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CFBISD Grant No. 2002-T01July 24, 2002 Mr. Jim Witt City Manager City of Coppell P. 0. Box 478 Coppell, TX 75019 Dear Mr. Witt: Enclosed is the grant agreement between Carrollton- Farmers Branch ISD, the City of Coppell, and the Coppell Education Development Corporation. I am pleased to place my signature with yours and that of Jerry Coker to execute this instrument of collaboration making funds available for the benefit of our students. Sincerely, Dr. Annette T. Griffin, Superintendent ATG /sas Enclosure xc: Charles Cole Holly Barber Ca rr o llton Farmers Branch Independent School District 0 Superintendent of Schools 1445 N. Perry Road P.O. Box 115186 Carrollton, Texas 75011 -5186 972.466.6101 Fax 972.323.6675 i v� STATE OF TEXAS § COPPELL EDUCATION DEVELOPMENT CORPORATION § COUNTY OF DALLAS § GRANT AGREEMENT This Educational Development Grant Agreement ( "Agreement ") is made by and between the City of Coppell, Texas ( "CITY "), Coppell Education Development Corporation ( "CEDC ") and the Carrollton/Farmers Branch Independent School District (the "CFBISD "), acting by and through their respective authorized officers. WITNESSETH: WHEREAS, the CITY is authorized by TEX. Loc. Gov'T CODE § 379A to provide educational development grants to publicly funded institutions through the CEDC for the promotion of literacy, foreign language and career technology for a skilled workforce; and WHEREAS, the CITY seeks to support programs for promoting literacy, foreign language and career technology for a skilled workforce; and WHEREAS, the CFBISD has submitted a grant application No. 2002 -TO1 to provide funding for a half -time Technology Support Specialist at Riverchase Elementary School in Coppell (the PROJECT), for the purpose of instructional technology support; and WHEREAS, the CFBISD serves 363 students from the City of Coppell, and has developed the PROJECT in order to raise the technology levels of all the students; and WHEREAS, CFBISD is in need of funding the half -time Technology Support Specialist and seeks the assistance of the Coppell Education Development Corporation for such assistance; and WHEREAS, the CITY has determined that making an education development grant to the CFBISD in accordance with this Agreement will further the objectives of the CITY, will benefit the CITY and the City's inhabitants and will promote career technology in the CITY; NOW THEREFORE, in consideration of the foregoing, and other valuable consideration the receipt and sufficiency of which are hereby acknowledged on the terms and conditions hereinafter set forth, the parties agree as follows: GENERAL PROVISIONS 1. Subject to availability of funds collected from the 379A sales tax, the CITY agrees to provide the CFBISD an education development grant (the "GRANT ") in an amount not to exceed Thirty Thousand Dollars and no cents ($30,000.00). 2. CFBISD agrees to utilize the GRANT to fund a half -time instructional technology support person at Riverchase Elementary School in Coppell. COPPELL EDUCATION DEVELOPMENT GRANT Page 1 47256 3. CITY agrees to provide the GRANT of Thirty Thousand Dollars and no cents ($30,000.00) funds payable on a quarterly basis with the first payment to be made on or before August 1, 2002. Funds to be expended in accordance with the budget categories set forth in the GRANT application. 4. On a quarterly basis beginning no later than November 15, 2002 the CFBISD shall submit the contracts supporting personnel expenditures for this GRANT to the CEDC. The detailed expenditures shall include, but not be limited to, salaries, number of students from Coppell served, grade levels actually served, copies of contracts, and any changes in personnel during the period covered by this GRANT. 5. In the event the CFBISD breaches any of the terms of this AGREEMENT or fails to use the GRANT for the purposes set forth herein, then the CFBISD, after expiration of the notice and cure period described herein, shall be in default of this AGREEMENT. As liquidated damages in the event of such default, the CFBISD shall, within thirty (30) days after demand, repay to the CITY, the GRANT with interest at the rate of eight percent (8 %) per annum from the date of receipt of the GRANT until paid. The parties acknowledge that actual damages in the event of default would be speculative and difficult to determine. Upon breach by CFBISD of any obligations under this AGREEMENT, the CITY shall notify the CFBISD in writing, who shall have thirty (30) days from receipt of the notice in which to cure such default. If CFBISD fails to cure the default within the time provided herein, or, as such time period may be extended, then the CITY at its sole option, shall have the right to terminate this AGREEMENT without further notice to the CFBISD. 6. The terms and conditions of this AGREEMENT are binding upon the successors and assigns of all parties hereto. This AGREEMENT may not be assigned without the express written consent of CITY and CEDC. 7. It is understood and agreed between the parties that CFBISD, in the use of the GRANT and in satisfying the conditions of this AGREEMENT, is acting independently, and that the CITY and/or the CEDC assumes no responsibilities or liabilities to third parties in connection with these actions. CFBISD agrees to indemnify and hold harmless the CITY and the CEDC from all such claims, suits, and causes of action, liabilities and expenses, including reasonable attorney's fees, of any nature whatsoever arising out of the CFBISD'S performance of the conditions under this AGREEMENT. 8. Any notice required or permitted to be delivered hereunder shall be deemed received when sent by United States mail, postage pre -paid, certified mail, return receipt requested, addressed to the party at the address set forth opposite the signature of the party. 9. This AGREEMENT shall be governed by the laws of the State of Texas; and venue for any action concerning this AGREEMENT shall be in the State District Court of Dallas County, Texas. COPPELL EDUCATION DEVELOPMENT GRANT Page 2 47256 10. In the event any one or more of the provisions contained in this AGREEMENT shall for any reason be held to be invalid, illegal, or unenforceable in any respect, such invalidity, illegality, or unenforceability shall not effect the other provisions, and the AGREEMENT shall be construed as if such invalid, illegal, or unenforceable provision had never been contained in it. EXECUTED this ) 7 day of EXECUTED this / 7 "`' day of Bv. ATTEST: By: B ATTEST: COPPELL EDUCATION DEVELOPMENT CORPORATION COPPELL EDUCATION DEVELOPMENT GRANT Page 3 E' 'j COKER, PRESIDENT 255 Parkway Boulevard P.O. Box 9478 Coppell, Texas 75019 TT, CITY MANAGER 5 Parkway Boulevard .0. Box 9478 Coppell, Texas 75019 1:7 47256 STATE OF TEXAS COUNTY OF DALLAS My Commission expires: STATE OF TEXAS COUNTY OF DALLAS My Commission expires: COPPELL EDUCATION DEVELOPMENT CORPORATION This instrument was acknowledged before me on the l day of , 2002, by Jerry Coker, President of Coppell Education Development Corporatio , on behalf of said corporation. CARROLLTON/FARMERS BRANCH INDEPENDENT SCHOOL DISTRICT This instrument was acknowledged before me on the - day of 2002, by Dr. Annette Griffin, Superintendent of Carrollton/Farmers Branch Independen chool District, on behalf of said district. c='e-1/02� 00 COPPELL EDUCATION DEVELOPMENT GRANT Page 5 Notary Public, State of Texas dAera) Notary Public, State of Texas 1-11:0.,0;.",:47:70:.....,.;.