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Welcome to Curriculum Night!

Welcome to Curriculum Night!. By: Mrs. Douglas. Balanced Literacy Approach. Reading Writing Word Study. Reading . Home Reading Log Reading Workshop Mini Lesson Independent Reading Guided Reading. Writing. Two writing units for quarters 1,2,3 (one informational and one narrative)

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Welcome to Curriculum Night!

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  1. Welcome to Curriculum Night! By: Mrs. Douglas

  2. Balanced Literacy Approach • Reading • Writing • Word Study

  3. Reading • Home Reading Log • Reading Workshop • Mini Lesson • Independent Reading • Guided Reading

  4. Writing • Two writing units for quarters 1,2,3 (one informational and one narrative) • Quarter 1- Memoir and All About • Quarter 2- Problem/Solution and Biographical Sketch • Quarter 3- Realistic Fiction and Informational Report • Quarter 4- Opinion Writing • Writing Rubrics • Rubric

  5. Writing Workshop • Writers Workshop • Mini Lesson • Independent Writing • Small group reinforcement or Conferring with the teacher • Feedback

  6. Word Study • Word study will be every Friday morning starting in mid to late October • DSA continuum • Word Study Continuum

  7. Math • Unit 1 • D2 Represent and interpret data using tables, bar graphs, line plots and line graphs. • D7 Indentify the median of a set of data and describe what it indicates about the data • D8 Use range, median and mode to make comparisons among related sets of data. • N12 Analyze and solve multi-step problems involving addition, subtraction, multiplication and division using an organized approach, and verity and interpret results with respect to the original problem.

  8. Math Continued • Unit 2 • M2 Demonstrate and describe perimeter as surrounding and area as covering a two-dimensional shape, and volume as filling a three-dimensional object • M3 Identify and select appropriate units to measure perimeter, area, and volume • G4 Identify and define triangles based on angle measures and side lengths.

  9. Math Cont. • Unit 3 • N2 Use place value structure of the base-ten number system to read, write, represent and compare whole numbers through millions and decimals through thousandths. • N14 Demonstrate fluency in adding and subtracting whole numbers and in multiplying and dividing whole numbers by 1 and 2 digit numbers and multiples of ten. • N12 Analyze and solve multi-step problems involving addition, subtraction, multiplication and division using an organized approach, and verify and interpret results with respect to the original problem.

  10. Math Cont. • Unit 4 • N4 Identify and represent factors and multiples of whole numbers through 100, and classify numbers as prime and composite. • D7 • D8 • D2 • D4 Compare different representations of the same data to evaluate how well each representation shows important aspects of the data, and identify appropriate ways to display the data. • D5 Propose and explain interpretations and predictions based on data displayed in tables, charts, and graphs.

  11. Math Cont. • Unit 6 • N2 • N9 Estimate the results of computations involving whole numbers, fractions and decimals using a variety of strategies. • N12

  12. Math Cont. • Unit 7 • N6Use associative and distributive properties to simplify and perform computations. • N9 • N12 • N14 • P1 Use models and words to describe, extend and make generalizations of patterns and relationships occurring in computation, numerical patterns, geometry, graphs, and other applications. • P2 Represent and analyze patters and functions using words, tables, and graphs. • P4 Use rules and variables to describe patterns and other relationships. • P5 Represent mathematical relationships with equations or inequalities.

  13. Math Cont. • Unit 9 • G1 Identify, describe and model intersecting, parallel and perpendicular lines and line segments. • G2 Describe, classify, compare and model two and three dimensional objects using their attributes. • G3 Identify similarities and differences of quadrilaterals. • G5 Describe points, lines and planes, and identify models in the environment. • M2 • M3c Identify and select appropriate units to measure volume: cubes (cubic inches or cubic centimeters)

  14. Math Cont. • Unit 10 • N1a Identify and generate equivalent forms of fractions and decimals: Connect physical, verbal and symbolic representations of fractions, decimals and whole numbers. • N1b Identify and generate equivalent forms of fractions and decimals: Understand and explain that ten tenths is the same as one whole in both fraction and decimal form. • N2

  15. Math Cont. • Unit 11 • N12 • N14

  16. Math Cont. • Unit 12 • N1a • N5 Use models and points of reference to compare commonly used fractions. • N10 Use physical models, visual representations, and paper and pencil to add and subtract decimals and commonly used fractions with like denominators.

  17. Math Cont. • Unit 13 • N7 Recognize that division may be used to solve different types of problem situations and interpret the meaning of remainders • N9 • N12 • N14

  18. Math Cont. • Unit 14 • D7 • D8 • D9 Conduct simple probability experiments and draw conclusions from the results. • D10 Represent the likelihood of possible outcomes for chance situations. • D11 Relate the concepts of impossible and certain-to-happen events to the numerical values of 0 (impossible) and 1 (certain). • D12 Place events in order of likelihood and use a diagram or appropriate language to compare the chance of each event occurring. • D13 List and count all possible combinations using one member from each of several sets, each containing 2 or 3 members.

