2015 Curriculum Night.notebook · 2015 Curriculum Night.notebook September 17, 2015 Deep Entry...

2015 Curriculum Night.notebook September 17, 2015


Classroom InformationPortfolios

Homework, Absent Work, Late Work

Assignment Notebooks

Behavior Expectations

Report Cards/Common Core

Class Website

http://www.unit5.org/Domain/1653


ReadingGenre Studies

Personal Narratives and MemoirsRealistic Fiction

Nonfictions Informational TextBiographies

Persuasive

Traditional LiteratureFables, Fairy Tales, Tall Tales, Folk Tales, Legends

Historical Fiction

Poetry

Science Fiction and Fantasies

Comics and Graphic Novels


ReadingWorkshop Approach

• MAP Tests• Fountas and Pinnell Benchmarking• Conferencing• Small Group Instruction• Reading Journals

• Intervention• PARCC

• Deep Entries• Weekly Strategy


Deep EntryNeeds to include both evidence from the text and the student's use of reading strategies.

For exampleAsking questions about the text and making speculations about possible answers.

Making predictions about what is going to happen later in the story and explaining why this prediction is reasonable.

Making connections between different texts, a text and their own experiences, or a text and what they know of the world. These connections help contribute to a deeper more meaningful understanding of what they are reading.

Inferring unknown words or concepts. Using clues from the text and their own reasoning to make sense of something unknown.

Making inferences about characters in the story • what the character may be feeling and why• what kind of person the character is• why the character may be making certain choices • what may be influencing the character's personality, feelings, or choices


The Giant picked up the trembling Sophie with one hand and carried her across the cave and put her on the table.Now he really is going to cat me, Sophie thought.The Giant sat down and stared hard at Sophie. He had truly enormous ears. Each one was as big as the wheel of a truck and he seemed to be able to move them inwards and outwards from his head as he wished.‘I is hungry!’ the Giant boomed. He grinned, showing massive square teeth. The teeth were very white and very square and they sat in his mouth like huge slices of white bread.‘P... please don't eat me,’ Sophie stammered.The Giant let out a bellow of laughter. ‘Just because I is a giant, you think I is a mangobbling cannybull!’ he shouted. ‘You is about right! Giants is all cannybully and murderful! And they does gobble up human beans! We is in Giant Country now! Giants is everywhere around! Out there us has the famous Bonecrunching Giant! Bonecrunching Giant crunches up two wopsey whiffling human beans for supper every night! Noise is earbursting! Noise of crunching bones goes cracketycrack for miles around!’‘Owch!’ Sophie said.

From the BFG by Roald Dahl

cat?

I don't think he will

like Jack and the Beanstalk?


Text Thinking

"Now he really is going to cat me, Sophie thought."

I wonder what cat means... I think it must mean something bad because he is a giant and Sophie seems scared. He did steal her out of the orphanage.

"Out there us has the famous Bonecrunching Giant!"

I wonder if when he is saying the famous Bonecrunching Giant he is talking about the giant from Jack and the Beanstalk. I remember in that story it talks about the giant grinding bones which is like crunching and that story is famous.

In the story, Sophie begged thegiant not to eat her. He laughed and said just because he was a giant didn't mean he ate peopleeven though others do.

I don't think he is going to eat her because he laughed when she asked him not to, and I think if he was, he already would have done it. Why would he talk to her if she is just going to be dinner?


Words Their Way

Pre‐assessments

gage

smudge

orange

ledge

Words Studies‐ based on patterns

AssessmentsSorts and Games


WritingNarrative, Informational, and Persuasive published pieces including a Multi‐Genre.

Dialogue, onomatopoeias, simile and metaphors, strong words, ellipses, parenthesis, ALL CAPITALS, bold words, etc.

Focused topic little idea/big details

http://educationnorthwest.org/traits/trait-definitions


I got up in the morning. I got out of bed. Next I brushed my teeth. Then I got dressed in my swimsuit. I found my towel and my beach ball. Then we ate breakfast. I had a Poptart and a banana. After that we left the hotel and walked down to the beach. It was the first time I had ever gone to the ocean. I put down my towel. It has Minions on it. I got in the water with my brother. We walked around in the water. The waves kept pushing us around. It was fun.

Where we are...


I woke up in the morning filled with excitement. Today was the day we were going to the beach. I had never seen the ocean before. I couldn't wait! I quickly got ready and waited for my family. Finally it was time to go. We walked out of the hotel. The sun was shining brightly. The sky was a beautiful blue. It was going to be a perfect day for the beach.

Once we got to the beach, the sand felt so hot on my feet. Ouch! We found a spot and spread out our towels. It was hard because the wind kept blowing the towel around. Finally after we got all set up, we were going to go in the water. The ocean was so big and blue. It looked like it went on forever! I couldn't believe that I was finally here!

My brother and I raced towards the water. The water splashed into my mouth."Yuck! It's so salty," I shouted over the waves. "You're not supposed to drink it!" my brother joked back.We bobbed up and down in the waves. They kept moving us

back and forth. It was making me feel a little dizzy.

Where we are heading...


Math

know your +,‐, xfacts.

Differentiation/ WorkshopPretest and formative assessing

Mini‐lessons

Rotations

Homework

Study Guide‐ Goes home several days to a week before the test date

We go over answers and review in class

Tests‐ Common Core BasedStudents can make corrections to tests regardless of their grade.


Unit A Life ScienceCh. 1 Plants and How They GrowCh. 2 How Animals Live Ch. 3 Where Plant and Animals LiveCh. 4 Plants and Animals Live Together

Unit B Earth ScienceCh. 5 WaterCh. 6 Weather Ch. 7 Rocks and SoilsCh. 8 Changes on EarthCh. 9 Natural Resources

Science

Unit C Physical Science Ch. 10 Matter and Its PropertyCh. 11 Changes in MatterCh. 12 Forces and MotionCh. 13 Energy Ch. 14 Sound

Unit D Space and TechnologyCh. 15 Patterns in the SkyCh. 16 The Solar SystemCh. 17 Science in our Lives

Next Generation Focuses on different topics but some are very similar to what is already in our curriculum.For Example Life Sciences focuses on life cycles, traits living things get from their parents, how living things (especially animals) help one another, how living things have adaptations for different environments, how environments may influence living things, and how fossils teach us about living things from the past .


Unit 1 What's in a Community and Types of CommunitiesSuburban, Rural, and Urban CommunitiesUnit 2 Maps and Landforms

Reading mapsContinents and OceansNorth AmericaIllinois

Unit 3 Communities Over TimePrehistoric IL Native AmericansSome U.S. History (Brief Background Builder)Illinois Pioneers and ExplorersMcLean County Cemetery Walk (Biography)David Davis/ Museum Field Trip SAVE THE DATE December 9th

Unit 4 Government, Holidays, Landmarks, CitizensUnit 5 Diversity/ImmigrationUnit 6 Economy

Social Studies


Any Questions?

2015 Curriculum Night.notebook · 2015 Curriculum Night.notebook September 17, 2015 Deep Entry...

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