WHAT IS ADVANCED CONTENT?Advanced Content Class -- Students are homogeneously grouped on the basis of academic performance/achievement in a specific academic content area. Classes include gifted and highly-able students who have demonstrated exceptional ability and motivation in a particular content area as determined by local school criteria. Advanced content classes qualify as gifted service only if (a) the maximum size specified for gifted classes by the State Board Rule is observed; (b) the curriculum is differentiated; and, (c) the teacher has the gifted in-field endorsement.
DIFFERENTIATION EXPECTATIONS:Content – Complex and challenging subject matter that:Requires intellectual struggleUtilizes primary documentsIntegrates research skills and methodsIncorporates relevant, real-life learningIntegrates interdisciplinary connections
DIFFERENTIATION EXPECTATIONS:Process – Instructional strategies are designed to:Emphasize higher-order thinking, problem-solving, and communication skillsFoster self-initiated and self-directed learningPromote creative application of ideasModel and encourage academic discussion
DIFFERENTIATION EXPECTATIONS:Environment – Altering the physical setting and work conditions to: Change the actual place where students work Alter the level of expectations Allow flexible time and/or Provide opportunities for independent study and in-depth research Provide opportunities for mentorship
DIFFERENTIATION DIFFERENTIATION EXPECTATIONS: EXPECTATIONS:Product - Gifted student products should demonstrate adevelopmentally appropriate capacity for:Self-directed learningMeaningful collaborationEffective problem solving of challenging and complex issuesEffective communicationSocial and emotional understanding of self relative to community, culture, and physical environment
DIFFERENTIATION DIFFERENTIATION EXPECTATIONS: EXPECTATIONS:Assessment – Gifted learners need various methods andopportunities to document mastery of curriculum such as: Pre/post tests Self assessment through rubrics Creation of goal-based checklists Conferencing, commentary and qualitative feedback
Language Arts Social Studies Science Math 5th grade ITBS Math 6th Grade AC Math, Total ITBS LA ITBS SS ITBS Sci AND > 90th %ile > 90th %ile > 90th %ile 5th grade CRCT Math Math 6/7 Class Total within 1 SEM ITBS Math Completion of Math 6/7 > 80th %ile 7th Grade AC Math, AND 6th grade CRCT Math ITBS Reading ITBS Reading Math 7/8 Class Total within 1 SEM > 80th %ile > 80th %ile ITBS Reading > 80th %ile AND 85% cumulative math test average in Math 6/7Year End Scholastic Year End Scholastic Year End ScholasticReading Inventory 8th Grade AC Math, Completion of Math 7/8 Reading Inventory Score Reading Inventory Score Score AND 6th 1051 6th 1051 CCGPS Algebra 7th grade CRCT Math 6th 1051 7th 1101 7th 1101 And CCGPS Algebra/ Total within 1 SEM 7th 1101 8th 1151 8th 1151 Geometry 8th 1151 AND CRCT LA CRCT SS CRCT Sci 85% cumulative math > 830 > 830 > 830 test average in Math 7/85th grade Writing Test Score of Exceeds
COMMON CORE GEORGIA PERFORMANCE STANDARDS FOR SSCCGPS promotes reading and writing in the subject area in order to prepare studentsfor a life in college and career.• As a reader, students need to be able to analyze, evaluate, and differentiate primary and secondary sources. This requires acquisition and use of the norms and conventions of the discipline, such as the kinds of evidence used in history; an understanding of domain-specific words and phrases; an attention to precise details; evaluate intricate arguments, synthesize complex information, and follow detailed descriptions of events and concepts.• Writing is a key means for students to assert and defend claims, to demonstrate what they know about a subject, and to convey what they have experienced, imagined, thought, and felt. Student have to become adept at gathering information, evaluating sources, and citing material accurately, while reporting findings from their research and analysis of sources in a clear and cogent manner. Students must take task, purpose, and audience into careful consideration, choosing words, information, structures, and formats deliberately.• To meet these goals, students will devote significant time and effort to reading multiple source documents as well as writing and producing numerous pieces over short and long time frames throughout the year.
In sixth grade, students begin the study of major world regions. The fourstrands of geography, history, civics, and economics are integrated, withhistory as the central strand. The history strand focuses on historicaldevelopments essential to understanding a specific region in the modernworld. The geography strand relates the importance of geography toeach regional development. The civics strand examines politicalstructures in each region. The economics strand continues to build basiceconomic concepts and introduces students to the economicdevelopment of each region.
