Math: Tonight you should expect to see to things - first, a parent letter that reports and explains our Unit Two assessment results and second, homework on equivalent fractions. In the event you don't see the cover letter explaining the results you can see it below...

"I am extremely pleased with how we did with almost all of the content. The lone area of concern after about 5 weeks of work continues to be their knowledge of basic facts. As a school we’ve identified this as a high priority area based on our historical trends so this unfortunately isn’t a surprise.

I discussed with the class this morning that of all the things they’ll encounter in school, mastering their basic facts is something they have complete control over. At the beginning of the unit I provided index cards in an effort to “arm” them with a tool to practice their facts. In addition, our leadership team decided to move our entire 3rd grade into the FASTT Math program on a daily basis to provide another opportunity to learn their facts. With that said, despite our unit being over, it is essential that your child continues to practice his/her basic facts on a daily basis in an effort to “catch them up” while the math concepts become more complicated.

Attached you will find your child’s assessment report and a sheet with sample problems to help you match the content titles with actual applications. As you look at the report, one thing to keep in mind is that the basic facts component was worth 18 of the 28 points in the number relationships and computation section. This equates to approximately 33% of the entire 4th grade assessment!"

Language Arts: I met with just about everyone today regarding their reading group's work. Below are some observations...

JGB: Tomorrow we are having our shared inquiry discussion based upon the focus question from group - "Why does the mushroom man live more in darkness than in light?"

Lon Po Po: At most of my conferences I encouraged them to think about two emotions the mother might have felt - frightened at the danger and relief that her girls were ok. I'm finding with this group that they can always go a bit deeper with their thinking but they need a little coaxing...

The Great Ball Game:

The 'sequencing group" did pretty well despite a couple students appearing to rush through their work without including enough details.

The "main character group" answered my description question fine, but I learned that my question didn't get to the answer I was looking for...I should have asked, "Why do you believe ___ is the MAIN character?"

Math: Despite a cultural arts program during our math time this morning, we still managed to put in some time for 30 minutes. Although this unit introduced some pretty complex concepts (ie - balancing equations to determine unknowns), we have spent the last couple of days applying our knowledge of factors and multiples by comparing composite numbers through prime factorization trees (5th grade concept). Say that three times fast! Thankfully, all the time we've spent developing our knowledge of factors and multiples made prime factorization a breeze...famous last words!

Originally I had planned for the unit assessment to be given tomorrow; however, we'll give it a go on Friday after another day of practice.

Language Arts: I think we're about "summaried" out! Look for one more by next week and we'll close this "chapter" for a little while. In the meantime, we have planned a project with Mrs. Rose in the media center that incorporates our social studies content (cites of the world) with our writing instruction (research process). We'll kick it off right before break and continue working for the two weeks after break. The end product will be a travel brochure!

Spelling is due this Friday!

Math: Please take sometime to review the formative assessment coming home tonight. I suspect you'll see how the last couple of weeks has finally led us to the point where we can write expressions using variables and complete function tables...who would have thought 3rd graders would be doing this! The best part is they really seem to understand the concept of variables and balancing equations. Please remember - it's not as much the answer I'm looking for; rather, it's the process that is most important going forward. We expect to take the unit assessment a week from tomorrow so make sure you're still practicing the multiplication facts on a nightly basis!

Language Arts: Tonight you should expect to see a summary come home about an article in our latest TFK. A couple points of to keep in mind while reviewing it with your child:

1. Make sure you understand my feedback so next time you can apply it!
2. Don't overlook the importance of the title and headings when determining what the author is most trying to communicate.
3. Any detail in the summary MUST support the main idea you identified!
4. Use the summary checklist to make sure you are meeting the expectation/criteria.

Please sign their summary and have it returned in their binders.

I hope everyone had a safe and restful Thanksgiving...if you're like me, you need a rest after Thanksgiving festivities!

Math: You should now see a clear shift from our Hands-On Equations process to an application of variables/unknowns in equations. It is critically important that at this point, please discourage students from doing mental math to determine the value of the unknown - without an understanding of this fundamental, algebraic process they will struggle the the problems get more complex and the numbers grow in size! If nothing else, homework is about the process for the time being... This includes their worksheet tonight!

Language Arts: After weeks of determining importance, identifying the primary topic/main idea, and distinguishing supportive details from the rest of the content, we composed a summary today. Stay tuned for some summary work this week!

This will be the only post this week - Have a great Thanksgiving!

Math: Tonight you should look over your child's quiz from last week and ask them about anything they may have missed. I didn't get any questions in class today but they did have an opportunity to ask their peers questions regarding quiz items...

As you have probably noticed, we've been working with manipulatives quite a bit lately. The program is called, Hands-On Equations. Essentially, I use this progression of thought to construct their understanding of how to balance equations and solve for the unknown. The early experiences are grounded in exploration, dialogue, and trial and error methods... today, we added the idea of doing the same thing to both sides. It's tough to explain but I encourage you to look at their work tonight and most importantly, watch how they solve for the unknown. We're getting there but it takes time to learn something as abstract as unknowns and variables. Please make sure they are practicing their basic facts on a nightly basis.

Language Arts: We have spent the better part of 3 weeks "simmering" our thoughts as it relates to main ideas/important messages in informational text. Well, tonight they should be coming home with a book and their RRJ. They should complete a T-Chart that essentially reports details they believe are most important from a particular chapter and synthesize what the "primary topic" is based on how every detail noted relates. This "relationship" is what we've been building towards...we've spent tons of time on it in class so I think they're ready to complete this independently. Nevertheless, we'll know what they know, "kinda" know, and are still unsure on...

Math: Today marked a movement forward from basic multiplication knowledge to more algebraic applications. As you'll see from the formative, we appear to be putting to rest factors, multiples, and "saying goodnight" to fact families for the time being. This is not to say they have their basic facts mastered - quite the contrary actually - but our instruction will focus more on application and problem solving using variables/unknowns going forward. They should be practicing their basic multiplication flash cards nightly!

In addition to looking over their formative assessment, they have a worksheet that blends multiplication through the twelves with some opportunities to solve for the unknown.

Language Arts: After about two weeks of working on determining importance and justifying our thoughts using text-relevant support, I am beginning to see them get it! As you've probably seen at home, we have tried a few different ways to organize our thoughts around this common idea of distinguishing the main idea - thus, we are moving ahead with summarizing. We scratched the surface of summarizing today by investigating titles, headings, and sub-headings...tomorrow we will work with a T-Chart to identify the "primary topic" and record supporting details.

We do not have a particular reading assignment tonight other than reading for our incentive program! We had a bit of a pep talk this afternoon about the importance of reading...

Now that conferences are over it's time to get back to normal - thanks for still looking!

Math: Quizzes should be coming home today. Please review them with your child and pay particular attention to the questions about factors and multiples. These questions were worth 37% of the quiz and many of them either struggled to grasp what it was asking or made careless mistakes. Regardless, we devoted an entire class today to reconstructing their understanding of factors using manipulatives and a numberline. There homework tonight "piggybacks" on our classwork from today so feel free to check out how we sought to clarify the concept today... In addition, on a separate note, please be on the lookout for "notes" pages explaining how we are developing our understanding of multiplication and division thus far...these are in their binders as usual.

Language Arts: As a group we investigated the cause and effect structure of informational text. Amazingly, cause and effect can be found in a variety of informational books/magazines so take every opportunity to enhance your child's knowledge of the structure by discussing the relationship of cause and effect in the context of everyday situations like recycling...

Each group should be coming home with a book tonight and a graphic organizer that guides their interaction with a specific topic and book. This was completed in class today but I wanted them to take it home, sleep on it, share it with a parent before turning it in tomorrow. Remember this is what he/she did independently - if you feel compelled to make change please do so in pen so I can distinguish their thinking from your's.

We are back on our spelling beginning this week so stay tuned...

This morning I reminded everyone of the most valuable aspect of school: each year you get 4 clean slates! With the beginning of the 2nd marking period comes the opportunity to build upon the experiences from the last two months...

Math: We began unit two today and it promises to be a dandy one! 30 days of multiplication, division and variables... Today we actually broke into two different concepts based on last week's preassessment - the use of parentheses and solving for the unknown variable. There isn't a long-term implication actually - I simply got a head start on tomorrow's content for those who were ready. Consequently, we have two different assignments tonight that should be written correctly in their planners.

Language Arts: Although we're in a different quarter, our focus remains the same for a couple of weeks: reading for information. One thing that is becoming abundantly clear at this point is collectively, we are answering in generalities rather than illustrating these "generalities" using text-relevant support. Today we were trying to determine the main idea of an article about pest control on farms but when we were asked to "partner-up" and identify "important details" from the article each pair simply rephrased the overall theme from the text as opposed to locating evidence that supports the theme. The angle I've tried to play with this is to encourage them to think if their "important detail" begs additional questions or not...if it does, it could be too vague of a response. It's a bit confusing to explain it here but I'll likely illustrate it for you at conferences.

