FIRST GRADE

STUDENT

HANDBOOK

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CURRICULUM The following is a list of the subjects that we do, the texts that we use, and any

other important information.

Handwriting We use the Scott Foresman D’Nealian Handwriting. This form of handwriting

makes it much easier for students to go into cursive writing, because it is more

rounded and uses connecting strokes. Here is a sample of the D’Nealian manuscript

alphabet that we will use in class: Aa Bb Cc Dd Ee Ff Gg Hh Ii Jj Kk Ll Mm Nn Oo Pp Qq Rr Ss Tt Uu Vv Ww Xx Yy Zz.

Health We use the Michigan Model to teach making and building friendships, safety, and

prevention lessons concerning medicines, household poisons, and tobacco. We also

do a unit on healthy eating and healthy teeth.

Math We use the math curriculum published by McGraw-Hill, which is called Everyday

Mathematics (also known as Chicago Math). A lot of our work in the classroom will

be done by using manipulatives (hands-on activities). I will be sending home math

homework every Wednesday and Thursday that goes along with what we are doing

in class. I will also send home some ideas periodically on ways that you can

incorporate learning math at home. Math expectations have changed greatly from

the past so please see the attached Common Core Standards that the Michigan

State Board of Education has determined for first grade.

Language Arts We will be using an approach to reading that will strive to meet the needs of your

child. This approach is known as balanced literacy, which puts into perspective the

importance of oral language, reading, and writing. We use the language arts

curriculum published by McGraw-Hill, which is called Wonders. This all

encompassing program will focus on vocabulary, high-frequency word recognition,

phonics, comprehension, spelling, writing, and grammar.

Another aspect of balanced literacy means that opportunity will be given daily to

read and write to, with, and by children. This is accomplished with teacher read

alouds; shared reading where the children read aloud along with the teacher;

guided reading where the teacher guides the child through the learning to read

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process in leveled “little books”; and independent reading where children read

books that are at their reading level.

While the teacher is busy with guided reading groups the other children will be

concentrating on enhancing their Daily Five skills, which are Read to Self, Work on

Writing, Read to Someone, Word Work, and Listen to Reading. These tasks will be

leveled according to approaching grade level, on grade level, and beyond grade level

skills.

Children learn to read using certain cueing systems. Good readers learn to use

their own experiences and background knowledge to figure out unknown words.

Another strategy that readers use to make sense of print is to use their

knowledge of word order, sentence order, and grammar. Visual cueing also helps

the reader with the letters and sounds of the language by the reader looking

closely at the letter detail and also using pictures as clues. When you are listening

to your child read please guide him/her through the appropriate cueing system

instead of telling your child the word. Children become overwhelmed when they

have to sound out individual letters. Instead, “chunk” the letters together by

looking for words within words that the child already knows or letter combinations,

such as oi, oy, er, ar, ur, ir, or, ch, cl, bk, etc.

The final aspect of balanced literacy involves writing to, with, and by children. The

teacher will model writing so that the children will see the mechanics of writing

and grammar. Children will be given the opportunity to write with the teacher,

known as shared writing. Finally, the children will write independently daily to

practice a variety of writing genre.

As previously stated, we will use the Wonders spelling program. We will have a list

of words each week to learn. The words will focus around a phonics/spelling skill

that will be taught during the week.

Furthermore, I will send home each Friday a study guide that will inform you what

your child will be learning during the upcoming week. You will want to use the list to

prepare your child for the weekly spelling test and high-frequency word

recognition test so please practice these at home. These tests will be done each

Friday.

At times, we will have take-home books. Please read these with your child. It is

very important to read with your child every day, as this is the stage where they

really start catching on to all of the great books that are available to them.

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Please see the attached English Language Arts Common Core Standards that the

Michigan State Board of Education has determined for first grade.

Science We use the Battle Creek Science Kits for science. We will be doing many different

investigations and experiments during the year. At this time, we will be following

the scientific procedure: asking a question, hypothesizing, experimenting,

observing, recording the results, and making a conclusion. Of course, this will be on

a simple level aimed at first grade. It is meant for the children to learn early how

to question, observe, record those observations, and to draw a conclusion from the

investigation.

