Elementary Curriculum

September 2, 2010

Our Purpose

•To provide updates on standards, curriculum and programs for the 2010-2011 school year.

•To allow time for articulation between schools and grade level teams.

•To improve the educational experience for the students of the Hamilton Township School District.

Norms

•Keep conversations on topic.

•Manage your personal technology.

•Presume positive intentions.

•Be collaborative and accountable to

the team.

Welcome Back

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Questions

Content AreaGrade LevelEmailQuestion

Standards

Type of Standard Subject Area Year Adopted Website

New Jersey Core Curriculum Content Standards

Visual and Performing Arts

Health and PE Science Social Studies World Languages Technology 21st Century Life

and Careers

2009 http://www.njcccs.org/

Common Core State Standards

English Language Arts (ELA)

Literacy in History/Social Studies, Science and Technical Subjects (6-12)

Mathematics

2010 http://www.corestandards.org/the-standards

NJ CCCS

•The NJ CCCS were adopted by the State of New Jersey.

•These standards cover grades PreK-12 and replace the 2004 standards.

•The NJ CCCS are searchable on the NJ DOE website.

Comprehensive Health & Physical Education•The 2009 Standards are online at

www.njcccs.org.

•Teachers should use current curriculum guides (aligned to 2004 standards) until new guides are ready.

•Information found in the packet is based on 2009 standards and can be used as a guide to help plan lesson content.

Comprehensive Health & Physical Education •Elementary students in NJ require 150

minutes per week of Comprehensive Health & Physical Education (this includes character education and safety education).

• It’s recommended that students receive 30 minutes of physical activity on a daily basis EXCLUSIVE of RECESS.

•Physical activity is recommended on days the physical education teachers are not available.

Comprehensive Health & Physical Education •Physical activity can be broken up into 5 or

10 minute segments (see classroom energizers in the back of curriculum guides).

•Physical activity breaks can be scheduled in between changing the subject matter.

•Activity can be performed to music or song which adds a Performing Arts component – Dance is both a Performing Art and a particular form or type of movement.

Comprehensive Health & Physical Education

Physical activity counts towards the 150 minutes when it contains an objective – i.e.

Cardio-vascular fitness, muscle strength, flexibility, agility, coordination, endurance,

balance, power, speed, skill, social interaction, or self-expression.

Idea Sharing

Talk to your table and share one or two

activities you use in your classroom to

fulfill the health and physical education

requirement.

Social Studies

• Use the 2009 New Jersey Core Curriculum Content Standards• Units of study have been provided with

correlations to the standards• May integrate with Math and English

Language Arts

Please review the units in your packet. Discuss with your table.

Science

• 2009 NJCCCS were used to formulate Units of Study for each of the elementary grade levels.• By teaching the units of study, all

students in the district will be exposed to all of the standards.• Units are designed to utilize the materials

you already have available.

Science

• These units will be the framework for the curriculum guides. More details will be shared as they are completed.• Standard 5.1 is not included in the units,

since it is a process standard that indicates how the science should be taught.

•Research shows that science is best taught by doing. Students need to explore the concepts.

Please review the units in your packet. Discuss with your table.

Curriculum MappingHow will you teach this year?

Battle of the Acronyms

•CCCS•PIP•GT•ESL•LAL

•CCSS•PDP•ALPS•LEP•ELA

VS.

Common Core State Standards•The Common Core State Standards were

developed collaboratively among forty-eight states.

•The Common Core is not a national curriculum, however many states have already adopted these standards. As a result, students in Kentucky will use the same ELA or Math standards as students in New Jersey.

•The Common Core covers grades K-12, and sets benchmarks for College and Career Readiness.

Common Core State Standards

•They are currently available on the Common Core Website in web-based format or PDF file.

•A new national assessment is being developed; it will take a few years to be created and will eventually replace the NJ ASK.

•These standards will replace the NJ CCCS in Math (2008) and LAL (2004).

Organization of the CCSS•Domains are larger groups of

related standards. Standards from different domains may sometimes be closely related. (similar to NJCCCS Standard)

•Clusters are groups of related standards. Note that standards from different clusters may sometimes be closely related, because mathematics is a connected subject.(similar to NJCCCS Strand)

•Standards define what students should understand and be able to do.(similar to NJCCCS CPI)

Check for Understanding

Turn to your partner and discuss the differences

between the NJ CCCS and the Common Core State

Standards.

English Language Arts

•Language Arts Literacy is now known as English Language Arts (ELA).

•Teachers will use the 2010 Common Core State Standards to plan instruction.

•Alignments between NJ CCCS and ELA standards are included in your packet.

Please review the ELA standards. Feel free to discuss with your table.

Writer’s Workshop

•Based on feedback from the June workshop, the timeline of the units of study has been revised at each grade level.

•The units are being revised and updated with the new ELA standards and objectives. Specific lessons are being revised as well.

•All September launching units are posted online.

The revised timeline for the units of study is in your packet.