I do have new reading groups based on performance/experience thus far...not many changes but I did speak to each student who was switched. The switches are not permanent but reflect a better instructional environment for the time being based on my judgements.

With that said, each group has a new story that they should reread tonight for homework.

My apologies about the post yesterday - I got caught up grading...go figure!

Math: The unit assessments have been graded and reviewed with the students. I was relatively pleased with their understanding of both the 4th grade content and some of the 5th grade content. We did have some careless mistakes which is frustrating but in the end, I can't complain too much. As soon as I receive the parent report it will come home in their folder. Unfortunately, I cannot send the actual assessments home...county policy.

Tomorrow we will begin the second unit on computation, functions, and algebra...this unit is approximately 30 school days long.

Language Arts: Obviously with the culmination of our first book report project this week we decided not to inundate everyone with additional work, thus the more limited nightly homework. With that said, next Wednesday marks a new week and a new marking period so it'll be back on the saddle first thing Wednesday!

Spelling is due tomorrow!

Math: Unit Assessment is tomorrow! Please help them review their quizzes from the last 8 weeks...we discussed how to do this today so the concept shouldn't be totally unfamiliar to them.

Language Arts: Book reports are due Wednesday! I've fielded an increasing number of questions which indicates the end is near in their minds - and again, if there are any additional questions that arise between now and then please shoot me an email. There will not be an extension, though...only two students have been given a couple additional days because they changed books.

Today, we continued working with atlases. The advantage to this subject area is that it dovetails nicely with our social studies content so the line has been blurred a bit between LA and SS...

Spelling is due Friday! Halloween party, too...

Math: Those of you who looked at your student's homework last night hopefully had the same impression that I had in small groups - I think they actually understand mean! Well, tonight they have an additional time to prove it so if you didn't see it last night, check them out tonight...

Most of the class has an additional task tonight - complete the "classifying polygons" organizer which is rather abstract but representative of a 5th grade item.

Language Arts: We introduced the purpose of highlighting informational text today. Tomorrow they'll have a chance to apply it to an article on economics.

JGB: They have their focus question to complete in preparation for our shared inquiry discussion tomorrow.

Giraffes/Can Kids Save the Earth: As many of you know, we had a tough time with the comprehension questions from earlier so our Monday discussion revolved entirely about understanding the question and using text-relevant support to explain your thinking. Well, I had a mixed bag of results today - half the group attempted to revise their work (most with success) and the other half didn't complete the revision. I presently have all of their RRJs so that I can enter the grades into the computer but you should expect to see them tomorrow night. They have received a grade for each attempt. I did reluctantly give them additional time to complete the second attempt today in class...

Tonight's homework is to read their new story and think about how cause and effect drives it.

Let's Compare/Winter On The Ice: There Venn Diagrams are in being graded and returned tomorrow so stay tuned! As for tonight, they should read their new story.

Social Studies: Fun lesson on human and physical characteristics using map skills. Ask them about it!

Field Trip permission slips went home last night so please look to get them in before they get lost!

Math: Homestretch - both for unit one and the first marking period! Tonight's homework is to review Thursday's quiz (which looked pretty sharp, by the way...) to determine if any of those concepts remain unclear. Clearly, the concept of mean continues to be cloudy but I'm seeing some "sun" shine through in their processes. In addition to the quiz review, they also need to complete #1-34 on pages 508-10. It sounds like a lot but as you'll see, the questions will move rather quickly (all about solid figures). The unit assessment will be next Tuesday and possibly into Wednesday...

Language Arts: We broke open a couple of atlases today to continue our work with informational text. Tomorrow we will work on a scavenger hunt using our student atlases...

JGB: We discussed the concept of "fairness" as it pertains to the story. This topic will likely heat-up when we have our Shared Inquiry Discussion! In addition, we worked with the term "conscientious" and looked for places where this term applies to the story.

Giraffe - Collectively, we really struggled with what I felt were straight forward comprehension questions. As you will see tonight, their homework is to take another look at their previous responses and use my feedback and the thoughts from today's discussion to revise their work. In essence, they are expected to revisit the text and use relevant support in their answers.

Let's Compare - They worked individually on a Venn Diagram that compared hippos to rhinos. This will be finished tomorrow in class.

FALL BOOK REPORT - PLEASE CHECK-IN WITH YOUR CHILD TO PREVENT SURPRISES NEXT WEEK! I have had one question so far which indicates the timeline might be compressed in some houses!

Math: Excellent discussion on the similarities and differences between intersecting and perpendicular lines today - definitely cleared up some subtle misconceptions! Tomorrow's quiz is a "dandy" so expect to see the kitchen sink (place value, data analysis - no line plot this time, and lines/rays/angles/circles/quadrilaterals...)

Language Arts: We explored the power of questioning before and during reading using a book about deserts. What we discussed is that questions beginning with "are, do, can, is...) always end with a a yes or no answer... The short of it - the purpose of questions is to learn more and yes/no answers tend to kill the momentum so our new mission is to use how and why when inquiring about particular subjects.

JGB: Began a new story today so be on the look-out for our last story's graded packet!

Wednesday's Surprise - To follow-up in last night's homework, we shared some information that was deemed important or interesting to helping better understand the text. In addition, to carry our questioning lesson further, we delved into what grandma could do now that she has learned to read based on what we know about her as a person...

Let's Compare: Besides previewing the text for unfamiliar words and exploring what they could mean based on the context, we read the book aloud in preparation for tomorrow's lesson on comparing and contrasting.

Social Studies: We record observations of Damascus by looking for geographic characteristics we've been discussing in class...stay tuned!

Spelling is due tomorrow! Book reports are around the bend...send in your questions!

Thank you to those who were not only able to visit our class today but for being a willing participant, too!

Math: We are closing in on the end of Unit One in the next couple of weeks. With that in mind, we are solidifying our understanding of some data analysis concepts while exploring lines, rays, and angles using symbolic representation and real life applications. Wordy enough for you?

Tonight's homework is a line graph activity.

Language Arts: We began distinguishing important information from interesting information. In essence, determining your purpose for reading lays the groundwork for distinguishing important from interesting.

Science and Social Studies: We have finished our science unit and will be moving ahead to the next phase of our social studies curriculum: geography in our community. Stay tuned!

Woo Hoo - Redskins Rule!

Math: Tonight's homework is very important. Please review your student's quiz from last week because we spent a lot of time with it today in class. This isn't to say we bombed it; rather, collectively we are a group of "process-dependent" students so we worked quite a bit on answering the question, "what does MEAN mean to you?" Our purpose was to develop an understanding of the "why" when it comes to calculating mean. In essence - when they think about "mean," they should instantly think about EQUAL GROUPS and FAIR SHARES. This concept is particularly tricky since they haven't learned/practiced/applied division skills until this year...

Language Arts: We are officially in the midst of reading for information. Despite the obvious notion that text features rule this world, we spend a considerable amount of time with questioning and structures. With that said, this week we will be exploring how understanding the cause/effect structure helps us to comprehend the content more clearly.

JGB - They should reread the story, take directed notes focusing on "tricky" parts, and complete their focus question. We will have discussion on Wednesday.

Wednesday Surprise - They should read this for the first time tonight. We will work on questioning in small group with this...

Sly Fox... - In their RRJ, "what did the fox do that was "sly" in the story?"

Social Studies: We took the economics assessment on Friday and we will begin geography tomorrow.

Science - We are winding down the crime lab unit with an additional experiment on chromatography later this week.

Math: Today we covered a litany of new vocabulary terms and tried to apply them to a real life situation (I retold a story how I was driving in DC, couldn't make a U-turn, and had to use my knowledge of perpendicular/parallel street layouts to get me going the correct direction...). Tonight they are to complete the worksheet for homework that requires them to use this new knowledge to an actual map.

Language Arts: Tomorrow our first "at-home" project is coming home - Fall Book Report on a realistic fiction book of their choice.

Tonight's Homework from reading groups...

JGB - Reread the story and generate your Keeper Question

Miss Rumphius - Describe how Miss Rumphius changes throughout the story using text-relevant support.

The Busy Beavers - Identify the main problem in the story and explain how the problem was solved using text-relevant support.

Science: We performed a chromatography experiment today. In essence, we separated the pigments of five different black pens to see how each one's ink was created. They were pretty surprised that black ink wasn't simply black ink!

Math: Hopefully everyone had an opportunity to review your child's quiz from last Friday. In the coming weeks, you can expect to see less place value content, a refined focus on data analysis, and geometric concepts. My assessment of the class performance on the quiz is that the "understanding" of mean and median continues to be gray. I could see from the work shown that our level of understanding is more formula-like and not comprehensive...if that makes sense.

Tonight and tomorrow night I have assigned them pages 320-324, #2-43 AND the #1-6 in the problem solving section. Each student has been provided a protractor, ruler, and a compass to assist them with this content over the next few weeks.

Language Arts: Understandably our reading block has been erratic lately due to assemblies and our author study in the media center. As valuable as the events/activities of last week were, it is nice to get back to some sense of normalcy when we come back on Wednesday. With that in mind, RRJs will be coming home regularly along with your child's reading book. If they are in JGB, their RRJ is the packet for each new story (in fact, the last story's packet has feedback on it and should be in their binders if you haven't checked it out yet).

Math: I decided not to give a formative assessment since I was not here yesterday. So, we decided to do two things: apply our knowledge of mean to our own quiz grades and interpret weather data from Anchorage, AK by constructing a line graph. Tonight they should complete their line graph and note some details they learned from looking at the data. Some ideas we discussed were hottest month, coolest month, difference between two months...

Language Arts: Despite having an author study and guidance lesson today, I did meet briefly with each reading group.

JGB: We reviewed the feedback on their focus question/responses and discussed the differences between 2/3/4 based on our rubric. I think this clarified the "lens" through which I assess understanding and comprehension of a story - the essence of a thoughtful response (orally and written) includes not just an answer to the question, but the answer is explained using text-relevant support. Text-relevant support is a specific example that helps explain their thinking...not just any detail from the story.

Galimoto/Miss Rumphius: They previewed the story and listed unfamiliar words in their RRJs. Tomorrow, after reading and discussing the story in group, they will determine the meaning of an unknown word from our story using context clues. This will come home in their binders so you can see how we assess their use of context clues independently.

Busy Beavers: We briefly discussed the multiple purposes of the word "dam" and used the story to support our ideas. Tomorrow we will read it aloud and complete an RRJ response about the problem and solution as follow-up.

Quick one today! I'm out tomorrow for an appointment...

Math: We reviewed a couple items from last week's quiz that were troublesome but don't appear to have a lasting impact on their understanding - in the end they seemed to be more "silly" mistakes.

Tonight they should complete their book work on line graphs.

The rest of our day was filled with an introductory lesson with Mrs. Rose in the Media Center, music, and a wonderful cultural arts assembly.

Tomorrow is a very important night, though! It is the grading and reporting meeting held by Ms. Jones in the APR. In 3rd grade, we decided to send home progress reports for each student tomorrow along with a cover letter from Ms. Jones. These reports somewhat "mirror" what the new report card will look like. If your student is in my math class, however, they will not have math information on this report since 4th grade doesn't have this type of grading and reporting up yet. You can look back at their 3 quiz grades thus far to get a gauge as to how they're doing. If you still have concerns or questions please email me and I'll get back to you ASAP.

Thanks to all who helped with the assembly today! It was time well spent and very much needed!

Have a great night!

Math: Today we completed and reviewed a formative assessment on double bar graphs and line plots. We seem to have a solid grasp of how to construct and the purpose of line plots but we need some more time working with double bar graphs. A couple points to keep in mind as you look over their formative tonight:

1. Scales are critical to any graph! I encourage them to think about the extremes in the data (the greatest amount and the least greatest amount). Then, they should count the number of "lines" going up the side and determine if counting by 5s works, 10s works, and so on until they maximize the "stretch" of the data. By making the scale too large, the data can become indistinguishable which defeats the visual purpose of the graph.

2. Labels must accurately describe what each axis is depicting. It's not enough to repeat the title of the graph and call it a day...it must speak to the purpose of the axis.

If we can get these two things down - we're good to go!

Language Arts: We are wrapping up literary elements in whole group but will continue working in small groups on strengthening our understanding of the relationships between story elements - it's no longer enough to identify these elements and isolate them.

Now that small groups are in full swing you should expect to see graded responses in their RRJs on a weekly basis (consequently, prompts will be assigned for classwork/homework, too). In JGB, their packets serve as their RRJs right now...

Spelling is due Friday!

Congrats to all who are riding the Redskin high after yesterday's exciting performance - I expect they'll be some Eagles fans in your houses tonight...at least there better be! Someone started a "Mr. Vogel assigns double homework if the Eagles lose" rumor so I'm merely perpetuating it...

Math: Quizzes looked great last week! We are still working on data analysis using manipulatives (cubes that should have been coming home) but I think we should be adding another method(s) to solving mean this week. In fact, today I showed them how to create equal groups of tally marks to determine the same thing. From here, but not until later in the quarter, I will introduce them to using division and repeated subtraction to determine the mean.

Tonight's homework is page 101, numbers 1-9. Our main lesson today (and tonight's hw) was on double bar graphs.

Language Arts: Spelling is due this Friday! Each student has a list of ten words in their planners that includes 7 words from the class list and 3 from their writing. Inside their spelling journals is a schedule and list of activities to follow...some is similar to last year's program and some is a bit different. The most significant difference is how we assess their spelling at the end of the two-week cycle. We will ask the students to write a sentence(s) that includes words and letter-sound patterns from their list. This better assesses their application of the focus rather than memorization of a list...

Reading groups are up and running! See below:

Trip to Freedom: We've read, discussed, and written about the clues the author provides to understand the setting of the story (text clues and illustration clues). Tonight, they should reread their story and think about the main problem and its solution for tomorrow's RRJ activity.

The Bear and the Bees: We have read and discussed the basic story elements of the story. They should reread it tonight because tomorrow we will work to identify the main problem of the story and the solution that solves it. Many times stories will have many "little problems" throughout that help lead the reader through the events but their is always one problem that is the crux of it - this is the main problem. In addition, students can often identify the many problems and solutions found in a story but struggle to distinguish the "main" problem and matching solution.

JGB: We have read and discussed some questions they've had in response to two specific passages thus far. These passages are found in their packets in the LA section of their binders. Today's discussion was driven by vocabulary exploration (astonished, intents, demanding). It is my expectation that they will begin to incorporate these words into their own writing and more importantly, begin to recognize the power in word choice. Tonight's homework is simply to reread the story prior to tomorrow's lesson on taking directed notes.

Social Studies: We are in the midst of economics. Please discuss and explore how certain workers provide a service while some produce a good. Distinguishing between goods and services comprise the basics but we are trying to get after the concepts of interdependence and specialization.

Science: Tomorrow we will attempt to lift fingerprints off of a cup using cocoa powder and paint brushes...keep your fingers crossed because this is a first for us!

Math: We spent all of class today strengthen our understanding of mean using manipulatives. Some of the key language I've been using has been "fair shares" and "equal groups" - this seems to help across the board. It's important to keep in mind that the "concept of mean" is best developed through concrete manipulatives first...the temptation is to launch into algorithms but too many times the actual conceptual knowledge is lost in the mix. Remember, it's more important to understand the "how" and "why" in math...the process is what we're after.

With that said, tonight's homework is in their journals. They are to take our data set and analyze it using mean/median/mode. We decided to push line plots until tomorrow...

Language Arts: You will see specific reading group materials coming home frequently going forward. This will usually include a Reading Response Journal entry at least once a week and their group's book/story. Spelling begins this week, too, so stay tuned for specifics - we should be in the swing of things tomorrow with the new spelling program.

Science: We completed a WebQuest about fingerprinting in the computer lab yesterday. I have stapled a rubric to it and it's placed in your child's binder.

Social Studies: We finalized our classification of economic resources and geographic characteristics today so be listening for more specific conceptual details in the coming days.

IF YOUR CHILD HAS NOT RETURNED HIS/HER BRAGGIN' DRAGON POSTER WE NEED TO GET THEM IN BY FRIDAY.

Math: The quizzes looked pretty good last Friday (please sign them when you review). Since we did well with the concept of place value we are entering the second part of unit one: data analysis. Today, we took a pre-assessment on data analysis and followed up with an interactive lesson on mode and median. Tonight's homework is simply to complete 1-4 on page 87.

Language Arts: We've dabbled in RRJ prompts the last two weeks but we will officially begin reading groups tomorrow afternoon. Our preliminary reading assessments will be completed tomorrow morning so we should be off and running! With that said, you should begin seeing the RRJ coming home at least once a week along with a book/books.

Tomorrow the students will be composing a descriptive paragraph describing an object of their choice from home or school. The one rule: the object can be no larger than their hand!

Social Studies: Today we developed definitions for categories we used to sort a variety of resources from last week. In short, we will be discussing human, capital, and natural resources soon...

BRAGGIN' DRAGON POSTERS ARE DUE ASAP!

I hope to see everyone for Back to School Night at 7:00!

Math: If you did not have chance to read my cover letter attached to last week's quiz please take sometime to do this prior to Friday's quiz. It essentially ran down the ways we use the quizzes and formative assessments to monitor the effectiveness of our instruction. I also attached the Grade 4 math grading policy since MCPS hasn't gotten the 4th grade math content up and running in the standards-based system yet...in a nutshell, I decided to equally weight each task since standards-based has no weights. Not perfect but a movement forward...

