Mr. V's Class

Data Analysis Lesson

2010-09-28T21:01:00.002-04:00

Below is the first video lesson of this school year! It's my first foray into this type of media so hopefully you find it a clear and reliable resource to help your child at home with our math concepts. In this specific video I did not include any names or faces of the students for obvious reasons, but I may decide to send home a permission slip in the event I incorporate student explanations, too. Of course, permission is optional...

As always, if you have questions and/or feedback please email me at Eric_M_Vogel@mcpsmd.org

You should be able to pull this up into full screen and maintain the clarity if interested.

2010-03-01T15:23:00.003-05:00

Math: Parent reports are coming home tonight with your student's Unit 3 assessment data. Please let me know if you have any questions about how to interpret it. Remember, the bottom section is the 5th grade content...

Today we continued discussing strategies to determine elapsed time. In addition, we reviewed how to determine the area and perimeter of geometric shapes using graph paper. This is a concept that is usually assessed on the MSA but isn't covered during the 4th grade curriculum sequence until the 4th quarter so we bring it up now...

The amount of homework depends on if your student was pulled for the area and perimeter small group work...p. 121-123 #s 2-27 all or odd only.

Language Arts: We will begin historical fiction novels this week. In the meantime, we are bringing to close four different stories in our groups.

Two Wise Children - Complete your focus question response prior to our discussion tomorrow.

Jean Labadie's Big Black Dog - Complete the interpreting words activity in preparation for tomorrow's discussion.

Diego Rivera - We discussed Diego's life and what traits he exhibited throughout. They need to complete their RRJ entry that goes along with our group work today.

Susan B. Anthony - We defined what "effective" and "desire" means and applied this to explain how Susan was effective in her life.

Science: The Take-Home Instrument Project is coming home today. Please sign and return the top page.

Reading Incentive Program begins tonight! Be sure to read over the expectations so you and your child won't be disappointed if they haven't met them at the end...

2010-02-01T15:23:00.002-05:00

Math: The 4th quiz should be home tonight. Please take a moment to review it with your child, sign it, and have it returned tomorrow. I was pleased with how well they collectively did which means we're charging towards probability real soon. In addition to tying up loose ends with decimals/fractions and working on probability, we have begun FASTT math to help master our basic multiplication facts. This will be every morning for the the next couple of months at the beginning of math class.

Language Arts: We discussed character and audience mood in stories and examined how moods are influenced in books. We also worked on subject pronouns.

Brave Little Tailor - read the story aloud and independently noted unfamiliar vocabulary words

Mushroom Man - read aloud and generated personal "keeper questions"

Weather Forecasting - read aloud and investigated vocabulary terms using background knowledge, dictionaries, and context

Social Studies: We began a discussion on changes to our environment using our own classroom as an example (completely changed the layout on Friday) and listened to The Little house.

Class Pictures are Tomorrow!

2010-01-27T15:22:00.002-05:00

Math: Things are beginning to really come together - it's funny how fractions become more clear when we relate them to decimals. We have about another week or so of decimal instruction before finishing up with probability. The unit 3 assessment will be around the middle of February. I'll be sure to let you know exactly when...

Tonight for homework they should complete the ordering of decimals work on page 420, numbers 9-25. I would caution you - the few who believed they completed it during class all had significant errors on numbers 20-25.

Language Arts: We have spent the last couple of days discussing point of view in stories. First person being someone in it (uses the pronoun "I") and third person (told through the eyes of someone outside of the story - like a narrator). In addition, we're continuing to grind away with our social studies/writing to be informed research project and will continue for the next week or so.

Word study is due Friday!

2010-01-19T15:30:00.003-05:00

Math: We are officially moving away from fractions and focusing on decimals for the time being. Although, while comparing equivalent decimals today using models, it was exciting to prove/disprove each other using - you guessed it - equivalent fractions! Tonight's homework is to have their quizzes signed and complete their BCD packet, pages 3+4.

Language Arts: We began our individual research projects today in cooperation with Mrs. Rose in the Media Center. This is an "in school" project but you will see their brochures in a few weeks. Essentially, we are morphing social studies content with information writing. One observation thus far is how too often they will read an article without thoroughly understanding what it is they should be learning. And oddly, it isn't the content-heavy words they're taking for granted; rather, it's words such as common, occasionally, average, varies, and exceed that have posed comprehension issues as they try to explain what they learned from the article....Stay tuned!

2010-01-11T15:11:00.002-05:00

I apologize for my beloved Eagles wasting anyone's time on Saturday night...that is, of course, unless you're a Cowboys fan. In that case - go Vikes!

Math: Our first quiz from unit 3 is coming home tonight. It has been a long time since we've had a quiz come home so I want to remind you that tonight is a perfect opportunity to understand how we assess and what your student understood. These need to come back signed. In addition, they are to work on page 397, numbers 1-10 tonight for homework. We're getting awfully close to decimal time...

Language Arts: We read a few fables today and discussed possible morals. The interesting thing is how fables become more complicated as they get older so I got a lot of puzzled looks this morning. I typically get this so I look to build towards the moral by retelling what happened in the story, exploring reasons for certain statements, and seeking connections that help make sense of the last sentence of two. Difficult for 3rd graders but it is often a matter of background knowledge...

Word Study is due this Friday!

2010-01-06T15:23:00.003-05:00

Happy day in Skins' land...gotta love a fresh start!

Math: We used our warm-up this morning to break into three, distinct groups. Each group's follow-up became their homework for tonight which should be in their journals. I have been harping on their need to reflect/look back in their journals to help them when they get stuck on a problem. It's funny how this skill is something I hadn't learned until middle school but it's indicative of how concepts have trickled down to the lower grades...

Language Arts: We are beginning our shift to fables later this week. However, we dabbled one last time with folktales this morning. We discussed how interpretation of theme depends on the reader's emotion/reaction and his/her ability to support their belief using the text. It always works out well when someone scoffs at another's idea only to have this new idea be well supported...

Word study is about prefixes and is due January 15th.

Science: We examined how some vibrations aren't seen despite making audible sounds while explored how length effects pitch.

Speaking of science, Mrs. Harman visited our class today to discuss the science fair in February. I highly recommend participating in it - I attended last year and felt it presented a wonderful opportunity to pursue curiosities while applying scientific principles in a meaningful way. There is a sizable packet coming home tonight that further explains it.

2010-01-04T15:19:00.002-05:00

Happy New Year! I hope your families are refreshed and ready to roll in 2010...

Math: We had a great review this morning of equivalency and simplifying/reducing fractions. I was pleasantly surprised by how much they remembered...but did have to remind some that the reason we show our work in our journals is to help us when we need a reminder about how to solve a problem. Tonight for homework they need to complete p.388 1-31 odd only. I expect them to simplify the sums where necessary.

Language Arts: We continued our discussion of theme by focusing on how we feel during the reading. Theme is often not explicitly there in the text and usually depends on the emotion created through the story. We also discussed verb tenses before jumping into helping verbs tomorrow.

