3/12/17. Daylight Savings

3/13/17. 7:00 PM.  Board of Education Mtg.  LGI

3/17/17. Happy St. Pat’s Day

3/18/17. PTA/PTSA SPRING FEVER CRAFT FAIR.  APHS.

3/22/17. Half Day for Students.  11:40 Dismissal

3/22 – 3/25.  5th GRADE CAMP

3/29/17.  High School Professional Interview day

CONGRATULATIONS FOUNDERS DAY

AWARD RECIPIENTS!

M-STEP is approaching

With the onset of M-Step season, I want to bring some items back into focus (although this should be integrated all year).  One of those items is the Depth of Knowledge chart that was originally shared last year in reference to the various levels of questioning that students will likely face in state testing, perhaps even in NWEA. If your students are not exposed to the various levels of questioning, they will certainly be disadvantaged on certain questions.  Please take some time to review the question template, the resources, and the DOK and consider how you can apply this in math, reading, science, and social studies.

Higher Order Thinking Question Templates

DOK_Chart

Kindergarten Information & Registration

February is Kindergarten Registration Month in Allen Park!

Allen Park Public Schools is ready to welcome your child for Kindergarten for the 2017-18 school year!  The process is easy and we’re here to help.

Please share this information with friends, neighbors and family members who may have a child ready for Kindergarten next fall.  Whether this is yourfirst childattending school, or you live in the district andalready have a child attending APPS, or already have a child attending APPS through ourSchool of Choice Program, we need you to enroll your school age/younger siblings through our registration process.

*The entry age for Kindergarten for the 2017-18 school year – child must be five years of age by September 1, 2017. 

Kindergarten enrollment takes place at the Riley Education Center, 9601 Vine, Allen Park, Monday through Friday between the hours of 7:30 a.m. –3:30 p.m.  (Office closedFebruary 20 & 21 for Mid-Winter Break)

Please bring:

§  Birth Certificate of Child

§  Driver’s License of Parent/Legal Guardian (for ID purposes)

§  Proof of residency (Warranty Deed/closing statement, tax or utility bill, homeowner’s insurance policy, rental agreement)

§  Current School of Choice Families – Name/grade of student currently enrolled in Allen Park Public Schools

§  Immunization Records or Wayne County Health Department Waiver (Required for enrollment)

§  Health Information Form/Physical (Required for entrance, but not required at time of enrollment)

§  Vision Screening Record (Required for Kindergarten enrollment)

For more information, please visit our website at apps.k12.mi.us or call (313) 827-2105.

Young Fives or Kindergarten?

Young Fives Informational Meeting – March 21, 2017 – 6:30 p.m.

Location: Allen Park High School – LGI Room

Young Fives Screening Sessions – March 28-29, 2017

(Please see website under the “Schools” tab for more information)

*Children who are five years of age by September 2 thru December 1 may only be enrolled for kindergarten at the request of the parent/guardian through a signed waiver process.  Waiver form is available at the Riley Education Center.

Kindergarten Information & Registration

Young Fives Information

http://www.apps.k12.mi.us/schools/young-5s/

INSTRUCTIONAL LEARNING CYCLES

http://www.apps.k12.mi.us/schools/young-5s/

***Time for you to pull out that favorite tiara to wear!*** 

YOU are invited to a special

Tiaras and Ties Event

Hosted by Lindemann PTA

Daddy Daughter Dance

March 3, 2017

6:00 pm – 9:00 pm

$30.00 per couple & $10.00 for each additional girl

Open to girl’s grades K – 5

~ ~ ~ ~ ~ ~

Price includes: DJ, Dinner, Dessert, Professional Photo,

Photo booth, Games, Crafts

Raffle Tickets will be on sale the night of the event!

Enter to win some great prizes including TWO American Girl Dolls!

