Pellin's Post

2011-05-28T08:27:00.007-05:00

Mrs. Pellin's Post
May 31st to June 7th

I would like to express my sincere thanks to District 66, the IDE family, the parents, and my wonderful students for the best ten years that any teacher ask for. It has been very rewarding to watch the growth that each of my students have made and the effort they have put forth. I hope to keep in touch with all of you and I look forward to being a substitute teacher starting January 2012. THANK YOU!

Kindergarten: The students will be learning how to write the capital letters "U," "V," "W," "X," "Y," and "Z" correctly. We will continue to review the letter sounds.

I will be administering all of the end of the year assessments with my students.

I will also be using an intervention called "GATE (Group and Tutoring Edition)" with the first grade students. This intervention extends the Read Naturally strategy to improve phonics and fluency skills in small group situations. The fluency skills are improved by the following: 1. Developing phonemic awareness of the letter sounds in words. 2. Developing the phonemic awareness of blending sounds in words. 3. Strengthening the proficiency with the sounds of the letters. 4. Teaching to decode short, phonetically regular words. 5. Building fluency in decoding. 6. Spelling short, phonetically regular words. By combining phonics instruction with the fluency building GATE for Phonics accelerates the reading achievement of beginning readers.
Center Cass School District # 66 has implemented an Illinois State Board of Education (ISBE) mandate, Response To Intervention (RTI). RTI is an array of procedures that can be used to determine if and how students respond to specific changes in instruction. RTI provides an improved process and instruction for school teams in designing and implementing educational interventions.

2011-05-21T08:48:00.006-05:00

Mrs. Pellin's Post
May 23rd to May 27th

The RTI program applies interventions carefully designed to meet the specific needs of each student. Each week I will reinforce the reading and writing skills taught in the first and second grade core curriculum. We will focus on vocabulary, comprehension, high-frequency words and phonics skills associated with the stories that are read in the students' classrooms.

Kindergarten: The students will be learning how to write the capital letters "P," "Q," "R," "S," and "T" correctly. We will continue to review the letter sounds.

First Grade: The students will be reading a story about a boy and a girl in a family who want to buy scooters. We will write about and discuss how the parents think the children should do jobs around the house to earn the scooters.

I will also be using an intervention called "GATE (Group and Tutoring Edition)" with the first grade students. This intervention extends the Read Naturally strategy to improve phonics and fluency skills in small group situations. The fluency skills are improved by the following: 1. Developing phonemic awareness of the letter sounds in words. 2. Developing the phonemic awareness of blending sounds in words. 3. Strengthening the proficiency with the sounds of the letters. 4. Teaching to decode short, phonetically regular words. 5. Building fluency in decoding. 6. Spelling short, phonetically regular words. By combining phonics instruction with the fluency building GATE for Phonics accelerates the reading achievement of beginning readers.

Center Cass School District # 66 has implemented an Illinois State Board of Education (ISBE) mandate, Response To Intervention (RTI). RTI is an array of procedures that can be used to determine if and how students respond to specific changes in instruction. RTI provides an improved process and instruction for school teams in designing and implementing educational interventions.

2011-05-11T18:51:00.000-05:00

Mrs. Pellin's Post
May 16th to May 20th

The RTI program applies interventions carefully designed to meet the specific needs of each student. Each week I will reinforce the reading and writing skills taught in the first and second grade core curriculum. We will focus on vocabulary, comprehension, high-frequency words and phonics skills associated with the stories that are read in the students' classrooms.

Kindergarten: The students will be learning how to write the capital letters "G," "H," "I," "J," "K," "M," and "N" correctly. We will continue to review the letter sounds.

First Grade: The students will be reading a story about a boy and a girl having a hard time making a decision about what kind of birthday present to buy their friends. The children will discuss the sequence of events in the story and write and describe the decision that the boy and girl made.

I will also be using an intervention called "GATE (Group and Tutoring Edition)" with the first grade students. This intervention extends the Read Naturally strategy to improve phonics and fluency skills in small group situations. The fluency skills are improved by the following: 1. Developing phonemic awareness of the letter sounds in words. 2. Developing the phonemic awareness of blending sounds in words. 3. Strengthening the proficiency with the sounds of the letters. 4. Teaching to decode short, phonetically regular words. 5. Building fluency in decoding. 6. Spelling short, phonetically regular words. By combining phonics instruction with the fluency building GATE for Phonics accelerates the reading achievement of beginning readers.

Center Cass School District # 66 has implemented an Illinois State Board of Education (ISBE) mandate, Response To Intervention (RTI). RTI is an array of procedures that can be used to determine if and how students respond to specific changes in instruction. RTI provides an improved process and instruction for school teams in designing and implementing educational interventions.

2011-05-05T18:27:00.005-05:00

Mrs. Pellin's Post
May 9th to May 13th

The RTI program applies interventions carefully designed to meet the specific needs of each student. Each week I will reinforce the reading and writing skills taught in the first and second grade core curriculum. We will focus on vocabulary, comprehension, high-frequency words and phonics skills associated with the stories that are read in the students' classrooms.

Kindergarten: The students will be reviewing letter recognition and letter sounds for the entire alphabet. Students will be asked to view a picture card and then say the letter name and associated letter sound.
First Grade: The students will be reading a story about a dog who runs away and is very sad when he can't find his home again. We will discuss the problem and solution of this story. Then we will write about how the dog is reunited with his family.

I will also be using an intervention called "GATE (Group and Tutoring Edition)" with the first grade students. This intervention extends the Read Naturally strategy to improve phonics and fluency skills in small group situations. The fluency skills are improved by the following: 1. Developing phonemic awareness of the letter sounds in words. 2. Developing the phonemic awareness of blending sounds in words. 3. Strengthening the proficiency with the sounds of the letters. 4. Teaching to decode short, phonetically regular words. 5. Building fluency in decoding. 6. Spelling short, phonetically regular words. By combining phonics instruction with the fluency building GATE for Phonics accelerates the reading achievement of beginning readers.

Center Cass School District # 66 has implemented an Illinois State Board of Education (ISBE) mandate, Response To Intervention (RTI). RTI is an array of procedures that can be used to determine if and how students respond to specific changes in instruction. RTI provides an improved process and instruction for school teams in designing and implementing educational interventions.

2011-04-30T07:42:00.007-05:00

Mrs. Pellin's Post
May 2nd to May 6th

The RTI program applies interventions carefully designed to meet the specific needs of each student. Each week I will reinforce the reading and writing skills taught in the first and second grade core curriculum. We will focus on vocabulary, comprehension, high-frequency words and phonics skills associated with the stories that are read in the students' classrooms.

Kindergarten: The students will be reviewing letter recognition and letter sounds for the entire alphabet. Students will be asked to view a picture card and then say the letter name and associated letter sound.

First Grade: The students will be reading a story about a family moving into a new house. We will discuss how the family makes new friends in their new neighborhood. We will write about how each of us can make a new student feel welcome in our school. We will continue to work on both sight and vocabulary words.

I will also be using an intervention called "GATE (Group and Tutoring Edition)" with the first grade students. This intervention extends the Read Naturally strategy to improve phonics and fluency skills in small group situations. The fluency skills are improved by the following: 1. Developing phonemic awareness of the letter sounds in words. 2. Developing the phonemic awareness of blending sounds in words. 3. Strengthening the proficiency with the sounds of the letters. 4. Teaching to decode short, phonetically regular words. 5. Building fluency in decoding. 6. Spelling short, phonetically regular words. By combining phonics instruction with the fluency building GATE for Phonics accelerates the reading achievement of beginning readers.

Center Cass School District # 66 has implemented an Illinois State Board of Education (ISBE) mandate, Response To Intervention (RTI). RTI is an array of procedures that can be used to determine if and how students respond to specific changes in instruction. RTI provides an improved process and instruction for school teams in designing and implementing educational interventions.

2011-04-22T19:32:00.004-05:00

Mrs. Pellin's Post
April 25th to April 29th

Open House will be Thursday night, April 28th. The children are excited to show you their reading binders and special projects that they have completed.

The RTI program applies interventions carefully designed to meet the specific needs of each student. Each week I will reinforce the reading and writing skills taught in the first and second grade core curriculum. We will focus on vocabulary, comprehension, high-frequency words and phonics skills associated with the stories that are read in the students' classrooms.

The RTI team will be benchmarking the kindergarden students and first grade students this week.

I will also be using an intervention called "GATE (Group and Tutoring Edition)" with the first grade students. This intervention extends the Read Naturally strategy to improve phonics and fluency skills in small group situations. The fluency skills are improved by the following: 1. Developing phonemic awareness of the letter sounds in words. 2. Developing the phonemic awareness of blending sounds in words. 3. Strengthening the proficiency with the sounds of the letters. 4. Teaching to decode short, phonetically regular words. 5. Building fluency in decoding. 6. Spelling short, phonetically regular words. By combining phonics instruction with the fluency building GATE for Phonics accelerates the reading achievement of beginning readers.

Center Cass School District # 66 has implemented an Illinois State Board of Education (ISBE) mandate, Response To Intervention (RTI). RTI is an array of procedures that can be used to determine if and how students respond to specific changes in instruction. RTI provides an improved process and instruction for school teams in designing and implementing educational interventions.

2011-04-15T09:38:00.003-05:00

Mrs. Pellin's Post

April 18th to April 21st

Kindergarten: Kindergarten students continue doing a reading intervention called "Wilson Fundations" this week. We are working on letter recognition, letter sounds, and learning how to write each letter. This week we will concentrate on the vowels "x"and "y." First grade: This week the lesson will continue to reinforce the baby chick unit being taught in the first grade classrooms. We will be making complete sentences from word lists that describe facts about baby chicks. We will read and discuss the many parts of a chicken's egg.

I will also be using an intervention called "GATE (Group and Tutoring Edition)" with the first grade students. This intervention extends the Read Naturally strategy to improve phonics and fluency skills in small group situations. The fluency skills are improved by the following: 1. Developing phonemic awareness of the letter sounds in words. 2. Developing the phonemic awareness of blending sounds in words. 3. Strengthening the proficiency with the sounds of the letters. 4. Teaching to decode short, phonetically regular words. 5. Building fluency in decoding. 6. Spelling short, phonetically regular words. By combining phonics instruction with the fluency building GATE for Phonics accelerates the reading achievement of beginning readers. Center Cass School District # 66 has implemented an Illinois State Board of Education (ISBE) mandate, Response To Intervention (RTI). RTI is an array of procedures that can be used to determine if and how students respond to specific changes in instruction. RTI provides an improved process and instruction for school teams in designing and implementing educational interventions.

2011-04-09T08:26:00.009-05:00

Mrs. Pellin's Post

April 11th to April 15th

Kindergarten: Kindergarten students continue doing a reading intervention called "Wilson Fundations" this week. We are working on letter recognition, letter sounds, and learning how to write each letter. This week we will concentrate on the vowels "qu"and "z." First grade: This week the lesson will continue to reinforce the baby chick unit being taught in the first grade classrooms. We will be making complete sentences from word lists that describe facts about baby chicks. We will read and discuss the many parts of a chicken's egg.

2011-03-25T19:24:00.009-05:00

Mrs. Pellin's Post
April 4th to April 8th

The RTI program applies interventions carefully designed to meet the specific needs of each student. Each week I will reinforce the reading and writing skills taught in the first and second grade core curriculum. We will focus on vocabulary, comprehension, high-frequency words and phonics skills associated with the stories that are read in the students' classrooms.
Kindergarten: Kindergarten students continue doing a reading intervention called "Wilson Fundations" this week. We are working on letter recognition, letter sounds, and learning how to write each letter. This week we will concentrate on the vowels "V"and "W."
First grade: This week the lesson will reinforce the baby chick unit being taught in the first grade classrooms. We will be reading a poem called Egg Me On! The students will also work on the chick spelling words. The students will write about the birth stages of a baby chick.

I will also be using an intervention called "GATE (Group and Tutoring Edition)" with the first grade students. This intervention extends the Read Naturally strategy to improve phonics and fluency skills in small group situations. The fluency skills are improved by the following:

1. Developing phonemic awareness of the letter sounds in words.
2. Developing the phonemic awareness of blending sounds in words.
3. Strengthening the proficiency with the sounds of the letters.
4. Teaching to decode short, phonetically regular words.
5. Building fluency in decoding.
6. Spelling short, phonetically regular words.

By combining phonics instruction with the fluency building GATE for Phonics accelerates the reading achievement of beginning readers.

Center Cass School District # 66 has implemented an Illinois State Board of Education (ISBE) mandate, Response To Intervention (RTI). RTI is an array of procedures that can be used to determine if and how students respond to specific changes in instruction. RTI provides an improved process and instruction for school teams in designing and implementing educational interventions.

2011-03-18T19:49:00.005-05:00

Mrs. Pellin's Post
March 21st to March 25th

The RTI program applies interventions carefully designed to meet the specific needs of each student. Each week I will reinforce the reading and writing skills taught in the first and second grade core curriculum. We will focus on vocabulary, comprehension, high-frequency words and phonics skills associated with the stories that are read in the students' classrooms.

First grade: The first grade students will be reading a story about Johnny Appleseed. The children will discuss and write about Johnny's adventures as he travelled west planting apple trees. The children will learn the steps involved in planting a tree.

