Syllabus

Class Syllabus 2019-2020

Teacher: Jeanette Bruton

School phone: 355-3318 School Fax: 355-3361

Address: 302 Perry Rd, Greenville. SC 29609

Email: jebruton@greenville.k12.sc.us

Website: https://sites.google.com/greenvilleschools.us/bruton-bears

Mrs. J. Bruton ‘s Class Schedule

2019-2020

7:45-8:10 – Unpack, Sharpen pencils, breakfast in the

classroom, watch news program and affirmation of the day.

8:10- 8:15- Calendar Update

8:15-10:15 – Literacy Block

8:15 -9:15 – Reader’s Workshop

9:15- 9:45 – Language and Word Study

9:-45- 10; 15- Writer’s Workshop’s

10:15- 10:50- Social Studies /Science

10; 55-11:20- Lunch

11:45- 12:00- Recess

12:00-12:45- Restroom/ Water Break

12:00- 12:40- Related Arts

Monday- Art

Tuesday- P.E.

Wednesday- Computer-Science

Thursday- Music

Friday – Computer Lab

12:45-1:30- Math

1:35-2:10 - Math Centers, Video story. remediation, completed morning work

2:10- 2:30 – Dismissal Preparation

• Schedule subject to change due to teachable moments, drills and programs.

Long Range Plans

First Grade ELA Year at a Glance 2019-2020

Units

Dates

Standards

Building Strong Reading Habits

Narrative Writing: Launching Writers’ Workshop

Aug. 22 –Sept. 15

Reading:

P1.1; RC 2.1,2,3,4; 4.1; 13.1, 2,3; MC 6.1; 7.1,2

Writing:

MCC 3.1, 2; L4.8; 5.4; RC 6.1,3

Becoming Problem Solvers in Reading

Narrative Writing: Small Moments Revisited

Sept.18 – Oct.13

Reading:

RC 3.1,2,3,5,6; 4.1, 2; MC 7.1; 8.1a,b,c,d; LCS8.1, 9.1

Writing:

MCC 3.1, 2; L4.8; 5.1,2,4, 5; RC 6.1,3

Learning About the World Through Reading

Procedural Writing: “How To” Books

Oct. 16 – Nov. 24

Nov. 27 – Dec. 8

Review/ remediate as needed

Reading:

RC 2.4,; 3.1; MC 5.1; 6.1; LCS 8.1, 2; 9.1

Writing:

MCC 2.1, 2; L4.6,7,8; 5.2,3,4; RC 6.1,2

Getting to Know Characters

Narrative Writing: Fictional Stories

Dec. 11 – Feb. 2

Reading:

RC 3.3,4,6; MC 5.1, 2; 8.1 a,b,c,d,e; LCS 11.2

Writing:

MCC 3.1, 2; L4.1,2,8; 5.3,4; RC 6.1

Reading Through the Hard Parts

Informational Writing: Books that Teach

Feb. 5 – Mar. 16

Reading:

RC 2.4; 3.2,5; 4.3; MC 5.1, 2; 7.1

Writing:

MCC 2.1, 2; L4.3,5,8; 5.2, 3, 4; RC 6.1

Deepening Comprehension

Opinion Writing: Writing Persuasive Reviews

Mar. 19 – Apr. 27

Reading:

MC 7.1; 8.1 a,b,c,d,e; LCS 9.2

Writing:

MCC 1.1, 2; L4.4, 8; 5.3, 4; RC 6.1

Reading Cross Genres

Writing Like a Scientist

Apr. 30 – June 1

Reading:

RC 4.1,2,3; MC 6.1; 7.1; LCS 9.1; 11.2

Writing:

MCC 2.1,2: L4.8; 5.2b; 5.3,4; RC 6.4

Grade 1 Math Year-at-a-Glance 2019-2020

1^st Quarter

Aug. 22 – Oct. 26

Unit

Standards

Pacing

Getting Started - Give Fall Benchmark

K-5 review

math procedures

4 days

Aug. 22-25

Understanding Ten Ones Make a Ten

· Compose and decompose 10

· Represent numbers in different ways to 20

· Identify the number of tens and ones up to 20

· Review facts to 5

· Solve word problems addition and subtraction facts to 5

1.NSBT.2 a, b;

