Seahawks Newsletter

January 11 - 15, 2016

Date to Remember

Jan. 11 Staff Meeting at 3:30 PM, Sebastiani Theater

Jan. 12 Academic Coordinator Meeting at 3:30 PM, (Laura)

Jan. 13 Gender Spectrum Presentation at 8:30 AM - 12:00 PM, (Jacqui and Laura)

Jan. 13 GLPP Monthly Meeting at 2:00 PM

Jan. 14 AC and Elementary Principal Meeting at Sassarini, Library (All Day)

Jan. 15 Spelling Bee at 8:30 AM, MPR

Jan. 15 Noon Duty Meeting at 10:45 AM, Conference Room

Upcoming Important Dates

Jan. 18 MLK, Jr. Day, Holiday

Jan. 19 Lock Down Drill at 1:40 PM

Jan. 20 District Kinder Information Night from 5 - 7 PM, SVHS (Jacqui)

Jan. 21 Coffee with Principal at 8:30 AM, (AVANCE Portable)

Jan. 21 PLC Meeting Off Campus at 3:30 PM (Jacqui)

Jan. 22 Collaboration Meeting at Altimira MS from 8:30 AM - 2:30 PM (Jacqui, Glendi and Christina)

Staff Meeting

Join us for an Elementary Staff Meeting at the Sebastiani Theatre


Special viewing of the documentary film


Most Likely to Succeed


What is really needed to prepare students as citizens and workers in the 21st Century?”


MOST LIKELY TO SUCCEED, the surprise Sundance hit documentary, addresses that question and begins the search for new solutions.


Monday, January 11th 3:30-5:00


Snack bar will be open at 3:00 p.m.


All classified staff are invited to attend on a voluntary basis

Link to movie trailer: http://mltsfilm.org/


Your entrance fee is at no cost!

Instruction

PLC Smart Goals: January 11 - February 8

Kindergarten

R.F.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

d. Isolate and pronounce the initial, medial vowel, and final sound (phonemes) in three phonemes (consonant - vowel - consonant or CVC) words. This does not include CVCs ending /w/. /l/, /r/ or /x/.


1st Grade

R.F.3. Know and apply grade- level phonics and word analysis skills in decoding words in isolation and in text.

c. Know final -e and common vowel team conventions for representing long vowel sounds. f. Read words with inflectional endings.



2nd Grade

R.L.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding or its characters, setting or plot.


3rd Grade

R.I.

1. Ask and answer questions to demonstrate understanding of a text as the basis for the answers.

2. Determine the main idea of a text; recount the details and explain how they support the main idea.

3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text using language that pertains to time, sequence, and cause/effect.

W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.


4th Grade

R.I.

Determine the main idea of a text and explain how it is supported by key details; summarize the text.


5th Grade

W

2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

e. Provide a concluding statement or section related to the information or explanation presented.


5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 5.)


6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.


8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

ELD

Kindergarten ELD Plan ___________________________ Jan. 4 – Jan. 28


ELA Standard

Speaking and Listening

SL K.1

Participate in collaborative conversations with diverse partners about Kindergarten topics and texts with peers and adults in small and larger groups.

  1. Follow rules for discussions

  2. Respond to others in multiple exchanges


ELD Standard

Part 1: Interacting in Meaningful Ways

Collaborative

Exchanging information and ideas

Emerging

Contribute to conversations and express ideas by asking and answering yes-no, wh- questions and responding using gestures, words, and simple phrases.

Expanding

Contribute to class, group and partners discussions by listening attentively, following turn taking rules, and asking and answering questions.

Bridging

Contribute to class, group and partners discussions by listening attentively, following turn taking rules, and asking and answering questions.


Activities and Strategies

Think-pair-share

Music Mingle

Talking chips

Sticks (random selection)

Establish norms for discussion (like Science Talk guidelines)



ELA Standard

SL 1.2

Ask and answer questions about key details in a text read aloud or presented orally or through some other form of media.

a) Give, restate and follow one and two step oral directions.



ELD Standard

Collaborative

Part 1 : Interacting in Meaningful Ways

Emerging

Collaborate with the teacher and peers on joint composing projects of short informational texts that include minimal writing (labeling with a few words).

Expanding

Collaborate with the teacher and peers on joint composing projects of short informational texts that include minimal writing (short sentences).

Bridging

Collaborate with the teacher and peers on joint composing projects of short informational texts that include minimal writing (a very short story).


ELD Standard

SL 1.3

Ask and answer questions about what a speaker says to gather more information


ELD Standard

Collaborative

Part 1 : Interacting in Meaningful Ways

Emerging

Offer opinions and ideas in conversations using a small set of learned phrases (I think) and open responses.

Expanding

Offer opinions and ideas in conversations using an expanded set of learned phrases (I think, /don’t think, I agree with) and open responses in order to gain and or hold the floor.

Bridging

Offer opinions and ideas in conversations using a small set of learned phrases (I think/don’t think, I agree with ____but...) and open responses in order to gain and or hold the floor or add information to an idea.


Sentence starters to teach

I agree…

I noticed…

I observed...

I disagree..

I think…

I believe….

Please note that these are different possibilities, you may be starting with just one and expanding their vocabulary as they master the previous starter.


For these standards the main focus will be learning the Science Talk Guidelines and practicing the skill of think-pair-share.



