Welcome to Miss. Kies's First Grade Class!

Welcome to your child’s first grade school year! I’m looking forward to
getting to know your child this year and partnering with you to make sure
he or she has the best year possible. Please keep this handbook as a
reference for you throughout this year.

Itinerant Schedule
Our itinerant schedule is listed below. Please make sure your child wears
sneakers on Day 6 in order to be permitted to participate in the gym activities
and bring his/her library books on Day 2.

Day 1: Day 2: Day 3: Day 4: Day 5: Day 6:

Music 🎵 Library 📚 Computer Art 🎨 Guidance 🤸
⌨️ 🙂 Gym

Homework Policy
Spelling: Students will be given a spelling list at the beginning of each week and
will be tested on those words at the end of each week. They will be given
assignments to do at school to practice them, but will also need to practice
them at home in whatever way works best for them.

Incomplete Assignments at School: Students who exhibit off-task behaviors

during the day and fail to complete an assignment, will have to complete said
assignments at home.

Aside from studying, I strongly believe in free-play and the importance of letting
children stay young for as long as possible. I believe that when students give me
all of their day, they deserve to have their night. Therefore I have eliminated the
majority of homework assignments. Enjoy your children after school without
worrying about homework and know that your child is working hard at school
each day!

Take Home Binder

Your child should bring home his/her three-ring binder each day. There are
several pockets in the binder. Please check each pocket for any important
papers and clean out take home papers regularly. There is also a yellow
assignment page located inside the binder. Please check your child’s
assignment page and binder for homework each and every night. I will train the
students how to write their homework assignments on the page at the beginning
of the year, and after the students are trained, it is their responsibility to write
those assignments on their page. If you see your child isn’t writing them in or is
failing to bring home important papers, please contact me.

Contact Information
Please reach out to me, If you ever have any questions or concerns. You can
contact me either by phone, email, or the Remind App. Due to class instruction,
I am not always available during the school day, but I will make every effort to
return your call as soon as I can.
● Phone: 631-3195 ext. ****
● Email: [email protected]
● Remind: Text the message @5kies to the number 59473

Further Information:
● Miss. Kies’s Classroom Website: https://misskiesclassroom.weebly.com/
● Hollidaysburg School District Website: https://www.hasdtigers.com/
● Frankstown Elementary Website: https://fks.hasdtigers.com/
● Frankstown Facebook Page:
https://www.facebook.com/groups/471624226285582/

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The Theoretical Orientation of My Class

The Science of Reading

According to The Reading League, “The science of reading is a vast,
interdisciplinary body of scientifically-based research about reading and issues
related to reading and writing. This research has been conducted over the last
five decades across the world, and it is derived from thousands of studies
conducted in multiple languages.” Within the Science of Reading are the five
components of literacy, which can be found listed below. Each component is
crucial and necessary to be taught in my classroom, and assessed throughout
your child’s schooling.

The Five Components of Literacy

1. Phonemic Awareness - ability to notice, think about, and work with the
individual sounds
2. Phonics - matching the sounds of spoken English with individual letters or
groups of letters
3. Vocabulary - body of words and their meanings that students must
understand to comprehend text.
4. Fluency - ability to read a text easily
5. Comprehension - ability to understand the meaning or importance of
something

Scarborough’s Reading Rope

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The Simple View of Reading
The essence of Scarborough’s Reading Rope is the Simple View of Reading,
which can be viewed as the equation found within the image above or
mentioned in this paragraph. The equation in a basic form is Word Recognition *
Language Comprehension = Reading Comprehension. If your child can be
skilled at both the word recognition category (phonological awareness,
decoding, and sight recognition) and the language comprehension category
(background knowledge, vocabulary, language structure, verbal reasoning,
and literacy knowledge) they will achieve reading comprehension. To achieve
reading comprehension, means to be an accurate, skilled, and fluent reader
with strong comprehension.

Authentic, Multisensory, and Hands-On Learning Experiences

My philosophy of education is holding authentic learning experiences as an
utmost priority. Authentic learning experiences are the best way to educate
young minds on the value of knowledge. It is an approach that involves
real-world problems and emphasizes hands-on, manipulative projects. All of its
components would allow my students to explore their surroundings, discuss what
they’ve experienced, and construct concepts and relationships based on those
observations. I prioritize authentic learning situations where students learn
through solving these real-world problems. As follows, I would help my students
understand the connection between what they are learning and life beyond
the four walls of my classroom. In my mind, students should learn through
participation, and I aim to create those experiences as authentic as possible to
mimic real-life application of knowledge.

