Welcome to Ms. Stephanie’s 1st Grade

Class

Welcome! I am looking forward to another great year at Sela and cannot wait to

teach and learn from your children. I am equally excited to work with each of you. We will live, laugh and learn. I set very high expectations and I am confident that we will be able to work together and help your child to exceed them. My door is always open and I am quite the communicator, so feel free to come say hello or shoot me an email with any questions or concerns.

Today you will learn about… Morning meetings Reader’s and Writer’s workshop Math Science/ SS/ STEM

You will also gain a better understanding of our daily schedule and the Common Core Standards.

Daily Schedule

8:15-8:25 Morning Assembly 8:25-8:45 Breakfast 8:45-9:05 Hebrew Morning Meeting 9:05-10:45 English/ Writing Block 10:45-11:15 Recess 11:15-12:15 Math 12:15-12:45 Lunch 12:45-1:30 Art/ PE 1:30-2:30 Hebrew 2:30-3:30 Science/ Social Studies/ STEM

Morning Meeting Morning meetings are a great opportunity for friends to put their

Hebrew language skills to good use. Friends discuss real world, every day topics such as the weather,

feelings, days of the weeks and other frequently explored topics. This provides students with an extra 20 mins of Hebrew skills in order

to help them with their pathway to fluency.

Breakfast

On Hebrew morning meeting days, friends eat breakfast after the meeting.

During the meeting, they have the opportunity to have additional exposure to Hebrew through educational kids programming.

They love to sing along to the songs on Luli and Baby TV- Israel.

Reader’s and Writer’s Workshop

What is it?

What is the breakdown?

Do friends enjoy it?

Is it successful?

What is the breakdown?

More reading and less teaching?

Reading independently is very important. It allows kids to strengthen their comprehension, fluency, and stamina.

Teaching is still being done. Within the 40 minute independent reading block, students are building their stamina and the teacher is able to come around and confer with students, giving them advice for things to improve on and praise for skills they are completing correctly.

Friends love Reader’s Workshop! This allows them to chat in a meaningful and engaging way. They are able to

practice their fluency and comprehension in a fun way with a peer.

Is it Successful?

Acclaimed researcher and professor, Richard Allington, says yes! Allington says it’s all about the 6 T’s.

They are time, texts, teaching, talk, tasks, and testing.  His many studies make it clear that students need lots of time to

read. It's also important that the time spent reading is done in texts that are "just right" for the students. Explicit teaching of reading strategies and skills followed by meaningful tasks are at the heart of what he believes readers need. He also emphasizes the importance of providing time for readers to engage in authentic talk about their books. Finally, he believes testing should not be used to define students but rather to guide a teacher's instruction so that she can help her readers grow. 

Writer’s Workshop

Curriculum is aligned with Common Core Standards and the Reader’s Workshop.

Explores writing across different genres.

Skills learned are transferrable to both reader’s and writer’s workshop. Ex- Working with punctuation and

exploring how those little marks help you become a better reader and writer.

Reading- Literature CCST Key Ideas and Details: CCSS.ELA-LITERACY.RL.1.1

Ask and answer questions about key details in a text. CCSS.ELA-LITERACY.RL.1.2

Retell stories, including key details, and demonstrate understanding of their central message or lesson. CCSS.ELA-LITERACY.RL.1.3

Describe characters, settings, and major events in a story, using key details. Craft and Structure: CCSS.ELA-LITERACY.RL.1.4

Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. CCSS.ELA-LITERACY.RL.1.5

Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

CCSS.ELA-LITERACY.RL.1.6Identify who is telling the story at various points in a text.

Integration of Knowledge and Ideas: CCSS.ELA-LITERACY.RL.1.7

Use illustrations and details in a story to describe its characters, setting, or events. CCSS.ELA-LITERACY.RL.1.8

(RL.1.8 not applicable to literature) CCSS.ELA-LITERACY.RL.1.9

Compare and contrast the adventures and experiences of characters in stories. Range of Reading and Level of Text Complexity: CCSS.ELA-LITERACY.RL.1.10

With prompting and support, read prose and poetry of appropriate complexity for grade 1.

Reading- Informational Text CCST Key Ideas and Details: CCSS.ELA-LITERACY.RL.1.1

Ask and answer questions about key details in a text. CCSS.ELA-LITERACY.RL.1.2

Retell stories, including key details, and demonstrate understanding of their central message or lesson. CCSS.ELA-LITERACY.RL.1.3

Describe characters, settings, and major events in a story, using key details. Craft and Structure: CCSS.ELA-LITERACY.RL.1.4

Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. CCSS.ELA-LITERACY.RL.1.5

Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

CCSS.ELA-LITERACY.RL.1.6Identify who is telling the story at various points in a text.