1.ATO.1;

1.ATO.6 a

5 days

Aug. 28-Sept. 1

Measuring, Ordering and Comparing Lengths

· Order three objects by length

· Order 3 objects by using indirect comparison

· Measure objects with non-standard units

· Use comparative language to describe which object is shorter/longer

1.MDA.1

1.MDA.2

9 days

Sept. 5 -15

Developing Addition and Subtraction Strategies

· Add using strategies (add 0, plus 1, plus 2, doubles)

· Subtract using strategies (subtract 0, 1, 2, and doubles)

· Recognize the relationship between addition and subtraction (inverse)

· Use the commutative property to add 2 addends

· Fluently add and subtract to 10

· Common Addition and Subtraction Story Problems - Results and Total Unknown AND Change and Addend Unknown only

1.ATO.3; 1.ATO.4; 1.ATO.6 a

15 days

Sept. 18 –Oct. 6

Exploring Quantities to 100

· Orally count to 100 starting at any number (by ones, fives, and tens)

· Represent a group of objects with a numeral

· Represent numbers to 100 using concrete models

· Read and write numbers to 100

1.NSBT.1 a, b, c;

1.ATO.9 a, b

12 days

Oct. 9 - 26

2^nd Quarter

Oct. 27 – Jan. 16

Using Data to Add and Subtract within 20

· Collect, organize, and represent data (tally marks, t-charts, object, and picture graphs)

· Answer questions (most/least/ combining 2 categories) about tally marks; t-charts; and object, picture, and bar graphs

· Solve addition and subtraction problems to 20 based on data from the graphs (object, picture, bar, tally)

1.ATO.1; 1.ATO.5; 1.ATO.6 a;

1.MDA.4; 1.MDA.5

8 days

Oct. 27–Nov. 7

Telling Time to the Hour and Half Hour

· Distinguish between morning, afternoon, and evening

· Tell time to the hour and half hour using a digital and analog clock

· Set an analog clock to show a digital time

1.MDA.3

10 days

Nov. 8 - 21

Distinguishing Attributes of Shapes and Patterns

· Identify defining and non-defining attributes of shapes

· Identify and name 2-D shapes

1.G.1; 1.G.4

1.ATO.9 a, b

5 days

Nov. 27– Dec. 1

Using Place Value

· Count to 120 from any given number

· Read and write numbers in word form

· Decompose a number into ten and ones

· Represent a number in multiple ways

· Compare numbers using the words “greater than,” “less than,” and “equal to”

1.NSBT.1 a, d;

1.NSBT.2 b, c;

1.NSBT.3

12 days

Dec. 4 - 19

Extend +/- Strategies to 20 through graphing

· Solve addition and subtraction story problems (unknowns in all positions)

· Solve comparison word problems about graphs (how many more/fewer)

· Use graphs (object, picture, and bar graphs) to solve problems including comparison problems

· Common Addition and Subtraction Story Problems - Results and Total Unknown , Change and Addend Unknown, AND Start Unknown, Both Addends Unknown and Comparing with Difference Unknown (bigger unknown, smaller unknown)

1.ATO.1; 1.ATO.6 a, b;

1.MDA.4; 1.MDA.5

8 days

Jan. 3 - 12

3^rd Quarter

Jan. 17 – Mar. 23

Extend +/- Strategies to 20 & Story Problems

· Solve addition and subtraction story problems (unknowns in all positions) with facts to 20

· Solve comparison word problems (how many more/fewer)

1.ATO.1; 1.ATO.6 a, b;

1.ATO.7;

9 days

Jan. 16 - 26

Adding Multiples of Ten

· Find ten more than any 2-digit number

· Add multiples of ten to any 2-digit number

1.NSBT.4 a, b;

