Welcome to Central School Curriculum Night

1. Welcome to Central School Curriculum Night "To teach a man how he may learn to grow independently, and for himself, is perhaps the greatest service that one man can do to another."-  Benjamin Jowett Never do anything for a student that he is capable of doing for himself. If you do you, you’ll make him an educational cripple…a pedagogical paraplegic. -Howard Hendricks "Failure is the opportunity to begin again, more intelligently." - Henry Ford  If we teach today’s students as we taught yesterday’s, we rob them of tomorrow. John Dewey  Teaching kids to count is fine, but teaching them what counts is best. -Bob Talbert

2. Teaching Team Mrs. BiondiEnglish/Language Arts Science Social Studies biondik@bbhcsd.orgor 740-4150 Mrs. DeanAccelerated English/Language Arts Accelerated Math Social Studies deant@bbhcsd.org or 740-4181

3. Classroom Expectations

4. Expectations • Students are expected to: • Be Responsible • Be timely turning in quality work • Be honest about mistakes and learn from them • Be Respectful • Be a cooperative team member • Be open and respectful with communication • Be Ready to Learn • Be conscience in putting forth a best effort

5. Rewards • Monthly/Quarterly Rewards • Rewards are based on the weekly work record monthly/quarterly goal. • Movies • Extra recess • Board/Electronic games day • Ice cream party • Auction / Raffle • (donations always welcome – PLEASE)

6. Communication

7. Communication • Weekly Work Record • Will come home on Friday. The record indicates any behavior infractions for the week, as well as missing homework. In addition, in and out of class projects with due dates are recorded weekly. The work record requires a parent signature every week. If the student does not have the record in school signed on Monday, it counts as a missing assignment. • Assignment Notebook • Should be monitored daily at home. • Progress Book with Parent View • Usernames and passwords have been mailed from the office. • Homework assignments will be posted daily by subject. Assignments • updated regularly. • An excellent tool to monitor work completion.

8. Grading and Homework

9. District Grading Policy • Formative (weight 20%) • Assignments and assessments completed on the way to • mastery such as homework and daily practice and quizzes • Working towards understanding • Summative (weight 80%) • Final declaration of mastery or proficiency • Chapter/Unit tests, Culminating project, Common Assessments

10. Homework • Guidelines • Will be assigned nightly • Should take around 1 hour a night – some • nights will be more others less • Refer to the Family Handbook for Central • Policies

11. Interims • Our grades will be posted online using Parent View • The District expectation is for grades to be • posted by the midpoint of the quarter and at the • end of the quarter. • Parent View will serve as the interim report unless • a hard copy is requested.

12. Curriculum

13. Curriculum • Math • English/Language Arts • Science • Social Studies • Art, Music, PE • LRC • Computer • DARE • Guidance

14. Accelerated Math CMP3 - Units • Prime Time • Factors and Multiples • Comparing Bits and Pieces • Ratios, Rational Numbers, and Equivalence • Let’s Be Rational • Understanding Fraction Operations • Covering and Surrounding • Two-Dimensional Measurement • Decimal Ops • Computing with Decimals and Percents • Variables and Patterns • Focus on Algebra • Data About Us • Statistics and Data Analysis

15. Accelerated Math • eText books • Online Help – for students and parents • Videos • Math Games Homework Online Tests and Quizzes Test and Quiz results Study Plan

16. Accelerated Math Common Core Mathematical Practices Standard 1: Make Sense of Problems and Persevere in Solving Them Standard 2: Reason Abstractly and Quantitatively Standard 3: Construct Viable Arguments and Critique the Reasoning of Others Standard 4: Model with Mathematics Standard 5: Use Appropriate Tools Strategically Standard 6: Attend to Precision Standard 7: Look for and Make Use of Structure Standard 8: Look for and Express Regularity in Repeated Reasoning

17. Science Core Curriculum • Life Science • Earth / Space Science • Physical Science • Force / Motion • Sound • Light • Health • Nervous / Endocrine System

18. English/Language Arts Core Curriculum • Literature • Informational Text • Foundational Skills • Writing • Speaking and Listening • Language / Grammar

19. Social Studies Learning Standards / Skill Topics • History - Historical Thinking and Skills • Geography - Spatial Thinking and Skills • Government - Civic Participation and Skills • Economics - Economic Decision Making and Skills • Economics - Financial Literacy Social Studies and ELA are integrated subjects

