Mrs. Melissa Petropoulos

EducationEducation

BS Elementary and Special EducationBS Elementary and Special Education

From SRUFrom SRU MS Elementary Science EducationMS Elementary Science Education

Additional 45 credits beyond masters. Additional 45 credits beyond masters.

ExperienceExperience

5 Years self-contained Special Ed 5 Years self-contained Special Ed teacherteacher

1 Year resource room teacher1 Year resource room teacher 1 year 41 year 4thth grade grade 15 years as a 515 years as a 5thth grade teacher. grade teacher.

PhilosophyPhilosophy

Treat children as individualsTreat children as individuals Appreciation Appreciation FairnessFairness HonestyHonesty

RoutinesRoutines

Community CircleCommunity Circle MathMath VocabularyVocabulary WritingWriting RecessRecess

LunchLunch ReadingReading Science/SSScience/SS Clean upClean up

TRIBESTRIBES

TLC: community agreementsTLC: community agreements Activities based on growing Activities based on growing

community members who can work community members who can work together and appreciate our together and appreciate our similarities and differences.similarities and differences.

Other TalentsOther Talents

MusicalMusical Verbal LinguisticVerbal Linguistic Logical Logical

MathematicalMathematical Visual SpatialVisual Spatial IntrapersonalIntrapersonal Interpersonal;Interpersonal; Natural and Natural and

ExistentialExistential

Musical IntelligenceMusical IntelligencePeople with musical intelligence love music. They appreciate People with musical intelligence love music. They appreciate rhythm and composition. They are gifted with the ability to rhythm and composition. They are gifted with the ability to compose, sing and/or play instrument(s). Able to recognize compose, sing and/or play instrument(s). Able to recognize

sounds, tones and rhythm, they have a "good ear" for music. sounds, tones and rhythm, they have a "good ear" for music. They learn best through lectures and often use rhythm and They learn best through lectures and often use rhythm and

music as a way to memorize things.music as a way to memorize things. Common CharacteristicsCommon Characteristics Have good rhythm Can easily Have good rhythm Can easily memorize songs Notice and enjoy different sounds Often memorize songs Notice and enjoy different sounds Often

singing, whistling or tapping a song Talented with an singing, whistling or tapping a song Talented with an instrument or singing Can tell when a note is off-key Often instrument or singing Can tell when a note is off-key Often

have a song running through their head Have an have a song running through their head Have an unquenchable passion for music unquenchable passion for music

Career MatchesCareer Matches Musician, Singer, Conductor, Composer, Musician, Singer, Conductor, Composer, Songwriter Music Teacher, Music Director, Recorder, Songwriter Music Teacher, Music Director, Recorder,

producer..producer..

Bodily/Kinesthetic IntelligenceBodily/Kinesthetic IntelligencePeople with Kinesthetic intelligence love People with Kinesthetic intelligence love

movement. They enjoy sports and/or dance. They movement. They enjoy sports and/or dance. They are good at building things and like to stay active. are good at building things and like to stay active. They have good motor skills and are very aware They have good motor skills and are very aware

of their bodies. They learn best through of their bodies. They learn best through movement and experimentation. movement and experimentation. Common Common

CharacteristicsCharacteristics Learns by "doing" Would rather Learns by "doing" Would rather touch than just look Well-coordinated with good touch than just look Well-coordinated with good motor skills Likes figuring out how things work motor skills Likes figuring out how things work Enjoys the outdoors Likes to work with hands Enjoys the outdoors Likes to work with hands Can't sit still for too long Enjoys sports and Can't sit still for too long Enjoys sports and

exhilarating experiences Likes to be active Has a exhilarating experiences Likes to be active Has a lot of physical energy Athleticlot of physical energy Athletic

Career MatchesCareer Matches Athlete Dancer Mechanic Athlete Dancer Mechanic Actor / Actress Performer Physical Education Actor / Actress Performer Physical Education

Instructor Craftsman Gardener Physical Therapist Instructor Craftsman Gardener Physical Therapist Farmer Carpenter Builder Park Ranger Firefighter Farmer Carpenter Builder Park Ranger Firefighter

ParamedicParamedic

Overarching Objective: Students in fifth grade will understand the ways in which

exploration, colonization, and independence have shaped America and the modern world.

Units of study:ExplorationColonization

Revolution and IndependenceThe New Nation

American ConstitutionWestward Movement

Assessments: Timelines, essays, debates, collection of work in a portfolio

SOCIAL STUDIES

Social Studies Essential Questions

•Why do individuals, governments, and nations, explore new ideas and new

territories?

•Why was the experience of American colonial life and culture unique? How did

colonization, slavery, and regionalism shape the current US?

•Was the American Revolution a justified was for freedom or was it an act of heresy an

treason? Why?

•In what ways does the constitution reflect American ideals and values? In what ways is the Constitution a “bundle of compromises?”

