jonka Trisha Drohan-Brodeur 7 vuotta sitten
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Goal: - Improve empathy and decrease apathy
- Resiliency / Grit
Goal: Number Sense -
problem solving (deciphering information to apply appropriate math operation)
Goal: Students will try a strategy before asking for assistance
Evidence:
Graphic Organizers checklist-
Understand (reread, highlight key words)
Choose a Strategy (what makes sense?)
Try (apply strategy, pic, )
Reflect (what makes sense?)
- Leaps and Bounds diagnostics, Ticket out the door, conferences,
Goal: Summarize a variety of texts
- sequence (chronological - b, m, e)
- identify important details (not main idea or extraneous)
Evaluation: Fountas & Pinnell
- use student created successful criteria checklist/graphic organizer -first, next, then, so
- use simple text/video to avoid decoding issues
- peer feedback
In Numeracy, our students will demonstrate an understanding of numbers by decomposing and composing numbers conceptually, using different manipulatives and strategies.
Data: Dreambox, Leaps and Bounds
In Language, our students will demonstrate an understanding of comprehension strategies used before, during and after reading. This may include finding information in the material.
Data: PM, FP, Daily assignments (measuring growth not destination)
Evidence
Resources
-Pre-reading skills - remember developmental readiness is different for different children - some are learning letter/sound correspondence; some primer reading skills, some picture walks; love of books; holding books properly
(use pictures, photos and checklists, anecdotal notes as data - collect to show parents/admin/graph)
PM Level 2 by end of SK
Whole School Goal - Building culture through community groups
-Re-enstate the mixed whole-school groups and starting assemblies by joining tribes and going to assembly in/with your tribe group
-liked the structure of the time: video clip on the theme, activity, reading buddies, then move to the gym for 5/10 minutes of a whole group activity
-colour groups
-If you can think of an activity or "day" that corresponds to a monthly tribe grouping, ex. Earth day; Special Olympics recognition; Remembrance Day - add to calendar of group activities
These affect achievement by:
-giving students a sense of security/safety/comfort
-engagement in school
-helps with transitions, learning the school environment and the people within the school community
-language and math activities can be included in tribe learning activities
Karen Priestly and Stephanie Duffy will be on the Committee for setting up these groups and group activities.
Zones of Regulation
-Conceptualization of math concepts through play based learning centres; Data - consolidation of concept learning through 1:1 evaluation; photos; checklists; Developmental Checklist to see in what order the concepts/centres should be presented to kids, in what order