Elementary MathematicsCommon Core State Standards (CCSS)•New 2010 Common Core State Standards (CCSS)

were approved at the State BOE’s June meeting.• Standards now exist at all grade levels K – 5•Continue to teach using the current curriculum

which is aligned to address the 2008 NJCCCS.•According to the NJDOE the Spring 2011 NJASK 3-

8 will align to the 2008 NJCCCS•New curriculum will be aligned to 2010 CCSS by

fall 2011.

• Familiarize yourself with the CCSS through alignment documents (document provided in packet).

• Understand where the 2008 NJCCCS now fall within the 2010 CCSS.

• Many CPI’s have been moved to previous or later grade levels.

• Begin thinking about how to teach fewer, clearer, higher standards to mastery in 2011 – 2012.

• A link to the CCSS can be found on the Hamilton Math Teachers’ Page.

Elementary Mathematics2010 CCSS District Expectations

Please review and discuss the Math CCSS that are included in your packet.

District Math InitiativesBenchmark Assessments Grades 3 – 5

• Four benchmark assessments per grade level.

These assessments are district created. Three open ended questions per assessment. Approximately 30 questions.Administered at the end of each MP.

• Can be given through Learnia or by paper and pencil.

• Aligned to curriculum pacing and sequencing.

• Should be used to determine what taught skills have not been mastered and need to be spiraled in through centers and other activities.

Forthcoming•Grade 2 end of year summative assessment.

•2008 NJCCC and 2010 CCSS alignment to Math Expressions - to be posted on teacher web page by Sept. 20th.

•Benchmark Alignments

•What standards will be assessed on each benchmark test by grade level, marking period and where it can be found in Math Expressions.

Grade 3 Benchmark 3 CCSS 2010 Common Core State Standards UDL1 – U6L104.1.3.A1 Use real-life experiences,

physical materials, and technology to construct meanings for numbers (unless otherwise noted, all indicators for grade 3 pertain to these sets of numbers as well). Whole numbers through hundred thousands Commonly used fractions (denominators of 2, 3, 4, 5, 6, 8, 10) as part of a whole, as a subset of a set, and as a location on a number line

3NF1

3NF2

Develop understanding of fractions as numbers.•Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. •Understand a fraction as a number on the number line; represent fractions on a number line diagram.1.Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.

U1L1, U1L2, U1L3, U1L4, U1L13, U6L2, U6L3, U6L4, U6L6, U6L7, U6L8, U6L9, U6L10, U6L11, U6L12, U6L13, U6L14, U6L15, U6L16, U6L17, U7L5, U7L7

3

Curriculum Guides

Adoption of New Guides

•All curriculum guides will need to be updated in the next few years.

•All guides will be updated using the new guide template.

•New guides will be organized into units, and will provide pacing information as well as objectives and standards.

•New guide format is based on QSAC and NJ Administrative Code Requirements.

Subject Area Standards to Use

Math NJ CCCS – 2008

English Language Arts Common Core – 2010

Science NJ CCCS – 2009

Social Studies NJ CCCS – 2009

Health/PE NJ CCCS – 2009

Visual and Performing Arts NJ CCCS - 2009

World Language NJ CCCS – 2009

Now What?

How can you take this information and turn

it into a way to improve student

achievement?

Change in Programs

Library Instruction

•The number of librarians was reduced from nine to six.

•They each work with three schools.•They will provide 13 lessons per year for

each grade level.•Librarians will follow a set calendar for

instruction. Time for make-up classes has been built into the schedule.

Library Instruction

•The lessons will be clustered by marking periods. ▫K-2: First and Third Marking Periods▫3-5: Second and Fourth Marking Periods

•Students will only be graded on library skills during the marking periods that they receive instruction.

•Students will circulate books from the library all year.

World Languages• Spanish instruction will not begin until October.

• The Spanish curriculum will be presented by the classroom teacher.

• SALSA DVD program will continue in grades K-2 and will be expanded to include grades 3 and 4.– Additional SALSA lessons have been purchased– Each lesson should take three weeks

• Week 1 – introduction of vocabulary/reproducible resources• Week 2 – watch video• Week 3 – website/activity/reinforcement

– Supplemental activities and websites will be provided by World Languages Supervisor – Sue Diszler

World Language

•Grade 5 will focus on the Spanish speaking culture

•Projects/units will be developed on▫Spanish speaking countries▫Spanish holidays▫Famous Spanish speakers

World Languages Website

Website will be created for the classroom teacher to utilize throughout the year

Website will include: Suggested pacing Objectives Correlation to the NJCCCS for each lesson Transcripts (translations) of each video A list of websites to be used as reinforcement

World Languages - Grading• Each student will be assessed on the two

World Language - Spanish indicators • Participates willingly and cooperatively in the

lesson• Demonstrates skills in Spanish appropriate to

developmental level• Use the key on the report card• + Above Grade Level Standards• √ Meeting Grade Level Standards• ^ Needs Improvement• (-) Below Grade Level Standards

Thank you!

Have a great year.