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Last week of school!

__Special Dates:__ Monday, June 16 Tour of Needham 12:30-2:00 Tuesday, June 17 Publishing Party 9:00-10:00ish Third Grade Book Swap 12:30-1:30 Wednesday, June 18 Jump Up Day 9:00-9:20 Take Down the Walls 12:30-1:30ish

Finish reading Tommy's Needham Rocket Historical Needham maps - if time Third grade reflection packet Practice reading published writing - fluency/ "read aloud voice" Letter to fourth grade teacher - 2 drafts Tuesday: Instrumental Concert 9:00-9:45 Choral Concert 1:30-2:15 Wednesday: Computer Lab - type fiction story 1:30-2:30 Thursday: Fire Drill 10:30 Computer Lab - type fiction story 1:30-2:30 Friday: Orchestra kids - concert for parents 9:00 units of study p.d. - Mel - 12:30-2:00 reflect on morning messages - class - Computer Lab 12:30-2:00 kindergarten assembly - 2:00 || Wednesday continue book review Thursday share book reviews || Tuesday - partner editing - fiction story Wednesday -typing fiction story Thursday - typing fiction story Friday - letter to fourth grade teacher || Wednesday - 12.7 (Bruins - division) Thursday - 12.8 (Bruins - division) Friday - assessment Chapter 12/Bruins - multi x 10, basic division || Tommy's Needham Rocket ||
 * Special Dates: || Monday: Third Grade Field Day 10:15-11:15
 * Reading: || Tuesday - writing book review
 * Writing: || Monday - Revision - show not tell
 * Math: || Monday - 12.6 (Bruins - division)
 * Social Studies: || Needham history

Friday 6/6 - Schoolhouse field trip || reflection on reader's notebook genre assessment writing book reviews || Wednesday - revision - Are the parts of the story connected? Thursday - revision - transitions between scenes Friday - Reflection Notebook || Tuesday, 10:15 End of year assessment Wednesday - 12.3 Bruins group - review multiply by 10/ separating arrays into parts Is the purple group the Bruins? LK 6/2 yes Thursday - 12.4 Bruins group - partial products ||
 * Special Dates: || Tuesday 6/3 - Early Release Day
 * Reading: || complete F&Ps
 * Writing: || Monday - endings to stories
 * Math: || Monday - review for end of year assessment
 * Social Studies: || Schoolhouse preparation ||
 * Word Study: || parts of speech assessment ||

Wednesday: 5/28 9:00 Team Meeting (Mel) Friday: 5/30 2:00 Student performer assembly || __Tuesday:__ Noticing what you like about books __Wednesday:__ Choosing adjectives to describe books __Thursday:__ Finding evidence that supports the adjective __Friday:__ More practice finding evidence || __Wednesday:__ using dialogue in scenes (not too much - also describe what's going on.) __Thursday:__ show place and time within scene - so the reader is not left wondering __Friday:__ reflection letters || __Wednesday__: 12.1 __Thursday__: 12.2 __Friday__: 12.3 5/30 As I said in my email. In group on Wednesday, we worked on a review, missing addend/ factor in a sentence. I worked with students on multiplying 2 digits by one. I used the traditional format. I'll modify the test for this chapter. LK || Continue telling story of history via - website || Thursday, June 5 - genre assessment Friday, June 6 field trip to Little Red Schoolhouse ||
 * Special Dates: || Tuesday: 5/27 1:45-2:30 Computer Lab - preparing for our trip to the schoolhouse. Sorry about the time - this is the only computer lab time I could get with Kathy.
 * Reading: || I'm starting a new (and final) unit. The kids will be writing book reviews recommending books to others. The focus will be on persuasive writing. They should be recommending books that they've liked that others might want to read over the summer. Book reviews will include a //short// summary, two adjectives that describe the book and evidence from the text that supports that adjective.
 * Writing: || __Tuesday:__ begin writing scenes (show not tell - "be the character")
 * Math: || __Tuesday__: preassessment Chapter 12/Weight kit/experiments from Science Center
 * Social Studies: || Prepare kids to go to schoolhouse - they research their identities
 * Word Study: || prefixes ||
 * Coming Up Soon: || Tuesday, June 3 - Parts of speech assessment - nouns, verbs, adjectives