Homework: Complete pages 79A and B, #s 1-5 on each page. A calculator has been provided to assist with the larger numbers - the key is do they understand how to solve the problem?

Language Arts: We have had a couple responses in our RRJs with respect to making connections and character traits. While they have been working with these reading responses, I have slowly assessed 2/3 of the class in reading to provide me a clear instructional picture going forward.

In addition to the readings, we took a memory walk this afternoon to generate some writing topics over the next few weeks.

Welcome Back!

We're back and it's Wednesday so here's the first official post!

Math: We took the pre-assessment for place value this morning and quickly determined a couple things:

1. For the most part, we have a decent understanding of place value up to the thousands but need some practice exploring greater numbers.

2. We need to key in on the value (how much a digit is worth) vs. place value (which place/column the digit is in). We tried to clear this up today.

3. Refresher on the differences between standard form (numbers), word form, and expanded form (breaking down a number like this - 547=500+40+7)

Homework tonight is to complete the 1st page only of the review lesson.

Language Arts: We began talking about the importance of making connections to the text in a way that helps us better understand the story. In their primary days, these connections weren't necessarily meaning-making, but now these connections should help relate the story elements to their own life's examples.

Writing: We discussed the use of rubrics to help guide our completion of a task. In addition, we spent about 30 minutes drafting a baseline personal narrative...

Science: Today we kicked off our crime lab unit by lifting our own fingerprints! To be continued...

In your child's planner is a note asking for $15 to cover the purchase of our planners, TFK subscription, and the green home folders. Checks can be made out to DES. Thanks!

Math: We took and reviewed a formative assessment this morning. Ms. Jones even stopped by to assist us during the review! Hopefully, she worked some magic...just kidding. All in all we did very well with the exception of some subtle challenge mistakes on elapsed time. Tomorrow we speed forward with weight and probably capacity. Unit Assessment is next Thursday!

Language Arts:

We have three culminating projects beginning or on the horizon...

Frindle: They began their draft for their advertisement today and will finish tomorrow before conferencing with me. After some possible revisions, they will begin creating their poster.

Charlotte's Web: Based on their ideas, we decided to create a character "web" that describes 6 of the main characters in the story. I posted the actual task in the previous posting...

Comics: They should complete the top half of the problem and solution organizer using one of the comics. We will conference and complete the alternate solution activity tomorrow in class.

Charlotte's Web Project


Some of this will be completed at home...
Everyone: Templeton, Fern, Wilbur, and Charlotte
Select Two: Mr. Zuckerman, Mrs.Zuckerman, Lamb, Goose, Avery, or Lervy

1. Compose a paragraph describing each of the characters you selected for your poster (all 6).
o Describe their traits.
o How are they related to some/all of the characters in the story?
o Explain their importance to the story.

2. After drafting each paragraph (RRJ), you must conference with Mr. Vogel before typing.

3. Assemble your poster using the materials provided in class.

Math: Two different tasks tonight (they know who they are!):

A Challenge Elapsed Time worksheet with a variety of scenarios as discussed in last night's blog entry.

or

A Schedule worksheet that asks them to consider elapsed time as it pertains to our everyday lives.

Language Arts: Watched a short video clip of a 5th grader reading her favorite poem. We discussed how she appreciates this particular poem, "Sloth," because her life is so hectic...

I met with each group today and conferenced with about half of the class regarding yesterday's inferencing activity. In the end, a variety of ideas but we broadly addressed the comic rather than focused on one specific aspect... with so many viewing the prompt this way, the finger probably needs to be pointed at the prompt author, aka - me.

Spelling is due Friday, May 30th!

Math: Based on the pre-assessment, we are jumping directly into telling and elapsed time. Keep in mind, elapsed time can present itself in a variety of ways. Here are some possibilities:

Given information...
- Start time + amount of time (determine the end time)
or
- Start time + End time (determine the amount of time past)
or
- End time + amount of time (determine the start time)

These are just things to keep in mind going forward...Tonight's homework is to complete the Elapsed Time worksheet. In addition, I have included a "Quick Tricks for Multiplication" packet that must be completed by Friday, May 30th. Simply put - this is a response to our basic fact deficit as demonstrated by our Unit 3 and 5 computations.

Language Arts: Each group met today but the only homework is to reread their book.

In addition to small groups, we visited the lab and took part in an inferencing activity. They were asked to examine the "gutters" of a Garfield comic and describe what they think happened, and most importantly, explain why based on their background knowledge, text support, and illustrations. It is amazing the variety and depth of their interpretations when given so little in terms of material...

Math: We reviewed the unit assessments today. As a class we did pretty well but the one clear lesson in all of it - knowing your basic facts and being willing to check your work with a different strategy/inverse operation can go a loooooong way... The parent reports are coming home tonight so please check them out!

Language Arts: We continued our comic lessons by exploring a variety or Garfield and Peanuts comics looking for structural elements and determining why they work. We also worked on inferencing between panels by piecing together context and picture clues along with our background knowledge.

Science: We harvested our seeds today and examined the ripple effect of how one seed can produce one plant which produced as many as 11 new seeds (in our class)... I extended their thinking by exploring the new "Doomsday Seed Vault" online with photos and a short video from the opening.

Unit Five Assessment is completed and graded! I'll have parent reports coming home ASAP...that's all I have left after grading every assessment (42 questions!). Have a good night!

Math: Well, tomorrow is the day - Unit 5 assessment will be upon us. What does this mean? Two things: Studying is priority #1 after family and dinner (rainforest math on the blog has some great fractions/decimals/percents activities) - 9 weeks of content is in the books. Without a doubt, this has been the most challenging unit thus far - fractions, decimals, multiplication, division, probability, and money...whew! I expect this will carry us into Wednesday, too...

No reading homework tonight or tomorrow night!

Math: We took a formative today had I think they realized (me too) that they need some more practice with long division. I know that many of them worked with an adult on the previous night's homework which is great - now I need them to try and apply what they know on their own - the formative illustrated this to many of them. The tough part is gauging when to "let go of the bike" so we'll need to use our best judgements. Tonight please take sometime to review their formative and last night's homework. If they are being pulled tomorrow regarding one of the homework concepts, I circled the question and/or addressed the problem directly.

Language Arts:

Heavyweights - We predicted and previewed prior to listening to the story the first time. I have to admit, I was extremely surprised by how well they read the story aloud in the afternoon...the vocabulary is pretty tough! With that in mind, they have relatively in depth RRJ to complete tonight regarding the similarities and differences between common and pygmy hippos.

Charlotte's Web - Besides listening to chapter 17 and having another prompt, we spent the bulk of our time addressing the quality of their responses. What I am beginning to find is that as our readings get more difficult, many times their writing isn't illustrating some of these subtle changes. I hope I made my point today that the basics of reading responses (spelling, complete sentences, capitalization and punctuation) are expected at this point...And in fact, I am actually expecting them to find ways to incorporate text-relevant vocabulary into their work while finding ways to vary their sentences - getting away from the pattern language that sometimes runs rampant. I think my talk created a better awareness of the expectation...we shall see.

William and Mary - Interesting "thought-grenades" thrown my way in group today! Hopefully what they left with was a clearer understanding of the importance of their audience and how best to light that fire in them... This is what Nick tried to achieve in Frindle by tapping into Mrs. Granger's love of dictionaries...

Math: We have a monster unit assessment a week from today - fractions, probability, division, multiplication, money, decimals...whew! We are full speed ahead with some challenge content the next few classes. Tonight for homework, they have a two-sided review sheet that requires not just solutions, but evidence how they can check their work using inverse thinking. This way we can tackle multiple skills in short, practical task. Look for long division - lattice multiplication and mixed numbers - improper fractions.

Language Arts:

Busy as a Bee - Today they picked up yesterday's reading and discussion by responding to the following prompt: Do you think bees are important? Explain using the information from the text and your background knowledge. I had a chance to conference with each group member and the common thread I found was that the content was decent, but the basics of sentence construction (capitalization, end punctuation, complete thoughts...).

Charlotte's Web - We read chapters 15-16 in preparation for the following prompt: In chapter 16 it said that everybody went to sleep early except Charlotte. Explain why. I conferenced with most students today but I have not graded them. It is up to each to look over my feedback and make any necessary revisions - most of the feedback revolved around the notion that it isn't just that Charlotte chose not to go to sleep early, but why did the others decide to? I'm trying to get them to see the situation from different perspectives here...

William and Mary - We continued reading Frindle. In addition, I have already made a change to the activity schedule. Tonight's question asks them to consider how they could ask a "thought grenade" in our classroom to achieve the same goal that Nick is so far in the story. FYI, a "thought grenade" is intended to distract the teacher before he/she assigns homework for the night... I'm extremely interested in hearing their thoughts!

Science: We visited the lab and played with the computer microscope. We explored the different magnifications while looking at two bee-like specimens.

