Thursday, August 28th

Thank you to all of the parents who have signed up for conferences.  Please visit http://vols.pt/kGS9mW to reserve a time if you haven't done so yet.  Also, if the slots fill up don't fret.  I'm in the process of setting up times for the rest of the year so Ms McFaddin and I will have times set aside for as-needed conferences.  I will post those time slots by the end of next week.  

Today we had our last MAP test.  Students will complete their goal setting on Tuesday and we will review each child's goals with his/her parents during the the conferences.

Today, after our daily grammar, we spent some time doing close reads of The Giver to complete a Venn diagram comparing our world to theirs.  Each table was given a topic and they had to find evidence within the text.  

Tomorrow students will have their vocabulary test and their ELA/SS homework is due. 

Wednesday, August 27th

Today students took their Reading MAP and tomorrow they'll take the final ELA portion.  During Language Arts we completed our daily grammar and finished reading the Underground Railroad article.  Once we completed the reading students did a "3-2-1."  They wrote down three facts from the text, two questions they still had, and one opinion.  Tomorrow we will work on the map.  

Some students went a step further to understand how the Underground Railroad could be analyzed within the framework of this term's Unit of Inquiry (How We Organize Ourselves) and our Central Idea (Processes and procedures create structures that develop order in our world).

Lastly, I'll be checking agendas tomorrow to make sure students are reading each day and/or evening for at least 30 minutes.

Tuesday, August 26th

ELA - We completed our daily grammar and discussed this week's vocabulary.  I also reminded students to study the vocabulary with their word lists or the quizlet site.  Then I gave students two writing handouts for their ELA journals about revising vs. editing and proofreading marks.  We had a short discussion about what happens during the revision process and students worked in small groups to revise a plain story I wrote.  It was great "show, don't just tell" practice for students.

SS - During the year students will get to create several 3D American history maps and today I briefly discussed the standards covered by the activity (reading, history & geography).  We began the reading portion on our first map, The Underground Railroad, and used text mapping to identify the main idea and evidence in each paragraph.  We will continue with the activity tomorrow.

Tomorrow we'll continue with MAP testing and, as a reminder, please sign up for a parent/teacher conference.  As of now, the first two weeks are booked so please click on the link at the top of the right side column to select a date and time.

Monday, August 25th

ELA:  We continued with our Making Meaning reading lessons by analyzing an article about soccer.  Students identified the main ideas and evidence within the reading while discussing the text features.  We also read The Giver and completed our daily grammar. 

SS:  Due to our short Monday schedule, we didn't complete a social studies lesson today.  On Wednesday I'm going to review the amendment change process and retest students on that standard this Friday (8/29).  It will be in the same format as the last test and hopefully the overall results will be better.  

Homework:  Students received their homework sheet today; however, we ran out of time and I didn't discuss the words.  I told both classes that they should start the other side of the homework and that I'll go over the words on Tuesday.  I'm also going to give students until FRIDAY to turn in their homework.  Ms. McFaddin's homework is still due on Thursday.

MAP Testing:  Our MAP testing begins tomorrow and students will take the assessments at 10:40am-11:50am on Tuesday, Wednesday, and Thursday.

Conferences:  Please sign up for an after-MAP conference.  

Vocabulary Words
annoyance
convenience
defiance
dominance
elegance
patience
perseverance
radiance
tolerance
diligence

Thursday, August 21

ELA - We completed our daily grammar work and moved onto writing.  Today we focused on setting our peer review parameters.  As 5th graders, they're expected to give meaningful peer reviews and move beyond the "I like your paper" type comments.  Our current central idea is about how we use processes and procedures to create order so we applied that principle to how we function when we write.  Students worked with table groups to come up with leveled comments that were aligned with our 1-4 grading scale.  Then I passed back the homework so they could practice using what they wrote during the week.  Students wrote three peer review comments and completed a 10 minute free-write to make changes to a part of their story.  A small number of students in each class didn't turn in their homework, so they did a round robin writing activity that helped them practice narrative strategies.

Notes from both classes

SS - I started my new informational writing unit titled, Preview to the Civil War:  People, Events, and Conflicts.  The first few lessons will focus on identifying and understanding informational text features.  That being said, I need a baseline of what the students already know.  Together we read "A Woman Named Truth" from A History of US:  Liberty For All? 1820-1860.  Students worked with a partner to identify informational text features, ask pre-reading questions, answer post-reading questions, summarize the text, and find factual evidence.  Based on what I saw, students need practice in identifying evidence and summarizing texts.

