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