Where Students Out Learn, Out Think, and Out Achieve!

engage at high levels in diverse processes, learn beyond grade- level concepts and skills produce high-end products that express relevant, sophisticated content

Morning Work Reading and Social Studies Block Mathematics Enrichment Lunch Science Writing

Vocabulary Reading Reflecting

Three to five students in each station: 3 rd & 4 th grade students Students visit two stations on Tuesday and Thursday, and one station on Wednesday. 30 minutes in each station

Vocabulary United States History/Science Creative Arts Comprehension Research

Reaches all learning styles Ensure students grasp the key components of reading Become better readers Integrates Social Studies and Science

Social Studies Flash Cards Geography Political Science U.S. History Document Based Questioning

Mini-Lesson Writing Time Peer Editing Author’s Chair Monday thru Thursday

Students come together to help each other explore the meaning of a novel or subject. Emphasizes a more concrete understanding of a text by discussing questions, responses, and insights with fellow readers. Strategies used to engage all readers in higher-order thinking and collaborative problem solving. Each student brings a unique perspective that influences how he or she understands the elements of the story or subject.

Quizzer Spelling and Vocabulary Challenge Social Studies Flash Incomplete Work

During the first nine weeks, students will be assessed to determine which text book they will work in. Multiplication facts must be memorized by the end of the second quarter. Curriculum Maps

Math and Reading Connected to Common Core State Standards One-on-One Instruction Identifies Strengths and Weaknesses Tracks Progress

Third and Fourth Grade cooperative groups STEM and AIMS activities

“ One of the most important functions of a teacher is to help students make important connections between the subject matters they study.” Kieff, Judith, “Connecting the Dots: Interdisciplinary Planning in Action” Childhood Education, 81(3)(2005):158

Parent Link Parent Corp Curriculum Mapping Pacing Guides