Mrs. Napolitano Grade 1, Room 7 656-6438 ext. 41307 Send Email

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On this page your will find our First Grade Syllabus, Information on how to support your child become a writer, ways to help your child in reading and math, a link to the Parents can Help Booklet provided by Fremont Unified School District, A link to download the First Grade Report Card, and some learning websites that your child is sure to enjoy.



First Grade Syllabus
Welcome to First Grade
at Harvey Green!

Research shows that parental involvement greatly increases student success in school. Your support and involvement is the foundation of your child’s academic achievement. In this document you will find:



I. My Philosophy of Teaching
II. Curriculum Information
III. Homework Policy
IV. Discipline Policy
V. Donations
VI. Contact Information







I. MY PHILOSOPHY OF TEACHING

I hope to make a difference for each student by believing in their undiscovered talents, nurturing their self-esteem, and holding high expectations. My philosophy of teaching is to instill an appreciation for each discipline and to value all students as gifted. I know that every child can be academically successful when they put forth their best effort. I am dedicated to helping all students and look forward to spending extra time with students who need additional help in order to succeed. I know that my positive outlook will reflect in my teaching to create an exciting learning environment for all students.

My job is to provide all students with learning experiences and opportunities to apply knowledge in meaningful ways. I plan to do this through:

*A variety of methods of instruction (including whole class, small group,
partners, and one-on-one)

*A variety of sources (textbooks, internet, art, computer programs)

*Accommodating different learning styles (through visuals, audio, and
hands-on activities)

*A variety of assessment methods (traditional tests, oral response, informal observations)


II. CURRICULUM

You can read the California state standards in its entirety online at: http://www.cde.ca.gov/be/st/ss/index.asp

California’s list of recommended literature
http://www.cde.ca.gov/ci/rl/ll/index.asp
Reading: The Open Court reading anthology, workbooks, and several literature books will be used with an emphasis on decoding words, vocabulary development, and reading comprehension. Students will learn to use comprehension strategies such as asking questions, making predications, and responding to questions (who what when where why and how). We will learn to use context to unlock the meanings of new words and we will practice summarizing passages by retelling the beginning, middle and end. We will also learn to identify plot, setting and characters of a story. The language arts series incorporates cross curricular elements of social studies and science standards.
Writing: Students will learn to print legibly and space letters, words and sentences appropriately. Students will write clear and coherent sentences and paragraphs that develop a central idea using the stages of the writing process (i.e. prewriting, drafting, revising, editing successive versions). Students will learn to use descriptive sensory detail while staying on topic to describe and explain familiar objects, events, and experiences. We will also learn to use punctuation and capitalization properly.
Spelling: Students will practice the weekly spelling list through a variety of activities such as spelling the words several times, alphabetizing them, and taking a practice test at home on Thursday. We will take a weekly spelling test on Friday. Weekly spelling lists are organized based on patterns (i.e. sounds, suffix, prefix, etc). Students should focus on these patterns and apply them in their writing.

Math: By the end of grade one, students understand and use the concept of place value and add/subtract small numbers with ease (sums up to 20). They will be able to write equations for addition and subtraction word problems, as well as count by 2s, 5s, and 10s to 100. We will learn how to make different combinations of coins to equal same value, and compare the length, weight, and volume of two or more objects. We will also learn how to tell time to the nearest half hour and create simple graphs and charts. Students sort objects and create and describe patterns by numbers, shapes, sizes, or colors. Use tools, such as manipulatives or sketches, to model problems.

Science: Students go to science lab once a week with Mrs. Matsuoaka.

Computers: Students go to the computer lab once a week in the with Mrs. Caine.

Physical Education: Students meet with the PE teacher twice a week to exercise.

Character Education (H3): The new character education program embraces the Eight Great Traits (responsibility, respect, integrity, etc). The traits are used to establish and build a sense of community within the classroom and the school and develop responsible caring individuals.


III. HOMEWORK POLICY

The Homework Policy for first grade reflects the Fremont Unified School District guidelines which is 10-20 minutes of homework Monday through Thursday, there will be no homework assigned on weekends. Homework content will reflect what is occurring in our classroom, and could come from any curriculum area.

Every Monday your child will bring home a homework packet and an HRP folder (Home Reading Program). HRP provides the crucial practice that your child needs in order to master reading.

The homework packet can be completed in any order at your pace and returned on Friday. The HRP folder will have 5 books, a reading log for you to initial, and comprehension questions. Please be sure to listen to your child read each book three times, initial, and return the folder and the packet on Friday. The books are yours to keep in your child’s library.

At the beginning of the year students need a lot of help remembering to do their assignments and return them on Friday. Parents can help by establishing a daily homework routine, providing a quiet place free of distractions, and checking all work after it is complete. It is best to do homework at the same time everyday.

The more you are involved with homework and the more you support homework by supervising, guiding and practicing with your child, the better your child will understand the concepts.

Homework is considered in determining subject grades, as well as a study skill grade. If your child habitually does not complete/return homework, this will be reflected on their report card and weekly progress reports.

*If completing homework is taking longer than 30 minutes please contact me so we can address this issue.



