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Using technology to access learning after a lesson on capacity. 5/2024

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Students were investigating units of capacity for different containers. 5/2024

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Students are using a rubric to peer edit each others opinion writing by inputing comments in Google Doc. (3/2024)

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Students are using the cause and effect language function and collaboration. 3/2024

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Social Studies Cause and Effect 4th grade

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Social Studies Cause and Effect 4th grade

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Focused note-taking for Social Studies and the development of the Transcontinental Railroad. 3/2024

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Social Studies Unit/ Development of Railroad 4th grade

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Social Studies Unit/ Development of Railroad 4th grade

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Focused Note Taking / Collaboration 4th Grade DLI

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Focused Note Taking / Collaboration 4th Grade DLI

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During math, the students collaborate by alternating in helping each other solve problems. They refer to their math notes to refer to vocabulary, steps on how to solve problems, and examples. (12/2023)

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Students wrote an a poem to represent aspects of themselves along with art. 9/2023

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 Language Function Cause & Effect / Collaboration 4th grade DLI 

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 Language Function Cause & Effect / Collaboration 4th grade DLI 

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Students are working in groups, practicing the language function of cause and effect. They identified causes and effects from a read aloud that talks about the development of California. 1/2024

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2nd grade SEI. Students worked on language function sequencing and created a time line of their lives.

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Students in 2nd grade SEI worked together to create a summary (RT) on the story they are listening. to.

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Continued with PBIS for the 2023-2024 school year

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Students who had parents attend a parent workshop received ice-cream as a reward. Way to promote attendance at the workshops and attendance at school.

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2023-2024 Attendance club would meet weekly to go over goals and accomplishments to encourage coming to school and being on time.

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Second Step was used in all classrooms focusing on the social emotional learning of students.

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Mrs. Ball and Miss Rodriguez continued data chats with teachers in the area of reading. They were completed at the end of each intervention cycle.

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A picnic celebration to celebrate students that had perfect attendance during the second trimester

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Sky Patters Unit Sentence Patterns

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Note Taking on Sky Patterns

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Thematic Unit on Sky Patterns. Draw and Label was used to provide content to students to use for note taking, writing and collaboration chats.

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After studying the language function "Sequencing" through our study of the ocean food chain, students had multiple opportunities to discuss different sequences in ocean life. As a culminating writing activity, they used what they had learned to write about one example of a food chain.

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Note-Taking - Draw & Label and Metalinguistic Awareness

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Note-Taking - Draw & Label and Metalinguistic Awareness

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(1st Grade) DLI Classroom - Thematic unit on the ocean and food chain. The Draw & Label was used to provide content to students and to be used later as a reference tool. Notes on "Cognados" and phrasing in English and Spanish are used to provide students opportunities to identify similarities within the languages.

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We use Cornell Notes (Two Column) for general Content information, KWL Graphic Organizer, Sequence and others as needed. These examples are of ELA (Expository Text Reading strategies KWL), ELA "Figurative Language" explanations, and Content Notes on the subject of "Religious Studies"

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Students are in groups discussing the teachings of Confucius

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6th (SEI) :  History - Beliefs of Ancient China (3/2024)

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6th (SEI) :  History - Beliefs of Ancient China (3/2024)

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In early stages of our group discussions, many were not confident enough to share their opinions and thoughts about various topics being studied. Using a "score keeper" for each table group, they shared their thoughts on one of many "quotes" given by ancient Chinese philosopher, Confucius.

A score card was used, making tally marks each time a student shared, commented, and added to the group discussion. We discouraged "Bagels" - (Zero "0" participation)

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Math chapter summary 6th grade

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Math chapter summary. Note taking, 6th grade

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Science writing what I learned, 6th grade

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Science 6th grade writing what I learned

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Language function cause and effect collaboration 6th Science 

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Language function cause and effect collaboration 6th Science 

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Group collaboration 6th grade Sciene

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Kinder DLI

3.13.24

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Cornell notes 6th History

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Kinder DLI

3.11.24

As a class we use a graphic organizer to note what we are learning about.

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Cornell notes Math

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Students in Kinder DLI work together using tokens to model prepositional phrases. 3.15.24

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2nd grade DLI. As part of the thematic unit on economy students have been working on the language function of sequencing and taking notes using a diagrama de flujo.

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2nd grade DLI. Using the strategy of philosophical chairs, students debated which of two jobs they would prefer based on their research of the two. They used their notes from their research to create their points.

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Students in 2nd grade DLI worked together using their skills in science and engineering to build a boat that would float holding 5 pennies using what they had learned about properties of materials in their thematic unit.

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Use of RT Strategies to visualize and comprehend the story.

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Culture Positive reinforcement-SEI, 2nd grade, Rodriguez

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Culture Positive reinforcement-SEI, 2nd grade, Rodriguez

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Punctual Pete visits classroom to reward students for perfect attendance.

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Poster for MLK Jr.

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All First grade students have a Home to School Learning Folder. Students use folder for daily homework, communication between teacher and parent and pages inside help students practice math and reading skills.

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Weekly poem is added to a poem journal. Students practice weekly poem and on Friday students get an opportunity to lead the class.

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Note taking for Plants unit.

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Class Collaboration Poster as we learned about plants we added to our poster: Plant parts, Plant functions and Plant needs.

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Students write out independently a sentence spoken aloud by teacher. They self-correct their mistakes with guidance with the teacher.

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After working on several lessons where we build knowledge about plant parts and their functions, we use our anchor chart to help write our informational texts.

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We complete whole class note-taking using our anchor charts. Sentence frames are used to support using academic vocabulary.

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We have expectations and routines on how to keep our materials organized for lessons and homework.

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English learner focused instruction

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Students draw and label interactions in ecosystems

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Fifth grade students read to TK students English and Spanish books

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Students and community working together to beautify our campus

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Data chats with teachers in grades K-6 in reading

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Data chats with teachers in grades K-6 in reading

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Mrs. Ball and Ms. J. Rodriguez completed data chats with all teachers in grades K-6 during each trimester to monitor progress on at risk/intervention students.

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Positive Behavioral Interventions and Support used schoolwide.

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Used for yearly progress monitoring of our ELLs.

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Progress monitoring in grades 1st-6th SEI and DLI classrooms.

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AR is used for progress monitoring in grades 2-6. Available for SEI and DLI classrooms.

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All grade levels had the opportunity to participate in a series of workshops about the Science of Reading specifically geared to their grade level span. This was provided by the district.

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Students researched and recited monologues of their portrayal of the principal characters of the American Revolution. They also participated in the reenactment of the main battles that led to American Independence.

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Idea taken from “Reciprocal Teaching at Work” 3rd edition.

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Students use the sentence frames to collaborate and discuss the stories read in class.

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Parents read with their students or a small group of friends.

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Students reflect everyday on what they learned.

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Students take two columns notes. Which is used every day to review their previous day’ notes. By this mean they will need to write questions they may have about the lesson and ask those questions as ,a clarification , at the beginning of the next day’ lesson and to student for a test

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Research + Informational Writing (Black History Month)

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6th SEI - Research / Informational Write

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6th SEI - Research / Informational Write

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Using the "Who, What, Where, When, How, Why" template, students got to know their subjects during research.

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Students understand the purpose of AVID and how AVID will lead them to achieve higher learning through WICOR.

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There is a balance of note taking and thinking/understanding during instruction time. A note taking outcome should never take the place of understanding the lesson. Note taking should supplement the understanding process.

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A door is never closed, but a puzzle waiting to be solved.

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6th SEI
Daily talks about how a change in mindset, and feeding your self a different perspective, may lead to better outcomes in the future.
The power of "not Yet"

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In groups of 2 or 3, students worked together to research an African-American inventor and created a 3 to 4 slide presentation using Google slides in Spanish.

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2nd grade-SEI-Reading for Pleasure with Book Tastings organized by our Librarian to introduce students to various types of books.-L. Rodriguez

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2nd grade-SEI-Reading for Pleasure with Book Tastings organized by our Librarian to introduce students to various types of books.-L. Rodriguez

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2nd-Art project after reading about Mae Jemison for Black History Month-DLI-Marquez

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2nd-Art project after reading about Mae Jemison for Black History Month-DLI-Marquez

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After listening to a read aloud about Mae Jemison for ELD, students drew a picture about her and her dream.

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Students are working in groups using our RT strategies.

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4th grade- DLI Classroom-  Book Recommendations - Tinajero

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4th grade- DLI Classroom-  Book Recommendations - Tinajero

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Students in Reading Olympics used Google Slides to create book recommendations. They used Screencastify to share their presentation to their classmates.

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4th grade: Kente Cloths for Black History Month

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4th grade: Kente Cloths for Black History Month

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Mrs. Quintero 4th grade: Our Quilt Story, students introduce themselves at the beginning of the year using a quilt piece that becomes part of a whole class quilt.

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Mrs. Quintero 4th grade: Our Quilt Story, students introduce themselves at the beginning of the year using a quilt piece that becomes part of a whole class quilt.

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Mrs. Quintero 4th grade: Students write a five paragraph informational essay.

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Mrs. Quintero 4th grade: Students write a five paragraph informational essay.

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4th grade: Core literature Island of the Blue Dolphins Draw and Label

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4th grade: Core literature Island of the Blue Dolphins Draw and Label

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Mrs. Quintero: Students creating personal goals.

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Mrs. Quintero: Students creating personal goals.

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4th grade - DLI Classroom Poetry- Tinajero

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4th grade - DLI Classroom Poetry- Tinajero

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Students brainstormed, organized, and created an I Am Poem.

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Writing-4th grade DLI Classroom- Tinajero

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Writing-4th grade DLI Classroom- Tinajero

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After researching, using graphic organizers, and following the writing process, students created informational writing (4-5 paragraph- Introduction, Body Paragraphs, Conclusion).

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4th grade-Math Problem Based Learning-DLI Tinajero

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4th grade-Math Problem Based Learning-DLI Tinajero

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Students using multiple resources to solve word problems.

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Hands on experiment. Students are learning how circuits function by creating simple, and parallel circuits.

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Students are using reciprocal teaching strategies and asking and answering questions about the text.