Welcome Message

1. Welcome Message You’re reading this text. But in a sense, you’re also writing it. (So if there are any typos, you’ve only yourself to blame.) The future of education is yours to shape. Its story is yours to tell. Education that we know today is the creation of all that came before us. The first people who settled here, the Europeans, who colonized the region, the industrial, political, and social forces that built our cities and state –all have influenced our educational system. We are a part of this continuing story. We are adding our own mark to this evolutionary historical process. The education of the students we serve will be shaped by the choices we make and the courage we have to do what is right. Task: Talk with your Learning Club about the legacy you want to leave for your students.

2. Support Team AGENDA 9:00 Good Morning COURAGE Joanna Hahn Hall Greetings Make History Be a Part of the Future 11:30-12:30 Lunch 12:30-1:45 Pony Express Ride 1:55- 2:55 Lifelines in History Test Tips 3:10 Martin’s Church 3:30 Go Make History Your breaks will happen while you traveling through the museum

3. C.L.A.S.S. Support Team COURAGE C Children become our canvas to be filled with possibilities. O Only problems or unseen solutions: - 3 X – 4 = 12 U U are the ones who will make a difference! R Reality is based on perception. What is education? A Awaken your curiosity and you will awaken others. G Give more opportunities and empathy and get more. E Expect the best. What are your expectations?

4. Why are Hallway Greetings important? Episodic Memory Naturalistic Intelligence Visual-Spatial Intelligence Bodily Kinesthetic Intelligence Promotes collaboration between and among grade levels Uses ALL areas of your building! Verbal-Linguistic Intelligence

5. But I have Standardized Testing to worry about!

6. Use your environment, Standardized tests, and C.L.A.S.S. tools to help you prepare your students for success.

7. I saw this… And it inspired these hallway greetings…

8. Hallway Greeting 1970 1975 1980 1985 1990 1995 Where would you put the following years on the timeline? 1978, 1991

9. Hallway Greeting • Find the difference between the following numbers: • 1830 • (What do you do to find the difference?)

10. Hallway Greeting Find the sum of the two numbers. 99 27

11. I saw this… Odd Indiana Exhibit And it inspired this hallway greeting…

12. Hallway Greeting Estimate the answer. 47 - 33

13. Hallway Greeting Which digit is in the ten thousands place? 143, 298 a. 8 b. 3 c.4 d. 1

14. I saw this… And it inspired this hallway greeting…

15. Hallway Greeting Which part of the sentence is incorrect? Mr. Johnson took us on a field trip to the indiana State Museum. a b c d

16. Hallway Greeting What would be the end punctuation? John bought three oranges How many days until the study trip What an amazing answer Do you like ice cream

17. Hallway Greeting What are some text features of non-fiction text that will help you comprehend it?

18. I saw this… And was inspired to do these hallway greetings.

19. Hallway Greeting Where would the shadow be?

20. Hallway Greeting Which line segments are parallel, perpendicular, or intersecting?

21. I saw this… And was inspired to do these hallway greetings.

22. Hallway Greeting What are these things? LxW LxWxH What do the following words mean? Similar Congruent

23. I saw this… and was inspired to do these hallway greetings.

24. Hallway Greeting • Which would best describe this angle? • Acute b. Obtuse • c. Right d. Straight

25. Hallway Greeting Can you name all of these shapes?

26. Hallway Greeting What fraction are parallelograms?

27. I saw this… and was inspired to do these hallway greetings.

28. Hallway Greeting What fraction of these letters are consonants? PULLIAM GALLERY

29. Hallway Greeting What is another word for simplify?

30. How can you be inspired by the text and the exhibits in the Indiana State Museum to create Hallway Greetings (or other C.L.A.S.S. tools)that can help build Standardized Testing skills and improve student achievement?

31. Welcome Back! I hope you found inspiration in the museum to help review for testing through C.L.A.S.S. tools. Now we will take the time to share our great ideas in order to go back to our schools and help all of our teachers prepare their students for testing.

