january 2012 newsletter-2cer

8/3/2019 January 2012 Newsletter-2cer

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2 2 4 1 Ru s s e l l S t r ee t

B e r k e l ey , C A 9 4 7 0 5

( 5 1 0 ) 6 4 4 - 6 2 9 0

w w w . l e co n teo n l i ne . o r g

PANDA PRESS LeConte School Newsletter

Though there will always be room forimprovement, our school is doing a muchbetter job at serving all students because ofyou---our families and staff. We have a verytalented staff of teachers and instructionalspecialists who collaborate beyond theschool hours and are committed to taking onthe responsibility of educating andsupporting all students. Several parents andguardians have created structures to improvestudent engagement, safety, and supervision.

We also have families who donate hours oftheir artistic talents to create and decorate ourschool for special events, such as the recentLatino Heritage Celebration. Appreciationsare listed on the last page of this newsletter;however, its really important to recognizeup front the incredible work that families andstudents put into presenting the outstandingperformances on December 16th!!! Theattached photos tell some of the story butwhats crucial to acknowledge is thededication you all bring to our school. Inaddition to the number of people who alwaysvolunteer, we have some new families whoare taking on leadership roles within ourPTA, SGC, ELAC, and COFAAScommittees. Im hoping that this newenergyand expertise will not only improve ourschools culture but also achievement. Wehave everything in place to attain the State

WELCOME TO 2012!!!

A Year of Promise and Success

Updates and Support Needed Now

Kindergarten Information Night: Thurs.,Jan. 12, 7:00-Please attend to answerquestions and welcome new families to BUSD.

School Closed: Mon., Jan. 16 Dr. Martin

Luther King Jr. Birthday Holiday; Mon., Jan.30, Staff Professional Development day

Spelling Bee: All 2nd- 5th students should bepracticing spelling words from a list theyreceived last year. They will be taking awritten test in class to determine finalists whowill participate in final contest on Thurs.,Jan.19

th, 6:30PM. See www.myspellit.com for

activities. Judges are needed-please contact or

JANUARY EVENTS:

Meetings:

Wed., 1/4, School Governance

Council (SGC) 6:30PM, LibraryTues., 1/17, PTA, 5:45PM dinner

6:00PM meeting, Cafeteria

Thurs., 1/19, Coalition of

Families, (CFAAS) 6:00PM,

Library

Fri., 1/20, English Learner

Advisory Committee (ELAC)

6:00PM, Room 106

Special Events:

NO SCHOOL, 1/16 & 1/30

Thurs., 1/19, Spelling Bee

Thurs., 1/26, Family Literacy

Night, 6:00PM, Auditorium

Fri., 1/27, Celebrate LeConte

Assembly, 8:15AM

Academic Performance Index requiredrating of 800. As we go forward with theNew Year, Im asking all families tocontinue to support our school wideevents while also making a strongercommitment to getting children to schoolon time, making sure they read EVERYnight and complete homework asrequired. The staff and I are available tomeet with you to provide resources andanswer any questions you have related to

supporting your childs social andacademic success. Attached, you will findinformation to assist you withunderstanding your childs reading level,exactly what it means to be at Level A orH. A summary of the third through fifthgrade students responses to the bullyingsurvey is also attached. What appears tobe most crucial toward addressing theissues is not only more trainedsupervision and playground activities butsocial skills training and angermanagement. The staff and I will betaking on a more focused and daily roletoward teaching conflict resolution skillsand acceptance. Outside resources arealso being sought to assist withdeveloping action steps to decreaseaggressive and inappropriate behaviors.

Princi al Wilson

leave a message for Principal Wilson.

Family Literacy Night: Thurs., Jan. 26,6:00PM. The evening will include activitiesthat you can use at home to encourage your

child to read, light refreshments, andprizes!!!

Disaster Preparedness: Plastic bags weresent home with instructions requesting thatyou use the bag to create a survival kit foryour child. The kit is needed to help ourschool make sure all students havenonperishable food items should they betrapped in a classroom during an emergency.Please return the bag ASAP.

Che r y l W i l s o n , P r i n c i p a l , c he r y lw i l s o n@b e r k e l e y . o r g

Ca l Co l l i e r , P TA P r e s i d en t , c a l c o l l i e r @ya ho o . co m

J a n u a r y 2 0 1 2

Attachments

Reading Levels Math Self-

Assessments

Bullying Surveycomments

Photos


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Last month, all LeConte teachers new to the districtvisited model classrooms to observe strategies used toimplement our district adopted reading and writingprogram. This is one aspect of the training they neededto improve their ability to implement the program anddevelop lesson plans with their colleagues. Allteachers are assigned to one or two of the followingschool-wide teams, Leadership, InstructionalLeadership, Positive Behavior/Intervention Support,Response to Intervention, and School Culture. Theteams are in the process of writing measurable goalsrelated to the function of the team. For example, the

Teachers/Classroom focus for the month January

The focus continues to be on improvement ofmathematics instruction and achievement and safety.

During last months mathematics workshop session,three teachers shared practices designed improveengagement and understanding of mathematics. As aresult all teachers agreed to make sure the lessonobjectives and mathematics vocabulary are clearlyexplained so that students can state what they arelearning and monitor their understanding. Students willalso be asked to weekly create, illustrate, and writemathematics problems and create problems for theirpeers to solve. To assist teachers and students withprogress monitoring, mathematics assessments arebeing developed by Principal Wilson for grades 2nd

through 5th

.

Principals focus for the month of January

School-wide Committees Brief Summaries of Meetin s

Page 2 of 4 LeConte Newsletter

Instructional Leadership Team is committed to helping allteachers collaborate and implement the reading/writing andmathematics curriculum with the expectation that at least 75-80% of the students will achieve proficiency by May 2012. To

achieve this goal, teachers will be observing one another,planning lessons together, sharing feedback about their abilityto differentiate instruction and meet with students who needmore time to learn on a regular basis, and will administercomplete common assessments to monitor students progress.The teams will work with our PTA to present at least threeworkshops about the progress of our school.

