MRS. MCGRANE 5TH GRADE TEACHER

2012-2013

KMCGRANE@SD13.ORG

Curriculum Night Presentation

•GREW UP IN EDEN PRAIRIE, MINNESOTA

•ATTENDED THE UNIVERSITY OF IOWA •RECEIVED MY BACHELORS OF ARTS DEGREE IN COMMUNICATION STUDIES (EMPHASIS ON JOURNALISM/MASS COMMUNICATIONS) AND A MINOR IN DANCE IN 2005

•WORKED AS AN ASSISTANT LOAN TRADER IN LAKE FOREST, IL

•RETURNED TO SCHOOL TO PURSUE MY MASTER’S IN EDUCATION, AND SPECIAL EDUCATION ENDORSEMENT @ ROOSEVELT UNIVERSITY (GRADUATED IN 2011)

•WORKED AS A 5TH GRADE PARAPRO LAST YEAR AT DUJARDIN

•LIVE IN PALATINE, IL WITH MY HUSBAND OF 3 YEARS AND BULLDOG NAMED ELWOOD

•GREW UP IN EDEN PRAIRIE, MINNESOTA

•ATTENDED THE UNIVERSITY OF IOWA •RECEIVED MY BACHELORS OF ARTS DEGREE IN COMMUNICATION STUDIES (EMPHASIS ON JOURNALISM/MASS COMMUNICATIONS) AND A MINOR IN DANCE IN 2005

•WORKED AS AN ASSISTANT LOAN TRADER IN LAKE FOREST, IL

•RETURNED TO SCHOOL TO PURSUE MY MASTER’S IN EDUCATION, AND SPECIAL EDUCATION ENDORSEMENT @ ROOSEVELT UNIVERSITY (GRADUATED IN 2011)

•WORKED AS A 5TH GRADE PARAPRO LAST YEAR AT DUJARDIN

•LIVE IN PALATINE, IL WITH MY HUSBAND OF 3 YEARS AND BULLDOG NAMED ELWOOD

About Mrs. McGrane…

Teachers Working With Students:

Tina Kolzow, Kathryn McGrane, Dina Tenerelli (5th grade teachers)

Danielle Fishleigh, Sue Hanneman, Lisa Thompson (paraprofessionals)

Karen Patelle and Betsy Jannush (supportive reading services/interventions)

Charla Treanor (Social Worker)

Tina Kolzow, Kathryn McGrane, Dina Tenerelli (5th grade teachers)

Danielle Fishleigh, Sue Hanneman, Lisa Thompson (paraprofessionals)

Karen Patelle and Betsy Jannush (supportive reading services/interventions)

Charla Treanor (Social Worker)

CLASSROOM SCHEDULE

What is MAP testing?What is MAP testing? Results determine…Results determine…

Computerized test in the areas of Reading and Mathematics for students k-5

Allows for immediate feedback on areas of strength and weakness

Adaptively branched/questions differentiated

Results show what students are ready to begin learning, not what they have mastered.

Fall (Aug. 20th) Group goals for reading and

math Discussed at PT conferences

Winter (Nov. 26th) Individual goals for reading Sent home to review with

your child Spring (April 8th)

Analyze growth targets for reading and math

As a school we believe that 70% of our students should meet their growth targets.

MAP Testing

MAP Testing Cont…

*** After the fall MAP test is given, students will be given individual goals in literacy and group goals in mathematics.

These goals will be discussed with parents at the November conferences.

***

ECRA TESTING – WEEK OF APRIL 1ST

OLSAT TESTING – FIRST WEEK IN FEBRUARY

ISAT TESTING – WEEK OF MARCH 4TH

Additional Testing

READING

GRAMMAR WORK

SPELLING

HANDWRITING

READING

GRAMMAR WORK

SPELLING

HANDWRITING

Daily Literacy Block – (90 minutes):

Balanced Literacy ModelBalanced Literacy Model Pearson Scott Foresman’s Reading Street

Pearson Scott Foresman’s Reading Street

Shared Reading Teacher model skill and strategy Direct vocabulary instruction Building background knowledge

Guided reading Small groups based on guided

reading level, and skill knowledge Skill and strategy revisited Vocabulary revisited (except for

advanced readers – new vocab. Integrated)

Independent Reading Application of skill and strategy on

your own Graphic organizer to show

understanding Exit tickets to gauge comprehension On-line test to show comprehension

of skill and strategy

Shared Reading Teacher model skill and strategy Direct vocabulary instruction Building background knowledge

Guided reading Small groups based on guided

reading level, and skill knowledge Skill and strategy revisited Vocabulary revisited (except for

advanced readers – new vocab. Integrated)

