Reading and Language Arts
June 16--Today we finished our amazing read-aloud book, The Story of Rolf and the Viking Bow. Students helped clean the classroom and painted one last watercolor for the year.
June 15--Students helped with book inventory and room cleaning.
June 14--Take home folders went home today. Please pay attention to the spelling pretest and posttest along with the attached notice that shows your student's progress. Please also pay attention to your child's first essay in September and compare it to his or her lasts two essays of the year. All these items will be on top.
3rd: Students wrote a creative story which began with this sentence: "The three of us crawled along the beach as the icy wind whipped our faces."; students corrected their homework and began reading and discussing "Alejandro's Gift". Homework: finish "Alejandro's Gift" and answer questions 1-4 in complete sentences which use key words from the question.
4th: Students wrote a creative essay which began with this sentence: "The three of us crawled along the beach as the icy wind whipped our faces."
5th: Students wrote a creative story which began with this sentence: "The three of us crawled along the beach as the icy wind whipped our faces."; students corrected their homework and began reading and discussing "Lewis and Clark". Homework: finish reading "Lewis and Clark" and answer questions 1-4 in complete sentences using key words from the question.
June 13--
3rd: began reading and discussing "I'm in Charge of Celebrations"; corrected two comprehension tests. Homework: finish reading "I'm in Charge of Celebrations" and answer questions 1-4 on p. 317. Answer in complete sentences that use key words from the question.
4th: completed two Reading Detective comprehension tests; discussed the corrected the tests in reading group.
5th: Read "Dear Mr. Henshaw" and answered questions 1-4 in complete sentences using key words from the questions in their written answers; began reading "What's the Big Idea, Ben Franklin?". Homework: answer questions 1-4 on p. 667 in complete sentences that use key words from the question.
June 10--Students wrote their final essay about the human brain from the notes they took earlier this week.
June 9--Field Day today!
June 8--Students reviewed all phonograms orally and took their spelling posttest today. Homework for fifth grade: read pages 514-526, "Little by Little" and answer questions 1-4 at the end of the story. Answer in compete sentences that include key words from the question.
June 7--Students listened a second time to the book Your Fantastic Elastic Brain and took notes for a multi-paragraph essay to be written in class Friday afternoon. Students also worked on their art projects for the graduation gifts to the eighth graders. Students will bring their spelling notebooks home today. The spelling posttest is tomorrow. There is no need to study for this, but students are welcome to look over their notebooks tonight.
June 6--homework: Five-paragraph essay is due tomorrow morning.
3rd: finished reading and discussing "If You Made a Million"; continued writing and proofreading essay about our field trip; listened to a reading of the book Your Fantastic Elastic Brain.
4th: continued writing and proofreading essay about our field trip; listened to a reading of the book Your Fantastic Elastic Brain.
5th: finished reading and discussing Johnny Tremain. Students discussed their favorite characters and the virtues those characters displayed. They continued writing and editing their essay about our field trip; listened to a reading of the book Your Fantastic Elastic Brain.
June 3--Students took their last regular spelling test today. Next week will be the 50-word posttest. The posttest is the same test as the pretest; the words come from the master list of words for first grade through sixth grade. Students are free to review the words in their spelling notebooks, but the posttest will have words that are easier and words that are harder than their own spelling lists this year. Next Thursday I will send home their pretest from September along with their posttest from next week so that you can see their general spelling progress this year.
June 2--Homework: spelling test tomorrow.
3rd: began reading and discussing "If You Made a Million"; continued writing essay.
4th: finished reading "The Down and Up Fall"; read "Amazon Adventure" independently; continued writing essay. This class was the first to finish their reading book this year.
5th: continued reading Johnny Tremain; continued writing essay.
June 1--
3rd: finished reading and discussing "Leah's Pony"; continued writing five-paragraph essay about our field trip.
4th: continued reading and discussing "The Down and Up Fall"; continued writing five-paragraph essay about our field trip.
5th: continued reading and discussing Johnny Tremain; continued writing five-paragraph essay about our field trip. Homework: read the last chapter of Johnny Tremain, sections 2, 3, and 4. Stop when you get to the -5-.
May 31--Homework: spelling words 3 times each. Students put 25 new spelling words in their spelling notebooks; students began their five-paragraph essay about last week's field trip.
May 27--Students took a spelling test and continued writing thank-you letters.
May 26--Homework: prepare for spelling test.
3rd: began reading and discussing "Leah's Pony"; wrote three thank-you letters for drivers, chaperones, and teachers at Soundbridge.
4th: began reading and discussing "The Down and Up Fall"; wrote three thank-you letters for drivers, chaperones, and teachers at Soundbridge.
5th: continued reading and discussing Johnny Tremain; wrote three thank-you letters for drivers, chaperones, and teachers at Soundbridge.
May 25--field trip to Soundbridge; students took notes about their field trip. Homework: if spelling words 3 times each and cursive copy of the prayer "Suscipe" are not already turned in, they are due Thursday morning.
May 24--track meet
May 23--homework: spelling words three times each, due Wednesday.
3rd: workbook, pp. 24, 25, 26; Suscipe prayer by St. Ignatius in cursive; 25 new words in spelling notebook; corrected Reading Detective exercise.
4th: workbook pp. 127-128; Suscipe prayer by St. Ignatius in cursive; 25 new words in spelling notebook; "Word Relationships", p. 712 and test practice, p. 713.
5th: workbook pp. 91, 92, 93; Suscipe prayer by St. Ignatius in cursive; 25 new words in spelling notebook; continued reading and discussing chapter 11 of Johnny Tremain.
May 20--Students took a spelling test today. Fourth and fifth grades corrected their Reading Detective comprehension exercise from yesterday.
May 19--Homework: spelling test tomorrow.
3rd: completed a Reading Detective reading comprehension exercise; make a card for a student having surgery today.
4th: completed Reading Detective reading comprehension exercise; made a card for a student having surgery today; read and discussed "Fly Traps".
5th: completed a Reading Detective reading comprehension exercise; made a card for a student having surgery today; discussed questions and answers for Johnny Tremain chapter 10; began reading and discussing chapter 11. Homework: read up to the -4- in chapter 11.
May 18--
3rd: finished reading and discussing "The Crowded House"; comprehension test, "The Crowded House"; corrected reading comprehension exercise; independent reading.
4th: corrected Paul Bunyan assignment; read and discussed "Fact and Opinion", pp. 688-689 and vocabulary pp. 690-691; began reading and discussing "Fly Traps"; corrected reading comprehension exercise; independent reading.
5th: read independently "Evelyn Cisneros, Prima Ballerina"; answered questions 1-4 on p. 480 in complete sentences which use key words from the question; corrected reading comprehension exercise; discussed answers to the questions for chapter 9 of Johnny Tremain; began reading and discussing chapter 10. Homework: finish chapter 10 of Johnny Tremain and answer questions on the worksheet.
May 17--
3rd: workbook pp. 20-21; reading comprehension exercise; independent reading.
4th: workbook finish pp. 123, 124, 125; reading comprehension exercise; independent reading.
5th: corrected Johnny Tremain chapter 8 questions; began reading chapter 9; reading comprehension exercise. Homework: finish chapter 9 of Johnny Tremain.
May 16--Homework: spelling words 3 times each
3rd: began reading and discussing "The Crowded House"; put 25 new words in spelling notebook.
4th: read p. 685, "Geography" and did the map activity on p. 687; put 25 new spelling words in spelling notebook. Homework: finish Paul Bunyan map.
5th: put 25 new words in spelling notebook; continued reading and discussing Johnny Tremain. Homework: finish chapter 8 of Johnny Tremian and answer questions on handout.
May 13--Students took a spelling test today and reviewed Latin and Greek roots.
May 12--Homework: spelling test; Field Trip form signed and returned.
3rd: read "Boom Town" independently and answered questions 1--4 on p. 213, using key words from the question in complete-sentence answers; checked answers together; independent reading.
4th: checked yesterday's reading comprehension homework; finished reading "Paul Bunyan and Babe the Blue Ox"; comprehension test, "Paul Bunyan and Babe the Blue Ox".
5th: discussed questions from chapter 7 of Johnny Tremain; began reading and discussing chapter 8. Homework: read chapter 8, parts 1 and 2 of Johnny Tremain and answer questions on worksheet.
May 11--
3rd: read and discussed "Why Mosquitoes Buzz in People's Ears"; independent reading, review of positive, comparative, and superlative adjectives; celebration of a birthday. Homework: answer questions 1-4 on p. 82 in the reading book. Answer in complete sentences which use key words from the question.
4th: continued reading and discussing "Paul Bunyan and Babe the Blue Ox"; corrected workbook pages; page 125 workbook about positive, comparative, and superlative adjectives; independent reading; celebration of a birthday. Homework: Reading Detective comprehension exercise.
5th: independent reading of Johnny Tremain and answering questions about Johnny Tremain; review of positive, comparative, and superlative adjectives; independent reading; celebration of a birthday. Homework: finish Chapter 7 of Johnny Tremain and answer the remaining questions on the handout.
May 10--Students had their last art lesson with our guest teacher. Students reviewed the definitions of noun, verb, adjective and adverb then practiced identifying the nouns, verbs, adjectives, and adverbs in their spelling lists. Homework: list the nouns, verbs, adjectives and adverbs from the spelling list. Section R: 8 nouns, 7 verbs, 2 adjectives, 1 adverb. Section W: 5 nouns, 3 verbs, 8 adjectives, 2 adverbs. Below is the worksheet students received in class:
Noun: a word that names a person, place, thing, or idea. (Noun test:
A _____________, the ___________________.)
Verb: a word that shows action or being. (Verb test: I can ____________; I did __________________.)
Adjective: a word that modifies a noun (tells you more about the noun). (Adjective test: a _______________ tractor; a ___________________ horse.)
Adverb: a word that modifies a verb. It answers the question how, where, when. Adverb test: does the word tell you how something is done, when something is done, or where something is done?)
Homework: list the nouns, verbs, adjectives and adverbs from this week’s spelling list.
Section R: 8 nouns, 7 verbs, 2 adjectives, 1 adverb.
Section W: 5 nouns, 3 verbs, 8 adjectives, 2 adverbs.
May 9--Homework: spelling words 3 x each
3rd: finished putting 25 new spelling words in spelling notebook; workbook pages 12 and 13; independent reading.
4th: finished putting 25 new spelling words in spelling notebook; read pages 668-669; workbook pages 123 and 124; began reading and discussing "Paul Bunyan and Babe the Blue Ox".
5th: finished putting 25 new spelling words in spelling notebook; quiz on chapter 6 of Johnny Tremain; began reading and discussing chapter 7. Homework: read Johnny Tremain chapter 7 to the start of section 3 and answer the questions on the worksheet handout.
May 6--Students took a spelling test today. They began putting 25 new words in their spelling notebooks. We added two more Latin roots and two more Greek roots to our collection. Latin roots: capt, capit = head; spir = breath. Greek roots: phobia = fear; auto = self. (See vocabulary page for more information.) This week I have continued reading our current read-aloud, The Story of Rolf and the Viking Bow.
May 5--Homework: spelling test tomorrow.
3rd, 4th, 5th: students worked in pairs to prepare a presentation about an article they read in Scholastic News. Student pairs each presented their oral report to the class.
May 4--
3rd: checked comprehension test; read and discussed vocabulary on p. 60-61; listed nouns, verbs, adjectives, and adverbs from their spelling list; cursive practice, "Holy Spirit Prayer"; read Scholastic News independently.
4th: checked comprehension test; read and discussed "I Have Heard of a Land"; listed nouns, verbs, adjectives, and adverbs from their spelling list; cursive practice, "Holy Spirit Prayer"; read Scholastic News independently.
