Elementary K-5 Curriculum
Troy School District offers each student a World Class education and opportunities to attain his or her personal best. TSD embraces deep learning, character development & thoughtfulness, athletic achievement, and artistic exploration through the fine arts. Students are encouraged to pursue their passions from early childhood through career.
In the Troy School District, we believe that a quality education can help expand opportunities for all students.
Destiny Discover Library CatalogÂ
Academic Subjects & Specials - Kindergarten
- Media Center
- Language Arts
- Mathematics
- Science
- Social Studies
- Visual Arts
- Vocal/General Music
- Health
- Physical Education
- ELD
Media Center
The media center is an exciting place for kindergarteners. They listen to stories and meet characters like Cat in the Hat, Clifford the Dog, Franklin the Turtle - characters who will remain friends for life. They learn how to care for books, and how to choose a book that meets their reading interests. They check out books and practice responsible behaviors by returning them on time. Alphabet and counting books coordinate with the language arts and math curricula. Students practice listening skills and begin to identify authors and illustrators.
Language Arts
K-2 Philosophy:
All students learn from a balanced approach to literacy, one that includes a responsive approach to the teaching of reading, writing, and phonics. Students learn to self-assess, set goals, work with partners, and receive and apply feedback. Students learn to use the writing process to write for real purposes and audiences, write the kinds of texts that they see in the world, and to put meaning onto the page. Students develop their oral language, write daily, and create pieces of writing across the genres of narrative, informational, and opinion. Across the writing process, students move through the stages of planning, drafting, and revision, all of which require them to rehearse and strengthen their knowledge and use of print concept, syntax, and vocabulary.
As readers, students engage deeply with texts by having daily opportunities to read high-interest, accessible books independently, in partnerships, small groups, and book clubs. They start off learning foundational skills such as concepts of print, phonemic awareness, phonics, and story language to reading with greater independence using reading strategies to read with more accuracy, fluency, comprehension, and vocabulary development. Students have access to increasingly complex texts appropriate for their grade level. This starts with read-aloud and shared reading texts in kindergarten and first grade and moves toward independent reading of complex texts by second grade.
Phonics is a daily component of balanced literacy that focuses on phonemic awareness, features of phonics, high-frequency words, spelling, and vocabulary. Students have many opportunities to transfer phonics learning to their daily reading and writing work.
Kindergarten ELA Program
Reading Units
In kindergarten, students begin to establish their identities as readers while they build the foundational skills for reading. In We Are Readers, children develop concepts of print, phonemic awareness, phonics, and the knowledge necessary to use story language to support their approximations of reading. Super Powers: Reading with Print Strategies and Sight Word Power, glories in children’s love of play as they learn “super power” strategies that help them work on fluency. In Bigger Books, Bigger Reading Muscles, children attempt more difficult books with greater independence and use reading strategies to read with more accuracy, fluency, and comprehension. Becoming Avid Readers helps youngsters role-play their way into being the readers you want them to become. They pay close attention to characters, setting, and plot while reading fictional stories, become experts in nonfiction topics as they read together in clubs, and play with rhyme and rhythm while reading poetry.
(Excerpt from Heinemann.com)
Kindergarten Reading Units:
- We are Readers
- Emergent Reading: Looking Closely at Familiar Text
- Super Powers: Reading with Print Strategies and Sight Word Power
- Bigger Books, Bigger Reading Muscles
- Becoming Avid Readers
- Growing Expertise in Little Books: Reading for Information
Writing Units
Phonics Units
The kindergarten units provide an instructional pathway in phonics, introduces high-leverage phonics concepts and strategies in a way that keeps pace with students’ reading and writing and helps them understand when, how, and why they can use phonics to read and write. Making Friends with Letters immerses children in letters and sounds, name study, rhyme and word play. Word Scientists focuses on letter knowledge and letter-sound correspondence, phonological awareness, and high-frequency words. Word-Part Power makes that giant step from writing labels to writing sentences, grasp the power of phonograms, and build high frequency words. Vowel Power distinguishes short-vowel sounds from one another and students study vowels in words that are longer than CVC words. In Playing with Phonics students are introduced to blends, tackle longer words and begin thinking about the sounds that they hear in word parts or phonograms.
(Excerpt from Heinemann.com)
Kindergarten Phonics Units:
- Making Friends with Letters
- Word scientists
- Word Part Power
- Vowel Power
- Playing With Phonics
Mathematics
Kindergarten children develop mathematical skills through "hands-on" activities and games. They become familiar with numbers 1-110 by counting by 1s, 2s, and 5s. The concepts of graphing, telling time, number patterns, fractions, and money are introduced. Children compare a variety of objects using their length, weight and volume; estimate measures; and use measurement tools. Number stories provide a way for young children to read and write numbers. Games are used as a concrete way of introducing a variety of topics, including the concepts of fairness and chance. Kindergartners will occasionally bring home Math Link "homework" assignments to explore with their family.
We believe that the purpose of our mathematics program is to cultivate students’ positive mathematical identities so that all students:
- develop deep mathematical understandings
- understand and critique the world through mathematics
- experience the wonder, joy, and beauty of mathematics
NCTM (2020). Catalyzing Change in Middle School Mathematics
Troy students will:
- Make sense of problems and persevere in solving them
- Reason abstractly and quantitatively
- Construct viable arguments and critique the reasoning of others
- Model with mathematics
- Use appropriate tools strategically
- Attend to precision
- Look for and make use of structure
- Look for and express regularity in repeated reasoning
Math Standards & Grade Level Topics
Michigan Math Standards
The Michigan Math Standards call for a balance between procedural knowledge and conceptual understanding. The K-12 Standards for Mathematical Practice, shown below, are types of student expertise developed progressively in each grade-level course.
- Make sense of problems and persevere in solving them.
- Reason abstractly and quantitatively.
- Construct viable arguments and critique the reasoning of others.
- Model with mathematics.
- Use appropriate tools strategically.
- Attend to precision.
- Look for and make use of structure.
- Look for and express regularity in repeated reasoning.
Grade Level Math Topics
-
Know number names and the count sequence.
-
Count to tell the number of objects.
-
Compare numbers.
-
Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from
-
Work with numbers 11–19 to gain foundations for place value.
-
Describe and compare measurable attributes.
-
Classify objects and count the number of objects in categories.
-
Identify and describe shapes.
-
Analyze, compare, create, and compose shapes.
Bridges in Math
Number Corner
Math Resources
Overviews, Charts, and Timelines
Less/More Chart & Principles to Action Chart
Math Education LESS/MORE Chart
Math Education will involve LESS / MORE:
- LESS: Focus on practicing procedures and memorizing basic number combinations.
- MORE: Focus on developing understanding of concepts and procedures through problem solving, reasoning, and discourse.
- LESS: Students using the same standard computational algorithms and the same prescribed methods to solve algebraic problems.
- MORE: Students having a range of strategies and approaches from which to choose in solving problems, including, but not limited to, general methods, standard algorithms, and procedures.
- LESS: Teachers telling students exactly what definitions, formulas, and rules they should know and demonstrating how to use this information to solve mathematical problems.
- MORE: Teachers engaging students in tasks that promote reasoning and problem solving and facilitating discourse that moves students toward shared understanding of mathematics.
- LESS: Memorizing information that is presented and then using it to solve routine problems on homework, quizzes, and tests.
- MORE: Students making sense of mathematic tasks by using varied strategies and representations, justifying solutions, making connections to prior knowledge and considering the reasoning of others.
- LESS: Guiding students step by step through problem solving to ensure they are not frustrated or confused.
- MORE: Providing students with appropriate challenge, encouraging perseverance in problem solving, and supporting productive struggle in mathematics.
- LESS: Same instruction for all.
- MORE: Differentiated instruction toward the same learning outcome.
Adapted from N.C.T.M. (2014). Principles to action: Ensuring mathematical success for all. Reston, Virginia.
Timeline
Elementary Math Timeline
2019-2020 Research & Vision
- Engage in Principles to Actions and Catalyzing Change by N.C.T.M. documents in math leadership team.
- Develop a deeper understanding of best practices in the teaching and learning of mathematics.
- Learning and training in Math Recovery offered to classroom teachers.
- Survey all classroom teachers about current math practices in elementary classrooms.
- Establish a shared vision and develop a TSD math curriculum review Math Less More Chart and Effective Teaching Practices •Begin to explore curricula options and research neighboring district math programs.
- Research available materials for potential math resources and determine the scope of the early adopters and invite early adopter research team.
- Select two resources to review.
2020-2021 Research, Vision & Explore
- Establish Math Specialists and Math Recovery Intervention at Elementary School.
- Professional learning for teachers and support for students in small group and 1-on-1 settings.
- Early Adopter researcher and review teams.
- Experience tasks from Bridges Math and Illustrative Math with Math Leadership Team members.
- Introduce materials provided from publisher and facilitators of available math programs.
- Invite district leaders, classroom teachers, and board members to visit Early Adopter Research Classrooms.
- Collect and review Early Research Teacher data.
- Invite teachers to join Early Adopter Team.
2022-2023 Explore & Beginning Implementation
- Provide professional learning to all elementary math teachers on Connected Math (the first pilot curriculum) during the August back-to-school days.
- Support piloting teachers through job-embedded coaching with curriculum facilitators and planning and reflecting with math specialists.
- Collect quantitative and qualitative teacher and student data •Invite district leaders to visit piloting classrooms.
- Provide professional learning to all middle school math teachers on Illustrative Math (the second pilot curriculum) during the January professional learning day.
- Invite the School Board to visit piloting classrooms.
- Study pilot data with the curriculum review team and determine curriculum resource for adoption.
- Seek Board approval for curriculum resource.
- Create a plan for material distribution and professional learning for all math teachers.
2023-2024 Plus Implementation
-
Support full implementation with professional learning, job-embedded coaching, and support from math specialists.
-
Collect and review data and engage in a teaching and learning cycle with teachers.
Elementary Program Review
The Early Adopter Team includes 84 teachers (28% of classroom teachers) from all grade levels in 11 out of 12 elementary schools in the district. The elementary math specialists at each building are supporting teachers through co-planning, co-teaching, modeling, prepping materials, gathering, and reflecting with teachers and students. Teachers have access to attend cross district planning and collaboration time each month prior to each new unit, and teacher groups visit and observe early adopter classrooms in action through in and out of district classrooms.
Science
Students in kindergarten through fifth grade begin to develop an understanding of the four disciplinary core ideas: physical sciences; life sciences; earth and space sciences; and engineering, technology, and applications of science. In the earlier grades, students begin by recognizing patterns and formulating answers to questions about the world around them. By the end of fifth grade, students are able to demonstrate grade-appropriate proficiency in gathering, describing, and using information about the natural and designed world(s).
Weather & Climate
Earth SCIENCE
Pushes & Pulls
Physical SCIENCE
Living & Non-Living
Life SCIENCE
K-12 Science Practices & Concepts
Science & Engineering Practices
The K-12 Science and Engineering Practices, show below represent the ongoing behavior or students as they build understanding of core ideas.
- Asking questions (for science) and defining problems (for engineering)
- Developing and Using Models
- Planning and Carrying Out Investigations
- Analyzing and Interpreting Data
- Using Mathematics and Computational Thinking
- Constructing Explanations (for science) and Designing Solutions (for engineering)
- Engaging in Argument from Evidence
- Obtaining, Evaluating, and Communicating Information
Crosscutting Practices
The K-12 Crosscutting Concepts, shown below, are overarching themes that span multiple scientific disciplines and connect core disciplinary ideas.
- Patterns
- Cause and Effect
- Scale, Proportion, and Quantity
- Systems and Systems Models
- Energy and Matter in Systems
- Structure and Function
- Stability and Change of Systems
Curriculum Development Phases
Curriculum Development Phases Chart
Phase 1: Assemble a content area Curriculum design team made up of teachers and administrators to review district data, best instructional practices, state and national standards, district goals, and content area needs. Research: Year 1.
Phase 2: Review and analyze resources that match district needs. If necessary, conduct a pilot student. Seek approvals. Resources: Year 1.
Phase 3: Develop curriculum outlines for each new or revised unit of student with essential questions, standards alignment pacing guides, and assessments. Provide necessary professional learning. Mapping: Years 1 and 2.
Phase 4: Implement new units of study. Review assessment data. Based on data, adjust unit maps, assessments, or instructional strategies as needed. Provide professional learning and ongoing teacher support as needed. Implementation: Years 2 and 3.
Social Studies
Through the Kindergarten curriculum, "Myself and Others", children learn about the world around them, starting with their own classroom and expanding into their community, country, and world. Through a variety of classroom experiences, students begin to develop skills in history, geography, economics, and civics. Kindergarteners experience how stories, poems, and songs relate to their world. Good citizenship skills are emphasized as students learn to make good choices and help others. Students begin to explore the core democratic values.
Kindergarten Curriculum
Michigan Open Book Project & Sequence Chart
Kindergarten: Myself and Others
Social Studies Sequence Chart
Accessible Text for Social Studies and Science Sequence Grades K-5 Chart
Title: Social Studies and Science Sequence: Grades K-5
Column 1 Title: *Social Studies Unit 1
Kindergarten:
- Civics
- Rules, Fairness, Resolving Conflict
1st Grade:
- Civics1
- Rules, Values, & Civic Participation
2nd Grade:
- Civics
- Purpose, Values, & Structure of Local Government
3rd Grade:
- Civics
- Natural Disasters
4th Grade:
- Civics
- National, State, & Local Structures of Government
5th Grade:
- The Atlantic World to 1620
Column 2 Title: Science 1
Kindergarten:
- Earth Science/ Geography Social Studies
- Weather
1st Grade:
- Earth Science
- Space Systems
2nd Grade:
- Earth Changes
3rd Grade:
- Earth Science
- Weather & Climate
4th Grade:
- Earth Science & Geography
- Processes That Shape Earth
5th Grade:
- Earth Systems
Column 3 Title: Social Studies Unit 2
Kindergarten:
- History
- Recognizing The Past
1st Grade:
- History / Geo
- Families & Schools
2nd Grade:
- History / Geography
- City of Troy
3rd Grade:
- Geography
- Michigan Roads & Infrastructure
4th Grade:
- History
- Michigan Beyond Statehood
5th Grade:
- The Colonies
- 1620-1763
Column 4 Title: Science 2
Kindergarten:
- Physical Science
- Push & Pull
1st Grade:
- Physical Science
- Light & Sound
2nd Grade:
- Physical Science
- Matter
3rd Grade:
- Physical Science
- Forces & Interactions
4th Grade:
- Physical Science
- Energy & Waves (Cause & Effect)
5th Grade:
- Physical Science
- Properties of Matter
Column 5 Title: Social Studies Unit 3
Kindergarten:
- Economics
- Needs & Wants
1st Grade:
- Economics
- Needs, Wants, & Choices
2nd Grade:
- Economics
- Business Community & Consumers
3rd Grade:
- History & Economics
- Road To Statehood
4th Grade:
- Economics & Geography
- Michigan Markets & Migration
5th Grade:
- American Revolution
- 1763-1800
Column 6 Title: Science 3
Kindergarten:
- Life Science
- Plants & Animals
1st Grade:
- Life Science
- Structures & Function
2nd Grade:
- Life Science
- Plant & Animal Relationships
3rd Grade:
- Life Science
- Life Cycle & Ecosystems
4th Grade:
- Life Science
- Structure, Function & Information Processing
5th Grade:
- Life Science
- Matter in Ecosystems
FOOTNOTES:
Social Studies Storyline
-
Kindergarten = Me & My World
-
1st Grade = Me & My School Community
-
2nd Grade = Our Troy Community
-
3rd Grade = Michigan History to 1837
-
4th Grade = Michigan History from 1837 / United States
-
5th Grade = U.S. Origin Story (Exploration & Settlement / Colonial Development / American Revolution)
-
* First 10 Civics lessons in all grade levels includes a focus on Culturally Responsive Read Alouds, Identity, and Community Belonging
Visual Arts
The visual art curriculum for kindergarten in a full-day setting is taught by a visual art specialist. This highly structured, sequential framework has been specially designed to provide developmentally appropriate skills and knowledge while honing creativity, appreciation, historical understanding, and the ability to discuss and analyze art. In kindergarten, students will develop an awareness of two- and three-dimensional forms, manipulate art tools, be exposed to famous works of art, and learn to use a wide array of art materials. Throughout the year, student art may be displayed in individual school buildings and throughout the community.
Vocal/General Music
An elementary music specialist teaches Vocal/general music in a full-day kindergarten setting. Students learn to make and respond to music through age-appropriate songs, dances, and activities. Basic instruction includes: Exploring their singing voices and other sounds; keeping a steady beat utilizing physical movement, dances, games, and rhythm instruments; learning a variety of traditional songs; and creating cultural awareness through songs, instruments, and ethnic dances. (Students enrolled in half-day kindergarten have music taught by their classroom teacher.)
Health
The study of health in kindergarten is one of self-discovery and self-realization. It is an opportunity for children to explore what is valued by themselves and others and to grow socially and emotionally. The importance of the family and the interdependence of all people are identified.
Children begin to identify the individual health practices that promote good health and emotional well-being. Students identify common household products that may be unsafe or poisonous.
Physical Education
Students go to Physical Education class for 35 minutes twice a week. During these classes students are given opportunities to develop Gross Motor skills and coordination. A variety of objects used in physical education will assist students’ development of eye, hand, and foot coordination. Students will be assessed on some locomotor skills, movements and actions. Students will also develop positive characteristics and attitudes conducive to physical fitness through exercise and activities. Through organized activities and game play, students develop a sense of fair play, and cooperation with others. Fitness components consist of but are not limited to endurance, upper body strength, core strength and flexibility. Students are introduced to the T.R.O.Y Fitness Program and are tested on two parts: Jump Roping and Continuous Jog.
ELD
The English language development program helps ensure learning for all students, specifically students who are multilingual and in the process of acquiring English as an additional language. The ELD specialists provide small group instruction for English language acquisition outside the grade level classroom with frequency based on the students’ unique instructional needs. They also support access to classroom content by pushing into grade level classrooms.
Accessible Text for W.I.D.A Guiding Principles of Language Development Flyer
Title: WIDA Guiding Principles of Language Development
Subtitle: These updated Guiding Principles of Language Development and Learning exemplify WIDA’s overarching and ever-present Can Do Philosophy.
- Multilingual learners’ languages and cultures are valuable resources to be leveraged for schooling and classroom life; leveraging these assets and challenging biases help develop multilingual learners’ independence and encourage their agency in learning (Little, Dam, & Legenhausen, 2017; Moll, Amanti, Neff, & González, 1992; Nieto & Bode, 2018; Perley, 2011).
- Multilingual learners’ development of multiple languages enhances their knowledge and cultural bases, their intellectual capacities, and their flexibility in language use (Arellano, Liu, Stoker, & Slama, 2018; Escamilla, Hopewell, Butvilofsky, Sparrow, Soltero-González, Ruiz-Figueroa, & Escamilla, 2013; Genesee, n.d.; Potowski, 2007).
