Multiple sof Nines
Look for patterns
For every multiple of 9, the digit in the tens column increases by one ten, while the digit in the ones place decreases by one.
9x2=18
9x3=27
9x4=36
9x5=45
9x6=54
9x7=63
9x8=72
9x9=81
No matter what you are multiplying by 9, as long as it is between 1 and 9, the two digits of your answer will always add up to 9.
Last pattern:
All the possible answers have reverse answers.
1x9=09 9x10=90
2x9=18 9x9=81
3x9=27 9x8=72
4x9=36 9x7=63
5x9=45 9x6=54
Also the students have learned a hand trick to help them with multiples of nines.
Wednesday, November 9, 2011
Tall Tales Reader's Theater
Reader's Theater helps students improve their reading fluency. Students work on intonation, volume and expression. The students completed Reader's Theater for the tall tales, Johnny Appleseed and Paul Bunyan. The students evaluated themselves on reading with expression and accuracy and the ability to keep the reading moving smoothly. On Friday the students performed for Mrs. Bromwich's class. The kindergarten students are a wonderful audience for our performances.
Bloom Amaryllis, Bright and Beautiful
The students have potted their Amaryllis bulbs. There are a few different kind such as White Christmas, Cinderella, Apple Blossom and Red Lion. The students compared the planting and watering directions between the different types of flowers. The students determined that the directions were the same.The students are keeping a journal about the growth of their flowers. For the first entry, the students wrote down the planting and watering directions. We also researched how long it will take them to bloom. It should be between 6 to 8 weeks. The students also drew pictures of their plants and measured the length of the leaves in order to track the growth of their plants. Our room should be ablazed with beautiful, colorful flowers in December.
Tuesday, October 18, 2011
The Doorbell Rang
Literature was integrated into the math problem solving lesson. The book, The Doorbell Rang, was used to help the students better understand division and its use in the real world. In the story two children have 12 cookies to share between them. Then two more friends come. Now there are 4 children to share 12 cookies. Then two more children come to share the twelve cookies. Now there are 6 children to share the twelve cookies. At the end, there are 12 children to share 12 cookies. After reading the story, the students acted out the story using counters. The students also wrote the division number model sentence to go with the problem. The students drew an illustration for each problem and shared their illustrations with the class.
Thoughtful Reading Log Entries
Today the lesson was on thoughtful log reading entries. These are the following suggestions:
Respond personally to the text
Respond to the theme and/or author's purpose
Offer opinion of text
Ask questions
Make predictions/inferences
Respond to the writing style or author's language
Respond to the traits and/or actions of the characters
Share connections
Evaluate the text
Today the students were working on responding to the traits and/or actions of the characters. Their reading entries were for their independent reading.
Respond personally to the text
Respond to the theme and/or author's purpose
Offer opinion of text
Ask questions
Make predictions/inferences
Respond to the writing style or author's language
Respond to the traits and/or actions of the characters
Share connections
Evaluate the text
Today the students were working on responding to the traits and/or actions of the characters. Their reading entries were for their independent reading.
Poetry Celebration
On last Thursdy the third grade students invited their kindergarten friends to a poetry celebration. The third graders read their free verse poetry to their reading friends. It was a very successful and fun event.
Wednesday, October 12, 2011
Habit 3 First Things First
Suppose your planning your evening activities which includes homework. How do you know what's really important for you to do?
This habit helps students decide to put first things first. The students prioritize the important activities in their evening schedule. The students set goals on how to spend their time in order to accomplish their important evening activities. First the students wrote their evening activities for Monday, Tuesday and Thursday. These are the days they often have homework. Then the students created a homework plan for these days. The students wrote the time in the evening they would complete their homework, where they would do their homework, and what they would do to make sure their homework was handed in the next day. These plans seemed to be very effective for most of the students.
This habit helps students decide to put first things first. The students prioritize the important activities in their evening schedule. The students set goals on how to spend their time in order to accomplish their important evening activities. First the students wrote their evening activities for Monday, Tuesday and Thursday. These are the days they often have homework. Then the students created a homework plan for these days. The students wrote the time in the evening they would complete their homework, where they would do their homework, and what they would do to make sure their homework was handed in the next day. These plans seemed to be very effective for most of the students.
Reading For Pleasure
What are the expectations?
The goal is to enhance the enjoyment of reading and to improve reading skills. The expectation is that each child will read for at least 15 minutes daily. Your child is always welcomed to go above and beyond the reading minutes requested. Thank you for your cooperation.
What should your child read?
Any reading material will count toward the reading minutes. This includes books, magazines, newspapers and poems. Please help your child to select reading material that is age appropriate and he/she is able to read easily. You may count books that you read to your child, or ones that your child listens to on tape/computer. Thank you for your help and cooperation.
Why is it important to read?
Students who read for pleasure on a daily basis become better readers. Just reading 15 extra minutes a day helps to improve reading skills significantly. Thank you for your cooperation.
The goal is to enhance the enjoyment of reading and to improve reading skills. The expectation is that each child will read for at least 15 minutes daily. Your child is always welcomed to go above and beyond the reading minutes requested. Thank you for your cooperation.
What should your child read?
Any reading material will count toward the reading minutes. This includes books, magazines, newspapers and poems. Please help your child to select reading material that is age appropriate and he/she is able to read easily. You may count books that you read to your child, or ones that your child listens to on tape/computer. Thank you for your help and cooperation.
Why is it important to read?
Students who read for pleasure on a daily basis become better readers. Just reading 15 extra minutes a day helps to improve reading skills significantly. Thank you for your cooperation.
Sunday, October 9, 2011
Suggested Children's Books That Can Be Used to Reinforce the 7 Habits
Paradigms
Smoky Night by Eve Bunting
Strega Nona by Tomie dePaola
Ira Sleeps Over by Brenard Waber
Going Home by Eve Bunting
Circle of Influence
Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst
The Empty Pot by Demi
Habit 1 Be Proactive
Amazing Grace by Mary Hoffman
The Carrot Seed by Ruth Krauss
Salt in His Shoes by Delores Jordan
Habit 2 Begin With the End in Mind
Thank You, Mr. Falker
Miss Rhumphius by Barbara Cooney
Habit 3 First Things First
Alejandro's Gift by Richard E. Albert
Jamica's Find by Juanita Havill
Esperanze Rising by Pam Munoz Ryan
Habit 4 Think Win-Win
Alexander and the Wind-Up Mouse by Leo Lionni
The Rainbow Fish by Marcus Pfister
The Doorbell Rang by Pat Hutchins
Habit 5 Seek First to Understand then to Be Understood
The True Story of the Three Little Pigs by Jon Scieszka
Stellaluna by Janell Cannon
Witch of Blackbird Pond by Elizabeth George Speare
Habit 6 Synergy
Swimmy by Leo Lionni
A Chair for My Mother by Vera B. Williams
Chicken Sunday by Patricia Polacco
Mrs. Katz and Tush by Patricia Polacco
Habit 7 Sharpen the Saw
The Snowy day by Ezra Jack Keats
Owl Moon by Jane Yolen
A Light in the Attic by Shel Silverstein
The New Kid on the Block by Jack Prelutsky
Smoky Night by Eve Bunting
Strega Nona by Tomie dePaola
Ira Sleeps Over by Brenard Waber
Going Home by Eve Bunting
Circle of Influence
Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst
The Empty Pot by Demi
Habit 1 Be Proactive
Amazing Grace by Mary Hoffman
The Carrot Seed by Ruth Krauss
Salt in His Shoes by Delores Jordan
Habit 2 Begin With the End in Mind
Thank You, Mr. Falker
Miss Rhumphius by Barbara Cooney
Habit 3 First Things First
Alejandro's Gift by Richard E. Albert
Jamica's Find by Juanita Havill
Esperanze Rising by Pam Munoz Ryan
Habit 4 Think Win-Win
Alexander and the Wind-Up Mouse by Leo Lionni
The Rainbow Fish by Marcus Pfister
The Doorbell Rang by Pat Hutchins
Habit 5 Seek First to Understand then to Be Understood
The True Story of the Three Little Pigs by Jon Scieszka
Stellaluna by Janell Cannon
Witch of Blackbird Pond by Elizabeth George Speare
Habit 6 Synergy
Swimmy by Leo Lionni
A Chair for My Mother by Vera B. Williams
Chicken Sunday by Patricia Polacco
Mrs. Katz and Tush by Patricia Polacco
Habit 7 Sharpen the Saw
The Snowy day by Ezra Jack Keats
Owl Moon by Jane Yolen
A Light in the Attic by Shel Silverstein
The New Kid on the Block by Jack Prelutsky
Math Notes Strategy
Word problems in math can be frustrating for students. Unlike other kinds of math problems, word problems require both reading and math skills. Math Notes teaches students how to use notes to use both sets of skills by systematically breaking word problems down into these steps:
* Identifying the facts of the problems.
