Reading The Comprehension Toolkit *Focuses on “Reading as Thinking” *Builds key thinking strategies for increased comprehension *Supports time for shared reading, guided reading groups, small groups, independent reading, and collaborative discussions.
*Students read a variety of genres.
*Matches students with “just right” reading texts.
Fountas & Pinnell Word Study *Builds word knowledge through instruction in phonics, spelling patterns, high frequency word knowledge, vocabulary development, and word-solving actions.

Write Source Writing:
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Process of writing
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Forms of writing Tools of learning Proofreader’s guide Grammar/editing Word Work:
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Word groups
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Pretesting Word hunt/sorts/usage
Additional Resources and Experiences:    Communicating through writing  Personal narratives       Poetry Forms Figurative language Story writing Expository writing Compositions Letter writing  Writer’s Workshop & Writing Crafts Writing Process     Pre-writing Drafting Editing/revising Publishing Zaner Bloser Cursive Writing

Mathematics Everyday Mathematics *Emphasizes conceptual understanding while building a mastery of basic skills.
*Relates math to real life situations.
*Hands-on activities *Practice through Games *Cooperative learning through partner and small-group activities *Home and School partnership www.everydaymathonline.com

1.Make sense of problems and persevere in solving them.
2.Reason abstractly and quantitatively.
3.Construct viable arguments and critique the reasoning of others.
4.Model with mathematics.
5.Use appropriate tools strategically.
6.Attend to precision. 7.Look for and make use of structure.
8.Look for and express regularity in repeated reasoning.

Ryan walked past the toy store on Tuesday. He saw some wagons in the window. Ryan counted 20 wheels.
How many wagons did Ryan see in the window? ______________ wagons Draw or write to explain how you know.

Our third step in the alignment process occurs this school year….we will be using the Common Core State Standards for Mathematics as the basis for teaching and learning. What does that mean for what you will see coming home or hear being talked about by your child? 1. You’ll see a continued emphasis on the thinking reflected in the mathematical practices.
2. You’ll see weekly work in open-response problem solving. 3. You’ll see continued use of the EDM games….please access these online from home as well. 4. What will be a little different is the focus on units of study….with an opportunity to go deeply into the standards during the unit. In order to do this with the resources of EDM, we are approaching the lessons a little differently. We’ve gathered the lessons from throughout the year that help us teach deeply and thoroughly into the standard (s) of unit 1. So you may see a lesson 2.1 followed by a lesson 3.4, followed by a lesson 4.2. This is because these lessons help us address the standards for the unit and give students the instruction, practice, and thinking opportunities for those standards.
We will not lose the spiraling structure of EDM, because we will continue to bring the standards from each unit into the open response problem solving weekly opportunities and into the ongoing fluency expectations for each grade level.

Everyday Mathematics Units of Study Units Unit 1a: Content Standard: Develop understanding of number & operations in base 10
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Demonstrate competence generalizing place value understanding for multi-digit whole numbers (Standards 1, 2, 3) Unit 1b: Content Standard: Develop understanding in operations & algebraic thinking
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Demonstrate competence using the four operations with whole numbers to solve problems (Standards 1 & 2)
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Demonstrate competence gaining familiarity with factors & multiples (Standard 4) Unit 1c: Content Standard: Develop understanding of number & operations in base 10
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Demonstrate competence using place value understanding & properties of operations to perform multi-digit arithmetic (Standards 4, 5, 6) Unit 1d: Content Standard: Develop understanding in operations & algebraic thinking
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Demonstrate competence generating & analyzing patterns (Standard 5)
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Demonstrate competence using the four operations with whole numbers to solve problems (Standard 3) Content Standard: Develop understanding in measurement & data
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Demonstrate competence solving problems involving measurement & conversion of measurements from a larger unit to a smaller unit. (Standards 1, 2, 3)
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Demonstrate competence representing and interpreting data (Standard 4)

Everyday Mathematics Units of Study Unit 3a: Content Standard: Develop understanding of number & operations with fractions
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Demonstrate competence understanding decimal notation for fractions & comparing decimal fractions (Standards 5, 6, 7) Unit 3b: Content Standard: Develop understanding of number & operations with fractions
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Demonstrate competence extending understanding of fraction equivalence & ordering (Standards 1, 2) Unit 3c: Content Standard: Develop understanding of number & operations with fractions
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Demonstrate competence building fractions from unit fractions by applying & extending previous understandings of operations on whole numbers (Standards 3, 4) Content Standard: Develop understanding in geometry
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Demonstrate competence drawing & identifying lines & angles, & classifying shapes by properties of their lines & angles (Standards 1, 2, 3) Content Standard: Develop understanding in measurement & data
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Demonstrate competence in geometric measurement i.e., understanding concepts of angle and angle measurement (Standards 5, 6, 7)

There are all levels of ability in this class. Our school’s philosophy is to meet the varying needs of all students. I have attended and taught differentiated teacher training, and will continue to attend many training sessions on differentiated instruction.
In our class, I determine the readiness of students and vary assignments to move students forward from their own point of readiness. Students need to master foundational concepts before tackling more complex issues. Therefore, sometimes different students will be doing tiered, or different assignments. My students are given pre-tests to determine levels of instruction, as well as being given projects and assignments with student choice in mind, and with a level of depth for success by all my students.