Thursday: 5/22 Melanie in Washington, D.C. Kelly Weene subbing Friday: 5/23 Melanie in Washington, D.C. Kelly Weene subbing Memorial Day Assembly 9:00 || Tuesday: Notice the choices characters make - learn about character Wednesday: learn about the world by considering: Why would a person do this thing? Thursday: TFK Friday: TFK || Wednesday: stories are made up of scenes (Mentor's Text: Peter's Chair) Thursday: Possible story maps (what might the different scenes be) Friday: Reflection Letters || Tuesday: 10.3 Comparing measurements Wednesday: 10.7 measuring volume Thursday: measurement assessment - length, weight, capacity, volume (i'm not using the TM assessment - using my own) I'd like to see the assessment early this week to assess modifications needed. Lauras, I'm just receiving this note now. You hadn't mentioned anything, and I didn't have my act together to ask you about it, so I made my own modified assessment. Mary Ann is going to give it in the book room/conference room at 10:15. If you'd rather her bring them to your room, please let her know. I won't be there. I'm sorry that it was in black color, but it was there on Sunday night along with my other comments. I also asked you twice earlier in the week and you told me that you were modifying the test yourself. Since I'm in on Thursday at 10:15, I don't why you would not expect me to take them for the assessment. Also, Mrs. Weene did not know what other materials were needed for the group such 'Gallon Man". 5/22 at 11:40 LK I reviewed 5/5 for the MCAS according to their goal objectives. Last Monday, there was a problem about the lesson which I was expecting to teach, but, we worked that out about metric measurements. LK  I'm sorry. I don't understand. Can you clarify? Mel Certainly. The common core lesson ( 13.5. 1a with metrics which you did instead of 13.5 in the Thinkmath manual. LK
 * Special Dates: || Monday: 5/20 Guest Reader 2:00-2:30
 * Reading: || Monday: Mystery series, get to know characters, get to know how they solve mysteries
 * Writing: || Tuesday: Show what character wants in little scenes. Are you doing this lesson at 1:30 on Monday when I usually take my group or earlier? I'd like to look at a copy of Peter's Chair. LK I'm doing that lesson on Tuesday at 1:30 Mel
 * Math: || Monday: 10.2 Measuring heights

Friday: LAB sheets 11.1, 11.2 - front only (Review geometry) || Tommy's Needham Rocket (matching events) ||
 * Social Studies: || Continue reviewing events in Needham's history - write retelling, section by section
 * Word Study: || prefixes ||

Tuesday: Mystery series, get to know characters, get to know how they solve mysteries Wednesday: Notice the choices characters make - learn about character Thursday: learn about the world by considering: Why would a person do this thing? Friday: Be curious in our own lives || Wednesday: Show what characters want in little scenes Thursday: choosing reasonable plots - some of their ideas for problems are gigantic. It will be hard to write well about them. Friday: reflection letter || @Lauras - I was going to do this whole class - Let me know if you want to teach them in small group, or if you just want to stay in with them. :o) I'll come up for the whole group instruction and then take the group to review the lesson. LK Tuesday: 13.6 Thursday: 13.8 Friday: Review- vocabulary || Read Aloud - On This Spot - understand change over time - history Introduce website - sequence of events in Needham's history Read Aloud - Tommy's Rocket at same time (so events in ch. book and website line up) vocabulary: ||
 * Special Dates: || Wednesday, May 14: Early Release Day ||
 * Reading: || Monday: Consider red herrings - What did the author do to trick me?
 * Writing: || Tuesday: What does your character want? yearn for? What's getting in their way?
 * Math: || Monday: 13.5
 * Social Studies: || begin history of Needham unit
 * Word Study: || prefixes ||

12:30: Anne Nydam - presents about realistic fiction writing 2:05: TST - DG Lauras, How do I arrange coverage for this? Mary Ann won't be here. You can email Robin asking for coverage. - Juliet Wednesday, 9:00: Math MCAS 1:00 Team Meeting, NR || Tuesday: Mystery readers make a list of suspects Wednesday: TFK Thursday: Mystery readers go back and reread/reconsider/look for details Friday: Consider old clues in light of new information
 * Special Dates: || Tuesday, 9:00: Math MCAS
 * Reading: || Monday: Mystery readers read for clues - "This may be important because…"

