Curriculum Update - 9/29/2006

• Reading - Due to my absence on Thursday, the students are not yet prepared for the test on La Bamba. That test was not given to the students today to work on over the weekend; it is now scheduled for next Tuesday. We will not read a new story next week, and instead will focus on writing, grammar, and vocabulary during our Language Arts time.
• Vocabulary - Students will take the Eye of the Storm test on Monday, and then we will begin studying the vocabulary words for La Bamba.
• Writing - The narrative is due Friday, October 6, 2006. I will accept them late through Friday, October 13, but they will be automatically graded down.
• Math - Tonight for homework, students are doing the practice problems in the Review/Test page from the textbook. We will review those problems on Monday and I will give them the Chapter 4 test on Tuesday. We will also begin working on our second problem solving strategy before moving on to Chapter 5.
• Science - We have finished reading, discussing, and taking notes for Unit B, Chapter 1. Monday will be our review day, and students will take the test on Wednesday (no science on Tuesday because of music).

Homework - 9/29/2006

• Vocabulary - Study for Eye of the Storm test on Monday
• Science - (1) WB 81/82; (2) B34-B35: 1-21; optional extra credit: WB 65
• Math - 58: 3-21

Vocabulary Update: "Eye of the Storm"

Today the students looked through Eye of the Storm again, locating our ten vocabulary words and where they appear in the story.

As we did so, there was some confusion with "develop" and "filter," originally posted here. We found that "develop" is used twice on page 67 as well as on page 69, and that "developed" is used on pages 59 and 62. So, students may use either "develop" or "developed" as a vocabulary word on the test. We also discovered that "filter" actually appears in the story on page 60 as "filtered." So, the vocabulary word we will use will be "filtered" and not "filter."

I originally stated that the vocabulary test for these ten words would be this week, but I have postponed it until next Monday; we just don't have time on Friday with the spelling test and our scheduled library time.

Homework - 9/27/2006

• Grammar - PB 14
• Science - WB 77; Read Lesson 4

Bigger Isn't Better with Backpacks

School kids have turned into schleppers. Whether tall or small, students carry what many (including some back specialists) consider overloaded backpacks - filled to an average of 14 percent of their body weight each day, according to a Texas study.

The North American Spine Society estimates that about half the 40 million students returning to school this fall will be hefting backpacks weighing twice what is recommended. The society's suggested weight limits are 5 to 10 pounds for grade-schoolers and no more than 15 pounds for older students.

Yet it's August, and back-to-school ads are again seductive. In fact, a survey by the mass retailer Staples highlighted the importance kids place on buying for pizzazz rather than practicality: "75 percent said they wanted to be trendy and set styles."

Choosing a backpack offers a dizzying array of decisions to make -- few, if any, based on back health. Will a Disney Princess, Hello Kitty or Dora the Explorer backpack win peer approval or scorn? Will Spider-Man spin out of favor before Thanksgiving? Will whatever's chosen hold what's needed?

Meanwhile, noting small kids - perhaps grandchildren - with shoulders bent under the weight of such packs, puzzled elders may ask why that's necessary when "we carried practically everything needed for school in our pockets." Backpacks, say parents, educators and health professionals, have become standard as different teaching methods, texts and school supplies have arrived and school lockers have disappeared.

A wheeled luggage-style carrier would be preferable, according to Anne Rambo, family therapist and author of "I Know My Child Can Do Better." That mode, though, is apparently a hard sell (i.e., uncool), particularly in middle school and beyond.

School backpacks being here to stay, apparently, what can be done to address back and shoulder stress and neck pain? Here's a summary of the advice offered by Kornblau, Rambo, the Spine Society and a variety of online sources:

• Choose backpacks carefully, being sure they are proportionate to the child's size; the smaller the pack, the less chance it will be overloaded.
• Choose a style with two thickly padded, adjustable straps and a waist strap to provide more lumbar support.
• Load as lightly as possible, with heavy items closest to the wearer's back and smaller compartments filled with items that will help distribute weight evenly; discourage pack-rat tendencies (games, toys and collections are best left at home).
• See that packs are cleaned out frequently to keep weight from soaring as the school year progresses.
• Encourage the use of wheeled packs for larger loads.
• Discourage kids from carrying the pack over one shoulder, which causes leaning to the side; a pack worn too low causes forward leaning, affecting posture.
• Be alert for signs of backpack-associated pain or discomfort, such as a tingling sensation in the hands.
• Ask teachers to help by being specific about what's needed every day in class and what's not.
• Try to convince kids that the ultimate in "cool" is being free from pain as children -- and from cries of "Ouch, my aching back!" as adults.