5th: continued reading and discussing chapter 6 of Johnny Tremain; listed nouns, verbs, adjectives, and adverbs from their spelling list; cursive practice, "Holy Spirit Prayer"; read Scholastic News independently. Homework; read Johnny Tremain to the end of chapter 6 (VI).
May 3--In this time slot students had their second to last watercolor lesson with a professional artist. We corrected five sentence diagrams with adverbs.
May 2--
3rd: read and discussed "Coyote Places the Stars"; diagrammed five sentences with adverbs; finished putting 25 new spelling words in notebook; homework: spelling words 3 x each and comprehension test for "Coyote Places the Stars".
4th: finished reading and discussing "The Gold Rush"; diagrammed five sentences with adverbs; finished putting 25 new spelling words in notebook; homework: spelling words 3 x each and comprehension test for "The Gold Rush".
5th: began reading and discussing chapter 6 of Johnny Tremain; diagrammed five sentences with adverbs; finished putting 25 new spelling words in spelling notebook; homework: read Johnny Tremain to chapter VI, section -3-; spelling words 3 x each.
April 29--Students took a spelling test, learned how to diagram adverbs in a sentence, and began putting 25 new words in their spelling notebooks. Students also learned how to draw rectangular solids. Then they learned how to develop one of their rectangular solids into a house that looks three-dimensional instead of flat. Next week students will demonstrate this skill in a color pencil drawing. (Should we have a website page called art? Thus far I have just been putting art information in one of the other subject pages.) This week I began reading a new read-aloud book The Story of Rolf and the Viking Bow by Allen French, which students listened to today.
April 28--Homework: spelling test tomorrow
3rd: read and discussed vocabulary pages 14-15 and 36-37; workbook pages 1, 3, 7, and 8; took spelling quiz on rule 24; independent reading.
4th: continued reading and discussing "The Gold Rush"; workbook pages 109-110; took spelling quiz on rule 24; independent reading.
5th: began reading chapter V of Johnny Tremain; wrote thank you letter to their teacher-naturalist from camp; took a spelling quiz on rule 24; independent reading. homework: finish chapter 5 of Johnny Tremain. (Stop at the chapter called "Salt-Water Tea".)
April 27--quiz tomorrow on rule 24, which governs when to change the y to i . (rule 24: when a word ends consonant and y, change the y to i before adding an ending that begins with anything except i.) Examples include: baby + es = babies; carry + ed = carried; valley + s = valleys; carry + ing = carrying.
3rd: corrected spelling worksheet; finished reading and discussing "Papa Tells Chita a Story"; wrote answers to questions 1-4 in complete sentences; new Greek roots, phil = love and mega = large, and two new Latin roots, leg = law and vit = life. See vocabulary section for more information; independent reading.
4th: corrected spelling worksheet; began reading and discussing "The Gold Rush"; new Greek roots, phil = love and mega = large, and two new Latin roots, leg = law and vit = life. See vocabulary section for more information; independent reading.
5th: corrected spelling worksheet; continued reading and discussing Johnny Tremain, chapter IV; new Greek roots, phil = love and mega = large, and two new Latin roots, leg = law and vit = life. See vocabulary section for more information; wrote letters of thanks to those who drove them and chaperoned for camp. Homework: finish reading chapter IV of Johnny Tremain. (Stop at the chapter called "The Boston Observer".)
April 26--corrected worksheet spelling rule 24; lesson: what is an adverb, what questions does an adverb answer?; identifying adverbs in sentences; art lesson from watercolor teacher. Homework: new worksheet spelling rule 24 and parts of speech of spelling words.
April 25--Homework: spelling words 3 times each
3rd: began reading and discussing "Papa Tells Chita a Story"; put 25 new spelling words in spelling notebooks; rule 24 worksheet: rule 24: when a word ends consonant and y, change the y to i before adding an ending that begins with anything except i.
4th: read and discussed "In My Family"; put 25 new spelling words in spelling notebooks; rule 24 worksheet: rule 24: when a word ends consonant and y, change the y to i before adding an ending that begins with anything except i. Homework: p. 600, questions 1-4 in complete sentences.
5th: put 25 new spelling words in spelling notebooks; rule 24 worksheet: rule 24: when a word ends consonant and y, change the y to i before adding an ending that begins with anything except i.
April 22--Students took a spelling test. I finished reading the read-aloud selection I have been reading: Twenty and Ten by Claire Huchet Bishop.
April 21: Homework: spelling test tomorrow; Rachel Carson essay due.
3rd: vocabulary pp. 388-389; read and discussed "Sayings We Share: Proverbs and Fables"; most students finished and edited their Rachel Carson essays; cursive practice writing the Regina Coeli prayer; independent reading.
4th: finished reading and discussing Stuart Little; most students finished and edited their Rachel Carson essays; cursive practice writing the Regina Coeli prayer; independent reading.
April 20--Homework: finish five compound sentences (with at least one spelling word in each). Remember, the conjunctions for joining simple sentences to creat a compound sentences are and, but, or, for, nor, so, yet.
3rd: finished reading and discussing Charlotte's Web; oral phonogram review, reviewed Greek and Latin roots; reviewed conjunctions; composed five compound sentences using spelling words; continued writing essay about Rachel Carson.
4th: continued reading and discussing Stuart Little; oral phonogram review, reviewed Greek and Latin roots; reviewed conjunctions; composed five compound sentences using spelling words; continued writing essay about Rachel Carson. Homework: finish chapter 14 of Stuart Little (to p. 124.)
5th: at camp
April 19--In this time slot students had their next watercolor lesson with the professional artist we got with wishing wall money. Students learned two more Latin roots: aud = hear or listen, as in audio, audition, auditorium, and vis, vid = see, as in visible, invisible, video, vision. Students learned two more Greek roots: derm = skin, as in dermis, epidermis, dermatology, and log = word, speech; logy is study of as in logic, logical, ecology, biology, geology, dialogue, monologue. Fifth grade took a spelling test.
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April 18--
3rd: continued reading and discussing Charlotte's Web; completed notes about Rachel Carson and began writing paragraph about her; finished putting 25 new spelling words in spelling notebook. Homework: spelling words 3 times each.
4th: continued reading and discussing Stuart Little; completed notes about Rachel Carson and began writing paragraph about her; finished putting 25 new spelling words in spelling notebook. Homework: spelling words 3 times each.
5th: completed notes about Rachel Carson and began writing paragraph about her; finished putting 25 new spelling words in spelling notebook. Homework: spelling test tomorrow for fifth grade only. Three times each is optional for fifth grade. If it is completed well it is worth two bonus points on tomorrow's test.
April 15--Students took a spelling test and grammar quiz (naming nouns, verbs and adjectives from spelling words and diagraming sentences with nouns, verbs, and adjectives); students began putting 25 new words in their spelling notebooks.
April 14--Homework: spelling test tomorrow.
3rd: continued reading and discussing Charlotte's Web; new Latin roots: cur=run as in current, courier, cursive; ped=foot as in pedestrian, pedal, pedicure; new Greek roots: pol or polis=city as in Annapolis, Minneapolis, Indianapolis, politics; cycl=circular as in bicycle, tricycle, unicycle, motorcycle; notes about Rachel Carson and her work.
4th: continued reading and discussing Stuart Little; new Latin roots: cur=run as in current, courier, cursive; ped=foot as in pedestrian, pedal, pedicure; new Greek roots: pol or polis=city as in Annapolis, Minneapolis, Indianapolis, politics; cycl=circular as in bicycle, tricycle, unicycle, motorcycle; notes about Rachel Carson and her work. Homework: finish chapter 12 (to p. 99).
5th: continued reading and discussing Johnny Tremain; new Latin roots: cur=run as in current, courier, cursive; ped=foot as in pedestrian, pedal, pedicure; new Greek roots: pol or polis=city as in Annapolis, Minneapolis, Indianapolis, politics; cycl=circular as in bicycle, tricycle, unicycle, motorcycle; notes about Rachel Carson and her work. Homework: read to chapter IV, section -4-.
April 13--
3rd: continued reading and discussing Charlotte's Web; cursive practice for b and f; cursive sentences with b and f; independent reading.
4th: continued reading and discussing Stuart Little; cursive practice for b and f; cursive sentences with b and f; independent reading. Homework: Stuart Little p 75-82.
5th: continued reading and discussing Johnny Tremain; cursive practice for b and f; cursive sentences with b and f; independent reading. Homework: Johnny Tremain to the end of chapter III.
April 12--We had our first watercolor lesson from the professional artist we were able to get with Auction Wishing Wall funds. Many thanks to the person or people who helped us get art instruction. We will have our next lesson next Tuesday morning. Homework: ten sentences with 15 spelling words.
April 11--Homework: spelling words three time each
3rd: finished putting 25 new spelling words into spelling notebook; cursive practice x and z; cursive sentences for v, w, x, and z; oral phonogram review; continued reading and discussing Charlotte's Web. Homework: Charlotte's Web through p. 171.
4th: finished putting 25 new spelling words into spelling notebook; cursive practice x and z; cursive sentences for v, w, x, and z; oral phonogram review; continued reading and discussing Stuart Little. Homework: Stuart Little pp. 54-66.
5th: finished putting 25 new spelling words into spelling notebook; cursive practice x and z; cursive sentences for v, w, x, and z; oral phonogram review; continued reading and discussing Johnny Tremain. Homework: Johnny Tremain to the -4- of chapter III. (It could be p. 65 or 58 depending upon what edition you have.)
April 8--
3rd: spelling test and diagramming sentences quiz; continued reading and discussing Charlotte's Web; independent reading; began putting 25 new words in spelling notebooks.
4th: spelling test and diagramming sentences quiz; continued reading and discussing Stuart LIttle; independent reading; began putting 25 new words in spelling notebooks.
5th: spelling test and diagramming sentences quiz; continued reading and discussing Johnny Tremain; independent reading; began putting 25 new words in spelling notebooks. Homework: finish the second chapter of Johnny Tremain (to p. 47).
April 7--Students worked in pairs to make corrections on grammar worksheets; students painted a watercolor painting. Homework: spelling test tomorrow.
April 6--review of compound sentence:
A compound sentence is two simple sentences joined by a comma and a conjunction: , and , but , or ,for ,nor ,so , yet. Here are some examples of compound sentences:
It was raining, but we played outside anyway.
I wanted some ice cream, so I walked to the ice cream shop.
The dog chased the cat, and the cat chased the mouse.
The lightening came first, and the thunder came next.
3rd: continued reading and discussing Charlotte's Web; completed u and y cursive practice sheet and practice sentences for u and y; completed worksheet for identifying nouns, verbs, and adjectives and diagramming sentences; composed ten sentences with 15 spelling words, four of the sentences are to be compound sentences. Homework: read Charlotte's Web, pp. 158-162.
4th: took a quiz, Stuart Little chapters 3 and 4; continued reading and discussing Stuart Little; completed u and y cursive practice sheet and practice sentences for u and y; completed worksheet for identifying nouns, verbs, and adjectives and diagramming sentences; composed ten sentences with 15 spelling words, four of the sentences are to be compound sentences. Homework: read Stuart Little pp. 28-35.
5th: took a quiz on Johnny Tremain homework; continued reading and discussing Johnny Tremain; completed u and y cursive practice sheet and practice sentences for u and y; completed worksheet for identifying nouns, verbs, and adjectives and diagramming sentences; composed ten sentences with 15 spelling words, four of the sentences are to be compound sentences. Read Johnny Tremain, pp. 22-36 (to the -3- in the second chapter).
April 5--Lesson: diagramming sentences which contain subject noun, verb, and adjectives; new Latin roots: cred = believe and duc, duct = lead; English words include creed, incredible, credible; new Greek roots: crat, cracy = rule and dem = people English words include democracy, democrat, demographics; cursive review letters r and s.
3rd: quiz on Charlotte's Web chapter 18; continued reading and discussing Charlotte's Web; r and s cursive practice; cursive, spelling, and diagramming worksheet; independent reading. Homework: read Charlotte's Web pp. 148-154.
