February 1 - 5, 2016
Dates to Remember
Feb. 1 GLPP Meeting at 8:30 AM, (Jacqui)
Feb. 1 BEST Meeting at 11:20 AM, Conference Room (Matt, Barbara, Paula, Mary Ann, Ronette and Jacqui)Feb. 1 DELAC at 6:00 PM, D.O. (Lauren)
Feb. 2 Sanger Reform Confernce in Windsor, 8:00 AM (Jacqui)
Feb. 3 AVANCE Meeting at 9:00 AM (Jacqui)
Feb. 3 Boy and Girls Club Meeting at 10 AM (Jacqui)
Feb. 3 PreK Meeting at 1:30 PM
Feb. 3 Kindergarten Registration from 4 - 7 PM
Feb. 4 Ed Tech Lead Meeting at 3:30 PM (Ceballos)
Feb. 5 Meet with BTSA Teachers at 2:30 PM (Jacqui, Glendi, Krissy, Barbara)
Feb. 5 Admin PLC at 3:30 PM (Jacqui)
Feb. 8 PLC (K - 5th Grade)
Feb. 8 Staff Meeting at 3:00 PM (All)
Feb. 8 Data Meeting at 4:30 - 6:00 PM, (Jacqui)
Feb. 9 Academic Coordinator EL Manager Meeting at 3:30 PM (Laura)
Feb. 9 Board Meeting at 6:30 PM
Feb. 10 GLPP Monthly Meeting at 2:00 PM (1st - 2nd Grade Teachers)
Feb. 11 Coffee with the Principal at 8:30 AM, AVANCE Portable
Feb. 12 Professional Development Day
Feb. 15 No School-Holiday
Feb. 16 Principal Meeting, All Day (Jacqui)
Feb. 18 Math Leads Meeting
Feb. 18 Curriculum Adv. Council Meeting at 4:00 PM, DO (Ronette)
Feb. 18 Literacy Night K - 5th Grade at 6:00 PM, (Classrooms)
Thank you for sharing Ms. Bacher!
If you were principal of the school for a week, what would you do? Write about 3 things you would change.
· I would not let the teachers give spelling tests because I do not like spelling tests.
· I will change the rules of tetherball.
· I will tell all the kids they can have more recess.
· I would have more parents attend meetings.
· I would help the teachers help the children.
· I would give the students hot cocoa.
· After lunch I would give them a moist towel for their faces.
· I would give the students 10 more minutes of recess.
· I would give them less homework, give them more reading and let them have a break.
I would give rewards to the kids.
· I will make things fair.
· I will make lunch first and recess last.
· I will give presents to the kids that get their homework right.
· I would make students be able to have a party everyday.
· I would not make students do Dreambox.
Please make every effort to pick-up your students on time after every recess, and at the start of school. There is a 3 minute before bell to ensure kids are in line and ready by 8:15 AM. Students should be inside classrooms as close to 8:15, and recess ending times as possible. This reduces lag time in line for the students, and it maximizes instructional time. Thank you in advance for being timely!
Be aware of our dismissal time, and make sure you are not dismissing your students too early. We need to make sure we are maximizing our instructional minutes. I appreciate your support.
K - 3rd Grade at 2:35 PM
4th - 5th Grade at 2:30 PM
8:30 - 9:30 AM
9:30 - 10:30 AM
10:30 - 11:30 AM
12:00 - 1:00 PM
1:00 - 2:00 PM
PLC Smart Goals: January 11 - February 8
KindergartenR.F.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
d. Isolate and pronounce the initial, medial vowel, and final sound (phonemes) in three phonemes (consonant - vowel - consonant or CVC) words. This does not include CVCs ending /w/. /l/, /r/ or /x/.
R.F.3. Know and apply grade- level phonics and word analysis skills in decoding words in isolation and in text.
c. Know final -e and common vowel team conventions for representing long vowel sounds. f. Read words with inflectional endings.
R.L.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding or its characters, setting or plot.
1. Ask and answer questions to demonstrate understanding of a text as the basis for the answers.
2. Determine the main idea of a text; recount the details and explain how they support the main idea.
3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text using language that pertains to time, sequence, and cause/effect.
W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
Determine the main idea of a text and explain how it is supported by key details; summarize the text.
2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Provide a concluding statement or section related to the information or explanation presented.
5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 5.)
6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
Magnets Unit First and Second Grades Jan. 4 - Feb. 25
Next Generation Science Standard
2-PS1-1. Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. In this case investigate what materials are magnetic and properties of magnets.
2-PS1-2. Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.
ELA Language Standards
L 1.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
e. Use past tense verbs correctly.
L 2.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
e. Form and use the past tense of frequently occurring irregular verbs (put, told).
Part II: Learning about How English Works
B. Expanding and Enriching Ideas
Use frequently used verbs and verb types in shared language activities guided by the teacher and sometimes independently. (e.g., go/going, eat/eating, run/running)
b. Use simple verb tenses appropriate for the text type and discipline to convey time
(e.g., simple past for recounting an experience) in shared language activities guided by the teacher and sometimes independently.
Use a growing number of verbs and verb types in shared language activities guided by the teacher and increasing independence. (e.g., go/going, eat/eating, run/running)
b. Use a growing number of verb tenses appropriate for the text type and discipline to convey time
(e.g., simple past for recounting an experience, simple past or present for a science description).
Use a wide variety of verbs and verb types in shared language activities guided by the teacher and independently.
b. Use simple verb tenses appropriate for the text type and discipline to convey time
(e.g., simple past for recounting an experience, simple past or present for a science description) in shared language activities guided by the teacher and independently.
We will focus on the use of past tense verbs during Science Talks or as students describe the inquiries they have done. We will use an observation tool as a formative assessment to help us gage student needs and growth.
Magnets has ten lessons. I spoke with Vicki and she suggested that the following lessons may take to class sessions:
Past Tense Verbs
Target Language Function
Sentence Frames: From Simple to Complex
Use past tense verbs to sequence events and describe actions.
First, next, last, then
Use regular and irregular past tense verbs correctly during Science Talk or as investigation is happening.
I __v___ the ___n___.
The _n_ __v__ the _n__.
First, I ________, then I _________.
As I/we were ____ing, ______.
I held the magnet.
The magnet attracted the spoon.
First, I three magnet, then I used four.
As I was holding the magnet I felt them repel each other.
For this unit we will implement a formative assessment on past tense verbs. We have agreed to observe and notate the usage of the past tense four times for each student. Two observations will be during explorations or inquiries and two will be done during Science Talks. This assessment is mainly to inform our instruction and really note student usage of past tense verbs. Please do you best to get as much information as possible and later share both successes and challenges.
E.L.D. Third Grade Insects Jan. 4 - Feb. 11
Next Generation Science Standards
3-LS1-1. Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
3-LS2-1. Construct an argument that some animals form groups that help members survive.
3-LS3-1. Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.
3-LS3-2. Use evidence to support the explanation that traits can be influenced by the environment.
Reading Standards for Informational Texts
Ask and answer questions to demonstrate understanding of a text, referring to the text as the basis for the answers.
Determine the main idea of a text: recount the key details and explain how they support the main idea.
Describe the relationship between a series of historical events, scientific ideas or concepts, or step in technical procedure in a text using language that pertains to time, sequence, cause/effect.
7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). (3-LS1-1)
Part 1: Interacting in Meaningful Ways
1. Exchanging information/Ideas
Contribute to conversations and express ideas by asking and answering yes-no and wh- questions and responding using short phrases.
Contribute to class, group, and partner discussions, including sustained dialogue, by following turn-taking rules, asking relevant questions, affirming other and adding relevant information.
Contribute to class, group, and partner discussions, including sustained dialogue, by following turn-taking rules, asking relevant questions, affirming others, adding relevant information, building on responses, and providing useful feedback.
6. Reading/viewing closely
Describe ideas phenomena (e.g. insect metamorphosis) and text elements (e.g. main idea, characters, setting) based on understanding of a select set of grade-level texts and viewing of multimedia, with substantial support.
Describe ideas phenomena (e.g. insect metamorphosis) and text elements (e.g. main idea, characters, setting) based on understanding of a select set of grade-level texts and viewing of multimedia, with moderate support.
Describe ideas phenomena (e.g. insect metamorphosis) and text elements (e.g. main idea, characters, setting) based on understanding of a select set of grade-level texts and viewing of multimedia, with light support.
Tasha Schmitz: Engage NY (Round 1A); Trailblazers (Round 1B)
Ronette Wesson: Everyday Math (Round 1A); Engage NY (Round 1B)
Christina Sanders: Engage NY (Round 1A); Everyday Math (Round 1B)
Coffee with the Principal/Cafecito con la Directora
Before School Childcare
We have 5 families that are already using the am childcare regularly
It's really helping many of the families in a huge way!!!