Summer in Room 401

I need to remember to go to the store and buy a thermometer for the classroom - It seriously had to be in the high 80's in the classroom today.  Not to mention, it was the oppressive heat that makes doing anything almost unbearable.  Once it gets that hot, tension rises and tempers flare.  Needless to say, it wasn't the best of learning conditions, but we carried on!

1st period - after checking their homework from last night, we looked at a new text on the San Francisco Earthquake.  We really looked at how the text was set up.  We really concentrated on finding the topic sentence of each paragraph and then seeing how the author supported each topic with specific details and really developed their idea.  After examining the text, we read the short response question and then went right back to the the text to look at the paragraph topic sentences to see which ones would hold the answers to our question.  Out of the five paragraphs, we were able to quickly cross out three of the five paragraphs and then concentrate on just two paragraphs to look for answers and details to support them.  I think the students are really starting to see how simple it is to answer questions when you understand the text and the question.   After we finished the test prep, we only had time to allow them to work on their homework question and get online to take AR Tests.

2nd period - the kids were supposed to have science, but Ms. Galan was out sick again.   I hope she feels better soon.

3rd period - ReadyGen 3A.5   The I Can statements for today's lessons were:

• to refer to details and examples when explaining what a text says
• understand how figurative language helps develop understanding of a topic
• how to introduce and develop a topic
• how to use context clues to understand the meaning of unfamiliar words

We read the next section of our text that talked about "Sand Boils", quicksand, and the great earthquake in Anchorage, Alaska.  When we were done, we had just two pages left so the kids begged and we finished the book a day early.  After finishing our work on the text, students took turns to take their AR test on the book.  With all the students taking the test, we have moved further into second place in the school with 962.2 points!  Hopefully we will hit our goal of "DOUBLING" our goal real soon!  I am very proud of my McSmarties!   KEEP READING!!!

I called the office around this time to beg them to turn the Heat OFF!  I told them how hot the room was and that I had 4 windows open and I was starting to feel ill.  They said they would tell the custodial crew.  You know it is hot when kids ask if they can sit next to the open window.  

4th period - GoMath Lesson 7.1 - Today we started math by having students do the "Show What You Know" while the other students were taking their AR test on Earthquakes by Seymour Simon.  When everyone was finished, we looked at the pre-test pages which is a good indicator of what they learned in the previous grade.  I was very happy to see that they have a really good foundation in fractions.  We then moved into working with the GoMath Smartboard interactive lesson on 7.1 (Students will understand that to add or subtract factions they must refer to parts of the same whole.)  We used interactive tools to add and subtract fractions that had common denominators (came from same whole).  The great way to think about this is like this.. is 1/2 of a cupcake the same as 1/2 of an entire cake.... Of course not.. so you have to make sure that whatever you are comparing is the same to start with... addition and subtraction of fractions is quite easy once you remember that.. you must be comparing the same thing.. (hence, common denominator!)

5th - for the last 30 minutes of 5th period we went across the hall and students had "free choice" Waggle day.. meaning, they could pick either ELA or MATH and after they did one lesson, they had the option to play one of the learning games built into Waggle.  I usually tell them if I see the "games" and not the "lessons", I will block the games completely, but today I relented.  

6th period - Lunch!  Table 4 won the table points this week. I ordered two pizzas and a bottle of soda but due to a IOS issue with the phone app, our pizzas never showed up.  Turns out that even though I selected the right address, and it was ordered from the place a few blocks over, they phone app sent the pizzas way uptown to my home address.  After waiting at the door for 25 minutes into lunch, I called and got sent to call corporate.  They apologized for the problem with the phone app, refunded my credit card, and emailed me a code for a free pizza to say sorry.  Table 4 was very nice about it and we agreed to try again Monday for their reward. 

7th period - Fun Friday!  Students who have been doing all their classwork, homework, and have had good behavior and have returned their progress reports and or promotion in doubt letters had 35 minutes of indoor free time.  Board games were played, online games were played, some kids read, some just sat and talked... that is except the 7 kids who sat with me a the front table and quietly read because they either didn't return their required documents or messed up during the week.  It would have been nice to go outside, but when the temp outside is below freezing, I just don't want to do that to the kids.   One of the other fourth grade teachers - Ms. Syvarth came into the room during Fun Friday and was obviously flustered.. she came in to complain about the heat in her room, but she said.. Oh... gross.... your room is horrible too.. and I just said.. YEP!  Has been all week... we have 4 windows open still a sauna!  

Before lining up to go home, we talked about the week.  It wasn't a good week by my standards.  The boys were very childish, talked way too much, and were not the hard working students I have grown to expect.  I told them that if Monday came and they didn't change, I would help them change by moving them into Rows and Columns and treating them like students that needed more structure.  We cleaned the room, went over homework, and left our hot oasis to head home.

