Newsletter for September 23, 2011

What We Learned This Week

Just a short newsletter as I was "sick as a dog" this week. We've been studying idioms;)

Next week's spelling words are: cost, clock, chose, moth flock, joke, soft, stone, those, pond, vote, globe. Additional words you may want to sort with your student include: crop, rock, boxes, gone, drove, whole, road, coats, coach, home, comb, told, frost, knot, popped, olive, lodge, comma, stock, honest, buffalo, clover, control, and echo. We will be sorting these words into long and short o patterns. Our long o pattern, vowel-consonant-silent e (chose, joke, stone, those, vote, and globe), will support the other v-c-e long vowel patterns we have already studied. I will supplement this pattern with other ways of making the long o sound, e.g., road (oa), comb (omb), etc.

As a reminder, I do look at spelling assessments closely, but more importantly I look at students' use of the spelling pattern generalizations in their writing to see if they are transferring these lessons to their high frequency words (words most often used by this age group). I hope you are finding the grammar/convention portion of the spelling assessments to be a useful communication of your student's convention.

I will be regularly posting optional handwriting pages in our weekly blog. Some students will be assigned handwriting pages as part of their nightly homework if their handwriting is identified as a focus area. I will email those parents directly. I will post the pages on the blog for every one's use in case you would like them. As we begin cursive later in the year, I will change from print to cursive letter formation. Practicing letter formation along with their spelling is a manageable amount of attention to letter formation, unlike writing where the motor focus will interfere with getting ideas down on the page. Eventually, the letter formation practice will begin to transfer to general writing. You can click on each of the handwriting/spelling pages and print at home.

I have finished scoring student's Developmental Reading Assessments (DRAs) and will be sending your students score home next week. The DRA has proven to be an invaluable tool in directing student learning and instruction.

We have nearly finished our math addition and subtraction strategies and our first unit. I will assess students early next week and send the assessments home for you to see.

Important Dates and Reminders

October 3rd - 7th: Box top collection
October 4th: Ohio Reading Achievement Assessment (Please do not schedule any appointments for this date)
October 5th: Walk to School Day
October 7th: Fall Family Night 6:00-8:00pm
October 20th: School Picture Retakes
October 26th: Field Trip to Highbanks Metropark. Please let me know if you are able to chaperon.
October 28th: End of first grading period

October 28th: Halloween Party
8:15 Classroom activities
12:00 Dismissal for extended lunch (grades 1-5 until 1:15)
1:15 Students return from lunch dressed in their costumes and report to their classrooms for attendance
1:30 Parade around Windermere School (parade route begins in back of the school on the playground and proceeds around the south end of the building on the sidewalk) October 31st: No School for Students (Teacher Grading Day)
2:00 Parties in classrooms
2:50 Dismissal

From Mr. Scarpitti: "Windermere's Halloween parade and parties will be held on Friday, October 28th. The daily schedule for students and staff will be modified on Friday, October 28th to accommodate our annual Halloween parade and parties. On this day, children are encouraged to go home or to a friend's/relative's house for lunch and change into their costumes. However, for students who desire to stay at school for lunch on that day, the cafeteria will be open for those who have packed a lunch or wish to buy one (school pizza will be served). Adults will be available to help these children change into their costumes." "Please remember this day is merely a time to dress up in costumes and have fun for those children who choose to participate. Costumes should neither be excessively frightening nor gory. Also, by the Superintendent's directive, no weapon or facsimile of a weapon is permitted on school grounds, thus should not be a part of a costume."

I ask that no one wear any costume that marginalizes, regardless of intent, any economic group, culture or country (no "hobos," Rap artists, ethnic groups, etc.). Thank you for your support!

October 31st: Beggar's Night from 6:00 to 8:00.

Also from Mr. Scarpitti and PTO: "PTO Fall Family Fest is October 7th. An exciting new feature is the display of scarecrows and jack-o-lanterns that day. Each classroom (including morning and afternoon kindergarten classes) will take their kids out to the scarecrow display to view them on October 7th. The scarecrows and pumpkins will be lined along the stop drop and go Windermere side. (jack-o-lantern's will be placed there the morning of the festival, scarecrows will be placed there the night before). Each scarecrow and pumpkin will be numbered for voting. Teachers will parade the children past the scarecrows/pumpkins and then will return to their classrooms for voting (including teachers/assistants votes). Mrs. Holt will email a picture of the pumpkins/scarecrows along with the numbers associated to each one for the teachers to display on their overhead to help remind everyone which scarecrows/pumpkins were there for judging. The teachers will take a tally in their classrooms of all the scarecrows/pumpkins and then forward the tallies to Kirsten Bradley (kirsten.bradley26@gmail.com) who will determine the winners are for both 1st, 2nd, and 3rd place of scarecrows and pumpkins. Winners will be announced that night at Fall Fest."

