To educate all students to be contributing members of a. with a lifelong love of learning,

Transcription

1 To educate all students to be contributing members of a global society Middleton-Cross by inspiring Plains Area them School District with a lifelong love of learning, Elementary Curriculum Brochures challenging them Grade Three with rigorous curriculum, and empowering them with 21st century skills. To be an innovator and leader of public K-12 education within the state and nation by meeting the needs of all students with excellent programs and staff. P a g e 1

2 Literacy Students in grades third through fifth have a literacy block with a minimum of 90 minutes daily. This provides a focused time to develop skills in reading, writing and word study. MCPASD teachers use whole group instruction, small group instruction, individual instruction and independent practice to differentiate for the student learner. All students are actively engaged in learning whether they are in a small teacher led group of students or reading independently, or writing. Independent activities will often focus on concepts being studied in science, and social studies. Reading The National Reading Panel identified key skills and methods central to reading achievement. The five essential elements of reading instruction are what we teach. The elements are phonemic awareness, phonics, vocabulary, fluency, and comprehension. Current research states that systematic and explicit approaches to instruction in each of the major components are imperative. In the intermediate grades, there is less focus on foundational skills (e.g., phonemic awareness and phonics), as most students have these skills. Instead, we focus more on word study, both from a vocabulary and spelling lens, at the intermediate level. Students also study genre and literary elements in more depth in grades three through five. Balanced Literacy Balanced literacy is how we teach literacy. It involves several methods for teaching reading and writing. These essential literacy skills are taught in the context of authentic reading and writing experiences. There are eight components of balanced literacy: reading aloud, shared reading, guided reading, independent reading, modeled & P a g e 2 shared writing, guided writing, independent writing, and interactive writing. The power of the balanced literacy framework is the manner in which students are supported as they are exposed to new learning and guided as they learn to use skills and strategies independently. During read alouds and modeled writing lessons, the teacher explicitly models his/her own thinking for students. Students are supported as they learn to apply new skills and strategies in authentic reading and writing tasks. Our ultimate goal is for students to take on the responsibility for these skills and strategies and be able to use them independently. Writing Process We use Units of Study for Teaching Writing, developed by Lucy Calkins and her colleagues from the Teachers College Reading and Writing Project. Each year, teachers deliver six units of study, each lasting four to six weeks. Launching the Writing Workshop Raising the Quality of Narrative Writing Breathing Life into Essays Writing Fiction: Big dreams, Tall Ambitions Literary Essays: Writing About Reading Memoir: The Art of Writing Well Traits Not only do we talk about the writing process, we also talk about the craft of writing. We use the common language of the Traits of Writing to discuss and describe authors craft. The traits include the following: ideas, organization, voice, word choice, sentence fluency, conventions, and presentation.

3 Mathematics Children s experiences shape their attitude toward mathematics. The Everyday Mathematics curriculum is engaging, encouraging, and designed to build children s understanding over time. This program respects children s intuitive understanding of mathematics and helps them develop the range of sophisticated mathematical knowledge and skills necessary for success in our information and technology oriented world. In Everyday Mathematics, all students in grades K-5 develop a broad background by learning concepts and skills in the six content strands of Number and Numeration; Operations and Computation; Data and Chance; Measurement and Reference Frames; Geometry; and Patterns, Functions, and Algebra. The Third Grade program emphasizes the following content. Number and Numeration Counting patterns Recognizing place value in whole numbers and decimals Reading and writing whole numbers through 1,000,000 Using fractions decimals and integers Operations and Computation Practicing multiplication and division facts extended to multidigit problems Working with properties Computing with fractions and money Data and Chance Collecting, organizing, and displaying data using tables, charts, and graphs Using basic probability terms Measurement and Reference Frames Recording equivalent units of length Recognizing appropriate units of measure for various items Finding the areas of rectangles by counting squares Using multiplication arrays, coordinate grids, thermometers, clocks, calendars, and map scales Geometry Exploring 2-dimensional shapes and 3- dimesional shapes and other geometric concepts Patterns, Functions, and Algebra Finding patterns on the number grid Solving Frames-and-Arrows puzzles having two rules Completing variations of What s my Rule? activities Exploring the relationship between multiplication and division Using parentheses in writing number models Naming missing parts of number models In Everyday Mathematics you can expect to see A problem-solving approach based on everyday situations Key mathematical ideas repeated over time in slightly different ways Learning through age-appropriate, playful activities A broad range of mathematics topics based on an optimistic view of children s capabilities and motivation to learn Opportunities to do math at home P a g e 3

