3. Program Description
The classroom is designed to be a bridge
between Kindergarten and First Grade, for
students who may need additional time to
strengthen and/or develop the readiness
skills that are required to meet the demands
of the formal workload of first grade.
Students will receive whole group
instruction coupled with an individualized
curriculum that will be adapted
appropriately for each student.
4. The primary objectives of the
program are:
• to give children time to grow
• to help the child develop a strong sense of self
• to provide an environment rich in equipment and
materials, where experiences are direct and
concrete
• to build a foundation for more abstract
experiences in the future
• to develop a positive attitude toward learning and
school
• to more readily prepare students for first grade
5. The students will be exposed to the
curriculum through a centers based
program, as well as guided reading,
word building, writing workshop, math,
and themed lessons. There will also
be instruction to develop positive social
emotional behavior as well as to
strengthen fine and gross motor skills.
6. Specialists
Students are divided into groups, and attend
specialist classes (P.E., Music, and
Connections) with
Kindergarten classes. Specialist schedule
rotates classes every three days for 3o
minutes each day.
7. Carpet Time
• We practice math skills
daily such as reading a
calendar, number
identification, patterning,
counting, skip counting,
problem solving, telling
time, naming coins and
their values, and counting
money. We also do Daily
Oral Language and
Phonemic Awareness at
this time
8. Circle Time
We use music and movement to practice various
reading and math skills as well as learning to use
self control, listening, following directions, and
improvement of gross motor skills
9. Guided Reading
We complete a variety of literacy stations
while Mrs. Peck meets with us individually
and in small groups to work on decoding
skills and reading strategies
10. Making Words
• We learn 5 new words each week. We use these
words to help us spell other words that sound just
like them. We also build words with these sound
patterns. We practice reading, spelling writing, and
using them in sentences. These words are put on
the word wall, and we are expected to spell them
correctly in our writing.
11. Writing Workshop
• After a mini lesson from Mrs. Peck, we write independently at
our own level. We conference with the teacher a couple of
times per week to improve our writing. All of our important
work is kept in our yellow folders. At the end of our writing
time we share our work with classmates to show our
accomplishments, and to get more ideas to make our writing
better.
12. Independent Reading
• Mrs. Peck reads books to us from different genres, and
teaches us what “good readers” do. Then we take our book
baskets to a quiet place, and practice our own reading. We
choose books for our book baskets each week. 3 books at our
level, and 1 Choice book, we take them home to show off our
great reading habits. We meet with Mrs. Peck on our reading
day and we show her what good readers we are.
13. Theme Lesson
• We learn about
science and Social
Studies concepts
during this time.
14. Centers
• During this part of our day we make choices at
each center to practice the skills we have
learned throughout the day. Mrs. Peck works
with us independently or in small groups on
skills we need to practice.
16. Assessments
A variety of Assessments are used, including:
• Work Samples,
• Teacher Observations,
• Anecdotal Records,
• Running Records,
• ISEL (Illinois Assessment of Early Literacy),
• DIBELS (Dynamic Indicators of Early Literacy Skills)
• AIMS Web (Math)
17. Collaboration
• Activities are planned with
Kindergarten Teachers,
Specialist teachers such as
Speech, RtI Interventionist,
Social worker, and Reading
Recovery Teacher.
20. Procedures
• Students are taught
classroom and school
procedures and then
practice them together as
a class. We review the
procedures as necessary
throughout the year as
needed so each student
has the opportunity to
know and make good
choices throughout the
school day.
21. Behavior
• Each Student has a baseball on the chart. Students earn a star for
following procedures for the day. They earn strikes for not following
procedures. If a student earns less than 3 strikes at the end of the
day, a stamp is put on the behavior calendar in the communication
folder. If a student earns 3 or more strikes a note is written in the
folder regarding behavior. Students may receive a time out, loss
of privilege or office referral depending on the severity of the
behavior exhibited
22. What can my child gain by
participating in Transitional First
Grade?
• Students enter first grade as readers
• Students are less likely to struggle with academics
• Self-confidence increases as social skills strengthen
• Scores on standardized assessments are in the top of
the class rather than the bottom
• Fine motor /handwriting skills are stronger
• Students have been exposed to first grade concepts and
routines making mastery attainable
• Students develop a positive opinion toward school and
love for learning
