Curriculum Framework for
Level IV Services
Advanced Academic Programs
Instructional Services
LANGUAGE ARTS
William and Mary Language Arts Units
Kendall Hunt Publishers http://www.kendallhunt.com/cfge_la/
Each unit is $73.99
Student Guide $12.99
Second grade
Beyond Words
Third grade
Journeys and Destinations
Fourth grade
Literary Reflections or Patterns
of Change
Training:
October 26
Autobiographies
Providence Presbyterian Church
9019 Little River Turnpike
Persuasion
Fairfax, VA
Fifth grade
Sixth grade
Language Arts
 Concept-based instruction e.g., change,





patterns
Pre- and post-assessments for literary
analysis and interpretation, persuasive
writing, and grammar
Portfolio of writing assignments, literature
and vocabulary webs, other work
Research project and oral presentation
Response journal
Unit evaluation
Reading Above
http://www.gifted.uconn.edu/SEMR/about/home.html
• developed to increase reading challenge and enjoyment
for all students
• challenge talented readers
Phase I – Exposure
Teachers select literature to read aloud to students, interspersed with higher-order
questioning and thinking skills instruction. Bookmarks (on 24/7) that feature guiding
questions to help frame the class discussions for read aloud.
Phase II – Training and Self-Selection
Teachers coach students to select books that are slightly above their current reading level
and the appropriate match is continually assessed through regular conferences.
Phase III – Interest and Choice Components
Students move to self-directed learning to explore interest in reading such as creative
and critical thinking in language arts, writing, interest centers, etc.
Bookmarks are available on ES Advanced Academic 24/7 site.
Training:
October 23
Providence Presbyterian Church
9019 Little River Turnpike
Fairfax, VA
Jacob's Ladder Reading Comprehension Program
$ 39.95 each
http://www.prufrock.com/searchproducts.cfm
Teaches reading comprehension skills in learners by
moving students through an inquiry process from basic
understanding to critical analyses of texts
Ladder A
Sequencing
Cause and Effect
Consequences &
Implications
Ladder B
Details
Classification
Generalization
Ladder C
Elements
Inference
Theme/Concept
Training:
October 23
Providence Presbyterian Church
9019 Little River Turnpike
Fairfax, VA
Training:
Designated Monday
October 1st
Socratic Seminar –
ES Advanced Academic 24/7 site and/or
Advanced Academic Programs Office – video in
Best Practices
Junior Great Books – for Socratic Seminar
The Great Books Foundation
http://store.greatbooks.org/index.php?cPath=1_28_38
The Great Debate – ES Advanced Academic
24/7 site and/or Advanced Academic Programs Office
video in Best Practices
Michael Clay Thompson Vocabulary and Word Study
Latin and Greek stems are presented as a system of
thinking, a way of building, analyzing, spelling,
pronouncing, using and choosing words.
Vocabulary Program grades 3 - 8
Royal Fireworks Press
http://www.rfwp.com/mct.php
Grade 3 – Building Language
Grade 4 - Caesar’s English I
Grade 5 – Caesar’s English II
Class sets of 25 or more $14.00 each
(includes free teacher manual)
Grade 6 - The Word Within the Word
Volume I
Class sets of 25 or more $18.00 each
(includes free teacher manual)
Training:
October 31, November 1
Leis Center-room 1
Project M2 : Mentoring Young
Mathematicians
Project M2:
Teacher Guides are $84.99
student guide $6.49 each
http://www.kendallhunt.com/m2/
 A series of six K-2 units (2 per grade) with
focus on Geometry and Measurement
(both concepts that recently were
identified in the Curriculum Focal Points
(NCTM, 2006) as key areas to be
emphasized in these grades)
 Designed to foster inquiry and engage
students in critical thinking, problem
solving and communication.
Training:
September 25
Virginia Hills-multipurpose room
Project M3 : Mentoring Mathematical Minds
Project M³: Mentoring Mathematical Minds units and materials
4 units per grade level for grades 3, 4, and 5 order from Kendall Hunt
teachers guide $77.99
student guide $6.49 each
http://www.kendallhunt.com/m3/
•NCTM content and process standards
•Strong emphasis on verbal and written communication
•Critical and creative thinking as students problem solve, reason,
and justify their solutions
Students in the role of a mathematician - encouraged to discuss
their ideas and discoveries as well as write about them in
their Mathematician’s Journals
Assessments
•Unit Test for pre and post assessment
Training:
November 27, 28, 29 •Unit Test Rubric
•Check-ups for ongoing assessment
Virginia Hills
multipurpose room
Project M3
Mentoring Mathematical Minds
Research Results
 Consistent significant gains on all units for all
groups
 Consistent significant gains on standardized
tests at all grade levels
 Significant gains for two cohorts across grades
3-5 over a comparison group of like abilities
from the same schools
Math Challenges/Competitions

