1. 1 st Grade

2. Agenda  Welcome  Reading  Math  Word study  Home Work  Home Connections  Questions and Answers

3. Reading Just Right books - Five finger rule - 4-5 fingers means the book is too hard. - 2-3 fingers means the book is just right. - 1 finger means the book is too easy. - Read for at least 15 minutes each day.

4. Remember, Read with your child Not to them! Let your child involve Her/Himself in the story!

5. DECODING STRATEGIES

6. STRATEGY 1 - LOOK AT THE PICTURE  Good readers depend on language patterns and pictures. They look at the pictures for clues before reading or when stuck on a tricky word.They point under each word with an index finger.They move from left to right along the line.They move from top to bottom on the page.

7. STRATEGEY 2 GET YOUR MOUTH READY  Good readers use the beginning sound(s) (Get your mouth ready) in unknown words to better predict the correct word.  They self-monitor by asking, “ Does it make sense?

8. STRATEGY 3 DOES IT LOOK RIGHT?  Good readers check their reading by looking through the entire word from left to right and by asking “ Does it look right?They self-monitor by asking, “ Does it make sense? They get their mouth ready to help predict a tricky word.

9. STRATEGY 4 - REREAD  When good readers come to a tricky word, they reread to try and figure the word out or to regain meaning. They reread to predict what the tricky word could be. They ask “ Does it make sense? ” and “ Does it look right?

10. STRATEGY 5 DOES IT SOUND RIGHT?  Good readers self-monitor their reading by asking the questions, “ Does it sound right? and “ can we say it that way?  They reread and predict what the tricky word could be.  They ask “ Does it make sense?  “ Does is sound right?

11. STRATEGY 6 LOOK FOR CHUNKS  Do I recognize parts of the word?  Look at what you know inside the word.

12. READING FLUENCY

13. Fluent readers…..  …chunk their words into meaningful phrases. *did your reading sound like you were talking?  …read at a good pace - not too fast and not too slow. *Was your reading smooth and steady?

14.  …pay attention to punctuation marks and to words that are written in a special way. *Did you pause at appropriate times and read dialogue as you think the character would speak? Fluent readers…..

15.  …read with expression and make the text sound interesting. * Did you show feeling and emotions when you read?  …quickly correct their mistakes. *Did you understand what you read? Fluent readers…..

16.  …think about the meaning of the text as they read. *Did you understand what you read?  …read poems with rhythm. *Did you emphasize the rhyming words? Fluent readers…..

17. COMPREHENSION

18. Comprehension  MAKE CONNECTIONS - text to text text to self text to world

19. ASK QUESTIONS  “ I wonder"  “ I Notice ”  before, during and after reading

20. DETERMINE IMPORTANCE  Dig for details and important information

21. INFER MMake predictions DDraw conclusions

22. SYNTHESIZE  Put it together  Retell the text

23. MONITOR AND FIX  I know when I don't understand  Use fix-up strategy

24. VISUALIZE  See pictures like a movie in my head

25. Math

26.  Operations and Algebra  Base Ten Numbers  Geometry  Time and Measurement

27. Word Study - Monday – cut and sort - Tuesday – Buddy sort - Wednesday – Write a word - Thursday – speed sort - Friday – glue down

28. Homework  Should last for 15-20 minutes  Should be easy or a bit challenging  Should be something the child can do on his/her own and feel successful.  Should target skills done in class that day or pervious days.  Should focus on one skill  Should be for the child and not the parents.

29. HOME CONNECTIONS

30. Give your child a special notebook or journal to record thought, ideas, connections, etc about books.

31. Practice writing numbers, letters, sight words.

32. Build your child’s comprehension skills. After reading ask questions… Who are the characters in the story? Where does the story take place? What was the problem in the story? How was the problem solved?

33. Talk about what happened at the beginning of the story, middle of the story and the end of the story. (First, Next, Last)

34. Allow your child to write a book. Fold pieces of paper into half and staple the sides. Ask your child to write a book about anything he/she would like. Use details in drawing.

35. Be a role model.

36. Questions and Answers