Winter Concert:
Wow, another great winter concert! Nice job to our students, staff, and Mrs. Huse for our hard work making this a beautiful event!
Next Week:
As you know, students (and staff) need routine. When we move away from this routine, we start to see behaviors and other engagement issues. With it being five full days next week, I am cautioning you to keep those days as "normal" as possible.
If you have students who are showing that break is going to be an issue, please connect them with Annette. This can be for a variety of reasons - not having food, being alone for a lot of break, or for not having gifts. Annette can help problem solve with you on how to support the student.
There are some fun dress up days next week. In the past, we have done a schoolwide movie on the Friday before break. However, it sounds like that creates more issues in the afternoon. Due to this feedback from staff, we will not be doing a schoolwide movie on Friday.
Also, I will be serving a taco lunch on Friday as a "thank you" for all that you do.
Math PLC January 6thWe have received feedback that clarity could be increased for the changes in math assessment and the work that is being done at the district-wide math sub outs. On Jan. 6th PLCs will all meet together so that we can collaborate around and establish clarity with both the math assessments and how the PLC can look for math. We will meet in 4B/4C from 2:40-3:40. Please bring student work with you (it could be your work for the upcoming math meeting, but it doesn't need to be). Decide as a grade level team which work you'd like to bring. Ideally, student work would meet the following criteria: *Includes an explanation of student thinking in how they solved the problem.*Can be solved in more than one way. *Is for a critical EU if possible.
Please let Libby or Justin know if you have any questions.
Please let Libby or Justin know if you have any questions.
Fountas & Pinnell Benchmark Assessments Grades K-5
It's time to start planning for the Fountas and Pinnell Benchmark Assessments. The window to complete these is February 1- March 21st. The data must be entered into Infinite Campus before you leave for spring break.
Here are some options for completing these assessments that worked for people last year:
*Take one day per week beginning in February and do not meet with guided groups, but assess students. (You could assign the writing from a guided reading book from the previous day's guided group for them to do when they are normally with you for guided reading.)
*Each day, do not meet with one guided group (rotate which group this is) and assess students during that guided group time.
*Use the time you set aside for conferring or reading records to do an assessment.
*Take one week and do not meet with guided groups (but have additional meaningful independent time things for students to do) and get all of your assessments done in one week.
*Assess a student or two during library time.
Chat with your team and see if there are other ideas for completing these. It will be important to have a plan for completing them as it will be here before we know it! Please reach out to Libby if you'd like to brainstorm how this could work in your classroom.
Here are some options for completing these assessments that worked for people last year:
*Take one day per week beginning in February and do not meet with guided groups, but assess students. (You could assign the writing from a guided reading book from the previous day's guided group for them to do when they are normally with you for guided reading.)
*Each day, do not meet with one guided group (rotate which group this is) and assess students during that guided group time.
*Use the time you set aside for conferring or reading records to do an assessment.
*Take one week and do not meet with guided groups (but have additional meaningful independent time things for students to do) and get all of your assessments done in one week.
*Assess a student or two during library time.
Chat with your team and see if there are other ideas for completing these. It will be important to have a plan for completing them as it will be here before we know it! Please reach out to Libby if you'd like to brainstorm how this could work in your classroom.
GUEST BLOGGERS - "A Day in the Life of an Co-Taught 4th Grade Classroom"
By Dani Rypka, Danielle Nystrom, Laurie Wolhart
So Co-Teaching is AMAZING! Totally amazing - but exhausting, right? We have been working with a new team dynamic in 4th grade, some of us have been co-teaching together for years (like, you know, we are married) but most of us are new to teaching together (dating phase) or co-teaching itself. We have tried SO many different models, planning times and structures, etc. While we still have a list of things we want to grow in, one thing we are really excited about with our newest couple of interventions is how we are communicating between the three of us.
We have a couple students that are receiving services from EL and Special Education as well as receiving a guided reading group with their classroom teacher. To meet the needs of these students we have used many co-teaching models. One of these being a version of alternative teaching. This allows students to get the scaffolding and reteaching that they need to support their language needs and continued progress.
The reading intervention requires more of a pull out model which is where our communication could easily break down. However, thanks to time spent making sure we all understand the interventions from both the special education teacher and the English language teacher, we are able to make connections between what the kids are working on throughout the day, in each of our groups and settings. We use a shared Google document for lesson planning. This allows us to create continuity and use the same language. Within the document, we are able to see what is happening in each part of the reading block; within the general education setting, as well as the focus of each small group is. We are informed of each group time and understand the role that each of our small groups have in progressing these students forward.
This shared document also allows for us to set students up for success within the general education setting. When we are on the same page, our students are supported both in small group and whole group teaching. Recently we have been working on using adjectives and describing words. This skill was also targeted in small group writing. With the knowledge of small group work, we felt comfortable calling on these students to share their thinking and set them up for success in the general education classroom during picture writing!
It has been a work in progress and we have definitely failed forward throughout it! However, in the short time since starting, we have seen a growth in both skills and confidence levels. These students have a drive to learn and grow and we are honored to be a part of their learning experience! Every student. Every Day… no matter what!
International Fun Day at Work:
We will be participating in International Fun Day at Work 2020! We will be celebrating a week early - on Thursday, January 16 (Friday is a Teacher Workday). More information will come out after break. Your team can start to do some brainstorming around your "dress" for the day. Prizes will be awarded for "most unique" and "most wow factor".
Building Weekly Newsletter:
Click here to access the building weekly newsletter
Have a great weekend, everyone! Take some time for YOU!
-Justin
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