1st Quarter Perfect Attendance (SY2012-2013)

CONGRATULATIONS!

1ST QUARTER PERFECT ATTENDANCE, SY 2012-2013

August 20 – October 23, 2012

KINDERGARTEN

K1, Mrs. Sablan

Troy Andrew

Danny Naputi

K2, Miss Dominguez

Er-jay David

Samuel Faraichy

Lilieane Litoulo

Lei Shuu Roso

K3, Ms. Topasna

Jack Aquiningoc

Benedict Dominguez

Aubrey Guerrero

K4, Mrs. Aguon

Kanon Calinagan

Claire Ohry

John Jay Paulus

Christina Sotam

Xurica Xymon

K5, Mrs. Sayama

Mylee DeLeon

Tommy Fred

Jack Hogan

James Schimmeyer

K7, Miss Shimizu

Franklin St. Gelais

Tomini Tarucho

K8, Miss Madrazo

Ostin Camacho

Alicia Kansov

K9, Mrs. Magdael

Chase Gonzales

Briscilla John

Jeshelle Tanguileg

FIRST GRADE

F1, Miss Artero

Elson Aflague

Chanele Herrera

Jayvis Jacobus

Ye-Chan Jeong

Jade Mateo

F2, Mrs. Masnayon

Storm Palomo

Jenna Sharma

F3, Mrs. Lim Mendiola

Jordan Cacal

Aliyah Caliboso

Ryza Danan

Sakura Pingul

Javier San Nicolas

Flayferd Tarucho

Miku Wada

Rowan Jiroudek

F4, Miss Gumataotao

Alfred Leon Guerrero

Ef-nes Otto

Simelson Saito

Arianna Santos

Nicholas Simpson

F8, Mrs. Lastimoza

Haley Aguon

Joymari Cruz

Neil Espina

Riku Meyar

Isabelle Lizama

Rhiley Pocaigue

F9, Miss Tanayan

Meriem Bossy

Maia Canino

Ericamae Santos

Mikaela Tibayan

Daran Treltas

Alec Penafiel

CONGRATULATIONS!

SEPTEMBER 2012 ANGELS OF THE MONTH

PRE-SCHOOL GATE

Jade Erne, TK3

Minori Nakamura, TF1

KINDERGARTEN

Dina Soriano, K1

Christine Izon, K2

Myra Lacuata, K3

Kalena Crawford, K4

Tasi Kim, K5

Anvia Illon, K7

Yasmine Simon, K8

Liponno Lonna, K9

FIRST GRADE

Thor Ulloa, F1

Benjamin Acabado, F2

Rowan Jiroudek, F3

Camille Borja, F4

Haley Aguon, F8

Reef Tyquiengco, F9

ESL-September_2012

"What is ESL?

by Lois T. Gumataotao, ESL Coordinator/Teacher

Hafa Adai and Welcome back to another exciting school year 2012 at LBJ Elementary! My name is Lois T. Gumataotao and I am the ESL Teacher and Coordinator. What is ESL? ESL stands for English as a Second Language. The ESL Program focuses on the development of English communication skills in an environment that treats language as whole, real, authentic and interesting. The four domains necessary for effective communication in English are listening, speaking, reading, and writing.

A student is eligible under the ESL Program based on the HLS (Home Language Survey) a parent completes as part of the registration process:

1. Which language did your son or daughter speak when he or she first began to talk?

2. What language does your son or daughter most frequently speak at home?

3. What language does your son or daughter most frequently speak with friends?

4. What language do you use most frequently to speak to your son or daughter?

5. Name the language(s) most often spoken by the adults at home?

If one or more of the 5 questions is answered with a language other than English, the student is eligible for the ESL Program and will be given the LAS Links Placement Test. Parents will be contacted if their child will be participating in this program.

Every effort will be made to meet the needs of the ELs to integrate them into the regular classroom as quickly and completely as possible. If you need more information on the ESL Program, please feel free to call me at 649-8256.

SPED: Jan. 2012

Special Education:  "What is 

Specific Learning Disability?"

by:  Mariana Santos

Special Education Teacher

                                                                

Under the special education umbrella, there are thirteen categories of disabilities. The most prevalent amongst these categories is known as Specific Learning Disability (SLD). Here are some Q and A’s to help you understand SLD better.

Q: What is a specific learning disability?

A: SLD is a disorder that affects the brain's ability to receive, process, analyze, or store information. It may appear as the imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations.

Q: What are the signs of a specific learning disability?