One of the most favorite units is the animal unit. In addition, we learn about

weather. We also learn about properties and states of matter and magnets. During

the course of each unit, there will a few activities that you can do with your child

at home to enhance your child’s knowledge.

Please see the enclosed page of the first grade Michigan grade level expectations

for the science themes of study.

Social Studies We use the Michigan Citizenship Collaborative Curriculum. We will focus heavily on

families and school. The MC3 curriculum focuses its attention on developing

students' literacy and thinking skills. We will study key social studies big ideas

about family, needs and wants, map skills, our past, and citizenship concepts while

acquiring important vocabulary and literacy skills in the process.

Please see the enclosed page of the Michigan grade level expectations for social

studies.

CLASSROOM RULES, CONSEQUENCES, AND AWARDS Rules This is a list of the rules that we have in our school.

1. Be Respectful (of adults, other children, & school)

2. Be Responsible (complete class work & homework on time)

3. Be Safe (in the school & outside)

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Schoolwide Awards Whenever anyone from the staff notices a child exhibiting especially good behavior

and knowledge of our rules a certificate will be filled out for that child. It says

“Good Behavior Award”. That child’s name goes in a drawing for a special prize.

Classroom Consequences We will be using a positive behavior system similar to kindergarten, but with a

twist. The students can move up as well as move down from green, where we begin

each day. Students will also be given the opportunity to move up after they have

moved down if their behavior improves. However, once your child moves down to

red he/she cannot move up, since this warrants a call home.

If the rules are broken once, the student will get his or her card flipped to yellow.

If they are broken twice, the student will get his or her card flipped to orange and

miss 5 minutes of recess. If they are broken a third time, the student will get his

or her card flipped to red and miss 10 minutes of recess. If this does not solve

the problem (depending on the severity of the problem), the card will be flipped to

red and the student will be sent to the principal, have a note sent home to his/her

parent, or a phone call to his/her parent.

When a student moves to the top of the chart (purple) and stays there to the end

of the day, he or she will receive a gem to be glued on a tiny Popsicle stick. Once

your child accumulates 5 gems he or she will choose a reward and be able to bring

their Popsicle stick home. The reward will be given the following day after he or

she has made his or her reward choice.

Your child will be bringing home a monthly behavior chart each evening. You will see

what color your child ended up with for the day. Please initial each day and return

it to school so that I will know that you have seen how your child is doing.

I am hopeful that this behavior management system will encourage all children to

monitor their behavior throughout the day.

HOMEWORK FOLDER Your child’s folder must be returned daily. This is an excellent place for you to put

any notes to me or for me to correspond with you. This folder is to be your child’s

responsibility. They will need to remember to take it home each night and return it

to school the next day. It is a good idea to return the folder to their backpack so

they won’t forget to bring it back.

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Please check this folder each night to see what your child has been working on in

class. Any papers on the left side are to be “Left at Home” and any papers on the

right side are to come “Right Back to School” after they have been completed.

Please double check the papers to be sure that all notes, etc. that need to be

returned to school were placed on the correct side.

CLASSROOM POLICIES Absences It is very important for your child to be at school in order for him/her to get the

most out of their education. If your child is absent, please call the school office.

If that is not possible, please send in a note on the day that he/she returns. If

there is any way possible to avoid setting up doctor appointments during school

hours please try. Some of the activities that we do in our room cannot be sent

home as make-up work. If your child becomes ill and will miss more than one day,

please contact me, and I will get the work ready for you to pick up. This way your

child will not be as far behind when he/she returns to school.

Birthdays If you wish to bring in a treat for your child’s birthday, please let me know in

advance so that we can set up the best time. If your child has a summer birthday,

we can do treats for his/her half birthday. For instance, if your child has a July

12 birthday, we could celebrate on January 12 instead. If your child is having a

birthday party, please mail invitations. Do not pass them out in class.

Class Parties We have parties on the days closest to Halloween, Christmas, and Valentine’s Day.

I like to have parents sign up for these at the Back to School Night. I will then

send reminders that list the date and time approximately two weeks before the

party. For Christmas I usually have the children bring in small items for everyone

in the class that they will put in the stockings. I have found when every child gets

approximately the same item there are a lot less hurt feelings. For Valentine’s Day

I will send a list of the students’ names home approximately two weeks before the

party.

