Today in social studies, students learned about the Battle of Bunker Hill. We talked about the military strategy of the colonists and how they almost defeated the redcoats. Students had fun "reenacting" the battle and also got time to work on their projects.
A new week and a new attempt to update my website daily. Today in class, we learned about the Declaration of Independence and students got work time on their timelines. Below is today's lesson. Enjoy!
Homework: Add "Declaration of Independence" to your timeline.
Today in social studies, Mr. Wangness started to discuss the Battles of Lexington and Concord.
Homework: None
Tuesday, 5-12
Social studies classes met for only a very short amount of time today due to Mower Refreshed and Scantron testing. In class, we watched the CNN Student News and then did a review game on the Causes of the American Revolution.
Homework: None
Monday, 5-11
Today's classes were shortened due to the EiE morning in which all of grade 5 participated. Students were able to learn the very simplified story of the American Revolution and realize how much the odds were in favor of England.
Homework: None
Saturday, 5-9
Ok, I'll be honest, I've been very neglectful of updating Weebly this last week. It has been a pretty crazy last 5 days, with field trips and early releases and MCA make-ups. But now I'm ready to get back on track! This coming week, we'll be studying the American Revolution and its main events.
Weekend Homework: None. Students took their Mission US tests on Friday.
Thursday, 4-30
Today in class, we completed Part 5 of Mission US. Students had to decide what Nat's deposition would be to the judge. We reviewed bias and discussed as a class EXACTLY what Nat saw.
Homework: None
Wednesday, 4-29
Today in class, we reviewed and summarized what we learned and did in Part 4 of Mission US. It was hard for students to remember exactly what they saw in the vignette of events that showed the Boston Massacre. We had a big discussion about events in history, and how people can misinterpret what they see. We also talked bias and previewed the Mission US test, that we'll take next week.
Homework: None
Tuesday, 4-28
Today's class was shortened due to MCA testing. In class, we started and completed Part 4 of Mission US. In this part, Nat witnesses the Boston Massacre. Interestingly, each class saw the massacre from a different perspective, with different actions.
Homework: Begin to work on the Part 4 assignment, we'll finish filling it out tomorrow in class
Monday, 4-27
Today in class, Mrs. Taylor came to see us. She talked about how we can support our friends who are potentially going through tough times.
Homework: None
Friday, 4-24
Today's class was short due to MCA testing. In class, some groups re-did their work on Part 3, others started Part 4 and one group finished it.
Homework: None
Thursday, 4-23
Today in class, we continued with Mission US. We completed Part 3 and began working together on the assignment.
Homework: Part 3 Assignment
Wednesday, 4-22
Today in class, we reviewed the Part 2 assignment by collaborating with a partner, answering the vocabulary assignment question, and then evaluating other groups' work. Students enjoyed getting gold coins from their classmates to show their approval. Then, we started Part 3 of Mission US.
Homework: None
Tuesday, 4-21
Today in class, we continued with Mission US. We completed Part 2 and the homework for tonight is to finish the Part 2 assignment.
Homework: Finish the Part 2 assignment
Monday, 4-20
Today in class, we started Part 2 of Mission US. Before that, though, we went over the assignment from Part 1. Students shared their insights to that part of the mission and worked with a partner to do the vocabulary activity. We did not finish Part 2, but in this section Nat is asked to Gather materials for Mrs. Edes's Spinning Bee.
Homework: None
Friday, 4-17
Another shortened day today because of MCA testing. In the 35 minutes we had together, we watched the Student News, reviewed what we had done so far in Part 1 of Mission US, and completed Part 1 as a class. Students got a little bit of work time to define vocabulary words.
Homework: Complete the Part 1 assignment to Mission US, either in OneNote or as a paper copy.
Thursday, 4-16
We've been having a great time with Mission US these last couple of days. Students have gotten to make the decisions in the game of how the main character acts while we play together. Students have been immersed in their learning of Boston in 1770. Today in class, we continued with Part 1. One of the three classes finished and will complete the Part 1 assignment tomorrow in class.
Homework: None
Tuesday, 4-14
Today in class, students started to work on the online activity Mission US. The class all participated in deciding how the character from the game would play. We watched the trailer, met the characters, and played the Prologue.
Today's classes were cut short due to MCA testing. Students got a chance to finish their tests from Friday. If they did not finish today, they will stay after school some time this week.
Homework: None
Friday, 4-10
Today in class, students prepared for and took their test on the Causes of the American Revolution.
Homework: Timeline projects due Monday
Thursday, 4-9
Miss Serratore was the guest teacher this morning as I was at a meeting. The students learned about and discussed the First Continental Congress. They also had time to study and work on their timeline projects.
Today in class, we discussed the Intolerable Acts. Students worked with a partner to identify the cause and effect of the Intolerable Acts and summarize the various laws within it. Students also took time to study for Friday's test AND had project work time.
Today in class, we talked about the Tea Acts and the Boston Tea Party. Students also reviewed for Friday's test by using study cards they made yesterday.
Homework: Add Tea Acts and Boston Tea Party to your project.
Today in class, I introduced a couple of changes that will be happening this quarter. First, students will take a quiz right away as they come into class each day. This quiz will cover material that was learned previously in the unit and will also include a pre-test that cover today's topic. In today's lesson, we discussed the Boston Massacre.
Homework: Add the Boston Massacre to your project
SPRING BREAK
I am going to upload all of my lessons I have used this unit for the Causes of the American Revolution. Students, if you were gone one day, see which day you missed and look at the file on your own.
Sorry I didn't update yesterday. Today, social studies classes had a sub while I was at a meeting. Students reviewed yesterday (The Quartering Acts) and then learned about the Townshend Acts. Then students got work time.
Homework: None
Tuesday, 3-24
Today in social studies, students learned about the Sugar and Stamp Act, the causes of them, and their effects on the colonists. Students got time to work on their projects.
Due to the late start today, classes were shortened. We got ourselves organized for the next unit and learned about the projects we can choose. The new unit is: The Causes of the American Revolution. Today, we talked about the French and Indian War. This is the first of many events that will eventually lead to the American Revolution.
Today in class, students presented their work from the EiE unit they completed in science this week. Their job was to persuade the owner of a company (me) to choose their model of simple machine above the other choices.
Homework: None
Thursday, 3-19
Today in class, we began studying the causes of the American Revolution. The first event we studied was the French and Indian War. Students read a section of the text and answered some questions. Students chose to read this section and answer the questions alone, with a partner, or with me in a small group.
Homework: None
Wednesday, 3-18
Today we wrapped up presentation and are officially ready to move on to the Causes of the American Revolution unit. We'll begin this study tomorrow.
Homework: None
Tuesday, 3-17
Happy St. Patrick's Day! We had a Mower Refreshed Assembly today and our classes were shorter because of that. In class, we saw more Famous Person presentations. Students are excited to share their hard work! All three classes voted to see more presentations tomorrow as well, so that is what we are going to do !
Homework: None
Monday, 3-16
Famous Person Projects were due today and I was slightly disappointed in the number that were actually turned in. It is important to be responsible with school responsibilities, even when not at school. We presented a couple of projects today and plan to do the same tomorrow.
Homework: Finish the Famous Person Project if you haven't yet.
Friday, 3-13
Today in class, we worked on the final touches to our Famous Person project. Two of the three classes got time to work, while Switch 3 got a reward day instead. All 28 students in this class have an A, B, or C and we enjoyed ice cream and played dodgleball as a reward.
Homework: Famous Person project due Monday
Thursday, 3-12
Today's lesson was all about the HOT questions that students will answer for their Famous Person project. We practiced writing them in class and then everyone got work time. The Famous Person project is due on Monday. Below is the project sheet.
