Happy Memorial Day!
We began our day with an all school assembly in honor of Memorial Day. The CORE team did a fabulous job putting this together for the whole school. We appreciate all of their efforts!
Students had a goodly amount of time to work on those World's Fair essays. These should be finished up by Thursday.
In science, 6S had the class time to work on their Paper Pet Projects. These are due by Friday at the latest. No more class time will be given.
We ended our day with our buddies from Mrs. Roberts' class.
Reminder that the Crossword Puzzle homework for reading is due tomorrow.
Tuesday, May 31, 2011
Friday, May 27, 2011
Bye Bye Stu!
We had our "So Long, Farewell, Good Luck" party for Stu today. He has been fun to work with for me and I think the students enjoyed him as well. We had cake (Thank you Moe Houx!) and chips with drinks. It was a mellow party ending with us going outside to say "Good-bye and Good Luck!"
In reading class, we began our read aloud Something Upstairs by Avi. Students were each given a book with sticky notes and asked to keep track of their thoughts as I read. Then, they transferred these thoughts onto Independent Reading Logs at the end of class. We will do this each time we read this book aloud. This is practicing our metacognitive skills that we've been learning about in class.
I hope you have a great long weekend! Enjoy the summer weather!
In reading class, we began our read aloud Something Upstairs by Avi. Students were each given a book with sticky notes and asked to keep track of their thoughts as I read. Then, they transferred these thoughts onto Independent Reading Logs at the end of class. We will do this each time we read this book aloud. This is practicing our metacognitive skills that we've been learning about in class.
I hope you have a great long weekend! Enjoy the summer weather!
Thursday, May 26, 2011
Thursday
Reminder that tomorrow is Early Release. Dismissal from MSS is at 12:10.
All MSS students participated in a climate survey today in the computer lab put on by Team of Tomorrow. We did this during language arts time. We also worked on the World's Fair Essays at that time too.
In reading we read for 60 minutes and logged. I gave out a new vocabulary assignment (Crossword Puzzles). These are due June 1.
In science, this was the last class period to work on Paper Pets. If students are not done this project, they will need to take it home to finish for next week.
All MSS students participated in a climate survey today in the computer lab put on by Team of Tomorrow. We did this during language arts time. We also worked on the World's Fair Essays at that time too.
In reading we read for 60 minutes and logged. I gave out a new vocabulary assignment (Crossword Puzzles). These are due June 1.
In science, this was the last class period to work on Paper Pets. If students are not done this project, they will need to take it home to finish for next week.
Wednesday, May 25, 2011
Wednesday
Kevin Skarupa from Channel 9 news came to talk with us today about weather. Please tune into Channel 9 tomorrow morning at 6:15 to see the class on the news! Woo Hoo!
Writing class had us working on our World's Fair Essays. They are coming along nicely! We will continue our work this week.
In science, we watched a Genes and Heredity DVD as well as worked on our Pet Project. I'm looking at next week being the last week for this.
Writing class had us working on our World's Fair Essays. They are coming along nicely! We will continue our work this week.
In science, we watched a Genes and Heredity DVD as well as worked on our Pet Project. I'm looking at next week being the last week for this.
Tuesday, May 24, 2011
Tuesday and the Sun is shining!!!!
Woo Hoo! In celebration of the sun shining, we went outside at snack time. Thank you Mr. Stokes for the idea!
In reading, we read our 60 minutes. I'm so pleased with how seriously the students have taken this. It's great to see them with books and making good progress!
We worked on typing up our World's Fair essays today during writing class.
In science (6S), we did what 6F did yesterday.
Our day ended with our fourth grade buddies. We played outside with them.
In reading, we read our 60 minutes. I'm so pleased with how seriously the students have taken this. It's great to see them with books and making good progress!
We worked on typing up our World's Fair essays today during writing class.
In science (6S), we did what 6F did yesterday.
Our day ended with our fourth grade buddies. We played outside with them.
Monday, May 23, 2011
Monday
***Special Announcement***** This year we've had the opportunity to work with a high school student, Stu Mosseau. Stu is a graduating senior and has been interning with me for the better part of the year. On Friday, I would like to have some sort of "celebration" for him since this will be his last day with us. I'm hoping people can bring in some light refreshments on Friday. I will have the students make cards to express their thanks for all of Stu's hard work. Please let me know if you have any questions about this via email or a phone call.
