What Do You Notice?

In Math Workshop today, students worked in groups to begin a complex, high level task involving traveling and gas mileage.

In Writers' Workshop, we studied Lester Laminack's memoir, Saturdays and Teacake.  We "read like writers", noticing how awesome authors close their personal narratives or memoirs in a satisfying way.  We use life lessons to help us achieve this.

In Read Aloud, we used everything we knew about characters to make claims about them.  As we read on and learn more, we will learn to revise and rethink our theories in order to be truly reflective of characters and character change.

In Word Study, I asked students what they noticed about how I broke up words.  With teacher support and scaffolding, students discovered that all syllables contain a vowel.  This critical aspect or letter patterns will help us spell words we may not know how to spell yet.

In Social Studies, students studied a secondary source to learn more about being an American and the implications it has our patriotism and citizenship.

In Readers' Workshop, students took on more responsibility regarding identifying character motivation and paying attention to this motivation to help them grow ideas about characters.

Homework:

• Read 20 minutes

Reminders:

• Clip Hall of Fame Celebration this Friday at 9:30

Thank you,

Ms. Smith

Why are they watching The Lion King?

In Math Workshop, students analyzed and noticed patterns of basic facts to help them solve more complex, real world math problems.  See some snapshots from our inquiry-based mini-lesson below.

In Writers' Workshop, we looked two endings to The Lion King.  Students learned today that the writers of the movie actually had another ending in mind.  They revised their initial ending to create more of a satisfying conclusion.  We took a purposeful look at both versions today and discussed the pros and cons of each (see below).  We then used this lesson to help us create satisfying ending with life lessons in our own personal narratives.

In Readers' Workshop, students learned to consider character motivation in order to help them grow and infer ideas about their main characters.  Tonight, when your child is reading, see if they can identify what their main character's motivation is.  Then have them infer character traits based on this motivation alone.

In Word Study, students began studying how we chunk words into syllables to help us spell words we may not know how to spell yet.  More on this tomorrow!

In Read Aloud, we payed special attention to our main characters' dialogue and thinking to grow ideas about their relationship.

In Social Studies, we used our inferences from Martin Luther King, Jr.'s, "I Have A Dream Speech", to help us define and explain the terms patriot and citizen.  We will begin projects representing our learning on these key ideas tomorrow.

Homework:

• Math homework
• Read 20 minutes  

Reminders:

• Please check your child's Beaver Folder for information regarding the "Clip Hall of Fame" Celebration. Students (and their parents) who have earned "Role Model" ten times have been invited to celebrate their positive efforts and behavior.  The celebration is Friday, October 3 at 9:30.  

Thank you,

Ms. Smith

Again and Again

In Math Workshop today, students applied their knowledge of the equal sign to help them make sense of and explain fact family triangles and their respective number sentences. Unit 1 Math Assessment grades will come home next week.  Thank you for your patience!

In Writers' Workshop, we studied the mentor text Hatchet, by Gary Paulsen.  We noticed his strategy of using "Again and Again" to make his readers infer how a character feels, rather than tell them.  We then applied this strategy to our own personal narratives.  See some examples below.

In Readers' Workshop, students took on more responsibility regarding identifying character thinking and inferring character traits based on that thinking.  Tonight when your child is reading, have them identify a paragraph in their book where their character is thinking.  Ask them what they're inferring about that character based on that thinking.  Encourage them to use precise character traits.

In Word Study, we read our Read Aloud, Goblins in the Castle, by Bruce Coville.  We identified unknown words in the text and then used the Frayer Model to help determine the word's meaning.  In addition, we used pictures, synonyms and antonyms to help us further understand and apply this new vocabulary.

In Social Studies, we finished closely reading the "I Have A Dream Speech".  We then used what we inferred from King's speech about patriotism and citizenship to help us reflect on our learning and thinking about these key democratic ideas.

