DA-RAPAs’ Two-Year Program



|DA-RAPAs’ Two-Year Plan |

|Amanda Dennis, Paula Boston, |

|Rob Case, Anne Graner |

| |

|MEDT 6466 |

|Dr. Goldberg |

| |

|April, 2009 |

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DA-RAPAs’ Two-Year Plan

Year 1

|Program |Dates to be Implemented |

|Constitution Day |August - September |

|“Buck” Busters |October - May |

|Deck the Halls with Science Literacy Tress |December |

|Geography Bee |January |

|Black History Month |February |

|Mathelicious Poetry Picnic |April |

Year 2

|Program |Dates to be Implemented |

|Dewey Decathlon |August – March |

|Frequent Readers Book Club |October - May |

|Where the Wild Things Are |December |

|Book Swap |January - May |

|Read Across America |March |

|Poetry Month |April |

Two-Year Plan for an Elementary School

Year 1

|Program & |Grade/ |GPSs |Description of Program |Timeline |

|Group Member Name |Subject | | | |

|Constitution Day |Entire School: |SSKH2 The student will identify | |(August/ |

| |Social Studies |important American symbols and |“We the students” |Sept-ember) |

|(Amanda Dennis) | |explain their meaning. | | |

| | |a. The national and state flags |The entire school will work together to | |

| | |(United States and Georgia flags) |create a Constitution and flag for their | |

| | | |school, entitled “We The Students.” | |

| | |SS1CG1 The student will demonstrate| | |

| | |an understanding of good |Grades K-2: Create the School Flag | |

| | |citizenship. | | |

| | |a. Explain how rules are made and |Each class will be taught important facts | |

| | |why. |about the Constitution, and that there | |

| | |b. Explain why rules should be |were only thirteen states when it was | |

| | |followed. |first written. Then, each class will | |

| | | |create their own flag, with thirteen stars| |

| | |SS2CG1 The student will define the |that will each contain an important fact | |

| | |concept of government and the need |about the Constitution. Students will | |

| | |for rules and laws. |work in groups of 2-3 to write one fact | |

| | | |(or glue pre-printed facts, depending on | |

| | |SS3H1 The student will explain the |the age) on a white star cut out of | |

| | |political roots of our modern |butcher paper, and will each be given one | |

| | |democracy in the United States of |stripe with the name of one of the | |

| | |America. |original thirteen colonies written on it. | |

| | | |Students will come up to the teacher-made | |

| | |SS4CG2 The student will explain the|flag poster one at a time, read their fun | |

| | |importance of freedom of expression|facts, and place them on the poster to | |

| | |as written in the First Amendment |form a circle of thirteen stars. Another | |

| | |to the U. S. Constitution. |student will come up to the teacher-made | |

| | | |flag poster, read the name of the state on| |

| | |SS5CG1 The student will explain how|his or her stripe, and place it on the | |

| | |a citizen’s rights are protected |poster to begin the stripe pattern. | |

| | |under the U.S. Constitution. |Continue alternating between stars and | |

| | |a. Explain the responsibilities of |colored stripes until the flag poster is | |

| | |a citizen. |complete. Discuss the flag as a whole and | |

| | |b. Explain the freedoms granted by |how it represents what Americans live for | |

| | |the Bill of Rights. |based on the laws of the Constitution. | |

| | |d. Describe how the Constitution |The completed flags will be hung in the | |

| | |protects a citizen’s rights by due |main hallway along with the School | |

| | |process. |Constitution. | |

| | | | | |

| | | |Grades 3-5: Compile the School | |

| | | |Constitution | |

| | | | | |

| | | |Each 3rd, 4th, and 5th grade class will | |

| | | |create a list of the rights students | |

| | | |should have at school and rules students | |

| | | |and teachers should live by to make their | |

| | | |school a democracy. | |

| | | |After students have had time to categorize| |

| | | |the ideas for rules, the class will hold a| |

| | | |mock “Constitutional Convention” during | |

| | | |which they debate the rules that are most | |

| | | |important for the classroom. In order for | |

| | | |students to prove that an idea should | |

| | | |become part of the class constitution, | |

| | | |they must explain how the class will be | |

| | | |affected if this is not a class rule. When| |

| | | |they have decided upon their ten rules and| |

| | | |rights, they will list them on a large | |

| | | |sheet of butcher paper made to look old. | |

| | | |All classes’ constitutions will be put | |

| | | |together to create one school | |

| | | |constitution, and will hang next to the | |

| | | |K-2nd grades’ school flags in the main | |

| | | |hallway. | |

| | | | | |

| | | |Media Center Resources: | |

| | | |Maestro, B. (1990). More perfect union: | |

| | | |The story of our Constitution. New York: | |

| | | |Mulberry Books. | |

| | | | | |

| | | |Streufert, D. (2005). Flag etiquette. The | |

| | | |flag of the United States of America. | |

| | | |Retrieved April 11, 2009, from | |

| | | | flagetiquette.html | |

| | | | | |

| | | |PR: Constitution Day bookmarks will be | |

| | | |passed out to every student when they | |

| | | |check out a book (see attached example). | |

|“Buck” Busters |4th and 5th grade | |Every day the media specialist will post a| |

| |including teachers|ELA4W2 & ELA5W2. The student |curriculum based ‘trivia’ question on the |Begin in October |

|(Rob Case) |and parents |demonstrates competence in a |changeable message board at the front of |and continue |

| | |variety of genres |the library. The questions will be based |throughout the |

| | | |upon information from different classes |school year |

| | | |provided through a teacher conducted | |

| | | |question survey. A ballot box and scrap | |

| | | |paper will also be located on the table | |

| | | |below the message board. 4th and 5th | |

| | | |grade students will be encouraged by their| |

| | | |teachers to write their answer to the | |

| | | |question and their name on a scrap piece | |

| | | |of paper and place it in the ballot box. | |

| | | |One name is drawn from all those who | |

| | | |submitted correct answers, and the winning| |

| | | |student receives one “buck” (one dollar of| |

| | | |play money) to be spent in the Little | |

| | | |Bucks Store. The Little Bucks Store will | |

| | | |consist of school supplies, snacks, | |

| | | |drinks, etc. that were collected as | |

| | | |donations from the community. Each day | |

| | | |during the morning announcements the | |

| | | |previous day’s winner and the answer to | |

| | | |the question will be announced. At the | |

| | | |end of each month, the names of the | |

| | | |students with the most correct answers | |

| | | |submitted will be placed in a hat and one | |

| | | |name will be selected at random. This | |

| | | |student will receive a pizza party for | |

| | | |themselves and ten friends of their | |

| | | |choosing. Adapted from Bloom, Jackson, | |

| | | |McCullers, and Syverson (2007). | |

| | | | | |

| | | | | |

| | | |PR: Changeable message board in the media| |

| | | |center and the morning announcements. | |

|Deck the Halls with |School- |SKL2: Animals- |Deck the Halls with Science Literacy Trees|December |

|Science Literacy Trees |wide |Explain similarities and |is based on Gary Hopkins' idea from | |

| | |differences in animals. |Education World, science teachers from | |

|(Anne Graner) |Science |  |each grade level collaborate with the | |

| | |S1E1: Seasons- Correlate weather |media specialist to determine  the | |

| | |data (temperature, precipitation, |GPS-based subject matter for their class's| |

| | |sky conditions, and weather events)|(or grade level's) science literacy tree. | |

| | |to seasonal changes. | | |

| | | |This collaborative group will also decide | |

| | |S2L1: Life Cycles- |which kind of tree to use- one made of | |

| | |Determine the sequence of the life |bulletin board paper and posted on the | |

| | |cycle of common animals in your |hall walls, or an artificial one or one | |

| | |area: a mammal such as a cat or dog|made from dead tree branches that is | |

| | |or classroom pet, a bird such as a |displayed in an open space (such as the | |

| | |chicken, an amphibian such as a |foyer) to create a science literacy tree | |

| | |frog, and an insect such as a |forest. | |

| | |butterfly. | | |

| | | |Using gathered materials from the media | |

| | |S3L1: Habitats of Georgia- |center, students will read about their | |

| | |Differentiate between habitats of |subject and brainstorm ideas for their | |

| | |Georgia (mountains, marsh/swamp, |science literacy tree.  By a designated | |

| | |coast, Piedmont, Atlantic Ocean) |date, the trees will be decorated with | |

| | |and the organisms that live there. |photographs, illustrations, information | |

| | | |text, and any other decorations that | |

| | |S4E1: Stars and Constellations- |connect to the theme.  If possible, the | |

| | |Recognize the physical attributes |books used to gather information will also| |

| | |of stars in the night sky such as |be displayed. | |

| | |number, size, color and patterns. | | |

| | | |Parents and community members will be | |

| | |S5L4: Microorganisms- Identify |invited to 'Stroll Down the Science Trees | |

| | |beneficial and harmful |Lanes' before and after the annual holiday| |

| | |microorganisms and explain why they|program.  Designated students will stand | |

| | |are harmful/beneficial. |by their tree and describe the process of | |

| | | |making the tree and the information | |

| | | |learned. (If a school does not have this, | |

| | | |then a special viewing can be arranged.) | |

| | | | | |

| | | |Possible GPS-based grade level subjects: | |

| | | | | |

| | | |K: Animals | |

| | | |1st: Seasons | |

| | | |2nd: Life Cycles | |

| | | |3rd: Habitats of GA | |

| | | |4th: Stars & Constellations | |

| | | |5th: Microorganisms | |

| | | | | |

| | | |Benefits of Program to Students: | |

| | | |By knowing that the project will be viewed| |

| | | |by a public audience, students will work | |

| | | |hard to gather their information to create| |

| | | |their decorations.  They will be | |

| | | |developing their information literacy | |

| | | |skills through the use of non-fiction | |

| | | |resources.  Also, by learning from the | |

| | | |other grade levels' tree projects, they | |

| | | |will either be exposed to new information | |

| | | |(which will help with the development of | |

| | | |background information) or they will be | |

| | | |able to review information they learned in| |

| | | |the past. | |

| | | | | |

| | | |Media Center Resources: | |

| | | | | |

| | | |Hall, M. (2007). Seasons of the year. | |

| | | |Mankato, MN: Capstone Press | |

| | | | | |

| | | |Hoe, S. (2009). Habitats. Pleasantville, | |

| | | |NY: Gareth Stevens Pub. | |

| | | | | |

| | | |Maynard, C. (1999). | |

| | | |Micromonsters: Life under the microscope. | |

| | | |New York: DK Publishing, Pub. | |

| | | | | |

| | | |Rose, D. (2004). Ocean babies. Washington,| |

| | | |D.C.: National Geographic Society. | |

| | | | | |

| | | |Simon, S. (2006). Stars. New York: | |

| | | |Collins. | |

| | | | | |

| | | |Wallace, K. (2000). Born to be a | |

| | | |butterfly. New York: DK Publishing, Pub. | |

| | | | | |

| | | |PR: Flyers announcing the 'Deck the Halls'| |

| | | |program and the "Stroll Down the Tree | |

| | | |Lanes' evening event will be posted in | |

| | | |every classroom (see attached PR flyer).  | |

| | | |A smaller version will appear in the | |

| | | |school monthly newsletter in November and | |

| | | |will be uploaded to the media center's web| |

| | | |page. | |

|Geography Bee |4th and 5th Grade |SS4G1 The student will be able to |The Geography Bee, more properly known as |January |

| |Social Studies |locate important physical and |the National Geographic Bee, begins at the| |

|(Paula Boston) | |man-made features in the United |local level and winners work their way to | |

| | |States. |the final competition in Washington D.C. | |

| | |a. Locate major physical features |The Geography Bee begins in schools with | |

| | |of the United States; include the |students from fourth through eighth grade | |

| | |Atlantic Coastal Plain, Great |across the United States in December and | |

| | |Plains, Continental Divide, the |January. Each school Geography Bee | |

| | |Great Basin, Death Valley, Gulf of |champion takes a written test upon winning| |

| | |Mexico, St. Lawrence River, and the|the Bee in their school. One hundred | |

| | |Great Lakes. |school winners from each state proceed to | |

| | |b. Locate major man-made features; |the State Level Finals in April, based on | |