Homework Every day Monday through Thursday your child will have about a 10 minute

homework assignment. This needs to be completed and returned with a parent’s

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signature the next day. Your child will receive a gummy bear if he/she returns the

paper with their name and parent’s signature.

This is how homework will be done for the week:

Monday – Word Work

Students will be given an activity to work on phonics, spelling, or sight words.

Tuesday – Poetry

Your child has a poetry folder which should come home each Tuesday and go back

to school on Wednesday. The poem for the week should be in your child's O.W.L.

folder. Your child should read the poem with or to you, and then complete the

accompanying task. Always have your child read to you some of the other poetry

he/she has collected.

Wednesday & Thursday – Math

Often the assignment will be a game to play with family members or a skill sheet

reinforcing certain math concepts.

I have found that the students become more independent and their study skills

improve if you have a regular routine set up each night. It is important for you to

be involved, but do not do the work for your child. I will send homework that your

child should have no problem doing.

Parent Teacher Conferences Every fall we will have special times set-aside for parent-teacher conferences.

The fall conferences are set for October. We will have fifteen minutes for these

conferences. If we need more time, special arrangements can be made. If there

are other times that we need to meet during the year we can set up an

appointment.

Permission Notes Children will not be allowed to ride a different bus home unless a bus variance is

filled out. A bus variance is only to be done if it is long range—not for occasional

use. In addition, if someone besides a parent will be picking your child up, we will

need a written permission note from you. Also, if your child cannot play outside

during recess we need a written note from your doctor. Students are not

permitted to stay inside without this note.

Grading Students may earn an S+, S, S-, N, or U for their work. The grading

scale for each system of grading is as follows:

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Letter Grade % Correct

S+ 100-94

S 93-80

S- 79-70

N 69-60

U 59 & Below

Report Cards Our school year is divided into two semesters, one ends in January and the other

at the end of the school year in June. Each semester is made up of two marking

periods. Each marking period is between nine and ten weeks long. After each

marking period, we will have report cards ready to go home. These will all come

home with your child, except for the last one, which will be mailed.

Snacks We will have a snack time each day. Your child should bring in a healthy snack

everyday, such as fresh fruit, cheese and crackers, pretzels, etc. Remember that

your child is not to bring a snack that requires using a spoon or a fork to eat since

those eating utensils will not be available. Your child may bring water that has a

pop top lid so that spills will be reduced. It would also be appreciated if you could

send something in occasionally to help provide snacks to the students who do not

have a snack. Please let me know if your child has any allergies.

Supplies If you would like to donate supplies for your child to use at school, you may send in

the following supplies: pencils, pencil box, erasers, Clorox wipes, one box of

Kleenex, crayons, dry erase marker, scissors, glue stick, art shirt with his or her

name on it, and a backpack.

Visiting Please feel free to visit any time if you have been cleared with the criminal

background check. I only ask that you please let the office and me know ahead of

time.

Volunteering We have many different things that can be done in the classroom. I will list some

of the possibilities here. If you would be interested in doing something that is not

listed, just let me know. I feel that the more helping hands we have in our

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classroom the more our children will benefit. Just remember that in order to

volunteer in the classroom, field trips, or field day you have to have been cleared

through the office with the criminal background check.

1. Assist children with reading. Listen to them read to you or

you can read to them.

2. Assist the teacher by helping with bulletin boards, being a helper at parties,

contacting parents, typing student writing, and making copies.

3. Assist with special programs or come in when we do special projects.

4. Help us in the computer lab.

5. Be a part of our parent group called the PTS.

6. Chaperone field trips.

7. Attend parent group events or open houses.

8. Help in the library.

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FIRST GRADE EXPECTATIONS English Language Arts Common Core Standards

Reading: Literature Ask and answer questions about key details in a text.

Retell stories, including key details, and demonstrate understanding of their

central message or lesson.

Describe characters, settings, and major events in a story, using key details.

Identify words and phrases in stories or poems that suggest feelings or

appeal to the senses.

Explain major differences between books that tell stories and books that

give information, drawing on a wide reading of a range of text types.

Identify who is telling the story at various points in a text.

Use illustrations and details in a story to describe its characters, setting, or

events.

Compare and contrast the adventures and experiences of characters in

stories.