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Course Description

Language Arts
Our first grade language arts course teaches students to identify and write all
letters, produce letter sounds and frequently used phonograms. Students will
also master weekly sight words, reading, and comprehension strategies to grow
as readers. The five components of literacy can be found after this Course
Description, emphasizing the five crucial skills aimed to be achieved.

Math
During the first semester students build fluency with basic math facts. Some of
these skills are learning to count to 100, basic addition and subtraction facts,
and adding double-digit numbers. Students will be introduced to other
concepts, like word problems, Venn diagrams, and basic geometry, as well.
During the second semester students begin counting by twos, fives, and tens.
They will learn both vertical addition and subtraction and are introduced to
multiplication and division and the signs used in those operations. Additionally,
they will study even and odd numbers. There is an emphasis on learning
practical skills such as reading thermometers, looking at maps, and
understanding the value of coins. Students will have multiple opportunities to
practice new skills and knowledge through using integrated online practice
problems.

Science
In this course, our students will complete projects that are designed to allow for
exploration and discovery, observe their surroundings, and through observations
of the natural world conduct inquiries into topics related to their healthy
development.

Social Studies
Students begin to explore basic fundamentals of social studies including map
skills, cardinal directions, and will begin to examine maps of the U.S. and the

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globe. They will also be introduced to important figures from American history
such as Pocahontas, George Washington, Abraham Lincoln, and Clara Barton.
A skill that students will practice throughout is retelling stories and may do this by
recording audio, retelling the stories orally, or writing down their observations.
They will learn how to use details and basics of narratives, and make maps of
their homes, neighborhoods, as well as a personal timeline.

Pennsylvania Common Core State Standards are met throughout each course.

The Five Components of Literacy

1. Phonemic Awareness - ability to notice,

think about, and work with the individual
sounds
2. Phonics - matching the sounds of spoken
English with individual letters or groups of
letters
3. Vocabulary - body of words and their
meanings that students must understand
to comprehend text.
4. Fluency - ability to read a text easily
5. Comprehension - ability to understand
the meaning or importance of
something

Pennsylvania Common Core Standards

All information given in this section is taken directly from the PDE SAS website.
Pennsylvania State Literacy Plan
Vision: All students in Pennsylvania from birth through Grade 12 will become
well-educated citizens with a command of literacy that prepares them for the
challenges of the 21st century and enables them to achieve their personal and
professional goals.

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Mission: The Pennsylvania State Literacy Plan (PaSLP) provides guidance to
stakeholders about their roles in developing an integrated, aligned, and
comprehensive set of literacy experiences for students. The plan identifies and
describes (1) essential evidence-based notions about the content of literacy
(birth-Grade 12) and (2) processes by which all stakeholders (e.g., parents,
care-takers, educators, community members, etc.) involved in students’ literacy
learning can facilitate that learning in a coherent and consistent manner.

Standards Aligned System

(SAS) is a collaborative product of research and good practice that identifies six
distinct elements which, if utilized together, will provide schools and districts a
common framework for continuous school and district enhancement and
improvement. Much research has been conducted regarding what makes a
great school. There are many intangible components; however, research
supports the notion that great schools and school systems tend to have six
common elements that ensure Student Achievement: Standards, Assessment,
Curriculum Framework, Instruction, Materials & Resources, and Safe and
Supportive Schools. Pennsylvania Standards Aligned System

PA Core Standards

English Language Arts for 21st Century

students will be guided by the Pennsylvania
Core Standards in every Pennsylvania public school classroom. Pennsylvania
educators and educational experts have created a thorough, rigorous, aligned,
and articulated Pennsylvania Core Standards unique document. The English
Language Arts Standards will continue to provide parents and community
members with information about what students should know and be able to do
as they progress through the educational program to graduation. With a clearly
defined target provided by the standards, parents, students, educators, and
community members become partners in learning.

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 ● Pennsylvania Core Standards - English Language Arts Grades Pre K-5 (PDF)

● Pennsylvania Core Standards – English Language Arts Grades 6- 12 (PDF

Download Standards: If you would like to see the PA Standards for your child,

since they were an infant, please click the links below.

