Collier County Public Schools
April 2021
New Format
Update on K-5 ELA Instructional Materials
The K-5 ELA Instructional Materials Review Work Group completed their work on March 8, 2021, with the consensus recommendation to adopt HMH Florida Into Reading. This recommendation was the result of extensive review and consideration by the Work Group using the CCPS Instructional Materials Evaluation Tool (IMET) and has been submitted to the superintendent.
Currently, the recommended instructional materials are available for public review on the District website and will be discussed as part of the April 13 School Board Meeting agenda.
Thanks to all of you who provided your feedback on the K-5 ELA instructional materials!
Pre-K Programs
ELA Open Office Hours
- Monday, April 5, 2021
- 8:30-11:30 and 12:30-3:30
- https://colliercountyschools.webex.com/meet/pikeam
Character Trait
April: Fairness and Justice
Savvas Realize Integration into Canvas
You can now integrate Elevate Science within your Canvas course. Click HERE for the teachers guide!
ELA
- In kindergarten, students are developing and applying phonemic awareness skills. They are working to increase their understanding and application of phonetic skills in reading and writing. They will focus on voiced and voiceless sounds, digraphs /ch/ and /sh/, and special vowel combinations:-onk, -unk,-ink. Students will continue to develop reading comprehension by identifying basic similarities between two texts on the same topic using texts Trucks Roll and Trucks in My Neighborhood. Texts such as The Little Engine That Could and On the Tracks to the Mountain will be used to support comparing and contrasting the adventures and experiences of characters in familiar stories. Students will identify the main topic and retell key details when working with the text On the Move. The text This is the Way We Go To School will help kindergartners describe the relationship between illustrating and the text in which they appear.
- Kindergarten completes opinion writing the first week of April and begins working on informative/explanatory writing.
MATH
In kindergarten, students will analyze and compare three-dimensional shapes. Students should develop a conceptual understanding of three-dimensional shapes as solids and relate these types of shapes to solid objects they see in real life. Students should understand how three-dimensional shapes differ from two-dimensional shapes that “lie flat’. Students will also describe positions of three-dimensional figures using the vocabulary above, below, next to, beside, in front of, and behind. They will analyze and compare two-dimensional shapes, including circles, squares, triangles, rectangles, and hexagons. It is important that when working with both three-dimensional and two-dimensional shapes, students are provided with opportunities to view the shapes in a variety of sizes and orientations. Click HERE for Geometric Subitizing cards from Graham Fletcher. These cards can be used in a variety of ways to reinforce concepts taught during the month of April.
SCIENCE
- In kindergarten, students will be able to recognize the repeating pattern of day and night observing that the Sun can only be seen in the daytime and the moon can sometimes be seen at night and sometimes during the day. Students will be able to understand that some objects, as seen from Earth, appear far away, nearby, small and big. At the end of April, students will begin to understand plants and animals are alike and different in the way they look and in the things they do.
- Kindergarten Alligator ZooCon is May 7, 2021 @9am.
- Please see the Grade K Channel in the Elementary Science O365 Team for all information regarding ZooCon, including links for submitting questions and how to view the LIVE broadcast! The growing alligators for the preparation of ZooCon should arrive to schools by the week of April 5th.
HEALTH
Kindergarten will have 4 Health Lesson Modules available in Canvas by April 9th
- Understand the three R’s (reduce, reuse, recycle) and how and why people recycle in school, at home, and in the community.
Identify how health behaviors are learned and how to make healthy choices.
Recognize ways to manage stressful situations and to seek help when overwhelmed.
Recognize how self-regulation and decision-making can affect our health.
Identify behaviors that avoid or reduce health risks on land and in water.
SOCIAL STUDIES
In kindergarten, students will be learning about geography. Students will be able to:
Differentiate land and water features on simple maps and globes
Identify basic landforms and bodies of water
Using maps from theme parks or the zoo could be a fun way to teach this month’s geography benchmarks!
- In first grade, students will continue working with digraphs and begin working on special vowel patterns along with spelling with –KE, -CK, -K, and –C. Students will continue to develop reading comprehension by identifying the main topic and retell main topic and retell key details of a text using texts such as A Trip to Washington D.C. The text A Southern Ranch supports student asking and answering questions to help determine or clarify meaning of words or phrases. When working with literatary text, the students will identify who is telling story at various points in the text using stories such as Peter’s Chair. Text such as Henry and Mudge and Mrs. Hopper’s House and The Best Neighbor Ever will support students to explain the difference between books that tell stories and books that give information.
- Grades 1 will be finishing up working on narrative writing and will begin informative/explanatory writing in April.
