E. P. Roberts Primary School
"Hallmark of Excellence!"
"HOME OF THE PHOENIX"
"OUR LEADER OF EXCELLENCE"
"OUR ADMINISTRATIVE TEAM"
Mrs. Maneica Pratt, Vice Principal
Mrs. Lauretta Marshall, Senior Mistress
Mrs. Nicole Saunders, Senior Mistress
Vision Statment
Theme for 2016-2017
Weekly Bulletin: SEPTEMBER 26 - 30, 2016
MONDAY, SEPTEMBER 26, 2016
"Serving with Excellence!"
Word of the Week - RESPECT
(noun)
"a feeling of deep admiration for someone or something elicited by their abilities, qualities, or achievements."
Student's Pledge
Verse of the Week - Ephesians 6:1
"Children, obey your parents in the Lord: for this is right."
"JOKE OF THE WEEK"
BELATED BIRTHDAY GREETINGS
CONDOLENCES
LESSON NOTES AND FORECASTS
A FEW REMINDERS...
2. It is important that students are accompanied to specialist classes, during lunch break and for after school dismissal.
TUESDAY, SEPTEMBER 27, 2016
LESSON NOTES AND FORECASTS
WEDNESDAY, SEPTEMBER 28, 2016
THURSDAY, SEPTEMBER 29, 2016
STAFF MEETING
BACK TO SCHOOL NIGHT
FRIDAY, SEPTEMBER 30, 2016
ASSEMBLY
"ENHANCING OUR PRACTICE"
Tried-and-True Teaching Strategies That Improve Comprehension
Using Mental Imagery/Visualization.
Comprehension can be both assessed and developed through drama, discussion, Readers’ Theater and the visual arts. Reading is comprehension, and comprehension requires personal connections. Retelling and responding to questions may seem to be the only way personal connections can be demonstrated and developed in the classroom, but they are not—drama and the visual arts work, too! Visualization, or using mental imagery, is the ability to create mental pictures of characters and scenes. It allows children to add in all those little details that authors have left unsaid. Research on mental imagery demonstrates that it enhances text comprehension. When children are taught to generate mental images as they read, they experience greater recall. The ability to draw inferences and make predictions is also enhanced (Hibbing and Rankin-Ericson 759). One teaching strategy that will foster visualization is to engage children in artwork after reading—perhaps having children sketch characters or settings they have just read about.
Art/Drama
Having children “act it out” is another way to promote active reading (Allington and Cunningham 74).
- In pairs, children draw a picture of a scene.
- Children act out the scene (e.g., Lilly’s Purple Plastic Purse, by Kevin Henkes: “Lilly wants desperately to share her purse. She just can’t wait … Mr. Slinger the teacher was not amused …”).
- Children and teachers create and perform a Readers’ Theater.
Draw Something
In Classrooms That Work: They Can All Read and Write, Allington and Cunningham suggest that children draw a response to texts that they have read or heard (74). Children must visualize and draw something that has not already been illustrated or pictured in the text itself. Children may be directed to draw something specific or it may be left more open-ended. This allows for a more personal response. Suggestions may include :
- your favorite character ( Who Is This Character?)
- your least favorite character
- your favorite scene from the story
- how you imagine the author looks
- the character who is most like you (See BLM 13: Most Like Me.) After reading or hearing a story, the child draws a picture of the character that he or she feels is most like him or her. A buddy is then asked to speculate as to who the character is. The child then thinks of a similar character from another book and completes this sentence: “This character is like ____ from the book ______.”