[PPT] - Curriculum Night Valley Ranch Elementary 2015-2016 The staff at PowerPoint Presentation

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Curriculum Night Valley Ranch Elementary 2015-2016

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The staff at Valley Ranch Elementary believes in engaging learners in authentic and relevant learning experiences. This is done by teaching through the lens of Understanding By Design(UBD) and Project Based Learning (PBL). Through this process Valley Ranch learners become critical thinkers, consumers of information, informed researchers, and effective

communicators. Many learning projects are

accomplished as a group which fosters collaborators and informed decision makers.

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Curriculum

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Balanced Literacy

Includes: Interactive Read Aloud,

Spelling, Literacy Stations, Guided Reading, and Writing

Based on literacy learning and

motivation research.

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Interactive Read Aloud

Interactive Read Aloud is a way of modeling reading strategies and

comprehension. It also allows learners to

become engaged in the story through turn and talks and reflective STEM sentence starters.

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Spelling

Reading Street is a word study program for phonics, vocabulary, and spelling

instruction. As with reading, each child

develops spelling concepts gradually. Word study begins with finding out what each child already knows about spelling and starting instruction there. From that point, each child will participate in activities that target their specific needs so that they will continue to progress through the spelling stages.

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Literacy Stations

Literacy Stations are a series of literacy tasks that learners complete while the facilitator meets with small groups or confers with individuals. It is a structure that ensures all children are working at their level of challenge while taking responsibility for their learning and behavior. It helps learners develop the daily habits of reading, writing, spelling, grammar, and working with peers, that will lead to a lifetime of independent literacy. Explicit modeling, practice, reflecting and refining takes place during the launching phase, preparing the foundation for a year of meaningful content and instruction tailored to meet the unique needs of each child.

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Guided Reading

While learners are working independently in Literacy Stations, the facilitator will be meeting with learners to help them become proficient, successful readers. The CAFE system, which stands for Comprehension, Accuracy, Fluency, and Expand Vocabulary, includes goal-setting with learners in individual conferences, posting of goals on a whole-class board, developing small group instruction based on clusters of learners with similar goals, and targeting whole-class instruction based on emerging

needs. It provides a structure for conferring with learners,

a language for talking about reading development, and a system for tracking growth and fostering learner independence.

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Writing: Write From the Beginning and Beyond

In second grade, the learners will write for a variety of purposes/audiences and demonstrate the proficiency to use the writing process. This process consists of pre-writing, drafting, revising, editing, and

publishing. They will use Thinking Maps to

help them develop and organize their thoughts/ideas; and, we will focus personal and experience narratives.

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Handwriting

The learners will also write appropriately spaced words using correct letter formation. The Handwriting Without Tears program is a developmentally appropriate program that helps children master these printing skills, as well as prepare them for cursive handwriting. Please visit the Handwriting Without Tears website at www.hwtears.com for more information.

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Math

Second grade math objectives consist of some new skills, reinforcement of skills learned in previous grades, and problem

solving. Facilitators use math manipulatives, interactive activities,

books, and videos to help make abstract skills concrete. It is suggested that learners practice some type of math every evening whether it be written, hands on, or oral. The following is a partial list

f tentative math skills for second grade:

place value up to 1,200 patterns

rdinal numbers

logic/probability skip counting time even/odd numbers graphs greater than and less than measurement addition/subtraction to 24 area fact families geometry 2-digit addition/regrouping fractions subtracting 2-digit numbers money rounding financial responsibility problem solving temperature

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Social Studies

Focus: History, Geography, Economics, Government,

Citizenship, Culture, Science, Technology, Society, and Social Studies Skills

Resources: Social Studies Alive, Mind Missions and Time

for Kids will help to promote critical thinking, problem solving, communication, creativity, innovation, and collaboration.

Each month, learners will also learn a new

citizenship/character trait, such as patriotism, responsibility, and cooperation. These traits will be reinforced throughout the school day.

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Science

The Science curriculum emphasizes the following topics in second grade: Plants, Animals, Earth Science, and Physical

Science. The students will participate in

hands-on learning experiences through the use of FOSS (Full Option Science System) Kits for the insect, balance and motion, and air and weather units. Vocabulary instruction, digital curriculum, and various other resources will also be used to help reinforce the science curriculum in a fun, interactive, effective way.

