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Brownsville Independent School District 2015 Elementary Summer School Program Handbook BISD does not discriminate on the basis of race, color, national origin, sex, religion, age, disability or genetic information in employment or provision of services, programs or activities. BISD no discrimina a base de raza, color, origen nacional, sexo, religión, edad, discapacidad o información genética en el empleo o en la provisión de servicios, programas o actividades

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Brownsville Independent School District

2015 Elementary Summer School Program Handbook

BISD does not discriminate on the basis of race, color, national origin, sex, religion, age, disability or genetic information in employment or provision of services, programs or activities.

BISD no discrimina a base de raza, color, origen nacional, sexo, religión, edad, discapacidad o información genética en el empleo o en la provisión de servicios, programas o actividades

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Table of Contents PK-5 Elementary Summer School Program Description 2 Grades 1 -5 Student Eligibility 3 Grade 5 Student Success Initiative (SSI) 4 Pre Kinder / Kinder Curriculum Overview 5 Grades 1-5 Instructional Program 6 Summer School Informal Classroom Visits 7 Grading and Assessment Procedures 9 PK – 5 Staff and Student Schedules 10 2015 Summer School PreKindergarten and Kindergarten Schedules 11 Grades 1- 5 and Grade 5 Student Success Initiative (SSI) Student Daily Schedule 12 Summer School Administrator/Lead Teacher Responsibilities 13 Security and Safety Procedures 14 Elementary Summer School 2015 Timeline 15 Summer School Data Entry Clerk and Secretary Timeline 17 Human Resource Department Timeline 18 Summer School Administrator and Lead Teachers 2015 Timeline 18 Summer School Administrator and Lead Teacher Meeting Agenda 19 Notice of Employment PK / K Bilingual Summer School Program 20 Notice of Employment Grades 1 – 5 Summer School Program 26 Notice of Employment Grade 5 Student Success Initiative (SSI) Summer School 27 Elementary Professional Staff Development Grades 1 – 5 28 Elementary Professional Staff Development Grade 5 Student Success Initiative (SSI) 29 Elementary Summer School Orientation and Preparation Recommended Agenda Topics 30 Elementary Secretary Notice of Employment 31 Supplemental Duty Composites Summer School Schedule 33 Pre Kinder / Kinder Grade Sheet 35 ELPS – TELPAS Proficiency Level Descriptors 36 Grades 1 – 5 and Grade 5 SSI Program Grade Sheet 37 Bilingual Prekinder Mid-Term and End of Session Reports 38 Bilingual Kindergarten Mid-Term and End of Session Reports 42 Grades 1 – 5 Mid-Term Summer Progress Report 46 Grades 1 – 5 Notificación de Informe de Progreso 47 Grades 1 – 5 End of Program Student Report 48Grade 1 – 5 Notificación de Informe de Progreso Final 49 Grade 5 SSI End of Program Letter 50Grade 5 SSI Notificación de Fin de Programa 51 Grades 1-5 End of Program Campus Report 52 2015 Bilingual Summer School Administrator Clearance List 53 Grade 5 SSI Summer School Administrator and Lead Teacher Clearance List 54 Grades 1 – 5 Summer School Administrator and Lead Teacher Clearance List 55 2015 End of Summer School Program Survey - Certified Personnel 56 2015 End of Summer School Program Survey - Classified Personnel 57

Appendix A – Student permission slips (English and Spanish)

Appendix B - PK / K Summer School 2015 Lesson Plans

Appendix C - Grades 1-5 Summer School 2015 Lesson Plans Appendix D – Grade 5 SSI Summer School 2015 Lesson Plans Appendix E – Instructional Supplies Appendix F – Custodial Supplies

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PreK–5th Elementary Summer School Program PROGRAM OVERVIEW: To provide a series of programs for all students who need summer instruction and credit for grade advancement.

I. BILINGUAL A. Bilingual Enrichment Program for current and pre-registered identified English Language Learners entering Kindergarten

and 1st grade in the 2015 – 2016 school year; B. Prekindergarten and Kindergarten English Language Learners Currently enrolled:

1. PREKINDERGARTEN: Currently enrolled identified Prekindergarten English Language Learners eligible for Kindergarten the 2015-2016 school year.

2. KINDERGARTEN: Currently enrolled identified Kindergarten English Language Learners eligible for 1st grade for the 2015-2016 school year.

C. Pre-Registered for Kindergarten and 1st grade for the 2015-2016 school year and NOT currently enrolled in BISD. 1. PREKINDERGARTEN: Children identified and Pre-registered for Kindergarten as English Language Learners with parental approved placement into the Bilingual program from the 2015-2016 school year are eligible for summer school. 2. KINDERGARTEN: Children Identified and Preregistered for 1st Grade as English Language Learners with parental approved placement into the Bilingual program for the 2015-2016 school year are eligible for summer school.

D. Grades 1-5 Summer Program is for district students who failed to be promoted based on District Policy EIE Local. 1. In grades 1 through 5 2. Dyslexia students who are deemed eligible by the Section 504 committee. Dyslexia teachers will be available at each site to work in

conjunction with summer school teachers to provide additional support for eligible dyslexia students. NOTE: Students who failed to be promoted due to excessive absences are not eligible for this program. C. Student Success Initiative (SSI) Program is for students who failed to meet the SSI Requirement in grade 5 during the 2014-2015

school year. Accelerated Instruction will be provided for the third STAAR Administration in Reading. Priority for summer 2015 are the 5th grade students who did not pass the 2015 STAAR Reading. SSI preparation classes will begin on Tuesday, June 9th and will end on Friday, June 26th. SUMMER SCHOOL PROGRAM SITES (12)

*TRANSPORTATION: Parents will be responsible for transporting their children to and from their zoned Elementary campus. BISD will provide transportation

to and from the zoned Elementary campus to the assigned summer school site. Registration may be extended upon administrative review. Please contact Bea Garcia (Elementary) at (956) 547 – 7350 or Sylvia Senteno (Secondary) at (956) 698 – 0103.

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DAILY SCHEDULE Breakfast……..…………………………………………………………………………………………………………………………………………………………….………………….……7:30 am –8:00 am Classes………………………………………………………………………………………………………………………………………………………….……………………………........8:00 am – 11:30 am Lunch………………………………………………………………………………………………………………………………………………………………………………...............11:30 am – 12:00 pm Classes……………………………………………………………………………………………………………………………………………………………………..…..….................... 12:00 pm – 4:00 pm

STAAR ADMINISTRATION The summer testing is only for students who are required to retest.

Tuesday, June 23rd - STAAR 5th Grade Reading NOTE: Students must present valid school or government issued identification to enter the test site.

Electronic devices are not allowed in the testing rooms. Possession of an electronic device will invalidate the test.

CALENDAR First class day……….……………………………………………………………………..…………………………………………………………………………………………….…….Tuesday, June 9 Grade 5 SSI last class day .………………………………………….…………………………………………………….………..……………………….………………..………..….…Friday, June 26 PK – 5 last class day……………………………………………. …………………………………………………….………..………………………………………………………...……Thursday, July 2 Class Sessions……………………………………………………………………………………………..……………….…………..……………………………………..…….….…Monday – Friday

CAMPUS(ES) SITE

Peña El Jardin

Vermillion

El Jardin

Perez Egly

Victoria Heights

Egly

Southmost Aiken Garza

Garza

Yturria Keller Ortiz

Villa Nueva

Keller

CAMPUS(ES) SITE

Champion Gonzalez

Champion

Cromack Castañeda Del Castillo

Morningside

Cromack

Hudson Paredes

Hudson

Martin Sharp Skinner

Skinner

CAMPUS(ES) SITE Benavides

Pullam Garden Park

Russell

Benavides

Brite

Palm Grove

Brite

Burns Breeden Gallegos

Gallegos

Canales Longoria Putegnat Resaca

Putegnat

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GRADES 1-5 STUDENT ELIGIBILITY

• BISD students who failed to be promoted based on district policy EIE Local. • in grades 1 through 5; or • Content Mastery, Resource, and Inclusion students who are deemed eligible by the ARD committee. • Dyslexia/504

A student new to the district for the current year must have been in attendance for at least one complete six weeks/ marking period and meet the district’s retention criteria.

BISD does not grant social promotion. In grades 1-5, promotion to the next grade shall be based on a yearly average of 70 or above in each of the following: Reading, Language Arts, (English / ESL, Spelling, and Writing), Mathematics, Science, and Social Studies.

NOTE: Students who failed to be promoted due to excessive absences are NOT eligible for this program.

PROMOTION REQUIREMENTS A student who attends at least 90% (16 Days) of the summer school program and who satisfies the requirements for promotion shall be promoted to the next grade level at the beginning of the next school year, unless the student’s parent presents a written request to the school principal that the student not be promoted to the next grade level. After receiving the request from a parent, the principal shall hold a formal meeting with the student's parent and summer school program teacher. A student’s promotion or retention summer school status will require written notification (End of Program

Student Report and End of Program Campus Report) to the home campus principal by Friday, August 7, 2015. The hosting summer school administrator is responsible for submitting this report to the sending campus administrators. Once received at the sending campus, the data entry clerk will be responsible to input students’ promotion/retention status.

DESCRIPTION AND PURPOSE The purpose of the Grades 1-5 Summer School Program is to provide an opportunity for students who failed academically.

Major focus: Prepare the students to meet promotion requirements by the end of the summer school program

Goal: Provide targeted instruction in those subject(s) for which the student did not earn a yearly grade average to be promoted to the next grade level. The majority of the daily schedule will be directed towards the subject(s) that the student failed. Reinforcement of failed subject(s) may be provided through other subjects, for example, science instruction to reinforce reading/language arts.

The campus summer school administrator will work with summer school teachers on differentiation and grouping of students to maximize instruction, for example, grouping fifth grade students who need science instruction together to better support instruction.

The English Language Proficiency Standards (ELPS) will be used in accordance with the proficiency level of the English Language Learners (ELLs).

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GRADE 5 STUDENT SUCCESS INITIATIVE (SSI)

STUDENT ELIGIBILITY The Student Success Initiative (SSI) Program is for students who failed to meet the SSI Requirement in grade 5 Reading during the 2014-2015 school year. Accelerated Instruction will be provided for the third STAAR Reading Administration. Priority for Summer 2015 are the 5th grade students who did not pass the 2015 STAAR Reading.

SSI preparation classes will begin on Tuesday, June 9th and will end on Friday, June 26th.

STATE LAW REQUIREMENTS

Under the SSI grade advancement requirements, students are required to pass the State of Texas Assessment of Academic Readiness (STAAR) grade 5 Reading test to be promoted to the sixth grade.

WHAT HAPPENS AT GRADE 5? Fifth grade students have three opportunities to pass the STAAR Reading test. If a student does not pass the STAAR Reading test, the school must provide the student accelerated instruction after each testing opportunity and the student must participate in that instruction. Parents will be notified if their child does not pass a STAAR test that is required for promotion. If a student has not passed after the second testing opportunity, a grade placement committee (GPC) is formed. The GPC, which consists of the principal, teacher, and parent or guardian, will create an instructional plan based on the student’s academic needs.

DESCRIPTION AND PURPOSE

The purpose of the Grade 5 Student Success Initiative Program is to provide accelerated instruction for students in need of passing the STAAR Reading test.

Classroom and Campus Visits

Classroom visits will be conducted by the principal, elementary summer school administrator, and the summer school lead teacher. At least two informal classroom visits will be conducted per teacher. Campus visits will also be conducted on a periodic basis by program administrators and curriculum and instruction specialists.

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2015 Elementary Bilingual/ESL Summer School Prekindergarten /Kindergarten Curriculum Overview

5

PREKINDERGARTEN KINDERGARTEN

CURR

ICU

LAR

M

ATER

IALS

/ RE

SOU

RCES

READING • Sheltered Instructional Strategies • TLI GK Routines / GK Flip Book • HMH Kindergarten Unit 1 TE/Level Books • Hampton Brown Colección de Alfarrimas • Sing and Read Spanish Alphabet and Theme

Collection (Frog Street) • Phonemic Awareness Book (Red)(Green) • Social Studies integrated through Level Books

• Two Writing Samples (Mid / Final Progress Reports) WRITING

• ELL Portfolios

MATH • Sing and Read Math Big Books

SCIENCE • Science- Internet Resources

TRANSITIONS • CD by Dr. Jean

TECHNOLOGY

• I Pad Activities

READING • Sheltered Instructional Strategies • HMH First Grade Unit 1 TE/Level Books • Esperanza • Language Enrichment • Phonemic Awareness Book (Red)(Blue) • TLI GK Routine-Flip Books • Social Studies integrated through Level Books

WRITING • Two Writing Samples (Mid / Final Progress Reports) • ELL Portfolios MATH

enVision Math

SCIENCE • Science • Zoology 100 Book Challenge

TRANSITIONS • CD by Dr. Jean

TECHNOLOGY

I Pad Activities

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GRADES 1-5

INSTRUCTIONAL PROGRAM

Summer School 2015 Lesson Plans English Language Arts:

National Geographic Summer Central Kits HMH Unit 6 1st – 5th Grade Reading Rules 1st Grade Esperanza 1st – 2nd Grades Language Enrichment 1st -2nd Grades TLI Lesson Supports 1st-5th Grade Scientific Spelling 3rd Grade

Social Studies:

Reader’s Theater Teacher Created Materials Leveled Texts 5th Grade

Math: Envision 2.0 by PearsonMath GPS Readiness Review 3rd, 4th, and 5th

Science: Teacher Created Materials Science Readers: Basics of Matter: First Grade

Neighbors in Space – Second Grade Biomes and Ecosystems – Third Grade Force and Motion – Fourth Grade Forces in Nature – Fifth Grade (Supplement)

National Geographic Ready Set STAAR – Fifth Grade The daily schedules will be adjusted according to the students’ failed subject areas.

Please see Appendix E for sample lesson plan organizer.

Weekly Assignments, Mid-Term Summer Progress Report, and End of Summer Program Reports Student assignment grades will be part of the composition for a final term grade. Mid-Term summer progress reports will be used to inform parents of the student’s academic progress. Only the failed subject area that is scored will receive a numerical grade. End of program student reports will indicate the final grade the student earned in a given subject area(s). Only those subjects that the student failed during the regular school year will be graded and used for determining if the student is promoted. This final grade will be composed of a minimum of six (6) daily assignment grades and two (2) test grades.

GRADE 5 SSI INSTRUCTIONAL PROGRAM Lesson Plans and Schedules

Reading: Benchmark Education Genre Reading and Writer’s Workshop, Newmark Learning STAAR Reading

The daily schedule will consist of accelerated Reading instruction in preparation for the summer STAAR test administration.

The TLI Grant instructional routines will support the teacher’s delivery of instruction. The Grade 5 SSI teacher will have an opportunity to offer accelerated computer lab instruction available at the hosting site.

Please see Appendix E for sample lesson plan organizer.

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PREKINDERGARTEN SUMMER SCHOOL PROGRAM 2015

INFORMAL CLASSROOM VISITS Minimum Two Classroom Visits per Teacher

CAMPUS: Summer School Administrator/LT:

GRADE: ROOM NO:

TEACHER: SUBJECT: ___Reading/ Social St. ___Language Arts ____ Math ___ Science

DATE:

TIME IN:

TIME OUT: Method of Instruction: whole group sm. group individual

Students are actively

participating

Teacher differentiates

instruction

Number of

students present

Lesson Plans

implemented

Instructional

Resources utilized

Alignment to TLI

Grant Routines

YES NO

YES NO

YES

NO

YES

NO

YES

NO

COMMENTS __TLI Routines GK __HMH: Oral Language/ Shared Reading/Social St. __Writing __TLI PA/Letter Knowledge __Alfarrimas/Frog Street

Press __HMH: Shared Reading __Math Lesson/Activities __Science Lesson __Technology

Original – Appropriate Program Copy – Teacher

KINDERGARTEN SUMMER SCHOOL PROGRAM 2015 INFORMAL CLASSROOM VISITS

Minimum Two Classroom Visits per Teacher CAMPUS: Summer School Administrator/LT:

GRADE: ROOM NO:

TEACHER: SUBJECT: ___Reading/ Social St. ___Language Arts ____ Math ___ Science

DATE:

TIME IN:

TIME OUT: Method of Instruction: whole group sm. group individual

Students are actively

participating

Teacher differentiates

instruction

Number of

students present

Lesson Plans

implemented

Instructional

Resources utilized

Alignment to TLI

Grant Routines

YES NO

YES NO

YES

NO

YES

NO

YES

NO

COMMENTS __TLI Routines GK __TLI PA/Letter Knowledge __HMH: Shared Reading/Social St. __Writing __Language Enrichment __Esperanza __Writing __TIER: TPRI/TEJAS LEE Guide __Math Lesson/Activities __Science Lesson __Technology

Original – Appropriate Program Copy – Teacher

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GRADES 1-5 PROGRAM / Grade 5 SSI PROGRAM SUMMER 2015

INFORMAL CLASSROOM VISITS Minimum Two Classroom Visits per Teacher

CAMPUS: Summer School Administrator/LT:

GRADE: ROOM NO:

TEACHER: SUBJECT:

DATE:

TIME IN:

TIME OUT: Method of Instruction: whole group sm. group individual

Students are actively

participating

Teacher differentiates

instruction

Number of students present

Lesson Plans implemented

Instructional Resources

utilized

Alignment to TLI Grant Routines

YES NO

YES NO

YES

NO

YES

NO

YES

NO

COMMENTS ELA / SLA and Social Studies: National Geographic Summer Central Kits Genre Readers & Writers Workshop – 5th SSI STAAR Reading Practice – 5th SSI Reading Rules – 1st Gr. HMH Unit 6 – 1st – 5th Language Enrichment 1-2 Esperanza 1-2 Scientific Spelling-3rd TLI Lesson Supports 1-5

Math: Envision 2.0 by PearsonMath GPS Readiness Review3rd, 4th, and 5th

Science: Teacher Created Materials N a t i o n a l G e o g r a p h i c R S S

Social Studies: Reader’s Theater T C M Leveled TextS 5TH Grade

Original – Appropriate Program Copy – Teacher

GRADES 1-5 PROGRAM / Grade 5 SSI PROGRAM SUMMER 2015

INFORMAL CLASSROOM VISITS Minimum Two Classroom Visits per Teacher

CAMPUS: Summer School Administrator/LT:

GRADE: ROOM NO:

TEACHER: SUBJECT:

DATE:

TIME IN:

TIME OUT: Method of Instruction: whole group sm. group individual

Students are actively

participating

Teacher differentiates

instruction

Number of students present

Lesson Plans implemented

Instructional Resources

utilized

Alignment to TLI Grant Routines

YES NO

YES NO

YES

NO

YES

NO

YES

NO

COMMENTS ELA / SLA and Social Studies: National Geographic Summer Central Kits Genre Readers & Writers Workshop – 5th SSI STAAR Reading Practice – 5th SSI Reading Rules – 1st Gr. HMH Unit 6 – 1st – 5th Language Enrichment 1-2 Esperanza 1-2 Scientific Spelling-3rd TLI Lesson Supports 1-5

Math: Envision 2.0 by PearsonMath GPS Readiness Review3rd, 4th, and 5th Science: Teacher Created Materials N a t i o n a l G e o g r a p h i c R S S

Social Studies: Reader’s Theater T C M Leveled Texts 5th Grade

Original – Appropriate Program Copy – Teacher

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Grades 1-5 and Grade 5 SSI*

GRADING AND ASSESSMENT PROCEDURES Students will receive instruction in the subject area(s) that they failed. Instruction in all other subjects may be offered to reinforce the failed subject(s). Students will be assessed and graded only in the subject area(s) they failed at the end of the 2014 – 2015 school year (End-of-Year report cards with subjects below 70). Teachers will use the grading system designated below for a minimum of six (6) daily assignment grades and two (2) test grades.

Language Arts, Reading, Math, Science, Social Studies

1. A total of six (6) daily assignment grades per failed subject will be recorded for weeks 1, 2, and 3. A 40% weighted factor will be applied to the overall weekly assignments’ average.

Week 1 June 9-12

Week 2 June 15-19

Week 3 June 22-26

Sample Grade

70 and 75 68 and 72 81 and 73 70 + 75 + 68 + 72 + 81 + 73 = 439 ÷ 6 = 73.16 x .40 = 29.3

2. A total of two (2) test grades per failed subject will be recorded for weeks 2 and 3. A 60% weighted factor will be applied to the overall test grade average.

Week 2 June 15 - 19

Week 3 June 22 - 26

Final Grade

Sample Grade

72 85 76 72 + 85 = 157 ÷ 2 = 78.50 x .60 = 47.1

3. The final summer school grade for this example is: 29.3 + 47.1 = 76.4 ( 76 )

*Notes: Grade5 SSI teachers will be required to provide reading grades for students if the students failed reading on the report card. Grade 5 SSI teachers will focus on preparing the students for the STAAR Reading 3rd administration. The STAAR 2nd administration will serve as the pre test and the 3rd administration will serve as the post test.

RETEACHING AND RETESTING GUIDELINES (2014-2015 BISD BOARD APPROVED ELEMENTARY GRADING PROCEDURES)

If a test grade is below a 70, reteaching is required. Reteaching is a continuous process; retesting must only be done one time. Reteaching should focus on tested TEKS that the student did not pass satisfactorily. The level of difficulty of the retest must be comparable to that of the original test. Retesting after reteaching will take place only for those students who scored below 70% on the initial evaluation. The maximum grade for retesting is 70%. When retesting is done, the initial non-passing test grade will be replaced by the retest grade which is no more than 70%.

PUPIL: TEACHER RATIO

MAXIMUM MINIMUM Grades 1-5 Summer School Program 18:1 15:1 Grade 5 SSI Summer School Program 10:1

Individual classroom closures and/or consolidations will be made as needed by the end of the third day of the first week of classes.

Note: The hosting site administrator and lead teacher shall NOT release teachers until they are notified by the Curriculum and Instruction Department.

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PK - 5 STAFF AND STUDENT SCHEDULES

Beginning of Summer School End of Summer School Program Duration GradePK-5

Tuesday, June 9 Thursday, July 2 June 9 – July 2

Grade 5 SSI

Tuesday, June 9 Friday, June 26 June 9 - June 26

Staff Daily Schedule Monday – Friday Summer School Administrators ……………………………………………………………...…..7:15 am - 4:15 pm (8.5 hrs. per day)

Lead Teachers…………………………………………………………………………………….………..7:30 am – 4:30 pm (8.5 hrs. per day) Teachers……………………………………………………………………………………….……..………7:30 am - 4:00 pm (8 hrs per day) Nurses…………………………………………………………………………………………………...……7:30 am - 4:00 pm (8 hrs per day) Secretary..……………………………………………………………………………………………….….7:30 am - 4:00 pm (8 hrs per day) Data Clerks..……………………………………………………………………………….…………….…7:30 am - 4:00 pm (8 hrs per day) PK Inst. Aide....…………………………………………………………………………….………..7:30 am - 4:00 pm (8 hrs per day)

NO OVERTIME WILL BE ACCEPTED. *All summer school staff will have a 30 minute lunch.

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2015 Summer School Prekindergarten Schedule

Time Routine 7:30 – 8:00 Breakfast in a Bag

8:00 - 8:15 Interactive Writing Morning Message

8:15 - 8:30 Calendar

8:30 - 9:00 Graphophonemic Knowledge

9:00 – 9:15 Oral Language Development

9:15 – 9:45 HMH / Shared Reading / Social Studies

9:45 – 10:00 WritingWriting Journals / ELL Portfolios

10:00 – 10:45 Phonological Awareness 10:45 – 11:30 Letter Knowledge 11:30 – 12:00 Lunch

12:00 – 1:00 Guided Reading Literacy Centers

1:00 – 2:00 Math Math Centers

2:00 – 3:00

Science Science Centers Technology

3:00 – 3:30 Art 3:30 – 3:45 Closure Activities 3:45 – 4:00 Dismissal

2015 Summer School Kindergarten Schedule

Time Routine

7:30 - 8:00 Breakfast

8:00 - 8:15 Interactive Writing /Morning Message

8:15 - 8:30 Calendar, Transition (5 minutes)

8:30 - 9:00 Graphophonemic Knowledge

9:00 - 9:30 Conciencia Fonémica

9:30 -10:30 HMH / Shared Reading, Centers, Literacy/Library, Listening, Writing

10:30 -10:50 Language Enrichment

10:50 - 11:00 Music / Movement

11:00 -11:30 Esperanza

11:30 - 12:00 Lunch

12:00 - 12:45 The Writing Process / Journal Writing / ELL Portfolios

12:45 - 1:30 Reading Interventions: TPRI / TEJAS LEE Intervention Guide

1:30 – 2:30 Math

2:30 – 3:30 Science / Small Group Rotations / Technology

3:30 – 3:45 Closing Activities 3:45 – 4:00 Dismissal

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GRADES 1-5 Summer School

STUDENT DAILY SCHEDULES

Grade 5 Student Success Initiative (SSI) STUDENT DAILY SCHEDULE

(Adjust based on academic needs)

12

7:30 am – 8:00 am…………………………………….……Breakfast

8:00 am – 8:15 am……….…………………….…….…...Morning Announcements

8:15 am – 11:30 am……………………………..….…….Reading

11:30 am - 12:00 pm……….………………….…..…....Lunch

12:00 am – 3:45 pm………………………….….…….…..Reading *

2:00 am - 3:45 pm……….…………………….…….…..…Science

3:45 pm………………….………………………….…….…..…Dismissal

Note: Grade 5 SSI students who are in a grade 5 classroom for promotion purposes will participate in the Grade 5 SSI STAAR Test Preparation during the scheduled Reading instructional time.

If the grade 5 student failed Reading academically, it will be the Grade 5 SSI teacher’s responsibility to provide grades to the student’s teacher.

*Computer lab instruction may be provided for a maximum of 45 minutes a day supervised by the 5th SSI teacher.

7:30 am – 8:00 am……………………………………..……Breakfast

8:00 am – 8:15 am……….…………………….…..……...Morning Announcements

8:15 am – 10:15 am……………………………..….……..Reading

10:15 am - 11:00 am…...…………………….….……….Language Arts (English /ESL, Spelling, Writing)

11:00 am - 11:30 am………………………………..…....Social Studies

11:30 am - 12:00 pm……….………………….…..……..Lunch

12:00 am – 2:00 pm………………………….….……...…Math

2:00 am - 3:45 pm……….…………………….…….…..…Science

3:45 am - 4:00 pm………………….…………….….…....Closure and Dismissal

*NOTE: The majority of the daily instruction will be devoted to the failed subject(s). Reinforcement of failed subject(s) may be provided through other subjects. For example, Science instruction to reinforce Reading/Language Arts.

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SUMMER SCHOOL ADMINISTRATOR/LEAD TEACHER RESPONSIBILITIES

Administrative Responsibilities

● Schedule all summer school programs and activities at their respective campuses

● Provide assistance in transitioning personnel, materials, and data from sending campuses to ensure a successful summer school program at the host site

● Implement discipline procedures in place as defined by the Student Code of Conduct

● Implement arrival and dismissal procedures to ensure the safety of students

● Provide a schedule for staff to assist with morning and afternoon duties

● Submit the Summer School Administrator/Lead Teacher Clearance List required documents for each school by grade level

● Provide an End of Program Student Report and End of Program Report to the home campus principal by August 7th to be completed by summer school administrator

● Attend all appropriate staff development sessions and called meetings

● Comply with additional/assigned duties as needed to implement an effective summer school program

Instructional Responsibilities ● Inform selected teachers of summer school staff development

● Implement the summer school instructional program adhering to Summer School Handbook

● Provide a copy of the IEP for Special Education students, Dyslexia plan for students, and TIER II/Tier III students

● Distribute instructional supplies, materials, and textbooks

o (Kinder: HMH unit 1, Level Books, and T.E.s / 1st grade : HMH unit 6, Language Enrichment and Esperanza)

● Provide access to copier for all summer school teachers as needed

● Make available supplementary instructional materials, AV equipment, district adopted curriculum, student textbooks and supplies

● Conduct classroom observation visits (2 per teacher) using the Informal Classroom Visit form

● Ensure Progress Letters (Mid-Term Summer and End-of-Summer Reports) are sent out on due dates

● Ensure Academic Reports (End-of-Session) are completely filled out by teacher with appropriate signatures

eSchool Responsibilities ● Electronic Attendance Sheets and Daily Enrollment Reports due to Curriculum and Instruction by 10:00 am on a daily basis.

● Ensure that all students are enrolled and correctly entered into eSchool (Master Schedule)

● Monitor enrollment and attendance in all classrooms. The Curriculum and Instruction Department will notify campus administrators about teachers who will need to be transferred or released.

● Distribute students accordingly as a result of a class closure to ensure student success

Payroll Responsibilities ● Implement payroll procedures concerning personnel, budget, supplemental composite forms, and time sheets ● Monitor Biometric Timeware, weekly printouts, and correction logs as requested by payroll ● Adhere to all deadlines for submitting summer school Biometric Timeware and payroll documentation

Submit weekly TimeClock Plus composite reports to Curriculum and Instruction as per the following schedule.

Week of June 9th – June 12th Submit on Monday, June 15th by 10:00 am Week of June 15th – 19th Submit on Monday, June 22nd by 10:00 am Week of June 22nd – 26th Submit on Monday, June 29th by 10:00 am

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SECURITY AND SAFETY PROCEDURES Summer school administrators and lead teachers will follow Security and Safety Standard Operating Procedures as noted in the hosting campus handbook. During summer school program, the administrators will be responsible for the following:

• Provide safe access to parents for arrival and dismissal of students (locked gates, etc...). • Designate a protected area for drop off and pick up of students in case of inclement weather. • Have available Emergency Student Cards and Student Release Cards for hosting and sending sites. • Have available administrative staff emergency contact numbers from all summer school personnel (hosting

and sending sites). • Conduct at least one lockdown and one fire drill during the summer program.

DISCIPLINE

All students who participate in a BISD summer school program will be held accountable for their behavior and are subject to the disciplinary consequences outlined in the 2014-2015 BISD Student Code of Conduct Student-Parent Handbook.

1st Priority: SUMMER SCHOOL SUBSTITUTES

Teachers who are hired to work summer school and the class closes will have priority on the substitute list.

2nd Priority: Teachers who attend summer school professional development and were not hired due to low enrollment. A school in need of a substitute will call a teacher from the list provided by Human Resources Department. Substitute teachers will be paid from the budget account that is assigned to the summer school teacher’s account. Teachers who are absent are not compensated.

Summer school teachers: Biometric Timeware documentation and composite forms will be completed by each teacher and verified by the summer school secretary and administrator. These forms will be submitted according to the summer school payroll deadlines included in this handbook. Summer school substitute teachers: Separate Biometric Timeware documentation and composite forms with the names of substitute teacher will be handled in the same manner as a regular summer teacher. The word, “substitute” will be written next to the substitute’s name. This information will be turned in on the same day that all other summer school teachers’ payroll information is due. Only recommended teachers whose names appear in the Summer School Elementary Applicant List are eligible to work and receive compensation.

Teachers are expected to work the duration of the summer school program.

