First Grade PAC 20052006

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First Grade PAC2005-2006

• Paige Andrews
• Suzy Besson-Martilotta
• Julie Evans
• Alycia Gravitt
• Susan Mitchell
• Vicki Sipsy
• Amanda Wilson

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Standard 1 The teacher is a leader.

• Inclusion
• Coordinate parent volunteers
• Effectively manage students to accommodate
  individual schedules
• Daily communication with parents
• Incorporating technology into our lesson plans
• Provide lessons that meet the needs of all
  learning styles
• Multiple assessments including
• STAR, CRCT, CRT, quarterly assessments
• Collaborative planning
• Staff development training and teaching
• TIPS, GPS, WOW, Praxis, Everyday math, S.S.
  Textbook Adoption
• See individual PACS for additional leadership
  roles

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Standard 2 The teacher manages time, people,
space, assessment data, and technology in order
to improve the quality of the work for students.

• Schedules that maximize time on task
• Management of parent volunteers
• Flexibility with daily routines
• Efficient use of classroom space to allow for
  smooth transitions and a variety of ability
  groupings
• Weekly visits to the computer lab and daily
  classroom usage
• Individualized math instruction through the use
  of math tubs
• Leveled reading groups as determined by
  assessment data

• Assessment data
• CRCT, (4 ) CRT and STAR evaluations per
  year, quarterly assessments
• Implementation of Standards Based Report Cards
• On-going GPS training

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Standard 3 The teacher designs quality knowledge
work that actively engages students in learning.

• This year the first grade team chose to design
  quality work in the area of writing.

• Assessment tools
• Journal entries
• Power writing
• Georgia Writing Assessment
• Literacy centers
• Rubrics

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Prewriting

• The first grade teachers provided a variety of
  graphic organizers and taught the process of note
  taking and draft writing. We modeled the process
  both in writing and orally in order to ensure
  that all writers mastered the process.

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Writing
After working through the pre-writing phase,
students began writing their first draft.
Students were expected to create a topic sentence
with four or more supporting detailed sentences.
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Editing We allow individualized, peer, and
teacher led editing. Students are encouraged to
compare their work to a sample rubric displayed
in the classroom. Another form of editing
includes a paper/pencil rubric distributed during
the editing process.

• Self-Check
• ____The student wrote the required number of
  sentences.(3)
• ____Handwriting was neat.
• (care was taken with written work)
• ____Required information was covered including
  characters, setting, and plot.
• ____ Illustrations match work.
• (work shows quality)
• ____Sentences include correct capitals and
  periods.
• Score
• 1-not accomplished
• 2-partially accomplished
• 3-accomplished

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Publishing the Final DraftAfter students have
completed the first three phases of the writing
process, they are allowed to publish their work
in a variety of formats. Here are some examples
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Published work
My Friend By Alexis My friend is Evie.
My friend is seven years old. Evie was in Mrs.
Shaburns kindergarten class. Evies favorite
color is pink. Evies favorite food is
strawberrys. evie really likes to play tag.
Evies favorite thing at school is coloring.
When Evie grows up she wants to be a teacher.
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Other published work
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More examples of student work
Best Friends
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Standard 4 The teacher monitors and adapts the
work provided based on student engagement to
achieve desired results.

• Leveled reading groups
• Accelerated Reader Goals
• Sight Word Champs
• Math Tubs
• Assigned peer helpers
• Teacher created checklists used to monitor
  progress
• Adapted work to meet a variety of student
  learning styles and needs

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Thats All!