I am so excited to have your child in my classroom this year! I will try to put any valuable information you or your child may need to know right here. I have also listed my contact information under the contact me tab, if you have any further questions or concerns. I look forward to getting to know your child better and to watch him/her grow this year!
When it comes to classroom management, I feel like there are several factors to look at. In my classroom, I will promote hard work pays off. I want my students to know that if they try their best in my classroom, I will promote hard work pays off. I want my students to know that if they try their best in my classroom, they will succeed because that's all I ever want for my students; to try their best. Classroom management runs smoothly when the students understand who is ultimately in charge and who will make decisions that are best for them. I feel that when a teacher wants to get the most out of their students, he/she needs to dig into what each and every student is passionate about, even if it is just for a short time. Once we know the students' passions, we can then relate to them not only in conversation, but make the work relate to it as well, which ultimately will gain student motivation. In my learning environment, I find it very important to make aware to the students that it is okay to try and fail in my classroom; that is what makes us great. We can try things and fail and learn how to fail well, and learn how to get back up and try again. That is what learning is to me. If we all perfect and knew everything, then I would be out of a job. I want my students to feel comfortable in my classroom to try, fail, and learn.
Behavioral Expectations for Students
This will be posted in my classroom for the students to be reminded of daily. I will also go over this at the beginning of the year explaining each expectation thoroughly. The most important expectations I have for my students are to have manners, be kind, and do their best!
Content Your Child Will Learn
In order to build reading skills, your 1st grader:
- Recognizes the features of a sentence (for example: first words, capitalization, and ending punctuation).
- Recognizes the spelling and sound of two letters that represent one sound, such as th, ch, wh (these are also known as digraphs).
- Learns to read regularly spelled one-syllable words.
- Understands how an “e” at the end of a word changes a vowel within the word.
- Breaks up longer words into syllables in order to read them.
- Reads grade-level words that have “irregular” spellings.
- Knows the difference between and reads fiction and non-fiction texts with purpose and an understanding of the plot and important ideas and characters.
- Talks about and answers questions about the text he reads.
- Reads texts aloud at an appropriate speed and with expression.
- Compares different characters, events, or texts.
- Understands the purpose of and uses common features in a book, such as headings, tables of contents, and glossaries.
- Begins to read (grade appropriate) poetry and identifies words and phrases that relate to emotions and the senses.
- Play Time: Read aloud a favorite story or poem as though it is a play or using different voices for the character and the narrator to help your child practice her pacing and expression. Your child can also read a book to you!
- Read and Draw: Ask your child to draw a picture of her favorite scene, character, or page from a book. She can then write a description of what she drew and why she chose to draw it.
- Become Poets: Find small and simple poems. Read them together and talk about the feelings they convey. Try making up your own poems together about objects, people you know, or anything you like!
- Word Games: Use magnetic letters, letter tiles, or cards from games to create both real and silly words. Practice building longer words by putting together shorter words and sounds.
- Create Your Own Dictionary: As your child learns to read new words and understand the meaning of those words, keep track of them in your own dictionary. Your child can write them down, draw a picture to illustrate the word or its definition, or write a sentence with the word.
In order to build writing skills, your 1st grader:
- Writes a variety of texts including, opinion pieces, narratives, and explanatory/informational pieces
- Writes with structure, including an introductory sentence, supporting or accurate details, and some sense of closure
- Begins to use digital tools, including computers, to practice and “publish” writing
- Gathers information as a class, with the aid of a teacher, to answer a question or create a shared research or writing project
- Write Your Own Stories: After you experience something together or your child has an important moment or event, he can write a about it and illustrate it as though it is a story and share it with your family and friends.
- Answer a Question: When your child asks a question, research the answer together using books or computers (under your supervision). Then create an informative poster or collage which tells the question, the answer, and uses both texts and illustrations to show what you learned.
- Make a Family Magazine or Book: Your child can illustrate a book using drawings and text to describe different family members or friends. Each person can have their own page.