The goal is to have a record of the number sense standardsstudents have achieved and will be expected to achieve before

the end of the year. An example of the third grade self-assessment is attached. Also attached is a list of studentbehaviors and book characteristics that are aligned with thedistrict reading levels. The lists are included to help clarify themeaning of the reading level letter your child receives on his/herreport card. This letter is used to identify the level of readingproficiency. Also, see Student News for a summary of thebullying survey. One immediate step staff and Principal Wilsonwill be taking to decrease incidents on the yard will be tofacilitate proactive problem solving meetings with role playsand practice before students are dismissed for recess.

School-Wide & Committee Updates

PTA: The PTA did not meet in December. During the Januarymeeting participants will be determining a date to practice andprepare for a school-wide earthquake drill and will bediscussing the proposed TWI Consolidation at one school site.As of this date, the consolidated school will be Rosa Parks orLeConte and is tentatively scheduled to open 2013. Its reallyimportant to get as much feedback about your concerns,suggestions, and ideas so that Principal Wilson take yourfeedback to the next BUSD TWI Consolidation meeting onTues., Jan. 10th. Next PTA meeting: Tues., Jan. 17, 5:45PM.

English Learner Advisory Committee: Most of the meetingsin December were devoted to planning the Latino HeritageCelebration. The group also discussed issues and concernsrelated to the TWI Consolidation; however, the participantsdid not feel that they had enough information to adequatelyvoice an opinion. They are planning to invite a districtrepresentative who may be able to explain the reasons forconsolidation, background and research, the pros and cons, orconsequences. During the January meeting, participants willbe discussing the Latino Heritage Celebration, what went welland what may need to be different next year. Next meeting

date is tentatively scheduled: Fri., Jan. 20, 6:00PM

School Governance Council: In response to theconcerns about recess supervision, a representativefrom Playworks (formerly Sports for Kids) gave anoverview of the structure, activities, and support theorganization offers to improve student interaction andsupervision during recess. SGC is considering hiringPlayworks to provide immediate training to recesssupervisors and a possibly contracting them for fullservices next year. SGC members are preparing thenext Parent/Guardian Survey. The TWI Consolidationwill also be discussed during the next meeting andMs. Katz, our literacy coach will present about herrole and the support she provides for teachers. Nextmeeting: Wed., Jan. 4, 6:30PMCoalition of Families for African-American

Students: The group did not meet in December.Members will be making plans for the upcomingAfrican /Black American Heritage event scheduled forFriday, February 24, 6:00PM. Support will be neededto decorate, set up, and clean up after the potluck andstudent performances. Next meeting: Thurs., Jan.

19, 6:00PM


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LeConte NewsletterPage 3 of 4 Student News & Appreciations

One of our initial steps toward developing a school-wide bullying policy has been to survey third throughfifth grade students. For your information, a copy of

the survey was attached to the November newsletter.The following is a summary of results received from58% of the students. Of the 94 surveys, 50respondents were girls and 44 were boys. The resultsfrom the remaining students and next steps will beincluded in the February newsletter. Fourth grade wasthe only grade level with an imbalance of boy (13)and girl (20) respondents. Since some of the studentsdid not respond to all 12 questions, the answers do notalways reflect the experiences of the entire group.Results from (19) 3rd graders: 7 students stated thatsomeone was mean during recess; 9 stated this

occurred in the classroom; 12 told an adult or peerabout being bullied, 1 did not; after reporting bullying4 stated it stopped, 7 stated it did not stop; 3 statedbullying got worse, 8 stated it did not; 3 have bulliedsomeone else; 1stated that s/he is bullying someonenow.

Results from (33) 4th

graders: 11 girls and 5 boys

stated that someone was mean in the classroom; 9 girlsand 5 boys stated that this occurred during recess; 1 to5 students were bullied during lunch, in the halls and

restroom; 11 students told an adult or peer about beingbullied while 17 did not; after reporting bullying, 8stated it stopped, 7 stated it did not; 3 stated bullyinggot worse, 12 stated that it did not; 3 have bulliedsomeone else.

Results from (42) 5th graders: 10 girls and 1 boystated someone was mean in the classroom; 8 girls and4 boys stated this occurred during recess; 5 to 7 girlsstated students were mean during lunch, in the halls,and in the restrooms; 14 students told an adult or peerabout being bullied, 5 did not; after reporting bullying,8 stated it stopped, 12 stated it did not; 7 stated

bullying got worse, 4 stated it did not; 12 have bulliedsomeone else. All surveys showed that most boys arebullied by other boys, most girls are bullied by bothboys and girls, a few students have been bullied bywhole groups of students. See examples of thestudents written comments attached.

Latino Heritage Celebration: The event was spectacular

and so well received. Thanks to all parents who metnumerous Friday nights to organize the event and all thehelpers who cooked the food, taught the dances to thestudents, ironed the costumes, set up, cleaned up, designedand sold representations of Latino culture, and created theartistic set design and decorations in the hallways. Thanksto the students who rapidly swayed, swirled, and danced tothe music and the students who sang in Spanish!!! Thanksto our art teacher, Ms. Zamarra for teaching students aboutart related to Latino culture and instructing them to producebrilliantly colorful selections that are displayed in thehallways and auditorium. Finally, thanks to the staffmembers who helped students get dressed and the two

teachers, Ms. Perez and Mr. Henderson, who introduced theprogram. Attached is a list of all event coordinators andassistants. Thanks so much to all of you---you help makeour school a great place to be for students and families!

Kindergarten Tours: Thanks to all of the parents whohave led a tour and a special thanks to the students whoassisted Mr. Aulette with leading a tour. Mr. Aulette is notonly one of our fifth grade teachers but also a member ofour School Governance Council along with kindergartenteacher, Ms. Bull, and first grade teacher, Ms. Barer.

