GRADEONEBACKTOSCHOOLNIGHT

JamesLeitchElementary2017/2018www.fremont.k12.ca.us/leitch

1.REPORTCARDMARKS

OurDistricthasaperformance-basedreportcardforfirstgrade.ThisreportcardisbasedontheCommonCoreStateStandards(CCSS)forfirstgraders.Markswillindicateoneofthefollowing:

EXPLANATIONOFMARKS

S – Satisfactory progress towards standards N – Needs additional support/practice

StandardsubheadingsIf the subheading is blank, progress meets expectations (S-Satisfactory) N Student needs additional support/practice

+ (plus sign) Student performs above expectations / (slash) Subheading not assessed during 1st or 2nd trimester

Amid-termnoticewillbesenttofamilieswhosechildrenareexperiencingdifficulty.

2.HOMEWORKPOLICY

HomeworkwillbegintheweekofSeptember18,2017.Studentswillhaveoneweektocompleteassignments.SometeacherswillsendthehomeworkpacketshomeonFridays,otherswillsendthemhomeonMondays.HomeworkisdueeveryFriday(orthelastdayoftheweek).SpellingtestswillbegivenonFridays.Homeworkshouldbecheckedbyanadultbeforeturningitin.ThefirstgradeLeitchhomeworkplanis:

·10-30minutesperevening(40-120minutesperweek).·Homeworkwillbereasonable,appropriatetothedevelopmentalneedsofthestudentsandrelevanttoinstruction.·SpecifichomeworkassignmentswillnotbegivenonBacktoSchoolNightorOpenHouse.·Homeworkwillbereviewedandreturnedinatimelymanner.·Studentswithexcusedabsenceswillbeallowedthesamenumberofdaysasabsencestocompletehomework.

Inadditiontotheregular,weeklyhomework,optionalchallengeprojectsarepostedonthefirstgradewebsite.www.fremont.k12.ca.us/leitchTheseareprojectsyourchildcanvoluntarilycomplete.Theseprojectsareintendedtostretchthestudent'sthinking,tohelpthemthinkcreatively,andtopracticegivingoralpresentations.TheseprojectsareNOTrequired.

IndependentStudyContracts

Itisimperativethatyourstudentattendsschooldaily.Lostclassroomtimeisdifficulttoreplace.However,ifyoufindthatanextendedabsenceorleavemusttakeplaceduringtheschoolyear,youwillneedtorequestanindependentstudycontract.Thecontractpreventsyourchildfromfallingbehindandgiveshim/herattendancecredit.Ifworkisnotreceivedbythescheduleddeadline,thecontractwillbeconsideredincompleteandvoid.Theearlierwereceivetherequestthebetter.Pleasealsorememberthattheworkassignedforeachdayisequivalenttoonedayofschoolandshouldbeequalto310minutesworthofworkforfirstgraders.

• ThestudentMUSTbeabletoworkindependently.• ParentMUSTnotifytheschoolatleast10schooldays/2weekspriortotheabsence.• StudentswhoseachievementlevelisbelowgradelevelstandardsinLanguageArtsor

MathmayNOTbeeligible.• Studentswhohavehadanindependentstudyinthepastandhavenotsuccessfully

completedthemareineligible.• IndependentstudycontractswillNOTbeissuedonthefirstorlast20daysofschool.• Contractsareissuedforaminimumof5daysandamaximumof10days.• Astudentmayonlybegranted3independentstudycontractsperK-12careerinFUSD.• ContractsmayNOTbefaxedorscannedandemailedin.

ContractsMUSTbeapprovedbyboththeteacherandtheprincipal.Youcanobtaintherequestformintheoffice.PleasedonotbuyplaneticketsbeforethisapprovalunlessyouarewillingtohaveyourchildlosetheirspotatLeitch.AccordingtoBoardPolicy,astudentwhomisses10consecutivedaysofschoolwillbedroppedandwillhavetoreregisteruponreturn.

