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Running head: CURRICULUM DEVELOPMENT

Penn State University Harrisburg, Elementary Education and Early Childhood Education

Curriculum Development, 1st Grade, Ages 5 – 6 Years Old

Missy Snyder

November 29, 2013

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CURRICULUM DEVELOPMENT

My Educational Philosophy

There is something to be said about the satisfaction you receive by making a difference in

someone’s life. Making a difference in my students’ lives is something that I will strive to do

every day. Because I believe that the purpose of education is to prepare students to be lifelong

learners with emphasis on the process of how one comes to know. This can be achieved by the

questions that arise through the individual experiences of students in physical and cultural

contexts. Therefore, my philosophy of education is Progressivism, which emphasizes the

betterment of individuals in society. Progressive education has several components to it. First, it

incorporates the students school program into their home lives and the community that surrounds

them, so we are able to look at the whole student, not just the one that comes to school.

Secondly, it stresses social interaction to enhance learning in classroom practices. Lastly, it

emphasizes an approach to education that demonstrates the importance of metacognitive

thinking. These elements will be discussed below and will include examples of why they are

important to my personal educational philosophy.

As noted above being able to look at the whole student will strengthen the school-home

connection. Parental involvement in a student’s educational career will be the foundation for

having the capacity to comprehend instilled in them. Involving parents in school is an important

part of any students’ educational career. I will create a caring community of learners by

encouraging parental involvement. I will provide information and ideas to families about how to

help students at home with homework and other curriculum-related activities, decisions, and

planning. Showing parents that their students will learn more at school if they feel they are given

the support they need at home will be an extension of this capacity and a place where it can grow

and flourish. Although some students may not have an ample number of these capacities when

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starting school, I will utilize other students to mentor and ensure their ability to comprehend and

engage in learning. John Dewey (2009) believed that students should be involved in real-life

tasks and challenges. Showing students how their actions affect the community that surrounds

them and that they will someday become a member of the community will make their connection

that much stronger. When parents and other community members come into the school, they

demonstrate the value they place on education by working as tutors and aides, sharing their

cultures, and demonstrating other types of expertise (Tompkins, 2010). By working and

learning directly in the community, they will learn that community service leads to hope for the

community and builds compassionate values within students. By using these real world

experiences, I can show students that I am making a difference in their lives with the hopes that

they will make a difference in someone else’s, which is the basis of Progressivism.

A second part of Progressivism is stressing social interactions to enhance learning.

Giving the students the opportunity to learn through the experiences I provide for them is

something that I will strive to do every day. To achieve this goal, genuine learning will originate

with the learner. It is important for the students to know what type of learner they are and use

this knowledge to determine how best to master the task at hand. Having several stations

throughout the classroom will enable students to learn the way they know how. For example,

during math class, one station will be set up for use of manipulatives, one station set up using

technology, and one station set up with white boards. Enabling students to know their strengths

and weaknesses will help them to develop their own understandings and allow each other to

clarify their ideas. These stations will also serve as time for me to implement differentiated

instruction to students who are in need of individual attention. By differentiated instruction, I

will build on the students’ strengths, providing options in content material and assessments, and

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aligning instructional strategies with the students’ learning styles. By using differentiated

instruction I will be able to reach all of the students’ academic levels, challenging those who

need it and providing scaffolding to those who need the extra support.

My role will be to engage students in inquiries that they develop themselves. I believe

teaching curriculum standards around the students’ experiences, interests, and abilities will

encourage them to work together cooperatively. This will also give students a sense of

importance when given the task to manage their own learning. By having these social

interactions, I will be enhancing the learning practices in my classroom. I will be able to assess

these learning practices through the use of informal observations of the experiences the students

have with the curriculum standards. Although there will be times that formal assessment will be

necessary, I am confident that the experiences my students have constructing their own

knowledge will enable them to prove mastery level of the curriculum.

Finally, my educational philosophy emphasizes an approach to education that demonstrates

the importance of metacognitive thinking. In today’s world, I believe John Dewey would have

endorsed Robert Marzano’s (2007) approach, that is detailed in Teachers, Schools, and Society,

of stressing the importance of teaching students how to think about their own thinking, better

known as metacognition. This way of thinking teaches students how to plan an approach that

would have them monitor their own understanding, and then evaluate their own learning (Sadker

& Zittlemen, 2007). Being aware of ones thinking and directing it consciously and strategically

toward a result is the strategy that helps us become more efficient in our learning. We can then

use this strategy to enhance our knowledge and manage our own thinking. For example I will

show students how I am using metacognition by verbalizing the steps that I am taking to solve

the problem. By modeling my own metacognition, this will help students to see their own

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thinking. I will also ask students to think about what they might do to learn something they want

to know. By emphasizing this approach to education students will demonstrate the importance

of metacognitive thinking.

I believe that if we focus our attention on the needs of the students, everything else will fall

into place. By offering services in schools that students may not receive otherwise, stressing

social interactions that enhances learning, and emphasizing the importance of metacognitive

thinking, we will be creating an environment conducive to learning. Knowing that students can

make a difference in school and their community will allow them to build self-confidence, self-

awareness and this will show in their educational progress, which is part of their journey to

becoming a better humanist.

References

Dewey, J. (2009). Democracy and education. Sioux Falls, SD: NuVision.

Sadker, D., & Zittlemen, K. (2007). Teachers, schools, and society (2nd ed.). New York, NY:

McGrawHill.

Tompkins, G. E. (2010). Literacy for the 21st century: A balanced approach (5th ed.). Boston,

MA: Allyn & Bacon.