*The main question that needs answering.
*A set of action steps that can be used to solve the problem.
*A visualization that represents the problem in nonlinguistic terms.
These notes are written in the students' math journals for later reference. They can use their notebook as a reference tool, searching for past problems and solutions that they can apply to new problems. This strategy has helped the students to successfully solve math story problems.
* Identifying the facts of the problems.
*The main question that needs answering.
*A set of action steps that can be used to solve the problem.
*A visualization that represents the problem in nonlinguistic terms.
These notes are written in the students' math journals for later reference. They can use their notebook as a reference tool, searching for past problems and solutions that they can apply to new problems. This strategy has helped the students to successfully solve math story problems.
Saturday, September 24, 2011
Where in the World Is Cedar Falls and Waterloo Unit Continued
This week, many students brought in information on the Midwest States and the counties of Iowa. Jacob brought in research and maps from the internet on the Midwest States. The students studied the relationship of Iowa to the surrounding states of Minnesota and Missouri. They discussed which states they have visited. Many had been to Wisconsin, Minnesota, and Illinois. The students studied the capitals of the Midwest States. Some activities were drawing freehand a map of the Midwest States. They learned Michigan is divided into two parts by a Great Lake. The students are learning to identify the difference between states and cities. Students categorized the states and cities. Gramar was also incorporated. Students reviewed that the names of states and cities need to be capitalized.
Students also brought in information about the Iowa counties. Sofie shared that there are 99 counties in Iowa. Rosie shared that a county is a political division of the land. We discussed Mrs. Guenther lives in Bremer County. Therefore I cannot vote for the mayor of Cedar Falls because that city is part of Black Hawk County. Students studied the surrounding counties of Black Hawk which are Bremer and Grundy and Tama. The students also identified and discussed the surrounding cities on the map. On Friday, the students wrote down their home addresses and drew picture of their homes. They also put the vocabulary words city, continent, county, state and country in order from the smallest division of land to the largest. Next week for the concluding unit activity, the students will use Google Earth to locate different locations.
Students also brought in information about the Iowa counties. Sofie shared that there are 99 counties in Iowa. Rosie shared that a county is a political division of the land. We discussed Mrs. Guenther lives in Bremer County. Therefore I cannot vote for the mayor of Cedar Falls because that city is part of Black Hawk County. Students studied the surrounding counties of Black Hawk which are Bremer and Grundy and Tama. The students also identified and discussed the surrounding cities on the map. On Friday, the students wrote down their home addresses and drew picture of their homes. They also put the vocabulary words city, continent, county, state and country in order from the smallest division of land to the largest. Next week for the concluding unit activity, the students will use Google Earth to locate different locations.
Monday, September 19, 2011
Writing Like Patricia Polacco
The students have been studying the genre, narrative text. The basic purpose of narrative text is to entertain, to gain and hold the reader's interest. It is based on clearly developed charaters that have a problem or a goal to achieve.
The students listened to and read many books by Patricia Polacco who is an expert at writing narrative text. The students completed a graphic organizer for the book, Thank You, Mr. Falker. The students noticed narrative text has a beginning, middle and end. It has characters, setting, goals to achieve and often a theme. The students also studied the vivid descriptive vocabulary the author used to create images for the reader. The students also studied the various introduction sentences in her many books.
Using Patricia Polacco's books as the model, students wrote their own narrative texts. The writing process was used. First, the students identified a topic to write about. Secondly, they discussed the story with a partner. Then they completed a graphic oganizer to help organize their sequence of events for the story. The students then wrote their stories. The next step was to revise and edit their stories with a partner and to conference with the teacher. The final step was to write the final draft.
The writing process took about a week to complete the final text. Last Wednesday, the students had an author's celebration to celebrate their extra effort in writing a narrative text. The students had refreshments while they read each other stories. Each student also read aloud his/her story to the class. The students reached the goals of writing an interesting introduction sentence and using descriptive vocabulary to create images for the reader! They are on their way to becoming phenomenal writers.
The students listened to and read many books by Patricia Polacco who is an expert at writing narrative text. The students completed a graphic organizer for the book, Thank You, Mr. Falker. The students noticed narrative text has a beginning, middle and end. It has characters, setting, goals to achieve and often a theme. The students also studied the vivid descriptive vocabulary the author used to create images for the reader. The students also studied the various introduction sentences in her many books.
Using Patricia Polacco's books as the model, students wrote their own narrative texts. The writing process was used. First, the students identified a topic to write about. Secondly, they discussed the story with a partner. Then they completed a graphic oganizer to help organize their sequence of events for the story. The students then wrote their stories. The next step was to revise and edit their stories with a partner and to conference with the teacher. The final step was to write the final draft.
The writing process took about a week to complete the final text. Last Wednesday, the students had an author's celebration to celebrate their extra effort in writing a narrative text. The students had refreshments while they read each other stories. Each student also read aloud his/her story to the class. The students reached the goals of writing an interesting introduction sentence and using descriptive vocabulary to create images for the reader! They are on their way to becoming phenomenal writers.
Studying Patricia Polacco's Narrative Books
The students have been studying the genre, narrative text. We have been reading books by Patricia Polacco to study her author's craft. This is what the students noticed about her writing craft:
Uses powerful words
Uses adjectives and strong action verbs
Writes about interesting characters
Describes the characters in detail
Uses detailed introduction sentences that include where, when, who, what information, along with descriptive language
Use ideas that come from her life and family experiences and memories
Has a problem to solve or a goal to achieve
Uses powerful words
Uses adjectives and strong action verbs
Writes about interesting characters
Describes the characters in detail
Uses detailed introduction sentences that include where, when, who, what information, along with descriptive language
Use ideas that come from her life and family experiences and memories
Has a problem to solve or a goal to achieve
Saturday, September 10, 2011
Reading Friends
The third graders are reading to the students in Mrs. Bromwich's class. Today they read poetry to the students. The third graders were impressive leaders. They modeled what good readers do with their reading friends. The third graders introduced the poetry by sharing the title and the author. Some students asked the students to predict what the poem would be about. All of the third graders encouraged them to make a personal connection with the poem. Finally, they asked their reading friends what they liked about the poem. The above procedures were described and suggested by the third graders in their class discussion in preparation on what to do to make the reading interesting to their reading friends.