MATH
In first grade, students will explore addition and subtraction of two-digit numbers within 100 using place value. Students work with a variety of numbers to build a conceptual understanding of regrouping (composing a ten). This includes:
Adding a multiple of 10 to a two-digit number (e.g., 32 + 20, 42 + 30)
Adding a one-digit number and a two-digit number (e.g., 25 + 4, 81 + 7)
Subtracting multiples of 10 (10 – 90) from multiples of 10 (e.g., 70 – 40, 90 – 50)
Adding a two-digit number and a two-digit number (e.g., 31 + 12, 52 + 26)
Students will extend their understanding of three-dimensional and two-dimensional shapes from kindergarten. They analyze three-dimensional shapes by identifying the number of surfaces and whether the surfaces are curved or flat. A specific focus should be placed on identifying defining attributes when analyzing shapes. Click HERE for Geometric Subitizing cards from Graham Fletcher. These cards can be used in a variety of ways to reinforce concepts taught during the month of April.
SCIENCE
In grade 1, students will be able to make observations and differentiate between living and nonliving things using their five senses, recognize that all plants and animals, including humans, need the basic necessities of air, water, food and space, identify the major parts of plants, and understand that plants and animals closely resemble their parents but variations exist among individuals within a population.
Grade 1 Black Bear ZooCon is April 9, 2021 @9am.
Please see the Grade 1 Channel in the Elementary Science O365 Team for all information regarding ZooCon, including how to view the LIVE broadcast!
HEALTH
First grade will have 4 Health Lesson Modules available in Canvas by April 9th
Understand the three R’s (reduce, reuse, recycle) and how and why people recycle in school, at home, and in the community.
Identify how health behaviors are learned and how to make healthy choices.
Recognize ways to manage stressful situations and to seek help when overwhelmed.
Discuss how self-regulation and decision-making can affect our health.
Identify behaviors that avoid or reduce health risks on land and in water.
SOCIAL STUDIES
In grade 1, students will continue learning about geography and how to use maps and globes. Students will be able to:
Use physical and political/cultural maps to locate Florida, Naples, Tallahassee, the Everglades, and bodies of water
Use a map and globe to identify a variety of physical features and locate Florida and Naples
Construct a basic map using key elements including cardinal directions and map symbols
- In second grade, students continue to work with phonetic skills in reading and writing. They will focus on other sounds for ea, ie/ei, eu, ew and practice with suffixes and multisyllabic words. Continuing to develop reading comprehension with literature, the students will describe the overall structure of a story, including how the beginning introduces the story and the end concludes the action by reading Bad Dog, Dodger!. When reading Horace and Morris but Mostly Dolores gives students the opportunity to ask and answer questions such as who, what, where, when, why and how to demonstrate understanding of key details. Students will describe how words and phrases supply rhythm and meaning when working with the text The Signmaker’s Assistant and Carl the Complainer.
- Grades 1& 2 will be finishing up working on narrative writing and will begin informative/explanatory writing in April.
MATH
In second grade, students will estimate and measure length using units of inches, feet, yards, centimeters, and meters. They will also describe the inverse relationship between the size of the unit and the number of units. Students will also create line plots to display data involving lengths. Students will solve addition and subtraction situations within 100 involving lengths. They will use the number line to represent whole numbers as lengths and as a tool to solve addition and subtraction problems, including problems that compare lengths. The purpose of the number line to solve problems involving units of measurement is to make the connection between how measurement tools and number lines can be used interchangeably to add and subtract whole-number values. Click HERE to watch an HMH Professional Learning Video that models how to instruct the Spark Your Learning and Build Understanding problems from Module 20 involving relating inches to a number line. These videos are available for each HMH module and are located in HMH Ed by searching for Professional Learning Video.
SCIENCE
In grade 2, students will be able to measure and compare temperatures taken every day at the same time, and compare and describe changing patterns in nature that repeat themselves and understand by observing and measuring that the Sun’s energy directly and indirectly warms the water, land and air.
HEALTH
Second grade will have 4 Health Lesson Modules available in Canvas by April 9th
Apply the three R’s skills (reduce, reuse, recycle) and how and why people recycle in school, at home, and in the community.
Describe healthy, physical, mental/emotional, social, and intellectual behaviors and their effects on personal health.
Describe how school, community, friends, media and family traditions may influence one’s personal health behaviors.
Identify strategies for managing stressful environments and situations and ways to seek help when overwhelmed.
Describe behaviors that avoid or reduce health risks on land and in water.
SOCIAL STUDIES
In grade 2, students will focus on economics and the cause and effect relationships that can reflect choices we make. Students will be able to:
Recognize people make choices because of limited resources
Recognize that people supply goods and services based on consumer demand
Recognize that the United States trades with other nations to exchange goods and services
Visual Art
Our Spring Superintendent’s Art Gallery Show will be a virtual presentation streaming from the district website beginning April 6th, 2021 . We look forward to celebrating your talented students from all CCPS schools! Please monitor the district webpage for access to this presentation featuring all CCPS student artists.