In writing today, we looked at examples of past World's Fair Essays. Students focused on writing the introductory paragraph today in class. I would like rough drafts by Wednesday.
In reading, we continued our discussion of Metacognition while we read. Students learned about the inner voices that they have when they read. We distinguished between Interacting voices (those that deepen our comprehension) and Distracting voices (those that take away from comprehension). I modeled reading a short story and shared my thoughts within the first paragraph. Students then read the rest of the story and wrote down their inner voice thoughts. We determined whether each thought is an interacting thought or a distracting thought. Next, we went over all of the metacognitive strategies and what they are. Students labeled their thoughts with which strategy each one demonstrated. It is important for students to tune into the thoughts in their heads as they read. So often I hear, "But Mrs. Follansbee, I don't have any thoughts." I beg to differ! All good readers have thoughts, they just need to realize this and start listening to them. Metacognition happens for all good readers. It's just a matter of thinking about what they are thinking as they read.
In science today, we worked our way through a few genetic scenarios on the overhead projector. Students used their knowledge to come up with Punnett Squares for certain situations. We then worked on our paper pets.
We ended the day in health class.
In writing today, we looked at examples of past World's Fair Essays. Students focused on writing the introductory paragraph today in class. I would like rough drafts by Wednesday.
In reading, we continued our discussion of Metacognition while we read. Students learned about the inner voices that they have when they read. We distinguished between Interacting voices (those that deepen our comprehension) and Distracting voices (those that take away from comprehension). I modeled reading a short story and shared my thoughts within the first paragraph. Students then read the rest of the story and wrote down their inner voice thoughts. We determined whether each thought is an interacting thought or a distracting thought. Next, we went over all of the metacognitive strategies and what they are. Students labeled their thoughts with which strategy each one demonstrated. It is important for students to tune into the thoughts in their heads as they read. So often I hear, "But Mrs. Follansbee, I don't have any thoughts." I beg to differ! All good readers have thoughts, they just need to realize this and start listening to them. Metacognition happens for all good readers. It's just a matter of thinking about what they are thinking as they read.
In science today, we worked our way through a few genetic scenarios on the overhead projector. Students used their knowledge to come up with Punnett Squares for certain situations. We then worked on our paper pets.
We ended the day in health class.
Friday, May 20, 2011
Friday
We wrote in our writers' notebooks today to start the day. 5 pages is due Monday. We, then, began to talk about the Expository Essay (World's Fair report). Students will need to have a rough draft done by Wednesday of next week. I will do a series of lessons on sentence fluency over the course of next week to help them through this essay.
In reading, we read our remainder of 60 minutes. I have talked with the classes about fulfilling their 30 to 40 book goal by the end of the year. I would like their blue sheets where they are recording finished books by no later than June 17. Genre Pie is due by June 17 as well. These are major parts of their reading grades since they are projects that we've been working on all year long.
In science for 6S we did an activity called What are You Made of? (See yesterday's blog for the explanation) We continued our work on our Paper Pets.
Our day ended with an assembly in the gym. Have a great weekend!
In reading, we read our remainder of 60 minutes. I have talked with the classes about fulfilling their 30 to 40 book goal by the end of the year. I would like their blue sheets where they are recording finished books by no later than June 17. Genre Pie is due by June 17 as well. These are major parts of their reading grades since they are projects that we've been working on all year long.
In science for 6S we did an activity called What are You Made of? (See yesterday's blog for the explanation) We continued our work on our Paper Pets.
Our day ended with an assembly in the gym. Have a great weekend!
Thursday, May 19, 2011
Thursday
We spent all morning MAP testing. First, 6F completed their test and then 6S. It was very quiet!
In health, they had an Internet Safety presentation. I would love to know the students' response to this. It is such an important topic.
This afternoon in science, 6F worked on an activity called What am I Made of? I gave false scenarios of parent genotypes and students needed to figure the possibilities of offspring genotypes.