Homework:

• ELA Test Prep - Short Response on text structure  (Collecting Packet Monday for Grade!)
• Math Test Prep - 4.OA.5 Question 
• Writing:  Use the text to describe why the Anchorage, Alaska earthquake was so destructive.
• Math:  practice book 7.1
• Reading:  Keep reading your IR book so you can take more AR tests!

Busy Busy Bee's

Thursdays really fly by!  Having no break until they go to gym fifth period means we get four periods of uninterrupted learning!  I love it!!

• 1st - ELA Test Prep and Book Clubs
• 2nd - ReadyGen Lesson 3a.4 -  We had our first Earthquake vocabulary test with just nine words.  I will just say, I can tell who studied and who didn't!  I will be sending out progress reports tomorrow so you can see too!  We then went on to read pages 18-23 in our text about Earthquakes.  We learned how earthquakes are measured.  We learned about Seismographs, the Richter Scale, and the Mercalli Intensity Scale for measuring earthquakes.  We also read about a few more major earthquakes.  This led to the I Can statement today which is "I can compare and contrast information from informational text."  Their homework tonight was to use the graphic organizer I supplied them to write down all the information they learned about the Sumatra earthquake and then all the information they learned from the Mexico earthquake.  Then they use another box to discuss how they are alike, and the final box is to be used to say how they are different. 
• 3rd - GoMath - We spent a little bit of time again reviewing the three major concepts that were taught for Chapter 6: finding equivalent fractions, simplest form of a fraction, and using landmark numbers (number line with 0, 1/2, and 1) to compare fractions.  After reviewing it, we passed out the performance task and went over the task one question at a time.  We read the question out loud, we underlined what they were asking us to do, circled information that was vital, and crossed out information that was "noise" put to simply confuse you.  After really breaking down each question, they were given 5-10 minutes to do the problem before moving onto the next part of the task.   The frustrating part of the performance task is there is always ONE problem on it that was "sorta" covered in the text, but not to the extent or asking as the task.  The kids get frustrated, but I tell them.... "The entire purpose of learning is so you can take what you learned, and then use it in ANY situation, not just ones you are used to!"  It is still frustrating when all the practice in the book and activities was aimed on two digit lower numbers, then the Performance task has them simply a fraction with 3 digit numbers.  We spent extra time on Problem #2 and I helped them walk through the challenges of using such a big number. I am just glad they were able to read and understand and tell me what they should be doing on the rest of the problems.  They get the concepts!  Now, if some of them would just memorize their facts they would start getting the computations right too!
• 4th - I gave them as much time as they needed to finish the performance task so we only had about 25/30 minutes for them to go "WAGGLE".  The kids are so excited when they pass a level and get more elevation points.  I am excited because as they are working on this common core aligned math lessons, I can pull small groups to work with in the back.  
• 5th - Gym
• 6th - Lunch
• 7th - We spent the first part of class going over not just today's but yesterday's Math Test Prep question.  We simply ran out of time yesterday so we played make up today.   We went over 4.OA.3 and 4.OA.4 today.  Tonight for homework they have to do the question that corresponds with the lesson.  When we were done with the Test Prep - we moved to the last section of Chapter 4 in Social Studies.  We read about New York City during the times of the 13 colonies.  We learned the importance of the city during that time and the different ways it was governed and how the economy was during that time.  They have a comprehension check from the reading to complete for homework.

Parents:  I just wanted to update you on dismissal.  At 2:25 they call us over the speaker system to start getting ready to go home.  We start packing up at that time.  I understand that at times you may have had to wait for us to get outside.  I just want you to know that when we are late, it is because we are simply not ready to exit the room.  The students know they have to leave the room clean, neat, organized, nothing on their desk, nothing under their desk.  They know that they have to be orderly and quiet when lining up and walking in the hallway.  If they can't get it together, we don't go.  It is that simple.  If you want to help, talk to your child about responsibility and doing their best each and every day.  I expect them to RESPECT their classroom and their classmates.  If we are not at the door at 2:35, just know that it isn't me being disrespectful of your time, it is me trying to help you develop responsible, well behaved, caring students who understand demands and expectations for greatness.

Homework:

• ELA Test Prep - Question #12
• Math Test Prep - 4.OA.3 and 4.OA.4 (one question on each page)
• Reading - Compare and Contrast the Sumatra and Mexico Earthquakes using the graphic organizer provided and the text on pages 18-23.
• Social Studies - Chapter 4, Lesson 3 comprehension practice 

What a Day!

