Ms. Fisher Mrs. Kebert Ms. Spaulding Mrs. Walker

 mrskebert.weebly.com  missspaulding.weebly.com  msfisher.cmswiki.wikispaces.net

 Foundational Skills (phonemic awareness, phonics, fluency)  Literature (asking and answering questions, retelling stories with key details, story mapping, similarities and differences, main idea and supporting details, point of view, etc.)  Informational text (asking and answering questions, main idea and supporting details, text features, similarities and differences, connections, etc.)  Poetry

 Read Aloud  Reader’s Workshop (mini lesson, independent/buddy reading, reading conferences, share)  Word Work  Shared Reading

 Move from memorization to a focus on understanding phonics rules and patterns found in words CVCCVCeCVVC notnoteboat

 4  Expands Grade Level Standards  Indicates the student consistently produces high quality work, applies concepts independently, and is self-motivated.  3  Meets Grade Level Standards  Indicates the student consistently meets grade level standards. The student regularly demonstrates proficiency in the majority of the standards for the current grade level. The student, with limited errors, grasps and applies key concepts, processes and skills for the current grade. An * next to a standard indicates that level 3 is the highest level of proficiency possible.  2  Progressing Toward Grade Level Standards  Indicates the student is approaching and occasionally meets the standards for the current grade level. The student is beginning to grasp and apply key concepts, processes, and skills for the current grade level.  1  Not Meeting Grade Level Standards  Indicates the student has not yet met minimum level standards. The student needs more time, experience, and possible intervention for concepts, processes and skills to develop.

› Students will be formally assessed 3 times a year using MAP and Reading 3D (Beginning, Middle, End) › These assessments provide us with a great deal of data that helps drive our instruction. › Testing also provides us with another guide toward differentiation based on the specific needs of each individual student

› Reading and Math › Questions adjust based upon student response to previous question(s) › Questions can be read by the computer › A great tool to show just where your child is performing › Teachers are provided with information to show what your child should know, where they should be working, and next steps

 A great reading tool  Measures letter naming fluency, sight word recognition, blending sounds in words, nonsense word fluency, and reading level  Students are asked open ended/higher level thinking questions after reading a story

● What: A tool to help us gather information. The form is one tool which helps identify giftedness in children. ● How: The child’s first grade teacher observes the student throughout the school year. First grade students are rated in 6 areas: Ÿ - Intellectual ability Ÿ - Academic ability Ÿ - Creativity Ÿ - Artistic talent Ÿ - Leadership ability - Motivation

● Who: First grade teachers rate their first grade students based on “typical” children of the same age. ● Why: All 2nd graders in CMS are screened for giftedness. The GRS is the first step of the process. ● When: All year, teachers observe and collect data about their students. Forms are completed in late Spring. The GRS is completed just one time for each student. ● Where: The GRS is used across CMS in first grade.

 Homework is sent home every Friday and due the following Friday.  Homework will consist of: › Writing, Math, Spelling  Outstanding OWLS projects are available if you would like to provide your child with additional activities.

 October Project Choices   v Explore the history of firefighting in the United States. Explore advances in techniques and equipment. Create a timeline of significant milestones.  v Explore the life and accomplishments of Christopher Columbus. What exactly happened in 1492? What happened before and after that momentous year?  v Explore the science behind what makes leaves change color and fall off the trees in fall. Collect and identify leaves from 7 or more types of trees to share.  v Explore the patterns and shapes found in the world around you. Create a project or visual aid demonstrating your knowledge of 2-D and 3-D shapes in your home, neighborhood and at school. Your project should include the name of the shape, where you found it, the definition of that shape, and a photograph or illustration of it in your real life.  v Explore the author in you! Write a scary Halloween story – then add illustrations to create a holiday book to share.  v Explore an “in the news” example of this month’s character trait – RESPONSIBILITY. Explain how this individual, action, or event demonstrates this trait. Be sure to include the lesson(s) you learn from it.  v Explore the life and work of a specific author or illustrator. Provide personal and professional history. Bring copies of work to share.  v Remember, you can always create your own research project! Just check with your teacher first!

 OWL Feathers-Positive Reinforcement  School Expectations  Classroom Expectations › All class work should be complete › Behavior Expectations  Focus on positive behavior so we can maximize instructional time  Please check your child’s folder each night and reinforce behavior at home

 Read EVERY night!!!! (Try to keep the same story for a few nights to build fluency)  Increase your child’s vocabulary through experiences  Allow your child the opportunity to try a task on their own first. Trial and Error is wonderful  Have your child teach you what they learned in school that day rather than just telling you about it.  Build independence by giving your child more responsibility (packing snack, packing their backpack, etc.)  Ask questions that will require some thought and and explanation rather than quick and simple responses