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I will be using the Singapore Mathematics program as a tool to meet the first grade NYS mathematic common core learning standards. Singapores pedagogical approach and methodology consist of: Teaching Students from Concrete Pictorial Abstract This approach allows students to understand the mathematical concepts before learning the rules or formulaic expression. Students first encounter the mathematical concepts through the use of manipulatives. Students then move on to the pictorial stage in which pictures are used to model problems. When students are familiar with the idea taught, they progress to a more advanced or abstract stage in which only numbers, notation and symbols are used. Model-Drawing The model-drawing method requires students to understand the mathematical concepts underlying word problems and equips them with a strong conceptual foundation in mathematics to solve even the most challenging problems. It also serves as a link to algebra (symbolic representation of problems). Teaching to Mastery Singapore math is geared towards producing mathematical thinkers, and it does this by walking children through all the component parts of a problem before presenting them with the whole problem to solve. Spiral Progression Topics covered previously are reviewed at higher grade and with increasing difficulty. The introduction of new concepts is built upon the mathematical concepts students have learned previously. Spiral progression also allows for a review of important math concepts while expanding on that foundation. Metacognition: the ability to monitor ones own thought process Students are encouraged to be aware of how they arrive at their solutions. Alternative ways of solving the problem are provided as a form of guidance for students to check their thought process. The chapters I will cover from Singapore Mathematics are: Numbers to 100 Number Bonds Addition within 100 Subtraction within 100 Shapes Length Comparing Numbers Graphs Halves and Fourths Time Money (coins-name and quantity)

Language Arts
Reading I will be following the Daily 5 program. This includes daily reading workshops that focus on comprehension, accuracy, fluency, and expanding vocabulary. In first grade, the students are encouraged to think about what the author is trying to say. In addition, the students are encouraged to guess/predict while reading, confirm their predictions (or change them) in order to interpret the meaning of the story. Each student will be expected to identify individual words in reading, know that words are made of sounds, learn the sound-symbol associations and be able to blend the sounds of the Standard English language when needed. Writing Students will participate in a daily writing workshop. During writing workshop, students will be learning how to prewrite, draft, revise, edit, and publish. The goal in first grade is to encourage and foster in students the ability to write independently. It is important to remember that (1) everyone is a writer (2) writers write about what they know (3) writers help each other. Conferencing about writing is a major part of each writing workshop. The process of writing is integrated with the content areas of social studies, science, health, and math. Skills are taught individually as the need arises in each students writing. Within writing there are three subcomponents: Spelling Students are encouraged to spell words the way they think the word sounds, also known as invented or temporary spelling. Invented spelling will get closer to standard spelling as they become more proficient in reading. Students will be introduced to at least two new heart words a week. Heart words are the words that all first graders at South Hill are expected to spell correctly and know by heart in their everyday writing. There are NO SPELLING TESTS. Spelling is covered each day during morning meeting and individually in reading and writing workshop. As individual students are ready for more words, I will be encouraging more correct spelling. However, I strongly emphasize students writing down what is heard. Published books are always written with correct spelling. Grammar Published books are always written with the correct grammar. First graders are encouraged to use the correct use of Standard English grammar when writing or speaking. In addition, published books are to be written with capitalization, punctuation, and correct spelling. Penmanship Students will be learning penmanship through a writing program called Handwriting Without Tears. This program supports mastery of manuscript writing (both upper and lower case letters). Throughout the year, we will work on the appropriate use of upper and lower case letters in our writing. The expectation is that all first graders will consistently use lower case letters in their daily writing by the end of the year.

3 Speaking/Listening Throughout content areas, it is encouraged that the students are: Asking and answering questions Listening to others with care Speaking one at a time Build on others talk in conversations by responding to comments of others through multiple exchanges Produce complete sentences Remembering and following oral directions

From Farm to Table: Healthy Food For All People

All three first grade classrooms will be participating in a From Farm to Table: Healthy Food For All People year-long integration curriculum. The goal is to keep this curriculum whole, rather than offer skills and concepts in fragmented and isolated manner. Students will be asked critical thinking questions, presented with problems, provided with factual clarification and information, given support or suggested new and stimulating materials and avenues for explorations. There will be volunteer opportunities for special activities (nutrition projects, field trips, photographing and documenting this journey, etc.). Several family evenings will provide an opportunity for first grade students to share their new found knowledge, discoveries, and successes with caregivers. The curriculum will comprise of seven areas of focus: farms and food, apples , bees, corn, bean farming, social justice, and dairy farming. Towards the end of the school year, the students will draw on their knowledge of farming from each focus to create a first grade garden at South Hill. The students will harvest and share their harvest at a family share night.

dental health nutrition first aid personal safety

Social Studies
Social studies will be approached in a multicultural fashion. This is important in order to create a caring atmosphere in the classroom. Many activities and group discussions about ourselves and our feelings, individual differences, families, communities, different cultures, and occupations will take place. The Second Steps and Look Sharp programs help support these discussions, which will be presented by Marilynne Sommers throughout the school year. Current events and map skills will also be discussed.

Caregiver Participation
Caregiver participation is essential to a students success in school. Caregivers need to take an important role in encouraging and helping their child with homework. Homework may be a time when you work together and learn what your child is doing in school. Math and reading homework needs parental guidance. It is important to continue the bond of reading to your child as well as listening to them as they develop their skills. Encourage your child to share with you the many things that are going in school. Send your child to school well rested, nourished and clothed (please speak to nurse Jeannie or Ms. Sommers should you need support in this area). When possible, volunteer to assist with special projects, field trips, etc. If you have a special interest that you would like to share with the class, please feel free to do so with advance warning to the teacher. Please notify the teacher immediately if you have questions. Communication between caregivers and teachers facilitates success in school for children.

Behavioral Expectations
There was a previous notice that went home about my teaching approach. The notice included behavioral expectations. Please make note that cases of physically aggression warrant automatic referral to the office. Foul language warrants an immediate call to caregivers. Each day is a new day and everyone starts over again. My goal is to foster a safe, challenging and joyful first grade classroom environment so the students can (1) engage in active learning, (2) have opportunities to experiment, solve problems and make mistakes, and (3)to have ideas, creations, and discoveries valued.