Norma J. Shattuck, Special to The Chronicle

Note: this is an excerpt of an article by Norma J. Shattuck originally published in The Chronicle and on their website: sfgate.com. I want to thank Ms Arios who shared this article with me; I hope that parents of my students find it as helpful as the parents of her students did.

Newsletter - Issue 4

Back-to-School Night

Thank you to all the parents who came to Back-to-School Night. I only had parents of 15 of my 35 students who attended, so I am a little disappointed in the turn-out. I do appreciate the parents who did contact me about not being able to attend.

I appreciate all of you who made the time to attend. This shows your child that their education is important and sets a positive tone for the rest of the school year.

If you did not attend, please be sure to read these newsletters and/or my blog regularly. If you have any questions regarding my procedures, policies, or practices, contact me before the first Parent/Teacher Conference. That time is reserved for talking about your child’s progress and not for general concerns that were addressed at Back-to-School Night. I want to be able to spend our twenty minutes discussing your child and how they are doing in fifth grade. General concerns need to be addressed in the first few weeks of school to help students form good study habits.

Parent Information

This year I put together a Parent Information Form to gather more information about your child. I passed them out at Back-to-School Night. I’m including them in today’s Wednesday envelope. It is entirely optional, but if you’d like to share some information with me about your child before Parent-Teacher Conferences, you might find this helpful.

I’m also including a content standards overview that was also available at Back-to-School Night. Some of you will also be getting a Volunteer Information Sheet from the PTA. I’m also including Your Arrow Reader Now for September.

Leap Sand Castle Classic

In today’s Wednesday envelope, you should also find a Parent Consent Form for the 22nd Annual Leap Sand Castle Classic. It is scheduled for Saturday, October 7, 2006 (the day after the narrative is due [hint, hint]). Ms. Arios and her class participated last year, and this year our class and Ms Arios’ class will be working together as a team representing Lafayette Elementary against other San Francisco elementary schools in a sand castle building event. Please fill out the form if your child will be participating. Hope to see you there!

Absences

Please call the school at 750-8483 if your child is absent. If you do not call, someone from the school will be calling you.

When your child comes back to school from being absent, please send them with a written note explaining the absence. I must have a written note for each absence. Our school funding depends on student attendance.

Vocabulary - Eye of the Storm

Today we finished reviewing the words the students suggested on the Stoplight Vocabulary worksheet to go with Eye of the Storm. We have narrowed it down to ten: develop, slope, jagged, collide, glimpse, analyzed, astonished, severe, filter, and agency. These are the ten vocabulary words I will test the students on this week.

Department of the Environment visit

On Monday, we had a visit from Amy who works for San Francisco's Department of the Environment. Students will be bringing home a letter from them either today or tomorrow. It's a great program and helps to reinforce the standards for science that we are currently studying, namely:

Earth Sciences
3. Water on Earth moves between the oceans and land through the processes of evaporation and condensation. As a basis for understanding this concept:
a. Students know most of Earth's water is present as salt water in the oceans, which cover most of Earth's surface.
b. Students know when liquid water evaporates, it turns into water vapor in the air and can reappear as a liquid when cooled or as a solid if cooled below the freezing point of water.
c. Students know water vapor in the air moves from one place to another and can form fog or clouds, which are tiny droplets of water or ice, and can fall to Earth as rain, hail, sleet, or snow.
d. Students know that the amount of fresh water located in rivers, lakes, under-ground sources, and glaciers is limited and that its availability can be extended by recycling and decreasing the use of water.
e. Students know the origin of the water used by their local communities.

Their letter shares some excellent information that I hope you find useful. You may also information on their website: www.sfenvironment.com.

Homework 9/26/2006

Math:

• 47: 11-37 (even)
• 49: 7-28 (even)
• 52: 16-41 (even)

Note: many students are having trouble with rounding and estimating decimals. Monday night we did the odd problems on pages 47 and 49, but since I saw many mistakes and some confusion as we reviewed those homework problems, I have assigned the even problems for more practice. Page 52 is problems to practice with adding and subtracting decimals. There are also problems with students (1) not following the directions, (2) not estimating, just rounding the sum or difference, and (3) not showing their work.

Homework 9/25/2006

• Spelling - PB 29/30
• Reading: (1) Read La Bamba; (2) Choose 10 potential vocabulary words and write them on the Stoplight Vocabulary worksheet
• Math - 47: 11-37 (odd) and 49: 7-28 (odd)

Homework 9/22/2006

• Reading - Test for Eye of the Storm
• Science - Read second section of Lesson 3 and all of Lesson 4 (Unit B, Chapter 1) to prepare for our next class; and complete WB 73, which corresponds with Lesson 2

Note: The reading test is due Monday just like homework. Unlike homework, students may turn it in late and still receive credit. However, I do grade it down if it is turned in late. For example, if a student earns 10 out of 10 points, then that would be an Outstanding grade, but since the student turned it in late, I automatically grade it down to an Excellent grade, essentially 9 out of 10.

