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Goal 1

Early Learning

4th grader

Early learning begins at home, is nurtured in supportive classrooms as children develop language and number skills, and grows as students become adept at using these skills in a variety of ways. 

Focus Areas:

  • Evidence-based instruction built on Common Core State Standards in ALL classrooms
  • Effective literacy instruction that connects reading, writing, speaking and listening
  • Effective numeracy instruction that develops number sense and progresses to abstract mathematical concepts
  • Foundation skills that build meaning including curiosity, nutrition, play, fine arts, exploration
  • Recognition and support for each child’s individual development
  • Common assessments
  • Professional development

Strategy 1:  Define and determine the critical components of Early Elementary Literacy and Numeracy

Action Steps

Possible Performance Indicators

  1. Implement District Literacy and Numeracy PD plan; application and implementation of critical elements of early literacy and numeracy to support teachers and principals
  2. Teachers will apply the gradual release of responsibility; teaching, modeling, guided practice with feedback, independent practice in literacy and numeracy
  3. Reference CCSS and District CCSS Units of Study CCSS used to develop units of instruction and daily lessons
  4. Teacher assessors carefully select or create the right assessment at the right time in order to inform instruction and support the learner. (Data Wise)
  5. Teachers select and implement strategies to maximize learning based on CCSS, the learners’ needs and context
  6. District provided programs are one of a variety of resources to teach literacy and numeracy based on CCSS
  7. Teachers will address critical components from PreK-5 in order to lay the foundation for current grade level expectations.

Knowledge Acquisition of the Critical Elements of Reading:

  • Oral language development
  • Print Concepts
  • Phonological awareness and phoneme instruction
  • Phonics (one-to-one correspondence linking letters to sounds)
  • Systematic, explicit instruction of decoding (reading) and encoding (spelling), in the code system of written language

Knowledge Application of the Critical Elements of Reading:

  • Daily exposure to a variety of literary and informational texts for different purposes
  • Vocabulary instruction that includes methods designed to explore the relationships among words, word structure, origin, and meaning
  • Daily opportunities to connect reading, writing, speaking and listening
  • Fluency instruction (prosody, intonation, and phrasing), providing the bridge between word recognition and comprehension
  • Comprehension strategies for clarifying, inferring, predicting, questioning, summarizing, and visualizing
  • Frequent opportunities to respond to text through writing

Evidence that strategy has been met:

  • Demonstrate independence as readers and writers.
  • Respond to the varying demands of audience, task, purpose and discipline.
  • Comprehend as well as critique what they read and write.
  • Values evidence found through reading.
  • Use technology and digital media strategically and capably as readers and writers.
  • Come to understand other perspectives and cultures.
  • Use of standards based assessments

 Critical Components of Numeracy K through 5th:

 K

  • The child knows the number names and counting sequence to 100 by ones,
  • The child can count forward and backward, starting and stopping at a variety of numbers. 
  • The child can count to tell the number of objects up to 20.
  • The child understands adding as putting together subtraction as taking apart and from, with fluency to 5. 

(K.CC.1, K.CC.2, K.CC.3, K.CC.4, K.CC.5 and K.OA.5)

1st

  • The child represents and solves problems involving addition and subtraction to 20
  • Can add and subtract fluently to 10. 
  • The child can extend the counting sequence to 120
  • Understands conceptual place value to 100.

(1.OA.1, 1.OA.6, 1.NBT.1, 1.NBT.2, 1.NBT.4)

2nd

  • The child can add and subtract fluently to 20. 
  • The child understands conceptual place value to 1000.
  • The child can extend the counting sequence to 1000 including skip counting by 2s, 5s, and 10s. 
  • The child can add and subtract fluently to 100 using mental strategies.
  • The child can work with equal groups to gain a foundation for multiplication.

(2.OA.2, 2.OA.4, 2.OA.6, 2.NBT.1,2.NBT.2, 2.NBT.3, 2.NBT.5)

3rd

  • The child can fluently add and subtract to 1000 using mental strategies. 
  • The child can represent and solve problems involving multiplication and division. 
  • The child understands properties of multiplication and the relationship between multiplication and division.
  • The child can multiply and divide fluently to 100.

(3.NBT.2, 3.OA.1, 3.OA.2, 3.OA.3, 3.OA.5, 3.OA.7)

4th

  • The child can use the four operations with whole numbers to solve problems.
  • The child can generalize understanding from whole numbers and use place value understanding and properties of operations to perform
  • The child can extend understanding of fractions, build fractions from unit fractions and extend understanding of whole number operations to fractions.  (4.OA.1-3, 4NBT.1-5, and 4.NF.1-4)

5th

  • The child can understand the place value system and perform operations with multi-digit whole numbers and decimals. 
  • The child can add and subtract fractions as well as apply and extend previous understandings  to multiply and divide fractions.  (5.NBT.1-7 and 5.NF.1-7)

Note: Fluency includes three ideas: efficiency, accuracy and flexibility.  Fluency in each grade level involves a mixture of just knowing some answers, knowing some answers from patterns (e.g. +0, +1), and knowing some answers through the use of thinking strategies (e.g. I know 5+5 and can use it to help with 7+5).