| | |include New York City, NY; Boston, |their scores on a written test scored by | |

| | |MA; Philadelphia, PA; and the Erie |the National Geographic Society. | |

| | |Canal. |The Geography Bee winner in each state and| |

| | | |territory proceeds to the National | |

| | |SS5G1 The student will locate |Geographic Bee in Washington D.C. for a | |

| | |important places in the United |two-day competition in May. On the first | |

| | |States. |day, the 55 state and territory (District | |

| | |a. Locate important physical |of Columbia, the Virgin Islands, Puerto | |

| | |features; include the Grand Canyon,|Rico, the Pacific Territories, and the | |

| | |Salton Sea, Great Salt Lake, and |overseas U.S. Department of Defense | |

| | |the Mojave Desert. |schools) winners are narrowed to a field | |

| | |b. Locate important man-made |of ten finalists. The ten finalists | |

| | |places; include the Chisholm Trail;|compete on day two and the winner is | |

| | |Pittsburgh, PA; Gettysburg, PA; |announced and wins a college scholarship. | |

| | |Kitty Hawk, NC; Pearl Harbor, HI; |The media specialist will announce and | |

| | |and Montgomery, AL. |advertise the Geography Bee. Students who| |

| | | |are interested in competing in the | |

| | | |Geography Bee will study for the | |

| | | |competition. | |

| | | | | |

| | | |The Geography Bee will be scheduled in | |

| | | |January. There will be a preliminary | |

| | | |round that will consist of fourth graders.| |

| | | |The top 2 fourth graders will compete with| |

| | | |the fifth graders. Questions will be | |

| | | |asked according to Geography Bee | |

| | | |guidelines until a winner is recognized. | |

| | | | | |

| | | |Media Center Resources: Geography books | |

| | | |from the media center in the 900 Dewey | |

| | | |Decimal section. Atlases can be found in | |

| | | |912, countries around the world in section| |

| | | |914-916. | |

| | | | | |

| | | |PR: The media Specialist will post | |

| | | |posters around the school to inspire 4th | |

| | | |and 5th grade children to try out for the | |

| | | |Geography Bee. There will also be | |

| | | |announcements on the morning news show and| |

| | | |reminders in the weekly Principal’s | |

| | | |Newsletter home to parents. | |

|Black History Month |Entire |SS[K-3]CG2 The student will |Each week in February: |The month of |

| |School—Social |describe how the historical figures| |February |

|(Amanda Dennis) |Studies |display positive character traits |Have African American volunteers from the | |

| | |of cooperation, diligence, liberty,|community come in and read a book of their| |

| | |justice, tolerance, freedom of |choosing to one or more classes. The book| |

| | |conscience and expression, and |should be one that they consider to be | |

| | |respect for and acceptance of |especially inspirational or important. By| |

| | |authority. |the end of the month, each class will have| |

| | | |been read to at least four times. Have | |

| | | |this volunteer also share personal | |

| | |SS3H2 The student will discuss the |experiences (if desired) about obstacles | |

| | |lives of Americans who expanded |he or she overcame in life and important | |

| | |people’s rights and freedoms in a |lessons learned. Possible books to be | |

| | |democracy. |read include: | |

| | | | | |

| | |a. Martin Luther King, Jr. (civil |Adler, D. (1992). A Picture Book of | |

| | |rights), Frederick Douglass (civil |Harriet Tubman . New York: Scholastic. | |

| | |rights), Thurgood Marshall (civil | | |

| | |rights), |Adler, D. (1992). A Picture Book of Rosa | |

| | |b. Explain social barriers, |Parks. New York: Holiday House. | |

| | |restrictions, and obstacles that | | |

| | |these historical figures had to |Bull, M. (1993). Allen Jay and the | |

| | |overcome and describe how they |Underground Railroad. Minneapolis: | |

| | |overcame them. |Carolrhoda Books, Inc. | |

| | | | | |

| | |SS4H7 The student will examine the |Hopkins, D. (1993). Sweet Clara and the | |

| | |main ideas of the abolitionist and |Freedom Quilt. New York: Knopf. | |

| | |suffrage movements. | | |

| | |a. Discuss biographies of Harriet |Lowery, L. (1987). Martin Luther King Day.| |

| | |Tubman and Elizabeth Cady Stanton. |New York: Scholastic. | |

| | |b. Explain the significance of | | |

| | |Sojourner Truth to the abolitionist|Scholes, K. (1989). Peace Begins with You.| |

| | |and suffrage movements. |New York: Little Brown and Co. | |

| | | | | |

| | |SS5H8 The student will describe the|Winter, J. (1988). Follow the Drinking | |

| | |importance of key people, events, |Gourd. New York: Alfred A. Knopf. | |

| | |and developments between 1950-1975.| | |

| | | |Last Week in February: | |

| | |b. Explain the key events and | | |

| | |people of the Civil Rights |Entire School: | |

| | |movement; include Brown v. Board of| | |

| | |Education (1954), Montgomery Bus |Each grade will create one hall-length | |

| | |Boycott, the March on Washington, |mural using butcher paper and students’ | |

| | |Civil Rights Act, Voting Rights |biographies and pictures of African | |

| | |Act, and civil rights activities of|Americans in history. As a starting | |

| | |Thurgood Marshall, Rosa Parks, and |point, students will explore (or teachers | |

| | |Martin Luther King, Jr. |will give an overview, depending on the | |

| | | |age) the website about Black History | |

| | | |Month, at | |

| | | |activities/bhistory/read_explore.htm, | |

| | | |various titles from the series entitled | |

| | | |African American Biographies, and the book| |

| | | |Portraits of African-American Heroes | |

| | | |(2003), by Tonya Bolden. The students and| |

| | | |teacher will discuss important African | |

| | | |Americans in history, as well as their | |

| | | |contributions to society and culture. | |

| | | |Based on the information, students will | |

| | | |work in groups create a brief biography of| |

| | | |one important African American and draw a | |

| | | |picture of their person. Depending on the| |

| | | |age group, the biography might be anywhere| |

| | | |from a teacher-created list to a | |

| | | |student-written paragraph. Then, the | |

| | | |picture and biography will be glued to the| |

| | | |large mural in the hall. At the end of | |

| | | |the week, each grade will take turns | |

| | | |viewing other hallways’ murals, in an | |

| | | |event entitled “The Parade of Heroes”. | |

| | | | | |

| | | | | |

| | | |Media Center Resources: | |

| | | | | |

| | | |Bolden, T. (2003) Portraits of | |

| | | |African-American Heroes, First ed. | |

| | | | | |

| | | |African American Biographies (series), | |

| | | |Raintree Publishers. | |

| | | | | |

| | | |PR: | |

| | | | | |

| | | |Each morning on the announcements or news | |

| | | |show, a brief (ten second) clip will run | |

| | | |to advertize Black History Month and | |

| | | |highlight one African American important | |

| | | |in history. | |

|Mathelicious Poetry |School- |ELA_LSV2: |Mathelicious Poetry Picnic |April |

|Picnic |wide |When delivering presentations, | | |

| | |student engages the audience with |Culminating Event | |

|(Anne Graner) |Math |appropriate verbal cues and eye |At the designated time, students will | |

| | |contact. |enter the picnic area (after passing the | |

| | |  |100% Me poems/circle graphs and | |

| | |ELA2LSV1: |Math-terpieces  in the hall) and sit with | |

| | |Uses oral language for different |their class on one of the Shape Cloths.  | |

| | |purposes- to inform, to persuade, |The master of ceremonies will welcome | |

| | |and to entertain. |everyone to the picnic with a rhyming poem| |

| | |  |from the Big Book of Classroom Poems by | |

| | |ELA4LSV1: |Kathleen Hollenback.  The school chorus | |

| | |Participates in student-to-teacher,|will then sing their two Math songs and | |

| | |student-to-student, and group |the gifted students will perform their | |

| | |verbal interactions. |poems for four voices.  | |

| | |f. displays appropriate turn-taking|  | |

| | |behaviors |Next, the teachers will gather for the | |

| | |i. responds appropriately to |Number Parade.  As each teacher and number| |

| | |comments and questions |is introduced and begins parading around | |

| | |MKN1: Counting to 30 |the circumference of the picnic, his/her | |

| | | |students will read the number poem that | |

| | |M1N4: fractions ½ and ¼. |matches with their teacher’s number.  Each| |

| | | |teacher ends up back with their class. | |

| | |M2G1: shapes- square, rectangle. |  | |

| | | |At the end of the parade are the parents | |

| | |M3G1: shapes- circle. |with the picnic snacks who deliver the | |

| | | |snacks to the classes and help hand these | |

| | |M4M1: weight (gram, kilogram, |out. Students who helped at home with | |

| | |ounces, pounds). |making the snacks will share the Kitchen | |

| | | |Math cards on the snacks with their | |

| | |M5M3: capacity (milliliter, liter, |individual class. | |

| | |fluid ounces, cups, pints, |  | |

| | |gallons). |Students will also be able to share any | |

| | | |favorite poems with their class that they | |

| | |M_P1: Will solve problems. |have brought.  Teachers will look for | |

| | |  |connections to math concepts, such as | |

| | |M_P5: Will represent math in |discussing with students outdoor geometric| |

| | |multiple ways. |shapes, one-to-one correspondence with | |

| | | |snack items, division problems with the | |

| | | |snacks. | |

| | | |  | |

| | | |At a designated time, the master of | |

| | | |ceremonies will announce the beginning of | |

| | | |the Poetry Jam.  The Drama Club students | |

| | | |will dramatically perform their poems.  | |

| | | |  | |

| | | |At the end of the Picnic, the Master of | |

| | | |Ceremonies will dramatically read ‘Sarah | |

| | | |Sylvia Cynthia Stout’ from Where the | |

| | | |Sidewalk Ends by Shel Silverstein for | |

| | | |students to listen for any math concepts | |

| | | |discussed and as a motivator to clean up | |

| | | |and ‘take the garbage out’!  | |

| | | | | |

| | | |Media Center Resources: | |

| | | |  | |

| | | |Cole, J., Anna Banana: 101 Jump Rope | |

| | | |Rhymes | |

| | | |  | |

| | | |Fleischman, P., Big Talk: Poems for Four | |

| | | |Voices | |

| | | |  | |

| | | |Hoban, T., Shapes, Shapes, Shapes | |

| | | |  | |

| | | |Holbrook, S., A Non Standard Approach to | |

| | | |Meeting Content | |

| | | |                     Standards | |

| | | |  | |

| | | |Holbrook, S., Wham! It’s a Poetry Jam: | |

| | | |Discovering Performance Poetry | |

| | | |  | |

| | | |Hollenback, K., Big Book of Classroom | |

| | | |Poems | |

| | | |  | |

| | | |Hummon, D., Animal Acrostics | |

| | | |  | |

| | | |Kay, J., Number Parade | |

| | | |  | |

| | | |Lewis, P., Arithme-Tickle: An Even Number | |

| | | |of Odd Riddle Rhymes | |

| | | |  | |

| | | |Morrison, L., Way to Go! Sports Poems | |

| | | |  | |

| | | |Ross, M., Animal Exercises: Poems to Keep | |

| | | |Fit | |

| | | |  | |

| | | |Silverstein, S., Where the Sidewalk Ends | |

| | | |  | |

| | | |Tang, G., Math-terpieces | |

| | | | | |

| | | |PR | |

| | | |Daily Arithme-Tickle riddles will be read | |

| | | |with morning announcements followed by a | |

| | | |'plug' for the poetry picnic.  Information| |

| | | |on the poetry picnic will be sent home | |

| | | |through classroom newsletters.  | |

| | | |After-school students will create posters | |

| | | |to hang in the hallways to announce the | |

| | | |poetry picnic.  Different parts of this | |

| | | |program will be featured on the broadcast | |

| | | |news. | |

Year 2

|Program & |Grade/ |GPSs |Description of Program |Timeline |

|Group Member Designer |Subject | | | |

|Dewey Decathlon |4th and 5th grade|ELA5R2 & |The Dewey Decathlon comes from classmate |August to March |

| | |ELA4R2:Read at least twenty-five |Virginia Lott's media specialist who got | |

|(Anne Graner) |Reading |books or book equivalents |the idea from Kris Woods of Teasley Middle| |

| | |(approximately 1,000,000 words) |School, Cherokee County (personal | |

| | |each year. Include fiction and |communication, January 27, 2009). | |

| | |non-fiction. Read a diverse | | |

| | |collection of material. |4th and 5th grade students accepting the | |

| | | |Dewey Decathlon challenge are required to | |

| | | |read 25 books (on their STAR reading | |

| | | |level) from 10 Dewey categories and keep | |

| | | |track of their progress on a Dewey | |

| | | |Decathlon form.  They must earn an AR test| |

| | | |score of at least 80%.  For nonfiction | |

| | | |books without an AR test, students are to | |

| | | |complete a Dewey Decathlon graphic | |

| | | |organizer.  Once these tasks are done, the| |

| | | |media specialist or the teacher signs off | |

| | | |on the form. | |

| | | | | |

| | | |Students are required to read the | |

| | | |following: | |

| | | | | |

| | | |00/100/220s= 1 book | |

| | | |300/400s= 2 books | |

| | | |500s= 2 books | |

| | | |600s= 2 books | |

| | | |700s= 2 books | |

| | | |800s= 2 books | |

| | | |900s- 2 books | |

| | | |Story Collection= 1 book | |

| | | |Biography= 2 books | |

| | | |Fiction= 9 books (3 of these must be an | |

| | | |award winning book). | |

| | | | | |

| | | |A bulletin board can be made to display | |

| | | |progress of students.  Awards can be given| |

| | | |for reaching milestone goals of 5, 10, 15,| |

| | | |20, and 25 books and a pizza party can be | |

| | | |held for those successfully completing the| |

| | | |Dewey Decathlon. | |

| | | | | |

| | | |Benefit of program for students: | |

| | | |Students will have an impetus to discover | |

| | | |the variety of nonfiction books and | |

| | | |award-winning books.  This will increase | |

| | | |their knowledge base, get them to go | |

| | | |beyond their familiar habits of searching | |

| | | |for a book, and will help them to | |

| | | |understand how the media center is | |

| | | |organized.  In the future, this | |

| | | |familiarity will help them find books in | |

| | | |other school and public libraries. | |

| | | | | |

| | | |PR: | |

| | | |The bulletin board will not only announce | |

| | | |and describe the program, it will also | |

| | | |allow students and others to view the | |

| | | |progress of the participants.  | |

| | | |Accomplishing milestone goals can also be | |

| | | |celebrated in grade level newsletters.  | |

| | | |Final awards for those completing the | |

| | | |Dewey Decathlon may be presented at Honors| |

| | | |Day programs. | |

|Frequent Readers |4th and 5th grade|ELA4R1 & ELA5R1 The student |Students in 4th & 5th grade will be given |Begin in October and|

|Book Club | |demonstrates comprehension and |the opportunity to join the Frequent |continue throughout |

| | |shows evidence of a warranted and|Readers Book Club that will be hosted by |the school year |

|(Rob Case) | |responsible explanation of a |the media specialist. Students who join | |

| | |variety of literary and |this club our expected to read a book a | |

| | |informational texts. |week. The members will vote on a list of | |

| | | |suggested titles selected from the media | |

| | |ELA4R2 & ELA5R2 The student |center or simply take turns selecting from| |

| | |consistently reads at least |the list from week to week. Upon joining,| |

| | |twenty-five books or book |members will receive a Frequent Reader | |

| | |equivalents (approximately |card/bookmark (see attached). At the end | |

| | |1,000,000 words) each year. The |of each week, members will be invited to | |

| | |materials should include |participate in a group discussion about | |

| | |traditional and contemporary |the book with the media specialist as the | |

| | |literature (both fiction and |mediator. Members may want to share their| |

| | |non-fiction) as well as |favorite passages or ask questions as part| |

| | |magazines, newspapers, textbooks,|of the discussion. Members who attend and | |

| | |and electronic material. Such |participate in the group discussion will | |

| | |reading should represent a |receive a stamp on their Frequent Reader | |

| | |diverse collection of material |Card/Bookmark from the media specialist at| |

| | |from at least three different |the conclusion of the meeting. At the end| |

| | |literary forms and from at least |of the school year, the members who have | |

| | |five different writers. |attended every book club group discussion | |

| | | |will receive a pizza party hosted by the | |

| | |ELA4R3 & ELA5R3 The student |media specialist in the media center. | |

| | |understands and acquires new | | |

| | |vocabulary and uses it correctly |PR: Selected Frequent Reader Book | |

| | |in reading and writing. |prominently displayed in the media center.| |

| | | |Members carrying around their Frequent | |

| | |ELA4R4 & ELA5R4 The student reads|Reader Card/Bookmark (see attached). | |

| | |aloud, accurately (in the range |Morning announcement on Friday about the | |

| | |of 95%), familiar material in a |book club meeting in the media center. | |

| | |variety of genres, in a way that | | |

| | |makes meaning clear to listeners.| | |

|Where the Wild Things Are |Entire School, |S4L2. Students will identify |Petting Zoo: |The month of |

| |including |factors that affect the survival |Upon arriving at the school, the students |December--Final day |

|(Amanda Dennis) |teachers and |or extinction of organisms such |and their parents are greeted by the |will be last day |

| |parents |as adaptation, variation of |administrators, office, and custodial |before break |

| | |behaviors (hibernation), and |staff dressed as Zoo Keepers, Safari | |

| | |external features (camouflage and|Guides and Lion Tamers.  The larger group | |

| | |protection).  |will be divided into three more manageable| |

| | |  |groups that will tour different grade | |

| | |  |levels/sections of the school | |

| | |S5L4. Students will relate how |simultaneously to see the activities the | |

| | |microorganisms benefit or harm |students completed leading this event.    | |

| | |large organisms.  |  | |

| | |  |-Kindergarten teachers will display the | |

| | |S3L1. Students will investigate |poster board zoo habitats created by the | |

| | |the habitats of different |student “zookeepers” for the parents to | |

| | |organisms and the dependence of |admire.  | |

| | |organisms on their habitat.   |  | |

| | |  |-1st Grade teachers will have their | |

| | |S2L1. Students will investigate |students present their favorite plant | |

| | |the life cycles of different |riddles and have the parents try to guess | |

| | |living organisms.    |the plant.    | |

| | |  | | |

| | |SKL2. Students will compare the |-2nd Grade teachers will display the | |

| | |similarities and differences in |student’s life cycle charts and graphs.  | |

| | |groups of organisms.  |  | |

| | |  |-3rd Grade teachers will display the | |

| | |ELA_LSV2:   |student’s PowerPoint reports, | |

| | |When delivering presentations, |illustrations, and coat hanger stocking | |

| | |student engages the audience with|animals.    | |

| | |appropriate verbal cues and eye | | |

| | |contact.  |-4th Grade teachers will display the | |

| | |  |student “zookeepers’” feeding budget and | |

| | |ELA2LSV1:   |orders.    | |

| | |Uses oral language for different | | |

| | |purposes- to inform, to persuade,|-5th Grade teachers will display the | |

| | |and to entertain.  |students’ illustrated mini-books about | |

| | |  |microorganisms.  | |

| | |ELA4LSV1:  | | |

| | |Participates in |-The art teachers will display the | |

| | |student-to-teacher, |students’ animal works and ask the parents| |

| | |student-to-student, and group |to guess if the animal exists now or is | |

| | |verbal interactions.  |extinct.  | |

| | |f. displays appropriate |-The PE teachers will display the “Animal | |

| | |turn-taking behaviors  |Stations” that the students researched and| |

| | |i. responds appropriately to |created.  At each one the parents will | |

| | |comments and questions |walk, jump, crawl, etc. like the animal | |

| | | |while navigating obstacles.  | |

| | | |-The Special Education teachers will | |

| | | |display the students’ Vertebrate and | |

| | | |Invertebrate posterboards for the parents | |

| | | |to view.  Parents will then try to place | |

| | | |their own animal pictures in the | |

| | | |appropriate column on a class | |

| | | |Vertebrate/Invertebrate posterboard.  | |

| | | |  | |

| | | |- The Special Education teachers will | |

| | | |display the students’ completed virtually | |

| | | |dissected frog on the class computers.  | |

| | | |The parents will also try their hand at | |

| | | |using the virtual dissection CD.  | |

| | | |  | |

| | | |Once each group has completed the circuit | |

| | | |tour of activities, parents and students | |

| | | |will head to the field behind the school | |

| | | |to join the Zoo Keepers, Safari Guides and| |

| | | |Lion Tamers at the Petting Zoo provided by| |

| | | |Zoo to You ().  With the | |

| | | |assistance of two handlers, the parents | |

| | | |and students will get to experience “Wild | |

| | | |Things” first hand, while receiving | |

| | | |further education about the habits and | |

| | | |habitats of the animals being displayed | |

| | | |and exhibited.    | |

| | | |  | |

| | | |At the end of the Petting Zoo, the Master | |

| | | |of Ceremonies will dramatically read Where| |

| | | |the Wild Things Are by Maurice Sendak in | |

| | | |its entirety for the listening pleasure of| |

| | | |the parents and students alike. | |

| | | |PR: | |

| | | |For the week leading up to the Wild Things| |

| | | |Petting Zoo Picnic the administrators, | |

| | | |office staff and custodial staff will go | |

| | | |on the school-wide broadcast system during| |

| | | |the morning news show to promote the event| |

| | | |with selected students.  Some of the | |

| | | |things they will do on the morning news | |

| | | |are share stories about their own personal| |

| | | |pets, be interviewed about their favorite | |

| | | |animals, and read excerpts of Where the | |

| | | |Wild Things Are by Maurice Sendak. | |

|Book Swap |Entire School, |ELAKR1 & ELA1R1 The student |When preparing for a book swap, it is very|Begin in January and|

| |including |demonstrates knowledge of |important that you begin building momentum|continue throughout |

|(Rob Case) |teachers and |concepts of print. |for the event prior to the start date. |the end of the |

| |parents | |Sending a letter home prior to the event |school year |

| | |ELA2R4 & ELA3R3 The student uses |requesting that students and parents | |

| | |a variety of strategies to gain |beginning rounded up their gently used | |

| | |meaning from grade-level text. |books appropriate for grades K-5 over the | |

| | | |winter break. For each book a student | |

| | |ELA4R2 & ELA5R2 The student |brings in they can swap it for one from | |

| | |consistently reads at least |the swap table. Another way to build | |

| | |twenty-five books or book |momentum for the event is to set up an | |

| | |equivalents (approximately |area in the media center for the book | |

| | |1,000,000 words) each year. The |swap. Beginning stocking the area with | |

| | |materials should include |books that have been weeded from the | |

| | |traditional and contemporary |collection, inexpensive paperbacks from | |

| | |literature (both fiction and |thrift stores, as well as other books | |

| | |non-fiction) as well as |donated from the faculty and staff. This | |

| | |magazines, newspapers, textbooks,|allows students to begin browsing titles | |

| | |and electronic material. Such |they would like to select from the book | |

| | |reading should represent a |swap table. When students return in | |

| | |diverse collection of material |January from winter break, use the morning| |

| | |from at least three different |announcements to remind students to start | |

| | |literary forms and from at least |bringing in their used books for the book | |

| | |five different writers. |swap. The book swap will remain ongoing | |

| | | |continuously through the end of the school| |

| | | |year. | |

| | | | | |

| | | | | |

| | | |PR: Make flyers to be displayed in the | |

| | | |media center and in the halls (see | |

| | | |attached). Include information in letter | |

| | | |home to parents and morning announcements.| |

| | | |Add information to newsletter. | |

|Read Across America |Entire School |ELAKR6 The student gains meaning |Read Across America is a reading |March 2 |

| | |from orally presented text. The |celebration that takes place each year on | |

|(Paula Boston) | |student   |or near March 2, the birthday of Dr. | |

| | |a. Listens to and reads a variety|Seuss. Across the country, thousands of | |

| | |of literary (e.g., short stories,|schools, libraries, and community centers | |

| | |poems) and informational texts |participate by bringing kids and books | |

| | |and materials to gain knowledge |together. | |

| | |and for pleasure.   | | |

| | |  |A month before March 2nd every teacher is | |

| | |  |encouraged to send out letters to | |

| | |ELA1R6 The student uses a variety|community members, celebrities, etc. to | |

| | |of strategies to understand and |come in to read to children in the school.| |

| | |gain meaning from grade-level |The Media Specialist will follow up with | |

| | |text. The student   |those interested in coming in to read and | |

| | |a. Reads and listens to a variety|schedule each community member to read to | |

| | |of texts for information and |a group of children. The media specialist| |

| | |pleasure.   |will also send out a press release about | |

| | |  |the event. | |

| | |  | | |

| | |ELA2R4 The student uses a variety|The children come to school in their PJ’s | |

| | |of strategies to gain meaning |for a day of reading and curling up with | |

| | |from grade-level text. The |good books. Teachers will plan a day | |

| | |student    |filled with parents and others from the | |

| | |l. Recognizes plot, setting, and |community to come into their classrooms to| |

| | |character within text, and |read to the students. | |

| | |compares and contrasts these | | |

| | |elements among texts.   |The media specialist will send a packet of| |

| | |  |compiled materials to teachers to help | |

| | |  |celebrate the day including a certificate | |

| | |ELA3R3 The student uses a variety|of participation, Cat in the Hat doorknob | |

| | |of strategies to gain meaning |hanger, and Dr. Seuss read and color word | |

| | |from grade-level text. The |search (Seuss, 1999). | |

| | |student   | | |

| | |e. Recognizes plot, setting, and |The evening of March 2nd the media center | |

| | |character within text, and |will host a Family Reading Night | |

| | |compares and contrasts these | | |

| | |elements between texts..   |The Media Specialist will set up Small | |

| | |  |Group Activities stations in which people | |

| | |ELA4R1 The student demonstrates |would circulate to do different book or | |

| | |comprehension and shows evidence |reading related activities. | |

| | |of a   |Child/Parent Activities: | |

| | |warranted and responsible |• Listening centers | |

| | |explanation of a variety of |• Bingo Games | |

| | |literary and informational texts.|• a center on writing a new ending to | |

| | |  |story | |

| | |For literary texts, the student |• a center with story starters | |

| | |identifies the characteristics of|• a computer station with books on cd | |

| | |various genres   |• a rebus station | |

| | |and produces evidence of reading |• a puppet theatre for story retelling | |

| | |that:   |• make books at home and give parents a | |

| | |b. Identifies and analyzes the |list of simple, repetitive sentences to be| |

| | |elements of plot, character, and |used in their books...ex: I like to | |

| | |setting in stories   |eat_________. I can see a ___________. | |

| | |read, written, viewed, or |Then give them magazines to search for | |

| | |performed.  |pictures to go with whatever they chose as| |

| | |  |their sentence. | |

| | |  |• Library Card sign-up station | |

| | |  |• Create-a-snack table, snack related to a| |

| | |  |story book (Very Hungry Caterpillar: have | |

| | |ELA5R1 The student demonstrates |foods mentioned in the book) | |

| | |comprehension and shows evidence |• Help the kids construct, various types | |

| | |of a warranted and responsible |of books: folded books, pop-up books, and | |

| | |explanation of a variety of |peek-throughs. And emphasis should be on | |

| | |literary and informational |activities that make use of materials | |

| | |texts.  |easily obtained at home (cereal box | |

| | |For literary texts, the student |cardboard, junk mail paper, etc) | |

| | |identifies the characteristics of|• Make transparencies of a book and have | |

| | |various genres   |the children read in a choral group, | |

| | |and produces evidence of reading |parents joining. | |

| | |that:   |• Create and illustrate silly stories-kids| |

| | |a. Identifies and analyzes the |pick the nouns, verbs, and adjectives from| |

| | |elements of setting, |different jars and create their sentences | |

| | |characterization, and conflict in|• Create Ed Emberly's fingerprint pictures| |

| | |plot. |and transform them into characters/stories| |

| | | | | |

| | | |• Read If You Give a Mouse a Cookie, then | |

| | | |kids & parents decorate cookies then eat | |

| | | |the | |

| | | |• Sing Happy Birthday to Dr. Seuss and | |

| | | |then have birthday cake | |

| | | |• Display the poem, Read to Me: | |

| | | | | |

| | | |Read To Me | |

| | | |By Jane Yolen | |

| | | |Read to me riddles and read to me rhymes, | |

| | | |Read to me stories of magical times. | |

| | | |Read to me tales about castles and kings. | |

| | | |Read to me stories of fabulous things. | |

| | | |Read to me pirates and read to me knights,| |

| | | |Read to me dragons and dragon-book fights.| |

| | | |Read to me spaceships and cowboys and | |

| | | |then, | |

| | | |When you are finished -- please read them | |

| | | |again. | |

| | | | | |

| | | |Media Center Resources: Books for | |

| | | |students, parents, teachers, and community| |

| | | |leaders to read to the children. | |

| | | | | |

| | | |PR: Posters will be displayed around the | |

| | | |school. Reminders will be posted in the | |

| | | |Weekly Principal Newsletter. The students| |

| | | |and teachers will make morning | |

| | | |announcements to get the children excited | |

| | | |for a great day of reading and fun filled | |

| | | |Reading Night! | |

|Poetry Month |Entire School |ELAKR2 The student demonstrates |To get everyone excited about National |April |

| |(Reading) |the ability to identify and |Poetry Month, the school will hire Ken | |

|(Paula Boston) | |orally manipulate words and |Nesbitt to “visit” the school with his | |

| | |individual sounds within those |online interactive videoconference | |

| | |spoken words. The student |presentation ($250).  | |

| | |a. Identifies and produces |  | |

| | |rhyming words in response to an |Each class will then work on creating | |

| | |oral prompt and distinguishes |poems to hang out in the hall.  At the end| |

| | |rhyming and non-rhyming words. |of the month, the school will have an all | |

| | |  |day Poetry Party in the media center where| |

| | |ELA1R2 The student demonstrates |classes and parents will be invited in to | |

