elementary content coordinators…………………………1€¦ · nonfiction mentor texts, k-1...
TRANSCRIPT
ELEMENTARY CONTENT COORDINATORS…………………………1
LANGUAGE ARTS…………………………………….………………2-6
MATH………………………………………………………………....8-13
SCIENCE…………………………………………………………….15-21
SOCIAL STUDIES…………………………………………………...23-27
GIFTED AND TALENTED…………………………………………...29-30
WORLD LANGUAGES…………………………………………….31-35
PK-12 INSTRUCTIONAL
COORDINATOR
ENGLISH/LANGUAGE
ARTS/ READING
972-600-5035
PK-12 INSTRUCTIONAL
COORDINATOR,
MATHEMATICS
972-600-5499
PK-12 INSTRUCTIONAL
COORDINATOR,
SCIENCE
972-600-5455
PK-12 INSTRUCTIONAL COORDINATOR, SOCIAL
972-600-5037
1
THIS DOCUMENT SHOULD BE USED DAILY TO PLAN AN INTEGRATED READING AND WRITING
BALANCED LITERACY BLOCK BASED ON THE TEKS AND DISTRICT CURRICULUM.
Readers Workshop Instructional Minutes
Mini Lesson•TEKS based lesson according to the district scope and sequence to provide explicit, direct
instruction with modeling and guided practice using a mentor text to reinforce author’s craft.
•Comprehension Toolkit
• Toolkit Texts-K-1, 2-3, 4-5
•Engrade Reading Lessons
•Fountas and Pinnell-Phonics Kit-K-2
•Learning Through Poetry-Phonics Books-K-2
•Journeys/Senderos
15-20 minutes
Guided Reading•Teacher meets with guided groups daily to read and provide differentiated instruction using
leveled texts. Groups may change based on student needs.
•TEKS that were taught in the mini lesson, are revisited in the guided group.
•Word Work (Print Awareness, Phonological Awareness, Phonics) is included daily in the guided
group to build decoding skills and oral vocabulary.
Workstations•While the teacher works with a guided group, remaining students participate in focused
workstation activities.
•These workstations happen daily:
•Independent Reading-done daily in all grades to build reading stamina.
•Word Work (Print Awareness, Phonological Awareness, Phonics)
•Writing/Response to Literature
•Other workstations can be added according to the needs of the students.
60-75 minutes
(Guided reading
groups should
meet between 10-
20 minutes
depending on the
age and needs of
the group.)
Sharing/Reflecting 2-3 minutes
Writer’s Workshop Instructional Minutes
Mini Lesson•TEKS based lesson according to the district scope and sequence to provide explicit, direct
instruction with modeling and guided practice using a mentor text to reinforce writer’s craft.
•Crafting Nonfiction
•Explorations in Nonfiction Writing-Grades K-2
•Lucy Calkins Units of Study
•Write Source, grades 2-5
•Everyday Editing, Invitation to Notice lessons
10 minutes
Teacher Modeled Writing•Using the think aloud strategy, the teacher models writing daily to reinforce the writing process
and the TEKS in the mini lesson.
5 minutes
Independent Writing/Small Group Instruction•While the teacher works with a small group/individual students, remaining students work on
their own writing according to where they are in the writing process.
•TEKS that were taught in the mini lesson are revisited in small groups.
15-20 minutes
Sharing/Reflecting 2-3 minutes
**Read aloud happens daily to support reading and writing instruction and content-area integration
.** There are ranges of time for each part of the block to allow for personalization of the block. Revised June 2016
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Primary Comprehension Toolkit, K-2 Comprehension Toolkit, 3-5This resource is to be utilized in the mini lesson component of the Readers Workshop to teach metacognitive strategies. All ELAR/SLAR classroom teachers should have a toolkit checked out to them.(Textbook Barcoded)
Toolkit Texts, K-1, 2-3, 4-5This is a resource that has
mentor texts to use in conjunction with the
Comprehension Toolkit lessons. All ELAR/SLAR
classroom teachers should have a Toolkit Texts book
checked out to them.
