Short one today...

Math homework: Two-sided worksheet that includes both 3rd and 4th grade content. One side works with multiplication and division fact families and repeated subtraction. The other side is variable/unknown practice.

Language Arts: We actually spent a bit of time working with Time for Kids today. This issue took us into the mini lab to complete an online scavenger hunt of content in this week's online version of TFK.

Social Studies: Today, Mrs. Holman and I met with Mrs. Rose (media specialist) to plan a project that will take place during January. The task will incorporate print and Internet research of a self-selected city (we will have 6 to choose from) with which they will use Microsoft Publisher to create an informational brochure. Should be a fun way to apply some of our research skills into a 3rd grade unit... This project will be completed at school.

Spelling due tomorrow and we will have our weekly math quiz!

Math: With Grandparents' Day tomorrow we needed to get this week's formative assessment taken and reviewed. The first page was 3rd grade content and the second was 4th grade content. I was pleased with their comfort level while applying the variety of strategies we've learned about thus far. Speaking of which - in the math section of their binders is a notes page illustrating three of our strategies. Tonight for homework they are to review their formative with an adult and complete the worksheet on variables/unknowns and the grouping property. This content, plus the formative, will be on this week's quiz.

Language Arts: We introduced a text book that we'll use quite a bit the rest of year - Language Arts Today. This is a fantastic resource for exploring the many facets of grammar (nouns, prefixes, comma usage...). Today we established our "grammar journal" and completed a lesson on prefixes. This will become a graded piece on a regular basis after the holiday break. On the inside cover will be a checklist to remind them of all the things I'm looking for while reviewing and grading their work (application of the taught concept, capitalization, spelling, punctuation...). This will primarily be an "in-school" activity.

I also wanted to address the RRJs and how they are used in and out of the classroom. There are times when I will assign a prompt to be completed at home but sometimes they must be completed in class. The reason for this is that too often the work that comes in after a night around the kitchen table is significantly better than their independent work. I appreciate and believe it's essential that parents and students work on (or review at a minimum) homework together; however, we need to be careful as to how much support we do give them. This judgement and involvement is complex to say the least. As always, if homework goes on for 30+ minutes and it loses it's purpose I encourage you to stop, jot me a note, and "leave school for the night."

The process of learning is uniquely challenging but it's important to understand how learning occurs. At the risk of sounding "preachy," my approach to your child's education is to assess where they are performing/functioning and stretch them in appropriate ways. The process isn't always enjoyable but it is where the learning takes place - it's like the saying, "The journey is the destination" in a funny kind of way... There is no magic wand - it takes quality instruction, authentic practice, opportunities to deepen their understanding through questioning, and most of all, perseverance.

With that said, there are times when I realize the directions need to be clarified and/or we need some additional time with a concept - at times like these, I will often write "redo" in their RRJs after reviewing the feedback with them. Once again, it's not focusing on the struggles - it's focusing on how to improve... In a "redo" instance, it is an opportunity to apply the feedback for a better piece - and consequently, a better grade.

I hope this has been taken constructively and if you have any further questions or concerns, please feel free to email me at Eric_M_Vogel@mcpsmd.org.

Thank you for being supportive of our kids (and reading this entry)!

Math: Today we continued to develop our understanding of variables (sometimes referred to as "unknowns"). However, for tonight's homework they are to complete the first three rows on the multiplication table and create flash cards for each problem. We got started in class so they should be on cruise control with this...but, rather than assume, please double check their calculations because I talked to a few students leaving class about some errors they were making.

On a side, this unit comprises multiplication and division concepts. With these new concepts comes new instructional strategies that must be learned. Although it is understandably frustrating to practice these strategies in class, on homework, and on quizzes, it is critically important to their development of these concepts. They will leave this unit knowing more than the computation; they will understand why 24 divided by 6= 4...Below is a strategy you have already scene at home but I thought it would be helpful to post it, too...The formatting isn't ideal but it should be effective nonetheless...

Repeated Subtraction

24÷6= 4

24 - 6 = 18

18 - 6 = 12

12 - 6 = 6

6 - 6 = 0

Since you subtract “6” 4 times to get to “0” the quotient = 4

Language Arts: Each magazine group must complete their RRJ response to the following questions and turn them in for a grade tomorrow:

Volcanoes - If you wanted to be a volcanologist, what skills and traits do you think would be important to have? Why?

Tornadoes - Would you like to be a storm chaser? Why or why not?

Oceans - Describe some of the benefits the ocean can provide.

Kayaking at Blue Lake - We had our background knowledge discussion today and our first reading, so they should reread the story for homework.

Spelling (Prefixes) is due Friday!

Math: We worked on a few different things today. Warm-up was a review of multiplication strategies and the grouping property. Whole group lesson was on solving division problems using repeated subtraction. Please look in at their homework for an example of this. For a small group of students, we spent some additional time working with the grouping property and used tiles to help solve the product.

Homework:

Most of the class should finish their division packet. Many are close to finished but please have them review the work they have already completed, too. I'm finding way too many mistakes because they rush through their classwork to minimize the homework!

The small group should complete the odd problems on the reteach side of their worksheet.

Language Arts: We continue our push on summary writing. Please look at the feedback in their RRJs to determine what a quality summary in 3rd grade should include. Almost across the board, I'm not seeing improvements on the very items I refer to in their previous work which indicates they aren't paying attention to my instruction/feedback. On the surface it may seem like finger pointing, but upon reading the feedback you'll see how there is limited application of many of the corrections I'm noting/looking for...I truly believe it's effort-based.

Math: We had an excellent class today. We took a formative assessment on multiplication and practiced building arrays while introducing additional ways to solve multiplication problems. Tonight, please review their formative assessment because these items will be on the Friday quiz.

Language Arts: We got back on track with spelling by spending quite a bit of time on prefixes. They didn't seem to know anything about prefixes and base/root words so we discussed the meanings of "re__" and "un__." In addition, we developed a huge list of words for this spelling list. Homework is not due until Friday the 21st!

In small groups we introduced new books/magazines. In short, I have three groups using Kids Discover (link is to the left) and one group working on an informational and fictional text on hippopotamuses. More on these tomorrow!

I had a meeting after school so this will be short since I have kids to tackle in the family room...

Math: Most of the class should complete their classwork today on page 171. A small group spent quite a bit of time today working on a rather challenging multiplication matrix, if you will, that involved a tremendous amount of problem solving. This group should complete #3 of the challenge side and all of the problem solving side.

Language Arts:

Wildfires - We are almost finished with or partner summaries from the end of last week. This has been a daunting, yet completely appropriate, task that should drive home the point of writing in your own words.

Fair Day, U.S.A. - After considerable time and energy spent building up to the comparison/contrasting paragraph, we took what was expected to be the final step towards completing this task. However, based on my individual and group conferences, it was blatantly apparent that we ave a considerable amount of work to do with regard to meeting the demands of the prompt/question. When asked if they reread their work prior to my conference, most said no. Then, after walking away, guess who was quick to come back having "reread" their work...uh-huh... you got it! Well, the short of it is this...

• "IF you actually reread your written work to evaluate if you met the demands of the prompt/question, AND you didn't see any need to make a single change (even grammatically, spelling, punctuation) then I have serious concerns as to your efforts in rechecking your thinking."
• As for "meeting the demands of the question," this means that you have considered EVERY aspect of the prompt/question and adequately explained your response as it relates to the intent.

Most didn't even use their Venn Diagram as a tool to help them compose their paragraph even though the prompt began, "Using your Venn Diagram..." In most of their RRJs you can see my feedback for this task. I expect this to be redone if noted (I suspect you will too!).

The Highway Turtles - We began reading a new book today that we will use to investigate a magazine about rivers later in the week.

Today is our 50th post - hopefully we haven't lost ya yet!

