1st Grade | Ms.

Julie
John Stanford International School
October 4, 2011 | Curriculum Night
Wednesday, October 5, 2011

Sample English Schedule | 1S2

9:25-9:40 check-in/DLR 9:40-10:30 Writing Workshop 10:30-10:43 recess 10:45-11:15 Reading Workshop/Word Work 11:20-11:55 lunch/recess 12:00-12:15 Look Books (or journal writing) 12:15-12:25 meeting/jobs 12:25-12:35 story 12:35 transition to Senorita Guiomars class Fanstastic Fridays include: Second Step BIG Choice Art

Wednesday, October 5, 2011

Sample English Schedule | 1J1

12:35 transition from Kayoko-Senseis class 12:35-12:50 check-in/DLR 12:50-1:45 Writing Workshop 1:45-2:00 Look Books (or journal writing) 2:00-2:10 lunch/recess 2:10-2:40 Reading Workshop/Word Work 2:40-2:50 jobs/pack-up 2:50-3:20 library/PE/music 3:20-3:35 meeting/story/dismissal Fanstastic Fridays include: Second Step BIG Choice Art

Wednesday, October 5, 2011

Writing Workshop
MONTH
September October November December January February March April May June
Wednesday, October 5, 2011

UNIT
Building Community Pattern Books
Nonction Question & Answer Books

Small Moments Author Study/Revision

Revision/Writing for Readers Nonction All-About Books

Poetry Personal Narrative Fiction

Reading Workshop
SEQUENCE & TIMING UNIT OF STUDY September-October Becoming a Community of Readers Making Sense of Those Little Black Marks Bringing Books to Life Reading with a WideAwake Mind Reading to Learn Sounding Like Readers Planning for Independence and Summer Reading

October-November December January-February March-April May June

Wednesday, October 5, 2011

Independent Reading Level

Three factors checked when assessing a reader: 1. Accuracy
96%-100% -- Easy (Independent Reading Level) 90%-95% -- Scaffolded Instruction Level (Books for small group work) Below 90% --TOO DIFFICULT (Frustration Level)

2. Comprehension
Reader asked to retell the text and then answer comprehension questions (literal & inferential).

3. Fluency
Phrasing, intonation, expression, and attention to punctuation taken into account.
Wednesday, October 5, 2011

Just-Right Books
Just-Right books: provide new learning opportunities teach new strategies and skills give just the right amount of challenge and support provide a challenge that is achievable Too hard books: dont allow children to grasp the meaning of the text make the reading experience laborious force children to read word-by-word instead of more naturally in phrases may create frustration for your child

Simple books: help children feel in control are relaxing and enjoyable help children practice fluency
Wednesday, October 5, 2011

Reading Homework

1. Read with your child for at least 20 minutes every day 2. Thursday night Reading Homework Your child brings home one book he/she has been working on all week in RW to read to you. You initial & date the chart in the book baggie and help your child remember to return it the next day. I will put a good job sticker on the chart. If a student forgets the homework he/she will miss some Big Choice time reading to me.

Wednesday, October 5, 2011

Community of Writers
1J1 It really is that quietnot just when I have my camera out and rolling.
Wednesday, October 5, 2011

Community of Writers
1S2 It really is that quietnot just when I have the camera out and rolling.
Wednesday, October 5, 2011

Word Work: Words Their Way

A developmental spelling, phonics, and vocabulary program An assessment is given to determine where to begin instruction with each individual Based on the assessment results students are given words to study in order to discover the common attributesactively constructing their own knowledge of spelling patterns Word sorting, word hunts, games Students work individually, with partners and in small groups to encourage cooperative learning & individual responsibility

Wednesday, October 5, 2011

Assessments

Reading: TC Reading Assessment (Teachers College Reading & Writing Project, Lucy Calkins) formally give at the end of the fall and spring informal running records given throughout the year Writing: Formative assessments at the end of each unit of study Summative on-demand assessment in the spring; TC narrative continuum (looking at structure, elaboration, concept of writing, meaning/signicance) Portfolio: Samples of work collected throughout the year MAP (Measurement of Academic Achievement) Winter and Spring

Wednesday, October 5, 2011

Second Step

Year-long social-emotional skills building curriculum

Three main themes for First Grade: 1. Empathy/Feelings 2. Problem Solving 3. Emotion Management

Wednesday, October 5, 2011

I will be a hummingbird. I will do what I can.

~Wangari Maathai

Wednesday, October 5, 2011

Integrated Studies

Our place in the world Global citizen/International Mexico (fall) Freedom/Equality/Conservation Harriet Tubman, Cesar Chavez, Jane Goodall Clouds (winter) Poetry (spring) Basho, William Carlos Williams, Pablo Neruda & more! Australia (spring)

Wednesday, October 5, 2011

How You Can Help with School

Volunteer Support Pencil sharpening, WW paper copying & restocking, book reshelving, cleaning Sign-up Genius for specic roles Stop in & check Volunteer basket Class projects/celebrations Field Trips

Wednesday, October 5, 2011

How You Can Help Your Child at Home

Read together for pleasure & enjoyment Provide opportunities for your child to write for real-world purposes (grocery lists, thank you notes to relatives, letters to favorite authors, journals) Provide ample time for creative pursuits, playincluding time outside Rest (10-11 hours) & healthy nutrition/hydration

Wednesday, October 5, 2011

Classroom Blog:

http://curiouslearners.edublogs.org

Wednesday, October 5, 2011

Thank you for coming & for sending your extraordinary little hummingbirds to our school!

Human beings must always be on the watch for the coming of wonders.
E.B.White from Charlotte's Web
Wednesday, October 5, 2011