Minutes of
Summer Planning Session
Upper Elementary Unit
Prepared by
Ann de la Sota
Enid Fremdling
Larry Lawrence
Dave Phillips
Diane Wieder
June, 1970
Introduction
Many decisions need to be made
when forming new teams. Often team members new to UES do not have sufficient
information to help arrive at some decisions. In order to avoid wasting time at
our planning sessions in September, we have attempted to think through decision
which need to be made, anticipate problems, and offer suggestions.
I. Priorities for School Year 1970-71
A. School Priorities (as we see them)
1.
Humanistic Curriculum
2.
Organization of noon and early morning playground
3.
Better use of audio-visual materials
4.
Parallel teams with cross-teaming
B. Team Priorities
1.
Better record-keeping
2. Training of new team members – includes
critiquing of old team members
3. Interest Centers – includes use of
audio-visual materials and tape recorder
4. Use of videotape
5. Orientation of children new to Upper Level
6. Solidify student behavior and procedure
patterns at the beginning of the year (identify and
teach for them)
a.
Correcting work
b.
Developing models and responsible leadership
c.
Developing pride in accomplishment
d.
Cleaning up
7. Documenting aspects of teaming and
non-grading
8.
More individualization
a.
Small groups for remediation and enrichment in content areas
b.
Includes Spanish
9.
Critiquing aspects of team activity
a.
Teaching creativity
b.
Roles of team members
10.
Early and complete diagnosis in math, reading, and handwriting for
remediation and
program planning
11.
Planning time during the day
a.
Team
b.
Individual
12.
Clarify school objectives and teach to them (Upper Elementary Phase)
13.
Flexibility of scheduling so that our objectives control the schedule
and not visa-versa
14.
Coordinating parallel teams
II. Teachers
A. Schedule for first week, September 14-18
1.
September 14, Monday (go out for lunch as total staff)
a. Staff meeting in the morning
b. Teams meet individually
c. Lunch
d. Planning time for beginning of the year:
discussion of social studies
2. September 15, Tuesday (bring lunch)
a. 9:00 Math planning time
b. Lunch
c. 1:00 Reading and Language Arts planning time
3. Wednesday, September 16 (bring lunch)
a. Bulletin Boards
b. Preparation of rooms for Monday
c. Organization of interest centers
4. Thursday, September 17 (bring lunch)
a. 9:00 meeting with Craig about P.E. units
b. Meeting with specialists to discuss programs
(Stan, Olga, Margaret, Pat, Carolyn,
Marlene)
c. Lunch
d. Planning time for groupings, conference group
activities, etc.
5. Friday, September 18
a. Catch-up dy
b. Individual planning time
B. Reporting and Record Keeping
1. Our previous record keeping card system has
not worked satisfactorily
a.
Need to set aside times together for working on cards
(1) Meet Monday or Tuesday of 6th week
to write up cards on Numeration unit
(2) Meet every Monday or Tuesday of the following
four weeks to prepare for
parent
conferences
b. Need to have a “bugger(s)” (the sub-team
leader in each content area) to push for
finished cards in each
area
2.
Files of student work need to be kept up-to-date
a. Have aides file all pre-and post-tests from
math
b. File all other exemplary work
3.
Record of student absences needs improvement
a. Have a student keep an absence record
b. Call home for students who are absent over three
days
4.
Record of student programs, including classes and teachers, should be
kept up-to-date
a. Have students make cards of their programs in
conference groups
b. File program cards for conference use
5.
Record of student responsibilities is information to be kept on file for
conference use
II. Teachers (continued)
C. Aides Duties
1. Supplies should be kept well-stocked and
orderly
a. Keep supply areas neat
b. Keep supplies in the middle room and
individual room cabinets at a useable level
(1) Keep all supplies students need in room
cabinets
(2) Keep any other needed supplies in middle room
to be brought out by a teacher
only!