1.NSBT.5

10 days

Jan. 29 – Feb. 9

Composing and Drawing Shapes

· Identify defining and non-defining attributes of 3-D shapes

· Identify and name 3-D shapes

· Combine 2-D and 3-D shapes to create a composite shape

1.G.1; 1.G.2

8 days

Feb. 12 - 23

Understanding the Equal Sign

· Determine if an equation is equal or not equal

· Determine the missing number in an equation

1.ATO.7; 1.ATO.8

10 days

Feb. 26 – Mar 9

Understanding Place Value to Add and Subtract

· Add 2-digit and 1-digit numbers

· Find 10 less than a number

· Subtract multiples of 10 from a larger multiple of 10 (less than 100)

1.NSBT.4 a;

1.NSBT.5; 1.NSBT.6

10 days

Mar 12- 26

4^th Quarter

Mar. 26 – June 6

Applying Properties of Operations to Add 3-Digits

· Solve problems/word problems with 3 addends using the associative and commutative property

1.ATO.2; 1.ATO.3

8 days

Mar. 27–Apr 13

Finding Equal Shares of Shapes

· Partition a rectangle, square, and circle into halves and fourths

1.G.3

7 days

April 16 - 24

Identifying Coins

· Identify and name the value of a penny, nickel, dime, and quarter

1.MDA.6

5 days

Apr.25 – May 2

Demonstrating Proficiency in Addition and Subtraction

· Solve basic facts within 10 fluently

· Solve word problems with facts to 20

1.ATO.1; 1.ATO.6 a, b

15 days

May 3 - 23

Review/Preview for 2^nd grade

May 24 –June 6

Science, Social Studies, Health Year at Glance 219-2020

Social Studies Unit 1 Rules and Laws - 3 weeks - Aug. 22-Sept. 8

Quarter 1

Standards

Week 1

A. Explain and/or illustrate examples of rules and laws.

-Be able to justify reasons for rules or laws discussed.

-Be able to name consequences for not following rules or laws.

E. Infer possible and real consequences of breaking laws and rules.

*Health Standards

E. Identify ways that family and friends can help a person stay safe and avoid injury

E. Identify safety rules at home, school, community

E. Discuss ways to get along with others and avoid conflict at home and school

Social Studies standards 1-2.1, 1-2.2, 1-2.4, 1-3.1

*Health standards

I-1.7.1, I-1.7.2, I-1.7.3

Week 2

C. Summarize the concept of authority.

D. Classify authority figures by the rules and laws they enforce.

Week 3

B. Summarize basic government functions.

Science Unit 1 Exploring Light and Shadows 4 Weeks – Sept. 11 - Oct. 6

Standards

Week 4

A. Obtain and communicate information from a variety of sources to describe how light is required to make objects visible

A. Conduct an investigation to determine how light is needed to make objects visible

Science standards

1.P.2A.1-4

Week 5

B. Analyze and interpret data from observations to compare how light behaves when it shines on different materials

B. Using drawings or diagrams, compare how light behaves when it passes through different objects

B. Using a graphic organizer, compare how light behaves as it passes through different materials

Week 6

C. Ask questions and make predictions about shadows forming

C. Conduct an investigation to determine how to make shadows larger/smaller

C. Conduct an investigation to determine how to make a shadow move to a different location

Week 7

D. Using flashlights and mirrors, develop a diagram to show what happens when a beam of light shines on a mirror

Health Unit 1 Personal and Community Health 2 weeks - Oct. 9 – Oct. 18

Week 8

.A. Identify behaviors that promote personal health

B. Identify behaviors that prevent personal health

E. Define the term environment

E. Explain why a clean environment protects health

E. Describe ways to protect the environment

Health Standards

P-1.1.1-6; P-1.2.1; P-1.3.1;

P-1.4.2; P-1.5.1; P-1.6.1;

P-1.7.1

Week 9

C. Explain why brushing teeth keeps the mouth healthy

C. List behaviors to keep the mouth healthy

D. Identify common illnesses and conditions

D. Explain how germs are spread

Science Unit 2 Exploring the Sun and Moon 4 Weeks – Oct. 23 – Nov. 17

Quarter 2

Standards

Week 1

A. Explain the difference between the day and night sky.

A. Describe and predict seasonal patterns of sunrise and sunset based on recorded observations

A. Create an observation journal that describes what is seen in the day/night sky. Use the recorded data to predict seasonal patterns.

