keshia/Starfish.docx · Web vie

Takeshia Ellis8087 BeaverlandDetroit, MI 48239313-561-4596/ [email protected]

Starfish Family Services30000 Hiveley RdInkster, MI 48141-1089

RE: Leadership/ Administrative Position

Dear Human Resources,This letter is to express interest in current or future Leadership/ Administrative position/(s) with Starfish Family Services. I learned about your employment opportunities from the sfish.org website. I am very interested in a position that will allow me to utilize my leadership skills. I believe that my educational accomplishments and employment background provide the skills necessary to endure such a position.

My work background and coursework have supplied many opportunities of working in the Early Childhood arena. I have worked with children (and families) from various diverse learning communities. For instance; I have cared for children at the University of Michigan-Dearborn Child Development Center and worked as a preschool teacher for several years in suburban and inner city environments. By working within these different childcare facilities, I have become familiar with the planning and organization involved in being an effective leader. Additionally, I particularly enjoy working with young children (and families) as I find it rewarding being part of their day to day development.

I possess a State of Michigan Provisional Certification in Elementary Education with a ZA endorsement in Early Childhood Education. I also possess a Bachelor of General Studies degree in the Children and Families Program. This degree is designed for those that have interest in child-care, child-care administration and other work related with children and families. Furthermore, I am currently pursing a Master of Arts degree in Educational Leadership with the expectations of graduating in December, 2009.

The key strengths that I possess for success in this position include: Great classroom management skills Excellent leadership and communication skills Team Player Follow directions well Facilitator in the growth and development of children Great listener Strive for continued excellence and eager to learn new things

Educationally Yours,Takeshia Ellis

mailto:[email protected]

Takeshia Ellis8087 Beaverland

Detroit, MI 48239e-mail: [email protected]

OBJECTIVE Leadership/ Administrative To contribute to an educational institution that can use a professional with outstanding communication, interpersonal, organizational, and motivational skills.

EDUCATION Wayne State University, Detroit, MI Master of Arts degree- 2006-present Major: Educational Leadership Cumulative GPA: 3.8 Expectant Graduation date: December, 2009 University of Michigan Dearborn, Dearborn, MI Certification: State of Michigan Elementary Provisional- 2004 Endorsement: Early Childhood Education (ZA) Minors: Language Arts and Science Cumulative GPA: 2.92/ Early Childhood Education GPA: 3.2 University of Michigan Dearborn, Dearborn, MI Bachelor of General Studies degree- 2002 Major: Children and Families Program GPA: 3.0

EXPERIENCE Pre-K Teacher. City of Highland Park School District, Highland Park, MI (2009). -Taught children by following Highscope and Everyday Math Curriculums. -Observed children daily by utilizing the COR observation method. -Directed and Supervised Teacher Aide. -Communicated daily with parents. -Conducted Home Visits. -Created bulletin boards. -Incorporated technology in the classroom. -Completed report cards for each student. -Responsible for providing children with breakfast, lunch and snack. *Provided afterschool tutoring to third, forth and fifth graders.

Substitute Teacher (grades K-12). Westwood Community School District, Dearborn Heights, MI (2005).

- Followed instructions/directions of lead teacher by providing students with assignments left by their original classroom teacher. - Implemented creative abilities and classroom management skills throughout the course of the day. - Followed school rules and regulations.- Presented frequent availability.- Completed each work day with leaving a general report for the lead teacher.

Student Teacher (4th grade). Westwood Community School district: Daly Elementary, Inkster MI (Aug. 2004- Dec. 2004). - Taught all subject areas, as well as gained valuable teaching experience while assisting the Lead Teacher. - Utilized planning and organizational skills by creating interesting and thorough lesson plans (with use of curriculum): as well as providing students with test-taking strategies.

- Gained greater insight on how to utilize the curriculum in daily activities.

- Acknowledged the importance of team work and relationship building. - Acquired significant knowledge on how a "school year" should begin. - Applied active learning techniques (e.g. students interest, centers, manipulatives, differentiated

instruction, etc) while encouraging students to actively participate and open themselves to learning.

- Implemented positive classroom management strategies to encourage respect for others and proper behavior.- Maintained ongoing communication with parents and assisted Parent Teacher Conferences.- Displayed creativity and initiative in the development of informative bulletin boards.

Preschool Teacher. Crestwood School District (Highview Elementary), Dearborn Heights, MI (2003-2004).

- Instructed a diverse student population in preparing them for future educational endeavors.

- Developed age appropriate lesson plans that enhanced the social, emotional, physical and cognitive development of children.

- Respectfully supervised and directed Teacher Assistants in everyday activities/routines.- Provided students with safe, meaningful and enjoyable educational experience.- Created bulletin boards that displayed children’s work.