With prompting and support, read prose and poetry of appropriate

complexity for grade 1.

Reading: Informational Text Ask and answer questions about key details in a text.

Identify the main topic and retell key details of a text.

Describe the connection between two individuals, events, ideas, or pieces of

information in a text.

Ask and answer questions to help determine or clarify the meaning of words

and phrases in a text.

Know and use various text features (e.g., headings, tables of contents,

glossaries, electronic menus, icons) to locate key facts or information in a

text.

Distinguish between information provided by pictures or other illustrations

and information provided by the words in a text.

Use the illustrations and details in a text to describe its key ideas.

Identify the reasons an author gives to support points in a text.

Identify basic similarities in and differences between two texts on the same

topic (e.g., in illustrations, descriptions, or procedures).

With prompting and support, read informational texts appropriately complex

for grade 1.

Reading: Foundational Skills

Print Concepts

Demonstrate understanding of the organization and basic features of print.

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Recognize the distinguishing features of a sentence (e.g., first word,

capitalization, ending punctuation).

Phonological Awareness

Demonstrate understanding of spoken words, syllables, and sounds

(phonemes).

Distinguish long from short vowel sounds in spoken single-syllable words.

Orally produce single-syllable words by blending sounds (phonemes),

including consonant blends.

Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in

spoken single-syllable words.

Segment spoken single-syllable words into their complete sequence of

individual sounds (phonemes).

Phonics and Word Recognition

Know and apply grade-level phonics and word analysis skills in decoding

words.

Know the spelling-sound correspondences for common consonant digraphs

(two letters that represent one sound).

Decode regularly spelled one-syllable words.

Know final -e and common vowel team conventions for representing long

vowel sounds.

Use knowledge that every syllable must have a vowel sound to determine

the number of syllables in a printed word.

Decode two-syllable words following basic patterns by breaking the words

into syllables.

Read words with inflectional endings.

Recognize and read grade-appropriate irregularly spelled words.

Fluency

Read with sufficient accuracy and fluency to support comprehension.

Read grade-level text with purpose and understanding.

Read grade-level text orally with accuracy, appropriate rate, and

expression.

Use context to confirm or self-correct word recognition and

understanding, rereading as necessary.

Writing Write opinion pieces in which they introduce the topic or name the book

they are writing about, state an opinion, supply a reason for the opinion, and

provide some sense of closure.

Write informative/explanatory texts in which they name a topic, supply

some facts about the topic, and provide some sense of closure.

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Write narratives in which they recount two or more appropriately sequenced

events, include some details regarding what happened, use temporal words to

signal event order, and provide some sense of closure.

With guidance and support from adults, focus on a topic, respond to

questions and suggestions from peers, and add details to strengthen writing

as needed.

With guidance and support from adults, use a variety of digital tools to

produce and publish writing, including in collaboration with peers.

Participate in shared research and writing projects (e.g., explore a number

of “how-to” books on a given topic and use them to write a sequence of

instructions).

With guidance and support from adults, recall information from experiences

or gather information from provided sources to answer a question.

Speaking and Listening Participate in collaborative conversations with diverse partners about grade

1 topics and texts with peers and adults in small and larger groups.

Follow agreed-upon rules for discussions (e.g., listening to others with

care, speaking one at a time about the topics and texts under discussion).

Build on others’ talk in conversations by responding to the comments of

others through multiple exchanges.

Ask questions to clear up any confusion about the topics and texts under

discussion.

Ask and answer questions about key details in a text read aloud or

information presented orally or through other media.

Ask and answer questions about what a speaker says in order to gather

additional information or clarify something that is not understood.

Describe people, places, things, and events with relevant details, expressing

ideas and feelings clearly.

Add drawings or other visual displays to descriptions when appropriate to

clarify ideas, thoughts, and feelings.

Produce complete sentences when appropriate to task and situation.

Language Demonstrate command of the conventions of standard English grammar and

usage when writing or speaking.

Print all upper- and lowercase letters.

Use common, proper, and possessive nouns.

Use singular and plural nouns with matching verbs in basic sentences (e.g.,

He hops; We hop).

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Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they,

them, their, anyone, everything).

Use verbs to convey a sense of past, present, and future (e.g., Yesterday I

walked home; Today I walk home; Tomorrow I will walk home).