  19. Math Cont. • Unit 15 • P1 • P2 • P3 Construct a table of values to solve problems associated with a mathematical relationship. • P4 • P6 Describe how a change in one variable affects the value of a related variable

  20. Social Studies • Unit 1 – Early History • Unit 2 – Territory to Early Statehood • Unit 3 – Expansion and Growth of Ohio • Unit 4 – 20th Century Ohio

  21. Social Studies – Unit 1 • Early History • GI Use a linear scale to measure the distance between places on a map. • G2 Use cardinal and intermediate directions to describe the relative location of places. • G3 Describe the location of Ohio relative to other states and countries • G4 Use maps to identify the location of major physical and human features of Ohio. • PS1 Describe the cultural practices and products of various groups who have settled in Ohio over time. • H2 Describe the earliest settlements in Ohio including those of prehistoric people. • SK2 A glossary and index help locate information in texts. • SK3 Primary source and secondary sources can be used to answer questions about Ohio’s history. • SK4 Describe how archaeologists and historians study and interpret the past • SK6 In order to evaluate information, readers need to distinguish between facts and opinions.

  22. Social Studies - Unit 2 • Territory to Early Statehood • G4 • G8 Identify how environmental processes including glaciation and weathering and characteristics including landforms, bodies of water, climate, vegetation influence human settlement and activity in Ohio. • H1 Construct time lines with evenly spaced intervals for years, decades, and centuries to show the order of significant events in Ohio history. • H3 Explain the cause and effects of the frontier wars of the 1790’s, including the Battle of Fallen Timbers, on American Indians in Ohio and the United States. • H4 Explain how Ohio progressed from territory to statehood, including the terms of the Northwest Ordinance. • PS2 Describe the impact of the expansion of European settlements on American Indians in Ohio.

  23. Social Studies – Unit 2 Cont. • ECO1 Identify the productive resources needed to produce a good or service and suggest opportunity costs for the resources involved. • G1 Explain major responsibilities of each of the three branches of government in Ohio • G3 Explain the purpose of a democratic constitution. • G4 Explain that the Ohio Constitution tells how the state government should be organized and guarantees the rights of individuals. • SK3 Use primary and secondary sources to answer questions about Ohio history.

  24. Social Studies – Unit 3 • Expansion and Growth of Ohio • G7 Explain how resources, transportation and location influenced the development of cities and industries in Ohio including major industries such as oil, steel, rubber, and glass. • G9 Identify ways that people have affected the physical environment of Ohio • G5 Describe and compare the population and economic characteristics of places and regions in Ohio • G10 Use elevation, natural resources and road maps to answer questions about patterns of settlement, economic activity and movement.

  25. Social Studies – Unit 3 Cont. • PS3 Explain the reasons people came to Ohio • PS1 • H1 • H5 Explain how canals and railroads changed settlement patterns in Ohio and Ohio’s economic and political status in the United States. • ECO3 Explain how entrepreneurs organize productive resources to produce goods and services and that they seek to make profits by taking risks. • SK4-10 Use a problem-solving/decision-making process

  26. Social Studies – Unit 4 • 20th Century Ohio to Present Day • G6 Identify manufacturing, agricultural, mining and forestry regions in Ohio. • G9 • H1 • H6 Explain the importance of inventors such as the Wright Brothers, Charles Kettering, Garrett Morgan, Granville Woods, and Thomas Edison. • ECO1 • ECO4 Explain ways in which individuals and households obtain and use income. • ECO5 Explain why people in Ohio specialize in what they produce and then trade with others, which then increases the amount of goods and services available. • ECO6 Explain why many jobs in Ohio depend on markets in other countries and why Ohio is a market for goods and services from other countries. • G2 Explain why elections are used to select leaders and decide issues. • CRR1 Describe the ways in which citizens can promote the common good and influence their government .

  27. Social Studies – Unit 4 Cont. • CRR2 Explain why personal responsibilities and civic responsibilities are important. • CRR3 Explain the importance of leadership and public service. • CRR4 Explain why characteristics such as respect for the rights of others, fairness, reliability, honesty, wisdom and courage are desirable qualities in the people citizens select as their leaders. • SK1 Obtain information about state issues from a variety of print and electronic sources, and determine the relevance of information to a research topic • SK5 Identify main ideas and supporting details from factual information. • SK7 Read and interpret pictographs, bar graphs, line graphs, and tables. • SK9 Communicate relevant information in a written report including the acknowledgement of sources. • SK10

  28. Thank you! • I hope the information presented in this presentation and during curriculum night has been helpful and informative. Have a Wonderful Night 

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