PONDER- The word of the week!
Debe Roger's Why:
I have always been a "school girl," loved everything about going to school my whole life. They say "those who can, do/ those who can't, teach." It is a terrible saying except when I stretch it to say that since I can't be a student forever, I can surround myself with students and teachers and can learn as much from them as I teach. I want to be a lifelong learner, so maybe my reasons are a bit more selfish. But if I can inspire students to be lifelong learners, too, then I have made a difference.
Emily Pryor's Why:
To make a positive difference in the lives of the children that I serve as well as the teachers, staff, and community that surround our school.
Coach Stacy's Why:
To be the "constant" in each students life. To be the one they want to share with and trust . They know they can Count on me!
Amanda Maclaurin's WHY:
To make a positive difference in children’s lives. ❤️
Sonya Moreno's WHY:
To encourage all students & celebrate every success/improvement, no matter the size!
I would love for you to share your WHY so that we can highlight them throughout the year!
District Focus for Lakewood:
· Early Literacy: Kinder TRC, 1st DIBELS, 2nd DIBELS
· 3rd Grade Math (Masters)
· 4th Grade ELA and Math (Masters)
· 5th Grade All Subjects (Masters)
· Meets level for Special Education Students
· Meets level for Asian Students
Reading 3D- 90% of students will make OR surpass their EOY grade level target
Kindergarten- Level E
First Grade- J
Goals in Approaches/Meets/ Masters
3rd Grade Reading- 86/60/40
3rd Grade Math- 85/50/30
4th Grade Reading- 85/55/30
4th Grade Writing- 75/45/25
4th Grade Math- 85/55/30
5th Grade Reading- 90/60/35
5th Grade Math- 95/70/35
5th Grade Science- 86/50/25
6th Grade Reading-88/50/35
6th Grade Math- 90/60/40
WORD OF THE WEEK: PONDER
Tomorrow the reading goal team is implementing our word of the week goal. Each week a word will be introduced on the announcements. Debe will do the introduction tomorrow. The goal is for students in all grade levels to be using the word in their conversations and writing. If you find a student that uses the word of the week in a meaningful way in their writing, if you will please submit a copy of their writing to me. I will collect these and we will draw a name to be read on the announcements and a few of those students will be celebrated!
Our word for this week is “ponder.”
The reading goal team can’t wait to hear about the pondering our students are going to do this week!
Master Calendar- What is happening this week?
Monday- NO SCHOOL
Thursday- Eagle Huddle!
Food for Thought
Celebrations AND SHOUT-OUTS!
To Lynn Boehme and Mallory Watkins for letting us see all your wonderful students engaged in learning during our PLC walkthrough!
Shout out to Delta for helping out with drama club. Every week we seem to have an “actor” absent and she is always up for standing in as all the characters!!!
Shout out to Monica and Stephanie for allowing my class to ‘pop in’ three times last week J
Ms. H teaching my kids about the cursive humps J
Third grade squad for rocking it so far this year!
Beth G for all your help and support!
Shout out to Johanna Jenkins for sharing her awesome writer’s notebook idea for our writing stations, providing our students choices, challenges, and helps them connect to their learning.
Shout out to Margaret Miller for seeing the spark, the silver lining, and the pot of gold in all our students. Your kind heart is what our children need most.
Shout out to Donna Braziel for taking the time to get to know all our new Lakewood people and all the kids in second grade. You make everyone feel welcomed.
Shout out to Lyn Boehme… dice inside a clear plastic container. Pure genius!
To our custodial staff for all of their hard work!
To Vy Nguyen for going the extra mile to help out my 5th graders and coming up with a fantastic idea!! You go girl!
To Patricia Garcia for thinking of our students over the weekend and getting us some class gourds that the kids take home for a night. They are loving it!
Cameron and Beth for our instructional rounds.
Beth W. for covering my class.
Lindsey for sharing her reading ideas with 4th grade.
Julie for talking with our students.
On behalf of the Secondary Math Department I would like to thank you for allowing us to visit your classroom yesterday. We were all so impressed with how you connected the concrete activities the students had been engaged with in a prior lesson to the pictorial and then abstract ideas of that concept in the lesson we were able witness. You did a great job! The students were on task and definitely making the connections. Thank you again for all you do to support the Secondary Math Department. You are certainly an asset to our program.
Shout out to all our interventionist for a great first week. Thank you for all your hard work.
Shout out to all teachers who had plans, kids grouped, routines, etc. ready for our first week of intervention.
Shout out to Ms. Ryder for all her great help with copies.
Shout out to Mrs. Howard for her laminating skills and cutting materials out for me.
Shout out to Cameron for the week of Instructional Rounds. I heard so many positive comments about how great it was to see others on our campus and look forward to coordinating many more throughout the year. What a great new resource for our LW staff.
Shout out to 3rd, 4th, and 5th grade ELR teachers for attending the Strategies PD on Thursday.
