BLACKCURSE - Home - East Prairie School District #73 · Web viewSixth Grade Word Play for Literacy in General Classroom Enrichment 39 Seventh Grade Etymology for General Classroom

Cover Page

Enrichment Program Curriculum Committee

Members: Updated Fall 2007Suzan Bates - Enrichment Coordinator K-8Lisa Swift, - Primary K-2Sue Kelly, - 4th/5th

Danielle DeCamp - Junior High 6-8

Members: Updated March 6, 2003Suzan Bates - Enrichment Coordinator K-8Julie Cowan, - Primary K-3Marilyn Birz, - 3rd/5th

Danielle DeCamp - Junior High 6-8

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Table of Contents

Cover Page_______________________________________________________________1District Mission, Vision and Beliefs About Learning______________6Statement of Philosophy for the East Prairie Enrichment Program_____________________________________________________________7Introduction to the East Prairie School Enrichment Program____7CAC Definition of Curriculum Terms_______________________________8Enrichment Curriculum Definition of Terms_____________________10CAC Definitions of Achievement__________________________________12Bibliography of Research_________________________________________13The Enrichment Program Components___________________________231. Philosophy of Delivery of Instruction for General Classroom Enrichment_________________________________________________________23

Beliefs About Teaching General Classroom Enrichment____________23Recommended Teaching Strategies and Tools Based Upon Best Practices for General Classroom Enrichment________________________24

Student Goals/Benchmarks for General Classroom Enrichment______________________________________________________________________25

K-8 Skills Scope and Sequence for General Classroom Enrichment__________________________________________________________________________26Student Goals and Benchmarks for Kindergarten through Third Grades General Classroom Enrichment_______________________________27Student Goals and Benchmarks for Fourth and Fifth Grades General Classroom Enrichment_______________________________________28Student Goals and Benchmarks for Sixth Through Eighth Grades General Classroom Enrichment_______________________________________29Cross Reference to State Standards for General Classroom Enrichment_____________________________________________________________31Measurable Outcomes for General Classroom Enrichment_________31Major Topics and Themes for General Classroom Enrichment______31

Assessments for General Classroom Enrichment________________31Rationale for Assessments for General Classroom Enrichment_____31Recommended Assessment Techniques for General Classroom Enrichment_____________________________________________________________32Assessment Samples for General Classroom Enrichment___________32

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Multi-dimensional Assessments for General Classroom Enrichment__________________________________________________________________________32

Sample Curriculum Units for General Classroom Enrichment__33Kindergarten through Second Grades Career Exploration in General Classroom Enrichment_________________________________________________33Third Grade Problem Solving General Classroom Enrichment______35Third Grade Career Exploration in General Classroom Enrichment_36Fourth and Fifth Grade Problem Solving in General Classroom Enrichment_____________________________________________________________38Sixth Grade Word Play for Literacy in General Classroom Enrichment_____________________________________________________________39Seventh Grade Etymology for General Classroom Enrichment_____41Eight Grade Publishers’ Studio for General Classroom Enrichment__________________________________________________________________________42

Multi-Dimensional Assessment Samples for General Classroom Enrichment_________________________________________________________45

Kindergarten through 2nd grades Career Exploration_______________45Kindergarten through 2nd grades Career Exploration_______________463rd through 5th grades Problem Solving______________________________473rd through 5th grades Problem Solving______________________________486th Grade Word Play for Literacy Activity_____________________________496th Grade Word Play for Literacy Activity_____________________________507th Grade for Etymology_______________________________________________518th Grade for Publishers’ Studio_______________________________________52

2. Philosophy of Delivery of Instruction for Enrichment Workshops and Independence Studies__________________________53

Beliefs About Teaching Enrichment Workshops and Independence Studies__________________________________________________________________53Recommended Teaching Strategies and Tools Based Upon Best Practices for Enrichment Workshops and Independent Studies____55

K-8 Scope and Sequence for Enrichment Workshops and Independents Studies_____________________________________________56Student Goals and Benchmarks for Enrichment Workshops and Independents Studies_____________________________________________56Cross Reference to State Standards for Enrichment Workshops and Independents Studies________________________________________56

Measurable Outcomes for Enrichment Workshops and Independent Studies__________________________________________________________________57

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Major Topics and Themes for Enrichment Workshops and Independent Studies__________________________________________________57

Assessments for Enrichment Workshops and Independent Studies_____________________________________________________________58

Rationale for Assessments for Enrichment Workshops and Independent Studies__________________________________________________58Recommended Assessment Techniques for Enrichment Workshops and Independent Studies______________________________________________59

Multi-dimensional Assessment Samples for Enrichment Workshops and Independent Studies____________________________59Sample Curriculum Units for Enrichment Workshops and Independent Studies______________________________________________59

The Written Component of Enrichment Workshops and Independent Studies Curriculum Unit________________________________59The Product Creation Component of Enrichment Workshops and Independent Studies__________________________________________________72The Affective Curriculum Unit of Enrichment Workshops and Independent Studies__________________________________________________77

3. Philosophy of Delivery of Instruction for the Accelerated Math________________________________________________________________824. Philosophy of Delivery of Instruction for the Full-Day Pullout Enrichment Program______________________________________________82

Beliefs About Teaching the Full-Day Pull-out Enrichment Program__________________________________________________________________________82Recommended Teaching Strategies and Tools Based Upon Best Practices for Full-Day Pullout Enrichment___________________________83

5-8 Scope and Sequence for Full-Day Pullout Enrichment______84Student Goals and Benchmarks for Full-Day Pullout Enrichment______________________________________________________________________84Cross Reference to State Standards for Full-Day Pullout Enrichment_________________________________________________________84

Measurable Outcomes for Full- Day Pullout Enrichment____________85Major Topics and Themes for Full- Day Pullout Enrichment________85

Assessments for Full-Day Pullout Enrichment___________________86Rationale for Assessments for Full- Day Pullout Enrichment_______86Recommended Assessment Techniques for Enrichment Workshops and Independent Studies______________________________________________86

Sample Curriculum Units for Full-Day Pullout Enrichment_____87

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Multi-dimensional Assessment Samples for Full-Day Pullout Enrichment_________________________________________________________87

The Affective Curriculum Unit of Full-Day Pullout Enrichment_____87Parent Brochure of the Enrichment Program Description______94Appendix A_________________________________________________________95

East Prairie Enrichment Program Comprehensive Plan_____________95

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District Mission, Vision and Beliefs About Learning

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SCHOOL DISTRICT ORGANIZATION

School District Philosophy

VisionEast Prairie School District #73 will create a learning organization that promotes experimentation, invention and personal growth so that all learners will be successful in a global society.

MissionEast Prairie School District #73 will educate and provide all students with challenging experiences to become self-motivated learners.

Beliefs About LearningEast Prairie School Community believes that:

• All children can learn.• Respect and responsibility are crucial to an effective learning

environment.• Enriched educational opportunities and varied experiences help

children learn their potential.• Diversity in the community enriches a child’s appreciation of other

cultures.• Technology and other media-related tools help stimulate learning for

children.• Collaborative experiences enhance learning and interpersonal skills.• A safe and secure environment is essential for learning.• Multi-dimensional assessment reveals a child’s potential and

achievement.• High expectations help children reach their potential for academic

and personal growth.• A supportive and creative environment motivates children to achieve.• Responsible management of funds will contribute to quality education

for children.• Open and honest communication is essential for a quality school.

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• Education of the whole child is mandatory for a successful educational experience.

• A collaborative relationship among staff, administration, Board of Education members, parents and the community creates a positive learning environment.

CROSS REF: 6:10 and ADOPTED: 9/16/98

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Statement of Philosophy for the East Prairie Enrichment Program

(Excerpt from the East Prairie Enrichment Program Comprehensive Plan)

In seeking to provide a positive and effective learning environment with a commitment towards the highest possible standard of education for each child, District #73 recognizes the need to provide special accommodations in education programs for identified gifted and talented students (approximately 5%-7% of the student population.)

District #73 concurs with the view of the Illinois State Board of Education that the gifted and talented students “need and can profit from special planned educational services beyond those normally provided by the standard school program.”

Because of these students’ unique abilities and learning needs, the education environment must be challenging and appropriate to assist the students in taking the responsibility for reaching their full potential with opportunity to strive and succeed. In cooperation with parents the East Prairies School staff will enhance the educational opportunities afforded these gifted students.

District #73 also recognizes that all students have gifts and talents, which can be, developed through consistent enrichment activities.

District #73 supports a balance between meeting the students’ needs for challenge and holding the integrity of working together as a learning community.

Introduction to the East Prairie School Enrichment Program

The East Prairie School Enrichment Program offers a variety of opportunities for students to develop their skills, interests and knowledge base. The program offers broadening (horizontal) enrichment opportunities for students. All services are referred to as Enrichment. The program offers a high level of flexibility in designing activities to meet individual, small group, and large group opportunities. Therefore the need to boast or brag by both adults and children is lessened as all students have access to Enrichment. This

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also lessens the stigma and/or the perception of elitism without sacrificing meeting the needs of East Prairie students.

The gifted and talented students enjoy the benefit of having their educational needs met with both broadened (horizontal) as well as accelerated (vertical) enrichment opportunities. These services are planned to meet student’s specific needs without undue labeling of the child. Needs are identified rather than children identified.

Enrichment begins with the classroom teachers. East Prairie School Vision and Mission statements as well as their Beliefs about Learning strongly support education for the whole child with diverse learning opportunities. Differentiated curriculum is used to meet these goals.

CAC Definition of Curriculum TermsCurriculum Advisory Committee

DEFINITIONS

GOAL - broad statements of knowledge and/or skills that organize the subject matter of the learning area

STANDARDS/OBJECTIVES - specific statements of knowledge and/or skills in a goal

BENCHMARKS - specific learner expectations (what students should know and be able to do) by the end of a grade level

PERFORMANCE DESCRIPTORS - narrative statements that delineate criteria and describe how student performance meets the benchmark

REAL LIFE APPLICATIONS - transferring and using knowledge learned into everyday situations

BLOOM'S TAXONOMY - a model for levels of thinking which include:Knowledge - recalling and recognizing informationComprehension - understanding and explaining of informationApplication - using learning in other situationsAnalysis - recognizing parts and their relationshipsSynthesis - using parts to create a new wholeEvaluation - judging based on criteria

THEME - broad concept (an umbrella)

TOPIC - narrow, specific idea (the raindrops)

SCOPE AND SEQUENCE - the "what and when" order of teaching topics, concepts, skills and information in a specific subject area

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INTEGRATED CURRICULUM - content, concepts and skills from one or more subject areas are taught within one subject area

DIFFERENTIATION OF THE CURRICULUM - A differentiated curriculum offers a variety of learning options designed to tap into different readiness levels, interests, and learning profiles. By contrast, a curriculum is not differentiated when assignments are the same for all learners and the adjustments consist of varying the level of difficulty of questions for certain students, grading some students harder than others, or letting students who finish early play games. It is not appropriate to have more advanced learners do extra math problems, extra book reports, or after completing their "regular" work be given extension assignments.

• ADAPTATION TO THE CURRICULUM to change the presentation of the curriculum to meet the needs of the students

• MODIFICATION TO THE CURRICULUMto change the curricular assignment requirements to meet the individual needs of the student

• HORIZONTAL CURRICULUM DIFFERENTIATIONto broaden the scope of the curricular area being studied

• VERTICAL CURRICULUM DIFFERENTIATION - to accelerate a student in the area of study, out-of-level

ASSESSMENT - the process of gathering evidence of what a student can do, to give feedback about their progress

EVALUATION - the process of interpreting the evidence and making judgments and decisions based on it, a way of monitoring change and making improvements, judging instructional effectiveness/curricular adequacy

MULTI-DIMENSIONAL ASSESSMENT - an assessment process that gathers evidence of what a student can do via various instruments and types of assessment

Example of traditional assessments: multiple choice, true/false, forced choice, standardized testing, paper & pencil tests

Example of alternative assessments: portfolio, performance based, direct observations, anecdotal records

PERFORMANCE BASED ASSESSMENT - assessments requiring reasoning about recurring issues, problems and concepts that apply in both academic and practical situations students actively engage in generating complex responses requiring integration of knowledge and strategies, not just use of isolated facts and skills

• to perform or make a product in order to demonstrate knowledge and skills

AUTHENTIC ASSESSMENT - assessment strategies designed for relevant activities, skills and content knowledge that mirror "real world" situations and requirements

CRITERION REFERENCED ASSESSMENT - a measure of achievement of specific criteria stated as levels of mastery as measured against a standard or criterion rather than against performance of others that take the same test

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CURRICULUM BASED ASSESSMENT - a measure of achievement of specific curriculum objectives stated as levels of mastery as measured against a standard or criterion of the group

PORTFOLIO ASSESSMENT - A portfolio is a collection of a student's work, which can be used to assess not only the outcome of learning, but also the process of learning. Using portfolios as a school improvement assessment tool, requires the ability to score both individual work and the whole portfolio against standards for each. A portfolio documents a student's overall effort, progress and achievement over time in one or more subject areas of the curriculum.

