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Thursday Word September 28th
ALMOND THURSDAY WORD
September 28, 2017
UPCOMING DATES TO REMEMBER
- Friday, 10/13 - Thursday, 10/19 - Scholastic Book Fair
- Wednesday, 10/4 - International Walk to School Day
- Wednesday, 10/18 - School Site Council (Library @ 3:10pm)
- Saturday, 10/14 - Walkathon (Blacktop, 9am - 1:30pm)
- Monday, 10/23 - TENTATIVE Solar Panel Construction Begins
SCHOOL MESSAGE
At this morning’s School Coffee, Jill Croft (Almond’s Literacy IST - Instructional Support Teacher) and six students from Mrs. Better’s class, shared information about Reader’s Workshop.
A balanced literacy program contains the following components:
- Interactive read alouds and discussions
- Guided and independent reading
- Shared reading
- Writing about reading
- Oral and visual communication
- Technological communication
- Writing
- Phonics / spelling patterns / word study (i.e. vocabulary)
Almond teachers - teach students. They do not teach Reader’s Workshop. One of the tools that they will use in building literacy skills with their students this year will be Reader’s Workshop. It is one structure that provides a framework to incorporate many of the components that develop effective readers, writers, speakers, and listeners.
The Reading Workshop model contains a variety of instructional strategies. Mini-lessons jump start the session to deliver direct, explicit instruction around an identified class need. While students read books of their choice independently, teachers may conference with different students to check in on fluency, comprehension, and book selection. Teachers might also identify small groups of students who need further instruction around a particular need. A teacher selected book, called an anchor text, might be read aloud over several weeks to students as a means to focus on particular reading skills. In the upper grades (3-6), students may participate in book clubs. Reader’s Workshop notebooks are utilized to assist students in digging deeper into their text and to ensure they are developing the necessary skills to write about what they’re reading.
We very much appreciated the thoughtful questions that arose from our parent community this morning. Some have been paraphrased below.
Q: Is there a balance between kids choosing their own books and the teacher making certain selections?
A: Yes. We understand that if children do not receive some guidance, they might select books that do not grow them as readers but instead keep them stagnant. The anchor text that is read together as a class is identified through the Reader’s Workshop curriculum. This book will be the same in each unit and within the grade level. The books that students read during independent time will be ones they choose. A teacher will confer with students to help determine if the book is appropriately challenging them. In addition, if a child appears to become stuck reading a series in a particular genre, the teacher would likely assist them in exploring other options. Finally, book talk books are being pulled from a collection that was ordered through our district. Teachers may or may not give students choice in their selection. It will depend on the circumstance, but will be balanced.
Q: Are students limited to reading books at a specific level?
A: No. The levels are determined through the F&P assessment. This one measure provides information about a child’s “instructional” level (A-Z). Some teachers have leveled their classroom libraries into baskets that have the letters identified. Other teachers have organized their books into genres and the books themselves have the letters indicated on them. This leveling system is intended to guide students in selecting books within a range...not just “that” letter. If a child shows interest in reading a book at a higher level as a result of the content, as long as the child doesn’t become frustrated or disheartened with navigating through the text, a child will not be prevented from reading a book in which they are interested in.
Q: Do all students know their levels? When will we, the parents, know them?
A: As a staff, we agreed to share out the F&P Levels with parents at the November Conferences so that we could provide a context around this singular data point. During the coffee, it became apparent that we do not have a consistent practice around how we communicate this information to students. We will be discussing this as a staff in the upcoming weeks. We DO NOT WANT students walking around thinking, “I am a level G.” Instead, the language we would like to encourage is, “My current instructional level in reading is near the ‘G’ range.” We will be certain to calibrate around these ideas and couple them with our heavy efforts in Growth Mindset work to ensure healthy self perceptions around reading.
Q: My child shared that one of the books their class started to read in book club contained content that was too mature for their age range. What is being done to safeguard against this?
A: We do have book club sets from the publisher that range from Level A (kindergarten) to Level Z (8th grade). Through this experience, we learned that some of the X, Y, Z books might contain mature content. As a result, we will be looking through these levels and identifying which books may fall into this category. We will be explicit in communicating this with families and their students so that if they wish not to read these books, they will be able to make that decision.
