Thank you to all who were able to attend the session this evening! To access our presentation, please use the link below.
bit.ly/EP2ndgrademtg2016
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Thank you to all who could attend our informational session tonight. Please use the following link to access the presentation:
https://docs.google.com/presentation/d/1JksATur2tTNdfZq_7Ucz0hyZbogFGXpriG3TysOH6rY/edit?usp=sharing ANNOUNCEMENTS
Thank You!! Mrs. Deegan and Dr. Slade want to thank everyone for a wonderful year of Talent Development at Elon Park Elementary School. Our program is truly a collaborative effort and we appreciate all of the support from our extended learning community. We are providing two short articles as part of our last quarterly newsletter for you to read over the summer as you learn more about the Catalyst Model of Talent Development used at our school. Happy summer. The Importance of Academic Rigor to Learning for Talent Development Students By Mary L. Slade, Ph.D. Most people who have tried to explain learning refer to an appropriate level of rigor or challenge as absolutely necessary for students to learn something new. The appropriate level or degree of challenge for each child is critical to learning. Learning is most easily understood in terms of the amount of intellectual comfort versus discomfort that students experience with new information and experiences. The discomfort or “dissonance” is critical to growth or development and best describes learning. In fact, no child realizes her full potential without appropriate levels of challenge on a regular basis. Truthfully, many of this nation’s brightest children and youth sit in classrooms in our schools far too comfortable with their educational experiences. In the classroom this means a child should struggle, intellectually, to learn something new. At first, students are not capable of understanding a new concept or performing a new task. Then, there is some discomfort in developing competence. With practice competence builds. At last, students are intellectually comfortable with new knowledge or skills. Given the importance of rigor to advancing knowledge, it follows that the lack of rigor can lead to the impediment of learning. A lack of consistent challenge or rigor in learning causes premature and unexplained plateaus in students’ studies. This can lead to minimal competencies and limited knowledge acquisition within areas of study, Advanced studies are dependent upon requisite knowledge and skills, therefore, insufficient prerequisite studies can impede or halt the learning process. In addition to limiting optimal learning experiences for students by not moving to the highest possible levels of study, the lack of consistent rigor or challenge can lead to boredom, loss of interest in the subject matter, bad study skills, or loss of personal confidence in learning. Students who don’t experience consistent and appropriate levels of challenge become intellectually comfortable. When too much comfort is experienced, the onset of challenge can appear too uncomfortable thus impeding the learning process as students become frustrated, doubt their abilities, or give up when challenge is presented to them. It is probably that many of this country’s brightest students (as well as many average students) are “too comfortable.” This comfort can lead to laziness. Consistent rigor via appropriately challenging learning experiences is essential to learning. In order for students to advance their understanding and competency within a discipline, learning must engage students through experiences that move students to greater depth, breadth, and complexity in the understanding of fields under study. Advancement within a discipline is dependent upon equitably and consistently applied challenging or rigorous learning experiences. When students are not moved forward there is no advancement of knowledge. Providing Rigorous Learning Experiences to
Talent Development Students By Mary L. Slade, Ph.D. Because students of all ability levels, interests, and experiences need rigorous learning experiences in order to learn, it is imperative that teachers employ differentiation strategies in order to vary the learning experience for differing students. This brief article presents differentiation strategies used to modify and adapt grade-level learning experiences for talent development students. Differentiation refers to the adaptation and modification of age-appropriate learning experiences in order to make them challenging enough to meet the unique learning needs of gifted learners. The differentiation of traditional teaching and learning requires changes in the content, process, and product of the curricular experience. There are three purposes for differentiating classroom experiences for gifted learners: (1) Provision of supplemental curricular resources and materials; (2) Modifying or adapting the general curricula; and (3) Provision of enriching learning experiences for one or more talent development students. Provision of Supplemental Curricular Resources and Materials The grade-level course of study, related curricula materials, and instructional activities in general education classrooms sometimes need to be supplemented with materials consisting of advanced understanding and accelerated pace of learning possessed by talent development students. Therefore, one purpose of differentiation is to supplant materials with resources that address the unique needs of these students. The supplementation rather than addition of materials is critical. Talent development students should be given appropriately challenging resources as part of the learning experience rather than having them added on to the “traditional” materials as an extension or extra credit assignment. There are several strategies for providing supplemental curricular resources and materials to talent development students.