With today's shortened classes, students got a chance to write their gist statements for the Famous Person projects. This is homework for anyone who didn't finish.
Homework: Finish the Gist statement.
Tuesday, 3-10
Students came to school today with a famous person of the American Revolution chosen. Today's topic was "how to being a research project." Too often, students jump right in and making a PowerPoint without fully learning everything they can about the topic. Today was all about the research. I didn't let anyone even OPEN PowerPoint yet. Tomorrow, we'll write the summary statement of the famous person's life. Attached is the assignment sheet for the Famous Person project.
After Friday's STEAM Expo, today was the start of a new unit in social studies. For the next week, we'll be looking at famous people in the American Revolution. Students don't know what the AR is yet, but they will learn about some famous people now so they are familiar with something when start the Revolution unit.
Homework: Come to class tomorrow knowing which famous person you'll study.
See the "Social Studies" tab for the file containing all of the possible people.
Thursday, 3-5
Mr. Button was at a meeting during morning social studies, but Miss Serratore lead the class in what was mostly a work day for their projects and take-home tests.
Homework: Take-home test due tomorrow (I'll collect them in homeroom)
Wednesday, 3-4
Today in class, we tackled the human characteristics of the 13 colonies and discussed the cause of these things like population booms, structures, and major cities. Students also chose their take-home test which is due on Friday.
It's only Tuesday? Wow. It feels like Friday! Today in class, we talked about how the physical characteristics of the 13 colonies (from yesterday) affected the colonists. Students took notes, reviewed this new information with a partner, and then got time to work on their projects. The file below is my lesson from today.
Today in class, we started a new unit. This unit will focus on the geography of the 13 colonies and how the colonists used the land and its features. There will be a test on Friday answering the question: "Explain how geographic factors affected land use in the North American colonies." Today, students were also introduced to the projects of this unit.
Homework: None
Files: Geography of the 13 Colonies Project List Geography of the 13 Colonies Notes Sheet
Today in class, we wrapped up our study of English, French and Spanish colonies. Students were working very hard on their projects. One of the six project choices is due on Monday. See Tuesday's post for the project sheet.
Today in class, we moved on to the French colonies. There were quite a few differences between the Spanish and French colonies that the student already discovered today. We also got project work time. The quality of the projects so far has been great!
Homework: One project due on Monday.
Wednesday, 2-25
Today in class, students continued their study of Spanish Colonies in the new world. They took notes and discussed how these colonies were governed, the religion present, and the relations with native people.
Today in class, we started this week's unit on the French and Spanish colonies. Students were introduced to the Spanish colonies today and learned both where they were located as well as how these colonies made money.
Today in class, students took their 13 colonies assessments. There were 6 different "levels" of test from which to choose, all answer the same question: "How were the middle, New England and southern colonies were the same and different." There will be time in class each day to work.
Homework: None
Friday, 2-20
Wow! What a FUN and BUSY STEAM Expo work morning! Students were so engrossed with their science projects that team 5B decided to continue to work on science projects for the rest of the morning and classes were shortened to 25 minutes each. Because of this, WE DID NOT take the social studies test today. It will be on Monday instead.
Homework: Study for Monday's test.
Thursday, 2-19
Today in class, we prepared for tomorrow's test. Students received a study guide and we filled it out together. The study guide is also attached below. Tomorrow will be an alternative schedule due to the Science Fair work time from 8:00-10:00.
Today in class, we discussed the southern colonies. Students took notes and then reviewed the learned information. Students then got work time for projects.
Homework: Study for Friday's test. Students got a quarter-sheet study guide today in class.
Tuesday, 2-17
Today in class, students continued their study of the middle colonies. Today, students learned about the important city of Philadelphia and Benjamin Franklin. It's getting down to crunch time on the projects now. Students should be working diligently both at school and probably at home.
Homework: None.
Reminder: There will be a test on Friday. The test will ask students to describe the differences between the three regions of colonies.
Friday, 2-13
I have not been very good at updating my site during this conference week. Oops! Students have been hard at work on this 13 colonies unit. There will be a test next Friday.
Homework: None
Wednesday, 2-11 (and 2-10)
Yesterday and today in class, students worked on taking notes and completing projects for the 13 colonies unit. See the files below. Students first got a "big picture" look at the 13 colonies, and today we delved more deeply into the New England colonies.
Today in class, we started a unit on the 13 colonies! Today, students got an overview of the colonies and the reasons that Europeans were coming to North America. Students were also introduced to the weekly projects. Below is today's lesson on PowerPoint.
Homework: 13 Colonies projects are due Tuesday, 2-17
Today in class, students took an assessment. There were six "levels" of test to choose, all covering the same materials, but with different formats and different supports. Students again enjoyed the opportunity to choose the best-fit assessment.
Homework: 5 Project Points due Monday. See Wednesday's file.
Thursday, 2-5
Today in class, students summarized their understandings of the Atlantic Slave Trade with a partner activity and got work time for their projects.
Homework: Study for tomorrow's test
Wednesday, 2-4
Today in class, students learned about the working conditions of a slave on a plantation. Students were also introduced to the weekly projects, which are due next Monday. Finally, the class learned about the "Good Grade Challenge," which is an award for any class whose students ALL have an A, B, or C. The reward party for this will be on Friday the 13th.
Today in class, students heard information about what it was like for slaves to be captured from Africa and their voyage to the Americas. Students first shared their prior knowledge regarding slavery and were then able to reflect on their feelings after the lesson. Finally, students worked on an online activity that follows a fictional slave in the US in the 1800's (not the period we're studying, but this was a very cool website).
Homework: None
Monday, 2-2
Mr. Button had a sub this morning. In class, students started the new unit of discussing the Atlantic Slave Trade. To begin this very intense unit, students watched a BrainPop video and completed a reading.
Homework: None
Friday, 1-30
Today in social studies, students got to choose one of six assessments to take on the Interactions and Consequences unit. As a class, we reviewed what we learned this unit, examined the differences in each of the assessments, and the rest of the hour was time to work. Many students finished their test, and those who did not will have the opportunity to finish next week.
Homework: None
Wednesday, 1-28
Today in social studies, students took notes on the interactions between the indigenous people and the Europeans as explorers continued to traverse the New World. Students then discussed these interactions (and their consequences) with a partner. Finally, students got work time for their projects. Many students are "behind schedule" on their projects and should complete them for homework tonight.
Homework: Work on projects (see Friday's file)
Tuesday, 1-27
Today in social studies, students discussed and processed the heavy topic of slavery. I had a short clip from a movie that showed an African man being captured by slave traders, riding the boat to America, and being sold at auction. Before viewing, I explained to students exactly what they would see in the video and gave them the option to wait in the FTLA for the four-minute duration of the clip. Students brainstormed the consequences of slavery first with a partner and then as a group. Then, students got work time.
Homework: Projects are due on Friday. I would recommend starting to work on them at home.
Monday, 1-26
Happy Monday! Today, we spent a good portion of our class time examining and evaluating the tests from last unit's Motivations essay. We talked about the rubric that I used to grade them, and what makes a good 5-paragraph essay. Then, we graded some sample student work (anonymous) together and then partners worked together to do the same. Finally, with an understanding of what went into these grades, students got their assessments back and were given time to examine them. As this was our first time working with essay assessments, students did not do as well as they normally do. Many students were interested in a re-take and I will be looking forward to seeing them before school, after school, or during study hall.
Homework: None
Friday, 1-23
With Mr. Berthiaume's class at the Nature Center today, the other two classes got work time for their projects.
Homework: Remember, projects are due and there will be a test next Friday (the 30th) on this week's standard. See the Interactions and Consequences Project Sheet below for details.