- Multilingual learners’ language development and learning occur over time through meaningful engagement in activities that are valued in their homes, schools and communities (Engeström, 2009; Larsen-Freeman, 2018; van Lier, 2008; Wen, 2008).
- Multilingual learners’ language, social-emotional, and cognitive development are inter- related processes that contribute to their success in school and beyond (Aldana & Mayer, 2014; Barac & Bialystok, 2012; Gándara, 2015; Sánchez-López & Young, 2018).
- Multilingual learners use and develop language when opportunities for learning take into account their individual experiences, characteristics, abilities, and levels of language proficiency (Gibbons, 2002; Swain, Kinnear, & Steinman, 2015; TESOL International Association, 2018; Vygotsky, 1978).
- Multilingual learners use and develop language through activities which intentionally integrate multiple modalities, including oral, written, visual, and kinesthetic modes of communication (Choi & Yi, 2015; Jewitt, 2008; van Lier, 2006; Zwiers & Crawford, 2011).
- Multilingual learners use and develop language to interpret and access information, ideas, and concepts from a variety of sources, including real-life objects, models, representations, and multimodal texts (Ajayl, 2009; Cope & Kalantzis, 2009; Jewitt, 2009; Kervin & Derewianka, 2011).
- Multilingual learners draw on their metacognitive, metalinguistic, and metacultural awareness to develop effectiveness in language use (Bialystok & Barac, 2012; Casey & Ridgeway-Gillis, 2011; Gottlieb & Castro, 2017; Jung, 2013).
- Multilingual learners use their full linguistic repertoire, including translanguaging practices, to enrich their language development and learning (García, Johnson, & Seltzer, 2017; Hornberger & Link, 2012; Wei, 2018).
- Multilingual learners use and develop language to interpret and present different perspectives, build awareness of relationships, and affirm their identities (Cummins, 2001; Esteban-Guitart & Moll, 2014; May, 2013, Nieto, 2010).
Multilingual learners refers to all children and youth who are, or have been, consistently exposed to multiple languages. It includes students known as English language learners (ELLs) or dual language learners (DLLs); heritage language learners; and students who speak varieties of English or indigenous languages.
WIDA is housed within the Wisconsin Center for Education Research at the University of Wisconsin-Madison. © 2019 The Board of Regents of the University of Wisconsin System, on behalf of WIDA.
ELD Curricular Resource - Reach Overview
WIDA-ELD-Standards-Framework
Guiding-Principles-of-Language-Development
Academic Subjects & Specials - Grade 1
- Media Center
- Language Arts
- Mathematics
- Science
- Social Studies
- Visual Arts
- Vocal/General Music
- Health
- Physical Education
- ELD
Media Center
In first grade, students learn about parts of a book and parts of a story. They can differentiate between fiction and non-fiction, and they can explain different types of fiction such as fairy tales, folk tales, science fiction and mysteries. They explore different non-fiction subjects, and see how books with the same subject are located on the same shelf. They are introduced to the Internet and Internet safety. First graders can explain that people around the world create different stories, and they participate in storytelling and dramatizations.
Language Arts
K-2 Philosophy:
All students learn from a balanced approach to literacy, one that includes a responsive approach to the teaching of reading, writing, and phonics. Students learn to self-assess, set goals, work with partners, and receive and apply feedback. Students learn to use the writing process to write for real purposes and audiences, write the kinds of texts that they see in the world, and to put meaning onto the page. Students develop their oral language, write daily, and create pieces of writing across the genres of narrative, informational, and opinion.
As readers, students engage deeply with texts by having daily opportunities to read high-interest, accessible books independently, in partnerships, small groups, and book clubs. They start off learning foundational skills such as concepts of print, phonemic awareness, phonics, and story language to reading with greater independence using reading strategies to read with more accuracy, fluency, comprehension, and vocabulary development. Students have access to increasingly complex texts appropriate for their grade level. This starts with read-aloud and shared reading texts in kindergarten and first grade and moves toward independent reading of complex texts by second grade.
Phonics is a daily component of balanced literacy that focuses on phonemic awareness, features of phonics, high-frequency words, spelling, and vocabulary. Students have many opportunities to transfer phonics learning to their daily reading and writing work.
First Grade ELA Program
Reading Units
The start of first grade is a time for dusting off the skills and habits that children learned during kindergarten. In Building Good Reading Habits, children establish partnerships that tap into the social power of peers working together to help each other become more strategic as readers. Word Detectives supports students’ word solving skills and their knowledge of high-frequency words. Learning About the World: Reading Nonfiction taps into children’s natural curiosity as they explore nonfiction, learn comprehension strategies, word solving, vocabulary, fluency, and author’s craft. Readers Have Big Jobs to Do: Fluency, Phonics, and Comprehension focuses on the reading process to set children up to read increasingly complex texts. Meeting Characters and Learning Lessons: A Study of Story Elements spotlights story elements and the skills that are foundational to literal and inferential comprehension, including empathy, character study, and interpretation.
(Excerpt from Heinemann.com)
First Grade Reading Units:
- Building Good Reading Habits
- Word Detectives
- Learning About the World: Reading Nonfiction
- Readers Have Big Jobs to Do: Fluency, Phonics, and Comprehension
- Meeting Characters and Learning Lessons: A Study of Story Elements
Writing Units
In Small Moments: Writing with Focus, Detail, and Dialogue students take the everyday events of their young lives and make them into focused, well-structured stories, then they learn to breathe life into the characters by making them talk, think, and interact. In Nonfiction Chapter Books, students enter the world of informational writing as they combine pictures and charts with domain-specific vocabulary and craft moves to create engaging teaching texts. In Writing Reviews, students create persuasive reviews of all sorts—pizza restaurant reviews, TV show reviews, ice cream flavor reviews, and finally book reviews that hook the reader, clearly express the writer’s opinion, and bolster their argument in convincing ways. In From Scenes to Series: Writing Fiction, students learn to “show, not tell” and use action, dialogue, and feelings to create a whole series of fiction books.
(Excerpt from Heinemann.com)
First Grade Writing Units:
- Small Moments: Writing with Focus, Detail, and Dialogue
- Writing How-To Books
- Nonfiction Chapter Books
- Writing Reviews
- From Scenes to Series: Writing Fiction
Phonics Units
The First-Grade units provide an instructional pathway in phonics, introduces high-leverage phonics concepts and strategies in a way that keeps pace with students’ reading and writing and helps them understand when, how, and why they can use phonics to read and write.
Talking and Thinking About Letters touches on all the most important phonics concepts from kindergarten: letter names and sounds, short vowels in CVC words, phonograms, blends, and digraphs, and a short list of approximately fifty high-frequency and high-utility words. The Mystery of the Silent e challenges children to use phonics workshop as a place to study words closely like a piece of evidence and make discoveries to help them understand how language works by looking closely at words and word parts to decode difficult words by breaking them into parts and putting those parts back together. From Tip to Tail: Reading Across Words
rally kids to read nonfiction closely and thoughtfully by looking all the way across words and focuses on high-frequency words. Word Builders: Using Vowel Teams to Build Big Words introduces the theme of becoming word builders by focusing on vowel teams. Marvelous Bloopers: Learning Through Wise Mistakes teaches into r-controlled vowels, high frequency words, capitalization, prefixes, contractions, and punctuation.
(Excerpt from Heinemann.com)
First Grade Phonics Units:
- Talking and Thinking About Letters
- Mystery of the Silent E
- Tip to Tail
- Word Builders
- Marvelous Bloopers
Mathematics
First graders experience a variety of math concepts. They use three-digit numbers for counting forward and backward, identifying larger and smaller numbers, and writing numbers from dictation. Games and activities involving number facts provide addition and subtraction practice. They expand on the skills taught in kindergarten with measuring, telling time, and reading and comparing temperatures on a thermometer. Children measure length in both inches and centimeters. Telling time on an analog clock to 5 minutes or to 1 minute will be practiced. First-grade students collect, organize, and display information using an assortment of graphs and tables. Children are actively involved in constructing and identifying 2- and 3-dimensional shapes, equivalent fractions, and a variety of patterns. These experiences are extended outside of the classroom with regular Home Link assignments.
We believe that the purpose of our mathematics program is to cultivate students’ positive mathematical identities so that all students:
- develop deep mathematical understandings
- understand and critique the world through mathematics
- experience the wonder, joy, and beauty of mathematics
NCTM (2020). Catalyzing Change in Middle School Mathematics
Troy students will:
- Make sense of problems and persevere in solving them
- Reason abstractly and quantitatively
- Construct viable arguments and critique the reasoning of others
- Model with mathematics
- Use appropriate tools strategically
- Attend to precision
- Look for and make use of structure
- Look for and express regularity in repeated reasoning
Math Standards & Grade Level Topics
Michigan Math Standards
The Michigan Math Standards call for a balance between procedural knowledge and conceptual understanding. The K-12 Standards for Mathematical Practice, shown below, are types of student expertise developed progressively in each grade-level course.
- Make sense of problems and persevere in solving them.
- Reason abstractly and quantitatively.
- Construct viable arguments and critique the reasoning of others.
- Model with mathematics.
- Use appropriate tools strategically.
- Attend to precision.
- Look for and make use of structure.
- Look for and express regularity in repeated reasoning.
Grade Level Math Topics
-
Represent and solve problems involving addition and subtraction.
-
Understand and apply properties of operations and the relationship between addition and subtraction.
-
Add and subtract within 20.
-
Work with addition and subtraction equations. Extending the counting sequence.
-
Understand place value.
-
Use place value understanding and properties of operations to add and subtract.
-
Measure lengths indirectly and by iterating length units.
-
Tell and write time.
-
Represent and interpret data.
-
Reason with shapes and their attributes.
Bridges in Math
Number Corner
Math Resources
Overviews, Charts, and Timelines
Less/More Chart & Principles to Action Chart
Math Education LESS/MORE Chart
Math Education will involve LESS / MORE:
- LESS: Focus on practicing procedures and memorizing basic number combinations.
- MORE: Focus on developing understanding of concepts and procedures through problem solving, reasoning, and discourse.
- LESS: Students using the same standard computational algorithms and the same prescribed methods to solve algebraic problems.
- MORE: Students having a range of strategies and approaches from which to choose in solving problems, including, but not limited to, general methods, standard algorithms, and procedures.
- LESS: Teachers telling students exactly what definitions, formulas, and rules they should know and demonstrating how to use this information to solve mathematical problems.
- MORE: Teachers engaging students in tasks that promote reasoning and problem solving and facilitating discourse that moves students toward shared understanding of mathematics.
- LESS: Memorizing information that is presented and then using it to solve routine problems on homework, quizzes, and tests.
- MORE: Students making sense of mathematic tasks by using varied strategies and representations, justifying solutions, making connections to prior knowledge and considering the reasoning of others.
- LESS: Guiding students step by step through problem solving to ensure they are not frustrated or confused.
- MORE: Providing students with appropriate challenge, encouraging perseverance in problem solving, and supporting productive struggle in mathematics.
- LESS: Same instruction for all.
- MORE: Differentiated instruction toward the same learning outcome.
Adapted from N.C.T.M. (2014). Principles to action: Ensuring mathematical success for all. Reston, Virginia.
Timeline
Elementary Math Timeline
2019-2020 Research & Vision
- Engage in Principles to Actions and Catalyzing Change by N.C.T.M. documents in math leadership team.
- Develop a deeper understanding of best practices in the teaching and learning of mathematics.
- Learning and training in Math Recovery offered to classroom teachers.
- Survey all classroom teachers about current math practices in elementary classrooms.
- Establish a shared vision and develop a TSD math curriculum review Math Less More Chart and Effective Teaching Practices •Begin to explore curricula options and research neighboring district math programs.
- Research available materials for potential math resources and determine the scope of the early adopters and invite early adopter research team.
- Select two resources to review.
2020-2021 Research, Vision & Explore
- Establish Math Specialists and Math Recovery Intervention at Elementary School.
- Professional learning for teachers and support for students in small group and 1-on-1 settings.
- Early Adopter researcher and review teams.
- Experience tasks from Bridges Math and Illustrative Math with Math Leadership Team members.
- Introduce materials provided from publisher and facilitators of available math programs.
- Invite district leaders, classroom teachers, and board members to visit Early Adopter Research Classrooms.
- Collect and review Early Research Teacher data.
- Invite teachers to join Early Adopter Team.
2022-2023 Explore & Beginning Implementation
- Provide professional learning to all elementary math teachers on Connected Math (the first pilot curriculum) during the August back-to-school days.
- Support piloting teachers through job-embedded coaching with curriculum facilitators and planning and reflecting with math specialists.
- Collect quantitative and qualitative teacher and student data •Invite district leaders to visit piloting classrooms.
- Provide professional learning to all middle school math teachers on Illustrative Math (the second pilot curriculum) during the January professional learning day.
- Invite the School Board to visit piloting classrooms.
- Study pilot data with the curriculum review team and determine curriculum resource for adoption.
- Seek Board approval for curriculum resource.
- Create a plan for material distribution and professional learning for all math teachers.
2023-2024 Plus Implementation
-
Support full implementation with professional learning, job-embedded coaching, and support from math specialists.
-
Collect and review data and engage in a teaching and learning cycle with teachers.
Elementary Program Review
The Early Adopter Team includes 84 teachers (28% of classroom teachers) from all grade levels in 11 out of 12 elementary schools in the district. The elementary math specialists at each building are supporting teachers through co-planning, co-teaching, modeling, prepping materials, gathering, and reflecting with teachers and students. Teachers have access to attend cross district planning and collaboration time each month prior to each new unit, and teacher groups visit and observe early adopter classrooms in action through in and out of district classrooms.
Science
Students in kindergarten through fifth grade begin to develop an understanding of the four disciplinary core ideas: physical sciences; life sciences; earth and space sciences; and engineering, technology, and applications of science. In the earlier grades, students begin by recognizing patterns and formulating answers to questions about the world around them. By the end of fifth grade, students are able to demonstrate grade-appropriate proficiency in gathering, describing, and using information about the natural and designed world(s).
Sun, Moon & Stars
Earth SCIENCE
Light & Sound
Physical SCIENCE
Structure & Functions of Living Things
Life SCIENCE
K-12 Science Practices & Concepts
Science & Engineering Practices
The K-12 Science and Engineering Practices, show below represent the ongoing behavior or students as they build understanding of core ideas.
- Asking questions (for science) and defining problems (for engineering)
- Developing and Using Models
- Planning and Carrying Out Investigations
- Analyzing and Interpreting Data
- Using Mathematics and Computational Thinking
- Constructing Explanations (for science) and Designing Solutions (for engineering)
- Engaging in Argument from Evidence
- Obtaining, Evaluating, and Communicating Information
Crosscutting Practices
The K-12 Crosscutting Concepts, shown below, are overarching themes that span multiple scientific disciplines and connect core disciplinary ideas.
- Patterns
- Cause and Effect
- Scale, Proportion, and Quantity
- Systems and Systems Models
- Energy and Matter in Systems
- Structure and Function
- Stability and Change of Systems
Curriculum Development Phases
Curriculum Development Phases Chart
Phase 1: Assemble a content area Curriculum design team made up of teachers and administrators to review district data, best instructional practices, state and national standards, district goals, and content area needs. Research: Year 1.
Phase 2: Review and analyze resources that match district needs. If necessary, conduct a pilot student. Seek approvals. Resources: Year 1.
Phase 3: Develop curriculum outlines for each new or revised unit of student with essential questions, standards alignment pacing guides, and assessments. Provide necessary professional learning. Mapping: Years 1 and 2.
Phase 4: Implement new units of study. Review assessment data. Based on data, adjust unit maps, assessments, or instructional strategies as needed. Provide professional learning and ongoing teacher support as needed. Implementation: Years 2 and 3.
Social Studies
The first grade social studies curriculum, “My School and Family,” introduces students to their world as they explore their own school, family, neighborhood, and country. First grade students compare and contrast families and schools of today with those of the past, while discovering the important part natural resources, government, and citizenship play in their lives. Students are taught skills in history, geography, civics, economics, problem solving, and study skills, with literature being used to reinforce these social studies concepts. They learn that although their world consists of diverse peoples, we all have a lot in common. First graders continue to expand their knowledge of citizenship as they explore the core democratic values.
1st Grade Curriculum
Unit 1: Civics
Unit 2: History & Geography
Unit 2: History & Geography
- Distinguish Between Producers & Consumers
- Distinguish Between Goods & Services
- Scarcity & Choice
- Why People Trade
- How To Earn Money
- Why People Use Money
- Distinguish Between Past, Present & Future
- Investigate Family History
- Use Historical Sources to Draw Conclusions About Family and School Life In Past
- Compare Life Today to Life In The Past
- U.S. Holidays
Unit 3: Geography
Unit 3: Geography
- Construct Maps to Show Aerial Perspective
- Use Absolute & Relative Location
- Use Maps to Distinguish Between Landforms & Water
- Distinguish Between Physical & Human Characteristics
- Describe boundaries of Different School Regions
- Describe Diversity in Family Life
- Describe How We Modify & Adapt to Physical Environment
Social Studies Standards & Resources
Michigan Open Book Project & Sequence Chart
First Grade: Families & Schools
Social Studies Sequence Chart
Accessible Text for Social Studies and Science Sequence Grades K-5 Chart
Title: Social Studies and Science Sequence: Grades K-5
Column 1 Title: *Social Studies Unit 1
Kindergarten:
- Civics
- Rules, Fairness, Resolving Conflict
1st Grade:
- Civics1
- Rules, Values, & Civic Participation
2nd Grade:
- Civics
- Purpose, Values, & Structure of Local Government
3rd Grade:
- Civics
- Natural Disasters
4th Grade:
- Civics
- National, State, & Local Structures of Government
5th Grade:
- The Atlantic World to 1620
Column 2 Title: Science 1
Kindergarten:
- Earth Science/ Geography Social Studies
- Weather
1st Grade:
- Earth Science
- Space Systems
2nd Grade:
- Earth Changes
3rd Grade:
- Earth Science
- Weather & Climate
4th Grade:
- Earth Science & Geography
- Processes That Shape Earth
5th Grade:
- Earth Systems
Column 3 Title: Social Studies Unit 2
Kindergarten:
- History
- Recognizing The Past
1st Grade:
- History / Geo
- Families & Schools
2nd Grade:
- History / Geography
- City of Troy
3rd Grade:
- Geography
- Michigan Roads & Infrastructure
4th Grade:
- History
- Michigan Beyond Statehood
5th Grade:
- The Colonies
- 1620-1763
Column 4 Title: Science 2
Kindergarten:
- Physical Science
- Push & Pull
1st Grade:
- Physical Science
- Light & Sound
2nd Grade:
- Physical Science
- Matter
3rd Grade:
- Physical Science
- Forces & Interactions
4th Grade:
- Physical Science
- Energy & Waves (Cause & Effect)
5th Grade:
- Physical Science
- Properties of Matter
Column 5 Title: Social Studies Unit 3
Kindergarten:
- Economics
- Needs & Wants
1st Grade:
- Economics
- Needs, Wants, & Choices
2nd Grade:
- Economics
- Business Community & Consumers
3rd Grade:
- History & Economics
- Road To Statehood
4th Grade:
- Economics & Geography
- Michigan Markets & Migration
5th Grade:
- American Revolution
- 1763-1800
Column 6 Title: Science 3
Kindergarten:
- Life Science
- Plants & Animals
1st Grade:
- Life Science
- Structures & Function
2nd Grade:
- Life Science
- Plant & Animal Relationships
3rd Grade:
- Life Science
- Life Cycle & Ecosystems
4th Grade:
- Life Science
- Structure, Function & Information Processing
5th Grade:
- Life Science
- Matter in Ecosystems
FOOTNOTES:
Social Studies Storyline
-
Kindergarten = Me & My World
-
1st Grade = Me & My School Community
-
2nd Grade = Our Troy Community
-
3rd Grade = Michigan History to 1837
-
4th Grade = Michigan History from 1837 / United States
-
5th Grade = U.S. Origin Story (Exploration & Settlement / Colonial Development / American Revolution)
-
* First 10 Civics lessons in all grade levels includes a focus on Culturally Responsive Read Alouds, Identity, and Community Belonging
Visual Arts
In first grade, the visual art specialist utilizes a sequential, discipline-based curriculum specially designed to expand the students' artistic creativity and knowledge base. First graders are formally introduced to the elements and principles of art, including: Color, line, form and shape, pattern and composition, space, and texture; the study of various cultures; and the awareness of famous art works. Students learn to use a variety of tools and materials in age-appropriate activities that stimulate the imagination and help develop problem-solving skills. Throughout the year, student art may be displayed in individual school buildings and throughout the community.
