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(1)

Welcome

to 1

st

and 2

nd

Grade CATS

(2)

\Giftedness

is a greater awareness,

a greater sensitivity,

and a greater ability

to understand and

transform perceptions

into intellectual and

emotional experiences.

- Annemarie Roeper

\Giftedness

is a greater awareness,

a greater sensitivity,

and a greater ability

to understand and

transform perceptions

into intellectual and

emotional experiences.

(3)
(4)

Truths About Gifted Students

Truths About Gifted Students

Gifted students are often perfectionistic and idealistic. They may equate

achievement and grades with self-esteem and self-worth, which sometimes

leads to fear of failure and interferes with achievement.

Gifted students may experience heightened sensitivity to their own

expectations and those of others, resulting in guilt over achievements or

grades perceived to be low.

Gifted students are asynchronous. Their chronological age, social,

physical, emotional, and intellectual development may all be at different

levels. For example, a 5-year-old may be able to read and comprehend a

third-grade book but may not be able to write legibly.

Some gifted children are "mappers" (sequential learners), while others are

"leapers" (spatial learners). Leapers may not know how they got a "right

answer." Mappers may get lost in the steps leading to the right answer.

Gifted students are often perfectionistic and idealistic. They may equate

achievement and grades with self-esteem and self-worth, which sometimes

leads to fear of failure and interferes with achievement.

Gifted students may experience heightened sensitivity to their own

expectations and those of others, resulting in guilt over achievements or

grades perceived to be low.

Gifted students are asynchronous. Their chronological age, social,

physical, emotional, and intellectual development may all be at different

levels. For example, a 5-year-old may be able to read and comprehend a

third-grade book but may not be able to write legibly.

Some gifted children are "mappers" (sequential learners), while others are

"leapers" (spatial learners). Leapers may not know how they got a "right

answer." Mappers may get lost in the steps leading to the right answer.

(5)

Gifted students may be so far ahead of their chronological age mates that they

know more than half the curriculum before the school year begins! Their boredom

can result in low achievement and grades.

Gifted children are problem solvers. They benefit from working on open-ended,

interdisciplinary problems; for example, how to solve a shortage of community

resources. Gifted students often refuse to work for grades alone.

Gifted students often think abstractly and with such complexity that they may

need help with concrete study- and test-taking skills. They may not be able to

select one answer in a multiple choice question because they see how all the

answers might be correct.

Gifted students who do well in school may define success as getting an "A" and

(6)

Thinking and Learning

Differently in Room 30

The CATS curriculum encourages

students to apply critical-thinking

skills and to become self-directed

learners. It incorporates the regular

curriculum but differs in content,

process, product, pacing, and

environment.

http://ww2.chandler.k12.az.us/

The CATS curriculum encourages

students to apply

critical-thinking

skills

and to become self-directed

learners. It incorporates the

regular

curriculum but differs in content,

process, product, pacing, and

environment.

(7)

Components of our Reading Program

CAFÉ– Strategy reading groups

Daily 5

Stories in Harcourt Text

Literature Studies Leveled Readers

Author Studies

Read Aloud

Student Selected Books

Words Their Way

Students will be engaged in meaningful literacy activities during our

daily reading block. Using "

The Daily Five

,

" a set of literacy specific

tasks, students will be reading to self, reading to someone, listening to

reading, writing, and working on spelling/word study activities. Students

will also be improving their literacy skills and focusing on improving their

comprehension, accuracy, fluency and expanded vocabulary

(8)

Language

Arts

Print Concepts

Phonemic

Awareness

Phonics

Fluency

Comprehension

Strategies

Vocabulary

International Reading

Association

Padak and Rasinski

Best Practices

Informational

text

Literary text

(9)

What does it like?

How do we make it happen?

-Morning News

-Think-alouds

-Read-alouds

-Guided reading

and discussions

-Modeling strategies

-Activating schema

-Poetry break

time

-Morning News

-Think-alouds

-Read-alouds

-Guided reading

and discussions

-Modeling strategies

-Activating schema

-Poetry break

time

-Responsive teaching

and differentiated

instruction

- Activating schema

-Fluency

-Word study

-Comprehension

-Buddy reading

-Book talk

-Responsive teaching

and differentiated

instruction

- Activating schema

-Fluency

-Word study

-Comprehension

-Buddy reading

-Book talk

-Rereading for

deeper meaning

- Metacognition

use sticky notes

for new learning

-Exit slips

-Reading to answer

a question

- Journal writing

-Rereading for

deeper meaning

- Metacognition

use sticky notes

for new learning

-Exit slips

-Reading to answer

a question

(10)
(11)

Ideas and Content

The writing is clear and focused. The main idea stands out and there is strong support for

the main idea with quality, relevant details.

