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First Grade Mission
Statement
We sincerely believe that each child entering school should be provided an environment that is secure, safe, and meaningful. Children will be able to express their laughter, concerns, and successes. We will foster the students understanding of their importance and gifts they can contribute to the world around them. Therefore, a strong foundation of learning will be obtained early on. All children develop at individual rates and stages. We are dedicated in understanding and knowing each child’s needs so the maximum learning can take place while the students’ self-esteem and success rate increase. We share high
expectations for all children, but we provide the time required for a child to progress through the developmental stages. In our classrooms, students are active participants. We encourage them to be a part of their own learning. We incorporate a hands-on teaching approach so all students have the opportunity to be active learners. This will create a more meaningful educational experience that will be remembered forever. The atmospheres of our classrooms are based on family values. We develop responsibility for each students’ behavior, respect through caring for each other, and cooperation by sharing and working together
to better understand our learning. In conclusion, all children will develop a lifelong love for learning.
First Grade Concepts
Mathematics
Science
Reading
Writing
Social Studies
Writing Components
Writing is much more than correct punctuation and grammar. It is the way in which ideas are organized and expressed, while students are still held
responsible for conventions. As a student grows in each component their writing becomes stronger and clearer. Below are questions that should be answered when considering each component of writing.
Ideas and Content:
Organization:
Voice:
Sentence Fluency:
Word Choice:
Conventions:
Spelling
Our Spelling Program develops accountability for spelling in writing by:
Since your child is expected to practice spelling words each night, below are many creative ways to
practice the spelling words without getting bored!
Coming into first grade students may be at different reading stages. Below are attributes of the different reader stages a student will undergo
throughout their reading development. Our goal for each student is to reach the Mature Reader Stage.
Beginning Reader Stage:
Strategies
Being able to comprehend what is being read is an important skill for children to develop. Children can use various comprehension strategies while they are engaged in reading a book. These strategies will help them to make meaning of what is being read. When used collectively, reading strategies will help a child to become proficient at reading while making meaning.
The following strategies can be practiced at home while your child is reading out loud to you. It is always more beneficial to start off using one or two strategies that the child needs more practice using. Once they have a firm understanding of how to use the strategies, and are
using them consistently, then others can be added.
Predict:
Chunk:
Context Clues:
Monitoring:
Summarize/Retell:
Evaluate:
Ask yourself:
When your child
gets stuck on a word…
Ways to Encourage Reading and Language
Development
down
got
up
and
in
oh
yes
make
they
walk
help
now
play
too
want
don’t
of
so
buy
that
very
where
day
every
her
said
was
with
could
friends
new
put
she
use
gives
he
night
out
people
says
when
your
eat
from
gone
grows
or
two
be
good
Mr.
need
our
right
saw
time
try
away
food
funny
hide
how
many
some
their
air
animals
around
fly
live
soon
turns
city
house
sometimes
take
there
about
books
by
family
grew
read
work
writing
find
follow
four
full
these
way
were
each
great
other
place
school
talk
together
door
kind
made
who
would
also
anything
know
moved
only
room
should
those
write
country
Earth
above
different
hold
old
warm
water
years
because
cook
front
listen
most
picture
why
young
almost
always
does
even
once
pretty
say
sound
any
busy
care
Dr.
eight
took
again
blue
hello
high
love
opened
another
change
field
touch
twelve
wait
wild
afraid
flew
join
learn
nothing
thought
wonder
caught
cold
hurried
near
son
sure
both
during
ready
clues
detective
floor
nature
piece
pulls
angry
nearly
okay
sorry
boy
brought
few
head
read
afternoon
bicycle
carry
hours
parents
against
careful
fire
quietly
shook
Statement
We sincerely believe that each child entering school should be provided an environment that is secure, safe, and meaningful. Children will be able to express their laughter, concerns, and successes. We will foster the students understanding of their importance and gifts they can contribute to the world around them. Therefore, a strong foundation of learning will be obtained early on. All children develop at individual rates and stages. We are dedicated in understanding and knowing each child’s needs so the maximum learning can take place while the students’ self-esteem and success rate increase. We share high
expectations for all children, but we provide the time required for a child to progress through the developmental stages. In our classrooms, students are active participants. We encourage them to be a part of their own learning. We incorporate a hands-on teaching approach so all students have the opportunity to be active learners. This will create a more meaningful educational experience that will be remembered forever. The atmospheres of our classrooms are based on family values. We develop responsibility for each students’ behavior, respect through caring for each other, and cooperation by sharing and working together
to better understand our learning. In conclusion, all children will develop a lifelong love for learning.
