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2 2 4 1 R u s s e l l S t r e e tB e r k e l ey, C A 9 4 7 0 5( 5 1 0 ) 6 4 4 - 6 2 9 0w w w. l e c o n t e o n l i n e . o r g

PRENSA PANDA Boletn de Noticias de LeCONTE

Aunque siempre hay lugar para elmejoramiento, nuestra escuela esta muchomejor, sirviendo a todos los estudiantes graciasa ustedes---nuestras familias y personal.Tenemos un equipo de maestros y especialistasen enseanza muy talentosos que colaboranms all de las horas de la escuela y que estncomprometidos a tomar la responsabilidad deeducar y apoyar a todos los estudiantes. Variospadres y guardianes han creado una estructurapara mejorar la participacin de los estudiantes,la seguridad y la supervisin. Tambin tenemosfamilias que donan horas de sus talentosartsticos para crear y decorar nuestra escuelapara eventos especiales como la Celebracin dela Herencia Latina. Los agradecimientos seencuentran en la ltima pgina de este boletn.Es muy importante reconocer el increbletrabajo que las familias y estudiantes ponenpara para hacer una presentacin excepcionalel 16 de diciembre!! Las fotos adjuntas cuentanuna historia pero lo que es muy importantereconocer es la dedicacin que Uds. traen anuestra escuela. En adicin al personal quesiempre son voluntarios, tenemos nuevasfamilias que estn tomando el liderazgo ennuestros comits de PTA, SGC, ELAC, yCOFAAS. Espero que esta nueva energa yexperiencia no solo mejore nuestra cultura dela escuela pero tambin el xito. Tenemos todoen su lugar para alcanzar la clasificacin de 800en el ndice del Estado de RendimientoAcadmico. Mientras seguimos adelante este

BIENVENIDOS al 2012!!!

Un Ao de promesas y xito

Actualizaciones y Apoyo que se Necesita AhoraNoche de Informacin para el Knder: juev.,ene. 12, 7:00- Por favor asistan para contestarpreguntas y darles la bienvenida a las familiasnuevas a BUSD.

Escuela Cerrada : lun., ene. 16 Da Festivo deMartin Luther King Jr.; Lun., ene. 30 , Da delDesarrollo Profesional

Concurso de Ortografa: Los estudiantes delSegundo a quinto grado deben de estarpracticando las palabras de ortografa de una listaque recibieron el ao pasado. Tomarn unexamen inicial por escrito para determinar losfinalistas que participarn para el concurso final

jueves, 19 de ene ., 6:30PM . Visitenwww.myspellit.compara ms actividades. Se

EVENTOS del mes de ENERO:

Juntas: mier., 1/4, Consejo deGobierno, 6:30PM, Biblioteca

mar., 1/17, PTA, 5:45PM cena6:00PM junta, Cafetera

juev., 1/19, Coalicin de FamiliasAfroamericanas, (CFAAS) 6:00PM,Biblioteca

vier., 1/20, Comit Asesor deEstudiantes del Aprendizaje deIngls (ELAC) 5:30PM, Saln 106

Eventos Especiales:

NO HAY CLASES, 1/16 & 1/30

juev., 1/19, Concurso de Ortografa

juev., 1/26, Noche de AlfabetizacinFamiliar, 6:00PM, Auditorio

vier., 1/27, Asamblea CelebremosLeConte, 8:15AM

ao, estoy pidiendo su apoyo continuo paralos eventos de la escuela junto con unmayor compromiso de traer a los nios atiempo, asegurndose de que LEAN todoslas noches y completen su tarea como esrequerido. El personal y yo estamosdisponibles para reunirnos con ustedes ypoder proveerles con los recursos yresponder preguntas que tenganrelacionadas con el apoyo que necesita suhijo para tener xito social y acadmico.Adjunto encontraran informacin paraasistirlos a entender el nivel de lectura desu hijo, exactamente lo que quiere decirestar en el Nivel A o H. Un sumario de lasrespuestas de la encuesta de intimidacindel tercer a quinto grado esta tambinadjunto. Lo que parece ser ms crucial paraabordar estos problemas no solo es mssupervisin y actividades en el patio derecreo, pero el desarrollo de habilidadessociales y el manejo de la ira. El personal yyo nos enfocaremos mas diariamente enensearles sobre como solucionarconflictos y sobre la aceptacin. Recursosde fuera tambin estn siendo consideradospara desarrollar los pasos de accin paradisminuir la conducta agresiva einapropiada..Directora Wilson

necesitan jueces, por favor dejen un mensajepara la Directora Wilson.Noche de Alfabetizacin Familiar : juev., ene.26, 6:00PM. La noche incluir actividades que

pueden usar en casa para incentivar a sus hijos leer, bebidas y premios!!

Preparacin de Desastre : Bolsas de plsticofueron enviadas a casa con instrucciones parcrear su kit de supervivencia en caso dedesastre.El kit es necesario para ayudar anuestra escuela a que todos losestudiantestengan comida que no se eche a perder (nuecpasas, etc.) en caso de que estn atrapados enescuela durante un desastre. Favor de regresarla bolsa lo ms pronto posible.

C h e r y l Wi l s o n , D i r e c t o r a , c h e r y l w i l s o n @ b e r k e l e y. o r gC a l C o l l i e r , P r e s i d e n t e d e l P TA , c a l c o l l i e r @ y a h o o .c o m

E n e r o d e l 2 0 1 2

Volantes Adjuntos

Niveles de Lectura Asesoramientos

Individuales deMatematicas

Comentarios de laEncuesta deIntimidacin

Fotos


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El mes pasado, todos los maestros nuevos al distrito visitaronmodelos de salones para observar las estrategias usadas paraimplementar el programa de lectura y escritura del distrito.Este fue un aspecto del entrenamiento que necesitaban paramejorar sus habilidades para implementar el programa y

desarrollar planes de estudio con sus colegas. Todos losmaestros son asignados a uno o dos de los grupos de laescuela, Liderazgo, Liderazgo en Enseanza,Comportamiento Positivo/Apoyo de Intervencin,Respuestas a la Intervencin, y Cultura de la Escuela. Losgrupos estn en proceso de escribir metas relacionadas con lafuncin del grupo. Por ejemplo, el Grupo de Liderazgo enEnseanza est comprometido a ayudar a los maestros a

El enfoque de los Maestros/Salones en el mes de enero

Mi enfoque contina en el mejoramiento de la instruccin dematemticas y el xito y seguridad. Durante el taller de

matemticas del mes pasado, tres maestros compartieron susprcticas diseadas para mejorar el compromiso ycomprensin de las matemticas. Como resultado todos losmaestros estn de acuerdo de asegurarse de que elvocabulario de matemticas este claramente explicado paraque los estudiantes puedan explicar lo que estn aprendiendoy monitorear su entendimiento. Se les pedir a losestudiantes semanalmente que creen, ilustren y escribansobre los problemas de matemticas y creen problemas parasus compaeros. Para asistir a los maestros y estudiantes conel progreso la Directora Wilson esta creando asesoramientosde matemticas para los grados 2 al 5. La meta es tener unregistro de las normas del sentido numrico que losestudiantes han logrado y que lograran antes de fin dl ao.

