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Mrs. Melissa Petropoulos. Education BS Elementary and Special Education BS Elementary and Special Education From SRU MS Elementary Science Education MS.

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Presentation on theme: "Mrs. Melissa Petropoulos. Education BS Elementary and Special Education BS Elementary and Special Education From SRU MS Elementary Science Education MS."— Presentation transcript:

1 Mrs. Melissa Petropoulos

2 Education BS Elementary and Special Education BS Elementary and Special Education From SRU MS Elementary Science Education MS Elementary Science Education Additional 45 credits beyond masters.

3 Experience 5 Years self-contained Special Ed teacher 5 Years self-contained Special Ed teacher 1 Year resource room teacher 1 Year resource room teacher 1 year 4 th grade 1 year 4 th grade 15 years as a 5 th grade teacher. 15 years as a 5 th grade teacher.

4 Philosophy Treat children as individuals Treat children as individuals Appreciation Appreciation Fairness Fairness Honesty Honesty

5 Routines Community Circle Community Circle Math Math Vocabulary Vocabulary Writing Writing Recess Recess Lunch Lunch Reading Reading Science/SS Science/SS Clean up Clean up

6 TRIBES TLC: community agreements TLC: community agreements Activities based on growing community members who can work together and appreciate our similarities and differences. Activities based on growing community members who can work together and appreciate our similarities and differences.

7 Other Talents Musical Musical Verbal Linguistic Verbal Linguistic Logical Mathematical Logical Mathematical Visual Spatial Visual Spatial Intrapersonal Intrapersonal Interpersonal; Interpersonal; Natural and Existential Natural and Existential

8 Musical Intelligence People with musical intelligence love music. They appreciate rhythm and composition. They are gifted with the ability to compose, sing and/or play instrument(s). Able to recognize sounds, tones and rhythm, they have a "good ear" for music. They learn best through lectures and often use rhythm and music as a way to memorize things. Common Characteristics Have good rhythm Can easily memorize songs Notice and enjoy different sounds Often singing, whistling or tapping a song Talented with an instrument or singing Can tell when a note is off-key Often have a song running through their head Have an unquenchable passion for music Career Matches Musician, Singer, Conductor, Composer, Songwriter Music Teacher, Music Director, Recorder, producer..

9 Bodily/Kinesthetic Intelligence People with Kinesthetic intelligence love movement. They enjoy sports and/or dance. They are good at building things and like to stay active. They have good motor skills and are very aware of their bodies. They learn best through movement and experimentation. Common Characteristics Learns by "doing" Would rather touch than just look Well-coordinated with good motor skills Likes figuring out how things work Enjoys the outdoors Likes to work with hands Can't sit still for too long Enjoys sports and exhilarating experiences Likes to be active Has a lot of physical energy Athletic Career Matches Athlete Dancer Mechanic Actor / Actress Performer Physical Education Instructor Craftsman Gardener Physical Therapist Farmer Carpenter Builder Park Ranger Firefighter Paramedic

10 Overarching Objective: Students in fifth grade will understand the ways in which exploration, colonization, and independence have shaped America and the modern world. Units of study: Exploration Colonization Revolution and Independence The New Nation American Constitution Westward Movement Assessments : Timelines, essays, debates, collection of work in a portfolio SOCIAL STUDIES

11 Social Studies Essential Questions Why do individuals, governments, and nations, explore new ideas and new territories? Why was the experience of American colonial life and culture unique? How did colonization, slavery, and regionalism shape the current US? Was the American Revolution a justified was for freedom or was it an act of heresy an treason? Why? In what ways does the constitution reflect American ideals and values? In what ways is the Constitution a bundle of compromises? What are our duties as American citizens? What have been the effects of Manifest Destiny upon the USA?

12 Each lessons objective is posted and referred to throughout the lesson. Math notebooks used as a reference through the use of an index. Involves critical thinking so that the children are able to explain why the objective is important. Group and partnership interaction and discussions Independent work and practice Opportunities for extensions and re- teaching Hands on practical applications.