Use frequently occurring adjectives.

Use frequently occurring conjunctions (e.g., and, but, or, so, because).

Use determiners (e.g., articles, demonstratives).

Use frequently occurring prepositions (e.g., during, beyond, toward).

Produce and expand complete simple and compound declarative,

interrogative, imperative, and exclamatory sentences in response to prompts.

Demonstrate command of the conventions of standard English capitalization,

punctuation, and spelling when writing.

Capitalize dates and names of people.

Use end punctuation for sentences.

Use commas in dates and to separate single words in a series.

Use conventional spelling for words with common spelling patterns and for

frequently occurring irregular words.

Spell untaught words phonetically, drawing on phonemic awareness and

spelling conventions.

Determine or clarify the meaning of unknown and multiple-meaning words and

phrases based on grade 1 reading and content, choosing flexibly from an

array of strategies.

Use sentence-level context as a clue to the meaning of a word or phrase.

Use frequently occurring affixes as a clue to the meaning of a word.

Identify frequently occurring root words (e.g., look) and their inflectional

forms (e.g., looks, looked, looking).

With guidance and support from adults, demonstrate understanding of

figurative language, word relationships and nuances in word meanings.

Sort words into categories (e.g., colors, clothing) to gain a sense of the

concepts the categories represent.

Define words by category and by one or more key attributes (e.g., a duck

is a bird that swims; a tiger is a large cat with stripes).

Identify real-life connections between words and their use (e.g., note

places at home that are cozy).

Distinguish shades of meaning among verbs differing in manner (e.g., look,

peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g.,

large, gigantic) by defining or choosing them or by acting out the meanings.

Use words and phrases acquired through conversations, reading and being

read to, and responding to texts, including using frequently occurring

conjunctions to signal simple relationships (e.g., because).

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Math Common Core Standards

Operational & Algebraic Thinking Use addition and subtraction within 20 to solve word problems involving

situations of adding to, taking from, putting together, taking apart, and

comparing, with unknowns in all positions, e.g., by using objects, drawings, and

equations with a symbol for the unknown number to represent the problem.

Solve word problems that call for addition of three whole numbers whose

sum is less than or equal to 20, e.g., by using objects, drawings, and equations

with a symbol for the unknown number to represent the problem.

Apply properties of operations as strategies to add and subtract. Examples:

If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of

addition.) To add 2 + 6 + 4, the second two numbers can be added to make a

ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)

Understand subtraction as an unknown-addend problem. For example,

subtract 10 – 8 by finding the number that makes 10 when added to 8. Add

and subtract within 20.

Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

Add and subtract within 20, demonstrating fluency for addition and

subtraction within 10. Use strategies such as counting on; making ten (e.g., 8

+ 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 –

4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and

subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating

equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known

equivalent 6 + 6 + 1 = 12 + 1 = 13).

Understand the meaning of the equal sign, and determine if equations

involving addition and subtraction are true or false. For example, which of

the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 =

2 + 5, 4 + 1 = 5 + 2.

Determine the unknown whole number in an addition or subtraction equation

relating three whole numbers. For example, determine the unknown number

that makes the equation true in each of the equations 8 + ? = 11, 5 = _ – 3, 6

+ 6 = _.

Number and Operations in Base Ten Count to 120, starting at any number less than 120. In this range, read and

write numerals and represent a number of objects with a written numeral.

Understand that the two digits of a two-digit number represent amounts of

tens and ones. Understand the following as special cases:

10 can be thought of as a bundle of ten ones — called a “ten.”

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The numbers from 11 to 19 are composed of a ten and one, two, three,

four, five, six, seven, eight, or nine ones.

The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three,

four, five, six, seven, eight, or nine tens (and 0 ones).

Compare two two-digit numbers based on meanings of the tens and ones

digits, recording the results of comparisons with the symbols >, =, and <.

Add within 100, including adding a two-digit number and a one-digit number,

and adding a two-digit number and a multiple of 10, using concrete models or

drawings and strategies based on place value, properties of operations,

and/or the relationship between addition and subtraction; relate the

strategy to a written method and explain the reasoning used. Understand

that in adding two-digit numbers, one adds tens and tens, ones and ones; and

sometimes it is necessary to compose a ten.

