Oakstead Elementary Curriculum Night Learning about, IRLA, ReadyGen, PBIS, and Eureka
What is IRLA • Teachers use the IRLA to determine the reading behaviors that should be expected at each color level. These reading behaviors are in line with national reading standards.
Teachers help students find books they can successfully read―books in which they know 99%-100% of the words .
IRLA Skills
Power Words • The glue that holds the other words together in a sentence. • Must identify at flash speed • High Frequency Words • Words that make you a POWERful reader!
Power Words • 1G • 2G • 1B-Tricky • 2B-Tricky – am -gave -after -answer – at -happy -read -phone – it -because -right -tiny – see -your -people -noise – all -were -write -noisy
Power Words • 1R-Tricky • 2R-Outlaws • Wt-Outlaws – been -among -accept – clothes -curtain -mood – shovel -diamond -onion – roof -lose -palm – wolf -loose -leather
Power Words • How do you help your child at home? – Choose a small group of words – Practice daily • Write • Read • Listen • Identify in books • Create with other objects around the house
Chunks & Blends • Use words you know to figure the words don’t know… • Example: in/thin/into
White- academic vocabulary (amateur) 1-2 words per page that are not in your child’s everyday speech; prefix/suffix Black- Series (abandon) 3-5 words per page that are not in your child’s everyday speech. Greek/Latin Roots; suffixes Orange- Genre Expansion (barrier) (6-10) Greek/Latin Roots Purple- Genre Expansion (abruptly) (11-15) Greek/Latin Roots 1Br/2Br- Author’s Craft (abolish/adjacent) (16-20) Silver- Literary Analysis (alluvial) (21-25) Gold- Writing as Art (aberration) (25+)
Why ReadyGen? • Students learn standards by becoming experts on topics. – Standards are taught through the text – Student understanding of the text is shown through short written responses – Final writing piece at the end of each module uses reading and writing standards cohesively
Kindergarten Example – Example: Kindergarten learners use, “Make Way for Ducklings” and ”Life in a Pond” t o learn about animal homes. – Writing Connection: Write a narrative story that uses pictures and words in a sequence to tell a story.
5 th Grade Example • Texts used- “Night of the Spadefoot Toads,” “Rachel Carson: Pioneer of Ecology,” and “Rain Forest Food Chains” – Writing Connection- Students begin by comparing characters in their own stories – They will also use the information from texts to create a brochure, then write and opinion piece
Text Complexity • Texts are often complex – Teachers plan specific lessons based on standards and complexity of text • Students will read with teacher and independently • Goal- to gather and synthesize information based on the standard in order to speak and write on a topic
Positive Behavioral Interventions & Support (PBIS) We are proud to say that Oakstead Elementary has been ranked as a GOLD Level PBIS Model School for the last 3 years .
PBIS and Bully Prevention § Positive Behavioral Interventions & Support (PBIS) is stopping undesirable behavior by: § Replacing undesirable behavior with a new behavior or skill § Altering environment § Teaching appropriate skills § Rewarding appropriate behavior
What is Positive Behavior Support? § Expectations § General § School-wide § Be Safe, Be Respectful, Be Responsible § Rules § Specific § Related to specific area of school § i.e. Cafeteria-Keep all food to self
Why Use Positive Behavior Support? § We BELIEVE in educating the whole child, which includes not only academics, but also social and behavioral skills. § We BELIEVE all students have the potential to learn, and we will work together to help all students meet their highest potential.
Why Use Positive Behavior Support? § Prevention-To try to keep negative behavior from happening. § Education-To teach positive behavior skills. § Rewards-To reward model and improved behavior. § Problem Solve-To work together to lead our school community to reach its highest potential.