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ELEMENTARY SUMMER SCHOOL 2015 TIMELINE

DESCRIPTION DATE(S) COMMENTS

Meeting with Program Administrators for Summer School process & deadlines

Tuesday, February 10 Curriculum Department

Grades 1-5 memo • Permission Slips • Eligibility Lists

Week of

March 2-6

Email to Campus Principals

Notification of Student Eligibility for Grades 1-5 Summer School Program

Week of March 2-6

Sent to parents by all elementary campuses

1st round of eligible list of students for Grades 1-5 Summer School Program

Friday, March 20

Email to Dr. Melinda Lopez at: [email protected] Due: Friday, March 20, 2015

Notification of Student Eligibility for Grades PK & K Summer School Program March 16-27 Send to parents by all elementary campuses

Eligible Students Participants’ List PK & K Summer School Program

Friday, March 27 Send copy to Bilingual Department

Meeting with Program Administrators & All campus principals to review Summer School

procedures, recommendation forms, supplemental pay, and Winocular trainings

Monday , April 13

BISD Boardroom SRN: #9191504901 4:30 pm – 5:30 pm

2nd Round of Permission slips for Grades 1-5 Summer School Program

Week of April 13-17

Sent to parents by all elementary campuses (End of the 5th six weeks is Friday, April 10, 2015)

Grade 5 SSI memo • Permission Slips • Eligibility Lists

Week of April 20-24

Campus Principals Pending Grade 5 SSI 1

st

test administration results

Notification of Student Eligibility for Grade 5 SSI Program

Week of April 20-24

Sent to parents by all elementary campuses

Summer School Meeting for 12 Hosting Sites -Principals

-Lead teachers (3hr . s t ip end) & Summer School Administrators

Wednesday, May 20

Elementary Summer School TrainingCAB 216

CPE #919150524 Stipend #919150525 4:00 pm - 7:00 pm

Final copy of eligible list of students for Grades 1-5 Summer School Program

Friday, May 22

Email to Dr. Melinda Lopez at: [email protected]

Final copy of eligible list of students for PK & K Summer School Program

Friday, May 22

Send copy to Bilingual Department

2nd round of eligible list of students for Grade 5 SSI Program

Week of June 1-3

Sent to parents by all elementary campuses Pending Grade 5 SSI testing results

Summer School Professional Development

PK - 5 Teachers

Saturday, May 30

Saturday, May 30

Location: ITECC Pre Kinder SRN: 873150520 (Stipend)

Kinder SRN: 873150521 (Stipend) Grades 1-5 SRN:919150520 (Stipend)

Grades 1-5 SRN:919150521 (CPE) Grade 5 SSI SRN: 919150522 (Stipend)

Grade 5 SSI SRN: 919150523 (CPE) 8:00 am – 4:00 pm

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DESCRIPTION DATE(S) COMMENTS

Summer School Teacher Campus

Professional Development

Monday, June 8

Location: Assigned Summer School Sites Pre Kinder SRN: 873150522 (Stipend)

Kinder SRN: 873150523 (Stipend) Grades 1-5 SRN: 9191506507 (Stipend) 5 Grade SSI SRN: 9191506509 (Stipend)

4:00 pm - 7:00 pm

PK-5 Elementary Summer School starting date

Tuesday, June 9 Hosting Sites

STAAR Testing Coordinator Training TBA Assessment Research and Evaluation Department Pending

End of Summer School Procedures Meeting with Hosting Site Administrators

Wednesday, June 17

Elementary End of Summer School Procedures Meeting Location: CAB 220 SRN: 9191506513 1:30 pm - 3:30 pm

PK-5 Mid-Term-Summer Progress Report Friday, June 19 Send to parents by all hosting campuses

Grade 5 STAAR Reading Third Administration Tuesday, June 23 Hosting Summer School Sites

Grade 5 SSI Summer School Last class day for students and teachers

Friday, June 26

Hosting Site Campuses Send student letters to parents

Note: SS Administrator clearance for Grade 5 SSI Teachers

Grade 5 SSI Program complete Survey Monkey

Friday, June 26 All Grade 5 SSI Teachers

End of PK-5 Summer School Program Student Report

Thursday, July 2

Hosting Site Campuses Send student letters to parents

PK-5 Campus Professional Development Friday, July 3

8-11 am

Hosting Site Administrators and lead teachers Note: SS Administrators clearance for PK-5 teachers

3 hr. stipend (SRNs forthcoming)

PK-5 closure Friday, July 3

8-11 am

Hosting Site administrators and lead teachers SS Administrators will clear with Departments

Summer School Survey Monkey Window to complete digital survey June 30-July 2 Completed by all Elementary Summer School

Certified and Classified Personnel

Promotion or Retention written notification status of students in the

Summer School program

Friday, August 7

The hosting summer school administrator is responsible for submitting the reports to the sending campuses.

Data Entry Clerk enters students’ grade retention/promotion

Friday, August 7

All campus Data Entry Clerks will enter the students’ final grades.

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Summer School Data Entry Clerk 2015 Timeline DESCRIPTION DATE(S) COMMENTS

Current Data Entry Clerks Training

Bring SS Participants’ Lists and review the process of creating the Summer School 2015

Master Schedule.

Friday, May 8

Location: Tech Lab at BLA SRN: 9191505501

8:00 am– 12:00 pm

eSchool Window opens for entering SS Participants and Master Schedule May 11-29 Regular Data Entry Clerks

Contact person: Carlos Olvera at: [email protected]

Current Data Entry Clerks Finalize inputting Summer School Master

Schedule information

Thursday, May 28

Location: CAB 220 SRN: 9191505502 8:00 am - 4:00 pm

Contact person: Carlos Olvera at: [email protected]

Current school year Data Entry Clerks & Summer Data Entry Clerks eSchool Training,

Transition, and Q &A.

Friday, May 29

Location: CAB 220 SRN: 9191505503

Current Data Entry Clerks & S u m m e r D a t a E n t r y C l e r k s

8:00 am - 4:00 pm Contact person: Carlos Olvera at: [email protected]

Summer Data Entry Clerks Training P EIMS/Attendance Verification Mtg.

Thursday,

June 4

Location: CAB 216 SRN: 9191506501

12:30 pm - 3:30 pm Contact person: Carlos Olvera at: [email protected]

Summer Data Entry Clerks Training PEIMS/Attendance Verification Mtg.

Thursday, June 11

Location: CAB 220 SRN: 9191506502

12:30 pm - 3:30 pm Contact person: Carlos Olvera at: [email protected]

Summer Data Entry Clerks eSchool Student Data Report and Teacher

Verification Report

Thursday, June 18

Location: CAB 220 SRN: 9191506503

12:00 pm – 4:00 pm Contact person: Carlos Olvera at: [email protected]

Summer School Secretary 2015 Timeline DESCRIPTION DATE(S) COMMENTS

SS Secretary Training

Wednesday,

June 3rd

Location: CAB 220

SRN: 9191506504

1:30 pm - 4:00 pm Contact person: Carlos Olvera at: [email protected]

SS Secretary Training Wednesday, June 10th

Location: CAB 220 SRN: 9191506505 1:30 pm - 4:00 pm

Contact person: Carlos Olvera at: [email protected]

SS Secretary Training

Monday, June 22

Location: CAB 220

nd

SRN: 9191506506 1:30 pm - 4:00 pm

Contact person: Carlos Olvera at: [email protected]

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Summer School Human Resource Department 2015 Timeline

DESCRIPTION DATE(S) Department Responsible Email Summer School flyer with application

deadlines to Campuses and Departments Monday, March 23 Human Resources

Summer School Applications go LIVE Tuesday, March 24 Human Resources

Summer School Application Deadline: 5:00 pm

Tuesday, April 7 Human Resources

Summer School Administrator Recommendation forms due to

Curriculum Department

Monday, April 13 Program Administrator and Campus Principals

Administrator Recommendation forms due to Human Resources

Wednesday, April 15 Funding administrators

Certified & Classified Summer School Recommendation forms

submitted to Curriculum Department

Friday, April 24

Program Administrators & Campus Principals

Certified and Classified Recommendation Forms due to Human Resources

Wednesday, April 29 Funding administrators and AAs

Administrators notify hired staff Friday,

May 8

Administrators are responsible to issue Letters of Notification.

Summer School Administrator & Lead Teacher 2015 Timeline

Summer School Meeting for 12 Hosting Sites Principals, Lead Teachers (3 hr Stipend), and

Summer School Administrators

Wednesday, May 20

Summer School Training Location: CAB 216

SRN: 919150524 (CPE) 919150525 (Stipend Lead Teachers)

4:00-7:00 pm

Required Elementary Summer School Lead Teacher

Professional Development Focus: Master Schedule, Attendance,

Payroll Procedures, Handbook

Saturday, May 30

Location: 8:00-11:30 am-CAB 220 12:30 – 4:00 pm ITECC E106

SRN:919150526 (Stipend Lead Teachers) SRN:919150527 (CPE Administrators)

8:00 am – 4:00 pm 6 hr Stipend

Elementary Summer School Lead Teacher and Summer School Administrators

Focus: Summer School Teacher Campus Professional Development

Monday, June 8

Location: Summer School Hosting Sites SRN:9191506511 (Stipend)

4:00 -7:00 PM 3hr Stipend for Summer School Lead Teachers

Elementary Summer School Lead Teacher and Summer School Administrators

Focus: Master Schedule, Attendance & Payroll Procedures

Friday, June 12

Location: CAB 216 SRN: 9191506512

1:30-2:30 PM

Elementary Summer School Lead Teacher and Summer School Administrators

Focus: Master Schedule, Attendance & Payroll Procedures

Wednesday, June 17

Location: CAB 220 SRN:9191506513

1:30-2:30 PM

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b

Summer School Meeting For

Administrators and Lead Teachers Saturday, May 30, 2015

Agenda SR# 9191505526

8:00 am – 11:30 am Location: CAB 220

Registration

Summer School Master Schedule Presenters: Julie Pedraza, Pat Segura, Carlos Olvera (eSchool) (PK/ K) (Grades 1-5)

Break

Payroll Procedures – Sample Composites / Reports Presenters: Payroll Department Staff

Attendance Procedures Presenters: Julie Pedraza, Pat Segura, Carlos Olvera

(eSchool) (PK/ K) (Grades 1-5)

Campus Staff Development Recommended topics for Monday, June 8, 2015 (4:00 pm -7:00 pm) Presenters: Bea Garcia & Carlos Olvera

12:30 pm - 4:00 pm Location: ITECC E 106 Registration Summer School Handbook

Presenter: Dr. Melinda Lopez

Break

ELA / SLA Lesson Plans Presenter: Dr. Melinda Lopez

BISD does not discriminate on the basis of race, color, national origin, sex, religion, age, disability or genetic information in employment or provision of services, programs or activities.

BISD no discrimina a base de raza, color, origen nacional, sexo, religión, edad, discapacidad o información genética en el empleo o en la provisión de servicios, programas o actividades

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TO: Summer School Elementary Prekindergarten Teacher FROM: Alma C. Rubio Bilingual / ESL / Title III Administrator DATE: May 8, 2015 RE: Summer School Notice of Employment Congratulations!

You have been recommended to teach Summer School 2015. You will teach the Prekindergarten Bilingual Enrichment Program. Please be advised that this position will be filled based upon student enrollment, needs, and availability of funds.

SUMMER SCHOOL PROGRAM SITES (12) CAMPUS(ES) Hosting SITE CAMPUS(ES) Hosting SITE CAMPUS(ES) Hosting SITE

Benavides Pullam

Garden Park Russell

Benavides Champion Gonzalez Champion

Peña El Jardin

Vermillion El Jardin

Brite Palm Grove Brite

Cromack Castañeda Del Castillo

Morningside

Cromack Perez Egly

Victoria Hts. Egly

Burns Breeden Gallegos

Gallegos Hudson Paredes Hudson

Southmost Aiken Garza

Garza

Canales Longoria Putegnat Resaca

Putegnat Martin Sharp

Skinner Skinner

Yturria Keller Ortiz

Villa Nueva

Keller

REQUIREMENT: All teachers must attend the following in-service days. Saturday, May 30, 2015 8:00 am - 4:00 pm ITECC D102

Off Contract SR# 873150520 Stipend SR# 873150526 Monday, June 8, 2015 4:00 pm – 7:00 pm Assigned campus

Off Contract SR# 873150522 Stipend SR# 873150528 Friday, July 3, 2015 8:00 am – 11:00 am Assigned campus

Register for this session through the ERO at https://ero1.eschoolsolutions. Flyers are attached. Note: Must commit to work for the entire duration of the program

Please notify Bilingual Department 548-8271, if you have any further questions.

Attachment

xc: Berta Peña, Superintendent for Curriculum and Instruction Area Assistants Superintendents

BISD does not discriminate on the basis of race, color, national origin, sex, religion, age, disability or genetic information in employment or provision of services, programs or activities.

BISD no discrimina a base de raza, color, origen nacional, sexo, religión, edad, discapacidad o información genética en el empleo o en la provisión de servicios, programas o actividades

Brownsville Independent School District 1900 Price Road Brownsville, Texas 78521-2417 (956) 548-8000

Fax: (956) 548-8010

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TO: Summer School Elementary Kindergarten Teacher

FROM: Alma C. Rubio Bilingual / ESL / Title III Administrator

DATE: May 8, 2015

RE: Summer School Notice of Employment

Congratulations!

You have been recommended to teach Summer School 2015. You will teach the Kindergarten Bilingual Enrichment Program. Please be advised that this position will be filled based upon student enrollment, needs, and availability of funds.

SUMMER SCHOOL PROGRAM SITES (12) CAMPUS(ES) Hosting SITE CAMPUS(ES) Hosting SITE CAMPUS(ES) Hosting SITE

Benavides Pullam

Garden Park Russell

Benavides Champion Gonzalez Champion

Peña El Jardin

Vermillion El Jardin

Brite Palm Grove Brite

Cromack Castañeda Del Castillo

Morningside

Cromack Perez Egly

Victoria Hts. Egly

Burns Breeden Gallegos

Gallegos Hudson Paredes Hudson

Southmost Aiken Garza

Garza

Canales Longoria Putegnat Resaca

Putegnat Martin Sharp

Skinner Skinner

Yturria Keller Ortiz

Villa Nueva

Keller

REQUIREMENT: All teachers must attend the following in-service days. Saturday, May 30, 2015 8:00 am - 4:00 pm ITECC E108

Off Contract SR# 873150521 Stipend SR# 873150527 Monday, June 8, 2015 4:00 pm – 7:00 pm Assigned campus

Off Contract SR# 873150523 Stipend SR# 873150529 Friday, July 3, 2015 8:00 am – 11:00 am Assigned campus

Register for this session through the ERO at https://ero1.eschoolsolutions. Flyers are attached.

Note: Must commit to work for the entire duration of the program

Please notify Bilingual Department 548-8271, if you have any further questions.

Attachment

xc: Berta Peña, Superintendent for Curriculum & Instruction Area Assistants Superintendents

BISD does not discriminate on the basis of race, color, national origin, sex, religion, age, disability or genetic information in employment or provision of services, programs or activities.

BISD no discrimina a base de raza, color, origen nacional, sexo, religión, edad, discapacidad o información genética en el empleo o en la provisión de servicios, programas o actividades

Brownsville Independent School District 1900 Price Road Brownsville, Texas 78521-2417 (956) 548-8000 Fax: (956) 548-8010

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Brownsville Independent School District Summer School 2015

Elementary Professional Staff Development Prekindergarten and Kindergarten Grades Saturday, May 30, 2015

Location: ITECC – Room D102

8:00 am – 4:00 pm

Prekindergarten

8:00 am – 8:15 am Registration 8:15 am – 9:15 am Bilingual Department 9:15 am – 9:30 am Break 9:30 am – 11:30 am Language Arts/TLI Routines

12:30 pm -12:45 pm Registration 12:45 pm – 2:00 pm Planners/Schedule 2:00 pm – 2:15 pm Break 2:15 pm – 3:15 pm Math 3:15 pm – 4:00 pm Science/Social Studies

Off Contract SRN: 873150520

Stipend SRN: 873150526

Location: ITECC – Room E108

8:00 am – 4:00 pm

Kindergarten

8:00 am – 8:15 am Registration 8:15 am – 9:15 am Planners/Schedule 9:15 am – 9:30 am Break 9:30 am – 11:30 am Language Arts/TLI Routines

12:30 pm -12:45 pm Registration 12:45 pm – 2:00 pm Bilingual Department2:00 pm – 2:15 pm Break 2:15 pm – 3:15 pm Math 3:15 pm – 4:00 pm Science/Social Studies

Off Contract SRN: 873150521

Stipend SRN: 873150527

BISD does not discriminate on the basis of race, color, national origin, sex, religion, age, disability or genetic information in employment or provision of services, programs or activities. BISD no discrimina a base de raza, color, origen nacional, sexo, religión, edad, discapacidad o información genética en el empleo o en la provisión de servicios, programas o actividades

LUNCH from 11:30 am – 12:30 pm on your own

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TO: Summer School Elementary Attendance Clerk FROM: Alma C. Rubio Bilingual / ESL / Title III Administrator DATE: May 8, 2015 RE: Summer School Notice of Employment

Congratulations!

You have been recommended to work as an Elementary Attendance Clerk. You will be working with the Elementary Summer Programs. Please be advised that this position will be filled based upon studentenrollment, needs, and availability of funds.

SU SUMMER SCHOOL PROGRAM SITES (12) CAMPUS(ES) Hosting SITE CAMPUS(ES) Hosting SITE CAMPUS(ES) Hosting SITE

Benavides Pullam

Garden Park Russell

Benavides Champion Gonzalez Champion

Peña El Jardin

Vermillion El Jardin

Brite Palm Grove Brite

Cromack Castañeda Del Castillo

Morningside

Cromack Perez Egly

Victoria Hts. Egly

Burns Breeden Gallegos

Gallegos Hudson Paredes Hudson

Southmost Aiken Garza

Garza

Canales Longoria Putegnat Resaca

Putegnat Martin Sharp

Skinner Skinner

Yturria Keller Ortiz

Villa Nueva

Keller

REQUIREMENT: All data entry clerks must attend the following trainings. Friday, May 29, 2015 8:00 am - 4:00 pm CAB 220 SRN: 9191505503 Thursday, June 4 and June 11, 2015 12:30 pm – 3:30 pm CAB 220 SRNs: 9191506501 / 9191506502 Thursday, June 18, 2015 12:00 pm – 4:00 pm CAB 220 SRN: 9191506503

Register for this session through the ERO at https://ero1.eschoolsolutions. Flyers are attached. Note: Must commit to work for the entire duration of the program

Please notify Bilingual Department 548-8271, if you have any further questions.

Attachment

xc: Berta Peña, Superintendent for Curriculum & Instruction Area Assistants Superintendents

BISD does not discriminate on the basis of race, color, national origin, sex, religion, age, disability or genetic information in employment or provision of services, programs or activities.

BISD no discrimina a base de raza, color, origen nacional, sexo, religión, edad, discapacidad o información genética en el empleo o en la provisión de servicios, programas o actividades

Brownsville Independent School District 1900 Price Road Brownsville, Texas 78521-2417 (956) 548-8000 Fax: (956) 548-8010

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TO: Summer School Elementary Prekindergarten Aide FROM: Alma C. Rubio Bilingual / ESL Title III Administrator DATE: May 8, 2015 RE: Summer School Notice of Employment You have been recommended to work as a Prekindergarten Aide. You will be working with the Elementary Summer Programs. Please be advised that this position will be filled based uponstudent enrollment, needs, and availability of funds.

SUSUMMER SCHOOL PROGRAM SITES (12) CAMPUS(ES) Hosting SITE CAMPUS(ES) Hosting SITE CAMPUS(ES) Hosting SITE

Benavides Pullam

Garden Park Russell

Benavides Champion Gonzalez Champion

Peña El Jardin

Vermillion El Jardin

Brite Palm Grove Brite

Cromack Castañeda Del Castillo

Morningside

Cromack Perez Egly

Victoria Hts. Egly

Burns Breeden Gallegos

Gallegos Hudson Paredes Hudson

Southmost Aiken Garza

Garza

Canales Longoria Putegnat Resaca

Putegnat Martin Sharp

Skinner Skinner

Yturria Keller Ortiz

Villa Nueva

Keller

Note: Must commit to work for the entire duration of the program Please notify Bilingual Department 548-8271, if you have any further questions. Attachment

xc: Berta Peña, Superintendent for Curriculum & Instruction Area Assistants Superintendents BISD does not discriminate on the basis of race, color, national origin, sex, religion, age, disability or genetic information in employment or provision of services, programs or activities. BISD no discrimina a base de raza, color, origen nacional, sexo, religión, edad, discapacidad o información genética en el empleo o en la provisión de servicios, programas o actividades

Brownsville Independent School District 1900 Price Road Brownsville, Texas 78521-2417 (956) 548-8000 Fax: (956) 548-8010

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PreKindergarten Bilingual Instructional Aide Responsibilities

• Follow daily Prekindergarten teachers’ class schedules for bilingual programs which reflect the sample breakdown of subjects/content appropriate for early childhood. The daily schedule for summer school includes a daily time for English language development (ESL).

• Completion of the following: a. Assist Bilingual Prekindergarten teacher with morning calendar activities. b. Individual /Group Tutoring c. Guided Reading d. Centers e. Instructional Materials Preparation f. Supervision of ELL in non-instruction g. Create environment for learning h. Any other duties assigned by the campus administrator to service or supervise

bilingual / ESL students

• Collect and turn in to the campus administrator the following forms for clearance: a. Prekindergarten Instructional Aide Log

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To:

From: Bea Garcia Administrator for Elementary Curriculum and Instruction

Date: May 8, 2015

RE: Summer School Notice of Employment

Congratulations!

You have been recommended as a teacher for the Grades 1-5 Summer School Program. Please be advised that this position will be filled based upon student enrollment, needs, and availability of funds.

REQUIREMENT: All teachers must attend the in-service days as indicated on the attached flyer. Register for these sessions through the ERO system.

Note: You must commit to work for the entire duration of the program. SUMMER SCHOOL STAFF DEVELOPMENT:

Saturday May 30, 2015 8:00 am – 4:00 pm Required District Summer School Professional Development

(6 hr. stipend) ITECC Monday June 8, 2015 4:00 pm – 7:00 pm Campus orientation and teacher preparation at hosting site

(3 hr. stipend) Friday, July 3, 2015 8:00 am – 11:00 am Campus Staff Development (3 hr. stipend)

Please notify your campus principal for questions.

Thank you very much.

Attachment

xc: Berta A. Peña, Assistant Superintendent for Curriculum and Instruction Area Assistant Superintendents

BISD does not discriminate on the basis of race, color, national origin, sex, religion, age, disability or genetic information in employment or provision of services, programs or activities.

BISD no discrimina a base de raza, color, origen nacional, sexo, religión, edad, discapacidad o información genética en el empleo o en la provisión de servicios, programas o actividades

26

Brownsville Independent School District 1900 Price Road Brownsville, Texas 78521-2417 (956) 548-8000 Fax: (956) 548-8010

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Brownsville Independent School District 1900 Price Road Brownsville, Texas 78521-2417 (956) 548-8000

Fax: (956) 548-8010

To: From: Bea Garcia

Administrator for Elementary Curriculum and Instruction

Date: May 8, 2015

RE: Summer School Notice of Employment

Congratulations!

You have been recommended as a teacher for the Grade 5 Student Success Initiative (SSI) Summer School Program. Please be advised that this position will be filled based upon student enrollment, needs, and availability of funds.

REQUIREMENT: All teachers must attend the in-service days as indicated on the attached flyer. Register for these sessions through the ERO system.

Note: You must commit to work for the entire duration of the program.

SUMMER SCHOOL STAFF DEVELOPMENT:

Saturday May 30, 2015 8:00 am – 4:00 pm Required District Summer School Professional Development (6 hr. stipend) ITECC

Monday June 8, 2015 4:00 pm – 7:00 pm Campus orientation and teacher preparation at hosting site

(3 hr. stipend) Friday, July 3, 2015 8:00 am – 11:00 am Campus Staff Development (3 hr. stipend)

Please notify your campus principal for questions.

Thank you very much.

Attachment

xc: Berta A. Peña, Assistant Superintendent for Curriculum and Instruction Area Assistant Superintendents

BISD does not discriminate on the basis of race, color, national origin, sex, religion, age, disability or genetic information in employment or provision of services, programs or activities.

BISD no discrimina a base de raza, color, origen nacional, sexo, religión, edad, discapacidad o información genética en el empleo o en la provisión de servicios, programas o actividades

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Group A

Brownsville Independent School District Summer School 2015

Elementary Professional Staff Development First – Fifth Grades Saturday, May 30, 2015

ITECC 8:00 am –4:00 pm

Grades: 1st – 4th Room: E104

8:00 am – 8:15 am Registration In classrooms 8:15 am – 9:15 am Summer School Handbook Dr. Melinda Lopez 9:15 am – 9:30 am Break 9:30 am – 11:30 am ELA / SLA Dr. Melinda Lopez TLI Specialists

12:30 pm – 12:45 pm Registration In classrooms 12:45 pm – 2:45 pm Math Sally Legault, Mary Garcia

Science Annette Harms, Diana Williams 2:45 pm – 3:00 pm Break 3:00 pm – 4:00 pm Social Studies Rebecca Hinojosa

6 Hour Stipend SRN: 919150520 Off Contract SRN: 919150521

Group B

Grades: 1st – 4th Room: E106

8:00 – 8:15 Registration In classrooms 8:15 – 9:15 Math Sally Legault, Mary Garcia 9:15 – 9:30 Break 9:30 – 11:30 Science Annette Harms, Diana Williams Social Studies Rebecca Hinojosa

12:30 – 12:45 Registration In classrooms 12:45 – 1:45 Summer School Handbook Dr. Melinda Lopez 1:45 – 2:00 Break 2:00 – 4:00 ELA / SLA Dr. Melinda Lopez 6 Hour Stipend SRN: 919150522

Off Contract SRN: 919150523

BISD does not discriminate on the basis of race, color, national origin, sex, religion, age, disability or genetic information in employment or provision of services, programs or activities.

BISD no discrimina a base de raza, color, origen nacional, sexo, religión, edad, discapacidad o información genética en el empleo o en la provisión de servicios, programas o actividades.

28

LUNCH from 11:30 am – 12:30 pm on your own

Group A

Campuses Summer School Hosting Site

Benavides Garden Park

Pullam Russell

Benavides

Brite Palm Grove

Brite

Breeden Burns

Gallegos

Gallegos

Canales Longoria Putegnat Resaca

Putegnat

Champion Gonzalez Champion

Cromack Castañeda Del Castillo

Morningside

Cromack

Group B

Campuses Summer School Hosting Site

Hudson Paredes Hudson

Martin Sharp Skinner

Skinner

Peña El Jardin

Vermillion

El Jardin

Egly Perez

Victoria Hts.

Egly

Aiken Garza

Southmost

Garza

Yturria Keller Ortiz

Villa Nueva

Keller

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Brownsville Independent School District Summer School 2015

Elementary Professional Staff Development Grade 5 and Grade 5 SSI Student Success Initiative (SSI)

Saturday, May 30, 2015

ITECC Room E112

Grade 5 and Grade 5 SSI 8:00 – 8:15 Registration E112 8:15 – 9:30 Summer School Handbook Sandra Garcia 9:30 – 9:45 Break 9:45 – 11:00 ELA / SLA Sandra Garcia TLI Specialists 11:00 – 11:30 Social Studies Rebecca Hinojosa

6 Hour Stipend SRN: 919150522 Off Contract SRN: 919150523

12:30 – 12:45 Registration E112 12:45 – 1:45 Math Sally Legault, Mary Garcia 1:45 – 2:00 Break 2:00 – 3:00 Science Annette Harms, Diana Williams 3:00 – 4:00 Social Studies Rebecca Hinojosa

6 Hour Stipend SRN: 919150522 Off Contract SRN: 919150523

BISD does not discriminate on the basis of race, color, national origin, sex, religion, age, disability or genetic information in employment or provision of services, programs or activities.

BISD no discrimina a base de raza, color, origen nacional, sexo, religión, edad, discapacidad o información genética en el empleo o en la provisión de servicios, programas o actividades

29

LUNCH from 11:30 am – 12:30 pm on your own

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b ELEMENTARY SUMMER SCHOOL ORIENTATION AND PREPARATION RECOMMENDED AGENDA TOPICS

Monday, June 8, 2015 4:00 pm – 7:00 pm Location: Assigned Summer School Site

I. Campus Procedures

TimeClock Plus system Certified and Classified Summer Work Schedule Student Emergency Health Cards Campus Safety Operating Procedures Dress Code Duty – Morning, Lunch and Dismissal Room Assignments Textbook Distribution

II. Classroom Composition Combination of classes to balance enrollment Class closures Substitutes Grade 5 SSI Reading Testing

III. Reports Attendance Due by 10:00 AM Daily Progress Reports End of Program Reports Promotion / Retention / Communication to sending campuses and parents Master Schedule Payroll Due Dates

IV. Elementary Summer School Program Handbook PK – K Bilingual Grades 1-5 Grade 5 SSI 21st Century Program Migrant Dyslexia

V. Instructional Programs Daily Schedule (i.e. Campus Schedule: Arrival, Breakfast, Lunch, Dismissal) Instructional Resources Textbook Distribution eSchools Grading, Grade Sheets, Lesson Plans Review Recommended List of Students / Call parents Monitoring Classroom Instruction

VI. Clearance at the Summer School Site Inventory of Materials Staff Survey Reports:

i. End of Program Student / Campus Reports ii. Attendance Sheets (Original) iii. Instructional Materials

V. Questions / Reflections

Note: Please refer to the 2015 Elementary Summer School Handbook for the presentation. All teachers received the handbook on Saturday, May 30th Professional Development session at ITECC. The Handbook page 16 lists the campus staff development SR#.

BISD does not discriminate on the basis of race, color, national origin, sex, religion, age, disability or genetic information in employment or provision of services, programs or activities. BISD no discrimina a base de raza, color, origen nacional, sexo, religión, edad, discapacidad o información genética en el empleo o en la provisión de servicios, programas o actividades

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TO:

FROM: Bea Garcia Administrator for Elementary Curriculum and Instruction

DATE: May 8, 2015

RE: Summer School Notice of Employment

Congratulations!

You have been recommended as Elementary Summer School Secretary at Elementary. Please be advised that this position will be filled based upon district needs, student enrollment and availability of funds.

Note: You must commit to work for the entire duration of the program.

Before starting to work, you will be required to have an Authority to Report to Work letter from Classified Personnel. Summer School Secretaries are required to attend three Summer School Secretary Meetings on the following dates:

Date: June 3, 2015 Time: 1:30-4:00 PM Location: CAB 220 SRN:9191506504

Date: June 10, 2015 Time: 1:30-4:00 PM Location: CAB 220 SRN:9191506505

Date: June 22, 2015 Time: 1:30-4:00 PM Location: CAB 220 SRN:9191506506

xc: Berta A. Peña, Assistant Superintendent for Curriculum and Instruction

Area Assistant Superintendents

BISD does not discriminate on the basis of race, color, national origin, sex, religion, age, disability or genetic information in employment or provision of services, programs or activities.

BISD no discrimina a base de raza, color, origen nacional, sexo, religión, edad, discapacidad o información genética en el empleo o en la provisión de servicios, programas o actividades

SENDING CAMPUS(ES)

HOSTING SITE

Peña El Jardin

Vermillion

El Jardin

Perez Egly

Victoria Heights

Egly

Southmost Aiken Garza

Garza

Yturria Keller Ortiz

Villa Nueva

Keller

SENDING CAMPUS(ES)

HOSTING SITE

Champion Gonzalez

Champion

Cromack Castañeda

Del Castillo Morningside

Cromack

Hudson Paredes

Hudson

Martin Sharp Skinner

Skinner

SENDING CAMPUS(ES)

HOSTING SITE

Benavides Pullam

Garden Park Russell

Benavides

Brite Palm Grove

Brite

Breeden Burns

Gallegos

Gallegos

Canales Longoria Putegnat Resaca

Putegnat

Brownsville Independent School District 1900 Price Road Brownsville, Texas 78521-2417 (956) 548-8000 Fax: (956) 548-8010

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Elementary Summer School 2015 Secretary Training

Focus: Summer School Documentation Training

Audience: Summer School Secretaries

Expectation: Attendees will review the Summer School Handbook and receive information on their role and responsibilities for Summer School

Date: Wednesday, June 3, 2015

Time: 1:30 pm – 4:00 pm

Location: CAB 220

SRN: 9191506504

********************************************************************* Focus: Summer School Mid-Term Preparation

Audience: Summer School Secretaries

Expectation: Attendees will review the campus procedures, payroll procedures, and Q & A.