El enfoque de la Directora en el mes de enero

Juntas/Comits de Padres/Guardianes - Sumarios

Pgina 2 de 3 Boletn LeConte

colaborar e implementar el currculo de lectura/escritura ymatemticas con la expectativa que por lo menos 75-80% de loestudiantes sean proficientes para mayo del 2012. Para lograr estameta, los maestros se observaran uno a otro, planearan leccio juntos, y compartirn reacciones sobre sus habilidades y se reucon los estudiantes que normalmente necesitan ms tiempo paraprender, y administraran asesoramientos comunes para monitel progreso de los estudiantes. Los grupos trabajaran con el Ppara presentar al menos tres talleres del progreso de nuestra es

Un ejemplo del asesoramiento del tercer grado esta adjunto. Taadjunto esta una lista de comportamiento y caractersticas de li

que estn asociados con los niveles de lectura del distrito. Lasestn incluidas para ayudar a clarificar el significado de la letrade lectura que su hijo recibe en sus calificaciones. Esta letra/niusada para identificar el nivel de competencia en la lectura. VeNoticias de los Estudiantes para ver un sumario de la encuessobre la intimidacin. Un paso inmediato que tomara el personDirectora Wilson para disminuir los incidentes en el patio serfacilitar juntas para solucionar problemas proactivamente-- co juegos de actuacin que los estudiantes practicaran antes de sarecreo.

Noticias de la Escuela

PTA : El PTA no se junto en el mes de diciembre. Durante la junta de enero los participantes estarn determinando unafecha para practicar y prepara la escuela en caso de terremotoy estarn conversando la Consolidacin del programa TWI enuna escuela. Hasta la fecha, la escuela consolidada ser RosaParks o LeConte y la fecha provisional para abrirse es en el2013. Es muy importante recibir sus comentarios, sugerenciaso preocupaciones para que la Directora Wilson pueda reportarsus comentarios en la siguiente junta de Consolidacin TWI elmartes, 10 de enero.Prxima Junta: mar., ene. 17, 5:45PM .Comit Asesor de Estudiantes del Aprendizaje de Ingls : Lamayora de la junta de diciembre se dedico a planear laCelebracin de la Herencia Latina. El grupo trato de conversarsobre la Consolidacin de TWI, pero los participantes sintieronque no tenan suficiente informacin para adecuadamente dar suopinin. Estn planeando invitar a un representante del distritopara explicar las razones por la consolidacin, el historial y lainvestigacin, los pros y contras, y las consecuencias. Durante launta de enero, los participantes conversaran sobre las cosasbuenas y las cosas que se pueden mejorar para la Celebracin dela Herencia Latina del ao que entra.Prxima Junta, vier., 20 de enero, 5:30PM

El Consejo del Gobierno : En respuesta a las preocupaciones de supervisin de recreo, un representante de Playworks(anteriormente Sports for Kids) dio un resumen sobre la estruactividades, y apoyo que ofrece la organizacin para mejorarinteracciones de los estudiantes y la supervisin durante el reSGC esta considerando contratar a Playworks para proveerentrenamiento a los supervisores de recreo y para contrataciservicios el prximo ao. SGC esta preparando la prximaencuesta de Padres/Guardianes. Se conversara sobre laConsolidacin de TWI durante la prxima junta, Ms. Katz, ncoach de alfabetizacin hablara sobre el apoyo y el rol que pra los maestros.Prxima Junta: mier., ene. 4, 6:30PM Coalicin de Familias de Estudiantes Afro-Americanos: Elgrupo no se reuni en el mes de diciembre. Los miembros haplanes para la Celebracin de la Herencia Afro-Americana,programada para el vier., 24 de febrero, 6:00PM. Se necesitaapoyo para decorar, establecerse y limpiar despus del potlucconcurso de talentos.Prxima Junta: juev., 19 de ene., 6:00PM


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Boletn LeConte

Pgina 3 de 4 Noticias de la Escuela y Apreciaciones

Uno de nuestros pasos iniciales para desarrollar una politicade intimidacin es de tomar encuestas de los estudiantes deltercer a quinto grado. Para su informacin, una copia de laencuesta estuvo incluida con el Boletn de noviembre. Losiguiente es un sumario de los resultados recibidos de 58%de estudiantes. De las 94 encuestas, 50 de los respondientesfueron nias y 44 fueron nios. Los resultados de los demsestudiantes y los prximos pasos sern incluidos en elprximo boletn de febrero. El cuarto grado es el nicogrado que tenia un desequilibrio de nios (13) y nias (20)respondientes. Como algunos de los estudiantes nocontestaron a todas las 12 preguntas, las respuestas nosiempre reflejan las experiencias del grupo.

Resultados de (19) del 3 grado : 7 contesto que por lomenos alguien era malo durante el recreo; 9 contesto queesto ocurri en el saln; 12 estudiantes le dijeron a unadulto o amigo sobre la intimidacin, mientras; despus dereportar la intimidacin 4 contestaron que no habacontinuado, 7 contestaron que haba continuado; 3 dijeronque la intimidacin empeoro, 8 dijeron que no empeoro; 3dijeron que la intimidacin continuo con alguien ms; 1contesto que estn intimidando a alguien.Resultados de (33) del 4 grado: 11 nias y 5 nioscontestaron que por lo menos alguien era malo en su saln;

9 nias y 5 nios contestaron que esto ocurri durante elrecreo; 1 a 5 estudiantes contestaron que los estudiantes eramalos durante el recreo o por el pasillo, y en los baos;estudiantes le dijeron a un adulto o amigo sobre laintimidacin, mientras 17 no lo hicieron; despus de reportla intimidacin 8 dijeron que no haba continuado, 7 dijeroque haba continuado; 3 dijeron que la intimidacinempeoro, 12 dijeron que no empero; 3 dijeron que laintimidacin continuo con alguien ms Resultados de (42) del 5 grado : 10 nias y 1 nio contestoque por lo menos alguien era malo en su saln, 8 nias y 4nios contestaron que esto ocurri durante el recreo, 5 a 7nias contestaron que los estudiantes eran malos durante elrecreo o por el pasillo, y en los baos; 14 estudiantes ledijeron a un adulto o amigo sobre la intimidacin, 5 no lohicieron; despus de reportar la intimidacin 8 dijeron queno haba continuado, 12 dijeron que haba continuado; 7dijeron que la intimidacin empeoro, 4 dijeron que noempero; 12 dijeron que la intimidacin continuo con alguiems. Todas las encuestas demostraron que la mayora de lonios son acosados por otros nios, la mayora de las niasson acosadas por nios y nias, pocos estudiantes han sidointimidados por grupos de estudiantes. Vean los ejemplos dcomentarios adjuntos.

