Olympic Middle School

OMS Mission: Ensure academic growth and social responsibility. Serving students in grades 6 and 7 in Shelton School District. Graduation Matters Shelton

 

Web Plans
December 5-9, 2011
Reading Focus: Using context clues for understanding vocabulary, supporting answers using details from the book, and creating a summary
Writing Focus: How to write a quality Introduction.
 
Writing
We will be working on introductions again this week.  The students will be looking at some examples of introductions and, using a rubric, scoring them.  The students will be asked on Monday to find an example of an introduction, as homework, and bring it to class by Wednesday.  We will then look at these examples and score them using the rubric.  After this the students will be writing their own introductions.  We will write practice introductions on both Wednesday and Thursday, and be assessed for the first time on Friday.  If you would like to see the rubric, scoring sheet and other materials we are using, look for them in the documents section.
Esperanza Rising
We will read the chapter, “Las Papas,” potatoes, pages 158-178.  Using this text we will continue to work on using context clues to determine vocabulary and supporting an opinion about an event in the book with details from the story.
Library
We will be going to the library for book check out this week.  Ms. Shrum’s and Mr. Case’s classes are going on Tuesday, Ms. Aisenberg’s class is scheduled on Wednesday.  The students are allowed to check out two books at a time.  We require one of the books to be a fiction chapter book in their lexile.  That is their work book to be used during their in-class silent sustained reading time and for their reading logs.  The other book can be whatever they want to read.
Lexile and SRI
We just took the SRI again, so be sure to ask your student how he/she did.  Most of the students went up which was great to see.  Our goal is to see each student go up 25 points or more each time we take the test.  We take the test at the beginning of each quarter.  We will next take it in late January.                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
The books in the library all have lexile numbers on them.  If the book they find is at their lexile to one hundred points above it, it is a book that will challenge the reader but not frustrate him/her.  They will improve their reading simply by enjoying a good book!
If the book comes from the OMS library, the lexile is usually on it.  You can check books you get from other sources by going to The Lexile Framework for Reading at http://www.lexile.com/fab/.  Paste this into your favorites for easy access.
If you have a question about lexile or the lexile level of your student, email or call your student’s teacher.
SSR / Reading Logs
SSR is silent sustained reading.  We will have SSR both Tuesday and Thursday this week.  The students will read in their novels for fifteen minutes and then spend five minutes writing a two to three sentence summary in their reading logs.  That will leave the students with three summaries and 70 minutes to read on their own this week.  Reading logs are given out each Monday at the beginning of class, and are due at the beginning of class the following week.  If your child lost theirs you can either get one from the document section on this site, or write it on notebook paper.

 

  
 
November 28-December 2, 2011
Reading Focus: Comprehension, summary
Writing Focus: Introductions
 
Writing
We will be working on introductions this week.  We will be looking at effective ways to introduce a paper and ineffective ways.  They will be writing the ineffective ways in their spirals with the international sign for not over them – a big red slash.  Then we will be looking at some examples of introductions and, using a rubric, scoring them.  After this build up we will write our first introduction.
 
Esperanza Rising
We will read the chapter, “Las Cireulas,” pages 139-157.  On Wednesday, we will have a comprehension assessment over the chapter.  The students will get their papers back next Tuesday, December 6th.  The assessment will have some multiple choice questions, a couple of vocabulary questions and conclude with their choice of two short answer questions.  They will answer one for a possible three points.
 
Lexile and SRI
We just took the SRI again, so be sure to ask your student how he/she did.  Most of the students went up which was great to see.                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            
The books in the library all have lexile numbers on them.  If the book they find is at their lexile to one hundred points above it, it is a book that will challenge the reader but not frustrate him/her.  They will improve their reading simply by enjoying a good book!
If the book comes from the OMS library, the lexile is usually on it.  You can check books you get from other sources by going to The Lexile Framework for Reading at http://www.lexile.com/fab/.  Paste this into your favorites for easy access.
If you have a question about lexile or the lexile level of your student, email or call your student’s teacher.
 
 
SSR / Reading Logs
SSR is silent sustained reading.  We will have SSR both Tuesday and Thursday this week.  The students will read in their novels for fifteen minutes and then spend five minutes writing a two to three sentence summary in their reading logs.  That will leave the students with three summaries and 70 minutes to read on their own this week.  Reading logs are given out each Monday at the beginning of class, and are due at the beginning of class the following week.  If your child lost theirs you can either get one from the document section on this site, or write it on notebook paper.
 

