Introduction to the Elementary School’s Curriculum At A Glance
At ACS Athens Elementary School, students build the necessary skill sets for the years ahead. The elementary curriculum is based on interdisciplinary methods and materials supported and guided by the U.S. State Board of Education. At the heart of the interdisciplinary method is literacy, which is woven throughout all subject areas, such as in Science, Technology, Engineering, Arts including conceptual connections to Mathematics.
Language Arts - The Elementary School Language Arts curriculum is guided by the Common Core State Standards (CCSS) for English Language Arts, which establish rigorous, research-based expectations in reading, writing, speaking and listening, and language strands that are closely connected and mutually reinforcing. Our program reflects this integrated vision alongside a commitment to structured literacy: foundational skills including phonological awareness, phonics, and fluency are taught explicitly and systematically, while comprehension, writing, and language work develop alongside them. Students engage with a wide range of literary and informational texts, apply reading strategies, write for varied purposes and audiences, participate in collaborative discussions, and build vocabulary and language conventions across grades. Instruction emphasizes critical thinking, evidence-based reasoning, and effective communication, supported by carefully selected programs and resources. Our classroom libraries, Elementary School Library, and digital literacy resources further expand students' access to diverse texts — nurturing each student as a curious, confident reader, writer, and lifelong learner.
Mathematics - The Mathematics curriculum is guided by the Common Core State Standards (CCSS) and is taught through the Dimensions Math textbook series. This approach emphasizes deep conceptual understanding, problem solving, mathematical reasoning, and the development of strong computational fluency. The aim of the Elementary School Mathematics Program is for students to build a solid foundation in mathematical concepts and skills while developing confidence and perseverance as problem solvers. Students learn to make connections between concrete experiences, visual models, and abstract mathematical thinking through a progression known as the Concrete-Pictorial-Abstract (CPA) approach. Instruction focuses on the major domains of mathematics, including number and operations, algebraic thinking, measurement, geometry, and data analysis. Students are encouraged to explain their thinking, justify solutions, apply mathematics to real-world situations, and communicate mathematical ideas clearly.
Science - Our first-grade science program, based on the TeachTCI curriculum and aligned with the Next Generation Science Standards (NGSS), encourages students to explore the world through hands-on investigations, observation, and discovery. Each NGSS standard integrates three dimensions of learning: Disciplinary Core Ideas (scientific content), Science and Engineering Practices (how scientists and engineers investigate and solve problems), and Crosscutting Concepts (big ideas that connect all areas of science). Throughout the year, students develop scientific thinking skills as they ask questions, make observations, collect evidence, and communicate their findings. Through the study of life science, earth science, and physical science, students build an understanding of the natural world and learn how science helps explain everyday phenomena. The goal of the elementary science program is to foster curiosity, critical thinking, problem-solving skills, and scientific literacy, helping students become confident learners and informed citizens. After completing all Grade 1 TCI science units, students can describe how light and sound help people communicate, explain how plants and animals use their
external parts to survive, understand how patterns in the sky can be observed and predicted, and investigate how materials can be changed to solve problems. Students use observations, investigations, models, and evidence to ask questions, explain ideas, and solve simple real-world problems.
Social Studies - The Elementary Social Studies curriculum is guided by the AERO (American Education Reaches Out) Social Studies Standards, which promote inquiry, critical thinking, and global understanding. In the primary years (K-2), students develop an understanding of themselves, their communities, and the world around them. They explore concepts of past and present, learn how people cooperate and resolve conflicts, and begin using maps and geographic tools to understand places and environments. Students examine culture, identity, citizenship, leadership, and community responsibilities while learning basic economic concepts such as needs, wants, goods, and services. Through stories, inquiry, and real-world connections, they build foundational skills for understanding how people, places, and societies are connected. In the upper elementary years (3-5), students deepen their understanding of history, geography, culture, government, economics, and the impact of science and technology on society. They investigate how people, events, and ideas shape communities and nations over time; explore global connections, trade, migration, and cultural diversity; and examine rights, responsibilities, and systems of government. Through the use of primary and secondary sources, students develop critical thinking skills as they analyze cause-and-effect relationships, compare perspectives, and better understand their role as informed and responsible global citizens.