2. Bulletin boards should be taken down and
replaced (when and if asked)
3. Up-to-date records of students should be kept
and filed
a. Keep record of student absences
(1) Correct absence records from student monitor
each day
(2) Keep teachers informed of excuses, or lack
thereof
b. Keep a readily seen record of children’s
transportation changes each day
c. Keep files of schedules, class lists, etc.
up-to-date (10 copies of each)
d. Keep lists of students in each class current
on students and teachers’ bulletin boards
e. Keep team calendar up-to-date
NOTE: Take dates off team
and cross-team minutes as well as from staff bulletins
f. Type all minutes
4. Lunch duty responsibilities will be outlined
by Craig
5. Extra duties should be done after any hight
priority business has been completed
a. Keep “kitchen” area neat and orderly
b. Keep middle room clean
6. Priorities for getting work done are as
follows:
a. Do individual team business first, especially
minutes for team and level
b. Do other team’s business
c. Do individual teachers’ work
III. Schedules
A. Individual Team Schedules (see attached)
B. Specialists need to be asked about following
scheduled times and related
Teaching responsibilities
1. Margaret Brown: 8:30 - 9:30
Monday through Friday for Team V
(Spanish) 12:20 – 1:20 Monday through Friday for Team W
11:00
- 11:30
Monday through Friday for V &
W
2. Carolyn Horowitz 10:30 – 11:30 Monday through Friday
(Librarian) also ask for list of related
social studies books
3. Craig Cunningham: 1:30 – 1:55 Monday through
Friday
(Physical
Education)
4. Stan Davis: Ask
him about possible time for teaching body systems
(Science)
5. Note to Madeline Hunter – We would like to
work with Pat, Olga and Stan 10:30 to 11:30 any
two
days per team.
6. Other teams:
give them our desired schedules immediately to avoid break/P.E.
conflicts
C. Teaching Responsibilities have been assigned
as follows: (tentative)
1. Math:
Larry, Andrew, Dave, Ann
2. Reading:
Enid, Dave/Ann (remedial), Larry, Estelle
3. P.E.:
Craig, Larry, Andrew, Dave
4. Social Studies: Diane, Larry, Dave, Ann
IV. Students
A. Objectives for Upper Elementary Phase
1. Students can evaluate themselves
a. categorize strengths and weaknesses in
specific areas – content and
behavior
b. are aware of need for setting goals
c.
Set goals in terms of what practice they next need in content – More
information from us
before setting goal
d.
Keeps record of progress toward goal
(1) Uses free time to work on
weaknesses
(2)
Possibility of student contracts
e.
Realize when they have accomplished a goal
2.
Student chooses method by which s/he learns best
a.
Knows alternate ways of learning
b.
Has experience with different ways of learning (We teach)
c.
Can invent various ways of learning
d.
Tries new ways to learn
4.
Student has a zest for learning
(We need a motivational level to
promote success)
a.
Approaches learning with a positive attitude
b.
Makes an effort
B. Sub-Objectives for Students
1.
Focus on a task
a.
Given an assignment, students work on it until complete – avoiding
distractions
b.
Can maintain attention to activity at hand (teacher presentation)
2.
Independence
a.
Given a task, student works on it using resources appropriately (uses
parents, teachers, peers as
guides)
b.
Able to adequately follow written and oral directions
c.
Teachers must design activities to foster independence
3.
Participation
a.
Volunteers information in class
b.
Contributes in small group discussions
c.
Makes relevant comments
d.
Refines or extends contributions of others
4. Responsibilities
a.
Comes to class on time and prepared
b.
Completes work and hands it in on time
c.
Takes care of materials
d.
If absent, takes responsibility for making up work
5. Takes Pride in a product (the best s/he can
do)
6. Creativity
a.
Experiments with alternatives
b.
Think of needs
IV. Students (continued)
C. Student Behavior Expectations
1. Lockers
a. Students must share -
names taped on lockers - doors closed
b.
Cleaned out every Friday
c.
No textbooks in lockers
2. Personal Supplies
a.
Have own equipment (no
briefcases)
b.
Be ready to work in class
c.
Supply each student with a pencil at the beginning of the year
d.
Make a list of the supplies students must should have by the end of the
1st week
3. Movement
a.
Practice movement to the yard
b.
