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!
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 third grade, students will describe characters in a story and explain how their actions contribute to the sequence of events. Text such as Goodbye, 382 Shin Dang Dong or Me and Uncle Romie should be used when probing your students to go deeper into this standard and ask them “If the character had reacted differently would the next event have happened the same way?” Additionally, this month, students reading Jalapeno Bagels, will have another opportunity to practice asking and answering questions. Lastly, students will describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. Students can immerse themselves in informational text such as The Story of the Statue of Liberty and Sacagawea’s Journey into History to describe relationships between a series of historical events!MATH
In third grade, students will work with representing and interpreting data, including data presented in picture graphs, bar graphs, and line plots. Students will also extend their understanding of geometry from previous grades to define two-dimensional shapes. This includes:
Describing shapes as open and closed in terms of their sides, angles, and other attributes
Describing angles and identifying right angles in shapes
Describing and comparing sides in polygons
Identifying and naming quadrilaterals
Facilitating a deep understanding of math vocabulary is critically important when working with geometry concepts and students should use correct vocabulary and definitions as they describe and discuss these concepts.
SCIENCE
HEALTH
Explain the relationship between healthy, physical, mental/emotional, social, and intellectual behaviors and their effects on personal health.
Determine positive behaviors including reduce, reuse, recycle strategies and water and sun safety practices.
Describe how media and technology positively and negatively influence how we select health information, products, and services.
Describe why we select specific health information, resources, products, and services (criteria for selection) and how to locate resources that provide valid health information.
Describe strategies for managing stressful environments and situations and ways to seek help when overwhelmed.
Grade 3 will have four health lessons available as Canvas modules
SOCIAL STUDIES
In grade 3, students will go beyond learning about buyers and sellers and learn about supply, demand, scarcity, and currency used in North America. Students will be able to:
Give examples of how scarcity results in trade
List the characteristics of money
Distinguish between currencies used in the United States, Canada, Mexico, and the Caribbean
In fourth grade, students will continue to learn how to determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology. An excellent text to accompany this standard is Cliff Hanger or utilize LAFS text, A Golden Vase and Two Bright Monkeys. Texts such as Just a Bunch of Rocks and Bones and If Only This Were Real will be used to support students with compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. Additionally, this month, students will also be learning how to explain and interpret information and how it contributes to the understanding of the text. Reading a journal such as Antarctic Journal: Four Months at the Bottom of the World or a science article, Voyage to the Bottom of the Sea will provide opportunities for students to continue to develop their understanding of this standard. To conclude the month, students will Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. For this standard, incorporating text from LAFS lessons 2, 3, & 4 will help guide your students and expose them to various genres of informational print.
MATH
In fourth grade, students will develop an understanding of the relative sizes of customary and metric measurement units. They will also use the four operations to solve word problems involving measurement units and money. Students will make a line plot to display a data set of measurements and solve problems using information presented by the line plot. Students will also solve problems involving measurements of time.
SCIENCE
In fourth grade, students will complete changes in matter unit and begin the third grade review units on sun, stars, and gravity. Students will then be able to recognize that Earth revolves around the Sun in a year, rotates on its axis in a 24-hour day and relate the rotation of Earth to the movements of the Sun, Moon and stars.HEALTH
Describe ways to prevent bullying and replace with positive and supportive commenting.
Identify the human body parts and organs that work together to form healthy body systems including endocrine and reproductive systems.
Explain how media and technology influences how we select health information, products, and services as well as our personal thoughts, feelings and health behaviors.
Give examples of how media, school and public health policies influence health promotion and disease prevention.
Demonstrate the ability to use goal-setting skills to enhance personal health.
Grade 4 assessed Learning Goals will be delivered during HGD unit and accompanying extensions
SOCIAL STUDIES
In grade 4, students will learn about Florida in modern times. Students will be able to:
Describe the effects of the Spanish American War on Florida
Explain the effects of technological advances and describe the causes and effects of Florida’s economic growth and decline
Summarize the challenges Floridians faced during the Great Depression
In fifth grade, students will read Talk With an Astronaut to focus on determining the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. Then, students will analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text. Read text rich in tone and visuals like The Two Travelers and The North Wind and the Sun to engage students in the standard. Additionally, this month, students will explain how a series of chapters, scenes or stanzas fits together to provide the overall structure of a particular story, drama, or poem reading a classic, Journey to the Center of the Earth. The following week, students will learn how to compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. Incorporate informational text to synthesize information like Ghost Towns and LAFS text, Exploring Mars. Lastly, students will continue to learn how to determine two or more main ideas of a text and explains how they are supported by key details; summarize the text. The curriculum guide offers text to use such as The Truth About Austin’s Amazing Bats, When Stars Explode, and He inspired Others.