First Grade Concepts
Mathematics
Topic 1: Number to 12
Topic 2: Comparing and Ordering Numbers
Topic 3: Understanding Addition
Topic 4: Understanding Subtraction
Topic 5: Five and Ten Relationships
Topic 6: Addition Facts to 12
Topic 7: Subtraction Facts to 12
Topic 8: Geometry
Topic 9: Patterns
Topic 10: Counting and Number Patterns to 100
Topic 11: Tens and Ones
Topic 12: Comparing and Ordering Numbers to 100
Topic 13: Counting Money
Topic 14: Measurement
Length
Width
Volume
Temperature
Topic 15: Time
Topic 16: Addition Facts to 18
Topic 17: Subtraction Facts to 18
Topic 18: Data and Graphs
Topic 20: Adding and Subtracting with Tens and Ones
Science
Five Senses
Our Bodies
Nutrition
Objects in the Sky: Sun, Moon, Stars and Planets
Animals and Habitats
Seasons
FOSS UNITS
Pebbles, Sand, Silt
Balance and Motion
New Plants
Reading
Phonemic Awareness
Phonics/Decoding
Vocabulary
Fluency
Comprehension Strategies
Predict/Infer
Chunk
Context Clues
Self-Question
Monitor
Summarize/Retell
Evaluate
Writing
Grammar
Writing Process
Prewrite
Draft
Edit
Revise
Publish
Writing Components:
Ideas
Organization
Voice
Sentence Fluency
Word Choice
Conventions
Social Studies
Friends
Family
Community
Careers
Fire Safety
Elements of Cultures Around the World
Renew, Reuse, Reduce Resources
Ancient Egypt
Farming
Nile River
Pyramids
Pharaohs
Hieroglyphics
Recognize National Symbols
American Flag
Bald Eagle
Washington Monument
Statue of Liberty
White House
Recognize State Symbols
Bird
Tree
Flower
Flag
Maps and Globes
Compass Rose
Symbols
Keys/Legends
Physical and Human Features
Recognize National Holidays
Thanksgiving
President’s Day
Constitution Day
Martin Luther King, Jr. Day
Fourth of July
Exploration and Colonization
Pilgrims and Native Americans
Christopher Columbus
Thirteen Colonies
Writing Components
Writing is much more than correct punctuation and grammar. It is the way in which ideas are organized and expressed, while students are still held
responsible for conventions. As a student grows in each component their writing becomes stronger and clearer. Below are questions that should be answered when considering each component of writing.
Ideas and Content:
What is my message and is it focused and clear?
Did I include important details relevant to my topic?
Did the reader learn something new?
Is my writing interesting and easy to understand?
Organization:
Is my writing organized in the most understandable way?
Is it easy to follow?
Do my sentences support the idea?
Voice:
Does the writing sound like me?
How do I want my reader to feel?
Does it hold the attention of the reader?
Sentence Fluency:
Is my story easy to read?
Do my sentences begin in different ways?
Did I use some long and some short sentences?
Do I have to reread it for understanding?
Word Choice:
Have I used some strong verbs or colorful phrased that grab my reader?
Have I chosen the most precise word?
Have I used any unique words?
Did I repeat common words too many times?
Conventions:
Did I use capital letters in the right places?
Did I use spaces between words and sentences?
Did I use correct punctuation?
Did I use a title?
Have I proofread for correct spelling and grammar?