Have you ever had one of those days when you wake up, you don't feel well, you feel overly tired for no reason, and you know your body is telling you to "JUST STAY IN BED!"  Well, that is how my day started, but like I tell my students, I only get to work with them about 180 days a year and I am supposed to help them show an entire years growth in that time... I don't have time to be missing school, and NEITHER DO THEY!  So, I got up, got dressed, and got to work!

1st - Science - Ms. Galan was absent so the students had a sub in the classroom.  It gave them time to read and work on taking AR Tests.  Remember parents, if your student isn't reading at least one book a week, they WILL NOT show improvement in reading.  You MUST read to get better at reading!  If your child says, "I'm Bored!"... Hand them a book!

2nd - Test Prep / Book Clubs  - I started my time with them by going around to check the results of their Test Prep homework.  So far we are batting 100% on the work they are doing at home.  Of course, there were a couple students who didn't do their ONE problem.  I worry that they will not do well on the state test and might have to go to summer school because they just don't try.  It isn't that they are not capable, they just are not trying.  I can only do so much, I need your help and support at home!   After checking the homework, we started a new text for text prep, a poem called "The Canary".  We did a close read and looked at it in several different ways before we even looked at the questions.  We looked at it first for rhyme scheme and we learned to mark up a poem.  Then we looked for rich vocabulary and word choice.  Finally, we went stanza by stanza and read the words and them made sure exactly what the writer meant for each stanza.  After all of that, then we looked at the questions and went back to the text to answer them.  So after dissecting questions 7 and 8, they were instructed to do the same for question #9 for homework.  Then the students broke into new reading groups based on their latest STAR reading levels.  The high group was given their turn at the listening center with this reading (Bridge to Terabithia).  Groups 3, 4, and 5 picked up their books and were off to read.  I had group 1 and 2 and we started our new book "Sideway Stories From Wayside School".  After reading for 25 minutes (using a timer) the students were given an exit slip to complete for their class grade for the day.

3rd /4th - ReadyGen Lesson 3a.3 - Today we read pages 14-17 and looked at finding information from an information text and using visuals to support opinion writing.  We did a lot of reading, discussing, and group work today.  They had group questions to answer and share.  Other groups had to agree or disagree and then using the text add information if necessary.  Then we used a method of looking for "Who, What, When, Where, Why, and How" to gather information on a subject.  The students worked independently to use a Web Graphic organizer to develop their understanding of the 1906 Earthquake in San Francisco.  After they did their work, I showed them actual footage from 1906 days before the earthquake, and then footage shot right after the earthquake so they can see how much a place can change in a matter of minutes based on a violent earthquake.    Ask your children about some of the great facts they have learned about Earthquakes already.

5th - Chapter 6 review using process charts.  We went over all the concepts that we had covered before break and what we have been reviewing the past several days.  Then the students started taking their Chapter 6 test.  When they were done they started inputting their results into the ThinkCentral test bank to see what questions they got right and wrong right away.  As students finished, they were allowed to grab the flashcards and go in the hall in front of the room (where I could see them) and practice their facts by playing against each other quietly while other continued testing and inputing.

6th - Lunch

7th - Students finished their test and putting their results into the computer.  Others practiced their math facts again, others cleaned out their desk, and others sat quietly and read while they finished their test.

Homework:

• Test Prep ELA Question #9 (Math will be made up tomorrow!)
• Writing - Writing Prompt on Earthquake of 1906 on half sheet
• Reading - Vocabulary Test tomorrow - STUDY
• Math - Finding equivalent fractions practice #4

Slowly Getting Back on Track....

Today was better than yesterday.  It wasn't great by any means, but it was better.

For those of you who don't know, I start each day with a class meeting and we go over the flow of the day.  This is a modification that I use so students with different learning needs know what is coming up and can mentally prepare for the tasks ahead.

I put up the flow and we discuss what we will be doing and discuss the standard/ I can statements that go with each learning task.

Here is an example of what the FLOW looks like:

Today we started with Dance Class with Mr. Nunez.  There was again, a group of a few boys, who are giving him a hard time and in turn, taking away instructional time from the rest of the kids who really want to learn the dances.  

Second period we did a test prep unit looking at the homework from last night (100% got the right answer for Question #3 - R.I.4.8), and then we looked at two more questions that went with yesterday's text.  We read the question and decided if it was a "right there" question or a question that you had to "infer" using the text.  We then decided ways to exclude some answers based on the question and the text.  We then looked at the remaining two choices and decided what made them the "BEST" answer.  The students have to practice that skill tonight in answering question #6 from the packet. 

We also did some editing practice.  Though the students are able to state a claim, use the text for evidence to support their claim, they still are having trouble with basic editing.  When to capitalize, when to use punctuation, is the verb in the wrong tense?   So we put a couple sentences up on the smartboard and we practice.  