I will also be using an intervention called "GATE (Group and Tutoring Edition)" with the first grade students. This intervention extends the Read Naturally strategy to improve phonics and fluency skills in small group situations. The fluency skills are improved by the following:

1. Developing phonemic awareness of the letter sounds in words.
2. Developing the phonemic awareness of blending sounds in words.
3. Strengthening the proficiency with the sounds of the letters.
4. Teaching to decode short, phonetically regular words.
5. Building fluency in decoding.
6. Spelling short, phonetically regular words.

By combining phonics instruction with the fluency building GATE for Phonics accelerates the reading achievement of beginning readers.

Center Cass School District # 66 has implemented an Illinois State Board of Education (ISBE) mandate, Response To Intervention (RTI). RTI is an array of procedures that can be used to determine if and how students respond to specific changes in instruction. RTI provides an improved process and instruction for school teams in designing and implementing educational interventions.

2011-03-11T19:45:00.006-06:00

Mrs. Pellin's Post
March 14th to March 18th

The RTI program applies interventions carefully designed to meet the specific needs of each student. Each week I will reinforce the reading and writing skills taught in the first and second grade core curriculum. We will focus on vocabulary, comprehension, high-frequency words and phonics skills associated with the stories that are read in the students' classrooms.

Kindergarten: Kindergarten students continue doing a reading intervention called "Wilson Fundations" this week. We are working on letter recognition, letter sounds, and learning how to write each letter. This week we will concentrate on the vowels "L," "H," and "K."

First grade: The first grade students will be reading a story called Butterfly. The children will discuss and write about thelifecycle of the butterfly.

2011-03-03T17:03:00.005-06:00

Mrs. Pellin's Post
March 8th to March 11th

The RTI program applies interventions carefully designed to meet the specific needs of each student. Each week I will reinforce the reading and writing skills taught in the first and second grade core curriculum. We will focus on vocabulary, comprehension, high-frequency words and phonics skills associated with the stories that are read in the students' classrooms.

Kindergarten: Kindergarten students continue doing a reading intervention called "Wilson Fundations" this week. We are working on letter recognition, letter sounds, and learning how to write each letter. This week we will concentrate on the vowels "E" and "U."

First grade: The first grade students will be reading a story called Hello Little Chick. The children will discuss and write about the stages of a chicks birth. This correlates with a major first grade baby chick project that will take place in their classroom.

I will also be using an intervention called "GATE (Group and Tutoring Edition)" with the first grade students. This intervention extends the Read Naturally strategy to improve phonics and fluency skills in small group situations. The fluency skills are improved by the following:

1. Developing phonemic awareness of the letter sounds in words.
2. Developing the phonemic awareness of blending sounds in words.
3. Strengthening the proficiency with the sounds of the letters.
4. Teaching to decode short, phonetically regular words.
5. Building fluency in decoding.
6. Spelling short, phonetically regular words.

By combining phonics instruction with the fluency building GATE for Phonics accelerates the reading achievement of beginning readers.

Center Cass School District # 66 has implemented an Illinois State Board of Education (ISBE) mandate, Response To Intervention (RTI). RTI is an array of procedures that can be used to determine if and how students respond to specific changes in instruction. RTI provides an improved process and instruction for school teams in designing and implementing educational interventions.

2011-02-27T09:08:00.006-06:00

Mrs. Pellin's Post
February 28th to March 3rd

The RTI program applies interventions carefully designed to meet the specific needs of each student. Each week I will reinforce the reading and writing skills taught in the first and second grade core curriculum. We will focus on vocabulary, comprehension, high-frequency words and phonics skills associated with the stories that are read in the students' classrooms.

Kindergarten: Kindergarten students continue doing a reading intervention called "Wilson Fundations" this week. We are working on letter recognition, letter sounds, and learning how to write each letter. This week we will concentrate on the vowels "E" and "U."

First grade: The first grade students will be reading a story called Planting Beans and Beets. The children will discuss and write about the steps needed to plant these vegetables.

I will also be using an intervention called "GATE (Group and Tutoring Edition)" with the first grade students. This intervention extends the Read Naturally strategy to improve phonics and fluency skills in small group situations. The fluency skills are improved by the following:

1. Developing phonemic awareness of the letter sounds in words.
2. Developing the phonemic awareness of blending sounds in words.
3. Strengthening the proficiency with the sounds of the letters.
4. Teaching to decode short, phonetically regular words.
5. Building fluency in decoding.
6. Spelling short, phonetically regular words.

By combining phonics instruction with the fluency building GATE for Phonics accelerates the reading achievement of beginning readers.

Center Cass School District # 66 has implemented an Illinois State Board of Education (ISBE) mandate, Response To Intervention (RTI). RTI is an array of procedures that can be used to determine if and how students respond to specific changes in instruction. RTI provides an improved process and instruction for school teams in designing and implementing educational interventions.

2011-02-20T10:40:00.007-06:00

Mrs. Pellin's Post
February 22nd to February 25th

The RTI program applies interventions carefully designed to meet the specific needs of each student. Each week I will reinforce the reading and writing skills taught in the first and second grade core curriculum. We will focus on vocabulary, comprehension, high-frequency words and phonics skills associated with the stories that are read in the students' classrooms.

Kindergarten: Kindergarten students continue doing a reading intervention called "Wilson Fundations" this week. We are working on letter recognition, letter sounds, and learning how to write each letter. This week we will concentrate on the letters "D" and "S."

First grade: The first grade students will be reading a story called If You Give a Pig a Pancake. The children will discuss how one event leads to a sequence of many events. Then the children will write about all the things that happened to the pig after he was given a pancake.

I will also be using an intervention called "GATE (Group and Tutoring Edition)" with the first grade students. This intervention extends the Read Naturally strategy to improve phonics and fluency skills in small group situations. The fluency skills are improved by the following:

1. Developing phonemic awareness of the letter sounds in words.
2. Developing the phonemic awareness of blending sounds in words.
3. Strengthening the proficiency with the sounds of the letters.
4. Teaching to decode short, phonetically regular words.
5. Building fluency in decoding.
6. Spelling short, phonetically regular words.

By combining phonics instruction with the fluency building GATE for Phonics accelerates the reading achievement of beginning readers.

Center Cass School District # 66 has implemented an Illinois State Board of Education (ISBE) mandate, Response To Intervention (RTI). RTI is an array of procedures that can be used to determine if and how students respond to specific changes in instruction. RTI provides an improved process and instruction for school teams in designing and implementing educational interventions.

2011-02-11T20:09:00.010-06:00

Mrs. Pellin's Post
February 14th to February 18th

Happy Valentines Day!

2011-02-05T08:39:00.010-06:00

Mrs. Pellin's Post
February 7th to February 11th

The RTI program applies interventions carefully designed to meet the specific needs of each student. Each week I will reinforce the reading and writing skills taught in the first and second grade Houghton Mifflin core curriculum. We will focus on vocabulary, comprehension, high-frequency words and phonics skills associated with the stories that are read in the students' classrooms.

Kindergarten: Kindergarten students continue doing a reading intervention called "Wilson Fundations" this week. We are working on letter recognition, letter sounds, and learning how to write each letter. This week we will concentrate on the letters "I" and "R."

First grade: The first grade students will be reading a story called The Bike Trip. In this story a girl helps her friend who encounters a problem while riding his bike. The students will discuss and write about the problem in the story and how it is solved.

I will also be using an intervention called "GATE (Group and Tutoring Edition)" with the first grade students. This intervention extends the Read Naturally strategy to improve phonics and fluency skills in small group situations. The fluency skills are improved by the following:

1. Developing phonemic awareness of the letter sounds in words.
2. Developing the phonemic awareness of blending sounds in words.
3. Strengthening the proficiency with the sounds of the letters.
4. Teaching to decode short, phonetically regular words.
5. Building fluency in decoding.
6. Spelling short, phonetically regular words.

By combining phonics instruction with the fluency building GATE for Phonics accelerates the reading achievement of beginning readers.

Center Cass School District # 66 has implemented an Illinois State Board of Education (ISBE) mandate, Response To Intervention (RTI). RTI is an array of procedures that can be used to determine if and how students respond to specific changes in instruction. RTI provides an improved process and instruction for school teams in designing and implementing educational interventions.

2011-01-28T19:59:00.013-06:00

Mrs. Pellin's Post
January 31st to February 4th

The RTI program applies interventions carefully designed to meet the specific needs of each student. Each week I will reinforce the reading and writing skills taught in the first and second grade Houghton Mifflin core curriculum. We will focus on vocabulary, comprehension, high-frequency words and phonics skills associated with the stories that are read in the students' classrooms.

Kindergarten: Kindergarten students are doing a reading intervention called "Wilson Fundations" this week. We are working on letter recognition, letter sounds, and learning how to write each letter. This week we will concentrate on the letters "C" and "A."

First grade: The first grade students will be reading a story called Looking for Frogs. The students will make predictions about where they think frogs might live. After we read the story, the students will write about their favorite place to find frogs. We will also discuss what non-fiction books are and we will read about rain forest facts including information about the red eyed tree frog.

I will also be using an intervention called "GATE (Group and Tutoring Edition)" with the first and second grade students. This intervention extends the Read Naturally strategy to improve phonics and fluency skills in small group situations. The fluency skills are improved by the following:

1. Developing phonemic awareness of the letter sounds in words.
2. Developing the phonemic awareness of blending sounds in words.
3. Strengthening the proficiency with the sounds of the letters.
4. Teaching to decode short, phonetically regular words.
5. Building fluency in decoding.
6. Spelling short, phonetically regular words.

By combining phonics instruction with the fluency building GATE for Phonics accelerates the reading achievement of beginning readers.

Center Cass School District # 66 has implemented an Illinois State Board of Education (ISBE) mandate, Response To Intervention (RTI). RTI is an array of procedures that can be used to determine if and how students respond to specific changes in instruction. RTI provides an improved process and instruction for school teams in designing and implementing educational interventions.

2011-01-18T18:09:00.012-06:00

Mrs. Pellin's Post
January 24th to January 28th

The RTI program applies interventions carefully designed to meet the specific needs of each student. Each week I will reinforce the reading and writing skills taught in the first and second grade Houghton Mifflin core curriculum. We will focus on vocabulary, comprehension, high-frequency words and phonics skills associated with the stories that are read in the students' classrooms.

This week the Elizabeth Ide staff and students will be concentrating on the Response to Intervention called PBIS (Positive Behavior Intervention and Supports). I will be visiting classrooms with another teacher and we will demonstrate by role playing positive behavior. We will show positive behavior traits for the IMC, indoor recess, the bus line, and the bathroom. After our role playing the students will have the opportunity to comment on both positive and negative aspects of our behavior.

I will also be using an intervention called "GATE (Group and Tutoring Edition)" with the first and second grade students. This intervention extends the Read Naturally strategy to improve phonics and fluency skills in small group situations. The fluency skills are improved by the following:

1. Developing phonemic awareness of the letter sounds in words.
2. Developing the phonemic awareness of blending sounds in words.
3. Strengthening the proficiency with the sounds of the letters.
4. Teaching to decode short, phonetically regular words.
5. Building fluency in decoding.
6. Spelling short, phonetically regular words.

By combining phonics instruction with the fluency building GATE for Phonics accelerates the reading achievement of beginning readers.

Center Cass School District # 66 has implemented an Illinois State Board of Education (ISBE) mandate, Response To Intervention (RTI). RTI is an array of procedures that can be used to determine if and how students respond to specific changes in instruction. RTI provides an improved process and instruction for school teams in designing and implementing educational interventions.

2011-01-13T19:45:00.008-06:00

Mrs. Pellin's Post
January 17th to January 21st

The RTI program applies interventions carefully designed to meet the specific needs of each student. Each week I will reinforce the reading and writing skills taught in the first and second grade Houghton Mifflin core curriculum. We will focus on vocabulary, comprehension, high-frequency words and phonics skills associated with the stories that are read in the students' classrooms.

Kindergarten: Kindergarten students began a reading intervention called "Wilson Fundations" this week. In the coming weeks we will focus on the phonics aspects of this intervention. We are working on letter recognition, letter sounds, and learning how to write each letter. This week we concentrated on the letters "t," "b," and "f." Next week we will concentrate on the letters "m" and "n."
First grade: The first grade students will be receiving a benchmark test this week to monitor their progress in reading.

I will also be using an intervention called "GATE (Group and Tutoring Edition)" with the first and second grade students. This intervention extends the Read Naturally strategy to improve phonics and fluency skills in small group situations. The fluency skills are improved by the following:

1. Developing phonemic awareness of the letter sounds in words.
2. Developing the phonemic awareness of blending sounds in words.
3. Strengthening the proficiency with the sounds of the letters.
4. Teaching to decode short, phonetically regular words.
5. Building fluency in decoding.
6. Spelling short, phonetically regular words.

By combining phonics instruction with the fluency building GATE for Phonics accelerates the reading achievement of beginning readers.

Center Cass School District # 66 has implemented an Illinois State Board of Education (ISBE) mandate, Response To Intervention (RTI). RTI is an array of procedures that can be used to determine if and how students respond to specific changes in instruction. RTI provides an improved process and instruction for school teams in designing and implementing educational interventions.