Newsletter for September 16, 2011

What We Learned This Week

Word Study: Next week's words continue our study of vowel patterns with short and long i. Our long i patterns are vowel-consonant-silent e and -igh. Our words are: city, gift, think, quit, still, thick, bite, drive, kind, white, bright, and night. Think presents an exception to our patterns because ink makes a long e sound. Kind is another exception as it makes the long i sound, but represents neither of our long i patterns. Additional words you may want to study include: kick, with, mixing, rich, time, dime, light, high, beside, blind, quite, chime, cliff, shipped, chips, print, knit, quiz, mist, ditch, mankind, while, climb, frightened. Students should listen for the long and short i sounds and then attempt to use the patterns. Many students reflexively guess and I am trying to slow them down. I find they often guess quickly and incorrectly but do quite well when they slow down.

We spent a great deal of time discussing nouns as things. I intentionally do not use the traditional definition of "people, places and things" as I find including people and places is confusing when learning the difference between proper and common nouns.

I introduced analogies this week during Word Study. Analogies, like Venn diagrams, are a great way to encourage students to think more deeply about connections. Our strategy for analogies is "relationships," how the words are related. This gives us a great opportunity to include synonyms and antonyms in our Word Study on a regular basis as same and opposite are common analogy relationships.


Reading: We continued to study main idea, topic sentences, and supporting details in reading. We revisited Venn diagrams, connecting them to analogies. Our strategies for using Venn diagrams include: labeling the two halves, numbering our differences so they align with each other, and writing similarities. We also discussed how background knowledge can be very helpful with comprehension, but when we are responding to a passage or text we should rely on the information presented to answer questions or compare. Many students are plowing through their Reading Passports. If your student is behind, I am encouraging them to read at home and bring books in for credit. The two purposes of Reading Passports are to develop sustained reading and to become familiar with different genres.

Writing: We continued to work on single paragraphs and our Writing Essentials (indent paragraphs, skip lines to leave room for revision, capitalize the beginnings of sentences and proper nouns, and end all sentences with punctuation). We have been doing ten minute writings. Students are already producing more work and of a higher quality. Students are checking their writing for the Writing Essentials to develop the skill of self-editing. Convention is a common focus area for most students. We have concentrated on topic sentences and are working to remove the following topic sentence starters:
- I'm going to tell you about...
- One day...
- Once upon a time...

Math: We studied doubles and near doubles this week as addition strategies (as well as zero more, one more, and two more). Students are challenged to identify a strategy as often as they are asked for an answer to a single digit addition problem. We used dominoes to sort for strategies. We are continuing to review place and value, time, number line patterns and number grids. We are also studying minimum, maximum, median (middle), mode (most often) and range (difference between maximum and minimum and I sing a bit of Home on the Range to help them remember this). We are also learning how to make change with money story problems by adding on. Later in the year we will solve these problems using multi-digit addition and subtraction.

Science: We are still studying the rock cycle in Earth Science and revisited our kinesthetic models of the three processes that produce three kinds of rock. We use the mnemonic device H E LP to remember Heat, Erosion, and Lots of Pressure as the three main processes for forming rocks. I also make the point that it does not matter what kind of rock you start with, but rather the process dictates the kind of rock you end up with. We used our garden to show the importance of plant roots in preventing erosion. We worked on constructing our plant mazes and should have those finished next week.

Kinesthetic Demonstration of Rock Cycle

Important Dates and Reminders

October 3rd - 7th: Box top collection
October 4th: Ohio Reading Achievement Assessment (Please do not schedule any appointments for this date)
October 5th: Walk to School Day
October 7th: Fall Family Night 6:00-8:00pm
October 20th: School Picture Retakes
October 26th: Field Trip to Highbanks Metropark
October 28th: End of first grading period
October 28th: Halloween Party (Long lunch, 11:05 - 1:30, most students go home and change into costumes)
October 31st: No School for Students (Teacher Grading Day)

Please send your student's new ukulele in and I will tune it. It will take several days of retuning to stretch the nylon strings before it will hold its tuning. I'll be making tags for their ukuleles to quickly distinguish them. I'm also putting small stickers on the back of the head so we can keep instruments in the right hands.