Speaking of tomorrow - we will begin our research project with Mrs. Rose in the media center. This will be a culmination of our informational writing lessons, questioning strategies, and applying our note-taking methods in a practical way. This is NOT an at-home project. But you will see the finished brochure towards the end of the month.

JGB - We will have our shared inquiry discussion tomorrow.

Adventures of Spider - Explain how Spider got a thin waist. (Think about what caused him to be in the situation it the first place!)

Mufaro's Beautiful Daughters - Describe how the story made you feel.

2009-12-14T15:25:00.002-05:00

Wow - what a Sunday! Eagles roll into 1st in the NFC East, the Redskins beat someone, and the Cowboys lost yet again in December! Does it get any better?

Math: I took a bit of time to review their unit assessments this morning. However, the data is still being entered into the computer so the parent reports should come home shortly.

Unit three is officially underway! If the last 4-5 weeks were eye opening, just wait for fractions/decimals/percents...this one is a doozy. Today we worked on determining equivalent fractions using multiplication and simplifying fractions be identifying the greatest common factor (GCF) and dividing until the only common factor between the numerator and the denominator is 1. Whew - that's a long sentence...

Language Arts: We compared the story of Cinderella to Caporushes. Specifically, we looked for symbolism found in each that the authors used to have a similar influence on the plot. Sounds complicated - and it is - but it's the essence of comparing and contrasting tales from different cultures.

Hungry Spider... - We read and located parts of the text that lent themselves to visualizing what the character "looked" like in our minds. Essentially, all good readers take the words on the page and create a movie in their minds...what do you see?

Funny Little Woman - We are exploring how authors sequence events in a story.

Ooka and the Honest Thief - We began taking directed notes by analyzing when Ooka was beign fair and unfair. Understandably, this becomes a springboard into how we interpret the text.

2009-12-09T15:39:00.003-05:00

Math: Unit Assessment is tomorrow! Give yourselves the best chance of being successful by studying old quizzes, formatives, worksheets, and your math journals.

Language Arts: We continued reading and discussing the characteristics of folktales today. The bulk of our time is spent in small groups working on summarizing. We should have a well composed summary completed by tomorrow. In addition, we are working on verb tenses for the month to build upon our possessive noun work in November.

Science: We have spent the last two days exploring how sound travels and what makes sound in cooperative groups.

2009-12-07T15:23:00.002-05:00

I guess they're called the Saints for a reason...

Math: Homestretch for Unit 2! Quiz should have come home on Friday but if not, and based on the great majority not having them signed I suspect you haven't, please look them over tonight. Today, tomorrow, and Wednesday we will be conducting a review of on-grade content while providing some additional instruction of 5th grade concepts (prime factorization, GCF, and graphing functions). The unit assessment is Thursday and Friday.

Language Arts: We began our folktale instruction in whole group today by discussing the story elements of Coyote Steals the Blanket. We will contrast it with a modern day fantasy tomorrow. In writing, we've been researching a focused topic and should have an informational piece completed by the end of the week. It is my expectation that I'll conference with each student by next Monday and spend some time next week typing our final drafts in the lab.

Science: Our kits have arrived so we'll begin our sound unit tomorrow! Stay "tuned"!

2009-12-02T15:22:00.003-05:00

Math: We have our unit two assessment a week from tomorrow so we are officially in crunch time! Today we unexpectedly focused exclusively on hands-on equations after a brief formative on function tables and word problems. As I continue to tell the students, understanding how to balance equations is not the type of thing that instantly makes sense - it takes time to process, practice, and discuss. With that said, over the next week we will be working in small groups on some 5th grade content (prime factorization/composite numbers) and/or reviewing the 4th grade content (refining our understanding of variables/unknowns in equations). There will be a study guide coming home on Monday along with their quiz from this coming Friday.

Language Arts: We are finishing up some informational comprehension in whole group over the next couple of days. We will still dabble in it depending on the instructional needs of their group, in addition to our collaboration with Mrs. Rose in the media center. Along that line, we have been working on how we focus a written piece from a broad idea down to a specific aspect. I have conferenced with each student and helped them determine a specific focus for a brief research piece.

All three groups were introduced to new books today and investigated new vocabulary terms using a variety of strategies.

Word study is due Friday!

2009-11-18T15:17:00.002-05:00

Happy Movie Night - NO homework! Don't forget to fill out your reading calendars for Friday!

Math: We took a formative assessment this morning to clarify our understanding of the Unit Two content thus far. We spent considerable time reviewing each item and discussing how to solve the problems as opposed to simply stating solutions. In addition, we began using a program called "Hands-on Equations." This is a learning system that uses manipulatives, a balance, and a sequence to construct a strong foundation of algebraic concepts, specifically how to isolate variables on one side to determine its value. You'll probably hear the term, "legal moves" periodically over the next couple of months.

Language Arts: We used our background knowledge to develop a list of questions before reading a book about African Savannahs. In addition, we discussed how good readers utilize the table of contents to generate questions that could be answered in the text, too. Both of these strategies are essential to setting a purpose for reading - drawing their attention towards specific content.

Deserts - We read, identified unfamiliar vocabulary (not words we can't pronounce - words we aren't sure what they mean), and discussed what some of these words meant in group.

Forests - We used the table of contents to set our purpose for reading through questioning.

Great Rivers - Our study of the Earth's water continues! Today we independently identified difficult vocabulary terms, and used a variety of strategies (primarily blending our background knowledge, words within the word, and the context) to develop an understanding of the unfamiliar content.

2009-11-16T15:31:00.002-05:00

What happened to the Broncos? Wow...

Math: Welcome to algebra! Today we scratched the surface of variables/unknowns in expressions. This is a process so please be patient with it... We will literally spend the next two months constructing a clear understanding of how equations are balanced through the use of inverse operations. Tonight's homework will give you a taste of how slow the process actually is.

Language Arts: We used the table of contents and our background knowledge to set a purpose for our reading today. In addition, we began our first informational writing piece this morning. Obviously, we aren't experts in room 9, but our expectation is that we build to a research component in collaboration with the media specialist later in the quarter.

JGB is now in a Water World book - we set a purpose, recorded notes on sticky notes, and grouped important details together. In each case so far, we have needed to reevaluate what details we're pulling from the text and locate an additional fact or two.

Alex Lee... - We completed a Venn Diagram on Friday to compare our lives to the life of a Chinese American. Surprisingly, we collectively struggled with two elements: how a Venn Diagram is used and the difference between "usually/typically" and "occasionally."

Social Studies: We collected observations about the geographic characteristics of Damascus.

Reading calendars are due Friday!

2009-11-09T15:32:00.003-05:00

Tough day in the Vogel house yesterday...never been a fan of any kind of cowboy!

Math: We have been working on multiples and factors, while incorporating a variety of strategies to solve multiplication and division problems. As I tell the kids, consider the strategies "tools" in your box - pick the one that works the best and use it whenever you feel it's necessary. I am simply exposing them to options... I would encourage you to look at their strategy notes in their binder to familiarize yourself with some of our processes. Tonight's homework is to complete the 4 problems in their journals and show the strategy they used.

Language Arts: As you'll see at conferences, we are hitting on all cylinders with determining importance of details and examining how details are related. It's this relationship that is essential to determining the main idea.