Date: Wednesday, June 10, 2015

Time: 1:30 pm – 4:00 pm

Location: CAB 220

SRN: 9191506505

********************************************************************* Focus: Summer School Training- End of Year Preparation

Audience: Summer School Secretaries

Expectation: Attendees will review Summer School Clearance Procedures

Date: Monday, June 22, 2015

Time: 1:30 pm – 4:00 pm Location: CAB 220

SRN: 9191506506

Contact: Carlos Olvera at 698-2094 or [email protected]

BISD does not discriminate on the basis of race, color, national origin, sex, religion, age, disability or genetic information in employment or provision of services, programs or activities.

BISD no discrimina a base de raza, color, origen nacional, sexo, religión, edad, discapacidad o información genética en el empleo o en la provisión de servicios, programas o actividades

32

Brownsville Independent School District 1900 Price Road Brownsville, Texas 78521-2417 (956) 548-8000 Fax: (956) 548-8010

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SUPPLEMENTAL DUTY COMPOSITES SUMMER SCHOOL SCHEDULE

2014-2015

CUT OFF DATE DUE IN PAYROLL PAY DATE

June 19, 2015 June 26, 2015 12:00 P.M. July 24, 2015

July 24, 2015 July 3, 2015 5:00 PM August 25, 2015

**Due dates are subject to change

PLEASE NOTE: • ALL APPROPRIATE SIGNATURES ARE NEEDED ON THE SUPPLEMENTAL DUTY COMPOSITE FORMS BEFORE SUBMITTING TO PAYROLL. • Anything received after 12:00 P.M. will be processed on the next scheduled Payroll.

CERTIFIED summer school staff must use the Bio-Metric system for the following: • morning start time • end of day

There is NO approved overtime for staff.

CLASSIFIED summer school staff must use the Bio-Metric system for the following:

• morning start time • lunch • after lunch • end of day

There is NO approved overtime for staff. Exception: Bilingual PK Paraprofessional Overtime

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34

Download the sign in sheet by using CTL + Click to follow link http://www.bisd.us/ProfessionalDevelopment/dept_forms.

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Prekindergarten Grade Sheet _____ Kindergarten Grade Sheet _____

Reading __ Math__ Language Arts __

Summer School Host Site: _________________________ Home Campus: _____________________ (one per home campus)

Period Beginning: __/__/__ Period Ending:: __/__/__

Reading Math Language Arts Writing Rating

Pre Test Date

Post Test Date

Pre Test Date

Post Test Date

Pre Test Date

Post Test Date

Pre Test Date 6-19

Post Test Date 7-2

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 Average

Test Grades: Record only Pre and Post test. Average Vertically: Add grades per column for Pre and Post Test divide by # of grades that were added. Writing: Pre and Post Test will be a Rating based on Grades K – 1 Writing Rubric Teacher Signature: ____________________________

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© Canter Press, 2008. Created by John Seidlitz. All Rights Reserved. 36

Level Listening (d1: k-12)The student comprehends…

Speaking (d2: k-12)The student speaks…

Reading (d4: 2-12)The student reads…

Writing (d6: 2-12)The student writes…

Beginning(A)

1A(i) few simple conversations with linguistic support1A(ii) modified conversation1A(iii) few words, does not seek clarification, watches others for cues

2A(i) using single words and short phrases with practiced material; tends to give up on attempts 2A(ii) using limited bank of key vocabulary2A(iii) with recently practiced familiar material 2A(iv)with frequent errors that hinder communication2A(v) with pronunciation that inhibits communication

4A(i) little except recently practiced terms, environmental print, high frequency words, concrete words represented by pictures 4A(ii) slowly, word by word4A(iii) with very limited sense of English structure4A(iv) with comprehension of practiced, familiar text4A(v) with need for visuals and prior knowledge4A(vi) modified and adapted text

6A(i) with little ability to use English 64A(ii) without focus and coherence, conventions, organization, voice 6A(iiI) labels, lists, and copies of printed text and high-frequency words/phrases, short and simple, practiced sentences primarily in present tense with frequent errors that hinder or prevent understanding

Intermediate(B)

1B(i) unfamiliar language withlinguistic supports and adaptations1B(ii) unmodified conversation with key words and phrases 1B(iii) with requests for clarification by asking speaker to repeat, slow down, or rephrase speech

2B(i) with simple messages and hesitation to think about meaning2B(ii) using basic vocabulary2B(iii) with simple sentence structuresand present tense2B(iv) with errors that inhibit unfamiliar communication 2B(v) with pronunciation generallyunderstood by those familiar with English language learners

4B(i) wider range of topics: and everyday academic language4B(ii) slowly and rereads4B(iii) basic language structures 4B(iv) simple sentences with visual cues, pretaught vocabulary and interaction4B(v) grade-level texts with difficulty4B(vi) at high level with linguistic accommodation

6B(i) with limited ability to use English in content area writing6B(ii) best on topics that are highly familiar with simple English 6B(iii) with simple oral tone in messages, high-frequency vocabulary, loosely connected text, repetition of ideas, mostly in the present tense, undetailed descriptions, and frequent errors

Advanced(C)

1C(i)with some processing time, visuals, verbal cues, and gestures; for unfamiliar conversations1C(ii) most unmodified interaction1C(iii) with occasional requests for the speaker to slow down, repeat, rephrase, and clarify meaning

2C(i) in conversations with some pauses to restate, repeat, and clarify2C(ii) using content-based and abstract terms on familiar topics2C(iii) with past, present, and future2C(iv) using complex sentences and grammar with some errors2C(v) with pronunciation usually understood by most

4C(i) abstract grade appropriate text4C(ii) longer phrases and familiar sentences appropriately4C(iii) while developing the ability to construct meaning from text4C(iv) at high comprehension level with linguistic support for unfamiliar topics and to clarify meaning

6C(i) grade appropriate ideas with second language support6C(ii) with extra need for second language support when topics are technical and abstract6C(iii) with a grasp of basic English usage and some understanding of complex usage with emerging grade-appropriate vocabulary and a more academic tone

Advanced High(D)

1D(i) longer discussions on unfamiliar topics1D(ii) spoken information nearly comparable to native speaker1D(iii) with few requests for speaker to slow down, repeat, or rephrase

2D(i)in extended discussions with few pauses2D(ii) using abstract content-based vocabulary except low frequency terms; using idioms2D(iii) with grammar nearly comparable to native speaker 2D(iv) with few errors blocking communication2D(v) occasional mispronunciation

4D(i) nearly comparable to native speakers 4D(ii) grade appropriate familiar text appropriately4D(iii) while constructing meaning at near native ability level4D(iv) with high level comprehension with minimal linguistic support

6D(i) grade appropriate content area ideas with little need for linguistic support6D(ii) develop and demonstrate grade appropriate writing 6D (iii) nearly comparable to native speakers with clarity and precision, with occasional difficulties with naturalness of language.

Summaries of ELPS: Proficiency Level Descriptors for Instructional Planning(subsection d)

*These summaries are not appropriate to use in formally identifying student proficiency levels for TELPAS. TELPAS assessment and training materials are provided by the Texas Education Agency Student Assessment Division: http://www.tea.state.tx.us/index3.aspx?id=3300&menu_id3=793

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Grades 1 -5 Summer School & Grade 5 SSI Program Grade sheet

Notes: Grade5 SSI teachers will be required to provide reading grades for students if the students failed reading on the report card. Grade 5 SSI teachers will focus on preparing the students for the STAAR Reading 3rd administration.

The STAAR 2nd administration will serve as the pre test and the 3rd administration will serve as the post test.

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Brownsville Independent School District 1900 Price Road, Brownsville, TX 78521, (956) 548-8000

2015 Summer School Program Bilingual PREKINDERGARTEN

Mid-Term Report

Dear Parents: This Bilingual Prekindergarten Program is providing _________________________ with enrichment activities in the areas of Phonological Awareness, Mathematics, Language Arts, and TELPAS. Your child’s progress is the following:

Area Developed Still Developing Graphophonemic Knowledge

Phonological Awareness Alliteration Rhyming Syllabication Segmenting words in a sentence Mathematics: Recognizes numbers 1-10

Number & Operations: Creating sets of 1-10 Number & Operations: Comparing sets of 1- 10 Number & Operations: More than / Less than HMH Language Arts: Listens purposely and shows understanding of English.

TELPAS Progress Monitoring Listening Speaking Reading Writing B I A AH Attendance: Present

Total days__________

Absent

Total days__________

Thank you for allowing your child to participate in our Summer School Language Enrichment Program. Please call the Summer School teacher if you have any questions.

Respectfully,

___________________________ ________________ ______________________________ Summer School Teacher Date Summer School Instructional Leader

___________________________ Home Campus

Original: Parents 1st Copy: File in student’s PRC. 2nd Copy

: Bilingual Department

BISD does not discriminate on the basis of race, color, national origin, sex, religion, age, disability or genetic information in employment or provision of services, programs or activities.

BISD no discrimina a base de raza, color, origen nacional, sexo, religión, edad, discapacidad o información genética en el empleo o en la provisión de servicios, programas o actividades.

38

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Brownsville Independent School District 1900 Price Road, Brownsville, TX 78521, (956) 548-8000

Programa de verano del año 2015 Programa Bilingüe de PREKINDERGARTEN

Informe de Progreso

Estimados padres,

El Programa Bilingüe de PreKindergarten apoya a _________________________ con actividades de enriquecimiento en las áreas de inglés como segundo idioma, las áreas de Fonología, Matemáticas, Artes de Lenguaje, y el progreso en TELPAS. El progreso de su hijo(a) es el siguiente:

Áreas Desarrollado Está Desarrollando

Conciencia Grafofonémica Conciencia Fonológica Aliteración Rimas Segmentación de palabras Separación de palabras en una oración Matemáticas: Reconoce números 1-10

Números y Operaciones: Crea grupos del 1 al 10 Números y Operaciones: Compara grupos del 1 al 10 Números y Operaciones: Mas de – Menos de HMH Language Arts: Escucha deliberadamente y muestra comprensión del inglés.

TELPAS Muestras de Progreso Audicion Oral Lectura Escritura B I A AH Asistencia: Presente

Días total______

Ausente

Días total______

Gracias por permitir que su hijo(a) asista nuestra academia bilingüe de verano. Favor de comunicarse con el maestro de verano en caso de que tenga preguntas.

Atentamente, _____________________________ ______________ _______________________________________ Maestro(a) de verano Fecha Maestro(a) encargado del programa de verano ___________________________ Escuela de Zona

Original: Padres 1a Copia: Archivar con los documentos escolares del estudiante. 2a Copia:

Departamento Bilingüe

BISD does not discriminate on the basis of race, color, national origin, sex, religion, age, disability or genetic information in employment or provision of services, programs or activities.

BISD no discrimina a base de raza, color, origen nacional, sexo, religión, edad, discapacidad o información genética en el empleo o en la provisión de servicios, programas o actividades.

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Brownsville Independent School District 1900 Price Road, Brownsville, TX 78521, (956) 548-8000

2015 Summer School Program Bilingual PREKINDERGARTEN

End of Session Report

Dear Parents:

This is the End Session Report for your child _________________________. The following is his/her progress in the areas of Phonological Awareness, Mathematics, Language Arts, and TELPAS. Your child’s progress is the following:

Area Developed Still Developing

Graphophonemic Knowledge Phonological Awareness Alliteration Rhyming Syllabication Segmenting words in a sentence Mathematics: Computations and Algebraic Relations: Addition Readiness

Computations and Algebraic Relations: Subtraction Readiness Patterns & Algebraic Reasoning Measurement Graphing HMH Language Arts:

Listens purposely and shows understanding of English.

TELPAS Progress Monitoring Listening Speaking Reading Writing B I A AH Attendance: Present

Total days__________

Absent

Total days__________

Thank you for allowing your child to participate in our Summer School Language Enrichment Program. Please call the Summer School teacher if you have any questions.

Respectfully, ___________________________ ________________ ______________________________ Summer School Teacher Date Summer School Instructional Leader ___________________________ Home Campus

Original: Parents 1st Copy: File in student’s PRC 2nd Copy

: Bilingual Department

BISD does not discriminate on the basis of race, color, national origin, sex, religion, age, disability or genetic information in employment or provision of services, programs or activities.

BISD no discrimina a base de raza, color, origen nacional, sexo, religión, edad, discapacidad o información genética en el empleo o en la provisión de servicios, programas o actividades.

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Brownsville Independent School District 1900 Price Road, Brownsville, TX 78521, (956) 548-8000

Programa de verano del año 2015

Programa Bilingüe de PREKINDERGARTEN Informe de Progreso FINAL

Estimados padres,

A continuación les presentamos el reporte de fin de programa, el cual refleja el desarrollo de Conciencia Fonológica y Grafofonémica, Matemáticas, Artes de Lenguaje de su hijo(a) _______________________________ durante este verano.

Áreas Desarrollado Está Desarrollando

Conciencia Grafofonémica Conciencia Fonológica Aliteración Rimas Segmentación de palabras Separación de palabras in una oración Matemáticas: Computación y Relaciones de Algebra

Computación y Relaciones de Algebra Patrones y Razonamiento de Algebra Gráficas

HMH Artes de Lenguaje: Escucha deliberadamente y muestra comprensión del inglés.

TELPAS Muestras de Progreso Audicion Oral Lectura Escritura B I A AH Asistencia: Presente

Días total______

Ausente

Días total______ Gracias por permitir que su hijo(a) asista nuestra academia bilingüe de verano. Favor de comunicarse con el

maestro de verano en caso de que tenga preguntas.

Atentamente,

_____________________________ ______________ ______________________________________ Maestro(a) de verano Fecha Maestro(a) encargado del programa de verano

_____________________________ Escuela de Zona

Original: Padres 1a Copia: Archivar con los documentos escolares del estudiante. 2a Copia:

Departamento Bilingüe

BISD does not discriminate on the basis of race, color, national origin, sex, religion, age, disability or genetic information in employment or provision of services, programs or activities.

BISD no discrimina a base de raza, color, origen nacional, sexo, religión, edad, discapacidad o información genética en el empleo o en la provisión de servicios, programas o actividades.

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Brownsville Independent School District

1900 Price Road, Brownsville, TX 78521, (956) 548-8000

2015 Summer School Program Bilingual KINDERGARTEN

Mid-Term Report

Dear Parents:

This Bilingual Kinder Program is providing _________________________ with enrichment activities in the areas of Phonological Awareness, Mathematics, Language Arts, and TELPAS. Your child’s progress is the following:

Area Developed Still Developing

Graphophonemic Knowledge

Phonological Awareness: Comprehension Vocabulary Mathematics: Numbers, Operations, and Quantitative Reasoning Problem Solving

Comparing Sets through 30 Less Than / More Than HMH Language Arts:

Listens purposely and shows understanding of English.

TELPAS Progress Monitoring Listening Speaking Reading Writing B I A AH Attendance: Present

Total days__________

Absent

Total days__________

Thank you for allowing your child to participate in our Summer School Language Enrichment Program. Please call the Summer School teacher if you have any questions.

Respectfully,

___________________________ ________________ ______________________________ Summer School Teacher Date Summer School Instructional Leader

___________________________ Home Campus

Original: Parents 1st Copy: File in student’s PRC 2nd Copy

: Bilingual Department

BISD does not discriminate on the basis of race, color, national origin, sex, religion, age, disability or genetic information in employment or provision of services, programs or activities.

BISD no discrimina a base de raza, color, origen nacional, sexo, religión, edad, discapacidad o información genética en el empleo o en la provisión de servicios, programas o actividades.

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Brownsville Independent School District

1900 Price Road, Brownsville, TX 78521, (956) 548-8000

Programa de verano del año 2015 Programa Bilingüe de KINDERGARTEN

Informe de Progreso Estimados padres,

El Programa Bilingüe de PreKindergarten apoya a _________________________ con actividades de enriquecimiento en las áreas de inglés como segundo idioma, las áreas de Fonología, Matemáticas, Artes de Lenguaje, y el progreso en TELPAS. El progreso de su hijo(a) es el siguiente:

Áreas Desarrollado Está Desarrollando

Conciencia Grafofonémica Conciencia Fonológica: Comprensión Vocabulario Matemáticas: Números, Operaciones, Razonamiento Problemas Razonados

Comparando grupos de 30 Mas – o - Menos

HMH Artes de Lenguaje: Escucha deliberadamente y muestra comprensión del inglés.

TELPAS Muestras de Progreso Audicion Oral Lectura Escritura B I A AH Asistencia: Presente

Días total______

Ausente

Días total______

Gracias por permitir que su hijo(a) asista nuestra academia bilingüe de verano. Favor de comunicarse con el maestro de verano en caso de que tenga preguntas.

Atentamente,

_____________________________ ______________ ______________________________________ Maestro(a) de verano Fecha Maestro(a) encargado del programa de verano

_____________________________ Escuela de Zona

Original: Padres 1a Copia: Archivar con los documentos escolares del estudiante. 2a Copia:

Departamento Bilingüe

BISD does not discriminate on the basis of race, color, national origin, sex, religion, age, disability or genetic information in employment or provision of services, programs or activities.

BISD no discrimina a base de raza, color, origen nacional, sexo, religión, edad, discapacidad o información genética en el empleo o en la provisión de servicios, programas o actividades.

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Brownsville Independent School District 1900 Price Road, Brownsville, TX 78521, (956) 548-8000

2015 Summer School Program

Bilingual KINDERGARTEN End of Session Report

Dear Parents:

This is the End of Session Report for your child _________________________. The following is his/her progress in the areas of Phonological Awareness, Mathematics, Language Arts, and TELPAS.

Area Developed Still Developing

Graphophonemic Knowledge:

Phonological Awareness: Comprehension Vocabulary Mathematics: Computation and Algebraic Relationships

Numerical Representation and Relationships Place Value HMH Language Arts:

Listens purposely and shows understanding of English.

TELPAS Progress Monitoring Listening Speaking Reading Writing B I A AH Attendance: Present

Total days__________

Absent

Total days__________ Thank you for allowing your child to participate in our Summer School Language Enrichment Program. Please call the Summer School teacher if you have any questions.

Respectfully, __________________________ ________________ ______________________________ Summer School Teacher Date Summer School Instructional Leader

___________________________ Home Campus

Original: Parents 1st Copy: File in student’s PRC 2nd Copy: Bilingual Department

BISD does not discriminate on the basis of race, color, national origin, sex, religion, age, disability or genetic information in employment or provision of services, programs or activities.

BISD no discrimina a base de raza, color, origen nacional, sexo, religión, edad, discapacidad o información genética en el empleo o en la provisión de servicios, programas o actividades.

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Brownsville Independent School District 1900 Price Road, Brownsville, TX 78521, (956) 548-8000

Programa de verano del año 2015

Programa Bilingüe de KINDERGARTEN Informe de Progreso FINAL

Estimados padres,

A continuación les presentamos el reporte de fin de programa, el cual refleja el desarrollo de Conciencia Fonológica y Grafofonémica, Matemáticas, Artes de Lenguaje de su hijo(a)_______________________________ durante este verano.

Áreas Desarrollado Está Desarrollando

Conciencia Grafofonémica Conciencia Fonológica: Comprensión Vocabulario Matemáticas Computación y Razonamiento de Algebra

Representaciones Numéricas y Relaciones HMH Artes de Lenguaje:

Escucha deliberadamente y muestra comprensión del inglés.

TELPAS Muestras de Progreso Audicion Oral Lectura Escritura B I A AH Asistencia: Presente

Días total______

Ausente

Días total______

Gracias por permitir que su hijo(a) asista nuestra academia bilingüe de verano. Favor de comunicarse con el maestro de verano en caso de que tenga preguntas.

Atentamente,

_____________________________ ______________ _______________________________________ Maestro(a) de verano Fecha Maestro(a) encargado del programa de verano

_____________________________ Escuela de Zona

Original: Padres 1a Copia: Archivar con los documentos escolares del estudiante. 2a Copia:

Departamento Bilingüe

BISD does not discriminate on the basis of race, color, national origin, sex, religion, age, disability or genetic information in employment or provision of services, programs or activities.

BISD no discrimina a base de raza, color, origen nacional, sexo, religión, edad, discapacidad o información genética en el empleo o en la provisión de servicios, programas o actividades.

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Brownsville Independent School District 1900 Price Road, Brownsville, TX 78521, (956) 548-8000

GRADES 1-5 SUMMER SCHOOL PROGRAM

MID-TERM SUMMER PROGRESS REPORT

June 19, 2015

Dear Parent(s)/Guardian(s):

Your child, , is participating in the Grades 1-5 Summer School Program. This mid-term progress report grade(s) are only for the subject area(s) that the student failed at the end of the 2014-2015 academic year.

Student Name: Home Campus:

Reading

Language Arts

Math

Science

Social Studies

Attendance Days Present: Days Absent:

There are 9 instructional days remaining in the summer school program. It is critical that your child be present each day for the remaining days.

Teacher’s Comments:

If you wish to have a conference with your child’s teacher, please call as soon as you receive this letter.

Respectfully,

Summer School Teacher Summer School Administrator

BISD does not discriminate on the basis of race, color, national origin, sex, religion, age, disability or genetic information in employment or provision of services, programs or activities.

BISD no discrimina a base de raza, color, origen nacional, sexo, religión, edad, discapacidad o información genética en el empleo o en la provisión de servicios, programas o actividades

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Brownsville Independent School District

1900 Price Road, Brownsville, TX 78521, (956) 548-8000

PROGRAMA ESCOLAR DE VERANO de GRADOS 1- 5

INFORME DE PROGRESO

19 de junio del 2015

Estimados padres,

Su hijo(a), , está participando en el programa escolar de verano. Este es un informe de progreso académico de medio curso del programa de verano. La(s) calificacion(es) son únicamente en las materia(s) que su hijo/a reprobó al final del año escolar de 2014-2015.

Nombre de alumno (a): Escuela de origen:

Lectura

Artes de Lenguaje

Matemáticas

Ciencias

Estudios Sociales

Asistencia Días presente: Días ausente:

Solamente quedan 9 días de instrucción en el programa de verano. Es muy importante que su hijo (a) este presente durante estos últimos días para finalizar el programa.

Comentarios del maestro (a):

Si desea una conferencia con el maestro (a), favor de llamar al tan pronto reciba este informe.

Atentamente,

Maestro/a del Programa Académico de Verano Administrador/a del Programa Académico de Verano

BISD does not discriminate on the basis of race, color, national origin, sex, religion, age, disability or genetic information in employment or provision of services, programs or activities.

BISD no discrimina a base de raza, color, origen nacional, sexo, religión, edad, discapacidad o información genética en el empleo o en la provisión de servicios, programas o actividades

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Brownsville Independent School District

1900 Price Road, Brownsville, TX 78521, (956) 548-8000

GRADES 1-5 SUMMER SCHOOL PROGRAM

END OF PROGRAM STUDENT REPORT

July 2, 2015

Dear Parents:

The First through Fifth Grade Summer School Program has ended. This end of program student report grade(s) are only for the subject area(s) that the student failed at the end of the 2014 – 2015 academic year.

Student Name: Home Campus:

Days Present: Days Absent:

Reading

Language Arts

Math

Science

Social Studies

Your child is promoted to: Your child is retained in: due to a failing grade(s) in

Subject(s)

If you have any questions regarding your child’s promotion or retention, please contact the student’s home campus principal. A copy of this report will be sent to the student’s home campus.

Respectfully,

Summer School Teacher Summer School Administrator

CC: Home Campus Principal (This data must be entered in PRC.)

BISD does not discriminate on the basis of race, color, national origin, sex, religion, age, disability or genetic information in employment or provision of services, programs or activities.

BISD no discrimina a base de raza, color, origen nacional, sexo, religión, edad, discapacidad o información genética en el empleo o en la provisión de servicios, programas o actividades

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2 de julio del 2015

Brownsville Independent School District 1900 Price Road, Brownsville, TX 78521, (956) 548-8000

PROGRAMA ESCOLAR DE VERANO de GRADOS 1-5

INFORME DE PROGRESO FINAL

Estimados padres: Nuestro programa escolar de verano ha terminado. Le presentamos el informe de progreso final cual refleja el progreso académico de su hijo/a durante este verano. Hemos incluido calificación(es) únicamente en la(s) materia(s) que su hijo/a reprobó al final del año escolar de 2014-2015.

Nombre de Alumno/a: Escuela de origen:

Días presente Días ausente:

Lectura

Artes de lenguaje

Matemáticas

Ciencias

Estudios Sociales

Su hijo/a ha sido promovido/a a: Su hijo/a ha sido retenido/a en: por reprobar

Materia(s)

Si tiene preguntas respecto a la promoción o retención de su hijo/a, favor de comunicarse con el director/a de su escuela. Una copia de este reporte será entregado a la escuela del estudiante.

Atentamente,

Maestro/a Programa Académico de Verano Administrador/a de Programa Académico de Verano

CC: Director/a Escuela de domicilio

BISD does not discriminate on the basis of race, color, national origin, sex, religion, age, disability or genetic information in employment or provision of services, programs or activities.

BISD no discrimina a base de raza, color, origen nacional, sexo, religión, edad, discapacidad o información genética en el empleo o en la provisión de servicios, programas o actividades

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GRADE 5 (SSI) SUMMER SCHOOL PROGRAM

End of Program

June 26, 2015

Dear Parents:

We thank you for your child’s participation in the Grade 5 Student Success Initiative (SSI) Summer Program. This summer school program has ended. Your child took the STAAR Reading 3rd administration. Please contact your child’s home campus principal for your child’s STAAR Reading test results.

Student Name: Home Campus:

Days Present: Days Absent:

Respectfully,

Summer School Teacher Summer School Administrator

CC: Home Campus Principal (This data must be entered in PRC.)

BISD does not discriminate on the basis of race, color, national origin, sex, religion, age, disability or genetic information in employment or provision of services, programs or activities.

BISD no discrimina a base de raza, color, origen nacional, sexo, religión, edad, discapacidad o información genética en el empleo o en la provisión de servicios, programas o actividades

50

Brownsville Independent School District 1900 Price Road, Brownsville, TX 78521, (956) 548-8000

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PROGRAMA ESCOLAR DE VERANO de GRADO 5 LA INICIATIVA PARA ÉXITO ESTUDIANTIL

Fin de Programa

26 de junio del 2015

Estimados padres:

Les damos las gracias por la participación de su hijo/a en el programa de 5º para la preparación de STAAR lectura. Este programa ha terminado. Su hijo/a tomo la 3ª administración del examen STAAR lectura. Favor de comunicarse con el director/a de su escuela para obtener los resultados del examen STAAR.

Nombre de Alumno/a:

Escuela de origen:

Días presente: Días ausente:

Atentamente,

Maestro/a Programa Académico de Verano Administrador/a de Programa Académico de Verano

CC: Director/a Escuela de domicilio

BISD does not discriminate on the basis of race, color, national origin, sex, religion, age, disability or genetic information in employment or provision of services, programs or activities.

BISD no discrimina a base de raza, color, origen nacional, sexo, religión, edad, discapacidad o información genética en el empleo o en la provisión de servicios, programas o actividades

51

Brownsville Independent School District 1900 Price Road, Brownsville, TX 78521, (956) 548-8000

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Grade Level :

Grades 1 -5 Summer School Program END OF PROGRAM CAMPUS REPORT

Notes: Please include all students who have attended summer school including those who withdrew during the program. Provide a copy to Curriculum and Instruction Department on July 3rd End of Summer Program Clearance Day Provide original to home campus principal by August 7th.

The Data Entry Clerk’s signature verifies that: (1) every student enrolled appears in the attendance sheets and is listed above;

(2) the PEIMS ID for each student is correct.

52

PEIMS ID

NAME OF STUDENT ALPHABETICAL ORDER

(Last Name, First MI)

ATTENDANCE []

If a student withdrew, did

she/he attend at least one day?

(Y) YES or (N) NO

Use Required Numerical Grades Only FINAL SUMMER GRADES (failed subject)

90 – 100 Excellent 70 – 74 Needs 80 – 89 Good Improvement 75 – 79 Average Below 70 Failing

*P

rom

otio

n [

]

*R

eten

tion

[√]

Retained Due to Parent

Request [√]

90% +

< 90%

Reading

L.A.

Math

Science

Social St.

1 2 3 4 5 6 7 8 9

10 11 12 13 14 15

Host Campus: SS Teacher Signature: Date:

Home Campus: Date Entry Clerk's Signature: Date:

Teacher: Principal/Designee Signature: Date:

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2015 Bilingual Summer School Administrator Clearance List

Campus Administrator’s Signature: ________________________ Date: _______________

Lead Teacher Signature: _________________________________ Date: _______________

Contact number: (in case we need to get in touch with you):

Home Cellular: ____________________________

Clearance Items

Host Sending Campus:__________________ Campus:___________________

Instructional Leader Initials

Lead

Teacher Initials

Pre Kinder Teacher Clearance: Number of Teachers: Clearance Form (with signatures) Instructional ResourceTub with Inventory List Storage Location: Kinder Teacher Clearance (1per teacher): Number of Teachers: Clearance Form (with teacher signatures) Instructional Resource Tub with Inventory List Storage Location: Attendance (1 per teacher):

• Attendance Sheets Totaled • Teacher Absence Verification (with teacher signature)

• Summer School Listing

Academic Reports (1 per teacher): • Grade Sheets Reading & Math • Copy of Student End of Session Report (1 per student)

• Teacher End of Program Report

Reports: • Timeware, Correction Logs and Composite Sheets • Walkthroughs (2 per teacher) • Program Evaluations • PK Instructional Aide Activity Log

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Hosting Site:

*Please organize the following (I-VIII) in labeled folders by sending campus.

I. Program Evaluation/Questionnaire ......................................................................

II. Informal Classroom Visit Forms ..............................................................................

III. End of Program Report .........................................................

IV. Attendance Sheets (original).................................................

__________________

V. Computerized Student Listing................................................

VI. Payroll Composites & Timesheets ..........................................................................

VII. Stipends – Composite and Sign-In Sheet …………..................................................... ____

VIII. Instructional Materials...........................................................................................

_

Reading Benchmark Education Genre Reading and Writer’s Workshop,

Newmark Learning STAAR Reading

Hosting Campus Instructional Materials Secure Location: _________________________________________ SS 2015 Administrator Signature: _______________Cell Phone: ____________ Home Phone: __________ Date: _____ SS 2015 Lead Teacher Signature: _______________Cell Phone: ____________ Home Phone: __________ Date: _____

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Grades 1-5 Summer School Program Summer School Administrator and Lead Teacher Clearance List

Hosting Site: _

*Please organize the following (I-IX) in labeled folders by sending campus and grade level.

I.

II.

III.

IV.

Program Evaluation/Questionnaire ................................................................

Informal Classroom Visit Forms .......................................................................

End of Program Student Report (Promotion/Retention Status) ......................

End of Program Report ...................................................

V. VI.

Attendance Sheets (original)..........................................

Computerized Student Listing.........................................

VII. Payroll Composites & Timesheets ..................................................................

VIII. Stipends – Composite and Sign-In Sheet ………….............................................. ____

IX.

_

Instructional Materials.....................................................................................