Friday, September 9, 2011
Where in the World is Cedar Falls and Waterloo?
For social studies, the students have been studying maps to answer that question. We have started from a world view. The students reviewed the world map and identified the seven continents. Next they studied the map of North America, the continent they live on. They then identified the three countries located in North America. The next focus was on the United States, the country they live in. The significant vocabulary the students are learning are continent, country, state, and county. Next week, the students will study the states in the Midwest. They will then study the state of Iowa and its counties. The next question will be what county do we live in?
Wednesday, September 7, 2011
Web File
Looking for a humorous book? Web File is an entertaining book. The book contains tongue twisters. For homework, the students are to share their favorite tongue twister from the book. Here are some of them. Enjoy.
Pick a peck of perfect purple almost pickled peppers.
How many perfect purple almost pickled peppers were pilfered, pinched and picked?
Lift a load of luscious leafy lettuce.
Take a tub of tasty tart tomatoes.
Pick a peck of perfect purple almost pickled peppers.
How many perfect purple almost pickled peppers were pilfered, pinched and picked?
Lift a load of luscious leafy lettuce.
Take a tub of tasty tart tomatoes.
Saturday, September 3, 2011
Mrs. Guenther
This is my 20th year of teaching at Price Lab School. I also taught second grade at Hansen School in Cedar Falls for fourteen years. I did my student teaching at Price Lab School in the first grade. I love teaching, and I love learning new research for teaching. It is rewarding to teach the students, to nurture their ownership of learning, and to have their special talents shine in the classroom and in the community. Price Lab School is a place where I feel part of a strong community and a winning team. Our students, parents and faculty are caring and enthusiastic.
This year I am excited to be a part of two initiatives for our school. I am a Cedar Valley facilitator for Dr. Stephen Covey's Leader in Me. My classroom has been designated a model classroom for our new reading initiative. Price Lab's new literacy coach, Ms. McGowan works closely with my class.
I received my Bachelor's Degree in Elementary Education, and I received my Masters in Reading Education from the University of Northern Iowa. I have a K-12 Reading Specialist Endorsement. For several years, I have worked with the UNI Reading Clinic teaching and supervising college students for the course, Tutoring: The Remedial Reading Experience. I also have a K-6 Elementary Spanish Endorement. For several years, I also worked with the San Antonio student teachers. The student teachers took my class, Mexican American Studies for teachers. I have given presentations throughout the nation.
I have many different interests. I an an avid cyclist and swimmer. In the summer I often ride 20 miles a day. In my younger years, I was a runner and swimming instructor. I have participated in and completed a triathlon. My favorite things are chocolate, flowers and books. I am an avid reader of many different types of literature. I also love listening to music. I believe music is also important in the classroom, and I incorporate it into my students' learning. Art is another interest of mine. In the past I have worked with the Waterloo Junior Art Gallery helping with the exhibit, Mexico Through Diego's Eyes. I am also very interested in national politics. I have been a senator for the UNI Faculty Senate.
In the summer my husband and I spend July at Fort Meyers, Florida. I spend my days by the ocean. My husband spends days golfing.
Here is a little bit of information about my family. My husband Mark is a sports official for basketball and baseball. I have two sons, Christian and Matthew. Christian is the Defensive Coordinator for Southwest Minnesota State University. He is married and has two young sons. I love being a grandmother. My youngest son, Matthew is an excellent artist. He did the illustrations for the third grade Civil Rights Movement Unit. He also has one young son. Matthew is the general manager for Beck's on University.
This year I am excited to be a part of two initiatives for our school. I am a Cedar Valley facilitator for Dr. Stephen Covey's Leader in Me. My classroom has been designated a model classroom for our new reading initiative. Price Lab's new literacy coach, Ms. McGowan works closely with my class.
I received my Bachelor's Degree in Elementary Education, and I received my Masters in Reading Education from the University of Northern Iowa. I have a K-12 Reading Specialist Endorsement. For several years, I have worked with the UNI Reading Clinic teaching and supervising college students for the course, Tutoring: The Remedial Reading Experience. I also have a K-6 Elementary Spanish Endorement. For several years, I also worked with the San Antonio student teachers. The student teachers took my class, Mexican American Studies for teachers. I have given presentations throughout the nation.
I have many different interests. I an an avid cyclist and swimmer. In the summer I often ride 20 miles a day. In my younger years, I was a runner and swimming instructor. I have participated in and completed a triathlon. My favorite things are chocolate, flowers and books. I am an avid reader of many different types of literature. I also love listening to music. I believe music is also important in the classroom, and I incorporate it into my students' learning. Art is another interest of mine. In the past I have worked with the Waterloo Junior Art Gallery helping with the exhibit, Mexico Through Diego's Eyes. I am also very interested in national politics. I have been a senator for the UNI Faculty Senate.
In the summer my husband and I spend July at Fort Meyers, Florida. I spend my days by the ocean. My husband spends days golfing.
Here is a little bit of information about my family. My husband Mark is a sports official for basketball and baseball. I have two sons, Christian and Matthew. Christian is the Defensive Coordinator for Southwest Minnesota State University. He is married and has two young sons. I love being a grandmother. My youngest son, Matthew is an excellent artist. He did the illustrations for the third grade Civil Rights Movement Unit. He also has one young son. Matthew is the general manager for Beck's on University.
Suggested Authors to Read
Adler, David
Bunting, Eve
Brown, Marc
Christopher, Matt
Cleary, Beverly
Cole, Joanna
Danziger, Paula
Dixon, Franklin
Gibbons, Gail
Giff, Patricia
Goble, Paul
Howe, Deborah
Keene, Carolyn
Pat, Mora
Munoz Ryan, Pam
Osborne, Mary
Polacco, Patricia
Prelutsky, Jack
Ringgold, Faith
Sharmat, Majorie Weinman
Bunting, Eve
Brown, Marc
Christopher, Matt
Cleary, Beverly
Cole, Joanna
Danziger, Paula
Dixon, Franklin
Gibbons, Gail
Giff, Patricia
Goble, Paul
Howe, Deborah
Keene, Carolyn
Pat, Mora
Munoz Ryan, Pam
Osborne, Mary
Polacco, Patricia
Prelutsky, Jack
Ringgold, Faith
Sharmat, Majorie Weinman
Thursday, September 1, 2011
Be Proactive
Today the students learned habit 1: Be Proactive.
I am a responsible person. I take initiative. I choose my actions, attitudes, and moods. I am happy. I do not blame others for my wrong actions. I do the right thing without being asked, even when no one is looking. Students completed the following statement: I am proactive at school, when I...
I am proactive at school, when I do math. I show etxra effort and positive attitude toward learning.
Lauryn
I am proactive, when I write during writing workshop.
Samaria
I am proactive at school, when I am prepared.
Rosie
I am proactive at school, when I am happy.