We had a guidance lesson to day so I only met with two of my groups, albeit, rather briefly...

Walking tour of Damascus is Friday morning - get in those permission slips!

2009-11-04T15:07:00.002-05:00

Math: At this point, everyone should have received their Unit One assessment parent report. Remember, we do not use percentages at DES but I included them to help you get a clearer picture of how your child performed. Overall, I was pleased with the amount and depth of content the class demonstrated complete understanding of after a never ending nine weeks of instruction. There performance was included on the report card for the first quarter.

Tonight for homework they have a few things to work on. They had bookwork to complete (most have already done this) and there are two worksheets due by Friday since we don't have math class tomorrow (weather assembly). As you know, we've begun our multiplication and division unit so the homework is simply working on facts through 10. Nothing particularly new...just opportunities to apply some of our new strategies. I will be sending home a notes page on Friday as a cheat sheet at home! There will not be a quiz on Friday but you can count on one for Thursday the 12th!

Language Arts: We have been working towards constructing a better understanding of the main idea in an informational text by connecting important details together and determining how they are connected. Essentially - what is the common thread?

JGB - We had our second reading and made text-self connections.

Life of Ants - Identified important details and used them to determine the main idea.

Floating and Paddling - Located and recorded important details and refined them to fit on an organizer

2009-10-26T15:18:00.004-04:00

No homework tonight for obvious reasons...

Math: Today was day one of the unit assessment. We will complete it tomorrow and I expect to have parent reports out as soon as I get them. Since the grading and reporting for math is new to me, I'm not sure how quick the turnaround is. Next up is computation (4-5 week unit).

Language Arts: I have begun conferencing and providing written feedback on their personal narratives. The expectation is that we have a polished piece by the end of the week - the last day of quarter one! In addition, we had 3 presentations of the book report today - many more tomorrow but we had an assembly on Ben Franklin this afternoon.

READING MINUTES COMPETITION:

WE ARE CURRENTLY AT THE STARTING LINE WITH MR. CONLEY'S CLASS...I WOULD LIKE TO BLAME IT ON A "FLAT" BUT IF THEY'VE BEEN READING FOR 15-20 MINUTES A NIGHT ANYWAY, IT STRIKES ME AS A MANAGEMENT PIECE. PLEASE HELP THEM REMEMBER TO FILL OUT THEIR CALENDARS.

2009-10-21T15:23:00.003-04:00

Math: We are in the home stretch for Unit One! Tomorrow we'll be working on some 5th grade content - polygons and their attributes. Sounds simple but it is actually complex when you try to classify... Unit assessment will be Monday and Tuesday. Study packets are due on Friday - a day of review, go figure!

Language Arts: We have spent the last couple of mornings discussing the "narrowing" of our thinking. For example, as we listen/read a story we have been identifying details that we "think" are important to the main idea of the story. Then, after analyzing these details for commonalities, we develop a few possible main ideas. Once again, we look at these possibilities and decide what is the main idea by incorporating common elements. Of course, these is then supported with specific text-support. Asleep yet?

After meeting in small groups today, I pulled everyone together and spoke of the importance of feedback. As I'm sure you've seen in their RRJs, I spend considerable time giving specific ideas for how to improve their thinking. One thing I have noticed throughout our class is how too many times they aren't committing to one interpretation; rather, they are listing a bunch of "maybe's" or "probably's" and providing limited support. I instructed them to "pick one and support it!" They need to be decisive because if not, it indicates a lack of confidence in their understanding...

2009-10-19T15:20:00.002-04:00

Now I know how Redskin fans feel...my only hope is this doesn't become the norm like my friends wearing burgundy and gold. Maybe next week we'll get a Tuesday post?

Math: We jumped into quadrilaterals today. In addition, we spent a little bit of time reviewing last week's quiz. I was somewhat pleased that I'm not getting nearly as many conceptual mistakes but remain frustrated when they simply mess up the calculations! Please review their work with them and ask them to explain how they would solve trouble problems again.

Tonight's homework is simply to complete numbers 3-23 odd on page 350. However, we have a long-term study guide that is due this Friday, as well. Please help them budget their time accordingly.

Language Arts: All three groups are in chapter books. I expect to finish up the quarter in these...

Beans on the Roof - We read and discussed how George was feeling when he was the only Bean not with a roof poem.

Flat Stanley - We defined the word "hasty" by using the context to help us. It is really important that unfamiliar words are not just words that are tough to pronounce; rather, it's the meaning that truly makes them unfamiliar.

Amber Brown - They read and discussed the characters from chapter one. They also continued working on their personal narratives.

Social Studies: They selected a community worker they hope to be one day and described the goods/services associated with the particular job. In addition, they needed to include the resources necessary to complete the work.

2009-10-12T15:22:00.002-04:00

Math: Good to see so many parents this morning - it really means a lot when you're able to make these type of events. I hope you got a pretty good taste of our math class. I felt it was pretty typical with respect to flow and questioning. It is not unusual for us to spend considerable time discussing what we know about a concept, contrasting the concept with another, and coming to some consensus as to how we actually define new concepts. This is process-based learning which is dramatically different than"product-based" from our elementary experiences.

Language Arts: We worked a bit with identifying important information using an article from National Geographic.

Fisherman... - We discussed a time they personally felt dreadful and began asking questions regarding particular passages.

Kangaroo... - Using text-support, they were to explain Freddy's mood/feelings as the play performance approached.

Beans... - New chapter book today! We read chapter one and began discussing important characters so far...

Social Studies: We applied our knowledge of natural, human, and capital resources to the creation of production equations. For example - diamond/gold + jeweler + special tools = ring

Book Report forms are due tomorrow! Project is due 10/26...for those who don't have a book selected, I will have Mrs. Rose help them tomorrow morning.

2009-10-07T15:37:00.002-04:00

Math: Hopefully nobody got too sore from the Geoaerobics last night! Today we introduced labeling and symbols for lines, rays, points, and angles. We'll continue this tomorrow while I'm pulling small groups for everything from calculating mean to making observations about double line graphs.

Language Arts: Each group completed a graphic organizer about how text features activated their background knowledge. This is very different than identifying text features. It is much more complicated and requires lot's of practice to fully grasp it...

JGB - We examined the term "dreadful" from our story and completed an RRJ entry that explained why she felt dreadful.

Kangaroo... - We discussed the relationship between the three children in the story and composed an entry to explain how Freddy felt in chapter one with respect to his place in the home.

Miss Nelson... - We actually didn't work with our book today; rather, we spent our group time working with text features and the organizer.

2009-10-05T15:31:00.002-04:00

Hey Redskin fans - congrats on not helping the Bucs get in the win column!

Math: As you know, we're going bonkers over "mean" lately so last week's quiz has the answer key attached so the expectations are crystal clear. Despite a need to continue our work with statistics, we are moving ahead tomorrow with geometric concepts. This is the final section for unit one - assessment is in 3 weeks! However, this morning we worked with data using an example I encountered yesterday at a local pumpkin patch. It involved effective advertising and how companies make adjustments based on survey results. In addition, we took a virtual field trip to the pumpkin patch where we determined the mean number of pumpkins per group and then looked at the class mean.

