Transcript Parent Information Night - Franklin Elementary School

Parent Information Night
• Welcome
Achieving our dreams…
• My dream is to become a teacher. I want to teach kids about
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everything. I want to give kids ideas. I want to be able to tell kids
how they are doing. I am going to do that by going to college
and watching my teachers to get ideas.
My dream for my future is to make a book series like J.K.Rowling.
I want to play on a soccer team like the Rapids or the U.S.A. soccer
team.
I want to sell crafts in a craft store. I will make pot holders and sell
them to help people cook.
I want to work at the Children’s Hospital because I want to help
kids.
My dream is to be a policeman and to be super smart and have
nice handwriting.
I really want to become a vet. I can already identify worms! I will
enjoy the smiles when I tell people that their pet is okay.
I want to live in a beautiful house and be a nurse and have a good
life.
8:36-9:10 Morning Routine
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Attendance
Journal Writing
Morning Meeting
Everyday Counts Calendar
9:00-10:20 Reading
• We will start with a whole class lesson
where I will read a book and model a
reading strategy or thinking strategy.
• Your children will use these strategies
through the lenses of fiction, nonfiction, and poetry.
9:10-10:30 Reading
• Your child will be able to choose a book to
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read and practice using the thinking
strategy. I welcome books from home.
While some children are reading, I will meet
with small groups of children and confer
individually providing guided instruction.
Your child will write about their reading,
either reflecting on their use of a strategy or
explaining their thinking about their reading.
10:30-10:45 Snack/Read Aloud
• The highlight of many a child’s morning!
• Unless they don’t like their snack.
• I always choose a read aloud book with a
purpose in mind.
10:45-11:15 Word Work OR
Integrated Studies
• Words Their Way: differentiated program
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which teaches word specific knowledge
through sorting words by pattern,
morpheme, or root.
Students are grouped according to
developmental spelling levels based on an
initial assessment and teacher observation.
Each study proceeds for a two week cycle.
Students are assessed on their progress at
the end of two weeks.
10:45-11:15 Science
/Social Studies
• Most science and social studies units will
have a writing component.
• For example, as we learn about biomes, we
are studying the desert. As we learn about
this particular biome, we are creating an
informational text which teaches readers
about elements of this biome.
Essential Learnings:
Social Studies
• Examine contemporary and international issues
• Understand local history
• Understand the relationships between physical
and political geography
• Relate immigration patterns to the Denver area
• Explore colonial America and immigration patterns
to understand past, present, and future
• Understand the structure of our government and
its influence on citizens and the economic
environment
Essential Learnings: Science
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Properties of Matter
Plants: systems and cycles
Weather systems
Water Cycle
Solar System
Habitats and biomes
Simple Machines
For Example: Integrated Unit
• Desert biome:
 Define habitat, ecosystem, biome
 Plants (life cycle of plant, phototsynthesis,
interdepence)
 Native American tribes: cultural
understanding, tribes of the southwest and
Colorado
 Weather: patterns, precipitation cycle, climate
11:15-12:00 Specials
• We are on a three day rotation with
 A Days are P.E.
 B Days are Music
 C Days are Art
 Technology is not a part of the rotation. We
have time for technology set aside each
Monday morning at 10:15. We will also have
three stations in our classroom and are using the
laptops and lab time frequently as we integrate
tech tools into our learning.
12:00-12:45 Lunch
• Finally
• Trying out a new system: recess first. How is
this going?
12:45-1:00 Vocabulary
• Explicit instruction in “tier two” words
purposefully selected for their utility and
portability.
• Integrating new vocabulary into writing and
speaking is necessary.
• “Text Talk” materials sequence vocabulary
instruction and revisit words throughout
the year.
1:00-2:15 Math
• Everyday Math
• Spiraling curriculum based on learning goals
• Here is an example of what you will see as
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the first page of a math test.
Homework sheets will come home daily from
Monday through Thursday. At the beginning
of each unit, I will send home a family letter.
It gives the answers to all the home links and
explains what your child is learning.
12:15-1:30 Math
• I want to give you and your family as much
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flexibility as possible.
Home Links are for review and your
information. They are usually short and fun
activity you can do with your child.
Your child can learn responsibility by
returning with the home link the next day.
We will use the home link to discuss what we
did and answer any questions.
I will collect and mark the home links and
return them.
2:15-3:00 Writing
• Workshop format:
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Whole group lesson
Application of concept in own work
Independent writing/conferring
Sharing
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Units of Study
District Rubrics/curriculum match
Exemplars
Standardized Assessment
• Criterion Based
 CSAP
 February and March
• Norm Referenced
 MAP testing in Reading and Math, three times
per year.
• School Assessments
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DRA II
Writing Prompt
Spelling
Goal setting/tracking
What are my
responsibilities?
• Seven, eight and nine year olds need at least ten hours of
sleep a night.
• A diet rich in whole grains, fruits and vegetables is brain food.
 Research has linked a healthy diet to improved behavior
and learning.
• Homework. I would like to try to change our thinking from
homework to study time. Even if students don’t have any
assigned work, they can have study time. Having a consistent
time and place with all possible materials needed helps
children stay focused on learning.
• Study time activities include 20 minutes of reading at least four times
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per week as well as:
Everyday Math Home Links.
Letter writing to family and friends
Math or logic games
Spelling games or word sorts
Writing
What are my
responsibilities?
Volunteers
• Field trips, filing, and photocopies
• Guest Reader!!!
• If you have the opportunity to come regularly, working with
students is helpful, too.
• If you want to work with students, I can work with you on a
time and curricular area you would like to do.
 Making Words
 Editing Writing
 Math Games
• Art Start
• Party Planner
How does classroom
management work?
• We learn best from mistakes. Mistakes give us an opportunity
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to learn. So…
You might see a Learning Opportunity Notice come home. It
is very similar to the school wide Think It Over with one
difference. The student completes the form at school. I found
that there tended to be a disconnect on an important issue
for me. What will you do next time so this doesn’t happen
again. If we complete it at school I and really focus in on that
issue.
I will write what happened and what the school
consequences were so you can decide what to do at home.
I try to use natural consequences as much as possible.
Positive Reinforcement
Whole class and individually.
Whole school and class rules are linked to Keys to Success.
How can we
communicate?
• E-mail is the best way to communicate with me.
• [email protected]
• I check my voicemail at the end of each day. So if you need to get
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a message to me during the day call the office at 303-347-4500.
My voicemail number is 303-734-3221.
I have an open door policy. This is your room too. I might not always
have time to talk to you when you first arrive.
Conferences are twice a year but we can meet any time you or I see
a need.
Final Thoughts…
• Effective Schools Research
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Clear School Mission
Instructional Leadership
Frequent monitoring of student progress
Opportunity to learn and student time on task
Safe and orderly environment
Home-School Relationship
Thank you!