Back to School NightSeptember 13, 2012

K Curriculum Overview

1st Grade Curriculum Overview

2nd Grade Curriculum Overview

3rd Grade Curriculum Overview

4th Grade Curriculum Overview

5th Grade Curriculum Overview

6th Grade Curriculum Overview

K Quarterly Curriculum Overview

1st Quarterly Curriculum Overview

2nd Quarterly Curriculum Overview

3rd Quarterly Curriculum Overview

4th Quarterly Curriculum Overview

5th Quarterly Curriculum Overview

6th Quarterly Curriculum Overview

Reading Framework

The Daily 5• Read to self• Read to someone• Listen to someone read• Work on writing• Work on word work

What sets The Daily Five Apart?

• For Teachers….

– Deliver _ – _ whole group lessons each day

– Teach _ – _small groups of children each day

– Confer with _ – _ individual students each day

– Hold all students accountable for use of time spent directly on reading or writing

• For Students…

– Engaged in the act of reading and writing for extended amounts of time

– Receive focused instruction on building and maintaining independence

– Receive tailored instruction through whole group, small group, and/or individual conferring, by their skilled classroom teacher, each day

Since 1946, research shows that kids need to….

* read to be better readers * write to be better writers

Regie Routman and Richard Allington found that traditionally the use of time in schools looked something like this:

Teacher-led time: 80% Student-practice time: 20%

We now know that the most effective learning takes place when the balance looks more like this:Teacher-led time: 20%Student practice time: 80%

It turns out that just like athletes, the more you practice, the better you get!

Learning Mathematics Contentthrough the Process Goals

• Process Goals– Problem Solving– Communication– Reasoning – Representation– Connections

Mathematics Online Textbook & Digital Resources Information

Advanced Mathematics

Grades 3-6

Overview of Advanced Math Program

• The Advanced Math Curriculum encompasses multiple grade mathematics Virginia Standards of Learning objectives

• Advanced Math a rigorous, condensed, and accelerated program that is designed to meet the needs of students who have demonstrated exceptional math skills and conceptual understanding

• These students must also demonstrate perseverance, initiative, independence, and outstanding work/study habits

Progression of Advanced Math3rd-4th Grade

• 3rd Grade Advanced Math Students receive 3rd grade and most of 4th grade math content during instruction. 3rd Grade Advanced Math Students take the 3rd grade SOL test

• 4th Grade Advanced Math Students receive the end of 4th grade and all of 5th grade math content during instruction. 4th Grade Advanced Math Students take the 4th grade SOL test

Progression of Compacted MathGrades 5th-6th

• 5th Grade Advanced Math Students receive 6th grade math content during math instruction. 5th Grade Advanced Math Students take the 6th grade SOL test in the spring

• 6th Grade Advanced Math Students receive 7th grade math content during math instruction. 6th Grade Advanced Math Students take the 7th grade SOL test in the spring

Criteria for Identifying Students for the Advanced Math Program

• Students must meet the following school-based criteria

• O’s and G’s in math for previous year• Teacher recommendation• Pass Advanced on FCPS Beginning of Year 4th grade test• For 3rd graders - Making benchmark on 2nd grade MRA• For grades 4-6 – passing score on SOL test

Movement Into and Out of Advanced Math

• Students are evaluated each year to make sure that they are placed in the math class that is meeting their learning needs.

• A student may be removed from Advanced Math if they aren’t meeting the Advanced Math Grade Level Expectations.

• Counseling out of Advanced Math is a process that the classroom teacher, Math Resource Teacher, parents and an administrator will have an opportunity to participate in.

• Students who enroll at HES later in the year have the opportunity to be identified for advanced math based on the previous criteria

New Report Card

Parent Information: Standards Based Report Card

http://www.fcps.edu/is/elemprogreport/index.shtml

PBIS at Herndon Elementary

Positive Behavioral Interventions and Supports

Individual Buzz Buck

Class Buzz Buck

WALKways Playground Cafeteria Bathroom

Bee Responsible

Take the shortest route

Follow playground rules

Put trash in its proper place Do your cafeteria job Stay seated at assigned table

Flush, wash and exit Clean up after yourself Only three in the bathroom at a time

Bee Respectful

Walk quietly so others can learn Stay on the silver line or 2nd square Show consideration for others’ work hanging on the wall

Keep hands and feet to yourself Treat others the way you want to be treated Always play fairly Include everyone in games

Use good manners Talk quietly at the table Use kind words

Use quiet voices Respect each other’s privacy Use soap, paper towels, hand dryers and toilet paper appropriately

Bee Ready

Carry belongings safely Listen for teacher directions

Know the playground rules Respond to the teacher’s signal Line up quietly and quickly

Use the bathroom before entering the cafeteria Get all supplies before sitting

Use bathroom at assigned time Wait your turn

Bee Safe

Take a pass Stay with your partner Keep hands by your side and feet on the floor

Keep hands and feet to yourself Use equipment appropriately

Walk in line Wait your turn quietly Hold the tray with two hands Eat only your own food

Keep feet on floor and hands to yourself Tell your teacher if there is a problem in the bathroom

Daily Behavior Calendar

4

• Conferences on November 5th and 6th

• Parent Contact List

• New to HES this year- The STEM lab in Room 100

General Info

Questions???

• Please write questions I did not answer on an index card. I’ll be glad to get back to you soon with the answer!!!