Independent Reading Application of skill and strategy on

your own Graphic organizer to show

understanding Exit tickets to gauge comprehension On-line test to show comprehension

of skill and strategy

Literature is more nonfiction based to give readers as much experience with real world texts

Students progress is monitored to provide remediation and/or needs for greater challenge and differentiation

Baseline test: reading placement given at the beginning of the school year

Formative assessment: weekly selection test with online results for students, teachers, and parents

Summative assessment: given at the end of the reading unit (usually after a 5 week interval)

My Sidewalks: Alternative program from struggling readers/Tier III intervention

Literature is more nonfiction based to give readers as much experience with real world texts

Students progress is monitored to provide remediation and/or needs for greater challenge and differentiation

Baseline test: reading placement given at the beginning of the school year

Formative assessment: weekly selection test with online results for students, teachers, and parents

Summative assessment: given at the end of the reading unit (usually after a 5 week interval)

My Sidewalks: Alternative program from struggling readers/Tier III intervention

Reading Part #1

Reading Part #2

The Reading Street series provides explicit, systematic, high quality instruction focusing on five critical elements of reading that have been identified by research:

Phonemic Awareness Phonics Fluency Vocabulary Text Comprehension

Common Core Extensions

Common Core Extensions Extension BreakdownExtension Breakdown

With the development and adaptation of the new common core state standards, students will be asked to complete weekly writing and mini-research inquiries in addition to reading work during the reading block.

Mini writing assignments and research projects will be completed on a weekly basis in relation to the weekly reading theme and/or skill

During the unit period students will also gain exposure to 3-5 informational texts as well as 3-5 works of poetry

With the development and adaptation of the new common core state standards, students will be asked to complete weekly writing and mini-research inquiries in addition to reading work during the reading block.

Mini writing assignments and research projects will be completed on a weekly basis in relation to the weekly reading theme and/or skill

During the unit period students will also gain exposure to 3-5 informational texts as well as 3-5 works of poetry

Mini-Research Students will be asked to develop their

own inquiry questions pertaining to a given subject, and research the answers to their questions.

Mini-Writing Students will be asked to compare

multiple texts with a common theme in writing pieces to support and clarify their knowledge of a given topic

Informational Texts Students will be exposed to numerous

informational text pieces, familiarizing themselves with the look and purpose for such texts.

They will be asked to use what they know and have read to formulate responses and deeper thinking

Poetry Works Students will read poetry relating to the

weekly theme/topic. They will then write their own poetry to expand upon what they have learned

Mini-Research Students will be asked to develop their

own inquiry questions pertaining to a given subject, and research the answers to their questions.

Mini-Writing Students will be asked to compare

multiple texts with a common theme in writing pieces to support and clarify their knowledge of a given topic

Informational Texts Students will be exposed to numerous

informational text pieces, familiarizing themselves with the look and purpose for such texts.

They will be asked to use what they know and have read to formulate responses and deeper thinking

Poetry Works Students will read poetry relating to the

weekly theme/topic. They will then write their own poetry to expand upon what they have learned

Reading Part #3

READING FLUENCY

The National Reading Panel has noted that 80% of reading comprehension problems result from a lack of reading fluency

Students will be given grade level benchmark tests 3x/year (fall, winter, spring)

If the target is not met on one of the 3 the benchmark test given, computer based interventions and/or PMM’s will be given and monitored throughout the year (Tier II)

INTERVENTION PROGRAMS: Tier II interventions

PMM’s Read Naturally (oral fluency) Reading Plus (silent fluency)

Spelling & Handwriting

Handwriting: Cursive letter formation

Spelling Structure: Practice Test at beginning of week Workbook pages due at the end of the week Challenge activity for those who have tested out of the

spelling list for a particular week Mastery test at the end of the week

In order to help with cursive mastery, students will complete their spelling tests in cursive

Language Arts (45 minute block)

Three Modes of Writing Expository (analysis)

Grades 3-5 12 structured mini-lessons to create a common vocabulary

and structure/framework for writing Research through inquiry

Persuasive/Opinion

Narrative Personal narrative

Grammar Skills taught based on academic standards Pre-assessments given each unit