Q: When will children be taught “how” to read? Will there be intentional work around vocabulary development?
A: Reader’s Workshop is just one structure that will be utilized to foster a love of reading. In grades K-3, Almond is implementing another tool to support the teaching of phonics instruction - PhonoGraphix. Our teachers just completed the training on this strategy. This will be taught during WINN time because we do not want to reteach the alphabet’s letters and sounds to those who already know them, and we want to ensure we teach critical spelling patterns to those still needing this instruction. In grades 4-6, students have different rates of fluency (how smoothly they read) and comprehension (what they understand from the text). This can at times be hindered through a struggle with vocabulary. While research has proven that traditional vocabulary tests do not actually grow vocabulary, our state standards still emphasize the need to learn about prefixes, suffixes, root words and more. This will take place during word study time and will likely take place outside of the Reader’s Workshop structure.
Q: My 6th grader says they’re not doing Reader’s Workshop.
A: That is correct. The 6th graders began this school year with a Writer’s Workshop unit. They have been using the mini-lesson structure, drafting, revising, publishing (and more) to develop personal narratives. They are completing this unit in the next few weeks and will then engage in a Reader’s Workshop unit next. They will alternate between reading and writing throughout the year.
Q: Is every teacher and grade level then doing both Reader’s and Writer’s Workshop?
A: No. District wide, we are all working together to implement the Reader’s Workshop structure into our instruction around literacy. All teachers will be teaching writing, because it is a Common Core State Standard (CCSS). Some teachers have elected to incorporate Writer’s Workshop as well. This is where the art vs. the science of teaching comes in. In order to meet the many varying needs of students, teachers utilize a variety of practices to ensure students get what they need.
Q: My child is assigned homework to respond to their reading that doesn’t get marked. Is this to be expected?
A: Homework is a topic that elicits a wide range of perspectives from families. Some parents would prefer that there not be any homework, while some believe their children do not receive enough. When we do assign homework, we do so with the following things in mind. It should be able to be accomplished independently and should be reinforcing already learned information. If a child cannot complete their homework accordingly, then that will inform the teacher that additional instruction is needed. Some homework may be graded, other homework might not. If a teacher were to give feedback on every single output a student produces, they would not have adequate time to spend designing the learning. Therefore teachers are often strategic in identifying work on which feedback will be provided. If an assignment is for practice, that might not get marked up by the teacher. However, if a teacher is working with students on finalizing a writing piece associated with their reading, they will then likely provide specific guidance or feedback.
If you have a questions or concerns about Reader’s Workshop or literacy instruction, please don’t hesitate to reach out to your teacher.
PTA & SCHOOL ANNOUNCEMENTS - NEW
INTERNATIONAL WALK TO SCHOOL DAY
- Save the date and go green!
- The International Walk to School Day is next week: Wednesday 10/4 from 8-8:30am. Walk, roll, or bike to school along Almond Avenue and enjoy bagels and juice in the Rotunda when you arrive...if I get volunteers to help.* The Los Altos Police Department, the LAHS Marching Band, and the Almond Eagle will be joining us. The band will play a quick concert on the Blacktop at 8:15am. Wear your favorite Almond Shirt and show your school pride. Hope to see you on foot and on bike on the way to school!
- *Please contact cheryl.branson@gmail.com if you can help volunteer anytime between 7 and 8:30 on 10/4.
PTA YEARBOOK COMMITTEE CHAIR NEEDED
- We need a volunteer to take or secure photos of students in many activities throughout the year and official school photos; organize into yearbook using a software; add original artwork, messaging to pages to customize; organize delivery before the end of the school year.
- If we don't find a Yearbook Chair we won't have a yearbook this year.
- Please contact Rachel Harnish, rachelharnish@yahoo.com, Almond PTA President.
WALKATHON & SILENT AUCTION
- The Walkathon (with Silent Auction and Book Fair) is Saturday, October 14 - be sure to register your child for a fun day of walking, eating, reading & bidding! Volunteer your time to help make the day a success - sign up here.