•What are our duties as American citizens?

•What have been the effects of “Manifest Destiny” upon the USA?

Each lesson’s objective is posted and referred to throughout the lesson.

Math notebooks used as a reference through the use of an index.

Involves critical thinking so that the children are able to explain why the objective is important.

Group and partnership interaction and discussions

Independent work and practice Opportunities for extensions and re-

teaching Hands on practical applications.

Children’s experiences, interests, and reasoning abilities are valued.

Learning must be active, rich in natural and mathematical language, and filled with thought-provoking opportunities.

Understanding of important concepts is central to knowing how to do mathematics.

Problem solving develops powerful thinking strategies.

Focus on the process HOW DO YOU KNOW THAT? Explain the

concept in words and with examples. WHY IS THIS IMPORTANT? How is it used in

the real world?

We use a variety of ways to assess what students understand.

Check Ups Pretests/ posttests Performance Tasks Multiple Choice Tests Cumulative periodic assessments

throughout the year.

Units of study: Light and Vision

Sound and HearingFlowering Plants

Earth, Moon, and Sun relationships

Lessons and activities Inquiry based learningScientific Process skills

Scientific Method

Science Curriculum

Science is inquiry based. Questions are created and answered through exploration.

Science process skills used throughout lessons: hypothesizing, measuring, observing, categorizing, inferring, reporting…

Mandatory science fair project.

Question Essential

•What is the role of energy in our world?

•How does light give us information about

Earth’s environment?•How are organisms structured to ensure

efficiency and survival? •How does the position of the Earth in our solar system affect conditions

on our planet?•How do we perceive the

world around us?

Reader’s Workshop

Units of Study

•Launching•Ideas about Characters•Non- Fiction•Test Taking •Author studies•Partnerships•Book Clubs

Writer’s Workshop

Units of Study•Book reviews

•Personal Narrative

•Non- Fiction•Feature Articles

•Test Taking Genre

•Poetry•Punctuation

Study

Students work toward district and personal goals in reading by developing critical reading skills, talking and writing about their thinking about books.

Read Aloud: teaching thinking and comprehension strategies through modeling, teaching responses to a text

Reading

Fostering Independent Reading through Reader’s Workshop

In School At Home Nightly reading Variety of genre and

sources Reading log

observations Talking about books

and stories with family members

Partnerships Accountability Reading log Book clubs Teaching

Metacognition Independent studies Journal responses

BIG 5th grade EMPHASIS

Using higher-level thinking skills to write a written response to the text.

Developing an idea that is supported with evidence or details from the text!

Writer’s workshop model to teach whole group, small group, and individual confer about their writing.

Editing and revising as a critical friend. Written responses to literature. Biggest Change: Supporting thinking and reasons with

details in an expository essay.

Writing

Purpose: Homework reinforces skills, prepares students for learning, teaches independence and responsibility, and aids the teacher in evaluating a student’s progress.

Frequency: Board of education policy is 90 minutes per week . HW is assigned Mon-Thurs. In addition students should be reading at least 30 minutes each night. You may have your child log on to Study Island if you want them to do more homework.

Expectations: Every child will complete homework to the best of his or her ability. Assignments will be modified for below and above level students as needed. Homework will be checked and reviewed daily.

Incentives in the form of tickets are given in order to build responsibility and organization. These are used to buy items from the classroom store.

The Connecticut Mastery Test

a.k.a.

THE CMT

This test is designed to measure student performance in the areas of mathematics,

reading, writing, and science

The assessment focuses on reasonable expectations at each grade level.

Students are not compared to one another in terms of performance; rather, student performance is compared to an absolute standard of specific learning goals and objectives.

Mathematics Content Strands

Science Content Strands

More CMT information is available at the Connecticut

State Department of Education website

http://www.csde.state.ct.us/public/cedar/assessment/cmt/cmt_handbooks.htm

DATA IS ONLY VALUABLE IF IT IS USED BY TEACHERS TO DRIVE THE INSTRUCTION. IT CAN SHOW ME WHAT TO WORK ON WITH YOUR CHILD, BUT IT DOES NOT DEFINE YOUR CHILD!

October Halloween Parade Edible Garden planning November Giving Thanks December Winter Concert Craft Project January D.A.R.E. Program begins February United We Stand Valentine’s Day

March CMT Pep Rally and tests April Colonial trip May D.A.R.E Program –Graduation Health Talk June 5th Grade Graduation – 2nd to last day of school Beach Party

The start of the day is 9:05. Students should not be dropped off before this time.

The end of the day is 3:25. However, walkers are dismissed at 3:20.

If you are absent, tardy, or need to pick your child up early, please send in a note or call otherwise it is recorded as unexcused

I am available by appointment. After all the children are dismissed at 3:40. And please>>>> you must sign in at the

front office when you enter the building.