7:20 - 7:50 Assembly/ LTE Broadcast 7:50 - 9:20 Language Arts9:20 - 10:10 Social Studies10:10 - 11:00 Specials11:00 - 11:45 Math11:45 - 12:15 Lunch12:15 - 12:35 Recess12:35 - 1:35 R/E Time 1:35 - 1:50 Math 1:50 - 2:40 Science 2:40 - 2:45 Pack up and dismissLibrary Day: Thursday 1:30-2:00

Specials Schedule by Group Color

Groups A Day

B Day

C Day

D Day

 Red

 Art

 PE

 Music

 PE

 Blue

 PE

 Art

 PE

 Music

 Yellow

 PE

 Music

 PE

 Art

 Green

 Music

 PE

 Art

 PE

Don’t forget sneakers on PE days!

Children without proper PE footwear will be working on alternate exercises instead of group exercises for his/her safety. Please help your child remember to wear sneakers or tennis shoes on PE days, so he/she may participate with the rest of the class.

All graded papers for week Important info from teacher Info from office & PTA Sign every week & return next day Don’t return graded papers

(Unless you have question about something )

Behavior Chart Homework Assignment Sheet Reading Response Log Last minute notes Communication between teacher &

parent

Green means

your child had a great day!

Otherwise you’ll see

a message from me

about why they

had to move

their clip.

Please Initial Every Night

Name: _______________________________

2013-2014, 1st Nine Weeks Behavior Chart

Parents, please look at your child’s contract each day and initial indicating you have seen it. Thank you.

Monday Tuesday Wednesday Thursday Friday Notes August 26

First Day of

School

27 28 29 30

September 2

Student/ Staff Holiday

3 4 5 6

9

10

11 12 13

16

17

18 Yellow- 15 Disrupting class 19

20

23 24

25 26

Yellow- 23 Playing around in the bathroom

30 October 1 2

3

4

7

8

9

10

11

Student Holiday/ Staff Prof Dev

14 15

Early Release Day

16

Early Release Day

17

18

End of 9 weeks

Make-up work is due the same amount of days your child is absent.

Reading: Read aloud 15-20 minutes daily & write response

Math: Tuesday Spelling Contract: Wednesday Homework should only be done in

Pencil

Tardiness

Please make sure to have your child at school every morning by 7:45.

LTE Behavior Plan

Weekly Assignment Sheet

September 2 - Sept. 6, 2013 Monday Labor Day Holiday

Spelling Words

1. sad 2. dig 3. glad 4. list 5. win 6. flat 7. if 8. kit 9. mask 10. picnic

Word Wall Words high every near add f ood

Challenge Words squire

Lake Travis Elementary homework

school

Tuesday Read and have parents sign reading log

Wednesday Do Activity #1 f rom Spelling Contract Read and have parents sign reading log

Thursday Study f or Spelling Test Read and have parents sign reading log

Friday

Have a super-great weekend

Our fi rst spelling test will be this Friday. Please help your child prepare f or this test by studying words at home. ALL STUDENTS WI LL BE TESTED ON WORD WALL AND CHALLENGE WORDS (Challenge words are extra credit)!! Students will need to be able to write a complete sentence with each WORD WALL word. Example: Please do your best!

Reminders: *Red Daily f older needs to be at school EVERYDAY! *Homework is due the NEXT day. *Not having homework or f older will result in a color change. Thank you for your support in teaching responsibility! *Please return any papers f rom Tuesday f older that need to be signed and returned.

Dates to Remember

*September 2nd – Labor Day Holiday

*September 5th - Parent I nf ormation Night K-2 5:30-6:15

Every Wednesday

night, students pick one activity

from the Spelling

Contract to complete for

spelling homework.

Spelling Contract

You may choose ONE activity among those below to complete and turn in every week. M ake sure to label which activity you choose to do. Choose an activity that you will

enjoy doing and that will help you study for your spelling test on Friday. Happy Spelling!

1. Write your spelling words as two color words. Choose one color for the consonants and one color for the vowels.

2. Write the spelling words 3 times each in your best handwriting. Then put the spelling words in alphabetical order.

3. Write sentences for your 10 spelling words. Underline the spelling words.

4. Using a dictionary, find and write the definition for 5 of your spelling words.

5. Write each of your spelling words on flash cards. Practice tracing each of the words with your f inger on a parent’s back. Then switch and let them do the same for you. This is a fun and easy way to get a back scratch! (Turn in flash cards.)

6. Put the words into 3 or more categories. L abel your categories.

7. Scramble the letters in the spelling words. Have a f riend or parent unscramble them.

8. M ake a spelling collage for your words using pictures, words, or drawings f rom newspapers or magazine and label each of them.

9. Use your spelling words in a story, poem, or letter. Underline each of your words.

10. Write your spelling words as a rainbow word. Use at least three diff erent colors for each word. Repeat each letter as you trace around the word.