First Grade Language Arts Curriculum at a Glance
Reading Writing
Reading First graders develop foundational literacy skills including print concepts, phonological awareness, phonics, and fluency the building blocks of independent reading. They engage with both literary and informational texts, asking and answering questions about key details, retelling stories with their central message, and describing characters, settings, and events Students use illustrations and text features to deepen understanding, begin to distinguish between different text types, and read prose and poetry of appropriate complexity for grade 1.
Selected CCSS Anchor Standards
● RF.1.1 / RF.1.2 – Demonstrate understanding of print concepts and spoken words, syllables, and sounds.
● RF.1.3 / RF.1.4 – Apply grade-level phonics and word analysis skills; read with accuracy and fluency to support comprehension.
● RL.1.1 / RI.1.1 – Ask and answer questions about key details in a text.
● RL.1.2 – Retell stories, including key details, and demonstrate understanding of their central message or lesson.
● RL.1.3 – Describe characters, settings, and major events using key details.
● RI.1.2 – Identify the main topic and retell key details of a text.
● RI.1.5 – Know and use text features to locate key facts or information.
● RL.1.10 / RI.1.10 – Read prose, poetry, and informational texts of appropriate complexity for grade 1.
Writing Students write opinion, informative/explanatory, and narrative pieces, each with a clear topic and sense of closure. With guidance from adults and peers, they focus on a topic, strengthen their writing through revision, and use digital tools to produce and publish. Students also participate in shared research and writing projects and gather information from experiences and provided sources to answer questions
Selected CCSS Anchor Standards
● W.1.1 – Write opinion pieces introducing a topic, stating an opinion, supplying a reason, and providing closure.
● W.1.2 – Write informative/explanatory texts naming a topic, supplying facts, and providing closure.
● W.1.3 – Write narratives recounting sequenced events with details and temporal words.
● W.1.5 – With guidance, focus on a topic and strengthen writing by responding to suggestions.
● W.1.6 – Use digital tools to produce and publish writing in collaboration with peers.
● W.1.7 – Participate in shared research and writing projects.
● W.1.8 – Recall or gather information from experiences or provided sources to answer a question.
Speaking & Listening Language
Speaking & Listening Students participate in collaborative conversations with diverse partners, building on discussions across small and large group settings. They ask and answer questions to clarify understanding, describe people, places, things, and events with relevant details, and enhance their communication through drawings and visual displays. Students produce complete sentences appropriate to the task and situation
Selected CCSS Anchor Standards
● SL.1.1 – Participate in collaborative conversations about grade 1 topics and texts with peers and adults.
● SL.1.2 – Ask and answer questions about key details in a text read aloud or presented orally
● SL.1.3 – Ask and answer questions about what a speaker says to gather information or clarify understanding.
● SL.1.4 – Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
● SL.1.5 – Add drawings or visual displays to descriptions to clarify ideas, thoughts, and feelings.
● SL.1.6 – Produce complete sentences when appropriate to task and situation.
Language Students demonstrate command of standard English grammar, usage, capitalization, punctuation, and spelling. They use a range of strategies to determine the meaning of unknown and multiple-meaning words, explore word relationships and nuances with adult support, and build vocabulary through conversations, reading, and responding to texts.
Selected CCSS Anchor Standards
● L.1.1 – Demonstrate command of standard English grammar and usage when writing or speaking.
● L.1.2 – Demonstrate command of standard English capitalization, punctuation, and spelling when writing.
● L.1.4 – Determine or clarify the meaning of unknown and multiple-meaning words, choosing flexibly from an array of strategies.
● L.1.5 – With guidance, demonstrate understanding of word relationships and nuances in word meanings.
● L.1.6 – Use words and phrases acquired through conversations, reading, and responding to texts.