Vocal/General Music
The Vocal/general music program at the first-grade level is designed to expose children to the enjoyment of making and performing music while developing basic musical concepts and skills. The curriculum is organized to include many opportunities for singing, listening, playing instruments, creating, and moving to music. Emphasis is on the total involvement of students as music specialists focus on age-appropriate, hands-on musical experiences and activities. First graders are introduced to the elements of music, including melody, harmony, form, rhythm, texture, timbre, expressive qualities, and style. They explore the expressive qualities of their voices, learn beginning music reading and vocabulary, and, in simple ways, how to listen to and analyze a variety of music. Through exposure to a wide variety of musical styles, beginning attitudes and values about music are formulated. A public performance is often a highlight of a first grader's formal experience with music education.
Health
First-grade students learn to identify their feelings and to recognize that others have feelings. They identify the relationship between feelings and attitudes. Students recognize the importance of decision-making and the possible consequences of various alternatives. They look at the causes of behavior in themselves and others and identify more appropriate behaviors. Pupils in first grade become familiar with common household substances that may be harmful or poisonous. They also learn to recognize emergencies or potential emergency situations and review appropriate ways to react.
Physical Education
Students go to Physical Education class for 35 minutes twice a week. During these classes students are given opportunities to develop Gross Motor skills and coordination. A variety of objects used in physical education will assist students’ development of eye, hand, and foot coordination. Students will be assessed on some locomotor skills, movements and actions. Students will also develop positive characteristics and attitudes conducive to physical fitness through exercise and activities. Through organized activities and game play, students develop a sense of fair play, and cooperation with others. Fitness components consist of but are not limited to endurance, upper body strength, core strength and flexibility. Students are introduced to the T.R.O.Y Fitness Program and are tested on two parts: Jump Roping and Continuous Jog.
ELD
The English language development program helps ensure learning for all students, specifically students who are multilingual and in the process of acquiring English as an additional language. The ELD specialists provide small group instruction for English language acquisition outside the grade level classroom with frequency based on the students’ unique instructional needs. They also support access to classroom content by pushing into grade level classrooms.
Accessible Text for W.I.D.A Guiding Principles of Language Development Flyer
Title: WIDA Guiding Principles of Language Development
Subtitle: These updated Guiding Principles of Language Development and Learning exemplify WIDA’s overarching and ever-present Can Do Philosophy.
- Multilingual learners’ languages and cultures are valuable resources to be leveraged for schooling and classroom life; leveraging these assets and challenging biases help develop multilingual learners’ independence and encourage their agency in learning (Little, Dam, & Legenhausen, 2017; Moll, Amanti, Neff, & González, 1992; Nieto & Bode, 2018; Perley, 2011).
- Multilingual learners’ development of multiple languages enhances their knowledge and cultural bases, their intellectual capacities, and their flexibility in language use (Arellano, Liu, Stoker, & Slama, 2018; Escamilla, Hopewell, Butvilofsky, Sparrow, Soltero-González, Ruiz-Figueroa, & Escamilla, 2013; Genesee, n.d.; Potowski, 2007).
- Multilingual learners’ language development and learning occur over time through meaningful engagement in activities that are valued in their homes, schools and communities (Engeström, 2009; Larsen-Freeman, 2018; van Lier, 2008; Wen, 2008).
- Multilingual learners’ language, social-emotional, and cognitive development are inter- related processes that contribute to their success in school and beyond (Aldana & Mayer, 2014; Barac & Bialystok, 2012; Gándara, 2015; Sánchez-López & Young, 2018).
- Multilingual learners use and develop language when opportunities for learning take into account their individual experiences, characteristics, abilities, and levels of language proficiency (Gibbons, 2002; Swain, Kinnear, & Steinman, 2015; TESOL International Association, 2018; Vygotsky, 1978).
- Multilingual learners use and develop language through activities which intentionally integrate multiple modalities, including oral, written, visual, and kinesthetic modes of communication (Choi & Yi, 2015; Jewitt, 2008; van Lier, 2006; Zwiers & Crawford, 2011).
- Multilingual learners use and develop language to interpret and access information, ideas, and concepts from a variety of sources, including real-life objects, models, representations, and multimodal texts (Ajayl, 2009; Cope & Kalantzis, 2009; Jewitt, 2009; Kervin & Derewianka, 2011).
- Multilingual learners draw on their metacognitive, metalinguistic, and metacultural awareness to develop effectiveness in language use (Bialystok & Barac, 2012; Casey & Ridgeway-Gillis, 2011; Gottlieb & Castro, 2017; Jung, 2013).
- Multilingual learners use their full linguistic repertoire, including translanguaging practices, to enrich their language development and learning (García, Johnson, & Seltzer, 2017; Hornberger & Link, 2012; Wei, 2018).
- Multilingual learners use and develop language to interpret and present different perspectives, build awareness of relationships, and affirm their identities (Cummins, 2001; Esteban-Guitart & Moll, 2014; May, 2013, Nieto, 2010).
Multilingual learners refers to all children and youth who are, or have been, consistently exposed to multiple languages. It includes students known as English language learners (ELLs) or dual language learners (DLLs); heritage language learners; and students who speak varieties of English or indigenous languages.
WIDA is housed within the Wisconsin Center for Education Research at the University of Wisconsin-Madison. © 2019 The Board of Regents of the University of Wisconsin System, on behalf of WIDA.
ELD Curricular Resource - Reach Overview
WIDA-ELD-Standards-Framework
Guiding-Principles-of-Language-Development
Academic Subjects & Specials - Grade 2
Media Center
Second graders practice their alphabetical order by arranging books and materials according the letters on the spine. They are introduced to dictionaries and thesauri as they begin to explore a variety of reference tools. Non-fiction books are excellent resources for second grade research for science and social studies, so these students begin to discover how to find these books on the shelves. They continue reading various genre of literature to foster their appreciation of stories, folk tales and poetry. They read and evaluate Caldecott medal winners to discover different methods of illustrating books.
Language Arts
K-2 Philosophy:
All students learn from a balanced approach to literacy, one that includes a responsive approach to the teaching of reading, writing, and phonics. Students learn to self-assess, set goals, work with partners, and receive and apply feedback. Students learn to use the writing process to write for real purposes and audiences, write the kinds of texts that they see in the world, and to put meaning onto the page. Students develop their oral language, write daily, and create pieces of writing across the genres of narrative, informational, and opinion. Across the writing process, students move through the stages of planning, drafting, and revision, all of which require them to rehearse and strengthen their knowledge and use of print concept, syntax, grammar, spelling, and vocabulary.
As readers, students engage deeply with texts by having daily opportunities to read high-interest, accessible books independently, in partnerships, small groups, and book clubs. They start off learning foundational skills such as concepts of print, phonemic awareness, phonics, and story language to reading with greater independence using reading strategies to read with more accuracy, fluency, comprehension, and vocabulary development. Students have access to increasingly complex texts appropriate for their grade level. This starts with read-aloud and shared reading texts in kindergarten and first grade and moves toward independent reading of complex texts by second grade.
Phonics is a daily component of balanced literacy that focuses on phonemic awareness, features of phonics, high-frequency words, spelling, and vocabulary. Students have many opportunities to transfer phonics learning to their daily reading and writing work.
Second Grade ELA Program
Reading Units
In second grade, children move from a “little-kid” focus on print to a “big-kid” focus on meaning. Second-Grade Reading Growth Spurt, teaches children to take charge of their reading, drawing on everything they know to figure out hard words, understand author’s craft, and build big ideas about the books they read. Children learn that books can be their teachers in Becoming Experts: Reading Nonfiction, in which they learn more about familiar topics and grow understanding of new topics while working on word solving, vocabulary development, and comparing and contrasting information across texts. In Bigger Books Mean Amping Up Reading Power, children learn strategies to build three foundational reading skills—fluency, understanding figurative language, and comprehension. In Series Book Clubs, children work within book clubs to study author’s craft to understand ways authors use word choice, figurative language, punctuation, and even patterns to construct a series and evoke feelings in readers.
(Excerpt from Heinemann.com)
2nd Grade Reading Units:
- Second Grade Reading Growth Spurts
- Becoming Experts: Reading Nonfiction
- Growing Word Solving Muscles
- Bigger Books Mean Amping Up Reading Power
- Series Book Clubs
Writing Units
Phonics Units
The Second-Grade units provide an instructional pathway in phonics, introduces high-leverage phonics concepts and strategies in a way that keeps pace with students’ reading and writing and helps them understand when, how, and why they can use phonics to read and write. Growing into Second-Grade Phonics focuses on knowledge about words and spelling, revisits the long list of phonics principles that students learned in kindergarten and first grade, and then gives particular attention to silent E, long vowels, vowel teams, and R-controlled vowels. The unit also introduce the tricky concept of homophones and shows students that reading and writing part by part is more efficient than reading and writing letter by letter. Big Words Take Big Resolve: Tackling Multisyllabic Words focuses on longer, more complex words teaching several strategies for decoding multisyllabic words—working methodically from left to right, breaking words into syllables, breaking off inflected endings. Word Builders: Construction, Demolition, and Vowel Power helps all children develop a repertoire of skills for tackling complex, multisyllabic words with confidence. In Word Collectors focuses on listening to, talking with, reading and writing of language in playful and constructive ways.
(Excerpt from Heinemann.com)
2nd Grade Phonics Units:
- Growing into 2nd Grade Phonics
- Big Words Take Big Resolve: Tackling Multisyllabic Words
- Word Builders: Construction, Demolition, and Vowel Power
- Word Collectors
Mathematics
Second graders focus on thinking and communicating mathematically. The children have real-life math experiences in order to practice problem solving and build a true understanding of the mathematical concepts they need. Hands-on activities and math games are used to review and learn extended addition and subtraction facts. Students spend time sharing the strategies they used to solve mental math problems. They learn that there are a variety of ways to get the same answer. Students become familiar with arrays, which serve as the foundation for multiplication and division fact families.
Money becomes a basis for many math skills in second grade. Students are expected to know the values of coins and the exchange value among U.S. coins. The calculator is used for entering and computing money amounts. Graphing, calendar skills, geometry concepts, and telling time are taught throughout the year. As with the other grade levels, parent involvement with Home Links is an important part of the program.
We believe that the purpose of our mathematics program is to cultivate students’ positive mathematical identities so that all students:
- develop deep mathematical understandings
- understand and critique the world through mathematics
- experience the wonder, joy, and beauty of mathematics
NCTM (2020). Catalyzing Change in Middle School Mathematics
Troy students will:
- Make sense of problems and persevere in solving them
- Reason abstractly and quantitatively
- Construct viable arguments and critique the reasoning of others
- Model with mathematics
- Use appropriate tools strategically
- Attend to precision
- Look for and make use of structure
- Look for and express regularity in repeated reasoning
Math Standards & Grade Level Topics
Michigan Math Standards
The Michigan Math Standards call for a balance between procedural knowledge and conceptual understanding. The K-12 Standards for Mathematical Practice, shown below, are types of student expertise developed progressively in each grade-level course.
- Make sense of problems and persevere in solving them.
- Reason abstractly and quantitatively.
- Construct viable arguments and critique the reasoning of others.
- Model with mathematics.
- Use appropriate tools strategically.
- Attend to precision.
- Look for and make use of structure.
- Look for and express regularity in repeated reasoning.
Grade Level Math Topics
-
Represent and solve problems involving addition and subtraction.
-
Add and subtract within 20.
-
Work with equal groups of objects to gain foundations for multiplication. Understand place value.
-
Use place value understanding and properties of operations to add and subtract.
-
Measure and estimate lengths in standard units. Relate addition and subtraction to length.
-
Work with time and money.
-
Represent and interpret data.
-
Reason with shapes and their attributes.
Bridges in Math
Number Corner
Math Resources
Overviews, Charts, and Timelines
Less/More Chart & Principles to Action Chart
Math Education LESS/MORE Chart
Math Education will involve LESS / MORE:
- LESS: Focus on practicing procedures and memorizing basic number combinations.
- MORE: Focus on developing understanding of concepts and procedures through problem solving, reasoning, and discourse.
- LESS: Students using the same standard computational algorithms and the same prescribed methods to solve algebraic problems.
- MORE: Students having a range of strategies and approaches from which to choose in solving problems, including, but not limited to, general methods, standard algorithms, and procedures.
- LESS: Teachers telling students exactly what definitions, formulas, and rules they should know and demonstrating how to use this information to solve mathematical problems.
- MORE: Teachers engaging students in tasks that promote reasoning and problem solving and facilitating discourse that moves students toward shared understanding of mathematics.
- LESS: Memorizing information that is presented and then using it to solve routine problems on homework, quizzes, and tests.
- MORE: Students making sense of mathematic tasks by using varied strategies and representations, justifying solutions, making connections to prior knowledge and considering the reasoning of others.
- LESS: Guiding students step by step through problem solving to ensure they are not frustrated or confused.
- MORE: Providing students with appropriate challenge, encouraging perseverance in problem solving, and supporting productive struggle in mathematics.
- LESS: Same instruction for all.
- MORE: Differentiated instruction toward the same learning outcome.
Adapted from N.C.T.M. (2014). Principles to action: Ensuring mathematical success for all. Reston, Virginia.
Timeline
Elementary Math Timeline
2019-2020 Research & Vision
- Engage in Principles to Actions and Catalyzing Change by N.C.T.M. documents in math leadership team.
- Develop a deeper understanding of best practices in the teaching and learning of mathematics.
- Learning and training in Math Recovery offered to classroom teachers.
- Survey all classroom teachers about current math practices in elementary classrooms.
- Establish a shared vision and develop a TSD math curriculum review Math Less More Chart and Effective Teaching Practices •Begin to explore curricula options and research neighboring district math programs.
- Research available materials for potential math resources and determine the scope of the early adopters and invite early adopter research team.
- Select two resources to review.
2020-2021 Research, Vision & Explore
- Establish Math Specialists and Math Recovery Intervention at Elementary School.
- Professional learning for teachers and support for students in small group and 1-on-1 settings.
- Early Adopter researcher and review teams.
- Experience tasks from Bridges Math and Illustrative Math with Math Leadership Team members.
- Introduce materials provided from publisher and facilitators of available math programs.
- Invite district leaders, classroom teachers, and board members to visit Early Adopter Research Classrooms.
- Collect and review Early Research Teacher data.
- Invite teachers to join Early Adopter Team.
2022-2023 Explore & Beginning Implementation
- Provide professional learning to all elementary math teachers on Connected Math (the first pilot curriculum) during the August back-to-school days.
- Support piloting teachers through job-embedded coaching with curriculum facilitators and planning and reflecting with math specialists.
- Collect quantitative and qualitative teacher and student data •Invite district leaders to visit piloting classrooms.
- Provide professional learning to all middle school math teachers on Illustrative Math (the second pilot curriculum) during the January professional learning day.
- Invite the School Board to visit piloting classrooms.
- Study pilot data with the curriculum review team and determine curriculum resource for adoption.
- Seek Board approval for curriculum resource.
- Create a plan for material distribution and professional learning for all math teachers.
2023-2024 Plus Implementation
-
Support full implementation with professional learning, job-embedded coaching, and support from math specialists.
-
Collect and review data and engage in a teaching and learning cycle with teachers.
Elementary Program Review
The Early Adopter Team includes 84 teachers (28% of classroom teachers) from all grade levels in 11 out of 12 elementary schools in the district. The elementary math specialists at each building are supporting teachers through co-planning, co-teaching, modeling, prepping materials, gathering, and reflecting with teachers and students. Teachers have access to attend cross district planning and collaboration time each month prior to each new unit, and teacher groups visit and observe early adopter classrooms in action through in and out of district classrooms.
Science
Students in kindergarten through fifth grade begin to develop an understanding of the four disciplinary core ideas: physical sciences; life sciences; earth and space sciences; and engineering, technology, and applications of science. In the earlier grades, students begin by recognizing patterns and formulating answers to questions about the world around them. By the end of fifth grade, students are able to demonstrate grade-appropriate proficiency in gathering, describing, and using information about the natural and designed world(s).
Changing Earth Over Time
Earth SCIENCE
Structure & Properties of Matter
Physical SCIENCE
Plant & Animal Relationships
Life SCIENCE
K-12 Science Practices & Concepts
Science & Engineering Practices
The K-12 Science and Engineering Practices, show below represent the ongoing behavior or students as they build understanding of core ideas.
- Asking questions (for science) and defining problems (for engineering)
- Developing and Using Models
- Planning and Carrying Out Investigations
- Analyzing and Interpreting Data
- Using Mathematics and Computational Thinking
- Constructing Explanations (for science) and Designing Solutions (for engineering)
- Engaging in Argument from Evidence
- Obtaining, Evaluating, and Communicating Information
Crosscutting Practices
The K-12 Crosscutting Concepts, shown below, are overarching themes that span multiple scientific disciplines and connect core disciplinary ideas.
- Patterns
- Cause and Effect
- Scale, Proportion, and Quantity
- Systems and Systems Models
- Energy and Matter in Systems
- Structure and Function
- Stability and Change of Systems
Curriculum Development Phases
Curriculum Development Phases Chart
Phase 1: Assemble a content area Curriculum design team made up of teachers and administrators to review district data, best instructional practices, state and national standards, district goals, and content area needs. Research: Year 1.
Phase 2: Review and analyze resources that match district needs. If necessary, conduct a pilot student. Seek approvals. Resources: Year 1.
Phase 3: Develop curriculum outlines for each new or revised unit of student with essential questions, standards alignment pacing guides, and assessments. Provide necessary professional learning. Mapping: Years 1 and 2.