The Modification and Adaptation of General Curricula Talent devleopment students sometimes demonstrate mastery of a curricular unit earlier than same-age studens. Further, they sometimes require less practice of new knowledge or skills. Therefore, educators differentiate the curricular unit(s) to add depth and complexity of learning. Strategies for differentiating curricula include:
Provision of Enriching Learning Experiences Although teachers can plan and implement strategies for the differentiation of classroom resources and specific lessons, some talent development students’ existing knowledge and advanced learning pace necessitate the provision of enriching learning experiences. Individual or small groups of students require learning experiences different from those provided to children their age, thus warranting the use of specific differentiation strategies like those described here.
ANNOUNCEMENTS
Grade 5
TED Talks The fifth grade TD classes worked for several weeks on studying global issues. Students them benefited from the TED ED curriculum and learned to create a TED Talk or inspirational speech about their global issue. The students did an outstanding job of writing and presenting their TED Talk. The 30 best talks were digitally recorded and will be submitted to TED for consideration of publication. Reading The students continue their study of Latin Stems. This curriculum teaches students the most common prefixes, affixes, and roots that are used in academic studies. During practice, students work on analogies using new vocabulary words that build critical literacy skills necessary for academic success in middle and high school. Students also have been working on antonyms, snynonyms, and translating their new vocabulary into "everyday" language. In addition to our montly vocaculary curriculum, the students spent time investigating the concepts of cultural and historical context. The classroom and TD teachers worked closely together to have student select a text and explore the relevance of the cultural and historical perspectives contained within. The students created an oral presentation and a character sketch to their peers to convey historical and cultural clues. The sketches for Mrs. Sternberg and Mrs. Butler's classes are posted in the fifth grade Google Classroom for TD. Please ask your child if you would like to see them! We wrapped up the quarter with the study of poetry featuring Robert Louis Stevenson's "My Shadow." Students learned about the literal and more contextual meanings of poetry. In addition, we studied the mechanics or structure of poetry. Finally, we investigated the inclusion of figurative language within the text. Students will need this type of study to prepare them for middle and high school studies. Math During math, the TD and classroom teachers collaborated on a real-world math project. Students applied their knowledge and skills related to Cartesian planes, budgeting, menu planning, decimals, fractions, and marketing proposals in order to run a small event planning business. The students really enjoyed working with one another and the final proposals were outstanding. Grade 4 Math Recently, students worked with fractions. We introduced Funky Fractions which gave them ways to look at fractions in history and as part of real-world today. Students have worked on several fraction projects this quarter. For example, some students worked on a budget for the NC State Fair, applying math skils to a real-world dilemma. Selecting the rides for the fair and learning to budget for the fair was a highlight. Other students worked on global issues to practice their fraction and decimal skills. Mrs. Murrer's class enjoyed the project entitled, "What if the World Was a 100 Person Village." Students learned about global issues while converting census data into fractions, decimals, and percents. Mr. Deegan's class had a challenging math experience working with the Ididarod. Having to plan for their own sled team required students to apply many of their math skills. Earlier in the semster, students studied symmmetry and the Cartesian Plane. Students integrated art and mathematics to learn about the concepts of symmetrical shames and plotting points on a plane. Below are pictures of the art work that students created through the application of mathematical knowledge and skills. Reading The students continue their study of Latin Stems. This curriculum teaches students the most common prefixes, affixes, and roots that are used in academic studies. During practice, students work on analogies using new vocabulary words that build critical literacy skills necessary for academic success in middle and high school. Students also have been working on antonyms, snynonyms, and translating their new vocabulary into "everyday" language. Mrs. Murer and Mr. Deegan's classes also studied the Hero Project as part of their differentiated reading experiences this quarter. Students studied song lyrics, pictures of historical events, and poetry to determine the archetype of a hero. Students then used Hilda Taba's Concept Development strategy to create