\ , SHARON A. SCRIVNER 1 • 'VA' i : Notary Public STA OF TEXAS C 06/04 47256 SIGNED this STATE OF TEXAS My Commission Expires: day ft� 2002. Y j/ CARROLLTON- FARMERS BRANCH INDEPENDENT SCHOOL DISTRICT By:l /A DR. ANNETTE GRIFF , S ii �;�' TENDENT Carrollton- Farmers Branch Independent School District 1445 North Perry Road Carrollton, Texas 75006 ATTEST: CITY'S ACKNOWLEDGMENT COUNTY OF DALLAS § This instrument was acknowledged before me on the /7 day of 2002, by Jim Witt, City Manager of the City of Coppell, Texas, a Texas munic ality, :n behalf of said municipality. COPPELL EDUCATION DEVELOPMENT GRANT Page 4 Notary Public, State of Texas 47256 - Fer L ; Team Member Title (Optional) � t C- S€c a_ 5ck D/tf Team Member Title (Optional) 3/26/02 6:28 PM Coppell Education Development Corporation Grant Application Project Title: Principal Applicant: Title of Principal Applicant: ISD Representative in Application: Project Period: Total Amount Requested: Printed Names and Title of Grant Approvers; Signatures; and Dates P Princial Applicant Title (Required) -- T 2- r r Principal of School (Optional) equired) y id/ Ave,L,/ District Superinten ' n ):nature ( quired) C T ** hool Board Pres en Signature Instructional Technology Support Holly Barber Principal Carrollton- Farmers Branch August 2002 - May 2003 $30,000 -©,7 Sign lre Date Signature Signature * *Signifies approval by the School Board of Trustees a 27 p2__ Date Date Date u Date qb&/" Date 1 Abstract of Pro2ram/Activity Abstract, not to exceed 300 words, indicating the program/activities to be undertaken with grant funds and a timeline for such program/activities. (REMINDER: Applications may NOT include more than one school fiscal year.) In the fall of 1998 the voters of the Carrollton- Farmers Branch Independent School District approved a $198 million bond package. This package included the construction costs of Riverchase Elementary (completed in August 2000) as well as the purchase of technology hardware and software for the building to support staff in the delivery of instruction and to support students in the acquisition of essential knowledge and skills. CFBISD currently pays for an Instructional Technology Support person to be at Riverchase one day a week. This person spends her time trouble - shooting existing hardware /software problems and is not able to be proactive in teacher staff development or modeling the incorporation of technology into regular classroom teaching. This has not proven sufficient to meet the varying levels of staff and student competencies. Riverchase needs additional specialist support in order to take advantage of the extensive resources that already exist on the campus. Bond funds may not be used for personnel and the annual, discretionary, school budget is not sufficient to hire a technology support specialist. The funding approved by the CEDC would be used to hire a half -time, instructional technology support person for one school year (August 2002 through May 2003). The Instructional Support Technologist would support the acquisition of Texas Essential Knowledge and Skills for students in grades prekindergarten through fifth grade through the use of technology. The specific responsibilities would be: 3/26/02 6:28 PM 2 1. Monitor and assist classroom teachers in their use of technology to introduce /reinforce curriculum. 2. Model lessons for teachers in classrooms using technology. 3. Monitor central computer lab, overseeing flexible sign -up to insure maximum use of lab by all grade levels. 4. Provide staff development for teachers. 5. Work cooperatively with teachers and principal to promote the use of technology. 6. Provide recommendations for technology resources for both students and teachers. 3/26/02 6:28 PM 3 Program/Project Purpose/Need/Importance Description of the purpose of and the educational need and importance for the proposed program/activities, including the relevance to one or more of the approved funding areas promoting literacy, foreign language, and/or career technology for a skilled workforce. The definition of `literacy' is continually being reevaluated. The October 1998 issue of "Educational Leadership" was devoted entirely to debating this topic. One author suggested the 38 types of literacy could be considered as three broad categories: (1) traditional text - based, or alphabetic, literacy, (2) representational literacy, and (3) tool literacy.' Tool literacy is defined as the knowledge of how to use hardware, software, and Internet connections to gather, read, interpret, evaluate, critique, and use information. But the benefits of technology are not limited to the development of tool literacy. Technology can also be used to support the ongoing development of the more traditional, critical reading and numerical literacy skills. The world is rapidly changing. Information is increasing exponentially. Learners of the present and future must discern the fastest, most credible sources and become skilled at organizing and evaluating collected data. The efficient use of technology will meet this need. "Future generations will value the ability to use information technology as highly as we value the abilities to read and write today. " In addition, competence in the use of technology will create a skilled workforce. "Statistical, computer, interpretive, and technical communication skills are the staples of modern business. " In February 1999, integrating technology into the curriculum was the focus of "Educational Leadership ". An article in the journal recounted the transformation of an elementary school when technology was incorporated into everyday learning. The authors cited significantly improved test scores (implying a higher level of literacy). Specifically, students used technology to produce consistently higher quality writing. 3/26/02 6:28 PM 4 Technology- assisted reading diagnosis and instruction led to appreciably higher reading scores for all students, but especially for those with low reading ability. Our school district has also acknowledged the importance of technology by specifying one of its goals as follows: CFBISD will integrate technology into the learning environment to improve student achievement and productivity and prepare all staff and students for the 21S century. The state of Texas has acknowledged the importance of technology by specifying state curriculum objectives, which must be met at each grade level. It is essential to note that our district has integrated these objectives into other subject areas, underscoring the need for technology to support learning throughout the curriculum, thereby supporting literacy. (See samples in Appendix A) The presence of technology in a building does not guarantee its appropriate implementation, however. Students need to be instructed in the use of these tools. But who will instruct the teachers? A pair of researchers determined that between one -third and two - thirds of all teachers do not take full advantage of the computers available to them for instruction because they do not feel confident of their own abilities. Training for staff as well as students is a critical aspect of this grant. If teachers' levels of ability and confidence are raised, then the benefits will last long after May 2003. 1. Tyner, K. (1998). Literacy in a digital world: Teaching and learning in the age of information. Mahway, NJ: Erlbaum. 2. Rafferty, C. D. (1998) Literacy in the Information Age. Educational Leadership, 57(2), 22 -25. 3/26/02 6:28 PM 5 3. Ibid.. 4. Walker, D. (1998) Technology and Literacy: Raising the Bar. Educational Leadership, 57(2), p. 18. 5. Steen, L. A. (1998) Numeracy: The Literacy for a Data - Drenched Society. Educational Leadership, 57(2), p.10. 6. Conyers, J. G., Kappel, T., and Rooney, J. (1999) How Technology Can Transform a School. Educational Leadership, 56(5), p. 82 -85. 7. Rosen, L.D., and Weil, M. M. (1995). Computer availability, computer experience, and technophobia among public school teachers. Computers in Human Behavior, 11, 9 -13. 3/26/02 6:28 PM 6 Program/s Educational Objectives /Staffing Needs/Implementation Plan/Number /Grade Level of Students Served Describe program including educational objectives and goals, and differentiate between the two; demands on and expertise of present and proposed staff needed for implementation; and the number of students and the grade levels served by the proposal. Riverchase currently houses about 480 students in grades prekindergarten through fifth grade. There are 40 full time staff members and 12 part time staff members. An inventory of technology hardware is as follows: 39 teacher /office workstations 143 student workstations, most all with earphones 60 printers 5 scanners 1 digital cameras 1 video camera 2 digital projectors 40 presentation televisions 37 v.c.r.'s 1 set Student Remote Response System consisting of teacher software and 20 remote units Of the student workstations, 26 are located in a central, main lab, which is available to all classes on a flexible schedule. The remaining workstations are located in classrooms, in special education rooms, and in `activity areas' located in first through fifth grade hallways. All workstations (student and teacher) are on the wide area networks and all have Internet access. 