Welcome to Curriculum Night 2014-2015 5 th grade class 梅組 竹組
First Day of School! 梅組 (Ume=Plum) 竹組 (Take=Bamboo)
Fact or Myth It is easier to learn a second language when young. Just being in an immersion classroom will make children proficient in a second language. Fact Myth Attentive Listening Active Participation
ACTFL Proficiency Scale Graduation Benchmark & GS Entrance Requirement 8 th Grade Benchmark 5 th Grade Benchmark University Global Scholar Benchmark Novice: words & phrase level Superior: Native or near native of the language Advanced: speak in paragraph level, handle high level academic topics and have good control over grammatical aspects of the language. Intermediate Mid to High: connect sentences and start to speak in paragraph about familiar topics with fairly accurate. The Intermediate low to mid level: be able to maintain sentence level conversation about familiar topics.
Basic Literacy Skills Expectations Students are expected to be able to do: O Use three writing systems appropriately O Compose paragraph writing in Japanese O Read and comprehend various types of texts written in Japanese Read and write Hiragana and Katakana with 100% of accuracy and fluency from memory Read and write studied Kanji from memory
Kanji Retention The number of required new Kanji Grade 1-5 learn approx. 200 kanji approx. 500 combinations
Keys to Succeed in Japanese Class O Participate in class O Listen attentively O Motivation O Reflect on one’s performance O Perseverance and effort O Ask for help O Complete homework and turn it in on time
Japanese Homework O Given on Thursday O Due on the following Wednesday Reading Read aloud: once a day, five times a week Explain the content to show their comprehension Need parent signature Answer comprehension questions in sentences Kanji practice & Writing/Vocabulary practice Math Home Connection when the unit is taught in Japanese
Assessments O Weekly Kanji writing test O Weekly Reading Comprehension tests (HW tests) O Multiplication Fluency tests O Ansho (reciting): two or three per quarter o Hiragana/Katakana reading & writing o Kikitori (Listening tests) o Kakitori (dictation) o On-demand writing assignments
How You Can Help Your Child O Make sure that your child completes homework by him or herself O Listen to your child’s reading everyday and sign off O Encourage your child to get help if needed O Praise your child when he/she meets your expectations
Agreements O Follow teacher’s directions O Listen to the speaker One person speaks at a time Don’t interrupt the speaker Be curious about other person’s point of view O Be respectful to Each other. Personal and school property. O Speak in Japanese O Help each other out O Be safe
Discipline and Consequences When a community agreement has been broken teacher will give the student the following: 1. A visual or verbal cue 2. A reminder of the broken agreement 3. A Think Sheet, e-mail, or a phone call (parent communication) 4. If the problem persists, we will follow the school Discipline Procedure 5. Serious infractions will result in a phone call to parents as well as a Discipline Referral
Think Sheet Name: ____________ Date: ______ During school today, I broke the following community agreement: (Check the triangle that applies to your situation.) Be respectful Be resourceful and do your best Be safe O This is what I did: ______________________________________ ________ O This is what I will do next time: ___________________________________ O This is how my family and teacher can help me: _____________________ Student signature: ________________________ Parent signature: _________________________ (Turn this completed form to Mr. Aubrecht the morning after you received it.) 自分のしたことをかんがえてみましょう。 日づけ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿ 名前＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿ 今日学校で、わたし／ぼくは五年生のみんなのきまりを まもりませんでした。（下のどれかチェックしましょ う。） そんけいする ぜん力でがんばる 安全 ( あんぜん ) にこうどうする O わたし／ぼくのしたこと＿＿＿＿＿＿＿＿＿＿＿＿ ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿ ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿ O わたし／ぼくがなおすこと＿＿＿＿＿＿＿＿＿＿＿ ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿ ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿ ＿ O どうしたら、家ぞくや先生はわたし／ぼくに協力出 来ますか＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿ ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿ ＿＿＿＿ 生徒 ( せいと ) のサイン：＿＿＿＿＿＿＿＿ 大人のサイン：＿＿＿＿＿＿＿＿＿＿＿＿ ( この紙をきちんと大人の人に見せてから、この紙 をもらったつぎの日のあさにとみ田先生に出しま しょう。 )
Learning Community O Importance of a strong learning community. O Conversations and activities regarding what kind of community the students want to create in our classroom. O The students worked together to write a social contract, mottos and CHAMPs posters. O We learned more about each other in sharing ME Bags, letters, writing, reading and math inventories and community meetings
Learning Community Ume Social Contract (written by students…..) O We will listen and not talk or interrupt when the teacher or other students are talking O We will respect and take care of each other; we will not make fun of others, bully anyone or spread rumors. We will try to be nice and include everyone O We will try our personal best and it’s okay to make mistakes O We will focus on Learning: stay on task and not waste time O We will speak up. O We will have fun learning. O We will eat healthy snacks & sit at the back table if we have nuts. We will not share our snacks and we will be clean. O We will be quiet and respectful in hallways, stairs, cafeteria and bathrooms