 

Web Plans
November 14-18, 2011
Reading Focus: Text features, main idea, summary
Writing Focus: Elaboration, prewriting
Writing
This week we are going to write our first Letter to Self.  This is an opportunity to take a snapshot in time – not to be looked at again for six years.  This is the first in a series of about five letters that will be given back to the students in the spring of their senior year of high school.  Each letter has a different focus, from friends to activities to family, etc. 
One writing focus for this letter will be prewriting.  The students will be doing a prewriting activity to get their thoughts together before starting.  We will be teaching the webbing method this week, so they will be able to use either it or the alphabetic taxonomy they learned last week to generate their ideas.  This prewrite will be scored for the grade book.
The second focus will be elaboration.  The students will be scored on how much they elaborate on their thoughts.  They will be able to choose their grade –
Here is how it will be assessed:
            To earn a “3” you must write 2 ½ complete pages. 
            To earn a “2.5” you must write 2 complete pages.
            To earn a “2” you must write 1 ½ complete pages.
            To earn a “1.5” you must write 1 complete page.
            To earn a “1” you must write ¾ of a page.
Text Features
The students will receive their text features III assessments back on Monday.  If they made a brochure, it will be back to them by Wednesday.  You can check all scores online at Family Access.  Ask at the office is you do not have this already.
Esperanza Rising
This week we will be finish reading “Los Cebollas,” pages 100-120.  We will use the descriptions of both the cabin Esperanza and crew land in and the camp to draw a schematic of the cabin and a map of the camp.  This will work on their comprehension skills.  We will then read “Las                                                                                                            Almendras,” pages 121-135.
Scholastic Reading Inventory and Lexile
We will be taking the SRI assessment Friday of this week (Case) or Monday (Aisenberg) or Tuesday (Shrum) of next week.  This is an important assessment to the students, because it determines what books they can read or not read for their reading logs.  They should get a good night’s sleep the night before the assessment and a good breakfast that morning for best performance.
Sixth grade lexile level is between about 820 and 1100.
Ask your student what their lexile is.  This is a number they should know.  They need to know it in order to find the right book.  If the book they find is at their lexile to one hundred points above it, it is a book that will challenge the reader but not frustrate him/her.  They will improve their reading simply by enjoying a good book!
If the book comes from the OMS library, the lexile is usually on it.  You can check books you get from other sources by going to The Lexile Framework for Reading at http://www.lexile.com/fab/.  Paste this into your favorites for easy access.
If you have a question about lexile or the lexile level of your student, email or call your student’s teacher.
SSR / Reading Logs
SSR is silent sustained reading.  We will have SSR both Tuesday and Thursday this week.  The students will read in their novels, at their lexile, for fifteen minutes and then spend five minutes writing a two to three sentence summary in their reading logs.  That will leave the students with three summaries and 70 minutes to read on their own this week.
 
Library
Our scheduled library time for next week, is either November 21st & 22nd.  Ms. Shrum’s and Mr. Case’s classes will be going to the library on Monday the 21st.  The students in Ms. Jones / Aisenberg’s classes will be going on Tuesday the 22nd.  The library is also open before school and at lunch.  The students can drop in, on their own, to check in/out and renew books at either of these times too.
 
 Students may wish to do a lexile search for books before going to the library.  This is an easy way to find the books they want.  They can do this from home by finding the Olympic Middle School web site, going to the library, clicking on Destiny and running a lexile search.  They can find out what books are in their lexile range, whether or not they are checked in, and read a summary about them – all from either home or school.
 
 

 

 
Web Plans
November 7-10, 2011
Reading Focus: Text features, main idea, summary
Writing Focus: Sustained writing,  prewriting
 
Writing
We will use our alphabetic taxonomy from last week to write a paragraph during our 10 minute write this week.  The taxonomy should help the students think of details as well as narrow their topic.
 
Esperanza Rising
We will be reading one chapter in Esperanza Rising this week.  We will read “Los Cebollas” pages 100 to 120.  This week the students will be testing their comprehension skills by drawing a schematic of the cabin Esperanza moves into and a map of the camp on the farm the cabin is located in using the descriptions written in the book.
Thursday we will be making yarn dolls in class.  If you have any yarn laying around the house you could donate it would be greatly appreciated.  We are doing this because there is a scene in the book when Esperanza’s mother makes a yarn doll for a little girl to try to make up for Esperanza’s rudeness to the girl.  Ask your son/daughter about it.
 