- The Silent Auction is still collecting donations - please consider donating event tickets, vacation packages or hosting a party.
- Read more about the walkathon and silent auction here.
LAEF: WE’VE RAISED $1 MILLION!
- Thanks to the 555 amazing and generous LASD families who have contributed to LAEF this school year and helped us reach this important milestone. We’re off to a great start!
- Our goal is to raise $3.7 Million to support STEM, arts, literacy, wellness and personalized learning now through June 2018.
- Every TK-8th grade student in LASD is benefitting from LAEF-funded programs, and that’s why we strive for 100% parent participation. The suggested donation per student is $1,200 (or $120 per month for 10 months). Every gift in any amount is appreciated. Learn more & make your tax-deductible donation today at www.laefonline.org.
S.O.A.R. CELEBRATIONS
(listed alphabetically by last name)
- Nirelle DeWitt, 9/26/17, Owning learning. Perseverance--works hard on assignments until they are complete.
- Julia Fung, 9/25/17, Always making good choices, Respecting self and others. Went above and beyond cleaning the classroom during jobs time, making sure everything was clean and ready for the next day! <3 Miss Pasket
- Everly Kraska, 9/26/17, Owning learning. Rereading to smooth out your voice.
Tommy Lee, 9/26/17, Owning learning. Creative, and focuses on assignments. - Madison Louie, 9/15/17, Always making good choices. Madison always sets a good example for others.
- Sonya Novikova, 9/25/17, Always making good choices, Respecting self and others. Went above and beyond cleaning the classroom during jobs time, making sure everything was clean and ready for the next day! <3 Miss Pasket
- Leonardo Romero Fernandez, 9/26/17, Owning learning, Always making good choices. Raised his hand patiently.
- Fisher Sirey, 9/21/17, Respecting self and others. Being a good friend and a helpful classmate. <3 Mrs. Better
COMMUNITY ANNOUNCEMENTS
Why Parents Matter More Than Peers: Restoring A Healthy Balance in Adult-Child Relationships
- Dr. Gabor Maté, M.D., is highly sought after internationally for his expertise on a range of wellness topics including ADHD, stress, childhood development, and addiction. Rather than offering quick-fix solutions to these complex issues, Dr. Maté weaves together scientific research, case histories, and his own insights as an experienced physician to present a broad perspective that enlightens and empowers parents seeking stronger, more meaningful connection with their children.
- Thursday, October 12, 2017, 7:00 pm at Mountain View High School Spartan Theatre.
- Registration and information link : https://mvla2017-gabormate.
eventbrite.com - Due to the generosity of our sponsors, admission is free.
SELPA 1 CAC Parent Education Panel with Special Education Administrators!
- Wed. October 18, 2017, 7–9 PM, Santa Rita Elementary
- Special Education Director/Administration Panel Staff from the Special Education Departments from Los Altos SD (Jennifer Keicher, Director), Mountain View Whisman SD (Gary Johnson, Director), Mountain View Los Altos High SD (Kara Oettinger, Program Specialist) and Palo Alto Unified SD (Jennifer Baker, School Psychologist) will participate in a moderated panel discussion about issues in special education and respond to questions. A great way for new families to learn more! If you have questions now to start the evening, please submit them toselpa1cacinfo@gmail.com
- Mon. October 9, 2017, 7 PM-9PM, 190 Arbuelo Way, Los Altos 94022
- A chance to ask questions and share ideas, resources, and support with other parents of students with IEPs, 504s, learning differences, mental health challenges, etc. All are welcome, participants must respect confidentiality.
- Tue. October 10, 2017, 7PM-8:30PM, Los Altos Library
- Are you concerned about the emotional well being of your child? Come to Parent Chat, peer to peer support for parents of teens. Hosted by the Mental Health Subcommittee of SELPA 1 CAC.
WANT TO SUBMIT SOMETHING TO THE THURSDAY WORD?
Send announcements to us at AlmondThursdayWord@
Quick Links…
School & Community News now found via Peachjar:
https://www.peachjar.com/
Almond Elementary School Website
Copyright © 2003-2016 Los Altos School District. All rights reserved.
