*WHAT PROBLEM IS SOLVED? WHAT SKILLS ARE ADDRESSED?
       Problem - Many students cannot find the main idea because they confuse it with the topic or cool facts.  Also, few students are taught that the main idea is at least a one word complete sentence, not just 1-2 words. 
       Solution - Expert teaching and a custom-made graphic organizer simplify the multi-step process of finding the main idea.
       Skills - Closely read non-fiction text, use text evidence to answer comprehension questions, and use a graphic organizer to identify the author's purpose, topic, and supporting details; thus, identify the main idea and write a main idea statement sentence.     

*PLEASE PROVIDE A TOPIC SUMMARY OF THE CURRICULUM.
We read texts with assorted topics such as marvels of the world, sports, animals, and current events.     
Week of May 14: Seahorses & Four Leaf Clovers (short passages) & Olympics
Week of May 21:  Crossing The Delaware & Trains 
Week of May 28: Anacondas & Black-Footed Ferrets 
Week of June 4: Empire State Building & Mississippians 
Week of June 11: Ireland & Painted Turtles 
Week of June 18: Sandcastles & Roy Sullivan (short passages) & Sharks
...AND MORE:-)
+At the end of the 11th class, curriculum recycles to the beginning
+I teach several sections of this class. Please contact me if you want to know where we are in the reading cycle for each section.

*BRIEFLY DESCRIBE THE CLASS EXPERIENCE.
       Every class has an established framework - students understand why they are in this class. It's clear what they can expect to learn and why those skills are valuable. Within that frame, However, I encourage spontaneous learning and interaction. A fun, relaxed, and predictable classroom environment primes students to learn.  
       I begin class with quick introductions and check-ins with students. Next, I state our area of focus as we engage with interesting non-fiction text. Then, as we complete a group read, I verbally scaffold learning - encouraging students to ask questions and think critically. After each piece, I use discussion and printed questions to check for comprehension - students need to understand what they read to identify the main idea. Finally, we systematically organize and record relevant details to support the main idea statement that we wrote. This step acts as a final check and helps students identify the correctness of their main idea.   

*WHAT WORDS DESCRIBE YOUR TEACHING METHODOLOGY AND STUDENTS LEARNING METHODOLOGY?
differentiated instruction, teacher-led instruction, group discussion & learning, inquiry-based learning

*WHAT WORDS ENCAPSULATE YOUR TEACHING STYLE?
intuitive, balanced, creative, systematic, practical, inclusive, warm, humorous,  purpose-driven, self-assured, well-spoken, flexible, eager, optimistic, relaxed, engaging, genuine

*IN WHAT WAYS DO STUDENTS INTERACT WITH THE TEACHER AND THEIR PEERS? 
       This class is highly interactive, but I do not demand participation from students who are less comfortable speaking aloud. Student volunteers take turns reading aloud the text and answering questions. I use screen-sharing and scaffolded lectures to encourage discussion and group problem-solving. We complete the graphic organizer as a class. 

*WHAT DO YOU EXPECT FROM YOUR STUDENTS?
       I expect students to respect themselves, their classmates, and the teacher by following classroom rules and staying on task. I expect students to participate and engage to their own best ability. Learning is an imperfect process - working hard and having a sense of humor are essential. I do not expect cookie-cutter perfection from students. I do want their best effort.

*FINAL THOUGHTS.
       I aim to teach a "just-right" class (not too busy and not too relaxed - not stagnant and not unpredictable) in which students feel comfortable asking questions, engaging in discussion, and, most importantly, enjoying the feeling of pride that accompanies learning a new skill. Overall, I create a fun environment of hard work and productivity. 
       I carefully and purposely choose texts and printables and promote quality of learning and instruction above all else.  In other words, worksheets are important support materials that I use with purpose; thus, not every printable will be fully completed all of the time. Please note that the learning goals remain consistent throughout the entire session, but the text materials and teaching methods may be adjusted slightly in order to best meet the needs of each student/group section. 
       In case of late arrival or no-show - it is my policy to wait in an empty classroom for 5 minutes before leaving. Classes do continue with the minimum of one student enrolled:-) 

Thank you for including me in your student's learning journey! 
Teacher Jessi, B.A., M.S., D.T., Certified Evaluator