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Welcome
Teaching in Tandemby Emily Bryant and Gina Pearson
Science Social Studies
Reading WritingLanguage Arts
Tandem: What is tandem teaching?
In the past, many k-2 grade teachers taught many subjects such as reading, language arts, and writing in isolation. With recent changes in the teacher evaluation system TKES, we are realizing that we need to integrate subject matter to provide students more of a differentiated learning environment which we refer to as teaching in tandem. This style of teaching will provide differentiation to meet all student’s needs.
Group Activity (15 min)
*The questions that all of us continue to ask are:
*How can we teach in tandem and cover multiple standards?
*How can we relate it to real world?
*How can we differentiate to meet the needs of our students?
*Flexible Grouping?
*Higher Level Questions?
Organization of CCSS for ELA
StrandsReading
Literature & Informational Writing Speaking/Listening Language
CCR Anchor Standard
CCR Anchor Standard
CCR Anchor Standard
CCR Anchor Standard
Foundational Skills
1.2.3.
4.5.6.
7.8.9.
10.
Key ideas & details
Craft & structure
Integration of knowledge & ideas
Range/level of text complexity
Print Concepts
Phonological Awareness
Phonics & Word Recognition
Fluency
1.2.3.
4.5.6.
7.8.9.
10.
1.2.3.
4.5.6.
1.2.
3.
4.5.6.
Text types & purpose
Production & distribution of writing
Research to build knowledge
Range of writing
Comprehension & collaboration
Presentation of knowledge & ideas
Conventions of standards English
Knowledge of language
Vocabulary acquisition & use
K-5 Standards
Adapted from Sue Ellen Patterson
Subject Monday Tuesday Wednesday Thursday FridayShared Reading (30 minutes)g. Recognize and read grade-appropriate irregularly spelled words
Monday: Vocabulary /Echo read Seven Continents poemVocabulary:EuropeAsiaAfricaAntarcticaAustraliaNorth AmericaSouth America
Tuesday: Choral read
Wednesday: Partner Read
Thursday: Independent
Friday: Free Choice
LanguageELACC1RF1: Demonstrate understanding of the organization and basic features of print
a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation)
ELACC1L2 b. Use end punctuation for sentencesCapital letters/Use period/question mark correctly.
ELACC1L2 b. Use end punctuation for sentencesCapital letters/Use period/question mark correctly.
ELACC1L2 b. Use end punctuation for sentencesCapital letters/Use period/question mark correctly.
ELACC1L2 b. Use end punctuation for sentencesCapital letters/Use period/question mark correctly.
ELACC1L2
b. Use end punctuation for sentences
Capital letters/Use period/question mark correctly.
Read Aloud(20 minutes) ELACC1SL2: Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
Monday: Introduce James and the Giant Peach. Read Chapter 1 of J&GP/start a setting anchor chart
Country: EnglandContinent: EuropeSea/Ocean: Atlantic
Tuesday: Read Chapter 2 of J&GP/ start a character anchor chart
Wednesday: Read Chapters 3-4 Review anchor charts and continue to add throughout the story.
Thursday: Read chapter 5Review anchor charts and continue to add throughout the story.
Friday: Writer’s Workbook/Make a list of characters and settings
Writers Workshop(45 minutes)(Includes reading, writing, language, science, and social studies)
ELACC1L2 b. Use end punctuation for sentencesCapital letters/end punctuation period only Social StudiesSS1G2 The student will identify and locate his/her city, country, state, nation, and continent on a simple map or a globe.SS1G3 The student will locate major topographical features of the earth’s surface.a. Continentsb. Oceans
Monday: Read Aloud: Me on the Map by Joan Sweeney
After reading the story, have students identify all of the places they live.
Complete together a graphic organizer web student’s name/picture in the middle/city, state, country, continent, world
Choose a few students to share their work in the Author’s Chair.
Tuesday: Mini Lesson:
•Before students begin to write conduct a mini-lesson on punctuation marks and capital letters at the beginning of a sentence. Review: Me on the Map by Joan Sweeney
Allow the students to draw a picture of their bedroom.
Then give students time to write a personal narrative about their bedroom.
***Remind students to begin all sentences with capital letters and end them with the correct punctuation (reference anchor chart). The student’s will share their work in the Author’s Chair.
Wednesday: : Read Aloud: Continents
After reading the story, have students complete the name and country for the girl/boy graphic organizer for themselves and James Henry Trotter. They must write in complete sentences.
***Remind students to begin all sentences with capital letters and end them with the correct punctuation (reference anchor chart).
Name_________
Country________
Choose a few students to share their work in the Author’s Chair
Thursday: Read Aloud: Oceans
After reading the story, have students complete the continent and ocean for the girl/boy graphic organizer for themselves and James Henry Trotter They must write in complete sentences.
***Remind students to begin all sentences with capital letters and end them with the correct punctuation (reference anchor chart).
Continent_______
Ocean________
Choose a few students to share their work in the Author’s Chair
Friday: Complete review of books, graphic organizers, and language arts skills.
Have students choose one of the topics from this week’s lessons to draw and write.
Choose a few students to share their work in the Author’s Chair
Novel: Read Aloud
Language Arts
Writing
Reading
By Roald Dahl
Seven Continents
Four of the continents start with AAll four of them also end that way!Two of them look a lot like twins:Look how EUROPE ends and begins!
Antarctica North AmericaEuropeAfrica South AmericaAustraliaAsia
Franco, B “2002” My Very Own Poetry Collection First Grade. Teaching Resource Center Beaverton OR.
Writer’s WorkbookResponse Journal
Begin by having the students illustrate the cover of their workbook.
Create Title page which includes the title, author, and illustrator. (Remind students that they are the author and illustrator)
Once a week, provide students with a task related to the story. For example: Students will describe the grasshopper and spider.
What was James’ plan to get away from the sharks?
They respond in their workbook by using drawings and sentences.
*We give them 10 minutes to draw.
* We give them 10 minutes to write their response.
James and the Giant Peach
Setting Chart
Country:
England
Continent: Europe
Sea/Ocean: Atlantic
Writers Workshop(45 minutes)
(Includes reading, language, science, and social studies)
10 minutes: Mini Lesson (reading story, language lesson, graphic organizer, etc.)
30 minutes: Writing Time
5 minutes: Share;Closure
Adapted from Cranford/Freeman, Metro Resa
Page(s) Topic Date(s)
Table of Contents
A place for student entries, which can include reflection of homework, responses to reading, responses to specific teacher prompts, reflections on the process of learning, notes on content studied, research notes or observations.
LEARNING LOGS
DISCUSS YOUR IDEAS WITH THE MEMBERS AT YOUR TABLE ON
WAYS TO USE LEARNING LOGS
Adapted from Cranford/Freeman, Metro Resa
How can teaching in tandem help you?
Will it help you meet the new TEKS evaluation?
Things we discussed that I plan to follow up and put into practice.
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