Social/Emotional Content

Environment As A Third Teacher

When I think about the environment of my classroom, I think about how my classroom

will be an inviting place to learn. I will design and prepare my classroom to optimize large and

small group interactions, constructive play, and social learning. Having specific areas designated

for meetings, construction/block area, creative arts, dramatic play, and reading/writing will

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create an environment that will aide in curriculum implementation. Organizing my classroom

with materials that are clearly labeled with pictures and words will enable students, including

diverse learners to be able to find the materials they need for projects.

I intend to use the outdoor environment as a form of education in many ways in my

curriculum. The outdoor environment will help foster all students inquiry-based learning style. I

will integrate several subjects into reading and writing by having students write and read stories

about the outdoor environment. For example, you can read about outdoor environment through

books on how to conserve, nature, and plants/animals. Students can write their own books about

their outdoor experiences during a walk, map of the community, and the seasons. Diverse

learners can draw pictures or make something with the items from outdoors.

Curriculum As A Third Teacher

From the first day of school, routines are taught in order to increase instruction time and

minimize behavior issues. In the beginning of each school year, the time and energy you put

into teaching routines and procedures will be well worth it after the students are able to complete

them in a timely manner. Because these routines and procedures will be new to everyone,

diverse learners will not feel they are given different instruction. This will give them a sense of

being part of the classroom community. Being accepted as who you are is a large part of what

makes everyone special and unique. I will foster the abilities of all learners but especially

diverse learners by making them feel special and unique in my classroom.

Young children need to have structure in their lives in order to be successful. Informing

students what the structure of their day will look like helps them to know that there will be not be

surprises. During morning meetings we will discuss the events of their day. As we transition

throughout our day, I will tell the students where we are going and what the next steps will be in

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their day. This will help them to know they are in a safe and caring environment. I will also

send a newsletter home to parents at the beginning of the week so they are informed about what

their child’s week will include. This helps to foster a home – school connection.

Behaviors Teachers Find Challenging During Instruction

In today’s classrooms, students have more going on in their personal lives than ever

before. Therefore the behaviors they portrait in the classroom may be the influenced by these

changes. Teaching children that there is a consequence for their actions is one of the procedures

I will implement in my classroom. Making good decisions is often hard for students, so I will

ensure that students are aware that they are in control of the decisions that they make. Diverse

learners may not be able to understand or comprehend these concepts, so I will make sure that I

speak to the students on their level and if necessary, have an ELL teacher translate the concepts

for them. I will also partner diverse students with other students who can show them appropriate

behaviors.

In order for students to be focused during instructional activities, I know that the basic

needs of students need to be met. If these needs are not met, this can lead to behaviors that

disrupt the entire class. There are several strategies that I’ve seen in my field placement that are

effective for not loosing instructional time. One of them is that children use a hand signal in

order to tell the teacher that they have certain needs (i.e. bathroom, drink, nurse). Another

strategy is at transition time, all students are given the opportunity to use the bathroom or get a

drink. When behaviors do arise, as a teacher I can decide to ignore it and keep instructing, use

positive examples, “I like the way John is sitting” or use the behaviors as a teachable moment.

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Grid of Standards Developed By: Melissa Schoffstall, Missy Snyder, Autumn Marko, & Courtney Goodburlet

EDUC 403, Penn State Harrisburg

SeptemberLanguage Arts

Reading Independently

Standards Addressed: 1.1.1.B: Use word recognition techniques:

o Demonstrate phonological awareness through phoneme manipulation.o Demonstrate knowledge of letter sound correspondence (alphabetic principle)

to decode and encode words.

Reading, Analyzing, and Interpreting Text

Standards Addressed: 1.2.1.A: Demonstrate concepts of print- Identify text organization and use content to

derive meaning from text. 1.2.1.E: Read and respond to essential content of text.

Quality of Writing

Standards Addressed: 1.5.1.A: Identify and write about one specific topic. 1.5.1.F: Use grade appropriate conventions of language when writing and editing.

o Spell common, frequently used words correctly.o Use capital letters correctly.o Punctuate correctly.o Begin to use correct grammar and sentence formation.

Speaking and Listening

Standards Addressed: 1.6.1.A: Listen actively and respond to others in small and large group situations with

appropriate questions and ideas 1.6.1.B: Use appropriate volume and clarity in individual or group situations. Deliver

brief oral presentations on a topic supported by visual aids.

Characteristics and Functions of the English Language

Standards Addressed: 1.7.1.A: Recognize formal and informal language used in speech.

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Math

Unit Focus: Number Sense

Standards Addressed: 2.1.1.A: Demonstrate the relationship between numbers and quantities, including place

value, one-to-one correspondence, rote counting, counting by twos to 20, counting by tens and fives and comparing values of whole numbers up to 100.

2.1.1.E: Describe even and odd numbers as they relate to a number pattern. 2.4.1.A: Draw conclusions and describe thought process (es) (e.g., think aloud) related

to problem solving situations. 2.4.1.B: Use concrete objects to explain precise terms of logic (e.g., all, or, every,

none, some, or many). 2.5.1.A: Solve the problem and check if answer makes sense. Explain how problem is

solved in grade appropriate contexts. 2.5.1.B: Use appropriate mathematical vocabulary when explaining how to solve a

problem.

