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K I N D E R , F I R S T & 2 N D G R A D E
PARENTS ARE PARTNERSPARENT INFORMATIONAL MEETING
UNDER CONSTRUCTION
Under Construction: Building on Excellence
A FEW GROUND RULES…
~WORKING TOGETHER…LEARNING TOGETHER~
MEETING GROUND RULES
• Speak one at a time
• Listen to one another; limit speaking time to allow others to share; respectfully disagree, when needed
• Refrain from speaking about a particular teacher or other children
• Refrain from speaking about issues that affect only to your child (those that should be addressed individually)
• Establish a community of trust and respect by maintaining confidentiality with information shared in this meeting
WHAT TO EXPECT FROM YOUR YOUNG LEARNER
~ACADEMIC~
LEARNING & DEVELOPMENT
• New year, new friends• Adjusting to a longer, more demanding school day• Increasingly more subject-matter concepts and
skills• Increased expectations for independence and
academic demands• Travel many places throughout the day• Learning day by day his/her personal capabilities
and a deeper sense of self• Put forth best learning effort throughout the day
LITERACY & NUMERACY
Our goal is to create literate and numerate students who exude a love for learning and are willing take academic risks in an environment that pushes them to achieve high academic expectations.
• From what students should know to what they should know how to do
• Emphasize ACTION for lifelong learning:- Active thought- Active expression- Active preparation
LITERACY - KINDERGARTEN
We strive to support our Kindergarteners’ development in many ways, including:
• Meeting the students where they are and move upward
• Language development – WORDS, WORDS, WORDS!
• Supporting them in their development in the steps of reading –phonemic awareness, phonics, decoding, vocabulary, fluency, and comprehensionSteps must be taken in sync or your child’s reading will be out of sync!
• Acquiring comprehension skills - identify elements of a story, retell the story in their own words, analyze characters (STEAL strategy)
• Beginning to Emerging Reader Lexile Measures
• Helping them participate in shared research and writing projects
NUMERACY - KINDERGARTEN
• Numeracy, as is literacy, is developmental and experiential
• Numeracy areas include number sense, patterns and algebraic thinking, measurement, probability and statistics, geometry and spatial reasoning, and mathematical processes and tools
• Concrete matters – manipulatives, not memorization
• Model, create, and describe numbers, then problems
• Spatial sense is important – 2D and 3D attributes
• Interact with math concepts in everyday situations
PARENTS AS PARTNERS - KINDER
• Literacy
-Read aloud from a variety of text and stop to ask questions
-Listen to your child read aloud and stop to ask questions
-Take outings to the HPL
-Use unfamiliar words in discussion
-Play word games
-More audio, less video (audio increases attention)
-Read, read, read, then write about it
• Numeracy-Use concrete household items to support number sense
-Have your child organize items using classifying attributes
-Cook with your child and allow measuring of ingredients with various tools
-Play games such as “I Spy” to identify objects around the house of different shapes
-Sing songs about numbers
-Set aside time to do daily math homework and/or interact with numbers
LITERACY – FIRST GRADE
We strive to support our first graders’ development in many ways, including:
• Reading with sufficient fluency – speed, accuracy, prosody, expression – Goal: 97% accuracy
• Remember, reading is developmental and experiential
• Reading “Just-Right” books...Easy reading makes reading easy
• Reading a variety of fiction and non-fiction texts
• Making inferences and predictions
• Writing in a variety of modes – narrative, expository, informative, persuasive (reading journals are your friend!)
• Locating and gathering information from reliable and valid resources with adult assistance
• Creating visual displays to convey research results/findings
NUMERACY – FIRST GRADE
• Creating and using concrete object and pictorial models of numbers to describe, compare and order
• Applying addition and subtraction facts to solve problems
• Identifying, describing, and extending patterns• Constructing and organizing data from a variety of
information sources (graphs, charts, etc.)• Justifying thinking using objects, words, pictures, and
numbers• Using mathematical vocabulary appropriately in and
out of school
PARENTS AS PARTNERS - FIRST
• Literacy
-Read aloud from a variety of text and stop to ask questions
-Listen to your child read aloud and stop to ask questions
-Know your child’s Lexile range and help him choose appropriate texts
-Play word games with your child and interact with words regularly
-Set weekly reading goals
-Read, read, read, then write about it
-Keep your limitations confidential
• Numeracy-Have your child find and create patterns using pictures from magazines, clothing, coins, buttons
-Conduct a survey of family/friends and create a visual representation of the data
-Play board games that require your child to make choices
-Look for math situations in every day life
-Set aside time to do daily math homework and/or interact with numbers
LITERACY – SECOND GRADE
We strive to support our first graders’ development in many ways, including:• Reading from a variety of genres – books (fiction and non-
fiction) poems, informational texts, etc.• Reading with sufficient fluency and comprehension• Making inferences using text evidence to support
comprehension• Analyzing characters in detail• Summarizing and making comparisons across texts• Increasing vocabulary through independent reading• Being word conscious; integrating new vocabulary in and
out of school• Formulating questions to guide research projects
NUMERACY – SECOND GRADE
• Create, identify, and extend numerical and geometric patterns
• Name, compare, and order fractional parts of a whole• Use and interpret data from a variety of measurement
tools, i.e., thermometer, clock, balance, etc.• Use problem solving processes that incorporate
understanding a problem, making a plan, carrying out a plan , and evaluating the solution for reasonableness
• Justify thinking using objects, pictures, and numbers
PARENTS AS PARTNERS - SECOND
• Literacy-Read aloud from a variety of text and stop to ask questions-Listen to your child read aloud and stop to ask questions-Routinely review and reinforce vocabulary learned at school-Use unfamiliar words in discussion and encourage integration of new words-Play word games-Know your child’s Lexile range and monitor his/her reading of appropriate level texts -Read, read, read, then write about it
• Numeracy-Allow child to budget money and apply mathematical concepts in stores
-Create schedules and estimate the duration of various activities
-Relate mathematical concepts to games, sports, etc.