Science Standards

1.E.3A.1-5

Week 2

B. Investigate the effects of sunlight on Earth's surface and bodies of water

B. Define possible problems related to the warming effects of the sun.

B. Design possible solutions to reduce the Sun's impact on a particular area

Week 3

C. Develop a model that shows the changes in the Moon over time

C. Record observations to show how the moon changes over time

Week 4

D. Model how the Earth's rotation creates day and night

E. Generate and answer questions regarding how technology has expanded our knowledge of the universe

E. Research and describe how technology has enabled the study of the Sun, the Moon, planets, and stars

Social Studies Unit 2 Careers Within the Community 3 Weeks Nov. 27 – Dec. 15

Standard

Week 5

A. Identify examples of community jobs

B. Describe examples of community interdependence

From Unit 5 Social Studies A. Identify familiar areas of the neighborhood or local community on a simple map

Social studies standards

1-2.3, 1-4.1

Soc. St. Standards (maps)

1-1.1

Week 6

C. Identify typical methods of communication in communities.

D. Identify typical methods of transportation in communities.

Week 7

F. Explain how individuals and families depend on government services

G. Identify examples of government services provided by taxation

Social Studies Unit 3 Families Around the World 2 Weeks Dec. 18 – Jan. 19

Week 8

A. Compare the daily lives of families across the world

Social Studies standards

1-1.2, 1-4.2

Week 9

B, C. Compare schools and neighborhoods that are located in different settings around the world

Science Unit 3 Earth’s Natural Resources 4 Weeks Jan. 22 – Feb. 15

Quarter 3

Standard

Week 1

A, B. Observe various types of Earth materials and write detailed observations, including illustrations

A, B. Based on observations, analyze findings and communicate information about different Earth materials

C. Classify and compare soils through observation.

Science standards

1.E.4A.1-3

1.E.4B.1-2

Social Studies standards

1-1.3, 1-1.4

Week 2

D,E. Classify bodies of water as either freshwater or saltwater

D,E. Compare different bodies of water

D,E. Conduct an investigation to show how water changes the shape of the land.

E. Map and/or illustrate locations of water on Earth.

Week 3

F. Research ways to use natural resources and summarize the information in a presentation

G. Develop a presentation to demonstrate how natural resources can be conserved

Week 4

*Social studies Unit 5

B. Identify various natural resources around the world

C. Compare the ways that people use land and natural resources in different settings around the world

Social Studies Unit 4 Principles and Leaders of an American Democracy 3 Weeks Feb. 20 – Mar. 9

Standard

Week 5

A. Describe the fundamental principles of American democracy

B. Identify ways all citizens can serve the common good

E. Recognize holidays that celebrate our freedom and the people who fight to make us free: Independence Day, Veteran's Day, Memorial Day, Armed Forces Day, and Election Day

Social studies standards

1-3.1, 1-3.2, 1-3.3

Week 6

C. Summarize the contributions to democracy made by historic and political figures in the United States

Week 7

D. Identify symbols of Freedom in the United States including the American flag, the Statue of Liberty, the Liberty Bell, "The Star-Spangled Banner"

