Mrs. Tamburrino - White Eagle Elementary School

Mrs. Tamburrino
First
Grade
Curriculum
packet
20132014
1JT
Welcome to Mrs. Tamburrino’s First Grade at White Eagle Elementary School! I am
very excited about this school year and am looking forward to making it a rewarding and
exciting one for your child.
I would like you to be aware of our expectations for this year. I want your child to
progress academically throughout the year, as well as enjoy the learning process. An
effective and enjoyable learning environment requires enthusiasm, cooperation, and discipline.
They are:
1JT Classroom Expectations
1. Listen and Follow Directions.
2. Work quietly and stay on task.
3. Keep hands, feet and objects to yourself.
4. Respect yourself and others.
1JT’s Motto:
Be The Best You Can Be!
Just as inappropriate behaviors are addressed, appropriate behaviors are rewarded in
various ways to help your child feel and become confident and successful. Individual, small,
and whole group rewards are given, as well as frequent praise, to show the children the
importance of individual and cooperative effort. The following are our lists for positive and
negative consequences for appropriate and inappropriate behavior.
Positive Consequences
________________
Negative Consequences
st
1. Verbal Praise
1. 1 warning
2. Award Certificates
2. 2nd warning
3. Phone Call/Note Home
3. Email or call home
4. Individual and Team Rewards
4. Parent/Teacher Conference
5. Put a “purple” makes SMART” choices” in their slot
Important Information About First Grade
October 4- Pumpkin Farm
March 14- planetarium (WVHS)
March 20- 2:30 (in the multi-purpose room)-Space Play
May 1- Zoo Trip
May 2- Classroom Zoo 2:30-3:00
Take Home Folders: It is important to check your child’s take home
folder each day for any notes, finished work, or homework! Send all notes back
to school in this folder as well. This is just a first step in helping your child
develop responsibility and beneficial organizational skills.
Homework: There is usually homework each night. Your child should read
about 10 minutes each night. Math homework should take no more than 5-10
minutes!
Special Projects: In December we have an “at home” Social Studies
project about family holiday customs. The children are asked to give a short
oral presentation on their holiday customs, with a visual aid. In January the
children will have a story writing project that requires some preparation at
home. In March we have a Space Play in which the children will need to
memorize their part. In early May the children will research an animal here at
school. Then, they will create its habitat at home, and display it here in the
classroom for our Classroom Zoo!
Parent of the Week: Each of you will be invited to visit our classroom to
see first grade in action. This program will provide you with an opportunity to
view your child in the classroom. Through this experience, you will become
better acquainted with your child’s day within the classroom, you will see them
present their poster, and you will read a book of your choice to them. There is a
sign up in the hall. A letter/invitation will come home a week before your visit
to remind you. The time frame is 9:00-10:00.
Star of the Week: Each child will have the opportunity to be the “Star”
of the Week in our classroom. This correlates with the Parent of the Week. It
is a special time for them to shine. A guideline will be sent home for the family
to use to create a poster that displays the child’s family, friends, pets, and
favorite things. A due date will be written on this sheet. The poster will be
displayed in the classroom throughout the week. During the week, we will sit as
a class and listen to the "Star" tell us about their family, friends, and favorites.
Please discuss the items on the poster with your child before he or she returns
it to school, so they are prepared to talk in front of the class!
Snack Time: Please send only healthy snacks that are as mess free as
possible. Also, please avoid sending snacks for snack time that contain peanuts
and/or peanut products, because of peanut allergies in our classroom!
Suggestions would be crackers, pretzels, dry cereal, carrots, grapes, apples,
bananas, and other fruits or vegetables. Please make sure your child knows what
you’ve packed for their snack, or they may eat it at lunch accidentally.
Book Orders: Every few weeks your child will have the opportunity to order
books through Scholastic. This is completely optional but I think you will find
that the prices are very reasonable. Also, each purchase earns our classroom
points toward free books. If you ever want to order for a birthday or special
event, just send a note in an envelope and I will call when the books come in.
www.scholastic.com/bookclubs.
Class Activation Code:
GTRCP
Birthdays: Birthdays are celebrated by the class singing and an award
given. The student also receives a birthday pencil from Mr. Vogel. Birthday
treats are not accepted or passed out. This is a school wide policy. The
possibility of food allergies is the reason behind the policy. Please try to avoid
having your child pass out birthday invitations at school. There is always
someone that feels left out. You may send in a pencil or sticker for each
student.
Weekly Schedule of Specials:
Monday: P.E. and Music
Tuesday: PE
Wednesday: Art
Thursday: PE, Reading Buddies (3D), and Computer Lab
Friday: Music and Book Check Out
High Frequency Word Lists
Below you will find three lists of sight words. These are words
that are seen and used frequently in our books; and are words that
the children should be able to recognize by sight. This means
immediately without sounding them out.
We learn and review these words daily in our classroom. It would