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Project-Based Learning (PBL)

Project-Based Learning promotes authentic and relevant learning experiences through standards based instruction. Learners learn how to become critical thinkers, informed researchers, effective communicators, group collaborators, and informed decision makers while creating an authentic

product. Our second grade learners will participate

in several projects throughout the school year. The 21st Century Soft Skills, otherwise known as learner

utcomes, that will be assessed during our PBL

projects are Communication, Collaboration, Behavior & Responsibility, and Digital Literacy. For more information about PBL, please visit our school website at www.coppellisd.com/vr/.

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Project-Based Learning (PBL)

CRITERIA IPS Insufficient Progress on Standard AS Approaching the Standard MS Mastered the Standard Technology Your group will show developing skills using the Skitch application on the ipad to incorrectly:  Take a picture of plant they are recommending for the garden  Correctly label each part of the plant  Write a short description of why they chose their plant Your group will use the Skitch application on the ipad to do some of the following:  Take a picture of plant they are recommending for the garden  Correctly label each part of the plant  Write a short description of why they chose their plant Your group will use the Skitch application on the ipad to:  Take a picture of plant they are recommending for the garden  Correctly label each part of the plant  Write a short description of why they chose their plant Science Skills Your group is still developing correct science skills and unable to correctly complete the following:  Observe, record and compare how plants depend on their natural environment  Plant, observe and record data on possible garden plants Your group will use science skills to do some of the following:  Observe, record and compare how plants depend on their natural environment  Plant, observe and record data on possible garden plants Your group will use science skills to:  Observe, record and compare how plants depend on their natural environment  Plant, observe and record data on possible garden plants Final Product For your final product your group will create an

riginal plant book which demonstrates little or none
f the following:

 Facts about your plant  Parts of your plant correctly labeled  Visual of how your plant makes its own food  Visual of the life cycle of the plant  Visual of the roots and explanation of their job  Description of the VRE garden conditions  Plant choice for VRE Garden and 2-3 sentences

f why?

For your final product your group will create an

riginal plant book which contains some of the

following:  Facts about your plant  Parts of your plant correctly labeled  Visual of how your plant makes its own food  Visual of the life cycle of the plant  Visual of the roots and explanation of their job  Description of the VRE garden conditions  Plant choice for VRE Garden and 2-3 sentences

f why?

For your final product your group will create an

riginal plant book which contains the following:

 Facts about your plant  Parts of your plant correctly labeled  Visual of how your plant makes its own food  Visual of the life cycle of the plant  Visual of the roots and explanation of their job  Description of the VRE garden conditions  Plant choice for VRE Garden and 2-3 sentences

f why?

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Project-Based Learning (PBL)

Collaboration Student does NOT:  Talk with group members  Listen to other people  Get along with group members  Take turns  Ask questions when needed Student:  Talks with group members some but also works alone  Listens to other people some but also wants to use own ideas  Argues some with group members  Takes turns some of the time  Occasionally asks questions when needed Student:  Talks with group members  Listens to other people  Gets along with group members  Takes turns  Asks questions when needed Communication Student does NOT:  Talks loud enough when presenting  Makes eye contact when talking to intended audience  Stands up straight and tall Uses correct volume for task Student:  Is occasionally hard to hear when presenting  Infrequently makes eye contact when talking to intended audience  Occasionally stands up straight and tall  Is occasionally too loud for task Student:  Talks loud enough when presenting  Makes eye contact when talking to intended audience  Stands up straight and tall  Uses correct volume for task Behavior & Responsibilities Student:  Is NOT motivated to learn  Does NOT take responsibility for actions  Does NOT complete tasks on time  Does NOT follow directions and is NOT on task Does NOT work neatly on assignments Student:  Is motivated to learn some of the time  Occasionally blames group members for actions  Completes some but not all tasks on time  Usually follows directions and is on task  Works neatly on some assignments Student:  Is motivated to learn  Takes responsibility for actions  Completes tasks on time  Follows directions and is on task  Works neatly on assignments

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Report Cards:

Standards based (MS, AS, IPS)
Performance Assessments
Academics vs. Behavior section
To view more information regarding the report

card, please visit the Coppell ISD website at www.coppellisd.com. Click on Curriculum and Instruction towards the top of the page and then scroll down and click on Standards- Based Report Cards. An informational brochure, videos, and additional items can be found.