Social Studies

Unit Focus: Rules and Laws

Standards Addressed: 5.1.1.A: Explain the purposes of rules in the classroom and school community. 5.1.1.B: Explain the importance of rules in the classroom. 5.1.1.C: Define equality and the need to treat everyone equally. 5.1.1.D: Explain the importance of written rules and laws. 5.1.1.E: Describe students’ responsibilities in the school and community. 5.1.1.F: Identify national symbols. 5.2.1.A: Identify and explain the importance of responsibilities at school and at home. 5.2.1.B: Identify a problem and attempt to solve with adult or peer assistance. 5.2.1.C: Identify school projects / activities that support leadership and public service. 5.2.1.D: Explain responsible school behavior. 5.4.1.A: Identify ways to avoid conflict. 5.4.1.B: Describe how classrooms can work together. 5.4.1.C: Intentionally Blank 5.4.1.D: Identify different means of receiving information/news. 5.4.1.E: Explain how a classroom community reaches compromise.

OctoberLanguage Arts


Standards Addressed: 1.1.1.A: Identify the author’s purpose and type, using grade level text. 1.1.1.C: Use increasingly robust vocabulary in oral and written language. 1.1.1.D: Demonstrate listening and reading comprehension / understanding before

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reading, during reading, and after reading through strategies such as think aloud, retelling, summarizing, connecting to prior knowledge and non-linguistic representations

1.1.1.E: Demonstrate accuracy and automaticity in decoding and oral reading of grade level text.


Standards Addressed: 1.2.1.A: Demonstrate concepts of print - Identify text organization and use content to

derive meaning from text. 1.2.1.C: Identify essential information within and across a variety of texts. 1.2.1.E: Read and respond to essential content of text.

Quality of Writing

Standards Addressed: 1.5.1.A: Identify and write about one specific topic. 1.5.1.C: Organize writing in a logical order. 1.5.1.F: Use grade appropriate conventions of language when writing and editing.








Research

Standards Addressed: 1.8.1.A: Generate appropriate questions about a topic. 1.8.1.B: Locate and discuss information on an identified topic in a small group, with

teacher guidance. 1.8.1.C: Create and explain a research-based project in a small group.

Information, Communication, and Technology Literacy

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Standards Addressed: 1.9.1.A: Use media and technology resources for directed learning activities. 1.9.1.B: Identify different types of media and what purposes they may serve.

Math

Unit Focus: Geometry

Standards Addressed: 2.4.1.A: Draw conclusions and describe thought process (es) (e.g., think aloud) related




problem. 2.8.1.C: Recognize, describe, extend, replicate and transfer number and geometric

patterns. 2.9.1.A: Name, describe and draw/build 2-dimensional shapes 2.9.1.B: Identify and draw lines of symmetry.

Science

Unit Focus: Living/Nonliving Things and Their Habitats

Standards Addressed: 3.1.1.A1: Categorize living and nonliving things by external characteristics. 3.1.1.A2: Investigate the dependence of living things on the sun’s energy, water,

food/nutrients, air, living space, and shelter. 3.1.1.A5: Identify and describe plant parts and their function. 3.1.1.A9: Distinguish between scientific fact and opinion. Ask questions about objects,

organisms, and events.o Understand that all scientific investigations involve asking and answering

questions and comparing the answer with what is already known.o Plan and conduct a simple investigation and understand that different questions

require different kinds of investigations.o Use simple equipment (tools and other technologies) to gather data and

understand that this allows scientists to collect more information than relying only on their senses to gather information.

o Use data/evidence to construct explanations and understand that scientists develop explanations based on their evidence and compare them with their current scientific knowledge.

o Communicate procedures and explanations giving priority to evidence and understanding that scientists make their results public, describe their investigations so they can be reproduced, and review and ask questions about

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the work of other scientists. 3.1.1.B1: Grow plants from seed and describe how they grow and change. Compare to

adult plants. 3.1.1.B6: Distinguish between scientific fact and opinion.

o Ask questions about objects, organisms, and events.o Understand that all scientific investigations involve asking and answering





o Communicate procedures and explanations giving priority to evidence and understanding that scientists make their results public, describe their investigations so they can be reproduced, and review and ask questions about the work of other scientists.

3.2.1.B3: Observe and record daily temperatures. Draw conclusions from daily temperature records as related to heating and cooling.

3.2.1.B6: ENERGY Recognize that light from the sun is an important source of energy for living and nonliving systems and some source of energy is needed for all organisms to stay alive and grow.

3.1.1.C3: CONSTANCY AND CHANGE Describe changes that occur as a result of habitat.

3.1.1.C4: Distinguish between scientific fact and opinion.o Ask questions about objects, organisms, and events.o Understand that all scientific investigations involve asking and answering





o Communicate procedures and explanations giving priority to evidence and understanding that scientists make their results public, describe their investigations so they can be reproduced, and review and ask questions about the work of other scientists.

4.1.1.A: Identify and describe the basic needs of living things in a terrestrial habitat. 4.1.1.C: Describe a simple food chain within a terrestrial habitat. 4.1.1.D: Identify living things that are threatened, endangered, or extinct.

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4.1.1.E: Describe the seasons and describe how the change of the season affects living things.

4.1.1.F: • Distinguish between scientific fact and opinion. • Ask questions about objects, organisms and events. • Understand that all scientific investigations involve asking and answering questions and comparing the answer with what is already known. • Plan and conduct a simple investigation and understand that different questions require different kinds of investigations. • Use simple equipment (tools and other technologies) to gather data and understand that this allows scientists to collect more information than relying only on their senses to gather information. • Use data/evidence to construct explanations and understand that scientists develop explanations based on their evidence and compare them with their current scientific knowledge. • Communicate procedures and explanations giving priority to evidence and understanding that scientists make their results public, describe their investigations so they can be reproduced and review and ask questions about the work of other scientists.

4.4.1.C: Describe the life cycles of different plants and animals in a terrestrial habitat.