- Write Cards and Letters for Special Events: On birthdays and holidays, your child can send people cards or letters he writes.
In order to build math skills, your 1st grader:
- Adds and subtracts numbers 1-20, solves word problems by using objects, drawings, and traditional equations (with the plus and minus signs).
- Adds 3 numbers that add to a number up to 20.
- Solves addition and subtraction problems by adding up or subtracting smaller numbers, for example: 10+4 = 10+2+2 and 15-6 = 15-2-2-2.
- Learns the relationship between addition and subtraction, for example: 2+3=5 and 5-3=2.
- Counts out and groups objects in order to solve single digit addition and subtraction problems.
- Counts and writes the numbers 1 to 120, starting from any number less than 120.
- Understands and creates numbers using 10 as a base, for example: 12 = 1 ten and 2 1’s.
- Compares two 2 digit numbers using the <, >, and = signs.
- Adds up to100 using objects and the concept of 10’s.
- Subtracts or adds 10 to a 2 digit number in her mind, without counting, and subtracts by 10 from numbers 1-90, using concrete objects or tools.
- Orders three objects by length.
- Begins to tell and write time using both digital and analog clocks.
- Understands data; specifically, the total number of data points, how many are in each category, and how many more or less there are in a category.
- Understands the definition of and difference between shapes and creates shapes using this knowledge.
- Creates 2 and 3 dimensional shapes.
- Breaks up circles and rectangles into two and four equal parts, and understands that the parts are halves, fourths, and quarters, and that smaller parts make up larger ones.
- Add It Up and Shop: When you are in the store together, ask your child to add together different things, for example: how many fruits you bought, how many boxes of something, or how many different types of fruit and vegetables.
- Greater or Less Than?: Make three cards, one with the < sign, one with > sign, and one with an = sign. Then play a game in which you put down two numbers (also on papers). Ask your child to put the correct sign between the numbers and do this is as fast as possible, seeing how many rounds he can get correct in a certain amount of time. Track how many your child got right and ask him to beat his record another time in the future.
- Build Things: Use blocks or other building toys to construct houses, towers, vehicles etc. As you build, count pieces by tens, add and subtract pieces, and pay attention to the different shapes you use.
- Take a Poll: Ask family members a question and create a graph of the answers using numbers and pictures. Ask your child questions about the different “data” you collected.
- Order Up: Compare the sizes of different objects. Ask your child which object is larger, smaller and smallest. Ask your child to order some of his toys in size order. Time him to see how fast he can do this!
- Set the Table: Setting the table for meals can include lots of math as you and your child add the total numbers of utensils, plates, chairs, etc.
In order to build science skills, your 1st grader:
- Explores and experiments with the world around her and with objects provided by the teacher.
- Learns new facts about a variety of topics including: the human body, ocean and sea life, animals, measurement, electricity and magnetism, sound, and matter (the difference between solids, gases and liquids).
- Makes observations and records what she sees and learns using graphs, pictures, and words.
- Uses her 5 senses to observe and learn about objects.
Science Activities: 1st Grade
- Experiment with Water: Put different objects in water and see what floats and sinks. Heat water up (under your supervision) and see what happens when water boils. Put cups of water in the freezer and refrigerator and compare what happens. Ask your child what he thinks will happen before you do each of these things and talk about what he learns. Make ice cubes out of water and then watch them melt, focusing on how different matter can change from one state/phase to another.
- Observe Your World: Observe things around you—your pet, a rainstorm, a bug outside, or anything else in nature. Together, write down and draw pictures of what you notice. Use this to further your child’s interest. Ask her what else she wants to learn about a topic, then read books or look up facts online about that topic. Try to find answers to your child’s questions.
- Use Your Senses: Help your child use his senses. Blindfold your child and have him taste, touch, and smell different objects. Ask him to guess what the object is or talk about how it tastes, feels, and smells.