Spelling
Our Spelling Program develops accountability for spelling in writing by:
Defining spelling
mastery as accurate spelling and proofreading in everyday writing, not just on a
spelling test.
Emphasizing spelling
mastery of high-use writing words.
Utilizing research-based
learning strategies including the self-correcting test and independent word
study procedure.
Since your child is expected to practice spelling words each night, below are many creative ways to
practice the spelling words without getting bored!
Rainbow words: Write
your words in five different colors.
Silly sentences: Use all
of your words in ten different silly sentences.
Picture words: Draw a
picture and write your words in the picture.
Story words: Write a
story using all your words.
Ransom words: Write your
words by cutting out letters in the newspaper or magazine and glue them on
paper.
Delicious words: Write
your words in whipped cream, peanut butter, or pudding (with parent
supervision).
Clean words: Write them
in shaving cream.
Dirty words: Write them
in mud or sand.
Cheer your words:
Pretend you’re a cheerleader and call out your words!
Pasta words: Write your
words by arranging alphabet pasta or Alphabets.
Paint with water words:
Dip a paintbrush in water and spell your words on the sidewalk or chalkboard,
wait for it to disappear and write the next word!
Record words: Use a tape
recorder to spell the words then listen to the recording.
Scrabble words: Place
the wooden letter squares from an old Scrabble game on the Scrabble
rail.
Magic words: Write words
on white construction paper with white crayon, and then paint over the paper
with watered down tempera paint or watercolors.
Puzzle words: Write the
spelling words on different colors of tag board. Cut the words apart in a
variety of ways. Put the puzzle back together to form the spelling
words.
Tissue paper tracing
words: Write words on a large piece of paper. Place tissue paper over the words
and trace over them with crayon.
Magnetic cookie sheet
words: Use magnetic letters to form the words on the cookie
sheet.
Typewriter words: If you
have an old typewriter, type out the words on a piece of paper (or use a
computer).
Paint words: Use a small
paint brush to paint each word 3 times.
Playdough words: Form
the Playdough into letters to spell the words.
Coming into first grade students may be at different reading stages. Below are attributes of the different reader stages a student will undergo
throughout their reading development. Our goal for each student is to reach the Mature Reader Stage.
Beginning Reader Stage:
Enjoys listening to literature.
Voluntarily chooses to look at books.
Uses literature as a basis for dramatic play or
painting.
Has favorite stories and wants to hear them
repeatedly.
Can relate a story to past experiences.
Can retell a sequence of events from a story.
Understands some environmental print and common
words.
Shows a desire to see their words written down.
Role-plays reading by attempting to match their memory of the selection
with the actual words on the page.
Understands directionality of print (left to right, top to
bottom).
Can identify and name letters.
Can make meaningful predictions using context clues.
Understands the concept of a word.
Recognizes phonic generalizations (rhyming words, words that start or
end in the same way, blends, and phonograms).
Sometimes finger points while reading.
While writing, they represent all syllables using developmental
spelling.
Uses some conventions of print in writing.
Reads some things independently.
Has a store of sight words in reading and writing.
Uses all of the reading strategies.
Makes meaningful substitutions while reading.
Reads silently but sometimes subvocalizes when the text is
difficult.
Makes predictions about an unknown word using reading
strategies.
Self-corrects when reading does not make sense.
Comprehends at different levels (literal, interpretive,
critical).
Adjusts silent reading rate to material and purpose.
Developmental spellings are much closer to standard
spelling.
Strategies
Being able to comprehend what is being read is an important skill for children to develop. Children can use various comprehension strategies while they are engaged in reading a book. These strategies will help them to make meaning of what is being read. When used collectively, reading strategies will help a child to become proficient at reading while making meaning.
The following strategies can be practiced at home while your child is reading out loud to you. It is always more beneficial to start off using one or two strategies that the child needs more practice using. Once they have a firm understanding of how to use the strategies, and are
using them consistently, then others can be added.
Predict:
Look at the cover and title. What do you think the story will be
about?
Take a walk through the book, look at the pictures and describe what is
happening.
Think about what events will occur next while you are
reading.
