WGS Students Are Challenged To Read With Iron Bowl Tickets As Their Goal!

Students have been reading like little CHAMPIONS to make their reading goals to be placed in the Alabama Education Association's drawing for  2012 Iron Bowl Tickets.  Winners will recieve two tickets to the game, guest passes to the athletic hospitality room, and a visit to the field during the pre-game activities. 

Additionally, a drawing will be held for two teachers to win $1,500 for their classroom.  We are working hard to make sure our school has 70% of our students meeting the challenge so that we can be entered into a drawing for $5,000 for our school library. 

We also are hoping to win the bonus prize. :)  Each class decorated a bulletin board or door with spirit of winning.  There is a $250 cash prize being awarded to the teacher who has the best decorated bulletin board, door, or classroom using the contest theme.  Here are the fantastic decorations displayed in our schoo1. 

Mrs. Books & Mrs. Griffin

               

Mrs. Whitt

Mrs. Campbell

Mrs. Pettitt's Class

Mrs. Olson's Class

Mrs. Kilpatrick & Mrs. Olson

Mrs. Underwood's Class

Mrs. Underwood

Mr. Brandon

Mr. Page

Mrs. Campbell's Class

Mrs. Satterfield

Mrs. Boles

Mrs. Brook's

Mrs. Batchelor

Mrs. Campbell

Mrs. Faulk's Class

Mrs. Willett

Mrs. Willett says, "You Can Soar With the “Eagles” and Roll With the “Tide”…..As Long As You Have a Book By Your Side!!!" 



Bulldog's Paws For Reading!

Every two weeks I select a faculty or staff member to highlight their favorite children's book pick.  I began the year highlighting my own book pick that I posted in our school for students to read.  My hope is that students will want to read the books teachers and staff memebers find dear to their hearts.  I have highligted a lower grade book pick and a upper grade book pick. 

Let’s Pause To See What Mrs. Wright Is Reading

                                            

I absolutely love this story!  David's teacher has her hands full. From running in the halls to chewing gum in class, David's high-energy antics fill each school day with trouble-and are sure to bring a smile to even the best-behaved reader.

This is one of my favorite chapter books.  I read this book when I was in third grade.  Because of a bet, Billy is in the uncomfortable position of having to eat fifteen worms in fifteen days. The worms are supplied by his opponent, whose motto is "The bigger and juicier, the better!" At first Billy's problem is whether or not he can swallow the worm placed before him, even with a choice of condiments from peanut butter to horseradish. But later it looks as if Billy will win, and the challenge becomes getting to the worm to eat it. Billy's family, after checking with the doctor, takes everything in stride.

Let’s Pause To See What Mrs. Campbell Is Reading

I love books! I especially love children’s stories. There are so many stories that I enjoy reading therefore it’s very difficult for me to tell you about just one. One of my all-time favorites is Skippyjon Jones by Judy Schachner.

Skippyjon  Jones is soooo very mischievous and he has a muy loco (which means very crazy) imagination. Another reason I like this books – I get to use my loco Spanish accent! Check it out amigos!

A Series of Unfortunate Events #1: The Bad Beginning has to be my favorite chapter book. It is mysterious, very cleverly written, and is full of new vocabulary words. It is about three orphaned children that have a series (lots of related things that happen one after another) of unfortunate (bad) things happen to them.

The best thing about this book is that if you love it, there are twelve more books in the series continuing the adventure! You will find it in the library on the Series shelves, written by Lemony Snicket.

 

Going Online to Ease Common-Core Transition

Going Online to Ease Common-Core Transition

Tier II Vocabulary Word of the Week

Each week our student body is given a new tier two word.  The students are given the word, definition, sentences, and synonyms. During the week students are randomly stopped by the literacy coach to pronounce the word, give the meaning, a synonym or to use the word in a sentence.  The information is then placed on the janitors closet.  If the students read it, say it, hear it, or write it they can sign the chart to let everyone see they are in the know.

Six Flags Offers Free Tickets to Students to Promote Literacy

2012 ‘Read to Succeed’ Registration Now Open for K-6 Teachers and Students

The Great Escape and Discovery Education are partnering together to offer free admission to the Upstate New York theme park for K-6 students that participate in Read to Succeed, an online program geared to encourage students to read outside of the classroom. 
 