Pennsylvania State Learning Standards for Early Childhood: Infant & Toddler

Pennsylvania State Learning Standards for Early Childhood: Pre-Kindergarten

Pennsylvania State Learning Standards for Early Childhood: Kindergarten

Pennsylvania State Learning Standards for Early Childhood: Grade 1

Pennsylvania State Learning Standards for Early Childhood: Grade 2

Course Goals

Overarching Goals and Big Ideas

Language Arts
- Identify and write all letters.
- Produce letter sounds and frequently used phonograms.
- Master weekly sight words.
- Master reading and comprehension strategies to grow as readers.
- Explicitly learning the components and skills of Scarborough’s Reading
Rope, also including or known as the Simple View of Reading, which can
be viewed on pages 3 and 4 of the syllabus.

Math
- Build fluency with basic math facts.

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 - Count to 100, by 2, by 5, by 10, backwards, etc.
- Solve basic addition and subtraction facts, including problems with
double-digit numbers (vertical addition and subtraction).
- Begin solving word problems.
- Use and create venn diagrams.
- Begin learning basic geometry.
- Introduced to multiplication and division.
- Build fluency in using the signs used in operations (+-x/).
- Study even and odd numbers.
- Learn practical skills, such as reading thermometers, looking at maps, and
understanding the value of coins.

Science:
- Complete projects designed to allow for exploration and discovery.
- Observe their surroundings and environments.
- Conduct inquiries, through observations of the natural world.
- Discuss topics related to their healthy development.

Social Studies:
- Become well-educated citizens with a command of literacy.
- Prepare for the challenges of the 21st century and their future.
- Learn how to achieve their personal and professional goals.

Foundational Skills, Instructional Strategies, and Resources

Foundational Skills
The Five Components of Literacy
- Phonemic Awareness is the ability to notice, think about, and work with
the individual sounds
- Phonics focuses on matching the sounds of spoken English with individual
letters or groups of letters
- Vocabulary is a body of words and their meanings that students must
understand to comprehend text.

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 - Fluency is the ability to read a text easily and consistently without error.
- Comprehension is the ability to understand the meaning/importance of
something, like text.

Other Foundational Skills

- Phonological Awareness is the ability to recognize and manipulate the
spoken parts of words, including syllables, onset–rime, and phonemes.
- Alphabet knowledge involves recognizing, naming, writing, and
identifying the sounds of the letters in the English alphabet.
- Spelling the process or activity of writing or naming the letters of a word.

Instructional Strategies Examples

- Finding a proper balance between phonics and meaning in instruction.
- Strong and appropriate reading materials for the range of readers.
- Strategies for teaching the five components of literacy explicitly.
- Writing programs in several ways throughout class time.
- Smaller class size or more one-on-one instruction.
- Using curriculum-based assessments.
- Trying several effective grouping strategies.

Resources
Foundational Skills Websites:
- PBS Kids Foundational Skills
- Learning A to Z Foundational Skills
- Achieve the Core Foundational Skills

Instructional Strategies Websites:

- Teaching Strategies
- Reading Rockets Teaching Strategies

Materials, Texts, and Supplies

Materials & Supplies (Suggested)

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 - Backpack (big enough to fit these essentials at least)
- Pencils
- Crayons
- Colored Pencils
- Markers
- Eraser
- Pencil Sharpener
- 3 Notebooks
- 5 Folders (Red, Yellow, Green, Blue, and another color)
- 3 Ring Binder (1 ½ inch)
Other:
- Coat
- Sneakers
- Jacket or sweatshirt
- Umbrella
- Winter Gear for colder months

Texts
- No texts are required to be bought for this class.
- All materials, textbooks, and workbooks will be provided to each student
by the school. :)

Apps & Technology

Please check all of these apps or websites every few days, to keep up with your
son’s or daughter's work, grades, rewards etc. Each website or app allows you
to view these types of information in various ways.
- https://misskiesclassroom.weebly.com/
- https://www.remind.com/
- https://edu.google.com/intl/ALL_us/workspace-for-education/classroom/
- https://www.classdojo.com/
- https://www.infinitecampus.com/audience/parents-students/login-search

Classroom Climate, Culture, and Management

Classroom Climate

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From the atmosphere and decor of our room to the interactions of my students
and I, every element of my classroom is designed to allow students with
disabilities to explore the elements of literacy. Our literacy rich environment
emphasizes the importance of speaking, reading, and writing in the learning of
all students. Because literacy-rich environments can be individualized to meet
my student’s needs, I am able to create both independent and directed
activities to enhance understanding of concept of print and word, linguistic and
phonemic awareness, and vocabulary development. All of this occurs in the
concrete setting of our classroom, giving students with disabilities multiple
opportunities to gain the skills necessary to participate in the general education
curriculum. For example, books, technology, manipulative materials, art
projects, and explorative activities can be used around a central theme.

