Mr neff's new library blog

New Summer Library Learning Kickoff Event at Haigh

Great News!          

Yes, from 10:00 to noon on Monday June 19th, the Haigh Library will be open for a celebration of reading. (The first fifty students will get to pick out a free reading book, and all students who attend will be entered into a special prize drawing.) There will be games and art activities. Students who stay the whole time will also get to play baseball, Nerf baseball, in the library. Students can fill in book reviews for the new iRead course on iLearn. The program will be a lot of fun.

All district students are welcome.  Parents are welcome too.

Read more ›

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Week Number 40

Win prizes for reading a lot of books over the summer!

The more books students read this summer, the better the chances they’ll win a Chromebook.

Go to the Dearborn Schools website at dearbornschools.org. Select “For Students.”
Click on “iLearn.” They login just as they do on school district computers.
The student’s login is their student number: 20xxxxxx
The password needs to be typed in carefully. (All students should know it.)
In the Search Courses box, Type iRead, just one word, and click on the word search.
Click on the blue iRead title that says iRead-Students First: Inspire, Educate, Celebrate.
Scroll down and click on the blue button that says, “enroll me.”
Enter the school they’ll be at next year and their grade next year, saving both.
Enter the name of the public library they will probably use when they go to the library.
Click on “Badges” and “Bronze Badge Book Review” to add entries for books they’ve read.
Under “Instructions,” students should “make a copy” of the Projects doc for add’l reviews.

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myON – LEGO contest

Yes, students can bring in a Lego structure to the library, or a board game they’ve made up, on the date below. (Please tape their name on the bottom of the one Lego creation though. Lego creatures need to be picked up from the library though at the end of the day. Nothing should be left in the library at the end of the day.)
This is one part of a reading
6/8 at Haigh
6/9 at Howard
Monday 6/19 from 10 to noon. Reading celebration. Win prizes.

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Week Number 38

Click here to sign up.

Win a Chromebook this summer!




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Week Number 41



Click here to sign up to win.



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Week Number 27: March 27-31, 2017

Content Objective:
I can understand key details in a text by reading a book and answering questions about who the famous person was, what the famous person was remembered for and why the famous person is important in our history.

Language Objective:
I can write a paragraph about a famous person using the sentence stems: _________ was… He, or she, lived during… We remember him, or her, for… One important thing he, or she did is…

Tech Benchmarks

ES2195 J) Technology S-2195-1 Technology B-2195-2-3 Uses to convey ideas and illustrate concepts–when the computers are available.

I can demonstrate understanding and application of a biography, and Google classroom, to write my own biography–or an opinion piece about the person.
I can explain to Mr. Neff the elements of a biography and use a Google form to write a rough draft of such a biography and use Google Classroom to write a revised scale biography, or opinion piece, appropriate for my grade level.

(Overall, I’m working to create a literature-based set of lessons that helps students with the most challenging ELA goals. [Technology use, in one way or another when the technology is available, will often relate to reading as I want to help all of my students become better readers.] This approach will move toward differentiated instruction for those who display mastery of reading, writing, and keyboarding. Whenever possible, I will work to include science, vocabulary, and other topics, so that I am helping students in a multi-disciplinary manner. These involve a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts, making connections; I can share connections about works of literature. I can read, view, & listen for information in any format to make inferences; I can share inferences. I can identify literary elements and plot components of folktales and stories. I can discuss literary elements and plot components. I can understand cause and effect in literature; I can summarize a story; I can discuss cause and effect as a class. I can understand central theme. I can determine a characters traits; I can tell the class the traits of a given character.)
Additional Objectives – I CAN ASK QUESTIONS TO SHOW I UNDERSTAND. I CAN ANSWER QUESTIONS TO SHOW I UNDERSTAND. I CAN LOCATE AN ANSWER TO A QUESTION. (STANDARD CC.3.R.L.1)I CAN RETELL A VARIETY OF GENRES. I CAN DETERMINE THE MORAL OF A Fable. I CAN DETERMINE HOW THE MORAL, LESSON, OR CENTRAL THEME ARE SHOWN THROUGH KEY DETAILS. (STANDARD CC.3.R.L.2) Many literary elements will be reviewed as this helps increase comprehension and helps students to become wordsmiths in time. (STANDARD CC.3.4.L.4)
I CAN DESCRIBE A CHARACTER’S FEELING BASED ON INFORMATION IN A TEXT. I CAN DESCRIBE A CHARACTER’S TRAITS/MOTIVATION. I CAN RETELL THE SEQUENCE OF EVENTS USING TIME ORDER WORDS. I CAN INFER A CHARACTER’S FEELINGS AND/OR EMOTIONS. I CAN INTERPRET HOW A CHARACTER’S TRAITS, MOTIVATIONS, AND FEELINGS LEAD TO ACTIONS. I CAN EXPLAIN HOW A CHARACTER’S ACTIONS CONTRIBUTE TO THE SEQUENCE OF EVENTS. (STANDARD CC.3.R.L.3)
I CAN IDENTIFY THEME, SETTING, AND PLOT. (STANDARD CC.3.R)