Language Arts: We are officially in informational text - today we compared our background knowledge to information learned through a book. We usually find two things: we have misconceptions and/or we learn more specifics about a particular subject.

JGB - We embarked on our first Junior Great Book this afternoon. Typically, we spend roughly 5-7 school days with each story by interacting with it and each other in a variety of ways to enhance how we think about what we read...the idea is to build upon what you learned the previous session. We'll decide week to week how appropriate this instruction is...

The Leopard - They have just about completed a written response using evidence cards so we'll look to move onward tomorrow.

Sachiko - RRJs have been turned in and graded. Please take some time to look at them tonight. What you'll find are three blue note cards with text support on one page and their response on the next. The idea is to use the notes as a means to get started yet elaborate on each one to explain why it does in fact prove why in this case, the character trait is appropriate.

Writing: I brought in a few Burger King crowns to get them motivated to write today. My hope is that each person will derive a different memory or experience merely by seeing, touching, or wearing the crown and thus, be inspired to write about what ever comes to their mind. We shall see...

2009-09-30T15:31:00.002-04:00

Math: We did our best to incorporate PE with math today - how many sit-ups can you do in 30 seconds? We then doubled their number (didn't want to tire them out!) and created a line plot. Many of the students completed this in class today, in addition to some analysis using our class data. However, those who didn't finish it should do so tonight. Additionally, we've reached a stand-still, curriculum speaking, with mean, median, mode, and range...Small groups have been dominated by these statistical concepts for the better part of 7 school days! So, for homework tonight, they should analyze three different data sets and demonstrate the "circle method" we have used in class - one circle for each piece of data - and equally distribute the "sum" until you run out and can't make equivalent sets. This will be on the quiz on Friday! Lastly, last night's line graph homework is coming home tonight for you to look over... although some of you "allegedly" looked it over last night but I was puzzled how incomplete some of them were...

Language Arts: We have just about wrapped up our literary sequence in whole group but will continue to work with these concepts in small groups.

Sachiko.... - We discussed various traits exhibited by the younger Sachiko throughout the story and began a follow-up activity where they chose the trait they felt was most representative of Sachiko and had to locate 3, specific details from the text and document them (with the page numbers) for tomorrow's response.

Why the Leopard... - Similar to the Sachiko group but we actually generated most of the evidence together. Tomorrow we will use this evidence to compose a group BCR.

Second Chance - We spent quite a bit of time examining the very first page in an effort to learn more about the main character's "character" prior to sharing yesterday's RRJ responses. The lesson they all should walk away with is that often times, the person who connects what appear to be unrelated parts of the story with a rather specific part of the text are the ones who are clearly understanding the development of the plot and character on a much deeper level. This is what we're after in 3rd grade.

In writing we had a mini-lesson on how to apply feedback we receive in our writer's notebook. It is my expectation that they apply this feedback appropriately, consistently, and immediately as we move forward. This is a learning skill on the report cards...speaking of which

Tonight is progress report night! Please review it, sign it, and have it returned tomorrow.

2009-09-23T15:38:00.002-04:00

I'll try to be less wordy today...no promises!

Math: Please review their formative assessment tonight. We spent considerable time going over it in class to clarify not just how to complete a graph, but why we need to approach data in a careful way. In addition, the past two homeworks are coming home, too. They should correct things where I've made notes on their paper.

Language Arts: I met with each group today and reviewed the feedback on their first RRJ entry in our new reading class. In addition, we did a "think aloud" to clarify how we could have approached the same prompt if given another opportunity...something tell me they'll have a chance to try!

2009-09-21T15:27:00.002-04:00

How many of you have added the St. Louis Rams to your holiday card list?

Math: We began double bar graphs today. I posed an interesting question to them: Why are graphs important if you can get the same information from a table? Ask them tonight to see if they understood that graphs "visually present information/data in a way that you can see the numbers." Tonight's homework has them creating a double bar graph and interpreting the information.

As for the quiz last week...it should have come home Friday but in the event that you haven't seen it, please review it with your child, sign it, and have them file in their math sections. All week long I will be pulling groups to help construct a deeper understanding of how data is analyzed (mean, mode, median, and range).

Language Arts: As a whole group we discussed how many stories have a multitude of problems, yet the best readers are the ones who recognize the main problem and identify the solution that "matches" the problem. There will be many opportunities in the coming weeks where they'll be asked to explore a given story to determine the main problem/solution.

Bread and Jam for Frances - In preparation for their written response, they recorded notes on three different sticky notes that answer when and why Frances changed and what the change was...the prompt will ultimately be "Describe how Frances changed in the story." So many times a prompt like this is treated "lightly" but it is actually complex when you think about. That's my job - get them to think about the demands of the question.

Miss Rumphius - Similar to the Bread and Jam post above - however, the text is a bit more difficult to follow from the character trait perspective. It appears rather obvious but the root of the change is what her grandfather told her in the beginning - enjoy the beauty of the world but find a way to add some beauty on your behalf.

Trip to Freedom - A difficult read considering many of our students at Damascus have relatively little experience with leaving one country to come to another on a permanent basis. What I do see as a common understanding is how one would feel about leaving for another country and what would cause someone to want to leave. It's this mood that we will investigate over the next couple of days.

Word Study is due Friday!

2009-09-17T15:19:00.003-04:00

Bonus Thursday!

Since we have recently switched reading/writing classes around, I thought it might be helpful to touch base an additional time this week.

Math: Today marked the "official" start of 4th grade math - up until now, the concepts have been relatively easy to pick up on. However, today we took our understanding of "mean" a step further and worked backward with it...imagine the "mean" family members per student in a group of 5 was 4. Considering that typically every person in the group doesn't have an equal number of family members, how could you "redistribute" the number of family members yet maintain the same mean? Well, using chips to represent family members, we each took a different amount from the pile of 20 until all of the chips were gone. Sometimes a person or two didn't have any chips, and other times the chips were somewhat equal but not quite. In the end, it doesn't matter because the TOTAL number of chips doesn't change - nor did the number of people in our group. Thus, the mean is still 4. Confused? Ask your child to show you what we learned with Cheerios or coins...

Homework tonight is a simple line plot worksheet. We do have a quiz tomorrow so you should expect to see it tomorrow night.

Language Arts: We established WORD STUDY journals today and selected words from a class list. The sound is /ee/ but the letter patterns vary greatly. They have 12 words on their personal list and these should be spelled perfectly in their journals (I initialed them). Inside their journal you'll find a schedule and list of activities that should be completed before Friday, September 25th. On this date, they will enter their words correctly in their personal dictionaries and will be expected to spell them correctly in their written work.

Bread and Jam for Frances - Tonight they should finish reading the story and mark places in the story where they can make a MEANINGFUL connection.

Why Mosquitoes Buzz in People's Ears - Tonight they should identify traits exhibited by the iguana and mark places in text that support/prove why this trait is accurate.

Miss Rumphius - Tonight they should identify traits exhibited by Miss Rumphius and mark places in text that support/prove why this trait is accurate.