3/26/02 6:28 PM 7 Teachers and students have access to all the `basic' Windows programs, including Word, PowerPoint, Access, and Excel. To further support the curriculum, the following software programs have been purchased through district or local school funds: PAWS (touch typing, grade 2 up) Kidspiration and Inspiration (graphic organizers, writing, all grades) Leap Frog (math, lower grades) Riverdeep (math, upper grades) VITA (TEKS math and language arts, 3' grade) Lightspan (reading, grades 2 -4) I Spy (logic, problem solving, grades preK — 2) ELLIS (ESL, grades 1 -5) Millie's Math House (math, grades K — 1) Dr. Seuss series (reading, grades 1 — 2) LearningPac (reference bundle for language arts and social studies, grades K — 5) Kid Pix (graphics, all grades) Carrollton- Farmers Branch Independent School District has identified as one of its five goals: CFBISD will integrate technology into the learning environment to improve student achievement and productivity and prepare all staff and students for the 21" century. In conjunction with the district goal, the objective of this program is:. 3/26/02 6:28 PM 8 To increase use of technology in classrooms to improve student success in alphabetic, numeric, and tool literacy. The strategies used to achieve this goal are listed on the following page. 3/26/02 6:28 PM 9 Strategy Person Responsible Timeline Formative Evaluation Summative Evaluation Advertise and interview for ITS H. Barber May- August 2002 Resumes/Interview schedule Recommendation to personnel Orientation/training of ITS H. Barber, current ITS staff August 2002 — May 2003 Log of training schedule Log of training schedule Staff preassessment on knowledge of /use of /comfort level re: technology (Appendix B) H. Barber /newly hired ITS August 2002 Preassessment results Preassessment results Make full use of main lab through use of flexible scheduling Newly hired ITS September 2002 Weekly lab schedule from year Percentage of time lab was in use over year; TAKS scores Staff development for teaching staff Newly hired ITS August 2002- May 2003 Training dates /topics /sign -in sheets TAKS scores Model technology integration in classrooms Newly hired ITS August 2002 -2003 Modeling dates /location/curriculum TAKS scores Meet with grade level teachers to discuss concerns Newly hired ITS Min. of monthly Log of meeting dates /topics discussed Teacher responses on post evaluation Staff post- assessment on knowledge of /use of /comfort level re: technology (Appendix B) H. Barber, newly hired ITS May 2003 Post - assessment results Post - assessment results This will be accomplished through the use of current staff, including an instructional technologist who is now present one day a week, classroom teachers, as well as the addition of a second, half -time instructional technologist. The total technology support would then equal 3 days a week. All students, 480 in grades prekindergarten through fifth, would be served by this proposal. 3/26/02 6:28 PM 10 Detailed Budget Outline proposed expenditures for resources and personnel requested in the proposal. Actual costs are not to exceed this estimate. Salary for a half time, instructional technology specialist for the 2002 -03 school year = up to $30,000. Total request = up to $30,000. 3/26/02 6:28 PM 11 Monitoring Plan Indicate how the school district will cooperate with the city of Coppell to audit the budget. Describe the type of financial records that will be shared with the city of Coppell and when. Explain payment schedule request for proposal (monthly payments or equipment purchase). Include the time frame for capturing and reporting on the number of students and their grade levels actually served by this program. (CEDC reserves the right to alter the monitoring plans to meet fiduciary duties of the CEDC Board in monitoring and auditing the final Grant Agreement parameters and conditions between the city and the school district.) A separate accounting fund will be created to account for the sales tax revenues received and the approved expenditures. Budget information can be provided which will be coded according to Texas Education Agency requirements. Monthly reports can be provided which will track actual expenditures, encumbrances and accruals as well as revenues received to date. The district will work with CEDC to provide appropriate documentation as deemed necessary in order for the district to receive the monies appropriated to fund the program positions approved by the CEDC. This can be done in advance for approved program positions as the sales tax dollars become available to the City or in arrears on a quarterly or monthly basis upon submission of appropriate documents substantiating the actual expenditure of dollars. The CFBISD business office will be available to discuss details of the above - described process with City officials or CEDC board members. Please contact the school official named below for additional information or questions. Mark Hyatt Assistant Superintendent for Business 972 - 466 -6100 3/26/02 6:28 PM 12 Carrollton - Farmers Branch ISD Curriculum Record Sheet Teacher: N) Participate in appropriate teacher supported reading groups; e.g., Shared Reading or Guided Reading (using instructional level material - - -90- I94% accuracy) [K.10B; ESL IK.20D] * *P ** I 0) Bil: identify vowel and iconsonant sounds [Bil K.6 Dii] j * *D ** P) ESL Reason inductively or deductively and look for patterns in language, using prior knowledge and experiences to understand meanings in English [ESL K.17 A, B, C) * *P ** R) ESL: use learning strategies such as circumlocution, synonyms, non- verbal cues, requesting assistance from native speakers when speaking English, making connections across content areas [ESL K.17 E, F, G] * * ** S) ESL: learn the sound/symbol relationships as they apply to the phonological system of English, and recognize the directionality of English reading system [ESL K.20 A, B] * * •* T) ESL use environmental print to derive meaning and graphic organizers as pre - reading activities to prepare for reading text [ESL K.20 H, I] * * ** K.5 Reading to learn to an emergent level: The student reads a wide range of texts for pleasure and to develop understanding and expertise. such as to be informed, to follow directions, and to be entertained. Reading 2(3.7B) [K.9 B] * *BIG ** B) "Read" from a wide variety of genres for pleasure, to acquire information, and to develop vocabulary. Reading 2(3.7B) [K.8 A) * *BIG ** C) Recognize the distinguishing features of a variety of genre such as stories, poems, newsletters, signs, etc. [K11 A, D] * *D ** Page 5 of 25 Kindergarten Q) ESL use strategic learning techniques such as semantic mapping, imagery, memorization, reviewing, and contrastive analysis to acquire new vocabulary [ESL K.17 D] * * ** * TEKS Correlations arc identified by [brackets). * Depth and Complexity are in * *asterisks * *. A) Recognize purposes for reading 7eS' i D) Develop vocabulary by reading, Lstening to, and discussing both familiar and conceptually challenging selections. [K.8 B] * *LOD ** E) State how stories read aloud are lated and how they can be grouped Dgether. Reading 4(3.7B) [K.ID) *R ** F) Use background knowledge to IF redict story structure (e.g., problem, setting, events, and resolution) eading 2(3.111); 3(3.11J) [K.9 A; .11B] * *P ** G) Understand the terms "author" d "illustrator" and understand their les. [K.11 E] * *D ** H) Describe how book format ontributes to the text; e.g., ustrations, title page, end pages, ver, etc. [K.5H; K.10 D] * *R ** 6 Responding to text: The student sponds thoughtfully to texts to evelop a deeper understanding of imself/herself, others, and the world ound him/her. A) Respond to text in different ways ! t D detemine understanding such as through writing, talk, movement, music, art and drama. [K.10C] * *POV ** B) Connect and compare personal experiences with the experiences, language, customs, and cultures of ! tethers. [K.13 A, B] * *LOD ** Writing - The student effectively uses written language to communicate for a variety of purposes and audiences. .7 Effective writing at an emergent I • vel: The student makes strategic use f the writing process to write for a ety of purposes and audiences. A) Dictate rn_sssces. [K_15A) B) Begin to experiment with fferent writing formats during teractive, Shared, and Independent riting: labels, lists, captions, stories, c. Writing 1(4.15F) [K.15B] * * ** C) Write to record ideas and reflections for self or chosen audiences during Interactive, Shared, and Independent Writing. [K. 15C] * * ** D) Generate ideas for writing by using prewriting techniques such as drawing