Lakewood Ledger


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Strategy- The word of the week!

Students loved finding the word in books and writing with the word STRATEGY!

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- 90/59/39

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?

NO PLC this week


Monday – Wear Red

Tuesday – Neon Colors

Wednesday – Western Wear

Thursday – Mismatched Clothes

Friday – Wear Orange and Black

Wednesday, October 31st – Storybook Character Day

Monday- AWARE Training in the computer lab for grades 3-6

Tuesday- Google Suite Support (this is only if you need support since we will not be doing another face to face training)




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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. Jenkins and Mrs. Collins for attending last week’s Progress Monitoring PD and this week’s LLI kit PD.

Shout out to Vy for a attending both LLI kit trainings this week!

Shout out to Mrs. Crumpler for attending LLI kit training this week!

Shout out to 4th and 6th grade for a great half day planning.

Shout out to 2nd grade for their performance of Stellaluna.

Shout out to Mrs. Rogers for a great Book Fair Week!

Shout out to Mrs. Pryor for her positive feedback about PLC’s.

Shout out to Cameron for her “Unpacking the TEKS” approach to lesson planning.

Shout out to all the great writing that is happening across the content areas.

Shout out to Julie for her attention to details on collecting data for the district.

Shout out to Lindy for always being a sound board.

Shout out to Ms. Poston for her patience as we get STRIPE figured out since we are down a interventionist.

-Beth Gilley

Shout out to Vy Nguyen for making me smile this week with a sweet email.

Shout out to the kinder team – They are the BEST, and are so supportive! Thanks for always being willing to share your ideas.

-Katie Winn

Shout out to Mr. Aurelio and Mr. Ritchie for standing in the rain to help a mom with a flat tire during the kinder/1st grade dismissal.

-Jennifer Landers

Shout out to Mr. Aurelio and Mr. Ritchie for helping a parent with their flat tire during dismissal time! J

-Lyn Boehme

Shout Out to Coach Taylor !!!

She has been so helpful with my hurt foot & always going the extra mile always!!! She makes work fun Everyday !!

-Colette Stacey

-Shout out to everyone who came to support the Harvest Festival.. it was a lot of fun!

-Shout out to Julie Scott and all of her relationship building with kiddos

-Shout out to Naps and Hile for their work to continue to shape their classes based on the needs of the students

-Shout out to Ms. Deleon for making her students feel so welcome!

-Shout out to Ms. Marczyk... a parent came up to me at the Harvest Festival to tell me what a great job you are doing!

-Shout out to Mrs. Muna! A Parent emailed me to thank you for your help in the mornings!

-Shout out to Sarah Moore for all of her help with Title 1!

-Shout out to Debe Rogers for an outstanding book fair

-Shout out to Diane Carter and Jennifer Landers for getting trained on AWARE

-Shout out to the second grade teachers for their awesome Reader's Theatre!


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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


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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!

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