Student News First Draft of Bull in Surve Results

More volunteers are needed to lead the tours. They are held

every Tuesday and Thursday from 8:30 to 10:00AM until Feb.2. Please contact Marie, our school secretary to let her know thedate you can help out.

LeConte Authors: Thanks to Heather Mackey, August Fern,and Jessica Fiedler for coordinating our first school-widewriting contest. A total of 32 students submitted work fromkindergarten through fifth grade. Heather developed aninformation sheet with a list of instructions to assist studentswith writing their stories, and she supported their progress bymeeting with students after school. Jessica read all of theirwork and typed pieces that were hand-written so that all of thewriting could be compiled in one booklet. August createdprofessional certificates and ordered pens for each student.Thats dedication to our school---one of the many reasons thisis a year of promise and success. Thanks again to the LeContestudents who took the challenge and successfully demonstratedyour creativity and skill as authors.

Great American Catalogue Fundraiser: Thanks again toCorynne Escalante for coordinating this event and for makingsure all buyers received their orders!!! Corynne is a new parenthere at LeConte. If she had not agreed to take on this task wewould still have several boxes of brochures stacked in ouroffice. This fundraiser was supposed to be coordinated bysomeone else who could no longer accept the responsibility sowe are very grateful to Corynne for taking on this role.

Appreciations


4/28

General Information

Family vacations/absences from school: Please note that ourschool is able to receive daily attendance funds for four to fivedays when students are absent because of a family vacation oremergency. If you plan to take your child out of school for 4-5days, please notify the teacher at least three days in advance so

that an Independent Study Contract can be completed. Thiscontract is used as a record specifying the numbers of days ofabsence and serves as an agreement for homework that will becompleted while the student is absent. The contract must be for4 to 5 days only. Students who have a contract but are absentmore than five days will be counted as truant unless the studentis ill or hospitalized.

BUSD TWI Task Force. The next meeting will be Tuesday,Jan. 10th at 6:30PM, 1720 Oregon Street. For informationabout this committee, please visit Bilingual Program and otherservices for English Language Learners section of the BUSDwebsite: http://www.berkeleyschools.net/superintendents-two-

way-immersion-task-force/

Attachments:

Reading Levels Student Behaviors & BookCharacteristics

Mathematics Self-AssessmentBullying Survey CommentsVarious Photos

PTA Membership: Please join or renew yourLeConte PTA membership for 2011-2012! Onlineforms are available for download on our schoolwebsite, including the PTA membership form. Thesuggested donation is $10 per family - half of whichgoes to the umbrella organization of the PeraltaDistrict PTA. The form is available on our website:http://www.leconteonline.com/default/index.cfm/parent-groups/pta/joinpta/ If you have already donated,but were unable to include a form, please take thetime and fill out a form and returnto Marie at thefront desk as confirmation.

Lunch Balances: Unless you have received a letterfrom our district nutrition office stating that yourchild qualifies for free lunch, you must pay thereduced or full price. You can write a check payableto BUSD and give it to our cafeteria clerk, Ahlam oryou can pay online any time of day throughout the

year. You can pay for meals, view cafeteriapurchases, track meal account balances, schedulerecurring payments, etc. Visitwww.mySchoolBucks.com to create your account.You can call Marni Posey or Sara Leon at (510) 644-6200 if you have any questions.

Page 4 of 4 LeConte Newsletter


5/28

Calendario de LeConteEnero1 Enero 31, 2012

Calendario y Noticias Actualizadas en: www.leconteonline.org

Dom. Lun. Mar. Mier. Juev. Vier. Sab.

1 2 3 4 5 6 7 ! FELIZ

AONUEVO!!!

Regresan losestudiantes aclase

Reunin del

Consejo

Escolar6:30PMBiblioteca

8 9 10 11 12 13 14

Reunin sobrelaConsolidacin

de TWI,

6:30PM

1720 Oregon St.

Noche de

Informacin

para nuevasfamilias de

Knder,7:00PM

Room 109

15 16 17 18 19 20 21

ESCUELACERRADACumpleaos

del Dr. MartinLuther King

Jr.

Reunion del

PTA

5:45-cena

6:00-reunion

Cafeteria

Coalicion de

Familias

Afroamericanas6:00PMBiblioteca

Concurso de

Ortografa,

6:30PMAuditorio

Reunin del

Comit Asesor

del Aprendizaje

del Ingles

(ELAC) 5:30,

Saln106

22 23 24 25 26 27 28

Family LiteracyNight,

6:00PM

Auditorium

Asamblea

Celebremos

LeConte,

8:15AMVstete como tupersonaje

favorito

29 30NO HAYCLASESparaestudiantes

31


6/28

THANKS to all of you for supporting the LATINO HERITAGE CELEBRATION!!!

We would like to thank the following people for all their help and support: Principal Wilson, Ms. Perez and Mr.

Henderson for doing such a great job as MCs, Ms. Aguas for her excellent timing as Stage Manager, all LeConte teachers

parents, and the PTA, for helping make this event possible. We could not have done it without you!

A special thanks to students of LeConte Community Kidz, Elena Topete & the PTA Afterschool Visual Arts class, Ms.

Lynn Zamarra (LeConte Art teacher), Mr. Argueta, Mr. Auletta, & Mr. Hendersons students for helping make decorationand arts and crafts for this event, or for writing reports on different Latin American countries or famous Latin Americans.

Thank you also to Ms. Aguas, Ms. Bernal/Donaldson-Fletcher, Ms. Torres, Ms. Bull, Ms. Diebel, and Ms. Sisneros for

your support and letting us use your classrooms and the library.

We especially thank Graciela Hernandez (Dance Instructor) and Gazel Valdez her assistant for teaching the

students all the dances and doing such a great job with that.