First Grade Math Curriculum at a Glance
Process
Students will be able to:
● Identify questions to be answered when solving a problem
● Identify what is known and unknown in a problem and recognize when information is missing
● Choose from a variety of problem-solving strategies such as drawing pictures, manipulatin g objects, using numbers, or acting out the situation
Students will be able to:
● Draw logical conclusio ns about math problems
● Discuss the steps used to solve a math problem
● Justify and explain the solutions using physical models
Students will be able to:
● Use inquiry techniques to solve mathematical problems
● Use physical materials, models, pictures, or writing to represent and communicate mathematical ideas
● Identify and translate key words and phrases that imply mathematical operations
● Explain what they did to solve a problem
Students will be able to:
● Apply mathematical thinking and modeling to solve problems that arise in other disciplines, such as rhythm in music and motion in science
● Identify mathematics used in everyday life
Students will be able to:
● Count to 120 starting at any number. Read and write numbers
● Understand that the two--digits in a two--digit number represent tens and ones
● Compare two-- digit numbers using >, = , and <
● Add and subtract within 100.
● Given a two--digit number, mentally find 10 more or less without counting
● Subtract 10 from multiples of 10
Content
Students will be able to:
● Order three objects by length
● Tell the length of an object with a whole number of units
● Tell and write time to the hour and half--hour
● Organize, represent, and interpret data with three categories
Students will be able to:
● Add and subtract within 20 to solve word problems
● Add three whole numbers to solve word problems.
● Use properties of operations to add and subtract
● Understand subtraction as an unknown--addend problem
● Relate counting on or back to addition and subtraction
● Add and subtract within 20 and fluently within 10. Use strategies to add and subtract
● Understand the meaning of the equal sign and determine if equations are true
● Find the missing number in an addition or subtraction equation
Students will be able to:
● Distinguish between defining and non--defining attributes
● Compose two-or three-dimensional shapes to create a composite shape
● Partition circles and rectangles into two and four equal shares
First Grade Science Curriculum at a Glance
Students in first grade engage in interdisciplinary thematic units of study in both science and social studies. The focus of these units is on building understanding and vocabulary in the content area, and understanding the relationships and connections to everyday life and the world around us.
Waves: Light & Sound (Physical Science)
● Students are expected to develop an understanding of the relationship between sound and vibrating materials
● Students are expected to plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate
● Students are expected to understand the idea that light travels from place to place by determining the effect of placing objects made with different materials in the path of a beam of light
● Students are expected to make observations to conduct an evidence-based account that objects can be seen only when illuminated
● Students are expected to plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light
● Students are expected to use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance
Space Systems: Patterns and Cycles (Earth Science)
● Students are expected to observe, describe, and predict some patterns of the movement of objects in the sky
● Students are expected to use observations of the sun, moon, and starts to describe patterns that can be predicted
● Students are expected to make observations at different times of year to relate the amount of daylight to the time of year
Plant and Animals Structure, Function and Informational Processing (Life Science)
● Students are expected to develop an understanding of how plants and animals use their external parts to help them survive, grow, and meet their needs as well as how behaviors of parents and offspring help the offspring survive. The understanding is developed that young plants and animals are like, but not exactly the same as, their parents
● Students are expected to 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
● Students are expected to read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive
● Students are expected to make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents
First Grade Social Studies Curriculum at a Glance
Students in Grade 1 will explore how people, cultures, and communities are connected across time and place, developing an understanding of citizenship, geography, leadership, traditions, and the ways individuals contribute to society.
Community It’s A Small World/Celebrations
Students will be able to:
● 2.2.a Give examples of conflict and cooperation among individuals and groups.
● 2.2.c Identify that some ways of dealing with disagreements work better than others
● 4.2.b Describe how people in different types of institutions and organizations interact with each other
● 5.2.a Identify connections between who they are as a person and their place in the world.
● 5.2.c Recognize that individual people are part of a group.
● 5.2.e Explain why people live in social groups.
● 5.2.f Identify roles and behaviors that people demonstrate when in group situations.
