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Welcome to
First Grade!
Presented by: April Madden, Margaret Poulk, Jane Stroud, Becky Gilfillan, Amy Long, and Connie Harris
Presented By: April Maddenand Margaret Poulk
An Introduction to Math
Fall Curriculum Night
Math ToolboxesNumber Line10’s FrameCounters10’s and 1’sSnap Cubes120 BoardCalculators (to check answers)
Please Note:Math tools can be used for extra support (for students who need hands-on manipulatives to solve math problems), as well as for enrichment (for students to explain their thinking using multiple ways and/or representations).
Standards for Mathematical Practice
1. Make Sense of Problems and Persevere in Solving Them
2. Reason Abstractly and Quantitatively3. Construct Viable Arguments and Critique Reasoning
of Others4. Model with Mathematics5. Use Appropriate Tools Strategically6. Attend to Precision7. Look for and Make Use of Structure8. Look for and Express Regularity in Repeated
Reasoning
Please Note:In first grade, we focus on 1-3 standards per lesson each day. We use the above wording with our children, as well as “kid friendly” language.
Math TalkProviding math discourse opportunities allows
for great discussions, teachable moments, student leadership and even adds differentiation during math time. Students are able to explain their thinking using multiple representations and “prove” their thinking.
Teachers have math discourse posters available for students to reference to help support their thinking.
Presented By: Becky Gilfillanand Jane Stroud
An Introduction toReading
Daily Five
Read to Self
Work on Writing
Word Work
Daily Five
Listen to Reading
Read to Someone
Daily 5 Sign Up
Students are allowed to choose their work areas each morning.
Students are taught how to make good choices and then reflect on their learning that week in those areas.
This sign up /weekly schedule/reflection process may look different in each classroom.
Café Menu Comprehensi
on I understand what I
read
Check for understanding
Back up and reread
Accuracy I can read the
words
Cross check Use the
pictures
Fluency I can read
accurately with expression
Read Good-Fit Books
Reread book
Expand Vocabulary
I know, find, and use interesting words
Tune in to interesting words
Voracious reading
Literacy BlockMini Lesson 1 Comprehension strategiesRound One of Daily Five (Choice activities)Mini Lesson 2 Letterland/Word WorkRound Two of Daily FiveMini Lesson 3 Fluency/VocabularyRound Three of Daily FiveWriting
Please Note:The exact time/order of these rotations/writing depends on the time each class has for lunch, outside P.E. and any extra activities like assemblies.
Grade 1 Writing Units – Q1Launching Writer’s
Workshop Small Moments (5 weeks)•Writers Learn Workshop Procedures that Support Independence: They Build Stamina, Volume, and Engagement.•Writers Get their Stories Down on Paper•Writers Zoom in on One Moment in Time•Writers Prepare their Writing for a Celebration.
Writing For Readers (4 weeks) •Writers Write Stories that People Can Really Read•Writers use Tools that Give Writers Extra Power•Writers work with Writing Partners to Revise their Work: Make their Stories More Fun to Read.•Writers Prepare for Publication
Grade 1 Writing Units – Q 2
Opinion Writing: Persuasive Letters and Speeches (4 weeks)•Discover and Notice What We Want and Why We Want It: Write Persuasive Letters to
bring Change•Make Persuasive Letters More Persuasive•Bringing Change in our Home, School, Community, and World Through Persuasive
speeches
How-To (4 weeks) •Planning and Drafting How To’s: Talk and Act it Out •Writing Clearly so Other’s Can Follow Your How To•Working with Your Partner to Revise and Edit Your Writing•Preparing for Publication and Celebration.
Grade 1 Writing Units – Q 3Writing All About Books Using Conventions (4 weeks)•Introduction, Immersion, and Independent Writing Sample•Writing to Teach Others: Name a Topic and Share What You Know About that Topic.•Writing to Teach Others: Expand Your Thoughts and Focus Your Writing.•Editing, Publishing, and Celebrating
Authors as Mentors (5 weeks)•Writers write stronger drafts by studying the crafts of mentor authors.•Writers write stronger drafts by studying the crafts of mentor authors; revise their stories to add emotion, show precise action, and build suspense.•Writers find their own author to study and borrow craft ideas from in their own writing.•Writers edit, publish, and celebrate their narrative writing.
Grade 1 Writing Units – Q 4Author’s Choice in Writing (4 Weeks)•Planning and Drafting•Work with Partners and Mentor Texts to Lift Writing•Preparing for Publication.
