Gifted Program at EHES
Gifted Program at EHES
Where Students Out Learn, Out Think, and Out Achieve!1
Gifted students deserve a rigorous learning environment in which they are expected to:
engage at high levels in diverse processes, learn beyond grade-level concepts and skillsproduce high-end products that express relevant, sophisticated content
2Our school day.Morning Work Reading and Social Studies BlockMathematicsEnrichmentLunch ScienceWriting
Morning Work - math, grammar, handwriting, reading
3Reading Block: MondayVocabularyReading Reflecting
4Students work in teams to define weeks vocabulary words Students independently read and reflect on a chapter in the assigned novel or biographyLiteracy StationsThree to five students in each station: 3rd & 4th grade studentsStudents visit two stations on Tuesday and Thursday, and one station on Wednesday.30 minutes in each station
First nine weeks students work in stations in each homeroom Second nine weeks homerooms are integrated together5
Vocabulary United States History/Science Creative ArtsComprehensionResearch
6Literature Centers are based upon a theme of a selected novel or biography and is tied into social studies. This year 3rd, 4th, and 5th A Land Remembered- ties with Florida history , Toad Rage. Books we are considering next year as we study the 2th century are : Calpurnia Tate, Out of the Dust, Esperanza Rising The Wednesday WarsReaders journal reflection, character analysis, setting, problem, solutionL.A.: Grammar, writing, comprehensionVocabulary: based on book and subject matters in the bookResearch Webquests, research topics pertaining to novels and 20th centuryCreative Arts: posters, display boards etc.Why Literacy Stations?Reaches all learning stylesEnsure students grasp the key components of readingBecome better readersIntegrates Social Studies and Science
Social Studies Social Studies Flash Cards Geography Political Science U.S. HistoryDocument Based Questioning
Mini-Lesson Writing Time Peer Editing Authors Chair Monday thru Thursday
Writers Workshopis designed to emphasize the act of writing itselfstudents spend most of their timeputting pencil to paper, not just learning about it. Over time, students learn to choosetheir own topics and to manage their own development as they work through a wide varietyof writing projects in a sustained and self-directed way.Mini-lesson: (15 minutes): A short lesson focused on a single topic that students need help with. Writing Time (45 minutes ). Both students and teacher write Conference with individual students or small groups.Authors Chair(5-15 minutes). Writers read what they have written and seek Constructive criticism from peersStudents incorporate their learning in an authentic way. They get the chance to use newly acquired knowledgein their own writing, instead of just filling out dittos. Students arent intimidated by new concepts because they know theyre not on the hook for performance onan upcoming test. This is particularly beneficial to slower students who get more time to become comfortablewith new things. Class time isnt wasted giving tests. Theres more time for writing and other mini-lessons. Students literallyget more instruction, and more time to put that instruction to use. Teachers dont have to correct tests either. Students spend less time on worksheets, fill-ins, repetitive drill work, and other sub-skills of writing. Theyspend more time applying what theyve learned in an authentic way. They spend time writing and sharingtwo things they enjoyinstead of doing things they find boring and meaningless. Students develop greater confidence and independence. Because there are no tests or worksheets to fill out,students must take responsibility for their own learning. One happy consequence of this is that many studentslearn to become their own editors by applying knowledge offered in mini-lessons to their own work,rather than waiting for the teacher to correct it after the fact.
9Shared Inquiry DiscussionStudents come together to help each other explore the meaning of a novel or subject.Emphasizes a more concrete understanding of a text by discussing questions, responses, and insights with fellow readers.Strategies used to engage all readers in higher-order thinking and collaborative problem solving. Each student brings a unique perspective that influences how he or she understands the elements of the story or subject.
is a discussion method, a teaching and learning environment, and a way for individuals to achieve a more thorough understanding of a text by discussing questions, responses, and insights with fellow readersSharing their interpretations, participants gain new insights and deepen or even change their initial understanding.Discussion techniques are taught I agree with , I would like to add on etc.10Reading Block: FridayQuizzerSpelling and Vocabulary ChallengeSocial Studies Flash Incomplete Work
11Students are required to read three books each quarter. They must take the A.R. on each book or write a summary if the book does not have an A.R. Students must find at least 5 vocabulary words in each book they read. Each quarter, one of the three books will be assigned biography, Black History, Holocaust, novel about living in Fl etcSpelling words are based upon the words that the students misspell in their writing and previous weeks vocabulary words. Vocabulary words will be based and on novels, DBQs, or content areasMathematicsDuring the first nine weeks, students will be assessed to determine which text book they will work in.
Multiplication facts must be memorized by the end of the second quarter.
12First 9 weeks will focus on number sense. Students will be expected to memorize multiplication facts by the end of the second quarter.Students will move on to the 4th grade text by the second quarter those working at a 5th grade level will be challenged with the 5th grade text. Success MakerMath and ReadingConnected to Common Core State StandardsOne-on-One InstructionIdentifies Strengths and WeaknessesTracks Progress
focuses on the most critical math and reading concepts, individualized learning. Initial Placement finds just the right starting point in the curriculum and the programs content focuses instruction on areas where each learners skills need to be strengthened13ScienceThird and Fourth Grade cooperative groupsSTEM and AIMS activities
Integrating the ContentOne of the most important functions of a teacher is to help students make important connections between the subject matters they study.
Kieff, Judith, Connecting the Dots: Interdisciplinary Planning in Action Childhood Education, 81(3)(2005):158
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