● 6.2.a Identify and explain rights and responsibilities of the individual in relation to his or her social group.
● 6.2.b Identify sources and purposes of authority in various settings.
● 6.2.c Identify qualities that leaders need in order to meet their responsibilities.
● 6.2.e Explain reasons for the importance of leadership and service
● 6.2.f Identify various principles used for decision-making and problem solving
● 7.2.c Describe how we depend upon people with specialized jobs.
● 7.2.d Distinguish between goods and services.
Students will be able to:
● 1.2.b Differentiate between people, places, and events in the past, present, and future.
● 3.2.a Describe ways in which people depend on the physical environment
● 3.2.b Explain the concept of location
● 3.2.c Use maps and graphs, tables, and diagrams to read and display geographic information.
● 3.2.d Locate and distinguish between landforms.
● 4.2.b Describe how people in different types of institutions and organizations interact with each other.
● 5.2.a Identify connections between who they are as a person and their place in the world.
● 5.2.b Distinguish themselves as individuals from others.
● 5.2.c Recognize that individual people are part of a group
● 5.2.e Explain why people live in social groups.
Classical Greece
Students will be able to:
● 1.2.b Differentiate between people, places, and events in the past, present, and future.
● 3.2.b Explain the concept of location
● 3.2.c Use maps and graphs, tables, and diagrams to read and display geographic information.
● 3.2.d Locate and distinguish between landforms.
● 4.2.b Describe how people in different types of institutions and organizations interact with each other.
● 6.2.b Identify sources and purposes of authority in various settings.
● 6.2.c Identify qualities that leaders need in order to meet their responsibilities.
● 6.2.e Explain reasons for the importance of leadership and service.
● 7.2.b Describe roles resources play in our daily lives
● 7.2.c Describe how we depend upon people with specialized jobs
● 8.2.b Describe examples in which tools and techniques have changed the lives of people.
First Grade
Specials Classes Curriculum at a Glance
Art Music
Students will be able to:
Students in grades K-5 develop competencies in demonstrating knowledge and understanding of forms, styles, ideas, and functions of art and applying skills, techniques, media, and processes to create and present art. They also use the language of art to critique, assess, analyze, and communicate and make connections between art and other disciplines, personal experience, world history, and cultures
Students will be able to:
● Identify and explore the elements of art, including line, shape and form, color, value, and texture, Pattern, and Proportion
● Understand that art can convey ideas and serve different functions
● Use art materials and tools in a safe and responsible manner
● Use different media, techniques, and processes to communicate ideas, experiences, and stories
● Use a variety of materials and media and demonstrate an understanding of how to produce various visual effects
● Use their senses to make observations about works of art
● Describe what they see in a work of art
● Identify low and high pitch, loud and soft dynamics, and fast and slow tempo
● Follow/match tempo
● Sing from memory and variety of songs from different cultures
● Match dynamic levels
● Respond to cues from conductor
● Maintain a steady tempo with the help of musical accompaniment
● Follow call and response
● Begin to control how sounds can be made louder, quieter, faster, and slower
● Identify different ways sounds can be made and changed
● Begin to develop an understanding and recognition of timbre
● Recognize changes in timbre, tempo, pitch, and dynamics
● Use tuned and un-tuned percussion instruments
● Develop and understanding of rhythms
● Perform music with control of pulse and awareness of
Students will be able to:
● Perform a movement pattern changing shape, level and/or pathway
● Move (stop, start, and change direction) to avoid others
● Explore controlling objects in a variety of ways in self and general space
● Throw overhand and underhand with force
● Catch a self--tossed object with hands or with an implement
● Strike a lightweight ball using different body parts
● Roll a ball to a target
● Run and kick a ball without hesitating or stopping prior to the kick
● Move in response to a variety of stimuli
● Use body actions as a means of communication/ expression
● Roll without stopping or hesitating
● Mount and dismount equipment safely
● Take off, maintain control in flight, and land safely
● Continuously jump a self--turned rope
● Demonstrate knowledge of movement concepts
● Use feedback to improve performance
At this level, students develop competencies in Mouse and Keyboard use, Graphics, Word processing, Content area reinforcement (reading and writing), and Simulations.