Students who complete six hours of non-school-related reading, such as picture books, newspapers, comic books, novels and nonfiction materials, are eligible to earn a free admission ticket.  Teachers with 10 or more students who participate in and complete the program are also eligible to earn a free ticket. Read to Succeed registration is now open for all schools online at http://discoveryeducation.com/readtosucceed.  

“In 2011, more than 300 schools participated in this program throughout the area earning close to 17,000 tickets,” said Don McCoy, Park President.  “We hope to increase that number next year by encouraging more teachers to sign up their classrooms and help promote literacy in our communities.”  

The deadline for registration is March 1, 2012.  Teachers are highly encouraged to register before the holidays to provide their students with enough time to complete the required six hours of reading. For more information or to register for the Read to Succeed program, visit http://discoveryeducation.com/readtosucceed. 

About Six Flags Entertainment Corporation
Six Flags Entertainment Corporation is the world’s largest regional theme park company with approximately $1.0 billion in revenue and 19 parks across the United States, Mexico and Canada. For more than 50 years, Six Flags has entertained millions of families with world-class coasters, themed rides, thrilling water parks and unique attractions including up-close animal encounters, Fright Fest and Holiday in the Park.

Top 12 Ways to Increase Student Participation

By: Kim Haynes

Call it "active learning," or "classroom participation" -- every teacher wants more involved students and fewer apathetic ones. With a little extra planning, that is possible.

Below are four common reasons students don’t participate and techniques to solve those problems and spice up your lessons.

Problem: The content is repetitive.

Maybe it needs to be repetitive because the students don’t really “get it,” or maybe you’re reviewing for a test. In any case, they’re tuning out.

Solution #1:  Assess their prior knowledge.

This could be as simple as asking students, “What do you know about (topic)?” and writing their responses on the board. You could also try a pre-test or a graphic organizer like a K-W-L chart. The goal is to find out what they already know (or think they know). You create buy-in for the students because they feel smart, and you can tailor your lesson to the information they don’t know or don’t remember correctly.

Solution #2: Try skills grouping.

Divide the class into groups based on what skills they need to practice – not forever, but for a class period or two, so they can focus on what they really need help with. So have a group that works on multiplying fractions, one on dividing fractions, and one on converting fractions to decimals. Make a group of “already got 100% on the test” kids and give them an extra credit activity or let them preview the next lesson. Then take time to move between the other groups and help them review. You’ll have more students engaged in the lesson and they’ll get specific, focused practice time.

 

Solution #3: Let them teach each other.

Especially good when reviewing before a test: divide the class into groups and give each group a topic. Set some guidelines and then let them teach each other. Encourage them to do interesting activities – write tests for each other, design review games, etc. – and evaluate each group on the accuracy of their content, the creativity of their approach, and how well they work together as a team.

Problem: The content is too hard.

This is really half the problem. The other half – especially with older students – is their fear of “looking stupid” by asking questions.

Solution #1: Allow anonymous questions.

Put out a “question box” where students can submit questions any time. Give each student an index card and ask them to write something about the reading assignment they did for homework. If they don’t have a question, instruct them to write a comment on the reading. Collect the cards and use them to lead a class discussion. You’ll easily recognize what parts of the reading confused a lot of students and they won’t feel embarrassed.

Solution #2: Allow them to work together.

We can’t do this all the time; individual students need to be assessed. Ask yourself: is the goal of this activity for them to learn the content, or for them to be assessed? If you want them to learn the content, why not let them work together? When they bring in their homework, do a quick survey for completeness, then put them in pairs and let them review the homework together. Encourage them to make changes if their partner’s answer looks right. When they’ve finished, review as a class. Students may be less embarrassed to share a group’s answer than their own and you may be able to complete the review more quickly.

Solution #3: Try a jigsaw approach.

No, we’re not talking about puzzles or scary movies. If you’re introducing new, difficult content, divide the class into groups and ask each group to master only one portion of it at a time. If, for example, you’re teaching the American Revolution, have one group focus on the Continental Congress, one on Washington’s Army, one on French support for the war, and so on.
Ask them to do a reading on their topic – to become the class “experts” on that subject. Then split up the class into new groups that include one “expert” on each topic. Ask these new groups to work together to write an essay or complete a worksheet that requires information about all the topics. They will teach each other in the process. Learn more about the Jigsaw Approach. 

