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Primary One


Teaching literature during the first grade ensures that students gain adequate exposure to a range of texts and tasks 

    In Primary One , Students will:
  • Ask and answer questions about key details in a text.
  • Retell stories, including key details, and demonstrate understanding of their central message or lesson.
  • Describe characters, settings, and major events in a story, using key details.
  • Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
  • Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.
  • Identify who is telling the story at various points in a text.
  • Use illustrations and details in a story to describe its characters, setting, or events.
  • Compare and contrast the adventures and experiences of characters in stories.
  • With prompting and support, read prose and poetry of appropriate complexity for grade 1.
    Informational Text
    In Primary One , Students will: 

  • Ask and answer questions about key details in a text.
  • Identify the main topic and retell key details of a text.
  • Describe the connection between two individuals, events, ideas, or pieces of information in a text.
  • Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
  • Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.
  • Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
  • Use the illustrations and details in a text to describe its key ideas.
  • Identify the reasons an author gives to support points in a text.
  • Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
  • With prompting and support, read informational texts appropriately complex for grade 1.

Learning Skills

Literacy instruction is focused on fostering students’ understanding and working knowledge of concepts of print, the alphabetic principle, and other basic conventions of the English writing system. These foundational skills are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to understand texts across a range of types and disciplines. The Readers Workshop Model is the primary approach used throughout elementary literacy instruction. 

    In Primary One , Students will:
  • Demonstrate understanding of the organization and basic features of print.
  • Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
  • Know and apply grade-level phonics and word analysis skills in decoding words.
  • Read with sufficient accuracy and fluency to support comprehension.
  • Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
    In Primary One , Students will: 

  • Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.
  • Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
  • Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
  • With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
  • With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
  • Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).
  • With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
    Speaking & Listening
    In Primary One , Students will: 

  • Participate in collaborative conversations with diverse partners about grade 1 topics and textswith peers and adults in small and larger groups.
  • Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
  • Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.
  • Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
  • Add drawings or other visual displays to descriptions for clarifying ideas, thoughts, and feelings.
  • Produce complete sentences when appropriate to task and situation.
    In Primary One , Students will: 

  • Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  • Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  • Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.
  • With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings.
  • Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships.

Course Book: Family and Friends

This course focuses on enabling the child to comprehend social English and daily use language, by implanting different vocabularies through several methods and in the same time, enhancing the children’s four lingual skills summed up as follows; Listening , Speaking , Reading and Writing. 

Scope and Sequence:

  1. Identifying School Objects with review on Verb to be.
  2. Identifying different kinds of toys and also introducing Possessive adjectives through presenting their personal toys.
  3. Be able to name the student’s body parts by using demonstratives.
  4. Getting known to different professions and express themselves and their dreams through what they learn.
  5. Becomes familiar with games and objects to play on at the park with a spot light on Prepositions of place.
  6. Get introduced to all family members and be able to relate things to their owners using the Possessive‘s.
  7. Identifying different types of clothes and relate them to different seasons and weather conditions.
  8. Get to know all about the rooms of a house and what we do in each room and explaining.
  9. Naming different food items and different objects used when eating with a deep focus on ‘have got’ with all its cases.
  10. Learning different adjectives about people and applying them on their friends and also a rough draft for shapes in a trial for picturing Maths in a fun way through English learning. Also learning about has got in all its forms.

By the end of the year, 1st graders are expected to be able to do the following:

  1. Read perfectly well all kinds of words and be able to realise homophonic words and homographs, too.
  2. Be able to write their own sentences and express themselves through writing.
  3. Express their needs and desires through easy sentences and form correct sentences.
  4. Give information about self and other.
  5. Talk about his or her in a simple, cute and easy way.
  6. We would like to inform you that we enhance our course book with other books in an attempt of improving our kids’ skills through highlighting their potentials and dealing with them.

Thematic Units for Primary One : 

  1. School Objects
  2. Identifying toys
  3. Body Parts
  4. Different Jobs
  5. At the park
  6. My Family
  7. My clothes
  8. My house
  9. My Lunchbox
  10. My friends and Shapes


We focus on teaching math conceptually. The primary resource we use is Everyday Mathematics and that is supplemented by a variety of other resources that support, enhance and extend the learning experience for students. The aim is to have students develop a deep understanding of math concepts while ensuring computational proficiency, strategic competency and positive attitudes towards mathematics. The connection to real-world application is explicit. The instruction is a balance of direct instruction, hands-on exploration, open-ended projects and on-going practice.

In Primary One , Students will:

  1. Count orally from 1 to 100
  2. Count by 2’s, 5’s, and 10’s withnumbers to 100
  3. Read and write whole numbers up to 100
  4. Compare and order whole numbers to100
  5. Represent whole numbers greater than 10 in expanded notation
  6. Represent whole numbers 10 through 99 in multiple ways
  7. Use models to Identify and name halves, thirds, and fourths as part of a whole and as part of a group
  8. Compute addition facts
  9. Demonstrate properties used in addition and subtraction
  10. Recognize symbol represents missing value
  11. Solve and create a story problem that matches an addition or subtraction expression or equation using physical objects, pictures, or words
  12. Skip counts by twos, fives and tens to 100
  13. Represent patterns with 1 or more attributes
  14. Use vocabulary/symbols for + - =
  15. Identify relationships of numbers up to 100
  16. Describe, identify, create simple geometric shapes
  17. Create or decompose complex shapes
  18. Identifies appropriate tool for measuring
  19. Tells time to the hour and half hour
  20. Collect, represents, and interpret data


At ALS, we believe that science is a way of making sense of the natural world and that it is our responsibility to prepare students to be scientifically literate in the 21stcentury.
Our Science curriculum ensures that students are knowledgeable about the important concepts and theories of the three major branches of scientific study: earth, life, and physical sciences. Through inquiry-based instruction our students will be able to:
Think scientifically and use scientific knowledge to make decisions about real–world problems
Construct new knowledge for themselves through research, investigation and discovery
Become familiar with the natural world, and respectful of its unity, diversity, and fragility
Make informed judgments on statements and debates claiming to have a scientific basis
Reflect in an informed way on the role of science in human affairs