Welcome to Back To School Night

1. Welcome to Back To School Night Please find your child’s desk and read the letter that your child wrote to you. When you are done, you may write a letter back to your child and put it in their desk.

2. Thoughtful Thursday • If you could write one word to decribe your child, what would that word be? • Write your word on the post it note on your desk!

3. A Little AboutMrs. Haberkern Masters of Education Graduate of Penn State University! ROAR! 22 years teaching Mother of Gregory, 14, and Ryan, 6 1/2! Eagles & Phillies fan! I love tea, wind chimes, the beach at sunset, roller coasters, and Johnny Depp!!!

4. My Family

5. Our Expectations of Students • To develop organizational, listening and notetaking skills • To enhance appropriate study habits • To inspire independence in thinking and behavior • To expand time management skills • To inspire appropriate questioning for help when needed • To provide firm, fair yet friendly atmosphere which is conducive to learning experience • To prepare fifth graders for middle school

6. Teaming-A Collaborative Effort We believe that teaming will: • increase your child’s educational experience. • better prepare students for the middle school. • allow teachers to further enhance teaching practices. • help students become more responsible and organized.

7. Birthday Celebrations • Celebrating birthdays monthly • Birthday Readers • You may send in a non-food related goodie bag or favor

8. Student-Led Conferences • Refer to additional slide show

9. Fifth Grade Highlights Field Trips: • Bouman-Stickney- TBD • Readington Middle School Orientation • DaVinci Center • Waterloo Village

10. Report Card/Grading • Genesis • Grading system A – 90-100 B – 80-89 C – 70-79 D – 60-69 F – less than 59 Effort Grades: O-Outstanding S-Satisfactory I-Inconsistent U-Unsatisfactory

11. Homework Room 1. When a student does not have an assignment completed on time, he/she will sign his/her homework log page. 2. Parental contact will be made when a third assignment is not completed on time within one marking period. *The students are assigned to the Homework Room for an entire recess period.

12. Specials Schedule • Monday: Spanish & Music • Tuesday: Spanish • Wednesday: Library & Art • Thursday: P.E. & ID • Friday: P.E. • **Schedules given to students**

13. Morning ProceduresMrs. Haberkern During homeroom the students engage in the following activities: • Read “Morning Message” and students respond on post it note • Unpack book bag and copy homework from whiteboard • Place all important notes for the office or teacher in homeroom bin • Organize homework papers for the day

14. Classroom Practices • Notebook checks for neatness and organization • Cubbies checked for neatness and organization • Computer use throughout day • Healthy snack can be brought in daily • Website & Genesis • Check website for additional information and slide shows • Genesis- review for assignments and grades

15. Afternoon Procedures/Homeroom Period At the end of each day… • Students are provided with an opportunity to work on class assignments as well as homework. • Additionally, it is a time for teachers to meet with students for a variety of needs. • Assignments are reviewed and copied into agenda books • Children stay in seats until they are dismissed

16. Behavior Policy • Be respectful of their peers and teachers as well as property. • Listen attentively and wait for appropriate time to speak (usually by raising hand). • Cooperate and work together. • When a student repeats misbehaviors or commits a serious infraction, the principal will be notified. • Behavior detentions will be given at the discretion of the teacher. These detentions will be held before school or during lunchtime.

17. Homework Assignments Are… • Due upon student arrival to classroom - Students need to come to school with homework completed • Required to have proper heading. • Checked for accuracy, completion, & effort • Given nightly; occasionally on weekends • Genesis- parental portal *Homework Room is mandatory if assignments are not satisfactorily completed.

18. The Winning Formula Consistency and Communication are the keys to success!

19. Communication It is important that we keep an open line of communication! • Ext. 2028 • ahaberkern@readington.k12.nj.us • Assignment books

20. Social Studies Program: Houghton Mifflin Harcourt: The United States: Making a New Nation Units of Study: • Native Americans • Exploration/Relations with Native Americans • Colonization • American Revolution

21. Social StudiesSpecial Features • Discovery Education Unit Streaming • www.discoveryeducation.com • Biographies • Leveled Readers by unit • Primary Sources • Time Links • Internet resources such as: www.harcourtschool.com/ss1 Meet ECO!!!

22. Projects & Assessment • Mini-projects throughout units • Lesson study guides & vocabulary • Discovery Education Videos throughout units • QUESTS- part quiz- part test

23. Primary Sources What are Primary Sources? • They are additional sources to gather information to enliven past people and events such as maps, historical documents, paintings and drawings, speeches, letters and newspaper articles, political cartoons, photographs, and posters.

24. The Writing/Reading Workshop • The workshop approach to the teaching of reading and writing is a student centered approach, one where the students are active participants in their learning. • Educators implementing the workshop approach hold the belief that students learn to read and write by actively and purposefully engaging in those behaviors. • The curriculum is driven by the students’ interests and they have the freedom to choose what it is they wish to read and write (Atwell, 1998; Rief 1992)

25. Components of the Workshop • Time, choice, response. • A well organized and highly structured classroom. • High expectations for behavior and academic achievement • Mini-lessons, conferences, status of the class reports, student independent reading or writing time, and student sharing usually occur daily. • Student centered learning with many opportunities for student interaction

26. The movement of students and teacher around the classroom as is necessary. • A desire to foster a life-long love of reading and writing. • Teacher modeling and teacher writing with the students. • Publication of student work

27. Welcome to Writer’s Workshop! The idea behind Writer’s Workshop is simple: if we know from experience that a workshop approach to the teaching of writing works well for aspiring professional writers, why shouldn’t we use this approach in our classrooms? As in a professional writer’s workshop, each student in the class is a working author. The teacher is a writing professional and peer coach, guiding authors as they explore their craft. Writer’s Workshop is designed to emphasize the act of writing itself—students spend most of their time putting pencil to paper, not just learning about it. Over time, students learn to choose their own topics and to manage their own development as they work through a wide variety of writing projects in a sustained and self-directed way.

28. Writing Units • Personal Narrative • Memoir • Literary & Comparative Essays • Informational Non-fiction writing • Researched-based Essay • Poetry

29. Reading Units Pilot • Teacher’s College Units of Study: Author: Lucy Calkins, The Reading and Writing Project, Teacher’s College, Columbia University • Interpretation Book Clubs: Theme • Tackling Complexity: Moving Up Levels ofNon-fiction • Argument and Advocacy: Researching Debatable Issues • Fantasy Book Clubs: The Magic of Themes and Symbols

30. Reading Units are being piloted in 1 or 2 classrooms across the grades • Thinking Deeply about author intent, character development, etc. • Taking a narrow but deep approach to reading • Presently using Writing Units from Teacher’s College

31. Technology • Google Classroom • https://classroom.google.com/h • Biblionasium • https://www.biblionasium.com/sign_ins • Edmodo • https://www.edmodo.com/home

32. Reading Workshop Approach Reading Workshop follows a very similar format to writing workshop. First the teacher models a reading strategy during a mini-lesson. Next students engage in a large block of time where they apply their reading strategies. Lastly, the students meet to share what they learned as readers. Supplemental Materials: Mentor texts • Picture Books • Authentic Literature Word Study • Word Journeys

33. Strategic Thinking “True comprehension goes beyond literal understanding and involves the reader’s interaction with text. If students are to become thoughtful, insightful readers, they must extend their thinking beyond a superficial understanding of the text.” Stephanie Harvey and Anne Goudvis

34. Why teach reading strategies? “Once thought of as the natural result of decoding plus oral language, comprehension is now viewed as a much more complex process involving knowledge, experience, thinking and teaching.” (Linda Fielding and P. David Pearson, 1994)

35. Top 10 Reading Strategies • Make Inferences Then Draw Conclusions • Summarize and Synthesize • Check Your Understanding • Build Fluency • Connect to the Text • Ask Questions • Expand Vocabulary • Predict & Prove • Sense It • Decide What’s Important

36. Reading Strategies CAUTION! “Although these strategies tend to be introduced independently, readers rarely use these in isolation when reading. These thoughts interact and intersect to help readers make meaning and often occur simultaneously during reading.” Harvey and Goudvis

37. Check Understanding Build Fluency Sense It Ask Questions Reading is Thinking Connect To Text Making Inferences/ Draw Conclusions Decide What’sImportant Expand Vocabulary Summarize/ Synthesize Predict and Prove