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Ms. Rountree |
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Parent InfoFrequently Asked Questions: This page contains answers to common questions of students and parents.
Answer #1 (blank) 1st grade GA Performance Standards http://www.cobbk12.org/Departments/CCSD/CCSDAccountability/testing_info.htm Feel free to bring in special treat for the class during Recess time. Please make sure that there is enough for each student. If you send something in, please precut the servings to help make passing it out easier and faster. Also please supply any extra plates, forks, knives, napkins, ect. Leveling criteria for guided reading **the sentences in quotes are examples of sentences from books on that reading level, the top part is a brief criteria ** Aa � 1-3 words per page; 2-3 word average � One word change per page � 16 - 24 words total � 1-2 high utility words and a descriptive word. � Repetition of high-utility words � One line per page � Mostly picture captions � One-to-one text-to-picture correspondence � Familiar topics � Consistent text placement � 8 pages �The Lion� �The Tiger� A � 2-5 words per line; 3-4 word average � 21-40 words total � Complete sentences � Maximum of two new high-utility words � Repetition of high-utility words � One line per page � Repetitive pattern with one-word change per page � No surprise endings � Predictable language � One-to-one text-to-picture correspondence � Familiar topics � Consistent text placement � 8 pages �This is a potatoe� �This is corn� B � 3-8 words per line; 4-5 words average � One line per page � 30-55 words total � Complete sentences � Maximum of 2-3 high-utility words repeated on each page � Repetition of high-utility words � One line per page � Repetitive pattern with one or two word changes per page � Pattern may change on last page, such as a surprise ending � Predictable language � One-to-one text-to-picture correspondence � Familiar topics � Consistent text placement � 8 pages �Let�s make a sandwich� �Put the butter on the bread� C � 3-8 words per sentence; 5-6 words average � 1-2 lines per page; no return sweep � 50-80 words total � Complete sentences � Simple prepositional phrase and introductory clauses � Maximum of two new high-utility words � Repetition of high-utility words � Repetitive pattern with 1-3 word changes per page � Pattern may vary on first and last pages � Predictable language � Dialogue introduced � One-to-one text-to-picture correspondence � Familiar topics � Consistent text placement � 8 pages �Can you help clean the house? Yes I can.� �Can you help wash the dishes? Yes I can� D � 3-8 words per sentence; 5-7 words average � 2-3 lines per page; return sweep of no more than one sentence per page � 75-100 words total � Complete sentences � Simple sentences with prepositional phrases and introductory clauses � Repetition of high-utility words � Repetitive pattern in middle with 1-3 word changes per page � Pattern may vary on first and last few pages � Predictable language � Dialogue introduced � Illustration labels in factual books � High text/picture correspondence � Familiar topics � Text placement can be left only on a spread; otherwise consistent on bottom or top of page � 8-12 pages �The wheel rolls through the field. It rolls past the cows. Faster and Faster� �The wheel rolls toward the river. It rolls over the bridge. Faster and faster.� E � 2-11 words per sentence; 6-8 words average � 2-5 lines per page � 70-130 words total � Complete sentences � Simple sentences with prepositional phrases and introductory clauses � Repetition of high-utility words � Repetitive pattern in middle with 2-4 word changes per page � Pattern may vary on first and last few pages � Predictable language � Dialogue introduced � Illustration labels in factual books � High text/picture correspondence � Familiar topics � Text placement can be left only on a spread; otherwise consistent on bottom or top of page � 8-12 pages �The big blue whale lives in the sea. Does anything else live in the sea?� The giant sea turtle floats in the sea. Does anything else float in the sea?� F � 130�180 words � 3�8 lines per page � 2�12 word range per sentence � 6�8 average words per sentence � Text placement varies � Predictable language and language patterns � 2�4 word changes in the middle pages that follow a pattern � Beginning and ending pages have different pattern � Repetition of portion of text from the preceeding page � Clear sequence � Less dependence on pictures � 8�10 pages �Roads roads go everywhere. Roads go here and roads go there. Look at the road.� �Roads go through the country. They go to big cities. Look at the road.� G � 3-8 words per sentence � 2-7 lines per page � 120-200 words total � 2-12 words per sentence; 7-9 words average � Complete sentences � Simple sentences with prepositional phrases and introductory clauses � Repetition of high-utility words � Middle pages follow a pattern with 3-6 word changes per page � Pattern may vary on first and last few pages � Predictable language and patterns � Illustration labels in factual text � Simple tables and charts in factual books � Section heads in factual books � Table of contents, index, and glossary in factual books � High text/picture correspondence � Text placement can vary � Variety of type sizes and styles � 12 pages �There are many kinds of cats. There are big cats and small cats. All cats have sharp claws and sharp teeth. And all cats have fur.� �House cats are small cats with soft fur. They make great pets. They like to play and cuddle.