Tuesday - guest speaker (Anne Nydam) Wednesday - Write stories we want to read Thursday - create character - internal and external traits Friday - Reflection letter || Tuesday - MCAS Wednesday - MCAS Thursday - 13.1 Friday - 13.4 || Connection to birds/reptiles Theories of Extinction ||
 * Introduce new chapter book - "Poppy" by Avi ||
 * Writing: || Reread Writer's Notebook - What if… Getting story ideas from our lives introduce Mentor text - Peter's Chair, by Ezra Jack Keats
 * Math: || Monday - 2 digit x 1 digit multiplication/practice MCAS - in class
 * Science: || Prehistoric creature study - kids read books about particular dinosaurs - learn facts
 * Word Study: || homophones ||

Tuesday - Guest Speaker (Anne Nydam) - fiction writing What time? LK I ended up rescheduling it for after MCAS. I'm not sure if I'm doing writing at 1:30 on Tuesday. I may do a second session of math - the crazy math schedule will only be for this week… :o( Wednesday - NR Team Meeting 9:00 Friday - movie - Wizard of Oz - compare to "Mountain Meets the Moon" 12:30-2:30 || connections across characters/story
 * Special Dates: || Monday - JF Team Meeting 11:15
 * Reading: || reflect on/discuss "where the mountain meets the moon"

introduce new unit - Mystery Monday -TFK - main idea **Juliet, Can you lead a small group with Scholastic so I can lead whole class with TFK?** ** Yes absolutely JS ** We are currently doing a lot of work with Main Idea in speech- would be happy to review the Scholastic or TFK if you have extra copies! BN Wednesday - What's the mystery? Who's the main detective? Thursday - Reader be the detective ** I am out this day F&P training JS ** Friday - Readers look for clues - therefore make predictions || *Lauras, Do you want small group to take this with the whole class, or take it with you in Learning Center? They can take it at 1:30 in the learning center. LK Introduce realistic fiction writing (I don't allow them to write fantasy) Tuesday - guest speaker (Anne Nydam) Wednesday - introduce Mentor text - Peter's Chair, by Ezra Jack Keats/ collection fiction ideas - think of everyday ideas - imagine - What if... Thursday - writes stories that we want to read ** JS out ** Friday - reflection letter || *Lauras, Do you want small group to take preassessment in Learning Center or do you want me to have them take it with the rest of the class? AND 11.1 (afternoon) Tuesday - 11.2 Wednesday - 11.4 Thursday - 11.5 Friday - 11.6 Sorry, but I need to change everything now that I've seen the MCAS schedule. We will be in hyper-mode for math this week. I don't like to do that, but I'm not sure how else to help them feel prepared. I'm not going to use the preassessments just for this week. My main goal for the next few days is to introduce __area and perimeter__. I also want to teach lots of __geometry vocabulary__. I will try to update later this week to keep you updated with where we are at. Hopefully the annual will finish in an hour approximately and I'll take the group[ for review before the test they need. and I'll work on what you mentioned this week also. In math group, we reviewed arrays ( broken into parts also), fact families (multip/ div), clock time with elapsed time to the hour and half hour, The Ch. 9 assessment will be tomorrow at 10:15. Considering vacation, the students did well with teacher cuing in all aspects. LK On Wednesday, in group, we worked with word problems ( subtraction and addition), using the graphic organizer format. went well with cuing, We also reviewed elapsed time and area and perimeter. Both concepts are fine with the array format.Today with C and A I reviewed regrouping in subtraction with zero, elapsed time, and multiplication. Elapsed time for both if not on the hour is very difficult. I don't what you were doing today? What is the plan for Friday so I can follow up with the girls during pull out. LK
 * Tuesday - main idea assessment**Lauras, Can the small group take this with you on Tuesday at 12:30 in Learning Center?
 * Writing: || On demand writing assessment - personal narrative - small moment from vacation (review what we've learned about good writing)
 * Math: || Monday - preassessment - Chapter 11 (morning)