Ema
I am proactive at school, when I am prepared.
Jacob
I am proactive at school, when I pay attention.
Katie
I am proactive, when I listen.
Charli
I am proactive , when I am focused.
Matthew
I am proactive, when I am prepared.
Kyler
I am proactive at school, when I am listening and not playing with anything.
Natasha
I am proactive at school, when I write during writing workshop.
Sofie
I am a responsible person. I take initiative. I choose my actions, attitudes, and moods. I am happy. I do not blame others for my wrong actions. I do the right thing without being asked, even when no one is looking. Students completed the following statement: I am proactive at school, when I...
I am proactive at school, when I do math. I show etxra effort and positive attitude toward learning.
Lauryn
I am proactive, when I write during writing workshop.
Samaria
I am proactive at school, when I am prepared.
Rosie
I am proactive at school, when I am happy.
Ema
I am proactive at school, when I am prepared.
Jacob
I am proactive at school, when I pay attention.
Katie
I am proactive, when I listen.
Charli
I am proactive , when I am focused.
Matthew
I am proactive, when I am prepared.
Kyler
I am proactive at school, when I am listening and not playing with anything.
Natasha
I am proactive at school, when I write during writing workshop.
Sofie
The Leader in Me
Our school is incorporating the Leader in Me into our curriculum. The Leader in Me process helps develop the essential life skills and characteristics students need to thrive in the 21st century. The intent is to teach students how to lead their individual lives and to be happy and to succeed in the twenty- first century. The Leader in Me is based on proven principle-based leadership skills found in Dr. Stephen Covey's book, the 7 Habits of Highly Effective People. The habits are organized into a sequential, progressive model. The first three habits; Be Proactive, Begin With the End in Mind, and Put First Things First combine to help a person become more independent. When put into practice these habits help a person to be more responsible, to take more control of their life, to map out their future, to establish priorities and stay focused. The next three habits, Think Win-Win, Seek First to Understand, Then to be Understood and Synergize help students to communicate effectively and how to problem solve with others. The last habit, Sharpen the Saw, helps a person to stay fit and to feel greater peace of mind. Throughout the year the students will be discussing and applying these habits to develop the greatness in each of the students.
Monday, August 29, 2011
Begin With the End in Mind: Goal Setting
Today the students learned the habit of Begin With the End in Mind. For this habit,students plan ahead and set goals. They do things that have meaning and make a difference. They learned they are an important part of their classroom and learn to contribute to their school's mission and vision, and to look for ways to be a good citizen.The students listened to the book, Miss Rumphius. Miss Rumphius had three goals to accomplish in her lifetime. One important goal was to make a difference in the world. The students and Mrs. Guenther wrote goals to make a difference at our school community. These are the following goals:
I will make a difference in the world by
recognizing students' successes in class with smiles, certificates and positive compliments;
respecting students;
helping students, when they need help;
being fair and consistent in expectations and consequences;
having faith that all students can learn;
listening and understanding students' points of views;
creating interesting and engaging learning activities for students.
Mrs. Guenther
I will make a difference by
being friendly;
help the younger kids;
block out distractions.
Charli
I will make a difference by
being an AV helper in the classroom;
participating in student council;
being joyful.
Matthew
I will make a difference by
contributing. Share my ideas with the group in class;
be friendly.
Natasha
I will make a difference by
respecting everyone at Price Lab;
be responsible for my messes;
be caring to everyone;
be fair, trustworthy, and honest;
participate in my class.
Lauryn
I will make a difference by
being an AV helper in class;
share my ideas with the class;
be in student council.
Katie
I will make a difference by
share stories with the group;
help others in math;
help in the garden.
Samaria
I will make a difference by
participating in class;
working during work time;
clean the room.
Sofie
I will make a difference by
being in student council;
share my ideas,
be engaged in learning in the classroom.
Rosie
I will make a difference by
being proactive;
don't be a bully;
be joyful;
share my ideas with the group.
Jacob
I will make a difference by
planting flowers;
recycle;
start a compost;
always do my best;
help water plants.
Ema
I will make a difference by
being in student council;
be good in class;
pay attention in class;
be a class greeter.
Kyler
I will make a difference by
being the best I can be;
using my own words;
reaching my goals;
being somewhere I can concentrate;
making good choices in life;
eating healthy;
being prepared;
getting things done before they are due.
Sophia
I will make a difference in the world by
recognizing students' successes in class with smiles, certificates and positive compliments;
respecting students;
helping students, when they need help;
being fair and consistent in expectations and consequences;
having faith that all students can learn;
listening and understanding students' points of views;
creating interesting and engaging learning activities for students.
Mrs. Guenther
I will make a difference by
being friendly;
help the younger kids;
block out distractions.
Charli
I will make a difference by
being an AV helper in the classroom;
participating in student council;
being joyful.
Matthew
I will make a difference by
contributing. Share my ideas with the group in class;
be friendly.
Natasha
I will make a difference by
respecting everyone at Price Lab;
be responsible for my messes;
be caring to everyone;
be fair, trustworthy, and honest;
participate in my class.
Lauryn
I will make a difference by
being an AV helper in class;
share my ideas with the class;
be in student council.
Katie
I will make a difference by
share stories with the group;
help others in math;
help in the garden.
Samaria
I will make a difference by
participating in class;
working during work time;
clean the room.
Sofie
I will make a difference by
being in student council;
share my ideas,
be engaged in learning in the classroom.
Rosie
I will make a difference by
being proactive;
don't be a bully;
be joyful;
share my ideas with the group.
Jacob
I will make a difference by
planting flowers;
recycle;
start a compost;
always do my best;
help water plants.
Ema
I will make a difference by
being in student council;
be good in class;
pay attention in class;
be a class greeter.
Kyler
I will make a difference by
being the best I can be;
using my own words;
reaching my goals;
being somewhere I can concentrate;
making good choices in life;
eating healthy;
being prepared;
getting things done before they are due.
Sophia
Sunday, August 21, 2011
Welcome
Welcome! Third grade is an important grade for students. You will be amazed at your child's growth this year on many levels. This blog is designed so that we can share what's happening in our classroom with our family and friends. Join us on our third grade journey.
I enjoyed meeting the families during conferences. I enjoyed learning about your children. The partnership between families and the teacher is significant to the academic success of the students. I look forward to an exciting and interesting new year.
The first day of school, each student received a welcome poem:
Welcome to Third Grade!
The items in this bag have special meanings:
The smiley face is to remind you that our room is full of kind words and warm feelings.
The penny means you are valuable and special.
The chocolate kiss is to comfort you if you are sad.
The sticker is to remind you we all stick together and help each other.
The star is to remind you to shine and always try your best.
The eraser is to remind you that we all make mistakes, and that you can always begin again.
The tissue is to help dry someone's tears.
The life saver is to remind you that you can always count on me if you need to talk.
I enjoyed meeting the families during conferences. I enjoyed learning about your children. The partnership between families and the teacher is significant to the academic success of the students. I look forward to an exciting and interesting new year.
The first day of school, each student received a welcome poem:
Welcome to Third Grade!
The items in this bag have special meanings:
The smiley face is to remind you that our room is full of kind words and warm feelings.
The penny means you are valuable and special.
The chocolate kiss is to comfort you if you are sad.
The sticker is to remind you we all stick together and help each other.
The star is to remind you to shine and always try your best.
