Welcome!
Welcome to 1st grade!Hopes for First Grade:Enjoyment
New friends
Improve skills
Love of learningHighlands Heroes
areRespectfulResponsibleSafeKind
These are the core values that will guide our behavior
expectations throughout the building.
Curriculum NightCURR Night ----CORE VALUES----3Highlands Heroes
Core ValuesCore ValuesHallwaysBathroomRecessLunch
RoomArrival/DismissalRespectfulSoft Voice/SilentQuiet feetHands,
feet and body to selfRespect others belongings Follow ALL adult
directionsSilentRespect privacy of othersHands, feet and body to
selfTake turns with equipmentFollow ALL adult directionsWork
together to solve problemsSoft voice at designated times Hands,
feet and body to selfFollow ALL adult directionsBe polite and use
mannersSoft voiceHands, feet and body to selfResponsibleWalk with
purposeStay with your classPick up after yourselfGo, flush, wash
and return to classKeep bathroom cleanTell an adult if there is a
problemLine up quietly at bell or whistle If unable to solve
problem, seek recess supervisorTalk calmly to people near youClean
up your space of all garbageRaise hand for helpZip backpacksPut
everything on hook or shelfSafeSingle file lineWalk Face
forwardStay on the rightOne stair at a timeKeep feet on floorUse
bathroom properlyWash your hands Use equipment appropriately Stay
within designated areasHands, feet and body to selfKeep feet on
floor Eat own foodWalk in gym and hallwaysWalk at all timesLine up
upon arrivalEnter/exit through assigned door in a single file
lineKindBe courteousBe patientBe helpfulUse kind words Be politeBe
patientIncludes othersEncourage othersBe a good sportUse kind
wordsBe helpfulBe politeUse kind wordsBe politeBe patientUse kind
wordsCurriculum Night
Curr Night4
Visual SupportsCurriculum Night
Common Area Expectations
PostersHallwayArrival/DismissalBathroomRecessLunch roomCommon Area
volume meter posters
5 Visual SupportsCurriculum Night
Volume Meter PostersThese posters will be hanging with the
expectation posters throughout the building
Common Area volume meter posters
6Equipping our Students with Super PowersCurriculum Night
Explicit teaching of expectations in a structure that fits into
our schedule and classroom cultureConstant review of
expectationsTeachable momentsStudents earn individual Blue Whale
Tale Tickets from adult in the buildingClasses can earn Golden
Whale Tales 7Holding Heroes Accountable Curriculum Night
8Where does this fit with HOM?Anchor Lessons
Infusion of Language throughout curriculum
Self-Reflection
Mathematical PracticesCurriculum Night
9
Habits of MindManaging Impulsivity Thinking Flexibly
Persisting Striving for Accuracy
A day in the life of YOUR 1st grader!
ArrivalStudents may start arriving at 8:00amNo playing on the
playgroundEnter the building at 8:05 a.m. Organizational time: Hang
up coats, take down chairs, turn in papers, make your lunch choice,
and take attendance.
8:15 Announcements and instruction begins Math8:30 9:25
MathStandards for Mathematical PracticeDevelop processes to
engage in all math content
Mental Math *Teacher Note: This information is from Number Talks
by Sherry Parish Students are presented with a problem and need to
think flexibly about how to solve itStudents learn to compute with
accuracy, efficiency, and flexibility (Teacher Note: from Number
Talks page 5)Accuracy ability to produce an accurate
answerEfficiency ability to choose an appropriate and expedient
strategy for a specific computation problemFlexibility ability to
use number relationships with ease in computation
PracticeStudents will focus on the critical areas of learning
for the grade levelThese come from the Common Core State Standards
for MathematicsThe next slide will explain these
Integrated TasksTasks are directed at essential math content as
specified in the standardsStudents will solve complex problems that
offer several methods of solutionStudents will need to persevere
with the challenging problems and try multiple strategiesStudents
will develop their own arguments for their approaches to problems
and critique others reasoningOverall, the integrated tasks build
student understanding and provide time for reflection on math
concepts learned
Math Practice StandardsStudents will focus on processes to
engage in the mathematics contentThese are behaviors that students
will use in all grades
14 Math Common Core State StandardsCritical Areas of Focus1st
Grade
Developing understanding of addition, subtraction and strategies
for addition and subtraction within 20Developing understanding of
whole number relationships and place value, including grouping in
tens and onesDeveloping understanding of linear measurement and
measuring lengths as iterating length unitsReasoning about
attributes of, and composing and decomposing geometric
shapesCritical Areas of Focus *Teacher Note: See CCSS page 13 and
math unit maps for more information Big ideas that answer the
question: What are the students learning?Specific content areas for
each grade levelCritical areas will be broken into manageable
learning targets for students15Standards for Mathematical
PracticeMake sense of problems and persevere in solving them.Reason
abstractly and quantitatively.Construct viable arguments and
critique the reasoning of others.Model with mathematics.Use
appropriate tools strategically.Attend to precision.Look for and
make use of structure.Look for and express regularity in repeated
reasoning.