RUBRIC - a set of related scoring scales used for evaluating student work and assigning points to reflect the evaluation of that workAH and CAC 9/8/99 and Revised: 9/29/99 and Approved by the Board of Education: 11/03/99

Enrichment Curriculum Definition of Terms

Accelerated Math - Please refer to the East Prairie School Enrichment Program Comprehensive Plan pages 6 and 16 in Appendix A as well as the East Prairie Math Curriculum.Creativity - using originality, flexibility, elaboration and fluency to enhance performance and production (Torrance, 1968)Critical Thinking - Characteristics include perseverance, resourcefulness, flexibility, meta-cognition, transference of knowledge, problem orientations, open mindedness, independence and the use of quality standards.Enrichment - opportunities to enhance learning both horizontally and vertically: All services are referred to as Enrichment because there are different services designed for every student. Just as IEP’s for particular students are not labeled and posted but designed and implemented, so are the Enrichment services. This lessens the focus on elitism, labeling and unnecessary prejudices.Full-Day Pullout Program - Please refer to the East Prairie School Enrichment Program Comprehensive Plan pages 6 and 17-21 in Appendix A.General Classroom Enrichment- Please refer to the East Prairie School Enrichment Program Comprehensive Plan pages 5 and 8-12 in Appendix A.Higher Order Thinking Skills - the ability to think creatively, make decisions, solve problems, visualize, reason, analyze, interpret, and to know how to learnIndependent Studies - Please refer to the East Prairie School Enrichment Program Comprehensive Plan pages 5 and 15 in Appendix A.Meta-cognition - the conscious awareness of one's learning style; physical, emotional, social and cognitive habits; and one's interaction within daily living

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Problem Solving - using a methodical process to solve various problems: Steps including assessing the problem, gathering information, evaluating the information in order to choose a solution and re-evaluating the outcome.Reciprocal Teaching -The teacher models his/her own cognitive (thinking) and affective (feeling) processes (meta-cognition).Workshops - Please refer to the East Prairie School Enrichment Program Comprehensive Plan pages 5 and 13 in Appendix A.

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CAC Definitions of Achievement

Curriculum Advisory CommitteeDEFINITIONS OF ACHIEVEMENT

EXCEEDS MASTERY - assessments indicate a student has surpassed the mastery level by exhibiting in-depth knowledge and skills

over 100+ = A+93-100 = A90-92 = A-

MASTERY - assessments indicate a student understands, demonstrates, uses and applies knowledge and skills to meet the standard

87-89 = B+83-86 = B80-82 = B-

77-79 = C+73-76 = C70-72 = C-

PARTIAL MASTERY - assessments indicate a student has insufficient knowledge to meet the standard and/or inconsistently applies skills in the learning area

60-69 = D (cannot use + (plus) or — (minus) )

ACADEMIC WARNING - assessments indicate a student has not acquired basic knowledge and skills to succeed

Below 60 = F

Board Approved 11/15/00

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Bibliography of Research

Critical Thinking. (1998, May 7). Educational Psychology Interactive. [Online]. Available: www.valdosta.peachnet.edu. [2001, June 15].

This article discusses how critical thinking is an important part of a student’s success. This means that critical thinking must be an integral part of a student’s schooling. This article review what is known about critical thinking, how critical thinking can be differentiated from creative thinking, and it suggest ways to implement critical thinking activities into the classroom.

Daniel, B. (1989). Reading thinkercises. Carthage, IL: Good Apple, Inc.

Higher reading skills such as interpreting, cause and effect, evaluation and figures of speech can be included to increase student learning.

Draze, D. (1986). Primary problem solving. San Luis Obispo, CA: Dandy Lion Publications.

This book introduction defines creative problem solving as the process that allows one to apply both creative and rational thinking to find solutions to everyday problems. This article lists skills that are developed by creative problem solving. Primary students who are involved in creative problem solving will learn to think through problems rather than quickly choosing the most obvious answer. There are five steps in the creative problem solving process and each is explained in depth. These five steps are: 1. fact finding, 2. finding the problem, 3. finding ideas, 4. judging ideas, and 5. plan of action.

Draze, D. (2000). Red hot root words. San Luis Obispo, CA: Dandy Lion Publications.

This article supports a strong vocabulary as building the foundation for clear, succinct expression of ideas. By having solid knowledge of Greek and Latin word parts, it becomes easier to recognize and decode terms that have origins in Latin and Greek. Learning these roots provides a basis for unlocking a wide variety of common technological and scientific terms.

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Eberle, B. & Stanish, B. (1985). Creative problem solving for kids. East Aurora, NY: D.O.K. Publishers.

For years the Creative Education Foundation has been associated with creative problem solving. This article discusses the formation of the Creative Educational Foundation and the works of Dr. Osborn. Osborn organized the first Creative Problem Solving Institute for students to learn more about the creative problem solving process. The article then expands on the importance of Osborn and his follower’s contributions to creativity research. Today the CPSI curriculum still exists and it is more rigorous than ever. It is founded on the premise that one needs training, instruction in techniques, and plenty of practice to be successful in creative education.

Ford, D., Harris III, J. & Howard, T. (1999, July/August). Using multicultural literature in gifted education classrooms. Gifted Child: Today Magazine, 22 (4), pp. 14-21.

This article discusses the lack of materials needed to challenge advanced learners. It presents a framework, the “Ford-Harris Matrix”, that teachers can use to adapt a curriculum that challenges gifted students, meets the needs of minority students, and that exposes white students to quality multicultural literature. The article defines multicultural education and its goals. It discusses integrating multicultural content into gifted education, and gives a framework for developing these experiences. Lastly, the article talks about applying the Ford-Harris model using literature based experiences.

Gastman, J.W. (1989). Creatrivia. Carthage, IL: Good Apple, Inc.

This creative problem solving book has several chapters, each which deals with different thinking skills associated with creativity. Topics and skills covered in these chapters include assumptions and preconceptions, applying information in constructive way, brainstorming, logic and thought provoking questions. Teachers should encourage originality, accept all answers, and refrain from evaluating and grading ideas. Lastly, the book looks at personal skills and thinking skills. The personal skills addressed are awareness, curiosity, perseverance, and faith. The thinking skills addressed are assumption, cognitive dissonance, lateral thinking, brainstorming, association and analogy, application, logic, speculation, and creative block and incubation.

Gentry, M., Moran, C. & Reis, S. (1999, July/August). Expanding enrichment program opportunities to all students. Gifted Child: Today Magazine, 22 (4), pp. 36-43.

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This article is about the enrichment cluster program at Windham Center School. This program is based on the enrichment triad model that includes three types of enrichment. Type 1 enrichment exposes children to people, topics, places, etc. that may not be covered in the regular curriculum. Type II enrichment is general training in creative thinking, problem solving, etc. and it is carried out in both regular classrooms as well as the enrichment rooms. Lastly, Type III enrichment is when students dedicate their time to pursuing a self-selected area of interest. The article discusses how these types of enrichment are applied to the general classrooms as well as to the enrichment classroom.

Hong, B. & Milgram, R. (1993, February/March). Creative thinking and creative performance in adolescents as predictors of creative attainments in adults: A follow-up study after 18 years. Roeper Review: A Journal of Gifted Education., 15 (3), pp. 135-139.

This article focuses on Milgram’s 4x4 model of the giftedness. In this model a child’s giftedness is determined by categories (2 with intelligence, 2 with original thinking), four ability levels, and three learning environments. The ability levels are profoundly gifted, moderately gifted, mildly gifted and non-gifted. The three learning environments include home, school, and community. The 4 categories previously mentioned are further discussed along with results of Milgram’s study which state that creative thinking and creative performance are better predictors of success in adult life than are intelligence or school grades.

Juskow, B. (1991). You be the judge. San Luis Obispo, CA: Dandy Lion Publications.

This book introduction discusses three different types of decision-making: criteria evaluation, value judgments, and judicial decisions. The criteria evaluation method usually involves marks that are awarded for specific criteria. Value judgment decision-making includes situations based on moral values that are learned at home, school and church. This allows students to learn how others make decisions. Lastly, judicial decisions are situations in which students are an observer in others disputes and they must weigh facts carefully. When students practice these decision-making situations, they strengthen skills of fluency, flexibility, originality, elaboration, analysis, and evaluation.

Kerka, S. (1992). Higher order thinking skills in vocational education. [Online]. ERIC Digest No. 127. Available:

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http://www.ed.gov.databases/ERIC_Digests/ed350487.html [2001, June 15].

SCANS says higher order thinking skills must be taught. Kerka relies on the cognitive research findings of (1) learning is not automatically transferred to new setting; (2) context is critical to understanding; (3) passive learning does not develop cognitive management skills; and (4) higher order learning is not a change in behavior but the construction of meaning from experience. She then continues with classroom strategies for general use finishing with methods for vocational education.

Leimbach, J. (1986). Primary logic. San Luis Obispo, CA: Dandy Lion Publications.

Development of intellectual skills is best accomplished if teacher instruction is paired with an emphasis on the importance of thinking skills. Students develop these skills when thinking is a goal of instruction, when the teacher values thinking, when it is accepted to take time to think, and when the process is as important as the answer itself.

Meekins, V. (1993, January). You took the words right out of my mouth. Challenge: Reaching and Teaching the Gifted Child, 11 (3), pp. 3-4.

“In a nutshell”, this article focuses on the abundance and importance of idioms in the English language, while reminding us many students do not have the knowledge of American culture to understand them. The “Amelia Bedelia” series is a recommended source for introducing students to the intricacies of English. For upper level students incorporating idioms into creative writing is encouraged. Finally, idioms help build vocabulary while providing a cultural perspective on language.

Menelly, D. (2000, March/April). Student-centered science enrichment: A pyramid scheme that really pays off. Gifted Child Today, 23 (2), pp. 48-51.

Menelly discussed his work with extending his science class. He used a pyramid of opportunities to meet the needs of his students. The steps he took to differentiate are explained clearly.

Nickelsen, L. (1998). Quick activities to build a very voluminous vocabulary. New York, NY: Scholastic, Inc.

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http://www.ed.gov.databases/ERIC_Digests/ed350487.html

This article emphasized the ideas of vocabulary including students’ understanding of the overall ideas and concepts being communicated. Vocabulary also increases speaking and writing skills, improves standardized test scores. Three key components to effective vocabulary instruction are integration, repetition, and meaningful use. Six effective strategies to integrate into classroom teaching are included and described.

Sapon-Shevin, M. (1994, December/1995, January). Why gifted students belong in inclusive schools. Educational Leadership. pp.64-69.

This article points out that isolated classes stigmatize rather than welcome the gifted student. Inclusion establishes an accepting environment honoring differences. It also implements a multi-level curriculum. It provides ongoing support for teachers and prepares teachers to teach interactively.

School-to-work in Middle Schools. [Online]. Available: http://www.stw.ed.gov/factsht/bul1197b.htm [2001, June 15].

Secretary's Commission on Achieving Necessary Skills (SCANS) gives three-part foundation of skills and personal qualities needed for solid job performance: basic skills, thinking skills and personal qualities. Teachers can build activities allowing students to develop these skills. Assess personal aptitudes, abilities and interests, participate in career exploration, build the connection between academic skills and the students' future and set goals with a 4-year plan.

Schwartz, L. (1984). Creative capers. Santa Barbara, CA: The Learning Works, Inc.

This article describes the four abilities on which creativity is dependent. These four abilities are fluency, flexibility, originality, and elaboration. Each of these is defined in the introduction. These four abilities help to measure creativity and they can be strengthened to increase one’s creativity.

Schwartz, W. (no date). Preparing middle school students for a career. Vocational education in middle school. [Online]. New York, New York: Eric Clearinghouse on adult, career, and vocational education. Available: http://www.kidsource.com [2001, June 15].

This article explains that youths are more likely to believe they have a variety of career choices if home and schools help them learn

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http://www.stw.ed.gov/factsht/bul1197b.htm

about these different career choices and then support their efforts. Middle schools should help students understand that their current education and choices will affect their future roles. Many middle schools provide career education programs. These programs are most effective when they combine general middle school education strategies with vocational education. This article gives the reader ideas for integrating vocational education into the general curriculum and it provides the reader with instructional strategies for a vocational education curricula. Lastly, the article describes the parents’ role in vocational education.

Seyba, M. (1984). Imaging: A different way of thinking. Hawthorne, NJ: Educational Impressions, Inc.

This book introduction defines the four types of thinking that help to develop the skill of imagery. These types of thinking include fluency, flexibility, originality, and elaboration.. Fluency includes thinking of many possibilities. Flexibility is thinking of a variety of ideas in many categories. Originality is thinking of a thought or idea that no one else has come up with. Lastly, elaboration is thinking of ideas to enhance the main idea of image. As students are learning to think visually, they should work to answer the questions associated with these types of thinking.

Shibata, H. (1998). Problem Solving: definition, terminology and patterns. [Online]. Available: http://www.mediafrontier.com. [2001, June 15].

This article focuses on appropriate terminology and key definitions of steps in the problem solving process. It defines the seven key terms in problem solving: purpose, situation, problem, cause, solvable cause, issue, and solution. This article also focuses on thinking patterns for judgments and for thinking processes. An understanding of definitions, terminology, and patterns helps individuals to better understand the problem solving process.

Short, D. & Short, P. (1985). Entice their imaginations. Carthage, IL: Good Apple, Inc.

“Entice their Imaginations” discussed creativity of words as well as thoughts and objects. Forms of expressing creativity can be taught through visualization and gestures developing skills of perceiving critical thinking and problem solving.

Stanish, B. (1983). Creativity for kids through word analysis. Carthage, IL: Good Apple, Inc.