Thank you to the following people who helped with decorations and in making arts and crafts for the event:

Antonia Alba, Fabiola Muoz, Ivette Garca, Estela Prez, Adela Merlos, Elvia Orozco, Paola Torres, Carol Padilla,

Brisa Guzmn, Stefani Guzmn, Maricruz, Irene Leja, Maria Felix, Araceli Salgado and daughter.

Thanks to the following people that cooked the delicious food or drinks for the event: Yasmin Carretero, AntoniaAlba, Graciela Hernandez, Lorena Cach, Alicia Villanueva, Guadalupe Guerrero, Guadalupe Cardenas, Luis (Boris)

Martinez, Maria Felix, Adelina Vasquez, Jason & Genevieve Negrn, Gazel Valdez, Araceli Salgado, Ricardo Salinas,

Leticia Gonzales, Tania, Ivette Garca, and Elena Topete. Thanks also to Catarina Negrin and Luis Huerta for getting

food and bread donations from restaurants and bakeries.

Thanks to Jose Valencia, Rafael Canales, Luis Huerta and the other parents who contributed for the Mariachi.

Thank you also for the many volunteers that helped with selling tickets & arts and crafts, serving food, setup, clean

up, and in the dressing rooms: Jos Valencia, Elena Topete, Luis Huerta, Cesar & Carol Prez, Araceli Salgado, Rafael

Canales, Francie Maguire, Maria Ibarra, Ma. Beln Aceves, Cathleen Richmond, Ethan Daniels, Fabiola Muoz, Ivette

Garcia, Denise Montgomery, Estela Prez, Karen Meckstroth, Guillermo Clavera, Charlie Huizenga, Jason Negrn, Sian

Shumway, Vernica, Mayra, Thelma Wheller, Jocelyn Bale-Glickman, Mia, Ila Deiss, C. Waters, Minerva Tirado, AnnSperske, Jessica Fiedler, Ces Rosales, Mauricio Espritu, Basia Lubicz, Paz Mellendez-Canales, Catarina Negrin, Gazel

Valdez, Graciela G. Hernandez, Irene Leja, Juan Garca, and everyone else who helped that day.

We also thank Catarina Negrin for helping to recruit volunteers, and for writing an article about the event that

will help with publicity in the future.

A very special thanks to the organizers for this event:

General Coordination: Paz A. Melndez-CanalesDonations & Publicity: Paz Melndez-Canales & Carol Perez

Performances: Graciela Hernandez & Gazel Valdez

Food Preparation: Yasmin Carretero & Lupe Cardenas

Costumnes Preparation: Anglica Gonzales, Gazel Valdez, & Graciela Guadalupe Hernandez

Decorations: Elena Topete & Jos Valencia

Sales: Rafael Canales & Araceli Salgado

Arts and Crafts: Elena Topete

Volunteer Coordination: Carol Prez

Set-up: Cesar Prez

Clean-up: Luis Huerta

We thank the following local businesses for their support for this event: Alicias Tamales Los Mayas, Cancn

Taquera, Mi Tierra Foods, Picante, Picoso, Semifreddis, Tacubaya, and Whole Foods


7/28

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8/28

Preconventional Readers and Book CharacteristicsStudent Behaviors Book Characteristics

Begins to choose reading materials Illustrations provide strong support.(e.g., books, magazines, and charts) Some texts are wordless.and has favorites. Some texts have 1-2 words per page. Shows interest in reading signs, Some texts have one line of print perlabels, and logos (environmental page.print). Illustrations appear on every page. Recognizes own name in print. Illustrations closely match the text. Holds book and turns pages correctly. Illustrations often sho'v concrete Shows beginning/ end of book or and familiar objects or actions.story. Print placement is consistent. Knows some letter names. Simple text follows consistent

Listens and responds to literature. structure. Comments on illustrations in books. Text includes clear spacing between Participates in group reading (books, words.rhymes, poems, and songs). Print is lar e and clear.Fountas and Pinnell Guided R e a d ~ Leveling SystemTM: A

,.


9/28

Emerging Readers and Book CharacteristicsStudent Behaviors

Memorizes pattern books, poems,and familiar books. Begins to read signs, labels, andlogos (environmental print).

Demonstrates eagerness to read. Pretends to read. Uses illustrations to tell stories. Reads top to bottom, left to right,and front to back with guidance. Knows most letter names and someletter sounds. Recognizes some names and wordsin context. Makes meaningful predictions withguidance.

Book Characteristics Rhymes and plays with words. Participates in reading of familiarbooks and poems. Connects books !ead aloud to own

experiences with guidance. Texts reflect common experiences,familiar objects and actions. Some texts include repetition of oneor two sentence patterns . Patterns change only slightly(1-2 words change). Texts include 1-3lines of print per page. Texts include memorable, repetitivelanguage patterns.

Texts include an increasing numberof high frequency words . Some texts are based on familiarrhymes and songs. Some texts include varied openingI and c ~ o s i n g sentences: Texts mclude predormnantly oral

!

language structures. Illustrations appear on every page. Illustrations clearly support the text. Print placement is consistent. Adequate spacing appears betweenwords. Early books are usually 8-10 pages. 1 Later books are 10-20 a es. IFountas and Pinnell Guided R e ~ Leveling SystemTM: A B C D !

. .


10/28

Developing Readers and Book Characteristics (Early)Student Behaviors Book Characteristics

Reads books with simple patterns. Texts reflect common experiences. Begins to read own writ ing. Texts include conventional story Begins to read independently for structure.short periods (5-10 minutes). o Some texts include simple patterns. Discusses favorite reading material Some texts include varied sentencewith others. patterns or repetition of two or more Relies on illustrations and print. sentence patterns. Uses finger-print-voice matching. 1.1 Vocabulary reappears throughout Knows most letter sounds and letter text.clusters. Illustrations appear on every page.

