3. Primary Student
Identification
• 2nd grade students in the 90% and above
based on Fall MAP scores for Reading and
Math
• Additional Friday enrichment group on
Fridays for students in the 80%-89%
range- Chess Club
• Building Thinking Skills software for
exposure to CoGat-Type questioning and
thinking skills
4. When are these
services provided?
• 2 groups of students (13-15 students in
each group)
• One group is seen on M/W and the other
on T/TH for one hour each day (ELA for
1st semester and Math for 2nd)
• Part of the time allocated for the
enrichment block is during the grade level
WIN (What I Need) intervention time
6. Friday Enrichment
• During the one hour Friday
enrichment block we will be serving
two groups 20-21 students
• These students will be pulled from all
of the 2nd grade classrooms.
• The students will come on a weekly
basis.
7. What materials are we
using for ELA enrichment?
• Beyond Words Unit- The College of William and Mary
Organized around the study of figurative
language, including simile, metaphor, and
personification, this unit explores the idea
that language can change the way we think
about the world by creating new images and
connections in our minds.
Approximate Time Frame:
1 semester
8. What materials are we
using for math enrichment?
Using Everyday Measures: Measuring with the Meerkats
Students explore the measurement concepts of
length, area, and capacity. Throughout the unit,
students also develop mathematical communication
skills by taking on roles as speakers, listeners, and
writers in a math learning environment by
communicating with two meerkats, Dru and Teller, who
are interested in measurement.
Approximate Time Frame:
1 semester
10. Building Thinking
Skills Software
Building Thinking Skills® provides highly effective verbal and nonverbal
reasoning activities to improve vocabulary, reading, writing,
math, logic, and figural-spatial skills, as well as visual and auditory
processing.
The activities are sequenced developmentally. Each skill (for example,
classifying) is presented first in the semi-concrete figural-spatial form and
then in the abstract verbal form. Children learn to analyze relationships
between objects, between words, and between objects and words as
they: Observe, recognize, and describe characteristics. Distinguish
similarities and differences. Identify and complete sequences, classifications,
and analogies.
These processes help children develop superior thinking and communication
skills that lead to deeper content learning in all subjects.
http://www.criticalthinking.com/
(See sample items)
12. Junior Great Books
Students come to see themselves as successful, lifelong learners and
thinkers as they:
• Share and explain their ideas
• Gain confidence when approaching challenging literature
• Become self-aware, self-monitoring readers
Students learn to read for meaning as they:
• Use reading comprehension strategies to better understand a story
• Go beyond snap responses to deeper thinking
• Support ideas with evidence from the story
• Develop appreciation for rich, rewarding literature
Students develop cognitive, social, and emotional intelligences as they:
• Thoughtfully consider different points of view
• Listen to others and respond appropriately
• Create a collaborative classroom community with support from their peers
and teachers
13. William & Mary
Units of Study
3rd- Journeys & Destinations
4th- Literary Reflections
5th- Patterns of Change
Develop students' skills in:
1.) literary analysis and interpretation
2.) persuasive writing
3.) linguistic competency/ oral communication
4.) strengthen students' reasoning skills and
understanding of the concept of change.
15. The DBQ Project
Reading & Writing Research
4th -Jamestown & Constitution Mini Qs
16. Word Study
• 3rd- STEM and Grammar Study
• 4th- STEM and Vocabulary Study
Recommended for grades 3 & 4,
Building Language provides an
introduction to Latin stems as the
bases for much of the English and
Spanish languages. Ten lessons
introduce important Latin stems,
providing an intellectual key for
young students to understand
that big words aren't necessarily
hard.
18. Scientific Inquiry
• All third grade students are served in a
science content class. Our science
curriculum teaches the skills, concepts and
habits of mind needed for success in
science and math as well as fostering
creativity, talent development, and self-
generating, problem-solving abilities in our
students.
19. We will place an emphasis on higher
level thinking and problem- based
learning that will allow students to
construct an individual understanding
of scientific concepts and see
connections between the classroom
and real world problems.
20. Students meet every afternoon for
science. We want to make science
and scientific processes fun and
meaningful to the students with the
use of technology and student-
driven hypotheses and
experimentation.
Spark probes to develop
hypotheses, collect data to prove or
disprove the hypotheses, and then
draw conclusions.
21. Science Fair!
• All AGP students will go through the
scientific process and create
individual science fair projects this
year.
26. 5 th Grade AGP Math
• 5th and 6th grade math in one academic year in
preparation for beginning pre-algebra in 6th grade.
(accelerated course of study)
• Faster pace (Acceleration)
• Less repetition – more depth
• More problem solving
• Students use 6th grade math journals from
Everyday Math
• Participate in Continental Math national math
competition
27. Additional Curriculum
Resources:
• Hands-On Equations for algebraic problem solving
to give a concrete understanding of balanced
equations before moving to abstract problem
solving on paper.
• Project M3: Record Makers and Breakers: Use
algebra to analyze graphs
• South Carolina Stock Market Game: Students
compete in groups investing $100,000 in the stock
market. They analyze stock trends and make
decisions about where to invest their money.