and listing key thoughts. [K. 15D,E) * * ** E) Use the work of published authors as a model for Interactive, Shared, and Independent writing. * *LOD ** F) Develop personal repertoire of "things I can write about" * * ** G) Use available technology to support the writing process. [K.15F] * * ** H) Use print resources in classroom (e.g., charts, signs, word walls, books). * * ** I) Share and discuss writing with peers and teachers. * * ** J) Tech: Use networking terminology such as on line, network Dassword, access, and remote [bIC] * * ** K) Tech: Use technolo terminology appropriate tothe [blA) .... * * ** L) Tech: Use a variety of inpu 3evices. such as mouse and keyboard ^r) Rf M b2 4.I * * ** K.8 Conventions of writing at an emergent level: The student uses the conventions of written language to write effectively and communicate clearly. A) Write his/her own name and other important words with conventional spelling. [K.14 A] * * ** B) Form many letters and numbers in an identifiable way from a model or when writing independently, gaining increasing control over size, spacing, and margins. [K.14 B, E] * * ** C) Use left to right and top to bottom progression. [K.14D] * * ** Carrollton - Farmers Branch !SD Curriculum Record Sheet Teacher: B.) Demonstrates taking care of his/her own things such as pencils, papers, books and respecting what belongs to others. **TR ** C) Identify examples of honesty, courage, patriotism and other admirable character traits seen in American history. **TR ** D) Analyze classroom problems and suggest fair solutions. **TR ** I � Cultural Perspective - The student will appreciate and respect cultures and cultural differences in order to live in a diverse society. K.14 The student will understand similarities and differences among people. A) Identify personal attributes common to all people such as physical characteristics. [1(.11A] * *LOD ** B) Identify differences among people. [K.1IB] * *LOD ** K.15 The student will understand how people learn about themselves through family customs and traditions. A) Identify family customs and !traditions and explain their importance. [K.12A] **TR ** B) Compare family customs and traditions. [K.12B] **TR** C) Describe customs of the local ,community (classroom). [K.12C] * *LOD ** 6cie: ice ac d 1 ecrm l ogy rersue :tive the student ! w 11 ui u%r':'tand ii, d evait ate - uu'w science and technology have effected ;civilizations in the past, present, and the future. II r' 6 it itut*iit unuersta ids va s ie nnot )gy .ic used to ine nun e in school gym::: 4) Tech Identify examples of :.ethnology used in the home and school. [K 13A ] C 'BIG' 3) Tech: Describe how technology helps. accomtitt '.h' ,DCCit1C tasks'. 'till' ** C) Tech: Follow the districts Acceptable Use Polly Ib3Ar K 17 The student understands ways which technology has changed hou oeocie live. * `Or * * TEKS Correlations are identified by [brackets]. * Depth and Complexity are in * *asterisks * *. Page 4 of 20 Kindergarten • J � A) Describe how his or her life might be different without modern technology. [K.14A] * *D ** B) Tech= `List ways in whit] to :hnology meets people's-needs. [Z{ 14B "" .LOL ** S ocial Studies Skills - The students will become critical and creative thinkers capable o f obtaining information from multiple sources in order to communicate effectively in a v ariety of settings. K.18 Ile student applies critica thinking skills to organize and use information acquired from a variety of s.Durces including electron,,' t cnnoiog2 A) Obtain information about a topic [.sing a variety of oral sources such as conversations, interviews, and music. [K.15A] * *TR ** B) Obtain information about a tope t sine a variety of visual sources such s pictures, symbols, television, maps;; c omputer images, print material, and artifact . K 15B ,I C 'I`R * C) Sequence and categorize information. [K.15C] * *P ** D) Identify main ideas from oral, visual, and print scores. [K.15D] *, *BIG ** 14 The student communicates in ral and visual forms. A) Express ideas orally based on knowledge and experiences. [1K.16A] * *TR ** (� B) Create and interpret visuals acluding pictures (such as ictographs) and maps. [K.16B] :1120 The student uses problem - fslving and decision- making skills, *orking independently and with others. in a variety of settings. �A) Use a problem- solving process to i entify a problem, gather ]information, list and consider options, consider advantages and cisadvantages, choose and implement a solution, and evaluate the ffectiveness of the solution. [ .17A] * *UQ ** 117 Li B) Use a decision- making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision. [K.17B] * *UQ ** Carrollton - Farmers Branch ISD Curriculum Record Sheet Kindergarten Teacher his/her own things such as pencils, papers, books and respecting what belongs to others. **TR ** C) Identify examples of honesty, courage, patriotism and other admirable character traits seen in American history. **TR ** D) Analyze classroom problems and suggest fair solutions. **TR ** 'Cultural Perspective - The student will appreciate and respect cultures and cultural differences in order to live in a diverse society. K.14 The student will understand similarities and differences among people. A) Identify personal attributes lcommon to all people such as physical 'characteristics. [K.11A) * *LOD ** 1 I B) Identify differences among people. [K.11B] * *LOD ** K.1 S The student will understand 'how people learn about themselves 'through family customs and traditions. * *E ** A) Identify family customs and 'traditions and explain their ;importance. [K.12A] **TR ** B) Compare family customs and 'traditions. [K.12B] **TR ** 1 C) Describe customs of the local community (classroom). [K.12C] * *LOD ** Auer ice d Te ruic logy reisue tive th satin ant ill umier tand at,>d evai i ate iiu w [science and tec have effect . ,civilizations in the past, present, and the future. a i 6 i n >e kiiiiiiitt u nuersta: ds tWiiit •a nnn gy i use d an inc nun ae to ;chiool 4 Tech Identif ex ,ec hn o lo e y used in t he home an ' sch [K 13AJ ool , Blf'r' , * B) Tech. Des cn how technology hhelDs acccmnli:iii > Dec . .: ._ tasr. r K Ii ::3] ` li1C * *.N _ . C) Tech Follo the district' Ac Use t'olic (b3 * * ** K 17 The s tu d en t u nd e r stands ways i w hi c h technology has c hang e d ho eople[ve les of I B.) Demonstrates taking care of * TEKS Correlations are identified by [brackets]. * Depth and Complexity are in * *asterisks * *. Page 4 of 20 A) Describe how his or her life might be different without modern. technology. [K.14A] * *D ** 3) •Tech: List ways m whici tr hnologymeets people'sneeds. [�C14B t3LOf ** Social Studies Skills - The students will become critical and creative thinkers capable of obtaining information from multiple sources in order to communicate effectively in a variety of settings. K.18 111 e.st4ent applies cnti.al thinking skills to organize and use information acquired from a variety of 3 ;.., sources Including electronic t.cnnoiog!:. A) Obtain information about a topic p ing a variety of oral sources such as conversations, interviews, and music. rK.15A] * *TR ** Obtain information about a topii. t yin¢ a variety of visual sources suc a s pictures symbols. tetevision? >, c omputer in�ases,.print material, and'; artifacts `K 15B 1 *' "Y'R� * V A) Express ideas orally based on knowledge and experiences. [K.16A] **TR ** C) Sequence and categorize information. [K.15C] * *P ** D) Identify main ideas from oral, visual, and print scores. [K.15D] * *BIG ** K.19 The student communicates in oral and visual forms. B) Create and interpret visuals including pictures (such as pictographs) and maps. [K.16BJ *D ** <1 .20 The student uses probltnn- ,solving and decision - making skills, .v'orking independently and with hers, in a variety of settings. A) Use a problem- solving process to tify a problem, gather Information, list and consider options, consider advantages and nisadvantages, choose and implement a solution, and evaluate the effectiveness of the solution. [JK.17A] * *UQ ** B) Use a decision- making process I to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision. [K.17B] **UQ ** Carrollton - Farmers Branch ISD Curriculum Record Sheet Second Grady Teacher: J) ESL: use strategic learning techniques such as semantic mapping, imagery memorization, reviewing, and contrastive analysis to acquire new vocabulary [ESL 2.21D] * * ** K) ESL: use learning strategies such as circumlocution, synonyms, non- verbal