Celebracin de la Herencia Latina: El evento estuvoespectacular y muy bien recibido. Gracias a todos lospadres quienes se reunieron varias veces en viernes yorganizaron el evento y a todos los que ayudaron a cocinarla comida, a los que ensearon bailes, a los que plancharonel vestuario, los que acomodaron y limpiaron, los quevendieron y disearon las representaciones de la culturaLatina y los que crearon las decoraciones y diseos delpasillo. Gracias a los estudiantes que rpidamente dabanvueltas y bailaban con la msica, y a los que cantaron enespaol!!! Gracias a la maestra de arte, Ms. Zamarra porensear a los estudiantes el arte de la cultura Latina queahora se encuentran en el pasillo y auditorio. Finalmente,gracias a los miembros del personal por ayudar a que los

estudiantes se vistieran y los dos maestros, Ms. Prez y Mr.Henderson, por introducir el programa. Adjunto esta unalista de nuestros coordinadores y asistentes. Muchas graciasa todosUstedes ayudan a que nuestra escuela sea ungran lugar para nuestros estudiantes y sus familias!Visitas de Knder: Gracias a todos los padres que hancontribuido su tiempo a las visitas de la escuela. Unagradecimiento especial para los estudiantes que ayudaronal Maestro Auletta a hacer un recorrido. El Sr. Auletta nosolo es maestro del quinto grado pero tambin es miembrodel Consejo del Gobierno-- junto con la Maestra Bull, deknder, y la maestra de primer grado, Srta. Barer. Msvoluntarios se ocupan para conducir las visitas. Son cada

Noticias de los Estudiantes First Draft of Bull in Surve Results

martes y jueves de 8:30 a 10:00AM hasta el 2 de febrero. favor comunquese con Marie, nuestra secretaria para dejasaber la fecha en que puede ayudar.LeConte Authors: Gracias a Heather Mackey, August FerJessica Fiedler por coordinar el primer concurso de escrituUn total de 32 estudiantes entregaron trabajo desde el kndhasta el quinto grado. Heather desarroll una forma coninformacin acerca de las instrucciones para asistir a losestudiantes con sus historias, y los apoyo en su progreso juntndose con ellos despus de escuela. Jessica ley todtrabajo escrito y lo compilo en un libro. August crecertificados profesionales y ordeno plumas para cadaestudiante. Eso se llama dedicacin a nuestra escuela!ulas muchas razones por lo cual este ao es de xito y promGracias de nuevo a los estudiantes de LeConte quienes tomel desafo y exitosamente demostraron su creatividad yhabilidad como autores.Great American Catalogue Fundraiser: Gracias de nuevo aCorynne Escalante por coordinar este evento y por asegurque todos los compradores hayan recibido sus ordenes!!Corynne es una mam nueva de LeConte. Si no hubieseaceptado esta tarea tendramos varios folletos en la oficinaque esta tarea iba a ser coordinada por alguien ms que noaceptar la responsabilidad. As que estamos muy agradeccon Corynne por tomar este rol.

Apreciaciones


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Informacin GeneralVacaciones Familiares/ausencias de la escuela: Por favortome nota que nuestra escuela recibe fondos por cuatro a cdas de asistencia cuando su hijo/a esta ausente por vacacifamiliares o por emergencias. Si est planeando sacar a suhijo/a por 4-5 das, por favor notifique al maestro por lo mcon 3 das de adelanto para que se complete un contratoindependiente. Este contrato se usa para registrar el nmdas que estar ausente y para los cuales se le dar tarea qudebe ser completada durante la ausencia. El contrato es dedas solamente. Los estudiantes que tengan un contrato y ausentes por ms de 5 das sern marcados ausentes solamque haya una enfermedad u hospitalizacin.

Grupo de Trabajo de Inmersin Dual (TWI): La prxima junta ser el martes, 10 de enero a las 6:30PM, 1720 OregPara ms informacin del comit, por visite en el sitio weBUSD el Programa Bilinge en la seccin de otros servicpara los estudiantes que estn aprendiendo Ingls:http://www.berkeleyschools.net/superintendents-two-wayimmersion-task-force/

Volantes Adjuntos:Niveles de Lectura Comportamiento de EstudiantesLibro de Caractersticas

Membreca al PTA : Por favor nanse o renueven sumembreca con el PTA de LeConte para el ao 2011-2012! Las formas estn disponibles en lnea en elsitio red de la escuela, incluyendo la forma demembreca del PTA. La donacin sugerida es de $10por familia la mitad va a una organizacin hermanadel PTA del Distrito de Peralta. La forma estadisponible en:http://www.leconteonline.com/default/index.cfm/parent-groups/pta/joinpta/ Si ya ha donado, pero noincluyo la forma, por favor t el tmese el tiempo parallenar una forma y entrguesela a Marie en la oficinacomo confirmacin.Saldos de Almuerzo: Solamente que haya recibidouna carta de la oficina de nutricin del distrito de quesu hijo califica para almuerzo gratis, debe de pagar elalmuerzo a precio reducido o el precio completo.Puede escribir un cheque a BUSD y drselo a la

trabajadora de la cafetera, Ahlam, o puede pagar enlnea a cualquier hora del da todo el ao. Puede pagarpor los almuerzos, ver las compras, los balances yprogramar pagos automticos. Visitewww.mySchoolBuck.compara crear una cuenta.Puede llamarle a Marni Posey o a Sara Len al (510)644-6200 si tiene alguna pregunta.

Pgina 4 de 4 Boletn LeConte


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Calendario de LeConteEnero1 Enero 31, 2012

Calendario y Noticias Actualizadas en: www.leconteonline.orgDom. Lun. Mar. Mier. Juev. Vier. Sab.

1 2 3 4 5 6 7 ! FELIZ

AONUEVO!!!

Regresan losestudiantes aclase

Reunin del Consejo

Escolar6:30PM Biblioteca

8 9 10 11 12 13 14 Reunin sobre

laConsolidacin

de TWI ,6:30PM 1720 Oregon St.

