Transcript Welcome to Setting the Stage for Success Curriculum Night 2013

Welcome to
Curriculum Night 2013
Setting the Stage for Success
Graphics purchased at ThistleGirlDesigns and Scrappin’Doodles
Putting the Pieces Together
as we Journey to the Core
graphics courtesy of Graphicsbyirene
Setting the Stage for Success….
Our Goals are…
• To enable your child to build a strong foundation to become
a lifelong, independent learner.
• To help your child develop or maintain an excitement for
and love of learning.
• To help your child practice higher level, critical thinking
skills in all subject areas.
• To help your child set individual learning goals and plan and
implement strategies to meet those goals.
Martha Lyerly – [email protected]
Kathy Mabe – [email protected]
924-3434
Purchased graphics by thistlegirldesigns.com
Our Daily Schedule
8:00 – 8:30
8:30 – 9:15
9:30 – 10:40
10:40 - 11:05
News/Morning Work, Restroom
ENCORE
Math
Restroom/Snack/Read Aloud
Phonics/Grammar/Handwriting
11:05 – 1:00 Language Arts (Writing,
Teacher Directed Reading,
Guided Reading including Daily
Five Rotations)
1:00 – 1:20
Social Studies/Science
1:20 – 1:50
Lunch/Restroom Break
1:55 – 2:15 Social Studies/Science
2:15 – 2:45 Recess/Water & RR Break
2:45
Pack up/Organize
2:54
Dismissal
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Day
Day
Day
Day
Day
Day
1
2
3
4
5
6
PE
MEDIA
TECH
GUIDANCE/SCIENCE
ART
MUSIC
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Classroom Expectations
Stay on task.
Try to always do your very best.
Always be prepared and pay attention.
Remember to show respect so that all of us can have the best
opportunity to learn!
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REWARDS & CONSEQUENCES
• Rewards
– Individual:
Star Student!
– Small Group: TEAM points
– Whole Class: 100’s Board Points
• Consequences
– Behavior Board Color Move...
Walk of Fame – Stay on the Red Carpet!
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Home-School Communication
STAR Binder/Planner
Class Website/Blog/Wiki
Weekly Class Newsletter
Tuesday Folder
Progress Reports
Conferences
Email:
[email protected]
[email protected]
Our Second Grade Curriculum
• Common Core Standards, which have been adopted by
45 states, will guide our Math, Reading, and Language
Arts.
• We will be following the North Carolina Essential
Standards in all other subjects.
Parent Resources:
WSFCS (click on Parents/Community Tab
http://wsfcsel.schoolwires.net/domain/7423
Wake County http://www.wcpss.net/what-we-teach/curriculum/common-core.html
Graphics purchased at Scrappin” Doodles
Common Core
These new curriculum standards are geared toward student
proficiency for college and career readiness. Standards are aligned
throughout all grade levels, so that each grade provides the
foundation for the next.
National Standards for Math and Language Arts
•Inquiry Based
• Project Based and Integration in other subject areas
• Global Learning Based
• 21st Century Skills
•Require lots of thinking and explaining
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Math
• Operations and Algebraic Thinking
• Numbers and Operations in Base
Ten
• Measurement and Data
• Geometry
Our Common Core Math Topics will include…
• Math Facts
• Addition / subtraction concepts and regrouping
• Problem solving
• Place value
• Geometry – shapes and fractional parts of
shapes
• Measurement and temperature
• Graphs and Venn Diagrams
•Time
• Number lines
• Money
Graphics courtesy of Schoolhouse Graphics
Our students will be engaged
in Guided Lessons with
teachers, Smartboard
activities, independent
practice, and Center Rotations
involving hands on activities.
Math Assessments
• Mid-year and Summative
Math Tests
• Teacher Generated Tests
• Performance Tasks
• Teacher Observations
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• Level 1 – Students performing at
this level do not exhibit
sufficient mastery of first grade
knowledge and skills
successfully to complete most
assignments.
• Level 2 – Students performing
at this level demonstrate
inconsistent mastery of
knowledge and skills.
• Level 3 – Students at this level
consistently demonstrate
mastery of grade level concepts
and skills.
• Level 4 – Students at this level
consistently perform in a
manner that is clearly beyond
the grade-level requirements
and expectations.
Balanced Literacy
Our Literacy Block includes many daily opportunities to
develop skills in reading, writing, listening, and speaking.
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Interactive Read Aloud - Teacher reads a selected text aloud to students. The teacher
and students interact about the text as the selection is read aloud.
Teacher Directed Reading - Grade level text ; Skills are taught/maintained during this
Phonics- Students learn/review decoding/language arts strategies
Guided Reading - Teacher selects text according to the students level and needs.