Lexile
Ask your student what their lexile is.  This is a number they should know.  They need to know it in order to find the right book.  If the book they find is at their lexile to one hundred points above it, it is a book that will challenge the reader but not frustrate him/her.  They will improve their reading simply by enjoying a good book!
If the book comes from the OMS library, the lexile is usually on it.  You can check books you get from other sources by going to The Lexile Framework for Reading at http://www.lexile.com/fab/.  Paste this into your favorites for easy access.
If you have a question about lexile or the lexile level of your student, email or call your student’s teacher.
 
Text Features
We will give our third assessment on text features on Wednesday.  We re-taught text features last week using a slightly different model.  The students filled out a graphic organizer about all different types of text and graphic features.  The graphic organizer had one column that told what the feature was, one that defined it, a third that told what its purpose was and a final column for an example generated by the student.  These are in their binders.   If the student scored a 3.5 or better on the last assessment, they are working on a historical brochure based on the United States in the 1930’s, the time frame of our book: Esperanza Rising.   You can find the brochure in the documents section of this site.
 Following are the state mandated goals we are focused on this week:
2.2.2 Apply understanding of printed and electronic text features to locate information and comprehend text. W
·        Locate information using grade-level appropriate text features.
·        Select, from multiple choices, the purpose of a specific text feature and/or information learned from a text feature.
·        Explain how specific text features help you understand a selection (e.g., how a chapter heading helps you think about the chapter, how boldface or italics signals a new term that can be found in the glossary).
The students that earned a 1.5 to 2.0 have one set of tasks, students that earned 2.5 to 3.0 will have another set of tasks, and the students that earned 3.5 to 4.0 will be working on an independent project.
 
SSR / Reading Logs
SSR is silent sustained reading.  We will have SSR both Tuesday and Thursday this week.  Tuesday is also library for Ms. Shrum’s and Mr. Case’s classes; Wednesday is library day for Ms. Aisenberg’s class.  The students will read in their novels, at their lexile,  for fifteen minutes and then spend five minutes writing a two to three sentence summary in their reading logs.  That will leave the students with three summaries and 70 minutes to read on their own this week.
 
Library
Our scheduled library time in class is this week, either November 8th and 10th.  Ms. Shrum’s and Mr. Case’s classes will be going to the library on Tuesday the 8th.  The students in Ms. Jones / Aisenberg’s classes will be going on Thursday the 10th.  The library is also open before school and at lunch.  The students can drop in, on their own, to check in/out and renew books at either of these times too.
 
 Students may wish to do a lexile search for books before going to the library.  This is an easy way to find the books they want.  They can do this from home by finding the Olympic Middle School web site, going to the library, clicking on Destiny and running a lexile search.  They can find out what books are in their lexile range, whether or not they are checked in, and read a summary about them – all from either home or school.
 
 
 
 

 

October 31 - November 4, 2011
This Week in Sixth Grade Literacy
Reading Focus: Text features, main idea, summary
Writing Focus: Sustained writing, editing, prewriting
 
Writing
We will be doing two ten minute writes this week focusing on proofreading; but before we begin writing, we will do a lesson on what it means to proofread.  We will work on reading critically for purpose.  We will read a paragraph that needs to be reworked and practice by finding what is wrong with it and re-writing that portion of the paragraph.
 Next, we will write our essay, writing continuously for ten minutes.  Then, we will go back and proofread.  The students will need to fix at least one sentence, changing the order or rewording the sentence to improve it.  They will underline this improved sentence before trading papers with another student for proofreading. 
Now, they will proofread another student’s essay offering thoughts about what makes it a strong essay and suggestions on how it could be improved.  They focus their comments on the proofreading changes the writer has made.
On Friday, we will work on pre-writing.  We will be teaching the students the alphabetic taxonomy method of generating and organizing their thoughts.
 
Esperanza Rising
We will be reading two chapters in Esperanza Rising this week.  We will read “Los Melones” pages 81-99, and “Los Cebollas” pages 100 to 120.  The students will be answering a comprehension question as their ticket out the door at the conclusion of each chapter.
 
Lexile
Ask your student what their lexile is.  This is a number they should know.  They need to know it in order to find the right book.  If the book they find is at their lexile to one hundred points above it, it is a book that will challenge the reader but not frustrate him/her.  They will improve their reading simply by enjoying a good book!
If the book comes from the OMS library, the lexile is usually on it.  You can check books you get from other sources by going to The Lexile Framework for Reading at http://www.lexile.com/fab/.  Paste this into your favorites for easy access.
If you have a question about lexile or the lexile level of your student, email or call your student’s teacher.
 