Recognizes simple words. Illustrations provide strong support. Uses growing awareness of sound " Texts include straightforward andsegments (e.g., phonemes, syllables, simple vocabulary.rhymes) to read words. o Print placement varies. Begins to make meaningful Texts usually include 2-4lines ofpredictions. print per page. Identifies titles and authors in o Texts are usually 10-20 pages.literature (text features). ~ s a n d Pinnell G u i d ~ d R e ~ " Retells main event or idea in literature( Participates in guided literature Leveling SystemTM: E Fdiscussions. '-----Sees self as reader. Explains why literature is liked/

Iisliked during class discussions ;with guidance. I -- --

- ~ .

'"


11/28

Developing Readers and Book Characteristics (Later)Student Behaviors

Reads books with simple patterns. Begins to read own writing. Begins to read independently for

short periods (5-10 minutes). Discusses favorite reading materialwith others. Relies on illustrations and print. Knows most letter sounds and letterclusters. Recognizes simple words. Uses growing awareness of soundsegments (e.g., phonemes, syllables,rhymes) to read words. Begins to make meaningfulpredictions. Identifies titles and authors inliterature (text features). Retells main event or idea inliterature. Participates in guided literaturediscussions. Sees self as reader. Explains why literature is liked/disliked during class discussionswith guidance.

Book Characteristics Texts reflect common experiences. Texts include conventional storystructure. Text is less predictable. Some texts include varied sentence

patterns or repetition of three ormore sentence patterns. Vocabulary reappears throughouttext. Illustrations provide support for text. Illustrations appear on every page. Texts include straightforward andsimple vocabulary. Print size and placement vary. Texts usually include 2-4 lines ofprint per page. Texts are usual ly 10-32 pages.

' " " ' ~ ~ untas and Pinnell GuidedReading Leveling System: F G.

..

11


12/28

Beginning Readers and Book Characteristics (Early)Student Behaviors Book Characteristics

Reads simple early-reader books. Fewer texts provide rhyme and Reads and follows simple written repetition as supportdirections with guidance. Many books contain simple story Identifies basic genres (e.g., fiction, line with a few repeated phrases.nonfiction, and poetry). Fairy /folk tales are retold using Uses basic punctuation when simpler vocabulary and language

reading orally. structure. Reads independently (10-15 minutes). Texts may include literary language Chooses reading materials (more formal).independently. Text includes some descriptive Learns and shares information language and details.from reading. Texts include simple plots and only Uses meaning cues (context). a few characters. Uses sentence cues (grammar). Illustrations on every page provide Uses letterI sound cues and support.patterns (phonics). Illustrations often represent Recognizes word endings, common sequence of events.contractions, and many high Vocabulary primarily consists offrequency words. familiar words. Begins to self-correct. Print size and placement vary.

Retells beginning, middle, and end Text is often double-spaced and doeswith guidance. not always run to right margin. Discusses characters and story Texts are usually 10-50 pages.events with guidance. Nonfiction texts are often shorter. Identifies own reading behaviorswith guidance. Fountas and Pinnell Guided

Reading Leveling SystemTM: H I J

....

.'i .


13/28

IIII

3eginning Readers and Book Characteristics (Later)Student Behaviors

Reads fiarder early-reader books. Reads and follows simple writtendirections with guidance. Identifies basic genres (e.g., fiction,nonfiction, and poetry). Uses basic punctuation whenreading orally. Reads independently (10-15minutes). Chooses reading materialsindependently. Learns and shares informationfrom reading. Uses meaning cues (context). Uses sentence cues (grammar). Uses letter sound cues andpatterns (phonics). Recognizes word endings, commoncontractions, and many highfrequency words. Begins to self-correct. Retells beginning, middle, and endwith guidance. Discusses characters and storyevents with guidance. Identifies own reading behaviorswith guidance.

Book Characteristics Many books are part of a series. Books include a developed storyline with little or no use of pattern. Plots often include a series of events. FairyI folk tales are retold usingsimpler vocabulary and languagestructure. Simple historical fiction andbiographies do not requirebackground knowledge. Texts may include literary language(more formal). Texts include some challengingvocabulary. Text often includes dialogue. Text includes some descriptivelanguage and details. Texts include simple plots and onlya few characters. Illustrations appear on every pageor two and provide less support. Illustrations often reflect a sequence

of events. Vocabulary primarily consists offamiliar words. Texts include some challengingvocabulary. Text is often double-spaced and doesnot always run to right margin. Many books are divided intosections with page numbers andtable of contents. Length is usually 20-75 pages.Fountas and Pinnell GuidedReading Leveling System: JK L '1-


14/28

Expanding Readers and Book Characteristics (Early)Student Behaviors

Reads easy chapter books. Chooses, reads, and finishes avariety of materials at appropriatelevel with guidance. Begins to read aloud with fluency. Reads silently for increasingly

longer periods (15-30 minutes). Uses reading strategies appropriately,

depending on the text and purpose. Uses word structure cues (e.g., rootwords, prefixes, suffixes, wordchunks) when encounteringunknown words. Increases vocabulary by usingmeaning cues (context). Self-corrects for meaning. Follows written directions. Identifies chapter titles and t ~ b l e of contents (text organizers). . Sumtnarizes and retells story eventsin sequential order.

Responds to and makes personalconnections with facts, characters,and situations in literature. Compares and contrasts charactersand story events.

Book Characteristics Many books are part of a series. Plots often include a series of events. Fiction often includes the everydayevents and problems that childrenencounter. Fiction includes a few developedcharacters. Nonfiction texts include clear facts

and information. Texts include some challengingvocabulary. Texts include descriptive languageand details. Illustrations provide minimal

support and can occur once every2-6 pages. Illustrations often depict charactersand settings and may convey mood. Text may include vocabulary specificto genre or topic.