Preschool Teacher. Star the Bear Preschool, Detroit MI (2000-2001).- Team Teacher (Feb. 2000- June 2000)- Promoted to Lead Teacher (Sept. 2000- June 2001)- Taught basic Spanish (counting, colors, etc).- Many of the same responsibilities as Preschool Teacher experience as above.

NON- Student Assistant. University of Michigan Dearborn, Dearborn Heights, MI RELATED (2001-2003). Part-time position in assisting various departments on campus EXPERIENCE (e.g. Engineer, Education, CASL, etc). Performed responsibilities such as: assisting students and staff, answering phones, reviewing documents, typing, filing, running errands, operating general office equipment, etc. Administrative Assistant. Blue Care Network, Birmingham, MI (1998-1999). Full-time position in assisting Health Care Organization. Duties included: Customer Service, Data Entry, answering phones, typing, filing, etc.

SKILLS Typing: 40 wpmComputers: Microsoft Word, Power Point and basic Excel; e-mail and the Internet

PERSONAL Enjoy reading, acting, and dancing. Honored with two Certificates of Completion in "Children in Poverty" and "Classroom Management" Professional Development Series (December 2004). Have a reputation of being a multi-tasked individual, positively leading others, and positive attitude.

REFERENCESAvailable by request.

Instructor: Ms. Ellis Grade: 4th Date: Week of 9-20-2010

English Language Arts

Monday Tuesday Wednesday Thursday FridayGLCE R.WS.04.06

Fluently read…. Grade-level text

R.WS.04.06Fluently read…. Grade-level text




Objective SW demonstrate reading comprehension skills by answering questions that relate to “The Gardener”.

SW demonstrate test-taking skills by answering comprehension questions that relate to “The Gardener”.

SW listen to “Donovan’s Word Jar” as the teacher reads it aloud.

SW understand the meaning of vocabulary words.

SW demonstrate vocabulary meaning by matching each word with similar meanings.

SW demonstrate understanding of characters, setting and plot.

SW be able to complete a story map that relates to “Donovan’s Word Jar”.

SW understand the difference between a declarative and interoggative sentence.

Materials *Comprehension Questions (Teacher’s Manual) *Pencil*Paper

*Test worksheet*Reading text*Pencil

*Story- Donovan’s Word Jar*Vocabulary word list*Reading book*Paper*Pencil

*Reading workbook pages 8 & 9.*Pencil

Reading workbook pgs. 10 & 12.*Pencil

Procedures -Students will write each question.-Students will answer questions in a complete sentence.

-Students will work independently by filling in the bubble that best answers the questions.

-Teacher will read “Donovan’s Word Jar” aloud.-Teacher will ask questions to prompt comprehension.-Students will write vocabulary words and its meaning.

Pg. 8-Students will match vocabulary words with similar meanings.

Pg. 9-Students will write the correct phrase that best completes each

Pg. 10-SW complete a story map (e.g. character,setting, problem, etc).

Pg. 12-SW label whether a sentence is

sentence. declarative or interoggative

Assessment

Review answers Review answers

Observe classwork

Review answers

Review answers

Mathematics

Monday Tuesday Wednesday Thursday FridayGLCEObjective SW be able to

create line segments.

SW be able to draw and name line segments.

SW complete Math Boxes.

SW understand the meaning of angle and vertex.

SW be able to name and/or illustrate angles and vertex.

SW understand the meaning of geometric figures that are a part of the Polygon family.

SW understand the meaning and characteristics of a Parallelogram.

Materials *Geoboards*Rubberbands*Geoboard Line Segments worksheet (1.2/ pg. 9)*Pencils

*Everyday Math Journal (1.2/ pgs. 4-5)*Math Notebook*Pencil

*Everyday Math Journal (1.3/pg. 6)*Math Notebook*Pencil

*Angles and Quadrangles worksheet pg. 11.*Pencil *Math Notebook

*Classifying Quadrangles worksheet pg. 15*Pencil *Math Notebook

Procedures -SW practice making line segments on Geoboards.-SW then create line segments onto worksheet.

Pg. 4-SW create and name line segments.

Pg. 5-SW use Mental Math capabilities to solve math problems.

-TW provide students with the meaning and examples of angles and vertexes.-SW take notes.-SW complete pg. 6.

-TW provide students with the meaning and examples of Polygons (rectangle & trapezoid).-SW take notes.-SW complete Angles and Quadrangles worksheet pg. 11.

-TW provide students with the meaning and characteristics of a Parallelogram.-SW take notes.-SW complete Classifying Quadrangles worksheet pg. 15.

Assessment Observe classwork

Observe classwork

Observe classwork

Observe classwork

Observe classwork

Social Studies

Monday Tuesday Wednesday Thursday FridayGLCEObjective SW explore the

characteristics of a Physical Map.

