#sanfordbookpushers march 8
#writing is time for application #cleo #students working
UPCOMING EVENTS
March 13: PBIS Meeting 315 (all grade levels should send a rep)
March 19: Tornado Drill (time TBA)
March 19: UED Development&Dialogue (Various locations by grade level)-please attend if can
March 21 Student Dress for Success Day (Melissa Locke will send out more info)
March 21 Grade 1 Performance and Sanford Art Show
March 22: Cleo Day at Sanford (part of Sanford Reads One book) (more info to come)
March 22: Posting window for MP3 Grades opens
March 28: Sanford Spirit Event by PTA at Dino’s Pizza
March 29: Career Day (Melissa Locke will provide additional info)
March 29: MP3 Ends
March 29: ½ day student dismissal
April 1-5: Spring Break
April 10: MP3 Report Cards due for review
April 16: Report Cards go home
April 16: Sanford Spirit Event by PTA at Sweet Frog
Writing
An observational look for over the next two weeks will be: student work during Writing or independent writing
Writing is a great time for students to APPLY what they are learning in reading or across the curriculum. Students should be held accountable for applying their word work, applying what they know in content, applying what they know in math.
The key look for is student application.
Teacher moves include:
conferencing with students
holding student accountable for the skills/high frequency words/vocabulary they have learned in reading, word study, math and content.
Celebrate student authors during writing, morning meeting or closing circle.
Write across the curriculum. Find opportunities for students to write about their learning in other subjects.
Writing anchor charts displayed or generated during Mini Lesson.
Try this idea: use post it notes to get students to take a 'second look' at (i.e. apply a word pattern they have been taught or look at word wall to spell a word correctly)
During Writing, Rachel Letchworth conferencing with a writer
Tammy McFarland conferencing with a writer
A phrase bank from Kerri Nelson's writing for students to reference
Writing across the curriculum
Writing and researching in second grade Lindsey Childs classroom
Writing across the curriculum
Third grader reading Cleo
Reading group in which the text being analyzed is on the computer
A first grade writer using sentence frames to support his writing
Cleo Culture: Sanford reading one book
What are you doing to emphasize the Cleo Edison Oliver culture in your room.
Do you talk about the book, do you encourage students to read the book independently (based on their reading level), are you reinforcing the idea of going back into the text to find the answers to the trivia questions? Are you talking about Cleo in morning meeting, reading, or closing circles? Are you reading aloud, either snippets of text or a whole chapter?
These are just some ideas.
I look forward to observing and taking pictures of Cleo Culture in your room
The fourth grade teachers each shared how they were teaching mixed numbers.
Rigor-morning work sample from fourth grade in which student has to determine four fractions
A writer in first grade and his writing matches his reading and word work level
Math Observational Look For: Alignment, Curriculum Framework
ALIGNMENT: Does the instruction align with the VADOE Curriculum Framework.
As you are planning, please explicitly reference the two boxes on the framework for each standard to ensure you are teaching to the standard. In addition, reading the bullets in the curriculum framework is like a road map of what the kids need to know and do. There are standards we used to teach that are no longer in the current math standards. There are also specific numbers that the kids need to have mastered. The framework tells you all this.
So, a look-for during math is that the instruction is aligned with the framework.
And, a look for during math planning is that teams are looking at the framework to plan.
I saw this over the course of the week in grade levels so thanks and keep going back to the FRAMEWORK.