CES Weekly Buzz February 22, 2016

From the Desk of Mrs. Proskey

Super Teacher Worksheet Website

Thanks to our wonderful PTO for paying the $300 to renew this website for another year. Our username is still culvercavs but they make us change the password every year. The new password is awesomepto in honor of our awesome PTO. ~Teri

So proud to be represented this year! #CULVERPRIDE

The VARSITY SHOP IS NOW ONLINE!!!!!

Reminders...


  • Success Time "Bubble" Lists- 3rd through 8th grade teachers, please look through your Success time lists and rate your "Bubble" students highest to lowest. I will need those lists, as I will use it to invite those students to Intersession by the end of this week. Thank you!
  • Intersession- Chris Thompson and Raeanne Stevens will be teaching Intersession :)
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Special Meetings & Activities

Monday (2/22)
  • 9:00 A.T. (ACR) Proskey, Thompson. Berndt, Temme, Craft
  • 2:00 D.L. (ACR) Proskey, Thompson, Daugherty, Kinney
  • 3:15 Cyber Monday
Tuesday (2/23)
  • 9:00 A.D. (ACR) Proskey, Thompson, Brendt, Temme, Craft
  • 2:30 B.M. (ACR) Proskey, Jefferies, Kinney
Wednesday (2/24)
  • WORLD READ ALOUD DAY!
  • 7:30 STAT Team
  • 8:15 M.P. (ACR) Proskey, Keyser, Thompson
  • 12:00 IEP Transition Training- Young, Thompson (CES Conference Room)
  • 1:00 IEP Transition Training- Arvelo, Cowen, Kinney (MS Multipurpose Room)
  • 3:15 ISTEP Meeting in DLL
Thursday (2/25)
  • AG DAY
  • Admin Meeting- Proskey
        Friday (2/26)
        • 9:45 A.H. (ACR)- Proskey, Thompson, Daugherty, Cultice
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        Breakfast & Lunch Menu

        Monday
        • Breakfast-Apple Bosco Stick/ Cereal with Cracker
        • Lunch- Grilled Cheese with Tomato Soup/ Potato Bar
        Tuesday
        • Breakfast- Mini French Toast / Cereal with Cracker
        • Lunch- Country Fried Beef Steak and Mashed Potatoes/ Salad Bar
        Wednesday
        • Breakfast- Mini Bagel/ Cereal with String Cheese
        • Lunch- Pizza Slice with Corn/ Bologna Sandwich
        Thursday
        • Breakfast- Breakfast Pizza/ Cereal with Cracker
        • Lunch- Macaroni and Cheese with Green Beans/ Salad Bar
            Friday
            • Breakfast- Sausage Gravy with Biscuit/ Cereal with Cracker
            • Lunch- Nachos with meat & cheese with Green Beans/ Pulled Pork Sandwich

            This Weeks Sporting Events

            MS Girls BBall Monday 2/22/2016 @Winamac @5:00 PM
            MS Girls BBall Tuesday 2/23/2016 @Laville @5:00 PM

            6th Girls BBall Wednesday 2/24/2016 @Argos @4:30 PM

            Var BoysBBall Friday 2/26/2016 @Home @7:30 PM

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            ISTEP RESOURCES

            The Writing and Grammar and Usage Rubrics assess students' ability to communicate their ideas effectively and to use correct grammar, spelling, punctuation, and Standard

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            FEBRUARY---FOCUS OF THE MONTH---WRITING CONNECTED TO TEXT

            3-2-1 Strategy

            After reading a non-fiction (informational) book or passage and when the teacher closes out the lesson, the students will reflect on what they have learned through their reading by completing this graphic organizer. Students can do this individually, in pairs, or in a small group.

            Ideas for Assessment:

            -Use the information and questions that the students write to drive instruction further for the lesson topic

            -Use the information written by students to gauge the level of student understanding of the lesson topic and reading.

            Reading Informational Texts Using the 3-2-1 Strategy

            INFORMATIONAL TEXT & 3-2-1 STRATEGY: ASSESSMENT RUBRIC


            http://www.readwritethink.org/classroom-resources/lesson-plans/reading-informational-texts-using-951.html?tab=3

            3-2-1 Chart

            Name: __________________________________ Date: ______________


            3-2-1 Strategy Chart
            Title of article: _____________________________________________________


            Source: ___________________________________________________________


            3 things you discovered


            2 interesting things


            1 question you still have

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            Wondering Reading Response

            Developing readers benefit from being taught to stop and think about what they are reading. After mini-lessons on this topic, students use the graphic organizer to help them remember to stop and reflect on what they've read. When the students are just beginning to use this strategy, guide them with pre-selected stopping points “during reading” periodically while they are reading.