2011-01-06T17:54:00.004-06:00

Mrs. Pellin's Post
January 10th to January 14th

The RTI program applies interventions carefully designed to meet the specific needs of each student. Each week I will reinforce the reading and writing skills taught in the first and second grade Houghton Mifflin core curriculum. We will focus on vocabulary, comprehension, high-frequency words and phonics skills associated with the stories that are read in the students' classrooms.

First grade: The first grade students will be reading a story about a boy learning how to use a map. The boy uses a map of his town to try to discover new places to visit. The students will write about the different attractions the boy found on the map. The students will also draw a map of their bedroom. We will work on word sorts for the short "a" vowel sound. The students will sort words into columns with the "at," "as," "an," and "ap" endings.

I will also be using an intervention called "GATE (Group and Tutoring Edition)" with the first and second grade students. This intervention extends the Read Naturally strategy to improve phonics and fluency skills in small group situations. The fluency skills are improved by the following:

1. Developing phonemic awareness of the letter sounds in words.
2. Developing the phonemic awareness of blending sounds in words.
3. Strengthening the proficiency with the sounds of the letters.
4. Teaching to decode short, phonetically regular words.
5. Building fluency in decoding.
6. Spelling short, phonetically regular words.

By combining phonics instruction with the fluency building GATE for Phonics accelerates the reading achievement of beginning readers.

2010-12-17T18:56:00.003-06:00

Mrs. Pellin's Post
January 3rd to January 7th

Happy New Year!

The RTI program applies interventions carefully designed to meet the specific needs of each student. Each week I will reinforce the reading and writing skills taught in the first and second grade Houghton Mifflin core curriculum. We will focus on vocabulary, comprehension, high-frequency words and phonics skills associated with the stories that are read in the students' classrooms.

First grade: The first grade students will be reading a story titled A Dog Called Pup. The students will retell the story out loud and talk about the silly adventures that Pup encountered. The students will write a description about their favorite adventure that Pup experienced. We will work on word sorts for the short "u" vowel sound. The students will sort words into columns with the "ug," "ut," and "un" endings.

I will also be using an intervention called "GATE (Group and Tutoring Edition)" with the first and second grade students. This intervention extends the Read Naturally strategy to improve phonics and fluency skills in small group situations. The fluency skills are improved by the following:

1. Developing phonemic awareness of the letter sounds in words.
2. Developing the phonemic awareness of blending sounds in words.
3. Strengthening the proficiency with the sounds of the letters.
4. Teaching to decode short, phonetically regular words.
5. Building fluency in decoding.
6. Spelling short, phonetically regular words.

By combining phonics instruction with the fluency building GATE for Phonics accelerates the reading achievement of beginning readers.

2010-12-09T19:15:00.005-06:00

Mrs. Pellin's Post
December 13th to December 17th

Have a wonderful and safe holiday season!

The RTI program applies interventions carefully designed to meet the specific needs of each student. Each week I will reinforce the reading and writing skills taught in the first and second grade Houghton Mifflin core curriculum. We will focus on vocabulary, comprehension, high-frequency words and phonics skills associated with the stories that are read in the students' classrooms.

First grade: The RTI team will be benchmarking the kindergarden students this week. I look forward to resuming teaching the first grade students when we return for the new year.

I will also be using an intervention called "GATE (Group and Tutoring Edition)" with the first and second grade students. This intervention extends the Read Naturally strategy to improve phonics and fluency skills in small group situations. The fluency skills are improved by the following:

1. Developing phonemic awareness of the letter sounds in words.
2. Developing the phonemic awareness of blending sounds in words.
3. Strengthening the proficiency with the sounds of the letters.
4. Teaching to decode short, phonetically regular words.
5. Building fluency in decoding.
6. Spelling short, phonetically regular words.

By combining phonics instruction with the fluency building GATE for Phonics accelerates the reading achievement of beginning readers.

Center Cass School District # 66 has implemented an Illinois State Board of Education (ISBE) mandate, Response To Intervention (RTI). RTI is an array of procedures that can be used to determine if and how students respond to specific changes in instruction. RTI provides an improved process and instruction for school teams in designing and implementing educational interventions.

2010-12-04T07:31:00.006-06:00

Mrs. Pellin's Post
December 6th to December 10th

I enjoyed seeing you at parent conferences this week!

The RTI program applies interventions carefully designed to meet the specific needs of each student. Each week I will reinforce the reading and writing skills taught in the first and second grade Houghton Mifflin core curriculum. We will focus on vocabulary, comprehension, high-frequency words and phonics skills associated with the stories that are read in the students' classrooms.

First grade: The first grade students will be reading a story about a family trying to teach their dog some tricks. The students will retell the story out loud and we will discuss why we think the dog wouldn't listen to his family. The students will write about the steps the family took to help their dog. We will work on word sorts for the short "i" vowel sound. The students will sort words into columns with the "it," "is," and "ill" endings.

I will also be using an intervention called "GATE (Group and Tutoring Edition)" with the first and second grade students. This intervention extends the Read Naturally strategy to improve phonics and fluency skills in small group situations. The fluency skills are improved by the following:

1. Developing phonemic awareness of the letter sounds in words.
2. Developing the phonemic awareness of blending sounds in words.
3. Strengthening the proficiency with the sounds of the letters.
4. Teaching to decode short, phonetically regular words.
5. Building fluency in decoding.
6. Spelling short, phonetically regular words.

By combining phonics instruction with the fluency building GATE for Phonics accelerates the reading achievement of beginning readers.

Center Cass School District # 66 has implemented an Illinois State Board of Education (ISBE) mandate, Response To Intervention (RTI). RTI is an array of procedures that can be used to determine if and how students respond to specific changes in instruction. RTI provides an improved process and instruction for school teams in designing and implementing educational interventions.

2010-11-23T19:15:00.006-06:00

Mrs. Pellin's Post
November 29th to December 3rd

I am looking forward to seeing you at parent conferences this week.

The RTI program applies interventions carefully designed to meet the specific needs of each student. Each week I will reinforce the reading and writing skills taught in the first and second grade Houghton Mifflin core curriculum. We will focus on vocabulary, comprehension, high-frequency words and phonics skills associated with the stories that are read in the students' classrooms.
First grade: The first grade students will be reading a story about best friends. We will discuss the characteristics of their best friends.Then the students will write a descriptive paragraph of their best friends. We will work on word sorts for the short "e" vowel sound. The students will sort words into columns with the "ell," "et," and "en" endings.

2010-11-20T08:09:00.008-06:00

Mrs. Pellin's Post
November 22nd to November 23rd

Have a wonderful Thanksgiving with your family and friends. I look forward to seeing you at parent conferences next week.

The RTI program applies interventions carefully designed to meet the specific needs of each student. Each week I will reinforce the reading and writing skills taught in the first and second grade Houghton Mifflin core curriculum. We will focus on vocabulary, comprehension, high-frequency words and phonics skills associated with the stories that are read in the students' classrooms.

First grade: The first grader students will be staying in their classrooms this week to work on their reading and writing skills. Mrs. Nessling and I will be working on the preparations for the new reading groups that will start on Nov 29th.

I will also be using an intervention called "GATE (Group and Tutoring Edition)" with the first and second grade students. This intervention extends the Read Naturally strategy to improve phonics and fluency skills in small group situations. The fluency skills are improved by the following:

1. Developing phonemic awareness of the letter sounds in words.
2. Developing the phonemic awareness of blending sounds in words.
3. Strengthening the proficiency with the sounds of the letters.
4. Teaching to decode short, phonetically regular words.
5. Building fluency in decoding.
6. Spelling short, phonetically regular words.

By combining phonics instruction with the fluency building GATE for Phonics accelerates the reading achievement of beginning readers.
Center Cass School District # 66 has implemented an Illinois State Board of Education (ISBE) mandate, Response To Intervention (RTI). RTI is an array of procedures that can be used to determine if and how students respond to specific changes in instruction. RTI provides an improved process and instruction for school teams in designing and implementing educational interventions.

2010-11-12T17:48:00.008-06:00

Mrs. Pellin's Post
November 15th to November 19th

The RTI program applies interventions carefully designed to meet the specific needs of each student. Each week I will reinforce the reading and writing skills taught in the first and second grade Houghton Mifflin core curriculum. We will focus on vocabulary, comprehension, high-frequency words and phonics skills associated with the stories that are read in the students' classrooms.

First grade: The first grader students will be reading a story about a visit to an aquarium. They will write a description of their favorite fish in the story.Our phonics lesson will concentrate on long vowel sounds which use the consonant vowel consonant pattern "CVCe." This pattern is found in the following words make, cake, game, plane, and same.

Second grade: The second grade students will be reading a story about a grandmother and her grandson going to the market in Chinatown. They will write about all the different places the two of them visited in Chinatown. We will discuss and write about the similarities and differences between the Chinese and American
cultures. Mrs. Nessling will be returning on Wednesday, November 17th and she will begin working with my second grade students. I have enjoyed reading with these wonderful students this fall so much and I am so proud of all of their accomplishments.

2010-11-04T20:20:00.005-05:00

Mrs. Pellin's Post
November 8th to November 12th

The RTI program applies interventions carefully designed to meet the specific needs of each student. Each week I will reinforce the reading and writing skills taught in the first and second grade Houghton Mifflin core curriculum. We will focus on vocabulary, comprehension, high-frequency words and phonics skills associated with the stories that are read in the students' classrooms.

First grade: The first graders will be given assessments to measure their current reading level this week. Second grade: The second grade students will learning the difference between fiction and non-fiction stories this week. They will be reading two stories about an owl. One will be a non-fiction story and the other will be a fiction story. The students will write about the similarities and differences between these two stories. They will also make a Venn diagram using many facts about owls.

2010-10-28T18:57:00.006-05:00

Mrs. Pellin's Post
November 1st to November 5th

The RTI program applies interventions carefully designed to meet the specific needs of each student. Each week I will reinforce the reading and writing skills taught in the first and second grade Houghton Mifflin core curriculum. We will focus on vocabulary, comprehension, high-frequency words and phonics skills associated with the stories that are read in the students' classrooms.
First grade: The first graders will learn to use the digraph "sh," "th," and "wh." They will look at picture cards that begin with each digraph and also write words on their own that have these digraphs. They will be reading a book about a farm whose main character is a pig. They will write about the problem in the story and how it was resolved.

Second grade: The second grade students will be taking "Theme Unit" tests this week. These tests will cover the stories that they have read in their core curriculum. We will read a story about animals that live near a pond. The students will compare and contrast the traits of these animals.

I will also be using an intervention called "GATE (Group and Tutoring Edition)" with the first and second grade students. This intervention extends the Read Naturally strategy to improve phonics and fluency skills in small group situations. The fluency skills are improved by the following:

1. Developing phonemic awareness of the letter sounds in words.
2. Developing the phonemic awareness of blending sounds in words.
3. Strengthening the proficiency with the sounds of the letters.
4. Teaching to decode short, phonetically regular words.
5. Building fluency in decoding.
6. Spelling short, phonetically regular words.

By combining phonics instruction with the fluency building GATE for Phonics accelerates the reading achievement of beginning readers.Center Cass School District # 66 has implemented an Illinois State Board of Education (ISBE) mandate, Response To Intervention (RTI). RTI is an array of procedures that can be used to determine if and how students respond to specific changes in instruction. RTI provides an improved process and instruction for school teams in designing and implementing educational interventions.

2010-10-21T19:12:00.008-05:00

Mrs. Pellin's Post
October 25th to October 29th

The RTI program applies interventions carefully designed to meet the specific needs of each student. Each week I will reinforce the reading and writing skills taught in the first and second grade Houghton Mifflin core curriculum. We will focus on vocabulary, comprehension, high-frequency words and phonics skills associated with the stories that are read in the students' classrooms.

First grade: The first graders will be sorting word families that have the short "u" sound. They will be making columns of short "u" chunks that have the same ending. For instance hut, cut, rut, and gut would be in one column and bun, sun, run, and fun would be in another column. They will be reading about a bug who makes a home in a rug.

Second grade: I will not be seeing my second grade students this week because I will be helping the second grade teachers administer the "MAPS" test. Please encourage you children to read at home every night.

I will also be using an intervention called "GATE (Group and Tutoring Edition)" with the first and second grade students. This intervention extends the Read Naturally strategy to improve phonics and fluency skills in small group situations. The fluency skills are improved by the following:

1. Developing phonemic awareness of the letter sounds in words.
2. Developing the phonemic awareness of blending sounds in words.
3. Strengthening the proficiency with the sounds of the letters.
4. Teaching to decode short, phonetically regular words.
5. Building fluency in decoding.
6. Spelling short, phonetically regular words.

By combining phonics instruction with the fluency building GATE for Phonics accelerates the reading achievement of beginning readers.

Center Cass School District # 66 has implemented an Illinois State Board of Education (ISBE) mandate, Response To Intervention (RTI). RTI is an array of procedures that can be used to determine if and how students respond to specific changes in instruction. RTI provides an improved process and instruction for school teams in designing and implementing educational interventions.