The class enjoyed a day-long Nature Center field trip today. We had a great time. Enjoy the pictures below.
Wednesday, 1-21
Today in class, students got their first opportunity to work on their projects. These will be due next Friday. The assignment sheet can be found below.
Homework: None
Files: Interactions and Consequences Assignment Sheet
Welcome back to school! After this three-day weekend, students began today by going to an assembly. Classes were then shortened throughout the day due to this assembly. In social studies, students handed in their projects from last week's work time and were introduced to our new topic: what were the interactions between Europeans, indigenous peoples, and Africans at the time of the European exploration.
Homework: There were a couple of students who did not have projects to turn in. They should do so ASAP.
Thursday, 1-15
Today in class, we discussed the third reason for Europe's expansion into new worlds: slavery. Students learned about the reasons for the use of slavery. We will discuss slavery more later in the year. Then, students got more work time to finish their projects.
Homework: Study for tomorrow's test. Finish the projects
Today in class, we learned about the second motivation for European expansion into new worlds. Students learned and discussed how European missionaries traveled to North America to convert the natives to Christianity. Students then got time to work on their projects. They are coming along nicely!
Homework: Make sure to complete the projects by Friday and study for the test on Friday.
Tuesday, 1-13
Today in social studies, students started a new unit! This unit asks the questions: "what were the reasons European explorers voyaged to the new worlds of Asia, Africa, and the Americas. The unit was introduced in class and students also got work time. For the rest of the week, students will work on some projects that will deepen their understanding of this question. Below is the project guide.
Social studies classes were not held today. Instead, we took the morning and did a "re-teaching" day. Any student with missing work or poor assessments were scheduled to go to science or math to get the material retaught. Students also had a work room to finish any missing assignments and get help from a teacher. Any student who had no missing work and good grades got to go to the Reward Zone for the morning.
Homework: Return the orange conference form
Friday, 1-9
Today in our shortened social studies periods, we took the time to review the Holton PBIS expectations and do a Game Show activity.
Homework: Fill out the orange conferences form.
Thursday, 1-8
I hope everyone is staying warm! In social studies today, students took their tests on the Get Ready unit and did an introduction activity to our next unit: French, Spanish, and English colonies in the early 1500's.
Homework: Tonight, make sure your family discussed the upcoming field trip to the nature center. Will you bring a lunch from home or need a school lunch?
Tuesday, 1-6
Today was the final lesson in the Get Ready Unit. We took some time to discuss the different WAYS to pay for college and spent a good amount of class time reviewing for tomorrow's test. Below is the study guide for tomorrow's test.
Happy New Year! Today in social studies, we continued our Get Ready unit. Today, students learned that college costs money. We compared the costs of private vs. public colleges. There will be a 9-question test on this unit on Wednesday. Students received a study guide today.
Homework: Study for Wednesday's Test
Monday, 12-22
Today in class, students learned about the different types of colleges. Students work with a partner to discuss 2-year and 4-year schools and which careers require which length of post secondary schooling.
Homework: None
Friday, 12-19
Happy Friday! Some social studies classes were cut short today due to the Holiday Concert in the morning. In class, we talked about how high school can prepare students for college and the different classes and electives available at AHS.
Homework: None
Thursday, 12-18
Today in class, students wrote a friendly letter to an adult, asking questions about college. I was at a meeting for the morning, but my sub said that classes did well.
Homework: None
Wednesday, 12-17
Today in class, students revised their Benefits of College poster (which will be in the grade book soon) and discussed some of the new experiences that they can have in college. I showed pictures of my own college experiences and students completed a workbook page by checking off the new things that they would like to try in college.
Homework: None
Tuesday, 12-16
Today in class, Mrs. Taylor (our school counselor) came to talk to us about ways to positive express and identify our emotions. The students were great audience members and participants!
Homework: None
Monday, 12-15
Today in class, students talked about spending money and created a mock budget. In the simulation, students started with a monthly income based on a hypothetical level of education. Then, we discussed cost of living and I gave the class some SURPRISE expenses that can come up as an adult.
Homework: None
Friday, 12-12
Today in class, students further investigated potential careers by reading more information about their top career "cluster" from yesterday's career survey. Then students used the department of labor's website to find out that career's average annual salary. Finally, students created a PowerPoint slide of that career.
Homework: None
Thursday, 12-11
Today in class, student explored different career options. They first reviewed the benefits of college, then took a career interest survey to narrow done a career that might be a good fit for them. Tomorrow, they will make a visual for and present their potential future career.
Homework: None
Wednesday, 12-10
Today in class, students reviewed the benefits of college and used that information to create a "Benefits of College" poster that is due tomorrow. On this poster, students should draw a picture of one of the benefits in each section of the circle and on the back write a complete sentence about that benefit. Students then got work time to start their posters.
Homework: Benefits of College Poster (due tomorrow)
Tuesday, 12-9
Today in class, we continued with our Get Ready unit. Today, students were introduced to the characters in their workbooks, and got a chance to share some things about themselves. We discussed different career choices that students have, and, while I didn't say that becoming a professional athlete was IMPOSSIBLE, I underscored the fact that it is extremely difficult to do so, and advised students who want to pursue that career to have a back-up plan. Today, we also discussed the benefits of college. I made sure students understood that I wasn't telling them that they HAD to go to college, but rather I was presenting the BENEFITS of the choice to attend college. Some of the benefits we talked about were increased income, more career opportunities, and life experiences.
Homework: None
Monday, 12-8
Today in class, students began a new unit known as Get Ready. In this unit, students will learn about college and career readiness. In today's lesson, students were introduced to the Get Ready workbooks, brainstormed and posted questions on Google Docs, and took a pre-survey that will show me how much background knowledge they already have about college and career options.
Today was a work day in social studies to allow students time to finish their Map Assignments (see assignment sheet below). Students also reviewed the TODALS terms by taking a Kahoot Quiz.
Homework: Map Assignment Due Monday
Thursday, 12-4
Today in class, students were introduced to a project that is due on Monday: Map Assignment. Students received an assignment sheet for this, which you can also view below. This project is due on Monday.
Today in class, students worked with atlases once again as they learned about the United States. Again, students used a cooperative learning strategy to complete an activity.
Homework: None
Tuesday, 12-2
Today in class, students continued to use their atlases and discover new information about our world. Today we talked about the continents. Students learned some basic information about the continents and then summarized their learning to a partner. Finally, students worked cooperatively in pairs to complete an atlas skills worksheet.
Homework: None
Files: Pics from today.
Monday, 12-1
Today in class, we began a new unit on how to read and use atlases. This will be a short unit and will cover the geography standards for grade 5. Today, students were introduced to some geography terms through a Kahoot quiz, learned a cooperative learning strategy called Rally Coaching, and completed a worksheet using the table of contents in the atlas.
Homework: None
Tuesday, 11-25
Today in class, students participated in the second day of EiE. Student were asked to re-examine their designs from yesterday, and brainstorms ways that they can improve their design in the areas of speed of filtration, water purity (measured in lux), or cost of the filter. Students then worked in their groups to modify yesterday's design to meet the new challenge.
Homework: None
Monday, 11-24
Today in class, students participated in our EiE morning. In this 2 and a half hour block of time, students worked in groups to plan, design, create and test a water filter. Students enjoyed the process of engineering!
Homework: None
Files: Pictures from today.
Thursday, 11-20
Today in class, students continued to read from the text Saving Salila's Turtle. Many students finished the reading and will not have homework.
Homework: Finish reading Saving Salila's Turtle (the text can be found under the social studies tab).