| | |the ability to identify and |see students recite original and/or | |

| | |orally manipulate words and |memorized poems.  Two weeks before the | |

| | |individual sounds within those |Poetry Party the students will get a | |

| | |spoken words. The student |postcard to write a poem to carry around | |

| | |b. Identifies onsets and rimes in|in their pocket to memorize and share with| |

| | |spoken one-syllable words. |others. | |

| | |c. Adds, deletes, or substitutes |  | |

| | |target sounds to change words |Kindergarten students will color and cut | |

| | |(e.g., change top to stop; change|frames of popular nursery rhymes and then | |

| | |smile to mile; change cat to |put the pieces in sequential order.  The | |

| | |cap). |students will write and/or speak the | |

| | |  |verses and display work in the hall.  The | |

| | |ELA2R2 The student demonstrates |following two examples can be used or | |

| | |the ability to read orally with |others can be created: | |

| | |speed, accuracy, and expression. |  | |

| | |The student |Jack and Jill Sequencing Cards | |

| | |a. Applies letter-sound knowledge| | |

| | |to decode quickly and accurately.|rhymes/seq/jackandjill.shtml | |

| | | |Humpty Dumpty Sequencing Cards | |

| | |c. Reads familiar text with | | |

| | |expression. |rhymes/seq/humpty.shtml | |

| | |  |  | |

| | |ELA3R1 |1st grade | |

| | |The student demonstrates the |Have students write an acrostic poem or | |

| | |ability to read orally with |name poem. The initial letters of the | |

| | |speed, accuracy, and expression. |lines in the poem will spell out a word or| |

| | |The student |a name. | |

| | |a. Applies letter-sound knowledge| |

| | |to decode quickly and accurately.|tm | |

| | | |  | |

| | |b. Reads familiar text with |  | |

| | |expression. |2nd grade students will compile a list of | |

| | |  |things they look for in a friend and use | |

| | |  |that information to create a simple poem. | |

| | |ELA4R4 | |

| | |The student reads aloud, |tml | |

| | |accurately (in the range of 95%),|  | |

| | |familiar |3rd grade students will write a haiku | |

| | |material in a variety of genres, |using the pattern 5 syllables in the first| |

| | |in a way that makes meaning clear|line, 7 syllables in the second line, and | |

| | |to listeners. |5 syllables in the third line. | |

| | |The student |  | |

| | |  |4th grade students will create an 11-line | |

| | |  |biopoem by describing themselves or | |

| | |c. Reads with a rhythm, flow, and|another student.  | |

| | |meter that sounds like everyday | |

| | |speech (prosody). |iopoem.htm?tqskip1=1&tqtime=0206 | |

| | |  |  | |

| | |  |5th grade students will use a simple | |

| | |ELA5R4 |structure to write poems about things that| |

| | |The student reads aloud, |interest them by writing a cinquain.  | |

| | |accurately (in the range of 95%),| |

| | |familiar |uain.html  | |

| | |material in a variety of genres, |  | |

| | |in a way that makes meaning clear|All Students Grades K-5 – Poetry Party | |

| | |to listeners. |Have students discover the music of rhythm| |

| | |The student |and rhyme when they read aloud their | |

| | |c. Reads with a rhythm, flow, and|poems. Hold the poetry party in the media | |

| | |meter that sounds like everyday |center and make sure to invite all your | |

| | |speech (prosody). |stakeholders. | |

| | | |  | |

| | | |Media Center Resources: | |

| | | |  | |

| | | |Attenborough, L. (2001). Poetry by heart: | |

| | | |a child’s book of poems to remember.  New | |

| | | |York: Scholastic. | |

| | | |  | |

| | | |DePaolo, T. (1998).  Hey diddle diddle and| |

| | | |other Mother Goose rhymes.  New York:  | |

| | | |Putnam & Grosset. | |

| | | |  | |

| | | |Janeczko, P. (1999).  How to write | |

| | | |poetry.  New York: Scholastic Reference. | |

| | | |  | |

| | | |Nesbitt, K. (n.d.).  Poetry 4 kids.  | |

| | | |Retrieved April 12, 2009, from  | |

| | | | |

| | | |its | |

| | | |  | |

| | | |Assorted Poetry Books | |

| | | |  | |

| | | |PR:  Postcards will be distributed to all | |

| | | |the children in the school to begin | |

| | | |learning and memorizing poetry (see | |

| | | |attached).  The postcards will also be | |

| | | |used to send out to the parents and other | |

| | | |stakeholders as invitations to invite them| |

| | | |to the big Poetry Party that will be | |

| | | |hosted in the media center at the end of | |

| | | |the month.  Stakeholders will also be | |

| | | |encouraged to put a poem in their pocket. | |

References

 

Academy of American Poets. (2009). Poem in your pocket. Retrieved April 12, 2009, from

Center for Civic Education. (2008). Constitution Day: Lesson for grades 1-2. Retrieved April 11, 2009, from

Dr. Seuss Enterprises, L.P. (1999). Read Across America. Retrieved April 12, 2009, from    

Georgia Department of Education. (2008). Social Studies K-5 standards. Georgia performance standards. Retrieved April 11, 2009, from standards/Pages/BrowseStandards/SocialStudiesStandardsK-5.aspx

Hopkins, G. (2007). Deck the hall with literature trees. Education World. Retrieved April 5, 2009, from

Houghton Mifflin Harcourt. (2009).  National poetry month.  Retrieved April 12, 2009, from Education Place:  .

 

Jefferson County Schools. (n.d.). Read Across America: Family reading night.  Retrieved April 12, 2009, from  

Nesbitt, K. (2008). Poetry for kids. Retrieved April 12, 2009, from

 

 

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Remember Constitution Week!

September 15-18

All students will work together to create a School Constitution and Flag!

Remember Constitution Week!

September 15-18

All students will work together to create a School Constitution and Flag!

Remember Constitution Week!

September 15-18

All students will work together to create a School Constitution and Flag!

Remember Constitution Week!

September 15-18

All students will work together to create a School Constitution and Flag!

Remember Constitution Week!

September 15-18

All students will work together to create a School Constitution and Flag!

Constitution Day Bookmarks

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