3rd grade september_curriculum_presentation


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  • Are you ready questions: Are you ready for a curriculum that: makes sense teachers and students? Is not scripted? Doesn’t demand you to do certain things on day 3? Allows for remediation? Has suggested pacing? Values the teachers ability to make decision based on their classes’ needs? This is the new goal for the integrated curriculum model.Students have promoted to the next grade without having the knowledge to be successful. Many are attempting to recall facts and information without really knowing it.The new curriculum framework is designed to create more opportunities for exposure to the information, thus giving the students a better chance to practice their knowledge in a real world setting.Time: 1 min
  • Objectives are basically to review the why, show the how, and practice how to use the blog to get help if you need it.Time: 1 min
  • Objectives are basically to review the why, show the how, and practice how to use the blog to get help if you need it.Time: 1 min
  • Guest Speaker (Dr. Cooper, Brian Nichols, Brandon Jones) will explain the “Why?”. Windy Nichols, Lori Wall, and Rhonda Perkins will be traveling to each site and popping into each session.15 min.
  • Brandon take it away! You have 5 minutes.
  • Right click the blue picture and click Open Hyperlink from the dropdown menu. (4:18 min)BLOG icon is linked to the Blog.Words under the icon are linked to the curriculum page so you can walk teachers through how they can connect to the blog.Time: Video 4 min Blog 6 min = 10 min total
  • Remember this is an overview. We go in depth later in the presentation. Today we will be addressing what has changed from last year. But know this…the SOL standards the students will be tested did not change. We have reorganized and streamlined the curriculum with the integrated themes. These themes allow for the students to make natural connections to the different subjects. We rewrote the essential questions and enduring understandings making them more kid friendly and relevant. The order in which we teach subjects have changed. For example, we are no longer teaching science and social studies at the same time. Assessments have been revamped and have new components and formats. We streamlined the resources that best met our goals and objectives. We will have QA’s but when and how they are given are still under revision.Time: 2 minutes
  • Direct teachers to access this document from the on-line curriculum. (when moving on to the next slide have teachers just minimize this to use again on slide #11.Curriculum is broken down into 9 units. Each has a guiding theme and question. What we teach hasn’t changed, but we want to change the way we teach it by engaging students more in questioning and applying what they learn to their lives. These are overall questions that can be used as jumping off points as the students generate their own questions and curiosities just as Benjamin did with his candle stick!Time: 2 min
  • Direct teachers to access this document from the on-line curriculumNow that we had developed themes, we had to look at the SOLs to see which ones lent themselves to the strongest connections. The lines show the connections between the standards covered in the unit. The darker the line the stronger the connection. An awareness and understanding these connections will help you to develop cross curricular lessons.Time: 2 min
  • Direct teachers to re-open this document from the on-line curriculum or open the minimized document that was used in slide #9…The final step was for us to develop kid friendly essential questions and enduring understandings. The objective questions are key because as you will soon see all the related resources are linked to the objective questions. The questions could even be used as a formative assessments. The newly written summatives also require the students to have a familiarity and working knowledge of these questions. We would also suggest using these objective questions as lesson hooks and closures.Time 2 min
  • To lay out the pacing, we looked at what content is most difficult for the students to master, how those skills are assessed on the SOL, and laid out the pacing giving more time to more challenging skills and less time to those skills the students quickly master or which are review skills. It may seem that there are fewer days to teach science and social studies, but remember that you will have an hour for content each day, which will rotate between Science and Social Studies, AND you will be able to integrate supporting texts and writings into the reading and writing blocks to help teach content. Might want to address the schools that departmentalize and how SPED is handled. Mention that the curriculum was designed to best meet optimal learning experiences.Handout page shows a summary of the major content areas with the number of days for each area. Let’s take a look at the pacing calendar for the year in a little more detail.Time: 5 min
  • Performance assessments were new last year. Teacher feedback was taken into consideration when the curriculum writing teams wrote the performance assessments this summer. Read quote. This is the goal forthe performance assessments. Fourth grade will have one performance assessment each marking period.Time: 1 minute
  • What is a performance assessment?Time: 2 minutes
  • Not all projects are bad. All projects are just not performance assessments. Time: 1 min.
  • Handout page : Year at a glance of Pas. Walk through how to read the document. A Snapshot is a short assessment students will do in a single day. A Panoramic will take more time and involve more in depth work. Explain how we integrated 2 or more content areas together. Briefly explain the type of performance assessments. Note for teachers how career pathways has been linked to performance assessments in a purposeful way.Give leads time to look through independently- no time to read through and discuss each one for them!Time: 5 minutes
  • The Unit 01 Performance Assessment asks students to do an needs assessment. As a class they will do a community walk to identify needs. As a class they will narrow down which need they want to “act on” through out the school year. This video will help illustrate needs that students might identify. Discuss the video, so that teachers understand which need could turn into a meaningful and fruitful service learning project.Time: 10 minutes
  • Direct teachers to also go to the unit on their laptops.Open the Hyperlink and walk through the structure of Unit 1. Highlight the pacing calendar and the related resource pages. Show sample Lesson and format template. Point out request for more lessons. Show the location of the summative assessments and the performance assessments related to unit 1.Time: 20 min
  • Have teachers access Unit 02 for the Scavenger Hunt. Have teachers work in pairs or triads to complete the scavenger hunt questions. Go to next slide to view answers. Have teachers report out and share their answers.Time: 15 min
  • Have teachers share answers to scavenger hunt questions. Have groups report and share their answers.Time: 5-10 min
  • If time permits show this video. It is a high school class, but want they want really aligns with being college, career, and citizen ready! It is student centered!Time: 3:50 minutes
  • Time: 5-10 min
  • 3rd grade september_curriculum_presentation

    1. 1.