Wednesday, 11-19
Today in class, students read the story Saving Salila's Turtle, which is an introduction text that accompanies our EiE unit this week and next. Students got the option of reading the story alone, with a partner, or listening to me read the story in a small group.
Homework: None, unless you want to read more of Saving Salila's Turtle. The full text can be found in the Social Studies tab.
Reminder: I will have a sub tomorrow morning. For social studies, students will continue to read the story. There will be a small quiz on the story on Friday. This quiz will tell me whether or not student were using their work time correctly for the sub.
Tuesday, 11-18
Today was a shortened day due to the Mower Refreshed Assembly in the morning. In social studies, we began discussing engineering and technology in preparation for our upcoming Engineering is Elementary (EiE) unit. Students worked in groups to classify and discuss different kinds of technology.
Homework: None
Monday, 11-17
Today in class, students finished up their Explorer's Project presentations and took a qualifying quiz for the Holton Geography Bee. In third hour (Mr. Button's homeroom), we welcomed Mrs. Carlson and some other members of Peer Power Partners to teach us about different impairments that people might have and how they are affected by them. Students rotated to 4 different stations, did an activity at each and followed up with a discussion.
Homework: None
Friday, 11-14
Today in class, students presented their Explorer projects and took notes on classmates' presentations. All the projects that were presented today have been graded and will be in the grade book shortly.
Homework: None
Thursday, 11-13
Class periods were shortened today due to the Holton musical performance we attended this morning. Students had a blast cheering on their classmates and friends in the show! Students had a work day to complete their explorer projects. Many students finished and do not have homework.
Homework: If a group did not finish its Explorer PowerPoint, one responsible member was told to take it home and finish it. Groups designated that person before leaving class today. If you have any questions about the requirements of the project, see the files from Tuesday.
Wednesday, 11-12
Today in class, students got more time to work on their Explorer Project. At the end of class, they also filled out an online reflection, saying what they learned about the explorer and the things they did to show good collaboration skills today.
Homework: Explorer Project is due on Friday, but tomorrow is a work day.
Files: Today's lesson (which includes a rubric for the PowerPoint).
Today in class, students were introduced to the Explorer's Project. This is a 50-point practice grade that students will work on in class this week and present on Friday. Students got into groups and chose an early European explorer to research. There was also a little bit of work time.
Homework: None
Files: Today's Lesson My sample presentation (on Christopher Columbus)
Today in class, students further talked about European explorers when they read an excerpt from a story about Christopher Columbus's discovery of San Salvador. Students worked with a partner to think of reasons why explorers would come to the new world.
Homework: None
Mr. Button was on vacation this Thursday and Friday. Sorry this site wasn't updated.
Wednesday, 11-5
With CogAT testing in the morning, social studies classes were shortened today (and will be tomorrow). With only 30 minutes of class to work with, students got a work day today to tie up any "loose ends" in the class. Specifically, there were quite a few students who did not turn in their Early American assessment yet, and NEEDED to finish them ASAP.
Homework: None.
Tuesday, 11-4
Happy election day! Today in class, we welcomed an expert on election: Breanna Bly, who is running for MN House of Representatives. Mrs. Bly shared with the class why she has been interested in politics since high school, and how the structure of the MN government mirrors that of the US government. Mrs. Bly then answered the questions that students wrote yesterday using their newly-learned election vocabulary.
Homework: None
Files: Picture from today.
Monday, 11-3
Today in class, most classes (not first hour, who is one day behind) started working elections. In class, students studied vocabulary words with a partner and then did a matching activity in the FTLA. Finally, each group of students wrote one question for tomorrow's guest speaker (who is running for a spot in the MN House) using that vocabulary word.
Homework: None. But A LOT of students did not turn in their 30-point ASSESSMENT that was due today. See Friday's files for that assessment.
Happy Halloween! Today in class, students completed and presented their Maya Civilization PowerPoints to the class. On Monday, there is an assignment due for second (mostly Mrs. Irvin's homeroom) and third (most of my homeroom) switch. First switch did not get enough time to present, so everything will be moved back a day for that class.
Homework: The "Early Americans" worksheet, which is worth 30 points (for 2nd and 3rd switch only).
Files: The worksheet that is due on Monday for 2nd and 3rd switch (it's due on Tuesday for 1st).
Today in social studies, groups wrapped up their talks about the Aztecs and began working with the next group of Meso American people: The Mayans. This time, students will be taking their own screenshots of the Maya BrainPop video and writing notes about them. We'll present these (hopefully) tomorrow. Over the weekend, students will complete an assessment that asks them to compare the two civilizations.
Homework: None
Files: Today's lesson The Aztec note sheet filled out (if needed)
Today in social studies, students began learning about the Aztec civilization. Students watched a brainpop video on the Aztecs and present information about a screenshot of that video to their tables. We got about half-way done with these presentations. We'll finish up tomorrow.
Today in social studies, Mrs. Taylor came in to visit and we learned about casual cruelty in the media. We learned about what casual cruelty is and brainstormed ways to eliminate it.
Homework: None
Monday, 10-27
We had a great time in class today! Students received their graded Personal Narratives and Bill of Rights assessments. They had to return them to me, though, so I could put them in the gradebook. Next, we began a new unit: Early Americans. We activated our prior knowledge by looking at ancient Aztec and Mayan items and describing to a partner what we already knew about them. See today's PowerPoint below.
Today in class, students presented their Bill of Rights posters and took an assessment. Grades for this assessment will be entered over the weekend.
Homework: None
Thursday, 10-23
Today in class, students got another day to work on their Bill of Rights posters. These are due tomorrow. See the files below for the poster requirements.
Homework: Finish the Bill of Rights poster.
Files: Bill of Rights - Steps and Poster Requirements Sample Poster of Amendment 3
Today in class, students continued to learn about the Bill of Rights by starting a Poster project. The poster is due Friday. Details can be found in the files below.
Homework: Optional - to work on the poster.
Files Today's PowerPoint Info about the Bill of Rights Poster
I apologize for not updating this site more often recently. I was set back by conferences and then was having troubles accessing weebly.com through the APS server. So many excuses.... :-)
Today in class, students began a new unit on the Bill of Rights! They received some background information in the form of youtube and brainpop videos, as well as some information from me. Students worked in pairs to answer the two big questions for the day: What is the Bill of Rights? Why is the Bill of Rights important? Students then submitted their responses to this question on a program called socrative.
I was incredibly happy to see that most students had their personal narratives typed and ready for class today!! We spent work time today peer editing our classmates' personal narratives. Students filled out a peer feedback sheet as they visited the laptops of other students. The class loved reading each other's stories and grading them just like a teacher would. :)
Homework: On Monday, October 20th, the final version of the Personal Narrative is due. Students will get a short lesson on how to "publish" in class tomorrow and then have the entire long weekend to finish. We will be moving on to the next unit on Monday. It has been a great two weeks hearing the stories from the class.
Friday, 10-10
Students enjoyed another great work day in social studies today. Many of them finished typing their personal narratives and some even started on an optional SECOND personal narrative!
Homework: If students did not finish typing their Personal Narratives in class, it must be typed and completed by Monday.
Thursday, 10-9
Happy Wacky Day! Today in class, students got work time on their Personal Narratives. Students were busy revising, adding detail, editing, and typing. There will be another similar work day tomorrow.
Homework: None tonight but on Monday a typed Personal Essay is due for peer feedback.
Wednesday, 10-8
Today in class, students began to edit and type their personal narrative. Students were asked to check the capitalization, wording, punctuation and spelling of their writing. Editing is the penultimate step in the writing process. Next week, we will publish our stories and share them.