(Textbook Barcoded)
Connecting Comprehension and
Technology (companion book to the Comprehension
Toolkit), K-5This is a supplemental
resource for the Comprehension Toolkit that
infuses technology into Toolkit lessons. There are 4 copies of
this book per elementary campus. (Textbook Barcoded)
Guiding Reading, K-2Guiding Readers and
Writers, 3-5This is a guiding resource for
our Readers and Writers Workshop block. Teachers
should use this book to help enhance all components of
the block. All ELAR/SLAR teachers should have a copy
of this book.(Library Barcoded)
Journeys/Senderos, K-5and Spanish. At this time, the state is not giving any
more materials to districts. Materials that
we have on campuses are all that are available.(Textbook Barcoded)
Poetry Books (K-1)Each K-1 team has a set of phonics poetry books
that can be utilized during mini lessons,
guided reading lessons, and work stations to reinforce phonetic patterns. (Textbook
Barcoded)
Literacy, Language and Learning Kits,
K-1 Bilingual TeachersEach K-1 bilingual team
has six Language and Learning Kits to be utilized
during the 30 minutes of English instruction in the
bilingual framework to promote English
acquisition. (Textbook Barcoded)
Reading A to Z/RAZ Plus (K-5)
This is a district resource that enables teachers to search for guided reading books
by reading level. Access to Reading A to
Z is on the teaching resources page on the
district website.
Phonics Kits, K-2This is our K-2 district phonics resource for monolingual teachers. This resource can also be utilized in the 2nd grade bilingual classroom to help with English acquisition. It should be utilized in the word work component of the guided reading lesson along with incorporating the strategies and lessons in word work stations. (Textbook Barcoded)
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Crafting Nonfiction, K-2This writing resource is to be
utilized during the Writers Workshop. Lessons are to be
used during the mini lesson component as well as targeted
small guided groups. Each ELAR/SLAR classroom teacher
and Special Education team has a copy of the book.
(Textbook Barcoded)
Crafting Nonfiction, 3-5Crafting Nonfiction, 3-5This writing resource is to be utilized during the Writers Workshop. Lessons are to be used during the mini lesson component as well as targeted small guided groups. Each ELAR/SLAR classroom teacher and Special Education team has a copy of the book.(Textbook Barcoded)
Explorations of Nonfiction Writing, K-2This is the district writing resource for all K-2 ELAR/SLAR classroom teachers. Lessons and the mentor text big book should be implemented into the mini lesson component of the Writers Workshop.(Textbook Barcoded)
Nonfiction Mentor Texts, K-1 Bilingual Teachers,
2nd Grade Dual All K-1 Bilingual ELAR/SLAR
classroom teachers have three big books to use as Spanish
mentor texts in the mini lesson component of the Writers
Workshop.
(Textbook Barcoded)
Everyday Editing, K-5Each grade level team
has a copy of Everyday Editing by Jeff Anderson to implement Invitation to Notice in the Writers
Workshop.(Library Barcoded)
Lucy Calkins Units of StudyK-2 and 3-5Each grade level team has a set of Lucy Calkins Units of Study that can be utilized in the mini lesson component of the Writers Workshop.(Library Barcoded)
Spelling City K-5This is an online resource so that students can practice
and work on spelling words utilizing various games and
activities. Access to Spelling City is on the teaching resources page on the
district website.4
THE GOAL OF GUIDED READING IS TO DEVELOP INDEPENDENT READERS THAT CAN QUESTION, RESPOND, AND MAKE MEANING OF A VARIETY OF TEXTS.
Familiar Read (2-3 minutes)GOAL: To improve fluency by reading familiar books
•Students read a book they are working on or one that they have read before.
Before Reading (5 minutes)GOAL: Give the reader support before reading
•Vocabulary Preview
• Word Splash-”Here are some words from the book that we’re going to read What
do you think this book will be about?’