^{Please contact the following Volunteers with any questions:}

^{Nichole McNeely (313) 815-6139 nik_2622@yahoo.com}

^{Kathryn Cialkowski (313) 686-8881 martenkathryn@yahoo.com}

READING A-Z & NWEA CORRELATIONS

Thank you, Sandy, for sharing the news that Reading A-Z has partnered up with NWEA to provide correlations related to student RIT scores.  These correlations will help you to find resources on Reading A-Z to meet student needs.  Check out the link to see what’s available.  The resources are most helpful when viewed online, because they link directly to the Reading A-Z site.  I am also printing a hard copy of the charts to have in the workroom for your use.  Enjoy!

https://www.readinga-z.com/curriculum-correlations/curricula-and-assessments/#basalId=NWEA_MPG&grade=151-160&level=1&levelMax=0

GUIDED READING LEVEL CORRELATION CHART

from http://www.teacherkarma.com/2017/02/free-guided-reading-correlation-chart-how-to-level-any-text.html

One size does NOT fit all in Guided Reading!

Have you ever picked up a book you wanted to use with your guided reading group, only to discover that the levels or numbers don’t match the system that your school uses?

I can’t wait to share this FREE Guided Reading Correlation Chart with you because you CAN level just about any guided reader.  I’m also going to share some tips with you on how to level any text even if it doesn’t include a level at all. Let me begin by answering a few questions that you may have about Guided Reading levels.

What exactly is a guided reading level?

Contrary to popular belief, a guided reading level is NOT a score. The level represents a set of student behaviors that are observable to the teacher. Each reading level has it’s own set of understandings and behaviors. Teachers must differentiate their instruction and the texts they use with their students.

How often should my students read independently?

This is my favorite question for teachers to ask! EVERY DAY! Your students need to be reading every single day, without a doubt! To be real readers, students have to read texts on their independent level on a daily basis.

Why should students read books on their independent reading level?

For students to be able to successfully process the text they are reading, it must be on their independent level. If the text is too difficult, then the student will not be able to process it correctly. If the text is too easy, the student will not be able to grow as a reader. When students practice reading on their independent level, they are able to build up their reading skills such as: fluency, stamina, vocabulary, comprehension, and build interest in topics.

Should I ever give my students a book above their reading level?

Yes! This is my second favorite question about guided reading. In order to become better readers, students need to read books slightly above their level; known as the instructional level. Through a guided reading lesson, you will work with students on a slightly more challenging level of text. You will be right there with your students, guiding them and helping them to process the text.

How can I tell if a book is on the correct guided reading level?

Most of what I have learned about guided reading has been from two of my favorite teacher authors: Irene C. Fountas and Gay Su Pinnell. Since publishing their first book, I have tried to read everything I can get my hands on about guided reading. In their The Reading Teacher article, Guided Reading: The Romance and the Reality, they discuss 10 characteristics that they use to determine the level of a piece of text.

Ten Characteristics Used to Determine Text Level:

1. Genres / Forms
2. Text Structure
3. Content
4. Themes and Ideas
5. Language and Literary Features
6. Sentence Complexity
7. Vocabulary
8. Words
9. Illustrations
10. Book and Print Features

So, finding text level involves more than just the words?

Determining the appropriate level of a piece of text is so much more than just the word count and difficulty. We have to move beyond just the words and consider what reading behaviors and understandings the text is requiring of the reader. When planning a guided reading lesson or determining the text level, ask yourself: What does the reader have to be able to do to comprehend the text? Comprehension is truly what reading is all about!

Don’t forget to grab your FREE Guided Reading Correlation Chart.

2/13/17. 9:00 Mike at Ad. Council Mtg. Riley.  Board Meeting. 7:00 p.m.

2/14/17. Happy Valentines Day

2/15/17. PTC 5:00 – 7:30 PM

2/16/17. PTC 5:00 – 7:30 PM

2/17/17. Mother/Son Fun Night.

2/20/17.  Mid Winter Break. No School

2/21/17.  Mid Winter break. No School

2/22/17. PTA/PTSA FOUNDERS DAY. Crystal Park. 6:00 PM

Looking for new books to add to your library?