The eraser is to remind you that we all make mistakes, and that you can always begin again.
The tissue is to help dry someone's tears.
The life saver is to remind you that you can always count on me if you need to talk.
Monday, May 16, 2011
Simple Abundance
The students brought in their items for the Catholic Worker House today. The volunteer from the house is taking everything there today, along with the letters that the students have written. Thank you to all the families that helped make this service learning project a success. To celebrate the completion of our project the students will break a pinata on Monday. Yeah!
Saturday, May 14, 2011
Student Activists Making a Difference
The students have now identified how to help the homeless in order to make a difference in the world. One is by becoming aware of the homeless problem in Iowa. Secondly, the students have shared the information with others. Thirdly, the students have identified how they individually can make a difference. Activities they selected to help the Catholic Worker House were:
To bake a dessert for part of a meal
To identify and select some of their toys and books to give to the homeless shelter.
To select some clothes to give to the homeless shelter
To donate canned goods
To make a care bag which contains shampoo, combs, soap, toothpaste and a toothbrush.
This service learning project was identified by the students so they could make a difference in their community. This was a way to serve their community. These are truly student leaders.
To bake a dessert for part of a meal
To identify and select some of their toys and books to give to the homeless shelter.
To select some clothes to give to the homeless shelter
To donate canned goods
To make a care bag which contains shampoo, combs, soap, toothpaste and a toothbrush.
This service learning project was identified by the students so they could make a difference in their community. This was a way to serve their community. These are truly student leaders.
Fact Finding on Homeless
The students information came from articles on the internet. Some information came from Iowa Council on Homelessness and the Waterloo Courier.
A homeless person is described as someone who does not have regular night time place to sleep.
Sophie
27,571 people were homeless or near homeless in 2007 and were helped by an organization. This is similar to the entire population of Mason City, our 15th largest city, or if the entire population of Coralville lost their homes.
Jada
In 2007 67% of adults in familes have completed high school diploma or GED.
Treyvon
In 2007 53% of homeless individuals report a long term disability.
Milo
10,206 Iowans under the age of 18 needed assistance and werer provided help in 2007.
Jack
In 2007 12% of homeless adults served in the Armed Forces.
David
In 2007, 57% of homeless people in families are children. That is 4 out of 10 homeless Iowans.
Alexis
In 2007, 1'3 of homeless families are the "working poor". That means thay have a job, but can not afford to buy a house or pay rent.
Leah
An additional 10,010 Iowans were at risk of becoming homeless and were provided assistance to prevent homelessness in 2007.
Alyssa
There were 23,808 people in Iowa classified as homeless and another 15, 351 people were considered at risk of becoming homeless in 2009.
Abby
In 2009 homeless were reported in every county in Iowa.
Nearly three in five of Iowa's homeless house holds listed economics as eith the main reason or secondary reason they became homeless in 2009.
Zoe
Two shelters that provide assistance to the homeless are the Catholic Worker House and the Cedar Valley Hospitality House. A volunteer, Miss Leuth and a worker will be speaking to the class about the services provided at the Catholic Worker House next week. The Cedar Valley Hospitality House, a new shelter, will provide homeless people a place to go during the daytime.
A homeless person is described as someone who does not have regular night time place to sleep.
Sophie
27,571 people were homeless or near homeless in 2007 and were helped by an organization. This is similar to the entire population of Mason City, our 15th largest city, or if the entire population of Coralville lost their homes.
Jada
In 2007 67% of adults in familes have completed high school diploma or GED.
Treyvon
In 2007 53% of homeless individuals report a long term disability.
Milo
10,206 Iowans under the age of 18 needed assistance and werer provided help in 2007.
Jack
In 2007 12% of homeless adults served in the Armed Forces.
David
In 2007, 57% of homeless people in families are children. That is 4 out of 10 homeless Iowans.
Alexis
In 2007, 1'3 of homeless families are the "working poor". That means thay have a job, but can not afford to buy a house or pay rent.
Leah
An additional 10,010 Iowans were at risk of becoming homeless and were provided assistance to prevent homelessness in 2007.
Alyssa
There were 23,808 people in Iowa classified as homeless and another 15, 351 people were considered at risk of becoming homeless in 2009.
Abby
In 2009 homeless were reported in every county in Iowa.
Nearly three in five of Iowa's homeless house holds listed economics as eith the main reason or secondary reason they became homeless in 2009.
Zoe
Two shelters that provide assistance to the homeless are the Catholic Worker House and the Cedar Valley Hospitality House. A volunteer, Miss Leuth and a worker will be speaking to the class about the services provided at the Catholic Worker House next week. The Cedar Valley Hospitality House, a new shelter, will provide homeless people a place to go during the daytime.
Thursday, May 5, 2011
Mystery Speaker Rocks!
Dr. Audrey Rule was our mystery speaker. She is a professor and geologist. Dr. Rule had a challenging and engaging activity for the students to help them review the information they had learned about rocks earlier. Using cartoons, she demonstrated how to present information about rocks. She also taught them how they might use puns or a play on words. Words that are related to geology and have multiple meanings were discussed. For example, the words rock, stone, gneiss,marble, coarse, and granite can be used. The students enjoyed the activity. It was an engaging end of the unit activity.
Sunday, May 1, 2011
Our Service-Learning Project, Student Activists
On Friday the students, revisited the question, How can the students make the world and community a better place? How can they make a positive difference? In December the students selected the social justice issue of helping the homeless. They believe this was an important issue to make the community a better place and to help children in need. The service learning project is meant to help the students have a voice in their community and to promote civic involvement.
Comments on why this issue is important to the students:
They need shelter from storms and danger. If no one helps them, that would be sad. We can find out information from the internet and books.
Emma
They could die from hunger.
Sophie
What if you were that person with no food or shelter? How would you feel?
Jada
People need to treat them like people.
Jack
We could raise money.
Abby
We could have a bake sale to raise money.
Leah
If you have shelter and food, you should help them.
Zoe
To begin the project, the students are gathering information to their questions:
Has anybody helped them? Treyvon
How can we help? Has someone helped? What are the homeless like? Abby
What do they look like? How can we help? Has the President helped them? Can we raise money to help? Where are they in Iowa? Do many people help? Where do they live? Do some die? Jack
How can we help? Jada
Why don't they have homes? Why don't they have money? Do they live in the street? Do they have friends?
Can we start an auction? Alyssa
Do they live in boxes? Where are their places they most sleep? Milo
Why are they homeless? Where are they? Where can we help? Sophie
Where do the homeless in Iowa sleep? Where do the homeless in Iowa get food? David
Where do they sleep? Leah
What do they need to live? Has the President helped? Alexis
How much supplies do they need? What supplies do they need? Zoe
How can we help? Has the President helped? Emma
Comments on why this issue is important to the students:
They need shelter from storms and danger. If no one helps them, that would be sad. We can find out information from the internet and books.
Emma
They could die from hunger.
Sophie
What if you were that person with no food or shelter? How would you feel?
Jada
People need to treat them like people.
Jack
We could raise money.
Abby
We could have a bake sale to raise money.
Leah
If you have shelter and food, you should help them.
