Talented and Gifted
Yearly Planning Units or Themes:
• August - Get to Know You & All About Me
• September - Apples & Fall
• October - Fire Safety, Pumpkins, & Halloween
• November - Nursery Rhymes & Thanksgiving
• December - Shapes/Colors & Christmas
• January - Winter & Snowmen
• February - Community Helpers & Valentine’s Day
• March - Transportation & St. Patrick’s Day
• April - Spring, Farm Animals, & Easter
• May - Circus/Carnival
• Hands-on experiences
• Fictional and non-fictional literature
• Dramatic play
• Free play
• Movement activities
• Finger plays and songs
• Sensory materials
• Field trips
• Calendar time
We do not use formal assessments in preschool. A majority of evaluation is based on teacher observation. We are mostly concerned that children are progressing normally with their motor and social skills which will make the transition into Kindergarten easier for them.
Current Text: Reading (Scott Foresman, 2000); Phonics System (Scott Foresman, 2002); & D’Nealian Handwriting (Scott Foreman-Addison Wesley)
• Getting to Know Us (M, R, S)
• World of Wonder (B, T, A, F, N)
• So Much to Do (P, H, G, I)
• Everyday is Special (C, D, L, O, K)
• Off We Go (J, W, V, E, Q)
• Open the Doors (X, Y, Z, U)
Current Text: Math (Scott Foresman-Addison Wesley, 2001)
• Position and Classification
• Sort and Graph
• Explore Patterns
• Explore Numbers to 5
• Numbers to 10
• Solids, Shapes, and Sharing
• Number Sense
• Time and Money
• Explore Actions with Numbers
• Larger Numbers
• Explore Addition and Subtraction
Current Text: Science (McGraw-Hill, 2002)
• Learn About Your World
• Learn About Plants
• Learn About Animals
• A Home Called Earth
• Weather and Seasons
• Make Things Move
Current Text: Social Studies ? Friends & Neighbors (McMillan/McGraw Hill, 2003)
Culture (Friends & Family) Alike/Different
Geography (Where We Live) Maps
Government (Working Together) Sorting
Citizenship (I am a Citizen) Graphs & Problem Solving
Economics (People Work) Charts
History (Things Change) Calendars/Timelines
Instructional Strategies for Kindergarten Students:
• Large group instruction
• Small group instruction
• Learning centers/stations
• One-on-one instruction
• Work pages
• Video and audio
• Co-operative groups
Evaluation of Kindergarten Students:
• Class Participation
• Written Assessment
• Assigned Project
• Journal Writing
Current Text: Reading (Scott-Foresman, 2000)
Unit 1 Good Times We Share (Families/Friends)
Unit 2 Take a Closer Look (Animals and Nature)
Unit 3 Let’s Learn Together (Problem Solving/Social Interaction)
Unit 4 Favorite Things Old & New (Fantasy/Reality & Connecting to Present & Past)
Unit 5 Take Me There (Expanding Horizons, both physically & intellectually)
Unit 6 Surprise Me (Creatively/Imagination)
Current Text: Phonics (Modern Curriculum Press, 1998)
Unit 1 Consonants (Theme: Family and Friends)
Unit 2 Short Vowels (Theme: Amazing Animals)
Unit 3 Long Vowels (Theme: Let’s Play)
Unit 4 Consonant Blends and Y as a Vowel (Theme: Everybody Eats)
Unit 5 Endings, Digraphs & Contractions (Theme: Whatever the Weather)
D.O.L (Daily Oral Language)
Current Text: D.O.L (Daily Oral Language) (McDougal Littell & Co., 1989)
Current Text: Scott Foresman-Addison Wesley, 2002
Chapter 1 Numbers to 12 and Graphing
Chapter 2 Addition and Subtraction Readiness
Chapter 3 Addition and Subtraction Concepts
Chapter 4 Facts and Strategies to 12
Chapter 5 Geometry and Fractions
Chapter 6 More Fact Strategies
Chapter 7 Numbers to 60 and Counting Patterns
Chapter 8 Place Value
Chapter 9 Money
Chapter 10 Telling Time
Chapter 11 Measurement
Chapter 12 Facts and Strategies to 18
Chapter 13 Two-digit Addition and Subtraction
Current Text: Science (MacMillan/McGraw-Hill, 2002)
A ? Plants Are Living Things
B ? Animals Are Living Things
C ? The Sky and Weather
D ? Caring for Earth
E ? Matter, Matter Everywhere
F ? On the Move
Current Text: People and Places (MacMillan/McGraw-Hill, 2003)
Unit 1 All About Families
Unit 2 Where We Live
Unit 3 Good Citizens
Unit 4 All Kinds of Jobs
Unit 5 Americans Long Ago
Instruction: “Whole Group” for initial instructions (directions/examples) break off into cooperative groups and one-on-one if needed. “Small Group” instruction for teaching and/or reinforcing concept being taught. We vary our instruction to include the different teaching modalities to accommodate students’ learning styles.