Writing: We added some additional topics to our topic lists, chose one, and began webbing details, feelings, and possible sensory details to include when they begin their draft tomorrow.

2009-09-16T15:29:00.002-04:00

Does it feel like the first day of school? Yup - but the good news is tomorrow we're a step in the right direction.

Math: This morning we continued analyzing data through mean, mode, median, and range. It is important to recognize that despite knowing how to compute the mean of a given set, the students don't necessarily understand what it all means, though. So, we have been working with manipulatives to help construct our understanding of division and fair shares before incorporating the calculations...be patient because the process is much more important than the product! No homework tonight because we've been taking a bit more time than usual since the entire concept is completely new.

Language Arts: We officially switched our classes today! We reviewed not just how characters change but what caused the particular change in the story. In addition, we began the first of a few "hybrid" lessons that combine reading and writing through the exploration of sensory details. Since we had guidance lessons this afternoon, our guided reading groups will begin tomorrow.

In addition, our first word study list will come home on Thursday, too.

Science: We visited the lab and completed a WebQuest that required students to navigate between websites and a document while locating the appropriate answers to a variety of fingerprinting questions.

2009-09-14T15:19:00.003-04:00

Happy Monday! Sorry about that offensive line, Skin's fans...

Math: Hopefully you had a chance to look at the quiz from last week. Typically, you should expect a quiz to come home (graded) on each Friday. Please take some time to look it over and sign it prior to Monday. What many of you likely noticed is that the first 4 problems were simpler and consequently, met the rubric score of a two at the top of the page. The second half of the quiz was more complex - building upon the simpler content. Two observations that were addressed in small groups this morning: word choice ("place" vs. "value") and importance of systematically applying each clue to determine the correct number. My informal assessment showed that most gained some clarity with the mystery number problem. It will be on this week's quiz...

Tonight's homework deals with median and mode. They are only to complete RW24. The other side of the sheet is for classwork tomorrow! Speaking of tomorrow, we will delve into mean which as you know, requires a skill that wasn't necessarily taught last year - division. This is one of the few times where we need to go backwards a bit to construct an understanding of a foundation concept. This will take us a couple of weeks to practice, discuss, and develop a thorough understanding of what "mean" means...remember, it's not the formula we're after - it's the conceptional understanding of what the answer means.

Oh - there's a notes page for data analysis in their binders! Check it out...

Language Arts: It's been a few days but we are restarting reading groups tomorrow. We've made some adjustments to our instruction that have required a short break in the action...we haven't forgotten! However, our whole group lessons have continued...we've dug a little deeper with character traits by examining how dialogue and actions communicate traits to the audience. Next, we'll explore how the character is affected by the other elements in a story.

Writing: I conferenced with 9 students today to not only set an expectation but determine individual needs. Generally speaking - elaboration, word choice, and the inclusion of feelings/emotions.

Social Studies: We're in the early stages of economic resources and geographic characteristics. Today, we worked cooperatively to classify a collection of independent "resources" and developed names for each category. Next time we will determine which are examples of human, capital, and natural resources.

2009-09-10T15:02:00.003-04:00

A rare Thursday post!

Math Expectations:

1. If homework becomes too much of a struggle on a particular night (20 minutes tops!), jot me a note about what you tried to help and send it in with your child. I'll make sure to address the concerns that day and get back with you personally if necessary.

2. Every year, students like to claim that "Mr. Vogel doesn't need us to do that part..." Assume that if it came home - it's assigned. It is usually the more abstract questions that seem to be the root of the problem...but this doesn't make it optional.

3. Most of the time I assign problems from the text book. This should be completed in their Math journals with the page number and problems assigned listed to the left of the margin. Also, they do not need to copy the problems unless it is necessary to complete the work...

4. Speaking of work, it is important for me to see all of their work to arrive at the answer because IF it happens to be incorrect, I can determine why and how to help them.

As for some of the comments on the previous post, below are my responses...

1. We do have a quiz tomorrow, September 11th. It contains the place value concepts we've worked on the last 2 weeks.

2. You do not need to sign the formatives but it is important that they are reviewed with an adult.

Anything else..shoot me an email!.

2009-09-09T15:34:00.002-04:00

Just a reminder that it's "Back to School Night - 2009/10" at 7:00!

Math: This morning we took a formative assessment to determine how effective my instruction has been and if the instruction is translating to each student. I typically evaluate these on the day they're given and attempt to pull groups to address common areas of concern. In addition, on many Wednesdays throughout the year we will take a similarly lengthed formative and assign it for review as homework. This is expected to be reviewed with a parent.

Language Arts: We're beginning reading groups this weekend so you can be looking for RRJs (reading response journals) to be coming home shortly with an activity to complete. However, there will typically be one RRJ entry a week since we are seeking depth in our comprehension in 3rd grade.

Writing: They began webbing specific ideas/memories and feelings about a specific time in their school career thus far...

Science: We are officially rolling with fingerprinting so be careful what you touch at home!

2009-09-02T15:38:00.002-04:00

Day three is in the books (not that anyone is counting)!

Math: Today, we explored place value in the hundred thousands by focusing not just on the place (column), but learning about place value periods. Rather than explain what a period is, I would encourage you to ask your child tonight to reinforce that what we discuss in class is important at home, too. Tonight's homework is page 7, 4-20 even.

Language Arts: By the end of the week I should have my reading assessments complete which allows me to create instructional groups. You should expect to see reading coming home on a regular basis next week. In addition, we have completed our baseline writing pieces, too.

Odds and Ends: Like last year, each student will have his/her space on the bulletin board in the hallway. To continue the similarity, they will be creating "all about me" posters to introduce who they are to the school. I will provide the paper and time to complete these in class tomorrow. Tonight, I need them to gather some materials that are symbolic of who they are.

Welcome Back!

2009-08-31T13:15:00.002-04:00

Please look through the papers your child will be bringing home tonight. Some are time sensitive and all should help shed some light on the year head. Below is the "nuts and bolts" letter that I have coming home tonight:

Dear Parents,

As we being a new school year, I would like to take this opportunity to pass along some information regarding the nuts and bolts of our 3rd grade schedule.

Wednesday, September 9, is Back to School Night. I look forward to seeing you all there. Until that time, I am hoping this letter will help keep you informed!

Last year I did not coordinate Scholastic Book Orders due to the economic strain many families faced (and may continue to face). With that in mind, I will periodically send home book orders for your perusal this school year. My hope is to select certain times during the year that don’t conflict with the school’s book fair. It is your choice whether or not you order from the book club. If you choose to order, please make sure you return the completed order form and a CHECK, payable to Scholastic Books. I can’t accept cash.

Our “specials” schedule is as follows:
Monday: Music
Tuesday: Media
Wednesday: Art
Friday: PE

Lunch this year is at 12:30.

I have maintained a class blog in previous years with mixed results. The creation of the class blog was to add an additional method of communication between home and school. When it’s regularly read, past parents and I have found it to be very effective. However, there are times when it seems it hasn’t been read which naturally leads me to question the need to put forth the extra effort. So, with that in mind, I will begin the school year blogging at the end of each Monday and Wednesday. I will try to elicit some feedback at conferences in November to determine whether or not anything needs to be modified. Please check it out at http://vogelsclass.blogspot.com/. By working together, we will ensure that each and every student achieves success this year!