Text Features
The students will be continuing to work on their understanding of text features.  Following are the state mandated goals we are focused on this week:
2.2.2 Apply understanding of printed and electronic text features to locate information and comprehend text. W
·         Locate information using grade-level appropriate text features.
·         Select, from multiple choices, the purpose of a specific text feature and/or information learned from a text feature.
·         Explain how specific text features help you understand a selection (e.g., how a chapter heading helps you think about the chapter, how boldface or italics signals a new term that can be found in the glossary).
The students that earned a 1.5 to 2.0 have one set of tasks, students that earned 2.5 to 3.0 will have another set of tasks, and the students that earned 3.5 to 4.0 will be working on an independent project.
 
SSR / Reading Logs
SSR is silent sustained reading.  We will have SSR both Tuesday and Thursday this week.  The students will read in their novels for fifteen minutes and then spend five minutes writing a two to three sentence summary in their reading logs.  That will leave the students with three summaries and 70 minutes to read on their own this week.
 
Library
Our scheduled library time in class is next week, either November 8th and 9th.  Ms. Shrum’s and Mr. Case’s classes will be going to the library on Tuesday the 8th.  The students in Ms. Jones / Aisenberg’s classes will be going on Wednesday the 9th.  The library is also open before school and at lunch.  The students can drop in on their own to check in/out and renew books at either of these times too.
 
 Students may wish to do a lexile search for books before going to the library.  This is an easy way to find the books they want.  They can do this from home by finding the Olympic Middle School web site, going to the library,  clicking on Destiny and running a lexile search.  They can find out what books are in their lexile range, whether or not they are checked in, and read a summary about them – all from either home or school.
 
 
 
 

 

October 24-28, 2011
This Week in Sixth Grade Literacy
 
Short Week
This week, with the exception of Monday will be on a half day schedule.  The students will be released at 11:40 Tuesday through Friday.  Tuesday through Thursday will be conferences.  Monday is on a regular schedule.  During the half days, classes will each be about a half hour long.
 
Assessments Returned
We will be giving back and going over the results of the two assessments from last week.  The first was our second text feature assessment; the second was the second comprehension assessment, this one taken from the “Los Higos” (figs) chapter in our Esperanza Rising book.  The students will graph their results in the back of their spirals.
 
Conference Prep
We will spend a bit of time on Monday prepping for conferences.  Each student will have a sheet of paper with all their assessment scores on it (easyCBM, SRI and MSP) ready for their conference.  The in class assessments they have taken will go in the back of their spirals.   Be sure they show these to you during conferences.
 
Reading Logs
The reading logs will be collected from the previous week and passed out for this week on Monday.  There will be no SSR time provided in school this week because of the short schedule.  All reading and summaries will be homework, with the reading log due on Monday, October 31st at the beginning of class.
 
Writing
We will be writing three times this week using the ten minute writing format.  Monday we will write about moving and include one correctly written question.  Wednesday we will be writing about cuts, bruises, or broken bones and our focus will be to include one correctly written exclamatory sentence.
 
Esperanza Rising
We will be continuing to read our book, Esperanza Rising.  We will be reading from the chapter “Las Guayabas” (guavas), pages 58-80.
 
 
 

 

