The Science Display was a huge success! Having returned from Thanksgiving Vacation, we have shifted our focus to Kwanzaa. The Omega class is learning about African-Americans who have worked hard and overcome obstacles to accomplish something big. Our theme is “Yes We Can” after Obama’s primary acceptance speech. Last week we watched his speech and a music video of the speech (http://www.youtube.com/watch?v=BHEO_fG3mm4&NR=1). Of course, most of his speech was over the kids’ heads, but they all got the gist that people can do anything if we work together and work hard. This week we will be reading about Harriet Tubman, George Washington Carver, Medgar Evers, Walter Dean Myers, and Mae Jemison.
In literacy we have been working on writing and spelling, with some quiet reading tossed in here and there. The kids have all been working on narratives for their writing portfolios. We will resume reading lessons when students are finished writing sometime this week. I am hoping to finish preparing the kids for literature circles before the next vacation.
Monday, December 8, 2008
Sage Literacy Lounge
The Sages have been working on finishing up literature circles. Two groups have completed end-of-the-book projects. The kids who read “The Giver” wrote spoofed newspaper story of what happened to the main character after the end of the book. One of the groups reading “The Phantom Tollbooth” write a skit that spoofed the ending of the story.
We are also focused on making headway in spelling. Everyone is working on some spelling everyday. Some students have also been doing some writing on prompts for the Young Author’s Project. Kudos to the kids working hard to submit writing pieces and meet deadlines!
We are also focused on making headway in spelling. Everyone is working on some spelling everyday. Some students have also been doing some writing on prompts for the Young Author’s Project. Kudos to the kids working hard to submit writing pieces and meet deadlines!
Monday, November 3, 2008
Sage Literacy Lounge
Sages began literature circles a little over a week ago. There are two groups reading The Phantom Tollbooth and one group reading The Giver. After a foul start with Magic by the Lake, everyone appears to be enjoying their books. Each reading group has had one meeting so far, and they are going spectacularly! It is very impressive to watch the Sages take literature circles to the next level. They are taking more ownership of the group and doing more to plan and conduct the meetings themselves. They are also scoring their work and that of other group members using the rubric. I am really enjoying listening to them discuss stories…plots, characters, author’s style and purpose, use of language. They really have some very sophisticated discussions!
Meanwhile we are also chugging along with spelling and penmanship. I have also opened up the Sages literacy curriculum to give them time to work on writing projects of their choosing or things in the works for Fran. As always, if you want to chat, give a holler.
Meanwhile we are also chugging along with spelling and penmanship. I have also opened up the Sages literacy curriculum to give them time to work on writing projects of their choosing or things in the works for Fran. As always, if you want to chat, give a holler.
Omega World News
Science Display
We have begun research in the Omega Room. All students have already read through much material, written two fact cards, and started a visual. If you are looking for a way to fulfill some commitment hours and get more involved in the research process, please volunteer to come in and help out on a Monday or Thursday afternoon from 1 – 2. If this is something you’d really like to do but a morning time would be better, let’s chat. I can flip-flop literacy and research one day. The science display is on Tuesday, November 24 at 1:30. Only three weeks to go. It’s never too early to start thinking about a model and experiment or demonstration.
Below is a write up about how you and your child can engage together around the display. The teachers presented this information at a community meeting last year, and I thought it was worthy of posting again.
Twice every year, SH students embark on a five week long study of a choice topic that is related to our current science or cultural theme. This is a time of intense study that draws on students’ skills in literacy and art. The outcome of this work is a school-wide display during which students present their topics in writing, visuals (pictures, maps, charts, diagrams), and three-dimensional models. For the science display there also is an experiment or demonstration component, which could be combined with the model.
There are many ways parents can support their children during the research and display creation process. It is important to actively engage your child in collecting research materials and resources. While we have a library at school, it is very small and limited. Learning how to gather resources for research is an invaluable skill. Often former SH students return and tell the teachers how important the research skills they learned here at SH have been in their continuing education. Please note that students have an easier time with the research process when materials are appropriate for their grade level.
Your support validates the importance of your child’s hard work and models enthusiasm for learning. Ways parents can help support their children in the research process are:
· Visit the public library with your child.
· Visit natural places where you and your child could make observations about his/her topic.
· Visit museums and take notes or just have a discussion about important information your child could take from the museum and bring to school.
· Surf the Internet with your child. Sometimes it’s also helpful to print out valuable information and send it in to school.
· Notice and highlight information in newspapers and magazines that may relate to your child’s topic.
· Read research material together and discuss it.
· Help your child determine important information.
· Read stories relating to your child’s topic.
· Watch videos or television programs relating to your child’s topic. Discuss the information to prepare your child for writing the facts in school.
· Talk to friends or family members who may be or have resources on your child’s topic.
· The models/experiments/demonstrations are all made at home. Help your child plan their three-dimensional piece, gather materials, and construct it.
The Teachers J
Reading, Writing, and Spelling
The Omegas have been preparing for literature circles by learning and reviewing various skills and reading comprehension strategies. We have had lessons on summarizing, making predictions that are supported with text evidence, using context clues to determine the meaning of unfamiliar words, and reading actively by marking non-fiction text during reading. Additional lessons have focused on using a dictionary and a thesaurus, synonyms and antonyms, pronouns, and letter writing.
The students have written a thank-you letter to Char for Geology Week and a letter to the BFG. Other writing projects include a number of free writes. A few kids have been writing poetry in their journals. There are also three pairs of students co-authoring stories about an imaginary creature who has adapted to living in one of the layers of the earth. These projects combine last year’s study of animal adaptations and this year’s study of the earth’s composition.
We are starting to focus our writing efforts on submitting work to the Young Writers’ Project. There are three prompts we are working with: write a letter to an author whose work has influenced you personally or your outlook on the world, winter (stories, poems, or essays-optional), and Vermont (an essay-optional).
Spelling is moving along well. Omega Ones are starting to feel more comfortable with the new way of doing spelling. It will probably take another round or two of words before they are totally comfortable.
October reading calendars are due. I put November’s calendar in mailboxes last week.
Personal Safety
We concluded (for now) our lessons on relationships with an activity to promote and look critically at clear communication. Students worked in pairs to give and follow specific directions about how to draw a simple design. Then they compared the original picture with the copy. We did two rounds of this with a discussion in between about what made the task easy and what made it hard. The results of round two are hanging in the hallway.
We have begun research in the Omega Room. All students have already read through much material, written two fact cards, and started a visual. If you are looking for a way to fulfill some commitment hours and get more involved in the research process, please volunteer to come in and help out on a Monday or Thursday afternoon from 1 – 2. If this is something you’d really like to do but a morning time would be better, let’s chat. I can flip-flop literacy and research one day. The science display is on Tuesday, November 24 at 1:30. Only three weeks to go. It’s never too early to start thinking about a model and experiment or demonstration.
Below is a write up about how you and your child can engage together around the display. The teachers presented this information at a community meeting last year, and I thought it was worthy of posting again.
Twice every year, SH students embark on a five week long study of a choice topic that is related to our current science or cultural theme. This is a time of intense study that draws on students’ skills in literacy and art. The outcome of this work is a school-wide display during which students present their topics in writing, visuals (pictures, maps, charts, diagrams), and three-dimensional models. For the science display there also is an experiment or demonstration component, which could be combined with the model.
There are many ways parents can support their children during the research and display creation process. It is important to actively engage your child in collecting research materials and resources. While we have a library at school, it is very small and limited. Learning how to gather resources for research is an invaluable skill. Often former SH students return and tell the teachers how important the research skills they learned here at SH have been in their continuing education. Please note that students have an easier time with the research process when materials are appropriate for their grade level.
Your support validates the importance of your child’s hard work and models enthusiasm for learning. Ways parents can help support their children in the research process are:
· Visit the public library with your child.
· Visit natural places where you and your child could make observations about his/her topic.
· Visit museums and take notes or just have a discussion about important information your child could take from the museum and bring to school.
· Surf the Internet with your child. Sometimes it’s also helpful to print out valuable information and send it in to school.
· Notice and highlight information in newspapers and magazines that may relate to your child’s topic.
· Read research material together and discuss it.
· Help your child determine important information.
· Read stories relating to your child’s topic.
· Watch videos or television programs relating to your child’s topic. Discuss the information to prepare your child for writing the facts in school.
· Talk to friends or family members who may be or have resources on your child’s topic.
· The models/experiments/demonstrations are all made at home. Help your child plan their three-dimensional piece, gather materials, and construct it.
The Teachers J
Reading, Writing, and Spelling
The Omegas have been preparing for literature circles by learning and reviewing various skills and reading comprehension strategies. We have had lessons on summarizing, making predictions that are supported with text evidence, using context clues to determine the meaning of unfamiliar words, and reading actively by marking non-fiction text during reading. Additional lessons have focused on using a dictionary and a thesaurus, synonyms and antonyms, pronouns, and letter writing.