Finally, if you have any questions or concerns, please feel free to contact me via e-mail at eric_m_vogel@mcpsmd.org or by phone at (301)253-7080.

I am looking forward to a spectacular year and seeing all of you on September 9 at 7:00 pm for Back to School Night.

2009-03-17T08:33:00.003-04:00

Instrument project updates based on questions:

1. You can use the Internet for research.

2. The presentation should include the following elements: demonstration of how your instrument works, explanation of the "process" you went through to reach your final product, and an explanation of the sounds using specific vocabulary from our unit.

3. Publishing with diagram should include the following: complete sentences, appropriate capitalization and punctuation, and accurate spelling.

4. EVERYTHING should be your neatest work (handwritten or typed)

5. Your written piece should include at least 3 paragraphs (introduction, explain your process, and explain the sounds using specific vocabulary)

2009-03-09T15:19:00.002-04:00

Math: Not much for tonight but there should be a few problems coming home that need to be solved using lattice multiplication, estimation (check for "Reasonableness"), and either partial products or break-apart strategies. In class, we simply reviewed previous methods and compared break-apart to partial products (which, in essence, are the same). Additionally, we worked in small groups on measurement concepts since there will be some on the MSA and at this point in the year, we haven't covered it yet. Don't worry - this is typical and is more a function of the county sequence than a hole in our teaching. They'll be fine... We're just refreshing their memories from last spring.

Language Arts: We are in the midst of evaluating flyers for content and presentation methods.

W&M - Our first shared inquiry discussion using Journey is tomorrow. They have been aware since last Thursday. Today we worked with vocabulary webs...

Sarah... - In group we discussed the recent vocabulary activities and the importance of using a dictionary to help determine unknown words. Tonight, they are to look up the definitions of a few of their words from last week using either a dictionary or an online dictionary as a resource.

Sword... - They should complete their RRJ entry about the chapter 4 title AND read chapter 5.

Anna... - They should reread chapter 4.

Nuts and Bolts:
Spelling is due Friday! Keep up with the reading incentive minutes. Send in your monies to purchase raffle tickets if anything is of interest. PLEASE SEND A CANNED FOOD ITEM IN WITH YOUR CHILD TO BRING TO WEDNESDAY's PERFORMANCE OF ANNIE.

2009-03-04T15:22:00.002-05:00

Math: Today we introduced 2-digit multiplication using multiples of 10. In addition, we explored a few strategies/methods to solving any multiplication problem: mental math, partial products, and lattice multiplication. It is extremely important they begin to work with all three methods because it is expected they check their product using an alternative. I have created a notes page to support their work at home...let me know if something is unclear!

Language Arts: We officially ended our sequence on historical fiction. Tomorrow, we will begin evaluating flyers as an intro to our informational lessons. It has been a haphazard schedule recently but we are back in the swing of things with novel studies. As of now, each group is in a novel (including W&M).

Spelling is due 3/13! We've been working on prefixes and root/base words the last week or so...in the past, students have struggled to understand that just because a word begins with a what looks like a prefix, unless it actually contains (and changes the meaning of) a root/base word - it isn't actually a prefix! Like the word "read"..."re" is not a prefix because "ad" isn't a root word.

Science: Our sound content has been covered so it's time for the annual instrument project - look for details in the next day or so!

Reading Incentive Program: Please make sure your student is reading AND recording their minutes whenever possible. This is a "no-brainer" task that develops strong reading habits and rewards participants with and end-of-the-year dance! In addition, there seems to have been a bit of confusion regarding the bracelets - they can certainly wear them in class as long as they don't become a distraction. Once they are lost (for whatever reason) they will not be replaced.

2009-02-23T15:21:00.002-05:00

Math: I sent the unit assessment parent report home last Friday. Hopefully you've seen it but if you haven't, it's probably in the math section of their binder. Today we had a slight schedule change - we had a shortened math so we just took the pre-assessment for unit four. We have a date with elapsed time tomorrow!

Language Arts: Today we completed our historical fiction novel and read a book, Mr. Lincoln's Whiskers, to help illustrate the difference between fiction and history. Tomorrow, we'll spend a bit of time constructing a T-chart that identifies examples of history and examples that are likely fictional using the same book.

W&M - Tough assignment tonight! They should choose a generalization, list some examples that fit, and try to explain why this particular generalization is usually true. Extremely abstract but this merely starts our discussion tomorrow...

Sarah... - We read chapter one today and discussed the point of view in the story. Tonight they should complete vocabulary activity #1 using their RRJs.

Sword... - We read chapter one today and discussed a few vocabulary words and shared some questions we have to drive our purpose in chapter 2. Tonight they should reread chapter one and "tag" unfamiliar words throughout the chapter.

Anna... They should reread chapter one tonight.

Social Studies: On Friday we had great discussions about our rights and responsibilities. What I found as I listened in on each group is that, understandably, their background knowledge was rather limited. Hopefully, as I left their discussion, they came away some more examples in their own lives that demonstrate a particular right.

2009-02-18T15:33:00.002-05:00

Math: Assessment day is here - please help your child put in the extra effort studying tonight so that 9 weeks of work pays off! I would encourage them to ask questions or seek clarification tonight because tomorrow, chances are the same question will remain and I can't answer it...

Language Arts: I continued reading a historical novel today to provide them some background as to how this genre is crafted by blending elements of history with a fictional storyline. Each group will begin a historical novel later this week or on Monday.

William and Mary: We are beginning to develop our concept of change. As you may know, change is the common thread throughout the two quarters of curriculum. Tomorrow we will use our lists and categories to generate "generalizations" as a means to identify whether an example does in fact fit the mold.

JGB: We had a vocabulary lesson today by examining a passage for evidence as to why the swans were seen as "noble". Tonight they need to complete their answer to the focus question for tomorrow's discussion.

Hailstones...: We have had some great investigations as to how poets "paint" pictures in our minds. Often times poetry is riddled with similes and metaphors and this book is no different. However, the lens we've been looking through causes us to distinguish between explicit and implicit examples. Tonight for homework they should answer the question regarding the poet's use of these examples to strengthen the imagery.

Miss Nelson...: Mood, mood, and more mood...We are slowly getting the distinction between mood and feelings in stories. The important thing to keep in mind is that mood is the "emotional atmosphere" where as feelings are more "in the moment" reactions. Tonight they have an RRJ entry to complete with the assistance of their organizer.

2009-02-11T15:23:00.002-05:00

Math: The infamous study guide is coming home tonight - albeit a day late. The kids have two jobs tonight: develop a plan for completing the guide by Tuesday and complete a probability worksheet. My expectation is to address any concerns next Tuesday and Wednesday so Thursday's assessment is as smooth as possible. The probability work is due tomorrow.

Language Arts: We keep plowing through figurative language (alliteration and personification so far...). Historical fiction is on-deck!

Science: We completed our 4-string harp creations today and will respond to a prompt tomorrow!