Shout out to Mrs. Morgan, Mrs. Aelvoet, Mrs. Pryor, Mrs. Kirkley, Mrs. Boehme, Mrs. Watkins, Mrs. Reynolds, Mrs. Marczyk, Ms. Kayfus, Ms. Hile, Ms. Poston, Mrs. Powers, and Mrs. DeLeon for letting us come to your room this week for Instructional Rounds. KUDDOS!!
Shout out to Carla for all of her hard work on taking care of discipline needs. Get some rest this weekend!
Shout out to Mrs. Rankin for always having a smile on your face and helping in so many areas.
Shout out to Mason for helping out my interventionist, myself, and Beth Williams on so many questions, equipment issues, etc. We appreciate your patience.
Shout out to Naps and Hile for their amazing FLASHBACK FRIDAY review. Love the outfits ladies!
Shout out to Julie for her guidance, organization, and wealth of knowledge during this week of IST’s.
Shout out to Deleon, Garcia, Germond, Kirkley, Reynolds and Jones and Beth for an awesome collaboration for strategy groups!
Shout out to Aelvoet and the Reading goal team for all of their work for PONDER!
Shout out to Boehme, Winn, Poston, Thorsell, Aelvoet, Morgan, Hile, Kayfus, Powers, Napolitano, Marcyzk, Deleon, Reynolds, Watkins and Pryor for opening up your classrooms for instructional rounds. You guys did an amazing job!
Shout out to both Beth's for their tireless work behind the scenes!
Shout out to Jessica Richardson for being so reachable!
Shout out to Mr. Beckman, Danielle, Jade, Muna, Mr. Funches, Ms. D, and Andrea for their awesome collaboration with PACES!
Shout out to Lindy, Danee, Erin and Lisa who do so much in the main office!
Shout out to Mrs. Rogers for her ultimate scheduling skills so we can all get to the library!
KUDOS from Instructional Rounds!
I loved that students were respectful to each other and knew how to help each other. That behavior is taught, and not innate in children. Kudos for teaching respect and cooperation.
Students were engaged in both classes.
Love the stations working so efficiently in DeLeon's room and loved all the motions in kindergarten for their letters!
Mrs. Aelvoet does an amazing job with groups!
Powers, I loved how engaged your students were! They were so excited to learn! You had all of your data and PDSA displayed so nicely. It was very easy to follow.
Deleon, Your room was so calm and they students were taking responsibility for their own learning. Very impressive!
Student engagement in Morgan's class and Aelvoet's class was awesome to see!
Mrs. Morgan's kiddos were all engaged and having meaningful conversations about their mathmatics. Mrs. Reynold's kiddos were also all engaged and able to share their purpose and strategy for reading at their stations.
Every student was engaged in both classes!!
I loved her Genre wall. I also liked how the students were engaged.
I love the 4th grade fuzzy ball idea
Mallory Watkins, great connection with your kids. The kids knew your expectations and were engaged in their learning. Super Job!
1st Grade: I love your strategy cards on student desks!
The "Freeze" in Ms. Poston's room was effective and adorable.
Loved Kayfus' idea of having leveled buckets for partners in each station! (Every student knew exactly what they needed to do.)
Mrs. Boehme, all students participating in hands on math and on task.
Mallory Watkins, great connection with your kids. The kids knew your expectations and were engaged in their learning. Super Job!
All students were engaged
Mrs. Morgan's students clearly understood small group expectations! Each group was engaged in their math learning!
I loved how well organized Ms. Kayfus' centers were and her students were all on task and knew exactly what to do. Great job Ms. Kayfus!!
Both teachers had excellent centers! Students knew what to do.
Mrs. Kayfus had fast and quiet transitions, expectations at every center, these awesome writing checklists on every desk, she made great use of interactive smart board, and she made purposeful mistakes to try and get the kids to catch them and learn from them.
Mrs. M had a great problem solving model, amazing anchor charts, great activities within her centers like the write a word problem to match a strip diagram, I loved the students work on the wall, and I loved that she reworded the "plus/delta" into "glows/grows"
Hurst-Euless-Bedford ISD Goals
Hurst- Euless- Bedford ISD Goals
☐ Goal 1: Student Achievement
☐ Goal 2: Effective and Efficient Operations for all Components
☐ Goal 3: Quality Teaching, Administrative, and Support Staff
☐ Goal 4: Safe, Healthy, and Nurturing Schools
☐ Goal 5: Enduring Relationships with Stakeholders
Plan Do Study Act (PDSA)
BEST PRACTICES FOR MY CLASSROOM
This week in PLC, we shared that Task Analysis is one of the top 5 strategies to help our students in SPED and thus all students. Here are some additional resources.
Remember, it is so important for students to see an EXEMPLAR of the work that needs to be done.
Get Ready Do Done Modelhttps://prezi.com/mx7tr3k7nr71/task-planning-and-execution-the-get-ready-do-done-model/
Guided Reading at Lakewood
1. Every student has a book bag with at least 8 books. 6 are leveled books. 2 can be choice.
2. Every student independently reads each day with the goal being that ALL children independently read for 20 minutes per day.