ADVANCED CONTENT SOCIAL STUDIESWhat should I expect from ACSS:• Students are thinking and doing• Self Directed learning• Learn to work in groups• Expected to do more than the average class, go deeper into material;• Product expectations above and beyond those of• Expect to use technology• Assessments based on CRCT type format as well as Document based questioning
ADVANCED CONTENT LANGUAGE-ARTS The objective of the Language-Arts program is to empower students to become excellentreaders, writers, speakers, listeners, and interpreters of communication.
COMMON CORE STANDARDSIntegration of themes and big questions in units of study, that pull in all other content areas Global knowledge CORE: Reading, Writing, Speaking/Listening ,and Language Reading: A progressive development of reading comprehension. Cite the textualevidence that most strongly supports an analysis of what the text says explicitly as wellas inferences drawn from the text. Students will be able to interpret, evaluate, and make connections…. to various types of folklore.
COMMON CORE GLOBAL KNOWLEDGE AND APPLICATIONWriting:• Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.• Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing• Demonstrate understanding of the writing process and write a compare/contrast essay• Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather Vocabulary knowledge when considering a word or phrase important to comprehension or expression
COMMON CORE GLOBAL KNOWLEDGE AND APPLICATIONLanguage:• Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.Speaking/Listening:• Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led)with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
GRADING CATEGORIES• Readings and questioning, note-taking• Discussions, Responses, textual analysis• Outlines, Drafts, Drafts with revisions• Journals and Publish writings• Writing & Grammar, Spelling and Vocabulary Exercises• Formal Assessments
SUPPLIES• Binder (1-2 inches), pocket-dividers, loose-leaf paper, loose-leaf paper reinforcements• Blue or black ink pens, Colored inks pens, Highlighters• Composition book 3 pocket portfolios• Post-it notes (2x2),• Clean flash drive 4GB• Novel for independent reading• Hand sanitizer and tissues
AGENDA• EQ: Immigration: (theme)What is the American Dream?(writing)• Warm-up: Skills Practice Chapter 2 (nouns)• EQ: How do I determine the author’s tone, style and mood ?• Critical Analysis: Read, Mark, and Analyze p. 69 “The All- American Slurp”( Pair – Read- Share )discussion collaboration and reading)• HW: Unit 8 Vocabulary (language) “Choosing the Right Word”• Reflections due tomorrow
Content standards for Grade 6 are arranged within the followingdomains and clusters: Ratios and Proportional Relationships• Understand ratio concepts and use ratio reasoning to solve problems. The Number System• Apply and extend previous understandings of multiplication and division to dividefractions by fractions.• Compute fluently with multi‐digit numbers and find common factors and multiples.• Apply and extend previous understandings of numbers to the system of rationalnumbers. Expressions and Equations• Apply and extend previous understandings of arithmetic to algebraic expressions.• Reason about and solve one‐variable equations and inequalities.• Represent and analyze quantitative relationships between dependent and independentvariables. Geometry• Solve real‐world and mathematical problems involving area, surface area, and volume. Statistics and Probability• Develop understanding of statistical variability.• Summarize and describe distributions.
GIFTED & HIGHLY-ABLE STUDENTS IN MATH• Exhibit ingenuity• Intellectual curiosity• Creative talent• Ability to assimilate and generalize• High level of mathematical achievement Posamentier, A.; Smith, B. & Stepelman, J. “Teaching Secondary Mathematics Techniques and Enrichment Units”. Pearson, New York, 2010.
ADVANCED CONTENT SCIENCEWhat should I expect from AC Science:• Investigating the world around them• Provided Investigative Questions to Solve for Each Unit• Collaborating in Groups to Find Answers• Data Collection & Research Based• Unit Projects to Demonstrate Understanding of Topic• Variety of Delivery Methods including Technology• Students will Collect Evidence of their Learning
ADVANCED CONTENT SCIENCETOPICS INCLUDE:• ROCKS & MINERALS• PLATE TECTONICS• EARTHQUAKES & VOLCANOES• WATER CYCLE & THE HYDROSPHERE• ATMOSPHERE & WEATHER• OCEAN ENVIRONMENT• PLANETS & ORBITAL OBJECTS• PHASES OF THE MOON & ECLIPSES
ADVANCED CONTENT SCIENCETo provide a hands on collaborative learningenvironment that fosters research & problemsolving skills that will assist your students to become more successful adults in high school and beyond.
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