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!