cues, requesting assistance from native speakers when speaking English, making connections across content areas [ESL 2.21E,F,G] * *R ** L) ESL learn the sound/symbol relationships as they apply to the phonological system of English, and recognizing the directionally of English reading system [ESL 2.24A,B] * *R ** M) ESL use environmental print to derive meaning and graphic organizers as pre - reading activities to prepare for reading text [ESL 2.24H,I] * *BIG ** 2.5 Reading to learn at a transitional level: The student reads a wide range of texts for pleasure and to develop understanding and expertise. A) Read from a variety of self - selected and assigned genres, 'including classic and contemporary works, for pleasure and to acquire information. Reading 2(3.7B) [2.7A,B,C; ESL 2.24C] * *UAQ ** B) Develop vocabulary by reading, listening to, and discussing both familiar and conceptually challenging selections. [2.8A,B,C] * *UAQ ** such as beginners' dictionaries, and available technology to build word meanings and to confirm the pronunciation of words. [2.8D] * *LOD ** such as to be informed, to follow directions, and to be entertained. [2.9B] * *UAQ ** E) Identify text written for a variety of purposes such as narration, information, classification, and persuasion. [2.11B] * *D ** Page 11 of 25 C) Use resources and references D) Establish purposes for reading * TEES Correlations are identified by [brackets]. * Depth and Complexity are in * *asterisks * *. F) Distinguish fiction from non - ction, including fact and fantasy. 1.11C] * *D ** G) Make and explain inferences tom texts such as determining nportant ideas and causes and effects, making predictions, drawing conclusions and recall supporting facts and details. Reading 4(3.9F); 5(3.9F); (3.10C) [2.9F] * *BIG ** H) Recognize similarities and connect ideas and themes across texts and performances. Reading 4(3.9G) [2.9G; 2.11E] * *BIG ** I) Distinguish different forms of texts, including lists, newsletters, and signs and the functions they serve. [2.11A] * *LOD ** ~ J) Understand and recognize P,atures of various literary forms such as stories, poems, and information hooks. [2.11D,G] * *D ** K) Identify characters, setting, story problem, and plot and analyze their impact on the story. Reading 2(3.111); (3.11J); 5(3.11H) [2.11H,I,J] * *D ** L) Understand and identify literary terms such as title, author, and i lustrator across a vareity of texts. [2.11F] * *LOD ** M) Retells plot (beginning, middle, and end with supporting details) and characterizations in narratives. Reading 2(3.9C); 3(3.9H); 3(3.11J) [2.9C] * *D ** N) Arrange events in sequential Order. 2(3.9C) * *OT** 2 6 Responding to text at a ; ransitional level: The student responds thoughtfully to texts to develop a deeper understanding of himself/herself, others, and the world 'around him/her. A) Respond to text in different ways to demonstrate understanding such as through writing; the construction of visual images; comparisons of texts, topics, or characters; story maps, graphs, and charts. 3(3.11I);3(3.11J);5(3.11H) [2.9E, G; 2.10D] * *POV ** T T I B) Demonstrate understanding of stories, informational texts, and themes in various ways such as through drama, art, music, writing, illustrating, and the use of available technology. [2.9C; 2.10A,B] * *BIG ** C) Support interpretations with examples drawn from text. 5(3.IOC) [2.10C] * *POV ** D) Connect and compare personal experiences with the experiences, language, customs, and cultures of others. [2.13A,B] * *BIG ** Writing - The student effectively uses written language to communicate for a variety of purposes and audiences. 2.7 Effective writing at a transitional level: The student makes strategic use of the writing for a variety of purposes and audiences. A) Generate ideas for writing by using prewriting techniques such as drawing and listing key thoughts. Writing 2(4.19B) [2.18A; ESL 2 25B] * *LOD ** B) Use the work of published authors as models for pieces composed during Writers' Workshop and Independent Writing. [2.19D] * *D ** C) Develop drafts. Writing 2(4.19B) [2.18B; ESL 2.25F,G] * *LOD ** D) Make developmentally appropriate revisions such as adding information, improving word choice and organization to selected drafts. Writing 2(4.19C,D) [2.18C; ESL 2.25A,D] * *OT** E) Edit by making developmentally appropriate corrections to the spelling, captialization, usage, and punctuation of selected drafts. Writing 3(4.16B); 3(4.17D); 3(4.18A,B,C); 3(4.19E) 12.17D; 2.18D; ESL 2.25C] * *R ** F) "Publish" selected pieces for - -. various audiences. (-2.189 "R *k, G) Use available technology to support the writing process. [2.18E] * *LOD ** 2.10 Using and interpreting visual media: The student understands, interprets, analyzes, and critiques visual media. I A) Describe how an illustrator's use of style or media enhances the author's meaning and the reader's understanding. [ESL 2.22D] * *POV ** B) Interpret important information from simple charts or graphs. Reading 5(3.12E) **TR ** 2.11 Producing visual media: The student produces visual media to communicate for a variety of purposes. A) Illustrate own writing to complement the meaning * *D ** o . C) Produce, select, and organize visuals to extend the meaning of a product or presentation. * *D ** Information Literacy - The student accesses, evaluates, organizes, and uses information Carrollton - Farmers Branch ISD Curriculum Record Sheet Second Grade Teacher. H) Write to record ideas and reflections to develop and refine ideas, and to communicate with a variety of audiences. [2.14A,B,C] * *POV ** I) Write in different forms for different purposes such as lists, letters, stories, poems, invitations, etc. Writing 1(4.15F) [2.141)] * *WD ** J) Respond constructively to the writing of others. [2.19B] * *POV ** K) Write stories and personnal narratives, informative narratives (how to's), classifications (likes/dislikes, what is good/bad about things, ideas, and situations), and persuasives. Writing 1(4.15B,C,D,E) * *LOD ** L) Develop a personal style of writing. I (4.15E) * *LOD ** M) Increase complexity of written language. -Use variety of linking words such as so, because, next, etc. Enhance meaning through the use of metaphors, similes, adjectives, and adverbs. Writing 3(4.18D,F,G,H) * *LOD ** N ) 'sect : use networta lg nolol , ; , ch . ..: se, ,:; : work, password, access, and remote. .lC) ".' ** teiininoto ;y appropriate to the task P) Tech: Start and exi programs; :reate, name, and save files 1b1( ] 'LOD ** D) Tech Use a variety of invu devices, such as mouse and keyboard M CD- RO Ib2A ! ":'LOD '* R) Tech: Use proper keyboarding techniques, such as correct hand and body posture [h28] * *LOD ** S) Tech: Begin to demonstrate touch keyboarding techniques for the alpha and numeric keypads [h2C] * *LOD ** T) 1311: Use verb tenses such as present. preterit, and future appropriately [fiii 2.17F] "CLOD *" * TEES Correlations are identified by [brackets]. * Depth and Complexity are in * *asterisks * *. Page 12 of 25 t ect : use tecnnolo : 3' )2. Conventions of writing at a !transitional level: The student uses the (conventions of written language to !write effectively and communicate I early. I A) Write using correct grade level ;appropriate capitalization, uncutation, and usage. Writing (4.16B); [2.15C,D; 2.17A,B; ESL .25A,B,D,E,F,G,H] * *R ** B) Write with increasingly accurate - selling using spelling patterns, _ :known words, the classroom spelling ;word wall, and other resources to find :correct spellings, synonyms, and replacement words. Writing 3(4.17D) [ .16A,B,C,D; ESL 2.25C] * *R ** C) Gain increasing control over s. acing and penmanship by refining uscript writing and developing skill in cursive handwriting. [2.15A,B] * *R ** D) Attempt to group sentences containing related information into paragraphs in a logical order Writing 4.19B,C) * *D ** E) Tech: Produce documents at the yboard, proof read, and correc [b2D l * *LOD ** F) Bil: write with more proficient ?ening using silent letters in syllables :curate)) with accents and dieresis marks in final drafts [Bil 2.16 Bu] * *R ** 2,9 Reflecting on writing: The - student assesses and reflects on his/her Jr( )()mess as a writer. A) Identify the most effective f .ature s of a piece of writing using c generated by the class and tiacher. 12.19A] *"POs'** B) Review a collection of his/her awn writing to monitor growth as a writer and set goals for improvement. [2.19C,E] * *OT** Viewing and Representing - The student interprets and produces nontextual visual information to comprehend and respond more 'festively. from a variety of sources. 