Given a two-digit number, mentally find 10 more or 10 less than the number,

without having to count; explain the reasoning used.

Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range

10-90 (positive or zero differences), using concrete models or drawings and

strategies based on place value, properties of operations, and/or the

relationship between addition and subtraction; relate the strategy to a

written method and explain the reasoning.

Measurement & Data Order three objects by length; compare the lengths of two objects

indirectly by using a third object.

Express the length of an object as a whole number of length units, by laying

multiple copies of a shorter object (the length unit) end to end; understand

that the length measurement of an object is the number of same-size length

units that span it with no gaps or overlaps. Limit to contexts where the

object being measured is spanned by a whole number of length units with no

gaps or overlaps.

Tell and write time in hours and half-hours using analog and digital clocks.

Organize, represent, and interpret data with up to three categories; ask and

answer questions about the total number of data points, how many in each

category, and how many more or less are in one category than in another.

Geometry Distinguish between defining attributes (e.g., triangles are closed and three-

sided) versus non-defining attributes (e.g., color, orientation, overall size);

build and draw shapes to possess defining attributes.

Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles,

half-circles, and quarter-circles) or three-dimensional shapes (cubes, right

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rectangular prisms, right circular cones, and right circular cylinders) to

create a composite shape, and compose new shapes from the composite

shape.

Partition circles and rectangles into two and four equal shares, describe the

shares using the words halves, fourths, and quarters, and use the phrases

half of, fourth of, and quarter of. Describe the whole as two of, or four of

the shares. Understand for these examples that decomposing into more

equal shares creates smaller shares.

Science Use senses to observe nature.

Manipulate simple tools (hand lens, pencils, rulers, thermometers, rain

gauges, balances, non-standard objects for measurement).

Make accurate measurements with appropriate (non-standard) units for the

measurement tool.

Construct simple charts from data and observations.

Share ideas about science and observations.

Sort objects by color, shape, size, sinking or floating.

Demonstrate that water as a solid keeps its own shape (ice) and takes on the

shape of various containers.

Identify materials that are attracted by magnets.

Observe that like poles of a magnet repel and unlike poles of a magnet

attract.

Identify the needs of animals.

Describe the life cycle of animals.

Identify and classify characteristics that are passed on from parents to

young.

Identify the sun as the most important source of heat which warms the land,

air, and water of the Earth.

Demonstrate the importance of sunlight and warmth in plant growth.

Compare daily changes in the weather.

Describe and compare weather related to the four seasons.

Describe severe weather characteristics and the precautions that should be

taken for human safety during these occurrences.

Identify the tools that might be used to measure temperature,

precipitation, cloud cover, and wind.

Observe and collect data of weather conditions over a period of time.

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Social Studies Use a calendar to distinguish among days, weeks, and months.

Retell in sequence important ideas and details from stories about families or

schools and draw conclusions.

Compare life today with life in the past.

Identify national holidays and why we celebrate them.

Construct simple maps of the classroom.

Give home address and school address.

Use directions (left, right, front, back) to locate specific locations in the

school.

Distinguish between landmasses and bodies of water using maps and globes.

Use traditions to describe diversity in family life.

Describe ways in which people adapt to the environment.

Identify some reasons for rules in school.

Give examples of school authority.

Give examples of the use of power without authority in school (types of

bullying, taking cuts in line).

Identify important symbols of the United States of America.

Describe some responsibilities people have at home and at school.

Identify situations in which people act as good citizens in the school

community.

Describe ways in which families consume goods and services.

Explain why people cannot have everything they want (scarcity) and describe

how people respond (choice).

Describe reasons why people voluntarily trade.

Describe ways in which people earn money and how money simplifies trade.

Participate in projects to help or inform others.

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Please fill out the Parent Handbook evaluation

form on the next page, tear it out, and return

it to school.

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PARENT HANDBOOK

EVALUATION FORM

Please fill out this form after reading through this handbook. When you are

finished please return the form to me. Please answer either yes or no and include

your comments.

1. I feel that this handbook will be a very useful resource. _________ Why

or why not? ________________________________________________

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2. I feel better informed about my child’s education and daily schedule.

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3. I would like more information added to the handbook. _______ If yes, what

information would you like it to include?

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Additional comments are welcome.

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