The teacher is working with a "Theme" to meet her goal and objectives. You may want to meet with her in a friendly first unofficial meeting to see what the goal and objectives are? Ask yourself are they reasonable? Based upon what proven scientific method of learning? Does it progress and is it picked up in 2nd grade? Then learn what they are trying to do? Is your child capable of doing this if you know the goal/ If so you are set - if not you need help to move forward for your child.

Personally, I don't think kids in 1st grade are developmentally ready for letter grades - but that is another topic.

I would ask for the learning objectives for the marking period as well as samples of his work graded against the rubric (a rubric contains the measures used to evaluate the work).

When I ran into a similar situation with my daughter in 2nd grade, I found that the teacher graded my child against what she thought was her potential - not a grade level standard. Since the teacher thought my child should have executed higher level work, her grade was lower than her peers - even though her work was more advanced that most of the class.

Once we had the rubric - it was easier for us to see how she did against grade level expectations. It also kept the teacher in check.

You can also check out your states curriculum standards to find out what is expected of a 1st grader in your state. Usually they are listed on the department of ed website.

Based on my recollection of 1st grade - 4 sentences with capitalization and punctuation would be advanced for a 1st grader in the first weeks of school. If he uses any adverbs or adjectives, this would be quite good. Most 1st graders are using inventive spelling - mostly consonants. So - I wouldn't worry about spelling at this point.

My son (1st Gr) is still working on capitaliztion, spelling & punctuation. You shld ask the teacher what is the highest grade that she/he gives in the class. Maybe "C" is the highest-just kidding.

I think their expectations for entering first grade are way too high.

I think writing in 4 sentences with proper capitalization and punctuation is pretty good for a 1st grader. My 1st grader writes the same way and he got an A for writing. His writing is not always neat but he he at least pays attention to what is important now, and that is punct and capital.

I know first-hand that it is very difficult to go talk to the teacher asking WHY did Johnny get this score when you feel he should get something else.

What to do? I'd suggest since this "C" is a progress report - correct? Visit the teacher and thank them for doing such a great job. WOW imagine having 25 kids and have to have them all learn to write! You should let the teacher know right away that Johnny is a sensitive child. I would do this now before they do the Parents Conference thing- Just a friendly Hello- and you were wondering how you can best followup with your child at home to encourage his desire for writing?

When the teacher knows you are interested I am sure you will find out what criteria she is using and what is expected a nd where she sees your child is struggling or coming along fine.

To satisfy yourself you should see other papers the children have posted in the halls and on the walls by class usually showcasing all the time what they are working on. This will give you an opportunity to compare the other students work.

By the time the report card comes out all should be going well. And if not, then more assistance is needed both you and the teacher can touch base on what to do next.

As a parent today you are lucky because there is so much data out there on scientific methods of learning, and ways to get help for a child. For example in 1st Grade - an excerpt taken from an IDEA Executive Summary was:
Grade 1. In first grade, the number and type of assessment instruments judged to have
sufficient evidence to assess the five essential components were:
• Screening instruments: 5 to assess phonological awareness, 9 to assess phonics, 3 to assess
vocabulary, and 4 to assess reading comprehension.
• Diagnostic instruments: 7 to assess phonological awareness, phonics, vocabulary, and
reading comprehension, and 1 to assess fluency.
• Progress monitoring instruments: 3 to assess phonological awareness, 5 to assess phonics, 3
to assess fluency, and one to assess vocabulary and reading comprehension.
• Outcome instruments: 9 to assess phonological awareness, 10 to assess phonics, 4 to assess
fluency, 10 to assess vocabulary, and 8 to assess reading comprehension.

Can you imagine - I have no idea what that means either. But the following friendly article below is right from Great Schools.

Have a great day!