October 18-21, 2011
This Week in Sixth Grade Literacy
Reading Focus: We will be assessing text features and comprehension.
Writing Focus:  This week we will be continuing to work on how to write a summary and how to write continuously for a set period of time.
Assessments
We will be giving two assessments this week.  On Wednesday will be a text features assessment.  Thursday or Friday will be a comprehension assessment.  These are the second assessments in each of these areas.
Text Features -  If the students scored 3 or under on that assessment, we have continued to work on how to find things in text books using the table of contents and the index.  If they scored a 3.5 or better, they are working on application of their knowledge.  These students are creating a brochure on an historical event from the 1930s, which is when the book Esperanza Rising takes place.  These students will not be taking the assessment; their brochure score will take the place of that assessment score.
Comprehension –This assessment is based on the “Los Higos” chapter in our book, Esperanza Rising.  All questions will be from that chapter.
Lexile and Reading Logs
Summary – Literature book page 230
This is our weekly homework in Literacy.  They will always go out on Monday and be due on the following Monday as the students enter the classroom.  The reading logs require the students to read at least one hundred minutes in a novel that is at their lexile level.  The lexile is determined by the SRI (Scholastic Reading Inventory) we took recently. The books in our library here at OMS have been lexiled.  The newer books have the level written below the call number or author’s name on the spine of the book.  The rest have it in the first couple of pages in the book, written in ink at the top of the page.  You can check books you get from other sources by going to The Lexile Framework for Reading at http://www.lexile.com/fab/.  If you have a question about lexile or the lexile level of your student, email your teacher and we will provide you with the information you seek.
The reading log also requires the students to write a brief (two to three sentence) summary of what they have read.  They must fill in all five summaries, so they cannot simply read for one hundred minutes on Saturday and be done.  If your student loses theirs, or you wish to check out the letter (or print a new reading log to replace a lost one) you can find it in the Literacy documents section here on this site.
Some of the students are having a difficult time getting the reading logs turned on Monday.  If it is not in, we are giving them an opportunity work on it during the first fifteen minutes of each lunch time.  This is the only time we have during the day to help them.  They still get 20 minutes to eat their lunch, but it does make it a bit rushed.  The solution to getting full lunches is having homework done on time.  Any help you could give us will be greatly appreciated.
10 Minute Write
We did our first 10 minute write this week.  Here the students are asked to write on a subject for ten minutes straight.  We start off with pretty easy subjects just to get them writing, but we will go to more difficult subjects as the students become more comfortable with it. Our first subject was favorite things. We will also use this platform to teach some of our grammar.  Once again, we began easy; they started with including an identified complete sentence.  This too, will become more difficult as they get more comfortable with the writing.  We will be doing these on a regular basis from now on. 
 
 

 

October 3-7, 2011
This Week in Sixth Grade Literacy
Reading Focus: We will be learning to find the Main Idea in a passage.
Writing Focus:  This week we will be learning how to write a summary.
Assessments
We will be giving two assessments this week.  One will be over the material we learned about text features over the last two weeks, the other will be a comprehension assessment based on the first two chapters in our book, Esperanza Rising.  These assessments will tell us how well the students learned the material and what they need more work on.
Lexile and Reading Logs
Summary – Literature book page 230
Tuesday we will send home our first reading logs.  This is our weekly homework in Literacy.  Even though we are giving the first logs on Tuesday this week, they will normally go out on Monday.  They will always be due on the following Monday as the students enter the classroom.  The reading logs require the students to read at least one hundred minutes in a novel that is at their lexile level.  The lexile is determined by the SRI (Scholastic Reading Inventory) we took recently. The books in our library here at OMS have been lexiled.  The newer books have the level written below the call number or author’s name on the spine of the book.  The rest have it in the first couple of pages in the book, written in ink at the top of the page.  You can check books you get from other sources by going to The Lexile Framework for Reading at http://www.lexile.com/fab/.  If you have a question about lexile or the lexile level of your student, email your teacher and we will provide you with the information you seek.
The reading log requires the students to read their novel and write a brief (two to three sentence) summary of what they have read.  They must fill in all five summaries, so they cannot simply read for one hundred minutes on Saturday and be done.  There is a letter on the back of the log that explains all the requirements.  If your student loses theirs, or you wish to check out the letter (or print a new reading log to replace a lost one) you can find it in the Literacy documents section.
Main Idea and Summary
We are working with main idea and summary in class this week.  The students will be reading paragraphs, discussing with their groups and then writing what they think the main idea is in a two to three sentence summary.  We will continue to work on this skill throughout the month.  This is the same skill they will use to write their summaries in their reading logs.
 

 

September 26-30, 2011

 

Reading focuses of the week: Text features, Author’s Purpose and Vocabulary
 
Esperanza Rising – We are going to begin reading and working with this novel this week.  We will be reading and using it as the core for our activities until around Thanksgiving break.  Below are the activities Esperanza has inspired for us.
 
Text Features - This week we will be beginning with a map of the state of Washington.  We will be discussing the features in the key; city and highway sizes, symbols for fishing, state parks, etc., how to use the index and grid system to find places on the map as well as how to find driving distances from one city to another on the Minimum Driving Distances chart.
We will also get a black line map of Western North America that we can use to plot the places in the books we are reading.  We will set the map, creating a couple of text features, a spot for a key and a compass rose.  The first places we will put on the map are Aguascalientes, Mexico (where the book Esperanza Rising begins) and Shelton, where, of course, we are located.
 