In health, they had an Internet Safety presentation. I would love to know the students' response to this. It is such an important topic.
This afternoon in science, 6F worked on an activity called What am I Made of? I gave false scenarios of parent genotypes and students needed to figure the possibilities of offspring genotypes.
Wednesday, May 18, 2011
Wet Wednesday
We were able to make it outside at recess today. This is a good thing to let the kiddos get their "bee-jigities" out!
In reading today, the lesson was on Greek and Latin roots. Students have a list of the most common Greek and Latin roots found in the English language. They picked 4 of their own vocabulary words to look at more closely that have one or more of these roots. Students need to complete the graphic organizer titled "Words in Context" for each of the words they picked. (Due Monday) I'm hoping by looking at these word parts students will have another strategy for figuring our unknown words in context.
In science today we worked on Paper Pets.
Tomorrow we will be MAP testing in reading.
*The Pre-Algebra test will be May 25 and May 26*
Progress Reports went home today~
In reading today, the lesson was on Greek and Latin roots. Students have a list of the most common Greek and Latin roots found in the English language. They picked 4 of their own vocabulary words to look at more closely that have one or more of these roots. Students need to complete the graphic organizer titled "Words in Context" for each of the words they picked. (Due Monday) I'm hoping by looking at these word parts students will have another strategy for figuring our unknown words in context.
In science today we worked on Paper Pets.
Tomorrow we will be MAP testing in reading.
*The Pre-Algebra test will be May 25 and May 26*
Progress Reports went home today~
Tuesday, May 17, 2011
Tuesday
Another busy day! In writing, students finalized their picture prompts, revised their pre-prompts, and/or began our World's Fair essays. Lots and lots of work to still be done!
In reading, we read our 60 minutes in class and had conferences. Students logged this time. Our next reading day will be Friday because of MAP testing on Thursday.
In science, we watched a Bill Nye show on genetics. Then, we worked on our Paper Pet Projects.
The day ended with a guided study hall. This will be our last one this year since we are going back to regular time tomorrow.
In reading, we read our 60 minutes in class and had conferences. Students logged this time. Our next reading day will be Friday because of MAP testing on Thursday.
In science, we watched a Bill Nye show on genetics. Then, we worked on our Paper Pet Projects.
The day ended with a guided study hall. This will be our last one this year since we are going back to regular time tomorrow.
Monday, May 16, 2011
Monday
We began our day typing our final drafts of the descriptive picture prompts. Students who finished worked on revising their original "Pre Prompt" piece that began the unit. We will finish these up tomorrow and begin our World's Fair Essays.
In reading, we discussed strategies for using context clues when faced with an unknown word in a book. Students then used their vocabulary work from the Avi book to label which strategy was used for determining the meanings of these unknown words. We also read aloud the beginning of a short story by Avi.
This afternoon in science, we continued the work on our paper pets. Students were able to construct the offspring based on the traits from their genotypes. We also watched a Bill Nye video about genetics.
In reading, we discussed strategies for using context clues when faced with an unknown word in a book. Students then used their vocabulary work from the Avi book to label which strategy was used for determining the meanings of these unknown words. We also read aloud the beginning of a short story by Avi.
This afternoon in science, we continued the work on our paper pets. Students were able to construct the offspring based on the traits from their genotypes. We also watched a Bill Nye video about genetics.
Friday, May 13, 2011
TGIF!
The MAP testing went off without a hitch today, thank goodness! The students worked really hard and took the test very seriously. Good for them!
In reading today, we did some lessons on using context clues to help us figure out the meanings of unknown words. I started with an activity called Guess the Covered Word. Then, I put up sentences on the overhead that had French words in them. Students guessed from the context what those words meant. Finally, they worked on a sheet where they had to use the context clues themselves to figure the meanings of the unknown words. The last thing that we did was to work in their Avi books finding unknown vocabulary and use the context clues to figure out the meanings. Students are struggling with this so we will be doing more work next week on using context clues when we read.
In writing today, we worked on our descriptive pieces. Second drafts were due today. We will finalize them on Monday.
In science, 6S worked on their Paper Pet Projects. I did lessons on genotypes and Punnett Squares. Students are working on making the parent pets as well as determining the traits of the offspring. This is an in-class project that will not go home.
