Quick Guide to the First Grade Curriculum

QUICK GUIDE TO THE FIRST GRADE CURRICULUM

MATH

Addition, subtraction and strategies to use. We work our way up to 2 digit addition.Number sentences, ex: 3 + 2 = 5

Related Facts (aka “fact families”) ex: 3+2=5, 2+3=5, 5-2=3, 5-3=2 (notice they all use the same #’s)

Using Base 10 systems: ones (units), ten, hundreds, place value (REGROUPING: 10 units = 1 ten)

I have given you dittos to cut these manipulatives out along with an addition chart and a 100 chart

Graphing and tally tables

Count to 100 by 1’s and then by 2,5,10

Three dimensional figures: cones, spheres, rectangular prism, cube

Calendar time (months, days of the week)

Fractions (1/2, 1/3, ¼)

Estimation

Measurement: Using non-standard units of measurement to measure length

Explaining how they arrived at a solution to either a number sentence or a word problem.

This is stressed in each and every unit. Children must be able to explain how they got their answer.

Probability

ENGLISH LANGUAGE ARTS/READING

The complete list of vocabulary and spelling words can be found in the resources section of the class webpage under the heading “Vocabulary and Spelling Words”. You can refer to this list anytime. Especially if you should lose the list the children are given at the beginning of each book!

Since our concentration of reading will now be on comprehension and not just memorization, take time to notice if your child recognizes the vocabulary and spelling words within a sentence. When a reader can easily recognize words, better comprehension will naturally occur as they are no longer spending energy trying to decode words.

Use various strategies to determine a word:

Graphophonic: sounding out a word

Semantic: Using background knowledge and context clues to determine a word

Syntactic: Using grammar and word order, this is when the reader asks him/herself “Does that make sense?”

Good readers learn to use all three strategies flexibly.

Digraphs: sh, th, ck (two letters make one sound)

Using a dictionary, alphabetizing

Sequencing a story, introduction to variousgenres

Eventually the print in the books will get smaller and there will be more words on a page.

We will be learning how to write statement, question and exclamation sentences and the punctuation marks that go with each. Using correct sentence structure (First word, capital letter, order (makes sense), correct punctuation) and correct spelling of vocabulary and spelling words.

They will be learning the parts of a sentence such as common and proper nouns, verbs, adjectives, and pronouns.

Down the road I will introduce a “riddle box”. This will encompass writing, spelling, thinking and speaking. Put something to fit inside and write clues or take a picture of something large.

Science and Social Studies

This year is really an introduction year for both Science and Social Studies. Reading, writing, spelling, grammar, and math are the main components of the first grade curriculum.

Science will cover Living Environment and the Physical Setting as well as health and nutrition.

Social Studies will cover civics, geography and map reading, compass directions, economics, and comparisons of family, transportation, and communication from past to present.

Religion

This year we will put into action what we learn from our formal religion classes. My ideas for how to do so will come later. My hope is that the children will be able to connect their faith lives with their daily lives. We also say grace before snack and lunch; if you don’t already, try adding this act of thankfulness at your own meal times!

Penmanship

Penmanship and correct letter formation are very important and will be assessed.

Assessments:

Rubrics are used. Rubrics measure how well your child understands the concepts they are learning. Consider the rubric a wholistic assessment, which can be a better measurement of our child’s ability although it is not what you are used to seeing.

I urge you to pay attention to the conceptual understanding and not the number.

As part of the first grade curriculum, the children need to follow directions and stay on task. This means that when they are at home it should not be acceptable for you to say something ten times. Having the expectations at home and at school the same will maintain structure and stability for the students.

READ EVERY NIGHT!

Discipline Policy for Grades Kindergarten-Third

On the K-3 level, teachers will handle behavioral infractions as follows:

Minor Infractions of behavior include but are not limited to the following: Lack of respect, lack of response to the bell, incomplete homework, being unprepared for class, talking during prayers, announcements, halls, class or when directed not to and any type of inappropriate behavior. These infractions may result in a warning notice and/or lunch time detention to be supervised by a K-3 teacher. Repeated infractions will be reflected on the student assessment card.

Major Infractions of behavior include but are not limited to the following: Aggressive behavior, bullying, harassment of any kind, misbehavior during a fire drill or in Church, food throwing, inappropriate language, disregard for the school rules, consistent lack of respect, consistently being unprepared for class, cheating, stealing, or defacing school or personal property. Consequences for the first major infraction, reflected on the student assessment card, will include a demerit and an immediate parent-teacher contact. The second major infraction will include a parent-teacher-principal conference along with disciplinary action.

The teachers reserve the right to name offenses as major/minor in light of the circumstances.

Sincerely,

K - 3 Teachers

1-105 WEEKLY SPECIALS

MondayArt10:40 - 11:20

TuesdayLibrary12:35 – 1:10

Learning Center 1:10 – 1:45

WednesdayComputers (half the class) 1:10 - 1:45

(groups alternate weeks)

ThursdayMusic10:00 – 10:40

ThursdayGym***12:45 – 1:20

***First graders are required to wear their gym uniform under their school uniform and carry their sneakers in their backpack on gym day.