Science – Mrs. McGraneScience – Mrs. McGrane Social Studies – Mrs. McGrane

Social Studies – Mrs. McGrane

Order of Units:1. Unit C: Chapters 7-8

Rocks, Minerals, and Fossils

2. Unit D: Chapter 13 Solar System: Seasons, Earth,

Moon

3. Unit A: Chapter 3 Cells to Body Systems

4. Unit A: Chapter 1 Plant growth

5. Unit E: Chapter 14 Properties of Matter

Tests and projects

Order of Units:1. Unit C: Chapters 7-8

Rocks, Minerals, and Fossils

2. Unit D: Chapter 13 Solar System: Seasons, Earth,

Moon

3. Unit A: Chapter 3 Cells to Body Systems

4. Unit A: Chapter 1 Plant growth

5. Unit E: Chapter 14 Properties of Matter

Tests and projects

Order of Units:1. The Colonial and Revolutionary

War time period

1. Our government and the westward expansion time period

1. The Civil War time period

1. Growth of our country – industrialization and immigration

Tests and projects

Order of Units:1. The Colonial and Revolutionary

War time period

1. Our government and the westward expansion time period

1. The Civil War time period

1. Growth of our country – industrialization and immigration

Tests and projects

Science and Social Studies(4 ½ weeks of each grading quarter)

•Emphasis in math is on concepts and thinking process.

•Pictures, acting out, models, and hands-on materials are used for the understanding of concepts and problem solving

•Daily homework WILL be given and supported with examples in math logs/notes

•Assessments vary per quarter (not all homework will be graded but is expected to be completed)

•Common core had changed the way we use the series. We pull lessons from trailblazers and supplement materials to cover a wider range and difficulty of concepts

•Rocket Math: supplemental curriculum to support the acquisition of basic facts automatically, which is critical in order for students to apply higher order thinking in math

•Emphasis in math is on concepts and thinking process.

•Pictures, acting out, models, and hands-on materials are used for the understanding of concepts and problem solving

•Daily homework WILL be given and supported with examples in math logs/notes

•Assessments vary per quarter (not all homework will be graded but is expected to be completed)

•Common core had changed the way we use the series. We pull lessons from trailblazers and supplement materials to cover a wider range and difficulty of concepts

•Rocket Math: supplemental curriculum to support the acquisition of basic facts automatically, which is critical in order for students to apply higher order thinking in math

Trailblazers: Mathematics(Kolzow, McGrane, Tenerelli)

Technology In the Classroom

With the advancement of technology, as well as the accessibility of it to many children, I feel as though technology is

something that needs to be explored and utilized within the classroom. Therefore, we will be working with technology as

much as possible!

Projects and assignments will be typed Students will use desktop computers, laptops, and netbooks

Technology programs may include: MS Word Excel PowerPoint (with and without hyper-linking) Blogging PhotoStory Audacity Wiki Pages

Common Core State Standards

Common Core will be gradually introduced into the curriculum throughout the school year.

Students will be exposed to difficult texts for analysis and response

Students will also be expected to complete more rigorous assignments in all areas that require higher-level thinking

Preparing students for college readiness

*** Please see pamphlet for more information! ***

Homework!!!

Homework is an extension of the work we are doing in class

Completed homework may or may not be gradedStudents can expect between 45 minutes – 1 hour each

nightSeek extra help if needed – set up a time with me!Absent class work and homework will be received upon

returning to school (student responsibility)Late work coupons – 2/quarterIf students fail to complete their homework, you will be

notified via “late-work slip”

Please note: ANY class work that is missed due to band, service worker duties, or bathroom breaks remain the STUDENTS’

RESPONSIBILITY to find out what he/she missed.

Late Work Policy

Students will be given TWO days to turn in any late assignment

If handed in within the two days, a grade of “3” and no higher than a 70% is given on the assignment

If the student does NOT have the assignment finished on the 2nd day, a grade of “2” and no higher than a 50% is given on the assignment

A “late-work” slip notice will be sent home the day of the missed assignment, and will need to be signed by an ADULT

Notification of the late work policy (after day three) will be made by the child via phone so the home-school connection is upheld

*** check your child’s backpack and plan book daily ***

School Improvement

DATE: The 1st Wednesday of each month, except for the month of March

TIME: 1:40pm dismissal for grades 1-5

PURPOSE: Used for staff development and school improvement opportunities

~ remember to mark YOUR calendars ~

SIP Goals (School Improvement Planning)

The school improvement goals for this year are to maintain student growth rates in both reading and math as measured by the MAP fall to spring assessment at 70% or greater.

A second goal is to continue a composite ISAT score of 90% + in grades 3-5. An additional goal will have to do with the common core and writing in grades K-5.

Special Events: Mark Your Calendars!

Parent Teacher Conferences Please sign up for conferences online at: www.sd13.org Sign-up starts September 13th Dates: November 19th and 20th

Loredo Taft Outdoor Education Trip Parent information meeting: TBD Dates of trip: January 23rd-25th, 2013

Robert Crown Health Center Field Trip Date: April 2013

Lifetime Fitness Date: ???

Portfolio Night Date: Thursday, May 2nd, 2013

Contact…

Please feel free to contact me with any questions, concerns or comments!

The best way to reach me is through email at: kmcgrane@sd13.org

Thanks for your support in making this a great school year!