Math: We had our first lesson on multiplication and division today. As you're probably aware at this point, so much of math nowadays is driven by showing your thinking through strategies and applications. Well, today we practiced using an array as a strategy to solve multiplication problems. As you will see in tonight's homework, an array is a way of organizing the factors in a multiplication problem in rows and columns. This begins the foundation of multiplication fluency - the ability to "see" and compose a number in a variety of ways.

With that in mind, tonight's homework must include arrays for each multiplication problem. I'm at home so I don't have the page number in front of me but it's in chapter 7 if your child doesn't have it in their planner.

Language Arts:

Wildfires - Today we created a web to be used while rereading the text. This web will provide a springboard into our next activity for the book so it's completion is vital to tomorrow's task. In addition to completing their web, they should also reread their book.

Fair Day, U.S.A. - We met in group today to discuss their background knowledge about fairs. After a bit of prompting, our discussion moved from extremely broad (we ate food) to more specific (funnel cake). This is the type of specificity I expect from 3rd graders the first time we discuss a subject. Interestingly, almost all the students described who they went with which I found to be a neat "family" element of fairs... Tonight they are to reread their book and complete their RRJ prompt by describing their personal experiences at the fair using some details form our discussion. This will be used for a comparison/contrast task tomorrow.

Whales - They independently recorded three facts from the book prior to meeting with me. After sharing their facts, we read parts of the book aloud and unintentionally wound up in a prediction discussion regarding the purpose of blubber and what other animals may have blubber for survival...it took some time to connect the polar/arctic aspect but they eventually got it and we looked at a book about Antarctic Seals for comparison purposes. Tonight, they should read the seal book (says level R but it is actually a level L). This is their first complete reading so I suspect they'll need some help with it...

Math: We had a brief review to activate their prior knowledge prior to taking the unit three pre-assessment. This unit is loooooonnnnngggg and jammed with multiplication/division concepts. No, not purely the computation - they will actually apply strategies to solve that demonstrate their "understanding" of what multiplication/division mean...stay tuned for the strategies! We will begin our unit three instruction tomorrow.

Language Arts: Since I have been out a couple times in the last week, so we will pick spelling words due next Friday, December 14th later this week.

Each group began a new informational text...

Wildfires - They are to complete the definition part tonight, in addition to rereading the book for homework.

Fair Day U.S.A. - They are to complete the definition part tonight, in addition to rereading the book for homework.

Whales - They are to complete the comprehension questions in their RRJs and reread the book for homework. The answers must be in complete sentences!

Thank you for the kind thoughts and words from many of you regarding the passing of a member in my family...I will be out tomorrow but back on Wednesday.

On that note, a short version of the day's events!

Math Assessment is Tomorrow! Please review your child's quiz to clarify what is expected and how we use strategies to solve problems. Many students missed significant points because they didn't label their answers using the appropriate unit of measure.

Language Arts: We continued working with summarizing using our TFK from Friday's discussion. Specifically, we are working on identifying the main idea, supporting the main idea with specific support, and using our own words.

This will be quick - we had a death in the family so I won't be in school tomorrow...

Math: Please review the formative assessment with your child tonight. As you will see, the concepts are presented in a variety of ways so the application of their new skills indicates their actual understanding of measurement, area, and perimeter...Cumulative quiz tomorrow!

Language Arts: Each group began a new book today.

Clues in the Past - We viewed a short video clip on the Great Wall and Machu Picchu to activate their thinking prior to reading it. In addition, they used dictionaries to define a list of words in their RRJs.

Stone Dragon - We viewed a short video clip about the Great Wall because their story is all about how the Great Wall was built and why it was necessary. We also read the story aloud while discussing why they constructed a series of shorter walls before the Great Wall was created.

Venomous Snakes - No video clip today but they had a list of vocabulary words to define using dictionaries. Most got this task finished but some decided that using a dictionary wasn't necessary for all the words...those students have homework tonight.

All groups are to reread their books tonight.

That's all for now - I gotta get back to the family!

Math: We took a comprehensive formative assessment just to make sure we've effectively covered perimeter, area, and measurement so far...These concepts will be on the quiz Friday and the Unit Assessment next week. I haven't finished looking over them yet but we will spend the bulk of class tomorrow clarifying concepts and spending some additional time where we need it the most. It will come home tomorrow.

Language Arts: We continued working on summaries as a whole group - specifically, how can you use text features like titles and chapter titles/headings to determine what the author is trying to communicate to the audience?

In the Deep - We reviewed the individual feedback on their summaries and a cause and effect organizer. In addition, they worked on applying their knowledge of the ocean depths by creating a new sea creature that has the adaptations necessary for the dark zone...different, but certainly a fun challenge!

Babe - We reread chapter 10 aloud and identified details from the chapter that were essential to the main idea. Following a group discussion, I conferenced with each student about their own summaries and clarified/explained what they did well on and how they could improve. They also read chapters 11+12 on their own.

The Family Tree - We identified a number of events from the story, distinguished the important from the interesting, and placed them in chronological order. Using this information they began work on a storyboard that depicts the four, main events along with a caption for each.

Homework: Babe and In the Deep groups are to share their summary feedback with an adult. These are located in the Language Arts section of their binders.

Math: A visit to the computer lab today to practice measurement and area concepts. Tonight for homework they are to complete two more conversion problems using one of the two methods posted yesterday on the blog (and of course, instructed in class).

Language Arts: We did quite a bit of summary work after I reviewed the ones from last night's homework. In a nutshell, we discussed how a paragraph is very different than a collection of independent sentences - those that don't work well with the other sentences... Furthermore, a strategy I encourage them to begin using is to quietly read their work to themselves. By doing this, they bring in an additional sense to help them determine if in fact it looks right AND sounds right...

Math: We spent our entire class exploring measurement conversion in a variety of situations. Specifically, we examined two different methods of explaining their thinking when solving a story problem: explain in words and through building a key.

I need 17 feet of string for my tent set-up. Sports Authority only sells packs of string in yards. How many packs of string do I need to buy for my tent?

Option #1: Explaining in words

There are 3 feet in 1 yard. I would add up groups of 3 feet until I reached at least 17 total feet.
3+3=6 ft.
6+3=9 ft.
9+3=12 ft.
12+3=15 ft.
15+3=18 ft.

I would need 6 packs of string to have enough for my tent set-up.

Option #2: Build a Key

3 feet = 1 yard
To buy 17 feet I need to skip count by 3s...
3, 6, 9, 12, 15, 18
I would need 6 packs of string to have enough for my tent set-up.

Homework: Everyone has a two story problems to practice converting measurements and explaining their thinking.

Language Arts: We began discussing the purpose of summaries and how to effectively communicate essential information through summaries today. Below is a list of elements that are essential to a quality summary:

· Identifies the main idea
· Provides necessary text support of the main idea
· Brief and to the point (concise)
· Reflects only what is in the text (no speculation – just details directly from the text)
· Includes vocabulary specific to the topic (science terms, character names…)
· Written in a logical sequence/chronological order
· Written in your own words

In the Deep - Reread the book and complete the summary with organizer

The Family Tree - Reread the book to an adult and listen for the main details

Babe - Reread chapter 10 and complete the summary with organizer

Quick update - Math quizzes are graded and coming home today. They need to be signed and returned early next week. A couple things to be aware of:

• Class average was a 72%. Not good. Not terrible. Clearly not where we want to be but consistent with our earlier quizzes from last unit so I expect much better things going forward...instructionally and performance.
• Collectively struggled with the two challenge problems so we have some work there.
• I removed #5 because I chose an area that didn't work within the scope of the problem.
• LABEL. LABEL. LABEL using correct units! Labels represent 1/2 the points on the problems...

Just a follow-up since I didn't blog yesterday but have gotten some questions regarding last night's Math task...

I decided to mix it up a bit in class yesterday and worked cooperatively on applying our knowledge of measurements in real life objects. Based on some feedback I received regarding the follow-up homework I wanted to clarify a few things...