4th: quiz on Stuart Little chapter 2; r and s cursive practice; cursive, spelling, and diagramming worksheet; independent reading. Homework: Read Stuart Little chapters 3 and 4, pp. 13-20.
5th: quiz on Johnny Tremain; continued reading and discussing Johnny Tremain; r and s cursive practice; cursive, spelling, and diagramming worksheet; independent reading. Homework: read Johnny Tremain, pp. 10-18 to the -4-.
April 4--Homework: spelling words 3 times each
3rd: Began reading and discussing chapter 18 of Charlotte's Web; put 25 new words in spelling notebook; cursive practice letters m and n; cursive sentences with m's and n's [written below]; write in cursive the spelling words that have m and n; students learned how to diagram basic sentences with just a subject and a verb such as "The bunny hopped" or "Horses jump"; make ten very simple sentences and diagram the subject (noun) and predicate (verb). Homework: finish chapter 18, pages 140-143.
4th: Began reading and discussing Stuart Little by E.B. White; put 25 new words in spelling notebook; cursive practice letters m and n; cursive sentences with m's and n's [written below]; write in cursive the spelling words that have m and n; students learned how to diagram basic sentences with just a subject and a verb such as "The bunny hopped" or "Horses jump"; make ten very simple sentences and diagram the subject (noun) and predicate (verb). Homework: read Stuart Little, pages 4-11.
5th: Began reading and discussing Johnny Tremain; put 25 new words in spelling notebook; cursive practice letters m and n; cursive sentences with m's and n's [written below]; write in cursive the spelling words that have m and n; students learned how to diagram basic sentences with just a subject and a verb such as "The bunny hopped" or "Horses jump"; make ten very simple sentences and diagram the subject (noun) and predicate (verb). Homework; students who do not already have Johnny Tremain, please download the free library e-book onto your tablet. (I am not asking anyone to purchase this book.) Thank you. Homework: read from the middle of page 2 to page 9 where you see the "-2-".
Cursive sentence for m: The mom in the family mixed milk, cream, and sugar to make her famous ice cream.
Cursive sentence for n: The fine new pony was running with the bunny on the nice green lawn under the moon.
March 25--Students painted a Good Friday scene to go with their cursive copy of 1 Peter 2:21.
March 24--In this time slot our students led the morning prayer service at church for Holy Thursday; independent reading.
March 23--Students continued to practice cursive using the passage 1 Peter 2:21 and completed Daily Language Review for week 14; readers for Holy Thursday practiced; independent reading.
March 22--Homework: if possible, please borrow a scarf from your lovely and amazing mother--one that she would not mind you using in our Holy Thursday morning prayer service. Assure her repeatedly that you will take good care of it. (Then, take good care of it.)
3rd: Third graders served as reading buddies to first grade students this morning.
4th: Fourth graders completed their Virtus Touching Safety Curriculum lesson 4 today.
5th: Fifth graders served as reading buddies to first grade students this morning.
March 21--Homework: readers for Holy Thursday, practice your reading at home.
3rd: Daily Language Review, week 14, days 1 and 2; cursive practice, 1 Peter 2:21-24; practice for Holy Thursday.
4th: Daily Language Review, week 14, days 1 and 2; cursive practice, 1 Peter 2:21-24; practice for Holy Thursday.
5th: Daily Language Review, week 14, days 1 and 2; cursive practice, 1 Peter 2:21-24; practice for Holy Thursday. Homework: please give your parents the letter about checking out the free e-book version of Johnny Tremain from the Sno-Isle library system. We will begin reading on April 4. Here is the link: http://catalog.sno-isle.org/polaris/search/title.aspx?ctx=1.1033.0.0.6&pos=2 Thank you so much. Let me know if you have any difficulty.
March 17--Oral phonogram review, spelling review, and Greek and Latin root review; spelling test; I read a biography of St. Patrick to the class. We discussed what would be important to include in a paragraph that summarizes the life of St. Patrick. Students wrote a paragraph to summarize the life of St. Patrick. We corrected Daily Language Review for week 13.
March 16--Homework: spelling test tomorrow.
3rd: completed week 13, Daily Language Review; began reading and discussing ch. 17, Charlotte's Web; studied for spelling test using this method: copy word, cover and write word from memory, check, [correct any errors], cover and write from memory again, check again; independent reading. Homework: finish reading chapter 17 of Charlotte's Web, pp. 134-137.
4th: completed week 13, Daily Language Review; continued reading and discussing "Blue Willow"; studied for spelling test using this method: copy word, cover and write word from memory, check, [correct any errors], cover and write from memory again, check again; independent reading.
5th: completed week 13, Daily Language Review; continued reading and discussing "Name This American"; studied for spelling test using this method: copy word, cover and write word from memory, check, [correct any errors], cover and write from memory again, check again; independent reading.
March 15--grammar lesson: review of positive, comparative, and superlatives adjectives; review of compound sentences; indefinite pronoun: a pronoun which does not clearly identify a particular person, place, think or idea, such as somewhere or anyone. Homework: finish the ten sentences with 15 spelling words; four of them need to be compound sentences.
A compound sentence is two simple sentences joined by a comma and a conjunction: , and , but , or ,for ,nor ,so , yet. Here are some examples of compound sentences:
It was raining, but we played outside anyway.
I wanted some ice cream, so I walked to the ice cream shop.
The dog chased the cat, and the cat chased the mouse.
The lightening came first, and the thunder came next.
3rd: checked answers to questions from chapter 16 of Charlotte's Web; week 13, days 2 and 3 of Daily Language Review; began writing ten sentences with 15 spelling words. Four of the sentences need to be compound sentences.
4th: week 13, days 2 and 3 of Daily Language Review; began writing ten sentences with 15 spelling words. Four of the sentences need to be compound sentences; vocabulary pp. 568-569; began reading and discussing "Blue Willow".
5th: week 13, days 2 and 3 of Daily Language Review; began writing ten sentences with 15 spelling words. Four of the sentences need to be compound sentences; began reading and discussing the play "Name This American".
March 14--grammar lesson review: capitalize plural nouns, show possession with apostrophe, spelling rules 11 and 24; adjectives in positive, comparative, and superlative forms. Homework; spelling words three times each.
3rd: put 25 new spelling words in spelling notebook; Daily Language Review, week 13 days 1 and 2; read chapter 16 in Charlotte's Web and answered seven questions in complete sentences; individual students took spring reading fluency tests.
4th: put 25 new spelling words in spelling notebook; Daily Language Review, week 13 days 1 and 2; read pp. 544-559 and answered questions 1-4 in complete sentences; workbook pp. 100-101. Individual students took spring reading fluency tests.
5th: put 25 new spelling words in spelling notebook; Daily Language Review, week 13 days 1 and 2; read pp. 440-454 and answered questions 1-4 in complete sentences; workbook pp. 79-80. Individual students took spring reading fluency tests.
March 11--Scholars took a spelling test today. We also celebrated the birthday of a class member.
March 10--Homework: spelling test tomorrow.
3rd: completed week 11, Daily Language Review; corrected Daily Language Review; practiced spelling; read independently.
4th: completed week 11, Daily Language Review; vocabulary pp. 544-545; began reading "Saguaro Cactus"; corrected Daily Language Review; practiced spelling; read independently.
5th: completed week 11, Daily Language Review; corrected Daily Language Review for weeks 10 and 11; practiced spelling; read independently.
March 9--
3rd: read and discussed chapter 15 of Charlotte's Web; read Scholastic News independently and wrote one paragraph each to summarize two separate articles; students had time to finish ten sentences from yesterday. Homework: read pp.118 to the bottom of p. 122 of Charlotte's Web; finish the two paragraphs from Scholastic News articles if they are not already completed.
4th: discussed "A Very Important Day"; read and discussed pp. 542-543, Author's Purpose; read Scholastic News independently and wrote one paragraph each to summarize two separate articles; students had time to finish ten sentences from yesterday. Homework: finish the two paragraphs from two Scholastic News articles if they are not already completed.
5th: began reading and discussing "The World of William Joyce Scrapbook"; read Scholastic News independently and wrote one paragraph each to summarize two separate articles; students had time to finish ten sentences from yesterday. Homework: finish the two paragraphs from two Scholastic News articles if they are not already completed.
March 8--[Projected plan while Mrs. Murphy is ill.] Homework: study for spelling quiz Wednesday on first ten words of spelling list.
3rd: began reading and discussing chapter 15 of Charlotte's Web; completed days 3 and 4 in Daily Language Review; write ten sentences using 15 spelling words; read independently.
4th: continued reading and discussing "A Very Important Day"; completed days 3 and 4 in Daily Language Review; wrote ten sentences using 15 spelling words; read independently.
5th: read and discuss pp. 420 and 421, Fact and Opinion, and pp. 422-423, began reading and discussing "The World of William Joyce Scrapbook"; completed days 3 and 4 in Daily Language Review; write ten sentences using 15 spelling words; read independently.
March 7--[Below is projected plan for day while Mrs. Murphy is ill.] Homework: spelling words three times each.
3rd: finished reading and discussing chapter 14 of Charlotte's Web; wrote a paragraph to summarize chapter 14; completed week 11, days 1 and 2 in Daily Language Review; finished putting 25 new spelling words in notebook;
4th: finished comprehension test for "Fire!"; read and discussed the vocabulary pp. 522-523; began reading and discussing "A Very Important Day"; completed days 1 and 2 of week 11 in Daily Language Review; finished putting 25 new words in their spelling notebooks.
5th: Finished reading and discussing "William Shakespeare and the Globe"; week 11, days 1 and 2 in Daily Language Review; finished putting 25 new spelling words in notebook; comprehension test, "William Shakespeare and the Globe".
March 4--Students took a spelling test and began putting 25 new words in their spelling notebooks. Third and fourth grades corrected this week's Daily Language Review.
March 3--homework: spelling test tomorrow; those who did not finish week 10 of Daily Language Review need to finish this at home and bring it back tomorrow.
3rd: began reading and discussing chapter 14 of Charlotte's Web; finished week 10 of Daily Language Review; corrected errors on spelling homework; spelling quiz on words 11-20; independent reading.
4th: began reading and discussing "Fire!" in reading group; finished reading "Fire!" independently and took comprehension test; finished week 10 of Daily Language Review; corrected errors on spelling homework; spelling quiz on words 11-20; independent reading.
5th: read and discussed vocabulary, pp. 390-391; test prep practice, p. 389; began reading and discussing "William Shakespeare and the Globe"; finished week 10 of Daily Language Review; corrected errors on spelling homework; spelling quiz on words 11-20; independent reading.
March 2--
3rd: Daily Language Review week 10, days 1 and 2; oral phonogram review; spelling quiz on words 1-10; corrected answers for Charlotte's Web chapter 11; read and discussed Charlotte's Web, chapter 12. Homework: quiz on spelling words 11-20; read Charlotte's Web chapter 13.
4th: Daily Language Review week 10, days 1 and 2; oral phonogram review; spelling quiz on words 1-10; read and discussed vocabulary pp. 502-503; discussed written answers for "One Grain of Rice"; homework: quiz on spelling words 11-20.
5th: Daily Language Review week 10, days 1 and 2; oral phonogram review; spelling quiz on words 1-10; discussed written answers for "Hattie's Birthday Box"; homework: quiz on spelling words 11-20.
March 1--We reviewed all Greek and Latin roots which students have learned so far. (See the vocabulary page of this website.) Students learned two more Latin roots and two more Greek roots: vers, vert = to turn, dic, dict = to say or tell and scope - to watch or see, geo = earth. In groups of four or five, students wrote a "progressive" story by each adding one sentence to what had already been written by other members of the group. Each sentence had to use an English word that has one of the Latin or Greek roots we know. For part of class we watched the raku firing. Students continued to work on their essay about what values were helpful in facing a barrier.