Homework 9/21/2006

• Spelling - Study for tomorrow's test
• Math - Study for tomorrow's tests, either Chapter 3 test or Chapter 4 pre-test
• Reading - Complete PB 25 & 27
• Cursive - Page 3: r & s
• Room 25: Science - WB 69

Homework 9/20/2006

• Vocabulary - Study for Earthquake Terror vocabulary test
• Grammar - PB 13
• Math - 42: 3-22

The first vocabulary test, for Earthquake Terror, is tomorrow.

We will be reviewing this last homework assignment for Math Chapter 3 tomorrow, and the test will be on Friday. Also, students not taking the Chapter 3 test will be taking the Pre-Test for Chapter 4 at the same time.

Wish List

At Back-to-School Night, the subject of a classroom wish list came up. The students and I have come up with the following wish list:

• The students would like rubber balls to play games like four square and handball at recess. These do tend to go flat easily, which is why I don't have any, so if we have a few of them, it wouldn't hurt.
• Colored pencils for art. We have plenty of crayons and markers, but my supply of colored pencils is running low.
• Facial tissue (Kleenex). We can never have enough of these. Just imagine how many of these you go through in one week, then multiply that by 35. And, honestly, the brand the district provides, Softness, are really coarse and awful. They're more like sandpaper than facial tissue.
• Binder paper. We do a lot of writing and note-taking in fifth grade. We use a lot of binder paper.
• Twister, for rainy day recesses.

The students also asked about donating books to the classroom library, which is acceptable. My wish is that all Lafayette families join our PTA. Did you know that the PTA has provided all classroom teachers with $200 for classroom supplies? It's very generous and the PTA has done so for as long as I can remember, so support your PTA by joining. Thank you.

Newsletter Issue 3

You should receive my Learning Notes newsletter, issue 3, in today's Wednesday envelope. In it are some topics already discussed here in my blog: Narrative, Grammar - Theme One, and Problem Solving. The only new topic is the Wish List, which came up at Back-to-School Night.

Homework 9/19/2006

• Vocabulary - PB 23
• Read Eye of the Storm - Choose ten potential vocabulary words and write them in the left-hand columns of the "Stoplight Vocabulary" worksheet.
• Math - 39: 6-19

Note: Students must follow directions on the homework to receive credit. Recent math textbook directions said, "Find the sum or difference. Estimate to check." The students must find the actual sum or difference, and also show their work on how they estimated to check the actual sum or difference. If the student does not follow all of the directions, they do not receive credit for that homework assignment.

Narrative Writing Assignment

The narrative is the first major writing project of the year, and the one for the first quarter. We have officially begun this assignment. Today I gave the students the grading rubric and a worksheet called "What a Character!" to help them do some prewriting, some notes on developing their main character.

Tomorrow they'll get another double-sided sheet that will help them flesh out their plot and settings.

Students may turn in a first draft to me on or before Tuesday, September 26. I will give them some preliminary feedback on the rubric, highlighting the strengths and weaknesses of their story. This is optional; students are not required to turn in a first draft to me.

The final draft is due on Friday, October 6, 2006. Students have three weeks to write a narrative of 500 to 700 words. This counts as 75% of their writing grade for the first quarter; their Ten Best from their daily writing journal will count for the next 25%, along with grammar and spelling.

Homework 9/18/2006

• Spelling - PB 21/22
• Math - 37: 7-20

Note: Twenty-three students have taken the Pre-Test on Chapter 3. Fifteen of them did so well that they do not have to do the homework for this chapter. Tomorrow they will have some Challenge Math problems to work on.

Grammar - Theme One

Today we reviewed the first grammar homework of the year on base words. Please help your child to be responsible and to keep this worksheet so that they can study for the first grammar test. I have quite a few grammar lessons to teach before we get to the first grammar test. Listed below you will see the names and Practice Book pages for all the topics that will be included on the Theme One grammar test:

• Base Words - PB 8
• Kinds of Senteces - PB 13
• Subjects and Predicates - PB 14 & 15
• Conjunctions - PB 33
• Compound Sentences - PB 34
• Word Roots: struct and rupt - PB 43
• Singular and Plural Nouns - PB 48 & 49

By the way, we have already reviewed the eight parts of speech. Ask your child who Ivan Capp is.