SW explore the characteristics of a Political Map.

Materials *Desk Map*Marker

*Desk Map*Marker

Procedures -Teacher and students will explore a Physical Map/ Side A.-TW make descriptions of different characteristics that identifies a Physical map (e.g. lakes, rivers, elevation, etc).-SW identify particular areas and mark them on their map.

-Teacher and students will explore a Political Map/ Side B.-TW make descriptions of different characteristics that identifies a Political Map (e.g. counties, etc).-SW identify particular areas and mark them on their map.

Assessment Observe Classwork

Observe Classwork

Instructor: Ms. Ellis Grade: 4th Date: Week of 9-27-2010English Language Arts







Objective SW answer comprehension questions that relate to short story in Reading Workbook.

SW better understand the meaning of their weekly spelling words.

SW demonstrate test-taking skills by answering comprehension questions that relate to “Donovan’s Word Jar”.

SW listen to “My Name is Maria Isabel” as the teacher reads it aloud & make predictions.

SW understand the meaning of the weekly vocabulary words.

SW be able to match vocabulary words with phases and analogies that share similar meanings.

SW understand how adding a prefix or suffix to a word changes it meaning.

SW use spelling words to rhyme and complete sentences.

SW better understand how prefixes and suffixes change the meaning of words.

SW understand where to look in a library to find certain material.

Materials *Reading Workbook Pg. 11 & 13*Pencil

*Test worksheet*Reading text*Pencil

*Story- “My Name is Maria Isabel” *Reading text*Reading Workbookpg. 16*Vocabulary word list*Paper*Pencil

*Reading Workbook Pg. 14, 17, & 22 *Pencil

*Reading Workbook Pg. 18 & 19*Pencil

Procedure 1

-SW silently read short story in reading workbook.-TW then read short story aloud to students.-SW answer comprehension questions (1-8) in workbook.

-Students will work independently by filling in the bubble that best answers the questions.

-Teacher will read a portion of: “My Name is Maria Isabel” aloud.-SW predict what will happen next.-SW write prediction in the box.-TW read the continuation of the story.-SW write what actually happened next.

-SW fill in the blanks with words that has similar meanings & analogies.

-SW look at either the prefix or suffix of each underlined word and choose the answer with the best meaning.

Procedure 2

Procedure 3

-SW fill in the blank with spelling words that means the opposite.-SW fill in the spelling word that best completes the sentence.

-Teacher will ask questions throughout the story to understand students prior knowledge about vocabulary words.-Students will then write vocabulary words and its meaning.

SW make sense of words by adding a prefix or suffix to words.

SW use spelling words to complete sentences and rhyme with given words.

-SW write the name of the selection of the library that is the best place to find that item.

Assessment

Review answers

Review answers

Review answers Review answers

Review answers

Writing

Monday Tuesday Wednesday Thursday FridayGLCE W.PR.04.03

Draft focused ideas using a variety of….techniques

W.PR.04.03Draft focused ideas using a variety of….techniques


Objective SW compare andcontrast items

SW learn how to peer edit

SW learn how to peer edit

Material *Venn Diagram*Pencil*Globe and Map

*Modeled paragraph

*Modeled paragraph

Procedure -SW compare the similarities and differences amongst a globe and map.-SW write a paragraph about the comparisons.

-SW peer edit students writing examples.

-SW peer edit students writing examples.

Assessment Check paragraphs

Check peer editing examples

Check peer editing examples

Mathematics

Monday Tuesday Wednesday Thursday FridayGLCE G.GS.04.01

Identify basic geometric shapes…..

G.GS.04.01Identify basic geometric shapes…..




Objective SW learn characteristics of different geometric shapes.

SW be able to illustrate geometric shapes.

SW be able to understand the characteristics of geometric terms.

-SW understand the characteristics of polygons.

SW understand various geometric properties.

SW be able to solve math problems by classifying and identifying geometric properties.

Materials *Student Math Journal, pg. 20*Geometric Worksheet, pg. 15.*Student Reference Book*Math Notebook*Pencil

*Student Math Journal, pg. 10 & 11*Student Reference Book*Math Notebook*Pencil


*Student Math Journal, pg. 16*Student Reference Book*Math Notebook*Pencil


Procedure 1

Procedure 2

-SW answer Math Box questions by using mental math and geometric knowledge.

SW identify polygons.





Assessment Review answers

Review answers

Review answers

Review answers

Review answers

Social Studies

Monday Tuesday Wednesday Thursday FridayGLCE 4-GI.0.5

Use maps to describe elevation, climate, & …..population

4-GI.0.5Use maps to describe elevation, climate, & …..population

Objective SW learn features and vocabulary terms of a Political map.

SW learn features and vocabulary terms of a Political map.

