Transcript Curriculum Night

1st & 2nd Grade
Curriculum Night Agenda
Welcome
Board Presentation, FEED, PTO
Common Core
Social Curriculum
Science/Social Studies Curriculum
Math Curriculum
Literacy Curriculum
Fundations Curriculum
Assessments
Save the date: October 22, 2013
6:30- 7:30 pm
The Unified Arts Experience
An opportunity to meet the unified
arts teachers, visit the classrooms, and
learn about each program through
hands on activities.
SCS FEED
•F
•E
•E
•D
ood
ducation
very
ay
FEED – started in 2007
• Powered by the combined efforts of
Parents
Teachers
Administrators
• Inspired by and modeled after
the statewide organization,
VT FEED
Each year, the GOAL stays
strong....
to raise awareness about
•Vermont Farms and Farming,
• Healthy Food,
and
• Good Nutrition
in the
school & community
How
do
we
do
this
?????????????????
By focusing on the relationship
between the
~3 C's~
Classroom,
Cafeteria & Community
Achievements – the last 5 years
Gardens
planted and
tended to by
students
during the
school year
and SCS
families
during
summer!
Veggies
are used
in the
cafeteria
for the
lunch
menu and
in taste
tests
• After school cooking class for
6th – 8th graders.
• Creating & tasting foods made
with seasonal ingredients
Harvest Pizza
Salsa
Bread Baking
with
Shelburne
Farms and
their mobile
oven on
school
grounds
Table 2 Farm
Sorting table in the
cafeteria for kids
to separate trash,
recyclables, and
food to compost
• Iron Chef Competition
• School Wide Taste Testing
Facebook Page
&
Page on SCS Website
WE NEED YOU!
• We have a lot planned for this
school year and need your help!
• Help as little or as much as you'd
like!
• Be a REP for your child's class or
team!
Sign Up Now!
• Sign up with your contact info
on the sheet left with your
child's teacher!
• Please do this even if you have
already been volunteering and
plan on continuing!
Questions?
Please contact the FEED coordinator
Erica Frey-Delaportas at 802-489-5976
or [email protected]
or stop her when you see her!
PTO
*The PTO has several functions – the most important of
which is to help foster a sense of school community.
*Be a voice for your team! This year we are asking each
team to send at least one parent to our monthly meetings
*WHAT DOES PTO DO?
• Raise money with fundraisers:
• Direct Donation, Gift Wrap Sale, Red Barn goodies,
and Jogathon
• Grants $$ back to school
• Organizes school-community (NON- fundraising)
events
• Puts together school directory
*Gift Wrap –remember that 80% of the profit goes directly
back to your team. Please participate at whatever level you are
comfortable.
www.corestandards.org
• Currently the CCSS include Mathematics and English/Language Arts (ELA),
which includes reading, writing, speaking, listening, and language. This is a
shared responsibility within all subjects at the K-5 level.
• NECAP assessments will be replaced by SBAC (Smarter Balance Assessment
Consortium) in Spring 2015. This will be the last year of fall NECAPs.
www.corestandards.org
English and Language Arts Standards (ELA)
Characteristics of students who meet the Common Core
standards – meaning they are college and career ready in
Reading, Writing, Speaking, Listening, and Language
• they demonstrate independence
• they build strong content knowledge.
• they respond to the varying demands of audience, task,
purpose, and discipline.
• they comprehend as well as critique.
• they value evidence.
• they use technology and digital media strategically and
capably.
www.corestandards.org
English and Language Arts Standards (ELA)
Professional Core Learning Goal in 2012/13 was:
“How can we improve our students’ abilities to access
informational text?”
The goal this year is:
“How can we improve our students’ ability to write logical
arguments based on substantive claims, sound reasoning, and
relevant evidence?”
How parents can support this work:
• Encourage all reading, but especially reading that is
informational such as current events or non-fiction works
What the CCSS look like in a math classroom
Students who have met the Common Core standards in math will
have demonstrated not only strong content knowledge, but also
the following skills:
The CCSS reinforces the need for our students to think
like mathematicians:
• make sense of problems and
persevere in solving them
• reason abstractly and
quantitatively
• construct viable arguments and
critique the reasoning of others
• model with mathematics
• use appropriate tools strategically
• attend to precision
• look for and make use of structure
• look for and express regularity in
repeated reasoning
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Private reasoning time
Explain my reasoning
Listen to understand
Ask genuine questions
Explore multiple pathways
Compare our logic & ideas
Critique & debate
Math reasoning is the authority
www.corestandards.org
Math Priorities
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All K-5 teachers at SCS teach mathematics. They have now completed the week long Math
Best Practices Course which focuses on specific strategies to develop the Math Habits of
Mind and the Math Habits of Interaction. We intentionally teach these skills.