3.CURRICULUMReadingandMath

FirstgradecurriculumcanbefoundontheFremontUnifiedDistrictwebsite(www.fremont.k12.ca.us).Readingtoandwithyourchildshouldbeapartofthedailyhomeroutine.OurschooldistrictreadingadoptionisMacmillan/McGraw-HillTreasures,whichisaresearchbased,comprehensiveReadingLanguageArtsprogramforgradesK-6thatgiveseducatorstheresourcestheyneedtohelpallstudentssucceed.Highqualityliteraturecoupledwithexplicitinstructionandamplepracticeensuresthatstudentsgrowaslife-longreadersandwriters.Yourchildrenwilllearninwholegroupandsmallgroupsettingswheretheywillworkondifferentiatedphonemicawareness,letterknowledge,soundspellingassociations,wordwork,spellingactivities,fluency,comprehension,andmanyopportunitiesforshared,guidedandindependentwritings.ThechildrenareexposedtohighqualityliteraturethroughBigBooks,decodablebooks,leveledreadersandstudentanthologies.Foradditionalinformationandactivitiesvisithttp://treasures.macmillanmh.com/california/OurschooldistrictmathprogramisCaliforniaMathExpressions.ThepublisherisHoughtonMifflinHarcourt.MathExpressionsisaK-6mathematicsprogram,developedfromtheChildren’sMathWorlds(CMW)ResearchProjectconductedbyDr.KarenFuson,ProfessorEmeritaatNorthwesternUniversity.Withinthecurriculum,aseriesoflearningprogressionsreflectrecentresearchregardingstudents’naturallearningstageswhenmasteringconceptssuchasaddition,subtraction,andproblemsolving.TheCommonCoreStateStandards(CCSS)provideacoherentandstreamlinedprogressionofmathematicalgoalsthatrelatetoeachotherwithinagradeandbuildonthegoalsfromthegradesbefore.

4.SPELLING

OurDistrictandTreasuresspellingprogramfocusesontheimportanceofphonicstoconnectsounds,symbolsandpatterns.Yourchildwillbehavingdailydictationandspellingwithnewwordseachweek.

5.WRITING

OurprogramisalignedwiththeLanguageArtsCommonCoreStateStandards.Studentswillworktowardexpressingthemselvesinwritingthatisclearandgivesevidenceofcorrectgrammar,punctuationandspelling.Emphasiswillbeplacedontheuseofdescriptivevocabularyinindependentwriting.Thethreefirstgradegenresarenarrative,opinion,anddescriptive.Writingisintegratedintoallacademicareas.

6.SCIENCE/SOCIALSTUDIES

ScienceandSocialStudiesisintegratedwithTreasures.OurSocialStudiesprogramiscalledTimeandPlace,byScottForesman.OurSciencecurriculumiscalledCaliforniaScience,byHoughtonMifflin.

LITERATURE,MUSIC,ARTANDWRITINGAREINTEGRATEDTHROUGHOUTTHECURRICULUM.

7.CHARACTEREDUCATION

Thecharactereducationprogram,ProjectHeart,HeadandHands(H3)isusedinallareasofthecurriculum.Throughouttheyearthechildrenwilllearnabouttheeightgreattraits:caring,honesty,responsibility,integrity,respectforothers,citizenship,planninganddecision-making,andproblemsolving.Wewillbediscussingthesetraitsthroughthestoriesweread,role-plays,andmanyotherfunactivities.

LeitchFirstGradeTeachersMrs.Smith,Room5Mrs.Galletly,Room6Mrs.AbbyNorton,Room7Mrs.Baca,Room8Mrs.Lorenz,Room9Mrs.Hembruch,Room10Ms.Quan,Room13Mrs.DeLuzRoom14Mrs.Jenson,Room15Mrs.Rand,Room16Mrs.Blaker,Room20Ms.Cannis,Room21

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

FREMONT UNIFIED SCHOOL DISTRICT 

GRADE 1 REPORT CARD 

SCHOOL YEAR ____________ ‐ ____________ 

Name     

Student Number             

School       Teacher         

PROGRAM PARTICIPATION 

  English Learner    504 Plan 

  Resource Class    Title I 

  Special Day Class    Magnet/Immersion

  Speech/Language    Other: 

 

TRIMESTER  1  2 3

PROGRESS TOWARD PROMOTION   

Student is on track to meet grade level standards   

 

SOCIAL AND EMOTIONAL DEVELOPMENT   

Collaborates, cooperates and contributes  appropriately in group activities 

 