The students have written a thank-you letter to Char for Geology Week and a letter to the BFG. Other writing projects include a number of free writes. A few kids have been writing poetry in their journals. There are also three pairs of students co-authoring stories about an imaginary creature who has adapted to living in one of the layers of the earth. These projects combine last year’s study of animal adaptations and this year’s study of the earth’s composition.
We are starting to focus our writing efforts on submitting work to the Young Writers’ Project. There are three prompts we are working with: write a letter to an author whose work has influenced you personally or your outlook on the world, winter (stories, poems, or essays-optional), and Vermont (an essay-optional).
Spelling is moving along well. Omega Ones are starting to feel more comfortable with the new way of doing spelling. It will probably take another round or two of words before they are totally comfortable.
October reading calendars are due. I put November’s calendar in mailboxes last week.
Personal Safety
We concluded (for now) our lessons on relationships with an activity to promote and look critically at clear communication. Students worked in pairs to give and follow specific directions about how to draw a simple design. Then they compared the original picture with the copy. We did two rounds of this with a discussion in between about what made the task easy and what made it hard. The results of round two are hanging in the hallway.
Tuesday, October 7, 2008
Omega World News
LAST WEEK
Reading, Writing, and Science
Last week in reading, I continued conducting reading assessments. I taught reading lessons in conjunction with science. We focused on strategies for reading non-fiction in preparation for research—finding the main ideas and supporting details; asking questions and reading for answers (reading for a purpose). The lessons on main idea and supporting details integrated well with writing lessons on paragraphs.
Along with these lessons students are learning about the three kinds of rocks(igneous, sedimentary, and metamorphic) and minerals. Rocks are made out of minerals, which come in many different forms. We also read The Magic School Bus: Inside the Earth, which talks about the layers of the Earth in relation to the three types of rocks.
Spelling
All students are working nicely. Some have already finished their first set of words and have started another.
Personal Safety
Last week we talked about I-statements vs. You-statements. We also discussed the first three steps of problem solving: ABC. A = Ask a question to engage the person with whom you are having a conflict; B = Brainstorm solutions; C = Choose a solution and give it a try. The students made posters to illustrate this process.
THIS WEEK…
…is geology week!
Fran’s friend, Char, from UVM has been coming to Schoolhouse this week to teach us about geology. On Monday, Char introduced us to the three types of rocks, the geology time line (the earth as we know it has only been around a very short time in relation to the history of the earth), and radioactive dating of rocks. Today we had a fabulous field trip to North Beach and Salmon Hole. The students learned how the ripples in rocks are created by ripples in the water. The ripples mirror the shoreline. They also saw fossilized trilobite “footsteps” in rock at Salmon Hole. We are excited for the coming days. Wednesday’s topic is the layers of our planet and igneous rocks. Thursday is bring a rock to school day. All students should bring one rock to school, and Char will identify it for them. On Friday we have another field trip. We will be going to Lessor’s Quarry to learn about fossils. Each student will be allowed to take one rock home.
Literacy
We are continuing with literacy as normally as possible this week. I am trying to finish up reading assessments while moving kids forward with spelling. Students are also working independently with spelling, penmanship, quiet reading, book reviews, and free writing. The reason reading assessments take so long to complete is that I administer it to each child individually. I can only get through two kids each day, three if I’m really lucky. Students who perform at a certain level on the first assessment do at least one additional assessment. My goal is to find their independent and instructional reading levels and to identify areas of strengths and weaknesses. Then I can begin small reading groups that focus on specific reading strategies and skills. We will also begin literature circles when assessments are completed. I don’t want to overload the kids with literature circles and research, so I’ll keep you informed about how that will happen.
IN THE NEAR FUTURE
I have a couple of notes about what’s going next week.
*Monday at 11:00 we will be brainstorming topics for research. All students will have homework of choosing topics and ordering them from first to last pick. I will also be sending home information on display requirements for Omega Ones and Twos.
*Tuesday at 11:00 we will pick short courses.
*Wednesday at 11:00 we will pick topics for the science display.
*Thursday at 1:00 we will pick another round of short courses.
*Tuesday, October 14, I will be leaving at 2:00 for my doctor’s appointment. He will x-ray my foot and determine if the cast can come off and what my next steps are…next steps…get it? Haha
*I will be out of town Friday, October 17 and Monday, October 20. My dad is turning 60, and the family has been planning a surprise gathering for some time. Dew will be my sub for one of those days. Toby will be returning as my sub for the other.
Reading, Writing, and Science
Last week in reading, I continued conducting reading assessments. I taught reading lessons in conjunction with science. We focused on strategies for reading non-fiction in preparation for research—finding the main ideas and supporting details; asking questions and reading for answers (reading for a purpose). The lessons on main idea and supporting details integrated well with writing lessons on paragraphs.
Along with these lessons students are learning about the three kinds of rocks(igneous, sedimentary, and metamorphic) and minerals. Rocks are made out of minerals, which come in many different forms. We also read The Magic School Bus: Inside the Earth, which talks about the layers of the Earth in relation to the three types of rocks.
Spelling
All students are working nicely. Some have already finished their first set of words and have started another.
Personal Safety
Last week we talked about I-statements vs. You-statements. We also discussed the first three steps of problem solving: ABC. A = Ask a question to engage the person with whom you are having a conflict; B = Brainstorm solutions; C = Choose a solution and give it a try. The students made posters to illustrate this process.
THIS WEEK…
…is geology week!
Fran’s friend, Char, from UVM has been coming to Schoolhouse this week to teach us about geology. On Monday, Char introduced us to the three types of rocks, the geology time line (the earth as we know it has only been around a very short time in relation to the history of the earth), and radioactive dating of rocks. Today we had a fabulous field trip to North Beach and Salmon Hole. The students learned how the ripples in rocks are created by ripples in the water. The ripples mirror the shoreline. They also saw fossilized trilobite “footsteps” in rock at Salmon Hole. We are excited for the coming days. Wednesday’s topic is the layers of our planet and igneous rocks. Thursday is bring a rock to school day. All students should bring one rock to school, and Char will identify it for them. On Friday we have another field trip. We will be going to Lessor’s Quarry to learn about fossils. Each student will be allowed to take one rock home.
Literacy
We are continuing with literacy as normally as possible this week. I am trying to finish up reading assessments while moving kids forward with spelling. Students are also working independently with spelling, penmanship, quiet reading, book reviews, and free writing. The reason reading assessments take so long to complete is that I administer it to each child individually. I can only get through two kids each day, three if I’m really lucky. Students who perform at a certain level on the first assessment do at least one additional assessment. My goal is to find their independent and instructional reading levels and to identify areas of strengths and weaknesses. Then I can begin small reading groups that focus on specific reading strategies and skills. We will also begin literature circles when assessments are completed. I don’t want to overload the kids with literature circles and research, so I’ll keep you informed about how that will happen.
IN THE NEAR FUTURE
I have a couple of notes about what’s going next week.
*Monday at 11:00 we will be brainstorming topics for research. All students will have homework of choosing topics and ordering them from first to last pick. I will also be sending home information on display requirements for Omega Ones and Twos.
*Tuesday at 11:00 we will pick short courses.
*Wednesday at 11:00 we will pick topics for the science display.
*Thursday at 1:00 we will pick another round of short courses.
*Tuesday, October 14, I will be leaving at 2:00 for my doctor’s appointment. He will x-ray my foot and determine if the cast can come off and what my next steps are…next steps…get it? Haha
*I will be out of town Friday, October 17 and Monday, October 20. My dad is turning 60, and the family has been planning a surprise gathering for some time. Dew will be my sub for one of those days. Toby will be returning as my sub for the other.
Sage Literacy Lounge
We have been focusing on reading strategies and corresponding tasks that students will need to know to participate in literature circles. Kids have been asking when we are going to start them. We have just a couple more lessons before I present books and kids get to make choices. I will have three literature circle groups. The groupings are loosely based on students’ reading levels and what they are interested in reading. I do not select the humongous sci-fi or romance type books that many kids read independently. My goal is to give students exposure to genres and authors they typically don’t read independently. It can sometimes be challenging to select books that they have not already read and that they will enjoy. If you have any suggestions, please suggest away! I prefer books under or around 200 pages that are not in the genres of sci-fi and romance.
Spelling is well under way. Some students have already moved on to their second set of words. Some students will be doing vocabulary work as part of their spelling assignments this year. All students will do vocabulary work as part of literature circles. Students have word boxes to collect vocabulary words, words they like, and words with which they have trouble. We will work with definitions, synonyms and antonyms, using the words in context, and using context clues to figure out unknown words.
I also want to tell you that I am so totally enjoying teaching the Sage/Sager group. They have gelled well, work well independently and together, and participate appropriately in lessons. They are a pleasure!
Spelling is well under way. Some students have already moved on to their second set of words. Some students will be doing vocabulary work as part of their spelling assignments this year. All students will do vocabulary work as part of literature circles. Students have word boxes to collect vocabulary words, words they like, and words with which they have trouble. We will work with definitions, synonyms and antonyms, using the words in context, and using context clues to figure out unknown words.
