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Theme #3 Training Giants Los gigantes

Theme #3 Training Giants Los gigantes. Intended Outcomes. Plan for Theme 3 using Thinking Maps Bubble Map Brace Map Learn specific strategies to improve Letter Knowledge Patterning skills. Group Norms. What is a Bubble Map?. Graphic organizer One of the 8 Thinking Maps

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Theme #3 Training Giants Los gigantes

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  1. Theme #3 TrainingGiantsLos gigantes

  2. Intended Outcomes • Plan for Theme 3 using Thinking Maps • Bubble Map • Brace Map • Learn specific strategies to improve • Letter Knowledge • Patterning skills

  3. Group Norms

  4. What is a Bubble Map? • Graphic organizer • One of the 8 Thinking Maps • Visual tool for learning

  5. Brace Yourself for Theme 3 Giants Week 1: Big & Little Week 2 __________ __________ Week 3 __________ __________ Week 4 __________ __________ Phonological Awareness, Vocabulary, Name Letters Comparing Attributes, Measurement Oral Language, Comprehension, Name Letters, Classification Nature’s Giants Phonological Awareness, Vocabulary, Name Letters Numeracy Giants Made by People Comprehension, Vocabulary, Name Letters Patterns Make-Believe Giants

  6. Brace Yourself for Theme 3 p. 24 Vocabulary Cards (Big & Little) p. 42 Dinosaur Chart Name Letters Measurement Week 1 Week 2 Week 3 Week 4 p. 24 Vocabulary Cards ( Big & Little) p. 38 Fish Outline

  7. Brace Yourself for Theme 3 Giants Week 1: Big & Little Week 2 Nature’s Giants Week 3 Giants Made by People Week 4 Make-Believe Giants Phonological Awareness, Vocabulary, Name Letters Comparing Attributes, Measurement Oral Language, Comprehension, Name Letters, Classification Phonological Awareness, Vocabulary, Name Letters Numeracy Comprehension, Vocabulary, Name Letters Patterns

  8. Reflect on our EOY Data

  9. Research shows that… • “The strongest predictor of reading success on its own is letter identification.” Snow, Burns, & Griffin, 1998 • “Learning about letters frequently leads to interest in their sounds and in the spelling of words. This facilitates strong and efficient decoding skills.” Baron, Treiman, Wilf, & Kellman, 1980

  10. No More Letter of the Week! • “Fluent letter recognition is one of the (if not THE) predictors of reading success. Removing letters from their meaningful context removes the meaning and purpose from the letter.” Adams, 1990 • “Children who are taught letters in isolation have difficulty placing that information into literacy activities.” Wood and McLeMore, 2001

  11. Let’s focus on Letter Knowledge III.C.1 Names at least 20 upper and at least 20 lowercase letters III.C.2 Recognizes at least 20 letter sounds

  12. Bubble Map inWhole Group Morning Message: Dear Class, Today is Monday, October 22, 2013. The temperature today is 55 degrees. It will be chilly outside today. We have been learning about giants. Can you find the letter M in this sentence? Do you know what M sounds like? Mountains are mighty. Let’s use a bubble map to learn more about M.

  13. Bubble Map in Whole Group m m P M m M M G A Z M M M

  14. Bubble Map in Small Group M not M M not M m d m a c M M E M M M M

  15. Bubble Map in Work Stations • May use the same set of activities introduced in the small group • May add variations for differentiation • Do not put activities that have not been introduced and modeled

  16. The Alphabet Song http://www.youtube.com/watch?v=36IBDpTRVNE

  17. Strategies to Share

  18. http://www.pinterest.com/christinamarkle/alphabet-activities/http://www.pinterest.com/christinamarkle/alphabet-activities/

  19. What About Math? Giants Week 1: Big & Little Week 2 Nature’s Giants Week 3 Giants Made by People Week 4 Make-Believe Giants Phonological Awareness, Vocabulary, Name Letters Comparing Attributes, Measurement Oral Language, Comprehension, Name Letters, Classification Phonological Awareness, Vocabulary, Name Letters Numeracy Comprehension, Vocabulary, Name Letters Patterns

  20. Patterning

  21. Research shows that… “Patterning knowledge has an influence on the development of analogical reasoning and that the identification, extension, and generalization of patterns are powerful components of inductive reasoning.” English, 2004

  22. What is Patterning? • A Pattern constitutes a set of numbers or objects in which all the members are related with each other by a specific rule. A H I M T O U

  23. What is Patterning? • A Pattern constitutes a set of numbers or objects in which all the members are related with each other by a specific rule. A H I M T O U V W X Y

  24. What Comes Next? 1 11 21 1211 111221 312211 13112221 “Look and say” Look at the first number and say how many of each digit you see. 1113213211

  25. Bubble Map Create Pattern A A B snap – snap – clap Patterns

  26. Theme 3 Bubble Map

  27. Frog Street CD

  28. http://www.pinterest.com/hisdechdept/patterns/

  29. Instructional Practice Rubric I-4: Engages students in work that develops higher thinking skills.

  30. Instructional Practice Rubric I-3: Differentiates instruction for students needs by employing a variety of instructional strategies

  31. Questions?

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