Weekly Progress Reports

I haven't sent out a progress report in a few weeks....  I kept waiting for this writing performance task to be done.. and then we would be taking a math unit test, or this performance task in math... finishing this text, this class novel... 

Well, no waiting anymore.... I am sending them home tomorrow regardless!

Remember, you can log into your child's account using the ENGRADE link to the side and using the special code I gave you at parent night.  I will send home another with this progress update so you can log in anytime, anyplace.  You can see what scores they are making, what they are missing, what they need extra support in....

So, please log on! Stay informed! Message me with any questions!

Thursday Spotlight

1. First period we looked at our daily agenda and talked about what we needed to accomplish today.  We also talked about how many students are coming to school late and decided that starting in February - if you come late, you get lunch detention.  :-(    We then moved to the reading center and read Chapter 10 of The Indian in the Cupboard.  Our focus of the day was chronological order, so we talked about what came first, next, then, and last.
2. Second period we started with our 5 minute editing piece.  The students come up to the smartboard and have edit the sentences.  They are getting better at spotting the flaws, but I am still waiting for them to transfer this skill to their writing.  We then did an independent reading of our new ReadyGen book Midwest (pp. 11-14)  (lesson 2b.15) that talked about the animals of the area.  Our group guided reading session (pp. 15-23) was again focusing on chronological order.  After answering our comprehension questions using text evidence, we talked about our writing using opinions (claims) and how to defend our claim with text evidence.  They have a writing assignment tonight that will be used for a grade.  
3. As we were transitioning from ReadyGen to GoMath, we had a visitor come in to watch our class (Ms. Landin). Today we built on what we have learned using our fraction kits to make equivalent fractions.  Today was taking it from concrete (hands on) to abstract (mental) thinking.  The big "get" out of today's lesson was you can make an equivalent fraction by multiplying both the numerator and denominator by the same number.  2/3 = 4/6  (multiplied the numerator and denominator by 2).  After going over homework, doing the mini-lesson, and some sample problems, the kids who were ready were released to do their independent work while I met at the breakout table for students who wanted more help.
4. Computer Lab - students went to the computer lab to take their STAR Math assessment.  When they completed, they were allowed to work on Math Waggle or Math AR 2.0.
5. Gym - the students got another bad report from the gym teacher because of talking.   Parents - I need you to talk to your children and reinforce that there are times and places to talk, but during class instruction isn't the time.  Your child's education is at risk!  
6. Lunch
7. After lunch we returned to the room and did our number talk for the day.  Then we got ready to go home before passing out our Science Non-fiction reading section for the day.  

Homework:

• Writing:  RACE writing prompt
• Math:  GoMath Practice Page 6.2 (multiply the numerator and denominator by the same #)
• Math: Kumon Division Practice #14 (MUST SHOW WORK) 

And We're Back!!!

The day started bright and early for me.  Adriana was walking to school with her Grandma the same time I was coming, so I asked if she would come help me.  Together, we put loads of grades into the online grade book - ENGRADE.   The link is to the right of the page.  Parents, remember, you can keep check of your students progress, assignments, and scores and message me all through the online grade book.  If you have lost your sign on code, let me know.   Actually, I will send home new sign on codes with their progress reports on Friday.  It has been a few weeks since I sent one out, but as the marking period winds down, we should look at them again.

1. First period they had science with Ms. Galan.
2. Second period we came upstairs and passed out all the papers for filing in their work folder.  We took the time to go over two assignments from Monday that needed more attention.  We went over the Indian in the Cupboard comprehension check from chapters 5-8.  This was literally "right there" questions to make sure the students were paying attention.  Sadly, many were not when Mr. McDougall was at his training.  The second paper we went over using the document camera was the Using Commas and Quotations Marks quiz from Monday.  We have been talking about and using dialogue for the past 2 months, and for them to still be careless and not do it right isn't acceptable.  We reviewed it again today.  Then we reviewed Chapters 7 and 8 for the people who were not here Monday and then read Chapter 9.  When done, I had the students go back into the text and COPY EXACTLY five different direct quotes to practice this concept and to show them that dialogue is all over our writing so they should be able to mimic it.
3. ReadyGen Lesson 2b.14.  We started a new nonfiction, informational book today called MIDWEST.   We read pages 4-10 and talked about the format, the illustrations, and what makes this different (as a genre) from the other books we have read.  We decided it was mostly information and would not have characters or a plot.  It is to inform us about a topic.  We talked about how to "prove" your opinion in writing.  You do this by using the text and then explaining how the text proves your point.  This will be practiced in tonight's homework.
4. GoMath 6.1 - Equivalent Fractions.   As you know, we made fraction kits last week and the kids have already been making equivalent fractions with them.   Today, we looked at how to make equivalent fractions using graph paper.  What it came down to was 'we already did this' but we did it with paper.  You fold it to take what you already have and make smaller pieces.   The original size doesn't go away, it just takes more pieces because they are smaller. We worked through the problems in the text and even pulled out our fraction kits and did a couple from the book too.  
5. 5th - We finished Go Math and then headed over to work on Waggle.  Today they kids got to choose between Waggle Math, Waggle ELA, AR Math 2.0 or Math Facts in a Flash since we only had 20-25 minutes do to an extended math lesson.
6. Lunch
7. We ended the day reviewing some math thinking in Number Talks and then moved into some science content and did a non-fiction reading comprehension (2.3).

Homework:

• Reading:  IR book must be completed and tested by FRIDAY!
• Writing:  Write two paragraphs giving their opinion about which details in Midwest would most make a person want to visit the region. Include strong pieces of text evidence, such as details and quotations to support your opinion.
• Math:  Go Math Practice Book 6.1
• Math: Kumon Multiplication Practice #21

School Closed - Tuesday, January 27th

Due to the impending blizzard  

School has been canceled for Tuesday, January 27th.  