Independent Reading - Students read independently. (Alone or with a partner)
Shared Writing - The teacher and students work together to compose stories.
Interactive Writing - The teacher and students work together and “share” the pen to
compose stories and messages.
Guided Writing or Writer’s Workshop - Students are engaged in writing a variety of
texts. Instruction is provided by the teacher through mini-lessons and conferences.
Independent Writing - Children compose their own pieces of written text.
Handwriting – Students continue to use manuscript; Cursive is introduced
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and Graphics by snogirl
TRC
• New reading assessment for this year.
• Students read a book out loud and teacher records errors
and self corrections.
• Students then answer 5 comprehension questions orally.
• This is followed by two written questions that students read
and complete independently.
• Students must pass all components to be considered
proficient at their reading level.
• TRC will be completed at the beginning, middle, and end of
the year
Daily Five
To gain reading INDEPENDENCE
and build STAMINA!
•
Read to Self
(to build comprehension and
fluency practice with Timers)
•
Work on Writing
(Composing, Editing, Revising)
•
Listening to Reading
(Computers)
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Read to Someone
(Partner Reading; build fluency,
expression, comprehension)
Word Work
(Spelling activities; Phonics)
Strategy
Groups
Teacher
Read
Aloud
Vocabulary/
Grammar
Modeled
Expectations
LA
Independent
reading to
build
STAMINA &
FLUENCY
Writing Mini
Lessons &
Conferences
Reading Mini
Lessons &
Conferences
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Writing
•
Types of writing covered in second grade:
1st qtr - Narrative
2nd qtr - Opinion
3rd qtr - Informational
4th qtr – Informational
•
Our writing program consists of:
Writing journal
Mini-lessons: 5-10 minutes
Focused writing
Shared writing
•
Rubrics are used to score writing
Resource: http://www.ncpublicschools.org/curriculum/languagearts/elementary/elagrade2
Literacy Development
Your child’s literacy develops along a continuum. Improving
abilities are measured by observing and assessing
letter/sound relationships, word recognition, decoding and
meaning making with integration of cue systems,
responses/retellings, and fluency.
We use reading levels as a tool, not
the sum of your child’s overall
literacy development.
• Reading Strategies
• When reading with your child, you can focus your
reading that day on one of these aspects. Your child
should be able to tell you exactly what goal he/she is
working on: “I am working on my accuracy” and his
/her strategy: “I am looking for small words inside big
words to help me read new words”.
• Research shows that when students know exactly
what they need to work on, and why, they are much
more successful in meeting their goals! You can do
this at home too!  This is divided into 4 categories:
Comprehension, Accuracy, Fluency, and Expand
Vocabulary.
• Comprehension- “I understand what I read.”
• Check for Understanding: We have learned that it is very important to
not only do our best reading, but to also do our best thinking! We know
it is necessary to stop often during reading to make sure we have
understood what we are reading. Practice this at home by stopping
every so often during the story. Your child should be able to give a
quick summary of what they just read. Who was the story about? What
has happened so far? Go ahead and use the words, “Let’s check for
understanding,” with your child. They know just what it means! 
• Back up and Reread: Have you ever read a page or two of a book
and suddenly realized that you don’t have a clue what you just read?
What do you probably do? You back up and reread it! This strategy is
important for children to try when they have not understood something
they just read. By backing up and reading a section or page over, they
will hopefully take their time and focus in more which will lead to a
clearer understanding!
• Name the setting: The setting is where the story is occurring and
when it is happening.
• Know the title, author and illustrator: Your child should know
how to recognize the title, author and illustrator (if there is one) in
every book that they read.
• Retell the story: Tell what happened at the beginning, middle and
end of the story.
• Making connections: We discussed 3 different connections that
the student can make while reading.
– Text to Self: The student tells how he/she has something in
common with the characters or the story.
– Text to World: The student makes a connection with the
knowledge that he has with something in the book.
– Text to Text: The student makes a connection between two
books (same characters, setting, etc.)
• Identify Fiction or Non-Fiction: The student can tell if it is real
facts (non- fiction) or a made up story (fiction).
• Make predictions: Your child is practicing stopping in the story
and thinking about what might happen next. It should make sense
with what is happening in the story but doesn’t have to be correct.
• Know author’s purpose: Your student can determine what the
author’s purpose was in writing the book (to inform, to entertain,
etc.).
• Use text features: This is most important in non fiction text. The
student can use titles, headings, captions, and graphics to
understand more about what is happening in the book.
• Ask questions throughout reading: Your child is working on
thinking and asking why while reading. They are realizing that
good readers continue to ask questions throughout the reading
process.
Accuracy- “I can read the words.”