Text in easy chapter books is oftendouble spaced and does not alwaysrun to right margin. Books often contain page numbers,table of contents, and chapternumbers and/ or titles. Length is usually 60-75 pages."Reads between the lines" withguidance. Identifies own reading strategies

and sets goals with guidance.~ n t a s and Pinnell G u i d e ~ \t_Reading Leveling System: L M N .---- __./


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Expanding Readers and Book Characterist ics (Later)Student Behaviors Book Characteristics

Reads easy chapter books. l Many books are part of a series. I Chooses, reads, and finishes a Texts include developed plots. 1variety of materials at appropriate Fiction often includes the everyday jlevel with guidance. events and problems that children Begins to read aloud with fluency. encounter. Reads silently for increasingly longer Fiction includes a few developedperiods (15-30 minutes). characters. Uses reading strategies appropriately, Nonfiction texts include clear facts.depending on the text and purpose. Texts include some challenging . Uses word structure cues (e.g., root vocabulary. Iwords, prefixes, suffixes, word Texts include descriptive language

1chunks) when encountering and details.

unknown words. Increases vocabulary by usingmeaning cues (context). Self-corrects for meaning. Follows written directions. Identifies chapter titles and table ofcontents (text organizers).

Summarizes and retells story eventsin sequential order.

Responds to and makes personalconnections with facts, characters,and situations in literature. Compares and contrasts characters

Illustrations provide minimalsupport and can occur once ortwice in a chapter. Text is single-spaced. Illustrations often depict charactersand settings and may convey mood. Texts may include vocabulary .specific to genre or topic. Nonfiction texts may include pagenumbers, table of contents, captions,chapter headings, and an index. Length is usually 75-100 pages.

and story events. ountas and Pinnell Guided uReads between the lines" with Reading Leveling System: M N 0guidance. Identifies own reading strategiesand sets goals with guidance.


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Bridging Readers and Book Characteristics (Early)Student Behaviors Book Characteristics

Reads medium level chapter books. Series books contain familiar format, Chooses reading rna terials at story structures, and characters.appropriate level. Texts include fully developed plots. Expands knowledge of different Fiction includes series of episodes,genres (e.g., realistic fiction, historical problems, and solutions.fiction, and fantasy). Fiction includes fully developed Reads aloud with expression. characters. Uses resources (e.g., encyclopedias, Nonfiction texts present simple factsCD-ROMs, and nonfiction texts) to I in an organized structure.locate and sort information with Texts include challenging andguidance. content- specific vocabulary. Gathers information by using the Authors use descriptive andtable of contents, captions, index, memorable language.and glossary (text organizers) with Some books include occasionalguidance. illustrations (usually 1-2 per Gathers and uses information from chapter).graphs, charts, tables, and maps Fiction may include chapter titleswith guidance. and table of contents. Increases vocabulary by using Nonfiction may include table of

context cues, other reading strategies contents, captions, a glossary, andand resources (e.g., dictionary and index.thesaurus) with guidance. Text runs margin to margin with a

Demonstrates understanding of the more dense print format.difference between fact and opinion. Length is usually 75-200 pages. Follows multi-step writ ten .directions independently. Fountas and Pinnefi G u i d e ~ Discusses setting, plot, characters, Reading Leveling System: 0 P Qand point of view (literary __/elements) with guidance. Responds to issues and ideas inliterature as well as facts or storyevents. Makes connections to other authors,books, and perspectives. Participates in small group literaturediscussions with guidance. Uses reasons and examples tosupport ideas and opinions withguidance.

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Bridging Readers and Book Characteristics (Later)Student Behaviors Book Characteristics

Reads medium level chapter books. Series books contain familiar format, Chooses reading materials at story structures and characters.appropriate level. Texts include fully developed plots.

Expands knowledge of different j Fiction includes series of episodes,genres (e.g., realistic fiction, historical problems, and solutions.fiction, and fantasy). Fiction includes fully developed Reads aloud with expression. characters. Uses resources (e.g., encyclopedias, Books at this level include poetry,CD-ROMs, and nonfiction texts) to straightforward fantasy, sports sto-locate and sort information with ries, nonfiction, and simple histori-guidance. cal fiction. Gathers information by using the Nonfiction texts present simple factstable of contents, captions, index, in an organized structure.and glossary (text organizers) with Nonfiction may include table of con-guidance. tents, captions, a glossary, and index.

Gathers and uses information from Texts include challenging and con-graphs, charts, tables, and maps tent-specific vocabulary.with guidance. Authors use descriptive and memo- Uses context cues, other reading rable language.strategies and resources (e.g., Some books include occasional illus-dictionary and thesaurus) to increase trations (usually 1-2 per chapter).vocabulary with guidance. Some books have no illustrations. Demonstrates understanding of the Text runs margin to margin with adifference betwee:a.fact and opinion. more dense print format. Follows multi -step written directions Length is usually 100-200 pages.independently. Discusses sett ing, plot, characters, ountas and Pinnell Guidedand point of view (literary elements) Reading Leveling System: P Q Rwith guidance. Responds to issues and ideas in Iliterature as well as facts or story /-----events. Makes connections to other authors,books, and perspectives. Participates in small group literaturediscussions with guidance. Uses reasons and examples tosupport ideas and opinions withguidance.


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I! i ' tuent ~ l e a d e r s and Book Characteristics (Later)I '\ i Student Behaviors Hook CharacteristicsI l' Reads challenging children's T ~ x t s include fully developed plots,I literature. otten around a central theme. Selects, reads, and finishes a wide Plots in fiction include climax and

variety of genres with guidance. resolution. Begins to develop strategies and Books touch upon challengingcriteria for selecting reading issues (e.g., animal rights, death,materials. ---__./ .1buse, divorce). Reads aloud with fluency, Fiction includes multiple fully-expression, and confidence. developed characters. Reads silently for extended periods Books at this level may include(30-40 min.). poetry, fantasy, humor, historical Begins to use resources (e.g., fiction, animal stories, andencyclopedias, articles, Internet, and adventure as well as nonfiction.nonfiction texts) to locate Nonfiction texts present many facts. information. in an organized structure.

,1

1 Gathers information using the table Nonfiction includes table of 1 of contents, captions, glossary, and contents, captions, a glossary, andi ! index (text organizers) index.

