2015-2016 RtI Plan (Bridgette Carter)

9/19/2015

ACT Aspire (Bridgette Carter)

4/14/2015

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Parents,

Students in grades 3-8 will now be administered the ACT-Aspire as a assumptive assessment of their learning experiences for the school year. Below is a link that will provide more information about this assessment and how you can interpret your child's scores. Please see your child's teacher or our Counselor, Ms. Washington, if you have specific questions related to this assessment.

http://www.discoveractaspire.org/parent-overview/

Parent Involvement Workshops (Ramona Celestine)	9/18/2015 Download
Parent Letter (Ramona Celestine)	9/18/2015 Download
Reinforcer Checklist (Ramona Celestine)	9/18/2015 Download
Student Information sheet (Ramona Celestine)	9/18/2015 Download
Course Syllabus (Nicole Charles)	8/21/2012 Download
Kindergarten Supply List ( Shanda Crittendon)	6/26/2015 Download
Course Syllabus (Stacy King)	8/21/2012 Download
Course Syllabus (LaKisha Motley)	8/21/2012 Download
Kindergarten Syllabus (Chenale Taylor)	8/14/2012 Download

T. S. Morris Elementary Standards & Grading Procedures

Kindergarten

Teacher: Chenale Taylor-Grade Level Chair

Experience - 6 years

School Phone Number: 334-223-6920

Email Address: chenale.taylor@mps.k12.al.us

School Website Link: www.mps.k12.al.us

Course Descriptions:

Kindergarten students will receive instruction according to the Alabama Course of study guide lines (ALEX) for ELA, Math, Science, and Social Studies.

The Alabama Course of Study standards can be found at www.alex.state.al.us.

Kindergarten-Reading

By the end of kindergarten, students will be able to:

Grade(s): K

1.) Exhibit phonemic awareness, including identifying and categorizing phonemes, orally blending phonemes into one-syllable words, segmenting one-syllable words into phonemes, and rhyming.

2.) Demonstrate letter-sound association, including matching letters to corresponding spoken sounds and blending letter sounds into one-syllable words, using printed materials.

Examples: initial consonant sounds, final consonant sounds, medial short vowel sounds

3.) Identify upper- and lower-case letters.

4.) Use words that describe and represent real-life objects and actions.

Example: using words that describe location, size, color, and shape

• Using a variety of emergent reading materials

Examples: picture books, predictable texts, decodable text, print in the environment

• Learning new words through stories and explicit instruction

• Recognizing kindergarten high-frequency words in print

Examples: Dolch word lists, basal reader word lists

5.) Demonstrate listening comprehension of passages, including retelling stories and answering questions.

• Recalling information

Examples: characters, settings, details, main ideas, beginning and ending of story

• Making predictions to determine main idea or anticipate an ending

• Responding to stories, asking questions, discussing ideas, and relating events to daily life

• Identifying correct sequence of events after listening to a story

6.) Identify various forms of narrative texts, including nursery rhymes, poetry, and stories.

7.) Recognize basic features of informational text.

Examples: pictures, photographs, captions, facts

8.) Use brainstorming, drawing, and discussion as elements of prewriting in the writing process.

Examples: graphic organizers, storyboards, peer group discussions

• Drafting by stringing letters together to express thought

• Revising group or modeled story

• Using approximate spelling while editing

• Publishing through reading or displaying work

• Using basic punctuation

Examples: period, question mark, exclamation point

9.) Print upper- and lower-case letters using proper formation, spacing, and letter-line placement.

• Using correct hand position when holding writing instrument

10.) Use print and non-print classroom, library, and real-world resources to acquire information.

Examples: nonfiction books, videos, personal interviews, Web-based sources, environmental print

• Identifying parts of a book

• Using simple charts, maps, and graphs to gain basic information

11.) Follow one- and two-part oral directions.

• Responding to various types of literature read aloud

Examples: drawing a picture, composing a song, participating in a discussion

• Looking at the speaker without interrupting

• Listening for meaning in oral communication

12.) Select appropriate voice level when interacting with others.

Examples: whispering in the library, cheering loudly in the gym

• Using appropriate grammar and word choice for a specific audience

• Reciting short poems, rhymes, songs, and stories with repeated patterns

• Demonstrating the ability to take turns in a conversation

• Making connections to stories read aloud

Examples: text-to-self, text-to-text, text-to-world

Kindergarten-Math

Math

Mathematics (2010)

Grade(s): K

1.) Count to 100 by ones and by tens. [K-CC1]

2.) Count forward beginning from a given number within the known sequence (instead of having to begin at 1). [K-CC2]

Mathematics (2010)

3.) Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). [K-CC3]

Count to tell the number of objects.