In reading today, we did some lessons on using context clues to help us figure out the meanings of unknown words. I started with an activity called Guess the Covered Word. Then, I put up sentences on the overhead that had French words in them. Students guessed from the context what those words meant. Finally, they worked on a sheet where they had to use the context clues themselves to figure the meanings of the unknown words. The last thing that we did was to work in their Avi books finding unknown vocabulary and use the context clues to figure out the meanings. Students are struggling with this so we will be doing more work next week on using context clues when we read.
In writing today, we worked on our descriptive pieces. Second drafts were due today. We will finalize them on Monday.
In science, 6S worked on their Paper Pet Projects. I did lessons on genotypes and Punnett Squares. Students are working on making the parent pets as well as determining the traits of the offspring. This is an in-class project that will not go home.
Wednesday, May 11, 2011
Wednesday
It's been another busy day here in 6F/6S/B! This time of year, at times it is difficult for students to remained focused on the work at hand. We are keeping busy, but I am noticing a bit of "checking out" on the students' parts. Any pep talk that you can give at home to help us remain focused and putting in our best efforts would really be appreciated!
Today in reading, we talked a lot about how to decode unknown words. Students in both classes gave me the strategies that they may use when coming across a word that they don't know how to read. The emphasis today was that of decoding only. We will talk about how to figure out the meanings of these words on Friday. Decoding strategies include: chunking the word into parts, recognizing smaller words within that word, using rules of phonics, looking at beginning sounds and ending sounds, thinking of similar words, etc. We then got together in our Avi book groups and decoded unfamiliar words together. We kept track of the strategies that we used for figuring out each word.
We had longer reading classes today so that Mr. Stokes could have more time to give the math test so I did not teach writing.
During science class, we began our project for genetics. Students learned about Paper Pets and began making parent paper pets with specific traits outlined in the guidelines.
Today in reading, we talked a lot about how to decode unknown words. Students in both classes gave me the strategies that they may use when coming across a word that they don't know how to read. The emphasis today was that of decoding only. We will talk about how to figure out the meanings of these words on Friday. Decoding strategies include: chunking the word into parts, recognizing smaller words within that word, using rules of phonics, looking at beginning sounds and ending sounds, thinking of similar words, etc. We then got together in our Avi book groups and decoded unfamiliar words together. We kept track of the strategies that we used for figuring out each word.
We had longer reading classes today so that Mr. Stokes could have more time to give the math test so I did not teach writing.
During science class, we began our project for genetics. Students learned about Paper Pets and began making parent paper pets with specific traits outlined in the guidelines.
Tuesday, May 10, 2011
Tuesday
This morning, we read for 60 minutes during reading class. It is so nice to see students taking this time seriously. I love seeing how much progress they are making in their books. The Avi books are coming along nicely. Other students are balancing the Avi Unit with books of their choice. I'm so glad they are reading! It makes me so happy! Conferring one-on-one has been wonderful as well. I am able to get a good pulse on where each child is as far as fluency and comprehension go.
Remember, students still may read at home, especially if they need to finish books for the end of the year goal or for their Genre Pie. If they choose to read at home, they do not have to log it.
In writing today we really looked at the descriptive pieces. Students went over the feedback from me and worked on revision. I'm hoping these are wrapped up by Friday. I'd like to finish out the descriptive writing unit early next week and move on to expository writing which involves our World's Fair essays.
Science looked the same for 6S today as it did yesterday for 6F. These labs are due on Thursday for this class.
Good stuff!
Remember, students still may read at home, especially if they need to finish books for the end of the year goal or for their Genre Pie. If they choose to read at home, they do not have to log it.
In writing today we really looked at the descriptive pieces. Students went over the feedback from me and worked on revision. I'm hoping these are wrapped up by Friday. I'd like to finish out the descriptive writing unit early next week and move on to expository writing which involves our World's Fair essays.
Science looked the same for 6S today as it did yesterday for 6F. These labs are due on Thursday for this class.
Good stuff!
