1. Please take a seat. Please create a name plate with the paper and markers at your seat. Welcome

2. Teaching in Tandem by Emily Bryant and Gina Pearson Science Social Studies ReadingWriting Language Arts

3. 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.

4. 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?

5. Organization of CCSS for ELA Strands Reading Literature & Informational Writing Speaking/ Listening Language 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

6. SubjectMondayTuesdayWednesdayThursdayFriday Shared Reading (30 minutes) g. Recognize and read grade-appropriate irregularly spelled words Monday: Vocabulary /Echo read Seven Continents poem Vocabulary: Europe Asia Africa Antarctica Australia North America South America Tuesday: Choral read Wednesday: Partner Read Thursday: Independent Friday: Free Choice Language ELACC1RF1: 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 sentences Capital letters/Use period/question mark correctly. ELACC1L2 b. Use end punctuation for sentences Capital letters/Use period/question mark correctly. ELACC1L2 b. Use end punctuation for sentences Capital letters/Use period/question mark correctly. ELACC1L2 b. Use end punctuation for sentences Capital 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: England Continent: Europe Sea/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 5 Review anchor charts and continue to add throughout the story. Friday: Writer’s Workbook/Make a list of characters and settings

7. Writers Workshop (45 minutes) (Includes reading, writing, language, science, and social studies) ELACC1L2 b. Use end punctuation for sentences Capital letters/end punctuation period only Social Studies SS1G2 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.Continents b.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

8. Novel: Read Aloud Language Arts Writing Reading By Roald Dahl

9. Seven Continents Four of the continents start with A All four of them also end that way! Two of them look a lot like twins: Look how EUROPE ends and begins! AntarcticaNorth AmericaEurope AfricaSouth America Australia Asia Franco, B “2002” My Very Own Poetry Collection First Grade. Teaching Resource Center Beaverton OR.

10. Writer’s Workbook Response 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.

15. 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

17. Adapted from Cranford/Freeman, Metro Resa

18. Page(s)TopicDate(s) Table of Contents

19. 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.

20. DISCUSS YOUR IDEAS WITH THE MEMBERS AT YOUR TABLE ON WAYS TO USE LEARNING LOGS Adapted from Cranford/Freeman, Metro Resa

28. 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.

29. FOR ATTENDING

30. Contact Information Emily Bryant ebryant@bleckley.k12.ga.us Gina Pearson gpearson@bleckley.k12.ga.us