Curriculum Presentation

Curriculum Presentation Gifted/Advanced Math & Reading Mrs. Solberg-Ayers

Mrs. Solberg-Ayers • Teaching experience in CA, Arizona and Connecticut, Classrooms taught 2nd-5th grades, Gifted and SEI. • Home state of California – Family of Teachers • Masters in Elementary Education, emphasis in Multicultural Education from ASU • Masters in Geographic Education, from ASU. • Gifted Endorsement, K-8 Certification • Family: Husband, two kids:20 & 18, one dog • Love to travel, watch World Cup, learn languages, cook, hike in the mountains, run on the beach, write and read.

Math • Daily warm-up, to build math communication skills • CGI (Cognitively Guided Instruction) – • Promotes flexible thinking • Students are challenged to find unique strategies • Students verbally explain strategies to classmates/teachers • Vocabulary, Vocabulary, Vocabulary!!! • Problem Solving • Engage New York, Investigations, Common Core sources • Thinking Maps • Games (24-Example, Logic Links, Make 7, Set), Hands-on Equations (For Algebra) • Technology-Games, Thinking Maps, Microsoft Word • Tests/Quizzes !

Homework • 15-30 minutes an evening • 3-4 nights a week • Wide variety of assignments • Projects are a possibility from time to time • Students should write homework in their planner every night.

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. • Locus of control is with students not teacher • It’s natural and enjoyable, encourages interaction with text, active reading. • Students write on sticky notes, transfer on to paper, turn questions in: complete sentences and paragraphs. • 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 • Predictions • Words you didn’t understand and what you think it might mean (with page number) • Words or phrases you liked and why • Quotes with page numbers, what you think it meant. • Use the author’s name when making observations (I really like how Oscar Wilde said…) • Write about the moral, or theme in one response. • If it’s from the heart; there’s no wrong response.

Reading Expectations • 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. • Papers should have proper headings. • They will always have 2-4 days to complete reading and responses.

Vocabulary DevelopmentWordSmith • Vocabulary development • Greek and Latin stems • 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). • E.g., Tele- (from afar) Vis (see) -Ion( -ing, act)

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

Wordly Wise – Vocabulary and Comprehension • Booster shot for vocabulary development • Help students meet state standards for vocabulary and reading comprehension • Emphasizes learning from context • Uses prefixes, suffixes, roots • Uses graphic organizers and semantic maps • Practice with dictionary skills, pronunciation, parts of speech.

Writing • Daily writing • Writing journal • Teacher directed lessons on reading topics • Note-taking • Poetry • Stories • Grammar lessons • Lessons pulled from Literature or text books

Projects • High Interest Research • Historical connection to classwork • Science/Math related to lessons • Poetry • Others • Research project on topic of personal interest.

Homework • 20-30 minutes a night • 3-4 times a week • Assignment Calendar, filled out daily • Not prepared/missing assignments – Parents notified.

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

Home-School Communication • Conferences are two times per year to review progress and set goals • Voice mail/phone (may take 24 hours to return, email is faster) • Check grades on Genesis • Email questions anytime: • ssolbe@kyrene.org

Gifted Wish List • Colored highlighters • Crayons, colored pencils • Colored gel pens • Pretty colored paper for publishing poems • Sticky notes in different colors • Large Baggies for books • College ruled writing paper, copy paper • ¼” graph paper • Index cards • Clear sheet protectors for 3 ring binders

Schedule of Classes • MATH: 12:25-1:55, M, T, TH, F Wed: 9:45-10:45 • Reading: 11:25-11:55 5th • 11:55-12:25 4th M, T, Th, F

Mariposa is implementing a school-wide PBIS program • What is PBIS? • Positive Behavior Intervention System • Focuses on positive rewards for good behavior • Creates a plan for “teaching” appropriate student behaviors • Creates a plan to address undesirable student behaviors through teacher and administrative interventions • Lesson plans build on Mariposa Life Skills • Consistency throughout the school • All staff expectations are the same, using the same language and the same series of rewards and consequences

BLAST • Be Respectful • Lead with Integrity • Act Responsible • Safety Matters • Together We Achieve • School Store coupons (Blast Coupons) • Miss Manner certificates (Blast Coupons) • Principal’s Lunch guest • Lifeskills (all Lifeskills are imbedded in BLAST)

Looking forward to working with you and your child.

Thank you!Mrs. Solberg-Ayers ssolbe@kyrene.org

Curriculum Presentation