I also want to tell you that I am so totally enjoying teaching the Sage/Sager group. They have gelled well, work well independently and together, and participate appropriately in lessons. They are a pleasure!
Sunday, September 28, 2008
Sage Literacy Lounge
At the beginning of the week, I finsihed administering reading assessments to the Sages. We then dove into our literacy curriculum. Sages have been honing their skill at writing book reviews. We read a story called "The Leaf Men and the Brave Good Bugs," and students wrote a book review about it. Everyone got their first sticker on the Book Review chart.
They have also been learning about storyline (the elements of a story and the order they occur in the text) and, in a whole group lesson, completed a storyline for the book. Then they practiced by reading the story Sun Stones and, working with a partner or individually, completed a storyline.
On Friday, I taught the reading strategy summarizing using a specific format called In Ago, Somebody Wanted Because But So. The storyline for any tale can fit into this format, although complex stories often require the summarizer to go through the process more than once. Here is an example of a summary of Cinderella using the In Ago, SWBBS format.
"In a small village long ago, Cinderella wanted to go to the ball because she wanted to meet the prince. But she didn't have the proper clothes. Plus her evil step-mother and step-sisters prevented her from going by demanding all of her time. So Cinderella's fairy god mother saved the day by working her magic. She provided Cinderella with a fancy dress and a coach for transportation. Cinderella went to the ball and met the prince. After a mishap with the time, her pumpkin coach, and a missing glass slipper, they lived happily ever after." This is a very detailed summary. Some students write with this level of detail naturally. Others are working up to it.
On another note, all students have begun their spelling programs and are progressing well. Whenever, your child begins a new set of words, I'll put it in your box. It is your choice whether you want your child to work with them at home as homework.
As always, if you have anything you'd like to discuss, check in with me and we'll set up a time to sit down together.
They have also been learning about storyline (the elements of a story and the order they occur in the text) and, in a whole group lesson, completed a storyline for the book. Then they practiced by reading the story Sun Stones and, working with a partner or individually, completed a storyline.
On Friday, I taught the reading strategy summarizing using a specific format called In Ago, Somebody Wanted Because But So. The storyline for any tale can fit into this format, although complex stories often require the summarizer to go through the process more than once. Here is an example of a summary of Cinderella using the In Ago, SWBBS format.
"In a small village long ago, Cinderella wanted to go to the ball because she wanted to meet the prince. But she didn't have the proper clothes. Plus her evil step-mother and step-sisters prevented her from going by demanding all of her time. So Cinderella's fairy god mother saved the day by working her magic. She provided Cinderella with a fancy dress and a coach for transportation. Cinderella went to the ball and met the prince. After a mishap with the time, her pumpkin coach, and a missing glass slipper, they lived happily ever after." This is a very detailed summary. Some students write with this level of detail naturally. Others are working up to it.
On another note, all students have begun their spelling programs and are progressing well. Whenever, your child begins a new set of words, I'll put it in your box. It is your choice whether you want your child to work with them at home as homework.
As always, if you have anything you'd like to discuss, check in with me and we'll set up a time to sit down together.
Omega World News
Reading
Last week in reading, I administered reading assessments and got my first glimpse at the specifics of the students' reading abilities. Some students will continue to participate in assessments this week.
Omegas learned how to write an informative and interesting book review and received their first sticker on the Book Review Chart. We talked about including enough information about the story so that someone can figure out if it would be interesting to him/her while not giving away the ending. Students volunteered that important information to include would be the main characters, setting, and problem. They also said that it is good to end a book review with a question related to the problem.
From here on out, I expect students to complete reviews on the books they read. Not all students have to write a review for every book they read as some kids read a book a day. When students write a review, they show it to me for comments and suggestions. Then they receive a sticker on the chart.
Writing
We have begun lessons on paragraphs. For the Omega Ones, this means recognizing where paragraphs begin and end (indenting) and understanding that related information can be grouped together in paragraphs. This week they will practice figuring out where new paragraphs can be created. Omega Twos are focusing on recognizing and writing topic sentences, supporting details, and conclusion sentences. They are also working with finding the main idea and supporting details.
Spelling
All students have begun their spelling programs. I use the Words Their Way program which is based on similar spelling patterns. It requires students to participate actively in constructing their own knowledge through various activities such as sorting words, crossword puzzles, word scrambles, silly sentences (stories and poems are options, too), word hunts (or brainstorms), and playing memory (matching words with the same spelling pattern).
Whenever your child begins a new set of words, I will put a copy of the words in your mailbox. You may choose to work with your child at home or not depending. Some activities you can do together are sorting the words, playing memory or go fish, and reading around the house or around town (while doing errands) for words that follow the patterns. Get creative! Can you and your child make up any new games?
Penmanship
This year I am using a new penmanship program (thanks, Calvin) called Handwriting Without Tears. There are not so many funny loopty-loops for the children's little fingers to have to make. Yes, it is still cursive. The program begins by teaching students the basic shapes that form cursive letters. The first letter it teaches is Cc because it is the easiest to form. Each subsequent letter builds on the shape of the one before it. Students are enjoying the program and are working hard.
Science
We started science on Friday by watching a short (15 minutes) videp of rocks and minerals. The video talked about the three different types of rocks (igneous, sedimentary, and metamorphic) and how each is formed. It also addressed some common minerals and the work of geologists. This week we will continue learning about the types of rocks.
Community Building
Last week, as part of Personal Safety and the Omega social curriculum, students worked with how someone's behavior can affect other's feelings. They shared experiences from their own lives, completed a cause and effect graphic organizer*, and worked cooperatively with classmates to create and perform a skit. In their skit, students had to show a problem caused by someone's behavior and how they could work out a solution. Students were very engaged and created skits based on realistic experiences.
Last week in reading, I administered reading assessments and got my first glimpse at the specifics of the students' reading abilities. Some students will continue to participate in assessments this week.
Omegas learned how to write an informative and interesting book review and received their first sticker on the Book Review Chart. We talked about including enough information about the story so that someone can figure out if it would be interesting to him/her while not giving away the ending. Students volunteered that important information to include would be the main characters, setting, and problem. They also said that it is good to end a book review with a question related to the problem.
From here on out, I expect students to complete reviews on the books they read. Not all students have to write a review for every book they read as some kids read a book a day. When students write a review, they show it to me for comments and suggestions. Then they receive a sticker on the chart.
Writing
We have begun lessons on paragraphs. For the Omega Ones, this means recognizing where paragraphs begin and end (indenting) and understanding that related information can be grouped together in paragraphs. This week they will practice figuring out where new paragraphs can be created. Omega Twos are focusing on recognizing and writing topic sentences, supporting details, and conclusion sentences. They are also working with finding the main idea and supporting details.
Spelling
All students have begun their spelling programs. I use the Words Their Way program which is based on similar spelling patterns. It requires students to participate actively in constructing their own knowledge through various activities such as sorting words, crossword puzzles, word scrambles, silly sentences (stories and poems are options, too), word hunts (or brainstorms), and playing memory (matching words with the same spelling pattern).
Whenever your child begins a new set of words, I will put a copy of the words in your mailbox. You may choose to work with your child at home or not depending. Some activities you can do together are sorting the words, playing memory or go fish, and reading around the house or around town (while doing errands) for words that follow the patterns. Get creative! Can you and your child make up any new games?
Penmanship
This year I am using a new penmanship program (thanks, Calvin) called Handwriting Without Tears. There are not so many funny loopty-loops for the children's little fingers to have to make. Yes, it is still cursive. The program begins by teaching students the basic shapes that form cursive letters. The first letter it teaches is Cc because it is the easiest to form. Each subsequent letter builds on the shape of the one before it. Students are enjoying the program and are working hard.
Science
We started science on Friday by watching a short (15 minutes) videp of rocks and minerals. The video talked about the three different types of rocks (igneous, sedimentary, and metamorphic) and how each is formed. It also addressed some common minerals and the work of geologists. This week we will continue learning about the types of rocks.
Community Building
Last week, as part of Personal Safety and the Omega social curriculum, students worked with how someone's behavior can affect other's feelings. They shared experiences from their own lives, completed a cause and effect graphic organizer*, and worked cooperatively with classmates to create and perform a skit. In their skit, students had to show a problem caused by someone's behavior and how they could work out a solution. Students were very engaged and created skits based on realistic experiences.
Thursday, September 18, 2008
Sage Literacy Lounge
Hello Sage Parents,
Welcome. The Sages and I had a couple of sessions this year. We talked about reading calendars, book reviews, and reading around the genres. What is a genre anyway? The kids can now tell you. They should also be able to name quite a few. One of my goals for the Sages and Sagers this year is to encourage them to try out books other than the kind they usually read. So we will have a chart in the room and kids can earn stickers for each genre they read. When a student reads around all the genres, they will earn....something...I haven't gotte that far, yet...maybe a copy of their favorite book or a gift certificate to a book store...any ideas?
