Transcript Imagine

RD
3
GRADE
CURRICULUM
NIGHT
Joey Adams
Christine Hertz
Megan Maynard
Jessica West
2014-2015
Save the date:
October 21, 2014 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.
A message from our PTO
• Contacts:
• http://www.cssu.org/site/Default.aspx?PageID=365
• Welcome to the SCS PTO!
(Parent Teacher Organization)
• Co-Chairs:
Randy Sweeney
[email protected]
•
• Courtney Tharpe
[email protected]
SCS FEED
IS
F
E
E
D
ood
ducation
very
ay
Started in 2007 by the
combined efforts of
PARENTS,
TEACHERS
&
ADMINISTRATORS
Inspired & named after the statewide
program, VT FEED which is
… a Farm to School program run as a partnership of two
Vermont Non-Profit Organizations: NOFA-VT and
Shelburne Farms
Each year, our purpose stays
strong....
TO RAISE AWARENESS ABOUT
Healthy Food Choices
The Importance & Role of
Vermont Farms
Good Nutrition in the School and
Community
By focusing on the
relationship
between the
~3 C's~
Classroom,
Cafeteria & Community
that
1- PROVIDE HEALTH AND NUTRITION
OPPORTUNITIES THAT WILL LAST A LIFETIME
2- Help children understand WHERE
THEIR FOOD COMES FROM and…
3- How their FOOD CHOICES
IMPACT THEIR BODIES,
ENVIRONMENT & COMMUNITY
Some Achievements – the last 6
years
VEGETABLE
GARDENS
Planted and
maintained by
students during the
school year and SCS
families during
summer!
IN THE
CAFETERI
A FOR
THE
LUNCH
MENU
AND IN
TASTE
TESTS
8th graders make a mosaic sign
5th grade Leadership Council adds
compost
Creating & tasting foods made
with seasonal ingredients
Salsa
Harvest Pizza
After school cooking class
opportunity for 6th – 8th graders
Competed in the Jr. Iron Chef
Individual Grade Experiences
3rd Grade Bread
Baking
with
Shelburne Farms and
their mobile oven
4th Grade Vermont History
Experience at New Village
Farm
School Wide Taste Tests
WE NEED YOU!
Join us as a volunteer for activities the Committee
has planned! (See how we have meetings?)
Some of the areas we need you:
• Taste Tests
• Work in the gardens
• Designing our bulletin board
• Researching recipes for our website
• Afterschool “SKAT” 6th-8th grade cooking instructor
• Mobile food cart Coordinator
• Community Liaison
• Field trip chaperone
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/ [email protected]
Get Info and Updates on our
FACEBOOK Page
&
On our link on the SCS Website
KATIE TYLER
PreK-4 School Counselor
School Counseling Services
Hello Families!
I am excited to be returning to the SCS Community this
year as the PreK-4 School Counselor. Here’s a little
about my role here at SCS….
Classroom Guidance Lessons
● I will be using the Michigan Model for
Health as a primary curriculum to address
topics such as bullying prevention, making
and keeping positive relationships, skills for
problem solving and decision making, and
personal safety/abuse prevention.
Small Groups
● Some of my work will be in small groups with students,
focusing on topics such as Social Skills, Changing
Families, Anxiety, Grief & Loss, Goal Setting, and more.
Individual Counseling
● I am available to see students short term for individual
support. Both individual and small group referrals can
come from families or school faculty.
Feel free to contact me with any questions or concerns. I
look forward to continuing to get to know you and your
students!
[email protected]
383-1103
●
Principal’s Report
Focus on Collaboration and Community Building
Essential Question - How can I contribute positively to my
community?
Common Core Key Shifts in English Language Arts
Complexity: Regular practice with complex text and its academic vocabulary
Knowledge: Building knowledge through content-rich academic vocabulary
across the curriculum
Evidence: Reading, writing and speaking/listening grounded in evidence from
the text, both literary and informational
Common Core Key Shifts in Mathematics
Greater focus on fewer topics
Coherence: Linking topics and thinking across grades
Rigor: Pursue conceptual understanding, procedural skills and fluency,
and application with equal intensity
AYP Goal: Multi-tiered System of Support
Shelburne Community School will create a highly effective Multi-tiered System
of Support (MTSS) that uses student learning data and outcomes to assure
that all students achieve at optimal levels.
●
●
●
●
What I Need Time, or WIN Time
4-5 times per week for 30 minutes
all students participate
flexible groups that change in response to assessments about every 3-6
weeks
instruction may include skill instruction such as rhyming, delivery of
specialized services, and/or interactive read alouds
AYP Goal: Parental Engagement
Shelburne Community School will increase parental engagement and
involvement in all aspects of the school community including visits,
homework, grades, communications and conferences.
Grand Rounds
6:00 - 7:30 SCS Cafeteria - We will provide dinner and education with childcare provided by Part2
Wednesday, September 30th
Parenting 101 - “Practical advice for all of us” with Maris Rose
Dates to be announced
Cybersafety - What can we do to protect our children in the digital age?
What should every parent know about concussions?
Suicide awareness and prevention
Technology education for parents and guardians
Youth anxiety, youth substance abuse, and sleep disorders
School Board Facilities Committee Update
How can SCS create the building and grounds to maximize
student growth and learning?
Writing Expectations
Each Student is expected to:
• Write daily in Writer’s Notebook
• Have a writing piece in progress at all times
• Actively participate in the writing process – draft, revise, and publish writing
pieces
• Complete a piece of writing in each genre:
Narrative
Informative Report
Opinion Piece
• Complete in-class writing assignments in short time frames (i.e. Reader’s
Notebook, Science Notebooks, and written reflections on learning)
Reading Expectations
Each student is expected to:
• Use a variety of strategies when reading for fluency, comprehension, and
text analysis
• Read both fiction and nonfiction text connected to units of study
• Be in the process of reading a Just Right book at all times
• Read a variety of genres
• Participate in reading groups and discussions
• Read a minimum of 15 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
Close Reading
Monitoring our Comprehension
Activating and Connecting
Asking Questions
Inferring Meaning
Determining Importance
Text Structure
Main Idea and Details
Summarizing
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.
Habits of Mind
Habits of Interaction
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 (multiplication,graphing, multi-digit
addition and subtraction practice, problem solving, looking for patterns and
generalizations, etc.), Work Places (games that reinforce skills), regular
math lessons (embedded problem solving), Home Connections (practice of
concepts and skills learned in class)
• www.mathlearningcenter.org/support/bridges
• How to help student with Fact Fluency
- Great resources for families and teachers!
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 a variety of problem solving techniques/strategies
• Use appropriate mathematical language and discuss mathematical ideas
• Work collaboratively with partners or groups to solve problems
• Use appropriate tools in solving problems
• Practice math facts 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)
• www.mathlearningcenter.org/support/bridges
•
- Great resource for families and teachers!
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 weather, history, ecology,
civics, government and economics using the town as our
lens.
• Examples include: studying the local weather and climate,
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.
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
· Semester progress reports (January and June)
State/Federal Testing:
· SBAC Test will be administered in the spring of 2015
Reading and Math Assessed in 3rd Grade
Homework
• Homework folders will go home on Friday.
• Homework is due at the end of the next week.
• Math will be Bridges Home Connections and math fact
practice.
• Students will read at least 15 minutes a minimum of 5
times per week.
• Homework is meant to reinforce skills already taught in
the classroom.
• Homework should take no longer than 30 minutes total
(including the 15 minutes of reading) each night.