The Weekly Armadillo
Monday, February 27, 2017
"The Best School in Town"
Vision
To create an exceptional learning environment that produces remarkable students who are prepared to be successful and equipped to compete in a global society.
Mission
To prepare all students to achieve the highest standard of intellectual, physical and social growth.
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Wilt or Grow
There is no such thing as status quo.
You either wilt or grow.
Read and grow from the information below.
Action Item
We all know that building a student's knowledge of vocabulary may help him/her tackle complex texts. It all depends on how new vocabulary is taught and learned. Use the strategy described below and share your results.
Excerpt I: Text Prep by Doug Buehl
Educational Leadership
February 2017 | Volume 74 | Number 5
Literacy in Every Classroom Pages 60-65
Frontloading can address gaps in academic knowledge so students are prepared to read complex texts.
What does it take to comprehend a complex disciplinary text in science, social studies, mathematics, technical subjects, or other disciplines? Many of our conversations these days have centered on close readings, text-based questioning, and evidence-based responding. But what if what you need to know for satisfactory comprehension isn't in the text?
Background knowledge has long been established as a make-or-break variable for reading comprehension. In their research synthesis of factors affecting comprehension, Alexander and Jetton termed knowledge as "the scaffold for text-based learning."1 Literacy researcher P. David Pearson described this dynamic as a virtuous cycle: "Knowledge begets comprehension begets knowledge."2
Predict Through Vocabulary Knowledge
[This] frontloading approach engages students in examining and speculating about key vocabulary lifted from a text they will subsequently read. In a sense, they will preview the language—the academic discourse—crucial to comprehension.
Some of the words selected should be review terms, some should be important general vocabulary likely known to students, and some should be domain-specific vocabulary that will be introduced in the text.
Rather than merely telling students definitions of difficult vocabulary, this process engages students in exploring the possible relationships between the words, sharing current knowledge about known terms, and predicting possible meanings.
Exploring related words. One vocabulary-frontloading option involves developing two lists of key vocabulary terms used by an author. Column A should emphasize domain-specific vocabulary and new terms introduced by the author. Column B should contain words that most students know, including general words associated with the topic. For example, the vocabulary lists in Figure 2 prepare students to read a biology text.
Figure 2. Sample Vocabulary Lists
Column A
extinct
biotechnology
DNA
donor animal
ecosystem
species
genetic
biodiversity
preserved tissue
Column B
cloning
Woolly Mammoth
scientists
back to life
survive
cells
laboratory
living things
endangered
Vocabulary frontloading is intended to be a team activity. Partners examine the two lists, talk over current knowledge about the words, and decide on a series of plausible pairs that make meaningful links. A pair must connect a word from column A with a word from column B using prior word knowledge and predictions and then provide a rationale for the connection.
For example, some students might pair extinct with Woolly Mammoth, as this animal is now extinct. Others may pair extinct with survive, as extinct animals have not survived, or extinct with endangered, as endangered animals could become extinct.
The goal is on-topic conversation that explores key language of the text and anticipates material that will be covered by the author.
Vocabulary previewing. A variation of vocabulary frontloading provides students with key terms in the order they appear in the text. Partners talk over the terms and then write a predictive paragraph using all terms and following the list's order. The sequence can suggest to students possible relationships between terms and help them theorize about potential meanings of unknown vocabulary. For example, the following is a succession of key terms for a social studies text: redistrict, undemocratic, gerrymander, favoritism, incumbent, legislature, voters, constituency, majority, political party, hard-core base, reform, bipartisan commission.
The author introduces two terms that are probably new to students—gerrymander and bipartisan commission. The rest are either review terms or words that are generally known. The order of the terms provides students with an impression of what the author will tell them.
Both vocabulary-frontloading practices sensitize students to be alert for how the author uses this language. Vocabulary frontloading is an excellent setup for students to practice using designated words to write a post-reading summary of the text.
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Hey! Look us over, we are the BEST!!
Nathan Adams Armadillos always beat the rest.
We're spectacular people with wonderful spirit
Who never let you down!
Nathan Adams, best in town!
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Go 5th Grade! Woot! Woot!
Flower Shop in PKA
We Love Our Counselor
Ms. Morales' shirt reads, "I'm a Dallas ISD Counselor -- What's Your Super Power?" Couldn't have said it better myself. We all appreciate eveything you do, Ms. Morales.
Thanks to all of you for showing out the Armadillo way!
Kudos to the organizers of Math Night! That was crazy fun!
