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Mrs. Anding's First Grade Wood View Elementary |
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2003-2004 School Year
"Take Me to Work Day" Writings
webmaster: n.anding (andingna@vvsd.org) updated: October 21, 2008 |
It is hard to believe we have completed the 2007-2008 year of First Grade. I would like to take this opportunity to thank you, the parents, for the honor of working with your children. I am glad we were together.Please remember to continue reinforcing your first grader's reading, math, and writing skills by having your child read and do math daily and at least one day per week have your child write and illustrate about an experience or a book they are reading. This will help your child's comprehension skills. Don't forget to remind your child to use his/her reading strategies if he/she comes across a word he/she does not know. Also reinforce the "Five Star Writing" framework: Your second grade teachers will appreciate it in fall. DON'T FORGET OUR WEB SITE! IT IS A GREAT RESOURCE FOR YOUR CHILDREN ON A RAINY DAY!Be proud of your first grader and his/her accomplishments, but remember, Daily practice during the summer will keep your child successful and ready for 2nd Grade! Your child cannot be successful without YOU!
To ALL of my first graders. .......
Here are the great leprechaun hunters looking for leprechauns through, but of course, their leprechaun lookers!
Here are the first graders ready for Dr. Suess Family Book Night. Horton hears a WHO?
Here are the first graders proudly showing their great "sharing" spirit. As a Valentine's Day service project, the first graders made valentine's cards and brought items in to send to soldiers in Iraq and here in the states who are still in training; just to let them know we support them and appreciate their sacrifice to keep us safe and free!
Our Class with our special visitor, Chad Greenway, Linebacker for the Minnesota Vikings Football Team. Thank you, Chad!
Welcome to our web site.
MISSION STATEMENT:
First graders will work hard to "Meet" their goal of being prepared for second grade. They will follow through on all expectations in all areas of curricula (reading, math, writing, science, social studies, health), not only as a first grader, but as a student at Wood View: They will be Responsible, Respectful, and Safe! I The key to success in first grade (or any grade) is “practice – practice – practice” every night! Your child cannot be successful without us! Check-out all of the cool things we are doing. Just click on the left menus! ENJOY!
First Grade Benchmarks LANGUAGE ARTS · Level of Reading Ability The standards-based report is designed to give you as much information as possible for you to be informed about your child’s progress in first grade. Although math, science, social studies, health, art, music, physical education, are very clearly defined curricula, reading is a combination of several components which, when being utilized successfully by your first grader, give him/her the power to be a successful, life-long reader. The table below gives you the extension of the “stages of readers”; namely, correlations between the “stages”, “reading levels” (the “just right” level at which a child can comfortably read with comprehension) and “grades”:
The table below represents the district benchmarks (expectations) your child must meet per quarter to be successful in first grade and be prepared for second grade. These benchmarks are in alignment with the State of Illinois standards (student expectations), which drives our instruction. These are the “Meets” benchmarks for each quarter of first grade. If your child is reading below OR above each of the quarterly levels, the benchmarks correlate (“Below, Warning, Exceeds”). As you will note, the exiting first grade benchmark is level 16.