NovemberLanguage Arts






Standards Addressed: 1.2.1.D: Make inferences and draw conclusions citing evidence from the text to

support answers. 1.2.1.E: Read and respond to essential content of text.

Reading, Analyzing, and Interpreting Literature

Standards Addressed: 1.3.1.A: Read, understand, and respond to works of literature. 1.3.1.B: Recognize different types of genres such as poetry, drama, and fiction. 1.3.1.C: Identify literary elements (characters, setting, and plot) in selected readings 1.3.1.D: Identify literary devices in selected readings (e.g., personification, rhyming,

alliteration).

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Types of Writing

Standards Addressed: 1.4.1.B: Write informational pieces using illustrations when relevant (e.g., descriptions,

letters, instructions).

Quality of Writing










Standards Addressed: 1.9.1.B: Identify different types of media and what purposes they may serve.

Math

Unit Focus: Fact Families

Standards Addressed: 2.1.1.B: Represent equivalent forms of the same number through the use of pictures

and concrete objects (including penny, nickel, dime, and quarter), up to 100. 2.4.1.A: Draw conclusions and describe thought process (es) (e.g., think aloud) related



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problem. 2.8.1.A: Use the concept of equality and concrete objects to demonstrate understanding

of the commutative and associative properties. 2.8.1.B: Use concrete objects and trial and error to solve number sentences. 2.8.1.C: Recognize, describe, extend, replicate and transfer number and geometric

patterns.

Social Studies

Unit Focus: Our Community and Government

Standards Addressed: 5.3.1.A: Identify the roles of local government (fire, police, etc.). 5.3.1.B: Identify the services of local government. 5.3.1.C: Identify the value of fire fighters, police officers and emergency workers in

the community. 5.3.1.D: Identify positions of authority in the classroom community. 5.3.1.E: Identify situations in the school or community when it is beneficial to have an

elected official represent the people. 5.3.1.F: Identify and explain behaviors for responsible classroom citizens and possible

consequences for inappropriate action. 5.3.1.H: Explain how information/news is conveyed to the public. 5.3.1.I: Provide examples of taxation. 5.3.1.J: Describe situations where voting eases conflict.

DecemberLanguage Arts






Standards Addressed: 1.2.1.C: Identify essential information within and across a variety of texts. 1.2.1.E: Read and respond to essential content of text.

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Types of Writing

Standards Addressed: 1.4.1.B: Write informational pieces using illustrations when relevant (e.g., descriptions,


Quality of Writing









Math

Unit Focus: Adding/Subtracting Single and Double Digit Numbers

Standards Addressed: 2.1.1.F: Select the appropriate operation (addition or subtraction) to solve problems. 2.2.1.A: Apply concepts of addition and subtraction to solve problems up to ten. 2.2.1.B: Demonstrate strategies for addition and subtraction in order to solve single-

and double-digit addition and subtraction problems. 2.4.1.A: Draw conclusions and describe thought process (es) (e.g., think aloud) related




problem.

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Science

Unit Focus: Earth Science

Standards Addressed: 3.3.1.A1: Observe, describe, and sort earth materials. Compare the composition of

different soils. 3.3.1.A4: Identify and describe types of fresh and salt-water bodies (ocean, rivers,

lakes, ponds). 3.3.1.A5: Become familiar with weather instruments. Collect, describe, and record

basic information about weather over time. 3.3.1.A7: Distinguish between scientific fact and opinion. Ask questions about objects,

organisms, and events. Understand that all scientific investigations involve asking and answering questions and comparing the answer with what is already known. Plan and conduct a simple investigation and understand that different questions require different kinds of investigations. Use simple equipment (tools and other technologies) to gather data and understand that this allows scientists to collect more information than relying only on their senses to gather information. Use data/evidence to construct explanations and understand that scientists develop explanations based on their evidence and compare them with their current scientific knowledge. Communicate procedures and explanations giving priority to evidence and understanding that scientists make their results public, describe their investigations so they can be reproduced, and review and ask questions about the work of other scientists.

3.3.1.B1: Explain why shadows fall in different places at different times of the day. 4.4.1.A: Describe the role of soil in agricultural systems. 4.4.1.B: Identify products and by-products of the agricultural system.

JanuaryLanguage Arts






Standards Addressed: 1.2.1.B: Identify the difference between facts and opinions within a text.

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1.2.1.C: Identify essential information within and across a variety of texts. 1.2.1.E: Read and respond to essential content of text.

Types of Writing

Standards Addressed: 1.4.1.A: Write, dictate or illustrate descriptive poems and stories that include literary

elements.

Quality of Writing

Standards Addressed: 1.5.1.A: Identify and write about one specific topic. 1.5.1.B: Develop content appropriate for the topic.

o Gather and organize information, incorporating details relevant to the topic.o Write a series of related sentences with one central idea.

1.5.1.C: Organize writing in a logical order. 1.5.1.F: Use grade appropriate conventions of language when writing and editing.








Math

Unit Focus: Number Order

Standards Addressed: 2.1.1.F: Select the appropriate operation (addition or subtraction) to solve problems. 2.2.1.A: Apply concepts of addition and subtraction to solve problems up to ten. 2.2.1.D: Estimate values, sums, and differences of quantities and conclude the

reasonableness of those estimates. 2.4.1.A: Draw conclusions and describe thought process (es) (e.g., think aloud) related

to problem solving situations.

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2.4.1.B: Use concrete objects to explain precise terms of logic (e.g., all, or, every, none, some, or many).

2.5.1.A: Solve the problem and check if answer makes sense. Explain how problem is solved in grade appropriate contexts.

