About Our Classroom
Specials Schedule
Special Schedule
Monday: 10:30-11:30 Library, 12:55-1:25 Music
Tuesday: 10:00-10:30 Music, 10:30-11:00 Spanish, 12:55-1:25 PE
Wednesday: 10:30-11:00 Spanish
Thursday: 10:05-10:35 Theater, 12:40-1:40 Art
Friday: 9:30-10:00 PE
Monday: 10:30-11:30 Library, 12:55-1:25 Music
Tuesday: 10:00-10:30 Music, 10:30-11:00 Spanish, 12:55-1:25 PE
Wednesday: 10:30-11:00 Spanish
Thursday: 10:05-10:35 Theater, 12:40-1:40 Art
Friday: 9:30-10:00 PE
ELA Program
The Reader's Workshop
Students will learn about grade-level reading outcomes by taking guided notes during a whole class mini lesson. Afterwards there will be a few book talks, they will rotate between independent reading, teacher small groups, and reading responses. Students will have laptops available in order to read online and write about their reading. They will meet with the teacher for one-on-one short conferences and in small reading groups. Students will be grouped in various ways. The guided reading component of our literacy framework enables learning to occur at the student's point of instructional need, regardless of grade-level assignment. The workshop ends with a brief share time.
The Writer's Workshop
In a year-long sequence of instruction students are taught general strategies for effective writing as well as specific features for the genres they are learning to write in. Instruction is divided into units of study in which clear examples of effective writing are modeled. Students are led through phases of pre-writing, drafting, revising, publishing, and assessment. Each grade has a calendar of writing assignments including, personal narrative, informative, poetry, fiction, and persuasive essay projects. Specific genres of writing are often connected to learning within various content areas including science, social studies, and the reading workshop.
Word Study
Word study includes spelling and vocabulary instruction as well as choral reading, responsive reading and reader's theatre. Formal spelling instruction includes brief lessons regarding patterns and anomalies, game-like and hands-on practice, self-assessment, and a clear and consistent connection between words learned within spelling instruction and application in reading and writing activities across the curriculum. Rather than whole group memorization of specific words, students are led through activities which expose them to broad principles with differentiated application to each student's particular instructional need.
Spelling Lists
Students will be grouped using the Words their Way program. Our classroom will rotate between academic vocabulary and their individual lists. There will always be a bonus word at the end of each list. Students have the option of writing their contextual sentences at school or at home to reduce test anxiety, since the vocabulary is not formally tested. They should focus on reading, spelling, and saying their words, as well as, placing their words in contextual sentences.
Each student will have a separate Spelling Learnal where they will keep their individual spelling lists, academic lists, and words to learn lists. Students will choose their own words to learn for their new lists which will help them take ownership of their learning.
To read more about our ELA Program ...
Students will learn about grade-level reading outcomes by taking guided notes during a whole class mini lesson. Afterwards there will be a few book talks, they will rotate between independent reading, teacher small groups, and reading responses. Students will have laptops available in order to read online and write about their reading. They will meet with the teacher for one-on-one short conferences and in small reading groups. Students will be grouped in various ways. The guided reading component of our literacy framework enables learning to occur at the student's point of instructional need, regardless of grade-level assignment. The workshop ends with a brief share time.
The Writer's Workshop
In a year-long sequence of instruction students are taught general strategies for effective writing as well as specific features for the genres they are learning to write in. Instruction is divided into units of study in which clear examples of effective writing are modeled. Students are led through phases of pre-writing, drafting, revising, publishing, and assessment. Each grade has a calendar of writing assignments including, personal narrative, informative, poetry, fiction, and persuasive essay projects. Specific genres of writing are often connected to learning within various content areas including science, social studies, and the reading workshop.
Word Study
Word study includes spelling and vocabulary instruction as well as choral reading, responsive reading and reader's theatre. Formal spelling instruction includes brief lessons regarding patterns and anomalies, game-like and hands-on practice, self-assessment, and a clear and consistent connection between words learned within spelling instruction and application in reading and writing activities across the curriculum. Rather than whole group memorization of specific words, students are led through activities which expose them to broad principles with differentiated application to each student's particular instructional need.
Spelling Lists
Students will be grouped using the Words their Way program. Our classroom will rotate between academic vocabulary and their individual lists. There will always be a bonus word at the end of each list. Students have the option of writing their contextual sentences at school or at home to reduce test anxiety, since the vocabulary is not formally tested. They should focus on reading, spelling, and saying their words, as well as, placing their words in contextual sentences.
Each student will have a separate Spelling Learnal where they will keep their individual spelling lists, academic lists, and words to learn lists. Students will choose their own words to learn for their new lists which will help them take ownership of their learning.
To read more about our ELA Program ...
