AES Curriculum Guide - Adrian Public Schools

 Adrian Elementary School Early Childhood­Fifth Grade Spotlight and Curriculum Guide Adrian Elementary School Early Childhood­Fifth Grade Spotlight and Curriculum Guide Russell Lofthus, Elementary Principal Email: ​
[email protected]
Website: ​
http://www.isd511.net/elementary Phone: 507­483­2225 ​
About Our School Adrian Elementary School is located in the community of Adrian and has approximately 265 students in grades kindergarten through fifth grade. In addition, the Kid’s Connection Early Childhood Program is located in the elementary and provides a robust early childhood experience for 60 children ages 3­5 years old. District 511 has a mission to strive for and attain excellence in attitude, activities, the arts, and academics. At Adrian Elementary School we believe in this mission statement. We believe that building a sense of community in the classroom, throughout the building, and with our school families, is an essential part of creating a learning environment that helps everyone reach for the stars. In this spotlight and curriculum guide we will provide an overview of the programs and practices we have implemented at AES to help our students become well rounded young people academically, socially, and emotionally. In addition, on our website our teachers have their own web pages that provide an overview of their classroom, including information about their educational background, family, daily schedule, classroom newsletters, and curriculum information including educational websites students can access to extend their learning. About Our Staff Adrian Elementary is fortunate to have well­trained licensed staff that provide high quality instruction to our students. At Adrian Elementary, our teachers and support staff understand the importance of getting to know our students and working with the students to help them in their educational journey. AES teachers work together in what are called PLCs (Professional Learning Committees) to examine student data, discuss curriculum and instruction strategies, and to keep up with the various programs and initiatives that are a part of our ongoing work with children. Student Academic and Enrichment Opportunities Adrian Elementary School provides high quality instruction by professional educators in the traditional core classes such as Reading/Language Arts, Mathematics, Social Studies, Science, and Health. In addition, we offer the following learning opportunities in a safe, supportive environment for our students: *Responsive Classroom Approach:​
Several years ago AES teachers were trained in the Responsive Classroom model and currently our classrooms incorporate many of the Responsive Classroom strategies as a part of their daily classroom routine. The Responsive Classroom emphasizes social, emotional, and academic growth in a strong and safe school community. The goal is to enable optimal student learning. Created by classroom teachers and backed by evidence from independent ​
research​
, the Responsive Classroom approach is based on the premise that children learn best when they have both academic and social­emotional skills. *​
Kid’s Connection Early Childhood Preschool and ECSE Program: ​
AES offers​
​
Early Childhood Special Education services for children ages Birth to Age 6 as well as Early Childhood Education classes for children ages 3­5. *Kindergarten through Fifth Grade Program​
: Adrian Elementary provides a standards­based academic program for children in grades K­5. Students go on to our Middle/High School programs upon leaving the elementary. Listed below are some of the services provided at AES. *Special Education Program:​
Specialized support services including counseling services, learning disabilities, behavioral disabilities, autism spectrum, speech and language, deaf/hard of hearing, occupational therapy, and physical therapy. *​
Technology Integration: ​
Student access to cutting edge technology in classrooms and labs, including computers, iPads, Smart Boards, and Orff Instruments in our music program. *Specialized Services:​
AES has licensed staff in Technology, Library Media, Physical Education, Music, and ESL. *Title I Services:​
Title I Reading and Math teachers who collaborate with classroom teachers to use research based instructional interventions based on assessment data that promote academic growth. *​
Fine Arts: ​
Adrian Elementary provides general music for all students three times a week. In addition, our 5th graders have an opportunity to join band and receive group lessons as well as large­group band. Once a week our students receive art instruction from their classroom teacher, using a web­based art curriculum called Art Tango. *Accelerated Reader Program:​
A web­based learning tool that allows students to read quality literature and take comprehension assessments on the books they read. *Study Island:​
A web­based learning tool that provides skill building instruction, practice, and assessment programming designed to build knowledge in reading, math and science for students in grades 3­5. *Reading Eggs: ​
A web­based learning tool developed by a highly experienced team of educational teachers, writers and developers. The Reading Eggs program focuses on a core reading curriculum of phonics and sight words using skills and strategies essential for sustained reading success. It completely supports what children learn at school and will help to improve your child’s results at school. Students in grades K­2 utilize this program under the direction of their classroom teacher and during technology class. *After School Adventures:​