Grading: Observation, anecdotal notes, grade book-daily work,
cumulative review and unit tests (chapters) and running records.
Current Text: Reading Series (Scott Foresman, 2000) (New Beginnings 2.1 & My Time to Share 2.2 ? Basal)
Unit 1 You + Me = Special
• short a, i, u
• l, r & s blends
• complete sentences
• short e, o
• final consonant blends
• author’s purpose
• long vowels with final e
• initial consonant digraphs
• long e (ea, ee)
• statements and questions
• drawing conclusion
• long e (e, y)
• commands and exclamations
Unit 2 Zoom In!
• long a (a, ai, ay)
• inflected endings (es, ing, s)
• steps in a process
• long i (i, igh, y, ie)
• medial consonants
• r ? controlled vowels (er, ir, ur)
• plurals (s, es)
• graphic sources
• long o (o, oa, ow, oe)
• compound words
• words with ce, ge, se
• singular and plural possessives
Unit 3 Side by Side
• vowel diphthongs (ou, ow)
• inflected endings (ed, ing)
• subject/verb agreement
• r ? controlled vowel (ar)
• cause and effect
• vowel patterns (ew, oo, ou)
• verb tenses
• r ? controlled vowels (or, ore, oor, our)
• inflected endings (ed, es)
• verb: to be
Unit 4 Ties Through Time
• r ? controlled vowels
• suffix (ly)
• vowel diphthongs (oi, oy)
• suffix (ful)
• realism and fantasy
• short e
• suffix (er)
• vowel patterns (/o/)
• silent consonants
• making judgments
• follow directions
Unit 5 All Aboard!
• main idea
• short u
• multisyllabic words
• schwa sound
• fact and opinion
• long a
Unit 6 Just Imagine!
• Long e
• Consonants (gh, ph, lf)
• Complete Sentences
• Context Clues
• Quotation Marks
Instructional Strategies: Large group instruction, small group practice, partner read, guided read, silent read, round-robin read, video, listening to tapes, charts, songs, transparencies, vocabulary cards, choral reading and poetry, daily assignments, spelling lists, grammar practice, sounding out, chunking, and read for meaning.
Grading: Observation, running records, reading probes, informal reading assessment, unit skills test, vocabulary check, comprehension, and weekly spelling tests.
• Creative Writing
• Story Starters
• Letter Writing
• Writers Workshop Process
Instructional Strategies: Modeling, copying, D.O.L., whole group, small group, and individual group.
Grading: Writers checklist (capitalization, punctuation and grammar), projects and peer group sharing.
Current Text: Daily Oral Language PLUS (McDougal, Littell), Phonics B (Modern Curriculum Press, 1998)
• Initial, Medial, Final Consonants
• Short Vowels
• Long Vowels
- (words with le, hard and soft c and g, blends, Y as a vowel, digraphs, r = controlled vowels)
• Contractions, Endings
• Vowel Pairs, Vowel Digraphs, Diphthongs
• Prefixes, Synonyms, Antonyms, Homonyms
Instructional Strategies: Large group instruction with workbook practice, small group practice, computer games, centers, board games, and guided reading.
