For a turn, count to 25 when feet come forward, then say, “My turn, please.”.Wait in front of the swings a fair distance away so as not to get kicked.For a turn on spinning toy, count to 25 for every spin, then say, “My turn, please.".Wait until clear and slide in a sitting position only. Go only one direction on bars and rings.At freeze bell, stop what you are doing and kneel.Must have a hall pass to leave the playground area.Use time wisely get drinks and use bathroom before playing and before the bell rings.What are your bottom-lines for reading? Share via discussion board on Haiku. READ ALOUDS are a must in order for students to see what reading can be.We need to be able to determine the "missing leg" for our students, therefore ASSESSMENT-BASED INSTRUCTION is essential. ![]() Explicit INSTRUCTION in the form of a mini-lesson is critical.Without COMPREHENSION, a child is not reading.Books teach kids to read, therefore 1-hour a day should be devoted to eyes on print reading in K-8 classrooms. Reading, like writing, is a skill developed in use - TIME is needed for reading to take place.TUSD teachers, coaches, principals, and district leaders joined the full-day event which focused on developing bottom-lines for reading, design of units of study, and tips for growing and strengthening readers and writers. On Wednesday, October 21st, the Cotsen Foundation for the ART of TEACHING hosted best-selling author and literacy expert, Lucy Calkins, for Lifting the Level of Reading Comprehension, Grades 2-5. The goal is to align and refine systems across the district to maximize effectiveness in helping schools and teachers give every child in TUSD the support they need to succeed. In an effort to support the students in reaching these new standards, TUSD has launched a MTSS implementation team to study and recognize current best practices. Our work in Balanced Literacy, assessments, mathematics, technology, and CCSS has lifted the rigor of curriculum, instruction, and student learning expectations for all students. The purpose for MTSS emerges as we continue on our journey to create 21st Century classrooms in TUSD. Simply put, MTSS leverages the principles of RTI and PBIS and integrates a continuum of system wide resources, strategies, structures, and practices around the academic, behavioral, and social/emotional needs of all students. Multi-Tiered Systems of Support ( MTSS) is a way of thinking and problem solving to identify what kind of instruction, prevention, or intervention each student responds to best through systematic school-wide support and ongoing collaboration involving teachers, administrators, families, specialists, and community partners. This unique learning opportunity between instructional coaches, district leaders, and classroom teachers has the potential to impact all elementary schools across TUSD. For teacher/fellow participants, the grant provides an opportunity to work alongside a coach to analyze mentor texts that align with reading and writing instruction.Īt the conclusion of this study, the team will compile recommended mentor texts/exemplar pieces for each grade level TK-5 that align with TUSD ELA Instructional Phases/Units of Study for reading and writing. For coaches, this grant serves to create a pathway to further their growth with instructional practices for literacy instruction and support the development of their coaching skills. ![]() The inquiry-based grant, Digging Into and Analyzing Mentor Texts/Exemplar Pieces for Reading and Writing, involves Connect Coaches, classroom teachers/fellows, elementary principals, and district leaders. TUSD is proud to announce that a $16,611.39 grant was awarded for the 2015-2016 school year. The Cotsen Foundation for the Art of Teaching provides ongoing support to alumni teachers and mentors by offering competitive Strategic Opportunity Grants. ![]() I continue to see such amazing work being done in our elementary classrooms through Balanced Literacy and I applaud your efforts incorporating the instructional targets into your daily reading instruction. As we continue to grow our mindsets around preparing students for college and career readiness in the 21st century I hope you found the claims to be reflective of your current work. Hopefully, the work that you engaged in as a staff on the October 16th professional development day enabled you to explore more deeply the claims of the SBAC assessments and the instructional targets that support them. Hopefully, you will gauge the helpful amount of information that is just right for you. Living in a time of information overload, we certainly want to be sensitive to overwhelming you with too much, and yet there is so much valuable information available that we know might be of interest to you. I was excited to see so many of you took a moment to view our first edition of TUSD CONNECTION.
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