Elementary Curriculum Update
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 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
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
Grade 3: up to Unit 4
Grade 4: up to Unit 5
Grade 5: up to Unit 4
Helpful Study Guides
Review Unit Assessment items on the Curriculum Guides
Review GRASP assessment items
Easy CBM Create a free "Light" account, or use Seyoung's account
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.
Young Scientist Fair
Saturday, March 19th, 8:30am
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.
Science Standards Update
Social Studies Precision Review
Update from the GaDOE:
The Social Studies Precision Review of the Standards is underway. The tentative timeline is as follows:
- October- Working Committees meet to revise social studies standards
- November- Advisory and Academic Committees meet to review the changes to the standards.
- The revised standards go to the State Board for posting for 60 days.
- The finalized standards go to the State Board for approval.
During the 2016-2017 school year the Georgia Department of Education will be working on assessments, creating resources and delivering professional development. During the 2017-2018 school year the revised standards will be implemented by Georgia teachers.