Culture
Our literacy-rich environment emphasizes the importance of speaking, reading,
and writing in the learning of all students. This involves the selection of materials
that will facilitate language and literacy opportunities; reflection and thought
regarding classroom design; and intentional instruction and facilitation by
teachers and staff.

Management
My role as your son’s or daughter’s teacher is to encourage all attempts at
reading, writing, and speaking, allowing students of varying ability to experience
the different functions and uses of literacy activities. The interactions I make with
my students with disabilities build on students’ knowledge as they develop
literacy skills. I use a variety of methods of communicating with students by
asking questions, labeling objects and experiences with new vocabulary, and
offering practice to help students remember and generalize new concepts and
skills. This applies to all of my students, whether they are a struggling reader in
general, accelerated reader, students with engagement or attention problems,
or simply have behavioral challenges.

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Assignments, Homework, and Assessment

Assignments
If your child misses any days of school, I will send home all assignments in their
take-home binder that need to be completed. The amount of time they have to
complete the assignments are based on the length or duration of their
abstinence from school. I will try my best to work on any assignments at school,
but even I have a very busy schedule, so I will not always have the ability to sit
down one-on-one with your child and help them understand the assignments
and materials they need to turn in. If there would be any confusion or need for
discussions regarding this subject, you can contact me at any time.

Homework
In my classroom, I will assign a minimal amount of homework for my students.
Even I have nights that are impossible to add something else into the chaos of
my schedule, so why should I do that to my students and their families? My
homework will consist of spelling and vocabulary practice for the weekly tests on
Fridays, and some math homework at times in the week to simply practice things
like multiplication, division, fractions, etc. Homework is graded solely on
completion and if your child tries. As their teacher, I know each and every
student’s abilities and basic level of knowledge for whatever theme or subject. I
will know if they cheated, if they didn’t even read the directions, or if a parent
did the work, which is why as long as they tried and completed the paper. I will
never give any homework on Fridays, and if a project needs to be completed or
worked on at home, I will contact in advance, to make sure everyone is on the
same page.

Assessment Style
Corrective or formative feedback is defined as information communicated to
the learner that is intended to modify his or her thinking or behavior for the
purpose of improving learning” (Shute, 2008, p. 154).

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Types of Feedback in my Classroom:
● Self-evaluation - students assess their own learning and performance with
a rubric (or checklist) to determine strengths and weaknesses, as well as
the next steps in their learning.
● Peer review - students anonymously provide qualitative feedback to their
peers with or without a rubric or checklist.
● Group feedback - students work collaboratively with a group of peers
through multiple iterations of work and have synchronous or asynchronous
discussions about each other’s work.
● Class feedback - the instructor develops a list of common mistakes or
issues for students to evaluate their work against the list.
● Personalized feedback - the instructor provides individual, descriptive
feedback to students.
● Error flagging - involves highlighting where an error occurred when the
student’s response includes multiple components
● Elaboration/explanation - involves providing additional information, hints,
or prompts, and may or may not include correct answer feedback or error
flagging.
● Implicit corrective feedback - simply restating an error-filled response in a
correct format.
● Explicit feedback - would be specifically pointing out why and how the
answer was wrong, followed by an explanation on the correct way to use
the language.
● Recast - without directly indicating that the student's utterance was
incorrect, the teacher implicitly reformulates the student's error, or
provides the correction.

Validity & Equity Statement

To ensure validity and reliability in my assessments and assessment results, I will
train and prepare myself to give each and every assessment in the proper ways,
focusing on following exact requirements, appropriate settings and timing,
recording of assessments, and calculating/placing results.

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To ensure equity in my assessments I will learn to know my students well. This
means I will strive to understand their strengths, challenges, interests, goals,
cultural backgrounds, learning preferences, and access to resources.