• English Language Arts……………………………………………..…

National Geographic Summer Central Kits Grade 1: (only) Super Readers

HMH textbooks and T.E.s

• Math: ……………………………………………………………………….……

Teacher Created Materials Targeted Math Intervention Kits

Math GPS Readiness Review 3rd, 4th, and 5 th

• Science: …………………………………………………………………………

Teacher Created Materials Science Readers:

Basics of Matter: First Grade Neighbors in Space – Second Grade Biomes and Ecosystems – Third Grade Force and Motion – Fourth Grade Forces in Nature – Fifth Grade

National Geographic Ready Set STAAR – Fifth Grade

• Social Studies:……………………………………………………………….. Reader’s Theater Grades 1-5 Teacher Created Materials Leveled Text 5th grade

Hosting Campus Instructional Materials Secure Location: _________________________________________ SS 2015 Administrator Signature: _______________Cell Phone: ____________ Home Phone: __________ Date: _____ SS 2015 Lead Teacher Signature: _______________Cell Phone: ____________ Home Phone: __________ Date: _____

Cleared by: ______________________________ Date: ______________

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2015 SUMMER SCHOOL PROGRAM End of Summer School Program Survey

Certified Personnel

Check One: () Bilingual Enrichment (PRE-KINDER) Bilingual Enrichment (KINDER

Grade 1-5 Summer School Program Teacher Grade 5 Summer School SSI Program Teacher

Summer School Administrator Summer School Lead Teacher

Complete this questionnaire. Circle to indicate your rating of the usefulness and adequacy of the following areas: (Use the comment section to write your remarks for the area that you rate Needs Improvement.)

O=Outstanding S=Satisfactory N= Needs Improvement

Staff Development O S N Program Effectiveness O S N Summer School Handbook O S N Class Size (# of students in your class ) O S N

ELA / SLA Resources O S N Social Studies Resources (NA for 5th SSI teacher) O S N Science Resources (NA for 5th SSI teacher) O S N Math Resources (NA for 5th SSI teacher) O S N Lesson Plan Organizer O S N Instructional Supplies and Materials O S N Daily Schedule O S N Were the instructional needs of students appropriately addressed by the curriculum?

○ YES ○ NO Why or why not:

Comment(s):

Recommendation(s):

Refer to: Survey Monkey

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2015 SUMMER SCHOOL PROGRAM

End of Summer School Program Survey

Classified Personnel

Check One: () Secretary

Data Entry Clerk Pre-K Aide

Complete this questionnaire. Circle to indicate your rating of the usefulness and adequacy of the following areas: (Use the comment section to write your remarks for the area that you rate Needs Improvement.)

O=Outstanding S=Satisfactory N= Needs

Improvement

Summer School Trainings O S N Program Effectiveness O S N Summer School Handbook O S N Summer School Attendance Documentation O S N Summer School Payroll Documentation O S N Comment(s):

Recommendation(s):

Refer to: Survey Monkey 57

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Appendix A

Notice of Eligibility &

Permission slips

Grades 1 - 5 Summer School Program

Grade 5 SSI Summer School Program

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Dr. Esperanza Zendejas

Interim Superintendant of Schools

Brownsville Independent School District

1900 Price Road, Brownsville, TX 78521, (956) 548-8000

BISD does not discriminate on the basis of race, color, national origin, sex, religion, age, disability or genetic information in employment or provision of services, programs or activities.

BISD no discrimina a base de raza, color, origen nacional, sexo, religión, edad, discapacidad o información genética en el empleo o en la provisión de servicios, programas o actividades.

TO: Elementary Principals FROM: Bea Garcia Administrator for Elementary Curriculum and Instruction DATE: February 23, 2015 RE: First – Fifth Grade Summer School Program The Elementary First-Fifth Grade Summer School Program will start on Tuesday, June 9th and end on Thursday, July 2nd. In order to obtain projected student participation, please submit Grades 1-5 Eligible List of Students via email by Friday, March 20, 2015 to Dr. Melinda Lopez: [email protected]. The first through fifth grade summer program projected enrollment will be based on the cumulative average of the first through fourth six weeks grades. Please insert the failed subject(s) average in the student eligibility letter. We are asking the campuses to make two sided copies of the Notification of Student Eligibility attached to this memo. We will post all of the Summer School forms on the Curriculum and Instruction Department subsite. Please have the teachers fill out and submit the appropriate student forms. It is recommended that all summer school letters be kept on file at the campus. Please email only the eligible list of students for each teacher by individual grade levels. If you should have any questions or need additional information, contact Dr. Melinda Lopez, ELA Specialist, at 698-0493. Your continued cooperation and attention to this matter is appreciated. Attachments xc: Berta A. Peña, Assistant Superintendent for Curriculum and Instruction Area Assistant Superintendents

SUMMARY

• Attachments: Student Permission Slips (Eng/Spn), List of Eligible Students

• Notification of Student Eligibility: Week of March 2 – 6, 2015

• Eligible List of Students DUE: 3/20/15 (First Round)

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Dr. Esperanza Zendejas

Interim Superintendant of Schools

Brownsville Independent School District

1900 Price Road, Brownsville, TX 78521, (956) 548-8000

BISD does not discriminate on the basis of race, color, national origin, sex, religion, age, disability or genetic information in employment or provision of services, programs or activities.

BISD no discrimina a base de raza, color, origen nacional, sexo, religión, edad, discapacidad o información genética en el empleo o en la provisión de servicios, programas o actividades.

2015 GRADES 1-5 SUMMER SCHOOL PROGRAM

NOTIFICATION OF STUDENT ELIGIBILITY

March 2, 2015 Dear Parents:

Your child is eligible to participate in the Brownsville Independent School District Summer School Program. The purpose of the summer program is to provide students who were not promoted to the next grade level an opportunity to gain promotion. NOTE: Students who failed to be promoted due to excessive absences are not eligible for this program. BISD does not grant social promotions. In grades 1-5 promotion to the next grade shall be based on a yearly average of 70 or above in each of the subject areas: Reading, Language Arts, Mathematics, Science, and Social Studies. The Language Arts average shall be derived from averaging the English or ESL, Spelling, and Writing grades. A student must attend at least 90% of the summer school program and satisfy the requirements for promotion as per BISD district policy.

If your child achieves a yearly average of 70 or above in the failed subject(s) at the end of the regular school year, he/she will NOT attend summer school. Please keep in constant communication on your child’s academic progress with the classroom teacher.

Based on the cumulative average at the end of the fourth six weeks in the following subjects, your child may need to attend summer school:

The summer school program will start Tuesday, June 9 and end on Thursday, July 2. The schedule is as follows: 7:30 am with breakfast and dismissal time is 4:00 pm Monday through Friday. Your child _________________________ will be attending _________________________________ Elementary.

Transportation: BISD will provide transportation to and from the home campus to the assigned summer school site. Cut and return to your child’s teacher by . Please indicate your choice by marking one of the following statements: ______ Yes, I want my child to attend the Grades 1-5 Summer School Program. ______ No, I do not want my child to attend the Grades 1-5 Summer School Program. _________________________________________________________________________________________________________________________________________________________________________________________________________

My child has a chronic medical problem and/or needs to take medication during summer school. ______ Yes ______No

Print Student’s Name School Grade

Parent’s Signature Address Phone Number

Reading ________ Language Arts ______ Mathematics _______ Science ______ Social Studies _______

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Dr. Esperanza Zendejas

Interim Superintendant of Schools

Brownsville Independent School District

1900 Price Road, Brownsville, TX 78521, (956) 548-8000

BISD does not discriminate on the basis of race, color, national origin, sex, religion, age, disability or genetic information in employment or provision of services, programs or activities.

BISD no discrimina a base de raza, color, origen nacional, sexo, religión, edad, discapacidad o información genética en el empleo o en la provisión de servicios, programas o actividades.

2015 GRADOS 1-5 PROGRAMA ESCOLAR DE VERANO NOTIFICACIÓN DE ELIGIBILIDAD DEL ESTUDIANTE

2 de marzo del 2015 Estimados padres,

Su hijo/a es candidato para participar en el programa de verano del distrito escolar de Brownsville. El objetivo de este programa de verano es para ofrecer a los estudiantes que reprobaron la oportunidad de promoción al siguiente grado. Estudiantes que reprobaron por ausencias excesivas no son elegibles para este programa. El distrito escolar de Brownsville no permite promover alumnos al siguiente nivel basado solamente en la edad del alumno. Estudiantes en grados 1-5 deberán obtener un promedio anual de 70 o más en las siguientes áreas: lectura, artes de lenguaje, matemáticas, ciencias naturales, y ciencias sociales para poder promover al siguiente nivel. El promedio de artes de lenguaje consiste en el promedio de los grados de lenguaje o inglés como segundo idioma, ortografía, y escritura. El estudiante debe asistir 90% del programa de verano y satisfacer los requisitos de promoción del distrito escolar. Si su hijo/a obtiene un promedio de 70 o más al final del año escolar en las materias que está reprobando, no será necesario que asista a clases de verano. Por favor mantenga comunicación sobre el progreso académico de su hijo/a con la maestra/o. Basado en el promedio cumulativo del cuarto periodo de las seis semanas, su hijo/a tendrá que asistir a las clases de verano en las siguientes materias: Lectura ______ Artes de lenguaje ______ Matemáticas _______ Ciencias Naturales ______ Ciencias Sociales _______

El programa de verano iniciará el martes, 9 de junio finalizando el jueves, 2 de julio. El día escolar empieza a las 7:30 am con desayuno y termina a las 4:00 pm de lunes a viernes. Su hijo/a _____________________________ asistirá a la escuela primaria __________________________________.

Transportación: El distrito escolar proporcionará transporte desde la escuela del alumno/a a la escuela asignada de verano.

Favor de recortar y regresar al maestro/a del estudiante _________________.

Favor de indicar una de las opciones siguientes: _____ Sí deseo que mi hijo/a asista al programa escolar de verano. _____ No deseo que mi hijo/a asista al programa escolar de verano. _________________________________________________________________________________________________________________________________ Mi hijo/a padece de una enfermedad crónica y debe tomar medicamento durante las clases de verano. _____Sí ____No Nombre del estudiante Escuela Grado

Firma del padre o tutor Domicilio Número telefónico

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Brownsville Independent School District

1900 Price Road, Brownsville, TX 78521, (956) 548-8000

Grades 1-5 SUMMER SCHOOL PROGRAM ELIGIBLE LIST OF STUDENTS

2015Campus:_________________ Home Room Teacher: Grade

B I A

Non

Lep

Read

ing

Lang

uage

Art

s

Soci

al S

tudi

es

Mat

h

Scie

nce

Please Note: Tier II or III students should have official RtI documentation on file.

Submit lists electronically to Dr. Melinda Lopez at [email protected] by March 20, 2015.

Student ID

Bilingual Education Student Category

Tier II or III

Dysle

xia

Stud

ent

(Y o

r N)

Pare

nt P

erm

issio

n

(Y o

r N)

Student Address

1st-4th six weeks cumulative average for qualifying subject(s)

Tran

spor

tatio

n

(Y

or N

)Student’s Name Last Name, First Name, MI

(in alphabetical order)

Due Date: March 20, 2015 First Round Dr. Esperanza Zendejas

Interim Superintendent of Schools

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Dr. Esperanza Zendejas

Interim Superintendant of Schools

Brownsville Independent School District

1900 Price Road, Brownsville, TX 78521, (956) 548-8000

BISD does not discriminate on the basis of race, color, national origin, sex, religion, age, disability or genetic information in employment or provision of services, programs or activities.

BISD no discrimina a base de raza, color, origen nacional, sexo, religión, edad, discapacidad o información genética en el empleo o en la provisión de servicios, programas o actividades.

TO: Elementary Principals FROM: Bea Garcia, Administrator for Elementary Curriculum and Instruction DATE: April 10, 2015 RE: First – Fifth Grade Summer School Program The Elementary First-Fifth Grade Summer School Program will start on Tuesday, June 9th and end on Thursday, July 2nd. In order to obtain projected student participation, please submit your final Grades 1-5 Eligible List of Students via email by Friday, May 22, 2015 to Dr. Melinda Lopez: [email protected]. The first through fifth grade summer program projected enrollment will be based on the cumulative average of the first through fifth six weeks grades. Please insert the failed subject(s) average in the student eligibility letter. We are asking the campuses to make two sided copies of the Notification of Student Eligibility permission slips which are attached to this memo. We will post all of the Summer School forms on the Curriculum and Instruction Summer School Link. Please make sure that teachers fill out and submit the appropriate student forms. It is recommended that all summer school letters be kept on file at the campus. Please email only the eligible list of students for each teacher by individual grade levels by Friday, May 22, 2015. If you should have any questions or need additional information, contact Dr. Melinda Lopez at 698-0493. Your continued cooperation and attention to this matter is appreciated. Attachments xc: Berta A. Peña, Assistant Superintendent for Curriculum and Instruction Area Assistant Superintendents

SUMMARY

• Attachments: Student Permission Slips, List of Eligible Students

• Notification of Student Eligibility: Week of April 13-17, 2015 (2nd Round)

• Eligible List of Students DUE: 5/22/15 (Final List)

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Dr. Esperanza Zendejas

Interim Superintendant of Schools

Brownsville Independent School District

1900 Price Road, Brownsville, TX 78521, (956) 548-8000

BISD does not discriminate on the basis of race, color, national origin, sex, religion, age, disability or genetic information in employment or provision of services, programs or activities.

BISD no discrimina a base de raza, color, origen nacional, sexo, religión, edad, discapacidad o información genética en el empleo o en la provisión de servicios, programas o actividades.

2015 GRADES 1-5 SUMMER SCHOOL PROGRAM NOTIFICATION OF STUDENT ELIGIBILITY

(Second Round) April 13, 2015

Dear Parents:

Your child is eligible to participate in the Brownsville Independent School District Summer School Program. The purpose of the summer program is to provide students who were not promoted to the next grade level an opportunity to gain promotion. NOTE: Students who failed to be promoted due to excessive absences are not eligible for this program. BISD does not grant social promotions. In grades 1-5, promotion to the next grade shall be based on a yearly average of 70 or above in each of the subject areas: Reading, Language Arts, Mathematics, Science, and Social Studies. The Language Arts average shall be derived from averaging the English or ESL, Spelling, and Writing grades. A student must attend at least 90% of the summer school program and satisfy the requirements for promotion as per BISD district policy.

If your child achieves a yearly average of 70 or above in the failed subject(s) at the end of the regular school year, he/she will NOT attend summer school. Please keep in constant communication on your child’s academic progress with the classroom teacher.

Based on the cumulative average in the following subjects, your child may need to attend summer school:

The summer school program will start Tuesday, June 9 and end on Thursday, July 2. The schedule is as follows: 7:30 am with breakfast and dismissal time is 4:00 pm Monday through Friday. Your child _________________________ will be attending _________________________________ Elementary.

Transportation: BISD will provide transportation to and from the home campus to the assigned summer school site. Cut and return to your child’s teacher by . Please indicate your choice by marking one of the following statements: ______ Yes, I want my child to attend the Grades 1-5 Summer School Program. ______ No, I do not want my child to attend the Grades 1-5 Summer School Program. _________________________________________________________________________________________________________________________________________________________________________________________________________

My child has a chronic medical problem and/or needs to take medication during summer school. ______Yes ______No

Print Student’s Name School Grade

Parent’s Signature Address Phone Number

Reading ________ Language Arts ______ Mathematics _______ Science ______ Social Studies _______

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Dr. Esperanza Zendejas

Interim Superintendant of Schools

Brownsville Independent School District

1900 Price Road, Brownsville, TX 78521, (956) 548-8000

BISD does not discriminate on the basis of race, color, national origin, sex, religion, age, disability or genetic information in employment or provision of services, programs or activities.

BISD no discrimina a base de raza, color, origen nacional, sexo, religión, edad, discapacidad o información genética en el empleo o en la provisión de servicios, programas o actividades.

2015 GRADOS 1-5 PROGRAMA ESCOLAR DE VERANO NOTIFICACIÓN DE ELIGIBILIDAD DEL ESTUDIANTE

(Segunda Notificación) 13 de abril del 2015

Estimados padres,

Su hijo/a es candidato para participar en el programa de verano del distrito escolar de Brownsville. El objetivo de este programa de verano es para ofrecer a los estudiantes que reprobaron la oportunidad de promoción al siguiente grado. Estudiantes que reprobaron por ausencias excesivas no son elegibles para este programa. El distrito escolar de Brownsville no permite promover alumnos al siguiente nivel basado solamente en la edad del alumno. Estudiantes en grados 1-5 deberán obtener un promedio anual de 70 o más en las siguientes áreas: lectura, artes de lenguaje, matemáticas, ciencias naturales, y ciencias sociales para poder promover al siguiente nivel. El promedio de artes de lenguaje consiste en el promedio de los grados de lenguaje o inglés como segundo idioma, ortografía, y escritura. El estudiante debe asistir 90% del programa de verano y satisfacer los requisitos de promoción del distrito escolar. Si su hijo/a obtiene un promedio de 70 o más al final del año escolar en las materias que está reprobando, no será necesario que asista a clases de verano. Por favor mantenga comunicación sobre el progreso académico de su hijo/a con la maestra/o. Basado en el promedio cumulativo en las siguientes áreas(s) su hijo/a tendrá que asistir a las clases de verano en las siguientes materias: Lectura ______ Artes de lenguaje ______ Matemáticas _____ Ciencias Naturales ______ Ciencias Sociales _______

El programa de verano iniciará el martes, 9 de junio finalizando el jueves, 2 de julio. El día escolar empieza a las 7:30 am con desayuno y termina a las 4:00 pm de lunes a viernes. Su hijo/a _____________________________ asistirá a la escuela primaria __________________________________.

Transportación: El distrito escolar proporcionará transporte desde la escuela del alumno/a a la escuela asignada de verano.

Favor de recortar y regresar al maestro/a del estudiante _________________.

Favor de indicar una de las opciones siguientes: _____ Sí deseo que mi hijo/a asista al programa escolar de verano. _____ No deseo que mi hijo/a asista al programa escolar de verano. _________________________________________________________________________________________________________________________________ Mi hijo/a padece de una enfermedad crónica y debe tomar medicamento durante las clases de verano. _____Sí ____No Nombre del estudiante Escuela Grado

Firma del padre o tutor Domicilio Número telefónico

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Brownsville Independent School District

1900 Price Road, Brownsville, TX 78521, (956) 548-8000

Grades 1-5 SUMMER SCHOOL PROGRAM ELIGIBLE LIST OF STUDENTS

2015Campus:_________________ Home Room Teacher: Grade

B I A

Non

Lep

Read

ing

Lang

uage

Art

s

Soci

al S

tudi

es

Mat

h

Scie

nce

Please Note: Tier II or III students should have official RtI documentation on file.

Submit lists electronically to Dr. Melinda Lopez at [email protected] by May 22, 2015.

Student Address

Cummaltive average for qualifying subject(s).

Tran

spor

tatio

n

(Y

or N

)Student’s Name Last Name, First Name, MI

(in alphabetical order)Student ID

Bilingual Education Student Category

Tier II or III

Dysle

xia

Stud

ent

(Y o

r N)

Pare

nt P

erm

issio

n

(Y o

r N)

Due Date: May 22, 2015 Final List Dr. Esperanza Zendejas

Interim Superintendent of Schools

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Brownsville Independent School District

1900 Price Road, Brownsville, TX 78521, (956) 548-8000

TO: Elementary Principals FROM: Bea Garcia Administrator for Elementary Curriculum and Instruction DATE: April 13, 2015 RE: Grade 5 Student Success Initiative (SSI) The Elementary Fifth Grade Student Success Initiative (SSI) Program will start on Tuesday, June 9th and end on Friday, June 26, 2015. In order to obtain projected student participation, please submit Grades 5 SSI Program Eligible List of Students via email by Friday, April 24, 2015 to Sandra Garcia [email protected]. The Grade 5 SSI program projected enrollment will be based on the number of students who need to retest in the summer for STAAR Reading– Third Administration. We are asking the campuses to make two sided copies of the Notification of Student Eligibility attached to this memo. Please keep a file of all student eligibility notifications at the campus. The summer school forms are on the Curriculum and Instruction Department website. Please have the teachers fill out and submit the appropriate student forms. Please email only the eligible list of students for each teacher by individual grade level. Please contact Sandra Garcia at (956) 698-2406 for additional information or questions. Your continued cooperation and attention to this matter is appreciated.

Attachments

xc: Berta A. Peña, Assistant Superintendent for Curriculum and Instruction Area Assistant Superintendents

BISD does not discriminate on the basis of race, color, national origin, sex, religion, age, disability or genetic information in employment or provision of services, programs or activities.

BISD no discrimina a base de raza, color, origen nacional, sexo, religión, edad, discapacidad o información genética en el empleo o en la provisión de servicios, programas o actividades.

SUMMARY • Attachments: Student Permission Slips, List of Eligible Students

• Notification of Student Eligibility:

Week of April 20-24, 2015

• Eligible List of Students DUE: 4/24/15 (First Round)

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Brownsville Independent School District

1900 Price Road, Brownsville, TX 78521, (956) 548-8000

2015 GRADE 5 SUMMER SCHOOL STUDENT SUCCESS INITIATIVE (SSI) PROGRAM NOTIFICATION OF STUDENT ELIGIBILITY

First Test Administration

April 20, 2015 Dear Parents:

Your child is eligible to participate in the Brownsville Independent School District Summer School Student Success Initiative (SSI) Program. The purpose of the Grade 5 Student Success Initiative Program is to provide accelerated instruction for students in need of passing the State of Texas Assessments of Academic Readiness (STAAR) Reading Test. Students must meet all the district’s requirements for promotion. In addition, a student must perform satisfactorily on the fifth grade STAAR reading for promotion to the sixth grade. If your child passes the STAAR test after the second STAAR administration, it will not be necessary for the student to attend this summer school program.

Please keep in constant communication with the classroom teacher on your child’s academic progress. The summer school program will start Tuesday, June 9th and end on Friday, June 26th. The starting time of school is 7:30 am with breakfast and dismissal time at 4:00 pm Monday through Friday. Your child _________________________ will be attending _________________________________ Elementary.

Transportation: BISD will provide transportation to and from the home campus to the assigned summer school site. Cut and return to your child’s teacher by . Please indicate your choice by marking one of the following statements: ______ Yes, I want my child to attend the Grades 5 SSI Summer School Program. ______ No, I do not want my child to attend the Grades 5 SSI Summer School Program. _________________________________________________________________________________________________________________________________________________________________________________________________________

My child has a chronic medical problem and/or needs to take medication during summer school. ______Yes ______No

Print Student’s Name School Grade

Parent’s Signature Address Phone Number

BISD does not discriminate on the basis of race, color, national origin, sex, religion, age, disability or genetic information in employment or provision of services, programs or activities.

BISD no discrimina a base de raza, color, origen nacional, sexo, religión, edad, discapacidad o información genética en el empleo o en la provisión de servicios, programas o actividades.

5th

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Brownsville Independent School District

1900 Price Road, Brownsville, TX 78521, (956) 548-8000

2015 GRADO 5 PROGRAMA ESCOLAR DE VERANO

La iniciativa para éxito estudiantil NOTIFICACIÓN DE ELIGIBILIDAD DEL ESTUDIANTE

Primera Administración

20 de abril del 2015 Estimados padres,

Su hijo/a es elegible para participar en el programa de verano de la iniciativa para el éxito estudiantil (SSI). El objetivo de este programa es para proporcionar instrucción acelerada específica para los estudiantes que necesitan pasar el examen STAAR Lectura. Los estudiantes deben cumplir con todos los requisitos locales de promoción. Además, estudiantes deben aprobar satisfactoriamente la prueba de lectura del examen estatal STAAR para ser promovidos al sexto grado. Si su hijo/a obtiene éxito en la segunda administración de STAAR en el área que reprobó, no será necesario asistir a este programa de verano. Por favor este en comunicación del progreso académico con el maestro/a de su hijo/a.

El programa de verano iniciará el martes, 9 de junio finalizando el viernes, 26 de junio. El día escolar empieza a las 7:30 am con desayuno, y termina a las 4:00 pm de lunes a viernes. Su hijo/a _____________________________ asistirá a la escuela primaria __________________________________.

Transportación: El distrito escolar proporcionará transporte desde la escuela del alumno/a a la escuela asignada de verano.

Favor de recortar y regresar al maestro/a del estudiante _________________.

Favor de indicar una de las opciones siguientes: _____ Sí deseo que mi hijo/a asista al programa escolar de verano. _____ No deseo que mi hijo/a asista al programa escolar de verano. _________________________________________________________________________________________________________________________________ Mi hijo/a padece de una enfermedad crónica y debe tomar medicamento durante las clases de verano. _____Sí ____No Nombre del estudiante Escuela Grado

Firma del padre o tutor Domicilio Número telefónico

BISD does not discriminate on the basis of race, color, national origin, sex, religion, age, disability or genetic information in employment or provision of services, programs or activities.

BISD no discrimina a base de raza, color, origen nacional, sexo, religión, edad, discapacidad o información genética en el empleo o en la provisión de servicios, programas o actividades.

5o

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Brownsville Independent School District

1900 Price Road, Brownsville, TX 78521, (956) 548-8000

Grades 5 SSI PROGRAM

ELIGIBLE LIST OF STUDENTS

Campus: Home Room Teacher:

Submit lists electronically to Sandra Garcia at [email protected] on April 24, 2015.

Student Address

Tran

spor

tatio

n

(Y

or N

)

PEIMS NumberPrint Student’s Name Last Name, First, MI

(in alphabetical order)La

ngua

ge o

f Ass

essm

ent

En

glish

(E) o

r Spa

nish

(S)

STAAR Reading

1st Admin.Score

STAAR Reading Priority Reporting

Category(ies)

2015

Pare

nt P

erm

issio

n

Y or

N

Due Date: April 24, 2015 1st Round

Dr. Esperanza Zendejas Interim Superintendent of Schools

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Appendix B

Prekindergarten Planners Kindergarten Planners

SAMPLE

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Prekindergarten Lesson Plans

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Brownsville Independent School District Prekindergarten Language Arts Bilingual Enrichment Program

Week 1: June 9 - 12, 2015

WEEK 1 Daily Activities Resources

Day 1 Day 2 Day 3 Day 4 Tuesday, June 9 Wednesday, June 10 Thursday, June 11 Friday, June 12

7:30 - 8:00 Breakfast in a Bag 8:00 - 8:15

Interactive Writing / Morning Message

Good Morning Songs Name Games

Morning Message Zoology p. 5

Good Morning Songs Name Games

Morning Message Zoology p. 21

Good Morning Songs Name Games

Morning Message Zoology p.33

Good Morning Songs Name Games

Morning Message Zoology p. 47

Classroom materials

8:15 - 8:30 Calendar Time Calendar Time Resources Months of the Year Rote Counting

Weather Graph Hundred Chart Number Line

Skip Counting / Counting Backwards Problem Solving Activities

Teacher Classroom materials

Days of the Week

Yesterday, Today, Tomorrow Tally Marks

Place Value - Straw Count Patterns

8:30 - 9:00 Graphophonemic

Knowledge GK Routines / GK Flip

Book / HMH Letter Wall Cards

Sound Discrimination Activity GK. p. 4 / p. 6

Direct Instruction Modeling – Initial Sound Discrimination

Activity – Esta es la letra ___. La letra hace el sonido ___. Escuchen esta palabra: ___. ¿Cuál es el sonido inicial de estas palabras? ¿Qué letra hace este sonido? (Repeat

with other sounds).

Sound Discrimination Activity GK p. 4 / p. 6.

Direct Instruction Modeling – Voy a segmentar la palabra

___. Escuchen. Quiero escribir la palabra ___. Yo sé que el sonido inicial es ___ y la letra que hace el sonido es

___. El segundo sonido es ___ y se escribe con la letra

___. Yo sé que la palabra ___ se escribe (name and write

the letters in the Word). Escúchenme leer la palabra

___. (Repeat with other words).

Sound Discrimination Activity GK p. 4 / p. 6.

Direct Instruction- Vamos a segmentar la palabra ___. Mi turno. (Segment sounds in the

word). Ahora vamos a segmentar la palabra __ juntos. (Use kinesthetic

movement such as cutting board / arm slide). See GK

Flipbook page 21 for examples and explanations. (Repeat with other words or

syllables).

Teaching a Spelling Pattern GK p. 5.

Escuchen estas palabras: masa, mesa, misa. ¿Qué

sonido inicial oyen en estas palabras? La letra ‘m’ hace el sonido /m/. Miren mientras escribo la letra que hace el

sonido inicial de estas palabras. El sonido es ___.

Provide words that begin with other initial sounds. Have

students provide the sound that is the same and the letter that makes that sound as you write it on the board. Repeat with other words and sounds.

Resources TLI Graphophonemic

Routines

HMH Letter walls

Literacy Centers

9:00 - 9:15 Oral Language Development /

Letter Wall Activity

Naming Miembros de la familia Create a word bank of

words for members of a family.

Begin Letter Wall. Add Student Names.

Naming Actividades que miembros de la familia hacen juntos

Have students name activities family members

do together.

Naming Juegos y juguetes favoritos

Have students name favorite toys and games.

Classify and Categorize Classify and categorize

words related to homes. Create a Concept Maps for rooms in a home (kitchen,

bedroom, etc).

Resources TLI letter Wall Routines

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9:15 - 9:45 Shared Reading HMH Unit

1 / Grade K

Story Una Visita a mis abuelos

Skill Sequence Events /

Summarize Introduce theme: Family

Story Una Visita a mis abuelos

Skill Sequence Events /

Summarize

Story Hermanas y hermanos

Skill Sequence Events /

Summarize

Story Hermanas y hermanos

Skill Sequence Events /

Summarize

Resources HMH Kinder Resources

9:45 - 10:00 Writer's Journal (Whole

Group - Small Group journal writing during

small groups)

Expository / Informative & Narrative Book Covers

and Summaries p. 14 A Sentence a Day

Week 1: Going to School Day 1

Genre and Purpose p. 15

Song "Discover the Cover"

A Sentence a Day Week 1: Going to School

Day 2

Create Your Own Book Cover p. 16

A Sentence a Day Week 1: Going to School

Day 3

Create Your Own Book Cover p. 16

A Sentence a Day Week 1: Going to School

Day 4

Resources

10:00 - 10:45 PA All Day - TLI Flip Book / Phonological Awareness Red Book

TEACHER Red Book, pp. 1-2 TEACHER ASSISTANT ENGLISH PA All Day (TLI Flip Book) Listening Part 1: Sounds SPANISH Fonología todo el Día (TLI Flip Book) Descriminación Auditiva Part 1: Sonidos

TEACHER Red Book, pp. 1-2 TEACHER ASSISTANT ENGLISH PA All Day (TLI Flip Book) Listening Part 1: Words SPANISH Fonología todo el Día (TLI Flip Book) Descriminación Auditiva Part 1: Palabras

TEACHER Red Book, pp. 1-2 TEACHER ASSISTANT ENGLISH PA All Day (TLI Flip Book) Rhyming / Alliteration Part 2: Rhyming - Identification SPANISH Fonología todo el Día (TLI Flip Book) Rima / Aliteración Part 2: Identificación de rimas

TEACHER Red Book, pp. 1-2 TEACHER ASSISTANT ENGLISH PA All Day (TLI Flip Book) Rhyming / Alliteration Part 2: Rhyming: Production SPANISH Fonología todo el Día (TLI Flip Book) Rima / Aliteración Part 2: Producción de rimas

Resources

Phonological (TLI Flip Book)

Incorporate Bodily

Kinesthetic movements

10:45 - 11:30 Letter Knowledge

Sing and Read Big Book: Eduardo el elefante

Teacher Assistant: Mi libro de la "Ee"

Centers Letter Arcs / Moveable

Letters / GK TPRI / TEJAS LEE Intervention

Materials

Sing and Read Big Book: Tania la tortuga

Teacher Assistant: Mi libro de la "Tt" Centers Letter Arcs / Moveable

Letters / GK TPRI / TEJAS LEE Intervention

Materials

Sing and Read Big Book: Pepito el pulpo

Teacher Assistant: Mi libro de la Pp

Centers Letter Arcs / Moveable

Letters / GK TPRI / TEJAS LEE Intervention

Materials

Sing and Read Big Book: Alicia la avispa

Teacher Assistant: Mi libro de la "Aa"

Centers Letter Arcs / Moveable

Letters / GK TPRI / TEJAS LEE Intervention

Materials

Resources

Letter arcs TPRI/TEJAS LEE

intervention book

Literacy Centers

11:30 - 12:00 LUNCH 12:00 - 1:00

Guided Reading HMH Unit 1 Grade K

Music and Movement

Story Mi Mochila

Small Groups Writing Center Library Center

Art Center

Story Mi Mochila

Small Groups Writing Center Library Center

Art Center

Story En la escuela Small Groups

Writing Center Library Center

Art Center

Story En la escuela Small Groups

Writing Center Library Center

Art Center

Resources

HMH Kinder Resources

Literacy Centers

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BROWNSVILLE INDEPENDENT SCHOOL DISTRICT 2015 SUMMER SCHOOL CURRICULUM FRAMEWORKS

1st WEEK Subject: Mathematics Grade: Prekindergarten

Week #1 PK Reporting Categories ELPS CCRS Concepts Resources TIER II & III

Concepts:

Review of Numerical Concepts, Representations, and Relations Small Group

Instruction And Learning Centers

Tuesday June 9, 2015

V.A.8 Numerical Representations and Relationships: Review numbers Place value, Counting Reading and Writing

Speaking 3D

X2 IX1

Numbers 0 to 5

Interactive Math Story

Teaching Student- Centered Mathematics

Manipulatives to address one to one correspondence

Wednesday June10, 2015

V.A.8 Numbers, Operations and Quantitative Reasoning: Review practice writing numbers

Speaking 3D

IXB1 Lesson: Reading and Writing 0 - 5

Teaching Student- Centered Mathematics

Review numbers 0-5 in order, out of sequence, practice writing 0-5

Thursday June 11, 2015

V.A.8 Numbers, Operations, and Quantitative Reasoning: Problem Solving

Listening 2I

IXB1 Lesson: Math Story Problem Solving

Teaching Student- Centered Mathematics

Comparing sets

Friday June12, 2015

V.A.8 Numerical Representations and Relationships Assess

Learning Strategies 1A Speaking 3G

IXB1 Lesson: Assess: Numbers 0-5 Listing numbers, Comparing numbers

Teaching Student- Centered Mathematics

Review concepts not mastered

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Grade: Prekindergarten Subject: Mathematics

BROWNSVILLE INDEPENDENT SCHOOL DISTRICT

2015 SUMMER SCHOOL CURRICULUM FRAMEWORKS 1st WEEK

Math Centers

1:00 - 2:00 Math / Math Workstations Unifix Cubes

Pattern Blocks Math Counters /

Manipulatives iPad Workstation

Sing and Read Math Series - Read and discuss "Add the Wheels" Counting

1, 2, 3, 4, 5 Students count 1, 2 and 3 objects regardless of their

arrangement with automaticity. Students conduct quick checks by counting to verify their

responses. Show students 1-3 objects in various spatial arrangements.

