Gifted Resource Language Arts/Math Welcome to Curriculum Night! Shari Solberg-Ayers

A Bit About Mrs. Solberg-Ayers Teaching experience in CA, Arizona and Connecticut, Classrooms 2 nd -5 th grades, Gifted and SEI. Teaching experience in CA, Arizona and Connecticut, Classrooms 2 nd -5 th grades, Gifted and SEI. Home state of California – Family of Teachers Home state of California – Family of Teachers Masters in Elementary Education, emphasis in Multicultural Education from ASU Masters in Elementary Education, emphasis in Multicultural Education from ASU Masters in Geographic Education, March ‘09 from ASU. Masters in Geographic Education, March ‘09 from ASU. Gifted Endorsement, K-8 Certification Gifted Endorsement, K-8 Certification Family: Husband, two kids, 17 & 15 (for another month!) one dog Family: Husband, two kids, 17 & 15 (for another month!) one dog Love to travel, learn languages, cook (if someone else cleans up!), hike in the mountains, run on the beach, write and read. Love to travel, learn languages, cook (if someone else cleans up!), hike in the mountains, run on the beach, write and read.

Reading: Goal: We want kids to enjoy and choose reading. We want them to actively construct knowledge while reading and be emotionally connected to literature; able to participate in discussions. Goal: We want kids to enjoy and choose reading. We want them to actively construct knowledge while reading and be emotionally connected to literature; able to participate in discussions. Literature is chosen that encourages a lifelong love of reading. We may read seven novels and 24 Jr. Great Books stories in the year. Move at a good clip.

Literary Responses What is a Literary Response? The little voice in your head that talks to you, things you observed, feelings you had while reading. What is a Literary Response? The little voice in your head that talks to you, things you observed, feelings you had while reading. Locus of control is with students not teacher Locus of control is with students not teacher It’s natural and enjoyable, encourages interaction with text, active reading. It’s natural and enjoyable, encourages interaction with text, active reading. Students write on sticky notes, transfer on to paper, turn questions in. Students write on sticky notes, transfer on to paper, turn questions in. Use Self Evaluations, asking questions such as “Did I complete reading on time? Did I write On the Lines, Between the Lines, Beyond the Lines?” Use Self Evaluations, asking questions such as “Did I complete reading on time? Did I write On the Lines, Between the Lines, Beyond the Lines?” GR program is about the last two.

Kinds of Responses: Practicing Process Skills Questions you had while reading Questions you had while reading Predictions Predictions Words you didn’t understand and what you think it might mean Words you didn’t understand and what you think it might mean Words or phrases you liked and why Words or phrases you liked and why Quotes with page numbers, what you think it meant. Quotes with page numbers, what you think it meant. Use the author’s name when making observations (I really like how Oscar Wilde said…) Use the author’s name when making observations (I really like how Oscar Wilde said…) Write about the moral, or theme in one response. Write about the moral, or theme in one response. If it’s from the heart; there’s no wrong response. If it’s from the heart; there’s no wrong response.

Literature Discussions Written responses brought to the discussion. Written responses brought to the discussion. Students learn to share the air time, after speaking they need to let someone else respond. Students learn to share the air time, after speaking they need to let someone else respond. Students use eye contact (listener and speaker), Students use eye contact (listener and speaker), Use the text, stay on the subject, speak loudly and clearly, respond to what is said (acknowledge with head nod, or comment, to show you were listening). Use the text, stay on the subject, speak loudly and clearly, respond to what is said (acknowledge with head nod, or comment, to show you were listening). Students learn to invite people in….What did you think of that Stacy? Do you agree…?, etc. Students learn to invite people in….What did you think of that Stacy? Do you agree…?, etc.

Reading Expectations Students must do the reading and write their responses. They cannot participate if they don’t. Students must do the reading and write their responses. They cannot participate if they don’t. Responses must be done neatly, with sentences written correctly, hand written with pencil or typed. Responses must be done neatly, with sentences written correctly, hand written with pencil or typed. Papers should have proper headings. Papers should have proper headings. They will always have 2-4 days to complete reading and responses. They will always have 2-4 days to complete reading and responses.