2.12 Gathering tnd using information through - esearch: the. student venerates :search uestions and conducts - esearch i .sing - information from various ::sources. A) Develop relevant questions to guide research. [2.12A; 2.20A] * *UAQ ** B) use alphabetical order to locate information. [2.12B] * *LOD ** C) Recognize and use the parts of a book to locate information. [2.12C] * *LAD ** D) Use multiple sources such as print, technology, library/media center, and experts to gather information. Reading 2(3.12E) [2.12D,E,F] * *LOD ** E) Take and compile relevant notes using available media in order to develop a topic. [2.20C,D] * *BIG ** 2.13 Synthesizing, producing, presenting: The student synthesizes gathered information to create a product or presentation. 12.11 The student understands the ;purpose of governments. I I ! A) Identify functions of governments establish order, provide security and manage conflict). [2.11A] * *D ** B) Identify some governmental ;services in the community such as !libraries, schools, and parks and !explain their value to the community. 1[2.11B] * *D ** C) Describe how governments establish order (pass laws), provide security (hire police and firemen), and (manage conflict. [2.11C] * *BIG ** 1 2.12 The student understands the role of public officials. A) Compare the roles of public officials including mayor (enforces !city laws), governor (enforces state (laws) and president (enforces national laws). [2.12.A) * *D ** 1 i B) Identify ways that public officials are selected, including election and appointment to office. [2.12B] * *D ** Carrollton - Farmers Branch ISD Curriculum Record Sheet `Second Grade Teacher: D) Explain the differences between !using cash, checks and credit to purchase goods and services. [2.9B] * *D ** 2.10 The student understands the roles of producers and consumers in the production of goods and services. I A) Distinguish between producing and consuming. [2.10A) * *D ** B) Identify ways in which people are both producers and consumers. 1[2.IOB] * *D ** C) Trace the development of a !product from a natural resource to a finished product. [2.1OC] * *OT** Government Perspective - The student will understand and explain the framework and role of government on the individual and society. Citizenship Perspective - The student will 'exhibit democratic ideals, principles, and ;practices of citizenship in the community, state, nation, and the world. * TEKS Correlations are identified by [brackets]. * Depth and Complexity are in * *asterisks * *. Page 8 of 20 .13 The student understands su n portant customs, symbols, and elebrations that represent American clefs and principles and that ontribute to our national identity. A) Identify selected patriotic songs ch as America the Beautiful. .14A] * *LAD ** B) Identify selected symbols such as to and national birds and flowers 1...d patriotic symbols such as Uncle I3am and the U.S. and Texas flags. 14B] * *LOD ** C) Explain how selected customs, boll, and celebrations reflect an mencan love of individualism, ventiveness, and freedom 14C) * *LOD ** 14 The student understands aracteristics of good citizenship as emplified by histonc figures and dinary people. A) Identify characteristics of good L itizenship such as a belief in ;ustice(fair or unfair), truth (telling the th), equality (everyone gets a turn), d responsibility for the common ood. [2.13A] * *POV ** B) Compare good citizenship in the ssroom and school to neighborhood d community citizenship. .13C] * *POV ** C) Identify historic figures such as Iflorence Nightingale, Paul Revere, d Sojourner Truth who have emplified good citizenship such as lunteers in the school and mmunity . [2.13A] * *LOD ** D) Identify ordinary people who emplify good citizenship. [ .13C] * *POV ** ultural Perspective - The student will ppreciate and respect cultures and cultural • erences in order to live in a diverse society. .15 The student will identify ersonal heritage and groups to share formation. A) Identify selected stories, poems, statues, paintings, and other examples of the local cultural heritage including expressions of culture in the local community and other communities. [2.15A] * *LOD ** B) Explain the significance of selected stories, poems, statues, paintings, and other examples of the local cultural heritage. [2.15B] * *D ** 2.16 The student will compare traditions, customs, family roles, and responsibilities of his/her culture with those of others. A) Describe similarities and differences among families in different neighborhoods and communities. * *BIG ** B) Determine how cultural factors influence daily life. * *BIG ** 1.17 The student understands boy ! science and technolo have affectec; life, past and present. A) Tech: Describe how science and technology have changed communication, transportation, and recreation. [2.16A„ (IT * B) Tech: Describehm science and technology have changed the ways ! which people meet basic needs 2.16B F;:UT, ".l Tech: Follow the district:' r 1.. pnli 1,1A I * * ** 1.18 The student applies critical- .:_. ,...� thinking skills to organize ;, and use information acquired from a variety of so urces ncluding electronic technology. :. A) Obtain information about a topic using a variety of oral sources such as conversations, interviews, and music. [2.17A] * *D ** "Science and Technology Perst>'ectivi - The student will understand and evaluate how science and technology have effected civilizations in the past, present, and the future. I I Social Studies Skills - The students will become critical and creative thinkers capable of obtaining information from multiple sources in order to communicate effectively in a variety of settings. L.) Sequence and categorize I 1 information. [2.17D] * *P ** I 7 E) interpret oral, visual, and print material by identifying the main idea, predicting, and comparing and contrasting. [2.17E] * *BIG ** 2.19 The student communicates in written, oral and visual forms. A) Express ideas orally based on knowledge and experiences. [2.18A] * *OT** 1 B) Create written and visual material such as stories. poems, maps, simple graphs and graphic organizers to express ideas. [2.18B] **TR ** 2.20 The student uses problem - solving and decision- making skills, working independently and with others, in a variety of settings. A) Use a problem- solving process (especially Super 3) to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and iimplement a solution, and evaluate the effectiveness of the solution. [2.19A] * *UAQ ** B) Use a decision - making process (especially Super 3) to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision. [2.19B] * *UAQ ** Carrollton - Farmers Branch ISD Curriculum Record Sheet Second Grade Teacher. 3) Obtain information about a topic using a variety of visual sources such' as pictures, graphics, television, maps, computer software, Literature reference sources (including atlases)„ and artifacts. [2.17B] **TR ** C) Use various parts of a sow; including the table of contents,: tlossary, and index, as well as keyword computer searches, to locate informatiot. "2.17C R''LOC', ** • TEKS Correlations are identified by [brackets]. * Depth and Complexity are in * *asterisks * *. Page 9 of 20 Carrollton - Farmers Branch !SD Curriculum Record Sheet Fifth Grade Teacher. A) Read from a variety of self - selected and assigned genres, including classic and contemporary works, for pleasure, to acquire information, to appreciate the writer's craft and to discover models for his/her own writing. Reading 6(5.12C) [5.8A,B,C; 5.10B; 5.I2C; ESL 5.29C] **TR ** B) Use multiple reference aids ( dictionary, thesaurus, technology) to locate or clarify meanings. [5.6C; 5.9C) * *LOD ** C) Interpret the meaning of figurative language, multiple meaning words, and content area vocabulary_ Reading 1(5.9B) [5.9B,E] * *LOD ** D) Comprehend on a literal level by recognizing and recalling stated main ideas, details, sequence of events, cause and effect. Reading 2(5.10E,F); 3(5.IOF); 4(5.10E) [5.10E,F; ESL 5.29K] * * ** E) Comprehend on an inferential level and support with evidence from the text by inferring the main idea and cause/effect relationships, by drawing logical conclusions, and by making generalizations. Reading 5(5.1OH); 3(5.10E); 4(5.10E);5(5.11C); 5(5.13G) [5.10E,F,H; 5.13G) * *D * * F) Comprehend on a critical/evaluative level by distinguishing fact from opinion and by recognizing the author's purpose and point of view. Reading 6(5.10J) [5.10J; 5.12J] * *UAQ ** G) Paraphrase and summarize text to recall, inform, or organize ideas. Reading 3(5.10G) [5.100) * *P** H) Recognize the distinguishing features of genres (including biography and autobiography, historical fiction, informational texts, and poetry) and literary forms (such as stories, poems, myths, fables, tall tales, limericks, and plays). 