Noche de Informacin

para nuevas familias de Knder,7:00PM

Room 109 15 16 17 18 19 20 21 ESCUELA

CERRADACumpleaosdel Dr. Martin Luther King

Jr.

Reunion del PTA5:45-cena6:00-reunionCafeteria

Coalicion de Familias Afroamericanas 6:00PM

Biblioteca

Concurso deOrtografa,6:30PM

Auditorio

Reunin del Comit Asesor

del Aprendizaje del Ingles(ELAC) 5:30,

Saln106

22 23 24 25 26 27 28 Family Literacy

Night,6:00PM

Auditorium

AsambleaCelebremos

LeConte,8:15AM Vstete como tu

personaje favorito

29 30 NO HAYCLASESparaestudiantes

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GRACIAS a todos por su apoyo a la CELEBRACIN DE LA HERENCIA LATINA!

Agradecemos las siguientes personas toda su ayuda y apoyo para hacer de este evento una realidad:a La DirectoraCheryl Wilson, a la Maestra Prez y al Maestro Henderson por su excelente trabajo como Presentadores, a la MaestraAguas por llevar tan bien el tiempo como Mnager de Escenario, a todos los maestros de LeConte, a los padresvoluntarios, y al PTA. No lo hubiramos podido hacer sin todos ustedes!

Queremos agradecer especialmente a: LeConte Community Kidz y Charity DaMarto, Elena Topete y la clase de ArtesVisuales del PTA, Lynn Zamarra (Maestra de Arte), a los Maestros Argueta, Auletta, y Henderson (y a sus estudiantes)por ayudar a hacer decoraciones, manualidades, y reportes sobre los pases o personajes famosos latinoamericanos.Muchas gracias tambin a las Maestras Aguas, Bernal/Donaldson-Fletcher, Torres, Bull, Diebel, y Sisneros por su apoyoy por dejarnos usar sus salones y la biblioteca.

Un agradecimiento especial para Graciela Guadalupe Hernandez Zaldivar (Instructora de danza) y a Gazel Vsu asistente, por ensearles a los estudiantes los bailes y por hacer tan buen trabajo.

Gracias tambin a las siguientes personas que ayudaron a hacer decoraciones y a hacer manualidades y artespara el evento:Antonia Alba, Fabiola Muoz, Ivette Garca, Estela Prez, Adela Merlos, Elvia Orozco, Paola Torres,Carol Padilla, Brisa Guzmn, Stefani Guzmn, Maricruz, Irene Leja, Mara Flix, Araceli Salgado y a su hija.

Les agradecemos infinitamente a los padres que cocinaron los deliciosos platillos o bebidas para el evento:YasminCarretero, Antonia Alba, Graciela G. Hernandez Zaldivar, Lorena Cach, Alicia Villanueva, Guadalupe Guerrero, LupitaCrdenas, Luis (Boris) Martinez, Irene Leja, Mara Flix, Adelina Vsquez, Jason y Genevieve Negrn, Gazel Valdez,Araceli Salgado, Ricardo Salinas, Leticia Gonzales, Tania, Ivette Garca, y Elena Topete. Gracias tambin a CatarinaNegrin, Luis Huerta, y a Paz A. Melndez-Canales por obtener donaciones de comida o pan de los diferentes restauranteso panaderas que donaron.

Gracias a Jos Valencia, Rafael Canales, Luis Huerta, y a los otros padres que contribuyeron para el Mariac

Gracias tambin a todos los voluntarios que ayudaron a vender boletos y artesanas, a servir comida, a acomlas mesas/sillas y comida, a limpiar, y en los cuartos de vestir:Jos Valencia, Elena Topete, Luis Huerta, Cesar y Carol

Prez, Araceli Salgado, Rafael Canales, Francie Maguire, Maria Ibarra, Ma. Beln Aceves, Cathleen Richmond, EthanDaniels, Fabiola Muoz, Ivette Garcia, Denise Montgomery, Estela Prez, Karen Meckstroth, Guillermo Clavera, CharlieHuizenga, Jason Negrn, Sian Shumway, Vernica, Mayra, Thelma Wheller, Jocelyn Bale-Glickman, Mia, Ila Deiss, C.Waters, Minerva Tirado, Ann Sperske, Jessica Fiedler, Ces Rosales, Mauricio Espritu, Basia Lubicz, Paz Melndez-Canales, Catarina Negrin, Gazel Valdez, Graciela G. Hernandez, Irene Leja, Juan Garca, y a todos los dems queayudaron ese da.

Le damos tambin las gracias a Catarina Negrin por ayudar a conseguir voluntarios y por escribir un artculosobre el evento que ayudar con la publicidad para los aos venideros.

Un agradecimiento especial tambin para los organizadores y coordinadores de este evento: Coordinacin General:: Paz Alejandra Melndez-Canales Donaciones y Publicidad: Paz Melndez-Canales y Carol PerezPresentaciones:Graciela Guadalupe Hernandez Zaldivar y Gazel ValdezComida: Yasmin Carretero y Lupita CrdenasVestuario: Anglica Gonzales, Gazel Valdez, y Graciela Guadalupe Hernandez ZaldivarDecoraciones:Elena Topete y Jos ValenciaVentas: Rafael Canales y Araceli SalgadoArtesanas: Elena TopeteVoluntarios: Carol PrezEl Acomodo (Setup):Cesar PrezLimpieza: Luis Huerta

Agradecemos tambin a los siguientes negocios locales por sus contribuciones para este evento:Alicias TamalesLos Mayas, Cancn Taquera, Mi Tierra Foods, Picante, Picoso, Semifreddis, Tacubaya, and Whole Foods.


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Preconvent ional Readers and Book Characteristics

Student Behaviors Book Characteristics

Begins to choose reading materials Illustrations provide strong support.(e.g., books, magazines, and charts) Some texts ar e wordless.

and has favorites. Some texts have 1- 2 words per page. Shows interest in reading signs, Some texts have one line of print per

labels, and logos (environmental page.print). Illustra tions appear on every page.

Recognizes own name in print. Illust rations closely match the text. Holds book and turns pages correctly. Illustrations often sho'v concrete Shows beginning/ end of book or and familiar objects or actions.

story. Print placement is consistent. Knows some letter names. Simple text follows consistent

Listens and responds to literature. structure. Comments on illustrations in books. Text includes clear spacing between Participates in group reading (books, words.

rhymes, poems, and songs). Print is la r e and clear.

Fountas and Pinnell Guided R e a dLeveling SystemTM: A ~

,.


