Welcome to mrs gaynor s parent orientation
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Welcome to Mrs. Gaynor’s Parent Orientation!. Some information about Mrs. Gaynor. Grew up in Lexington, Kentucky Bachelor’s Degree from University of Kentucky Married in 1995 Moved to Louisville in her 20s Master’s Degree in 1995 with a Reading Specialist Certification

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Welcome to mrs gaynor s parent orientation
Welcome to Mrs. Gaynor’s Parent Orientation!


Some information about mrs gaynor
Some information about Mrs. Gaynor

  • Grew up in Lexington, Kentucky

  • Bachelor’s Degree from University of Kentucky

  • Married in 1995

  • Moved to Louisville in her 20s

  • Master’s Degree in 1995 with a Reading Specialist Certification

  • 13 year old daughter Grace, 11 year old daughter Sarah, 10 year old daughter Rachel

  • 14thyear teaching


The struggle our purpose this year
The Struggle: Our Purpose This Year


Our Guide for Learning

Acquisition- developing a strong base knowledge of a concept

Meaning Making- using your schema to synthesize what you have learned

Transfer- using your knowledge to complete an unfamiliar task that proves concept mastery


People to know
People to Know

  • Administrative/ Support Team

    • Mrs. Lisa Peters (Principal)

    • Mrs. Donna Monroe (Instructional Coordinator)

    • Ms. Melinda Nevills (Counselor)

    • Mrs. Cindy Smith (Library/ Media Specialist)

    • Mrs. Dana Graham (Literacy Facilitator)

  • Related Arts Team

    • Ms. Jennifer St. Louis (Physical Education)

    • Mrs. Stephanie Vernack (Music)

    • Ms. Mara Ezerins (Visual Arts)

    • Ms. Joan Liles (Drama)

    • Ms. Marci Sapp (Megaskills/Computer)

  • Office Staff

    • Ms. Paula Judy (Office Manager)

    • Ms. Paula Jackson (Receptionist)

    • Ms. Robin Aleksevitch (Nurse)


  • Classroom expectations
    Classroom Expectations

    When we talk about a classroom, everyone has some expectations for everyone else. This is something I hope we can be open about and be sure to communicate so we can work together to do what is best for your child.

    • We work hard. We spend a lot of time at the beginning of the year talking about doing what is hard and not shying away from hard work.

    • We are nice. We do our best to be nice and respectful towards each other. We don’t all have to be best friends but we can be nice in many different ways. We can respect differences in learning, thinking, talking and actions. We learn about the power of being nice and the difference that can make in a person’s life.

    • We don’t take shortcuts. We began the year with string art as a teaching tool. We don’t take shortcuts when we are sanding wood, painting, nailing, working, playing, making decisions, brushing our teeth, etc. When we take shortcuts problems occur. We work all year on excellence in our habits and our academics by not taking shortcuts.

    • We are active classroom participants. As a class, we will learn what it means to be an active participant (adding to class discussions, giving eye contact, coming to the carpet with the correct notebook and a pencil, being a positive role model for others in the class and throughout the school, etc.). Being an active participant ensures your child is getting the most out of daily instruction and helps me to get a more accurate formative assessment (assessment to guide instruction) of your child’s progress.


    Our daily schedule

    Our Daily Schedule

    7:30 – 9:00Science Workshop

    9:00 – 10:30 Math Workshop

    10:30 – 11:15 Related Arts

    11:15 – 11:50 Literacy Workshop

    11:50 – 12:10Recess

    12:22 – 12:42 Lunch

    12:42 – 2:20Literacy Workshop


    Writer s workshop
    Writer’s Workshop

    We begin with a teacher directed mini-lesson where writing strategies are taught and modeled to help the children improve their writing skills. The students then write independently trying these skills in their own writing. During this time I conference with individual writers. At the end of the workshop, students form a "share square" to discuss what they learned/tried from the mini-lesson. This gives the students one more opportunity to learn from each other and to solidify their understanding.

    These showcases include...1. a personal piece 2. an informational piece 3. a reflective piece4. an on-demand pieceWriter's workshop is a time where students are able to see themselves as real writers. We use great mentor text and refer to these books throughout the year. As we study how good authors write, students learn new skills and strategies to use in their own writing. Students enjoy sharing their thoughts and pieces with the class.


    Reader s workshop
    Reader’s Workshop

    • This year we will be using the literacy CAFÉ as the basis for developing stronger readers. Like in math, the CAFÉ is an acronym that stands for, Comprehension, Accuracy, Fluency and Expanding Vocabulary.

    • At the beginning of readers workshop we have a brief mini-lesson that models a specific strategy or topic that we are working on as a class.

    • Students have individual reading time. They are practicing behaviors that good readers use and are implementing the strategy modeled in the min-lesson in addition to practicing their individual CAFÉ strategy.

    • During this time, I am conferring with students on individual goals, monitoring progress and administering routine diagnostic assessments to help students grow as readers. Students will participate in a share square to solidify their new learning.