Math: Today we spent a considerable amount of time devoted to solving the same problem using 8 different ways. Of the 8 ways, the "parent short-cut" method was included...I have received a couple of questions as to why we are learning so many different ways to solving the same problems - this process helps to build proficiency that is critical to flexibly thinking about unfamiliar problems in the future. Attacking unfamiliar problems is the essence of application... I'm now climbing down from my soapbox.

Tonight's homework could be one of two options: those who worked with me in small group using decimals/fractions/percents should complete the practice page while the other students should complete the 4 problems in their journals using at least 3 different methods.

Language Arts:

The World in Your Kitchen - We reread the story and shared our response to last night's prompt. Overall, we struggled to explain "why" refrigeration was "more important" than transportation...instead, explained why refrigeration was important. It's these subtleties that we miss too many times.

Charlotte's Web - We discussed yesterday's RRJ prompt and began reading chapters 10-12.

William & Mary - We completed a two-day activity where we shared our persuasive paragraphs and provided specific feedback to each other. In addition, we also agreed on a grade that each paragraph earned. This feedback will be photocopied and glued in their journals.

Science: We continued our discussion of the importance of honey bees in the pollination process.

Math: We discussed last week's quiz through the lens of adjustments and improvements. AS you know, we've spent quite a bit of time the last few weeks trying to strengthen our understandings of fractions and money. Short of some computation errors, I feel we are ready to move onward...

With that said, we built upon our fractions knowledge by exploring percents and decimals. This has been a perennial trouble area in the upper grades so we are taking it nice and sloooowwwww...

Homework - Everyone is to complete the reteach page only. Plus, they should have their quizzes signed and returned.

Language Arts:

Perfect Paper Airplanes - I mixed it up today...we worked with the latest issue of Time For Kids. The should reread the issue tonight with an adult.

Charlotte's Web - We had an eye-opening discussion of boastful behavior. Tonight they should reread chapter 9 and think about instances where Charlotte and/or Fern are disappointed in Wilbur and times where they admire him...

William and Mary - We continued discussing our persuasive activity by focusing on the introductory sentence in small group, breaking out into 2 groups to revise the introductions, and pairing off to provide feedback to a peer...final draft is due tomorrow so I'm interested to find out how effective the peer review aspect was...

Science - The herbs are looking great! In addition to comparing the herbal growth rates to the package information, we created our bee sticks that will be used for cross-pollination for the remainder of the year.

Math: We practiced using partial products and lattice multiplication for tomorrow's quiz. It seemed everyone left with a better understanding as to how each method can be used despite having a preference...

Science: All of the 3rd grade took part in a plant WebQuest. We "dug" a little deeper with our knowledge of the "hows and whys" of plant growth and development. In fact, following an intensive investigation and conferencing with Mrs. Holman or I, they each had the opportunity to begin creating a PowerPoint slideshow depicting their new knowledge.

Math: Great class today! It was somewhat abbreviated since my homeroom had MAP-R this morning, but it was extremely productive nonetheless. I worked through similar multiplication problems using two different methods: partial products and lattice multiplication. There is a notes page coming home tonight that should provide a pretty specific lesson - they should solve the two problems in their journals using both methods.

Language Arts: We took MAP-R for the 3rd and final time this morning. Collectively we made significant growth from Fall-Winter-Spring...I'm pleased and proud of their efforts. They do know their scores so if you're interested, please ask them. If they can't remember, shoot me an email...

Science: We had a chaotic (practical though...) afternoon chockful of plants! We planted herb seeds to be be harvested and/or taken home at the end of the year. We know Damascus can farm but we'll see if the kids can...

Math: Two possibilities tonight: the reteach/practice page OR the reading strategy/challenge page. We should be moving into more complex multiplication and division strategies tomorrow and beyond...stay tuned!

Language Arts: We developed our understanding as to how authors encourage their audience to "suspend their disbelief."

Perfect Paper Airplanes - They should reread the story and complete the two question prompt in their RRJs.

Charlotte's Web - They should complete the reading (ch. 3-5) in preparation for tomorrow's discussion as to how E.B. White encourages us to suspend our disbelief.

William and Mary - They must identify which change generalization applies to their life and explain why using specific examples. We will be using this support to compose persuasive paragraphs tomorrow.

Spelling is due Friday! We are exploring the "are" pattern with the /air/ or /ar/ sounds. As always - if you discover more challenging (and appropriate) words for your student's list - be my guest!

Science: All of 3rd grade will plant herbs tomorrow to be monitored and nurtured in the classroom "greenhouses." Hopefully the heat accelerates some of the germination and we can have harvestable herbs towards the end of the year. This is this year's extension project - but we will continue to care for the garden project from last year's class...

Plant Life Activities

Short and sweet tonight...

Math: Our work has paid off as many of you will see on this week's formative assessment. Those who had trouble with fraction numberlines will get some additional time working with this over the next two weeks. As for the money problems, we mainly had computation errors so this will work itself out. Please review their formatives tonight, sign them, and have them returned tomorrow.

Language Arts: Read for 20-25 minutes - Free Choice!

Science: You can tell this is Damascus with all the "farmers" we have in class...the seeds are planted. Keep your fingers crossed!

Report Card Day! Let me know if something is unclear...

Math: Everyone should complete the Adding and Subtracting money packet tonight. We have a comprehensive formative tomorrow that will include equivalent fractions, money, and fraction numberlines.

Language Arts:

Flat Stanley - They should make predictions for chapter 4 and read it tonight.

Charlotte's Web - They should answer the following prompt in their RRJ:

"The title of chapter 4 is "Loneliness." Why did the author choose this as the title?

This prompt is also on their novel schedule.

Journey - A very interesting inquiry discussion today. In short, we found the prompt was a bit too broad (comprehensive) for them to effectively communicate why change occurred in the story. So, based on our talk, we created a new prompt that should come home on a special paper tonight. This is due tomorrow!

Science - We began our Fast Plants today but need some time tomorrow to get them set-up. Stay tuned!

Math: Three possibilities for homework tonight based on small group work:

• Complete the comparing money packet.
• Finish the fraction bars set and complete the comparing money packet.
• Complete the first page in the equivalent fraction packet and work on the comparing money packet.

Language Arts:

Flat Stanley - Predict what may happen in chapter 3 and record it on your organizer. Read chapter 3 after you've finished the prediction part.

Charlotte's Web - Read chapters 3+4 and add Goose and Templeton to your T-chart.

William and Mary - Put the final touches on your response for group tomorrow. The question asks... "What are some changes that happen quickly in the story and what are some changes that happen over time?"

Look who's back! Now that MSA is behind us (actually, in a strange but accurate way, we are beginning preparations for the 4th grade MSA...) we can get back to some normalcy. Whew...

Math: We are continuing our work with fractions while drawing in the next concept, money, for the next week and a half. It's a careful balance but one that will benefit our kids. Today, I have two different tasks coming home depending on their group:

• Complete the making change packet.
• Complete the homemade fraction bars to be used as manipulatives as we review fractional concepts.

In addition to some time spent on fractions, we created an interactive board in our class where we will construct the concept of equivalence while clarifying our knowledge of numerators and denominators. I see this as a warm-up task...

Language Arts: In their binders is a notes page describing the characteristics of the fantasy genre. To explore this, we read the Mysterious Tadpole and talked about how authors encourage their audience to "suspend their disbelief."

Flat Stanley - They should reread chapter one tonight. Throughout this novel we will be making predictions and taking notes as we preview/read each chapter. We will finish the book next Friday.

Charlotte's Web - Please ask your child about the activity schedule I created to support our novel work. Please consider this a guide to where we're going and how we intend to get there - this is a fluid document so I anticipate making adjustments when things arise... Tonight they should reread chapters 1 and 2 and complete their T-charts (this will be graded!).

William and Mary - We had an outstanding discussion on why Journey was trying to put the pictures back together. They reflected upon our discussion and recorded how their understanding strengthened in their RRJs. They should reread chapters 8-10 tonight. We will finish this novel next week.

Science - We are beginning our last unit on plants. Today we kicked it off by visiting the garden that last year's third grade cleaned up, designed, planted, and nurtured. Stay tuned...

I'm back and in probably a much safer situation considering the bug that has taken hold of my family...I don't want to jinx myself but maybe all these years in elementary school has built up my immune system.

Math: Last Friday's quiz was an eye-opener! We did well in most of the foundation areas but really struggled with the application aspect. This indicates the pace has been a bit much so I decided to treat it as a formative as I did earlier this year. It goes against our purpose to penalize the students when I didn't accurately measure their understanding...thus we've slowed down to strengthen rather than accelerate knowing the gas pedal will still work when the road dictates it.