6(5.12C) [5.2D,G; 5.12C] * *D ** Nil * TEES Correlations are identified by [brackets). * Depth and Complexity are in * *asterisks * *. Page 23 of 25 I) Recognize similarities and cifferences in texts in order to oompare and contrast organization, aemes, and treatments across literary ersions and across issues and cultures. Reading 4(5.11D) [5.101; ,5.11D; 5.12B,E; 5.14C) **PM** J) Understand and identify literary terms such as title, author, illustration, laywright, theater, stage, act ialogue, and scene across a variety of terary forms and texts. [5.12F] * ** K) Recognize and analyze character its and elements of story structure to comprehend narrative text. Reading 2.(5.121); 5(5.12H) 5(5.121) [•.12H,1] * *P** L) Determine distinctive and co mmon characteristics of cultures ough wide reading. [5.14B] .6 Responding to text The student esponds thoughtfully to texts to ,evelop a deeper understanding of rimself/herself, others, and the world laround him/her. D) Develop drafts. Writing L r ** 4(8.15H); 2(8.15H); 3(8.15H); M) Tech Use networkin ; 2(8.18B); 4(8.18B) [5.19B; ESL terminolo> v such as on- line,network ) :5.30F,G,H] * * ** assword, remote I,r] * * ** A) Respond to text in different ways to demonstrate understanding such as by offering observations, making connections, judging the internal logic, interpreting, and raising questions. Reading 4(5.11A) [5.11A; 5.12A] * *UAQ ** B) Interpret/represent information d ideas from text in different ways; i e., through discussion, enactment, 'ting, graphic organizers, descriptions. [5.10D,L; 5.11B] * * ** C) Answer questions about text that !present different types (true - false, nultiple choice, open ended) and evels of thinking (literal, inferential, ritical). [5.10K] * * ** D) Use own knowledge and xperience to comprehend, to support esponses, and to make personal z nnections. [5.10A; 5.11C; ■.14A] * * ** Writing - The student effectively uses written :language to communicate for a variety of purposes and audiences. 5.7 Effective Writing. The student :makes strategies use of the writing ;process to write for a variety of 'purposes and audiences. } A) Write to express. discover, :record, develop, reflect on ideas, and to problem solve using jou nal letter, ;narratives, poems, etc. to suit own ;purpose. Writing i(R.15F) [5.15F: 5.l5A) * * ** B) Generate ideas and use appropriate prewriting strategies to plan writing. [5.19A; ESL 530B,C) * * ** C) Analyze published examples as 'models for writing. [5.20D) * *TR ** E) Revise drafts by adding, :elaborating, deleting, combining, and i prearranging text for coherence, I :progression and logical support of :ideas. Writing 3(8.17D,F,G,H); 4(8.18B); 5(8.18C); 4(8.18C,D); 2(8.18C,D); 4( [5.19C,D; ESL 15.30A,E] * * ** pieces frequently for selected and assigned audiences. 1(8.15E); 2(8.15H); 2(8.18C,D) [5.19G] * * ** F) Proofread and edit drafts for spelling, sentence structure, conventions, and usage in drafts. Writing 1(8.15E); 3(8.16B); 3(8.18E,H); 7(8.16B,C,F); 7(8.17A,G); 7(8. [5.19E,H; ESL 530A,D) * * ** G) Select, refine, and "publish" ' I) `..'se -:.`_ -ence ;rink 'td available tology ,..., uding tail and conventional mail) to support the writing process and to communicat . with others. [5.17C; 5.19FGI;5.22B] * * ** I) Write stories or poems to entertain using literary, devices such as dialogue, figurative language, suspense. Writing 1(8.15E,F) [5.15D,E,F,G) * * ** Carrollton - Farmers Branch ISD Curriculum Record Sheet Teacher. Fifth Grade Page 24 of 25 K) Write persuasively to influence, argue, request Writing 1(8.15B); C) Write legibly by selecting 2(8.15H); 2(8.18B); 3(8.15H) cursive or manuscript as appropriate [5.15B,Hj * *POV ** Ira inform, such as to explain, describe, t L) Respond constructively to the j 1 sport, and narrate. [5.16A] * * ** !writing of others. 3(8.18H); 7(8.18H) D) Bit: Spell accurately with I5.20B) * * ** accents and dieresis marks in final crafts [5.17 Dii] * * ** 1.9 Reflecting on writing: The t dy w th other ,_ 4i v rllett•:of ech Use te:chnoloor terminology appropriate to the task [blA] * * ** 3) Tech: Save and delete files, use tienu options, and commands, use more than one software t fb1B] * * ** P) Tech. Access remote equipmen a network, such as a 1E * * ** 3) Tech: Use a variety of inpu levices_ such as mouse and keyboard! cn R nt, I [b2A] * *** .2 1 1'. },•_ T Tc� nerwr kwTer+arx)rnw S) Tech: Demonstrate appropnaw xevba rdi� ,g ;peed on short times x.. > denending on the grade whim * * ** Lis: vcrt± tenses sucb r,.ic itc.fittut'c. iictent at,ppe f:c.t, and t'Mustc cel >[I)i15.l $4 ;. .wK. dventions tr: The �ihe con s of written gua t d ornate e i 1y and nimunicate A) Write using increasingly accurate/sophisticated capitalization, punctuation, grammar and sentence constructions. Writing 5(8.17A,B); 3(8.17A -H); 2(8.16B); 4(8.17D,E); 6(8.17C,D,F,H); [5.16B; .18A,B,C,D,E,F,G,H; ESL 5.30A,B,C,D,E,F,] * *** 7 * TEKS Correlations are identified by [brackets]. * Depth and Complexity are in * *asterisks * *. B) Write with increasingly accurate using the classroom spelling word wall and other resources. Writing 3(8.16C,D); 7(8.16C,F) [5.17A,B,C,D] * * ** 11J I student assesses and reflects on his/her progress as a writer. A) Write to reflect on ideas, to 'scover, and to problem solve. (8.15H); 2(8.18B); 4(8.15H) .15C] " * ** . B) Apply criteria to evaluate writing. 3(8.18E,H); 7(8.18H) '[520A] * *UAQ ** C) Evaluate one's own writing for activeness and suitability for and audience. [5.20C] * * ** I D) Review a collection of his/her writing to monitor growth as a writer and set goals for improvement [5.20E] **TR** C) Tech: Interpret information an ideas presented in print. visual, ti aphis. and electronic formats': [ .23B; ESL 5.31F] * * ** _L 1 viewing and Representing - The student interprets and produces.nontextual visual information to comprehend -and respond more effectively. 1 .10 Using and interpreting visual : The student understands, terprets, analyzes, and critiques ual media. A) Describe how illustrator's choice cf style, elements, and media help to r'present or extend the text's meaning. [5.23A; ESL 5.31 A,B] 11 *R ** � I) Tech: Compare contras ififormation and points of view across. variety of visual and electronic dia. [5.23C 5.24A B; ESL - 27D,F; 5.31C * *POV ** rroaucing'visuat meuta: lite student produces visual media to communicate for a variety of purposes. A) Tech: Produce. select. and 7 organize: visuals to extend the meannnc 3f a product or presentation. [5.25A. ESL 5.31E,G] *"** 'B) Tech: Produce communication; 'uch as a class newspaper, report --Presentation using technology of r7nnrrinri2 to ,nori ;a IC '7CR J * * ** .information ° Litera'y - The student accesses, evaluates, organizes, and uses information from a variety of sources. 