1st & 2nd GradeCurriculum 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, 20136:30- 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 ood • E ducation • E very • D 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!
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 firstname.lastname@example.org 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. • they come to understand other perspectives and cultures.
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 • Encourage your son or daughter to utilize Close Reading Strategies to increase their comprehension (handout of some ideas we utilize here at SCS).
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: 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 • 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
www.corestandards.org • Math Priorities • 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. • 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. • 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
Short-term Memory Long-term Memory 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.
Responsive ClassroomGuiding Principles Social Curriculum How Children Learn Maximize Cognitive Growth Set of Social Skills Understanding and Knowing the Children Families As Partners Adult Impact
Classroom PracticesAt the heart of the Responsive Classroom Approach are TEN Classroom Practices • Morning Meeting • Rule Creation • Interactive Modeling • Positive Teacher Language • Logical Consequences • Guided Discovery • Academic Choice • Classroom Organization • Working With Families • Collaborative Problem-Solving
Research on Effectiveness Research by the University of Virginia’s Curry School of Education has found that schools using Responsive Classroom practices see: • Improved Teacher-Student Interactions • Higher-Quality Teaching • Improved Social Skills in Children • Greater Student Achievement in Math and Reading • More Positive Feelings Toward School Among Children and Teachers Findings are from the Social and Academic Learning Study (2001–2004) or the Responsive Classroom Efficacy Study (2008–2011), or both. For more information, go to www.responsiveclassroom.org/research
Science Units • With a strong focus on inquiry, topics include but are not limited to: • 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: • 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: • 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 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 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
Bridges Grade 2 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 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
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 • 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: • Planning • Writing • Conferencing • Revising/editing • Publishing • Writer’s Workshop • Mini lesson • Writing and conferring • Sharing
Writing • Writing Genres • Informational/ explanatory • Opinion • Narrative • Other Types of Writing • Poetry • Letters • Journal Entries • Responses to Text • Conventions • Handwriting • sentence structure • phonetic spelling
Fundations: 1st Grade • 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
Fundations: 2nd Grade • review 1st grade concepts • base words and more suffixes • vowel teams (oi, oy, ea, ee) • trick words • 6 syllable types • closed syllable • vowel consonant-e • open syllable • r-controlled syllable • double vowel syllable • consonant –le syllable
Common Assessments 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
Thank you for coming! The End • Informational Handout: Please make sure that you have picked up your classroom’s handout.