Week Number 4- 9/25-29, 2017

MobyMax Sign In
Students will write a long paragraph about math that’s fun to them–or why math is important.
I can use MobyMax to practice reading and math.
Moby-Max-300x225

I can evaluate a variety of information about an animal from different sources.
I can demonstrate evaluation of purpose by assessing my writing using the informational 6+1 rubric.
I can demonstrate application of building writing stamina by writing during class and keeping track of the number of minutes I was writing at the top of the doc.
6+1 Rubric

This lesson uses Culham’s strategies for writing to Prompts in the Trait-Based Technology
Content Objective – I can write a narrative about brown bears. After I research this topic, I’ll write about this in my own words. The writing can be imaginative, based on mentor texts shared over the course of the school year. (Prompts provide students with needed baseline information, information that allows them to apply all writing traits with both creativity and confidence.) Across a range of standards, I will use R.A.F.T.S. for role, audience, format, topic, & a strong verb that shares the purpose of the writing.

Language Objective – I will use a word-processing program to write an expository research paper, one involving a topic I have researched, defining words new to me as I do so. Here’s one example: I am a journalist (your role) responsible for gathering background information for an article for the readers (audience) of a magazine called Animals and their Health: Saving the animals. Create expository research notes (the format) that detail (your strong verb) why the animals are important in the world and what their contribution is to sustaining the environment.

Overall Language Objectives
I can listen for information in mentor texts/picture books to make inferences and discuss inferences by stating my opinion of specific parts of the book before the inference that address the inference. I can make connections. I can discuss literary elements because I am an author who understands different types of writing.

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Week Number 3- 9/18-22, 2017

Objective: Students will demonstrate understanding of the components of digital citizenship by completin the Digital Passport activities with at least 80% accuracy.
Students will get their passwords from Mr. Neff, then click the link below to begin.

computer mouse
https://www.digitalpassport.org/educator-registration/studentLogin

I can evaluate a variety of information about an animal from different sources.
I can demonstrate evaluation of purpose by assessing my writing using the informational 6+1 rubric.
I can demonstrate application of building writing stamina by writing during class and keeping track of the number of minutes I was writing at the top of the doc.
6+1 Rubric

This lesson uses Culham’s strategies for writing to Prompts in the Trait-Based Technology
Content Objective – I can write a narrative about black bears. After I research this topic, I’ll write about this in my own words. The writing can be imaginative, based on mentor texts shared over the course of the school year. (Prompts provide students with needed baseline information, information that allows them to apply all writing traits with both creativity and confidence.) Across a range of standards, I will use R.A.F.T.S. for role, audience, format, topic, & a strong verb that shares the purpose of the writing.

Language Objective – I will use a word-processing program to write an expository research paper, one involving a topic I have researched, defining words new to me as I do so. Here’s one example: I am a journalist (your role) responsible for gathering background information for an article for the readers (audience) of a magazine called Animals and their Health: Saving the animals. Create expository research notes (the format) that detail (your strong verb) why the animals are important in the world and what their contribution is to sustaining the environment.

Overall Language Objectives
I can listen for information in mentor texts/picture books to make inferences and discuss inferences by stating my opinion of specific parts of the book before the inference that address the inference. I can make connections. I can discuss literary elements because I am an author who understands different types of writing.

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Week Number 2- 9/11-15, 2017

Students will describe how to be kind, safe and responsible by giving detailed examples of each using Google Classroom. welcome-to-google-classroom

I can evaluate a variety of information about an animal from different sources.
I can demonstrate evaluation of purpose by assessing my writing using the informational 6+1 rubric.
I can demonstrate application of building writing stamina by writing during class and keeping track of the number of minutes I was writing at the top of the doc.
6+1 Rubric

This lesson uses Culham’s strategies for writing to Prompts in the Trait-Based Technology
Content Objective – I can write a narrative about giant panda bears. After I research this topic, I’ll write about this in my own words. The writing can be imaginative, based on mentor texts shared over the course of the school year. (Prompts provide students with needed baseline information, information that allows them to apply all writing traits with both creativity and confidence.) Across a range of standards, I will use R.A.F.T.S. for role, audience, format, topic, & a strong verb that shares the purpose of the writing.

Language Objective – I will use a word-processing program to write an expository research paper, one involving a topic I have researched, defining words new to me as I do so. Here’s one example: I am a journalist (your role) responsible for gathering background information for an article for the readers (audience) of a magazine called Animals and their Health: Saving the animals. Create expository research notes (the format) that detail (your strong verb) why the animals are important in the world and what their contribution is to sustaining the environment.

Overall Language Objectives
I can listen for information in mentor texts/picture books to make inferences and discuss inferences by stating my opinion of specific parts of the book before the inference that address the inference. I can make connections. I can discuss literary elements because I am an author who understands different types of writing.

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Week Number 1- 9/5-8, 2017

Mouse Skills


What did you read over the summer?
Did you use the public library over the summer? (The Library Song)

Internet Safety Link
Students will write about their summer by providing details first and writing, in paragraphs, using Google docs.
google.docs_.al3_

I can evaluate a variety of information about an animal from different sources.
I can demonstrate evaluation of purpose by assessing my writing using the informational 6+1 rubric.
I can demonstrate application of building writing stamina by writing during class and keeping track of the number of minutes I was writing at the top of the doc.
6+1 Rubric

This lesson uses Culham’s strategies for writing to Prompts in the Trait-Based Technology
Content Objective – I can write a narrative about sun bears. After I research this topic, I’ll write about this in my own words. The writing can be imaginative, based on mentor texts shared over the course of the school year. (Prompts provide students with needed baseline information, information that allows them to apply all writing traits with both creativity and confidence.) Across a range of standards, I will use R.A.F.T.S. for role, audience, format, topic, & a strong verb that shares the purpose of the writing.

Language Objective – I will use a word-processing program to write an expository research paper, one involving a topic I have researched, defining words new to me as I do so. Here’s one example: I am a journalist (your role) responsible for gathering background information for an article for the readers (audience) of a magazine called Animals and their Health: Saving the animals. Create expository research notes (the format) that detail (your strong verb) why the animals are important in the world and what their contribution is to sustaining the environment.

Overall Language Objectives
I can listen for information in mentor texts/picture books to make inferences and discuss inferences by stating my opinion of specific parts of the book before the inference that address the inference. I can make connections. I can discuss literary elements because I am an author who understands different types of writing.

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Week Number 28

Win a Chromebook this summer!Sign up for iRead.

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Week Number 27: March 27-31, 2017

(Use Worldbook for kids at Mel.org or myON for this assignment.)

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…


Next class we’ll work on poetry: Uncle Shelby.

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Week Number 26: March 20-24, 2017


I can write a satire.

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Week Number 25: March 13-17, 2017

I can write a noodlehead story.

Loading…” target=”_blank”>Click on this Link for Writing
Or click on this link

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Week Number 24: Mar.6-10, 2017

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.

Click for the writing assignment.

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

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