13 Childrens experiences, interests, and reasoning abilities are valued. Learning must be active, rich in natural and mathematical language, and filled with thought- provoking opportunities. Understanding of important concepts is central to knowing how to do mathematics. Problem solving develops powerful thinking strategies.

14 Focus on the process HOW DO YOU KNOW THAT? Explain the concept in words and with examples. WHY IS THIS IMPORTANT? How is it used in the real world?

15 We use a variety of ways to assess what students understand. Check Ups Pretests/ posttests Performance Tasks Multiple Choice Tests Cumulative periodic assessments throughout the year.

16 Units of study: Light and Vision Sound and Hearing Flowering Plants Earth, Moon, and Sun relationships Lessons and activities Inquiry based learning Scientific Process skills Scientific Method Science Curriculum

17 Science is inquiry based. Questions are created and answered through exploration. Science process skills used throughout lessons: hypothesizing, measuring, observing, categorizing, inferring, reporting… Mandatory science fair project.

18 Question Essential What is the role of energy in our world? How does light give us information about Earths environment? How are organisms structured to ensure efficiency and survival? How does the position of the Earth in our solar system affect conditions on our planet? How do we perceive the world around us?

19 Readers Workshop Units of Study Launching Ideas about Characters Non- Fiction Test Taking Author studies Partnerships Book Clubs Writers Workshop Units of Study Book reviews Personal Narrative Non- Fiction Feature Articles Test Taking Genre Poetry Punctuation Study

20 Students work toward district and personal goals in reading by developing critical reading skills, talking and writing about their thinking about books. Read Aloud: teaching thinking and comprehension strategies through modeling, teaching responses to a text Reading

21 Fostering Independent Reading through Readers Workshop In SchoolAt Home Nightly reading Variety of genre and sources Reading log observations Talking about books and stories with family members Partnerships Accountability Reading log Book clubs Teaching Metacognition Independent studies Journal responses

22 BIG 5 th grade EMPHASIS Using higher-level thinking skills to write a written response to the text. Developing an idea that is supported with evidence or details from the text!

23 Writers workshop model to teach whole group, small group, and individual confer about their writing. Editing and revising as a critical friend. Written responses to literature. Biggest Change: Supporting thinking and reasons with details in an expository essay. Writing

24 Purpose: Homework reinforces skills, prepares students for learning, teaches independence and responsibility, and aids the teacher in evaluating a students progress. Frequency: Board of education policy is 90 minutes per week. HW is assigned Mon-Thurs. In addition students should be reading at least 30 minutes each night. You may have your child log on to Study Island if you want them to do more homework. Expectations: Every child will complete homework to the best of his or her ability. Assignments will be modified for below and above level students as needed. Homework will be checked and reviewed daily. Incentives in the form of tickets are given in order to build responsibility and organization. These are used to buy items from the classroom store.

25 The Connecticut Mastery Test a.k.a. THE CMT

26 This test is designed to measure student performance in the areas of mathematics, reading, writing, and science

27 The assessment focuses on reasonable expectations at each grade level. Students are not compared to one another in terms of performance; rather, student performance is compared to an absolute standard of specific learning goals and objectives.

28 Mathematics Content Strands

29 Science Content Strands

30 More CMT information is available at the Connecticut State Department of Education website ooks.htm


32 October Halloween Parade Edible Garden planning November Giving Thanks December Winter Concert Craft Project January D.A.R.E. Program begins February United We Stand Valentines Day March CMT Pep Rally and tests April Colonial trip May D.A.R.E Program –Graduation Health Talk June 5th Grade Graduation – 2nd to last day of school Beach Party

33 The start of the day is 9:05. Students should not be dropped off before this time. The end of the day is 3:25. However, walkers are dismissed at 3:20. If you are absent, tardy, or need to pick your child up early, please send in a note or call otherwise it is recorded as unexcused

34 I am available by appointment. After all the children are dismissed at 3:40. And please>>>> you must sign in at the front office when you enter the building.


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