Materials *Desk Map*Markers“Finding Political Features” worksheet*Pencil

*Desk Map*Markers“Exploring Land Regions” worksheet*Pencil

Procedures -SW explore the Political Map.-SW answer questions on pg. 5.

-SW explore the Physical Map.-SW answer questions on pg. 6.

Assessment Check answers Check answers

Science

Monday Tuesday Wednesday Thursday FridayGLCE P.PM.E.3

Magnets can repel or attract other objects.

P.PM.E.3Magnets can repel or attract other objects.


Objective SW be able to determine magnetic properties.

SW measure the force of magnets.

SW understand the difference between temporary and permanent magnets.

Materials *Foss Kit (test objects)*Student Sheet #4*Pencil

*Foss Kit (test objects)*Graph Worksheet*Pencil

*Foss Kit*Pencil

Procedures -SW test bags of objects.*SW complete worksheet.

-SW perform observation by determining the number of washers lifted by one magnet.-SW graph results.

-SW read story “Magnificent Magnetic Models.

Assessment Teacher Observation

SW write an explanation of graph results.

Teacher Observation



Monday Tuesday Wednesday Thursday FridayGLCE Math Institute/

See Sub PlansObjectiveMaterialProcedureAssessment

Writing


Draft focused ideas using a variety of….techniques



Objective SW learn how to peer edit

SW compare and contrast items

SW learn how brain storm writing ideas.

Material *Students writing samples*Writing check list*Pencil

*Venn Diagram*Paper *Pencil

*Bubble Diagram*Pencil

Procedure -TW model how to peer edit.-TW explain how to improve writing.-SW peer edit writing.

--SW compare the similarities and differences amongst items.-SW write a paragraph about the comparisons.

-TW give students a topic.-TW model how to fill in Bubble Diagram.-Teacher and students will complete a Bubble Diagram together.-Teacher and students will complete paragraphs for the topic.

Assessment Check Peer Editing papers

Check comparison paragraphs

Listen to students responses

Mathematics






Math Institute/ See Sub Plans

Objective -SW under place value.

-SW be able to solve various mathematical concepts.

-SW determine the place value of several numbers.

-SW review characteristics of Polygons.

-SW create numbers & operations to fit each Name Collection Box.

-SW be able to solve various mathematical concepts.

Material *Student Math Journal pgs. 28-29*SRB*Notes*Pencil

*Student Math Journal pgs. 33-34*SRB*Notes*Pencil*Place Value Chart

*Student Math Journal pgs. 30-31*SRB*Notes*Pencil

*Student Math Journal pg. 35*SRB*Notes*Pencil

Procedure 1

Procedure 2

-SW read each question.-SW use SRB to solve mathematical problems.-Teacher and students will review questions together.

-TW model and provide strategies as how to solve various problems.-SW use SRB &

-SW record numbers in place value chart.-SW determine the worth of each number.-SW record his/her results.

-SW place a mark next to statements thatare true about each figure.

-Teacher and students will review each collection box together.-Teacher and students will create numbers and operations for each box.-SW then create his/her own Name-Collection Boxes.

-TW model and provide strategies as how to solve various problems.-SW use SRB & Math notes to

-TW review how to solve various math concepts.-SW work independently to solve problems.-Teacher and students will discuss individual problems after work time is complete.

Math notes to solve mathematical problems.

solve mathematical problems.

Assessment Check Math Journals together

Check Math Journals together



Social Studies


Use maps to describe elevation, climate, &….Population

4-GI.0.5Use maps to describe elevation, climate, &….Population


Objective SW be able to locate lakes and rivers

SW be able to identify elevations on a Physical Map

Material *Desk map*Marker

*Desk map*Marker

Procedure -TW read instructions to students.-SW work in pairs to locate lakes and rivers.-SW mark locations on Desk Maps.

-TW read instructions to students.-SW work in pairs to identify elevations on Desk maps.-SW mark locations on Desk Maps.

Assessment Check Worksheet #4

Check Worksheet #5

Science





Objective SW detect the force of magnetism

SW be able to explain magnet differences.

Material *Foss Kit (magnet boxes, test objects, …)*Pencil

*Story- “How Magnets Interact”

Procedure -SW construct magnet boxes-SW play magnet detecting game

-SW read story.-TW ask questions to prompt understanding.

using test objects, compass & iron filings.

Assessment Check reports on detection

Teacher Observation






Objective -SW be able to identify various content (genre, purpose, main idea, etc) of short paragraph.

-SW understand the meaning of weekly vocabulary words.

MEAPTesting!

MEAPTesting!

MEAPTesting!

-SW complete KWL chart pertaining to “Saguaro Cactus”.

-SW be able to match vocabulary words with words of similar meaning.

