Transcript Specials Meet and Greet

Specials Meet
and Greet
Katie Wiseman
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Bachelor of Arts Health and Physical Education, Rice University
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Full Scholarship Women’s Basketball
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Recipient Joyce Pounds Hardy Award (Outstanding Female Athlete)
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Recipient “R” Association Postgraduate Scholarship
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Graduate Assistant Coach Women’s Basketball
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Master’s of Arts in Teaching, Rice University
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Master’s in Educational Psychology, Texas A & M University
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Emphasis on Autism Spectrum Disorders
Principalship Certification, University of St. Thomas
Awarded (3) U.S. Utility Patents for Sports Training Devices
18 years teaching experience
Health Fitness State Guidelines
• The student demonstrates
competency in
fundamental movement
patterns, applies
movement concepts to the
learning and development
of motor skills.
• The student exhibits a
physically active lifestyle,
knows the benefits of
daily physical activity
and understands and
applies safety practices
associated with physical
activities.
Movement
Physical Activity
and Health
• The student understands
basic components of
games, sports, dance
and gymnastics and
develops positive selfmanagement and social
skills needed to work
independently and with
others in physical activity
settings.
Social
Development
Health Fitness – State Requirements
All elementary students will engage in at least 30 minutes per school day or 135 minutes per
school week of TEKS-based physical activity.
 In Grades K-2
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Students learn fundamental movement skills and begin to understand how the muscles,
bones, heart, and lungs function in relation to physical activity.

Students begin to develop a vocabulary for movement and apply concepts dealing with
space and body awareness. Students are engaged in activities that develop basic levels of
strength, endurance, and flexibility.

Students learn to work safely in group and individual movement settings. A major objective is
to present activities that complement their natural inclination to view physical activity as
challenging and enjoyable.
In Grades 3-5
 Students continue to develop strength, endurance, and flexibility.
 Students can demonstrate mature form in fundamental locomotor and manipulative skills
and can often maintain that form while participating in dynamic game situations.
 Students identify personal fitness goals for themselves and begin to understand how exercise
affects different parts of the body and is an important part of the instructional process.

Grading Expectations Health Fitness- SBISD
Each student receives a grade in each of the three strands outlined in the TEKS.
Participation, Skills/Motor Development, Cognition
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E = Excellent (90-100) indicates outstanding and exceptional achievement

S = Satisfactory (75-89) indicates normal and average achievement;
applies to vast majority of students

N = Needs improvement (70-74) indicates passing but needs improvement
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U = Unsatisfactory (69 and below) indicates unacceptable and below average achievement
Grading Formula Health Fitness - SBISD
(A) Participation is 55% of the total grade: a minimum of 4 grades on TEKS being
taught. Students will be assessed by demonstrating active participation in
health fitness activities.
(B) Skills/Motor Development is 35% of the total grade: a minimum of 3 grades
on TEKS being taught. Students will be given assessment to evaluate skill
achievement based on observable skill performance.
(C) Cognitive development is 10% of the total grade: a minimum of 1 grade on
TEKS being taught. Student will be given cognitive assessment to evaluate skill
achievement based on observable skill performance.
Grading Expectations- SBISD
Conduct grades will be given in Health Fitness of E, S, N, U.
 E – Always follows class rules, never disruptive in class, always tries
their best and has a positive attitude in class, always on task
 S – Usually follows class rules, rarely disruptive in class, usually tries
their best and usually
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has a positive attitude in class, usually on task
N – Frequently does not follow class rules, is often disruptive in class,
frequently does not do their best and often lacks a positive attitude
in class, frequently not on task
U – Rarely follows class rules, is disruptive in class, rarely tries their
best and rarely has a positive attitude in class, rarely on task
Classroom Expectations/Routines
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Performance Challenge – A warm-up strength/flexibility activity
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Aerobic Challenge
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Outside - Vigorous walk/jog/run – 6 to 8 minutes
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Inside - Sprinting
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Transition – Record for Go Toes; Water/Restroom Break
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Lesson – 20 or 25 minutes focusing on a movement skill objective from the TEKS
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Activity/Game – Small or large group activity to practice movement skill
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Expectations include:
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Class Participation – focused intent on improving level of fitness
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Proper Attire - sneakers
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Skill Development – progression of movement/skills
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Following Directions/Instructions
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Respecting the personal space and feelings of others – Good sportsmanship
Fitnessgram
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STATE MANDATE: In 2007, Texas chose the Fitnessgram program and software for
their data collection of fitness test results for their state-wide implementation
programs.
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Pacer Text (Progressive Aerobic Cardiovascular Endurance Run)
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Curl Ups – Muscular Endurance
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Push Ups – Muscular Strength
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Sit and Reach –Hamstring/Hip Flexibility
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Stretch – Shoulder Flexibility
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Trunk Lift – Spine Flexibility
Special Programs/Events
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Intramural Friday’s (5th grade students only)
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Fun Fitness Friday’s (PTA sponsored)
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Go Texan’s Day
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Field Day
Kristi Blair
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Music Degree from Bradley University, Peoria, IL
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Performer for 8 years after college (singer, actor, dancer)
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Elementary Music teacher for 7 years
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Kodaly Certification for teaching music to children
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A belief that students require the “best quality” music to develop
musicianship in a child. This includes folk songs, classical music, and art
songs.
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A method of teaching that helps students aurally recognize notes on
the staff and then teaches them to see it, hear it and write it.
Orff Schulwerk Certification for teaching music to children
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A belief that students should learn music through musical experiences.
This includes playing pitched and non-pitched percussion instruments,
moving to music and dramatic play with music.
Music Curriculum –
State Requirements
• The student describes
and analyzes musical
sound
• The student reads,
writes, and reproduces
music notation.
•The student performs a
varied repertoire of
developmentally
appropriate music in
formal and informal
settings.
•creates and explores
new musical ideas.
Music Literacy
Creative
Expression
• The student
examines music
in relation to
history and
cultures.
Historical/
Cultural
Heritage
• The student listens
to, responds to,
and evaluates
music and musical
performance.
Response/
Evaluation
Music Curriculum –
State Requirements
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sing and play classroom instruments with accurate intonation and rhythm, independently or in
groups;
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sing or play a varied repertoire of music such as American and Texan folk songs and folk songs
representative of local cultures, independently or in groups;
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move alone and with others to a varied repertoire of music using gross motor, fine motor,
locomotor, and non-locomotor skills and integrated movement such as hands and feet moving
together;
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perform a varied repertoire of songs, movement, and musical games representative of diverse
cultures such as historical folk songs, of Texas and Hispanic and American Indian cultures in Texas.
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read, write, and reproduce rhythmic patterns using standard notation, including separated
eighth notes, eighth- and sixteenth-note combinations, dotted half note, and previously learned
note values in 2/4, 4/4, and 3/4 meters as appropriate;
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read, write, and reproduce extended pentatonic melodic patterns using standard staff notation;
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identify new and previously learned music symbols and terms referring to tempo; dynamics,
including crescendo and decrescendo; and articulation, including staccato and legato.
Grading Expectations - SBISD
Each student receives a grade in each of the four strands outlined in the TEKS.
Music Literacy
Creative Expression/Performance
Historical/Cultural Heritage
Response/Evaluation
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E = Excellent (90-100) indicates outstanding and exceptional achievement
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S = Satisfactory (75-89) indicates normal and average achievement; applies to vast
majority of students
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N = Needs improvement (70-74) indicates passing but needs improvement

U = Unsatisfactory (69 and below) indicates unacceptable and below average
achievement
Grading Expectations- SBISD
Conduct grades will be given in Music of E, S, N, U.
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E – Always follows class rules, never disruptive in class, always tries their best and
has a
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positive attitude in class, always on task

S – Usually follows class rules, rarely disruptive in class, usually tries their best and
usually

has a positive attitude in class, usually on task

N – Frequently does not follow class rules, is often disruptive in class, frequently
does not

do their best and often lacks a positive attitude in class, frequently not on task