In ReadyGen today, the focus was not just the text, but how important the visuals were to the text.  We read pages 10-13 and closely examined the visuals.  Then we talked about how to use the visuals as part of their evidence in their writing.  Their homework tonight was to practice this skill by answering the following prompt:

"Write an opinion paragraph telling which of the maps more effectively supports the topic of the text. Include two examples of details from the text that are supported by the map. Also, use modal auxiliaries to explain what each of the maps is about."

For math today, we spent the day playing a matching game using the math terms and processes we have been studying.  We should be taking the unit test, but we finished right before break, and it seems they are not quite ready for it now.  We will have the unit test tomorrow and Thursday and  the Performance Tasks on Friday.  We will quickly be moving into Chapter 7 which is taking fractions to the next level (Adding and Subtracting).  PLEASE - learn your multiplication tables!!!  I keep hearing the kids say "Fractions are easier than I thought!"  If you learn the multiplication tables, they are very easy!

After our Fractions Number Talk and Matching Game - we moved across the hall and did 25 minutes of ELA Waggle.

After lunch, we ended the day by reviewing what we learned yesterday in Social Studies about the different colony regions.  We read the review section, we looked at the vocabulary, and we reviewed the map skills that go along with the section.  I want the students to really understand how important the harbor in New York was.  Because of the calm harbor and the directness to the open ocean, it made New York a perfect  place for shipping, trade, and culture.  Luck of Geography!  After marking the text, the students were told to put the text in their social studies folders to help them prepare for the test on Friday.

Homework:

• Test Prep - ELA Packet - Question 6  and Math Page 4.OA.2 (back side)
• Writing - 1/2 sheet RACE prompt
• Math - Simplifying Fractions Practice
• Read for 30-45 minutes to you can finish your IR book by FRIDAY!

We're Back!

Just because we are back at school, doesn't mean the students are back....  This is a problem that my McSmarties have each time we have a break.  It takes them a few days to get back in the swing of thing... match that up with ME being in pain ( back is out of whack)... and it wasn't a good mix!

1. Collected signed progress reports and or promotion in doubt letters.  11 students out of 27 didn't bring them in.  They have until tomorrow to bring them in, with completed Math and ELA packets.  If they do not, they will have lunch detention until Spring Break!  After collecting and looking at the flow, we started our TEST PREP sessions.  We read an article about recycling and then looked at just two questions.  We went DEEP into the article and the questions.  Tonight for homework, they have just ONE questions to answer (Question 3 in their packets).
2. Dance - Mr. Nunez had trouble with 5 boys during dance class.  He kept them after class to talk to them.  I am sure you will be hearing from him soon.
3. ReadyGen 3a.1 - We started a new text today "EARTHQUAKES!" by Seymour Simon.   We had three vocabulary words they should start studying now (instruments, populated, and energy.  We looked at the format of the text and looked closely how the illustrations really helped to tell the story... to make it more clear.  We then talked more about opinion writing (opinion essays, speeches, book reviews).  For homework they have to write a paragraph about 2 pages in the text and form an opinion based on the question.  

• Readers can recognize story elements enables readers to think, talk, and deepen understanding of the text

• Write an opinion piece and support it with reasons

1.  4th Period  - Math Review
1. We used number talks to review the different concepts we covered in Chapter 6.  We looked at key ideas like:  how to compare fractions, how to make equivalents, how to simplify- all by just sitting and talking about a few fractions on the board.  The kids were able to talk and discuss with each other and the group the different ways they can manipulate fractions.  Then they went to their tables and worked on two different activities where they made equivalent fractions.  The last one was a quiz!
2. 5th period - we moved to the library and for about 30 minutes they were able to work on Waggle Math.  I pulled students to the back to look at their fractions quiz who didn't do well.  Slowly but surely they are getting it.  Again, multiplication is so important, and many just have not learned their facts.  It is holding them back!
3. 6th period - lunch
4. 7th period - passed out homework and then reviewed Chapter 4 lesson one, and then read Chapter 4- lesson 2.  Lesson two went more in depth about how each region of the colonies were different and alike.  

Homework:

• ELA/MATH Vacation Packets and Progress Reports/PID letters returned signed tomorrow!!
• ELA Test Prep Packet - JUST Question #3 {5 minutes}
• Math Test Prep 4.AO.1 - JUST Question  #2 {5 minutes}
• ELA - Writing Prompt RACE (half sheet handout - need EARTHQUAKE book) {10 minutes}
• Math - Equivalent Fractions Sheet #4 {10-15 minutes}
• Social Studies - Chapter 4 Lesson 2 Comprehension Review (need SS book) {10-15 minutes)

At the most, all of this should take no more than 50 minutes... in class, the students and I discussed this and they said even less time, they said less than 40 minutes, but I am adding a bit of wiggle room just in case.  This means they will have plenty of time to do their work and still read!