Phase 4: Implement new units of study. Review assessment data. Based on data, adjust unit maps, assessments, or instructional strategies as needed. Provide professional learning and ongoing teacher support as needed. Implementation: Years 2 and 3.
Social Studies
The social studies curriculum in second grade focuses on the concept of community and includes an in depth study of Troy, past and present. Through interactive experiences, students gain knowledge about their community’s history, government, economics, and geography, while learning problem solving and study skills. Students compare their own community with others around the country and world, discovering similarities and differences. Second grade students continue to explore the core democratic values.
2nd Grade Curriculum
Unit 1: Civics
Unit 2: History & Geography
Unit 2: History & Geography
- History of Troy Community
- Chronological Thinking
- Different Perspectives in History
- Troy Community Change Over Time
- Troy Community Maps Through Time
- Spatial Organization of Troy
- Physical & Human Characteristics of Troy
- Community Land Use
- City of Troy Culture & Diversity
- Interacting and Preserving Troy’s Environment
Unit 3: Economics
Social Studies Standards & Resources
Michigan Open Book Project & Sequence Chart
Second Grade: Community Studies
Social Studies Sequence Chart
Accessible Text for Social Studies and Science Sequence Grades K-5 Chart
Title: Social Studies and Science Sequence: Grades K-5
Column 1 Title: *Social Studies Unit 1
Kindergarten:
- Civics
- Rules, Fairness, Resolving Conflict
1st Grade:
- Civics1
- Rules, Values, & Civic Participation
2nd Grade:
- Civics
- Purpose, Values, & Structure of Local Government
3rd Grade:
- Civics
- Natural Disasters
4th Grade:
- Civics
- National, State, & Local Structures of Government
5th Grade:
- The Atlantic World to 1620
Column 2 Title: Science 1
Kindergarten:
- Earth Science/ Geography Social Studies
- Weather
1st Grade:
- Earth Science
- Space Systems
2nd Grade:
- Earth Changes
3rd Grade:
- Earth Science
- Weather & Climate
4th Grade:
- Earth Science & Geography
- Processes That Shape Earth
5th Grade:
- Earth Systems
Column 3 Title: Social Studies Unit 2
Kindergarten:
- History
- Recognizing The Past
1st Grade:
- History / Geo
- Families & Schools
2nd Grade:
- History / Geography
- City of Troy
3rd Grade:
- Geography
- Michigan Roads & Infrastructure
4th Grade:
- History
- Michigan Beyond Statehood
5th Grade:
- The Colonies
- 1620-1763
Column 4 Title: Science 2
Kindergarten:
- Physical Science
- Push & Pull
1st Grade:
- Physical Science
- Light & Sound
2nd Grade:
- Physical Science
- Matter
3rd Grade:
- Physical Science
- Forces & Interactions
4th Grade:
- Physical Science
- Energy & Waves (Cause & Effect)
5th Grade:
- Physical Science
- Properties of Matter
Column 5 Title: Social Studies Unit 3
Kindergarten:
- Economics
- Needs & Wants
1st Grade:
- Economics
- Needs, Wants, & Choices
2nd Grade:
- Economics
- Business Community & Consumers
3rd Grade:
- History & Economics
- Road To Statehood
4th Grade:
- Economics & Geography
- Michigan Markets & Migration
5th Grade:
- American Revolution
- 1763-1800
Column 6 Title: Science 3
Kindergarten:
- Life Science
- Plants & Animals
1st Grade:
- Life Science
- Structures & Function
2nd Grade:
- Life Science
- Plant & Animal Relationships
3rd Grade:
- Life Science
- Life Cycle & Ecosystems
4th Grade:
- Life Science
- Structure, Function & Information Processing
5th Grade:
- Life Science
- Matter in Ecosystems
FOOTNOTES:
Social Studies Storyline
-
Kindergarten = Me & My World
-
1st Grade = Me & My School Community
-
2nd Grade = Our Troy Community
-
3rd Grade = Michigan History to 1837
-
4th Grade = Michigan History from 1837 / United States
-
5th Grade = U.S. Origin Story (Exploration & Settlement / Colonial Development / American Revolution)
-
* First 10 Civics lessons in all grade levels includes a focus on Culturally Responsive Read Alouds, Identity, and Community Belonging
Visual Arts
In second grade the elements and principles of art are reviewed, utilized, and expanded upon as students develop their knowledge of vocabulary, art production, appreciation, and critical judgment. Through a variety of activities and artistic media, students learn to compare and contrast different art styles, differentiate between cultural art forms, and distinguish between historical periods. Second graders further demonstrate their understanding by creating quality works of art, utilizing a variety of materials and techniques to express themselves.
Physical Education
Students go to Physical Education class for 35 minutes twice a week. Students continue to work with their Gross Motor skills, spatial awareness, and coordination. They will explore the principles of eye, hand, and foot coordination through a variety of activities. Students continue to develop traditional team sports based skills through culminating activities and game play. They will be assessed in certain skills throughout the year. Students will develop positive characteristics and attitudes, a sense of fair play, teamwork concepts, and cooperation with others. At this level, there is an increased emphasis on cardiopulmonary fitness, muscular strength, flexibility and coordination through the T.R.O.Y. Fitness Program. Students are assessed twice a year in Continuous Jog, Jump Roping, Plank, Sit and Reach, and Flex-arm Hang. Every student will have a personal fitness log that they will set goals for themselves in each of the fitness tests. After every assessment, student will reevaluate their goals and set new ones.
ELD
The English language development program helps ensure learning for all students, specifically students who are multilingual and in the process of acquiring English as an additional language. The ELD specialists provide small group instruction for English language acquisition outside the grade level classroom with frequency based on the students’ unique instructional needs. They also support access to classroom content by pushing into grade level classrooms.
Accessible Text for W.I.D.A Guiding Principles of Language Development Flyer
Title: WIDA Guiding Principles of Language Development
Subtitle: These updated Guiding Principles of Language Development and Learning exemplify WIDA’s overarching and ever-present Can Do Philosophy.
- Multilingual learners’ languages and cultures are valuable resources to be leveraged for schooling and classroom life; leveraging these assets and challenging biases help develop multilingual learners’ independence and encourage their agency in learning (Little, Dam, & Legenhausen, 2017; Moll, Amanti, Neff, & González, 1992; Nieto & Bode, 2018; Perley, 2011).
- Multilingual learners’ development of multiple languages enhances their knowledge and cultural bases, their intellectual capacities, and their flexibility in language use (Arellano, Liu, Stoker, & Slama, 2018; Escamilla, Hopewell, Butvilofsky, Sparrow, Soltero-González, Ruiz-Figueroa, & Escamilla, 2013; Genesee, n.d.; Potowski, 2007).
- Multilingual learners’ language development and learning occur over time through meaningful engagement in activities that are valued in their homes, schools and communities (Engeström, 2009; Larsen-Freeman, 2018; van Lier, 2008; Wen, 2008).
- Multilingual learners’ language, social-emotional, and cognitive development are inter- related processes that contribute to their success in school and beyond (Aldana & Mayer, 2014; Barac & Bialystok, 2012; Gándara, 2015; Sánchez-López & Young, 2018).
- Multilingual learners use and develop language when opportunities for learning take into account their individual experiences, characteristics, abilities, and levels of language proficiency (Gibbons, 2002; Swain, Kinnear, & Steinman, 2015; TESOL International Association, 2018; Vygotsky, 1978).
- Multilingual learners use and develop language through activities which intentionally integrate multiple modalities, including oral, written, visual, and kinesthetic modes of communication (Choi & Yi, 2015; Jewitt, 2008; van Lier, 2006; Zwiers & Crawford, 2011).
- Multilingual learners use and develop language to interpret and access information, ideas, and concepts from a variety of sources, including real-life objects, models, representations, and multimodal texts (Ajayl, 2009; Cope & Kalantzis, 2009; Jewitt, 2009; Kervin & Derewianka, 2011).
- Multilingual learners draw on their metacognitive, metalinguistic, and metacultural awareness to develop effectiveness in language use (Bialystok & Barac, 2012; Casey & Ridgeway-Gillis, 2011; Gottlieb & Castro, 2017; Jung, 2013).
- Multilingual learners use their full linguistic repertoire, including translanguaging practices, to enrich their language development and learning (García, Johnson, & Seltzer, 2017; Hornberger & Link, 2012; Wei, 2018).
- Multilingual learners use and develop language to interpret and present different perspectives, build awareness of relationships, and affirm their identities (Cummins, 2001; Esteban-Guitart & Moll, 2014; May, 2013, Nieto, 2010).
Multilingual learners refers to all children and youth who are, or have been, consistently exposed to multiple languages. It includes students known as English language learners (ELLs) or dual language learners (DLLs); heritage language learners; and students who speak varieties of English or indigenous languages.
WIDA is housed within the Wisconsin Center for Education Research at the University of Wisconsin-Madison. © 2019 The Board of Regents of the University of Wisconsin System, on behalf of WIDA.
ELD Curricular Resource - Reach Overview
WIDA-ELD-Standards-Framework
Guiding-Principles-of-Language-Development
Academic Subjects & Specials - Grade 3
- Media Center
- Language Arts
- Mathematics
- Science
- Social Studies
- Visual Arts
- Vocal/General Music
- Health
- Physical Education
- ELD
Media Center
Third grade is a busy year in the media center. Students begin to use the computer card catalog to find their books. They practice searching by author, by title and by subject. They are introduced to the Dewey Decimal System, and use their alphabet skills, their math skills and their general subject knowledge to locate books. Encyclopedia, maps and globes in the media center are important resources. Students use these for classroom research on cities, countries and other curriculum subjects. Third graders are reading chapter books and poetry. Literature appreciation continues to be important as it is a lifelong skill. In many schools, biography is an important unit for third grade as these students find a variety of materials with information about the person of their choice.
Language Arts
3-5 Philosophy:
All students learn from a balanced approach to literacy, one that includes a responsive approach to the teaching of reading and writing. Students learn to self-assess, set goals, work with partners, and receive and apply feedback. Students learn to use the writing process to write for real purposes and audiences, write the kinds of texts that they see in the world, and to put meaning onto the page. Students develop critical thinking skills, write daily with greater independence, stamina, and fluency, and create pieces of writing across the genres of narrative, informational, opinion, and literary essay with increasing complexity. Across the writing process, students move through the stages of planning, drafting, and revision, all of which require them to rehearse and strengthen their knowledge and use of print concept, syntax, grammar, spelling, and vocabulary.
As readers, students engage deeply with texts by having daily opportunities to read high-interest, accessible books independently, in partnerships, small groups, and book clubs. Students have access to increasingly complex texts appropriate for their grade level and build comprehension, analytical thinking, grammar, word solving skills, and vocabulary through a variety of texts.
Third Grade ELA Program
Reading Units
The third-grade units support the crucial transition children make from learning to read to reading to learn. Building a Reading Life, launches students’ lives as upper elementary school readers. Children ramp up their reading skills by immersing themselves in within-reach fiction books while working on word solving, vocabulary development, and more. Reading to Learn: Grasping Main Ideas and Text Structures, addresses essential skills for reading expository nonfiction, such as ascertaining main ideas, recognizing text infrastructure, comparing texts, and thinking critically, as well as the skills for reading narrative nonfiction, such as determining importance by using knowledge of story structure. In Mystery, students learn to read closely to catch key details, think back over and accumulate details, developing hunches, suspicions, predictions, and become more skilled at gathering information from texts by rereading and annotating. Character Studies, lures children into fiction books, teaching them to closely observe characters and sharpen their skills in interpretation. Research Clubs: Elephants, Penguins, and Frogs, Oh My!, shows youngsters how to turn to texts as their teachers. Children work in clubs to gather, synthesize, and organize information about animals, and then use this information to seek solutions to real-world problems.
(Excerpt from Heinemann.com)
3rd Grade Reading Units:
- Building a Reading Life
- Reading to Learn: Grasping Main Ideas and Text Structure
- Mystery: Foundational Skills in Disguise
- Character Studies
- Research Clubs: Elephants, Penguins, and Frogs, Oh My!
- Social Issue Book Clubs
- Reading Fairy Tales and Folk Tales
Writing Units
Mathematics
Third graders focus on fact families in addition, subtraction, multiplication, and division. They continue developing strategies for multi-digit addition and subtraction problems. Learning multiplication facts through the 10s is a goal this year. Other third-grade skills include understanding large numbers in addition to working with small numbers using equivalent fractions and decimals (to the thousandths). They continue the study of geometry, negative numbers, calculator skills, telling time, and geometry.
Practical application of measurement skills includes linear, weight, and capacity with customary and metric units. Students perform probability experiments that provide information for analyzing data and predicting outcomes. Third graders will have Home Links homework on a regular basis.
We believe that the purpose of our mathematics program is to cultivate students’ positive mathematical identities so that all students:
- develop deep mathematical understandings
- understand and critique the world through mathematics
- experience the wonder, joy, and beauty of mathematics
NCTM (2020). Catalyzing Change in Middle School Mathematics
Troy students will:
- Make sense of problems and persevere in solving them
- Reason abstractly and quantitatively
- Construct viable arguments and critique the reasoning of others
- Model with mathematics
- Use appropriate tools strategically
- Attend to precision
- Look for and make use of structure
- Look for and express regularity in repeated reasoning
Math Standards & Grade Level Topics
Michigan Math Standards
The Michigan Math Standards call for a balance between procedural knowledge and conceptual understanding. The K-12 Standards for Mathematical Practice, shown below, are types of student expertise developed progressively in each grade-level course.
- Make sense of problems and persevere in solving them.
- Reason abstractly and quantitatively.
- Construct viable arguments and critique the reasoning of others.
- Model with mathematics.
- Use appropriate tools strategically.
- Attend to precision.
- Look for and make use of structure.
- Look for and express regularity in repeated reasoning.
Grade Level Math Topics
-
Represent and solve problems involving multiplication and division.
-
Understand properties of multiplication and the relationship between multiplication and division.
-
Multiply and divide within 100.
-
Solve problems involving the four operations, and identify and explain patterns in arithmetic.
-
Use place value understanding and properties of operations to perform multi-digit arithmetic.
-
Develop understanding of fractions as numbers.
-
Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.
-
Represent and interpret data.
-
Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
-
Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.
-
Reason with shapes and their attributes.
Bridges in Math
Number Corner
Math Resources
Overviews, Charts, and Timelines
Less/More Chart & Principles to Action Chart
Math Education LESS/MORE Chart
Math Education will involve LESS / MORE:
- LESS: Focus on practicing procedures and memorizing basic number combinations.
- MORE: Focus on developing understanding of concepts and procedures through problem solving, reasoning, and discourse.
- LESS: Students using the same standard computational algorithms and the same prescribed methods to solve algebraic problems.
- MORE: Students having a range of strategies and approaches from which to choose in solving problems, including, but not limited to, general methods, standard algorithms, and procedures.
- LESS: Teachers telling students exactly what definitions, formulas, and rules they should know and demonstrating how to use this information to solve mathematical problems.
- MORE: Teachers engaging students in tasks that promote reasoning and problem solving and facilitating discourse that moves students toward shared understanding of mathematics.
- LESS: Memorizing information that is presented and then using it to solve routine problems on homework, quizzes, and tests.
- MORE: Students making sense of mathematic tasks by using varied strategies and representations, justifying solutions, making connections to prior knowledge and considering the reasoning of others.
- LESS: Guiding students step by step through problem solving to ensure they are not frustrated or confused.
- MORE: Providing students with appropriate challenge, encouraging perseverance in problem solving, and supporting productive struggle in mathematics.
- LESS: Same instruction for all.
- MORE: Differentiated instruction toward the same learning outcome.
Adapted from N.C.T.M. (2014). Principles to action: Ensuring mathematical success for all. Reston, Virginia.
Timeline
Elementary Math Timeline
2019-2020 Research & Vision
- Engage in Principles to Actions and Catalyzing Change by N.C.T.M. documents in math leadership team.
- Develop a deeper understanding of best practices in the teaching and learning of mathematics.
- Learning and training in Math Recovery offered to classroom teachers.
- Survey all classroom teachers about current math practices in elementary classrooms.
- Establish a shared vision and develop a TSD math curriculum review Math Less More Chart and Effective Teaching Practices •Begin to explore curricula options and research neighboring district math programs.
- Research available materials for potential math resources and determine the scope of the early adopters and invite early adopter research team.
- Select two resources to review.
2020-2021 Research, Vision & Explore
- Establish Math Specialists and Math Recovery Intervention at Elementary School.
- Professional learning for teachers and support for students in small group and 1-on-1 settings.
- Early Adopter researcher and review teams.
- Experience tasks from Bridges Math and Illustrative Math with Math Leadership Team members.
- Introduce materials provided from publisher and facilitators of available math programs.
- Invite district leaders, classroom teachers, and board members to visit Early Adopter Research Classrooms.
- Collect and review Early Research Teacher data.
- Invite teachers to join Early Adopter Team.
2022-2023 Explore & Beginning Implementation
- Provide professional learning to all elementary math teachers on Connected Math (the first pilot curriculum) during the August back-to-school days.
- Support piloting teachers through job-embedded coaching with curriculum facilitators and planning and reflecting with math specialists.
- Collect quantitative and qualitative teacher and student data •Invite district leaders to visit piloting classrooms.
- Provide professional learning to all middle school math teachers on Illustrative Math (the second pilot curriculum) during the January professional learning day.
- Invite the School Board to visit piloting classrooms.
- Study pilot data with the curriculum review team and determine curriculum resource for adoption.
- Seek Board approval for curriculum resource.
- Create a plan for material distribution and professional learning for all math teachers.
2023-2024 Plus Implementation
-
Support full implementation with professional learning, job-embedded coaching, and support from math specialists.
-
Collect and review data and engage in a teaching and learning cycle with teachers.
Elementary Program Review
The Early Adopter Team includes 84 teachers (28% of classroom teachers) from all grade levels in 11 out of 12 elementary schools in the district. The elementary math specialists at each building are supporting teachers through co-planning, co-teaching, modeling, prepping materials, gathering, and reflecting with teachers and students. Teachers have access to attend cross district planning and collaboration time each month prior to each new unit, and teacher groups visit and observe early adopter classrooms in action through in and out of district classrooms.
Science
Students in kindergarten through fifth grade begin to develop an understanding of the four disciplinary core ideas: physical sciences; life sciences; earth and space sciences; and engineering, technology, and applications of science. In the earlier grades, students begin by recognizing patterns and formulating answers to questions about the world around them. By the end of fifth grade, students are able to demonstrate grade-appropriate proficiency in gathering, describing, and using information about the natural and designed world(s).
Weather, Climate & Natural Hazards
Earth SCIENCE
Force & Motion
Physical SCIENCE
Life Cycles & Survival in an Ecosystem
Life SCIENCE
K-12 Science Practices & Concepts
Science & Engineering Practices
The K-12 Science and Engineering Practices, show below represent the ongoing behavior or students as they build understanding of core ideas.