Zoe
To begin the project, the students are gathering information to their questions:
Has anybody helped them? Treyvon
How can we help? Has someone helped? What are the homeless like? Abby
What do they look like? How can we help? Has the President helped them? Can we raise money to help? Where are they in Iowa? Do many people help? Where do they live? Do some die? Jack
How can we help? Jada
Why don't they have homes? Why don't they have money? Do they live in the street? Do they have friends?
Can we start an auction? Alyssa
Do they live in boxes? Where are their places they most sleep? Milo
Why are they homeless? Where are they? Where can we help? Sophie
Where do the homeless in Iowa sleep? Where do the homeless in Iowa get food? David
Where do they sleep? Leah
What do they need to live? Has the President helped? Alexis
How much supplies do they need? What supplies do they need? Zoe
How can we help? Has the President helped? Emma
Wednesday, March 30, 2011
New Math Strategy
Word problems can be frustrating for students. Word problems require both reading and math skills. Math Notes teaches students how to use notes to manage both by helping the students break the word problems into the following steps:
The facts of the problem.
The main question that needs answering.
A set of actions that can be used to solve the problem.
A visualization that represents the problem.
One great benefit of Math Notes is that as students build up a notebook of problems solved using the technique, they can use their notebook as a reference tool, searching for past problems and solutions that they can apply to new problems.
The facts of the problem.
The main question that needs answering.
A set of actions that can be used to solve the problem.
A visualization that represents the problem.
One great benefit of Math Notes is that as students build up a notebook of problems solved using the technique, they can use their notebook as a reference tool, searching for past problems and solutions that they can apply to new problems.
Games, Games and More Games
The last hour of the day often needs an engaging and energizing activity. The students have been playing math games at this time to help them develop quick recall of basic facts and to reinforce fraction concepts. The students have been playing multiplication baseball, multiplication and division Bingo, Go Fish division card game, and the the fraction game Top It. These have definitely made math fun and engaging. An assessment is used at the end of the period. The students have been able to meet their math goals.
Tuesday, March 8, 2011
Naturalization Proceeding
The third grade students attended the naturalization proceeding on Friday. This was a culminating activity for our Immigration Unit. The proceeding included a greeting from Judge Jon Scoles, messages from Senator Tom Harkin, Senator Charles Grassley and Congressman Bruce Braley. It also included a video message from President Barack Obama. There was a roll call of the new citizens and the naturalization oath. The students were excited and interested in the countries the new citizens immigrated from. It was a great learning experience. Thank you for helping the third grade students find the answers to the citizenship test.
Sunday, February 27, 2011
Helpful Interview on a Current Issue.
As part of our immigration unit, the students interviewed a college student who immigrated from Mexico to the United States. Miss Salazar shared her family's story of immigration. She was born in Mexico. Her family moved to California, when she was a baby. Her family then moved to San Antonio where they have lived for 18 years. Her family moved to the United States for better jobs and educational opportunities. Her family still have relatives in Mexico, and they travel back to visit them. Miss Salazar described the challenges of learning a new language at an early age. She explained she was able to speak English easily by the third grade. Miss Salazar is bilingual. Her family still celebrates some of the Mexican holidays and customs. One is the Las Posadas, the reenactment of Mary and Joseph's journey to find shelter in Bethlehem. Another is celebrating Easter with los casarones, eggs filled with confetti. Her interview was helpful. This is a college student who had participated in our classroom last semester. The third grade students had a strong rapport with Miss Salazar. This helped the students realize that immigration is a current issue.
Thursday, February 17, 2011
Amazing Cultural Heritage Projects
Wow! Colorful! Detailed! The cutural heritage display boards are creative, informative and high quality! Thank you all so much for the time and effort and collabortion your family put into creating them. I greatly appreciate it. We are continuing the presentations into next week due to other activities this week that we needed to complete. Thank you again.
Thursday, February 3, 2011
Star Light, Star Bright
Our next activity is to study and read legends about the constellations. Mr. Stichter allowed Jack to demonstrate for us how to locate the constellations on an Ipad. The students were impressed with the pictures and information about the constellations. Thank you Mr. Stichter!!
Moon Unit
The students were very focused today. There was much to complete today due to the two snow days. The students have completed the Moon Unit. They wrote about the pattern of the phases of the moon. They also located the Apollo landing sites on a map of the moon. The students read the book, What is the Moon Like? The students acted out a solar and lunar eclipse. They completed three science tests over the moon. Tomorrow the students will select an Native American poem for the lunar months to practice reading aloud to the class.
Saturday, January 29, 2011
Keep the End in Mind
By March the students will have completed several math goals. The students should have quick recall of the multiplication facts for 5 thru 9. The students should be able to complete division problems. The students will begin to practice division problems for multiples of 2s, 5s, 9s and 10s. The students should be able to complete correctly 4 out of 5 multiplication problems such as 36x3. Many of the students are already able to do this. Practice on the math program IXL will help the students achieve these goals.
The students continue to work on individual writing goals that will help them to become excellent writers. Students should be able to correctly use capitals and periods in 4 out of 5 sentences. The other writing goal is students should be able to spell at least 75% of the words in the sentences correctly.
The students continue to work on individual writing goals that will help them to become excellent writers. Students should be able to correctly use capitals and periods in 4 out of 5 sentences. The other writing goal is students should be able to spell at least 75% of the words in the sentences correctly.
Tuesday, January 25, 2011
Effective Spelling Strategy
At times spelling can be a challenge. For many, spelling strategies can help with the learning of new words.
Word Sorting Strategy
This is a very powerful spelling strategy. Brain research demonstrates that our brains learn well when they are asked to organize and identify patterns. Using the spelling list, have your child correctly write down each new word on an index card. Make sure the words are spelled correctly. As they write, have them spell the word out loud. After the cards are made have your child find organizational patterns. For example, they might sort them by syllables, vowel patterns, words that begin with consonants, parts of speech, or by prefix or suffix. Have them give the sorting rule. After the categories are sorted, have them spell out each word.
Word Sorting Strategy
This is a very powerful spelling strategy. Brain research demonstrates that our brains learn well when they are asked to organize and identify patterns. Using the spelling list, have your child correctly write down each new word on an index card. Make sure the words are spelled correctly. As they write, have them spell the word out loud. After the cards are made have your child find organizational patterns. For example, they might sort them by syllables, vowel patterns, words that begin with consonants, parts of speech, or by prefix or suffix. Have them give the sorting rule. After the categories are sorted, have them spell out each word.
Saturday, January 22, 2011
Paul Goble, Author Study
The students are reading the Native American legends written by Paul Goble. His stories and illustrations of the Plains Indians culture is authentic. The students read the book, Lost Children. This legend explains the origin of the Pleiades stars, or as the Blackfoot call them the Lost Children.
Passage:
You can see the Lost Children in the Above World. We call them the Pleiades because they are close together, just as they always were on Earth. How beautiful the children look! And yet, how very far way they are now. If only people had remembered that all the little children are gifts from God...
Passage:
You can see the Lost Children in the Above World. We call them the Pleiades because they are close together, just as they always were on Earth. How beautiful the children look! And yet, how very far way they are now. If only people had remembered that all the little children are gifts from God...
Storyteller
Last Thursday, Gail Froyen, storyteller, kicked off our unit on Native American legends. She had the students spellbound as they listened to her Native American stories. Here are the students' comments from their thank you notes to her:
I loved your stories. My favorite was the one about the raven. You used a lot of expression. It helped me to think about what the story meant.
