Word Study
We are continuing with plural noun spelling features. While reviewing the previously introduced patterns of -s, -es, -ves, and -ies, I also introduced many common irregular or "tricky" nouns: men, women, mice, fish/fishes, children, heroes, tomatoes, feet, geese, teeth, and octopuses/octopi. These nouns do not follow the generalized features and must be memorized. I will assess students on these next week.
Students concluded their first group of cursive letters, all based on lower-case "c" (c, a, d, g, and q). We started our next group, all based on lower-case "i." Possibly more importantly, I am writing our morning greeting in cursive so students have daily practice reading cursive.
Reading
Reading groups continue to use T-charts to identify main idea and supporting details from leveled books chosen based on students' present reading levels. These short leveled texts are perfect for single sitting or short two day lessons. I am also working on cause and effect with students. One of the trickiest parts is understanding that an effect can become a cause. For example:
cause: I don't brush my teeth. effect: I get cavities.
cause: I get cavities. effect: I have to get fillings.
For many students, the second half of the year leads to voracious independent reading. It is important that students develop interests across genres, be able to identify appropriate text levels, and sustain independent reading. I will introduce strategies using post-it notes that won't interrupt their reading, but will provide opportunities to develop their comprehension skills. Students are working on Book Room book reviews. You can see our first three here: http://mrhudsonsbookroom.blogspot.com/
We are also exploring context clues. Using a made up word to avoid the chance that a student may already know a word, I will begin with very few clues. For example:
I gelted. (This nonsense word, gelted, offers few context clues other than it is probably a past tense verb, as indicated by following the pronoun I and ending in -ed. The absence of context clues makes it hard to determine reasonable synonyms as practically any verb ending in -ed will work: walked, talked, rushed, snored, etc.)
I gelted down the stairs. (Students now have many more clues and can offer more specific synonyms or substitutions: jumped, walked, raced, floated, paraded etc.)
I gelted painfully down the slippery stairs. (Students are now armed with sufficient context clues to offer reliable synonyms: fell, slipped, tumbled, etc.)
I introduced locate questions and think questions this week. I will continue to explore this with students over the next few weeks and especially as we transition into our African American research unit. Locate questions are a lot like the first 4 questions in our reading homework. They answer the 4 W’s of Who, What, Where, When. Think questions are the 5th W, the Why questions. Think questions demand much more of the student as they require the reader to synthesize what they’ve read, form an opinion, prediction, position, argument or inference and support it with evidence from the text. While there typically only one right answer for a locate question, think questions can have many different answers and are worded in many different ways.
Writing
As we began research this week, I felt there were still a few opportunities to improve our writing I needed to develop before we got into research so we are postponing it for at least another week as students work on adding transition words, specific vocabulary (description leading to a mental picture) and supporting dialogue. I am very pleased with how much most students are producing. I am working with students to develop an understanding of how much they can write in a twenty to thirty minute period and to practice adapting their plan to this effort. They should be able to get a beginning, middle and end drafted in this period for a personal narrative. This will take some time and requires daily short, focused writings.
Math
Fractions are off to a great start. We understand fractions are "equal parts of a whole." Our entry point to any fraction problem is to understand the denominator. We should also understand that the number of items in our whole is not necessarily the same as our denominator. For example, 12 flowers could be grouped into one, two, three, four, six, or twelve equal groups (six possible denominators).
Students recognize the numerator as the number of equal groups shaded, eaten, used, etc.
Students are also developing an understanding of zero groups (0/d where d = denominator), the whole or one (n/d where the numerator = denominator) and 1/2 (n/d where the numerator is equal to half of the denominator). This is very helpful in comparing fractions. Students who can quickly determine if a fraction is less than, equal to or greater than 1/2 can compare fractions very efficiently.
Students have also started placing fractions on a number line. They first identify the zero and the one or whole (These terms are used synonymously.). They then use different strategies to break up their number line by starting with the denominator. Again, I'm VERY pleased with the progress we're making in fractions.
Science
Students should have identified three problems they are considering for the Invention Convention by next Friday. The more common the problem the better. These should be student directed. More specific information will be shared next week with students and families.
Important Dates & Reminders
Important 3rd Quarter Dates & Reminders
February 2 through 13, 2015 - Ohio Wildlife Center donation drive. This will serve as our Valentine's Day party. We do not have any other Valentine's Day activities. Students can bring cards for their classmates. However, we ask that if students bring cards, they bring one for everyone and that they are reasonably the same. Signing, but not addressing cards, will expedite passing out cards and is very appreciated. We are also trying to avoid food or candy items. Thank you.
February 9 through 13, 2015 - Collection days for Box Tops for Education
February 13, 2014 - Ohio Wildlife Center visits: Click on the link to donate: OWC Donations
February 16, 2015 - No School Presidents' Day
February 17 & 18, 2015 - Math PARCC
February 23, 2015 - English Language Arts State PBA
February 23, 2015 - AASCD
March 9 through 13, 2015 - PTO Book Sale
March 17, 2015 - 3rd Grade Musical
March 20 through 27, 2015 - No School Spring Break
March 31, 2015 - Invention Convention Open House 9 to 10am
April 2, 2015 - End of third quarter
April 3, 2015 - No School
April 6, 2015 - No School, teacher grading day
Important 4th Quarter Dates & Reminders
April 8, 2015 - Early Dismissal/Teacher Development at 1pm
April 9, 2015 - Spring Picture Day
April 13 through May 22, 2015 - District Writing Diagnostic Testing
April 14, 2015 - Progress Reports sent home
April 21 through 22, 2015 - English Language Arts State EOY
April 22, 2015 - Ohio Reading Achievement Assessment
April 24, 2015 - Kid Fest
April 28 through 29, 2015 - Math State EOY
May 1 through 29, 2015 - STAR Reading and Math Diagnostic Testing
May 9, 2015 - Wish Run
May 25, 2015 - No School Memorial Day
June 1, 2015 - Field Day
June 3, 2015 - End of fourth quarter/Last day for students, Classroom parties 12:05 till 1:05pm
June 9, 2015 - Progress Reports sent home
No comments:
Post a Comment