Exploratorium/ Landforms


This particular unit is not aligned with the Next Generation Science Standards for Kindergarten, however, it supports the standards listed above.


There are 5 lessons in the Exploratorium unit. We will also focus on prepositions of location.

1st and 2nd Grade

Magnets Unit First and Second Grades Jan. 4 - Feb. 25



Next Generation Science Standard

2-PS1-1. Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. In this case investigate what materials are magnetic and properties of magnets.


2-PS1-2. Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.



ELA Language Standards

L 1.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

e. Use past tense verbs correctly.


L 2.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

e. Form and use the past tense of frequently occurring irregular verbs (put, told).


ELD standards

Part II: Learning about How English Works

B. Expanding and Enriching Ideas

Emerging

Use frequently used verbs and verb types in shared language activities guided by the teacher and sometimes independently. (e.g., go/going, eat/eating, run/running)

b. Use simple verb tenses appropriate for the text type and discipline to convey time

(e.g., simple past for recounting an experience) in shared language activities guided by the teacher and sometimes independently.


Expanding

Use a growing number of verbs and verb types in shared language activities guided by the teacher and increasing independence. (e.g., go/going, eat/eating, run/running)

b. Use a growing number of verb tenses appropriate for the text type and discipline to convey time

(e.g., simple past for recounting an experience, simple past or present for a science description).

Bridging

Use a wide variety of verbs and verb types in shared language activities guided by the teacher and independently.

b. Use simple verb tenses appropriate for the text type and discipline to convey time

(e.g., simple past for recounting an experience, simple past or present for a science description) in shared language activities guided by the teacher and independently.



Magnets/Exploratorium


We will focus on the use of past tense verbs during Science Talks or as students describe the inquiries they have done. We will use an observation tool as a formative assessment to help us gage student needs and growth.


Magnets has ten lessons. I spoke with Vicki and she suggested that the following lessons may take to class sessions:


Past Tense Verbs





Target Language Function

Target Forms

Sentence Frames: From Simple to Complex



Use past tense verbs to sequence events and describe actions.




First, next, last, then


Use regular and irregular past tense verbs correctly during Science Talk or as investigation is happening.

I __v___ the ___n___.

The _n_ __v__ the _n__.

First, I ________, then I _________.

As I/we were ____ing, ______.






Example sentences:

I held the magnet.

The magnet attracted the spoon.

First, I three magnet, then I used four.

As I was holding the magnet I felt them repel each other.




Assessment

For this unit we will implement a formative assessment on past tense verbs. We have agreed to observe and notate the usage of the past tense four times for each student. Two observations will be during explorations or inquiries and two will be done during Science Talks. This assessment is mainly to inform our instruction and really note student usage of past tense verbs. Please do you best to get as much information as possible and later share both successes and challenges.

Music

Bob Gossett's Music Class

Bob Gossett's classes this week may be covered by a substitute teacher, but Bob will also be on campus this week. He is taking care of a personal issue and will not be at school full time this week.

Amazing Things Taking Place on Campus

Binary Code

5th Grade, Ms. Sanders' Class

Genius Hour

Ms. Henion has launched the Genius Hour with her 5th graders. I am excited to see the development of this new idea.

Make It Move ~ Charles M. Schultz Museum Visit

3rd Grade, Ms. Ceballos's Class


Students developed their own movies, drawings, and comic strips.

Friendly Reminders

Please make every effort to pick-up your students on time after every recess, and at the start of school. There is a 3 minute before bell to ensure kids are in line and ready by 8:15 AM. Students should be inside classrooms as close to 8:15, and recess ending times as possible. This reduces lag time in line for the students, and it maximizes instructional time. Thank you in advance for being timely!


Be aware of our dismissal time, and make sure you are not dismissing your students too early. We need to make sure we are maximizing our instructional minutes. I appreciate your support.


K - 3rd Grade at 2:35 PM

4th - 5th Grade at 2:30 PM

Everyday Counts

Friendly reminder, please take attendance electronically on a daily basis by 8:30 a.m. Do not allow students in your classroom if they arrive after 8:15 a.m. They will need to go directly to the Main Office to pick-up a tardy pass. Your support in maintaining accurate records is important for many reasons, including safety, funding, and enrollment. Make sure you are signing your attendance sheets on a weekly basis. We need to keep all of this information documented and filed.

Professionalism Among Students

  1. Review School Rules and Expectations with students. Please review regularly.

  2. Please reinforce the mantra of STRAIGHT, SILENT, and SINGLE lines. This will help eliminate playful pushing.

  3. Please provide students with character development and conflict resolution strategies.

  4. Review the idea of being a PROFESSIONAL STUDENT – Students must be respectful, make good decisions, and problem solve.

Recess/Lunch

Teachers, please remind/reinforce through daily modeling – our universal lunch table dismissal procedures: 1 STAND UP; 2 – CLEAR TABLES AND PICK UP TRASH FROM FLOOR; 3 THROW AWAY TRASH.

Please practice and remind students to freeze when they hear the bell/whistle, marking the end of morning, noon, and afternoon recess. When students hear a second bell/whistle, they must walk to their respective lines. We all need to reinforce this everyday. “Freezing” procedures help prevent accidents. In addition, please remind students that they are not to leave lunch tables until an adult dismisses them.