• Prediction Splash-”I have this books about ____. What words do you think will be in
the book?”
•Picture Walk-address Text Structure/Book Layout
•Unusual Vocabulary-Names of people, terms, words they may stumble on.
•The TEKS from the mini lesson should be addressed in the guided reading lesson so that
readers can practice the skill on their own reading level.
During Reading (At least half of the time should be spent reading)GOAL: Coach and question the reader while reading.
•Anecdotal Notes-Running Records
•Turn and Talk about book
•When they’re finished, they go back and read again to work on fluency.
Word Work (5 minutes)GOAL: Teach the reader to make and break words
•Use anecdotal notes to guide word work
•Use TEKS to guide word work instruction
•Differentiate word work for each group
Writing-Mini Assignment (1-2 minutes to assign)GOAL: Show the reader how reading and writing are connected
•Can be on a post-it, technology, etc.
•Quick and usually away from the guided reading table
•Example: “I want you to write down a fact that you learned from this book that you would
tell a friend about.”
•Good time to reinforce correct grammar, punctuation, capitalization, spelling, etc.
Guided reading groups should meet between 10-20 minutes depending on the age and
needs of the group. Guided reading happens daily in IISD to ensure that students are reading
and comprehending at their level.
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THE GOAL OF WRITER’S WORKSHOP IS TO PROVIDE STUDENTS OPPORTUNITIES TO WRITE AND TO RECEIVE APPROPRIATE, INTENSIVE, TARGETED INSTRUCTION IN A WHOLE
GROUP, SMALL GROUP, AND INDIVIDUAL SETTINGS.
Mini Lesson (15 minutes)GOAL: to teach a strategy, skill, or author’s craft to the entire class.
•Model-a specific strategy, skill, or author’s craft is modeled
•Mentor Text-a book, poem, or piece of writing is used to reinforce the strategy, skill, or author’s
craft
•Guided Practice-students work individually or in pairs to practice the strategy, skill, or author’s
craft
Teacher Modeled Writing (7 minutes)GOAL: to show writers how to write and to reinforce what was taught in the mini-lesson
•Teacher models a portion each day of the entire writing process from start to finish emphasizing
thinking aloud while writing. (This must happen daily so that students understand how a writer
takes an idea to a published piece.)
•The strategy, skill, or author’s craft from the mini lesson is reinforced in teacher modeled writing.
•Revising and editing is an integral part of this teacher modeled writing component.
Writing Rubric (7 minutes)GOAL: to show writers what accomplished writers do in their writing
•The teacher and students unpack the grade level specific writing rubric (narrative or expository)
with an emphasize on what accomplished writers do in their writing.
Student Writing/Small Groups (30 minutes)GOAL: ensure that students have time to write about topics they choose themselves
•The teacher conferences with individual students and/or small groups of students to improve their
writing.
•Individual writing goals are emphasized so that writers continue to work at their craft.
Share (1 minute)GOAL: to share the strategy, skill or author’s craft from the mini lesson in student writing
•Several students share the area in their own writing that they have worked on that day that
directly relates to the strategy, skill, or author’s craft mini lesson that was taught in the mini lesson..
The writer’s workshop block should be divided in half with half of the time spent teaching and the
other half spent on writing. Times above may be adjusted to meet the needs of the grade level
that is being taught. Writer’s workshop happens daily in IISD to insure that students develop into
accomplished writers.
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Less
on
Pla
nn
ing
Math Tools provide a hands-on opportunity for
students to grasp and manipulate mathematical
ideas. Teachers use manipulatives to introduce
concepts, to pose problems, and to help students
figure out solutions.
Each Unit of Study includes 4 steps. Step 1 contains
Big Ideas, Essential Questions, and a vocabulary list.
Step 2 details the acceptable evidence of student
mastery- the unit test blueprint. Step 3 is the learning
plan to aid in planning for the lessons. Step 4
includes ideas for reteach and extension.