Problem: There’s too much information to present in too short a time.

Sometimes there’s no way around it: you simply have to get a lot of information out there in a short amount of time. So you opt for a lecture and just want your students to absorb the content. Instead, they fall asleep or stare out the window. What can you do?

Solution #1: Keep it “bite-sized.”

Remember: research shows the average student’s attention span is as long as her age. So even high school kids can only handle about 15 minutes. If you have a lot of information to convey, re-arrange your lesson plans so you never lecture for more than 10-15 minutes.
Break up large concepts into smaller sections – give a brief lecture, then do an activity to help it “sink in.” Repeat this process over several days. You’ll increase participation – and improve comprehension, too.

Solution #2: Keep them busy.

Don’t allow students to stare into space while you talk. Give them something to stay connected. Try “fill in the blank” lecture notes. Delete key words and phrases in your lecture notes to create a “fill in the blank” worksheet. Then ask students to fill in the worksheet while you lecture. Another fun variation – lecture bingo.

Solution #3: Look into the future. 

Before a lecture, give students a prediction activity. For example, tell them you will be lecturing on Shakespeare and ask them to predict what you will say, or give them a set of true/false statements and ask them to take their best guess.
As you lecture, instruct students to compare their guesses with what you actually say.
When the lecture is over, have a class discussion and evaluate how accurate student predictions were.

Problem: The lesson emphasizes the teacher, not the students.

Solution #1: Keep them busier than you are.

The traditional classroom of yesteryear had the teacher at the front of the room, droning on while students doze. Re-imagine your classroom as a place where students are busier than you are.
Keep the “sit still and let me talk to you” moments as brief as possible; get those kids working! Give them worksheets, activities, discussions, and projects. That doesn’t mean you get to sit around -- you will still be busy, moving from student to student or group to group, correcting, evaluating, or providing feedback. But now everyone is busy and involved.

Solution #2: Use groups.

Homogeneous grouping? Heterogeneous grouping? Tracking? Forget the buzz words: having students work in groups is one of the best ways to increase student participation. Don’t keep them in the same groups all the time –give them a chance to be the “smart kid” who can help someone one day and the kid who needs help the next.
Take a traditional worksheet or activity and give it to students in groups. Offer a reward to the group who finishes first with the most answers correct and watch them go! Note: it helps to have additional prizes available to keep groups motivated after the first group “wins.” Even high school students enjoy these competitions.

Solution #3: Give them a voice and a choice.

Do students ever get a “say” in your classroom? Of course you need to make most decisions, but there must be some things you could leave up to them – whether it’s what color chalk you use today or how long they practice a specific activity.
Kids tune out because they feel like their ideas don’t matter. Show them their opinions are important and they’ll pay better attention and speak up more in class.
There will always be some unreachable student who won’t respond, even with these efforts. But if you give these a try, you may be presently surprised at the previously unreachable students who just might join in!

How do you encourage participation in your class? Share in the comments section! 

Education World: Cathy Puett Miller on Literacy: Integrating Reading and Writing Instruction:Into Content-Area Classrooms

Education World: Cathy Puett Miller on Literacy: Integrating Reading and Writing Instruction:Into Content-Area Classrooms

Education World: Tying Read-Alouds to Standards

Education World: Tying Read-Alouds to Standards

Education World: Glimpses Into Read-Aloud Classrooms

Education World: Glimpses Into Read-Aloud Classrooms

Education World: Reading Coach: A Shared Experience The Key to Effective Read Alouds

Education World: Reading Coach: A Shared Experience The Key to Effective Read Alouds

Summer Reading Camp

I decided to go out on a limb and host a summer reading camp for students that were being promoted to grades K-5.  I am so glad that I took a leap of faith.  The summer camp has been a great joy to me and I sincerely believe the students are having lots of fun as well.  I have 50 students attending the camp with my largest group being the K-2 morning group.  There are 29 students in that group and 21 students enrolled in the afternoon 3-5 group.  I have had many parents to comment that they are so glad that we held the camp.  I know it is summer but I am excited that I made great use of this time to read with the WGS kids one day a week.  There is no way I could have had this camp without the help of Ms. Erica who has been a great source of help and support.  The kids love her!  This camp has afforded us the opportunity to read many books, interact with story maps, literature circles, learn Spanish, practice alphabets, sounds, practicing sight words and sight word phrases.  Great job campers!  You Rock! :O)