-SW be able to label drawing according to its definition.

Material *Reading Practice Book, pg. 107*Weekly vocabulary words*Pencil*Paper

*Reading Practice Book Pgs. 105, 107 & 109.*Vocabulary definitions* Tape: Saguaro Cactus *Pencil

Procedure 1 -SW write the meaning of vocabulary words.

-SW fill in the K (What I Know) & W (What I Want to Know) portion of KWL chart.-SW listen to the story: Saguaro Cactus on tape.-SW then complete the L

Procedure 2

Procedure #3

-SW will silently read paragraph.-TW then read paragraph aloud.-SW answer questions.

portion of the KWL chart.

-SW read given words.-SW write a vocabulary word on the line that belongs in the same group as other words.

-SW read Desert Dictionary Definitions.-SW observe cactus illustration and match words that fits illustrations of cactus parts.

Assessment Check answers Check answers

Mathematics







Objective -SW better understand that changing the place of a number may change its value.

-SW learn the meaning of Math vocabulary terms.

-SW better understand the concept of estimation.

-SW better understand vocabulary terms by visualizing its meaning/representation.

-SW learn how to solve addition problems using the Partial-Sums Product method.

-SW learn how to solve addition problems using the Column Addition Method.

-SW learn how to solve subtraction problems using the Trade-First method.

-SW learn how to solve subtraction problems using the Partial Differences Method.

Materials *Math Journal pg. 36*Pencil*Projector

*Math Journal pg. 38*Math Notebook*Pencil*Projector*Raisin Boxes

*Math Journal pg. 40*Math Notebook*Pencil*Projector

*Math Journal pg. 42 & 43*Math Notebook*Pencil*Projector

*Math Journal pg. 49 & 50*Math Notebook*Pencil*Projector

Procedure 1 -TW give students

-TW write and state vocabulary

-SW will review vocabulary terms.

-TW model how to solve addition

-TW model how to solve

Procedure 2

instructions as how to “change” numbers. -TW model on the projector.-TW ask: Do you have to add to change the number?Do you have to subtract/minus to change the number?-Teacher and students will perform each step together for several problems.

-SW work in a group to perform independent practice for remaining problems.

terms and meaning.-SW copy words and meaning in math notebook.-SW be placed in groups of two.-Teacher and students will play the “Counting Raisins” game step-by-step.-SW record their results.

-TW randomly select students to state their family size.-TW record each child’s family size.-Teacher and students will discuss results and answer questions relating to findings.

problems using the Partial-Sums method.-SW work in small groups and complete few problems using the Partial-Sums method.

-TW model how to solve addition problems using the Column Addition method.-SW work in small groups and complete few problems using the Partial-Sums method.

subtraction problems using the Trade-First method.-SW work in small groups and complete few problems using the Trade-First method.

-TW model how to solve subtraction problems using the Partial Differences method.-SW work in small groups and complete few problems using the Partial Differences method.

Assessment Check answers Listen to students responses

Listen to students responses & Check answers

Check answers Check answers

Social Studies



MEAPTesting!


MEAPTesting!


Objective -SW learn characteristics of a Locator Map.

-SW understand the difference between a lake and a river.

-SW learn how to find cities and state capitols on a map.

Material *Desk Map*Map Marker*Paper*Pencil

*Desk Map*Map Marker*Paper*Pencil

*Desk Map*Map Marker*Paper*Pencil

Procedure -TW step-by-step discuss different characteristics of a Locator Map.-SW find & mark specific

-TW step-by-step discuss different characteristics of a lake and river.-SW find & mark specific

-TW step-by-step discuss different characteristics of cities and state capitols on a map.-SW find & mark

locations/areas on map.-SW take Locator Map notes & answer questions on worksheet.

locations/areas on map.-SW take river and lake notes & answer questions on worksheet.

specific locations/areas on map.-SW take city and state capitol notes & answer questions on worksheet.

Assessment Observe work Observe work Observe work

Science



MEAPTesting!

MEAPTesting!

MEAPTesting!


Objective SW detect the force of magnetism

-SW learn about water and its process.

Material *Foss Kit (magnet boxes, test objects, …)*Pencil

*Story: Randy’s Fantastic Journey*”The Words Around You” Worksheet*Pencil

Procedure -SW construct magnet boxes-SW play magnet detecting game using test objects, compass & iron filings.

-TW read “Randy’s Fantastic Journey” aloud-Teacher and students will discuss vocabulary words and definitions.-SW then match vocabulary words with its meaning.

Assessment Check reports on detection

Check work


English Language Arts/ Reading


Know meanings of words encountered frequently in grade-level…..

Field Trip! R.CM.04.01Connect personal knowledge, experiences, and understanding of the world….

W.SP.04.01Correctly spell frequently encountered words….

