Parent Information Night. Jackson School, March 2015

Transcription

1 Parent Information Night Jackson School, March 2015

2 Presentation Overview English Language Arts Curriculum Homework/RtI (ELA & Math) Math Curriculum

3 Critical thinkers Active listeners Confident Speakers Strong writers Strong readers Love of reading & writing Creativity Our Literacy Vision

4 The Standards Reading Informational Text Reading Literature Reading Foundations Writing Language Speaking & Listening

5 From Standards to Student Standards: 1.RL.3 Describe characters, settings, and major events in a story, using key details. I Can Statement: I can describe characters, settings, and major events in a story using key details. 1.W.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. I Can Statement: I can write an opinion piece which states the topic, gives and opinion with support reasons and provides a sense of closure

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7 Balanced Literacy

8 Daily 5 An organizational structure that maximizes students authentic application of literacy tasks In a given time period, students: Read to Self (at independent level) Read to Someone (partner reading) Work on Writing Listen to Reading Word Work (phonics, vocabulary) Individual conferences with teacher

9 Empowering Writers Writing program utilized K-6 Emphasis on three main types of writing Narratives (stories) Opinions Informational writing Uses consistent visual aids to increase structural ownership Sentence of the Day

10 Reciprocal Teaching Student-led discussion groups based on text Focuses on 4 essential reading strategies Prediction Questioning Clarification Summarization Each student is assigned a strategy role

11 Literature Circles Student led discussion groups based on their choice of text (similar to a book club) Discussions are organized by roles, such as: Discussion Director Artist Connector Vocabulary Enricher

12 Curriculum Units Series of connected lessons that progress towards an overarching learning goal Progresses over a period of time Lessons build on each other, increasing in complexity Includes reading, writing, discussion, presentation Aligned to standards Teachers and students have clear sense of ultimate learning goals Assessments are aligned to learning targets (standards)

13 New Curriculum Units Kindergarten Mo Willems Author Study First Grade Kevin Henkes Author Study Second Grade Research & Informational Text Third Grade Whose Story is it?

14 Best Ways to Help at Home Read, read, read! Provide your child with reading time. Talk to your child about their reading. Read to your child. Listen to your child read. Build a love of reading together! Writing ideas: Play word games, create an environment rich in language

15 Homework Formative Less emphasis on quantity more focused on depth of task More authentic reading in ELA with reflections More explanation and multi-step problem solving in math Should reinforce concepts already learned at school Building independence and responsibility Building in choices

16 Response to Intervention (RtI) Students need varying levels of intervention at different times throughout a year. Tier 1 = regular classroom Tier 2 = small, short cycle, pull-out groups targeted to individual student needs, groups change frequently based on assessment results

17 What does math class look like at the Jackson School?

18 From Standards to Students Operation and Algebraic Thinking 1. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together and comparing with unknowns in all positions. OA.1 I can solve word problems up to 20 using two addends. Number and Operation in Base Ten 4. Add within 100 including a 2 digit and 1 digit number and/or adding two digit numbers to a multiple of 10, using concrete models, drawing and strategies based on place value, properties of operation and or the relationship to addition and subtraction and relate the strategies to the written method and explain the reasoning used. NBT.4 I can add using a two digit and one digit numbers within 100. I can explain the strategies I used to solve the problem. Guided Math Practice Center- Grade 1- weekly practice Students will use at least 2 different learned strategies to solve a word problem and explain their thinking using appropriate math vocabulary. Students may use the math word wall, 100 chart, number line as needed as a resource.

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20 Implications of standards for curriculum: Math Students should have ample opportunities to use grade level mathematics knowledge to solve motivating problems wrestle with key ideas and questions of the nature of mathematics actively participate in their own learning that will help maximize retention of key content and concepts. Massachusetts Department of Elementary and Secondary Education 20

21 Purpose of the Standards These Standards are not intended to be new names for old ways of doing business. They are a call to take the next step. It is time for states to work together to build on lessons learned from two decades of standards based reforms Massachusetts Curriculum Framework for Mathematics (page 14) -Common Core State Standards for Mathematics (page 5)

22 (8) Pre-K-12 Standards for Mathematical Practice Expertise for students at all grade levels: 1. Make sense of problems and persevere in solving them 2. Reason abstractly and quantitatively 3. Construct viable arguments and critique the reasoning of others 4. Model with mathematics 5. Use appropriate tools strategically 6. Attend to precision 7. Look for and make use of structure 8. Look for and express regularity in repeated reasoning

23 Structure of the Common Core Domains in the Common Core, Grades K-8 Each grade band has standards organized into a small number of domains

24 Priorities in Mathematics Grade K Focus Areas in Support of Rich Instruction and Expectations of Fluency and Conceptual Understanding Addition and subtraction, measurement using whole number quantities Multiplication and division of whole numbers and fractions Ratios and proportional reasoning; early expressions and equations Ratios and proportional reasoning; arithmetic of rational numbers 8 Linear algebra and linear functions

25 Procedural Fluency Single digit addition facts (Grade 2) Single digit multiplication facts (Grade 3) Addition and subtraction within 1000 (Grade 3) Addition and subtraction using standard algorithm (Grade 4) (Note that addition and subtraction starts in Grade 1) Multiplication using standard algorithm (Grade 5) (Note that multiplication and division starts in Grade 3) Division using standard algorithm (Grade 6) All operations on decimals using standard algorithm (Grade 6)

26 Major Content Focus in Kindergarten Number Sense Principals of Counting

27 Major Content Focus in First Grade Problem solving Place value through the 10 s place Strategies for Problem Solving and Fluency

28 Major Content Focus in Second Grade Place value to the 100 s place Decomposing strategies for multi-digit addition and subtraction Telling time to the nearest minute

29 Major Content Focus in Third Grade Introduction Multiplication and Division Area and Perimeter Fraction Sense

30 Major Content Focus in Fourth Grade Organization of the place value system Continuation of fraction sense and the beginning of using operations with fractions Conceptual understanding of multi-digit multiplication

31 Major Content Focus in Fifth Grade Place value into the decimals Algorithm for multiplication Volume 4 operations with decimals

32 Major Content Focus in Sixth Grade Fractions, decimals, percent Division algorithm Fluently use all four operations with decimals Data analysis

33 Engaging your child in math Engage children in counting, comparing amounts, estimating amounts. Increase the type of number as students get older (example: Is 3/4 more than 5/8?) Have students count how much money to pay at the cash register Ask questions related to units such as how many days (weeks/months) until their birthday or summer vacation etc. Determine the surface area in a room being painted

34 MA Businesses and Higher Education Support the Standards Higher Education has Endorsed CCSS in support of college and career readiness Clearer signal on what it means to be college ready Students on faster track to completion, less need for remediation 34 Better assessment tool for 21 st century learning