Homework:
3rd: Read chapter 11 of Charlotte's Web, "The Miracle", pp. 77-85. Answer questions on the worksheet; quiz for spelling words 1-10.
4th: Read "One Grain of Rice", pp. 474-492. Answer questions 1-4 on p. 492 in complete sentences; quiz for spelling words 1-10.
5th: Read "Hattie's Birthday Box, "pp. 371-380. Answer questions 1-4 in complete sentences; quiz for spelling words 1-10.
February 29--Students finished putting 25 new spelling words in their spelling notebooks. During this time we took the photographs we need for the Auction slide show. Students read independently. Homework: Spelling words three times each.
February 26--Students took a spelling test and began putting 25 new words in their spelling notebooks.
February 25--Homework: spelling test
3rd: continued reading ch. 10 of Charlotte's Web; lesson about how to write a one-paragraph essay; completed a graphic organizer to help with writing an essay. The assignment is this: Write an essay about a barrier you have faced. In the essay explain how you used or more of Jackie Robinson's nine values to face your barrier."
4th: finished reading and discussing "Red Writing Hood"--it was so much fun!; lesson about how to write a three-paragraph essay; completed a graphic organizer to help write an essay. The assignment is this: Write an essay about a barrier you have faced. In the essay explain how you used or more of Jackie Robinson's nine values to face your barrier."
5th: read and discussed "The Case of the Flying Saucer People"; lesson about how to write a five-paragraph essay; completed a graphic organizer to help write an essay. The assignment is this: Write an essay about a barrier you have faced. In the essay explain how you used or more of Jackie Robinson's nine values to face your barrier."
February 24--Homework: attend science fair tonight.
3rd: began reading and discussing chapter 10 of Charlotte's Web; discussed in small groups the meaning and value of nine virtues associated with Jackie Robinson and discussed how each could be helpful in overcoming a barrier; wrote ten sentences which included the remaining ten spelling words.
4th: began reading and discussing "Red Writing Hood"; discussed in small groups the meaning and value of nine virtues associated with Jackie Robinson and discussed how each could be helpful in overcoming a barrier; wrote ten sentences which included the remaining ten spelling words.
5th: We met and discussed their upcoming book, Johnny Tremain. I am timing the reading of this historical fiction to match their study of the time around the American Revolution in social studies. They discussed in small groups the meaning and value of nine virtues associated with Jackie Robinson and discussed how each could be helpful in overcoming a barrier; wrote ten sentences which included the remaining ten spelling words.
February 23--In a group discussion, students listed examples of non-physical barriers that might stop someone from achieving a goal. They listed fear, lack of money, not enough equipment, supplies, or resources, not strong enough, not capable enough, not the right size, not enough family support, a disability, not enough education or access to education, and lack of will power. Students read aloud a passage by Sharon Robinson about her father Jackie Robinson, then I read aloud to them a short book about Jackie Robinson. Students discussed character traits or virtues which Jackie Robinson demonstrate in his life. They then wrote a paragraph about Jackie Robinson, expressing why he was a good candidate to break the color barrier in Major League Baseball and which virtues of his helped him achieve a great accomplishment. Homework: ten sentences containing 15 spelling words. Underline the spelling words.
February 22--Students put 25 new spelling words in their spelling notebooks. We began a writing project today about barriers. Today students defined barrier and gave examples of helpful barriers and unhelpful barriers. Homework: spelling words three times each
February 19--Students took a spelling test and began putting 25 new words in their spelling notebooks.
February 18--I read a book about St. Valentine to the students. I distinguished between facts known about St. Valentine and stories about him which we cannot verify by historical record. Students wrote a paragraph or more about St. Valentine. Students also studied spelling, took a practice spelling test, and finished this week's packet of Daily Language Review. Homework: Be prepared for spelling test tomorrow.
February 17--homework: Spelling City
3rd: discussed last night's homework, chapter 8 of Charlotte's Web; began reading and discussing chapter 9 of Charlotte's Web; two sections of Daily Language Review; sorting spelling words according to parts of speech; homework: finish reading chapter 9 of Charlotte's Web.
4th: read and discussed pp. 452-453, main idea and supporting details in fiction; completed two sections of Daily Language Review; sorted spelling words according to parts of speech.
5th: read and discussed pp. 346-347, graphic aids, and 348-349, vocabulary; completed two sections of Daily Language Review; sorted spelling words according to parts of speech.
February 16--Homework: spelling words three times each
3rd: finished putting spelling words in notebooks; read and discussed ch. 7 of Charlotte's Web; two sections of Daily Language Review; checked week 7 of Daily Language Review; independent reading.
4th: finished putting spelling words in notebook; read and discussed pp. 438-439 vocabulary; read and discussed "In the Days of King Adobe"; completed two sections of Daily Language Review; checked week 7 of Daily Language Review; independent reading.
5th: finished putting spelling words in notebook; read and discussed pp. 320-321, vocabulary; read and discussed "Seeing Earth from Space"; comprehension test for "Seeing Earth from Space"; two sections of Daily Language Review; independent reading.
February 11--Scholars continued adding new words to their spelling notebooks. As a group we practiced applying rule 24: When a word ends consonant and y, change the y to i when adding an ending that begins with anything except i. Students completed art work for the class auction project.
February 10--We checked language packets from last week and put more spelling words in the spelling notebook. We also reviewed this spelling rule: When a word ends consonant and y, change the y to i when adding an ending that begins with anything except i.
February 9--
3rd: quiz, chapter 5 of Charlotte's Web; students worked on typing final draft of science papers; began putting 25 new words in spelling notebooks.
4th: finished reading "The Case of Pablo's Nose"; corrected four sections of Daily Language Review; students worked on typing final draft of science papers; began putting 25 new words in spelling notebooks;
5th: finished reading "Oceans"; corrected four sections of Daily Language Revivew; began putting 25 new words into spelling notebooks; read independently "Smoke Jumpers", pp. 288-291 and "Climate and Seasons", pp. 312-315; answered in writing the "Think and Respond" question at the bottom of p. 315 or the one at the bottom of p. 291.
February 8--For the next two weeks we will work on one list of spelling words plus one rule. See spelling page for details.
3rd: began reading and discussing chapter 6 of Charlotte's Web; wrote two letters of thanks: one to their field trip driver and one to Compassion International; two sections of Daily Language Review. Homework: read pp. 45-47 in Charlotte's Web. There will be a short quiz on those pages.
4th: pp. 422-423, vocabulary; began reading and discussing "The Case of Pablo's Nose"; wrote two letters of thanks: one to their field trip driver and one to Compassion International; two sections of Daily Language Review.
5th: pp. 294-295, graphic aids; pp. 296-297, vocabulary; began reading and discussing "Oceans"; wrote two letters of thanks: one to their field trip driver and one to Compassion International; two sections of Daily Language Review.
February 5--Students completed this week's packet of Daily Language Review and wrote a letter of thanks to Mr. Martinez for his service to St. Michael School. In the afternoon we attended the K-4 Spelling Bee and the 4-8 Spelling Bee. Students from our classroom who participated in the school bees represented our class very well at both competitions.
February 4--Students completed two more sections of Daily Language Review. We had a shorter Spelling Bee today to give students who were absent yesterday an opportunity to compete for a place in the school-wide bee. Eight students from our classroom will represent us in the school bee tomorrow. Students did two watercolor paintings today to celebrate Student Appreciation Day of Catholic Schools Week. In this time slot, they learned how to do a graded wash and a variegated wash to create the background of a watercolor painting. Please note that the School Spelling Bee is tomorrow at 1:00. Although no homework is assigned in honor of Student Appreciation Day, students who qualified for the school bee are surely welcome to study for the bee. It will certainly be exciting and fun. Here is a link to the word lists for all grade levels: http://smpschool.org/documents/2015/11/all%20grades%20word%20list.pdf
February 3--Students participated in the classroom Spelling Bee. Students who were absent today will still have a chance to compete for a spot in the school-wide Spelling Bee. Students completed two sections of Daily Language Review and a worksheet on which they identified and drew pictures of what they see in the classroom that lets them know they are in a Catholic school.
February 2--Homework: study for classroom spelling bee tomorrow.
3rd: finished and proofread letters; decorated envelopes; completed two sections of Daily Language Review; practiced spelling words in a practice bee.
4th: finished and proofread letters; decorated envelopes; practiced spelling words in practice bee; completed two sections of Daily Language Review and corrected; finished reading and discussing "The Kids' Invention Book".
5th: finished reading and discussing "Summer of Fire"; finished and proofread letters; decorated envelopes; completed two sections of Daily Language Review and corrected; practiced spelling words in a practice bee.
February 1--homework: finish the 2 1/2-inch by 2 1/2-inch art piece for our class auction project. study the spelling bee word list for the upcoming spelling bee.
3rd: completed reading and discussing chapter 5 of Charlotte's Web; wrote a letter, corrected Daily Language Review; wrote their personal response to the Compassion Experience field trip.
4th: continued reading and discussing "The Kids' Invention Book"; wrote a letter; corrected Daily Language Review; wrote their personal response to the Compassion Experience field trip.
5th: corrected Daily Language Review; wrote a letter.
January 29--Students took their spelling test and completed this week's Daily Language Review packet. Homework: homework: do the 2 1/2-inch by 2 1/2-inch art piece for our class auction project as explained by Mrs. Yarnot today.
January 28--Homework: spelling test.
3rd: reading and discussing chapter 5, Charlotte's Web; independent reading; two sections of Daily Language Review and checking.
4th: continued reading and discussing "The Kids' Invention Book"; independent reading; two sections of Daily Language Review and checking.
5th: began reading and discussing "Summer of Fire"; independent reading; two sections of Daily Language Review and checking.
January 27--Students did the art work and writing for the community thanks poster for the Snohomish Police Department. They also began decorating the bookmarks which will be handed out at local parish Masses as part of our celebration of Catholic Schools Week. Homework: thoughtfully decorate about four more bookmarks with crayon, colored pens, or colored pencils.
January 26--homework: spelling worksheet
3rd: lesson to review compound sentences; spelling worksheet; art work for thank you poster for Snohomish Police; began reading and discussing chapter 4 of Charlotte's Web; two sections of Daily Language Review. Homework: finish reading chapter 4 of Charlotte's Web.
4th: lesson to review compound sentneces; spelling worksheet; art for thank you poster for Snohomish Police; read and discussed vocabulary pages, pp. 400-401; began reading and discussing "The Kids' Invention Book"; two sections of Daily Language Review.
5th: lesson to review compound sentences; spelling worksheet; art work for thank you poster for Snohomish Police; read and discussed vocabulary pages 274-275; worked on essay for Where the Red Fern Grows; two sections of Daily Language Review. Homework: complete essay for Where the Red Fern Grows.
January 25--Students did two sections of Daily Language Review and corrected them; students completed putting 25 new words in their spelling notebooks and began work on their community thanks poster for the Snohomish Police. Homework: spelling words three times each.
January 22-- spelling test; new spelling words in notebook; completed and checked four sections of Daily Language Review.
January 21--Lesson: Conjunctions join two words, two phrases, or two sentences. A compound sentence is a sentence formed by joining two simple sentences with a comma and a conjunction. Example: Tom rode his bike, and his dog jogged beside him. Homework: spelling test; finish ten compound sentences.
3rd: completed and checked two sections of Daily Language Review; writing ten compound sentences using at least one spelling word in each sentence; took a quiz on chapter 2 of Charlotte's Web; began reading and discussing chapter 3 of Charlotte's Web; two sections of Daily Language Review; studied spelling. Homework: finish chapter 3 of Charlotte's Web.
4th: Writing ten compound sentences using at least one spelling word in each sentence; finished reading and discussing "Look to the North"; comprehension test, "Look to the North"; completed and checked two sections of Daily Language Review;
5th: Writing ten compound sentences using at least one spelling word in each sentence; completed and checked two sections of Daily Language Review; continued essay for Where the Red Fern Grows.
