Welcome to Bang's Curriculum Night! First Grade

REAT ATTITUDE ESPECTFUL GROWL RGANIZED ISE CHOICES EADERS

Introductions Reading Language Math Science AGENDA Introductions Reading Language Math Science Social Studies

TEKS 1.7 E The student is expected to: Blend initial letter sounds with common vowel spelling patterns to read words.

Balanced Literacy Schedule Writing Workshop Guided Reading I Guided Reading II Guided Reading III Word Work Reading Workshop

Writing Workshop Daily Mini-lesson/ Teaching time Independent Writing Time/Conference Time Share Time

Guided Reading/Workstations Teachers read leveled books with 3 reading groups per day. Other students are practicing reading and writing in 10 structured workstations.

Reading Workshop Mini-Lesson/Teaching Time Independent reading/Teacher conferences Share Time Students enter 1st grade reading on level C. They are expected to read a level J by the end of the year.

If I don’t know the word, I can: READING STRATEGIES If I don’t know the word, I can: Check the picture Reread Find a part I know Start the word and reread Think: What would make sense? Think: Do I know a word like this? Ask someone else

A child who lacks fluency may sound… choppy robotic speedy

Word Work Spelling (starts Oct. 5 ) Emphasis on Handwriting the 1st 9 weeks Spalding / Phonics High Frequency Words Word Wall Activities

Library Your child’s library day is Tuesday. Please have your child return their books on that day so that they may check out more books.

Math Journal Small group work Math vocabulary/Problem Solving Goal- Independent Problem Solving

Ann has 2 toys. Jeff has 3 toys. How many toys do they have together? Step 1 Step 2 2 ] Ann Jeff toys 1 1 Toys together ? 3 1 1 1 Step 3 Step 4 Step 1 Read the problem. What is the main idea of the question? Write the main idea of the question. Step 2 is about the details. Who is the problem about? What is the problem about? Let’s take out 1 unifix cube for each what (variable). Now, DRAW a UNIT BAR for each what (variable). Re-read the problem one sentence at a time pausing at “ands” or commas. Label and adjust the models as you go. Read the first sentence. Ann has 2 toys. Let’s add another unifix cube to show 2 toys. To represent that pictorial, we need to draw another unit bar. Label the unit bar to show 2. Read the next sentence. Jeff has 3 toys. We have 1 unit. What will we need to do to our unifix cubes to show Jeff’s toys? Let’s show that pictorially. We have one unit bar for Jeff. How many more unit bars will we need to draw? Label Jeff’s unit bars to show 3. Let’s read the next sentence. “How many toys do they have together?” Think about what the questioning is asking. What are we looking for? Are we looking for just Ann’s toys? Are we looking for just Jeff’s toys? Are we looking for both of their toys? Let’s show what we are looking for by linking them together with a brace and placing the ?. We have shown all of our sentences on the model so go to step 3. Step 3 What operation could we do to figure out the answer to the question? What should we do? Why? Let’s write the computation and find the answer. Step 4 What operation did you use to find the answer? What could we write to describe what we added? 2 + 3 Add 2 and 3. 5 First Grade

The student is expected to: TEKS 1.11B The student is expected to: Use a problem-solving model,with guidance as needed, that incorporates understanding the problem, making a plan, carrying out the plan , and evaluating the solution for reasonableness.

Technology SMART board for use with large interactive lessons Mini-labs in classroom I station (supplemental interactive reading program

Please see brochure for reminders. Some reminders!

for coming!