Standards for Mathematical Practice*Teacher Note: See CCSS pages
6-8 for more informationStandards for Mathematical Practice answer
the question: How are students going to engage with the math
content?These practices are extremely important because they teach
students to be thinkers and problem solversPlease encourage your
children at home by discussing and modeling these practices
16Home and School ConnectionReinforce skills with
Math Backpack
Homework practice pages or games
Home discussion based off of family letters and newsletter
17Game boards and a variety of activities will be coming home
periodically. Please encourage your child to play the games with a
family member. Please save the games and revisit throughout the
year.Addition and subtraction strategies explanations in
newsletters, refrigerator math to reinforce factsNewsletters will
explain new mathematical concepts. Have your child explain and
teach you the strategies as they are taught in the classroom.Have
your child explain their brain have them tell you how they came to
an answer
Reading Workshop9:25 10:1510:30 11:15
LANGUAGE SPEAKING & LISTENINGREADING WRITING FOUNDATIONAL
SKILLSREADING WRITING LANGUAGE FOUNDATIONAL SKILLS SPEAKING &
LISTENING READING WRITING LANGUAGE FOUNDATIONAL SKILLS SPEAKING
& LISTENING Balanced Literacy BlockLiteracy is the ability to
construct meaning and manipulate language for a variety of purposes
through reading, writing, and speaking and listening. Therefore,
students will engage in a balanced literacy block so that they
construct a secure foundation to emerge as readers and writers.
Reading focuses on teaching students reading skills to engage
with rigorous texts across a broad spectrum of content, balancing
the types of texts students read.Writing focuses on teaching the
processes of writing, including a balance of text types (narrative,
opinion, and informational).Language focuses on teaching
conventions of standard English, knowledge of language in different
contexts, and vocabulary acquisition.Speaking and Listening focuses
on teaching comprehension and collaboration, presentation of
knowledge and ideas, and evaluating speakers point of view.
Reading, writing, language (including word study and grammar),
and speaking and listening will be integrated throughout the day;
however, there will be focused time for reading and writing
workshops and focused time for word study. 19Reading
WorkshopStudents will be reading and writing independentlyevery day
at school.For reading and for writing we will be using a workshop
model, students will engage in whole class instruction and
discussion where specific skills and strategies are explicitly
taught and where they will be able to practice skills and
strategies with guidance. Each week students will participate in
small groups and independently to continue to hone their abilities
as readers and writers. I will also be conferencing one-on-one with
each student to monitor his/her progress and to provide him/her
with individualized instruction.20Daily 5Read to SelfRead to
SomeoneListen to ReadingWord WorkWork on WritingHome and School
Connections:Read together dailyListen to your child readDiscuss the
textEncourage your child to read independentlyEnjoy a book
yourself
22Snack/Recess10:15 10:30Supervised playground recess (weather
permitting)Students may bring a healthy snack NO NUTS pleaseWater
bottles may be brought for the classroom Science and Social
Science11:15-11:45
ScienceSocial ScienceLife ScienceLiving vs. Non-livingObserving
crickets and goldfishExamining parts of a plantEarth ScienceEarth
and objects in the skySun and MoonPhysical ScienceMagnets
ThemesRelationshipsChangePlace
Second Step: Social EmotionalSkills for learning
Empathy
Emotion Management
Problem Solving
Lunch/Recess11:45 12:3020 minutes to eat including 5 minutes of
Quiet Chew Time20 minutes of supervised recessWord Study12:30
1:00
Language: Word Study
Students willwork with letter sounds and identifying word
patterns in order to become proficient spellers.work at their
appropriate developmental levels.be introduced to new word study
patterns regularly.practice hands-on activities at school and at
home to sort words.
We will be using a resource, Words Their Way, that guides
students through the developmental stages of word study. In word
study, students work on letter sounds and identifying word patterns
in order to become proficient spellers. Students will work in
groups and will bring home word sorts to practice word study. Word
study knowledge will be applied to what the students are learning
in their reading and writing workshops.29Language: GrammarStudents
willlearn grade appropriate conventions of standard English.develop
skills related to the mechanics and use of grammar in writing and
speaking.use language to convey meaning.
