1. TUNBRIDGE PUBLIC CHARTER SCHOOL INSTRUCTIONAL PRIORITIES INFORMATION SESSION 3 RD -5 TH GRADES October 19, 2016

2. Outcomes  Participants will:  Gain an understanding of what proficient is in reading, writing, and mathematics  Gain an understanding of what our priorities look like, sound like, and feel like in classrooms  Gain an understanding of ways you can support your child at home

3. 2016-2017 Instructional Priorities ReadingWritingMathematics All students will read at or above grade level. All students will write proficiently across genres and contents. We will increase the number of students who are ready for an algebra course in eighth grade. Our workshop model allows for instruction with grade level content and standards, guided practice in small groups to scaffold and extend learning, and time for independent practice. Writing instruction takes place both during the literacy block and during content area studies. Middle grades students write extensively in science and social studies classes. Students’ high school and college success in mathematics beings when they are in the elementary grades. As in literacy, a workshop model in math includes small group instruction and differentiation.

4. Proficient in Reading 3 rd 4 th 5t5t Level PLevel SLevel V Looks like…Sounds like…Feels like... Whole group Read alouds Small groups Independent work Responding to reading Classroom library Charts to support reading thinking Graphic organizers Busy Conversations about books Choice Supported Productive struggle Successful and celebrated Engaging Cooperative

5. Writing  What are the genres in writing?  Narrative  Inform  Argumentative/Opinion  Response  Across content areas  Responding to what is read and discussed  Process writing  Projects  Science reporting  Math explanations

6. Proficient in Writing  All students are expected to  Generate ideas  Plan and draft  Revise  Edit

7. Students in this grade band must take task, purpose and audience into careful considerations, choosing words, information structures, and formats deliberately. They know and apply the standard conventions of English to their writing. Final Writing Products… Looks like…Sounds like…Feels like... Modeled writing Interactive writing Shared writing Independent writing Guided writing with teacher Students sharing writing Students using resources in the classroom Students sharing writing Students providing feedback about peer writing Talking about what authors do Supported Productive struggle Celebrated Collaborative Proud

8. Proficient in Math 3 rd 4 th 5 th Students have a conceptual understanding of multiplication and division and are able to relate their understanding of multiplication to division. Students demonstrate fluency within multiplication and division within 100 using single digit factors. Students solve problems using the four operations with whole numbers. Students become familiar with factors and multiples and think about how they relate to prime and composite numbers. Students analyze patterns. Students begin to explore, interpret, and evaluate numerical expressions. Students generate patterns, form ordered pairs, graph on coordinate planes, and analyze the graphical representations. *From Operations and Algebraic Thinking

9. What does it look like, sound like, and feel like? Looks like…Sounds like…Feels like... Whole group Small group (teacher led and student led) Independent work Use of manipulatives Reading and writing using pictures, symbols, and words (making sense of math) Charts to support work Use of math vocabulary Asking and responding to questions Purposeful Defending thinking and justifying answers Supported Productive struggle Successful & celebrated

10. PARCC  Keyboarding  Reading and responding through writing to different text types  Opportunities to talk  Determining student needs and differentiating instruction  Keyboarding  Use of tasks that are multi- stepped and require multiple standards  Opportunities to talk and use math language  Determining student needs and differentiating instruction English Language ArtsMath

11. Helpful Hints for Home “Children must be taught how to think, not what to think.” -Margaret Mead  Refer to the PTA handout in your folder  http://www.pta.org/parentsguides http://www.pta.org/parentsguides  Attend follow up sessions  If you need more ideas or suggestions, please contact your child’s teacher

12.  Content specific sessions  January-April  Transition Meetings  May-June Next Steps

13. Thank you for working and learning with us tonight!