Students provide count with automaticity then

count to verify. Materials

Dot cards, counters, domino patterns

Sing and Read Math Series - Read and discuss "Add the

Wheels" Recognizing 1, 2, 3, 4, 5 in

different arrangements Students use counters to represent 1, 2 and 3 and

count objects with automaticity regardless of

how they are arranged. Show numeral card,

students then quickly use counters to represent given

number. Materials

Dot cards, counters, number cards

Sing and Read Math Series - Read and discuss "Add the

Wheels" Reading and Writing 1, 2,

3, 4, 5 In small groups, guide

students in recognizing 1, 2 or 3 with automaticity and writing the numeral that

represents the set. Students will require

support in order to write numerals from top to

bottom, and correct writing strokes.

Materials Use skywriting, sand trays,

dot patterns, number cards, and writing cards for

writing support

Sing and Read Math Series - Read and discuss "Fill it

Up" Counting 4 and 5

Provide opportunities for students to become with

familiar multiple arrangements for sets for numbers up to 5. Use two color beans to show 4 can be represented as 3 and 1, 2 and 2, or 4 and 0. Repeat with other numbers from 1-5. (MTW Hand Game /

Spill the Beans Materials

Beans / Counters / MTW Black line Masters (use on Friday also) See resource

section

Sing and Read Math Series - Read and discuss "Fill it

Up" Making Sets up to 5

Draw 4 apples on the board as students count them. Tell them 4 is all of the

apples or the 'whole' of the number of apples. Say the whole can be broken into parts. Shade one apple and point to it as they

count. Point to remaining apples and have student

count them. Say these are parts of 4: 1 and 3 apples

makes 4. Repeat with other numbers.

Materials Dot cards, counters, beans

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Subject: Science Grade: Prekindergarten

BROWNSVILLE INDEPENDENT SCHOOL DISTRICT 2015 SUMMER SCHOOL CURRICULUM FRAMEWORKS

1st WEEK

Week #1 PK Guide lines

RC ELPS CCRS Concepts Resources

Monday June 8, 2015

Orientation and Preparation Day

Tuesday June 9, 2015

VI. A-Physical

Science VI.A.1, 2, 3, 4

Matter and Energy

ELPS 2.H.1 2.E.1 4.F5 4.F.10

V.C.1 Matter • Observe, record and discuss physical

properties of an object • Vocabulary: matter, mass, texture, size,

weight, gas, liquid, solid

Brainpop.com Summer School

Teacher handbook resources

Wednesday June 10, 2015

VI. A-Physical

Science VI.A.1, 2, 3, 4

Matter and Energy

ELPS 2.H.1 2.E.1 4.F5 4.F.10

V.C.1 Matter • Observe and discuss how

materials can be change • Vocabulary: matter, mass, texture,

size, weight, gas, liquid, solid

Brainpop.com Summer School

Teacher handbook resources

Thursday June 11, 2015

VI. A-Physical

Science VI.A.1, 2, 3, 4

Matter and Energy

ELPS 2.H.1 2.E.1 4.F5 4.F.10

V.C.1 Matter • Observe and record properties of

objects using pictures, numbers or words

• Vocabulary: matter, mass, texture, size, weight, gas, liquid, solid

Brainpop.com Summer School

Teacher handbook resources

Friday June 12, 2015

VI. A-Physical

Science VI.A.1, 2, 3, 4

Matter and Energy

ELPS 2.H.1 2.E.1 4.F5 4.F.10

V.C.1 Matter • Understand the properties of

objects and how they can be changed

• Vocabulary: matter, mass, texture, size, weight, gas, liquid, solid

Brainpop.com Summer School

Teacher handbook resources

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2:30 - 3:30 Science / Science

Workstation Rotations

Read Aloud - Why is she looking so closely?

Discuss how we can learn about the world around us by using our senses.

Discuss safety when observing objects in the

environment. Nature Walk

Walk around the school and have students make

observations using senses. Record their observation in their

science journals. (Begin science journals).

We Use Science to Learn We use science to learn about the world around us. As scientists, we also learn by asking questions. Scientists work together to

find answers. Scientists help one another as they

investigate the world around them, test their

ideas and collect information.

Blindfolded Science Pair children in groups of 2-3. Have children take turns closing their eyes

and reaching into a grab bag containing various

natural artifacts from their nature Walk and use their sense of touch to identify

objects and discuss various attributes.

Scientists Observe the World

As scientists, we observe the world. We use our senses to observe our environment. We can

look, hear, smell, touch and taste.

Picture Gallery Show pictures of persons

using their senses to observe properties of

organisms, objects and events in the environment. Discuss. Display objects for

children to explore and identify how their senses help them investigate the

objects. (May sort pictures of items by sense

that helps they learn about the item.)

Scientist Share Their Learning

As scientists, we can draw and write about our

observations and show our drawings, pictures and writings and talk about what we have

learned. Some scientists help us learn about the

weather. A meteorologist is a

scientist who studies and predicts (or forecasts)

the weather. A scientist communicates what they learn by using drawings, maps, charts and tables. We can also record our observations to share

what we learn. Rain Cloud in a Cup Use a clear cup or

container, add water to the container. Add

shaving cream then add drops of blue food coloring

to the top of the shaving cream and watch it rain.

Students record observations.

Scientists Use Tools Scientists use tools to help

them observe and measure things in the

environment. We can use tools also to write about

our observations. A tool is anything that helps us

accomplish a task (or job). Naming Tools

Help students name and discuss tools that are used to make repairs and build. Explain that tools can also be used in science. Discuss

tools such as lenses, thermometers, balances

and scales, rulers, gauges, computers and

microscopes. These tools can be used by a scientist. Tools help scientists learn about the environment,

objects and events. Science Tools (Optional) Have students use tools such as hand lenses and

such to make observations.

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BROWNSVILLE INDEPENDENT SCHOOL DISTRICT 2015 SUMMER SCHOOL CURRICULUM FRAMEWORKS

1st WEEK

3:00 – 3:30 Fine Arts

It’s Summer! The teacher will need to precut a sample paper plate of a fish for the students to visualize. Discuss with the students that the Summer season provides many activities to enjoy. Discuss how it would be if they were at the beach. Ask the students if they are familiar with various animals from the sea. Provide a focus towards various “fish animals.” For each student provide one paper plate, crayons and scissors Ask the students to color the entire paper plant with a crayon color of their choice. When they are finished, ask the students to look at the teacher. The teachers will show a paper plate that has a fraction of a triangle piece cut out from the paper plate. The teacher will model how to cut out the piece of the paper plate with another paper plate. (FOR EACH STEP THE TEACHER WILL MODEL FIRST, AND THEN THE STUDENTS WILL CUT AFTER THEY HAVE SEEN WHAT THE TEACHER HAS DONE.)

1. Fold the paper plate in half with the colored part of the paper plate folded towards the inside. 2. Take the scissors 3. At a selected area/section of the white side of the paper plate, with the scissors cut at an angle of the paper plate towards

the middle. 4. Open the paper plate so that the colored section can be seen. 5. Glue the cut piece of the paper plate on the opposite side of the cut area to be the tail of the fish. 6. Color the eyes! 7. Optional: the pieces can be cut further to use as fins! 8. If the students do not finish, complete the activity the following day. (Make sure the students write their names in the back

of the paper plate. Continue with the art activity of the week if the students do not finish.

• BE CREATIVE! 3:30 - 3:45 Closure

Reflect on Days Activities (Chart Tablet / Board)

3:45 - 4:00 Dismissal

Bus Routes

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Bilingual Pre-kinder Supplies – Per Teacher

Item Description Items per Teacher # of Teacher Total # of

Items Dozen Black Markers (Mark A Lot) 1 45 45 Dozen Blue Markers (Mark A Lot) 1 45 45 Each Chart Table – Ruled 24 x 32 x 1 2 45 90 Package Clear Cups / Containers 2 45 90 Package Construction Paper – Assorted 4 45 180 Bag Cotton Balls 1 45 45 Box Crayons (16 count) 20 45 900 Package Hand Lenses (approximately 10 total) 10 45 450 Box Jumbo Paper Clips 1 45 45

Box Paper Clips (Small) 55 boxes in Stock 1per Teacher

1 45 45

Each Magnet or Magnetic Wand 1 45 45 Ream Manila Drawing Paper 9x12 1 45 45 Package Paper Plates 2 45 90 Box Pencils #2 1 45 45 Dozen Pens (Black) 1 45 45 Dozen Red Markers (Mark A Lot) 1 45 45 Each Rulers 4 45 180

Dozen Scissors, (4”) 21 boxes in Stock 2per Teacher

20 45 900

Ream Sentence Strips – Ruled 24 x 3 3 45 135 Box Staples 1 45 45 Box Manila Folders (Letter Size) 1 45 45 Box Dry Erase Markers (Small basic set) 1 45 45 Box Zip Lock Bags (Sandwich Size) 1 45 45

Package Notebook Filler Paper 8x10 1/2 3 hole punched 1 45 45

Package Post-it Notes, 3x3, 1x3 1 45 45

Package Spiral Bound Notebook, Wide/Margin, 8x10 1/2 White 1 subject 1 45 45

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Brownsville Independent School District

Prekindergarten Bilingual Summer Program

Materials from Classroom

• HMH Kindergarten Unit 1 TE Green Level Books Decodable Books Big Books

• Empowering Writers TE • ELL Writing Portfolios • TEXAS Reading 1st

GK Flip Books PA All Day / Fonologia Todo El Dia Flip Books

• Esperanza Manual /Reading Readiness Manual Alphabet Strip Arch Mats (10) Plastic letters (10 sets)

• Calendar Wall Materials • CIRCLE Manual • Math Manipulatives

Pattern blocks Unifix Cubes Counters-same size (ex: dinosaurs, animals, insects)

• Centers Blocks Books about insects, dinosaurs, animals

• Optional Play-doh Paper plates Lunch bags Small toy animals, dinosaurs, or insects

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Kindergarten Lesson Plans

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Kindergarten Bilingual Enrichment Program Week 1 1 of 7

Day Day 1 Day 2 Day 3 Day 4Monday, June 8 Tuesday, June 9 Wednesday, June 10 Thursday, June 11 Friday, June 12

7:30 - 8:00 8:00 - 8:15

Interactive Writing / Morning Message

Tuesday, ______________. Hi Boys and Girls, Today is Tuesday,________________. We have been in summer school six days! Today we will read a new story. We will also be doing lots of fun learning activities. Sincerely, Your Teacher

Wednesday, _____________. Hi Students, Today is _______________. On June 18, some people celebrate "Go Fishing Day". Do you like to go fishing? I hope you get to go fishing some day soon. Your Teacher, _________

Thursday, ___________. Good Morning Boys and Girls, Today is _________________. Many people in the United States celebrate being free on June 19. I am glad we have freedom in America. Sincerely, Your Teacher

Friday, ____________________. Hello Boys and Girls, Today is _______________. Today, some people in the United States celebrate "Ice Cream Day"! What is your favorite flavor of ice cream? Mine is ____. Sincerely, _________________

Brownsville Independent School District Kindergarten

Bilingual Enrichment Program Week 1: June 9 - 12, 2015

Daily ActivitiesWEEK 1

Breakfast in a Bag

Calendar Time8:15 - 8:30

Hundred ChartNumber Line

Skip Counting / Counting BackwardsProblem Solving ActivitiesPatterns

Yesterday, Today, TomorrowTally Marks

Place Value - Straw Count

Months of the Year Rote CountingDays of the Week Weather Graph

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Kindergarten Bilingual Enrichment Program Week 1 2 of 7

Day Day 1 Day 2 Day 3 Day 4Monday, June 8 Tuesday, June 9 Wednesday, June 10 Thursday, June 11 Friday, June 12

Daily ActivitiesWEEK 1

8:30 - 9:00 Graphophonemic

Knowledge GK Routines / GK Flip

Book / HMH Letter Wall Cards

1st grade GK Spelling Lesson Plan

Unit 1 Lesson 1

Follow the GK / Spelling Lesson Plan

Unit 1 Lesson 1 Short a (ă) / sílabas abiertas con m y p Review (Steps 1-4)

Sound Discrimination Letter, Word, Sentence

Dictation

Follow the GK / Spelling Lesson Plan

Unit 1 Lesson 1 Short a (ă) / sílabas abiertas con m y p Review (Steps 1-4)

Word Sort Letter, Word, Sentence

Dictation

Follow the GK / Spelling Lesson Plan

Unit 1 Lesson 1 Short a (ă) / sílabas abiertas con m y p Review (Steps 1-4)

Say it & Move it Letter, Word, Sentence

Dictation

Follow the GK / Spelling Lesson Plan

Unit 1 Lesson 1 Short a (ă) / sílabas abiertas con m y p

Spelling Assessment

9:00 - 9:30 Conciencia fonémica:

Currículo en español para lectores en desarrollo

(Green Book) PA All Day Flip Book

(English) Fonología todo el día

(Spanish)

Green Book, pp. 3 - 4 ENGLISH

PA All Day Sentence

Segmentation SPANISH

Fonología todo el día Rima y aliteracion Segmentación de

oraciones

Green Book, pp. 3 - 4 ENGLISH

PA All Day Syllable Blending &

Segmentation SPANISH

Fonología todo el día Combinación de sílabas

y segmentación de palabras

Green Book, pp. 3 - 4 ENGLISH

PA All Day Onset & Rime Blending

& Segmentation SPANISH

Fonología todo el día Combinación,

segmentación y manipulación de

sílabas

Green Book, pp. 3 - 4 ENGLISH

PA All Day Phoneme Blending,

Segmentation, & Manipulation SPANISH Fonología todo el día

Combinación, segmentación y manipulación de

fonemas

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Kindergarten Bilingual Enrichment Program Week 1 3 of 7

Day Day 1 Day 2 Day 3 Day 4Monday, June 8 Tuesday, June 9 Wednesday, June 10 Thursday, June 11 Friday, June 12

Daily ActivitiesWEEK 1

9:30 - 10:30 Shared Reading

Grade 1 HMH Unit 1 Lesson 1

What is a Pal? / Un buen amigo

Genre: Informational Text / texto informativo Target Skill: Main Idea /

Idea principal Target Strategy:

Summarize / Resumen TLI Routines:

Explicit Vocabulary Instruction CPQs / TTTs

Making Connections Making Inferences &

Predictions

Whole Group Introduce independent work, writing journal

entry prompt and independent work station activities (Library Center,

Building Words Center, etc.). Review

Vocabulary Unit 1 Lesson 1

Listening Comprehension, T15 Develop Background,

T28-29 Comprehension Main Idea, T30-T31

Read Together What is a Pal?,

T32-T38 Spanish

Un Buen Amigo, T32-T38

TLI Routine: ELAR / SLAR Guide

(CPQ & TTT)

Whole Group Introduce independent work, writing journal

entry prompt and independent work station activities (Library Center,

Building Words Center, etc.). Review

Vocabulary Unit 1 Lesson 1

Deepen Comprehension Main

Idea, T52-T53 TLI Routine:

Making Inferences & Predictions Planner

(Sentence Strips)

Whole Group Introduce independent work, writing journal

entry prompt and independent work station activities (Library Center,

Building Words Center, etc.). Review

Vocabulary Unit 1 Lesson 1

Read Together Friends Forever, T60-T61 Making Connections,

T61 Spanish

Mimi, Pepe, y Pupi, T55 TLI Routine:

Making Connections (Graphic Organizer)

Text-Self Text-Text

Text-World

Whole Group Introduce independent work, writing journal

entry prompt and independent work station activities (Library Center,

Building Words Center, etc.). Review

Vocabulary Connect and Extend T68 & T69

Vocabulary & Comprehension

Assessment

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Kindergarten Bilingual Enrichment Program Week 1 4 of 7

Day Day 1 Day 2 Day 3 Day 4Monday, June 8 Tuesday, June 9 Wednesday, June 10 Thursday, June 11 Friday, June 12

Daily ActivitiesWEEK 1

10:30 - 10:50 Language Enrichment

1.11 & 1.14 a=(ă) l = (l) IRD (apple) (leaf) p. 22, 25 Reading Practice Reading Practice #7, #14 Dialogue Reading Practice #9, #15 Materials IRD Deck Cards Optional: "A Pin, a Pan, a Pad", "Tip Sits"

1.16 d = (d) IRD (dog) p. 27 Reading Practice Reading Practice #17 Dialogue Reading Practice #18 Materials IRD Deck Cards Optional: One-page reader - "An Ant" / "A Lass Named Ann"

1.18 f = (f) IRD (fish) p. 29 Reading Practice Reading Practice #20 Dialogue Reading Practice #21 Materials IRD Deck Cards

1.19 h = (h) IRD (house) p. 30 Reading Practice Reading Practice #22 Dialogue Reading Practice #23 Materials IRD Deck Cards

10:50 - 11:00 Music / Movement

11:00 - 11:30 Esperanza

Esperanza: Day 6 & 7 Información nueva E - Eso Practica de Lectura Explanation of Reading Practice

Esperanza: Day 6 Información nueva T - Taco Practica de Lectura #1

Esperanza: Day 6 Información nueva P - Paco Practica de Lectura #2

Esperanza: Day 7 Información nueva A - Avión Practica de Lectura #3

11:30 - 12:00

Music and Movement (CD - Kiss Your Brain by Dr. Jean

LUNCH

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Kindergarten Bilingual Enrichment Program Week 1 5 of 7

Day Day 1 Day 2 Day 3 Day 4Monday, June 8 Tuesday, June 9 Wednesday, June 10 Thursday, June 11 Friday, June 12

Daily ActivitiesWEEK 1

12:00 - 12:45 Writer's Journal

(Whole Group - Small Group journal writing during small groups)

TLI: Writing throughout the Day

(8 Activities)

Introduce Vocabulary Lesson - No Go Game & Song p. 249/ p. 291 Top Banana Game & Song p. 235 / p. 236

A Sentence a Day Week 2: Farm Animals

Day 1 & 2 Daily News

Morning Message Writing in centers *Charts & Graphic

Organizers *Journals

Introduce"First, Next, Last" p. 24

A Sentence a Day Week 2: Farm Animals

Day 3 Daily News

Morning Message Writing in centers *Write the room

Introduce Story Summaries "Beginning,

Middle, End" p. 36 A Sentence a Day

Week 2: Farm Animals Day 4

Daily News Morning Message Writing in centers

*Response to literature

Revisit Vocabulary Lessons - No Go Game / Top Banana & Songs p. 235 / p. 236, & p.

249 / p. 291 A Sentence a Day

Week 2: Farm Animals Day 5

Daily News Morning Message

*Class-made books

12:45 - 1:30 Reading Interventions

/ Small Groups

TPRI / Tejas LEE Intervention Guide Activities / FCRR ActivitiesModel Independent Workstations before placing new materials at the centers.

Workstations Include:Building Words, Alphabet Mats, FCRR Activities and TPRI I Tejas Lee Intervention Guide Activities. Other workstations

can include alibrary center, writing center and art center. See Teacher Planning Resources for intervention materials.

Use TPRI / Tejas Lee Grouping Mats to identify skills that need reinforcement.Note: Intervention may also include further support with vocabulary and fluency of stories used from HMH.

Monday-Blending Word Parts PA 1; Tuesday- Blending Phonemes PA 2; Wednesday- Deleting Initial Sounds PA 3; Thursday- Deleting Final Sounds PA 4; Friday- Review

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Kindergarten Bilingual Enrichment Program Week 1 6 of 7

Day Day 1 Day 2 Day 3 Day 4Monday, June 8 Tuesday, June 9 Wednesday, June 10 Thursday, June 11 Friday, June 12

Daily ActivitiesWEEK 1

1:30 - 2:30 Math / Small Groups /

Math Workstations

Spatial Patterns for Numbers to 10: Instant recognition of sets up

to 10 Continue providing students

opportunities to instantly recognize sets

of objects up to 10. Arrangement of objects

can be vertical, horizontal, in rows or

random. Have students write number

represented. Monitor handwriting closely to ensure students are

internalizing the starting position, order, and

direction of the strokes. Optional: Use dot cards

provided in math resource section.

Materials Counters, counting

mats, number cards, dot cards

Making up to 7 Draw five apples on the board as students count them. Tell them 5 is the total number of apples or the whole and that

the whole can be broken into parts. Shade one apple and have them count it. Have them count the remaining

apples. Tell them five apples can be broken up

into four and one. "These are part of 5."

Repeat with other representations of 5 (3

and 2, etc). Repeat with other numbers up to 7.

Materials Counters, Optional: Optional: Play Math Their Way Number

Games such as the Hand Game, Lift the Bowl or

Spill the Beans)

Making 8 and 9 Repeat activity from

Wednesday but extend to sets of 9. Math Their Way games such as the

Hand Game, Lift the Bowl, and Spill the Beans can be used

during small group to support understanding of part / whole number

concepts. Materials

Counters, Math Their Way Number Games (Hand Game, Spill the Beans, Lift the Bowl or Peek through the Wall)

Introducing Addition Expressions and

Number Sentences Students have been

given opportunities to use objects to add sets

and to develop an awareness of part /

whole number concepts. Continue using part /

whole activities, however, begin

introducing number sentences (Ex: 2 + 3 = 5)

in order to transition from concept / pictorial

models to symbolic equations. Introduce

some of the workstations that focus

on addition / part-whole relationships such as the dominos and recording

sheet.

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Kindergarten Bilingual Enrichment Program Week 1 7 of 7

Day Day 1 Day 2 Day 3 Day 4Monday, June 8 Tuesday, June 9 Wednesday, June 10 Thursday, June 11 Friday, June 12

Daily ActivitiesWEEK 1

2:30 - 3:30 Science / Science

Worstation Rotations

Each of Us is a Scientist Scientists ask questions

and seek answers. A scientist uses their senses as they observe the world around them. Each of us is also always asking and seeking information and

observing our environment and the things in it. Share and discuss posters about science and scientists found in the Resource

Section. Have students provide information for "Scientists Can, Are, and Have" Graphic Organizer

What Questions do Scientists Ask?

Scientists are always asking questions. Let's

write some question you have about the

environment you think a scientist might be

interested in exploring. (Ex: Why do leaves

change colors?) Have studentslook at the

outdoor environment and draw what they see and

discuss. Build background by connecting what they

see to science. Have them draw in their science

journal what they observed. What questions do they have? Introduce

workstations.

Making New Discoveries Scientists are always

making discoveries that change our lives.

Scientists have made important discoveries

about animals, people, plants and earth. Long

ago, people (even doctors and cooks) did not always

wash their hands until someone discovered

germs. Why is this an important discovery? Use "Germs are Gross" activity

found in the resource section. Why was it an

important discovery and why are scientists

important. Talk about other science discoveries.

Introduce the scientific method. See Resource Section for foldable.

Introduce workstations.

Tools Scientists Use Scientists use tools that help them observe and measure objects in the enviroment. Tools are

anything that helps us get a job done. Help students

name and discuss tools that are used to make repairs and to build.

Scientists also use tools. Show scientist tools (or

pictures) and discuss how each tool helps them answer questions and

make new discoveries. If possible, bring in items

such as flashlight, magnet, hand lens or

scales they can explore. http://www.prekinders.c

om/science-center/

3:30 - 3:45 Closure

3:45 - 4:00 Dismissal

Bus Routes

Closure / Reflection: Board / Chart Tablet

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BROWNSVILLE INDEPENDENT SCHOOL DISTRICT 2015 SUMMER SCHOOL CURRICULUM FRAMEWORKS

1st WEEK

Subject: Mathematics Grade: Kindergarten

1

Week #1 TEKS Reporting Categories ELPS CCRS Concepts Resources TIER II & III

Concepts:

Review of Numerical Concepts, Representations, and Relations Small Group

Instruction And Learning Centers

Tuesday June 9, 2015 SC K.10B

K.2C

K.2A K.2B K.2C K.2D

Numerical Representations and Relationships: Review numbers Place value, Counting Reading and Writing

Speaking 3D

X2 IX1

Numbers 0 to 30 Topic Opener STEM Project, Interactive Math Story

enVision 2.0 Teaching Student- Centered Mathematics

Manipulatives to address one to one correspondence

Wednesday June10, 2015

K.2C

K.2B K.2E

K.2A

Numbers, Operations and Quantitative Reasoning: Review comparing numbers less than, more than and practice writing

Speaking 3D

IXB1 Lesson: STEM Project Interactive Math Story Reading and Writing 1-30 Less Than, More Than

enVision 2.0 Teaching Student- Centered Mathematics

Review numbers 1-30 in order, out of sequence, practice writing 1-30

Thursday June 11, 2015

K.2A K.2G

Numbers, Operations, and Quantitative Reasoning: Problem Solving K.2H

Listening 2I

IXB1 Lesson: Comparing Sets 1-30 and Problem Solving

enVision 2.0 Teaching Student- Centered Mathematics 2.0

Comparing sets by: 2, 5, and 10

Friday June12, 2015

K.2B Numerical Representations and Relationships K.2C Assess

Learning Strategies 1A Speaking 3G

IXB1 Lesson: Assess: Numbers 1-30 Listing numbers, Comparing numbers

enVision 2.0 Teaching Student- Centered Mathematics

Review concepts not mastered

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BROWNSVILLE INDEPENDENT SCHOOL DISTRICT 2015 SUMMER SCHOOL CURRICULUM FRAMEWORKS

1st WEEK

Subject: Mathematics Grade: Kindergarten

1:30 - 2:30 Math / Small Groups / Math

Workstations

Spatial Patterns for Numbers to 9:

Instantly recognizing sets of objects up to 10 Place

sets of objects (up to 5, then increase to sets of 9 -10

gradually as students begin to demonstrate mastery / instantly recognizing how

many.) Instant recognition can also be reinforced

through use of "dot cards" (see math resource section). Variation: You may arrange

objects in sets and have students 'write' how many. Monitor handwriting closely

to ensure students are internalizing the starting

position, order, and direction of the strokes.

Materials Counters, dot cards,

counting mats

Spatial Patterns for Numbers to 10: Instant

recognition of sets up to 10 Continue providing students

opportunities to instantly recognize sets of objects up

to 10. Arrangement of objects can be vertical, horizontal, in rows or

random. Have students write number represented. Monitor handwriting closely

to ensure students are internalizing the starting

position, order, and direction of the strokes. Optional: Use dot cards

provided in math resource section.

Materials Counters, counting mats,

number cards

Making up to 7 Draw five apples on the board as students count them. Tell them 5 is the total number of apples or the whole and that the whole can be broken into

parts. Shade one apple and have them count it. Have them count the remaining

apples. Tell them five apples can be broken up into four

and one. "These are part of 5." Repeat with other

representations of 5 (3 and 2, etc). Repeat with other

numbers up to 7. Materials Counters, Optional:

Optional: Play Math Their Way Number Games such as

the Hand Game, Lift the Bowl or Spill the Beans)

Making 8 and 9 Repeat activity from

Wednesday but extend to sets of 9. Math Their Way games such as the Hand Game, Lift the Bowl, and

Spill the Beans can be used during small group to

support understanding of part / whole number

concepts. Materials

Counters, Math Their Way Number Games (Hand

Game, Spill the Beans, Lift the Bowl or Peek through

the Wall)

Introducing Addition Expressions and Number

Sentences Students have been given

opportunities for using objects to add sets and to

develop an awareness of part / whole number concepts.

Continue using part / whole activities, however, begin

introducing number sentences (Ex: 2 + 3 = 5) in

order to transition from concept / pictorial models to symbolic equations. In a bag, add objects such as cubes of 2 different colors in the bag

(5 of each color). Have students reach into bag and

take a handful out of the bag. Have them tell you how many for each color and the total as

you write the equation on the board. Introduce Lady

Bug Math Game

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BROWNSVILLE INDEPENDENT SCHOOL DISTRICT 2015 SUMMER SCHOOL FRAMEWORKS

1st WEEK

Subject: Science Grade: Kindergarten

Week #1 TEKS RC ELPS CCRS Concepts Resources Monday Orientation

Explain class requirements and expectations for the year. Matter

• Observe and record properties of objects Vocabulary: matter, mass, texture, size, weight

Tuesday

K.1A K.1B K.34 K.4B

Scientific Investigation and Reasoning Skills

ELPS 3H.3 3.D.1 3.D.2 4.J

I.C.1, I.C.2, I.C.3

Science Safety • Identify and demonstrate safe practices used during classroom

and outdoor investigations • Vocabulary: safety, responsible, observe, problem, solution,

rules Matter

• Observe and discuss physical properties of an object Vocabulary: matter, mass, texture, size, weight, gas, liquid, solid

EduSmart/Science Textbook/ Living with Science/ trypearsontexas.com/ brainpop

Wednesday

K.1A K.1B K.34 K.4B

Scientific Investigation and Reasoning Skills

ELPS 3H.3 3.D.1 3.D.2 4.J

I.C.1 I.C.2 I.C.3

Science Safety • Discuss safe practices used during classroom and outdoor

investigation • Vocabulary: safety, responsible, observe, problem, solution,

rules Matter

• Observe and discuss how materials can be change Vocabulary: matter, mass, texture, size, weight, gas, liquid, solid

EduSmart/Science Textbook/ Living with Science/ trypearsontexas.com/ Brainpop

Thursday

K.1A K.1B K.34 K.4B

Scientific Investigation and Reasoning Skills

ELPS 3.D.1 3.D.2 4.J

I.C.1 I.C.2 I.C.3

Science Safety • Identify and explain a problem and propose a solution. • Vocabulary: safety, responsible, observe, problem, solution,

rules Matter

• Observe and record properties of objects using pictures, numbers or words

Vocabulary: matter, mass, texture, size, weight, gas, liquid, solid

EduSmart/Science Textbook/ Living with Science/ trypearsontexas.com/ brainpop

Friday K.1A K.1B K.34 K.4B

Scientific Investigation and Reasoning Skills

ELPS 3H.3 3.D.1 3.D.2 4.J

I.C.1 I.C.2 I.C.3

Science Investigations • Collect information using tools • Vocabulary: safety, responsible, observe, problem, solution,

rules Matter

• Understand the properties of objects and how they can be changed

Vocabulary: matter, mass, texture, size, weight, gas, liquid, solid

EduSmart/Science Textbook/ Living with Science/ trypearsontexas.com/ brainpop

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BROWNSVILLE INDEPENDENT SCHOOL DISTRICT 2015 SUMMER SCHOOL FRAMEWORKS

1st WEEK

Grade: Kindergarten Subject: Science

2:30 - 3:30 Science / Science

Workstations Rotations

Using Our Senses Introduce and discuss the

five senses and how we learn about the world around us

by using our senses.

