Welcome
to 1
st
and 2
nd
Grade CATS
\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.
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.
•
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
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.
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
Language
Arts
Print Concepts
Phonemic
Awareness
Phonics
Fluency
Comprehension
Strategies
Vocabulary
International Reading
Association
Padak and Rasinski
Best Practices
Informational
text
Literary text
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
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.)
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
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
1.
2.
3.
4.
5.
Write From the Beginning:
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
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)
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.
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
1
st
Grade Social Studies
American History
National Holidays /Symbols
Government /Role of Citizenship
Early Civilizations
2
nd
Grade Social Studies
Research Skills, timelines
American Colonies and the New Nation
Westward Expansion
The Foundations of Government
Branches of Government
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)
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
Language of the
Disciplines
Patterns
Rules
Details
Unanswered
Questions
Trends
Ethics
Big Ideas
Changes OverTime
Interdisciplinary
Relationships
Depth
and Complexity
Icons
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 TraitsDescribe 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
RepetitionExpository 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?
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