Continental Math League

Math Olympiads

Virginia Mathematics League

Math Counts – 6th grade
SOCIAL STUDIES
William and Mary Social Studies Units
Grades 3
Egypt and China
Grade 4
Building a New System: Colonial America 1607-1763
The World Turned Upside Down:
The American Revolution
Grade 6
A House Divided? The Civil War: Its Causes and Effects
The Road to the White House:
Electing the American President
Kendall Hunt $57.99 each for the teacher edition
http://www.kendallhunt.com/K12ProgramComponents.aspx?id=3615
Training:
October 25
Providence Presbyterian Church
9019 Little River Turnpike
Fairfax, VA
Historical Thinking for Students
 Chronological and spatial thinking
 Use of evidence
 Multiple perspectives and diversity
 Historical Interpretation
 Historical Analysis and Significance
The College Board
Paul’s Reasoning Model
Colonies Declare Independence from England
Who are the
Stakeholders?
What is their
point of view?
What are
assumptions
of each
group?
What are the
implications of
these views?
Elements of Reasoning
Purpose/
Goal
Point of
View
Assumptions
Implications/
Consequences
What would we have to think
Issue/
Problem
Beliefs, understandings, “taking for granted
about if…
Concepts/
Ideas
Inferences
Conclusions, reasons to support point of view*
Evidence/Data
Ideas, main topics, what the
assumptions are about
Information, details, facts, experiences
-- Paul, 1992
”
Training: October 10 Hayfield Secondary
lecture hall
Document Based Questions
http://www.dbqproject.com/
Teacher Resource Binder - $375.00
Mini-Qs in American History
Grades 4 & 6
Mini-Qs in World History
Grades 3 & 5
Teaching with Primary Sources http://www.tpsnva.org/
Interact Simulations order online http://www.interactsimulations.com
range from $40 - $70 for each one
Teacher feedback on DBQ
A surprise for me was the popularity of the essay writing.
None of the students had written such a long piece before
and rarely had they been asked to cite evidence for their
statements. Doing so made them feel grown up. You’ll
notice some are citing docs even in their responses to the
survey I made! They thought they sounded pretty smart. It’s
obviously a first effort but they might continue to sound
pretty smart if they continue to examine everything they
read as closely as they’ve learned to do and consider what
basis in fact they have for their opinions.
SCIENCE
Training:
September 26
Leis Center-room 1
K- 3
Project Clarion Units from William and Mary
e.g., Invitation to Invent and What’s the Matter on FCPS 24/7
Order from Prufrock Press $39.95
http://www.prufrock.com/searchproducts.cfm
3-6
William and Mary Problem-based Science Units
Order from Kendall Hunt $57.99 each
http://www.kendallhunt.com/K12ProgramComponents.aspx?id=3614
Where’s the Beach?
Electricity City
Something Fishy
Nuclear Energy
Friend or Foe?
grade 3
grade 4
grade 5
grade 6
Training:
December 5
Leis Center
room 20
Features of Problem-Based Learning
 Learner centered
 Real world problem
 Teacher as tutor or coach
 Emphasis on collaborative
teams
 Metacognition
 Alternative assessments
An Ill-Structured Problem
You are the supervisor of the day shift of the Virginia State Highway Patrol in Fairfax,
Virginia. It is 6:00 a.m. on a steamy June morning. You are awakened by the
ringing phone. When you answer you are told, “Come to the overpass on 495 E near
Tysons Corner. There has been a major accident and you are needed.”
Quickly you dress and hurry to the overpass. As you approach the bridge, you see
an overturned truck that is completely blocking both eastbound lanes of the freeway.
You see “CORROSIVE” on small signs on the side and rear of the truck. The truck
has lost at least one wheel and is resting on the freeway guard rail. There is a large
gash in the side of the truck; from this gash, a clear liquid is running down the side
of the truck, onto the road, and down the hill into the creek. Steam is rising from
the creek. All traffic has been halted and everyone has been told to remain in their
cars. Many of the motorists in the traffic jam appear to be angry and frustrated.
Police officers, firemen, and rescue squad workers are at the scene. They are all
wearing coveralls and masks. The rescue squad is putting the unconscious truck
driver onto a stretcher. Everyone seems hurried and anxious.
Performance-based Assessments
• Assess authentic performance
– Conceptual Understanding
– Scientific Investigative and Reasoning
Process
– Science Content Attainment
• Embeds assessment throughout unit
– Assessment “Look Fors”
• Pre and Post Assessment
– To plan instruction
– To measure growth
– Rubrics for scoring
22
Critical Thinking Skills in
Science
Students
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Practice scientific investigation and reasoning
-
Describe evidence or data supporting a point of view
-
Formulate and test hypotheses
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Draw conclusions based on data (inferencing).
-
Predict consequences.
-
Create products that replicate and extend the work of
experts in the field.
Creative Thinking Skills in
Science
Students
- Develop fluency when sharing and expressing
ideas.
- Develop flexible thinking.
- Elaborate on ideas presented in oral or written
form.
- Create products that replicate and extend
conceptual understandings.
Wheel of Scientific Investigation
25
National Geographic JASON
Curriculum
http://www.jason.org/public/whatis/start.aspx
Grade 4
Monster Storms (Weather)
Grade 5
Tectonic Fury (Geology)
Grade 6
Infinite Potential (Energy)
Training: September 28,
October 5, October 19, & November
16
Centreville Elementary science lab
The JASON Project is designed to develop 21st century skills using JASON curricula.
It:
• Motivates and inspires students using JASON's unique "great explorers and great
events"
• Incorporates hands-on, inquiry-based lab investigations
• Integrates technology and multimedia into lesson plans