Grading: Tests, observation, and daily assignments.
Current Text: Math Workbook (Scott Foresman ? Addison Wesley, 1999)
• Numbers and Graphing
• Addition and Subtraction
- Patterns and concepts
- Facts and Strategies
- Fact Families
• Place Value and Patterns to 100
• Two Digit Addition
• Two Digit Subtraction
• Numbers to 100
Instructional Strategies: Large group instruction, small group practice, use of math manipulatives, learning centers, worksheets as well as workbook pages, computer activities, calculators, dry erase boards, games, projects, cooperative learning groups, free exploration as well as guided exploration, recordings, flashcards, timed daily math fact drills, videos, puppets, CDs, and AIMS activities.
Instruction & Grading: Unit tests, math probes, fact tests, daily work and observation.
Current Text: We Live Together (Macmillan/McGraw Hill, 2003)
• Our Community
• All About Earth
• Our Past
• All About Work
Instructional Strategies: Large group instruction, small group instruction, worksheets, projects, newspapers, computer activities, learning centers, transparencies, and cooperative learning groups.
Grading: Tests, observation, projects and worksheets.
Current Text: Science (Macmillan/McGraw-Hill, 2002)
• Plants and Animals (Life Science)
- Apples, gardens, pumpkins, insects, penguins, frogs, & toads
• Changes on Earth (Earth Science)
- Water cycle, weather, & fossils
• Sun, Stars, Planets (Earth Science)
• Matter (Physical Science)
• Watch It Move (Physical Science
Instructional Strategies: Large group instruction, small cooperative group activities, projects, explorations, recordings, learning centers, computer activities, videos, CDs, and AIMS activities.
Grading: Tests, observation and projects.
Daily Oral Language
Reviews and reinforces basic skills in the areas of spelling, capitalization, punctuation, grammar, and usage by proofreading sentences on a daily basis in large group instruction.
Current Text: Daily Oral Language Plus (2000), Phonics (Modern Curriculum Press, 1995), Reading Series (Scott Foresman, 2000), and Handwriting (D’Nealian, 1999)
Daily Oral Language: Reviews and reinforces basic skills in the areas of spelling capitalization, punctuation, grammar, and usage by proofreading sentences on a daily basis in large group instruction.
Writing: Focus on different writing styles and develop them into meaningful individual samples, by utilizing the writing process. Publish writing works by word processing
Phonics: Consonants, consonant sounds, vowels, contractions, compound words, plurals, suffixes, prefixes, syllables, synonyms, antonyms, homonyms, and dictionary skills.
Instructional Strategies: Large groups instruction with workbook practices and unit tests.
Grading: Monthly quiz.
Unit 1 How friends and family help us grow.
Unit 2 Learning about and caring for the world.
Unit 3: How we learn from everything we do.
Unit 4: How our traditions and the traditions of others make our lives more interesting.
Unit 5: How visits to other times and other places make our lives better.
Unit 6: How many ways we can use our imagination.
Target Skills: Sequence, drawing conclusions, author’s purpose, cause and effect, character, graphic sources, realism and fantasy, context clues, fact and opinion, main idea and supporting details, steps in a process, summarizing, text structure, visualizing, generalizing, theme, setting, comparing and contrasting, making judgements, predicting, plot, realism and fantasy, and vocabulary.
Instructional Strategies: Large group, small group, centers, cooperative learning, guided reading, Phonics readers, individual and paired reading, daily routine chart, phonics song and rhyme chart, AstroWord CD, workbook practice, and building background tapes.
Grading: Vocabulary and comprehension evaluation, unit skills test, individual reading inventory, oral reading, teacher guided question and group discussions.
Handwriting: Introduce and develop cursive writing techniques
Instructional Strategies: Unit evaluations.
Spelling: Apply phonetic patterns in weekly spelling lists of 15 words.
