1. Welcome to Bang's
Curriculum Night!
First
Grade

2. REAT ATTITUDE
ESPECTFUL
GROWL
RGANIZED
ISE CHOICES
EADERS

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

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

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

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

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

8. 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.

9. 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

10. A child who lacks fluency may sound…
choppy
robotic
speedy

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

12. 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.

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

14. 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

15. 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.

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

17. Please see brochure for reminders.
Some
reminders!

18. for coming!