Assessments
In every grade of your child’s elementary education or primary education
experience, your child will be assessed on several foundations. These
assessments are given to simply see where they sit compared to the national
average of other children their age group. This is necessary to see if they qualify
for any programs within our district or outside of it, if they could possibly be
challenged in any realms of their education, and simply to help us place them
for scheduled periods in the day, like reading groups, for example.

Specific examples of assessments that will most likely be given to your child are:
universal screeners, benchmark assessments, curriculum-based assessments,
standardized tests, etc. Universal screening is conducted to identify students
who may be at risk for poor learning outcomes. Benchmark assessment, also
known as interim assessment, is a system used to evaluate the academic
competency of a selected group of students. Curriculum-based assessment
evaluates student performance and educational needs using the materials
being employed for instruction. Lastly, a standardized test is a method of
assessment built on the principle of consistency: all test takers are required to
answer the same questions and all answers are graded in the same,
predetermined way.

I have created an entire Assessment Portfolio website that takes a deeper dive
into the many possible assessments your child could take. If interested in a better
understanding of the behind-the-scenes perspective and work regarding
assessing your child and their peers, in my classroom, please feel free to look
through this website link below and contact me with any questions.
Miss. Kies's Digital Assessment Portfolio

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Grading Approach and Policy

In my first grade classroom, my student's work will not be assessed using more
sophisticated scoring charts. Scoring charts almost always involve a system of
letter and number combinations, which I wanted to keep the traditional style as
well, but since these students are very young and new to the public school
experience, we will be focusing more on grading end-of-week assessments and
random assignments throughout the year, that would show comprehension or
fluency in whatever lesson, unit, or theme we are working on. So, for these
assignments I will mostly be using a letter-grading system and for each marking
period, I use a skill-based report card to show where your child is at with certain
aspects of their education, like behavior, math and literacy skills, or simple
projects we have completed in that time.

A critical contributing factor to student success is family communication. Keep

families informed about their child's progress as it is happening so that they can
help their child achieve learning targets, so on the several platforms connected
to my students and their families, I will consistently keep track of these grades
and their work. I will also use parent-teacher conferences and progress reports
as opportunities to directly touch base and supplement these by sending home
graded work often.

Specific things I will consistently create or continue to use for all graded
assignments in my classroom are rubrics, feedback notes, accommodations for
different projects/assignments/assessments, ability for extra credit or the option
for a second try for some assignments, and even possible tutoring opportunities
for those in need of extra help.

Skill-Based Report Card

An example of the skill-based report card, mentioned in the above paragraphs
can be found in the link below. This report card shows all the essential

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components, we believe your first grader needs to be assessed on, on a
benchmark to benchmark aspect.
Skill-Based Report Card Example for First Grade

MTSS: Multi-Tiered System of Support for Pennsylvania Education

Definition of MTSS
Pennsylvania's Multi-Tiered System of Support (MTSS) is a standards- aligned,
comprehensive school improvement framework for enhancing academic,
behavioral and social-emotional outcomes for all students.

Action Plan if My Student was Not Making Progress (Using MTSS)

1. I would begin researching methods, strategies, and action plans that suit my
teaching style, school district, the individual's parents/guardians, and of course
the individual child this plan would be set in place for, like MTSS.

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​2. MTSS is a multi-tiered system of supports (MTSS) is a proactive and preventative
framework that integrates data and instruction to maximize student
achievement and support students social, emotional, and behavior needs from
a strengths-based perspective. The system has three tiers of support and are
detailed in the image to the right of the text.

3. Since academic progress is measured in the school setting using IEPs,

benchmark assessments, reading levels, and general formal assessments, I
would take a deeper dive into the student's collection of scores to compare
their own scores and the base levels of their peers to see where they may sit.

4. The action plan would begin with Tier 1 of MTSS, which takes place in the
classroom first. As the student's teacher, I would create accommodations and
helpful strategies to try to improve any issues or challenges the child may be
consistently having.

5. After about a month of trying Tier 1 in my classroom, if my student is not

showing any improvement, I would have to move onto Tier 2.

6. Tier 2 calls for first giving different types of assessments, specifically in the areas
the student is challenged in and taking a deeper look into their scores. After
placing the student in the correct levels of their grade and age group, other
specialists within the school district and I will meet to talk about possibilities of
interventions needed for this student.

7. After creating a specific plan for this student to possibly go to a learning

support classroom or session once or twice a week, we would try to have a
meeting with the parents/guardians to hopefully approve the plan.

