| Content | Skills | Ohio Standards | Assessment |
| READING DEVELOPMENT |
The learner will be able to: |
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| Learning Style Inventory from Bringing Out the Giftedness in Your Child by Dunn/Treffinger | 1.1 Use checklist to determine own learning style |
Research: 4
Vocabulary: 1 Writing Applications: 5 |
Review with criteria to determine individual style preferences |
| How to Be Study Smart video by Encyclopedia Britannica | 1.2 Learn study tips: create a study space, good lighting, quiet atmosphere, prepare a tool box of supplies |
Reading Applications: 6 Research: 3 Communication: 2 |
Create Study Sign Check agendas |
| 1.3 Prepare a schedule - use of agenda for time management | Writing Applications: 5 | Check organization of desk, backpack, switch bag with demonstrations from student volunteers | |
| 1.4 Prepare a study sign for study space | Communication: (Visual) 2 | ||
| 1.5 Learn how to prepare materials for review: flash cards, lists of information that is unclear, use a study buddy |
Research: 1,2,3,4 |
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| "WordMasters" Analogy Competition | 1.6 Develop an understanding of concept of analogies and the relationship between words, ideas, numbers | Acquisition of Vocabulary: 1,2,3,4,6,7,9 | Three written competitions in a six month period |
| 1.7 Learn sixteen possible forms of analyzing these relationships | Reading Process: (Comprehension) 1,2,3 | Self-evaluation to increase number correct with each challenge | |
| 1.8 Learn vocabulary related to the challenge by using reference and study skills |
Acquisition of Vocabulary: 1,2,3,4,6,7,9 |
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| Prepare for Test-taking | 1.9 Learn relaxation exercises and tips for reviewing material learned | Communication: 1 | sample quizzes, tests |
| 1.10 Practice various types of test questions by using well-known story |
Reading Process: (Comprehension) 1,2,4,7,8,9 |
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| WRITTEN EXPRESSION |
The learner will be able to: |
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| Goal Setting | 1.1 Understand the difference between short and long-term goals | Writing Process: 2,3 5 | Teacher observation |
| 1.2 Use notebook to write an academic and personal goal each week | Writing Process: 2,3 5 | Review each week and at the grading periods | |
| Script writing "How to Talk to Almost Any Teacher and Be Heard" | 1.3 Use 8 step model to develop strategy to have a discussion with another person about a problem | Writing Process: 1,2,3,4 5, 6, 8,10,11,12,14,16 | Use Role-play to apply process |
| 1.4 Write a two person script using names and problem to be solved | Writing Process: 1,2,3,4 5, 6, 8,10,11,12,14,16 | Videotape and replay for evaluation | |
| 1.5 Use format of dialogue in a script |
Writing Applications: 5 |
Teacher observation |
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| Fairy Tales | 1.6 Review the use of "who, what, where, when, why, how to write a new ending for a favorite tale | Writing Applications: 1,2 | Oral presentation of story |
| The Theory of Multiple Intelligences | 1.7 Learn the eight intelligences & the relationship each has to the student |
Research: 1,2,3,4,5,6 |
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| 1.8 Prepare a group presentation of a classroom lesson using an activity that demonstrates each of the intelligences |
Writing Process: 1,2,3,4 5, 6, 8,10,11,12,14,16 Communication: (Oral, Visual) 4,5,6,7,8 |
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| GRAMMAR |
The learner will be able to: |
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| Quotation marks | 1.1 Recognize that quotation marks are used in written work for dialogue, but not script writing |
Writing Conventions: 5 |
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| Graphic Organizers | 1.2 Use a matrix, Venn diagram, and webbing |
Reading Process: (Comprehension) 6 Research: 4 |
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| 1.3 Review decision-making jungle gym (introduced in grade 3): |
Vocabulary: (Tools) 9 |
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| 1.4 Learn to make decisions by listing choices, listing benefits and costs of each choice, review, and then make a decision based on the comparison |
Reading Process: (Comprehension) 4,5,6 Reading Applications: 4,5 6,7 |
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| SPELLING | |||
| 1.1 Learn vocabulary from WordMasters competition |
Acquisition of Vocabulary: (Contextual) 1,2 (Conceptual) 3,4,5,6,7,9 |
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| 1.2 Use correct spelling in final copies of written work |
Writing Conventions: 2,3,4,6,7,13 |
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| ORAL EXPRESSION | |||
| "How to Talk to Almost Any Teacher and Be Heard" script | 1.1 Learn the initial steps for the process: Introduction, make an appointment, use good manners, |
Communication: (Oral, Visual) 1,4,7,8 |
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| 1.2 Learn the interpersonal dynamics: state the problem, state feelings about the situation, |
Communication: (Oral, Visual) 2,3,5,6,8,9 |
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| 1.3 Continue to practice the inter-personal skills: offer examples of related efforts and accomplishments, |
Communication: (Oral, Visual) 1,3,4,8, 9 |
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| 1.4 How to bring communication to an effective close: suggest possible solutions, be willing to compromise, express how the change will affect the situation, recap before ending the meeting |
Communication: (Oral, Visual) 1,3,4,6, 8 |
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| RESEARCH | |||
| WordMasters Analogy Competition | 1.1 Use dictionary to learn parts of speech, definitions, usage of each word |
Acquisition of Vocabulary: (Contextual) 1,2 (Conceptual) 3,4,5,6,7,9 |
written national competition |
| Multiple Intelligences Theory | 1.2 Use Internet and other sources the background of the theory |
Research: 1,2,3 |
Analysis of a particular area of learning |
| 1.3 Investigate the work of Howard Gardner, Ph.D. |
Research: 1,2,3,4,5,6 |
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