Posted in Class News

Week Number 26: March 20-24, 2017

Tech Benchmarks

We’re reviewing genres.

ES2195 J) Technology S-2195-1 Technology B-2195-2-3 Uses to convey ideas and illustrate concepts–when the computers are available.

I can demonstrate understanding and application of a narrative, and Google classroom, to write my own trickster narrative–or an opinion piece.
I can explain to Mr. Neff the elements of a trickster narrative and use a Google form to write a rough draft of such a narrative and use Google Classroom to write a full scale narrative, or opinion piece, appropriate for my grade level.

(Overall, I’m working to create a literature-based set of lessons that helps students with the most challenging ELA goals. [Technology use, in one way or another when the technology is available, will often relate to reading.] This approach will move toward differentiated instruction for those who display mastery of reading, writing, and keyboarding. Whenever possible, I will work to include science, vocabulary, and other topics, so that I am helping students in a multi-disciplinary manner. These involve a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts, making connections; I can share connections about works of literature. I can read, view, & listen for information in any format to make inferences; I can share inferences. I can identify literary elements and plot components of folktales and stories. I can discuss literary elements and plot components. I can understand cause and effect in literature; I can summarize a story; I can discuss cause and effect as a class. I can understand central theme. I can determine a characters traits; I can tell the class the traits of a given character.)
Additional Objectives – I CAN ASK QUESTIONS TO SHOW I UNDERSTAND. I CAN ANSWER QUESTIONS TO SHOW I UNDERSTAND. I CAN LOCATE AN ANSWER TO A QUESTION. (STANDARD CC.3.R.L.1)I CAN RETELL A VARIETY OF GENRES. I CAN DETERMINE THE MORAL OF A PIECE OF LITERATURE. I CAN DETERMINE HOW THE MORAL, LESSON, OR CENTRAL THEME ARE SHOWN THROUGH KEY DETAILS. (STANDARD CC.3.R.L.2) Many literary elements will be reviewed as this helps increase comprehension and helps students to become wordsmiths in time. (STANDARD CC.3.4.L.4)
I CAN DESCRIBE A CHARACTER’S FEELING BASED ON INFORMATION IN A TEXT. I CAN DESCRIBE A CHARACTER’S TRAITS/MOTIVATION. I CAN RETELL THE SEQUENCE OF EVENTS USING TIME ORDER WORDS. I CAN INFER A CHARACTER’S FEELINGS AND/OR EMOTIONS. I CAN INTERPRET HOW A CHARACTER’S TRAITS, MOTIVATIONS, AND FEELINGS LEAD TO ACTIONS. I CAN EXPLAIN HOW A CHARACTER’S ACTIONS CONTRIBUTE TO THE SEQUENCE OF EVENTS. (STANDARD CC.3.R.L.3)
I CAN IDENTIFY THEME, SETTING, AND PLOT. (STANDARD CC.3.R)

Posted in Class News

Week Number 25: March 13-17, 2017

Tech BenchmarksTech Benchmarks

We’re reviewing genres.

