Lakewood Ledger


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DESCRIBE- The word of the week!

Students loved finding the word in books and writing with the word DESCRIBE.

The Why's

Debe Roger's Why:

I have always been a "school girl," loved everything about going to school my whole life. They say "those who can, do/ those who can't, teach." It is a terrible saying except when I stretch it to say that since I can't be a student forever, I can surround myself with students and teachers and can learn as much from them as I teach. I want to be a lifelong learner, so maybe my reasons are a bit more selfish. But if I can inspire students to be lifelong learners, too, then I have made a difference.

Emily Pryor's Why:

To make a positive difference in the lives of the children that I serve as well as the teachers, staff, and community that surround our school.

Coach Stacy's Why:

To be the "constant" in each students life. To be the one they want to share with and trust . They know they can Count on me!

Amanda Maclaurin's WHY:

To make a positive difference in children’s lives. ❤️

Sonya Moreno's WHY:

To encourage all students & celebrate every success/improvement, no matter the size!

I would love for you to share your WHY so that we can highlight them throughout the year!

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ALL targets met WOOHOO! Congrats to Diane Carter and Amy Morgan!

Lakewood Goals

District Focus for Lakewood:

· Early Literacy: Kinder TRC, 1st DIBELS, 2nd DIBELS

· 3rd Grade Math (Masters)

· 4th Grade ELA and Math (Masters)

· 5th Grade All Subjects (Masters)

· Meets level for Special Education Students

· Meets level for Asian Students

Our Goals:

97% Attendance

Reading 3D- 90% of students will make OR surpass their EOY grade level target

Kindergarten- Level E

First Grade- J

Second Grade-N

Goals in Approaches/Meets/ Masters

3rd Grade Reading- 86/60/40

3rd Grade Math- 85/50/30

4th Grade Reading- 85/55/30

4th Grade Writing- 75/45/25

4th Grade Math- 85/55/30

5th Grade Reading- 90/60/35

5th Grade Math- 95/70/35

5th Grade Science- 86/50/25

6th Grade Reading-88/50/35

6th Grade Math- 90/60/40


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October Birthdays!

Suzann Jones 18th

Lindsey Deleon 22nd

Stephanie Larsen 26th

Katie Adams 30th

Master Calendar- What is happening this week?

Monday- Cameron Off campus all day; Beth off campus AM, Carla off campus PM; LLI training; Fire Clowns

Tuesday- Cameron Off campus; LLI training


Thursday- TC Meeting


Food for Thought

*Start thinking of grants that would help move your classroom forward. We are available to brainstorm with you. The HEB Foundation grant deadline will be here before you know it!

Celebrations AND SHOUT-OUTS!

Shout out to Mrs. Yatko!

Dear Mrs. Yatko,

I just wanted to say thank you. One day last week Drew Callum got into the car going 90 to nothing about Vincent Van Gogh, the Mona Lisa, Starry Night (personal favorite) & still-lifes. I was really happy to see him so excited about all this information.

He's gone on to identify the Mona Lisa in his video game and to tell me things about Vincent Van Gogh.

He was very excited about your class, thank you so much.

- Shelley Hunter

Shout out to our Math and Science teachers, Mrs. Morgan, Mrs. Pryor, and Mrs. Carter for working hard with our students during SAFARI. Thank for taking this on with so much enthusiasm. You ladies are the best!

Shout out to Miss Germond for creating engaging journal prompts for our students every day. You are on it!

Shout out to Beth Gilley for helping Mimi and I solve some problems and for making a lot of copies too :-)

-Patricia Garcia

Shout out to Beth for hosting some very informative Reading 3D Meetings!

Shout out to Alysa, Becca and Heidi for being demonstration teachers!

Shout out to Vy for being so flexible and being a team player!

Shout out to Mrs. Boehme for her patience and love for all of her kids!

Shout out to Mrs. Rankin and all of her help and Mrs. Powers for their teamwork!

Shout out to Delta and Becca for their thoughts around how to help 4th grade socially and emotionally!

Shout out to Julie for her love of kids and how quickly she has created so many positive relationships!

Shout out to Mrs. Deleon for her creativity and excitement around novels!

Shout out to Aleksandra and Brook for their close teamwork in math!


Hurst-Euless-Bedford ISD Goals

Hurst- Euless- Bedford ISD Goals

☐ Goal 1: Student Achievement

☐ Goal 2: Effective and Efficient Operations for all Components

☐ Goal 3: Quality Teaching, Administrative, and Support Staff

☐ Goal 4: Safe, Healthy, and Nurturing Schools

☐ Goal 5: Enduring Relationships with Stakeholders

Plan Do Study Act (PDSA)

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Guided Reading at Lakewood


1. Every student has a book bag with at least 8 books. 6 are leveled books. 2 can be choice.

2. Every student independently reads each day with the goal being that ALL children independently read for 20 minutes per day.