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http://www.mediafrontier.com/

First, this article lists and defines the four thinking processes of fluency, flexibility, elaboration, and originality. Second, it gives examples of things teachers can do to enhance the four thinking processes. Third, the introduction defines brainstorming and gives suggestions for ways to effectively brainstorm with students. Lastly, it lists the benefits of developing creativity in students.

Stanish, B. (1981). Hippogriff feathers: encounters with creative thinking. Carthage, IL: Good Apple, Inc.

The author discusses skills for problem solving including deferred judgement, criteria, and brainstorming.

Stanish, B. (1977). Sunflowering. Carthage, IL: Good Apple, Inc.

"Sunflowering" allows for information to be played in the mind and altered and express in individual ways. Survival within the next century will be contingent upon applying the process of thinking not retaining large mind vaults of knowledge. Four strategies are discussed Imagery Analogies, Object to Object Analogies, Person to Object Analogies and Transforming following by teachers’ strategies.

The Restructuring of America in the decade ahead, Public Affairs Forum, vol. 1, Malvern, PA: The Society of Chartered Property and Casualty Underwriters.

This summary, written in chart form, was based on three basic principles. 1. Everything comes from somewhere. 2. Everything goes somewhere. 3. Everything is connected to everything else. It includes 27 examples of changes due to shift from industrial to information society. For example, either/or - - multiple-option; managerial - - entrepreneurial; myth of melting pot - - celebration of cultural diversity.

Think Guidance. (1999) [Online]: [email protected].

This article relates the importance of supporting the direct teaching of thinking skills. Higher order, critical, creative and ethical thinking skills are compared to Bloom’s taxonomy and Marzano’s model.

Wayman, J. (1980). The Other side of reading. Carthage, IL: Good Apple, Inc.

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mailto:[email protected]

This book summary focuses on the skill of imagery and its importance to reading enjoyment. Today many children have difficulty with imagery, and focus instead on pictures while reading. Left brain-right brain research shows that children have the skills necessary to visualize, but they are not taught as frequently as other skills. Skills associated with the left side of the brain are often focused upon in teaching lessons; however, skills necessary for visualizing come from the right side of the brain, which seems to be the intuitive, spatial, and visual side. These skills also need to be a focus in teaching lessons in order for them to be developed properly.

Williams, F. (1970). The first volume of classroom ideas for encouraging thinking and feeling. East Aurora, NY: D.O.K. Publishers.

The processes of inquiry, discovery and creative problem solving are juxtaposed to programming students to search for single answer truths. The creative potential with the problem-based learning encourages the processing of both cognitive and affective thinking leading to meta-cognitive lessons.

Magazines and Journals

Gifted Child Quarterly a publication of the National Association for Gifted Children, Washington D. C.

Parenting for High Potential a publication of the National Association for Gifted Children, Washington D. C.

Talent by Northwestern University, The Center for Talent and Development, Evanston: IL.

Books

Beecher, M. (1995). Developing the Gifts and Talents of all Students in the Regular Classroom. Creative Learning Press. Mansfield: CT

Colman, P. (2000) Girls: A History of Growing Up Female in America. Scholastic Books. New York: NY.

Galbraith, M. A. & Delisle, J.. (1996). The Gifted Kids’ Survival Guide: a Teen Handbook. Minneapolis: MN Free Spirit Press.

Hall, E. & Skinner N. (1976). Somewhere to Turn: Strategies for Parents of the Gifted and Talented. Teacher College Press, New York: NY.

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Kamiya, E. & Reinman, A. (1987). Curriculum Activities for Gifted and Motivated Elementary Students. Parker Publishing Company. New York: NY.

Kerr, B. & Cohn S. (2001). Smart Girls: A New Psychology of Girls, Women and Giftedness. Scottsdale: AZ. Great Potential Press.

Kerr, B. & Cohn S. (2001). Smart Boys: Talent, Manhood and the Search for Meaning. Scottsdale: AZ. Great Potential Press.

Reis, S. Burns. D. & Renzulli, J. (1992) Curriculum Compacting: The Complete Guide to Modifying the Regular Curriculum for High Ability Students. Creative Learning Press. Mansfield: CT

Renzulli, J. & Reis, S. ((1997). The Schoolwide Enrichment Model: A How-to Guide for Educational Excellence. Creative Learning Press. Mansfield: CT

Rimm. S. (1995). Why Bright Kids Get Poor Grades and What You Can do About it. Three Rivers Press. New York: NY.

Rimm. S. (1999). See Jane Win: The Rimm Report on How 1, 000 Girls Became Successful Women. Three Rivers Press. New York: NY.

Tomlinson, C. et al. (2002) The Parallel Curriculum: A Design to Develop High Potential and Challenge High-Ability Learners: A Service Publication of the The National Association for Gifted Children. Corwin Publishers Inc. Thousand Oaks: CA.

Walker, S. (2002). The Survival Guide for Parents of Gifted Kids: How to Understand, Live with and Stick up for your Gifted Child. Minneapolis: MN Free Spirit Press.

Updated 9/27/01

The Enrichment Program Components

1. General Classroom Enrichment for All East Prairie School Students

2. Enrichment Workshops and Independent Studies3. Math Acceleration4. Enrichment Full-Day Pullout Program

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1. Philosophy of Delivery of Instruction for General Classroom Enrichment

Beliefs About Teaching General Classroom EnrichmentGeneral Classroom Enrichment is part of the learning opportunities for all students at all grade levels to develop higher order thinking skills, career exploration and creativity. The Enrichment teacher works with the general classroom teachers to integrate these skills into the core curriculum; to model different teaching strategies and to build differentiation opportunities into the general classroom experience.

The following points are key to the philosophy of the delivery of instruction.

Teachers will encourage curiosity, exploration and investigation Teachers will model and teach what it looks like to be a responsible

learner Teachers will model and teach a positive outlook of “failure” as a

positive process of learning. Creativity often comes after many unsuccessful attempts. Perseverance is just as valid as a finished product.

Teachers will acknowledge effort and process not just performance. Teachers will overtly model and teach the meta-cognitive aspects

as well as the skills and applications of higher order thinking skills, career exploration and creativity.

Recommended Teaching Strategies and Tools Based Upon Best Practices for General Classroom Enrichment

Mini Lessons Strategic Questioning Problem Solving Discussions with a system of student accountability requiring

justification not just an answer Meta-Cognitively recognizing, building and organizing knowledge

using: Graphic Organizers Mnemonics Criterion based Classifying Criterion based Evaluation processes Analogies and other Logic Puzzles

All types of writing with an emphasis on the meta-cognitive aspect of the process

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Reciprocal Teaching Reflections of real-life situations and context Collaboration with general classroom teachers and the enrichment

coordinator. Games, Logic and Word Puzzles Technology and Media equipment Activity Centers with final products Drama and Role Play Songs and Finger Plays Art

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Student Goals/Benchmarks for General Classroom Enrichment

The General Classroom Enrichment Program addresses many of the Illinois Learning Standards. The specific standards chosen by the Enrichment Curriculum Committee for General Classroom Enrichment are being assessed in the context of higher order thinking skills, creativity and career exploration.

Appendix D of the Illinois Learning Standards lists the Workplace Skills and Career Development Competencies: Linkage to the Illinois Learning Standard. From these, the committee has chosen goals, which apply to the General Classroom Enrichment Program.

Also, East Prairie School has taken advantage of a small Education to Career grant offer by the State of Illinois. The Enrichment Program gladly completes this grant each year, using the funds to purchase equipment for hands-on equipment. The two goals we identify to address are 1) Career Exploration and 2) The Education to Career connection. With this in mind two E.P.S. Career Goals have been added to the following tables on the next three pages.

Primary: General Classroom Enrichment Kindergarten through Grade 3

Intermediate Grades: General Classroom Enrichment 4th and 5th Grades

Middle School: General Classroom Enrichment 6th through 8th grades

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K-8 Skills Scope and Sequence for General Classroom Enrichment

K 1 2 3 4 5 6 7 8Higher Order Thinking Skills

5.C.1b, 11.B.1a, 21.B.1, 21.A.1a, 21.A.1b, 24.A.1a, 24.A.1bCreativity 1.B.2a, 9.C.2, 13.B.2a, 15.A.2b, 18.B.2a

Flexibility • • • √Elaboration • • • √

Originality • • • • • • • √ √Fluency √ √ √ √

Logic 1.B.2a, 13.B.2a, 15.A.2b, 18.B.2a, 1.B.2a, 9.C.2, 13.B.2a, 15.A.2b, 18.B.2aRelationships • • • √Sequencing • • √

Inferential • • • • • √

Deduction • • • • • √Imagery Analogies • √Object to Object Analogies • √Person to Object Analogies • • √Transforming Analogies • • • √

Career Education4.B.1b, 13.B.1c, 13.B.1d, Exploration • • • √1.B.2a, 9.C.2, 13.B.2a, 15.A.2b, 18.B.2a

School Skills to Career Skills Connection • • • • • • • • √

3.B.3b, 3.C.3a, Personal Planning • • •

Problem Solving1.B.2a, 9.C.2, 13.B2a, 15.A.2b, 18.B.2a √ √

Word Literacy 1.A.3a, 1.A.3b, • • √Etymology 1.A.3a, 1.A.3b, • • • • √Publishers' Studio 3.B.3b, 3.C.3a, • • • √

Key• - Introduction√ - Mastery

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Student Goals and Benchmarks for Kindergarten through Third Grades General Classroom Enrichment

AssessmentState Goal 4: Listen and speak effectively in a variety of

situations. 4.B.1b * Participate in discussions around a common topic. • students will explain verbally and/or in writing

what they know about different careers.drama

checklistState Goal 5: Use the language arts to acquire, assess and

communicate information. 5.C.1b Use print, non-print, human and technological

resources to acquire and use information.

• students will discuss and illustrate how to solve a problem from a software program. rubric

State Goal 11:

Understand the processes of scientific inquiry and technological desiring to investigate questions, conduct experiments and solve problems.

11.B.1a * Given a simple design problem, formulate possible solutions.

• students use a variety of software to solve various problems.

software printout

State Goal 13:

Understand the relationships among science, technology and society in historical and contemporary contexts.

13.B.1c * Describe contributions men and women have made to science and technology.

• students will explain verbally and/or in writing the careers of different people in their family, community and in the world.

drama checklist

13.B.1d *Identify and describe ways that science and technology affect people's everyday lives (e.g., transportation, medicine, agriculture, sanitation, communication occupations).

• students will explain verbally and/or in writing about how different jobs in the world use and conserve different resources such as paper, cars/trucks and land.

drama checklist

State Goal 21: Develop team-building skills by working with

other through physical activity.

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21.B.1 * Work cooperatively with another to accomplish an assigned task.

• students will participate in daily set-up and clean up of the Enrichment projects and experiences.

participation checklist

State Goal 24:

Promote and enhance health and well-being through the use of effective communication and decision-making skills.

24.A.1a *Differentiate between positive and negative behaviors (e.g., waiting your turn vs. pushing in line, honesty vs. lying).

24.A.1b *Identify positive verbal and nonverbal communication skills (e.g., body language, manners, listening).

• students will participate in daily set-up and clean up of the Enrichment projects and experiences.

participation checklist

E.P.S. Career Goal 1: Recognizing the link from Education to Career Recognize the inherent transferal of skills to the

workplace.

• students will discuss and explain how the skills and content they learn at school are part of jobs in our world mural

E.P.S. Career Goal 2: Exploring different Careers in our World Explore different careers in our world.

• students discuss different jobs using hands-on experience to explore. checklist

Student Goals and Benchmarks for Fourth and Fifth Grades General Classroom Enrichment

AssessmentState Goal 1: Read with understanding and fluency.

1.B.2a *Establish purposes for reading; survey materials; ask questions; make predictions; connect, clarify and extend ideas.

• students will do various problem solving activities. AnalogiesState Goal 9:

Use geometric methods to analyze, categorize and draw conclusions about points, lines, planes

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and space.9.C.2 * Formulate logical arguments about geometric figures

and patterns and communicate reasoning.

• students will do geometric problem solving including the King's Bridges and Tri-Color the U.S. Map and other classic problems.

map worksheet

State Goal 13:

Understand the relationships among science, technology and society in historical and contemporary contexts.

13.B.2a *Explain how technology is used in science for a variety of purposes (e.g. sample collection, storage and treatment; measurement; data collection, storage and retrieval; communication of information).

• students will problem solve an activity using data found on the web relating to a career.

kidspix product

State Goal 15: Understand economic systems with an emphasis

on the United States. 15.A.2b * Describe how incomes reflect choices made about

education and careers.

• students will problem solve an economic riddle related to personal finance.

newspaper scavenger

huntState Goal 18: Understand social systems with an emphasis on

the United States.

18.B.2a *Describe interactions of individuals, groups and institutions situations drawn from the local community (e.g., local response to state and national reforms).

• students will use the internet, newspapers, and local media to follow the steps for finding a solution to a community problem.

kidspix product

E.P.S. Career Goal 1: Recognizing the link from Education to Career Recognize the inherent transferal of skills to the

workplace.

• students will illustrate and write about how the skills and content they learn at school are part of jobs in our world

kidspix product

E.P.S. Career Goal 2: Exploring different Careers in our World Explore different careers in our world.

• students discuss different jobs using hands-on experience to explore.

newspaper scavenger

hunt

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Student Goals and Benchmarks for Sixth Through Eighth Grades General Classroom Enrichment

AssessmentState Goal 1: Read with understand and fluency.