Today I taught measuring to the 1/4 inch. (Most of purple group had difficulty with this.) Tomorrow we are measuring to the nearest centimeter. On Monday I am teaching 2 digit x 1 digit multiplication. I have also introduced the following geometry vocabulary: polygon, quadrilateral, parallelogram, rhombus, rectangle, square, line, line segment, ray, parallel, perpendicular, angle || "Boy Were We Wrong About Dinosaurs" ||
 * Science: || What have we learned so far? What has been confirmed? What questions have been answered?
 * Word Study: || review homophones ||

*readers determine a narrative's theme by studying the choices a subject makes during a crucial time || Are you referring to Friday? I moved math to the morning on Friday because I couldn't have it in the afternoon due to the Science Center lesson. Yes, Friday. LK In math with group purple, we worked on (bd review 2 items/ 1 addition and the other subtraction with regrouping) we connected addition/ subtraction fact families to multiplication/ division fact families and wrote M/D fact families. Worked on arrays with fact families/ arrays broken into parts using Mult. ( sheet sent up) Time to the minute and elapsed to the hour. For Tuesday, more work needed for arrays with larger numbers such as 6, 12, 72 and 6, 9, 54 for example and time to the minute.
 * Special Dates: || Thursday, April 17 Field Trip "Where the Mountain Meets the Moon" ***We'll be gone from 9:30-1:45.**
 * Friday, April 18 - no school** ||
 * Reading: || *readers connect what's happening with what came before, things that happen earlier influence decisions
 * what achievements/qualities make this subject important enough to write about
 * Writng: || publish this week!
 * revise by adding details/taking away extra words
 * edit for spelling - Have-a-go
 * type poems? ||
 * Math: || TBD - I need to do some correcting to see where we are at. But I'm planning on an assessment by Wednesday. I may just assess each group based on where they are at that day. Then we can start fresh after the break and move on. Monday. I will be working on Ch 9 Group purple will not be ready for testing Weds more info after group work Mon LK am definitely interested in what you think after tomorrow. They had some trouble with 9.3 on Friday. I will make copies of what they did and put them in your box. -Mel LK I didn't realize that you had math in the morning ?

schedule will only be for this week

Red/Blue Group -

Monday - 15.1

Tuesday - 2 digit x 1 digit multiplication

Wednesday - assessment || to understand what a short time humans have been on Earth put together Pangaea "Boy Were We Wrong about Dinosaurs" - Scientists understanding of dinosaurs changes as they learn new information from new fossils they find. ||
 * Science: || timeline of the earth - to understand how long ago dinosaurs were on Earth
 * Word Study: || homophones ||

Wednesday, 4/9 11:15 Team Meeting Wednesday, 4/9 12:45-2:15 Third Grade Fossil Stations (kids not available for pull out) Friday, 4/11 12:30-1:45 Science Center lesson (kids not available for pull out) Friday, 4/11 2:00-2:20 Earth Day Assembly || 1. readers use all we know about reading fictional stories to read biographies, the subject (central character) wants something but something gets in the way 2. readers try to understand and develop a theory about the subject of a biography by paying attention to their decisions, relationships, and traits 3. readers learn about history from studying the times and society in which the subject lived || 1. revise for line breaks 2. revise for word choice 3. revise by adding details/taking away extra words 4. edit for spelling - Have-a-go || @Lauras, I wrote this originally on Saturday (or early Sunday - I forget) and at that time, all but one was having a very difficult time with telling time to the nearest minute. I'm definitely seeing some progress in time to the nearest minute now.
 * Special Dates: || Tuesday, 4/8 Delayed Opening
 * Reading: || Continue work on reading biographies:
 * Writing: || work towards publication
 * Math: || The class is moving on to Chapter 9. However, the "purple" group (formerly group A) is still working to master time to the nearest minute. They have not yet worked on elapsed time. Lauras, I know you said you were going to start elapsed time with them on Monday. I did on this past Monday. We did to the minute imes and elapsed time within an hour and to the next hour, as well as work on goal objective material. I don't understand since I have been doing time on Monday with the group, I assume were doing chapter 9 material? I thought that the other groups were working on elapsed time right now. You mentioned a test and since there was a delayed opening yesterday and no math, I'll look globally at chapter 9 with the 2 in pull out. I would like to see the test ahead of time. LK Thanks.

