3/22/2018 0 Comments Good bye! We will miss you!
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3/22/2018 0 Comments Mealworms and Milkweed BugsFor science, students are investigating these insects! We are noticing what they look like, what the need, and how they move. We are also learning how to take care of them, provide habitats for them, and watch as they grow!
3/6/2018 0 Comments Where's Mrs. T?3/2/2018 0 Comments Read-A-Thon!Read-A-Thon!
10:00 Elephant & Piggie Books Read-Aloud & Partner Reading How to draw Elephant & Piggie! Write Elephant & Piggie Stories 10:45 Dr. Seuss Read-Aloud Cat and the Hat HATS! 11:00 Don’t Let the Pigeon… Read-Aloud Write “Don’t Let the Pigeon…” 11:30 Recess & Lunch 12:15 It’s Not a Box Read Aloud Plan and Design a “Not a Box” 12:45 Survey & Graph Favorite books Thank you to our volunteers for coming to read with us! 3/2/2018 0 Comments Opinion Writing DevelopsStudents have been developing their opinion writing. Here are some ways to help your student develop their opinions at home.
1. Ask your student to practice stating their opinion and listing reasons orally before writing. 2. If your student is writing a few words, write a sentence stem for your student to fill in the blanks "In my opinion __________ is the best because ________." or "I would recommend ________ because _________." If your student is writing 1-3 sentences, encourage your student to list more reasons. "Another reason is... Also..." If your student is writing 3-5 sentences, ask your student to develop the opening and closing sentences. Openings can be exciting by including a question or suggestion. "Do you like ______ ?" or "If you like ______, then you will love _______ !" Closing sentences should end with repeating the opinion and telling the reader to do something. "You should go to _______ ..." If your student is writing 5-7 sentences, encourage your student to think about other ways to convince the reader. Agree or disagree with others. "Some people think ______, but I think_______ because..." Quote experts "Ms. T says..." Include what it is, when you can go, and when it's open. Compare it to another place. "_______ is better than ______ because..." 3. Once your student is writing about 7+ sentences, encourage your student to start thinking about spelling and punctuation. First, make sure HFW are spelled correctly. Then, make sure periods, question marks, and exclamation points are used accurately. Students should be checking that upper and lower case letters are used correctly. Finally, students should be trying to spell their words phonetically, not necessarily with dictionary spelling! For example "I like Mic Donulds because..." (Because is spelled correctly because it is a HFW students have memorized.) Your student may be noticing more words with apostrophes. That is because we spent some time thinking about contractions, what two words existed before crashing them together into one word. Students enjoyed the challenge of finding the patterns between contractions and guessing how other contractions might look. Students have also been thinking more about words and how they make sense in sentences. Sometimes words need to have an /ed/ or an /ing/ to sound right in a sentence. Students have also been learning more snap words and songs to go with them. Ask your student which new words we all learned how to spell this week!
3/2/2018 0 Comments Day 100!For the 100th day of school, students had some exciting challenges to pursue. In these photos, you can see students writing 100 words, and many resourcefully used the word wall to help them come up with more! We also drew 100 gum balls in 10 gum ball machines and did a few other activities to celebrate the 100th day of school.
Students have been thinking of ways to accurately count their collections. This becomes more challenging when collections are reaching in the hundreds! Two students thought to actually write down the count to make certain they covered every bowl. Another team decided to place bowls in a line to make certain the same thing. Later, we talked about these two ways and also wondered which one would be more efficient. Students are comparing their collections to other collections and thinking about which collection has the greatest sum and how they know. A couple teams started wondering how much larger a collection was from another. "How many more is 200 than 130?"
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