Homework & Reminders 4/4/2014

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This weekend’s Homework:

1. Read 20-30 each day and fill out reading log. Practice sight words too!  New word today: ask.

2. Math page using touch math, see blue sheet in math bags to further understand touch math.

3. Phonics letter review page

4. Math bag and games, try the practice problems on the back on the blue touch math page

Reminders:

Wednesday, April 9th is late start.

The core values assembly has been changed from 4/9 to Friday 4/11.

Thanks for all you do, the children are excited that they are getting closer to 1st grade and stepping up to the challenge!  You should be proud!

Michelle Rawson

Community Events

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SUPPORT SPECIAL OLYMPICS

Show your support for our Dearborn Special Olympic Athletes

3rd Annual Spaghetti Dinner Fundraiser

Sunday, April 6, 2014             1pm – 6 pm

Knights of Columbus,  Father Patrick O’kelly Hall

23663 Park Street, Dbn. (just west of Outer Drive)

 

Spaghetti Dinner         Basket Raffles                        Bake Sale        50-50 Drawings

Donations-  Adults $10          Children $5

 

YOUTH ARTS FESTIVAL 

The public is invited to see the impressive musical and artistic talents of hundreds of Dearborn students, from kindergarten through community college.

2014 Youth in Arts Festival

Wednesday, April 16                          4 – 8:30 pm

Ford Community & Performing Arts Center.

The program features a collage concert of vocal and instrumental music and a theatrical performance from “Peter Pan,” art demonstrations and “Senior Talks,” and the opening of the 2014 Dearborn Public Schools City Wide Art Show.

 

SPAMALOT AT DEARBORN HIGH

Dearborn High Theatre Department Presents

Spamalot

 Musical Comedy based in part on the classic comedy movie

“Monty Python and the Holy Grail”

April 11-12   7:30 pm              April 13 3:00 pm

Tickets at Dearborn High, 827-1647

 

Peter Pan Fly’s Into Edsel Ford

Edsel Ford High School Performing Arts Department Presents

Peter Pan

April 3, 4, 5- 7:00 pm              April 5- 2:00pm

 

Pre-sale Tickets: Children, Students and Senior Citizens- $8            General Admission- $10

At the Door: Children, Students, Senior Citizens- $10                      General Admission- $12

 

5K Boot Camp Unity Run

The Anti-Bullying and Peer Mediation teams at the three high schools have joined together to start an annual 5K Unity Run to promote respect, tolerance, safety and kindness within our school communities.

The run will take place on Saturday, May 3, 2014

Ford Field Park in Dearborn

 

To find out more contact:

 

Anna Schankowski, Fordson              827-8299        SchankA@dearbornschools.org

Alicia Doty-Densemo, Edsel Ford                 827-7269        DensemA@dearbornschools.org

Stacy Rumler, Dearborn                                 827-1628        RumlerS@dearbornschools.org

 

 

Dearborn’s Got Talent 

The Dearborn Youth Affairs Commission is announcing their spring community event called Dearborn’s Got Talent! The event will take place on May 13 at the Dearborn Community and Performing Arts Center. Dearborn’s Got Talent will showcase some of the most talented young people in our city.  For more information on tickets and times contact Jacqui Rivait 313-827-3109.

 

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Tonight’s homework:

1. study for the Spelling Test tomorrow– remember to fold your paper so you cannot see and write the words without looking!

2. Read from reading bag and practice sight words.  Students need to write the titles of the books they read on their log.  Parents please help with minutes and remember to initial.

3. Addition math page (2 sides) and math bag games.

Reminders:

Tomorrow is a parent meeting with Mr. Awada at 9:00 in the cafeteria.  I hope you can attend.

Tomorrow, there will a bake sale and pizza for sale after school.  If you can send in anything for the bake sale, like brownies, juice, etc. it would help our wonderful PTA!

If you have any questions, please call 827-6500 or email rawsonm@dearbornschools.org.

Thank you,

Michelle Rawson

Homework & Reminders 4/2/14

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Tonight’s homework:

1. Read for 20-30 minutes and record on reading log. The students also have a vowel hunt in their reading bags to finish while they are reading.  If there is more than 1 vowel in a word, record under vowel sound we hear.  The students know the following vowel rule:

*Bossy e– e is made he is at the end of the word and bosses the other vowel to say its name and e says silent.  For example, in the word like, we hear the i say its name and the e is silent.

* When two vowels go walking the first does the talking. For example, in the word eat, we hear the e say its name and the a is silent.

