Parent UniversityA night of “tips and tricks”Presented by:Meghan SilvioGrade 1 Teachersilviom@clinton.k12.ma.us

Agenda 6:30-6:40 Welcome and Introduction 6:40-7:20 PowerPoint

Presentation/Discussion of topics 7:20-7:30 Questions and Survey

We may run a little over but we will do our best to stick to this agenda! Questions may be emailed to me at any time.

Acronyms IEP- Individualized Educational Plan OT- Occupational Therapy PT- Physical Therapy ELA- English Language Arts ELL- English Language Learner MCAS- Massachusetts Comprehensive Assessment

System PBIS- Positive Behavior Intervention and Supports DIBELS- Dynamic Indicators of Basic Early Literacy Skills GRADE- Group Reading Assessment and Diagnostic

Inventory

HOMEWORK 10 minutes per grade (2nd grade 2x10=20

minutes a night) Should be a review of skills previously

taught. Different philosophies about correcting

homework: Email your child’s teacher. Should never frustrate a child. Overall purpose: to allow extra time for

review , practice, and to develop study skills.

Papers…Papers…Papers… Remember your child worked VERY hard

in school and all those papers are evidence of that….take the time to empty their folder, backpack, clipboard!

Pick a paper and have your child tell you about it…this helps your child with conversation and more importantly allows them to process what they learned in school.

Papers…Papers….PapersDisplay your child’s work when appropriate it gives them a sense of pride.

When the box gets to full take a picture of their work and add it to a scrap book.

Remember to visit the elementary school to recycle all those papers!

Math Why is math so

different than when I was in school?

Today we want children to understand the process.

Before we learned 4+3=7 because it did…now we want them to know it and explain it! (open response)

Math FactsDeveloping automaticity of math facts can be related to learning the sounds of our language.

The sounds of our language are the building blocks to reading just as automaticity of math facts are the basis of our mathematical experience.

How to study math facts? We want kids to become automatic (solve in

their heads) so ask them basic facts while cooking, eating a meal, driving in the car, waiting for the bus.

Take 2 or 3 dice roll them and have your child add the numbers as quick as they can.

Use a deck of cards flip over 2 or 3 cards together add them up.

Keep a “travel bag” in the car with flash cards. Print a math fact sheet off the computer and

time them.

Reading Make every effort to read with or to your

child each night(10-20 minutes). If there are nights it isn’t possible (being a

mom I get that)…make a book box out of a shoe box…save those paper books and have your child read before bed.

Don’t get hung up on what’s too hard or too easy…reading is meant to be a leisure activity…pick books of interest to encourage a LOVE and passion for reading.

What does Reading with your child look like? Find a quiet, cozy place and get your

“snuggle” time in. No matter how well your child reads the

benefits of you reading to them are equally important.

Be excited for this time so it becomes something both you and your children look forward to.

What does Reading with your child sound like? Stop and ask questions: What happened so far? Who are the characters? Why do you think the author chose this

setting? How do you think the character is

feeling? What do you think will happen in the

end?

Reading with your advanced reader. Challenge them horizontally rather than

always going vertically! Because your 1st grade child may be

reading at a 3rd grade level doesn’t necessarily mean that they are developmentally ready for 3rd grade text so pick a 1st grade book and build higher level thinking skills such as: making inferences, character analysis, comparing text to text.

How to pick a “just right book” 5 finger test 3 ways to read a book: read the words/pictures/

and retell a story. See handout on levels As a parent at home the best thing you can do is

foster a love of reading by reading to your child no matter how well they read. Allow them choice. Don’t discourage them from reading the same book or one that’s too easy or too hard.

Simply encourage them to read!

Why don’t teachers correct all the spelling errors when my child writes?

The purpose of a writing assignment is to get your ideas on paper and play with vocabulary.

If a child is constantly getting corrected for spelling mistakes they will be more reluctant to write.

If it’s a word the “should” know…just ask them to look at it again and see if they notice the error…this provides ownership which equals confidence!

Spelling Words VS. Vocabulary Words VS. High Frequency Words

Spelling words are words that relate with the phonics lesson and are evidence that the child understands the spelling patterns in our language.

Vocabulary words are words that children learn to help with comprehension.

High Frequency words are typically words commonly seen in our language that kids need to know by sight (aka: sight words). Often these words can not be sounded out.

Why a Standards Based Report Card? Standards Based report card correlates with our

new national curriculum The Common Core Standards.

44 states nation-wide have adopted the national standards.

Standards offer a depth of detail about your child’s knowledge and understanding toward a mastery skill.

The standards listed are end of year goals. If your child exceeds a standard it will be noted

in the comments section of the report card.

Interpreting a Standards Based Report Card

M Child meets the standard 90-100% of the time independently with accuracy and quality.

P Child is showing progress independently toward meeting the standard. They are “on target” to meeting the standard by the end of the year.

GP Child is showing progress toward meeting the standard with support. Through guided progression the child receives support to meet the standard.

NY Child is not yet demonstrating understanding. (Area of Concern)

NA This standard is not assessed at this time.

Standard scores CAN NOT be translated into traditional scores.

Preparing for that January Conference Prior to the conference: Listen to

your child. Find out what they love and maybe what they are struggling with. Ask your child questions…do they have trouble with friends? What makes the work hard or easy? What do you think your teacher will say about you?

Make notes.

Preparing for that January Conference During the conference: Be on time. Conferences are

limited to 10 minutes and there are many families to squeeze in.

Find a babysitter Bring a translator or arrange for one prior to the

conference. Have questions ready so if after the teacher is done

and hasn’t answered them you will be sure to ask them. Keep emotions out of it…it’s hard to hear if your child

struggles or needs behavior reminders…the teacher is only offering constructive criticism so that we can work together to help your child improve.

Preparing for that January Conference After the Conference: If there were

specific issues that were going to be addressed, be sure you touch base within a week to know what the plan is.

Email or write your child’s teacher to follow up on any issues that were discussed after a couple weeks.

Feel free to email your child’s teacher at any point in the year to check in on anything that may be concerning you.

The End…Thank you for coming!