January 20--Homework: complete spelling worksheet
3rd: reviewed noun, verb, adjective, adverb; two sections of Daily Language Review and checked; spelling worksheet; reviewed all Latin and Greek roots; new Latin root: flect / flex = bend and new Greek root: therm = heat or hot; continued reading and discussing Charlotte's Web; homework: finish chapter 2 of Charlotte's Web.
4th: reviewed noun, verb, adjective, adverb; two sections of Daily Language Review and checked; spelling worksheet; reviewed all Latin and Greek roots; new Latin root: flect / flex = bend and new Greek root: therm = heat or hot; continued reading and discussing "Look to the North".
5th: reviewed noun, verb, adjective, adverb; two sections of Daily Language Review and checked; spelling worksheet; reviewed all Latin and Greek roots; new Latin root: flect / flex = bend and new Greek root: therm = heat or hot; finished reading Where the Red Fern Grows. Writing assignment: five paragraph essay about one admirable character and virtues shown by that character or five paragraph essay about the development of Billy's faith from the beginning of the book to the end. This essay is not homework (yet); students will continue writing in class.
January 19--homework: spelling three times each
3rd: began reading and discussing Charlotte's Web by E.B. White; 25 new spelling words in spelling notebook; wrote a letter to a parishioner (who sits near us at Friday Mass) who is recovering from an injury; completed two sections of Daily Language Review and checked.
4th: read and discussed pp. 370-371, compare and contrast and pp. 372-373, vocabulary; began reading and discussing "Look to the North; 25 new spelling words in spelling notebook; wrote a letter to a parishioner (who sits near us at Friday Mass) who is recovering from an injury; completed two sections of Daily Language Review and checked.
5th: finished reading and discussing chapter 19 of Where the Red Fern Grows; 25 new spelling words in spelling notebook; wrote a letter to a parishioner (who sits near us at Friday Mass) who is recovering from an injury; completed two sections of Daily Language Review and checked.
January 15--Spelling test today.
January 14--We had an in-class spelling competition. Spelling test tomorrow.
3rd: finished reading and discussing "Ramona Forever"; took the comprehension test.
4th: finished reading and discussing "Two Lands, One Heart"; took the comprehension test.
5th: read "Everglades" independently and took the comprehension test; continued reading and discussing chapter 19 of Where the Red Fern Grows.
January 13--Homework: Spelling City. (Ten spelling sentences with ten spelling words in an option for those who do not want to do Spelling City.)
3rd: began reading and discussing "Ramona Forever"; independent reading; completions of yesterday's written work.
4th: continued reading and discussing "Two Lands, One Heart"; independent reading; completion of yesterday's written work.
5th: continued reading and discussing chapter 19 of Where the Red Fern Grows; independent reading; completion of yesterday's written work.
January 12--We reviewed four parts of speech: homework for 4th and 5th if you did not complete it in class: 20 verbs from spelling notebook and ten sentences which follow the format adjective, noun, verb, adverb. (These sentences do not need to include spelling words.)
A noun is a word that names a person, place, thing or idea.
A verb is a word that shows action or being.
An adjective is a word that modifies a noun or a pronoun (and answers questions such as which, how many, or what kind).
An adverb is a word that modifies a verb...(and answers questions such as how, when, or where).
Students practiced writing sentences that follow this format: adjective, noun, verb, adverb, such as The red bird flew swiftly or The sagging fence fell suddenly.
3rd: read and discussed vocabulary, p. 356-357; wrote sentences following the format we practiced in class: adjective, noun, verb, adverb; listed 20 verbs from the spelling notebook.
4th: began reading and discussing "Two Lands, One Heart"; wrote sentences following the format we practiced in class: adjective, noun, verb, adverb; listed 20 verbs from the spelling notebook.
5th: continued reading and discussing chapter 19 of Where the Red Fern Grows; wrote sentences following the format we practiced in class: adjective, noun, verb, adverb; listed 20 verbs from the spelling notebook.
January 11--Homework: spelling three times each; list 20 nouns from the spelling notebook (for those who did not finish in class); cursive (for those who did not finish in class).
3rd: students finished putting 25 new words in their spelling notebooks; cursive practice, Ten Commandments (or worksheet for students in cursive group); parts of speech review: noun, verb, adjective, adverb. students listed 20 nouns you find in your spelling notebook; read and discussed exercise on sequence, p. 355.
4th: students finished putting 25 new words in their spelling notebooks; cursive practice, Ten Commandments (or worksheet for students in cursive group); parts of speech review: noun, verb, adjective, adverb. students listed 20 nouns you find in your spelling notebook; read and discussed vocabulary pp. 350-351.
5th: students finished putting 25 new words in their spelling notebooks; cursive practice, Ten Commandments (or worksheet for students in cursive group); parts of speech review: noun, verb, adjective, adverb. students listed 20 nouns you find in your spelling notebook; checked chapter 18 worksheet; began reading and discussing chapter 19, Where the Red Fern Grows.
January 8--
3rd: Students took their spelling test today and began putting 25 new words in their spelling notebooks.
4th: Students took their spelling test today and began putting 25 new words in their spelling notebooks.
5th: Students took their spelling test today and began putting 25 new words in their spelling notebooks; quiz for chapter 17; homework: read chapter 18 of Where the Red Fern Grows and answer the questions on the handout.
January 7--oral phonogram review; homework: spelling test tomorrow.
3rd: read and discussed 328-329, prefixes and suffixes and pp. 330-331, vocabulary; read independently "Centerfield Ballhawk"; comprehension test for "Centerfield Ballhawk".
4th: read vocabulary, pp. 326-327; read independently "The Cricket in Times Square"; wrote answers to questions 1-4 on p. 344; read, discussed, and practiced drawing conclusions, pp. 348-349.
5th: read independently "Island of the Blue Dolphins" and took the comprehension test; quiz, chapter 16; read and discussed most of chapter 17. Homework: finish chapter 17 of Where the Red Fern Grows.
January 6--written phonogram review for 10 more phonograms; homework: 10 sentences with the remaining 10 spelling words.
3rd: read and discussed "The Last Case of the I.C. Detective Agency" and wrote a paragraph in response; cursive practice; spelling practice; independent reading.
4th: read and discussed "Stealing Home" and took the comprehension test; cursive practice; spelling practice; independent reading.
5th: read "Woodsong" independently and wrote responses to questions 1-4 on p. 214; cursive practice; spelling practice; independent reading; quiz: chapter 15; began reading and discussing chapter 16. Homework: finish reading chapter 16 of Where the Red Fern Grows.
January 5--oral phonogram review; written phonogram review for 10 phonograms; homework: 10 sentences with 15 spelling words.
3rd: read and discussed "The Talent Show"; wrote answers to questions 1-4, p. 320; spelling practice; independent reading.
4th: read independently "Wagon Train Adventure"; write exercise, p. 296; practice drawing conclusions, p. 299; read and discussed pp. 300-301, vocabulary; independent reading; spelling practice.
5th: quiz, chapter 14, began reading and discussing chapter 15; independently read "Iditarod Dream" and took the comprehension test; spelling practice, independent reading; homework: finish reading chapter 15, Where the Red Fern Grows.
January 4, 2016--homework: spelling words 3 times each.
3rd: 25 new spelling words in spelling notebooks; read and discussed pp. 302-303, sequence and pp. 304-305, vocabulary.
4th: 25 new spelling words in spelling notebooks; read and discussed pp. 270-271, summarizing; independent reading.
5th: 25 new spelling words in spelling notebooks; began reading and discussing chapter 14 of Where the Red Fern Grows. Homework: finish chapter 14 (XIV).
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December 18--Students took a spelling test.
December 17--3rd and 4th continued working to finish their science fair research paper. Homework: spelling tests tomorrow; cursive group has the e / l page due tomorrow.
December 16--
3rd: took the comprehension test for "The Stories Julian Tells"; continued working on science paper; independent reading.
4th: took the comprehension test for "How to Babysit an Oranutan"; continued working on science paper; independent reading.
5th: finished reading and discussing chapter 13 of Where the Red Fern Grows. This is a difficult chapter emotionally because a teenager, who was intent upon killing Billy's dogs with an axe, tripped while running with the axe, fell on it, and died. We stopped repeatedly during the reading of this chapter to discuss and learn from the mistakes of others. We also discussed why we read literature that might disturb us. We read good literature for several reasons, and here are two: 1) We can learn valuable life lessons the easy way, without having to make terrible mistakes ourselves. We can learn from the mistakes characters make. 2) As we get to know the various characters, both the good and the bad, we become more resolved in our own hearts that we do not want to become the bad characters or do the things they do. We want to be like the virtuous characters. Homework: write one paragraph or more on the topic of lessons learned from this chapter. Students may write about one lesson or more than one.
December 15--homework: ten sentences with 15 spelling words (underlined)
3rd: finished reading and discussing "The Stories Julian Tells"; workbook pages 49, 50, 51, 52; spelling corrections and notebook check; independent reading.
4th: finished reading and discussing "How to Babysit an Oragutan"; workbook pages 42, 43; spelling corrections and notebook check; independent reading.
5th: began reading and discussing chapter 13; spelling corrections and notebook check, independent reading. Homework: read pp. 137-141 in Where the Red Fern Grows and draw a simple illustration to show how the Ghost Coon usually tricked hunting dogs. Do not read beyond p. 141.
December 14--
3rd: finished putting 25 new words in spelling notebook; wrote spelling words three times each; new vocabulary roots: scribe and struct from Latin and micro and hydro from Greek. (See vocabulary page on this website); read and discussed vocabulary p. 282-283; began reading and discussing "The Stories Julian Tells"; independent reading.
4th: finished putting 25 new words in spelling notebook; wrote spelling words three times each; new vocabulary roots: scribe and struct from Latin and micro and hydro from Greek. (See vocabulary page on this website); independent reading; vocabulary pp. 251-252; began reading and discussing "How to Babysit an Orangutan"; independent reading.
5th: finished putting 25 new words in spelling notebook; wrote spelling words three times each; new vocabulary roots: scribe and struct from Latin and micro and hydro from Greek. (See vocabulary page on this website); independent reading; began reading and discussing chapter 12 in Where the Red Fern Grows; independent reading.
December 11--
3rd: Students took a spelling test and finished their essay about Our Lady of Guadalupe. Students began putting 25 new words in their spelling notebooks.
4th: Students took a spelling test and finished their essay about Our Lady of Guadalupe. Students began putting 25 new words in their spelling notebooks.
5th: Students took a spelling test and finished their essay about Our Lady of Guadalupe. Students began putting 25 new words in their spelling notebooks. Fifth graders also took a quiz for chapter 11 of Where the Red Fern Grows.
December 10--Homework: spelling test tomorrow.
3rd: took the comprehension test for "Rosie, A Visiting Dog's Story"; continued working on science fair research paper; spelling practice.
4th: took the comprehension test for "The Garden of Happiness"; continued working on science fair research paper; spelling practice.
5th: took a quiz on chapter 10 of Where the Red Fern Grows and began reading and discussing chapter 11. Homework: finish reading chapter 11.
December 9--Homework: ten sentences with the remaining spelling words.
3rd: finished reading and discussing "Rosie, A Visiting Dog's Story"; continued working on writing part C of the science fair research paper.
4th: read and discussed pp. 250-251, cause and effect; continued working on part C of the science fair research paper.
5th: read and discussed the first part of chapter X in Where the Red Fern Grows; continued writing part C of the science fair research paper. Homework; finish reading chapter 10, Where the Red Fern Grows.
December 8 (We had Mass in this time slot.) Homework: ten sentences with 15 spelling words.
