1. Welcome to First Grade The establishment of expectations and routines are the major focus of the first six weeks of each school year. As a first grade team, our first job is to build, with the children, the foundation for a productive and cooperative year of learning and an atmosphere of support and collaboration.

2. What Will We Be Learning?

3. Daily Routines  Daily 5/Reading Workshop  Writer’s Workshop  Math/Bridges & Number Corner  Snack  Lunch/Recess  Special (Art, Music, Physical Education, Media Center, Computers)  Science/Social Studies  HWT (Handwriting without Tears)

4. Language Arts Whole Group and Small Group Instruction  Guided Reading/Writing  Phonics or Word Study  Independent Reading/Writing  Modeled mini-lessons

5. The Daily Five is a literacy structure that teaches independence and gives children the skills needed to create a lifetime love of reading and writing. It consists of five tasks that are introduced individually. When introduced to each task, the children discuss what it looks like, sounds like, and feels like to engage in the task independently. Then, the children work on building their stamina until they are successful at being independent while doing that task. When all five tasks have been introduced and the children are fully engaged in reading and writing activities, I am able to work with small groups and confer with children one on one. This structure is effective, the results are amazing, and the children really look forward to Daily Five time.

6. Daily 5 Tasks Read to self (read the words, read the pictures, retell the story) Read to someone (read with a partner) Listen to reading (books on computer) Work on writing Word work (Words Their Way sorts, “chunks”, vowel patterns) We will be working with guided reading groups, strategy groups, one –on-one

7. Accuracy “I Can Read the Words”  Use the pictures…Do the words and pictures match?  Cross-matching…Do the pictures and/or words look right? Do they sound right? Do they make sense?  Use beginning and ending sounds  Blend sounds: stretch and re-read  Flip the vowel sound  Chunk letters and sounds  Skip the word, and then come back  Trade a word/guess a word that makes sense 4 97%--100% known words=Independent Level 4 93%--96% known words=Instructional Level 4 93% known words=Frustrational Level

8. Fluency “I can read with expression. I understand what I read.” 1.Expressive voice 2.Smooth reading 3.Process meaning as you read 4.Practice sight words 5.Read like you enjoy the book 6.Use a rate to match the text, not too fast or not to slow 7.Phrasing

9. Comprehension “I understand what I read!” 1.Check for understanding: What is this page mostly about? What is happening in the story so far? 2. Back up and reread. Stop and think about what is happening in the story. 3. Retell the story in order. 4. Make connections when you read. This reminds me of… This part is just like that other book… 5. Make a picture in your head while you read. 6. Ask questions when you read. Who/where/why/how 7. Predict what will happen next. 8. Infer and support with evidence How do you think the character feels? Why? 9. Use text features. (titles, headings, captions, pictures) 10. Recognize literary elements. (genre, plot, character, setting)

10. Just Right Books 4 If your child can read most of the words on the page without error, then it is probably just right. 4 100%-95% = independent 4 94%-90% = instructional 4 below 89% = frustration 4 District Targets Nov = E March=G June = I *Fluency, accuracy and comprehension are all factors in determining an instructional level.

11. Words Their Way 4 Spelling, vocabulary, phonics instruction program. 4 Students have been pre-tested and will be placed in an appropriate level of instruction after assessment. 4 Word sorts will be sent home for practice. 4 Sorts might include pictures, words, spelling patterns, beginning sounds, ending sounds. 4 The purpose of the sorts is the child to learn the spelling rule 4 The weekly spelling test is for the child to demonstrate an understanding of the rule, therefore, We do not have “traditional” spelling tests. 4 Our activities help students learn how to spell words forever.

12. Working Memory/Automaticity Age MemoryCapacity Time on Task 3 O 5 minutes 5 OO 7 minutes 7 OOO 9 minutes 9 OOOO 11 minutes 11 OOOOO 13 minutes 13 OOOOOO 15 minutes 15 OOOOOOO 17 minutes Develop Automaticity 80 IQ=55x 100 IQ=35x 120 IQ=25X Drill & Practice 70% to 85% Known

13. Writing Workshop Goal: Students to improve on their spacing between words, letter formation, spelling, ideas, and their organization. Units of study include:  Small Moments (personal narrative)  Writing for Readers  The Craft of Revision  Non-fiction  Poetry

14. The goal for students in math is to gain a basic understanding of numbers (number sense), add and subtract numbers with accuracy, identify and count coins, tell time, estimate, and read and understand a graph. Math is taught using whole groups, small groups, independent practice and games. Bridges Math Number Corner Daily Supplemental Materials

16.  What is a Citizen?  What Is A Family?  How Do We Get What We Need or Want?  How Do We Learn About Places?  How Do We Learn About the Past?  Core Democratic Values

17. District is currently writing a curriculum for first grade. In the classroom and media center Use of laptop carts -Compass Learning -Xtra Math - Raz-Kids

18. Homework 4 About 10-20 minutes per day 4 Read at home (books sent home) 4 Practice word sorts 4 Read & Write high frequency words 4 Practice basic math facts 4 Practice counting money 4 Expand on a basic assignment 4 Computer enrichments 4 Bridges Home Connections

19. “If you promise not to believe everything your child says happens at school, I'll promise not to believe everything he says happens at home. ” ~Anonymous Teacher