Welcome to Parent Night st 1 Grade Grading System + or 3= on-level/I Can Explain It I can do it without mistakes and I can explain my thinking. or 2= progressing/I Can Do It I understand but I may make an occasional mistake.
- or 1= at-risk/I Need Help I still need some instruction. Student Data Binders Students will use their data binders to track their learning and share with you. Will be sent home at least 2 times each grading period, require parent signatures and need to be returned the next day. More information at parent-teacher conferences.
Take Home Binders Please sign conduct calendar each night and return binders daily. Homework Weekly Newsletter Place notes in the first pocket. Math with Mrs. Wilkinson
District Assessments In Denton ISD, we give the Kathy Richardson math assessment to all K-2 graders. These skills will be assessed at the beginning of the year, middle of the year, and at the end of the year. Number Arrangement (Dot Cards) The ability to subitize (recognize the number of items at a glance) helps to support a childs development of number sense and arithmetic strategies. Practice recognizing dot patterns on dominoes at home. Hiding Assessment (Decomposing Numbers) Practice hiding everyday items and asking how many
are missing. Ie: We had 7 LEGOS, but now there are only 3 LEGOS. How many are hiding? Report Cards 1= At-risk 2= Progressing 3= On-level 1st Grading period: Kathy Richardson Assessment 2nd Grading period: Measure and describe length 3rd Grading period: Compose/Decompose numbers 1-120 Compare/Order numbers 1-120 4th Grading period: Geometry: Identifies, describes, and
classifies 2-D and 3-D shapes. 5th Grading period: Applies basic addition/subtraction strategies Generates and solves addition/subtraction problems and explains strategies used 6th Grading period: Graphs: Collects data, creates graphs, and draws conclusions from graphs Report Cards
It is possible to see your childs score decrease on the Kathy Richardson Assessments because the materials are increasingly difficult. If you have a concern, please contact your childs teacher for a conference. How can I help at home? Everything we teach is NOT on the report card! Encourage your child to read a digital and analog clock to the hour and half hour. Have your child identify the coins in your pocket or purse. Later in the year, you may even ask them to trade you to practice coin relationships. Ie: 2 nickels for a dime
Go on a 2-D or 3-D shape scavenger hunt! Help your child to find fractions in everyday life. 3 out of 5 of those plates are pink! or I ate of that pizza! In first grade, we only use non-standard forms of measurement. In other words, we use short things to measure long things. How many paper clips long is your patio? Most of all try to use math vocabulary with your child. We use words like place value, order, add, subtract, estimate, measure, greater than, less than, sum, difference, fraction, etc. Science with Mrs. Kuykendall
First Grade Science Units: Classifying Objects Weather (measuring temperature, wind speed, cloud cover, precipitation) Air and Sky: Day / Night Seasons Spiders Force and Motion:
Food Chains Life Cycles Penguins Energy: Heating and Cooling Oviparous Animals The World Around Us: Soil and Plants Insects Oceans First Grade Science Objectives:
Assessments: The students will. Classifies objects by materials from which they are made. Identifies the characteristics of the seasons of the year. Identifies the characteristics of day and night. Predicts and describes how magnets can be used to push or pull and object. Predicts and identifies changes in materials caused by heating and cooling.
Observes, compares, describes, and sorts soil components. Record the life cycle of an animal. Vocabulary To Use At Home: When we look closely, we are making observations. We can use our five senses to make observations. We use tools to keep us safe and help us observe. (hand lenses, tongs, goggles, lab coats, scales,
etc) We can draw pictures and write words to record our data. We can make models of what we observe. We can research using pictures, books, and the internet. We can present our findings to others. Open-Ended Questions: What do you notice?
Do you have a prediction? What else do you wonder? How can we research to find out? Tell me about your plan. Language Arts with Mrs. Kuykendall What is The Daily Five?
A structure that helps students develop the daily habits of reading, writing, and working independently that will lead to a lifetime of literacy independence. www.thedailycafe.com We start Daily Five from the 1st day of school. We make charts describing what each part of Daily Five should look like and graph how long we are able to do each task until we get to 20 minutes. Read to Self: students read independently Read to Someone: students read with a partner Word Work: students practice spelling and sight words Listen to Reading: students listen to books on
tapes, CDs and the computer Work on Writing: students free-write independently During each Daily Five, the teacher will be doing Guided What is CAF? CAFE is an acronym for Comprehension, Accuracy, Fluency, and Expanding Vocabulary, and the system includes goal-setting with students in individual conferences, posting of goals on a whole-class board, developing small group instruction (Guided Reading Groups), whole-class instruction and conferring oneon-one with students. www.thedailycafe.com CAF Menu of Strategies: (see handout for more information)
Remind your child to use these when reading at home! Check for Understanding Just Right Books Back Up and Re-Read Tune into Interesting Words Stretch the Sounds and Reread Cross Checking Guided Reading Groups A few things to know: Your child will be bringing out a Just Right Book 2-3 times a week. These will be books that your child has read in class and shouldnt be a struggle.