Homework: None
Tuesday, 10-7
Today in class, students continued to work with their personal narratives. We talked about the different things to check when editing: capitalization, coherency of sentences, punctuation and spelling.
Homework: None
Monday, 10-6
Today in class, students used their first drafts of personal narratives and found sentences that needed a little something extra. We talked about how to add in more details using the five senses and inner dialogue.
Homework: None
Friday, 10-3
Today in class, students wrote their first draft of a personal narrative.
Homework: Finish draft 1 if you didn't in class.
Thursday, 10-2
Today in class, students prepared to write their first drafts of a personal narrative tomorrow by looking at exemplar personal narratives and discussing with a partner what made them good and which of the personal narrative characteristics it met.
Homework: None
Tuesday, 9-30
Today in class, students continued to work on their personal narratives. Today, students solidified the plots of their narratives and completed a graphic organizer. I was underwhelmed with the number of students from each class who did not complete last night's homework.
Homework: Complete the PLOT worksheet if you did not in class.
Today in class, students moved on to the second step in their Personal Narrative writing projects: Plan. Students completed a web that displayed all of the details of their personal narrative story. Also in class today, students received their graded tests from the Branches of Government and Branch Powers. They had all seen their grades on these assessments, but today they got to keep them. I told students to create a "Returned Assessments" pocket in their red folders to store any assessment that is returned to them for the quarter.
Homework: If students did not finish the web in class today, it is homework.
Today in class, students began a short writing unit. In this unit, students will be writing a personal narrative, where they will write about a personal experience they've had. To begin the unit, I read aloud one of my favorite books: Alexander and the Terrible, Horrible, No Good, Very Bad Day. Then students brainstormed long lists of stories THEY could tell. We also looked at some sample fifth grade personal narrative examples.
Homework: Come to class on Monday with a "seed" (and idea of what story you will write a personal narrative about).
Thursday, 9-25
Mrs. Taylor, our 5th-grade counselor came in to talk to us today. She will be visiting throughout the year, and informing us on guidance topics such as emotional health. The students got some great information from her today.
Homework: None
Wednesday, 9-24
Today in class, students got more information about the different checks and balances within the branches of government. Students took notes at first and then acted out some of the powers that each branch has. The legislative branch had fun pretending to impeach their classmates. :) Students then took a short quiz.
Homework: None
Files: Pictures from today.
Tuesday, 9-23
Today's classes were shortened due to our Mower Refreshed Assembly this morning. In class today, students got to see their scores from yesterday's Branches of Government test. We then began discussing the separation of powers in the three branches of government. Tomorrow's exit slip at the end of class will be a 5-point mini assessment which will ask students to recall some of the powers of each branch.
Announcement: Due to lack of time to work in class, the Branches of Government Pages will NOT be handed in.
Homework: None
Monday, 9-22
Today in class, students got one last opportunity to study before taking their Branches of Government test. This was a hard lesson to learn for some students who did not prepare over the weekend, and have a missing assignment. A missing assignment in social studies means that a student is not eligible to retake an assessment. However, many students did VERY well on the test! I'll be grading tonight and get these back to students ASAP.
Homework: Three Branches OneNote pages (due Thursday)
Today in class, students created study cards to help them prepare for the Branches of Government test on Monday. For the test, students will fill in the blank graphic organizer in the files below. Students were shown how to use these cards to study alone or with a partner, and then got time to do both.
Homework: Study for the Branches of Government test on Monday.
Files: Today's Lesson Monday's Test A picture of Tyce and Orlando studying
Today in class, we continued to work with the three branches of government. Students first watched a brainpop video and then discussed their notes with a table partner. Then, we filled out a graphic organizer together that will be used to study for the test...on Monday.
Homework: None
Reminder: Branches of Government Test on Monday
Files: today's lesson and the Graphic Organizer we used (I have filled it out on the attached file).
Today in class, students began a short unit on the branches of government. Students prepared to take notes in their OneNote computer notebooks and then had some time for independent research. Tomorrow, we'll go over some information together.
Homework: None
Announcement: Test on The 3 Branches on Friday or Monday
Files: Today's lesson and the OneNote pages students downloaded.
Today in class, students completed the second day of the Bridge Building Challenge. Students worked in partners to make the cheapest bridge they could out of popsicle sticks. I saw some great bridges today! See pictures below.
Homework: Collaboration Reflection. Students were asked to reflect on how they worked with a partner today.
Reminders: None
Files: Collaboration Reflection Worksheet (today's homework) & Pictures from today...
Today in reading, students worked on a reading job while I checked in with some small groups. Students also completed the text level assessment paper in the afternoon.
Homework: 30 minutes and log
Monday, 5-18
Today in reading, students worked on independent work while I met with small groups. We did not have a shared lesson today because we went to the library for the last time this year. :(
Homework: 30 minutes and log
Wednesday
Today in class, students got a chance to complete a reading job. In the afternoon, we went to the library.
Homework: 30 minutes and log
Tuesday, 5-12
Today in class, most students were absent due to band and orchestra rehearsals. I did not meet with small groups but was able to meet with students individually to assess their reading fluency.
Homework: 30 minutes and log
Monday, 5-11
Today in class, students were introduced to this week's reading checklist and weekly skills. They were given work time while I met with a small group. Morning reading was cancelled due to the EiE project from 8:30-10:00
Homework: 30 minutes and log
Thursday, 4-30
Today in class, I met with two small groups and checked their assignments. In Shared Reading, we finished the text Women of the American Revolution and found examples of descriptive language in the text.
Homework: 30 minutes and log
Wednesday, 4-29
Today in class, we had a shared reading lesson that focused on finding main idea and details in the text that we started yesterday: Women of the Revolution. We continued reading about Sybil Ludington and her role in the AR. Students worked with a partner to find text that justified the main idea that she was brave.
Homework: 30 minutes and log
Tuesday, 4-28
Today in class, we started a new text: Women of the American Revolution. In today's lesson, we made initial predictions about the text that were then adjusted as continued reading.
Homework: 30 minutes and log
Monday, 4-27
Today in class, students looked at the reading checklist for the week, previewed the IXL skills (Greek and Latin roots), and got time to work on a reading job.
Homework: 30 minutes and log
Friday, 4-24
In class today, students were able to continue to work with Road Trip Nation, if they chose. I met with a small group in the morning and in the afternoon we had Genius Hour. Alana showed off her AWESOME project with the website Soundation and many students chose to use their Genius Hour time to do the same.
Homework: 60 minutes and log
Thursday, 4-23
Today in class, students explored the website Road Trip Nation. In this website, students met a successful person who has the same interests and passions as the student selected. The students had the option to write a summary biography of this person.
Homework: 30 minutes and log
Wednesday, 4-22
Today in class, we finished the text Ant Life Sweet. We summarized the main points of the story with a graphic organizer known as "somebody wanted but so."
Homework: 30 minutes and log
Tuesday, 4-21
Today in class, we continued with the story of Ant Life Sweet. In today's lesson, students made an opinion about one of the characters from the story and justified that opinion with evidence from the story.
Homework: 30 minutes and log
Monday, 4-20
Today in class, I met with two small groups and the class completed a shared reading lesson on the text Ant Life Sweet. In this text, students used characterization and setting to make a prediction of what will happen next.
Homework: 30 minutes and log.
Friday, 4-17
Today was a beautiful day outside! Before we started our reading time, since we had just gotten done taking the Reading MCA for over an hour, we went outside for a quick walk before starting our reading jobs. In the afternoon, we had Genius Hour.
Homework: 60 minutes and log
Thursday, 4-16
It was such a beautiful day outside today that we went outside to read. Students enjoyed the fresh air.
Homework: 30 minutes and log.