A Learning Target provides students with the exact
piece of learning that is to be accomplished in one
class period. The Learning Targets should be posted
and utilized every day.
Re
ad
ing
an
d W
ritin
g C
on
ne
ctio
ns Journal entries are an integral part of the
mathematics class for three main reasons:
1) Journal entries enhance students’ understanding
by providing an active part within the learning
process.
2) Journal entries are a gateway to feedback from
the teacher and can be used to clear up any
misunderstandings.
3) Journal entries reveal a student’s thought
processes.
Building comprehension includes analyzing text
features, making inferences, drawing conclusions,
using context clues, identifying and analyzing and
evaluating similarities and differences, questioning,
visualizing, synthesizing, identifying new words and
contexts by analyzing the relationship to other words
and contexts. Students need multiple opportunities
to comprehend in both a Reading class and a Math
class.
Cla
ssro
om
Cu
ltu
re
An understanding of mathematics is the primary
goal for a Learner-Centered Classroom. In learner-
centered classrooms, teachers begin where the
students are- with the students’ ideas. Students
approach math in ways that make sense to them.
(Teaching Student Centered Math by J. Van de
Walle)
When a Growth Mindset is set, students and teachers
know that struggles, challenges, and mistakes all
play an important role in learning. Students feel
adept to talk about mathematics and know that
their ideas will be respected.8
Ac
ad
em
ic C
on
ve
rsa
tio
ns
Sentence stems provide scaffolding to help
students get started in speaking or writing
without the added pressure of thinking about
how to correctly formulate a response.
Using Marzano’s Six Steps to building Academic
Vocabulary, students uncover the meaning of
mathematical vocabulary. After words are
defined, they are posted on a Word Wall
and/or Anchor Chart to support students
learning in the classroom.
Talk moves help students clarify and share their
own thoughts, orient to the thinking of other
students, deepen their reasoning, and engage
with others’ reasoning.
Number Talks are classroom discussions
centered around a string of purposefully
crafted computation problems.
Fo
rma
tiv
e
Ass
ess
me
nt
A Formative Assessment is used to check for
understanding and to gather evidence of
learning. Formative assessments can include
summaries, reflections, lists, charts, graphic
organizers, visual representations of information,
as well as collaborative activities.
Self-Assessment happens as students reflect on
their learning- thinking, writing, and talking
about what they know and what they don’t
know (yet).
Sm
all
Gro
up
Inte
rve
ntio
n
Small Group for Intervention involves teachers
meeting with 2-6 students with similar
instructional needs for 15-20 minutes daily.
(Fountas and Pinnell 1996 and 2001; Sammons
2010) Students assume the responsibility for both
knowing what their learning goals are and for
monitoring their progress toward meeting them.
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Distributive PracticeSpiral review and/or preview
Resources:● Math Boxes in Everyday Math (Grades 1-5) ● Calendar (Kindergarten) –Content/skill focus changes over time (monthly and/or six
weeks)● Teacher created warm-up● Number Talk (District purchase from Math Solutions)
Should be no
longer than
15 minutes
Daily Problem Solving and DiscussionInteractive problem solving with ongoing academic conversations
Resources:● Lone STAAR Rigorous problem solving (District purchase from Pearson)● Teacher created problem of the day ● Exemplars
15 minutes or
embedded in
the lesson
LessonStandards-based instruction utilizing gradual release with:● Progression of learning (concrete-pictorial-abstract)● Academic conversations● Notebooking/journaling ● Real world connections● Manipulatives (including tools in the new Math Tubs)● Analogies & Acrostics● Literature & songs
Resources:● Everyday Math Lessons ● Engrade District Curriculum resources● Thinking Maps● Lone STAAR Rigorous problem solving (District purchase from Pearson)
30-45 minutes
Small Group InstructionFlexible grouping based on data (RtI, On-level, and/or Advanced Instruction)● Guided Math: Teacher delivers targeted instruction to small groups of students with
similar needs.● Math Stations: Independent activities (that reinforce current or previous content/skills)
completed by students while the teacher is working with a guided math group
Resources:● Everyday Math Games● Partner Games● Reflex Math● Thinking Maps● AIMS lessons● Manipulatives (including tools in the new Math Tubs)● The Fact Pack● Math Stations provided within the Engrade District Curriculum resources
30-45 minutes
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IISD LessonsWritten by our very own
Irving ISD curriculum writing team.