Demonstrates empathy and accepts responsibility for own actions 

 

Exercises self‐control and demonstrates personal accountability 

 

Follows class and school rules/expectations   

Makes good decisions and solves problems   

Shows respect and courtesy to others and their property 

 

HABITS  FOR SUCCESS   

Asks for help when needed   

Actively participates in learning/stays on task   

Approaches challenges using a variety of strategies 

 

Demonstrates effort in academic work   

Demonstrates independence   

Listens attentively and follows 2 and 3 step directions (verbal and written) 

 

Organizes self and uses effective time management and skills to produce quality work 

 

Returns completed assignments on time  

Shows perseverance and initiative   

Prints legibly   

SPEAKING AND LISTENING   

Comprehension and Collaboration   

Participates in collaborative conversations with diverse partners 

 

Asks and answers questions about key details to clarify information 

 

Presentation of Knowledge and Ideas   

Expresses ideas clearly with relevant details   

Uses audio or visual means to present ideas, thoughts or feelings 

 

Produces complete sentences   

 

TRIMESTER 1 2 3

READING 

Key Ideas and Details 

Asks and answers questions to demonstrate understanding of text 

Identifies the central message or main idea of text

Craft and Structure 

Identifies who is telling the story at various points in the text 

Integration of Knowledge and Ideas

Compares, contrasts and makes connections within and between literature and informative texts   

Describes the connections between individuals, events and ideas in literature 

Uses the features of informational texts to interpret two texts on the same subject 

Identifies the reasons an author gives to support points in a text 

Range of Reading and Level of Text Complexity

Makes and confirms predictions 

Phonics and Word Recognition 

Understands spoken words, syllables and sounds

Decodes words in isolation and in text 

Reads with grade level accuracy, fluency and expression to support comprehension 

LANGUAGE 

Conventions of Standard English

Demonstrates command of the conventions of standard English grammar when writing or speaking 

Capitalizes words as appropriate 

Uses end punctuation for sentences 

Uses conventional spelling

Spells unfamiliar words phonetically 

Vocabulary Acquisition and Use/Knowledge of Language

Determines the meaning of unknown and multiple‐meaning words 

Uses a variety of strategies to determine or clarify the meaning of words and phrases 

 

Fall Assignment _________________ 

EXPLANATION OF MARKS

S – Satisfactory progress towards standardsN – Needs additional support/practice 

Standards Subheadings

If blank or S, progress meets expectations 

N – Needs additional support/practice + – Performs above expectations / – Not assessed 

5/7/15 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Grade: 1                                      Year:  ___________ Student Name:  ___________________________ 

TRIMESTER 

1 2 3

WRITING   

Text Types and Purposes 

Writes opinion pieces   

Writes informative/explanatory pieces   

Writes narratives   

Production and Distribution of Writing   

Edits and revises writing with support   

Produces and publishes writing with support   

Research to Build and Present Knowledge   

Participates in shared research and writing projects 

 

MATHEMATICS   

Operations and Algebraic Thinking 

Uses addition and subtraction to solve word problems 

 

Understands relationships between addition and subtraction 

 

Demonstrates fluency for addition within 10   

Demonstrates fluency for subtraction within 10   

Solves addition and subtraction within equations    

Number and Operations in Base Ten   

Counts, reads, writes and represents whole numbers to 120 

 

Demonstrates understanding of place value to 100   

Compares numbers up to 2 digit numbers using   <,  >, and  = 

 

Adds and subtracts 2 digit numbers   

Measurement and Data   

Compares the length of objects   

Tells time to the half hour   

Represents and interprets data   

Geometry   

Compares, composes and divides common shapes   

Mathematical Reasoning and Real World Applications

Efficiently applies strategies to solve problems   

Clearly communicates mathematical thinking   

SCIENCE   

Demonstrates understanding of content and concepts 

 

Participation/Lab   

HISTORY/SOCIAL SCIENCE   

Demonstrates understanding of content and concepts 

 

VISUAL AND PERFORMING ARTS   

Participates in dance, drama, music, or visual arts   

TECHNOLOGY SKILLS   

Productivity:  Uses a variety of digital tools to produce and publish writing 

 

Digital Literacy:  Finds information from digital sources 

 

