This document provides information for parents about their child's first grade classroom. It introduces the teacher, Mrs. Calkins, and outlines expectations for student behavior. It describes the curriculum, including a new reading program called Journeys, weekly writer's workshop, and hands-on science. Special activities like "Star of the Week" are meant to build community. Parents should check the take-home resource bag daily for class updates and spelling/reading materials.

1. Welcome to Room 102! First Grade Mrs. Calkins

2. Parents’ Responsibilities Visitor’s badge -Sign in at the office Absences & tardiness Returning child must have a written excuse Take-Home Folders Check daily for school information Should always contain daily behavior log so that you have a sense of how your child is behaving at school.

3. Student Expectations In the classroom children are expected to: Raise a hand to speak Listen carefully and follow directions Be respectful to each other and allow each other to learn Try their best! I implement a lot of positive strategies to encourage appropriate behavior.

4. Language Arts New reading program this year! Houghton Mifflin HarcourtJourneys

5. Journeys Curriculum Designed to meet diverse needs of all students A balanced literacy approach Includes progressive skills in phonemic awareness, phonics, vocabulary, fluency, and reading comprehension

6. Balanced Literacy: What does that mean? Teachers support each reader’s development as needed Allows for differentiation through whole group and small group instruction (LEBO Time) Follows a continuum beginning with a teacher’s read aloud, shared reading, and guided reading The ultimate goal is independent reading

7. Important Terminology Read aloud:Done by teacher to expose children to various types of literature; develops reading strategies Shared reading: Children participate with the teacher; learn critical concepts of how print works Guided reading: Students read text independently following an introduction; material selected based on an individual’s instructional level; discussion facilitated by the teacher

8. Spelling Part of the Journeys integrated language arts program Lists will come home each Monday in your child's Resource Bag. Spelling tests will be every Friday Invented spelling is developmentally appropriate for regular writing assignments

9. Assessment Observation Running records Small group instruction records Weekly phonics, vocabulary, and spelling tests Cold read assessments every 3rd story of each unit Unit tests Benchmark tests MAP testing (Measures of Academic Progress) DIBELS testing

10. Language Arts Continued The balanced literacy philosophy: An effective way to help children improve their skills one step at a time.

11. The better your child learns to read, the more successful they will be in years to come!

12. Writer’s Workshop Mt. Lebanon teaches the same writing process from K-12th grade First graders spend 45 minutes of their day in writing workshop, 10 of these minutes are spent on learning appropriate handwriting techniques 1st/2nd Quarters- Rituals and Routines, Narrative Account 3rd/4th Quarters- Functional Writing: Reports, Narrative Procedure

13. What is the Writing Process? Mini Lesson– procedures, author’s chair Prewriting- generate ideas, decide on purpose, focus on the topic, arrange ideas logical order. First Draft– keep writing, don’t worry about mistakes-just get your ideas down Revising –make complete sentences, clarify ideas Editing– proofread for errors in grammar, usage, spelling, and mechanics Publishing – students create a “good copy” of their work. Author’s Chair– Selected students share work

14. Mathematics Investigations Organized into 9 units Counting, Comparing, Patterns (early algebra), Geometry, Addition and Subtraction, Data Analysis and Measurement Activity-based program focusing on conceptual understanding built over time. Teacher as facilitator Student-centered to encourage creative thinking (students construct knowledge)

16. Students participate in engaging games that reinforce their understanding of important mathematical concepts

18. Social Living Heartwood Respect, Courage, Loyalty, Love, Justice, Honesty, and Hope Weekly Reader Social Studies Alive OLWEUS Meetings Program to prevent bullying in the school and in the community. Meetings every Wednesday afternoon.

19. Star of the Week! As a way to build a strong classroom community, we will be doing a ‘Star Of The Week’ program. Each week it is a different student. Monday – They get to pick their classroom job. Tuesday –They bring in pictures from home to share with the class. Wednesday – Show and tell. Students can bring in something that is special to them or talk about a hobby that they enjoy. Thursday – The other students will interview the “Star” student and write a short message to them that will go in a book they get to keep. Friday- They can bring in their favorite picture book that they/Mrs. Calkins will read to the class.

20. ‘Resource Bag’ For you to use with your child as you see fit. “Words to Know” - words students should recognize immediately. Go through these on a regular basis with your child. They will be tested on these words through weekly tests (application). Spelling Words Test every Friday (list is in bag on Mondays).

21. Resource Bag (continued) Reading Read decodable books (black and white books). Practice poems at home. * Repeated reading of poems and decodable books will increase fluency and comprehension. Have your child read 10 min. a day, when possible. Read to your child and let them see you reading! Math - Games you can play with your child to increase numeracy skills.

22. First Grade Specialsby the Day Monday – Gym, Music Tuesday – Spanish, Library Wednesday - OLWEUS, Music Thursday – Gym, Spanish Friday – Art

23. Please check out: Mrs. Calkins’ Blog: http://blog.mtlsd.org/calkins

24. Last thought… Whose Child Is This? "Whose child is this?" I asked one day Seeing a little one out at play. "Mine," said the parent with a tender smile "Mine” to keep a little while. To bathe his/her hands and comb his/her hair, To tell him/her what he/she is to wear, To prepare him/her that he/she may always be good, And each day do the things he/she should.”

25. "Whose child is this?" I asked again, As the door opened and someone came in. "Mine," said the teacher with the same tender smile. "Mine” to keep just for a little while. To teach him/her how to be gentle and kind, To train and direct his/her dear little mind, To help him/her live by every rule, And get the best he/she can from school.”

26. "Whose child is this?" I asked once more, Just as the little one entered the door. "Ours, ” said the parent and the teacher as they smiled. And each took the hand of the little child. "Ours” to love and train together. “Ours” this blessed task forever." Author Unknown