generalizations about what it means to be a hero. It is important that students discover the meaning of concepts such as heroism rather than be shown what it means. The students enjoyed the analyzing pictures and texts in order to explore heroism. We will wrap up the unit by asking students to reflect on everyday heroes, including those found in their own lives! Finally, the fourth grade classes studied the Power of Light, a short story about two young people who escape a Ghetto in Poland. The students participated in a socratic discussion of the text. Their understanding of symbolism and imagery was evidence of their deep and complex exploration of the text. In addition, we completed a comprehensive literature web of the story in order to enhance our understanding of meaning of the story and the author's purpose for writing this particular piece of work. These lessons were tied closely to the independent reading that the students completed with historical novels. Their choices also took place during the WWII era. Grade 3 Math This quarter we have been working on a variety of math topics. Students have been involved in a series of projects that have supported students in applying their math knowledge and skills to everyday real-world math problems and situations. Mrs. Long, Asseff, and Ms. Gilbert's classes worked on a project entitled, The Design Firm. Students worked in small groups that simulated small businesses. As in the real world, students operated design firms and prepared proposals for "potential clients." The students were presented with new clients each week. Their work involved applying their study of geometry to real world applications such as architecture, landscaping, and other careers that involve designing structures in every home or community. Students are ending the quarter with another math project. Students are using measurement skills in addition to averaging and doubling concepts to create a life-sized Yeti. The students are basing the Yeti on the average third grader's size. This involves applying measurement, statistics, and multiplication. The final products will be hung at school for other students to witness. Reading Based on recent assessment information, the TD and classroom teachers worked closely together to proivde students enrichment in basic literacy skills critical to advanced learning. Students worked on making inferences, developing main idea, using illustrations to enhance textual understanding and more. The students worked hard to develop expert skills in literacy to boost their vocabulary, comprehension, and writing skills. More recently, students are practicing the Socratic seminar in order to understand the deeper meanings and complexities of any piece of literature. Students wrote their own questions and practiced the seminar with an advanced text called "Shells." Students have continued their use of the Socratic discussion with non-fiction texts such as biographies. These skills will carry them through their collegiate studies. Grade 2 Math For much of this quarter students have been learning about repeated addition and multiplication. In particular, we have worked on various levels of word problems to put their skills to practice in real-world contexts. Students worked with measurements, money, and a variety of other types of word problems. Many of the problems were at a very advanced level and students were very successful. Finally, students also worked with measurement. The students moved about the classroom learning about measurement tools, units for reporting measures, and conversion strategies. The students enjoyed applying measurement to the context of their everyday lives. Reading Students began the quarter by studying how fiction and non-fiction compare and contrast. Students learned worked with two books, Amazing Grace and the Story of Ruby Bridges, to compare the same time period and cultural contexts in a fiction versus non-fiction text. Students were fascinated with the two stories about the US Civil Rights movements regarding two children their ages. We had thoughtful discussions and learned a lot about how the two accounts of the same time period were similar and different. Recently, students have been working on building strong, advanced literacy skills. This quarter, students worked on developing an understanding of the moral of the story and main idea. Students read advanced texts and practiced multiple strategies for practicing each skill. Students worked closely with non-fiction and fiction texts to develop skill proficiency. In particular, students responded well to the fables used to discuss morals. The Eagle Eye is a living document. Please read the blog on a regular basis. We will be adding highlights of the TD program at Elon Park on a weekly basis. Both grade level and school-wide initiatives will be highlighted. Fifth Grade Reading We have been very busy in Reading this year challenging ourselves. We have several very special programs in progress. Each presents challenging and exciting opportunities to ourselves and the students. Keep up with us as we move forward this year.