3. All students outside of STRIPE/ SAFARI get a Guided Reading session each day. Students in need of intervention get two (this can be during STRIPE or SAFARI).

4. Guided Reading lessons are targeted and planned for. There is no choral reading.

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M.A.T.H. Workshop Model

Differentiating instruction is one of the greatest challenges for classroom teachers. Gone are the days of whole group lessons, and assigning the same activities to the entire class. We now teach in a student-centered environment where personalized learning is key.

Fortunately, our students are more engaged and successful than with the former instructional model. Unfortunately, teachers often feel swamped by the prep, coordination, and organization required to maintain quality differentiation. The key to keeping overwhelm at bay is the use of consistent routines and frameworks like math workshop, daily 5, reader’s workshop, and writer’s workshop throughout the day.


M.A.T.H. workshop is a framework that allows students to learn new math content each day, practice math strategies in a variety of ways, and reflect on learning through verbal or written sharing. The predictable structure of math workshop makes it easier for students to participate in differentiated activities.

The components of M.A.T.H. workshop include:

  • Daily math warm up (10-15 minutes)

  • Mini lesson (10 minutes)

  • M.A.T.H. practice time (40 minutes)

  • Share (5-10 minutes)


This is a time when students are provided spiral review, and routine practice with challenging skills that require repetition to achieve mastery. Your math adoption may have a strong spiral review component that can be utilized, or you may be interested in differentiating your warm up through the use of an activity like Number of the Day.

Your students should be able to complete the daily warm up activities with complete independence to set a positive tone for their workshop session each day.


Each day, students participate in a 5-10 minute lesson, during which new math content is introduced. This is one of two very brief times when all students are potentially working on the same activity simultaneously. This is also a time when students can work through personalized lesson sequences using Khan Academy, Front Row, or your own video lessons recorded.


Following their daily math lesson, students have an extended work session when they practice the new math skills taught that day, build their problem solving skills by solving performance tasks, get hands-on math practice, work on project based learning, complete assessments, use technology to practice math skills, and receive differentiated instruction from you.

How is this possible? These activities are organized into the following categories, stations, or rotations:


Students receive differentiated instruction from you. You can either schedule specific small groups to work with each day, or formatively assess students as they work, and pull individuals and small groups as needed.


Students work to build their math reasoning, modeling, and problem solving skills. This is a perfect time for students to work on assignments that match their specific skill level. Student independence is a central focus of at your seat work.

Resources utilized for the at your seat rotation in class should include:

  • Reteaching, practice, and enrichment sheets from a math adoption for math drill and equation practice.

  • Problem Solving Task Cards for practice with performance tasks, word problems, math modeling, and writing about math reasoning.

  • Project based learning units to apply math concepts to real world situations and provide cross-curricular integration.

  • Performance tasks

  • Math Journals


Students build math fact fluency using math websites or apps, such as Khan Academy or Education Galaxy.


Students build math reasoning and fact fluency as they play math games. Providing students with game cards that have a consistent format boosts independence and engagement.


To maximize efficiency and focus in the classroom, you may want to group students based on a pre-assessment. The groups you form can work through these activities at assigned times to minimize overcrowded at a specific rotation option, and to provide balance in the type of practice students participate in each week.


Students take a moment to reflect on the math progress made that day and share their thoughts verbally, or in writing. This is the second brief time when all students are potentially working on the same activity simultaneously. A few methods for sharing include:

  • Buddy share out: share a reflection, or the response to a specific question with a math buddy.

  • Whiteboard share: write a reflection, or sharing response on a whiteboard.

  • Journal share: write a reflection, or sharing response in a journal.

  • Exit Ticket: write the response to a specific question on a whiteboard, or on a slip of paper.

  • Whole class share out: take a moment to reflect silently, then share a reflection with the class.


Students are more engaged because they participate in a variety of activities each day. Student achievement is positively impacted because students are engaged in math work that is “just right” for them.

Math prep time is minimal because there is rarely a need to change centers, print materials, or prep elaborate lessons. Teachers receive multiple data points from their interactions with students which allow them to provide ongoing support at their level.

Classroom Practices TO AVOID

1. Nothing on a student's desk (at all times students should have something in front of them)

2. Teaching without a clear objective (What does this look like if a kid hits mastery? What does the exemplar look like?)

3. Not letting students think- When you ask a question let them think, share with a partner and share with you.

Lakwood in Action!