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Friday, August 10, 2018

August 13 - 17 Pearson - Belonging

Opportunity Statement:   Coolidge Elementary will continue to provide all students with academic, social, and emotional growth opportunities through great teaching and the utilization of our community resources.  We will maintain high expectations for all students, as well as expand our efforts to cultivate a positive school culture that encourages intellectual and social growth.”
Coolidge Vision and Mission
Our Mission:  “Educate students for lifelong learning and responsible living.”
Our Vision:  “Provide a learning environment that promotes and develops academic and
social growth.”
  • Monday, August 13 - Regular School Day
  • Tuesday, August 14 - Picture Day!  Nelson Out - Keys to Art, Travis to Music.  PLC Meetings - Please bring your Laptop Computer.  Faculty Meeting - Gifted and Talented.  
  • Wednesday, August 15 - Lockdown Security Drill, 9:30 a.m.  Diabetes training, Diaz, Thursday, August 16 - SmartStart 8:30 a.m. Library.  Jimenez out
  • Friday, August 17 -  O'Shields out


Don't forget to be putting in grades in your gradebook.


Tip of the Week

August 10, 2018

We Must Be Writers

Gail Boushey

Issue #526
I tend to think of myself as a reader, not a writer. I understand that the more I write, the more confidence I’ll gain, and I know I should set aside some time each day to write, yet I easily find other things to do. And the busyness I inflict on myself makes the “I just don’t have time” excuse much more plausible.
Jen McDonough shifted my thinking at the SDE (Staff Development for Educators) Conference last month when she addressed the audience:
“Raise your hand if you learned how to teach reading in college.” (All the hands went up.)
“And how many of you are readers yourselves?” (All the hands stayed up.)
“Raise your hand if you learned how to teach writing in college, and keep your hand up if you write now.” (Only one person raised their hand.)
That was an aha moment for me. Many of us were not taught how to write ourselves, nor were we taught how to teach students to write. It is no wonder we often teach writing with a “do what I say, not what I do” approach. We simply follow a lesson plan that tells students how they should write. Jen said that if we don’t experience the joys and struggles of writing ourselves, including writing in the genres and doing the types of writing we are asking of students, we are missing the experiences and background knowledge, and the insights into the ins and outs, that will make the lessons authentic for our students.
The purpose of writing each day became clear to me, and, just as important, so did the underlying reason for my lack of motivation. I truly thought I was missing the writing gene, when in fact I was just missing the purpose of writing, which provides the sense of urgency and motivation. I’d heard that information before, but for some reason, I was in a receptive place to really hear the message this time.
There is an important reason for me to write each day. I must do it if I am to help students from a place of experience. I need to be able to say, “Yes, I too have wrestled with coming up with an idea. Here is what I do when that happens.” “Let me show you how I play with lead sentences until I find one I like best.” “Let me show you how I sketch out my idea and fill the details in afterward.” “Let me show you how I revise when I think I’m finished to make things even better.”
I have been able to help students be proficient readers my entire career because I am a reader; I read every single day. Something Jen said has added to this mission: “We are committing ourselves to help this next generation of students be writers, and it is up to us to grow our own writing so we can help them improve their writing as well.”
What are you writing today?

Don't forget to complete your Safe School trainings.  Shout out to Ms. Aleman, Ms. Alvarez, Coach Barton, Ms. Cappellaro, Mr. Christian, Ms. Clements, Mr. Dye, Ms. Fast, Ms. Gorman, Ms. Harden, Ms. Jackson, Ms.Keys, Ms. Lazos, Ms. Leeson, Ms. Lewis, Ms. Marcin, Ms. A. Martinez, Ms. Navarro, Ms. Nelson, Ms. Peake, Ms. Powers, Coach Rehanek, Ms. Rey, Ms. Riley, Ms. Rone, Ms. Smith, Ms. Tucker, and Ms. Werito for completing this Safe School Training!  
This week in Benchmark Literacy you should be covering Days 6 - 10 (or if you started Day 1, 2, or 3 you could be on as far as day 13). I should see Anchor Charts in your classroom for students
Example of First Grade First 20 Days
Reading: Choosing “Just Right” Books & Abandoning Books (p. 26 & 30)