Curriculum Update 9/15/2006

• Spelling - Students took their first spelling test today. I should have the test graded and back to the students early next week. Next week's spelling words are the fifteen frequently misspelled words from Theme 1: enough, caught, brought, thought, every, ninety, their, they're, there, there's, know, knew, o'clock, we're, and people.
• Math - Today I passed back the Chapter 2 test the students took yesterday. We took a break from Chapter 3 today and worked on Problem Solving (see below). Twenty-three students did so well on the Chapter 2 test, that they qualified to take the Pre-Test on Chapter 3, which we will do on Monday.
• Problem Solving - I am using my own curriculum on problem solving rather than the lessons included in our textbook. Today we began on our first strategy: Make a Picture or Diagram. With the Problem Solving One assignment, I gave the students five problems to work on that we discussed and reviewed together today as teaching problems. Now they are to complete Problem Solving Two on the back, which has four problems. Students must find the correct solution and show their work to receive credit for these problems. They are due next Friday, September 22, but students may turn them in earlier.

Homework 9/15/2006

• Reading Test - "Earthquake Terror"
  (Students need their reading textbook for this test. It is due Monday like homework. I will accept it late, but it will automatically be graded down if it is turned in late.)
• Math - 33: 13-26 and 35: 6-16
  (Note: Students must show their work on problems 6-12 on page 35. It is important that I see that they are rounding the addends or minuend and subtrahend, then adding or subtracting the rounded numbers to come up with an estimated sum or difference. Students are not to add or subtract and then just round the answer; that is not estimation.)

Homework 9/14/2006

• Grammar PB 8 - Base Words
• Reading - Read "Earthquake Terror" - Complete PB 3 & 5
• Spelling - Study for spelling test

Homework 9/13/2006

• Science - Read B14-B17
• Math - Study for Chapter 2 test

Reminder: Back-to-School Night is tonight. Hope to see you there.

The Chapter 2 Math test is scheduled for tomorrow (Thursday).

Reminder: Back-to-School Night

Back-to-School Night is scheduled for tomorrow evening from 6:30 to 8:00. I believe the note sent home in the Wednesday envelope said it would last until 8:30, but that is a typographical error.

Please go to the Auditorium at 6:30, and I will be prepared to discuss with you what your child will be doing in fifth grade this year in Room 27 from 7:00 to 8:00. Please do not come to Room 27 before then because I will be setting up for Back-to-School Night and will be unable to speak with you.

I look forward to meeting you, if I have not done so already. I think it's important that you attend and let your child know how important their education is. I think you'll want to see where they spend several hours of their day five days a week and the teacher who is instructing them.

I understand that some of you will not or cannot attend. I would appreciate a note from you if you are not going to attend Back-to-School Night. If you do not attend I ask that you read my newsletters and check this blog frequently. I do not want to be answering basic questions about the school year at the first Parent-Teacher Conference; that is a time to be discussing your child's progress in fifth grade.

Back-to-School Night is also not the time for personal discussions about your child. If there is information that you want to share with me or if you have questions that deal specifically with your child, then I ask that you write me a note and send it with your child or e-mail me. Also, if you want to meet with me, then e-mail or call me and we can set up a mutually agreeable time to meet after school.

Again, I look forward to seeing you at Back-to-School Night. I will do my best to make your valuable time well spent.

Homework 9/12/2006

• Math - 25: 8-20 and 28: 5-18
• Science - WB 69

Note: these are the last two assignments for Chapter 2 in math. Tomorrow we will review these homework assignments. The math test for Chapter 2 will be on Thursday.

Book Order

The first book order for Scholastic Arrow is due tomorrow, Wednesday, September 13, 2006. Please make checks payable to Scholastic Book Clubs. I will accept cash, but I prefer exact change. When students bring too much money, it may take me a while to find the change for them. I will place the order tomorrow after school via the Internet. The books usually arrive within 2 to 3 weeks.

Spelling

We have started our spelling program. The students were assigned their first spelling homework yesterday. We reviewed that homework assignment today. The students should now study those twenty words for the spelling test on Friday.

They have the twenty words on their homework assignment, Practice Book pages 9 and 10. They can also find the spelling words on page 407 in their Practice Book. The words are identified as going with the story Earthquake Terror.

The spelling program put together by Houghton Mifflin follows a research-based sequence. Even though we may not read all of the stories or read them out of order, we will follow the spelling words in the Practice Book in order.

I do not assign or give the students the Challenge Words on the spelling test.

I am still reviewing the spelling assessment that I gave to the students the first week of school. I am going to use that information to help me identify students who need additional support with spelling, as well as students who need additional challenges with spelling. As I begin to bring those parts of my spelling program into practice, I will inform you.