4.) Understand the relationship between numbers and quantities; connect counting to cardinality. [K-CC4]

a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. [K-CC4a]

b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. [K-CC4b]

c. Understand that each successive number name refers to a quantity that is one larger. [K-CC4c]

5.) Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. [K-CC5]

Compare numbers.

6.) Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. (Include groups with up to ten objects.) [K-CC6]

7.) Compare two numbers between 1 and 10 presented as written numerals. [K-CC7]

Operations and Algebraic Thinking

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

8.) Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), and acting out situations, verbal explanations, expressions, or equations. (Drawings need not show details, but should show the mathematics in the problem. This applies wherever drawings are mentioned in the Standards.) [K-OA1]

9.) Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. [K-OA2]

10.) Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). [K-OA3]

11.) For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. [K-OA4]

12.) Fluently add and subtract within 5. [K-OA5]

Number and Operations in Base Ten

13.) Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. [K-NBT1]

Measurement and Data

Describe and compare measurable attributes.

14.) Describe measurable attributes of objects such as length or weight. Describe several measurable attributes of a single object. [K-MD1]

15.) Directly compare two objects, with a measurable attribute in common, to see which object has "more of" or "less of" the attribute, and describe the difference. [K-MD2]

Example: Directly compare the heights of two children, and describe one child as taller or shorter.

Classify objects and count the number of objects in each category.

16.) Classify objects into given categories; count the number of objects in each category, and sort the categories by count. (Limit category counts to be less than or equal to 10.) [K-MD3]

Geometry

Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).

17.) Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. [K-G1]

18.) Correctly name shapes regardless of their orientations or overall size. [K-G2]

19.) Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid"). [K-G3]

20.) Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices or "corners"), and other attributes (e.g., having sides of equal length). [K-G4]

21.) Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. [K-G5]

22.) Compose simple shapes to form larger shapes. [K-G6]

Example: "Can you join these two triangles with full sides touching to make a rectangle?"

Kindergarten-Science

1.) Classify objects as solids or liquids.

2.) Identify the sun as Earth's source of light and heat.

• Predicting the effect of the sun on living and nonliving things

• Identifying relationships between light and shadows

• Predicting the occurrence of shadows

3.) Relate a variety of sounds to their sources, including weather, animal, and transportation sounds.

Examples:

- weather - thunder,

- animal - dog bark,

- transportation - truck horn

4.) Identify properties of motion, including change of position and change of speed.

5.) Predict whether an object will be attracted by a magnet.

6.) Compare size, shape, structure, and basic needs of living things.

• Identifying similarities of offspring and their parents

7.) Classify objects using the five senses.

• Grouping objects according to color, shape, size, sound, taste, smell, texture, and temperature

8.) Identify features of Earth as landmasses or bodies of water.

9.) Identify seasons of the year.

• Describing seasonal changes in the weather

10.) Identify objects observed in the day sky with the unaided eye, including the sun, clouds, moon, and rainbows.

Kindergarten-Social Studies

1.) Use daily schedules and timelines from birth to present to relate self and family to changes over time.

• Using vocabulary to describe periods of time

Examples: long ago, yesterday, today, tomorrow

2.) Compare families of today with families of the past in relation to work, home, and school.

Examples:

- present -one or both parents working outside the home, families sharing household responsibilities, students having choices of transportation;

- past- parents working together on family-owned farms, family responsibilities assigned by gender, students walking to school

3.) Identify historically significant events as they relate to self and family.

Examples: Veterans Day, Independence Day

• Identifying famous individuals associated with holidays and celebrations

Examples:

- Presidents' Day-George Washington, Abraham Lincoln;

- Thanksgiving-Squanto, Pilgrims;

- Black History Month-Rosa Parks, Martin Luther King, Jr., Booker T. Washington

• Describing personal and family experiences related to holidays and celebrations

4.) Identify personal use of goods and services.

• Demonstrating ways money is used in everyday life

Examples: saving money in piggy banks, using money to buy pencils at the school supply store

• Identifying various community helpers and their roles in the community

Examples: farmers providing food, firefighters putting out fires, health care professionals giving vaccinations, police officers protecting citizens

5.) Identify personal wants and needs.

• Discussing differences between purchasing and bartering for materials

Examples: purchasing candy at the grocery store, trading candy for baseball cards

• Discussing reasons for making choices

Social Studies (2004)

6.) Identify vocabulary related to location and direction.

• Locating objects and places to the right or left, up or down, in or out, and above or below

• Giving directions

• Following directions

7.) Identify representations of Earth using technology, maps, and globes.

• Creating simple maps

Examples: home, classroom, school

8.) Describe effects of different seasons on self and family.