Tuesday, 4-14
Today in class, students had a shared reading lesson about Jerry Yang, the CEO of Yahoo. This autobiography lesson asked students to make a text-to-text connection.
Homework: 30 minutes and log.
Monday, 4-13
Today in class, we went to the library and got a chance to continue the fun activity "Values for Sale" that we started in homeroom last week. Students enjoyed "bidding" on values that were important to them. It was fun for the class to get to know each other.
Homework: 30 minutes and log
Friday, 4-10
Unfortunately, most of our reading time today was spent preparing our computers to take the MCA's next week. While I was helping specific students, however, the rest of the class got an opportunity to read to self.
Homework: 60 minutes and log.
Thursday, 4-9
Today in reading, students worked on finishing their reading assignments while I met with small groups. Our reading lesson today was about fluency, and the importance of punctuation and reading rate.
Homework: 30 minutes and log.
Wednesday, 4-8
Today in class, I met with two reading groups and we had a shared lesson this afternoon that continued the magazine article on the Pacific Ring of Fire. Students used visual information to help deepen their understanding and identified cause and effects within the story.
Homework: 30 minutes and log
Tuesday, 4-7
Today in class, students got lots of work time for reading. I met with a small group and we also had a shared reading lesson about the Pacific Ring of Fire. Students discussed with a partner how visual information can help us as we read.
Homework: Read 30 minutes and fill out the reading log.
Thursday, 3-26
Today's reading lesson was about cause and effect. Students noted causes and effects found in our story Route 66. I was able to meet with both reading groups that I had scheduled for today as well.
Homework: Read 30 minutes and complete log.
Tuesday, 3-24
In reading today, we started a Shared Lesson with a graphic novel. The text was hard to read, however, so the class voted to start a new text tomorrow.
Homework: Read 30 minutes and complete log.
Monday, 3-23
Today was a little shorter because of the late starts. Students became familiar with this week's checklist and got right to work on a reading task. I met with two groups in the afternoon.
Homework: Read 30 minutes and fill out the log.
Friday, 3-20
Today in reading, many students chose to continue working on their social studies presentations. Others completed their reading tasks for the week.
Homework: Read 60 minutes and complete log.
Thursday, 3-19
In reading today, students worked independently in the morning and in the afternoon's shared lesson, students revisited a section of text and discussed the main idea and details once again.
Homework: Read 30 minutes and fill out the reading log.
Wednesday, 3-18
This morning in reading, we visited the library and in the afternoon we continued our reading of Sherlock Hounds. In this lesson, we used the next section of the text to determine the main idea and details.
Homework: Read 30 minutes and log
Tuesday, 3-17
In shared reading today, we began a story called Sherlock Hounds. We made personal connections to this nonfiction text in order to better understand it.
Homework: Read 30 minutes and fill out log
Monday, 3-16
Today in class, we looked at this week's reading checklist and revisited different expectations for Shared Reading. Tomorrow's story in Sherlock Hounds.
Homework: Read 30 minutes and complete log.
Wednesday, 3-11
Today in reading, students enjoyed work time when I checked in with two small groups.
Homework: Read 30 minutes and complete log.
Tuesday, 3-10
Students are learning about characterization in their small groups. I have seen some great progress in their abilities to analyze texts!!!
Homework: Read 30 minutes and fill out log
Monday, 3-9
We had a great kick-off to our week in reading! Students got to go to the library and had the afternoon to work or read their new library book.
Homework: Read 30 minutes and fill out log.
Thursday, 3-5
Mr. Button had a busy day today with meetings, but he was able to meet with both reading groups that were scheduled to finalize the work that was done for the week. Students worked hard and for the most part behaved well for the sub!
Homework: Read 30 minutes and fill out reading log.
Tuesday, 3-3
Today in class, students got plenty of time to work on their reading tasks. If students read to self, I also asked them a higher order thinking question to guide their reading and make them think deeply.
Homework: Read 30 minutes and fill out reading log.
Monday, 3-2
Today in class, we began our new week with a look at our reading checklist. Student got right to work reading to self or completing the NewsELA assignment. Everyone was working hard today!
Homework: Read 30 minutes and fill out reading log
Friday, 2-27
Today in class, students wrapped up the week of reading. We celebrated many many successes with NewsELA, the online news site. The day ended with students engaged in their Genius Hour projects.
Homework: Read 60 minutes and fill out the reading log.
Thursday, 2-26
Today in class, students worked diligently on their independent reading tasks. I met with a group to go over the NewsELA article of the week while students continued to grow their reading brains with weekly reading checklists.
Homework: Read 30 minutes at home and record the minutes in the reading log.
Wednesday, 2-25
Students were working hard today! We got right to work in both the afternoon and morning sessions. I met with small groups and students were working very well independently.
Homework: Read 30 minutes and fill out the reading log.
Tuesday, 2-24
Today, due to the Mower Refreshed assembly, we had just one 60-minute reading block. During this time, students got right to work with one of their weekly reading tasks, and continued to work throughout the afternoon.
Homework: Read 30 minutes and fill out the reading log.
Monday, 2-23
Today in class, we visited the library and took a peek at this week's reading checklist.
Homework: Read 30 minutes and fill out the reading log.
Friday, 2-20
Today in class, students continued to work on their Genius Hour projects! They had a great time researching, putting together information, and then presenting their projects.
Homework: Read 60 minutes and fill out the reading log.
Wednesday, 2-18
Today in class, students got to visit the library. There, a small group worked on this week's NewsELA article while others shopped for books.
Homework: Read 30 minutes and fill out log.
Tuesday, 2-17
Today in class, students were introduced to the reading checklist for the week and got work time. I met with two groups who are reading GREAT books!
Homework: Read 30 minutes and fill out the log.
Friday, 2-13
Today in class, students enjoyed reading work time and then had Genius Hour in the afternoon. They are REALLY starting to get into their projects. It's fun to watch.
Homework: Read 60 minutes and fill out log.
Wednesday, 2-11
Today in class, we read the story Finding Chance and discussed character Point of View.
Homework: Read 30 minutes at fill out log.
Monday, 2-9
Today in class, we began our week with looking at the reading tasks that will be due on Friday. We also visited the library. This afternoon, I met with a group to begin reading the story Malinali.
Homework: Read 30 minutes and fill out log.
Thursday, 2-5
Today in class, we wrapped up our week with the text Aisha Makes Work Easier. Students summarized the book with the technique "Somebody, Wanted, But, So, Then."
Homework: Read 30 minutes and fill out the reading log.
Wednesday, 2-4
Today in class, students continued with the story Aisha Makes Work Easier. We also went to the library and this afternoon, Mr. Button and Ms. Gillen met with small groups.
Homework: Read 30 minutes and complete reading log
Tuesday, 2-3
Today in class, students became familiar with their reading checklist for the week and were given work time for their MONDO jobs or other reading activities.
Homework: Read 30 minutes and complete reading log
Monday, 2-2
Today in reading, students got a chance to work on their weekly "to do list" and I met with a small group in the afternoon.
Homework: Read 30 minutes and complete the reading log
Friday, 1-30
Today in class, we continued to do the shared reading exercise from our EiE text. In the afternoon, team 5B enjoyed a PBIS reward time, and students got to choose a board game room, video room, or arts and crafts room.
Homework: Read 60 minutes this weekend and fill out the log.
Wednesday, 1-28
Today in class, students listened as I read aloud from the EiE text. Tomorrow, we'll have an interactive lesson.
Homework: Read 30 minutes and complete reading log.
Tuesday, 1-27
Today in class, students read the text from the upcoming EiE unit Aisha Makes Work Easier. We examined how Aisha's feelings and emotions changed throughout the text.