The students also took their first reading assessment. I have a couple more rounds left to administer before we start intruction. I am doing that differently with the students now that they are older. All students are taking the assessments silently rather than one-on-one with me. It will make the process go a whole lot quicker. Also, Sages and Sagers read mostly to themselves, so a silent reading assessment seems like it will give me more acurate information about what they are getting out of their independent reading and where the gaps in their reading comprehension lie. If you'd like me to conduct further assessments with your child, I can. Just let me know.
I also administered the first spelling assessment. I need to do a few (hopefully) short pre-tests with the kids to find out exactly where to start them in the spelling program. My goal is to begin spelling in earnest Tuesday or Wednesday. As always, if you have any questions, suggestions, or concerns, please speak to me.
Thanks and Happy New School Year!
Rachel
Welcome. The Sages and I had a couple of sessions this year. We talked about reading calendars, book reviews, and reading around the genres. What is a genre anyway? The kids can now tell you. They should also be able to name quite a few. One of my goals for the Sages and Sagers this year is to encourage them to try out books other than the kind they usually read. So we will have a chart in the room and kids can earn stickers for each genre they read. When a student reads around all the genres, they will earn....something...I haven't gotte that far, yet...maybe a copy of their favorite book or a gift certificate to a book store...any ideas?
The students also took their first reading assessment. I have a couple more rounds left to administer before we start intruction. I am doing that differently with the students now that they are older. All students are taking the assessments silently rather than one-on-one with me. It will make the process go a whole lot quicker. Also, Sages and Sagers read mostly to themselves, so a silent reading assessment seems like it will give me more acurate information about what they are getting out of their independent reading and where the gaps in their reading comprehension lie. If you'd like me to conduct further assessments with your child, I can. Just let me know.
I also administered the first spelling assessment. I need to do a few (hopefully) short pre-tests with the kids to find out exactly where to start them in the spelling program. My goal is to begin spelling in earnest Tuesday or Wednesday. As always, if you have any questions, suggestions, or concerns, please speak to me.
Thanks and Happy New School Year!
Rachel
Monday, September 8, 2008
New School Year '08
Hello to all the Omega parents! This blog is how I will pass along information about what we have done in the classroom and what is coming up. We can also have a discussion on the blog if people post comments. All you have to do is create an account. It's pretty easy and only requires your email address and a password. It doesn't have to be a gmail address. Please let me know if this format doesn't work for you (you can't get online to read it), and I can print you a hard copy.
The first week of school went smoothly. We are working on building our classroom community and have had a discussion about what that means to us. Our ideas will be up on the classroom wall. We played cooperative elbow tag, in which the goal is to get everyone an equal number of turns. We also played Two Truths and a Trick. Each student wrote three things about him or herself (only two that were true though), and the class had to figure out which were true and which one was not. On Friday, the students participated in a human knot acitivity. In groups of varying numbers, students crossed their arms and held hands with their teammates in the form of a circle. Then they had to untangle themselves safely. The goal was communicating to effectively solve a problem. The kids did well and had fun. Then they wrote in their journals about the experience...their first journal writing assignment.
On a more academic note...I administered the first spelling assessment, and instruction will begin tomorrow. Students have also had their first exposure to the new cursive handwriting program that I am using this year called Handwriting Without Tears. I will start reading assessments this week, also.
Charley and I are trying to set the date for our class potluck for Thursday, September 25. Does this work for everyone? We are thinking of having the potluck at school and securing childcare so that we can have adult conversations. Please contact Charley if you have not touched base with him already.
Last year I took my class to the UVM Ropes Course. I'd like to do so again, as it was a powerful learning experience for everyone. I was thinking of sometime in October before the weather gets too chilly and after we have had some time to work on our classroom commuity. The cost of the Course is around $30 per child. Please check in with me or Charley and let us know if this is something that works for you/something you'd like your child to do.
Have a great week!
Rachel
The first week of school went smoothly. We are working on building our classroom community and have had a discussion about what that means to us. Our ideas will be up on the classroom wall. We played cooperative elbow tag, in which the goal is to get everyone an equal number of turns. We also played Two Truths and a Trick. Each student wrote three things about him or herself (only two that were true though), and the class had to figure out which were true and which one was not. On Friday, the students participated in a human knot acitivity. In groups of varying numbers, students crossed their arms and held hands with their teammates in the form of a circle. Then they had to untangle themselves safely. The goal was communicating to effectively solve a problem. The kids did well and had fun. Then they wrote in their journals about the experience...their first journal writing assignment.
On a more academic note...I administered the first spelling assessment, and instruction will begin tomorrow. Students have also had their first exposure to the new cursive handwriting program that I am using this year called Handwriting Without Tears. I will start reading assessments this week, also.
Charley and I are trying to set the date for our class potluck for Thursday, September 25. Does this work for everyone? We are thinking of having the potluck at school and securing childcare so that we can have adult conversations. Please contact Charley if you have not touched base with him already.
Last year I took my class to the UVM Ropes Course. I'd like to do so again, as it was a powerful learning experience for everyone. I was thinking of sometime in October before the weather gets too chilly and after we have had some time to work on our classroom commuity. The cost of the Course is around $30 per child. Please check in with me or Charley and let us know if this is something that works for you/something you'd like your child to do.
Have a great week!
Rachel
Friday, April 11, 2008
Sage Literacy Lounge, April 11
Reading
The Sages are all reading books that connect to our Cultural topic, Native Americans. Once a week I present the students with "thinker" question. They jot their ideas down on an index card and then get into groups for discussion. The "thinker" questions were generated by the Sages and stem from the various literacy topics we have focused on this year: storyline, theme, reading strategies, and author's style (including literary devices).
Spelling
Spelling has been continuing as usual. However, I admit to slacking on putting your child's spelling words in your mailbox for practice at home. I am wondering how many families actually use the words. If you would like to me continue sending your child's word sets home, please let me know. Otherwise, I'll save some trees.
As always, feel free to contact me in person, by phone, or email with questions, concerns, ideas, or suggestions.
The Sages are all reading books that connect to our Cultural topic, Native Americans. Once a week I present the students with "thinker" question. They jot their ideas down on an index card and then get into groups for discussion. The "thinker" questions were generated by the Sages and stem from the various literacy topics we have focused on this year: storyline, theme, reading strategies, and author's style (including literary devices).
Spelling
Spelling has been continuing as usual. However, I admit to slacking on putting your child's spelling words in your mailbox for practice at home. I am wondering how many families actually use the words. If you would like to me continue sending your child's word sets home, please let me know. Otherwise, I'll save some trees.
As always, feel free to contact me in person, by phone, or email with questions, concerns, ideas, or suggestions.
Omega Update, April 11
Hello all you wonderful families! It has been a long time since I have given you any updates about what we have been doing and where we are going with the literacy curriculum. Let me waste no more time...
Reading and Writing
We have been making progress on our study of the Northern Forest Canoe Trail. The students are working in cooperative groups that focus on a particular area of interest with regards to the Trail: science, history, geography, and present day. We have recently received all 13 maps of the trail system, which are invaluable resources for this project as they have information about science, history, and present day on the back. Now that we have these, we will be able to make some significant headway with our research.
Let me reiterate the purpose of studying the NFCT during literacy. This unit allows me to teach research skills more systematically to the students. These skills will enable them to conduct research more independently in the future. Students have been learning about generating questions and categories of information to help focus their search for information. They have also worked with using text structures such as titles, headings, subheadings, tables of contents,and indexes to locate information.
In addition to research skills, this unit incorporates science, geography, and history. We had a whole lesson on maps and map reading on Wednesday when the maps arrived at school. This lesson also helped us preview the information we can expect to get from the maps. We have also had a couple of science-based literacy lessons about the water cycle which included experiements and lab reports. We talked about how the different parts of the scientific process are similar to reading strategies (hypothesizing and making predictions, for example).
Our study of the Northern Forest Canoe Trail will culminate in two ways. First, the students will present the information they gathered to the class. We will also (hopefully, if we can pull it off) take a canoe trip in the Missisquoi Wildlife Refuge. During this trip we will be able to observe a local river ecosystem, participate in a river clean-up effort (the first week of June is River Clean Up Week), learn some basic canoeing skills, and build community.
Charley and I are working on the logistics of this trip. We need nine canoes and nine willing adult chaperones/paddlers. We will also need 26 life jackets (17 for kids) and paddles. I think it would be easiest to try to rent the gear from a paddling outfitter in the Swanton area. However, I cannot rent adults, so...are you ready to get your canoeing on? I am thinking of June 2 (Monday) as a tentative date for the trip. Maybe after spring vacation we should have a potluck and work together to hash out the details. Please feel free to email me with your responses, thoughts, and ideas (or post a comment to this blog).
Spelling
Progress in spelling has been slow going during this time between the Play and the Cultural Display. We have had a lot on our plates, but have still been able to make some progress. I have totally slacked on putting your child's spelling words in your boxes for use at home. However, I'm figuring that there has been no shortage of homework as we all work on toward the display.
Art
When we come back to school after Spring Break, it will be time to focus on art. In conjunction with out NFCT study, I want to focus on artists whose medium or topic is the natural world. Last year my class learned a little bit about Andy Goldsworthy, who makes art with nature. They were enthralled with his work. I want to revisist Andy and his work this year for a more in depth study. If anyone knows of any other artists, especially a Native American artist or a local artist, please pass that information on to me.
