Area, Perimeter, Volume: A Poem

AREA, PERIMETER, VOLUME

Gardens and fences
and new tile floors,
towers of blocks
and a bulletin board border.

Perimeter says "RIM"
and area is flat,
volume takes space...
I know all of that,

but keeping them straight
in my head is a problem:
square? cubic? units?
perimeter? area? volume?

Some day I'll grow up
and need carpet and tile,
frame art and fill boxes...
THEN this will be worthwhile!

© Mary Lee Hahn, 2012

Titanic Glog

I am so proud of the work that Karleigh, Laasya, Whitney & Stevie put into this glog on the Titanic!  They are experts on this subject : o )

Titanic Glog

Can Your Child Do This?

As the kids get ready to take the reading and math benchmark tests, it is important to think about the concepts that are covered on those tests as well as the STAAR.  Here are the skills that your child should know and be able to do in order to be successful on the tests. 

As a reader..

• Confidently read both fiction and nonfiction texts independently with accuracy and in a reasonable amount of time
• Understand what they read and use various strategies to help make sense of what they are reading if they get confused
• Be able to summarize what they have read by naming the character, problem and resolution of a fiction selection and naming the concepts in the beginning, middle and end of a nonfiction selection
• Identify the main idea of what they are reading as well as point out supporting details
• Discuss the problem in the story and how it was solved by using examples from the text
• Discuss the main character in a story by using words to describe external and internal characteristics as well as what motivates the character using text examples for support
• Identify the author’s purpose in writing, whether it is to persuade, to inform or to entertain
• Compare the characters or text as a whole to other resources and explain thinking
• Discuss and critique some of the author’s choices in writing and use text examples to support thinking
• Use higher level thinking skills, such as making connections, making comparisons, questioning and inferring to understand and respond to a text

As a mathematician..

• Show their thinking on paper and be able to explain their thinking orally
• Successfully use and apply various strategies in a problem solving situation, including drawing a picture, making a chart or table, looking for a pattern, working backwards, or writing a number sentence
• Recognize and apply specific math vocabulary, such as vertex, factors, product, sum, and difference
• Be able to use place value to describe and discuss a number by identifying the place of a digit, the value of a digit, or naming the number in expanded form
• Be able to round numbers that are six digits or less to the tens or hundreds place
• Confidently add and subtract up to three digit numbers using a strategy of their choice, including using a numberline, place value, or the cross number puzzle
• Create a concrete model such as an array or intersections for multiplication situations and a number sentence to
• Recognize division situations such as sharing a small group of items equally and generate a number sentence with an answer
• Recognize addition and subtraction situations and use an effective strategy to generate a number sentence and an answer
• Compare numbers and identify which number is greater or less using place value to assist
• Identify the area and perimeter of a given shape
• Name a fraction to describe parts of a group (ex: 1 out of 4 crayons are red), name fractions that describe equal parts, and identify equivalent fractions
• Create and interpret (answer questions and generate conclusions and observations) data presented in bar graphs, pictographs, and charts or tables
• Recognize patterns in numbers and be able to name and extend the pattern
• Identify an event as certain, impossible, or likely
• Use a ruler to measure the length and height of an item in inches or centimeters
• Identify polygons and various shapes as well as name their characteristics (faces, vertices, etc)
• Determine whether shapes are congruent
• Identify whether a given set of lines are parallel and tell what makes lines parallel

To reinforce learning at home, your child should…

• Read at least 20 minutes or more each night in a book that is at their independent reading level and log time at www.readingrewards.com.
• Complete and turn in all homework assignments weekly including reading passage practice and math problem solving.
• Spend time on Study Island (www.studyisland.com) to practice math problems in a multiple choice format.

*Created by Mrs.Hamilton

Go here to read about how you can combine the joy of reading with the power of helping others! 

Readers Theater: Fluency Lesson

Using Pixar film clips to practice fluency ; o )

Poetry Friday

Crane

by David Yezzi

Paper creased is
with a touch
made less by half,
reduced as much

again by a second
fold—so the wish
to press our designs
can diminish

what we hold.
But by your hand’s
careful work,
I understand

how this unleaving
makes of what’s before
something finer
and finally more.

• What form of poetry is this...lyric, narrative, or free verse?
• What action is the poet describing in the first stanza of the poem?
• The last stanza of the poem is included most likely to describe...
• What feeling does the author create in the poem? What evidence do you have to support that?

