- There will be no Spelling Packet or Spelling Test this week.
- No school 11/26-11/28 (Wednesday, Thursday and Friday). No school on Monday, December 1, 2014.
- I hope everyone has a restful Thanksgiving break full of family and fun.
Monday, November 24, 2014
This Week...
Monday, November 17, 2014
This Week...
Reminders
Early Release, Wednesday, November 19, 2014
Spelling Packet due Friday 11/21/14 (words are below). Spelling Packet worksheets were given to students today, 11/17.
Vocabulary Packet, Charlotte's Web, Chapters 5-9 due next Monday, 11/24/14
Thanksgiving Holiday, No school, 11/26-12/2
Early Release, Wednesday, November 19, 2014
Spelling Packet due Friday 11/21/14 (words are below). Spelling Packet worksheets were given to students today, 11/17.
Vocabulary Packet, Charlotte's Web, Chapters 5-9 due next Monday, 11/24/14
Thanksgiving Holiday, No school, 11/26-12/2
SPELLING LIST
1. song
2. law
3. because
4. soft
5. dawn
6. crawl
7. lost
8. taught
9. long
10. pause
11. frost
12. lawn
13. hawk
14. laundry
15. author
Wednesday, November 12, 2014
This Week...
I hope everyone enjoyed their 4-day weekend.
There will be no Spelling Packet or Spelling Test this week.
There will be no Spelling Packet or Spelling Test this week.
Friday, November 7, 2014
In Flanders Fields
Today we learned about the poem, In Flanders Fields, which was written by a Canadian soldier who wished to honor the brave servicemen who had died during a particularly gruesome battle in World War I.
The poem was published in the British magazine "Punch" and became very popular. The idea of wearing a poppy as a sign of remembrance for those who died and served was then started.
November 11th is known as Veteran's Day, Remembrance Day, or Armistice Day, depending on the country you live in. In the United Kingdom it is still customary to wear a poppy around Remembrance Day to honor those who served.
We are thankful for those who serve and for those who gave the ultimate sacrifice for our country.
Have a blessed Veteran's Day!
In Flanders Fields
By: Lieutenant Colonel John McCrae, MD
(1872-1918)
Canadian Army
In Flanders Fields the poppies blow
Between the crosses row on row,
That mark our place; and in the sky
The larks, still bravely singing, fly
Scarce heard amid the guns below.
We are the Dead. Short days ago
We lived, felt dawn, saw sunset glow,
Loved and were loved, and now we lie
In Flanders fields.
Take up our quarrel with
the foe:
To you from failing hands
we throw
The torch; be yours to
hold it high.
If ye break faith with us
who die
We shall not sleep,
though poppies grow
In Flanders fields.
The poem was published in the British magazine "Punch" and became very popular. The idea of wearing a poppy as a sign of remembrance for those who died and served was then started.
November 11th is known as Veteran's Day, Remembrance Day, or Armistice Day, depending on the country you live in. In the United Kingdom it is still customary to wear a poppy around Remembrance Day to honor those who served.
We are thankful for those who serve and for those who gave the ultimate sacrifice for our country.
Have a blessed Veteran's Day!
Thursday, November 6, 2014
Working With Rigorous Questions...
When you hear talk of Common Core standards, there is generally reference to how much more rigorous the tasks students must master have become. I would like to walk you through a typical lesson with a rigorous response question.
Yesterday, we read Chapter One of Charlotte's Web. The task was to analyze the illustrations and to use those illustrations and the text to infer what the mood of the story was at the beginning of the chapter, and at the end of the chapter.
I know! Analyze? Infer? Literary mood? My kid is only eight!
Believe me, the rigor is incredible, even for third graders. The good news is, the students are capable, with LOTS of training and patience to get to the point where they can actually do these complex tasks.
Step One: Analyze illustrations....
We recognized that illustrations in a text can help us visualize, predict and confirm, and sense mood. After we analyzed the illustrations, we read chapter one of the book, seeing how our understanding of the text was impacted and influenced by the illustrations.
Next, we wrote a open response answering the following question...
How has the story’s mood changed from the beginning of the chapter to the end of the chapter. Remember to give text-evidence to support your answer.
The students responded yesterday, but they summarized what was happening in the story instead of answering the question. That helps me see that they needed more instruction on focusing on a prompt and answering the question being asked.
So..........
Today we started by brainstorming how we could write a better topic sentence. Each table came up with a suggested topic sentence.
Then, we brainstormed what the mood of the story was at the beginning of the chapter and the end of the chapter.
Then the young writers went to work!
After proofreading, and final publishing, our task was done.
Whew, that's a lot in two days. So, the next time you ask your child what they did in school and they say, "Nothing" know that they probably did quite a bit :)
Yesterday, we read Chapter One of Charlotte's Web. The task was to analyze the illustrations and to use those illustrations and the text to infer what the mood of the story was at the beginning of the chapter, and at the end of the chapter.
I know! Analyze? Infer? Literary mood? My kid is only eight!
Believe me, the rigor is incredible, even for third graders. The good news is, the students are capable, with LOTS of training and patience to get to the point where they can actually do these complex tasks.
Step One: Analyze illustrations....
We recognized that illustrations in a text can help us visualize, predict and confirm, and sense mood. After we analyzed the illustrations, we read chapter one of the book, seeing how our understanding of the text was impacted and influenced by the illustrations.
Next, we wrote a open response answering the following question...
How has the story’s mood changed from the beginning of the chapter to the end of the chapter. Remember to give text-evidence to support your answer.
The students responded yesterday, but they summarized what was happening in the story instead of answering the question. That helps me see that they needed more instruction on focusing on a prompt and answering the question being asked.
So..........
Today we started by brainstorming how we could write a better topic sentence. Each table came up with a suggested topic sentence.
Then, we brainstormed what the mood of the story was at the beginning of the chapter and the end of the chapter.
Then the young writers went to work!
After proofreading, and final publishing, our task was done.
Whew, that's a lot in two days. So, the next time you ask your child what they did in school and they say, "Nothing" know that they probably did quite a bit :)
Monday, November 3, 2014
November Resources
11/4/14: Media
11/5/14: PE
11/7/14: Art
11/13/14: X-Music
11/17/14: X-Art
11/19/14: PE
11/20/14: Music
11/21/14: Media
11/7/14: Art
11/13/14: X-Music
11/17/14: X-Art
11/19/14: PE
11/20/14: Music
11/21/14: Media
This Week...
Early Release: Wednesday, 11/5/14
No School: Monday and Tuesday, 11/10/14 and 11/11/14
We will begin our novel study of Charlotte's Web on Wednesday, 11/5/14
No School: Monday and Tuesday, 11/10/14 and 11/11/14
We will begin our novel study of Charlotte's Web on Wednesday, 11/5/14
Spelling Words, Week of November 3, 2014
SPELLING LIST
1. crown
2. proud
3. however
4. count
5. crowded
6. around
7. south
8. loud
9. house
10. shouted
11. howl
12. growl
13. bounce
14. fountain
15. sound
Spelling Packet worksheets went home today (11/3) and are due on Friday (11/7)
There will be no spelling packet next week.
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