Designed for TEKS that have a limited amount of lessons
with Everyday Mathematics.Includes ideas for whole
group instruction within your 90- minute math block.
Everyday MathematicsIISD Adopted Textbook.
Can be used as primary resource. However, you have to supplement
in order to address all TEKS.Will not have time to teach every lesson. Check Learning Plan for
list of lessons to omit and for pacing of the lessons.
Designed to develop concepts and skills over time.
Includes ideas for all components of your 90 minute math block.
Number Talks•A good supplement to Everyday
Math lessons.•Each teacher should have their
own book and DVD set. •Consists of a 5 - 15 minute
classroom conversation around purposefully crafted problems
that are solved mentally.•Includes ideas for distributive practice within your 90-minute
math block.
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IlluminationsA project designed by the
National Council of Teachers of Mathematics.Includes interactive tools
for students and instructional support for
teachers.Includes ideas for all
components of your 90-minute math block.
Lone STAAR Problem SolvingAnother good supplement to Everyday
Math lessons.This product offers rigorous problem
solving opportunities. The Guided problem mirrors the
Instructional problem and provides reinforcement of similar concepts. Guided
problems can be used as a station, with cooperative groups, or at a small group led
by the teacher.Problem solving should be learner-
centered, not teacher directed. Will be used daily. Can be used as Problem
of the Day or used with small groups or during your 30-minute daily whole group
instruction.
InvestigationsAn out of adoption resource
that is still valuable.Helps students develop a
strong conceptual foundation and skills based
on that foundation.Includes ideas for all
components of your 90-minute math block.
Math StationsAnother good supplement to
Everyday Math lessons.Includes sentence stems, student task cards, a list of materials, and
ready to use math stations.All the Math centers you’ll need for the entire school year in one
convenient digital file. Can be used as independent
practice at a station and/or as practice during a small group.
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Q: Is the order of ideas on the Learning Plan the order I teach?
A: No, the ideas listed within the Learning Plan are meant to pick and choose from
according to the needs of your students. Consider it a buffet of instructional ideas.
Q: Do I have to use Everyday Math?
A: We have listed the Everyday Math lessons that best match your TEKS within the
Learning Plan. Please reference these lessons first when pacing your instructional
activities and supplement with other resources as needed.
Q: Do I have to use Engrade and the Learning Plan when planning my instruction?
A: Yes, this is a district expectation.
Q: What if I want to only use Everyday Math? Is that allowed?
A: Everyday Math will not address all of your TEKS so you will need to supplement
accordingly. Also, some of the lessons go outside of your TEKS and will need to be
omitted. Refer to your Learning Plan & TEKS Specificity for details regarding which
lessons to teach and which lessons to skip.
Q: Why are there so many resources?
A: What your students need may be different than what is needed for students at the
other 19 elementary schools. Therefore, we are providing a plethora of resources to
meet the needs of all of our Irving ISD students.
Q: Do I have to use all the activities listed on the Learning Plan?
A: No, there is not enough instructional minutes to do so. You will need to pick and
choose according to the needs of your students.
Q: I’m new and am overwhelmed by the amount of suggested resources? What’s most
important?
A: We recommend learning the ins and outs of Everyday Math first.
Q: Where do I find high quality math stations?
A: You will find high quality math stations listed at the top of your Learning Plan. Also,
Everyday Math includes games that can be used for stations (Refer to your Learning
Plan & TEKS Specificity for details regarding which games to teach and which games to
skip).
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District Expectations for Science Instruction
Daily science instruction is an expectation for all grade levels!
• A minimum of 60 minutes of daily instruction is maintained.
