Classroom Happenings...

Classroom Environment Makeovers

~Rethinking our learning environments~

With the implementation of the Reading Workshop model, our teachers have taken great pride in redesigning their classroom spaces to make the environment more welcoming and conducive to this teaching framework. They've also included their students' input through conducting a student input workshop on their classroom space. Below, you'll find some images of classroom spaces redesigned.

See what our 1st graders had to say about their classroom makeover...


20170405_081219.mp4

"Classroom environments are most effective when they are literate and purposeful, organized and accessible, and most of all, authentic."

-Debbie Miller

Learning Targets

In an effort to make learning transparent to students, all teachers have been developing and posting their daily learning targets for their specific lessons.

Take a look to hear what our students have to say about learning targets...

Learning Targets.mp4
Hawthorne Learning Target Examples.pdf

Check out this presentation for more sample pictures of our Hawthorne Learning Targets!


Reading Workshop

We've adopted the reading workshop framework to guide our literacy instruction. The components of the framework consist of a whole group shared reading lesson and then small group and independent practice. During small group practice teachers might meet with a guided reading group or strategy group. Subsequently, during independent practice teachers will confer with students individually while the rest of the class has a specific focus while reading independently.

What do we VALUE in literacy instruction?

  • All students GROW as readers.
  • Student CHOICE drives text selection.
  • Students read for AUTHENTIC purposes.
  • Students develop a LOVE of reading.

Why reading workshop?

Research shows reading improves when:

  • More time to read is provided in uninterrupted blocks
  • Students are able to self select books
  • There is ongoing, integrated and explicit skill and strategy instruction
  • Students think about what they’ve read and have literate conversations about reading, writing, research and ideas
  • Students read a high volume of texts at increasing levels of complexity
  • Readers are re-assessed often to monitor growth
  • Students are provided with informative, responsive, targeted feedback
  • Students are given consistent opportunities to become independent readers, writers and thinkers

Eureka Math

We are in full implementation of using Eureka as our primary instructional resource used to achieve our math curriculum! A typical day teaching Eureka consists of the following components:

  1. Fluency Practice - Number Sense Development
  2. Application Problem - Complex Problem Solving
  3. Conceptual Development - New Learning
    1. Instruction - whole or small group, lots of student talk
    2. Problem set - teacher is checking for understanding
  4. Reflection - Cement the day’s learning
    1. Most important piece that can’t be skipped!
    2. Homework - students who do not understand should not do the homework! Practice makes permanent.
  5. Exit Ticket - Formative check on student learning

D205 Math Goals

  • Students make sense of never-before-seen, “messy” problems and persevere in solving them. (#1 Complex Problem Solving)
  • Construct viable arguments involving mathematics and statistics and critique the reasoning of others. (#2 Critical Thinking)

What is there to know about Eureka?

  • Most widely adopted math resource in the Common Core era (57% of elementary teachers report using Eureka Math according to a recent Rand survey)
  • Highest rated K-5 resource on Edreports.org for Focus & Coherence, Rigor & Math Practices, and Teacher Usability
  • Chosen among a number of competing resources by 36 elementary teachers from every K-5 grade level
  • Extensive professional library of videos and documents to support teachers
  • Strong emphasis on building number sense & problem solving

The Way We Use Math Has Changed

“Believe it or not, math is changing. Or at least the way we use math in the context of our daily lives is changing. The way we learned math will not prepare our children with the mathematical skills they need in the 21st Century.”

Jordan Shapiro, Forbes Contributor


Growth Mindset in Mathematics

“There is a huge elephant standing in most math classrooms, it is the idea that only some students can do well in math. Students believe it, parents believe it, and teachers believe it. The myth that math is a gift that some students have and some do not is one of the most damaging ideas that pervades education in the US and that stands in the way of students’ math achievement.”

Dr. Jo Boaler, Stanford Professor of Mathematics Education

Want more information about Eureka?

Click here to visit our district website. Once at the site, click the "online resources" tab for additional parents and student support.

Standards Based Reporting

This year Hawthorne will adopt a standards based reporting system for all grades. When looking at increasing student achievement, the first step is to be clear about what all students need to know and be able to do. To accomplish this we must review:

Prioritized standards: The essential standards that must be taught to mastery.

Learning targets: Clear statements on the learning to occur. Last year’s emphasis on learning targets has set us up for success in this area

Proficiency scales: The foundation for aligned curriculum, instruction, assessment, and feedback

So what will the Standards Based Report Card look like?

Reporting Standards: Learning standards, aligned to CCSS

  • Rated as Exceeding (4), Proficient (3), Approaching (2), or Beginning (1)

Process Standards: Learning Behaviors and Habits

  • Rated as consistently, occasionally, or seldom
  • One set of process standards per student per grading period

No anecdotal comments

Here's a simplified version of using a proficiency scale to give a rating.