Health Unit 2 Mental, Emotional, and Social Health 1 week Mar. 12 - 16

Week 8

A. Identify good character traits

B. Describe the characteristics of a person who has a positive self-concept

C. Identify ways that individuals are special

D. List ways that family and friends influence mental, emotional, and social health

E. Describe appropriate ways to express personal feelings

F. Discuss ways to be a good friend

Health standards

M-1.1.1-3; M-1.2.1; M-1.7.1

Health Unit 3 Health Injury Prevention and Safety Mar. 20 – 23

Week 9

A. Describe the difference between contact that may occur between a child and an adult or a peer that is safe and unsafe

B. Identify appropriate ways to deal with specific emergency situations

B. Demonstrate how to make an emergency phone call

C. Name ways to stay safe around strangers

C. Explain ways to identify trustworthy adults to tell when someone is in need of help

C. Recite safe things to say and not to say when talking on the telephone with someone whom he or she does not know

D. Explain what a person should do to deal with minor injuries

Health standards

I-1.1.1-2; I-1.4.1-3; I-1.7.1-3

Science Unit 4 Plants and Their Environment 4 weeks Mar. 26 – April 26

Quarter 4

Standard

Week 1

A. Conduct an investigation to determine what happens to a plant when specific needs (for example, water) are withheld

B. Construct a model of the plant structures and describe the purpose of the structures

B. Observe live plants and record the observations

C. Classify plants by their edible parts and physical traits, and share the findings

Science standards

1.L.5A.1-2

1.L.5B.1-3

Week 2

C. Compare how the different characteristics of plants help them survive in distinct environments and share this model

C. Develop models of different distinct environments. Label and discuss specific plant parts that help them survive in each environment

Week 3

D. Observe and describe the life cycle of a plant

D. Record observations and record measurements of plant growth over a specific period of time. Organize the data into a chart, table, or graph

D. Based on observations, construct an explanation of what occurs during each stage of development

Week 4

E. Infer the type of plant that may live in a distinct environment

E. Explain how characteristics of a plant helps it survive in a distinct environment

E. Analyze how changes in the environment cause plants to respond in different ways

E. Observe a particular plant (for example, a tree in the school yard) over a period of time.

Record and analyze data to determine how that plant responded to decreased sunlight over the year

Health Unit 4 Alcohol, Tobacco and Drugs 1 Week April 30 – May 4

Standard

Week 5

A. Identify immunizations that students have had

B. Recall medicines used to treat illnesses

B. Categorize helpful and harmful drugs

C. Identify the effects of alcohol, tobacco and other drugs on a person's body

D. Define the term firsthand smoke

D. Identify the effects of smoking, firsthand and secondhand smoke, on a person's health

D. List ways that a person can avoid exposure to secondhand smoke

E. Identify trustworthy adults at home, at school and in the community who can answer questions about drugs

F. Recall ways to say "no" to alcohol and tobacco

G. Summarize ways to encourage a family member or peer to say no to alcohol, tobacco or other drugs

Social studies standards

D-1.1.1-4; D-1.3.1; D-1.4.1;

D-1.6.1; D-1.8.1

Health Unit 5 Nutrition and Physical Activity 1 Week May 7 - 11

Week 6

A. Distinguish between "go" foods and "whoa" foods

B. Identify food portions and servings that are appropriate for children

C. Define the term food label

D. Recognize why it's important to participate in daily physical activity

E. Set a goal to consume healthy foods and beverages

E. Set a goal to be physically active daily

Health standards

N-1.1.1-5; N-1.2.1; N-1.6.1-2

Health Unit 6 Growth and Development 1 Week May 14 – 18

Week 7

A. Label the major body parts and list the functions of each one

B. State the major organs of the body and the function of each

C. Identify the major bones in the skeletal system

Health standards

G-1.1.1-4

Social Studies Unit 6 Making Economic Choices 2 weeks May – 21 – June 1

Week 8

A. Identify the ways families and communities obtain goods and services to meet their needs and wants

Social studies standards

1-4.3, 1-4.4

Week 9

B. Explain the concept of scarcity and how it forces families to make choices about goods and services

Instructional Materials, Resources, and Required Texts

First grade instructional materials include: pencils, markers, crayons, glue, scissors, construction paper, magazines, folders, craft supplies, Chrome Book computers, Promethean Board, pocket charts, books/big books, index cards, sentence strips, lined paper, chart paper, posters, audio tapes/CDs, math manipulatives, maps/globes, and journals.

First grade curriculum includes: Houghton Mifflin Harcourt Reading Series, Houghton Mifflin Harcourt Math Series, Pearson Science, Harcourt Health and Fitness, Pearson Social Studies Greenville County Foss Science kits, Fountas and Pinnell Reading

Major Assessments (for Reading, Spelling, Math, Science, Social Studies)

Reading – Cold Reads will be given weekly to test fluency and comprehension.

Spelling - Weekly tests will be given on 5 word wall words and 3-5 word family words. Dictation sentences are graded separately based on correct spelling, capitalization, punctuation, and spacing.

Writing- Writing samples will be given throughout the year.

Math – District unit tests will be given. Fast facts test on addition/subtraction facts will be given periodically until mastery is reached.