Alexis
I enjoyed your story because of your expression. I enjoyed the stories about the turtle, sun and the big rock. I like the turtle one because of the turtle falling. That explains why turtles have designs on their shells. I like the sun story because of the fox mouth being black from the sun being in his mouth. I like the story about the big rock because the talked to the boy.
Leah
I love all of your stories, especially the turtle one. You are the best and only story teller I have heard. You made it exciting to hear. I wish I could hear them 1,000 times. I bet you love to tell stories. I want to be just like you.
Jada
I liked the story about the turtles because I have a turtle named Bubba. I like the raven story because I liked your expression in that one. I liked the sun one because I like how the spider held the sun in her web bag.
Sophie
Thank you for telling us all the amazing stories. I have a question. The stories that you told us third graders, did you write them? I liked all your stories. They are so unique.
Alyssa
Thank you for the stories. My favorite stroy was the turtle story. I also liked your dress. I liked your expression, too. And I loved the sun story.
Milo
Thank you for telling us stories. I really liked the turtle story because it teaches the turtle a lesson that turtles don't fly south for the winter. They go under water and hibernate in the mud. I also liked the raven story because sunshine makes everybody really happy.
Abby
I enjoyed your stories. They were great. I love stories a lot. The stories you told us were some of the best I have ever heard. I have a favorite story. My favorite part about the turtle story is how he got a pattern on his shell. My favorite part about the raven story is how the sun came to be.
Zoe
I loved all the stories you told us. My favorite story was the gift one. It was funny when the raven stuck the thorn in the seagull's foot. I liked the turtle one, too. It was funny when the turtle fell from the sky. And then he sat in the mud at the bottom of the lake.
Jack
I like the seagull story when the bird pushes the thorn in. And the bird says sorry. I can't see. Can you open the box a little bit? Then the seagull says now can you pull out the thorn. The bird pushes it in a little bit. The bird says sorry I can not see. Can you open the box a little bit more? So he opens the box and the sun comes out. I really liked your expression.
David
I loved your stories. My favorite was the one about the raven. You used a lot of expression. It helped me to think about what the story meant.
Alexis
I enjoyed your story because of your expression. I enjoyed the stories about the turtle, sun and the big rock. I like the turtle one because of the turtle falling. That explains why turtles have designs on their shells. I like the sun story because of the fox mouth being black from the sun being in his mouth. I like the story about the big rock because the talked to the boy.
Leah
I love all of your stories, especially the turtle one. You are the best and only story teller I have heard. You made it exciting to hear. I wish I could hear them 1,000 times. I bet you love to tell stories. I want to be just like you.
Jada
I liked the story about the turtles because I have a turtle named Bubba. I like the raven story because I liked your expression in that one. I liked the sun one because I like how the spider held the sun in her web bag.
Sophie
Thank you for telling us all the amazing stories. I have a question. The stories that you told us third graders, did you write them? I liked all your stories. They are so unique.
Alyssa
Thank you for the stories. My favorite stroy was the turtle story. I also liked your dress. I liked your expression, too. And I loved the sun story.
Milo
Thank you for telling us stories. I really liked the turtle story because it teaches the turtle a lesson that turtles don't fly south for the winter. They go under water and hibernate in the mud. I also liked the raven story because sunshine makes everybody really happy.
Abby
I enjoyed your stories. They were great. I love stories a lot. The stories you told us were some of the best I have ever heard. I have a favorite story. My favorite part about the turtle story is how he got a pattern on his shell. My favorite part about the raven story is how the sun came to be.
Zoe
I loved all the stories you told us. My favorite story was the gift one. It was funny when the raven stuck the thorn in the seagull's foot. I liked the turtle one, too. It was funny when the turtle fell from the sky. And then he sat in the mud at the bottom of the lake.
Jack
I like the seagull story when the bird pushes the thorn in. And the bird says sorry. I can't see. Can you open the box a little bit? Then the seagull says now can you pull out the thorn. The bird pushes it in a little bit. The bird says sorry I can not see. Can you open the box a little bit more? So he opens the box and the sun comes out. I really liked your expression.
David
Monday, January 17, 2011
IXL Learning Award
The class received a certificate of achievement from IXL. The class has spent over 20 hours practicing math. Impressive! Continue to practice today. It definitely will make a difference in your math achievement.
To Live, To Love, To Learn, To Leave a Legacy
Stephen Covey
To Live, To Love, To Learn, To Leave a Legacy
Stephen Covey
Tuesday, January 11, 2011
Update
We are off to a great start to the new year. The students continue to set goals that are important and appropriate for each individual. There is much to cover this last half of the year. The Moon Unit is next. The students have started observing the moon either in the evening or the early morning. The students have also been learning cursive. They have completed the letters a, b, and c. They took their work home last week to share with their families. The students have completed math Units 1, 2, 3, 4, and 6. They are working on Unit 5. The students' goal is to have quick recall of multiplication facts for 6, 7, 8, and 9. The students are using computer program IXL, flash cards and games to achieve this goal. This is a challenging goal for the students. In math the students also have learned that polygons are shapes with straight sides that enclose a space and are classified according to the number of sides they have. They have also learned that squares, rectangles, parallelograms and trapezoids are special kinds of quadrilaterals. Other vocabulary learned were pentagon and hexagon. This week the students will also be making rotating designs. This activity integrates art and math and provides the opportunity to discuss the geometry vocabulary of vertex, perimeter, angle and rotation.
Friday, January 7, 2011
Supplies Needed
The students are creating a data notebook. They will use their data notebook to record personal and academic goals and to chart their progress toward the goals. The notebook will provide the students with ongoing feedback. These formative assessments are known to help students improve their academic achievement. Each student will need a three ring notebook and a set of dividers. Thank you so much.
When success in the classroom is defined in terms of competitive status with others, only a few students can be successful. However, when individual growth is the criteria for success, then all students can experience success regardless of their comparative status.
Robert J. Marzano
When success in the classroom is defined in terms of competitive status with others, only a few students can be successful. However, when individual growth is the criteria for success, then all students can experience success regardless of their comparative status.
Robert J. Marzano
Geometry
Before Christmas the students began their Geometry Unit. The students learned the definition for line segment and end points. They made a cube and a pyramid out of gumdrops and tooth picks. The gum drops were the end points and the tooth picks were the line segments. The students wrote in their math journals to analyze the number of end points and line segments.
Here is the entry they completed in their math journal.
How many line segments does a square have?
How many line segments does a cube have?
How many endpoints does a square have?
How many endpoints does a cube have?
How many line segments does the star have?
How many endpoints does the star have?
The geometry vocabulary:
line segment endpoint parallel intersecting
Here is the entry they completed in their math journal.
How many line segments does a square have?
How many line segments does a cube have?
How many endpoints does a square have?
How many endpoints does a cube have?
How many line segments does the star have?
How many endpoints does the star have?
The geometry vocabulary:
line segment endpoint parallel intersecting
Similarities and Differences Reading Research
Research shows:
Presenting students with explicit guidance in identifying similarities and differences enhances students' understanding of and ability to use knowledge. This is accompanied with great deal of discussion and inquiry on the part of students.
Representing similarities and differences in graphic form enhances students' understanding and ability to use knowledge. The students often use Venn diagrams to compare information.
This is a research-based strategy for increasing student achievement.
