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Parents,

Above is "The Elephant's Child" musical based on one of Rudyard Kipling's "Just So Stories." Pat La Padula, Roberts' Magnet Coordinator, filmed his heart out on our new HD camera and did quite a Scorsese-like job of it, might I say! Shake his hand in the hallway when you get a chance!

Juyne Sauer, the consummate, Mozartesque-Robertsian conductor, led 5th Grade through yet another magnificent musical production, especially with my favorite song: "Pull!"

I hope you were able to attend.

We will be having our 2nd TAKS writing simulation on Tuesday, February 26. The actual TAKS writing exam will take place Wednesday, March 5 and will be an all-day affair, so plenty of rest and light, healthy meals for all youngsters, please.  

Best,

M. Chappell

Differentiation in the Classroom (Chappell)

Basic Knowledge and Skills Differentiation

1.     Time Allocations: Students are given extra time to complete TEKS-content exams.

2.     Review: All TEKS-content exams are reviewed with the entire class. At this time, specific questions can be raised by students.

3.     Double-Review: D.E.A.R. (Drop Everything and Read) Time is set aside for individual silent reading;  however, should a student still have questions regarding recent TEKS subject matter already covered and reviewed, he/she may ask for a private conference, or “double-review,” at this time in order to discuss any unresolved confusion regarding class work.

4.     Tutoring: As standardized testing approaches, select students are pulled from the classroom for small-group tutoring sessions with a professional tutor/teacher. Out-of-class tutoring is offered to struggling students for two subject areas: Reading, Mathematics.

G.T./Higher-Order Thinking Differentiation

1.     I.B. Planners: The essential nature of a planner is DEPTH AND COMPLEXITY, which, not coincidentally, happens to coincide with what is prescribed for students with the “Gifted and Talented” designation. Planners focus on one big picture concept, or “Central Idea,” which is then covered in-depth according to teacher and classroom interests. The concept of depth and complexity is the core of “Gifted and Talented” instruction as outlined in G.T. certification courses, but it should nevertheless be included in any quality, mainstream, non-G.T. education; ALL students can be included, while perhaps some go a little further than others in the depth and complexity of their thought. *All Roberts teachers are G.T. certified.

2.     Wonder Wall: Throughout the day, students generate their own “Wonderings,” or things they know little or nothing about but that interest them. In addition to being responsible for posting and being prepared to discuss their daily “Wondering,” students must also observe and reflect on “Attitudes” and “Profiles” they witness in and out of the classroom during the day. “Attitudes” and “Profiles” are traits such as integrity, curiosity, open-mindedness and appreciation that students are expected to identify in themselves, in other students, and in teachers. Almost anything goes here, and this is an ALL DAY, ALL-INCLUSIVE activity which culminates at the end of EVERY day with a Wonder Wall session. By Wonder Wall time, all students should have posted a “Wondering,” a “Profile,” and an “Attitude,” which the class then discusses in repose on the carpet in front of the Wonder Wall, and which is always 100% student-driven. We’re not looking for “THE” right answer, but multiple-opinions and perspectives from everyone at every level. This is a very high-level daily exercise for 4^th grade minds, as it not only explores their ability to ask questions and formulate hypotheses INDEPENDENTLY, it also challenges them to explore the concept of the human experience: both the emotional and intellectual components of the students’ personalities are explored with a depth and complexity limited only by the participants themselves. Logical verbal self-expression is the goal of any Wonder Wall session. A pedagogy that emphasizes self-motivated thought and self-driven activity is very much supported by G.T. philosophy and is at the heart of G.T. instructional workshops.

3.     Other Student-Driven Activities:  Literature Circle Activities (Drama, Words! Words! Words!, Poetry, Setting Draw, Cartoon Strip, Emotion, The Big Search, and Riddle Writing), if done correctly, ACTIVELY engage readers and provide the impetus for ACTIVE interaction with the text at whatever level the student is capable. For example, while one child’s poetic reflection during the Poetry activity might include complex rhyme schemes and sophisticated words, another student might not produce the same kind of work, and the teacher, of course, is aware of these differences and grades based on participation, not comparatively. *Other G.T. activities include “I’m an Expert,” “The Virtual Field Trip,” and “My Portfolio Reflection.”

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