ES2195 J) Technology S-2195-1 Technology B-2195-2-3 Uses to convey ideas and illustrate concepts–when the computers are available.

I can demonstrate understanding and application of a narrative, and Google classroom, to write my own trickster narrative–or an opinion piece.
I can explain to Mr. Neff the elements of a trickster narrative and use a Google form to write a rough draft of such a narrative and use Google Classroom to write a full scale narrative, or opinion piece, appropriate for my grade level.

(Overall, I’m working to create a literature-based set of lessons that helps students with the most challenging ELA goals. [Technology use, in one way or another when the technology is available, will often relate to reading.] This approach will move toward differentiated instruction for those who display mastery of reading, writing, and keyboarding. Whenever possible, I will work to include science, vocabulary, and other topics, so that I am helping students in a multi-disciplinary manner. These involve a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts, making connections; I can share connections about works of literature. I can read, view, & listen for information in any format to make inferences; I can share inferences. I can identify literary elements and plot components of folktales and stories. I can discuss literary elements and plot components. I can understand cause and effect in literature; I can summarize a story; I can discuss cause and effect as a class. I can understand central theme. I can determine a characters traits; I can tell the class the traits of a given character.)
Additional Objectives – I CAN ASK QUESTIONS TO SHOW I UNDERSTAND. I CAN ANSWER QUESTIONS TO SHOW I UNDERSTAND. I CAN LOCATE AN ANSWER TO A QUESTION. (STANDARD CC.3.R.L.1)I CAN RETELL A VARIETY OF GENRES. I CAN DETERMINE THE MORAL OF A PIECE OF LITERATURE. I CAN DETERMINE HOW THE MORAL, LESSON, OR CENTRAL THEME ARE SHOWN THROUGH KEY DETAILS. (STANDARD CC.3.R.L.2) Many literary elements will be reviewed as this helps increase comprehension and helps students to become wordsmiths in time. (STANDARD CC.3.4.L.4)
I CAN DESCRIBE A CHARACTER’S FEELING BASED ON INFORMATION IN A TEXT. I CAN DESCRIBE A CHARACTER’S TRAITS/MOTIVATION. I CAN RETELL THE SEQUENCE OF EVENTS USING TIME ORDER WORDS. I CAN INFER A CHARACTER’S FEELINGS AND/OR EMOTIONS. I CAN INTERPRET HOW A CHARACTER’S TRAITS, MOTIVATIONS, AND FEELINGS LEAD TO ACTIONS. I CAN EXPLAIN HOW A CHARACTER’S ACTIONS CONTRIBUTE TO THE SEQUENCE OF EVENTS. (STANDARD CC.3.R.L.3)
I CAN IDENTIFY THEME, SETTING, AND PLOT. (STANDARD CC.3.R)

Posted in Class News

Week Number 24: Mar.6-Mar.10, 2017

Tech. Benchmarks

We’re reviewing genres.

ES2195 J) Technology S-2195-1 Technology B-2195-2-3 Uses to convey ideas and illustrate concepts–when the computers are available.

I can demonstrate understanding and application of a narrative, and Google classroom, to write my own trickster narrative–or an opinion piece.
I can explain to Mr. Neff the elements of a trickster narrative and use a Google form to write a rough draft of such a narrative and use Google Classroom to write a full scale narrative, or opinion piece, appropriate for my grade level.