11. M ake a word search with the spelling words. Have a partner, f riend, or parent try to find each of your words.

12. Take a practice test at home with a f riend or parent. Have them grade the test so that you can see what words you need to work on. Then do the test one more time, af ter you have studied the words, to see how much you have improved.

13. Write your spelling words as triangle words. Spelling word: sound S SO SOU SOUN SOUND

After reading

aloud for 15-20

minutes, students should write a

response about the book or chapter

they read.

Reader’s Response Questions/Ideas

First, read out loud for 15-20 minutes. Then use ONE of the ideas below to help

complete your reader’s response. You will complete one each night, M onday-Thursday. Please pick a diff erent one each night. By the end of the week you will have read for at

least 1 hour and responded in 4 diff erent ways!

1. Write a 10-word summary.

2. M ake a connection to a character in the story…who do they remind you of and why?

3. Tell about a time you felt like one of the characters in the story.

4. Tell about your favorite character. Why is he or she your favorite?

5. M ake a connection to the setting in the story…have you ever been somewhere like in the story?

6. I f the character in the story was sitting right next to you, what would you ask him or her?

7. Predict what you think will happen in the next chapter, or at the end of the story?

8. I f the author was sitting right next to you, what would you ask him or her?

9. Why do you think the author wrote this story? Was he or she trying to teach you something?

10. Would you recommend this to a f riend? Why or why not?

11.Is your story sad, silly scary, or funny? Why?

12.Describe a part that surprised you.

13. Tell why you chose this book.

14. How can you use the information is this book in your own life?

15. Write 3 important facts about what you read.

Reader’s Response Homework Name:___________________________

Week of: ___________________

Date Title of Story Minutes

Read Parent I nitials

Monday

Reader’s Response~ ________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________

Date Title of Story Minutes

Read Parent I nitials

Tuesday

Reader’s Response~ ________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________

Math

Number Sense: even/odd, number patterns, ordinal numbers

Addition and Subtraction to 18 Time to the minute, quarter hour, half-hour Money: value, making change, equivalency Adding/Subtracting 2 digit numbers no

regrouping AND regrouping

Math continued… Place value to thousands (expanded notation,

rounding, comparing, symbol representation) Fractions – up to twelfths Measurement – mass & volume; standard and

metric units; temperature Graphing Probability Geometry: attributes of shapes & solids;

spatial relationship Story/word problems(PROBLEM SOLVING) Intro to Multiplication and Division

MATH STARS!

Adding and Subtracting with Zero Making Ten: Addition and Subtraction Counting on 1 / Counting back 1 Doubles: Addition and Subtraction Doubles plus 1 / Doubles minus 1 Count on 2 or 3 / Count back 2 or 3 Ten plus 1/ Ten minus 1 Making Ten plus more: addition and subtraction

– -50 facts/3 minutes Addition, Subtraction, Mixed

– 100 facts / 5 minutes

Social Studies

Where We Live: our city, state, country Our Earth: maps, landforms, conservation,

geography Working Together: goods & services,

producers & consumers Our Country Today: government Our Country Long Ago: tradition, pioneers,

colonists People and Places in History: holidays,

landmarks, inventions

Science Life Science – growth & change in plants,

animals, & people, plants & animal environments, land & water habitats, pollution

Earth Science – natural resources, fossils, night sky, clouds, weather changes, water cycle, weather measurement tools

Physical Science – observing & measuring matter, changes in matter, forces & motion, sound

Writer’s Workshop Students will participate in Writer’s

Workshop throughout the year. During this time, we concentrate on writing skills. These skills include sentence structure and grammar

within a sentence. My goal is to help them become better writers and love to write!

Report Cards

1= Skill/Concept: Exhibits with direct assistance 2= Skill/Concept: Exhibits with minimal guidance 3= Skill/Concept: Exhibits mastery at expected level

It is important to note that for each indicator on the report card, it is the Level 3 that is the goal and indicates “end-of -year” mastery for that concept or skill. The goal is a level 3 for each marking period.

 

Early Reading Assessment

Kinder-2nd grade are assessed using Istation Reading

A “yes” or “no” will be marked on the report card for your child having “Met Standard on Early Reading Assessment.”

Report Card Info…

The report card is one tool for communication between home and school.

Students receive a report card four times a year. Only the envelope needs to be returned, and the report card is

for you to keep. Please sign the envelope before returning to me.

The report card includes a comment box for additional information and/or requests a conference.

You are invited to enter comments. You’ll notice the signature box on the envelope includes a place for you to enclose comments about the grading period or request a conference.

• One World Theater to see a play

• Austin Nature Science Center

Email : paisleyc@ltisdschools.org

School : 512-533-6324

This is going to be a FANTASTIC year for

Paisley’s Piglets!