Example: needing to wear a coat in winter

• Discussing economic factors affected by seasonal changes

Example: heating and cooling expenses

9.) Describe ways people celebrate their diverse cultural heritages.

Examples: literature, language, games, songs, dances, holidays

10.) Discuss rights and responsibilities of individuals in relation to different social groups, including family, peer group, and classmates.

• Explaining the importance of manners and social etiquette

• Explaining the necessity for rules and laws and consequences of failing to obey them

Examples: raising hand before speaking to eliminate noise and allow every person to be heard, obeying traffic signs and signals to avoid traffic tickets and accidents, recognizing that playing with matches could lead to getting burned

11.) Identify historic symbols of patriotism.

Examples: Alabama state flag; the flag of the United States; eagle; Pledge of Allegiance; red, white, and blue; the song "America"; the national anthem "The Star-Spangled Banner"

Kindergarten Assessment

The DIBELS assessment is used to assess students' mastery of early reading skills. It provides teachers and parents with a better understanding of a student's strengths, weaknesses, and progress in the major developmental areas of early literacy. Assessment results are used to assist teachers with the development of classroom instruction appropriate for each student. DIBELS benchmarks are administered three times each year.

General Web Links for Parental Support

Compass Learning & Odyssey www.compasslearning.com

NetTrekker classic & Netrekker DI (Differentiated Instruction) www.nettrekker.com

Information on standards-based education edinformatics.com/parents.htm

Homework Help school.discovery.com

Resources, research tools, and grade-specific activities lightspan.com

Educational games for students and advice for parents school.discovery.com

PBS Kids pbskids.org/

Primary Games www.primarygames.com/

English language arts Web Links for Parental Support

Discovery School.com school.discovery.com

Family Education school.familyeducation.com/reading/activity/34563.html

Web English Teacher www.webenglishteacher.com/readingmain.html

Starfall Learning www.starfall.com/

Reading Rockets www.readingrockets.org

We Read: Literacy and Education for Life www.weread.org

KindergarteWebsites

Mathematics Web Links for Parental Support:

U.S. Dept. of ED. ed.gov/pubs/parents/Math/index.html

Bi-Lingual Math Ed. www.aaamath.com/

Math Education www.math.com/parents.html

Online Math Games www.coolmath4kids.com/

Science Web Links for Parental Support

Harcourt Science www. thinkcentral.com

Released test items from state testing program www.edinformatics.com/testing/testing.htm

Ask-a-scientist. www.madsci.org/

Social Studies Web Links for Parental Support

Social Studies Sites for Elementary Students www.ortegaelementary.org/socialstudiessites.htm

National Geographic www.nationalgeographic.com/kids/

World Almanac for Kids www.worldalmanacforkids.com/explore/timeline.html

Learn about habits and customs from various cultures www.netlaputa.ne.jp/~tokyo3/e/

Physical Education and Health Web Links for Parental Support

CDC Physical Activity Topics www.cdc.gov/NCCDPHP/DNPA/physical

Physical Activity in your daily life www.americanheart.org/presenter.jhtml?identifier=2155

Increase your family’s physical fitness www.healthatoz.com/healthatoz/Atoz/hl/fit/star/kfphyact.jsp

PE Central www.pecentral.org/

A Healthier U.S. www.healthierus.gov/exercise.html

Grading Scale:

Key to Academic Achievement of Performance Standards

E- Excellent academics-The student excel and surpass academic goals.

G- Good Academics- The student stays on task to meet academic goals.

S- Satisfactory Academics- The student shows a huge growth and is progressing with academic goals.

N –Student needs improvement in achieving academic goals in this subject/area.

X=HAS NOT BEEN TAUGHT AT THIS TIME.

Key to Initiative and Work Standards

E = SUCCESSFUL - Displays appropriate behaviors.

G = PROGRESSING - Improving, but not yet satisfactory.

S = NEEDS IMPROVEMENT - Behaviors do not lead to successful learning.

N= NEEDS IMPROVEMENT - Behaviors do not lead to successful learning.

U= NEEDS IMPROVEMENT - Behaviors do not lead to successful learning.

Homework Times for Grade K:

Kindergarten students should receive between 15 minutes to 30 minutes of content area homework per night and reading for practice and/or pleasure can be beyond this time.

Class Schedule

8:30 am-10:30am- Reading

10:30am-11:00am- Lunch

11:10am-11:20am- H.A.T.S

11:25am- 11:45am- Intervention

12:30pm-1:45pm-Mathematics

1:45pm-2:25pm- Intervention

2:25pm-2:55pm- Social/Science

Course Syllabus (Takeya Washington)	8/21/2012 Download
Course Syllabus (Jacqueline Williams)	8/21/2012 Download

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