Seahawks Flyer

November 16 - 19, 2015

Life Skill of the Month: Making Good Decisions

I Am Thankful for...

Ms. Carroll, Ms. Tomasello, Ms. Reighley, Ms. Landini, Ms. Monga, Ms. Pat, Ms. Henion, Ms. Sanders, Ms. Monterosso, Ms. Lida, and Ms. Karen for attending our Thanksgiving Feast.


Colleen and Mireya for preparing and cooking our delicious Thanksgiving Feast.


the OPT and the beautiful job they did with organizing the Thanksgiving Feast.


Richard and Consuelo for all of their efforts with the set-up and clean-up.

Dates to Remember

Nov. 16 Staff Meeting at 3:30 PM, Library

Nov. 16 OPT Meeting at 5:00 PM, Library

Nov. 16 ELAC Meeting at 6:00 PM, Library

Nov. 17 Principal Meeting All Day, (Jacqui)

Nov. 18 GLPP Meeting at 2:00 PM (1st - 3rd Grade)

Nov. 19 Math Night K - 5th Grade at 6:00 PM (Classrooms)

Nov. 20 Report Cards Due (Window Ends)

Upcoming Important Dates

Dec. 1 Meeting at SCOE, All Day, (Jacqui)

Dec. 4 Hot Chocolate Sale at 7:45 AM, OPT

Dec. 7 Accountability Leadership Institute for EL, All Day, (Jacqui)

Dec. 7 District Elementary Grade Level Meeting at Flowery School, 3:30 PM

Dec. 7 DELAC at 6:00 PM, D.O.

Dec. 8 Accountability Leadership Institute for EL, All Day, (Jacqui)

Dec. 8 Academic Coordinator Meeting at 3:30 PM, (Laura)

Dec. 8 Board Meeting at 6:30 PM

Dec. 9 Holiday Boutique

Dec. 9 GLPP Meeting 1-3rd Grade at 2:00 PM

Dec. 10 Holiday Boutique

Dec. 11 Hot Chocolate Sale at 7:45 AM, OPT

Dec. 11 Principal Meeting, All Day, (Jacqui)

Math Night

Thank you for supporting our first Math Night of the school year. The following are the teachers who will be participating:


Ms. Schmitz and Ms. Tomasello (Math Games)

Ms. Reighley (Math Games) and Ms. Wesson (Dreambox)

Ms. Landini and Ms. Monga (Math Games)

Ms. Pat and Ms. Irvine (Math Games)

Ms. Sanders (Math Games) and Ms. Henion (CONCEPTUA)

Ms. Dagner and Ms. Vance (Math Games)

Ms. Campos will be supporting the Kindergarten Team

Instruction

Learn Storm 3rd - 5th Grade

I’d like to invite you to sign up for a free, fun learning challenge that does not require any changes to the classroom.

Here’s the short description from Khan Academy:

“From January 29th through April 1st, students in grades 3–12 can master math skills on khanacademy.org to earn rewards and recognition for themselves and their school. LearnStorm gives every student a way to succeed, no matter their level.”

And here are some key details:

LearnStorm doesn’t require any changes to the classroom. Students can work from anywhere with their Khan Academy account.

LearnStorm strengthens Common Core math skills. Students will earn points by working on Common Core math on KhanAcademy.org.

LearnStorm is for every student. Students can earn recognition for demonstrating mastery and also by showing grit and perseverance. You don’t have to be a math genius to win.

LearnStorm is for the whole school. Every student’s points matter as schools rise up the leaderboards.

Please take a look at their introductory video: khanacademy.org/r/learnstormvideo

And I encourage you to sign up your class at LearnStorm2016.org.

And they’ve provided a number of resources as well, at learnstorm2016.org/resources/bay-area

I would love for our classrooms to be part of this from the beginning. All of our students could benefit from a fun, light touch way to review their common core math skills and grow their love of learning.


http://www.learnstorm2016.org/bay-area/overview

Read Aloud K - 2nd Grade

I would like to visit your classroom and read aloud a Thanksgiving book to your students. If you are interested, please send me a date and time that works best for you this week.

ELD

First and Second Grade ELD Goals Nov. 2 – Dec. 17

Next Generation Science Standards

LS1.A: Structure and Function

All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air and grow.

2-LS4 Biological Evolution: Unity and Diversity

. Make observations of plants and animals to compare the diversity of life in different habitats. There are many different kinds of living things in any area, and they exist in different places on land and in water.


ELA Standards for First and Second Grade

Reading Standards for Informational Text

R.I. 1.1 Ask and answer questions about key details in a text.

R.I. 2.1 Ask and answer questions such as who, what, where, when why and how to demonstrate understanding of key details in a text.

R.I. 1.2 Identify the main topic and retell key details of a text.

R.I. 2.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.