2010-10-14T18:56:00.008-05:00

Mrs. Pellin's Post
October 18th to October 22nd

The RTI program applies interventions carefully designed to meet the specific needs of each student. Each week I will reinforce the reading and writing skills taught in the first and second grade Houghton Mifflin core curriculum. We will focus on vocabulary, comprehension, high-frequency words and phonics skills associated with the stories that are read in the students' classrooms.

First grade: The students will be focusing on vocabulary words with the short “u” sound. They will sort words that end in “ug” and “ut.” They will also write about words that begin with the “qu” sound. The story they will be reading is called “A summer Day.” They will do a picture walk, read the story, and then retell the events of the story out loud. They will write about the activities they have enjoyed in the beautiful weather we have all experienced.

Second grade: The students will be learning about the difference between “fact” and “fiction” this week. We will be reading different passages and the students will decide which category they belong. We will also read a story called “City Park.” The students will retell the events of this story out loud. Then they will write about connections they can make to the story. This will include fun experiences they have enjoyed in parks.

I will also be using an intervention called "GATE (Group and Tutoring Edition)" with the first and second grade students. This intervention extends the Read Naturally strategy to improve phonics and fluency skills in small group situations. The fluency skills are improved by the following:

1. Developing phonemic awareness of the letter sounds in words.
2. Developing the phonemic awareness of blending sounds in words.
3. Strengthening the proficiency with the sounds of the letters.
4. Teaching to decode short, phonetically regular words.
5. Building fluency in decoding.
6. Spelling short, phonetically regular words.

By combining phonics instruction with the fluency building GATE for Phonics accelerates the reading achievement of beginning readers.

2010-10-07T20:24:00.007-05:00

Mrs. Pellin's Post
October 12th to October 15th

The RTI program applies interventions carefully designed to meet the specific needs of each student. Each week I will reinforce the reading and writing skills taught in the first and second grade Houghton Mifflin core curriculum. We will focus on vocabulary, comprehension, high-frequency words and phonics skills associated with the stories that are read in the students' classrooms.
This week my first grade students will be reading a story about a lost little dragon. We will work on reading fluency, accuracy and comprehension skills while reading this story. They will learn how to retell the beginning, middle, and end of this story verbally and in written form. We will also learn how to make word plural by adding the ending "s" or"es.
My second grade students will have a "Reading/Writing Workshop" this week. They will be writing a descriptive paragraph about a Halloween costume that they hope to wear this year. The paragraph will have an opening statement, four descriptive sentences, and a closing statement. The students will learn to indent when starting a paragraph.

2010-09-30T17:50:00.005-05:00

Mrs. Pellin's Post
October 4th to October 8th

The RTI program applies interventions carefully designed to meet the specific needs of each student. Each week I will reinforce the reading and writing skills taught in the first and second grade Houghton Mifflin core curriculum. We will focus on vocabulary, comprehension, high-frequency words and phonics skills associated with the stories that are read in the students' classrooms.
This week my first grade students will be reading about a family going on an adventurous ride in a van. They will also be working on rhyming words.
My second grade students will read a story about camping. Also they will be working on compound words.

I will also be using an intervention called "GATE (Group and Tutoring Edition)" with the first and second grade students. This intervention extends the Read Naturally strategy to improve phonics and fluency skills in small group situations. The fluency skills are improved by the following:

1. Developing phonemic awareness of the letter sounds in words.
2. Developing the phonemic awareness of blending sounds in words.
3. Strengthening the proficiency with the sounds of the letters.
4. Teaching to decode short, phonetically regular words.
5. Building fluency in decoding.
6. Spelling short, phonetically regular words.

By combining phonics instruction with the fluency building GATE for Phonics accelerates the reading achievement of beginning readers.

Center Cass School District # 66 has implemented an Illinois State Board of Education (ISBE) mandate, Response To Intervention (RTI). RTI is an array of procedures that can be used to determine if and how students respond to specific changes in instruction. RTI provides an improved process and instruction for school teams in designing and implementing educational interventions.

2010-09-23T18:28:00.007-05:00

Mrs. Pellin's Post
September 27th to October 1st

The RTI program applies interventions carefully designed to meet the specific needs of each student. Each week I will reinforce the reading and writing skills taught in the first and second grade Houghton Mifflin core curriculum. We will focus on vocabulary, comprehension, high-frequency words and phonics skills associated with the stories that are read in the students' classrooms.
This week the first grade students will learn about the short "i" sound. The students will read a story called "A Wig for Pig." We will work on phonemic, vocabulary, and comprehension skills using this story

My second grade students will read the story "Vegetable Soup." We will play a synonym game with some of the words in the story. We will also work on vocabulary and comprehension skills using the story.

I will also be using an intervention called "GATE (Group and Tutoring Edition)" with the first and second grade students. This intervention extends the Read Naturally strategy to improve phonics and fluency skills in small group situations. The fluency skills are improved by the following:

1. Developing phonemic awareness of the letter sounds in words.
2. Developing the phonemic awareness of blending sounds in words.
3. Strengthening the proficiency with the sounds of the letters.
4. Teaching to decode short, phonetically regular words.
5. Building fluency in decoding.
6. Spelling short, phonetically regular words.

By combining phonics instruction with the fluency building GATE for Phonics accelerates the reading achievement of beginning readers.

Center Cass School District # 66 has implemented an Illinois State Board of Education (ISBE) mandate, Response To Intervention (RTI). RTI is an array of procedures that can be used to determine if and how students respond to specific changes in instruction. RTI provides an improved process and instruction for school teams in designing and implementing educational interventions.

2010-09-16T19:22:00.012-05:00

Mrs. Pellin's Post
September 20th to September 24th

The RTI program applies interventions carefully designed to meet the specific needs of each student. Each week I will reinforce the reading and writing skills taught in the first and second grade Houghton Mifflin core curriculum. We will focus on vocabulary, comprehension, high-frequency words and phonics skills associated with the stories that are read in the students' classrooms.
This week some of the first grade students will write about what they like to do around the house. They will work on the vocabulary words "hen" and "cut." The children will also read a story called "Cam and Pat." This will be followed by a phonics activity for the short "a" sound.My second grade students will read the story "Farmer Mike." The students will make predictions about the story write about the events in the story. They will also make a venn diagram using the vocabulary words in the story.

I will also be using an intervention called "GATE (Group and Tutoring Edition)" with the first and second grade students. This intervention extends the Read Naturally strategy to improve phonics and fluency skills in small group situations. It is an interactive approach to teaching phonics skills. The phonics skills are improved by the following:

1. Developing phonemic awareness of the letter sounds in words.
2. Developing the phonemic awareness of blending sounds in words.
3. Strengthening the proficiency with the sounds of the letters.
4. Teaching to decode short, phonetically regular words.
5. Building fluency in decoding.
6. Spelling short, phonetically regular words.

By combining phonics instruction with the fluency building GATE for Phonics accelerates the reading achievement of beginning readers.

Center Cass School District # 66 has implemented an Illinois State Board of Education (ISBE) mandate, Response To Intervention (RTI). RTI is an array of procedues that can be used to determine if and how students respond to specific changes in instruction. RTI provides an improved process and instruction for school teams in designing and implementing educational interventions.

2010-09-11T07:48:00.015-05:00

Mrs. Pellin's Post
September 13th to September 17th

The Response to Intervention (RTI) team has completed assessing Elizabeth Ide students and will begin to accept students this Monday, September 13th. The RTI program applies interventions carefully designed to meet the specific needs of each student. Each week I will reinforce the reading and writing skills taught in the first and second grade Houghton Mifflin core curriculum. We will focus on vocabulary, comprehension, high-frequency words and phonics skills associated with the stories that are read in the students' classrooms.

The first grade students will be reading a story called "My Cat." We will concentrate on the vowel sound "a" and the consonant sound "c."

I will also be using an intervention called "GATE (Group and Tutoring Edition)" with the first and second grade students. This intervention extends the Read Naturally strategy to improve phonics and fluency skills in small group situations. It is an interactive approach to teaching phonics skills. The phonics skills are improved by the following:

1. Developing phonemic awareness of the letter sounds in words.
2. Developing the phonemic awareness of blending sounds in words.
3. Strengthening the proficiency with the sounds of the letters.
4. Teaching to decode short, phonetically regular words.
5. Building fluency in decoding.
6. Spelling short, phonetically regular words.

By combining phonics instruction with the fluency building GATE for Phonics accelerates the reading achievement of beginning readers.

Center Cass School District # 66 has implemented an Illinois State Board of Education (ISBE) mandate, Response To Intervention (RTI). RTI is an array of procedues that can be used to determine if and how students respond to specific changes in instruction. RTI provides an improved process and instruction for school teams in designing and implementing educational interventions.

2010-08-22T14:51:00.007-05:00

Mrs. Pellin's Post
August 23rd to September 10th

I am so happy to be starting my 10th year at Elizabeth Ide this year. It has been an honor and a pleasure to work with the students, families, and the staff in this wonderful school district.

For the first few weeks, the Response to Intervention (RTI) team will be assessing the kindergarten, first and second grade students. These assessments will help to group the students and establish schedules for the RTI program. This program matches the skilled based intervention for each students needs. We will begin these interventions with students on Monday, September 13th.

Center Cass School District # 66 has implemented an Illinois State Board of Education (ISBE) mandate, Response To Intervention (RTI). RTI is an array of procedues that can be used to determine if and how students respond to specific changes in instruction. RTI provides an improved process and instruction for school teams in designing and implementing educational interventions.

2010-05-20T17:16:00.006-05:00

Mrs. Pellin's Post
May 24th to May 28th
Thank you for sharing your wonderful children with me this year. It has been so rewarding to come to know each student and watch their reading and writing skills improve greatly. My students will be bringing home their reading folders. These contain the "Word Wall" words that they have learned this year and written summaries of the stories that we have read. Have a wonderful summer and I look forward to seeing all of you at Open House next year.

This year we will be studying the 9 phonemic skills. These are (ranging from the easiest to the most difficult)
1. Increasing Language Awareness
2. Rhyming
3. Identifying Onsets
4. Blending
5. Identifying Final and Medial Phonemes
6. Segmenting
7. Substituting Phonemes
8. Adding Phonemes
9. Deleting Phonemes

2010-05-13T18:39:00.005-05:00

Mrs. Pellin's Post
May 17th to May 21st

At this time of year, I am so pleased to see how much my student's reading and writing skills have improved! I am so proud of how hard each and every one of them has worked.

This week the students will be reading a book about a family of bears that go camping and go hunting for food. We will write about all the adventures this happy family shares together. We will review all of the"word wall" words that the students have learned this year.

2010-05-08T15:57:00.008-05:00

Mrs. Pellin's Post
May 10th to May 14th
I would like to wish all of my students moms a very "Happy Mother's Day!"

This week the students will be reading a book about a family moving to a new house. Their family cat runs away once they are settled into their new home. Please ask your child where the family eventually finds their cat called Tiger. The students will predict where the cat went and then they will write a summary of the entire story.

All of the students have done such a great job mastering their "word wall" words. They will write sentences that will include many of these words this week.

I will be using the Michael Heggerty skill based intervention this year with my first grade students. This intervention focuses on Phonemic awareness in its lesson plans. "Phonemic awareness is the understanding that spoken words are made up of individual sounds, which are called phonemes. A child who is phonemically aware is able to isolate sounds, blend, and segment the sounds into spoken and written words." Studies have shown that this awareness is one key to active reading.

This year we will be studying the 9 phonemic skills. These are (ranging from the easiest to the most difficult)
1. Increasing Language Awareness
2. Rhyming
3. Identifying Onsets
4. Blending
5. Identifying Final and Medial Phonemes
6. Segmenting
7. Substituting Phonemes
8. Adding Phonemes
9. Deleting Phonemes

Center Cass School District # 66 has implemented an Illinois State Board of Education (ISBE) mandate, Response To Intervention (RTI). RTI is an array of procedures that can be used to determine if and how students respond to specific changes in instruction. RTI provides an improved process and instruction for school teams in designing and implementing educational interventions.

2010-04-29T20:28:00.009-05:00

Mrs. Pellin's Post
May 3rd to May 7th
This week my students enjoyed having Dr. Tiede take time out of his busy day to come read to us. Thanks Dr. Tiede!

This week we will be administering the aimsweb test to the children in kindergarten, first, and second grade. The Response to Intervention program requires that this test be given to all the students in the school three times a year.

I will be using the Michael Heggerty skill based intervention this year with my first grade students. This intervention focuses on Phonemic awareness in its lesson plans. "Phonemic awareness is the understanding that spoken words are made up of individual sounds, which are called phonemes. A child who is phonemically aware is able to isolate sounds, blend, and segment the sounds into spoken and written words." Studies have shown that this awareness is one key to active reading.

This year we will be studying the 9 phonemic skills. These are (ranging from the easiest to the most difficult)
1. Increasing Language Awareness
2. Rhyming
3. Identifying Onsets
4. Blending
5. Identifying Final and Medial Phonemes
6. Segmenting
7. Substituting Phonemes
8. Adding Phonemes
9. Deleting Phonemes

Center Cass School District # 66 has implemented an Illinois State Board of Education (ISBE) mandate, Response To Intervention (RTI). RTI is an array of procedures that can be used to determine if and how students respond to specific changes in instruction. RTI provides an improved process and instruction for school teams in designing and implementing educational interventions.