Learning Community Take Social Contract (written by students…..) O We will not bully, boss or make fun of people’s friends, work, style etc. O We will listen to what people say and not have side conversations O We will be mindful of people’s pet peeves; fidgeting is okay as long as it is not disruptive O We will not talk back or interrupt anybody O We will keep things neat and organized in the classroom O We will be quiet and respectful in the halls, stairs, lunch and bathrooms O We will not be rude at lunch O We will not share snacks; we will clean up after ourselves and our snacks will be healthy; nuts at the back table O We will take time to cool off if we are upset and then have a respectful conversation, letting people know if they are bothering us O We will be the friendly with everyone, no matter gender O We will turn in our best work O We will not vandalize other peoples’ or school property O We will be safe in the classroom O We will Speak Up O We will try our best and not be hard on ourselves.
Learning Community Class Mottos O Just Learn It! O WoHeLo Work Help Love O Nothing Ventured Nothing Gained O Learn ALL or Nothing O Pick up the Pencil! O Mrs. Loveland’s Class: what are you gonna learn today? O I’m Learning It! O Hakuna Matata O If you can’t do it today, you can try again tomorrow
O Students thrive in an atmosphere of respect O All students feel that they can voice their opinions and ideas O Students make good choices for the benefit of themselves and the group O Students are offered certain freedoms when the group is successful. (i.e. Free Seat Friday, Girls/Boys Lunch, fidgets, brain games) O Learning becomes less teacher directed as students take charge of their learning Intended Results of Having a Strong Classroom Community
Great Expectations What can students expect from Mrs. Loveland? O Mrs. Loveland will be fair O Mrs. Loveland will be respectful O Mrs. Loveland will always have high expectations O Mrs. Loveland will challenge and support each student to work to his or her highest potential
Great Expectations What does Mrs. Loveland expect from her students? O Students will be respectful to Mrs. Loveland and each other O Students will work hard and try their best O Students will come to class on time and ready to begin
Discipline & Consequences When a community agreement has been broken the teacher will give the student the following: 1. A visual or verbal cue 2. A reminder of the broken agreement 3. A Think Sheet (parent communication) 4. If the problem persists, we will have a meeting with parents/guardians, teachers, and, if needed, the Principal or Assistant Principal 5. Serious infractions will result in a phone call to parents as well as a Discipline Referral
O Think Sheet O Name: ____________ Date: ______ O During school today, I broke the following community agreement: O (Check the triangle that applies to your situation.) O Be respectful O Be resourceful and do your best O Be safe O This is what I did: ___________________________________________ ___ O This is what I will do next time: ___________________________________ O This is how my family and teacher can help me: _____________________ O Student signature: ________________________ O Parent signature: _________________________ O (Turn this completed form to Mrs. Loveland the morning after you received it.) O 自分のしたことをかんがえてみましょう。 O 日づけ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿ ＿ O 名前＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿ O 今日学校で、わたし／ぼくは五年生のみんな のきまりをまもりませんでした。（下のどれ かチェックしましょう。） O そんけいする O 色々なことをためして、ぜん力を出す O 安全 ( あんぜん ) にこうどうする O わたし／ぼくのしたこと＿＿＿＿＿＿＿＿＿ ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿ ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿ ＿＿＿＿＿ O わたし／ぼくがなおすこと＿＿＿＿＿＿＿＿ ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿ ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿ ＿＿＿＿＿＿＿＿＿＿ O どうしたら、家ぞくや先生はわたし／ぼくに 協力出来ますか＿＿＿＿＿＿＿＿＿＿＿＿＿ ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿ ＿＿＿＿＿＿＿＿＿＿＿＿＿ O 生徒 ( せいと ) のサイン：＿＿＿＿＿＿＿＿ O 大人のサイン：＿＿＿＿＿＿＿＿＿＿＿＿ ( この紙をきちんと大人の人に見せてから、この紙 をもらったつぎの日のあさにあんどう先生に 出しましょう。 )
Mrs. Loveland’s Goals O Create an engaging and fun learning environment O Meet new challenges with a positive attitude O Foster students’ love of learning O Help students Exceed State, District and National Benchmarks O Guide students’ understanding of their role in the classroom learning community O Help students see themselves as capable, independent learners O Help students establish a sense of responsibility and good study habits O Prepare students for Middle School
Reading Curriculum O Updated Scott Foresman Curriculum O Student accounts accessible online O Strategies and Skills to help students reading and comprehension O Utilize a variety of texts (TCI SS Alive) O Thank you PTA!!! O Classroom lending library O Novel studies O Vocabulary & Grammar study
Writing O Journal writing O Revision and editing process O Opinion O Expository, with large research component O Poetry O Writers Workshop Model
Math, Science and Social Studies O Units in both Japanese and English classrooms O Hands-on integrated approach to learning O Social Studies Alive curriculum with individual student online accounts (yea PTA!) Social Studies Alive O Bridges Math Curriculum Bridges Math O Science Units: Ecology, Universe, and Variables O MATH FACT FLUENCY!!