Cursive

1. All written assignments to be turned in to me must be written in cursive handwriting.
2. To assist students with this, who are concerned about their cursive handwriting, I am assigning cursive handwriting homework.
3. Today I gave all fifth grade students a sheet with the cursive alphabet that they may use for their reference. I have a poster hanging in the classroom, but now they all have a sheet that they may use wherever they may be doing their homework or other school assignments.

There are some exceptions, and I will note them now. One, students do not have to write in cursive in their notes. Their notes are for their use and typically are not turned in to me, therefore the students should write in them however they see fit. Two, I do not require students to write in cursive on the spelling tests. I encourage it, but do not insist upon it. If students are concerned that I will misread their cursive handwriting and mark a word incorrect due to illegibility and not a spelling error, then they may print their spelling words on the spelling test. Three, long assignments, such as essays, may certainly be turned in typewritten or printed from a computer printer; this is perfectly acceptable to me. If students are going to hand write them, however, they must be in cursive.

I bring this up only because I am already weary of the "Do we have to write this in cursive?" question that I seem to be getting daily. So I hope this clarifies what must be in cursive handwriting.

Homework 9/11/2006

• Spelling - PB 9/10
• History - Read Chapter 6 and write six questions (one each for who, what, when, where, why, and how) and their answers. Write in complete sentences in cursive. This is due Wednesday to Ms Arios.
• Math - 23: 10-29
• Science (for Room 25) - Answer the red check questions on pages B7 and B8, and answer Review questions 2-5 on page B9.

Vocabulary: Earthquake Terror

For each story that we read in Houghton Mifflin Reading we will choose ten vocabulary words that the students will study and be tested on. Of course, there are almost always far more than ten new vocabulary words in each story for the students to learn, but we are going to focus on just ten for explicit teaching. Students will pick up other new vocabulary from our readings and discussions.

We are choosing these words together, and this will be a regular assignment throughout the year. In the beginning, we will be doing this together under my close supervision and direction, and as the weeks pass, with increasingly more independence on the part of the students.

I will explain the process in more detail in a future post, but for now I want to post the ten words for Earthquake Terror so you know what vocabulary words your child is studying and will be tested on: fault, jolt, undulating, isolated, bolt, anxiety, struggled, frantic(ally), debris, and impact.

Wednesday Envelope

Every Wednesday the Wednesday Envelope goes home with information from the school. This is also when I send home my newsletters, but if you're reading this blog on a regular basis, some of the information in my newsletters might be a repeat of what I've already stated here. Please remove all the papers from the Wednesday Envelope immediately so that you are up-to-date with information from Mrs. Brown and myself. Have your child return the empty Wednesday Envelope the next day. I must collect them by the following Tuesday and turn them in to the office. If students have forms to give to me, Mrs. Brown, or the PTA, please have your child give them to me; do not leave them in the Wednesday Envelope. Thank you in advance for your cooperation.

Math Pre-Tests

When students earn an Outstanding grade (91% - 100%) on a math test, I give them the opportunity to take a pre-test on the next chapter. Only the required questions are used to determine the percentage and grade for this purpose. The extra credit questions do not factor into this because they are not part of the material that I have taught. The extra credit points count in the grade book, but not for this purpose of determining who is eligible to take a pre-test on the next chapter.

(Students do not have to take the pre-test. On the first math test, 25 out of 35 students earned an Outstanding grade, which qualified them to take the Chapter 2 pre-test. While the majority of students opted to take the pre-test, three students did not.)

I grade the pre-tests and determine which students already know the material so well that I can accelerate them through the chapter, and then give them some more challenging math materials. My policy has been that any student who earns an Outstanding grade (91% - 100%) on a pre-test clearly knows that information well enough that they do not need to stay in the classroom with me and have me teach it to them. If a student falls right at 90%, which is an Excellent grade, then I have the students choose. They can keep that grade, and do the accelerated assignment and the challenge math worksheets, or they can stay with the class and then take the test again for a better grade.

I have found this practice really beneficial to my students. It allows me to accomodate GATE-identified and other high-performing students, and give them more challenging math problems to work on. It also allows me to focus on the students who really need my help in mastering the fifth-grade math concepts that they need to learn. And, frankly, the students like it.

The group of students who I lovingly call my "math geniuses" changes all the time. It is not a static group, nor is it limited to GATE-identified students. Any student who demonstrates to me that they already know the information and concepts in any given chapter, earn the opportunity to work in the hallway while I'm teaching math to the rest of the class.

