How Motivated are You?

With the OAA quickly approaching, are you motivated for success?  Do you have what it takes to give your best?

OAA Reading Strategies

We have discussed reading strategies throughout the year in Reading Workshop.  What ones did you use completing the passage about Toni Morrison?

You can see the responses HERE




If you have trouble seeing the entire form, can't scroll down, or get to the submit button, on your keyboard, just hit Ctrl - (Control and the minus sign at the top of the number keypad.)

OAA Vocabulary

Here are some words you need to know.

You can see the responses HERE.

A New Word

Created with Padlet

Making an Inference

What can you figure out?

Practice Proficiency Questions

Please complete the form from your questions from the 2006 OAA.

You can see the responses HERE.

School Survey Says . . .

A survey about our schools was distributed to families and/or posted on websites in February 2013. Approximately 402 surveys were returned. The results below show the percentages of those who “strongly agree” or “agree” with each statement.  

	Percentage of those who “strongly agree” or “agree.”
1. My child’s school has high expectations for students.	93%
2. Firm, but fair, discipline is maintained in this school.	88%
3. Our school has my child’s best interest at heart.	93%
4. I am kept informed about my child’s progress in class.	92%
5. Students are recognized and praised when they excel.	91%
6. Students get along well with other students.	86%
7. School buildings are in good condition.	60%
8. Parents and the school staff work together when a problem arises.	87%
9. I am proud that my children attend Logan Elm Schools.	95%
10. Student learning is a very high priority in our school district.	90%
11. The school staff is committed to improving student performance.	93%
12. Teachers willingly help students when asked.	92%
13. People in this school prepare students to be successful in their academics.	93%
14. Students who need academic help are given assistance.	92%
15. Students are kept informed of their grades and progress.	97%
16. Instruction and homework assignments are clear and easy to follow.	85%
17. Computers (other technology) are regularly used in our school.	90%
18. Administrators listen to me when I have problems.	91%
19. Administrators treat me with respect and dignity.	95%
20. Administrators follow through on things needing his/her attention.	90%
21. Administrators are visible in the building and at school activities.	94%
22. Administrators are friendly and helpful.	95%

An Amazing Story of a Reader

Savannah never read a chapter book before this year.  Somehow she got to six grade and never finished a chapter book.  She was a fake reader.  She tried reading Scat five times last year.  She kept getting lost and restarting.  It didn't matter because she didn't get it anyway.  Besides, reading gave her a headache.  

Talking about second grade she said, "They pulled me out because I couldn't read. I was just below average."  In her pullout class, she had to read these little books and little pamplet stories.  She just really didn't read though.

Her grandpa started the change.  He would read with her.  He would help her figure out the words.  It started with One Fish, Two Fish, Red Fish, Blue Fish.  That was the only book she liked.

She came to sixth grade and had to start logging her reading for her Read at Home assignment.  At first she just logged what she wanted her goal to be so she had to read that night.  Then she found The Hunger Games.  She connected to the story and it made her want to read.  She finished the series and found other good books to read.

Before she knew what happened, she began to read because she liked it.  Now she reads at least an hour each night.  Her mom has to make her stop reading.  She reads books, understands them, and writes about them.  The last book she read she finished in two days.  She's an amazing story and the story is just beginning.  Great things are ahead for this girl that just became a reader.

Compare and Contrast Families

The latest assignment in Reading Workshop is to describe the family in the SSR book students are reading.  Then they have to compare and contrast that family with their own.  This is just another assignment in the group as students are working to respond to a prompt.

What is Your Dream?

Do you dare enough to dream?  What is your dream?  Although this clip is from a couple of years ago, the power of the song and the message hasn't weakened.

Organization for Writing a Response Post

The assignment to students was to write a blog post about how the main character in the book they are reading responds to problems he/she faces using specific details from the text to support their points.  

These are the two methods of organizing the essay:

¶1  Introduction—Title, author, purpose for writing, and describe the problem
¶2  First Response—How the character reacted and details to support it.
¶3  Second Response—How the character reacted and details to support it.
¶4  Third Response—How the character reacted and details to support it.
¶5  Closing—wrap it up

or

¶1  Introduction should include the title, author, and purpose (what you are going to write about)
¶2  First Problem's Response—How the character reacted and details to support it.
¶3  Second Problem's Response—How the character reacted and details to support it.
¶4  Third Problem's Response—How the character reacted and details to support it.
¶5  Closing

By the way, you can write more paragraphs. :)

Character in a Book

Students wrote a blog post about the main character in the book they are reading. They shared how the character acts, thinks, and feels and compare him/her to themselves. This should have an introduction and conclusion, and should be at least 5 or 6 paragraphs. Students had two days to complete this assignment.

Hey Students, Who is in Charge of You?

I am spending the next three days at the Ohio Etech Conference.  This is a chance for me to be the student and learn about using technology in the classroom.  Many of the ideas that we use in Reading Workshop originated from past conference.

This brings me to the topic of this blog post

HEY STUDENTS, WHAT ARE YOU GOING TO DO?

Whenever I am not at school, I learn a lot about the students.  I find out who is motivated and successful.  Is that you?  Or do you need your mom or dad or teacher telling you what to do every minute of the day, just to be successful?

Do you see a substitute teacher as someone that you can try to take advantage of or do you know that you need to be understanding and responsible?  Will you be the one that gets the sub to write a note about how this was such a great class?  Or will you get a trip down the hall to visit the principal?

