MPA: In The Know
12-2-18
TASK: Social Emotional Learning
ACTION: All campuses should share the SEL Needs Assessment/Inventory Survey
with all instructional staff. The deadline for completing the survey is Friday,
December 21, 2018 at 5:00 PM.
Mandatory Safety Update
GAABSE Golden Apple Award
Each year the Garland Area Alliance of Black School Educators (GAABSE) recognizes
dedicated classroom teachers with the Golden Apple Award. Golden Apple teachers are
those classroom educators who demonstrate outstanding leadership and excellence in
teaching on their campuses. Recipients will be honored at the GAABSE Annual
Scholarship Gala held in April. Teachers are recognized from each level: elementary,
middle and high school. Any administrator or professional staff member can nominate a
teacher for the Golden Apple Award at the link below. Nominations will be accepted
through January 15, 2019.
Golden Apple Award Application Link:
https://drive.google.com/drive/u/0/folders/1gSXyLAcSDQNYsPP5oYrERqYOtgyYbZl7
*Applications due January 15, 2019
Video Link:
https://drive.google.com/file/d/1B0Bm0gbVx8stt6fmF-ABmR3QvMVc6_B5/view
For more information regarding the Golden Apple Award, please contact Rhonda
Williams at RMWillia@garlandisd.net.
Be GLAD: Sentence Patterning Chart
The Sentence Patterning Chart is an excellent method for exposing learners to English language structures while teaching content. The benefits of this technique are amazing:
- lowers the affective filter
- engages learners
- builds vocabulary
- provides oral language practice
- imprints into the brain using song
- categorizes words
- offers an opportunity for shared reading and writing
Here's how to implement it in your lesson plans to benefit all students:
1. Introduce the chart once students have some knowledge about the unit or theme. For example, if your unit is about farm animals, the sentence patterning chart would be appropriate after students already know about the animals, types, what they do, where they live, etc.
2. Create an outline of a 5 column chart in pencil very lightly so your students can't see the titles of the columns. Title the columns Adjective, Noun, Verb, Adverb, Prepositional Phrase (in that order).
3. Now, with students in close proximity, introduce a column at a time. Start with the noun. You might say something like this:
"A noun names a person, place, animal, or thing." As you are talking, trace over the word NOUN that you wrote in pencil with a colored marker and then draw a sketch of a person, place, animal and thing.
Then you might say:
"Today we are going to make lots of sentences about animals because we've been learning all about farm animals." Then write "animals" under the NOUN column. *The noun you use must be plural.
4. Next, explain what adjectives are. Trace over the word in a different colored marker.
5. Have students turn and teach their partner what an adjective is and share examples of adjective with one another. After a few moments, allow them to popcorn out as many adjectives as they can while you list them under the ADJECTIVE column using the colored marker. When the column is filled, stop to read each word in the list with the class. This can be practiced as a choral reading (read together) or echo reading (you read a word and they echo it back).
6. Repeat step 5 for the verb, adverb, and prepositional phrase columns.
7. Now that the chart is filled, we can move to the chanting and creating sentences using the Farmer and Dell tune. First model by singing this to the tune of Farmer and the Dell:
Adjective, Adjective, Noun.
Adjective, Adjective, Noun.
Adjective, Adjective, Noun, Verb, Adverb, Prepositional Phrase.
Then, place a sticky note by the words students will sing.
View the YouTube Video below to watch a demonstration of this lesson.
Here is an additional video
Do your students affirm each other on a regular basis?
Tips
- Remember the three A’s.
- Ask students to choose a word off the Social Contract to affirm, appreciate, or acknowledge another student.
- Set up safe opportunities for students to verbally affirm one another.
- Example: After group work, ask students to raise their hands if their group worked well together. Then ask one student to tell what another group member did well.
- Set up opportunities for students to share written affirmations with one another.
- Example: After group work, ask students to write a positive thing another group member did and turn it in with the assignment.
- As the teacher, consider being the postman until safety is established.
Challenge yourself to write each student a written affirmation. Imagine the impact that could make! Thanks for being a positive adult in a child’s life!