2010-04-22T20:02:00.005-05:00

Mrs. Pellin's Post
April 26th to April 30th

I am looking forward to seeing all of you at Open House on Thursday, April 29th! Your children are excited to share their "Who Am I!" projects with you. This week my reading groups will read a story about birthday parties, which will include birthday balloons and homemade birthday cakes. We will be writing about the steps to prepare a birthday cake.

I will be using the Michael Heggerty skill based intervention this year with my first grade students. This intervention focuses on Phonemic awareness in its lesson plans. "Phonemic awareness is the understanding that spoken words are made up of individual sounds, which are called phonemes. A child who is phonemically aware is able to isolate sounds, blend, and segment the sounds into spoken and written words." Studies have shown that this awareness is one key to active reading.

This year we will be studying the 9 phonemic skills. These are (ranging from the easiest to the most difficult)
1. Increasing Language Awareness
2. Rhyming
3. Identifying Onsets
4. Blending
5. Identifying Final and Medial Phonemes
6. Segmenting
7. Substituting Phonemes
8. Adding Phonemes
9. Deleting Phonemes

2010-04-15T06:32:00.005-05:00

Mrs. Pellin's Post
April 19th to April 23rd
All of my reading groups will continue to work on their writing project about "Who am I?" They are working on their final draft and illustrations at this point. We will also read a story about how baby chicks are hatched from their eggs. All the first grade classes will be watching baby chicks hatch from eggs this spring.

2010-04-08T18:31:00.006-05:00

Mrs. Pellin's Post
April 12th to April 16th
I hope you and your families had a wonderful Spring Break! All of my reading groups will start a writing project about "Who am I?" The children will write clues about themselves and the parents will have to guess which project belongs to their child when they come to open house. The cildren have discussed the clues they are going to write and they are excited to share them with their families. The children will also continue to work on "Word Wall" words and we will play spelling games. The students are mastering many words from their "Word Wall" list.

I will be using the Michael Heggerty skill based intervention this year with my first grade students. This intervention focuses on Phonemic awareness in its lesson plans. "Phonemic awareness is the understanding that spoken words are made up of individual sounds, which are called phonemes. A child who is phonemically aware is able to isolate sounds, blend, and segment the sounds into spoken and written words." Studies have shown that this awareness is one key to active reading.

This year we will be studying the 9 phonemic skills. These are (ranging from the easiest to the most difficult)
1. Increasing Language Awareness
2. Rhyming
3. Identifying Onsets
4. Blending
5. Identifying Final and Medial Phonemes
6. Segmenting
7. Substituting Phonemes
8. Adding Phonemes
9. Deleting Phonemes
Center Cass School District # 66 has implemented an Illinois State Board of Education (ISBE) mandate, Response To Intervention (RTI). RTI is an array of procedures that can be used to determine if and how students respond to specific changes in instruction. RTI provides an improved process and instruction for school teams in designing and implementing educational interventions.

2010-03-25T18:49:00.004-05:00

Mrs. Pellin's Post
April 5th to April 9th
Have a great Spring Break! When we return my reading groups will continue guided reading and Michael Heggerty, skill-based interventions. My four reading groups will each read a story this week on topics including a young boy's father coming home after a long voyage on a naval ship, a forest fire, and a little girl washing her stuffed bear. This week the students will identify the problem in each story and predict how it can be resolved.

I will be using the Michael Heggerty skill based intervention this year with my first grade students. This intervention focuses on Phonemic awareness in its lesson plans. "Phonemic awareness is the understanding that spoken words are made up of individual sounds, which are called phonemes. A child who is phonemically aware is able to isolate sounds, blend, and segment the sounds into spoken and written words." Studies have shown that this awareness is one key to active reading.

This year we will be studying the 9 phonemic skills. These are (ranging from the easiest to the most difficult)
1. Increasing Language Awareness
2. Rhyming
3. Identifying Onsets
4. Blending
5. Identifying Final and Medial Phonemes
6. Segmenting
7. Substituting Phonemes
8. Adding Phonemes
9. Deleting Phonemes
Center Cass School District # 66 has implemented an Illinois State Board of Education (ISBE) mandate, Response To Intervention (RTI). RTI is an array of procedures that can be used to determine if and how students respond to specific changes in instruction. RTI provides an improved process and instruction for school teams in designing and implementing educational interventions.

2010-03-17T19:04:00.009-05:00

Mrs. Pellin's Post
March 22nd to March 26th
This week we will continue guided reading and Michael Heggerty, skill-based interventions. My four reading groups will each read a story this week on topics including a little boy who can't find his teddy bear, a little girl who likes to see birds, and where different animals keep their eggs. This week the students will write about their favorite character or part of the story.

I will be using the Michael Heggerty skill based intervention this year with my first grade students. This intervention focuses on Phonemic awareness in its lesson plans. "Phonemic awareness is the understanding that spoken words are made up of individual sounds, which are called phonemes. A child who is phonemically aware is able to isolate sounds, blend, and segment the sounds into spoken and written words." Studies have shown that this awareness is one key to active reading.

This year we will be studying the 9 phonemic skills. These are (ranging from the easiest to the most difficult)
1. Increasing Language Awareness
2. Rhyming
3. Identifying Onsets
4. Blending
5. Identifying Final and Medial Phonemes
6. Segmenting
7. Substituting Phonemes
8. Adding Phonemes
9. Deleting Phonemes

Center Cass School District # 66 has implemented an Illinois State Board of Education (ISBE) mandate, Response To Intervention (RTI). RTI is an array of procedures that can be used to determine if and how students respond to specific changes in instruction. RTI provides an improved process and instruction for school teams in designing and implementing educational interventions.

2010-03-11T18:53:00.004-06:00

Mrs. Pellin's Post
March 15th to March 19th
This week we will continue guided reading and Michael Heggerty, skill-based interventions. My four reading groups will each read a story this week on topics including sunhats, bringing a new baby home from the hospital, and a dog going to obedience school. Once again the students will write about what happened in the stories that they read. We will focus on capitalization and punctuation when we write our summaries.

I will be attending the Illinois Reading Conference in Springfield, IL on Thursday and Friday. I will be learning about new skill based reading and math interventions that we might use for the 2010/2011 school year.

2010-03-04T21:29:00.004-06:00

Mrs. Pellin's Post
March 8th to March 12th This week we will continue guided reading and Michael Haggerty, skill-based interventions. My four reading groups will each read a different story this week on topics including a family of owls, a babysitter, first aid, and a hungry kitten. Once again the students will write about what happened in the stories that they read. We will focus on the beginning, middle, and ending of each story.

I will be using the Michael Heggerty skill based intervention this year with my first grade students. This intervention focuses on Phonemic awareness in its lesson plans. "Phonemic awareness is the understanding that spoken words are made up of individual sounds, which are called phonemes. A child who is phonemically aware is able to isolate sounds, blend, and segment the sounds into spoken and written words." Studies have shown that this awareness is one key to active reading.

This year we will be studying the 9 phonemic skills. These are (ranging from the easiest to the most difficult)
1. Increasing Language Awareness
2. Rhyming
3. Identifying Onsets
4. Blending
5. Identifying Final and Medial Phonemes
6. Segmenting
7. Substituting Phonemes
8. Adding Phonemes
9. Deleting Phonemes

Center Cass School District # 66 has implemented an Illinois State Board of Education (ISBE) mandate, Response To Intervention (RTI). RTI is an array of procedures that can be used to determine if and how students respond to specific changes in instruction. RTI provides an improved process and instruction for school teams in designing and implementing educational interventions.

2010-02-25T16:44:00.005-06:00

Mrs. Pellin's Post
March 1st to March 5th

This week we will continue guided reading and Michael Haggerty, a skill-based intervention. I now have four reading groups. Each group will read a different story this week on topics including gymnastics, a dog on a camping trip, a hungry kitten, and a bear family picking blackberries. The children will retell their stories and write about them.

On Friday March 5th, I will be visiting the Winfield School District to observe and learn about their reading and math intervention programs.

I will be using the Michael Heggerty skill based intervention this year with my first grade students. This intervention focuses on Phonemic awareness in its lesson plans. "Phonemic awareness is the understanding that spoken words are made up of individual sounds, which are called phonemes. A child who is phonemically aware is able to isolate sounds, blend, and segment the sounds into spoken and written words." Studies have shown that this awareness is one key to active reading.

This year we will be studying the 9 phonemic skills. These are (ranging from the easiest to the most difficult)
1. Increasing Language Awareness
2. Rhyming
3. Identifying Onsets
4. Blending
5. Identifying Final and Medial Phonemes
6. Segmenting
7. Substituting Phonemes
8. Adding Phonemes
9. Deleting Phonemes

2010-02-20T10:29:00.005-06:00

Mrs. Pellin's Post
February 22nd to February 26th

This week we will resume guided reading and Michael Haggerty, a skill-based intervention. We will be reading books about a family going on an adventure to an amusement park. The students will write about all the different rides and activities they can do at the park. I want the group to concentrate on capitalization and punctuation this week. It is important for the students to understand when a complete thought ends and a new one begins.

I will be using the Michael Heggerty skill based intervention this year with my first grade students. This intervention focuses on Phonemic awareness in its lesson plans. "Phonemic awareness is the understanding that spoken words are made up of individual sounds, which are called phonemes. A child who is phonemically aware is able to isolate sounds, blend, and segment the sounds into spoken and written words." Studies have shown that this awareness is one key to active reading.

This year we will be studying the 9 phonemic skills. These are (ranging from the easiest to the most difficult)
1. Increasing Language Awareness
2. Rhyming
3. Identifying Onsets
4. Blending
5. Identifying Final and Medial Phonemes
6. Segmenting
7. Substituting Phonemes
8. Adding Phonemes
9. Deleting Phonemes
Center Cass School District # 66 has implemented an Illinois State Board of Education (ISBE) mandate, Response To Intervention (RTI). RTI is an array of procedures that can be used to determine if and how students respond to specific changes in instruction. RTI provides an improved process and instruction for school teams in designing and implementing educational interventions.

2010-02-10T18:41:00.007-06:00

Mrs. Pellin's Post
February 15th to February 20th
Happy President's Day!

This week we will resume guided reading and Michael Haggerty, a skill-based intervention. We will be reading books about outdoor camping. We will write about all the things a family needs to pack for a camping trip. The students will write a three sentence summary about the stories we read.

2010-02-03T19:00:00.005-06:00

Mrs. Pellin's Post
February 8th to February 12th Happy Valentine's Day! Elizabeth Ide School will be celebrating Valentine's Day on Friday February 12th.

This week I will be helping the first grade teachers administer the Iowa Basics test. We will resume guided reading and Michael Haggerty skill based interventions next week.

I will be using the Michael Heggerty skill based intervention this year with my first grade students. This intervention focuses on Phonemic awareness in its lesson plans. "Phonemic awareness is the understanding that spoken words are made up of individual sounds, which are called phonemes. A child who is phonemically aware is able to isolate sounds, blend, and segment the sounds into spoken and written words." Studies have shown that this awareness is one key to active reading.

This year we will be studying the 9 phonemic skills. These are (ranging from the easiest to the most difficult)
1. Increasing Language Awareness
2. Rhyming
3. Identifying Onsets
4. Blending
5. Identifying Final and Medial Phonemes
6. Segmenting
7. Substituting Phonemes
8. Adding Phonemes
9. Deleting Phonemes

2010-01-27T20:29:00.003-06:00

Mrs. Pellin's Post
February 1st to February 5th

Remember Tuesday, February 2nd will be a teacher institute day there will be no school.

This week we will continue "guided reading" intervention. "Guided reading" allows the students to read stories that are appropriate for their current reading level. The students will be reading reading books about different animals. We will continue to add words to our "word wall." This week a new program will be introduced called "Systematic Sequential Phonics!" The children will be given four to five letters (both consonants and vowels) and they will have to make directed words using these letters.

I will be using the Michael Heggerty skill based intervention this year with my first grade students. This intervention focuses on Phonemic awareness in its lesson plans. "Phonemic awareness is the understanding that spoken words are made up of individual sounds, which are called phonemes. A child who is phonemically aware is able to isolate sounds, blend, and segment the sounds into spoken and written words." Studies have shown that this awareness is one key to active reading.

This year we will be studying the 9 phonemic skills. These are (ranging from the easiest to the most difficult)
1. Increasing Language Awareness
2. Rhyming
3. Identifying Onsets
4. Blending
5. Identifying Final and Medial Phonemes
6. Segmenting
7. Substituting Phonemes
8. Adding Phonemes
9. Deleting Phonemes

Center Cass School District # 66 has implemented an Illinois State Board of Education (ISBE) mandate, Response To Intervention (RTI). RTI is an array of procedures that can be used to determine if and how students respond to specific changes in instruction. RTI provides an improved process and instruction for school teams in designing and implementing educational interventions.

2010-01-20T18:25:00.005-06:00

Mrs. Pellin's Post
January 25th to January 29th

This week I continue "guided reading" intervention. "Guided reading" allows the students to read stories that are appropriate for their current reading level. The students will be reading a book about a family playing "hide and seek." We will also be reading about different kinds of dinosaurs! The students will learn how to write about what happened in the beginning, middle, and ends of the stories that we read. We will continue to add words to our "word wall."