As a guide for all teachers and administrators, all fine arts courses are centered around the “5 Big Ideas” and “Enduring Understandings” in the Arts (below). Each lesson should fluctuate between these big ideas, where focus shifts based on the project/assignment tasked to the student. While not all big ideas are covered in a comprehensive way in every lesson, there must be foundational instruction in all lessons that address at least one of these areas:
Skills, Techniques & Processes - students practicing essential manipulative/performance skills to be successful in the art form
Organizational Structure - understanding how artwork is composed and the essential vocabulary to describe it
Critical Thinking & Reflection - cognition and reflection by the students during the lesson
Historical & Global Connections - understanding how the arts reflect cultural trends
Innovation, Technology & the Future - facilitating 21st century skills in the art form encouraging innovation and creative risk-taking
Advanced/Gifted Extensions/Strategies
Student can create another personal artwork to demonstrate above grade level understanding of skill, technique, or process
Teacher provides project specific extensions (level 4) in lesson plans and shows students examples of said extensions by independent coaching
Classroom visuals; instructions written in pictures; visual references; language preparation and review; vocabulary using teacher demonstration; relating information or technique to prior knowledge/background; applying to real-life situations; having students give an oral explanation of their thinking; explaining directions clearly and repeating key terms to emphasize; providing extra clues through the use of visuals; using multisensory materials (e.g. tactile art, QR coded handouts, etc.)
Music
Artis—Naples Virtual Passport to FAME Concert Production & Instrument Masterclasses are available HERE!
As a guide for all teachers and administrators, all fine arts courses are centered around the “5 Big Ideas” and “Enduring Understandings” in the Arts (below). Each lesson should fluctuate between these big ideas, where focus shifts based on the project/assignment tasked to the student. While not all big ideas are covered in a comprehensive way in every lesson, there must be foundational instruction in all lessons that address at least one of these areas:
Skills, Techniques & Processes - students practicing essential manipulative/performance skills to be successful in the art form
Organizational Structure - understanding how artwork is composed and the essential vocabulary to describe it
Critical Thinking & Reflection - cognition and reflection by the students during the lesson
Historical & Global Connections - understanding how the arts reflect cultural trends
Innovation, Technology & the Future - facilitating 21st century skills in the art form encouraging innovation and creative risk-taking
Advanced/Gifted Extensions/Strategies
Using district supplied composition software (Finale, Sibelius), students can compose their own rhythmic and melodic passages for their peers to perform in a group setting.
ELL/ESE Intervention Strategies
Incorporating linear visuals on the musical staff (arrows, pointing, interactive PPTs, etc.) and isolating to individual pitches/rhythms as they occur in the time/beat sequence allows for students with specific language or learning barriers to better interpret the musical phrase.
CCPS Families can view the Honors Concert Series live streaming through the district webpage (www.collierschools.com):
Monday, March 29 — Middle School & High School Honors Orchestra
Friday, April 30 — Middle School Honors Band
Friday, May 7 — Middle School & High School Honors Chorus
Physical Education
Q4 Physical Education Assessed Learning Goals and Targets:
LGO PS 36 - Identify technology that can enhance experiences in physical activities. (Gr K-2)
- Target 1: Identify technology I can use for physical activities
- Target 2: Identify ways that the technology tools can enhance my experiences
LGO PS 37 - Identify location and benefits of strengthening muscles and proper flexibility (Gr K-1)
- Target 1: Identify location of muscles
- Target 2: Identify benefits to strengthening muscles and keeping them flexible
LGO PS 38 – Identify benefits of/Describe how participation in fitness assessments and having healthy muscular strength, muscular endurance, cardio-respiratory endurance and flexibility to enhance performance in physical activities. (Gr 2-3)
- Target 1: Identify benefits of participation in fitness assessing
- Target 2: Describe how having healthy muscular strength, endurance, cardio-respiratory endurance and flexibility enhances performance in physical activities
LGO PS 41 - Identify my own feelings toward physical activity and select activity preferences respectfully. (Gr K)
- Target 1: Identify my own feelings towards physical activities
- Target 2: Select physical activities respectfully
LGO PS 42 - Identify ways to work cooperatively with a partner during physical activities. (Gr 1)
- Target 1: Identify ways to work cooperatively with others
- Target 2: Work cooperatively with others in physical activities
LGO PS 43 - Discuss the relationship between skill competence and enjoyment of physical activities. (Gr 2)
- Target 1: Identify how skill competence effects enjoyment of physical activities
- Target 2: Discuss the relationship of skill competence and enjoyment of physical activities
LGO PS 44A - Perform a creative movement sequence and variety of rolling activities safely (Gr K)
- Target 1: Perform a safe creative movement sequence
- Target 2: Perform a variety of rolling activities safely
LGO PS 44B - Perform a sequence of a variety of balances, a roll with correct technique and smooth transitions and includes the transfer of weight to hands. (Gr 2)