A big G-O-O-D J-O-B to the A-team for the fun activities and very organized Math Night!
Kudos to the Garcia's family for an awesome flower shop.
Kudos to Ms. Sowards and Ms. Gibson for receiving an awesome compliment from a PK parent.
Kudos to Ms. James for an awesome job with Family Math Night.
Kudos to the Fabulous PK TA’s for helping stuff goodie bags for Family Math Night.
Kudos to Coach and Ms. Ma for talking all of the students on Friday during specials.
Kudos to Ms. Gibson for holding down the fort as the only TA on Tuesday.
Kudos to Ms. Watkins for being such an amazing support to our behavior unit kiddos.
Kudos to Mrs. De Abreu and Ms. Zapata for being great planners.
Kudos to Mrs. James for a great Math Night...everyone enjoyed it.
Kudos to Mrs. James and the A-Team for organizing the Math Night.
Kudos to Mr. Luna for supporting the S.T.E.M Army.
Kudos to Mrs. Johnson for handling behavior issues and supporting teachers.
Kudos to the PTA for the wonderful breakfast on Monday.
Kudos to Mrs. Jones for being on top of Gradespeed changes.
Kudos to the A Team for praising one of my students after he had a fantastic day and received an award for his kindness.
Kudos to Mrs. Nabors and Mr. Lugo for supporting math night for second grade.
Kudos to Mrs. Sauls, Mrs. Hernandez, Mrs. Rhoads, and Mrs. Copeland for being fun colleagues to attend trainings with.
Kudos to Mrs. Emad for her engaging lesson about the moon with oreos that I saw in passing.
Kudos to Ms. Myers for having a kindness tree in her classroom.
Kudos to Mrs. Gibson for handling lunch duty.
Kudos to Mr. Luna, Mrs. Johnson, Mrs. Copeland, Mrs. Muro, Mrs. Aguirre, Ms. Alvarez, and Mrs. Raya for assembling the Math Night “goodie” bags.
Kudos to all of the staff members that purchased a Math Night shirt and we are looking for greater support for our Reading Night (hint, hint).
Kudos to Mrs. Johnson for ALL of your support, suggestions, graphics and printing as well as trips to Walmart and Sam’s to help me prepare for Math Night.
Kudos to Mr. Luna for taking care of the sign-in table at Math night.
Kudos to Ms. Emad, Ms. Vallejo, Ms. Villarreal, Ms. Myers, Mr. Mendoza, Ms. Melikyan, Ms. Agbebaku, Ms. Holguin, Ms. Hernandez, Mr. Lugo, Ms. Nabors, Ms. Blake, Ms. Wolpert, Ms. Stinnett, Ms. Velasco, Ms. Hall, Ms. Bricker, Mrs. Chinchilla, Ms. Sowards, Ms. Gibson, Ms. Arana, Ms. Diaz, Mr. Harris, Ms. Johnson, Ms. Copeland and Mr. Luna because without your presence and help Math Night would not have been possible.
Kudos to Ms. Sowards for the paint and brush and Mrs. Copeland for painting the signs.
Kudos to Mrs. Goudarzi for always being so supportive and willing to help at any time.
Kudos to the boy scouts for the effort they put into making their own boxcars. The race this Saturday was FUN!!
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2/28 District-wide Principal Meeting
3/1 PTA $1 Casual Dress Day
3/1 Hall Party (sponsored by 4th Grade)
3/2 Dr. Suesss Day - Read Across America
3/2 Dual Language PLC (Sidney Lanier Vanguard 2:00-5:00)
3/6 Teacher/Counselor Transfer Period Opens
3/6 1st Grade Financial Literacy (9-10 in auditorioum)
3/6 Preschool Story time (10:00 in the library)
3/6 Feeder Job-a-like (3:45-5:30 @ various campuses)
3/7 SBDM in 132 @ 5:00
3/7 PTA (kinder performance)/ Student of the Month @ 6:00
3/8 Class Pictures (students must wear uniforms)
3/8 GLL Meeting @ 3:15 in rm. 132
3/9 Monthly Fire Drill
3/9 1st Grade Financial Literacy (9-10 in auditorium)
3/10 Leadership and Longhorn School Spirit Forum @ WTW (details forthcoming)
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Created by Adrian Luna, Principal
Nathan Adams Elementary School
Dallas Independent School District
Email: aluna@dallasisd.org
Website: www.dallasisd.org/nathanadams
Location: 12600 Welch Road, Dallas, TX 75244
Phone: 972-794-2600