Consequent to the above, on this quarter’s report card column, “Level of Reading Ability”, you will now see your child’s specific reading level data (as noted from both tables above) and the corresponding standard: (W)arning, (B)elow, (M)eets, (E)xceeds. In first grade, we utilize many resources and styles of reading to address all types of “readers”. These resources include, the use of a core reader: It’s purpose is to work on reading strategies, readability, word work, comprehension, fluency, writing, and extension activities that are relative to all first graders – regardless of his/her reading level. Each story is complimented with a variety of “leveled” readers to address each child’s specific readability. The first graders have daily opportunities to make independent reading choices during learning centers and/or self-selected reading time to find a book he/she will enjoy reading at his/her reading level– not looking at pictures or browsing. Our library of books ranges from levels 0 through30 (including chapter books); so, your child can find the book that is “Just Right”! In addition, we utilize “small group” leveled reading groups in our classroom to build and reinforce skills in small group “learning centers”. These “small group” centers are “reading level” specific to each student: The are used to reinforce curricula in all areas, i.e., reading, math, science, health, social studies, art, computers, writing, etc. You have also seen these “paper” books come home for your child to read. Look on the back page of the booklets: They indicate the level of the book. Some of our leveled books are also used in “whole group”, curricula activities and are used as a learning tool in curricula themes (weather, animals, etc). Although some of the books may seem “lower” than what your child is capable of reading, these non-fiction (fact) books give your child “information” which is relative to first grade curriculum (science, math, social studies, health). The use of non-fiction (facts) books is a valuable learning tool to build comprehension of text: Your child must be able to understand AND retell what he/she has learned while reading in several formats (verbal, written, etc.): This is the well-rounded reader. Further, your child meets in small “leveled” groups in the Wood View Reading Room four day’s per week, 25 minutes per day. Between me and three other reading teachers, we work on reading strategies, word work, comprehension, fluency, writing, etc. These small groups are driven by each student’s specific reading. Your child is assessed every two weeks on his/her ability to read a book at a certain level in the classroom AND the Reading Room environment. Each level assesses a student’s ability to read, use strategies to correct “word” errors, and comprehend (read with meaning) what has been read. Use of reading strategies (What Good Readers Do) to decode unknown words is essential to reading success. In any/all of the above environments, when your child is assessed on his/her readability, if he/she demonstrates a reading accuracy of 95% or above and is able to verbally give information back about what he/she has read, he/she is moved to the next reading level (Yeah!). If a child struggled through reading the text and made numerous reading errors (which he/she did not correct by using reading strategies) he/she is maintained at his/her existing level: Skills at that level are reinforced to build and strengthen the knowledge base. Although the categories below are listed separately on the report card, they are also important components in your child’s reading success. It should be noted that although your child may be a solid reader, this does not always mean he/she is using strategies to solve a word or words he/she does not know when reading. Many “high” readers tend to “skip” an unknown word rather than use strategies to “figure it out”. This can have an impact on the “comprehension” component of reading a story: When one just skips a word, one loses the meaning of the text. Consequently, the benchmarks (W, B, M, E) in the areas below may not necessarily match your child’s “reading level”. · Uses Phonics & Word Structure Clues o daily oral assess of child’s use of reading strategies when reading which includes o Knowledge of letter sounds, phonemes, alliterations, etc. · Identifies Story Elements (character, setting, plot, problem, solution) · Reads with understanding/comprehension (can independently read text and independently answers questions about what he/she has read · Recognize high frequency/Vocabulary Words Your child will be assessed on his/her word recognition using the Quarterly “High Frequency Words” assessments: Students are given the next quarter's high frequency word list. Teachers use this method as a tool to evaluate the student's word knowledge at an ending quarter (“post-test”) and a “pre-test” of the student's knowledge for the upcoming quarter. Also, this gives students the opportunity to show performance in the "Exceeds" level. The first grade expectation is that your child can read 212 high frequency/Vocabulary words. Below are the quarterly benchmarks:
MATHEMATICS
READING/Writing/Language Arts - By the end of the fourth quarter of first grade your child will be expected to recognize 212 word wall words and apply them appropriately in reading and writing. In reading, the benchmark is independent read ing at a level 16 readability WITH comprehension (ability to read "with meaning", i.e., able to retell and answer questions about what he/she has read in several formats, i.e., verbal, written, etc.). Oral fluency in reading is also an expectation (reading smoothly, projecting voice, reading with expression, etc.). Your child should be able to pick-up a book and read without assistance, using the strategies as outlined below to resolve a "word problem" he/she encounters during his/her reading. In writing, your first grader should be consistently applying the elements of our "Five Star Writing" framework", i.e, capital letters, word spacing, handwriting, spelling, punctuation. He/She should be able to express himself/herself in writing with 3-5 complete sentences on one topic with 1 beginning, 3 middle, and 1 ending sentence. Refer to and use these frameworks to guide your child in his/her reading and writing.
(click to enter"Strategies" guideline)
The first graders will be expected to write a minimum of five, complete sentences (minimally) on a topic. Using the "Five Star Writing" rubric, all elements of this framework will be expected to be used appropriately and consistently. Known words will be expected to be written correctly and will now be assessed as Spelling. Writing unknown words "phonemically" will be acceptable (saying, hearing, and writing specific "letter" sounds within words is a basis for writing words); however, all "heard" sounds will be expected to be written.
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