Curriculum graphic
Teacher Resources
  • Grades 6 – 12 Classroom Ready Curriculum Resources units in Schoology Groups joining codes here
  • Geometry Student Experience Aligned to ACAP (Grades 2 – 5):  Geometry Student Experience Wakelet
  • Proficiency Scales:
  • Science Formative Assessment Item Sets (Grades K – 8):
  • Math Tasks for Student Learning:  Aligned to grades K-3 and designed to be used with a variety of objects/manipulatives with whole groups or small groups Math Tasks for Student Learning
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Quick Links
Transition to Digital Instruction and Learning
The Choctaw County School System realizes that technology is an integral part of society. 
The system strives to implement programs that will equip students with the technical skills needed to survive in today’s ever changing society.  
To provide a quality education that will produce citizens who are able to live productively in an ever-changing society.

We soundly believe that:

1. All students deserve a high-quality education which incorporates the use of technology;
2. All students should be motivated to value learning and provided the opportunity to utilize technology; 
It is the commitment of the Choctaw County Board of Education 
Strategic Teaching Strategies
Pick one or two students before a passage is read or before a topic is discussed....they know that when you are finished, they will have to summarize the key points
Write a prediction about text 
Write a summary of the text
Individually list as many words as possible associated with the topic read in alphabetical order
Assign each student a letter of the alphabet
Each student writes a word that begins with his assigned letter about the topic in alphabetical order on a chart to make a class summary
Mark each statement before reading the text as agree or disagree
Mark each statement after reading the text to confirm or correct predictions
Use only five words to make a prediction about the text
Use those five words to write a summary paragraph
Write a thought-provoking statement or question related to the subject of the upcoming lesson on the board.
Students have two minutes to read the topic, reflect, and write a response.
Students have three minutes to share their responses with a partner, reflect, and write a response to their partner’s statement.
Pairs combine to form small groups of 4-6 students. Responses are shared within the group and one response is chosen to share with the whole class.
Provide students with a cue word or idea to stimulate thinking about a topic.
Have students brainstorm words or concepts related to the topic. Write all ideas.
After all the words and ideas are listed, go back to each word and ask the contributor why he or she suggested the word. Clarify ideas or elaborate on concepts.
Read the text.
After reading, revisit the original list of words and revise if necessary.
Provide Select seven to ten meaningful words or phrases from the reading selection. Be sure to include not only similar words that will indicate the subject of the selection but also some of the words and phrases that seem contradictory to the others.
Give each student a sheet and ask him/her to spend a little time thinking about what kind of story or article could include all of these words or phrases.
Ask students to form small groups of three to five (or you can assign them to groups). In their groups, they should decide what the story will be about. They should also create a narrative or an explanation that will include all of the words or phrases.
Ask each group to share their narrative or explanation. As they listen, students should look for common elements.
Ask students to list the common elements they heard and list these elements on the board (or you could list them if students have trouble doing this).
Individually, students now read a selection or an excerpt.
In small groups or as a whole class, discuss the similarities and differences between the narratives they constructed prior to reading the selection, and the actual selection. It is very important to discuss the reasons for the differences. This discussion can highlight the number of possible approaches authors have available to them when deciding to write about a particular subject. Students' constructions may be perfectly logical without being exactly the same as the story or explanation the author constructed.
Select the main idea or topic of the passage; write it on a chart, overhead, or chalkboard; and put a circle around it.
Have students brainstorm subtopics related to the topic. Use lines to connect to the main topic.
Have students brainstorm specific vocabulary or ideas related to each subtopic. Record these ideas beneath each subtopic.
Read the text and revise the Semantic Map to reflect new knowledge.
Ask students to respond in writing to a quote, video clip, surprising fact or opinion.
Students should ball their papers up and toss them to other students.
Students will un-wad the papers they have been tossed and respond to the other student’s response.
Repeat the process as many times as desired.
The last student to respond must choose one statement to share that stands out to him as the most significant.
Write a cue word on the board or overhead.
Have students brainstorm words or concepts related to the topic. Write down all ideas.
Lead a discussion about whether any words should be eliminated, and if so, why?
Divide the class into groups of three or four. Have groups cluster the words and give each cluster a descriptive term.
Have groups share their clusters and give reasons for their choices.
Have students read the text. Afterward, have students revisit their clusters and modify them, if necessary.
Pose an open-ended question to students and offer them multiple answers.
Give students time to think about each option; then, have them move to a corner of the room that
has been designated as the meeting place for those who hold the same opinion.
In the meeting places, have students discuss why they think the option they chose is the best one.
If groups are large, you may divide them into smaller groups and have multiple groups discuss an
After a set amount of time, have groups share their reasons for choosing each option.
polar, brown
fish, berries,