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All math teachers at SCS are involved in ongoing professional development bringing them
together with their colleagues for in-class observations, discussions of student outcomes
and ongoing instruction in these specific teaching strategies.
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K-8 curriculum has been updated to align with the Common Core Standards through:
• Full implementation of new Bridges K-2 curriculum this year
• 3-5 supplemental units to align with CCSS
• Ongoing implementation of the new Connect Math Program (3) this year
Students need to be fluent in math facts, to free up
their working memory for problem solving. We ask
for your support in helping them learn these facts as
per the schedule outlined in the Common Core State
Standards Fluency Expectations.
Short-term
Memory
Long-term Memory
Responsive Classroom
Guiding Principles
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Social Curriculum
How Children Learn
Maximize Cognitive Growth
Set of Social Skills
Understanding and Knowing the Children
Families As Partners
Adult Impact
Science Units
 With
a strong focus on inquiry, topics
include but are not limited to:
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Plants/Animals (life cycle)
Changes in the Earth
Moon and Stars
Force and Motion
States of Matter
The Human body is Unique
Science is approached through:
 Integrated
into larger units
 Smaller isolated units
 District wide on demand science tasks
 Observational recording and inquiry built into our
Bridges math program
 Hands on Nature
 Informational text reading/writing embedded into
the Common Core
 Integrated technology
Social Studies Units:
 Approached
in a similar fashion to Science Units,
often embedded in larger units or year long
studies, as well as smaller units, covering:
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Citizenship (Classroom to Global)
Long Ago and Today
Physical Geography
Cultural Geography
 Vertically
aligned with future grades to extend
beyond circle of self/family/classroom.
Math Curriculum
• NCTM Standards
• Aligned with Common Core Math Standards
• Best Practices in Mathematics
Strands
•Operations and
Algebraic thinking
•Number &
Operations in Base 10
•Geometry
•Measurement & Data
Bridges Math Program:
•Uses extensive and careful visual
models.
•Uses consistent attention to both basic
skills and conceptual understanding.
•Number Corner
BEST PRACTICES IN TEACHING
MATHEMATICS
• Research proven teaching methods for promoting
problem solving, invention, discourse, inquiry,
challenge, and achievement by all students.
• Teaching practices, and materials that foster:
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Student understanding, invention and sense making
A productive classroom culture
Worthwhile mathematical tasks
Deepen teacher content knowledge
• Enhances mathematics lessons/tasks to maximize
learning
Habits of Mind
Habits of Interaction
Bridges Grade 1
Critical Areas of Study
1 Developing an understanding of
addition, subtraction,
and strategies for addition and
subtraction within 20
2 Developing an understanding of
whole number
relationships and place value, including
grouping in
tens and ones
3 Developing an understanding of
linear measurement
and measuring lengths as iterating
length units
4 Reasoning about attributes of, and
composing and
decomposing geometric shapes
Units Covered
Unit 1
Numbers All Around Us
Unit 2
Developing Strategies with Dice &
Dominoes
Unit 3
Adding, Subtracting, Counting &
Comparing
Unit 4
Leapfrogs on the Number Line
Unit 5
Geometry
Unit 6
Figure the Facts with Penguins
Unit 7
One Hundred & Beyond
Unit 8
Changes, Changes
Bridges Grade 2
Critical Areas of
Study
1 Extending understanding
of base-ten notation
2 Building fluency with
addition and subtraction
3 Using standard units of
measure
4 Describing and analyzing
shapes
Units Covered
Unit 1
Figure the Facts
Unit 2
Place Value & Measurement with Jack’s Beanstalks
Unit 3
Addition & Subtraction Within One Hundred
Unit 4
Measurement
Unit 5
Place Value to One Thousand
Unit 6
Geometry
Unit 7
Measurement, Fractions & Multi-Digit
Computation
with Hungry Ants
Unit 8
Measurement, Data & Multi-Digit Computation
with Marble Rolls
Mathematical Practices Across Grade Levels
1. Make sense of problems and persevere in solving them.
Students are able to make sense of a problem situation and find a way to solve the
problem or answer a question using mathematics. If students get stuck while solving
a problem, they persevere: they try a new way, use a new model, or ask for help. In
asking for help, students can begin to describe where and how their understanding or
strategy broke down. A fter solving a problem, students are able to evaluate whether
their answer makes sense.
