Curriculum maps give your pacing for the year ensuring standards mastery. This post walks through curriculum mapping with a video tutorial on using Excel.
October 12, 2013 Fourth and fifth grade students are reviewing "rhythm" (the short and long patterns of the beat) in music class...
Here is the Elementary Art Curriculum Map that all K-4 art teachers in Chelmsford follow. You can click on the picture for an enlarged view National Visual Art Standards BY grade 4 1.1 Use a variety of materials and media, for example, crayons, chalk, paint, clay, various kinds of papers, textiles, and yarns, and understand how to use them to produce different visual effects 1.2 Create artwork in a variety of two-dimensional (2D) and three-dimensional (3D) media, for example: 2D – drawing, painting, collage, printmaking, weaving; 3D – plastic (malleable) materials such as clay and paper, wood, or found objects for assemblage and construction 1.3 Learn and use appropriate vocabulary related to methods, materials, and techniques 1.4 Learn to take care of materials and tools and to use them safely 2.1 For color, explore and experiment with the use of color in dry and wet media Identify primary and secondary colors and gradations of black, white and gray in the environment and artwork Explore how color can convey mood and emotion For example, students mix light and dark values of colors or predict the results of overlapping and blending primary colors. 2.2 For line, explore the use of line in 2D and 3D works Identify a wide variety of types of lines in the environment and in artwork For example, students take a walk around the school and note jagged, straight, curved, thick, and thin lines. 2.3 For texture, explore the use of textures in 2D and 3D works Identify a wide variety of types of textures, for example, smooth, rough, and bumpy, in the environment and in artwork Create representations of textures in drawings, paintings, rubbings, or relief 2.4 For shape and form, explore the use of shapes and forms in 2D and 3D works Identify simple shapes of different sizes, for example, circles, squares, triangles, and forms, for example, spheres, cones, cubes, in the environment and in artwork 2.5 For pattern and symmetry, explore the use of patterns and symmetrical shapes in 2D and 3D works Identify patterns and symmetrical forms and shapes in the environment and artwork. Explain and demonstrate ways in which patterns and symmetrical shapes 3.1 Create 2D and 3D artwork from direct observation For example, students draw a still life of flowers or fruit, action studies of their classmates in sports poses, or sketches of the class pet having a snack or a nap. 3.2 Create 2D and 3D expressive artwork that explores abstraction For example, a student simplifies an image by making decisions about essential colors, lines, or textures. 3.3 Create 2D and 3D artwork from memory or imagination to tell a story or embody an idea or fantasy For example, students draw members of a family from memory; illustrate a character in a folktale or play; build a clay model of an ideal place to play; or make images that convey ideas such as friendship. 4.1 Select a work or works created during the year and discuss them with a parent, classmate, or teacher, explaining how the work was made, and why it was chosen for discussion For example, a first grader chooses a painting and tells how she mixed the colors, and talks about the decisions she made. 4.2 Select works for exhibition and work as a group to create a display 4.3 As a class, develop and use criteria for informal classroom discussions about art 5.1 In the course of making and viewing art, learn ways of discussing it, such as by making a list of all of the images seen in an artwork (visual inventory); and identifying kinds of color, line, texture, shapes, and forms in the work 5.2 Classify artworks into general categories, such as painting, printmaking, collage, sculpture, pottery, textiles, architecture, photography, and film 5.3 Describe similarities and differences in works, and present personal responses to the subject matter, materials, techniques, and use of design elements in artworks 5.4 (Grades 3 and 4) Explain strengths and weaknesses in their own work, and share comments constructively and supportively within the group 6.1 When viewing or listening to examples of visual arts, architecture, music, dance, storytelling, and theatre, ask and answer questions such as, “What is the artist trying to say?” “Who made this, and why?” “How does this work make me feel?” 6.2 Investigate uses and meanings of examples of the arts in children’s daily lives, homes, and communities For example, children learn and teach other children songs in languages other than English; interview parents and community members about dances, songs, images, and stories that are part of their family and cultural heritage. 7.1 Investigate how artists create their work; read about, view films about, or interview artists such as choreographers, dancers, composers, singers, instrumentalists, actors, storytellers, playwrights, illustrators, painters, sculptors, craftspeople, or architects For example, teachers invite an illustrator of children’s books to school to show how she creates her illustrations. 