32. Pony Express riders it is time to Saddle up with your team and head out to find your location. You will find many things to connect to literacy and • vocabulary while you are riding through it. After you find your location, gather together with your team and discuss how that location lends itself to creating literacy lessons that will come alive. • Ride back to this pony express station and decide how you can share your experience with the other riders. Remember literacy stands out when you are having a meaningful experience. • Where did you go? • 2. What vocabulary can you teach to your students? What writing prompts could you use? What science standards would connect to your location? Looking at the literacy links what language skills could you teach? What concepts could you teach? • 3. Share your ideas with us in a creative and useful way. You can use your Multiple Intelligences?

33. SAY IT: Are you ready to ride? Ride till you find the • ROCK Display. • Ride back to this pony express station and decide how you can share your experience with the other riders. Remember literacy stands out when you are having a meaningful experience. You can use your white pony express feed bag to find markers and other things you might need to use. • Where did you go? What concepts were there? • What vocabulary can you teach to your students connected to your location? What writing prompts could you use? What science standards would connect to your location? Looking at the literacy links what language skills could you teach? • 3. Share your ideas with us in a creative and useful way. You can use your Multiple Intelligences?

34. Everybody Needs a Rock by Byrd Baylor • Choose Your Rock • Study the shape • Study the outside of it • Hold it in your hand • Does it feel right? • If so then you found your rock or maybe the rock found you. • Writing Prompt: What is the history of your rock? Has your rock had adventures? What is your rock’s time line? How did your rock use courage? What famous people did your rock see?

35. Location: Rock Display SAY IT: Rocking through History The rocks you see around you – the mountains, canyons & riverbeds, are all made of minerals. A rock is made up of 2 or more minerals. Think of a chocolate chip cookie as a rock. The cookie is made of flour, butter, sugar & chocolate. The cookie is like a rock and the flour, butter, sugar & chocolate are like minerals. You need minerals to make rocks, but you don't need rocks to make minerals. All rocks are made of minerals. The earth has three layers: the crust, the mantle, and the core. Each section has different properties. At each level you’ll find different rocks depending on heat, pressure, and age of the rocks.

36. The earth is made of three layers: the crust, the mantle, and the core. Rocks cover the entire surface of the earth, even beneath every body of water and the polar ice caps. This rock covering is referred to as the crust of the earth. Dirt or soil, which consists of crushed rock and pieces of organic material, covers some areas of the crust. The earth’s crust consists of the three types of rocks – igneous, sedimentary, and metamorphic. The crust is slowly and continuously recycled from one type of rock to another. *Sedimentary rocks are formed from layers of sediment (mud, sand, and gravel) compacted together. *Igneous rocks are formed when molten rock cools and becomes solid. *Metamorphic rocks are formed from igneous and sedimentary that has been put under heat and pressure.

37. All The Rock Cycle! The earth’s rock cycle begins with magma beneath the surface of the earth 1 What’s magma? All Magma is molten rock. That means rock in liquid form 2 When magma cools (sound effect), it becomes All Igneous rock 2 Igneous? All Also known as granite Wind (sound effect) and water (sound effect) break the rock down into All sediment 1 Rock that forms from this sediment is All sedimentary rock 2 sedi-what? All Sedimentary or sandstone

38. 1 Oh 2 If either sedimentary or igneous rock is put under a lot of pressure (sound effect) 1 and heat (sound effect) 2 it changes it into All Metamorphic rock. 1 Metamorphic? All Right! 2 Also known as All slate 1 So let me get this straight. Rocks are classified as either All igneous, sedimentary, or metamorphic One more time! All igneous, sedimentary, metamorphic

39. State Standards 3.1.1 Recognize and explain that when a scientific investigation is repeated, a similar result is expected. 3.1.2 Participate in different types of guided scientific investigations, such as observing objects and events and collecting specimens for analysis. 3.1.3 Keep and report records of investigations and observations using tools, such as journals, charts, graphs, and computers. 3.1.4 Discuss the results of investigations and consider the explanations of others. 3.1.5 Demonstrate knowledge of grade-level-appropriate words to speak specifically about different issues. 3.2.2 Measure and mix dry and liquid materials in prescribed amounts, following reasonable safety precautions. 3.2.3 Keep a notebook that describes observations and is understandable weeks or months later. 3.2.5 recall major point in the text and make and revise predictions about what is read. 3.2.6 Make sketches and write descriptions to aid in explaining procedures or ideas. 3.2.7 Ask “How do you know?” in appropriate situations and attempt reasonable answers when others ask the same question. 3.6.5 Observe that and describe how some changes are very slow and some are very fast and that some of these changes may be hard to see and/or record.

