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First grade open house 2010


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First grade open house 2010

  1. 1. First Grade Open House
  2. 2. Overview <ul><li>Morning Meeting </li></ul><ul><li>Responsive Classroom </li></ul><ul><li>Reading </li></ul><ul><li>Math </li></ul><ul><li>Writer’s Workshop </li></ul><ul><li>Throughlines and Theme </li></ul><ul><li>Homework </li></ul><ul><li>MI Profile and Conferences </li></ul><ul><li>Questions and Answers </li></ul>
  3. 3. Morning Meeting <ul><li>8:30-9:00 daily </li></ul><ul><li>We use the first half hour of our day for a wide variety of community building activities tied to academics. If your child is coming to school late, the following are some of the very important activities he/she might be missing! </li></ul>
  4. 4. <ul><li>Greeting </li></ul><ul><li>Share time </li></ul><ul><li>Group Activities </li></ul><ul><li>Morning message </li></ul>
  5. 5. <ul><li>Group Activities that support Literacy </li></ul><ul><li>Word Wall </li></ul><ul><li>Dictionary Skills </li></ul><ul><li>Word Families </li></ul><ul><li>Journal Writing </li></ul><ul><li>Handwriting </li></ul><ul><li>Word Play </li></ul>
  6. 6. Habits of Mind <ul><li>Be learners </li></ul><ul><li>Push their limits </li></ul><ul><li>Use resources </li></ul><ul><li>Be accurate </li></ul><ul><li>Accept and use feedback </li></ul><ul><li>Restrain impulsivity </li></ul><ul><li>Be sensitive to others </li></ul><ul><li>Engage intensely in a task </li></ul>
  7. 7. Reading <ul><li>Guided Reading </li></ul><ul><li>Differentiated Instruction </li></ul><ul><li>Shared Reading </li></ul><ul><li>Big Books for strategies </li></ul><ul><li>Reader’s Workshop </li></ul><ul><li>Independent Reading with conferences </li></ul><ul><li>Language Arts Centers </li></ul><ul><ul><ul><li>Choices during practice </li></ul></ul></ul>
  8. 8. The Beginning <ul><li>Characters </li></ul><ul><li>The three pigs </li></ul><ul><li>Setting Problem </li></ul><ul><li>A meadow They had to </li></ul><ul><li>outwit a wolf </li></ul>
  9. 9. Informational Text <ul><li>T = The topic of the piece of writing </li></ul><ul><li>A fact, reason, or detail about that topic </li></ul><ul><li>Examples or elaboration </li></ul><ul><li>Examples or elaboration </li></ul>
  10. 10. <ul><li>What did you do in Math today? </li></ul>
  11. 12. Is that all?
  12. 13. Literature Connections (linguistic) Reflections (intrapersonal) Games (interpersonal) Calendar Homework
  13. 14. The Magic Number
  14. 15. <ul><li>10 </li></ul>
  15. 16. Writer’s Workshop <ul><li>Mini-lessons </li></ul><ul><li>The Reading Writing Connection </li></ul><ul><li>Sentence Writing </li></ul><ul><li>Creating Stories and Other Genres </li></ul><ul><li>Spelling and Conventions </li></ul>
  16. 17. Good Writing <ul><li>Ideas Organization </li></ul><ul><li>Strong Words Sentence Fluency </li></ul><ul><li>Voice Conventions </li></ul>Through a Process Prewriting Drafting Responding Revising Editing Publishing
  17. 18. Sentence Building <ul><li>Noun + Verb </li></ul><ul><li>The cat runs . </li></ul><ul><li>Sentences start with capitals and end with periods. </li></ul><ul><li>Noun + Strong Verb </li></ul><ul><li>The cat races . </li></ul><ul><li>Introduce subject and predicate . </li></ul><ul><li>Reinforce uppercase letter at the beginning of a sentence and period at the end. </li></ul>
  18. 19. In First Grade <ul><li>T= Pick a topic and go with it. </li></ul><ul><li>Slow down and write a sentence </li></ul><ul><li>about your topic. </li></ul><ul><li>Stop and tell the reader more. </li></ul>
  19. 20. <ul><li>Throughlines: </li></ul><ul><li>How does recognizing patterns help us learn new things? </li></ul><ul><li>In what ways are living things connected? </li></ul><ul><li>How do community members solve problems? </li></ul>First Grade Year-long Theme: How Does Our Garden Grow
