1 / 28

Welcome to Curriculum Night!

Welcome to Curriculum Night!. By: Mrs. Douglas. Balanced Literacy Approach. Reading Writing Word Study. Reading . Home Reading Log Reading Workshop Mini Lesson Independent Reading Guided Reading. Writing. Two writing units for quarters 1,2,3 (one informational and one narrative)

conner
Download Presentation

Welcome to Curriculum Night!

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Welcome to Curriculum Night! By: Mrs. Douglas

  2. Balanced Literacy Approach • Reading • Writing • Word Study

  3. Reading • Home Reading Log • Reading Workshop • Mini Lesson • Independent Reading • Guided Reading

  4. Writing • Two writing units for quarters 1,2,3 (one informational and one narrative) • Quarter 1- Memoir and All About • Quarter 2- Problem/Solution and Biographical Sketch • Quarter 3- Realistic Fiction and Informational Report • Quarter 4- Opinion Writing • Writing Rubrics • Rubric

  5. Writing Workshop • Writers Workshop • Mini Lesson • Independent Writing • Small group reinforcement or Conferring with the teacher • Feedback

  6. Word Study • Word study will be every Friday morning starting in mid to late October • DSA continuum • Word Study Continuum

  7. Math • Unit 1 • D2 Represent and interpret data using tables, bar graphs, line plots and line graphs. • D7 Indentify the median of a set of data and describe what it indicates about the data • D8 Use range, median and mode to make comparisons among related sets of data. • N12 Analyze and solve multi-step problems involving addition, subtraction, multiplication and division using an organized approach, and verity and interpret results with respect to the original problem.

  8. Math Continued • Unit 2 • M2 Demonstrate and describe perimeter as surrounding and area as covering a two-dimensional shape, and volume as filling a three-dimensional object • M3 Identify and select appropriate units to measure perimeter, area, and volume • G4 Identify and define triangles based on angle measures and side lengths.

  9. Math Cont. • Unit 3 • N2 Use place value structure of the base-ten number system to read, write, represent and compare whole numbers through millions and decimals through thousandths. • N14 Demonstrate fluency in adding and subtracting whole numbers and in multiplying and dividing whole numbers by 1 and 2 digit numbers and multiples of ten. • N12 Analyze and solve multi-step problems involving addition, subtraction, multiplication and division using an organized approach, and verify and interpret results with respect to the original problem.

  10. Math Cont. • Unit 4 • N4 Identify and represent factors and multiples of whole numbers through 100, and classify numbers as prime and composite. • D7 • D8 • D2 • D4 Compare different representations of the same data to evaluate how well each representation shows important aspects of the data, and identify appropriate ways to display the data. • D5 Propose and explain interpretations and predictions based on data displayed in tables, charts, and graphs.

  11. Math Cont. • Unit 6 • N2 • N9 Estimate the results of computations involving whole numbers, fractions and decimals using a variety of strategies. • N12

  12. Math Cont. • Unit 7 • N6Use associative and distributive properties to simplify and perform computations. • N9 • N12 • N14 • P1 Use models and words to describe, extend and make generalizations of patterns and relationships occurring in computation, numerical patterns, geometry, graphs, and other applications. • P2 Represent and analyze patters and functions using words, tables, and graphs. • P4 Use rules and variables to describe patterns and other relationships. • P5 Represent mathematical relationships with equations or inequalities.

  13. Math Cont. • Unit 9 • G1 Identify, describe and model intersecting, parallel and perpendicular lines and line segments. • G2 Describe, classify, compare and model two and three dimensional objects using their attributes. • G3 Identify similarities and differences of quadrilaterals. • G5 Describe points, lines and planes, and identify models in the environment. • M2 • M3c Identify and select appropriate units to measure volume: cubes (cubic inches or cubic centimeters)

  14. Math Cont. • Unit 10 • N1a Identify and generate equivalent forms of fractions and decimals: Connect physical, verbal and symbolic representations of fractions, decimals and whole numbers. • N1b Identify and generate equivalent forms of fractions and decimals: Understand and explain that ten tenths is the same as one whole in both fraction and decimal form. • N2

  15. Math Cont. • Unit 11 • N12 • N14

  16. Math Cont. • Unit 12 • N1a • N5 Use models and points of reference to compare commonly used fractions. • N10 Use physical models, visual representations, and paper and pencil to add and subtract decimals and commonly used fractions with like denominators.

  17. Math Cont. • Unit 13 • N7 Recognize that division may be used to solve different types of problem situations and interpret the meaning of remainders • N9 • N12 • N14

  18. Math Cont. • Unit 14 • D7 • D8 • D9 Conduct simple probability experiments and draw conclusions from the results. • D10 Represent the likelihood of possible outcomes for chance situations. • D11 Relate the concepts of impossible and certain-to-happen events to the numerical values of 0 (impossible) and 1 (certain). • D12 Place events in order of likelihood and use a diagram or appropriate language to compare the chance of each event occurring. • D13 List and count all possible combinations using one member from each of several sets, each containing 2 or 3 members.