With that said, our weekly quiz is tomorrow! We had our lesson in the computer lab today to reinforce their knowledge of equivalent fractions, mixed numbers, and improper fractions. These activities are linked to the right - Rainforest Math - so that they can practice at home and select an appropriate challenge for themselves. Today we discovered that the 4th and 5th grade levels (according to the website) seemed to be the best match for our curriculum. I strongly encourage you check these activities out with them now, during spring break, and throughout the rest of the year - it's quite comprehensive and presented in an easily understood way.

Homework tonight is a packet on adding fractions that have common denominators so this shouldn't be too terribly difficult...

Language Arts:

Sarah, Plain and Tall - tonight each group should share their RRJ with you so that they turn in a "parent seen" response tomorrow. I spent a huge chunk of time to day meeting with almost everyone who felt they had adequately responded to their prompt but nobody passed the teacher test. If I met with them you will likely see my feedback written but in the event it isn't clear, I repeatedly referenced our group's discussion as I springboard to an appropriate response. Vague, I'm sure...but this is why I need you to check it out for yourself.

W&M - Please check out their symbol webs that were finally completed to day. I'm very pleased with the thinking that went into these and am excited to see how this translates to a persuasive piece. Also, I looked over their quote interpretations from late last week and wrote some feedback that they need to keep in mind going forward...not all bad but definitely a clarification of expectations the next time.

Math: We took a challenging formative today and reviewed each question in the last 15 minutes of class today...we will address further questions that are generated tonight through their discussions with you.

Language Arts:

Carl's... Reread chapter two and complete the T-Chart comparing Sarah's house to Anna's house.

Sword... Complete both sides of the comprehension sheet that supports chapter 3.

JGB... Answer the two RRJ questions using evidence from the text to support their thinking:

How does Papa feel about Sarah?
Do you think that Sarah plans on staying? Why/Why not?

W&M... Outstanding discussion on the importance of symbols in our lives and through our reading. Tonight they should discuss things that "symbolize" your family - perfect dinner conversation! Please note, only things that are appropriate to share with others should be included (maintain your family's privacy).

Spelling list are complete so the activities need to be completed by next Thursday, the 20th.

Math: We compared parts of a whole to parts of a group/set. In addition, we worked with cuisenaire rods to further develop the concept of equivalent fractions and improper fractions/mixed numbers. Tonight's homework is to complete the reteach and practice pages while the problem solving/challenge sheet is an optional challenge.

Language Arts: Beginning today and running up until Spring Break, I have three groups reading a historical novel, Sarah, Plain and Tall. As you will see, what I do with each group is very different so the differentiation will continue despite the common text...I will continue to refer to the groups as Carl's/Sword/JGB.

Carl's High Jump - We shared last night's comparison of Carl's and the DES field days. We also decided to read Sarah, Plain and Tall as a group. After reading chapter one, we explored the characters in the story so far to help piece together how everyone is related. I expect this to be our only book until Spring Break. They should reread the day's chapter every night in addition to any RRJ work (RRJ will not be nightly).

Sword... - We finished story maps and began reading Sarah, Plain and Tall in group. This group discussed chapter one a bit differently than the other groups. We actually explored Sarah a bit more in depth while determining the different meanings of plain and plane with dictionaries. Tonight's homework is to reread chapter one and complete the character organizer.

JGB - We reread chapter one aloud and shared summaries from yesterday. We also discussed the point of view in the story (first person) and speculated how the kids might have been feeling towards the end of the chapter. Tonight they should complete their comprehension page in addition to rereading chapter two.

W&M - We reread chapter 3 aloud and discussed why a "flashback" occurred after grandpa's picture was taken. This led us to a discussion as how often times we look like our parents when they were kids...I saw a lot of light bulbs going off the more we broke down the chapter! As a peer group, they completed a literature web of the story so far... They can reread chapters 3 and 4 tonight if they have time.

Math: Great lesson today! It was a continuation of Friday's cuisenaire rod exploration... In their folders they should have a sheet we worked on as a whole group - tables groups - partners - and ultimately independently. Please take a look at how we went about developing these concepts. I think their understanding of fractions is entirely different now than it was a week ago... They do have a homework packet on counting the parts of a whole.

Language Arts: This week's spelling exploration is all about suffixes. There will be some homework/classwork over the next few days to support their knowledge of this in addition to the normal activities. Words will come home on Wednesday!

Carl's High Jump - We met and discussed the similarities and differences between our DES Field Day and the one that Carl experiences. Tonight they should describe some of these similarities and differences using their two lists in the RRJs.

Sword... - No homework tonight because our culminating activity is a partner storyboard.

JGB - We closed the deal on last week's story and began reading Sarah Plain and Tall to expose them to a historical novel. They have begun a comprehension activity already that needs to be completed for tomorrow.

W&M - Most groups finished their vocabulary webs using a variety of dictionaries, including www.dictionary.com. They should reread chapters 3 and 4 tonight.

We had homeroom math today to administer and review the MSA math practice. This will be coming home tonight. You'll notice there are notes and/or marks on their papers that are to remind them of particular strategies to help them be successful and most importantly, show exactly what they know when the time comes. As for content, we will make some additional efforts in the next two weeks to review measurement and data analysis from earlier this year and instruct some concepts that won't be taught until May and June (time and probability).

Language Arts:

Carl's High Jump - They should reread the book and generate a list of details about their experience with our DES Field Day.

Sword... - They should reread chapter 14 in preparation for tomorrow's culminating activity.

JGB - They should complete their focus question response and reread the story for tomorrow's discussion.

W&M - Outstanding discussion today! Please ask them about the "paper clip" and what it might symbolize...here is the quote from page 8:

"The paper clip over my name was bent, as if Mama might have tried to make it right and hadn't. I stared at that paper clip for a long time."

They should begin reading chapters 3+4 tonight.

Math: Unit 4 Assessment Parent Reports are coming home tonight! There are three scores - top score is 3rd grade content, middle score is 4th grade content, and the bottom score is a composite of the entire assessment. We will review their actual assessments in class Friday so they are clear as to how they did... Today we took the unit 5 pre assessment on fractions and probability. My initial reaction is that we have the basics down but an understanding of what fractions actually represent has a ways to go...

We have the PRACTICE MSA Math tomorrow morning.

Language Arts:

Rosa Parks... - I decided to simply have them read a chapter a night of the Rosa Parks chapter book so we can periodically discuss the information as it relates to last week's biography. It's a tougher read but a perfect opportunity to build upon their knowledge from last week's reading... We do have a more appropriate leveled book, Carl's High Jump, coming home tonight. This should be reread.

Sword... - We read chapter 13 and discussed why the chapter had the title, "Field of Battle." This discussion should have prepared them to complete the prompt in their RRJ tonight.

JGB - They took directed notes today prior to our meeting. We discussed their notes and moved on to the interpretive words activity. We did the first half of this in group so they simply need to complete the other half tonight on their own.

W&M - I read chapters 1 and 2 aloud to them prior to partnering them up to explore possible answers to tonight's focus question. They should write their own answer tonight for our Shared Inquiry Discussion we plan on having tomorrow.

LASTLY...

There is a short, magazine fundraiser packet coming home tonight. I'm sure there will be questions but in the meantime, two things to keep in mind:

1. Ms. Jones has been explicit that this is not a door-to-door fundraiser. This is intended for family, relatives, and friends.

2. NO MONEY comes to school.

When questions arise, please make a note of them and send them in with your child so I can answer them...

Math: Unit Assessment is tomorrow morning at 10:15! We have a guest reader from 9:30-10:15 in celebration of "Read Across America Day" but it's on to geometry shortly after that...

Language Arts:

Take a Stand, Rosa Parks - We began reading a more difficult chapter book today that chronicles Rosa Parks life experiences in a more thorough way than our last book. They will require some extra support with this but I envision them building upon their knowledge of our last book in a more comprehensive way...we shall see! They should reread chapter one with an adult tonight.

Sword... - Tough time in group today! After working independently to read chapter 12 and answering two questions in their RRJs, we met in small group to discuss their progress. I was somewhat surprised how they collectively struggled with answering an explicit question in their RRJs. I ultimately decided that I needed to limit the pages to reference to p. 94/95 with which they should complete their response. We did a tremendous amount of investigation with regard to the question so this should not pose a problem...completely independent tonight!

JGB - We started a new story today and discussed the benefits of extraordinary gifts vs. some of the problems that may arise from these very gifts. They should reread the story tonight.

William and Mary - They should spend a good 15-20 minutes tonight identifying examples from Patricia MacLachlan's background that may contribute to the story Journey.

Simple post today...

We had our first MSA practice today (we've been working on BCRs and strategies for awhile now...).

These are coming home tonight so please take sometime to look them over with your child. We went over the correct answers in class while sharing strategies for how to solve specific problems. Elimination, reading aloud, and reading through each answer to see which ones may make the most sense are some of the things we talked about. I ask that these be signed and returned tomorrow so that I know every family has seen what's coming after Spring Break!

As always, questions/comments/concerns can be emailed to me at eric_m_vogel@mcpsmd.org

Math: Today we constructed three-dimensional figures with snap-cubes. In addition to actually building them and applying a strategy for determining their accuracy, we also began take it a step further by exploring the equation for volume...amazingly, I heard a lot of "oh, that's how you do it...it's just like algebra!" Tonight they are to build the final figure and record the number of faces, vertices, and edges for all six figures.

Tomorrow we are having our first, dress rehearsal for MSA reading...our purpose is to capture what good strategies look and feel like in an actual testing setting while affording our students an opportunity to get a sense of how the routine is somewhat different on MSA days. This is not graded, but we will go over some of the practice in class to highlight appropriate strategies going forward...

That's all for now! I have an afternoon of grading to do!

Extremely disjointed day today but we persevered...

Math: We briefly had math class today and reviewed our quizzes that are coming home tonight. Overall, we did pretty well with the exception of some simple clarifications regarding the "movement" of figures as it pertains to slides, flips, and turns. In addition, we explored how lines, line segments, rays, and points are indicated and labeled using symbols. Please look over the content tonight so you and your child are clear on what is expected on next Tuesday's unit assessment. This effort will go along way...thanks.

Language Arts gave way to a visit from a local dental health professional who spoke about "Dental Health Month." We also had a lesson from Mrs. Howard about being courageous which caused us to distinguish between demonstrating courage and simply making smart choices...

We finished the day by working on our 4-string harps in science.

The spell checker is back!

Math: We took our final quiz of unit 4 today in preparation of our unit assessment coming up. Unfortunately, I did not get a chance to grade them all today so they will come home tomorrow - this means there is no homework tonight.

Language Arts:

Anna... We are moving into a Rosa Parks biography. Today they generated a list of things they "think they know" about her already. They should read the story tonight.

Sword... They should have already completed chapters 8 and 9, including the work associated with it in their novel folders (assigned on Thursday). Tonight they need to read chapter 10 and respond to the prompt written in their RRJ.

JGB... Shared Inquiry Discussion tomorrow so they should complete their focus question tonight.

William and Mary... Long group today! We discussed how we plan on reading our novel, Journey, between now and Spring Break. This schedule is in their folders so please look over it tonight - please know that your questions and concerns are welcomed but some of the answers we're looking for won't surface until we get into it. This is my first time organizing a novel unit this way. We also explored vocabulary webs using a variety of dictionaries.

I apologize for not posting yesterday - I was in a meeting until 4:45...

Math: Our unit assessment will be next Friday, February 29th. Between now and then we will have one, cumulative quiz to help assess exactly where we are with respect to 4 weeks of content. I feel pretty good, though...

Tonight's homework is a solid figures packet. Shouldn't be too much trouble since they seemed to pick-up rather quickly today with the models, video clip, and cooperative explorations. To give you an idea of the terminology, please check out their math section in the binder for the definitions/examples.

Language Arts groups:

Anna... - We finished reading the story, shared our responses from last night, and explained tonight's homework in depth. Tonight, they are to complete the story map I provided them in class today using illustrations. The sections should be labeled already (settings, characters, problem, and solution that matches the problem). Have fun!

Sword... - We explored some of the vocabulary prior to reading the chapters aloud. Tonight they should complete the reading (chapters 8 + 9) and the organizer in their novel folder. There are TWO sides to this organizer!

JGB - They shared their directed notes responses prior to working collaboratively on the interpretive words activity. I did not have a chance to meet with them but my observations led me to believe that all went well...

W&M - We shared our responses to last night's prompt. I have to admit, I was extremely pleased with how they synthesized each piece of the prompt into a well written paragraph. Thanks for supporting this at home... Tonight's homework is to put the finishing touches on their Change Matrix which we started in group and continued in pairs.

Science: We began making our two-string harps today. We didn't have much time to play them with our band assembly in the afternoon but we'll pick it back up tomorrow.

Spelling is due tomorrow!

On a side, the spell check function on my blog is acting up lately so if something "slides/translates" through I apologize...

Math: Hopefully everyone had a chance to look over their student's quiz from last Friday - we did pretty well overall...

Today, we paired up the concepts of slides, flips, and turns with more advanced vocabulary (translations, reflections, and rotations) . There homework reflects this tonight, as well as a notes page that will be in their binders tomorrow.

Langauge Arts:

Anna... - Read chapter 6 aloud and responded to the prompt, "Anna was afraid to climb down the ladder. How was she convinced/encouraged to try?

Sword... - Read chapter 5 and responded to the prompt, "The title of chapter 5 is "The Sword." Explain why this title was chosen by the author."

JGB - We listened to the story for the first time today. Tomorrow we will meet and delve into the Directed Notes examination of Jean LaBadie's Big Black Dog.

William & Mary - We read Shells, by Cynthia Rylant. We began exploring the text through the use of a literature web. Specifically, we highlighted Key Words to help construct our meaning of the story.

Science: We struggled through an ear drum lesson today but seemed to find our way eventually...I could have done without the headache though.

Social Studies: We shared our brochures last Friday. These should have come home over the weekend with a rubric describing how they were graded. Please take some time to go through their research folder because the learning really took place during the process (although the products looked nice!).

Spelling due Friday!

Happy Valentine's Day! Thank you to those who came in today to give the kids the type of party they wouldn't have had if it was completely on me...

Math: Great class today! We reviewed the concepts of similar shapes and congruency (same size and same shape), practiced using the compass in small groups, and briefly discussed flips/turns/slides. Tonight's homework is in their math journals - drawing and labeling circles, quadrilaterals, and triangles given specific measurements.

Language Arts: We continued analyzing The Great Turkey Walk through the eyes of history (1860s).

Anna, Grandpa, and the Big Storm - They read chapter five and should have begun summarizing the chapter in their RRJs. It is really important that they complete this on their own (with as little assistance as possible). As always, they should read for 20-30 minutes everynight.

Sword in the Tree - They read chapter 4 and began a comparison/contrast of Shan and Lionel thus far in the story. They are to organize their thoughts first - then they should put their thoughts in complete sentences for a response.

Brave Little Tailor - No homework other than making sure their reflection is up to par. Our shared inquiry discussion was extremely interesting today - the names Bush and Obama came up when talk of a "foolish king" was raised...your dinner tables sound pretty interesting!

William and Mary - We discussed how a generalization can be supported/proven by drilling down to the specifics. Please take sometime to explore the concept of generalizations with your child this evening by discussing our group work today.

Math: We reviewed that intersecting lines must touch or cross over each other. Perpendicular lines are intersecting, too... Kinda like all squares are rectangles but all rectangles aren't squares. In addition to confusing them (and you) even more, I worked with small groups on circle-making using a compass and labeling the radius, center point, and diameter. On a side, we had a pretty exciting application moment today when someone suggested that "radius + radius = diameter... diameter - radius = radius... radius x 2 = diameter... diameter/radius = 2." All that time spent working with equations (knowns and unknowns) seems to have taken root... There is a quadrilateral worksheet tonight.

Language Arts: We discusssed historical fiction within the boomtown era today since we are beginning to read a story set in the 1860s.

Anna, Grandpa, and the Big Storm - We read chapter 4 and identified the problem in the chapter and generated possible solutions...I conferenced with them after they were done. They should reread chapter 4 tonight.

Sword in the Tree - We defined three new terms prior to reading chapter 3 aloud. They did begin their comprehension sheet in class but will need to finish it for homework. I will be taking a closer look at their progress after tomorrow's class.

Brave Little Tailor - We followed-up last night's homework with an exploration of the root of the tailor's bravery and how he became more confident with each defeated opponent. They should answer the focus question in preparation for tomorrow's discussion.

William and Mary - Today was the day we worked on developing the concept of generalizations while examining how change can take on a variety of forms. Please take a look at their change model tonight and discuss some additional examples.

Science: We concluded our slide whistle activity where we "hopefully" determined that the longer the air column, the lower the pitch.

Math: We have a clarification regarding "intersecting lines." The definition varies from resource to resource but going forward - intersecting lines are lines that cross or touch each other.

Tonight's homework picks-up on our circle lesson today where we explored radius, center, and diameter terminology. Additionally, we practiced drawing circles with a compass which posed quite the challenge!

Langauge Arts:

Anna, Grandpa, and the Big Storm - We reread and discussed reasons why Grandpa was acting "fussy" in chapter one. They then responded in their RRJs (independently) to a couple related prompts. They should read chapter 2 with an adult tonight.

Sword in the Tree - We defined and discussed servants, courtyard, and cloak from chapter one. Then, we independently worked in the Chapter One activity in their novel folders. This should be completed tonight.

Brave Little Tailor - They listened to the story on tape after discussing a text opener about avoidance/admiration of specific traits of people. Then we examined the slogan that the tailor repeats at particular times throughout the story and why these times were important. This (directed notes page) should be completed tonight.