            Process:

            The students ask questions before, during, and after reading. They

            record their questions on sticky notes and place them in the spaces provided. When answers to the questions are discovered, the students record those answers under the appropriate sticky note.

            Ideas for Assessment:

            Some initial qualities to look for when examining the responses include:

            • Questions are relevant or key to the reading

            • Questions are being answered

            • Discuss the responses with the class—focus on how responses show understanding of the reading

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            Analyzing Writing Expectations Activity

            Students often have trouble writing in response to reading simply because they do not understand the expectations. This activity gives students a strategic formula to help breakdown any prompt that is given to them.

            Use the steps below to help you analyze (breakdown) your writing prompts.

            Ideas for Assessment:

            Some initial qualities to look for when examining the responses include:

            • Concepts/ideas relevant or key to the content/topic at hand

            • Prompt was responded to in its entirety

            • Discuss the responses with the class—focus on how responses show understanding of the content/topic at hand


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            Reader’s Response Journal

            There are different ways readers can respond to literature in order to gain insight into text, reveal their thinking, and interact with literature in meaningful ways. A reader’s response journal is a perfect way to engage students in literature through writing. It also teaches students how to comprehend what they read at a higher level because it teaches them to think about their reading.

            Process:

            Model for your students the purpose and use of reader's response journals.

            As you read, write your personal response in your reading log.

            • State your feelings, thoughts, reactions, and questions about situations, ideas, actions, characters, settings, symbols, plots, themes, and any other elements in the story. You can't be wrong in your responses, so take risks and be honest.

            • Write about what you like and dislike, what seems confusing or unusual to you.

            • Tell what you think something means.

            • Make predictions about what might happen later.

            • Relate your personal experiences which connect with the plot, characters, or setting. Don't just summarize the plot. Let me hear your voice. Remember your response journal is a place to record your reactions and questions, not a place to simply summarize what you have read. Sometimes a summary will be necessary to get your point across, but make sure you include more than just a summary of what is happening.

            • Support your summaries with what you are feeling as you read your book. Doing this will help you get the MOST from your book.


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            Story Mapping




            After students have read a story or passage at their instructional level, then discuss what happened in the story or passage and the student’s reaction to it. Discuss the setting, names of characters, story problem, and solution to the problem.

            Steps:

            1. Give each student a piece of paper.

            2. Have students fold the paper in half lengthwise, then twice width wise, to make eight symmetrical rectangles.


            3. In the first rectangle, have the students write the title and author of the story.

            4. In the following rectangles, have the students write/draw the characters, setting, plot, and solution. A story element may take more than one rectangle. Continue work for more than one day if necessary.

            Ideas for Assessment:

            Some initial qualities to look for when examining the responses include:

            • Concepts/ideas relevant or key to the content/topic at hand

            • Eliminating responses that definitely do not fit

            • Discuss the responses with the class—focus on how responses show understanding of the content/topic at hand

            Persuasive/Argument Map

            The Persuasion Map is a graphic organizer that enables students to map out their arguments for a persuasive essay or debate. Students begin by determining their goal or thesis. They then identify three reasons to support their argument, and three facts or examples to validate each reason. This map may be used electronically by going to this website:


            Some initial qualities to look for when examining the responses include:

            1 x 3 x 10 Writing Activity

            The 1 x 3 x 10 writing activity is a great way to develop writing fluency in a short amount of time. Students are given a short amount of time to write, the writing task becomes a game as students race against the clock. There will not be time for pre-writing and planning, so let students know that they have to put pen to paper and go! Students can write their responses in their journals, notebooks, or on a separate piece of paper.

            Do not allow students to ask questions once the time has started. Let students know that this is an exercise and will not hurt their grades if they do not finish on time.

            Steps:

            1. Develop a writing task that has high interest and is familiar. Students should use what they know and information that they have read about the topic to support their ideas.

            2. Provide a writing prompt verbally and in writing.

            3. Establish your expectations.

            4. Set students to task. Provide time benchmarks along the way.

            Ideas for Assessment:
            Some initial qualities to look for when examining the responses include


            • Concepts/ideas relevant or key to the content/topic at hand

            • Writing Fluency

            • Discuss the responses with the class—focus on how responses show understanding of the content/topic at hand


            Variations of the 1 x 3 x 10

            • 1 page 3 paragraphs 10 minutes

            • 1 paragraph 3 supporting details 10 minutes

            • 1 sentence 3 descriptive words 10 minutes

            • 1 claim 3 examples of evidence 10 minutes

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