� H � 190�270 words � 3�9 lines of text per page � 7�8 average words per sentence � Less repetition of high-utility words � Much less reliance on pattern � Word order change from page to page � Simple story that builds logically from one page to the next � Controlled vocabulary with repeated use of story words � Moderate picture support � Stories more complex � Books have more challenging ideas � More natural language usage � Begin use of simple captions � 10�12 pages �It is that time of year again. It is summer. And every summer I visit my grammy. Ana comes to. Ana is my little sister.� �Our grammy is very cool. She does things that most grammy�s don�t do. She likes being silly. Sometimes we call her silly grammy.� I � 250�320 words � 3�10 lines per page � 8.5 average words per sentence � Increased sentence complexity � Less repetition of high-utility words � No reliance on pattern � Controlled vocabulary with repeated use of story vocabulary � Increasing story complexity � Moderate picture support � 12�14 pages �Everything we do takes time. But how much time does it take?� �Does it take seconds? Does it take minutes? Does it take hours?� At Timber Ridge Elementary we use the Sitton Spelling Sourcebook Series by Egger Publishing, Inc. Within this spelling program there are 35 Core Spelling words for 1st Grade. There will be no "weekly spelling test" rather the core words aren't really mastered until we see them spelled correctly in student writing. Here are the Core Words that all 1st Graders need to master by the end of the school year: 1. the 2. of 3. and 4. a 5. to 6. in 7. is 8. you 9. that 10. it 11. he 12. for 13. was 14. on 15. are 16. as 17. with 18. his 19. they 20. at 21. be 22. this 23. from 24. I 25. have 26. or 27. by 28. one 29. had 30. not 31. but 32. what 33. all 34. were 35. when Below is a link for On-Line Spelling Activities to go with the words. http://school.elps.k12.mi.us/donley/classrooms/berry/sitton_spelling_activitie s/1stgrade_spelling/core_word_units.htm In order for the word to be recalled correctly, the student must be able to say it within 4 seconds. Below is the breakdown of expectations for each nine weeks. 1st nine weeks- 50 words 2nd nine weeks- 100 words 3rd nine weeks- 150 words 4th nine weeks- 200 words First Grade High Frequency Words the or out its of by them who and one then now a had she people to not many my in but some made is what so over you all these did that were would down it when other only he we into way for there has find was can more use on an her may are your two water as which like long with their him little his said see very they if time after at do could words be will no called this each make just from about than where I how first most have up been know get must every below through because found saw back does still black much part between thought go even once both good place should few new well home those write such big always our here give show me take air large man why line often too help set together any put own asked day play under house same away read don�t right again last world look off never going think went us want also old left school around stop end until another great along form came tell while food come got might keep work say next children three small above became 1st Grade Mathematics First Nine Weeks Dear Parents: The objectives listed below will be used to lead your child to mastery of the concepts covered in the 1st Nine Weeks Unit of study. Graphs � Organize and record data using objects � Interpret the data Number Representations � Sets with concrete objects/manipulatives � Base ten models � Pictorial drawing � Writing numbers � Place value � Order numbers � Number line Addition and Subtraction (Facts to 10) � More than/ less than � Skip counting � Break numbers apart � Strategies for addition and subtraction � Inverse relationship of addition and subtraction Compare Numbers � Small sets � Greater than � Less than � Equal to Measurement � Calendar � Days of week � Months in a year Money � Make fair trade with money combinations (pennies, nickels, dimes, quarters) � Identify bills by name and value ($1, $5, $10, $20) � Make fair trade with combinations of bills Here are some suggestions as to what you can do at home to help your child: � Help your child count sets and compare them. Take a pocketful of change and have them count how many pennies and how many dimes, nickels, or quarters you have. Then have your child compare two sets of the coins stating which set has the smallest or greatest amount. � Ask your child what day of the week it is and what happens on that day. Help them to identify which day of the week they have ball practice, dance, or other events. � Use cards that are numbered and have your child put the numbers in order. � Use playing cards or cards numbered 1-10. Shuffle the cards and deal all of them out between two people. On the count of three each player turns over a card the person with the highest card gets to keep both cards. Here is a game that you can play with your child to help them learn addition facts: Materials: 10 pennies, beans, or other objects to use as counters. Each player starts with 5 counters. On the count of three, each player puts 1 to 5 counters on the table. Ask your child how many counters there are in all. Then have them say the sum. Then help your child tell an addition story that describes what was just done in the game. For example: �I put down 1 counter and you put down 3 counters, so 1 and 3 make 4 in all.� Repeat several times. |
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