Rose Union
Curriculum Information
Every school’s curriculum is
based on state and district standards. The tools
used to teach those standards is varied. To access
Oklahoma’s state standards, go to:
http://www.sde.state.ok.us/home/defaultie.html
How did Rose Union’s staff
select curriculum materials to support Oklahoma’s
state standards?
Criteria for selection:
Is it child-centered?
Is it research based?
Is it challenging?
Will it facilitate a love of
learning?
Selected supplemental
curriculum materials:
Reading
Guided Reading
What is Guided Reading?
Guided Reading is a research
based instructional approach that involves a teacher
working with a small group of students with similar
instructional needs who can all read similar levels
of texts. Students are placed into short term
flexible skill groups where they read high interest
leveled texts while learning reading strategies.
Explicit reading instruction for each group of
students is differentiated to meet individual
student needs in all areas of reading including:
-
Phonemic awareness
-
Phonics
-
Fluency
-
Vocabulary
-
Comprehension
Why did we choose Guided
Reading?
This strategy allows
for targeted instruction so that each child receives
specific skill instruction at the time they most
need it during the literacy acquisition process.
Guided Reading helps
to develop in students:
·
Positive attitudes about reading
·
Appropriate strategies to gain meaning from texts
such as inferring, asking questions and seeking
clarification, identifying and summarizing,
visualizing,identifying the author’s purpose and
formatting and testing hypotheses
·
Skills
to explore language
·
Critical thinking skills
·
Skills
to access information and use it effectively
·
Confidence and success for all reading abilities
Math
Everyday Mathematics
What is Everyday
Mathematics?
Everyday Mathematics is a
research-based curriculum developed by the
University of Chicago School Mathematics Project.
Its development began with a research phase. During
this phase, the authors reviewed a rich body of
existing research on children’s mathematical
thinking and on curriculum and instruction. They
also interviewed hundreds of children and surveyed
instructional practices in other countries and used
these findings in developing the program. The
authors believe that it is crucial to begin laying
the groundwork for mathematical literacy at an
earlier age than offered in traditional programs.
Based on their own research, and other supporting
research, the authors also firmly believe that
children are capable of learning a great deal more
than previously expected. For this reason, the
scope of the K-6 Everyday Mathematics curriculum
includes the following mathematical strands:
-
Algebra and uses of
Variables
-
Data and Chance
-
Geometry and Spatial Sense
-
Measures and measurement
-
Numeration and Order
-
Patterns, Functions, and
Sequences
-
Operations
-
Reference Frames
By developing the curriculum
one grade level at a time, the authors were able to
carefully map out a sequence of instruction that
interweaves concepts from each of these content
strands throughout the curriculum. Because very few
people learn a new concept or skill the first time
they experience it, the curriculum is structured to
provide multiple exposures to topics, and frequent
opportunities to review and practice skills. A
concept of skill that is informally introduced in
kindergarten will be revisited, developed and
extended numerous times and in a variety of contexts
throughout the year and into later grades.
Why did we choose
Everyday Mathematics?
The
program is:
-
Rigorous while child-centered
-
Develops a strong “number sense”
-
Uses games and activities that students enjoy
-
Involves opportunities to relate math to “real
life”
For more information:
everydaymath.uchicago.edu/about.shtml
Video of math algorithms:
http://mb.msdpt.k12.in.us/Math/Algorithms.html
Parent math letters:
http://www.wrightgroup.com/index.php/home/
everydaymathematics/emsecondupdate/familyletters/46
Social Studies
Core Knowledge Schoolwide Content
What is Core Knowledge?
Core Knowledge is the result of
research into the content and structure of the
highest performing elementary school systems around
the world, as well as extensive consensus-building
among diverse groups and interests, including
parents, teachers, scientists and professional
curriculum organizations. We are using the Core
Knowledge Sequence to provide an enriched experience
in social studies and science. It is a guide that
is:
·
Solid – it includes
knowledge that won’t change and become outdated such
as the basic principles of constitutional
government, important events of world history,
acknowledged masterpieces of art, music and
literature.
·
Sequenced – information
is clearly defined with an outline of content to be
learned grade by grade. The sequential building of
knowledge helps prevent repetitions and gaps.
·
Specific – typical state
objectives are usually broad and general, for
example, “Students will demonstrate knowledge of
people, events, ideas and move-movements that
contributed to the development of the United
States.” Core Knowledge goes a step further by
identifying which people and events and
what ideas and movements.
·
Shared – it’s important
to be familiar with a broad range of knowledge taken
for granted by speakers and writers. For example,
when reporters refer to “a threatened presidential
veto”, they are assuming that their audience shares
certain knowledge.
Why did we choose Core
Knowledge?
The program’s structure helps
students:
·
Foster an appreciation for the
interrelationships among various subjects
·
Experience rich content in an
understandable, engaging style
·
Have a common “language” throughout
the building during month-long school-wide content
topics
·
Have a curriculum with coherence
For more information:
www.coreknowledge.org
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