• Please use this time to practice your math facts, do your practice homework, and READ!
• You can use the links on the side to work on Waggle and AR Articles and Math 2.0!!!

Snowy Start to the Week...

Monday was one of those days you just can't plan for....

but I tried!

Walking to work in the snow is always fun, even when it is just flurries.  As the day progressed, those flurries picked up and snow was starting to fall....

Four of my girls showed up early to help out.  Maranda, Dilenny, Kimberlyn, and Adriana were there waiting for me when I got there at 7:20.  They helped me take the old bulletin boards down, put new ones up, file stuff in portfolios and work folders, put grades in the grade book, and even made a hanging showcase for our Infographics to hang in the hallway for all to admire.  I tell you, these girls could rule the world.  So helpful!

I picked up the class in the gym at 8:15.  We said our pledge and then headed upstairs.  We had morning announcements, sharpened pencils, unpacked, and got ready for the day.  We started the day as we always do, READING!

1st Period - Class Novel "The Indian in the Cupboard" Chapter 7.  We read and discussed the chapter and made sure that we understood what was going on with the characters.  We also finally started talking about the major theme "responsibility".   We ended the chapter and then did a mini-lesson on direct quotes.  We decided to review this after looking at their writing they have been doing in class.

2nd Period - Dance

3rd / 4th Periods- I picked them up from dance and we returned to class.  We finished working on our direct quote practice.  They were given a 14 questions test to see if they had paid close attention to the direct quote mini-lesson and practice work.  One of the other teachers came to cover the class while all the 4th grade teachers met with the math consultant to go over the students results from their "show what you know" test and then make a plan for what we will do to make sure they are ready for the State Test in mid-April.  While I was gone, the students read Chapter 8 of "The Indian in the Cupboard" and worked on completing a 20 question comprehension quiz on chapters 5-8.  They were also given a writing prompt to complete using the RACE method we have been using all year.   I was gone for most of 3rd and half of 4th.    When I returned the students were still finishing their independent work and taking AR tests using the nonfiction green readers.

5th Period - Students who were finished with all their independent work went across the hall to the library to start their AR tests, Waggle Math, or AR Math 2.0.  The students who were not done took their work with them and camped out at the tables to finish.  A few of the students were having issues concentrating and would not stop talking.  They were dealt with and the rest finished their work.

6th Period - Lunch

7th Period - the snow was really coming down and it was announced that the school would be closed on Tuesday due to the impending blizzard.  We passed out two math practice sheets on skills we have already covered so the students could practice and review these skills while at home (one on multiplication and one on division).  I also made sure they had their Independent Reading books (IR) to take home because they have to have it read by Friday!  After we were packed up and ready to go, we read an article on the properties of matter (solid, liquid gas and physical and chemical changes).  After reading it, the students completed a few questions to see how their non-fiction reading comprehension was holding up.  We were asked to leave a little early due to the weather so we made the room was left clean and organized and headed outside to the snow.

Homework:
Reading:  Read your independent reading book 45-60 minutes each day.
Math: Multiplication Kumon #20
Math: Division Kumon #12

Spotlight on "The Indian in the Cupboard"

Book Level 4.6

GRL: R

Worth 6 AR Points

Lexile Level 780L

Ages: 8-10

Themes:  

Equality
Fairness
Justice

Friends and Friendship

When Omri's big brother has no birthday present for him, he gives Omri an old wooden medicine cabinet he's found. The cabinet doesn't seem like much of a present to nine-year-old Omri, until he deposits inside it another present he receives for his birthday: a miniature plastic Indian. His mother comes up with a key for the cabinet, and the real magic begins. When Omri turns the key once, the Indian, named Little Bear, comes alive; but turn the key a second time and it's an ordinary plastic Indian again. 

Author Lynne Reid Banks effectively blends the common elements of everyday life with utterly believable fantasy. The first book in this best-selling series enchants readers, while at the same time, reminding them of the responsibilities that accompany friendship and love.

Just One of Those Days....

Today was one of those days that literally slipped through my fingers....
I turned around, and it was time to pack up and go....
I didn't get half of what I had planned done....
But, for the most part, it was a good day!

Picked the children up at 8:15 in the gym....
By the time we got upstairs, coats away, back packs away, attendance.. it was 8:30.  We did a review of what happened in The Indian in the Cupboard  for chapters 3 and 4 and then we started reading chapters 5 and 6.  We didn't quite finish reading chapter 6 before it was time to line up and go to science.

2nd - Science with Ms. Galan.

3rd - Back in the room, we finished reading chapter 6 and then the students had several "housekeeping" tasks to do.  They had to take an AR test for the book they checked out last Friday.  If they passed, they came and told me the score and I gave them a sticker to put on our reading chart!  If they didn't I gave them a sad look and told them I would be sending a letter home to parents.  They then had to pick out a new book from the library in their ZPD to read this week.  After that, they had to work on their clinical Friday's reading comprehension sheet.  One page of text, six questions to answer.  The last option was to D.E.A.R or finish answering the questions from last night's homework on The Indian in the Cupboard. 

By the way, my last "small group" reading group read Charlie and the Chocolate Factory.  A group of about 8 of the kids who were in book clubs, reading different books, asked if they could read it.  I am always worried to separate a class set of books, but I was a softy today and the kids ran to the closet and grabbed the box of books and pulled out a copy.  I swear, it was like they had found Willy Wonka's Golden Ticket!  These little moments when you see children really excited to read a book... I have to admit... melts my heart!

