veteran or military status, sexual orientation, gender expression or identity, or disability.
Admission Deadline has Passed
Our application deadline for the 2023-24 school year has passed. However, we will continue to accept applications for select grades. For information on availability and options for a late application, please contact our Director of Admissions, Ted Holmes tedh@westsideschool.org.