Cultural Display
Everyone has worked so hard to research and draw about their topics. I am really proud of all of your children. It is amazing to see the growth between the science display and now. Thank you to all of you parents who helped out in so many ways. We have three more days to get it all finished. Expect homework associated with the display next week. Feel free to come in and check in with me Monday afternoon.
Reading and Writing
We have been making progress on our study of the Northern Forest Canoe Trail. The students are working in cooperative groups that focus on a particular area of interest with regards to the Trail: science, history, geography, and present day. We have recently received all 13 maps of the trail system, which are invaluable resources for this project as they have information about science, history, and present day on the back. Now that we have these, we will be able to make some significant headway with our research.
Let me reiterate the purpose of studying the NFCT during literacy. This unit allows me to teach research skills more systematically to the students. These skills will enable them to conduct research more independently in the future. Students have been learning about generating questions and categories of information to help focus their search for information. They have also worked with using text structures such as titles, headings, subheadings, tables of contents,and indexes to locate information.
In addition to research skills, this unit incorporates science, geography, and history. We had a whole lesson on maps and map reading on Wednesday when the maps arrived at school. This lesson also helped us preview the information we can expect to get from the maps. We have also had a couple of science-based literacy lessons about the water cycle which included experiements and lab reports. We talked about how the different parts of the scientific process are similar to reading strategies (hypothesizing and making predictions, for example).
Our study of the Northern Forest Canoe Trail will culminate in two ways. First, the students will present the information they gathered to the class. We will also (hopefully, if we can pull it off) take a canoe trip in the Missisquoi Wildlife Refuge. During this trip we will be able to observe a local river ecosystem, participate in a river clean-up effort (the first week of June is River Clean Up Week), learn some basic canoeing skills, and build community.
Charley and I are working on the logistics of this trip. We need nine canoes and nine willing adult chaperones/paddlers. We will also need 26 life jackets (17 for kids) and paddles. I think it would be easiest to try to rent the gear from a paddling outfitter in the Swanton area. However, I cannot rent adults, so...are you ready to get your canoeing on? I am thinking of June 2 (Monday) as a tentative date for the trip. Maybe after spring vacation we should have a potluck and work together to hash out the details. Please feel free to email me with your responses, thoughts, and ideas (or post a comment to this blog).
Spelling
Progress in spelling has been slow going during this time between the Play and the Cultural Display. We have had a lot on our plates, but have still been able to make some progress. I have totally slacked on putting your child's spelling words in your boxes for use at home. However, I'm figuring that there has been no shortage of homework as we all work on toward the display.
Art
When we come back to school after Spring Break, it will be time to focus on art. In conjunction with out NFCT study, I want to focus on artists whose medium or topic is the natural world. Last year my class learned a little bit about Andy Goldsworthy, who makes art with nature. They were enthralled with his work. I want to revisist Andy and his work this year for a more in depth study. If anyone knows of any other artists, especially a Native American artist or a local artist, please pass that information on to me.
Cultural Display
Everyone has worked so hard to research and draw about their topics. I am really proud of all of your children. It is amazing to see the growth between the science display and now. Thank you to all of you parents who helped out in so many ways. We have three more days to get it all finished. Expect homework associated with the display next week. Feel free to come in and check in with me Monday afternoon.
Thursday, March 13, 2008
Sage Literacy Lounge
We are all just about finished with our book projects, redesigning a book cover. They are being displayed on the shelf across the hall from the Omega/Sage room. We are picking our spelling program back up after a hiatus for winter vacation and transitioning back into school.
We are also beginning a new unit in which students will all be reading a biography or historical fiction novel that is related to their topic for the Cultural Display. We are currently researching options and selecting texts. Some kids have already started reading. The main purpose for this unit is to give students the opportunity to view their topic through a different, more personal lens than non-fiction texts offer. I am not sure where to go with a final literacy project for this unit and am open to suggestions from parents and kids. I was thinking something that contains a visual (art), something that incorporates story line and theme (literacy), and something that deals with historical information contained in the story (research). Let me know if anything pops into your head! As always, I am available if you have ideas, questions, concerns, or suggestions about the literacy curriculum. Thanks for your support.
Rachel
We are also beginning a new unit in which students will all be reading a biography or historical fiction novel that is related to their topic for the Cultural Display. We are currently researching options and selecting texts. Some kids have already started reading. The main purpose for this unit is to give students the opportunity to view their topic through a different, more personal lens than non-fiction texts offer. I am not sure where to go with a final literacy project for this unit and am open to suggestions from parents and kids. I was thinking something that contains a visual (art), something that incorporates story line and theme (literacy), and something that deals with historical information contained in the story (research). Let me know if anything pops into your head! As always, I am available if you have ideas, questions, concerns, or suggestions about the literacy curriculum. Thanks for your support.
Rachel
Wednesday, March 12, 2008
Omega Update
Literacy
We are finishing up our book projects this week and have begun (barely) our next unit, which centers around the Northern Forest Canoe Trail. The NFCT is a 740-mile long system of waterways that begins in New York and flows through Vermont, Quebec, and New Hampshire to the coast of Maine. It was used for transportation by the earliest inhabitants of this land, the Native Americans. Students will be learning strategies for research and reading non-fiction text as we learn about the NFCT. This unit will be primarily student driven. Today the students generated questions that will guide our study. Their questions will take us into the realms of history, science, public land management, and geography. The unit will culminate after Spring Break with a canoe trip to explore a part of the Trail and to participate in a stewardship effort by picking up trash along the waterway. As always, I am open to ideas and information from the community (including the students).
Spelling
We have yet picked back up with the spelling program, but I plan on getting back into the groove with that next week.
Writing
We are working on putting together a class book that includes writing pieces from every student. This week kids decided which pieces of their writing they want in the book. We will be adding more pieces as we go through the year. Students will also have the opportunity to illustrate their writings.
Research
An information sheet will be in your mailboxes by the end of the day Wednesday or first thing in the morning on Thursday. Today students picked topics. We also worked together to set up Research Action Plans for each student, which breaks down all the various tasks and sets a deadline. I will photocopy each student's plan and put it in the corresponding parent mailbox so that we are all on the same page. Hopefully, this plan will help keep us all more on track. I am requesting that students start bringing in materials on Monday so that we can start collecting facts first thing next week. I am requesting that all materials (as complete as possible) be in by the end of the week, March 21.
Thanks for all you do to support your child, the Omega Room, and Schoolhouse!
Rachel
We are finishing up our book projects this week and have begun (barely) our next unit, which centers around the Northern Forest Canoe Trail. The NFCT is a 740-mile long system of waterways that begins in New York and flows through Vermont, Quebec, and New Hampshire to the coast of Maine. It was used for transportation by the earliest inhabitants of this land, the Native Americans. Students will be learning strategies for research and reading non-fiction text as we learn about the NFCT. This unit will be primarily student driven. Today the students generated questions that will guide our study. Their questions will take us into the realms of history, science, public land management, and geography. The unit will culminate after Spring Break with a canoe trip to explore a part of the Trail and to participate in a stewardship effort by picking up trash along the waterway. As always, I am open to ideas and information from the community (including the students).
Spelling
We have yet picked back up with the spelling program, but I plan on getting back into the groove with that next week.
Writing
We are working on putting together a class book that includes writing pieces from every student. This week kids decided which pieces of their writing they want in the book. We will be adding more pieces as we go through the year. Students will also have the opportunity to illustrate their writings.
Research
An information sheet will be in your mailboxes by the end of the day Wednesday or first thing in the morning on Thursday. Today students picked topics. We also worked together to set up Research Action Plans for each student, which breaks down all the various tasks and sets a deadline. I will photocopy each student's plan and put it in the corresponding parent mailbox so that we are all on the same page. Hopefully, this plan will help keep us all more on track. I am requesting that students start bringing in materials on Monday so that we can start collecting facts first thing next week. I am requesting that all materials (as complete as possible) be in by the end of the week, March 21.
Thanks for all you do to support your child, the Omega Room, and Schoolhouse!
Rachel
Monday, February 18, 2008
Sage Literacy Lounge
We have been working with non-fiction text structures and will continue to work with comprehension strategies for non-fiction text as we move into our next round of research. Students are currently working with text patterns within paragraphs. The reasoning behind this instruction is that if students are reading expository text and not understanding it, but they can identify the text structure, they then have a framework through which to examine and comprehend the information.
The exception to non-fiction lessons will occur on the Monday after vacation because I will not yet be back at school. On Monday, students will begin a project in which they will design their own book covers for a book of their choice. This project is the reason why I have requested cereal boxes (empty please). We will probably spend most of the first week back working on our book covers.
I am trying to get all students to a good breaking point in their spelling work before the vacation. It would be nice if students could complete all the work and be assessed on their word sets before the break, but we'll have to see how it pans out.