Homework:

• Read 20 minutes  

Have a wonderful weekend,

Ms. Smith

No School Tomorrow

Today in Math Workshop, students took their Unit 2 pre-assessment.  These pre-assessments will provide me with information about what students know and may not know yet.   Unit 1 assessment grades will most likely come home next week.  Thank you for your patience!

In Writers' Workshop, we looked at mentor text. Goblins in the Castle, by Bruce Coville, to help implement another element of writer's craft.  Specifically students learned how to use "show, don't tell" to convey how characters feel on the inside.  We created this "cheat resource" (see below) to help us apply this strategy in our own personal narratives.  Tonight, ask your child to describe scared using "show, don't tell".

Instead of Readers' Workshop today, students took the SRI (Scholastic Reading Inventory) in the computer lab.  The SRI is a district wide assessment . While I was not able to instruct due to this assessment, book clubs did have time to meet and discuss plot, characters, and theme.  Books clubs are an avenue in which I can monitor comprehension and foster critical, deep thinking of texts.

In Social Studies, we returned to our close reading activity of Martin Luther King, Jr.'s, "I Have a Dream Speech".  We are closely reading this primary source to help us infer and explain ideas about citizenship and patriotism.

Homework:

• Math homework due Friday
• Read 20 minutes  

Reminders:

• No school tomorrow.
• Planner check on Friday.  Please make sure you have reviewed and signed your child's planner.

Thank you,

Ms. Smith

Fluency Stars!

Today students took their Unit 1 Math Assessment.  I will try to have assessments graded by the end of the week.  I will send home a Sign & Return with students' scores. The last page of every math test is a fluency test.  If students solve all the problems within  a minute, they get to stand on my desk (see our Fluency Stars below).  We will continue to practice our addition and subtraction fluency in workshop, throughout the year.

In Readers' Workshop, students applied what they know about character thinking and dialogue to sort and identify each.  We then used these close reading strategies to help us infer ideas about characters and relationships.  Tomorrow we will be SRI (Scholastic Reading Inventory) testing.  SRI's help us measure student growth and differentiate instruction to ensure all students engage in high levels of learning.

We did not get to Writers' Workshop today as the math test ran into our writing time.

In Word Study, students applied everything they've learned about letters, patterns, and their relationships to spell words in their second Word Study Challenge.  I will send home Sign & Returns on Friday.

In Read Aloud, students bounced and built on each others' ideas about characters to help us grow theories about characters and plot.

In Social Studies, students continued to work on their pre-assessment.  Hopefully tomorrow we can return to our MLK Jr. close reading activity; the students have been begging to get back to this!

Homework:

• Read 20 minutes  

Reminders:

• No school Thursday, September 25.

Thank you,

Ms. Smith

Math Test Tomorrow

Today we spent time going through our Unit 1 Math Review.  We also worked on whiteboards on concepts that we needed to reinforce and practice.  Students need to complete the rest of their review tonight.  Remember, test tomorrow!

In Writers' Workshop, we looked at My Rotten Redheaded Older Brother, by Patricia Polacco.  We loved how Polacco made us feel like we were in the story by using back and forth dialogue, so we tried this element of writers' craft out, too. Students were very creative with how they used this strategy in their personal narratives.

In Readers' Workshop, students payed close attention character thinking to infer and grow ideas about what those characters are like on the inside.  By utilizing these close reading strategies, students gather evidence and justify their character theories.

In Read Aloud, we used our productive talk moves to help us build on and bounce off of others' ideas, thereby creating a dialogue that critically examines elements of text.

In Word Study, students worked as a team to sort words based on letter relationships and similar patterns.

In Social Studies, students took a pre-assessment.  This assessment is not graded; it is simply in place to track student growth and inform instruction.

Homework:

• Math review due tomorrow
• Read 20 minutes  

Reminders:

• Unit 1 Math Test tomorrow
• No school Thursday, September 25.

