1. Dunn’s Corners School Grade One Mrs. Clark Mrs. Saila Ms. Simmons Mrs. Walker

2. First grade is an exciting time! It is our hope that you and your child are eager to begin the school year. We look forward to becoming partners with you to foster your child’s academic and social development. The early school years are critical in your child’s life, and it is our goal to work with you to ensure that this school year is the best possible for your child. Working together, through communication, is essential for a successful school year. A Welcome Message To Families

3. Our Curriculum The first grade curriculum involves children in many academic tasks. Children will find the work structured and sequential. Reading. Writing. and Math will become more focused in our curriculum subjects.

4. Reading · Guided Reading- Each child is assessed to determine their instructional reading level. Small group lessons are delivered using texts that match each child’s current reading level and focus on specific skills. Comprehension, decoding and fluency are stressed during guided reading. · Teacher Directed Reading- Student share non-fiction and fiction texts through the use of big books, multiple copy texts, poems and charts. · Sustained Silent Reading- Students read texts at their level each day to develop fluency, enjoyment of texts and practice reading strategies. · Word Study- Develops phonemic awareness and spelling proficiency. This includes activities and lessons that involve phonic skills, working with word families, and learning high-frequency words. Reading instruction is presented in a balanced literacy format. There are several components to this approach.

5. Fundations Fundations is a large part of our word study program. It is an adaptation of the Wilson Reading System authored by Barbara A. Wilson. The Wilson reading program was published in 1988 and has been implemented in school districts throughout the USA. The Wilson Reading Program is a remedial program based on the principles of Orton-Gillingham methodology. It is systematic, sequential, multi- sensory method of teaching reading and writing skills to students.

6. Fundations Skills Include Letter Formation Phonological Awareness Sound Mastery Phonics Vocabulary Sight word Instruction Fluency Comprehension Written Composition

7. Writing Words are made up of letters that correspond to sounds we need to hear A sentence is a group of words with spaces between the words Sentences can “tell”, “ask”, or “show surprise” Stories have titles, authors, and a beginning, middle and end The word I is always written with a capital letter A name always begins with a capital letter A sentence ends with a period, question mark, or exclamation point

8. A Child Is Showing Confidence As A Writer When He/She Can… Use beginning and other sounds to spell Use familiar words Write a story consisting of three to five related sentences and write a beginning, middle and end Choose a topic Keep in mind that writing is a developmental process that continues throughout elementary school. We are looking at progress made throughout the year!

9. Penmanship Handwriting will be taught through our word study program of Fundations. Letters are practiced with sky writing. Gross memory helps students learn the letter formation. Students master letter formation with verbal cues, repetition, sky writing, tracing, and writing practice. We teach correct pencil grip and writing position.

10. Math The Westerly Public School District is currently implementing the updated edition of Investigations in Number, Data, and Space. “The Investigations curriculum embodies an approach radically different from the traditional textbook-based curriculum. At each grade level, it consists of a set of separate units, each offering 2-8 weeks of work. These units of study are presented through investigations that involve students in the exploration of major mathematical ideas.”

11. The following aspects of the curriculum ensure that all students are included in significant mathematics learning: Students spend time exploring problems in depth. They find more than one solution to many of the problems they work on. They invent their own strategies and approaches, rather than relying on memorized procedures. They choose from a variety of concrete materials and appropriate technology as a natural part of their everyday mathematical work. They express their mathematical thinking through drawing, writing, and talking. They work in a variety of groupings – as a whole class, individually, in pairs, and in small groups. They move around the classroom as they explore the mathematics in their environment and talk with their peers.” The above was taken from Mathematical Thinking at Grade 1 introduction book, page I-1. Authors: Marlene Kliman, Susan Jo Russell, Tracey Wright, Jan Mokros.

12. Social Studies Embedded throughout the curriculum Topics include family, neighborhoods, map skills, famous Americans

13. Science Three science kits are implemented throughout the year. They are: Balance and Motion, Pebbles Sand and Silt, and New Plants.

14. We believe good elementary science teaching: Engages children in the wonder and study of the natural world; Makes links to technology, the way human beings solved problems and adapted to living; Gives children opportunities to explore how things work first hand through activities and experiences with a wide variety of materials; Stimulates them to wonder, to be good observers, to make predictions, and to offer explanations; Helps them construct their own knowledge of scientific principles and concepts, making these part of the way they see the world and make decisions about their lives. All of these beliefs are based on a constructivist model of science teaching. We learn best when we construct our own knowledge. Learning science is something students do, not something that is done to them. From: http://gemsnet.gso.uri.edu/~ge msnet/index.html

15. How to be a homework helper. Tips for Parents, Guardians, and Caregivers Children who do homework regularly are more likely to succeed in school. The following describes ways for you to support and encourage your child to accept homework as a fact of life and get it done! 1. Communicate your belief that homework is an important part of learning. When you show that you're serious about homework, your child will take it more seriously. 2. Guidelines for homework: For children in the primary grades (1-3): average of 15-30 minutes;

16. 3. Work with your child to establish a homework schedule and do your part to honor it. Example: If your child is supposed to do homework from 5:00 to 6:00 each night, don't serve dinner at 5:45. 4. Provide a place where your child can work. It should be comfortable, adequately lit and free from distractions. Give your child some choices. If she wants to listen to soft instrumental music, sit on the floor or work in low light, that's okay-as long as she works for the expected amount of time and keeps up with the teacher's expectations. If these conditions are not met, she should do her homework at a table or desk in a quiet place until her work improves. When favorable reports start coming home from the teacher, let your child make choices again about the homework environment. 5. Create a “homework kit”. Include pencils, rulers, glue, tape, erasers, a dictionary, a thesaurus, etc.-any materials your child needs to do homework. Keep everything together in a plastic storage bin or tote. Put smaller items in a zippered case. 6. Remember that your child's homework is his responsibility, not yours! You are only responsible for providing a place where he can work and for making sure that he isn't interrupted. Monitor incoming phone calls and don't allow visitors. From: The Westerly Public Schools Student Expectation Handbook 2007-2008 How to be a homework helper (cont.)

17. Dunns Corners Student Expectations Be Respectful Be Responsible Be Safe Be Kind