Welcome!

First Grade
This year is going to be a year of
tremendous growth for your child
both academically and emotionally…
and probably for yourself, as well! In
this presentation, you will find out
much needed information about the
upcoming year!
 Main Menu
Balanced Responsive
Math
Literacy Classroom

Homework Specials Snack

Frequently
Asked Questions
 Balanced Literacy
This is the name of the way language arts is
taught in my classroom. This way of teaching
has been formatted to fit your child’s own
specific learning…each child learns in a
different way, and it allows your child to
learn reading, writing, and word work in the
best way possible.

Click here to learn

more about it…
 Elements of
Balanced Literacy
Guided Reading
Read Aloud
Reading Comprehension

Reader’s Shared Writer’s

Workshop Reading Workshop

Community Word Word Study

Writing Study Activities
 Guided Reading
Children need to be taught all those strategies readers use as they
read – looking at the picture, thinking about what would make
sense, rereading, saying a word slowly, going back to the beginning
of the sentence to listen to what it sounds like, and putting
expression in their voice. And all of that has to happen at the
same time? Well…not at first…
Guided Reading is the time when your child is in a small group
focusing on one strategy at a time. Once they have adopted that
strategy, they can focus on another one, of course still using the
first one…it can be very tricky for them.
No wonder they are so tired at the end of the day

Balanced
Literacy
 Read Aloud
Do you still read to your child?
You should.

Read Aloud is the time I take every day to read the children a book.
And I don’t just read it…I act it out with my voice, I stop and tell
them what I am thinking, and I question what I read.
Reading aloud to children allows them to see what smart readers do –
how they look, what it sounds like, strategies smart readers use as
they read. It allows the children to see what they cannot practice
yet because they are so caught up in being a beginning reader. When
I tell them about what I do as I read, it doesn’t take long before
they are copying me in their own reading.
And…they love stories.

Balanced
Literacy
 Reading Comprehension
Understanding what is read is so very important as children are
learning to read. The comprehension strategies are listed below.
You will hear about these strategies throughout the year as the
children are learning how to use them in their everyday learning.
Making Connections
• Children use what they already know to understand what they are reading.
Questioning
• Children ask questions about what they read to gain understanding.
Visualization
• Children create a mental image as they read.
Making Inferences
• Children use pictures and words to infer what is happening as they read.
Determining Importance in Non-fiction
• Children learn to decipher information that is useful in their learning.
Meaningful Conversation
• Children participate in conversation in large and small group settings.
We often begin holding book clubs, starting in the middle of the
year.
Synthesizing
• Children use their own words to explain their reading and learning.
Balanced
Literacy
 Reader’s Workshop
This is the time of day when the children practice what readers
do. They read and reread their favorite books, songs, and poems.
They have time to just sit back and enjoy all the fun books have to
offer. They also are given more and more responsibility as they
gain knowledge of what readers do as they read.
The children are allowed to be in “Book Nooks” as they spend time
with reading in Reader’s Workshop. Book Nooks are special spots
they pick out around the classroom to get comfortable and have
fun with their reading.

Balanced
Literacy
 Shared Reading
Children learn to love the act of reading through the sing-song
expression and repeating lines. Using enlarged text, the children
experience the joy of reading and rereading songs, poems, and
rhymes.
This activity allows the children to become familiar with the
process of reading: pointing to each word as it is read, returning
to the beginning of the next line each time one is read, and using
expression as the piece is read.
We use charts and big books during this type of reading.

Balanced
Literacy
 Writer’s Workshop
The children in my classroom are writers. I refer to them as
writers, and they truly do what writers do: use ordinary things in
their lives to craft into amazing pieces of writing.
Children love to express themselves. One way we teach them to do
that is through writing. Writer’s Workshop gives them the
opportunity to learn the different ways they can express their
experiences and knowledge.
We start the year writing what children do naturally – tell stories.
They are guided through how to write these stories using techniques
that writers use. They spend the year enhancing their craft and
improving their skills.
I do not focus on perfect grammar, spelling, and punctuation, until
we get to that unit. The stories they tell are priceless, and their
initial writing emphasizes expression, not perfection.

Balanced
Literacy
 Community Writing
As children begin writing, they need to have the knowledge of how
to write the sounds they hear. The children are to put their fists
together, and as they say the word slowly, start to pull those fists
apart, as if stretching out a rubber band. Eventually, when you tell
a child, “say it slowly”, that child knows how to stretch out words
to listen for all the sounds.
When you visit our room, you will see many examples of this type of
writing; it is typically done to label parts of our room and make
charts to show concepts we are learning.

Balanced
Literacy
 Word Study
This is the version of “spelling” that we do. We focus on making
words and understanding parts of words so the children can adopt
this information into their knowledge of words; the words are chosen
from student writing – words they are using frequently and need to
learn to spell correctly. The words we will focus on this year are
classified into two different groups: high-frequency words and “star”
words.
High-frequency words are words that are seen most commonly in
print, and by the end of first grade, should be able to write and read.
Click on the link below to find a list of our first grade high-
frequency words.
“Star” words are words that can be used to make other words. If
you take off the beginning part, you can use the rhyming part to
make a new word, such as “cat” will help you make “hat”.