Draw an oval (represents the picture in the frame) in the middle of a piece of chart paper or on the board.
Place a keyword or topic inside the oval.
Draw a larger oval around your “picture” to represent the “mat” area.
Ask students to give you words or phrases that come to mind when they think of the pictured word and record responses in the “mat” area.
In the remaining area (or draw a rectangle around the two ovals on the board to represent the frame), ask students to tell you how they came to know their responses and record the information in the “frame”.
Prompt students’ initial associations with a new concept by asking students to say what comes to mind when they hear the key term or new concept.
As students respond, the teacher records their associations (without making any comments).
Next the teacher asks each respondent to reflect on their association by asking students to explain their responses.
Last, students are asked to add any new ideas that have come to mind after hearing others’ ideas.
Use X to mark important information; Mark ? if you don’t understand (You can change marks to meet your needs)
If using a textbook, use Post-It Notes to record marks.
Read short passage; think about it; share thinking with a partner; record thinking
Repeat above
Read a short passage; discuss in small groups or whole class
Repeat above
Make notes, questions, and comments in the margin
HOT ROD [Hand over text; retell on demand]
This strategy pairs students to read, talk, and listen during reading.
One student orally reads a paragraph as the other student follows along silently.
Then the students cover the text with their hands while the listener retells what the reader’s paragraph said.
Students swap roles for the next paragraph and continue this pattern until all of the assigned passage has been read and retold.
Choose a text for the students to read and have them work in pairs.
Designate a stopping point for reading.
Have students read to the stopping point and then “say something” about the text to their partner.
Allow pairs to choose the next stopping point. Students repeat steps 3 and 4 until they finish reading the text.
Using a read-aloud and thinking-aloud model for the students' examples of making connections.
These may include text-self, text-text, or text-world connections.
While reading aloud, demonstrate how to code a section of text that elicits a connection by using a sticky note, a code (T-S = text-self, T-T = text-text, T-W = text-world), and a few words to describe the connection.
Have the students work in small groups to read a short text and code the text. Have them share their ideas with the class.
Encourage the students to code the text using sticky notes to record their ideas and use these as a basis for small and large group discussions.
Divide students into groups.
Have students quickly skim the text to locate main ideas (subheadings) and fill in the main idea column on the jot chart.
Within each group, assign each student a main idea on which to collect supporting details.
Groups complete their jot charts by filling in details provided by group members.
List 3 details, 2 questions, 1 connection
On the unlined side of the index card, the student writes 3 to 5 words that they are drawn to as they read the text.
The student turns to the lined side of the card and writes a summary of the entire text using the words he has chosen in the summary. The student underlines his/her words as he/she uses them.
Students read a chunk of material for a specified time.
Pair up students. One student should tell his/her partner as much as can be remembered without looking at the text and must keep talking for one minute. If he/she runs out of things to say, information can be repeated. Call time at the end of one minute and reverse the process. The second student may state the same information, but should try to say it in a different way, if possible. The listening partner needs to focus attentively without interrupting until it is his or her turn to talk.
Each student writes what he or she knows about this passage. After writing as much as possible, students may reread the passage to check the details.
Repeat the process with the next chunk of text.
Use a highlighter to mark important words in the passage
If using a textbook, list keywords
Turn and talk to another student about the words chosen
The teacher provokes students' thinking with a question or prompt or observation. The students should take a few moments (probably not minutes) just to THINK about the question.
Using designated partners, nearby neighbors, or a desk-mate, students PAIR up to talk about the answer each came up with. They compare their mental or written notes and identify the answers they think are best, most convincing, or most unique.
After students talk in pairs for a few moments (again, usually not minutes), the teacher calls for pairs to SHARE their thinking with the rest of the class. She can do this by going around in a round-robin fashion, calling on each pair; or she can take answers as they are called out.
Here are nine post-reading activities that will engage your students and help them have a deeper understanding of what they've read.

If students can summarize a piece of writing, you can be sure they've gotten the gist of what they've just read. Refer to our lesson on How to Write a Summary if they need a refresher on giving a condensed overview of a text.
Give students the chance to step into the teacher's role. Have students come up with comprehension questions—short-answer or true/false—to test their classmate's understanding of the text.
Put students into groups of three or four. Have them put away the text. Give them five minutes to think of as many facts as they can about the reading. The team that comes up with the most facts wins.
Ask students to do online research on the topic and report findings back to class.
Have students sit in a circle. As they go around the circle, each student adds a sentence about the text, preferably in the order the information appeared in the reading.
As students make an outline of the reading, the main ideas and details will become clear. If students need help writing an outline, try our lesson on How to Write an Outline.
Have students write 3–5 questions they have about the topic that the reading didn't answer. 
Encourage students to choose 8–10 new or interesting words. Challenge them to write a short story using those words.
Tie in the reading with a grammar lesson. Have students go back through the lesson and identify target structures (e.g., present perfect, modal verbs, articles, etc.).
Pacing Guides