The social studies assessment is tomorrow.  Students should know the Bill of Rights and the Amendment Change Process.  They can use their study guides or the quizlet to study the Bill of Rights.  Many students also took home their notebooks to study the Amendment Change Process.  If they didn't, the notes are below.  

We have new recess equipment...TETHER BALL!

I was also proud of the kids, they set up their turn-taking procedures quickly and equitably.

Españoles de clase con la Señora Speed es maravilloso.

Wednesday, August 20th

ELA - We began with our daily grammar.  Then continued working on narrative writing strategies by focusing on plot.  We took notes on what to put on a plot diagram and then students listened to a story to determine the literary elements.  After that, students worked with a partner to create a story map based on a topic of my choosing and then they did a 10 minute free-write.  

SS - We did a quick review of the Bill of Rights and I gave the students another study sheet to take home.   As a reminder, the assessment will be on Friday.

Tuesday, August 19th

We had a productive day today.  During ELA we completed our daily grammar and I gave the first of my narrative writing lessons.  This term's Unit of Inquiry is "How We Organize Ourselves" and my lessons help students use various processes to make their writing logical, entertaining, and vivid.  Additionally, the organizational methods they will learn this year will help make writing less stressful.  

Today I modeled how students can use questions to create story leads.  I told them a three sentence story and allowed the students to ask me questions.  Then I selected a few questions that "spoke to me" and wrote detailed responses.  I told the students that we can write parts of a story in whatever order we are inspired to write them.  Organizing and ordering can come later in the revision and editing phases.  Students then worked with a partner to get questions for their own short stories and we concluded with a 10 minute free-write time. 

We read a few pages in The Giver and during social studies students learned about the amendment change process.  Before taking notes, students talked about why the Founder's made the process difficult and how the process helps create order in our country.  As a reminder, the Bill of Rights and amendment change process assessment is this Friday.  For the rest of the week, students are allowed to take home their social studies notebooks each night so they can study.  

Reading Update
I checked the agendas of both classes and only a handful of students in each homeroom had parent initials for Monday night.  For the record, I check the agendas to verify that students are reading but students won't be penalized on their report cards for not having parent initials.  Fluency and comprehension both increase when a student reads for at least 30 minutes a day so please encourage your child to meet the reading requirement and sign his/her agenda each night (Monday-Friday) if you can remember.  

Parent Involvement
I know we all have busy schedules but I wanted to invite parents to the classroom.  There are a variety of things parents can do, including, but not limited to:

• read with the class and participate in our group discussions
• help with writing feedback during editing/revision times (will happen during the week of September 2nd)
• lead a content-related lesson (send me an email if you have any ideas)
• work with and/or monitor small groups during project work times (typically during the last two weeks of each term)
• sit in on a lesson
• eat lunch
• play at recess

Please feel free to email me if you want to participate in a class activity or if you just want to sit in on a lesson, parents are more than welcome to stop by.

Monday, August 18th

Today we continued reading The Giver after we completed our daily grammar review.  Following ELA, we played Bill of Rights bingo to review for Friday's assessment.  Tomorrow we will learn about the Amendment Change process.  

I reminded students today to get a parent's initials in their agendas to show that they have read 30 minutes each day.  Independent reading during school counts towards that 30 minute total so on some days students may have already met, or come close to meeting, their daily requirement.  I'll be checking the agendas to make sure students are communicating with their parents and meeting their requirements.  

Homework  
---Complete narrative writing practice, due process rights & amendment change process packet - due THURSDAY
---read for 30 minutes every day
---study for the Bill of Rights and Amendment Change Assessment on Friday

Upcoming Events
Tuesday, August 19 -- PTO Meeting - F.AVE media center - 7pm
Wednesday, August 20 --SLT Meeting - F.AVE media Center - 5pm
Friday, August 22 -- PTO School Picnic @ F.AVE - 6pm
Tuesday, September 2 -- Individual Picture Day
Tuesday, September 2 -- 5th Grade Curriculum Night

MAP Testing
Our classes will be taking the MAP (Measuring Academic Progress) test on the following dates at 10:40am each day:

Tuesday, 8/26 (Math)

Wednesday, 8/27 (Reading)

Thursday, 8/28 (Language Arts)

Conferences
Ms. McFaddin and I will meet with parents in two weeks to discuss MAP scores, academic goals, and classroom behavior.  Please follow the directions below to schedule a conference.