- Target 1: Perform a safe creative movement sequence with a variety of balances
- Target 2: Perform a variety of rolls with correct technique, smooth transitions and taking weight into the hands
LGOPS 45A - Perform a folk or line dance accurately. (Gr 2)
Check out these great Tools and Resources:
*You just need your free login with OPEN PhysEd
· Dance
Also available *NEW* SEL Cards in Google Slides
This link will let you make a copy of the slides in your Google Account
[GET SEL CONCEPT CARDS]
Instructional Resource
April Curriculum Highlights
- Monthly Digital Citizenship focus (incorporate into daily instruction) Online Safety. Reinforce the importance of utilizing websites for research that are chosen by their teacher or another trusted adult as safe and reliable sources. Remind students that being safe online is like staying safe in real life. It is important to identify websites and apps that are "just right" and "not right" for them and know how to get help from an adult if they are unsure about a website. Here are a variety of great lesson resources from Common Sense Media for elementary grades to help support this important digital citizenship focus - Link
April Units
- Multimedia - The focus for March is multimedia. Note that for our primary students, multimedia will be very new with limited experience virtually in the spring. Multimedia is a form of communication that combines different content features such as text, audio, images, animations, or video into a presentation. Let’s make this an exciting unit utilizing a variety of programs/tools such as Sway, PowerPoint and even Canvas Studio. You may want to have students give their final oral presentation using the screen capture feature in Flipgrid. They can watch each other's presentations and provide feedback with text and/or video.
Digital Innovation Best Practices
Canvas – New Feature (available in April)
- Annotated Assignments – This exciting new feature debuts in April and allows teachers to create assignments where they upload a worksheet (think PDF) to be annotated by students. Think of all the possibilities! More information will be provided to your Canvas POC prior to this feature being enabled.
Surface Pro Tips
Connecting your Surface Pro to your projector via WIDI:
- It is easy to connect your Surface Pro to your projector. Just follow these steps:
- Step 1: Using the projector remote click on Source Button. Use arrow keys/enter to change source from VGA to HDMI
- Step 2: Click Window Key/K > Choose your room # or corresponding wireless adapter name.
Surface Pro Tools
- Remember that you can disconnect the Surface Pro screen from the keyboard for ease of use. Now you are free to move around holding just the lightweight screen with full laptop capability.
- Click on the pen tool next to the clock in the sys tray to access the whiteboard (Sketchpad) or annotation tools (Screen Sketch). These powerful tools provide the ability for you to write on the screen as if it is a whiteboard or annotate a document, program, website, etc.
School Counseling/Social Emotional Learning
District SEL Theme for April: Responsible Decision Making
Responsible Decision-Making is the ability to make caring and constructive choices about personal behavior and social interactions across diverse situations. This includes the capacities to consider ethical standards and safety concerns and to evaluate the benefits and consequences of various actions for personal, social, and collective well-being.
Examples of responsible decision-making include:
- Demonstrating curiosity and open-mindedness
- Identifying solutions for personal and social problems
- Learning to make a reasoned judgement after analyzing information, data, and facts
- Anticipating and evaluating the consequences of one’s actions
- Recognizing how critical thinking skills are useful both inside and outside of school
- Reflecting on one’s role to promote personal, family, and community well-being
- Evaluating personal, interpersonal, community, and institutional impacts
Resources:
Mental Health Supports for Teachers: https://teach.com/resources/mental-health-resources-teachers-school-staff/
CCPS Emotional Wellness Program (Free Benefits): https://www.collierschools.com/Page/12571
Exceptional Student Education
Co-Teaching Approaches
The basis for an effective inclusive classroom is clear communication for establishing and maintaining parity between each teacher. Co-teachers should discuss their preferences regarding an array of topics, including classroom rules, instructional routines, tolerance for disruption, and grading. According to the National Professional Resources, Inc. (2019), the heart of co-teaching is what occurs as teachers share instruction. There are various essential structures for co-teaching approaches.
The following are two examples of effective co-teaching practices.
- Parallel Teaching - Each teacher leads half of the class teaching the same content or addressing specific instructional objectives. It is distinct from station teaching in that the groups do not switch. This approach to co-teaching is a recommended practice to use on a frequent basis.
- Alternative Teaching - Alternative Teaching is a co-teaching model where one teacher works with a small group of students, as the other teacher instructs the large group. Alternative Teaching allows teachers to provide greater differentiation and scaffolding for individual students or small groups in an inclusive classroom setting.
Teaching and Learning
Email: TeachingandLearning@collierschools.com
Website: https://www.collierschools.com/Page/169
Location: 5775 Osceola Trail, Naples, FL, USA
Phone: 239-377-0001
Twitter: @CCPS_Curriculum