8.1 Identify characteristic features of the performing and visual arts of native populations and immigrant groups to America, such as • styles of North American native cultures of the East Coast, Plains, Southwest, and Northwest; • styles of folk and fine arts of immigrant groups from European, African, Latin American, Asian, and Middle Eastern countries For example, students look at examples of Native American clay containers from the Southwest, and wooden containers from the Northwest and compare the similarities and differences in form and decoration. 8.2 Identify characteristic features of the visual arts of world civilizations such as styles of ancient Egypt and Africa, China, Mesopotamia, Greece, Rome, and the Medieval period in Europe 8.3 Perform or create works inspired by historical or cultural styles 9.1 When using art materials or handling and viewing artifacts or musical instruments, ask and answer questions such as • “What is this made of?” • “How does this instrument produce sound?” • “Would I design this differently?” • “Who first thought of making something like this?” For example, students examine a variety of percussion instruments, experiment with the different sounds they make, and learn about the cultures in which they were made. 10.1 Integrate knowledge of dance, music, theatre, and visual arts and apply the arts to learning other disciplines Examples of this include: • using visual arts skills to illustrate understanding of a story read in English language arts or foreign languages; • memorizing and singing American folk songs to enhance understanding of history and geography; • using short dance sequences to clarify concepts in mathematics.
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October 12, 2013 Fourth and fifth grade students are reviewing "rhythm" (the short and long patterns of the beat) in music class...
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Curriculum maps give your pacing for the year ensuring standards mastery. This post walks through curriculum mapping with a video tutorial on using Excel.
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This department was committed to getting to know their students like they never had before, and what they discovered changed everything.
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Over the past 4 years, I have worked on the creation of many Common Core documents including curriculum guides, pacing guides, standard checklists and so on. When you review the language of the standards and look at nouns and the verbs, you will readily notice the close alignment with Bloom’s Revised Taxonomy and Webb’s Depth of Knowledge. In 2001, the new version of Bloom’s Taxonomy was released with Bloom’s six major categories changed from nouns to verbs. The knowledge level was renamed remembering, comprehension was renamed understanding, and synthesis was renamed as creating. The top two levels switched positions in the revised version. Norman Webb from the University of Wisconsin Center for Educational Research generated Depth of Knowledge levels to aid in alignment and analysis of curriculum, instruction and assessments. A year ago, I created and posted free Depth of Knowledge (DOK) posters on Teachers Pay Teachers. Click here and you can download the free download when my store opens. My Depth of Knowledge in the Content Areas flipchart is also available free on TPT. With the blizzard conditions in the Chicago suburbs, I decided to finish up my revised Depth of Knowledge posters that match my new BLOOM’s posters by color and level of thinking and depth of understanding. DOK Level 1: Recall/Reproduction matches up with Bloom’s Remembering DOK Level 2: Skill/Concept matches up with Bloom’s Understanding and Applying DOK Level 3: Strategic Thinking matches up with Bloom’s Analyzing DOK Level 4: Extended Thinking matches up with Bloom’s Evaluating and Creating I posted the product on TPT and the product includes the BLOOM’s and DOK posters, a BLOOM’s bookmark and a Rigorous Questioning Tool that I created. Like the Cognitive Rigor Matrix, the Rigorous Questioning Tool aligns Bloom’s Taxonomy and Webb’s Depth of Knowledge. The difference is my tool focuses on the question stems of both documents and the Cognitive Rigor Matrix focuses on the levels of thinking and understanding. To better understand the content being taught, students need to think criticially and to ask and answer higher levels of questioning. By asking higher-level questions and participating in collaborative discussion, students deepen their knowledge and create connection to what is being taught. I thought my Rigorous Questioning Tool would make a great addition to your students’ toolboxes. In addition to Bloom’s levels of questioning, students can benefit by becoming familiar with Costa’s Three Story Intellect. It’s very similar to both Bloom’s levels of questioning. In the basement, students gather information. On the first floor, students process information. In the penthouse, students apply information. You got it! I created a flapbook for the Costa’s Three Story Intellect and posted it on TPT. I love using flapbooks in student journals and interactive student notebook. Flapbooks are great for taking notes and formative assessments. I also decided to revise my, “BLOOM with Higher Level Questioning”, from TPT. The revised product now includes a new updated look and a bookmark. Check out the photos below or on Pinterest. Finally, I have attempted to make my first subway poster on the topic of Rigor, BLOOM and DOK. Check out the cute clipart from Hoot and Crow. Grab it here.
drama activities and games for elementary students
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My main goal with my children is to instill a love of the Lord in their hearts and to train them to have GOOD character! There are way too many children nowadays who lack any type of character or morals.
Do you use rubrics for self-assessment with your students? I developed this rubric based on others I had seen online. I wanted to get my students thinking more about their artwork and writi…
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Once in a while I do a blog post more aimed at a music teacher audience, and this is one of those posts. This is the hello song that I sing to start every music for kindergarten and first grade. …
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This FREE handout is a great activity for warm-ups or even early finishers. This handout was inspired by the book Beautiful Oops! by Barney Saltzberg. Here is the BLANK version. This is a good opti…
Are you searching for engaging and educational activities to foster friendship skills in elementary students? Look no further! Our collection of printable friendship worksheets are designed to help young learners understand the values and qualities of being a good friend. With a focus on building empathy, communication, and conflict resolution skills, these worksheets offer an ideal supplement to any elementary school curriculum.
I have gathered a lot of classroom materials and ideas over the years. I mean, a lot. I know some of you can relate to this. I have SO MUCH STUFF. I feel like a hoarder. But my classroom does not look like the homes on the hoarding TV shows. In fact, all my stuff […]
November 20, 2013 We have been learning all about "tempo" (the speed--fast or slow--of the beat) and "rhythm" in ...
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International Baccalaureate (IB) Diploma program — an international curriculum that prepares 16- to 19-year-old high-school students for tertiary education. The organisation’s name and logo were…
Today I'm giving a glance into my first day of school lesson plans, from TK - 5th grade. In the first day of music class, students are arguably the most attentive they will be all year. This puts a unique pressure on the first day's lesson plan to set the tone for the rest of our time together.
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The activities below are available for free download, and are to be used in educational and/or private settings. They may not be used elsewhere or for other purposes (such as for profit) unless exp…
Most of us teach multiple grade levels. I teach 4 year olds through 94 year olds. I skip 12 year olds through somewhere in the 60's, though. I think that probably needs explaining, right? I teach Junior Kindergarten through fourth grade and also facilitate music and drum circles at an assisted living center every 2-3 months. The youngest were probably my most difficult age to plan for starting out as a brand new teacher and I continue searching for great material to add to my "collection". We all know how it is - in a singular 30 minute lesson with the younger kiddos we might go through 10-15 activities! Interestingly, my oldest sometimes seem the same! I seek materials from various sources; blogs, bools, fellow teachers, and websites. Several years ago I found a childrens music performer named Nancy Stewart. Each month she posts a Song of the Month! You can search by category, year/month, and alphabetically, and even better - all her songs are downloadable, some have visuals to download, and most have the sheet music to download - all for FREE! YES! There are songs for Eid, Christmas, St. Patirck's Day, Diwali, Valentines, seasonal songs and everything in between. Most of the music is original and I have found some really wonderful material! One of my favorites is the Rhythm Stick Song. Nancy so kindly gave me permission to share the song with you here - the mp3 is available on her site - click the link above. Hope you enjoy it - my kiddos do! We also make up additional verses - "With my sticks I run...", walk, hop, etc. My favorite rhythm sticks are the Basic Beat Combination Sticks pictured below. I love these - perfectly sized at 8" long, no splintering, and one is smooth and the other ridged. They are about $3.00 a pair, and an awesome investment! You can get them here from West Music. Have fun with these! Happy New Year!
Effortlessly Communicate Your K–8 Curriculum With These Student Handouts Curriculum % %
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Do you have a newcomer student in your classroom? Here are some strategies for supporting newcomer ELLs in their elementary classroom...
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