|
*Schedule is subject to change for many valid reasons, but this is the basic plan. **Part of Four Blocks (SSR) 7:45-8:20 Morning activities, SSR**/AR**, Enrichment, Preparation, Attendance, News 8:20 Math Meeting/ Book Club**/ Teacher read a loud**Continue with Four Blocks (Order usually Working with Words, Writer’s Workshop, Guided Reading, and more SSR) 8:30-9:00 Friday-Book Buddies with Mrs. Johnson's class 10:10 Recess 10:45 Lunch 11:15 Math 12:25-1:10 Related Arts (M)Art (T) {12:30-1:00} Media Center (W) Music (Th) PE (F) (12:20-12:50)Computer Lab 1:15 Science/ Social Studies/ Health(M, T, W, Th); Classy Clown Club (F) 2:15 Announcements/Pack up/Stack up/ Clean up/Line up |
Rules and Procedures Managing Student Behavior At Mitchell Road Elementary School, we have five school rules. These rules are read during the morning announcements every day. They are also posted in the classroom and used as classroom rules. These rules are discussed during the first weeks of school and are reviewed monthly during school-wide Rules Days.
|
Mitchell Road’s five school rules are: 1. I will come to school on time, prepared to learn. 2. I will follow directions. 3. I will respect myself and others. 4. I will take care of my school. 5. I will be responsible and make good choices. |
Rewards Students are rewarded for following school and classroom rules in several ways. In addition to verbal praise, students may receive stickers, candy, homework passes, extra recess coupons, good notes home, Classy Clown Club, and other prizes as determined by the teacher.  |
Consequences If a student chooses to break a rule, the daily consequences for not following the rules are as follows: · 1st time: Name = warning · 2nd time: / = 5 minutes, time out · 3rd time: //= 10 minutes, time out · 4th time: /// = 30 minutes, time out in another classroom and notify parents · 5th time: ////= referred to office |
First Grade Curriculum
Reading and Language Arts
The reading/language arts program includes reading, writing, listening, speaking, and research skills. The reading program includes phonics and comprehension skills. The writing program includes written comprehension, handwriting, grammar, and spelling skills. Research skills help students use information from books, technology, and observation.
By the end of first grade, your child should be able to:
· decode words by recognizing beginning, middle, ending, and vowel sounds
· distinguish between sounds
· recognize rhyme
· analyze main idea
· tell the difference between realism and fantasy
· use correct capitalization
· use correct punctuation
· compose a paragraph about one topic
· summarize the events of a story; and
· recite poetry.
Mathematics
The focus in mathematics is to learn and use basic facts and to understand mathematical concepts. Students study patterns, relationships and functions, numbers and operations, probability and statistics, and geometry and measurement. The goal is for students to be proficient in basic skills, develop conceptual understanding, and be skillful problem-solvers.
By the end of first grade, your child should be able to:
· recognize, describe, create, and use a variety of patterns
· identify, compare, put in order, and write numbers 1-10
· develop knowledge of adding and subtracting (using sums to 12)
· model and develop knowledge of place value to 100.
· collect, organize, and record data
· learn to measure time and count money
· identify and use the values of coins from pennies to quarters
· recognize, identify, and describe 2 and 3 dimensional shapes; and
· explore fractions by identifying equal parts.
Science
There are three inquiry-based units of instruction in first grade. Students use inquiry skills such as observing, classifying, measuring, inferring, predicting, and conducting investigations to learn science concepts.
By the end of first grade, your child should explore a variety of concepts in the life, earth, and physical sciences, which include:
· structures of plants, life cycles of plants and habitats of plants
· objects in the sky, changes in shadows over time, and phases of the moon
· properties of solids, liquids and gases, separation of solids from liquids, and patterns of motion and the effects of pushes and pulls.
Social Studies
Students use a variety of process skills relating to history, government, geography, and economics. These include chronological thinking, organizing and explaining information, analyzing and interpreting data, conducting research, and communicating orally, graphically, socially, and in writing.
By the end of first grade, your child should be able to:
· identify factors that show a person’s individuality
· describe personal, family, and community changes that take place over time
· explain ways the United States and other countries are alike and different
· describe the purpose of rules and responsibility
· demonstrate examples of personal responsibility
· identify historical figures, events, and symbols that show values and principles of American democracy.