TRIMESTER 1 2 3

                            PHYSICAL EDUCATION       Performs a variety of movement patterns and skills      Has knowledge of movement concepts and strategies 

     

Maintains a level of fitness to improve health

Has knowledge of fitness concepts to improve health      Demonstrates responsibility, respect, problem solving 

     

 

 ATTENDANCE  1 2 3

Excused Absences      Unexcused Absences      

Days Tardy      Absences/Tardies Affecting Learning  (Y = yes)      

 

COMMENTS  

Tri 1:  

Tri 2: 

Tri 3: 

 

 

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Reading  Aloud  With  Your  Child  

Dear  Parents,  

Reading  to  your  child  is  a  wonderful  way  to  encourage  a  love  of  reading.    It  helps  your  child  become  a  better  reader.    Look  over  these  suggestions  for  how  to  make  the  most  of  reading  with  your  child.    

• After  reading  a  story  to  your  child,  discuss  what  happened  at  the  beginning,  middle,  and  end  of  the  story.  

• Partway  through  the  story,  stop  reading  and  ask  your  child  to  predict  what  will  happen  next.  

• If  your  child  can  read  the  words,  or  knows  the  story  by  heart,  encourage  him  or  her  to  read  along  with  you.  

• Many  children  find  it  helpful  to  use  a  bookmark  or  their  finger  to  help  track  the  words  while  they  read.    

• Don’t  be  concerned  if  your  child  wants  to  listen  to,  or  read,  the  same  story  again  and  again.    A  familiar  story  makes  reading  easy  and  fun.    

• After  reading  a  story,  ask  your  child  to  tell  about  his  or  her  favorite  part  or  character.    You  can  also  talk  about  stories  you  have  read  before  that  relate  to  the  story  you  just  read.    Making  connections  between  stories  and  connecting  stories  to  your  own  experiences,  will  help  your  child  better  understand  what  they  have  read.    

Start  today  to  share  the  joy  of  reading  with  your  child.            

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Firc lriobr Ski lb AcfivitiesHand skins Ere cruclst to succ€8stuI handwfting. smatl mo/emsnis of the hand are refeir€d to a6 frns mdorskilts. f you feel a ohild k In nesd ol 6xtra adivfties to strongthen his or her hands or line motor skills,here are a f€\4r grggostions:

. cut ddur€a out of newsp€pgrs or m€azin€s. You can take a large black ma*er s.d dralv a linearound thc piciur€ to glve a guldelins,

. P||t togdhef snall beads, Logoq Tlnler Toys, Lincoln Logs, and th6 llke.; Kncad PlEydouoh or dsy. Bulld objods with them.. Hide small objeds in tho Playdough end hqve the ohild f,nd them.. Play p€gboqd games.. Ggther gnall oblocts from around tho houso (smEll buttons, beads), place them in a container, and

have tn€ drlkl plck thgm up ofi the ioof wlth a palr of tr,\,€ezers and place them back in lhe contalner. PlSy with any toys that oontdn manlpulalion of small Fieces-. squlrttristar botlle outdoors on the sldov/alk. Uso a rnoat ba8tcr and ha\ro a cofton bdl race aqoss the table wrlh yourcHld.. Fin0er palnt with Jello or cocoa on a pap€r plato.. LJs€ snall maMmdlovs and tootMcks to fonn l€fre6,. Slrlng popcom, buttons, or be€ds to make n€cklacas.. Uslng a hole-punch, croate a design on a plece of p€psr.? clip dc{h8spins to a cofitsin€r-. Play tuo.of-warwlth a (cofbs stiner) $,izzle stick, holdlng it wlth the thumb ond indexflnger only.

Fun lde6 for E)da Vlrrltlng PracflceIwhen a d{ld has learnod the prcp€r fom€tlon of bfels, you can do s€veral fun acth/ities lo encouragehandwrfting pEdlce. A f&', ars sied belowi

. Trsce a l€lter on a chllds bact and hane them guess whi*t lotter it is, th€n wrile thst leter on € dec€of papor. Tske tums and hav€ them tr€c€ a lettBr on your back.

. Finoer pdd leters.

. Vvlite leiers on lie sidewalkv{ith chalk.