Homework: Read 30 minutes and fill out logs.
Monday, 1-26
Today in class, we looked at the skills and practice items for this week and got work time. I met with a reading group for a new phase in our reading time: response questions to text. So far, the process looks to be a challenging one for students, but this will ultimately result in more careful and critical reading.
Homework: Read 30 minutes and fill out log.
Friday, 1-23
Today in class, we finished our reading of the Homework Machine and got reading work time. We also took a closer look at one of the NewsELA stories.
Homework: Read 60 minutes over the weekend and complete reading log.
Thursday, 1-22
The class enjoyed a day-long Nature Center field trip today. We had a great time. Enjoy the pictures to the left.
Wednesday, 1-21
Students worked on their reading checklist today. Next week, we'll begin small groups again.
Homework: Read 30 minutes and complete the reading log
Tuesday, 1-20
There are a couple of stragglers left to test this week, and then we'll continue on with small group work! I miss my groups.
Homework: Read 30 minutes and fill out the reading log.
Thursday, 1-15
I am excited to finish up testing this week and begin to see small groups again starting next Tuesday. Students were working hard today!
Homework: Read 30 minutes and complete the log.
Wednesday, 1-14
Today in class, I'm finishing up mid-year assessments. Students got time to work independently.
Homework: Read 30 minutes and fill out the reading log.
Tuesday, 1-13
Today was the second and last day of Scantron testing. Students and I were both pleased to see the increase in scores. Keep up the hard work!
Homework: Read 30 minutes and fill out log.
Monday, 1-12
Students began the winter Scantron test today. We will be finishing that up tomorrow.
Homework: Read 30 minutes and fill out the reading log.
Friday, 1-9
Today, students were introduced to Genius Hour, a open-inquiry project that we'll work on every Friday afternoon for the rest of the year. More details to come.
Homework: Read 60 minutes over the weekend and complete reading log.
Thursday, 1-8
Today, students had a sub for part of the reading block while Mr. Button was at a meeting. Everyone was working hard while I was gone!
Homework: Read 30 minutes and fill out log
Tuesday, 1-6
Today in class, we looked at the reading checklist for the week. Students will be busy learning about how the construction of Olympic buildings will affect the impoverished community in Brazil.
Homework: Read 30 minutes and fill out the reading log.
Monday, 1-5
Today in class, we reviewed Daily 5 expectations so we can start the year off on the right foot! We played a Kahoot quiz and also began a new read aloud story: The Homework Machine - one of my favorites!
Homework: Read 30 minutes and complete log.
Monday, 12-22
Today in class, students got some reading work time while I finished up most computer checks. Students enjoyed reading to self, working on IXL, or reading news stories from newsela.com
Homework: Over break, read 180 minutes.
Friday, 12-19
Today's reading class was also cut a little short due to the Holiday Concert. Students got reading work time while I completed this semester's laptop checks.
Homework: Read 60 minutes over the weekend and fill out the reading log.
Thursday, 12-18
In reading today, students finished the selection from Beauty, the Beast and the Three Sisters. Students talked with a neighbor about how the story fit the traditional idea of a fairy tale.
Homework: Read 30 minutes and fill out the reading log.
Wednesday, 12-17
Today, we started the perspective fairy tale of Beauty, the Beast and the Sisters. We discussed the conventions of a fairy tale and read the first chapter together.
Homework: Read 30 minutes and complete the reading log.
Tuesday, 12-16
Today in class, students worked hard at either their NewsELA article of the week or another Reading Work Time task. Small groups were working hard analyzing various genres of text, led by me.
Homework: Read 30 minutes and fill out the reading log.
Monday, 12-15
Today in class, students looked at this week's checklist. In the morning, we visited the library and in the afternoon, we visited the book fair. Students got a chance to read or write for pleasure as well.
Homework: Read 30 minutes at home and fill out the reading log.
Friday, 12-12
Today in class, we finished the selection from "Magnets and Magnetism." We talked about the importance of connecting new information with prior knowledge to better understand a text.
Homework: Read 60 minutes and complete the reading log.
Thursday, 12-11
Students were, as always, working hard today during the reading block. Students are finding success completing their independent work and are always looking for more opportunities to continue to read their good-fit books.
Homework: Read 30 minutes and fill out the reading log.
Wednesday, 12-10
Today, reading class was not held due to the early release schedule. Instead, students were introduced to the idea of Fixed vs Growth Mindset. Students were given a task that was meant to challenge them. After the allotted time, we processed how students were feeling and discussed the difference between someone who has a fixed mindset and someone who has a growth mindset.
Today in class, we started an informational text on magnetism. Students set a purpose for reading and explored how text features like diagrams can assist them in the reading process. We also had a great day during reading work time.
Homework: Read 30 minutes and fill out the reading log.
Monday, 12-8
Today in class, students were introduced to this week's reading checklist. Students were shown the required NewsELA article that they must read and the corresponding quiz that they must take. Students then got work time to complete these tasks. We also visited the library.
Homework: Read 30 minutes and fill out the reading log.
Friday, 12-5
Today in class, we finished our work with Mountain Manor Mystery. We read the last part of the excerpt and were left with a cliffhanger.
Homework: Read 60 minutes over the weekend and fill out the reading log.
Thursday, 12-4
Today in class, students continued their work with the text Mountain Manor Mystery. They were asked to find the main idea of the text and support that main idea with details. Students also completed various independent activities during reading work time.
Homework: Read 30 minutes and fill out the reading log.
Wednesday, 12-3
Today in class, we continued reading the text Mountain Manor Mystery. We analyzed whether or not we had met our initial purpose for reading and discussed some vocabulary. Students then got work time while I met with a small group.
Homework: Read 30 minutes and fill out the reading log.
Tuesday, 12-2
Today in class, we began a selection from a story called Mountain Manor Mystery. Students talked about the importance of setting a purpose for reading a text and shared their purpose with a partner. In the afternoon, we continued OLPA testing.
Homework: Read 30 minutes and fill out the reading log.
Monday, 12-1
As we begin the new week, students were introduced to the reading checklist for the week. This lays out for students all of the required independent work for the week. We talked about reflexive pronouns as a class, and visited the library. In the afternoon, we took the OLPA test with limited success on the computers. We'll try again tomorrow.
Homework: Read 30 minutes and fill out the reading log.
Tuesday, 11-25
Today in class, students got a chance to look at what the OLPA will look like next week. They also took a qualifying quiz for our school's Spelling Bee.
Homework: READ READ READ over the weekend!
Monday, 11-24
Today in class, students finished reading the story Planet of the Plants. Students worked with a partner to identify main idea and details of this fictional story.
Homework: Read 30 minutes tonight at home.
Thursday, 11-20
Today, students continued to read the text "Planet of the Plants." We discussed why it's important to make a prediction when reading and how to adjust that prediction.
Homework: Read 30 minutes tonight at home.
Wednesday, 11-19
Today in class, we started reading the story Planet of the Plants, a science fiction text. We worked on the skill of predicting based on genre.
Homework: Read 30 minutes and fill out the reading log.
Tuesday, 11-18
Today's reading lesson was also shortened due to the Mower Refreshed Assembly. In class, we looked at this week's NewsELA article and the IXL skills of the week.
Homework: Read 30 minutes and complete the log.
Monday, 11-17
Today's class was was devoted to Words Their Way and library in the morning and then OLPA testing preview and this week's reading checklist in the afternoon. It was nice to get these things out of the way now so we can devote the rest of the week to small groups and independent work time.
Homework: Read 30 minutes and fill out the reading log at home tonight.
