Click on the following link to view: Common Core Cafe Promotional Video for Workshops
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Meet the Author
A few months ago, I asked a friend, author, and fellow teacher if she could come visit our school and share her fabulous books. She agreed and I was thrilled! Gladys and I actually know each other since my college days. We both followed the path into teaching. I think this is what makes her an extraordinary author. She knows how to connect to students and tap into their interests.
On Friday, my school had the pleasure of hosting author, Gladys Barbieri. She did a 45-minute presentation to our kindergarten through third grade students. She has published two books, Rubber Shoes and Pink Fire Trucks.
The students were overjoyed to have the opportunity to meet a real author! Bringing authors to school, in-person and virtually, has many benefits to both students and teachers:
On Friday, my school had the pleasure of hosting author, Gladys Barbieri. She did a 45-minute presentation to our kindergarten through third grade students. She has published two books, Rubber Shoes and Pink Fire Trucks.
January 24, 2014 |
- We are able to see that authors are real people.
- We become personally connected to the author and their publications.
- We gain an appreciation for the hard work and effort required to be a writer.
- We are inspired and motivated to be better writers.
A few days before Ms. Barbieri came to our school, we reviewed one of her books and worked on coming up with questions for the author and about the reading. We then came up with a vocabulary list as a class. As I read the book, Pink Fire Trucks, the students wrote down “no-excuse” and “expert” words on the T-chart mats. The no-excuse words are basic tier 1 academic words, the expert words are either tier 2 or 3 academic words.
As a class, we discuss the expert words, then construct meanings of the words. They usually use the mats to work in collaborative conversation groups, following to develop their questions, complete sentence frames, or use for retelling.
We continued the lesson by getting into our collaborative conversation groups. The students are aware of their expectations and discussion rules. To access my steps to structuring an academic class discussion click on the following: Academic Class Discussion Rules & Guidelines
Here are some pictures of her visit!
Author, Gladys Barbieri |
Ms. Barbieri & I |
Ms. Perez, MGE Principal, introducing our special guest |
Reading her book Rubber Shoes, A Lesson in Gratitude |
When we returned to class we went over our experience and wrote in our journals. I then handed the students a blank sheet of paper. I asked them to illustrate their favorite event. This is what they came up with! The drawings were too cute!
Getting Ready for our First Session!
Monday, January 13, 2014
I’m getting ready
tons of research, strategies, and materials for the first session of the Café!
Here’s the info:
Session 1: Get
Students Talking: Habits of Discussion, Mastering the Language of the Common
Core Standards
When: January 30,
2014
Location: MTA
Conference Room
Time: 4:00PM –
5:00PM
Fellow MUSD
Teachers, Please bring to Session 1:
- 1 successful strategy to get students to have collaborative conversations with their peers to share from your classroom
- A laptop or tablet
- Flash drive
Please email me
if you haven’t signed up yet. This is a paid workshop, seating is limited.
Please register by January 17, 2014. You may register by emailing Gabriela
Orozco Gonzalez at orozco_gabriela@montebello.k12.ca.us or thecommoncorecafe@gmail.com
Day 3 of the CTA Good Teaching Conference
Sunday, January 12, 2014
It’s been quite the
adventure this weekend being part of the Good Teaching Conference in San Jose.
Last month, Norma Sanchez, our Region 3 mentor from the CTA Department for
Instruction and Professional Development asked me to co-present with her at the
conference. I was a bit nervous since it was going to be the first time
presenting together and in such a large forum. I was delighted to have a fellow
CTA cohort colleague, Monica Cooper, be part of our team. We presented on Friday and Saturday.
In the sessions we presented, participants
engaged with colleagues as they examined the Common Core Standards in English
Language Arts for grades K-5 and explored how the new standards will impact
instruction. Session topics included:
- Literacy Instructional Strategies
- Text Complexity and Informational texts
- Lesson and Unit Design
Here is a link to our
Prezi and the resources we provided:
The closing comments on
my last day at the conference were by CTA Secretary-Treasurer Mikki
Cichocki-Semo. I immediately connected with her, since we share a love for
sports and she quoted one of my favorite baseball catchers, Yogi Berra. The
overall message was that as teachers we are constantly being pulled in so
many directions and rarely given the time to collectively reflect on our craft
and tailor our classroom curriculum for our diverse students. It’s about
collaboration, teamwork, and taking the initiative.
The Common Core Café's Project Summary
Saturday, January 11, 2014
The Common Core Café’s purpose is to
guarantee that all students receive a content-rich education in the full range
of the liberal arts and sciences, including English, mathematics, history, the
arts, science, and foreign languages. The Common Core Café’s team members will
work with teachers to create instructional materials, conduct research, and
promote policies that support a comprehensive and high-quality education in Montebello
Unified School District. We will accomplish this by using cutting-edge,
research-based and technological practices in a strong, proactive partnership
with MUSD administrators, MTA, and CTA ensuring a continuum of best practices
to enhance the classroom instruction.
The
Café’s foundation will also build on the MUSD’s recently adopted Comprehensive Learning Framework whose
purpose is also to “…better anchor, monitor, and to celebrate the work of every
individual, division and organization throughout the MUSD.” There are two key strategies
aligned to both initiatives that will assist in having successful outcomes: 1) effective
implementation and utilization of data to drive student and teacher success,
and 2) MUSD key stakeholder and teacher involvement through project engagement
will increase the parameters of success.
•TheThThe
project’s plan includes integrating technology across the curriculum that will
help us meet the requirements of the Montebello Unified School District
2010-2015 District Technology Plan and the U.S. Department of Education Goals
2013- 2014 Plan.
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