Back to School Night August 27, 2013 6:30-7:30 p.m.

1. Back to School NightAugust 27, 20136:30-7:30 p.m. Mr. Gerken Third Grade

2. About Me • Master of Education in Elementary Education from Regis University • Bachelor of Art in History and Technical Journalism from Colorado State University • Experience in Education: • 5th grade teacher, Dos Rios Elementary School (Greeley, CO) • Math interventionist, Preston Middle School (Fort Collins, CO) • Computer lab teacher, Riffenburgh Elementary School (Fort Collins, CO) • Student Teacher, Traut Core Knowledge School (Fort Collins, CO)

3. Classroom Management My classroom runs very well with positive discipline. The kids all discuss the procedures and expectations with me, and also sign a “Declaration of Classroom Rights.” Our number one rule is “Be Kind to One Another.”

4. Positive Behavior System (IBARK) • Children at Bacon are given the opportunity to earn dog bones which say “I BARK!” I BARK stands for “Integrity, Be Responsible, Always Work Hard, Respect Others, and Kindness Counts.” • Children are give a dog bone when they make an effort to demonstrate these traits • On Fridays dog bones are randomly selected on the morning news and those students selected are given a prize

5. Setting Limits in the Classroom • In my class I use a classroom management program called Setting Limits in the Classroom. This program focuses on building good relationships with students, holding them accountable for their actions, and providing logical consequences for misbehavior. I have had a lot of success using this program in the past. I find students are very comfortable knowing exactly what is expected of them and having such a safe environment for their learning. I highly recommend picking up the book from the library if you are curious about it. Below are a few of the key points I utilize so you know what to expect.

6. Logical Consequences        When students misbehave, my emphasis is on holding them accountable for their actions with a logical consequence. The best example of this is a student who is not using class time effectively to finish their work. If they don't finish their work during class time, they will be asked to spend their recess completing the assignment. This way students understand exactly what mistakes they made, how to fix them, and they experience the consequences of their actions. Typically students only miss recess once or twice before it stops being a problem for them.

7. Recess Academy •     We spend the first few weeks of school practicing rules and procedures so all students are equipped with a clear understanding of my expectations. For those that struggle with expectations, they may be invited to recess academy to practice. These are short (5 to 10 minute) practice sessions during student recesses to practice. For example, if a student is struggling with raising their hand to answer questions, we may spend the practice session with me asking questions and the students raising their hand correctly to answer. These sessions are not meant to be punitive. Rather, they are an opportunity for students to practice the skills independently and experience that success of doing it correctly.

8. The 100 Marble Jar • The entire class can earn marbles for the “100 marble jar.” • Marbles are earned by participating in Specials, being active listeners, working hard in class, and many other ways. • Once the kids have earned 100 marbles, they are rewarded as a class with an extra recess, extra reading time, games, a popcorn party, or other fun rewards.

9. The Stoplight System • Green = Students all start the day on green. This means that they are in control, that they have come to school ready to learn, and that they will continue to be active learners throughout the day. • Yellow = This is a warning to the student to get his/her behavior under control. A few minutes of recess may be used to discuss why the student has had to move to yellow. • Red = The kids already understand that moving to red is not a good thing. The student is given time to think about the behavior and then we will discuss what needs to be done, and how the particular behavior needs to change

10. Third Grade Curriculum

11. Reading • Poudre School District has adopted the Treasures reading program in grades K-5. • The third grade treasures curriculum allows students to practice their reading skills through teacher read alouds, whole class reading, guided reading groups, and independent activities. • I will read in a small group with students at least 4 days per week; when they are not reading with me they will be working on literacy based centers in a group or alone.

12. Writing • Poudre School District uses the Treasures writing curriculum as the main source of writing instruction. • This writing is supplemented by the Lucy Calkins Writing program and Step Up to Writing program in third grade. • Students will practice many forms of writing during third grade, but our main focus is on expository and narrative writing.

13. Science • There are 3 main units for third grade science: • Geology • Chemistry (gas, solid, liquid) • Biology -Science is taught primarily with FOSS kits, which are hands on, inquiry based lessons.

14. Social Studies • Third grade social studies focuses primarily on geography • We will spend time studying map skills, using an atlas, and several different types of maps • Students will spend time studying each of the seven continents by focusing on several countries within each continent, and a general overview of Antarctica

15. Math • Poudre School District uses a math program for grades K-5 called Everyday Mathematics • EDM is organized into learning strands that spiral throughout the grade levels • The strands are: Computation, Numeration, Patterns, Functions, Algebra, Data and Chance, Measurement, Reference Frames, and Geometry • Students in my classroom learn math through a math workshop, in which they work with partners, small groups, and teacher led discussions

16. Homework • Homework is given in third grade Monday-Thursday evening and is due the next day unless stated otherwise. • Homework is meant to be the practice, not the assessment. • I will review their homework with them to see where there are misunderstandings, but we do not grade each and every item • Homework should not take more than 30 minutes each night (not including nightly reading)

17. Grading • Poudre School District has a district wide grading procedure. The grading scale for third grade is: • E+ = 98-100% • E = 94-97% • E- = 90-93% • S+ = 88-89% • S = 84-87% • S- = 80-83% • I = 70-79% • N = 60-69% • U = Below 60%

18. Grading continued • Personal Development and Effort Grades will also be given. The scale is: • M = Most of the time • P = Part of the time • R = Rarely

19. Communication • Please listen to your child read every night, at least 20 minutes • Communicate with me through your child’s daily planner if there are questions or concerns about homework • If you would like to setup a conference with me to discuss your child outside of the regular conference days, please give me at least 24 hours notice so that I can prepare

20. Final Thoughts • I am looking forward to spending this year with your sons and daughters. If you have any questions, comments or concerns, please don’t hesitate to contact me. I make every effort to return calls and e-mails the same day. • My Contact information: • E-mail: cgerken@psdschools.org • Phone: 970-488-4348