Students will be able to:
● Access learning programs
● Demonstrate continued awareness of mouse and keyboard use
● Apply drawing tools to create digital images
● Use problem solving skills for beginning coding
● Demonstrate beginning word processing skills to create stories, and other projects integrated into the subject area
Level I Students will be able to:
● Comprehend common expressions and structures used in everyday situations as spoken by teachers and native speakers accustomed to dealing with language learners
● Participate in limited oral exchanges on familiar topics to develop proficiency in the target language
● Identify essential information in short written texts to recognize written structures of the target language
● Write expressions and short sentences to convey personal ideas, concepts, and information
● Learn general facts
Level II Students will be able to:
● Use appropriate vocabulary, gestures, and oral expressions for greeting, introductions, leave taking, and other common or familiar interactions
● Use the target language to express needs, feelings, and ideas related to everyday situations
● Understand the basic ideas of oral messages and short conversations based on simple or familiar topics appropriate at this developmental level
● Understand oral and written descriptions of people and
● Classify artworks into general categories, such as painting, printmaking, collage, sculpture, pottery, textiles, architecture, photography and film
● Use basic art concepts and vocabulary when making observations about art
● Identify the elements of art in the work
● Describe similarities and differences in works
● Use basic art concepts and vocabulary when communicating ideas and feelings about work
● Present personal responses to subject matter, materials, techniques and use of design elements in artworks
● Using vocabulary learned in class, critique their own work
● Identify connections between the visual arts and other disciplines.
● Recognize that all cultures produce art and can identify specific works of art as belonging to particular cultures, times, and places
● Create art based on personal observation and experience.
● Recognize that different artists have different voices and styles
● Begin learning about art movements, recognize works of art by artists and styles
● Build stamina in working on projects for more class periods, and working for longer increments during class time
● Students will understand how to compose a complete piece of art, and build stamina in finishing a complete piece
what others are playing
● Respond physically to music
● Use actions whilst singing
● Show a sense of the shape of the melody
● Sing with use of dynamics
● Choose and order sounds to achieve an effect/image
● Compose and perform simple effects /melodies/rhythms.
● Begin to perform/compose music applying some culture and style -specific characteristics
● Recognize rhythmic patterns
● Begin to recognize pitch from traditional notation
● Talk about music (components of pitch, dynamics, tempo, rhythm, timbre, instrumentation, etc ) within an aural example and/or a class performance, using some music vocabulary
● Use brainstormed criteria and appropriate terminology to evaluate the quality of a composition or performance
● Recognize that skill development requires practice
● Repeat “cue words” for basic skills and explain their meaning
● State appropriate safety practices for moving in shared practice.
● Participate in activities that require loco--motor and manipulative skills tried in physical education at other times
● Identify opportunities for active play outside of physical education class
● Participate in a variety of moderate--to-- vigorous unstructured play activities
● Recognize that participation in moderate--to--vigorous physical activity has temporary and lasting effects on the body
● Demonstrate sufficient muscle strength to momentarily support body weight
● Identify feelings and changes in the body that results from participation in vigorous physical activities (i e faster heart rate, perspiration)
● Sustain activities for longer periods of time without resting
● State reasons for safe and controlled movement
● Describe examples of cooperation and sharing in physical activity settings
● Remain on task until the stop signal is given
● Begin to work cooperatively with a partner and in a small group
● Try new activities
● Identify feelings that result from participation in physical activity
● Express pleasure resulting from progress in learning a new skill
curricula
● Engage in online platform for science concepts concerning the geography of the country and cultural heritage and lifestyles of the people in order to develop a cultural awareness
● Use technology to present information about family, school events, and celebrations objects in the environment
● Learn poetry, songs, proverbs, short anecdotes or narratives
● Write in a variety of formats to describe and provide information about oneself, friends and family, school activities
● Use technology to research and present on a variety of information of designated special projects, school events, and celebrations
