Exit Interview

Concrete: manipulatives, hands-on Semi concrete: pictures, tallies, circles abstract: using numbers and symbols only

1- Culture 2- Time, Continuity, Change 3- People, Places, Environment 4- Individual Identity 5- Individual, Groups, Institutions 6- Power, Authority, Governance 7- Production, Distribution, Consumer 8- Science, Technology, Society 9- Global Connections 10- Civic Ideas & Practices

Develops the concept that the earth is round, Represents distance

Availability, Hard to see, Difficult to see small areas

More economical, easy to store

Conformal: true shape, wrong size. Equal Area: True size, wrong shape.

1- Location= the exact location of a place on the earth's surface Apply: Absolute location- exact point (address, latitude "up and down"/longitude" across") Relative location- general area (landmark) 2- Place= the physical and human characteristics of a place that sets it apart from other places. 3- Relationships = How human characteristics interact with the environment of a place (both good and bad results) Apply: People's adaption to climate, use of natural resources, how people make their living, environmental issues. 4- Movement= the movement of people, products, information, and ideas within a country and between countries. Apply: Good services, Imports/Exports, Transportation, Communication 5- Regions= How regions form and change Apply: Type of government, political regions, major tourist attractions, unique characteristics of these regions

A study of the production, distribution, and consumption of goods and services. Micro-Personal Economics Macro- National budgets, GNP, international markets Elementary Topics: Needs vs Wants, Using vs Saving Money, Production, Distribution, and Consumption of goods, Goods vs Services.

• Purpose-What do you want to find out? • Research-What is already known about this? • Hypothesis- What do you think will happen? • Experiment-What you do • Analysis-what happened during experiment • conclusion-end results

*actively involved *hands-on *basic memorization of facts *create critical thinking by asking open ended questions *collect own data

collaborative relationship between students and teacher *asking questions *designing investigations *investigating *formulating explanations *present findings *reflect on findings

*observation *communication *classification *measurement *inference *prediction

*text *images *statistics *objects *community sources *audio

*allow kids to explore *discuss how they help us learn *set up ground rules *set up storage system *food and virtual manipulatives

*marking - revoicing- challenging -recapping

1. find a pattern 2. make a table 3. work backward 4. guess and check 5. draw a picture 6. make a list 7. write a number sentence

1. make sense of problems 2. reason abstractly and quantitatively 3. construct viable arguments and critique reasoning of others 4. model with math 5. use appropriate tools 6. attend to precision 7. look for and use structure 8. look for and express regularity in repeated reasoning

can you show me how you solved this problem?

is there another way to solve this problem?

*counting and cardinality * operations and algebraic thinking *numbers and operations in base ten *numbers and operations - fractions *measurement and data *geometry

used to help gifted or advanced students make choices, manage time, work at own pace, have ownership

driving force of the curriculum, help students make connections, monitor their learning, and gain deeper understandings of important terms or topics

teach spelling as part of whole curriculum, students write frequently, encourage students to invent spelling

1. modified textbook approach (add words they want to learn) 2. base word list approach (1,000 most frequently used words) 3.editing stage of process writing

1. present a list of words that share phonetic relationship 2. categorize words 3. state generalization 4. pretest 5. correct pretest 6. assign meaningful practice activities

beginning consonant sounds, C rule, G rule, Consonant vowel consonant, vowel digraphs, vowel consonant silent E, consonant vowel pattern, R controlled vowels

1. vowel sorts- sorting pictures to differentiate between long E and long I 2. Bingo- call out picture and name 3. show me- put letters in pocket and show teacher 4. spelling meaning patterns- sorting and matching new endings

emergent = literacy begins at birth and continues throughout life, literacy = embraces ability of reading and writing *process which begins at birth

*shared reading - children join in *morning messages *picture walk - make predictions based off pictures *choral reading - read story as group

*dictation - child draws, "tell me about it", teacher writes it down *language experience - teacher creates story by students dictated words *slotted sentences- children copy sentence and fill in blank

phonemic awareness is combined with letter-name knowledge, students attain a new conceptual understanding *necessary for students to progress in reading, especially phonics

prerequisite for reading and writing,

1. parts of speech - 8 parts, building blocks 2. parts of sentence - subject, predicate, complements 3. types of sentences - structure and purpose 4. capitalization and punctuation 5. usage - agreement, tense, verb forms, case

1. prewrite - gather and organize information 2. draft - ideas in sentence/ paragraph form 3. revise - clarity of ideas 4. edit- grammar. spelling 5. publish/ share - give students an audience

speaking goes hand in hand with out ability to read and write, and helps collaboration listening builds comprehension

show and tell, using appropriate hand signals, learning positions, websites, and apps

reading: daily reading application, guided reading, daily independent reading writing: daily writing application applying skills and strategies, independent writing daily four components: guided reading, self selected reading,working with words, writing block

synthetic phonics - sounding out, embedded phonics - identify words in text, analogy based phonics - first vowel to end of word, analytic phonics - letter sound relationships, phonics through spelling

i read, we read, you read - reading along with teacher

students select books to read

phonemic awareness, phonics, vocabulary, fluency, comprehension

stop light - stops at every miscue or sentence, flashlight finds a good mid place to stop benefit to being a flashlight reader - helps with comprehension, able to gather more content, and helps correct miscues

standard English provides greatest opportunity for post secondary success, model good grammar, be culturally sensitive but uncompromising

writing should be strongly connected to text and text evidence. student writing should provide evidence for skills in both reading and grammar

science- journal of experiments, social studies - letters from particular historical figure's stand point, math - notebook/ journal

beginning readers (decoding) merging with maturing readers (comprehension) the two overlap *implications for increasing comprehension skills include overlapping decoding with comprehension

building knowledge through content rich non-fiction, reading writing and speaking grounded evidence from text both literary and informational, regular practice with complex text and academic language

right there in the text, helps students to pull evidence directly from the text

a written record of a students' oral reading, helps track students reading level, making sure they are on the right level, gives the teacher a chance to listen to the student read and record their progress

give them a book of their interest, allow them to select the book, encourage through prizes or stuff, make interesting activities

Response to instruction and intervention *value = multiple levels of interventions, provides it early on for those who need it, relies on assessment data * can be used throughout the grades in any academic area, prevention approach, and helps close the gap

tier 1- class wide intervention tier 2- targeted interventions tier 3- intensive, individualized interventions *guaranteed student success, on going effective assessment, progress monitoring, data based, and used to close the gap

informational text organized around main ideas, students need to be taught how to read and interpret text

tells a story, usually in sequential order beginning, middle, and end. *strategies to teach them- students need to understand characters, theme, setting, problem, and solution

introduce the text, look at pictures, important words, prior knowledge, unusual language

support effective reading - can you read the last sentence to me? reinforce what they do well

discuss and revisit the text, teach for processing strategies (why this word, read with intonation), extend the text, conduct word work - assessing questions (favorite page, did you like it more than the other book)

1. verb 2.noun 3. adverb 4. adjective 5. pronoun 6. preposition 7. conjunction 8.interjection

subject, predicate, complements

structure and purpose

agreement, tense, verb form, case *strongly connected to home language

several factors to consider: *academics, attendance, cognitive ability *physical, sex, size, siblings *social/emotion- previous retention, peer relations

how easy it for students to learn, price, what technical support comes with it, needs of students