I also launched a books by mail reading program this summer.  There are students that could not attend the summer camp that I really wanted to continue reading during the summer.  I mailed books to these students along with postcard with a question about the book on it.  The students had to read the book, answer the question, and mail the postcard back to me.  Upon recieving the students postcard I mail them their next book and question.  I'm excited to see each students reading grow and blossom.  I also look forward to gettting their postcards back with their answers in their cute little handwriting.  :)  Kids are amazing and I am so glad I get the privelige and pleasure to work with them.

DIBELS Assessment

Check out our DIBELS scores on the data wall. The scores look good. Our hard work paid off. Every student that didn't benchmark showed improvement. I will be emailing your reports soon. Please check your reports to make sure each of your students are listed and that I didn't overlook anyone.

Don't forget Data Meetings will be held in 1/2 day sessions on May 22nd and May 23rd. I have already gotten your subs and I will be emailing your sub schedules and your staff development number soon. I will also be sending you a list of materials that you will need to bring to meeting.

I will be out of the building on May 16 - 18 for training and Coach meetings.

Thank You!

Teachers,
I just want to take the time to thank you for participating in the READ to SUCCEED campaign.  It is your dedicated service that makes the difference for our students.  It is my desire that each day we are planting seeds that will make lifelong readers.  Mrs. Underwood shared with me that we had 64 students that recieved Six Flags passes through this program.  I call that a success!  Thank you so much Mrs. Underwood for taking on this project in my absence.  I greatly appreciate your hard work. 

I know that many of you didn't have the opportunity to Read the Most From Coast to Coast due to the tornados that ripped through our area. I am so glad that each of you and our student are safe and alive.  I had you all on my mind as I watched the weather.  Although I understand we had one family that had a total loss, I am grateful that they are all alive. 

Please don't forget that we must have our PROGRESS MONITORING for all students completed before break. The window for progress monitoring is March 19th -March 23rd.  If I have not returned to work I need all of you to send me those scores electronically.  Please do not place them in my mailbox.  Email me your scores so that I may get them to central office and the DIBELS database on times. 

I found a new website that I really liked and wanted to share.  It is called WE ARE TEACHERS.  The website address http://www.weareteachers.com/. It is filled with exciting tools that teachers can use.  I found the best education apps, topics & discussions, grants & contest, monthly ideas, free products & trials, and lesson plans.  Check it out!  I think you just might like it. 

Keep up the great work, know that I love and miss each of you, and I look forward to seeing you soon.  I am doing well.  I'm just trying to be a good patient so that I don't have to repeat this process.  I still have an open incision in my belly that Tim has to stuff daily.  I never imagined feeling like a Teddy Bear but what is life without all of its little suprises.  He's been an excellent nurse and I sure do thank God for him.  Until later don't forget to smell the roses along the way, hug & kiss your family, and to tell somebody that you love them and mean it. 

5 Ways You Can Take Read-Aloud Literature to the Next Level

by WATstaff Wednesday

“I would not eat them on a boat! I would not eat them with a goat!”

“One Sunday morning the warm sun came up and POP!—out of the egg came a tiny and very hungry caterpillar.”

“Mr. and Mrs. Dursley of Number Four, Privet Drive, were proud to say that they were perfectly normal, thank you very much.”

Read-alouds have the power to captivate kids at any age—you probably still remember phrases from the treasured titles that your parents and teachers once read to you. Have you ever glanced up at your students while you were in the midst of a magical tale from a foreign land or a swashbuckling adventure? What did you see? Eyebrows furled in thought? Eyes wide, transfixed by the story? Minds churning as they process what's happening and what might happen next? Read-aloud stories are so much more than a literacy-building tool; if used correctly, they can create a framework that will not only boost academic achievement but also promote a love of learning that will go beyond your students' school years. Here are 5 ways you can use read-aloud books to infuse students with a zest for literature that is so vital to academic success.

