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Welcome to Back To School Night

Welcome to Back To School Night! Read the letter your child wrote to you, then write a letter back to them. Learn about morning procedures, expectations for students, teaming, snack, recess, specials schedule, fifth-grade highlights, SEL block, grading, communication, classroom practices, behavior policy, and homework assignments.

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Welcome to Back To School Night

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  1. Welcome to Back To School Night Please find your child’s desk and read the letter that your child wrote to you. When you are done, you may write a letter back to your child and put it in their desk.

  2. Morning ProceduresMrs. Haberkern During homeroom the students engage in the following activities: • Read “Morning Message” • Unpack bookbag • Place all important notes for the office or teacher in homeroom bin • Organize for classes

  3. Our Expectations of Students • To develop organizational, listening and notetaking skills • To enhance appropriate study habits • To inspire independence in thinking and behavior • To expand time management skills • To inspire appropriate questioning for help when needed • To provide firm, fair yet friendly atmosphere which is conducive to learning experience • To prepare fifth graders for middle school

  4. Teaming-A Collaborative Effort We believe that teaming will: • increase your child’s educational experience. • better prepare students for the middle school. • allow teachers to further enhance teaching practices. • help students become more responsible and organized.

  5. SNACK • Students are encouraged to bring a healthy snack. Snack is at 12:10. • We have students with allergies to various types of food. Please be conscious of any nut related foods.

  6. Birthday Celebrations • Birthday Readers • You may send in a non-food related goodie bag or favor

  7. Recess Study Hall & Game Room • Students have a 30 minute recess • Students may choose to stay in for recess to either go to study hall or game room

  8. Specials Schedule • Monday: PE & Art • Tuesday: Music & SEL • Wednesday: Discover Lab & Spanish • Thursday: PE & Library • Friday: ID & Spanish • **Schedules given to students**

  9. Fifth Grade Highlights Field Trips: • Bouman-Stickney- TBD • Readington Middle School Orientation • DaVinci Center

  10. SEL Block (Social and Emotional Learning) Here in Readington, we believe the whole child matters, not just one part. The SEL block supports Readington’s Strategic Plan to: • Promote a healthy and caring school environment for students and staff members. • Enrich character education and service learning opportunities for our students. 5 Core SEL Competencies (K-8 Instruction) NJDOE • Self Awareness • Self Management • Social Awareness • Relationship Skills • Responsible Decision-Making Structure and Purpose: • 30 minutes (1 x per week) • Build Classroom Community and Connections • Support and strengthen academic learning • Lessons are organically and strategically developed to support the district’s investment in SEL • Lessons and activities are directly linked to the NJDOE 5 SEL Competencies

  11. Report Card/Grading • Genesis • Grading system A – 90-100 B – 80-89 C – 70-79 D – 60-69 F – less than 59 Effort Grades: O-Outstanding S-Satisfactory I-Inconsistent U-Unsatisfactory

  12. Communication It is important that we keep an open line of communication! • Ext. 2028 • ahaberkern@readington.k12.nj.us • Assignment books

  13. Classroom Practices • Notebook checks for neatness and organization • Cubbies checked for neatness and organization • Computer use throughout day • Healthy snack can be brought in daily • Website & Genesis • Check website for additional information and slide shows • Genesis- review for assignments and grades

  14. Behavior Policy • Be respectful of their peers and teachers as well as property. • Listen attentively and wait for appropriate time to speak (usually by raising hand). • Cooperate and work together. • When a student repeats misbehaviors or commits a serious infraction, the principal will be notified. • Behavior detentions will be given at the discretion of the teacher. These detentions will be held before school or during lunchtime.

  15. Homework Assignments Are… • Due upon student arrival to classroom - Students need to come to school with homework completed • Checked for accuracy, completion, & effort • Given nightly; occasionally on weekends • Genesis- parent portal

  16. The Winning Formula Consistency and Communication are the keys to success!

  17. A Little AboutMrs. Haberkern Masters of Education Graduate of Penn State University! ROAR! 24 years teaching Mother of Gregory, 17, and Ryan, 9 1/2! Eagles & Phillies fan! I love tea, wind chimes, the beach at sunset, roller coasters, and Johnny Depp!!!

  18. My Family

  19. Social Studies Program: Houghton Mifflin Harcourt: The United States: Making a New Nation Units of Study: • Native Americans • Exploration/Relations with Native Americans • Colonization into beginning of American Revolution

  20. Social StudiesSpecial Features • Discovery Education Unit Streaming • www.discoveryeducation.com • Biographies • Leveled Readers by unit • Primary Sources • Time Links • Internet resources such as: www.harcourtschool.com/ss1 Meet ECO!!!

  21. Projects & Assessment • Mini-projects throughout units • Lesson study guides & vocabulary • Discovery Education Videos throughout units • QUESTS- part quiz- part test

  22. Primary Sources What are Primary Sources? • They are additional sources to gather information to enliven past people and events such as maps, historical documents, paintings and drawings, speeches, letters and newspaper articles, political cartoons, photographs, and posters.

