CETEC - GSE - GEPED Supervisão Educacional CETEC - GSE - GEPED Supervisão Educacional.
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Transcript of h Gse 030413
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The Big Question
Teaching children with low linguistic and
literacy skills in two languages is a
daunting task, what should we do toensure their academic success?
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Our Core-Values
To use target language,authentic materials andliteratures to connectchildrens learning to
real-life experiences
To develop strongbiliteracy skills from day
one
To create interdisciplinarythematic units and project
approach to help childrensynthesize, recognize, andtransform knowledge, and
develop creative andindependent thinking over time
To focus on studentlearning
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First Thing First
Identifying Teaching and Learning Goals
Age appropriategoals and
standards in thecontent areas
Linguisticdevelopmental
goals to supportacademic learning
Enduring
understandings forintellectual andpersonal growth
Interconnection withthe community andwith the world
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Our Helping Guides
The Understanding by DesignFramework by Grant Wiggins and Jay
McTighe
Massachusetts Curriculum Frameworksin all subjects, and District learning
guidelinesNational Foreign Language
Learning Standards
CARLA, CAL, TWIOP, WIDA
Local museums, the community, the real world,and the World Wide Web
Our Students and TheirFamilies!
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Our Curriculum
SampleUnit Theme: Organisms
Curriculum contents:
Life Science
Physical Science
Literacy
Chinese Language
Math
Comprehensive Health
Arts
Social Studies
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Unit Theme: Organisms
Stage One: Identifying the Desired Results
(Subject areas and critical content)
Life Science
Characteristics of living things (Life Science 2, 3):
- Differentiate between living and nonliving things
- Group both living and nonliving things according to the characteristics they share
- Recognize that plants and animals have life cycles, and that life cycles vary fordifferent living things. (Connection - T/E 1.1, 1.2)
Livings things and their environment (Life Science 6)
- Recognize that people and other animals interact with the environment through their
senses of sight, hearing, touch, smell, and taste. (Connection - T/E 1.1, 1.2, 1.3)
Physical Science
Observable Properties of Objects (Physical Sciences 1)
- Sort objects by observable properties such as size, shape, color, weight, and texture.
(Connection - T/E 1.2, 2.2)
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Connecting to ACTFLs 5Cs
Connections: Connect with Other Disciplines and
Acquire Information.Communications: Interpersonal, Interpretive, and
Presentational.
Comparison: Comparing Chinese and English linguisticsrepresentations in print, and in oral language.
Community: Local museums, libraries, the agencies, and
educational foundations -.
Culture: Compare and discover how children in different
cultures care about their environment.
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Essential Questions for Jr. K/K
Chinese Unit: Organisms
What are organisms?
Where do organisms live?
What can we learn about organisms by
investigating them?
Why should we and other organisms helpeach other?
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Enduring Understandings Through
Interdisciplinary ApproachStudent will understand that
Through Life Science: Plants and animals are two kinds of organisms.
Organisms are similar in some ways and different in others.; The new
starting point in the life cycle of a plant is a seed.; Terraria and aquaria may
be used as models to examine the interactions between plants and animals
in their natural environments; Humans, like other organisms, depend on, and
have an impact on, their environment; & Animals and plants in nature haveevolved to form closely knit, interdependent systems.
Through Chinese Language Arts: Some Chinese characters resemble the
shape of nature; Many Chinese characters share the same radicals when
they are grouped in the same category & is used in an adjective.
Through Math: Mathematical patterns are abundant in nature; & We use
math to measure and weigh organisms and graph our results.
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Me and
the Environment:
Organisms
Social Studies:
- Human relationships
- Interdependence
- Sustainability
Science and Technology:
- Characteristics of living things
- Living things and theirenvironment
- Observable property of objects
Arts:
- Symbolicrepresentations in
music, dance, and visualarts to tell about
ourselves and ourworld.Fieldtrips:
- School garden
- Neighborhood walk
- Franklin Park Zoo
- Harvard Museum of
Natural History
- Public Library
ComprehensiveHealth:
- Healthy bodies andhealthy growth
Math:
- Counting and cardinality
- Geometry- Measurement and data
- Number and operation
Language Arts:
- Read aloud, poetry, ask and answerkey details from a text, read bookillustrations
- Learn basic features of print
- Develop comprehension andcollaboration
- Present knowledge and ideas
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Turn & Talk How do you help your students to
understand the whole picture and not justthe pieces?
In what ways do you direct students to
search for understanding to attain
knowledge?
Why do you help them to develop original
thoughtful answers?
What will happen if you do not activatetheir critical thinking and higher level
cognitive skills?
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Our Curriculum Sample
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Previewing and Brainstorming
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Words that help us learn
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Daily Learning Objective is Critical
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Our Curriculum Sample
Guided Discovery
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We use our eyes to observe
Scientists use tools to help them find correct data.
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We use our hands to feel
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Scientists keep good records
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This is what seaweed looks to me
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We planted peas and pumpkin seeds!
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This is my record sheet
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Look! My seed is growing!
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Seeds are like us, they grow so fast!
N t i t l b t BUGS!
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Next, we are going to learn about BUGS!
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Things that help us learn
Our wonderful teachers and the classroomBLOG
http://immersionchinese11.blogspot.com/
Seeds, plants, bugs, an aquarium, aterrarium, learning words and sentences,
and Chinese stories that Chinese children
read and listen to! Our curious and inquisitive nature, too!
S f th b k lik f thi it
http://immersionchinese11.blogspot.com/http://immersionchinese11.blogspot.com/ -
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Some of the books we like for this unit
oo s y c ren n t e nese
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oo s y c ren n t e neseImmersion kindergarten class