4th - After everyone had cycled through checking out new books we went over as a class the 20 questions they had been working on for The Indian in the Cupboard.  I let the students exchange and grade, and again, seeing them look across the room to the person grading their paper to see if they got each question right or wrong made me smile.  It is good that they care!  It is good that they want to get the answers right.  We then read the weekly reading comprehension text and looked at all the answers and really discussed why each answer choice was right or wrong.  My goal isn't so much that they get 100%, but that they understand how to be critical readers, use the text to answer the questions, and be able to get the "best" answer.

5th period - We went to the library and the kids were told to take their STAR Reading test.  It has been 2 months since their last reading test, and to me, this one would be the TRUE test of where they are as readers.  The first test, you have had 2 months off for summer... the second one you have the first big JUMP.. the third test, it shows you were they ARE! (in my opinion :-)  2/3 of the students showed growth!  1/3 of the students did not.  I let those 1/3 know that since I couldn't trust them to read at home for 45 minutes a day, that until the next STAR test, they would grab their lunches and come upstairs with me to have reading time.  I literally don't have any other time of the day to pull small groups for remediation, so lunch it is.  Don't worry parents - they will still have time to eat, but it will be a working lunch.  The #1 indicator of how a child will do in school is their ability to read and comprehend.  I want all my students to be successful!  So I will give up my lunch and we will work on reading!

6th period - Lunch!

7th period - We went over the math homework (Kumon Division #10) and talked about the reason I had them show their work.  They need to get so used to the process that it becomes second nature to them.  I also told them that starting Monday we were having multiplication quizzes and students who didn't pass each digit would have to write the facts down 20 times for each.  So, if they didn't pass the 4's tables... then they would have to write the tables 1x4=4, 2x4=8, 3x4=12 all the way to 4x12=48, then do the same thing 19 more times...

"Essentially, the more adept you become at a skill, the less work your brain has to do. Over time, a skill becomes automatic and you don't need to think about what you're doing. This is because your brain is actually strengthening itself over time as you learn that skill.... For some, deliberate practice is a way to be more mindful of what you're doing so you can actually improve. Deliberate practice is all about tracking what you're learning, focusing on short learning sessions, and practicing as smart, not hard. "  -  from the article, "The Science Behind How We Learn Skills"  by Thorin Klowsowski.

To have these students struggle with the process of multiplication, or the process of division (and as we start fractions... fractions) not because they don't understand the process, but because they don't know their basic facts... it is just too much.  Once they learn their facts, they wont have to work hard to do these calculations.. they will simply know the facts and do the processes with much more intent and ease.  Next week we will focus on the 2's and 3's.  Make sure they have practiced this weekend!!!

We ended the day by playing with the fraction kits and making sure they understood how to use them.  This is important because they have homework this weekend that involves YOU!  They have to teach you how to use their fraction kit and fill in a fraction kit sheet so you can see how we can tell if fractions are equal.  There were some cool conversations about the "math" in fractions today.  Like if we go from 1/4 to 2/4... the numbers will just double... but only the numerators, not the denominators because the denominator isn't the number you have, it is what the fraction represents as a whole.  I can tell that some of the kids are really starting to think like mathematicians.  (The good news is, we haven't even started the chapter yet.. this is previewing the skill!) We start chapter 6 on Monday!

Homework:

• Reading:  Start reading your new IR book!  
• 45 or more minutes for growth, 30-45 minutes to stay where you are... 
• Math:  Kumon Division Sheet #11
• Math:  Show your parents how to use the fraction kit - parents must sign the practice sheet

Making Connections...

Today was about making connections and thinking ...

• 1st period we got right to work and started by reviewing what has happened in the book we are reading so far.  The kids gave a great review for the students who were absent or at Project Boost yesterday.   We then read chapters 3 and 4 of our class novel The Indian in the Cupboard.  We did a really good job at making sure we understood what was going on, what different words and phrases meant (the book has a lot of English slang words), and we made connections to the texts about Native Americans we have already read (Hiawatha, The Birchbark House, Northwest Coast People).  
• 2nd period we continued to make connections, but now we focused on the books from ReadyGen.  (ReadyGen 2b.13).  After making connections between how culture is expressed in the different texts, we reviewed the different ways to "hook" a reader when you are writing. Some of the ways we discussed hooking the reader were:
• ANECDOTE (a short story)
• QUOTE
• DROP YOUR READER INTO A SCENE (use sensory details to describe a scene, giving your reader an immediate sense of time and place.)
• SURPRISING FACT (an interesting piece of information that your readers aren’t likely to know.)
• RHETORICAL QUESTION (a statement in the form of a question.) 
• The students then had 30 minutes to work on writing a introduction paragraph with a hook and ending that paragraph with the opinion statement they created last night for homework.  Then they used the Venn Diagram they created last night to write their second paragraph, the "proving" of their opinion based on text evidence. 
• 3rd period/4th - Fraction Fun!  We spent a lot of time today creating our very own fraction kits.  We took the time to fold paper, tearing it into smaller pieces (1, 2/2, 4/4, 8/8, and 16/16), and then working a few problems using the pieces to start making connections.  We practiced putting the 2 half pieces on the whole...  then we put two fourth pieces on the half piece... and so on... we practiced covering pieces to figure what they are equal to.    They have to practice that tonight for homework so they can get used to seeing equivalents.
• 5th period - GYM
• 6th period - Lunch   
• (We had about 10-12 students in lunch detention today for either not doing their homework or for behavior during class.  Parents, please check homework and make usre your child is doing their job.  I need your support to help your children master the skills we are working on in class. It takes a village!)
• 7th period - when we got back from lunch, the students did a few more practice problems then we passed out the homework they had to do with the fraction kit.  We then had Albert come to the front and log into his Renaissance account.  I had him log onto Accelerated Math 2.0 to show the class how to log in and what the program looks like.  I told them they can log on from home and work on their math skills.  We modeled how to watch "videos" on each skill if they get stuck right in the program.   I showed them that they have goals that need to be met by February 18th.  We ended the day looking at the "Show What You Know" intro to Chapter 6 in GoMath.  I was pleased to see that the students had no problem identifying the different fractions on the pre-test page.  I have to say it was the first time all year I didn't see them freeze up and not know what to do.  I am still seeing they have problems lining up their math work with the right place value... they are still having problems with subtraction without regrouping and with!... they are still having problems with multiplication (don't know their facts)... and with division (don't know their facts!)  I told them in their free time they could log into Renaissance and do MATH FACTS IN A FLASH!  They need to practice their basics before they can do the higher level processes.  