- Asking questions (for science) and defining problems (for engineering)
- Developing and Using Models
- Planning and Carrying Out Investigations
- Analyzing and Interpreting Data
- Using Mathematics and Computational Thinking
- Constructing Explanations (for science) and Designing Solutions (for engineering)
- Engaging in Argument from Evidence
- Obtaining, Evaluating, and Communicating Information
Crosscutting Practices
The K-12 Crosscutting Concepts, shown below, are overarching themes that span multiple scientific disciplines and connect core disciplinary ideas.
- Patterns
- Cause and Effect
- Scale, Proportion, and Quantity
- Systems and Systems Models
- Energy and Matter in Systems
- Structure and Function
- Stability and Change of Systems
Curriculum Development Phases
Curriculum Development Phases Chart
Phase 1: Assemble a content area Curriculum design team made up of teachers and administrators to review district data, best instructional practices, state and national standards, district goals, and content area needs. Research: Year 1.
Phase 2: Review and analyze resources that match district needs. If necessary, conduct a pilot student. Seek approvals. Resources: Year 1.
Phase 3: Develop curriculum outlines for each new or revised unit of student with essential questions, standards alignment pacing guides, and assessments. Provide necessary professional learning. Mapping: Years 1 and 2.
Phase 4: Implement new units of study. Review assessment data. Based on data, adjust unit maps, assessments, or instructional strategies as needed. Provide professional learning and ongoing teacher support as needed. Implementation: Years 2 and 3.
Social Studies
The third grade social studies curriculum focuses on regions. Students begin by examining regional communities in Michigan and then go on to explore the five regions of the United States. Students actively participate in inquiry-based lessons that emphasize knowledge of history, geography, economics, and political science as they compare and contrast the US regions. Third graders continue to expand their knowledge of citizenship as they further explore the core democratic values.
3rd Grade Curriculum
Unit 1: Civics
Unit 2: Geography
Unit 3: History & Economics
Unit 3: History
- Exploration to Statehood (1837)
- Indigenous Beliefs / Histories
- Interaction / Modification of Environment
- Indigenous / Explorers Interactions
- Daily Life in Settlements
- Statehood Timeline / Major Events
Unit 3: Economics
- Scarcity / Choice / Opportunity Cost
- Influence of Incentives
- Role of Location / Natural Resources in Economic Development
- Entrepreneurs & Natural / Human / Capital Resources à Goods & Services
- Entrepreneurship
- Specialization & Interdependence
- International Economy / Trade
Social Studies Standards & Resources
Michigan Open Book Project & Sequence Chart
Third Grade: Michigan Studies
Social Studies Sequence Chart
Accessible Text for Social Studies and Science Sequence Grades K-5 Chart
Title: Social Studies and Science Sequence: Grades K-5
Column 1 Title: *Social Studies Unit 1
Kindergarten:
- Civics
- Rules, Fairness, Resolving Conflict
1st Grade:
- Civics1
- Rules, Values, & Civic Participation
2nd Grade:
- Civics
- Purpose, Values, & Structure of Local Government
3rd Grade:
- Civics
- Natural Disasters
4th Grade:
- Civics
- National, State, & Local Structures of Government
5th Grade:
- The Atlantic World to 1620
Column 2 Title: Science 1
Kindergarten:
- Earth Science/ Geography Social Studies
- Weather
1st Grade:
- Earth Science
- Space Systems
2nd Grade:
- Earth Changes
3rd Grade:
- Earth Science
- Weather & Climate
4th Grade:
- Earth Science & Geography
- Processes That Shape Earth
5th Grade:
- Earth Systems
Column 3 Title: Social Studies Unit 2
Kindergarten:
- History
- Recognizing The Past
1st Grade:
- History / Geo
- Families & Schools
2nd Grade:
- History / Geography
- City of Troy
3rd Grade:
- Geography
- Michigan Roads & Infrastructure
4th Grade:
- History
- Michigan Beyond Statehood
5th Grade:
- The Colonies
- 1620-1763
Column 4 Title: Science 2
Kindergarten:
- Physical Science
- Push & Pull
1st Grade:
- Physical Science
- Light & Sound
2nd Grade:
- Physical Science
- Matter
3rd Grade:
- Physical Science
- Forces & Interactions
4th Grade:
- Physical Science
- Energy & Waves (Cause & Effect)
5th Grade:
- Physical Science
- Properties of Matter
Column 5 Title: Social Studies Unit 3
Kindergarten:
- Economics
- Needs & Wants
1st Grade:
- Economics
- Needs, Wants, & Choices
2nd Grade:
- Economics
- Business Community & Consumers
3rd Grade:
- History & Economics
- Road To Statehood
4th Grade:
- Economics & Geography
- Michigan Markets & Migration
5th Grade:
- American Revolution
- 1763-1800
Column 6 Title: Science 3
Kindergarten:
- Life Science
- Plants & Animals
1st Grade:
- Life Science
- Structures & Function
2nd Grade:
- Life Science
- Plant & Animal Relationships
3rd Grade:
- Life Science
- Life Cycle & Ecosystems
4th Grade:
- Life Science
- Structure, Function & Information Processing
5th Grade:
- Life Science
- Matter in Ecosystems
FOOTNOTES:
Social Studies Storyline
-
Kindergarten = Me & My World
-
1st Grade = Me & My School Community
-
2nd Grade = Our Troy Community
-
3rd Grade = Michigan History to 1837
-
4th Grade = Michigan History from 1837 / United States
-
5th Grade = U.S. Origin Story (Exploration & Settlement / Colonial Development / American Revolution)
-
* First 10 Civics lessons in all grade levels includes a focus on Culturally Responsive Read Alouds, Identity, and Community Belonging
Visual Arts
The third-grade visual art curriculum continues to focus on the sequential study of the elements and principles of art, including color, line, form, shape, pattern, composition, space, and texture. Students are provided activities to stimulate their imaginations and refine as well as expand their artistic skills, visual acumen, and historic and aesthetic awareness. Students at this level can talk about and produce a high quality of art. They are able to discriminate and form artistic judgments about their art and the creative efforts of their peers.
During the year, student art may be displayed in individual school buildings and throughout the community.
Vocal/General Music
In third grade, students continue to build upon their musical knowledge-base as more complex songs, musical notation, and vocabulary are presented by the music specialist. Students actively demonstrate their awareness of the elements of music through their successful use of dynamics, tone color, melody, and harmony in the songs they sing and in the accompaniments and compositions they create. Students deepen their understanding of the world around them and hone their critical-thinking skills by tracing a song's geographic, historical and cultural roots, as well as listening to, analyzing, interpreting, and responding to a variety of songs and musical works.
Exposure to a variety of music allows students to formulate attitudes and values about music. A public performance is often an outcome of the third-grade curriculum.
Health
Students in third grade review and reinforce the decision-making steps and process in choices they make. The students are introduced to the various body systems. The major parts and functions of the skeletal and muscular systems are identified. Peer pressure in relation to smoking is discussed, and students learn to select the appropriate choice of behavior in a given situation.
Physical Education
Students go to Physical Education class twice a week, once for 25 minutes and once for 30 minutes. Students continue to work with their Gross Motor skills, spatial awareness, and coordination. They will explore the principles of eye, hand, and foot coordination through a variety of activities. Students continue to develop traditional team sports based skills through culminating activities and game play. They will be assessed in certain skills throughout the year. Students will develop positive characteristics and attitudes, a sense of fair play, teamwork concepts, and cooperation with others. At this level, there is an increased emphasis on cardiopulmonary fitness, muscular strength, flexibility and coordination through the T.R.O.Y. Fitness Program. Students are assessed twice a year in Continuous Jog, Jump Roping, Plank, Sit and Reach, and Flex-arm Hang. Every student will have a personal fitness log that they will set goals for themselves in each of the fitness tests. After every assessment, student will reevaluate their goals and set new ones.
ELD
The English language development program helps ensure learning for all students, specifically students who are multilingual and in the process of acquiring English as an additional language. The ELD specialists provide small group instruction for English language acquisition outside the grade level classroom with frequency based on the students’ unique instructional needs. They also support access to classroom content by pushing into grade level classrooms.
Accessible Text for W.I.D.A Guiding Principles of Language Development Flyer
Title: WIDA Guiding Principles of Language Development
Subtitle: These updated Guiding Principles of Language Development and Learning exemplify WIDA’s overarching and ever-present Can Do Philosophy.
- Multilingual learners’ languages and cultures are valuable resources to be leveraged for schooling and classroom life; leveraging these assets and challenging biases help develop multilingual learners’ independence and encourage their agency in learning (Little, Dam, & Legenhausen, 2017; Moll, Amanti, Neff, & González, 1992; Nieto & Bode, 2018; Perley, 2011).
- Multilingual learners’ development of multiple languages enhances their knowledge and cultural bases, their intellectual capacities, and their flexibility in language use (Arellano, Liu, Stoker, & Slama, 2018; Escamilla, Hopewell, Butvilofsky, Sparrow, Soltero-González, Ruiz-Figueroa, & Escamilla, 2013; Genesee, n.d.; Potowski, 2007).
- Multilingual learners’ language development and learning occur over time through meaningful engagement in activities that are valued in their homes, schools and communities (Engeström, 2009; Larsen-Freeman, 2018; van Lier, 2008; Wen, 2008).
- Multilingual learners’ language, social-emotional, and cognitive development are inter- related processes that contribute to their success in school and beyond (Aldana & Mayer, 2014; Barac & Bialystok, 2012; Gándara, 2015; Sánchez-López & Young, 2018).
- Multilingual learners use and develop language when opportunities for learning take into account their individual experiences, characteristics, abilities, and levels of language proficiency (Gibbons, 2002; Swain, Kinnear, & Steinman, 2015; TESOL International Association, 2018; Vygotsky, 1978).
- Multilingual learners use and develop language through activities which intentionally integrate multiple modalities, including oral, written, visual, and kinesthetic modes of communication (Choi & Yi, 2015; Jewitt, 2008; van Lier, 2006; Zwiers & Crawford, 2011).
- Multilingual learners use and develop language to interpret and access information, ideas, and concepts from a variety of sources, including real-life objects, models, representations, and multimodal texts (Ajayl, 2009; Cope & Kalantzis, 2009; Jewitt, 2009; Kervin & Derewianka, 2011).
- Multilingual learners draw on their metacognitive, metalinguistic, and metacultural awareness to develop effectiveness in language use (Bialystok & Barac, 2012; Casey & Ridgeway-Gillis, 2011; Gottlieb & Castro, 2017; Jung, 2013).
- Multilingual learners use their full linguistic repertoire, including translanguaging practices, to enrich their language development and learning (García, Johnson, & Seltzer, 2017; Hornberger & Link, 2012; Wei, 2018).
- Multilingual learners use and develop language to interpret and present different perspectives, build awareness of relationships, and affirm their identities (Cummins, 2001; Esteban-Guitart & Moll, 2014; May, 2013, Nieto, 2010).
Multilingual learners refers to all children and youth who are, or have been, consistently exposed to multiple languages. It includes students known as English language learners (ELLs) or dual language learners (DLLs); heritage language learners; and students who speak varieties of English or indigenous languages.
WIDA is housed within the Wisconsin Center for Education Research at the University of Wisconsin-Madison. © 2019 The Board of Regents of the University of Wisconsin System, on behalf of WIDA.
ELD Curricular Resource - Reach Overview
WIDA-ELD-Standards-Framework
Guiding-Principles-of-Language-Development
Academic Subjects & Specials - Grade 4
- Media Center
- Language Arts
- Mathematics
- Science
- Social Studies
- Visual Arts
- Vocal/General Music
- Health
- Physical Education
- ELD
Media Center
Fourth graders expand their research skills adding more sophisticated encyclopedias, electronic resources, online databases, atlases and almanacs. They evaluate the resources to decide which are best for answering specific types of questions. In fourth grade, students begin to use selected sites on the Internet to find curriculum related information. This also allows them to practice their Internet safety lessons. Technology is an important component of fourth grade media as these students can create multimedia projects that integrate media skills with curriculum studies. Literature and reading are also important as students refine their skill in selecting books for enjoyment reading.
Language Arts
3-5 Philosophy:
All students learn from a balanced approach to literacy, one that includes a responsive approach to the teaching of reading and writing. Students learn to self-assess, set goals, work with partners, and receive and apply feedback. Students learn to use the writing process to write for real purposes and audiences, write the kinds of texts that they see in the world, and to put meaning onto the page. Students develop critical thinking skills, write daily with greater independence, stamina, and fluency, and create pieces of writing across the genres of narrative, informational, opinion, and literary essay with increasing complexity. Across the writing process, students move through the stages of planning, drafting, and revision, all of which require them to rehearse and strengthen their knowledge and use of print concept, syntax, grammar, spelling, and vocabulary.
As readers, students engage deeply with texts by having daily opportunities to read high-interest, accessible books independently, in partnerships, small groups, and book clubs. Students have access to increasingly complex texts appropriate for their grade level and build comprehension, analytical thinking, grammar, word solving skills, and vocabulary through a variety of texts.
Fourth Grade ELA Program
Reading Units
In fourth grade children delve into complex texts and see significance in details. In Interpreting Characters: The Heart of the Story, children study the complexity of characters and explore themes while developing skills such as inference and interpretation. In Reading the Weather, Reading the World, children form research teams to delve into topics about extreme weather and natural disasters while developing their skills in cross-text synthesis, practicing close reading, comparing and contrasting, and evaluating sources to determine credibility. Detail and Synthesis supports kids reading up a storm, reading books that matter to them, and moving up levels of text complexity, while working on strengthening skills like inference and interpretation. In Historical Fiction Clubs, children practice reading analytically, synthesizing complicated narratives, comparing and contrasting themes, and incorporating nonfiction research into their reading.
(Excerpt from Heinemann.com)
4th Grade Reading Units:
- Interpreting Characters: The Heart of the Story
- Reading the Weather, Reading the World
- Detail and Synthesis
- Reading for Life
- Historical Fiction Clubs
- Power and Perspective
Writing Units
Mathematics
Fourth graders explore geometry concepts and apply shape properties to create geometric figures. They use several different techniques to find the perimeter and area of assorted shapes. Children in fourth grade apply their knowledge of math facts to fact extensions, such as 4 X 8 = 32 so 40 X 80 = 3200, and develop strategies for multi-digit multiplication problems. They use their knowledge of estimation, place value, and the relationship between multiplication and division to develop a division strategy.
Children are able to apply a variety of strategies for adding or subtracting multi-digit numbers and can apply them to situations involving decimal values. In the fourth grade, children use manipulatives to conduct probability experiments and to explore equivalent decimals and percents. Homework pages are now called Math Links.
Fourth-grade students experience a yearlong project, the World Tour. They "travel" to Washington, D.C. from Troy and then "visit" five other regions of the world. Math skills include reading tables for information, collecting numerical data, using map scales to estimate distance, locating points on a grid, and using latitude and longitude for locations on Earth. Children are also involved in performing experiments and conducting surveys where they have the opportunity to collect and organize data, display the information, and analyze and interpret the results.
We believe that the purpose of our mathematics program is to cultivate students’ positive mathematical identities so that all students:
- develop deep mathematical understandings
- understand and critique the world through mathematics
- experience the wonder, joy, and beauty of mathematics
NCTM (2020). Catalyzing Change in Middle School Mathematics
Troy students will:
- Make sense of problems and persevere in solving them
- Reason abstractly and quantitatively
- Construct viable arguments and critique the reasoning of others
- Model with mathematics
- Use appropriate tools strategically
- Attend to precision
- Look for and make use of structure
- Look for and express regularity in repeated reasoning
4th Grade Math Test-Out Information
Math Standards & Grade Level Topics
- Michigan Math Standards
- Grade Level Math Topics
- Elementary Math Benchmark Testing & Math Advanced Grade Placement
Michigan Math Standards
The Michigan Math Standards call for a balance between procedural knowledge and conceptual understanding. The K-12 Standards for Mathematical Practice, shown below, are types of student expertise developed progressively in each grade-level course.
- Make sense of problems and persevere in solving them.
- Reason abstractly and quantitatively.
- Construct viable arguments and critique the reasoning of others.
- Model with mathematics.
- Use appropriate tools strategically.
- Attend to precision.
- Look for and make use of structure.
- Look for and express regularity in repeated reasoning.
Grade Level Math Topics
-
Use the four operations with whole numbers to solve problems.
-
Gain familiarity with factors and multiples.
-
Generate and analyze patterns.
-
Generalize place value understanding for multi-digit whole numbers.
-
Use place value understanding and properties of operations to perform multi-digit arithmetic.
-
Extend understanding of fraction equivalence and ordering.
-
Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
-
Understand decimal notation for fractions, and compare decimal fractions.
-
Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.
-
Represent and interpret data.
-
Geometric measurement: understand concepts of angle and measure angles.
-
Draw and identify lines and angles, and classify shapes by properties of their lines and angles.
Elementary Math Benchmark Testing & Math Advanced Grade Placement
Elementary Math Spring Benchmark Testing Windows (All students take the benchmark test)
- May 8 – May 22nd K-2 Spring Math Benchmark Assessment
- May 15 Grade 3-5 Spring Math Benchmark Assessment
2024-2025 Math AGP Grade 4 (Advanced Grade Placement)
- May 19 – May 23 Grade 4 Math Advanced Grade Placement Assessment *Grade 4 Spring Math Benchmark qualification requirements needed to take this test.
Bridges in Math
Number Corner
Math Resources
Overviews, Charts, and Timelines
Less/More Chart & Principles to Action Chart
Math Education LESS/MORE Chart
Math Education will involve LESS / MORE:
- LESS: Focus on practicing procedures and memorizing basic number combinations.
- MORE: Focus on developing understanding of concepts and procedures through problem solving, reasoning, and discourse.
- LESS: Students using the same standard computational algorithms and the same prescribed methods to solve algebraic problems.
- MORE: Students having a range of strategies and approaches from which to choose in solving problems, including, but not limited to, general methods, standard algorithms, and procedures.
- LESS: Teachers telling students exactly what definitions, formulas, and rules they should know and demonstrating how to use this information to solve mathematical problems.
- MORE: Teachers engaging students in tasks that promote reasoning and problem solving and facilitating discourse that moves students toward shared understanding of mathematics.
- LESS: Memorizing information that is presented and then using it to solve routine problems on homework, quizzes, and tests.
- MORE: Students making sense of mathematic tasks by using varied strategies and representations, justifying solutions, making connections to prior knowledge and considering the reasoning of others.
- LESS: Guiding students step by step through problem solving to ensure they are not frustrated or confused.
- MORE: Providing students with appropriate challenge, encouraging perseverance in problem solving, and supporting productive struggle in mathematics.
- LESS: Same instruction for all.
- MORE: Differentiated instruction toward the same learning outcome.
Adapted from N.C.T.M. (2014). Principles to action: Ensuring mathematical success for all. Reston, Virginia.
Timeline
Elementary Math Timeline
2019-2020 Research & Vision
- Engage in Principles to Actions and Catalyzing Change by N.C.T.M. documents in math leadership team.
- Develop a deeper understanding of best practices in the teaching and learning of mathematics.