Thirty-Four Picture Books

That Support Social-Emotional Learning

In this School Library Journal feature, the editors provide a “starter collection” of picture books that build the skills of identifying and processing emotions, being aware of oneself and others, controlling impulses, appreciating and embracing different perspectives, demonstrating empathy, building relationships, and making good decisions. Here’s the list:

–   Please, Mr. Panda by Steve Antony (Scholastic, 2014)

–   Boats for Papa by Jessixa Bagley (Roaring Book, 2015)

–   Sam’s Pet Temper by Sangeeta Bhadra (Kids That Can, 2014)

–   Last Stop on Market Street by Matt de la Peña (Putnam, 2015)

–   How to Heal a Broken Wing by Bob Graham (Candlewick, 2008)

–   Thanks a Million by Nikki Grimes (HarperCollins/Greenwillow, 2006)

–   Red: A Crayon’s Story by Michael Hall (HarperCollins/Greenwillow, 2015)

–   Waiting by Kevin Henkes (HarperCollins/Greenwillow, 2015)

–   I Like Being Me: Poems About Kindness, Friendship, and Making Good Choices by Judy Lalli (Free Spirit, 2016)

–   The Invisible Boy by Trudy Ludwig (Knopf, 2013)

–   The Honest-to-Goodness Truth by Patricia McKissack (Aladdin, 2003)

–   Move Your Mood by Brenda Miles and Colleen Patterson (Magination, 2016)

–   Wild Feelings by David Milgrim (Hold, 2015)

–   Enemy Pie by Derek Munson (Chronicle, 2000)

–   Zen Shorts by Jon Muth (Scholastic, 2005)

–   I’m New Here by Anne Sibley O’Brien (Charlesbridge, 2015)

–   Why Am I Here? by Constance Orbeck-Nilssen (Eerdmans, 2016)

–   One by Kathryn Otoshi (KO Kids, 2008)

–   The Feelings Book by Todd Parr (Little, Brown 2005)

–   The Lion and the Mouse by Jerry Pinkney (Little, Brown, 2009)

–   Ish by Peter Reynolds (Candlewick, 2004)

–   A World of Pausabilities: An Exercise in Mindfulness by Frank Sileo (Magination, 2017)

–   Anh’s Anger by Gail Silver (Plum Blossom, 2009)

–   The Dark by Lemony Snicket (Little, Brown, 2013)

–   The Most Magnificent Thing by Ashley Spires (Kids Can, 2014)

–   Is Everyone Ready for Fun? by Jan Thomas (S. & S./Beach Lane, 2011)

–   The Forgiveness Garden by Lauren Thompson (Feiwel & Friends, 2012)

–   Separate Is Never Equal: Sylvia Mendez and Her Family’s Fight for Desegregation by Duncan Tonatiuth (Abrams, 2014)

–   Sometimes I’m Bombaloo by Rachel Vail (Scholastic, 2005)

–   And Two Boys Booed by Judith Viorst (Farrar, 2014)

–   A Chair for My Mother by Vera Williams (HarperCollins/Greenwillow, 2007)

–   Each Kindness by Jacqueline Woodson (Penguin/Nancy Paulsen Books, 2012)

–   Hooray for Hat! By Brian Won (HMH, 2014)

–   Jack’s Worry by Sam Zuppardi (Candlewick, 2016)

“To strengthen our students as readers,

the place to start is with their writing.

Paul Bambrick-Santoyo and Stephen Chiger

A NEW LINK HAS BEEN ADDED TO: 

STAFF RESOURCES

Please click on the image to open up the following PDF

GREAT OPPORTUNITY FOR OUR TEACHERS
IF YOU ARE INTERESTED – LET MR. DARGA KNOW

Closing the Gap

Using Interventions Effectively

Through The Eyes of a Struggling Reader

Teacher, help me…

I don’t know that word.

I don’t know what sound that says.

I don’t know what that word means.

I don’t know what the story said.

I don’t know how the character feels.

I don’t know what the story means.

I don’t know what I’m thinking….or how to tell you.

I don’t know how to be a good reader.

Teacher, help me.  I am counting on you.

In the news the other day, there was a factoid about the percentage of struggling readers in the classrooms all across America.  It was quite a surprise to hear that the average classroom has just over 50% of students reading below grade level standards.  Even though we two teachers behind this blog…2 Literacy Teachers…have worked at a school for a very long time that has a typical minimum average each year of 63% of students reading below grade level, we never expected to hear such a high percentage for the rest of the U.S.  We ALL have our work cut out for us in the area of reading, it would seem.  So lets get busy!  In this blogpost series, we hope to share some tips for providing effective interventions to students reading below grade level standards.

