Elementary Curriculum - Campbell County Public Schools

Welcome to Campbell County Public Schools’ Elementary Instructional Program webpage. CCPS is dedicated to the academic development of each student.

This is achieved through the use of evidence-based instructional practices such as:

Providing teacher modeling, teacher and student-guided practice, and independent student application
Providing immediate, specific feedback and scaffolding to support students’ performance and knowledge
Implementing engaging strategies allowing students to communicate their thinking in a collaborative learning environment
Using a guaranteed curriculum that includes systematic, explicit instruction

Our Instruction meets the needs of all learners with a concentration on reading, math and the building of real-world knowledge through science and social studies instruction. Our classrooms are inviting and our teachers strive to engage students in authentic learning experiences that are both meaningful and rigorous.

Elementary English
Elementary Math

Elementary English

Overview

Literacy means that someone can read and write. Language development is the ability to understand and use spoken language. The goal of reading is to be able to understand, or comprehend, what is read.

To read, students need to be able to:

1. decode – blend sounds together to read words

2. encode – spell words

3. understand and use language

As students’ skills improve in these three areas, they develop fluency (reading words quickly and correctly) and reading comprehension (understanding what is read).

The following curriculum, instructional practices, and assessments promote and monitor students’ literacy and language development.

Literacy: Open-Up Resources: Bookworms
Bookworms is a literacy program for kindergarten through fifth grade. It was written with a commitment to active learning. In Bookworms, students actively read, write, listen, and speak about complex ideas every day.
Shared Reading (SR)	The Shared Reading block features real books that are written for that particular grade level. Students will read these books with the support of teachers and peer partners. The purpose of these lessons is to build students’ ability to read fluently, build vocabulary, and to think critically about text.
English Language Arts (ELA) Instructional Read Aloud (IRA)	The English Language Arts block features an Interactive Read Aloud that is nearly always above grade level. The purpose of working with an above-grade-level text is to build language and vocabulary knowledge, world knowledge, and improve students’ inferential thinking. During this time, students also participate in high-level grammar instruction by studying sentences written by authors of the read-aloud book.
English Language Arts (ELA) Genre Based Writing (GBW)	Our approach to teaching writing is engaging students in the work writers do to plan, draft, revise, and edit. Our goal is for your child to confidently compose original texts in the three genres: narratives, opinions, and informational selections. We do this by providing extensive teacher support at first, and then by reducing support over time.
Differentiated Instruction (DI) Small Group Instruction	Teachers will use simple assessments to determine students’ needs and provide targeted instruction for all students. While the teacher works with a small group, others complete written assignments, self-selected reading from the classroom library, or Lexia Core5. The DI block is designed to build foundational skills as quickly as possible so that students build more complex literacy skills, such as fluency, comprehension, and vocabulary.


Literacy: 95 Percent Group: Phonics Core
The 95 Phonics Core Program is used to build critical phonics skills through explicit instruction to develop strong readers in grades K-5. Using this program, teachers provide the instruction students need to develop phonemic awareness through the recognition of letter-sound correspondences. Students are then introduced to reading and writing application tasks which support them as they develop their automaticity in sound-to-letter connections. Once students’ recognition of sound and letter correspondences is established, students learn to apply phonics skills with increasing automaticity to read single and multisyllable words in both isolation and in text. Decoding and encoding tasks ensure students have the word skills necessary for reading and writing text with increasing complexity.

Literacy: LexiaCore5

Lexia Core5 Reading is a research-proven computer program that accelerates the development of literacy skills for students of all abilities, helping them make the critical shift from learning to read to reading to learn. This personalized program is used during students’ Differentiated Instruction time when not working directly with a teacher to target individual students’ literacy needs.

Literacy Assessments

Grade Level(s)	Assessment
K-3	MAP (Measures of Academic Progress) is a three-part test that measures student knowledge in reading, language usage and mathematics. It is a norm-referenced measure of student growth over time. MAP assessments, joined with other data points, provide detailed, actionable data about where each child is on his or her unique learning path. VALLS (Virginia Language & Literacy Screener) is the Virginia Department of Education sponsored literacy screening tool that measures students’ language and literacy development. Common Formative Assessments: measures for learning that are collaboratively designed by grade-level curriculum team representatives from across the division to monitor student understanding and mastery of essential skills.


