Weekly Update: 5/4/2015

Hello Emory Staff.  Here are the updates for this upcoming week:

Monday Flag Salute:

We will be announcing attendance winners after the flag salute so please bring your trophies to the blacktop.  Thank you to the winners of last month for finding a buddy to host popcorn with this past month.

PBS:

We will review Playground Expectations this week.  Please review with students that we should be walking to the playground.  I see lots of students run from their lines/hallway/classroom to the playground.  I usually just remind them that while I know it’s hard NOT to run as it’s natural to be excited about getting to recess, I ask them why we have rules about running and they are all very good about saying that running can cause injury.  They know, they just need reminding.  Thanks for helping with this.

PLCs:

Your PLCs this week should continue with one of more of the following tasks: unpacking standards (Math and/or ELA), planning lessons and common formative assessments, and looking at student work.

Staff Meeting:

This Wednesday we will begin the process of creating classes for next year.  Please come to Rm. 21 and bring sharp pencils and sit with your grade level.  6th grade will have this time to meet together since they missed their PLC last week due to testing issues.  Erin can give input regarding her 5th graders ahead of time.

Summer Professional Development Opportunities:

Please make sure to read your email from Amy Illingworth that was sent out recently regarding the multiple learning opportunities that will be provided this summer.  For instance, I know our 3rd grade teachers will want to sign up for ChromeBook training as they will be receiving ChromeBooks next school year.  Along with this are other opportunities for all teachers and the email provides the links so it’s a very helpful and user-friendly email!

Field Trip reminders:

I know this is the time of year for many of you are going on field trips.  Please remember to inform the office, please remember to inform the cafeteria, and please see Eunice if you need forms for any parents who are driving separately and plan to take their OWN child home in their car.  The form protects us from any liability.  I will also send it to you all via email.

For parents who want to take their child home from a field trip that ends before dismissal time, they must sign the “early dismissal form” at the field trip site or they must call the office before doing so.  If you offer this as an option, you need to make sure that you have this form with you at the field trip and you need to inform parents that this will count against a child’s “perfect attendance” if they have 3 or more late arrivals or early dismissals.

SBUSD Employee Day/s:

MARK YOUR CALENDARS- lots of food this week…..

 

-Please come hungry on Tuesday as I will be serving you pancakes in the lounge before school starts.

-SBUSD will be providing everyone with a yummy and nutritious breakfast this Wednesday, May 6th in the lounge in honor or SBUSD Employee Day.  Asst. Supt. Kim Phifer will be there as well to recognize all of our hard-working employees.  Please stop into the lounge from 7:15-7:55 to grab a bite.

-Please bring a light lunch on Thursday if you like nachos as we will have nachos available during lunch in the lounge.

-Please come hungry on Friday and DO NOT bring lunch as I will be providing lunch to everyone to culminate our SBUSD Employee’s week.

I sincerely appreciate all that you do for our students and their families!!

Question of the Week:

Which book or piece of text has helped you teach a specific CC ELA standard well this year? Which standard? Briefly explain so that we may learn from one another.

Quote of the Week:

“Virtually every great accomplishment of movement was started by someone who believed passionately in something–and someone who believed passionately in that person.”

-Margaret Warren

15 responses to “Weekly Update: 5/4/2015

  1. I like using TFK for many of the ELA standards but it helps with RI 5.1 when requiring the students to cite text evidence when working on their comprehension of nonfiction articles.

  2. I specifically used Harry Potter with RL 4.3 – Describe in depth a character, setting, or event….drawing on specific details in the text.

  3. “Wonder” was the most awesome and motivating book for teaching multiple perspectives. The students were so involved and wanted to understand each characters point of view to the fullest. Students were extremely inquisitive about Julian’s point of view, that I had to purchase that book separately so that they could try to understand his side of the story.

  4. The True Story of the 3 Pigs, rl 1.6 sl 1.3 (Discuss pt of view,Ask questions and gather information,key concepts). David E.

    ________________________________

  5. National Geographic Explorer
    RI.2.5 Know and use various text features to locate key facts or information in a text efficiently.

  6. I enjoy reading “The True Story of the Three Little Pigs”. It’s a nice tie in to teach RL 3.6 Point of View. Students are already somewhat familiar with the original story. Therefore, using this text makes it easier to make that connection and teach the standard.

  7. I used “Pathways to the Common Core” pg.s 82-86 to recently unpack standard RI.4.6 (Compare and contrast a 1st and 2nd hand account of the same topic and note differences in information and focus) to note how anchor standard 6 asks readers to assess how the author’s point of view or purpose shapes the content and style of a text. This helped me realize where this standard was going as well as where it had been covered in the past and to focus my teaching on the structure of different texts. For example, how does the choice of words, the tone of the language, illuminate the author’s point of view on a topic. Once I unpacked it I used a book called “Achieve the Core” and looked at sample lessons in order to see how i might design my own using our Social Studies program on the Gold Rush.

  8. 2 books…Manana Iguana, a retelling of the Little Red Hen story when comparing versions of fairy tales. And Chester’s Way by Kevin Henkes. I read Chester’s Way the beginning of the year stressing that Chester and Wilson were friends and made a pair. Then Lily moved into the neighborhood and the even partnership pair was now an odd grouping. More than 6 months later, when we started working on even and odd numbers my students still remembered the book. I could hear them saying , “No, 5 is an odd nunmber. Chester and Wilson, Wilson and Chester, and then there is Lily. It’s an odd number.” The power of mentor text.

  9. I can’t say for certain that a book read with/to students have had an impact, however professional readings have. “Pathways to the Common Core” as well as a book centered on ELA CC for K-2 (can’t remember the title, but it’s in the trunk of my car).

  10. During unit 1 this year we used “Jack and the Beanstalk” as the basis for a simulated trial (Mrs. Ogre v. Jack). We addressed the embedded standards below and it was SOO much fun for the students to plan the prosecution/defense with questions and evidence, bring Jack and Mrs. Ogre to the witness stand, and then deliberate on a verdict.

    RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
    SL.6.1 Engage effectively in a range of collaborative discussions (one-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, 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 by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
    b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
    c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
    d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

  11. All the non-fiction sets of books we bought with grade level money really motivate the students at their instructional levels, and we apply the non-fiction grade level standards to those in small groups.

  12. Some of the mentor texts that are great for teaching RI 3.6 (Distinguish their own point of view from that of the narrator or those of the characters) are titled Honestly, Red Riding Hood was Rotten as told by the Wolf, Seriously, Cinderella is so Annoying as told by the Wicked Stepmother and Snow White is so Forgetful as told by the Dwarves. These mentor texts are great fairy tales told from the perspective of the “other” character and allow the students to see two different sides of the same story – different points of view…….. The kids really enjoy them too!

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