Holiday Gift Idea

In our classroom we read a lot of Ralph Fletcher's writing as well as using many of his writing lessons to perfect our craft.  The students loved the book Fig Pudding that we read at the beginning of the school year.  If you are looking for the perfect gift this may just hit the spot with our readers and writers!

Poetry Reading Unit

In Reading yesterday we are launching into a unit on Poetry and Plays. During the next few weeks we will spend time reading poetry and discussing its meaning as well as practicing reading poetry aloud. We will also take some time to look at plays and become familiar with how to read a play and work in small groups to read a play.

By the end of this unit, your child should be able to...

• Name what type of poetry a specific poem is (narrative, lyric, free verse, etc.)
• Identify any figurative language in the poem (metaphor, simile, imagery) and tell what the poet is comparing or describing
• Discuss the meaning of a poem
• Discuss the author's purpose for writing a poem
• Use appropriate vocabulary related to poetry (stanza, line break, verse, etc.) to discuss a poem
• Use appropriate vocabulary related to plays (narrator, part, scene, line, etc.) to discuss a play
• Read a poem or character's part in a play orally with phrasing and fluency, stopping at appropriate points and using emotion during oral reading

Giggle Poetry. com

Be sure to go HERE and check out giggle poetry.  You can read and rate poems, both by poets and students, read poems about Teachers and Principals, perform funny poetry plays, and ask poets questions.  

Be sure to check out their featured poem of the day:

Bed Head
	by Kenn Nesbitt

Characters on Facebook

We are having so much fun learning about the characters in the book The Best (Worst) Christmas Pageant and updating our character's Facebook pages!

Characters on Facebook

This week we will be looking at characters traits, who they would friend, what they would post as their status, likes, dislikes, and where they are posting from...all using our own brand of Facebook!  Be ready to learn about the Herdmans and their neighbors while reading The Best (Worst) Christmas Pageant Ever.  When you get to school on Monday check out our Facebook wall across from our classroom ; o )

Independent Reading Time...

One of the things I love most about teaching reading in our district is the importance that is placed upon independent reading time.  This is one of my favorite times during the day where I get to conference one on one with students as well as pull small groups to work on specific reading skills.  We are working hard to increase our reading stamina each day!

We read blogs and comment on blogs each day : o )

Our readers love the "book nook"

Hunter is reading the Skeleton Creek series.

Nick is reading the brand new Diary of a Wimpy kid!

The Author's Chair

We read anywhere in the room that is comfortable to us.

Blogging with our new friends in the UK!

The Book Fair is Coming!

Be sure to go HERE to check out the Mossman Book Fair page! 

WHEN: Nov 14 - Nov 18

WHERE: Mossman Library

SCHEDULE/OPENING HOURS:

Mon, Nov 14	8:00-4:00
Tues, Nov 15	8:00-4:00
Wed, Nov 16	8:00-4:00
Thurs, Nov 17	8:00-4:00
Fri, Nov 18	8:00-4:00

On-line reading log...

Don't forget to log on to the Reading Rewards site to enter in your reading minutes.  Here are our on-line reading stats for the week:

Total Reading Logged	577
Number of books reviewed this week
10
Number of books started this week
16
Number of books finished this week
8 Way to go!

A Poem: Revolution for the Tested

This was shared with me by a valued friend and colleague.  I wanted to pass it on to both my students and parents.  It truly sums up how I feel about reading, writing and testing.  I am so proud of our class and the learning that we have been engaged in over the past nine weeks.  In those short weeks I have seen such a transformation in our learning community.  I can't wait to see where we go next!


Revolution for the Tested

Write.

But don’t write what they tell you to.
Don’t write formulaic paragraphs
Counting sentences as you go
Three-four-five-Done.
Put your pencil down.

Don’t write to fill in lines.
For a weary scorer earning minimum wage
Handing out points for main ideas
Supported by examples
From the carefully selected text.

Write for yourself.
Write because until you do,
You will never understand
What it is you mean to say
Or who you want to be.
Write because it makes you whole.

And write for the world.
Because your voice is important.
Write because people are hurting
Because animals are dying
Because there is injustice
That will never change if you don’t.
Write because it matters.