Spelling is due Friday!

2009-02-09T15:29:00.002-05:00

Math: I had an excellent conversation with a parent this morning who was concerned about their student's comprehension of the fraction/decimal concepts. Historically, fractions/decimals/percents are areas of concern in grades 4/5 and even middle school. In short - this unit lays the foundation for more success down the road. However, with that said, this isn't a one shot deal...there will be many times over the next few years to sharpen their knowledge of how these three concepts relate to one another. In the end, fractions/decimals/percents will take time - there isn't a short cut!

Tonight they should complete their BCD packet (subtracting decimals). I hope this supplement was helpful but if it wasn't please let me know what didn't seem to work on your end.

Tomorrow there will be a study guide coming home for our unit three assessment scheduled for 2/19. Considering I still have probability lessons to instruct over the next 5 school days, I need each family to develop a plan that works best for them for the completion of this guide. It is not intended to be done in a single sit-down - try to spread it out into manageable parts and note questions for class the following day.

Language Arts: We are moving into figurative language for the next couple of weeks...mainly poetry. Shortly there after, we will begin historical fiction novels.

Reading groups have experienced a few changes in recent weeks so please ask your child about what they're working on...

William and Mary - tonight they should complete the pre-assessment part in preparation for tomorrow's discussion and subsequent paragraph.

JGB - We began the Ugly Duckling in class today but I will finish reading with them tomorrow (20+ pages!). Tonight they should complete the text opener activity to prepare for tomorrow's discussion.

Hailstones... - "Choose a poem and explain how the poet uses language to paint a picture in the reader's mind. Describe what you see."

Miss Nelson... - Complete the organizer about how the mood changes throughout the story.

2009-02-04T15:30:00.002-05:00

Math: About 10 instructional days left until the unit assessment! We have about 5 days of probability lessons yet to come so you should begin to see this in about a week. Today we had a comprehensive lesson on the purpose of estimating, rounding decimals, and adding them. The concept of estimating is somewhat paradoxical in that we spend all year looking for the exact answer yet now want something that is "about" the right answer. In the end, it's more about why we estimate and how it can be used in everyday life. They have some book work tonight encompassing today's lesson - notably, they are asked to estimate sums and differences but the book fails to identify which place column to round to so I showed them how I expect it to be completed today. First, round each decimal to the nearest whole number - second, add/subtract accordingly...

Language Arts: Outstanding work with the importance of mood in stories. I've been encouraging them to think about "bigger" or "deeper" ideas in a story rather than focus on their initial thought. Too many times students get off on the wrong foot with their thoughts as a result of thinking too simplistically about a story...the deeper you think initially, the stronger your supporting details become. For example, rather than work with the idea that a mood is "happy" in the story, think about why he/she might be happy - could it be he/she was "encouraged" by something...empowered...go deeper. This makes good readers into great ones.

2009-02-02T15:09:00.002-05:00

How many Mondays can we miss? What a crazy couple of weeks...

Math: As you have likely noticed, we have been adding a homework assignment to your "TO DO" lists each of the last two weekends. Based on what I've seen thus far and considering the fundamental quality of fractions/decimals/percents, I have decided to add this supplement as a means to sure up their basic decimal knowledge as I plow ahead with the rest of my lesson sequence. So far, despite missing some time over the last couple of weeks, I have seen a stronger understanding of these interrelated concepts through the lens of "part of a whole". This underlying knowledge is critical to not just comparing fractions/decimals/percents; rather, it provides the big picture idea that these seemingly different numbers are actually equivalent forms of one another. They need to "get this" in order to "see it". I think we're getting close...

Tonight's homework is p. 420 numbers 2-25.

Language Arts: We're back on the spelling cycle after a hiatus - stay tuned. In addition to spelling, we have begun a new quarter which brings a different focus along with it - figurative language, historical fiction, and biographies. We will likely progress in that order, too...

Both JGB groups will have their discussions tomorrow so please remind them to have their initial responses complete prior to coming to school.

I did meet with parts of the other two groups today to discuss point of view... No homework for these groups!

2009-01-14T15:16:00.002-05:00

Math: Rumor has it someone tried our "Bacon Mac-N-Cheese" recipe from last night's homework - hopefully it worked out since we were making it up! If not, keep the faith because tonight's is an actual recipe from Food Network! The actual directions on are on the back so the student can work out the conversions on the front...let me know how it turns out if anyone actually makes it!

As for the formative, we seem to be right where we want to be going into decimals...famous last words, I know but it seems like the confidence is there to actually apply their skills to unfamiliar situations which is my ultimate goal. Please look it over and let me know if there are any questions or concerns.

Language Arts: We have moved on from folktales and into fables...things to keep in mind are the lesson/moral in the story, the simple narrative quality, and how animals take on human characteristics.

I only met with two groups today but each had something to build upon...

The Monster Who Grew Small - Tomorrow we will have our first shared inquiry discussion. Today, they worked independently on a response to our focus question in preparation for tomorrow's discussion. After group tomorrow, they will be expected to revise and/or build upon their original response using the points we discussed in group.

The Princess and the Beggar - We had an outstanding discussion today that generated a lot of "I disagree but agree" statements... This ambiguity is the essence of interpretation and really requires us to revisit the text and thus, constructing a deeper understanding. I expect fantastic post-discussion responses tomorrow afternoon!

Adventures of Spider... - I did not meet with them today but their time was spent revising yesterday's response using the feedback from group and in their RRJs. They turned them in this afternoon and should reread their story tonight.

Jenius - Interesting discussion today...after listening to chapter 6 the group struggled to recognize why Jenius was actually playing dead. I adjusted our discussion by building the chapter through a sequence of actions. Through this sequencing, they seemed to get a better grasp of "why" Jenius had to play dead but tomorrow I'll be looking for this in their writing. Tonight they would benefit from listening to and discussing the story with an adult.

Science - Day two of reed instruments and decent discussion with respect to why their instruments made particular sounds. We've been working on including specific vocabulary in both our discussions and our writing and today's activity provided evidence of this...progress is good so I expect to see thoughtful written responses tomorrow afternoon.

Our interest in the science fair seems strong but the follow through is lagging...please get the paperwork in because late submissions will not be accepted as tough as that may seem...We will begin planning based on our numbers on January 26th.

2009-01-12T15:26:00.002-05:00

Math: I sent the quizzes home on Friday so if you haven't seen them yet, ask your child about it tonight. In fact, this particular quiz is the definition of "applying" what you understand. As you'll see, I likely took the application aspect a bit too far when I asked them to order a combination of mixed numbers and improper fractions with "unlike" denominators. I know - big mistake! Since it was a classwide struggle I take full responsibility for it and thus, it didn't count last week but will certainly count this week considering the additional time we'll continue to put in. With that said, decimals are on our horizon and it is essential that your child understands how to create equivalent fractions using multiplication, reduce fractions to simplest form using division, and can determine the "like" or "common" denominators BEFORE adding or subtracting.

Tonight's homework is to complete the "choose the operation" page - numbers 1-10.