2. Practice the High Frequency Sight Words.  New word today: have.

3. Play the new Math game in their Math bag Coin Top-It.

4. Practice the Spelling Words for Friday’s Spelling Test.  Do one line on paper from Monday.

Here are this week’s spelling words:     can     big     my    pin     tin  and 2 more -in family  words, such as win, kin, fin, etc.

Reminders:

I am still missing a few report card envelopes, please sign and return ASAP!!

If students miss a day or time on reading log, they can make it up on another day.  If the whole week is filled in on their reading log, they will get a sticker and bookmark!!

Thanks,

Michelle Rawson

April Events

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Here are the activities for April:

4-4-14     Principal’s Corner 9:00 a.m. during the Parent Meeting

4-9-14     Late Start  Breakfast at 9:00 and school at 9:35. Core Values Assembly at 10:00 a.m.

4-11-14  PTA Meeting at 8:50 a.m.

4-14-14  Last day to turn in teacher nominations.

4-16-14  ACCESS and Oakwood Hospital Health Fair 9:00-12:00 in the Gym.

4-17-14  PTA Egg Hunt at 4:00 p.m. Bake Sale right after school.

4-18-14 NO SCHOOL Spring Recess

4-30-14  Spring Picture Day

If you need more information about any of these activities, would like to help, or have any questions,  feel free to call us at 827-6500 or email at rawsonm@dearbornschools.org.

Thank you,

Michelle Rawson

Article on establishing a Homework Routine

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Establishing a Homework Routine

With the ring of the first school bell of the year, families are transitioning from the laid-back summer routine and shifting into the busy school year routine. An important part of that routine is homework. Homework provides reinforcement of lessons taught at school and allows a child to practice responsibility.Routine

First, decide upon a designated homework time. This may be tricky since many children participate in after school activities. Set aside a time each night that the whole family gathers to discuss what needs to be done and when assignments are due. With younger children, you may be required to check a daily folder. For older children, this may be just a frank conversation about what is going on in classes.

Place

It can be the dining room table or you could invest in a desk in their room. Whatever works best for your family, there needs to be a designated place. In that space,you need to have school supplieseasily accessible. This includes pencils, a sharpener, glue, highlighters and notebook paper. Now days, it also means Internet access. Be sure to monitor any younger child’s Internet usage for both content and getting off-task.

Importance

There is so much more to homework than the content of the worksheet. You can use the task of homework to teach your child important life skills. The first is responsibility. By emphasizing the importance of doing homework, teaches children important work ethic. Most kids will someday grow up to have a boss that will expect them to follow through on assigned tasks. It is never to early to begin instilling the value of “doing the job right,” in your child.

Organization

One of the common conundrums parents face is children who do their homework but do not turn it in. the homework task is an opportunity to teach and practice organization skills. Introduce the idea of using a planner if the teacher does not have their own system. For younger children a “homework folder” or a “to do” folder may be a good system. Begin each homework session by making a quick to do list and then let your child check off tasks as they are completed. By doing so, you are showing your child how to organize and prioritize.

I am convinced that most students do not want to be the kid that does not have his or her homework. It is embarrassing and for many students can lead to low self-esteem. While these suggestions seem like a lot of work on the parents part, they will pay off. A good homework routine is about establishing good homework habits. Like so many things, a little work on the front end can lead to a lifetime of good work habits.

Published by Jennifer Tolbert

I live in the Houson area with my husband, 2 year old son, and chocolate lab. I am a special education teacher and also enjoy being involved in my church, playing with my son, cooking, crafts and exploring j…  View profile

Homework & Reminders 4/1/14

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No Homework tonight!!! just kidding April fools!:)  Homework is important each night as it provides opportunities for reinforcement of work learned during school time.  Having a homework routine for your child is essential for them to develop good school/study habitats.

Tonight’s Homework:

1. Read 20-30 minutes and fill out reading log.

2. Letter Ee Worksheet

3. Math Bag/Games

4. Practice spelling words

Reminders:

**Please sign and return report card envelopes, I am still missing several!

1. April 9 is a late start.

2. April 18-25 is spring recess- no school.

Thanks for all you do,

Michelle Rawson

Nurturing Parents Class Offered Tomorrow 9am

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المركز العربي برنامج الأطفال والشبيبة

يقدم لكم

منهج الرعاية في تربية الأطفال

محاضرات حول اكتساب المهارات للتعامل مع أطفالنا بطريقة صحية 

فلسفة الرعاية في تربية الأطفال                                                        أعمار ومراحل

نمو وتطور الدماغ عند الأطفال                                                        التواصل بإحترام

بناء القيمة الذاتية عند الأطفال                                                 إدراك الأحاسيس

قواعد وقيم العائلة                                                                          كيفية مدح الأطفال

البديل عن العقاب                                                                          التعامل مع الضغط النفسي

منهج الرعاية في تربية الأطفال هو برنامج معترف به دوليا للآباء والأمهات وعائلاتهم لمساعدتهم في إكتساب مهارات التعامل مع الإطفال وتعزيز القيمة الذاتية عندهم، وتنميتهم على التعاطف، والانضباط، والتمكين. انضموا إلى الآلاف من العائلات في العالم للتعرف على فلسفة الرعاية في تربية الأطفال واكتساب مهارات الأبوة والأمومة لتنشئة الأطفال في جو عائلي متفاهم ومتعاطف.

اليوم: كل يوم الثلاثاء ابتداءاً من آذار/مارس 11، 2014

الوقت: من الساعة 9 الى الساعة 10  صباحا

 

للمزيد من المعلومات اتصلوا بـ:

مدرسة أوكمن الرقم 6500-827-313

أو بالسيدة منى فرّوخ، منسقة البرنامج على الرقم 2204-216-313

أو الآنسة مريم اسماعيل على الرقم 2208-216-313

 

ACCESS Adolescent Health Center

Introduce

The Nurturing Parenting Program

Sessions for Building Healthy and Caring Families

 

The Philosophy of Nurturing Parenting                             Ages and Stages

Brain Development                                                Communicating with Respect

Building Self-Worth                                                         Understanding Feelings

Family Morals and Values                                                Praising Children

Alternatives to Spanking                                                  Dealing with Stress

 

Nurturing Parenting is a proven program for parents and their families that is internationally recognized for enhancing self worth, empathy, discipline, and empowerment.

 

Starting: Every Tuesday, March 11, 2014

9:00 am to 10:00 am. for 10 Sessions

For more Information Contact:

OakmanSchool  (313) 827-6500 or

Mona Farroukh, ACCESSAdolescentHealthCenter (313) 216-2204

Mariam Ismail, ACCESS Prevention Specialist (313) 216-2208

Homework & Reminders 3/31/14

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Tonight’s Homework

1. Read!  Students have a new weekly reading log in their folders.  We are upping the minutes at this time in the year and are asking that you spend 20-30 each night reading with your child.  This time can include working on sight words (new word today: big), your student reading, your student listening to reading, reading with a sibling, etc. try to mix it up.  Please record how many minutes and book titles on the log… the students should be able to write the book titles, but parents must sign the log.  THANK YOU FOR YOUR HELP WITH THIS!  Reading is sooo important!

2.  Practice spelling words, this week’s words are:

big,  can, my, pin, tin, and 2 more words from the -in family such as bin, fin, kin, win, etc.

3. Math Bag and games! New game from Friday: money top it!  Have you played it yet?!?

Reminders:

If you have not turned it the map of your bedroom, it is not too late.  Everyone needs to complete a map!  Please let me know if you have any questions about this assignment.

Thanks for all your do for your children!  It is really a team effort between school and home and your efforts are appreciated!

GO TIGERS!  It is opening day today, a sure sign of spring (finally!!)

Michelle Rawson

Lesson Plans Week of 3/31/14

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Teacher Weekly Lesson Plans

Date: 3/31/2014

CCSS.ELA-Literacy.RF.K.2c Blend and segment onsets and rimes of single-syllable spoken words

CCSS.ELA-Literacy.RF.K.2e Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

CCSS.ELA-Literacy.RF.K.3b Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.

CCSS.ELA-Literacy.RF.K.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.1 (This does not include CVCs ending with /l/, /r/, or /x/.)

CCSS.ELA-Literacy.RL.K.1 With prompting and support, ask and answer questions about key details in a text

Subject:           Reading                                  Minutes Per Week:   450                              Teacher: Rawson/Sulecki

 

 

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Objective:

 SWD knowledge of phonemes by creating a list of words in the –in family. SWD knowledge of phonemes by blending sounds to make words. SWD comprehension of vowels by recognizing when/why y acts as a vowel. SWD comprehension of y as a vowel by shorting when y makes and i or e sound. SWD comprehension y as a vowel by recognizing when y teams with a to make an long a sound like in “may.”
Language Objective: SWBAT write a list of –in family words. SWBAT orally blend sounds to make words. SWBAT orally identify y as a vowel in words without a,e,i,o, or u. SWBAT orally identify words when the y sounds like i/e. SWBAT orally identify y as a long a sound.
Pre-Assessment: Review of letter sounds. Letter sounds What is a vowel? What is a vowel? What is a vowel?
Post-Assessment: Creating a list of words in the – in family. Blending sounds to make words. Recognizing when/why y acts as a vowel. Shorting when y makes and i or e sound. recognizing when y teams with a to make an long a sound.
Dolch Words/Content Vocabulary: I, like, see, my, the, he, she, we, to, yes, no, and, and, can, look, car, dog, is, up, in, do, will, play, make, went, did, was, here, said, big, little I, like, see, my, the, he, she, we, to, yes, no, and, and, can, look, car, dog, is, up, in, do, will, play, make, went, did, was, here, said, big, little I, like, see, my, the, he, she, we, to, yes, no, and, and, can, look, car, dog, is, up, in, do, will, play, make, went, did, was, here, said, big, little I, like, see, my, the, he, she, we, to, yes, no, and, and, can, look, car, dog, is, up, in, do, will, play, make, went, did, was, here, said, big, little I, like, see, my, the, he, she, we, to, yes, no, and, and, can, look, car, dog, is, up, in, do, will, play, make, went, did, was, here, said, big, little
Materials: chart paper chart paper Word Hunt Sorting Sheet Y words coloring paper Y words sorting activity
Activities: Discuss word families.  Create list. Review rhyming. Discuss word families and practicing blending sounds to read CVC words. Discuss how vowels are the glue that hold words together.  If a word does not have a,e ,i, o, or u, it must have y.  Go on a picture word hunt and sort by vowels. Discuss how y “steals” the sound from i and e and patterns for when it makes these sounds.  Color y words based on sound. Discuss y as a vowel.  Review how it steals sound from i and e and how it also teams with a to make a long a sound.  Sort y words on chart.
Technology: Elmo, Promethean Board Elmo, Promethean Board https://www.youtube.com/watch?v=xuNhrogY-Mo https://www.youtube.com/watch?v=fR-BLFZyAWs&safe=active https://www.youtube.com/watch?v=PL3X3dnNQK0
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Teacher Weekly Lesson Plans

 

Date: 3/31/2014

 

W.K.2: Use a combination of drawing, dictating and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

W.K.5: With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.

W.K.6: With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

W.K.7: Participate in shared research and writing projects (e.g., explore a number of books by favorite author and express opinions about them)

W.K.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

 

Subject: Writing                                            Minutes Per Week: 300                                            Teacher: Rawson/Sulecki

 

 

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Objective:

 SWD application of informational writing by using graphic organizer to write a topic sentence with supporting details. SWD knowledge of informational writing by researching to find 3 facts on their topic. SWD application of informational writing by using graphic organizer to write a topic sentence with supporting details. SWD application of informational writing by using graphic organizer to write a topic sentence with supporting details. SWD knowledge of informational writing by reading their writing to a partner.
Language

Objectives:

 SWBAT write complete sentences using their graphic organizer as a reference tool. SWBAT write 3 facts on their topic using graphic organizer. SWBAT write complete sentences using their graphic organizer as a reference tool. SWBAT write complete sentences using their graphic organizer as a reference tool. SWBAT read their writing to a peer.
Pre-Assessment: What is a topic?  What is a fact? What is a topic?  What is a fact? What is a topic?  What is a fact? What is a topic?  What is a fact? What is a topic?  What is a fact?
Post-Assessment: Using graphic organizer to write a topic sentence with supporting details. Researching to find 3 facts on their topic. Using graphic organizer to write a topic sentence with supporting details. Using graphic organizer to write a topic sentence with supporting details. Reading their writing to a partner.
Content Vocab.: Informational Text, Topic Informational Text, Topic Informational Text, Topic Informational Text, Topic Informational Text, Topic
Materials: Promethean Board, Elmo Promethean Board, Elmo Promethean Board, Elmo Promethean Board, Elmo Promethean Board, Elmo
Activities: Model how to use the graphic organizer to write complete sentences. Model how to identify facts and record on graphic organizer. Model how to use the graphic organizer to write complete sentences. Model how to use the graphic organizer to write complete sentences. Model expectations for peer review.
Technology: Elmo, Promethean Board Elmo, Promethean Board Elmo, Promethean Board Elmo, Promethean Board Elmo, Promethean Board
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Teacher Weekly Lesson Plans

 

Date: 3/31/2014

 

CCSS: L.OL.00.11 Identify that living things have basic needs.

L.OL.00.12 Identify and compare living and nonliving things.

