Ashley Elementary uses the Wit & Wisdom Literacy curriculum from Great Minds, a leading national curriculum. Wit & Wisdom helps students meet the expectations of standards while celebrating the job of reading and love of writing.
All K-5 scholars at Ashley read and engage with texts that are authentic and of the highest quality through four thematic units at each grade level to learn, and eventually master, essential reading, writing, speaking, listening, grammar and vocabulary. Scholars read grade-level books they love, to build knowledge of important topics and master literacy skills.
Each of the the four thematic units at each grade level artfully explore a specific topic to develop depth of understanding and inspire curiosity. In each unit, scholars engage with a selection of literary works, informational texts and visual art.
|Grade||Module 1||Module 2||Module 3||Module 4|
|K||The Five Senses||Â Once Upon a Farm||America, Then and Now||The Continents|
|1||A World of Books||Creature Features||Powerful Forces||Cinderella Stories|
|2||A Season of Change||The American West||Civil Rights Heroes||Good Eating|
|3||The Sea||Outer Space||A New Home||Artists Make Art|
|4||A Great Heart||Extreme Settings||The Redcoats are Coming||Myth Making|
|5||Cultures in Conflict||Word Play||A War Between Us||Breaking Barriers|
At Ashley Elementary, ECE-5th grade scholars use the the top-rated and nationally acclaimed math curriculum, EngageNY.Â Colorado, along with 46 other states, adopted a set of common, internationally-benchmarked academic standards in mathematics. These Common Core State Standards are important because they help all children learn the same skills. They create clear expectations for what your child should know and be able to do in key areas of mathematics.
The Common Core State Standards in mathematics articulate a progression of learning that deepens a studentâ€™s ability to understand and use mathematics. These Standards emphasize three key shifts in mathematics instruction: FOCUS, COHERENCE, and RIGOR.
In the past, students and teachers were expected to merely cover many topics in one year. In contrast, the Common Core Standards focus on key topics at each grade level to allow educators and students to go deeper into the content. Core conceptual understandings and procedures that should be emphasized at each grade level have been identified, thus enabling teachers to take the time needed to teach core concepts and procedures well â€“ and to give students the opportunity to really master them. As such, these new Standards address the problem of a previous math curriculum that was â€śa mile wide and an inch deep.â€ť
These Standards are designed around coherent progressions from grade to grade. Teachers carefully connect the learning across grades so that students can build new understanding onto foundations built in previous years. Teachers can begin to count on deep conceptual understanding of core content and build on it. Each standard is not a new event, but an extension of previous learning.
The Standards also call for rigor in conceptual understanding, procedural skill and fluency, and application. In order to build mathematical proficiency, students need to understand the math concepts (versus just how to get an answer), perform the procedures with fluency (speed and accuracy), and apply math to real world situations.
For more information about the Common Core Standards, visit www.corestandards.org.
Our goal in todayâ€™s math classrooms areÂ to make sure there is an appropriate balance between ensuring that students deeply understand the math skills and concepts on the one hand, and memorizing facts and procedures on the other hand. We want our students to be able to do mathematics, but we also want them to understand the math they are doing. We recognize that as math tasks increase in complexity, an understanding of facts, formulas, and algorithms will help them experience continued success.
We have not changed our view of the importance of basic math facts. We know that they are a foundational skill without which our students will view even simple math tasks as daunting. We have simply expanded our expectations to include understanding as an important component of our teaching of basic math facts. Our goal is both automaticity and understanding. Automaticity is studentsâ€™ ability to effortlessly recall a fact. If students are automatic, they have successfully committed the facts to memory. In addition, we want our students to understand, not simply remember, these important math facts.
Although basic math facts will be introduced, taught and practiced in school throughout the year, we need your support at home. Parents play a key role in helping children master basic facts. The following chart outlines the end of year expectations with regards to basic math facts at each grade level:
|Grade||Mastery Expected by the End of the School Year||Standard|
|1||Adds and subtracts numbers to 10||1.OA.6 Demonstrate fluency for addition and subtraction within 10.|
|2||Knows addition and subtraction facts within 20||2.OA.2 Fluently add and subtract within 20 using mental strategies|
|3||Knows basic multiplication and division facts (0-9)||3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division or properties of operations.|
|4||Multiplication and division facts (0-12)||4.NBT.5.MA.5a Know multiplication facts and related division facts through 12 x 12.|
|5||All facts should already be mastered with automaticity and should be used to solve problems.||Â|