Chunk:
When you come to a word you don’t know look at it carefully. Look for
parts of the word that you know and think about the sounds the letters
make.
Put the sounds together to read the word. (Instead of saying each
letter sound in isolation, CHUNK them together).
Reread the entire sentence after you have figured out the unknown word.
(Rereading will help maintain comprehension.)
Context Clues:
Skip over the unknown word and read the rest of the sentence.
Go back to the unknown word.
Look at what letter the unknown word starts with and try to think of a
word that sounds like it, look at it, and will it make sense in the sentence.
(This may be a good strategy to use when facing complex vocabulary because
sounding out may not be enough.)
The meaning of the sentence will give clues as to what word would make
the most sense.
Ask yourself questions that may be answered as you read or after you
finish reading.
While you are reading you can ask yourself questions about what is
happening.
After reading ask yourself about what happened to help you remember the
story.
Monitoring:
Ask yourself, “Did what I just read make sense?”
If you don’t understand something, reread it, read ahead, or use the
pictures.
If you have trouble understanding the story don’t keep going and get
more confused.
Go back and try reading it again.
Summarize/Retell:
Think about the main ideas or important parts of the
story.
Tell in your own words about the important things that you have read.
(This is a good way to see if you understand the story.)
Evaluate:
Ask yourself:
“How do I feel about what I read?”
“Do I agree or disagree with what I read?”
“Am I learning what I wanted to know?”
“How good of a job has the author done?”
When your child
gets stuck on a word…
Look at the
picture and think about the story.
Go back and read
again.
Say the beginning
sound and slide to the end of the word.
Read to the end
of the sentence.
Now
ask…
Does it make
sense?
Does it look
right?
Does it sound
right?
Go
on.
Ways to Encourage Reading and Language
Development
Take your child to the library weekly.
Register for the summer reading program. Your child can earn a
certificate or prize for reaching their reading goal.
Keep good and fun reading material in almost every room of the house.
Selectively discourage the use of television. Set limits for viewing
time, such as one hour per day. Let your child know that you pay careful
attention to the fine programs, for children and adults, on PBS.
Subscribe to a children’s magazine that they can read by
themselves.
When your child has done something very nice or outstanding, reward
them with extra reading time.
Read to your child daily. Reading to your child helps develop listening
skills, comprehension skills, and exposes them to varied types of books,
stories, and information. If they are a reluctant reader, it is a good way to
get them interested in a book. Read to them and leave off an exciting part.
Encourage them to continue on and finish the story (real or make
believe).
Show an interest in reading by reading yourself and asking your child
what they are reading. If you enjoy reading, you are serving as a model that
your child can follow.
Encourage reading related activities.
Encourage letter writing to a relative or friend.
Encourage reading besides books. Read recipes from cook books, road
signs when traveling, and menus in restaurants.
down
got
up
and
in
oh
yes
make
they
walk
help
now
play
too
want
don’t
of
so
buy
that
very
where
day
every
her
said
was
with
could
friends
new
put
she
use
gives
he
night
out
people
says
when
your
eat
from
gone
grows
or
two
be
good
Mr.
need
our
right
saw
time
try
away
food
funny
hide
how
many
some
their
air
animals
around
fly
live
soon
turns
city
house
sometimes
take
there
about
books
by
family
grew
read
work
writing
find
follow
four
full
these
way
were
each
great
other
place
school
talk
together
door
kind
made
who
would
also
anything
know
moved
only
room
should
those
write
country
Earth
above
different
hold
old
warm
water
years
because
cook
front
listen
most
picture
why
young
almost
always
does
even
once
pretty
say
sound
any
busy
care
Dr.
eight
took
again
blue
hello
high
love
opened
another
change
field
touch
twelve
wait
wild
afraid
flew
join
learn
nothing
thought
wonder
caught
cold
hurried
near
son
sure
both
during
ready
clues
detective
floor
nature
piece
pulls
angry
nearly
okay
sorry
boy
brought
few
head
read
afternoon
bicycle
carry
hours
parents
against
careful
fire
quietly
shook