R.MT.04.01Self-monitor comprehension when reading or listening to text…..

Aim SW be able to write and understand meanings of vocabulary words.

SW be able to complete KWL charts.

SW use environmental sources to make connections with meaning of words.

SW use reading strategies (reread, represent ideas in text, etc) to answer comprehension questions.

Strategy Complete Reading workbook pg. 49 by matching vocab. words with its meaning.

Use personal knowledge and experiences to complete K & W of KWL chart. Use reading comprehension skills to complete L part of KWL chart; pg. 51.

Use dictionaries and structural clues to match spelling words with its meaning and construct words; pg. 58.

Read passage and select best answer; pg. 53.

Assessment Check work Check KWL charts.

Complete puzzle and construct words.

Check Multiple Choice answers

English Language Arts/ Writing Workshop


Apply a variety of pre-writing strategies for both…..

Field Trip! W.PR.04.03Draft focused ideas using a variety of…..

W.PR.04.05Proofread and edit writing…..

Aim SW be able to SW be able to SW proofread and

prewrite/ brainstorm ideas for the informational text: Saguaro Cactus.

compose sound paragraphs that reflect the informational text: Saguaro Cactus.

edit writing.

Strategy Use graphic organizer to structure ideas regarding elements that classifies Saguaro Cactus as an informational text.

Refer to graphic organizers to organize and compose rough drafts.

SW work individually and use appropriate resources to edit writing.

Assessment Graphic organizers Rough Drafts Check writing

English Language Arts/ English

Monday Tuesday Wednesday Thursday FridayGLCE R.IT.04.01

Identify and describe informational text patterns including cause and effect.

Field Trip! W.GR.04.01In the context of writing, correctly use simple and compound sentences……

W.GR.04.01In the context of writing, correctly use simple and compound sentences……

Aim SW be able to understand the differences between causes and effects.

SW identify and write causes and effects in story; pg. 52

SW be able to identify word groups as comma splice or run-on sentences; pg. 57.

SW be able to identify best fitting compound sentences.

Strategy Read story and complete causes and effects charts; pg. 52.

Rewrite comma splice or run-on sentences as a compound sentence; pg. 57.

Connect two sentences and make into a compound sentence.

Assessment Write the correct causes and effects.

Write compound sentences.

Check answers

Mathematics

Monday Tuesday Wednesday Thursday FridayGLCE Field Trip!AimStrategyAssessment

Science


Social Studies


WELCOME ABOARD!

We are looking forward to the following students’ parents to chaperone our “Great Lakes” Field Trip!!

*Sudi McElroy

*Hamza Ismael

*Brianna Frame

*Christopher Stopczynski

Date: Tuesday October 26, 2010

Departure Place & Time: Dickinson West/ 8:15 a.m.**Parents please arrive at 8:05 a.m. with your child.

Reminder:

1. Parents and students should dress in layers of clothing.

2. Chaperone Parents should bring a Lunch!

(Lunch will be provided for students).

3. Each parent should plan to chaperone at least 6-7 students.



Monday Tuesday Wednesday Thursday FridayGLCE Field Trip! NO SCHOOL! W.SP.04.01

Correctly spell frequently encountered words….

Aim SW learn the meaning of spelling words.

SW be able to identify key words to perform searches on the Internet.

SW extend vocabulary analogy skills.

Strategy Use dictionary and prior knowledge to match definitions with spelling words; pg. 58.

Write two key words to help answer each question; pg. 55.

Complete analogies with words from the box; pg. 56.

Assessment Check workbook Check workbook Check workbook


Monday Tuesday Wednesday Thursday FridayGLCE Field Trip! NO SCHOOL!Aim Integrated

Learning: (SEE GRAMMAR)SW understand how to use the correct pronoun when writing sentences.

Integrated Learning: (SEE GRAMMAR)SW learn how to edit run-on sentences when writing.

Integrated Learning: (SEE GRAMMAR)

Strategy Fill in the pronoun that best completes the sentence.

Edit run-on sentences.

SW better understand how to avoid writing run-

on sentences.Assessment Check together Check together Check together

English Language Arts/ Grammar

Monday Tuesday Wednesday Thursday FridayGLCE Field Trip! NO SCHOOL!Aim Review:

SW better understand how pronouns should be used in a sentence/writing.

SW understand how to separate run-on sentences.

SW learn how to implement words in sentences to avoid run-on sentences.

Strategy Using Pronoun Worksheet fill in the pronoun/(s) that best fit each sentence; (SET II, 8).

Separate run-on sentences by ending the first sentence with a period and beginning the next sentence with an upper case letter; (SET III, 37).

Correct run-on sentences by using joining words (before, after, when, because or since); (SET III, 41).