And know this.
They’ll tell you it won’t make a difference,
Not to trouble over grownup things,
Just fill in the lines
And leave it at that.
Tell them you know the truth.
That writing is powerful.
Just one voice on the page
Speaks loudly.
And not only can a chorus of those united change the world.
It is the only thing that ever has.


Read.

But don’t read what they tell you to.
Don’t read excerpts, half-poems,
Carefully selected for lexile content,
Or articles written for the sole purpose
Of testing your comprehension.

Don’t read for trinkets,
For pencils or fast food coupons.
Don’t even read for M&M’s.
And don’t read for points.

Read for yourself.
Read because it will show you who you are,
Who you want to be some day,
And who you need to understand.
Read because it will open doors
To college and opportunity, yes,
And better places still…
Doors to barns where pigs and spiders speak,
To lands where anything is possible.
To Hogwarts and Teribithia,
To Narnia and to Hope.

Read for the world.
Read to solve its problems.
Read to separate reality from ranting,
Possibility from false promise.
And leaders from snake oil peddlers.
Read so you can tell the difference.
Because an educated person is so much harder
To enslave.

And know this.
They’ll say they want what’s best for you,
That data doesn’t lie.
Tell them you know the truth.
Ideas can’t be trapped in tiny bubbles.
It’s not about points
On a chart or a test or points anywhere.
And it never will be.

Copyright 2010 ~ Kate Messner

Reading Rewards

Wow!  I just logged on to our Reading Rewards site and was thrilled to see how many of our students are logging in their reading!  I have added some rewards to the rewards list after our class discussion of what some possible rewards could be.  Be sure to log on and enter your books and minutes read so that you can cash in reading points for some fun rewards!

Happy Reading!

Reading & Visualizing Game: PBS LearningMedia

Go here to play a visualizing in reading game!

: PBS LearningMedia

Reading Detective Game: PBS LearningMedia

Go here to play a reading detective game! : PBS LearningMedia

Thinking about your reading

One of the best things you can do to help your child become a better reader is to make sure they are reading at least 20 minutes (or more) a night. These books should be a "just right" book for your child. Books that are too easy don't require kids to think or work hard, and books that are too challenging can be too difficult for your child or even frustrate them. Finding a just right book requires a balance of the right mix of readable and unknown words but also includes your child's interests and motivations. Just right books have some (but not a lot) of words your child may not know, but these books also make your child think and use their brain while they read.

Another thing you can do to encourage your child's reading development is to ask them questions and have them talk to you about what they have read. This is a great way to develop higher level thinking skills. These are also questions that will be similar to those that kids may see in testing situations in the future. I am including some question stems for both fiction and nonfiction books that you can use to begin a conversation with your child about what they are reading. They should be able to answer the question but also give their reasoning or support from the text to explain why they think the way they do.

"About The Text" Questions

• What lesson did the character learn in this book? What makes you think that?
• Do you think what happened in this book could really happen? Why or why not?
• What did the author do to make ______________ more interesting?
• Why do you think the author included drawings or photographs in the book? Can you show me an example?
• In addition to the main part of the book, what are some of the other ways the writer told information about _____________?
• How did the author tell you what kind of character _____________ was? Can you give me an example?

"Beyond The Text" Questions

• Why do you think (character) really wanted or did _____________? What makes you think that?
• Talk about how the character felt at the start of the story and at the end of the story. What did you notice?
• What do you think (character) was thinking when (event happened)?
• Did this story remind you of anything?
• What was the real reason that the character _______________?
• Why do you think __________________ happened?
• Do you think that was a good way to solve the problem? Why or why not?
• Why was ________________ important to the story?
• There were a few clues that would help you guess _____ (how the problem was solved, how the story would end, etc.). Can you figure out what those clues were?
• What new information about ___________ did you learn from this book?
• Look at the picture on page ______. What does it tell you?
• Tell what you learned about the character. What is he or she like? What makes you think that?
• How are ____________ and ___________ different?
• What kind of person do you think ________________ was?
• What was the most important idea in the book? What makes you think that?

*created by Mrs.Hamilton-3rd grade

On Line Reading Rewards

Now that we are going into the second nine weeks of school I would like to switch from paper reading logs to online reading logs. I will send home more information next week along with a letter explaining how the site works. Here is a short video about the online reading rewards site: