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Cherrydale School
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Cherrydale Elementary
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English/Language Arts
August
* Sentence
structure. |
September
* Friendly
letters |
October
* Adjectives
|
November
* Action verbs
|
December
* Adverbs |
January
* Pronouns |
February
* Similes |
March
* Complete
analogies
|
April
* Use affixes |
May
* Review
skills taught throughout year.
|
Reading
August/September
* Critique
literature |
October
* Recognize
details
|
November
* Fact/Fable |
December
* Continuation
of skills from beginning of year
|
January
* Follow oral
and written directions |
February
* Continuation
of skills from January
|
March
* Make
inferences |
April
* Continuation
of skills from March |
May
* Review
skills and concepts taught throughout the year to prepare for PACT
Testing. |
Science
August/September
* Science
Inquiry
|
October and November
* Earth
Materials |
December and January
Matter
|
February and March
Motion and Sound |
April/May* Conduct
experiments |
Math
August/September
* Place Value to
the millions |
October
*Elapsed Time
|
November
* Multiplication
Facts 0-12
|
December
* Geometry |
January
REVIEW GEOMETRY
|
February
*Measurement to
the nearest inch |
March
* Answer questions
relating to data plotted on a graph |
April
* Multiplying 1
digit x 2 digit May * Review of all skills to prepare for PACT testing
|
Social Studies
August/September
* Explain maps and globes.
* Use directions to locate points on a map.
* Distinguish between continent, country, state, and city.
* Identify SC by shape, neighbors, directions.
* Gather information about SC by using political, physical, & special purpose maps.
* Identify State Symbols
* Identify and describe urban, rural, and suburban.
* Distinguish characteristics of counties and communities.
* Compare places in terms of population.
* Explain how points and lines are used on maps
* Describe physical features of Low country, Midlands, Upcountry.
October
* Name tribes of Native Americans in SC
* Describe the first Carolinian and how they lived and governed.
* Tell how Early SC used the environment to survive.
* Explain and identify reasons why colonies wanted independence
November
* List causes of Revolutionary War as it pertained to SC
* Discuss impact of Revolutionary War as pertained to SC
* Compare/contrast SC before and after the Revolutionary War.
December
* List effects/causes of Civil War as it relates to SC.
* Compare/contrast SC after the Civil War.
* Name battles of Civil War that occurred in SC.
* Name and identify key people in Civil War.
January
* Will review all prior objectives from August to December.
* Begin talking about WW1 and WW2 as it relates to SC
February
* Explain why we need to protect water resources in SC
* Give examples of how education is valued in SC
* List job and career opportunities in SC
* Learn how SC uses natural resources.
* Explain the needs and wants in economics.
March
* Compare/contrast human and human made resources.
* Evaluate and name resources available
* Explain why families preserve customs.
* Name key leaders in local government.
* Explain how we can preserve history.
* Tell what it means to be a Carolinian.
April
* Review key concepts taught from Jan-March and use them to prepare for PACT.
May
* Review all objectives throughout the year.
* Complete a report on any subject in history that involved South Carolina.
* PACT Testing.
As a school wide procedure, students will have at least one assessment (formal or informal) per subject per week.
INFORMAL
ASSESSMENT STRATEGIES~
Informal assessment strategies are used on a daily basis to determine if the
student has mastered an objective or if he/she understands a concept.
Assessments may include “Ticket Out the Door” of answer the essential question,
observation checklist, or complete/accurate homework. Students will be observed
daily on active participation and correct answers in class discussions or guided
practice. Also as a school wide procedure, the students must reach 80% mastery
on each assignment, and 90% of students must reach that mastery before
proceeding to the next lesson. Re-teaching will take place in the event of the
class not mastering an essential question.
~MONITORING STUDENT
PROGRESS~
Teacher observations and anecdotal notes (usually in the form of checklist) will
be maintained in order to meet the needs of each student and to provide
necessary documentation required should the student require specialized support
services. Fall and spring conferences will be held to inform parents of on-going
assessment results and to outline academic and behavioral plans for continued
development. In addition, parents receive progress reports or report cards every
4-5 weeks. The student progress will also be monitored district-wide by using
MAP testing in October and January. Finally, portfolios of students' work in all
content areas are maintained and will be given to the following grade level
teacher at the end of the school year. Portfolios include student interest
inventories, all pretest, mid-year benchmark, and post-test, Rigby Benchmarks,
and Unit Tests.
~FORMAL ASSESSMENT STRATEGIES~
English/Language Arts-
Students will be evaluated through performance-based assessments, such as Integrated Theme Test and skill level tests, oral readings, writing samples (including grades on the actual writing process), and spelling tests. Standards for tests in ELA will follow district guidelines for grades. Oral reading standards will be running records. Writing samples will be assessed using the stabled third grade rubric scale, with elevations from fourth grade writing rubric when appropriate in order to raise student’s level of achievement beyond the grade level expectations, based on the district standards.
40%--Reading/Comprehension ELA
40%--Writing samples/writing skills
10%--Spelling test & Working with Words activities
10%--Integrated Theme tests
Mathematics
Students will be evaluated through performance-based assessments such as PACT Practice Test A and B (taken in August and January), chapter/unit tests, and knowledge/skill level tests. Students are required to participate in Everyday Counts Calendar Math and Partner Games, which will be recorded as checklist with class work. Homework will be graded for accurate content at least three times a week.
40%-Unit/Chapter
tests
30% Quiz
20% Homework
10% Class work, Everyday Counts participation
Social Studies
Students will be evaluated by Tests for Higher Standards, unit projects, and a year-long research project (as well as several mini-research projects). Chapter tests will be teacher-made based on revised 2005 state standards.
50% Unit Tests
30% Research/Projects
20% Daily Work and Homework
Science
Students will be evaluated by Tests for Higher Standards, unit projects, in-class experiments, and several mini-projects. Chapter tests will be teacher-made based on PACT format to enhance Higher Level Thinking.
50% Unit Tests
30% Research/Projects
20% Daily Work and Homework
Grading Scale
A--93-100 (Excellent)
B--85-92 (Good)
C--77-84 (Average)
D--70-76 (Needs Improvement)
U--69 or below (Unsatisfactory)
Revision of Syllabus
All of the
information in this syllabus is subject to change. Such changes may be the
sequence of instructional units to relate to
the learning abilities of students, to unforeseen events, and
decreasing/increasing the length of the units to accommodate the varied learning
styles of my students. All of the changes are at the teachers’ discretion.
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