5.12 Gathering and usint . information through research: The .;tudent generates research questions and conducts research usint °Information from various sources A) Organize prior knowledge about a topic in order to raise questions for further study [5.21B] * *UAQ ** B) Raise, evaluate, and revise questions for investigations related to personal interests or units of study. [5 13A,H; 5.21A,F] * *UAQ ** ) Tech: Take notes from a vane/ pf purees including speakers, prin. sources, and on line searches. [5.21C1 * * ** 17) Teen: to organize, and interpret information using parts of a )ook, text features (headings, tables, graphs ttc.) and electronic sour„ [5.21D] * * ** 5.13 Synthesizing, producing, and presenting: The student synthesizes ' gathered information to create a ► f e :pr oduct or presentati on. j Tech ummer* antd 1 Clt s oa from infirm gathered Drt and electronic sources 1115.13E,G; 5.21D] * *UAQ ** € B) Produce research projects and 'reports using visuals to support meaning/effectiveness. [5.13F] * * ** sent information it: ous forms using availabk x [5.21E; ESL 5.31E,F,G] * * ** Carrollton - Farmers Branch ISD Curriculum Record Sheet Fifth Grade Teacher. A) Explain selected patriotic symbols and landmarks such as the Statue of Liberty, the Washington Monument, Jefferson and Lincoln Memorials and the White House and political symbols such as the donkey, 'elephant and Uncle Sam.. [5.18A] B) Sing or recite The Star - Spangled Banner and explain its history. [5.18B] * *LOD ** C) Recite and explain the meaning of the Pledge of Allegiance. [5.18C] * *LOD ** D) Describe the origins and I significance of national celebrations such as Memorial Day,Labor Day, and Columbus Day. [5.18D1 * *D ** 5.19 The student understands the importance of individual participation in the democratic process. A) Explain how individuals can 'participate in civic affairs and political parties at the national level. [5.19A] * *R ** importance of effective leadership in a democratic society. governments, including the president and selected members of Congress, and their political parties. [5.20A] * *LOD ** * TEKS Correlations are identified by [brackets]. * Depth and Complexity are in * *asterisks * *. Page 19 of 20 B) Analyze the role of the individual in national elections. [5.19B] * *P ** C) Identify significant individuals such as Cesar Chavez and Benjamin Franklin who modeled active participation in the democratic process. [5.19C] * *D ** D) Explain how to contact elected and appointed leaders in the national government. [5.19D] * *D ** 5.20 The student understands the A) Identify leaders in the national B) Identify and compare leadership qualities of national leaders, past and present. [5.20B] * *OT** 5.21 The student understands the fundamental rights of American citizens guaranteed in the Bill of Rights and other amendments to the U.S. Constitution. A) Summarize the reasons for the creation of the Bill of Rights. [.5.21A] * *P ** B) Describe important individual rights including freedom of religion, !speech, and press and the right to assemble and petition the f,ovemment. [5.21B] * *R ** C) Describe important due process tights including trial by jury and the right to an attorney. [5.21C] * *R ** D) Summarize selected 'amendments to the U.S. Constitution cn as those that extended the voting ghts of U.S. citizens. [5.21D] *POV ** A) Identify significant examples of art, music, and literature from various Periods in U. S. history. [5.22A] *D ** B) Explain how examples of art, music, and literature reflect the times curing which they were created. 15.22B) * *OT** 5.23 The student understands the contributions of people of various racial, ethnic, and religious groups to the United States. A) Identify the similarities and cifferences within and among selected racial, ethnic, and religious groups in the United States. [5.23A] * *POV ** B) Describe customs, celebrations, and traditions of selected racial, ethnic, and religious groups in the United States. [5.23B] * *D ** C) Summarize the contributions of r eople of selected racial, ethnic, and religious groups to our national identity. [5.23C] * *BIG ** Cultural Perspective - The student will appreciate and resPect cultures and cultural 4ifferences in order to live in a diverse society. J.22 The student understands the relationship between the arts and the t mes during which_ they were created. il 1 Science and Technology Perspective - The student will understand and evaluate how science and technology have effected civilizations in the past, present, and the future. 5.24 The student understands the impact of science and technology on life in the United States. A) Describe contributions of famous inventors and scientists such as Neil Armstrong, John J. Audubon, Benjamin Banneker, Clarence Birdseye, George Washington Carver, Thomas Edison, and Carl Sagan. [5.24A] * *D ** B) Identify how scientific discoveries and technological innovations such as the transcontinental railroad, the discovery of oil, and the rapid growth of technology industries have advanced the economic development of the United States. [5.24B] * *OT** C) Explain how scientific discoveries and technological innovations in the fields of medicine, communication, and transportation have benefited individuals and society in the United States. [5.24C] * *POV ** D) Analyze environmental changes brought about by scientific discoveries and technological innovations such as air conditioning and fertilizers. [5.24D) * *POV ** E) Tech: Predict how futun scientific discoveries and technological innovations could affec . life in the United States; [5.24E] *.OT ** N 1 ea: 'Understan iiindfello �v iccentan e Ise pout r. [1)3A] * *PoV ** Social Studies Skills - The students will become critical and creative thinkers capable of obtaining information from multiple sources in order to communicate effectively in a variety of settings. 5.25 The student apphes critical thinkin ; ;kills to organize and use information acquired from a variety of, Sources including electronic .teennoiog r. Carrollton - Farmers Branch ISD Curriculum Record Sheet Teacher. A) Differentiate between, locate, and use primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; and artifacts to acquire information about the United States and Texas. [5.25A] * *LOD ** B) Analyze information by sequencing, categorizing, identifying cause - and - effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, le valuating the credibility of a source and drawing inferences and conclusions. [5.25B] * *P** �) Organize and interpre information in outlines, reports databases, and visuals includin;; graphs, charts, timelines, and maps. [5.25C] * *LD ** D) Identify different points of view about an issue or topic. [5.25D) * *POV ** E) Identify the elements of frame of I reference that influenced the participants in an event. [5.25E] * *D ** F) Use appropriate mathematical skills to interpret social studies information such as maps and graphs. [5.25F] * *LOD *` 5.26 The student communicates in written, oral, and visual forms. A) Use social studies terminology correctly. [5.26A] * *LOD ** B) Incorporate main and supporting ideas in verbal and written communication. [5.26B] * *LOD ** C) Express ideas orally based on research and experiences. [5.26C] * *D ** D) Create written and visual material such as journal entries, reports, and graphic organizaer, outlines, and bibliographies. [5.26D] * *D ** E) Use standard grammar, spelling, sentence structure, and punctuation. [5.26E] * *LOD ** * TEKS Correlations are identified by [brackets]. * Depth and Complexity are in * *asterisks * *. Page 20 of 20 Fifth Grade L� I- I 1 .27 The student uses problem - olving and decision - making skills, working independently and with others, in a variety of settings. A) Tech :: Apply. a problem solvin , ro ess (especially Big 6) to identif + a t zither information, list and gonsidei options, consider advantages; nd disadvantages, choose and >C: :.:,aluate the IIGt+U YGIipJ Vl LUG Willa at 5. 15.27A] * *BIG ** B) Tech: Use a decision: �- rocess (especially Air s .tuation that reouir a ither information, i urea] :t :onseuu i eS, a...+ .d tzi =mien ent i aedf j n. A: * *BIG ** ATe>r\cLx . S. Riverchase Staff Survey Technology Pre/Post Assessment May 2002 1. Approximately how many hours a week did you take your class to the main computer lab this year? 0 1/2 1 2 3 2. Below is a list of technology hardware items available for classroom instruction. Indicate in the blank the number of times each item has been used by you as the instructor during the year. i.e. 3 Television This would mean you had used the t.v. on three separate occasions to support classroom instruction during the course of the school year. televison digital projector scanner V.C.T. computer student remote response system digital camera printer video camera 3. List ways you have used technology to support the educational process during non - instructional times (i.e. develop lesson plans, record keeping). 4. Use the following scale to indicate your degree of knowledge and comfort level in using the software programs listed: 0 = No knowledge 1 = Awareness only 2 = Some knowledge, very limited use 3 = Moderate degree of knowledge, have used several times 4 = Extremely comfortable, used extensively PAWS Lightspan ELLIS Kidspiration/ Inspiration I Spy Word Leap Frog Millie's Math PowerPoint House Riverdeep Access Dr. Seuss reading VITA c.d.'s Excel 5. Indicate the approximate number of hours each month the average student in your class used each of the following technology items for guided or independent learning: televison v.c.r. digital camera digital projector computer printer scanner video camera Name Grade Date