1.A.3a Apply knowledge of word origins and derivations to comprehend words used in specific content area (e.g., scientific, political, literary, mathematical.

• 6th grade students will identify and discuss word parts and origins.

• 7th grade students will learn word parts and origins.

etymology work & tests

1.A.3b Analyze the meaning of words and phrase in their context

• 6th grade students will identify and create words inherent to the purpose of the writing in order to improve their ability to choose effective words.

• 7th grade students will learn word parts and origins for vocabulary particular to their core curriculum areas.

etymology work & tests

State Goal 3: Write to communicate for a variety of purposes.

3.B.3b *Edit and revise for word choices, organization, consistent point of view and transitions among paragraphs using contemporary technology and formats suitable for submission and/or publication.

• 8th grade students will write various manuscripts to the final edit and then submit for possible publication. checklists

3.C3a *Compose narrative, informative, and persuasive writings (e.g., in addition to previous writings, literature reviews, instructions, news article, correspondence) for a specified audience.

• 8th grade students will write various manuscripts to the final edit and then submit for possible publication. checklists

E.P.S. Career Goal 1: Recognizing the link from Education to Career

Personally recognize within his/her own individual writing and speaking styles, the inherent transferal of skills to the workplace.

• 6th grade students will discuss, identify and critique the need for understanding, fluency and effectiveness of word choice.

software printout

• 7th grade students will discuss, identify and critique software

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the need for fluency and flexibility of a Standard English vocabulary. printout

• 8th grade students will discuss, identify and critique the need for literacy, fluency and effectiveness in their writing skills.

software printout

E.P.S. Career Goal 2: Exploring different Careers in our World Explore, using technology, different careers in our

world related to student interests.

• students will graphically display a personal analysis of education to career based on his/her own interests.

software printout

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Cross Reference to State Standards for General Classroom Enrichment

Please see the Skills Scope and Sequence for K-8.

Measurable Outcomes for General Classroom Enrichment

Please see Assessments, Students Goals/Benchmarks and the Curriculum Units.

Major Topics and Themes for General Classroom Enrichment

Please see the Skills Scope and Sequence for K-8. Other topics are generated by the regular classroom teachers and then integrated into Enrichment.

Assessments for General Classroom Enrichment

Rationale for Assessments for General Classroom Enrichment

Assessing the achievement of higher order thinking skills is a challenge because the characteristics of the student's thinking and knowledge must be observed not just the results. The assessment is testing the thought process rather than the right answer. Existing approaches with an emphasis on “right or wrong” answers are inadequate. Scoring/credit must be given for the student's reasoning, acknowledging the effort to perform and promoting the self-awareness of that effort.

At the 6th, 7th, and 8th grade levels General Classroom Enrichment grades are given to the general classroom teachers to incorporate into the students' grades on report cards. All work done during General Classroom Enrichment classes becomes part of the Needs Identification Process for the gifted and talented students at East Prairie School. Updated 2-28-03

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Recommended Assessment Techniques for General Classroom Enrichment

Rubrics Scenario Analysis Pre and Post Tests Checklists Student Self-Reflections Essays Traditional Test with the addition of

meta-cognitive questions asking students how they learned or applied a skill or content knowledge

process questions asking students to explain their thought processes of their recorded answers

Anecdotal records

Assessment Samples for General Classroom Enrichment

Please see the Curriculum Units and The examples following the units.

Multi-dimensional Assessments for General Classroom Enrichment

Please see the Recommended Assessment Techniques and the Curriculum Units

Updated 9/27/01

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Sample Curriculum Units for General Classroom Enrichment

Kindergarten through Second Grades Career Exploration in General Classroom Enrichment

SUBJECT: General Classroom Enrichment GRADE LEVEL: K-2TOPIC/THEME/UNIT: Career ExplorationCONTENT: Students will complete various pages to a 'Me Journal" answering self-awareness questions as well as safety information.GOALS/STANDARDS:State Goal 4:Listen and speak effectively in a variety of situations.4.B.1bParticipate in discussions around a common topic.• students will explain verbally and/or in writing what they know about different careers.State Goal 5:Use the language arts to acquire, assess and communicate information.5.C.1bUse print, non-print, human and technological resources to acquire and use information.• students will discuss & illustrate solving a problem from a software program.State Goal 11:Understand the processes of scientific inquiry and technological desiring to investigate questions, conduct experiments and solve problems.11.B.1aGiven a simple design problem, formulate possible solutions.• students use a variety of software to solve various problems.State Goal 13:Understand the relationships among science, technology and society in historical and contemporary contexts.13.B.1cDescribe contributions men and women have made to science and technology.• students will explain verbally and/or in writing the careers of different people in their family, community and in the world.13.B.1dIdentify and describe ways that science and technology affect people's everyday lives (e.g., transportation, medicine, agriculture, sanitation, communication occupations).• students will explain verbally and/or in writing about how different jobs in the world use and conserve different resources such as paper, cars/trucks and land.State Goal 21:Develop team-building skills by working with other through physical activity.21.B.1Work cooperatively with another to accomplish an assigned task.• students will participate in daily set-up and clean up of the Enrichment projects and experiences.State Goal 24: Promote and enhance health and well being through the use of effective communication and decision-making skills.24.A.1aDifferentiate between positive and negative behaviors (e.g., waiting your turn vs. pushing in line, honesty vs. lying).24.A.1bIdentify positive verbal and nonverbal communication skills (e.g., body language, manners, listening).• students will participate in daily set-up and clean up of the Enrichment projects and experiences.E.P.S. Career Goal 1: Recognizing the link from Education to Career Recognize the inherent transferal of skills to the workplace.• students will discuss and explain how the skills and content they learn at school are part of jobs in our world

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E.P.S. Career Goal 2: Exploring different Careers in our WorldExplore different careers in our world.• students discuss different jobs using hands-on experience to explore..

ASSESSMENTS: SKILLS/PROCESS: The book

itself for Creativity and self-awareness

Knowledge Also the

Illustrations for level of scribbles

Level of developmental spelling

Printing:o Name o Phone numbero Addresso Teacher's nameo Environmental wordso Tracing hands and feeto Re-tracing dotted letters of words

Illustrating:o Selfo Teachero Homeo Home activitieso Job when grown up

TEACHING STATEGIES: INTEGRATION: MATERIALS: Mini lessons of Use of color-pencils The different pages Keep the directions

nominal to allow for divergent thinking

Debrief at intervals

Writing Art Social Studies Alphabet Word recognition Printing

The Journal pages as well as blank pages for further illustrations

Color pencils Crayons Or just a plain paper book Journal Pages

ACCOMODATIONS/EXTENSIONSFOR STUDENTS WITH SPECIAL NEEDS

CURRICULUM DIFFERENTIATIONSEXTRA READING/WRITING ASSISTANCE

(Suggestions to meet the needs of ESL, G&T, Spec. Ed., etc.)All students work at their own rate, within their own abilities. The work continues to incorporate and limit options as the children reach their own level of a balance between frustration and challenge.

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Third Grade Problem Solving General Classroom Enrichment

SUBJECT: General Classroom Enrichment GRADE LEVEL: 3TOPIC/THEME/UNIT: Problem SolvingCONTENT: Students will do the classic problem of coloring the U.S. Map with 3 and then 4 color pencils.GOALS/STANDARDS:State Goal 4:Listen and speak effectively in a variety of situations.4.B.1bParticipate in discussions around a common topic.• students will explain verbally and/or in writing what they know about different careers.State Goal 5: Use the language arts to acquire, assess and communicate information.5.C.1bUse print, non-print, human and technological resources to acquire and use information.• students will discuss and illustrate how to solve a problem from a software program.State Goal 11:Understand the processes of scientific inquiry and technological desiring to investigate questions, conduct experiments and solve problems.11.B.1aGiven a simple design problem, formulate possible solutions.• students use a variety of software to solve various problems.State Goal 13:Understand the relationships among science, technology and society in historical and contemporary contexts.13.B.1cDescribe contributions men and women have made to science and technology.• students will explain verbally and/or in writing the careers of different people in their family, community and in the world.13.B.1dIdentify and describe ways that science and technology affect people's everyday lives (e.g., transportation, medicine, agriculture, sanitation, communication occupations).• students will explain verbally and/or in writing about how different jobs in the world use and conserve different resources such as paper, cars/trucks and land.State Goal 21:Develop team-building skills by working with other through physical activity.21.B.1Work cooperatively with another to accomplish an assigned task.• students will participate in daily set-up and clean up of the Enrichment projects and experiences.State Goal 24: Promote and enhance health and well being through the use of effective communication and decision-making skills.24.A.1aDifferentiate between positive and negative behaviors (e.g., waiting your turn vs. pushing in line, honesty vs. lying).24.A.1bIdentify positive verbal and nonverbal communication skills (e.g., body language, manners, listening).• students will participate in daily set-up and clean up of the Enrichment projects and experiences.E.P.S. Career Goal 1: Recognizing the link from Education to Career Recognize the inherent transferal of skills to the workplace.• students will discuss and explain how the skills and content they learn at school are part of jobs in our worldE.P.S. Career Goal 2: Exploring different Careers in our WorldExplore different careers in our world.

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• students discuss different jobs using hands-on experience to explore.

ASSESSMENTS: SKILLS/PROCESS: The finished maps The list of

strategies each student wrote

Were they able to make the jump from the 3-color map to complete the 4-color map correctly?

Vocabulary: contiguous, simplificationThe Problem Solving technique of simplification Note taking of strategies:

Make a planTake a smaller section of map to practice onStart with what you know.Find a pattern

Start with 3 color pencils, then introduce the problem with 4 colorsThe techniques of using coloring pencils

TEACHING STATEGIES: INTEGRATION: MATERIALS: Mini-lessons Pair-share Time to debrief on strategies Note-taking on problem

solving steps

Writing Social Studies Conflict Resolution

problem solving steps Observational notes

Color pencils Worksheet Black-line maps




Third Grade Career Exploration in General Classroom Enrichment

SUBJECT: General Classroom Enrichment GRADE LEVEL: 3TOPIC/THEME/UNIT: Career ExplorationCONTENT: Students will complete various pages to a 'Me Journal" answering self-awareness questions as well as safety information.GOALS/STANDARDS:E.P.S. Career Goal 1: Recognizing the link from Education to Career Recognize the inherent transferal of skills to the workplace.• students will discuss and explain how the skills and content they learn at school are part of jobs in our worldE.P.S. Career Goal 2: Exploring different Careers in our WorldExplore different careers in our world.• students discuss different jobs using hands-on experience to explore.

ASSESSMENTS: SKILLS/PROCESS:A personal mural/collage and journal

Exploration using posters, stories puzzles and interviews Each student makes a list of what they learn in school that

applies to the chosen career. Create a setting of the career.

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Write a ¶ about why each student chose the career and why he or she could do that job well.

TEACHING STATEGIES: INTEGRATION: MATERIALS: Mini-lessons to discuss and explore

careers Time to work puzzles as a catalyst for

more discussion. Time on the computers to use the

career explore software Demonstration what a mural is and

what techniques work well for the individual posters.

Review the rubric and the expectations

Free time to work

Writing Art Research Technology

Career Puzzles Dino-Careers Internet Art supplies Journal Pages




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Fourth and Fifth Grade Problem Solving in General Classroom Enrichment

SUBJECT: General Classroom Enrichment GRADE LEVEL: 4-5TOPIC/THEME/UNIT: Problem SolvingCONTENT: Students will do the classic problem of coloring the U.S. Map with 3 and then 4 color pencils.GOALS/STANDARDS:State Goal 1: Read with understanding and fluency.1.B.2aEstablish purposes for reading; survey materials; ask questions; make predictions; connect, clarify and extend ideas.Students will do various problem-solving activities.State Goal 9:Use geometric methods to analyze, categorize and draw conclusions about points, lines, planes and space.9.C.2Formulate logical arguments about geometric figures and patterns and communicate reasoning.• students will do geometric problem solving including the King's Bridges and Tri-Color the U.S. Map and other classic problems.State Goal 13:Understand the relationships among science, technology and society in historical and contemporary contexts.13.B.2aExplain how technology is used in science for a variety of purposes (e.g. sample collection, storage and treatment; measurement; data collection, storage and retrieval; communication of information).• students will problem solve an activity using data found on the web relating to a career.State Goal 15:Understand economic systems with an emphasis on the United States.15.A.2bDescribe how incomes reflect choices made about education and careers.• students will problem solve an economic riddle related to personal finance.State Goal 18:Understand social systems with an emphasis on the United States.18.B.2aDescribe interactions of individuals, groups and institutions situations drawn from the local community (e.g., local response to state and national reforms).• Students will use the Internet, newspapers, and local media to follow the steps for finding a solution to a community problem.

ASSESSMENTS: SKILLS/PROCESS: The finished maps The list of

strategies each student wrote

Were they able to make the jump from the 3-color map to complete the 4-color map correctly?