Happy New Year (Chinese or Lunar New Year)

The most important holiday for Chinese around the world is undoubtedly Chinese New Year -- and it all started out of fear.  The centuries-old legend on the origins of the New Year celebration varies from teller to teller, but they all include a story of a terrible mythical monster who preyed on villagers. The lion-like monster’s name was Nian (年) which is also the Chinese word for “year."

The stories also all include a wise old man who counsels the villagers to ward off the evil Nian by making loud noises with drums and firecrackers and hanging red paper cutouts and scrolls on their doors because for some reason, the Nian is scared of the color red. The villagers took the old man’s advice and the Nian was conquered. 

Based on the Lunar Calendar

The date of Chinese New Year changes each year as it is based on the lunar calendar. While the western Gregorian calendar is based on the earth’s orbit around the sun, China and most Asian countries use the lunar calendar that is based on the moon’s orbit around the earth.Chinese New Year always falls on the second new moon after the winter solstice. Other Asian countries such as Korea, Japan and Vietnam also celebrate new year using the lunar calendar.

While both Buddhism and Daoism has unique customs during the New Year, Chinese New Year is far older than both religions. Like many agrarian societies, Chinese New Year is rooted in much a celebration of spring just like Easter or Passover.

Traditional Customs

Spring cleaning is a common theme during this time, as many Chinese will clean out their homes during the holiday. The New Year celebration could even have been a way to break up the boredom of the long winter months.

On this day, families travel long distances to meet and make merry. Known as the "Spring movement" or Chunyun (春运), a great migration takes place in China during this period where many travelers brave the crowds to get to their hometowns.

Though the holiday is only about a week-long, traditionally it is a 15-day holiday during which firecrackers are lit, drums can be heard on the streets, red lanterns glow at night, and red paper cutouts and calligraphy hangings are hung on doors. Celebrations conclude on the 15th day with the Lantern Festival.

Children are also given red envelopes with money inside. Many cities around the world also hold New Year parades complete with a dragon and lion dance.

Food is an important component to New Year. Traditional foods include nian gao or sweet sticky rice cake and savory dumplings - which are round and symbolize never-ending wealth. For more about Chinese New Year foods visit About.com’s Chinese Food site.

President's Day

Presidents’ Day is an American holiday celebrated on the third Monday in February. Originally established in 1885 in recognition of President George Washington, it is still officially called “Washington’s Birthday” by the federal government. Traditionally celebrated on February 22—Washington’s actual day of birth—the holiday became popularly known as Presidents’ Day after it was moved as part of 1971’s Uniform Monday Holiday Act, an attempt to create more three-day weekends for the nation’s workers. While several states still have individual holidays honoring the birthdays of Washington, Abraham Lincoln and other figures, Presidents’ Day is now popularly viewed as a day to celebrate all U.S. presidents past and present.

Happy Valentine's Day

Happy Valentine's Day McSmarties!

Passing out "Friendship" Valentine's Cards and Treats

Feeling Special!

Table 2 - Second Week in a row with most table points!

How can I say no???

SELFIE!

Test Prep Options!

I talked to the kids today about the possibility of test prep small group after school.  The options being offered by the school were as follows:

• Option 1: Wednesday and Thursday after school for two hours each day 
• An hour of ELA, and hour of math each day (one choice)
• One day ELA, one day Math (another choice)
• Option 2: Saturdays 9-1
• 10 minutes for breakfast
• 90 minutes of ELA
• 15 minutes of recess
• 90 minutes of Math
• 5 minute wrap up and review

We would need 8-12 students for the small group work.  After talking about the options, the kids and I decided that Saturday 9-1 would work best for us considering their schedules during the week.   If you are interested in having your child participate, let me know so I can add their name to the "interested" list!

I think we will also be having a "Test Prep Boot Camp" during Spring Break.  It would be on Tuesday, Wednesday, and Thursday during spring break from 9-1.  It would follow the same basic format as the schedule listed above for option 2, but might include time for lunch (not sure yet).  Think about if you will be in town during spring break and if you think this Boot Camp will benefit your child.  

Fun Friday

Today was a hectic and relaxing day all rolled into one....

Period 1 - D.E.A.R and test preparedness period....
Period 2 and 3 - Math Mock Test Day 3
Period 4 - Friendship Valentine's Day Exchange of Valentine's Cards.
Period 5 - Mr. Hoffman had the kids for prep and we watched "Charlie Brown's Valentine's"
Period 6 - Lunch
Period 7 - Indoor Fun Friday

The kids had a really good time making Valentine's Day cards this week.  During the passing out of the cards (almost everyone participated), I kinda just sat back and enjoyed watching them be kids and show friendship to each other.