As always, please feel free to chat with me about the work your child is doing, how s/he is feeling about literacy class, concerns, or ideas.
:) Rachel
The exception to non-fiction lessons will occur on the Monday after vacation because I will not yet be back at school. On Monday, students will begin a project in which they will design their own book covers for a book of their choice. This project is the reason why I have requested cereal boxes (empty please). We will probably spend most of the first week back working on our book covers.
I am trying to get all students to a good breaking point in their spelling work before the vacation. It would be nice if students could complete all the work and be assessed on their word sets before the break, but we'll have to see how it pans out.
As always, please feel free to chat with me about the work your child is doing, how s/he is feeling about literacy class, concerns, or ideas.
:) Rachel
Omega Update
Reading
We are finishing up literature circles this week. There may be some groups, though, who do not finish. Those students will be encouraged to finish reading their book over the vacation. When we come back from the winter break, students will be designing a new book cover (front and back) for their literature circle book. It is this activity that caused me to request cereal boxes (empty, please).
Writing
We are wrapping up current writing projects and doing free writes in which students can write about anything they choose. When we come back from the vacation, we will start to take a close look at the writing pieces we want to include in our class book-a compilation of students' work-and what types of pieces we still need to write in order to have substantial variety. Students will also be illustrating some of their writing pieces.
Spelling
My goal is that all students will complete their work with their current word set this week. Then we'll start fresh when we return in March. Students who finish early in the week will work with "brain teaser" word puzzles. They will be allowed to work cooperatively, as the puzzles can be challenging. Those students who need all week to finish the work with their spelling words will work on word puzzles when we return from the break, so that I can stagger the spelling groups for management purposes.
Friendship Group
This week we will be working more with conflict resolution. The students have practiced using the "I feel...I want" language in role playing situations. This week we are going to create a conflict resolution ladder that will act as an aid in following the steps in the process. I'll need a parent volunteer to take the ladder to Staples to be laminated. Hopefully, the ladder will be a resource for the SH community.
Cultural Display
I have been thinking about what direction I want to take with our upcoming study of Native American Indians. In accordance with my style/theme/role, I want to focus our classroom study on the Native American's connection to the land...living by cycles and seasons, agriculture, shelters, etc. I'd love to hear your ideas and suggestions. Maybe we could have a mid-year potluck/brainstorming party? Let me know what you think.
FYI
I will be absent on the Monday and Tuesday after break (March 3 and 4). Dew will be my sub on Monday, and Amy (Lonna's mom) will sub for me on Tuesday.
We are finishing up literature circles this week. There may be some groups, though, who do not finish. Those students will be encouraged to finish reading their book over the vacation. When we come back from the winter break, students will be designing a new book cover (front and back) for their literature circle book. It is this activity that caused me to request cereal boxes (empty, please).
Writing
We are wrapping up current writing projects and doing free writes in which students can write about anything they choose. When we come back from the vacation, we will start to take a close look at the writing pieces we want to include in our class book-a compilation of students' work-and what types of pieces we still need to write in order to have substantial variety. Students will also be illustrating some of their writing pieces.
Spelling
My goal is that all students will complete their work with their current word set this week. Then we'll start fresh when we return in March. Students who finish early in the week will work with "brain teaser" word puzzles. They will be allowed to work cooperatively, as the puzzles can be challenging. Those students who need all week to finish the work with their spelling words will work on word puzzles when we return from the break, so that I can stagger the spelling groups for management purposes.
Friendship Group
This week we will be working more with conflict resolution. The students have practiced using the "I feel...I want" language in role playing situations. This week we are going to create a conflict resolution ladder that will act as an aid in following the steps in the process. I'll need a parent volunteer to take the ladder to Staples to be laminated. Hopefully, the ladder will be a resource for the SH community.
Cultural Display
I have been thinking about what direction I want to take with our upcoming study of Native American Indians. In accordance with my style/theme/role, I want to focus our classroom study on the Native American's connection to the land...living by cycles and seasons, agriculture, shelters, etc. I'd love to hear your ideas and suggestions. Maybe we could have a mid-year potluck/brainstorming party? Let me know what you think.
FYI
I will be absent on the Monday and Tuesday after break (March 3 and 4). Dew will be my sub on Monday, and Amy (Lonna's mom) will sub for me on Tuesday.
Tuesday, February 5, 2008
Sage Literacy Lounge, Feb. 5
The Sages and Sagers have finished reading their second literature circle book and are working on book projects. The students who read The Giver are writing the next chapter in the story. Those who read Hatchet are making spoof comic strips. The kids who read Nothing But the Truth are writing a talk-show interview of the main character.
Life is continuing on as normal with spelling and word work. The Sages and aSagers set a goal of colecting five words per week in their word boxes. These can be spelling words (any word the student needs to know how to spell, not just those from the spelling program), words they like, or vocabulary words.
One change that I've instituted recently is that of making plans. Every Monday the students make a chart that includes the days of the week and all possible areas of literacy work. Each day they check off what they worked on. In this way, the students can hold themselves more accountable for staying on task and completing their work.
Wednesday or Thursday I plan to begin lessons about reading and comprehending non-fiction text. We will be taking a close look at text structures such as titles, headings, sub-headings, captions, and bold-faced words. We will also be analyzing the text itself in regards to the internal text structure: cause and effect, main idea and supporting details, sequence, a list... The purpose of these lessons will be to add strategies to your child's reading comprehension toolbox that s/he can use when dealing with more complex written information. As your child gets further on in the school years, they no longer will be learning to read, but rather, they will be reading to learn. This is coming up quickly for our Sagers, and I want to make sure they are prepared to meet the more difficult reading tasks head on and with knowledge to guide them.
Life is continuing on as normal with spelling and word work. The Sages and aSagers set a goal of colecting five words per week in their word boxes. These can be spelling words (any word the student needs to know how to spell, not just those from the spelling program), words they like, or vocabulary words.
One change that I've instituted recently is that of making plans. Every Monday the students make a chart that includes the days of the week and all possible areas of literacy work. Each day they check off what they worked on. In this way, the students can hold themselves more accountable for staying on task and completing their work.
Wednesday or Thursday I plan to begin lessons about reading and comprehending non-fiction text. We will be taking a close look at text structures such as titles, headings, sub-headings, captions, and bold-faced words. We will also be analyzing the text itself in regards to the internal text structure: cause and effect, main idea and supporting details, sequence, a list... The purpose of these lessons will be to add strategies to your child's reading comprehension toolbox that s/he can use when dealing with more complex written information. As your child gets further on in the school years, they no longer will be learning to read, but rather, they will be reading to learn. This is coming up quickly for our Sagers, and I want to make sure they are prepared to meet the more difficult reading tasks head on and with knowledge to guide them.
Omega Update, Feb. 5
Reading
Literature Circle groups are going smoothly...or as smoothly as possible with five groups going at once. I think the kids are enjoying the books, for the most part. There may be a few who did not get their choice this time around and are not so enthralled with their story. However, those kids will definitely get one of their choices next time around.
Spelling
Things are moving along as usual.
Writing
Kids have been working on "A Tale of Two Friends," a story of two friends who have a miscommunication and how they get beyond it. This story, as you may have figured out, is also part of our learning in Friendship Group.
Word Work
Students have been filling out word cards and putting them in their word boxes. I will be checking in and checking up on their work today.
Book Reviews
We had a short lesson on writing informative, interesting, and user-friendly book reviews last week. Hopefully, this will result in higher-quality reviews for our class book. Kids are definitely getting more interested in writing and reading other people's reviews. They're also working for those stickers on the chart.
Friendship Group
We have been working with communication via words, body language, and tone of voice. Last week we played with saying the same words with a different tone and communicating a different message. This week we are working with communication for conflict resolution. Kids are learning the steps to take in resolving a conflict and some options for respectful language. We are focusing on the "I feel/I want" message. For example, "I feel bad when you cut me in line. I want you to get behind me."
Literature Circle groups are going smoothly...or as smoothly as possible with five groups going at once. I think the kids are enjoying the books, for the most part. There may be a few who did not get their choice this time around and are not so enthralled with their story. However, those kids will definitely get one of their choices next time around.
Spelling
Things are moving along as usual.
Writing
Kids have been working on "A Tale of Two Friends," a story of two friends who have a miscommunication and how they get beyond it. This story, as you may have figured out, is also part of our learning in Friendship Group.
Word Work
Students have been filling out word cards and putting them in their word boxes. I will be checking in and checking up on their work today.
Book Reviews
We had a short lesson on writing informative, interesting, and user-friendly book reviews last week. Hopefully, this will result in higher-quality reviews for our class book. Kids are definitely getting more interested in writing and reading other people's reviews. They're also working for those stickers on the chart.
Friendship Group
We have been working with communication via words, body language, and tone of voice. Last week we played with saying the same words with a different tone and communicating a different message. This week we are working with communication for conflict resolution. Kids are learning the steps to take in resolving a conflict and some options for respectful language. We are focusing on the "I feel/I want" message. For example, "I feel bad when you cut me in line. I want you to get behind me."