Thank you,

Ms. Smith

Word Study At A Glance

Coming home in your child's Beaver Folder tonight is their first "Word Study Challenge".  Please review the assessment with your child and return it by Friday, September 26.  As Word Study may be new to many parents, attached to the assessment is a paper outline Word Study, its purpose, and the research that supports this instruction and learning.  At the bottom of today's post, you'll find a copy of the "Word Study At A Glance".

In Math Workshop, students used what they new about money and cents' values to solve real world problems.  Every day in Math Workshop, students use words, pictures, and numbers to explain their thinking.  This, in extension, makes their thinking and learning visible to me and more concrete for them, solidifying their knowledge.  Students have a review coming home today, due Tuesday.  Students know to only complete the problems that are starred.

In Writers' Workshop, I modeled how authors use text maps as an outline, to help them write their personal narratives.  During independent practice, students used their text maps to help them begin or continue their narratives.

In Word Study, students applied their knowledge of the "If the root words ends in Consonant-y, change it to an i, when adding a suffix" to help them spell words in the past tense, and sort words based on their phonetic similarities.

In Readers' Workshop, students took on more responsibility regarding identifying character dialogue, and then using this dialogue to infer and grow ideas about how characters are on the inside (their character traits).  Look below to see how we use our readers' notebooks to help us critically think about characters.

In Read Aloud, we payed closed attention to character speaking to help us grow more ideas about our main characters, William and Igor.

In Social Studies, we continued to use our close reading strategies to help us comprehend Martin Luther King, Jr.'s "I Have A Dream Speech".  We used what we learned through this speech to infer and explain ideas of citizenship and patriotism.

Homework:

• Math review, due Tuesday
• Read 20 minutes  

Reminders:

• Unit 1 Math Test: Tuesday, September 23.
• No school Thursday, September 25.

Have a wonderful weekend!

Ms. Smith

...................................................................................

Word Study At A Glance

What is Word Study?

Word study is a learner-centered, conceptual approach to phonics, spelling, word recognition, and vocabulary instruction.  Through active exploration, word study teaches students to examine words and discover specific regularities, patterns, letter relationships, etc.  In addition, word study also increases word knowledge--spelling and meaning, or vocabulary.  Research shows that the number one indicator of reading achievement and growth is a student’s depth of vocabulary.

• Word study isn’t about memorizing spelling words but about understanding spelling patterns.
• Word study encourages students to manipulate groups of words and compare them to words that are phonetically similar.
• Word study is a research-based, purposeful look at word analysis.

Purpose of Word Study

As a component of balanced literacy, word study achieves two goals; first to help students become fluent readers with a strong vocabulary, and secondly, to give students the opportunity to fully explore and manipulate words.

How Does Word Study Work?

Through discovery and exploration, students notice specific letter patterns and concepts in the spelling of words.   Word study involves problem solving in the form of developing hypotheses, searching for patterns, predicting outcomes, and experimenting to find out if they’re right.  Using hands-on, engaging lessons, students compare new words to words they already know and look for similarities.  Through word study, students use and apply what they discovered about letter relationships, patterns, etc. to spell words they may be unfamiliar with.  

The basis of word study works toward current research that indicates when students build on their prior knowledge to construct new learning and have ownership in that learning (i.e. when they create knowledge themselves rather than being explicitly taught by a teacher), they are more likely to retain and apply their knowledge across time and subject areas.  Furthermore, ownership yields a significant conceptual, critical understanding of language, and fosters a real world application of knowledge.

I Have A Dream!

In Math Workshop, students used what their number sense and understanding of place value to solve real world problems regarding elapsed time.  At one of the stations today, students engaged in "Subtraction Race" whereby students raced to see who could subtract the quickest.  This particular station is meant to increase students' fluency and confidence with subtraction. Students have homework coming home today, due tomorrow.

In Writers' Workshop, students noticed and noted characteristics of effective personal narratives.  We will begin incorporating these elements of writer's craft into our own true stories.

In Readers' Workshop, students payed close attention to what characters say to help them infer ideas about their character traits.  Tonight, when your child is reading, have them point out something the main character said; have them tell you what they learned by paying attention to that dialogue.