(While 22 students took the pre-test for chapter two, only four students earned a score high enough for me to accelerate them through the chapter and then give them some challenge math.)

Problem Solving

The Harcourt Math textbook has a Problem Solving Skill or Problem Solving Strategy in each chapter. It is usually the last lesson in each chapter. I am not using these lessons from the textbook at all this year. I am replacing them with my own problem solving lessons and materials.

The math tests still include questions that address the Problem Solving Skill or Problem Solving Strategy. I have informed the students that those questions are extra credit. If the students study the problem solving lesson on their own and answer those questions correctly on the test, then I award them extra credit points. For example, on the first math test, there were four extra credit questions, so the test was only worth 16 points. Some students answered all 16 required questions as well as the four extra credit questions correctly, so they earned 20 out of 16 points.

Those questions are extra credit, meaning that students are not required to answer them. They are not penalized for not answering them. If they answer them correctly, they earn extra credit points. If they answer an extra credit question incorrectly, they do not earn an extra credit point for that question. In other words, extra credit questions can only help the students. For example, on the first math test, they could have gotten all four extra credit questions incorrect and still earned 16 out of 16 on the math test.

Periodically, at the end of a chapter or unit in the math textbook, we'll take a break from the textbook and I will teach students some important problem solving strategies. I will explain these in more detail when I began that curriculum.

Math Test - Chapter One

On Monday, students will bring home the test for chapter one in math. Before they do, I want to explain some changes I've made to the math curriculum this year, as well as some of my policies and procedures regarding math tests. For more information, see the posts on Problem Solving and Pre-Tests.

The first test is comprised of 20 questions, the first 16 of which are required. The last four questions, 17-20, which you will see marked with a star on the test, are extra credit questions.

Miss Annie gave the test to the students on Friday, September 1, per my instructions. She graded the tests as if they were worth 20 points, when in fact they are only worth 16 points. Miss Annie was unaware of this change, as I did not tell her and it is something I'm doing differently from last year.

In short, all the students did well on the first test. The lowest score was a 14 out of 16, and the highest was 20 out of 16.

Homework 9/8/2006

Math - 21: 7-23

Homework 9/7/2006

Science - Answer questions: Answer the red check questions on pages B7 and B8; Answer the Review questions on page B9: 2-5

Note: All answers should be written in full and complete sentences in cursive. If students want to type their work on a computer or typewriter, that is also acceptable. In general, all work turned in to me that is hand-written must be in cursive.

Also: Students do not need to copy the question. I consider that busywork and a waste of time. I would rather they spent their time thinking about and writing a good answer to the question.

Homework 9/6/2006

Math - page 19: 8-23
History - read Ch. 4
Science - read B6-B9

Audubon Canyon

Ms Arios and I have scheduled a field trip to Audubon Canyon for Wednesday, October 18, 2006. It will be an extended day field trip, arriving back here at Lafayette around 3:30.

We need to raise funds for this field trip. Please help by contributing used books and toys that we can sell to other students on the yard.

Once we have arranged a time for our fundraising sale, we would also like to ask for baked goods and items like otter pops that are perennial favorites with students. We will have our sale on the school yard after school. I will let you know when we have scheduled a time for our bake sale with Mrs. Brown.

Of course, we’ll later send home a field trip permission slip and see which parents would be willing to go with us as chaperones.

Grading

The first week of school I gave each student a double-sided sheet that explains in detail my grading policies and procedures (reproduced below). I hope by now that you have reviewed this paper. If not, please ask your child to show it to you. If you have any questions, please contact me or ask your question at Back-to-School Night.

This week I have already begun a discussion of the first major writing assignment, a narrative of 500 to 700 words. Students will soon receive their copy of the grading rubric for their narrative.

Grading for Students

Most assignments, including all quizzes and tests, are graded on a point basis. This numeric score is recorded in the grade book. Those numeric scores are then turned into percentages for the purpose of grades on the report card.

Outstanding - 91% to 100%
Excellent - 81% to 90%
Competent - 71% to 80%
Unsatisfactory - 61% to 70%
Needs Improvement - 60% and below

[Blog note: The top ten percent is considered Outstanding, the next ten percent is Excellent and so on. Some teachers count from 90% up, but that's actually eleven percent. Also, students are not graded on a curve. A student's grade is a reflection of their performance, and is in no way influenced by the performance of any other student.]

On any given test, the number of correct points out of the total number of points can be converted into a percentage. For example, a grammar quiz has 16 total possible points. If a student gets 14 points correct, that would be 14 ÷ 16 = 0.875 = 88%. Many common scores and their corresponding percentages are listed on the back side of this paper. But for uncommon scores, students are free to divide the number they got correct by the total number possible. The quotient has to be represented as a decimal without a remainder, and then converted into a percentage.

I do not assign letter grades, i.e., A, B, C, D, and F, nor do I write the percentage of the student's score on the assignment. I merely record the number correct.

Most homework assignments are graded on a credit/no credit basis. If the student (A) completes the assignment, (B) turns it in on time, and (C) has properly marked the assignment with his or her name in cursive and student number, then credit is assigned. Otherwise, a no credit grade is recorded in the grade book.

Major writing assignments, i.e., narrative, response to literature, research paper, and persuasive essay, are scored using a number rubric. One example is below:
5 - Exemplary writing
4 - Adept writing
3 - Proficient writing
2 - Basic writing
1 - Rudimentary writing
I share these rubrics with students at the beginning of the assignment so that they are able to assess their own work and to clearly see what they need to do to improve their writing.

[Blog note: I did revise all of my writing rubrics last year and forgot to reflect that change on this paper. I brought all of the rubrics more in line with each other and simplified them. They all use a three-point scale rather than a five-point scale as above. However, I do sometimes score students with a 2.5 which would be equivalent to the 4 above or with a 1.5 which would be equivalent to the 2 above. In either case, these rubrics translate well to the grade book and report card as well as giving students feedback on their strengths and areas where they need to improve.]

There are only three grading categories on the report card: Needs Improvement, Competent, and Outstanding. If a student's cumulative grade for any particular subject, such as reading, falls as Needs Improvement or Outstanding, then I mark a check in the appropriate box on the report card. Within the Competent box, I will mark a check minus for Unsatisfactory, a check for Competent, and a check plus for Excellent.

For the Personal Responsibility grades: Follows directions, Demonstrates self-discipline, Works independently, Cooperates in a group, Completes homework, Completes classwork in timely manner, Shows neatness in work, Reflects on personal performance, and Sets social/academic goals, I ask students to assess themselves each quarter. This gives me an opportunity to see how responsible they think they are, as well as for me to give them feedback on how responsible I think they are.

Needs Improvement means the student is not meeting grade level expectations of performance. Students may demonstrate a limited understanding of the skill or concept.

Competent means the student shows an appropriate grade level expectation of performance. Students demonstrate a general understanding of the skill or concept in a consistent way.

Outstanding means the student shows a consistently high level of performance, clearly meeting expectations. Students demonstrate a deep understanding and/or sophisticated application of the skill or concept.

[Blog note: below is a summary and examples of some tests and how they are graded.]

Outstanding - 91% to 100%
Excellent - 81% to 90%
Competent - 71% to 80%
Unsatisfactory - 61% to 70%
Needs Improvement - 60% and below

Reading Test (10 points):
9.5 and 10 Outstanding
8.5 and 9 Excellent
7.5 and 8 Competent
6.5 and 7 Unsatisfactory
6 and below Needs Improvement

15 point assignment:
14 and 15 Outstanding
13 Excellent
11 and 12 Competent
10 Unsatisfactory
9 and below Needs Improvement

Spelling Test (20 points):
19 and 20 Outstanding
17 and 18 Excellent
15 and 16 Competent
13 and 14 Unsatisfactory
12 and below Needs Improvement

30 point assignment:
28, 29, and 30 Outstanding
25, 26, and 27 Excellent
22, 23, and 24 Competent
19, 20, and 21 Unsatisfactory
18 and below Needs Improvement

Back-to-School Night

Please plan on attending Back to School Night on Wednesday, September 13, 2006 from 6:30 to 8:00 p.m. If I have not had the opportunity to meet you already, then I want to meet you that night. You will be able to see your child’s classroom, and I will be able to explain much more about what your child will be learning this year.

While I will not have time to meet with you individually to talk about your child, I will be able to answer general questions about school this year.

Miscellaneous Notes

School Lunch – Please complete and return the Application for Free and Reduced-Price Meals form even if you know that you will not qualify. The more families who return the form, the more benefit for our school.

Blog – I have started a blog (a web log) as another way to communicate to you what’s going on in Room 27. The address is:http://walker-room27.blogspot.com/. (If you're reading this, then you found the blog okay. Let me know if this is helpful to you. It's the first time I've done this for a classroom, so feedback would be appreciated. Either post a comment or e-mail me.)

Learning Notes - Issue 2

In my second newsletter, going home in the Wednesday envelope for September 6, 2006, are the following articles: Audubon Canyon, Grading, Back-to-School Night, and Miscellaneous Notes.

Here in the blog, I will include a copy of the student grading sheet to which I refer.

Student Responsibilities

On the back of my first newsletter (Learning Notes, Issue 1) I included an edited list of student responsibilities taken from the district's Student and Parent/Guardian Handbook.

It is impossible to list all student responsibilities, but it must be emphasized that lack of responsibility may result in negative consequences for the student.

1. It is your responsibility:
to be prompt to school and to class.
not to be absent from school without parent’s knowledge and consent.
not to leave a classroom without teacher’s permission.
not to leave campus without school permission.

2. It is your responsibility:
to be prepared for class with appropriate materials.
to participate in class activities.
to follow classroom procedures.
to complete assignments, including assigned homework.
to meet proficiency standards.
to progress toward promotion and/or graduation requirements.

3. It is your responsibility:
to demonstrate cooperation and responsible behavior in the classroom and at school activities.
to show respect for staff members, teachers, adult supervisors, classified employees, guest speakers, substitute teachers, and other students.
to learn and carry out the rules and regulations prescribed in the school handbook.
to use proper mannerisms and channels of communication to resolve conflicts.
to respect the property of others.
to be honest.
to use acceptable language.
to show concern for the welfare of the school and student body.
to have pride in one’s work, and the work of others.
to have respect for the differences of others.
not to use rudeness, defiance, or disrespectful words or gestures.

4. It is your responsibility:
to keep the campus clean and free from litter.
to keep the restrooms clean.
to keep the walls of your campus free from writing, carvings, or slogans.
to keep all equipment, lockers, desks, and books free from being defaced or damaged.
to keep loiterers away by reporting them to the proper authorities.
to use school property only when permission is granted.
to follow check-out procedures for school equipment.
to safekeep and use school equipment properly.
to return school equipment promptly and in good condition.

5. It is your responsibility:
to take home all information sheets and printed material.
to return to school all requested forms.
to ask visitors to report to the school office.
to dress and groom appropriately.
not to give false identification nor practice forgery.
not to violate rules and regulations prescribed in the student handbook.

Supplies

Students need either (A) a notebook for their writing journal or (B) a binder with a ready supply of binder paper. A 70 sheet, wide ruled, one subject notebook (10 ½ x 8 in.) will work well. A binder with dividers will also work well. Students will be writing in their journal every morning.

Students need a place to keep notes that they take and worksheets that I assign. Again, either a binder with dividers or folders for each subject are acceptable. They need a notebook for writing; they should also have a place for notes for: language arts (reading, spelling, grammar, and vocabulary), math, science, and history.

Of course, a backpack is essential. Don’t get one that’s too big, otherwise students tend to stuff them too full and injure their shoulders and backs.

Students should also provide their own pencils. I expect two sharpened pencils everyday or mechanical pencils with extra graphite; in other words, a pencil and a back-up.

We also need binder paper and facial tissue (Kleenex) for the classroom. Any donations are greatly appreciated!

Additional note regarding supplies: I do not like to be too prescriptive in how students organize their papers. Some students use a binder with subject dividers and looseleaf binder paper perfectly well, though I have had some problems with students attempting this for the writing journal. That said, I do prefer a separate wirebound notebook for their writing journals. Some students like to have a journal for each subject; that also works perfectly well for many students. I believe that fifth-grade students are old enough to truly begin to take on the responsibility of organizing their schoolwork. Again, as long as they are organized, I don't like to be too specific on how they achieve that, though I'm perfectly glad to offer suggestions. As long as students can get homework home, complete it, and turn it in on time, I'm satisfied. As long as they can quickly locate notes for a particular subject and be ready to take more notes for that subject, I'm satisfied. As long as they have their writing journal paragraphs easy for me to check on their progress, I'm satisfied.

Communication

Rather than sending home a big letter with all of my policies and procedures at the beginning of the year, I send home frequent newsletters in the Wednesday envelope, and this year, I am also using this blog to communicate information to you (my students' parents) regarding what your child is learning in fifth grade. These early newsletters and blog entries will explain my policies and procedures; the first newsletter covered the same topics here: rules, supplies, homework, and communication. Later newsletters and blog entries will explain the material that students are learning. In the blog, I also intend to keep a log of homework assigned. You will receive a newsletter in the Wednesday envelope at least once per month, often more frequently than that. Please read my newsletters and use this blog so that you and I are unified in helping your child succeed in fifth grade.

Homework

Students need a homework folder or place in their binder for homework. They must have a regular place to keep and transport homework assignments.

I expect students to complete homework assignments daily and to turn them in on time. I do not accept late homework. Students must write their first and last names in cursive as well as their student number on every homework assignment to receive credit. Please do not write me a note asking me to excuse your child for not doing their homework.