(Overall, I’m working to create a literature-based set of lessons that helps students with the most challenging ELA goals. [Technology use, in one way or another when the technology is available, will often relate to reading.] This approach will move toward differentiated instruction for those who display mastery of reading, writing, and keyboarding. Whenever possible, I will work to include science, vocabulary, and other topics, so that I am helping students in a multi-disciplinary manner. These involve a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts, making connections; I can share connections about works of literature. I can read, view, & listen for information in any format to make inferences; I can share inferences. I can identify literary elements and plot components of folktales and stories. I can discuss literary elements and plot components. I can understand cause and effect in literature; I can summarize a story; I can discuss cause and effect as a class. I can understand central theme. I can determine a characters traits; I can tell the class the traits of a given character.)
Additional Objectives – I CAN ASK QUESTIONS TO SHOW I UNDERSTAND. I CAN ANSWER QUESTIONS TO SHOW I UNDERSTAND. I CAN LOCATE AN ANSWER TO A QUESTION. (STANDARD CC.3.R.L.1)I CAN RETELL A VARIETY OF GENRES. I CAN DETERMINE THE MORAL OF A PIECE OF LITERATURE. I CAN DETERMINE HOW THE MORAL, LESSON, OR CENTRAL THEME ARE SHOWN THROUGH KEY DETAILS. (STANDARD CC.3.R.L.2) Many literary elements will be reviewed as this helps increase comprehension and helps students to become wordsmiths in time. (STANDARD CC.3.4.L.4)
I CAN DESCRIBE A CHARACTER’S FEELING BASED ON INFORMATION IN A TEXT. I CAN DESCRIBE A CHARACTER’S TRAITS/MOTIVATION. I CAN RETELL THE SEQUENCE OF EVENTS USING TIME ORDER WORDS. I CAN INFER A CHARACTER’S FEELINGS AND/OR EMOTIONS. I CAN INTERPRET HOW A CHARACTER’S TRAITS, MOTIVATIONS, AND FEELINGS LEAD TO ACTIONS. I CAN EXPLAIN HOW A CHARACTER’S ACTIONS CONTRIBUTE TO THE SEQUENCE OF EVENTS. (STANDARD CC.3.R.L.3)
I CAN IDENTIFY THEME, SETTING, AND PLOT. (STANDARD CC.3.R)

Posted in Class News

Week Number 23: Feb.27-Mar.3, 2017

Tech. Benchmarks

We’re reviewing genres.

ES2195 J) Technology S-2195-1 Technology B-2195-2-3 Uses to convey ideas and illustrate concepts–when the computers are available.

(Overall, I’m working to create a literature-based set of lessons that helps students with the most challenging ELA goals. [Technology use, in one way or another when the technology is available, will often relate to reading.] This approach will move toward differentiated instruction for those who display mastery of reading, writing, and keyboarding. Whenever possible, I will work to include science, vocabulary, and other topics, so that I am helping students in a multi-disciplinary manner. These involve a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts, making connections; I can share connections about works of literature. I can read, view, & listen for information in any format to make inferences; I can share inferences. I can identify literary elements and plot components of folktales and stories. I can discuss literary elements and plot components. I can understand cause and effect in literature; I can summarize a story; I can discuss cause and effect as a class. I can understand central theme. I can determine a characters traits; I can tell the class the traits of a given character.)
Additional Objectives – I CAN ASK QUESTIONS TO SHOW I UNDERSTAND. I CAN ANSWER QUESTIONS TO SHOW I UNDERSTAND. I CAN LOCATE AN ANSWER TO A QUESTION. (STANDARD CC.3.R.L.1)I CAN RETELL A VARIETY OF GENRES. I CAN DETERMINE THE MORAL OF A PIECE OF LITERATURE. I CAN DETERMINE HOW THE MORAL, LESSON, OR CENTRAL THEME ARE SHOWN THROUGH KEY DETAILS. (STANDARD CC.3.R.L.2) Many literary elements will be reviewed as this helps increase comprehension and helps students to become wordsmiths in time. (STANDARD CC.3.4.L.4)
I CAN DESCRIBE A CHARACTER’S FEELING BASED ON INFORMATION IN A TEXT. I CAN DESCRIBE A CHARACTER’S TRAITS/MOTIVATION. I CAN RETELL THE SEQUENCE OF EVENTS USING TIME ORDER WORDS. I CAN INFER A CHARACTER’S FEELINGS AND/OR EMOTIONS. I CAN INTERPRET HOW A CHARACTER’S TRAITS, MOTIVATIONS, AND FEELINGS LEAD TO ACTIONS. I CAN EXPLAIN HOW A CHARACTER’S ACTIONS CONTRIBUTE TO THE SEQUENCE OF EVENTS. (STANDARD CC.3.R.L.3)
I CAN IDENTIFY THEME, SETTING, AND PLOT. (STANDARD CC.3.R)

Posted in Class News
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