William & Mary - We put our folders together (so far...) and took a preview of the road ahead. Then, they began a preassessment that will be used to help measure relative progress throughout the program. This preassessment should be completed independently tonight for homework. Please feel free to check it out, though...

Super Tuesday Activity: We learned about the remaining candidates through a TFK interview and a KidsPost survey. Unfortunately, our blog poll wasn't tallying the votes properly (no, it wasn't a fixed result!) so we abandoned the polling and look to improve the voting machines by Maryland's Primary! Funny how the outside world collides with school sometimes...

Math: We had a great discussion on types of lines: parallel, perpendicular, and intersecting. In addition, we clarified the differences between rays, lines, and line segments in warm-up. Tonight's homework should present a subtle challenge in that they are asked to blend their knowledge of maps with types of lines.

Language Arts: The completion of MAP-R last week and my observations from group work has been the catalyst for the creation of new reading groups. Two groups are beginning novels (historical fiction genre) while the other two are in JGB or William and Mary. More details to come on these new groups...

Homework:

Anna, Grandpa, and the Big Storm - Reread chapter 1

Sword in the Tree - Reread Chapter 1 and complete the preview organizer (already started in class)

Ooka and the Honest Thief - Complete the reflection response to today's discussion. We will begin W&M tomorrow!

Caporushes - Most have already finished their reflection response to today's discussion (collected tomorrow) and a few will begin a new story tomorrow/or work in a novel.

Spelling is due this Friday!

We had homeroom math today because we had MAP-R for all of 3rd grade. So, we got out the Geoboards and used them to explore polygons in tandem with a distance learning lesson...never tried it before, but working with a teacher through the Web was an interesting experience. In the end, we went deeper than sides and corners by examing right, acute, and obtuse angles...no homework!

After working on MAP-R I decided to spend the bulk of our Language Arts block in science. Please ask them about our experiment - decibels, pitch, frequency, vibrations...

Mrs. Howard came in and did lesson on making friends by looking at the"inside" of a person.

Lastly, each student knows how they did on MAP-R so please ask them... as always, questions/comments/concerns can be emailed to me and I'll get back to you.

Report Card Day! Hopefully it's greeted with enthusiasm in your household...if not, now is a perfect opportunity to make sure 3rd quarter's report card brings a better energy. What they accomplish now bears as much weight as what they accomplish 7 weeks from now...

Math: Polygon homework tonight. Based on our preassessment and my lesson today, they seem to have a solid foundation of these concepts thanks to their 2nd grade experience...we will plow ahead. In addition to the homework, they should have the results from the Unit 3 assessment in their math section. Collectively we did outstanding - the only area holding many of us back is the basic facts challenge section, specifically, the division fact families (timed).

Language Arts: We had a change in plans that has us taking the MAP-R reading assessment tomorrow morning. We take this assessment 3 times a year. However, with the unexpected day switch, we got spelling going again, explored how sound travels, and conferenced with individuals about their report cards.

Unit Three Assessments looked fantastic - our efforts and adjustments as the unit progressed really paid off in strengthening their understanding of rather difficult concepts...thank you for your help at home with this.

Language Arts: We examined the idea of "point of view" through a variety of texts, a bit of role playing, and an example using the show Beyond the Limits (Mt. Everest expedition). The combination drove home exactly what point of view really is. A notes page will be coming home tomorrow to help explain 1st and 3rd person point of views...

Science: We finally got the tuning forks out for some exploration of frequency and pitch. Stay tuned!

On a much different note, in celebration of Dr. Martin Luther King, Jr.'s birthday last week, and with the month of February rapidly approaching (Black History Month), I have recently come across a wonderful website describing Dr. King's importance to our country and the memorial being created his honor...if you feel so inclined, follow the "Building the Dream" link on our blog.

As we continue refining our written responses, I thought I would post a copy of the rubric I use to assess their BCRs below (there will be a hard copy in their binders, too):

MSA Reading – Brief Constructed Response (BCR) rubric
Score 3
The response demonstrates an understanding of the complexities of the text.

- Addresses the demands of the question
- Effectively uses text-relevant information to clarify or extend understanding

Score 2
The response demonstrates a general understanding of the text.

- Partially addresses the demands of the question
- Uses text-relevant1 information to show understanding

Score 1
The response demonstrates a minimal understanding of the text.

- Minimally addresses the demands of the question
- Uses minimal information to show some understanding of the text in relation to the question

Score 0
The response is completely incorrect, irrelevant to the question, or missing.

Notes:
1 Text-relevant: This information may or may not be an exact copy (quote) of the text but is clearly related to the text and often shows an analysis and/or interpretation of important ideas. Students may incorporate information to show connections to relevant prior experience as appropriate.

2 An exact copy (quote) or paraphrase of the question that provides no new relevant information will receive a score of "0".

Unit Three Math Assessment is tomorrow! Tonight is a perfect opportunity to study not only last week's quiz, but early ones too...

Language Arts: We spent a lot of time in the afternoon going over how to "address the demands of the question." We also talked about the difference between text support and relevant text-support...I'll get some stuff together to put in their binders and post on the blog to help explain what this further...

Ooka and the Honest Thief - great discussion following directed notes as to the possibility of an "honest thief."

Caporushes - began taking directed notes today by identifying places in the text where Caporushes was hiding something or keeping a secret.

The Rich Man and the Shoemaker - we had a shared inquiry discussion using the question, "Why did the shoemaker give back the gold?"

Car Trouble - after rereading the story in group, they were to identify the problem and matching solution in their RRJs.

Math: We began the basic fact part of our assessment that will be continued and completed on Friday. In addition, we reviewed last week's cumulative quiz and have a challenge review worksheet to be completed by everyone tonight.

Language Arts: Everyone has now finished printing their brochures for our city research project. With that said, some are completely finished while others are lacking in information as a result of "inefficiencies" during the gathering and organizing phases of our process. The entire project (process and product) will be coming home at the end of the week.

While some were completing their brochures, I met with a couple groups to begin their next stories. Tonight for homework, each group is to reread their story. In addition to small groups and brochures, I completed my round of 1 on 1 reading assessments that we do three times a year.

FYI - spelling will restart next week since we've had broken weeks recently...

Math: We took a "doozy" of a formative today that we'll review tomorrow in class. It was completely 4th grade content that required them to apply their understanding of variables to function tables...not as impossible as it seems. However, tonight's homework contains three word problems that ask them to identify the knowns/unknowns while writing an equation to solve it.

Language Arts: We finally made it to the lab today and most of us began typing our brochures. I have conferenced with just about every student so far - they are required to conference with me prior to typing. I did notice that many times, collectively, we seemed to struggle with understanding what it is they included in their organizers. This pattern suggests they aren't necessarily comprehending what they have read, but I suspect the research aspect proved to be a bit confusing for them...I also wonder about their natural curiosity, too.

By the way, I hope you like the new blog - I felt we needed to inject some more life into it! Please check out the Campbell's Labels for Education link to learn more about what we are doing as a school with this project.

Math: I'm please to report the class did a fantastic job composing their own story problems when given a multiplication or division problem! This is further support (in this case at least...) that by taking time to develop their conceptual understanding, it makes for an easier time when introducing more complex skills (application). Tonight for homework they are to answer three questions in their math journals: factors for 32, multiples of 16, and p-46=123.

Language Arts: We spent a lot of time working on our city brochures - we will begin typing tomorrow!

On a side, I purchased some new games for indoor recess this past weekend. Today they had a chance to play some of them, and if you came to our math night, you have too... In our link list to the left, you can try three different "Thinkfun" games that encourage visual-spatial thinking in a challenging, yet, engaging way...try them out! If you like them, you can find them online, at educational stores, and even at Target (no, I don't profit from these unfortunately).

Math: After reviewing some of the trouble spots from last week's quiz, we delved into writing story problems. In the past I taught this a bit earlier but decided that it may be more efficient, instructionally, to do it towards then end when they've had time to develop a strong foundational understanding of multiplication and division concepts. It seems to have worked - tonight's homework will tell us a lot!

Language Arts: Our routine has been purposefully "off" lately with our city research project going on. We will have our brochures completed this week so that chapter can close as we begin the third quarter of curriculum. Today we spent quite a bit of time converting our notes into complete sentences for our brochure...the process has been powerful while the product may or may not meet our expectations. We'll know more in a day or two...

Short but sweet today...

Math: Quiz tomorrow - mainly challenge items as I decided to leave off some of the 3rd grade content we've done consistently well with...don't worry - next week's quiz will include EVERYTHING from unit three.

During class, Ms. Jones hung out for awhile and helped us work on solving word problems that contained variables/unknown quantities. It is interesting to see how their understanding of multiplication and division concepts, in addition to their use of strategies, is beginning to come together in more complex, application types of activities.

Homework: Story problem worksheet (everyone)

Other than that, lots of research with print and Internet resources today...