In the first post, here, we talked about the basics of providing interventions, and how to get ready to do so.  In this second post, we will share some tips and ideas for providing effective interventions to your tier 2 students.

Planning:

Tier 2 students can really be thought of in two groups; those that are performing between just below grade level and up to 6 months below,  and 6 months below up to 1 year below.  In the first group, interventions are usually different than those in the second group.  Regardless of the group, we must start by carefully analyzing the difficulties that each student is having, so we can make a targeted plan.  An easy way to do this is to list the students, analyze their running records, DRAs, conference notes, and any other reading assessments you have to determine their most critical difficulties, then write them next to their names.  Are they struggling with phonics and decoding?  If so, with which sounds or word parts?  Is it fluency such as reading word by word instead of in phrases, to such a degree that it affects comprehension?  Is it comprehension and if so, is it one particular thing such as not being able to determine main idea? Being able to specifically name the difficulty, will help you to provide targeted instruction for it. We usually choose the top 1 to 3 difficulties the student is having…those that if improved, will have the biggest positive affect on the student’s performance.  With this plan in hand, you can begin to specifically teach to those needs.

Here are some examples of just some of the things Tier 2 students typically struggle with:

Kindergarten:

• Shoring up letters and sounds
• Blending cvc words
• Reading sight words with mastery
• Reading beyond repeated, patterned reading – Getting over the hump from guided reading level B to C  (DRA level 2 to DRA level 3)

First Grade:

• Blending ccvc and cvce words
• Using decoding strategies efficiently
• Getting over the hump from reading guided reading level C to guided reading level D/E (DRA level 4 to DRA levels 6/8)
• Remembering and retelling a story accurately and in order

Second and Third Grade:

• Shoring up decoding strategy use
• Shoring up mastery of phonics patterns in words
• Expanding sight word mastery
• Being able to think about the text and respond to it verbally and in writing

Fourth and Fifth Grade:

• Reading with fluency
• Thinking deeply about the text and responding to it verbally and in writing
• Citing appropriate text evidence

Providing services:  

All interventions must be in addition to the core instruction that is provided to the whole class. Typical ways to provide services are:

• in a second small group that is formed based on instructional need and for which targeted instruction is provided during guided reading time
• Additional conferring in small groups that have like strategy needs – which is a good choice for students who just need a little bit of support or a little bit more practice with extra coaching by you
• More frequent one-to-one conferring times
• Having a paraeducator provide additional practice time for students who need it.
• Additional practice with an older student buddy

Upper Tier 2 students typically are struggling with just one or two things and tend to learn quickly with just a little bit of extra practice and coaching. They typically make progress and overcome difficulties within one or two intervention rounds of about six weeks each. This means you can rotate your groups and be more flexible in constructing groups with these Tier 2 students.

Lower Tier 2 students typically have been struggling with reading for a while, may have other concerns such as ELL, and need more pinpointed direct instruction provided by you, with lots of extra practice time with the targeted need.. They may need many intervention rounds of about six weeks each. Think of adding layers of instruction and practice for these students which include differentiated whole-class instruction, small group guided reading or conferring, a possible extra small group, and as much extra practice time as you can provide.

Example:

Here is an example of how several grade levels in our school provide interventions.

• All students receive differentiated, whole class instruction
• All students receive guided reading in a small group
• All students receive regular conferring during independent reading
• Tier 2 students receive an additional guided reading strategy group with a teacher or paraeducator

These grade levels schedule one hour daily to provide their guided reading groups. They divide the hour into 3 – twenty minute groups.  They see their high group one time per week, and their medium to low, and lowest groups every day.  A paraeducator is scheduled for all or part of this time as well. Students in small groups rotate between the teacher group and independent word work or reading work. Tier 2 students also receive an additional group with the paraeducator to receive targeted instruction in an area of need.  (In many schools, the teacher provides this extra group. However, it is rotated between the groups who need it, so they usually are seen every other day.) This means that Tier 2 students have two, twenty minute groups and then have an additional twenty minutes of independent word and/or reading work.