I had planned on giving the Chapter 9 assessment that's in the LAB book. The last 2 questions will be considered challenges. I will put 1 or 2 questions on telling time (with an analog clock) and 1 question on elapsed time. I will prob take those questions from the Chapter 13 assessment.

Do you think we should go with that plan or focus on time to the nearest minute first? Just let me know. I will work on time to the nearest minute and elapsed time to the hour with the group. I will also prepare them for the test. What information will be on the assessment. Will it be a Think Math assessment or a different one? I'm not planning to do an assessment on just time. (Although we can do that for "purple group" if you think it's necessary.) I was planning on giving the assessment for Chapter 9 (from Think Math) with some time/elapsed time questions (not necessarily from Think Math). Could you give me a time line of the days you will be teaching the actual lessons and the day you will be giving the assessment. I think the kids that I work with will need more practice with multiplication, arrays, and fact families.Thanks, Elaine

My timeline has been pushed back because I've been out sick. I have taught 9.2 and 9.3 with the red and blue groups. I plan to teach 9.4 and 9.5 tomorrow and Friday. Lauras had the purple group on Monday - they were working on time so they haven't had 9.2 and 9.3 yet. I'm happy to give the assessment to the purple group on a separate day if necessary.

Next week will be:

Monday: 15.1 Tuesday: Review Wednesday: Assessment

I can review arrays with the purple group tomorrow morning at 9:00 (before Elaine comes in). I'll have them do the front of 9.3.

***Elaine, Please let me know what you end up accomplishing with them on Thursday so I can plan accordingly for Friday. Thanks!

Melanie, is there any chance Lauras and I could have an extra week practicing with the kids and then giving the kids the assessment the following week? Let me know. Sure :o) I think they are ready with the time piece of the assessment and the arrays so if you would like to give them that piece when the other kids have their assessment that would be great. Lauras and I can work on multiplication prep with them and give them that part the next week. How much multiplication exposure have they had? As far as the assessment, I was thinking that the kiddos could take the assessment in the learning center with either me or Lauras during the assessment time. We could give it to you to check over when it is completed. We would write notes on the assessment if need be.

The third grade team is jumping around a bit in order to fit all necessary content in before MCAS.

9.2/9.3 9.4 9.5 15.1 Review

The assessment will be at the beginning of next week.

vocab: multiplication, arrays, factor, multiple, product || review process of fossilization - make fossils: amber, imprint, mineralized scientific observations of reptiles and birds with Science Center (looking for connections between them) vocab: Pangaea, plates, pressure, observation, layers, minerals ||
 * Science: || cut out puzzle pieces to make Pangaea
 * Word Study: || continue review of contractions ||

Wednesday, 4/2 A.M. Team 1:00 Friday, 4/4 Conferences all day (sub - Kelly Weene) || 2. How do other people affect the subject? 3. Pay attention to setting of biography - How did setting affect person's life? 4. Review Main Idea - using TFK || description using sensory details (write about objects/photos) I will preview/review sensory details with the kiddos -BN revision of poetry - deleting extra words -revising line breaks || intro to 1 minutes elapsed time || observing fossils intro. fossilization process intro. pangaea ||
 * **Special Dates:** || Tuesday, 4/1 - 5th grade Invention Fair - 9:15-9:30
 * **Reading:** || 1. subject of biography - describe with adjective - support with evidence from the text
 * **Writing:** || Continue poetry -
 * **Math:** || Telling Time - review to 5 minutes
 * **Science:** || Introducing Fossils - we did KW from a KWL on Friday.
 * **Word Study:** || review contractions ||

These are times the kiddos won't be available. Sorry! || Monday 11:15 A.M. - mom present - 10:15 Computer Lab -make graphs 12:45: Practice MCAS Tuesday 9:00: MCAS (Extra recess when everyone is done.) Wednesday: Early Release Thursday 9:00: MCAS (Extra recess when everyone is done.) || Second lesson on powerful words brainstorm words to replace... Use of description - adjectives || review/assessment We're moving on to fossils/dinosaurs. We won't get too far this week because of MCAS. Maybe just a KWL and/or a read aloud ||
 * **Special Dates:**
 * Reading: || MCAS - continue focus on biography
 * See last week ||
 * Writing: || Continue poetry -
 * Math: || Finish Chapter 8 - making graphs in computer lab.
 * Group A definitely needs more time with line plot ||
 * Science/Social Studies: || No more State Fair! Yay!
 * Word Study: || Review of synonyms, antonyms, nouns, verbs, adjectives. ||


