Primary Student Identification• 2nd grade students in the 90% and above based on Fall MAP scores for Reading and Math• Additional Friday enrichment group on Fridays for students in the 80%-89% range- Chess Club• Building Thinking Skills software for exposure to CoGat-Type questioning and thinking skills
When are these services provided?• 2 groups of students (13-15 students in each group)• One group is seen on M/W and the other on T/TH for one hour each day (ELA for 1st semester and Math for 2nd)• Part of the time allocated for the enrichment block is during the grade level WIN (What I Need) intervention time
Friday Enrichment• During the one hour Friday enrichment block we will be serving two groups 20-21 students• These students will be pulled from all of the 2nd grade classrooms.• The students will come on a weekly basis.
What materials are we using for ELA enrichment?• Beyond Words Unit- The College of William and MaryOrganized around the study of figurativelanguage, including simile, metaphor, andpersonification, this unit explores the ideathat language can change the way we thinkabout the world by creating new images andconnections in our minds. Approximate Time Frame: 1 semester
What materials are we using for math enrichment?Using Everyday Measures: Measuring with the MeerkatsStudents explore the measurement concepts oflength, area, and capacity. Throughout the unit,students also develop mathematical communicationskills by taking on roles as speakers, listeners, andwriters in a math learning environment bycommunicating with two meerkats, Dru and Teller, whoare interested in measurement. Approximate Time Frame: 1 semester
Building Thinking Skills SoftwareBuilding Thinking Skills® provides highly effective verbal and nonverbalreasoning activities to improve vocabulary, reading, writing,math, logic, and figural-spatial skills, as well as visual and auditoryprocessing.The activities are sequenced developmentally. Each skill (for example,classifying) is presented first in the semi-concrete figural-spatial form andthen in the abstract verbal form. Children learn to analyze relationshipsbetween objects, between words, and between objects and words asthey: Observe, recognize, and describe characteristics. Distinguishsimilarities and differences. Identify and complete sequences, classifications,and analogies.These processes help children develop superior thinking and communicationskills that lead to deeper content learning in all subjects. http://www.criticalthinking.com/ (See sample items)
Junior Great BooksStudents come to see themselves as successful, lifelong learners andthinkers as they:• Share and explain their ideas• Gain confidence when approaching challenging literature• Become self-aware, self-monitoring readersStudents learn to read for meaning as they:• Use reading comprehension strategies to better understand a story• Go beyond snap responses to deeper thinking• Support ideas with evidence from the story• Develop appreciation for rich, rewarding literatureStudents develop cognitive, social, and emotional intelligences as they:• Thoughtfully consider different points of view• Listen to others and respond appropriately• Create a collaborative classroom community with support from their peers and teachers
William & Mary Units of Study3rd- Journeys & Destinations4th- Literary Reflections5th- Patterns of ChangeDevelop students skills in:1.) literary analysis and interpretation2.) persuasive writing3.) linguistic competency/ oral communication4.) strengthen students reasoning skills and understanding of the concept of change.
The DBQ Project Reading & Writing Research4th -Jamestown & Constitution Mini Qs
Word Study• 3rd- STEM and Grammar Study• 4th- STEM and Vocabulary Study Recommended for grades 3 & 4, Building Language provides an introduction to Latin stems as the bases for much of the English and Spanish languages. Ten lessons introduce important Latin stems, providing an intellectual key for young students to understand that big words arent necessarily hard.
Scientific Inquiry• All third grade students are served in a science content class. Our science curriculum teaches the skills, concepts and habits of mind needed for success in science and math as well as fostering creativity, talent development, and self- generating, problem-solving abilities in our students.
We will place an emphasis on higher level thinking and problem- based learning that will allow students to construct an individual understanding of scientific concepts and see connections between the classroom and real world problems.
Students meet every afternoon for science. We want to make science and scientific processes fun and meaningful to the students with the use of technology and student- driven hypotheses and experimentation. Spark probes to develop hypotheses, collect data to prove or disprove the hypotheses, and then draw conclusions.
Science Fair!• All AGP students will go through the scientific process and create individual science fair projects this year.
5 th Grade AGP Math• 5th and 6th grade math in one academic year in preparation for beginning pre-algebra in 6th grade. (accelerated course of study)• Faster pace (Acceleration)• Less repetition – more depth• More problem solving• Students use 6th grade math journals from Everyday Math• Participate in Continental Math national math competition
Additional Curriculum Resources:• Hands-On Equations for algebraic problem solving to give a concrete understanding of balanced equations before moving to abstract problem solving on paper.• Project M3: Record Makers and Breakers: Use algebra to analyze graphs• South Carolina Stock Market Game: Students compete in groups investing $100,000 in the stock market. They analyze stock trends and make decisions about where to invest their money.