Humble ISD First Nine Weeks Curriculum and Technology Updates for - - PowerPoint PPT Presentation
Humble ISD First Nine Weeks Curriculum and Technology Updates for Elementary English Language Arts and Reading July 1, 2015 Session Presenters Content Support Today s Session Presenters: Sherry Chapman(ELT) Chanelle
– Sherry Chapman(ELT) – Chanelle Maynard(ALT) – Kaytie Johnston(ALT) – Jennifer Duncan(ALT) – Angie Lavios(ELAR Facilitator) – Jennifer Wilson(ELAR Title Facilitator) – Myra Herbst(ELAR Specialist) – Elizabeth King – Digital Learning Specialist – Kim Bales- Digital Learning Specialist
– Livia Callahan
Technology Application (TA) TEKS will be integrated in 3 areas of the Instructional Framework Documents for Mathematics (K – 10) and ELAR:
1. Performance Indicators (as applicable) 2. TEKS - Suggested Technology Standards 3. Instructional Resources (Digital Citizenship Lessons in Social Studies or Support for Performance Indicators)
3rd Grade English Language Arts and Reading Instructional Framework
Bundle Unit 5 Estimated Duration
1
2 3 4 Synthesize and Summarize and Crafting Imaginative Stories 2 Weeks Unit Overview A well-crafted summary is a tool we use throughout life. It is important to provide the essence of what you know without telling too much. Readers are always organizing the information they encounter so that they can remember and carry it forward to help them understand the rest of the text. In texts some ideas are more significant than others, and those are the ones readers want to remember. After reading fiction, they have an organized memory of the plot, characters, and setting and the relationships among these elements. They know the significant events and the general order in which they
Personal narrative is telling the big and small stories of our lives. At the beginning of the study, the children spend the first part of writing workshop reading, talking, noticing, and then sharing their observations about Personal Narrative Writing through the use of mentor texts. The students will spend the first week of the Personal narrative unit generating ideas and developing drafts. Personal narrative is typically the easiest, most natural form of writing for children because the stories are already complete inside of them, enabling the words to flow more easily onto the paper. This allows the teacher more
children are already doing independently to help them grow as writers. Grade 2 TEKS Alignment 2.9A describe similarities and differences in the plots and settings of several works by the same author Grade 3 TEKS 3.8A sequence and summarize the plot’s main events and explain their influence on future events (RS) Grade 4 TEKS Alignment 4.6A sequence and summarize the plot’s main events and explain their influence on future events (RS) 3.18A write imaginative stories that build the plot to a climax and contain details about the characters and setting 4.16A write imaginative stories that build the plot to a climax and contain details about the characters and setting Student Performance Indicators Reading: For this assessment, create a project based on a book you have read independently. Your project must include: Text and illustrations that sequences and summarizes the plot’s main events, explaining their influence on future events. Descriptions of characters, their relationships, and the changes they undergo in the story. Teacher Note: This assessment is left open ended to read “create a project” so that the differentiation and creativity of each child may be displayed. Some ideas for projects may include but are not limited to: plays, poems, posters, written and oral reports, digital books, movies, Kidspiration concept maps, PowerPoint or Educreations or PhotoStory or iMovie presentations etc… See Technology Resources Section in Instructional Resources. ELAR TEKS: 3.8A, 3.8B, 3.20C, Fig 19E Technology TEKS: 3-5.1A, 3-5.4B, 3-5.6B Writing: For this assessment, write an imaginative story. Be sure your story: Builds the plot to a climax Contains details about the characters and setting. Then, share this written story with a partner or small group, explaining any events from your story that had an influence on future events. ELAR TEKS: 3.17 A, 3.17B, 3.17C, 3.17D, 3.17E, 3.18A
Method of Implementation? Campus discretion
aligned within Social Studies Units…BUT… The method of implementation will still be at campus discretion.
Social Studies units…BUT… We will gather feedback this spring and throughout next year to see if we need to make adjustments to the plan. Please ask your Social Studies teachers to start reviewing evaluating the lessons in order to provide feedback
in SOCIAL STUDIES Technology Resources
http://humbleisd.net/dl
Elementary Secondary
Supersites
http://humbleisd.net/supersites
Supersites
http://humbleisd.net/secondarysupersites
Get a Head Start
http://humbleisd.net/getaheadstart
Google Apps for Education
http://humbleisd.net/gafe
K-12
Show What You Know
http://humbleisd.net/projects
Discovery Education
http://discoveryeducation.com
Humble ISD Edmodo
https://humbleisd.net/edmodo
Reading: For this assessment, create a project based on a book you have read independently. Your project must include: Text and illustrations that sequences and summarizes the plot’s main events, explaining their influence on future events. Descriptions of characters, their relationships, and the changes they undergo in the story. Teacher Note: This assessment is left open ended to read “create a project” so that the differentiation and creativity of each child may be displayed. Some ideas for projects may include but are not limited to: plays, poems, posters, written and oral reports, digital books, movies, Kidspiration concept maps, PowerPoint, Educreations, PhotoStory,
Resources. ELAR TEKS: 3.8A, 3.8B, 3.20C, Fig 19E Technology TEKS: 3-5.1A, 3-5.4B, 3-5.6B
Performance Indicator