How Do We Use Positive Behavior Support? § Prevention § Guidance groups § Classroom Meetings § Individual behavior plans § Individual guidance counseling § Administration talks/warnings § Red Ribbon Week § Classroom Discipline Plans § Bully-Free Zone § Kindness Campaign
How Do We Use Positive Behavior Support? § Education § Classroom meetings § Character Traits Highlighted on News § Lesson plans based on school expectations § Kindness Campaign § School rules posted in designated areas with visuals § Reteach expectations based on student needs § Guidance groups for behavioral instruction
How Do We Use Positive Behavior Support? § Rewards § Honored Otters/Bus E-Tickets § Given regularly by staff for students demonstrating positive character traits § K-3 draws 3 names per class for weekly visit to guidance treasure box. 4-5 Class totals and winning class each quarter gets free ice cream coupon to use in cafeteria. § Kindness Award § Otterific Student Awards § Given by teachers to students demonstrating school expectations § Student ’ s name announced on the news
Oakstead Elementary’s Bullying Prevention Components
Points of Discussion • What is bullying? • How does OES work to prevent bullying on a school wide, Tier 1, level? • What supports are in place to address potential bullying on a more individualized, Tier 2 or 3, basis?
What is Bullying? Florida Law: Jeffrey Johnston Stand Up for all Students Act • Prohibits bullying or harassment during education programs or activities • Defines bullying and harassment • Requires school districts to adopt a policy prohibiting bullying and harassment
Bullying & Harassment S Florida Statute: Title XLVIII Chapter 1006.147: S “Bullying” includes cyberbullying and means systematically and chronically inflicting physical hurt or psychological distress on one or more students and may involve: teasing; social exclusion; threat; intimidation; stalking; physical violence; theft; sexual, religious, or racial harassment; public or private humiliation; or destruction of property. S “Harassment” means any threatening, insulting, or dehumanizing gesture, use of data or computer software, or written, verbal, or physical conduct directed against a student or school employee that: places a student or school employee in reasonable fear of harm to his or her person or damage to his or her property; has the effect of substantially interfering with a student’s educational performance, opportunities, or benefits; or has the effect of substantially disrupting the orderly operation of a school.
Common Social Concerns Rough Play Real Fighting Bullying Usually friends; Usually not friends; Typically not friends; often repeated (same typically not repeated generally repeated players) Balance of power Power relatively Unequal power equal No intent to harm Intentional harm- Intentional harm- doing doing Affect is friendly; Affect negative; Affect negative; positive, mutual aggressive, tense, aggressive & differs hostile affect for victim and aggressor
Elements of Bullying P urposeful I mbalance of power C ontinual, repeated
Types of Bullying • Verbal – Teasing, name-calling, making threats • Social/Relational – Spreading rumors, excluding others • Physical – Hitting, pushing, kicking, etc. • Cyber – Involves technology & social media – Examples include sending hurtful texts, posting embarrassing pictures of someone, creating false profiles
People Involved in Bullying ¡ The wrongdoer: the person doing the bullying • The victim: the person being bullied • By-stander: the person/people who witness the bullying • Up-stander: the person/people who witness the bullying and stand up to the person bullying or tell them to stop
OES Bullying Prevention Program School wide: School wide: Posters S Staff training Small Group: S Teach S Counseling Groups Individual: expectations Social Skills S S Discipline process Self-Confidence S S Posters S Counseling for S Focus on non-structured Academic Success S victim and others areas Skills S PBIS connection involved Family Changes S S Classroom Lessons S Cyberbullying included S School-based S Data system problem-solving
School Counseling Lessons • Safer, Smarter Kids curriculum – Addresses various safety topics – Discuss ways to confidently stand up for oneself and problem-solving skills – Teaches cyber safety and how to be a responsible digital citizen
Problem-Solving • 1. Stand up for yourself – ”I Mean Business Voice” • 2. Give a warning • 3. Talk to a trusted adult • Other ways to deal with problems: – Ignore, walk away, talk to someone else, use humor • If students see bullying or feel they are being bullied, they should talk to a trusted adult right away.
Done to get someone in trouble • Tattling Reporting Done to get someone out of trouble
Recommend
More recommend