Vocabulary: contiguous, simplificationThe Problem Solving technique of simplification Note taking of strategies:

Make a planTake a smaller section of map to practice onStart with what you know.Find a pattern

Start with 3 color pencils, then introduce the problem with 4 colorsThe techniques of using coloring pencils

TEACHING STATEGIES: INTEGRATION: MATERIALS: Mini-lessons Pair-share Time to debrief on strategies

Writing Social Studies Conflict Resolution

Color pencils Worksheet Black-line maps

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Note-taking on problem solving steps

problem solving steps Observational notes




Sixth Grade Word Play for Literacy in General Classroom Enrichment

SUBJECT: General Classroom Enrichment GRADE LEVEL: 6TOPIC/THEME/UNIT: Word Play for LiteracyCONTENT: That Standard American English is rich in meaning and creativity. They can use words to effective speak and write.GOALS/STANDARDS:State Goal 1:Read with understand and fluency.1.A.3aApply knowledge of word origins and derivations to comprehend words used in specific content area (e.g., scientific, political, literary, mathematical.• 6th grade students will identify and discuss word parts and origins.1.A.3bAnalyze the meaning of words and phrase in their context• 6th grade students will identify and create words inherent to the purpose of the writing in order to improve their ability to choose effective words.E.P.S. Career Goal 1: Recognizing the link from Education to CareerPersonally recognize within his/her own individual writing and speaking styles, the inherent transferal of skills to the workplace.• 6th grade students will discuss, identify and critique the need for understanding, fluency and effectiveness of word choice.E.P.S. Careers Goal 2: Exploring different Career in our WorldExplore, using technology, different careers in our world related to student interests.• students will graphically display a personal analysis of education to career based on his/her own interests.

ASSESSMENTS: SKILLS/PROCESS: Various worksheets

and writing assignments

Various software comes with many printable assessments

Words can be manipulated to communicate the exact message you want by combining, creating, affixing.

English is rich with many nuances Whether the words are written or spoken they offer you

the power to communicate well Each person needs to take the initiative to know his/her

strengths and weaknesses in using English

TEACHING STATEGIES: INTEGRATION: MATERIALS: Drama Writing Pair-share writing Meta-cognitive discussions

Within the core curriculum, students are asked to speak and write for meaning. Such whole school activities as

Pencil & Paper

Micro-phone Teacher

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on individual strengths using language.

Graphic Organizers to build relationship and meaning recognition of words and phrases

Read Alouds, modeling creative and vibrant use of dialogue and prose

Young Authors and Science Fair are perfect examples of opportunities to add quality.

Writing an expository paragraph as a list, with passive voice (Science Fair) and with active voice (as in Young Authors)

Re-work a very mundane sentence such as "Mom, I'll be home for dinner." Use it to create dialogue with a depth of meaning.

resources with strong creative use of English

Word Games




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Seventh Grade Etymology for General Classroom Enrichment

SUBJECT: General Classroom Enrichment GRADE LEVEL: 7TOPIC/THEME/UNIT: EtymologyCONTENT: Students will learn etymology to increase vocabulary comprehension and usage.GOALS/STANDARDS:State Goal 1:Read with understand and fluency.1.A.3aApply knowledge of word origins and derivations to comprehend words used in specific content area (e.g., scientific, political, literary, mathematical.• 7th grade students will learn word parts and origins.1.A.3bAnalyze the meaning of words and phrase in their context• 7th grade students will learn word parts and origins for vocabulary particular to their core curriculum areas.E.P.S. Career Goal 1: Recognizing the link from Education to Career Personally recognize within his/her own individual writing and speaking styles, the inherent transferal of skills to the workplace.• 6th grade students will discuss, identify and critique the need for understanding, fluency and effectiveness of word choice.E.P.S. Career Goal 2: Exploring different Careers in our WorldExplore, using technology, different careers in our world related to student interests.• students will graphically display a personal analysis of education to career based on his/her own interests.

ASSESSMENTS: SKILLS/PROCESS: 1.A.3a and 3b-Etymology

work and tests Greek and Latin Word Parts p 39-41 Giver part of the unit test Grammar Unit 34 test EPS Career Goals 1 & 2 The software comes with

many printable assessments

Words have parts. These word parts have meaning and function identification. By learning the meaning and usage of these word parts, students can increase vocabulary comprehension reading comprehension.

Words also have historical origins. By learning these origins students can increase their comprehension and writing skills of Standard American English.

Word part manipulation Vocabulary decoding Etymologically diagramming

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TEACHING STATEGIES: INTEGRATION: MATERIALS:Various mnemonics devices are taught for memorizing the word parts, meanings and functions

KineticColor CodingDiagramming

Graphic Organizers and sorts help to increase the schema formation.

Games include:Rummy RootsPreFixOriginsHuggerMuggerB'thumpedParlor Games which incorporate Etymology Skills

Words from the core curriculum are added to the etymology units.

Greek and Latin Prefixes and Word Parts

Rummy Root Word Clues Dictionaries

High School level or above




ESL and IEP students participate in all activities but test scores are marked excused as a grade.

Eight Grade Publishers’ Studio for General Classroom Enrichment

SUBJECT: General Classroom Enrichment GRADE LEVEL: 8TOPIC/THEME/UNIT: Publishers’ StudioCONTENT: Students will write various manuscripts to the final edit and submit for publication or to a contest or use for other authentic applications.GOALS/STANDARDS:State Goal 3:Write to communicate for a variety of purposes.3.B.3bEdit and revise for word choices, organization, consistent point of view and transitions among paragraphs using contemporary technology and formats suitable for submission and/or publication.• 8th grade students will write various manuscripts to the final edit and then submit for possible publication.3.C3aCompose narrative, informative, and persuasive writings (e.g., in addition to previous writings, literature reviews, instructions, news article, correspondence) for a specified audience.• 8th grade students will write various manuscripts to the final edit and then submit

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for possible publication.E.P.S. Career Goal 1: Recognizing the link from Education to CareerPersonally recognize within his/her own individual writing and speaking styles, the inherent transferal of skills to the workplace.• 8th grade students will discuss, identify and critique the need for literacy, fluency and effectiveness in their writing skills.E.P.S. Career Goal 2: Exploring different Careers in our WorldExplore, using technology, different careers in our world related to student interests.• students will graphically display a personal analysis of education to career based on his/her own interests.

ASSESSMENTS: SKILLS/PROCESS:Various checklist to self-edit, peer-edit and guide the written manuscripts into finish copy.

EPS Career Goals 1 & 2The software comes with many printable assessments

Editing various written work Using software to produce written work Staying on task through multiple edits Writing various manuscripts including narrative, essay,

resume, and poetry Developing a portfolio of work, as well as editing

techniques and guidelines for Freshman English. A meta-cognitive awareness of personal strengths and

weaknesses in writing. Resume and job applications Peer editing and self editing skills

TEACHING STATEGIES: INTEGRATION: MATERIALS: Mini Lessons with written

examples to take notes on Conferencing with the teacher

and peers Time to word-smith with a

teacher present for assistance. Multiple opportunities to send

manuscripts to authentic publishers and contests

Multiple opportunities to apply the writing techniques learned throughout elementary school.

Multiple opportunities to fill in the gaps of writing techniques

Young Authors 8th Grade Speeches Holocaust and

Diversity Contest with Social Studies Units

Resume with Junior Honor Society and High School applications

Essays with the LA Literature Series in specific # 11 on the chapter tests

Computer Lab Dictionary Thesaurus Paper/ Pencils Highlighters Folders

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Multi-Dimensional Assessment Samples for General Classroom Enrichment

Kindergarten through 2nd grades Career Exploration

The children complete a journal, which included the following pages and about 12 more. The children work on them at the beginning of the year. The journals are sent home with a note to parents later in the year.

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What do you want to be when you grow up?

____________________

Who is your teacher’s name?

___________________

What is your address?________________________________________

______________________

What is your phone number?

____________________

Kindergarten through 2nd grades Career Exploration

Dear Parents,During General Classroom Enrichment this year, we have worked on many

projects. This book was made at the beginning of the school year. When the children and I were putting the books together to send home they were all excited because they now knew all the answers, which they had not known at the beginning of the school year. How exciting for them to see their own growth.

This project was based on the following state goals. General Classroom Enrichment activities strive to compliment the grade level state goals as well as meet the career to education goals.

State Goal 4: Listen and speak effectively in a variety of situations.E.P.S. Career Goal 1: Recognizing the link from Education to Career E.P.S. Career Goal 2: Exploring different Careers in our World

In their books, the students included drawings and words. The topics included knowledge about themselves, their world around them and the people in their lives. At least one page was also devoted to their dreams for their careers when they grow up.

Please give me a call if you have any questions. Have a great summer.Suz Bates

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3rd through 5th grades Problem Solving

Sample Assessment on Problem Solving Using Simplification 3-5th -Part One

Name: __________________________________ Grade: _________________

Critical Thinking: Problem Solving using Simplification

Directions: Color the map of the United States using only three different color pencils. No like color may touch.

Before you do the big map, take just a small sections (a simpler map) and find the strategies you need to solve the problem.

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Strategies I found doing the simple map.

3rd through 5th grades Problem Solving

Sample Assessment on Problem Solving Using Simplification 3-5th -Part Two

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Please color this map w

ith 4 color pencils without letting the sam

e color touch. Was this easier or harder?

Why?

6th Grade Word Play for Literacy Activity

Today we are creating dialogue. When you write your Young Author’s story or any narrative take time to work on the dialogue separate from writing the plot. If you have a character, which is a small child and scared of the spiders in your story, s/he will not use the same words as a big kid. Remember Ron in The Chamber of Secrets? He did not sound like your 5 year old brother! So let’s write some dialogue.

Sentence: I want to come over to your house after school to work on the project.

Example:Panic 5 th grader: Hey, we need to finish the project. She’s going to collect it. Is it okay if I come over after school?

1. ____________________: __________________________________________________________________________________________________________________________________________________________________________________________

2. ____________________: __________________________________________________________________________________________________________________________________________________________________________________________

3. ____________________: __________________________________________________________________________________________________________________________________________________________________________________________

4. ____________________: __________________________________________________________________________________________________________________________________________________________________________________________

5. ____________________: __________________________________________________________________________________________________________________________________________________________________________________________

Sentence: Did you see the hairy monster walking into the cave?1. ____________________: ____________________________________________

______________________________________________________________________________________________________________________________________________

2. ____________________: __________________________________________________________________________________________________________________________________________________________________________________________

3. ____________________: __________________________________________________________________________________________________________________________________________________________________________________________

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6th Grade Word Play for Literacy Activity

General Classroom Enrichment Quiz6th Grades

For which purpose were the following paragraphs written? Enter the number on the line.1. Taking notes2. Writing a journal entry3. Writing a fictional story4. Writing a report such as science fair5. To enter a poetry contest

_________A.wolves in the America’s before explorers set foot on its borders.Wolves keep the small mammal population under control.farmers fenced off land but wolves ignored these boundaries and killed cattle.fewer than 400 wolves in the United States.studied in Urban Forestry to see how they can be returned to land.

_________B.There were wolves in the America’s before explorers set foot on its borders. The wolves kept the small mammal population under control. When the farmers fenced off land, wolves ignored these boundaries and killed cattle. There are now fewer than 400 wolves in the United States. Wolves are now being studied in Urban Forestry to see how they can be returned to land.

_________C.Wolves lived in the America’s before the explorers set foot on its borders. Hunting small mammals, wolves kept the rodent population under control. When the farmers fenced off land, wolves ignored these boundaries and killed cattle. Fewer than 400 wolves roam free today. Urban Foresters study the possibility of re-releasing wolves back into the urban environment to control the rodent population once again.

_________D.I like studying wolves because there were wolves in the America’s before explorers set foot on its borders. The wolves keep the small mammal population under control.I know that when the farmers fenced off land, wolves ignored these boundaries and killed cattle. I learned that now fewer than 400 wolves are in the United States. I want to study how and why wolves are now being studied in Urban Forestry to see how they can be returned to land.

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7th Grade for Etymology

Sample Assessment of a Re-teaching after an Etymology quiz

Etymology Follow-up to Dictionary Skills

NamePlease use a dictionary to diagram, write the etymological definition and a sentence for each word.

Diagram

Etymological definition: ________________________________________________

Sentence:_____________________________________________________________

Diagram


Sentence:_____________________________________________________________

Diagram


Sentence:_____________________________________________________________

Diagram


Sentence:_____________________________________________________________

Diagram


Sentence:_____________________________________________________________

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8th Grade for Publishers’ Studio

An editing checklist for the 2nd edit of the Young Author’s narrative in 8th grade: The students are making a working portfolio for this manuscript including edits and comments. They are responsible for getting the input and choosing the editing questions. When they return the packet to me, I can now assess the effort, editing process and next step needed for completing the assignment before conferencing with the student.

Publishers’ Studio8th Grade on Friday, 26, 2001

1. Write your ONE SENTENCE great start to your story.____________________________________________________________________________________________________________________________

2. Write your ONE SENTENCE problem your story will solve.____________________________________________________________________________________________________________________________

3. Explain the solution to the problem in your story.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. Write your ONE SENTENCE conclusion to finish up your story.____________________________________________________________________________________________________________________________

5. Staple and complete a Peer Edit Sheet to the back of your manuscript.

6. After your Peer Edit, please fix your manuscript according to the suggestions made by your Peer Editor, comments I have written to you and notes taken in class.

7. Staple the new draft to the top of this stack with your peer edit on the back and your clean copy on the front. Return to Ms Bates by Wednesday, October 3, 2001 homeroom.

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2. Philosophy of Delivery of Instruction for Enrichment Workshops and Independence Studies

Beliefs About Teaching Enrichment Workshops and Independence Studies

Workshops and Independent Studies are held once a week, monthly or periodically for specific curriculum areas and/or topics as well as student generated interest. These Enrichment experiences are specifically targeting the talent development in students.