-Read literature that relates to mathematical concepts
-Interpret graphs in newspapers and draw conclusions
-Set aside time to do daily math homework and/or interact with numbers
WHAT TO EXPECT FROM YOUR YOUNG LEARNER
~SOCIAL & EMOTIONAL~
A COMPREHENSIVE PROGRAM FOR ALL STUDENTS
• Personal/social development: • promote positive interpersonal knowledge, attitudes and
skills.
• Academic development:• help students obtain and maintain the attitudes, knowledge
and skills needed for academic success
• Career awareness:• help students understand and explore the world of work
Guidance Curriculum
Small Group Interventions
Individual Counseling
A COMPREHENSIVE PROGRAM FOR ALL STUDENTS
GUIDANCE LESSON UNITS
• Skills for Learning
• Learning to Listen
• Focusing Attention
• Following Directions
• Being Assertive
• Managing Emotions
• Managing Embarrassment
• Handling Making Mistakes
• Managing Anxious Feelings
• Identifying Feelings
• Calming Down
GUIDANCE LESSON UNITS
• Empathy
• Identifying Others’ Feelings
• Showing Compassion
• Showing Care and Concern
• Respecting Different Preferences
GUIDANCE LESSON UNITS
• Problem Solving
• Fair Ways to Play
• Resisting Revenge
• Seeking Help
• Disagreeing Respectfully
GUIDANCE LESSON UNITS
CHARACTER EDUCATION AND ENRICHMENT
• Café Manners
• Bullying Prevention
• Buddies
• Peer Mediation
WEBSITE
WEBSITE
FOSTERING INDEPENDENCE
~PURPOSEFUL PREPARAT ION~
WHY INDEPENDENCE IS IMPORTANT
• Developing independence promotes positive self-esteem and confidence • With the proper guidance, we foster good decision making skills in our
children when we allow them to consider options, take risks, and make mistakes
• When we give our children leeway to make decisions and try new things on their own, whether simple or complex, we are fostering a deeper sense of trust and a stronger parent-child bond
• A dependent, over protected child is highly likely to perpetuate a cycle of dependence, developing a helpless, “I can’t do it” attitude when confronted with challenging tasks
• Focus on EMPOWERMENT over ENABLING...every time you do something for your child that he/she can do for himself, you are taking away an opportunity for him to achieve success
• Ask yourself daily, “What am I doing for my child today that he can do for himself?”
HOW TO FOSTER INDEPENDENCE
• Give children responsibilities-Making their own bed -Setting the dinner table-Preparing personal belongings for school the next day -Sorting laundry and delivering dirty clothes to the laundry room-Feeding pets
• Allow your child to be involved in family decisions, where appropriate
• Listen to your child’s ideas and feelings• Encourage problem solving in frustrating or controversial
situations• Discuss viable solutions• Let them make mistakes as long as they are safe and healthy
PARENT SUPPORT & COLLABORATION
~INTENT IONAL & CONSISTENT~
SUPPORT
• Read Ram News and teachers’ websites weekly
• E-mail questions or concerns to teachers
• Read your child’s planner for daily assignments/class notes
• Schedule a conference with the teachers, if necessary
Assume goodwill… we work together for a common good!
• Try to schedule appointments outside of the school day
• Communicate plans (bus/carpool changes) to your child and teacher in writing ahead of time
• Read, read, read, then... with your child every day!
• Three keys to success: sleep, nutrition, and water
COLLABORATION
• Conference with teachers during enrichment time
Kinder – 8:45-9:30 3rd – 12:40-1:25
1st – 9:35-10:20 4th – 1:25-2:10
2nd – 10:25-11:10 5th – 2:10-2:55
• Schedule conference with teachers in advance
• Review classwork/test and prepare questions
• Agree on follow-up dates, if needed
• Keep communication lines open – phone call, e-mail, meet
• For safety reasons, please refrain from discussing detailed matters with teachers in the hallway, cafeteria, playground, and in carpool. They are on duty supervising our students!
AVAILABLE RESOURCES & HIGHLIGHTS
• Class of 2025: What They Need to KnowTime Magazine, October 2013
• How Not to Talk to Your Kids: The Inverse Power of PraiseNew York Magazine, August 2007
• Nurture ShockPo Bronson and Ashley Merryman, 2011
• How Children Succeed: Grit, Curiosity, and the Hidden Power of CharacterPaul Tough, 2012
• How to Talk to So Kids Will Listen and Listen So Kids Will Talk Adele Faber and Elaine Mazlish, 2012
• Ashley Pringle, Counselor
• Maria Sustaita, Clerk
• Christian Winn, Assistant Principal
Phone:
(713) 917-3565
Website:
www.www.houstonisd.org/rogersms
T. H. ROGERS ELEMENTARY
STAFF
MARK YOUR CALENDAR!
Important Dates Events
Oct. 30 Early Dismissal (12:45)
Nov. 1 Report Card Day
Nov. 4 Magnet Week
Nov. 20 Early Dismissal (12:45)
Nov. 27-29 Thanksgiving Holiday
Dec. 20 Snow Day
Dec. 23-Jan. 6 Winter Break
O N L I N E R E G I S T R A T I O N & R E S O U R C E S
INTRODUCTION TO SECOND STEP
THANK YOU FOR YOUR SUPPORT!