be helpful if you could spend 5 to 10 minutes a few nights a week
going over these words. Each week we will introduce 5 new words. At
the end of the week, we will give an exit slip. Have fun making a game
out of learning these words. The quicker we can learn and recognize
these words by sight, the quicker we become successful in reading!
As soon as your child masters a list, they get a huge pat on the
back and another list to start learning. There are a total of 3 lists
that they need to master by the end of the fourth quarter. In the
classroom, we continually assess the children to see what list they are
on!
Thank you for your continued support and help at home. Enjoy
this time with your child!
This list is also found on the White Eagle Home Page
under Academics-First Grade-Sight Word Resources.
will print out as flash cards!
http://whiteeagle.ipsd.org/Subpage.aspx?id=213
It
One of the many gifts we give our children is the gift of reading. It conveys our love and
patience as they are immersed into the world of literacy. Literacy is inclusive of reading, writing,
speaking, and listening. Brief descriptions of terms as well as readiness and reading ideas are
attached to assist reading at home. This will give insight to the reading process and strategies taught
at school.
Guided Reading: This is a block of time that is allotted for direct instruction of reading
skills/strategies utilizing trade books and our literature based reading series. During this time,
individual and small groups interact with the teacher and utilize a variety of reading material to apply
the strategies they will need to become independent readers.
Word Study /Spelling: This is a block of time that is allotted for direct instruction including sight
words, phonics, phonemic awareness, and spelling patterns. Children learn from the beginning how to
use patterns in words they know to decode and spell other words. Daily practice for phonemic
awareness (identifying sounds and segments of words) will be presented using small and large group
instruction utilizing dry erase boards.
Handwriting: Handwriting sheets are incorporated through our spelling lessons. This is directly taught
the first half of the year. Continued modeling, practice, and encouragement will be reinforced
throughout the year.
High Frequency Words: Sight word recognition will be taught within the reading text and daily
activities. A word wall will be a tool of constant reinforcement and review as children add mastered
sight word vocabulary. A new high frequency word list will be sent home in the beginnings of the first,
second, and third quarters.
Poetry: Poems allow for rhyme, sight word vocabulary, and reading fluency. Each week a poem will be
chosen from the poem book that each child has been given. Poetry is also an avenue of using speaking
and listening skills while reciting.
Writer’s Workshop: A block of time that teaches the process of writing. For example: Brainstorming
ideas, writing a first draft, writing an expository essay, and using transitions (First, Next, Finally). It
is also a time to learn about nouns, verbs, and how to use periods, exclamation points, and question
marks appropriately.
Your child may use these terms as they describe their literacy journey at school. To build upon
these strategies and new skills learned, incorporate your own reinforcement activities at home, as
well as encouragement, praise, and hugs!
Some Suggestions for Reading Practice
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Give rhyming clues to an unknown word.
Ask what the beginning and ending sounds are to a word.
Play "Memory/Concentration" with two sets of word cards.
Play "War" with two sets of word cards.
Have your child put several words into a sentence.
Use word cards as flash cards.
Say a sentence and have the child arrange word cards into that sentence.
Write words in clay/play dough/sand.
Scramble the letters in a word and have your child figure out what word it is and
how to spell it.
Play Bingo, by making a Bingo card with the practice words on it.
Play tic-tac-toe by writing the practice words in the boxes. They need to read
the word aloud before claiming the square.
Mystery Box-Put a different word or several words in a small box; each day the
child can peek in and read them when he or she returns from school or before
bed.
Hide and Seek. - Hide words around the house to find and read.
Cookie Jar-put several words in a cookie jar and have your child pull one and
read; perhaps award a cookie for knowing these.
Use Alpha-bit cereal to make words, and then eat them.
While reading to your child, have them point to specific words.
Have your child circle words they recognize in magazines and newspapers.
Write words on long balloons-inflate them and rub to give them static electricity.
Place the balloons on the wall to make sentences to read aloud.
Play "Hangman".
Go on a treasure hunt for hidden words, using short clues.
Make silly sentences out of words. Have your child read them and illustrate
them.
Have your child draw or paint a picture and write a sentence to describe
their picture.
Play "Scrabble" or "Boggle" for juniors.
Play "Spill and Spell"
Read, Read, and Read!
First Grade
Academic Program- explanation
Language Arts
Language Arts is composed of several interrelated areas: reading, writing, spelling, listening,
and speaking. At the elementary level, the student is encouraged to learn to communicate
clearly through development in these five areas. The 6 + 1 Trait Model is utilized for
teaching and assessing writing. This model focuses on qualities that define strong writing:
conventions, ideas, organization, word choice, sentence fluency, and voice.
Reading