THE FOLLOWING ARTICLE IS ON GREAT SCHOOLS WEB SITE:

Your First-Grader and Writing
First-graders write for many purposes and across subject areas writing songs, stories, lists and poems. Your child learns the mechanics of writing, such as spelling and handwriting, as he writes.
By Miriam Myers, GreatSchools Staff
In Your Child's Classroom
What will my first-grader learn about writing?
First-graders write daily across the subject areas. Your child may write by himself, in small groups or with the whole class. He's likely to write creative stories, letters, poems and songs.
He learns that there are different reasons for writing, such as sharing information or persuading the reader. He may write a patterned book (in which the same words and phrases are used repeatedly) that is modeled after a book read in class, such as If You Give a Mouse a Cookie by Laura Joffe Numeroff. Or he may contribute a page to a book the class creates about a field trip.
First-graders typically write in a journal several times a week. This helps your child to build writing skills and develop ideas for stories. Children may write in their journals about any subject, such as a class science activity.
Nicola Salvatico, our consulting teacher and Pennsylvania Teacher of the Year in 2005, notes: "Journal writing allows children to take risks where they do not need to worry about spelling, punctuation and other aspects. It is used to allow children to express themselves in a non-threatening venue where they can also watch their growth through the process."
Your child is encouraged to connect her writing to her daily life and write about things that are important to her. She may write about what she does after school — writing events in the order that they occur — or write about her pet.
Your child learns the mechanics of writing, such as spelling and handwriting, as he writes. The teacher may model appropriate writing techniques and strategies such as how to use descriptive words in writing or how to use correct punctuation.
Your child learns to go through the process of writing using these steps:
Prewriting
Drafting
Revising
Editing
Publishing
Sharing
This process helps your child with the organization and thought required to write a story. Sharing pieces of literature is also a powerful technique to help children expand their writing. Discussing their ideas with partners during the pre-writing stage can help children focus, improve the content and details in their stories, and understand the writing process.
Salvatico explains: "First-grade writers share their experiences through their writing. By taking ownership of their topics, tremendous growth is seen in spelling, story content and conventions of writing. The student's 'voice' begins to emerge and writing for the reader becomes the focus. Authors are born!"
What will my first-grader learn about spelling?
In first grade, your child will learn the different sounds that the letters and combinations of letters make. He will begin to learn common spelling patterns and frequently used words in his reading. First-graders do activities in which they combine and manipulate letters to change words and spelling patterns.
Invented spelling
As she did in kindergarten, your first-grader will probably write words the way they sound, often called invented or inventive spelling. For example, she may spell the word have by writing hav. When children use invented spelling, they are showing their knowledge of the sounds letters make. Research shows that letting children use invented spelling as they begin to write allows them to focus on the purpose of writing — communication. As they learn the rules of spelling, they begin to apply them and make the transition to conventional spelling.
Weekly spelling lists
It is typical for first-graders to bring home weekly spelling lists that they will be tested on. These lists may be from a prescribed spelling program or chosen by the teacher. Many of these lists may be word families, which are groups of words that have a common feature or pattern. For example, at, cat, hat and fat are a family of words with the at sound and letter combination in common. First-graders typically do activities with the spelling words, such as writing a sentence using each spelling word to understand its meaning and reading stories that contain the spelling words.
First-graders may have personal spelling dictionaries in which they enter words alphabetically that they are learning to spell. By the end of first grade your child will have learned to spell:
Consonant-vowel-consonant words such as hop
Words with r after the vowel such as turn
Frequently used words (words) such as red and was
Words with a silent e such as tape
Consonant-vowel-consonant-consonant words such as back, ring and mall
What will my first-grader learn about handwriting?
In first grade, students gain increasing control of their penmanship. The teacher will check to see that they know how to correctly hold their pencils and show them proper strokes and posture. The teacher explains and demonstrates how to write each upper- and lower-case letter of the alphabet. This is usually done in short daily lessons. First-graders often have handwriting workbooks in which they practice each letter daily.
What to Look for When You Visit

An alphabet chart prominently displayed in the classroom
Handwriting workbooks
An individual alphabet chart (perhaps taped to the child's desk or in a folder), for easy reference
"Word walls" — lists of words displayed in alphabetic order on a bulletin board, used for reference and to reinforce vocabulary words and "sight-words," words frequently used in reading and writing
Wide-ruled paper
Spelling games and puzzles
Journals
Examples of student writing displayed around the classroom
Students writing individually, with a partner and in groups
An array of writing tools such as markers, crayons, pens, chart paper, cards, fancy paper, letter-writing paper and much more
An individual booklet that contains a list of common words in alphabetical order for children to consult, as needed
Updated February 2008

I would think that this is really good for a 1st grader. I am also spriest they are giving out letter grades for 1st grade. One thing I do believe though is that when students have teachers with higher expectations I feel they are more advanced at the end of the year. I'm sure that another teacher would have given an A for his work but teachers are different. I would still speak with her and find out what you can do to help him get his grade up. Be happy though your child sounds like he is already ahead of most and I'm sure will be even more advanced by the end of the year.

