Curriculum Night Presentation by 7Hwfk9


									Curriculum Night Presentation

             MRS. MCGRANE
         5 TH G R A D E T E A C H E R

        K M C G R A N E @ S D 1 3 . O RG
   About Mrs. McGrane…

•G R E W U P I N E D E N P R A I R I E , M I N N E S O T A

•A T T E N D E D T H E U N I V E R S I T Y O F I O W A

•R E C E I V E D M Y B A C H E L O R S O F A R T S D E G R E E I N C O M M U N I C A T I O N

•W O R K E D A S A N A S S I S T A N T L O A N T R A D E R I N L A K E F O R E S T , I L

•R E T U R N E D T O S C H O O L T O P U R S U E M Y M A S T E R ’ S I N E D U C A T I O N ,

•W O R K E D A S A 5 T H G R A D E P A R A P R O L A S T Y E A R A T D U J A R D I N

•L I V E I N P A L A T I N E , I L W I T H M Y H U S B A N D O F 3 Y E A R S A N D
       Teachers Working With Students:

 Tina Kolzow, Kathryn McGrane, Dina Tenerelli (5th
  grade teachers)
 Danielle Fishleigh, Sue Hanneman, Lisa Thompson
 Karen Patelle and Betsy Jannush (supportive
  reading services/interventions)
 Charla Treanor (Social Worker)
                        MAP Testing

    What is MAP testing?               Results determine…

 Computerized test in the         Fall (Aug. 20th)
  areas of Reading and               Group goals for reading and math
  Mathematics for students k-5       Discussed at PT conferences

 Allows for immediate             Winter (Nov. 26th)
  feedback on areas of strength      Individual goals for reading
  and weakness                       Sent home to review with your
 Adaptively                          child
  branched/questions               Spring (April 8th)
  differentiated                     Analyze growth targets for reading
                                      and math
 Results show what students
                                     As a school we believe that 70% of
  are ready to begin learning,        our students should meet their
  not what they have mastered.        growth targets.
          MAP Testing Cont…

 *** After the fall MAP test is given, students
will be given individual goals in literacy and
group goals in mathematics. These goals will
 be discussed with parents at the November
                conferences. ***
         Additional Testing

   E C R A T E S T I N G – W E E K O F A P R I L 1 ST


   I S A T T E S T I N G – W E E K O F M A R C H 4 TH
Daily Literacy Block –
    (90 minutes):




                               Reading Part #1

                                                 Pearson Scott Foresman’s
Balanced Literacy Model
                                                      Reading Street
 Shared Reading                                 Literature is more nonfiction
   Teacher model skill and strategy              based to give readers as much
   Direct vocabulary instruction                 experience with real world texts
   Building background knowledge
                                                 Students progress is monitored
 Guided reading
   Small groups based on guided reading
                                                  to provide remediation and/or
    level, and skill knowledge                    needs for greater challenge and
   Skill and strategy revisited                  differentiation
   Vocabulary revisited (except for advanced           Baseline test: reading placement given
    readers – new vocab. Integrated)                     at the beginning of the school year
 Independent Reading                                   Formative assessment: weekly
                                                         selection test with online results for
   Application of skill and strategy on your            students, teachers, and parents
                                                        Summative assessment: given at the
   Graphic organizer to show understanding              end of the reading unit (usually after a
   Exit tickets to gauge comprehension                  5 week interval)
   On-line test to show comprehension of               My Sidewalks: Alternative program
    skill and strategy                                   from struggling readers/Tier III
                  Reading Part #2

 The Reading Street series provides explicit,
 systematic, high quality instruction focusing on five
 critical elements of reading that have been identified
 by research:
    Phonemic Awareness
    Phonics
    Fluency
    Vocabulary
    Text Comprehension
                           Reading Part #3

 Common Core Extensions                            Extension Breakdown

 With the development and                    Mini-Research
  adaptation of the new common core               Students will be asked to develop their own
                                                   inquiry questions pertaining to a given subject,
  state standards, students will be                and research the answers to their questions.
  asked to complete weekly writing and        Mini-Writing
  mini-research inquiries in addition to          Students will be asked to compare multiple texts
  reading work during the reading                  with a common theme in writing pieces to
  block.                                           support and clarify their knowledge of a given
 Mini writing assignments and                Informational Texts
  research projects will be completed             Students will be exposed to numerous
  on a weekly basis in relation to the             informational text pieces, familiarizing
                                                   themselves with the look and purpose for such
  weekly reading theme and/or skill                texts.
 During the unit period students will            They will be asked to use what they know and
                                                   have read to formulate responses and deeper
  also gain exposure to 3-5                        thinking
  informational texts as well as 3-5          Poetry Works
  works of poetry                                 Students will read poetry relating to the weekly
                                                   theme/topic. They will then write their own
                                                   poetry to expand upon what they have learned
                     READING FLUENCY

 The National Reading Panel has noted that 80% of
  reading comprehension problems result from a lack of
  reading fluency
 Students will be given grade level benchmark tests
  3x/year (fall, winter, spring)
 If the target is not met on one of the 3 the benchmark test
  given, computer based interventions and/or PMM’s will
  be given and monitored throughout the year (Tier II)
     Tier II interventions
       PMM’s
       Read Naturally (oral fluency)
       Reading Plus (silent fluency)
                  Spelling & Handwriting

 Handwriting:
   Cursive letter formation

 Spelling Structure:
   Practice Test at beginning of week

   Workbook pages due at the end of the week

   Challenge activity for those who have tested out of the spelling
    list for a particular week
   Mastery test at the end of the week
       In order to help with cursive mastery, students will complete
        their spelling tests in cursive
           Language Arts (45 minute block)