Please read these books nightly and return daily. Have your child use their strategies before helping them. Avoid covering up the pictures, allowing your child to memorize the book, and telling your child the word right away. Before, during and after reading the book, ask your child questions. Such as:
What do you think the book will be about? What were the characters? Setting? Problem? Solution? Who was your favorite character? Why? Starting from the beginning, retell the story in your own Social Studies with Mrs. Hoang What will my child learn? 1st and 2nd 6 Weeks: Local Authority Figures Someone who is in charge of you, keeps your safe, makes rules
and laws, and gives you consequences for breaking rules and laws. Examples: Mom, Dad, Grandma, Grandpa, Older Siblings, Police Officer, Teacher, Principal Why do we have rules and laws? To keep us safe, to keep things in order, and to make things fair. United States Symbols Statue of Liberty- In New York, Stands for Freedom, gift from France Liberty Bell- In Philadelphia, PA, Stands for Freedom American Flag- Red, White and Blue, 50 stars for the 50 states, 13 stripes for the original 13 colonies Constitution Day- September 17th
Historical Figures and Good Citizens who have helped shape the community, state and nation: Benjamin Franklin, Eleanor Roosevelt, and Francis Scott Key What will my child learn? 3rd and 4th 6 Weeks: Goods and Services Goods are items you can see and touch, such as a book, a pen, salt, shoes, hats, a folder etc. Services are provided for you by other people, such as; a doctor, a lawn mower worker, a dentist, haircut and eating in restaurants. National Authority Figures: President and Vice President
Historical Figures and Good Citizens who have helped shape the community, state and nation. Martin Luther King Jr. Abraham Lincoln George Washington Inventors: Thomas Edison- Inventor of the Light Bulb Garret Morgan- Inventor of the Gas Mask and Traffic Signal Alexander Graham Bell- Inventor of the Telephone What will my child learn? 5th and 6th 6 Weeks:
Maps and Globes Cardinal Directions- North, South, East, West Purpose of Maps and Globes Location of Texas on a map Locate Landforms (rivers, mountains, islands, lakes, oceans) on a map Texas Symbols Texas Flag The Alamo Bluebonnets Writing with Ms. Kelch What will my child learn?
Writing conventions for first grade 1. Capitalization at beginning of sentence 2. Spells some high frequency words correctly; uses inventive spelling 3. Punctuation at the end of sentences 4. Adequate spacing between words 5. Combined sentences(two thoughts connected with and) 6. All sentences make sense Organization 1.Students can articulate to the teacher what his/her writing will be about
2. Students use thinking maps (with teacher support) to plan and organize for writingstudent makes a plan and works the plan 3.Story has a beginning, middle and end 4. Each sentence is complete and coherent 5. Sentences flow in a logical sequence throughout the writing Main Idea and Supporting Details 1. 2. 3. 4.
Writing addresses the prompt All sentences relate to the prompt No unrelated information Each sentence is a complete thought 5. Uses adjectives and adverbs 6. Uses descriptive phrases ( as pretty as a butterfly or ran as fast as he could) Book Fair!
Dissemination of safety and health educational information and/or conducting training for workers and/or multiple employers addressing the occupational safety and health hazards associated with the clean-up efforts. ... Borrow a Chainsaw - commercial is better (ask the city or county)....
This is the optional slide should the presenter wish to do a SUMMARY OF SOURCES OF FINANCIAL AID Knowledge Gaps: Where does the money come from? HSF Message: There are several types: Grants, loans, scholarships, work-study. ... y no en...
'Half-Caste' by John Agard Starter What does multi-cultural mean? What makes us a multi-cultural society? Background Information John Agard was born in Guyana, in the Caribbean in 1949, to parents of mixed nationality.
General Guidelines. Input. Output. Steps in between. Not Language Specific. Only you need to understand it. Should not work. Steps: You must first define input (what I'm going to start with) and output (what comes out at the end of...
NEWSPAPERS Early American newspapers Colonial newspapers in Boston, Philadelphia, New York, South Carolina generally fell into two categories: PARTISAN PRESS: political bias, argued for one perspective COMMERCIAL PRESS: served interests of business and economic leaders By 1765, about 30 newspapers,...
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