Homework:

1. Reading:  The Indian in the Cupboard chapter 1-4 take home quiz
1. Please remember that you must finish your IR book and take an AR test tomorrow!
2. Math:  Fraction Kit "Equals" chart
3. Science:  Properties of Matter Lesson 2.1 text and questions handout

Planning ahead....

We talked about a couple of upcoming things that we wanted to plan...

1. We just finished a great book called The Birchbark House and another text on Native Americans called the Northwest Coastal People.  Our class novel is The Indian in the Cupboard.  I told the students that the American Museum of Natural History had an entire wing dedicated to Native Americans and all the amazing artifacts and totem poles.  The students seemed very interested, but I told them until they could prove to me that they can walk in the hallways in straight quiet lines without me having to remind them or reprimand them, leaving the building was in question.   If we do go, I will need 2-3 parents who can come along as chaperones as well.  It would be the week of February 9-13th.  I will be letting you know soon if our students earn this great learning experience.
2. February 13th is the last day before we start Mid-Winter Break and the day before Valentine's Day.  We talked about exchanging Valentine's Cards (as a sign of FRIENDSHIP) and that if we did it, everyone had to give a card to everyone in the class!  No one will be left out and no one will get their feelings hurt on this day that we will celebrate as a day of honoring our friends.   The students asked if we could bring in treats and goodies and I said I would think about it.  If we do it, it will be a small celebration 7th period after lunch in place of our "Fun Friday".  

Lunch Detention

I don't think my McSmarties quite get it....

Students who are caught out of uniform, not paying attention during class, talking instead of learning are asked to place their names on the whiteboard and get 'lunch detention" with me.  That means they get to come up to the room, eat their lunch, then read quietly.  They lose the privilege to go to lunch and talk to their friends.   This is meant to be a consequence to hopefully promote paying attention and taking an active part in their own learning.

Today I had about 7-8 students who were given lunch detention, and then I had 4-5 who wanted to come up and work on their blog, and another 2-3 who just wanted to come upstairs and read where it was quiet.

I had more students in the classroom for silent lunch then were in the lunchroom.  I think I had 16-17 students out of my 26.

Hmmmm, I guess it seems that a quiet lunch isn't punishment after-all.

Busy Busy Busy

Time is really starting to move fast!  It is time for our fourth graders to buckle down, study harder, and get ready for the state test while there is still time.  Summer is a terrible thing to waste in remediation at summer school.

• 1st Period - Science with Ms. Galan.  They are working on electricity and magnetism.  
• 2nd Period - Class Novel - The Indian in the Cupboard.  We reviewed what happened in Chapter 1 and then we read Chapter 2 - The Door is Shut.  We had a great discussion about the writer's craft and how the writer used not just commas to include more information, but also used ( ) to break up the writing and not be repetitive.  We also discussed the interesting British words we are learning and figures of speech.
• 3rd Period - ReadyGen 2B.12 - We finished reading the text Northwest Coast People and had a deep discussion about how important the format of informational text was.  How the headings, subheadings, and illustrations really help the reader understand the text.  We then looked at how the introduction of white people negatively affected the native people of the Northwest.  We then discussed the writing assignment and how the students had to look at two different sections of the text and use a venn diagram to write down what was interesting in each section, and in the middle what was interesting in both sections that was the same.   This is getting the students ready for comparing and contrasting texts.  
• 4th Period - GoMath Chapter 4 Performance Task.  It is discouraging that when students are asked to perform during practice on a daily basis, they do pretty well.  But when they are asked to do a performance task, they seem to stop reading closely and forget how to do what they have been doing.  Today I decided to read each question and purposefully "ASK" what the questions were asking and what they had to do.  Don't get me wrong, I didn't answer any questions - I just made sure they READ the question - understood the task - and let them do the work.  I hope that this helped because I need them to understand they are capable and smart students.  They need to start taking ownership of this task.  
• 5th Period - Waggle Math - While most of the students worked on Waggle, a small group of students worked in the tables at the back to complete their performance task.  I worked with a few students who were challenged to support them as they productively struggled to understand and finish the task.
• 6th period - Lunch
• 7th period - I let student teachers work with struggling learners on finishing their performance task.  The rest of the class came to the meeting area and we looked at student homework to share their responses to the opinion prompt they were tasked at responding to.  We looked to see if they "Restated" the question, "Answered" the question (gave their opinion/claim), "Cited" their evidence, and "Explained" their reasoning.  We ended the day by starting our Chapter 3 social studies test.  

