Basic Curriculum Standards Training -

101

April 8, 2009

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Welcome Basic Curriculum Standards Training

Participants

Week 9

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4:00-4:05 Welcome

4:05-4:30 Increasing English proficiency in science

4:30-5:10 From Schemes of Work to Yearly Plan

5:10-6:00 From Yearly Plan to Unit Plans

6:00 – 6:30 Prayer and Meal Break

6:30-7:45 Shared Expertise

7:45-7:50 Closure & Homework Reminders

7:50-8:00 Evaluations

Agenda - Week 9

Increase

Language Proficiency

In Science

A few strategies to use often…

Delivering the Content

Build Vocabulary Instruction: includes journals or homemade dictionaries for unknown and new words, portable word walls, and oral practice.

Increase Reading Opportunities: This may be done by guided reading, independent reading, or direct instruction.

Written Language: Teacher modeling Inquiry Lessons conducted in the lab that reinforce the content.

Display 15 - 20 key words from a text on a projector.

Students have one minute to write down as many words as they can.

Cover the words and give students another minute to write the words from memory.

Students check their words against the full list and then ask other members of the group for word meanings they don't know.

Students use dictionaries as well at this stage. Lastly, have a whole class discussion of words

that were unknown or not fully known.

Vocabulary Jumble

Word Walls

Teachers make portable word walls in folders or on foam or corrugated board that they carry to each science class.

Words can be color coded according to the science strand.

Before and After Vocabulary Grid

Word List What I think the words mean Revised definition

a producer    

a consumer    

a herbivore    

a carnivore    

an omnivore    

ecology    

adaptation    

a food chain    

a food web    

a habitat    

a decomposer    

a population    

a community    

an ecosystem    

an organism    

SQ3R Reading Strategy

Survey: chapter titles, section headings, pictures, picture captions, charts, graphs, etc.

Question: turn section headings into questions

Read: to answer selected questions

Recite: try to answer questions

Review: review the material by rereading

Skimming is used to identify the main ideas of a text quickly.

Scanning is used to look up a word in a text or you are concentrating on finding a particular answer.

Skimming and Scanning

Read the text in Handout 1d and answer the following questions.

How was magnetism discovered? What is a domain? Describe the forces in magnets N-N and N-S. What are the materials used in fridge? What are the types of magnets? Define electromagnets and give examples on

their uses. Compare between permanent and

electromagnets

Magnets and Electromagnets

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Exploring the Schemes of Work

Cooperative Learning: Corners

1. Count off by 4.2. All 1s go to Corner number 1.3. All 2s go to Corner number 2.4. All 3s go to Corner number 3.5. All 4s go to Corner number 4.

6. Examine the section(s) of the SoW listed.7. Write the most important things to

remember in that section and why they are important.

Exploring the Schemes of Work

What did you discover in your section?

How can you use this information in planning?

Share you Findings

Step #1 – Map the Units across the Year

Choose the SoW for your grade level.

1. Use one set of the monthly planning calendar.

2. Locate the Unit organization in the SoW.3. Organize the Units for Semester 1 across

the months. (Watch the suggested hours)

Semester Map

Share the Semester Maps

Reflection:What was easy about this activity?What was difficult?How can the SoW make planning

easier?How will you use the Schemes of Work?

Expanding a Unit of Study

1. Return to the Group with whom you did the Unit Map.

2. Choose one of the Units on the Map.3. Look at the categories under each week.4. Using the Schemes of Work, fill in the

information which will be covered each week to develop the unit.

Hint: Keep Standards/Objectives/Key Questions in student-friendly language.

Be prepared to share what you sketched.

Prayer Breakand

Dinner

SharedExpertise

Reviewing the Day

What are the Schemes of Work?

How can they be used to make planning more efficient and

effective?

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Homework:

Bring a unit plan and highlight the strategies and activities you have learned and used in your classroom.

Evaluation

Questions?

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Closure