Five Senses Sorting Activity See Resource section for

sorting activity. Have students identify the pictures

and sort them to indicate which sense would be used

to learn about the item in the picture.

Each of Us is a Scientist Scientists ask questions and

seek answers. A scientist uses their senses as they

observe the world around them. Each of us is also

always asking and seeking information and observing our environment and the

things in it. Share and discuss posters about science and

scientists found in the Resource section. Have

students provide information for “Scientists Can, Are, and

Have” Graphic Organizer.

What Questions do Scientists Ask?

Scientists are always asking questions. Let’s write some questions you have about the environment you think

a scientist might be interested in exploring. (Ex:

Why do leaves change colors?) Have students look at the outdoor environment

and draw what they see and discuss. Build

background by connecting what they see to science. Have them draw in their

science journal what they observed. What questions do they have? Introduce

workstations.

Making New Discoveries Scientists are always

making discoveries that change our lives. Scientists

have made important discoveries about animals, people, plants and earth. Long ago, people (even

doctors and cooks) did not always wash their hands

until someone discovered germs. Why is this an

important discovery? Use “Germs are Gross” activity

found in the resource section. Why was it an

important discovery and why are scientists

important. Talk about other science discoveries.

Introduce the scientific method. See resource

section.

Tools Scientists Use Scientists use tools that help them observe and measure

objects in the environment. Tools are anything that helps us get a

job done. Hel students name and discuss tools that are used to

make repairs and to build. Scientists also use tools. Show scientist tools (or pictures) and

discuss how each tool helps them answer questions and make new discoveries. If possible, bring in

items such as flashlight, magnet, hand lens or scales they can

explore. http://www.prekinders.com/

Science-center

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Bilingual Kindergarten Supplies

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Brownsville Independent School District Kindergarten Bilingual Summer Program

Materials from Classroom

HMH First Grade Unit 1 TE Level Books Big Book

Empowering Writers TE Ell Writing Portfolios TEXAS Reading 1st

GK Flip Books PA All Day / Fonologia Todo El Dia Flip Books

Esperanza Manual / Language Enrichment Manual Letter Decks Alphabet Strips Arch Mats (10) Plastic Letters (10 sets)

Calendar Wall Materials Math Manipulatives Pattern blocks Unifix Cubes Counters

Centers • Books about animals and teacher favorite books

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Appendix C

Grades 1-5 Summer School 2015 Lesson Plans

ELA / SLA Social Studies

Math Science

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English Language Arts Spanish Language Arts

Sample

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2015 Summer School Lesson Organizer Grade 1 English

Theme 1- Communities

Days 1-5 TEKS/STAAR Reporting Categories

Language Enrichment

Lessons (whole group) 8:15-8:30 AM

GK Spelling Lesson (whole group) 8:30-9:00 AM

Language, Literacy, and Vocabulary (LLV)

Daily Lesson Language Arts

9:30 AM-10:15 AM

TLI Routines/Strategies For LLV Read Aloud

HMH Unit 6 Lesson 26

10:15-11:00 AM Differentiation

Social Studies Integrated within LLV

Daily Lesson 11:00 AM- 11:30 AM

Reading Rules Lesson (small group) 9:00-9:30 AM

Day 1

June 9, 2015

Daily

Schedule

Reading/ L. Arts

8:15 AM-11:00 AM

Social

Studies 11:00-

11:30 AM

Social Studies 11:00-

11:30 AM

ELAR TEKS- 1.4 A-C; 1.5; 1.6 A –D; 1.8; 1.9 A-B; 1.10; 1.12; 1.14 A-D, Figure 19: A-F ELAR Readiness and Supporting Standards with Reporting Categories 1-Understanding Across Genres 2-Understanding and Analysis of Literary Texts 3- Understanding and Analysis of Informational Texts Social Studies TEKS- 1.6 A -C; 1.7 A -C; 1.8 A -C; 1.9 A ELPS:

1A, 1B, 1C, 1D, 2C, 2E, 2G, 3B, 3D, 3G, 4C, 4D, 4F, 4G, 5B,

5F

Year 2 Day 1 Reading Deck (3 min.) IRD Deck/Word Part Deck – none New Concept Introduction (5 min.) Language Enrichment Manual - Review of V and C (Vowels and Consonants) Reading Practice (10 min.) Reading Practice Pages – none

GK Spelling HMH Lesson 26 Targeted Spelling pattern/s: Base words with –ed and –ing. Day 1- Steps 1-5 and dictation _______________ Reading Rules Lesson Unit 6.1-Reading Rules Teacher Guide pgs. 142-152

Administer Pre-Test (30 mins) Lesson 1 Teacher’s Guide pg. 10 – 11 Learning Masters pg. 24, Audio lesson 7 Communities Begin Lesson with a KWL Chart-What I know, What want to know, What I learned • Introduce Concepts and Vocabulary • Model the Reading -Preview the Book -Predict Vocabulary -Read Aloud (See Teacher Guide pg. 11 for Think Aloud) Fluency: Community Helpers Sight Word Fluency pg. 10

Book Communities Comprehension Purpose Question (CPQ) *Who are the people in your community? Think-Turn-Talk(TTT) pg.12 *What are some things that people need? pg.13 *What are some things that people want? Listening Comprehension Routine: Think Aloud (TG pg. 11) ________________ TLI Fluency Routine: Day 1- Initial Cold Read WCPM Passage: BEARS

Story- “The Dot” Genre: Realistic Fiction Introduce Words to Know on TE pg. T16-T17 Use HMH Vocabulary Cards Lessons Introduce the selection via read aloud T32-T42 Introduce Skill: Compare and Contrast T30-T31

Customize the Reading -Identify jobs and activities in photos -Reread the book while listening to the audio lesson -Read independently or aloud with a partner Customize Instruction for ELLS -Children point to jobs and activities in book to identify. -Ask, “Which pictures show people working in a community?” “Which pictures show people helping?” -Children use complete sentences to describe activities in pictures.

Social Studies Theme: Communities Understand that communities provide for people’s needs and wants. Introduce Concepts and Vocabulary • Introduce Theme

Question • Develop Oral

Language • Introduce the

Theme Song • Introduce Key

Vocabulary • Build Background

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Language Arts Introduce the words singular and plural nouns (TG pg. 11)-Introduce the rule for plurals such as adding an s at the end or changing the y to ies. Use words from the story such as community-communities City-cities, suburb-suburbs, town-towns, job-jobs-Allow students to locate words in the book “Communities” that can be made into plurals. Activity for Reinforcement-give half of the students a card with a singular noun. Give the other half a card with either an s or ies. Students will need find a partner to make a plural of the singular nouns given. Students will then report to the class as to the rule they used for determining the correct plural word.

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2015 Summer School Lesson Organizer Grade 1 English

Theme 1- Communities

Days 1-5 TEKS/STAAR

Reporting Categories

Language Enrichment

Lessons (whole group) 8:15-8:30 AM

GK Spelling Lesson (whole group) 8:30-9:00 AM

__________________Reading Rules Lesson

(small group) 9:00-9:30 AM

Language, Literacy, and Vocabulary (LLV)

Daily Lesson Language Arts

9:30 AM-10:15 AM

TLI Routines/Strategies For LLV Read Aloud

HMH Unit 6 Lesson 26

10:15-11:00 AM Differentiation

Social Studies Integrated within LLV

Daily Lesson 11:00 AM- 11:30 AM

Day 2

June 10, 2015

Daily

Schedule

Reading/ L.Arts

8:15 AM-11:00 AM

Social

Studies 11:00-

11:30 AM

ELAR TEKS- 1.4 A-C; 1.5; 1.6 A – D; 1.8; 1.9 A-B; 1.10; 1.12; 1.14 A-D Figure 19 A-F ELAR Readiness and Supporting Standards with Reporting Categories 1-Understanding Across Genres 2-Understanding and Analysis of Literary Texts 3- Understanding and Analysis of Informational Texts Social Studies TEKS- 1.6 A -C; 1.7A -C; 1.8 A -C; 1.9A ELPS: 1A, 1B, 1C, 1D, 2C, 2E, 2G, 3B, 3D, 3G, 4C, 4D, 4F, 4G, 5B, 5F

Year 2 Day 2 Reading Deck (3 min.) IRD Deck/Word Part Deck – C (Consonants) New Concept Introduction (5 min.) Language Enrichment Manual -Review of S (Syllable) Reading Practice (10 min.) Reading Practice Pages- None

GK Spelling HMH Lesson 26 Targeted Spelling pattern/s: Base words with –ed and –ing. Day 2- Steps 2-5 and dictation ________________ Reading Rules Lesson: Unit 6.2-Reading Rules Teacher Guide pgs. 153-162

Lesson 2 Teacher’s Guide pp. 12-13 Learning Masters pg. 25-26 Audio lesson 7 Reread Communities • Develop Concepts and Vocabulary • Whole Group-Use Common Senses Writing Template as an introduction to Visualizing. Model for students the use of senses to visualize. Place students in groups and assign an item or food for them to visualize based on prior modeling from teacher. Once the group has finished, allow them to use their descriptions and share with other class

Book Communities Comprehension Purpose Question (CPQ) *Name some important people from your community? Think-Turn-Talk(TTT) pg.5 *What do people in communities do? pg.8 *Why are those people important? Listening Comprehension Routine: Think Aloud (TG pg. 13) _________________ TLI Fluency Routine:

Review Vocabulary Choral Read selection T32-T42 Use ELAR Guide CPQ: How do Vashti’s feelings at the beginning of the story compare to her feelings at the end of the story? TTT- pg. 29 What is the most likely reason Vashti did well in her artwork? TTT- pg. 32 What are two things you learned about Vashti from reading the story? TTT- pg. 32 Do you think Vashti’s art work influenced

Customize the Reading -Children name different things people do in a community in the book -Reread the book while following along with the audio lesson -Read independently or aloud with a partner

Social Studies Theme: Communities Understand that communities provide for people’s needs and wants. Develop Concepts and Vocabulary • Develop Oral

Language

• Revisit the Theme Song

• Build Background

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members. • Introduce the Comprehension Strategy: Visualizing Teacher Guide pg. 12 Learning Master pg. 25 • Small Group Reading-Learning Master pg. 26 • Fluency: Community Helpers Sight Word Fluency pg. 10 • Language Arts Review singular and plural nouns and ending in s or es that will change a singular noun to a plural from previous lesson. • Modeled Writing-Teacher Guide pg. 13 Brainstorm ideas on what to write based on the theme of needs.

Day 2: Introduce Rapid Word Recognition Chart Teacher Reads Passage Aloud

others to paint/draw?

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2015 Summer School Lesson Organizer Grade 1 English

Theme 1- Communities

Days 1-5

TEKS/STAAR Reporting Categories

Language Enrichment

Lessons (whole group) 8:15-8:30 AM

GK Spelling Lesson (whole group) 8:30-9:00 AM

__________________Reading Rules Lesson

(small group) 9:00-9:30 AM

Language, Literacy, and Vocabulary (LLV)

Daily Lesson Language Arts

9:30 AM-10:15 AM

TLI Routines/Strategies For LLV Read Aloud

HMH Unit 6 Lesson 26

10:15-11:00 AM Differentiation

Social Studies Integrated within LLV

Daily Lesson 11:00 AM- 11:30 AM

Day 3

June 11, 2015

Daily

Schedule

Reading/ L. Arts

8:15 AM-11:00 AM

Social

Studies 11:00-

11:30 AM

ELAR TEKS- 1.4 A-C; 1.5; 1.6 A – D; 1.8; 1.9 A-B; 1.10; 1.12; 1.14 A-D Figure 19: A-F ELAR Readiness and Supporting Standards with Reporting Categories 1-Understanding Across Genres 2-Understanding and Analysis of Literary Texts 3- Understanding and Analysis of Informational Texts Social Studies TEKS- 1.6 A -C; 1.7 A -C; 1.8 A -C; 1.9 A ELPS: 1A, 1B, 1C, 1D, 2C, 2E, 2G, 3B, 3D, 3G, 4C, 4D, 4F, 4G, 5B, 5F

Year 2 Day 3 Reading Deck (3 min.) IRD Deck/Word Part Deck – C New Concept Introduction (5 min.) Language Enrichment Manual Review of VC (Closed Syllable) Reading Practice (10 min.) - Reading Practice 1- Review of Short Vowels

GK Spelling HMH Lesson 26 Targeted Spelling pattern/s: Base words with –ed and –ing. Day 3- Steps 2-5 and dictation ________________ Reading Rules Lesson: Unit 7.1-Reading Rules Teacher Guide pgs. 176-188

Lesson 3 Teacher’s Guide pp. 14-15 Learning Masters pg. 27 Audio Lesson 7 9:30 AM-10:15 AM A Good Place to Live • Students will predict what the text is about by using Predicting Informational Text A.S. (Comprehension Shouldn’t Be Silent)-Teacher Led • Develop Concepts and Vocabulary • Small Group Reading-Focus will be on Text Features Learning Master pg. 27 • Practice the Comprehension

Book A Good Place to Live Comprehension Purpose Question (CPQ) *Why is your town a good place to live? Think-Turn- Talk (TTT) pg. 3-5 *How can you help keep your community clean? pg. 6-8 *How do people keep your town safe? Listening Comprehension Routine: Think Aloud (TG pg. 15) __________________ TLI Fluency Routine: Day 3: Review Rapid Word

Review Vocabulary Use the Making Inferences and Predictions Lesson Planner Use MIP graphic organizer and sentence strips

Customize the Reading -Name jobs found in community while looking through book -Reread the book while listening to the audio lesson -Read independently or aloud with a partner Customize Instruction for ELLS -Children refer to the Word Bank to spell words such as people and community -Ask “Who helps keep my town safe?” Encourage children to use language forms to answer. -Encourage children to write sentences that tell where people work such as: “A librarian works in

Social Studies Theme: Communities Understand the role of people’s jobs in a community. Develop Concepts and Vocabulary • Develop Oral

Language

• Revisit the Theme Song

• Build Background

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Strategy: Visualizing Make Inferences •Fluency: Community Helpers Sight Word Fluency pg. 10 Language Arts- • Shared Writing Pick a person from the book as a class and model writing. Why do you think the job you chose is important to have? Example- Model brainstorming 3 reasons why a firefighter’s job is important. Model writing a short paragraph using correct capitalization and punctuation about the importance of a firefighter’s job. Use student responses to write. Allow students to pick their own topic and write about it. Emphasize three important reasons for capitalization and punctuation.

Recognition Chart Highlight Punctuation Marks Choral Read Passage

the library.”

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2015 Summer School Lesson Organizer Grade 1 English

Theme 1- Communities

Days 1-5

TEKS/STAAR Reporting Categories

Language Enrichment

Lessons (whole group) 8:15-8:30 AM

GK Spelling Lesson (whole group) 8:30-9:00 AM

__________________Reading Rules Lesson

(small group) 9:00-9:30 AM

Language, Literacy, and Vocabulary (LLV)

Daily Lesson Language Arts

9:30 AM-10:15 AM

TLI Routines/Strategies For LLV Read Aloud

HMH Unit 6 Lesson 26

10:15-11:00 AM Differentiation

Social Studies Integrated within LLV

Daily Lesson 11:00 AM- 11:30 AM

Day 4

June 12, 2015

Daily

Schedule

Reading/ L. Arts

8:15 AM-11:00 AM

Social

Studies 11:00-

11:30 AM

ELAR TEKS- 1.4 A-C; 1.5; 1.6 A – D; 1.8; 1.9 A-B; 1.10; 1.12; 1.14 A-D Figure 19: A-F ELAR Readiness and Supporting Standards with Reporting Categories 1-Understanding Across Genres 2-Understanding and Analysis of Literary Texts 3- Understanding and Analysis of Informational Texts Social Studies TEKS- 1.6 A -C; 1.7 A -C; 1.8 A -C; 1.9A ELPS: 1A, 1B, 1C, 1D, 2C, 2E, 2G, 3B, 3D, 3G, 4C, 4D, 4F, 4G, 5B, 5F

Year 2 Day 4 Reading Deck (3 min.) IRD Deck/Word Part Deck C, VC New Concept Introduction (5 min.) Language Enrichment Manual - None Reading Practice (10 min.) Reading Practice Page 2 – Review of Short Vowels

GK Spelling HMH Lesson 26 Targeted Spelling pattern/s: Base words with –ed and –ing. Day 4- Steps 2-5 and dictation ________________ Reading Rules Lesson: Unit 7.1-Reading Rules Teacher Guide pgs. 176-188

Lesson 4 Teacher’s Guide pp. 16-17 Learning Masters pg. 28 Audio Lesson 7 Take Home Book Masters: Communities 8:45 AM-10:15 AM My Town Used to Be Small • Review Concepts and Vocabulary Use The Power Of Words (Comprehension Shouldn’t Be Silent) as a whole group to predict and identify vocabulary. • Small Group Reading-Text Feature: Highlighted Vocabulary

Book My Town Used to Be Small Comprehension Purpose Question (CPQ) *Why are new houses built in a town? Think-Turn- Talk (TTT) pg. 5 *What caused this town to grow? pg. 8 *Why does a town grow bigger? Listening Comprehension Routine: Think Aloud (TG pg. 17) __________________TLI Fluency Routine: Day 4: Review Rapid Word

Review Vocabulary Use Determining Importance and Summarizing Graphic Organizer Identify Topic, Important Details, and Main Ideas, to write a summary.

Customize the Reading -Look through pages to identify different ways the town grew. -Reread the book while listening to the audio lesson. -Read independently or aloud with a partner.

Social Studies Theme: Communities *Understand that communities can grow and change. Revisit Concepts and Vocabulary • Develop Oral

Language

• Revisit the Theme Song

• Build Background

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• Apply the Comprehension Strategy: Visualizing Cause-and-effect Fluency: Community Helpers Sight Word Fluency pg. 10 Language Arts • Guided Writing Use the Take Home Reader to write about topics such as needs and wants. Students will illustrate what they write about. Emphasize singular and plurals nouns, capitalization and punctuation.

Recognition Chart Mark Phrasing with pencil swings Choral Read Passage

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2015 Summer School Lesson Organizer Grade 1 English

Theme 1- Communities

Days 1-5 TEKS/STAAR

Reporting Categories

Language Enrichment

Lessons (whole group) 8:15-8:30 AM

GK Spelling Lesson (whole group) 8:30-9:00 AM

__________________Reading Rules Lesson

(small group) 9:00-9:30 AM

Language, Literacy, and Vocabulary (LLV)

Daily Lesson Language Arts

9:30 AM-10:15 AM

TLI Routines/Strategies For LLV Read Aloud

HMH Unit 6 Lesson 26

10:15-11:00 AM Differentiation

Social Studies Integrated within LLV

Daily Lesson 11:00 AM- 11:30 AM

Day 5

June 15, 2015

Daily Schedule

Reading /

L. Arts 8:15 AM- 11:00 AM

Social

Studies 11:00-

11:30 AM

ELAR TEKS- 1.4 A-C; 1.5; 1.6 A – D; 1.8; 1.9 A-B; 1.10; 1.12; 1.14 A-D Figure 19: A-F ELAR Readiness and Supporting Standards with Reporting Categories 1-Understanding Across Genres 2-Understanding and Analysis of Literary Texts 3- Understanding and Analysis of Informational Texts Social Studies TEKS- 1.6 A -C; 1.7 A -C; 1.8 A -C; 1.9 A ELPS: 1A, 1B, 1C, 1D, 2C, 2E, 2G, 3B, 3D, 3G, 4C, 4D, 4F, 4G, 5B, 5F

Year 2 Day 5 Reading Deck (3 min.) IRD Deck/Word Part Deck C, VC (Consonants and Closed Syllables) New Concept Introduction (5 min.) Language Enrichment Manual - None Reading Practice (10 min.) Reading Practice Page 3 – Review of Short Vowels

GK Spelling HMH Lesson 26 Targeted Spelling pattern/s: Base words with –ed and –ing. Day 5- Spelling Test ________________ Reading Rules Lesson: Unit 8.1-Reading Rules Teacher Guide pgs. 216-226

Lesson 5 pg.38-39 Teacher’s Guide pp. 18-19 Learning Masters pg. 22-23, 29-30

8:45 AM-10:15 AM Assess and Extend • Rereading and Assessments

• Guided Writing

• Assessment Tools

• Fluency: Community Helpers Sight Word Fluency pg. 10

10:15 AM-11:00 AM Language Arts-45minutes Continue to write about what was learned on Take Home Reader.

• Home Connection Summarize Key concepts about

Comprehension Purpose Question (CPQ) *What have you learned about communities this week? Think-Turn- Talk (TTT) *How would you make your community a better place to live? *What would you like to be when you grow-up? Listening Comprehension Routine Think Aloud Review __________________ TLI Fluency Routine: Day 5: Final Hot Read WCPM

Vocabulary & Reading Comprehension Selection Assessment

Customize Instruction for ELLS -Have children dictate their stories. Have children add labels for photos. -Provide sentence frames as needed. Children may want to pose and answer questions about their own communities. -Children write complete sentences on their own. Challenge them to write sentences that show cause-and effect relationship.

Social Studies Online Extension- http://teacher.scholastic.com/lessonrepro/k_2theme/communities.htm Home Connection The Family Focus letters pg. 29-30 Summarize key concepts about communities Family members talk about the different jobs in their community.

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Theme Materials for Communities

Theme Materials Titles Quantity Initial Concept Books Communities 18 Nonfiction Books A Good Place to Live 18 Nonfiction Books My Town Used to be Small 18 Theme Builder Learn about Communities 1 Learning Masters Language, Literacy, and

Vocabulary 1

Audio lesson on CD Language, Literacy, and Vocabulary

1

TPRI/Florida Center for Reading Research Activities/www.tango-central.com Phonological Awareness &

Phonics Fluency Comprehension Fluency Activities

PA.023 Sound Detective F.007 Speedy Rime Words C.0.14 Retell Wheel FLU-1 Reading Tracker PA.047 Treasure Chest F.009 Fast Match C.021 Cause & Effect Roll FLU-2 Echo Reading

Websites for Independent Student Work http://pbskids.org/lions/games/blending.html

student picks onset and rime to ‘hit’ together as football players to create words

http://pbskids.org/lions/games/ears.html picture shown with rime, student finds onset from 3 letter choices and can hear the sounds they make when rolling mouse over them

http://www.professorgarfield.org/Phonemics/greenhouse/greenho

picture with two answer choices – take away the first letter from the picture and replace it and it makes new word

http://professorgarfield.org/phonics/mixmatch/mixmatch.html memory game matching words with same vowel sound

communities. Administer Post-Test

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2015 Summer School Lesson Organizer Grade 1 Spanish

Theme 1- Communities (Comunidades)

Días 1-5

TEKS/STAAR Reporting Categories

Esperanza Instruction

(whole group) 8:15 - 8:30 AM

GK Spelling Lessons (whole group) 8:30 – 9:00 AM (small groups) 9:00 – 9:30 AM

Language, Literacy, and Vocabulary

(LLV) Daily Lesson Language Arts

9:30 - 10:15 AM

TLI Routines/Strategies for LLV Read Aloud

HMH

Unit 6 Lesson 26 (whole group)

10:15 – 11:00 AM

Differentiation

Social Studies

integrated with LLV Lesson

11:00 – 11:30 AM Día 1

Junio 9,

2015

Daily Schedule

Reading / Language

Arts 8:15 -

11:00 AM

Social Studies 11:00 -

11:30 AM

SLAR TEKS- 1.4 A-C; 1.5; 1.6 A – D; 1.8; 1.9 A-B; 1.10; 1.12; 1.14 A-D Figure 19: A-F SLAR Readiness and Supporting Standards with Reporting Categories 1-Understanding Across Genres 2-Understanding and Analysis of Literary Texts 3- Understanding and Analysis of Informational Texts Social Studies TEKS- 1.6 A -C; 1.7 A -C; 1.8 A -C; 1.9 A ELPS: 1A, 1B, 1C, 1D, 2C, 2E, 2G, 3B, 3D, 3G, 4C, 4D, 4F, 4G, 5B, 5F

Esperanza: Lección 6 páginas 16 a 18 Letra N Pasos 1 a 10 Practica de lectura 6 página 19

GK Spelling Lesson Spelling Pattern: Sufijos –oso, -osa Steps 1 – 5 & Dictation

Administer Pre-Test (30 mins) Lección 1 Guia del maestro pg. 10 – 11 Reproducibles para aprender pg. 24 Lección de audio 7 Comunidades Begin Lesson with a KWL Chart-Lo que se, Lo que quiero saber, Lo que aprendí • Introduce Concepts and Vocabulary • Model the Reading -Preview the Book -Predict Vocabulary -Read Aloud (See Teacher Guide pg. 11 for Think Aloud) Language Arts- Introduce the words singular and plural nouns (TG pg. 11)-Introduce the rule

Libro Comunidades Pregunta con propósito de comprensión (CPQ) ¿Quiénes son las personas de tu comunidad? Piensa- Voltea- Habla (TTT) pg.12 ¿Cuáles son algunas cosas que la gente necesita? pg.13 ¿Cuáles son algunas cosas que la gente quiere? Rutina de comprensión auditiva Pensar en voz alta (TG pg.11) __________________ TLI / Rutina de Fluidez Dia 1 – Examen de fluidez (palabras por minuto) __________

Selección – El punto Genero – Ficción realista Presentar las palabras que quiero saber T16 – T17 Usar las lecciones de vocabulario (HMH Vocabulary Cards Lessons) Presentar la Selección T32 – T43 Presentar el tema de comprensión T30 – T31

Customize the Reading -Identificar los trabajos y actividades de las fotos -Volver a leer el libro mientras escuchan la lección del audio -Leer independiente o en voz alta con un compañero Customize Instruction for ELLS -Estudiantes apuntan a los trabajos y actividades del libro para identificar. -Pregunta, “¿Cuáles fotos enseñan a la gente trabajando en la comunidad?” -Estudiantes usan oraciones completes para describir las actividades en las fotos.

Social Studies Theme: Communities Entender que las comunidades proveen las necesidades de la gente. Introduce Concepts and Vocabulary • Introduce Theme

Question • Develop Oral

Language • Introduce the

Theme Song • Introduce Key

Vocabulary Build Background

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for plurals such as adding an s at the end or es. Use words from the story such as Comunidad-comunidades, cuidad-cuidades Suburbio-suburbios, pueblo-pueblos, Allow students to locate words in the book “Comunidades” that can be made into plurals. Activity for Reinforcement-give half of the students a card with a singular noun. Give the other half a card with either an s or es. Students will need to find a partner and make plurals of the singular nouns given. Students will report to the class as to the rule they used for determining the correct plural word.

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2015 Summer School Lesson Organizer Grade 1 Spanish

Theme 1- Communities (Comunidades)

Días 1-5

TEKS/STAAR Reporting Categories

Esperanza Instruction

(whole group) 8:15 - 8:30 AM

GK Spelling Lessons (whole group) 8:30 – 9:00 AM (small groups) 9:00 – 9:30 AM

Language, Literacy, and Vocabulary

(LLV) Daily Lesson Language Arts

9:30 - 10:15 AM

TLI Routines/Strategies for LLV Read Aloud

HMH

Unit 6 Lesson 26 (whole group)

10:15 – 11:00 AM

Differentiation

Social Studies

integrated with LLV Lesson

11:00 – 11:30 AM

Día 2

Junio 10, 2015

Daily

Schedule

Reading / Language

Arts 8:15 –

11:00 AM

Social Studies 11:00 -

11:30 AM

SLAR TEKS- 1.4 A-C; 1.5; 1.6 A – D; 1.8; 1.9 A-B; 1.10; 1.12; 1.14 A-D Figure 19: A-F SLAR Readiness and Supporting Standards with Reporting Categories 1-Understanding Across Genres 2-Understanding and Analysis of Literary Texts 3- Understanding and Analysis of Informational Texts Social Studies TEKS- 1.6 A -C; 1.7 A -C; 1.8 A -C; 1.9 A ELPS:

Esperanza: Lección 7 páginas 20 a 21 Letra B Pasos 1 a 10 Practica de lectura 7 página 22

GK Spelling Lesson Spelling Pattern: Sufijos –oso, -osa Steps 2 – 5 & Dictation

Lección 2 Guía del maestro pp. 12-13 Reproducibles para aprender pg. 25-26 Lección de audio 7 Volver a leer Comunidades Develop Concepts and Vocabulary • Whole Group-Use Common Senses Writing Template as an introduction to Visualizing. Model for students the use of senses to visualize. Place students in groups and assign an item or food for them to visualize based on prior modeling from teacher. Once the group has finished,

Libro Comunidades Pregunta con propósito de comprensión (CPQ) Nombra nombres de personas importantes de tu comunidad. Piensa- Voltea- Habla (TTT) pg.5 ¿Qué hacen las personas de tu comunidad? pg.8 ¿Por qué son importantes esas personas? Rutina de comprensión Rutina: Pensar en voz alta (TG pg. 13) ------------------------------ TLI / Rutina de Fluidez Día 2 – Introducir las palabras de reconocimiento rápido (RWRC)

Repasar el vocabulario T16 – T17 Leer la selección T32 – T43 (Choral Read) Usar la guía SLAR CPQ – ¿Cómo compararías los sentimientos de Vashti Del principio al final de cuento? p. 29 TTT - ¿Cuál crees tu que es la razón por la cual Vashti hizo un buen trabajo de arte? p. 32 TTT – ¿Podrías nombrar dos cosas que has aprendido acerca de Vashti?

Customize the Reading -Los estudiantes nombran cosas diferentes que las personas hacen en su comunidad -Volver a leer el libro mientras escuchan la lección de audio. -Leer independiente o en voz alta con un compañero.

Social Studies Theme: Communities Entender que las comunidades proveen las necesidades de la gente. Develop Concepts and Vocabulary • Develop Oral

Language

• Revisit the Theme Song

• Build Background

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1A, 1B, 1C, 1D, 2C, 2E, 2G, 3B, 3D, 3G, 4C, 4D, 4F, 4G, 5B, 5F

allow them to use their descriptions and share with other class members. • Introduce the Comprehension Strategy: Visualizing Teacher Guide pg. 12 Learning Master pg. 25 • Small Group Reading-Learning Master pg. 26 • Language Arts Review singular and plural nouns ending in s or ies from previous lesson. • Modeled Writing-Teacher Guide pg. 13 Brainstorm ideas on what to write based on the theme of needs.

