THE VIEW FROM LS

IN TIME & ON A JOURNEY

ISM GRADE 9 STRATEGY INSTRUCTIONQUARTER 1: WEEKS 5 & 6

ISSUE NO. 3

QUARTER 1: SPECIAL ISSUE

In SI Class:
+ The activity below was introduced to the students this week. The top 3 RED squares each are labeled as STUDENT. The bottom GREEN square is TEACHERS, the BLUE square is PEERS and the ORANGE square is PARENTS. +The goal was to connect each student to each of the 3 bottom resources, without crossing any of their lines of communication. +The importance and relevance is that students become more aware of the individuals that can provide help or answers if they have the courage to advocate for themselves.

The Strategy GETTING WORK HOME, GETTING WORK DONE, GETTING WORK HANDED IN ON TIME AT SCHOOL
The child writes down the assignment, using a planner, Post-it wallet, or electronic document on their own Device (see an option/link below that combines Post-it Notes and their Device. [Now he knows what to do.] The student double-checks that the assignments are correct by having the teacher check the planner (and initial it), going to the Google Calendar class block, using the class blog, or calling a friend. [Now she really knows what to do.} The student places all handouts/materials/notes from that days classes needed for HW into the Take Home section of the plastic bifold (a suggested strategy made in the Parent Update for Weeks 1 & 2). [Now he has the correct materials.] On a daily basis, papers from the Take Home section are placed either in that days work pile or led into the 3-ring binder for that specic class, behind the appropriately labeled divider section. [Now she knows where the papers are.] This is done under the watchful eye of a parent (at least in the beginning and then periodically). The child plans out the projects on a calendar, marking completion dates for each step of the process; This might mean the item is due for the next class or in a weeks time. These dates can be marked in the planner book, a regular monthly calendar, or a Post-it calendar. They can also be added as reminders for the class in the students Google Calendar or placed in the students GCal Tasks list. [Now he knows that big projects are just a series of little projects. This chunking of the work keeps it from being overwhelming.] When work is completed, it goes into the Take to School side of the bifold. As a parent, you should double-check this. [Now the days work is put away correctly.] Every other week, the backpack and 3-ring binder are purged of papers that no longer need to be carried back and forth to school they go into either the trash, a le box kept at home with hanging folders for each class, or, if the student has Strategy Instruction class, the labeled accordion le folder kept in the classroom for this purpose. [Now backpacks remain lighter, and when it comes time to study for tests, the student knows where to access review information.] If there is confusion or concern about HW, encourage your child to email the teacher to advocate for their needs.
Originally from Kutscher, Martin L.; Moran, Marcella (2009-08-18). Organizing the Disorganized Child (pp. 92-93), HarperCollins. Kindle Edition, and adjusted to be consistent with ISM terminology and practice. Post-it Digital Notes link for free 30 Day trial: http://www.post-it.com/wps/portal/3M/en_US/Post_It/Global/Products/Product-Catalog/?N=4327+3294647338&rt=rud