I will be using the Michael Heggerty skill based intervention this year with my first grade students. This intervention focuses on Phonemic awareness in its lesson plans. "Phonemic awareness is the understanding that spoken words are made up of individual sounds, which are called phonemes. A child who is phonemically aware is able to isolate sounds, blend, and segment the sounds into spoken and written words." Studies have shown that this awareness is one key to active reading.

This year we will be studying the 9 phonemic skills. These are (ranging from the easiest to the most difficult)
1. Increasing Language Awareness
2. Rhyming
3. Identifying Onsets
4. Blending
5. Identifying Final and Medial Phonemes
6. Segmenting
7. Substituting Phonemes
8. Adding Phonemes
9. Deleting Phonemes

Center Cass School District # 66 has implemented an Illinois State Board of Education (ISBE) mandate, Response To Intervention (RTI). RTI is an array of procedures that can be used to determine if and how students respond to specific changes in instruction. RTI provides an improved process and instruction for school teams in designing and implementing educational interventions.

2010-01-13T19:13:00.005-06:00

Mrs. Pellin's Post
January 18th to January 22nd

Remember January 18th is Martin Luther King's Birthday. There will be no school.

This week I will be introducing the "guided reading" intervention to my program. "Guided reading" allows the students to read stories that are appropriate for their current reading level. The students will be reading a book about a boy named Tom and his adventures with a skateboard. They will also be reading a story about how Tom likes to play soccer with his dad. We will be writing a breif summary about the stories we read. We will continue ot add words to our "word wall."

I will be using the Michael Heggerty skill based intervention this year with my first grade students. This intervention focuses on Phonemic awareness in its lesson plans. "Phonemic awareness is the understanding that spoken words are made up of individual sounds, which are called phonemes. A child who is phonemically aware is able to isolate sounds, blend, and segment the sounds into spoken and written words." Studies have shown that this awareness is one key to active reading.

This year we will be studying the 9 phonemic skills. These are (ranging from the easiest to the most difficult)
1. Increasing Language Awareness
2. Rhyming
3. Identifying Onsets
4. Blending
5. Identifying Final and Medial Phonemes
6. Segmenting
7. Substituting Phonemes
8. Adding Phonemes
9. Deleting Phonemes

2010-01-07T18:22:00.004-06:00

Mrs. Pellin's Post
January 11th to January 15th
This week we will be doing a new activity with our Michael Haggerty skill based intervention. I will say a nonsense word out loud to the students such as "grookie." The students will respond by saying "not grookie, it's cookie." This is an example of strategy #7 below, substituting phonemes. We will also begin a writing activity. The students will be given a writing prompt to complete on their own.

2009-12-17T19:57:00.003-06:00

Mrs. Pellin's Post
January 4th to January 8th

I hope everyone had a wonderful winter break! Classes resume Monday, January 4th.

This week we will be administering the aimsweb test to the children in kindergarten, first, and second grade. The Response to Intervention program requires that this test be given to all the students in the school three times a year.

I will be using the Michael Heggerty skill based intervention this year with my first grade students. This intervention focuses on Phonemic awareness in its lesson plans. "Phonemic awareness is the understanding that spoken words are made up of individual sounds, which are called phonemes. A child who is phonemically aware is able to isolate sounds, blend, and segment the sounds into spoken and written words." Studies have shown that this awareness is one key to active reading.

This year we will be studying 9 phonemic skills. These are (ranging from the easiest to the most difficult)
1. Increasing Language Awareness
2. Rhyming
3. Identifying Onsets
4. Blending
5. Identifying Final and Medial Phonemes
6. Segmenting
7. Substituting Phonemes
8. Adding Phonemes
9. Deleting Phonemes
Center Cass School District # 66 has implemented an Illinois State Board of Education (ISBE) mandate, Response To Intervention (RTI). RTI is an array of procedures that can be used to determine if and how students respond to specific changes in instruction. RTI provides an improved process and instruction for school teams in designing and implementing educational interventions.

2009-12-10T19:40:00.005-06:00

Mrs. Pellin's Post
December 14th to December 18th Remember winter break begins on Monday, December 21st.

This week we will be learning about words that have "l" blends such as "blue" and "flower." We will talk about many different words that contain the "l" blends and match them to pictures.

I will be using the Michael Heggerty skill based intervention this year with my first grade students. This intervention focuses on Phonemic awareness in its lesson plans. "Phonemic awareness is the understanding that spoken words are made up of individual sounds, which are called phonemes. A child who is phonemically aware is able to isolate sounds, blend, and segment the sounds into spoken and written words." Studies have shown that this awareness is one key to active reading.

This year we will be studying 9 phonemic skills. These are (ranging from the easiest to the most difficult)
1. Increasing Language Awareness
2. Rhyming
3. Identifying Onsets
4. Blending
5. Identifying Final and Medial Phonemes
6. Segmenting
7. Substituting Phonemes
8. Adding Phonemes
9. Deleting Phonemes

2009-12-02T19:25:00.006-06:00

Mrs. Pellin's Post
December 7th to December 11th Remember there will be no school on Friday, December 4th.

This week we will be learning about words that have the short a sound in the beginning and middle of the word.

I will be using the Michael Heggerty skill based intervention this year with my first grade students. This intervention focuses on Phonemic awareness in its lesson plans. "Phonemic awareness is the understanding that spoken words are made up of individual sounds, which are called phonemes. A child who is phonemically aware is able to isolate sounds, blend, and segment the sounds into spoken and written words." Studies have shown that this awareness is one key to active reading.

This year we will be studying 9 phonemic skills. These are (ranging from the easiest to the most difficult)
1. Increasing Language Awareness
2. Rhyming
3. Identifying Onsets
4. Blending
5. Identifying Final and Medial Phonemes
6. Segmenting
7. Substituting Phonemes
8. Adding Phonemes
9. Deleting Phonemes

Center Cass School District # 66 has implemented an Illinois State Board of Education (ISBE) mandate, Response To Intervention (RTI). RTI is an array of procedures that can be used to determine if and how students respond to specific changes in instruction. RTI provides an improved process and instruction for school teams in designing and implementing educational interventions.

2009-11-26T08:37:00.005-06:00

Mrs. Pellin's Post
November 30th to December 4th

I am looking forward to seeing all of you at parent conferences this week. Remember there will be no school on Friday, December 4th.

This week we will be learning about words that have the short e sound in the beginning and middle of the word.

I will be using the Michael Heggerty skill based intervention this year with my first grade students. This intervention focuses on Phonemic awareness in its lesson plans. "Phonemic awareness is the understanding that spoken words are made up of individual sounds, which are called phonemes. A child who is phonemically aware is able to isolate sounds, blend, and segment the sounds into spoken and written words." Studies have shown that this awareness is one key to active reading.

This year we will be studying 9 phonemic skills. These are (ranging from the easiest to the most difficult)
1. Increasing Language Awareness
2. Rhyming
3. Identifying Onsets
4. Blending
5. Identifying Final and Medial Phonemes
6. Segmenting
7. Substituting Phonemes
8. Adding Phonemes
9. Deleting Phonemes

During the next nine weeks I will describe each of the phonemic awareness skills.

9. Deleting Phonemes
a. Deleting words from compound words
b. Deleting syllables from spoken words
c. Deleting initial phonemes (sounds) to spoken words
d. Deleting final phonemes (sounds) to spoken words

Center Cass School District # 66 has implemented an Illinois State Board of Education (ISBE) mandate, Response To Intervention (RTI). RTI is an array of procedures that can be used to determine if and how students respond to specific changes in instruction. RTI provides an improved process and instruction for school teams in designing and implementing educational interventions.

2009-11-18T18:43:00.007-06:00

Mrs. Pellin's Post
November 23rd to November 28th
Here's wishing all my students a safe and happy Thanksgiving! Remember there will be no school from November 25th through November 27th.

This week we will be learning about words that have the short u sound in the beginning and middle of the word.

I will be using the Michael Heggerty skill based intervention this year with my first grade students. This intervention focuses on Phonemic awareness in its lesson plans. "Phonemic awareness is the understanding that spoken words are made up of individual sounds, which are called phonemes. A child who is phonemically aware is able to isolate sounds, blend, and segment the sounds into spoken and written words." Studies have shown that this awareness is one key to active reading.

This year we will be studying 9 phonemic skills. These are (ranging from the easiest to the most difficult)
1. Increasing Language Awareness
2. Rhyming
3. Identifying Onsets
4. Blending
5. Identifying Final and Medial Phonemes
6. Segmenting
7. Substituting Phonemes
8. Adding Phonemes
9. Deleting Phonemes

During the next nine weeks I will describe each of the phonemic awareness skills.

8. Adding Phonemes
a. Adding words to make compound words
b. Adding syllables to words or word parts
c. Adding initial phonemes (sounds) to spoken words
d. Adding final phonemes (sounds) to spoken words

Center Cass School District # 66 has implemented an Illinois State Board of Education (ISBE) mandate, Response To Intervention (RTI). RTI is an array of procedures that can be used to determine if and how students respond to specific changes in instruction. RTI provides an improved process and instruction for school teams in designing and implementing educational interventions.

2009-11-11T20:20:00.007-06:00

Mrs. Pellin's Post
November 16th to November 20th
This week we will be learning about words that have the short u sound in the beginning and middle of the word.

I will be using the Michael Heggerty skill based intervention this year with my first grade students. This intervention focuses on Phonemic awareness in its lesson plans. "Phonemic awareness is the understanding that spoken words are made up of individual sounds, which are called phonemes. A child who is phonemically aware is able to isolate sounds, blend, and segment the sounds into spoken and written words." Studies have shown that this awareness is one key to active reading.

This year we will be studying 9 phonemic skills. These are (ranging from the easiest to the most difficult)

Increasing Language Awareness

Rhyming

Identifying Onsets

Blending

Identifying Final and Medial Phonemes

Segmenting

Substituting Phonemes

Adding Phonemes

Deleting Phonemes

During the next nine weeks I will describe each of the phonemic awareness skills.

8. Adding Phonemes

Adding words to make compound words

Adding syllables to words or word parts

Adding initial phonemes (sounds) to spoken words

Adding final phonemes (sounds) to spoken words
Center Cass School District # 66 has implemented an Illinois State Board of Education (ISBE) mandate, Response To Intervention (RTI). RTI is an array of procedures that can be used to determine if and how students respond to specific changes in instruction. RTI provides an improved process and instruction for school teams in designing and implementing educational interventions.

2009-10-28T19:36:00.007-05:00

Mrs. Pellin's Post
November 9th to November 13th
This week we will be learning about words that have the short o sound in the beginning and middle of the word.

I will be using the Michael Heggerty skill based intervention this year with my first grade students. This intervention focuses on Phonemic awareness in its lesson plans. "Phonemic awareness is the understanding that spoken words are made up of individual sounds, which are called phonemes. A child who is phonemically aware is able to isolate sounds, blend, and segment the sounds into spoken and written words." Studies have shown that this awareness is one key to active reading.

This year we will be studying 9 phonemic skills. These are (ranging from the easiest to the most difficult)

Increasing Language Awareness

Rhyming

Identifying Onsets

Blending

Identifying Final and Medial Phonemes

Segmenting

Substituting Phonemes

Adding Phonemes

Deleting Phonemes

During the next nine weeks I will describe each of the phonemic awareness skills.

7. Substituting Phonemes

Substituting the initial phonemes (sounds) in spoken words

Substituting the final phonemes (sounds) in spoken words

Substituting the medial phonemes (sounds) in spoken words
Center Cass School District # 66 has implemented an Illinois State Board of Education (ISBE) mandate, Response To Intervention (RTI). RTI is an array of procedures that can be used to determine if and how students respond to specific changes in instruction. RTI provides an improved process and instruction for school teams in designing and implementing educational interventions.

2009-10-28T19:17:00.013-05:00

Mrs. Pellin's Post
November 2nd to November 6th
This week we will be learning about words that have the short i sound in the beginning and middle of the word.

I will be using the Michael Heggerty skill based intervention this year with my first grade students. This intervention focuses on Phonemic awareness in its lesson plans. "Phonemic awareness is the understanding that spoken words are made up of individual sounds, which are called phonemes. A child who is phonemically aware is able to isolate sounds, blend, and segment the sounds into spoken and written words." Studies have shown that this awareness is one key to active reading.

This year we will be studying 9 phonemic skills. These are (ranging from the easiest to the most difficult)

Increasing Language Awareness

Rhyming

Identifying Onsets

Blending

Identifying Final and Medial Phonemes

Segmenting

Substituting Phonemes

Adding Phonemes

Deleting Phonemes

During the next nine weeks I will describe each of the phonemic awareness skills.

6. Segmenting

Segmenting sentence into separate words

Segmenting individual words

Segmenting syllables in spoken words

Segmenting onset and rime in spoken words

Segmenting phonemes in spoken words

2009-10-21T19:25:00.008-05:00

Mrs. Pellin's Post
October 26th to October 30th

This week we will work on segmenting the sound a.

I will be using the Michael Heggerty skill based intervention this year with my first grade students. This intervention focuses on Phonemic awareness in its lesson plans. "Phonemic awareness is the understanding that spoken words are made up of individual sounds, which are called phonemes. A child who is phonemically aware is able to isolate sounds, blend, and segment the sounds into spoken and written words." Studies have shown that this awareness is one key to active reading.