Slow vocabulary growth, often unable to find the right word	Slow to learn the connection between letters and sounds
Difficulty rhyming words	Makes consistent reading and spelling errors including letter reversals (b/d), inversions (m/w), transpositions (felt/left), and substitutions (house/home)
Trouble learning numbers, alphabet,       days of the week, colors, shapes	Transposes number sequences and confuses arithmetic signs (+, -, x, /, =)
Extremely restless and easily distracted	Slow to remember facts
Confuses basic words (run, eat,  want)	Behind grade level by two years in conjunction with the other

Q: What do I do if I suspect a learning disability?

A: There are a number of things you can do as a parent. First, speak with your child’s teacher. It’s important that you understand how your child is progressing in the classroom and where his or her academic difficulties are. Second, have your child evaluated. An evaluation helps you understand where your child is at in his or her academics, where his/her strengths and weaknesses are, and what you can do to help. You have a right to ask the school for an evaluation for your child. Third, learn what you can about specific learning disabilities. The more you know, the more you are able to help your child. Finally, be an advocate for your child. Understand the laws that determine the rights of individuals with disabilities.

To find out more about Specific Learning Disabilities, visit http://www.ldworldwide.org/.

SPED: December 2011

Special Education:  "What is IDEA?"

by:  Mariana Santos

Special Education Teacher

        Welcome to the special education corner! My name is Mariana Santos and I am the special education teacher at LBJ Elementary. This corner will feature tips, strategies, and information about the world of special education.  

What is IDEA? IDEA, now known as IDEIA (Individuals with Disabilities Education Improvement Act), is our nation’s special education law. Enacted by Congress in 1975, IDEIA was put into place to ensure that children with disabilities have the opportunity to receive a free and appropriate education, just like other children. IDEIA governs how states and public agencies provide early intervention, special education and related services to more than 6.5 million eligible infants, toddlers, children and youth with disabilities.

To find out more about IDEIA, visit http://idea.ed.gov.

ESL: May/June 2012

"End-of-the-Year Poem"

by:  Lois T. Gumataotao

ESL Teacher/Coordinator

 To the Parents:

I am glad to have been your child’s teacher

And now the year has come to an end

It’s time to say  “Adios”

And together we all are friends.

I’ve watched your children learn and grow

And change throughout the 180 days

I hope that everything I have done

Have helped your child in various ways.

So with happy memories, pride, and belief

                         I send them out LBJ’s door

With great hope and expectations

For what next year holds in store!

          

To the Students:

I am glad to have been your teacher

You’ve learned so much and worked so hard

Now another door will open next year

But don’t forget you make me very proud.

I’ve come to nurture and love you so

The year now ends and we must part

Always remember to strive for success

And that you will always be in my heart.

So from me, Ms. Lois Gumataotao

I thank you for making the grade here

So have a safe and wonderful summer

And remember to visit me next year!

ESL: April 2012

                  "Some Teaching Techniques Teachers Use               To Teach English Language Learners!!

by:  Lois T. Gumataotao

ESL Teacher/Coordinator

  In last month’s article, you read about how the ELs (English Learners ) learn.  This month as promised, you will learn just some of the teaching following techniques, methods, and approaches that have been found to be effective in language teaching.  They are:

Ø      TPR (Total Physical Response): This is a technique that uses a sequence of model commands.  For example, the teacher instructs the students to touch something of a specific color, or play Simon Says, or physically respond to a command.  ELs find TPR relaxing and enjoyable because all of the language introduced is visual and contextual, and they are not forced to speak until they are ready.

Ø      Cooperative Learning:  This involves students working in groups towards common learning objectives.  It includes peer tutoring, whereby group members coach each other; jigsaw methods, in which each member of a group is responsible for a portion of a text; and cooperative projects, written papers, oral presentations, and artwork.

Ø      LEA (Language Experience Approach): This allows students to develop reading and writing skills by drawing upon their current knowledge of English using a given theme with which they are familiar.  Students and teachers work together to create language and compose texts that provide meaningful reading practice. 

Ø      SIOP (Sheltered Instruction observation Protocol) Model:  This model provides concrete examples of the features of sheltered instruction that can expand teachers’ lesson plans.

Ø      Computer-Assisted Language Learning:  Since most ELs are computer literate, the use of technology allows students to work at their own pace, communicate effectively, and learn in the content areas.

No single technique works for all teachers, for all students, or under all circumstances,.  Therefore, teachers are aware to provide a variety of strategies to meet the needs of the ELs in the classroom.