Math We have been working on fractions in math. In order to challenge our students, we worked on creating pie charts converting fractions to degrees in order to divide the chart into sectors that represented survey responses. Students created original survey questions around their study of global issues and asked third and fourth grade classes to assist them. We appreciate Ms. Arnold, Ms. Eckelbecker, Ms. Donovan, and Mrs. Weaver for their collaboration not his project! Fourth Grade Math Mrs. Murer and Mr. Deegan's classes have been working on measurement. As part of their studies, students learned how to design a maze to scale. They then used a blueprint of their maze to build a maze board game. Below, some Mrs. Murrer's students' mazes demonstrate the design, construction, and game ready stages of the project! Third Grade Literacy All of the third grade TD classes learned about debate. This led to the students conducting their own debates. The topics of the debates were related to space travel to the moon. Mrs. Long, Asseff, and Ms. Gilbert worked with Ms. Slade to debate affirmative or opposition, The United States should build a base on the moon. The students researched their position using a variety of articles posted in their Third Grade Google Classroom. All teachers agreed that the students did an excellent job at preparation. We made debate a team sport that these students will always remember!
Math The Hot Dog Stand Mrs. Asseff's, Mrs. Long's, and Ms. Gilbert's classes are working on a math project that helps them learn about real-life mathematics skills. In teams of four, students are running their own hot dog stand businesses. They are creating menus and learning about operating expenses. The students are keeping their own spreadsheets to determine cost, income, and expenses for their stands. They are learning a lot about operating a business and the math required to do so. After calculating first quarter accounting of their business, the students had to adjust their business practices in order to maximize income. This meant deleting items on the menu, changing prices, and adding items that would sell better than existing items. Favorite moments include: (1) One students' stand did not to sell 4 of their hotdogs on a long day so they could feed themselves, but, they still made a hefty profit that day; (2) one stand made so much initial profit that they reinvested in the business and purchased a bigger stand ; and (3) one student noted that he had never realized how important math was when trying to decide what to eat! Above please find quotes from Mrs. Asseff's class' written reflections about the project. Geo Art The third-graders just finished an extended study of geometry. Students completed concept-development activities studying polygons and non-polygons. Further, the unit emphasized angles and lines. The students used protractors for the first time to measure angles in pictures of famous artwork. Students studied famous art to analyze the use of shapes, lines, and angles in their designs. Finally, students created their own artwork using only geometric shapes and lines. A gallery walk of their art work was the culminating activity for this enrichment unit. Some of their work is highlighted here. Second Grade Math In math, students worked on place value. This included working complex word problems that required understanding of place value. This was many students' introduction to "borrowing" and "carrying" but they were ready! Students also worked on problem-solving. They learned multiple strategies for solving math problems. Alone and with partners, students solved many different types of math problems using various strategies. The word problems required higher-level math that challenged every student. Reading Students in Ms. Mullen's and Ms. Mooney's classes worked on character analysis. Students not only learned about the protagonist and antagonist, but also the the foil and guide mentor roles of characters. Students created their own characters and wrote original fantasy stories. Students had to learn to write as partners. They stories are fantastic. Students will go into the Kindergarten classrooms to read them to fellow students next quarter.
Supply Wish List The TD teachers have a supply wish list below. We are grateful to our school families who donate items to support our instruction in K-5 classrooms! baggies (all sizes), card stock, sheet protectors, copy paper, marshmallows, m&ms, tissues, disinfecting wipes, color copy paper, glue sticks Parent Input Requested The CMS Department of Advanced Studies and AVID are requesting parent input in the development of the next five-year plan for Talent Development. Please click on the link below to participate. http://goo.gl/forms/8dQFvI7XAY Upcoming Events
Announcements
Second Grade Mrs. Mooney's class uses the Jacob Ladder's strategies to enhance their Literacy instruction. The instructional strategies allow students to think at more deep and complex levels about what they read. For example, the class read several of Aesop's Fables and studied imagery as it related to the genre. The students then illustrated how imagery was used to enhance the meaning of the story.