Teachers accompany students to each area until behavior is learned (yard,
carpool, etc.)
c.
Movement within classes and rooms needs to be established
d.
Disruption of classes
e.
Closet supplies – need permission
f.
Room supply cabinet – use at will
4. Within Classroom
a.
Taking chairs down in A.M. and putting them up in P.M.
b.
No writing on desks (or will clean them at break)
c.
Read the bulletin board
d.
Push chairs in
e.
Jackets, coats, and sweaters not left in room
5. Morning Arrival
a.
Door locked before 8:00 A.M.
b.
Need to decide . . . shall students be allowed in classrooms before
8:25?
6. Use of school supplies
a.
Obtain texts at the end of the day if needed for homework
b.
Return supplies at the end of the period
c.
No supplies kept in lockers or desks
d.
Supplies remain at school unless permission given
e.
Devise method of returning library books on time
f.
Students set up procedures for ball monitors
g.
Student committees in charge of supply cabinet
h.
Library books left loose will be automatically returned
IV. Students (continued)
C. Student Behavior Expectations (continued)
7. Noon Behavior
a.
Lunch area - - - keep tables out there
b.
Eat in patios
c.
All students remain on the yard during lunch recess
(What’s happening with the
library?)
d.
15 minutes to eat . . . can take 20
- - - more than that, some
penalty
e.
Check for arrival after lunch . . . on time
f.
Zero in on tardiness early in the year
e.
More strict toward inappropriate behavior on the yard
8. Team Responsibilities
a.
Check for behavior and reinforce
b.
Decide on expectations
c.
Teach for behavior desired
d.
Work on other behaviors as needs arise
e.
Appropriate responses to teachers and aides, addressing them as Mr.,
Ms., Miss., Mrs.
f.
Ask only one teacher as to a specific problem or severe consequences
V. Curriculum
A. Reading
1. Self-Selection Program
a.
Explorers and Adventure
b.
Historical Novel
(1) Ties into social studies
(2) Will be read aloud in social studies
c.
Animals, adventure and Sports
d.
Biography
(1) Expand from last year
(2) Use info for games like “Who Am I?”
e.
Mystery and Classics
f.
Mythology
g.
Hero Stories and Epic Tales
h.
Periodicals
(1) Weekly Readers
(2) Time and Life
2.
Much more emphasis on skills
3.
Reading a book for information (How to . . . )
a.
Making something
b.
Writing poem
c.
Making a map
d.
Constructing travel posters
e.
Acquiring hobbies (coin collecting)
4.
More information on library use
5.
1st Week - - - -
General Survey
a.
Read a paragraph (s)
(1) Use a book in the room or the Weekly Reader
(2) Answer question about it
b.
Group work (5 or 6 at a time)
(1) Reading aloud with the teacher
(2) Select students with problems and do a more
intensive diagnosis later
(3) Keep track of words missed
6.
Possible Activities
a.
Groupings
(1) Two groups work at their desks while 3rd
group works with teacherj
(2) New groups from Teams A and D are accustomed
to operating in groups
b.
Individual Conferences
(1) Sequencing:
tell 3 things that happened in the 1st chapter
(2) Main ideas
(3) Rewriting titles
7.
Should have folders made out for students as early as possible
V. Curriculum
(continued)
B. Language Arts
1.
Continue dictation with some variation
a. Three weeks of dictation, then one week of
something different
b. First weeks, paragraphs will created from
simple to difficult
c. Analysis sheet will continue to be arranged
from least to most sophisticated
2.
Skills which need to be taught
a. Use dictionary with more speed
b. Use library with greater precision and
accuracy
c. Become more efficient in outlining and
notetaking
d. Improve organization of reports, scrapbooks,
etc.
3.
To vary program
a. Use spelling books in between dictations
b. Advanced students go on contract
(1) Design a series of activities (poems,
stories, etc.) from which they can choose
(2) Provide standards for these activities
(3) Show examples of written material before
beginning
c. Need to obtain new materials
C. Physical Education
1.
