REDWOOD HEIGHTS ELEMENTARY Spelling Bee
At this event we will celebrate talented student spellers !!!
When: JANUARY 30, 2019 (Wednesday) 1:45 PM
Where: REDWOOD HEIGHTS ELEMENTARY Cafetorium
Who: Grades 4 - 5
What: Oral competition with multiple rounds of increasing difficulty resulting in a winner
Why: Celebrate excellence, honor student achievement, prepare for OUSD & county competition
Tuesday, February 12 from 9:00 - 12:20.
Dear Redwood Heights Caring Community,
After much discussion, the Redwood Heights Staff has decided to honor Dr. Martin Luther King, Jr. this year by holding our Oratorical Fest at our site, but not competing in the district contest. We want to give students a chance to learn about Dr. King’s principles and messages and to learn about formal, public speech, without the element of competition. Classes will perform at our school, only. Individuals and small groups are still invited to compete at the district level.
Our event will be held on Tuesday, February 12 from 9:00 - 12:20. Our cafetorium has a limited capacity and safety is our main concern, so we ask that parents join us only for their child’s portion of the assembly. Please see below.
Redwood Heights Teachers
RHS ORATORICAL SCHEDULE
9:00-10:00 Primary grades K-2
Ms. DascoleMrs. Taymuree’s class will announce the performances
RHS ORATORICAL SCHEDULE
10:30-11:30 Upper grades 3-5
RHS SCIENCE FAIR:
April 15th - 19th
The science fair is a fair where students present their science project in the form of a report, display board, and models that students have created.
It is so important to motivate students with science. They can share their projects, ideas with their friends, parents and people who visit the fair.
RHS OPEN HOUSE
Friday, May 10th
An event when schools open their doors so students can share their work with parents and parents can get a glimpse into their children's learning day.
TOOLBOX: Please and Thank You Tool
I treat others with kindness and appreciation.
Saying "please" and "thank you" seems simple enough, but we all know how much reminding children need in order to make this a habit. When genuinely, these words can have a big impact on school culture. Putting the Please and Thank Tool into practice changes the quality and tine of our voice, body language, and basic attitude. using these words intentionally will bring us towards a feeling of kindness and civility.
Children go through developmental stages in which kindness and civility don't appear to be parts of their vocabulary or behavior. Therefore, it is important that we continue to remind, practice and model the use of these simple words in a positive manner. Here are some suggestions for using the Please and Thank You Tool at home:
- Remember to model saying "Please" and : "Thank You" often.
- Remind family members to use words in a gentle way.
- Talk together as a family about things you are thankful for and find spontaneous times to thank each other.
- Have your child show you the gesture, and practice using it in your home.
by Our TSA Rebecca Weissman
Research shows that over the past 70 years, the level of complexity of texts read in school has decreased. Students have not been reading as challenging books as they used to, and the national SAT score averages have reflected this. Over the past several years, OUSD, along with many other schools and school districts in the country, have been working to buck the trend and return reading to a more challenging level of difficulty. However, we are not simply throwing harder texts at students to read and try to decipher on their own. We implement several practices to support students in making meaning of these complex texts. All of our practices work as bridges between the learner and the text they are about to read, are reading, or just read. Before-reading practices include: preparing students for potential language or conceptual challenges, developing knowledge that will help them understand the text, reminding students what they already know, supporting students to make prediction, and giving them a purpose for reading. During the reading, we commonly use “Close Reading,” a technique in which the teacher guides the class in three readings of the same text, with each reading serving a separate purpose. During close reading we: model good reading strategies and make explicit what mature readers do unconsciously, ask critical and high-level-thinking questions about the text, and help learners understand how to read more effectively. After the readings are complete, students have varied, structured opportunities to respond to the reading and focus more deeply on information or text features. The whole process allows students to understand and engage with texts at a high level, and ultimately to gain understanding and important reading and thinking skills from these complex texts.