If that was my child, that would be considered an A. I am wondering what represents an A for grade 1 writing. The standards seem to set a little too high, where children who are struggling or have learning difficulties must be receiving Fs for their efforts.

That is very good writing for a first grader. I think this is why my kids attend an alternative public school with no letter grades and narrative reports instead.
You are smart to not want the teacher to squash your child's enthusiasm for writing. My kids are doing great academically in 2nd and 5th grade and they weren't writing that well in 1st grade.
She may be a gifted teacher if she is the one who taught him to write that well. However, that is not the right grade for your son's work. You should tell her how excited you are at his advanced ability to write and ask politely why the grade is a "C". He should be praised and not admonished!

A child in 1st grade should be able to express herself with words, both spoken and written. Print left to right and work from top to bottom of the page. Write clear sentences that develop an idea. Use adjectives when writing sentences. Write several sentences about a topic. Remember children develop differently.

For a first grader thats pretty good and should be proud that he made a "C", especially for the first 9 weeks.

I can't believe this is true. My grandson is in kindergarten in one of the best schools in the state, elementary, middle and HS are always in the top ten. So far this year the kindergarten class has covered writing 3 letters A, M and F and it is almost November. They have practiced upper case and lower case and the letter sounds and words that begin with those sounds. My grandson knows all his letters and sounds and about 100 site words because we have worked at home over the last few years. He can also add and subtract single digits, count by 2, 5 and 10. I was worried that he would not be up to speed for kindergarten but I was really surprised when I visited the school. I also do alot of volunteer work. How can these kindergarteners possibly be ready for this when entering first grade: (readytolearn below wrote:) A child in 1st grade should be able to express herself with words, both spoken and written. Print left to right and work from top to bottom of the page. Write clear sentences that develop an idea. Use adjectives when writing sentences. Write several sentences about a topic. Remember children develop differently. I don't know any schools that have these expectations for entering first grade. I think this sounds like an acceptable standard for second grade.

I agree, sonjadahlstrom, I also live in a high performing district in a high performing state. In the first months of 1st grade, students are not expected to write to the standard that readytolearn discribes. The skills he or she describes seems more appropriate for the end of 1st at the very earliest. (Most kids don't know what adjectives are until later grades).

Your grandson seems to be doing well. If he knows his letters and sounds, frequent site words and has the basic math skills - sounds like he'll do well!

Most states publish curriculum standards. Some schools publish more detailed standards that support state requirements. If a parent wants to know what is expected at grade level, I recommend they check the state or local standards.

My children attend private schools in NYC. I also have a son in 1st grade. You son is very advanced for that grade level. I also agree that is very unusual that the school is giving letter grades for a child that young. My son doesn't even get plus or minus yet! Everyone just does their best. Once they get finished, the teacher or specialist may work with them if they are not as advanced as the rest in a particular area. I would discuss the expectations and standards with the teacher to make sure what she is using is appropriate for the grade level.

sonjadahistrom I agree completely with you. What readytolearn described is not an average kindergartener. My son started kindergarten this year and they have also worked on letters and numbers they are to k and on number 7. They have homework everynight and they may put in the letter they are working on in a sentence to finish a sentence but he cannot write full sentences.

My son is 5 and a half y/o. He is presently in kindergarten at the Littles People Retreat with a teacher who is compassionate!! about teaching children and it shows. He knows his alphabet completely, learning the vowels, nouns, verbs, subtraction and addition. He understands subtraction now in October '08 more than he did in the summer '08. He has passed all spelling tests. Some of his spelling words are "computer, favorite, chief, Wednesday, biscuit, won't (they are learning contractions), hawk, barrel, bucket, holiday.. I keep a list". He's understanding how to look up words in his dictionary. The class starts their morning off pledging alligence to the flag of America along and a prayer. I have been so blessed to find a wonderful teacher and staff that show love while being firm when it comes to lesson time. And could you believe my son was hardly speaking at 2? My son's writing isn't the neatest, mine still isn't and I'm a nurse. My concern is that he understands what he is writing and want's to express.

I think you need to have a conference with the teacher to find out her grading rubric. Did he turn in all of his assignments? Did he follow all the directions of the assignment? Whatever reason for the "C", in order to help, both you and your son need to know what needs to be worked on.