      Types of text 4th graders enjoy…

      -realistic fiction

      -historical fiction

      -non-fiction

      -poetry

      -graphic novels

      -chapter books

      -articles

      -adventure

      -mystery


    Word study

    Word Study

    At this time, students will work in small skill groups on improving writing/communication skills. These will include...

    1. daily spelling practice 2. daily 10 (students practice the conventions of writing “a.k.a. grammar”) and handwriting3. fluency practice (read to others, reader’s theater)


    Science/Social Studies Workshop: Every day we will focus on one of these subjects. Each workshop begins with a mini-lesson where specific content or process skills are taught. This is followed by a hands-on, inquiry based investigation by the students to make the subject matter come alive. Reflection of learning the end of workshop during a share time.

    In science, the units investigated will include...

    • living systems

    • life cycles and adaptations

    • weather

    • earth's changes

    • earth's materials

    • matter

    • force and motion

      In social studies, the units investigated will include...

    • current events

    • geography

    • community

    • government

    • Native Americans

    • Settlers

    • Kentucky History

    • mapping skills


    Classroom expectations1
    Classroom Expectations

    Our classroom routines and expectations are practiced each day. Following our rules help keep us safe and productive. Students are expected to be nice, work hard and to actively pursue the motto, "There are no shortcuts!"

    Our rewards:

    1.positive recognition and achievement

    2. a sense of pride knowing that we are doing the right thing, even when no one is looking

    3. celebrations

    Our consequences:

    1. student have extra practice being nice, working hard and not taking shortcuts

    2. student signs the "WEBS" binder (W -work hard, B -be nice, there are no

    S-hortcuts). If they sign the binder 2 or more times in one week then on Friday they will have even more practice completing authentic tasks that develop these skills

    3. natural consequences (for example, if a student does not work hard during writing workshop, they must work hard at another time of the day. If a student talks instead of listening, they leave the group where they will not distract but may still listen)

    *I will send notes home or call if a pattern emerges for a student who cannot follow the rules


    Planners
    Planners

    We will use our agendas for three very specific purposes this year!

    First and foremost, it is a open line of communications between, you, me and your student. If you have a quick question, please feel free to write it in the agenda and I will respond back to you or follow up with an email of phone call.

    Secondly, the agenda will be a place to record nightly homework.

    Third, the agenda is a place for the students to write down any additional homework. Assignments will be given on Monday and due Wednesday, and given on Wednesday and due Friday.

    Please encourage your child, as I will at school, to show you the agenda frequently to stay informed about our classroom happenings.


    Homework
    Homework

    Students can expect to have 40 minutes of homework nightly in their fourth grade year.

    This year I am asking students to read for at least 20 minutes and record the title and page numbers in their planners.

    It is also a nightly expectation that students will practice math facts to solidify their skills. Our goal is for each student to take 3-5 seconds per problem. Students may work with math flashcards, use interactive apps or computer programs or practice computation programs.

    Monday through Thursday, we may have additional content area homework depending upon the unit of study. This homework will be written the your student’s agenda.


    Goshen s dress code
    Goshen’s Dress Code

    The dress code is based upon school safety and establishing a productive learning environment. Parents will be notified if the dress code is not upheld.

    1. All pants, shorts and skirts must be worn at the waist with acceptable standard length (below fingertips).

    2. All shirts must cover stomachs and backs; sleeveless shirts are acceptable, but no spaghetti straps.

    3. All headwear must be removed prior to school starting (includes hats, bandanas, scarves and caps). Theses items may be strored in book bags and backpacks until needed for outdoor weather conditions.

    4. No inappropriate messages (pictures, words, symbols) on articles of clothing or backpacks (examples: tobacco, alcohol, hate messages, etc.)

    5. Must wear shoes that are safe and appropriate for school environment. Flip flops (unless they have a back strap) and high heeled sandals/shoes are not safe and appropriate due to activity times.


    Glossary of phrases used in room 116
    Glossary of Phrases used in Room 116

    Check your understanding – 40 days /40 weeks /40 years

    Check your stamina - Are you hanging in there? Are you pushing yourself? Are you able to persevere even when things get hard?

    Explain your thinking- "I like this because..." "I know this is true because..." Don't be satisfied with one or two word answers. My favorite question: “Can you say more about that?”

    Go deeper - don't give surface answers. Go beneath the surface and think harder.

    Knee to knee, eye to eye - a phrase we use for active conversation when talking to others. We use eye contact and proper body position.

    Problem solve - find a solution, it's there.

    Sit, act, talk like a learner - What would a learner do in this situation? What would a reader, writer, scientist... do right now?

    Take a risk - don't always take the easy, most comfortable way -usually what is best isn't what is easy.

    There are no shortcuts- if we want excellence, if we want our best then we don't take shortcuts.

    What is your purpose? - What is important about this task, this thought, this job, this movie, etc. This phrase can really get to the heart of the matter and let a lot of other distracting thoughts and/or details fade away.


    Box tops
    Box Tops

    (thank-you in advance for sending in)


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