Kindergarten

Today’s Schedule

 The team made the following decisions this summer:  Red and Blue folders will no longer be separate for reading and math portfolios  The red portfolio is going to be the only K-5 portfolio. It was chosen because it has less stuff in it currently and is in better shape.  The blue folder can be used in any way you want.

 “Student” portfolios will be transferred to RED folders.  Student Assessments for literacy and math will both be housed in RED folders  Portfolio Sheet will be included in RED folder K Literacy Portfolio Sheet changes  Math Mastery List is no longer required  Blue folders are to be used at your discretion.  Blue Guided Reading Graph is no longer required.

 The Literacy Portfolio Card changed slightly.  The portfolio sheet will be for both literacy and math.  We now have two or three versions of this form. Just staple the old ones to the back of the new one. 

 What goes in it for your grade level  In an effort to get rid of some of our paperwork, we decided to get rid of some things that teachers didn’t need or weren’t using. Reading Progress Chart (light blue): The light blue reading progress chart is no longer a requirement. It can be used by the kids to chart their own progress if you want to use it that way.

 Information was deleted for District collection and analysis but teachers/schools may assess more frequently as needed.  Date for submission to testing coordinator ??? or will be coming from principal or testing coordinator.  We are looking into a more efficient way of collecting data we will let them know as it changes throughout the year. 

 Beginning:  Text Reading Level  Letter recognition  Sound Recognition  Writing at the end of the 1 st 6-weeks  Middle  Text Reading Level  Letter recognition  Sound Recognition  Phonemic Awareness Probes  Writing  End  Text Reading Level  Letter recognition  Sound Recognition  Phonemic Awareness Probes  Writing

 The Math Mastery Lists were not being used by most teachers except at the beginning and end of the year.  Some teachers wanted to keep using it in its current form and some wanted each grade level to have its own sheet.  We made it in each format. You can choose to use either or neither. 

 Need to be completed in the first 5-7 days of school.  Located on Wiki  Record on Data Spreadsheet and Portfolio Card  Math Universal Screeners/Probes Math Universal Screeners/Probes

 Writing scores don’t have to be on the Data Spreadsheet  Recording on Portfolio Card.  New process for scoring writing based on portfolio scoring system. 

 All three types of Writing will be taught each 6- weeks  Scores will be based on a collection of samples instead of one piece and recorded on Portfolio Sheet  Use the NC Writing Continuum and NC Proficiency Correlation to Score  Score and Record : OCTOBER, JANUARY, & MAY  Select a sample for each genre of writing that best exemplifies the score and put it in the Portfolio at the end of the year 

 New Portfolios  Create yourself-Use old Blue folders, purchase, or make. Composed of: Writing in progress Completed pieces Student list of topics to write about Student list of finished pieces by title Student written on-going mini word wall  Small moment writing is NOT our focus.  No writing across 3 pages to write story  Three types of writing (Narrative, Opinion, Informational) should NOT be taught in isolation.

 Parent Document per grade level that gives the parents information on Critical Standards. Will be in brochure format. Will go home with first report card.  Lead Teachers for additional support: Dubraska Stines: ESL and Betsy Hammonds Science predominately grades 4-9

 Kindergarten will complete a report card first 6 weeks  New report is with a committee and it will be completed hopefully by the first of September

 Grade levels will meet every Second Wednesday from 3:15-4:30 at the following locations:  K-1: Balfour  2 nd Grade: DLL  3 rd Grade: GBT  4 th Grade: LP  5 th Grade: CWM  Dates are: Sept. 12, Oct. 10, Nov. 14, Dec. 12, Jan. 9, Feb.13, March 13, and April 10

 House Bill 950 Excellent Public Schools Act Sec 7A.1—Improve K-3 Literacy— legislation pp (highlights) for below grade level readers in 3 rd grade  Every student end of third grade reading on grade level by end of school year  Implications for Students/Schools  ACS focus on K-3 to improve Literacy Instruction  Expectations of plan 

 CCSS Flipchart and Notebook Contents  Format and Process—why the standards were sequenced the way they were  Shows how the standards are related  This is a guide to help plan units and not a day to day pacing  Scope and Sequence Scope and Sequence

 3 Shifts  Shift I Building Knowledge through Content-Rich Nonfiction and Informational Texts  Shift II Reading and Writing Grounded in Evidence from the Text  Shift III Regular Practice with Complex Text and its Academic Vocabulary

 Text Dependent Questions: Are questions that require students to refer back to the text to answer the questions asked. They help students to infer answers that are not necessarily derived purely from reading the text.  Necessitates creating a risk-taking environment in the classroom  Will require purposeful planning  Activity 

 Tier II Vocabulary “Consists of high frequency words that occur across a variety of domains. That is, these words occur often in mature language situations and therefore strongly influence speaking and reading.” Activity 82_VocabularyTiers.pdf

 Transition from Unit Plan to Weekly Plan to Daily Plan  Units are not lesson plans. They are road maps to guide your lesson planning.  Weekly and Daily Map templates have been created.

A set of principles for curriculum development that promote learning environments that meet the needs of all learners. Universal Design for Learning (UDL)

Universal Design Individualized Instruction Differentiated Instruction Universal Design

You Do We Do I Do

UDL Principles Principle 1: Representation Principle 3: Engagement Principle 2: Action and Expression

The WHAT of learning  To give diverse learners options for acquiring information and knowledge  Present content in a variety of formats and modalities Represent Act/ Express Engage Manipulatives Visual Displays Anticipatory Guides Graphic Organizers Artifacts Videos Music Movement

Principle II: Multiple Means of Action and Expression Represent Act/ Express Engage Thumbs Up/Thumbs Down Gallery Walks Pair/Share Chalkboard/Whiteboar d Splash The HOW of learning Learners differ in the ways that they can navigate a learning environment and express what they know. Response Hold-Up Cards Quick Draws Numbered Heads Together Line-Ups

Principle III: Multiple Means of Engagement Represent Act/ Express Engage Bounce Cards Air Writing Case Studies Role Plays Concept Charades Response Hold-Up Cards Networking Sessions Simulations The WHY of learning Learners differ markedly in the ways in which they can be engaged or motivated to learn.

 Engaged  Learning  Achieving  Motivated

Groups:  K-1: Representation  2-3: Action and Expression  4-5: Engagement  What are the major points you would use to summarize the information you viewed in the PowerPoint section your group was assigned?

 Math has been paced out into 4 Quarters  Each quarter lasts 9 weeks  Students will be assessed specifically on the standards listed in each quarter  HOWEVER other standards should be woven within other units.  Should not hit a topic and then leave it! 

 User Friendly  Adapt it to your needs  Units should be set up by the 4 quarters  Each unit lasting approx. 9 weeks.  Are not as in-depth as ELA units BUT should be well thought out.