To meet the needs of our students and working families, AES has a 5­day per week after school program for students in grades K­5 that is run by the District 511 Community Education program. AES Grade Level Information Students attending AES have an opportunity to learn and grow in a learning environment that encourages children to do their best, work together cooperatively, and to take advantage of the guidance their teachers and school staff offer to them. AES teachers work together closely to design lessons that are interesting, standards based, and focused on the individual needs of students. Communication between school and home is a priority, and the teachers maintain updated gradebooks, websites, and send home weekly newsletters designed to help parents understand the daily routines at school. Listed below is specific information about our curriculum and the instructional models we use to help our students achieve at a high level. Academic Achievement at AES Student Achievement Overview: ​
Like all schools in Minnesota and across the country, Adrian Elementary conducts a variety of assessments to check for student understanding. The assessments include our prescribed curriculum assessments that measure how well our students understand what they have learned each day, week, and unit. In addition, all of our students are assessed three times a year using the FAST Assessment System. This system includes adaptive assessments in reading and math, as well as benchmark assessments that are used to show progress with students receiving interventions. The State of Minnesota requires that all students in grades 3­5 participate in annual testing called the MCA III. These assessments in the areas of reading and math in grades 3­5, as well as science in grade 5, include grade level and beyond material to measure how well a student is performing against the Minnesota Academic Standards. Each year a school is eligible to receive a rating of ​
Priority, Focus, Continuous Improvement, Celebration Eligible or Reward designation​
based on growth, lack of growth,, etc. For the past three years Adrian Elementary has not received any rating, as we fall into a group of schools that have traditionally performed above the state averages in all areas, resulting in a situation where there is not enough of a discrepancy of growth or fade on any given year to receive a rating. Please go to ​
http://rc.education.state.mn.us ​
for a more in­depth look at our school and overall district performance. AES Early Childhood, Primary Grades (K­2) and Intermediate (3­5) Curriculum and Instruction Information Reading/Language Arts Overview K­5 Reading/Language Arts Curriculum and Instructional Model: Macmillan/McGraw­Hill Series Copyright 2009 Curriculum Overview:​
Macmillan/McGraw­Hill's comprehensive reading/language arts program, ​
Treasures​
, offers proven tools and strategies for helping teachers give students what they need to succeed. High­quality literature, coupled with explicit instruction and ample practice, insures all students have what they need to learn and grow as lifelong readers and writers. ​
In addition to this information, each classroom teacher has listed what we call our “I Can Statements” on their own websites under the Elementary Link on our website. These statements provide a parent/guardian with a good idea of the skills that their child will be taught and understand by the end of the school year. Instructional Overview: ​
Here is an overview of what takes place on a daily basis during the Reading/Language Arts instructional block in our school. Each grade level has provided a more specific explanation of what the literacy block looks like in their classroom. Reading/Language Arts Instructional Model: ​
Beginning in SY 13­14, our teachers implemented the Daily 5 Literacy Model. Daily 5 Literacy Model Explained: ​
The Daily 5 model focuses on moving away from whole­group instruction that is teacher driven to a model that is student driven and more individualized. Each K­5 classroom has a daily 80­minute block that has the students working in small groups, with a teacher and paraprofessional managing the instruction. In order for this to work in a classroom of 20­25 students, we start the year by investing a substantial amount of time in teaching our students how to work within a small group or independently, and each phase of this program will be modeled and taught to the students. In the Daily 5 model, students will be engaged in the following literacy activities: 1. Read to Self:​
Students will spend part of this time independently reading books at their reading level. This will look different depending on the grade level. 2. Read to Someone: ​
Students will spend part of this time reading with a partner in a comfortable spot in the classroom, taking turns reading to each other. One student will act as the "reader" and the other student will act as the "Checker" and will re­tell what was read by the "reader" ­ this skill is called "check for understanding.​
” 3. Work on Writing: ​
Students will spend part of this time completing a writing lesson or using their writing journal to write about different topics (both personal and teacher choice). "The writing component provides additional support children require to become effective writers. Its purpose is to provide daily writing practice." 4. Listen to Reading: ​