Organization

The writing demonstrates a sequence (beginning, middle and end). Details are in the right place

and the reader wants to find out what’s happening next.

Sentence Fluency

The sentences are clear and the writing flows smoothly. The writer uses a variety of simple

and complex sentences; there is a rhythm and flow to the writing.

Word Choice

Words that are colorful, creative and descriptive are used in the writing.

Voice

The writing has personality and the reader feels the story is talking right to them.

The writing has flavor, charm, liveliness and pizzazz!

Conventions

The writing has few errors (spelling, punctuation, grammar) and could be easily published.

Presentation

The paper looks good (neat, centered, legible, illustrations, etc.)

(12)

The Writing Process

Prewriting

Prewriting involves using strategies to generate, plan and organize ideas for a specific purpose.

Drafting

Drafting incorporates prewriting activities to create a first draft containing necessary elements for a

specific purpose.

Revising

Revising includes evaluating and refining the rough draft for clarity and effectiveness. Does the

draft say what it is supposed to say?

Editing

Editing includes proofreading and correcting the draft for conventions (spelling, capital letters,

punctuation, etc.)

Publishing

(13)

Writing

Your child will be given numerous opportunities to

write daily.

Writing pieces which give your child continuing

exposure to the writing process (pre-writing, rough

draft, editing/revision, publishing) using the Write

From the Beginning Series.

Literacy response activities

Book Report projects

Different types of genre writing include:

Friendly Letters

Narratives

Functional Text (classroom rules, letters,

experiments, recipes, notes/messages, labels,

directions, posters, graphs/tables)

Poetry, Rhymes and Chants

Literature Responses

(14)

1.

2.

3.

4.

5.

Write From the Beginning:

(15)

Math

DOK (Depth of Knowledge)

Students Will:

Make sense of problems and persevere in solving

the problem

Reason abstractly and quantitatively

Model with mathematics

Look for and express regularity in repeated

reasoning

Come up with multiple solutions to a problem (i.e.

5+5=10, 6+4=10, 11-1=10, 10 ones, 1 ten, 10

pennies, 1 nickel and 5 pennies.)

Use different mathematical strategies to solve a

(16)

1

st

Grade Math

(2

nd

Grade standards)

The following is a list of math concepts that we will be

working on throughout the year:

Place Value and Counting

2 and 3 Digit Addition with/without Regrouping

2 and 3 Digit Subtraction with/without Regrouping

Money (counting, making change)

Telling time to the minute

Geometry (Shapes, Symmetry)

(17)

2

nd

Grade Math Facts

Math facts are an important part of number sense. Many math

concepts spiral and it is important for your child to have a solid

understanding of their math facts. During first quarter we will begin

learning multiplication facts. It will be important to practice and learn

those facts automatically as well after we have learned them through a

variety of activities.

(18)

2

nd

Grade Science

Life Cycles

Digestive, Respiratory, and Circulatory

Systems

Solids, Liquids, and Gases

Types of Clouds

Measuring Weather

Inventors and their Inventions

Map skills

Rain Forest

(19)

1

st

Grade Social Studies

American History

National Holidays /Symbols

Government /Role of Citizenship

Early Civilizations

(20)

2

nd

Grade Social Studies

Research Skills, timelines

American Colonies and the New Nation

Westward Expansion

The Foundations of Government

Branches of Government

(21)

Assessments

Pretest

Expectations are

shared with

students prior to

assignments and

assessments

Pretest

Expectations are

shared with

students prior to

assignments and

assessments

Assessments vary in

format

- Rubrics (May be

student and teacher

generated)

-

Show what you

know (hands-on)

Assessments vary in

format

- Rubrics (May be

student and teacher

generated)

(22)

thinkingmaps.com

Writing to Explain Why,

How and Point of View

Writing to Inform

Summary/Paraphrase

Problem/Solution Writing

Writing to Evaluate

Response to Literature

Writing to Explain Why,

How and Point of View

Writing to Inform

Summary/Paraphrase

Problem/Solution Writing

(23)

Language of the

Disciplines

Patterns

Rules

Details

Unanswered

Questions

Trends

Ethics

Big Ideas

Changes OverTime

Interdisciplinary

Relationships

Depth

and Complexity

Icons

(24)

Depth and Complexity Icon Chart

Depth

Icon

Definition

Example

Writing

Key Questions

Thinking Skills

Language of the

Discipline

What vocabulary terms are specific to the content or discipline?