December 7--Scholars finished putting 25 new words in their spelling notebooks and completed their St. Francis Xavier essay. Each student had to complete a rubric score sheet on his or her own essay. Some students did a reading fluency test today.
December 4--Scholars took a spelling test and began putting 25 new words in their spelling notebooks. They continued work on their St. Francis Xavier essay; independent reading.
December 3--homework: spelling test tomorrow.
3rd: finished taking notes about St. Francis Xavier and compiled those notes into a paragraph; continued reading and discussing "Rosie, a Visiting Dog's Story".
4th: finished taking notes about St. Francis Xavier and compiled those notes into a two-paragraph report; finished reading and discussing "The Garden of Happiness".
5th: finished taking notes about St. Francis Xavier and compiled those notes into a paragraph; took a quiz for chapter 9 of Where the Red Fern Grows; began reading chapter 10 of Where the Red Fern Grows.
December 2--Oral phonogram review for whole class: the best ever; students learned two more roots: the Latin root tract and the Greek root bio. (See vocabulary page for more information.)homework: ten sentences for the remaining ten spelling words.
3rd: began reading and discussing "Rosie, a Visiting Dog's Story" ; comprehension test, "Little Grunt and the Big Egg"; cursive practice, one of the prayers in our folders [or cursive worksheet for those in cursive learning group]; gathering facts about St. Francis Xavier; independent reading.
4th: began reading and discussing "The Garden of Happiness"; cursive practice [or cursive worksheet for cursive learning group]; gathering facts about St. Francis Xavier; independent reading.
5th: quiz, chapter 8, began reading and discussing chapter 9; cursive practice [or cursive worksheet for cursive learning group]; gathering facts about St. Francis Xavier; independent reading. Homework: finish reading chapter 9, Where the Red Fern Grows.
December 1--homework: ten sentences using 15 spelling words.
3rd: read and discussed pp. 254-255, homophones and homographs. Since students already know the meaning of the Greek roots phone and graph, when I told them homo means same, they were able to know the meanings of homophone and homograph; pp. 256-257, vocabulary; cursive practice, workbook--finishing incomplete pages; working with Mrs. Ortega to understand how to get into and use their account at Pearsonrealize.com for math; independent reading.
4th: pp. 228-229, summarizing; pp. 230-231, vocabulary; cursive practice, workbook--finishing incomplete pages; independent reading.
5th: quiz on chapter 7; read and discussed the first half of chapter 8; cursive practice, workbook--finishing incomplete pages; working with Mrs. Ortega to understand how to get into and use their account at Pearsonrealize.com for math; independent reading. homework: finish reading chapter 8 of Where the Red Fern Grows.
November 30--homework: spelling words 3 times each..
3rd: finished putting 25 new spelling words in spelling notebooks; workbook pages 41 and 42.
4th: finished putting 25 new spelling words in spelling notebook; workbook pages 33, 34, 35.
5th: continued reading and discussing Where the Red Fern Grows; finished putting 25 new spelling words in spelling notebook. Homework: finish chapter 7 of Where the Red Fern Grows.
November 25--
3rd: finished reading and discussing "Little Grunt and the Big Egg"; comprehension test for "Little Grunt..."; spelling quiz; ;independent reading with Scholastic News.
4th: took the reading comprehension test for "Nights of the Pufflings"; spelling quiz; independent reading with Scholastic News.
4th: continued reading and discussing chapter 7 of Where the Red Fern Grows; spelling quiz, independent reading with Scholastic News.
November 24--Homework: quiz tomorrow applying rule 11, when a word ends in silent e and you add an ending that begins with a vowel, drop the e. Students brought home a spelling bee word list. The school Spelling Bee will be in February, and many students asked to have a study list now. Also today, students brought home a piece of paper explaining how to get to AR tests from home. When a student finishes reading a book, please encourage them to take the AR test for that book.
3rd: began reading and discussing "Little Grunt and the Big Egg"; put the rule page in their notebooks for rule 11: When a word ends in silent e, and you add an ending that begins with a vowel, drop the e. Students corrected their spelling homework and did another practice page of words plus endings. On this new page, sometimes the rule applied, and sometimes it did not. Students listed English words which contain our Latin root of the week (form) and our Greek root of the week (tele). We corrected the spelling practice page.
4th: began and finished reading "Nights of the Pufflings"; put the rule page in their notebooks for rule 11: When a word ends in silent e, and you add an ending that begins with a vowel, drop the e. Students corrected their spelling homework and did another practice page of words plus endings. On this new page, sometimes the rule applied, and sometimes it did not. Students listed English words which contain our Latin root of the week (form) and our Greek root of the week (tele). We corrected the spelling practice page.
5th: took a quiz for chapter 6; began reading and discussing chapter 7 of Where the Red Fern Grows; put the rule page in their notebooks for rule 11: When a word ends in silent e, and you add an ending that begins with a vowel, drop the e. Students corrected their spelling homework and did another practice page of words plus endings. On this new page, sometimes the rule applied, and sometimes it did not. Students listed English words which contain our Latin root of the week (form) and our Greek root of the week (tele). We corrected the spelling practice page.
November 23--Homework: worksheet adding together words that end in silent e and endings that begin with a vowel.
3rd: pp. 222-223, Author's Purpose; pp. 224-225, vocabulary; listening exercise: students listened to a short biography of Blessed Miguel Agustin Pro and afterward wrote down as much detail about his life as they could remember; Thanksgiving bulletin board: artwork showing what students are thankful for along with a quote from the Bible about giving thanks. New vocabulary roots today: see vocabulary page; spelling lesson on rule 11: When a word ends in silent e and you add and ending that begins with a vowel, drop the silent e. So bake + ing = baking; hope + ed = hoped.
4th: pp. 204-205, Narrative Elements; pp. 206-206, vocabulary; spelling lesson on rule 11: When a word ends in silent e and you add and ending that begins with a vowel, drop the silent e. So bake + ing = baking; hope + ed = hoped; listening exercise: students listened to a short biography of Blessed Miguel Agustin Pro and afterward wrote down as much detail about his life as they could remember; Thanksgiving bulletin board: artwork showing what students are thankful for along with a quote from the Bible about giving thanks. New vocabulary roots today; see vocabulary page.
5th: began reading and discussing chapter 6 (VI) of Where the Red Fern Grows; new vocabulary roots today--see vocabulary page; spelling lesson on rule 11: When a word ends in silent e and you add and ending that begins with a vowel, drop the silent e. So bake + ing = baking; hope + ed = hoped. . Homework: finish reading chapter 6 (VI).
November 20--Students took a spelling test and began putting 25 new spelling words in their spelling notebooks. These new words will be for the week of November 30. Next week we will practice applying a spelling rule with a quiz on Wednesday. Fifth grade students took a quiz on chapter 5 of Where the Red Fern Grows.
November 19--Several students are in a cursive group that is beginning cursive instruction. This group will meet for a few minutes daily for a few weeks. All students will have regular cursive practice beginning now. Those in the cursive group will have different work than the rest of the class. Homework: spelling test tomorrow; cursive group has homework.
3rd: finished reading and discussing "Wild Shots"; reading comprehension test for "Wild Shots"; cursive practice writing the Prayer for the Faithful Departed; independent reading or AR test; ten sentences with spelling words.
4th: comprehension test, "The Emperor's Kite"; cursive practice writing the Prayer for the Faithful Departed; independent reading or AR test; ten sentences with spelling words.
5th: quiz, chapter 4 of Where the Red Fern Grows; read and discussed chapter 5; cursive practice writing the Prayer for the Faithful Departed; independent reading or AR test; ten sentences with spelling words. Homework: finish reading chapter 5.
November 18--Homework: practice spelling words on Spelling City or be quizzed by family member.
3rd: continued reading and discussing "Wild Shots"; edited and evaluated Thanksgiving paragraph, looking for a good topic sentence, proper capitalization, punctuation, and spelling, and one sentence that begins with the part that tells when (comma); opportunity to take AR tests; spelling practice, independent reading.
4th: finished reading and discussing "The Emperor's Kite"; edited and evaluated Thanksgiving paragraph, looking for a good topic sentence, proper capitalization, punctuation, and spelling, and one sentence that begins with the part that tells when (comma); opportunity to take AR tests; spelling practice, independent reading.
5th: took a quiz on chapter 2 of Where the Red Fern Grows; read and discussed chapter 3; edited and evaluated Thanksgiving paragraph, looking for a good topic sentence, proper capitalization, punctuation, and spelling, and one sentence that begins with the part that tells when (comma); opportunity to take AR tests; spelling practice, independent reading. Homework: chapter 4 of Where the Red Fern Grows; bring your copy of Where the Red Fern Grows tomorrow.
November 17--Homework: ten sentences with fifteen spelling words. Three sentences must begin with the part that tells when and a comma. For example, When I got up this morning, it was raining. After the movie, we cleaned the kitchen.
3rd: vocabulary worksheet, Latin and Greek roots; began reading and discussing "Wild Shots"; paragraph, topic Thanksgiving; workbook pp. 37, 38; independent reading.
4th: vocabulary pages in textbook pp. 174-175; began reading and discussing "The Emperor's Kite; vocabulary worksheet, Latin and Greek roots; workbook pp. 29, 30; paragraph, topic Thanksgiving; independent reading.
5th: vocabulary worksheet; Latin and Greek roots; read and discussed chapter 1 of Where the Red Fern Grows; paragraph, topic Thanksgiving; independent reading. Homework: read chapter 2, Where the Red Fern Grows.
November 16--Homework: spelling words three times each
3rd: read and discussed pp.204-205 about synonyms, antonyms, and homophones; vocabulary pp. 206-207; finished putting this week's 25 new spelling words in spelling notebook; new vocabulary roots (see vocabulary page); independent reading.
4th: read and discussed pp. 172-173 about cause and effect; finished putting this week's 25 new spelling words in spelling notebook; new vocabulary roots (see vocabulary page); independent reading.
5th: finished putting this week's 25 new spelling words in spelling notebook; new vocabulary roots (see vocabulary page); independent reading; discussed the setting of Where the Red Fern Grows and the role of emotions for the reader of a book. Students agreed they would never put down or make fun of another person if that person cried during the reading of a book. Homework: two fifth graders have not downloaded the free e-book of Where the Red Fern Grows from the Sno-Isle Library. Instructions were sent home Friday. If you can help your fifth grader get this free library e-book, I would be grateful. If you have trouble, let me know and we will resolve it tomorrow. Thanks! http://catalog.sno-isle.org/polaris/search/title.aspx?ctx=1.1033.0.0.6&pos=2
November 13--
3rd: spelling test; began putting 25 new words in spelling notebook; independent reading.
4th: spelling test; began putting 25 new words in spelling notebook; independent reading.
5th: spelling test; began putting 25 new words in spelling notebook; independent reading; Homework: Fifth grade will begin reading Where the Red Fern Grows on Monday. I have editions for three students. I have asked the other three students to download the free e-book from the Sno-Isle library system. Here is the link to the book. Choose an available e-book and click where it says, "check out". Then enter your library card number and pin. If you have trouble, do not worry; we can work out difficulties on Monday. Thank you.
http://catalog.sno-isle.org/polaris/search/title.aspx?ctx=1.1033.0.0.6&pos=2
November 12--Homework: spelling test tomorrow; corrections for comprehension test for anyone earning lower than 18/20.
3rd: comprehension test for "Balto, the Dog who Saved Nome"; spelling practice; reading and discussing the timeline, "Sending a Message".
4th: finished reading and discussing "The Baker's Neighhbor"; comprehension test for "The Baker's Neighbor"; spelling practice.
5th: spelling practice; finished reading and discussing "Folk Tales of Asia"; comprehension test, "Folk Tales of Asia".
November 10--Homework: finish spelling words 3 times each if they are not completed; spelling ten sentences containing 15 spelling words.