• Based on our pre-assessment, it indicated that our class had a strong understanding of measurement conversion (inches to feet). Consequently, we haven't spent as much time as we might have on this and worked on higher level skills associated with measurement. However, despite the conversion piece, they were instructed to maintain a consistent unit of measure with the context of each object (all cm., all ft., or all in.) in this activity.
• This activity was exactly what the "application" part of the report card looks like. Can you take your skills/understanding from isolation to real world examples?
• Cooperatively, we worked on measuring the six objects from around the room to provide two things: a different dynamic and an opportunity to practice with peers rather than individually or with a teacher.

In the end, please continue to provide me feedback so that I can strengthen the connection between how we are working on concepts in class and what kinds of things you can do at home with the homework assignments.

As for today, we will be taking a quiz in Math that I hope to send home today.

Have a safe Thanksgiving!

Math: We had a rough go of things on last week's quiz. Simply put - a combination of instruction and carelessness. After today's lesson it was clearer what the expectation is with regard to labeling and demonstration of strategies...I don't think we'll make some of these mistakes again. On the other hand, based on our warm-up I realized we had some confusion with units of measure and what that meant so we spent a bit of time discussing what it means to be a standard (inches, feet, centimeters...) or non-standard unit (paper clips, arm lengths, shoes...). Tonight's homework is to complete an estimation worksheet that requires them to apply a specific strategy to solve the area of a particular shape.

1. Number the WHOLE squares.
2. Combine the PARTIAL squares into whole squares.
3. Add up the whole squares (wholes and partial combinations).

Language Arts:

In the Deep: We responded to the following questions in our RRJs:

What do you wonder about as you look at the cover?

What do you think "the deep" might refer to?

After reading the blurb on the back, did it confirm your ideas? What new information did it add to your thinking?

Sailing to a New Land: After recording some ideas prior to listening to the story in our RRJs, I actually read the story aloud and stopped periodically to ask some questions. Among the questions we discussed were the following:

How would you feel if...?

How did they know life would be hard?

Why did the sisters dance? (this is a bit of inferencing) Does it say that they are going to the new land in the text? If not, how do you know...what happened to indicate they might be going to a new land?

Babe: We completed our T-charts comparing how Babe and Fly treated the sheep by examining their speech and actions toward the sheep. WE discussed their findings in group and pulled text support to further explain the group's thinking.

Tonight, each group is to reread their chapters/book from class today.

Math: We explored converting measurements today in a station type of format. The energy was good and but I think thr learning was even better...our quiz should prove it! Tonight for homework they are to complete the 2nd and 4th pages of their conversion packet. They have already begun work on page two in groups today but they must explain their thinking prior to turning it in.

Language Arts:

JGB - We had our Shared Inquiry Discussion today. It went well but it seemed to take us awhile to "get it." I will review my feedback tomorrow in group with regards to their reflection sheet so be on the lookout for this coming home soon...the creative writing piece will be completed in class tomorrow so the packet should be home in the next couple of days (unless they choose to put it up on the Braggin' dragon wall).

Babe - They independently read chapters 4 and 5 today and composed summaries to explain the big ideas of the story in these two chapters. RRJs were graded so look for these tonight - some materials weren't brought in today so be sure to ask for their RRJs to determine how your child did this week! Specifically - title question, definition task, and the summery of 4/5.

The Clubhouse - We discussed their responses to last night's RRJ task - in a nutshell - the effort has to get better. It isn't enough to generally answer questions; rather, there must be some explicit, text support to explain their thinking...We'll get there but the expectation is clearly different than what they were thinking...it's tough to get better with a bar that never raises...please challenge them to provide more with their responses.

No reading homework tonight! Spelling is due tomorrow (yes, some of the words are odd but this is how they built upon our letter pattern!)

Math: Please review the formative assessment with your child. Additionally, they are to complete both the practice and the challenge sides of tonight's worksheet. They have been provided a ruler to complete this and every other activity requiring a measurement tool for the remainder of this unit. We will have a quiz on perimeter and area this Friday so it is important they are clear on these concepts - reviewing the formative and homework will help with this.

Language Arts: We discussed how to determine the importance in an informational text using text features (specifically, the table of contents).

JGB: No assigned homework tonight. They may choose to continue working on their creative writing piece, though. We will have our Shared Inquiry Discussion tomorrow.

The Clubhouse: They are to reread the story and retell the main events in complete sentences. we got started with the first but they must have at least 3 more tomorrow.

Babe: They are to define the following words:
instinctive (p. 16), confronted (p. 19), foster (p. 21), and reassurance (p.24)

Spelling is due Friday! I made some changes to the program to enhance the homework aspect a a bit...your student will have the new expectations copied into their spelling journals.

Math: We had a number of levels in play today with our perimeter/area content. Ultimately, we introduced how multiplication can be used to determine the area of an object (you know - the formula you probably want to teach them - length x width) We developed our understanding as to how this formula works through repeated addition, in addition to using square tiles to illustrate how the shapes could be broken apart and grouped equally...the foundation is being poured but give it time (and practice/exploration) to harden!

Homework:

Everyone completes the practice side of the worksheet. They should use the formula and repeated addition on problems 3, 6, 9, and 12.

The challenge side is a bonus for the night (those who worked with the tiles last night must do it, though). Everyone has worked with estimating area in warm-ups but this is an opportunity to show how well they understand it.

Language Arts: Each group met with an adult today...

JGB - We discussed courage and bravery in their story prior to working on the Interpretive Words task in their packet. They also listened to the story on tape. They must complete the Interpretive Words task for homework.

Babe (Ramona is done!) - We read the first chapter and discussed what they have learned thus far. In their RRJs, they must answer the question: Why did the author give chapter one this title?

Kangaroo book is finished...Read Mack's Big Day - We read and discussed the problem and solution in this story. Additionally, we created a web to get our ideas regarding the problem and solution from our brains onto paper...this has been copied in their RRJs. Using this, they need to compose an answer to question: How did they solve the problem in the story?

After a day and half of training, sick kid, a Halloween party, and a field trip..I'm back!

Math: Based on the pre-assessment we changed math classes for our 4 week unit on measurement. Today, we solidified our understanding of perimeter and began working with ways to determine an unknown side of an object. For example, given a rectangle with a side of 6 units and a total perimeter of 30 units, how long is the mystery side?

Homework:

Everyone completes the perimeter puzzle sheet (determining the mystery length).
The other side, perimeter practice, is an optional opportunity to review more basic perimeter concepts.

Language Arts: We compared and contrasted our background knowledge of arctic regions with new information found in an informational text. In addition, we used some maps to locate the various countries that are in polar regions.


The Monster Who Grew Small

We had the chance to put my training from yesterday to use which was pretty exciting! We emphasized the different types of learning in the story through directed notes. Tonight, they are expected to reread their response and ensure that they have cited evidence in the text that reflects how the main character "learned" to overcome his fears as the story progressed.

The One in the Middle is the Green Kangaroo

We read the third chapter today and generated a list of feelings that Freddy felt before going on stage. They copied this web of feelings in their RRJs and began composing a response to our prompt. Tonight they should convert the feelings on the web into complete sentences.

Ramona Quimby

They must finish their RRJ questions in preparation of our discussion tomorrow.

Conference reminders are in your child's planner!

Quarter Two is underway - which means conferences are on the horizon. I will have the students write down your date and time in their planners next week.

Math: We reviewed the unit one assessment in class today. They have a parent report coming home today in the math section of their binders. There are three percentages - just 3rd grade, just 4th grade content (what is assessed), and the total. Collectively we did outstanding on this assessment! The average was 83% for the entire assessment - every single item, on-grade and challenge. In general, our class scores were a bit higher than their quiz averages which indicates their understanding is peaking...this is how it is supposed to be.

We took the pre-assessment today and made some decisions regarding switches for this next unit on measurement. Your student will explain this to you on Monday if it impacts he/she.