Assessment Check together Check together Check together

Mathematics

Monday Tuesday Wednesday Thursday FridayGLCE Field Trip! NO SCHOOL!Aim SW learn how to

solve mathematical problems with parenthesis.

SW be able to solve various mathematical problems by filling in numbers that matches the product.

SW be able to solve problems using various mathematical concepts (multiplication, measurement, table data, etc).

Strategy Using Student Reference Book and class notes to solve problems; pgs. 71-72.

Using Student Reference Book and class notes to solve problems; pgs. 73-74.

Using Student Reference Book and class notes to solve problems; pgs. 75-76





In context, determine the meaning of words and phrases…

NO SCHOOL! R.MT.04.01Self-monitor comprehension when reading or listening to text….

W.SP.04.01In the context of writing, correctly spell frequently encountered words…

R.MT.04.01Self-monitor comprehension when reading or listening to text….

Aim SW be able to identify if specific words are the antonym or synonym of each vocabulary word.

SW demonstrate comprehension skills by going back in the story to find answers.

SW be able to complete sentences with the correct spelling word.

SW demonstrate comprehension skills by answering “Nights of the Pufflings” test questions.

Strategy Use written definitions to demonstrate meaning understanding of vocabulary words;Worksheet.

Underline and number particular sentences of the story that supports choice of answer.

Use dictionary to obtain meaning of spelling words to fill in the blank with the word that best makes sense;Worksheet (Teacher’s Manual).

Using process of elimination to answer Multiple Choice test questions.

Assessment Check answers Check answers Check answers Check answers


Monday Tuesday Wednesday Thursday FridayGLCE R.MT.04.01

Self-monitor comprehension when reading or listening to text….

NO SCHOOL! R.CM.04.03Explain relationships among themes, ideas, and characters within and across text….

L.RP.04.01Listen to or view knowledgeably and discuss a variety of genre….

Aim SW be able to answer text questions in a complete sentence.

SW be able to identify particular reading elements in “Nights of the

SW be able to demonstrate understanding of Expository Text.

Pufflings”. Strategy Use particular

words in each question to answer it in a complete sentence.

Describe title, character, setting, problem, & solution in “Nights of the Pufflings”.

Explain & provide details as to how the story: “Nights of the Pufflings” is considered to be an Expository Text.

Assessment Check answers Check answers Check together


Monday Tuesday Wednesday Thursday FridayGLCE W.GR.04.01

In the context of writing, correctly use simple and compound sentences……

NO SCHOOL! W.GR.04.01In the context of writing, correctly use simple and compound sentences……


Aim SW identify Complete Subject or Complete Predicate of each sentence.

SW be able to fix run-on sentences into two complete sentences.

SW create Compound Sentences by using step-by-step strategies.

Strategy Observe underlined portion of each sentence and determine whether it is the Complete Subject or Complete Predicate; Worksheet.

Using punctuation and capitalization to separate run-on sentences; Worksheet.

Use a comma and conjunction/ connecting word to create a Compound Sentence; Worksheet.

Assessment Check answers Check answers Check answers

Mathematics

Monday Tuesday Wednesday Thursday FridayGLCE N.ME.04.15

Read and interpret decimals up to two decimal places…..

NO SCHOOL! N.FL.04.34Estimate the answers to calculations involving addition….

N.FL.04.32Add and subtract decimals through hundredths.

N.FL.04.32Add and subtract decimals through hundredths.

Aim SW compare decimals by placing numbers in order from smallest to largest, using more/less

SW will use prior Estimation knowledge to estimate numbers with decimals.

SW add and subtract numbers with decimals.

SW use various mathematical skills to compare and solve mathematical problems.

than signs & drawing pictures.

Strategy Use symbols, Place Value Chart, & Base-10 Blocks to demonstrate decimal comprehension; pg. 82.

Observe information in data table to demonstrate comprehension of solving mathematical problems with decimals; pg 85

Use graph paper and Place Value Chart to solve addition and subtraction problems with decimals; pg. 87

Use circle graphs circles, Place Value Chart, ruler, etc to solve mathematical problems; pgs. 88-89.

Assessment Check together Check together Check together Check together

Science

Monday Tuesday Wednesday Thursday FridayGLCE P.EN.04.51

Demonstrate how electrical energy is transferred…..

NO SCHOOL! P.EN.04.51Demonstrate how electrical energy is transferred…..

Aim SW better understand vocabulary that relates to lighting a bulb.

SW will understand the concept of how to make a motor run.

Strategy Discuss and write Word Bank Entries and Content/Inquiry notes.

Work in groups using observation skills to experiment with materials to make a motor run.

Assessment Observation and listen to responses

Observe and ask questions

Social Studies



NO SCHOOL! 4-GI.0.5Use maps to describe elevation, climate, &….Population


Aim SW be able to identify products that different states grow.