Click here to see

examples of word
study activities…
Balanced High-frequency
Literacy word list
 Word Study Activities
• Introduction to new words: The first day of each week, we work
with our new list of four or five words. We practice writing the
words, using words to describe the hand motions of each letter.
Then we check the words, chant them, and finally we use them in
sentences.
• Make a Word: During this activity, all the children have their own
set of letters in front of them. They make a word, such as “cat”,
then they have to figure out what they will change to make the next
word, such as “hat”. This requires them to think about what parts
make what sounds, and allows them to manipulate the letters with
minimal difficulty.
• Sentence dictation: This uses our word wall, the place we have in
the room where all of our “learned” words are posted, and this
activity helps the child take time to check their work. I say the
sentence out loud, then one word at a time, reminding them to use
the word wall.

Balanced
Literacy
 High-frequency Word List
These words are the First Grade words:

asked has one this These are the Kindergarten

all have or too words the children should be
able to write and read by the
are her out us beginning of First Grade:
as here put was
can’t his said want a is so like he
come home saw went  
could I’m she what and up no at
did if some when  
don’t into talk where the me in am
 
down little that who
we see it go
for look there why  
from new them with an to my I
get of then your  
going  off they can on you do

Word
Study
 Responsive Classroom
Responsive classroom is a method of classroom management that
encourages community within a classroom. This method grew out of the
belief that the social curriculum is as important as the academic
curriculum. Please click on the links to learn more about it…

Morning
Discipline
Meeting

Guided Academic
Modeling
Discovery Choice
 Morning Meeting
This is how we start our day. Morning Meeting consists of the four
following parts:
• Greeting – every child is acknowledged during greeting, and each
child knows that they are an important part of our community.
• News and Announcements – our daily message announces to the
children something about the day and also includes a question
they must respond to during morning work.
• Group Activity – this allows the children to cooperate and see
each other as integral parts of our community as we participate
in an activity as a class.
• Sharing – this allows each person to share something about
themselves so we can learn about each other as community
members. It is not show and tell.

Responsive
Classroom
 Discipline
The first six weeks of school are vital to children learning the rules
of the classroom, community, and materials. Therefore, we spend a
great deal of time practicing what all types of expectations look like
and sound like.
Reinforce: I will notice things they are doing correctly.
Remind: If it is not correct, I will ask them to tell me what it should
look/sound like and remind them to do that.
Redirect: If reminding doesn’t work, or if the child is being unsafe, I
will stop the behavior immediately. I will tell that child what it should
look like, and they will practice it until I see they are doing it
correctly and safely.

After they have had much time to practice, I will introduce

consequences. The consequences are designed to be logical or
fitting to the behavior.
Read on to find out
consequences for misbehavior…
Responsive
Classroom
 Logical Consequences
When rules are broken and misbehavior occurs, there is a “You break
it, you fix it” policy. As it is in the adult world, if a problem is caused,
it needs to be solved. Children must learn to solve problems. The
following is a good example of logical consequences…
•Glue is mishandled and ends up spilled all over a table. The child would have to clean the
table. He or she would only be able to use the glue independently again after showing me
what it looks like to use glue correctly.

Our class will be creating an “Apology of Action” list. This list would
include ideas to help someone feel better if you have hurt their
feelings.
I try to work with the children in ways that will help them learn to
take responsibility for their own actions. They are taught to speak
with each other when issues arise. They are also expected to use
words to create their own plan to correct their misbehavior.

Responsive
Classroom
 Modeling
Have you ever felt like your child wasn’t doing something the way
you wanted him or her to do it?
Modeling is the answer to that. If there is ONE way I want the
children to do something, such as carry scissors, I model it.
I show them EXACTLY how it looks to do it the ONE way I want
them to do it, and then each and every child practices doing it
EXACTLY that way.
We spend a lot of time on this during the first six weeks of school,
and then the children know how to do it for the rest of the year.

What about things that can be done more than

one way? Read on for Guided Discovery…

Responsive
Classroom
 Guided Discovery
Guided Discovery is the answer when there is more than one way to
do something. With the children, we brainstorm ways we can use
things in our classroom to help our learning, such as markers.
When we have thought of two or three ways to use a material to
help us learn, we all practice those ways, and those are the ways we
use that material.
Unlike modeling, it allows for some freedom, as long as it is helping
us with our learning. It is guided so the teacher can be there to
help with questions and handle issues that may arise.