Students will spend part of this time at a guided reading center, hearing a book read to them by the teacher while they follow along, responding to questions, and offering insights. Listening to Reading is valuable for developing fluency and vocabulary. 5. Word Work: ​
Students will spend part of this time using different means to create words or will use different learning strategies, such as sorting words or putting them in ABC order. "Creating and maintaining a time during each literacy block to focus on words is critical to developing readers, writers and communicators." ​
In addition to this 80­minute block, each classroom has an additional 40 minutes of literacy instruction with the teacher instructing the whole group using the textbook resources. *Kindergarten: ​
Your child’s reading time will be spent doing independent work, meeting in small groups, and having large group instruction. During independent work time, your child will be working with letters to make words, listening to recorded stories, writing in journals, and reading pictures and words in books. During small group time, your child will be meeting with a teacher to read books at their level, write sentences, and do letter sound activities. During large group instruction, your child will be taught skills to help them understand a story, read words, and become a higher level thinker. *First Grade: ​
Our reading block is broken into four Daily 5 rotations with mini­lessons between each rotation. We focus our mini­lessons on comprehension and reading strategies, phonics, sight word and grammar practice. During our Daily 5 rotations, students will meet individually or in small groups with the teacher. After each mini­lesson, students can choose to participate in Read to Self, Work on Writing, Word Work, Read to Someone, or Listening to Reading. At the Work on Writing rotation, students have teacher support while working on the foundations of writing. At the Word Work rotation, students practice phonics skills and spelling words with a variety of different activities. *Second Grade: ​
Our reading block is split into whole class and Daily 5 instruction. During large group instruction, we focus on comprehension, vocabulary, phonics, and grammar skills. The last 80 minutes of our reading block are spent on Daily 5 instruction. During Daily 5 instruction, the teacher will meet with a small group or individual student while focusing on specific needs of that student or group. At the conclusion of each unit, students complete a writing project that focuses on one of the 2nd grade writing standards. Accelerate Reading is part of our reading program in which students are required to pass 9 to 12 quizzes during the trimester. *Third Grade: ​
Our reading block is split into whole class and Daily 5 instruction. During large group instruction, we focus on comprehension and vocabulary skills by reading a variety of fiction and nonfiction genres. We also teach writing, spelling, and grammar skills. In addition, we have Daily 5 for 80 minutes a day. Flexible groups or individuals will meet with a teacher for 15­20 minutes most days. Students read a story, at their reading level, and again work on the same weekly comprehension skills and fluency. The other time is split doing literacy tasks in writing (with the guidance of an adult), word work, read to self, read to someone, and listening. Technology is integrated into these stations. Accelerated Reader is a part of our reading program. Each trimester, students are expected to reach a goal, reading within their instructional range. *Fourth Grade: ​
Our reading block is split into three Daily 5 rotations and three mini­lessons. After each mini­lesson, students can choose which part of Daily 5 they’d like to participate in; Read to Self, Work on Writing, or Word Work. At Word Work, students can choose from a variety of activities to practice their spelling and vocabulary words, including the use of iPads. At Work on Writing, students gain experience writing persuasive, narrative, informative, and research papers with assistance from an adult. They work through the writing process on a weekly basis. During Read to Self, children read self­selected books, newspapers and magazines. Mini­lessons include reading strategies, word­attack strategies, choral reading of fiction, non­fiction, and poetry texts. *Fifth Grade: ​
In fifth grade, our reading/language arts instruction is split into a 40 minute block of large group instruction followed by an 80 minute block of time for Daily 4. During our large group reading block, students work on spelling, learn new grammar skills, and receive guided reading instruction. Students also work on vocabulary and comprehension skills during large group instruction. During Daily 4, students participate in four small groups lasting approximately 20 minutes each. Students rotate daily between the following groups: Word Work, Read to Self, Writing, and Guided Reading. *During Word Work, students work independently on a variety of activities based on the spelling and vocabulary words for the given week. Students work on definitions, as well as being able to use the words in their writing. Students are also able to use the iPads during Word Work to access Spelling City, Study Island, and other spelling/vocabulary apps. *During Read to Self, students have time to read material they have selected for themselves. Most often, students choose to use this time to read their Accelerated Reader (AR) books. Students may also use this time to take AR quizzes. *During Writing, students work on a variety of writing activities using the 6 Traits of Writing. Throughout the year, students will work through the writing process with adult guidance. *During Guided Reading, students work with an adult on a variety of reading activities. Students read and discuss chapter books, as well as leveled reading books. While reading these books, comprehension skills are reviewed and reinforced. Students are exposed to both fiction and nonfiction selections during Guided Reading. Mathematics Overview Mathematics Curriculum and Instructional Model K­5 Mathematics Curriculum Overview: EnVisions Math Pearson/Scott Foresman 2011. ​