Instructional Strategies: Workbook practice.
Grading: Weekly test.
Current Text: Scott Foresman-Addition Wesley, 1999
Chapter 1 Data graphs and graph
Chapter 2 Place value and time
Chapter 3 Adding whole numbers and money
Chapter 4 Subtracting whole numbers and money
Chapter 5 Multiplication concepts and facts
Chapter 6 Multiplication
Chapter 7 Division concepts and facts
Chapter 8 Geometry
Chapter 9 Multiplying and dividing
Chapter 10 Fractions and measurement
Instructional Strategies: Large group, small group, cooperative groups, manipulatives, workbook practice, timed daily math facts practice, math skills reinforcement on CD, and problem of the day chart.
Grading: Chapter tests, daily work, monthly math probes, and teacher observation.
Current Text: Science (McGraw Hill, 2002)
Instructional Strategies: Large, small and cooperative groups, experiments, worksheet practice, explore activities, graphics, and vocabulary.
Grading: Teacher guided questions, group discussions, chapter texts, teacher observation, and projects.
Current Text: McMillan/McGraw Hill, 2003
Unit 1 People Build Communities
Unit 2 Communities have History
Unit 3 Communities at Work
Unit 4 Communities have Governments
Unit 5 Many Cultures, One Country
Instructional Strategies: Time for kids magazine (current events), teacher guided questions, group discussion, worksheet practice, group activities, map and geometry skills, and community service project.
Grading: Teacher observations and/or group projects.
Elementary Special Education
The MFL MarMac School District provides two elementary special education programs at the Monona Center: Resource and Moderate. These programs are based on level of need. In compliance with the federal law IDEA (1997), each program focuses upon the provisions of services in the least restrictive environment.
Level 1 ? 26 students & 2 teachers
Students are enrolled in the general education program for the majority of the day, but require special education services in specific skill areas.
Level II ? 9 students, 1 teacher & 5 associates
Students are enrolled in a special class full time. Each of these students are integrated with their grade level regular education classrooms for appropriate activities.
The MFL MarMac School District uses a systematic problem solving approach as defined by Keystone AEA 1 to address student problems that interfere with learning. The problem solving approach consists of three stages which involves parents, teachers and support staff working together to create interventions to meet the diverse needs of students. Data is collected, progress is monitored, team meets to evaluate student progress. Based on results, the team will make an entitlement decision. Entitlement is the individuals rights to receive special education services based on eligibility and need.
The special education programs teach the general education curriculum making modifications and accommodations in accordance with the needs of each child. The student’s Individual Education Program (IEP) is designed to meet the specific needs of each student, by using formal and informal testing results, teach and parent input and recommendations, and based on the student’s strengths and weaknesses. The IEP includes each content are where there is a discrepancy. In addition to modifications and accommodations in the regular education curriculum, Alternative materials will be used at the appropriate instructional level.
Every IEP contains goals and evaluation procedures. Monitoring
is done on a regular basis, progress reports are sent home quarterly.
An annual IEP review is held with parents, special education and classroom
teachers and other staff members involved with the student’s program.
After reviewing the student’s progress, new goals are set for the following
year. When significant progress has been attained and the student is
performing at grade level, the team may decide to place the student in the
general education classroom for a trial basis. If successful, the student
may exit the special education program.
Title I/Chapter I
Text reading is crucial and at the child’s reading level. Focus is on reading strategies, comprehension, and fluency.
Strategies are rereading text, context clues, getting the first sound of words and then the rest of the word, skip the word ? read on ? go back and use the make-sense and sound-right words, look at the chunks in the words (ex. Hammer), think - What makes sense?, and look for letter patterns (ex. Run, fun, sun, etc.)
Students are encouraged to self-correct. They need to cross-check. Does the word sound right? Does the word make sense?
Comprehension is reading to gain meaning so students can retell the story in sequence.
Fluency is reading at a rate that is smooth on sounds like conversation.
Students read books daily in class as well as take books home that are at their instructional level.
