Ashley Grubb » Staff Profile

Staff Profile

I am so excited to be joining the amazing Westgate Team! I have taught for 3 years previously in Windsor, Colorado and just moved to the area this summer to join my (almost) husband, who works in Erie. I will be getting married on September 6, and am looking forward to spending time getting to know this beautiful area!
 
I am a passionate teacher that believes strongly in creativity, individuality, and forming strong relationships with my students. I received my Bachelors in Elementary Education from the University of Northern Colorado with an emphasis in Performing Arts in 2017, and have been developing my craft ever since. 
 
Some of my favorite things are hiking, cooking, sunflowers, and reading. A few things I am proud of is being on the crew for a Race Across America bike team, running two half marathons (one in 2019!), singing a song on the Red Rocks stage, and starting to learn Portuguese so that I can interact with my (almost) husbands family. 
 

Posts

YEARBOOKS!

 

Yearbooks Now on Sale!

  • $31/each
  • Ordering is online only at the link below
  • Entourage Yearbooks
  • Deadline to purchase:  April 25, 2022

K-11 grade students will receive their yearbooks on the last day of school, May 27.

Seniors will receive their yearbooks the morning of graduation, May 24.  

If you have any questions, please contact Ms. Teri Garrick at [email protected].

Kindness Week

KINDNESS WEEK 2022

At Westgate, we believe in promoting kindness every single day and we are grateful for your support in modeling kindness and compassion all the time! During the week of Valentine's Day, we invite you to take kindness a step further by collecting, celebrating and prioritizing acts of kindness as a way to show our love, admiration and appreciation for one another and for our community. Let the Kindness Challenge commence!
For the second year, we are challenging our community to perform at least 200 acts of kindness as a school. We invite you to document and share your acts of kindness with us! Each day has a kindness type/ style and a challenge that goes with it. You can follow the suggestions for each day and document the kind act. Please share by using the hashtag #ShareYourKindness to tag your act of kindness on social media (social media tips are below), or you can send a picture or video directly to [email protected] On Thursday,
select members of our incredible staff will collect cards and letters of appreciation from their students and then deliver via contactless delivery to local first responders, essential workers, and seniors at Bonaventure.
 
2/14 Monday - Words of Affirmation, Encouragement and Love
• Write a letter, send a text, or make a phone call to someone you appreciate
• Example: Send messages (letter, texts, etc.) to five people with whom you’d like to send words of affirmation 
 
2/15 Tuesday - Acts of Service
• Do something kind (like a conscious act of kindness) for someone today
• Example: Share a compliment, smile (even behind your mask, your eyes will smile too!) at somebody, help clean up, etc.! 
 
2/16 Wednesday - Quality Time
• Enjoy intentional quality time with someone you love and appreciate 
• Example: Play a board game, make dinner together and eat around a table, read a book, take a walk, etc.! 
 
2/17 Thursday – A Day of Giving
• Share a gift with someone (you don’t need money to give a gift!)
• Example: Cook a meal, bake a treat, make a craft or just give something from your heart to 
someone else!
• This is the day we will share kindness letters, notes and pictures with our 
community! Each class will be assigned a partner organization. 
 
2/18 Friday (NO SCHOOL) – Feel Good Friday – Be Kind to Yourself <3
While you are home on your day off…
• Encourage yourSELF with words of affirmation
• Do something kind for yourSELF
• Engage in an activity that YOU love
• Give yourSELF a gift. 
 
All of our kindness can be applied to self-compassion!
Social Media Tips - Post on Facebook, Twitter, or Instagram to share your acts of kindness
 
Our Facebook page is: https://www.facebook.com/westgatecs
Tag Westgate’s Twitter: @westgatewild 
Tag Sharon Collins, Executive Director: @EdSharonCollins
Westgate’s Instagram is: @Westgate Wild
Use #ShareYourKindness when posting on all platforms

Field Trip!

5th grade is going to the Denver Art Museum! This field trip is being planned by Mrs. Valenza as part of the environmental education program. While at the museum we will be doing a docent-led field trip titled, Art and Social Consciousness: Environmental Lens. The field trip is on Thursday, January 27th. Please fill out this digital permission slip -  https://forms.office.com/r/fbzehM4wVB   

Book Fair!