First week, diagnose kids
a. Break into groups in which a teacher will
diagnose for several skills
b. As Craig to design a sheet which lists
necessary skills as well as simple activities
which demonstrate
each skill
2.
Last year went well - - would repeat type of program
D. Humanistic Curriculum
1.
Major thrust will final unit in Social Studies - - Humanistic Man
a. Will include man as he interacts with his
environment – Pollution, Ecology,
Conservation
(1) He alters it for better or worse
(2) He identifies problems and seeks solutions
(3) Practice solutions as they relate to students
b. Include various level of problems involved in
overpopulation – will attempt to
work at various
levels of the taxonomy
2.
Through conference, work toward individual feelings and relationships
with teachers
a. Suggested that we plan specific activities in
the area
b. Should use materials which are available
V. Curriculum
(continued)
E. Math
1.
Content outline of strands will be similar to last year’s
a. Establish all diagnotic tests by September
b. Make cards having particular assignments for
sponge activities
(1) Arrange it o that one card leads to another
(2) Check outside sources for prepared ideas for
such assignments
2.
Record keeping should exhibit where each students is in terms of a
particular strand
before
beginning the next strand.
F. Social Studies
1.
Three related units will comprise the overall social studies program
a. Historic
Man- Plan this unit to last until February Planning Break (18 weeks)
(1) Includes general study of geography/history
with specific emphasis on
political,
social, or economic aspects of a particular era(s)
(a) Political – up to Washington’s presidency
(b) Social – up to the end of the Civil War,
including the Westward
movement
(c) Economic – up to and including the Depression
(2) Culminate each era’s learnings with some kind
of vivid experience
(a) Political – with an election to use knowledge
about our government’s
beginnings
(will correspond in time with the November election
of
governor, etc., but with school-oriented officers)
(b) Social – with a box social based on Westward
Movement times (will
correspond
in time with the Winter Holidays)
(c) Economic – with a money game to show
“workings” of capitalism
(will
correspond in time to February planning break)
b. Biological
Man – plan this unit to last until Spring break (6 weeks). Includes:
(1) Body systems
[Ask Stan to teach]
(2) Reproduction [Dave:
Anaheim unit]
(3) Bacteriology (diseases)
(4) Drugs [Ann:
Santa Monica unit]
c. Humanistic
Man – plan this unit to last until the end of the school year (8 weeks)
Includes:
(1) Population [Dave: Urban Planning unit]
(2) Pollution
(3) Ecology
(4) Conservation
2.
First six weeks of social studies will include the following plans:
a. Integrate social studies content with other
subject areas
(1) Reading: read Johnny Tremain to total
class
(2) Math: make time-lines of the Colonial Period
(3) Drama: use creative dramatics to “set the
stage” for study of colonial period
V. Curriculum
(continued)
F. Social Studies (continued)
2.
First six weeks (continued
b. Plan content and activities to meet defined
objectives
(1) Know what counties settled the New World
(2) Know the names of the 13 colonies
(3) Know how people lived during Colonial times
(4) Know events leading to the American
Revolution (causes)
(5) Know countries involvred in the American
Revolution
(6) Know what the Constitution is, including the
Bill of Rights
(7) Know what group of men wrote the Constitution
(8) Name/identify the three levels of government
(9) Understand the system of checks and balances
(10) Understand the electoral college system (how
the President is elected;
qualifications
for voting; etc.)
(11) Read at least one book from each era.
3.
Potential field trips and other related vivid experiences need to be
checked
a. Check with Los Angeles County Museum for
United States History display
b. Check with UCLA about visit to bacteriology
department
G. Spanish
One group of beginners and remedial
students will have Spanish three days a week at
11:00 a.m. (or as possible)
H. Interest Centers
1.
Ideas from last year to be carried through his year
a. Use middle room as interest center
b. Disperse individual subject centers in
various classrooms
c. Have one center per classroom
d. Use patio as part of a center(s)
e. Have students sign in and out of center and
record materials used with comments
f. Limit number of students using any one center
at one time
g. Make rules for removal of equipment from
centers
h. Limit use of centers to following times:
(1) Completion of class assignment
(2) Rainy day
(3) Possibility of before school (NOT at lunch,
break, or after school)
i. Pull small groups and instruct them in the
use of centers (1st two weeks of school)
j. Develop some way of keeping track of use of
centers
k. Have each teacher be responsible for setting
up one center
l. Organize materials in cernter so as not to be
distracting to the rest of the class
m. Establish provisions for maintaining and
keeping equipment (list puzzle pieces,etc.)
n. Plan more time with possibly a springboard
for choice
V. Curriculum
(continued)
H. Interest Centers (continued)
2.
Possibilities for ideas within centers can be built upon last year’s
list:
a. Math
Center
3D tic tac toe Mult-Div. Bingo Flash Cards
Math Workshop Books Puzzles, games Cylco teacher
Various Books Wff’n proof Go – five in a row
Workbooks math texts Numble
(game)
Paperfolding Books model bldg. books hexahexaflexagons
Hex Nim challenging problems
Probability materials cuisenaire rods equations
Triangular dominoes Kalah (game) Towers of Hanoi
Configurations On sets (games) crazy ten (blocks)
Visual illusions book Cross-number puzzles Tangrams
Individual viewer
with math filmstrips
b. Social
Studies Center (questionable)
Hand viewer for social
studies filmstrips globes
Books about various
cultures maps
National Geographic
magazines Map
Infograph (game)
Current events bulletin
board maintained by students
c. Language
Arts and Reading Centers
Perquacky (game) List of
suggested books
Scribbage Let’s Write
Booklets
Paperbacks (kids bring) Macmillan Kit
Class Poem book (sts. Contribute) Books of poetry
Weekly Readers Facts of
Five (game)
Hand viewer for filmstrips of
stories Crossword blocks
Copies of Workbooks Scrabble
Anagrams (game) SRA Kit
Reading & Literature Texts Handwriting material
Tape recorder (practice oral
rdg.) Probe (game)
d. Listening
Center
Records of Greek myths
Tape recorder, earphones,
record player
Records from AV
dept. (some on display .. some students can order)
V. Curriculum
(continued)
H. Interest Centers (continued)
2.
Possibilities for ideas within centers can be built upon last year’s
list:
e. Rainy
Day Games Center
Chess Monopoly
Jigsaw puzzles Twister
Strategy Yahtze
Checkers Cards
Crossword puzzles Bingo
Chinese checkers Clue
Plus any other games kids can
bring. We will ask for donations from
students
or from parents on parents night.
f. Science
Center
Geology (rocks with
descriptions) Aquarium
Lists of experiments kids
can perform Terrarium
Student project planetarium Hand viewer for
filmstrips
Insect collection (students
could identify)
Get more ideas from science
specialist
3.
Organization of interest centers should also reflect these new
considerations:
a. Set up some of the centers during the
planning week before school begin
(use one full day of first
week for set-up)
(1) Begin with math and language arts centers
(2) Plan for a third center which would rotate in
use
(3) Have duplicate centers set up in the two
teams
(4) Have stationary centers
b. Supervise student use of centers
(1) Be careful of students doing poor work in
order to rush to interest centers
(2) Have students work outside with materials
stationed inside
(3) Develop chart to check who, what and when in
terms of use of interest centers
I. Special Interest
1.
Regular special interest program will not continue since specialists
will be used in
assigned fashion thoughout the
school
2.
One hour per week should be set aside for working on remediation and
enrichment in
small groups
VI. Other Considerations
A. Audio-Visual specialist should be used to the
maximum
1. Plan time during the first week to meet with
audio-visual specialist
2. Try to use video tape equipment to a greater
degree
a. Tape T.V. programs
b. Use in
instruction, letting students see themselves
c. Use for critiquing teachers
d. Tape for parents’ Night
3. Try to get and use tape recorder more
4. Obtain listening center
B.
