Our Mission: “Educate students for lifelong learning and responsible living.”
Our Vision: “Provide a learning environment that promotes and develops academic and
social growth.”
Author of the Month: Pam Munoz Ryan.
Word of the Month: Inspirational Rise N Shine: Ms. McNeill
Word of the Month: Inspirational Rise N Shine: Ms. McNeill
Building Problem of Practice: Helping Students Practice Skills, Strategies, and Processes
Focus Statement: When the content involves a skill, strategy, or process, the teacher engages students in practice activities that help them develop fluency and alternative ways of executing procedures.
Desired Effect: Evidence (formative data) demonstrates students develop automaticity with skills, strategies, or processes.
- Monday, October 2nd: Ocean Dental. Ms Watson in the bldg a.m. New Teachers Meeting,
- Tuesday, October 3rd: Ocean Dental. One Hour Faculty Meeting, Committee Meetings, Farm to You
- Wednesday, October 4th: Ocean Dental, Title 1 Visit a.m. Farm To You
- Thursday, October 5th: Brett Out - Principal Meeting, Kona Ice, Fall Into A Good Book 5:00 - 6:30 p.m.
- Friday, October 6th: JA in a Day, Grades 3 - 5. 5th Grade will NOT change classes on this date.
Saturday, October 7th: Football vs Van Buren 12:00 p.m. at Capital Hill. Volleyball vs Prairie Queen 9:00 a.m. at Grant High School11 Classroom Management Kernels
Do unresolved behavior issues keep you awake at night thinking about what strategies might enhance responsible decision making and increase academic learning time? It’s natural to feel personally and professionally challenged—as I have, too many times to count.
The good news is that there are some research-based strategies called kernels that you can add to your classroom management toolkit.
While veteran teachers may read the annotated list of kernels as common knowledge, their ubiquity is an advantage. You’ll often find them embedded in more complex constellations of evidence-based behavioral programs because of their effectiveness self-awareness, self-regulation, and pro-academic dispositions.
1. Nonverbal Cues: A teacher can use subtle body movements (like proximity) or more explicit hand signals to cue self-regulation. One popular cue involves moving to the front of the room and making eye contact with the high schooler who is acting out, then pausing until you have the individual’s attention. Younger students are less familiar with social cues and might require a verbal signal to accompany the nonverbal cues. Example: “What should you be doing right now?”
2. Nonverbal Transition Cues: Kids can become so immersed in an activity that they might not notice your attempts to shift them into the next learning event. Ringing a bell or turning lights on and off are unmistakable signals that shift attention to the teacher or a new task. Asking a class to collectively decide what signal to use can be a community builder.
3. Timeouts: Hundreds of studies support the timeout strategy, which is now considered an indispensable component of many evidence-based behavior management systems. Unlike the dunce cap punishment, which intentionally shames and stigmatizes students, a timeout is now used in progressive classrooms to provide an emotional breather in a less socially charged area of the room. It’s also a way for students to decompress, reflect on and enhance their self-awareness, and then return to their seats with improved self-regulation.
4. Over-Correction: Younger students may find classroom routines foreign or overwhelming. Take the time to model the appropriate procedure and then rehearse it three times or more until each step of the routine becomes second nature. After these rehearsals, my second graders took pride in executing the required actions quickly and perfectly for the rest of the year.
5. Notes of Praise: A private note left on a student’s desk praising improved classroom effort is a powerful reinforcement, especially when the note is heartfelt. Studies also show that sending positive letters home improves kids’ self-management and decision making.
6. Private Reminders: When partnered with discreet praise, private reminders to students about how to act responsibly increase on-task behaviors. Researchers recommend using short and unemotional reminders.
7. Greetings: It might seem like an insignificant gesture, but greeting students by name and making a positive statement enhances their self-regulation and increases class participation. Example: “Hey, Marcus. How is my brilliant student today?”
8. On-the-Spot Corrections: During a lesson, don’t leave behavioral missteps unaddressed. Immediately, briefly, and without drama, cue students about responsible conduct. Example: “What should you be doing right now? Right. Let’s see that happen.”
9. Mindfulness Practice: Citing numerous studies, Emily Campbell writes that teaching a student to meditate or practice nasal breathing (inhale through the nose, exhale through the mouth) enhances emotional regulation. This animated gifhelps students (and teachers) learn the technique.
10. Notice and Comment: The Peacebuilders website shares several “Minute Recipes for Building Peace,” such as recognizing changes in student behavior and showing interest. Example: “I really like how you’re acting today. Did something happen to make you feel better about your group?” Noticing and commenting sends an unmistakable and powerful message: I care.
11. When-Then: Another intervention published by Peacebuilders, “When-Then” helps students make responsible decisions—but also leaves the choice in the students’ hands: “When you start talking to me with a lowered voice, then we’ll problem-solve this situation.”
An overwhelming number of studies recommend that classroom instructors systematically teach self-regulation, relationship management, and responsible decision making at the beginning of the school year, so implement these kernels soon.
Unit 2 Week 2: Text Importance, Sequence of Events, Personal Narrative/ Opinion/Argument
Rigor in the Classroom: Many students do not get the explicit instruction they need in how to answer text-dependent comprehension questions. Teachers should ask BOTH creative and text-dependent
questions based on every text their students read, not
only fiction and nonfiction leveled texts, textbook
selections, novels,short stories, newspaper and
magazine articles, but also directions, menus,recipes,
contest rules, advertisements,Web pages, etc.
- Level 1 “Find It!” Questions Answers can be found right in the text, in one place. Questions prepare students to: • Identify facts and details • Identify characters • Identify setting
- Level 2 “Look Closer!” Questions Answers are right in the text but students need to look in more than one place for the information they need. Questions prepare students to: • Identify cause and effect • Compare and contrast • Identify sequence of events or steps in a process • Identify stated main idea and supporting details
- Level 3 “Prove It!” Questions Answers are inferred or implied. Students must support their answers with clues and evidence from the text. Questions prepare students to: • Make inferences • Draw conclusions • Make predictions • Analyze character • Identify unstated main idea and supporting details • Use graphic features to interpret information
- Level 4 “Take It Apart!” Questions Answers require readers to think like the author. Questions prepare students to: • Evaluate author’s purpose and point of view • Analyze text structure and organization
Use your
flip charts to construct
practice questions from
any text!
In the comments section write a Level 3 or Level 4 question you plan to use in your lesson plans this week for any subject. If you don't have a Benchmark Literacy Kit use the Online Resources for same questions. For teachers who accept the challenge you may wear jeans EVERY Day you ask a Level 3 or Level 4 question. Proof: You must leave a post it note on my door with the question and sample student responses. Monday jeans - answer in the comment box a level 3 or 4 question you plan to use this week. Tuesday - Friday a post it note on my door is required (see above). Don't share with your teammates. If they don't read the blog to find out then they miss out on a week of jeans days......
Unit 2 Assessments are in Mastery Connect. You may give the test Friday or wait until after you finish week 3 of unit 2 after Fall Break. Questions have been modified so numbering is correct. The office is NOT printing copies.
Don't forget to complete the required Safe School Trainings.
OKCPS is offering Professional Development the first 3 days of Fall Break. Space is limited, so be sure to sign up using My Learning Plan.
Oklahoma City Public Schools Benefits Enrollment 10/1/2017 - 10/31/2017
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 2017- 2018
- All Students WILL achieve academically.
- Reading: Increase reading proficiency by at least one grade level, and know their current F & P 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
OKCPS Math Standards
Melissa Brett | Principal
Coolidge Elementary School | Oklahoma City Public Schools
5212 S. Villa, Oklahoma City, OK 73119
(405) 587-2800
(405) 208-1581 (cell)
What would I do if I were in the same situation as my teachers and I wanted to wear jeans all week next week? Response: I would read the blog to find out what is required to earn this privilege.
ReplyDeleteMy students will be asked, "How is [your character] feeling? Why do think they are feeling that way?" during their Read2Teacher time on Monday. If they choose a nonfiction book, the question will be "Why is that an important fact to include in this book?"
ReplyDeleteMy students was reading this week On The Road with Henry. One of the questions was. Who is Henry? Well His name is Henry Ford, he wanted to improve things. He invented the car. Later in his life Ford Met Thomas Edison.
ReplyDeleteAfter the reading. One of the questions was How Henry and Thomas are alike. One of the answer was they like to invent things. This was a great reading and all my students participated during my questions and answers.
We are going to work on a level 3 question by making inferences. We will be reading Knuffle Bunny and we will work on figuring out what is going to happen next, or how is someone feeling, by inferences in the text.
ReplyDeleteThis comment has been removed by the author.
ReplyDeleteWe are learning how to analyze characters and are reading the book The Three Billy Goats Gruff. The question I am going to ask is "what words describe the troll?". We are going to look at the pages of the book that only show the top half of the troll, we will use these pictures to visualize what the rest of the troll looks like and I will ask the students to describe this image to me.
ReplyDeleteWe are going to work on making predictions! We are going to read Pete the Cat, I love my white shoes. We are going to make predictions of things he could step in and the color it would turn his shoes. We are also going to work on justifying our answer and being able to give evidence to support our predictions.
ReplyDeleteWe are reading “room on the broom”. I will have several level 3 questions- including predicting and inferring.
ReplyDeleteHow was the teamwork of the animals related to friendship?
Which character had the most courage?
Which character would you like to be- and why?
If the cat was alone, could he have scared off the dragon? Why or why not?
If you were designing a broom for all the characters, what would it look like?
In reading, we are going to read 'Senator Kidd' and answer 4 questions. The first 3 questions are Level 1 and 2 questions. The last question requires the students to infer and draw a conclusion to come up with an answer.
ReplyDeleteFourth Grade will be reading about a girl who wins a trip to the moon. Question: Do you think Kate is a little worried about taking off into space? They will need to infer from the story clues aspects of her character in order to answer.
ReplyDeleteThe question I will be asking my students during our whole group read alouds (both teacher choice and BML Three Little Pigs) are what EVIDENCE do you see in the illustrations that tell you how the character/s are feeling? THen we will turn and talk about a time when we felt worried and/or scared.
ReplyDeleteWe are reading Hightide at Noon... I will be asking how Jack feels in the chapter we read and how it compares to how Jack felt in the beginning of the book. They will have to provide examples from the text that showcases how Jack feels.
ReplyDeleteWe will be reading "Aunt Maud's Mittens" from the leveled book library, analyzing the characters and identifying the unstated main idea. Students will be asked to describe each character in the book and make inferences about the main idea using contextual clues.
ReplyDeleteWe are reading James and the Giant Peach. I will be asking my students to make predictions about what will happen next to James and how does he feel as things are happening to him in the book.
ReplyDeleteWe are reading Junie B. Jones and the Stupid Smelly Bus. I will be asking students to tell how Junie B. felt and provide evidence from the story to support their claims. They will also be predicting Junie's next actions.
ReplyDeleteWe will be reading "Senator Kidd" during our reader's workshop. Students will answer comprehension questions related to the story.
ReplyDeleteWe will be reading the book 'Stellaluna'. I will be asking students to anylyze Stellaluna; her characters and feelings and then asking them to make predictions as to what will happen next in the story.
ReplyDeleteWe will be working on determining author’s purpose in passages on a Smartboard presentation. Students will be asked to give evidence from the passages that identifies the author’s purpose for writing.
ReplyDeleteReading: What clues tell you that the character is ___?
ReplyDeleteMath: What does the bar graph tell you?