8. Assuming the plan would go into effect, we would go along with the plan for
about 6-8 weeks, to assess how my student is doing.

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9. After another round of assessments to monitor his or her progress, we would
compare the scores again and the base levels of their peers to see where they
may sit at this point.

10. If they are still not improving, plateauing, or even regressing, we would have
to aim fully for Tier 3. In Tier 3, we would need to have another meeting to catch
the student's parents up to date with their child's progress, after approval, start
creating an IEP for that student, along with goals and specific intervention and
support specialists within the school.

11. Tier 3 would take place for at least 8 weeks, to try and get the full effect and
if that is part in the plan. At that point if they are still not showing much
improvement, we would also need to look into further testing for any possible
disabilities the student may have that affect their school work and even
interventions in place. More parent/guardian meetings, assessments,
interventions or learning support, and progress monitoring will take place.

English Language Learner Family Support

ELL Family Communication Plan

1. Make sure the ELL families' contact information is updated and accurate.

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2. If needed, I will be in contact with an interpreter, family liaison, or ELL
educator who knows the family better, to make communication easier on
the family with language barriers.
3. As their child’s teacher, if no one else in the school district is handling this
job, I would want to ensure that the family knows how to contact me or
anyone in the school district.
4. I would specifically find out how their family would prefer to
communicate, whether through a specific communication app, social
media, text, phone call, email, in-person meetings, etc.
5. Also, I want to find out when their family prefers to communicate, since
many families have very opposite schedules compared to the school
schedule or regular 9-5 working day.
6. Since school districts are legally required to provide information in families'
home languages, I would share all the rights the family has, including the
ones about translated information.
7. Since my ELL’s family may have a specific translation tool or resource, I
would want to know or sit down and identify our options.
8. I would want to have an in-person meeting with the school districts
interpreters, family liaisons, or paraprofessionals depending on what they
need or their child needs, day-to-day, in the school setting.
9. I would keep in close contact with these specialists as well, for the child,
my own work, and of course, the parents/guardians also.
10. We will have to identify what information or updates specifically the family
requires to know on a daily or weekly basis.
11. We could talk about what has worked in the past and what hasn’t, to
update former plans to accommodate and benefit them.
12. Lastly and most importantly, I would find ways to get the family involved
with the school community, for as much as they would like to be. I would
try to invite them to as many events as possible, so they don’t feel left out.
13. For constant communication with all families involved in my classroom,
they would be included in these apps or resources, like Class Dojo or
Google Classroom, for example.

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Units of Study and the Course Schedule

Marking Period 1

Week: ELA Themes Mathematics Science Social Studies

Week 1 Beginning of the Year- Count by 1s and 2s Differences Examination of the

Kevin Henkes between solids and beliefs, values, of
phonics, reading, liquids different groups,
comprehension, both contemporary
writing, grammar, and historical.
vocabulary, and
spelling.

Week 2 Pete the Cat Count by 5s How batteries work Examination of the
phonics, reading, and how magnets behaviors and
comprehension, attract and repel languages of
writing, grammar, different groups,
vocabulary, and both contemporary
spelling. and historical.

Week 3 Splat the Cat Count by 10s How vibrating Compare groups
phonics, reading, objects produce cross-culturally
comprehension, sound and how
writing, grammar, sound travels
vocabulary, and
spelling.

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Week 4 Click the Clack Moo Count by 25s Objects that are Examine how
(Citizenship) made of one or groups adapt and
phonics, reading, more materials assimilate their
comprehension, (paper, wood, beliefs.
writing, grammar, metal, cloth, etc.)
vocabulary, and
spelling.

Week 5 The Three Little Pigs Count by past 100 Scientific words to Introduction to
(Fiction/Non-Fiction) describe physical History
phonics, reading, properties (size,
comprehension, color, shape, and
writing, grammar, texture)
vocabulary, and
spelling.

Week 6 Johnny Appleseed Count by 1s, 2s, 5s, Similarities and Study of time,
phonics, reading, 10s, and 25s past differences in continuity, and
comprehension, 100 physical properties change
writing, grammar,
vocabulary, and
spelling.

Week 7 Fall/Firefighters Read, write, and How heating and Evaluation of how
phonics, reading, understand cooling can certain events
comprehension, numbers to 999 change states of change the human
writing, grammar, matter experience over

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 vocabulary, and time
spelling.

