Communication is the key to success!

Upcoming News

If you have students that need to come to summer school, then you need to make a phone call home. It does not need to be a surprise to a parent.

TTESS Goals are due when check out lists are turned in at end of school year.

As the year ends, we all get a little busy. Just a reminder that you still need to monitor your students in the hallways.

If you have students who are misbehaving in your classroom, please call home.

Be sure to lock your classroom door daily. This is a safety precaution.

Be sure to communicate with parents about interventions and tutorials.

Instructional Strategies

Each week, I'm going to give you an instructional strategy to try in your classroom. These activities help the students become more involved in the lesson in your classroom.

The first resource is some Thinking Stems from Lead4ward. Thinking Stems are used to give students a framework to explain their thinking, expose students to vocabulary often found in the PROCESS STANDARDS, provide language support for ELLs and increases oral language proficiency.

1 Minute Paper: (Process TEKS: Analyze/Interpret; Generalize; Summarize)

1. Students "brain dump" all ideas, concepts, skills, processes, etc., they have learned by writing for 1 minute.

2. Students then draw 1 conclusion about what they learned.(Sentence Frame: From everything we learned today, I can conclude that this is important because _________.)

NOTE: This strategy can be implemented as a formative assessment "exit ticket". Results will inform instruction for the next day.

(form attached to email)


ANCHOR CHARTS (Using Concepts)

1. Place a chart on the classroom wall with the overarching concept associated with the unit listed in the center.

2. Students add ideas to the anchor chart as the unit progresses, linking skills, topics, examples, details, images, and clarifying information to the chart.

Students transfer the anchor chart information to their journals.


NINE Squares

1. Students read a text or view an image.

2. Students then analyze the text or image by determining and writing the following:

• 5 details (what does it say?)

• 2 inferences (what does it mean?)

• 2 valid conclusions (why does it matter?)

3. Students may trade nine squares with a partner to see if each can “guess” the 5 details, the 2 inferences, and the 2 conclusions.

NOTE: As a scaffolding activity, teachers may choose to complete the nine square statements for the students, but present them in a mixed up order. Students would cut the “word bank” cards apart and sort the details, inferences, and conclusions into the nine squares game board.


3-2-1 Test Review (template attached)

Students analyze a graded test to determine where they are strong and where they still need to work.

• 3 = select 3 difficult questions you got correct and explain WHY you got them correct to a friend.

• 2 = select 2 questions you THOUGHT you got correct, but you missed them and correct your mistake with a friend.

• 1 = select 1 question you guessed on or are “clueless” about and find someone to teach you how to best start, think about, and answer that question.


Frayer Model

1. The Frayer Model is a visual organizer that helps students understand key words and concepts. The Frayer Model is a chart with four sections which can hold a definition, some characteristics/facts, examples and non-examples of the word/concept.

2. The purpose is to identify unfamiliar concepts and vocabulary and to create visual reference for concepts and vocabulary

(I have attached the a sample of a Frayer Model)


Quintile Strips

See Attachment

Use this information with local assessment data and benchmark data


What Went Wrong?

1. Provide students with assessment items that have been incorrectly solved/answered.

2. Students determine what went wrong within the problem solving process and identify the incorrect answer as one of the following:

· Guessing

· Careless

· Stopped too soon

· Mixed things up

3. Students use the Problem Solving Flow Chart to address misconceptions.

Students apply the Problem Solving Flow Chart when evaluating their own work.

(see attachment)


Vocabulary Pyramid Game

1. Students are organized into pairs.

2. Student A is the clue-giver and provides hints, phrases, and ideas related to the term revealed on the game board.

3. Student B is the guesser who provides possible answers.

4. When student B guesses the correct term, Student A pops up and says, “Whoo hoo!” and then sits back down to begin giving clues for the next term.

5. Student pairs continue giving clues and guessing terms until all terms have been correctly identified.

NOTE: some students may need a word bank, vocabulary cards, or their notes to successfully participate in the activity.


May 6: DANCE 3:30-5pm


May 13: Six Flags Band Trip

May 16: 6th grade band field trip

May 18: GT Field Trip

May 19: Water Conservation Day 5th grade/ 7th grade field trip

May 20: 5th grade field trip/ 4th grade visit to FMS

May 23: STUCO field trip

May 24: UIL Field Trip

May 26: NJHS Induction

May 27: AWARDS

8th grade; 8am; GYM

7th grade: 9:15am GYM

6th grade: 8:30am Upstairs

5th grade: 10am Upstairs

Check out List can be turned in at 12:30pm

Something Important!

5 Ways to Deal with Students Who Are Emotionally Disturbed

by Lynette Walters

1. Be sensitive--Think of your job as being to provide a security blanket for the student. I'm not saying for you to enable them, or give them a crutch, but to instead model your sensitivity to their needs.

2. Be Informed--Study and/or observe the student, if you will. Read the IEP and the BIP and research the disability to further increase understanding.

3. Be Proactive--Knowing triggers that may offset an episode is essential. ALWAYS THINK PREVENTION.

4. Be a Team Player--Consult and collaborate with parents, students, other teachers, coaches, etc to ensure that everyone is on the same page. Working together always enhances a students' chance of educational survival and success.

5. Be an Advocate--Advocate for the child's ability to cope with the emotional disorder in varied settings. Encourage them to be active, remind them that they are in control of their behavior and encourage others to be inclusive.


Dual Coded Tests: In August, we discussed dual codes tests. Your 9 week assessments should closely reflect what the STAAR assessment will look with dual coded questions.

Math: 100% (all grades)

Science: 60% (all grades)

SS: 57% (all grades)

ELA: 5th: 40%; 6th 46%; 7th 41%; 8th 42%


May 3: Algebra

May 9: Math grades 6, 7/retest 5th,8th

May 10: Reading grades 6, 7/retest 5th, 8th

May 11: Science 5, 8

May 12: Social Studies 8