2. Reason abstractly and quantitatively.
Students can represent mathematical situations using numbers and quantities.
Kindergarteners, for example, can write numbers to represent quantities and can
count out quantities when given numbers. Older students can write equations to
represent a situation and then solve the equation to solve the problem. Students can
put numbers in context in the problem and can also decontextualize those numbers
to work with them in purely symbolic terms.
3. Construct viable arguments and critique the reasoning of others.
Students express their mathematical thinking using words and symbols in more
formal ways. When asked to explain how they know or why they think something
is so, students explain their thinking clearly using words, symbols, and pictures.
Students are able to listen carefully to their peers, understand others’ reasoning, and
compare others’ ideas to their own.
4. Model with mathematics.
Young students model situations using manipulatives, drawings, and numbers. As
they get older, students also use equations, diagrams, tables, and graphs to model
situations mathematically. Students use these models to gain insight about situations
and to solve problems. Older students write story problems or generate situations that
can be modeled with a particular equation.
Mathematical Practices Across Grade Levels
5. Use appropriate tools strategically.
Students choose from the available manipulatives, measuring tools, and
technological resources when solving problems. They choose the tools with care,
considering which makes the best sense for the task they are trying to complete.
6. Attend to precision.
Students use grade-level appropriate vocabulary to describe their thinking with greater
precision. Students use measuring tools carefully to ensure that they are getting accurate
measurements, and they attend to precision when performing calculations.
7. Look for and make use of structure.
When engaged in mathematics, students develop the habit of looking for patterns and
structures. They identify similarities and differences, and they look for elements that
change in predictable ways and elements that remain constant. For example, using
the double ten-frame, young students come to see that numbers from 11 to 20 can be
thought of as “ten and some more.”
Older students use the array model to appreciate the structure behind the partial
products when multiplying larger numbers.
8. Look for and express regularity in repeated reasoning.
Students notice when calculations are repeated. They also look for general methods
as well as shortcuts to perform calculations, and they evaluate the reasonableness
of their results as they work toward a solution. Young students begin to develop
strategies for solving addition facts, for example, noting that when adding 9 to a
number, they can simply recall the sum of that number and 10 and subtract 1. Older
students come to see that when they multiply the numerator and denominator of a
fraction by the same number, the result is an equivalent fraction
Components of a Balanced
Reading Program
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Read Aloud
Shared Reading
Whole Group Instruction
Small Group Instruction
Word Study
Partner and Independent Reading
Writing
• First and Second Graders participate in the writing
process:
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Planning
Writing
Conferencing
Revising/editing
Publishing
• Writer’s Workshop
• Mini lesson
• Writing and conferring
• Sharing
Writing
• Writing Genres
• Informational/
explanatory
• Opinion
• Narrative
• Conventions
• Handwriting
• sentence structure
• phonetic spelling
• Other Types of Writing
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Poetry
Letters
Journal Entries
Responses to Text
• letter formation
• short vowel sounds
• blends (st, bl, mp) and
digraphs (sh, ch, th, wh)
• spelling rules (f, l, s)
• base word and suffix s (mat s)
• glued sounds (am, an, ink, ank, ung)
• open and closed syllables (me, ten)
• magic e (pine, same)
• trick words
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review 1st grade concepts
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base words and more suffixes
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vowel teams (oi, oy, ea, ee)
•
trick words
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6 syllable types
• closed syllable
• vowel consonant-e
• open syllable
• r-controlled syllable
• double vowel syllable
• consonant –le syllable
Literacy
• BAS (Baseline Assessment System)
• Fundations unit tests
• On-Demand Writing
Math
• Bridges assessments
• Fact fluency
Science
• Inquiry based assessment
Informal / On-going
• Observations
• Student conferences
• Writing samples
• Anecdotal notes
• Exit cards
The End
Thank you for
coming!
• Informational Handout: Please make
sure that you have picked up your
classroom’s handout.