Week 8 Spiders Read, write, and How properties can Explore how history
phonics, reading, understand be observed, has shaped the
comprehension, numbers to 999 described, and social of a specific
writing, grammar, measured era
vocabulary, and
spelling.

Week 9 Stellaluna/Bats Identify numbers in How water changes Explore how history
phonics, reading, the ones and then from a liquid to a has shaped the
comprehension, tens place in a solid or from a solid economic of a
writing, grammar, two-digit number to a liquid specific era
vocabulary, and
spelling.

Marking Period 2

Week: ELA Mathematics Science Social Studies

Week 10 Halloween Identify numbers in What happens Explore how history

phonics, reading, the ones and then when different has shaped the
comprehension, tens place in a liquids are mixed political of a
writing, grammar, two-digit number with water specific era

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 vocabulary, and
spelling.

Week 11 Pumpkins Demonstrate an What happens Explore how history

phonics, reading, understanding of when solids are has shaped the
comprehension, the parts-to-whole mixed with water environment of a
writing, grammar, relationship by specific era
vocabulary, and modeling simple
spelling. fractions (1/2, 1/4,
and whole) using
manipulatives and
pictures

Week 12 Veteran’s Day Demonstrate an Changes in the Explore how those

phonics, reading, understanding of moon during the changes gave rise
comprehension, the parts-to-whole month to the current
writing, grammar, relationship by environment
vocabulary, and modeling simple
spelling. fractions (1/2, 1/4,
and whole) using
manipulatives and
pictures

Week 13 Scarecrow Demonstrate an Effects of air Introduction to

phonics, reading, understanding of pressure force on Anthropology,
comprehension, the parts-to-whole objects and Geography, and
writing, grammar, relationship by materials Sociology

24
 vocabulary, and modeling simple
spelling. fractions (1/2, 1/4,
and whole) using
manipulatives and
pictures

Week 14 Thanksgiving Classify familiar two- Movement of the Explore the study of
phonics, reading, and sun during the day people, places,
comprehension, three-dimensional and environments
writing, grammar, objects by common
vocabulary, and attributes (color,
spelling. position, shape, size,
roundness, number
of corners) and
explain which
attributes are being
used to classify the
objects

Week 15 Gingerbread/Around Estimate answers to Weather changes Examination of how

the World addition or from day to day climate patterns
phonics, reading, subtraction and from season to
comprehension, problems and then season
writing, grammar, solve the problem
vocabulary, and and compare the
spelling. answer to the
estimation (Ex: How

25
 many quarters do
you need to buy an
ice cream bar that
costs $1.25?)

Week 16 Reindeer/Around the Estimate number of Different cloud Examination of how

World objects in a formations geography shapes
phonics, reading, collection (i.e. society.
comprehension, number of circles
writing, grammar, on a page, number
vocabulary, and of marshmallows in
spelling. a bag, etc.)

Week 17 Christmas/Polar Identify and The four seasons Examination of how

Express/Around the describe one- and natural resources
World two-dimensional shape society.
phonics, reading, objects (circles,
comprehension, triangles, squares,
writing, grammar, rectangles, spheres,
vocabulary, and cylinders,
spelling. rectangular prisms,
pyramids, cones,
and cubes)

Week 18 Snowmen Identify, describe, Ocean themes How these fixed or

phonics, reading, and extend simple such as waves and changing forces
comprehension, repeating patterns currents impact immigration

26
 writing, grammar, (i.e. 1, 3, 5 — next
vocabulary, and number is 7
spelling.

Marking Period 3

Week: ELA Mathematics Science Social Studies

Week 19 Penguins Fiction Collect and Planets in the solar How these fixed or
phonics, reading, organize data and system changing forces
comprehension, record it in tally impact economics
writing, grammar, charts, tables, bar and trade policies.
vocabulary, and graph, and line
spelling. graphs

Week 20 Penguins Non-Fiction Measuring in Planets positions Explore the study of

phonics, reading, standard and around the sun individual
comprehension, non-standard units development and
writing, grammar, identity
vocabulary, and
spelling.

Week 21 Arctic Animals Compare volume Appreciate the Examine how

phonics, reading, of liquids in diversity of life forms personal identity is
comprehension, containers of in the animal shaped by the

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 writing, grammar, different sizes kingdom social norms and
vocabulary, and institutions a person
spelling. is exposed to.