Writing Like a Scientist or Historian (5 weeks)Scientists Write About Science InvestigationsWriters Write More: Add Details and Elaboration Writers Form an Opinion and their Topic and Share their Reasons Writers Prepare their Writing for Publication
Grade 1 Narrative Writing RubricStandard Exceeding Standard
(4)At Standard
(3)Approaching Standard
(2)Below Standard
(1)
Opening Sentence
W1.3 Begins their writing using a complete sentence that opens the story.(May include information about the character and setting.)
Includes an opening sentence.
Includes an incomplete opening thought.
Opening sentence not included.
Sequenced Events
W1.3 Sequentially elaborates on two or more events.
Sequentially recounts 2 or more events.
Recounts two or more events without sequence or recounted less than two events.
Includes unrelated events.
Details W.1.3 Elaborates oh events by adding precise details. May describe what characters are saying, thinking, doing, and/or feeling.
Uses words that name character and setting and words that tell action and events.
Adds some detail to describe events.
Provides incomplete or unclear details to describe events.
Temporal Words
W1.3 Includes temporal words or prepositional phrases to transition between events.
Includes temporal words to order events.
Includes at least one temporal word.
Does not include temporal words to order events.
Closure W1.3 Provides closure which signifies the end of the story. May offer a question for the reader, add feeling, or recap the story.
Provides closure which signifies the end of the story.
Attempts to provide closure. Closing sentence is unclear or incomplete.
No closure provided. Leaves the reader wondering what happened next.
Revising and Editing
W1.5 Student listens and responds to suggestions of others (peers and teachers) to strengthen the craft of his writing. I.E.: He rewrites an introduction adding more descriptive words.
Student listens and responds to suggestions of others (peers and teachers) to strengthen his writing. I.E.: He makes changes to writing like adding to pictures, words, details, etc.
Student often listens and responds to some suggestions of others with support from the teacher.
Student listens to suggestions, but does not use suggestions to strengthen writing.
Grade 1 Narrative Writing Rubric - Continued
Organization and
Conventions
Checked ALL boxes Checked 3-4 boxes Checked 2 boxes Checked 0-2
LK.2aCapitalization
Most capitals (beginning of sentence & names)
Most capitals (beginning of sentence & names)
Most capitals (beginning of sentence & names)
Most capitals (beginning of sentence & names)
L.1.2bPunctuation
Most periods Most periods Most periods Most periods
FS.K.1.1cPrint Concepts
Appropriate spacing
Appropriate spacing
Appropriate spacing
Appropriate spacing
L.1.2dSpelling
Most sight words spelled correctly
Most sight words spelled correctly
Most sight words spelled correctly
Most sight words spelled correctly
L.1.2eSpelling
Most untaught words spelled phonetically
Most untaught words spelled phonetically
Most untaught words spelled phonetically
Most untaught words spelled phonetically
L.1.1aUpper and Lower
Case Letters
Most words are written with lowercase letters. (Uppercase letters are reserved for names , for the word “I” and at the beginning of sentences.)
Most words are written with lowercase letters. (Uppercase letters are reserved for names, for the word “I” and at the beginning of sentences.)
Most words are written with lowercase letters. (Uppercase letters are reserved for names, for the word “I” and at the beginning of sentences.)
Most words are written with lowercase letters. (Uppercase letters are reserved for names , for the word “I” and at the beginning of sentences.
Narrative and Informative Writing
Grade 1 Writing Exemplars
Narrative Writing
How does this writing measure up?
Informative Writing
How does this writing measure up?
Writers Workshop is a structure that provides the framework forexplicit instruction, for a regular and predictable time for student writing, and forthe time and space to give students the feedback they need. This workshopmodel provides instruction throughout the complete writing process, targetingstudents’ needs. Teachers model to the entire class throughout the writingprocess and provide intensive support to small groups and individuals. Students become a community of writers who feel comfortable and safe as theyexpress themselves in writing. They begin to see themselves as authors.Routines and expectations are firmly set, and the only element that may changeis what the students work on daily in the writing process: prewriting, drafting,revising, editing and publishing or closure of a piece.
Writer’s Workshop: An Overview
Writer’s Workshop: The Format1. Mini-Lesson 2. Status of the ClassAre all students engaged in writing? 3. Writer’s TimeFirst – appx. 15-20 min.***Teachers conferring with individual students and/or small groups at this time. 4. Sharing- with partners or aloud
Writer’s Workshop: In Action
Writer's Workshop Video
Science and Social Studies
How will the students
take action with the IB
units of study?
