1. WELCOME TO CURRICULUM NIGHT BIENVENIDOS A LA NOCHE DE CURRÍCULO
5th Grade Dual Language
Rucker Elementary

2. Teacher Introductions
5th Grade Team
Teacher Introductions
Paul Beaty
Kelly Hernandez
Carol Loper
D’Ann Gibson
Kerry Houston

4. Course Map
MATH
ELAR/SLAR
SCIENCE
SOCIAL STUDIES

5. English Language Arts/Spanish Language Arts
          Balanced Literacy is a framework designed to help all students learn to read and write effectively.  The program stands firmly on the premise that all students can learn to read and write. This balance between reading and writing allows students to receive the teaching needed in order to reach grade level status, while allowing students to work at a level that is not frustrating for them. All content taught can be found at
just click on the grade level and subject matter to find all of the Texas Essential Knowledge and Skills (TEKS).

6. Reading/Writing Instructional Approach…
All of the following elements contribute to producing literate citizens of the 21st Century
Reading Aloud
Shared Reading
Guided Reading
Independent Reading
Modeled/Shared Writing
Interactive Writing
Independent Writing

7. READING Shared Reading: Teacher and students read text together
Demonstrates awareness of text
Develops sense of story or content
Promotes reading strategies
Develops fluency and phrasing
Increases comprehension
Encourages politeness and respect
Reading Aloud: Teacher or other student reads selection aloud to students
Provides adult model of fluent reading
Develops sense of story/text
Develops vocabulary
Encourages prediction
Builds a community of readers
Develops active listening
Independent Reading: Students read independently
Encourages strategic reading
Increases comprehension
Supports writing development
Extends experiences with a variety of written texts
Promotes reading for enjoyment and information
Develops fluency
Fosters self-confidence by reading familiar and new text
Provides opportunities to use mistakes as learning opportunities

8. Writing
Modeled/Shared Writing: Teacher and students collaborate to write text; teacher acts as scribe
Develops writing strategies
Supports reading development
Provides model for a variety of writing styles
Produces text that students can read independently
Necessitates communicating in a clear and specific manner
Interactive Writing: Teacher and students compose together using a "shared pen" technique in which students do some of the writing
Provides opportunities to plan and construct texts
Increases spelling knowledge
Produces written language resources in the classroom
Creates opportunities to apply what has been learned
Independent Writing: Students write independently
Strengthens text sequence
Develops understanding of multiple uses of writing
Develops active independence

9. 40 Book Challenge “YOU WANT ME TO WHAT?”
The kiddos will be reading forty books this year. This includes books we read together for class.
The kiddos will be reading from a variety of genres in order to explore books they might not ordinarily read and to develop an understanding of literary elements, text features, and text structures.

10. 40 Book Challenge THE EXPECTATIONS Poetry anthologies/novel: 3
Traditional Literature: 3
Realistic Fiction: 4
Historical Fiction: 3
Fantasy: 4
Science Fiction: 2
Mystery: 2
Informational: 4
Biographies, Autobiographies, Memoirs: 2
Graphic Novels: 2
Personal-choice chapter books: 11
** One book from each genre in Spanish.

11. SOMETHING IMPORTANT ABOUT YOUR 40 BOOK CHALLENGE
Any book you read that is more than 250 pages long will count as TWO books.
Although the challenge itself is not for a grade, we will be taking grades from the content.
Students will be assessed through various activities and “book report” type activities that demonstrate an understanding of their chosen books.
We want to give the students choice and give them ownership of how they demonstrate that understanding.

12. Reading/Language Arts Assessments
Gradebook-
60%- tests, projects, long term assignments
40%- quizzes, daily assignments
Unit Tests
MAP testing
STAAR
Other formative assessments-observations, conferencing, group work and interaction

13. ELAR/SLAR HOMEWORK
Please have your kiddo read at least minutes every night! EN/SP
Students are encouraged to study the week’s word focus material.
Additional homework will be assigned according to current concepts.

15. Language Arts Gifted & Talented
The William and Mary Curriculum explores patterns of change across a variety of literary works.
Other skills include:
Examining the similarities and differences in meaning among selected works of literature
Developing writing skills to include persuasive, personal narratives and expository writing
Analyzing the form and function of words in a given context including analogies, vocabulary webs and other resources to support new vocabulary
Analyzing the structure and meaning of figurative language expressions
Analyzing and evaluate the structure of oral presentations or passages

16. Social Studies
The elements of a rigorous and relevant social studies classroom in PISD include:
• DBQ Project – A coordinated plan for advanced level and technical writing in the social studies classroom. (4th grade and up)
• 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.

17. 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.

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

19. UPS Check and Reflect Problem Solving Model
Prosper ISD will be implementing a standard problem solving model for students in grades K-12.
Math problem solving should be based on an understanding of any problem, initiate a plan, execute it, and evaluate the reasonableness of the solution.

21. Science 45 minutes of instruction – 30 minutes for K-1
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.

22. Technology usage in the classroom…
iPads
Student devices
Promethean
Schoolfusion
Laptops
Chrome books
Google Drive
E-reader (reading)

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

24. 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.

25. Performance Task Cont. Example:
Since they know that you have just completed a unit on South America, your aunt and uncle have asked you to help them decide where they should live when your aunt starts her new job as a consultant to a computer company operating throughout the region. They can choose to live anywhere in the continent.
Your task is to research potential home locations by examining relevant geographic, climatic, political, economic, historic, and cultural considerations. Then, write a letter to your aunt and uncle with your recommendation about a place for them to move. Be sure to explain your decision with reasons and evidence from your research.

26. Intervention/Tutoring/TIER TIME
Small group instruction
Data to drive instruction – MAP, Fountas and Pinell Benchmark Assessment, TPRI, curriculum based assessments, etc.
Response to Intervention
45 minutes at the beginning of every class period
Extension activities

27. Homework… Focus on quality not quantity
Homework should have meaning and be tied directly to learning
Reading and math should be nightly homework – focus on how we differentiate for the various levels of learners

28. Grades
Grading Policy

29. Attendance, discipline, grades K-5
SKYWARD
Attendance, discipline, grades K-5

30. Learning and Working Together
Daily
Exceptional Classroom
Schedules & Rotations
One week students will begin with homeroom, the following week students will start with other teacher.
Beaty
Tier time 7:35-8:20
Math 8:20-9:50
Science 9:50-10:35
Switch
Math 10:35-12:05
Science 12:05-12:50
Expectations
Management
REACH
Hernandez
Tier time 7:35-8:20
Elar 8:20-9:05
Slar 9:05-9:50
Social studies 9:50-10:35
Switch
Elar 10:35-11:20
Slar 11:20-12:05
Social studies 12:05-12:50
12:50-1:20 Lunch
1:20-1:50 Recess
1:50- 2:45 Specials

31. Communication is the Key

32. Communication Newsletters on teacher page School Fusion Website
Skyward Messages
Connected
/Phone Calls/Class Newsletters
Prosper ISD Web Site – Parent tab
Contact content teacher for questions related to
content

33. Our Contact Information
Paul Beaty
ext
Kelly Hernandez
ext

34. “You can teach a student a lesson for a day; but if you can teach him to learn by creating curiosity, he will continue the learning process as long as he lives.”
~Clay P. Bedford