Homework:

1. Writing:  Complete the Venn Diagram listing what makes each section of Northwest Coast People interesting and different, and what makes it the same.  This is prewriting for tomorrow's writing assignment.
2. Reading: Independent Reading book must be finished and tested on by FRIDAY!
3. Math: Division Practice Kumon page #10
4. Social Studies:  Take home and finish the Chapter 3 test 

Tuesday - Back in Action!

I hope everyone had a great three day weekend and that you took time to remember not just Martin Luther King, but all the people around the world who fought, and continue to fight, for equal rights and freedom for all.

1st - Dance with Mr. Nunez.  I will say that when I picked the students up, only two students (both boys) were not on stage dancing due to behavior.  The students are learning a new dance and I took a video to show the steps.  I might try and post it later!

2nd - We started a new class novel "The Indian in the Cupboard" by Lynne Reid Banks.  We read the first chapter "Birthday Presents" and then the students wrote a summary in their reading journal that was supposed to talk about the characters and setting and major events of the chapter.  After writing, they had 20 minutes of D.E.A.R time while I conferenced with students (#1-#7).

3rd - ReadyGen Lesson 2b.11.  We started a new text today called Northwest Coast Peoples from our Text Collection.  This is a non-fiction text that describes the life of the Native Americans in the coastal areas between Oregon and Alaska.  The kids are already starting to make comparisons between these Native Americans and the ones talked about in Hiawatha and The Birchbark House. The focus today was making sure they understood main idea by looking at key ideas and details.  

4th - It took half of 4th period to finish our ReadyGen lesson because reading Non-fiction text is always more difficult and you need to read even closer than normal.  The information that is important can be hidden in any of the text, captions, pictures, etc.   The second half of 4th period and all of 5th was spent reviewing for the chapter 4 math test.  We went over the homework from the weekend and made sure that each question was understood and that students felt prepared for the test.  We ended the lesson by looking at 5 questions that were from the upcoming test - word for word - but the numbers were changed.  We made sure that the question was understood, the process to solve was understood, and we solved it.   When they got to the test, they use the same exact technique, just with different numbers.

6th - Lunch

7th - Chapter 4 test in math.  I read each question to the class and made sure that they knew exactly what the test was asking them to do.  They had time to work each question.  Students still don't know their multiplication facts so how well they actually do isn't based on do they know how to divide, but have they learned their multiplication and division facts.  MAKE SURE THEY ARE PRACTICING NIGHTLY!!! 

Homework

• Writing:
• Write a paragraph giving your opinion about which visual most enhanced written information in “Northwest Coast Peoples.”
• Reading:
• Must have IR Book done by FRIDAY
• Math:
• Division Practice Sheet Kumon #6 (BOTH SIDES)

School Close Monday - Martin Luther King Day!

Don't forget - THREE DAY WEEKEND!  

Schools are closed on Monday in honor of Martin Luther King Day.  

Make sure that your children are doing their independent reading and practicing for their Chapter 4 math test on Tuesday.

Also - The Birchbark House BOOK needs to be back on Tuesday for collection.

Big News!

I love it when we have a really good day....
The kind of day where almost everyone is working hard and we get a lot accomplished....
Today was one of those days... (won't mention the 2-3 boys who had to have some time out...)

The day started with us starting the last couple of chapters of our class novel "The Birchbark House". 

We almost finished it but had to go to Science for second period.

When we returned, we quickly settled in so we could finish our class novel.  We did a lot of reviewing as we read and by the time it was FINALLY over, the kids agreed that they liked the book and were EAGER to take the AR test that went with the book.   Our "class goal" for points by March was to get 532 class points... We had 475 points.... the book we finished was worth 7 points... 7 x 26 would be 182 points... That would have us reaching our reading goal 6 weeks early!  That would have us passing another 5th grade class and have us in second place for the entire school... could we do it??

When we finished the book the kids had 3 things to accomplish...

1. Take the AR test for "The Birchbark House"
2. Do the paper quiz and writing prompt for "The Birchbark House"
3. Write a 3 paragraph book review of "The Birchbark House" and if they wanted to, get it ready to publish right here on this blog!

So one group at a time went to the computers to take their AR quiz....  The other groups worked on their paper quiz and book review.  We rotated around the room and worked on all the tasks.

CONGRATULATIONS McSmarties...  We now have 681 class AR points.. We surpassed our goal!  

We had a long talk about things we can do to make sure we are ready for the demands of the state test is to UP our independent reading practice.  The more text you are able to read at one time and understand it... the better the chances of doing well on the test... So we are going to read ONE independent book each week.. Friday to Friday...  So please make sure that your child is reading their book nightly.  It will help them in ways you can't even begin to imagine!  Remember, the ability to read and comprehend is the #1 indicator of student success in school.

We then went over our last section of chapter 4.  GoMath 4.12 was using multiplication and division to solve multistep word problems.  Some of the students struggled with this section, not because they didn't understand the math, but because they rush through and didn't "READ" and fully understand what was being asked.   Over the next few weeks we will move more in-depth into writing our understandings about our math work.  Be looking for it!

5th period we went to the library to work on Waggle.  Some of the kids who don't have access at home asked if they could read the class blog and look at the pictures and videos - and I said sure!  Other students worked on Waggle.  A few went on AR and did articles.  While they were working (some talking, not working... earned them time out and/or loss of computer time) I worked in the back with students on the steps to dividing.  It isn't the steps holding them back, it is that they don't know their facts and they are struggling.  PRACTICE FOLKS!!!

During lunch about 8 kids decided to come upstairs and start typing their blog book review.  1 kid didn't have a choice - he had lunch detention.  The "working lunch" turned more into a "gabfest" with a little typing.