Third Grade TD Third Graders will focus on the universal concept of Cycles this year. Mrs. Deegan works with a class to apply the generalizations to their reading. In order to help students build their understanding of the concept, they worked on a Taba Concept Development Lesson. A few pictures of their work are below. Third Grade TD Students worked on Jacob's Ladder: A World of Resources Fourth Grade TD Fourth grade is working on multiplication, including, the study of ancient forms of solving problems. The first lessons cover Napier Bones. Below, Mr. Neil Deegan, a collaborative teacher, demonstrate the process in the pictures below. All of the TD fourth grade math classes worked on Ancient Multiplication systems, including: Egyptian, Russian, and Napier's Bones. Fifth Grade TD
Fifth grade students are studying Caesar's English, a vocabulary-building program based on Latin Stems. Students work on analogies, synonyms, antonyms, and excerpts from classic texts to build their vocabulary and learn the stems that shape over 88,000 words in the English language. As students build a strong academic vocabulary they practice critical thinking skills as well as develop the necessary language of the disciplines of advanced study. This is our last edition of The Eagle Eye for the 2014-15 school year. We hope you enjoy a few highlights of our spring Talent Development Program at Elon Park Elementary. Second Grade Literacy. The second-grade classes have been working very hard the past two months with advanced reading and writing initiatives. Students developed an autobiography in order to learn more about the genre. Most recently, they have worked diligently to create their version of a fractured fairy tale. They are sharing their work through audio recordings. Mathematics. Our students have been involved in advanced mathematics teaching and learning this Spring. Differentiated curriculum and instruction have involved challenge problems, word problems, and advanced problem-solving. We have asked students to apply advanced mathematical reasoning and concepts to real-world problem-solving. Most recently students worked with partitioning and fractions. Ms. Ferguson's class completed an advanced project that looked at circle graphs whereby data were presented as fractions. The students developed surveys and administered them in various Elon Park classrooms with Ms. Ferguson. Dr. Slade taught the students how to analyze their findings and develop circle graphs to interpret their data. The graphs are hanging in the school cafeteria. Third Grade Literacy. Students started the Spring working with poetry. They learned to analyze poetry and authored their own poems. Students learned about social justice by reading Langston Hughes poetry. Further, they read and wrote poems about Ruby Bridges. Most recently, third graders have explored various types of literature, such as folktales, fairy tales, fables, and non-fiction. Students applied critical reading skills to each genre. For example, students compared and contrasted the life of the author and the main character of "The Ugly Duckling." Mathematics. Third grade students studied measurement. A favorite Spring unit of study included a Yeti Project, Students used standard and non-traditional methods of measurement to predict the size of a Yeti. They created life-size models of their Yeti's that hung in the school for all to see. Some students also worked with a Hamburger Project that involved applying measurement knowledge and skills. Students moved into work with fractions and geometry most recently. Origami introduced students both to fractions and geometry. Most recently, some of the students are creating their unique version of "Starry Night" using only geometric shapes as part of their design. Fourth Grade Literacy. The fourth grade students worked with persuasive writing, poetry, etymology, and debate during the Spring. A unit on the concept of cycles guided some students' analysis of e.e. cummings' poetry and fine art by Monet. Students found evidence in these texts/artwork of the generalizations they developed earlier in the unit. Our students also analyzed and discussed poetry at an advanced level. Several different poems were introduced for student analysis. Students learned about literary elements related to poetry as well. In particular, their study of Robert Frost's poetry was quite insightful. One student's own poem is contained below.