This program offers manipulates such as tiles and dice with letters,
words, and word parts on them. Also, puzzles, games and computer software
Preschool music experiences are organized to meet the National Content and Achievement Standards for age 4, as set forth in The School Music Program: A New Vision/The K-12 National Standards. During our times together we sing and speak rhythmically, explore musical instruments and other sound sources, create with voices and bodies, respond to music through listening and movement, and begin to build vocabulary of musical terms. Activities which engage the students in visual, aural, and kinisthetic learning are included in each class session, and we are beginning to develop a body of materials that also enhances themes from the preschool classroom.
Instruction & Grading: Assessment at the preschool level is by teacher observation, with the goal of seeing and hearing each child participate fully in our musical activities to the best of his/her ability.
Elementary music classes are structured to help students develop a love for music and knowledge and skills necessary to both make their own music and appreciate the talents of others. All K-3 students receive regular instruction by a certified music teacher and have many opportunities to sign, play, listen, move, create, and perform.
Singing and playing begin in Kindergarten with rhythmic speech and age-appropriate songs. Steady beat experiences are provided on many classroom percussion instruments, including drums, rhythm sticks, triangles, finger cymbals, and bells. With each successive year, the vocal range is expanded and new instrumental experiences are added. Instruments played in first through third grade include a wide variety of unpitched percussion, bells, xylophones, autoharps, mountain dulcimer, and baritone ukulele.
Music reading and writing being in the first grade and are continued through all grades. Third graders spend several weeks on a concentrated rhythm unit called Rockin’ Rhythm Raps, which focuses attention on note names, rhythm reading, and rhythmic composition. Pitch is explored through singing in solfeggio and naming pitches with letters, but pitch reading is saved for fourth grade as students begin playing recorders.
Listening experiences are also provided at all levels. The four families of orchestral instruments are introduced in kindergarten, and students become more familiar with them in each successive grade. Third graders have an extended orchestra unit, highlighted by a field trip to Dubuque to hear a special symphony orchestra concert. Appropriate audience behavior is also discussed and practiced in all grades. Other opportunities to hear live performances are provided by the school when available.
Our music activities are often linked to classroom and school-wide themes in addition to addressing our own standards and benchmarks for musical learning. We gather in November to share songs in celebration of Veteran’s Day and also learn a special Thanksgiving song to use at the K ? 3 Feast. Seasonal songs are shared at an informal sing-along before winter break. April music classes support our reading theme, which will be “Reading ? A Journey of Discovery” this year. Literature related to our songs or other musical activities is shared in music classes throughout the year. All the K ? 3 classes perform in a public concert in May.
Students are evaluated in music mostly by teacher observation.
Written work is used infrequently, as our learning usually takes place while
we sing, play, move, or listen. Development of singing skills is key
to musical growth in the lower grades, and a written record of each student’s
progress is maintained. Report cards reflect “Acceptable” or “Unacceptable”
progress in music class, with a system of check and plus marks used to show
areas of strength and/or weakness for each student.
• Mile run/walk
• Frisbee activities
• Soccer skills
• Football skills
- passing and receiving
- kicking off the tee
• Throw and catch activities
• Scooter board activities
• Hula hoop activities
• Crab soccer
• Cup stacking
• Scooter board hockey
• Floor hockey unit
• Basketball unit
• Jump rope unit
• Bowling unit
• Tumbling unit
• Volleyball skills with balloons and beach balls
• Mile run/walk
• Parachute activities
• Bean bag activities
• Jumping jack activities
• Tag games
• Kickball games
I. Locomotor Skills
Objectives: demonstrate ability to travel in all directions using a variety of locomotor skills. Participates in sustained moderate physical activity. Follows class rules and procedures.
Instruction & Assessment: Teacher observation.
II. Ball Handling
Objectives: Students will be able to throw underhand and overhand using proper technique. Will be able to throw at stationary and moving targets. Demonstrate safety when throwing objects.
Instruction & Assessment: Teacher observation on throwing techniques.
Objectives: Begin to demonstrate control while dribbling with one hand. Follow directions for class activities. Use equipment safely.
Instruction & Assessment: Teacher observation on dribbling technique.
Objectives: Begin to be able to use hands in catching different objects. Improve eye-hand coordination.
Instruction & Assessment: Teacher observation.
Objectives: students will be able to participate in a wide variety of physical activity involving manipulation of objects. Participate in sustain activity that increases heart rate and respiration.
Instruction & Assessment: Teacher observation.
Kindergarten meets two days a cycle for 20 minutes each day. Art is in their classroom.
First through third grade meets once day a cycle for 40 minutes in the art room.
Students K-3 follow art processes based on the elements of art ? line, shape (2-D), color, form (3-D), and texture. First through third grade adds the element of space. Third grade also applies the element of value.
Students creatively show the use of the elements through a variety of materials and techniques. Some of the materials are pencil, crayons, paper, watercolor/tempera, printing ink, fabric, yarn, and clay. Some of the techniques are drawing, cutting, gluing, painting, stitching, weaving, building, and printmaking.
Themes used come from classroom studies (example: science or reading
or social studies), reading month, art and artists, seasons of the year, children’s
literature, objects, people, our surroundings, and of course the students
Instruction & Grading: Teacher observation is the main assessment. Assessment is based on students experiencing the art process and completing the process.
TAG Thinking Skills
Thinking skills small group work involves a lot of open ended questions, research, reading, working on own, following direction, being responsible learners, and stretching well beyond grade level work.
Fifth graders look closely at themselves and their interest and create a project. Also, we do a large research project on Ancient Egypt, look closely at Sherlock Holmes, codes, and decoding. This work involves the following skills: listening, discussing, research, deductive thinking, complexity, flexibility, elaboration, and risk taking.
Fourth graders create their own rules for the group, researches and writes an autobiography to develop knowledge of self and explore family influences. Students also look closely at various ways people can, do, and have communicated. Some of the skills involved include analyze, evaluate, elaborate, fluency, complexity, curiosity, and risk-taking.
Third graders and second graders work in enrichment groups, which consist of students who are reading above grade level. They are challenged to expand their comprehension, research, writing, creativity and critical thinking skills. As well as build a love of reading that lasts a lifetime. The material accompanies the regular Scott Foresman text book.
First graders work in small groups and may be enriched in thinking, reading, writing, and/or creativity with a variety of challenging, stimulating activities.
Kindergarten students meet in small groups to experience language enrichment. The story mat activities give students practice in listening, following direction, thinking and speaking.
Instruction & Grading:
Each of the 7 to 10 lessons given in 4th and 5th grade Whole Room Thinking Skills emphasizes the teaching of one specific Thinking Skill for students to practice on their own.
The 2nd through 5th grade students work in small group enrichment
and use a Rubric or matrix or answer questions to self evaluate their work.
Teacher evaluation is either written or oral.
Large group instruction is provided for each classroom twice a month. Each month there is a different topic. The Six Pillar of Character (Respect, Responsibility, Trustworthiness, Caring, Citizenship, and Fairness) are tied in with the topic each month. The follow are the topics and the pillar or pillars:
September: Teasing and Bullying
October: Decision Making
Pillar: Respect and Fairness
Pillar: Fairness and Respect
April: Personal Safety
Pillar: Responsibility and Respect
Small groups are offered throughout the school year on a variety of topics. The groups are designed to help students deal with specific issues or concerns. The different types of groups offered include: Friendship Groups, Separation and Divorce Groups, Grief Groups, Social Skills Groups, Play Groups, New Student Groups, and Anger Management Groups. Other groups may be offered if a need arises.
Individual counseling is offered to any K-3rd grade student who could benefit from it. Students may refer themselves or referrals can be done by the teacher or parent. There are many reasons that students receive individual counseling. Some of them may include separation and divorce, behavior concerns, friendship problems, academic concerns, etc.