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.