Want Gold? Jog Next Time (Persuasive Writing) Author: John Clark (Murrer) We've learned a lot from the fable about the tortoise and the hare. One thing is for sure, you should not sleep in the middle of a race! I don't think many people know this, including the Hare. At the next race, I will walk and walk and walk....This sounds awesome. I'll be famous. The Hare was cocky and mean. The Tortoise was nice and persistent. The Tortoise deserved the win! Go, Tortoise. Mathematics. The fourth graders spent the Spring focusing on three advanced units for mathematics. First, the students participated in a problems-based (PBL) unit involving a Food Truck scenario. This PBL provided the opportunity for students to use various math concepts learned this year along with 21st century skills to create high quality presentations. Click the link below for a project created by some of our students. Then students learned about the Iditarod and used that theme to practice measurement and problem-solving. Finally, the students have been studying pre-algebra with a unique curriculum called Hand-On Equations. Students worked through equations and word problems solving for an unknown in preparation for algebra. Fifth Grade Literacy. The fifth graders studied Robert Frost's poetry. Their insightful analysis was beyond their years. They also practiced literary elements as they went along. One student was inspired to write poetry of her own similar to Robert Frost's work. It is shared below. Most recently, students have been studying etymology. Building vocabulary and amassing knowledge of Greek and Latin roots have enhanced their understanding of language. A Tribute Poem in the style of Mr. Robert Frost's "Stopping by the Woods on a Snowy Evening." Author: Tashi (Mrs. Butler) You assemble a loop Identical to the shape of a hoop add an additional twist then combine it into a group. It is so poichritudinous you just can't resist You must attempt to draw it, I insist and at the end please consider creating a swirl and be sure to never untwist. If you did it wrong it may end up looking like a squirrel but I promise it won't make you hurl It can not be purchased by "funders" It will stay as precious as a pearl. It's okay if you make many blunders or hear any thunder the high-pitched treble clef, the wonder of all wonders the high-pitched treble clef, the wonder of all wonders. Mathematics. The fifth graders worked on pre-algebra using the Hands-On Equations curriculum. Eventually, most students were solving word problems and complicated equations. These students are ready for algebra! We finished our spring math classes with a project called Let's Party. It involved the integration of many areas of mathematics in the thoughtful and creative planning of a birthday party. The students collaborated with classmates to complete the project during TD and math classes.
Student Testing Much of the student testing for this year is completed. The results from portfolio reviews were sent home during the first week of March. The final stages of assessment for all second-grade students are underway with students new to CMS only testing in early to the middle of March. Second Grade DEP Meeting Invitations have gone home to parents of second graders who are certified to participate in the Talent Development Program. The meeting will be held in the Media Center at Elon Park Elementary on March 16th from 5:00-6:00 pm. Mathapalooza Congratulations to the students who participated in the district-wide Mathapalooza Tournament. We are proud of your good work! A special note of gratitude to Ms. Pagano who facilitated the program at Elon Park and participated in the competition. In the individual groups, Logan Johnson and Robert Collins took second and third places respectively. In the Problem-Solving event Elon Park Team C ranked third. The students participating in 2015 include: Jack Ludwick, Robert Collins, Sheerabdhi Niranjin, Nora Martin, Rachel Larson, Brady Rogers, Medha Ullagaddi, Dalen Wang, Richard Wang, Christopher Fabiano, Logan Johnson, Santiago Aycinena, and Vihan Patil. Kindergarten Mrs. Deegan and Dr. Slade have been working with Kindergarten classrooms with Literacy enrichment. The students have been learning critical reading, comprehension, and writing strategies. We have been reading fables, books, and poetry. Several students in Ms. Brantley's classroom worked on writing their own poem about Spring after reading Daffdowndilly. Here is one of their poems. S un shining. P retty flowers are ready to bloom. R ainbows are glowing. I was playing. N ever hate Spring. G row! Second Grade Literacy The second grade students have been working on Concept Development strategies in reading and autobiographies in writing. Students are writing a short autobiography to learn more about the components of the genre. Math Our students are studying problem-solving during their TD math sessions. Many of the students are participating in a challenge of the week as part of this unit of study. Students are learning how to solve problems using logical reasoning. They have also enjoyed matrix logic problems. Third Grade Literacy Third grade students are studying poetry. They have learned about socially relevant poetry and bio-poems in particular. Ask them about the impact of Ruby Bridges on today's world. This iconic woman has inspired many of them to think about their own passions. Here is one student's bio-poem about Ruby. Ruby Graceful, kind, courageous, calm Graceful as a blooming flower holding the spring bloom. Kind as a friend holding the summer blaze. Courageous as a bear holding a firm stare. Calm as the eye of a hurricane. Bridges Math The students are studying measurement after finishing their fraction unit. We are working on a math problem that predicts the size of a Yeti in order for to construct a model. Students use their knowledge and skills of measurement and fractions to complete their tasks. Fourth Grade Literacy Fourth grade students have looked at change as a means for