. Tiace lottsrs in the sand or "painf wlth w€tsr on the sidewalk.

. Fom l€dcfs out of Playdough or d8y.

. Make cookie l€tters. Chlld forms ths letters by rolllng thE dough and putting the plsces together.

. irake l€#ets Ydth pipe cleanoF. .

. Draw l€ttsrs with your flnger on the carp8t.

. Docorato a l€dgr colgge-uslng gllltgr, puffy paint, and markers.

. Use difrfent lypes of pencns ior wting predic€ (gel p6ns, colored p€ncib, sceotod markefs,c|€yons).

. Have d d.en wfile shopping llsts.

. Use a flashligtt and make lettors on the wsll. TEke turns guossing the letterthat w€s msde. You canalso cut oqt leter templdes to plac€ in ftlnt of the flashllght.

. Put teltotE on a die and hsw a dfld mll it then h6ve the child write a $,od that st9rts with that leher.

. Flsh fof wods. Plac€ cut out f,sh ln a shoebor Write words of letters on the fish. Attach pap6r clips tothe fish snd adapl a smau pole wilh 8 magnet. Whichewr fish the cttild q6ts, thsy havo to come upwlth a wgrd or sedence using rlift8t ls on the fish.

. Have ctdld.en write wlth icing tub€s.

-Ll$ comPiled frlm www.hMears.com

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rhe right Great rraitsThe table below lists the eiqht traits or assetsthat are the focus of our character educationproqram called H3. The table lists each traitand how to explain its meaning in 1" gradelanguage. We will be talking about andpracticing these eight great traits at schoolthroughout the year.

Meaning in 1't Grade Language

cari ng I take care of myself,others, and mv worl d.

Honesty r tel I the truth"Respons-ibi lity r am resDonsr b le for

everythi hq r do andsav,

rntegrity r show self respect bytaking pride in myLJnrals and aatt ons.

Respact for others r am k-ind to alpeople.

-Tt- zenslii p r help people in mycl ass room, school , andcommunttv-

Pl ann i ng & DecisionMaki no

r make good chor ces.

FFoblern soTtjnq I cooDerate to so lveprobli:rns in a fair way.

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25 Manners Every Kid Needs By Age 9 Written by David Lowry PhD

1-When asking for something, say “Please.” 2-When receiving something, say “Thank you.” 3-Do not interrupt grown-ups who are speaking with each other unless there is an emergency. They will notice you and respond when they are finished talking. 4-If you do need to get somebody’s attention right away, the phrase “excuse me” is the most polite way for you to enter the conversation. 5-When you have any doubt about doing something, ask permission first. It can save you from many hours of grief later. 6-The world is not interested in what you dislike. Keep negative opinions to yourself. 7-Do not comment on other people’s physical characteristics unless, of course it’s to compliment them, which is always welcome. 8-When people ask you how you are, tell them and then ask them how they are. 9-When you have spent time at your friend’s house, remember to thank his or her parents for having you over and for the good time you had. 10-Knock on closed doors-and wait to see if there is a response-before entering. 11-When you make a phone call, introduce yourself first and then ask if you can speak to the person you are calling. 12-Be appreciative and say “thank you” for any gift you receive. In the age of e-mail, a handwritten thank you note can have a powerful effect

13-Never use foul language. 14-Don’t call people mean names. 15-Do not make fun of anyone for any reason. Teasing shows others you are weak and ganging up on someone else is cruel. 16-Even if play or an assembly is boring, sit through it quietly and pretend you are interested. The performers and presenters are doing their best. 17-If you bump into somebody immediately say “excuse me.” 18-Cover your mouth when you cough or sneeze and don’t pick your nose in public. 19-As you walk through a door look to see if you can hold it open for someone else. 20-If you come across a parent, a teacher or a neighbor working on something, ask if you can help. If they say “yes,” do so-you may learn something new. 21-When an adults asks you for a favor, do it without grumbling and with a smile. 22-When someone helps you, say “thank you.” That person will likely want to help you again. This is especially true with teachers. 23-Use eating utensils properly. If you are unsure how to do so, ask your parents to teach you or watch what adults do. 24-Keep a napkin in your lap; use it to wipe your mouth when necessary. 25-Don’t reach for things at the table; ask to have them passed.