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Emerging Readers an d Book Characteristics

Student Behaviors Memorizes pattern books, poems,

and familiar books. Begins to read signs, labels, and

logos (environmental print).

Demonstrates eagerness to read. Pretends to read. Uses illustrations to tell stories. Reads top to bottom, left to right,

and front to back with guidance. Knows most letter names and some

letter sounds. Recognizes some names and words

in context. Makes meaningful predictions with

guidance.

Book Characteristics Rhymes and plays with words. Participates in reading of familiar

books and poems. Connects books !ead aloud to ow n

experiences with guidance. Texts reflect common experiences,

familiar objects an d actions. Some texts include repetition of on e

or two sentence patterns . Patterns change only slightly

(1-2 words change). Texts include 1-3lines of print per page. Texts include memorable, repetitive

language patterns. Texts include an increasing number

of high frequency words . Some texts are based on familiar

rhymes and songs. Some texts include varied opening

I and c ~ o s i n gsentences: Texts mclude predormnantly oral

!

language structures. Illustrations appear on every page. Illustrations clearly support the text. Print placement is consistent. Adequate spacing appears between

words. Early books are usually 8-10 pages. 1 Later books are 10-20 a es. I

Fountas an d Pinnell Guided R e ~Leveling System TM : A B C D ~ !

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10/28

Developing Readers an d Book Characteris t ics (Early)


Reads books with simple patterns. Texts reflect common experiences. Begins to read own writ ing. Texts include conventional story Begins to read independently for structure.

short periods (5-10 minutes). o Some texts include simple patterns. Discusses favorite reading material Some texts include varied sentence

with others. patterns or repetition of two or more Relies on illustrations and print. sentence patterns. Uses finger-print-voice matching. 1.1 Vocabulary reappears throughout Knows most letter sounds and letter text.

clusters. Illustrations appear on every page.

Recognizes simple words. Illustrations provide strong support. Uses growing awareness of sound " Texts include straightforward and

segments (e.g., phonemes, syllables, simple vocabulary.rhymes) to read words. o Print placement varies.

Begins to make meaningful Texts usually include 2-4lines ofpredictions. print per page.

Identifies titles and authors in o Texts are usually 10-20 pages.literature (text features). ~ s a n dPinnell G u i d ~ dR e ~ "Retells main event or idea in literature(

Participates in guided literature Leveling System TM : E F

discussions. '----- ~ ,Sees self as reader. Explains why literature is liked/

Iisliked during class discussions ;with guidance. I - - - -

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11/28

Developing Readers an d Book Characteristics (Later)

Student Behaviors Reads books with simple patterns.

Begins to read ow n writing. Begins to read independently for

short periods (5-10 minutes). Discusses favorite reading material

with others. Relies on illustrations and print. Knows most letter sounds and letter

clusters. Recognizes simple words. Uses growing awareness of sound

segments (e.g., phonemes, syllables,rhymes) to read words.

Begins to make meaningfulpredictions.

Identifies titles and authors inliterature (text features).

Retells main event or idea inliterature.

Participates in guided literature

discussions. Sees self as reader. Explains why literature is liked/

disliked during class discussionswith guidance.

Book Characteristics Texts reflect common experiences.

Texts include conventional storystructure.

Text is less predictable. Some texts include varied sentence

patterns or repetition of three ormore sentence patterns.

Vocabulary reappears throughouttext.

Illustrations provide support for text. Illustrations appear on every page. Texts include straight forward and

simple vocabulary. Print size and placement vary. Texts usually include 2- 4 lines of

print pe r page. Texts are usual ly 10-32 pages.

' " " ' ~ ~untas and Pinnell GuidedReading Leveling System: F G.

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12/28

Beginning Readers and Book Characteristics (Early)


Reads simple early-reader books. Fewer texts provide rhyme and Reads and follows simple written repetition as support

directions with guidance. Many books contain simple story Identifies basic genres (e.g., fiction, line with a few repeated phrases.

nonfiction, and poetry). Fairy /folk tales are retold using Uses basic punctuation when simpler vocabulary and language

reading orally. structure. Reads independently (10-15 minutes). Texts may include literary language Chooses reading materials (more formal).

independently. Text includes some descriptive Learns and shares information language and details.

from reading. Texts include simple plots and only Uses meaning cues (context). a few characters. Uses sentence cues (grammar). Illustrations on every page provide Uses letter I sound cues and support.

patterns (phonics). Illustrations often represent Recognizes word endings, common sequence of events.

contractions, and many high Vocabulary primarily consists offrequency words. familiar words.

Begins to self-correct. Print size and placement vary.

Retells beginning, middle, an d end Text is often double-spaced and doeswith guidance. no t always run to right margin.

Discusses characters and story Texts are usually 10-50 pages.events with guidance. Nonfiction texts are often shorter.

Identifies own reading behaviorswith guidance. Fountas and Pinnell Guided

Reading Leveling SystemTM: H I J

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13/28

II

II

3eginning Readers and Book Characteristics (Later)

Student Behaviors Reads fiarder early-reader books. Reads and follows simple written

directions with guidance. Identifies basic genres (e.g., fiction,

nonfiction, and poetry). Uses basic punctuation when

reading orally. Reads independently (10-15

minutes). Chooses reading materials

independently. Learns and shares information

from reading. Uses meaning cues (context). Uses sentence cues (grammar). Uses letter sound cues and

patterns (phonics). Recognizes word endings, common

contractions, and many highfrequency words.

Begins to self-correct. Retells beginning, middle, and end

with guidance. Discusses characters and story

events with guidance. Identifies own reading behaviors

with guidance.

Book Characteristics Many books are part of a series. Books include a developed story

line with little or no use of pattern. Plots often include a series of events. Fairy I folk tales are retold using

simpler vocabulary and languagestructure.

Simple historical fiction andbiographies do not requirebackground knowledge.

Texts may include literary language(more formal).

Texts include some challengingvocabulary. Text often includes dialogue. Text includes some descript ive

language and details. Texts include simple plots and only

a few characters. Illustrations appear on every page

or two an d provide less support. Illustrations often reflect a sequence

of events. Vocabulary primarily consists of

familiar words. Texts include some challenging

vocabulary. Text is often double-spaced and does

not always run to right margin. Many books are divided into

sections with page numbers an dtable of contents.

Length is usually 20-75 pages.

Fountas an d Pinnell GuidedReading Leveling System : J K L

'1-


14/28

Expanding Readers and Book Characteristics (Early)

Student Behaviors

Reads easy chapter books.

Chooses, reads, and finishes avariety of materials at appropriatelevel with guidance.

