1. Oak Knoll Elementary Multi-Age Classroom Grades 3 rd to 5 th School Year 2009-2010

2. Back to School Night  Introductions  What is a multi-age classroom?  What are the benefits of a multi-age classroom?  What is the structure and curriculum of a multi-age classroom?  How will the curriculum be designed to benefit all learners?  How do parents keep informed?

3. What is a multi-age classroom? In a multi-age classroom… the philosophy is that all children can learn, but they learn at different rates. students have greater opportunities to make continuous progress without fear of failure. changes in organization, curriculum, instructional strategies, and assessment all need to be considered in order to meet these developmental levels. there are a variety of motivating activities with attention to learning profile, interests, and abilities. Source: adapted from Janet Caudill Banks

4. What are the benefits of a multi-age classroom? Children… have several years to develop and are able to see themselves as progressive, successful learners. are viewed as unique individuals. The teacher focuses on teaching each child according to his or her own strengths. develop a sense of family with their classmates who support and care for each other. who are older model more sophisticated approaches to problem solving, and younger children are able to accomplish tasks they could not do without the assistance of older children. This dynamic increases the older child’s level of independence and competence. Source: Association for Childhood Education International (ACEI)

5. What is the structure and curriculum of a multi-age classroom? Movement between classes will vary and be flexible according to each child’s needs. While some lessons will be leveled according to ability, others will be structured in heterogeneous groups to address grade-specific skills.

6. What is the structure and curriculum of a multi-age classroom? Heterogeneous Grouping in Homeroom: –Most of the school day –Daily differentiated instruction for social studies, science, language arts –Specialists: PE, library, art, Spanish Homogeneous Grouping: –Math –Literature circles –Grade-specific studies (e.g., cursive, technology, puberty, etc.) –Specialist: music

7. All core subjects will be taught: math, science, social studies, language arts. In this launch year, the focus is 5th grade for social studies and science standards. Math pre-assessments will be issued to determine how to group and teach specific skills and concepts. Specialists: music, Spanish, art, PE, library

8. Reading Teacher-directed reading: –Thematically-linked to social studies –Classic literature –Short stories –Non-fiction (across the disciplines) Thematically-linked independent reading and literature circles Recreational reading

9. Writing Formal writing assignments: –Short story –Summaries (fiction and nonfiction) –Response to literature essay –Persuasive essay –Research projects and reports Informal writing: –Journal responses –Quick-writes –Reading responses Grammar/Conventions of writing

10. Social Studies (5 th Grade) Geography Exploration: Early Explorers Conflict and Cooperation: American Indians and New Settlers Community: Colonial America Change: American Revolution Beginnings: US Constitution and Foundation of the American Republic Expansion: Westward Expansion

11. Science (5 th Grade) Water Planet: The Earth’s location to the Sun, and its presence of water, support life. Mixtures and Solutions: Elements and their combinations account for all the varied types of matter in the world. Living Systems: Living organisms have specialized structures that support life.

12. Math (Textbook: Everyday Mathematics) Goal: build understanding over time moving from informal exposure to formal instruction. To achieve student proficiency, Everyday Math includes repeated exposures of concepts and skills in more complex forms as students advance through grades. Different children progress at different rates, so multiple exposure to important content are critical for accommodating individual differences. Because grade-level goals are cumulative, children need to experience the complete curriculum at each grade level. Myriad assessments provide teachers with information to plan instruction and also to measure students’ progress toward goals. Within each grade, teachers will differentiate by ability through modifications and enrichments. Differentiation by learning style is also part of the program.

13. MATH PROGRAM GOALS NUMBER AND NUMERATION OPERATION AND COMPUTATION DATA AND CHANCE Understand the meanings, uses and representation of numbers Understand equivalent names for numbers Understand common numerical relations Compute accurately Make reasonable estimates Understand meanings of operations Select and create appropriate graphical representation of collected or given data Analyze and interpret data Understand and apply basic concepts of probability (qualitative and quantitative)

14. MATH PROGRAM GOALS MEASUREMENT AND REFERENCE FRAMES GEOMETRYPATTERNS, FUNCTIONS, AND ALGEBRA Understand the systems and processes of measurement; use appropriate techniques, tools, units, and formulas in making measurements Use and understand reference frames Investigate characteristics and properties of two- and three- dimensional geometric shapes Apply transformations and symmetry in geometric situations Understand patterns and functions Use algebraic notation to represent and analyze situations and structures

15. How will the curriculum be designed to benefit all learners? ♦ Essential (Enduring) Understandings ♦ Essential Questions

16. COMMUNITY (Colonial America) Tolerance enhances a community by supporting growth, welcoming diversity, and encouraging new ideas. Persecution develops when intolerant people oppress vulnerable groups for wealth and power. People may rely on their environment and an economic system to survive and achieve a standard of living. EXAMPLES OF ESSENTIAL UNDERSTANDINGS

17. ENDURING (or ESSENTIAL) UNDERSTANDINGS “Big ideas” – also described as a linchpin idea; essential for understanding Important understandings that we want students to “get inside of” and retain after they’ve forgotten many of the details Goes beyond discrete facts or skills to focus on larger concepts, principles, or processes Transfer value Reference: Understanding by Design by Wiggins and McTighe

18. Essential questions: “a critical driver for teaching and learning. They engage students in the study and create a bridge between performance-based activities and deeper, conceptual understandings.” ESSENTIAL QUESTIONS Source: Lynn Erickson, Concept-Based Curriculum and Instruction

19. Movement (Literature/Social Studies) How can movement cause people to be uncomfortable and create conflict? How does movement create growth and change? Why do people avoid movement and change? How can movement and change lead to wise choices?

20. Essential Understanding Essential Unit Guiding Questions Tolerance enhances a community by supporting growth, welcoming diversity, and encouraging new ideas. How does tolerance enhance the diversity of a community? Persecution develops when intolerant people oppress vulnerable groups for wealth and power. How does intolerance cause persecution of vulnerable groups? People may rely on their environment and an economic system to survive and achieve a standard of living. How does environment impact a community’s economy?

21. Literature and Writing Unit 1.How and why do characters change over time? 2.How do settings affect characters? 3.How does figurative language impact readers’ experiences? 4.How are themes similar across works of literature? 5.How do writers craft a response to literature to critically respond to reading?

22. Measurement Unit 1.How are different objects measured? 2.How are the area and volume of solid figures determined? 3.How do people convert within a system of measurement? 4.How do people use this information?

23. How do parents keep informed? Access this website for information: www.ok345.pbworks.com Friday letter Volunteer opportunities Event schedule Support links

24. Communication Mrs. Tom: Room 21 mtom@mpcsd.org Ms. Clancy: Room 19 kclancy@mpcsd.org Ms. Bouret: Room 20 jbouret@mpcsd.org

25. THANK YOU!! Oak Knoll PTO Menlo Park Foundation Parent Volunteers