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.”
If you have not turned in your Parent Teacher Conference Forms please be sure those are turned in to Victoria.
Teachers often wonder if the five Daily 5 tasks can truly engage students each and every day, year after year. "Won't they get bored?" The answer to this is no, and here is why:
Where do I find?.........
- Monday, Feb. 25 - Regular Day
- Tuesday, Feb. 26 - PLC Meetings, Goforth Shower
- Wednesday, Feb. 27 - State Testing Inservice. Brett & Huggins Out A.M. , Leadership Meeting
- Thursday, Feb. 28 - Regular Day
- Friday, March 1 - Rally Ball - Barton and Rehenak out A.M.
If you have not turned in your Parent Teacher Conference Forms please be sure those are turned in to Victoria.
Make Your Instruction Trauma-Informed
From the OSDE Office of Special Education Services
Twenty-six percent of children in the United States will witness or experience a traumatic event before they turn four years old. Trauma-informed schools understand the educational impacts of trauma and are safe, supportive environments where students form positive connections with adults and peers and learn to regulate their emotions.
In order to improve relationships with your students and demonstrate empathy, consider asking your students the following questions either as a group or individually:
- What are some emotions you feel today?
- What is something you can do to calm your emotions?
- Are you hurting today? If so, describe what is hurting.
- Is there something you would like your teacher or someone else to know today?
- Is there something you need from your teacher today?
In order to better empathize with students, use the following questions to reflect on your own practices:
- How am I feeling today? What can I do to regulate myself, so I can be prepared to teach my students?
- Have I set clear expectations for my classroom?
- What is the emotional tone of my classroom?
- Have I greeted all my students by name today?
- Have I had at least one positive interaction with each student today?
- Is there a student who needs extra attention or support today?
For our trauma-informed instruction guide and other tips for teachers, click here.
Boredom Busters
ARTICLE
Teachers often wonder if the five Daily 5 tasks can truly engage students each and every day, year after year. "Won't they get bored?" The answer to this is no, and here is why:- Choice—Choice is a vital component of the Daily 5 structure. Students have choice over which task they do and when they do it, what they are reading, what they write about, where they sit, and who they partner with during Read to Someone. Choice is motivating and empowering, and reduces the possibility of boredom.
- Stamina—Through the 10 Steps to Teaching and Learning Independence, students’ muscle memories are trained and they have stamina to read and write for extended periods of time. If this is a struggle, it may be time to revisit I-charts and rebuild stamina.
- Authenticity—Daily 5 engages students in authentic reading and writing tasks and is not built around ever-changing materials and reading games and gimmicks. It allows students to actually focus on application of reading and writing strategies to enhance comprehension and written expression. These tasks are never “finished,” because there is always another book to read or another story to write.
- Differentiation—Students in a Daily 5 classroom are reading good-fit books and practicing strategies matched to their needs. When teaching is explicit, intentional, and meets individual needs, learners can focus for extended periods of time.
- Brain Research—Students' independent work time is sandwiched between focus lessons, providing them with age-appropriate brain and body breaks, allowing for an optimal learning experience.
If you notice a decline in student focus or believe boredom is taking over in your classroom, reflect on the above components. Bust the boredom by staying true to the foundations of Daily 5. You will create a classroom of engaged, independent readers and writers.
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
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OKCPS and OAS Crosswalk
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OKCPS ELA Bundles
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6th Grade Bundles
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OKCPS Math by Grade Level
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OKCPS-OAS Crosswalks
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OKCPS Standards by Bundles
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Pre-Kindergarten Bundles
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Kindergarten Bundles
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Elementary ELA Year- at- a- Glance
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OAS for Social Studies Bundles
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OKCPS Social Studies Unit Plans
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1st Grade American Heroes
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OAS Science Standards by Bundle
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OKCPS Science Unit Plans
(Please note: You will need your OKCPS log-in to access)
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