MATH
- In fifth grade, students will extend their understanding of graphs and patterns. They will define a coordinate system, solve problems by graphing points in Quadrant 1 of a coordinate grid, use rules to generate numerical patterns, and identify graph relationships and patterns. Students will also classify two-dimensional figures, including using attributes of these geometric figures to organize them in Venn diagrams. Facilitating a deep understanding of math vocabulary is critically important when working with geometry concepts and students should use correct vocabulary and definitions as they describe and discuss these concepts.
- ALEKS - Progress Knowledge Check During the week of April 26th, teachers will need to assign a Comprehensive Knowledge Check for students. The Comprehensive Knowledge Check assesses all topics in ALEKS and consists of approximately 25 – 30 questions. This knowledge check should only be assigned for one school day and during school hours. If the student needs more time, the assessment can be extended/opened the following day.
- Pie Progress Goal (PPG) For the month of April, teachers will need to set a new Pie Progress Goal. The date for this goal should be set for April 30th. A PPG is a specific target goal for student pie mastery and needs to be assigned by the classroom teacher. Teachers can set PPGs for their class in the Assignments section of ALEKS.
- QuickTables By April 30th students should demonstrate mastery or near mastery of Subtraction 0-12 and Division 0-12. If students have not demonstrated mastery or near mastery of the QuickTables fluency goals, they should continue to work on the program goals through the remainder of the school year.
SCIENCE
- In grade 5, students will complete the electrically charged objects unit. Students will then identify familiar forces that cause objects to move, including gravity acting on falling objects, investigate and describe that the greater the force applied to an object the greater the change in motion and that the more mass an object has, the less effect a given force will have on the object’s motion, and understand and explain that when a force is applied to an object but it does not move, it is because another opposing force is being applied.
- After force and motion units, students will begin review for Grade 5 SSA. Click HERE to access review resources.
- Looking for a new way to review vocabulary! Click the link below to learn how to play categories! “Categories” Word Wall Game!
HEALTH
Describe ways to prevent bullying and replace with positive and supportive commenting.
Explain how human body parts and organs work together in healthy body systems, including endocrine and reproductive systems.
Explain how media and technology influences how we select health information, products, and services as well as our personal thoughts, feelings and health behaviors.
Give examples of how media, school and public health policies influence health promotion and disease prevention.
Demonstrate the ability to use goal-setting skills to enhance personal health.
Grade 5 assessed Learning Goals will be delivered during HGD unit and accompanying extensions
SOCIAL STUDIES
In grade 5, students continue to learn about the development of our nation’s system of government and what it means to be an active citizen. Students will be able to:
Compare the Federalists and Anti-Federalist views of government, including the inclusion of the Bill of Rights in the U.S. Constitution
Describe the amendment process of the U.S. Constitution and give examples of how the citizens’ rights have been protected and how they have expanded from our nation’s early history
Identify examples of good citizenship and compare forms of political participation in the colonial period to today
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
ELL/ESE Intervention Strategies
Classroom visuals, instructions written in pictures, visual references, language preparation and review, vocabulary using teacher demonstration, relate information or technique to prior knowledge/background, apply to real-life situations, have students give oral explanation of their thinking, teachers explain directions clearly and repeat key terms to emphasize, provide extra clues through the use of visuals, use 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 Assessed Learning Goals and Targets
LGO PS 36A - Understand how technology can be used to gather information and enhance performance (Grades 3/4)
Target 1: Understand how technology can be used to gather information
Target 2: Understand how technology can be used to enhance performance
LGO PS 36B - Apply feedback gathered from the use of technology to analyze data to enhance performance. (Grade 5)
Target 1: Understand how to gather information/data using technology
Target 2: Understand how to analyze data to enhance performance
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. (Grade 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 PS39 - Identify and practice ways to improve fitness through informal and formal fitness assessments. (Grade 4)
Target 1: Identify ways to improve fitness through formal and informal fitness assessments
Target 2: Practice ways to improve fitness using data from formal or informal fitness assessing
LGO PS 40 – Evaluate progress toward short and long-term fitness goals. (Grade 5)
Target 1: Use prior short- or long-term fitness goal or develop a short and long-term fitness goal
Target 2: Evaluate you progress toward a short and long-term fitness goal
LGO PS 43A - Discuss personally challenging physical activity experiences or skills. (Grade 3)
Target 1: Identify personal challenges in physical activities and certain skills
Target 2: Discuss these challenges
LGO PS 44C - Perform a teacher-designed sequence using manipulatives and one self-selected dance accurately. (Grades 3-5)
Target 1: Perform a teacher created dance with manipulatives
Target 2: Perform a self-selected dance accurately
LGO PS 44D - Perform a self-designed gymnastics sequence/dance consisting of a clear beginning and ending balances, two different movement elements with correct technique and smooth transitions. (Grades 3-5)
LGO PS 45B - Perform 2 or more variety of dances accurately. (Grades 4/5)
NEW RESOURCES: (*You only need to make a free OPENPhysEd Log in)
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. 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. Students should be utilizing the research they just completed for one of their projects. You will want to provide opportunity for students to practice their communication skills and present their multimedia projects. Consider having students capture their 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