By pre-testing out of general classroom work, students gain time to do alternative studies without loosing grade level core content or skill from the general classroom. This is a form of curriculum differentiation called compacting. Another differentiation strategy, viable in the general education classroom, is tiered assignments in which, work is organized by complexity and students are placed or choose the level of assignments. Differentiating teaching strategies in the general education classroom imbed into the curriculum opportunities for complex thinkers, hard working learners and students with a specific interest to further their talent develop.

Workshops can also focus on a special interest of a group of students or a special, once-in-a-lifetime opportunity the school has to offer. These types of workshops do not necessarily need compacting to gain students time but can meet during lunch/recess.

Student planning, work progress and project completion are monitored daily. Grades are given to the general education classroom teacher by the enrichment teacher for the work process including meeting deadlines, editing, and content research. Final products are presented. The classroom teacher usually gives the final product grades.

Workshops require a permission slip signed by the student and parent. Independent Student contracts are completed and signed by the student, the enrichment coordinator, general classroom teacher and parent. The contract also includes a daily work-log, which includes the entries of: time, place, work completed and where to begin tomorrow. These logs are checked by both the enrichment coordinator, who gives process grades, as well as the classroom teacher, who records those grades.

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The following points are key to the philosophy of the delivery of instruction of Enrichment Workshops and Independent Studies.

Talent development has three facets. (Reis, S. U of Conn.)o Developing a passiono Developing the skillo Presenting that talent to the public

Teachers in the general education classroom must strive to find and create opportunities for talent development without sacrificing core content or skill mastery.

Teachers in the general education classroom must strive to find and create opportunities for students to show they have mastered classroom content and skills and now need more.

The Enrichment program and scheduling must be flexible enough to be ready when a talent development opportunity arises for any individual student or group of students.

The Enrichment teacher must be involved with the teachers and students to know curriculum and scheduling in order to create talent development opportunities.

The Enrichment teacher must be a strong learning in order to meet the variety of content needs.

The Enrichment teacher must make a priority to be consistent and timely when monitoring progress.

The Enrichment teacher and the general education teacher must work together to keep the workshops and the independent studies on task, viable and a rich learning option while avoiding wasting time and effort or creating excessive frustration levels.

East Prairie School can foster many opportunities within the school setting to develop each of these facets of talent development while aware that the school is only one part of a child’s talent development experiences and must work within the restraints of a public school setting.

Recommended Teaching Strategies and Tools Based Upon Best Practices for Enrichment Workshops and Independent Studies

Mini Lessons

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Strategic Questioning Work-Logs including: time, place, work completed and where to

begin tomorrow grades, topic, purpose, requirements, presentation plan, signatures, as well as dates of start and completion.

Memos between students and/or the teacher and student Conferencing with a system of student accountability Meta-Cognitively recognizing, building and organizing knowledge

using:o Graphic Organizerso Work-Logso To Do Listso Calendarso Technologyo Illustrations

Extended Periods of Work-time Extended use of Technology and Media Product Creating Student Reflections Collaboration with general classroom teachers and the enrichment

coordinator.

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K-8 Scope and Sequence for Enrichment Workshops and Independents Studies

Student Goals and Benchmarks for Enrichment Workshops and Independents Studies

Cross Reference to State Standards for Enrichment Workshops and Independents Studies

The Workshop and Independent Studies Enrichment Program can address any of the Illinois Learning Standards. Usually a written, research, product and presentation are required for each workshop or independent study.

What these Enrichment opportunities do is apply the skills and content of the Illinois State Learning Standards over and above the “basic knowledge and skills” level discussed below. In lieu of benchmarks, which would be different for each project, please direct your attention to the following information in the Illinois Learning Standards book/folder. The information typed below is repeated in the ISBE book/folder for each subject area.

APPLICATIONS OF LEARNINGThrough Applications of Learning, students demonstrate and deepen their understanding of basic knowledge and skills. These applied learning skills cross academic disciplines and reinforce the important learning of the disciplines. The ability to use these skills will greatly influence student success in school, in the workplace and in the community.

SOLVING PROBLEMSRecognize and investigate problems; formulate and propose solutions supported by the reason and evidence.

COMMUNICATINGExpress and interpret information and ideas.

USING TECHNOLOGYUse appropriate instruments, electronic equipment, computers, and networks to access information, process ideas and communicate results.

WORKING ON TEAMS

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Learn and contribute productively as individuals and as members of groups.

MAKING CONNECTIONSRecognize and apply connections of important information and ideas within and among learning areas.

Each subject area is then further defined. English Language Arts is on page 2 and 3. Mathematics is on page 16 and 17. Science is on page 30 and 31 Social Science is on page 42-43. Physical Development and Health in on page 62-63.

Measurable Outcomes for Enrichment Workshops and Independent Studies

Please see Assessments and the sample Curriculum Units.

Major Topics and Themes for Enrichment Workshops and Independent Studies

Publishers’ Workshop and Competition Level Science Fair Workshop and Literary Workshops such as Harry Potter and Richard Peck are examples of workshops. Independent Studies are varied from History Fair for a group of 5 students during 1 month of Social Studies time: to the study of water pressure and Pascal’s theories for one student for the duration of a quarter. The Computer Lab, Learning Center and the Enrichment Room are all used. Often guest speakers and even mentorship are also arranged.

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Assessments for Enrichment Workshops and Independent Studies

Rationale for Assessments for Enrichment Workshops and Independent Studies

Assessing the achievement of the higher order thinking skills used in the process of Enrichment Workshops and Independent studies is a challenge because the characteristics of the student's thinking and knowledge must be observed not just the resulting presentation. The assessment strives to evaluate the following areas.

Problem solving process and results Research practices, methods and accomplishment Product development and completion The meta-cognitive aspect of the student’s own knowledge of

her/his skills, learning styles and working styles

Existing assessment approaches with an emphasis on “right or wrong” answers or even the average product rubrics are inadequate. Scoring/credit must be given for the student's reasoning, acknowledging the effort to perform and promoting the self-awareness of that effort. Then when the child is missing core curricular time from the general education classroom, grades must be given. (As explained early, just because they are missing the time in the general education classroom, does not mean they are missing skills or content area. They have been compact out.) Enrichment Workshops and Independent study grades are often given to the general education classroom teachers to incorporate into the students' grades on report cards unless the work is completed during the Full-day Pullout Program, which has a grade on the report card.

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Recommended Assessment Techniques for Enrichment Workshops and Independent Studies

Teacher Generated Product and Process Rubrics Student Generated Product and Process Rubrics Work-Log conferencing To Do List analysis Pre and Post Tests (Often chapter or unit tests from the general

education classroom series.) Checklists Student Self-Reflections journals Editing Checklists and Rubrics Anecdotal records

Multi-dimensional Assessment Samples for Enrichment Workshops and Independent Studies

Sample Curriculum Units for Enrichment Workshops and Independent Studies

The Written Component of Enrichment Workshops and Independent Studies Curriculum Unit

SUBJECT: Enrichment Workshops and IS GRADE LEVEL: AllTOPIC/THEME/UNIT: Any Written WorkCONTENT: Students will write and word-process various manuscripts to the final edit. Most Workshops and Independent Studies have a written component and in some the written work is also the final product.GOALS/STANDARDS:Illinois State Goals Learning Applications across the curriculum

State Goal 3:Write to communicate for a variety of purposes.A, B, C for 1, 2, and 3• Students will write various manuscripts to the final edit using various technologies, then submit for possible publication and or presentation.

E.P.S. Career Goal 1: Recognizing the link from Education to CareerPersonally recognize within his/her own individual writing and speaking styles, the inherent transferal of skills to the workplace.• Students will discuss, identify and critique the need for literacy, fluency and effectiveness in their writing skills.

ASSESSMENTS: SKILLS/PROCESS:

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Various checklist to self-edit, peer-edit and guide the written manuscripts into finish copy.

Various writing rubrics using the high school’s terminology.

The final submission or presentation of the manuscript

Editing various written work Using software to produce written work Staying on task through multiple edits Writing various manuscripts including

narrative, essay, resume, and poetry. A meta-cognitive awareness of personal

strengths and weaknesses in writing. Peer editing and self editing skills

TEACHING STATEGIES: INTEGRATION: MATERIALS: Mini Lessons with written examples to

take notes on, checklists and rubrics Conferencing with the teacher and

peers Time to word-smith with a teacher

present for assistance. Multiple opportunities to apply the

writing techniques learned throughout elementary school.

Multiple opportunities to fill in the gaps of missing writing techniques

Topics are across all curriculum areas and include many personal interest areas.

Many presentations are made to the general classroom.

Computer Lab Dictionary Thesaurus Paper/ Pencils Highlighters Folders




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These are Mini Lesson sheets used in teaching/assessing the written components of Enrichment Workshops and Independent Studies.

Mini Lesson 1 – Using the Student Server

How to get to your individual folder on the EPS Student Server

1. Go to APPLE MENU, then CHOOSER and let go.2. When the CHOOSER PROMPT comes up. Double-click on APPLESHARE

3. When the CHOOSER PROMPT changes, Double-click on STUDENT SERVER.

4. Type in your first and last name. Use your password from last year. If you are new to the school, your password is student.

5. Click CONNECT and then click OK. The server is now on your desktop. Close all prompts and begin working. DO NOT check this box!

6. You can now save to your individual folder and retrieve work from it. All other folders on the server will be locked. Before you leave throw the individual icon on the desktop into the trash so no one will get into your folder. Be sure all applications are quit, not just closed.

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Mini Lesson 2 – Using Active Voice in Narratives

Steps to making passive voice (or no voice) into active voice1. Break apart your paragraph to look at one sentence at a time.2. Find and cross out the passive voice.3. Underline the redundancies.4. Find the nouns in the sentence.5. Choose one noun and give it a verb.

The Paragraph in Passive Voice:There was a village long ago where a family of gators lived. Ted

was the father gator and Gertrude was his wife. They had 1 baby gator. The baby’s name was Mandrake. He was 3 months old. Mandrake was bright for a gator. He could read.

Example One:Passive: There was a village long ago where a family of gators lived.

Active: A family of gators lived long ago.

Example Two:Passive: Ted was the father gator and Gertrude was his wife. They had 1 baby gator. The baby’s name was Mandrake.

Active: Ted and Gertrude had a baby gator named Mandrake.

Example Three:Passive: He was 3 months old. Mandrake was bright for a gator. He could read.

Active: At three months old, Mandrake could already read.

The Paragraph in Active Voice:A family of gators lived long ago. Ted and Gertrude had a baby

gator named Mandrake. At three months old, Mandrake could already read.

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Mini Lesson 3 – Peer Editing Narratives

Peer Edit Narrative ManuscriptAuthor: _______________________________Editor: ________________________________

Please have your peer read your entire manuscript. Then ask them the following questions and your write the response on this sheet. If necessary, mark your manuscript so you can make corrections.

1. What is the problem of the story? How did the story solve this problem?(If your reader cannot tell you, then ask when he/or she got lost. You will need to fix your manuscript so the reader does not get lost.)

2. What was the most interesting part of the manuscript? (If nothing was interesting then you need to rethink your plot and use some Literary Devices.)

3. What part surprised you?(If nothing surprised your reader, then you gave away too much of the solution of the problem too early in the story. Ask them when they knew the solution to your story.

4. Please explain 2 more areas, which can be improved.

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Kindergarten Creative Writing Prompt

What if

Humpty

Dumpty was

made out of

jello?

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First Grade Creative Writing Prompt

______________________________________________________________________________________________________________________________________________________________________________________

What if the spider talked to Little Miss Muffet?

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Fourth Grade Creative Writing Prompt

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

What if you were so small you could ride on the back of a cricket! How would you and your friend the cricket live?(Hints: How would the sun feel to you? What would you see the cricket doing? How would you and the cricket be helpful to our world.)

Name

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Third Grade Creative Writing Prompt

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Name

What if you were so small you could hide inside a crystal! How would you live? What would you do to help the earth?(Hints: How would the sun feel to you? What would you see when you looked out?)

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These are various rubrics used in the teaching/assessing the written and product components of Enrichment Workshops and Independent Studies.

One Paragraph Essay

5 4 3 2 1

FOCUS

A clear topic sentence states what is being discussed. Only one topic is chosen.

A topic sentence states what is being discussed. Only one topic is chosen.

A topic sentence attempts to state what is being discussed. And/ or the topic chosen is not clear.

A topic sentence cannot be found and/or the topic is not clear.

No topic choice is evident and/or a topic statement cannot be found.

SUPPORT

Specific content- filled details are used to support the topic sentence concisely pertaining to the topic.

Content-filled details are used to support the topic.

Details are used but they are either vague or unrelated to the topic.

One detail is used and/or the detail does not relate to the topic

No details used.

ORGANIZATION

The paragraph starts with a topic sentence, gives specific supporting details and ends with a succinct conclusion. The paragraph is to the point with no more than 9 sentences.

The paragraph starts with a topic sentence, gives supporting details and ends with conclusion.

The paragraph has a topic sentence, gives supporting details and ends with a conclusion but they are disorganized.

The paragraph has a topic sentence and/or gives supporting details and/or ends with conclusion therefore disorganized.

The paragraph topic sentence, supporting details and/or conclusion is missing and/or disorganized.

CONVENTIONS

The paragraph has correct verb usage; accurate spelling; correct grammar; correct sentence formation; varying sentence openers; appropriate word choice.

The paragraph has very few errors in correct verb usage; accurate spelling; correct grammar; correct sentence formation; varying sentence openers; appropriate word choice.