EnVisions Math provides daily problem­based interactive math learning followed by visual learning strategies that deepen conceptual understanding by making meaningful connections for students and delivering strong, sequential visual/verbal connections through the Visual Learning Bridge in every lesson. Ongoing diagnosis & intervention and daily data­driven differentiation ensure that EnVisionMath gives every student the opportunity to succeed. ​
In addition to this information, each classroom teacher has listed what we call our “I Can Statements” on their own websites under the Elementary Link on the Elementary website. These statements provide a parent/guardian with a good idea of the skills that their child will be taught and understand by the end of the school year. Instructional Overview: Here is an overview of what takes place on a daily basis during the Mathematics instructional block in our school by classroom/grade level. *Kindergarten: ​
Your child’s math time is spent doing large group and center based learning. During large group time, your child learns new concepts and is encouraged to use higher level thinking skills. During center based time, your child has the opportunity to apply what they have learned about these concepts. *First Grade: ​
Math in first grade starts with a whole group introductory lesson. Then, we break up into three groups that rotate throughout our math time. One group works with the teacher on the lesson of the day. Another group meets with the classroom paraprofessional to review previously taught skills. The third group works independently on the iPads or uses other games/manipulatives to reinforce concepts that have been previously taught. *Second Grade: ​
2nd grade math starts with a whole group introductory lesson that focuses on the skill or skills being taught that day. Then the students break up into three groups that rotate after about 15 minutes. One group meets with the teacher to continue the skill they are working on that day. The other group meets with the classroom paraprofessional to work on a previous skill or the skill of the day, usually in the form of a game. The last group works independently on the Daily Spiral Review sheet. Third Grade: ​
With each math lesson, students receive whole class instruction using technology to enhance learning mathematical skills. Most days, there will be a page to practice the skill at one of three learning levels with teacher support provided in small groups. This gives a snapshot of what was learned in the lesson for the day. In class, students will also complete a spiral review to practice previously learned skills a few times a week. Students work in groups through center activities, games, and other online activities (computers and ipads) that are used to reinforce third grade standards and provide practice on math facts. Fourth Grade: ​
Our math time begins with a daily review of skills previously taught. Then, a new math concept is introduced with a short video and examples. Students then split into groups where students rotate through three activities. One rotation is guided practice with the teacher. The second rotation is a differentiated game, practicing the skill taught that day, and the third rotation uses iPads and computers to reinforce math concepts. Fifth Grade: A typical mathematics day in fifth grade is one hour and fifteen minutes in length and begins with a Daily Spiral Review page. A DSR page is a review of previously taught skills. Students are given a few minutes to complete anywhere from 5 to 10 problems and then the page is reviewed orally as a class checking for mastery of previous lessons. We then introduce the Topic Lesson by “Setting the Purpose” (What we want the students to understand and accomplish). This is just a single­sentence statement that highlights what we want the students to learn. The lesson is then taught using the Visual Learning Bridge that provides a step­by­step process of how to accomplish our purpose. The VLB uses pictures, charts, graphs, and diagrams to display the information needed as well as the steps to reach our goal. This is done as a class as students participate in a question and answer session. Once the skills have been covered, the class then proceeds to work through the Guided Practice problems together. The GP problems give the students a chance to engage today’s skills as well as observe how the assignment should be completed. Once the GP problems are completed, the assignment is given. Students usually have about 30 minutes daily to complete their assignment. This allows time for students to complete their work in school and ask questions on their assignment if needed. Math lessons are enhanced with technology and multi­level worksheets. Technology is incorporated with the use of computers and iPads using programs such as Study Island and IXL. Birth­Grade 5 Special Education Program at AES Program Overview: Adrian Elementary offers