Falcon Flyer
Week of 11/20/17
Thankfulness
Thanksgiving is certainly a time to reflect upon all that we are thankful for. This year, I count each of you among all that I have to be grateful for. I have been so blessed by each of you and each of our students over the past four months.
Dr. Cory recently shared an article with me that I found to be very beneficial. The article discusses the scientifically proven benefits of showing gratitude.
This quote spoke to me and hope to use it as a reminder as we begin to move through the chaos of the holidays:
We all have the ability and opportunity to cultivate gratitude. Rather than complain about the things you think you deserve, take a few moments to focus on all that you have. Developing an “attitude of gratitude” is one of the simplest ways to improve your satisfaction with life.
If you would like to read the whole article, you can access it at the link below:
Laptops
Palmetto Middle Visit Follow Up
Notes from Jeremy
The majority of you have not participated in the survey that was included in last week’s Flacon Flyer. Please take a moment to give input on what you feel is important to improve when planning this year’s student data conversations and growth incentives. Clink on the link below to gain access. I am looking forward to compiling and sharing the important feedback from you all!
Words from Wendy
Reading, at its best, is an interactive process between reader and book, and between the reader and other readers. One area I’d like us to explore is shifting reading to a structure that asks more of our students. Independent reading (IR) is a systematic way to support and guide students to higher reading levels. In this process, students read on their own but the process itself is targeted. It is framed by two learning experiences before the lesson: a book talk (3 to 4 books that the teacher “hooks” the student into reading) and a mini-lesson (5-10 minute lesson with high teacher support and a focus on a specific skill), and two learning experiences after the lesson: group sharing (share thinking with pairs, and reflect on the day’s mini-lessons) and evaluation (evaluate how personal reading is going). The best way to understand it is to compare it to Sustained Silent Reading (SSR), as independent reading is much more organized and supportive than giving free time to students to choose books and read.
Though both IR and SSR increase the time that students read, independent reading nearly doubles and in some cases triples the designated reading time while providing explicit instruction to increase reading competencies, and encourages readers to monitor their own reading through record keeping. In both sustained silent reading and independent reading, students are selecting their own books with teacher guidance, but in IR, the teacher is actively guiding the selection through book talks and mini-lessons. Students keep their own records where they reflect on the topics, genres and the difficulty of the texts they are reading, as well as how long it takes to read each one. Simultaneously, students participate in short instructional conferences with the teacher, write in their reader’s notebook and typically read for much longer periods than silent sustained reading. The attached chart highlights the differences between each type of reading.
Such a classroom allows students to
· Read often.
· Make their own choices.
· Recommend books to others.
· Talk with others about what they read.
· Get to know authors, illustrators, and styles.
· Read a variety of material.
· Develop personal preferences as a reader.
· Reflect on their reading.
· Think critically about what they read.
· See themselves as readers.
· Develop competence as readers through instruction.
· Develop confidence as readers through successful daily reading experiences.
Done in this fashion, reading is a shared experience with the teacher as guide, helping the student find the “just right” book within the three legs of text complexity: quantitative (Lexiles) measures, qualitative measures (levels of meaning and purpose, etc.), and reader and task considerations. Use the attached chart to explore shifting into a reading-rich environment that pulls each student into the class at their individual reading level, and builds upon that level with purpose.
Upcoming Dates
20 - Basketball - Home v. Honea Path Middle
22 - 24 - Holiday - No School
December
1 - FCA - 7:30 a.m.
4 - Basketball @ Riverside Middle
6 - Basketball - Home v. Gettys Middle
8 - FCA - 7:30 a.m.
9 - Basketball - Home v. Riverside Middle
11 - Basketball @ Belton Middle
12 - PTO Meeting - 6:00 p.m.
14 - Basketball - Home v. Dacusville Middle
19 - Half Day for Students
20 - 29 - Holiday - No School
January
1 - 2 - Holiday - No School
2 - Basketball @ West Oak Middle
4 - Basketball - Home v. Starr Iva Middle
5 - FCA - 7:30 a.m.
8 - Basketball @ Honea Path Middle
11 - Basketball - Home v. Belton Middle
12 - FCA - 7:30 a.m.
15 - Holiday - No School