Begins to read aloud with fluency. Reads silently for increasingly

longer periods (15-30 minutes). Uses reading strategies appropriately,

depending on th e text and purpose. Uses word structure cues (e.g., root

words, prefixes, suffixes, wordchunks) when encounteringunknown words.

Increases vocabulary by usingmeaning cues (context).

Self-corrects for meaning. Follows written directions. Identifies chapter titles and t ~ b l e

of contents (text organizers). . Sumtnarizes and retells story events

in sequential order. Responds to and makes personal

connections with facts, characters,and situations in literature.

Compares and contrasts charactersand story events.

Book Characteristics

Many books are part of a series.

Plots often include a series of events. Fiction often includes the everyday

events and problems that childrenencounter.

Fiction includes a few developedcharacters.

Nonfiction texts include clear factsand information.

Texts include some challengingvocabulary.

Texts include descriptive languageand details.

Illustrations provide minimalsupport and can occur once every2-6 pages.

Illustrations often depict charactersand settings and may convey mood.

Text may include vocabulary specificto genre or topic.

Text in easy chapter books is oftendouble spaced and does not alwaysrun to right margin.

Books often contain page numbers,table of contents, and chapternumbers and/ or titles.

Length is usually 60-75 pages."Reads between the lines" withguidance.

Identifies own reading strategiesand sets goals with guidance.

~ n t a sand Pinnell G u i d e ~\t_Reading Leveling System : L M N .---- __. /


15/28

Expanding Readers and Book Charac ter i s t ics (Later)


Reads easy chapter books. l Many books are part of a series. I Chooses, reads, an d finishes a Texts include developed plots. 1

variety of materials at appropriate Fiction often includes th e everyday j

level with guidance. events and problems that children Begins to read aloud with fluency. encounter. Reads silently for increasingly longer Fiction includes a few developed

periods (15-30 minutes). characters. Uses reading strategies appropriately, Nonfiction texts include clear facts.

depending on the text and purpose. Texts include some challenging . Uses word structure cues (e.g., root vocabulary. I

words, prefixes, suffixes, word Texts include descriptive language

1chunks) when encountering and details.

unknown words. Increases vocabulary by using

meaning cues (context). Self-corrects for meaning. Follows written directions. Identifies chapter titles and table of

contents (text organizers). Summarizes and retells story events

in sequential order.

Responds to and makes personalconnections with facts, characters,and situations in literature.

Compares an d contrasts characters

Illustrations provide minimalsupport and ca n occur once ortwice in a chapter.

Text is single-spaced. Illustrations often depict characters

and settings and may convey mood. Texts may include vocabulary .

specific to genre or topic. Nonfiction texts may include page

numbers, table of contents, captions,chapter headings, and an index.

Length is usually 75-100 pages.

and story events. ountas and Pinnell Guided uReads between the lines" with Reading Leveling System : M N 0

guidance. Identifies ow n reading strategies

an d sets goals with guidance.


16/28

Bridging Readers and Book Characterist ics (Early)


Reads medium level chapter books. Series books contain familiar format, Chooses reading rna terials at story structures, and characters.

appropriate level. Texts include fully developed plots. Expands knowledge of different Fiction includes series of episodes,

genres (e.g., realistic fiction, historical problems, and solutions.fiction, and fantasy). Fiction includes fully developed

Reads aloud with expression. characters. Uses resources (e.g., encyclopedias, Nonfiction texts present simple facts

CD-ROMs, an d nonfiction texts) to I in an organized structure.locate and sort information with Texts include challenging andguidance. content- specific vocabulary.

Gathers information by using the Authors use descriptive andtable of contents, captions, index, memorable language.and glossary (text organizers) with Some books include occasionalguidance. illustrations (usually 1-2 per

Gathers an d uses information from chapter).graphs, charts , tables, and maps Fiction may include chapter titleswith guidance. and table of contents.

Increases vocabulary by using Nonfiction may include table of

context cues, other reading strategies contents, captions, a glossary, andand resources (e.g., dictionary and index.thesaurus) with guidance. Text runs margin to margin with a

Demonstrates understanding of the more dense print format.difference between fact and opinion. Length is usually 75-200 pages.

Follows multi-step writ ten .directions independently. Fountas and Pinnefi G u i d e

Discusses setting, plot, characters, Reading Leveling System: 0 P Qand point of view (literary _ _ /elements) with guidance.

Responds to issues an d ideas inliterature as well as facts or story

events. Makes connections to other authors,books, and perspectives.

Participates in small group literaturediscussions with guidance.

Uses reasons and examples tosupport ideas and opinions withguidance.

l'

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17/28

Bridg ing Readers and B o o k Character is t ics (Later)


Reads medium level chapter books. Series books contain familiar format, Chooses reading materials at story structures and characters.

appropriate level. Texts include fully developed plots. Expands knowledge of different j Fiction includes series o f episodes,

genres (e.g., realistic fiction, historical problems, an d solutions.fiction, and fantasy). Fiction includes fully developed Reads aloud with expression. characters. Uses resources (e.g., encyclopedias, Books at this level include poetry,

CD-ROMs, and nonfiction texts) to straightforward fantasy, sports sto-locate and sort information with ries, nonfiction, and simple histori-guidance. cal fiction.

Gathers information by using the Nonfiction texts present simple factstable of contents, captions, index, in an organized structure.and glossary (text organizers) with Nonfiction may include table of con-guidance. tents, captions, a glossary, and index.

Gathers and uses information from Texts include challenging and con-graphs, charts, tables, and maps tent-specific vocabulary.with guidance. Authors use descriptive and memo-

Uses context cues, other reading rable language.strategies and resources (e.g., Some books include occasional illus-dictionary and thesaurus) to increase trations (usually 1- 2 per chapter).vocabulary with guidance. Some books have no illustrations.

Demonstrates understanding of the Text runs margin to margin with adifference betwee:a.fact and opinion. more dense print format.

Follows multi -step written directions Length is usually 100-200 pages.

independently. Discusses sett ing, plot, characters, ountas and Pinnell Guided

and point of view (literary elements) Reading Leveling System: P Q Rwith guidance.

Responds to issues and ideas in Ilitera ture as well as facts or story /-----events.

Makes connections to other authors,books, and perspectives.

Participates in small group literaturediscussions with guidance.

Uses reasons an d examples tosupport ideas and opinions withguidance.


18/28

I

! i ' tuent ~ l e a d e r sand Book Characterist ics (Later)I '

\ i Student Behaviors Hook Characteri stics

I l' Reads challenging children's T ~ x t sinclude fully developed plots,I literature. otten around a centra l theme.

