CCSD Elementary Coaches
February 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.
Teaching Sight Words/High Frequency Words Effectively
How can you help your teachers engage students in comprehending extended text? Revisited
Reading extended text can be problematic for some students. Using Comprehension Coding, students mark codes to indicate what they are thinking as they read. Students don't need to mark every sentence. They select those sentences for which a code is appropriate. As students engage in texts to respond to written constructed responses, share this strategy during grade level PL sessions.
The following codes are recommended:
! This is important.
√ I knew that.
x This is different from what I thought.
? I don't understand.
WHAT ARE OUR STUDENTS DOING IN MATH?
- They will add and subtract within 10 using multiple representations.
- They will compose and decompose numbers less than or equal to 10.
First Grade students are continuing their investigation of addition and subtraction.
- Students will add and subtract within 20 in all contexts and with the unknown in all positions.
- They will apply properties of operations to add and subtract.
- They will demonstrate fluency for adding and subtracting within 10.
- They will understand the meaning of the equal sign.
Second Grade students are adding and subtracting within 1000 and preparing to study geometry!
- Students will add multiple 2-digit numbers.
- Students will add and subtract within 1000.
- If your teachers are not using a number line model for addition and subtraction, now is a great time to introduce it. It is a tool that works across almost all grade levels.
- Towards the end of the month, they will recognize shapes having specified attributes.
- Their geometry unit is really a fractions unit in disguise, though. Have your teachers seen the fractions progression here?
Third Grade students are finishing their study of area and perimeter and preparing to study fractions.
- Ummm... did I mention this fraction progression?
- They will develop an understanding of fractions as numbers.
- They will recognize and generate equivalent fractions (This is the basis for their ability to manipulate fractions with unlike denominators)
- This is where understanding of fractions begins.
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)
- Moving into February, students will begin using what they know about fractions to make sense of decimals.
- They will compare decimals to hundredths, use decimal notation for tenths and hundredths and recognize the relationship between decimals and fractions.
Fifth Grade students are finishing their study of fractions and beginning to study the coordinate plane.
- Students will identify patterns formed by numerical rules and describe relationships between those patterns. (Think of SMPs here)
- They will plot points in the first quadrant of the coordinate plane.
- As we move into the unit on the coordinate plane, teachers should identify ways to keep fraction skills fresh.
Are your teachers frustrated by differentiation?
Since then Carol Ann Tomlinson, Grant Wiggins, and Jay McTighe have all weighed in and published responses to the article (Tomlinson in Education Week and the others through other platforms). If you are looking for a way to start a conversation in your building about differentiation, this would be a great place to start.
Georgia Milestones EOG Assessment Guides
YOUNG GEORGIA AUTHORS IS BACK!
Writing competitions encourage students to develop writing that represents their best efforts. Schools can celebrate the writing process by reaching the publishing stage with students. Young Georgia Authors' competition is one opportunity you can provide to promote writing in your students and school. I encourage you to submit student work from your school to heighten the level of awareness for good writing.
CCSD Elementary Young Scientist Fair
Saturday, March 21st, 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.
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