U – Rarely follows class rules, is disruptive in class, rarely tries their best and rarely
has a

positive attitude in class, rarely on task
Classroom Expectations/Routines
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Welcome Song – A warm-up activity and welcome to class
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Vocal Warm-up – Solfege ladder and hand signs
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Movement – Copying and creating movement to classical music
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Lesson – 20 or 25 minutes focusing on a music objective from the TEKS
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Game – A music game, dance or play party that reinforces the lesson
or introduces a new concept for next time.
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Expectations include:
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Class Participation
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Following Instructions
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Respecting the personal space and feelings of others
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Treating the equipment and instruments with care
Special Programs
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Kinder Thanksgiving Performance – MWE Stage
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4th Grade Play – MWE Stage
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Holiday Sing a-long – MWE Cafeteria
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Go Texan Day - GYM
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1st Grade Play – MWE Stage
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2nd Grade Play – MWE Stage
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5th Graduation Song
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Talent Show – MWE Stage
Natalie Waggenspack
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Education Degree from Texas A&M University
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My personal art medium is watercolor portraiture and I am also a photographer
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I have an art blog “ SmART Class” where I feature current projects and the steps
to create them. Students can visit the blog to find hundreds of projects with
directions to do at home. Also featured Art Apps and reviews
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This is my 13th year teaching Elementary Art
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I believe Art education provides students with new avenues for communication and
making connections with their world
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Art is a place where all students can feel safe and learn new ways to express
themselves and build confidence, which results in increased academic success
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My lessons are designed for every student to be successful and build confidence by
taking risks
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I feel that it is very important to build relationships with my students and connect with
each one of them. I love that I get to watch them grow and be a part of their learning
experience from Pre-K to 5th grade
Art Curriculum –
State Requirements
• The student Identifies
differences in the
environment using the
senses.
• The student
• Expresses ideas
through original
artworks
• Uses a variety of
media with
appropriate skill
Observation and
perception
Creative
Expression
•The student
demonstrates an
understanding of art
history and culture as
records of human
achievement
Historical/
Cultural
Heritage
• The student makes
informed
judgements about
personal artworks
and the works of
others
Response/
Evaluation
Art Curriculum –
State Requirements 1st grade
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Creative expression. The student communicates ideas through original
artworks using a variety of media with appropriate skills.
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The student expresses thoughts and ideas creatively while challenging the
imagination, fostering reflective thinking, and developing disciplined effort
and progressive problem-solving skills.
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The student is expected to:
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(A) invent images that combine a variety of lines, shapes, colors, textures, and
forms;
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(B) place components in orderly arrangements to create designs; and
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(C) increase manipulative skills necessary for using a variety of materials to
produce drawings, paintings, prints, constructions, and sculptures, including
modeled forms
Grading Expectations - SBISD
Each student receives a grade in each of the four strands outlined in the TEKS.
Perception Creative Expression/Performance
Historical/Cultural Heritage
Response/Evaluation

E = Excellent (90-100) indicates outstanding and exceptional achievement

S = Satisfactory (75-89) indicates normal and average achievement; applies to vast
majority of students

N = Needs improvement (70-74) indicates passing but needs improvement

U = Unsatisfactory (69 and below) indicates unacceptable and below average
achievement
Grading Expectations- SBISD
Conduct grades will be given in Art of E, S, N, U.

E – Always follows class rules, never disruptive in class, always tries their best and
has a

positive attitude in class, always on task

S – Usually follows class rules, rarely disruptive in class, usually tries their best and
usually

has a positive attitude in class, usually on task

N – Frequently does not follow class rules, is often disruptive in class, frequently
does not

do their best and often lacks a positive attitude in class, frequently not on task

U – Rarely follows class rules, is disruptive in class, rarely tries their best and rarely
has a
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positive attitude in class, rarely on task
Classroom Expectations/Routines
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Instruction – A lesson will be introduced with a video clip of an artist or
process, or a book
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Small group discussion over the content, brainstorming ideas
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I will model the steps for our project emphasizing new vocabulary and
techniques
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Lesson – 25 minutes creating artwork based on the Objective TEKS
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Clean up and review
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Expectations include:
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Participation
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Following Instructions
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Respecting the personal space and feelings of others
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Treating the art materials with care
Special Programs
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Art to Remember Fundraiser
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Rodeo Art
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Spring Show