The paragraph has some errors in correct verb usage; accurate spelling; correct grammar; correct sentence formation; varying sentence openers; appropriate word choice.

The paragraph has attempted to use Standard English conventions.

The paragraph does not use Standard English conventions.

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TOTAL ______ (Zero is implied for missing work.)

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Historical Analysis Caption Rubric for History Fair

5 4 3 2 1

FOCUS

A clear defining statement tells the reader what the item is. When, where and what questions have been succinctly answered.

A defining statement tells the reader what the item is. When, where and what questions have been answered.

A defining statement has been attempted but does not tell the reader what the item is. When, where and/or what questions are not answered.

A first sentence gives a hint as to the identity of the item.

No defining statement can be found.

SUPPORT

Specific content- filled details are used to explain the importance of this item to the topic.

Details are used to explain the importance of this item to the topic.

Use of details is attempted but they do not explain the importance of this item to the topic

The attempt to explain the importance of this item is very vague.

No details are used.

SUPPORT

Specific content- filled details are used to explain the influence and/or impact on U.S. and/or World history.

Details are used to explain the influence and/or impact on U.S. and/or World history.

Use of details is attempted but they do not explain the influence and/or impact on U.S. and/or World history.

An attempt was made to explain the influence and/or impact on U.S. and/or World history.

No details relate to U.S. and/or World history.

ORGANIZATION

The caption starts with a defining sentence then gives specific supporting details relating to the topic and ends with historical impact. The caption is no more than 9 sentences long.

The caption starts with a defining sentence, gives details attempting to relate to the topic and has an explanation of historical impact. The caption is no more than 9 sentences long.

The caption has a defining sentence, and historical details but the sentences are a bit disorganized.

The caption has a defining sentence, and/or historical details but the sentences are a bit disorganized and vague.

The caption's defining sentence and/or details are very vague and/or disorganized or missing.

CONVENTIONS

The caption has zero run-ons/fragments; correct verb usage; accurate spelling; correct grammar; varying sentence openers; appropriate word choice

The caption has attempted zero run-ons/fragments; correct verb usage; accurate spelling; correct grammar;; vary sentence openers; appropriate word choice is.

The caption has some run-ons/fragments and/or incorrect verb usage and/or inaccurate spelling and/or incorrect grammar and/or redundant sentence openers and/or inappropriate

The caption has many run-ons/fragments and/or incorrect verb usage and/or inaccurate spelling and/or incorrect grammar and/or redundant sentence openers and/or inappropriate

The caption has too many run-ons/fragments and/or incorrect verb usage and/or inaccurate spelling and/or incorrect grammar and/or redundant sentence openers and/or inappropriate

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word choice word choice word choiceTOTAL ______ (Zero is implied for missing work.)

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Science Fair Literature Review Rubric

5 4 3 2 1

FOCUS

Introduction ¶ creatively states what is being discussed and a thesis. The supporting ¶'s are on topic linking each area of research to the next. Conclusion ¶ concisely sums up the research connecting it to the the thesis.

Introduction ¶ states what is being discussed and a thesis. The supporting ¶'s stay on topic. The conclusion ¶ sums up the research targeting the thesis.

Introduction ¶ attempts to state what is being discussed and/or forms a thesis. The supporting ¶'s attempt to stay on topic. The conclusion ¶ attempts to sum up the research.

The topic and thesis are not well defined and/or the research is often off topic.

The topic and thesis are not defined. The research is unfocused.

SUPPORT

Specific content- filled details support the research topics and thesis sentence. 7-10 pages

Content- filled details support the research topics and thesis sentence. 5-7 pages

Details are either vague or unrelated to the topic and/or thesis &/or plagiarized. 4 pages

Insufficient details &/or they do not relate to the topics/thesis &/or plagiarized. 3 pages

No details used &/or plagiarized. Less than 3 pages long.

ORGANIZATION

The paper is in the correct order with a distinct/effective introduction and ends with a succinct conclusion. The support ¶'s are well organized, easily read and followed.

The paper is in the correct order with an introduction and ends with a conclusion. The support ¶'s are organized.

The paper is close to the correct order with an introduction and ends with a conclusion. The support ¶'s are a bit disorganized.

The paper is out of order. The introduction and/or conclusion is missing or incomplete. The support ¶'s are missing and/or incomplete.

The paper is out of order or incomplete. The work is disorganized.

CONVENTIONS

The paper has correct verb usage; accurate spelling; correct grammar; correct sentence formation; varying sentence openers; appropriate word choice, avoids 1st person.. Each piece of data is cited and each paragraph is cited. The Literature Review and the Reference List are writ

The paper has few errors in correct verb usage; spelling; grammar; sentence formation; word choice and/or avoids using 1st person. Each paragraph is cited. The Literature Review and the Reference List are written in APA style.

The paper has some errors in correct verb usage; spelling; grammar; sentence formation; word choice and/or uses 1st person. Cites are incomplete. APA style was attempted.

The paper has attempted to use Standard English conventions. Cites were rarely used. APA style was not used.

The essay does not use Standard English conventions. Cites were not used. APA style was not used.


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Résumé Rubric

5 4 3 2 1

FOCUS

The resume stays on topic listing various and specific achievements in logical order.

The resume stays on topic listing achievements in logical order.

The resume strays on off topic.



SUPPORT

The resume includes your full name, complete address & phone number listing your education, achievements, skills and hobbies chronologically starting with the most recent.

The resume includes your full name, complete address & phone number listing your education, achievements, skills and hobbies.

The resume includes your full name, complete address & phone number listing some education, achievements, skills and hobbies.

The resume includes an incomplete name, address &/or phone number and lists a few achievements.

The resume is missing key points.

ORGANIZATION

The information is lined up, neatly, organized, easy to follow and one page long.

The information is lined up and attempts to be neat, organized, and one page long.

The information is lined up but is not neat, organized and/or one page long

The information is disorganized and/or not one page long

The information is completely disorganized and/or not one page long

CONVENTIONS

The resume has correct verb usage; accurate spelling; correct grammar; correct sentence formation; varying sentence openers; appropriate word choice, ® and spelled out acronyms are used.

The resume has few errors in correct verb usage; spelling; grammar; sentence formation; word choice.

The resume has some errors in correct verb usage; spelling; grammar; sentence formation; word choice.

The resume has attempted to use Standard English conventions.

The resume does not use Standard English conventions.


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The Product Creation Component of Enrichment Workshops and Independent Studies

SUBJECT: Enrichment Workshops & Independent Studies

GRADE LEVEL: All

TOPIC/THEME/UNIT: Any Product CreationCONTENT: Students will create a final product for presentation.GOALS/STANDARDS:Illinois State Goals Learning Applications across the curriculum

State Goal 4: Listen and speak effectively in a variety of situations.A and B for 1, 2, and 3 Students will be able to explain about their product during the creation process

including their use of technology, troubleshooting delays and use of production materials.

Students will be able to present the final product.

State Goal 5: Use Language Arts to acquire, assess and communicate information.A, B, and C for 1, 2, and 3 Students will be able to connect the written work with their product. Students will be able to present the final product including content information.

State Goal 26: Through creating and performing, understand how works of art are produced.A and B for 1, 2, and 3 Students will create a product. Students will be able to present the final product including content information. Students will be to articulate how they created their product.

E.P.S. Career Goal 1: Recognizing the link from Education to CareerPersonally recognize within his/her own individual writing and speaking styles, the inherent transferal of skills to the workplace. Students will be able to present their work for an audience. Students will be able to articulate the education to career connections they

discovered during their workshop or independent study experience.

E.P.S. Career Goal 2: Exploring different Careers in our WorldExplore different careers in our world. Students will be able to discuss the different sources in the world they used in

order to create their product Students may be able to find an authentic presentation or application for their

product.

ASSESSMENTS: SKILLS/PROCESS: Various checklist to self-edit,

peer-edit and guide the product to a finished creation.

Various evaluation rubrics both student and teacher created.

The final presentation of the product using the rubric.

Peer, self and adult critiquing of the work in progress

Using software, art medium and people resources to produce the work

Staying on task through the entire creation process

A meta-cognitive awareness of personal

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strengths and weaknesses in creating a product

TEACHING STATEGIES: INTEGRATION: MATERIALS: Mini Lessons regarding how to use a

media or medium Conferencing with the teacher, peers

or experts Time to work with a teacher present

for assistance. Conferencing to keep the momentum

of the project alive



Varies with each product




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These are Mini Lesson sheets used in teaching/assessing the product creation process and presentation components of Enrichment Workshops and Independent Studies.

Mini Lesson 1 – Components of Science Fair Competition

Literature Review I have a “catchy” introduction in the first paragraph. I have at least five pages for my Literature Review. I have no plagiarism. I cite each paragraph, number or data and each quote correctly. The hypothesis is written If...then with no I or my.

Reference List I have at least 10 sources and no encyclopedias. I use various references not just on-line sources. I have alphabetized the list with no numbers. I have used APA style. (see the sheet)

Conclusion My conclusion is written in 5 paragraph format. (see the sheet) It ends with the words “correct” or “incorrect.”

Experiment Results, Charts, and Graphs I have at least 6 trials for my experiment. I only use metric. I write the measurement such as cm, ml, seconds. I have at least one chart and one graph labeled correctly on both axis, with the

measurement (i.e. cm or sec.), the title and a key.I have on the Board:

Purpose Hypothesis Material list Procedure List Charts (s) Graphs (s) Summary of Results Conclusion Abstract, Safety Sheet and Human Endorsement Photos and/or graphics no typing mistakes a matching color scheme

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Mini Lesson 2 – Writing Your Literature ReviewWriting Your Literature Review

The Literature Review is a collection of all the information you read about your topics. This research is what you base your hypothesis on and then you create your experiment. Therefore the Literature Review should be you telling the reading all the info you learned and where you learned about it.

¶ 1 = Introduction to your Literature Review

Start with a catching openerThen explain the research topics. Do not give details of research.The last sentence is a conclusion leading into your research.

Next ¶’s explain your research. Organize your paper by topics, which should match your piles of note-cards.

Last ¶ is the conclusion of all the research leading into the experiment.

HINTS Do not use 1st person. Instead choosing another noun.

Example:WRONG: I am going to tell you about three topicsCORRECT: Three topics will be discussed.

Every ¶ needs to be cited because you did not just “know” the information. Someone else studied and then wrote the book/website giving you the information. You need to give them credit.

Reading a sentence in a book and changing a few words is called plagiarism. Plagiarism is stealing. You need to write your paper from your note-cards to avoid stealing other researcher’s work. You will have read about your topics in many sources. Mix the information together when you write your paper so you do not plagiarize.

Use a running header for your entire report. Do not TAB the heading over, use the button.

Two words of your title, last name# return space# return spacepage number

# return space

Do not underline your headings. They need to be upper and lower case letters, centered above your text.

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Rubric for an Enrichment Workshop grade for the General Classroom Language Arts grades

Enrichment Workshop

Richard Peck Visit

0/1 2/3 4 5Total

s

Attendance at the Enrichment Workshops

Was unexcused from all workshops

missed more than 1 workshop

missed one workshop

attended all workshops

Number of books read

read 1 book completely

read 2 books completely

read 3 books completely

read at least 3 books completely and saw the movie

Notes few notes and no questions

some notes and a vague or incomplete question

detailed notes and question are clear and concise

detailed notes and questions are clear and concise

Discussion Participation

never raised your hand and sat there inattentive

raised your hand once and appeared to be listening

raised your hand a few times, made appropriate comments and questions

raised your hand often, made appropriate comments and questions

TOTAL

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The Affective Curriculum Unit of Enrichment Workshops and Independent Studies

SUBJECT: Enrichment Workshops and IS GRADE LEVEL: AllTOPIC/THEME/UNIT: The Affective CurriculumCONTENT: Students will become aware of the processes, organizational skills and self strengths and weaknesses during a Workshop and/or Independent Study.GOALS/STANDARDS:Illinois State Goals Learning Applications across the curriculum

State Goal 4: Listen and speak effectively in a variety of situations.A and B for 1, 2, and 3 Students will be able to explain and create subsequent plans for action during the

process of a workshop or independent study.

State Goal 5: Use Language Arts to acquire, assess and communicate information.A, B, and C for 1, 2, and 3 Students will be able to communicate about the process of doing a workshop or

independent study including steps, troubles, successes, personal work habits, the media and medium etc.

State Goal 26: Through creating and performing, understand how works of art are produced.A and B for 1, 2, and 3 Students will be to articulate how and why they created their product.

E.P.S. Career Goal 1: Recognizing the link from Education to CareerPersonally recognize within his/her own individual writing and speaking styles, the inherent transferal of skills to the workplace. Students will be able to articulate the education to career connections they

discovered during their workshop or independent study experience.

E.P.S. Career Goal 2: Exploring different Careers in our WorldExplore different careers in our world. Students will be able to explain and give examples of how the real world careers

helped and/or hindered the process of completing the study.

ASSESSMENTS: SKILLS/PROCESS: Student Contract Student Work-log Student Teacher Conferences Various checklist to self-edit,

peer-edit and guide the product to a finished creation.

Various evaluation rubrics both student and teacher created.

The final presentation of the product using the rubric.