Vocabulary Development WordSmith Biweekly Vocabulary development Biweekly Vocabulary development Greek and Latin stems Greek and Latin stems Master List : 2 – 3 year word cell list Master List : 2 – 3 year word cell list Instead of just prefixes, roots and suffixes. This gets at the meaning of those parts or cells. (Hyphen placement is important to meaning). Instead of just prefixes, roots and suffixes. This gets at the meaning of those parts or cells. (Hyphen placement is important to meaning). E.g., Tele- (from afar) Vis (see) E.g., Tele- (from afar) Vis (see) -Ion( -ing, act) -Ion( -ing, act)

WordSmith (Continued) Flash Cards – Great way to study Flash Cards – Great way to study Possible projects – creativity can come out, practice presentation skills. Possible projects – creativity can come out, practice presentation skills. Word-’O – Review game we’ll play. Word-’O – Review game we’ll play. Spelling comes from daily writing. Spelling comes from daily writing. Parents: Quiz using flashcards, practice at home on words, ask about progress. Parents: Quiz using flashcards, practice at home on words, ask about progress.

Wordly Wise – Vocabulary and Comprehension Booster shot for vocabulary development Booster shot for vocabulary development Help students meet state standards for vocabulary and reading comprehension Help students meet state standards for vocabulary and reading comprehension Emphasizes learning from context Emphasizes learning from context Uses prefixes, suffixes, roots Uses prefixes, suffixes, roots Uses graphic organizers and semantic maps Uses graphic organizers and semantic maps

Writing Daily writing Daily writing Writing Folder, organization and process Writing Folder, organization and process Writer’s Workshop, journals, choice pieces Writer’s Workshop, journals, choice pieces Teacher directed lessons on different genres Teacher directed lessons on different genres Poetry Poetry Grammar lessons Grammar lessons Six Traits Writing Six Traits Writing Lessons pulled from Literature or text books Lessons pulled from Literature or text books

Projects High Interest Research High Interest Research History History Poetry Poetry Others Others Optional: Year-long research project on topic of personal interest. Optional: Year-long research project on topic of personal interest.

Homework minutes a night per subject area minutes a night per subject area 3-4 nights a week 3-4 nights a week Assignment Calendar, filled out daily Assignment Calendar, filled out daily Not prepared/missing assignments – Parents notified. Not prepared/missing assignments – Parents notified.

Math Students must demonstrate mastery of grade level curriculum. Then  Accelerated Curriculum Acceleration has proven to be twice as powerful as enrichment when dealing with gifted students. (gifted students generally work a grade above their peers) 14

Math – Adopted Materials Investigations in Data, Number, and Space – – encourages students to think creatively – – develops critical thinking skills – – supports a deeper understanding of the mathematical content Scott-Foresman Mathematics text – – a traditional textbook approach – – encourages problem solving, practice and spiral review Fosnot Materials – – problem solving approach – – uses real-life situations to model mathematical ideas 15

Math Units Number Sense: Expressions and Estimation, Number Theory, Fractions (Multiplication, Division of), Decimals, Integers and Rational #’s, Ratios, Rates, Proportions, Percents, Measurement, Geometry, Data graphing, Probability, Discrete Math

Nonverbal Students work in their classrooms for nonverbal. Puzzles (jigsaw or Rush Hour type) Taking things apart and perhaps …putting them back together Building things (Legos or blocks) Paper crafts (origami, paper airplanes, Rube Goldberg books, etc. Children placed in gifted for nonverbal reasoning typically enjoy:

Gifted Wish List Colored highlighters Colored highlighters Crayons, colored pencils Crayons, colored pencils Colored gel pens Colored gel pens Pretty colored paper for publishing Pretty colored paper for publishing Sticky notes in different colors Sticky notes in different colors Large Baggies for books Large Baggies for books College ruled writing paper College ruled writing paper ¼” graph paper ¼” graph paper Index cards Index cards Clear sheet protectors for 3 ring binders Clear sheet protectors for 3 ring binders Trinkets from Dollar Store, etc. - Quarterly Auction Trinkets from Dollar Store, etc. - Quarterly Auction

Home-School Communication Conferences are two times per year to review progress and set goals Conferences are two times per year to review progress and set goals Voice mail/phone (may take 24 hours to return, is faster) Voice mail/phone (may take 24 hours to return, is faster) Check grades on Genesis Check grades on Genesis Web Pages Web Pages Weekly Student Reflection Sheets Weekly Student Reflection Sheets questions anytime: questions anytime:

GR Schedule of Classes MATH: 8:00 – 9:30 MATH: 8:00 – 9:30 M, T, TH, F Reading: 9:45 – 11:05 Reading: 9:45 – 11:05 M, T, Th, F

Looking forward to working with you and your child.

Thank you for coming. Mrs. Solberg-Ayers: