Elementary Coaches' PLC

February

ELA

In Q3, what are our students learning in writing?

Vertical conversations are important for teachers to investigate and review a continuum of understandings expected in grade level work. Shared for teachers is a K-5 vertical look at the Q3 opinion writing standards.


ELAGSEKW1

In Kindergarten, students are using a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are “writing” about and state an opinion or preference about the topic or book (e.g., My favorite book is…).


ELAGSE1W1:

In first grade, students are writing opinion pieces in which they introduce the topic or the name of the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.


ELAGSE2W1

In second grade, students are writing opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.


ELAGSE3W1

In third grade, students are writing opinion pieces on topics or text and supporting a point of view with reasons. Included in these understandings are the following elements:


a. Introduce the topic or book they are writing about, state an opinion, and create an organizational structure that lists reasons.

b. Provide reasons that support the opinion.

c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.

d. Provide a concluding statement or section.


ELAGSE4W1

In fourth grade, students are writing opinion pieces on topics or texts and supporting a point of view with reasons. Included in these understandings are the following elements:


a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.

b. Provide reasons that are supported by facts and details.

c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).

d. Provide a concluding statement or section related to the opinion presented


ELAGSE5W1

In fifth grade, students are writing opinion pieces on topics or texts and supporting a point of view with reasons. Included in these understandings are the following elements:


a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.

b. Provide logically ordered reasons that are supported by facts and details.

c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).

d. Provide a concluding statement or section related to the opinion presented.


While the Q3 writing focus is on the opinion text type, opportunities for writing for a variety of purposes should continue. Note grade level curriculum guides.

Multi-Syllabic/Fluency and Comprehension Tier 2 Intervention

As you and your teachers are analyzing ELA screener and diagnostic (IDI) data, please call on me to help train teachers on how to intervene and provide Tier 2 support for students needing multi-syllabic, fluency and comprehension work in grades 3-5. To determine who those students are, and other data pathways for interventions, please click here!

Georgia Milestones - End of Grade (EOG) Resources

Click here for multiple EOG Educator resources for the Georgia Milestones including grades 3-5 Assessment Guides. These guides are intended to help teachers become familiar with the structure and content assessed on EOG measures.

Math

What we are learning

Grade K - Unit 4 Measuring and Analyzing Data (MD2-3) Describe and compare measurable attributes, Classify objects and count the number of objects in each category


Grade 1 - Unit 4 Sorting, Comparing, and Ordering (MD1-4) Measure lengths indirectly and by iterating length units, (relative size of units, transitivity rule) Tell and write time to the nearest half an hour, Represent and interpret data


Grade 2 - Unit 3 Understanding Measurement Length and Time (MD1-8, 10) Measure and estimate lengths in standard units, Relate addition and subtraction to length, Represent measurement sums and differences on a number line diagram


Grade 3 - Unit 4 Geometry (G1-4, 7) Reason with shapes and their attributes. Represent and Interpret Data (scaled bar graph, measurement data on a line plot), Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.


Grade 4 - Unit 5 Operations with Fractions (NF5-7, MD2) Understand decimal notation for fractions, and compare decimal fractions, Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit


Grade 5 - Unit 4 Adding, Subtracting, Multiplying, and Dividing Fractions (NF1-7, MD2) Use equivalent fractions as a strategy to add and subtract frac

Science

What are students doing in Q3?

Kindergarten students are studying living organisms and non-living materials.

  • They will recognize the difference between and sort living organisms and non-living materials.

First grade students are studying sound.

  • They will investigate how vibrations produce sound, differentiate between various sounds in terms of pitch and volume, and identify emergency sounds and sounds that help us stay safe.


Second grade students are studying energy, pushes, and pulls.

  • The will identify sources of light energy, heat energy, and energy of motion, and describe how light, heat, and motion energy are used.
  • They will demonstrate how pushing and pulling an object affects the motion of the object and the effects of changes of speed on an object.


Third grade students are studying magnets and magnetism.

  • They will investigate to find common objects that are attracted to magnets and how magnets attract and repel each other.


Fourth grade students are studying sound and light.

  • They will identify materials that are transparent, opaque, and translucent, investigate the reflection of light using a mirror and a light source, and identify the physical attributes of a convex lens, a concave lens, and a prism and where each is used.
  • They will investigate how sound is produced, and recognize the conditions that cause pitch to vary.


Fifth grade students are studying matter and changes.

  • They will demonstrate that the mass of an object is equal to the sum of its parts by manipulating and measuring different objects made of various parts.
  • They will investigate physical changes and recognize that the changes in state of water are due to temperature differences and are examples of physical change.
  • They will investigate the properties of a substance before, during, and after a chemical reaction to find evidence of change.

Science Standards Update

The Georgia DOE has released the Draft Science Standards of Excellence, and this is a critical opportunity for teachers to speak up and provide input on science education in Georgia. Read more about the standards revision process and access the DOE survey on GSTA's standards website: http://georgiascienceteacher.org/Georgia-Next-Gen-Science. Don't miss this opportunity to have your voice heard!
Speaking Up For Science

Young Scientist Fair

Saturday, March 19th, 8:30-11:30am

205 Alps Road

Athens, GA

The Young Scientist Fair is a day of science for the entire family. The day will include competitions, hands-on science activities, demonstrations, and presentations. For more information, including a schedule of the day's events, please click here.

Social Studies

Important Information Regarding Proposed Social Studies Standards Revisions

As you know, a formal review and revision process has been conducted for the K-12 Social Studies GPS. A draft of the newly proposed Social Studies Georgia Standards of Excellence has been released and needs teachers reivew and input. Click here for the link that shares that important information about the proposed revisions and a crosswalk document to compare the current GPS to the proposed SS GSE. A link for the feedback survey is included!

Gifted

Young Georgia Authors Competition

Monday, Feb. 29th, 4:45pm

Dearing Extension

Athens, GA

The Young Georgia Authors Competition is a writing competition for students in grades KK-12. Individual, unaided student work may be submitted in any genre including short stories, essays, poetry, journalism, academic writing, memoirs, or any other original student writing. The maximum length for entries is 5 pages typed (double-spaced, 12 point font, times new roman). There is no minimum entry length.


Each school may select one winning entry per grade level to submit to the district competition. Winning submissions from each school must be accompanied by a completed Entry Form and submitted to Christopher Pendley at HT Edwards Bldg 1 no later than February 29, 2016.



You can find the official YGA Rules linked here, and additional information about the competition below.

ESOL

Creative Thinking Strategy

Metaphors and Analogies are an easy and low-prep way for teachers to incorporate creative thinking on a regular basis.