CCSD Elementary Coaches
December Curriculum At-A-Glance
In Q3, what are our students doing 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.
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…).
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.
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.
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.
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
In fifth grade, students are writing opinion pieces on topics or texts, 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.
Proposed Revisions for the ELA Common Core Georgia Performance Standards
The Common Core Georgia Performance Standards in English Language Arts have been revised based on a formal review and evaluation process as directed by an Executive Order of the Governor. Click here to review these recommendations and other ELA content news from the November/December issue of the GaDOE ELA Reporter.
Understanding How Words Work: Follow-Up to our Nov. 3 PL with K-2 Teachers
Phonics + Spelling + Vocabulary Instruction = Word Study
Because children begin to understand words by matching
letters to sounds from left to right, the alphabet layer of
word study instruction is first. This is evidenced in the kindergarten words sorts that teachers are using in their classrooms.
Next is the pattern layer, where children begin to notice and
understand that knowing and using grouping of letters or
patterns within words allow them to read and spell known and
unknown words more consistently. This layer has multiple conceptual understandings within it. This is evidenced in the first grade words sorts that teachers are using in their classrooms.
Lastly, is the meaning layer. When students learn that groups of letters
can represent meaning directly, they are less puzzled with unusual spelling patterns. (affixes, Greek/Latin stems.) This building of between parts and their derivations enlarge vocabulary and spelling. Spellers at this stage are typically 10 years and above. (Note: 5th grade language standard, ELACC5L4 b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis)
Please contact me for more work on appropriate developmental spelling with students, including differentiation spelling instruction for students operating above or below the core curriculum. For additional work with teachers, go to our current curriculum guide and see the developmental spelling lists that are attached on the grades 1 & 2 core curriculum resources (page 5).
WHAT ARE OUR STUDENTS DOING IN MATH?
- They are describing measurable attributes of objects
- They are comparing objects based on a measurable attribute.
First Grade students are finishing their investigation of shapes and fractions and beginning to study measurement.
- They will measure using non standard units
- They will also tell and write time to the hour and half hour.
Second Grade students are measuring, measuring, measuring!
- Students will estimate length using varied units. This is their first exposure to estimation in the common core.
- As they enter unit three, students will begin using multiple tools to measure length including instances of measuring using non-standard units or a broken ruler.
- Students will continue to practice addition and subtraction within 100 using word problems involving length.
- When we come back in January, students will resume their investigation of operations using base ten. Now would be a good time to review and remediate NBT1-5 to get ready for addition and subtraction within 1000.
Third Grade students are solving problems involving all four operations.
- They will represent their problems using an equation with a letter to represent the unknown (In previous grades students used a letter or symbol, so this may be students' first experience with letter variables).
- When we come back in January, students will begin studying geometry. They will use attributes to categorize shapes (all squares are rectangles but not all rectangles are squares). They will also build on the work on first grade by partitioning shapes into halves and fourths.
Fourth Grade students are operating with fractions.
- Students will add fractions with like denominators through an understanding of composing and decomposing a fraction.
- Students will multiply fractions by whole numbers.
- This unit is a great opportunity to highlight how models of addition and multiplication of whole numbers can also be applied to fractions.
- Students she be exposed to multiple fraction models (partitions, number lines, sets)
Fifth Grade students are beginning to study fractions.
- They will use concrete models, place value strategies, and properties of operations to add, subtract, multiply, and divide decimals.
- They will multiply fractions including mixed numbers and use fractions in word problems.
- They will divide whole numbers by unit fractions and unit fractions by whole numbers.
ARE YOUR TEACHERS UNINTENTIONALLY CREATING MISCONCEPTIONS?
The article below lists 13 rules that are commonly used at the elementary level that "expire" as students move on to higher grade levels.
Proposed Revisions to the Mathematics Common Core Georgia Performance Standards
- You can find the revised standards here.
- After reviewing the changes, you can give your input here. I encourage you to make sure your teachers have seen the changes and that they submit their feedback if they feel strongly about the changes as this is likely the only chance they will have to comment.
- And you can read Graham Fletcher's call to action here.
In short, the most meaningful/less changes were the addition of memorization fluency expectations (the subject of some controversy), and the movement of the rectilinear area standard from 3rd to 4th grade.
What are our students doing in science?
Kindergarten students are studying the day and night sky.
- They will describe changes that occur in the sky and classify objects according to those seen in the day sky and those seen in the night sky.
First grade students are studying light and shadows.
- They will investigate light and sound by exploring sources of light and explaining how shadows are made.
Second students are studying seasonal changes and the sky.
- They will describe physical attributes of stars and investigate the position of sun and moon to show patterns throughout the year.
Third grade students are studying the habitats of Georgia.
- They will differentiate between habitats of Georgia and the organisms that live there. They will also identify features of green plants and animals that allow them to live and thrive in different regions of Georgia.
Fourth grade students are studying weather and water.
- They will differentiate between the states of water and how they relate to the water cycle and weather. They will also analyze weather charts/maps and collect weather data to predict weather events and infer patterns and seasonal changes.
Fifth grade students are studying genes and inherited traits.
- They will compare and contrast the characteristics of learned behaviors and of inherited traits and discuss what a gene is and the role genes play in the transfer of traits.
CCSD Elementary Young Scientist Fair
Saturday, March 21st 2015 at 8:30am
Alps Road Elementary School
*Event registration will close on Friday, March 6, 2015.
More event and registration information can be found at http://bit.ly/CCSD_YSF.
Thursday, Dec. 4th, 4pm
Howard B. Stroud Elementary School GYM, Athens, GA, United States
Picture Perfect Science Kits Are Available for Checkout
- Over in the Ocean
- Sunshine on My Shoulders
- Be a Friend to Trees
- Roller Coasters
- If You Find a Rock
- That Magnetic Dog
- Oil Spill
- Mirror, Mirror
- Day and Night
- Changing Moon
- Sheep in a Jeep
- Grand Canyon
- Name that Shell
- Batteries Included
- Chemical Change Cafe