• Cross-Checking: Your child has been learning to stop when
they have just read a sentence that doesn’t make sense or if they
get to a word that they just don’t know. After they find that tricky
word, they ask themselves some questions: “Does the word I’m
reading (or thinking it could be) match up with the letters or
picture I see on the page?” “Does it sound right?” “Does it make
sense?”
• Tap the word: This is a strategy that we emphasize in
Foundations (our phonics program) and use to read and spell
words. Your child should be able to use their fingers to tap out
each sound (it is a tactile way to sound out words).
• Say it fast: Your child is working on reading the words after
tapping the word. Your child should get their mouth ready to say
the sounds, say and tap each sound, and then say the sounds
fast to say the word.
• Know letters and sounds: We have to know the sounds of the
words to read and the letter names to spell.
• Flip the sound- This is a strategy that the students use as they
begin to encounter words with long vowels. We have discussed
short vowels so it is natural for them to read the words with a short
vowel sound. If that way does make sense in the story we say,
“Flip the Sound.” They then say the long vowel sound (it always
says its name). Example: If the word “cake” is in the story, your
child may say “cak”. That does not make sense. So then, they
should say the long vowel sound and say “cake”. That word
should make sense with the pictures or rest of the sentence.
• Find Chunks in words: This means that the student is finding
smaller words or parts in the larger word.
• Know trick words: Your child is practicing reading our trick words
in stories. Your child should be able to recognize these words
automatically while reading.
• Play with rhyming words: Students can see a word like “cat” and
know the words, “mat, hat, bat, etc.
• Identify compound words: Students notice that there are
smaller words in larger words. For example, cupcake is a
compound word that students can read if they break the word
into its two words.
• Skip the word and come back: The student can skip the word
and then come back after reading the rest of the sentence. It
might give context to what the word is and how to say it.
• Fluency- “I can read smoothly, with expression.”
• Choose Good Fit Books: This is a BIG one in second grade!
We have learned that it is SO important to spend time reading
books that are good fit books for each of us (we used shoes to
see how different people need different size shoes). It is very
important for your child to be able to read books that they can
read independently with very few to NO errors. We use the 3
finger rule- if they can’t read more than 3 words on a page then
the book is too hard right now. This will help them become
smooth (fluent) readers. I meet with each child often so that they
can show me the just-right books in their book tote. After your
child reads a book to you at home, ask them to share how they
felt about the book. Did the book feel too easy, too hard, or just
right? Why?
• Read and read it again: Your child is learning that when you are
reading sometimes you need to read it multiple times to read it
the correct way. We have talked about how it sounds to read so
that people enjoy listening to it and not like a robot.
• Read and talk like the characters: This means that your child
is working on expression and making the book come to life. Add
emphasis on different characters and what they are saying. If
there is something exciting going on in the story, make it sound
exciting and how the characters really would sound.
• Read to the end of the sentence: It always sounds good to
read a book and not read choppy or word by word. As adults,
we know that a sentence means to pause in reading. That is
how we want our students to read. So your child is working on
reading the entire sentence without stopping. It may take a few
times to get it right, but that is what practice is for.  Make it
like a game and see how many sentences they can read
without stopping in the middle of the sentence.
• Expand Vocabulary- I know, find, and use interesting words.”
• Tune into Interesting Words: We are excited to learn new words
and figure out what words mean. When this happens at school, the
word is explained and then added to our Word Collector. We refer
back to the words often as this will deepen their understanding of
them and expand their vocabularies. Perhaps you could keep a
notebook at home to jot down interesting words that you and your
child come across when reading.
• Voracious Reading: This is a strategy that we used to get excited
about reading and finding new words while we read. Reading takes
practice and is something we must do a lot to be able to read our
best. We want to read as much as we can to get better in reading!
• Ask for help defining the word: Student can ask another person
(adult or other student) if they come across a word they do not know.
The student records the word and page number on a new words
chart and then can ask when reading time is over (if it is silent
reading time).
• Use a tool- dictionary, thesaurus, or glossary: The student
can use a dictionary as a tool when they don’t know a word
while reading.
• Use other words to help (context) and prior knowledge:
Students can use words within the rest of the sentence or
paragraph to know what a word means.
Retelling Elements
Good readers understand what they read. To help students
better comprehend what is read, we focus on asking
questions about:
Setting (Were/When)
Characters (Development)
Plot and Events (in sequential order)
Problem / Solution
Author’s Purpose (Main Idea)
Making Connections (text-to-self, text-to-text,
text-to-world
Social Studies
Second Grade Units of Study:
•Responsible Citizenship
•Our Government & Important Leaders
•A Diverse World to Celebrate
•How Communities Change Over Time
•The Earth & Its People
•Using Our Natural Resources
•How Our Economy Works
•Using Technology At Home and In Our Communities
Graphics courtesy of Graphics by Ruth
Science
• Animal Life Cycles
• Changes in Weather
• Changes in Properties – matter - solid, liquid
• Sound
Taught through:
– Hands-on exploration
– Teaching while integrating with literacy and math :
collecting data, organizing information on graphic
organizers, listing attributes, compare/contrast, etc.
