Catch the Momentum Train!
NEW SCHOOL HOURS 8:20-1:35 for ALL GRADES on the LAST 3 DAYS OF SCHOOL:
Tuesday, June 4th
Wednesday, June 5th
Thursday, June 6th
NOTE the EARLY STARTING TIME for grades 2-8 and EARLY DISMISSAL for all.
3rd graders who scored a Level 1 on the FCAT reading will take the ASRA test on Tuesday, June 4th, for promotion to 4th grade. (Note the change from the following day!)
Please bring a self-addressed, business-sized, stamped envelope to your teacher for your final report card, which won't arrive at school until summer vacation.
SuccessMaker (reading and math) can now be done at home!
Click on the directions in English or Spanish.
Click here to sign in!
Summer reading lists from the state and district are now on the Reading Department page!
The Miami-Dade Public Library System has a Summer Reading Program for you to check out, June 8th to July 20th!
Click here for a list of fun, free educational Web sites!
Food Service Inspection Report
Health Dept. School Inspection Report (Spring, 2013)
Click Here to enter Hubert O. Sibley's site!
School tips straight from the state! Ask your teacher if you have questions.
With guidance and support from adults, elementary school students should have opportunities to create grade-appropriate writings that are developed and organized according to the assigned task and purpose.
Elementary school students should have opportunities to develop their own point of view of a story and share how it differs from the author’s point of view.
Elementary school students should have opportunities to demonstrate, through writing and speaking, their understanding of the purpose and use of nouns, pronouns, verbs, adjectives and adverbs in a sentence.
Middle school students should have opportunities to produce grade-appropriate writings that are clear, logical, developed and organized in a style that is appropriate to the task, purpose and audience. For example, students will write a report with the purpose of providing research facts on a particular topic.
Middle school students should have opportunities to identify the author’s point of view or purpose in a text and explain how it is communicated within the text.
Middle School students should have opportunities to demonstrate, through writing and speaking, their understanding of the use of proper nouns and the use of subjective (he, she), objective (me, him, us) and possessive (mine, yours) nouns.
Students learning English may have a limited vocabulary. Sometimes when writing, these students repeat the same words and phrases, and the content may be restricted to known vocabulary. The teacher should teach vocabulary words in context and provide other sentence-level support, like the correct position of the subject, verb and object of a sentence.
Teachers should schedule regular peer-assisted learning opportunities for students learning English, including structured language practice. One example would be for a student to share his/her point of view of a story orally with a peer, using the following sentence pattern: “I think…because…” In this way, the student shares his/her point of view and practices one English language structure at the same time, including a reason for the opinion.
Students in grade 3 should be able to interpret a bar or picture graph to determine “how many more” and “how many fewer.” For example, students will determine how many fewer snakes than dogs the entire third grade class has, based on the graph created from the generated data.
Students in grade 2 should be able to solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. For example, if you have two dimes and three pennies, how many cents do you have?
Students in grade 4 should be able to draw two-dimensional figures including points; perpendicular line and parallel lines; line segments; rays; and acute, obtuse and right angles.
Students in grade 7 should be able to analyze and interpret data from a random sample to draw inferences about a population. For example, students will predict the winner of a school election based on randomly sampled survey data and judge how far off the estimate or prediction might be.
Students in grade 6 should be able to identify when two expressions are equivalent. For example, the expressions d + d + d and 3d are equivalent because they name the same number regardless of the value of “d”. If “d” stood for dimes, this expression would equal $0.30 (30 cents) or 30¢.
Students in grade 8 should be able to interpret and describe the relationship between two quantities of a function. For example, the function suggests that the more rain that falls, the more umbrellas are sold.
For students learning English, teachers should introduce the most essential vocabulary/language functions before beginning the mathematical tasks. One example is to teach students how to read a bar graph. After learning how to read a bar graph, a student learning English can then master interpreting one based on its data.
For students learning English, teachers should model the process of solving mathematical problems. Teachers can solve problems on an overhead projector, chalkboard, white board or Smart board (A Smart Board is a digital white board used as a teaching tool) to clarify the thinking process and common errors.