After lunch we bundled up and went to the 3rd floor rooftop playground for "Fun Friday!"  A group of kids had to sit out 15 minutes... Do the Crime, Serve the Time!  We were outside for just over 30 minutes before returning to the classroom to pack up and pass out Scholastic Book Club order forms (due January 31st).  Btw, if you would rather order books online, I can give you the website and CLASS CODE so you can order books using a credit card too.  Just an option if you need it.  I know sometimes the books get costly and having another option is always nice.

Homework:

Reading: Independent Reading Book (Friday, Saturday, Sunday, and Monday Reading Sessions)

Writing:  The Birchbark House Book Report

Math:  GoMath pp. 187-190 - Chapter Review (TEST ON TUESDAY!!!)

Last Day of Testing...

What a day!

• 1st - Math Short Response and Extended Response Practice Test
• 2nd/3rd - ReadyGen 2b.7
• Chapter 12 "Maple Syrup"
• Review theme, mood, and plot 
• 4th - Waggle "Math"
• 5th - Gym (Mr. Hoffman was absent - sub in the classroom)
• 6th - Lunch
• 12 students had lunch detention for not doing homework or for not wearing their uniform
• 7th - GoMath 4.12
• Review homework
• Solving multi-step word problems using multiplication and division

Homework:

Writing Opinion Piece: "In your opinion, what was your favorite aspect or event that took place in Chapter 12?"

Math:  GoMath book - Lesson 4.12 problems 3-10

Tomorrow we have a few things to accomplish....

1) Finish "The Birchbark House" and take the AR test on it.

2) Do the end of the chapter review and take the test

Parents:  As we are doing this, it is very clear which students have been practicing their multiplication facts who has not.  Please - quiz your child nightly.  Buy them flashcards.  This is one of those things they just have to MEMORIZE!  It will make their understanding of concepts so much easier.  TRUST ME!    

Show What You Know Math Day

Today was another day of practice testing for state testing....

• 1st - Science with Ms. Galan
• 2nd/3rd - Math Practice Test (Multiple Choice)
• 3rd/4th - ReadyGen 2b.7 - Chapter 11 "Hunger" - Focus on Theme
• 5th - Division with regrouping practice (GoMath 4.11)
• 6th - Lunch
• 7th - Finish Chapter 11 of "The Birchbark House" and answer questions about Theme.  

Today went by pretty fast.  We did a lot of house keeping as well (changed the unit board, changed the vocabulary word wall, cleaned up our files, etc).  

I have to say parents, the talking is getting to me.  The boys especially have decided they don't care to participate and would rather talk.  I had to call several parents today due to outburst and off task behaviors.  Please have a sit down with your child and make sure they know what you expect from them.  There are about 55 teaching days between now and the state tests!  Your child needs to be ON TASK, MOTIVATED TO LEARN, and READY TO WORK each and every day. 

Also - PLEASE make sure that your child is at school EVERY DAY!  The absentee rate is NOT GOOD!  Also, literally about 1/2 of the class comes to school 5-15 minutes late each day.  This is very telling.  At school, on time, each and every day!

Homework:

Math: Kumon Practice Sheet (DOUBLE SIDED)

Writing Opinion Paragraph:  In your opinion, why did the family allow Andeg to come into the house after he shared the acorns with Yellow Kettle?  

Restate the question

Answer the question

Cite textual evidence (direct quote or paraphrase)

Explain how this connects to your answer

Cite another piece of textual evidence (direct quote or paraphrase)

Explain how this also connects to your answer

Sum up your work and leave the reader with no doubts about your answer!

Jazz Foundation of America Concert

Jazz at PS08

How lucky our fourth graders were today!  They were invited to hear the Jazz Foundation of America play some classic Jazz songs.  I can't tell you how much fun it was to see them get into the music and at one point, the dance teacher Mr. Nunez even had the kids dancing in the aisles with the moves he has been teaching them in dance class.  Please make sure that you talk about this great experience tonight with your children.

Our day was pretty good indeed!

• 1st Period - Dance with Mr. Nunez
• 2nd/3rd Period - SHOW WHAT YOU KNOW - Practice ELA Test (Writing)
• 3rd - Started ReadyGen 2b.6 - Chapter 10 - The Visitor.  Man, this was a great chapter, but the kids didn't know it until later.  The book took a sudden and dark turn.  the MOOD of the story changed and the students are REALLY getting into the book.
• 4th - Jazz Foundation of America Concert in the auditorium.  (My personal favorite was their rendition of "The Girl From IpanemaSho".  The kids liked the "Twinkle, Twinkle" song and getting up to dance for the other song.  It was a blast!
• 4th/5th - We got further into chapter 10 and man, the kids were into it.  A good book is better than anything!  Small Pox has hit the village and we are up to the point where Omokaya's entire family is sick with it and she has made the decision to go into the house to be with them even if it means risking her own life!
• 5th - Waggle Math in the library!  
• 6th -  Lunch
• 7th - Finish Chapter 10 and the ReadyGen 2b.6 lesson from this morning.   

Homework:

Writing Opinion Paragraph:

• Do you think it was believable that Omakayas was able to nurse her family through the smallpox outbreak? State your opinion, provide reasons, and support the reasons with evidence from the text.

Math Practice:  

• Division practice - Kumon Page 5 (1-30) - Show work on a separate sheet of paper. 

Tuesday - Jazz Assembly

FYI

Tuesday Preview:

1st - Dance
2nd - ELA Short/Ext Response ELA Practice
3rd - ReadyGen 2b.6

4th - Jazz Concert Assembly in Auditorium

5th - Waggle
6th - Lunch
7th - GoMath 4.11 Review

"Show What You Know Week" has begun...

