The Sand Point staff believe that mastery of mathematics concepts and skills comes with repeated exposure and practice, not just after one lesson. To develop mastery, math content is taught first through informal exposure, then through more formal and directed instruction.
Everyday Math Background
Developed by the University of Chicago School Mathematics Project
Based on research about how children learn and develop mathematical understanding
Provides the broad mathematical background needed in the 21st century
In Everyday Math you can expect to see…
a problem-solving approach based on everyday situations
an instructional approach that revisits concepts regularly
frequent practice of basic skills, often through games
lessons based on activities and discussion, not a textbook
math content that goes beyond basic arithmetic
Every Day Math Daily Lesson
All students are able to investigate scientifically in order to construct and acquire conceptual understanding of their world, develop positive scientific attitudes, and become scientifically literate. This is accomplished through a collaborative, interactive, rigorous science program responsive to the needs of diverse learners.
Fabric- Pacing Guide
Wood- Pacing Guide
Animals- Pacing Guide
Balls & Ramps- Pacing Guide
Weather- Pacing Guide
Organisms- Pacing Guide
Liquids- Pacing Guide
Soils- Pacing Guide
Balancing & Weighing- Pacing Guide
Sound- Pacing Guide
Rock & Minerals- Pacing Guide
Plant Growth and Development- Pacing Guide
Circuits & Pathways- Pacing Guide
Ecosystems- Pacing Guide
Food Chemistry- Pacing Guide
Land & Water- Pacing Guide
Microworlds- Pacing Guide
Models & Designs- Pacing Guide
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Reading is an interactive process between a reader and text. In constructing meaning, the reader combines knowledge of phonics, structure of language, and meaning of words. In addition, the reader's prior experience and knowledge are critical to the process. Reading is developmental in nature and complex; it requires learning the relationship between spoken and written language. The process of learning to read varies with each child. Literate individuals must have the tool of reading in order to continue to acquire knowledge. They will use that tool throughout their life to learn, explore, and to understand the world.
In Seattle Public Schools, our philosophy is guided by educational research in the field of literacy. A variety of instructional strategies make up a comprehensive, balanced approach to literacy. In order to be truly literate, students must develop skills and strategies in both reading and writing. The student's progress is measured by Washington State Essential Academic Learnings and specific Grade Level Expectations. The District believes it is critical to engage parents and community in literacy.
Readers Workshop Overview:
What Does Reading Workshop Look Like in the Classroom?
- Purpose: To foster independence among readers.
- Emphasizes the importance of student engagement and the interaction between readers and the text.
- Provides differentiated instruction in reading.
- Focuses on the teaching of reading strategies.Strategies include:
- Making Connections
- Creating Mental Images
- Making Inferences/Drawing Conclusions
- Asking Questions
- Determining What is Important
- Monitoring Comprehension and Meaning
- Teacher Read Aloud & mini Lesson (10-15 min.): The teacher selects a text and reads it to the class aloud in a group setting. During this times the teacher models for students best practices in reading. This is a time where students are actively listening and taking note of the strategies the teacher uses while he/she reads.
- Guided Reading/ Independent Reading (20 min): Guided Reading: The teacher works with a small group of students who need the same instruction. Each student has their own copy of the shared text and the teacher works with the group to target a specific reading strategy or skill.
- Independent Reading (30 min): During guided reading the remaining students in the class are reading text on their own. This is a time for students to apply the strategies learned in the whole group and small group lessons. Students select text based on their independent reading level or “just right books.”
- Closing Meeting (10 min.): The closing meeting is a time when the class comes back together and students share the strategies they used during independent reading or reflections/understandings gained about the new strategies.
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In Seattle Public Schools, our philosophy is guided by educational research in the field of writing and literacy. Writing is developmental in nature and a complex skill, and learning to write varies with each child. A writer combines knowledge of phonics, the structure of language, and meaning of words. In addition, the writer's prior experience and knowledge are critical to the process, in order to synthesize information and communicate with others. In Seattle Public Schools, students have the opportunity to write on a variety of topics, and for many audiences and purposes during their school career. They will use the skills they learn throughout their life to explain, to create, and to communicate in the world.
In order to be literate, students must be skilled in both reading and writing. The student's achievement is measured by Seattle Public Schools' academic standards and the grade level benchmarks. The involvement in and demonstration of writing by parents and community are essential with good models and instruction. All students will become successful writers as they practice and develop their skills.
Writers Workshop Overview
Writers Workshop involves students in the complete writing process:
Research says the following is not effective:
- Students involved in selecting a topic
- Students practice process of prewriting, drafting, revising and editing
- Students write for an audience
- Isolated skill-and-drill grammar lessons
- Constant formula and prompt writing
Writers Workshop provides…
- Carefully designed instruction focused on acquiring new strategies and skills
- Growth mindset for teachers and students
- Getting better at writing requires DOING IT –a lot. This means actually writing and not just talking about it or doing grammar skills and drills.
- Continuous conferring and coaching
- A solid connection to reading
- Increasing thinking skills and processes
Who Developed the Writing Workshop?
Online Information: http://rwproject.tc.columbia.edu/
- Developed by Donald Graves and refined over the years by the Reading and Writing Project at Teachers College.
- Dr. Lucy Calkins, Founding Director of the Reading and Writing Project at the Teachers College at Columbia University, New York
- Colleagues from the Teachers College Reading and Writing Project
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