20. Accelerated Language Arts College of William and Mary Center for Gifted Education One of the nation’s foremost centers for gifted education Literary Reflections This Language Arts Curriculum exposes high-ability students to exemplary works of literature that challenge their critical reasoning. The guiding theme of this unit is the recognition that change affects people and their relationships as well as the world around them. Unit activitiesengage students in discussion and writing about what they have read and in independent and group learning opportunities that promote skill development in vocabulary, grammar, persuasive writing, literary analysis, oral communication, and thinking. Each discussion question, activity and project is precisely aligned to the analytical, communication, and reasoning skills that gifted students most need to participate and succeed in society’s highest levels.

21. Accelerated ELA College of William and Mary Jacob’s Ladder Jacob's Ladder targets reading comprehension skills in high ability learners. Three skill ladders are connected to individual readings in poetry, myths/fables, and nonfiction. Students move from lower order, concrete thinking skills to higher order, critical thinking skills. http://education.wm.edu/centers/cfge/curriculum/index.php

22. Accelerated ELA Michael Clay Thompson - Materials Grammar Voyage – Grammar Grammar Voyage is founded on very high expectations of children’s abilities to learn, and on high opinion of the value and fun of grammar. It provides students with a unique challenge. The book is intended to be compacted and studied early in the school year, making it possible to use and apply the valuable knowledge for the remainder of the year. A month or less is plenty of time to move through the whole book.

23. Accelerated ELA • Michael Clay Thompson - Materials • Caesar’s English II - Vocabulary / Greek and Latin Stems • Reveals the English language with its Roman beginnings and Latin-English-Spanish • connections. • Teaches the most prevalent Latin stems, show big words aren't necessarily hard. • Discards confines of teaching graded vocabulary, if little children can give the species names of dinosaurs-a clear proof that they can learn and understand bigger words. • Uses examples of words and their stems were chosen from the best sentences that could be found--even if a sentence was from books to be more likely read in high school rather than in elementary school. Included are children's authors such as Sir Walter Scott, Frances Hodgson Burnett, Kenneth Grahame, and Robert Louis Stevenson, but also the Bronte, Jane Austen, Defoe, Milton, Morrison and Shelley.

24. Gifted Students • Gifted students require a differentiated education • because of their unique potential and needs.  • They require educational experiences in higher level • thought processes: analysis, evaluation and synthesis. • Gifted students require the opportunity to develop • thinking, affective skills, communication, research, and • independent inquiry skills in all areas of the curriculum.  • The curriculum focuses on interdisciplinary enrichment • activities. 

25. Gifted Students Characteristics • Ability to communicate ideals and feelings by verbal and nonverbal students: • Has command of a large vocabulary • Uses words fluently and creatively • Is quick to respond • Is eager to relate experiences • Expresses ideas with clarity

26. Gifted Students Characteristics • Adaptive behaviors characteristics of cultural group: • Displays a keen sense of humor • Is resourceful and can come up quickly with an alternative • Shows a degree of flexibility when situations call for a • change • Accepts responsibility for actions

27. Gifted Students Characteristics • Appropriate application of convergent/divergent processes: • Arrives at a logical conclusion based on given information • Sees the plausible yet unique alternatives of a given situation • More adept at selecting, organizing and retrieving information • Able to expand information beyond what is given • Displays a keen sense of historical time and can sequentially • organize information • Pays close attention to detail in the analysis process • Can transfer learning readily from one situation to the next

28. Gifted Students Characteristics • Persistence or commitment to task: • Establishes goals that are realistic although challenging • Demonstrates determination in the fulfillment of goals; tenacity • Is self-disciplined, independent • Displays persistent curiosity • Has a long attention span

29. Gifted Students Characteristics • Energetic response to challenging experiences: • Produces works that have a freshness, vitality, and uniqueness • Often initiates the search for information • Desires to learn rapidly • Creates new ideas, substances, processes, and mechanical • devices (inventor) • Is willing to take a risk of failure in new or unfamiliar situations

30. Gifted Students Characteristics • Ability in process-oriented curriculum: • May excel in science and math or other process-related curriculum • Seems aware of aspects in the environment that go unnoticed by others • Displays some amount of skepticism with new ideas or situations • Asks appropriate, thought-provoking questions • Evaluates carefully based on accurate observation