40. Let’s saddle up and ride with your Pony Express Team. • Please listen to where you will go to meet your Pony Express Team. • Person with the longest hair open the envelope to see where your team will ride. Follow the directions. • You need to balance your time. • You need to go to your location. • You need to plan your literacy connection • You need to plan a 2-3 minute presentation to share your findings. • Your cream Pony Express Feed bag has your supplies in it and if you need chart paper it is on the wall. • We will plan to start sharing at 1:16. Remember to make your presentation creative and useful. Using Say It, Play It, Relay It, and Weigh It might help you organize your thoughts.

41. LIFELINES:FOUNDATION FOR OUR FUTURE

42. LIFELINES MAKE GREAT THINGS HAPPEN! Lifelines permeate our past and will propel us to our future. When we think about history’s great people, pivotal movements, and inventions, Lifelines ignited each life-changing flame. From CURIOUSITYto PERSEVERANCE, teaching our children Lifelines make them contenders to have a positive influence on our world. REFLECTION: Take a few minutes to discuss the following: 1.What evidence of Lifeline application you see in your students. 2. Lifelines that will address negative behaviors that are still apparent. 3. A timeline focusing on what Lifelines you will emphasize for the next 2-3 months.

43. LEARNING CLUB NUMBERS & LIFELINES • GENEROSITY • EMPATHY • WELLNESS • FAIRNESS • ORGANIZATION • MANNERS • CREATIVITY • GRATITUDE • PATIENCE • KINDNESS

44. LIFELINES SCAVENGER HUNT • EACH LEARNING CLUB WILL BE GIVEN A NUMBER AND A LIFELINE. • TOGETHER AGREE ON A DEFINITION • WRITE THE LIFELINE UNDERNEATH THE FLAP OF YOUR ENVELOPE • WRITE THE DEFINITION ON THE BACK ON YOUR ENVELOPE AT THE BOTTOM • ON THE FRONT OF YOUR ENVELOPE NUMBER 1-10

45. ONE MORE STUDY TRIP! • Find your bookmark • Travel with a partner or small group • Be sure to go to a part of the museum that you haven’t visited • Help each other out • Be back in 15 minutes

46. WELCOME BACK! • SNAP-CLAP-SNAP-TAP! • Find you Lifeline Chart • Do a quick Community Circle to share your findings • What message would we want students to learn from finding Lifelines in history? • Brainstorm and Chart other ways you can use the bookmark • PREPARE FOR A GALLERY WALK

47. ISTEP Stress Busters • Use C.L.A.S.S. Strategies to help keep your students stress free and giving their personal best. • Use Brain Gym exercises. They are designed to reduce stress and help the brain perform. • Chew gum! This is always a stress reliever and most people carry stress in their jaws. • Encourage brain foods to both parents and students. • Stay away from sugar and high carbohydrate foods that may tire children quickly. • Give students “test atmosphere” experiences. • Have a convocation that encourages doing well on the test. • Think like the test lady. • Have community circles to share their feelings about the test/encourage others. • Write notes or make cards of encouragement to other classes in the building. • Stress the Life Goals Pledge and use of Lifelines. • Do a T chart. What do you want to see on the test? What do you NOT want to see on the test? Review what they aren’t comfortable with. • Don’t give homework this week. • Teach parents about stress and how stress from home can negatively impact test scores. • Remember… it’s just a test. The world does not spin on its axis by the results of this test. Life will go on, students will learn, and as good as we are, we can always get better.