 * week of 3/17 **
 * week of 3/17 **

These are times the kiddos won't be available. Sorry! || Wednesday 10:00-10:45 State Fair Rehearsal Thursday 1:00-2:30 State Fair Rehearsal Friday 9:00-10:30 State Fair || Using "Harvesting Hope: Biography of Cesar Chavez" as a mentor text. I will also read "Wilma Unlimited: The Biography of Wilma Rudolph."
 * **Special Dates:**
 * Reading: || return focus to biography
 * looking at nonfiction - but in narrative form.
 * subject of biography like main character in fiction - has struggles/problems in life
 * use adjectives to describe subject (like main character in fiction)
 * history of the time affects subjects life (setting is important to understanding biography)

MCAS prep - include 2 more experiences with open response I'm going to use Reading A-Z to find modified texts || use of repetition use of rhythm use of sensory detail/description use of powerful words I will talk to my Monday and Tuesday kids about this (+synonyms) -BN || Using coordinate grids Reading line plots (this is traditionally tricky for kids)
 * Writing: || Continue writing poetry -
 * Math: || Beginning Chapter 8 - pictographs, bar graphs - creating and reading.

For Group A - they will be getting the same content, but we will use some modified worksheets. I would love some support finding worksheets. I haven't looked at it yet, but I'm wondering if Grade 2 worksheets will work, if I add some third grade questions to it. If you have something else you'd like me to use, let me know. ||
 * Science/Social Studies: || We need to write our persuasive paragraphs about the region. Prepare boards for State Fair - Crunch time! :o) ||
 * Word Study: || Review of synonyms, antonyms, nouns, verbs, adjectives. ||

week of 3/10
 * 1 more week focus on poetry**
 * same content as last week**
 * I'm going to do at least 1 open response this week - maybe 2**
 * I would love help finding a modified text with open response for a group of 6**

week ** of ** 3/3
 * I'm changing the plan I shared last week. (Sorry!)**
 * Focus on reading poetry -**
 * understand structure of poetry -**
 * vocab: line breaks, stanza, white space, verse**
 * understanding meaning of poems (inferences)**

week of 2/24
 * We're beginning our biography unit this week. I placed a link to the e-book in the week of 2/10. I'll start the first couple of days be reading and rereading our mentor text out loud. I don't know exactly what text I will use, but it will be a picture book biography.**


 * Wednesday - TFK**
 * Thursday - intro. biography - nonfiction but in narrative form**
 * Friday - MCAS prep**

week of 2/10
 * Looking to finish up the character unit this week. I think we could do a lot more work with it, but there's a lot more to cover. I'll do some reenforcing in guided reading groups and through read aloud. **


 * The final lessons we'll do for characters are:**
 * characters facing a "test" - turning point in a story**
 * resolution of characters' problems**


 * I also plan to give a assessment on identifying character traits. The assessment will ask them to read a text - identify a character trait and provide the evidence for that trait.**


 * After vacation we will start a unit on [|biography]. Under resources on the Atlas page there is a link to the Lucy Calkins ebook which outlines that unit.**

week of 2/3
 * We're still focusing on understanding the characters to deepen our understanding of the story.**


 * characters change over time **


 * objects that are important to characters reveal traits **


 * how other characters treat the main characters **


 * MCAS prep at end of the week. ***need modified texts for this! :o(

practice open response with Rickshaw Girl How is your life different than Naima's? I'm giving them a graphic organizer we completed as a class to support them.
 * week of 1/27 **

We are using a different mentor text for some of our character unit lessons. We've switched to "Mrs. Katz and Tush" by Patricia Polacco. We may switch back and forth between that and "Mr. Lincoln's Way."

Using sticky notes to track our thinking in a book I'm going to give them a that they can put the stickies on to keep in their readers' notebook. Hopefully this structure will help this stick.
 * I've introduced this a few times and it's never quite stuck. I went them to start doing this with all books they read.

