Fascinating Jamestown -- Lots to explore in these interactive activities:
NATIONAL GEOGRAPHIC – JAMESTOWN 1607 – INTERACTIVE:
JAMESTOWN ARCHEOLOGY – INTERACTIVE
ON THE TRAIL OF JOHN SMITH – NATIONAL GEOGRAPHIC INTERACTIVE STORY
JAMESTOWN: WOULD YOU HAVE SURVIVED?
JAMESTOWN: WHERE IT ALL BEGAN – INTERACTIVE
LEARN MORE ABOUT POCAHONTAS
Below is yesterday's blog entry. For some reason, I couldn't access this blog on my school computer. Sorry everybody.
After I modeled how to pull information from text and went over several of the links with students helping them put information into their own words, fifth graders worked together on their assignment about Jamestown using the last blog entry. All ten questions listed on the blog were provided to them in hard copy, too. Since we're not going to be here on Thursday, March 8 (We're going to the Flynn, remember?), these worksheets aren't due until next Tuesday, March 13th, at the beginning of class. No later, however, because we'll be moving on to a different topic at that time. Sixth grade should have this work turned in by tomorrow, March 7th at the latest.
As teachers prepare for report cards, there are lots of "loose ends" to wrap up and data to explore. In 6th grade, students were given copies of their two completed Write Source writing prompts and the rubrics used to correct them. Using feedback from those prompts, they have begun revisiting/revising their pieces and will resubmit them by the end of the week. It's surprising how much they've noticed about their writing--I can't wait to read their latest "versions." We also tallied their combined errors from the multiple choice section on a large sheet of chart paper. We're noticing certain problem areas in "Basic Elements of Writing" based on the frequency of incorrect answers. This is good data, and will be helpful in focusing instruction of G.U.M. (grammar, usage, and mechanics).
Sixth grade parents, please be on the lookout for a bright yellow packet of information about "end-of-year" stuff like yearbooks and "Step-Up Night" (and its accompanying slide show presentation). There's a volunteer sign-up sheet that I'd like to have returned by March 16th so that I can start compiling lists and contacting parents. The end of the year will come sooner than you think!
Speaking of "Step-Up Night," I haven't given you a date yet because I honestly don't know; it's based on the actual number of school days in June. It looks more and more likely that we'll get out on the 8th this year, so logically we can assume "Step-Up" will be on Monday the 4th. (Fridays are reserved for the high school.) We'll see if/how that impacts the class trip. (We're still waiting to hear back from those folks.) I'll let you know when I know more.
Friendly reminder: Please, please, please remember to check your child's assignment notebook every night. Some students are beginning to slack off on filling them in because they say no one bothers to look at them at home. It is our single most effective way to keep our students from falling behind. Work is not being turned in on time by some students, which can become increasingly problematic if we don't provide the supports they need. (They are required to fill in assignment books at the end of each day, and I ALWAYS sign them--going over every assignment with every child that comes to me. I won't chase anyone down, however; coming to me is their responsibility. It's our chance to talk about unfinished work, too, and to work out a plan to complete it.) Please ask to see your child's notebook--and initial it--so that I know you know what's going on. It's the single best way to remain in communication about your child's work on a daily basis.
Students also know they are supposed to come see me after they've been absent so that I can provide instruction, materials, and support for completing missed assignments. We're teaching our students to be accountable--not always an easy task. . .
Thanks, everyone, for all you do--