• The district scope and sequence is followed for all grade levels.
• The district curriculum posted in Engrade is followed and appropriate pacing is
maintained.
• TEKS-based 5E lessons are used.
• Lessons provided in Engrade are differentiated by teachers to match the needs of their
students.
• Safe procedures are emphasized for teachers and students.
• Instruction Includes hands-on activities using district-provided materials.
• Both science teachers and students regularly log in to Engrade and access and use all
online district science resources (STEMscopes, Thinkcentral/ScienceFusion, Science A-Z,
etc.)
Best Practices Are Used
Best practices are used during science instruction. Students are expected to read, write,
and think as scientists do!
• Observations and reflections are recorded regularly by teachers and students in
teacher and student science notebooks. Interactive notebooks are used, as
appropriate to the grade level.
• Vocabulary instruction is intentional and includes direct instruction as needed.
• Students regularly use metacognitive strategies and develop skills in formulating claims,
evidence, and reasoning statements, as appropriate to the grade level.
• Students have an active role in the development of authentic interactive word walls for
all units of instruction.
• Both whole group and small group activities are used during instruction. Students
develop skills in working as part of a group in well-organized hands-on activities,
including stations.
• Academic conversation is facilitated on a daily basis.
• Formative assessment techniques are used to monitor student progress.
Science Materials
Irving ISD has a Hands On Science Center (HOSC) that provides teachers with science tools,
unit durable materials, and unit consumable materials.
• Teachers complete Unit Inventory forms and communicate with their campus science
contact and the HOSC as needed.
• Unit materials are returned as directed by the HOSC and campus science contacts.
• “Six Weeks at a Glance” (SWAG) trainings are offered regularly to provide advance
training for teachers.
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• Log in to Engrade OR observe the unit projected. Locate and click on your course in Engrade. What is the teacher overview document (near the TOP of the page)?
• ________________________________________________________________
• How many units are in this course? _________________
• Click on any unit’s Teacher Overview (blue link under the unit title.) What are the four “STEPS” that are shown for the unit?
• _____________________________ _____________________________
• _____________________________ _____________________________
• In which section of the unit plan may information be found about what students learned in prior years to the current grade level?
• _______________________________________
• In which part of the unit plan can general statements be found that provide a conceptual framework for the unit?
• _______________________________________
• How many essential questions do you see for the unit? __________
• Essential questions will have more than one ___________________.
• In which part of the unit template will teachers find detailed information about
• the TEKS and ELPS for the unit? _____________________________________
• In which part of the unit template will a teacher find information about unit pacing,
• delivery of materials, and lessons? ____________________________
• List any two portions of the unit template with information related to science vocabulary and vocabulary instruction? __________________and____________________
• List three other types of unit information found in the Resources/Learning plan section of the unit template:
• _____________________ __________________ ___________________ 16
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STEMscopes
Thinkcentral: Texas ScienceFusion
✓ Lady Bird Johnson Field Trips
✓ Nimitz Planetarium Field Trips
✓ Singley Outdoor Learning Center
Field Trips
Science A-Z
Consumable Print
Texas Science Fusion
Work Texts
Hands On Science Center
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1. Log in to Engrade using district username and password
2. Locate menu of resources on left side of page
3. Click on “STEMscopes”
4. STEMscopes is a single sign on textbook resource; no other
teacher log in is required; a link to updated information on
STEMscopes access and use may be found in the first
science unit in Engrade for each grade level
5. STEMscopes is a web-based resource (online)
6. It is an expectation that ALL science teachers set up
classes in STEMscopes in order to assign resources to students
CLICK ON “SCOPES” TO ACCESS GRADE LEVEL RESOURCES;
NEXT CLICK ON SPECIFIC GRADE LEVEL TO ACCESS 5E LESSONS.
5E LESSONS AND CORRELATED LESSON RESOURCES ARE
ARRANGED BY TEKS OR “SCOPES.”