Please send your student's field trip permission slip to school next week and indicate if you are interested in chaperoning. More information will follow as we near the field trip date. Students should wear layers (no umbrellas please), sturdy walking shoes or boots that can get wet (no Crocs), and a sack lunch that can be recycled or thrown out.

Please sign up for conferences. If you have not, send me an email and I will let you know what time slots remain.

Please let me know if you are interested/willing to help plan any of our four annual parties. We do not have any room parents as of yet. I'm very happy to help plan any of these with you. Our Halloween party is fast approaching. Thank you!

Please write separate checks for all book orders. It speeds up the processing and your student will get their books sooner.

I'm getting to know this class as individuals and a group and I am truly enjoying them. Have a great weekend!

Newsletter for September 9, 2011

What We Learned This Week

Word Study: Next week's words are please, desk, dress, next, send, cheese, west, these, eve, chest, even, seem. We have three long e patterns: vowel-consonant-silent e (v-c-e) as in "eve," ee as in "cheese," and ea as in "please." The rest of our words are short vowel e sounds. Additional words you may want to use at home that follow these patterns are: went, spell, left, them, seat, sleep, week, team, knee, squeeze, really, stream, cent, restful, helpful, ending, guess, lead, deaf, fence, cream, peaked, feast, and speeding. Rhyming dictionaries are a great resource four building on patterns. I will begin grammar and parts of speech next week. Please visit earlier posts (Parent Information Highlights) to see suggested spelling activities for home. This week's spelling tests will come home on Monday. They will have scores for spelling, patterns, neatness, and convention. I've also asked students to title the passage to support their understanding of main idea (see below).

Reading: An important third grade benchmark is the ability to read a passage or selection and summarize the main idea (essential theme). I have been presenting short passages to the class and we've been looking for topic sentences, which usually summarize the passage. I've also been busy collecting data on your student as a reader, identifying strategies they use and those that will be most helpful to them. Many students have been instructed in the past not to read with their finger. Research is very clear that students SHOULD read with their finger and I will model this strategy. The practice of reading aloud and tracking with a finger develops fine motor and auditory neural pathways that support comprehension and reinforces multiple pathways for decoding. Please reinforce reading with a finger at home as your student reads their homework or favorite books. Students are working on their passports to explore genre and provide accountability during sustained silent reading. We have approximately six weeks in the grading period to read at least five different "just right books" across at least five different genres. We also discussed "fake reading" and the importance of developing the ability to read for sustained periods without unnecessary restroom, drink and buddy breaks. The class is doing a great job with this. We continued with our read aloud, The Secret of Zoom. We're exploring elements of character, setting, and plot.

Writing: Reading's emphasis on main idea and topic sentences links to our writing focus. We are continuing to practice our kinesthetic writing process (planning, drafting, revising, editing and publishing). Please see if your student can demonstrate this to you (and better yet, see if they can explain each step - revising and editing are likely still confusing). We are working on our Writing Essentials:
- Indent each paragraph.
- Skip lines. (This allows room to revise our work.)
- Capitalize the beginnings of sentences and proper nouns.
- End all sentences with punctuation.
These can take a long time to master. The sooner we can make the Writing Essentials automatic, the sooner we can get into more challenging and interesting writing. We have also talked about how a "good" paragraph does not have a set number of sentences. I will work hard to develop an understanding of a good paragraph as a passage that focuses on a single idea and includes the five W's (who, what, where, when, why) and relevant five senses (taste, touch, smell, sound, sight), rather than a prescribed number of sentences. We will use each other's work to "go from good to great," adding in missing details (5 W's and senses). I'm excited to share we will have pen pals at Tremont this year. I find friendly letters  to be a great way to teach the concept of paragraphs as a single idea and they are very motivating. I hope to plan an end of year event for students to meet their pen pals.