  19. Math Cont. • Unit 15 • P1 • P2 • P3 Construct a table of values to solve problems associated with a mathematical relationship. • P4 • P6 Describe how a change in one variable affects the value of a related variable

  20. Social Studies • Unit 1 – Early History • Unit 2 – Territory to Early Statehood • Unit 3 – Expansion and Growth of Ohio • Unit 4 – 20th Century Ohio

  21. Social Studies – Unit 1 • Early History • GI Use a linear scale to measure the distance between places on a map. • G2 Use cardinal and intermediate directions to describe the relative location of places. • G3 Describe the location of Ohio relative to other states and countries • G4 Use maps to identify the location of major physical and human features of Ohio. • PS1 Describe the cultural practices and products of various groups who have settled in Ohio over time. • H2 Describe the earliest settlements in Ohio including those of prehistoric people. • SK2 A glossary and index help locate information in texts. • SK3 Primary source and secondary sources can be used to answer questions about Ohio’s history. • SK4 Describe how archaeologists and historians study and interpret the past • SK6 In order to evaluate information, readers need to distinguish between facts and opinions.

  22. Social Studies - Unit 2 • Territory to Early Statehood • G4 • G8 Identify how environmental processes including glaciation and weathering and characteristics including landforms, bodies of water, climate, vegetation influence human settlement and activity in Ohio. • H1 Construct time lines with evenly spaced intervals for years, decades, and centuries to show the order of significant events in Ohio history. • H3 Explain the cause and effects of the frontier wars of the 1790’s, including the Battle of Fallen Timbers, on American Indians in Ohio and the United States. • H4 Explain how Ohio progressed from territory to statehood, including the terms of the Northwest Ordinance. • PS2 Describe the impact of the expansion of European settlements on American Indians in Ohio.

  23. Social Studies – Unit 2 Cont. • ECO1 Identify the productive resources needed to produce a good or service and suggest opportunity costs for the resources involved. • G1 Explain major responsibilities of each of the three branches of government in Ohio • G3 Explain the purpose of a democratic constitution. • G4 Explain that the Ohio Constitution tells how the state government should be organized and guarantees the rights of individuals. • SK3 Use primary and secondary sources to answer questions about Ohio history.

  24. Social Studies – Unit 3 • Expansion and Growth of Ohio • G7 Explain how resources, transportation and location influenced the development of cities and industries in Ohio including major industries such as oil, steel, rubber, and glass. • G9 Identify ways that people have affected the physical environment of Ohio • G5 Describe and compare the population and economic characteristics of places and regions in Ohio • G10 Use elevation, natural resources and road maps to answer questions about patterns of settlement, economic activity and movement.

  25. Social Studies – Unit 3 Cont. • PS3 Explain the reasons people came to Ohio • PS1 • H1 • H5 Explain how canals and railroads changed settlement patterns in Ohio and Ohio’s economic and political status in the United States. • ECO3 Explain how entrepreneurs organize productive resources to produce goods and services and that they seek to make profits by taking risks. • SK4-10 Use a problem-solving/decision-making process

  26. Social Studies – Unit 4 • 20th Century Ohio to Present Day • G6 Identify manufacturing, agricultural, mining and forestry regions in Ohio. • G9 • H1 • H6 Explain the importance of inventors such as the Wright Brothers, Charles Kettering, Garrett Morgan, Granville Woods, and Thomas Edison. • ECO1 • ECO4 Explain ways in which individuals and households obtain and use income. • ECO5 Explain why people in Ohio specialize in what they produce and then trade with others, which then increases the amount of goods and services available. • ECO6 Explain why many jobs in Ohio depend on markets in other countries and why Ohio is a market for goods and services from other countries. • G2 Explain why elections are used to select leaders and decide issues. • CRR1 Describe the ways in which citizens can promote the common good and influence their government .

  27. Social Studies – Unit 4 Cont. • CRR2 Explain why personal responsibilities and civic responsibilities are important. • CRR3 Explain the importance of leadership and public service. • CRR4 Explain why characteristics such as respect for the rights of others, fairness, reliability, honesty, wisdom and courage are desirable qualities in the people citizens select as their leaders. • SK1 Obtain information about state issues from a variety of print and electronic sources, and determine the relevance of information to a research topic • SK5 Identify main ideas and supporting details from factual information. • SK7 Read and interpret pictographs, bar graphs, line graphs, and tables. • SK9 Communicate relevant information in a written report including the acknowledgement of sources. • SK10

  28. Thank you! • I hope the information presented in this presentation and during curriculum night has been helpful and informative. Have a Wonderful Night 

More Related