 

Westgate Scholastic Bookfair

The Bookfair will be back at Westgate from January 24th-28th. Our class will be previewing the bookfair on Monday, January 28th and will be shopping on FILL IN DAY HERE. If your student would like to shop at the fair, please send money with that on FILL IN DAY HERE. This will be our class's only opportunity to shop at the fair during the school day. Payment can be made via cash (exact change or rounding up for Books for All is appreciated), check (made out to Westgate), credit card or e-wallet (https://bookfairs.scholastic.com/bookfairs/parent-how-it-works.html?fairID=5144706).

 

Families wishing to shop with their students may sign up for a shopping time at the link below. Shopping after school is by appointment only and signups are first come, first served.

https://www.signupgenius.com/go/10c0d45a8ae28a1fa7-2022

 

Prefer to shop from home? Check out the virtual fair: https://bookfairs.scholastic.com/bookfairs/cptoolkit/homepage.do?method=homepage&url=westgatespring2022

The virtual fair will be open from January 24th to February 6th. Please note-Scholastic is experiencing shipping times of 6 to 8 weeks for online orders.

Language Arts 10/25-29

This week we are continuing with reading the Giver this week. Students have been really digging into this topic and understanding how it relates to the world around them. We will also continue working on short constructed responses using RACES and analyzing our writing. 
 
Monday: 
Students will read Chapter 7 and answer a level 3 question using RACES. They will then share their responses with their table and then with the class, and edit a few students writing. They will make a goal of one thing to work on this week in their writing. 
 
Tuesday-Wednesday:
Students will read Chapter 8-9 and answer a level 3 question using RACES. They will then start on their setting papers, where students will be drawing/creating an image of the world that Jonas lives in. The setting papers will be continued through Wednesday.
 
Thursday:
Students will share their setting descriptions with text evidence to prove each part they put into their setting papers. Then they will write a summary of what they made and how they used text evidence.
 
Friday: 
Students will write their own creative stories of their choice! We will do this every Friday.

Advocacy 10/18-22

This week we will be focusing on failure and how it can lead to growth, success, and happiness. Students will spend time analyzing how they see failure, how failure has shown up in their own lives, and then talk through challenge vs. threat mentality. 

Advocacy 9/13-9/17

This week we are working on what makes us unique and strong. We are going to talk about meaningful compliments, and the importance of helping others see how they contribute to how they see themselves.
 
Monday: 
We will be talking about what meaningful compliments are. Students will get examples from the teacher and will get the chance to start brainstorming some meaningful compliments to each other.
 
Tuesday: 
Students will be practicing writing meaningful compliments for each other. They will write in their journal everyones name, and then write 2-3 meaningful compliments to their peer. 
 
Wednesday:
Students will start sharing their compliments. They will go around the room and when the code word is said, they will share a compliment to the person they are closest to! We will continue this on Friday.
 
Thursday:
Service Learning: we will break into our groups and start brainstorming ideas of how to create the best community night to make others smile. Once they have brainstormed they will start coming up with the timeline of what to do first (Research!) 
 
Friday:
Students will finish sharing their compliments and then we will do a class discussion around why it is important and what they learned from it. 

Advocacy 9/7-9/10

This month we are really focusing on what makes each student unique, valuable, and what their strengths are. Students will be learning how to authentically notice each others strengths, how to give meaningful compliments, and how to recognize those things in themselves. 
 
I will be gone on September 7-8, so there will be a sub. Students will be working on making a "starting place" for what makes them unique. They will be returning to this template by the end of the month to see if they see themselves any different after digging into this content. 
 
Monday: No school
 
Tuesday-Wednesday: 
Students will complete the "Who I am, and what I know is true about me" document
 
Thursday: 
Service learning: we have decided to put together a community night in April for people in our community to smile. We will be getting into groups of kiddos interested in providing art, music/entertainment, information, and other ways to engage with the community on this special night. This Thursday students will be picking which group they would like to be a part of! 
 
Friday: 
Students will write about someone that they admiring, paying extra attention to what character traits these people have.

Social Studies 9/7-9/10

This week we are finishing up our states presentations and presenting them. Students have been working in groups to make a presentation about 3 states in the USA. They will be graded this week on presentation, content, and collaboration! 
 
TEAMS ASSIGNMENTS: Due to the amount of possible quarintines, I have posted all of the assignments for the month of September in teams. PLEASE DO NOT COMPLETE THEM IF YOU ARE STILL COMING TO SCHOOL. These are exactly what we are doing in class, but if your child is in class they will be doing them at school. They are not to be done at home, unless your child is out of class due to sickness or quarintined. If you have any questions, please feel free to send me an email.
 
Monday: No school
 
Tuesday: 
Finish presentations
 
Wednesday: 
Practice Presenting
 
Thursday: 
Present Powerpoints
 
Friday: 
Present powerpoints

Math 9/7-9/10

This week we will be reviewing Chapter 1 and then taking our first Unit test. Students will be sent home with a study guide (Which is also on teams if they forget it!) and expected to study.
 
TEAMS ASSIGNMENTS: Due to the amount of possible quarintines, I have posted all of the assignments for the month of September in teams. PLEASE DO NOT COMPLETE THEM IF YOU ARE STILL COMING TO SCHOOL. These are exactly what we are doing in class, but if your child is in class they will be doing them at school. They are not to be done at home, unless your child is out of class due to sickness or quarintined. If you have any questions, please feel free to send me an email.
 
Monday: No school
 
Tuesday: 
Review vocabulary and 1.1 (exponents), 1.2 (order of operations), 1.3 (GCF): Study Guide
 
Wednesday: 
Review 1.4 (Prime Factorization), 1.5 (LCM): Study Guide
 
Thursday: 
Take practice test and answer student questions
 
Friday: 
Students take the test!

Language Arts 9/7-9/10

This week we are going to be working on plot elements in a narrative. Students have turned in their first narratives (its been so fun reading them!) and are ready to take on something new. They will be learning about the elements of a story, digging into character development, and writing a sensory filled setting description. Their next narrative will be due September 24th, but if they finish early they can write multiple. 
 
In reading we will continue going through our book "The Boy Who Harnessed the Wind". Students will be asked to compare and contrast the life of William to their own, and dig into the problems that William faced. Students should be done with Chapter 11 by Friday. 
 
TEAMS ASSIGNMENTS: Due to the amount of possible quarintines, I have posted all of the assignments for the month of September in teams. PLEASE DO NOT COMPLETE THEM IF YOU ARE STILL COMING TO SCHOOL. These are exactly what we are doing in class, but if your child is in class they will be doing them at school. They are not to be done at home, unless your child is out of class due to sickness or quarintined. If you have any questions, please feel free to send me an email.
 
Monday: No school
 
Tuesday: 
Learning Objective: I can look at the elements of a story, and understand what each part means. 
 
Students will be able to identify the elements of a story by reading an article, identify the elements of a story of their choice, and read for 30 minutes.
 
Wednesday: 
Learning Objective: I can identify the elements of a story and brainstorm for my narrative.
 
Students will be able to review the elements of a story plot, choose a prompt for their writing, brainstorm ideas for their writing, and read for 30 minutes.
 
Thursday: 
Learning Objective: I can create a dynamic character in my story.
 
Students will be able to review the elements of a story, read an article about the importance of character development, and create a dynamic character description for their narrative.
 
Friday (and continued on Monday): 
Learning Objective: I can describe in detail the setting of my narrative.
 
Students will read an example of a descriptive setting, read an article about how to create a strong setting description, describe their narrative setting in detail, draw a picture of their setting, and read for 30 minutes.

Advocacy 8/16-8/20

This week we are still focusing on belonging vs. fitting in. Last week we started with this topic, and I found that because it is so early in the year there are often class discussions we need to have that come up throughout the week. So! This week I am leaving advocacy more open to give us the space to discuss things that are needed (such as enough, walk, talk, how to advocate for ourselves, etc.). I think this will be a valuable chance for us to dive deeper into our understandings of the classroom, our culture, and their peers. I am looking forward to this week!

Social Studies 8/16-8/20

This week we will be continuing with the work we started last week! Students are taking their tests really seriously and using their information of where the states are to help them create meaningful and purposeful maps, as well as better understand the world around them. I am proud of them!
 
Monday: 
Learning Objective: I will be able to study for the test of the Midwestern states and take the quiz.
Success Criteria: I will get a 3 on my quiz of the USA states (West and Midwest), then discuss with my class what has worked with studying and what hasn't. I can also reflect on the importance of memorizing the USA states, and write a response to this question.
 
Tuesday-Wednesday: 
Learning Objective: I can analyze a map of the United States displaying data about regions of the USA, then create a summary of what the map is telling us and why it matters. 
Success Criteria: I will be able to look at the map that I am given and then compare/contrast different regions of the USA for the most, least, and other patterns that I see. Then I will share this data that I have gathered in a summary of the data to my classmates.
 
Students will start class by breaking into partners and studying for the test on Friday of the Midwestern states. Next, students will be divided into groups and given a map with specific data on it. Groups will be asked to analyze what they are being shown, to answer questions such as "What patterns do you see? Why do you think those patterns exist? Where do you notice more of _____? Where do you notice less? Why does this matter?", etc. Finally, students will write a summary using the graphic organizer about the data that they collected and share their findings with the class. If there is time, we will discuss as a class commonalities between one groups findings and others, and talk about what that tells us. 
 
Thursday: 
Learning Objective: I can analyze a map of the United States higher education population and write a reflection on why the patterns exist. 
Success Criteria: I will be able to look at a map of the United States higher education population, analyze what patterns I see, and discuss with my group why this may be. Then I will write a reflection on why it is important to have maps that teach us about patterns, and how we can use those to improve our own lives.
 
Students will start class by studying the Midwestern states with a partner. They will be reminded that the test is tomorrow! Mrs. Grubb will meet with groups that may need a little bit of extra help with studying. Next, students will be put into new partners and given a map of the United States Higher Education rates. They will use their tools learned earlier in the week to look at what patterns they see throughout the US. They will then make observations of the data and discuss in partners why this may be occurring (there will be guiding questions on the board such as lack of employment, lower rates of accessibility, transportation, first generation college students, etc.) Finally, as a class we will discuss their findings and why it is important to look at data in a map so that we can fix the problems occurring to help more people be successful. 
 
Friday: 
Learning Objective: I can label all of the Western and Midwestern states on the United States map as well as answer the question "Why is it important to look/collect data from different regions of the United States and to analyze the patterns seen?"
Success Criteria: I will be able to label all of the Western and Midwestern states on the US map and complete a 5-7 sentence reflection on the essential question "Why is it important to look/collect data from different regions of the USA and to analyze the patterns seen?" 
 
Students will start class by spending 10 minutes studying for the test with a partner. Then they will take their test on the western and midwestern states of the USA. We will grade them together after! Next, students will be asked to respond to the question "Why is it important to look/collect data from different regions of the USA to analyze the patterns seen?". We will then get into small groups and students will share their answers, then share out a few answers to the class. 
 

Writing and Reading 8/9-8/13

This week we will begin our unit on narratives. Students will be writing multiple narratives in this unit as well as learning how to plan, organize, revise, and edit their narratives.


We will also be starting to read “The Boy Who Harnessed the Wind” by Kamkwamba and Bryan Mealer. 

 

Monday 

Writing:

Learning Objective: I can identify the key elements of narrative writing

Success Criteria: I will be able to name the key elements and identify why they are important using a graphic organizer

 

Students will be introduced to the topic of Narratives and taught the key elements as well as be given examples of exemplary narratives.


Reading: 

Learning Objective: I can write a summary of Chapter 1 in “The Boy who Harnessed the Wind” using SWBST

Success Criteria: I will be able to read Chapter 1 in “The Boy who Harnessed the Wind” and identify who the chapter is about (somebody), what they wanted (wanted), what the problem is (but), what they did (so), how the chapter ended (then) in a summary.


Students will start the book “The Boy Who Harnessed the Wind” by William Kamkwamba and Bryan Mealer and work on summarizing the chapter using the modeled tool SWBST.



Tuesday-Wednesday: 

Writing: 

Learning Objective: I can use a rubric and pre-writing to start my narrative

Success Criteria: I will be able to start my narrative using elements from the rubric and my notes from yesterday


Students will begin writing a narrative about an interesting experience that taught them a lesson. 


Reading:

Learning Objective: I can compare the country Malawi to the USA and create a setting description from Chapter 1-2 in “The Boy Who Harnessed the Wind” 

Success Criteria: I will be able to complete my compare and contrast venn diagram and write a paragraph about the setting using my paragraph organizer 


Students will read chapter 2 and 3 in “The Boy who Harnessed the Wind” and learn about the country Malawi. They will then compare and contrast the country to the USA and write a setting paragraph using a paragraph organizer format.

 


Thursday: 

Writing: 

Learning Objective/Success Criteria: I will be able to write my first draft narrative using the examples, rubric, and notes given to me by my teacher.


Students will continue writing their first drafts of their narratives about an interesting experience that effected them. They will use resources such as class notes, example narratives, and the rubric to help guide their writing. 


Reading: 

Learning Objective: I will be able to summarize chapter 4 and discuss the challenges William is facing

Success Criteria: I will be able to write a summary using the SWBST format and participate with thoughtful questions and/or comments during our class discussion that include evidence from the text


Students will read Chapter 4 in “The Boy who harnessed the wind” and then write a summary about it using SWBST format. After this, students will have a class discussion where they will talk about the struggles that William (the main character) faces. 


Friday: 

Learning Objective: I will be able to revise my draft using leads, word choice, and dialogue tools to help guide me

Success Criteria: I will be able to use my resources to revise my draft. I will show my revisions with a different color highlight.


Students will use the resources given to them to revise their narratives. This will be a slow process because it is the first time we are using this method. Students will be reminded of the importance of revision and taught powerful strategies to help them become better revisors and therefore writers. 


Reading: 

Learning Objective: I will be able to relate Williams challenges with my own and read Chapter 5.

Success Criteria: I will be able to analyze Williams challenges and compare/contrast them to my own on a venn diagram. I will also be able to complete reading chapter 5 and answer questions about it. 


Students will be reading chapter 5 today and then analyzing Williams challenges. The goal is for them to start to form some empathy for him and to understand that although circumstances are very different, they still have many similarities. This is also when we will start talking about the norms of class discussions and how to use text evidence in our discussions.





Math 8/16-8/20

Due to last week being filled with new transitions, expectations, and remembering how to be in school again we are just now getting to the content that we meant to do next week! This will look the same as last week, I look forward to teaching these kiddos this week!
 
Monday: 
Learning Objective: Write and evaluate expressions involving exponents
Success Criteria: I can write products of repeated factors as powers and I can evaluate powers
 
Tuesday: 
Learning Objective: Write and evaluate numerical expressions using the order of operations
Success Criteria: I can explain why there is a need for a standard order of operations. I can evaluate numerical expressions involving several operations, exponents, and grouping symbols. I can write numerical expressions involving exponents to represent a real-life problem.
 
Wednesday: 
Learning Objective: Write a number as a product of prime factors and represent the product using exponents. 
Success Criteria: I can find factor pairs of a number. I can explain the meanings of prime and composite numbers. I can create a factor tree to find the prime factors of a number. I can write the prime factorization of a number.
 
Thursday: 
Learning Objective: Find the greatest common factor or two numbers. 
Success Criteria: I can explain the meaning of factors of a number. I can use lists of factors to identify the greatest common factor of numbers. I can use prime factors to identify the greatest common factor of numbers.
 
Friday: 
Learning Objective: Find the least common multiple of two numbers.
Success Criteria: I can explain the meaning of multiples of a number. I can use lists of multiples to identify the least common multiple of numbers. I can use prime factors to identify the least common multiple of numbers.