Level 3
Level 3: Grades 5 and 6 "The Falcons"Students in the upper elementary years are in a transitional phase of development. They are defining themselves as individuals and realizing the rewards and responsibilities of being members of a group. Their language abilities expand dramatically and their physical transition to adolescence begins. Our Level 3 program supports the healthy development of these students by providing active learning opportunities and creating inclusive classrooms.
|
|
Language Arts
Level 3 students have multiple opportunities throughout the day to read, and to practice and develop reading skills. The programs and techniques used include literature circles, independent reading, non-fiction reading and read-aloud.
In literature circles, students read fiction and non-fiction with a small group at similar reading levels. Students also regularly enage in independent reading. By giving students choice in reading materials, we give students an opportunity to foster their interest in reading while practicing reading skills. Reading non-fiction is also essential to our program because of our project-based approach to learning. Through independent or group project work, students develop expertise in an area of study and must read to acquire knowledge. In a previous year, for example, students studied geography and each student was responsible for learning about a specific country. To create their country presentations, students needed to use non-fiction text resources. Teachers help students understand these texts by teaching reading strategies.
Read aloud, or story time, is an interactive, whole-class endeavor using both fiction and non-fiction. Read aloud provides a shared experience with literature and an opportunity to teach students comprehension strategies in an engaging way.
Writing at Level 3 involves extensive practice with the writing process in both assigned writing and free writing. We focus on the six traits of writing: Ideas and content, organization, sentence fluency, conventions, word choice and voice. Writing skills are introducted in the form of a mini-lesson once or twice a week. Students are then given time to practice working on that skill. These lessons can be as simple as learning a song that teaches one of the traits or it could be performing 'surgery' on an essay - cutting it into pieces and then arranging the sentences in an order that makes the most sense and sounds the best. By giving students opportunities to write on topics of their choice throughout the week, we give students practice, help them develop their writing 'voice' and foster a love of and interest in writing. Students keep a personal writing journal for this type of writing.
In literature circles, students read fiction and non-fiction with a small group at similar reading levels. Students also regularly enage in independent reading. By giving students choice in reading materials, we give students an opportunity to foster their interest in reading while practicing reading skills. Reading non-fiction is also essential to our program because of our project-based approach to learning. Through independent or group project work, students develop expertise in an area of study and must read to acquire knowledge. In a previous year, for example, students studied geography and each student was responsible for learning about a specific country. To create their country presentations, students needed to use non-fiction text resources. Teachers help students understand these texts by teaching reading strategies.
Read aloud, or story time, is an interactive, whole-class endeavor using both fiction and non-fiction. Read aloud provides a shared experience with literature and an opportunity to teach students comprehension strategies in an engaging way.
Writing at Level 3 involves extensive practice with the writing process in both assigned writing and free writing. We focus on the six traits of writing: Ideas and content, organization, sentence fluency, conventions, word choice and voice. Writing skills are introducted in the form of a mini-lesson once or twice a week. Students are then given time to practice working on that skill. These lessons can be as simple as learning a song that teaches one of the traits or it could be performing 'surgery' on an essay - cutting it into pieces and then arranging the sentences in an order that makes the most sense and sounds the best. By giving students opportunities to write on topics of their choice throughout the week, we give students practice, help them develop their writing 'voice' and foster a love of and interest in writing. Students keep a personal writing journal for this type of writing.
Social Studies
Mathematics
|
The Level 3 math program takes two main forms: grade-level math and classroom math. Four days a week, students spend an hour studying math in grade-level groups. Classroom math occurs within the mixed-age classroom and is typically integrated into thematic studies.
Both 5th- and 6th-grade math incorporate other math-teaching techniques. Grade-level math incorporates strategies that feature a combination of whole group, small group and independent activities. Lessons incorporate increasingly complex visual models - seeing, touching, working with manipulatives, sketching ideas - to create pictures in the mind's eye that help learners invent, understand and remember mathematical ideas. By encouraging students to explore, test and justify their reasoning, our math curriculum facilitates the development of mathematical thinking. |
Differentiated instruction based on idividual student's ability and readiness occurs in math through several means. First, pre-assessments are given for each math unit so teachers understand students' starting points for each unit. Using this assessment information, we use a variety of strategies to meet learners' needs. For more advanced learners, we offer challenge problems that teach the same content other students are studying but at a higher level. For students who are struggling with new concepts, we offer additional support targeting the areas of weakness.
Classroom math allows for place-based and thematic integration to occur. At times, math is added to the lesson and often story problems are used to make the connection (e.g. what percentage of states voted for Barack Obama v. John McCain in the 2008 presidential election). Other times, math is the central focus of the lesson - for instance, when we measured the heights of trees in our community.
Classroom math allows for place-based and thematic integration to occur. At times, math is added to the lesson and often story problems are used to make the connection (e.g. what percentage of states voted for Barack Obama v. John McCain in the 2008 presidential election). Other times, math is the central focus of the lesson - for instance, when we measured the heights of trees in our community.
Science
Physical Activity
|
We take a comprehensive view of physical activity (PA) at our school, planning our schedule and program with the goal of promoting the habits of regular physical activity in all students. Physical education classes, outdoor recess and Out & Abouts, which often include walking or activity, are all part of our physical activity program.
|
Students in Level 3 have PA class twice a week for 60 minutes. Students play both cooperative and competitive games designed to teach motor skills as well as promote teamwork and sportsmanship. Students often have a choice of activities during a single class (e.g., one group may be playing soccer while the other is playing kickball).
Art
Level 3 students have art class twice a week. As students mature, they are challenged with more complex art projects that teach more advance skills.
Outdoor School
Level 3 students attend Outdoor School in 6th grade. Outdoor School for 6th graders is free, thanks to state funding. FGCS teachers participate in Outdoor School alongside their students, but activities are primarily led by Outdoor School staff and trained high school camp counselors. Students are housed in cabins with camp counselors serving as cabin supervisors. FGCS students usually attend Outdoor School at camps on the Oregon coast.