As with all interventions, be sure to document them for each student by noting the focus of instruction and methods of teaching, the additional minutes of time spent in intervention, the dates of the intervention, and the beginning and ending data to show that it worked or didn’t work.  Should a student not make the progress that you hoped for, this documentation will be crucial should a decision need to be made whether to do any special education testing in the future.

There are as many ways to schedule and provide Tier 2 intervention services as there are schools in the U.S.  It just takes a little creativity and a bit of planning.  We hope this post has given you some ideas.  Next time, we will talk about Tier 3 interventions. Please feel free to contact us if you have any questions or would like some ideas for your particular situation.

Smiles,
Kristin

2/6/17. PTA. BMX Bullying Assembly (AM)

2/8/17. Student Count Day

2/13/17. Board Meeting. 7:00 p.m.

2/14/17. Happy Valentines Day

2/15/17. PTC 5:00 – 7:30 PM

2/16/17. PTC 5:00 – 7:30 PM

2/17/17. Mother/Son Fun Night.

2/20/17.  Mid Winter Break. No School

2/21/17.  Mid Winter break. No School

2/22/17. PTA/PTSA FOUNDERS DAY. Crystal Park. 6:00 PM

PRINCIPAL GERRY BROOKS: BEAR PROTECTION PRODUCTS.

2/17 – Happy Birthday Patti Wysocki

2/23 – Happy Birthday Christine Mostollor

We would like to welcome

RACHEL PRICE!

Rachel will be Student Teaching with Mrs. Chimienti and her 3rd grade class.  Mrs. Chimienti will be sure to introduce Rachel as they make their rounds during school.

BMX Anti-bullying Assembly Feb 6 Grades 3-5

http://www.mattwilhelm.com/anti-bullying-school-assemblies/

Attention ALL staff,

PLEASE BE SURE TO CHECK OUT OUR

2017 M-STEP BLOG PAGE!

https://lindemannlions.edublogs.org/2017/01/13/mstep-updates/

Critical thinking skills truly matter in learning. Why? Because they are life skills we use every day of our lives. Everything from our work to our recreational pursuits, and all that’s in between, employs these unique and valuable abilities. Consciously developing them takes thought-provoking discussion and equally thought-provoking questions to get it going. Begin right here with the Critical Thinking Skills Cheatsheet.

It’s a simple infographic offering questions that work to develop critical thinking on any given topic. Whenever your students discover or talk about new information, encourage them to use these questions for sparking debate and the sharing of opinions and insights among each other. Together they can work at building critical thinking skills in a collaborative and supportive atmosphere.

How Does It Work?

Critical thinking is thinking on purpose. It’s clear, rational, logical, and independent thinking. It’s about practicing mindful communication and problem-solving with freedom from bias or egocentric tendency. You can apply critical thinking to any kind of subject, problem, or situation you choose. We made the Critical Thinking Skills Cheatsheet for you with this in mind.

The Critical Thinking Skills Cheatsheet includes categories for Who, What, Where, When, Why, and How. Each section has eight questions that begin with their corresponding word. The questions are meant to be versatile and broad, and applicable to a range of topics.

In these questions you’ll find great potential conversation starters and fillers. That said, this is obviously not a definitive list! Let them inspire your students to come up with their own questions for critical thinking skill building.

Critical Thinking Skills Cheatsheet for Printing

You can grab an 11×17 PDF file of the Critical Thinking Skills Cheatsheet for quick and easy printing. Download an 11×17 colour PDF of the infographic right here.

We really hope you enjoy this cheatsheet. Use it to help your students build solid critical thinking habits and skills.

ICEE Math for Word Problems

I want to introduce you to something my teammate showed me last year.
It’s called ICEE math. And I love it!

You know how some people do a problem of the day or W.O.W (Word problems on Wednesdays)… well, I was really struggling with it when I moved to 1st grade a few years ago. I just couldn’t figure out my “groove” for it. Well, if I’m being honest, I couldn’t figure out how to teach 1st grade math. lol. First grade math is HARD… I love teaching math, but it was HARD coming from 3rd to 2nd to 1st grade…BUT, I think I’m finally getting the hang of it..haha!
So, back to ICEE math….
We do it every day BUT Wednesdays… since those are our early release days. I print up the cards (usually I type them all Monday during planning and get the ready for the week) and each day I pass them out. There are 10 boxes on a page.. and I always match it up to our theme for the week and I use their names. They get so excited to see if it’s their name for that day’s problem!