- Learning and training in Math Recovery offered to classroom teachers.
- Survey all classroom teachers about current math practices in elementary classrooms.
- Establish a shared vision and develop a TSD math curriculum review Math Less More Chart and Effective Teaching Practices •Begin to explore curricula options and research neighboring district math programs.
- Research available materials for potential math resources and determine the scope of the early adopters and invite early adopter research team.
- Select two resources to review.
2020-2021 Research, Vision & Explore
- Establish Math Specialists and Math Recovery Intervention at Elementary School.
- Professional learning for teachers and support for students in small group and 1-on-1 settings.
- Early Adopter researcher and review teams.
- Experience tasks from Bridges Math and Illustrative Math with Math Leadership Team members.
- Introduce materials provided from publisher and facilitators of available math programs.
- Invite district leaders, classroom teachers, and board members to visit Early Adopter Research Classrooms.
- Collect and review Early Research Teacher data.
- Invite teachers to join Early Adopter Team.
2022-2023 Explore & Beginning Implementation
- Provide professional learning to all elementary math teachers on Connected Math (the first pilot curriculum) during the August back-to-school days.
- Support piloting teachers through job-embedded coaching with curriculum facilitators and planning and reflecting with math specialists.
- Collect quantitative and qualitative teacher and student data •Invite district leaders to visit piloting classrooms.
- Provide professional learning to all middle school math teachers on Illustrative Math (the second pilot curriculum) during the January professional learning day.
- Invite the School Board to visit piloting classrooms.
- Study pilot data with the curriculum review team and determine curriculum resource for adoption.
- Seek Board approval for curriculum resource.
- Create a plan for material distribution and professional learning for all math teachers.
2023-2024 Plus Implementation
-
Support full implementation with professional learning, job-embedded coaching, and support from math specialists.
-
Collect and review data and engage in a teaching and learning cycle with teachers.
Elementary Program Review
The Early Adopter Team includes 84 teachers (28% of classroom teachers) from all grade levels in 11 out of 12 elementary schools in the district. The elementary math specialists at each building are supporting teachers through co-planning, co-teaching, modeling, prepping materials, gathering, and reflecting with teachers and students. Teachers have access to attend cross district planning and collaboration time each month prior to each new unit, and teacher groups visit and observe early adopter classrooms in action through in and out of district classrooms.
Science
Students in kindergarten through fifth grade begin to develop an understanding of the four disciplinary core ideas: physical sciences; life sciences; earth and space sciences; and engineering, technology, and applications of science. In the earlier grades, students begin by recognizing patterns and formulating answers to questions about the world around them. By the end of fifth grade, students are able to demonstrate grade-appropriate proficiency in gathering, describing, and using information about the natural and designed world(s).
Processes that Shape the Earth
Earth SCIENCE
Energy & Waves
Physical SCIENCE
Structure, Function & Information Processing
Life SCIENCE
K-12 Science Practices & Concepts
Science & Engineering Practices
The K-12 Science and Engineering Practices, show below represent the ongoing behavior or students as they build understanding of core ideas.
- Asking questions (for science) and defining problems (for engineering)
- Developing and Using Models
- Planning and Carrying Out Investigations
- Analyzing and Interpreting Data
- Using Mathematics and Computational Thinking
- Constructing Explanations (for science) and Designing Solutions (for engineering)
- Engaging in Argument from Evidence
- Obtaining, Evaluating, and Communicating Information
Crosscutting Practices
The K-12 Crosscutting Concepts, shown below, are overarching themes that span multiple scientific disciplines and connect core disciplinary ideas.
- Patterns
- Cause and Effect
- Scale, Proportion, and Quantity
- Systems and Systems Models
- Energy and Matter in Systems
- Structure and Function
- Stability and Change of Systems
Curriculum Development Phases
Curriculum Development Phases Chart
Phase 1: Assemble a content area Curriculum design team made up of teachers and administrators to review district data, best instructional practices, state and national standards, district goals, and content area needs. Research: Year 1.
Phase 2: Review and analyze resources that match district needs. If necessary, conduct a pilot student. Seek approvals. Resources: Year 1.
Phase 3: Develop curriculum outlines for each new or revised unit of student with essential questions, standards alignment pacing guides, and assessments. Provide necessary professional learning. Mapping: Years 1 and 2.
Phase 4: Implement new units of study. Review assessment data. Based on data, adjust unit maps, assessments, or instructional strategies as needed. Provide professional learning and ongoing teacher support as needed. Implementation: Years 2 and 3.
Social Studies
Fourth grade students take part in an in-depth study of Michigan’s geography, history, economics, and government. Students are given the opportunity to discover differences and similarities between Michigan and other states. Students use knowledge of core democratic values to take a stand on current public policy issues.
4th Grade Curriculum
Unit 1: Civics
Unit 1: Civics
- Purpose of Government / Preamble
- Limiting Powers of Federal Government
- Rights Guaranteed by Constitution
- Powers of Federal / State / Tribal / Local Govt
- Structure of Federal Government
- President / Congress / Elections / Supreme Court
- Federal Taxing & Spending – Functions of Govt
- Civic Responsibilities / Civic Rights / Citizenship
Unit 2: History & Economics
Unit 2: History
- Statehood (1837) to Present
- Economic Development & Resources
- Economic Activity in Past & Present
- Underground Railroad
- Automobile Industry Beginnings
- Emergence of Labor Movement
- Threats to Natural Resources / Govt Response
Unit 2: Economics
- Good / Services & Economic Questions
- Characteristics of Market Economies
- Positive / Negative Incentives
- Substitute / Complementary Goods
- Specialization & Division of Labor
- Competition: Buyers & Sellers
- Role of Money in Exchange of Goods & Services
- Factors of Unemployment / Employment
Unit 3: Geography
Social Studies Standards & Resources
Michigan Open Book Project & Sequence Chart
Fourth Grade: United States Studies
Social Studies Sequence Chart
Accessible Text for Social Studies and Science Sequence Grades K-5 Chart
Title: Social Studies and Science Sequence: Grades K-5
Column 1 Title: *Social Studies Unit 1
Kindergarten:
- Civics
- Rules, Fairness, Resolving Conflict
1st Grade:
- Civics1
- Rules, Values, & Civic Participation
2nd Grade:
- Civics
- Purpose, Values, & Structure of Local Government
3rd Grade:
- Civics
- Natural Disasters
4th Grade:
- Civics
- National, State, & Local Structures of Government
5th Grade:
- The Atlantic World to 1620
Column 2 Title: Science 1
Kindergarten:
- Earth Science/ Geography Social Studies
- Weather
1st Grade:
- Earth Science
- Space Systems
2nd Grade:
- Earth Changes
3rd Grade:
- Earth Science
- Weather & Climate
4th Grade:
- Earth Science & Geography
- Processes That Shape Earth
5th Grade:
- Earth Systems
Column 3 Title: Social Studies Unit 2
Kindergarten:
- History
- Recognizing The Past
1st Grade:
- History / Geo
- Families & Schools
2nd Grade:
- History / Geography
- City of Troy
3rd Grade:
- Geography
- Michigan Roads & Infrastructure
4th Grade:
- History
- Michigan Beyond Statehood
5th Grade:
- The Colonies
- 1620-1763
Column 4 Title: Science 2
Kindergarten:
- Physical Science
- Push & Pull
1st Grade:
- Physical Science
- Light & Sound
2nd Grade:
- Physical Science
- Matter
3rd Grade:
- Physical Science
- Forces & Interactions
4th Grade:
- Physical Science
- Energy & Waves (Cause & Effect)
5th Grade:
- Physical Science
- Properties of Matter
Column 5 Title: Social Studies Unit 3
Kindergarten:
- Economics
- Needs & Wants
1st Grade:
- Economics
- Needs, Wants, & Choices
2nd Grade:
- Economics
- Business Community & Consumers
3rd Grade:
- History & Economics
- Road To Statehood
4th Grade:
- Economics & Geography
- Michigan Markets & Migration
5th Grade:
- American Revolution
- 1763-1800
Column 6 Title: Science 3
Kindergarten:
- Life Science
- Plants & Animals
1st Grade:
- Life Science
- Structures & Function
2nd Grade:
- Life Science
- Plant & Animal Relationships
3rd Grade:
- Life Science
- Life Cycle & Ecosystems
4th Grade:
- Life Science
- Structure, Function & Information Processing
5th Grade:
- Life Science
- Matter in Ecosystems
FOOTNOTES:
Social Studies Storyline
-
Kindergarten = Me & My World
-
1st Grade = Me & My School Community
-
2nd Grade = Our Troy Community
-
3rd Grade = Michigan History to 1837
-
4th Grade = Michigan History from 1837 / United States
-
5th Grade = U.S. Origin Story (Exploration & Settlement / Colonial Development / American Revolution)
-
* First 10 Civics lessons in all grade levels includes a focus on Culturally Responsive Read Alouds, Identity, and Community Belonging
Visual Arts
In fourth grade, students employ the artistic elements and principles as their creativity, knowledge-base, interest, and enthusiasm for art are nurtured by an elementary visual art specialist. Based on the study of various cultures, historical periods, and famous works of art, the sequential curriculum focuses on challenging the students' problem-solving abilities.
Students are taught to manipulate an increasing variety of tools and materials and to utilize more complex artistic techniques. Throughout the year, student art may be displayed in individual school buildings and the community.
Vocal/General Music
In fourth-grade Vocal/general music, students continue to build upon their past information-base as they refine their understanding of musical elements and concepts. Musical literacy is stressed as students learn to read and sing standard musical notation, to analyze, move to, and to create more complex songs.
A strong correlation is made among the songs, instruments, and ethnic dances and their geographic, historical and cultural roots.
Health
In fourth grade, students become aware that the outcome of situations depends on the choices they make. Students recognize how health products can be used or misused and learn some common reasons for drug misuse. They learn how smoking and alcohol affect the body.
The students continue to study the human body and how it is composed of cells, organs, and tissues. Students gain an understanding of the structure and functions of the heart, circulatory system, respiratory system, and digestive system.
Physical Education
Students go to Physical Education class twice a week, once for 25 minutes and once for 30 minutes. Students continue to work and fine tune Gross-Motor skills, spatial awareness, and coordination. They increase their ability with the principles of eye, hand, and foot coordination through a variety of activities. Students continue to develop traditional team sports based skills through culminating activities and game play. They will be assessed in certain skills throughout the year. Students will develop positive characteristics and attitudes, a sense of fair play, teamwork concepts, and cooperation with others. At this level, there is an increased emphasis on cardiopulmonary fitness, muscular strength, flexibility and coordination through the T.R.O.Y. Fitness Program. Students are assessed twice a year in Continuous Jog, Jump Roping, Plank, Sit and Reach, and Flex-arm Hang. Every student will have a personal fitness log that they will set goals for themselves in each of the fitness tests. After every assessment, student will reevaluate their goals and set new ones.
ELD
The English language development program helps ensure learning for all students, specifically students who are multilingual and in the process of acquiring English as an additional language. The ELD specialists provide small group instruction for English language acquisition outside the grade level classroom with frequency based on the students’ unique instructional needs. They also support access to classroom content by pushing into grade level classrooms.
Accessible Text for W.I.D.A Guiding Principles of Language Development Flyer
Title: WIDA Guiding Principles of Language Development
Subtitle: These updated Guiding Principles of Language Development and Learning exemplify WIDA’s overarching and ever-present Can Do Philosophy.
- Multilingual learners’ languages and cultures are valuable resources to be leveraged for schooling and classroom life; leveraging these assets and challenging biases help develop multilingual learners’ independence and encourage their agency in learning (Little, Dam, & Legenhausen, 2017; Moll, Amanti, Neff, & González, 1992; Nieto & Bode, 2018; Perley, 2011).
- Multilingual learners’ development of multiple languages enhances their knowledge and cultural bases, their intellectual capacities, and their flexibility in language use (Arellano, Liu, Stoker, & Slama, 2018; Escamilla, Hopewell, Butvilofsky, Sparrow, Soltero-González, Ruiz-Figueroa, & Escamilla, 2013; Genesee, n.d.; Potowski, 2007).
- Multilingual learners’ language development and learning occur over time through meaningful engagement in activities that are valued in their homes, schools and communities (Engeström, 2009; Larsen-Freeman, 2018; van Lier, 2008; Wen, 2008).
- Multilingual learners’ language, social-emotional, and cognitive development are inter- related processes that contribute to their success in school and beyond (Aldana & Mayer, 2014; Barac & Bialystok, 2012; Gándara, 2015; Sánchez-López & Young, 2018).
- Multilingual learners use and develop language when opportunities for learning take into account their individual experiences, characteristics, abilities, and levels of language proficiency (Gibbons, 2002; Swain, Kinnear, & Steinman, 2015; TESOL International Association, 2018; Vygotsky, 1978).
- Multilingual learners use and develop language through activities which intentionally integrate multiple modalities, including oral, written, visual, and kinesthetic modes of communication (Choi & Yi, 2015; Jewitt, 2008; van Lier, 2006; Zwiers & Crawford, 2011).
- Multilingual learners use and develop language to interpret and access information, ideas, and concepts from a variety of sources, including real-life objects, models, representations, and multimodal texts (Ajayl, 2009; Cope & Kalantzis, 2009; Jewitt, 2009; Kervin & Derewianka, 2011).
- Multilingual learners draw on their metacognitive, metalinguistic, and metacultural awareness to develop effectiveness in language use (Bialystok & Barac, 2012; Casey & Ridgeway-Gillis, 2011; Gottlieb & Castro, 2017; Jung, 2013).
- Multilingual learners use their full linguistic repertoire, including translanguaging practices, to enrich their language development and learning (García, Johnson, & Seltzer, 2017; Hornberger & Link, 2012; Wei, 2018).
- Multilingual learners use and develop language to interpret and present different perspectives, build awareness of relationships, and affirm their identities (Cummins, 2001; Esteban-Guitart & Moll, 2014; May, 2013, Nieto, 2010).
Multilingual learners refers to all children and youth who are, or have been, consistently exposed to multiple languages. It includes students known as English language learners (ELLs) or dual language learners (DLLs); heritage language learners; and students who speak varieties of English or indigenous languages.
WIDA is housed within the Wisconsin Center for Education Research at the University of Wisconsin-Madison. © 2019 The Board of Regents of the University of Wisconsin System, on behalf of WIDA.
ELD Curricular Resource - Reach Overview
WIDA-ELD-Standards-Framework
Guiding-Principles-of-Language-Development
Academic Subjects & Specials - Grade 5
- Media Center
- Language Arts
- Mathematics
- Science
- Social Studies
- Visual Arts
- Vocal/General Music
- Health
- Physical Education
- ELD
Media Center
By fifth grade, students can identify different literary genre such as historical fiction, science fiction, sports stories and mysteries. They are encouraged to read to enhance skills, such as vocabulary, context clues, sequence of events and prediction, which they are learning in language arts classes. Fifth graders use both print and electronic resources as they develop their research skills in conjunction with language arts, social studies and science projects. Treasure hunts and Internet activities teach them to apply skills they will use on their MEAP tests. They learn to evaluate web sites and print resources in order to prepare for independent use of the media center in middle school and beyond.
Language Arts
3-5 Philosophy:
All students learn from a balanced approach to literacy, one that includes a responsive approach to the teaching of reading and writing. Students learn to self-assess, set goals, work with partners, and receive and apply feedback. Students learn to use the writing process to write for real purposes and audiences, write the kinds of texts that they see in the world, and to put meaning onto the page. Students develop critical thinking skills, write daily with greater independence, stamina, and fluency, and create pieces of writing across the genres of narrative, informational, opinion, and literary essay with increasing complexity. Across the writing process, students move through the stages of planning, drafting, and revision, all of which require them to rehearse and strengthen their knowledge and use of print concept, syntax, grammar, spelling, and vocabulary.
As readers, students engage deeply with texts by having daily opportunities to read high-interest, accessible books independently, in partnerships, small groups, and book clubs. Students have access to increasingly complex texts appropriate for their grade level and build comprehension, analytical thinking, grammar, word solving skills, and vocabulary through a variety of texts.
Fifth Grade ELA Program
Reading Units
Fifth grade is a time for children to hone their intellectual independence. In Interpretation Book Clubs: Analyzing Themes, students draw on a repertoire of ways for reading closely, noticing how story elements interact, understanding how different authors develop the same theme, and comparing and contrasting texts that develop a similar theme. In Tackling Complexity: Moving Up Levels of Nonfiction, children investigate the ways nonfiction texts are becoming more complex, and they learn strategies to tackle these new challenges. This unit emphasizes the strong foundational skills, such as fluency, orienting to texts, and word solving, that are required to read complex nonfiction. In Argument and Advocacy: Researching Debatable Issues, students read complex nonfiction texts to conduct research on a debatable topic, consider perspective and craft, evaluate arguments, and formulate their own evidence-based, ethical positions on issues. In Fantasy Book Clubs: The Magic of Themes and Symbols, students work in clubs to become deeply immersed in the fantasy genre and further develop higher-level thinking skills to study how authors develop characters and themes over time. They think metaphorically as well as analytically, explore the quests and themes within and across their novels, and consider the implications of conflicts, themes, and lessons learned.
(Excerpt from Heinemann.com)
5th Grade Reading Units:
- Maintaining and Independent Reading Life
- Tackling Complexity: Moving up Levels of Nonfiction
- Interpretation Book Clubs: Analyzing Theme
- Argument and Advocacy: Researching Debatable Issues
- Fantasy Book Clubs: The Magic of Themes and Symbols
- Reading in the Content Area: American Revolution
- Social Issue Book Clubs
Writing Units
Mathematics
In fifth grade, students continue to investigate naming numbers in a variety of ways, including factors, exponents, fractions, decimals. They continue to practice with the division algorithm and apply their strategies for whole-number computation to decimals.
Fractions are used in measurement, equivalent forms, ratios, and addition and subtraction situations. Decimal and percent concepts are extended to equivalent forms, number lines, grids, probability, and circle graphs. Fifth graders use manipulatives to explore negative numbers and simple algebraic expressions and problems. They link their measurement and algebra skills by using formulas to find perimeters, areas, and volumes of shapes and solids. They continue their study of geometry, working with angles, 2-D and 3-D figures, and corresponding math tools.
Fifth graders participate in a yearlong American Tour. They examine changes in population, societal trends, demographics, and geography of the United States from its beginnings to the present. This integrated project allows students to use mathematics as a tool in a variety of applications. As with the other grade levels, parent involvement with Math Links is an important part of the program.
We believe that the purpose of our mathematics program is to cultivate students’ positive mathematical identities so that all students:
- develop deep mathematical understandings
- understand and critique the world through mathematics
- experience the wonder, joy, and beauty of mathematics
NCTM (2020). Catalyzing Change in Middle School Mathematics
Troy students will:
- Make sense of problems and persevere in solving them
- Reason abstractly and quantitatively
- Construct viable arguments and critique the reasoning of others
- Model with mathematics
- Use appropriate tools strategically
- Attend to precision
- Look for and make use of structure
- Look for and express regularity in repeated reasoning
5th Grade Math Test-Out Information
Math Standards & Grade Level Topics
Michigan Math Standards
The Michigan Math Standards call for a balance between procedural knowledge and conceptual understanding. The K-12 Standards for Mathematical Practice, shown below, are types of student expertise developed progressively in each grade-level course.
