Welcome to Mrs. Stevens Class at Shiloh Point

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Welcome to Mrs. Stevens Classat Shiloh Point
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Shiloh Point Elementary

• The mission of the Shiloh Point learning
  community is to inspire all learners to achieve
  maximum success.

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Student Rights and Responsibilities
Shiloh Point Elementary students will become
responsible leaders by following these three
expectations 1. We have the right to be respe
cted and the responsibility to respect others.
2. We have the right to be safe and the
responsibility to behave in a manner that is safe
towards others. 3. We have the right to an envir
onment that promotes learning and active
participation and the responsibility to behave in
a manner that does not disrupt the learning of
others.
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All About Me

• My Background
• Grew up in South Florida
• Retail Manager
• Undergraduate degree from Florida Atlantic
  University
  
• Graduate Degree from Kennesaw State University.
• My Experience
• Tenth year of teaching
• 6 years as a 3rd grade teacher, 1 year as a 4th
  grade teacher
  
• 2 years as an Instructional Lead Teacher in Cobb

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My Qualifications

• Georgia Certification Masters Degree
• P-8
• ESOL
• Gifted
• Technology
• InTech Certified
• InTech Instructor

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Teaching Style

• Differentiated Curriculum
• Challenge Higher Level Thinking
• Individual, Partner and Group Activities
• Facilitate Learning through student exploration
  Gradual Release
  

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Blooms Taxonomy

• Remember
• Understanding
• Applying
• Analyzing
• Evaluating
• Creating

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New Math Program
Online resources at www.eduplace.com
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• MATH
• Houghton Mifflin
• Much more than computation
• Variety of experiences
• Daily routines
• Discussion and Explanation
• Partner small-group activities
• Games
• Manipulatives
• Exemplars

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READING/ LANGUAGE ARTS The integration of reading
, writing, listening, grammar and speaking are
fundamental to learning and thinking.
BALANCED LITERACY PROGRAM COMPONENTS
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Shared Reading Children observe, share in the rea
ding, respond to the text, and reread the text
together. Guided Reading Students meet in small
groups with others at the same instructional
reading level to work on strategies to boost
comprehension, fluency and work on strategies to
become better readers. Independent Reading Stude
nts will be given time to practice the skills
they have learned while learning to choose just
right books.
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Reading

• Daily 30 minutes at home
• Reading Response Letters, 3 per 9 weeks
• Readers Notebook
• Book talks
• Reading Zone
• 25 books required according to GPS

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• Writing
• Students will be involved in daily writing
  activities to boost their skills as thinkers and
  communicators.
  
• Writers Workshop
• 6 Traits
• Writing Process
• Modeled Writing-mini-lessons on narrative,
  persuasive, descriptive and expository writing.
  
• Independent Writing
• Writing in the content areas

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Spelling

• Weekly tests
• Correct Spelling in Writing
• Teach Skills
• Custom List for each student

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Grammar

• Georgia Performance Standards
• 6 Traits Conventions
• Shurley English Program

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• 4th Grade Science
• Focus on the scientific process versus
  memorization of facts
  
• Scientific Method
• Predict, Test, Observe, Record, Make Comparisons,
  Draw Conclusions
  
• Ecosystems and Living Things
• Weather and Space
• Simple Machines
• Light and Sound

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• 5th Grade Science
• Focus on the scientific process versus
  memorization of facts
  
• Scientific Method
• Predict, Test, Observe, Record, Make Comparisons,
  Draw Conclusions
  
• Cells, Microorganisms, Genetics, Classification
• Earths Features (constructive and destructive
  forces)
  
• Electricity and Magnetism
• Physical and Chemical Changes

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4th Social Studies

• The Native American Regions
• Exploration of America
• Colonial America
• American Revolution
• Westward Expansion
• The Civil War

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5th Social Studies

• Civil War
• Movement West
• Industrial Revolution
• Progressive Era
• Government
• WWI
• Roaring 20s
• Great Depression
• WWII
• Civil Rights

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Differentiation

• Content (go deeper, more advanced)
• Process (matches a students INTEREST, CONTENT,
  and/or Learning Style
  
• Product (project following a lesson to fit
  readiness, interest, learning style

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A Typical Day

• 710-740 Morning Centers
• 740-835 Math Workshop
• 835-920 Specials
• 920-940 Cont. Math
• 940-955 Language/Word Study
• 955-1055 Reading Workshop
• 1055-1155 Writing Workshop
• 1155-1235 Social Studies/Science
• 1240-110 Lunch
• 110-135 Recess
• 135-200 Independent Study/Social
  Studies/Science
  
• 200-208 Read Aloud

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Horizons

• 5th Grade Tuesdays Mr. Gentry
• 4th Grade Thursdays Mrs. Hughie

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Homework

• Students should not spend more than 90 minutes
  per night. This time should be budgeted in the
  following manner
  
• 15 minutes looking for assignment
• 11 minutes calling a friend for the assignment
• 23 minutes explaining why the teacher is mean and
  just does not like children
  
• 8 minutes in the bathroom
• 10 minutes getting a snack
• 7 minutes checking the TV Guide
• 6 minutes telling parents that the teacher never
  explained the assignment
  
• 10 minutes sitting at the kitchen table waiting
  for Mom or Dad to do the assignment
  
• JUST KIDDING!!!!!!

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Homework

• Binder
• Monday-Thursday (Math)
• Review
• Sometimes Projects
• 30 min. of independent reading per night
• 40-50 min. total nightly on homework (10 min x
  grade level)
  

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Tardiness and Absences

• Maximum instructional time
• Interrupts instruction
• Student misses valuable instruction
• Send note to excuse absence, within 5 days
• Schedule doctors appointments on Early Release
  Days

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Safety

• Sign in at front office
• Transportation changes must be in writing
• Always enter through front entrance

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Agendas

• Homework assignments are recorded daily
• Parent signature nightly
• Spelling words will appear on Monday for Fridays
  test (check the web site for early posting)
  
• This is a great communication tool between the
  teacher and parents.

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Communication

• Friday Folder
• Agenda
• Newsletter
• Phone
• Email
• Website Please visit often!!!
• Schedule Conferences in advance
• Tell me about your child letter

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Behavior Management

• High Expectations
• Conduct Card (sent home weekly)
• Further steps call or note home, conference with
  parents, referral to office
  
• Positive Reinforcement

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Assessment

• Ongoing Process
• Authentic Reading
• Written Activities
• Rubrics
• Progress Reports as needed
• Conduct Card and Graded Papers
• Fall Conference
• 5th Grade, ITBS/COGAT/GA Writing
• 4th/5th CRCT in Spring

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Report Card

• Reading, English (Grammar Spelling), Math,
  Science, Social Studies, and Writing
  (composition)
  
• A 90-100
• B 89-80
• C 79-70
• F 69 below
• Behavior E, S, N, or U

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Parent Resource Text

• Why Gender Matters, by Leonard Sax
• The Excellent 11, by Ron Clark

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Did you know?

• 25 of student achievement is attributed to
  background knowledge
  
• 25 of student achievement is attributed to IQ
• 50 of student achievement is attributed to self
  confidence and self efficacy

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Questions