 Three Modes of Writing
        Expository (analysis)
          Grades 3-5
          12 structured mini-lessons to create a common vocabulary and
           structure/framework for writing
          Research through inquiry

        Persuasive/Opinion

        Narrative
          Personal narrative

 Grammar
    Skills taught based on academic standards
    Pre-assessments given each unit
                    Science and Social Studies
                                     (4 ½ weeks of each grading quarter)

                                                               Social Studies – Mrs.
     Science – Mrs. McGrane                                          McGrane

Order of Units:                                           Order of Units:
1. Unit C: Chapters 7-8                                   1.  The Colonial and Revolutionary
            Rocks, Minerals, and Fossils                     War time period
2.       Unit D: Chapter 13
            Solar System: Seasons, Earth, Moon           1.   Our government and the westward
                                                               expansion time period
3.       Unit A: Chapter 3
            Cells to Body Systems
                                                          1.   The Civil War time period
4.       Unit A: Chapter 1
            Plant growth
                                                          1.   Growth of our country –
5.       Unit E: Chapter 14                                    industrialization and immigration
            Properties of Matter
                                                                    Tests and projects
               Tests and projects
             Trailblazers: Mathematics
                                    (Kolzow, McGrane, Tenerelli)

•E m p h a s i s i n m a t h i s o n c o n c e p t s a n d t h i n k i n g p r o c e s s .

•P i c t u r e s , a c t i n g o u t , m o d e l s , a n d h a n d s - o n m a t e r i a l s a r e
used for the understanding of concepts and problem solving

•D a i l y h o m e w o r k W I L L b e g i v e n a n d s u p p o r t e d w i t h e x a m p l e s i n m a t h

•A s s e s s m e n t s v a r y p e r q u a r t e r ( n o t a l l h o m e w o r k w i l l b e g r a d e d b u t i s
expected to be completed)

                                                       We p u l l l e s s o n s
•C o m m o n c o r e h a d c h a n g e d t h e w a y w e u s e t h e s e r i e s .
from trailblazers and supplement materials to cover a wider range and
difficulty of concepts

•R o c k e t M a t h :supplemental curriculum to support the acquisition of basic facts
a u to m a tic a lly, w h ic h is c r itic a l in o r d e r fo r stud e nts to a p p ly h ig h e r o r d e r th ink ing in
              Technology In the Classroom

With the advancement of technology, as well as the accessibility of it
   to many children, I feel as though technology is something that
 needs to be explored and utilized within the classroom. Therefore,
       we will be working with technology as much as possible!

 Projects and assignments will be typed
 Students will use desktop computers, laptops, and netbooks

 Technology programs may include:
   MS Word
   Excel
   PowerPoint (with and without hyper-linking)
   Blogging
   PhotoStory
   Audacity
   Wiki Pages
          Common Core State Standards

 Common Core will be gradually introduced into the
  curriculum throughout the school year.
 Students will be exposed to difficult texts for analysis
  and response
 Students will also be expected to complete more
  rigorous assignments in all areas that require higher-
  level thinking
 Preparing students for college
      *** Please see pamphlet for
      more information! ***
 Homework is an extension of the work we are doing in class
 Completed homework may or may not be graded
 Students can expect between 45 minutes – 1 hour each night
 Seek extra help if needed – set up a time with me!
 Absent class work and homework will be received upon
  returning to school (student responsibility)
 Late work coupons – 2/quarter
 If students fail to complete their homework, you will be
  notified via “late-work slip”

         Please note: ANY class work that is missed due to band, service
            worker duties, or bathroom breaks remain the STUDENTS’
                 RESPONSIBILITY to find out what he/she missed.
                   Late Work Policy
 Students will be given TWO days to turn in
    any late assignment
   If handed in within the two days, a grade of “3”
    and no higher than a 70% is given on the assignment
   If the student does NOT have the assignment finished on the 2nd
    day, a grade of “2” and no higher than a 50% is given on the
   A “late-work” slip notice will be sent home the day of the missed
    assignment, and will need to be signed by an ADULT
   Notification of the late work policy (after day three) will be made by
    the child via phone so the home-school connection is upheld

         *** check your child’s backpack and plan book daily ***
                School Improvement

 DATE: The 1st Wednesday of each month, except for the
 month of March

 TIME: 1:40pm dismissal for grades 1-5

 PURPOSE: Used for staff development and school
 improvement opportunities

        ~ remember to mark YOUR calendars ~
 SIP Goals (School Improvement Planning)

 The school improvement goals for this year are to
  maintain student growth rates in both reading and
  math as measured by the MAP fall to spring
  assessment at 70% or greater.
 A second goal is to continue a composite ISAT score
  of 90% + in grades 3-5. An additional goal will have
  to do with the common core and writing in grades K-
     Special Events: Mark Your Calendars!

 Parent Teacher Conferences
       Please sign up for conferences online at:
       Sign-up starts September 13th
       Dates: November 19th and 20th

 Loredo Taft Outdoor Education Trip
       Parent information meeting: TBD
       Dates of trip: January 23rd-25th, 2013

 Robert Crown Health Center Field Trip
       Date: April 2013

 Lifetime Fitness
       Date: ???

 Portfolio Night
       Date: Thursday, May 2nd, 2013

 Please feel free to contact me with any questions,
  concerns or comments!
 The best way to reach me is through email at:

 Thanks for your support in making this a great school year!

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