August 29, 2016

Our Mission:  “Educate students for lifelong learning and responsible living.”

Our Vision:  “Provide a learning environment that promotes and develops academic and

social growth.”

Attaining Learning Outcomes = Higher Achievement

PBIS AT A GLANCE:  Classroom Management  

Classroom Management in Action: Essential PBIS Skills for Elementary Teachers

Week 5:  Students learn how to correct their own Reading and Writing.

• Students learn how to record their own interestes in the "reader's notebook"
• Students learn how to "check their understanding" as they read
• Students learn how punctuation helps them understand what they are reading.

Whole Group - Shared Reading (20 minutes)

       Briefly go over Reader's Notebook guidelines

       Read the Read Aloud Book

       Teach and model for Small Group activity.

Small Group (60 minutes) (2 switches)

        Teacher Station - Introduce book basket

         Station 1 - Response to Read Aloud

         Station 2 - Individual Silent Reading

         Station 3 - Writing (open response topic)

         Station 4 - Word Work (book room packs by level)

Closure (10 minutes)

       Teacher asks students to share reader's notebook highlights.

Shared Reading - Kindergarten

Shared Reading - 1st Grade
Shared Reading - 2nd Grade
Shared Reading - 3rd Grade

 Shared Reading - 4th Grade

Shared Reading - 5th Grade

Week At A Glance:

• Monday - Progress Reports This Week
• Tuesday - PLC meeting.  Bring your data from last weeks common assessment.  Identify RTI students.  I-Pads how to check out using Google Docs. No Faculty Meeting as many teachers will be conducting Parent Teacher Conferences.
• Wednesday - FAC meeting 3:30 p.m.
• Thursday - Smart Start 8:30 a.m. in library.  Parent-Teacher Conferences 3:30 - 6:30 p.m.
• Friday - Parent Teacher Conferences 8:00 - 12:00 
• Monday - No School - Labor Day

Rise N Shine: Lead by Mr. Dye's 3rd Grade Class.
Word of the Week:  Empathy

Practice 4:  Learning experiences are integrated, related to the real world, reviewed consistently, and connected to subsequent curricula.

• The brain innately seeks meaning through seeking patterns. The patterns give context to information that may otherwise be discarded by the brain as meaningless. Hence offering integrated lessons increases the chance that students will make sense of a lesson being taught.

Use MyOn as one of your center rotations...... AND - create project based learning activities....

It’s a simple fact … the more kids read, the better readers they become!

With MyON, students can read in and out of school time, over weekends, holidays and school breaks. Independent, self-directed reading is supported right along with reading of texts assigned by teachers.

MyOn Data:  For the 2016-2017 School Year 4th grade has come to the party Ready to Read!  They have finished 612 books and spent 111 hours reading!  Way to go 4th Grade.

	Books            Finished	Reading Time                   Hours
Pre K	0	0
Kindergarten	0	0.03
1st Grade	49	4.53
2nd Grade	155	14.51
3rd Grade	164	24.91
4th Grade	612	111.65
5th Grade	48	13.13
6th Grade	69	25.48

 TOTAL:  194 hours and 14 minutes.

(click on the link) Projects with MyOn.... Essential Question: Which myON book would make a great movie?  

A Letter to Teachers From "That Kid"

Dear Teacher,

I’m that kid. The kid who gets under your skin. The first grader who colors on your walls and spits on my table partners. The high school junior who mouths off and smirks from the back row. The child who knows exactly how to push your buttons, and does. Regularly.

I taunt. I terrorize. I hit. I destroy. I curse. I abuse. I roll my eyes. I talk back. Maybe I’ve even made you cry a few times.

Don’t take my behavior towards you personally. I know that doesn’t make any sense, since it’s mostly directed at you. But you know that old saying about having a bad day at work and going home and kicking the dog? Well, you’re the dog.

(I didn’t mean that the way it sounded.)