Monday, May 9, 2011
Monday
This morning, I was in meetings so I missed a lot of what went on! Mrs. DiPastina was my sub who handled the plans.
In writing, we worked on editing a couple of paragraphs for complete sentences, capitals and end punctuation. Next, students got their picture prompt piece back with feedback. They will revise these tomorrow.
In reading today, students were introduced to another graphic organizer for their vocabulary assignment this week called Making Connections. They picked 4 previously chosen vocabulary words to work with this week. This assignment is due on Monday of next week. It focuses on thinking about the context from where a word comes to help understand what that word means. This will be a focus of this week. Next, we continued the Avi short story while students wrote on Thinkmarks to keep track of their thinking. This is practicing metacognition.
We got our spelling tests back today. I went over them and we wrote words on our Words to Learn list.
We worked on the Take a Survey lab in science. Students hypothesized whether the majority of their classmates had traits controlled by dominant or recessive alleles. They collected their data by surveying the class for each trait and wrote conclusions based on what they found out.
In writing, we worked on editing a couple of paragraphs for complete sentences, capitals and end punctuation. Next, students got their picture prompt piece back with feedback. They will revise these tomorrow.
In reading today, students were introduced to another graphic organizer for their vocabulary assignment this week called Making Connections. They picked 4 previously chosen vocabulary words to work with this week. This assignment is due on Monday of next week. It focuses on thinking about the context from where a word comes to help understand what that word means. This will be a focus of this week. Next, we continued the Avi short story while students wrote on Thinkmarks to keep track of their thinking. This is practicing metacognition.
We got our spelling tests back today. I went over them and we wrote words on our Words to Learn list.
We worked on the Take a Survey lab in science. Students hypothesized whether the majority of their classmates had traits controlled by dominant or recessive alleles. They collected their data by surveying the class for each trait and wrote conclusions based on what they found out.
Thursday, May 5, 2011
Thursday!
This morning in writing, we did our first May CBM. Then I did a lesson on redundant words. We are avoiding these in our writing. Students then completed their first drafts of the Picture Prompt piece. I collected them and we will work on them more next week.
In reading today, students read 60 minutes and logged it. I conferred with the remainder of the students. Vocabulary Word Maps are due on Monday.
We had a spelling test today. Students then worked on a secret "project".
Reminder: Tomorrow is the MFA field trip. This takes place during normal school hours. Students need to bring bagged lunches with no glass bottles.
FYI: May 24 at 6:30 is the 6th grade parent information night at the middle school.
In reading today, students read 60 minutes and logged it. I conferred with the remainder of the students. Vocabulary Word Maps are due on Monday.
We had a spelling test today. Students then worked on a secret "project".
Reminder: Tomorrow is the MFA field trip. This takes place during normal school hours. Students need to bring bagged lunches with no glass bottles.
FYI: May 24 at 6:30 is the 6th grade parent information night at the middle school.
Wednesday, May 4, 2011
Wednesday
Today, we met in our book groups to decide deadlines for our Avi books. Students are being encouraged to read as many Avi books as they can during this unit. The unit itself will last until the end of May. I also modeled metacognition while Mrs. Bewersdorf read aloud a short story by Avi.
In spelling today, we went over words that have the /s/ sound. Students had brainstormed a list prior to this class and we talked a lot about letters that make this sound.
In science, we talked more about genetics and vocabulary that goes with it. Also, we began a lab to look at whether traits with dominant alleles show more than the traits with recessive alleles when it comes to our classmates. We didn't finish this lab but will the next time we have science.
In spelling today, we went over words that have the /s/ sound. Students had brainstormed a list prior to this class and we talked a lot about letters that make this sound.
In science, we talked more about genetics and vocabulary that goes with it. Also, we began a lab to look at whether traits with dominant alleles show more than the traits with recessive alleles when it comes to our classmates. We didn't finish this lab but will the next time we have science.
Tuesday, May 3, 2011
Tuesday
Today, we were able to dedicate reading class to reading half of the time for our reading logs. I conferred with quite a few children. I passed out the Avi books as well. I will talk more about deadlines for those tomorrow in class.
In writing, we finished looking at sentences with redundancies. Next, we picked pictures for our picture prompt piece. Students began brainstorming and drafting in their writers' notebooks.