Enrichment program should be implemented
1. Will operate until Arrowhead break and then
evaluate beginning of year according
to this outline
2. Develop a system where students can zero in
on objectives of Upper Elementary
Phase
3. Develop a program where students can choose
(to provide enrichment and positive
reinforcement
opportunities)
Team V – 1st Quarter 1970-71
Teachers: Lawrence, Wieder, Sloan, Williamson
Suggested Schedule #2 –
July, 1970
|
8:30
|
Monday
|
Tuesday
|
Wednesday
|
Thursday
|
Friday
|
|
9:30
|
Spanish/Reading
½ hour of each – switch classes with Spanish Specialist
|
Spanish/Reading
Certain students will use Spanish time for remediation in
Reading/Language Arts
|
Spanish/Reading
|
Spanish/Reading
|
Spanish/Reading
|
|
10:15
|
Math
(cross-teamed)
|
Math
|
Math
|
Math
|
Math
|
|
10:30
|
Break
(cross-teamed)
|
Break
|
Break
|
Break
|
Break
|
|
11:30
|
Art-Music
(This time with specialists is backed with Team W on Wed./Thurs. Will
switch every 6 weeks
|
Art-Music
(Small group not having Spanish will meet with Miss. Brown
11:00 – 11:30)
|
Library/Reading/
Conference Gp.
(One group will do this one day then switch)
|
Creativity/
Conference Gp.
(Whichever subject is most important this week will take major portion
of time)
|
Art/Enrichment in small groups. Enable students to work on strengths,
weaknesses and interests
|
|
12:20
|
Lunch
|
Lunch
|
Lunch
|
Lunch
|
Lunch
|
|
1:20
|
Social Studies “Man-his Past”
“Man-his Body”
“Man and his Environment”
|
Social Studies
|
Social Studies
|
Social Studies
|
Social Studies
|
|
1:55
|
Physical Education
(cross-teamed)
|
Physical Education
(Include Drama/Dance)
|
Physical Education
|
Physical Education
|
Physical Education
|
|
2:45
|
Language Arts
Cleanup & Dismiss
|
Language Arts
Cleanup & Dismiss
|
Language Arts
Cleanup & Dismiss
|
Language Arts
Cleanup & Dismiss
|
Language Arts
Cleanup & Dismiss
|
Team W – 1st Quarter 1970-71
Teachers: Frembling, Philips, De la Sota
Suggested Schedule #2 –
July, 1970
|
8:30
|
Monday
|
Tuesday
|
Wednesday
|
Thursday
|
Friday
|
|
9:30
|
Social Studies “Man-his Past”
“Man-his Body”
“Man and his Environment”
|
Social Studies
|
Social Studies
|
Social Studies
|
Social Studies
|
|
10:15
|
Math
(cross-teamed)
|
Math
|
Math
|
Math
|
Math
|
|
10:30
|
Break
(cross-teamed)
|
Break
|
Break
|
Break
|
Break
|
|
11:30
|
Library/Reading/
Conference Gp.
(One group will do this one day then switch)
|
Creativity/
Conference Gp.
(Whichever subject is most important this week will take major portion
of time)
|
Art-Science
(This time with specialists is backed with Team V on Mon./Wed. Will switch every 6 weeks)
|
Art-Music
(Small group not having Spanish will meet with Miss. Brown
11:00 – 11:30)
|
Art/Enrichment in small groups. Enable students to work on strengths,
weaknesses and interests
|
|
12:20
|
Lunch
|
Lunch
|
Lunch
|
Lunch
|
Lunch
|
|
1:20
|
Spanish/Reading
½ hour of each – switch classes with Spanish Specialist
|
Spanish/Reading
Certain students will use Spanish time for remediation in
Reading/Language Arts
|
Spanish/Reading
|
Spanish/Reading
|
Spanish/Reading
|
|
1:55
|
Physical Education
(cross-teamed)
|
Physical Education
(Include Drama/Dance)
|
Physical Education
|
Physical Education
|
Physical Education
|
|
2:45
|
Language Arts
Cleanup & Dismiss
|
Language Arts
Cleanup & Dismiss
|
Language Arts
Cleanup & Dismiss
|
Language Arts
Cleanup & Dismiss
|
Language Arts
Cleanup & Dismiss
|