a full staff of special education teachers which includes a speech­language pathologist, an occupational therapist, and developmental adaptive physical education teacher. In addition, we have access to low incidence disability area specialists through the Southwest West Central Service Cooperative. Initially, students are referred for a special education assessment through outside agencies, classroom teachers, and parents. Students can be referred/assessed in the areas of academic, social/emotional, adaptive, communication, sensory, and/or physical needs. During the referral process, the special education team reviews the referral and any interventions that were implemented and determines the appropriate course of action. If an assessment is warranted the special education team (general education teachers, parents, specialists, special education staff, qualified district representative) will propose an evaluation plan. Once parental permission is received the evaluation will begin. An Individual Education Plan (IEP) will be proposed to those students who qualify to receive special education services based on Minnesota categorical criteria. The Individual Education Plan will begin once parental permission is received. Communication is made between school and home through progress reporting, annual meetings, and phone calls. Once the IEP is in place, the team meets annually to review the student’s plan and make revisions based on current student performance and needs. *Kid’s Connection Preschool Kid’s Connection preschool is a tuition based program run through the Adrian Elementary School District. In SY 13­14 our program met the standards to become a 4­Star Parent Aware program, which provides additional state funding for program enhancements and tuition assistance based on income guidelines. Kid’s Connection Preschool is available for children between the ages of three to kindergarten age. The teachers are licensed in Early Childhood and Early Childhood Special Education. Kid’s Connection is an integrated preschool that meets the needs of all children. The program is designed to meet the criteria for Minnesota School Readiness and the Early Childhood Indicators of Progress. In addition to these two curriculum guidelines, Frontline Phonics, Visual Phonics, and the Macmillan/McGraw Hill reading series have been added for curriculum enrichment. The Handwriting Without Tears program is also integrated into activities that are done in the classroom. The Kid’s Connection program runs concurrent with the Adrian Elementary School calendar. The program focuses on weekly themes, with enrichment in letter recognition, and various areas such as numbers, colors, shapes, senses, food groups, opposites, community helpers etc. Problem solving, social skills, attention, direction following, sensory, and routines are also explored. Gross and fine motor skills are also intertwined into the daily schedule. Each day the classroom routine includes free choice, circle, snack, and centers. K­5 School Wide Title I Math and Reading Intervention Services Program Overview Title I is a federal government program that provides funding to schools based on the percent of children qualifying for free and/or reduced lunch. At AES, we are using our Title I funding to help cover the costs of two full time teachers serving K­2 and 3­5 students. In the area of math and reading, we provide student support through the use of small group interventions that are based on the needs of students as identified through assessments and progress monitoring. Three times a year, all the students at AES take the FAST (Formative Assessment Systems for Teachers) assessment. The state MCA III test is also apart of this process for grades 3­5. The assessments show the areas of need for students. The Title I staff work with classroom teachers to help problem­solve and deliver reading and math interventions that will help each student grow academically. At all grade levels, we are using data to make informed decisions about what each child needs in order to read with fluency and comprehension. The Title I teachers do weekly progress monitoring checks on their students to determine if the interventions are producing academic growth. K­5 Physical Education Program at Adrian Elementary School Curriculum Overview: ​
Adrian Elementary School students in grades K­5 have physical education classes five days per week. Each 25­minute class period is designed to promote the standards developed by the National Association for Sport and Physical Education. The goal of Health Education and Physical Education programs in Minnesota is to offer students educational opportunities that promote healthy, lifelong lifestyle decisions. Working together, parents, schools, and the state of Minnesota are making a real difference in the health and well being of our students. Beginning in the 2014­2015 school year the SPARK curriculum was implemented. ​