Dear Parents:

First grade will present some changes to the grading system you have been familiar with from Kindergarten. The following is a brief explanation of the rubric assessment system. This is different from traditional assessment in that a rubric measures conceptual understanding rather than percentages.

As indicated on the Grade 1 Report Card, the academic achievement codes in relation to NYS Standards and Diocese Curricula are as follows:

4: Student work demonstrates thorough and consistent understanding of grade level standards and objectives. Student completes work independently and integrates learned concepts and skills.

3: Student work demonstrates understanding of grade level standards and objective. Student completes work satisfactorily and applies expected skills to work.

2: Student work demonstrates a partial understanding of grade level standards and objectives. Student exhibits inconsistent understanding and application of concepts and skills.

1: Student work demonstrates minimal understanding of grade level standards and objective; evidences very limited organizational, reasoning and critical thinking skills; completing independent tasks only with assistance, struggles with grade level standards and objective producing less than expected work.

In an effort to provide an understanding of the grading system for first grade assessments and quizzes, the following explanation is presented:

Weekly/biweekly quizzes will receive a maximum grade of 3 indicating that the student demonstrates a grade level understanding and applies expected skills to work. The following are considered, but not limited to, this category: Reading story quizzes; spelling/vocabulary quizzes; phonics quizzes and math quizzes. These quizzesare usually limited to a minimal number of concepts that the student should possess after experiencing them through class work and homework.

Formal assessments: These cover a broader range of topics and are usually given at the end of a chapter(s) or unit(s). A study guide will be sent home prior to the date of assessment. As an additional assessment tool an application task may be added to a formal assessment. This application task will have a separate rubric.

Projects, book reports and other non-test assessments will be graded on a rubric system.

We hope this explanation, along with the rubrics provided, will help to clarify the grading system for first grade. Thank you so much for your continued cooperation and assistance.

Respectfully,

Mrs. Zaret and Mrs. Farmer

Math Rubric Chapter Test

Social Studies Unit Test

The rubric for Social Studies Performance Task will be attached to the test. These rubrics will vary according to the task.

Science Quiz

Religion Chapter Test

Weekly Spelling Test (Book One)

Weekly Spelling Test (After Book One)

Weekly Reading Test

English Language Arts/Reading Unit Test

Writing Rubric (Each writing rubric will vary according to the task.)

September 2015

Dear Parents:

Included here are some math sheets to use as homework aids with your children.

First, I would like to give you a brief description of what each math page is for:

The One Hundred Chart:

This chart helps the children to see what happens to numbers when you “add 10”. Right now some of the children can count by 10’s; they can see that easily on the chart. Rote counting (this is counting by memory only without making any real number connections) is easy when it is 10,20,30, etc. The difficulty comes with counting by 10’s when you start at a given number. They don’t readily see the 10, 20, 30 of 14, 24, 34. This chart helps them to see that progression. This chart will be needed a little down the road, so don’t panic and start drilling them immediately. A simple review will do, and please, try not to lose the chart.

Base-Ten Materials (hundreds(the large square), tens(the tall rods), ones(the little squares)):

We will mostly work with the tens and ones. I will, very briefly, show them the hundred flat that we have in class and how 10 tens make 1 hundred. Most importantly I want the children to understand that 10 ones make 1 ten, and then how that relates to two digit numbers. For example: 15 is 1 ten and 5 ones, also 10 + 5 and that 10 is 1 ten and 0 ones or 10 + 0. They must recognize that each digit in the number has a value. Keep this sheet in a safe place. I can assure you, you will need it. You might want to make copies!

Dolch Word List:

See the Quick Curriculum Guide. Use this list along with the list you received at the end of Kindergarten to practice with your children. Also, in the resources section of the class webpage is a file entitled “Vocabulary and Spelling Words”. The complete list for the year can be found there.

I hope this gives you a firm base for what is expected academically in first grade. Be reminded that there is much more than academics involved. This is a big year for them. They are in desks, they have many textbooks, and they will be responsible for their own space.

They have so much to look forward to and I am thrilled to be a part of this experience. It is my hope to provide them a happy environment where they feel safe to take risks and reach their full potential!

Sincerely,

Mrs. Zaret

PREPRIMER WORDS

a, and, away,

big, blue, can,

come, down, find, for, funny, go,

help, here, I,

in, is, it,

jump, little, look,

make, me, my,

not, one, play,

red, run, said,

see, the, three,

to, two, up,

we, yellow, you

PRIMER WORDS

all, am, are, at, ate, be, black, brown, but, came, did, do, eat, four, get, good, have, he, into, like, must, new, no, now, on, our, out, please, pretty, ran, ride, saw, say, she, so, soon, that, there, they, this, too, under, want, was, well, went, what, white, who, will, win, with, yes

FIRST GRADE WORDS

after, again, an, any, as, ask, by, could, every, fly, from, give, going, had, has,

her, him, his,

how, just, know, last, let, live, may, of, old, once, open, over, put, round, some, stop, take, thank, them, then, think, walk, where, when

BASE TEN MATERIALS:

ONES:

TENS: