Choice within the classroom doesn't mean there is no drive to student instruction. Please see the standards below that were driving forces behind projects and units I created. For more information visit WCPSS CMAPP or DPI Unpacking documents.
Choice in Social Studies: Students as Global Citizens
3.C&G.2 Understand how citizens participate in their communities, 3.C&G.2.1 Exemplify how citizens contribute politically, socially and economically to their community, 3.C&G.2.2 Exemplify how citizens contribute to the well-being of the community's natural environment, and 3.C&G.2.3 Apply skills in civic engagement and public discourse (school, community)
Choice in Technology: Project Surrounding History and Change Over Time
1.H.1.1, Explain how and why neighborhoods and communities change over time; 3.H.1.1, Explain key historical events that occurred in the local community and regions over time; and 3.H.2.1, Explain change over time through historical narratives (events, people, and places)
Choice in Guided Reading: Students have a Voice in the texts they read in Small Group Instruction SL3.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
Choice in Small Group Reading: Students have a voice in Inquiry Topic during remedial reading routines
SL3.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion), 5.L.3 Understand why organisms differ from or are similar to their parents based on the characteristics of the organism.
Choice in Social Studies: Students as Global Citizens
3.C&G.2 Understand how citizens participate in their communities, 3.C&G.2.1 Exemplify how citizens contribute politically, socially and economically to their community, 3.C&G.2.2 Exemplify how citizens contribute to the well-being of the community's natural environment, and 3.C&G.2.3 Apply skills in civic engagement and public discourse (school, community)
Choice in Technology: Project Surrounding History and Change Over Time
1.H.1.1, Explain how and why neighborhoods and communities change over time; 3.H.1.1, Explain key historical events that occurred in the local community and regions over time; and 3.H.2.1, Explain change over time through historical narratives (events, people, and places)
Choice in Guided Reading: Students have a Voice in the texts they read in Small Group Instruction SL3.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
Choice in Small Group Reading: Students have a voice in Inquiry Topic during remedial reading routines
SL3.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion), 5.L.3 Understand why organisms differ from or are similar to their parents based on the characteristics of the organism.