# First Grade Parent Orientation 2013- 2014 Welcome to a new school year at Tibbals!

## Presentation on theme: "First Grade Parent Orientation 2013- 2014 Welcome to a new school year at Tibbals!"— Presentation transcript:

First Grade Parent Orientation 2013- 2014 Welcome to a new school year at Tibbals!

Basic Information  Introductions  School starts at 7:30  Conference time is 7:45 – 8:35 by appointment

1st grade Teachers Shawnta White Susan Nalley Stephanie Owens Teri Kelly Amanda Cooper Cody Gibson

1st Grade Expectations: Math By the end of 1st grade, your child will be able to:  compare and order whole numbers up to 99  create sets of tens and ones using concrete objects  describe values of coins and their relationships  read and write numbers to 99  separate a whole into parts and describe the parts of a set  describe the parts of a set of objects  model and write addition and subtraction sentences  learn and apply addition facts  find patterns such as odd and even  use place value to compare and order whole numbers  identify fact families for addition and subtraction  identify, describe, and extend patterns to solve problems  skip count by twos, fives, and tens  sort objects by attributes using informal language  identify shapes and solids  combine shapes to make a new shape  estimate and measure using nonstandard units  relate the unit to size of object  recognize reasonable temperatures  describe time on a clock (hours, half hours)  order events by length of time  collect and sort data  construct graphs (real, picture, and bar)  draw conclusions from graphs  identify events as certain or impossible  identify mathematics in everyday situations  use a problem-solving model, with guidance as needed

Performance Indicator Example: Present a real-life or classroom situation such as: Mrs. May has 21 students in her class, and Mrs. Garza has 17. Use concrete models to represent each quantity. Create a sketch of the model, and record the number of each set in standard form and words. Write one comparative statement using appropriate comparative language.

1st Grade Expectations: ELAR By the end of 1st grade, your child will be able to: LISTENING/SPEAKING. Students will:  listen to gather information, solve problems, and enjoy and appreciate literature  present dramatic interpretations of experiences, stories, poems, and plays  participate in group discussions  make announcements, give directions, and make introductions appropriately READING. Students will:  recognize the conventions of print (e.g., understand that print moves left to right, involves upper and lower case letters, and represents spoken language)  manipulate sounds in spoken works (phonemic awareness) and understand that letters represent sounds (phonics)  read and comprehend first-grade-level txt fluently  use graphs, charts, signs, and captions to acquire information  find and connect ideas and themes in different books and other printed resources  draw conclusions from information gathered  self-select books and stories by drawing on personal interest, relying on knowledge of authors or types of texts WRITING. Students will:  write their own name and each letter of the alphabet  gain increasing control of penmanship and punctuation  compose questions, ideas, and stories  write for different purposes, such as composing lists, letters, stories, and poems  engage in the writing process by generating ideas before writing and developing and polishing drafts  record or dictate questions for investigations

Students should be reading fluently at 35-40 words per minute at the middle of the year 60 words per minute at the end of the year Fluency

1st Grade Expectations: Science By the end of 1st grade, your child will be able to:  demonstrate safe practices during classroom and field investigations  learn how to use and converse resources  ask questions about organisms, objects, and events  construct reasonable explanations using information  explain a problem in their own words and propose a solution  use tools, including hand lenses, clocks, computers, thermometers, and balances  identify, predict, and create patterns, including those in charts, graphs and numbers  know that systems have parts and are composed of organisms and objects  observe and describe the parts of plants and animals  manipulate objects so that the parts are separated from the whole, which may result in the part or the whole not working  measure change in size, mass, color, position, quantity, sound, and movement  observe and record weather changes from day to day and over seasons  observe stages in the life cycle of organisms in their natural environment  group and compare living organisms and non-living objects  identify characteristics of organisms that allow their basic needs to be met  compare the ways living organisms depend on each other  describe natural sources of water, including streams, lakes, and oceans  observe and describe differences in rocks and soil samples  identify how rocks, soil, and water are used and how they can be recycled

Create a graphic organizer, such as a T-Chart, Venn diagram, or comparison matrix, to compare ways that young animals resemble their parents. Include information, such as coloration patterns, limb structure, and behavioral traits. Record and organize data using pictures, numbers, and words. 4 -Pictures and words are clear and to the point. One can tell from them what the student is trying to convey without additional questioning. 3 -Pictures and words are generally clear and to the point; however, they may require some oral explanation by the student to explain what movement is happening in the picture and how it is happening. 2- Pictures and words are only minimally descriptive. Many questions come to mind. There may be errors in what is depicted. 1 -There is little to no evidence that the student can record data in pictures and words. One cannot interpret what is recorded, or what is recorded is off topic or incorrect. 0 -Student does not attempt the task. 1.10C Compare ways that young animals resemble their parents. 4 -Comparison is accurate and detailed for the occasion. All required components are present. 3 -Comparison is generally accurate; however, there may be minor errors or information is more general than the higher score. 2 -Comparison is minimally accurate. There are likely several errors or at least one major omission, such as one of the required elements of comparison. 1 -Comparison is too vague, skeletal, inaccurate, or confusing to be considered minimally sufficient. 0 -Student does not attempt the task.

1st grade Expectations: Social Studies By the end of 1st grade, your child will be able to:  identify contributions of people, such as Sam Houston and Thomas Edison  describe the origins of holidays, such as Veterans Day  identify anthems and mottoes of the state and nation.  distinguish among past, and present, and future  locate places using cardinal directions  create and use simple maps  locate community, state, and nation on maps and globes  describe physical and human characteristics of places  identify natural resources and how they are used  identify examples of goods and services, ways people exchange them, and the role of markets in the exchange  identify reasons for making economic choices  describe how specialized jobs contribute to production of goods and services  explain the need for and give examples of rules and laws  identify and describe the roles of leaders in the community, state, and nation  identify characteristics of good citizenship and identify historic figures and ordinary people who exemplify good citizenship  explain patriotic symbols, such as the Liberty Bell  recite and explain the Pledge Allegiance and Pledge to the Texas Flag  describe ways that families meet basic human needs  retell stories from folktales and legends  describe how technology has changed how families live and how people work  sequence and categorize information  identify main ideas  express ideas orally and visually  use problem-solving and decision making process

Arrange photographs given by the teacher in chronological order to create a timeline. Continue the sequence by adding a picture of an event that might happen in the future. Label the events as occurring in the past, present, or future. 4- Timeline is accurate in sequence and has accurate labels for past, present, and future. No teacher prompting is required. 3-Timeline is accurate in sequence and has accurate labels; however, there may be confusion as to where the labels (past, present and future) are placed or minor teacher prompting is required. 2- Timeline may be incomplete lacking the future conclusion or may be generally more confusing; however, overall, there is enough evidence that is accurate that you can assess that the student knows past, present, future. Significant prompting is required. 1- Timeline has too many errors, mislabels and missing components to be minimally successful. 0- Student does not attempt the task.

*Performance indicators will be given at the end of each unit. Assessments *AIMSweb will be conducted in math and reading at beginning of year, middle of year, and end of year. Progress will be monitored and documented. *DRA and Fluency will be assessed routinely to monitor student progress.

Nut-Free Classrooms! Almost all of our classrooms are nut-free in 1st grade due to many severe nut allergies! This is why we will not allow cupcakes, etc for birthdays. Thank you for your cooperation.

Online! Online! Online! All report cards will be online this year! Each student will have a report card done at 9 weeks. Please check Skyward to view your child’s grades!

Final Thoughts Questions? Thanks for coming tonight! We’re looking forward to a great year.