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TX SCIENCEFUSION ACCESSED THROUGH ENGRADE!
1. Log in to Engrade using district username and password
2. Locate menu of resources on left side of page
3. Click on “ThinkCentral” to access Texas ScienceFusion
4. A link to updated information on ThinkCentral/TX
ScienceFusion access and use may be found in the first
science unit for each grade level
5. ScienceFusion is a web-based resource (online)
6. Teachers are expected to set up and/or edit class rosters as
needed
TO ACCESS AND USE TEXAS SCIENCEFUSION, FOLLOW THE DIRECTIONS FOUND IN UNIT
1 IN ENGRADE. ONCE LOGGED IN, FIRST SELECT TX SCIENCEFUSION ON THE DROP-
DOWN MENU, THEN SELECT YOUR GRADE LEVEL.
AFTER CLICKING ON TEACHER RESOURCES, UNITS AND UNIT LESSONS ARE SELECTED FROM THE LEFT MENU.
RESOURCES FOR GRADE LEVEL, UNIT LEVEL, AND LESSON LEVEL ARE SELECTED FROM THE RIGHT MENU.
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Question
What would happen if ___________?
How does ____________?
What happens to ________ if we change __________?
Problem
Today I want to find out __________.
Prediction
I think _______ will happen because ________.
Observation
I noticed _______________.
I observed _____________.
Data
How are _________ the same as _______?
How are _________ different from ______?
How did __________ change after __________?
Conclusion
Today I learned that ___________.
The data shows ____________.
Claims and Evidence
I claim that ___________.
I claim this because ____________.
I claim that __________ because _________.
Reflection
I wonder _______________.
It surprised me that _____________.
New Questions
Questions I now have are _____________.
I wonder what would happen if ____________.
Question
What would happen if ___________?
How does ____________?
What happens to ________ if we change __________?
Problem
Today I want to find out __________.
Prediction
I think _______ will happen because ________.
Observation
I noticed _______________.
I observed _____________.
Data
How are _________ the same as _______?
How are _________ different from ______?
How did __________ change after __________?
Conclusion
Today I learned that ___________.
The data shows ____________.
Claims and Evidence
I claim that ___________.
I claim this because ____________.
I claim that __________ because _________.
Reflection
I wonder _______________.
It surprised me that _____________.
New Questions
Questions I now have are _____________.
I wonder what would happen if ____________. 21
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Irving ISD Social Studies Coordinator: _________________________________
Notes:
1. How many units are there in my course? _________________________________
2. How long is each unit? _______________________________________________
3. How is the unit split up? ______________________________________________
4. How do I know what to teach? _________________________________________
5. How do I know how long to spend on each section? ____________________
_______________________________________________________________________
Directions: Use space provided to take notes and collect information
on how to navigate Social Studies curriculum and as well as general
pedagogical norms for the district.
Notes:
Purpose of Social Studies
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For Elementary Social Studies, the bulk of our resources are
online and free source. However, we do have several
programs that will help with Social Studies instruction.
Short Nonfiction Toolkit for American History (4th and 5th Grade Only)
Social Studies Alive (5th Grade Only)
Hard CoverOnly, no digital
support.
Textbook: myWorldSocial Studies
(Digital Access available, Spanish translation, videos, etc.)
Video Resources: Brain Pop, Discovery,
NBC Learn, etc.
Leveled Readers: Digital and Hard Copies
Reading A-Z: Leveled Readers, Readers Theater, Intervention Materials
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A
C
B
D
F
G
E
FD
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Vocabulary Instruction
District vocabulary is different than
daily vocabulary because . . . .
WORD WALLS CARDS STRATEGIES
Assessment Program: What resources are included in the Irving ISD
assessment program? What are my responsibilities regarding these
resources?
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Content / Language Objective
What components are part of what must be posted for the
content/language objective?
List components in this image
make it an effective example
of how to post a content language objective:
____________________________
____________________________
____________________________
____________________________
____________________________
Full Lessons,
Ideas,
Suggestions,
etc.
