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Welcome to Gr. 6 P.A.C.E. Introduction. Ms. McNaught-Symmes Training in Gifted Education (specialist) from OECTA, York University as well as other professional institutions Experience teaching grade 6 P.A.C.E. (last 5 years) as well as grade 5 P.A.C.E. Characteristics Of The Program.
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Introduction Ms. McNaught-Symmes Training in Gifted Education (specialist) from OECTA, York University as well as other professional institutions Experience teaching grade 6 P.A.C.E. (last 5 years) as well as grade 5 P.A.C.E.
Characteristics Of The Program • The Gr. 6 Program may include elements of the following: • *creative problem solving • *critical higher level thinking skills (eg. “How might…?”) • *decision making strategies • *advanced content, skills and concepts • *traditional and non-traditional research skills • *interdisciplinary units of study
Mathematics • Follow the Nelson Mathematics Program • http://mathk8.nelson.com/ • Must be assured that students understand the regular gr. 6 curriculum before we move on with enrichment • As P.A.C.E. teachers, cannot go beyond grade level, however, can introduce “different work”. Enrichment tasks are developed by the teacher. Some tasks are specified in the “enrichment” section of the Nelson Program. • Students will be assessed on grade level expectations • Enrichment in Mathematics can include learning new information (eg. Narcassistic Numbers) or unique culminating tasks (eg. developing WebQuests)
Reading • ‘Our program is different because of the use of Bloom’s Taxonomy. Encourage higher level thinking when learning about various reading comprehension strategies. • This year we will use modelled, shared, and guided reading as well as read alouds and literature circles. • Critical analysis, inferencing, synthesizing • Encourage students to read a variety of texts at home and not just novels
Writing • Follow the Pre AP Program for Writing • Why Junior Students Write: • communicate with others for a variety of specific purposes • Record and retain information • Express thoughts, ideas and feelings • Respond to material they have read • Identify and solve problems • Reflect on their own learning • Types of Writing in Gr. 6 P.A.C.E. • Letter - Report • Feature article - Review • Narrative - Expository • Persuasive text - Short story • Poetry - Summary • Procedural - Recount • We encourage students to fully develop their ideas and to elaborate by adding detail to their writing!!
Science • Space and Astronomy • Diversity of Living Things • Electricity • Flight
Social Studies • Aboriginal Peoples • Early Canadian Explorers • Canada and Its Trading Partners
Technology • Powerpoint/Prezi • Claymation • Digital Comic Books • Videos • Math Trek • Wiki (http://gr6pace.wikispaces.com & http://sixpace.wikispaces.com) • Blogging • Glogging • Nelson online activities • WebQuests • Developing Websites • SmartBoard and Promethean Board • Soundscapes • Podcasts/Voicethread
Communication with parents • May send any questions/concerns via a note in the agenda (respond to daily) • May call school (905) 474 –0284. • Wikis (http://gr6pace.wikispaces.com & http://gr6paceparents.wikispaces.com) • Send home progress reports with respect to learning skills and academic achievement each term. • All major assessment tools sent home to be signed in FRIDAY FOLDER. Students will record their effort and achievement. Please return the following Monday.
Homework • Homework is used for reinforcement of skills taught during the day • The YCDB policy is approx. 60-70 minutes per night. Some students may have more or less depending on how much able to accomplish in class and ability. • Consequences for incomplete homework – note to inform parents, call home, meeting, administrator intervention • If know homework is late – must have a note signed from parents for legitimate reason
Late, Incomplete, and Missed Assignments Two-day window of opportunity placeholder of “0” for missed assignments 5% mark deduction each day (excluding weekends) A closure date will be established at which point assignments will not be accepted encourage a culture of responsibility Reflected in the learning skills and work habit section of the report card May also result in insufficient evidence for evaluation York Catholic District School Board Assessment and Evaluation Procedures, 2011
Use of “I” and “R” • “I” = insufficient evidence is available to determine a grade. May be used because • Student enrolled in school very recently • Issues or extenuating circumstances beyond the student’s control • “R” = indicates need for extensive remediation, in the absence of an IEP, program modifications, or other remedial programs • Achievement level is below Level 1 York Catholic District School Board Assessment and Evaluation Procedures, 2011
Reporting Student Achievement • Grades 1 to 6 student achievement of the overall curriculum expectations will be evaluated in accordance with the achievement charts in the provincial curriculum and reported using letter grades. • The following conversion chart shows the levels of achievement aligned to letter grades. York Catholic District School Board Assessment and Evaluation Procedures, 2011
York Catholic District School Board Assessment and Evaluation Procedures, 2011
Trips/Activities • Astrology Presentation • Scientist in the School (Electricity) • Aboriginal presentation • Urban Quest • Dance program • Toronto Marlies anti-bullying trip • Living Arts Centre (October) • Ski Trip • Movie trip or theatre performance? • Camp Muskoka • (details will be sent home with your child)
Education Quality and Accountability Office issues a standardized assessment that measures the achievement of students across Ontario in reading, writing and math • Written at the end of May or early June • Reading – 4 short selections and one long reading selection followed by MC and open response • Writing – MC, one long response (2 pages) and two short responses (1 page) • Math – MC and open response that cover all five strands of math • www.eqao.com