Responsive
Classroom
 Academic Choice
There are different areas in which people excel. Even as adults,
we tend to express ourselves best in certain realms. Children are
the same way. As much as they will try new things in first grade,
they will also be allowed to express themselves in areas where
they feel strength already – to express their learning in areas
where they can really shine. Academic Choice gives them the
freedom to do the work they need to do, but to do it in their own
way. They will be encouraged to try different areas, not always
going to the same ones. The areas listed below are the areas
they will be allowed to use to express their thinking:

art blocks movement

writing drama computer
music

Responsive
Classroom
 Math
We do not typically have workbooks in this classroom.
This year, however, my classroom is piloting a new series.
HSP is one of the series our school is considering to
purchase next year. My teaching with continue to follow
the same structure. Our classroom is filled with
manipulatives the children will use to gain knowledge of
math concepts. They will, from time to time, be
completing pencil and paper tasks. You will see more of
that as the year goes on. However, at this age, it is very
important for them to have the experience of hands-on
exploration to help them understand the concepts.
 Homework
• Homework is sent home Monday through Thursday.
• Homework is listed on the weekly newsletter.
• The children must read for 10 minutes each night.
• You should also be reading to them!
• The children will receive “take home” folders to
safely bring home their work and book.
 Specials
This year, our schedule for specials is as follows…
Monday – Art
Tuesday – Gym
Wednesday – Library
Thursday – Music
Friday – Gym
*Please make sure the children have sneakers on gym days.
 Snack
Snack is a little different in my classroom. The children have
a “snack week” instead of a snack day. This means they bring
snack for the entire week. You should have received the
snack schedule for the year. Your child has two weeks during
the year, usually I try to schedule one of the weeks as the
birthday week. I will send a reminder note home the week
before. The positive side of this is you will never have to
worry about forgetting your child’s snack day.

Click here to read

more about snack…
 Healthy Snacks
We try, as much as possible, to eat healthy snacks in this classroom.
I know on birthdays and parties we need to make exceptions, but
any other days…let’s try to stick to the following types of snacks:

pretzels sunflower seeds muffins

corn chips crackers juice
fruit animal crackers carrots
dried fruit graham crackers celery

I’m sure there are plenty of other healthy snacks

you can think of. Just use your best judgment when
you and your child are picking out the weekly snacks!
 Frequently Asked
Questions…
Can I come and have
Is there something
lunch with my child? How can I get in
wrong with my child
touch with you if I
writing letters and Answer
need to talk to you?
numbers backwards?
Answer
What if my child is Answer

absent from school?

Answer What do I need to do
Can I come visit the
if our family is going
classroom and take
What do I do if I on vacation?
part in activities?
am picking my child Answer
Answer
up from school?
Answer
 Is there something wrong with my child
writing letters and numbers backwards?

There isn’t. At this age and stage of development, it

is very common to see children do that. You can
prompt them to fix it, as long as both you and your
child understand that it is normal and nothing to get
frustrated about. They often don’t realize they do it.
Having a small alphabet for them to look at is a good
idea, so you have something to refer to, and so they
have a model to look at.

Frequently
Asked Questions
 Can I come have lunch with my child?

Yes, yes, yes! You are more than welcome to come

have lunch. You can bring a lunch or buy one at
school here. If you want a school lunch, just let me
know in the morning so I can tell the cafeteria.
We eat lunch from 11:22 to 11:52.

Frequently
Asked Questions
How can I get in touch with you if I need to
talk to you?
There are many different ways for you to contact me.
• I check my e-mail at least once a day during the week. That
address is jnies@wasd.iu5.org.

• You can call the school at (814)824-3400. My extension is

6676.
• Stop in to see me before 8:50am or after 3:45pm.
• Send a note with your child.
• Please let me know if you would like to set up a meeting to
discuss concerns. My schedule is very flexible, and I would be
willing to meet with you anytime.

I am always willing to help if there are

questions, so please don’t hesitate 

Frequently
Asked Questions
Can I come visit the classroom and take part in
activities?

Yes. In fact, I would encourage you to do so. It is

very empowering for children to be able to show those
whom they love all the things that go on in their world,
and just how much they are learning. I think it would
also be beneficial for you to see what they are
involved in during the day; it might help you to
understand why they are so tired or wired at night!
You can also be a “guest reader” during read aloud –
the children would love it!

Frequently
Asked Questions
What do I need to do if our family is going on
vacation?

There is a form that must be requested from the office; you

can call them and they will send one home with your child. After
you fill it out, send it back. The administration must approve
the request. Please do this before you leave for your trip.

Please let me know ahead of time so I can get work together if

needed. Most of the time, I allow the child to make up needed
work when they get back. I can give them our writer’s workshop
paper so they can write while they are away. But please inform
me, and we can work out what is the best arrangement for you.

Frequently
Asked Questions
 What do I do if I am picking my child
up from school?
There is a new procedure this year of dismissing
children. It is much safer. It might take a little time
to get used to.

• Write a note telling me you will be picking up your child at the end
of the day.
• Plan to arrive at school at 3:15 so you have time to sign out your
child and find a seat in the cafeteria.
• At 3:25, the office will announce, “Children with orange dismissal
cards may go to the cafeteria.”
• Your child will be in the cafeteria momentarily.

Frequently
Asked Questions
 What if my child is absent from school?

If you know your child will be out for an appointment, you can
let me know the day before, so I can send any work home that
he or she might be missing.
If you don’t know ahead of time, don’t worry about one day.
Anything that needs to be made up will be in his or her cubby
to take home the next day. If it ends up being more than one
day, and you would like to come pick work up or have someone
else bring it home, please call and leave me a message.

Please send an excuse to school with your child the day

he or she returns – even if you have called me. The
nurse’s office needs a written note.

Frequently
Asked Questions