Week 22 America Compare the Describe plant and Introduce

phonics, reading, length, weight, and animal parts that psychology,
comprehension, volume of two or enable survival sociology, and
writing, grammar, more objects by anthropology
vocabulary, and using direct
spelling. comparison or a
nonstandard unit

Week 23 Valentine’s Demonstrate an Distinguish between Look at the diverse

Day/Space understanding of living vs. non-living ways in which
phonics, reading, the concepts of less things people respond to
comprehension, than, equal to, or those influences
writing, grammar, greater than by
vocabulary, and comparing and
spelling. ordering whole
numbers to 100
using the symbols
for those concepts
(<, =, >)

Week 24 Dinosaurs Identify one more Identify the life Evaluate how
phonics, reading, than, one less than, cycle plants and social, religious, and
comprehension, 10 more than, and animals political institutions

28
 writing, grammar, 10 less than some form the belief
vocabulary, and other number systems of its
spelling. members

Week 25 Robert Munsch Order objects by Recognize that Examines how those
phonics, reading, weight from lightest most living things institutions may be
comprehension, to heaviest come from a male influenced by
writing, grammar, and a female changes in social
vocabulary, and parent attitudes,
spelling. communications,
and events

Week 26 Wind/Kites Count combination Understand what How governments

phonics, reading, of quarters, dimes, living things need to interpret and
comprehension, nickels, and pennies survive (air, water, enforce laws
writing, grammar, to at least $1.00 food, sunlight)
vocabulary, and
spelling.

Week 27 St. Patrick’s Day Tell time to the Car and fire safety Examines all
phonics, reading, nearest rules aspects of civic
comprehension, quarter-hour on competence and
writing, grammar, both a digital and the way in which
vocabulary, and analog clock the rights of citizens
spelling. can either be
protected or
subverted

29
Marking Period 4

Week: ELA Mathematics Science Social Studies

Week 28 Knuffle Bunny Relate time to How the body Exploration of how
phonics, reading, events (longer, works (how does a trade and
comprehension, shorter, before, cut heal?) exchange systems
writing, grammar, after) influence the value
vocabulary, and and consumption
spelling. of goods

Week 29 Hibernation/Bears Read a calendar The purpose of How changes in

phonics, reading, and identify the safety rules resources can
comprehension, month, date, and affect economic
writing, grammar, days of the week policy or spur
vocabulary, and investment in
spelling. technology and
innovation

Week 30 Karma Wilson Bear Add and subtract Safety rules for the Examines how
Books/Fiction to and from 30 playground and the scientific or
phonics, reading, street technological
comprehension, breakthroughs alter
writing, grammar, the behaviors and
vocabulary, and attitudes of a

30
 spelling. culture

Week 31 Frog and Toad Add three one-digit Sources of food How increasing
phonics, reading, numbers globalization has
comprehension, impacted (and
writing, grammar, continues to
vocabulary, and impact) politics,
spelling. culture, language,
law, economics,
and even religion

Week 32 Insects Life Cycles Solve addition and Systems that make Explore the way in
phonics, reading, subtraction up the human body which information
comprehension, problems with one- (circulatory, has been
writing, grammar, and two-digit muscular, skeletal, disseminated to the
vocabulary, and numbers nervous, and public over the
spelling. digestive) course of
generations.

Week 33 Plants Life Cycles Demonstrate an Describing pain and Examines how the
phonics, reading, understanding of symptoms of illness increased access to
comprehension, mathematical and how to use it information
writing, grammar, symbols (+, -, =) reshapes social and
vocabulary, and political norms but
spelling. also how it can alter
the way in which
people consume,

31
 distill, or distort
information

Week 34 Oceans/Pout Pout Create and solve Scientific Explore the ways in
phonics, reading, problems with a Investigation which the
comprehension, known answer (i.e. government can
writing, grammar, 3 + __ = 5) either incentivize or
vocabulary, and disincentivize the
spelling. participation of its
people in civic
society.

Week 35 Oceans/Non-Fiction Solve simple story Experimentation Explore the active

phonics, reading, problems participation in
comprehension, voting
writing, grammar,
vocabulary, and
spelling.

Week 36 Fairy Tales/Summer Solve simple story Physical activities Explore the
phonics, reading, problems acceptance of free
comprehension, speech as part of
writing, grammar, representational
vocabulary, and democracy
spelling.

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