Monday, January 21, 2008
Sage Literacy Lounge
Sages and Sagers have finished or are almost finished with their second literature circle books. We had a meeting last week about what they wanted to do for the next four or so weeks. The options were a third round of literature circles with more high-interest choices available for what to read, lessons on understanding text structure in non-fiction, and an author study research project. The kids decided on another round of literature circles. So, we will spend a good deal of time previewing books. I am going to offer up classic titles such as 1984, Animal Farm, Lord of the Flies, Metamorphasis, The Outsiders, and Steppenwolf. Newer fiction such as Milkweed and Tangerine will also be up for grabs.
In conjunction with the next round of literature circles we will revise and ramp-up jobs. I will also be teaching mini-lessons about storyline-introduction, rising action, climax, and falling action. We will use this structure as we talk about the stories.
Last week, the students particupated in a mini-lesson around what makes a good book review. They looked at actual reviews written by kids and talked about which ones they liked and why and which ones they didn't like and why. The class came to the conclusion that a good book review must be kind of like an advertisement and give some information about the story so as to be useful to the reader.
Most spelling groups were assessed last week and will be starting new sorts this week. Be on the lookout for new spelling words to appear in your mailboxes.
I'd love to hear your feedback about this blog. Is it helpful?
Have a Great Week!
In conjunction with the next round of literature circles we will revise and ramp-up jobs. I will also be teaching mini-lessons about storyline-introduction, rising action, climax, and falling action. We will use this structure as we talk about the stories.
Last week, the students particupated in a mini-lesson around what makes a good book review. They looked at actual reviews written by kids and talked about which ones they liked and why and which ones they didn't like and why. The class came to the conclusion that a good book review must be kind of like an advertisement and give some information about the story so as to be useful to the reader.
Most spelling groups were assessed last week and will be starting new sorts this week. Be on the lookout for new spelling words to appear in your mailboxes.
I'd love to hear your feedback about this blog. Is it helpful?
Have a Great Week!
Omega Update - January 21, 2008
Reading
We have begun our second round of literature circles. There are five groups this time ranging from two to five students. The groups are interest based, as the kids all had the power to choose their next book. The five books we are reading are: Julie's Wolf Pack by Jean Craighead George, Loser by Jerry Spinelli, Mick Harte Was Here by Barbara Park, Half Magic by Edward Eager, and Frindle by Andrew Clements. You can support the work your child is doing in literature circles in many ways: talk about the book, read and discuss sections of your child's choosing, get a copy of the book and read along at home, talk about your child's literature circle job with her/him.
I will be teaching mini-lessons on storyline in conjunction with strategies for "filing away" and recalling details and events in text. The first of these will happen tomorrow. We will finally get to read The Raven-a porquois tale from the Native American Indians of the Pacific Northwest-as part of this lesson.
Remember to casually mention/remind your child about filling out the reading calendar if s/he is one to forget such things.
Writing
Students will be working on writing as a way to get to know themselves and figure out their social worlds, as they journal and we converse in writing about friendships. These entries/conversations will begin this week in conjunction with friendship group.
We have finished a series of lessons on contractions, and I have been noticing kids trying to incorporate contractions into their written work.
Spelling
Be looking in your mailboxes for your child's next set of spelling words. Most groups were assessed last week and are starting new sorts. I've heard kids mention that working with their words at home is helping them learn. Keep up the good work on the homefront.
Word Work
Last week the Omegas agreed on their goals of three words per week for O1s and four per week for O2s. We didn't take the goal seriously last week because kids were still learning how to complete the cards. The idea of collecting words seems to have caught on, and most (if not all) are enjoying the task.
Friendship Group
This week we will play Charades as we have fun comunicating with body language. Kids will be journaling about ways friends communicate, and I will be responding to their entries.
The Play
We have in-school play rehearsal on Friday mornings from 8:40 until 10:00 (first recess). Fran and I are sharing the hour and a half block from 10:30 until 12:00 for literacy and math instruction. Last week we began regearsals in play short courses, too. "Star Sisters" will be regearsing after school this Tuesday. I was impressed to learn that some kids have already memorized their lines.
Commenting
Charley figured out how to comment, so if you're having trouble check in with him. I think all you have to do is click on "comments" at the bottom of the post and follow directions.
Have a Great Week!
We have begun our second round of literature circles. There are five groups this time ranging from two to five students. The groups are interest based, as the kids all had the power to choose their next book. The five books we are reading are: Julie's Wolf Pack by Jean Craighead George, Loser by Jerry Spinelli, Mick Harte Was Here by Barbara Park, Half Magic by Edward Eager, and Frindle by Andrew Clements. You can support the work your child is doing in literature circles in many ways: talk about the book, read and discuss sections of your child's choosing, get a copy of the book and read along at home, talk about your child's literature circle job with her/him.
I will be teaching mini-lessons on storyline in conjunction with strategies for "filing away" and recalling details and events in text. The first of these will happen tomorrow. We will finally get to read The Raven-a porquois tale from the Native American Indians of the Pacific Northwest-as part of this lesson.
Remember to casually mention/remind your child about filling out the reading calendar if s/he is one to forget such things.
Writing
Students will be working on writing as a way to get to know themselves and figure out their social worlds, as they journal and we converse in writing about friendships. These entries/conversations will begin this week in conjunction with friendship group.
We have finished a series of lessons on contractions, and I have been noticing kids trying to incorporate contractions into their written work.
Spelling
Be looking in your mailboxes for your child's next set of spelling words. Most groups were assessed last week and are starting new sorts. I've heard kids mention that working with their words at home is helping them learn. Keep up the good work on the homefront.
Word Work
Last week the Omegas agreed on their goals of three words per week for O1s and four per week for O2s. We didn't take the goal seriously last week because kids were still learning how to complete the cards. The idea of collecting words seems to have caught on, and most (if not all) are enjoying the task.
Friendship Group
This week we will play Charades as we have fun comunicating with body language. Kids will be journaling about ways friends communicate, and I will be responding to their entries.
The Play
We have in-school play rehearsal on Friday mornings from 8:40 until 10:00 (first recess). Fran and I are sharing the hour and a half block from 10:30 until 12:00 for literacy and math instruction. Last week we began regearsals in play short courses, too. "Star Sisters" will be regearsing after school this Tuesday. I was impressed to learn that some kids have already memorized their lines.
Commenting
Charley figured out how to comment, so if you're having trouble check in with him. I think all you have to do is click on "comments" at the bottom of the post and follow directions.
Have a Great Week!
Sunday, January 13, 2008
Sage Literacy Lounge
We are in the middle/end of our second round of literature circles. You can support the work your child is doing in school by talking about the book s/he is reading and the different jobs s/he has held as a literature circle member.
For updates in spelling and word work, see those topics in teh Omega Update.
For updates in spelling and word work, see those topics in teh Omega Update.
Omega Update January 14, 2008
Reading
We are beginning new literature circles on Monday. Last week, the kids previewed a pile of books and selected their top three. Then we had a class meeting and sorted kids into book groups. Not all kids got one of their top three choices. However, those that did not agreed to read a different book. I will make sure those kids get on of their top picks next time, for sure. You can support what your child will be doing in literature circles by talking about the book s/he is reading and about his/her jobs (they change week to week).
Your child should be filling out his/her reading calendar each night s/he reads.
Spelling
It's life a normal in the world of spelling.
Writing
Students have been learning about contractions as part of morning meeting. Lst week, students brainstormed a huge list of contractions and came up with almost all of them! This week they will be sorting those contractions by common ending.
In conjunction with the play we saw at the Flynn, "Me, Me, Me," students have completed (or almost completed) a writing project that shows how the main character's problem could be solved. This project came about in a discussion after the performance in which students voiced their displeasure with the ending of the play. They felt that the ending was "abrupt" (an actual word used by an Omega 2) and didn't really end the story. They felt that they were left hanging. So two project choices emerged. One was writing a new ending. The other was interviewing a character. Look for these finished pieces in the hallway.
Word Work
I introduced the word boxes to students in a mini-lesson last week. We made a poster that shows the types of words kids can collect (spelling, words they like, and vocabulary words). I modeled how to fill out a word card and put those examples on the poster also. Then we set up the boxes. Students will begin collecting words this week. I'd like to start with the goal of three words/week for Omega 1s, 4 words/week for Omega 2s, and 5 words/week for Sages and Sagers.
Friendship
We are focusing on communication. Last week, students played a game in which they drew a simple geometric design and had to describe it to his/her partner in a detailed manner while the partner drew the design. Then they compared to see how much alike the two pictures looked. We did this once in the morning, talked about it, and wrote about it. The we tried it again in the afternoon. If you look on the bulletin board above the counter enxt to the sink, you can see the students' drawings.
This week we will focus on communication through body language. We will play a charade type game to practice using and interpreting body language.
Short Courses
We begin new rounds of short courses on Tuesday.
Announcements
*There is no school next Monday, January 21, as it is Martin Luther King, Jr. Day.
*Kyla, a Tau in Joni's room, will be joining the Omegas for literacy.