Tools Jargon Icons Acronyms Special phrases

Terms Slang Abbreviations

What are its attributes? What features characterize this? What specific elements define this? What distinguishes this from other things?

What terms or words are specific to the work of ….?

What tools does the ________________ use?

Categorize Identify

Details

What are the defining features or characteristics?

Find examples and evidence to support opinions and ideas.

Parts

Factors Attributes Variables Distinguishing Traits

Describe it: (physically, using the 5 senses, if applicable)

How would you describe this issue/topic? If it’s a concept, think “out of the box” and gives it a color, taste, smell, etc.

What are its attributes? What features characterize this? What specific elements define this? What distinguishes this from other things?

Identify traits Describe Differentiate Compare/contrast Prove with evidence Observe

Patterns

What elements reoccur? What is the sequence or order of events?

Make predictions based on past events.

Predictability

Repetition

Expository writing: Create (planning),

Remembering (listing, describing, naming) Understanding (categorizing, explaining) Analyzing (How are the components organized?)

What are the reoccurring events?

What elements, events, ideas, are repeated over time?

What was the order of events? How can we predict what will come next?

Determine relevant versus irrelevant

Summarize Make analogies

Discriminate between same & different

Relate

Unanswered

Questions

What information is unclear, missing, or unavailable? What evidence do you need? What has not yet been proven?

Missing Parts Incomplete Ideas

Discrepancies Unresolved issues

Ambiguity

What do people who work in this discipline still need to find out? What don’t they know?

What do experts in the field still not understand about this area/topic/ study/discipline? What is yet unknown about this area/topic/study/discipline?

In what ways is the information incomplete or lacking in explanation?

Prioritize

Determine cause and effect Predict

Relate Formulate questions Hypothesize

Rules

What structure underlies this subject? What guidelines or regulations affect it? What hierarchy or ordering principle is at work? Structure Order Reasons-“Because…” Organization Explanation Classification

Analyze it-How is this used, in real life or metaphorical? How does it help you understand other topics/issues? Who uses it? Who doesn’t use it but should? Who needs it understand it well?

How is this structured?

What are the stated and unstated causes related to the description or explanation of what we are studying?

Generalize Predict Judge credibility

Trends

Note factors (Social, Economic, Political, Scientific, Artistic, Geographic) that cause events to occur.

Identify patterns of change over time. Influence Forces Direction Course of Action Compare, Contrast and Forecast

Compare-What is this similar to? Different from? What does it remind you of?

What ongoing factors have influenced this study?

What factors have contributed to this study?

(25)

Depth

Icon

Definition

Example

Writing

Key Questions

Thinking Skills

Ethics

What moral principles are involved in this subject?

What controversies exist? What arguments could emerge from a study of this topic?

Values Morals Pro and Con Bias Discrimination

Prejudice Judging Differing Opinions

Point of View Right and Wrong

Wisdom

Argue for/against: Why would you support this?

Why would you argue against it? Who should be in favor of it?

Who should be against it? Why?

What dilemmas or controversies are involved in this? What area/topic/study/discipline?

What elements can be identified that reflect bias, prejudice, discrimination?

- Recognize fallacies - Note ambiguity - Distinguish fact from

fiction & opinion - Formulate questions - Problem solve - Identify missing information - Test assumptions

Big Ideas

What theory or general statement applies to these ideas? How do these ideas relate to broad concepts such as change, systems, chaos vs. order, etc? What is the main idea?

Draw conclusions based on evidence Make generalizations

Summarize Theory Principle

List the most important ideas about this discipline.

What overarching statement best describes what is being studied?

What general statement includes what is being studied?

Support with evidence Generalize Identify the main idea

Complexity

Icon

Definition

Example

Writing

Key Questions

Resources

Across the

Disciplines

Relate the area of study to other subjects within, between, and across

disciplines. Connect Associate Integrate Lind Ideas Cross-Curricular study Associate

it-What does this remind you of?