Do you know that everything you do during the next three days will be for a grade?  Do you know that I will be reading blog posts about the characters in Watchers Rewind?  Do you know I will be monitoring Study Island scores?  Or are you a motivated student that is going to do your best just because you have pride in your grades and your blog?

Good luck the next three days, Reading Workshop students.  I am anxious to see how you do.  In fact, I can't wait until Thursday when we discuss this post.  In the mean time, please think about what you do and what it says about you!

A Spiderwick Kind of Class

The students in 604 have been infected by Spiderwick.  Over half of the class has read at least part of Tony DiTerlizzi and Holly Black's five book Spiderwick Chronicles series. These books venture into the world of fantasy with an easy to read style.

In book one, The Field Guide, after their parents get divorced, the three children, thirteen-year-old Mallory and her nine-year-old twin brothers, Jared and Simon move with their mother into the Victorian home where their great-aunt Lucinda lived previously.

The kids discover a world of faeries, a secret library hidden in the house, and later discover Arthur Spiderwick's Field Guide to the Fantastical World Around You in a chest in the attic. Soon after moving in, odd things begin to happen, like strange sounds in the walls, and small unexpected and unfriendly other occupants are in the house.

This is a fun series with nonstop adventure  through all five books.  It is great to see a class find a series they enjoy.  And the good news is there are three new books they can read, Beyond the Spiderwick Chronicles.

How the Setting Impacts the Book

Students recently wrote a blog post about how the setting impacts the book they are reading.  We discussed the setting in the current read aloud, Watcher's Rewind written by Peter Lerangis.  In this book the whole story takes place near where a fatal accident happened.  This makes life extremely difficult for the main character, Adam Sarno.

Students also completed a lesson on Study Island, the online learning program that we use in Reading Workshop.

To see student blog posts, you can look HERE

How Involved are You in Blogging?

As the grading period comes to an end, please count and record the number of your posts and comments.

Zero Tolerance for Writing Errors

Starting today there is zero tolerance for mistakes in writing. The school year is half over.  Students in Reading Workshop have been writing every day.  The expectations for writing are for students to use the skills that have been taught.  

Students are expected to write without errors in spelling and mechanics. Each student has tools available, including a computer with word processing and spell check, a dictionary, online sites like Answers.com and Dictionary.com, peer assistance, and spelling buddies. There really is no reason for writing with mistakes, other than a lack of effort.

Students are expected to use correct punctuation, capitalization, spelling, and grammar. When an assignment is turned in with errors, students' grades will be drastically cut.  Students must edit with attention to detail or they will not pass.

If students don't know the difference between your and you're, it's time to learn.  The first letter in words in a title, proper noun or to start a sentence must be capitalized.  Tiny mistakes mean huge differences in grades.

Step it up Reading Workshop students.  The responsibility for writing cleanly and clearly is on you.  

Submit Your Project for a Grade

Reading Workshop students, please copy your Element Essay and Element poem from your blog and paste them into this form to be graded.

Hey Guys, Which Half are You In?

I watched as each row was dismissed.  After a few minutes, I decided it was about 50/50.  I didn't see a pattern based on age, dress, or companions.  About half of the time once a man exited his row, he stepped back and let his wife, daughter, girlfriend, and/or mother go in front of him.  The other half, he walked out in the order he left the pew.

This scene took place at a wedding I attended over Christmas break.  I am not even sure what made me notice, other than we were one of the last rows to be released by the ushers so we watched a lot of people exit.  

The guy in front of me walked out with his wife trailing about three feet behind, and he never even looked back.  You could tell that was what they were used to.  As I watched them, it bothered me a little.

So guys, which half are you in?  Do you treat ladies with respect?  What about classmates?  Do you let the door slam in the face of the person behind you?  Or do you stop and hold the door?  Do you let a girl go in front of you?  Is that uncool?  Or do you show kindness and respect to classmates?

And what about you girls?  Do you say thank you when someone shows good manners and treats you with respect?  Or is that just too old fashioned?  When someone extends an act of kindness how do you respond?  

Do manners go out of style?  Do you talk the talk, or walk the walk?  How many times a day do you say thank you?  Are good manners important when you are twelve years old?  Is it just part of being a caring and considerate person?  Or is it just something that doesn't matter until you are an adult?

Image from http://articles.chicagotribune.com/2011-05-31/lifestyle/sc-fam-0531-parenthood-manners-20110531_1_modern-lesson-door-slam-ladies

Interdisciplinary Element Project

Students will be doing an interdisciplinary research/writing project in Reading Workshop and science.  Students will choose an element from the periodic table and describe the stages of the element's life.  

The language arts grade for this project will be based on organization, creativity, PUGS (punctuation, usage, grammar, and spelling), completeness, and overall quality of writing.  Students will also be writing a poem about the element and it will be graded too.  The science grade will be based on content and quality of overall project as described on the project information sheet provided by Ms. Huysman.

Before beginning to write, students must know the following information:

1.   Name of element

2.   Element symbol

3.   Atomic number

4.   Atomic mass

5.   Number of protons

6.   Number of electrons

7.   Number of neutrons

8.   Date of discovery

9.   Discoverer

10. Country of discovery

11. Boiling Point

12. Melting Point

13. State of Matter

14. Family name

15. Names of family members

16. Period/group

17. Uses for element

18. Type of element

All of this information is expected to be included in the project.  The written part will be posted on student blogs.  This will be printed out and included with other parts of the project as required for science.

Image from http://quantumartandpoetry.blogspot.com