Assessments and Report Card Grading
• Ongoing
• Various formats:
observations, oral,
written, performance tasks
• DIBELS and TRC – Reading
Assessments (fluency and
comprehension)
• Math - Performance tasks,
written format using both
teacher and WSFCS/NC
assessments
• Writing – WSFCS rubic
• Level 1 – Students performing
at this level do not exhibit
sufficient mastery of first
grade knowledge and skills
successfully to complete most
assignments.
• Level 2 – Students performing
at this level demonstrate
inconsistent mastery of
knowledge and skills.
• Level 3 – Students at this
level consistently demonstrate
mastery of grade level
concepts and skills.
• Level 4 – Students at this
level consistently perform in a
manner that is clearly beyond
the grade-level requirements
and expectations.
Our classroom is a busy place!
Preparing for the 21st Century…
• Our classroom is actively engaged in …
Web Quests, think-pair share groups, flexible
groups, team work, Skyping, Internet projects
connecting us to classrooms around the world,
using technology in our daily instruction
• Students have opportunities to use the
SmartBoard, classroom computers, and the
computer labs.
•
This year our classroom is a MLC Classroom.
Information will be forthcoming.
Graphics courtesy of Amretta’s Graphics and
also purchased at Scrappin’ Doodles
Assignments will be in your child’s planner.
Please check the class website for frequent
updates.
• Reading sign planner every night
• Spelling (See your child’s planner for word list and
•
• Math
Activity Choices)
(Practice worksheet)
• Special Projects – such as Book Reports, Famous American
Report, etc. will be assigned throughout the year
Graphics courtesy of Happy Haven Graphics
How you can help with Math at home…
• Monitor homework
• Stay informed – check the class website website/newsletter
• Number Sense (count money, determine how many pieces of flatware
will be needed for dinner – problem solving)
• Math Facts and Fact Families (flash cards, games)
• Shapes (world around us; create art projects)
• Patterns (world around us; art projects)
• Addition / subtraction concepts (money/
• Time (analog and digital) / Calendar language
• Sorting and classifying objects (rock, shell collections, etc.)
• Graphs (bar graphs, line plots, pie charts, etc.) look at the daily
weather in the newspaper
Graphics courtesy of schoolhouse graphics
How you can help with reading at home…
Prompt for strategies
Take turns reading pages/paragraphs of
difficult texts.
Let the learner choose the book
COMPREHENSION – authentic retelling
discussion, periodic understanding
checks
Read aloud to build FLUENCY
Have fun! Your child is not just learning to
read, but also learning to LOVE to read!
How you can help with writing at home…
High frequency words (known in a few
seconds- flashcards, etc.) *See the class
website for practice activities
Authentic and engaging writing activities
»
»
»
»
Grocery list
Letters/emails
Scrapbooking
“Pen Pal” Journal/Diary
Standard and Temporary Spelling
Miscellaneous
Field trips:
•All-A-Flutter Butterfly Farm
•Sci Works
•Freedom Train Production
•Salem Gymnastics
•Room Parent –
•Two Classroom Parties
Parent Tips
• Ask your child what he/she learned at school each day.
• Listen/Read with your child each night. Monitor comprehension/fluency.
Reading is the most important task your child can do at this time.
• Help your student practice his/her addition/subtraction facts.
• Make Math authentic. Example: Have your child set the table. How many utensils will
be needed for the meal? If there are four family members and 12 rolls, how would you
create a fair share?
• Check over the nightly homework assignment.
• Use the class website.
• Have your child keep a journal, diary, scrapbook, or write emails/letters to family.
• Create a routine for homework time.
• Plenty of rest, a positive attitude, a nutritious school snack… will help your
student be a happy learner!
• Contact the teachers with questions/comments/concerns. We value your
partnership and support.
Our class tries to ……
…because anything is possible as we
“Put the Pieces Together and Journey to the Core”!
Thank you for encouraging your child to
remember that at Meadowlark Elementary
our goal is to …
“Search for Success Each Day!”
Questions and Answers
Thank you for joining us this evening!
We appreciate having the opportunity to work
with your child this year
Mrs. Lyerly and Mrs. Mabe
Purchased Graphics by thistlegirldesigns.com and Scrappin’Doodles.com