In Social Studies, we spent time engaging in a close reading activity where we examined part of Martin Luther King, Jr.'s, "I Have A Dream Speech".  Over the next few days, we will use what we learn from closely reading his speech to infer ideas about patriotism and citizenship.

In Word Study, students studied groups of -y words with suffixes to discover why some y's change to i's and some do not.  Ask your child about it tonight (A: If there's a vowel preceding the y, it stays a y)!

Homework:

• Math homework due tomorrow
• Read 20 minutes  

Reminders:

• Unit 1 Math Test: Tuesday, September 23.
• Planner check tomorrow

Thank you,

Ms. Smith

Ka-Boom!

In Math Workshop, students applied their understanding of charts, addition, and subtraction to solve real world, multi-step problems.  This required students to dissect the questions and use clue words to determine what the question was really asking them to do.  We worked through many of these examples on whiteboards. Students have homework coming home today, due tomorrow.  Their homework looks very similar to what we did in class.  If your child is having trouble, before helping them, encourage them to look in their math notebook for help.

In Writers' Workshop, we studied the mentor text, The Girl Who Never Makes Mistakes.  We "stole" this author's ideas of using sound words to wake up our readers and glue them to the page when writing our personal narratives.  See some examples below.

In Readers' Workshop, students learned to use everything they know about characters (inside and out) to make meaningful predictions about what they'll do next.

In Word Study, students applied their knowledge of the -y to -i rule to plural suffixes, and "hunted" for words with similar patterns throughout the room.

In Read Aloud, students paid close attention to characters to make meaningful predictions.

In Social Studies, we closely read Martin Luther King, Jr.'s "I Have a Dream Speech" to help us infer ideas about patriotism and citizenship in the United States.

Homework:

• Math homework due tomorrow
• Read 20 minutes  

Reminders:

• Unit 1 Math Test: Tuesday, September 23.
• Ice Cream Social tonight, 6:30-7:30

Thank you,

Ms. Smith

Math Test Tuesday

Students will have their Unit 1 Math Test on Tuesday, September 23.  I will send home a study guide on Friday.  We will also spend time reviewing in class.

In Math Workshop, students worked collaboratively to organize and graph data based on real world statistics.

In Readers' Workshop, students practiced being "monster trucks" when reading; i.e., if they come to word that is difficult to pronounce, they work hard to climb over that word and read on (just like monster trucks)!

In Writers' Workshop, students walked me through the steps of making a jelly sandwich.  We then used a text map to help us sequence the steps.  Following our mini lesson, students applied their learning about sequencing to order and plan their own personal narratives using text maps. While students planned their narratives, they ate a small portion of a jelly sandwich as a reminder of how important sequencing is when planning and writing narratives that make sense to their audience.

In Word Study, students studied words like prettiest, fanciest, luckier, etc..  I asked them what they noticed about these words. In their responses, students came to the conclusion that when root words end in -y, when adding a suffix, we change that "y" to an "i".  Ask your child to tell you our new rule's rhyme (A: "When the root word ends in "y", change it to an "i" when adding a suffix).

In Read Aloud, students made personal connections to characters to help them grow ideas about character traits and relationships.

In Social Studies, students finished viewing a video on good citizenship.  We then engaged in a "Chalk Talk" where students jotted down precise words that reflect responsible citizens.  We compared our thinking from before and after the video and discussion to help us reflect on our learning.

Homework:

• Math homework due tomorrow
• Read 20 minutes  

Reminders:

• Unit 1 Math Test: Tuesday, September 23.

Thank you,

Ms. Smith

Race for Education Labels!

In Math Workshop, students applied their knowledge of place value to compare numbers and make mathematical claims.  At my station, we worked with base ten blocks to prove our thinking.  If you get a chance tonight, ask your child what's bigger:  30 tens or 2 hundreds.  Have them tell you how they know.  Students have homework coming home today, due tomorrow.