1. Build Critical Thinking Skills. Use read-aloud literature to help your students learn to solve problems. Pause mid-story to ask your students how they would proceed if they were the main character. Or, use plot maps or conflict charts (print out free materials here) to help assess the best solution to the problem presented in the book. 
2. Go Beyond Reading. Encourage active participation in the story by including listening, speaking, thinking, and response writing activities, such as enacting a scene from the book, brainstorming ways to solve the main character’s conflict, having partners share a personal story that relates to the main character’s choices, or asking students to respond in writing to a prompt/question that relates to the story.
3. Introduce Your Students to New Authors.  Read literary works from diverse authors so that your students can be exposed to various voices, cultures, places and themes—and through that exposure, can start to build a framework around their own viewpoints.
4. Get Digital. Explore all facets of your classroom literature by utilizing technology in your lessons. Go online and find related videos, writing prompts, images and more. Some literacy-building programs, like Voices Literature & Writing, package graphic organizers, digital content, MP3s, interactive whiteboard lessons, and more with classroom literature.
5. Provide Next Steps. Don't just stop with one story. Instead, provide your students with access to additional books and materials that explore similar or related topics and encourage them to read, to explore, and to learn.

Question for you: What read-aloud book makes your students’ eyes go wide and their mouths hang open?

You may view this articles at  http://community.weareteachers.com/t5/WeAreTeachers-Blog/5-Ways-That-You-Can-Take-Read-Aloud-Literature-to-the-Next-Level/ba-p/11305 

Pulling Together

Pulling Together

Wiki Is the Place to Be

I have a few things to share on my Wiki.  You can visit me at http://readingpathway.wikispaces.com/.

Have You Ever Thought About a Reading Lounge?

Teachers,
I'm reading a book entitled "Igniting a Passion For Reading by Steven Layne.  Chapter 7 talks about opening a reading lounge.  I'm thinking the art room would be a great room for this at least in the afternoons.  We could redecorate the room with plants and carpet.  We could even leave the tables since we'll need them next year for art just make it a nice relaxing environment.  It could also be a place where teachers could go and read.  What are your thoughts on this?  Would you allow your responsible students to go there to read?  I want to know your feelings before presenting it to our administration.  I'm thinking this would be nices especially since we don't have a really nice area for a teacher lounge. 

Tim Tebow reads Green Eggs & Ham




                                    for

America's Biggest Story

                     February 15, 2012

 http://www.bookitprogram.com 

Benefits of Reading Poetry to Children - Trenna Sue Hiler

Once a child learns the love of language, doors open wide. Poetry is an important step. Reading aloud is something that feels normal and familiar.  Words become less intimidating and more like familiar friends. For even if the child does not understand the poem, she may find comfort or amusement in its cadence. There is much more to poetry than meets the eye.

Poetry is different. It celebrates language in a different format. Children relate to poetry in ways many adults may not understand. Rhyming is easy and fun for them to recite.  Poetry is an excellent introduction to the many different kinds of literature.  When it is done correctly with a child, they will love it for a life time.

Most parents expose their children to some form of poetry without even trying.  They find themselves making up little rhymes and jingles with their names and tend to offer nursery rhymes and finger plays. Most songs are considered a form a poetry. Many children' s books have some splashes of poetry in them.

Denise Johnson is an assistant professor of reading education at the College of William & Mary, Williamsburg, Virginia. She received her ED. D. in reading from the University of Memphis, Tennessee. In her workshops on children and poetry she teaches these benefits.

* Enables students to appreciate the sound and imagery of language
* Invites students to understand and view themselves and their world in new ways
* Enriches students lives as they discover words, sounds, and rhythm in unique and creative ways
* Intrigues students as it offers puzzles within puzzles
* Captures the essence of meaning in the sparest of language

These are all excellent reasons to keep poetry in the life of a child and read it often. When we think of some of the most popular books with the very young children they are poems. So most children learn a love for poetry early on. It should be simple to keep that interest alive with the   introduction of different kinds of poetry and poems that become more involved.

Michael Rosen, an English poet who writes mostly for children, tells us about rhythms.  His theory is that poems resonate in the body by reacting with our natural rhythms.  Humans have carcadian rhythms that set the body clock.  Heart beats and breathing rates can all be affected by simply reading or listening to poetry. Poetry makes a physical connection with the body.