Friday, 11-14
Today in class, we re-examined the NewsELA article we started yesterday and tried to come up with a good main idea for it. We also had a very serious discussion about Moodle Messenger. The bottom line is that messaging classmates at any point when you are at school is not acceptable. Students received this very serious warning and know that the consequence for breaking this expectation is a computer suspension.
Homework: Read 60 minutes over the weekend and fill out the reading log.
Thursday, 11-13
Today in reading, we took a close look at NewsELA and discussed some good-reading strategies as we finished up our work with the story "Tell Us a Tale, Hans."
Homework: Read 30 minutes tonight at home.
Wednesday, 11-12
Today in class, students offered some book recommendations to each other and learned about the difference between fact and opinion.
Homework: Read 30 minutes and fill out the reading log.
Tuesday, 11-10
Today in class, students received the November book order catalogs and got time to peruse through them. We also read the story Tell Us a Tale, Hans! This biography of Hans Christian Andersen helped us to understand chronology of texts and infer meanings to new vocabulary words.
Homework: Read 30 minutes and fill out the reading log.
Monday, 11-10
Today in class, students met with their Words Their Way teacher and worked on another word study sort. Students also took a trip to the library and became familiar with this week's reading checklist.
Homework: Read 30 minutes tonight at home.
Mr. Button was on vacation Thursday and Friday of this week. Sorry this site wasn't updated.
Wednesday, 11-5
Today in class, we more closely examined the website NewsELA. This will be an invaluable tool for all students throughout the year, and we want to make sure we are utilizing it correctly.
Homework: Read 30 minutes tonight at home and fill out the reading log.
Tuesday, 11-4
Today in class, students got plenty of work time to tackle some of the "must do" items on their weekly reading checklist.
Homework: Read 30 minutes tonight at home and complete the reading log.
Today in class, students met with their Words Their Way teachers to get very specific small-group instruction at their level. Then, we took our weekly trip to the library. In the afternoon, we discussed this week's IXL skills and I introduced a new resource for students called NewsELA. We also had our first classmate complete her 300 minutes of reading for a free pizza from George's! Nice Job Mi!
Homework: Read 30 minutes tonight at home and fill out reading log.
Friday, 10-31
In class today, I showed students a tool that can be used to look up the level of the books they're reading. This will assist the students in selecting an "appropriately challenging" text.
Homework: Read 60 minutes this weekend and fill out the reading log.
Thursday, 10-30
Today in class, students were reminded of the importance of choosing a book that is APPROPRIATELY CHALLENGING. That is, students should be choosing a book that challenges them just a bit. "Reading books that are too easy will not grow your reading brain muscles," I told them. :-)
Homework: Read 30 minutes tonight and fill out the log.
Wednesday, 10-29
Due to a Cyberbullying assembly, we only got 45 minutes of reading today, but we made them count! I discussed and handed out a reading log that students can use to keep track of their reading OUTSIDE of school. Once 300 minutes are read, students will get a coupon for a free pizza at George's.
Today in reading, we practiced prepositions and adjectives and modeled what a small-group lesson with Mr. Button will look like. Students were working hard, as usual!
Homework: Read 30 minutes tonight at home.
Monday, 10-27
Because we went on a field trip to see the Austin Symphony Orchestra today, reading class was shortened. We also had to take a little time to fill out our Weekly Grade Check-In forms. After this, students worked independently on reading to self, IXL skills, or completing a writing prompt.
Homework: Read 30 minutes tonight at home.
Friday, 10-24
Today in class, students practiced asking partners comprehension questions using Read to Someone bookmarks. This file can be viewed and downloaded on the Reading Stuff tab of this website.
Homework: Read 60 minutes this weekend.
Thursday, 10-23
Today in class, students got a MONDO Job that they will work on for the next day. We also finally got to visit the library!!!!
Homework: Read 30 minutes tonight at home.
Wednesday, 10-22
Today in class, students made connections with the story Books for Oliver in order to make a prediction about the text.
Homework: Read 30 minutes.
Tuesday, 10-21
Today in reading, students began to learn how to Read to Someone, which will be yet another option for them during reading independent time. Also, we continued with our second lesson the book "Books for Oliver."
Today in class, students got to work with their Reading Checklist and pick from many different options during independent work time.
Homework: Read 30 minutes tonight at home.
Friday, 10-10
Today in class, students were given a preview for their spelling work and how that will look throughout the year. We will continue to use the word study program Words Their Way that they have been using in elementary school. We will be teaming up with Team 5A. Each of the 7 teachers will have a different level of spellers. This means that all students will be getting word study instruction that is perfect for them!
Homework: Read 60 minutes over the weekend.
Thursday, 10-9
Today in class, students learned another important reading strategy: Check for Comprehension. I modeled how to read a book and ask myself if I knew the setting and main character, the plot, the author's purpose, and could connect anything to my own background knowledge.
Homework: Read 30 minutes tonight at home.
Wednesday, 10-8
Today in class, students learned about the important reading strategy of Monitor and Fix Up. Students listened as I modeled this strategy with a picture book and tallied the times that I used this skill. This afternoon, students learned about analogies.
Homework: Read 30 minutes.
Tuesday, 10-7
In class today, students discussed how to make an inference and how to use the timer tool on SMART Notebook. The timer will help students stay on task and (hopefully) get all of their work done in reading each day.
Homework: Read 30 minutes tonight at home.
Monday, 10-6
We have a lot to cover before Education Minnesota break next week. Today, we reviewed and practiced Inner Voice with a common text, prepared our reading folders, and got a new skill to practice: Expanding Vocabulary.
Homework: Read 30 minutes tonight at home.
Friday, 10-3
Today in class, we worked through some issues what we've been having during reading time. We talked about letting Mr. Button do his job while it's work time. We developed a routine of how to communicate with Mr. Button at this time.
Homework: Read 60 minutes over the weekend.
Thursday, 10-2
Today in class, students learned practice antonyms and sentence fragments in IXL as another independent option while they have work time.
Homework: Read 30 minutes tonight at home.
Tuesday, 9-30
Today in class, students continued to improve on their abilities in Inner Voice. We took more time to talk about what good inner voices sound like and graded the Inner Voice Post-It Notes from our classmates.
Today in class, students were given an added task to complete during Read to Self time. I gave a short lesson on Inner Voice and then had student write their inner voice thoughts on Post-It notes during reading. Later, we looked at all of them and graded each (they were anonymous). We also took some time to look at this month's book order catalog.
Homework: Read 30 minutes tonight at home.
Thursday, 9-25
In reading today, students were busy reading to self while I finished some reading assessments. To end the day, students did a gallery walk around the FTLA to see what books their classmates were enjoying.
Homework: Read 30 minutes tonight at home.
Tuesday, 9-23
Reading today was shortened due to the Mower Refreshed Assembly this morning. I was able to get through more reading assessments with students as they continued to perfect their read to self skills.
Homework: Read 30 minutes tonight at home.
Monday, 9-22
Today's class was all about Read to Self. Students were able to read a book for enjoyment while I am finishing up beginning-of-the-year assessments.
Homework: Read 30 minutes tonight at home.
Friday, 9-19
Today in class, students were introduced to the CAFE menu of reading strategies. We'll add to this menu throughout the year as we learn more and more strategies that will help us become better readers.
Today in class, we continued to work on building our reading stamina while students were assessed individually. Students are becoming EXPERTS at ignoring distractions in the FTLA. In the afternoon, we took an online reading interest survey. Students enjoyed seeing the results of the survey immediately on the SMART Board.
Homework: Read 30 minutes tonight at home.
Wednesday, 9-17
Today in class, students reviewed how we can take good care of our classroom books and were able to practice Read to Self skills in the FTLA. Overall, the class was very successful in the easily-distracted FTLA. Great job class!