In Writers' Workshop, took on more responsibility regarding using their senses to hook their readers and describe their settings in their personal narratives (see a sample below). To practice this element of writer's craft, students engaged in a quick write where they described a photo.

In Readers' Workshop, students learned and practiced making personal connections to infer how characters feel.  When readers connect with characters, they become empathetic readers; they think critically and more deeply about relationships and theme.  Tonight when your child is reading, have them make a personal connection, then ask them how they think their character feels based on that connection.  Encourage them to use sticky notes like we do in class to jot down their thinking.

In Word Study, students applied their knowledge of the CVC rule to notice and note patterns of all words with suffixes including -er, -est, etc.

In Social Studies, students used words and symbols to explain the character traits of a responsible citizen.

In Read Aloud, we applied our learning from our Readers' Workshop mini lesson to infer how William and Igor feel (our story's main characters).

Homework:

• Math homework due tomorrow
• Read 20 minutes  

Reminders:

• Race for Education labels due tomorrow!

Thank you,

Ms. Smith

Homework

Students have graded homework coming home today.  If they have a check on their paper, that means they received full credit.  Every answer does not need to be correct to receive full credit.  Students must have the assignment totally completed, on time, and most questions correct to gain full credit.

In Readers' Workshop, students took on more responsibility regarding identifying unknown words and using their mental movies to infer what those words probably mean.  Look below to see how we use sticky notes to help us with this strategy.  Encourage your child to do this at home when they're independently reading! The Matilda book club also met today (see below).

In Math Workshop, students applied their understanding of exchanging base ten blocks to help them explain how to subtract vertically with exchanging.

In Writers' Workshop, students used their senses to describe a setting in a quick write.  The kids wanted me to post the picture from our quick write (see below; you can click on images to expand).  Over the weekend, have them say (or write down!) how they would describe this picture using their senses!

Students also had their first Word Study Challenge today!  Those papers will come home next week.

Homework:

• Read 20 minutes  

Reminders:

• Race for Education labels!

Have a wonderful weekend!

Ms. Smith

Early Dismissal Tomorrow

Today in Math Workshop, students used their understanding of place value to explain subtraction with "borrowing".  A note about borrowing, while this is the term I was taught and, I'm sure many parents, this terminology is actually misleading and confusing to many students.  Rather than using this term, we will be referring to borrowing as "making change" or "exchanging".  These terms are a better representation of this math concept, as you are not actually taking away or borrowing, you are simply "getting 10 singles for a 10 dollar bill", for example.  At my station in workshop, we worked through this idea using base ten blocks.  Students have homework coming home tonight, due tomorrow.

In Readers' Workshop, students took on more responsibility regarding identifying unknown words.  Today we really practiced using that mental movie to help us solve meanings of unknown words.  When your child is reading tonight, have them read a page or two aloud, then ask them to tell you their mental movie, discuss what words helped them make this movie.

In Writers' Workshop, we used our senses to describe the setting of the theme park below (our shared write is below it). This is an excellent strategy that authors use to hook their readers.  Students tried this element of writer's craft in their personal narratives.  Ask them to describe their opening setting using their senses.  The kids really took off with this strategy; coming up with really creative imagery!

I opened my eyes….. I see rolling hills of glowing rollercoasters. I smell the sweet cotton candy in the air; it melts in my mouth.  The hotdogs are burnt and crunchy, so delicious. The air fills with music, screaming, and fear. I see people singing and dancing with joy. The water is like a mirror of the park’s lights.  The long, crowded lines are calling my name.  The cold, bitter air blows through my hair as I finally race down the steep, terrifying rollercoaster.

In Words Study, students worked with partners to do a practice quiz for their Word Study Challenge tomorrow.

In Social Studies, students used a visible thinking routine to explain the roles of authority figures in community governments.  Ask your child what color they chose for community government; have them explain their reasoning to you. Following this routine, student made claims about the different levels of government and their similarities and/ or differences.


Homework:

• Math homework due tomorrow
• Study starred Word Study words, if applicable
• Read 20 minutes  

Reminders:

• Early Dismissal this tomorrow, 12:30.
• Word Study Challenge on Friday.

Thank you,

Ms. Smith

Statue!

In Math Workshop, students used their understanding of place value and number sense to explain why bigger numbers go first when subtracting.  Students used base ten blocks to help them conceptualize this principle.  Students have homework coming home today, due tomorrow.

In Writers' Workshop, students studied a mentor text, Fireflies, to notice and note how authors begin their stories.  Students then applied this strategy to help them hook their readers.

In Word Study, students sorted their words into groups based on letter patterns and relationships and quizzed themselves on their words.  See a snapshot below.

We had a visit from our school counselor, Ms. Cook, today to teach us about how we can be safe if we're approached by strangers.

Students also participated in a lock down drill; they did great!

Some students received their book club books today.  We will try to get all clubs going by Friday!

In Social Studies, students used their notes and understanding of the 3 levels of government to help them explain their similarities, differences, and respective roles in society.

Just for fun, I thought I'd share a picture of the kids from "Statues", a game we play (silently) in the hallway during bathroom breaks.

Homework:

• Math homework, due tomorrow
• Read 20 minutes  

Reminders:

• Early Dismissal this Friday.
• Word Study Challenge on Friday.

Thank you,

Ms. Smith

Unknown Words!

In Readers' Workshop, students practiced identifying unknown words and using the sentences around said words to determine their possible meanings.  This is a crucial comprehension strategy that helps readers understand, think, and infer while they read.  Tonight while your child is reading, ask them to identify an unknown word and then ask them what they think that word probably means based on the sentences around it.

In Writers' Workshop, students learned another pre-writing strategy to help them generate ideas when they cannot think of anything to write about.  These pre-writing strategies help all authors when deciding on ideas. We will really start digging into our Personal Narrative Unit of Study tomorrow; Picture Day ran into our math and writing time.

In Math Workshop, students were introduced to a "high level task" one in which they have to go through many steps with their teammates in order to solve the real world problem and then organize and represent their findings in a meaningful way.

In Word Study, students looked closely at their Word Study words.  They then underlined the CVC's in each word (if applicable) to help them identify which types of words you double the last letter prior to adding a suffix.

In Read Aloud, students compared characters using the matrix to help them make claims about said characters and grow ideas about relationships.

In Social Studies, student noticed and noted properties of the national, state, and community governments. They then used their notes to compare similarities and differences between the governments.

Homework:

• Read 20 minutes  

Reminders:

• Parent/ Guardian Permission forms due.
• Blog permission slip due

Thank you,

Ms. Smith

Picture Day Tomorrow!

In Math Workshop, students worked collaboratively in groups to collect, organize, and graph data (see below).  Ask your child what they graphed today.  Ask them why we graph information (Answer: Graphs help us see trends in data; i.e., the mode, minimum, range, etc.).   Students have homework coming home tonight, due tomorrow.

In Writers' Workshop, we studied "seed" ideas and brainstormed our own small moments.  Students will use this small moment/ seed as the basis for their personal narratives.

In Readers' Workshop, students learned strategies that help us when previewing and choosing texts.  Students will be starting book clubs this week.  Ask your child what book they want to read for book club: Stone Fox, Bridge to Terabitia, Hatchet, Because of Winn Dixie, or Matilda.

In Word Study, students went searched for their "Word Study Challenge" words.  Students will pick their own words based on Word Study lessons and then "test" each other on Fridays.  Your students will come home with their 20 words today.  These words all work toward the CVC rule; if you're not sure of the CVC rule, have your child tell you (If the last 3 are CVC, double the letter and add a suffix)!

In Read Aloud, students used the matrix to analyze and compare characters and make claims about their relationships to each other.

In Social Studies, students applied their knowledge of laws to explain ideas surrounding the common good.  In addition, we began studying authority figures in government and their respective roles.

Homework:

• Math homework due tomorrow
• Read 20 minutes  

Reminders:

• Picture Day is Tuesday, September 9.  Please check your child's Beaver Folder!
• Parent/ Guardian Permission forms due tomorrow.
• Blog permission slip due

Thank you,

Ms. Smith

Our Versions of the Classics

Today in Writers' Workshop, students learned another pre-writing strategy to help them when they are brainstorming stories and ideas to write about.  We looked at The Three Little Pigs, by Chris Weisner, and studied how he changed a story he was familiar with to make it his own.  Students then applied this strategy during independent practice.  The kids LOVED this strategy; they wouldn't put their pencils down (see below)! Ask your child what they wrote about in Writers' Workshop today!

In Readers' Workshop, students noticed how I help myself when I'm not hooked on a book yet.  Effective readers persevere and try to new strategies to help them get hooked.  Today, students learned that you can say the characters' voices in your head to make the dialogue and story more interesting.

In Math Workshop, students dissected the true meaning of the equal sign.  They then used this knowledge to show the same number using many different concepts, numbers, manipulatives, etc.  Over the weekend, ask your child what the equal sign really means (Answer: It means the same as, or equal to; not "the answer").

In Social Studies, students took on more responsibility comparing rules and laws, and explaining and writing their reasoning regarding their similarities and differences. They then identified examples of rules and laws and used their understanding of authority figures to help them.

In Word Study, students began to apply their knowledge of the CVC rule to help them sort and explain how to spell words with suffixes. Then students found words around the room and appropriately added the suffixes (see below).

In Read Aloud, students participated in "productive dialogue" whereby they used talk moves to build on and bounce off of others' ideas.

A quick few notes as we go into the weekend..  Please check your child's Beaver Folder sometime this weekend; there are a few papers that may need to be returned.  In addition, I want to apologize for not sending back checked homework yet.  As I'm a new teacher, I didn't have log-in information for the grading system.  Checked homework will come home next week.  Thank you for your patience!

Homework:

• Read 20 minutes  

Reminders:

• Picture Day is Tuesday, September 9.  Please check your child's Beaver Folder!
• Parent/ Guardian Permission forms due Tuesday, September 9.
• Blog permission slip due

Thank you,

Ms. Smith

Heart Maps!

Today in Writers' Workshop, students learned another pre-writing strategy that they can refer back to when they can't think of any stories to write about.  Students used the Heart Map to identify people, memories, etc. that are very special to them (see below).  Ask your child what special ideas they jotted down in their Heart Map.

In Read Aloud, students used everything they knew about the different perspectives in Voices in the Park to ready their mind to think about theme and relationships (our current unit of study).

In Word Study, students applied their knowledge of the "CVC" rule to words ending in -ing.  Ask your child if the rule is the same for -ed and -ing (Answer: It is; if the last 3 are CVC, double the letter and add -ing/ -ed).  Ask them how to spell letting, baking, having, stopping, etc.

In Math Workshop, students studied graphs to help them make mathematical claims about the data represented.  Every day students visit four stations that reinforce and extend prior knowledge and current concepts.  Students have homework coming home today, due tomorrow.

In Social Studies, students used the "Matrix" to compare characteristics of rules and laws.  Students worked in pairs to identify and describe their differences, in their Social Studies notebooks.

In Readers' Workshop, students learned how to "check in" when they're reading to make sure their mental movie is still strong and they're understanding and thinking about what their reading.  Tonight when your child is reading, have them show you how they check in.  When they check in, have them explain to you what they just read; if they can't, they know to reread.

Homework:

• Math homework due tomorrow
• Read 20 minutes  

Reminders:

• Parent/ Guardian Permission forms due Tuesday, September 9.
• Blog permission slip due Friday, September 5.
• Tomorrow is Bank Day! Please make sure you have signed your child's planner!

Thank you,

Ms. Smith