I really am a good kid deep down. I care about things. I have skills and strengths that I want to use to help other people. In fact, I secretly want for you to know all these good things about me. 

But unfortunately, you don’t get to see these good things. I am afraid. I am in pain. You know how if you put oil and water in a container together, the oil will float to the top? It’s like my fear and pain are the oil, and all the good things about me are water. Every once in a while, you might shake me up and see just a glimpse of those good things on the surface, but no matter how hard I try, the fear and pain will bubble up and cover everything again. It’s easy to think that the way that I react to fear and pain—the anger, the defiance—is the real me. In fact, I’ve even started to believe it.

The fear and pain I feel is different than what you may think. It’s not always actual physical fear or pain (though sometimes it is). I might be afraid that I’m not worthy of love, since my dad left me and my mom after I was born. I might be afraid that I will grow up to be like my mom, who is an alcoholic and misses all my baseball games. I might be in pain because my family and culture say I’m not manly enough since I cry a lot and am not really into sports. I might be in pain because someone who is supposed to love and protect me said something deeply hurtful that I won’t ever forget.

Maybe you look at me and think there’s no excuse for the way I behave. You might think, “This child has a stable family, loving parents and a secure environment. I know kids with a lot less who behave perfectly fine.” But please remember that there is always more than what you see. What you might not know is that the pressure to be perfect or different than who I am is so intense and crushing that I believe I’m a failure, and I’m too scared to tell anybody that.

Or maybe my home life is fine, but I’m learning a very dangerous message—that I’m inadequate, unlovable or not worthy of belonging—in some situation outside of home, or inside my own head. Maybe something is going on, or has happened, that nobody, not even my parents, know about but me, and I do a really good job of faking that I’m happy or that I don’t care.

I know that I’m making things hard for you. I know you don’t deserve it. But I feel like you should know this:

Somewhere, on a level I’m not even aware of, I’ve chosen you to behave this way towards because I know you’re a person who can help me.

This is a cry for help.

I want the same things everybody else does, but I’m asking for it in the most confusing and unflattering of ways.

I don’t know how to fix all of this (or I would have already). And I don’t think it’s necessarily your responsibility to fix me. But here’s how you can help me.

Start small. I’m fragile and I’ve been hurt. Because I’ve got so much junk at the surface, maybe don’t try to remove it all at once or ask me to open up right away about my fear and pain.

Show me that you notice me—not my behavior, but something about me.

Ask me questions.

Don’t give in when I try to rile you up.

Maybe, slowly, I will learn to trust you. Or maybe I will take a long time and you won’t see any progress in our time together, but your patience and kindness towards me will plant a seed that will sprout many years later.

But please, please, please don’t give up on me.

Love,

That Kid

by Love Teach

To Develop Every Child Into a Reader:

• Everyday a child reads something they choose to read.
• Every child reads accurately
• Every child reads something they understand.
• Every child writes something that is personal and meaningful daily.
• Every child talks with peers about reading and writing.
• Every child hears an adult reader read fluently.

Coolidge Elementary Academic Goals for 2016-2017

• All Students WILL achieve academically.
• Reading:  Increase reading proficiency by at least one grade level.
• Math:  Increase math achievement by 10% with 80% mastery of math facts on grade level.  
• Writing:  Increase writing proficiency by 15%
• Student Attendance:  Increase student attendance to 98%.
• Increase Faculty Attendance to 98%

OKCPS Literacy Standards

          1^st Grade

          2^nd Grade

          3^rd Grade

          4^th Grade

          5^th Grade

          6^th Grade

OKCPS Math Standards

          Pre-K

          Kindergarten

          1^st Grade

          2^nd Grade

          3^rd Grade

          4^th Grade

          5^th Grade

          6^th Grade

Melissa Brett | Principal

Coolidge Elementary School | Oklahoma City Public Schools

5212 S. Villa, Oklahoma City, OK 73119

(405) 587-2800

(405) 208-1581 (cell)