4-5	MAP (Measures of Academic Progress) is a three-part test that measures student knowledge in reading, language usage and mathematics. A norm-referenced measure of student growth over time. MAP assessments, joined with other data points, provide detailed, actionable data about where each child is on his or her unique learning path. DIBELS (Dynamic Indicators of Basic Early Literacy Skills) is a set of procedures and measures for assessing literacy skills. They are designed to be short measures that can be used to regularly detect risk and monitor the development of early literacy and early reading skills. Common Formative Assessments: measures for learning that are collaboratively designed by grade-level curriculum team representatives from across the division to monitor student understanding and mastery of essential skills.
3-5	Standards of Learning Assessments measure the success of students in meeting the Board of Education’s expectations for learning and achievement. All items on SOL tests are reviewed by Virginia classroom teachers for accuracy and fairness, and teachers also assist the Virginia Board of Education in setting proficiency standards for the tests.

Elementary Math

In today’s data-driven world, mastery of mathematical knowledge and skills is foundational for success. By setting clear, rigorous learning standards that are aligned to the needs of the world, we are centering our K-5 education system on excellence. How we approach the implementation of these standards is just as important as defining the standards. We will approach mathematical instruction through the following guiding principles:

Raise the floor; remove the ceiling
Ensure every student builds strong mathematical foundational skills
Master critical content
Apply mathematics to real world scenarios
Belief in all students’ ability to grow their mathematical critical thinking

Our instructional approach includes the following components:

Whole Group Math - Number Corner

Number Corner is a skill-building program revolving around the classroom calendar. It provides daily practice as well as continual encounters with broader mathematical concepts in 15 minutes of engaging instruction. Number Corner features short daily workouts that introduce, reinforce, and extend skills and concepts related to the critical areas of study at each grade level. New pieces are added to the display each day, providing starting points for discussions, problem solving, and rich mathematical discussions.

Guided Math

Our teachers utilize a guided math model for math instruction. This instruction is supported by the use of:

Bridges in Mathematics
Kathy Richardson Resources
Exemplars and VDOE lessons
Students are grouped based on formative and summative data. Each group is then instructed on grade level standards at their level of understanding.

Teacher Table consists of instruction using a C-R-A model in which students are able to determine the why behind the do by using concrete materials, pictorial representations, and finally abstract algorithms. Groups are flexible and fluid to ensure that each child is receiving the instruction they need when they need it.
Independent Station Work consists of differentiated student practice. Practice can take the form of a small group game, partner work, or an individual activity.
Digital Learning time utilizes Dreambox that has a challenging standards aligned curriculum that is evidence-based to promote student growth and deeper conceptual understanding by encouraging different pathways to solve problems. Students in grades 2-5 also use Reflex Math to build fact fluency by utilizing an individualized

Math Assessments

Grade Level(s)	Assessment
K	VKRP (Virginia Kindergarten Readiness Program) is a multi-dimensional measure that partners with Virginia Literacy Partnerships to include a focus on mathematics, social skills, and self-regulation.
K - 5	MAP (Measures of Academic Progress): measures your child’s academic progress or growth. By having precise measurement of student achievement, teachers and others are able to monitor academic progress This testing keeps you informed on the progress of your child in basic skill areas including: Problem solving and reasoning Number sense and operations Algebraic concepts, processes, patterns, relations, functions Geometry Measurement Data analysis, probability and statistics
K - 5	Common Formative Assessments: measures for learning that are collaboratively designed by grade-level curriculum team representatives from across the division to monitor student understanding and mastery of essential skills.
3 - 5	Standards of Learning Assessments: measure the success of students in meeting the Board of Education’s expectations for learning and achievement. All items on SOL tests are reviewed by Virginia classroom teachers for accuracy and fairness, and teachers also assist the Virginia Board of Education in setting proficiency standards for the tests.