La maestra lee en voz alta

p. 32 TTT - ¿Crees tu que el trabajo de Vashti ayudo a otros a que también dibujaran o pintaran?

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2015 Summer School Lesson Organizer Grade 1 Spanish

Theme 1- Communities (Comunidades)

Días 1-5

TEKS/STAAR Reporting Categories

Esperanza Instruction

8:15 8:30 AM

GK Spelling Lessons (whole group) 8:30 – 9:00 AM (small groups) 9:00 – 9:30 AM

Language, Literacy, and Vocabulary

(LLV) Daily Lesson Language Arts

9:30 - 10:15 AM

TLI Routines/Strategies for LLV Read Aloud

HMH

Unit 6 Lesson 26 (whole group)

10:15 – 11:00 AM

Differentiation

Social Studies

integrated with LLV Lesson

11:00 – 11:30 AM

Día 3

Junio 11, 2015

Daily

Schedule

Reading / Language

Arts 8:15 –

11:00 AM

Social Studies 11:00 -

11:30 AM

ELAR TEKS- 1.4 A-C; 1.5; 1.6 A – D; 1.8; 1.9 A-B; 1.10; 1.12; 1.14 A-D Figure 19: A-D ELAR Readiness and Supporting Standards with Reporting Categories 1-Understanding Across Genres 2-Understanding and Analysis of Literary Texts 3- Understanding and Analysis of Informational Texts Social Studies TEKS- 1.6 A -C; 1.7 A -C; 1.8 A -C; 1.9 A ELPS: 1A, 1B, 1C, 1D, 2C,

Esperanza: Lección 8 páginas 23 a 25 Letra M Pasos 1 a 10 Practica de lectura 8 página 26

GK Spelling Lesson Spelling Pattern: Sufijos –oso, -osa Steps 2 – 5 & Dictation

Lección 3 Guía del maestro pp. 14-15 Reproducibles para aprender pg. 27 Lección de audio 7 Un buen lugar para vivir • Students will predict what the text is about by using Predicting Informational Text A.S. (Comprehension Shouldn’t Be Silent)-Teacher Led • Develop Concepts and Vocabulary • Small Group Reading-Focus will be on Text Features Learning Master pg. 27

Pregunta con propósito de comprensión (CPQ) ¿Porque que crees que tu comunidad es un buen lugar para vivir? Piensa- Voltea- Habla (TTT) pg. 3-5 ¿Cómo puedes ayudar a mantener limpia tu comunidad? pg. 6-8 ¿Cómo pueden mantener tu comunidad segura? Rutina de comprensión Rutina: Pensar en voz alta (TG pg. 15) ------------------------------ TLI / Rutina de Fluidez Día 3 – Repasar las palabras de reconocimiento rápido

Repasar el vocabulario T32 – T33 Usar la lección Hacer Inferencias y Predicciones (Use MIP Planner and sentence strips)

Customize the Reading -Nombrar diferentes tipos de trabajos mientras leen el libro -Volver a leer el libro mientras escuchan la lección en audio. -Leer independiente o leer en voz alta con un compañero. Customize Instruction for ELLS Estudiantes se refieren al banco de palabras para escribir palabras como gente y comunidad. -Preguntar: ¿Quien trabaja para mantener mi comunidad segura? Motivar a los estudiantes a contestar en oraciones completes. -Motivar a los estudiantes a escribir oraciones como: “Los maestros trabajan

Social Studies Theme: Communities Entender el rol de trabajo de las personas en tu comunidad Develop Concepts and Vocabulary • Develop Oral

Language

• Revisit the Theme Song

• Build Background

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2E, 2G, 3B, 3D, 3G, 4C, 4D, 4F, 4G, 5B, 5F

• Practice the Comprehension Strategy: Visualizing Make Inferences

•Fluency: El Padre de nuestra patria Language Arts • Shared Writing- Pick a person from the book as a class and model writing why students think that job is important to have. Example- Model brainstorming 3 reasons why a firefighter’s job is important. Model writing a short paragraph using correct capitalization and punctuation about the importance of a firefighter’s job. Use student responses to write. Allow students to pick their own topic and write about it. Emphasize three important reasons as well as capitalization and punctuation.

(RWRC) Subrayar la puntuación Leer juntos en forma de coro

en una escuela.”

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2015 Summer School Lesson Organizer Grade 1 Spanish

Theme 1- Communities (Comunidades)

Días 1-5 TEKS/STAAR

Reporting Categories

Esperanza Instruction

8:15 8:30 AM

GK Spelling Lessons (whole group) 8:30 – 9:00 AM (small groups) 9:00 – 9:30 AM

Language, Literacy, and Vocabulary

(LLV) Daily Lesson Language Arts

9:30 - 10:15 AM

TLI Routines/Strategies for LLV Read Aloud

HMH

Unit 6 Lesson 26 (whole group)

10:15 – 11:00 AM

Differentiation

Social Studies

integrated with LLV Lesson

11:00 – 11:30 AM Día 4

Junio 12,

2015

Daily Schedule

Reading / Language

Arts 8:15 -

11:00 AM

Social Studies 11:00 -

11:30 AM

ELAR TEKS- 1.4 A-C; 1.5; 1.6 A – D; 1.8; 1.9 A-B; 1.10; 1.12; 1.14 A-D Figure 19: A-F ELAR Readiness and Supporting Standards with Reporting Categories 1-Understanding Across Genres 2-Understanding and Analysis of Literary Texts 3- Understanding and Analysis of Informational Texts Social Studies TEKS- 1.6 A -C; 1.7 A -C; 1.8 A -C; 1.9 A ELPS: 1A, 1B, 1C, 1D, 2C, 2E, 2G, 3B, 3D, 3G,

Esperanza: Lección 9 páginas 27 a 29 Letra I Pasos 1 a 10 Practica de lectura 9 página 30

GK Spelling Lesson Spelling Pattern: Sufijos –oso, -osa Steps 2 – 5 & Dictation

Lección 4 Guia del maestro pp. 16-17 Reproducibles para aprender pg. 28 Lección de audio 7 Librito para la casa: Comunidades Antes, mi pueblo era pequeño • Review Concepts and Vocabulary Use The Power Of Words (Comprehension Shouldn’t Be Silent) as a whole group to predict and identify vocabulary. • Small Group Reading-Text Feature: Highlighted Vocabulary

Libro Antes, mi pueblo era pequeño Pregunta con propósito de comprensión (CPQ) ¿Porque se construyen casas nuevas en el pueblo? Piensa- Voltea- Habla (TTT) ¿Qué es lo que causa que una ciudad crezca? pg.5 ¿Porque crece de tamaño una comunidad? pg. 8 Rutina de comprensión auditiva Pensar en voz alta (TG pg. 17) __________________

Repasar el vocabulario T32 – T33 Usar la lección Determinar Importancia y Resumen (Use Determining Importance and Summarizing Graphic Organizer) Identificar el tema, detalles importantes, idea principal, resumen

Customize the Reading -Mirar las páginas del libro para identificar las diferentes maneras que un pueblo crece. -Volver a leer el libro mientras escuchan la lección en el audio. - Leer independiente o leer en voz alta con un compañero.

Social Studies Theme: Communities Entender que las comunidades crecen y cambian. Revisit Concepts and Vocabulary • Develop Oral

Language

• Revisit the Theme Song

• Build Background

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4C, 4D, 4F, 4G, 5B, 5F

• Apply the Comprehension Strategy: Visualizing Cause-and-effect Fluency: El Padre de nuestra patria Language Arts- • Guided Writing Use the Take Home Reader to write about topics such as needs and wants. Students will illustrate what they write about. Emphasize singular and plurals nouns, capitalization and punctuation.

TLI / Rutina de Fluidez Dia 4 – Repasar las palabras de reconocimiento rápido (RWRC) Hacer frases (pencil swings) Leer juntos en forma de coro

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2015 Summer School Lesson Organizer Grade 1 Spanish

Theme 1- Communities (Comunidades)

Días 1-5 TEKS/STAAR

Reporting Categories

Esperanza Instruction

8:15 8:30 AM

GK Spelling Lessons (whole group) 8:30 – 9:00 AM Reading Rules (small groups) 9:00 – 9:30 AM

Language, Literacy, and Vocabulary

(LLV) Daily Lesson Language Arts

9:30 - 10:15 AM

TLI Routines/Strategies for LLV Read Aloud

HMH

Unit 6 Lesson 26 (whole group)

10:15 – 11:00 AM

Differentiation

Social Studies

integrated with LLV Lesson

11:00 – 11:30 AM

Día 5

Junio 15, 2015

Daily

Schedule

Reading / Language

Arts 8:15 -

11:00 AM

Social Studies 11:00 -

11:30 AM

ELAR TEKS- 1.4 A-C; 1.5; 1.6 A – D; 1.8; 1.9 A-B; 1.10; 1.12; 1.14 A-D Figure 19: A-F ELAR Readiness and Supporting Standards with Reporting Categories 1-Understanding Across Genres 2-Understanding and Analysis of Literary Texts 3- Understanding and Analysis of Informational Texts Social Studies TEKS- 1.6 A -C; 1.7 A -C; 1.8 A -C; 1.9 A ELPS: 1A, 1B, 1C, 1D, 2C, 2E, 2G, 3B, 3D, 3G, 4C, 4D, 4F, 4G, 5B,

Esperanza: Lección 10 páginas 31 a 32 Letra D Pasos 1 a 10 Practica de lectura 10 página 34

Spelling Test Lección 5 Guia del maestro pp. 18-19 Reproducibles para aprender pg. 22-23, 29-30 Assess and Extend • Rereading and Assessments • Guided Writing • Assessment Tools • Fluency: El Padre de nuestra patria Language Arts Continue to work on Take Home Reader • Home Connection Summarize Key concepts about communities Administer Post-Test

Pregunta con propósito de comprensión (CPQ) ¿Qué has aprendido de las comunidades esta semana? Piensa- Voltea- Habla (TTT) ¿Cómo ayudarías a tu comunidad para hacerla un lugar mejor? Pg. ¿Qué te gustaría hacer cuando crezcas? Pg. Rutina de comprensión auditiva Pensar en voz alta (TG pg. 17) __________________ TLI / Rutina de Fluidez Día 5 – Examen de fluidez (palabras por minuto)

Examen de vocabulario y comprensión de lectura.

Customize Instruction for ELLS -Que los estudiantes dicten sus historias. Que los estudiantes agreguen un titulo a las fotos. -Proveer ejemplos de oraciones si es necesario. -Los estudiantes tal vez quieran crear sus propias oraciones sobre su comunidad. -Motiven a sus estudiantes a estudiantes para mostrar una relación de causa y efecto.

Social Studies Online Extension- http://teacher.scholastic.com/lessonrepro/k_2theme/communities.htm Home Connection The Family Focus letters pg. 29-30 Summarize key concepts about communities Family members talk about the different jobs in their community.

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Materiales Sobre el Tema Comunidades

Materiales Sobre el Tema Títulos Cantidad Iníciales Libro de conceptos Comunidades 18 Libros del tema Un buen lugar para vivir 18 Libros del tema Antes, mi pueblo era pequeño 18 Organizador del tema Piensa y conversar de

comunidades 1

Reproducibles para aprender Language, Literacy, and Vocabulary

1

Lección en audio Language, Literacy, and Vocabulary

1

Tejas Lee Activities/www.tango-central.com Conciencia Fonológica Conocimiento de grafo fonemas Comprensión Actividades de Fluidez

FON – 7 Pares de rimas GRA – 28 Ponme en mi lugar COM – 18 Adivina el final FLU-2 Lectura en eco FON – 31 Contando sílabas GRA – 29 Dímelo y muévelo COM - 22 Películas mentales FLU-7 Lectura repetida

Websites for Independent Student Work/ESL Activities http://pbskids.org/lions/games/blending.html

student picks onset and rime to ‘hit’ together as football players to create words

http://pbskids.org/lions/games/ears.html picture shown with rime, student finds onset from 3 letter choices and can hear the sounds they make when rolling mouse over them

http://www.professorgarfield.org/Phonemics/greenhouse/greenho

picture with two answer choices – take away the first letter from the picture and replace it and it makes new word

http://professorgarfield.org/phonics/mixmatch/mixmatch.html memory game matching words with same vowel sound

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Theme Materials for Week 1

Theme Materials Titles Quantity Initial Libro de conceptos Colón y América

18

Libros del tema Expediciones por las Américas 18 Organizador del tema Piensa y conversar de Estados

Unidos: Historia y vida 1

Reproducibles para aprender Language, Literacy, and Vocabulary 1 Lección en audio Language, Literacy, and Vocabulary 1

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Social Studies Sample

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Brownsville Independent School District Social Studies Lesson Plans

1st Grade WEEK 1

Resources DAY 1 Day 2 Day 3 Day 4 Reader’s Theater TE Pages 104 – 115. TEKS 13.A, 13.B, 13.C, 14.A, 14.B, 14.D, Content Area Focus: Students will understand the events that led to the national anthem, as well as the meaning of the words.

Introduce TOPIC and Social Studies Lesson Story Title: “The Star-Spangled Banner” Pages 104 – 109 Social Studies: Social Studies Strands: History Introduce Vocabulary: Vocabulary strategies

• ablaze • commission • malt house • national anthem • patriotic • perilous • prevail • ramparts • seamstress

Review: The story, summary, characters, setting, and story elements, page 4 of reader. Fine Arts Connection/Fluency: Poem/Song –Song and Flag of Independence, TE page 108. Performance CD Volume III, TRACK 8.

Skill: Students will be able to identify and describe the elements of plot, setting, and character in a story, as well as the beginning, middle, and end of the story Introduce the Literature (Picture Walk / Predictions) “The Star-Spangled Banner,” Page 104. Shared Reading Place ELL students with higher-level students to practice script in pairs, TE Page 105.

Assign Roles

Narrator 1 Narrator 2 Caroline Pickersgill Johnny Grandmother Mary Pickersgill

Fluency Objective – Students will deliver oral presentations and read passages fluently, focusing on the use of choral reading during reader’s theater practice Listen to Audio CD – Model

Make Character Mask Pages 110 – 115.

Content Area Focus: Language Arts: T-Chart / Character Description / Sequence Events / Audio Practice Script Assessment: Comprehension questions from the play “The Star-Spangled Banner.”

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Brownsville Independent School District Social Studies Lesson Plans

2nd Grade WEEK 1

Resources DAY 1 Day 2 Day 3 Day 4 Reader’s Theater Building Up The White House TG p 20-31 TEKS 2.5 A-B, 2.6 A-B, 2.7 A-B, 2.13A,C, 2.17 A-C, E, 2.18 A-B Content Area Focus: Chapter 1- Living in a Community pg. 6A-23A Vocabulary: Community Citizen Rule Fair Responsibility Role

Introduce TOPIC and Social Studies Lesson Story Title: Building Up The White House Social Studies: Social Studies Strands: History, Government, Citizenship Introduce Vocabulary: Advisor Ballot Chief of Staff Columns Commander in Chief Veto Review:

• Summarizing • Characters • Settings • Story Elements

Fine Arts Connection/Fluency: Poem/Song TG pg 24-25 Audio CD Volume 1 Track 3-7

Skill: TG pg 20-25 Introduce the Literature Book: “Building Up The White House” Shared Reading Involve All Students TG pg 20 Student books pg 4-19

Assign Roles

• Mom • Charlie • Reporter • Narrator • Ellie • Jack

Fluency Objective – Students will read passages fluently and accurately, focusing on the use of choral reading during reader’s theater practice. TG pg 22

Listen to Audio CD – Volume 1

Make Character Masks TG pg 26-31

Content Area Focus: Social Studies Connection TG pg 23 Complete KWL Chart Practice Script Assessment: Teacher made assessment based on “Building Up The White House” (include vocabulary)

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2015 Summer School Lesson Organizer Grade 2 English Theme 1- Maps

Days 1-5

TEKS/STAAR Reporting Categories

Language Enrichment 8:15 AM-8:45 AM

Language, Literacy, and Vocabulary (LLV) Daily

Lesson, Fluency 8:45 AM-10:15 AM

Language Arts 10:15 AM-11:00 AM

TLI Routines/Strategies 8:45 AM-11:00 AM

Social Studies 11:00AM -11:30AM

Differentiation

Day 1

June 9, 2015

Daily

Schedule

Reading 8:15 AM-

10:15 AM

Language Arts

10:15 AM-

11:00 AM

ELAR TEKS- 2.3B, 2.15A,2.15B,2.22C(ii) 2.30 ELPS 2C ELAR Readiness and Supporting Standards with Reporting Categories- Category 3 Understanding and Analysis of Informational Texts-Supporting Standards 2.15A, 2.15B Social Studies TEKS- 2.5A, 2.5B, 2.6A, 2.6B, 2.6C, 2.17A, 2.17B, 2.17C, 2.17D, 2.17E

Day 1 - Review of Vowels and Consonants - pg. 1

Administer Pre-Test (30 mins) Lesson 1 Teacher’s Guide pp. 10-11 Audio lesson 7 Read Maps Introduce Concepts and Vocabulary • Introduce Theme

Question • Develop Oral Language • Introduce Theme Poem

– Learning Masters – pg. 25

• Introduce Key Vocabulary

• Build Background Model the Reading • Preview the Book • Predict Vocabulary • Model the Reading • Share the Reading • Reread Fluency

Fluency Passage Story 1 – Spitting Cobra -- pgs. 1-2

Think-Turn-Talk (TTT) Have learning partners talk together and create a simple map from their seats in the classroom to a nearby destination, such as the school playground or gym. (TTT) Have learning partners take turns asking each other informational questions about the map, using the language forms: Where is the (park)? Which direction is (east)? How do you get from the school to the (park)? (TTT) Have students work with partners to practice using the words and the language forms for

Social Studies Theme: Maps Introduce Concepts and Vocabulary • Introduce

Theme Question

• Develop Oral Language

• Introduce the Theme Song

• Introduce Key Vocabulary

• Build Background

Customize the Reading Students reread and talk about Maps on their own to build fluency. • Students who are

not yet able to read the book can point to continents to the north, south, east, or west of a continent you name.

• Students who need extra support can reread the book while listening to the audio lesson.

• Students who can read the book might read independently or aloud with partners.

Online Resources for Struggling Readers: Starfall.com http://www.fcrr.org/ Customize

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Language Arts (Texas Journeys) Contractions With not - p. T22 Teach/Model Display Projectable 26.2. Read aloud the explanation of how each contraction is formed. Discuss each example. Guided Practice/Apply Complete other examples on Projectable 26.2 with children. Have children use the Thinking Question to identify which words make up each contraction. Practice Book Handout – pg. 152 HMH Unit 6 Lesson 26 Selection: “The Mysterious Tadpole” CPQ: Ask: What type of gift do you predict Louis will receive from Uncle McAllister on his following birthday? Genre Study: Fantasy VOCABULARY INSTRUCTION: Multiple-Meaning Words

asking informational questions. For example: What is a ___? (TTT) Have partners use the language forms to ask each other informational questions about the maps. For example: Where is an ocean? What is its name? Pages 4–5 Think Aloud This is like the Think and Discuss scene on the Theme Builder. In the photos, people are pointing to maps that show a small area. The other maps show large areas. Pages 6–7 Think Aloud I see that the continents are different colors on the map. That helps me remember what the continents are and where the continents are located. I know that some scientists count Europe and Asia as one continent. That’s because Europe and Asia share one land mass.

Instruction for ELLS Newcomers/Beginning Have students name countries important to their heritage. Help them locate the continent each country is in on the world map. Have them compare how far different continents may be from the continent of North America. Developing When reading “Four directions” on page 7, have students stand up and face north. Have them point to the north and south when reading the last two sentences of the text. Expanding/Bridging Ask students to use complete sentences to tell which continents are near each ocean. Help with pronunciation as necessary.

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*THEME/ Big Idea: A surprise can change your life. Introduce Vocabulary Use HMH Vocabulary Cards Lessons Page p. T17 Read Aloud – Story of the week Listening Comprehension Activate Background Knowledge Set a purpose / CPQ Interactive Reading Rich Vocabulary Instruction Structured Oral Reading Practice: Choral Reading Echo Reading Shared Reading

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2015 Summer School Lesson Organizer Grade 5 English

Week 1

Week 1 Days 1-4

TEKS/STAAR Reporting Categories

Language, Literacy, and Vocabulary (LLV) Daily Lesson

8:15 AM-9:15 AM

HMH Journeys 9:15 AM-10:15 AM

Language Arts

10:15 AM-11:00 AM Social Studies

8:15 AM-11:00 AM Differentiation

Day 1

June 9,

2015

Daily Schedule 8:15 AM-10:15 AM Language

Arts 10:15 AM-11:00 AM

ELAR TEKS- 5.7; 5.10. 5.11D; 5.15B; 5.20C; 5.24A; 5.27 A ELAR Readiness and Supporting Standards with Reporting Categories- Reporting Category 3 5.10A Supporting; 5.11A Readiness; 5.11C Readiness; 5.11E Readiness; Fig19D Readiness; 5.2B Readiness Social Studies TEKS- 3.1 A-C; 3.5B; 5.6B

Lesson A Columbus & the Americas

Student Book 2-5

• Pretest (30 minutes) • Preview Text

• Read and Discuss:

-Transparency 1 -Audio lesson 1, Track A -Create an Exploration Sequence Chart -Learning Master Pg. 28

• Teach Key Concept Words: Transparency 2 -Practice Key Concept words: Learning Master pg. 29

• Review High Utility

Words

• Teach the Comprehension Strategy : Making Inferences & Predictions -Transparency D

Fluency Routine: Cold Reading.

Vocabulary Oral Language

-Teacher Read Aloud: Moving from Place to Place -Review Vocabulary T10

Comprehension

-Develop Background -Review Comprehension: Text and Graphic Features & Visualize Venn Diagram Projectable 26.2 Feature Map Projectable 26.4

Grammar Daily Proofreading Practice-Day 1 (HMH Unit 6 pg. T38 Day 1-Singular Possessive Nouns using Projectable 26.6 to introduce and Practice Book pg. 304 (Journeys Unit 6 pg. T38) Writing Recognizing Genre Organization Follow TG pgs. 7-11 Students will identify text as either narrative, expository, or persuasive.

Social Studies Theme: US History & Life Introduce Concepts and Vocabulary *Introduce the Big Idea *Build Background *Introduce Key Vocabulary *Introduce Comprehension Strategy

Customize the Reading *Identify the maps-compare/contrast pg 5 *Read Expeditions in the Americas pg 4-7 *Read independently or aloud for fluency *Small Group Reading Customize Instruction for ELLS *Write sentences or phrases on a chart and students present *Students draw pictures to show Columbus' voyage with accompanied sentences

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-Transparency 3 -Pg. 2 Can you predict what the passage will be about? Pg.4 Can you infer why people in 1492 thought there were only 3 continents? Pg. 5 What can you infer from the World Map of 1492?

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2015 Summer School Lesson Organizer Grade 5 English

Week 1 Week 1

Days 1-4 TEKS/STAAR Reporting Categories

Language, Literacy, and Vocabulary (LLV) Daily Lesson 8:15 AM-9:15 AM

HMH Journeys 9:15 AM-10:15 AM

Language Arts

10:15 AM-11:00 AM Social Studies

8:15 AM-11:00 AM Differentiation

Day 2

June 10,

2015

Daily Schedule 8:15 AM-10:15 AM Language

Arts 10:15 AM-11:00 AM

ELAR TEKS- 5.7; 5.10. 5.11D; 5.15B; 5.20C; 5.24A; 5.27 A ELAR Readiness and Supporting Standards with Reporting Categories- Reporting Category 3 5.10A Supporting; 5.11A Readiness; 5.11C Readiness; 5.11E Readiness; Fig19D Readiness; 5.2B Readiness Social Studies TEKS- 3.1 A-C; 3.5B; 5.6B

Lesson B Columbus & the Americas

Student Book 6-15

• CPQ: What were some of the reasons the colonists had for wanting their independence? CPQ#2 How did Columbus’ voyage change the world?

• Review and Recall:

Transparency 2 • Small Group Reading • Read and Respond:

Learning Master Pgs. 30-31

TTT: Pg. 6 What is meant by “A faster route….more wealth?” Pg. 10 Where did Columbus

Fluency Routine: Rapid Word Recognition Chart and choral read passage paying attention to prosody and speed. Vocabulary/Oral Language: -Develop Comprehension T18-T23 Comprehension: - Read: Animals on the Move T16-23 -Develop Comprehension T18-T23 CPQ: How do the authors achieve the theme of animal movement throughout the various genres? -Read line 1 on page 6, have students Create Mental

Grammar Daily Proofreading Practice-Day 2 (HMH Unit 6 pg. T38 Day 2-Plural Possessive Nouns using Projectable 26.7 to introduce and Practice Book pg. 305 (Journeys Unit 6 pg. T38) Writing Review Genre from previous day. Organization TG pg. 7-12 Students will identify whether text is narrative, expository or persuasive by using pg. 12 A. S.

Social Studies Theme: US History & Life Develop Concepts and Vocabulary *Understand the Big Idea *Introduce key concept words *Review Comprehension Strategy

Customize the Reading *Read aloud pgs 6-15 *Play Audio Lesson 1 *Independent or Partner Reading for fluency Customize Instruction for ELLS

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land? What people did Columbus meet on San Salvador?

Making Connections: Pg. 8 Have you ever planned a trip and didn’t pack enough of something?

Images “On a warm summer day, a tiny striped fish wiggles out of the gravel of a riverbed in Northern California.” Determining Importance and Summarizing Lesson Animals on the Move Please see attached documentation for DIS Planner/Teacher Guide TTT: Pg. 7 How do graphics and captions help show the paths animals take? Pg. 9 What do the bees do before gathering nectar? Read line 4-6, on paragraph 2 on page 13, have students Create Mental Images “She tastes how the saltiness of the water changes in different places.”

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2015 Summer School Lesson Organizer Grade 5 English

Week 1

Week 1 Days 1-4

TEKS/STAAR Reporting Categories

Language, Literacy, and Vocabulary (LLV) Daily Lesson 8:15 AM-9:15 AM

HMH Journeys 9:15 AM-10:15 AM

Language Arts

10:15 AM-11:00 AM Social Studies

8:15 AM-11:00 AM Differentiation

Day 3

June 11,

2015

Daily Schedule 8:15 AM-10:15 AM Language

Arts 10:15 AM-11:00 AM

ELAR TEKS- 5.7; 5.10. 5.11D; 5.15B; 5.20C; 5.24A; 5.27 A ELAR Readiness and Supporting Standards with Reporting Categories- Reporting Category 3 5.10A Supporting; 5.11A Readiness; 5.11C Readiness; 5.11E Readiness; Fig19D Readiness; 5.2B Readiness Social Studies TEKS- 3.1 A-C; 3.5B; 5.6B

Lesson C Columbus & the Americas Student Book Pgs. 16-23

CPQ How would the colonists find out that the redcoats were marching toward Lexington and Concord? CPQ #2 What was it like to sail with Columbus in 1492? • Review and Recall *Audio lesson 1 track C TTT Pg. 16 Why were Columbus’ voyages important? • Small Group Reading -TTT: Pg. 19 Why were most sailors in the late 1400s afraid to sail far out to sea? Pg. 20 Why do you think he change the number of miles in the second journal? -Practice the Comprehension Strategy: Making Inferences Pg. 21

Fluency Routine: Rapid Word Recognition Chart and choral read passage paying attention to punctuation. Students will highlight all punctuation marks. Vocabulary/Oral Language: -Review Vocabulary T19 Comprehension: -Read: Poetry Place T24-T25 Poetry review: Poetry Sound Effects Figurative Language Structural Elements of Poetry After reading poem, The Whale have students Create Mental Images on how the poet paints pictures in their mind with word choices. TTT: Pg. 14 Who is speaking in the poem? Pg. 15 How is the tone in “The Whale” different from the tone

Grammar Daily Proofreading Practice-Day 3 (Journeys Unit 6 pg. T38 Day 3-Possessive Nouns Review with students singular and plural possessive nouns-Journeys Unit 6 pg. T39 Practice Book pg. 306 (Journeys Unit 6 pg. T39) Writing Expository Texts for Analysis TG pgs. 13-20 Students will practice Analyzing “Birds” pg. 18 while teacher models.

Social Studies Theme: US History & Life Develop Concepts and Vocabulary *Take a Closer Look *Introduce key concept words *Review Comprehension Strategy

Customize the Reading *Read Expeditions in the Americas pgs 89 *Play Audio Lesson *Independent & Partner Reading for fluency *Small group reading Customize Instruction for ELLS Not included in Lesson C

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• Read and Respond -Learning Masters Pgs. 32-33 Making Connections PG 18. Have you been so afraid to try something but still did it? How did it turn out?

in “Wild Geese?”

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2015 Summer School Lesson Organizer Grade 5 English

Week 1

Week 1 Days 1-4

TEKS/STAAR Reporting Categories

Language, Literacy, and Vocabulary (LLV) Daily Lesson 8:15 AM-9:15 AM

HMH Journeys 9:15 AM-10:15 AM

Language Arts

10:15 AM-11:00 AM Social Studies

8:15 AM-11:00 AM Differentiation

Day 4

June 12,

2015

Daily Schedule 8:15 AM-10:15 AM Language

Arts 10:15 AM-11:00 AM

ELAR TEKS- 5.7; 5.10. 5.11D; 5.15B; 5.20C; 5.24A; 5.27 A ELAR Readiness and Supporting Standards with Reporting Reporting Category 3 5.10A Supporting; 5.11A Readiness; 5.11C Readiness; 5.11E Readiness; Fig19D Readiness; 5.2B Readiness Social Studies TEKS- 3.1 A-C; 3.5B; 5.6B

Lesson D Columbus & the Americas Student Book Pgs. 24-29

• Review and Recall -CPQ: How did Columbus help change the world? - Audio Lesson 1 Track D • Small Group Reading: TTT: Pg. 24 how would things have been different if the King and Queen of Spain wouldn’t have given him money? Pg. 26 What are some ways that trade helped change the lives of the explorers and the people living there? Pg. 29 How did other countries benefit from Columbus’ travels? What country did Cortes come from, and where did he explore? • Read and Respond:

-Cognitive Strategy:

Fluency Routine: Rapid Word Recognition Chart and pencil swings. Vocabulary/Oral Language: -Multiple Meaning Words T32-33 Comprehension: -Activity Central T26-27 -Review Comprehension T26 -Review Author’s Craft T27 • - Making Inferences Graphic

Organizer for Animals on the Move. T18-23

Please see attached documentation for MIP Planner/Teacher Guide

Fluency Routine: Final Read Vocabulary/Oral Language: Presenting a Dramatization T35 Comprehension: -Your Turn T28-29

Daily Proofreading Practice-Day 4 (Journeys Unit 6 pg. T38 Day 4-Verbs Be and Have Introduce verbs be and have-Journeys Unit 6 pg. T39 Practice Book pg. 307 (Journeys Unit 6 pg. T39) Writing Review Expository Texts for Analysis TG pgs. 13-17, 21-23 Students will practice Analyzing “Birthdays!” pg. 21 while teacher models. Daily Proofreading Practice-Day 5 (Journeys Unit 6 pg. T38 Day 5-Conventions

Social Studies Theme: US History & Life Revisit Concepts and Vocabulary *Make Connections *Make Connections to related concepts and experiences *Apply the comprehension strategy - Making Inferences Social Studies Online Extension

Customize the Reading *Play Audio Lesson 1 *Read Expeditions in the Americas pgs 14-21 *Small Group Reading *Independent & Partner Reading for fluency Customize Instruction for ELLS Not included in Lesson D Customize the Reading Read Expeditions in the Americas pgs 22-30 Customize Instruction for ELLS

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Making Inferences and Predictions. Why do you think Columbus ask the King and Queen of Spain for money? Why did other countries send explorers to the Americas?