· describe the purposes and characteristics of maps and globes
· locate Greenville, South Carolina, and the United States on maps and globes
· demonstrate knowledge of cardinal directions (north, south, east, and west)
· describe ways that environment determines where people live
· explain the difference between needs and wants
· describe how businesses and the government provide goods and services
· identify a wide range of occupations; and
· explain the difference between the barter system and the use of money.
Social/Behavioral Goals The student will use conflict-resolution skills when relating to teachers and classmates. The student will use appropriate behavior in various situations, including the classroom, the playground, the cafeteria, school assemblies, and field trips.
Technology Goals:
*Identify, use, and model proper care of age appropriate computer eqipment and peripherals
*Access the internet
*Open, navigate and close age appropriate, curriculum based software programs
*Show legal and ethical behavior in the use of technology and follow district policies
*Create, revise, edit, sqave, and print a document using word-processing
*Utilize basic paint/draw tools
*Create graphs to process data and report results
*Use digital cameras, scanners, and other periphals for communication and publishing activites
Long Range Plans
|
First Nine Weeks Reading: Houghton Mifflin Level Theme 1. · (Guided)Mac the Cat~sequence, predict/infer A Day At School~compare, contrast Pigs in a Rig~cause/effect Theme 2: A Party for Bob~noting details The Bunnies and the Fox~fantasy and realism A Surprise for Zig Bug~story structure Reading: Teacher read aloud books (SSR) Independent reading Phonics: · Work with students’ names · Review lightning words · Word Wall words · Initial and final consonants · Consonant clusters with r, l, and s. * Short vowels Writing: Writer’s Workshop/Author’s Chair · Write sentences and stories · Edit writing · One focused writing a month Math: · Graphing · Identifying right and left · Ordering from smallest to largest and least to greatest. · First, last, between · Circle, square, triangle, rectangle (identification, sides and angles, geoboard construction) · Sorting · Inside and outside · Counting pennies · Fractions-1/2 · Ordinal position through sixth · Addition facts-doubles to 18 · Covering a design with pattern blocks · Adding one to a number · Using a balance to identify heavier and lighter Science: · Plants (Project Science Kit and textbook) · Apples and pumpkins Social Studies: · Fire Safety · All About Me · We are Family at Home · We are Family at School · Second Step Health: Integrated into Science and Social Studies Enrichment: Possible field trip to apple orchard/ Field trip to Roper Mtn. Science Center/ Integrated Technology Projects: Seasonal Changes, Grandmother and Me |
Second Nine Weeks Reading: Houghton-Mifflin Level Theme 3: · Seasons~topic, main idea, details/summarizing * Miss Jills' Ice Cream Shop~predictions/naming part of a sentence * At the Aquarium~categorize/classify, question, action part of sentence Theme 4: * Go Away Otto~drawing conclusions, complete sentences * Two Best Friends~compare/contrast, evaluate * Dog School~sequence events, asking questions Theme 5: * Moving Day~compare/contrast, exclamation Reading: Teacher read aloud books /Jan Brett Author Study (SSR) Independent reading Phonics: · Word Wall Words · Consonants clusters with r, l, and s * Final double consonant * Verb ending a, ed, ing * Possessives * Clusters with r, l * Contactions with 's * Blending short u, short o · Initial and final digraphs (ch, th, sh, wh, tch) · Short a sound · Contractions Writing: Writer’s Workshop/Author’s Chair · Write sentences and stories · Edit writing · One focused writing a month Math: · Measurement—length, weight, volume (cup), time (hour) · Graphing · Adding one to a number · Addition facts—adding zero, adding two · Subtraction facts—subtracting one, subtracting zero, subtracting half, subtracting a number from itself · Covering a design with pattern blocks, recording and graphing pieces used · Counting 10’s and 2’s to 100 · Identifying odd and even numbers · Fractions- 1/2 and 1/4 · Money—counting dimes and pennies, the cent symbol, paying with dimes and pennies. · Number words 1 – 10 · Identifying pairs Science: The human body (body parts, skeleton, muscles, organs) · Plants(Project Science Kit and textbook) Social Studies: · Drug Awareness · We Work Together as Teams · We Work Together as Neighbors · We Celebrate Who We Are · Holidays (Halloween, Thanksgiving, Hanukkah, Kwanzaa, Christmas) · Second Step Health: Integrated into science and social studies Enrichment: Possible field trip to Art Museum/Integrated Technology Projects: Seasonal Changes |
|