As part of our assessment and teaching cycle, students are taking "Practice" ELA and Math assessments this week.

Monday - ELA Mutltiple Choice
Tuesday - ELA Short Response and Extended Response
Wednesday - Math Multiple Choice
Thursday (or Friday) - Math Short Response and Extended Response.

Sidebar - The regular Math Chapter 4 test on division will be either Thursday or Friday as well, so in the midst of checking state test preparedness, we are still doing regular curriculum and assessment.  Please make sure you are going over homework with your child nightly.

There were a lot of students absent today (4 to be exact!).  Please make every effort to be at school on a daily basis.  You can't learn and grow if you are not here.  It is pretty simple.  I have not missed a single day of school this year.  Just saying!

Today's schedule:

1st - ReadyGen 2b.5 (Chapter 9)
2nd - Dance
3rd/4th - ELA Multiple Choice Practice Test
4th/5th - Finish 2b.5 Chapter
5th - Division with Regrouping practice
6th - Lunch
7th - GoMath 4.11 Animated Math Model on Smartboard

Parents... Please make sure that you talk to your child about the following issues that we are dealing with right now:

1. Students are not paying attention during math class - then they are "confused" when asked to do work...
2. Students are not closely reading their independent reading books - they are not getting high enough passing percentages when taking their AR tests - they have to start taking their reading more serious and I need you to talk to them about how important reading time is.
3. Practice their multiplication and division facts nightly!!
4. I will be starting to call home daily for students who would rather talk than work.  I want to give you the heads up so maybe you can talk to them before I have to call.

Homework:

Writing:  Opinion Paragraph:  Which would you rather have - Old Tallow's Coat or the perfectly beaded bag?  Focus on the pps 124 and 126 of The Birchbark House for evidence to support your opinion.

Math:  Division Practice Sections 1, 2 and 3 (37 problems - MUST SHOW WORK!)

Friday

I'm just going to say it...

I don't like having days off because it takes this group of kids a LONG time to get back into "school" mode.  We have had a rough week with a lot of talking.  Not bad behavior, but not wanting to concentrate on work and wanting to talk.  

No Bueno!  

1st Period - Reading Groups (Finish books - Take AR Quizzes)

2nd Period - ReadyGen 2b.4 (Chapters 7&8)

3rd Period - GoMath 4.10 Review, Intro to 4.11

4th Period - Science (Ms. Galan is out, Ms. Saxton did Science Activity in-class)

5th Period - Waggle Math

6th Period - Lunch

7th Period - Work on GoMath 4.11 and reviewed Social Studies Chapter 3 end of chapter.

Homework:

Writing:  Opinion Writing Prompt

Math: GoMath 4.11 Math Book pages

Social Studies: End of Chapter Check Up

Dang it's Cold!

I cannot believe I was walking to the subway this morning and it was 9 degrees!!!  Remember, I am a Florida Boy!  I just got back from Florida where it was in the high 70's low 80's most of my break!!!!  This ISN'T fun!

1st period we jumped right into reading groups.  My group read chapter 27 in Charlie and the Chocolate Factory and looked for patterns in the reading and made predictions about how the book would end.  I cautioned the students that books and movies don't always match up!!!

2nd period we read ReadyGen Lesson 2B.3 - chapters 5 and 6 of The Birchbark House.  Our focus in reading today was the author's purpose.  There are three main reasons that align with Author's Purpose:  to entertain, to inform, and to persuade.  We discussed how sometimes texts can have more than one purpose, but we have to look for what the MAIN purpose is.  We decided that this book's main purpose was to entertain, but it also had some elements that INFORM us about the native american culture.

3rd period we worked on GoMath lesson 4.10 which was all about picking where to start your division and the first digit you use.  We looked at the animated math model and worked through the process as the class.  The kids like my counting method to make sure you make the best guess up front in your process.  Ask them to show you!

4th period we worked on Waggle Reading in the Library.

5th period they had Gym.  They did not get a good report from Mr. Hoffman.  It was a small group of the boys who would not listen, kept talking, and were goofing off during fitness testing.  There might be a few phone calls tonight.

6th period they had lunch.

Last period we finished a wrap up of Math 4.10 and looked at homework.  Then we reviewed Chapter 3 in Social Studies and started working on an end of the unit review.  The students will finish the form for homework to help them study for the test.


Homework:

• Writing Opinion Prompt: Do you think it was right for Omokaya's mom to leave Pitch alone with the berries?
• Math: Practice 4.10
• Social Studies: End of Unit Review

Wednesday Wrap Up

It's getting COLD outside, but our room is NICE and TOASTY!

The students had science class with Ms. Galan first period.  They have changed their unit of study.  Ask them about their science class!

2nd period we did reading groups for about 30 minutes.  My Charlie and the Chocolate Factory read chapters 25 and 26 of our book and talked about the different techniques that the author Roald Dahl uses to represent his characters and to move the plot of the story.  There is a great deal of rich language in the book, and the students are really enjoying it.

3rd period - We are reading a great book for ReadyGen called "The Birchbark House".  We spent a lot of time reviewing where we were, the characters, what we have found out about them, and what the author wants us to "infer" about them based on their actions and what they do.  We read Chapter 4 "Addeg" as a guided group reading activity.  We then did a series of discussion questions and then students came up to the desk and shared their "opinion responses" using the digital camera.  As a class, we looked at their responses and looked for their claim (Opinion), 2 pieces of evidence from the text to support their claim (OPINION), and did they explain how those pieces of evidence directly support their claim.  In some cases they did, some they didn't.  But that is why we are practicing now before the state test!

This continued into 4th period.  They were then given a new "opinion prompt" for homework.    Half way into 4th period we transitioned into math and reviewed 4.8 (division using partial quotients) and took a quiz on it.   We are still having problems with this method, but that is more about not understanding multiplication facts than division.  They are SLOWLY getting it.  We then used base ten rods and units to show that sometimes you have to regroup your tens to ones so you can equally divide your numbers.  We did several examples and then I let students come up and use the blocks and model on the document camera for the class to view.  We worked through 4.9 together and the kids really seemed to like using the manipulatives to solve the problems.  This took us all the way to lunch!

6th period they had lunch!

7th period we finished working with the base ten blocks and did a few more practice problems with partial quotients using two different methods.  Practice practice practice!

Homework:

• Writing Opinion Prompt:  How do you think Omokayas felt about the gift her father gave her when he returned?
• Math - Practice Book 4.9

Read-a-thon from December 23rd, 2014

Dance Class - January 6th

Snow Day - No Way! Tuesday in Room 401

I will start off by saying today was much better than yesterday.  I wasn't tempted ONCE today to call a parent.  The kids seemed to get my message yesterday and today was much better.

1st period - Dance

2nd period - Reading Groups.  The groups have to finish their books by FRIDAY!  They had to look at where they are and where they need to be by Friday, and decide how much to read each day and even for homework to finish by Friday.  The Charlie and the Chocolate Factory group read pages 102-124.  Another one of the kids is gone.  Veruca Salt showed she was a bad nut and was dumped by the squirrels.  Her parents followed her right down the trash tube.  We are almost done with our book and the kids have really enjoyed it.

3rd/4th Periods we worked on our new book "The Birchbark House".  We are taking turns reading it as a guided group reading and independent reading.  The book has a lot of Native American words and names so it is challenging.   So we are taking our times and doing a lot of discussion and talk about what we are reading.  We did a lot of reviewing and using the text to support our thinking.  That is what is going to help them the most.  Read, Think, Write, Discuss!  We hoped to read chapters 3 and 4 today, but we were only able to get chapters 3 done.  Then we did a little excercise looking at synonyms and antonyms.  We then did a little editing practice by looking for errors in two sentences.  We ended by discussing the steps of writing a an opinion piece:

• Read the Prompt
• What is it asking you to do!!!
• Skim the text 
• What opinion can I make based on the text I just read
• Weigh the evidence 
• Based on what the text says, what can I decide
• Write an opinion statement
• based on the text, 
• I believe...
• In my opinion...
• Cite evidence and EXPLAIN how that evidence supports your opinion!

We spent all of 5th period and most of 7th period going over lesson 4.8 in math.  It was on using partial quotients to solve division problems.  Students were taught to use the number talk method of looking for friendly numbers to 'subtract' or 'divide' out using partial quotients.  Then when they have done this until they have reached zero, they add these partials up to get the answer.  It took a long time to get them thinking like mathematicians again.  It was very clear that some have been practicing their math facts (multiplication and division) and others have not.  Please, take 10 minutes a night to do flash cards with your students.  It will make a huge difference.  It was also clear that some students need more practice with subtraction.  

6th period was lunch.

7th period we did more review, checked our progress, and assigned homework before cleaning up to go home.

Homework:

• Writing - Write an opinion about a character from chapter 3.  Use at least 2 details directly quoted from the text to support your opinion about the character.  Explain how your details support your opinion. (will share on the document camera tomorrow - must see OPINION, 2 Details, Explanation!
• Math - Practice Book 4.8 (MUST SHOW WORK!)

Dance Class - Monday, January 5th

First Day of 2015!!

Monday Monday!!!

I picked the students up bright and early at 8:15 in the gym.  We got upstairs and I had the schedule on the board.

We started the day by having the students write a descriptive paragraph telling me about one thing that happened over the vacation.  After they finished, we pulled the group together and I told them about my vacation and seeing my family and then I read them a picture book that a student gave me in 1996 called "Guess How Much I Love You?"   It is a really cute book and it was a great way to start the new year talking about how much they mean to me and what my wish for the new year was.

We talked about state test coming up and what my wish was.  My wish is simple... they are great kids and they are smart.  I want them to work hard and  prove it on the state test.  We talked about the different ratings and what they mean.  Level 1 means you "DIDN'T GET IT!"  Level 2 means "You ALMOST got it!"  Level 3 means "YOU GOT IT! - you are grade level"  Level 4 means "YOU REALLY GOT IT!!" - you are performing above standard.  I told them I expect 3's and 4's because my students are on grade level and they need to show it.  That means I want them to work hard... read... think... write... ask questions.. .study... practice their multiplication facts... check their work... show me you are the kids I believe you to be!

Afterward we went into reading groups and got down to business.  My group, Charlie and the Chocolate Factory pp. 91- 102.  Violet ate the chewing gum and ended up a big blueberry!  Good fun!

Period 2 they had dance and Mr. Nunez said they did really well.

Period 3 - We started working on a new book called "The Birchbark House".   We read chapter 1 together and then they read chapter 2 independently.  We then went over some questions about the chapters and discussed writing opinion pieces.

Period 4 - We finished our reading lesson and moved into reviewing Math 4.1 - 4.7.

Period 5 - Waggle Math in the library

Period 6 - Lunch

Period 7 - the kids could not get it together after lunch.  They were talkative and after awhile of arguing, I started cleaning.  Didn't like the way the day ended.  Had a talk about expectations and that I wasn't happy with the way they ended the day.  We went over homework and cleaned the room.

Homework:
Writing - Opinion with details to support it (R/W Journal 2B Lesson 1)
Literacy/Math packets due