This year we will be studying 9 phonemic skills. These are (ranging from the easiest to the most difficult):

Increasing Language Awareness
Rhyming
Identifying Onsets
Blending
Identifying Final and Medial Phonemes
Segmenting
Substituting Phonemes
Adding Phonemes
Deleting Phonemes

During the next nine weeks I will describe each of the phonemic awareness skills.

5. Identifying Final and Medial Phonemes

Isolating final phonemes (sounds) in spoken words
Isolating medial phonemes (sounds) in spoken words
Identifying same final phonemes (sounds) in a series of words
Identifying same medial phonemes (sounds) in a series of words

2009-10-08T19:13:00.005-05:00

Mrs. Pellin's Post
October 19th to October 23rd
This week we will work on segmenting the sounds f, l, and z.

I will be using the Michael Heggerty skill based intervention this year with my first grade students. This intervention focuses on Phonemic awareness in its lesson plans. "Phonemic awareness is the understanding that spoken words are made up of individual sounds, which are called phonemes. A child who is phonemically aware is able to isolate sounds, blend, and segment the sounds into spoken and written words." Studies have shown that this awareness is one key to active reading.

This year we will be studying 9 phonemic skills. These are (ranging from the easiest to the most difficult):

Increasing Language Awareness

Rhyming

Identifying Onsets

Blending

Identifying Final and Medial Phonemes

Segmenting

Substituting Phonemes

Adding Phonemes

Deleting Phonemes

During the next nine weeks I will describe each of the phonemic awareness skills.

4. Blending

Blending individual words into compound words

Blending syllables into spoken words

Blending onsets with rime into spoken words

Blending phonemes (sounds) into spoken words

2009-10-08T18:32:00.008-05:00

Mrs. Pellin's Post
October 12th to October 16th

This week we will work on segmenting the sounds c, w, j, and q.

I will be using the Michael Heggerty skill based intervention this year with my first grade students. This intervention focuses on Phonemic awareness in its lesson plans. "Phonemic awareness is the understanding that spoken words are made up of individual sounds, which are called phonemes. A child who is phonemically aware is able to isolate sounds, blend, and segment the sounds into spoken and written words." Studies have shown that this awareness is one key to active reading.

This year we will be studying 9 phonemic skills. These are (ranging from the easiest to the most difficult):

Increasing Language Awareness
Rhyming
Identifying Onsets
Blending
Identifying Final and Medial Phonemes
Segmenting
Substituting Phonemes
Adding Phonemes
Deleting Phonemes

During the next nine weeks I will describe each of the phonemic awareness skills.

3. Identifying Onsets (beginning sounds)

Isolating onset phonemes (sounds) in spoken words
Identifying same onset phonemes (sounds) in a series of words

2009-10-01T17:44:00.003-05:00

Mrs. Pellin's Post
October 5th to October 9th
This week we will work on segmenting the sounds t,r,h,and x.

I will be using the Michael Heggerty skill based intervention this year with my first grade students. This intervention focuses on Phonemic awareness in its lesson plans. "Phonemic awareness is the understanding that spoken words are made up of individual sounds, which are called phonemes. A child who is phonemically aware is able to isolate sounds, blend, and segment the sounds into spoken and written words." Studies have shown that this awareness is one key to active reading.

This year we will be studying 9 phonemic skills. These are (ranging from the easiest to the most difficult):

Increasing Language Awareness
Rhyming
Identifying Onsets
Blending
Identifying Final and Medial Phonemes
Segmenting
Substituting Phonemes
Adding Phonemes
Deleting Phonemes

During the next nine weeks I will describe each of the phonemic awarenes skills.

2. Rhyming

Recognizing rhyming words
Repeating rhyming words out of a series of words
Isolating the non-rhyming word out of a series of words
Producing a rhyming word with a familiar word

2009-09-24T19:24:00.006-05:00

Mrs. Pellin's Post
September 28th to October 2nd

This week we will continue working on segmenting the sounds n, f, l, and z.

I will be using the Michael Heggerty skill based intervention this year with my first grade students. This intervention focuses on Phonemic awareness in its lesson plans. "Phonemic awareness is the understanding that spoken words are made up of individual sounds, which are called phonemes. A child who is phonemically aware is able to isolate sounds, blend, and segment the sounds into spoken and written words." Studies have shown that this awareness is one key to active reading.

This year we will be studying 9 phonemic skills. These are (ranging from the easiest to the most difficult):

Increasing Language Awareness
Rhyming
Identifying Onsets
Blending
Identifying Final and Medial Phonemes
Segmenting
Substituting Phonemes
Adding Phonemes
Deleting Phonemes

During the next nine weeks I will describe each of the phonemic awarenes skills.

1. Increasing Language Awareness

Repeating a sentence
Breaking a sentence into separate, spoken words
Clapping words in a sentence
Counting words in a sentence

2009-09-17T19:01:00.005-05:00

Mrs. Pellin's Post
September 21st to September 25th

This week we will continue working on segmenting the sounds b, m, and p.

I will be using the Michael Heggerty skill based intervention this year with my first grade students. This intervention focuses on Phonemic awareness in its lesson plans. "Phonemic awareness is the understanding that spoken words are made up of individual sounds, which are called phonemes. A child who is phonemically aware is able to isolate sounds, blend, and segment the sounds into spoken and written words." Studies have shown that this awareness is one key to active reading.

This year we will be studying 9 phonemic skills. These are (ranging from the easiest to the most difficult):

Increasing Language Awareness
Rhyming
Identifying Onsets
Blending
Identifying Final and Medial Phonemes
Segmenting
Substituting Phonemes
Adding Phonemes
Deleting Phonemes

[each skill listed has subskills with increasing difficulty]

2009-09-10T19:58:00.007-05:00

Mrs. Pellin's Post
September 14th to September 18th

I will be using the Michael Heggerty skill based intervention this year with my first grade students. This intervention focuses on Phonemic awareness in its lesson plans. "Phonemic awareness is the understanding that spoken words are made up of individual sounds, which are called phonemes. A child who is phonemically aware is able to isolate sounds, bleand, and segment the sounds into spoken and written words." Studies have shown that this awareness is one key to active reading. For the first week we will be working on segmenting the sounds b, m, and p.

Center Cass School District # 66 has implemented an Illinois State Board of Education (ISBE) mandate, Response To Intervention (RTI). RTI is an array of procedues that can be used to determine if and how students respond to specific changes in instruction. RTI provides an improved process and instruction for school teams in designing and implementing educational interventions.

2009-09-04T21:05:00.003-05:00

Mrs. Pellin's Post
September 8th to September 11th

We have finished administering the aimsweb test to the children in kindergarten, first, and second grade. We will now work on placing the children in their reading groups. This week we will also continue to work on the RTI schedules and decide which reading interventions will be used for each group. We are still preparing for the beginning of the RTI program which will start Monday, September 14th for the first and second grade students and Wednesday, September 23rd for the kindergarten students at Elizabeth Ide. Center Cass School District # 66 has implemented an Illinois State Board of Education (ISBE) mandate, Response To Intervention (RTI). RTI is an array of procedues that can be used to determine if and how students respond to specific changes in instruction. RTI provides an improved process and instruction for school teams in designing and implementing educational interventions.

2009-08-27T19:20:00.003-05:00

Mrs. Pellin's Post
August 31tst to September 4th

I enjoyed welcoming all the students back at the Open House on Monday. This week we will be administering the aimsweb test to the children in kindergarten, first, and second grade. This week we will also continue to work on the RTI schedules for kindergarten, first and second grades. We are still preparing for the beginning of the RTI program which will start Monday, September 14th for the first and second grade students and Wednesday, September 23rd for the kindergarten students at Elizabeth Ide.

Center Cass School District # 66 has implemented an Illinois State Board of Education (ISBE) mandate, Response To Intervention (RTI). RTI is an array of procedues that can be used to determine if and how students respond to specific changes in instruction. RTI provides an improved process and instruction for school teams in designing and implementing educational interventions.

2009-08-23T12:36:00.004-05:00

Mrs. Pellin's Post
August 24th to August 28th

This week we will be working on the RTI schedules for kindergarten, first and second grades. We are still preparing for the beginning of the RTI program which will start Monday, September 14th for the first and second grade students and Wednesday, September 23rd for the kindergarten students at Elizabeth Ide.

Center Cass School District # 66 has implemented an Illinois State Board of Education (ISBE) mandate, Response To Intervention (RTI). RTI is an array of procedues that can be used to determine if and how students respond to specific changes in instruction. RTI provides an improved process and instruction for school teams in designing and implementing educational interventions.

2009-05-27T19:11:00.004-05:00

Mrs. Pellin's Post
June 1st to June 5th

Friday, June 5th is the last day of school. We will have an early dismissal at 10:00 am! Please plan accordingly.
I enjoyed reading with all of my wonderful students this year. Each and every child worked very hard and improved their reading and writing skills a great deal. I encourage everyone to read as many books as possible throughout the summer. This can be done by reading books alone; partner reading with a sibling or parent; or having a book read to them. The more your child reads, the more likely they are to remain at or continue to progress to a higher reading level! I look forward to seeing many students back at Elizabeth Ide next year and I wish those who move on to Prairieview the best of luck. Have a wonderful summer and please be sure to visit my classroom next year!!!

2009-05-21T17:30:00.009-05:00

Mrs. Pellin's Post
May 25th to May 29th

Monday, May 25th is Memorial Day! There will be no school. Please plan accordingly.

This week the first graders will read books about a family of ducks. They will learn and write about how a father duck protects his ducklings from a big dog.

The second grade will read about how a family rescues a surfer on the beach. They will write about the strategies the family used to save the surfer.

Both reading groups will reflect on our favorite memories of the school year. We will discuss our happy memories and we will write about them as well.

Center Cass School District # 66 is in the process of implementing an Illinois State Board of Education (ISBE) mandate, Response of Intervention (RTI). RTI is an array of procedures that can be used to determine if and how students respond to specific changes in instruction. RTI provides an improved process and instruction for school teams in designing, implementing, and educational interventions.

2009-05-13T19:36:00.009-05:00

Mrs. Pellin's Post
May 18th to May 22nd

This week the first graders will read books about the circus. We will also read about how clowns can make you laugh. Students will write a description about their favorite clown antics and circus acts.

I am going on the second grade field trip to the Morton Arboretum. We will read about different plants and flowers. Students will write descriptions about how plants and flowers grow starting with a seed.

Center Cass School District # 66 is in the process of implementing an Illinois State Board of Education (ISBE) mandate, Response of Intervention (RTI). RTI is an array of procedures that can be used to determine if and how students respond to specific changes in instruction. RTI provides an improved process and instruction for school teams in designing, implementing, and educational interventions.

2009-05-06T21:39:00.006-05:00

Mrs. Pellin's Post
May 11th to May 15th

This week the first graders will read books about baby animals. We will talk about the baby chicks that are hatching in their classrooms and write about them. We will describe the stages of a baby chick's birth and what they are like when they are newly hatched.

The second grade students will read a book about a family camping trip. They will retell the story out loud and then write about the beginning, middle, and end of the story.

Both groups will continue to work on their "Word Wall" words and spelling words. They will write sentences using these words.

Center Cass School District # 66 is in the process of implementing an Illinois State Board of Education (ISBE) mandate, Response of Intervention (RTI). RTI is an array of procedures that can be used to determine if and how students respond to specific changes in instruction. RTI provides an improved process and instruction for school teams in designing, implementing, and educational interventions.

2009-04-30T19:57:00.004-05:00

Mrs. Pellin's Post
May 4th to May 8th

Happy Mother's Day to all from the team at Elizabeth Ide!

This week I will be administering the spring benchmark test to the kindergarten, first and second graders. This is part of the state mandated RTI program and will be used to assess each student's progress this year.

Center Cass School District # 66 is in the process of implementing an Illinois State Board of Education (ISBE) mandate, Response of Intervention (RTI). RTI is an array of procedures that can be used to determine if and how students respond to specific changes in instruction. RTI provides an improved process and instruction for school teams in designing, implementing, and educational interventions.

2009-04-21T20:31:00.008-05:00

Mrs. Pellin's Post
April 27th to May 1st

This week the first graders will read a book about Ben whose Dad comes home from the navy with a surprise visit to his school! The children will write about Ben's explanation of his father's duties on the ship.

This week the second graders will read about penguins! They will learn that the mother penguin goes out to sea to look for food while father penguin keeps their eggs warm! The students will write summaries identifying events, characters, and settings for the beginning, middle, and end of the story.Center Cass School District # 66 is in the process of implementing an Illinois State Board of Education (ISBE) mandate, Response of Intervention (RTI). RTI is an array of procedures that can be used to determine if and how students respond to specific changes in instruction. RTI provides an improved process and instruction for school teams in designing, implementing, and educational interventions.

2009-04-17T20:39:00.005-05:00

Mrs. Pellin's Post
April 20th to April 24th

This week the first graders will read a book about Ben whose Dad comes home from the navy with a surprise visit to his school! The children will write about Ben's explanation of his father's duties on the ship.

