Watauga Weekly

February 22-26, 2016

WHAT'S UP THIS WEEK

Mon, Feb 22

7th Gr. Dual Track Meet


Tues, Feb 23

Spring Pictures through Science

8th Gr. Dual Track Meet @HHS


Wed, Feb 24

FAC Mtg. 7:30 am

Site-Based Committee Mtg. 4:15 pm


Thurs, Feb 25

6th Gr. Registration for next yr. in lab 303


Fri, Feb 26

7th Gr. Registration for next yr. in lab 303

TEACHER'S DUTIES

Cafeteria am - Cumbie

Auditorium am - Dalton

200 Hall am - Cox

300 Hall am - Crook

Warrior Way pm - Breitinger

Parking pm - Barwinkel

Sweeper pm - Adams

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TWEETER of the Week:

TWEETER of the Week:

Thank you to Stephanie Roe for her participation in this week's campus Twitter Chat.

You can join each Tuesday at 8:00pm. Questions can be found in the Digital Learning News sent by Mark Thomas each week.

Questions? See Tosh or Christine. (@birdville_DL)

#FabWMS


***Weekly Winners park in Houston's spot until June!***

(Don't forget to send Ms. Houston your Twitter handle when you join.)

Still not sure how to Tweet? Click here...

Tosh has created this easy SMORE for you to use to get a Twitter account set up.

Future Dates & Info

March 2016 - Texas History Month

Wed, Mar 2 - Choir UIL @HHS - All Day

Wed, Mar 2 - Faculty/Gr. Level Mtg.

Thurs, Mar 3 - IKD

Week of March 7 - Public Schools Week/Diagnostician Week

Week of March 7 - TELPAS Testing

Week of March 7 - Special Needs' Adventures in Art Show

Tues, Mar 8 - Data Assemblies

Wed, Mar 9 - Community Breakfast

Wed, Mar 9 - AVID Site-Team Mtg.

Thurs, Mar 10 - Birdville Choir Festival 3:00-7:00 pm

Thurs, Mar 10 - All Day ARDS

Fri, Mar 11 - Staff Development

Week of Mar 13 - SPRING BREAK

Mar 22-24 Kagan Coaching in classrooms

Wed, Mar 23 Art Show Reception 4:30-6:00 pm

Fri, Mar 25 - School Holiday

Tues, Mar 29 - 7th STAAR Writing Test

Tues, Mar 29 - 8th STAAR Math Test

Wed, Mar 30 - LOL Mtg. 7:30 am

Wed, Mar 30 - 8th STAAR Reading Test

KUDOS!

THANK YOU to Pam Bandy, basket-maker extraordinaire, for helping me get everything ready for Founder’s Day. ~Jen~


Way to go, Elizabeth Cumbie! I am very proud of you for being accepted in to the Mount Vernon Spring Break Cohort Training! ~Shannon~

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(click the title above to see ALL the pictures)

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WMS TOY Video

Congrats, Travis Kidd! We love you!!!

Word WITHIN the Word...

vita (life) vitamin, vitality, vital, revitalize, viable

demo (people) democracy, demography

stereo (solid) stereophonic, stereotype

ism (doctrine) Marxism, capitalism, pluralism, tribalism

cogn (know) recognize, cognizant, incognito

sur (over) surplus, surpass, surface, surcharge

alter (other) alternator, alteration, alter ego, altercation

astr (star) astronomy, astrology, asteroid, disaster, asterisk

dyna (power) dynamic, dynamo, dynamite, dynasty

chron (time) chronometer, chronological, synchronize

Six Suggestions for Effective Instruction of English Language Learners

(Originally titled “Engaging Your Beginners”)

In this article in Educational Leadership, Jane Hill (McREL International) offers these suggestions for engaging and challenging beginning-level ELLs:

Consider each student’s stage of language acquisition. This allows educators to set realistic expectations for what each student should be able to do. These are the levels and the kinds of questions appropriate to each one:

- Pre-production (often called “the silent period”) – Show me… Circle the… Where is…? Who has…?

- Early Production (single words or two-word phrases, yes-or-no responses, and repeating familiar patterns) – Yes-or-no; either-or; Who, What, How many?

- Speech Emergence (short sentences) – Why…? How…? Explain… Questions requiring short sentences.

- Intermediate Fluency (sentences of increasing length and complexity) – What would happen if…? Why do you think…? Questions requiring more than one sentence.

- Advanced Fluency (near-native fluency) – Decide if… Retell…

“Although ELLs need to be held to the same standards as native English speakers on what they know and understand,” says Hill, “how they get there and how they demonstrate that knowledge will look different, depending on their level of English skill.”

Use tiered questions. Teachers should ask students questions appropriate to their level, but when they approach the upper end of a level, it’s effective to start asking questions from the next level up. For example, students at the Early Production stage get yes-or-no questions and then, as they become more proficient, Why? How? and Explain… questions.

Don’t expect the same product from all students. “When every student receives the same homework assignment, ELLs may struggle because they haven’t learned the skills they’re supposed to practice through that task,” says Hill. “They may even practice incorrectly.” Better to tier homework and in-class assignments, tailoring the language demands to students’ levels.

Engage Pre-production students at the same level of thinking as other students. Don’t water down the curriculum for ELLs at early stages of English acquisition, says Hill. The five levels of English do not correspond to Bloom’s taxonomy of learning, she says: “How well a student can speak a second language has nothing to do with her or his ability to think abstractly.” A question can be at a low level of English usage but a high level of conceptual understanding. For example, a Pre-production student studying ecosystems might demonstrate analysis by categorizing types of plants found in desert and alpine tundra biomes using pictures and labels.

Don’t assess language when you want to assess content knowledge. In a science lesson on how the eyeball allows humans to see, it would be a mistake to ask ELLs to write a comparison of nearsightedness and farsightedness. Instead, the teacher might ask those students to use the results of an experiment to construct models of eyeball shapes that would result in near- or farsightedness.

Be aware of one’s own language use. Teachers should slow their rate of speech, speak in complete sentences, and make full use manipulatives, miniature objects, photos, pictures, drawings, gestures, body movement, pantomime, and facial expressions. Hill also advises that teachers not overuse idioms and pronouns, opting instead for nouns, which convey more meaning to ELLs.

“Engaging Your Beginners” by Jane Hill in Educational Leadership, February 2016 (Vol. 73, #5, p. 18-23), http://bit.ly/1RGb5Cs; Hill can be reached at jhill@mcrel.org.
Texas Gateway

A free online resource for educators and parents provided by TEA that provides instructional resources that align with the TEKS, contain a lesson that introduce a new idea or skill and give the learner opportunities to apply what they learned.

Attendance

Please do YOUR job correctly so that Mrs. A may do her job accurately.

  • You take attendance each period and save/submit it immediately.
  • 2nd period is our “funding period” make sure your attendance is done before 10 am.

  • Make daily attendance "corrections" before you leave the building.

  • If your “correction” is during 2nd period please DO NOT fix it, email Sugey and let her know so that SHE can change it.

  • If you have a field trip please provide a list of students that are attending and take attendance before you leave on your trip. (Send that attendance to Sugey!)
  • If you have a sub, make sure they send attendance every period with a student OR have them call 4800 or 4813 and an office aide will be sent down.


Formative Assessment Resoures

Regardless of what you teach, these resources will be invaluable in helping you discover what students are "taking away" from your lesson. USE THEM!