Ms Jean Blakey
Jean Blakey was born in Zambia, has lived in various countries and is a keen traveller, who has enjoyed experiencing different cultures and lifestyles.
Her Teaching experience in the early grades extends over twenty five years as young children are her passion.
Her education includes a Bachelor degree in English as well as a Diploma in Early Childhood Education.
English Language Arts (Common Core)
The expectations are organized into the strands of Reading, Writing, Speaking/Listening, and Language.
The Reading standards establish a staircase of increasing complexity in what students must be able to read and comprehend in order to meet the demands of college and career level texts.
The Writing standards promote writing throughout the grade levels by fostering the ability to write logical arguments based on substantive claims, sound reasoning, and relevant evidence.
The Speaking and Listening standards require that students be able to gain, evaluate, and present increasingly complex information, ideas, and evidence.
The Language standards include vocabulary and convention standards. Although Language standards are identified in a separate strand, they should not be taught, learned, and implemented in isolation but should be used and developed throughout reading, writing, speaking, and listening.
Math (Common Core)
In Grade 1, instructional time should focus on four critical areas: (1) developing understanding of addition, subtraction, and strategies for addition and subtraction within 20; (2) developing understanding of whole number relationships and place value, including grouping in tens and ones; (3) developing understanding of linear measurement and measuring lengths as iterating length units; and (4) reasoning about attributes of, and composing and decomposing geometric shapes.
The focus for first grade is on students using their senses to make observations and using their own rules to classify living and nonliving objects. Identifying types and levels of organization helps students find useful ways of describing objects and organisms.
Students will cover the following topics: the needs of living organisms, solid earth materials, the properties and relationship of objects, the balance, motion and weighing of objects.
Students continue to develop concepts, generalizations, and skills introduced in kindergarten as they learn about their neighbourhood and community, and extend their knowledge of others throughout the world. They examine a variety of neighborhoods and recognize the multiple roles of individuals and families. Students explore characteristics of the local government while expanding their understanding of justice, authority, and responsibility. They analyse and evaluate the effects of change and become more aware of diversity and cultural traditions throughout communities.
Students will cover the following topics: respecting computer work of others, using technology at home and school, gathering, organizing, and displaying data, using word processing, exploring multimedia, responsible care of resources and observing online resources.Healthful Living
Students will cover the following topics: problem solving and decision making, personal safety, coping skills, conflict resolution, identify a variety of healthy foods from each food group, recognize heart rate, demonstration of beginning locomotor, non-locomotor, and manipulative skills and work cooperatively with others.
Students will cover the following topics: reading, recognizing that mistakes can be turned into creative opportunities, repetition, pattern, geometric shapes and texture, telling and recording original stories through art and observing how artists tell stories through their art.
Students will cover the following topics: developing appropriate vocal and instrumental practices, developing skills in improvising and creating music, recognizing simple symbols and terms, reading and notating melodic and rhythmic patterns, developing skills in listening to, analyzing, and evaluating music, developing understanding of music in relation to history, culture, and other content areas and showing respect for the efforts of others.
The Grade 1 program is sequential and leads to the development of communicative proficiency in one language other than English. It lays the foundation for further language study in upcoming grades and/or it extends and strengthens skills and concepts introduced during the previous year of study. The stated objectives can be applied for both beginning and continuing programs. Frequency and quality of instruction will impact on the students’ ability to meet the stated objectives. Modifications may need to be made for programs meeting minimal periods of time.
The emphasis at this grade level is on: oral language development with a focus on listening and speaking skills; awareness of other cultures; comparison of language and culture to the students’ own language and culture; connections to the first grade curriculum and awareness that the target language is used outside the classroom.
Reading and writing are not addressed. Instead varied and concrete experiences engage students in oral language development within a social setting involving face to face interaction with the teacher and with one another. Students communicate through basic words and short memorized phrases within a context.