1st. Grade

FEBRUARY 2010 CURRICULUM CHART

103	Mr. Gelber	101	ggelber2@schools.nyc.gov
111	Mrs. Cook	102	jcook@schools.nyc.org
216	Mrs. Grossman	103	sgrossm5@schools.nyc.gov
208	Mrs. Harris/Trinchese	131	aharris162@schools.nyc.gov mrodger2@schools.nyc.gov

Non Fiction Reading: Reading to Become Experts and to Share Passion

Readers notice features of non fiction books by looking at captions, diagrams, charts
Readers choose books wisely by gathering information about their topics
Readers learn facts about their topics by looking at the side of the text: Fun Facts, Sidebars

How To

Writers practice retelling stories by using sequencing words
Writers write How To books by sketching their steps in order
Writers warn their readers about something in their How To’s by using cautionary words
Writers organize their How To’s by creating a Table of Contents
Publish


Compare Measurements Compare and order weights Compare and order capacities Compare and order temperatures Compare and order areas Game Day		Topics to be discussed: What is matter What can we observe about solids Vocabulary – matter, sorting, classify, length, mixture

The following topics will be discussed: George Washington, Abe Lincoln, Presidents’ week Vocabulary – slavery, Civil War, revolution		In honor of your child's birthday, Read Aloud books are always welcome. Please read with your child daily, for at least 20 minutes. This will help them to build up their stamina and fluency. An idea for practicing money concepts is making at home ''stores. Students are responsible for all words words given as homework. Please review words from past weeks as well.

GUIDELINES FOR HELPING WHEN A CHILD IS STUCK ON A WORD

STRATEGIES TO TEACH

Try out the first sound, see if it seems like a word you know.

Go back to the beginning of the sentence and turn your mind on higher -pay closer attention.

Read to the end of the sentence then go back and try the word again

Read the sentence, skip the word, make a guess that makes sense, then if the whole sentence makes sense keep going. (This strategy is best for students who rely too heavily on the graph phonic cueing system.)

For kids who don't pay much attention to print, make a guess that would make sense, and go back and check it. Go back to the word, could it be what you guessed? Does it
match what you said? Read the word again, running your finger under it. Does it look right?

For kids who guess the wrong part of speech, ask, Does it sound right?

Reread the sentence, go to the unknown word, look at the first letter of the word, get your mouth ready to say its sound, reread the sentence, have your mouth ready.