3rd: writing a letter of thanks to Mrs. A (shhhh, it's a surprise!); finished reading and discussing "Balto, the Dog who Saved Nome"; spelling words 3 times each, spelling notebook checks; independent reading; new Latin and Greek word root (see vocabulary page).
4th: began reading and discussing the play, "The Baker's Neighbor"; spelling notebook check; spelling words three times each; writing a letter to Mrs. A; independent reading; new Latin and Greek word root (see vocabulary page).
5th: continued reading and discussing "Folk Tales from Asia"; spelling notebook checks; spelling words three times each; letter writing to Mrs. A; independent reading; new Latin and Greek word root (see vocabulary page).
November 9--
3rd: began reading and discussing "Balto, the Dog who Saved Nome"; 25 new spelling words in spelling notebook; workbook pp. 31 and 33; independent reading.
4th: 25 new spelling words in spelling notebook; reading pp. 146-147, locating information; reading and discussing pp. 150-151,vocabulary; workbook pp. 24 and 25; independent reading.
5th: 25 new words in spelling notebook; workbook pp. 27, 28; began reading and discussing "Folk Tales from Asia"; independent reading.
November 6--spelling test today.
November 5-- Homework: spelling test tomorrow.
Lesson: when to use "my friend and I" and when to use "my friend and me" in a sentence. Take away the "my friend and" part and try the sentence with just "I" or "me" to be sure which is right. Then you can know if "my friend and I" is right or "my friend and me" is right.
For example, _______________ went to the park. We would not say "Me went to the park." We would say "I went to the park." So we can say "My friend and I went to the park."
Another example: Dad gave ice cream to ________________. We would not say "Dad gave ice cream to I". We would say, "Dad gave ice cream to me." So we know to say, "Dad gave ice cream to my friend and me."
Other work:
3rd: comprehension test, "Turtle Bay"; correcting comprehension test, independent reading, reading and discussing vocabulary, pp. 182-183.
4th: quiz, chapter 8 of Sarah, Plain and Tall; reading and discussing chapter 9, Sarah, Plain and Tall; writing a paragraph about the book Sarah, Plain and Tall.
5th: comprehension test, "We'll Never Forget You, Roberto Clemente"; correcting comprehension test; reading and discussing pp. 160-161, "Draw Conclusions" and pp. 162-163, vocabulary.
November 4--Homework: ten sentences which include the remaining 10 spelling words. Follow the same directions as yesterday [see below, November 3 entry]: one declarative, one interrogative, one imperative, one exclamatory; three that begin with the part that tells when [comma]. We did oral phonogram review with the 70 phonogram cards.
3rd: finished reading and discussing "Turtle Bay"; wrote a quick-write creative story [fifteen minutes of writing without stopping following a writing prompt; spelling practice on Spelling City; read and discussed pp. 180-181, author's purpose.
4th: quiz, chapter 6, Sarah, Plain and Tall; reading and discussing Sarah, Plain and Tall, chapter 7; writing for 15 minutes following a writing prompt; spelling practice on Spelling City. Homework: read Sarah, Plain and Tall, chapter 8.
5th: finished reading and discussing "We'll Never Forget You, Roberto Clemente"; writing a quick-write creative story; spelling practice on Spelling City.
November 3--Homework: Ten or more sentences which include 15 spelling words. One has to be declarative, one must be interrogative, one must be imperative, and one has to be exclamatory (see blue section below). Additionally, three must start with a part of the sentence that tells when. Examples: After the rain stopped, I went for a walk. When the book was published, it became a best seller. Some useful words for beginning a sentence with a part that tells when include during, while, after, before, when. Put a comma after the part that tells when.
Four types of sentences:
A declarative sentence tells information and ends with a period. "Mom worked in the garden on Saturday."
An interrogative sentence asks a question and ends with a question mark. "What is the capital of Idaho?"
An exclamatory sentence shows strong emotion and ends with an exclamation point. "He ran one mile in under four minutes!"
An imperative sentence gives a command and ends with a period. "Please clear your dishes before you leave the kitchen."
And for the class time:
3rd: Students listened to a recording about St. Martin De Porres then wrote down as many facts about St. Martin they could remember; began reading and discussing "Turtle Bay"; workbook p. 27; independent reading.
4th: Students listened to a recording about St. Martin De Porres then wrote down as many facts about St. Martin they could remember; discussed chapter 4 of Sarah, Plain and Tall then read and discussed chapter 5; independent reading. Homework: read chapter 6, Sarah, Plain and Tall.
5th: Students listened to a recording about St. Martin De Porres then wrote down as many facts about St. Martin they could remember; test practice, narrative elements, p. 135; began reading and discussing "We Will Never Forget You, Roberto Clemente"; workbook p. 24; independent reading.
November 2--Homework: spelling words 3 times each
3rd: 25 new words in spelling notebook; read and discussed p. 152-153, elements of nonfiction; 156-157 vocabulary independently; opportunity to take AR test; began learning Latin and Greek word roots (see vocabulary page of this website.)
4th: 25 new words in spelling notebook; began reading and discussing Sarah, Plain and Tall, chapter 4; homework: finish chapter 4 of Sarah, Plain and Tall; opportunity to take AR test; began learning Latin and Greek word roots (see vocabulary page of this website.)
5th: 25 new words in spelling notebook; read an discussed p. 134, narrative elements: theme, plot, characters; opportunity to take AR test; began learning Latin and Greek word roots (see vocabulary page of this website.)
October 30--Spelling test; finished writing saint report; independent reading. Mrs. Beland, our librarian, sent home a form for you to fill out. If your child reached his or her Book IT goal in October, please fill it out and send it back. She needs it Monday!
October 29--Homework: spelling test tomorrow.
3rd: finished reading and discussing "The Olympic Games"; took the comprehension test on "The Olympic Games"; corrected test; continued writing saint report.
4th: continued writing saint report; took a five-point quiz on homework reading for Sarah, Plain and Tall; read and discussed chapter 2 of Sarah, Plain and Tall.
5th: finished reading and discussing "Elena"; took comprehension test for "Elena"; corrected test; continued writing saint report.
October 28--Homework: ten sentences using the remaining spelling words.
3rd: continued reading and discussing "The Olympic Games"; continued researching their chosen saint and taking notes on the saint report template; corrected sentences due today.
4th: comprehension test, "Amelia and Eleanor"; continued researching their chosen saint and taking notes on the saint report template; began reading Sarah, Plain and Tall. Homework: finish reading chapter 1 of Sarah, Plain and Tall; be ready for a five-point quiz on chapter 1.
5th: continued reading and discussing "Elena"; continued researching their chosen saint and taking notes on the saint report template.
October 27--Homework: ten sentences using 15 spelling words.
3rd: did the cognitive abilities test with Dr. Matthews; edited then evaluated own St. John Paul II paragraph using rubric.
4th: did the October lesson for safe environment through the program Virtus; edited then evaluated own St. John Paul II paragraph using rubric.
5th: did the cognitive abilities test with Dr. Matthews; edited then evaluated own St. John Paul II paragraph using rubric.
October 26--homework: spelling words 10 times each
3rd: began reading and discussing "The Olympic Games"; workbook pp. 20, 21; began paragraph about Saint John Paul II; last 10 words in spelling notebooks. Finished paragraph about St. John Paul II.
4th: finished reading and discussing "Amelia and Eleanor"; workbook pp. 19, 20, 21; began paragraph about Saint John Paul II; last 10 words in spelling notebooks; completed paragraph about St. John Paul II.
5th: began reading and discussing "Elena"; workbook pp. 19, 20; began paragraph about Saint John Paul II; last 10 words in spelling notebook; completed paragraph about St. John Paul II.
October 23--Students put some of next week's spelling words in their spelling notebooks; discussion about the spelling words and the rules that apply to them.
October 22-
3rd: Third graders completed the Listening Test for the Iowa Test of Basic Skills.
4th and 5th: did online research for information about St. John Paul II, whose Memorial is today. Students were to find information about his birth, childhood, his call to be a priest, about his time as a priest and bishop, and when he was chosen to be pope. They were to also find out two things for which St. John Paul II was best known. This information will be used to write a paragraph.
October 21--Iowa Tests today.
October 20--Iowa Tests today.
October 19--Iowa Tests today.
October 16--Students took spelling tests.
October 15--Lesson: what to do in an earthquake to stay as safe as possible; review, how to write a paragraph. A paragraph contains a topic sentence and supporting details. The topic sentence tells what the paragraph is about. The supporting details give more information. Homework: spelling test tomorrow.
3rd: vocabulary pages 130-131; wrote a paragraph about what procedures to follow in an earthquake. Their paragraph had to have a topic sentence, three steps, and a concluding sentence.
4th: continued reading and discussing "Amelia and Eleanor Go for a Ride"; wrote a paragraph about what procedures to follow in an earthquake. Their paragraph had to have a topic sentence, three steps along with reasons for each step, and a concluding sentence.
5th: vocabulary pages 114-115; wrote a paragraph about what procedures to follow in an earthquake. Their paragraph had to have a topic sentence, three steps along with reasons for each step and a concluding sentence.
We practiced earthquake procedures and fire drill procedures today.
October 14--Homework: ten sentences that have 15 spelling words in them. It is okay to have more than ten sentences.
3rd: read and discussed pp. 128-129, Narrative Elements, and answered the test question; continued writing essay, "What Does True Mercy Look Like?"; checked spelling homework; independent reading.
4th: continued reading "Amelia and Eleanor Go for a Ride"; continued writing essay, "What Does True Mercy Look Like?"; checked spelling homework; independent reading.
5th: read and discussed pp. 112-113, "Making Judgments", and answered the test practice questions; continued writing essay, "What Does True Mercy Look Like?"; checked spelling homework; independent reading.
October 13--Spelling words three times each
3rd: read and discussed "A Guide to Basketball"; continued working on Mercy essay; 25 new words in spelling notebooks.
4th: vocabulary pp. 124-125; began reading and discussing "Amelia and Eleanor Go for a Ride"; continued working on Mercy essay; 25 new words in spelling notebooks.
5th: read and discussed "Aesop's Fables" retold by Ann McGovern; continued working on Mercy essay; 25 new words in spelling notebooks.
October 12--
Students worked on completing their religion notebooks to date.
We discussed Accelerated Reader and watched a demonstration as a student took a test projected on the wall. The scholars of the third, fourth, and fifth grades may begin taking AR tests for books they have read. Passing tests earns points for the student. Each student needs to meet a points goal each month. The points goal for this month, since the month is nearly half over, is five points. Point goals in future months may be individualized as needed.
Students began their essay, "What Does True Mercy Look Like?"
October 9--Our scholars took their spelling tests today. They also practiced for the Iowa Test of Basic Skills, using a book of sample questions which they will bring home to show you. This booklet will give you an idea of what their tests will be like. Students also practiced test-taking behavior; they did a fine job.
October 8--Homework: spelling test tomorrow
3rd: took the comprehension test for "Allie's Basketball Dream"; we corrected the test; students enjoyed a spelling competition; independent reading. We did some practice questions to prepare for taking the Iowa Test of Basic Skills next week.
4th: took the comprehension test for "Lou Gehrig, the Luckiest Man"; we corrected the test; students enjoyed a spelling completion; independent reading. We did some practice questions to prepare for taking the Iowa Test of Basic Skills next week.
5th: finished reading and discussing "Dear Mrs. Parks"; took the comprehension test on "Dear Mrs. Parks"; we corrected the test; students enjoyed a spelling competition; independent reading. We did some practice questions to prepare for taking the Iowa Test of Basic Skills next week.
October 7--Homework: write ten or more quality sentences using the remaining spelling words. All the spelling words have to be used in this set of sentences or the last set (due today). We did oral phonogram review.
3rd: began writing ten sentences using the remaining spelling words; oral reading with a friend; finished reading and discussing "Allie's Basketball Dream".