I independently. Nonfiction texts may include tables, Begins to use resources (e.g., graphs, maps, and charts.I dictionary and thesaurus) to increase Illustrations, photographs, andl vocabulary in different subject areas. captions support text in nonfiction Begins to discuss literature with materials.reference to setting, plot, characters, Texts include more challenging

and theme (literary elements) , and vocabulary.author's craft. Authors use vivid descriptive and.

I Generates thoughtful oral and memorable language.written responses in small group Fiction includes few, if anyI literature discussions with guidance. illustrations.I Begins to use new vocabulary in Print size is smaller.I different subjects and in oral and Text difficulty determined more by' written response to literature. content than by length./ Begins to gain deeper meaning by"reading between the lines." Fountas and PinneJl Guided

Begins to set goals and identifies Reading Leveling System: R S T Ustrategies to improve reading.


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I Proficient Readers and Book CharacteristicsI Student Behaviors Reads complex children's literature. Reads and understands informational texts (e.g., want ads, brochures , schedules, catalogs,manuals) with guidance. Develops strategies and criteria forselecting reading materials independently. Uses resources (e.g., encyclopedias,articles, Internet , and nonfictiontexts) to locate information independently. Gathers and analyzes informationfrom graphs, charts, tables, and

maps with guidance. Integrates information from multiple nonfiction sources to deepenunderstanding of a topic withguidance.. Uses resources (e.g., dictionary and

I thesaurus) to increase vocabularyindependently. Identifies literary devices (e.g.,similes, metaphors, personification,and foreshadowing). Discusses literature with referenceto theme, author's purpose andstyle (literary elements), andauthor's craft. Begins to generate in-depth responses in small group literaturediscussions. Begins to generate in-depth writ tenresponses to literature.

Uses increasingly complex vocabulary in different subjects and in oraland writ ten response to literature. Uses reasons and examples to. support ideas and conclusions.

! Probes for deeper meaning byJ "reading between the lines" in/ response to literature.

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Book Characteristics Texts include fully-developed plots,often touching upon complex issues

such as death, prejudice, poverty, orwar. Settings are often in other timeperiods or unfamiliar locations. Books at this level include anincreasing variety of genres (e.g.,survival stories, nonfiction,mysteries, more complex fantasy,biographies, and historical fiction). Texts begin to include multipleperspectives on an issue. Texts include complex sentencestructure and literary devices (e.g.,metaphor, simile). Well-developed characters facecomplex issues and challenges. Texts include sophisticatedlanguage intended to communicatemood, emotion, and atmosphere. Nonfiction texts include substant ialamount of information and detail. Nonfiction includes table ofcontents; captions, a glossary, andindex. Nonfiction texts may include tables,graphs, maps, and charts. Illustrations, pho!ggraphs, andcaptions support text in nonfictionmaterials. Nonfiction texts may includenewspapers, magazines, and manuals.

Texts often include specializedvocabulary.

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Connecting Readers and Book CharacteristicsStudent Behaviors I Book Characteristics

Reads complex children's literatureand young adult literature. Selects, reads, and finishes a widevariety of genres independently. Begins to choose challengingreading materials and projects. Integrates nonfiction information todevelop deeper understanding of atopic independently. Begins to gather, analyze, and useinformation from graphs, charts,tables, and maps.

Generates in-depth responses andsustains small group literaturediscussions. Generates in-depth writtenresponses to literature. Begins to evaluate, interpret, andanalyze reading content critically. Begins to develop criteria forevaluating literature. Seeks recommendations andopinions about literature fromothers. Sets reading challenges and goalsindependently.

Fiction includes fully developedplots, often around complex issuesuch as freedom, truth, goodnessevil, and human rights. Books include a variety of genres(realistic fiction, biography, fantassurvival stories, historical fiction,nonfiction). Settings are often in other timeperiods or unfamiliar locations threquire some background knowle Texts include multiple perspectivethat reflect the multifacetedcomplexity of an issue. Texts include literary devices (e.g.metaphor, simile) and some imageand symbolism. Characters face complex issues anchallenges. Texts include sophisticated languaintended communicate mood,emotion, and atmosphere. Nonfiction texts include substantiamount of information and detail. Nonfiction texts include table ofcontents, captions, a glossary, andindex. Nonfiction texts include tables,graphs, maps, and charts.

(1Fountas and Pinnell Guided~ a d i n g Leveling System: V W X


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Independent Readers and Book CharacteristicsStudent Behaviors

Reads young adult and adultlitera ture.

Chooses and comprehends a widevariety of sophisticated materialswith ease (e.g., newspapers,magazines, manuals, novels, andpoetry). Reads and understandsinformational texts (i.e., manuals,consumer reports, applications, andforms).

Reads challenging material forpleasure independently. Reads challenging material for

information and to solve problemsindependent!y. Perseveres through complex

I reading tasks. Gathers, analyzes, and uses information f ~ o m graphs, charts,tables, and maps independently. Analyzes literary devices (e.g.,

metaphors, imagery, irony, andsatire). Contributes unique insights andsupports opinions in complexliterature discussions. Adds depth to responses to

j literature by making insightfulI c o n n ~ c t i o n s to other reading andexpenences.I Evaluates, interprets, and analyzef;I r('ading content c r i t i c a l l ~ . ! Develops and articulates criteria forI' evaluating literature. Pursues a widening community ofI readers independently.I I

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Book Characteristics

Some texts focus on complex andcontroversial issues. Settings may require anunderstanding of other cultures andperspectives. Texts sometimes include complexstructure such as flashbacks or timetravel.

Texts include sophisticated language,imagery, and symbolism. Texts may promote specificideologies or biases. Adolescent and young adultcharacters often confront challenges

and issues. Texts may contain ambiguity,requiring students to makeinferences, and read for deepermeaning. Texts may contain multiple layers ofmeaning, facts, and concepts.