Science/Health/Social Studies - Unit tests or projects will be given for each unit studied.

Grading Scale

M - The student consistently meets or exceeds end-of-year expectations for this standard.

P - The student shows expected growth/progress in meeting this end-of-year standard.

B - The student is beginning to progress toward meeting this end-of-year standard.

N - The student needs intensive support at school and home to develop this end-of-year standard.

Blank The skill has not been assessed or introduced

Yearly Benchmarks:

Quizzes
Classwork
Chapter Tests
Unit Tests
Progressive Writing samples
Running Records

Related Arts (Art, Music and Physical Education) will be evaluated by using the following descriptors:

M - Meets standards

P - Progressing towards standards

Evaluation/Assessments of Student Progress

Math –District unit tests will be given at the end of each unit as well as weekly teacher-made quizzes and quick checks.

Phonics – Weekly word wall tests

Spelling – Weekly spelling tests

Reading – Benchmarking using the Fountas and Pinnell Benchmarking Kit,

running records and weekly comprehension quizzes, antidotal records, and checklists

Writing – Teacher will use rubrics for assessing and collect writing samples throughout the year

Science/Health/Social Studies – End of Unit assessments, weekly quizzes and activities

Homework:

ü if complete

- if incomplete

PROGRESS REPORT/REPORT CARD

ISSUE DATES

Interim Progress Reports

2nd Quarter Report.........................Nov. 29

3rd Quarter Report........................Feb. 20

4th Quarter Report...........................May 3

Report Cards

1st Report Card..............................Nov. 6

2nd Report Card............................Jan. 23

3rd Report Card.............................Mar. 29

4th Report Card............................June 8

Homework (what, when, homework folders)

Homework is an extension of the classroom. It helps provide needed practice while developing responsibility and maturity. The parents’ role is to provide time and space for quiet, productive work and to provide encouragement and reinforcement. Homework assignments will be given Monday through Thursday and will consist of math, spelling, and reading. Homework should not take more than thirty minutes and will be turned in at the beginning of the school day.

Homework Folders

Students have a homework folder. The folder contains a daily reading log and behavior card. Homework, newsletters and communications from the office will be placed in this folder. Please help your child remember to return this folder to school each morning.

Missed Work/Make-up Work

Students will be allowed five school days to complete work missed following an absence. Please call by 9:00a.m. in order to receive assignments for the day. These may be picked up in the office after 2:30 p.m. Attendance and

ATTENDANCE GUIDELINES • GREENVILLE COUNTY SCHOOLS

On November 27, 2003, State Department of Education Regulation 43-274 (Student Attendance) was amended to outline truancy definitions. They are:

1. Truant: A child aged 6 to 17 years meets the definition of a truant when the child has three (3) consecutive unlawful absences or a total of five (5) unlawful absences.

2. Habitual Truant: A child, aged 12 to 17 years, who fails to comply with the intervention plan developed by the school, the child, and the parent/guardian and who accumulates two or more additional unlawful absences. This child may need court intervention and an initial truancy petition may be filed.

3. Chronic Truant: A child, aged 12 to 17 years who has been through the school intervention process, has reached the level of habitual truant, has been referred to Family Court and placed on an order to attend school, and continues to accumulate unlawful absences. Should other community alternatives and referrals fail to remedy the attendance problem, the chronic truant may be referred to the Family Court for violation of a previous court order.

Once a student ages 6 to 17 has accumulated three (3) consecutive unlawful absences or a total of five unlawful absences, a disciplinary entry is made in SASI classifying the student as a truant. The parent will be contacted by a school administrator, an intervention conference will be held, and an improvement plan will be written. Elementary students will remain at the “truant” level even if additional unlawful absences occur.

Classroom Behavior plan (rules, consequences, reward system)

Positive Reinforcement

Students work in teams to earn tickets for good behavior and class participation. Each child knows which team he is in and what color ticket he is working for. At the end of the week the group that has earned the most tickets gets extra PAW bucks. Paw bucks are also given throughout the day for positive behavior and participation. These PAW bucks can be spent every other week at the PAW Mart school store.