Writing: Concept of Writer’s Workshop (p. 119-120)


Phonics: Consonants and Short Vowels
--N, C, O
(WB 101-104, 51-58, 173-179)

Daily 5: Read To Self - I-Chart
Reading: Taking Care of Books &
Managing the Classroom Library (p. 27-28)


Writing: Creating an Effective Atmosphere for Writers (p. 122)

Phonics:
Consonants and Short Vowels
--F, H, D
(WB 66-69, 77-80, 58-61)

Daily 5: Read To Self - Practice
Reading: Book Talks (p. 29)





Writing: Appropriate Behavior & Where to Sit (p. 123-124)


Phonics: Consonants and Short Vowels
--R, E, B
(WB 117-120, 185-192, 47-52)

Daily 5: Read To Self - Practice
Reading: Introduction to Response to Journals &
Using Response Journals (p. 31-32)

Writing: Introducing the Writing Process (p. 125)


Phonics: Consonants and Short Vowels
--L, K, U
(WB 93-96, 89-92, 195-200)

Daily 5: Read To Someone - I-Chart
Reading: Reading Book Logs (p. 34)





Writing: Continue Prewriting Using a Web (p. 126)


Phonics: Consonants and Short Vowels
--G, W, X
(WB 70-76, 137-140, 141-144)

Daily 5: Read To Someone - Practice

Example of 2nd Grade First 20 Days:
Day 6
Day 7
Day 8
Day 9
Day 10
Reading: Choosing “Just Right” Books &
Abandoning Books (p. 26 & 30)

Writing: Concept of Writer’s Workshop (p. 119-120)

Phonics: All week: Short Vowels e, u (WB 185-204)


Daily 5: Read To Self - I-Chart
Reading: Taking Care of Books &
Managing the Classroom Library (p. 27-28)

Writing: Creating an Effective Atmosphere for Writers (p. 122)

Phonics: All week: Short Vowels e, u (WB 185-204)


Daily 5: Read To Self-Practice
Reading: Book Talks (p. 29)



Writing: Appropriate Behavior & Where to Sit (p. 123-124)


Phonics: All week: Short Vowels e, u (WB 185-204)



Daily 5: Read To Self - Review and Practice
Reading: Introduction to Response to Journals &
Using Response Journals (p. 31-32)

Writing: Introducing the Writing Process (p. 125)

Phonics: All week: Short Vowels e, u (WB 185-204)


Daily 5: Read To Someone - I-Chart
Reading: Reading Book Logs (p. 34)





Writing: Continue Prewriting Using a Web (p. 126)

Phonics: All week: Short Vowels e, u (WB 185-204)



Daily 5: Read To Someone - Practice


Example of 3rd Grade First 20 Days:
Day 6
Day 7
Day 8
Day 9
Day 10
Reading: Managing the Classroom Library (P.28).

Writing: Writer’s Workshop Procedures: Atmosphere & Appropriate Behavior (P.156-158)

Phonics: Word Study:Unit 1, Day 1 (compound words)

Daily 5: Read To Self - Practice; Build Stamina
Reading: Book Talks (P. 29).
Writing: Introduce the Writing Process (P.159)

Phonics: Word Study:Unit 1, Day 2 (compound words)

Daily 5: Read To Self - Practice


Reading: Abandoning Books (P.30).

Writing: Continue Prewriting (P.160-161)

Phonics: Word Study:Unit 1, Day 3 (compound words)

Daily 5: Read To Self - Practice
Reading: Intro to Response Journals (P.31).

Writing: Continue Prewriting, Beginning, Middle, End (P.162-163)

Phonics: Word Study:Unit 1, Day 4 (compound words)

Daily 5: Read To Someone - I-Chart; Build Stamina
Reading: Response Journals, Sentence Starters (P.32-33).

Writing: Begin Rough Draft Step of Writing Process (P.164)

Phonics: Word Study:Unit 1, Day 5 (compound words)

Daily 5: Read To Someone - Practice; Build Stamina
Example of 4th Grade First 20 Days

Day 6
Day 7
Day 8
Day 9
Day 10
Reading:
Taking Care of Books &
Managing the Classroom Library (p. 27-28)

Writing: Appropriate Behavior & Where to Sit (p. 157-158)

Word Study:
Unit 5: Day 1-
Long e sounds spelled in different ways

Daily 5: Read To Self - Practice; Build Stamina
Reading:
Book Talks (p. 29)

Writing: Introduce the Writing Process (p. 159)


Word Study:
Unit 5: Day 2-
Word Sort by spelling patterns

Daily 5: Read To Self - Practice
Reading:
Introduction to Response Journals

Writing: Continue Prewriting Using a Web (p. 160)

Word Study:
Unit 5: Day 3-
Word Sort by long and short e sounds

Daily 5: Read To Self - Practice
Reading: &
Using Response Journals (p. 31-32) & Sentence Starters (p. 33)

Writing: Continue Prewriting
(p. 161-162)

Word Study:
Unit 5: Day 4

Daily 5: Read To Someone - I-Chart; Build Stamina

Reading: Reading Book Logs (p. 34)

Writing: Begin Rough Draft Step of Writing Process Cycle (p. 164)


Word Study:
Unit 5: Day 5-
Spelling Dictation; BLM 10; spelling peer check BLM 11

Daily 5: Read To Someone - Practice; Build Stamina

Example of 5th Grade First 20 Days


Day 6
Day 7
Day 8
Day 9
Day 10
Reading:  “Just Right” Books (p.26)

Writing: Concept of Writer’s Workshop (p. 153-154)

Word Study: Review root word and prefix and learn meaning of prefixes pre-, fore-, post-, and after-

Daily 5: Read To Self - I-Chart



Reading: Taking Care of Books,
Managing the Classroom Library (p. 27-28), and Abandoning Books (p. 30)

Writing: Creating an Effective Atmosphere for Writers,Appropriate Behavior, and Where to sit (p. 156-158)

Word Study: Sort words with prefixes pre-, fore-, post-, and after-
Daily 5: Read to self practice
Reading: Book Talks (p. 29)

Writing: Introducing the Writing Process (p.159)

Word Study: Sort and use prefixes pre-, fore-, post-, and after- in sentences

Daily 5: Read To Self - Review and Practice
Reading: Introduction to Response to Journals (p.31)

Writing: Continue Prewriting Using a Web (p. 160)

Word Study: Identify and spell words with prefixes pre-, fore-, post-, and after-

Daily 5: Read To Someone - I-Chart
Reading:Using Response Journals (p. 32)

Writing: Continue Prewriting (p.161)

Word Study: Spell words using prefixes pre-, fore-, post-, and after-

Daily 5: Read To Someone - Practice
Where do I find?.........

Kindergarten
1st Grade
2nd Grade
3rd Grade
4th Grade
5th Grade
6th Grade 
 Bundled Standards

Year at a Glance

First 20 Days		Bundled Standards

Year at a Glance

First 20 Days		 Bundled Standards

Year at a Glance

First 20 Days 		  Bundled Standards

Year at a Glance

First 20 Days		  Bundled Standards

Year at a Glance

First 20 Days		  Bundled Standards

Year at a Glance

First 20 Days		 Bundled Standards

Year at a Glance

First 20 Days
OKCPS ELA Standards by Grade Level
OKCPS and OAS Crosswalk
OKCPS ELA Bundles


6th Grade Bundles
OKCPS Math  by Grade Level
OKCPS-OAS Crosswalks
OKCPS Standards by Bundles
Pre-Kindergarten  Bundles
Kindergarten  Bundles
Elementary ELA Year- at- a- Glance







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