FRANKLIN MIDDLE SCHOOL
Communication is the key to success!
SOMETHING TO THINK ABOUT
"Instruction begins with you, the teacher, learn from the learner; put yourself in his place so that you may understand... what he learns and the way he understand it.
Ten Discoveries Concerning the Brain and Learning
1. Learning happens optimally when individual basic needs are met. This includes the need for physical and emotional safety. Every one matters and needs to know they are expected to take risks, make mistakes and cheer each classmate on. They also need to be able to move if uncomfortable, get drinks and use the facilities as needed.
2. The brain is more like a sieve than a sponge. If it is not important to the learner, or if the information is unrelated to something known previously, the brain gets rid of it. Helping students make connections between pieces of information keeps the information from flowing through the sieve.
3. The Brain is Naturally Curious. We want to figure out why and how things are happening. Let students explore their theories about why something is happening. Expect them to have theories and to explain their thinking. Create lesson introductions that pique curiosity.
4. The brain needs a meaningful context for using the info being taught. Build or activate background knowledge. Let them know how the information will be helpful in the future but in a way that makes them want to master the task!
6 week progress reports will be printed at 9am on Tuesday, Feb. 16.
If you are changing your schedule for 9 week assessments, please let me know.
Faculty Dress Code: Jean day is on Friday. All other days are professional teacher attire.
Be sure to lock your classroom door daily. This is a safety precaution.
The benchmarks that we are giving are not to be used as a grade.
Little Dribblers will be using the building for practices each night after 5. They will also have games here on Saturdays. Be sure to keep your rooms locked.
Be sure to communicate with parents about interventions and tutorials.
Annual ARDS are coming up. Please make sure that you have all data at the ARD meeting so that decisions can be made about the student for the next school year.
The first resource is some Thinking Stems from Lead4ward. Thinking Stems are used to give students a framework to explain their thinking, expose students to vocabulary often found in the PROCESS STANDARDS, provide language support for ELLs and increases oral language proficiency.
1 Minute Paper: (Process TEKS: Analyze/Interpret; Generalize; Summarize)
1. Students "brain dump" all ideas, concepts, skills, processes, etc., they have learned by writing for 1 minute.
2. Students then draw 1 conclusion about what they learned.(Sentence Frame: From everything we learned today, I can conclude that this is important because _________.)
NOTE: This strategy can be implemented as a formative assessment "exit ticket". Results will inform instruction for the next day.
(form attached to email)
ANCHOR CHARTS (Using Concepts)
1. Place a chart on the classroom wall with the overarching concept associated with the unit listed in the center.
2. Students add ideas to the anchor chart as the unit progresses, linking skills, topics, examples, details, images, and clarifying information to the chart.
Students transfer the anchor chart information to their journals.
1. Students read a text or view an image.
2. Students then analyze the text or image by determining and writing the following:
• 5 details (what does it say?)
• 2 inferences (what does it mean?)
• 2 valid conclusions (why does it matter?)
3. Students may trade nine squares with a partner to see if each can “guess” the 5 details, the 2 inferences, and the 2 conclusions.
NOTE: As a scaffolding activity, teachers may choose to complete the nine square statements for the students, but present them in a mixed up order. Students would cut the “word bank” cards apart and sort the details, inferences, and conclusions into the nine squares game board.
3-2-1 Test Review (template attached)
Students analyze a graded test to determine where they are strong and where they still need to work.
• 3 = select 3 difficult questions you got correct and explain WHY you got them correct to a friend.
• 2 = select 2 questions you THOUGHT you got correct, but you missed them and correct your mistake with a friend.
• 1 = select 1 question you guessed on or are “clueless” about and find someone to teach you how to best start, think about, and answer that question.
1. The Frayer Model is a visual organizer that helps students understand key words and concepts. The Frayer Model is a chart with four sections which can hold a definition, some characteristics/facts, examples and non-examples of the word/concept.
2. The purpose is to identify unfamiliar concepts and vocabulary and to create visual reference for concepts and vocabulary
(I have attached the a sample of a Frayer Model)
Use this information with local assessment data and benchmark data
What Went Wrong?
1. Provide students with assessment items that have been incorrectly solved/answered.
2. Students determine what went wrong within the problem solving process and identify the incorrect answer as one of the following:
· Stopped too soon
· Mixed things up
3. Students use the Problem Solving Flow Chart to address misconceptions.
Students apply the Problem Solving Flow Chart when evaluating their own work.
Vocabulary Pyramid Game
1. Students are organized into pairs.
2. Student A is the clue-giver and provides hints, phrases, and ideas related to the term revealed on the game board.
3. Student B is the guesser who provides possible answers.
4. When student B guesses the correct term, Student A pops up and says, “Whoo hoo!” and then sits back down to begin giving clues for the next term.
5. Student pairs continue giving clues and guessing terms until all terms have been correctly identified.
NOTE: some students may need a word bank, vocabulary cards, or their notes to successfully participate in the activity.
Feb. 15: Bad Weather Day
3rd 9 week assessment/test key due Feb. 16
Feb. 24: Algebra Benchmark 8am
March 2: Spring Pictures
March 4: Centerville Track Meet
March 7: Franklin Track Meet
March 7-11: 3rd 9 week assessment
March 7-10: Cheer tryout practice
March 11: FMS Cheer Tryouts
Early Release/End 3rd 9 weeks
March 14-18: Spring Break
5 Ways to Deal with Students Who Are Emotionally Disturbed
by Lynette Walters
1. Be sensitive--Think of your job as being to provide a security blanket for the student. I'm not saying for you to enable them, or give them a crutch, but to instead model your sensitivity to their needs.
2. Be Informed--Study and/or observe the student, if you will. Read the IEP and the BIP and research the disability to further increase understanding.
3. Be Proactive--Knowing triggers that may offset an episode is essential. ALWAYS THINK PREVENTION.
4. Be a Team Player--Consult and collaborate with parents, students, other teachers, coaches, etc to ensure that everyone is on the same page. Working together always enhances a students' chance of educational survival and success.
5. Be an Advocate--Advocate for the child's ability to cope with the emotional disorder in varied settings. Encourage them to be active, remind them that they are in control of their behavior and encourage others to be inclusive.
Dual Coded Tests: In August, we discussed dual codes tests. Your 9 week assessments should closely reflect what the STAAR assessment will look with dual coded questions.
Math: 100% (all grades)
Science: 60% (all grades)
SS: 57% (all grades)
ELA: 5th: 40%; 6th 46%; 7th 41%; 8th 42%
5th/8th Math/ 7th Writing: MARCH 29
5th/8th Reading: March 30
April 4: 6th/7th Math
April 5: 6th/7th Reading; 5th/8th Science
April 6: 8th Social Studies