This week the students finished the Mexico Unit. The students used a Venn diagram to compare the traditional Mexican Christmas holiday to their Christmas celebrations. They also used a chart to help them organize the information comparing the Mexican government to the United States. Both governments are a Federal Republic. Both also have the three branches, executive, legislative and judicial. The vocabulary words for study were executive, legislative and judicial.
Presenting students with explicit guidance in identifying similarities and differences enhances students' understanding of and ability to use knowledge. This is accompanied with great deal of discussion and inquiry on the part of students.
Representing similarities and differences in graphic form enhances students' understanding and ability to use knowledge. The students often use Venn diagrams to compare information.
This is a research-based strategy for increasing student achievement.
This week the students finished the Mexico Unit. The students used a Venn diagram to compare the traditional Mexican Christmas holiday to their Christmas celebrations. They also used a chart to help them organize the information comparing the Mexican government to the United States. Both governments are a Federal Republic. Both also have the three branches, executive, legislative and judicial. The vocabulary words for study were executive, legislative and judicial.
Sunday, January 2, 2011
Fiesta
Dear families,
Thank you so much for the food items for our fiesta. It was greatly appreciated by all involved. The students had a great time! The class invited Mrs. Griswold's class and other elementary teachers to the fiesta. In the morning, Senora Blanco taught the third graders how to make tortillas and cheese quesadillas as part of our fiesta. The students turned our classroom into a festive place for a fiesta. We had table cloths and deorative paper plates and napkins. Each student also had a candy cane, chocolate candy and an orange at their place setting. In the afternoon the students made Mexican yarn art pictures. Another Mexican craft they made was God's Eyes.
Here are the students following comments about the fiesta:
I enjoyed the punch and the chocolate. And I enjoyed well, pretty much everything. I saw my favorite teachers, Mrs. Hoffman, Miss Decker and Mrs. Guenther.
Emma
I enjoyed tracing the stencils for the Mexican yarn decorations and eating the oranges and chips and tacos. I liked inviting the other class. I sat with Josie, Alexis, Maddi and Jada. I really liked the candy canes. I helped with chips and napkins. People signed my shirt.
Sophie
I enjoyed inviting the other class over to have the fiesta with us.
Treyvon
I enjoyed the chocolate. I enjoyed the oranges. I enjoyed the food. I enjoyed Mrs. Griswold's class coming over. I enjoyed making the tortillas.
Jack
I enjoyed the yummy food, inviting friends to the fiesta and making tortillas. I noticed that some teachers came. They were Miss Decker, Mrs. Hoffman, Mrs.Griswold, Senora Blanco, Mr. Guenther, and last but not least Mrs. Guenther. I sat by Leah, Jack, Julia, Emma and Beenie.
Alyssa
I liked the dark chocolate Hersey candy because I like dark chocolate and I love Herseys. I loved the tacos. I got to sit by Emma and Miss Decker and Senora Blanco. I helped pass out fruit juice and candy canes. I enjoyed inviting over Mrs. Griswold's class.
Zoe
I enjoyed seeing my old teachers. And I got to have good food. And I saw my other friends like Collin, Abby, Ian and Sam.
Milo
I enjoyed inviting Mrs. Griswold's class to our fiesta. I also enjoyed the tacos. I also liked the punch. I set up the napkins and juice. I sat by Abby, Zoe, Jashon, and Jack. I liked seeing Miss Decker, Senora Blanco and Mrs. Struck. My favorite thing was the punch. I liked the oranges.
Abby
I enjoyed the chocolate and tacos. I enjoyed sitting by Jada and Madi. I also enjoyed setting up the fiesta. It was fun.
Alexis
I enjoyed the food, friends and making the tortillas and especially inviting Mrs. Griswold's class. I sat with Alyssa, Emma, and Jack. I helped with passing out plates and chips. The food I liked at the fiesta was the cuties, salsa and chips.
Leah
I enjoyed making tacos. I liked the candy canes. I sat with Milo, Treyvon, and Collin. I brought the chocolate.
David
I liked everything about it, especially the food and that we got to talk to our friends. I sat by Madi,Josie, Sophie and Alexis. It was very fun. Oh and I sat with Mrs. Struck. So that was nice. I loved the punch and the chips and the salsa. I liked doing the stencils.
Jada
Thank you so much for the food items for our fiesta. It was greatly appreciated by all involved. The students had a great time! The class invited Mrs. Griswold's class and other elementary teachers to the fiesta. In the morning, Senora Blanco taught the third graders how to make tortillas and cheese quesadillas as part of our fiesta. The students turned our classroom into a festive place for a fiesta. We had table cloths and deorative paper plates and napkins. Each student also had a candy cane, chocolate candy and an orange at their place setting. In the afternoon the students made Mexican yarn art pictures. Another Mexican craft they made was God's Eyes.
Here are the students following comments about the fiesta:
I enjoyed the punch and the chocolate. And I enjoyed well, pretty much everything. I saw my favorite teachers, Mrs. Hoffman, Miss Decker and Mrs. Guenther.
Emma
I enjoyed tracing the stencils for the Mexican yarn decorations and eating the oranges and chips and tacos. I liked inviting the other class. I sat with Josie, Alexis, Maddi and Jada. I really liked the candy canes. I helped with chips and napkins. People signed my shirt.
Sophie
I enjoyed inviting the other class over to have the fiesta with us.
Treyvon
I enjoyed the chocolate. I enjoyed the oranges. I enjoyed the food. I enjoyed Mrs. Griswold's class coming over. I enjoyed making the tortillas.
Jack
I enjoyed the yummy food, inviting friends to the fiesta and making tortillas. I noticed that some teachers came. They were Miss Decker, Mrs. Hoffman, Mrs.Griswold, Senora Blanco, Mr. Guenther, and last but not least Mrs. Guenther. I sat by Leah, Jack, Julia, Emma and Beenie.
Alyssa
I liked the dark chocolate Hersey candy because I like dark chocolate and I love Herseys. I loved the tacos. I got to sit by Emma and Miss Decker and Senora Blanco. I helped pass out fruit juice and candy canes. I enjoyed inviting over Mrs. Griswold's class.
Zoe
I enjoyed seeing my old teachers. And I got to have good food. And I saw my other friends like Collin, Abby, Ian and Sam.
Milo
I enjoyed inviting Mrs. Griswold's class to our fiesta. I also enjoyed the tacos. I also liked the punch. I set up the napkins and juice. I sat by Abby, Zoe, Jashon, and Jack. I liked seeing Miss Decker, Senora Blanco and Mrs. Struck. My favorite thing was the punch. I liked the oranges.
Abby
I enjoyed the chocolate and tacos. I enjoyed sitting by Jada and Madi. I also enjoyed setting up the fiesta. It was fun.
Alexis
I enjoyed the food, friends and making the tortillas and especially inviting Mrs. Griswold's class. I sat with Alyssa, Emma, and Jack. I helped with passing out plates and chips. The food I liked at the fiesta was the cuties, salsa and chips.
Leah
I enjoyed making tacos. I liked the candy canes. I sat with Milo, Treyvon, and Collin. I brought the chocolate.
David
I liked everything about it, especially the food and that we got to talk to our friends. I sat by Madi,Josie, Sophie and Alexis. It was very fun. Oh and I sat with Mrs. Struck. So that was nice. I loved the punch and the chips and the salsa. I liked doing the stencils.
Jada
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