Peer, self and adult critiquing of the work in progress

Using software, art medium and people resources to produce the work

Staying on task through the entire creation process

A meta-cognitive awareness of personal strengths and weaknesses in creating a product

Keeping track of one’s progress and goals

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TEACHING STATEGIES: INTEGRATION: MATERIALS: Mini Lessons regarding how to use a

media or medium Conferencing with the teacher, peers

or experts Time to work with a teacher present

for assistance. Conferencing to keep the momentum

of the project alive



Varies with each product




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This is one version of the Student Contract and Work-Log used for Enrichment Workshops and Independent Studies.

Student Contract----------------------------------------------------------------

Independent Study for EnrichmentThis independent study begins ______________ and continues until _________________. The presentation is on _____________.

_______________________________________________Student, parent, teacher signatures

This is your hall pass to the Enrichment Room and Library.

Each Independent Study will include: a written document

1. a product2. a presentation1. write a bibliography list using APA style for Science and MLA for

all other topics2. a rubric--------------------------------------------------------------------------------------You will Work on your IS on Tuesday during Full Day Pull Out

Enrichment.

The topic you are

researching:__________________________________________

1. The purpose for your research: __________________________

2. The product you will make: ___________________________

Your plan of action, idea graphic organizer, illustration of product!

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Student Work-Log

Date and time

Where you worked What you did

What you need to start with next time

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Primary Research Independent Study Plan

Read a book about Thanksgiving. Research the following questions.

• Write a story about one of your family’s traditions. • We sang in class Over the River and Through the Woods

a traditional American Thanksgiving song. ✍ Write your own words to the tune of Over the River and

Through the Woods . ✍ You could describe your Thanksgiving Day. ✍ You can research Thanksgiving Day ✍ You could describe the Thanksgiving Day of the person

from your Oral Tradition story.

✍ In an EncyclopediaLook up the guide word: Thanksgiving.What information did you find? Do not copy sentences. Instead please write lists of information.

Who?1.2.3.4.5.

Where?1.2.3.4.5.

When1.2.3.4.5.

Why?1.2.3.4.5.

How?1.2.3.4.5.

Write the title of the entry here. (date of the book). Title of

the Encyclopedia (Volume number). city: Publisher.

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3. Philosophy of Delivery of Instruction for the Accelerated Math

This curriculum can be found in the Math Curriculum guide.

4. Philosophy of Delivery of Instruction for the Full-Day Pullout Enrichment Program

Beliefs About Teaching the Full-Day Pull-out Enrichment Program

In the Full-Day Pullout Enrichment Program, students in mixed age groupings from 5th through 8th, meet in the Enrichment room for alternative cross-curriculum study. With the Identification of Needs standards met, it is assumed that the students need more than the general education classroom can offer. Therefore a specific curriculum is available one day per week in conjunction with the other Enrichment Program services. The day includes more intense content, vigorous interpretation and evaluation activities, a high degree of research and product creation skills as well as a key and foundational focus on the affective domain of being a gifted person.

One day per week students only attend their specials and any out-of-level core classes. The rest of the day they work in the Enrichment classroom on the alternative curriculum. General education classroom teachers will compact the day’s curriculum in their classroom and send down the differentiated version of homework for these students. Students are not penalized for missing class to attend the Enrichment classes. Student work during their Full-Day Pullout Enrichment Day is graded and record on their report card by the enrichment teacher.

These points are key to the philosophy of the delivery of instruction during Full-Day Pullout Enrichment

All teachers at E. P. S. have the responsibility to use the resources at our school to challenge each student daily without prejudice.

The enrichment teacher must be an advocate to ensure gifted students have the least restrictive learning environment.

The Full-day Pullout Enrichment classes must be uniquely designed and implemented to target the needs of the population of gifted students at E. P. S.

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Recommended Teaching Strategies and Tools Based Upon Best Practices for Full-Day Pullout Enrichment

Highly novel content choice Out-of-level research opportunities including authentic experts and

primary source documents Student choices in creation and implementation of assignments,

content and assessments Seminar Format Strategic Questioning relying heavily on the higher level questions

with interdisciplinary tie-ins Problem Solving based a strong aspect of evaluative criterion

recognizing the myriad of ambiguities Discussions with a system of student accountability requiring

justification and an evaluation of the justification. Overt teaching of a strong meta-cognitive curriculum specifically

targeting the needs of a gifted child. Meta-Cognitively recognizing, building and organizing knowledge

use beyond the normal school expectations by incorporating various authentic product creation and presentation opportunities.

All types of writing with an emphasis on the meta-cognitive aspect of the writing, editing, and presentation process

Reciprocal Teaching Reflections of real-life situations and contexts not just regional but

globally and historically. Collaboration with general classroom teachers and the enrichment

coordinator. Games, Logic and Word Puzzles Technology and Media equipment used in authentic applications A continual mix of content, which includes all core curriculum and

the fine arts.

5-8 Scope and Sequence for Full-Day Pullout Enrichment

Student Goals and Benchmarks for Full-Day Pullout Enrichment

Cross Reference to State Standards for Full-Day Pullout Enrichment

Full-Day Pullout Enrichment Program addresses any of the Illinois Learning Standards. Written work, intensive research, product creation,

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presentation and assessments are not limited to the basic knowledge and skills acquisition as outlined in the Illinois Learning Standards.

What these Enrichment opportunities do is apply the skills and content of the Illinois State Learning Standards over and above the “basic knowledge and skills” level discussed below. In lieu of benchmarks, which would be different for each project, topic or seminar, please direct your attention to the following information in the Illinois Learning Standards book/folder. The information typed below is repeated in the ISBE book/folder for each subject area.

APPLICATIONS OF LEARNINGThrough Applications of Learning, students demonstrate and deepen their understanding of basic knowledge and skills. These applied learning skills cross academic disciplines and reinforce the important learning of the disciplines. The ability to use these skills will greatly influence student success in school, in the workplace and in the community.

SOLVING PROBLEMSRecognize and investigate problems; formulate and propose solutions supported by the reason and evidence.

COMMUNICATINGExpress and interpret information and ideas.

USING TECHNOLOGYUse appropriate instruments, electronic equipment, computers, and networks to access information, process ideas and communicate results.

WORKING ON TEAMSLearn and contribute productively as individuals and as members of groups.

MAKING CONNECTIONSRecognize and apply connections of important information and ideas within and among learning areas.

Each subject area is then further defined. English Language Arts is on page 2 and 3. Mathematics is on page 16 and 17. Science is on page 30 and 31 Social Science is on page 42-43. Physical Development and Health in on page 62-63.

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Measurable Outcomes for Full- Day Pullout Enrichment

Please see the sample Curriculum Units and Assessments

Major Topics and Themes for Full- Day Pullout Enrichment

Meta-Cognition – Affective Curriculum Philosophy Seminar and Topic Studies such as Optics, Governmental Ideologies,

Personal Finances, etc. Analysis projects such as Regional and State Competition Level

History and/or Science Fair Competition and Identity Writing and Research

Assessments for Full-Day Pullout Enrichment

Rationale for Assessments for Full- Day Pullout Enrichment

Assessing the achievement of the higher order thinking, researching, application and assessment skills used in the Full-Day Pullout Enrichment curriculum is a challenge because the characteristics of the student's thinking skills, unique knowledge base and untapped abilities must be evaluated. Then the creative process in conjunction with the project purpose needs to be assessed. And finally the product and presentation itself needs to be evaluated preferable in an authentic situation. These assessments strive to evaluate the following areas.

Problem solving process, evaluation and results Research practices, methods and accomplishment Product development, creation, completion and presentation The meta-cognitive aspect of the student’s own knowledge of

her/his skills, learning styles and working styles in relationship to the student’s interactions in the world and personal goals.

Existing assessment approaches with an emphasis on “right or wrong” answers or even the average product rubrics are inadequate. Scoring/credit must be given for the student's reasoning, acknowledging the effort to perform and promoting the self-awareness of that effort. Then when the child is missing core curricular time from the general education classroom, grades must be given. (As explained early, just because they are missing the time in the general education classroom, does not mean they are missing skills or content area. They

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have been compact out.) Full-Day Pullout Enrichment grades are reported on the report card.

Recommended Assessment Techniques for Enrichment Workshops and Independent Studies

Teacher Generated Product and Process Rubrics Student Generated Product and Process Rubrics Work-Log conferencing To Do List analysis Pre and Post Tests Checklists Student Self-Reflections journals and goal setting Editing Checklists and Rubrics Anecdotal records Authentic competition rubrics.

Sample Curriculum Units for Full-Day Pullout Enrichment

Multi-dimensional Assessment Samples for Full-Day Pullout Enrichment

The Affective Curriculum Unit of Full-Day Pullout Enrichment

SUBJECT: Full-Day Pullout Enrichment GRADE LEVEL: 5-8TOPIC/THEME/UNIT: Meta-CognitionCONTENT: Students will become of the meta-cognitively aware of the concepts and expectations of gradesGOALS/STANDARDS:Illinois State Standards: Applications of LearningState Goal 3: Write to communicate for a variety of purposes Students will use journal entries and graphic organizers to set goals each quarter

and at other important crossroads.State Goal 4: Listen and speak effectively in a variety of situations Students will explain the procedure in specific detail for meeting a goal.State Goal 24: Promotion and advance health and wellness through the use of effective communication and decision-making skills Students will explain how their goals are balancing their SPIES.E.P.S. Career Goal 1: Recognizing the link from Education to Career Students will explain how their goals are related to a career

ASSESSMENT: SKILLS/PROCESS: Completion

of the Using a peer to help you see, form or break a pattern

regarding your goals

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Quarterly Goal worksheet

A meta-cognitive awareness of personal strengths and weaknesses in creating a product

Forming the habit of keeping track of one’s progress /goals

TEACHING STATEGIES: INTEGRATION: MATERIALS: Mini Lessons on balancing the SPIES Conferencing students individually Time to write down goals

Goals are set for all curriculum / extra curricular areas

Binders, paper,Envelopes




Survey Seminar Topic of Suspense Versus HorrorWatch for details in the movie for specific depictions of the following elements. Write your name on it and turn this in at 10:25.

Suspense juxtaposed to horror

Old technological innovations and how we would create the same atmosphere today?

Example: In the movie “The Thing” a big metal bug-like robot was the Thing and it invaded earth to try and take it

over. When the movie was made, the angst was that computers and technology would take over the world and a few years before, Hitler had tried to take over the world.

World domination movies today, usually use technology to interfere with the life of an individual, or a group rather than the whole world. Also since global technology is already here, worry about personal safety is often the theme.

The use of light as foreshadowing

The use of camera angle to create fright

How are props used differently in this classic than we use them today in movies?

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Quarter Exam

Quiz on Stress Awareness 5th grade

You must answer 15 points worth of questions 1-10

1. What muscles do you use when you breath? 5 points2. Describe 2 types of breathing. 2 points3. If breathing is involuntary, why/when is it necessary for us as humans to

control our breathing? 3 points4. How are muscles attached to the bone? 2 points5. What is meant by “warm up the muscles to get to the deep muscles”? 2 points6. Describe how a person would become a massage therapist? 2 points7. Describe how a person would become a firefighter? 2 points8. Draw the lung area of the human body. 5 points (I am not counting drawing

technique.)9. Explain some stress relieving activities and why they relieve stress. 3 points10. Explain how you know your body has had too much stress. 2 points------------------------------------------------------------------------------------------------

Explain 2 vocabulary words used by a lawyer. 5 points

Look up two words in the big dictionary and tell me the etymological background of each word and write your own sentence using this word. 5 points

Explain what you want to “be” when you grow up and how you have used this year to work towards that goal?

30 points = A29 points = B27 points = C26 and below you must come in and take a retake exam.

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8th Grade Goal Planning SheetPlanned Actual Planned Actual

7th Math 10th MathLanguage Arts Language ArtsScience ScienceSocial Studies Social StudiesForeign Language

Foreign Language

Other OtherOther OtherExtra Curricular

Extra Curricular

Extra Curricular

Extra Curricular

Extra Curricular

Extra Curricular

Extra Curricular

Extra Curricular

Extra Curricular

Extra Curricular


Foreign Language


Extra Curricular

Extra Curricular

Extra Curricular

Extra Curricular

Extra Curricular

Extra Curricular

Extra Curricular

Extra Curricular

Extra Curricular


Foreign Language


Extra Curricular

Extra Curricular

Extra Curricular

Extra Curricular

Extra Curricular

Extra Curricular

Extra Curricular

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Extra Curricular

Extra Curricular

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Sample Work Diary Used Each Full-Day Pullout Day

------------------------------------------------------Work Diary Enrichment Assessment

January 18, 2001

Please fill in the following goals for today. A written and drawn plan for your Einstein 3-D Hanging Display. Turn in on the

Blue shelf. Your broom needs to be completed including your name on it. Your Meta-Cognition/Chair Power Point needs to be completed except for the

videos and pictures. ___________________________________________________ ___________________________________________________

Please keep track of the following information today for each work session. Be specific.

Time Span _____________________What I accomplished:



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Survey Topic of Illusions

House of Wax Quiz on Illusion

1. What is a hatpin? What does it look like and how is it used?

2. What is a gaslight? What does it look like and how is it used?

3. Describe three situations of illusions created by “special effect” within the movie.

4. Describe three situations of illusions created within dialogue or character choices.

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Student Made Rubic

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Parent Brochure of the Enrichment Program Description

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Appendix A

East Prairie Enrichment Program Comprehensive Plan

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Documents

BLACKCURSE - Home - East Prairie School District #73 · Web viewSixth Grade Word Play for Literacy in General Classroom Enrichment 39 Seventh Grade Etymology for General Classroom