Science and Technology for Children: *Students make their own discoveries *Knowledge is actively constructed by the learner *Hand-on *Scientific reasoning skills *Units of Study -Animal Studies -Electric Circuits -Motion & Design Harcourt Health Focus *Safety *Healthy-Habits *Decision-Making Skills *Interpersonal Skills

TCI The Pre-K- Twelfth grade social studies curriculum is to develop responsible, action-oriented citizens with a personal, global, and historical understanding of cultural diversity and community.

Homework is typically given Monday through Thursday evenings. Homework is due the following morning. If a child doesn’t complete daily assignments they may have unfinished work that becomes homework as well. All children should read at least 20 min. each evening. Each Friday, I a weekly reading report is due. This is a written response to what they have been reading at home each evening. We will start this after Labor Day.

Fourth grade uses the Jenks Policy when grading. We use the 3-2-1 scale. 3=85%-100% of the time-consistently successful 2=75-84% of the time-Progressing 1=below 74%-Needs improvement We grade our papers with the number correct out of the number of problems. For example : 8/10=80%

Character Education *Compassion *Honesty/Integrity *Respect *Self-Discipline *Courage *Perseverance *Responsibility/Accountability *Team Work Tribes *Attentive Listening *Appreciation/No Put Downs *Right to Pass *Mutual Respect *Safety

*Emphasis on the Spanish Language *Integrated into the curriculum *Develops awareness *Appreciation of other cultures *Cultural comparisons

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When responding to an adult, you must answer by saying, “Yes Ma’am,” or “No Sir.” Make eye contact.
Congratulate classmates.
During discussions, respect other students’ comments, opinions, and ideas.
If you do well or win, do not brag. If you lose, do not show anger.
Always say thank you when someone gives you something.
Surprise others by performing random acts of kindness.
Do not ask for rewards.
Homework will be turned in each day when it is due by every student with no exceptions or excuses.
Subject transitions will be swift, quiet, and orderly.
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Be as organized as possible.
When work is assigned, do not moan or complain.
Obey rules with substitutes the same as you do with me.
Do not save seats in the lunchroom.
When in line, keep hands to yourself and move quietly.
Be positive and enjoy life!
Accept that you will make mistakes. Learn from them and move on.
No matter what, be HONEST!
Carpe Diem! Seize the Day!
Be the very best person you can be.

Integrated into the daily routine… *Information Retrieval *Student Productivity *Problem Solving *Decision Making *Communication & Collaboration *Lesson Delivery *Keyboarding and Use of Technology grades

Student Goals *Love of Learning *Independent *Responsible *Compassionate *Resourceful *Flexible *Knowledgeable Teacher Goals *Support and Nurture *Develop Talents *Meet Individual Needs *Integrate Learning Styles *Connect Curriculum to the Real-World *Challenge and Grow *Partner with Parents

For safety reasons, please check in at the front office before going to the cafeteria. You need a visitor badge.
Classroom Schedule 8:50 Class Begins 8:50 Announcements 8:55-9:00 Morning Meeting 9:00-10:30 Math 10:30-10:50-Snack & Read to Self 10:50-11:40 Reading 11:40-12:15 Writing/Word Study 12:15-12:30-Read Aloud 12:35-1:15 Lunch/Recess 1:30-2:10 Specials 2:15-3:10-Science/SS 3:10-3:30 Agenda/Jobs/Pack up 2:50-33:30 Dismissal

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School Phone Number: 299-4415 ext. 5800 Classroom Phone Number: 299-4415 ext. 6856 E-mail Address: jennifer.kuzminski@jenksps.org
Website: www.jenksps.org --southeast elementary—staff webpages—Jennifer Kuzminski

Math Ixl.com
Everdaymath.com
Social Studies Tci.com
Shephardssoftware.com
Typing Practice Typingpal.com

Campus Police School Emergency Response Team (SERT) Video Surveillance systems covering areas inside/outside all student buildings and parking areas Random drug/explosive K-9 sweeps at all school sites Anonymous email, text or 1-800 number to report any school threat or concern School Safety Training and Compliance Officer Pandemic Influenza Plan Safe Schools Committee at every school site LobbyGuard Commercial two-way radio system for Administrators and duty staff If you see something, hear something, SAY SOMETHING Anti-bullying programs incorporated into the curriculum at all grade levels Emergency Procedure Guide endorsed by all emergency response agencies that could respond to JPS District Emergency Operations and Continuity of Services Plans