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Homework

We always encourage your child to

read daily for 20 minutes.

Math City Challenge
Science STEM Challenge
Teacher webpage resources

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Important Information

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2nd Grade Weekly Newsletter:

This year, we will use the website “S’more.”
Each Friday, you will receive a link through

email and it will be posted on my school webpage.

Focus: Curriculum information for the

upcoming week, PBL and technology updates, news from the 2nd grade team, upcoming events to know about, specials schedule for the week, and contact information for 2nd grade facilitators

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Behavior

The behavior calendar found in your child’s blue

take home folder is the teacher’s best way to communicate with you. Please make sure to check it every night, not only to take out any papers, but also to look at the behavior calendar stapled on the right side. Please initial or sign on each day of the week as you look through your child’s folder.

ClassDojo: Sticker vs. Reflect on your day
Fill a Bucket: Group activities
Class Points: Whole class activities

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Birthdays:

If you plan on sending out party invitations here at

school, everyone in the class must be invited- no exceptions!

Due to a plethera of reasons (food allergies,

equality, new carpets, etc…) 2nd grade birthdays will be celebrated in the following way: Once a month, our class will acknowledge all of the children who celebrated a birthday that month. In the classroom, the teacher will provide some sort of “treat” in which all students can enjoy.

We will not be accepting cupcakes, cookies,

goody bags, or any other treats on your child’s

birthday. If you’d like to celebrate with him/her,

you may consider eating lunch with him/her and/or having a private party outside of school.

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Snacks and Cafeteria Information:

Remember to send a healthy snack for your child to enjoy in

the morning. Please try to pack fruit, vegetables, crackers, or another healthy option instead of chips and cookies. Also, try to limit messy snacks as we are working during this time and it makes it very hard for students to focus on their learning.

You may send either a check or cash to be deposited into

your child’s lunch account. You may also go to the Valley Ranch home page at www.coppellisd.com/vr/, click on menu, and deposit money in your child’s account online.

Extras, such as chips, cookies, or ice cream can be purchased

and consumed once the child has eaten their lunch.

There is a small table at the back of the cafeteria by the

stage where forgotten lunches can be placed.

After the first two weeks of school, you are welcome to come

and eat lunch with your child in the cafeteria. You will need to sign in at the office and wait for your child at the designated guest table.

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Arrival Procedures:

The gym and cafeteria are open beginning at

7:30 a.m.

Please drop your child off in the car line or at the
door. We ask that you not wait in the school with

your child. There are teachers on duty to greet your child and supervise him/her until the school day begins.

Your child should be at school and in the gym by

7:40 a.m.

Your child is tardy if they are not in the classroom

when the 7:50 a.m. tardy bell rings. At that point, you will need to walk them into the front office so that they can get a tardy slip to enter their classroom.

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Dismissal Procedures:

Parents are asked to stay in their car in the car line to wait

for their child. This helps keep the car line moving.

Parents that walk or park their car in the parking lot are

asked to keep the breezeway clear while waiting for their child(ren). This allows for clear passage for PreK - 2nd

grades. Please wait in the designated parent waiting area

until your child’s class has reached their spot. When you walk over to get your child, please make sure that they tell their teacher or another second grade teacher goodbye before they leave.

3rd, 4th, and 5th grade learners with younger siblings will

need to meet their sibling and wait in their class line.

Walkers and bikers are asked to go directly home.
Send a note or email your child’s teacher to let us know if

your child will be going home with someone else.

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Absences and Late Arrivals:

If your child is absent from school, please send a

handwritten or typed note upon their return. Without a note, your child’s absence will be

unexcused. Although the teachers appreciate

knowing when your child will be away, the office must also receive a note when they return to

school. Please send the note in your child’s folder

and we will make sure that the office receives it.

Please let us know if your child will be arriving late
r leaving early for a medical appointment. You

will need to sign them into the office when they arrive or sign them out at the office if they leave early.

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Visitor Information:

When visiting our school, please sign in at the

front office and put on a visitor’s badge. When you leave our campus, please sign out in the office as well.

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