    2. 2. By the end…<br />Understand the importance of having an integrated framework for the curriculum<br />Apply the philosophy of content integration<br />
    3. 3. By the end…<br />Navigate the new curriculum<br />Use the blog as a resource and communication tool<br />
    4. 4. Guest Speaker<br />Why?<br />
    5. 5. Why Youth Development<br />The Four R’s<br /><ul><li>Relationship
    6. 6. Responsibility
    7. 7. Relevance
    8. 8. Reality</li></li></ul><li>Blog Activity 1<br />Watch a short video on curriculum and write one comment about what it means to you.<br />How do you access the blog?Log in to the curriculum!<br />
    9. 9. Overview of changes<br />What changed<br />Focus<br />Organizational Themes<br />Essential Questions<br />Pacing<br />Assessments<br />What didn’t change<br />Standards Based Curriculum and Assessment<br />Resources<br />Quarterly Assessments<br />
    10. 10. Essential Questions<br />Curriculum/Integrated 3rd grade/General Resources/Organizational Questions<br />
    11. 11. Unit 1 Webbed Curriculum<br />Curriculum/Integrated 3rd grade/General Resources/Curriculum Connections<br />Social Studies: Rules & Laws<br />Why do people create rules and laws forthemselves?<br />3.10 TSW recognize the importance of government in the community, Virginia, and the United States of America by:<br />a) explaining the purpose of rules and laws;<br />b) explaining that the basic purposes of government are to make laws, carry out laws, and decide if laws have been broken.<br />c) explaining that government protects the rights and property of individuals<br />3.11 TSW explain the importance of the basic principles that form the foundation of a republic form of government by<br />a) describing the individual rights to life, liberty, and the pursuit of happiness; and equality<br />Science: Investigations & Matter<br />How do we explore natural laws and events?<br />3.1 TSW plan and conduct investigations in which<br />a) predictions and observations are made;<br />c) questions are developed to formulate hypotheses;<br />g) data are gathered, charted, and graphed (line plot, picture, graph, and bar graph);<br />h) temperature is measured to the nearest degree Celsius;<br />i) time is measured to the nearest minute;<br />j) inferences are made and conclusions are drawn<br />3.3 TSW investigate and understand that objects are made of materials that can be described by their physical properties. Key concepts include<br />a) objects are made of one or more materials;<br />size. <br />Unit 01: Rules and Laws (24 days, MP1):<br />Why does our world need rules and laws?<br />Math: Time, Temperature, Graphing, Patterns<br />How do we use numbers to create and enforce rules and laws?<br />3.11 TSW<br />a) tell time to the nearest minute, using analog and digital clocks; and <br />b) determine elapsed time in one hour increments over a 12 hour period.<br />3.12 TSW identify equivalent periods of time, including relationships among days, months, and years, as well as minutes and hours.<br />3.13 TSW read temperature to the nearest degree from a Celsius thermometer and a Fahrenheit thermometer. Real thermometers and physical models of thermometers will be used.<br />3.17 TSW<br />a) collect and organize data, using observations, measurements, surveys, or experiments;<br />b) construct a line plot, a picture graph, or a bar graph to represent the data; <br />English<br />21 Day Plan<br />
    12. 12. Unit 1 Organizational Questions<br />
    13. 13. Pacing and Integration<br /><ul><li>Time is allocated for content/skill based on difficulty level
    14. 14. Content in 1 hour blocks
    15. 15. Departmentalization?
    16. 16. SPED pull-out vs. push-in?</li></li></ul><li> Performance Assessment?<br />“A performance assessment requires transfer of one’s own learning to novel and important situations, issues, or problems.”<br /><ul><li>NNPS</li></li></ul><li> Performance Assessments<br />Performance Assessments Are:<br />Performance Assessments Are NOT:<br />Authentic tasks that have the child apply their knowledge to create a product or solve a problem<br />Multiple correct answers<br />Skills relevant for real life<br />Teacher-facilitated<br />Recall<br />Single Modality, only one correct answer<br />Skills relevant for this activity<br />Teacher-led<br />
    17. 17. Performance Assessments<br />Performance Assessment or Project?<br />Create a poster showing three different kinds of fossil fuels and how each are used. <br />Students must design an eco-friendly vehicle that uses little or no fossil fuels and then “pitch” the idea to their classmates. <br />
    18. 18. Year at a Glance<br />
    19. 19. Unit 01 Needs Assessment<br />Watch a short video on identifying needs. Which of the needs could lead to a fruitful service learning project?<br />What is the root of the problem?<br />
    20. 20. Sequenced Learning Plan<br />Unit 1<br />Structure<br />Objective Questions<br />Suggested PacingService Learning<br />Summative Assessments/Keys<br />Related Resources<br />
    21. 21. Scavenger Hunt Unit 2<br />What is the Essential Question for Science?<br />How many days are scheduled to teach Social Studies Objective 3.5a?<br />What is the “Engage and Hook” activity in the Day 1 Lesson Plan for Math Objective 5?<br />What is suggested to assess the practical application section (Part II) of the Math Summative Assessment?<br />
    22. 22. Scavenger Hunt Unit 2<br />What is the Essential Question for Science?What characteristics do environments share?<br />How many days are scheduled to teach Social Studies Objective 3.5a? 2 Days<br />What is the “Engage and Hook” activity in the Day 1 Lesson Plan for Math Objective 5? Read T-Shirt Story whole group<br />What is suggested to assess the practical application section (Part II) of the Math Summative Assessment? Use the Math Rubric<br />
    23. 23. What do students want?<br />Watch a short video! Think about preparing our students to be college, career, and citizen ready!<br />
    24. 24. Reflection<br />Complete the Exit Card<br />Please continue to post any questions, concerns, and comments on the blog!<br />