1. Welcome Parents!

2.  Standards Referenced Reporting  1 st Grade Curriculum  1 st grade information

3. A way to inform parents about their children’s progress toward achieving specific learning standards. Students are measured on a standard instead of against other students. This is nothing new. This is what we have always done in kindergarten and first grade. We always give specific feedback rather than a generic grade or score.

4.  For each grade level, specific learning standards have been established. The standards determined for the grade level are called Power Standards.  The smaller increments of skills, knowledge and understanding to reach the Power Standards are called Learning Targets.  See Link Below for 1 st grade Learning Targets:  http://www.raypec.k12.mo.us/DocumentCenter/Vie w/6387 http://www.raypec.k12.mo.us/DocumentCenter/Vie w/6387

5. Score 4  Learning and performing beyond grade-level or course standards Score 3  Meeting grade-level or course standards; independently; thoroughly; and accurately Score 2  Progressing toward grade-level or course standards with some additional help and support Score 1  Experiencing difficulty meeting required grade-level or course standards; consistently requiring assistance IE Insufficient Evidence NA Not Assessed at this time M Modified Standard

6. Sight word Olympics Stars and Stairs Writing Math addition and subtraction

7.  Students learn in different ways  Students learn in different time frames  Mistakes are necessary and productive in learning  Problem-Solving and critical thinking are integral  Students must have ownership in their learning and data  Students must know the purpose of their learning  Students receive frequent and specific feedback  Student scoring is based on knowledge of a learning goal, not attitude or effort. “No two flowers bloom exactly the same way.”

8. Reading: Good Habits Great Readers There are 5 areas of reading instruction that proficient readers master:  Phonemic Awareness is the ability to notice that spoken words contain a sublevel of smaller sounds. This awareness allows one to segment, blend, and manipulate the sounds in words.  Phonics-Connecting spellings to phonemes in words. Together with Phonemic Awareness students develop independent decoding skills.  Vocabulary-The more children read on their own the more words they encounter and the more word meanings they learn.  Comprehension- understanding. Comprehension will not be strong without fluency and accuracy. Fluency and accuracy are the single greatest predictors of reading comprehension.  Fluency-independent decoding leads to the development of sight vocabulary. Sight vocabulary assists with the development of fluency.

9. Good Habits Great Readers provides instruction in vocabulary, comprehension, and fluency with authentic literature selections. Good Habits Great Readers utilizes shared reading, independent reading, guided reading groups and conferring. Great readers……  see themselves as readers.  make sense of text.  use what they know.  understand how stories work.  read to learn.  monitor and organize ideas and information.  think critically about books.

10.  Pathways To Reading provides instruction in phonics, phonemic awareness, and fluency through large and small group instruction. Vowel Town!  ~Phonemic Awareness is the ability to notice that spoken words contain a sublevel of smaller sounds (phonemes). This awareness allows one to segment, blend and manipulate the sounds in words. Phonemic awareness focuses on individual SOUNDS.  ~Phonics is the study of the letters/spelling that are assigned to phonemes. Phonics focuses on LETTERS/SPELLINGS. Decoding (Phonics, Phonemic Awareness, Fluency) + Comprehension (Understanding, Vocabulary, Fluency) Reading We cannot understand what we cannot decode. Therefore, Pathways to Reading uses both phonemic awareness and phonics instruction to teach your children how to become efficient decoders.

12. Kindergarten through Second Grade handwriting consists of manuscript letter formations. Handwriting instruction reinforces letter recognition, fine motor development, eye hand coordination as well as being linked to reading and spelling achievement.

13.  Writer’s Workshop mini lesson, independent writing and conferring.  These are the types of writing that we will do: 1. Narrative 2. Informative/Explanatory 3. Opinion

14. Narrative, Informative, and Opinion Writing  Narrative * Students will write narratives in which they recount two or more sequenced events, including details.  Informative * Students will write informative text in which they name a topic, supply some facts about the topic, and provide some closure.  Opinion * Students will write opinion pieces in which they introduce the topic, state an opinion, supply a reason, and provide closure.

15. This is an example of a piece of writing that would be considered a 3.

16.  EnVisions interactive mathematics  Pre-test/post test formative tests to guide instruction  Daily math mats –this is completed as a whole group and also independently  Topic Family  Math Fluency practice  Online Log-in – more info will be coming soon

17. * The spelling curriculum is part of the Pathways to Reading program as part of one of its literacy components. * Spelling will begin second quarter * Please help your child practice their weekly words because they will be assessed on their words weekly. * Words will come home as part of their weekly homework.

18.  Embedded throughout curriculum  Science-light and sound, plants and animals, and patterns and cycles in space  Social Studies- rules and laws, differences among people, U.S. historical figures, and national symbols.

19.  Homework provides feedback so students have opportunities to learn. Homework is preparing for the game. Homework is assigned on Monday and due on Friday each week.  Spelling will be the primary focus of homework starting 2 nd quarter.  Please make a plan with your child to manage their time effectively and complete their homework by Friday morning.

20. “The School Family is created through routines, rituals and structures.” Main Points:  Self Regulation  What to do with difficult feelings  Breathing techniques: S.T.A.R, pretzel, drain, balloon (insert picture or video)  Safe Spot/Calm Spot (insert picture or video)  Brain State Model http://consciousdiscipline.com/about/brain_state _model.asp

21.  Birthdays - you are welcome to bring treats but they must be from the approved snack list.  Field Trips –we will take a fall and a spring field trip  Class parties – there will be three a year.

22.  Book Baggies Students will be getting BOOK Baggies to take home daily. These bags will always be close to your child’s current ‘Just Right’ level. In these bags will be student self-selected books from our classroom library and/or assigned school books from their reading group. Please be sure they come back daily just as the agenda does. These will be sent home starting 2 nd quarter.  Outside Book Lists: It is recommended that in addition to nightly homework students should spend time reading each night. Each child is encouraged to read as often and as much as they can! The students will have the opportunity to track their reading and go to the prize box for every five books read at home. I will try to check lists weekly. They can read as many books as they’d like! These books can include library books, book baggie books, books from home, or any other picture books that your child or you read together. Students who have read 15 books a month will also receive a Pizza Hut coupon for a personal pan pizza. (October-March).

23.  4 Day Rotation  Remember shoes on gym day!  Library checkout is one day a week.  Counselor?