- Social Studies
In order to build social studies skills, your 1st grader:
- Learns and talks about his own family, different types of families in the present and in history, and his community.
- Uses and studies maps to locate his own community as well as others.
- Develops communication and conversation skills.
- Creates both group and individual work to represent what he has learned, using writing, illustrations, and graphic organizers such as Venn diagrams and T-charts.
- Begins to explore the role of technology and media.
- Gains an understanding of the importance of rules, citizenship, and democracy in the classroom and in his community.
- Learns about American holidays and important events and days.
Social Studies Activities
- Make the Rules Together: Talk about the rules in your house and write them down together. Talk about why you have the rules and ask your child if she would like to change, add, or make new rules.
- Make a Community Collage: Ask relatives or friends who live in different places to send you newspapers, magazines, or pictures of their communities. Talk with your child about the similarities and differences with your own community and make a poster of the pictures that compares the two and shows what’s different and what's the same. Use a chart such as a T-chart or Venn diagram.
- Find a Pen-Pal: If you know of another child who lives somewhere else, coordinate with a parent to set your children up as pen-pals, using technology, when possible. Your child can use email, letters, pictures, and video calling to communicate—all under your supervision. Have the children send pictures of their communities to each other.
- Make a Map of People You Know: Take either an international or national map and mark the places where other family members or friends live. Mark the places with a picture of the person or write their names. Talk about where each person lives and the distance between the different places.
It is very important that your child is here and on time everyday. So much instruction can not be duplicated at home and worksheets are not a good substitute for the activities we do in class. Please make sure your student arrives on time and is only absent when ill (or family emergencies). If your child is ill call the school and let the front office know. If your child is absent 5 times in a nine week period for reasons other than illness, a meeting will be scheduled to discuss the issue.
Teachers will be in correspondence with parents. Homework may be assigned daily or sometimes weekly. Teachers will be in collaboration with parents regarding late homework/projects and assignments. Multiple missed assignments may affect the level of achievement per marking period.
No extra credit will be given.
Please check powerschool with your parent login given at the beginning of the year from the front office to see your child's grades.
Concerns with Academics:
Please voice all concerns to me in regards with your child's academics. If needed, we can further discuss these concerns with administration.
Expectations with Homework:
I understand that everyone has busy lives outside of school, as I do as well. I will try not to assign nightly homework to your child, as I want your child to also have the life of a child when he/she gets home. I understand your child is with me for 8 ish hours in the day, doing academic work, so I don't want to pile on more academic work to do throughout the evening. On occasion, your child will have homework. I will place the homework in their homework folder, which will have two pockets; one labeled stays home (this is where important information, graded papers, calendars, etc. will be that can stay with you) and one labeled return to school (this is where your child's homework will be placed and be expected to be the next morning when he/she arrives at school so I can grade it).
The office hours here are from 7:30 a.m.-4:30 p.m. Monday-Thursday and from 8:00 a.m.-12:00 p.m. on Fridays.
Extra Help Time:
I am available everyday 30 minutes before school starts and 30 minutes after school ends to help your child on any work. This will be from 7:30 a.m.-8:00 a.m. each morning as well as from 4:00 p.m.-4:30 p.m. Wiley school also offers powerhour to be held everyday after school until 4:30 with a different teacher each day throughout the week.
Rules, Rewards, & Consequences
I have a reward system for the entire class, as well as a reward system for each individual. The charts I have in my classroom are posted below. For the classroom rewards, I will keep track by giving points based on whole classroom behavior that I see, or that other teachers see. Once the class reaches a certain amount of points, they can vote on which prize they want, and then claim their prize listed on the chart at the given time. The individual rewards chart will work the same as the classroom, but it is based on each individual student. When I see a student going above and beyond what is expected, I will reward a point and if other teachers see it, they will reward a point as well. Once my students earn certain points, they will then turn them in to me and collect a prize for that amount.
I use the following consequences chart in my classroom.
Please feel free to contact me!