3. All students outside of STRIPE/ SAFARI get a Guided Reading session each day. Students in need of intervention get two (this can be during STRIPE or SAFARI).
4. Guided Reading lessons are targeted and planned for. There is no choral reading.
M.A.T.H. Workshop Model
Differentiating instruction is one of the greatest challenges for classroom teachers. Gone are the days of whole group lessons, and assigning the same activities to the entire class. We now teach in a student-centered environment where personalized learning is key.
Fortunately, our students are more engaged and successful than with the former instructional model. Unfortunately, teachers often feel swamped by the prep, coordination, and organization required to maintain quality differentiation. The key to keeping overwhelm at bay is the use of consistent routines and frameworks like math workshop, daily 5, reader’s workshop, and writer’s workshop throughout the day.
WHAT IS M.A.T.H. WORKSHOP?
M.A.T.H. workshop is a framework that allows students to learn new math content each day, practice math strategies in a variety of ways, and reflect on learning through verbal or written sharing. The predictable structure of math workshop makes it easier for students to participate in differentiated activities.
The components of M.A.T.H. workshop include:
Daily math warm up (10-15 minutes)
Mini lesson (10 minutes)
M.A.T.H. practice time (40 minutes)
Share (5-10 minutes)
DAILY MATH WARM UP
This is a time when students are provided spiral review, and routine practice with challenging skills that require repetition to achieve mastery. Your math adoption may have a strong spiral review component that can be utilized, or you may be interested in differentiating your warm up through the use of an activity like Number of the Day.
Your students should be able to complete the daily warm up activities with complete independence to set a positive tone for their workshop session each day.
Each day, students participate in a 5-10 minute lesson, during which new math content is introduced. This is one of two very brief times when all students are potentially working on the same activity simultaneously. This is also a time when students can work through personalized lesson sequences using Khan Academy, Front Row, or your own video lessons recorded.
M.A.T.H. PRACTICE TIME
Following their daily math lesson, students have an extended work session when they practice the new math skills taught that day, build their problem solving skills by solving performance tasks, get hands-on math practice, work on project based learning, complete assessments, use technology to practice math skills, and receive differentiated instruction from you.
How is this possible? These activities are organized into the following categories, stations, or rotations:
M – MEET WITH THE TEACHER
Students receive differentiated instruction from you. You can either schedule specific small groups to work with each day, or formatively assess students as they work, and pull individuals and small groups as needed.
A – AT YOUR SEAT
Students work to build their math reasoning, modeling, and problem solving skills. This is a perfect time for students to work on assignments that match their specific skill level. Student independence is a central focus of at your seat work.
Resources utilized for the at your seat rotation in class should include:
Reteaching, practice, and enrichment sheets from a math adoption for math drill and equation practice.
Problem Solving Task Cards for practice with performance tasks, word problems, math modeling, and writing about math reasoning.
Project based learning units to apply math concepts to real world situations and provide cross-curricular integration.
T – TECHNOLOGY
Students build math fact fluency using math websites or apps, such as Khan Academy or Education Galaxy.
H – HANDS ON
Students build math reasoning and fact fluency as they play math games. Providing students with game cards that have a consistent format boosts independence and engagement.
ORGANIZING STUDENT GROUPS
To maximize efficiency and focus in the classroom, you may want to group students based on a pre-assessment. The groups you form can work through these activities at assigned times to minimize overcrowded at a specific rotation option, and to provide balance in the type of practice students participate in each week.
Students take a moment to reflect on the math progress made that day and share their thoughts verbally, or in writing. This is the second brief time when all students are potentially working on the same activity simultaneously. A few methods for sharing include:
Buddy share out: share a reflection, or the response to a specific question with a math buddy.
Whiteboard share: write a reflection, or sharing response on a whiteboard.
Journal share: write a reflection, or sharing response in a journal.
Exit Ticket: write the response to a specific question on a whiteboard, or on a slip of paper.
Whole class share out: take a moment to reflect silently, then share a reflection with the class.
THE BENEFITS OF M.A.T.H. WORKSHOP
Students are more engaged because they participate in a variety of activities each day. Student achievement is positively impacted because students are engaged in math work that is “just right” for them.
Math prep time is minimal because there is rarely a need to change centers, print materials, or prep elaborate lessons. Teachers receive multiple data points from their interactions with students which allow them to provide ongoing support at their level.
PLC This Week
NO PLC this week
· Create & implement a monitoring pathway:
o Create a seating chart to monitor students most effectively.
o Monitor higher achievers first then proceed to struggling students.
· Monitor the quality of student work:
o Check answers against your exemplar.
o Track correct and incorrect answers to class questions.
· Pen in Hand: mark up student work as you circulate.
o Use a coding system to affirm correct answers.
Cues students to revise answers, using minimal verbal intervention. (Name the error, ask them to fix it, tell them you will follow up.)
Classroom Practices TO AVOID
2. Teaching without a clear objective (What does this look like if a kid hits mastery? What does the exemplar look like?)
3. Not letting students think- When you ask a question let them think, share with a partner and share with you.