- Make sense of problems and persevere in solving them.
- Reason abstractly and quantitatively.
- Construct viable arguments and critique the reasoning of others.
- Model with mathematics.
- Use appropriate tools strategically.
- Attend to precision.
- Look for and make use of structure.
- Look for and express regularity in repeated reasoning.
Grade Level Math Topics
-
Write and interpret numerical expressions.
-
Analyze patterns and relationships. Understand the place value system.
-
Perform operations with multi-digit whole numbers and with decimals to hundredths.
-
Use equivalent fractions as a strategy to add and subtract fractions.
-
Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
-
Convert like measurement units within a given measurement system.
-
Represent and interpret data.
-
Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.
-
Graph points on the coordinate plane to solve real-world and mathematical problems.
-
Classify two-dimensional figures into categories based on their properties.
Bridges in Math
Math Resources
Overviews, Charts, and Timelines
Less/More Chart & Principles to Action Chart
Math Education LESS/MORE Chart
Math Education will involve LESS / MORE:
- LESS: Focus on practicing procedures and memorizing basic number combinations.
- MORE: Focus on developing understanding of concepts and procedures through problem solving, reasoning, and discourse.
- LESS: Students using the same standard computational algorithms and the same prescribed methods to solve algebraic problems.
- MORE: Students having a range of strategies and approaches from which to choose in solving problems, including, but not limited to, general methods, standard algorithms, and procedures.
- LESS: Teachers telling students exactly what definitions, formulas, and rules they should know and demonstrating how to use this information to solve mathematical problems.
- MORE: Teachers engaging students in tasks that promote reasoning and problem solving and facilitating discourse that moves students toward shared understanding of mathematics.
- LESS: Memorizing information that is presented and then using it to solve routine problems on homework, quizzes, and tests.
- MORE: Students making sense of mathematic tasks by using varied strategies and representations, justifying solutions, making connections to prior knowledge and considering the reasoning of others.
- LESS: Guiding students step by step through problem solving to ensure they are not frustrated or confused.
- MORE: Providing students with appropriate challenge, encouraging perseverance in problem solving, and supporting productive struggle in mathematics.
- LESS: Same instruction for all.
- MORE: Differentiated instruction toward the same learning outcome.
Adapted from N.C.T.M. (2014). Principles to action: Ensuring mathematical success for all. Reston, Virginia.
Timeline
Elementary Math Timeline
2019-2020 Research & Vision
- Engage in Principles to Actions and Catalyzing Change by N.C.T.M. documents in math leadership team.
- Develop a deeper understanding of best practices in the teaching and learning of mathematics.
- Learning and training in Math Recovery offered to classroom teachers.
- Survey all classroom teachers about current math practices in elementary classrooms.
- Establish a shared vision and develop a TSD math curriculum review Math Less More Chart and Effective Teaching Practices •Begin to explore curricula options and research neighboring district math programs.
- Research available materials for potential math resources and determine the scope of the early adopters and invite early adopter research team.
- Select two resources to review.
2020-2021 Research, Vision & Explore
- Establish Math Specialists and Math Recovery Intervention at Elementary School.
- Professional learning for teachers and support for students in small group and 1-on-1 settings.
- Early Adopter researcher and review teams.
- Experience tasks from Bridges Math and Illustrative Math with Math Leadership Team members.
- Introduce materials provided from publisher and facilitators of available math programs.
- Invite district leaders, classroom teachers, and board members to visit Early Adopter Research Classrooms.
- Collect and review Early Research Teacher data.
- Invite teachers to join Early Adopter Team.
2022-2023 Explore & Beginning Implementation
- Provide professional learning to all elementary math teachers on Connected Math (the first pilot curriculum) during the August back-to-school days.
- Support piloting teachers through job-embedded coaching with curriculum facilitators and planning and reflecting with math specialists.
- Collect quantitative and qualitative teacher and student data •Invite district leaders to visit piloting classrooms.
- Provide professional learning to all middle school math teachers on Illustrative Math (the second pilot curriculum) during the January professional learning day.
- Invite the School Board to visit piloting classrooms.
- Study pilot data with the curriculum review team and determine curriculum resource for adoption.
- Seek Board approval for curriculum resource.
- Create a plan for material distribution and professional learning for all math teachers.
2023-2024 Plus Implementation
-
Support full implementation with professional learning, job-embedded coaching, and support from math specialists.
-
Collect and review data and engage in a teaching and learning cycle with teachers.
Elementary Program Review
The Early Adopter Team includes 84 teachers (28% of classroom teachers) from all grade levels in 11 out of 12 elementary schools in the district. The elementary math specialists at each building are supporting teachers through co-planning, co-teaching, modeling, prepping materials, gathering, and reflecting with teachers and students. Teachers have access to attend cross district planning and collaboration time each month prior to each new unit, and teacher groups visit and observe early adopter classrooms in action through in and out of district classrooms.
Science
Students in kindergarten through fifth grade begin to develop an understanding of the four disciplinary core ideas: physical sciences; life sciences; earth and space sciences; and engineering, technology, and applications of science. In the earlier grades, students begin by recognizing patterns and formulating answers to questions about the world around them. By the end of fifth grade, students are able to demonstrate grade-appropriate proficiency in gathering, describing, and using information about the natural and designed world(s).
Earth & Space Systems
Earth SCIENCE
Structure & Properties of Matter
Physical SCIENCE
Matter & Energy in an Ecosystem
Life SCIENCE
K-12 Science Practices & Concepts
Science & Engineering Practices
The K-12 Science and Engineering Practices, show below represent the ongoing behavior or students as they build understanding of core ideas.
- Asking questions (for science) and defining problems (for engineering)
- Developing and Using Models
- Planning and Carrying Out Investigations
- Analyzing and Interpreting Data
- Using Mathematics and Computational Thinking
- Constructing Explanations (for science) and Designing Solutions (for engineering)
- Engaging in Argument from Evidence
- Obtaining, Evaluating, and Communicating Information
Crosscutting Practices
The K-12 Crosscutting Concepts, shown below, are overarching themes that span multiple scientific disciplines and connect core disciplinary ideas.
- Patterns
- Cause and Effect
- Scale, Proportion, and Quantity
- Systems and Systems Models
- Energy and Matter in Systems
- Structure and Function
- Stability and Change of Systems
Curriculum Development Phases
Curriculum Development Phases Chart
Phase 1: Assemble a content area Curriculum design team made up of teachers and administrators to review district data, best instructional practices, state and national standards, district goals, and content area needs. Research: Year 1.
Phase 2: Review and analyze resources that match district needs. If necessary, conduct a pilot student. Seek approvals. Resources: Year 1.
Phase 3: Develop curriculum outlines for each new or revised unit of student with essential questions, standards alignment pacing guides, and assessments. Provide necessary professional learning. Mapping: Years 1 and 2.
Phase 4: Implement new units of study. Review assessment data. Based on data, adjust unit maps, assessments, or instructional strategies as needed. Provide professional learning and ongoing teacher support as needed. Implementation: Years 2 and 3.
Parent Guides & Science Standards
Parent Guides to NGSS Grades K-12, Science Standards & Charts
Michigan K-12 Science Standards 2015-2023
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Preparing Students for a Lifetime of Success - Parent Guide 6-8
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Preparing Students for a Lifetime of Success - Parent Guide 9-12
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Preparing Students for a Lifetime of Success - Parent Guide K-2
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A New Vision for Science Education Less and More Chart
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Preparing Students for a Lifetime of Success - Parent Guide 3-5
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- Accessible Text for Michigan K-12 Standards Science Guide
- Accessible Text for Preparing Students for a Lifetime of Success Grades K-2
Accessible Text for Michigan K-12 Standards Science Guide
Title: Michigan K-12 Standards Science November 2015
Subtitle / Logo: Michigan Department of Education
Page 2 of 34: Michigan State Board of Education
Page 3 of 34: Table of Contents
- Overview of the Standards, Page 4
- Why These Standards
- Organization and Structure of the Performance Expectations
- Implementation
- Michigan Specific Contexts
- Supplemental Guidance
- Kindergarten Performance Expectations, Page 9
- First (1st) Grade Performance Expectations, Page 11
- Second (2nd) Grade Performance Expectations, Page 12
- Third (3rd) Grade Performance Expectations, Page 14
- Fourth (4th) Grade Performance Expectations, Page 16
- Fifth (5th) Grade Performance Expectations, Page 18
- Middle School (Grades 6-8) Performance Expectations, Page 20
- High School (Grades 9-12) Performance Expectations, Page 26
Page 4-8 of 34: The Role of Science Standards in Michigan
The Role of Science Standards in Michigan According to the dictionary, a standard is “something considered by an authority or by general consent as a basis of comparison.” Today’s world is replete with standards documents such as standards of care, standards of quality, and even standard operating procedures. These various sets of standards serve to outline agreed-upon expectations, rules, or actions, which guide practice and provide a platform for evaluating or comparing these practices.
One such set of standards is the academic standards that a governing body may have for the expected outcomes of students. In Michigan, these standards, are used to outline learning expectations for Michigan’s students, and are intended to guide local curriculum development and assessment of student progress. The Michigan Science Standards are performance expectations for students. They are not curriculum and they do not specify classroom instruction. Standards should be used by schools as a framework for curriculum development with the curriculum itself prescribing instructional resources, methods, progressions, and additional knowledge valued by the local community. Since Michigan is a “local control” state, local school districts and public school academies can use these standards in this manner to make decisions about curriculum, instruction, and assessment.
At the state level, these standards provide a platform for state assessments, which are used to measure how well schools are providing opportunities for all students to learn the content outlined by the standards. The standards also impact other statewide policies, such as considerations for teacher certification and credentials, school improvement, and accountability, to name a few.
The standards in this document identify the student performance outcomes for students in topics of science and engineering. These standards replace the Michigan Science Standards adopted in 2006, which were published as the Grade Level Content Expectations and High School Content Expectations for science.
Why These Standards? There is no question that students need to be prepared to apply basic scientific knowledge to their lives and to their careers, regardless of whether they are planning STEM based careers or not. In 2011, the National Research Council released A Framework for v. 11/2015 Page 5 of 34 K-12 Science Education,1 which set forth guidance for science standards development based on the research on how students learn best. This extensive body of research suggests students need to be engaged in doing science by engaging the same practices used by scientists and engineers. Furthermore, students should engage in science and engineering practices in the context of core ideas that become ever more sophisticated as students move through school. Students also need to see the connections of these disciplinary-based core ideas to the bigger science concepts that cross disciplinary lines. The proposed Michigan standards are built on this research-based framework. The framework was used in the development of the Next Generation Science Standards, for which Michigan was a lead partner. The Michigan Science Standards are derived from this effort, utilizing the student performance expectations and their relevant coding (for reference purposes). These standards are intended to guide local curricular design, leaving room for parents, teachers, and schools to surround the standards with local decisions about curriculum and instruction. Similarly, because these standards are performance expectations, they will be used to guide state assessment development.
Organization and Structure of the Performance Expectations Michigan’s science standards are organized by grade level K-5, and then by grade span in middle school and high school. The K-5 grade level organization reflects the developmental nature of learning for elementary students in a manner that attends to the important learning progressions toward basic foundational understandings. By the time students reach traditional middle school grades (6-8), they can begin to build on this foundation to develop more sophisticated understandings of science concepts within and across disciplines. This structure also allows schools to design local courses and pathways that make sense for their students and available instructional resources.
Michigan’s prior standards for science were organized by grade level through 7th grade. Because these standards are not a revision, but were newly designed in their entirety, it was decided that the use of the grade level designations in the traditional middle grades (6-8) would be overly inhibiting to apply universally to all schools in Michigan. Such decisions do not specifically restrict local school districts from collaborating at a local or regional level to standardize instruction at these levels. Therefore, it is recommended that each school, district, or region utilize assessment oriented grade bands (K-2, 3-5, 68, 9-12) to organize curriculum and instruction around the standards. MDE will provide guidance on appropriate strategies or organization for such efforts to be applied locally in each school district or public school academy.
Within each grade level/span the performance expectations are organized around topics. While each topical cluster of performance expectations addresses the topic, the wording of each performance expectation reflects the three-dimensions of science learning outlined in A Framework for K-12 Science Education: cross-cutting concepts, disciplinary core ideas, and science and engineering practices. FOOTNOTE: 1 A New Conceptual Framework." A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Washington, DC: The National Academies Press, 2012.
Cross Cutting Concepts (CCC): The seven Crosscutting Concepts outlined by the Framework for K-12 Science Education are the overarching and enduring understandings that provide an organizational framework under which students can connect the core ideas from the various disciplines into a “cumulative, coherent, and usable understanding of science and engineering” (Framework, pg. 83). These crosscutting concepts are…
- Patterns
- Cause and Effect
- Scale, Proportion, and Quantity
- Systems and System Models
- Energy and Matter in Systems
- Structure and Function
- Stability and Change of Systems
Disciplinary Core Ideas (DCI): The crosscutting concepts cross disciplines. However within each discipline are core ideas that are developed across grade spans, increasing in sophistication and depth of understanding. Each performance expectation (PE) is coded to a DCI. A list of DCIs and their codes can be found on the MDE website and in the MDE Guidance Documents.
Coding Hierarchy: Based upon the Framework and development of the Next Generation Science Standards effort, each performance expectation of the Michigan Science Standards is identified with a reference code. Each performance expectation (PE) code starts out with the grade level, followed by the disciplinary core idea (DCI) code, and ending with the sequence number of the PE within the DCI. So for example, K-PS3-2 is a kindergarten PE, linked to the 3rd physical science DCI (i.e., Energy), and is the second in sequence of kindergarten PEs linked to the PS3. These codes are used in MSS and NGSS Science Resources to identify relevant connections for standards.
Science and Engineering Practices: In addition to the Crosscutting Concepts and Disciplinary Core Ideas, the National Research Council has outlined 8 practices for K-12 science classrooms that describe ways students should be engaged in the classroom as a reflection of the practices of actual scientists and engineers. When students “do” science, the learning of the content becomes more meaningful. Lessons should be carefully designed so that students have opportunities to not only learn the essential science content, but to practice being a scientist or engineer. These opportunities set the stage for students to transition to college or directly into STEM careers. Listed below are the Science and Engineering Practices from the Framework:
- Asking questions and defining problems
- Developing and using models
- Planning and carrying out investigations
- Analyzing and interpreting data
- Using mathematics and computational thinking
- Constructing explanations and designing solutions
- Engaging in argument from evidence
- Obtaining, evaluating, and communicating information
Implementation: It is extremely important to remember that the research calls for instruction and assessments to blend the three dimensions (CCC, DCI, and Practices). It is this working together of the three dimensions that will allow all children to explain scientific phenomena, design solutions to problems, and build a foundation upon which they can continue to learn and be able to apply science knowledge and skills within and outside the K-12 education arena. While each PE incorporates these three dimensions into its wording, this alone does not drive student outcomes. Ultimately, student learning depends on how the standards are integrated in instructional practices in the classroom. There are several resources based on the National Research Council’s A Framework for K-12 Science Education that were developed for educators to utilize in planning curriculum, instruction, and professional development. These include resources developed by Michigan K-12 and higher education educators, with plans to develop more guided by the needs of the field as implementation moves forward. This includes assessment guidance for the Michigan Department of Education, local districts, and educators.
Michigan Specific Contexts Because the student performance expectations were developed to align to a general context for all learners, the Michigan Department of Education (MDE) works with a variety of stakeholders to identify Michigan-specific versions of the standards for student performance expectations that address issues directly relevant to our state such as its unique location in the Great Lakes Basin, Michigan-specific flora and fauna, and our state’s rich history and expertise in scientific research and engineering. These versions of the performance expectations allow for local, regional, and state-specific contexts for learning and assessment. In addition to the specific performance expectations that frame more general concepts and phenomena in a manner that is directly relevant to our state, there are also a number of performance expectations which allow for local, regional, or state-specific problems to be investigated by students, or for students to demonstrate understandings through more localized contexts. Both of these types of performance expectations are identified in the following standards, as well as in the accompanying guidance document, which also identifies both clarification statements and assessment boundaries. The Michigan specific performance expectations should be used by educators to frame local assessment efforts. State level assessments will specifically address the performance expectations with Michigan-specific contexts.
MDE is collaborating with multiple statewide partners to generate a list of support materials for the state standards that focuses on resources and potential strategies for introducing or exploring DCIs through a local, regional, or statewide lens to make the learning more engaging and authentic. These contextual connections are not included in the specific performance expectations, as educators should merely use these as recommendations for investigation with students, and assessment developers have the opportunity to use these to develop specific examples or scenarios from which students would demonstrate their general understanding. This approach provides the opportunity for educators to draw upon Michigan’s natural environment and rich history and resources in engineering design and scientific research to support student learning.
Michigan Educator Guidance: The Michigan Science Standards within this document are the performance expectations for students in grades K-12 for science and engineering practices, cross cutting concepts, and disciplinary core ideas of science and engineering. In order to be able to develop and guide instruction to address the standards for all students, Michigan educators will need access to a range of guidance and resources that provide additional support for the teaching and learning of science. This guidance will be developed and shared with Michigan educators following the adoption of the proposed standards. The MDE provides additional guidance based upon educator needs and requests, and utilizes support from practicing Michigan educators and educational leaders to develop such guidance or tools to aid in the implementation of the standards.
Accompanying this standards document will be a range of resources provided to educators and assessment developers to help frame the learning context and instructional considerations of the performance expectations. Such guidance will include appropriate connections and references to the Science and Engineering Practices, the Disciplinary Core Ideas (DCI), and Cross Cutting Concepts (CCC) that frame each performance expectation. External partners, including the Michigan Mathematics and Science Center Network, Michigan Science Teachers Association, and National Science Teachers Association, and professional development providers in Michigan, will utilize the coding references of the standards to provide additional resources to Michigan educators.
The MDE will provide ongoing support to educators through guidance and professional learning resources, which will be updated regularly. Additional information and references can be found at http://michigan.gov/science.
Pages 9-10: Title: Kindergarten
Forces and Interactions: Pushes and Pulls
K-PS2-1 Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.
K-PS2-2 Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.* Interdependent Relationships in Ecosystems: Animals, Plants, and Their Environment
K-LS1-1 Use observations to describe patterns of what plants and animals (including humans) need to survive.**
K-ESS2-2 Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.
K-ESS3-1 Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.
K-ESS3-3 Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment. * ** Weather and Climate
K-PS3-1 Make observations to determine the effect of sunlight on Earth’s surface.
K-PS3-2 Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area. *
K-ESS2-1 Use and share observations of local weather conditions to describe patterns over time.**
K-ESS3-2 Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather. * **
Engineering Design
K-2-ETS1-1 Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
K-2-ETS1-2 Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
K-2-ETS1-3 Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.
FOOTNOTE: * - Integrates traditional science content with engineering. ++- Includes a Michigan specific performance expectation.
