Welcome

to 1st and 2nd Grade CATS

Curriculum

\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.

- Annemarie Roeper

Truths About Gifted StudentsTruths 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.

Adapted from College Planning for Gifted Students, 2nd edition, by Sandra Berger.

• 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 failure as any grade less than an "A." By early adolescence they may be unwilling to try anything where they are not certain of guaranteed success.

Thinking and Learning Differently in Room 30The 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.

http://ww2.chandler.k12.az.us/

Components of our Reading ProgramCAFÉ– Strategy reading groups

Daily 5 Stories in Harcourt Text

Literature Studies Leveled ReadersAuthor StudiesRead Aloud

Student Selected BooksWords 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 (C.A.F.E) as they read a variety of texts and genres.

Language Arts

Print Concepts

Phonemic Awareness

PhonicsFluency

ComprehensionStrategies

Vocabulary

International Reading Association Padak and Rasinski

Best Practices

Informationaltext

Literary text

Motivation

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 teachingand differentiated instruction

- Activating schema-Fluency-Word study-Comprehension-Buddy reading-Book talk

-Responsive teachingand differentiated instruction

- Activating schema-Fluency-Word study-Comprehension-Buddy reading-Book talk

-Rereading fordeeper meaning

- Metacognitionuse sticky notes for new learning

-Exit slips-Reading to answer

a question- Journal writing

-Rereading fordeeper meaning

- Metacognitionuse sticky notes for new learning

-Exit slips-Reading to answer

a question- Journal writing

\ Writing \Writing ProcessWriting Process

6 + 1 Traits of Good Writing

1. Ideas2. Organization3. Sentence Fluency4. Word Choice5. Voice6. Conventions7. Presentation

6 + 1 Traits of Good Writing

1. Ideas2. Organization3. Sentence Fluency4. Word Choice5. Voice6. Conventions7. Presentation

Ideas and ContentThe writing is clear and focused. The main idea stands out and there is strong support for the main idea with quality, relevant details.

OrganizationThe 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 FluencyThe 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 ChoiceWords that are colorful, creative and descriptive are used in the writing.

VoiceThe writing has personality and the reader feels the story is talking right to them. The writing has flavor, charm, liveliness and pizzazz!

ConventionsThe writing has few errors (spelling, punctuation, grammar) and could be easily published.

PresentationThe paper looks good (neat, centered, legible, illustrations, etc.)

6+1 Writing Traits

The Writing ProcessPrewritingPrewriting involves using strategies to generate, plan and organize ideas for a specific purpose.

DraftingDrafting 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?

EditingEditing includes proofreading and correcting the draft for conventions (spelling, capital letters, punctuation, etc.)

PublishingPublishing includes formatting and presenting a final product for the intended audience.

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 Expository Text

1. 2.

3. 4.

5.

Write From the Beginning:Writing Program

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 problem.

1st Grade Math (2nd 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) Word Problems will be used with each concept. Guided math

2nd 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.

We will not spend much time practicing addition and subtraction facts to 20. If your child does not know these facts automatically please practice them on a regular basis…the more they practice the better they will get.

2nd 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 PBL Fair (Problem-Based Learning)

1st Grade Social Studies

American History National Holidays /Symbols Government /Role of Citizenship Early Civilizations Geography

2nd Grade Social Studies

Research Skills, timelines American Colonies and the New Nation Westward Expansion The Foundations of Government Branches of Government Economics-producers and consumers

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 informat

- Rubrics (May be student and teacher generated)

- Show what you know (hands-on)

Assessments vary informat

- Rubrics (May be student and teacher generated)

- Show what you know (hands-on)

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

Writing to Evaluate

Response to Literature

Language of theDisciplines

Patterns Rules

Details

Unanswered Questions

Trends

Ethics Big Ideas

Changes OverTimeInterdisciplinaryRelationships

Depthand Complexity Icons

Point of View, Multiple Perspectives

Depth and Complexity Icon ChartDepth Icon Definition Example Writing Key Questions Thinking Skills

Language of the Discipline

What vocabulary terms are specific to the content or discipline?

Tools Jargon IconsAcronyms

Special phrasesTerms 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?

CategorizeIdentify

Details

What are the defining features or characteristics? Find examples and evidence to support opinions and ideas.

PartsFactors

AttributesVariables

Distinguishing Traits

Describe 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 traitsDescribeDifferentiateCompare/contrastProve with evidenceObserve

Patterns

What elements reoccur? What is the sequence or order of events? Make predictions based on past events.

PredictabilityRepetition

Expository 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 irrelevantSummarize Make analogies Discriminate between same & differentRelate

Unanswered Questions

What information is unclear, missing, or unavailable?What evidence do you need? What has not yet been proven?

Missing PartsIncomplete Ideas

DiscrepanciesUnresolved 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?