Vocabulary – there is some great vocabulary from the book we will be starting out with.  You will find it listed at the end of this section.  We will be finding antonyms and synonyms for each of the words if they are available.
 
crochet   inspiration   grandeur   recollections   prominent   circumstances   immigrated  
We will talk about communal and jamaicas
 

 

Author’s Purpose – The author’s purpose is the answer to the question, “Why did the author write this book, story, or include this section in the book?” Sometimes a bit of history about the author is necessary to do this.  Therefore,  we will start the book not on Chapter One, but on the Author’s Note in the back of the book.  Here, Pam Munoz Ryan, the book’s author, writes about her grandmother, Esperanza Ortega, who the novel is loosely based on.  When we finish reading this note, we will ask the students why they thing she wrote this book.  It will be a bit of a prediction, as well as an inference about the author’s motives.  It will give us something to come back to as we read.

 

This Week in Literacy
September 19-23, 2011
 
Scholastic Reading Inventory (SRI)
The students are taking the SRI this week.  This is a reading assessment that lets us know what specific level the student is reading at.  The books in the library are aligned with the levels the students receive in the assessment.  We are able better able to target books for them that will stretch their reading limitations a bit, but not frustrate them.  All the students will be taking this assessment either Monday or Tuesday.
 
Text Features Week
We are introducing and working with text features this week.  Text features are the parts in text and reference books that either help you to find information or help you to better understand the information being presented.  Here are some examples of text features.


o title page
o headings
o bolded or highlighted words
o vocabulary boxes
o main idea boxes
o glossaries
o graphics (pictures, graphs, charts, etc.)
o table of contents
o review questions
o index
o atlas
o chapter titles
 
 
We will be doing a variety of activities this week, either discovering what text features are or putting them to use for one purpose or another.  The following is list of our week’s activities.
Discovering Text Features
The students will be making lists of text features in each of three different text books, and using these lists to create Venn diagrams showing what the three books have in common.  They will use one of our Social Studies textbooks, our Literature book and the book we use to teach grammar.
Write Source 2000 Scavenger Hunt
The students will be given a scavenger hunt paper (a list of clues to follow) to find specific items in the book.  They will need to use the text features of the book to find each of these items.
 
 
The Friends of Kwan Ming
Here, the students will use the text features in the story to make a prediction about what the story will be about.  They will write their prediction down and then read the story, analyzing how closely the story follows their prediction.  After they finish reading the story, they will write about their prediction; were led astray in making their predictions by the text features; why did that happen?   If they were correct about their prediction, what text feature clues did they pick up that led them to that conclusion?
Washington State Map
The students will be learning about the text and graphic features included in maps.  They will learn the symbols used to describe the sizes of cities, highways and how big they are, etc.  We will also practice using the grid system on the map and begin plotting routes to different places, making some estimates about distances traveled using the map scale, yet another text feature.
 
 
 
Week of September 12-16, 2011
 
In a Million Words or Less
Parents, we want to thank you if you have already turned in your homework assignment.  The information you give us immeasurable and we are grateful for your cooperation. Each letter gives us some insight as to how to work with your child, information that might have taken us weeks, perhaps months, to figure out. If you have not submitted your assignment, there is still time, and we will look forward to reading it. You can send it back in hard copy (with your student) or email it to us. Here are our email addresses:
 
Boot Camp
Olympic Middle School is in the middle of “Boot Camp”. We are spending the first hour of each day with our Advisory Class, traveling throughout the building, and learning about our Power Standards. Our Power Standards are our school wide expectations on how we treat each other.
                P = Pride
                O = Ownership
                W = Warmth
                E = Encouragement
                R = Respect
 
“The Sound of Summer Running”
We read the story in class on Monday, discussing it as we went along. Now the students are working on designing a shoe of the future. They are including “Text Features” as they explain how their shoe works. If the student doesn’t complete it by the end of class on Friday, they will be bringing it home for homework. These shoes will be displayed in our classrooms all year long, so look forward to seeing them when you come to visit or during conferences.
 
easyCBM
All sixth graders will be taking the easyCBM test this week. This reading test will provide information about the student’s fluency, comprehension and vocabulary. This information will drive our curriculum and how we serve your child during the year.
 

 

 

 

 
 

 

 

 

​​The Shelton School District does not discriminate in any programs or activities on the basis of sex, race, creed, religion, color, national origin, age, veteran or military status, sexual orientation, gender expression or identity, disability, or the use of a trained dog guide or service animal and provides equal access to the Boy Scouts and other designated youth groups. The following employee has been designated to handle questions and complaints of alleged discrimination: Linda Arnold, Director of Human Resources. 360-426-1687. 700 S. 1st Street; Shelton, WA 98584. Complaint procedure can be found on this website under Board Policy #3210 (students) and #5010 (employees).