Math, Science and Social Studies Standards O Math Standards: www.pps.k12.or.uswww.pps.k12.or.us/departments/curriculum/1891.htm O Science Standards http://www.pps.k12.or.us/files/curriculum/BenchmarksK5.pdf http://www.pps.k12.or.us/files/curriculum/BenchmarksK5.pdf O Social Studies: http://www.pps.k12.or.us/files/curriculum/BoardAppSSK5Stds.pdf http://www.pps.k12.or.us/files/curriculum/BoardAppSSK5Stds.pdf O Reading: http://www.pps.k12.or.us/departments/curriculum/2015.htm O Common Core State Standards: http://www.pps.k12.or.us/departments/curriculum/7650.htm CCSS in kid language : http://www.thecurriculumcorner.com/thecurriculumcorn er123/2012/12/03/i-can-common-core-standards-k-5/ CCSS in kid language http://www.thecurriculumcorner.com/thecurriculumcorn er123/2012/12/03/i-can-common-core-standards-k-5/
English Homework Composition Notebooks O Assignment given every other Friday O Due 11 days later on Tuesday O Students need to plan ahead of time to complete Daily reading expectations O 20-30 minutes in a variety of genres O Occasional book assignments; SS Alive reading homework Due 2 – 3 times a week: O Math Home Connection O Due on either Tuesday or Friday Homework Calendars are in Student Binders
Grading O 4 grading periods throughout the year O Curricula and report card are aligned with state standards O Variety of formative and summative assessments O Smarter Balance State Assessment O Typing practice at home would be an assethttp://www.smarterbalanced.org/smarter- balanced-assessments/http://www.smarterbalanced.org/smarter- balanced-assessments/
Parent Volunteers If you are interested, please contact us. English class volunteer opportunity O Tuesdays and Fridays to check in homework During occasional Art classes: O Ume Tuesday 8:50-9:30 O Take Tuesday 8:10-8:50 Japanese speaking volunteers: You will be asked to : O Listen to individual students’ ansho (reciting) or reading O Create materials O Event help O Help with their Hiragana, Katakana, and Kanji
Attendance When your child is or will be absent Please let the office know If you know in advance that your child will be absent please let us know Students will be expected to check in with teachers and make up missed assignments 8:05 Tardy Bell When your child comes into class after tardy bell, your child will be marked tardy. Call the school office by 10:00 am if you need to change your child’s after school plan for the day. No children permitted on school grounds without an adult before or after school; students should stay in the cafeteria until bell rings
Communication & Website 1.Mrs. Loveland’s Weekly Blog :Blog 2.Tomita sensei’s website: ① Go to Richmond Website: http://www.pps.k12.or.us/schools/richmond/ http://www.pps.k12.or.us/schools/richmond/ ② Go to staff pages ③ Click Tomita-Farrell, Miki Japanese specific information In an effort to save paper, we'd like to communicate as much as possible with you electronically.
Please remember to… O Sign up for a conference time Conference dates: Oct 29, Oct 30 O Take materials found in your child’s mail box with you O Make sure that you are verified as a volunteer for this year O Write questions on note cards to leave if we don’t get to answer them.
Thank you for coming ありがとう O Jen Loveland email@example.com O Miki Farrell : Tomita sensei firstname.lastname@example.org O Yoshimi Miwa (Intern) email@example.com