   1. Click this link to go to our invitation page on VolunteerSpot: http://vols.pt/kGS9mW
   2. Enter your email address: (You will NOT need to register an account on VolunteerSpot) 
   3. Sign up! Choose your spots - VolunteerSpot will send you an automated confirmation and reminders.

Note: VolunteerSpot does not share your email address with anyone.

UPDATE -- movie time change

I checked fandango today and the movie time has been changed.  The early showing is at 10:10am, NOT 9:45am as I told the students this week.  It was the earlier time when I made my plans to go earlier in the week and I apologize for any confusion.  Looking on the bright side, at least we'll be early.  : )

Friday, August 15

Students will be bringing home the daily grammar worksheet that we have been working on for the last two weeks.  Since each student corrects his or her own paper, every section should be complete AND there should not be any errors.  Parents should look over the sheet and check to see that their child is making the corrections. 

If you notice that your child is not making the appropriate corrections please be aware that this will directly affect the writing and grammar grades on the assessments and report card. As always, I provide daily reminders about listening, following directions, and making corrections so there's absolutely no reason, outside of an absence, for a student's paper to come home blank and/or uncorrected.

I also passed back the due process worksheets and the optional level 4 activity is due next Friday, August 22nd instead of Monday, August 18th.  

We also read more of The Giver and tomorrow (Saturday) I'll be going to the 9:45am showing at the North DeKalb Mall theatre.  I've already mentioned this to the students and they can come as long as they're accompanied by a parent/guardian.  Parents should be aware that the movie is PG-13. 

Thursday, August 14th

Today we continued working on improving our discussion skills by completing a pre-reading reflection.  Instead of just reading about the Ceremony of Twelve in The Giver, students completed an activity to get them to think about what it would be like if they weren't given a choice and just assigned to a job.  They worked with their partners to discuss their positive and negative feelings about their occupations.  After that, they discussed the positives and negatives for individuals and communities if people were not allowed to choose their own trades.

After our discussion and note taking, we read several pages of The Giver.  We concluded class by finishing our Bill of Rights charades.  I could tell that more students went home last night and studied since we had more correct guesses.  

We concluded our day with the media center orientation.  Moving forward, we will have our weekly library visits on Mondays. 

Remember to study for tomorrow's vocabulary assessment! Visit the quizlet page to practice the spelling and meaning of each word.

Ms. McFaddin's Homeroom - discussion reflection & job choice notes

Ms. Black's Homeroom - discussion reflection & job choice notes

Wednesday, August 13th

Today we reviewed verbs.  Students watched a short video clip and worked with their table mates to identify all of the actions (verbs) going on in the scene.  Then they took some notes about the basics of nouns and then they wrote three sentences to practice varying their verb choice.  

During Social Studies we played Bill of Rights charades.  The students who have already started reviewing the amendments made excellent guesses; however, I could see that many students need to get started with their studying.  Today I'll be sending home a study sheet and students should use the Bill of Rights Quizlet page to familiarize themselves with the first ten amendments.  If a student loses their study sheet, they can save or print the document from the academic links to the right.

Tuesday, August 12th

Today I did a short review of nouns and we began the lesson with a table activity.  Students had to fill in the blanks of a short paragraph.  Some of the results were quite entertaining.  Then they took some notes about what nouns are and how they are to be used in writing.  We concluded by watching the Nouns video on BrainPop and completing a short worksheet.

During Social Studies students completed a Due Process inquiry.  They read different scenarios and worked with a partner to determine if they were lawful or not.  Then they started reading the Due Process amendments and worked with a partner to put them into their own words.  

We also continued reading and discussing The Giver.  Next week we will begin working on our thinking maps and diagrams so we can analyze the literary structures of the book.

Here are the noun selections from table 1 in my homeroom

Here's my original

Monday, August 11th

Today we read the The Giver and went over our daily grammar.  Since we had a fire drill and other interruptions today our schedule was a bit erratic.  We concluded class by going over our vocabulary words and this week's homework.