Language Arts: I met with each group today, albeit briefly, to hit the ground running this week. One thing to look for as we move forward in our small groups is the time we spend with each book/rrj response. After meeting with some colleagues last week we discussed that the best strategy to foster the skill of applying feedback to their own work is to provide explicit opportunities with their own writing. For instance, rather than respond, get you grade, and move on to a different story and prompt we'll now be spending more time with each story to revise our work...wordy I know but it'll make sense when you see it.

Each group has homework tonight and it should be written in their planners!

Don't forget we have our paper bag book reports due on the 22nd!

Writing/Social Studies: As you know, we've been researching a city to learn about its landforms, climate, tourist attractions, and culture. Almost everyone is converting their notes into paragraphs for the actual brochure that is being created using Publisher.

2009-01-07T15:18:00.002-05:00

Math: We took a formative today that required them to apply their knowledge of fractions when given an "ordering" scenario. It proved to be a perfect opportunity to demonstrate how all the skills we've learned in isolation can be used to determine which fraction is less than, greater than, or equal to another. Tonight for homework we generated 4 fractions with different denominators. They should order these from least to greatest by using one of both of the strategies we use today - least common multiples or identify factors to simplify/reduce a given fraction. I created a model of this but unfortunately the copier was out of commission during my break today so it'll come home tomorrow.

Language Arts: Our whole group lesson revisited the importance of theme (author's message) from earlier in the quarter. However, this time the context is folktales.

Monster Who Grew Small - Reread their story tonight. They listened to the story on CD today but I didn't have a chance to actually meet with them in a small group.

The Princess and the Beggar - They need to reread their story tonight and complete the visualizing activity we modeled in group today.

Adventures of Spider - I listened to their oral responses in group today prior to reading their RRJs. I was curious as to how their oral responses compared to their written pieces since the written typically lags behind...I'll let you know after I read them. However, during the discussion it was clear the question was taken very literally which is ok to an extent. But, we have spent a lot of time in whole group "digging deeper" for the root cause of a problem which often times revolves around a character trait (greed, jealousy, stubbornness...) that in turn drives the storyline. Well, in this story the surface level reason was because Spider had a rope tied to his waist that went in two different directions - however, the root cause was the fact that Spider was greedy enough to want to eat food at both feasts. His greed is what actually created the problem in the first place. This subtly may not seem like a big deal but their thinking should be making this transition as we move forward...

Jenius - We read chapter three aloud and they need to respond to the following prompt in their RRJs: How did Joe feel about Jenius? Provide evidence from the story to support your thinking.

Two reminders:

Paper Bag Book Report papers need to be signed and returned ASAP. Th due date will not change from January 22nd.

Science Fair participation is strongly encouraged! This is an excellent opportunity to pursue a curiosity in an exciting way...If you decide to allow your child to participate, please return them soon so we can begin to get an idea of how many participants to expect.

2009-01-05T15:33:00.002-05:00

We're back but maybe not for long - rumor has it we have some nasty weather on the way...

Math: I was thrilled with our recollection of fraction concepts discussed prior to our break! In fact, we actually began adding fractions with common denominators while we played with mixed numbers in small groups. Tonight's homework is a continuation of our classwork - through #37.

Odd and Ends...

Today we had an unusual day with respect to our schedule. During our normal language arts block we reviewed the city project and identified the city for each student. This project will be a significant focus of the next couple of weeks because it ties in so well with our language arts, writing and social studies content. This is to be completed in school.

As for a "home" project, there is a paper coming home tonight that needs to be discussed and signed - indicating your understanding of a "Paper Bag Book Report" to be presented later this month. In essence, the paper bag is filled with props to help retell the story. They have done this in 4th and 5th grades in the past so we thought we would try it our in 3rd!

Lastly, there is detailed information coming home tonight with respect to a science fair held here at DES. This is an optional but encouraged activity that is primarily completed at home. However, if your child is interested in working on his/her hypothesis but needs some adult support, we can try to accommodate it here at school during recess. As I said, the packet is detailed but the one thing I want everyone to keep in the forefront is that science is about the pursuit of an idea and not as much the end result. It is very important for the scientific process to be carried out in its entirety...perseverance is one trait that certainly drives scientist so we expect it here, too.

2008-12-17T15:25:00.002-05:00

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?"

2008-12-10T15:20:00.003-05:00

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!

2008-12-03T15:30:00.002-05:00

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.

2008-12-01T15:41:00.002-05:00

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!

2008-11-24T15:13:00.002-05:00

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...

2008-11-19T15:25:00.002-05:00

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...

2008-11-17T15:33:00.002-05:00

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...

2008-11-05T15:19:00.002-05:00

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.

2008-10-30T15:21:00.002-04:00

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!

2008-10-27T15:37:00.002-04:00

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...

2008-10-22T15:24:00.002-04:00

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!

2008-10-20T15:11:00.002-04:00

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!

2008-10-15T15:19:00.002-04:00

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!

2008-10-13T15:25:00.003-04:00

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!

2008-10-06T15:09:00.002-04:00

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.

2008-10-01T15:29:00.002-04:00

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!

2008-09-29T15:03:00.002-04:00

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).

2008-09-24T15:18:00.003-04:00

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.

2008-09-22T16:04:00.002-04:00

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!

2008-09-17T14:53:00.002-04:00

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!

2008-09-15T15:09:00.002-04:00

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!

2008-09-10T15:17:00.002-04:00

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.

2008-09-08T15:25:00.003-04:00

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!

2008-09-03T15:23:00.003-04:00

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!

2008-08-27T15:26:00.002-04:00

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!

2008-05-28T15:21:00.002-04:00

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.

2008-05-28T13:54:00.002-04:00

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.

2008-05-21T15:23:00.002-04:00

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!

2008-05-20T15:07:00.002-04:00

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...

2008-05-15T15:37:00.003-04:00

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.

2008-05-14T15:32:00.001-04:00

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!

2008-05-12T15:09:00.003-04:00

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!

2008-05-07T15:16:00.003-04:00

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...

2008-05-06T14:42:00.002-04:00

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.

2008-05-01T11:59:00.003-04:00

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.

2008-04-29T15:26:00.003-04:00

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.

2008-04-24T15:21:00.002-04:00

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.

2008-04-22T15:21:00.002-04:00

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...

2008-04-21T15:31:00.002-04:00

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

2008-04-21T08:55:00.001-04:00

2008-04-16T15:19:00.002-04:00

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!

2008-04-15T15:34:00.002-04:00

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!

2008-04-14T15:24:00.002-04:00

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?"

2008-04-10T15:23:00.004-04:00

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...

2008-03-18T15:17:00.003-04:00

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.

2008-03-12T15:23:00.002-04:00

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.

2008-03-11T13:58:00.002-04:00

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.

2008-03-10T15:26:00.002-04:00

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.

2008-03-06T15:17:00.004-05:00

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.

2008-03-05T15:21:00.002-05:00

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...

2008-03-03T15:24:00.002-05:00

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.

2008-02-28T15:38:00.002-05:00

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

2008-02-27T13:06:00.002-05:00

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!

2008-02-26T15:21:00.002-05:00

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.

2008-02-25T15:11:00.002-05:00

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.