2.5.1.B: Use appropriate mathematical vocabulary when explaining how to solve a problem.

2.8.1.D: Use a rule to find a missing addend or symbol to make a number sentence true, with adult assistance.

2.11.1.A: Order whole numbers, 0 to 100, with least to greatest value.

Social Studies

Unit Focus: Economics Part 1

Standards Addressed: 6.1.1.A: Identify scarcity of resources within the family. 6.1.1.B: Identify classroom wants and needs. 6.1.1.C: Identify choice based on needs versus wants. 6.1.1.D: Identify a choice based on classroom interest. 6.2.1.A: Identify goods, consumers, and producers. 6.2.1.B: Intentionally Blank 6.2.1.C: Identify advertisements that encourage us to buy things based on want rather

than need. 6.2.1.D: Explain the role of money in determining price. 6.2.1.E: Identify the impact on a community when a business opens. 6.2.1.F: Intentionally Blank 6.2.1.G: Define an economic system at the individual level. 6.4.1.A: Identify specialization of work in the community. 6.4.1.D: Describe how individuals differ in their wants and needs and why people buy and sell

things.

FebruaryLanguage Arts





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Standards Addressed: 1.2.1.B: Identify the difference between facts and opinions within a text. 1.2.1.C: Identify essential information within and across a variety of texts. 1.2.1.E: Read and respond to essential content of text.

Types of Writing

Standards: 1.4.1.A: Write, dictate or illustrate descriptive poems and stories that include literary

elements.

Quality of Writing

Standards Addressed: 1.5.1.A: Identify and write about one specific topic. 1.5.1.C: Organize writing in a logical order. 1.5.1.D: Write using adjectives, precise nouns, and action verbs. 1.5.1.F: Use grade appropriate conventions of language when writing and editing.








Math

Unit Focus: Word Stories


and double-digit addition and subtraction problems.

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2.4.1.A: Draw conclusions and describe thought process (es) (e.g., think aloud) related to problem solving situations.




2.8.1.E: Use concrete objects, symbols and numbers to represent mathematical situations.

Science

Unit Focus: Environment/Resources

Standards Addressed: 4.3.1.A: Identify some renewable resources used in the community. 4.3.1.B: Recognize the difference between renewable and nonrenewable resources. 4.3.1.C: • Distinguish between scientific fact and opinion. • Ask questions about

objects, organisms and events. • Understand that all scientific investigations involve asking and answering questions and comparing the answer with what is already known. • Plan and conduct a simple investigation and understand that different questions require different kinds of investigations. • Use simple equipment (tools and other technologies) to gather data and understand that this allows scientists to collect more information than relying only on their senses to gather information. • Use data/evidence to construct explanations and understand that scientists develop explanations based on their evidence and compare them with their current scientific knowledge. • Communicate procedures and explanations giving priority to evidence and understanding

4.4.1.D: Identify tools used by Native Americans and early settlers in agriculture. 4.4.1.E: • Distinguish between scientific fact and opinion. • Ask questions about

objects, organisms and events. • Understand that all scientific investigations involve asking and answering questions and comparing the answer with what is already known. • Plan and conduct a simple investigation and understand that different questions require different kinds of investigations. • Use simple equipment (tools and other technologies) to gather data and understand that this allows scientists to collect more information than relying only on their senses to gather information. • Use data/evidence to construct explanations and understand that scientists develop explanations based on their evidence and compare them with their current scientific knowledge. • Communicate procedures and explanations giving priority to evidence and understanding that scientists make their results public, describe their investigations so they can be reproduced and review and ask questions about the work of other scientists.

4.5.1.A: Identify resources humans use from the environment. 4.5.1.B: Describe why people consider some insects, plants and other living things to

be pests, and ways to control their population numbers. 4.5.1.C: Describe how pollution affects the health of a habitat.

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4.5.1.D: Identify where waste from the home, school and community goes for disposal. 4.5.1.F: • Distinguish between scientific fact and opinion. • Ask questions about

objects, organisms and events. • Understand that all scientific investigations involve asking and answering questions and comparing the answer with what is already known. • Plan and conduct a simple investigation and understand that different questions require different kinds of investigations. • Use simple equipment (tools and other technologies) to gather data and understand that this allows scientists to collect more information than relying only on their senses to gather information. • Use data/evidence to construct explanations and understand that scientists develop explanations based on their evidence and compare them with their current scientific knowledge. • Communicate procedures and explanations giving priority to evidence and understanding that scientists make their results public, describe their investigations so they can be reproduced and review and ask questions about the work of other scientists.

MarchLanguage Arts






Standards Addressed: 1.2.1.B: Identify the difference between facts and opinions within a text. 1.2.1.C: Identify essential information within and across a variety of texts. 1.2.1.D: Make inferences and draw conclusions citing evidence from the text to


Types of Writing


elements. 1.4.1.B: Write informational pieces using illustrations when relevant (e.g., descriptions,


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Quality of Writing



1.5.1.C: Organize writing in a logical order. 1.5.1.D: Write using adjectives, precise nouns, and action verbs. 1.5.1.E: Revise writing by adding details or missing information. 1.5.1.F: Use grade appropriate conventions of language when writing and editing.








Math

Unit Focus: Measurement


and double-digit addition and subtraction problems. 2.3.1.A: Demonstrate that a single object has attributes that can be measured. 2.3.1.B: Use concrete objects to measure length by repeating and the number of

nonstandard or standard units. 2.3.1.C: Tell time on an analog and digital clock to the nearest hour and half hour. 2.3.1.F: Compare concrete objects to determine greater or lesser attributes (length,

weight, capacity). 2.4.1.A: Draw conclusions and describe thought process (es) (e.g., think aloud) related


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problem.

Social Studies

Unit Focus: Economics Part 2

Standards Addressed: 6.3.1.A: Identify examples of goods and services. 6.3.1.D: Identify products produced in the United States. 6.5.1.A: Identify individuals who work for wages in the community. 6.5.1.B: Identify different jobs and the purpose of each. 6.5.1.C: Identify businesses and their corresponding goods and service. 6.5.1.D: Identify ways to earn money. 6.5.1.E: Describe what tools (tangible assets) are necessary to complete a task. 6.5.1.F: Identify buyers and sellers (people) buy and sell things. 6.5.1.G: Explain the need to save money.

April Language Arts








Types of Writing

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Quality of Writing











Math

Unit Focus: Probability and Predictions

Standards Addressed: 2.1.1.C: Use concrete objects, drawings, diagrams or models to show the concept of a

fraction as part of a whole; use whole numbers and fractions (halves and fourths) to represent quantities.

2.1.1.F: Select the appropriate operation (addition or subtraction) to solve problems. 2.2.1.A: Apply concepts of addition and subtraction to solve problems up to ten. 2.2.1.B: Demonstrate strategies for addition and subtraction in order to solve single-

and double-digit addition and subtraction problems.

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2.4.1.A: Draw conclusions and describe thought process (es) (e.g., think aloud) related to problem solving situations.




2.7.1.A: Determine the probability of an event occurring. 2.7.1.B: Predict and explain the outcomes of events. 2.7.1.D: List or graph the possible results of an experiment. 2.7.1.E: Answer questions about predictions and actual outcomes based on data.

Science

Unit Focus: Chemistry/Physics

Standards Addressed: 3.2.1.A1: Observe and describe the properties of liquids and solids. Investigate what

happens when solids are mixed with water and other liquids are mixed with water. 3.2.1.A3: Identify how heating, melting, cooling, etc., may cause changes in properties

of materials. 3.2.1.A4: Observe and describe what happens when substances are heated or cooled.

Distinguish between changes that are reversible (melting, freezing) and not reversible (e.g. baking a cake, burning fuel).

3.2.1.A5: CONSTANCY AND CHANGE Recognize that everything is made of matter.

3.2.1.A6: Distinguish between scientific fact and opinion. Ask questions about objects, organisms, and events. Understand that all scientific investigations involve asking and answering questions and comparing the answer with what is already known. Plan and conduct a simple investigation and understand that different questions require different kinds of investigations. Use simple equipment (tools and other technologies) to gather data and understand that this allows scientists to collect more information than relying only on their senses to gather information. Use data/evidence to construct explanations and understand that scientists develop explanations based on their evidence and compare them with their current scientific knowledge. Communicate procedures and explanations giving priority to evidence and understanding that scientists make their results public, describe their investigations so they can be reproduced, and review and ask questions about the work of other scientists.

4.2.1.A: Explain the path water takes as it moves through the water cycle. 4.2.1.D: • Distinguish between scientific fact and opinion. • Ask questions about

objects, organisms and events. • Understand that all scientific investigations involve asking and answering questions and comparing the answer with what is already known. • Plan and conduct a simple investigation and understand that different questions require different kinds of investigations. • Use simple equipment (tools and other technologies) to gather data and understand that this allows scientists to collect more

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information than relying only on their senses to gather information. • Use data/evidence to construct explanations and understand that scientists develop explanations based on their evidence and compare them with their current scientific knowledge. • Communicate procedures and explanations giving priority to evidence and understanding that scientists make their results public, describe their investigations so they can be reproduced and review and ask questions about the work of other scientists.

May Language Arts








Types of Writing




Quality of Writing



1.5.1.C: Organize writing in a logical order.

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1.5.1.D: Write using adjectives, precise nouns, and action verbs. 1.5.1.E: Revise writing by adding details or missing information. 1.5.1.F: Use grade appropriate conventions of language when writing and editing.








Research

Standards Addressed: 1.8.1.A: Generate appropriate questions about a topic. 1.8.1.B: Locate and discuss information on an identified topic in a small group, with

teacher guidance. 1.8.1.C: Create and explain a research-based project in a small group.


Standards Addressed: 1.9.1.A: Use media and technology resources for directed learning activities. 1.9.1.B: Identify different types of media and what purposes they may serve.

Math

Unit Focus: Statistics and Data Analysis




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problem. 2.6.1.A: Gather data from surveys and observations within the classroom or homes. 2.6.1.B: Organize and display data using pictures, tallies, charts, bar graphs and

pictographs. 2.6.1.C: Describe data displayed in a diagram, graph or table. 2.6.1.D: Answer comparative questions based on representations of data. 2.6.1.E: Draw conclusions and identify patterns based on a comparison to data

displayed in a graph. 2.8.1.F: Describe and answer questions about data from classroom graphs and charts.

Social Studies

Unit Focus: Geography

Standards Addressed: 7.1.1.A: Identify geographic tools. 7.1.1.B: Describe places in geographic reference in physical features. 7.2.1.A: Identify physical characteristics in the community and region. 7.2.1.B: Identify the basic physical processes that affect the physical characteristics of

places. 7.3.1.A: Identify the local climate and how it determines the way people live. 7.4.1.A: Describe how lakes, rivers, and streams impact people.

JuneLanguage Arts






Standards Addressed: 1.2.1.B: Identify the difference between facts and opinions within a text. 1.2.1.C: Identify essential information within and across a variety of texts.

