1. Welcome to Curriculum Night
2nd Grade
Folsom Elementary

2. Teacher Introductions
Lori McGrath
Stephanie Meagher
Lindsey Sitzes
Brittnie Alphin
Janie Donnelly
Hope Loveland
Alisha Balak

4. Course Map
Roadmap of content covered, estimated timeline for each course and how course is vertically aligned. These documents are located on the district webpage under Curriculum and Instruction.

5. Reading/Language Arts – 90 minutes of instruction
The Balanced Literacy approach engages children in a variety of reading and writing experiences that model powerful examples of effective literacy practices using fiction, and nonfiction, informational, persuasive, prose, drama, and media texts. Children learn in a supportive environment where lessons are designed with appropriate scaffolding to meet the needs of all. A gradual and anticipated release of responsibility from teacher to student moves learners along a planned continuum on their journey toward independence.

6. Reading/Writing Instructional Approach…
The elements of a Balanced Literacy approach are as follows:
• Read Aloud
• Shared Reading
• Guided Reading
• Independent Reading
• Word Work/Vocabulary
• Shared Writing
• Independent Writing

7. Spelling/Word Work Purpose
The purpose of Word Study/Word Work instruction is to develop and promote fluent writing. Research shows that students need to develop strong visual images of whole words and demonstrate correct English spelling in everyday writing. (Fitzgerald Method and Marie Clay’s Method). The traditional method of memorization of spelling words does not support the development of spelling skills. Word Study allows students to observe words to discover their patterns and conventions in order to read, write, and spell.

8. Spelling/Word Work
In grades 1st-4th: 15 high frequency words will be pre-assessed from the previous school year, and this assessment will be completed within the first three weeks of instruction.
Words will need to be spelled and read.
There will be a pre-assessment each nine weeks.

9. Math 90 minutes of instruction
The Prosper ISD K-12 Math Department believes in purposeful teaching that allows students to make the connections between concrete explorations and abstract concepts. Teachers develop conceptual understanding and move students to abstract application through the use of three phases: (1) concrete, (2) representational, and (3) abstract.

10. Math
Prosper ISD math teachers use a variety of teaching methods including: modeling, inquiry, direct instruction, guided practice, interactive models, differentiated tasks, electronic demonstrations, and cooperative learning.

11. Social Studies 45 minutes of instruction
The elements of a rigorous and relevant social studies classroom in PISD include: • Charts/Maps/Graphs – A primary source for interpreting, analyzing and application of data. • Inquiry Based Learning – Learning how to solve, defend or develop knowledge or solutions. • Content Area Reading and writing – Read materials that are related to social studies and apply historical writing techniques. • Primary Sources – Original materials that have not been altered or distorted in any way. Examples are not limited to the following: music, time period speeches, articles, maps, photographs or artifacts.

12. Science 45 minutes of instruction
Inquiry-based learning, use of technology, and investigative activities promote high engagement and curiosity of our students. Therefore, the Prosper ISD Science classes seek to:
Promote and support all aspects of effective science teaching, including new technologies and instructional strategies;
Encourage the natural curiosity of learners at all levels;
Increase scientific literacy and the application of science to everyday life;
Promote science as a vehicle for lifelong learning for all students;
Assume a leadership role in advocating for science education and creating an understanding of the value of science.

13. Technology usage in the classroom…
iPads
Promethean
Chromebooks
Google Classroom

14. Extensions and Challenges
Differentiation
Small group instruction
Pre-assessment
Formative assessment
Data to drive instructional decisions

15. Performance Tasks
A performance task is any learning activity or assessment that asks students to perform to demonstrate their knowledge, understanding and proficiency. Performance tasks yield a tangible product and/or performance that serve as evidence of learning. Unlike a selected-response item (e.g., multiple-choice or matching) that asks students to select from given alternatives, a performance task presents a situation that calls for learners to apply their learning in context.

16. Intervention/Tutoring
Small group instruction
Data to drive instruction – CoGat, Fountas and Pinell Benchmark Assessment, curriculum based assessments, etc.

17. Homework… Focus on quality not quantity
Homework should have meaning and be tied directly to learning

18. Skyward
In Skyward you will be able to access your child’s attendance, discipline, and grades.
2 grades per week for Math and ELAR. 1 for Science and Social Studies.
Major grades=60%, Daily grades=40%.
Students will have one opportunity to redo or retest if they score less than a 75 on a major or minor assessment once they receive high quality corrective instruction.  Students may earn a maximum grade of a 75.
1 day will be provided to complete work for each day absent without grading penalty.

19. Learning and Working Together
Exceptional Classroom
Schedule:
7:55-8:55 Math
9:00-9:55 Specials
10:00-10:30 Tier Time
10:30-11:00 Lunch
11:00-11:30 Math
11:30-12:00 ELAR
12:00-12:30 Recess
12:30-1:30 ELAR
1:30-2:15 Snack/Science
2:15-2:50 Social Studies
Expectations
Students are expected to behave in a manner that does not disrupt the learning of others.
REACH
Respect
Encourage
Appreciate
Communicate
Honor

20. Communication Classroom Pages Email/Phone Calls
Parent University (Prosper ISD website)

21. Our Contact Information
Lori McGrath ext
Lindsey Sitzes ext
Brittnie Alphin ext
Janie Donnelly ext
Alisha Balak ext
Hope Loveland ext
Stephanie Meagher ext