1st Grade Curriculum Overview: Reading, Assessments, Instruction Strategies, and Writing Focus

1stGrade Curriculum Presentation Welcome to room 504- Ms. Bloodworth s class!

Reading ELA

Assessments * DIBELS 8 * Sight Word Assessment * Phonics Screener * HMH assessments (adopted reading series) * HMH Reading Benchmark Test/DRA * District Assessments

DIBELS 8 Tested at least 3 times each year. These are the minimum year-end benchmarks. Letter Naming Fluency Benchmark = 59+ Phoneme Segmentation Benchmark = 45+ Nonsense Word Fluency (sounds) Benchmark = 55+ Nonsense Word Fluency (words) Benchmark = 15+ (mixed syllable types) Word Reading Fluency (sight words) Benchmark = 25+ Oral Reading Fluency Benchmark = 39+ with 91% accuracy

Reading Instruction Phonemic Awareness Phonics Six Syllable Types Sight Words Word Attack strategies Comprehension strategies Lots of reading!!!

WORD ATTACK STRATEGIES 1. Think about what would make sense. 2. Look at the picture. 3. Reread the sentence. 4. Crash into the unknown word and . . . a. Say the beginning sound. b.Find known chunks (un-, -ing, dis-, -ly). 5. Say the word you think makes sense, sounds right, and looks right. 6. Read on to the end of the sentence.

Read, Read, Read! Select Good-fit books. Then . . . Read ( talk about ) the pictures. Read the words. Retell the plot.

Sight Words Important for students to have a large number of words they can read by sight (quickly, without sounding out). Sight words will be part of the assigned homework. Look for a Fast Track sheet each six-day cycle. Students should complete Fast Track sheet three times each cycle, as directed. However, students should practice sight words 3-5 minutes daily, if needed. Students will be assessed on sight word regularly to maintain progress.

Writing Focus on writing strong, well-developed sentences. Use well-developed sentences to create various types of writing such as personal narratives, creative stories, friendly letters, lists, reports, response to literature, etc.

FIRST GRADE SENTENCES begin with a capital letter end with a period, question or exclamation mark are written neatly with correct spacing should have at least 5 words. make sense use adjectives and/or answer a W question (where, when, why, with whom) to expand ideas. Ex. Tim rode his new red bike down the street. try out new verbs (Ex. raced, cheered, discovered) do not all begin with the words I , A or The Instead of: The dog ran. We write: We saw a big brown dog run after our cat.

Writing Instruction Sound spelling is acceptable. Break small words into individual sounds and large words into syllables. Students are expected to spell high frequency/high use sight words correctly. First graders are expected to spell 80 of the 100 first grade sight words. These words have been included in the first grade spelling lists. Dictionaries, Quick-Word books, word walls help improve conventional (book) spelling.

Eureka Math Dreambox-Technology Platform

The Modules Module 1: Sums and Differences to 10 Module 2: Introduction to Place Value Through Addition and Subtraction Within 20 Module 3: Ordering and Comparing Length Measurements as Numbers Module 4: Place Value, Comparison, Addition, and Subtraction to 40 Module 5: Identifying, Composing, and Partitioning Shapes Module 6: Place Value, Comparison, Addition, and Subtraction to 100

Lesson Breakdown Objective Fluency Practice Application Problems Concept Development (Lesson) Student Practice Problems Student Debrief (Exit Ticket)

Where Can You Find Help? Engage New York - https://www.engageny.org/ Eureka Math Website (Creator of Engage New York) http://greatminds.net/maps/math/home Refer to your teacher s website for helpful links.

Homework Practicing new skills is important for early learners!

What is important? There will be assigned tasks in reading, writing and math. Math will be assigned Monday through Thursday. Reading (sight words) and writing (spelling words) will be assigned each 6 day cycle. A calendar of days will be provided monthly. Two decodable books will be sent home for each cycle. Please read and reread books for practice. Homework done well will be praised and may earn additional rewards.

Homework Expectations Students Do your BEST work Make sure it is neat, not sloppy Use pencil Make sure it is completely finished Parents Make homework a positive experience Provide a good homework environment (quiet area) Make homework a priority

Love and Logic Positive Behavior Intervention Supports

The Ultimate Goal Our goal is to create a positive environment in the classroom which will allow your child to feel safe to make mistakes. We know that the only way to learn is by making mistakes and we want to motivate them to be their best selves in a positive fashion. www.loveandlogic.com

In the Classroom In this classroom we do not cause a problem for ourselves or others. If there is a problem, we will be given help to solve it. If we cannot self-correct our problem, our teacher will help us. Arrowhead stresses the three B s of good conduct. Be Responsible. Be Safe. Be Respectful

Important to Know The students begin with a clean slate in the classroom every day. School discipline forms and detentions will be recorded and addressed as explained in the school discipline plan. It is more important to teach a child personal responsibility and self-discipline through problem solving than to issue a consequence for every mistake made. A lot of time is spent in communication with each other, creating an understanding that each child is responsible for the choices they make and how to avoid wrong choices in the future. Parents will be notified as the consequence(s) warrant it, including when behavior is more severe or there is a pattern of behavior that needs to be addressed.

Rewards Students who choose to follow the rules will be rewarded with a greater capacity to learn as well as with: Verbal praise and hugs. Positive communication with parents. Classroom privileges and rewards. PAWS Tickets that can be used at the school store to purchase rewards.

Interventions Interventions will be used when possible to assist students in correcting disruptive or inappropriate behavior. Interventions may include the following: In class or out of class Think-Time Change of location in class Proximity (Standing closer to student during instruction) Providing choices Spending time in a buddy classroom or with our Intervention teacher.

Interventions Cont. If interventions are not sufficient or behavior is more severe, a student will be subject to a consequence. Appropriate consequence will be given based on the situation, individual need of the student(s) and teacher discretion. Examples of consequences that may be used are: Conference with teacher Self reflection time/loss of class privileges or time-out from recess or class activity Lunch/After school detention Character Management Form (school disciplinary action)

Thank you! We appreciate you viewing the first grade curriculum presentation. For more information: * Refer to the handbook provided by your child s teacher. * Visit your child s teacher website. * Contact your child s teacher.