Inferring character traits based on their actions.

I will do another MCAS prep on Friday. I would still love modified texts for this. We are just doing multiple choice next week. Please help if you can!

- Lovely! I will reinforce this with them. At some point maybe you and I should touch base on what you would like me to focus on with my Friday group. Between Social Studies, Reading, and Writing there is a lot to choose from. Let me know what is most important to you :) -BN Thanks for asking Bonnie. In a couple of weeks I will def need some support helping kids research their state. Maybe also when we're doing a bit of research for feature articles. I'l let you know as we get closer…
 * Something I have forgotten to mention: We have introduced and practiced: nouns, verbs, adjectives, synonyms and antonyms.**

week of 1/21


 * __Tuesday__ - infer character traits from implicit information (dialogue, actions, possessions) in the text**
 * We will probably stay on this for a few days…**


 * __Thursday__ - Using sticky notes to track our thinking in a book**
 * I've introduced this a few times and it's never quite stuck. I went them to start doing this with all books they read.**
 * I'm going to give them a [[file:sticky-note-tracker-sheet-revised.pages|sheet]] that they can put the stickies on to keep in their readers' notebook. Hopefully this structure will help this stick.**


 * __Friday__ - MCAS prep I'm having them highlight the section in the text where they find the answer and labeling it with the number of the question it answers**


 * Ugh. Just remembered. Rod is pulling all Grade Level Leaders out of the classroom Wednesday to work on School Improvement Plan. So my plans will probably get jumbled due to sub. :o(

__ Monday __ - identify physical/external characteristics
 * week of 1/13**

__ Tuesday __ - Identify internal character traits based on explicit details/evidence in the text

__ Wednesday __ - I'm at LTF this day. The class will work on a TFK this day. @Mary Ann, While most of the group is doing TFK, I will ask you to do a separate group in the pod with a lower reading level Scholastic News.

__ Thursday __ - We are going to the Museum of Science this day.

__ Friday __ -  Infer character traits from implicit information (dialogue, actions, possessions) in the text


 * week of 1/6**

We are officially moving into to our character unit this week. We will be using "Mr Lincoln's Way" by Patricia Polacco for most of these lessons.

I plan to focus on the following: A 1. Identify main characters and secondary characters

2. Describe how secondary characters influence/affect the main characters

B. Identify physical/external characteristics Beginning a new unit of study the week of 1/9. You can find the map on Atlas. @http://needham.rubiconatlas.org/Atlas/Develop/UnitMap/View/Default?UnitID=4852&TeacherID=235 This week I'm just going to read aloud our mentor text, "Mr. Lincoln's Way" by Patricia Polacco several times. I'll also have them respond to the text in writing.
 * week of 1/2**

I will also begin new guided reading groups the week of 1/9. I plan to do some conferring and some quick assessments this Thursday and Friday.

finishing up nonfiction this week - still practicing main idea Monday and Tuesday: Juliet is teaching focus lessons on text structure (descriptive, compare contrast, sequential, etc…) Wednesday - no focus lesson Thursday - reassess main idea (same as reassessment earlier in the year - using graphic organizer) Friday - no focus lesson P.S. I am setting up a schedule for RAZ kids - I want kids to spend time with it, but I also want them to spend time in actual books.
 * week of 12/16**

Sorry, this is going to be brief. I was away this weekend, so I'm just getting to this and hoping to go to sleep soon. We are still reading nonfiction. I plan to finish up as we get to December break. This week we are focusing on main idea and solving unknown words - specifically in nonfiction. We will practice using the glossary. But we will also practice solving meanings of words that are embedded in the text. For example, when a sentence says, "The ;alkdjf;l, or a giant squid…" Or when the writer gives an example of something and then says, "this is called…" Kids don't seem to pick up on these, so I want to make it more explicit I've been working on nonfiction passages and these concepts and will continue LK I worked on main idea with A, C, and J last week. We will continue to work on that this week!!
 * week of 12/9**