Selects, reads, and finishes a wide Plots in fiction inc lude climax an dvariety of genres with guidance. resolution.

Begins to develop strategies an d Books touch upon challengingcriteria for selecting reading issues (e.g., animal rights, death,materials. ---__./ .1buse, divorce).

Reads aloud with fluency, Fiction inc ludes multiple fully-expression, and confidence. developed characters.

Reads silently for extended periods Books at this level ma y include(30-40 min.). poetry, fantasy, humor, historical

Begins to use resources (e.g., fiction, animal stories, andencyclopedias, articles, Internet, an d adventure as well as nonfiction.

nonfiction texts) to locate Nonfiction texts present many facts. information. in an organized structure.

,

1

1 Gathers information using the table Nonfiction includes table of

1

of contents, captions, glossary, and contents, captions, a glossary, andi ! index (text organizers) index.

I independently. Nonfiction texts may include tables, Begins to use resources (e.g., graphs, maps, and charts.

Idictionary an d thesaurus) to increase Illustrations, photographs, and

lvocabulary in different subject areas. captions support text in nonfiction

Begins to discuss literature with materials.reference to setting, plot , characters, Texts include more challengingand theme (literary elements) , and vocabulary.author's craft. Authors us e vivid descriptive and.

I Generates thoughtful oral and memorable language .

written responses in small group Fiction includes few, if an yI literature discussions with guidance. illustrations.I Begins to use ne w vocabulary in Print size is smaller.I different subjects and in oral and Text difficulty determined more by' written response to literature. content than by length./ Begins to gain deeper meaning by

"reading between the lines." Fountas and PinneJl Guided

Begins to set goals and identifies Reading Leveling System : R S T Ustrategies to improve reading.


19/28

I Proficient Readers and Book CharacteristicsI Student Behaviors

Reads complex children's literature. Reads an d understands informa

tional texts (e.g., want ads, brochures , schedules, catalogs,manuals) with guidance.

Develops strategies and criteria forselecting reading materials independently.

Uses resources (e.g., encyclopedias,articles, Internet , and nonfictiontexts) to locate informat ion independently.

Gathers an d analyzes informationfrom graphs, charts, tables, an dmaps with guidance.

Integrates information from multiple nonfiction sources to deepenunderstanding of a topic withguidance.

. Uses resources (e.g., dictionary an d

Ithesaurus) to increase vocabularyindependently.

Identif ies literary devices (e.g.,similes, metaphors, personification,and foreshadowing).

Discusses literature with referenceto theme, author's purpose an dstyle (literary elements), andauthor's craft.

Begins to genera te in-depth responses in small group literaturediscussions.

Begins to generate in-depth writ tenresponses to literature.

Uses increasingly complex vocabulary in different subjects and in oraland writ ten response to literature.

Uses reasons and examples to. support ideas and conclusions.! Probes for deeper meaning byJ "reading between the lines" in/ response to literature.

i i


Texts include fully-developed plots,often touching upon complex issuessuch as death, prejudice, poverty, orwar.

Settings are often in other timeperiods or unfamiliar locations.

Books at this level include anincreasing variety of genres (e.g.,survival stories, nonfiction,mysteries, more complex fantasy,biographies, an d historical fiction).

Texts begin to include multipleperspectives on an issue.

Texts include complex sentencestructure and literary devices (e.g.,metaphor, simile).

Well-developed characters facecomplex issues and challenges.

Texts include sophisticatedlanguage intended to communicatemood, emotion, and atmosphere.

Nonfiction texts include substant ialamount of information and detail.

Nonfiction includes table of

contents; captions , a glossary, andindex.

Nonfiction texts may include tables,graphs, maps, an d charts.

Illustrations, pho!ggraphs, an dcaptions support text in nonfictionmaterials.

Nonfiction texts may includenewspapers, magazines, and

manuals.

Texts often include specializedvocabulary.

~ - - - - - - - - - - - - - - - - - - - - - - - - - - - - ~ - - - - - - - - - - - - - - - -


20/28

~Connecting Readers and Book Characteristics

Student Behaviors I Book Characteristics

Reads complex children's literatureand young adult literature.

Selects, reads, and finishes a widevariety of genres independently .

Begins to choose chal lengingreading materials and projects.

Integrates nonfiction information todevelop deeper understanding of atopic independently.

Begins to gather, analyze, and useinformation from graphs, charts,tables, and maps.

Generates in-depth responses andsustains small group literaturediscussions.

Generates in-depth writtenresponses to literature.

Begins to evaluate, interpret, andanalyze reading content critically.

Begins to develop criteria forevaluating literature.

Seeks recommendations andopinions about literature fromothers.

Sets reading challenges and goalsindependently.

Fiction includes fully developedplots, often around complex issuesuch as freedom, truth, goodnessevil, and human rights.

Books include a variety of genres(realistic fiction, biography, fantasy,survival stories, historical fiction,nonfiction).

Settings are often in other timeperiods or unfamiliar locations thatrequire some background knowledg

Texts include multiple perspectivesthat reflect the multifacetedcomplexity of an issue.

Texts include literary devices (e.g.,metaphor, simile) and some imagerand symbolism.

Characters face complex issues andchallenges.

Texts include sophisticated languagintended ~ o communicate mood,emotion, and atmosphere.

Nonfiction texts include substantialamount of information and detail.

Nonfiction texts include table ofcontents, capt ions, a glossary, andindex.

Nonfiction texts include tables,graphs, maps, and charts.

( 1 F o u n t a s and Pinnell Guided~

~ a d i n gLeveling System: V W X


21/28

Independent Readers and Book Character is t ics

Student Behaviors

Reads young adult and adultliter a ture.

Chooses and comprehends a widevariety of sophisticated materialswith ease (e.g., newspapers,magazines, manuals, novels, andpoetry).

Reads and understandsinformational texts (i.e., manuals,consumer reports, applications, andforms).

Reads challenging material forpleasure independently. Reads challenging material for

information and to solve problemsindependent! y.

Perseveres through complexI reading tasks.

Gathers, analyzes, and uses information f ~ o mgraphs, charts,

tables, and maps independently. Analyzes literary devices (e.g.,

metaphors, imagery, irony, andsatire).

Contributes unique insights andsupports opinions in complexliterature discussions.

Adds depth to responses toj literature by making insightful

Ic o n n ~ c t i o n sto other reading andexpenences.

I Evaluates, interprets, and analyzef;I r('ading content c r i t i c a l l ~ .! Develops and articulates criteria for

I' evaluating literature.

Pursues a widening community ofI readers independently.I I

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Some texts focus on complex andcontroversial issues.

Settings may require anunderstanding of other cultures andperspectives.

