Classroom Information

Small Group Instruction

During this instructional time, teachers encourage and support more text selections based on choice rather than ability. Students are provided with instructional-level texts that challenge them appropriately. Teachers also can spend some time discussing what students are reading independently. Below is a list of 7 activities that can occur during this time:

1. Small Group Instruction

2. Provide Opportunities for Interests

3. Build Background Knowledge

4. Target Vocabulary and Syntax

5. Target Fluency

6. Target Decoding

7. Literacy Centers and Activities

Skills Block

The entire Fulton City School District adopted The Core Knowledge Language Arts Program (CKLA). It is unlike most reading programs you are familiar with. It has been developed not by a large, for-profit publisher, but by a small, non-profit foundation. The Core Knowledge Foundation is a non-profit, non-partisan educational foundation based in Charlottesville, Virginia. The foundation’s mission is to offer all children a better chance in life and create a fairer and more literate society by educating America’s youth in a solid, specific, sequenced, and shared curriculum. This program is an attempt to realize that mission. Specifically, the program aims to combine excellent decoding instruction with frequent reading-aloud in order to ensure that students can translate letters into words and make sense of the words they are decoding.

Math

Curriculum modules in mathematics are marked by in-depth focus on fewer topics. They integrate the Common Core Learning Standards (CCLS), rigorous classroom reasoning, extended classroom time devoted to practice and reflection through extensive problem sets, and high expectations for mastery. The time required to complete a curriculum module will depend on the scope and difficulty of the mathematical content that is the focus of the module (first priority cluster area for a given grade level). For example, the curriculum module relating to Grade 3 multiplication and division introduces initial ideas of multiplication and division in a brief period at the start of the year, continues to develop strategies and problem solving throughout the year, and includes materials to be used for helping students reach fluency by the end of the year with single-digit multiplication and related division.

Listening & Learning

The Core Knowledge Language Arts Listening and Learning Strand is designed to help students build the background knowledge and vocabulary critical to listening and reading comprehension. The decoding skills needed for future independent reading are taught separately in the Core Knowledge Language Arts Skills Strand. The two strands complement each other, building the requisite decoding and comprehension skills that comprise fluent, mature reading. The teaching of the two strands, however, need not be correlated, i.e., teachers may provide instruction and practice in a given unit of the Skills Strand as needed, while moving on to new topics and anthologies in the Listening and Learning Strand. The Tell-It Again! Read-Aloud Anthology books are the central component of the Listening and Learning Strand. Each anthology contains the read-alouds you will share with your students, as well as guidelines for introductions and discussions. Kindergarten, Grade 1, and Grade 2 each have twelve anthologies which cover specific fiction or nonfiction topics. These topics are centered around domains of knowledge that are based on the Core Knowledge Sequence. A suggested order of instruction is provided for the twelve anthologies at each grade level.

Scoring System

The Progress Key chart is consistent with the scoring key of our Progress report (report card) and the NYS assessments.

Homework

As the school year progresses, your child will have homework. Below is a list of expectations in this area:

278562112523. 1. Reading aloud should take place every night for at least 10 minutes.
              2. Math homework will occur almost every night. The purpose of the math homework is to reinforce concepts not just get answers. Please do not have your child work for more than 10 minutes on it. Again, this should be practice and not difficult. If you are finding it difficult for your child please write me a note.
              3. Your child should practice the first grade tricky words.
              4. Your child will start spelling in first grade. There will be words to study each week and the day of the test may vary because we follow a 5 day schedule.
              
               

You may send in a treat to share with the class to celebrate your child’s birthday. Only store bought items are allowed. Please supply any necessary items such as napkins, spoons, forks, plates, or cups for the class. Let us know a few days in advance by sending a note with your child. If you would like to be a part of the celebration, it would be greatly appreciated

*We will not send out birthday invitations in school unless every student is invited or ALL boy/ALL girls*

Lunch and Money

Money should be kept in an envelope with your child’s name on it. If you would like to join your child for lunch, our lunch period is scheduled for 11:40-12:20.

*Remember that your child goes outside for recess after lunch each day, even in the winter. Please send in appropriate clothing with your child to play after lunch. NO FLIP FLOPS on the playground, so please make sure your child has sneakers or sandals with backs or the lunch monitors will not let them play on the equipment.*

Snack

Snack time will take place every day. If your child would like to have a snack, you must provide this for them. We ask you to send in healthy snacks the best that you can. We do have emergency snacks, just in case you forget.

Some ideas for healthy snacks:

• fruit
• veggies
• crackers (Saltines, graham, animal, etc.)
• yogurt
• string cheese
• Chex Mix
• pretzels

Absences

-In the event that your child is not in school, we will have their work available to be picked up if you call the office before noon. We can also send it home with a sibling or a friend. We recommend that you pick up work if your child will be out for more than a day.

-We like to encourage good attendance. Stress the importance of attendance and the need to be at school every day when not sick.

-Please send in a note stating your child’s name, date of absence, reason for absence, and a signature, upon your child’s return. If a note is not sent in, the absence will be marked illegal.

Please keep in mind that excessive amounts of absences and times tardy does have a major impact on how your child does in school.

Toys and items from home

Children are allowed to bring toys in from home, but they should be reminded that school is a social place and they should spend time playing with friends and share their toys as well. Please do not send in any expensive toys (Game boys, I-pods, computers, etc.) Your child will be responsible for their toys if they get lost. If lost toys are a concern, have them stay home as we have many toys for them to use during playtime.

It is always a good idea to send in an extra set of clothes to keep on your child’s hook just in case they need to change during the day due to an accident or spill during lunch.
 

Classroom Behavior

Today in school, we discussed the rules of our classroom. We will review them this week. Please ask your child about them. We focus on positive behavior in the class and when we catch them following expectations, students are rewarded with a DOJO point. You will be receiving a letter describing this and an internet link to access your child’s points. At the end of the day the top three point earners get a prize from the prize box. If students do not follow the classroom expectations they will earn a checkmark. They have the opportunity to always have it removed. If two checkmarks are earned, your child will not participate in free time.

Student Expectations

• I can come to school prepared to learn, with all necessary school supplies.

• I can do my homework.

• I can treat other students and teachers with respect.

• I can seek help if I do not understand a new concept. The classroom is a “safe” place to ask questions.

• I can further develop my skills and self-motivation necessary to become an independent learner.

• I can exhibit self-confidence in the areas of personal development as well as first grade curriculum areas.

• I can learn to be accepting and tolerant of each other’s unique contributions to our classroom community.

   

  We celebrate our differences!