ALMOND THURSDAY WORD
September 28, 2017
UPCOMING DATES TO REMEMBER
- Friday, 10/13 - Thursday, 10/19 - Scholastic Book Fair
- Wednesday, 10/4 - International Walk to School Day
- Wednesday, 10/18 - School Site Council (Library @ 3:10pm)
- Saturday, 10/14 - Walkathon (Blacktop, 9am - 1:30pm)
- Monday, 10/23 - TENTATIVE Solar Panel Construction Begins
SCHOOL MESSAGE
At this morning’s School Coffee, Jill Croft (Almond’s Literacy IST - Instructional Support Teacher) and six students from Mrs. Better’s class, shared information about Reader’s Workshop.
A balanced literacy program contains the following components:
- Interactive read alouds and discussions
- Guided and independent reading
- Shared reading
- Writing about reading
- Oral and visual communication
- Technological communication
- Writing
- Phonics / spelling patterns / word study (i.e. vocabulary)
Almond teachers - teach students. They do not teach Reader’s Workshop. One of the tools that they will use in building literacy skills with their students this year will be Reader’s Workshop. It is one structure that provides a framework to incorporate many of the components that develop effective readers, writers, speakers, and listeners.
The Reading Workshop model contains a variety of instructional strategies. Mini-lessons jump start the session to deliver direct, explicit instruction around an identified class need. While students read books of their choice independently, teachers may conference with different students to check in on fluency, comprehension, and book selection. Teachers might also identify small groups of students who need further instruction around a particular need. A teacher selected book, called an anchor text, might be read aloud over several weeks to students as a means to focus on particular reading skills. In the upper grades (3-6), students may participate in book clubs. Reader’s Workshop notebooks are utilized to assist students in digging deeper into their text and to ensure they are developing the necessary skills to write about what they’re reading.
We very much appreciated the thoughtful questions that arose from our parent community this morning. Some have been paraphrased below.
Q: Is there a balance between kids choosing their own books and the teacher making certain selections?
A: Yes. We understand that if children do not receive some guidance, they might select books that do not grow them as readers but instead keep them stagnant. The anchor text that is read together as a class is identified through the Reader’s Workshop curriculum. This book will be the same in each unit and within the grade level. The books that students read during independent time will be ones they choose. A teacher will confer with students to help determine if the book is appropriately challenging them. In addition, if a child appears to become stuck reading a series in a particular genre, the teacher would likely assist them in exploring other options. Finally, book talk books are being pulled from a collection that was ordered through our district. Teachers may or may not give students choice in their selection. It will depend on the circumstance, but will be balanced.
Q: Are students limited to reading books at a specific level?
A: No. The levels are determined through the F&P assessment. This one measure provides information about a child’s “instructional” level (A-Z). Some teachers have leveled their classroom libraries into baskets that have the letters identified. Other teachers have organized their books into genres and the books themselves have the letters indicated on them. This leveling system is intended to guide students in selecting books within a range...not just “that” letter. If a child shows interest in reading a book at a higher level as a result of the content, as long as the child doesn’t become frustrated or disheartened with navigating through the text, a child will not be prevented from reading a book in which they are interested in.
Q: Do all students know their levels? When will we, the parents, know them?
A: As a staff, we agreed to share out the F&P Levels with parents at the November Conferences so that we could provide a context around this singular data point. During the coffee, it became apparent that we do not have a consistent practice around how we communicate this information to students. We will be discussing this as a staff in the upcoming weeks. We DO NOT WANT students walking around thinking, “I am a level G.” Instead, the language we would like to encourage is, “My current instructional level in reading is near the ‘G’ range.” We will be certain to calibrate around these ideas and couple them with our heavy efforts in Growth Mindset work to ensure healthy self perceptions around reading.
Q: My child shared that one of the books their class started to read in book club contained content that was too mature for their age range. What is being done to safeguard against this?
A: We do have book club sets from the publisher that range from Level A (kindergarten) to Level Z (8th grade). Through this experience, we learned that some of the X, Y, Z books might contain mature content. As a result, we will be looking through these levels and identifying which books may fall into this category. We will be explicit in communicating this with families and their students so that if they wish not to read these books, they will be able to make that decision.
Q: When will children be taught “how” to read? Will there be intentional work around vocabulary development?
A: Reader’s Workshop is just one structure that will be utilized to foster a love of reading. In grades K-3, Almond is implementing another tool to support the teaching of phonics instruction - PhonoGraphix. Our teachers just completed the training on this strategy. This will be taught during WINN time because we do not want to reteach the alphabet’s letters and sounds to those who already know them, and we want to ensure we teach critical spelling patterns to those still needing this instruction. In grades 4-6, students have different rates of fluency (how smoothly they read) and comprehension (what they understand from the text). This can at times be hindered through a struggle with vocabulary. While research has proven that traditional vocabulary tests do not actually grow vocabulary, our state standards still emphasize the need to learn about prefixes, suffixes, root words and more. This will take place during word study time and will likely take place outside of the Reader’s Workshop structure.
Q: My 6th grader says they’re not doing Reader’s Workshop.
A: That is correct. The 6th graders began this school year with a Writer’s Workshop unit. They have been using the mini-lesson structure, drafting, revising, publishing (and more) to develop personal narratives. They are completing this unit in the next few weeks and will then engage in a Reader’s Workshop unit next. They will alternate between reading and writing throughout the year.
Q: Is every teacher and grade level then doing both Reader’s and Writer’s Workshop?
A: No. District wide, we are all working together to implement the Reader’s Workshop structure into our instruction around literacy. All teachers will be teaching writing, because it is a Common Core State Standard (CCSS). Some teachers have elected to incorporate Writer’s Workshop as well. This is where the art vs. the science of teaching comes in. In order to meet the many varying needs of students, teachers utilize a variety of practices to ensure students get what they need.
Q: My child is assigned homework to respond to their reading that doesn’t get marked. Is this to be expected?
A: Homework is a topic that elicits a wide range of perspectives from families. Some parents would prefer that there not be any homework, while some believe their children do not receive enough. When we do assign homework, we do so with the following things in mind. It should be able to be accomplished independently and should be reinforcing already learned information. If a child cannot complete their homework accordingly, then that will inform the teacher that additional instruction is needed. Some homework may be graded, other homework might not. If a teacher were to give feedback on every single output a student produces, they would not have adequate time to spend designing the learning. Therefore teachers are often strategic in identifying work on which feedback will be provided. If an assignment is for practice, that might not get marked up by the teacher. However, if a teacher is working with students on finalizing a writing piece associated with their reading, they will then likely provide specific guidance or feedback.
If you have a questions or concerns about Reader’s Workshop or literacy instruction, please don’t hesitate to reach out to your teacher.
PTA & SCHOOL ANNOUNCEMENTS - NEW
INTERNATIONAL WALK TO SCHOOL DAY
- Save the date and go green!
- The International Walk to School Day is next week: Wednesday 10/4 from 8-8:30am. Walk, roll, or bike to school along Almond Avenue and enjoy bagels and juice in the Rotunda when you arrive...if I get volunteers to help.* The Los Altos Police Department, the LAHS Marching Band, and the Almond Eagle will be joining us. The band will play a quick concert on the Blacktop at 8:15am. Wear your favorite Almond Shirt and show your school pride. Hope to see you on foot and on bike on the way to school!
- *Please contact cheryl.branson@gmail.com if you can help volunteer anytime between 7 and 8:30 on 10/4.
PTA YEARBOOK COMMITTEE CHAIR NEEDED
- We need a volunteer to take or secure photos of students in many activities throughout the year and official school photos; organize into yearbook using a software; add original artwork, messaging to pages to customize; organize delivery before the end of the school year.
- If we don't find a Yearbook Chair we won't have a yearbook this year.
- Please contact Rachel Harnish, rachelharnish@yahoo.com, Almond PTA President.
WALKATHON & SILENT AUCTION
- The Walkathon (with Silent Auction and Book Fair) is Saturday, October 14 - be sure to register your child for a fun day of walking, eating, reading & bidding! Volunteer your time to help make the day a success - sign up here.
