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Parent University A night of “tips and tricks” Presented by: Meghan Silvio Grade 1 Teacher

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Presentation on theme: "Parent University A night of “tips and tricks” Presented by: Meghan Silvio Grade 1 Teacher"— Presentation transcript:

1 Parent University A night of “tips and tricks” Presented by: Meghan Silvio Grade 1 Teacher

2 Agenda  6:30-6:40 Welcome and Introduction  6:40-7:20 PowerPoint Presentation/Discussion of topics  7:20-7:30 Questions and Survey  We may run a little over but we will do our best to stick to this agenda! Questions may be emailed to me at any time.

3 Acronyms  IEP- Individualized Educational Plan  OT- Occupational Therapy  PT- Physical Therapy  ELA- English Language Arts  ELL- English Language Learner  MCAS- Massachusetts Comprehensive Assessment System  PBIS- Positive Behavior Intervention and Supports  DIBELS- Dynamic Indicators of Basic Early Literacy Skills  GRADE- Group Reading Assessment and Diagnostic Inventory

4 HOMEWORK  10 minutes per grade (2 nd grade 2x10=20 minutes a night)  Should be a review of skills previously taught.  Different philosophies about correcting homework: Email your child’s teacher.  Should never frustrate a child.  Overall purpose: to allow extra time for review, practice, and to develop study skills.

5 Papers…Papers…Papers…  Remember your child worked VERY hard in school and all those papers are evidence of that….take the time to empty their folder, backpack, clipboard!  Pick a paper and have your child tell you about it…this helps your child with conversation and more importantly allows them to process what they learned in school.

6 Papers…Papers….Papers Display your child’s work when appropriate it gives them a sense of pride. When the box gets to full take a picture of their work and add it to a scrap book. Remember to visit the elementary school to recycle all those papers!

7 Math  Why is math so different than when I was in school?  Today we want children to understand the process.  Before we learned 4+3=7 because it did…now we want them to know it and explain it! (open response)

8 Math Facts Developing automaticity of math facts can be related to learning the sounds of our language. The sounds of our language are the building blocks to reading just as automaticity of math facts are the basis of our mathematical experience.

9 How to study math facts?  We want kids to become automatic (solve in their heads) so ask them basic facts while cooking, eating a meal, driving in the car, waiting for the bus.  Take 2 or 3 dice roll them and have your child add the numbers as quick as they can.  Use a deck of cards flip over 2 or 3 cards together add them up.  Keep a “travel bag” in the car with flash cards.  Print a math fact sheet off the computer and time them.

10 Reading  Make every effort to read with or to your child each night(10-20 minutes).  If there are nights it isn’t possible (being a mom I get that)…make a book box out of a shoe box…save those paper books and have your child read before bed.  Don’t get hung up on what’s too hard or too easy…reading is meant to be a leisure activity…pick books of interest to encourage a LOVE and passion for reading.

11 What does Reading with your child look like?  Find a quiet, cozy place and get your “snuggle” time in.  No matter how well your child reads the benefits of you reading to them are equally important.  Be excited for this time so it becomes something both you and your children look forward to.

12 What does Reading with your child sound like?  Stop and ask questions:  What happened so far?  Who are the characters?  Why do you think the author chose this setting?  How do you think the character is feeling?  What do you think will happen in the end?

13 Reading with your advanced reader.  Challenge them horizontally rather than always going vertically!  Because your 1 st grade child may be reading at a 3 rd grade level doesn’t necessarily mean that they are developmentally ready for 3 rd grade text so pick a 1 st grade book and build higher level thinking skills such as: making inferences, character analysis, comparing text to text.

14 How to pick a “just right book”  5 finger test  3 ways to read a book: read the words/pictures/ and retell a story.  See handout on levels  As a parent at home the best thing you can do is foster a love of reading by reading to your child no matter how well they read. Allow them choice. Don’t discourage them from reading the same book or one that’s too easy or too hard.  Simply encourage them to read!

15 Why don’t teachers correct all the spelling errors when my child writes?  The purpose of a writing assignment is to get your ideas on paper and play with vocabulary.  If a child is constantly getting corrected for spelling mistakes they will be more reluctant to write.  If it’s a word the “should” know…just ask them to look at it again and see if they notice the error…this provides ownership which equals confidence!

16 Spelling Words VS. Vocabulary Words VS. High Frequency Words  Spelling words are words that relate with the phonics lesson and are evidence that the child understands the spelling patterns in our language.  Vocabulary words are words that children learn to help with comprehension.  High Frequency words are typically words commonly seen in our language that kids need to know by sight (aka: sight words). Often these words can not be sounded out.

17 Why a Standards Based Report Card?  Standards Based report card correlates with our new national curriculum The Common Core Standards.  44 states nation-wide have adopted the national standards.  Standards offer a depth of detail about your child’s knowledge and understanding toward a mastery skill.  The standards listed are end of year goals.  If your child exceeds a standard it will be noted in the comments section of the report card.

18 Interpreting a Standards Based Report Card M Child meets the standard 90-100% of the time independently with accuracy and quality. P Child is showing progress independently toward meeting the standard. They are “on target” to meeting the standard by the end of the year. GP Child is showing progress toward meeting the standard with support. Through guided progression the child receives support to meet the standard. NY Child is not yet demonstrating understanding. (Area of Concern) NAThis standard is not assessed at this time. Standard scores CAN NOT be translated into traditional scores.

19 Preparing for that January Conference  Prior to the conference : Listen to your child. Find out what they love and maybe what they are struggling with. Ask your child questions…do they have trouble with friends? What makes the work hard or easy? What do you think your teacher will say about you?  Make notes.

20 Preparing for that January Conference  During the conference: Be on time. Conferences are limited to 10 minutes and there are many families to squeeze in.  Find a babysitter  Bring a translator or arrange for one prior to the conference.  Have questions ready so if after the teacher is done and hasn’t answered them you will be sure to ask them.  Keep emotions out of it…it’s hard to hear if your child struggles or needs behavior reminders…the teacher is only offering constructive criticism so that we can work together to help your child improve.

21 Preparing for that January Conference  After the Conference: If there were specific issues that were going to be addressed, be sure you touch base within a week to know what the plan is.  Email or write your child’s teacher to follow up on any issues that were discussed after a couple weeks.  Feel free to email your child’s teacher at any point in the year to check in on anything that may be concerning you.

22 The End…Thank you for coming!

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