Discipline Policy

Our class is known as the Awesome Bears. Each student is given five paws for the week. During the week, students will work to retain their PAWS for the week If a student breaks one of the following rules, the student will move a PAW.

1. Students who don’t follow morning procedures.

2. Talking while teacher is teaching.

3. Talking when a visitor is in the classroom.

4. Not following hall way procedures.

5. Physically touching another student.

Students who retain all 5 Paws will receive a “Paw Buck” or a prize from our treasure chest. Students who continue with disruptive behavior will receive a minor referral or a call home.

Non-Instructional Procedures and Routines

Morning Routine:

· Hang up coats/backpacks using coat hooks under cubbies.

· Unpack book bags and place homework folder in basket.

· After breakfast students will begin reading from their browsing boxes.

Transitions:

· Students will use summarizing strategies to allow teacher to access their comprehension of the lesson.

· At times a song or timer will be used to provide students with a symbol of “clean up” time during centers.

· Once this is finished, the next subject will begin.

Restroom Procedures:

· There are two planned restroom breaks each day: once before lunch and once after returning from Recess/Lunch.

· Students put a stuffed animal in their seat throughout the day when they need to use the restroom as a signal to others that the restroom is occupied.

Leaving the Room:

When instructed, you will make certain that your desk is in order.

· Stand up and push chair under.

· WALK quietly to the door and line up. (S&Q)

· The line leader will not leave the room until everyone is in proper order, in a straight line, facing forward, keeping hands to themselves (behind back), and quiet.

· When instructed, the line-leader will lead the class out the door and down the hallway.

· The last person (caboose) to leave the room will turn off the lights and close the door.

· Once in the hallway, the line rules should be followed. There should be approximately a foot to a foot and a half space between each student. There should be no hands on the walls, no running, and no talking.

End of Day Procedures:

· At 2:15 pm, students will be permitted to pack-up for dismissal.

· Students will put all necessary materials into their book bags. Tables should be straightened and NOTHING should be left on top of tables, all items should be in baskets.

· All trash should be placed into the trashcan.

· Chairs will be stacked on top of tables.

· Finally, students will be dismissed by the teacher, not the bell. Students will not be permitted to leave until End of Day Procedures have been followed.

Fire Drills:

In the event of a fire drill, the students will line up at the door. We will go out the door to the right and walk swiftly to the door at the end of the hall. The students will exit the building and stand by the fence at the back of the school facing the road behind the school. The students should remain silent during the entire drill. The blue bag and class roster will be brought with the teacher. The teacher will take roll and hold up the green card if every student is present. A student locator sheet will be completed in order to account for every student in the class.

Tornado Drills:

In the event of a tornado drill, the students will line up at the door. We will go out the door to the left. The students will kneel down with their hands covering their heads. The students should remain silent during the entire drill. The red bag and class roster should be brought with the teacher.

Lockdown Procedures:

In the event of a school lockdown, students will all get on the floor away from doors and windows. The teacher will lock and close the door. Students will do an activity quietly with the teacher on the floor until “all clear” announcements have been given.

Lunchroom Procedures:

· Students will line up according to their lunch choice.

· While waiting students will remain silent.

· The first ten minutes of lunch are silent.

· After the first ten minute, students may talk to their neighbor in a whisper tone.

· Use your table manners!

· When dismissed, clean up your tray, stack, and line up quietly.

· DO NOT take any food/drink from the lunchroom.

Communication with Parents/Guardians:

Monday Newsletters: A newsletter will be issued every Monday to all students to be shared with their parent/guardian. This newsletter will contain all the latest important information including dates to remember, the word of the week, daily homework assignments for the week, teacher contact, and information related to subjects.

Homework: Homework folders go home every day for students to keep their newsletter, homework, reading log, and behavior chart.

24 Hour Policy: Teacher will respond to all phone calls and/or emails within 24 hours during the work week.

Teacher Website/Webpage: The teacher will create a classroom webpage to communicate with parents. Parents/guardians can learn more about the teacher, upcoming events, and classroom experiences.

Conferences: Conferences will be held with all parents at least 2 times a year.

Teacher Contact Information: Phone 864-355-3318 Email jebruton@greenville.k12.sc.us