*Paraphrased from the K-5 Progressions for the CCSS – Counting and Cardinality.

Strategy 2:  Define and determine the critical components of pre-K literacy and numeracy

Action Steps

Possible Performance Indicators

  1. Implement State and District Literacy and Numeracy PD plan; application and implementation of critical elements of early literacy and numeracy to support teachers and principals.
  2. Teachers will design developmentally appropriate activities using the Essential Indicators with a focus on school readiness.
  3. Teacher assesses students using the Pre-K Observational Assessment tool.
  4. Teacher assessors carefully select or create the right assessment at the right time in order to inform instruction and support the learner. (Data Wise)

Knowledge Acquisition of the Critical Elements of Pre-K Literacy:

The child engages in activities that include indoor and outdoor play to promote the acquisition of emergent listening, language, reading and writing skills.

  1. The child demonstrates development in independence, problem-solving, thinking and perseverance.
  2. The child demonstrates development and expansion of listening skills.
  • Follows increasingly complex directions.
  • Hears and discriminates the sounds of language in words to develop phonological awareness.
  • Recognizes rhyming sounds in spoken language.
  • Knows and applies letter-sound correspondence and beginning sound-recognition skills.
  • Demonstrates understanding of new vocabulary introduced in conversations, activities, stories, or books.

3. The child communicates experiences, ideas, and feelings through speaking.

  • Converses effectively in his or her home language, English, or Sign language for a variety of purposes relating to real experiences and different audiences.

4. The child engages in activities that promote the acquisition of emergent reading skills.

  • Demonstrates an interest and enjoyment in books, listening to stories read aloud, and/or looking at books using illustrations or familiar text.
  • Demonstrates comprehension of a story read aloud by asking relevant questions or making pertinent comments.
  • Progresses in understanding of alphabet knowledge and word recognition skills

5. The child engages in activities that promote the acquisition of emergent writing skills.

  • Increasingly attempts to represent meaningful words and print in the environment using the early stages of writing.

Knowledge Acquisition of the Critical Elements of Pre-K Numeracy

  • The child engages in activities that promote the acquisition of emergent numeracy skills: counting, shapes, sorting and measuring.

Knowledge Application of the Critical Elements of Pre-K Numeracy

1. The child understands numbers, ways of representing numbers, and relationships between quantities and numerals.

  • Uses numbers and counting as means for solving problems and determining quantity.
  • Uses one-to-one correspondence in counting increasingly higher groups of objects.
  • Progresses in understanding of number words and numeral recognition skills.
  • Names and identifies written numerals.

The child demonstrates understanding of geometrical and spatial concepts.

  • Recognizes, names, describes, compares, and creates familiar shapes.

2. The child demonstrates an understanding of non-standard units to measure and make comparisons.

  • Demonstrates emerging knowledge of measurement.

3. The child demonstrates the ability to investigate, organize, and create representations.

  • Sorts, classifies, and groups materials by one or more attributes.

 Strategy 3:  On-going, job-embedded professional development in early reading and numeracy instructional strategies

Action Steps Possible Performance Indicators
  1. Time for teachers to work individually and collaboratively in a variety PD settings
  2. Monitor effectiveness of PD strategies and delivery systems to include stakeholder input
  3. Develop PD continuum with stakeholder input
  4. School instructional councils develop PD implementation plan
  5. Develop teacher leadership capacity
  6. District based expert resource teachers available to schools in delivery of PD to teachers
  7. PD embedded in context of schools (PD needs to be first person v. train trainer model)
  8. Stakeholders responsible for engaging in continuous study and application of CCSS
  9. PLC time allocated for the study of student centered practices
  10. Assessment PD about four types of data—Observations, Conversations, Student Self-Evaluations, and Artifacts of Learning (Data Wise)
  1. PD plan to support teachers and principals acquisition of evidence based literacy and numeracy practice.
  2. Design plan for the delivery of  strategies and systems for literacy and numeracy practices (align language with goal 3)
  3. Knowledge and understanding of the CCSS in literacy and math.
  4. On going/job embedded collegial conversations around PD topics

Strategy 4:  Evidence based literacy/numeracy practices built on CCSS used in ALL classrooms

Action Steps Possible Performance Indicators
  1. Teachers will engage in the study of the core indicators of literacy and numeracy
  2. Teachers select and implement strategies to maximize learning based on CCSS, the learners’ needs and context
  3. Teachers will incorporate play/problems based learning to engage children in the process of acquiring and applying literacy and numeracy knowledge and skills
  1. CCSS and District CCSS Units of Study used to develop units of instruction and daily lessons.
  2. Teachers demonstrate mastery and ability to develop instruction that reflects the components of literacy and numeracy at grade appropriate level.

Strategy 5:  Implement Literacy and numeracy assessment practices

Action Steps Possible Performance Indicators
  1. Teachers develop a stance of knowledgeable inquiry around assessment practices
  2. Formative and/or summative assessments will be grouped into four types—Observations, Conversations, Student Self-Evaluations, and Artifacts of Learning
  3. Schools will develop systematic approaches for data collection and analysis
  • Number of students needing tier 2 intervention
  • Data from walk-thrus/observations

 

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