SPARK is a research­based curriculum that aids Physical Educators, Early Childhood specialists, and Coordinated School Health programs serving Pre­K through 12th grade students. Our SPARK Program strives to raise environmental and behavioral change by providing a coordinated curriculum package and content­matched equipment. Since 1989, SPARK has provided curriculum materials, teacher training, and consultations to over 100,000 teachers representing many thousands of schools, organizations, and agencies throughout the world (SPARK.org). Many different units have been implemented into the elementary physical education curriculum in the 2014­2015 school year. A few of them are throwing and catching, soccer, basketball, dance, gymnastics and floor hockey. K­5 Music Program at AES Curriculum Overview: Our music program at AES is based on the Orff Schulwerk approach to music education where students learn to improvise, compose, read, and perform music both through the playing of instruments and singing. Orff Schulwerk is a philosophy of teaching and learning based on things children already like to do: sing, chant rhymes, clap, dance, and play. Orff Schulwerk incorporates traditional and original poems, rhymes, games, songs and dances. Students play xylophones, metallophones, glockenspiels, soprano recorders, drums and other unpitched percussion instruments as they explore, improvise and perform music. Creative movement activities and world folk dances are woven into the curriculum, which approaches musical concepts through integrating them through the whole body. Music classes meet three times each week for all students in grades K­5. ­ Kindergarten Music​
­ Students work on maintaining a steady beat, discovering different types of voices, and use comparatives such as high/low, loud/quiet, fast/slow, and same/different. In the spring, the students study the instruments of the orchestra using the story of “Peter and the Wolf.” st​
th​
­ 1​
Grade Music​
­ Students work on maintaining a steady beat, reading rhythms of quarter notes, 8​
notes, half notes, and rests, and use comparatives such as high/low, loud/quiet, fast/slow, and same/different. In the spring, the students do a unit on “Carnival of the Animals”, which incorporates movement with each animal. nd​
th​
­ 2​
Grade Music​
­ Students work on reading and writing rhythms such as quarter notes, quarter rests, 8​
notes, half notes, half rests, whole notes, and whole rests. Students distinguish between higher/lower, upwards/downwards, repeated pitches, fast/slow, piano/forte, and crescendo/decrescendo. Students begin to play melodies on the xylophones within the pentatonic scale using DRM SL D’. Students begin to sing simple 2­part rounds. In the spring, the students study the instruments of the orchestra, using “Peter and the Wolf”. rd​
th​
­ 3​
Grade Music​
­ Rhythm is expanded to 16​
notes, dotted quarter notes, and compound meters. Melodies are expanded using the do pentatonic and la pentatonic scales. Fa is added to the hexatonic scale towards the end of the year. Students also begin to sing 3­part rounds and canons. Students begin to read notes on the staff using the soprano recorder. th​
­ 4​
Grade Music​
­ Rhythm is expanded to ties and syncopation. Melodies are expanded using the do pentatonic, la pentatonic, and hexatonic scales. Students maintain singing 3­part rounds and canons. Students maintain note reading on the treble clef using the soprano recorder through a method called “Recorder Karate”. Students are exposed to musical eras through weekly listening assignments using listening journals. th​
­ 5​
Grade Music​
­ Rhythm is expanded to triplets and ti tiri/tiri ti. 6/8 time is introduced as well. Melodies are expanded using the full diatonic scale. Students maintain singing 3­4­part rounds and canons. Students maintain note reading on the treble clef using xylophones. Students are exposed to musical eras through weekly listening assignments using listening journals. Students begin to recognize different key signatures with weekly sight­singing exercises. Students also prepare for middle school choir by studying musical octavos and understanding the different voices in a choir. Students in the 5th Grade have the option of joining 5th Grade Band, which also prepares them for middle school band. K­5 Library Program at AES Curriculum Overview: ​
Kindergarten through fifth grade has library skills and book check out once a week. Each grade level receives 45 minutes of library instruction each week. Preschool children visit the library once a week and receive twenty minutes of book check out time along with an enjoyable story time. The overall focus of our library media classroom is to foster a love of reading in each child by providing them with access to quality literature. The curriculum helps students learn how to use the library, and each student is given an opportunity to conduct a research project during the school year, moving from simple to more complex based on the grade level. Each school year the students review what they know and add new skills during the year. You can find the AES Library standards/curriculum on Ms. Klaassen’s webpage at​
http://www.isd511.net ​
K­5 Technology Program at AES Curriculum Overview:​
The computer classes at AES are taught by Ms. Klaassen. Technology classes are held every ​
Tuesday and Thursday in periods of 25 minutes. The Microsoft Office Suite of programs is taught to the students, including Microsoft Word, Excel, and Power Point. In addition, students are taught to use the computer as a tool, including how to create, organize, and save files on the server, how to conduct precise web searches to discover information, and how to use proper keyboarding technique for word processing purposes. Academic enrichment is also a part of our technology curriculum. Students have the opportunity to work on Study Island, Reading Eggs, and other Language Arts and Mathematics web­based programs to improve academic achievement. The students enjoy time in the computer lab. Some of the educational based programs they interact with are listed below. *Type To Learn 4
*PAWS Jr.
