Teaching Methods

Mathematics 

Reading

(HMHCO - Into Math)

(Reading A-Z, Collaborative Classroom, Strategies Packet from TPT)

• Once a week, students take an assessment on computation tasks (currently PEMDAS and 4-operations)

• HMHCO instruction follows the following format: 

  • Introduction of a concept without the text with manipulative, note taking, and vocabulary work

  • Work through each lesson in the Textbook step by step using Polling App (Vevox) to check for understanding, provide clarification, and identify where there is confusion.

  • Work through additional practice in the Workbook, again step-by-step using Vevox

  • Assess with Test A and then reassess with Test B with the option of the higher graded test being entered in the gradebook

• Recheck previously learned concepts through a cumulative assessment every 3rd week

• Once a week, organize small groups for centers and reteaching challenging concepts.

Format 1

• Students read a Reading A-Z printed book (Monday), they share what they understood using strategies (Ask Questions, Summarize, Make Connections, Make Inferences) in Google Classroom (Tuesday/Wednesday), answer discussion questions on Google Classroom (Thursday), and take a Reading A-Z assessment on OnCourse Connect (Friday)

Format 2

• Students read a book in small groups for which they complete strategies work as homework and discuss their work on Fridays.

Format 3

• Students view and discuss an anchor chart for a concept presented on Google Slides (Comprehension Skill or Strategy, as per the standards)

• We follow the I do - We do - You do method

  • I give an example of the task we are working on

  • We will work on several examples together, with students responding on Vevox

  • I provide additional support or clarifications depending on the responses

  • Students demonstrate their understanding completing tasks on Google Classroom related to the concept

    Students demonstrate their understanding completing tasks on Google Classroom related to the concept

• I provide feedback on completed student responses. 

Science and Social Studies

(Writing Prompts and Types of Writing)

(Mystery Science, TPT - Units of Study from Colonies to World War I)

Writing Prompts

• Students have a daily writing prompt for 10 minutes (Monday to Thursday)

• After writing for 10 minutes, students share their writing with each other

• They pick one of those prompts for me to grade for the gradebook

Instructional Format for Types of Writing (Step through the Writing Process)

• We begin with a discussion of vocabulary used for the type of writing

• Students will be introduced to a Graphic Organizer for the type of writing

• Students will begin completing the graphic organizer on Google Classroom

• After review, students will write their first draft

• With guidance, students will revise and edit their work

• Finally, student work will be published

• Narrative Writing 

• Compare and Contrast

Science

• Monday - We watch the video for the lesson on Mystery Science and discuss the information and the questions.

• Tuesday - We begin the activity for the lesson following the instructions on the video. We brainstorm ideas and discuss with partners/groups. We analyze the problem presented in the lesson, think of solutions, discuss with a partner/group, complete the worksheet(s), and share with the class.

• Wednesday - We review the topic, discuss misconceptions, discuss related questions, and prepare for the assessment.

• Thursday - We take the assessment for the week’s lesson concept.

Social Studies

• We read an informational worksheet on the topic we are studying.

• We complete different tasks associated with the topic.

• We do an assessment on what has been learned so far using Vevox. Students can refer to their reading materials to answer questions.

• We watch any available videos on BrainPop and take the corresponding quiz.