PrioritizeDetermine cause and effectPredictRelate Formulate questionsHypothesize

Rules

What structure underlies this subject? What guidelines or regulations affect it? What hierarchy or ordering principle is at work?

StructureOrder

Reasons-“Because…”OrganizationExplanation

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?

GeneralizePredictJudge credibility

Trends

Note factors (Social, Economic, Political, Scientific, Artistic, Geographic) that cause events to occur. Identify patterns of change over time.

InfluenceForces DirectionCourse of Action

Compare, Contrastand 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?

Judge with criteriaDetermine bias

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 MoralsPro and Con

Bias DiscriminationPrejudiceJudging

Differing OpinionsPoint of View

Right and WrongWisdom

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 generalizationsSummarize

TheoryPrinciple

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 evidenceGeneralizeIdentify 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.

ConnectAssociateIntegrate

Lind IdeasCross-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 timeExamining a time periodCompare 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 linesText

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 accountsDebates

Based upon the work of Sandra Kaplan, adapted by Jere Fitterman 2008

Habit is a cable; we weave a thread of it each day, and at last we cannot break it. - Horace Mann

Habit is a cable; we weave a thread of it each day, and at last we cannot break it. - Horace Mann

Motivation is what gets you started. Habit is what keeps you going.

-Jim Ryuh

Motivation is what gets you started. Habit is what keeps you going.

-Jim Ryuh

Persisting Stick to it!Arthur L. Costa,

Ed.D.Persevering in task through to completion;

remaining focused

Listening with Empathy and Understanding

Understand Others!Arthur L. Costa,

Ed.D.Devoting mental energy to another person's

thoughts and ideas; holding in abeyance one's own thoughts in order to perceive

another's point of view and emotions

Thinking About your Thinking (Metacognition)

Know your knowing!Arthur L. Costa,

Ed.D.Being aware of one's own thoughts,

strategies, feelings and actions and their effects on others.

Habits of MindArthur L. Costa, Ed.D. and Arthur L. Costa, Ed.D.

CreativityCreativity... is the ability to see relationships where none exist.- Thomas Disch

... is the ability to see relationships where none exist.- Thomas Disch

Olweus Bullying Prevention Program

Along with character traits, Santan will be implementing a new bullying prevention program. The rules the kids are following are:

1. We will not bully others. 2. We will try to help students who are bullied. 3. We will try to include students who are left out. 4. If we know that somebody is being bullied, we will tell an adult at school and an adult at home. 5. We will practice each Pillar of Character each day.

The Olweus definition of bullying is: “A person is bullied when he or she is exposed, repeatedly and over time, to negative actions on the part of one or more other persons, and he or she has difficulty defending himself or herself.”

Santan Storm= = WarningWarning

= Time Out*= Time Out*

= Reflection Center= Reflection Center

= Office Referral= Office Referral

= Detention = Detention

Citizenship and Communication

Character tickets positive reinforcement, Santan bucks, character tickets for drawing, treasure chest, etc...

Clip Chart completed daily Clip Chart recorded for whole quarter Email as needed

Character tickets positive reinforcement, Santan bucks, character tickets for drawing, treasure chest, etc...

Clip Chart completed daily Clip Chart recorded for whole quarter Email as needed

Q: Who can donate? A: Any Arizona tax payer. This includes...

Family Friends Any Community Members Aunts and Uncles

Tax Credit Q and A

What do we use the Tax Credits for? We use tax credits to fund our field trips. We

are currently planning the following field trips for this year:

Halle Heart Center Childsplay Theater Arizona Science Center - Weather Science on Wheels Rockin’ R Ranch Dickersen Orthodontics

Bits and Pieces Snacks Students are permitted to bring their own healthy snack from home to eat

during class time. We will have a "working snack," where the class will continue to work on assignments. Candy is not considered a snack, and if brought, will be asked to put away until dismissal.

Lunch If your child will be purchasing lunch through the school, please have them

give us their money or check in the morning so we can add it to their lunch account or bring it to the MPR room before school starts. You can also access your student’s lunch account at www.mylunchmoney.com.

Dismissal Please be sure to send an email or a note with your child anytime he/she will

be going home a different way than usual (bus rather than walk, home with a friend, etc.) In order to minimize distractions in the classroom, parents are expected to wait outside the double doors until the bell rings.

Room 30 is a positive, encouraging environment that will give your child the opportunity to think and learn creatively and differently.

Many of our learning experiences will be hands-on and take place in our classroom.

Children are encouraged to use their critical thinking skills.

Children are challenged to look beyond the given and discover more than one solution to a problem.

Room 30 is a positive, encouraging environment that will give your child the opportunity to think and learn creatively and differently.

Many of our learning experiences will be hands-on and take place in our classroom.

Children are encouraged to use their critical thinking skills.

Children are challenged to look beyond the given and discover more than one solution to a problem.