When I took the time to sit down and read the cards that the students made for me... Well, my heart almost burst.  I could not be more happy that the students love school again.  They said such nice things about school this year and how funny I was and how they were glad I was their teacher.  I tell them all the time, I feel very lucky that they are my students!

Parents:  I sent home big envelopes today with several things in them:

1. ELA Vacation Packet
2. Math Vacation Packet
3. Story of Valentine's Day Coloring Book/Story (for fun!)
4. Missing Work printout with Progress Report from Engrade (online gradebook)
5. Small Envelop inside 
1. Progress Report from School
2. Promotion In Doubt Letters (ONLY SOME!)
3. EITHER or BOTH of these must be SIGNED and RETURNED 

Homework:

ELA Vacation Packet

Math Vacation Packet

Sign and Return Items in small white envelope (Progress Report and/or Promotion In Doubt Letters)

Day 2 Math Mock

1st - D.E.A.R and Test Preparedness
2nd and 3rd - Math Mock Test
4th - Go Math 6.7 Review - Benchmark Fractions
5th - Gym with Mr. Hoffman
6th - Lunch
7th - Go Math 6.8 - Ordering and Comparing Fractions using Benchmark Fractions

Homework:

• Only homework is to complete the Performance Based Assessment for ReadyGen Unit 2 Module B

The students were very helpful today helping me file classwork and get the room cleaned up.  They also helped Ms. Mendoza staple homework packets and test prep packets.  I am very lucky to have such helpful, kind, and caring fourth graders!

Math Mock Test - Day 1

Mock Testing Days are always challenging....
But I have to say, I was very impressed with how the kids handled it today!

• 1st period was about silent sustained reading and getting ready for the test.  Getting ready means putting coats and stuff away, putting the tables in rows and columns, sharpening pencils, and making sure we have everything ready to go.  The kids did really well with this!
• 2nd/3rd Period - Mock Math Testing!  After the kids finished testing, they started making Valentine's Day card holders and some started making cards.  We are doing a card exchange on Friday. The kids have the class list and we decided that we will show our friendship by making sure EVERYONE gets a card from EVERYONE!

  

  Eric showing off his Valentine's Card Holder!

  
  

  

  Briannie and Sean designing their cards.

• 4th Period - Students paired up and read each other's Performance Based Assessment (Compare/Contrast Essay with The Birchbark House and Northwest Coast People).  After 15/20 minutes of reading each other's work, they gave each other feedback and then were given another 20/25 minutes to make corrections and additions.  The ONLY homework they have tonight is to take the rubric and rewrite their draft to make it perfect to turn in tomorrow.
• 5th Period - Prep period with Ms. Davis.  After a day of mock testing, it was nice that they had indoor game time to unwind a bit.  Kids who were not back in the room from testing at the end of 3rd period used this time to do their card holder and arts in the back of the room while others had game time.  
• 6th period - Lunch
• 7th period - We reviewed Chapter 4, lesson 1 by looking at summaries of the two major sections, and then working on a comprehension activity.  

Homework:

• Perfect the PBA Compare Contrast Essay.  That's it!  Don't show up tomorrow saying you forgot, you left it at home, you didn't have time... NO EXCUSES!  

Math Mock Testing

Dear Parents:

Wednesday - Friday, students will be taking the MATH Mock Test periods 1-3.  Please make every effort to have students well rested, well fed, and on time for school.

Thank you!

Tuesday in Room 401

Today went by so fast!  This is always a good sign that you are busy and learning!

• 1st - Mr. Nunez was absent so the kids had a substitute in the classroom.  After about 25 minutes of them silently reading, I sorta started slowly pulling students and eventually just asked the kids if they wanted to start class.  They agreed and we started class about 20 minutes early.  I told the sub she could head out and she thanks me and left.    We started reading the beginning of two short narratives (KIRA-KIRA and My Superpowers).  Our focus was just to look at the opening and to identify what type of HOOK they used.   
• Anecdote (tell a short story that connects to the topic)
• Question (ask a question that connects to the topic)
• Quote (provide a quote that connects to the topic)
• Statement of Intrigue (provide a statement that is intriguing and connects to the topic)

  

  Three different HOOKS!

• After looking at the two stories and understanding the task of the hook, we talked about other key aspects of the introductory paragraph.  We did this by looking directly at the performance based assessment task.  When you do a comparison, you must include the name of the texts/articles/books you are referencing and what exactly you will be discussing (thesis statement).  The students also noticed after we color coded them that the listing of the texts was always there... and the thesis statement was always there... just the way you hook the reader changed!  
• We spent the majority of periods 2 and 3 breaking down introductions, breaking down the task, and then letting students decide on three options:
• If you are comfortable with the task, start writing.
• If you need a little support, take the template that just has the shell
• If you need more support, take the template that has key sections labeled and in some cases already provided.
• Students were given 45 minutes of writing time in class, using any of the three options they needed.  They will finish tonight so that tomorrow they will have 15-20 minutes to partner up, reread their PBA, make any changes (edit), and then rewrite their draft.
• We spent math time reviewing what we have already covered:

  

  Fraction Review So Far...

• Then we decided to review equivalent fractions by getting out the fraction tiles and pairing up to play the "Trading" game.  I give you this fraction, you give me back an equivalent fraction.  By playing this game, the students were able to see that the equivalent fractions had denominators that were multiples.  This lead to use reviewing how to mathematically do the algorithm to find common denominators using multiples (LCM).  

  

  Sean and Norberys working hard

  
  

  

  Jadah and Kimberlyn 

  
  

  

  Adrianna and Tyron

  
  

  

  Sarah and Maranda

  
  

  

  Abigail and Briannie

• We then went to lesson 6.7 and practiced making common denominators using common multiples to get the LCM and solve.  We always try to go from concrete (hands on) to abstract (algorithm) so they have time to make the connection and can understand the process fully.
• After lunch we reviewed the vocabulary from Chapter 4 in social studies and then started reading Chapter 4, Section 1.
• Section 1 - three sections of colonies
• New England colonies (good for fishing and wood)
• Middle colonies (good for farming)
• Southern colonies (easy to travel by water, free land and second chances)
• Section 2 - three reasons for settling in new world
• religious freedom
• Pilgrims came to escape Church of England and landed in Massachusetts
• William Penn and the Quakers founded Pennsylvania
• economic freedom
• Gold found in Jamestown,Virginia made this a profitable place to settle.
• James Oglethorpe gave away land in Georgia to poor people who were willing to work hard to change their lives
• political freedom
• Self-government
• Mayflower Compact
• The first written plan for government in North America!

Homework:

• Writing:  Use  your notes and templates to finish writing your PBA that you started in class.  This MUST be done tonight so we can edit and finalize tomorrow after MATH testing.
• Math:  Finish lesson 6.7 in the GoMath book pp 255-256

Harlem Magic Masters

My McSmarties

Anthony

Sean, Maranda, Adrianna, and Jeuris meet the Harlem Magic!

This is how we do it...

My Favorite Picture!

Ummmm - Where is Everybody???

OK parents...Students...  Guess what... It's Winter... it is going to snow sometimes.. or rain... but guess what.. If School is OPEN, you should be here!  SEVEN students were out today!  Like I told the students just the other day.. 180 days... we have to show a years growth in 180 days and I have some kids who have already reached 20 days of not coming to school.  NO BUENO!!!!

• 1st Period - D.E.A.R waiting for late students to show up... went over the flow of the day and what we were going to do.  Spent the last half of the period going over the performance task for the end of Unit 2 in ReadyGen and looked at the scoring rubric as well.  I really took the time to break it down, line by line, and have the students discuss what they had to do and how they had to do it so they could do well.
• 2nd Period - While waiting for Mr. Nunez, I let the students finish watching the end of "The Indian in the Cupboard" movie from Friday.  He didn't come... and he didn't come, and eventually Mr. Hernandez called us to come downstairs for the Anti-Bullying Basketball game with the Harlem Magic Masters.  It was supposed to be from 9:30 until 10AM.  Well, we got down there at 9:45 and didn't get back to our room until 11:10.  That is how much fun we had.
• The kids had fun and believe it or not, Mr. McDougall got out there and played a little basketball with them PTA/Teacher Team against the Harlem Magic.  Heck, I even scored a couple.  This old guy has a few years left in him I guess!
• 4th Period - After the assembly, we returned to the classroom and talked about Bullying and also about gratitude.  To show our gratitude to the Harlem Magic Masters, the students wrote thank you letters focusing on telling them about themselves, what they like best, and that they pledged not to bully anyone.  After the letters were finished, we tied in our performance based assessment that we are starting tomorrow to reading and then watching the movie of The Indian in the Cupboard.  As a class, we compared the two media, then contrasted them, and then stated our opinion as to which we liked better and WHY using textual support.  Once we looked at the performance based assessment through an alternate lens, the students literally had that "ah ha" moment where they said.. Oh, this is going to be easy!  I love when they have those moments!
• 5th Period - we crossed the hall and the students did Math Waggle while I worked one on one with people in the back on their writing.  
• 6th Period - Lunch
• 7th Period - Intro to Chapter 4 "The Thirteen Colonies" in Social Studies.   I always start the unit by having the students look up the vocabulary words from the unit so they know what the words in bold are, and also to get practice in using the text to find information.  12 of the 13 words were in the glossary, one they had to get out of the text.  These are skills they will need for independent work so I think they are important to practice.

