Ferndale Upper Elementary
Weekly Schedule, 3 - 5 Building SAMPLE
WeeklySchedule3-5BuildingSAMPLE

Ferndale Upper Campus Definitions:

Morning Meeting

This meeting will be comprised on researched based practices taken from Responsive Classroom, Why Try Curriculum, Positive Behavior Support, and Morning Meeting strategies. Teachers will have scripted lesson plans app. 3 days a week. (More the first 6 weeks of school and before/after holidays)  This will support behavior, character development, social-emotional development, and citizenship.

Brain Break

A Brain Break is a necessary part of everyone’s day. This will be a time to drink water, have systematic movement (music/games), and tools to turn their brains on for a day of learning. It would be a great time for School-Wide Visual Announcements.

Intervention & Enrichment

This will be a designated part of the day and will be dependent on grade level data. At some grade levels this time may be done solely by one teacher who sets up centers in his/her classroom to support specific skill development. It may be a grade-level support system where the team of teachers use the DRA data to place students in specific reading groups for reading support or enrichment/book club.

Spanish

Beginning in Grades 3 - 5, students will have Spanish 2 to 3 times a week within their classroom by a certified Spanish teacher.

Project-Based Learning (PBL)

Each grade level team has begun to develop what specific PBL opportunities they will begin with in the 2016-2017 school year. Having specific time built into the schedule and school year will allow teachers to feel confident that the PBL opportunities can take place within the school day with small components to be completed at home. As we continue to learn more about PBL, we will continue to expand our practice.

End of Day Reflection

Our brain is goal-oriented and pattern-seeking. Students need to be able to set goals and reflect on their learning. By having a clear procedure at the end of each day where we calm our bodies (through quiet music, visualization or simple yoga moves) and then ‘picture’ or ‘reflect’ on something specific about the day we are enhancing our students frontal lobe.  Teachers will have sample questions/pictures to use  as a support for this or they will build their own repertoire of questions specific to the class needs. A designated time to look over individual data folders and respond to specific questions will build on students reflective learning.