This week the second graders will read about penguins! They will learn that the mother penguin goes out to sea to look for food while father penguin keeps their eggs warm! The students will write summaries identifying events, characters, and settings for the beginning, middle, and end of the story.

Both of the reading groups will be reading and writing about Earth Day this week. We will discuss many ways to help save our planet. The students can write about the things that they do at home for Earth Day!

Center Cass School District # 66 is in the process of implementing an Illinois State Board of Education (ISBE) mandate, Response of Intervention (RTI). RTI is an array of procedures that can be used to determine if and how students respond to specific changes in instruction. RTI provides an improved process and instruction for school teams in designing, implementing, and educational interventions.

2009-04-09T19:06:00.005-05:00

Mrs. Pellin's Post
April 13th to April 17th

This week the first graders will read a book about a family going on a summer vacation. Unfortunately, Dad cannot find his sun hat! We will read the different ways his family attempts to help him and make predictions about where it could be.

This week the second graders will read about a ship who gets into trouble with big waves in the ocean. We will make predictions about the best way to save the ship called the Naughty Ann.

Both of the reading groups will continue to work on their writing project about "Who am I?" The children have finished their rough draft and this week will finish their final draft with illustrations. The children are very excited to have their parents guess which self description belongs to them. The children will also continue to work on "Word Wall" words and we will play spelling games. The students are mastering many words from their "Word Wall" list.

Center Cass School District # 66 is in the process of implementing an Illinois State Board of Education (ISBE) mandate, Response of Intervention (RTI). RTI is an array of procedures that can be used to determine if and how students respond to specific changes in instruction. RTI provides an improved process and instruction for school teams in designing, implementing, and educational interventions.

2009-03-26T09:30:00.009-05:00

Mrs. Pellin's Post
April 6th to April 10th

This week the first graders will read a book about mother and baby owls. We will learn how mother owls take care of their babies and write about how the mothers protect them.

This week the second graders will read about what happens if the power goes out in your house and the steps each family should take.

Both of the reading groups will start a writing project about "Who am I?" The children will write clues about themselves and the parents will have to guess which project belongs to their child when they come to open house. The children will also continue to work on "Word Wall" words and we will play spelling games. The students are mastering many words from their "Word Wall" list.

Center Cass School District # 66 is in the process of implementing an Illinois State Board of Education (ISBE) mandate, Response of Intervention (RTI). RTI is an array of procedures that can be used to determine if and how students respond to specific changes in instruction. RTI provides an improved process and instruction for school teams in designing, implementing, and educational interventions.

2009-03-19T18:30:00.005-05:00

Mrs. Pellin's Post
March 23rd to March 27th

This week the first graders will read a book that is about an amusement park. The students will write about their favorite rides and activities at amusement parks. We will begin to write three sentences about the stories that we read this week.

This week the second graders will read about Jolly Roger, the pirate. We will learn about his many adventures. Students will start to write about the beginning, middle and end of the stories that we read.

Both of the reading groups will continue to work on "Word Wall" words and we will play spelling games. The students are mastering many words from their "Word Wall" list.

Center Cass School District # 66 is in the process of implementing an Illinois State Board of Education (ISBE) mandate, Response of Intervention (RTI). RTI is an array of procedures that can be used to determine if and how students respond to specific changes in instruction. RTI provides an improved process and instruction for school teams in designing, implementing, and educational interventions.

2009-03-13T15:32:00.008-05:00

Mrs. Pellin's Post
March 16th to March 20th

This week the first graders will read a book that is about a kitten who gets lost and how it tries to find it's family. The students will write a summary about the story. In addition they will write about the steps they would take if they ever got lost.

This week the second graders will read about about different people and animals that perform in a circus. They will write about their favorite circus acts in the story. They will also write about if they have been to a circus or if they would like would like to go to a circus someday.

Both of the reading groups will continue to work on "Word Wall" words and we will play spelling games.

2009-03-04T18:48:00.007-06:00

Mrs. Pellin's Post
March 9th to March 13th

Thursday, March 12th is an early dismissal day and on Friday, March 13th is there is no school! Please plan accordingly. I look forward to meeting each and every one of you during parent conferences this week.

This week the first graders will read a book that is about planting bean seeds. We will write about the process of how a seed grows into a plant. We will continue working on our Leprechaun writing project.

This week the second graders will read about different sports that are played in the spring. The students will write abut their favorite sport or a sport that they participate in. They will also finish their Leprechaun writing project.

Both of the reading groups will continue to work on "Word Wall" words and we will play spelling games.

2009-02-25T18:44:00.004-06:00

Mrs. Pellin's Post
March 2nd to March 6th

Monday, March 3rd is Casimir Pulaski Day. Here's another picture of what he looks like! There is no school! Have a great day off!

This week the first graders will be reading about a lost hungry kitten and how a little boy rescues the kitten. We will write about different ways people can help animals. We will continue our "Word Wall" study and put the words in sentences.

This week the second graders will begin a writing project. They will write using the following topic sentence: If I were a leprechaun and I had a pot of gold, I would ... They will write a rough draft first and after making corrections together, they will write a final draft.

2009-02-18T19:35:00.004-06:00

Mrs. Pellin's Post
February 23rd to February 27th

Monday, March 3rd is Casimir Pulaski Day. Here's what he looks like! There is no school! Have a great day off!

This week the first graders will continue their own personal "Word Wall Chart." Each day two new words will be added to their chart. At the end of each week, they will read all of their "Word Wall" words. We will also be reading baby and mother hippos. They will learn how the mother protects its baby. The children will start to write the beginning, middle, and ending of the stories we read.

This week the second graders will read about a dinosaurs and how a Triceratops scares away a Tyrannosaurus Rex. Sometimes being brave is more important than being large. The second graders will start to write summaries of this story independently with the aid of story guide words.

2009-02-11T15:21:00.007-06:00

Mrs. Pellin's Post
February 16th to February 20th

Monday, February 16th is Presidents Day. There is no school! Have a great day off!

This week the first graders will begin their own personal "Word Wall Chart." Each day two new words will be added to their chart. At the end of each week, they will read all of their "Word Wall" words. We will also be reading about lizards. The children will learn about how lizards change colors and lose their tails to hide from their enemies.

Last week the second graders read about a family who experienced a flood that was caused by a local river overflowing. This week we will read about how the family returns home to clean up their house and cars. The children will write about each step the family has to take to restore their home.

Center Cass School District # 66 is in the process of implementing an Illinois State Board of Education (ISBE) mandate, Response of Intervention (RTI). RTI is an array of procedures that can be used to determine if and how students respond to specific changes in instruction. RTI provides an improved process and instruction for school teams in designing, implementing, and educational interventions.

2009-02-05T18:35:00.007-06:00

Mrs. Pellin's Post
February 9th to February 13th

This week first and second grade students will be taking the Iowa Basics Test. During this time the RTI team will be evaluating the interventions that we have used this school year. We will also research new interventions that would be beneficial to our program during the next school year.

2009-01-29T18:59:00.005-06:00

Mrs. Pellin's Post
February 2nd to February 6th

This week I will continue progress monitorring the students in the RTI program. I will also meet with my first and second grade reading groups. The first graders will be reading about many different kinds of fish. We will continue to do picture walks and discuss the beginning, middle and endings of the stories. Then the children will write about the events in the story. In second grade we will follow the same procedure in reading a story about a baby kangaroo and a story about penguins. In both grades we will be playing games related to their spelling words.

Center Cass School District # 66 is in the process of implementing an Illinois State Board of Education (ISBE) mandate, Response of Intervention (RTI). RTI is an array of procedures that can be used to determine if and how students respond to specific changes in instruction. RTI provides an improved process and instruction for school teams in designing, implementing, and educational interventions.

2009-01-21T18:58:00.012-06:00

Mrs. Pellin's Post
January 26th to January 30th

This week I will resume progress monitorring the students in the RTI program. I will also meet with my first and second grade reading groups. The first graders will be reading about lambs and bears. We will do a picture walk and discuss the sequence of events in the story. Then the children will write about their favorite character in the story. In second grade we will follow the same procedure in reading stories about a tractor and a car. We will also make words with our letter pals.

Center Cass School District # 66 is in the process of implementing an Illinois State Board of Education (ISBE) mandate, Response of Intervention (RTI). RTI is an array of procedures that can be used to determine if and how students respond to specific changes in instruction. RTI provides an improved process and instruction for school teams in designing, implementing, and educational interventions.

2009-01-13T19:06:00.006-06:00

Mrs. Pellin's Post
January 19th to January 23rd

This week I will begin working with the new RTI reading groups. Guided reading is the intervention that I will be using with my groups. The first graders will be reading about a treasure hunt. The second graders will be reading about a story that takes place in a tree house. Both groups will be writing extended responses about the stories they are reading.

2009-01-08T20:50:00.004-06:00

Mrs. Pellin's Post
January 12th to January 16th

This week I will continue to work on the data from the benchmark testing and help set new goals for each student in the RTI program. Once this is accomplished, I will resume progress monitoring for the students in the RTI program. I will also resume guided reading with selected students.

Center Cass School District # 66 is in the process of implementing an Illinois State Board of Education (ISBE) mandate, Response of Intervention (RTI). RTI is an array of procedures that can be used to determine if and how students respond to specific changes in instruction. RTI provides an improved process and instruction for school teams in designing, implementing, and educational interventions.

2008-12-18T18:56:00.005-06:00

Mrs. Pellin's Post
January 5th - January 9th

Winter break will be from Monday, December 22nd until Friday, January 2nd. Have a wonderful holiday! I look forward to seeing you again on Monday, January 5th.

During the first week back, I will be administering the winter benchmark test to the kindergarten, first and second graders. This is part of the state mandated RTI program and will be used to assess each student's progress.

2008-12-14T13:10:00.005-06:00

Mrs. Pellin's Post
December 15th - December 19th

This week I will continue progress monitoring all three grade levels. This will continue until the holiday break.

I will resume guided reading for the first graders this week. Guided reading has the students reading stories that both engage the student's interest and are appropriate for their reading level. The students will write about activites they hope to do over the holiday break.

The second graders will be reading and learning about different Christmas customs around the world. I will be assisting the second grade teachers with activities associated with these different cultures. On Thursday we will be caroling at the Fairview Retirement Home in Downers Grove.

Center Cass School District # 66 is in the process of implementing an Illinois State Board of Education (ISBE) mandate, Response of Intervention (RTI). RTI is an array of procedures that can be used to determine if and how students respond to specific changes in instruction. RTI provides an improved process and instruction for school teams in designing, implementing, and educational interventions.

2008-12-04T15:04:00.002-06:00

Mrs. Pellin's Post
December 8th - December 12th

This week I will resume progress monitoring with all three grade levels. Progress monitoring will continue until the holiday break.

I will begin implementing guided reading for the first graders this week. Guided reading has the students reading stories that both engage the student's interest and are appropriate for their reading level. We will also write about the stories we read.

The second graders will also be continuing guided reading this week. They will be "making words" with magnetic letters. They will write about the beginning, middle, and ending of the stories they read.

2008-11-29T13:48:00.008-06:00

Mrs. Pellin's Post
December 8th - December 12th

This week I will resume progress monitoring with all three grade levels. Progress monitoring will continue until the holiday break.

2008-11-12T19:15:00.008-06:00

Mrs. Pellin's Post
November 24th to November 25th

I wish all of your families a very Happy Thanksgiving and I will be back to school the week of December 1st.

2008-11-07T20:54:00.006-06:00

Mrs. Pellin's Post
November 10th to November 14th

This week my first grade students will learn about the consonant sounds "J" and "Z". We will be reciting a poem about jackets, zippers, and zoo's. The vowel we will work on is u and umbrellas. The poem is:

Jackets have zippers,

Jungles have trees,

Zoos have zebras,

Zookeepers have knees!

The second grade students will continue to work on guided reading and write summaries in their journals about the stories we are reading. We will also write about the things for which we are thankful.

As I continue to progress monitor for the RTI program, I am happy to see how much progress is being made by our students.

Center Cass School District # 66 is in the process of implementing an Illinois State Board of Education (ISBE) mandate, Response of Intervention (RTI). RTI is an array of procedures that can be used to determine if and how students respond to specific changes in instruction. RTI provides an improved process and instruction for school teams in designing, implementing, and educational interventions.

2008-11-01T08:14:00.009-05:00

Mrs. Pellin's Post
November 3rd to November 7th

This week my first grade students will learn about the consonant sounds "Y" and "V". We will be reciting a poem about violets in a vase from "me to you." The children will sort picture cards to match them to the beginning sounds of "V" and "Y" . We will also learn the short "E" sound by reading about Ed the Elephant. The elephant on the right is eight days old.

The second grade students will continue to work on guided reading and write summaries in their journals about the stories we are reading. We will work on the differences between fantasy and realism. For example, realism is "After school Tom walked home." Fantasy is "After school Tom flew in a rocket to his house on the moon." We will also play spelling games from their weekly spelling lists. The students will make words using magnetic letters.

Center Cass School District # 66 is in the process of implementing an Illinois State Board of Education (ISBE) mandate, Response of Intervention (RTI). RTI is an array of procedures that can be used to determine if and how students respond to specific changes in instruction. RTI provides an improved process and instruction for school teams in designing, implementing, and educational interventions.