D UNN ’ S C ORNERS S CHOOL Grade One Mrs. Walker Mrs. Clark Mrs. Lamb

First grade is an exciting time! It is our hope that you and your child are eager to begin the school year. We look forward to becoming partners with you to foster your child’s academic and social development. The early school years are critical in your child’s life, and it is our goal to work with you to ensure that this school year is the best possible for your child. Working together, through communication, is essential for a successful school year. A W ELCOME M ESSAGE T O F AMILIES

O UR C URRICULUM The first grade curriculum involves children in many academic tasks. Reading Writing Math Science Social Studies Social Skills

READING · Guided Reading- Each child is assessed to determine their instructional reading level. Small group lessons are delivered using texts that match each child’s current reading level and focus on specific skills. Comprehension, decoding and fluency are stressed during guided reading. · Teacher Directed Reading- Student share non-fiction and fiction texts through the use of big books, multiple copy texts, poems and charts. · Sustained Silent Reading- Students read texts at their level each day to develop fluency, enjoyment of texts and practice reading strategies. · Word Study- Develops phonemic awareness and spelling proficiency. This includes activities and lessons that involve phonic skills, working with word families, and learning high- frequency words. Comprehension Strategies- Students are given explicit instruction. The Comprehension Tool Kit uses techniques of modeling, practice and application to promote diverse, flexible thinking. It encourages children to discuss, question, debate and invites deep thinking. Reading instruction is presented in a balanced literacy format. There are several components to this approach.

F UNDATIONS Fundations is a large part of our word study program. It is an adaptation of the Wilson Reading System authored by Barbara A. Wilson. The Wilson reading program was published in 1988 and has been implemented in school districts throughout the USA. The Wilson Reading Program is a remedial program based on the principles of Orton-Gillingham methodology. It is systematic, sequential, multi-sensory method of teaching reading and writing skills to students.

F UNDATIONS S KILLS I NCLUDE Letter Formation/Penmanship Phonological Awareness Sound Mastery Phonics Vocabulary Sight word Instruction Fluency Comprehension Written Composition Spelling

WRITING Words are made up of letters that correspond to sounds we need to hear The word I is always written with a capital letter Use familiar words and sight word Use word wall and surroundings to spell A name always begins with a capital letter A sentence is a group of words with spaces between the words Sentences can “tell”, “ask”, or “show surprise” A sentence ends with a period, question mark, or exclamation point Choose a topic Write a story consisting of a minimum of three to five related sentences and write a beginning, middle and end

What does Writing Look like? Six Traits Writing Journals Science Notebooks Literature Response Journals Class Books Comprehension Tool Kit Individual Stories Keep in mind that writing is a developmental process that continues throughout elementary school. We are looking at progress made throughout the year!

M ATH Investigations in Number, Data and Space. Consists of a set of separate units, each offering 2-8 weeks of work. These units of study are presented through investigations that involve students in the exploration of major mathematical ideas. Math Add+Vantage. We use this program for whole group instruction, small group focused instruction, and concentrated targeted instruction based on the child’s needs.

What does our Math Curriculum Look Like? Students spend time exploring problems in depth. They find more than one solution to many of the problems they work on. They invent their own strategies and approaches, rather than relying on memorized procedures. They choose from a variety of concrete materials and appropriate technology as a natural part of their everyday mathematical work. They express their mathematical thinking through drawing, writing, and talking. They work in a variety of groupings – as a whole class, individually, in pairs, and in small groups. They move around the classroom as they explore the mathematics in their environment and talk with their peers. The above was taken from Mathematical Thinking at Grade 1 introduction book, page I-1. Authors: Marlene Kliman, Susan Jo Russell, Tracey Wright, Jan Mokros.

S OCIAL S TUDIES Embedded throughout the curriculum Topics include family, neighborhoods, map skills, famous Americans Scholastic News

S CIENCE Three science kits are implemented throughout the year. They are: Balance and Motion, Pebbles Sand and Silt, and New Plants. Science Notebooks are being used this year. The children are given a focus question. They make predictions and observation. The children draw pictures, graphs, and use graphic organizers to explain their thoughts.

W E BELIEVE GOOD ELEMENTARY SCIENCE TEACHING : Engages children in the wonder and study of the natural world; Makes links to technology, the way human beings solved problems and adapted to living; Gives children opportunities to explore how things work first hand through activities and experiences with a wide variety of materials; Stimulates them to wonder, to be good observers, to make predictions, and to offer explanations; Helps them construct their own knowledge of scientific principles and concepts, making these part of the way they see the world and make decisions about their lives. All of these beliefs are based on a constructivist model of science teaching. We learn best when we construct our own knowledge. Learning science is something students do, not something that is done to them. From: msnet/index.html

H OW TO BE A HOMEWORK HELPER. Children who do homework regularly are more likely to succeed in school. 1. Accept homework as a fact of life and get it done! 2. Communicate your belief that homework is an important part of learning. 3. Work with your child to establish a homework schedule and do your part to honor it. 4. Provide a place where your child can work. 5.Remember that your child's homework is his/her responsibility, not yours! 6.Read Guided Reading and Library Book nightly and record in journal. Return folders to school daily with books and completed work. 7.Empty and look through Homework Folder daily.

D UNNS C ORNERS S TUDENT E XPECTATIONS Be Respectful Be Responsible Be Safe Be Kind Be Yourself