Math: We have been reviewing second grade math concepts to build on, including specific addition strategies. We have covered zero more (e.g., 4 + 0), one More (e.g., 7 + 1), two more (e.g. 3 + 2), and doubles (e.g., 6 + 6). Some facts have More than one strategy: 2 + 2 is both two more and a double. We have been identifying patterns (rules) in number lines (e.g., 2, 4, __, 6; 16, 26, __, 46; 345, __, 545, 645) by focusing on place and value changes. We have been reviewing place and value as separate but related concepts and place value up to 100,000's place. Our strategy for reading "big" numbers, numbers up to 100, 000's place, is to read the three (or fewer) numbers to the left of the thousand's comma, give it a last name (thousand) and then isolate the remaining three numbers. Isolating the numbers between commas is extremely helpful as many third graders are overwhelmed by big numbers, but can easily read numbers up to the 100's place. We have also been looking at number grids. Our rules are:
- Left to Right: Add one
- Right to Left: Take away one
- Top to Bottom: Add ten
- Bottom to Top: Take away ten
Student should be able to apply the above rules to complete a number grid.
We have also been working on time. We've introduced clockwise, quarter-past, half-past, quarter-til, and o'clock. We've learned that the minute hand always goes to the 3, 6, 9, and 12 o'clock positions respectively and that the hour hand moves to four different positions as the minute hand moves. Many students still (this is anticipated) struggle with moving the hour hand. We isolate the hour hand and students tell time just with the hour hand. I've found this is very helpful. I'm also introducing math vocabulary (addend, sum, difference) to prepare students for the future.

We've learned three different games that support number sense, addition and subtraction and place value.
Buzz: This is a game I picked up from educator extraordinaire, Rafe Esquith, that has lots of variations. In the simplest game, students start with one single digit whole number (e.g., 4) and begin counting from one. Any number with the buzz number in it is replaced with the word "buzz." Example: 1, 2, 3, buzz, 5, 6, 7, 8, 9, 10, 11, 12, 13, buzz. Variations include addition, subtraction, multiplication, and even division. Addition and subtraction with a buzz number of 4 would play out as follows: 1, 2, 3, buzz, 5, 6, 7, 8, 9 10, 11, 12, buzz (1 + 3 = 4), buzz, buzz (5 -1 = 4), 16, 17, etc.
Biggest/Smallest: Students draw blank places up to 100,000's place and take turns rolling a ten sided die. They record the number rolled according to its value in a high or low place. 9's, 8's, and 7's are usually recorded in the 100,000's, 10,000's and 1,000's places. At the end of the game, each student reads their number. Watching students play this game tells a lot about their understanding of number (number sense) and it supports our strategies for reading big numbers. Switching the game to smallest number keeps them on their toes and helps them to contrast values.
Knock Out: Students record the numbers 0 through 10 on their board and roll two dice. They can add or subrtract the two values to "knock out" one of the numbers on their board. For example, if a student rolled a 5 and a 3 they could knock out 2 (5 - 3 = 2) or 8 (5 + 3 = 8).

Our garden is off to a great start and our pumpkins are really taking off. Our bean vines are growing quickly and we will be ready to build plant mazes next week. I introduced the rock cycle, three primary processes for creating rocks and the kinds of rocks they produce. Students are working on creating kinesthetic ways of remembering these facts and vocabulary terms. I use the word "H E LP" as a nemonic device to help students remember the three processes:
Heat = igneous rock (ignite)
Erosion = sedimentary rock
Lots of Pressure = metamorphic rock
A few students brought rocks and minerals in this week. Rocks rock!!! If you have some interesting (but not valuable) samples, please feel free to send them in. We also looked at how sand becomes soil by adding decomposing plant and animal matter.

Small Sugar Pumpkins

Fossilized Horn Coral

Amethyst and Quartz Crystal

Important Dates and Reminders

September 14th: Early Dismissal, students depart at 1:15
October 3rd - 7th: Box top collection
October 4th: Ohio Reading Achievement Assessment (Please do not schedule any appointments for this date)
October 5th: Walk to School Day
October 7th: Fall Family Night 6:00-8:00pm
October 20th: School Picture Retakes
October 26th: Field Trip to Highbanks Metropark
October 28th: End of first grading period
October 28th: Halloween Party (Long lunch, 11:05 - 1:30, most students go home and change into costumes)
October 31st: No School for Students (Teacher Grading Day)

Please send your student's new ukulele in and I will tune it. it will take several days of retuning to stretch the nylon strings before it will hold its tuning.



Please send your student's field trip permission slip to school next week and indicate if you are interested in chaperoning. More information will follow as we near the field trip date.