Help! First of all, I have 14 kids who need to focus on nonfiction text features based on an assessment I gave last week. (This is including all kids that are serviced by all of you. :o( I'm not sure how to continue teaching that whole class, as well as teach the meatier work that the literacy maps are expecting. Should I weave it in more? How? When? Where? I am open to any and all ideas anyone may have...
 * week of 12/2**

__ Monday - __ sequence events/ideas - I will use a text about a process for this (link to diagram - cycle picture) __ Tuesday __ - determining cause/effect - I'm looking for a good text for this __Wednesday -__ review main idea __Thursday -__ review synthesis - They are not linking new ideas in text to things they already learned __Friday -__ continue work with synthesis

I'm going to take it a bit easier this week. We've hammered them with some pretty heavy duty topics. Want to give them some time to practice/process. Make sure they are all consistently reading some nonfiction every day.
 * week of 11/25**

We're mostly going to review nonfiction text features - We've been through many. But I don't think they're getting that they should use them to help them understand the text. Any ideas on a quick assessment I can use to see if they are using the text features? Would like to assess to plan some strategy groups.

continue nonfiction focus __Monday__ - Asking questions while reading __Tuesday__ - Asking questions after reading - I attached the lessons below Later in the week: review text features recalling prior info and synthesizing with new info facts/vs opinions
 * week of 11/18**

I am going to focus on strategies to find main idea throughout the week __Monday__ - Main idea is not a word/phrase - sentence I used scholastic news brief pieces, very specific to a topic with a graph organ and the 5 W's last week and am going to review and tweak it this coming week. Difference between topic and main idea - "Dolphins" - What about dolphins? __Tuesday__ - Use heading/subheading to help determine main idea I'll add this also. __Wednesday__ - use first and last sentence of section to determine main idea __Thursday__ - Do a sentence check - Are the other sentences in the section about what we think the main idea is?
 * week of 11/12**

focus on nonfiction reading continue working on nonfiction text features
 * week of 11/4**

Preview headings/subheadings - make predictions of content based on those headings/subheadings Read on to find out if predictions are accurate - revise predictions

Continue to focus on main idea and details throughout I'm working on reading strategies and reinforce what you teach in class.

Intro - nouns/proper nouns - Monday and Tuesday I've introduced but will reinforce.


 * week of 10/28**

focus on nonfiction reading first - be sure they know what nonfiction is Also - When they do read nonfiction, I believe kids are accustomed to just reading for "fun facts." We will be switching the focus - **reading for the main idea - and looking for supporting details that support the main idea. This will be the focus of the entire unit.** I'm starting with text features because they don't know them. But the unit will be heading towards main idea and details. I will focus on main idea and details even while I'm introducing text features.

A and C are familiar with an umbrella visual for main idea and details. The top of the umbrella represents the main idea and the shaft is the details. -BN

__Monday__ - I'm going to do an activity with Book Club flyers. They will cut out the covers of books and glue them onto the nonfiction side of the page or the fiction side of the page. Then we will discuss what nonfiction is. __ Tuesday __ - begin reading big book that introduces nonfiction text features __Wednesday__ - continue reading big book - nonfiction text features __Thursday__ - Introduce headings/ subheadings - predict the content of the section based on heading and subheading __Friday__ - Confirm/revise prediction based on actual reading

*Lauras, Can you include what you plan to work on with pull out in reading each week? That way we can reenforce what you are teaching in guided reading groups and 1:1 conferring. Thanks!

continue retelling to partners Introduce word solving strategy - using context give nonfiction reading preassessment (This is part of my student learning goal.)
 * week of 10/21**
 * Lauras, Can Mary Ann keep kids at the Learning Center on Wednesday at 9:30 after you've worked with them? So she can give them the preassessment?**
 * Begin introducing text features - start with heading/subheading**

week of 10/15
 * showing our comprehension via retelling**
 * using fix-up strategies when we don't understand - visualizing and rereading**
 * word solving strategies**
 * using context clues**

week of 10/7**

Focus on comprehension - Monitor for Meaning //I'll use these words. I really already do, but i'll use the phrase consistently. I'll continue with retelling also and solving unknown words.// I've used these words with the kids. But I've basically told them it's checking to be sure you understand what you read.

ability to retell - practice with Frog & Toad If you can retell - you can understand

strategies for solving unknown words

Fix-up strategies visualize reread