Curriculum and Assessment Guide (CAG) Elementary California Treasures Kindergarten

Transcription

1 Curriculum and Assessment Guide (CAG) Elementary California Treasures Kindergarten 1

2 English Language Arts CORE INSTRUCTIONAL MATERIALS Kindergarten Macmillan/McGraw-Hill California Treasures Mathematics Science Big Books Practice Book Pearson envision Math Pupil Edition Pearson envision Math Teacher Edition Scott Foresman Science Big Book Flip Chart (former Rio Linda and North Sacramento Schools) MacMillan-McGraw Hill, 2007 Student Edition (former Del Paso Schools) History/Social Studies Scott Foresman/Prentice Hall Learn and Work Flip Chart Scott Foresman/Prentice Hall Learn and Work Pupil Edition 2

3 Base Program Description: Reading/Language Arts I. Content and Coverage: The Language Arts Program is based on the state adopted English/Language Arts Content Standards and the Reading/Language Arts Framework for California Public Schools. The English/Language Arts Content Standards include the following strands at each grade level: Reading; Writing; Written and Oral English Language Conventions; and Listening and Speaking. II. Materials: A. Macmillan/McGraw-Hill, California Treasures was selected from the approved textbook matrix adopted by the California State Board of Education and by the district Board of Trustees. CA Treasures program materials will be provided for teachers and students in grades K-6. These materials will be used for Language Arts instruction including: reading, writing, listening and speaking. III. Content Scheduling: A. The Language Arts program in TRUSD is made up of two essential elements: The first element is Macmillan/McGraw-Hill, California Treasures which is whole-class instruction using the CA Treasures grade-level materials focusing on the content standards in reading and writing. The second element is Differentiated Instruction small, homogenouslygrouped, using materials at the students instructional level. This provides practice with readable text and skill/concept instruction based on the needs of students. B. It is recommended that the Language Arts instruction be scheduled for at least two hours per day time including a minimum of 30 minutes of differentiated instruction. Every attempt should be made to integrate other areas of the curriculum into language arts. One-half day kindergarten instructional time will need to be adjusted accordingly. An instructional pacing schedule can be found in the Curriculum and Assessment Guide for each grade level. 3

4 IV. Teaching Strategies: A. Differentiated instruction provides the opportunity for flexible, fluid grouping within a classroom. Student groups will change throughout the year based on student assessments. B. The ELD portion of the day provides the opportunity to differentiate for English Learners. A minimum of 30 minutes of ELD instruction is required based on students CELDT levels. C. Assigned homework will vary based on the instructional level of the students. The assignments will reinforce previously taught skills and give parents/guardians an opportunity to be involved in student learning. V. Pupil Evaluation: Assessment should be ongoing and regular. A. Screening/Entry Level assessments are used to: o Find out more about what students know and need to learn. o Plan extra support to help students catch up to grade level. o Assist the teachers in organizing classroom and grade level instruction to target specific needs while continuing to teach the core program to all students. B. Monitoring assessments are used to: o Check on the progress of the class in learning the content and skills contained in the comprehensive instructional program. o Help the teacher emphasize areas of the core instructional program to meet the needs of students. o Develop a database to be shared with the grade level and the school to evaluate progress on the reading language arts standards by groups of students. C. Outcome/Summative assessments are used to: o Assess student progress in meeting the standards in reading and language arts across the class, grade level and school. o Provide student learning data on the long-term outcomes of the instructional program. o Uncover issues related to the needs of school populations and the alignment of the instructional program to the state standards in reading and language arts. 4

5 Twin Rivers Unified School District Language Arts Program Macmillan/McGraw-Hill California Treasures Grade Level Core instruction plus Differentiated Instruction Flexible grouping based on student instructional level Program Management Universal Access/ Cross-Curricular Assessment Planning/Pacing/ Flexible Grouping Integration for placement Instructional grouping EL, RSP, GATE, Other and to inform instruction Standards-Based Standards-Based Reading Instruction Writing Instruction Decoding/ Structural Analysis Spelling Vocabulary Comprehension Writing Strategies/ Application s 5 Grammar & English- Language Research & Technology Listening & Speaking Library/Media Center Connection

6 READING INSTRUCTION IN TWIN RIVERS UNIFIED SCHOOL DISTRICT Macmillan/McGraw-Hill CA Treasures Differentiated Instruction Whole class Flexible small groups Core grade level material (the same for all students) exposure to general concepts skills and concepts are standards-based Differentiated instructional level material (advanced, proficient, basic, below basic and far below basic) practice with readable text skills and concepts are standards-based Focus on language arts content standards Focus on strengths and needs of students 6

7 California Treasures Kindergarten Pacing Unit Dates Smart Start August 15 - September 2 Unit 1 Families September 6 September 27 Unit 2 Friends September 28 October 21 Unit 3 Transportation October 24 November 16 Unit 4 Food November 28 December 16 Unit 5 Animals January 3 January 27 Unit 6 Neighborhood January 30 February 17 Unit 7 Weather February 27 March 16 Assessments Delivered Trimester 1 Week of August 15 Trimester 2 Week of November 1 Trimester 3 Week of February 13 Enter Into Measures October 28 February 17 Unit 8 Plants March 19 April 20 May 17 Unit 9 Amazing Creatures April 23 May 11 Unit 10 I Know A Lot! May 14 - May 31 7

8 Prompt: Kindergarten Writing Assessment Trimester 1 Draw a picture of yourself and write about what you are doing in the picture

9 Prompt: Kindergarten Writing Assessment Trimester 2 Draw a picture of yourself and write about what you are doing in the picture

10 Prompt: Kindergarten Writing Assessment Trimester 3 Draw a picture of yourself and write about what you are doing in the picture

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12 English Learner (EL) Program The primary goal of the EL Program is to support EL students in their acquisition of English for successful academic progress in instructional base program areas. Direct services to students are delivered by teachers who have authorization of the Commission on Teacher Credentialing (CTC). Primary language support, for the equal access to the core curriculum, is provided by bilingual paraeducators. I. Content and Coverage: English Language Development The ELD program is based on the state adopted ELD Standards and the Reading/Language Arts Frameworks for California Public Schools. The ELD Standards include the following strands at each California English Language Development Test (CELDT) proficiency level/grade: Listening, speaking, reading and writing. II. Materials: A. Macmillan/McGraw-Hill: California Treasures English Language Development III. Content Scheduling: As a separate curricular area, the TRUSD English Language Development program is made up of: Instruction based on the ELD Standards ELD instruction provided for English Learners at all proficiency levels until redesignated Fluent English Proficient (RFEP) Daily ELD instruction provided in a small group setting for a minimum of 30 continuous minutes Academic language instruction addressed in listening, speaking, reading and writing. Various grouping formats as determined by the teacher and/or school site. 12

13 IV. Teaching Strategies: A. Teachers differentiate instruction to match the type and complexity of skills and concepts being taught in order to meet the needs, interests, and learning styles of the students. B. The essential components of an ELD lesson are: Address specific ELD standards Explicitly link concepts to background experiences Explicitly link past learning with new concepts Emphasize key vocabulary (i.e. introduce, write, repeat or highlight) Provide modeling, comprehensible input, guided practice, and independent practice Pupil Evaluation C. The CELDT assessment is administered yearly to all District English Learners during the period of July through October. D. The Language Dominance test is administered to EL students to determine proficiency in their primary language. Alternative Bilingual Early Exit Program An early exit (K-3) Spanish bilingual program at Madison and Harmon Johnson Schools provides students English Language Development and access to the core curriculum through Spanish. Classrooms are staffed by BCLAD teachers or CLAD teachers teamed with bilingual Paraeducators. English Learning Students English Learners (ELs) are identified by means of the Home Language Survey and then tested using the California English Language Development Test (CELDT). Using this information, ELs are placed in the following five categories by level of English language proficiency. Beginning Early Intermediate Intermediate Early Advanced Advanced Notification of the designated proficiency level of a student will be provided to the classroom teacher. 13

14 Spanish Bilingual Program All students in grades K-3 participating in the Spanish Bilingual Program will receive a regular report card reflecting the Spanish/English curriculum. EL/ELD is to be checked for all EL students except those redesignated (RFEP). 14

15 Levels of English Proficiency CELDT Level Listening/Speaking Writing Reading Beginner (May or may not be in the silent stage of language production) Limited comprehension and demonstrates the use of a few basic words. May or may not attempt to write about a topic. The response is minimal and may contain some isolated English words as well as the student s primary language. Far Below Basic *Recall minimal details from a simple story, grasping sound/symbol correspondence. Early Intermediate Some basic social language, demonstrates limited comprehension. Speaks using simple words. Is able to write at least one complete sentence in response to a prompt. The sentence may contain correct word order, but errors may obscure the meaning. Far Below Basic *Understands literal comprehension, and can match simple vocabulary to pictures. Intermediate Demonstrates comprehension of simple vocabulary, may have gaps in communication in terms of vocabulary. Is able to write a composition about a topic, but the composition may consist of a disorganized list of events, may include some details. Below Basic * Understands some comprehension questions, can grasp main idea and sequencing. Early Advanced Demonstrates comprehension of social language and some academic language. Uses a fairly extensive vocabulary, with minor errors. Is able to write a composition that includes relevant details and logical sequence of events or ideas. Sentences may contain few errors in grammar and mechanics. Basic *Approaching grade level reading. Can grasp main idea and sequencing. Is beginning to draw conclusions, infer and make generalizations. Advanced Demonstrates comprehension of social language and most academic language. Uses extensive vocabulary. Is able to write a well organized composition that contains clear sequencing, precise vocabulary and has minimal errors in grammar and mechanics. Proficient or Above *Able to apply higher order thinking skills (inferring, generalizations etc.) and are at or close to grade level. 15

16 CA Treasures Language Arts Assessments Test Grade Arrive Tri 1 Units 1 and 2 K-3 8/15 Test Grade Send Tri 2 Units 3 and 4 K-3 11/1 Test Grade Send Tri 3 Units 5 and 6 K-3 2/13 16

17 Attachment K Twin Rivers Unified School District Kindergarten Writing Assessment Directions: Three times per trimester, the teacher will have students write to the prompt below. The first two times are for teacher information only. The teacher may use the district rubric form to score the writing sample. However, only the third writing assessment should be scored for report card purposes. Tell the students that they are going to do their daily writing but you will not help them. They are to work entirely on their own. You can remind students to do their best and to remember all the things they have learned about what makes good writing. Prompt: Draw a picture of yourself and write about what you are doing in the picture. Assessment Dates: (Bolded dates denote scored assessments) Trimester 1: Week of October 10 Trimester 2: Week of February 13 Trimester 3 Week of May 7 17

18 TRUSD Kindergarten Writing Rubric Attachment L Name: T1 T2 T3 Content More than 1 sentence that addresses the prompt. Or one sentence with detail such as adjectives/prepositional phrases. Addresses prompt by writing one sentence and drawing about experiences, stories, people, object or event Addresses prompt with phrases or word(s). Picture must be related to prompt Draws a picture, explanation is related to the prompt: labels with letter-like strings. T1: Comments T2: T3: T1 T2 T3 Mechanics Begins to use correct beginning capitalization and ending punctuation. Uses correct letter formation and spacing Uses the correct letter formation and spacing Inconsistent letter formation and spacing Irregular letter formation. No spacing. T1: Comments T2: T3: T1 T2 T3 Phonetics Comments Uses some standard spelling features in combination with spelling independently using sounds of alphabet, knowledge of letter names and correctly spelling all introduced High Frequency Words. Spells independently using sounds of alphabet, knowledge of letter names and correctly spells some High Frequency Words. Begins to use introduced sound/spellings, initial and final, in combination with random letters, letter name strategy, and copied meaningful sight words or lesson words. Begins to use introduced sound/spellings, beginning or ending in combination with random letters, letter name strategy, and copied meaningful sight words or lesson words. T1: T2: T3: 4 = exceeds standards 3 = meets standards 2 = progressing toward standards 1 = insufficient progress toward standards 18

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