February 2016 Newsletter
We LOVE our Staff!
Thank you for caring for our kids from the moment they step into your building, enter your classroom, smile at you in the hallway as you mop up the snowy floor, enjoy the food you have prepared for them, enter your computer lab, or stop by your office. Every person in our schools plays a role in the lives of our students.
You are a blessing to our schools and community!
May God bless you and inspire your planning, preparation and teaching. May He open the hearts and minds of your students to succeed academically as well as learning to serve others.
A Teacher's Prayer
Let me cherish busy days with young people,
happy to have a part in their world.
Help me to learn to slow down and relax in my teaching.
Prayer For Flint - Please Pray Often!
Heavenly Father, we thank you for the community of Flint.
Guide our leaders in making wise decisions to meet
the needs of all people.
We ask for your providing care for our brothers and sisters
who are suffering from the effects of unclean water.
May they have clean water to drink, nutritious food to eat
and assistance to help them stay healthy.
Please protect those most vulnerable and keep then safe in
your love so they may find peace.
We thank you for the outpouring of compassion from others and
ask that we may be generous in sharing our gifts.
We ask this through Jesus Christ our Lord
who lives and reigns with you and the Holy Spirit,
one God, forever and ever.
Written by GCCS 7th & 8th Grade Advisory Team
January 27, 2016
Intentional Reading EVERY Day = Stronger Readers
9 Ways to Engage Students in Reading - Dave Stuart, Jr.
Dave Stuart, Jr states:
Before reading, we can do some or all of the following:
- hook them into the reading,
- introduce any vocabulary that might get in their way, 10 words or less,
- and/or set the purpose for their reading -- explain how what they'll be doing after they read ought to inform how they'll read.
During reading, we can do some or all of the following:
- Model reading -- e.g., demonstrating how to purposefully annotate, or reading/thinking aloud the first paragraph;
- Check for understanding;
- and/or allow for independent practice. Our goal for this last piece is that we've done just enough with the preceding moves to enable each student to effectively grapple with the text.
After reading, we need to teach our kids how to do one or more of the following, in light of the text:
- Discuss (I like using Think-Quad-Share, a variation of Think-Pair-Share; Jennifer Gonzalez ofCult of Pedagogy likes to use strategies such as Gallery Walk and Concentric Circles);
- Debate (I obviously like Pop-Up Debate);
- and/or write (I like Graff and Birkenstein's They Say, I Say templates; the two-paragraph version is ideal for texts that make claims).
Those nine things, in the simplest, most minimalist combinations possible, are the moves we ought to be practicing again and again as teachers. My students don't seem on the brink of revolt when I use those same nine pieces, all year long, with dozens upon dozens of articles, documents, excerpts, chapters, poems, etc. I suspect that this is because the ideas in the texts, the challenges they present, and the work we do after reading them have become a part of who we are as a family and team.
Read more of his work: http://www.davestuartjr.com/