SW review different aspects of Michigan.

SW review different aspects of Michigan.

Strategy Use the United States map and Legend/key to answer questions about Products grown in different states.

Use Desk Map/ Side A (Population) to answer questions regarding Michigan; Social Studies

Use Desk Map/ Side B (Physical) to answer questions regarding Michigan; Social Studies

Worksheet. Worksheet.Assessment Check answers Check answers Check answers



Monday Tuesday Wednesday Thursday FridayGLCE R.MT.04.01

Self-monitor comprehension when reading or listening to text….

R.WS.04.07In context, determine the meaning of words and phrases…

R.CM.04.01Connect personal knowledge, experiences, and understanding of the world to themes …..

THANKSGIVING BREAK!

THANKSGIVING BREAK!

Aim SW be able to read text and answer comprehension questions.

SW learn vocabulary terms and meaning to the story: “How to Babysit an Orangutan”.

SW complete K-W-L charts to the story: “How to Babysit an Orangutan”.

Strategy Read questions first, then refer back to the text to answer questions correctly.

Use glossary to write definitions, and match terms with its meaning; pg. 67.

Use prior knowledge to discuss and interpret information pertaining to Orangutans.

Assessment Check answers Check answers Listen to responses



Proofread and edit writing using appropriate resources……

W.PR.04.05Proofread and edit writing using appropriate resources……

L.RP.04.01Listen to or view knowledgeably and discuss a variety of genre….

THANKSGIVING BREAK!

THANKSGIVING BREAK!

Aim Integrated Learning (SEE Grammar)

Integrated Learning (SEE Grammar)

SW be able to demonstrate understanding of

SW write complete sentences by implementing a complete subject or predicate.

SW write sentences by implementing both a complete subject and predicate.

Expository Text.

Strategy Refer to notes to write who or what the sentence is for the subject, and indicate what the subject is or does for the predicate portion of each sentence.

Refer to subject and predicate notes to accurately write sentences with subject first, then predicate.

Explain & provide details as to how the story: “How to Babysit an Orangutan” is considered to be an Expository Text.



Monday Tuesday Wednesday Thursday FridayGLCE W.GR.04.01

In the context of writing, correctly use simple and compound sentences……



THANKSGIVING BREAK!

THANKSGIVING BREAK!

Aim SW demonstrate understanding of Subject and Predicate in sentence structure.

SW create sentences with a complete subject and predicate.

SW learn how to make a Compound Subject and Compound Predicate.

Strategy Fill in either a subject or predicate in the blank to complete a sentence.

On line paper, write 10 sentences with a complete subject and predicate.

Combine sentences using connecting words to make either a Compound Subject or Compound Predicate.

Assessment Check answers Check answers Check answers

Mathematics

Monday Tuesday Wednesday Thursday FridayGLCE N.FL.04.32

Add and subtract decimals through hundredths.

N.ME.04.18Read, write, interpret, and compare decimals….

½ DayTHANKSGIVING BREAK!

THANKSGIVING BREAK!

Aim SW be able to solve Money with Decimals

SW be able to solve decimal and fraction notation

problems by using various mathematical strategies (e.g. addition, subtraction).

problems up to the thousandths place.

Strategy Use glossary, key words (in all, how much change) and graph to correctly solve problems; pgs. 90-91.

Use Place Value Chart and prior knowledge to solve mathematical problems; pgs. 93-95.

Assessment Check together Check together

Science

Monday Tuesday Wednesday Thursday FridayGLCE P.EN.04.51

Demonstrate how electrical energy is transferred…..

P.EN.04.51Demonstrate how electrical energy is transferred…..

½ DayTHANKSGIVING BREAK!

THANKSGIVING BREAK!

Aim SW be able to answer Science vocabulary questions.

SW understand the differences between Conductor and Insulator.

Strategy Refer to Word Bank & Content Inquiry Notes to answer vocabulary questions regarding the Investigation of Making a Motor Run.

Write and discuss Word Bank and Content/Inquiry notes regarding Investigation 2: Making Connections.

Assessment Check answers Observe and Listen to responses

Social Studies

Monday Tuesday Wednesday Thursday FridayGLCE 4-G1.0.1

Identify questions geographers ask in examining the United States.

4-G1.0.3Identify and describe the characteristics and purposes of a variety of geographic tools…

THANKSGIVING BREAK!

THANKSGIVING BREAK!

Aim SW learn vocabulary terms

SW answer Vocabulary and

and meanings to Chapter 1/ Lesson 1: The Geography of Our World.

Study Guide questions.

Strategy Read, discuss, and take vocabulary notes.

Use vocabulary notes and Social Studies text to answer questions; pgs. 3-4.

Assessment Check notes and Listen to responses

Check answers

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