Please sign up for conferences. If you have not, send me an email and I will let you know what time slots remain.

From PTO... "Please send in your classroom party committee form by Monday, September 12th. We need everyone's form, even if you cannot come to the parties. Also there are several classrooms that do not have parents volunteering to coordinate the parties, so please consider as you would only be in charge of coordinating 1 party (with committee help). Thank you!"

Great Websites to Explore

Enjoy these great websites. Please let me know if you need any help logging in. Click on the box below to enlarge.

Newsletter for September 2, 2011

What We Learned This Week

Word Study: Next week's spelling patterns are the long a vowel sound, e.g., cage, (made when a word ends in silent e) and the short a vowel sound, e.g. drag, (made when the word ends in a consonant). Many third graders do not yet know what vowels and consonants are.

- Assessment words: drag, cage, snap, place, rack, wax, stab, brake, mask, space, save, change:

- Challenge words (You can supplement your student's list with these more challenging words or create your own list): accident, absence, bathroom, attract, decade, behave, amaze, bracelet, backpack, bandage, whale, flake, flame, create, glance, after.

Your student should "See it, Say it and Spell it" nightly at least three times for each word. They should then choose another strategy from the list below to support their generalization of patterns.

- Word sort by patterns

- Write more words you can think of with the same pattern

- Rewrite words in alphabetical order

- Word ladders (start with a spelling word and change it to a new word by adding, deleting letters, e.g. take one letter away from drag to make a synonym for old cloth "rag"). Continue up the ladder.

-  Use words in sentences.

- Identify word as a noun, verb or adjective.

- Practice words you have missed on earlier tests.

- Practice common lists (e.g., days of the week, months, states, holidays, etc.).

- Practice common homonyms (e.g., there, their, they're; it's, its; hour, our, are; etc.)

It is far better to practice for a few minutes each night (5 to 10 minutes) rather than cramming on a Thursday night. Cramming will often result in passing all 12 assessment words, but it will not support learning pattern generalizations. I will also assess for grammar and convention (indented paragraphs, capitalized sentence beginnings and proper nouns, and ending punctuation).

Reading: We began to look at single paragraphs (also referred to as passage or selection as standardized assessments use this language) as a single idea that is introduced by a single topic sentence and is supported with multiple supporting details. We will introduce conclusions later. By identifying topic sentences in short passages, we can support our writing of single paragraphs as well. We also talked about sustained reading strategies and differentiated this skill from "fake reading" by making a list of strategies that are fake reading (e.g., going to the restroom, getting a lot of drinks, looking for a book for more than 5 minutes, etc.). We continued with our read aloud, The Secret of Zoom, which left off with a literal cliff hanger as our heroine, Christina, slipped on the roof of her mansion. We briefly discussed how cliff hangers hook the reader into wanting to read more.

Writing: I introduced a kinesthetic model of the writing process: planning, drafting, revising, editing, and publishing. Please see if your student can demonstrate this for you and explain what happens at each stage. It will take some time before this is mastered, but I've found it a good way to introduce the vocabulary involved in the writing process. We wrote a plan on comfort items, pets or places and began a single paragraph draft, emphasizing topic sentences. This is a good example of how we can support reading with writing and writing with reading.

Geography: We looked at the Great Lakes, discussed their importance for transportation during the early days of our country and we studied Ohio's adjacent states.

Math: We studied place and value as separate, but related, concepts. We also began reading "big" numbers, up to the one-hundred-thousands place. We understand that the pattern of one, tens, hundreds repeats and that when looking at a big number we can isolate the largest numbers between commas and begin reading just those numbers and adding a "last name," (e.g., millions, thousands, etc.). Ask your student to demonstrate this new skill to see if they have retained this strategy. I will revisit and build on all math skills until we reach mastery. This can take some time. To support this we play Biggest Number/Smallest number by drawing places up to the one-hundred-thousands place (see photo below). We roll a ten sided die, taking turns with a partner, and record the value in any of the blank spaces. We then read our numbers when we've filled all of the places. This also supports student understanding of number and is a game most enjoy. We spent two days introducing telling time on analog clocks. We differentiated between the hour hand and minute hand. My strategy is to show them that the short hand is the hour hand and that the word hour is shorter than the word minute. I isolated the hour hand (I've removed the minute hand from a larger "teacher" or Judy clock). This helps students to see that when telling time to the hour, the hour hand is on the hour and when telling time to the half-hour (or half-past) the hour hand is exactly in the middle of two hours. We also discussed that when telling time, we always defer to the smaller or earlier hour. I have had students sort themselves after I hand out a money card to everyone. Without talking, they quickly sort themselves from smallest amount to largest amount around the room.