IV. DISCIPLINE

I believe in mutual respect between teachers, students, and parents. A strong consistent discipline plan should aim to teach students self-control. Although students should have consequences for their behavior, discipline should primarily focus on finding better choices rather than implementing punishments. When a problem arises, I will guide students to reflect on their behavior and learn to make better choices. This allows students to take ownership of their predicaments, learn problem-solving skills, and ultimately learn responsibility while still feeling important and cared for.

A solid plan of rules and procedures is essential for creating and maintaining an effective classroom environment in which students feel safe and are treated fairly and respectfully. Only when this climate is established, can good learning take place.

RULES: There are three Classroom Rules:

1. Let the teacher teach.
2. Let the students learn.
3. Always try your hardest.

REWARDS
I use positive rewards over consequences whenever possible. Intangible rewards include praise from teachers and adults, self-satisfaction, increased self-esteem, and respect from peers. Individual rewards consist of “treasure marks”. After a student earns 10 marks they get to pick a treasure from the treasure box. We also have whole class rewards. When we earn 100 points, the class votes on a special class activity such as a popcorn party or an extra recess. Harvey Green supports a “Caught Being Good Program” in which we have weekly drawings.

CONSEQUENCES
Our class uses a “Card System” for consequences. Each student begins the day with a green card which indicates that they are making good choices and following the rules. When a student breaks the rules, I warn them verbally twice. If they continue to make poor choices the following steps occur:

1. The student is asked to change their card to yellow. Yellow
is a formal warning, no further action is taken.

2. The student is asked to change their card to red. Red means that the student must choose a “thinking spot” in the classroom away from the rest of the group to think about how to make better choices.

3. The student is asked to change their card to blue. Blue means that the student will lose a recess. I will have a conversation with the child about how to make better choices so he/she can have a better day.

4. The child may be given a misconduct notice or sent to the principal if behavior issues continue.

*Severe offenses such as fighting will result in a referral to the principal.

I will send home a weekly progress report to inform you of any behavior issues that occur at school. Please be sure to discuss inappropriate behavior with your child.

V. Donations

I wholeheartedly appreciate any of the following donations that you can make to the classroom. If you have any of the following items please send them to school with your child. Thank you!

1. Hand Sanitizer to keep us healthy throughout the year.

2. Jump Ropes, rubber balls or other playground equipment that we can have fun exercising with at recess.



VI.CONTACT INFORMATION

I check my email at least once a day. Please don’t hesitate to call or email me with your questions, comments or concerns as I am committed to delivering the best possible education for your child and I want him/her to succeed just as much as you do. I just know we’re going to have a great year together!

Mrs. Napolitano Room 7
sskelson@fremont.k12.ca.us
(510) 656-6411 ext. 41307








How to Help Your Child Become a Writer


*Celebrate your child’s efforts by displaying their work on the refrigerator and sharing it with relatives and friends.

*Provide different types of pens, markers, crayons, chalk along with various kinds of paper.

* Help your child notice various forms of writing within the environment: signs, labels, cereal boxes, food packages, TV guiders, catalogs, newspapers, telephone books, and magazines in addition to books.

*Let your child see you writing frequently: lists, reminders, notes, letters, emails, and other things you write in your daily life.

*Let your child play with magnetic letters on the refrigerator.

*Encourage friends and relatives to write to your child, and invite and help him/her to write back.

*Find authentic reasons for your child to write. For example, letters to friends and relatives, thank you notes, invitations, lists, and reminders.

*Put notes in your child’s lunchbox, book bags, under pillows, in pockets, on bikes and the TV and other surprising places. Encourage them to write back in the same manner.

*Talk with your child as he/she prepares to write. Help your child tap into what he or she already knows about the topic.

*Talk with your child about his/her writing, focusing on the meaning rather than correctness. Focus on what your child can do.

*Don’t make your child “correct” or recopy something that he or she has written just for pleasure.

*Accept your child’s best efforts at writing and spelling.

*Spelling and grammar are important. However, even professional writers often do not worry about these conventions until they have written down their ideas and played with content and organization. Children need to be allowed to experiment as they attempt to spell words they haven’t yet mastered.


Creating Support for Effective Literacy Education by C. Weaver, L. Gillmeister-Krause, & G. Vento-Zogby





Parents Can Help (click on First Grade)
http://www.fremont.k12.ca.us/hysmain.html


First Grade Report Card
http://www.fremont.k12.ca.us/prg/reportcards.html


Math and reading websites:
http://www.funschool.com
http://www.funbrain.com
http://www.starfall.com
http://www.sraonline.com/index.php/home/ocr02weblinks/203?SID=2034
http://www.sraonline.com/index.php/home/resourcecenter/forthestudent/freestudentactv/34
http://www.abc.net.au/countusin/default.htm
http://www.mathfactcafe.com
http://www.quizhub.com/quiz/quizhub.cfm
http://members.learningplanet.com/directory/index.asp?lev=2
http://www.mathcats.com/
http://www.mathsyear2000.org/
http://www.coolmath4kids.com/
http://nlvm.usu.edu/en/nav/grade_g_1.html
http://www.bookadventure.org/
http://www.hedgehogbooks.com/
http://www.certificates4teachers.com/
http://www.abcteach.com/Extras/superstudent.htm
http://www.atozteacherstuff.com
http://www.mrsp.com