English Language Development Standards Correlation

Part I: Interacting in Meaningful Ways

B. Interpretive

6. Reading/viewing closely

Emerging

Describe ideas, phenomena (e.g., plant life cycle) and text elements (e.g., main ideas, characters, events) based on understanding of a select set of grade-level texts and viewing of multimedia with substantial support.

Expanding

Describe ideas, phenomena (e.g., how earthworms eat) and text elements (e.g., setting, events) in greater details based on

understanding of a select set of grade-level texts and viewing of multimedia with moderate support

Bridging

Describe ideas, phenomena (e.g., erosion) and text elements (e.g., central message, character traits) in greater details based on

understanding of a select set of grade-level texts and viewing of multimedia with light support.



ELA Standards for First and Second Grade

R.I. 1.5 Know and use various text features to locate key facts or information in a text efficiently (headings, table of contents, captions, glossaries, bold print)

R.I. 2.5 Know and use various text features to locate key facts or information in a text efficiently (headings, table of contents, captions, glossaries, indexes, bold print)

English Language Development Standards Correlation

Part 2: Learning About How English Works

Structuring Cohesive Texts

1. Understanding Text Structure

Emerging Apply understanding of how different text types are organized to express ideas (e.g. how a story is organized sequentially) to comprehending and composing texts in shared language activities guided by the teacher, with peers, and sometimes independently.

Expanding Apply understanding of how different text types are organized to express ideas (e.g. how a story is organized sequentially and how an informative text is organized by topic and details) to comprehending and composing texts in shared language activities guided by the teacher, with peers, and with increasing independence.


Bridging Apply understanding of how different text types are organized to express ideas (e.g. narrative, vs. information/explanatory text vs. an opinion) to comprehending and composing texts independently.


3rd Grade

Language Standards that Compliment with Shadows Unit (3rd Grade)


ELA Standards

Reading Standards for Informational Texts.

  1. Ask and answer questions to demonstrate understanding of a text, referring to the text as the basis for the answers.

  2. Determine the main idea of a text: recount the key details and explain how they support the main idea.

  3. 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.



ELD Correspondence

Part 1: Interacting in Meaningful Ways

A. Collaborative

1. Exchanging information/Ideas

Emerging

Contribute to conversations and express ideas by asking and answering yes-no and wh- questions and responding using short phrases.


Expanding

Contribute to class, group, and partner discussions, including sustained dialogue, by following turn-taking rules, asking relevant questions, affirming other and adding relevant information.


Bridging

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

Emerging

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.


Expanding

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.


Bridging

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.


ELA Standard

Speaking and Listening

Presentation of Knowledge and Ideas

4. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.


ELD Correspondence

Part 1: Interacting in Meaningful Ways

C. Productive

9. Presenting


Emerging

Plan and deliver brief oral presentations on a variety of topic and content areas with substantial support.


Expanding

Plan and deliver brief oral presentations on a variety of topic and content areas with substantial support.


Bridging

Plan and deliver brief oral presentations on a variety of topic and content areas with substantial support.

Social Emotional

Be Safe ~ Be Responsible ~ Be Respectful

Please review the three rules with your students on a daily basis.


BEST

Goal I: Teach the 3 rules (Be Safe, Be Responsible, Be Respectful) T-Graph

Goal II: Define School Wide Behavior Expectations

Goal III: Analyze Data

Goal IV: Positive Home Communication (Phone Call/Post Card)

Friendly Reminders

Instructional MInutes/Dismissal Time

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

Everyday Counts

Friendly reminder, please take attendance electronically on a daily basis by 8:30 a.m. Do not allow students in your classroom if they arrive after 8:15 a.m. They will need to go directly to the Main Office to pick-up a tardy pass. Your support in maintaining accurate records is important for many reasons, including safety, funding, and enrollment. Make sure you are signing your attendance sheets on a weekly basis. We need to keep all of this information documented and filed.

Daily Agenda

Post your daily agenda on the board, or where it is visible for your students and visitors.

Recess/Lunch

Teachers, please remind/reinforce through daily modeling – our universal lunch table dismissal procedures: 1 STAND UP; 2 – CLEAR TABLES AND PICK UP TRASH FROM FLOOR; 3 THROW AWAY TRASH.

Please practice and remind students to freeze when they hear the bell/whistle, marking the end of morning, noon, and afternoon recess. When students hear a second bell/whistle, they must walk to their respective lines. We all need to reinforce this everyday. “Freezing” procedures help prevent accidents. In addition, please remind students that they are not to leave lunch tables until an adult dismisses them.

Professionalism Among Students

  1. Review School Rules and Expectations with students. Please review regularly.

  2. Please reinforce the mantra of STRAIGHT, SILENT, and SINGLE lines. This will help eliminate playful pushing.

  3. Please provide students with character development and conflict resolution strategies.

  4. Review the idea of being a PROFESSIONAL STUDENT – Students must be respectful, make good decisions, and problem solve.