Science: I gave student teams the collaborative challenge of using Keva planks to construct a structure (or series of structures) that met the following criteria:
- Have to move the ball with a Keva plank (not with our hands).
- The ball has to travel down.
- The ball has to travel up.
- The ball must stop on its own in a box structure.
Below is a nearly successful example. This is a seemingly easy challenge, but with freedom to collaborate, it can become very complex. It also supports an attention to direction. For example, this team still needs to determine a way to start the ball moving using Keva planks.

Important Dates and Reminders

September 5th: No School, Labor Day
September 7th: School Pictures (information went home this week)
September 14th: Early Dismissal, students depart at 1:15
October 3rd - 7th: Box top collection
October 4th: Ohio Reading Achievement Assessment (Please do not schedule any appointments for this date)
October 5th: Walk to School Day
October 7th: Fall Family Night 6:00-8:00pm
October 20th: School Picture Retakes
October 26th: Field Trip to Highbanks Metropark
October 28th: End of first grading period
October 28th: Halloween Party (Long lunch, 11:05 - 1:30, most students go home and change into costumes)
October 31st: No School for Students (Teacher Grading Day)

Parent Information Highlights

It was great to see so many of you. I tried to cover a lot of material quickly. Please let me know if you need clarification on anything.

Nightly spelling activities consist of "See it, Say it and Spell it" at least three times for each word plus one additional word study strategy to support word pattern generalizations. I suggest limiting practice to five to ten minutes.

- Word sort by patterns.

- Write more words you can think of with the same pattern.

- Rewrite words in alphabetical order.

- Word ladders (start with a spelling word and change it to a new word by adding, deleting letters, e.g. take one letter away from drag to make a synonym for old cloth "rag"). Continue up the ladder.

-  Use words in sentences.

- Identify word as a noun, verb or adjective.

- Practice words you have missed on earlier tests.

- Practice common lists (e.g., days of the week, months, states, holidays, etc.).

- Practice common homonyms (e.g., there, their, they're; it's, its; hour, our, are; etc.)

Word Ladder

I utilize a combination of best practices across the curriculum. I'm posting the Literacy CAFE menu for your use at home when reading with your student. The top four in each are the most commonly used.

The CAFE strategies can be used at home to support your student's classroom reading strategies.

We will use the same graphic organizer for all of our writing this year (single and multiple paragraphs, personal narratives, friendly letters, research, expository texts, persuasive arguments, fiction, etc.)

Our writing graphic organizer can be used for single or multiple paragraph writing.

Every Day Math provides wonderful animations of the algorithms we will utilize this year. Please visit

the following link to see short video clips of algorithms used in 3rd grade.

https://www.everydaymathonline.com/free_resources_main.htmlfrnologin=1&PHPSESSID=4698d8c68fafef4ddca8b915a775bd0f 

Your student will have four full weeks of daily Type To Learn computer based instruction to develop their keyboarding skills. Unfortunately, it is extremely difficult to reserve our computer lab with any consistency. Therefore, I utilize our four classroom computers during DEAR for this skill on a rotating basis. Your student may not begin typing at school until the spring. I encourage you to follow the installation instructions sent home  with your student so they can practice typing at home to maximize their learning. Unfortunately, due to the broad range of home computer filters and security systems, I am unable to assist with downloading. I have successfully loaded Type To Learn on my home computer, but I have had some families that have struggled to download it.

 

If you did not sign up for conferences, please send me an e-mail and I will give you the remaining time slots to choose from.I recommend visiting the Ohio Department of Education for practice math and reading standardized assessments. You can click on the link below or search "Ohio Department of Education practice tests."
http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEDetail.aspxpage=3&TopicRelationID=240&ContentID=4348&Content=108226

 

Homework tips:

- Name, date, underlined and numbered reading evidence for credit.

- Limit to between 30 and 40 minutes. Please write me a note if your student attempted everything, but was overwhelmed and I can support them at school with strategies.

- I do not grade homework as many families support their student's work. I do check to see if it is completed.

- Establish a quiet place and consistent routine for homework.