Homework:

• Math - Making Equivalent Fractions Practice #1
• Social Studies - Finish any words in bold vocabulary words
• Reading - 45 minutes of Silent Sustained Reading 

Busy Week Ahead...

• Monday 
• Harlem Magic Masters Visit PS8 (9:30 - 10 AM)
• Start Performance Assessment for ReadyGen Unit 2 B
• Equivalent Fraction Review
• Tuesday
• Finish Performance Assessment for ReadyGen Unit 2 B
• Simplifying Fractions Review
• Wednesday
• Math Mock Testing Day 1 (Periods 1-3)
• Share Performance Assessment
• Intro Unit 3 - ReadyGen 
• Common Denominators Review
• Thursday 
• Math Mock Testing Day 2 (Periods 1-3)
• Comparing Fractions Review
• Friday
• Math Mock Testing Day 3 (Periods 1-3)
• Valentine's Exchange
• Vacation Packets
• 7th Period Assembly (1:30 - 2:15)

FYI!!!

The PTA moms came to the room today to ask me to ask you if:

Any of the kids had an older brother, cousin, uncle, dad... OVER 18 YEARS OF AGE... who would like to possible represent and play for a PS8 basketball team on Monday.. the Harlem Magic Masters are stopping buy to bring a positive message to our students and there just might be time for a PS8 vs The Harlem Magic Masters game...  This isn't a FOR SURE, but they said to ask if anyone was free on Monday from 9:30 - 10, to come by and support PS8!!!

Last Day of Mock ELA Testing

The day started off with a nice surprise in my mailbox from Elmer's Teacher Club.  What a nice way to end a long week as to get surprise goodies in the mail.  I felt so lucky!

Today was also the last day of ELA Mock Testing.  Boy, am I glad!  Sitting still for 70 minutes straight is VERY hard for some of my boys.  I can also tell that the anxiety that comes with testing is rough on my kids.  We had more arguments and silly fights this week than at any time this entire year.

• 1st period - ELA Mock Testing Prep
• 2nd Period - ELA Mock Testing
• 3rd Period - ELA Mock Testing and pick up materials for return
• 4th Period - as soon as everyone returned from testing, we finished reading the last part of chapter 15 and the very last chapter, chapter 16 of The Indian in the Cupboard.  Man, what a good book!  I have to say, I am not quite sure why... but me and a few of the kiddos started crying toward the end of the book.   When the book was over students went one table at a time to take the AR comprehension test.  Almost all the students passed!  That is a sign of a good book!  
• 5th Period - in honor of "FUN FRIDAY" and the end of testing, I told the kids they could watch the movie The Indian in the Cupboard since it would be too cold to go outside today.  Mr. Hoffman had them for 5th period and he agreed to let them watch it during their time with him.  Mr. Hoffman remembers that movie fondly!  I somehow had never seen it, and thanks to Momma McDougall, it arrived yesterday in the mail, JUST IN TIME!  Momma McDougall sent a huge box of goodies that the kids will get to enjoy including books, stuffed animals, games, toys, pens, pencils... all for the goodie box!
• 6th period - lunch!  This was my first week back to doing "Table Points" and the table getting the most points during the week having Pizza With McD as a reward.  Table 2 had just one more table point than Table 1.  We enjoyed our pizza and soda and talked.  After they finished their lunch, they were allowed to play games in the room until lunch was over.
• 7th period - We returned to the room and attempted to watch the rest of the movie.  I wasn't sure if the kids picked up on why I kept asking - "was this like the book?  Is that how the book handled it? Is this the same?"  As the announcements came on to beckon us to head downstairs for dismissal, I passed out two homework tasks.  One should be quite easy, a 10 question (front and back) quiz on The Indian in the Cupboard.  The second was a sheet where they had to use the text and movie to cite 4 ways the two were alike, and 4 ways they were different.  They then had to decide which one showed the relationship between Omri and Little Bear the best and explain why using examples from both pieces.  (GUESS WHAT - that is basically the performance task they will have to write next week for ReadyGen Unit 2b.  That task is to compare and contrast  Native American life is presented in The Birchbark House and Northwest Coast People and then decide which one did a better job at showing it and why. This way, the performance task wont seem as scary!

Homework:

1. Reading:  The Indian in the Cupboard Take Home Quiz
2. Writing:  How were the book and movie alike and different, and which one did a better job showing the relationship between Omri and Little Bear