Approaches to Learning: 1st Grade

IB PYP Approaches to Learning Skills

Grade 1: COMMUNICATION SKILLS

Listening	Listen to and follow multi-step directions Listen attentively to others in a group in a variety of contexts Listen to presentations/stories/movies/guest speakers) while tracking the speaker
Speaking	Begin to express ideas and opinions clearly and logically, with guidance as needed Make presentations to class with confidence
Reading	Begin to read a variety of sources for information and pleasure Retell a story in proper sequence using transition words Make accurate predictions and conclusions about texts Read appropriate level text with fluency, accuracy, and comprehension
Writing	Record simple information and observations in a variety of ways (reports, summaries, journals) Write narrative stories using beginning, middle and end Keep a journal of writing Begin to engage in reflective writing through teacher initiated prompts
Non Verbal Communication	Understand the meaning of common signs and symbols shared across cultures Begin to use body language as a means of communication

Grade 1: RESEARCH SKILLS

Formulating Questions	Brainstorm questions in groups using guiding words such as who, what, when, where, why and how Begin asking open-ended questions as modeled by the teacher Independently ask questions about topics
Observing	Use all senses to notice observations during simple experiments Discuss observations
Planning	Discuss and describe what is to be done to complete research objectives Begin to select useful and reliable information resources Begin to divide assignments into simple tasks
Collecting Data	Start to recognize keywords for searching books Become familiar with areas in the school library and seeks assistance to help locate resources in these areas Understand that newspapers and digital tools can be sources of information Begin to select useful and reliable information resources
Recording Data	Use appropriate medium to record information Recall and record facts using note-taking tools Identify the title and author of a source
Organizing Data	Begin to organize information in a logical way With assistance, organize data in a variety of graphic organizers
Interpreting Data	Analyze new learning in order to draft new questions for next learning steps Work with the teacher to revise a research plan that pinpoints goals Begin to interpret a variety of graphic organizers and make statements about them
Presenting Research Findings	Begin to use technology tools for presentations Begin to present information in a logical manner so that it is understood by the intended audience Cooperate with peers to present work Contribute to discussions

Grade 1: SELF-MANAGEMENT SKILLS

Gross Motor skills	Move body appropriately for a given activity, keeping in mind personal space Use muscles when physically active, such as playing games, relays, and rhythmic movement
Fine motor skills	Form all letters and numbers properly with increasing legibility Hold a pencil properly Manipulate handheld tools with increasing control (scissors, musical instruments, painting tools, technology, science equipment, etc.) Manipulate a variety of drawing/painting tools to create pictures with some detail
Spatial awareness	Identify boundaries Demonstrate awareness of personal space and respect the personal space of others. Writes directionally on a line within the given space
Organization	Begin to retrieve and return materials independently Begin to organize and plan own tasks using appropriate materials Take responsibility for personal belongings and shared classroom materials Clean up after self
Time management	Begin to complete work in a specified time Begin to use time effectively
Safety	Adheres to all safety rules and understands the reason for the rules Know where, when and how to seek assistance in dangerous situations
Healthy lifestyle	Begin to understand the importance of personal hygiene, healthy eating, exercise, and rest Knows and demonstrates ways to stop the spread of germs (washes hands, covers mouth, uses tissues)
Codes of behavior	Understand that there are different rules for different situations Begin to make connections between the IB learner profile and personal choice
Informed choices

Grade 1: SOCIAL SKILLS

Accepting responsibility	Begin to take responsibility for work and behaviors Keeps an awareness of responsibilities from start to finish
Cooperating	Begin to work cooperatively in any given situation Share materials and take turns
Resolving conflict	Begin to discuss how to solve problems with peers Know when to get the teacher involved and report conflict Begin to choose appropriate behavior strategies when solving conflicts Begin to consider other perspectives and empathize
Group decision making	Actively ask questions and be open to accepting others’ ideas when working in a group Begin to discuss ideas and strategies before starting
Adopting a variety of group roles	Take on either a leading or a following role when encouraged Begin to understand what behavior is appropriate in a given situation Encourage group members during group work and cheer each other to success

Grade 1: THINKING SKILLS

Acquisition of knowledge	Continue to expand own vocabulary Express new information in own words Retell central idea in own words
Comprehension	Understand the central idea and lines of inquiry Understand and explain expectations Give reasons or causes for why something is the way that it is Explain events and information chronologically
Application	Begin to use and understand how knowledge can be shown in various ways (KWL, Venn Diagram, charts, webs, flow charts, etc.) Begin to use the IB PYP essential elements when discussing knowledge gained Demonstrate knowledge through role play
Analysis	See and find patterns or relationships Begin to hypothesize Make statements about graphic data Explain and categorize simple relationships between objects and information
Synthesis	Explain how parts are combined to make a whole Begin to explain common features of things Plan and present information Begin to make generalizations and draw conclusions
Evaluation	Begin to identify strengths and weaknesses, as well as suggest ways to improve Accept feedback and talk with teacher about ways feedback can be applied Give personal best to inquire, act, and reflect
Dialectical thought	Understand that people can have different points of view Begin to listen to other people’s point of view Begin to construct arguments for own point of view
Metacognition	Begin to self-assess and self-correct own abilities, progress and behavior Reflect on the learning tools that help our learning Reflect on how “I used to think ______, but now I know________” Transition from “I can’t” to “how can I”

Learner Profile

Approaches to Learning

Transdisciplinary Themes

Conceptual Learning

PYP Assessment & Reporting

Policies

Action

Mock Exhibition

Staff

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Approaches to Learning By Grade

1st Grade

2nd Grade

3rd Grade

4th Grade

5th Grade

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