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1.2.1.D: Make inferences and draw conclusions citing evidence from the text to support answers.

1.2.1.E: Read and respond to essential content of text.

Types of Writing




Quality of Writing











Math

Unit Focus: Statistics and Data Analysis (cont.)

Standards Addressed: 2.1.1.F: Select the appropriate operation (addition or subtraction) to solve problems.

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2.2.1.A: Apply concepts of addition and subtraction to solve problems up to ten. 2.2.1.B: Demonstrate strategies for addition and subtraction in order to solve single-





problem. 2.6.1.A: Gather data from surveys and observations within the classroom or homes. 2.6.1.B: Organize and display data using pictures, tallies, charts, bar graphs and

pictographs. 2.6.1.C: Describe data displayed in a diagram, graph or table. 2.6.1.D: Answer comparative questions based on representations of data. 2.6.1.E: Draw conclusions and identify patterns based on a comparison to data

displayed in a graph. 2.8.1.F: Describe and answer questions about data from classroom graphs and charts.

Science

Unit Focus: Motion and Light

Standards Addressed: 3.2.1.B1: Demonstrate various types of motion. Observe and describe how pushes and

pulls change the motion of objects. 3.2.1.B5: Compare and contrast how light travels through different materials. Explore

how mirrors and prisms can be used to redirect a light beam.

Narrative

The month I’ve selected to describe is November. I selected this month because at this

time in the school year, students have and understanding of the basic routines, procedures, and

consequences for their actions. It is a time of year that is exciting because it is the start of the

holiday season, the change of seasons, in most schools the first marking period is over, and the

instruction is on a regular pace.

The language arts standards for November are integrated around the theme of

comprehension, vocabulary, and literacy elements/devices. Having the students see these

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elements, they are able to use the conventions they are learning about to write about a specific

topic in a logical order. The students can use these writing pieces to listen and respond to others

during an oral presentation using formal and informal language.

In September the students focused on number sense, which led to October where they

were defining basic geometric concepts. This enabled them to look at different patterns and see

how the fact families and skip counting are patterns. October has a week designated for Fire

Prevention. This will give the students prior knowledge about the community. Election day is in

November so this will give us an opportunity to explore how we can become responsible citizens

of our local government by voting.

The theme I will be using for November is “Being Thankful”. This will incorporate

reading and writing activities that have students connecting literary elements/devices to stories

they are reading about the being thankful. Having a basis for this month about Thanks gives

students an opportunity to focus on different aspects of being Thankful and an opportunity to

write about it.

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~ November 2013 ~Mon Tue Wed Thu Fri

11.1.1.D: Demonstrate listening and reading comprehension / understanding before reading, during reading, and after reading through strategies such as think aloud, retelling, summarizing, connecting to prior knowledge and non-linguistic representations.

The teacher will tell students that the theme for this month is Thankful and tell students that all of the activities they will be completing have to do with being Thankful. Using the book, Thanksgiving at the Tappletons’ by Eileen Spinelli, before the teacher reads the book the students will make predictions through a think aloud based on the title and book cover what will happen in the book. The teacher will read the book to the students. During reading, students will draw a picture of their favorite scene of the book and rate if they like the book using the Reading Response Sheet. After completing the reading, students will retell and summarize the book using their prior knowledge by completing the 2 sheets stating the events of the story and fill in the blank character recognition.

***** Please note that everyday there will be a Language Arts/Reading Standard taught. To save room, I only put the standard on the day that it would be assessed.

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41.3.1.A: Read, understand, and respond to works of literature. 1.1.1.A: Identify the author’s purpose and type, using grade level text.2.1.1.B: Represent equivalent forms of the same number through the use of pictures and concrete objects (including penny, nickel, dime, and quarter), up to 100.

5 Election Day1.3.1.B: Recognize different types of genres such as poetry, drama, and fiction. 1.1.1.C: Use increasingly robust vocabulary in oral and written language.1.1.1.E: Demonstrate accuracy and automaticity in decoding and oral reading of grade level text.

61.3.1.C: Identify literary elements (characters, setting, and plot) in selected readings2.4.1.A: Draw conclusions and describe thought process (es) (e.g., think aloud) related to problem solving situations.

71.3.1.D: Identify literary devices in selected readings (e.g., personification, rhyming, alliteration). 1.2.1.D: Make inferences and draw conclusions citing evidence from the text to support answers.

81.2.1.E: Read and respond to essential content of text.2.4.1.B: Use concrete objects to explain precise terms of logic (e.g., all, or, every, none, some, or many).

Using the books, Duck for Turkey Day and Balloons over Broadway: The True Story of the Puppeteer of Macy’s Parade, the teacher will read both books to the students and ask them to pick a Reader’s Response Journal Prompt card and answer the question and draw a picture. Some of the prompt cards include (identify the author’s purpose, literary elements, draw conclusions, make inferences and draw conclusions citing evidence from the text to support answers). I will ask students to describe their thought process related to problem solving situations and read and respond to essential content of text with the theme of Thankful in mind as I meet with them about their writing. The students will also read the story on their own in order to increase their vocabulary and demonstrate accuracy and automaticity in decoding and oral reading of grade level text. The students will create their own poem, drama, or fiction story to say what they are Thankful for in order to use increasingly robust vocabulary in oral and written language. Students may use the Thanksgiving Turkey Personification journal to create their poem.In Mathematics, students will create equivalent forms of the same number through the use of pictures and concrete objects (including penny, nickel, dime, and quarter), up to 100 using the Thankful items they wrote about in their poem, drama, or fiction story. Then using their Thankful items, to explain precise terms of logic (e.g., all, or, every, none, some, or many) in comparing number activities.

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11 Veterans' DayNO SCHOOL

121.4.1.B: Write informational pieces using illustrations when relevant (e.g., descriptions, letters, instructions). 2.5.1.A: Solve the problem and check if answer makes sense. Explain how problem is solved in grade appropriate contexts.

131.5.1.A: Identify and write about one specific topic.2.8.1.A: Use the concept of equality and concrete objects to demonstrate understanding of the commutative and associative properties. 2.8.1.B: Use concrete objects and trial and error to solve number sentences.

141.5.1.C: Organize writing in a logical order.2.8.1.C: Recognize, describe, extend, replicate and transfer number and geometric patterns.2.5.1.B: Use appropriate mathematical vocabulary when explaining how to solve a problem.

151.3.1.D: Identify literary devices in selected readings (e.g., personification, rhyming, alliteration).

In order for students to organize their writing in a logical order before using their, they will use the leaves to write their ideas about what they are Thankful for and paste them onto the tree (sheets provided). Then they will complete their Thanksgiving Gratitude Journal. For students who may have difficulty thinking about ideas they are thankful for, I would have them read or look at the pictures in the book The Thankful Book by Todd Parr. Using the Math Mini-Book Thanksgiving, students will work on ensuring their answers make sense and explain their answers using appropriate vocabulary. Using the Cornucopia bag of geometric objects, students will use the objects to solve number sentences, demonstrate understanding of commutative and associated properties. Students will make geometric patterns by weaving paper through a piece of construction paper to make a placemat. We will be using acorns, Indian corn, candy corn, and other items that represent Autumn as concrete objects when we solve math problems. Students will also match the task card step problems with the responses as a lesson extension. We will practice inferring by using the Autumn Inference Riddle Cards. We will also read I Know An Old Lady Who Swallowed A Pie to practice literary devices such as irony, rhyme, symbolism, and imagery. Students will retell the story using the pictures of the items the Old Lady ate in order for me to informally assess their comprehension and sequencing knowledge.

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181.5.1.F: Use grade appropriate conventions of language when writing and editing. Spell common, frequently used words correctly. Use capital letters correctly. Punctuate correctly.Begin to use correct grammar and sentence formation.

195.3.1.A: Identify the roles of local government (fire, police, etc.).5.3.1.B: Identify the services of local government.5.3.1.C: Identify the value of fire fighters, police officers and emergency workers in the community.

205.3.1.D: Identify positions of authority in the classroom community. 1.3.1.D: Identify literary devices in selected readings (e.g., personification, rhyming, alliteration).

215.3.1.E: Identify situations in the school or community when it is beneficial to have an elected official represent the people.5.3.1.F: Identify and explain behaviors for responsible classroom citizens and possible consequences for inappropriate action.5.3.1.H: Explain how information/news is conveyed to the public.

225.3.1.J: Describe situations where voting eases conflict.5.3.1.I: Provide examples of taxation.1.9.1.B: Identify different types of media and what purposes they may serve.

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I will have students view the Book Trailer for Duck for Turkey Day found at http://www.jacquelinejules.com/duck2.htm and the songs found at http://www.jacquelinejules.com/thanksgivingsongs.htm in order for them to understand the different types of media and what purpose they serve. To introduce them to the next book, we will make a fire finger puppet and also sing the song Hurry, Hurry, Drive the Fire truck found at http://www.youtube.com/watch?v=8Z8-nqhLGFg . The teacher will read the book The Firefighters’ Thanksgiving by Maribeth Boetls to the students. Last month we celebrated Fire Safety Week, so the students are familiar with the job that firefighters do but they may not think about how some of them may not be able to celebrate Thanksgiving with their families because someone needs to be at the firehouse. To practice our writing conventions, the students will write Thank you cards for the local emergency workers in the community. To learn more about our local government, we will visit the website: http://www.newpa.com/local-government/services-provided . This website has information about the services, information/news, and the value of workers in the community. After visiting this website, we will discuss the positions of authority, situations, and behaviors in our classroom community. We will discuss how voting can ease conflicts and provide examples of taxation.


251.6.1.A: Listen actively and respond to others in small and large group situations with appropriate questions and ideas.

261.6.1.B: Use appropriate volume and clarity in individual or group situations. Deliver brief oral presentations on a topic supported by visual aids.

271.7.1.A: Recognize formal and informal language used in speech. 2.5.1.A: Solve the problem and check if answer makes sense. Explain how problem is solved in grade appropriate contexts.

28 ThanksgivingNO SCHOOL

29NO SCHOOL

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http://www.newpa.com/local-government/services-provided

http://www.newpa.com/local-government/services-provided

http://www.youtube.com/watch?v=8Z8-nqhLGFg

http://www.jacquelinejules.com/thanksgivingsongs.htm

http://www.jacquelinejules.com/duck2.htm



Using the book The Night Before Thanksgiving by Natasha Wing, students will work on their small and large group situations by quizzing each other on the vocabulary cards provided and writing their own night before Thanksgiving rhyme and complete one of the “your choice tasks”. The students will then read their rhyme to the class using formal and informal language. We will also complete the Fall Themed Problem Solving Task Cards for math assessment.

The day before Thanksgiving break, I will coordinate a parent visitation day. Parents will help their student complete a Turkey Glyph with their child. In order for students to become more comfortable speaking and listening to their peers, they will share their create their Thanksgiving Gratitude Journal and Turkey Glyph in class supported by their visual aid. We will also play the game Four-in-the-Fall using the Autumn Inference Cards we used the previous week.

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