Curriculum Night 2012 Mrs. Pope’s Gifted Language Arts Class Common Core • Thematic Units – Variety of reading genres – Writing to respond to text-dependent questions and understanding document-based writing – Teaching grammar though the reading and writing already done in class • Resources for more information on Common Core: – National PTA Parent’s Guide to Student Success • http://www.pta.org/4446.htm – 50 Helpful Links to understand the Common Core • http://classroom-aid.com/2012/08/13/50-important- links-for-common-core-educators/ Organization • Binder – Students’ binders will hold most notes, grammar work, weekly DGP warm-ups, and graded work. • Journal (Composition Book) – Students’ journals are used to respond to writing tasks, usually related to a reading- related prompt or particular grammar skill. – We may also use our journal to record reading- or writing-based notes and then practice related skills. Language Arts Warm-ups • DGP (Daily Grammar Practice) – M/Tu/W – This warm-up provides students with regular practice related to capitalization, punctuation, parts of speech, sentence parts, and sentence structure. • DRP (Daily Reading Practice) – Th/F – This warm-up allows students to practice reading and its related skills, such as determining author’s purpose and genre, selecting the main ideas, finding antonyms and synonyms, making inferences, comparing and contrasting, summarizing, and much more. Writing Focus • Document-based Writing • Across Curriculum –Writing is done in all content areas and connections classes. The school is committed to helping our students become successful writers! • Depth of Development—Go GREEN! • Falcon Writing Document-based Writing Example From “Aaron’s Gift” by Myron Levoy Aaron thought of the worst, the most horrible thing he could shout at the boys. “Cossacks!” he screamed. “You’re all Cossacks!” Question: Out of all names, why does Aaron choose the name “Cossacks” to call the bullies? What about his current situation reminds him of his grandmother’s past? Reading“If you can’t read it, you can’t learn from it!” –Laura Robb • Silent reading time built into the school week. – Students read at least 2-3 times a week in class, either as they finish work or as a part of reading workshop. • Homework: reading at home for 20-30 minutes a day during the school week, and at least ONCE over the weekend! • If students don’t read, they fall behind; if the student is a struggling reader already, then they fall even further behind! • Students need models…if they don’t see others reading, they don’t understand why they should read. Reading“If you can’t read it, you can’t learn from it!” –Laura Robb • Levels of reading: Level 1. Instructional (to teach) Level 2. Individual (for fun)—This is so important! • Students should read a minimum of 40-60 independent reading books a year! • Reading stamina… – Reading stamina must be built, not demanded! – If your student is not used to reading, then have them start with smaller increments of time and increase over time. E-Readers at school Word of the Day • To enrich students’ word knowledge and vocabulary, DMS teachers display a new word and its meaning every day. • The Word of the Day is the same throughout every grade level and subject area. Each teacher is encouraged to mention this word in his/her class to give students multiple exposures to the term and its usage. – Most words relate to the four content areas to preview and review some of the relevant and important academic terms. – Some key testing terms are also used in the spring before CRCT to help students understand and answer test questions. Thank You… Thank you for coming tonight and supporting your student’s education! Questions???
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