Integration of Knowledge and Ideas: CCSS.ELA-LITERACY.RL.1.7

Use illustrations and details in a story to describe its characters, setting, or events. CCSS.ELA-LITERACY.RL.1.8

(RL.1.8 not applicable to literature) CCSS.ELA-LITERACY.RL.1.9

Compare and contrast the adventures and experiences of characters in stories. Range of Reading and Level of Text Complexity: CCSS.ELA-LITERACY.RL.1.10

With prompting and support, read prose and poetry of appropriate complexity for grade 1.

Writing Common Core Standards Text Types and Purposes: CCSS.ELA-LITERACY.W.1.1

Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

CCSS.ELA-LITERACY.W.1.2Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

CCSS.ELA-LITERACY.W.1.3Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

Production and Distribution of Writing: CCSS.ELA-LITERACY.W.1.4

(W.1.4 begins in grade 3) CCSS.ELA-LITERACY.W.1.5

With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

CCSS.ELA-LITERACY.W.1.6With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

Research to Build and Present Knowledge: CCSS.ELA-LITERACY.W.1.7

Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions).

CCSS.ELA-LITERACY.W.1.8With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Math

As data is being gathered, work will be differentiated in order to challenge those who are at or above grade level and help strengthen foundation skills for those who are below grade level.

Book covers topics that directly correspond to Common Core Standards.

Allows for Turn-and-Talk and partner activities while still measuring individual progress and achievement.

Math- Operations and Algebraic ThinkingRepresent and solve problems involving addition and subtraction.

CCSS.MATH.CONTENT.1.OA.A.1Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.1

CCSS.MATH.CONTENT.1.OA.A.2Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

Understand and apply properties of operations and the relationship between addition and subtraction. CCSS.MATH.CONTENT.1.OA.B.3

Apply properties of operations as strategies to add and subtract.2 Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)

CCSS.MATH.CONTENT.1.OA.B.4Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8.

Add and subtract within 20. CCSS.MATH.CONTENT.1.OA.C.5

Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). CCSS.MATH.CONTENT.1.OA.C.6

Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

Work with addition and subtraction equations. CCSS.MATH.CONTENT.1.OA.D.7

Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 - 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.

CCSS.MATH.CONTENT.1.OA.D.8Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ - 3, 6 + 6 = _.

Math- Numbers and Operations in Base TenExtend the counting sequence.

CCSS.MATH.CONTENT.1.NBT.A.1Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

Understand place value. CCSS.MATH.CONTENT.1.NBT.B.2

Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: CCSS.MATH.CONTENT.1.NBT.B.2.A

10 can be thought of as a bundle of ten ones — called a "ten." CCSS.MATH.CONTENT.1.NBT.B.2.B

The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. CCSS.MATH.CONTENT.1.NBT.B.2.C

The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). CCSS.MATH.CONTENT.1.NBT.B.3

Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

Use place value understanding and properties of operations to add and subtract. CCSS.MATH.CONTENT.1.NBT.C.4

Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

CCSS.MATH.CONTENT.1.NBT.C.5Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

CCSS.MATH.CONTENT.1.NBT.C.6Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

Math- Measurement and DataMeasure lengths indirectly and by iterating length units. CCSS.MATH.CONTENT.1.MD.A.1

Order three objects by length; compare the lengths of two objects indirectly by using a third object.

CCSS.MATH.CONTENT.1.MD.A.2Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.

Tell and write time. CCSS.MATH.CONTENT.1.MD.B.3

Tell and write time in hours and half-hours using analog and digital clocks. Represent and interpret data. CCSS.MATH.CONTENT.1.MD.C.4

Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

Math- Geometry

Reason with shapes and their attributes. CCSS.MATH.CONTENT.1.G.A.1

Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.

CCSS.MATH.CONTENT.1.G.A.2Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.1

CCSS.MATH.CONTENT.1.G.A.3Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, andquarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.

Science

Right now we are learning about the solar system! Right now we are learning about the solar system!

By the end of the year your child will… Improve their fluency, comprehension, writing and other aspects of

language arts while exceeding the CCST foundation skills and meeting “at grade level” standards.

Grow as a math student by working with two digit numbers, learning how to analyze data, tell time, explore geometry, etc.

Have fun learning about topics of interest in science and social studies while infusing technology into the lessons. The unit for social studies will overlap with what they are learning in Hebrew.

Above all, our child will gain confidence as they meet their goals and will become a self-motivated friend who hopefully has an appetite for learning!

Here’s how to get involved… Mystery Reader

Chaperone a field trip

Come to our presentations, publishers parties and all other events you are invited to

Observe (schedule with Dr. Smith and await her confirmation, THEN come in)

15 minute monthly check ins- come by for 15 minutes every month or schedule a phone conference to receive updates on your child’s progress in each subject

THANK YOU!!

Thank you so much for coming and for all you do. This will be a successful year and your child will grow in every way.

Contact information: Email- sgoldberg@selapcs.org Cell-954-274-8996 Website- NetanyaClass.Weebly.com Schedule:

M/W/F- 6:45am-5:00pm Tu/ Th- 6:45am-6:15pm