Transcript Imagine

RD
3
GRADE
CURRICULUM
NIGHT
Jensa Bushey
Megan Maynard
Jessica Toulis
Emily Vigneault
2012-2013
www.corestandards.org
• Include standards in Mathematics and English / Language
Arts
• Have been adopted in 45 states
(exceptions - Alaska, Texas, Virginia, Minnesota and
Nebraska)
www.corestandards.org
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.
• they come to understand other perspectives and cultures.
www.corestandards.org
Students who have met the Common Core standards in math will have
demonstrated not only strong content knowledge, but also the following skills:
•
•
•
•
•
•
•
•
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
These are informally referred to as Math Habits of Mind and Math Habits of Interaction
www.corestandards.org
Related Timelines and Priorities
•
NECAP standardized testing will continue through the 2013/14 school year to be
replaced by SBAC for ELA and Math in the spring of 2015
•
ELA focus for all CSSU professional development during the 2012/13 school year is
addressing standards surrounding informational text (ie. Nonfiction / factual
reading) – specifically looking at reading in content areas such as science, social
studies, math and even unified arts (music, art and PE).
•
Math focus for all CSSU professional development during 2012/13 is on the specific
pedagogy that facilitates the development of Math Habits of Mind and Math Habits
of Interaction (through Math Best Practice Course and Math Best Practice Studio)
Save the date:
October 23, 2012 6:30 p.m.
The Unified Arts Experience
An opportunity to meet the unified
arts teachers, visit the classrooms,
and learn about each program
through hands on activities.
Writing Expectations
Each Student is expected to:
• Write daily in Writer’s Notebook
· Have a writing piece in progress at all times
· Actively participates in the writing process – draft, revise, publish writing pieces
· Completes a piece of writing in each genre:
Narrative
Informative Report
Opinion Piece
• Completes in-class writing assignments in short time frames (i.e. science
notebooks, written reflections on learning)
Writing Curriculum Map
September/October
October/November
December
January/February
Launching the Writer’s
Workshop
Lucy Calkins
“Inspired by the Sea”
Complete “Inspired by the Information Books
Sea” unit
February
March
April
Complete Information
Books
Revision Study
Creative Inventive and
Shelburne Story Scrapbooks
Notable People (6 weeks)
(6 weeks)
May/June
Reading Expectations
Each student is expected to:
• Use a variety of strategies when reading for fluency, comprehension and
analyzing text
• Read fictional, nonfictional text connected to units of study
• Be in the process of reading a book at all times
• Read a variety of topics
• Participate in reading groups
• Read a minimum of 20 minutes 5 days a week
• Keep a record of genres read each trimester
• Complete reading responses in class and as assigned by teacher
Reading Curriculum
This year in Reader’s Workshop we will work on the following:
•
•
•
•
•
•
•
•
•
Establishing Reader’s Workshop – The First Twenty Days
Monitoring our Comprehension
Activating and Connecting
Asking Questions
Inferring Meaning
Determining Importance
Text Structure
Main Idea and Details
Summarizing
Reading Curriculum Map
September
October/November
December
January/February
First Twenty
Days/Establishing a
Community of Readers
“Inspired by the Sea”
Complete “Inspired by Non-Fiction Reading Study
the Sea” unit
Poetry integrated
Test Taking Strategies
Stamina
February
March
April
May/June
Non-Fiction Reading
Study
Mystery Study
(inferring, character
analysis)
Creative Inventive
Poetry
and Notable People (6
weeks)
Math and Problem Solving Expectations
•Demonstrate personal growth in mathematical understanding and skill
development
•Regular use of Habits of Mind and Habits of Interaction (Posted in
Classrooms)
• Represent/Record Solutions using a variety of organizers:
tables, graphs, diagrams
• Use variety of problem solving techniques/strategies
• Use appropriate mathematical language
• Work collaboratively with partners or groups to solve problems
• Use appropriate tools in solving problems
• Practice math facts using Fastt Math in school and at home
Bridges Math Program
• Bridges supports best practices of discourse and inquiry
• Bridges trades the appearance of rigor (worksheets) for deeper
conceptual understandings
• Components of Bridges: Number Corner (time, money, fact practice,
patterns, etc.), Work Places(games), regular math lessons
(embedded problem solving), Home Connections (usually mirror the
Work Place games)
• http://www.mathlearningcenter.org/resources/materials/parents
Great resource for families and teachers!
-
3rd Grade Fundations/Word Study
In 3rd Grade Fundations/Word Study students continue to develop their
spelling, decoding, vocabulary, fluency and handwriting (cursive). Cursive will
be taught by introducing letters with verbal cues, sky writing, and writing
practice.
Our focus will be to review the 6 syllable types (and their exceptions) as well
as build upon their knowledge and understanding of word structure. Items
such as base words, prefixes, and suffixes. We will also learn about how
words change when adding prefixes and suffixes.
We will work on homophones and have a word of the day for vocabulary
purposes. New trick words will be added to their repertoire.
Social Studies and
Science Expectations
Each student is expected to:
· Participate actively in science/social studies
activities
· Complete investigations and projects on current
topics
· Work cooperatively with classmates
What is Shelburne’s Story?
• Year long science and social studies unit
• We will study the topics of geology, history, ecology,
civics, government and economics using the town as our
lens
• Examples include studying the geology in and around
Shelburne including Shelburne Farms, walking to and
observing local habitats, interviews of town residents and
historians, presentations by town officials and business
owners.
• In addition to regular class activities students will be
required to complete a year long Shelburne reflection
project.
Type to Learn
• Third grade students will use a program titled Type to Learn when learning how
to type this year.
Here is some important information:
• Each student will be introduced to Type to Learn and will spend time getting to
know the program.
• The students may also use Type to Learn if they finish another activity early or we
are in the computer lab and they finish a task earlier than other students.
• Imagine students will be asked to type some work during the school year. We do
support children with typing as much as possible.
• If you wish to practice Type to Learn at home please go to the SCS homepage
and follow the link under Headlines.
Thanks for your support!
Assessment
Student:
· Reflection of weekly work in school
· Weekly conversation with teacher discussing progress
Teacher:
·
Assessment in each content area
· On-going informal assessment
· Daily conversations with students
· Assessment of individual and group work
· Trimester progress reports
State/Federal Testing:
· NECAP (New England Common Assessment Program)
Reading and Math Assessed in 3rd Grade