practicing concept development. Further, they are working with Jacob Ladder's strategies for improving reading comprehension. Students are also practicing persuasive writing skills. Math In math classes, students have been learning about profit margins and the mathematics that goes with a simplistic business model. These skills have been worked into a unit on Food Trucks. Students develop a "specialized food item" and learn to calculate its cost. While working through several simulations, students learn about profit margin through the food truck business. Fifth Grade Literacy Students have been studying cultural competence and historical context. As literary detectives, students have analyzed lyrics, paintings, and political cartoons from various periods of history related to their recent social studies units. Students are learning how identity, cultural context, and historical context influence literary genres. Several classes wrote poetry reflecting times in our history, including slavery and the American Revolution Here is a sample of their writing. ______________________________________________________________ Under the watchful eye and angry sigh of my Master I work all day. I work all day. I try to obey but I live in fear while working here. I can't escape. This is my fate. This is my fate. When the stars shine bright late at night I will stay here Despite the tears. I work all day. This is my fate. ___________________________________________________________ I'm so scared There's no justice here. No more work I'm gonna die Parasites all over the place Misery hangs in the air There's no justice here. ____________________________________________________________ Math Fifth grade students have completed their Genius Hour Math Projects. Students researched the impact of math on various disciplines of study using questions that are not typically "googled" on the topics. Second Grade Screening Process January is largely being devoted to portfolio work collection for second graders. Students work with the TD teachers to create the contents of the portfolio. Once completed, the portfolios will be reviewed by a district-wide committee to assess students' needs and determine the need for services. In addition, we have started working with our TD certified students in both Literacy and Math. As student assessment is completed, a regular schedule of meetings with the TD teachers will be determined for the rest of the school year. Fourth Grade Students develop their A-Maze-ing Mazes Project. Students were asked to make real-world applications of their geometry unit during this unit of study. Students used the SCAMPER technique with fiction and nonfiction studies. The nonfiction classroom work focused on historical studies. Third Grade We have finished our study of algebra with Hands-On Equations. Students learned how to solve for the unknown using a hands-on approach that simulates mental math. The TD and classroom teachers are launching a project that builds on computational mathematics as applied to a real-world set of problems. Ask the students about their using math to address a series of questions about the establishment and operation of a local movie theater! During Literacy studies, students are practicing their debate skills. The students resolve that the Apollo 11 Moon Landing is or is not a hoax! Students are learning a modified-debate process and taking on one of three roles: introduction, support with evidence, or summarizing. Fifth Grade
Fifth graders are comparing nonfiction text structures. This will support students' study of nonfiction genres in the coming weeks. Students also learned to use Socratic Questioning during their book clubs. During the Math Genius Hour Project, students develop questions that cannot be easily "Googled" to practice their data finding, collection, synthesis, and presentation skills. All of their research questions focus on a math related discipline. Second Grade Screening Update ITBS results have been shared with families. We have nearly 60 certified AIG students in second grade after CogAT and ITBS testing. Direct services have begun for identified students and we are working closely with our portfolio candidates to provide them with opportunities to showcase their talents. Third Grade Our third graders have wrapped up their series book clubs. We were impressed with the quality of their discussions and ability to ask and answer higher level questions. We have supplemented their nonfiction unit by integrating complex nonfiction text with Jacob's Ladder Reading Comprehension Program. Hands-On Equations We look forward to finishing a project when we return from the break. Fourth Grade During math classwork, students will use their expanding knowledge of geometry to complete a maze project. Students will be developing and using Socratic Questioning with their book clubs. While participating weekly in book clubs, fourth graders will write and ask six types of questions, including: recursive, reasoning, consequence, clarifying, assumption, and perspective taking. Fourth graders will analyze universal themes that are reflected in the lyrics of established songs. Universal concepts and themes can serve as a mental frameworks that help students find connections across pieces of literature and different genres. Finally, our students will practice using a literature web to enhance and extend their comprehension skills. This strategy also facilitates student writing. Fifth Grade Fifth graders have been preparing for their first debate of the year. The students will debate whether or not the school should extend the length of a typical day. Inspired by Google's 20% Time, the students will conduct a research project called Math Genius Hour. Students develop a research question that reflects at least one discipline of study related to mathematics. Their research findings will be included in an electronic presentation. --Ms. Pagano, Ms. Deegan, & Dr. Slade
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