Third Nine Weeks Reading: Houghton Mifflin Level Theme 5: * Me and the Map-generalizations, which kind of sentence * The Kite-cause/effect, monitor/clarify Theme 6: * The Sleeping Pig-story structure, summarize, naming words * Eek! There's a Mouse in the House_noting details, comprehension, naming words * Red Eyed Tree Frog-making predictions, naming words Theme 7: * That Toad is Mine-problem solving, naming words, proper nouns * Lost-sequence events, compound words, monitor/clarify * If You Give a Pig-fantasy/realism Theme 8: * The Forest-categorize/classify, action words * Butterfly-topic, main idea, details/summarizing, evaluate Reading: Teacher read aloud books (SSR) Independent Reading Phonics: · Word Wall Words · Long vowel sounds * Contractions · Compound words * Vowel Pairs * Base word endings · Double final consonants Writing: Writer’s Workshop/Author’s Chair · Write sentences and stories · Edit writing · One focused writing a month Math: · Tally marks · Drawing line segments · Sorting · Adding two-digit numbers, without and with regrouping · Addition facts—doubles plus one, sums often · Subtraction facts—subtracting two, subtracting from 10 · Identifying how many more · Congruent shapes · Grouping by 10s and 1s · Money—counting nickels and pennies, trading pennies for dimes · Measurement—length (inches), time (half hour) · Fractions—1/2 and 1/4 · Adding 10 to a number · Counting by 10s and 100s · Identifying cones and spheres · Dividing by sharing · Dozen and half dozen Science: · Solids and Liquids (Project Science Kit and textbook) · Snow · Shadows and Light Social Studies: · We Celebrate What We Do · We Explore American Heroes · Friends · Second Step Health: Dental Health integrated into science and social studies Enrichment: |
Fourth Nine Weeks Reading: Houghton Mifflin Level Theme 8: * Johnny Appleseed-drawing conclusions Theme 9: * When I am old with you-noting detail * The New Friend-story structure * The Surprise Family-compare/contrast Theme 10: * Two Greedy Bears-making predictions, predict/infer * Fireflies-sequence events * Days with Frog and Toad-cause/effect, comparing Reading: Teacher read aloud books/Eric Carle Author Study (SSR) Independent Reading Phonics: · Word Wall Words · Review Word Wall Words * Vowel pairs * R controlled vowels · Sounds for y · Base words and endings · Contractions Writing: Writer’s Workshop/Authors’ chair · Write sentences and stories · Edit writing · One focused writing a month Math: · Measurement—length (feet and centimeters), volume, (quart, gallon, liter, cup) · Fractions—1/2, 1/3, and 1/6 · Addition facts—adding nine, the last 8 facts · Subtractions facts—differences of one, subtracting using doubles plus one, the leftover facts · Money—dollar, counting dimes, nickels, and pennies, quarters · Graphing, writing observations about a graph · Identifying cylinders and cubes · Subtracting 10 from a number · Adding three single-digit numbers · Drawing polygons · Counting 100s, 10s, 1s (place value) · Numbers to 500 using pictures · Review math skills as needed Science: · Balance and Motion (Project Science Kit and textbook) · Eggs Social Studies: · We Explore Springtime · We Care for the Earth · We Care for all People · Second Step Health: Integrated into science and social studies Enrichment: Young Writer’s Day activities/ Integrated technology projects: Seasonal Changes/Reflections on the year. |
Instructional Resources
|
Textbooks: · Houghton-Mifflin Invitations to Literacy, Level 1 · Houghton Mifflin Mathematics · Houghton-Mifflin We the People, Level 1 · Destinations in Science, Level 1 · Meeks and Heit Totally Awesome Health, Level 1 |
Project Science Kits (supplied by the district) · Solids and Liquids · Plants · Balance and Motion |
|
Other Teacher Resources: · The Teacher’s Guide to Four Blocks · Month-by-Month Phonics, Grade 1 · Making Words · Making More Words |
Manipulatives: · Pattern Blocks · Unifix cubes · Balance scale and hexagon weights · Cuisenaire rods · Making Words alphabet cards · Math fact cards · Judy clocks · Coins, real and plastic · Rulers |
|
Special Instructional Events · Peace Center · Roper Mountain Science Center · ART EXHIBIT at the Greenville Art Museum · Local fire department for Fire Safety Week (Oct.) · Ronald McDonald |
Video and Software Titles: · Freddie the Fire Smart Cat video · Various Reading Rainbow episodes · Various Magic School Bus episodes · Tom Snyder’s The Graph Club · Tom Snyder’s Fizz and Martina CD-ROM · Student Writing Center · Kid Works Deluxe · Accelerated Reader · Kidspiration · Microsoft Word |
Grading
Evaluation of Student Progress In first grade, students do not receive grades for the first nine weeks. Instead, parent-teacher conferences are held. While assessment and evaluation does occur during this time, it is used to monitor student learning and understanding and is not used for the assignment of grades. During the remaining three quarters, students receive an S or an N on their report cards. To receive an S, the student must demonstrate 77% mastery or higher. Students demonstrating less than 77% mastery will receive a grade of N for that subject. Progress reports are issued four times a year, at the halfway point of each nine weeks. Report cards are issued three times a year, once every nine weeks. Homework is an important tool for evaluating student progress. Therefore, homework will be sent home every night, Monday through Thursday. It will be collected each day and graded. When returned, any of the teacher’s comments should be followed. Graded homework should be taken home to parents.
|
English/Language Arts: After completing the books in the Houghton-Mifflin reading series, students take unit tests covering the comprehension and decoding strategies emphasized in those stories. The first two tests contain only multiple-choice questions, while the second two tests contain multiple choice questions as well as more open-ended questions that require the students to write and draw their answers. Each Friday, students are given a spelling test that covers the Word Wall words for the week. Writing samples are collected periodically (approximately every two weeks) and evaluated on the following characteristics: staying on topic, correct spelling of Word Wall words, use of invented spelling, appropriate use of capital letters and end punctuation. Monthly focused writings are also collected and evaluated on the before mentioned criteria as well as how well the student used the writing process. A rubric will be used to assign grades for writing samples. Once a week, each student will read with the teacher. During this time, the student will be evaluated on the fluency, recognition of sight vocabulary, and the use of decoding skills in reading unfamiliar words. A rubric will be used to assign grades the student’s reading ability. Class work related to the reading story or the phonics lesson would also be collected once or twice a week and graded. Weighting of English/Language Arts Assessments: · 25% Writing Samples · 25% Reading Unit Tests · 20% Reading with the Teacher/Book Club · 15% Weekly Spelling Tests · 10% Class work and Homework · 5% Class Participation |
|
Math: The district math curriculum uses Houghton-Mifflin Math series. We will use that series and many other processes to teach math standards. Manipulatives will be used to reinforce concepts. problem solving will be a big component of the math program. Additional math activities will also take place during the year (usually on Fridays). These activities will supplement the Houghton-Mifflin Math curriculum and reinforce skills as needed. Work done during these activities will be collected and graded. These grades will be averaged in with the daily class work/homework grades. Weighting of the Math Assessments: · 40% Tests · 25% Class work and Homework · 25% Fact Sheets · 10% Class Participation |
|
Science/Social Studies/Health After the completion of major science, social studies, or health unit, students will be given a test covering the major objectives of that unit. In the beginning, these tests will contain multiple-choice questions only. As students develop great proficiency in expressing their ideas in writing, the tests will contain more open-ended questions that require students to write their answers (much like the reading unit tests). These tests will be graded based on the number of questions answered correctly. Throughout each science, social studies, and health unit, students will participate in many class activities. As appropriate, this class work will be collected and evaluated. Any homework assignments given in connection with the unit will also be collected and evaluated. Depending on the unit of study, class work and homework will be colleted 2 or 3 times a week. In first grade, participation is a major part of the science, social studies, and health curriculums. A major component of each unit is the hands-on activities. Students are often asked to complete tasks related to the topic studied. Some of these activities lend themselves to pencil and paper work that can be collected. Other tasks can only be evaluated through observation. When appropriate, observations will be guided by a rubric. At other times, the teacher may evaluate students by asking them questions or having them perform a particular task. Due to the nature of the curriculum, this hands-on, active participation constitutes the largest percentage of a student’s science, social studies, and health grades. Weighting of the Science, Social Studies, and Health Assessments: · 50% Class Participation · 30% Class work and Homework · 20% Tests |
|
Additional Assessment Tools: Each student in the class has a portfolio. Throughout the year, work samples will be collected and filed in the student’s portfolio. These samples will be collected at various times during the year and will represent all areas of the curriculum. Observations and anecdotal records will also be filed in the student’s portfolio. These portfolios will serve several purposes in the classroom. They will be used as additional assessment tools for students who are on the border between an N and an S. The portfolios will be used during parent-teacher conferences to give parents an overall picture of their child’s performance in the classroom. Finally, the portfolios will serve as documentation for the SC Readiness Assessment. |
Procedures Starting the Day When children come into the classroom, they unpack their book bags, remove books, supplies, homework, and other necessary materials. Book bags are hung on their cubbies. Homework and other important papers are placed on the teacher's desk. School supplies are placed in their desks. After students have unpacked, they may use the bathroom, sharpen their pencils or take Accelerated Reader tests. When these tasks are finished, the students sit down at their desks and begin their morning work.Attendance Students should not arrive before 7:25 AM. Students who arrive between 7:25 and 7:45 AM may sit in the first grade morning bus duty class and read. At 7:45 AM, students may begin entering the classroom. By 8:00 AM, all students should be present. Those who are not in the classroom at that time are marked tardy. The teacher takes attendance while students complete their morning work. Around 8:05 AM, a student will take the attendance card to the office. Students must take a pass whenever they are in the hallway without a teacher.
Materials and Supplies All students are expected to contribute to the class's school supplies. Supplies are pooled together for use. Pencils, crayons, scissors, and glue sticks are provided in plastic buckets that sit on each cluster of desks. Not all materials are included in the buckets. Student helpers when requested by the teacher pass out some materials. These materials are often passed out once students are engaged in an activity so that minimal instructional time is lost.
Homework/Missed Work Homework is assigned every day, Monday through Thursday. Work is expected to be completed at home and returned to school the next day. Students who do not return their homework on time may miss five minutes of recess. They are expected to bring in the work the next day. The student will miss five minutes of recess each day the work is not returned. Students who are absent have three days to complete missed work. Parents should call the school before 10:00 AM to request missed work for a sick child. Books and assignments may be picked up after 2:45 PM in the office.
Collecting Work A basket is placed on a table in the room. When students are finished with their work, they place their papers in there. The teacher collects these papers at the end of the day.
Restroom, Water Fountain, Pencil Sharpener First grade classrooms at Mitchell Road are equipped with a restroom, a sink with drinking faucet, and a pencil sharpener, so that students do not have to leave the room for these reasons. When students need to use the restroom, need a drink of water, or need to sharpen their pencils, they may do so as long as the teacher is not talking to the class at the time.
Finishing Work Early When students finish their work early, they place their papers in the appropriate basket, as mentioned earlier. If another assignment has been given, they begin working on that assignment. If no other assignment has been given, the students may work quietly by reading, writing, or doing a computer activity, if available that day. When appropriate, materials may be brought back to a student’s desk where he or she is expected to work quietly. Otherwise, the student may work quietly in the center. When students finish in the centers, they are expected to return all materials neatly.
Leaving and Entering the Room When it is time to leave the room, students must put away all materials (unless otherwise instructed) and sit quietly at their desks or on the carpet. Students are called to line up once they are quiet. Once in line, they are expected to form a straight line, facing forward, hands by their sides, without talking. A teacher leads students down the hallway. They must walk in the second full tile from the wall with their hands by their sides, without talking. When students return to the classroom, they should quietly begin their work on their desks. If there is no work on the desks, they are expected to sit quietly and wait for the teacher’s directions.
Recess When it is time for recess, two students may be asked to carry the teacher’s playground equipment out to the playground. Students follow the procedure for leaving the room, treating the sidewalks outside like the hallways inside. They may play in the areas designated by the teacher. Students are expected to play nicely and cooperate. Rough playing and play fighting are not allowed. When the teacher raises her hand, the students line up and they return to the classroom. On days when it is raining, recess is held indoors.
Ending the Day When students are instructed to pack up, they collect their homework and other important papers from their cubbies, and their school supplies and books from their desks. These items are, then, placed in their book bags. Students sit on the floor in front of the door, in a line according to dismissal. Bus and day care van riders are dismissed first; then walkers, and car riders are dismissed last, beginning at 2:30 PM. All students should be picked up by 2:45 PM. They will be seated in the School Office to wait on parents to pick them up.
Emergency Procedures Fire drill—When the fire alarm sounds, students immediately stop what they are doing, line up quickly and quietly. The EMS (Emergency Medical Student) takes the emergency bucket, containing a flashlight, Band-aids, rubber gloves, and emergency contact numbers, outside. The last student out of the room turns off the lights and closes the door. Students walk in a line to their designated spot outside the building. They then turn around so they are facing the building. Students return to the classroom when instructed by the teacher. There is no talking from the time the alarm goes off until students return to the classroom.
Tornado drill—When the signal is given, students line up along the wall outside the classroom. They face the wall, crouch down, and place their hands over the backs of their necks. Students must remain in this position until they hear the fire alarm. Students then follow the fire drill procedure mentioned above. There is no talking during a tornado drill.
Communication with Parents Initial parent contact is made during the school’s Popsicle Pop-in. Held the day before school starts, Popsicle Pop-in gives teachers an opportunity to meet students and parents in an informal manner. Parents can walk around the classroom and ask questions of the teacher, without any of the pressure that often comes during formal conferences.
Early parent contact is also established during Open House. Held during the first PTA meeting of the year (usually at the end of August or the beginning of September), Open House is more formal than Popsicle Pop-in. By this time, children have been in school for several weeks, and parents have more specific questions. The teacher uses the time she has at Open House to answer questions and share with parents about the curriculum for the upcoming year and the behavior management plan used in the school and the classroom.
The teacher maintains her own Web pages, which are updated regularly. Parents may access them at anytime for the latest class news. The URL is http://www.greenville.k12.sc.us/websites/mitchell/gbcloer/index.html/ Parents will also receive a weekly class newsletter, Classy News for Classy Parents, that contains reminders and announcements as well as pertinent news to parents.
Parent-teacher conferences are an important part of regular feedback. Conferences are held around after the middle of the first quarter. For the parents of students who are bused to the school, conferences are held at the Phillis Wheatley Community Center in their neighborhood. For other parents, conferences are held at the school. Because this conference can be the first time that the parents and teacher have met, the conference provides an opportunity for the parents to ask questions and express concern. It also gives the teacher a chance to discuss the student’s academics and behavior early in the year. At this time, the teacher outlines her plan for helping that student achieve at his or her fullest potential during the school year. In first grade, parent-teacher conferences are held, in lieu of report card grades. These conferences are more academic in nature and focus on the child’s performance in the classroom. Conferences may also be held during the third quarter. Mid-year conferences focus on how the student has performed during the first half of the year and what the parents and teacher can do to ensure continued success during the second half of the year. Conferences are held at the end of each quarter with parents served by the Phillis Wheatley Community Center. With parent permission, the student can access the various support services available. She also hopes to encourage the parent to provide extra support for learning at home so that these students will receive the best education possible. Other conferences, held either in person, on the phone, or through written communication, are held as needed. These conferences address both academic and behavior situations, and occur continually during the school year.
Parents can also communicate with the teacher as often as needed. They may send notes with their child. A response to such notes will be sent home the same day. Parents may also call the teacher at school before or after school. If a parent calls during school hours, the secretaries will take a message and then pass that message on to the teacher. These calls will be retuned within 24 hours. Finally, parents may communicate teacher via e-mail at gcloer@greenville.k12.sc.us/.
Mail to: Cloer's Classy Clowns
Mitchell Road School
4124 E. North Street
Greenville, SC 29615
Phone: 292-7737