*I know everyone is gearing up to be busy for the play, but I could still use about an hour of help once a week doing things like cutting out spelling words. If you are available anytime, please let me know, otherwise I'll sweet-talk Anu.
We are beginning new literature circles on Monday. Last week, the kids previewed a pile of books and selected their top three. Then we had a class meeting and sorted kids into book groups. Not all kids got one of their top three choices. However, those that did not agreed to read a different book. I will make sure those kids get on of their top picks next time, for sure. You can support what your child will be doing in literature circles by talking about the book s/he is reading and about his/her jobs (they change week to week).
Your child should be filling out his/her reading calendar each night s/he reads.
Spelling
It's life a normal in the world of spelling.
Writing
Students have been learning about contractions as part of morning meeting. Lst week, students brainstormed a huge list of contractions and came up with almost all of them! This week they will be sorting those contractions by common ending.
In conjunction with the play we saw at the Flynn, "Me, Me, Me," students have completed (or almost completed) a writing project that shows how the main character's problem could be solved. This project came about in a discussion after the performance in which students voiced their displeasure with the ending of the play. They felt that the ending was "abrupt" (an actual word used by an Omega 2) and didn't really end the story. They felt that they were left hanging. So two project choices emerged. One was writing a new ending. The other was interviewing a character. Look for these finished pieces in the hallway.
Word Work
I introduced the word boxes to students in a mini-lesson last week. We made a poster that shows the types of words kids can collect (spelling, words they like, and vocabulary words). I modeled how to fill out a word card and put those examples on the poster also. Then we set up the boxes. Students will begin collecting words this week. I'd like to start with the goal of three words/week for Omega 1s, 4 words/week for Omega 2s, and 5 words/week for Sages and Sagers.
Friendship
We are focusing on communication. Last week, students played a game in which they drew a simple geometric design and had to describe it to his/her partner in a detailed manner while the partner drew the design. Then they compared to see how much alike the two pictures looked. We did this once in the morning, talked about it, and wrote about it. The we tried it again in the afternoon. If you look on the bulletin board above the counter enxt to the sink, you can see the students' drawings.
This week we will focus on communication through body language. We will play a charade type game to practice using and interpreting body language.
Short Courses
We begin new rounds of short courses on Tuesday.
Announcements
*There is no school next Monday, January 21, as it is Martin Luther King, Jr. Day.
*Kyla, a Tau in Joni's room, will be joining the Omegas for literacy.
*I know everyone is gearing up to be busy for the play, but I could still use about an hour of help once a week doing things like cutting out spelling words. If you are available anytime, please let me know, otherwise I'll sweet-talk Anu.
Sunday, January 6, 2008
Omega Update, January 7, 2008
Flynn Theater Field Trip and Friendship Group
On Monday we are going to the Flynn Theater to see the play "Me, Me, Me." It is about classroom dynamics, rejection, exclusion, and inclusion. In conjunction with the performance, we have begun lessons on friendship. This will be our classroom theme/project during the next six weeks. On Friday, students brainstormed words they associate with friendship, i.e. relation, happiness, communication, belonging, sharing...Some activities we will enjoy are games that emphasize communication (verbal and physical), role playing conflict resolution scenarios, and reading and writing stories and poems about friendship. If there is a particular topic or skill you would like to see included in the friendship curriculum, if you have an idea for a lesson, or if you'd like to teach a lesson, let me know. You can see me in person, drop me a note or email, or reply to this post.
Reading
Students are in the process of completing and presenting their book projects from our first round of literature circles. Some students chose to act out a scene from the book. Others chose to write and perform a news report about their book. Still others are making a comic book or story board about the main events. Look for them in the hall.
This week students will select new books for the next round of literature circles. My goal is to have three choices for all students. I expect the second round will go a bit smoother as students will be more familiar with the process and expectations.
Spelling
Unfortunately, the vacation and end of a spelling sort did not coincide. Students are reviewing the spelling patterns they were working with when we went on break and picking up where they left off. Because our lives are pretty nuts around the holidays, I’m betting that many of you may have misplaced the spelling handout I passed out before the vacation. So I am reissuing the spelling words your child is currently working with so that you can continue to review at home. Most groups will be getting assessed on these words toward the end of the week. If your child has two handouts, it is because his/her assessment is coming up sooner than later and s/he will be moving on to another sort very soon.
I’d love some feedback on whether you find receiving the spelling words helpful. Do you need more ideas on what to do with them? Would you be willing to share what you do at home with other families?
Writing
Our writing project will focus around our theme of friendship. We write stories, poems, and non-fiction. I will be teaching mini-lessons on grammar, mechanics, and literary devices and will also work on these skills individually with children throughout the writing process. Some highlights of grammar and mechanics include contractions, combining sentences, punctuating complex and compound sentences, punctuating dialogue, and capitalizing proper nouns. Literary devices that we will work with include metaphors, similes, imagery, personification, alliteration, assonance, rhyme, repetition, and onomatopoeia.
Word Work
We will be beginning to collect words this week. Each student will have his/her own file box with alphabetized dividers. Students will complete cards for spelling words, vocabulary words (from literature circle or independent reading books), and funny or interesting words. This will reinforce spelling, serve as a resource, act as a personal dictionary, and hopefully motivate students to build stronger vocabularies.
Book Reviews
I am encouraging all students to complete book reviews upon finishing a book. There is a chart up in the room on which students earn a sticker for each review they complete. The reviews are often read by other students as they look for the next book that will interest them. The more reviews we have in our binder, the better a reference tool it is for the class.
Reading Calendar
I sent home new reading calendars for the month on January. Many students have returned their November/December calendar. If your child has misplaced his/her calendar, s/he can write a paragraph telling me what books s/he read and how often s/he reads at home. Then s/he needs to get you to sign the paragraph.
Parents have been reporting that students are enjoying tracking their home reading and that filling out the calendar has been both motivating and empowering. What's your child's experience been like?
On Monday we are going to the Flynn Theater to see the play "Me, Me, Me." It is about classroom dynamics, rejection, exclusion, and inclusion. In conjunction with the performance, we have begun lessons on friendship. This will be our classroom theme/project during the next six weeks. On Friday, students brainstormed words they associate with friendship, i.e. relation, happiness, communication, belonging, sharing...Some activities we will enjoy are games that emphasize communication (verbal and physical), role playing conflict resolution scenarios, and reading and writing stories and poems about friendship. If there is a particular topic or skill you would like to see included in the friendship curriculum, if you have an idea for a lesson, or if you'd like to teach a lesson, let me know. You can see me in person, drop me a note or email, or reply to this post.
Reading
Students are in the process of completing and presenting their book projects from our first round of literature circles. Some students chose to act out a scene from the book. Others chose to write and perform a news report about their book. Still others are making a comic book or story board about the main events. Look for them in the hall.
This week students will select new books for the next round of literature circles. My goal is to have three choices for all students. I expect the second round will go a bit smoother as students will be more familiar with the process and expectations.
Spelling
Unfortunately, the vacation and end of a spelling sort did not coincide. Students are reviewing the spelling patterns they were working with when we went on break and picking up where they left off. Because our lives are pretty nuts around the holidays, I’m betting that many of you may have misplaced the spelling handout I passed out before the vacation. So I am reissuing the spelling words your child is currently working with so that you can continue to review at home. Most groups will be getting assessed on these words toward the end of the week. If your child has two handouts, it is because his/her assessment is coming up sooner than later and s/he will be moving on to another sort very soon.
I’d love some feedback on whether you find receiving the spelling words helpful. Do you need more ideas on what to do with them? Would you be willing to share what you do at home with other families?
Writing
Our writing project will focus around our theme of friendship. We write stories, poems, and non-fiction. I will be teaching mini-lessons on grammar, mechanics, and literary devices and will also work on these skills individually with children throughout the writing process. Some highlights of grammar and mechanics include contractions, combining sentences, punctuating complex and compound sentences, punctuating dialogue, and capitalizing proper nouns. Literary devices that we will work with include metaphors, similes, imagery, personification, alliteration, assonance, rhyme, repetition, and onomatopoeia.
Word Work
We will be beginning to collect words this week. Each student will have his/her own file box with alphabetized dividers. Students will complete cards for spelling words, vocabulary words (from literature circle or independent reading books), and funny or interesting words. This will reinforce spelling, serve as a resource, act as a personal dictionary, and hopefully motivate students to build stronger vocabularies.
Book Reviews
I am encouraging all students to complete book reviews upon finishing a book. There is a chart up in the room on which students earn a sticker for each review they complete. The reviews are often read by other students as they look for the next book that will interest them. The more reviews we have in our binder, the better a reference tool it is for the class.
Reading Calendar
I sent home new reading calendars for the month on January. Many students have returned their November/December calendar. If your child has misplaced his/her calendar, s/he can write a paragraph telling me what books s/he read and how often s/he reads at home. Then s/he needs to get you to sign the paragraph.
Parents have been reporting that students are enjoying tracking their home reading and that filling out the calendar has been both motivating and empowering. What's your child's experience been like?
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