Nonfiction texts include substantialinformation and details that requirebackground knowledge and deeperlevel understanding of a topic.

Fountas and Pinnell GuidedReading Leveling SystemTM: X Y Z

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Mathematics Self-Assessment-What I am learning to do and what I can do ..Third Grade Number Sense 1.0

lam I can Understanding place Example that shows what I CAN dolearning valueto (ones, tens,) of wholenumbers(0, 1, 2, 3, )Count, read, and write (write eighty-nine thousand seventy onwhole number to 10,000

Put numbers in order from (put these numbers in order from least least to greatest and use 6,804 10,010 10,110 8,604)these signs to show equalto, less than, and greaterthan(>, =, >)

(write the correct sign on the blank lin6,904 6,409 10,11

Identity the place value of (write the place value of the 1 in this nueach digit in numbers to10,000

(write the place value of the 6 in this nu


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lam I can Understanding place Number Sense 1.0learning value .. Example that shows what I CAN doto ..Round numbers to the (round this number to the nearest hundrnearest ten, hundred, andthousand

(round this number to the nearest thous

Use expanded notation to (write this number in expanded notationrepresent numbers (205 =200 + 5)

(write this number in standard form, 30


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lam lean Solve addition, subtraction, Number Sense 2.0learning multiplication, and division Example that shows what I CAN doto... problemsFind the sum (add) or Solve these problems:difference (subtract) of two 6,623 + 987whole numbers between 0 &10,000

Say and write the Solve these problems:multiplication facts between1 & 10 3x6= 3x8=

7x8= 6x9=

7x7= 9x4=

Use multiplication facts to Solve these problems:solve division facts.x5 =30 30+5 =

Use mental math to multiply Solve these problems:and divide numbers by 0 and1 1x9= 12 +

Ox89= 170 +


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lam I can Solve addition, subtraction, Number Sense 2.0learning multiplication, and division Example that shows what I CAN doto .. problemsMultiply a four digit number Solve this problem:by a one digit number 2,426 X 3 =

Divide a four digit number Solve this problem:by a one digit number 3369 7 3 =without a remainder

Figure out the cost of some Solve this problem:items (4 cookies) when I You want to buy 8 slices of frozen pizknow the cost of one item packages of 4 per package and each p($2.00) much will you have to pay to buy 8 sl


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lam I can Understand the Number Sense 3.0learning relationship and difference Example that shows what I CAN doto .. between whole numbers,simple fractions, anddecimalIdentify fractions Write the fractional part that is shaded

- I ICompare the amount or size Draw a fraction below that shows 112of a simple fraction

Draw a fraction that is equal to or the

Add and subtract simple Solve these problems:fractions

1/8 + 3/8 =

3/4-2/4 =


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lam I Can Understand the Number Sense 3.0learning relationship and difference Example that shows what I CAN doto .... between whole numbers,simple fractions, anddecimalAdd and subtract problems You earned $34.50 from selling wrappinvolving money amounts $9.85 for helping clean up your homehave now?

You bought a package of pencils that sales clerk $5.00 to pay for the pencilschange you received?

Multiply and divide You want to buy three soccer balls. Thproblems involving money each. How much money will you needamounts


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LeConte Elementary, Survey 12.2011Bullying Survey- Examples of Students' Comments

Third GradeI) Is anyone mean to you

"say mean words, push, " "call me names, pull my hair, " "makefun ofme, humiliate me in front o f he wholeclass, " "boss me around, " "steals the trolleyfrom me, " "deliberately tagging only me"

2) Who did you tell"parents and teachers, " "all the teachers at LeConte, " "yard monitor, " "my riends"3) What did the person do to help you

"tried to help us work it out with words, gave her a time out, " "tell the person to stop, " "he said to ignorethem, " "they put them on a time-out but after they put them on a time-out, they kept bullying me "

Fourth Grade1) Is anyone mean to you ...

"they tell me it is weird to be Asian, " "they tell me stuff, like mean stuff, " "they will tell me that my work iswrong .. " "they tell me I am weak, " "they say bod words, " "they use bad words and sometimes their ists, ""they push your books on the ground, " "some shove me and say move it punk, " "called me dumb, lazy, stupid, ""they hit and bother me, " "there are some people who say they don 't want me to play, " "they yell at me, " "sayrude things or hit or push me" "they get in my ace" "they get in my space" "tease me a little because I'mweird"

2) Who did you tell "a teacher, " "my brother, " "another student, " "toldMs. Wilson," "a teacher and a couple of friends who have

experienced it too, "3) Why didn't you tell someone

"because I am scared, " "because they get revenge on me, " "because some people won't believe me and it makesme upset, " "because I fee/like i f do then they might be more mean"

4) What did the person do to help you"to ignore that person, " "talk to him (bully)," "they talked to the principal, " "we talked to the bully and tried toget better, " "made me feel better (after talking to another student), "told me try to avoid them, " "they try to stopthem" "they have not done anythingye t that works"

Fifth Grade1) Is anyone mean to you

"they don't want me to sit next to them, " "being racist talking about my amily, " "they say I am dumb, " "notreally, they us t call me darkness," "they talk about me," "they call me names andmake fun ofme," "theycall me names, tease me, spread rumors about me, " "they gossip about me, " "told me to shut up, said I wasugly, " "they steal my stuff, they yell at me, and kick and hit me on purpose, "

2) Who did you tell"I think I told. " "my paren ts" "the teacher, " (various teachers and after school stqfj)3) Why didn't you tell someone

"they're going to think I'm a snitch," "because I'm shy to tell and sometimes I tell but they do nothing aboutit, " "because I can handle it, " "because they will say I'm the one who did it, " "that would be tattle telling, "

4) What did the person do to help you "she gave me some solutions" "help me by telling them to stop, " "they told the person to stop bullying me, ""they calm me down and let me forget (parents) " "solved it by getting me and the person who bulliedand

january 2012 newsletter-2cer

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