You Are A First Grade Parent… A Preview of What to Expect

The Balanced Literacy Focus Reading for Literary Experience Reading for Literary Experience Reading to be Informed Reading to be Informed Reading to Perform A Task Reading to Perform A Task Writing for Personal Expression Writing to Inform Writing to Persuade

The Balanced Literacy Content Oral Language Development Modeled Reading Shared Reading Guided Reading Strategy Instruction Concepts About Print Literature Study Critical Analysis Discussion Independent Reading Phonemic Awareness Phonics Word Recognition Vocabulary Development Modeled Writing Shared/Interactive Writing 6+1 Traits of Writing Guided Writing Writing Process Writer’s Craft Conventions of Language Grammar, Usage, Mechanics Spelling Handwriting Independent Writing

What does Balanced Literacy look like? Formal reading assessment 3 times a year Formal reading assessment 3 times a year On-going informal assessments On-going informal assessments Heterogeneous, fluid classes Heterogeneous, fluid classes Small group guided instruction Small group guided instruction Independent practice Independent practice Work centers to provide reinforcement Work centers to provide reinforcement Writing Traits –Ideas –Organization –Voice –Word Choice –Sentence Fluency –Conventions Reading Fluency Reading Fluency Word Accuracy Oral Comprehension Written Comprehension

Math Mathematics Instructional Block Warm-Up Connection to Prior Learning Essential Question Focus Problem/Lesson Exploration Direct Instruction Guided Practice Independent Practice/Evaluation Differentiation Closure

Math Content Number Sense Strategies for Counting Addition and Subtraction Concepts and Strategies Patterns Counting Through Patterns Measurement Attributes, Units, and Tools Place Value Comparisons (more, less, and equal amounts) Graphing Geometric Figures (Plane and Solid Shapes) Money Fractions Problem-Solving Estimating

How does math look? Pre-Assessments at beginning of each unit Pre-Assessments at beginning of each unit Whole group, small group, and individual instruction Whole group, small group, and individual instruction Hands-on activities, use of manipulatives Hands-on activities, use of manipulatives Paper and pencil tasks Paper and pencil tasks Daily informal assessments to guide instruction Review and acceleration by topic Cumulative Unit Assessment with Parent Report

Science Rocks, Sand, and Soil ConstructionsWeather

Social Studies Making Laws; Making Decisions Geography: Changes in the Way We Live Economics and Me Decisions in the Past: Telling About Ourselves

What do Science and Social Studies look like? 3 Science Kit Rotations 3 Science Kit Rotations Social Studies units correlate to reading curriculum Social Studies units correlate to reading curriculum Process oriented Process oriented Hands-on experiences Hands-on experiences

What First Grade Teachers Do… For Students: For Students: Warm, inviting classroom Engaging, hands-on activities Positive reinforcement Clear expectations Differentiated instruction (review, reteach, enrich, accelerate) Lessons targeted towards students needs Many opportunities for success Student conferences For Parents: Back To School Night Important information sent in Take Home folder (daily) Conferences Report Cards Monthly Newsletter Math Unit Reports Reading Progress Report Notes or phone calls home Daily or weekly contracts as necessary

How you can help… Practice alphabet letters and sounds Practice alphabet letters and sounds Read to/with your child daily Read to/with your child daily Discuss characters, setting, problem, and solution Discuss characters, setting, problem, and solution Practice writing and counting numbers Practice writing and counting numbers Review high frequency words Review high frequency words Practice adding and subtracting numbers up to 20 Practice adding and subtracting numbers up to 20 Select a special time and place for homework Check and return take home folder daily for important communications Keep emergency information current Contact teacher first with any questions or concerns

Consistently meets the standards Frequently meets the standards Progressing towards the standard Needs more practice/instruction to meet the standard Great! You really have it! Good! You know most of it, but you should practice a little more You’re almost there, but need a little more instruction/practice Let’s work together Scored Classwork/Practice Assignments/ Projects Homework

4 Consistently meets the Standard  Criteria: Student demonstrates a complete understanding while consistently performing the skills and/or processes with accuracy. Reading: thorough or complete understanding of the text as it relates to the demands of the question (task) 3 Frequently meets the standard  Criteria: Student demonstrates a general understanding while frequently performing the skills and/or processes but may make minor errors. Reading: general or fundamental understanding of the text as it relates to the demands of the question (task) 2 Progressing towards the standard  Criteria; Student demonstrates a developing understanding while sometimes performing the skills and/or processes but may make errors. Reading: developing understanding of the text as it relates to the demands of the question (task) 1 Needs more practice/instruction to meet the standard  Criteria: Students demonstrates a minimal understanding while rarely performing the skills and/or processes with accuracy. Reading: a minimal understanding of the text as it relates to the demands of the question (task) Grading Rubric Criteria

Thanks for Coming! You will now go to your child’s classroom. Enjoy your visit!