4th: cut our vocabulary cards from the science book and studied vocabulary; finished reading and discussing "Lou Gehrig, The Luckiest Man"; began writing ten sentences using the remaining spelling words; oral reading with a friend.
5th: cut out vocabulary words from the science book and studied vocabulary; continued reading and discussing "Dear Mrs. Parks"; began writing ten sentences using the remaining spelling words; read aloud with a friend.
October 6--lesson about how to write quality sentences using spelling words. Homework: write ten quality sentences that contain ten to fifteen spelling words. Be sure to begin each sentence with a capital, end with punctuation, and spell the spelling words correctly.
3rd: began reading and discussing "Allie's Basketball Dream"; workbook pp. 17-18; corrected workbook p. 15; some students have to redo parts of p. 15; began writing ten sentences using spelling words.
4th: began reading and discussing "Lou Gehrig, The Luckiest Man; workbook p. 16; corrected workbook p. 16; some students have to redo parts of p. 15; began writing ten sentences using spelling words.
5th: began reading and discussing "Dear Mrs. Parks"; workbook p. 16; corrected workbook p. 15; some students have to redo parts of p. 15; began writing ten sentences using spelling words.
October 5--Students put 25 new words in their spelling notebooks; we discussed how to mark each word and which rules apply. These words are available in the "spelling words" section of this website. Students also studied the vocabulary pages of their textbooks and did the vocabulary workbook page in their workbooks: 3rd: p.16, 4th: p.15, 5th: p.15. Students read independently while I finished fluency baseline tests with individual students. Homework: spelling words three times each.
October 1--
3rd: finished reading and discussing "Nate the Great, San Francisco Detective"; comprehension test: "Nate the Great, San Francisco Detective"; spelling practice, spelling test, talk by librarian about Book IT program (through Pizza Hut); corrected comprehension test.
4th: Spelling City practice, helping new students learn how to use Spelling City; independent reading, spelling test; talk by librarian about Book IT program (through Pizza Hut); corrected comprehension test.
5th: Spelling City practice, helping new students learn how to use Spelling City, independent reading, spelling test; talk by librarian about Book IT program (through Pizza Hut); corrected comprehension test.
September 30--We did oral phonogram review. Homework: study for spelling test tomorrow.
3rd: continued reading and discussing "Nate the Great, San Francisco Detective"; workbook pages 11, 12, 13, 14; independent reading; some students had corrections to make in their essays.
4th: continued reading and discussing "My Name is Maria Isabel"; finished "My Name is Maria Isabel" independently; comprehension test for "My Name is Maria Isabel"; workbook pages 11, 12, 13. Homework: finish comprehension test. You may use the book.
5th: continued reading and discussing "Yang the Third and her Impossible Family"; finished the story independently; comprehension test for "Yang the Third and her Impossible Family"; workbook pages 11, 12. Homework: finish comprehension test. You may use the book.
September 29--Homework: spelling words in alphabetical order.
3rd: vocabulary study, pp. 68-69; began reading and discussing "Nate The Great, San Francisco Detective"; completed five-paragraph essay; oral phonogram review.
4th: vocabulary study, pp. 78-79; began reading and discussing "My Name is Maria Isabel"; completed five-paragraph essay; oral phonogram review.
5th: vocabulary study pp. 70-71; began reading and discussing "Yang the Third and her Impossible Family"; completed five-paragraph essay; oral phonogram review.
September 28--Homework: write spelling words three times each.
3rd: finished entering this week's spelling words in their notebooks; had a lesson about how to write a five-paragraph essay; began their five-paragraph essays about archangels; pp. 66-67, narrative elements.
4th: finished entering this week's spelling words in their notebooks; had a lesson about how to write a five-paragraph essay; began their five-paragraph essays about archangels; pp. 76-77, prefixes, suffixes, roots, and root words.
5th: finished entering this week's spelling words in their notebooks; had a lesson about how to write a five-paragraph essay; began their five-paragraph essays about archangels; pp. 68-69, narrative elements.
September 25--
Students took a spelling test today
They wrote new words in their spelling notebooks.
They also listened to a book that is a child's version of the Book of Tobit: "The Tale of Tobias" by Jan Mark. It is from the book of Tobit that we know about the archangel Raphael.
September 24--Students completed their comprehension tests, wrote a paragraph about St. Gabriel the Archangel, and had time for independent reading. I began individual reading fluency tests today. Homework: spelling test tomorrow. (The words are listed on this website under "spelling words".)
September 23--Students took their first written phonogram review quiz. Homework: spelling words in alphabetical order.
3rd: looked online for information about St. Michael; wrote at least five sentences about St. Michael; made a card for Dr. Matthews, who is going on retreat this week; began comprehension test, "Pepita Talks Twice".
4th: finished reading and discussing "Donovan's Word Jar"; began comprehension test for "Donovan's Word Jar"; looked up information about St. Michael and wrote at least five sentences about him; made a card for Dr. Matthews, who is going on retreat this week.
5th: searched for information about St. Michael and wrote at least five sentences about him; finished reading and discussing "Sees Behind Trees"; made a card for Dr. Matthews, who is going on retreat later this week; began comprehension test for "Sees Behind Trees".
September 22--
3rd: finished reading and discussing "Pepita Talks Twice". We had a wonderful discussion about being bilingual and how our bilingual students help family members with translation. Students edited their St. Matthew paragraphs with the help of fifth graders; wrote one of each kind of sentence using spelling words; had spelling notebooks checked; workbook p. 9; began spelling homework. Homework: spelling words three times each.
4th: continued reading and discussing "Donovan's Word Jar". Students edited their St. Matthew paragraphs and helped one another check their editing; wrote one of each kind of sentence using spelling words; had spelling notebooks checked; workbook p. 9; began spelling homework. Homework: spelling words three times each.
5th: finished reading and discussing "Sees Behind Trees". Students edited their St. Matthew paragraphs and helped each other; fifth graders also helped third graders; wrote one of each kind of sentence using spelling words; had spelling notebooks checked; workbook p. 9; began spelling homework. Homework: spelling words three times each.
September 21--
3rd: continued reading and discussing "Pepita Talks Twice"; wrote a paragraph about St. Matthew, whose feast is today; wrote one example of each of the four kinds of sentences (see below); workbook pp. 7, 8; finished writing this week's spelling words in their spelling notebooks; oral phonogram review. The editing checks for the St. Matthew paragraph: indent, use complete sentences, begin each sentence with a capital, and end each sentence with punctuation.
4th: continued reading and discussing "Donovan's Word Jar"; wrote a paragraph about St. Matthew, whose feast is today; wrote one example of each of the four kinds of sentences (see below); workbook p. 8; finished writing this week's spelling words in their spelling notebooks; oral phonogram review. The editing checks for the St. Matthew paragraph: indent, use complete sentences, begin each sentence with a capital, and end each sentence with punctuation.
5th: continued reading and discussing "Sees Behind Trees"; wrote a paragraph about St. Matthew, whose feast is today; wrote one example of each of the four kinds of sentences (see below); workbook p. 8; finished writing this week's spelling words in their spelling notebooks; oral phonogram review. The editing checks for the St. Matthew paragraph: indent, use complete sentences, begin each sentence with a capital, and end each sentence with punctuation.
Four types of sentences:
A declarative sentence tells information and ends with a period. "Mom worked in the garden on Saturday."
An interrogative sentence asks a question and ends with a question mark. "What is the capital of Idaho?"
An exclamatory sentence shows strong emotion and ends with an exclamation point. "He ran one mile in under four minutes!"
An imperative sentence gives a command and ends with a period. "Please clear your dishes before you leave the kitchen."
September 18--
We practiced our phonograms today. We did both oral phonogram review (in which I show the card and the students say the sounds that phonogram could make) and written phonogram review (in which I say the possible sounds a phonogram can make and students write it. This was our first written phonogram review; today I just had students tell me what to write on the board. Usually each student will write it on a sheet of paper.)
Students got the first ten words in their spelling notebooks. On Monday they will finish their notebook for the week. The spelling words for next Friday are listed on the page "spelling words".
September 17--
3rd: vocabulary study, pp. 22-23; began reading and discussing "Pepita Talks Twice"; workbook pages 5, 6; redoing sentences assignment (for those who did not meet all the expectations); independent reading.
4th: vocabulary study, pp. 50-51; began reading and discussing "Donovan's Word Jar"; workbook pp. 6, 7; redoing sentences (for those who did not meet all the expectations on the original assignment); independent reading.
5th: vocabulary study, pp. 46-47; began reading and discussing "Sees Behind Trees"; workbook pp. 6, 7; redoing sentences assignment (for those who did not meet all expectations the first time); independent reading.
September 16--
3rd: Students learned today how to keep their spelling notebook and practiced on a separate paper; reading lesson about decoding unfamiliar words pp. 40-41; finished assigned workbook pages.
4th: Students learned today how to keep their spelling notebook and practiced on a separate paper; reading lesson about narrative elements, pp. 48-48; finished workbook assignments.
5th: Students learned today how to keep their spelling notebook and practiced on a separate paper; reading lesson about prefixes, suffixes, roots, and root words, p. 44-45; finished assigned workbook pages.
September 15--Phonogram practice
3rd: corrected comprehension test for "Officer Buckle and Gloria"; workbook pages 1, 3; practiced writing a letter.
4th: corrected comprehension test for "The Gardener"; workbook pages 1, 2, 3, 4; practiced writing a letter.
5th: corrected comprehension test for "The Hot and Cold Summer"; workbook pages 1, 2, 4; practiced writing a letter.
September 14--Lesson: writing sentences with a noun or pronoun as the subject and an action verb. We reviewed definitions: A noun is a word that names a person, place, thing, or idea. An action verb is a word that shows action.
3rd: Write five sentences with a noun and an action verb; finish reading and discussing "Officer Buckle and Gloria"; comprehension test for "Officer Buckle and Gloria".
4th: Write five sentences with a noun and an action verb; comprehension test for "The Gardener"; group discussion about strategies for taking a comprehension test.
5th: Write five sentences with a noun and an action verb; finished reading and discussing "The Hot and Cold Summer"; took a comprehension test on "The Hot and Cold Summer".
September 11--Phonograms: A phonogram is a letter or group of letters that make a single sound. Students recited the sounds made by each of the phonograms that make up English words. There are 70 phonograms as defined by Romalda Spalding in The Writing Road to Reading. Knowing these phonograms helps students to spell correctly and to decode unfamiliar words when they are reading.
September 10--
3rd: continued reading and discussing "Officer Buckle and Gloria"; vocabulary study pp. 14-15; finished paragraph and edited for indenting, capitalization, punctuation; page 1 of spelling notebook.
4th: finished reading and discussing "The Gardener"; vocabulary study pp. 20-21; finished paragraph and edited for indenting, capitalization, punctuation; page 1 of spelling notebook.
5th: continued reading and discussing "The Hot and Cold Summer"; vocabulary study pp. 20-21; finished paragraph and edited for indenting, capitalization, punctuation; page 1 of spelling notebook.
September 9, 2015--
3rd: took a spelling placement test; began writing a paragraph about a summer experience; began reading and discussing "Officer Buckle and Gloria".
4th: took a spelling placement test; began writing a paragraph or paragraphs about a summer experience; began reading and discussing "The Gardener".
5th: took a spelling placement test; began writing a paragraph about a summer experience; began reading and discussing "The Hot and Cold Summer".
September 8--Scholars of the third, fourth and fifth grades reviewed and discussed classroom and school policies and procedures. Students also had a group discussion about why their families chose Catholic schools for them. Students organized and put away their supplies. Students may keep the following things in their desks: three folders labeled "social studies", "take home", and "work in progress", two pencils, a red pen, a blue or black pen, an eraser, a small box or case with markers or colored pencils, a book for independent reading, and textbooks. The remaining of their personal supplies will be kept in drawers labeled with their names.