Language Arts: We began working with informational text by identifying the main idea of a TFK article. This sounds simple - but the challenge is understanding the relationship between details - not locating details in isolation. Furthermore, we are examining the main idea through clearly stated means (titles, captions, and heading) and inferential means (paragraphs, photographs, and passages).

Field Trip chaperones: If you volunteered to be a chaperone (6 of you), your child has a note in their planner confirming your participation next Tuesday. Thank you for helping out!

Unit One is DONE! Every assessment has been graded and the numbers look good...be on the lookout for a parent report in the next week.

Unfortunately, the assessment ran into our Language Arts time today so reading was a bit haphazard to say the least. In addition, Mrs. Holman and I have a training tomorrow morning so we wanted to finish the assessment today, rather than carry it over into Halloween morning with a substitute.

The Unit One Math Assessment is Tomorrow! 8 weeks of content knowledge will be on display in room 9...parent reports will be sent home sometime next week (depends on how quickly the data is entered into the computer).

Math: We reviewed last week's quiz, clarified some challenge data analysis, and worked in partners on a review packet. In addition to the partner review, I worked with some students on creating scales when completing bar graphs.

Homework:

Everyone should teach their parent what they got incorrect on last week's quiz. One of the best ways to strengthen your understanding of a concept is to teach it someone else.

Language Arts: Each group met today but worked on much different things...

Cricket in Times Square

They finished reading the story and answered some comprehension questions using the chapter 15 text. The purpose was to identify and locate explicit (right there) information and record it in complete sentences. We shared our answers in group and discussed how their ability to pull information directly from the text to support their thinking is precisely what good readers do.

Ramona Quimby, Age 8

We read chapter 8 aloud and began answering some questions in our RRJs.

Junie B. DONE

That's right - the book has been closed on this frustrating read! We did read two different stories in group today. We discussed some comprehension questions in each while taking some informal running records as they read River Raft Fun.

Homework:

None. Spend some extra time on math in preparation for tomorrow's unit assessment.

FYI - a permission slip and schedule for our Walking Field Trip is coming home today. We are looking for 5 parent chaperones to walk with each class so if you can help, please jot a note at the bottom of the form.

Math: We spent some time working cooperatively on double bar graphs. However, the bulk of our time was spent with the line graph homework from two nights ago. We examined areas where we had errors and used student's work as models to clarify the expectation.

Homework:

Everyone has a new, weather data activity to complete using the monthly averages in London. They are to use the previous homework to assist them in correctly completing the worksheet.

Language Arts: Ms. Jones came in and read a few spooky stories to the class today. The rest of the time was spent in small groups.

Cricket in Times Square

We discussed how summaries usually communicate a common "thread" from the story. We spent sometime exploring how the relationships between characters is the thread in this story. We also read chapter 10 aloud and they finished up through 11 and 12 independently. Some of them need a bit more time to finish the reading BUT I would rather they spend the time on the math task first...your call.

Junie B. Jones

We mixed it up today and completed a graphic organizer that compared suburban, rural, and city environments to each other. This has been graded and should be coming home tonight. In addition, I graded a couple more pieces in the RRJ so please be on the lookout for that, too. Tonight, they should read chapter 6.

Ramona Quimby

I have not read their summaries yet but will tomorrow so we can discuss where to go next with this skill. However, we did meet today and began reading chapter 6 aloud. They should finish this reading tonight.

Lastly, Officer Jacobs visited our class today and discussed how peer pressure is real, can be frequent, but should not convince us to take drugs. Just say no!

Short but sweet...

Math: Took a formative assessment on visual patterns. We explored a variety of strategies to determine how best to continue each pattern...I did look over last night's homework and determined that many of us are close to understanding how to create and interpret line graphs. However, tomorrow we will spend most of class investigating last night's task and applying some clarifications to our classwork/homework for Thursday. I intend to sprinkle in some bar graph work, too.

Language Arts: We practiced summarizing with our read aloud, Gooseberry Park. For homework each group is to complete their respective summaries first - if they have additional time tonight, they can continue reading their novels.

Please ask your child about today's NED assembly!

Math: Last week's quiz indicated that I had an instructional problem regarding scales. Many students extended the graph lines to provide a large enough y-axis for data plotting. However, today we explained how adjustments will need to be made to the scale, as opposed to the actual lines. The other area we cleared up was that we need to be careful when labeling the x-axis - if the label is on the line - then the plotted point must be on the line. Tonight for homework they are to create a line graph using the average monthly temperatures in Anchorage, Alaska.

Language Arts: We continued our discussion of summaries in small groups. One strategy that helps students refine their thinking is to highlight the most important details to determine if they have extra information that may not be necessary...the visual impact usually hammers the point home! Below is how we addressed summarizing in each group:

The Cricket in Times Square:

We shared 4 models of organization to help them prior to composing a paragraph. The expectation is that they find the model that works best for them - and uses it! They are finding that distinguishing between important and interesting information is much more difficult than they thought...

Junie B. Jones:

We read chapter 5 aloud while using sticky notes to mark places where they felt there was important information. We shared our details in group and determined which were important and which were interesting. Independently, they are to copy the important details in their RRJ using the sticky notes in their book.

Ramona Quimby:

We worked as a group to identify the most important event/detail in each chapter by thinking about each title. This seemed to help them clarify what the author wants the reader to understand in each chapter. Using this information, they were to record the notes from the board in their RRJs and begin composing a paragraph to summarize chapters 1-4.

Homework:

Read 20-30 minutes (free choice)
Continue the spelling activities

Math: We finished the monster of a quiz today before discussing where to go next. This first unit comprises 8 weeks of content so, with the unit assessment scheduled for 10/30, this is the time to make yourself crystal clear on what is expected. As you will see tonight, there is nothing new - including some careless errors...The only homework for tonight is to "review the quiz with an adult." The percentage at the top represents either on-grade (45 pts.) or on-grade+challenge content (69 pts.)

Language Arts: Summarizing was the word of the day! After asking about last Thursday's small group discussions/work while I was out of the room, I learned that we have a ways to go in distinguishing between retellings and summaries. The big piece - a summary communicates the information that is absolutely essential to the understanding of the text. Many times the temptation is to include every single interesting detail BUT just because it's interesting, doesn't mean it's important. We'll get there - but it feels like the excavator came out today...I was hoping for drywallers! Tonight they are to think about what has happened so far in their novels so that we can discuss what a summary should look like with respect to their story in groups tomorrow.

Spelling lists are in their planners and journals - all homework is due Friday, 10/26.

A lot to talk about so here we go...

Math: We took a formative assessment on line plots which turned out pretty good so I expect great things on tomorrow's quiz. Speaking of which, tomorrow's quiz is VERY cumulative! We are taking the unit assessment within the next week so I expect to fine tune our understandings of the unit one concepts with the help of their performance tomorrow. I am out of the classroom tomorrow so these will not come home until Monday.

Homework:

Everyone has a data analysis activity in their Math Journals using field goals. In addition, each student has a subtraction with regrouping worksheet (3 or 4-digits - depending on their sheet)that they have already started. They are expected to "add to check."

Language Arts: Each group met today and had a discussion about their novels. Below are the corresponding assignments to be completed by tomorrow:

The Cricket in Times Square

Reread chapters 5-6
At the end of chapter six, there is a quote that says, "good luck is coming." Based on what you've learned about the characters so far, what type of good luck could possibly be coming? Use evidence from the text to support your prediction.

Junie B. Jones

Reread chapter 3
Who does Junie call the "secret mystery guy?" Why do you think she calls this person this?

Ramona Quimby, Age 8

Reread chapter 3
Explain how the hard-boiled egg fad caused so much trouble.

Social Studies: We began discussing the importance of physical characteristics that help define specific regions. Specifically, we explored landforms, climates, animals, and vegetation that are typically found in these areas.

In addition, we blended some of our economics unit with this discussion by examining how particular goods are "synonymous" with certain areas - Lobster in Maine for example...this led to supply and demand...which led to a live lobster web site that ships them overnight...and ultimately, why a live lobster shipped to Damascus costs more than $60 a pop!

FYI - Ms. Jones visited our classroom today to discuss the importance of handwashing, using appropriate behaviors in the bathrooms, and reporting if the soap dispensers are not filled/working to an adult. In addition, a letter is coming home tonight to explain how our school system is responding to the recent health incident.

And lastly - school pictures are coming home today!

We haven't had any Purell donations yet so please don't hesitate to send any in...Thank you!


Math: Very cool stuff going on - we spent quite a bit of time working with line and bar graphs today. In fact, we watched a clip on a real life study of caribous and why they may have dropped in population from 1988-1992. Who knew that severe snows hampers the caribou's ability to escape predators - namely - the wolves! During the four year period, wolf numbers increased while the caribou numbers decreased!

Homework:

Everyone is to take the weather data and create a line graph depicting the average high temperatures for each month. In addition, as a challenge, they are to round the average precipitation for each month and create a bar graph. This may be a bit much for one night so please use your judgement...


Language Arts: We listened to a story while recording words that had this spelling cycle's sound - /er/. This began as a whole group activity but we switched to a more cooperative task to foster some additional accountability. The power of teammates!

Small groups:

The Cricket in Times Square

Read the next two chapters.
Began work on a vocabulary task that requires them to use a dictionary

Junie B. Jones

Discussed their descriptions of Junie B. after reading chapter one (last night's HW)
Read chapter aloud.
Pulled individuals to read Hermie the Hermit Crab

Ramona Quimby, Age 8

Read chapter 2


We visited the computer lab this afternoon and worked in Type-2-Learn. Some of the students lost their computer log-ins again so they worked on an additional RRJ task.

Social Studies: We watched a video about cities. Specifically, we looked at how cities operate from a transportation perspective.

Math: WE reviewed the math quiz from last week. These should have come home on Friday. If you haven't seen it, ask your child. Using this information, we developed a plan for the week that focuses on specific areas where we struggled on last week's quiz. Some of the students worked with subtraction (and using addition to check) and bar graphs while the rest of the class worked with our quiz data from last week. We used this data to determine the mean, median, mode, and range in addition to creating a line plot to help organize our data.

Homework:

Subtraction and Bar Graph group - complete the circled problems in the review packet. There are notes on their quizzes that should help with this if they need a reminder.

Data Analysis group - In their math journals is a data set that needs to be examined through the analytical methods we discussed in group today. These methods are noted above.

Language Arts: We had a discussion about explicit and implicit information today. We framed these ideas through a puzzle analogy:

• Explicit information are the pieces of the puzzle (right there in the text)
• Implicit is the "picture" that a reader "sees" when all the pieces come together

The analogy is a bit of a stretch but it helps them distinguish the two types of textual information. Another way of defining it is - "connecting the dots" or "using clues to solve the mystery."

We started novels in every group today (pink, green, and purple groups). As a whole, these novels will take approximately 2 school weeks to complete. You can expect a reading task every night. However, on most nights there will be an RRJ prompt to complete, too. There is time in class everyday to get started on these tasks.

Cricket in Times Square:

Read Chapters 1-2.

RRJ - How would you describe Tucker and Mario so far in the story? Think about their similarities and differences.

Junie B. Jones:

Read Chapter 1

RRJ - How would you describe Junie B. Jones so far in the story? What in the text supports your belief?

Ramona Quimby, Age 8:

Read Chapter 1

RRJ - Describe Ramona's first day of school using evidence from the text.

There is an important letter in your child's home folder! Please read this letter and contact Ms. Plesniak, School Community Health Nurse at 301-253-7051 during the school day if you have any questions.

As for the classroom implications, we are using Purell before and after lunch/recess prior to leaving/coming into the room. We could certainly use some additional sanitizer since my personal supply will run out quickly...thanks in advance for your help!

Math: We compared, contrasted, and created bar and line graphs in class today. After watching a short video on data collection, organization, and understanding we discussed which graphs are better suited for particular types of data. For example, how a line graph is an excellent method for depicting data as it occurs over time. Tonight, they are to complete their line graph worksheet in preparation for tomorrow's quiz.

Language Arts: Each group participated in a small group activity today. Below is description of what each group accomplished:

JGB: We reviewed last week's feedback prior to holding our shared inquiry discussion. Many of the students chose to hang last week's JGB packet on our Braggin' Dragon board in the hallway. However, to keep you up to date with the feedback, the importance of supporting thoughts with textual examples continues to be our top priority. With that said, our discussion today had much more agreement/disagreement using the text to support the variety of opinions...dynamic environment to say the least!

The Missing Pet Mystery: We read the story and discussed the events by looking at three parts of the story: beginning, middle, and end. They completed this task in their RRJs.

The two novel groups: We came together and reviewed the feedback thus far in their RRJs. We developed a clear understanding of what the expectations are in third grade and emphasized the importance of using feedback to improve the quality of their written work going forward.

This afternoon we had a representative from a local organization come and speak to us about the upcoming homeless walk next week. More importantly, the she shared with us some insights about what the notion of "homeless" actually means. After developing a list a ideas that describe homelessness, each student composed a poem and many chose to read them in front of the class. If you have not donated any money towards this great cause, tomorrow is the last day to send it in...thanks.

On a side, the PTA newsletter has a critically important piece on Spanish classes. It seems our low enrollment may prevent some leveled classes from not taking place. If you have an interest, please have your student ask me for a form or visit www.fles.org for more information.

Spelling is due tomorrow!

My apologies for not updating the blog yesterday - I had a meeting until 5:00 and decided to get home to the family...

Math: We took a formative assessment to determine our understanding of data analysis and bar graphs. Overall we did pretty well on it - so, going forward we are shifting our immediate focus on creating bar and line graphs. We will continue to sprinkle in opportunities for older concepts and practice calculating mean, median, mode, and range using real life data over the next couple weeks.

Homework:

Everyone is to complete the bar graph worksheet tonight.

Language Arts: We jumped right into small groups today so here goes...

JGB: Discussed how to interpret words by exploring the term "noble." Our shared inquiry discussion will take place tomorrow so they should be prepared with their book, packet, and brain!

Wolf Talk: We read and discussed the story. I lightened the load for the assignment - illustrate a picture pertaining to the book and compose a caption (supports our text features content).

The third group is split into two for the time being...

Desert Treasures: A fictional story that serves as a comparative piece with the informational text, Life in the Desert from the last two days. They were to independently read chapter one at their desk.

The One in the Middle...: A short novel where we will discuss the structural elements through the lens of beginning, middle, and end.

Homework:

All reading groups have the night off! Make sure the spelling is finished by Friday.

Open House - 2007

Thank you to the parents who took the time to attend our annual open house today! I hope it was time well spent...

Math: Today's lesson revolved around the 4th grade, data analysis content since that seemed to be the biggest area of need on last week's quiz. We watched a short video clip to help paint the picture of mean, median, mode, and range since last week we merely discussed it in the context of paper/pencil tasks. Following the clip, we used calculators to tackle a word problem involving data analysis; however, it was when I asked them to put the calculator down and use manipulatives (objects) to show me their thinking where we had the most difficulty. This dilemma is typical of what I see from year to year: quick with the computation but lacking mathematical proficiency to adapt to unfamiliar scenarios. Clearly, this will be the basis of our plan moving forward...Homework is simply to review last week's quiz.

Language Arts: We explored maps in partners to identify a variety of text features and describe what we've learned from these particular features.

Small Groups:

JGB - We began The Ugly Duckling and completed a text opener. They should reread at least some of the story for homework.

Can Kids Save the Earth - We read the text and generated a list of examples of cause and effect. They should continue this in their RRJs tonight.

How News Travels - We read the story in preparation of answering the 4 questions located in the back of the text. This should be completed in their RRJs.

FYI: Spelling is due this Friday!

Math: We visited the computer lab and explored a website that taught us about mean, median, mode, and range. At the site, we also had an opportunity to practice each of the concepts to help us prepare for tomorrow's quiz. These are 4th grade items but I expect everyone to do well on them. Tonight for homework, there are two different assignments coming home: line plot worksheet or a review packet. In addition, I asked all the students to visit the web site at home and complete the activity in the math journal that we began in class.

Language Arts: We generated and selected this cycle's spelling words based on the /ee/ using "ea." The list was generated with my help and through their small group instructional text. Remember, at least 5 tasks are to be completed by Friday, October 12th.

JGB: Discussed the interpretive question for tomorrow's group. They also provided their answer to the question prior to group tomorrow so they can reflect on their thinking after the group's discussion.

Roller Coaster Ride: Discussed the plot of the story and they need to describe the parts of the plot in their RRJs for tonight's homework.

Giraffe: We discussed the importance vocabulary words found in non fiction text. Tonight, they are to finish this task in their RRJs.

Overall, the focus of most my discussions revolves around putting "thoughts to paper." Too many times students are either answering questions using broad information or they are not including specific text support in their written responses. We will continue to work on this...

Social Studies: We blended some reading content with our economics unit using highlighters to signify important vocabulary terms. We practiced distinguishing between the definitions and the examples given in the text. For the purposes of our task, I wanted them to determine where the vocabulary was defined, rather than examples of the specific term.

Math: We took a formative assessment on analyzing data from a table and converting it into a bar graph. They need to review this tonight for homework because it will be on the quiz this Friday. Tomorrow we will actually begin our lesson in the computer lab using a web resource that provides explanation and practice of 4th grade data content: mode, range, mean... The web site is at http://www.manatee.k12.fl.us/sites/elementary/palmasola/mathlabtutstat1.htm. Check it out if you get a chance!

Language Arts: We continued discussing the cause and effect structure of text using a book that explores the impact of our actions on the environment.

JGB: Everyone has now listened to the story on tape, taken directed notes, and we had small group conferences regarding the importance of using text support in our writing. We examined their work for the last story we read and clarified how we can make improvements with our written explanations. The packet with my feedback is in their binders. The theme of the feedback is "Thoughts to Print." Tonight they are to complete the interpreting words portion of their packet.

The School Fair: We read the story independently before meeting in small group. During small group we read it aloud and listened/recorded events in sequence as we made our way through the story. They should complete the events list in their RRJ for homework tonight.

Race to the South Pole: They should be close to finishing their Cause and Effect T-Charts in their RRJs. They are expected to complete this for homework tonight (at least 5 examples). We have been working with this text in class since Monday, as well as the specific text structure. I am meeting with them first thing tomorrow during our reading block to review the numerous examples of cause and effect.

We will have spelling lists coming home tomorrow using the /ee/ with the "ea" pattern.

Tuesday, October 2nd

Thank you to those families who took last week's math quiz as an opportunity to reinforce the importance of carefully completing work regardless of the task. I only received about half of the quizzes back today so if you haven't seen it yet, ask your child!

Math: True to yesterday's post and the quiz cover letter, I did a whole group lesson on 4th grade content: mean, median, mode, and range. During group work I had some students working on a content review that included estimation, subtraction (add to check), and numeric patterns. In another group we worked with line graphs. Specifically, we discussed the x and y axis in addition to why someone would choose a line graph to organize/illustrate some data (line graphs are perfect at illustrating data over time...).

Homework:
Review Packet or Line Graphs on pages 264-65 #1-10

Reading: We read The Lorax, and discussed the text structure of cause and effect. In their binders they will receive a notes page on signal words/phrases that signify a cause and effect structure.

Small Groups:

• Vocabulary exploration using Trucks on the Road
• Locate and describe at least 5 instances of Cause and Effect using Race to the South Pole
• JGB - Listened to the story on tape and/or took Directed Notes

Homework:

JGB is to complete the Directed Notes in preparation for tomorrow's discussion.

The other groups are to read for 20 minutes.

Computer Lab: We explored Microsoft Word and began work on a picture and caption to blend technology with our text feature lessons.

Social Studies: We read The Big Green Pocketbook and discussed goods, services, and the workers who provide them.

Long time since the last post...

My apologies for the brief interruption. With math night, grading and interim preparation last week I got a bit behind...

Math: Last week's quiz is coming home today with a cover letter attached. In it, I describe how I am making some changes to my math instruction. So far we have covered a significant amount of curriculum (3rd grade and challenge content) with mixed results. The first area I look to make changes to is in my instruction. Based on student performance, I have essentially developed two groups in my class:

• Those that need more time to strengthen their conceptual knowledge so they can apply it to 4th grade content.
• Those who continue to demonstrate solid understanding of all the challenge content instructed so far.

This is perfectly fine if this meets the needs of all the children in my class. However, as some of you will see, the sheer number of careless errors on last week's quiz is proving to be quite frustrating. I would love to have all my students follow directions and check over their thinking/work but for whatever reason, some seem reluctant to step up their efforts and pay attention to detail. Today, each student highlighted areas on their quiz they felt demonstrated "silly mistakes." Please take some time to go over their quiz tonight so you can reinforce the importance of taking your time and following directions. Also, they have a brief assignment on line plots in their textbook. If the quiz takes up a chunk of time, jot me a note and I'll give another night for the line plot task.

Reading: We continued our work with text features by discussing how previewing a text activates our background knowledge. Each student has a book to reread tonight for homework. RRJs or JGB packets will be assigned later this week.

Social Studies: We discussed the difference between goods and services while introducing the idea of workers in society. Tomorrow we will read a book that includes all three of these concepts.

A day and a half to go...

Whew - almost there!

I'll keep it short and sweet today ~

Math: We took a formative and spent most of the class evaluating real written explanations from our class to clarify the expectation. Homework is to complete the graphing worksheet and subtraction with regrouping. Also, Graph Club is a program that can be purchased, not a web-based activity.

Reading: Discussed and identified text features as a whole group and independently. Tomorrow we will look to classify the various features and develop some categories that describe how the specific feature helps the reader. I also met with some of the students for a writing conference.

Social Studies: Built upon our resource knowledge by discussing the concepts of goods and services.

A note on spelling ~

Spelling is a two-week cycle. Most of the first week is spent exploring the letter patterns that represent the same sound. The class list is developed using words the students find in their independent reading tasks - could be the assigned book from small group. We build a class list using these words and I choose 5 words that everyone should have, and the students are then supposed to select an additional 5 words they believe to be challenging for them. Usually, the first cycle is a learning experience in that students either have a low bar for themselves or they are taking the autonomy a little to casually...Either way, based on a friendly reminder and clarification of the expectation, the lists should look a bit more appropriate going forward. Please, if you have any questions about this shoot me an email.

The Tuesday Grind

On one hand - Tuesday is a long day without a special - but on the other hand, Tuesday is a day when we tend to get tons done! With that said...

In math, we began our data analysis exploration by discussing the purpose of graphing and presenting data. We spent sometime describing the parts of a graph or table through a software program called Graph Club. With this program we actually created a homework assignment that will go home Wednesday based on their survey results. However, before we get to that, they are to complete p. 243 (4-11 and 15-18) tonight for homework. This work gives them practice answering questions using frequency tables and tally charts. Surprisingly, we had a tough time with this in class today so I'm hoping it was something in the room 9 air! I'll find out tomorrow...

In reading, each group worked in their RRJs using the book from last night's homework. One group described the plot using a graphic organizer provided for them while the other group distinguished between important details and interesting facts. The remaining group, JGB, had our first shared inquiry discussion and reflection task. Please know, this discussion is the most important aspect of JGB. If students are not prepared, they will not participate which impacts their grade. Please ask your child how this discussion went today. SPELLING IS DUE FRIDAY!

We visited the computer lab for a homeroom math activity using Graph Club. We took a survey of everyone's favorite foods, entered the data, and showed the data in different ways (bar, pie, picto...).

In Social Studies, we continued our discussion of natural resources while comparing them to capital and human resources, too.

Is October REALLY around the corner??!!

With the last week of September upon us it's time to exhale and realize we survived a hectic, at times confusing, and rigorous time of the year! Thanks for working hard at home to make the beginning of 3rd grade a success so far...

After spending time getting our individual pictures done first thing this morning, we had a mini review of data analysis in math class prior to taking the pre assessment. We will discuss our plan tomorrow in class but so far I can see that we need some practice with scales, labeling graphs, and determining mean/median/mode of data. As for tonight, I need many of the students to review their quizzes with their parents and return to me tomorrow. Please remember - all of the bolded items are 4th grade challenge concepts.

In reading we read a non fiction text about Solar Power to explore distinguishing important information from interesting information. We will continue with this during the next few days. In groups, everyone was assigned to reread their story tonight that we worked on in class today. Tomorrow, they will begin working on this week's RRJ response which will pertain to our whole group lesson on importance or elements of the plot, specifically, identifying the specific solution that solves the main problem. My Junior Great Book groups listened to their story on tape today and worked on the creative writing component of our packet. I will meet with both of these groups tomorrow to hold a shared inquiry discussion which is a highlight of this instructional model.

In Social Studies we continued our discussion of renewable natural resources from this morning in LA and watched a video about wind, solar, and water energies.

Remember - Spelling is due on Friday!

What a difference a week makes!

Today's math quiz validated two things: our plan was on target and we (home and school) provided the support necessary to be successful...not to mention, the kids did a pretty nice job, too! My primary concern at this point is following directions. Some of the students missed problems simply because they didn't follow the directions - this is on them - so please reiterate the importance of responsibility for their own learning as you review the quiz with them. In addition, when you're looking over your child's quiz, please take notice of the bolded problems because those are the 4th grade items we have been working on, too. With that said, data analysis is right around the corner so be on the lookout for graphs, tally charts, and problem solving opportunities using data. This does not mean we can forget about place value and addition/subtraction...we still need practice with this.

In reading, each group completed or is close to completing their RRJ entry for the week. I will grade these early next week so please be on the lookout for them soon.

This afternoon we picked up our discussion of natural resources. We developed a definition and generated some examples by watching a United Streaming video and working in teams with some of the print resources in the room. We will be moving into capital and human resources early next week.

Individual Pictures on Monday at 9:30 - both classes!

Have a great weekend!

Outstanding Day!

In math we continued to work on subtraction with regrouping. As classwork (and tonight's work), we explored three different methods to solving subtraction problems: traditional, trade first, and counting up. All three of these methods are described and demonstrated in their math section of their binders AND on the back of tonight's work. The methods are to be treated like the tools in a toolbox - whichever "tool" makes sense to you, use it! The students are to finish their subtraction sheet tonight use addition to check at least some of the problems. The task is the same for everyone, but the content varies from 2-digit to 4-digit depending on their readiness.

In reading we met in groups today and discussed the plot of their story. I had all four groups working either in their reading response journals or in the JGB packet. Tonight for homework they are to reread their story and THINK about the plot - they will complete the written response in class tomorrow. During our writing time, we composed our first graded narrative piece. We were looking for four components: inclusion of sensory details, proper capitalization, focused on one topic, and correct usage of ending punctuation. I hope to conference with each student over the next few days regarding their work.

Two more days!

In math we had a formative assessment on many of the items we have spent some additional time on since last week's quiz. We were in a hurry reviewing the task but I made a point to discuss the most worked on concepts (as if they all aren't important!) prior to dismissing the class. Please take a look at their work and let me know if you have any questions! Our quiz this week will mirror last week's - my hope is that we can move onto the data analysis portion of Unit One soon...

In reading we began reading a Cynthia Rylant novel, Gooseberry Park, and made some predictions about a potential problem that could arise later based on what we've learned about the main character so far. It's a little tough to follow but I'm sure something will click soon! We also met in small groups to discuss their TFK reflections from last night and located words with the /ee/ in preparation for tomorrow's sort and list creation.

Shake off the dust...

Congrats to my Redskin readers - you finally have reason to dust off those 1980s jerseys because let's face it, the last decade hasn't been particular pretty...

Outstanding assembly today about what we can do to help our environment! Please ask your child about what they learned.

In math, we continued working on our plan to enhance our understanding of the content taught thus far. Specifically, we worked on rounding to the nearest 10,000. Tonight's homework is to complete the half page on place value, placing commas (which helps us identify the number of place value periods), and rounding.

In reading we read Brave Irene and discussed how the plot is the glue that holds the story together. The story elements that make up the plot of a story are the problem, solution, and events. The difference in our comprehension moving forward is that isn't enough to identify the elements; rather, the relationships between the elements of the story is where the deeper understanding is gained. We also read and discussed a Time for Kids issue about volunteering. Tonight for homework, they are expected to reflect on the cover story using the graphic organizer.

Have good night!

Happy Monday!

Hopefully everyone wore their Redskins gear today because I suspect you won't want to wear it tomorrow...

I apologize for not putting a posting up on Friday. I spent a solid two hours throughout the day grading our math quizzes. Speaking of which, as those in my math class will look at tonight, overall we had a tough time with our Friday quiz. In fact, we spent this morning reflecting on our three, guiding questions: what we know, "kinda" know, and don't have a clue on? We discussed our quizzes in table groups and identified consistencies based on these discussions as to which content areas we struggled with. Using this information, we created a plan for the week that should help prepare us to retake a similar quiz this Friday. The purpose of grading is not to catch anyone off their game; rather, it is to clarify what each student understands in a testing environment. With that in mind, I decided not to enter the grade in my gradebook and will provide some additional instruction throughout this week with the expectation that we will demonstrate a better understanding this Friday. Please keep in mind - this is the class where we teach all the 3rd grade content in addition to all the 4th grade challenge items. Consequently, about a third of this quiz was challenge... The pace and content will continue to be challenging, so I discussed with the class the importance of asking questions when something is unclear, paying attention to the entire lesson, and putting in their best effort during independent practice times. Adjustments will be made but the bar is appropriately high in our math class. Tonight for homework, they are to share their quizzes with you, discuss how we used the quiz in class, and complete a patterns worksheet that is directly related to a difficult item from the quiz.

Language Arts time included our first day of spelling. We will establish spelling journals tomorrow but if you came to back to school night, you already got a taste of our two week exploration cycle. We will be working with the long "e" sound - /ee/. In addition to spelling, we worked on the elements of a story using either The Empty Pot or Sea Otter Goes Hunting. As a follow-up, the "Empty Potters" wrote down examples of /ee/ words and underlined the letter patterns that make the sound.

We had our third session with Mrs. Rose today. Our author study of Cynthia Rylant will wrap up on Wednesday but I will pick it up with a novel by her, Gooseberry Park.

That's all for now - enjoy the game tonight!

It was nice to see many of you last night for our presentation. Yet again - I felt like we could have spent another hour describing the year ahead but hopefully you got the gist!

We took a formative assessment in math this morning that included all the on-grade place value content in unit one. We reviewed the questions together and sent it home for review. Friday's quiz will include some of these items, but will include a number of 4th grade items related to place value, too. In addition, we have spent some time discussing how to compose a written explanation using math terminology. Last week's quiz included a written response question that was worth two points. Often times, students don't include enough information using math language, thus, resulting in a 1/2. However, occasionally we get answers that simply say "I used my head" or "I thought really hard." Clearly, these earn a score of 0/2. These explanations aren't new for 3rd graders - just difficult to put their thoughts into words. We'll get there!

Mrs. Rose continued working on our author study in the media center today. We will have two more sessions with her next Monday and Wednesday to complete our study of Cynthia Rylant. The students seem to really enjoy this!

As for LA, we continued discussing sensory details and practiced revising our written work while looking to "paint a better picture" in the reader's mind. In addition, I met with 3 groups today and reviewed/discussed comprehension as it relates to their reading response journals (RRJ). The big difference is that 3rd grade comprehension is more than simply retelling details from the story. We are working more towards understanding the more implicit ideas ( reading between the lines) to construct a deeper meaning...we have a ways to go with this but with practice and clarification it shouldn't be long...

Lastly, we had our first Stop and Think lesson with Mrs. Howard today. She introduced this month's skill - Listening - to the class. By the sound of the lesson, we need LOTS of practice. Please ask your child about the steps to demonstrating this skill.

Back to School Night

Hope to see everyone tonight as Mrs. Holman and I present a snapshot of the third grade year in my room.

In math we continued working on estimation, 3-digit addition, and some problem solving opportunities. Tonight for homework, everyone should complete p.48 (11-46 all). We spent most of the class working on this today...

In reading I met with three groups to discuss last night's homework in the Reading Response journals (RRJ). Our whole group lesson was how authors use sensory details to "paint pictures in the reader/listener's mind."

We took the MAP-R today which is a computerized, self-adjusting reading assessment that is used to support our instructional programs. This is administered three times a year. I will likely reference and explain this at conferences.

Happy Monday!

Should be a happier Monday for my Redskin readers - happier than next week at least...

We began our author study with Mrs. Rose, the media specialist today. We will be visiting the media center on Monday and Wednesday afternoons for the next two weeks to learn about Cynthia Rylant.

In reading we discussed how characters change throughout a story and explored how character behaviors can often predict how they may react to a similar situation later in the story. I met with every group today so look for homework tonight to support this lesson. In their writing journals they were asked to answer the question, "How did the main character change from the beginning of the story to the end?" Reading journal entries are graded on a weekly basis so please look for feedback/grades as they come home.

In math we reviewed how to compose a written explanation tied to place value as you likely noticed from last week's quiz. In addition, we continued working with estimation of addition/subtraction problems in story problems.

Math Homework:

p. 43 odd (most students)
Subtraction worksheet with estimation in the last column (small group follow-up)

In writing, we began writing a personal narrative using a specific memory of their choice. We will share these in class later in the week.

Hopefully I will see many of you at Back to School night tomorrow!

Chalk up another week!

Week two is in the books! And so is our first math quiz - please be on the look out for it in your child's binder! They are due back early next week with your autograph...

In reading we had three groups rolling today which is a sign of great things to come in room 9! In one group we worked on the meaning of a poem - another collaboratively took "directed notes" - the third discussed character traits and how they can help readers predict how a character may respond to a situation as the story moves along.

We cracked open the social studies curriculum today and did a classification activity with a variety of resources found in society. I would elaborate but some groups aren't finished yet so I don't want any blog readers to get an edge!

That's it - Have a wonderful weekend!

Mystery - Unsolved?

In science we put our fingerprint classification to practice to try and solve a fictional crime scene. Unfortunately, the accountants prints were the only ones found on the safe BUT his prints were the only ones that had a reason to be there...crime solving isn't as simple as they thought!

In math we did a massive review while including some new content dealing with subtraction and estimation. Tomorrow we have our first quiz on everything we've learned so far...be looking for it this weekend!

Homework:

Everyone - Expanded Form worksheet and p. 55 (2-12 even)

In reading we had some group activities happening today. One group listened to a story on tape that we've been working on and some others worked in small groups on realistic fiction characteristics. And, as usual, I completed some more reading assessments today...

For the first time we tried a homeroom problem-solving activity. The groups used base ten blocks to show all the ways the number (quantity) 55 could be made. The purpose of this task is for all students to develop mathematical fluency.

New day - similar stuff...the good news, assessments are just about finished! I should have all reading groups rolling by Friday!

In math we continued working with rounding, and began blending it with estimation and addition. I took some extra time reviewing place value and rounding today, but spent a good amount of time working with estimation as some of you will see tonight for homework.

Homework:

Group 1: p.31 (1-29 odd)
Group 2: p. 43 (2-30 even)

In science we classified more fingerprints. You can find this in their binders.

Week #2 - Don't look back!

That's right - week 1 is in the books! The foundation is rock solid so it's on to more exciting things...

In math today, we took a formative assessment to determine how comfortable the students are with place value. What we learned is that some of us are still having a tough time with 10,000 and 100,000 while others are in cruise control into the millions. This is great news! Every Friday we will look to have a quiz that assesses how the students are doing on the concepts taught thus far in the unit. Sometimes it will be cumulative, but other times it will contain items from the weekly formative only. Please take time at home to review the formatives as they come home as a way to better understand what we're learning and how we're teaching math this year.

Homework:

Review formative
p.29 1-35 odd
p.31 1-29 0dd

We had a visit from Ms. Jones today so she could read a couple stories. In addition, she reviewed the DES Discipline Policy and clarified any questions the students had about it.

In reading, I continued assessing students while introducing one group to Junior Great Books. This is a schoolwide program we are using this year to enhance the literary skills of our students. More news and information to come on JGB...

Our visit to the computer lab this afternoon got us time to explore a typing program that should prove helpful as the students get older and are required to type assignments. An important component of the program is proper posture and using the home keys.

Tonight, each student should begin working on their "All About Me" poster on the white paper. We will post these posters on the hallway, "Braggin' Dragon" bulletin board for the school to enjoy! To end the day, we continued reading A Half-A-Moon Inn...we left off on a perfect cliff hanger!

Sherlock Holmes better look out!

We took our fingerprints today! Luckily, nobody was WANTED! To pick-up on our discussion recently, we dug deeper into the three basic types of fingerprints: arch, loop, and whorl. Ask your students which types they have on their hands...

In math we spent sometime working in groups through an enrichment activity. They were asked to develop a list of possibilities given a certain number of base ten blocks. This lesson reinforced some of the place value concepts we've been working with. Homework is to complete 1-5 in their math journal. They are expected to at least try the "super challenge"

Following math, we continued assessing for reading so we can move into specific groups ASAP.

The new counselor, Delyza Howard introduced herself and the program for the year. She has a fantastic web site found on the DES homepage if you're interested...

I'm out tomorrow - but Mrs. Webber is in for me so we shouldn't skip a beat!

A day closer...

Across the grade levels we are assessing students to determine reading levels as we begin the new year. Today, I completed a word list activity with each student to help me determine where I should begin when I continue our reading assessment tomorrow. The progress is good but not yet complete...

In math, we continued working with place value periods into the hundred thousands. For homework, everyone is expected to complete the odd problems on page 11. This is to be completed in their math journal.

In addition to the ongoing reading assessments and place value instruction, we went to Art today and learned about a new "art award" system the specialists have created for this year.

Two down...

The word of the month is - "investment"

The more time we put into routines the more efficiently class will be as the year progresses.

This morning we switched math classes for the first time. We used yesterday's pre assessment to drive our instructional plans for the first unit - part of our plan was to switch students around. In my class, we discussed the concept of place value up to millions, but spent the bulk of our time developing the idea of place value periods and what they tell us. In your student's binder we placed a copy of the period chart used during class to assist them at home.

In reading we developed a couple routines to provided the students with learning opportunities while I maybe working with other students. Today's "pieces" were Boggle, Reading Around the Room, and the "What do I do when I'm done?" chart...stay tuned for other opportunities as we move through the month.

We made our weekly visit to the computer lab this afternoon. We practiced logging in, using the hand-out folder, saving our class web site in our "favorites folder," and explored some of the math resources available.

At the end of the day, we began discussing our upcoming unit on crime lab chemistry. We explored fingerprints and the investigative process that is usually consistent across many criminal investigations. Ask your children about what we talked about!

Homework:

1.4 Practice or Challenge (depending on which group they worked in)

Please remember to return any important papers/back to school folder this week!