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Park/Field Development Project
The Board and staff are undertaking a plan to develop the field space south of the
High School. These improvements will be accomplished without use of tax
dollars. We have a vision that, over time, the area will become a beautiful,
well-landscaped park, with provisions for our marching band, physical education classes,
soccer, softball, and more. We hope to generate high community interest, support,
and involvement. Through non-tax funding sources, we have the capacity to undertake
the basics--leveling, drainage, reseeding, and possibly underground irrigation. The
Voc Ag program landed a grant for landscaping along 68th Street. More information
will be forthcoming. Meanwhile, if you have an interest in helping out with this
project in any way, please contact me at 791-0000.
Board of Education Organization for 1999
Officers:
President .................. Patty Bentzinger
Vice President ......................Jim Craig
Treasurer ....................Norm Wallman
Secretary ......................Cinda Zimmer
Member ............................Dale Harlan
Member .........................Jim Peschong
Committees:
Salary and Bargaining: Peschong, Harlan, & Bentzinger.
Buildings and Grounds: Craig, Harlan, & Wallman.
Transportation: Harlan, Peschong, & Zimmer.
Finance: Wallman, Bentzinger, & Zimmer.
Policies & Legislation: Craig, Wallman, & Bentzinger.
Activities: Craig & Zimmer.
Americanism: Peschong & Harlan.
School Closing Information Reminder
Announcements regarding school cancellations, late starts, and early dismissals will
be made through the following: |
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RADIO: KFOR (Lincoln)
KLIN (Lincoln)
KFAB (Omaha)
KWBE (Beatrice)
KZKX (Lincoln)
TELEVISION:
KOLN-TV (Lincoln)
KLKN-TV (Lincoln)
Decisions will be finalized by 6:15 am or before, and the above listed stations will be
contacted immediately.
Teaching Our Children to Read,
continued
In the previous newsletters, we printed the developmental accomplishments for birth to
three years old, three and four, and kindergartners. Here are developmental
accomplishments for first grade students in the process of learning to read:
 | Makes a transition from emergent to
"real" reading. |
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| Reads aloud with accuracy and comprehension
any text that is appropriately designed for the first half of grade 1. |
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| Accurately decodes regular, one-syllable
words and nonsense words (e.g., sit, zot), using print-sound mappings to sound out unknown
words. |
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| Uses letter-sound correspondence knowledge
to sound out unknown words when reading text. |
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| Recognizes common, irregularly spelled
words by sight (have, said, where, two). |
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| Has a reading vocabulary of 300 to 500
words, sight words and easily sounded out words. |
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| Monitors own reading and self-corrects when
an incorrectly identified word does not fit with cues provided by the letters in the word
or the context surrounding the word. |
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| Reads and comprehends both fiction and
nonfiction that is appropriately designed for grade level. |
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| Shows evidence of expanding language
repertory, including increasing appropriate use of standard more formal lan |
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| guage registers. |
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| Creates own written tests for others to
read. |
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| Notices when difficulties are encountered
in understanding text. |
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| Reads and understands simple written
instructions. |
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| Predicts and justifies what will happen
next in stories. |
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| Discusses prior knowledge of topics in
expository texts. |
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| Discusses how, why, and what-if questions
in sharing nonfiction texts. |
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| Describes new information gained from texts
in own words. |
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| Distinguishes whether simple sentences are
incomplete or fail to make sense; notices when simple texts fail to make sense. |
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| Can answer simple written comprehension
questions based on material read. |
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| Can count the number of syllables in a
word. |
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| Can blend or segment the phonemes of most
one-syllable words. |
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| Spells correctly three- and four-letter
short vowel words. |
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| Composes fairly readable first drafts using
appropriate parts of the writing process (some attention to planning, drafting, rereading
for meaning, and some self-correction). |
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| Uses temporary spelling/phonics-based
knowledge to spell independently, when necessary. |
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| Shows spelling consciousness or sensitivity
to conventional spelling. |
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| Uses basic punctuation and capitalization. |
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| Produces a variety of types of compositions
(e.g., stories, descriptions, journal entries), showing appropriate relationships between
printed text, illustrations, and other graphics. |
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| Engages in a variety of literary activities
voluntarily (e.g., choosing books and stories to read, writing a note to a friend.) |
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