**- Allow for local, regional, or Michigan specific contexts or examples in teaching and assessment.
Page 11: Title: 1st Grade
Waves: Light and Sound
1-PS4-1 Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.
1-PS4-2 Make observations to construct an evidence-based account that objects can be seen only when illuminated.
1-PS4-3 Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light.
1-PS4-4 Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Structure, Function, and Information Processing
1-LS1-1 Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs. *
1-LS1-2 Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.
1-LS3-1 Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Space Systems: Patterns and Cycles
1-ESS1-1 Use observations of the sun, moon, and stars to describe patterns that can be predicted.
1-ESS1-2 Make observations at different times of year to relate the amount of daylight to the time of year. **
Engineering Design
K-2-ETS1-1 Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
K-2-ETS1-2 Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
K-2-ETS1-3 Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.
FOOTNOTE: * - Integrates traditional science content with engineering. ++- Includes a Michigan specific performance expectation.
**- Allow for local, regional, or Michigan specific contexts or examples in teaching and assessment.
Pages 12-13: Title: 2nd Grade
Structure and Properties of Matter
2-PS1-1 Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.
2-PS1-2 Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose. *
2-PS1-3 Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object.
2-PS1-4 Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot. Interdependent Relationships in Ecosystems
2-LS2-1 Plan and conduct an investigation to determine if plants need sunlight and water to grow. **
2-LS2-2 Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants. *
2-LS4-1 Make observations of plants and animals to compare the diversity of life in different habitats. **
Earth’s Systems: Processes that Shape the Earth
2-ESS1-1 Use information from several sources to provide evidence that Earth events can occur quickly or slowly. *
2-ESS2-1 Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land. * **
2-ESS2-2 Develop a model to represent the shapes and kinds of land and bodies of water in an area.
2-ESS2-2 MI Develop a model to represent the state of Michigan and the Great Lakes, or a more local land area and water body.
2-ESS2-3 Obtain information to identify where water is found on Earth and that it can be solid or liquid. **
2-ESS2-3 MI Obtain information to identify where fresh water is found on Earth, including the Great Lakes and Great Lakes Basin.
Engineering Design
K-2-ETS1-1 Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
K-2-ETS1-2 Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
K-2-ETS1-3 Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.
FOOTNOTE: * - Integrates traditional science content with engineering. ++- Includes a Michigan specific performance expectation.
**- Allow for local, regional, or Michigan specific contexts or examples in teaching and assessment.
Accessible Text for Preparing Students for a Lifetime of Success Grades K-2
Title: Preparing Students for a Lifetime of Success Understanding New Science Standards for Grades K-2
Pages 1-2
How will we prepare students for academic success? Many states have adopted new standards based on the Next Generation Science Standards (NGSS) because they understand that a robust science education in elementary school will pave the way for increased opportunities in middle school, high school, and college. The NGSS enable teachers to offer all students interactive science instruction that promotes analysis and interpretation of data, critical thinking, problem solving, and connections across science disciplines—with a high set of expectations for achievement in grades K–2.
The science standards complement English/ Language Arts and mathematics standards, enabling classroom instruction to reflect a clearer picture of the real world, where solving problems often requires skills and knowledge from multiple disciplines. Further, these standards are designed to provide an equitable, high-quality science education to all students.
What is our vision for science education? The NGSS reflect the latest research and advances in modern science. In order to equip students to think critically, analyze information, and solve complex problems, the standards are arranged such that— from elementary through high school—students have multiple opportunities to build on the knowledge and skills gained during each grade, by revisiting important concepts and expanding their understanding of connections across scientific domains. Parents should understand that while some content might be similar to the past, it may look different from how they were taught. As the science standards are implemented in schools and districts, they will enable students to:
- Develop a deeper understanding of science beyond memorizing facts, and
- Experience similar scientific and engineering practices as those used by professionals in the field.
How will students learn science in the classroom? Each year, students should be able to demonstrate greater capacity for connecting knowledge across, and between, the physical sciences, life sciences, earth and space sciences, and engineering design. During grades K–2, your child will begin to form connections between concepts and skills such as understanding relationships between objects, planning and carrying out investigations, and constructing explanations.
Upon completion of grades K–2, your child should have a deeper understanding of:
- Motion and properties of matter;
- Relationship between sound and vibrating materials;
- Factors that impact what plants and animals need to survive; and
- How objects can be changed or improved through engineering.
Physical Sciences: Physical sciences during grades K–2 may explore questions including:
- How does pushing or pulling an object change the speed or direction of its motion?
- How do objects change motion when they touch or collide?
- What are some effects of sunlight on earth’s surface?
Life Sciences: Life Sciences during grades K–2 may explore questions including:
- What do plants and animals need to live and grow?
- How does the insect survive the winter if the plant is dead?
- How are parents and their children similar and different?
Earth and Space Sciences: Earth and space sciences during grades K–2 may explore questions including:
- What are the different kinds of lands and bodies of water?
- Why is it usually cooler in the mornings than in the afternoons?
- What objects are in the sky and how do they seem to move?
Engineering Design: Engineering design during grades K–2 may explore questions including:
- What is a local example of engineering design?
- What materials were used to construct the project?
- What kinds of problems can be solved through engineering?
For additional information about academic expectations for students in Grades K-2, visit www.nextgenscience.org/parentguides.
How can you support your child’s success?
Although this new approach to teaching and learning K–12 science is different than the past, you can still actively support your child’s success in the classroom!
- Speak to your child’s teacher(s) or principal about how these important changes affect your school.
- Ask your child’s teacher thoughtful questions based on the information provided in this brochure.
- Learn how you can help the teacher(s) reinforce classroom instruction at home.
Page 3: Title: Classroom activities in Elementary School will look more/less like this:
LESS: Students have infrequent exposure to science instruction or related activities.
MORE: Students engage with science concepts as a core part of instruction and are encouraged to connect lessons to their own personal experiences.
LESS: Students memorize the general structure and properties of matter.
MORE: Students use water and butter to investigate how some changes caused by heating or cooling can be reversed while others cannot.
LESS: Students examine insects or bugs on the playground or during special events such as science fairs.
MORE: Students observe the life cycles of beetles, butterflies, and pea plants to identify patterns that are common to all living things.
LESS: Students draw static pictures of the sun to demonstrate where it is at different times of the day.
MORE: Students support claims about the movement of the sun by identifying an outdoor object that receives direct sunlight, then tracing an outline of its shadow at three different times during the day.
LESS: Students have infrequent exposure to discussions or activities related to engineering design.
MORE: Students consider or apply engineering design principles throughout each grade level.
LESS: Student discussions and activities are disconnected from mathematics or English/Language Arts instruction.
MORE: Student discussions and activities are thoughtfully integrated with mathematics and English/Language Arts instruction.
Page 4: Title: About NGSS: Reshaping Science Education for All Students
To better prepare American students for college and careers, schools need to ensure that quality science education is accessible to all students— regardless of ethnicity or zip code. In an effort to bolster America’s competitive edge in an increasingly global economy, 26 states led the development of the Next Generation Science Standards (NGSS) by working with teachers, higher education, business, and practicing scientists. This collaborative process produced a set of high quality, college- and career-ready K–12 academic standards that set meaningful expectations for student performance and achievement in science. The NGSS are rich in both content and practice and arranged in a coherent manner across all disciplines and grades.
Fact: “Standards” are not “curriculum”. “Standards” provide clarity about what students should know and be able to do by the end of each grade level. “Curriculum” refers to how students meet those expectations. Please contact your child’s teacher or school if you have questions about their curriculum.
Three Dimensions of Science Learning The NGSS emphasizes three distinct, yet equally important dimensions that help students learn science. Each dimension is integrated into the NGSS and—combined—the three dimensions build a powerful foundation to help students build a cohesive understanding of science over time.
INFOGRAPHIC DESCRIPTION & TEXT: 3-sided object with a word on each side and word descriptions off to the side.
Infographic Word - Side 1: Practices
Description Text: Standard behaviors that scientists and engineers use to explain the world or solve problems
Infographic Word - Side 2: Crosscutting Concepts
Description Text: Frameworks for scientific thinking across disciplines
Infographic Word - Side 3: Disciplinary Core Ideas
Description Text: Fundamental scientific knowledge
Support your child’s success in the classroom!
Social Studies
Students in fifth grade study the historical development of the United States, from the settlement by native peoples through colonization and, later, the American Revolution. They focus on the major events and people that have impacted our country's development. Fifth graders are introduced to ways in which business and industry have affected the economy over the years. Through interactive lessons, geography, problem solving, and study skills are expanded. Students also increase analytical skills by taking a position on an issue, and writing persuasive arguments on topics of social relevance. Fifth grade students further their knowledge and understanding of core democratic values upon which our government is based.
5th Grade Curriculum
- Unit 1: Beginnings to 1620
- Unit 2: Colonization & Settlement - 1585-1763
- Unit 3: Revolution & New Nation - 1754-1800
- Social Studies Standards & Resources
Unit 1: Beginnings to 1620
Unit 2: Colonization & Settlement - 1585-1763
Unit 2:
Colonization & Settlement 1585-1763
- European Struggle For Control
- Southern / New England / Middle Colonies
- Patterns of Settlement
- Impact of Geography / Economies
- Human Interactions / Economies
- European Slave Trade & Slavery in Colonial America
- Triangular Trade Routes / Goods & People
- Middle Passage
- Life of Enslaved
- Maintenance of Culture & Histories
- Life in Colonial America
- Daily Lives & Differing Perspectives
- Emerging Labor Forces
- Regional Differences
Unit 3: Revolution & New Nation - 1754-1800
Unit 3:
Revolution & New Nation 1754-1800
- French & Indian War
- Cause / Effect of Major Events
- Differing Views on Representative Government
- Role of 1st & 2nd Continental Congress
- Declaration of Independence
- Key Players
- Revolution & Its Consequences
- Advantages / Disadvantages
- Course of War / Treaty of Paris
- Creating The Constitution
- Articles of Confederation / Challenges /
- Constitutional Convention / Compromise / Slavery
- Ratification / Federalism / Bill of Rights
Social Studies Standards & Resources
Michigan Open Book Project
Fifth Grade: United States History Beginning Through Revolution
Social Studies Sequence Chart
Accessible Text for Social Studies and Science Sequence Grades K-5 Chart
Title: Social Studies and Science Sequence: Grades K-5
Column 1 Title: *Social Studies Unit 1
Kindergarten:
- Civics
- Rules, Fairness, Resolving Conflict
1st Grade:
- Civics1
- Rules, Values, & Civic Participation
2nd Grade:
- Civics
- Purpose, Values, & Structure of Local Government
3rd Grade:
- Civics
- Natural Disasters
4th Grade:
- Civics
- National, State, & Local Structures of Government
5th Grade:
- The Atlantic World to 1620
Column 2 Title: Science 1
Kindergarten:
- Earth Science/ Geography Social Studies
- Weather
1st Grade:
- Earth Science
- Space Systems
2nd Grade:
- Earth Changes
3rd Grade:
- Earth Science
- Weather & Climate
4th Grade:
- Earth Science & Geography
- Processes That Shape Earth
5th Grade:
- Earth Systems
Column 3 Title: Social Studies Unit 2
Kindergarten:
- History
- Recognizing The Past
1st Grade:
- History / Geo
- Families & Schools
2nd Grade:
- History / Geography
- City of Troy
3rd Grade:
- Geography
- Michigan Roads & Infrastructure
4th Grade:
- History
- Michigan Beyond Statehood
5th Grade:
- The Colonies
- 1620-1763
Column 4 Title: Science 2
Kindergarten:
- Physical Science
- Push & Pull
1st Grade:
- Physical Science
- Light & Sound
2nd Grade:
- Physical Science
- Matter
3rd Grade:
- Physical Science
- Forces & Interactions
4th Grade:
- Physical Science
- Energy & Waves (Cause & Effect)
5th Grade:
- Physical Science
- Properties of Matter
Column 5 Title: Social Studies Unit 3
Kindergarten:
- Economics
- Needs & Wants
1st Grade:
- Economics
- Needs, Wants, & Choices
2nd Grade:
- Economics
- Business Community & Consumers
3rd Grade:
- History & Economics
- Road To Statehood
4th Grade:
- Economics & Geography
- Michigan Markets & Migration
5th Grade:
- American Revolution
- 1763-1800
Column 6 Title: Science 3
Kindergarten:
- Life Science
- Plants & Animals
1st Grade:
- Life Science
- Structures & Function
2nd Grade:
- Life Science
- Plant & Animal Relationships
3rd Grade:
- Life Science
- Life Cycle & Ecosystems
4th Grade:
- Life Science
- Structure, Function & Information Processing
5th Grade:
- Life Science
- Matter in Ecosystems
FOOTNOTES:
Social Studies Storyline
-
Kindergarten = Me & My World
-
1st Grade = Me & My School Community
-
2nd Grade = Our Troy Community
-
3rd Grade = Michigan History to 1837
-
4th Grade = Michigan History from 1837 / United States
-
5th Grade = U.S. Origin Story (Exploration & Settlement / Colonial Development / American Revolution)
-
* First 10 Civics lessons in all grade levels includes a focus on Culturally Responsive Read Alouds, Identity, and Community Belonging
Visual Arts
The visual art curriculum culminates at the fifth-grade level as students demonstrate their prior knowledge of the elements and principles of art; vocabulary; and cultural, historic, and aesthetic awareness through a variety of meaningful, artistic experiences. Fifth graders have the opportunity to respond visually, verbally, analytically, and creatively through the skillful handling of a wide variety of art media.
Throughout the year, student art may be displayed in individual school buildings and the community.
Vocal/General Music
Elementary instrumental music is introduced at the fifth-grade level during the regular school day. This specialized music program focuses on the development of fundamental skills and concepts of playing a wind, percussion, or string instrument. Students learn instrument care, playing position, tone quality, music literacy, and vocabulary as they address the challenges of performing in a group ensemble. Stressed are concepts that will encourage students to play with confidence, enthusiasm, and enjoyment all the while fostering a sense of creativity, self- discipline, and personal achievement.
All students, in consultation with an instrumental music specialist, are given the opportunity to participate in either the elementary orchestra or band program. Instruments offered in the orchestra program include: Violin, viola, cello or string bass. Band instruments offered include: Flute, trombone, clarinet, saxophone, trumpet, french horn, baritone or percussion.
Health
Fifth-grade students identify the physical and personal characteristics that make them unique, worthwhile, and valuable. Students study the nervous and reproductive systems while focusing attention on the physical and emotional changes that occur during adolescence. They develop an awareness of the use and effects of drugs. They study how alcohol and tobacco affect the human body.
Physical Education
Students go to Physical Education class twice a week, once for 25 minutes and once for 30 minutes. Students continue to work and fine tune Gross-Motor skills, spatial awareness, and coordination. They increase their ability with the principles of eye, hand, and foot coordination through a variety of activities. Students continue to develop traditional team sports based skills through culminating activities and game play. They will be assessed in certain skills throughout the year. Students will develop positive characteristics and attitudes, a sense of fair play, teamwork concepts, and cooperation with others. At this level, there is an increased emphasis on cardiopulmonary fitness, muscular strength, flexibility and coordination through the T.R.O.Y. Fitness Program. Students are assessed twice a year in Continuous Jog, Jump Roping, Plank, Sit and Reach, and Flex-arm Hang. Every student will have a personal fitness log that they will set goals for themselves in each of the fitness tests. After every assessment, student will reevaluate their goals and set new ones.
ELD
The English language development program helps ensure learning for all students, specifically students who are multilingual and in the process of acquiring English as an additional language. The ELD specialists provide small group instruction for English language acquisition outside the grade level classroom with frequency based on the students’ unique instructional needs. They also support access to classroom content by pushing into grade level classrooms.
Accessible Text for W.I.D.A Guiding Principles of Language Development Flyer
Title: WIDA Guiding Principles of Language Development
Subtitle: These updated Guiding Principles of Language Development and Learning exemplify WIDA’s overarching and ever-present Can Do Philosophy.
- Multilingual learners’ languages and cultures are valuable resources to be leveraged for schooling and classroom life; leveraging these assets and challenging biases help develop multilingual learners’ independence and encourage their agency in learning (Little, Dam, & Legenhausen, 2017; Moll, Amanti, Neff, & González, 1992; Nieto & Bode, 2018; Perley, 2011).
- Multilingual learners’ development of multiple languages enhances their knowledge and cultural bases, their intellectual capacities, and their flexibility in language use (Arellano, Liu, Stoker, & Slama, 2018; Escamilla, Hopewell, Butvilofsky, Sparrow, Soltero-González, Ruiz-Figueroa, & Escamilla, 2013; Genesee, n.d.; Potowski, 2007).
- Multilingual learners’ language development and learning occur over time through meaningful engagement in activities that are valued in their homes, schools and communities (Engeström, 2009; Larsen-Freeman, 2018; van Lier, 2008; Wen, 2008).
- Multilingual learners’ language, social-emotional, and cognitive development are inter- related processes that contribute to their success in school and beyond (Aldana & Mayer, 2014; Barac & Bialystok, 2012; Gándara, 2015; Sánchez-López & Young, 2018).
- Multilingual learners use and develop language when opportunities for learning take into account their individual experiences, characteristics, abilities, and levels of language proficiency (Gibbons, 2002; Swain, Kinnear, & Steinman, 2015; TESOL International Association, 2018; Vygotsky, 1978).
- Multilingual learners use and develop language through activities which intentionally integrate multiple modalities, including oral, written, visual, and kinesthetic modes of communication (Choi & Yi, 2015; Jewitt, 2008; van Lier, 2006; Zwiers & Crawford, 2011).
- Multilingual learners use and develop language to interpret and access information, ideas, and concepts from a variety of sources, including real-life objects, models, representations, and multimodal texts (Ajayl, 2009; Cope & Kalantzis, 2009; Jewitt, 2009; Kervin & Derewianka, 2011).
- Multilingual learners draw on their metacognitive, metalinguistic, and metacultural awareness to develop effectiveness in language use (Bialystok & Barac, 2012; Casey & Ridgeway-Gillis, 2011; Gottlieb & Castro, 2017; Jung, 2013).
- Multilingual learners use their full linguistic repertoire, including translanguaging practices, to enrich their language development and learning (García, Johnson, & Seltzer, 2017; Hornberger & Link, 2012; Wei, 2018).
- Multilingual learners use and develop language to interpret and present different perspectives, build awareness of relationships, and affirm their identities (Cummins, 2001; Esteban-Guitart & Moll, 2014; May, 2013, Nieto, 2010).
Multilingual learners refers to all children and youth who are, or have been, consistently exposed to multiple languages. It includes students known as English language learners (ELLs) or dual language learners (DLLs); heritage language learners; and students who speak varieties of English or indigenous languages.
WIDA is housed within the Wisconsin Center for Education Research at the University of Wisconsin-Madison. © 2019 The Board of Regents of the University of Wisconsin System, on behalf of WIDA.
ELD Curricular Resource - Reach Overview
WIDA-ELD-Standards-Framework
Guiding-Principles-of-Language-Development