It took a few days, but they know how to set it up pretty quickly – a plus sign and glue the word problem in the middle and label each box.

The “I” box is for illustrating – they have gotten SO good at drawing out the math problem! “C” is for calculations – write out the math problem “E” is for Extra – show it another way the other “E” is for explain – SUPER hard for 1st graders

I spent a long time doing it with them each day… and then I started to release it to them… it’s so awesome to see how it just clicks for them!

now… for the calculation, I started having them put a box for the “unknown” part of the equation…because our district tests require them to put it..better to get them used it, I guess.
The extra box – sometimes we do number bonds, sometimes we do ten frames, it just depends. They have gotten really good at drawing a ten frame.

I try to print it on bright colored paper, so that it pops more on the paper – the kids love it! buuuuut, sometimes I’m running around like a chicken with my head cut off and I forget to put the color paper in the printer. haha…. oh well.

Click below to grab your free poster.

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Attention students and staff…

We will be having our 3rd annual Hair Cutting Event at Allen Park Middle School this year on Monday March 20th from 2:30-4:30 pm in the activity room near the gym.  This year, Ms. Kinsey, Mrs. Speakman and Mrs. Brown are all donating their hair! The event will be one week before Spring break so start growing your hair now if you plan to participate!

Hair stylists from Anthony’s salon will be donating haircuts to those students who are willing to donate 8 inches of hair or more. You can still donate if your hair has been colored and/or processed. All of the hair that is donated will go to “Children With Hair Loss” in South Rockwood, and will be made into wigs for children who have lost their hair due  to medical conditions like cancer, or alopecia.

If you are a student who is on NJHS, Mrs. Church has approved 2 volunteer points for you if you donate your hair on March 20th. Please sign up in Mrs. Speakman room 112 or with Mrs. Brown, across from the Media Center, if you are planning to donate your hair.  If you do not have enough hair to donate, but want to support the cause, Children With Hair Loss is always looking for student volunteers at their store in South Rockwood.

Please see Mrs. Brown, Mrs. Speakman or Mrs. Kelly if you have any questions.

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Winter conferences are coming up quick on February 15 and 16 from 5:00-7:30 each night.  Teachers will send out “invitations” by February 3rd.  If you do not get an invitation, a conference is not necessary at this time; however, if you would like to schedule a conference you are encouraged to contact the teacher to set up a time and date.

• Teachers: IF you are using Sign-Up Genius, please fill out the Google Doc.  I will share the information through our parent blog.

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Mid-Year Review

Mid-Year Reviews are not mandatory unless you are a Non-Tenure staff member.  If the building principal feels a review is necessary with a tenured staff member an invitation would be extended to set up a date and time.  As a teacher, you can schedule a Mid-Year review as a “check in” to be sure you and your administrator or on the same page and are progressing towards your goals, etc.

IF you would like to schedule a Mid-Year review, please let me know so we can pencil in a date and time to meet.

IF you are a Non-Tenured Staff Member I will be sending you a note in the month of February to meet.

Please let me know if you have any questions.

Mike D.

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UPDATES

*Spirit Wear clothes will be the same logo as on the flyer that went home this week, but the school YEAR has been removed (2016-17).  Please put this in your blog or newsletter for parents to know.  Flyers and order forms will remain the same, but the year will be taken off of the logo.

*Spring Fever will be March 18.  Spring fever baskets are due in the workroom by Wed, March 15. Please be on the lookout for a flyer going home which describes to parents what the spring fever baskets are for. Please have your head room parent start to collect for donations to put together a basket.  These can be done per class or per grade level.

*Please have students write their name  on their box tops they turn in.

Upcoming Events:

LINDEMANN PTA

FAMILY FUN!

ENTER THE TICKET BLASTER

MRS. EASLICK

MRS. PESCHKE

MRS. RIMSA