  23. Language Arts • Reading • Writing • Word Study

  24. The Writing/Reading Workshop • The workshop approach to the teaching of reading and writing is a student centered approach, one where the students are active participants in their learning. • Educators implementing the workshop approach hold the belief that students learn to read and write by actively and purposefully engaging in those behaviors. • The curriculum is driven by the students’ interests and they have the freedom to choose what it is they wish to read and write (Atwell, 1998; Rief 1992)

  25. Components of the Workshop • Time, choice, response. • A well organized and highly structured classroom. • High expectations for behavior and academic achievement • Mini-lessons, conferences, status of the class reports, student independent reading or writing time, and student sharing usually occur daily. • Student centered learning with many opportunities for student interaction

  26. The movement of students and teacher around the classroom as is necessary. • A desire to foster a life-long love of reading and writing. • Teacher modeling and teacher writing with the students. • Publication of student work

  27. Reading Units • Teacher’s College Units of Study: Author: Lucy Calkins, The Reading and Writing Project, Teacher’s College, Columbia University • Interpretation Book Clubs: Theme • Tackling Complexity: Moving Up Levels of Non-fiction • Argument and Advocacy: Researching Debatable Issues • Fantasy Book Clubs: The Magic of Themes and Symbols • Reading Like A Fan

  28. Reading Response Notebook • Student responses to assignments /sessions based on the day’s lesson will be written in this notebook. • Assignments/sessions will be taped into notebook which provide the directions for completion (see example). • Session assignments will also be posted on Google Classroom (see example). • Sessions will be reviewed and graded. Grades will reflect completion of assignment (pass/fail) as well as for the quality of the responses (letter grades).

  29. Reading Log • Biblionasium (see website) will be used for recording nightly reading. https://www.biblionasium.com/sign_ins • Students should record title of book, number of pages read, and time spent reading. • Students should attempt to read 20-30 minutes a night gradually increasing their reading stamina as the year progresses. • Please encourage your child to be honest as these are reviewed to help determine appropriate reading levels and choice. (The Reading Police !!!) • Logs will be scored as a quiz (check system).

  30. Google Classroom • Classes have been created which all students have joined. Class assignments and links will be added often. • https://classroom.google.com/h • There are reading classes and a writing class. • Writing pieces will be drafted directly onto Google Classroom. • Student work is easily accessible from home. • GREATEST TEACHING TOOL EVER!!!

  31. Welcome to Writer’s Workshop! The idea behind Writer’s Workshop is simple: if we know from experience that a workshop approach to the teaching of writing works well for aspiring professional writers, why shouldn’t we use this approach in our classrooms? As in a professional writer’s workshop, each student in the class is a working author. The teacher is a writing professional and peer coach, guiding authors as they explore their craft. Writer’s Workshop is designed to emphasize the act of writing itself—students spend most of their time putting pencil to paper, not just learning about it. Over time, students learn to choose their own topics and to manage their own development as they work through a wide variety of writing projects in a sustained and self-directed way.

  32. Writing Units • Personal Narrative • Character Perspective • Literary & Comparative Essays • Informational Non-fiction writing • Researched-based Essay • Fantasy • Poetry

  33. Technology • Google Classroom • https://classroom.google.com • Biblionasium • www.biblionasium.com • Edmodo • www.edmodo.com • Flipgrid • www.flipgrid.com • Newsela • Nearpod • Scholastic News & Storyworks

  34. Reading Workshop Approach Reading Workshop follows a very similar format to writing workshop. First the teacher models a reading strategy during a mini-lesson. Next students engage in a large block of time where they apply their reading strategies. Lastly, the students meet to share what they learned as readers. Supplemental Materials: Mentor texts • Picture Books • Authentic Literature & Read Alouds Word Study • Word Journeys

  35. Strategic Thinking “True comprehension goes beyond literal understanding and involves the reader’s interaction with text. If students are to become thoughtful, insightful readers, they must extend their thinking beyond a superficial understanding of the text.” Stephanie Harvey and Anne Goudvis

  36. Why teach reading strategies? “Once thought of as the natural result of decoding plus oral language, comprehension is now viewed as a much more complex process involving knowledge, experience, thinking and teaching.” (Linda Fielding and P. David Pearson, 1994)

  37. Top 10 Reading Strategies • Connect to the Text • Ask Questions • Expand Vocabulary • Predict & Prove • Sense It • Decide What’s Important • Make Inferences Then Draw Conclusions • Summarize and Synthesize • Check Your Understanding • Build Fluency

  38. Reading Strategies CAUTION! “Although these strategies tend to be introduced independently, readers rarely use these in isolation when reading. These thoughts interact and intersect to help readers make meaning and often occur simultaneously during reading.” Harvey and Goudvis

  39. Check Understanding Build Fluency Sense It Ask Questions Reading is Thinking Connect To Text Making Inferences/ Draw Conclusions Decide What’sImportant Expand Vocabulary Summarize/ Synthesize Predict and Prove

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