*Kid Pix Deluxe 3
*Penny Panda
*ABC World *Math Facts in a Flash *Study Island *Reading Eggs Study Island Web­Based Reading, Math and Science Enrichment Main Website: ​
www.studyisland.com Program Overview:​
The Study Island Minnesota Academic Standards Mastery and MCA­III Preparation Program is specifically designed to help students master the content specified in the Minnesota Academic Standards. Study Island's focus on the Minnesota Academic Standards in reading, mathematics, and science enables students to improve their performance in all skill areas tested on the MCA III in grades 3­5. The web­based user­friendly interface allows students to move through the program step­by­step. Each section has a pre­test and a post­test, as well as topics that cover each of the Minnesota Academic Standards. Topics consist of questions, answers, explanations, and lessons that address the specific skills required in order to master the Minnesota Academic Standards. Student Access: Each week time is set­aside for students to access their Study Island account and work through their learning program. Because it is web based, students can access it at home as well, even during the summer months. AES Student Extra Curricular Opportunities Through District 511 Community Education, as well as organizations like the Adrian Town and Country Association, Adrian Youth Wrestling Association, and the Adrian Youth Football Association, elementary age children have opportunities to participate in a variety of sports and community education programs designed to help children develop their athletic skills. Many area children are involved with the excellent 4­H programs and Girls/Boys Scouting programs offered by dedicated parent volunteers. In addition, the Nobles County Integration Collaborative offers many opportunities for young people to interact with young people from other communities during summer camps as well as special programs throughout the school year. Coming Soon: This coming fall (October 2015) our teachers will complete the information for Social Studies and Science instruction. K­5 Science Overview Grades K­2 Science: FOSS Kits (Full Option Science System) Hands­on Science Copyright 1995 Curriculum Overview:​
Science is an active enterprise, made active by our human capacity to think. Scientific knowledge advances when scientists observe objects and events, think about how they relate to what is known, test their ideas in logical ways, and generate explanations that integrate the new information into the established order. Thus the scientific enterprise is both what we know (content) and how we come to know it (process). The best way for students to appreciate the scientific enterprise, learn important scientific concepts, and develop the ability to think critically is to actively construct ideas through their own inquiries, investigations, and analyses. The FOSS program was created to engage students in these processes as they explore the natural world. Grades 3­5 Science: Macmillan/McGraw­Hill Series A Closer Look Copyright 2008 Curriculum Overview:​
Macmillan/McGraw­Hill's dynamic science program, Science: A Closer Look, offers students exciting and accessible standards­based lessons. Engaging activities promote curiosity and foster the development of science inquiry skills. Through a consistent and structured learning cycle, students confidently build upon their experiences to develop a lifelong understanding of science concepts. Each grade covers life, earth, and physical science topics. Social Studies Overview Social Studies: Scott Foresman Series Copyright 2003 Curriculum Overview:​
Scott Foresman editors worked with the Smithsonian Institution's curatorial staff to create lessons that incorporate images culled from the Smithsonian's National Museum of Natural History, National Air & Space Museum, National Museum of American History, National Postal Museum, National Portrait Gallery, and the Smithsonian American Art Museum. The materials cover a range of subjects including geography, culture, civics, government and economics. The goal of the program is to help illuminate both America's past and its present for millions of social studies students in grades K through 5. The collaborative program includes museum gallery pages with full­color images of artifacts, and captions based directly on Smithsonian research. Teacher editions include point­of­use information to help guide students' learning about America's heritage. A highlight of the program is "Look Inside the Smithsonian," two­page features that appear throughout student editions. Special workbook activity pages encourage students to discover even more on their own.