Belmont Mission Statement

Belmont Elementary will help students learn to be respectful, responsible, cooperative, and courteous by providing a safe environment with opportunities to learn and succeed.

212◦ (The Extra Effort)

Vision Statement
Every Student will learn and achieve.

Week of October 29th-November 2nd, 2012

Principal’s Pen: Welcome to the start of week 10 for our Belmont Bees!
Thank you to all for making our first ever PBIS day a HUGE success! Many thanks again to the PBIS committee! November 2nd is a teacher workday. • Please make sure your PDPs are signed electronically by TODAY, Monday Oct. 29th. Thanks for your cooperation with this! • Teach like the Champions you are today and everyday! • Congratulate yourself on a successful 1st Nine Weeks! We are a great team.



WEEK AT A GLANCE Magnificent Monday, October 29th, 2012 End of 1st 9 Weeks • Admin Meeting • K-1 HELP Team Mtg (Bryant’s Rm) Terrific Tuesday, October 30th, 2012 • Academy of Reading Training • 4th Grade PLC • 2nd Grade PLC • Disbursement of Tuesday Folders Wonderful Wednesday, October 31st, 2012 • HAPPY HALLOWEEN! Pink Day for Breast Cancer Awareness—Wear Pink! • Creekside Parent Outreach • EC PLC Thrilling Thursday, November 1st, 2012 • K – PLC • 1st Grade PLC

Belmont’s definition of “High Quality Teaching and Learning” We are looking for Purpose, Engagement, Rigor, and Results (PERR) in every lesson.

9:00am 3:30pm 9:00am 10:15pm 11:05am

Bold Goal: 80% Proficiency in Reading & Math ******************************************************* Reading Corner: (Provided by Reading Coaches)
October  is  coming  to  an  end  and  so  is  the  grading  period;  therefore,  all   students  should  be  progress  monitored  on  the  on  grade-­‐level  appropriate   skill(s)  by  the  end  of  October. RED  -­‐  after  at  least  9  days  of  intervention YELLOW  -­‐  after  19  days  of  intervention  (once  a  month) GREEN  -­‐  once  a  grading  period  (to  make  sure  they  are  still  on  track)       Mark  your  calendar.    There  are  no  more  bubbles  to  remind  you!  

10:00am 1:05pm 12:30pm 1:20pm

******************************************************* Vocabulary:  Five  Common  Misconceptions  (4th  in  a  5-­‐week  series)   Nancy  Padak,  Karen  Bromley,  Tim  Rasinski  and  Evangeline  Newton  

Misconception  4:  The  study  of  Latin  and  Greek  roots  is  too  hard  for   young  learners.  

More  than  60  percent  of  academic  words  have  word  parts  (also  called   morphemes  or  roots)  that  always  carry  the  same  meaning  (Nagy,   Fabulous Friday, November 2nd, 2012 Anderson,  Schommer,  Scott,  &  Stallman,  1989).  Knowing  that  words  can   • WORKDAY! be  broken  down  into  meaning  units  is  a  powerful  strategy  for  vocabulary   ******************************************************   development  (Ayers,  1986;  Baumann,  Kameenui,  &  Ash,  2003;  Harmon,   T Hedrick,  &  Wood,  2005).   BELMONT SHOUT-OUTS! Until  recently,  teaching  Latin  and  Greek  word  rh oots  occurred  only  in   The  purpose  of  this  “Shout-­‐Outs”  section  will  be  to  highlight  the  great  things   upper-­‐grade  or  content-­‐area  classrooms.  But  ae  growing  body  of  research   we  as  a  team—both  staff  and  students—are  doing  every  week.    If  you  see   tells  us  that  this  strategy  should  be  introduced  in  the  primary  grades   something  that  needs  to  be  “shouted  out,”  e-­‐mail  or  put  a  note  in  Ms.   5ewton,  2011).   (Mountain,  2005;  Rasinski,  Padak,  Newton,  &  N Greenhill’s  box  and  it  will  be  in  the  next  week’s  Monday  Monitor!  J   Once  students  understand  the  linguistic  principle  that  words  with  the     d words  they  know  to   same  roots  are  related  in  meaning,  they  can  use   Shout-­‐Outs  To…   i unlock  the  meaning  of  new  words.   • The  PBIS  Team  for  their  hard  work  and  dedication  at  preparing   For  example,  if  students  know  that  the  base  trac-­‐ s  means  "pull,  draw,  or   our  first  “Fun  Day!”    What  a  success,  thank  you  all!!   drag,"  they  can  connect  words  they  already  know   t (like  tractor)  with   words  they  may  not  know  (like  extraction)  (Rasinski,   Padak,  Newton,  &   • Saleen  Milan  on  her  return  to  Belmont!    Welcome  back  Saleen!   r Newton,  2008).  One  of  the  most  commonly  encountered   roots  in  the   i • Mrs.  Kelly  Allen’s  math  class,  who  worked  in  groups  to  create   English   l anguage   i s   t he   L atin   b ase   m ov-­‐   /   m ot-­‐ ,   w hich   m eans   "to  move."   c Counting  by  Tens  posters,  and  to  Gabrielle  Long  and  Ellis   Even  the  youngest  learners  know  words  like  mt otor,  motorcycle,  or  move.   Shacklette  in  Mrs.  Allen’s  class  for  receiving  the  most  class   When  they  meet  cognate  academic  words  like  promotion  or  motivate,   votes  for  their  skip  counting  song!   students  can  apply  the  concept  of  movement  t o  figure  out  the  new   n meeting focused student writingTuesday, March 27, 2012 • Shout  • out  tCASA o  Mr.  Chambers   and   his  art  son tudents   for  the   words.  

BEAUTIFUL  art  display  in  the  main  hallway—way  to  go  guys!  


o n Above  taken  from  Educational  Leadership  June  2012  (italics  added)     n e g o t

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