Monclova Primary

Weekly Bulletin

Events for Week of March 12 - March 18


Youth Art Month Celebration - Jeans Week

Monday, March 12

MONOCHROMATIC MONDAY - Wear all one color.

Fire Drill

LPDC Meeting - 4:00 pm

Board Meeting - 6:00 pm

Tuesday, March 13

PRIME YOURSELF WITH PRIMARY COLORS - Wear red, blue or yellow.

Dental Program K-2- see shared schedule

Wednesday, March 14

WHAT HUE IS YOU? WEDNESDAY - Wear the color that best fits you.

Thursday, March 15

CRAZY PATTERN DAY - Get crazy with patterns! Wear as many different patterns or prints as you can. Or wear your favorite!

Character Wheel - 9:00 am

2nd Grade School Performance for K-1 - 12:50 pm

2nd Grade Music Program - 7:00 pm

Friday, March 16


Tutors meet with grade levels - see shared schedule


Thank you:

Mr. Conkle for sharing your love of Quidditch with the Monclova students and staff! It was a fun activity for Wellness Wednesday!


Please remember that students should NOT be using Clorox wipes to clean desks or other items in the classroom. Matt Dick sent a reminder out about this the end of November. I have personally seen kids using these wipes under teacher direction. There are other less harsh disinfectant wipes that students can use, if needed. If is okay for you to use them but please do not ask students to use any wipes that state on the package "Keep out of the reach of children."

There will be a fire drill on Monday but at an unannounced time and a staff member will be asked to pull the alarm. As a district, we are working to incorporate more "real life" type of drills. Make sure you know where the closest alarms would be to your room or other areas you would be in throughout the day. Also, once you hear the alarm, please take a minute to stop and think of next steps rather than just evacuate. This think time should be 30 seconds or less, maybe the time it takes to grab needed materials (safety binders, emergency evacuation plans, phone, radio)

- Open the door, check for smoke or danger

- If your normal evacuation door is blocked where would you go next

- Do you hear other sounds of danger (gun shots, has their been an announcement that there is an intruder, ect.)

The dental program for kindergarten and 1st grade has been rescheduled for March 13. Make sure to sign up for a time on the schedule Fay shared with you.

PM Kindergarten and 1st grade classes are invited to watch the 2nd grade music program on Thursday, March 15 at 12:50 pm. 3rd and 4th graders have both performed this same program so Mrs. Martinez does not see it necessary for them to attend.

The end of the 3rd quarter is fast approaching! In preparation, time to meet with the tutors has been set for Friday, March 16. The schedule will be similar to what was used in January. I will share that out once finalized.

Words of Wisdom and Action..............................

As we continue to accumulate more technology devices, it's important that when using the devices to think how the device truly enhances your lessons. Below is an article, that gives some simple guidance on properly incorporating technology. Just like any lesson, start with the end in mind!

Putting Learning First With New Tech Tools

Five areas you can focus on to ensure that the digital tools transforming education serve your learning objectives.

By Monica Burns

February 6, 2018

It’s wild to think about how new technologies are changing the way we think about teaching and learning. The digital tools many students have access to both inside and outside the classroom require us all to take a hard look at the way we use these tools in the context of learning experiences. It’s easy to get caught up with the shiniest, brightest, or most attention-grabbing digital device or website, but it is possible to pause, reflect, and prioritize tasks over digital tools in the classroom. Are we putting the learning first?

Designing rigorous learning experiences in a tech-rich classroom requires us to take a step back and think about the ways technology can elevate and energize students. Prioritizing learning experiences means identifying our objectives and pausing to explore how digital tools can help students dive into these learning experiences like never before.

Digital tools let students collaborate in new ways, question the world around them, connect their work with the world, create products that demonstrate their understanding, and wonder about new topics they encounter. These strategies can help you integrate technology into a lesson as you design learning activities.


Although digital tools have changed the way we think about creating in the classroom, collaboration means more than accessing the same document from different devices. Students can work together as they dive into new content and apply what they’ve learned in the classroom.

You might ask students to log in to a shared presentation outside of school hours to combine their research efforts in one place. Remote collaboration on a shared document is powerful and gives students a new way to provide feedback to one another. Designing learning activities that leverage the collaborative nature of digital tools allows students to explore a topic while sitting in different classrooms or time zones.

And when students share a screen—leaning over to discuss, record, and dive into media together—they also build transferable skills. This shared-screen collaboration gives students an opportunity to compromise, work toward a common goal, and think critically as they dive into course content with their peers.


Typing a question into a search bar won’t always give students the full answer. We can leverage the power of digital tools to help students explore the world and answer questions that haven’t been asked yet or don’t have one correct answer. These deep-dive questions require educators to model their own searches and strategies for evaluating websites and online resources.

Modeling how to evaluate sources to find the answer to deep-dive questions is important for students to develop in any subject area, for any learning objective. As students navigate the internet from a personal or school device, we can create experiences for them to pose questions, share their findings, and build an appreciation of lifelong learning online.


An authentic audience breathes life into both tech-rich and low-tech tasks. What makes the use of technology especially powerful is how digital tools can connect students with readers, listeners, and viewers of their work.

Using online spaces to share student work with the world helps students connect their learning with an audience. Students can tweet a video they’ve created to share their opinion about a novel, or share the steps to solve a math problem on a classroom blog.


Open-ended creation tools give students a space to demonstrate their understanding. They can capture their voice, record video, and tell the story of their learning. A tool like Spark Video might be perfect for students to narrate images they’ve collected during a community walk as they create a public service announcement to share with their school board. Helping students determine the product for that will showcase their learning can take many forms.

Students who are going to share their new knowledge about a topic might use an audio tool like Soundtrap to create a podcast, and ones who will gather a handful of videos they recorded during a science experiment might use Book Creator to share their learning. Focusing on the features students need in order to share their learning with the world can help us place tasks before apps.


Providing a safe space to ask questions gives purpose to learning activities inside the classroom. Students have interests they can explore in the context of your learning goals. They might wonder why some animals are endangered and others are not, or they might wonder why an author chose to write about a topic.

Digital tools can help students discover new things, explore topics that pique their curiosity, and empower them as content consumers and creators. As they wonder about the world around them, students have access to online resources to help them harness their curiosity.

As you work to prioritize learning experiences over technology this school year, pause to ask:

  • At the end of this learning experience, what should students understand?
  • How will I know for sure if students understand?
  • What would I like students to accomplish?