Texts sometimes include complexstructure such as flashbacks or timetravel.

Texts include sophisticated language,imagery, and symbolism.

Texts may promote specificideologies or biases. Adolescent and young adult

characters often confront challengesan d issues.

Texts may contain ambiguity,requiring students to makeinferences, and read for deepermeaning.

Texts may contain multiple layers ofmeaning, facts, and concepts.

Nonfiction texts include substantialinformation and details that requirebackground knowledge and deeperlevel understanding of a topic.

Fountas and Pinnell Guided

Reading Leveling SystemTM: X Y Z

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22/28

Student Mathematics Self-Assessment- What I am learning to do and what I can do ..

Name Third Grade Number Sense 1.0Date la m I can Understanding place Example that shows what I CAN do

learning valueto (ones, tens, ) of whole

numbers

(0, 1, 2, 3, )Count, read, and write (write eighty-nine thousand seventy one)whole number to 10,000

Put numbers in order from (put these numbers in order from least to gleast to greatest and use 6,804 10,010 10,110 8,604)these signs to show equal

to, less than, and greaterthan(>, =, >)

(write the correct sign on the blank line6,904 6,409 10,119

Identity the place value of (write the place value of the 1 in this numeach digit in numbers to10,000

(write the place value of the 6 in this num


23/28

Date lam I can Understanding place Number Sense 1.0learning value .. Example that shows what I CAN doto ..

Round numbers to the (round this number to the nearest hundred, nearest ten, hundred, andthousand

(round this number to the nearest thousand,

Use expanded notation to (write this number in expanded notation, 8,represent numbers (205 =200 + 5)

(write this number in standard form, 3000


24/28

Date lam lean Solve addition, subtraction, Number Sense 2.0learning multiplication, and division Example that shows what I CAN doto ... problems

Find the sum (add) or Solve these problems:difference (subtract) of two 6,623 + 987whole numbers between 0 &10,000

Say and write the Solve these problems:multiplication facts between

1 & 10 3 x 6 = 3 x 8 =

7 x 8 = 6 x 9 =

7 x 7 = 9 x 4 =

Use multiplication facts to Solve these problems:solve division facts.

x5 =30 30+5 =

Use mental math to multiply Solve these problems:and divide numbers by 0 and1 1 x 9 = 12 +

Ox89= 170 +


25/28

Date lam I can Solve addition, subtraction, Number Sense 2.0learning multiplication, and division Example that shows what I CAN doto .. problems

Multiply a four digit number Solve this problem:by a one digit number 2,426 X 3 =

Divide a four digit number Solve this problem:by a one digit number 3369 7 3 =without a remainder

Figure out the cost of some Solve this problem:items (4 cookies) when I You want to buy 8 slices of frozen pizzknow the cost of one item packages of 4 per package and each pac

($2.00) much will you have to pay to buy 8 slice


26/28

Date l a m I ca n Understand the Number Sense 3.0learning relationship and difference Example that shows what I CAN doto . . between whole numbers,

simple fractions, an ddecimalIdentify fractions Write the fractional part that is shaded

- I ICompare the amount or size Draw a fraction below that shows 112.of a simple fraction

Draw a fraction that is equal to or the

Add and subtract simple Solve these problems:fractions

1/8 + 3/8 =

3 / 4 - 2 / 4 =


27/28

Date la m I Can Understand the Number Sense 3.0learning relationship and difference Example that shows what I CAN doto .... between whole numbers,

simple fractions, anddecimalAdd and subtract problems You earned $34.50 from selling wrappinginvolving money amounts $9.85 for helping clean up your home. H

have now?

You bought a package of pencils that csales clerk $5.00 to pay for the pencils. change you received?

Multiply and divide You want to buy three soccer balls. The problems involving money each. How much money will you need tamounts


28/28

LeConte Elementary, Survey 12.2011

Bullying Survey- Examples of Students' CommentsThird Grade

I) Is anyone mean to you "say mean words, push, " "call me names, pull my hair, " "make fun o f me, humiliate me in front o f he wholeclass, " "boss me around, " "steals the trolley from me, " "deliberately tagging only me"

2) Who did you tell "parents and teachers, " "all the teachers at LeConte, " "yard monitor, " "my riends"

3) What did the person do to help you "tried to help us work it out with words, gave he r a time out, " "tell the person to stop, " "he said to ignorethem, " "they put them on a time-out but after they put them on a time-out, they kept bullying me "

Fourth Grade1) Is anyone mean to you ...

"they tell me it is wei rd to be Asian, " "they tell me stuff, like mean stuff, " "they will tell me that my work iswrong .. " "they tell me I am weak, " "they sa y bod words, " "they use ba d words an d sometimes their ists, "

"theypush your

books on the ground, ""some

shoveme and sa y

moveit

punk, " "calledme

dumb, lazy, stupid, ""they hi t an d bother me, " "there are some people who sa y they don 't want me to play, " "they yell at me, " "sayrude things or hit or push me" "they get in my ace" "they ge t in my space" "tease me a little because I' mweird"

2) Who did you tell "a teacher, " "my brother, " "another student, " "told Ms. Wilson," "a teacher and a couple o f friends who have

experienced it too, "3) Why didn't you tell someone

"because I am scared, " "because they get revenge on me, " "because some people won't believe me and it makesme upset, " "because I fee/like i f do then they might be more mean"

4) What did the person do to help you

"to ignore that person, " "talk to him (bully)," "they talked to the principal, " "we talked to the bully an d tried toge t better, " "made me feel better (after talking to another student), "told me try to avoid them, " "they try to stopthem" "they have not done anything ye t that works"

Fifth Grade1) Is anyone mean to you

"they don't want me to sit next to them, " "being racist talking about my amily, " "they say I am dumb, " "notreally, they us t call me darkness," "they talk about me," "they call me names and make fu n o f me," "theycall me names, tease me, spread rumors about me, " "they gossip about me, " "told me to shut up, said I wasugly, " "they steal my stuff, they yell at me, and kick and hit me on purpose, "

2) Who did you tell "I think I told. " "my paren ts" "the teacher, " (various teachers an d after school stqfj)

3) Why didn't you tell someone "they're going to think I' m a snitch," "because I' m sh y to tell an d sometimes I tell but they do nothing about

it, " "because I can handle it, " "because they will sa y I' m the one who di d it, " "that would be tattle telling, "4) What did the person do to help you

"she gave me some solutions" "help me by telling them to stop, " "they told the person to stop bullying me, ""they calm me down an d let me forget (parents) " "solved it by getting me an d the person who bullied an dtried or us to solve it " "nothing"

january 2012 panda press sp

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