Students will learn how to use the conventions of standard
English when writing, reading, speaking, and listening. Lessons
that focus on capitalization, punctuation, spelling, and grammar
will be integrated within writing workshop.
30Writers Workshop1:00-1:35
Writers WorkshopUnits of Study: Writing Small MomentsWriters
write about when he/she did somethingInformational TextThe writer
teaches readers about a topicOpinion WritingWriters write judgments
and opinions with supporting evidenceFictionThe writer makes up a
character with problems
Writers WorkshopWhole group lessonsStudents
independentlyPlanWriteReviseSharing of writing piecesSmall group
focus and re-teaching as neededHome and School
Connections:Encourage details in small momentsWrite out listsWrite
letters/emails to friends and relativesCreative stories using
invented spelling and neat handwriting
34HomeworkBlue Take Home Folder
Literacy Bags (next day)
Math Practice (next day)
Word Sorts (throughout the week keep at home)
At home projects
Learning Goals for AllOur learning goals for all students are
based on grade level standards for each curricular area.
In order to meet standards, all students have access to rigorous
curriculum and receive differentiated instruction that meets their
individual needs.
The purpose of the presentation is to build parent confidence
that our teachers have plans and strategies for meeting the needs
of all students and differentiation. Please start this portion of
the PP with the idea that our goal is for all students to have
access and succeed in the core curriculum. 36Advancing Student
LearningI provide enriched and more challenging experiences based
on student data and curriculum.I use flexible groups that respond
to students. This offers an opportunity to go deeper into a topic
and/or look at a wider scope of topics.I access the support of the
grade level Instructional Assistant, Reading Specialist, LRC
Director, and Learning Support Coach.I utilize the gradual release
model of I Do, We Do, You Do.
We have several team members who support each class. We have
instructional assistants assigned to grade-levels. We also have
several certified teachers who support such as our Learning Support
Coaches, Reading Specialists, TISs, and Learning Behavioral
Specialists on an on-going basis. (This is the time to discuss your
teams structure for Instructional Assistants.). Examples of how you
work with support staff:Work with small groups of students within
the classroom settingSupport whole group instruction by being an
additional adult to offer support and extensions to
studentsCo-teach to reach the diverse needsCollaboratively plan for
instructionSupport teachers by helping us to better understand the
varied needs of the students utilizing various forms of data and
specialized knowledgeMeet on a regular basis to discuss the needs
of students37Supporting Student LearningI use student data and
observation to determine appropriate support.I provide
opportunities that reinforce learning and offer additional support
by scaffolding content based on grade level targets and
re-teaching.I use flexible groups that respond to students needs.
This grouping allows me to target specific skills and build
background knowledge. I access the support of the grade level
Instructional Assistant, Reading Specialist, Learning Behavioral
Specialist, and Learning Support Coach.I utilize the gradual
release model of I Do, We Do, You Do.
We have several team members who support each class. We have
instructional assistants assigned to grade-levels. We also have
several certified teachers who support such as our Learning Support
Coaches, Reading Specialists, TISs, and Learning Behavioral
Specialists on an on-going basis. (This is the time to discuss your
teams structure for Instructional Assistants.). Examples of how you
work with support staff:Work with small groups of students within
the classroom settingSupport whole group instruction by being an
additional adult to offer support and extensions to
studentsCo-teach to reach the diverse needsCollaboratively plan for
instructionSupport teachers by helping us to better understand the
varied needs of the students utilizing various forms of data and
specialized knowledgeMeet on a regular basis to discuss the needs
of students
38Field TripsTheater: Henry & Mudge
DuPage Childrens Museum (in school)
Brookfield Zoo
K-5 Parent/Teacher Conferences Conference Purpose: to review
strengths and opportunities for growth for each studentOctober 8
& 9, 2015February 25 & 26, 2016Report Card & Report
Card SupplementPurpose: to report student learning and progress in
content areasNovember Report Cards sent home
D203 raptor systemWHAT IS THE RAPTOR SYSTEM?A system that
electronically checks in visitors and prints badges.Visitor lists
can be accessed electronically.Checks any visitors against national
sex offender registry based on name and DOB search.Sends email and
text notifications to administration team in the event there is a
problem.Provides staff with a silent panic button to alert
administration of problems.
WHERE IS THE RAPTOR SYSTEM?Highlands Main OfficeVisitors will
need to provide a drivers license or photo ID each time they enter
the school building.Visitors badges will be printed from the Raptor
System.
Thank you!We look forward to a SUPER year!