This week's root word is SPEC and the vocabulary words are:

Circumspect

Inspect

Introspection

Perspective

Respect

Retrospective

Spectacle

Spectacles

Spectator

Speculate

Click on any of the words above to study them on the quizlet site.

This week's homework

-Read for 30 minutes daily (this INCLUDES time that students spent reading their individual books in class.  So if they read for 15 minutes in school, they only have to read  for 15 minutes at home to meet the requirement)
-ELA/SS homework - due Thursday
-Math homework - due Thursday
-Study vocabulary and fill-in-the blank questions - on Quizlet
-Study the Bill of Rights - on Quizlet

Friday, August 8th

Today we had a "turn and talk" discussion during our reading of chapter 3 of The Giver.  Students listened to, then discussed questions and at the end of the chapter, they realized an important detail about the characters in the book.  We then watched a short BrainPop* video about root words so students could understand how vocabulary will work in my class this year.  

During Social Studies, students worked in small groups to sort specific amendments into categories.  Students read the actual amendments and worked with their group to figure out if each was an individual right, a right of people within the judicial system, or a protection from the government.  The activity was challenging; however, I feel that it's important for students to have experience with how our amendments are actually written.  We concluded class by watching the BrainPop video of the Bill of Rights.  

Overall, this was an excellent first week of school and I'm looking forward to a productive 2014-15.  

*BrainPop
username:  decaturga 
password: decatur

Thursday, August 7th

Today we started with our daily grammar mini-lesson and then we finished chapter 2 of The Giver.  Each student has their own copy and they each take turns reading when randomly selected (I pull their names from a cup so everyone gets a turn).  We also discuss unknown words, character details, and plot points.  Overall, our whole-class study of an exemplary book series helps students improve fluency, listening, and comprehension.  After finishing chapter 2, we continued working on the skill of identifying details that "show."  We looked back through what we've already read and found sensory details in select paragraphs.

We then moved on to reading about the origins of the Bill of Rights.  We did a close read of a text that detailed the struggle between the Federalists and Anti-Federalists in 1791.  Students found the main idea in each paragraph and then answered the question:  "Why did we need a Bill of Rights?"

Wednesday, August 6th

Today we read Eleven and students identified sentences and phrases in the story that included details that show instead of just telling.  We finished chapter 1 of The Giver and then students worked with a partner to write their Rights & Responsibilities reflection.  During our final activity, students worked with their table to group to select 10 out of 15 proposed rights that a new government should have.  Many groups had difficulty agreeing on the rights that should be included and/or eliminated.

Tuesday, August 5th

Today we started with our daily grammar mini-lesson.  I explained to the students why we start with that activity and we corrected the work we did.  We used our ELA notebooks to take notes about narratives.  I let students discuss with their table groups what they remembered about narratives and then I wrote down what they came up with. Pictures of the notes are included below to show what each class thought of.

We continued by discussing our agreements about reading The Giver and started the first chapter.  We then moved on to the writing diagnostic.  I explained to the students how I use the diagnostic to help customize my writing lessons.  I gave students 20 minutes to write and I will look over their paragraphs over the next few days.  We concluded our day with the Rights and Responsibilities Inquiry lesson.

McFaddin's Notes

Black's Notes

 Writing Diagnostic

Rights & Responsibilities Inquiry

August 4, 2014

Today Ms. McFaddin and I did our "First Day of School" orientation/activities with our own homerooms.  We discussed behavior expectations, set up subject notebooks, and went over classroom procedures.  Both homerooms had Spanish and my homeroom had Art while Ms. McFaddin's homeroom had PE and Music.  Overall, we had an excellent day and I'm looking forward to a productive year.

Tomorrow we will be in the full swing of things and I will meet with Ms. McFaddin's homeroom first thing in the morning.  

Meet & Greet

Welcome to F.AVE's Meet and Greet!  

This is the class blog and I update it with notes, assignments, assessment dates, and upcoming school events.  I'll also include video attachments and links to assist students when they're studying at home.  I will update it most days by 4:00pm; however, during busy weeks, I may post an update of several days at once or do updates later in the evening.  I typically don't update it on Fridays and I'll occasionally create a pictures-only post so parents know about what we did for that day.

Please look at past updates so you know what to expect and let me know if you have any questions.

See you on Monday!