 Subject:          Science                                                Minutes Per Week: 150                               Teacher: Rawson/Sulecki

 

 

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Objective:

 SWD knowledge of living and nonliving things by sorting pictures as living/ nonliving.   SWD comprehension of living and nonliving things by comparing what living things need to survive (plant/person).   SWD comprehension of living and nonliving things by comparing what living things need to survive (fish/cat).
Language Objective: SWBAT orally identify what is living/nonliving and give support using ___ is living/nonliving because __.   SWBAT orally describe what living things need and compare using a double bubble.   SWBAT orally describe what living things need and compare using a double bubble.
Pre-Assessment: What is living? What is nonliving?   What is living? What is nonliving?   What is living? What is nonliving?
Post-Assessment: Sorting pictures as living/ nonliving.   comparing what living things need to survive   comparing what living things need to survive
Dolch Words/Content Vocabulary: Living, nonliving, classify   Living, nonliving, classify   Living, nonliving, classify
Materials: Promethean Board   Promethean Board   Promethean Board
Activities: Review what makes something living/nonliving then sort pictures on website game.   Review living and nonliving things and discuss how living things need different things.   Review living and nonliving things and discuss how living things need different things.
Technology: https://www.sciencekids.co.nz/gamesactivities/plantsanimals.html
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Teacher Weekly Lesson Plans

 

Date: 3/31/2014

 

K.CC.7: Compare two numbers between 1 and 10 presented as written numerals

K.CC.1: Count to 100 by ones, by fives and by tens.

.

 

Subject: Math                        Minutes Per Week:      500                Teacher: Rawson/Sulecki

 

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Objective:

 

 SW Use multiple attributes to describe objects SW Compare ways to measure time. SW Use calculators to skip count by 2, 5 and 10. SW Create and extend patterns.

Differentiation
Language

Objective:

 I can identify the name of an attribute block by its attributes. I can tell time to the hour. I can use a calculator to skip count by 2, 5 and 10. I can create and extend a pattern using symbols. Computation Practice: Adding and Subtracting numbers within 10.
Pre-Assessment: SW Name each attribute block. SW Perform described movement for 30 or 60 seconds. SW Skip count by 2, 5 and 10 using a calculator. SW Create a pattern using symbols. Math addition and subtraction games on Laptops.
Post-Assessment: SW Name the attributes that define a shape. SW describe why we need to keep track of time. SW Skip count by 2, 5 and 10 using a calculator. SW Draw their pattern using symbols. Addition Top It

Number Grid Search Game, Greater/Less Than Alligators
Content Vocabulary: Attributes Seconds Skip counting, plus, equals, pattern, repeat Symbol, represent Dice addition

Sorting Coins
Materials: Math Masters p. 46

Attribute Blocks

 Clocks, stop watches, timers Calculators

Math Masters p. 47

 My First Math Book p. 13

Dry erase board and dry erase markers

 Patterns with blocks, craft sticks, counting bears
Activities: 6.12 Read My Mind 6.13 Tools for Measuring Time 6.14 Skip Counting with Calculators 6.15 Symbolic Representations of Patterns Attributes

Counting collections
Technology: Promethean Flipchart of attribute blocks Promethean Flipchart on time Calculators

Projector

Promethean Board Calculator

 Promethean Board Counting to 100 by 1s, 5s and 10s
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Teacher Weekly Lesson Plans

Date: 3/31/2014

C2.0.1 Identify our country’s flag as an important symbol of the United States

C2.0.2 Explain why people do not have the right to do whatever they want

C2.0.3 Describe fair ways for groups to make a decision

Subject: Social Studies                                 Minutes Per Week:   150                              Teacher: Rawson/Sulecki

 

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Objective:

 C2.0.1 Identify our country’s flag as an important symbol of the United States

 

  

C2.0.2 Explain why people do not have the right to do whatever they want

   C2.0.3 Describe fair ways for groups to make a decision

 
Language

Objective:

 I can be fair

I can solve problems                    I can make a difference

 

   I can be fair

I can solve problems

I can make a difference

 

   I can be fair

I can solve problems

I can make a difference

 
Pre-Assessment: TLW identify the United States flag as an important symbol

 

   TLW identify the United States flag as an important symbol

 

   TLW identify the United States flag as an important symbol

 
Post-Assessment: TLW explain the need for class and school rules and daily procedures                                                    TLW revisit class/school rules                                TLW determine how following rules contributes to the common good                                                     TLW collboratively analyze stories that illustrate core democratic values in the United States

 

   TLW explain what happens without rules

 

   TLW describe basic voting procedures

 
Dolch Words/Content Vocabulary:

 

 Flag, symbol, expectations, common good, democratic values, problems, decisions, difference   Flag, symbol, expectations, common good, democratic values, problems, decisions, difference   Flag, symbol, expectations, common good, democratic values, problems, decisions, difference
Materials:          
Activities: Make paper flags

 

   Make/review class guideline/rules/procedures       make a new set of rules based on class needs

 

   Role play class situations

Take several class votes

 
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Technology: