Curriculum Night 2011 “A Shared Vision”

Curriculum Night is an opportunity to talk to our Caleb’s Creek families and answer questions regarding

what their child will be learning in school this year. We recognize the importance of having a shared vision with our students, parents, staff and community and

we look forward to working with you this year!

What is Curriculum What is Curriculum Night?Night?

I’m glad you

asked!

A Shared VisionDigging Deeper Into 5th Grade AIG

'A shared vision is not an idea...it is rather, a force in people's hearts...at its simplest level, a shared vision is the answer

to the question:'What do we want to create?‘

Peter Senge

Follow me as we take a

glimpse into our classroom

Take a look atOur Daily Schedule

8:55 Students arrive, write down homework9:00 Shared Reading9:45 Read Aloud10:00 Writing10:45 Math11:30 Math small groups12:00 Return to 5th grade class

Compacting Curriculum• In AIG classes, students work one year ahead of

their current grade level. • Objectives and goals are compacted to fit more

material in the same amount of time. • This involves pre-assessing materials to

determine exactly what kind of instruction students need.

• Students should try their best on these non-graded assessments. If they can prove proficiency in an area, they can advance to the next level.

Reading/Language Arts Expectations

• Expands and refines vocabulary through knowledge of prefixes, suffixes, roots, derivatives, context clues to assist comprehension

• Identifies key vocabulary from the text to support comprehension• Monitors comprehension and extend vocabulary• Reads independently, daily from self-selected materials (consistent with

the student’s independent reading level) to increase fluency, build background knowledge, and vocabulary skills

• Makes inferences about fictional and non-fictional text• Integrates main idea and supporting details from multiple resources

to expand understanding of text• Organize writing and speaking tasks considering audience, purpose,

and timeline• Composes a draft that elaborates on major ideas and adheres to the

topic by using an appropriate organizational pattern that accomplishes the purpose of the writing task and effectively communicates its content

• Composes a variety of fiction, nonfiction, poetry, and dramas using self-selected topic and format- poetry, research reports, news articles, letters to the editor, business letters

Math ExpectationsNumber and Operations• Develops number sense for whole numbers and decimals 0.001 through

999,999)– Connects model, number word, and number using a variety of representations– Builds understanding of place value (thousandths through hundred thousands– Compares and orders whole numbers and decimals– Estimates whole numbers and decimals in appropriate situations

• Solves problems using multiple strategies and mental computation, estimation, calculators, computers, and paper and pencil

Algebra• Uses expressions and one-step equations to solve problemsData Analysis & Probability• Collects, organizes, analyzes, and displays data (including stem-and leaf

plots) to solve problems• Compares and contrasts different ways to represent the same data;

discusses effectiveness of each representation• Solves problems from a single set or multiple sets of data using median,

range and mode

Social StudiesSocial Studies is integrated with reading and writing due to the rotation schedule

that 5th grade is following this year.

Understands the development, structure and function of government in the United States

• Explains how ideas of various governments influenced the development of the United States government (Roman, Greek, Iroquois, and British).

• Summarizes the organizational structures and powers of the United States government (legislative, judicial and executive branches of government).

• Analyzes historical documents that shaped the foundation of the United States Government.

Analyzes life in a democratic republic through rights and responsibilities of citizens

• Understands the values and principles of a democratic republic• Analyzes the rights and responsibilities of United States citizens in relation to the

concept of "common good" according to the United States Constitution (Bill of Rights)• Provides examples of ways in which the rights, responsibilities and privileges of citizens

are protected under the United States Constitution• Explains why civic participation is important in the United States

Take a Look at our:Daily, Weekly, Quarterly Assessments

• End-of-Quarter Testing (district)• Quarterly Writing prompts (district)• Math

– Tests (with study guides)– Homework grade – Daily work

• Writing – Concept focused writing – Writing prompt responses

• Social Studies– Daily work– Open book tests– Projects

• Reading– Tests reflecting class work– Reading Log– Daily work

Rubrics and Student Choice• In order to encourage student creativity and critical

thinking, students are given a choice in their assignments.

• This differentiation can come in the form of content differentiation, product differentiation, or process differentiation.

• This allows students to take advantage of their multiple intelligence, highlighting particular talents and interests.

• Criteria is established on a rubric. Students choose which level of proficiency they want to achieve and work accordingly.

Staying Informed

• Wednesday packets• Curriculum Night• PTA• Parent/Teacher conferences• Bi-Weekly Newsletters• Webpage• Phone Calls/Email• Parent Assist

Homework Tips– Homework should be a reinforcement of

material learned in school. – Set aside time and a place for studying that

is free of distractions. (Tools for learning handy: books, pencils, etc.)

– Allow students to finish the assignment before you check it

– Limit the amount of TV– Study with your child (great time to bond!)– Stay in touch with your teacher!– (Parents) Create a portfolio of best pieces,

keeping only selected assignments, not all of them

Welcome Ms. Koza!• Ms. Koza is a student teacher from Wake

Forest University. • We have already started transitioning her

to full time teaching. • Mrs. Grubbs will remain an active member

of the classroom, working with small groups and assisting in any way I can!

Questions???