- The Silent Auction is still collecting donations - please consider donating event tickets, vacation packages or hosting a party.
- Read more about the walkathon and silent auction here.
LAEF: WE’VE RAISED $1 MILLION!
- Thanks to the 555 amazing and generous LASD families who have contributed to LAEF this school year and helped us reach this important milestone. We’re off to a great start!
- Our goal is to raise $3.7 Million to support STEM, arts, literacy, wellness and personalized learning now through June 2018.
- Every TK-8th grade student in LASD is benefitting from LAEF-funded programs, and that’s why we strive for 100% parent participation. The suggested donation per student is $1,200 (or $120 per month for 10 months). Every gift in any amount is appreciated. Learn more & make your tax-deductible donation today at www.laefonline.org.
S.O.A.R. CELEBRATIONS
(listed alphabetically by last name)
- Nirelle DeWitt, 9/26/17, Owning learning. Perseverance--works hard on assignments until they are complete.
- Julia Fung, 9/25/17, Always making good choices, Respecting self and others. Went above and beyond cleaning the classroom during jobs time, making sure everything was clean and ready for the next day! <3 Miss Pasket
- Everly Kraska, 9/26/17, Owning learning. Rereading to smooth out your voice.
Tommy Lee, 9/26/17, Owning learning. Creative, and focuses on assignments. - Madison Louie, 9/15/17, Always making good choices. Madison always sets a good example for others.
- Sonya Novikova, 9/25/17, Always making good choices, Respecting self and others. Went above and beyond cleaning the classroom during jobs time, making sure everything was clean and ready for the next day! <3 Miss Pasket
- Leonardo Romero Fernandez, 9/26/17, Owning learning, Always making good choices. Raised his hand patiently.
- Fisher Sirey, 9/21/17, Respecting self and others. Being a good friend and a helpful classmate. <3 Mrs. Better
COMMUNITY ANNOUNCEMENTS
Why Parents Matter More Than Peers: Restoring A Healthy Balance in Adult-Child Relationships
- Dr. Gabor Maté, M.D., is highly sought after internationally for his expertise on a range of wellness topics including ADHD, stress, childhood development, and addiction. Rather than offering quick-fix solutions to these complex issues, Dr. Maté weaves together scientific research, case histories, and his own insights as an experienced physician to present a broad perspective that enlightens and empowers parents seeking stronger, more meaningful connection with their children.
- Thursday, October 12, 2017, 7:00 pm at Mountain View High School Spartan Theatre.
- Registration and information link : https://mvla2017-gabormate.
eventbrite.com - Due to the generosity of our sponsors, admission is free.
SELPA 1 CAC Parent Education Panel with Special Education Administrators!
- Wed. October 18, 2017, 7–9 PM, Santa Rita Elementary
- Special Education Director/Administration Panel Staff from the Special Education Departments from Los Altos SD (Jennifer Keicher, Director), Mountain View Whisman SD (Gary Johnson, Director), Mountain View Los Altos High SD (Kara Oettinger, Program Specialist) and Palo Alto Unified SD (Jennifer Baker, School Psychologist) will participate in a moderated panel discussion about issues in special education and respond to questions. A great way for new families to learn more! If you have questions now to start the evening, please submit them toselpa1cacinfo@gmail.com
- Mon. October 9, 2017, 7 PM-9PM, 190 Arbuelo Way, Los Altos 94022
- A chance to ask questions and share ideas, resources, and support with other parents of students with IEPs, 504s, learning differences, mental health challenges, etc. All are welcome, participants must respect confidentiality.
- Tue. October 10, 2017, 7PM-8:30PM, Los Altos Library
- Are you concerned about the emotional well being of your child? Come to Parent Chat, peer to peer support for parents of teens. Hosted by the Mental Health Subcommittee of SELPA 1 CAC.
WANT TO SUBMIT SOMETHING TO THE THURSDAY WORD?
Send announcements to us at AlmondThursdayWord@
Quick Links…
School & Community News now found via Peachjar:
https://www.peachjar.com/
Almond Elementary School Website
Copyright © 2003-2016 Los Altos School District. All rights reserved.
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