Learning Master 34-35 Making Inferences and Predictions

Lesson E Columbus & the Americas

Student Book 30-33 * Zoom in on Words: -Multiple Meaning Words -Adjectives Extend Word Practice (Optional) -Word Sorting Game -Word Search -Learning Master Pg. 36 Build Language Skills for ELL’s (Optional) -High Utility Words -Build Oral Language Research and Write -Learning Master Pg. 37-38 Assess and Extend - Post Test Learning master page 44

-Connect and Extend T34 -Graphic Organizer

Journeys Unit 6 pg. T39 Practice Book pg. 308 (Journeys Unit 6 pg. T39) Writing Review Expository Texts for Analysis TG pgs. 13-17, 24-26 Students will practice Analyzing “Baseball” pg. 24 independently.

*Students create drawings for the song *Students can dictate their song lyrics, practice and perform songs *Encourage students to write lyrics or additional stanzas

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Theme Materials for Week 1

Theme Materials Titles Quantity Initial Concept Books Columbus & the Americas 18 Nonfiction Books Expeditions in America 18 Theme Builder Learn about US History & Life 1 Learning Masters Language, Literacy, and

Vocabulary 1

Audio lesson on CD Language, Literacy, and Vocabulary

1

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Theme Materials for Week 1

Theme Materials Titles Quantity Initial Libro de conceptos Colón y América

18

Libros del tema Expediciones por las Américas 18 Organizador del tema Piensa y conversar de Estados

Unidos: Historia y vida 1

Reproducibles para aprender Language, Literacy, and Vocabulary 1 Lección en audio Language, Literacy, and Vocabulary 1

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Math Sample

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Mathematics 1st Grade Daily Lesson Plans Summer 2015 WEEK 1

Monday June 8, 2015

Tuesday June 9, 2015

Wednesday June 10, 2015

Thursday June 11, 2015

Friday June 12, 2015

Lear

ning

O

bjec

tive

(T

EKS)

Summer School Teacher Campus

Professional Development

4:00pm - 7:00pm

1.5(B)* skip count by twos, fives, and tens to determine the total number of objects up to 120 in a set

1.2(C)* use objects, pictures, and expanded and standard forms to represent numbers up to 120

1.2(B)* use concrete and pictorial models to compose and decompose numbers up to 120 in more than one way as so many hundreds, so many tens, and so many ones

1.2(G)* represent the comparison of two numbers to 100 using the symbols >, <, or = 1.2(F) order whole numbers up to 120 using place value and open number lines 1.2(E) use place value to compare whole numbers up to 120 using comparative language

Materials

Index Cards, Counters TT32 (20 per pair)

Place value blocks, place-value mat TT20, rubber bands

Place value blocks, TT36, Place value mat TT20

Masking Tape, Large Post-it Notes, Place Value Blocks, Index Cards, Place Value Mat (Tens, Ones) TT17

EnVision 2.0 Lessons 9-2, 9-3 Lessons 9-4 Lessons 9-5 Lessons 10-3, 10-4, 10-5, 10-6

War

m -u

p

15 m

in Diagnostic

Pretest Recall basic facts to add and subtract within 20 with automaticity

Recall basic facts to add and subtract within 20 with automaticity

Recall basic facts to add and subtract within 20 with automaticity

WEEKLY ASSESSMENT

Voca

bula

ry

15 m

in

Skip count Ones Tens Hundreds Fives Twos Total Set Objects

Objects Pictures Expanded form Standard form Numbers up to 120 Digit Place value

Compose Decompose Concrete models hundreds Pictorial models Tens Ones

Number line Thousand Order Hundred Ten Increase One Less than Decrease Greater than Compare Order Least Equal to Place Value

Who

le C

lass

Les

son

45

min

Reteach to Build Understanding 9-2, 9-3 Math & Science Activity 9-3 Intervention Activity 9-2 pg. 473A Get in the Circle 9-3 pg. 479A Rearrange Me!

Reteach to Build Understanding 9-4 Math & Science Activity Intervention Activity 9-4 pg. 485A Writing Expanded Forms

Reteach to Build Understanding 9-5 Math & Science Activity 9-5 Recycling Cans Intervention Activity 9-5 pg. 491A Hundreds, Tens, and Ones

Reteach to Build Understanding: 10-3, 10-4, 10-5, 10-6 Math & Science Activity Intervention Activity Understanding Number Lines pg.521A Living Number Line pg. 527A Graphing Numbers pg.533A Comparing Numbers pg. 539A

Prob

lem

So

lvin

g

25 m

in Problem-Solving Reading Activity

Problem-Solving Reading Activity 9-4

Problem-Solving Reading Activity

Problem-Solving Reading Activity 10-6

Cent

er

Gam

es

20 m

in Intervention Activity / Centers

Play a Game pg. 473A

Intervention Activity

Intervention Activity 9-5 pg. 491A Hundreds, Tens, and Ones

Intervention Activity 10-3 Try Together pg. 521A 10-4 Helping Hands pg. 527A 10-5 Cover Three pg. 533A

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Mathematics 2nd Grade Daily Lesson Plans Summer 2015 WEEK 1

Monday June 8, 2015

Tuesday June 9, 2015

Wednesday June 10, 2015

Thursday June 11, 2015

Friday June 12, 2015

Lear

ning

O

bjec

tive

(TEK

S)

Summer School Teacher Campus

Professional Development

4:00pm - 7:00pm

2.2(B) Use standard, word, and expanded forms to represent numbers up to 1,200 2.2(A) Use concrete and pictorial models to compose and decompose numbers up to 1,200 in more than one way as a sum of so many thousands, hundreds, tens, and ones.

(Continued) 2.2(B) Use standard, word, and expanded forms to represent numbers up to 1,200 2.2(A) Use concrete and pictorial models to compose and decompose numbers up to 1,200 in more than one way as a sum of so many thousands, hundreds, tens, and ones.

2.2(F) Name the whole number that corresponds to a specific point on a number line. 2.2(E) Locate the position of a given whole number on an open number line

2.2(D) Use place value to compare and order whole numbers up to 1,200 2.2(C) Generate a number that is greater than or less than a given whole number up to 1,200.

WEEKLY ASSESSMENT

Materials Place value blocks, grid paper, place value mats C, number cubes, (Topic 3 Reteaching set a-d)

Place value blocks, grid paper, place value mats C, number cubes, (Topic 3 Reteaching set a-d)

Place value blocks, grid paper, Index cards, tape

Place value mat B, index cards, Hundred Chart (teaching Tool 14), Place Value blocks (or Teaching Tool 35), Sticky Notes, markers, (Teaching Tool 14)

EnVision 2.0 Lessons 3-2, 3-3, 3-4 Lessons 3-5, 3-6 Lessons 4-1, 4-2 Lessons 4-3, 4-4, 4-5

War

m -u

p

15 m

in Diagnostic

Pretest 2.4A Recall basic facts to add and subtract within 20 with automaticity

2.4A Recall basic facts to add and subtract within 20 with automaticity

2.4A Recall basic facts to add and subtract within 20 with automaticity

Voca

bula

ry

15 m

in

Place value Standard Form Expanded Form Number Word Thousand Hundred Ten One Digits

Place value Standard Form Expanded Form Number Word Thousand Hundred Ten One Digits

Number line Thousand Order Hundred Ten Increase One Less than Decrease Greater than Compare Order Least Equal to

Equation Place value Number line Compare Greater than Less than Equal to Least Greatest

Who

le C

lass

Les

son

45

min

Reteach to Build Understanding: 3-2, 3-3, 3-4, Math & Science Activity 3-4 pg. 113A Students create anchor charts for place value.

Reteach to Build Understanding: 3-5, 3-6 Math & Science Activity 3-6 pg. 125A Students create anchor charts for place value.

Reteach to Build Understanding: 4-1, 4-2 Math & Science Activity 4-1 pg. 143A Missing Number Intervention Activity Target Practice Intervention Activity pg. 149A

Reteach to Build Understanding: 4-3, 4-4, 4-5 Math & Science Activity 4-3 pg. 155A Intervention Activity 4-5 Sticky Numbers Intervention Activity pg. 167A

Prob

lem

So

lvin

g

25 m

in Problem-Solving Reading Activity

3-3 pg.107A 3-5 pg. 119A

Problem-Solving Reading Activity 3-5 pg. 119A

Problem-Solving Reading Activity 4-2 pg. 149A

Problem-Solving Reading Activity 4-5 pg.

Cent

er

Gam

es

20 m

in Intervention Activity

3-2 Helping Hands (two handouts), pg 101A

Intervention Activity 3-2 Helping Hands (two handouts), pg 101A

Intervention Activity Target Practice Intervention Activity pg. 149A

Intervention Activity 4-4 Try Together pg. 161A

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Science Sample

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Science 1st Grade Daily Lesson Plans Summer 2015 Resources: TCM = Teacher Created Materials, BrainPopJr., EduSmart, Pearson Online, Britannica, Discovery Education, StarLab

WEEK 1 Monday June 08, 2015

Tuesday June 09, 2015

Wednesday June 10, 2015

Thursday June 11, 2015

Friday June 12, 2015

Lear

ning

Obj

ectiv

e Liquids Reader (average level students) Condensation Reader (lower level students)

L1: Students use reading skills and strategies to understand and interpret nonfiction. (Reading Obj.) Students understand the structure and properties of matter.(Science Objective)

Liquids Reader (average level students) Condensation Reader (lower level students)

L2: Students understand the main idea and supporting details of simple expository information. (Reading Obj.) Students know that water can be a liquid or a solid and can be made to change from one form to the other, but the amount of water stays the same. (Science Objective)

Liquids Reader (average level students) Condensation Reader (lower level students)

L3. : L1 and L2 objectives will be targeted through the lab activity. (Reading Obj.) Students understand and apply basic and advanced properties of the concepts of measurement. (Math Obj.) L1 – L3 objectives will be targeted through the lab activity. (Science Objective)

Liquids Reader (average level students) Condensation Reader (lower level students) L4 : L1 and L2 objectives will be targeted through the concluding activity. (Reading Obj.) Students understand and apply basic and advanced properties of the concepts of measurement. (Math Obj.) .) L1 – L3 objectives will be targeted through the concluding activity. (Science Objective)

TEKS 1.5, 1.5A-B 1.5, 1.5A-B 1.5, 1.5A-B 1.5, 1.5A-B

War

m -u

p

15 m

in

BrainPOPjr – Solids, Liquids and Gases, Changing States of Matter, Physical and Chemical Changes Complete the introductory activity as a class. (p. 24) Students explore their senses with various safe liquids (no tasting!) at four to six stations. Provide students with simple observations checklist. At each station students record their observations.

Complete the introductory activity as a class. (p. 24) Students share their discoveries as a class and make a best guess as to what each liquid was.

Complete the lab activity (pg. 27-28; what is condensation.ppt) as a class. Before the lab

Complete the Concluding Activity (pg. 25) as a class. Students make their own self-sustaining terrariums to observe condensation in action. . Terrariums are set upon a sunny ledge. Allow time each day for the students to observe and record the changes they see inside.

Voca

bula

ry

15 m

in

Introduce vocabulary words students will encounter in the text. Students use the Frayer model and work in pairs to discuss what they think the words mean. condensation, evaporation, fluid, volume condensation, dew, liquid, precipitation

Introduce vocabulary words students will encounter in the text. Students use the Frayer model and work in pairs to discuss what they think the words mean. condensation, evaporation, fluid, volume condensation, dew, liquid, precipitation

Introduce the lab

Who

le C

lass

Les

son

25

min

Follow before reading, during reading, after reading p. 24-25 in teachers resource guide. Divide students by reading levels into groups. Liquids Reader (average level students) p. 29-31 Condensation Reader (lower level students) p. 37-39

Follow before reading, during reading, after reading p. 24-25 in teachers resource guide. Divide students by reading levels into groups. Liquids Reader (average level students) Condensation Reader (lower level students)

Conduct the lab Reader Quiz (Liquids p.35, Condensation p. 43)

Diffe

rent

iate

d G

uide

d Pr

actic

e 35

min

Lower level—Read and draw worksheet (Clouds Up High) Average level—Read and draw worksheet (Fill It Up)

Lower level—Read and draw worksheet (Liquid Magic) Average level— Read and draw worksheet (Liquid Mysteries)

After the lab

Wra

p U

p 15

min

Correct the worksheet as a class. Review daily lesson.

Correct the worksheet as a class. Review daily lesson.

Correct the worksheet as a class. Review daily lesson.

Correct the worksheet as a class. Review daily lesson.

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Science 2nd Grade Daily Lesson Plans Summer 2015 Resources: TCM = Teacher Created Materials, BrainPopJr., EduSmart, Pearson Online, Britannica, Discovery Education, StarLab WEEK 1 Monday

June 08, 2015 Tuesday

June 09, 2015 Wednesday

June 10, 2015 Thursday

June 11, 2015 Friday

June 12, 2015

Lear

ning

Obj

ectiv

e

Earth Reader (average level students) Planet Reader (lower level students)

L1: Students use reading skills and strategies to understand and interpret nonfiction, understand the main idea and supporting details of simple expository information. (Reading Obj.) Students understand and apply basics and advanced properties of the concepts of numbers (Math Obj.) Students know that night and day are caused by Earth’s rotation on its axis. (Science Objective)

Earth Reader (average level students) Planet Reader (lower level students)

L2: Students use reading skills and strategies to understand and interpret nonfiction, understand the main idea and supporting details of simple expository information. (Reading Obj.) Students understand and apply basics and advanced properties of the concepts of numbers (Math Obj.) Students know that Earth is one of several planets that orbit the sun and that the moon orbits Earth. (Science Objective)

Earth Reader (average level students) Planet Reader (lower level students)

L3: Students use reading skills and strategies to understand and interpret nonfiction, understand the main idea and supporting details of simple expository information. (Reading Obj.) Students understand and apply basics and advanced properties of the concepts of numbers (Math Obj.) L1-L3 Science Objectives will be targeted through a hands on activity. (Science Objective)

Earth Reader (average level students) Planet Reader (lower level students)

L4: Students use reading skills and strategies to understand and interpret nonfiction, understand the main idea and supporting details of simple expository information. (Reading Obj.) Students understand and apply basics and advanced properties of the concepts of numbers (Math Obj.) L1-L3 Science Objectives will be targeted through a concluding activity. (Science Objective)

TEKS 2.7A-C, 2.8A-D 2.7A-C, 2.8A-D 2.1 A-B, 2.2 A-F, 2.4 A, 2.7A-C, 2.8A-D 2.7A-C, 2.8A-D

War

m –

up

15 m

in

BrainPopJr: Earth (Earth Reader) Solar System (Planet Reader) Complete the introductory activity as a class. (p. 24) Write the names of each of the eight planets on its own note card. Review the names of the planets (out of order) with students by having them repeat after you.

Supplement: Solar System Bracelet Complete the introductory activity as a class. (p. 24) Choose students to represent the planets by distributing the cards to eight random students. Have them face the class. Divide the rest of the class into groups of three. Designate the far right side of the room as the sun. First group organize planets in order from sun. Group 2 corrects the planets that are incorrect. Group 3 corrects the planets that are still incorrect.

Complete the lab activity (p. 27 – 28; dayandnight.ppt) as a class. Before the lab

Complete the Concluding Activity (pg. 25) as a class. Have students write a cinquain poem about any one of the planets or the solar system in general. Their poems should include two or more facts about the planet. Provide a model, if desirable. Have students illustrate their poem.

Voca

bula

ry

15 m

in

Introduce vocabulary words students will encounter in the text. Students use the Frayer model and work in pairs to discuss what they think the words mean. Earth Reader: billion, orbit, solar system, tilt Planet Reader: gas, metal, orbit, planet

Introduce vocabulary words students will encounter in the text. Students use the Frayer model and work in pairs to discuss what they think the words mean. billion, orbit, solar system, tilt gas, metal, orbit, planet

Introduce the lab

Who

le C

lass

Les

son

25

min

Follow before reading, during reading, after reading p. 29 – 31 in teachers resource guide. Divide students by reading levels into groups. Earth Reader (average level students) p. 4-5, p. 6-17 Planet Reader (lower level students) p. 4-11

Follow before reading, during reading, after reading p. 29 – 31 in teachers resource guide. Divide students by reading levels into groups. Earth Reader (average level students) p. 14-15, p. 18-25 Planet Reader (lower level students) p. 12-25

Conduct the lab

Diffe

rent

iate

d G

uide

d Pr

actic

e 35

min

Lower level—Read and draw worksheet (Causes and Effects on Earth) Average level—Read and draw worksheet (Planets Fact or Fiction)

Lower level—Read and draw worksheet (Earth’s Movement) Average level— Read and draw worksheet (Longest and Shortest)

Conduct the lab Reader Quiz (Earth p.35, Planets p. 43)

Wra

p U

p 15

min

Correct the worksheet as a class. Review daily lesson.

Correct the worksheet as a class. Review daily lesson.

Post lab discussion. Correct the worksheet as a class. Review daily lesson.

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Appendix D

Grades 5 SSI

Summer School 2015 Lesson Plans

English Language Arts Spanish Language Arts

SAMPLE

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5 Grade SSI Week 1

* Refer to Brownsville Pacing Guide for a detailed description of each day

2015 Grade 5 Student Success Initiative (SSI)

Summer School Lesson Organizer English and Spanish

Week 1 Days 1-4

TEKS/STAAR Reporting Categories

Genre Readers’ & Writers Workshop

8:15 am-11:30 am

TLI Routines/Strategies 8:15 am-11:30 am

STAAR Reading Practice Workbook

12:00 pm-3:45 pm Differentiation

Day 1

June 9, 2015

ELAR TEKS- Standard(s): 5.10A , 5.12A , 5.12B , 5.28A , 5.Fig19A , 5.Fig19B , 5.Fig19C , 5.Fig19D , 5.Fig19E Standard(s): 5.15A , 5.15B , 5.15C , 5.15D , 5.15E , 5.19A Standard(s): 5.9A , 5.18C , 5.Fig19F Standard(s): 5.2A , 5.2B , 5.2C , 5.2D , 5.2E, 5.13A ELAR Readiness and Supporting Standards with Reporting Categories- RC 3: Persuasive 5.12 A SS, 5.12 B SS & Procedural 5.13 A SS

Week 1- Persuasive Essays and Procedural Texts -Perspectives on the American Revolution (Days 1 & 2 )- persuasive SPANISH TITLE: Perspectivas de la Revolución Americana Daily Grouping for American Revolution: Prepare to read: Building Background Knowledge, Read “Words of a Patriot,” Read “Words of a Loyalist,” After reading (evaluate fact and opinion BLM 2)

Take Home Reader Week 1: Boredom Busters! Procedural Fuentes de Energía Del Siglo XXI

Fluency Routine Day 1 (Cold Read) Vocabulary Routine: (Frayer Model) -foolishness -grateful -outrageous -pride -vulnerable Cognitive Strategy Focus: Making Connections: Text-to-Text (connect all persuasive letters to answer the CPQ) Comprehension Purpose Question (CPQ) How do the Patriots and Loyalist letters justify the necessity for the American Revolution in the colonies? Think-Turn- Talk (TTT) p. 13 – Why do the Patriots believe that it is impossible to solve the difference between the colonies and England peacefully?

Unit 10 Mini-Speeches p. 77 Whole Group: • What is Speech? • What is the purpose of

speech? • Who is the audience for a

speech? • How do you read (or

listen to) a speech?

Guided Reading See scripted lesson and MIP planner. (students answer questions independently): p. 78-80 “Community Forum Speech” PM Block: Students will complete practice test 1 throughout the week. Selection 1:

Literacy workstations Reading independently Reading Response Journals Cognate analysis (ELLs)

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5 Grade SSI Week 1

* Refer to Brownsville Pacing Guide for a detailed description of each day

¿Por qué piensan los Patriotas que sería imposible resolver las diferencias entre las colonias y Gran Britania pacíficamente? p. 20—How do the Loyalists feel about the Patriots acts against England? ¿Qué piensan los Lealistas acerca de los actos de los Patriotas en contra de Inglaterra? Fluency Routine (See Attached Schedule)

The Gettysburg Address pp.98-101 Review Answers

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5 Grade SSI Week 1

* Refer to Brownsville Pacing Guide for a detailed description of each day

2015 Grade 5 Student Success Initiative (SSI)

Summer School Lesson Organizer

Week 1 Days 1-4

TEKS/STAAR Reporting Categories

Genre Readers’ & Writers Workshop

8:15 am-11:30 am

TLI Routines/Strategies 8:15 am-11:30 am

STAAR Reading Practice Workbook

12:00 pm-3:45 pm Differentiation

Day 2

June 10, 2015

ELAR TEKS- Standard(s): 5.10A , 5.12A , 5.12B , 5.28A , 5.Fig19A , 5.Fig19B , 5.Fig19C , 5.Fig19D , 5.Fig19E Standard(s): 5.15A , 5.15B , 5.15C , 5.15D , 5.15E , 5.19A Standard(s): 5.9A , 5.18C , 5.Fig19F Standard(s): 5.2A , 5.2B , 5.2C , 5.2D , 5.2E, 5.13A ELAR Readiness and Supporting Standards with Reporting Categories- RC 3: Persuasive 5.12 A SS, 5.12 B SS & Procedural 5.13 A SS

Week 1- Persuasive Essays and Procedural Texts -Perspectives on the American Revolution (Days 1&2)- persuasive SPANISH TITLE: Perspectivas de la Revolución Americana Daily Grouping for American Revolution: Read “Words of a Neutralist,” Summarize and Make Connections Across Text (BLM 4) Discussion and Review Skills Take Home Reader Week 1: Boredom Busters!- Procedural Fuentes de Energía Del Siglo XXI

Fluency Routine ( Day 2) Vocabulary Routine: (Frayer Model) Review words from yesterday. Add: -wicked Cognitive Strategy Focus: Making Connections: Text-to-Text (connect all persuasive letters to answer the CPQ) Comprehension Purpose Question (CPQ) “What compromise, if any, could Patriots and Loyalists have made in order to keep all three sides (Patriots, Loyalists, and Neutralists) happy?” ¿Qué tipo de acuerdo podrían haber hecho los Patriotas y los Lealistas para complacer a los tres puntos de vista (de los Patriotas, Lealistas, y Neutrales)? Think-Turn- Talk (TTT) p. 28—What are some reasons

Unit 10 Mini-Speeches (continued) Review Speeches Mini-Lesson p. 77

Guided Reading See scripted lesson and DIS organizer. (students answer questions independently): p. 81-83 “Welcome, Valley Farmers!” PM Block: Students will complete practice test 1 throughout the week. Selection 2: Texas Becomes a State pp.102-107

Literacy workstations Reading independently Reading Response Journals Cognate Analysis (ELLs)

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5 Grade SSI Week 1

* Refer to Brownsville Pacing Guide for a detailed description of each day

colonists would want to remain neutral? ¿Cuáles son unas de las razones que algunos de los colonos querían permanecer neutrales?

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5 Grade SSI Week 1

* Refer to Brownsville Pacing Guide for a detailed description of each day

2015 Grade 5 Student Success Initiative (SSI)

Summer School Lesson Organizer

Week 1 Days 1-4

TEKS/STAAR Reporting Categories

Genre Readers’ & Writers Workshop

8:15 am-11:30 am

TLI Routines/Strategies 8:15 am-11:30 am

STAAR Reading Practice Workbook

12:00 pm-3:45 pm Differentiation

Day 3

June 11, 2015

ELAR TEKS- Standard(s): 5.10A , 5.12A , 5.12B , 5.28A , 5.Fig19A , 5.Fig19B , 5.Fig19C , 5.Fig19D , 5.Fig19E Standard(s): 5.15A , 5.15B , 5.15C , 5.15D , 5.15E , 5.19A Standard(s): 5.9A , 5.18C , 5.Fig19F Standard(s): 5.2A , 5.2B , 5.2C , 5.2D , 5.2E, 5.13A ELAR Readiness and Supporting Standards with Reporting Categories- RC 3: Persuasive 5.12 A SS, 5.12 B SS & Procedural 5.13 A SS

Week 1- Persuasive Essays and Procedural Texts -Should School Be Year Round? (Days 3 & 4)- persuasive Read: Lengthen the School Year Before It’s Too Late! SPANISH TITLE: ¿Deberíamos tener clases todo el año? Daily Grouping for Should School be Year Round? Before reading (Building background knowledge), during reading (fact v. opinion) Take Home Reader Week 1: Boredom Busters!- Procedural Fuentes de Energía Del Siglo XXI

Fluency Routine (Day 3 and 4) Vocabulary Routine: (Frayer Model) economy embrace Cognitive Strategy Routine- Making Inferences and Predictions Comprehension Purpose Question (CPQ)

What facts does the author give to support his/her opinion about the amount of time students in the United States need to spend in school?

¿Qué detalles o hechos da el autor para apoyar su opinión de la cantidad de tiempo que los estudiantes en los EEUU deben de permanecer en la escuela? Think-Turn- Talk (TTT) p 14-- Why does the author include the table on page 14 as part of the essay? p 14-- ¿Por qué incluye el autor la

Unit 9: Persuasive Letters p. 70 Whole Group • What is a persuasive

letter? • What is the purpose of

a persuasive letter? • Who is the audience

for a persuasive letter?

• How do you read a persuasive letter?

Guided Reading See scripted lesson and DIS organizer. (students answer questions independently): p. 71-73 “Words of a Neutralist: Let Us Live in Peace!”

*if time permits: Independent Practice p.74-76 “Lengthen the School Year Before It’s

Literacy workstations Reading independently Reading Response Journals Cognate Analysis (ELLs) Word Origins

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5 Grade SSI Week 1

* Refer to Brownsville Pacing Guide for a detailed description of each day

gráfica en la página 14 como parte de su ensayo?

Too Late!” PM Block: Students will complete practice test 1 throughout the week. Selection 3: Dino-Pals Are Dino-Mite pp.108-113

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5 Grade SSI Week 1

* Refer to Brownsville Pacing Guide for a detailed description of each day

2015 Grade 5 Student Success Initiative (SSI)

Summer School Lesson Organizer

Week 1 Days 1-4

TEKS/STAAR Reporting Categories

Genre Readers’ & Writers Workshop

8:15 am-11:30 am

TLI Routines/Strategies 8:15 am-11:30 am

STAAR Reading Practice Workbook

12:00 pm-3:45 pm Differentiation

Day 4

June 12, 2015

ELAR TEKS- Standard(s): 5.10A , 5.12A , 5.12B , 5.28A , 5.Fig19A , 5.Fig19B , 5.Fig19C , 5.Fig19D , 5.Fig19E Standard(s): 5.15A , 5.15B , 5.15C , 5.15D , 5.15E , 5.19A Standard(s): 5.9A , 5.18C , 5.Fig19F Standard(s): 5.2A , 5.2B , 5.2C , 5.2D , 5.2E, 5.13A ELAR Readiness and Supporting Standards with Reporting Categories- RC 3: Persuasive 5.12 A SS, 5.12 B SS & Procedural 5.13 A SS

Week 1- Persuasive Essays and Procedural Texts -Should School Be Year Round? (Days 3 & 4)- persuasive Read: Summer Vacation is a Learning Experience, Too! SPANISH TITLE: ¿Deberíamos tener clases todo el año? Daily Grouping for Should School be Year Round? Examine word origins and evaluate author’s purpose: why do we write persuasive texts? Take Home Reader Week 1: Boredom Busters!- Procedural Fuentes de Energía Del Siglo XXI

Fluency Routine (Day 5- Hot Read) Vocabulary Routine: (Frayer Model) amuse community Cognitive Strategy Routine Making Inferences and Predictions Comprehension Purpose Question (CPQ) What facts does the author give to support his/her opinion about the amount of time students in the United States need to spend in school?

¿Qué detalles o hechos da el autor para apoyar su opinión de la cantidad de tiempo que los estudiantes en los EEUU deben de permanecer en la escuela? Think-Turn- Talk (TTT) p. 22- What opportunities do summer camps provide students that cannot be found in a

Unit 11: Procedural Text p. 84 Whole Group: • What is procedural

text? • What is the purpose of

procedural text? • Who is the audience

for procedural text? • How do you read a

procedural text?

Guided Reading See scripted lesson and DIS organizer. (students answer questions independently): p. 85-87 “Organize your Room” PM Block: Students will complete practice test 1 throughout the week.

Literacy workstations Reading independently Reading Response Journals Cognate Analysis (ELLs) Word Origins

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5 Grade SSI Week 1

* Refer to Brownsville Pacing Guide for a detailed description of each day

traditional classroom setting? p. 27- How does the author’s counterarguments strengthen his/her position on the need for summer vacation?

Selection 4 & 5: A Nation Honors Its Founding Father/ Washington’s Monument pp.114-118

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Appendix E

Instructional Supplies SAMPLE

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Grades 1 – 5 Summer School Program

English Language Arts:

National Geographic Summer Central Kits HMH Unit 6 - 1st – 5th Grade Reading Rules-1st Grade Esperanza- 1st – 2nd Grades Language Enrichment – 1st -2nd Grades TLI Lesson Supports - 1st-5th Grade Scientific Spelling – 3rd Grade

Social Studies: Reader’s Theater Grades 1-5 Teacher Created Materials Leveled Texts 5th grade

Math: Envision 2.0 by PearsonMath GPS Readiness Review 3rd, 4th, and 5th

Science: Teacher Created Materials Science Readers: Basics of Matter: First Grade Neighbors in Space – Second Grade Biomes and Ecosystems – Third Grade Force and Motion – Fourth Grade Forces in Nature – Fifth Grade (Supplement) National Geographic Ready Set STAAR – Fifth Grade

GRADE 5 SSI Summer PROGRAM

Reading: Benchmark Education Genre Reading and Writer’s Workshop Newmark Learning STAAR Reading

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Appendix F

Custodial Supplies SAMPLE

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2015 Summer School Custodial Request

Summer Hosting Site: Benavides Completed by: Description Product ID Unit Price # Requested Total per Product

Trash Liner Bags 11 Gallons 303012 $22.39 0 $0.00

Trash Liner Bags 20/32 Gallons 303013 $24.40 0 $0.00

Trash Liner Bags 55 Gallons 303014 $24.22 0 $0.00

Mop Finish –Mop Head 302018 $6.54 0 $0.00

Mop Wet –Mop Head 16 oz 302019 $2.65 0 $0.00

Mop Finish –Mop Head 24oz 302020 $3.71 0 $0.00

Paper, C-Fold Hand Towel 304011 $20.56 0 $0.00

Paper, Hand Roll Towels 304012 $22.77 0 $0.00

Paper, Hand Roll Towels 304017 $39.57 5 $197.85

Paper, Toilet Jumbo 304013 $28.96 0 $0.00

Paper, Toilet RL 2 Ply GP-19880 304014 $34.24 0 $0.00

Paper, Toilet Tissue (New Item) 304016 $30.59 10 $305.90

Hand Sanitizer 301011 $4.79 0 $0.00

Soap, Liquid Refill 301009 $4.87 19 $92.53

Hand Foam Soap Deb Aero Blue 301016 $44.66 0 $0.00

CNABC1 NONACID BATHROM CLEANER 305031 $67.69 3 $203.07

HPC15 PEROXY ALL PURPOSE 305032 $52.97 0 $0.00

TB17 TRIBASE MULTIPURPOSE 305033 $37.36 0 $0.00

NDC103 DISINFECTANT NEUTRAL 305034 $32.50 0 $0.00

Gloves, Latex Powder Free Med 305010 $7.74 0 $0.00

Gloves, Latex Powder Free LG 305011 $7.16 0 $0.00

TOTALS 37 $799.35

Vendor Information Instructions

Complete form by entering the quantity per item (Highlighted Yellow). The total will calculate at the

bottom. DO NOT EXCEED $800.00.

Sherry Stout

BISD Warehouse

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Notes Page