4 Science The Middleton-Cross Plains Area School District utilizes the Full Option Science System (FOSS) at the K-5 Level. FOSS strives to develop students' abilities to do and understand scientific inquiry through: P a g e 4 Asking and answering questions Planning and conducting simple investigations Employing tools and techniques to gather data Using data to construct reasonable explanations Communicating investigations and explanations Understanding that scientists use different kinds of investigations and tools to develop explanations using evidence and knowledge The Third Grade program emphasizes the following content. The Physics of Sound Module consists of investigations designed to expose a specific set of concepts. Students learn to discriminate between sounds generated by dropped objects, how sounds can be made louder or softer and higher or lower, how sounds travel through a variety of materials, and how sounds get from a source to a receiver. The investigations provide opportunities for students to explore the natural and human-made worlds by observing and manipulating materials in focused settings using simple tools. The Water Module consists of investigations in which students explore properties of water, changes in water, interactions between water and other earth materials, and how humans use water. Students learn that water is the most important substance on Earth. It dominates the surface of our planet, changes the face of the land, and defines life. The Matter and Energy Module consists of investigations where students experience a variety of forms of matter and energy. They investigate the properties of light, observe the conversion of energy from one form to another, and explore properties of the three common states of matter (solid, liquid, and gas). Students use metric tools to measure the properties of matter mass, volume, and temperature and observe that starting substances can change into new substances as a result of a chemical reaction. Social Studies The elementary social studies curriculum is based on the 2010 National Council for the Social Studies standards. The aim of social studies is the promotion of civic competence. Young people who are knowledgeable, skillful, and committed to democracy are necessary to sustaining and improving our democratic way of life, and participating as members of a global society. The national standards are focused on ten themes. These themes represent a way of categorizing knowledge about the human experience, and they constitute the organizing strands that thread through our elementary social studies program.

5 Culture Time, Continuity, and Change People, Places, and Environments Individual Development and Identity Individuals, Groups, and Institutions Power, Authority, and Governance Production, Distribution, and Consumption Science, Technology, and Society Global Connections Civic Ideals and Practices At the elementary level, these themes are explored through an age-appropriate lens. In third grade, the scope of the social studies curriculum is Exploring Local, State, and World Communities. Teachers and students use a variety of materials and resources, including Harcourt Social Studies: Our Communities. Units of Study include the following: Global Address Communities Communities Change Government People in Communities Science, Technology, and Society Visual Arts Art is a way of understanding ourselves and our relationship with the world around us. Throughout the K-12 Art program, students explore the three essential questions of: What is art? How is art created? Why is art important? Students explore the answers to the above questions when engaged in art experiences focused around the following six Art standards. Creation Understanding and applying media, techniques, and processes Perception Using knowledge of structures and functions Interpretation Choosing and evaluating a range of subject matter, symbols, and ideas Relation Understanding the visual arts in relation to history and cultures Reflection Reflecting upon and assessing the characteristics and merits of their work and the work of others Connection Making connections between visual arts and other disciplines Music What Exactly Do We Do In Music Class? The short answer to this question is that in music class we sing, play instruments, and learn about how music works. But there's more to it than that - music in the Middleton-Cross Plains Area School District reflects the national music education standards, also adopted in the state of Wisconsin. Our Elementary Music Curriculum is based on students learning eight main concepts: Time: beat, rhythm, meter, rhythmic notation, playing rhythmic patterns on instruments, time signatures, improvising rhythms Pitch: matching pitch, relationship of pitches to each other, P a g e 5

6 Melody: types of melodic movement, playing and singing melodies, improvising/composing melodies Harmony: performing accompaniments, learning to sing and play rounds, melodies with an ostinato, echo harmony, partner songs, countermelodies, simple harmonic theory Form: recognizing sounds that are the same or different; form (structure of songs/compositions), solo vs. group, types of form: AB, ABA, rondo, sonata, suite Expression: tempo, texture, dynamics, phrasing, and articulation Timbre: effects and mood, instrument families, world instruments, ensembles, and orchestra History and Culture: relationship of music to society, function of music, multicultural music, music of famous composers, music of American composers, musical styles These eight concepts are geared towards students increasing in skill level in each of the eight areas. The curriculum model designed to increase skill level throughout all conceptual areas as students get older is also known as a spiral curriculum. Over the course of the elementary music experience, the use of each concept becomes more sophisticated. For example, in regard to time, students learn about and practice keeping steady beat in kindergarten, but by 5 th grade are working on eight and sixteenth notes, as well as triplets and the offbeat. Technology As foundational technology skills penetrate throughout our society, students will be expected to apply the basics in authentic, integrated ways to solve problems, complete projects, and creatively extend their abilities. Students at the elementary level participate in technology enrichment classes, and students in grades 4 and 5 participate in keyboarding classes. The technology standards and curriculum help students prepare to work, live, and contribute to the social and civic fabric of their communities. Technology standards addressed at the elementary level identify several higherorder thinking skills and digital citizenship as critical for students to learn effectively for a lifetime and live productively in our emerging global society. These areas include the ability to: Demonstrate creativity and innovation Communicate and collaborate Conduct research and use information Think critically, solve problems, and make decisions Use technology effectively and productively P a g e 6

7 Physical Education Physical activity is critical to the development and maintenance of good health. The goal of physical education is to develop physically educated individuals who have the knowledge, skills and confidence to enjoy a lifetime of healthful physical activity. A physically educated person: Ideas and Resources for Parents Measure various objects in the house. Have your child practice math games at Play a card or board game. W.pdf Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. Standard 3: Participates regularly in physical activity. Standard 4: Achieves and maintains a health-enhancing level of physical fitness. Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings. Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. P a g e 7