Develop an understanding for literature and phonics through a balanced literacy
program

Use phonemic awareness knowledge to identify and recognize rhyme, letter/sound
relationships and patterns in words

Use letter-sound knowledge and age appropriate sight vocabulary to read

Use a variety of reading strategies to self-monitor and self-correct miscues that
interfere with meaning

Read fiction and non-fiction materials for specific purposes

Use text clues and prior knowledge of topics to make and justify predictions

Read age appropriate material orally with accuracy, rhythm, volume, and flow

Respond to analytical and interpretive questions based on information in text,
including graphs, pictures, maps, and diagrams

Recognize, discuss, and retell the structure of a story, read or heard, in sequential
order

Describe and compare characters, setting and/or events in stories or pictures

Investigate self-selected/teacher selected literature from a variety of authors and
cultures

Make connections between texts, personal ideas, and lives
Writing

Write simple sentences with correct subject/verb complement pattern including
appropriate capitalization and punctuation

Use appropriate prewriting strategies (e.g., drawing, brainstorming, idea mapping,
graphic organizers) to generate and organize ideas with teacher assistance

Compose a focused piece of writing with a beginning, middle, and end

Elaborate and support written content with facts, details, and description

Begin to evaluate and reflect on own writing and that of others

Use the writing process to develop a basic narrative and expository piece

Experiment with different forms of creative writing (e.g., song, poetry, journaling,
short fiction)

Communicate connections and ideas in all subject areas through written response
Spelling

Use phonemic clues phonetic and/or developmental spelling to spell unfamiliar words

Correctly spell appropriate high frequency words
Listening

Listen attentively by facing speaker, making eye contact, and paraphrasing what is
said

Listen to and follow a story read orally

Ask questions and respond to questions from the teacher and from group members to
improve comprehension

Follow directions given orally
Speaking

Retell a story orally in the correct sequence

Participate in discussions around a common topic

Present brief oral reports, using language and vocabulary appropriate to the message
and audience (e.g., show and tell)
Mathematics
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Number sense: Understand our number system by relating, counting, and grouping
Geometry: Describe, model, and classify shapes
Measurement: Explore measurement of length using a ruler; compare volumes and weights
Operations and computation: Model, explain, and develop reasonable proficiency with basic
addition and subtraction facts; apply problem solving strategies
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Patterns and relationships: Recognize, describe, extend, and create a wide variety of patterns
Probability and statistics: Collect, construct, and read information on a graph
Science/Health
The purpose of science is to provide students with balanced, (Life, Earth, Physical and
Health) relevant, hands-on opportunities and experiences to better understand science and
to promote scientific literacy.
First Grade topics include:

Life – Going Buggy (Entomology)

Earth – Earth and Rocks

Physical – Air and Weather

Health – Inside Story

Planetarium – Intro to Solar System
Each Unit or Kit is explored over a period of several weeks.
Social Studies
First grade builds upon the self-awareness developed in Kindergarten. Units include:

Appropriate behavior

United States and our various cultures

Neighborhoods: city, state, country, & continent

History as the story of our country

Families
Physical Education
Students learn, develop, and apply skills needed for participation in personal fitness and
lifetime activities that contribute to a healthy lifestyle. Concepts introduced and developed
include:

Fundamental gross motor skills

Movement and spatial awareness

Health-related fitness

Cooperative skills
Visual Arts
The purpose of the visual arts curriculum is to have students grow creatively, intellectually,
emotionally, and aesthetically. The content standards include:

Understand and apply media, techniques, and processes

Use knowledge of art elements and principles of design

Choose and evaluate ideas, subject forms, and symbols

Understand visual arts in relation to history and cultures

Reflect on and assess student work

Make the connections between arts and other disciplines
Music
The general music program will develop the students’ understanding and the relationship of
music to other disciplines and cultures as well as history. Content standards include:

Singing

Performing on a variety of instruments

Improvising melodies

Composing and arranging

Reading and notating music

Listening, analyzing, and describing music

Evaluating music and musical performances
General Information
Technology
The goal of technology education in District 204 is to provide students with the
opportunity for technological literacy starting with the elementary curriculum. Our emphasis
with students is the application of technology across all grade levels and curricular areas as
well as the development of problem-solving and critical-thinking skills.
Reporting to Parents
Classroom progress is reported through quarterly report cards, annual conferences, and
informal parent-teacher communication. Student evaluation is consistent with District goals
and State Standards.
Testing
The District achievement testing program assesses the strengths/needs of our instructional
programs and measures the achievement of individual students. Testing includes standardized
tests, State tests, District assessments, and classroom evaluations.
Homework
Homework at the elementary level begins in an informal fashion but becomes more formal and
requires more time and effort as the child progresses through each grade.
Parents are expected to be sufficiently interested in their child’s education to commit the
time and energy needed to monitor/supervise the child’s home study and thereby insure that
he/she makes a reasonable effort to complete homework assignments.