Does the topic connect to other issues/subjects? Do you have memories or experiences related to it that it makes you think of?

Apply it (tell how it can be used)—How does it help you understand other subjects, branches of learning, fields of study, professions, jobs?

Changes over Time

How are elements related in terms of the past, present, and future? How and why do things change? What doesn’t change?

Connecting points in time Examining a time period

Compare and Contrast

Make a time-line of the important events in this discipline.

How are the ideas related between the past, present, future?

How are these ideas related within or during a particular time period?

How has time affected the information? How and why do things change or remain the same?

Time lines Text Biographies Autobiographies Historical documents

Different

Perspectives

How would others see the situation differently?

Different roles and knowledge Opposing viewpoints

Apply it- How is this used, in real life or metaphorically? How does it help you understand other topics/issues? Who uses it?

Who doesn’t use it but should? Who needs to understand it well?

What are the opposing viewpoints?

How do different people and characters see this event or situation?

Biographies Autobiographies Mythologies, Legends vs.

nonfiction accounts Debates

(26)

Habit is a cable; we

weave a thread

of it each day, and

at last we cannot

break it.

- Horace Mann

Habit is a cable; we

weave a thread

of it each day, and

at last we cannot

break it.

- Horace Mann

Motivation is what gets you started.

Habit is what keeps you going.

-Jim Ryuh

Motivation is what gets you started.

(27)

Persisting

Stick to it!

Arthur L. Costa,

Ed.D.

Persevering in task through to completion;

remaining focused

Listening with Empathy

and Understanding

Understand Others!

Arthur L. Costa,

Ed.D.

Devoting mental energy to another person's

thoughts and ideas; holding in abeyance

one's own thoughts in order to perceive

another's point of view and emotions

Thinking About your

Thinking (Metacognition)

Know your knowing!

Arthur L. Costa,

Ed.D.

Being aware of one's own thoughts,

strategies, feelings and actions and their

effects on others.

Habits of Mind

(28)

Creativity

Creativity

... is the ability

to see relationships

where none exist.

- Thomas Disch

... is the ability

to see relationships

where none exist.

(29)

Olweus Bullying Prevention Program

Along with character traits, Santan will be implementing a new bullying

prevention program. The rules the kids are following are:

1. We will not bully others.

2. We will try to help students who are bullied.

3. We will try to include students who are left out.

4. If we know that somebody is being bullied, we will tell an

adult at school and an adult at home.

5. We will practice each Pillar of Character each day.

The Olweus definition of bullying is: “A person is bullied when he or she is

(30)
(31)

Citizenship and Communication

Character tickets positive

reinforcement, Santan bucks,

character tickets for drawing, treasure

chest, etc...

Clip Chart completed daily

Clip Chart recorded for whole quarter

Email as needed

Character tickets positive

reinforcement, Santan bucks,

character tickets for drawing, treasure

chest, etc...

Clip Chart completed daily

(32)

Q: Who can donate?

A: Any Arizona tax payer.

This includes...

Family Friends

Any Community Members

Aunts and Uncles

(33)

What do we use the

Tax Credits for?

We use tax credits to fund our field trips. We

are currently planning the following field trips

for this year:

Halle Heart Center

Childsplay Theater

Arizona Science Center - Weather

Science on Wheels

Rockin’ R Ranch

(34)

Bits and Pieces

Snacks

Students are permitted to bring their own healthy snack from home to eat

during class time. We will have a "working snack," where the class will

continue to work on assignments. Candy is not considered a snack, and if

brought, will be asked to put away until dismissal.

Lunch

If your child will be purchasing lunch through the school, please have them

give us their money or check in the morning so we can add it to their lunch

account or bring it to the MPR room before school starts. You can also

access your student’s lunch account at www.mylunchmoney.com.

Dismissal

Please be sure to send an email or a note with your child anytime he/she will

(35)

Room 30 is a positive, encouraging environment that

will give your child the opportunity to think and learn

creatively and differently.

Many of our learning experiences will be hands-on

and take place in our classroom.

Children are encouraged to use their critical thinking

skills.

Children are challenged to look beyond the given

and discover more than one solution to a problem.

Room 30 is a positive, encouraging environment that

will give your child the opportunity to think and learn

creatively and differently.

Many of our learning experiences will be hands-on

and take place in our classroom.

Children are encouraged to use their critical thinking

skills.

References

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