Science class was the same as yesterday with 6F.
We met with our fourth grade buddies and played Knock-out. So good to have the nice weather on our side.
Guided Study ended our day. Students were on task and seemed to get a lot done.
In writing, we finished looking at sentences with redundancies. Next, we picked pictures for our picture prompt piece. Students began brainstorming and drafting in their writers' notebooks.
Science class was the same as yesterday with 6F.
We met with our fourth grade buddies and played Knock-out. So good to have the nice weather on our side.
Guided Study ended our day. Students were on task and seemed to get a lot done.
Monday, May 2, 2011
Welcome Back!
We are back and in full swing! So much to do, so little time!
In reading today, we began our discussion of metacognition. Students had a chance to make a Real Reading Salad with a mixture of text and thinking while I read a picture book. This began our awareness of what metacognition is. Next, we looked at our past reading logs and vocabulary words and chose 3 to focus on for this week's vocabulary homework. Students will work with the vocabulary words that they have collected up to this point as the homework for the rest of the year. This week, they need to "map out" 3 of these words by writing synonyms, antonyms, drawing a picture of the word, and finally creating an original sentence for each word. These 3 "maps" are due Monday, May 9. Next week, the assignment will be different.
Finally in reading, students chose the Avi books that they want to read. I book talked each of 6 books and they used their "Can It Be For Me?" strategy to choose the books. We will begin reading these books tomorrow. Students are being encouraged to read more than one of these books to get a real sense of how Avi writes. This author study will focus on vocabulary development as well as metacognition. It will take us until the end of May.
I will be providing students Tuesday and Thursday's class to read and log their 2 hours. If students are behind on their Genre Pie or if they need to read more to meet the 30 to 40 books completed by the end of the year goal, then I am encouraging them to read the 2 hours at home as well. If any child is absent for any part of the class that is devoted to reading (for a lesson, a dismissal or an absence), he/she is required to make up those minutes on his/her own time. Please let me know if you have any questions about this. The 2 hour reading in school requirement will last the rest of the year. The days of the week that we read could differ each week.
In writing, we talked about redundant writing. We looked at some sentences that were very wordy and whittled them down to the minimum. This provided for strong conversations about word choice. I'm hoping it transfers to student writing.
In science, we finally finished the Heredity Scavenger Hunt. I also went over crucial vocabulary words and their definitions for true understanding of the Genetics unit.
In reading today, we began our discussion of metacognition. Students had a chance to make a Real Reading Salad with a mixture of text and thinking while I read a picture book. This began our awareness of what metacognition is. Next, we looked at our past reading logs and vocabulary words and chose 3 to focus on for this week's vocabulary homework. Students will work with the vocabulary words that they have collected up to this point as the homework for the rest of the year. This week, they need to "map out" 3 of these words by writing synonyms, antonyms, drawing a picture of the word, and finally creating an original sentence for each word. These 3 "maps" are due Monday, May 9. Next week, the assignment will be different.
Finally in reading, students chose the Avi books that they want to read. I book talked each of 6 books and they used their "Can It Be For Me?" strategy to choose the books. We will begin reading these books tomorrow. Students are being encouraged to read more than one of these books to get a real sense of how Avi writes. This author study will focus on vocabulary development as well as metacognition. It will take us until the end of May.
I will be providing students Tuesday and Thursday's class to read and log their 2 hours. If students are behind on their Genre Pie or if they need to read more to meet the 30 to 40 books completed by the end of the year goal, then I am encouraging them to read the 2 hours at home as well. If any child is absent for any part of the class that is devoted to reading (for a lesson, a dismissal or an absence), he/she is required to make up those minutes on his/her own time. Please let me know if you have any questions about this. The 2 hour reading in school requirement will last the rest of the year. The days of the week that we read could differ each week.
In writing, we talked about redundant writing. We looked at some sentences that were very wordy and whittled them down to the minimum. This provided for strong conversations about word choice. I'm hoping it transfers to student writing.
In science, we finally finished the Heredity Scavenger Hunt. I also went over crucial vocabulary words and their definitions for true understanding of the Genetics unit.
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