Suggestions for
Intervention
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Students who are qualified as GT and Young
Scholar are placed in a self-contained class
or rotation together. They receive a separate
curriculum in Grades 1-5 Math and 3-5 ELAR.
In subjects where no separate curriculum is
available, it is expected that teachers use
gifted strategies and push students beyond
the standards in ways that encourage
independent research, student choice,
creativity, and critical thinking using a variety
of resources.
If you need help with planning for instruction and using resources,
please contact Holley Nasky, the GT/Advanced Academics
Coordinator at [email protected] and extension 5064.
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Everyday Mathematics is the center of the instruction that takes place in a gifted classroom in Grades 1-5, which includes access to the next grade level materials in grades 3, 4, and 5. It is critical that you utilize the spiraling aspect of the curriculum, including Math Boxes, to develop the mathematical and algebraic foundations that will prepare students for advanced math later. This resource includes the Teacher’s Edition, Student Reference book (hardbound textbook), and consumable Student Math Journals. Your lessons, reteach activities, extensions, and games come from this resource. You will also use Lone Star Math and Exemplars for problem solving activities in your classroom that align to the curriculum or are based off data from assessments in your classroom.
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Cordially invites you to our
New Teacher Introduction/Social
Join us in the library at 4:00 p.m. for a
special treat and time to ask any
questions.
Encourage|Support|Grow
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I. Department Mission
II. BIL/ESL Programs
III. Program DesignIV. Mission
The mission of the Department of World Languages is to lead and assist
campuses in delivering high quality language support services.
II. BIL and ESL Programs
Bilingual Programs
In the Elementary school level, there are two bilingual program
models, (1) the Early Exit (EE) and (2) the Dual Language Immersion
(DLI). The EE model is offered in 16 of the 20 elementary campuses.
The DLI bilingual model is offered in 4 elementary of the 20 campuses.
In the Middle school level, the DLI model is offered in one campus. In
the High school level, the DLI model is offered in one campus.
ESL
In the Elementary school level and High school level, the ESL program
model is Content-based. The Content-based model is offered in 20 of
the 20 elementary campuses, and 1 high school (including ESOL
classes). In the Middle school level, the ESL program model is Pull-Out.
The Pull-out model is offered in all 8 middle school campuses.
III. Program Model Design
Bilingual:Early Exit (EE)
The English Language Framework outlines the program design. Please
see both charts below.32
Bilingual:Dual Language Immersion (DLI)
In the DLI program, the content areas are covered in both English and
Spanish. The languages are separated by days or weeks, depending
on the grade levels. Please refer to the BIL/ESL Program Manual (QR
Code below).
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Campus
Bilingual Program
Type
ESL
Program Type
Barton ES EE Content-based
Brandenburg ES DLI Content-based
Britain ES EE Content-based
Brown ES EE Content-based
Davis ES EE Content-based
Elliott ES EE Content-based
Farine ES DLI Content-based
Gilbert ES EE Content-based
Good ES EE Content-based
J. Haley ES EE Content-based
T. Haley ES DLI Content-based
Hanes ES EE Content-based
Johnston ES EE Content-based
Keyes ES EE Content-based
T. J. Lee ES DLI Content-based
Lively ES EE Content-based
Schulze ES EE Content-based
Stipes ES EE Content-based
Townley ES EE Content-based
Townsell ES EE Content-based
Wheeler ES EE Content-based
Austin MS Not Applicable Content-based
Bowie MS Not Applicable Content-based
Crockett MS Not Applicable Content-based
de Zavala MS Not Applicable Content-based
Houston MS Not Applicable Content-based
Johnson MS Not Applicable Content-based
Lamar MS Not Applicable Content-based
Travis MS DLI Content-based
Cardwell HS Not Applicable Content-based
Irving HS Not Applicable Content-based
MacArthur HS DLI Content-based
Nimitz HS Not Applicable Content-based
Singley Academy
HS Not Applicable Content-based
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