  20. 21. Units: <ul><li>Friendship Garden </li></ul><ul><li>ABCs of Ants and Bees </li></ul><ul><li>The Sneetches </li></ul><ul><li>Helping the Community “MI” Way </li></ul><ul><li>Plants </li></ul><ul><li>Peter Pan </li></ul>
  21. 22. <ul><li>Friendship Garden </li></ul><ul><li>The garden as a metaphor </li></ul><ul><li>for building classroom </li></ul><ul><li>community </li></ul>
  22. 23. <ul><li>ABC’s of Ants and Bees </li></ul><ul><li>Bees and ants as community members in our garden </li></ul>
  23. 24. <ul><li>The Sneetches </li></ul><ul><li>A play about appreciating what a person is like on the inside. </li></ul>
  24. 25. <ul><li>Helping the Community “MI” Way </li></ul><ul><li>A study of how people use their Multiple Intelligences to help their communities. </li></ul>
  25. 26. <ul><li>Plants </li></ul><ul><li>What do plants need and </li></ul><ul><li>contribute to a garden </li></ul><ul><li>community? </li></ul>
  26. 27. <ul><li>Peter Pan </li></ul><ul><li>A performance to help us learn how to work together and make the best of disappointing situations </li></ul>
  27. 28. Homework Schedule <ul><li>Monday Reading Log and Math </li></ul><ul><li>Tuesday Reading Log and Language </li></ul><ul><li>Wednesday Reading Log and Math </li></ul><ul><li>Thursday Reading Log </li></ul><ul><li>Check schedule inside the Reading Log for when M.I. Shares and letters are due. </li></ul>
  28. 29. <ul><li>Reading Logs will go home on Mondays and are due back on Fridays. If there is no school on Friday, the logs are due on Thursday. </li></ul><ul><li>Homework Folders will go home on Mondays, Tuesdays, and Wednesdays and are due back the next day. </li></ul>
  29. 30. Reading Log <ul><li>Children read or are read to for at least 15 minutes four nights a week. This is in addition to regularly assigned homework. </li></ul><ul><li>Children record information in the Reading Log. </li></ul><ul><li>Fridays we have a Reading Log Share. </li></ul>
  30. 31. <ul><li>Math and Language Homework </li></ul><ul><li>Make sure child understands directions </li></ul><ul><li>Check when finished </li></ul><ul><li>Note any difficulties </li></ul>
  31. 32. <ul><li>Letters </li></ul><ul><li>Several times throughout the year. </li></ul><ul><li>Much more detailed information will </li></ul><ul><li>come home before the first letter is due. </li></ul>
  32. 33. M.I.Shares <ul><li>In the “olden days” M.I. Shares would probably have been called book reports. </li></ul><ul><li>Opportunity to share/summarize a favorite poem or book </li></ul><ul><li>Practice presentation skills </li></ul>
  33. 34. M.I. Shares <ul><li>Poetry - Recite a favorite poem </li></ul><ul><li>Fairy Tales - Re-tell a favorite tale </li></ul><ul><li>Biography - Teach the class about someone famous </li></ul><ul><li>Naturalist - Explain a natural phenomena or teach about an animal </li></ul><ul><li>Much more detailed information will </li></ul><ul><li>come home before the first round of </li></ul><ul><li>M.I. Shares are due. </li></ul>
  34. 37. Fall – Parent Perceptions How do you see your child pursuing the intelligences? In which intelligences is s/he most interested, active, and enthusiastic? This MI Profile captures parents ’ perceptions about a student ’ s enthusiasm and interests in the various intelligences, based on how often s/he chooses to use them, not a student ’ s MI strengths (even though there may be a positive correlation between them). Students will complete a similar report on themselves in the winter, and teachers will share their perceptions in the spring. MI PROFILE Student chooses/uses this intelligence Linguistic Logical-mathematical Musical Spatial B-K Naturalist Intrapersonal Interpersonal Frequently Occasionally Rarely