Collin's Writing Program
In addition to our ELA program, students will use the Collin's Writing Program to give purpose and clearly define the expectations of each writing assignment. Students will recognize the purpose by the 'Type' and will list the Focus Correction Areas (FCAs) or area that will be graded. Best effort is always expected!
Type 1 Brainstorm
I Draft, Complete/ Incomplete, Writing the entire time period
Type 2 Quiz
1 Draft, Correct/ Incorrect, May stop writing when all questions are answered well
Type 3 Self Revised
1 Draft, FCAs, Read out loud to self, Self-revisions are made on the 1st draft,
Type 4 Peer Revised
2 Drafts, FCAs, Read out loud to self, Revised by another, Rewritten as 2nd draft
Type 5 Published
Multiple Drafts, Revised until error free
For more information about the Collin's Writing Program ...
In addition to our ELA program, students will use the Collin's Writing Program to give purpose and clearly define the expectations of each writing assignment. Students will recognize the purpose by the 'Type' and will list the Focus Correction Areas (FCAs) or area that will be graded. Best effort is always expected!
Type 1 Brainstorm
I Draft, Complete/ Incomplete, Writing the entire time period
Type 2 Quiz
1 Draft, Correct/ Incorrect, May stop writing when all questions are answered well
Type 3 Self Revised
1 Draft, FCAs, Read out loud to self, Self-revisions are made on the 1st draft,
Type 4 Peer Revised
2 Drafts, FCAs, Read out loud to self, Revised by another, Rewritten as 2nd draft
Type 5 Published
Multiple Drafts, Revised until error free
For more information about the Collin's Writing Program ...
Math Program
The Michigan Grade Level Content Expectations define what the state expects students to know and be able to do in mathematics at the end of each grade level.
Everyday Mathematics is the published program the Ann Arbor Public Schools has adopted to provide students with the mathematical instruction and experiences they need to reach expected grade level targets. Each year students build on competencies in six mathematical content areas and five mathematical process skill areas:
Content Strands
Process Strands
Conceptual understanding is developed through a carefully sequenced series of lessons that involve students in concrete and abstract activities. Mastery of skills is reached through ongoing practice over time. Teachers differentiate instruction to support students who need additional support to develop mastery of these concepts and to challenge students who have already mastered grade level targets. Students who have not mastered basic addition and subtraction facts or multiplication and division facts have access to a software program (XtraMath) that helps students develop fluency with these basic facts.
Math in Focus
I use Math in Focus by Houghton Mifflin as a resource to practice and enrich math concepts. This program is both very rigorous as well as supportive for all levels of learners on each concept.
Guided Math
We will use a guided math structure in our classroom. After a mini lesson, I will rotate instruction between flexible small groups to meet the needs of every student. These groups are flexible to the needs of my class. The students will rotate between additional instruction with the teacher, partner practice, math games, and a technology station suited to meet their individual needs. Students will use technology, on a daily basis, for fact fluency, enrichment, and to review and preview content/ math vocabulary.
Everyday Mathematics is the published program the Ann Arbor Public Schools has adopted to provide students with the mathematical instruction and experiences they need to reach expected grade level targets. Each year students build on competencies in six mathematical content areas and five mathematical process skill areas:
Content Strands
- Numbers and Numeration
- Operations and Computation
- Measurement and Reference Frames
- Data and Chance
- Patterns, Functions and Algebra
- Geometry
Process Strands
- Problem Solving
- Reasoning and Proof
- Communications
- Connections
- Representation
Conceptual understanding is developed through a carefully sequenced series of lessons that involve students in concrete and abstract activities. Mastery of skills is reached through ongoing practice over time. Teachers differentiate instruction to support students who need additional support to develop mastery of these concepts and to challenge students who have already mastered grade level targets. Students who have not mastered basic addition and subtraction facts or multiplication and division facts have access to a software program (XtraMath) that helps students develop fluency with these basic facts.
Math in Focus
I use Math in Focus by Houghton Mifflin as a resource to practice and enrich math concepts. This program is both very rigorous as well as supportive for all levels of learners on each concept.
Guided Math
We will use a guided math structure in our classroom. After a mini lesson, I will rotate instruction between flexible small groups to meet the needs of every student. These groups are flexible to the needs of my class. The students will rotate between additional instruction with the teacher, partner practice, math games, and a technology station suited to meet their individual needs. Students will use technology, on a daily basis, for fact fluency, enrichment, and to review and preview content/ math vocabulary.
Class Community Building
At the beginning of the year, our class creates our own set of classroom expectations as a community. Each month we will have a different life skill focus that we will learn about, discuss, practice, and reflect on. There may be home extensions for our life skill of the month. September’s life skill focus will be on friendship!