What we did in class today...
Writing -
Word Study (Grammar, Vocabulary, Spelling) -
Social Studies
Homework…
Language Arts:
1. Read a book of your choosing for at least 20 minutes.
Social Studies
1. CET posts for Week 1er's. Comments by rest of CET by Friday May 2
Character Education
Business
Goal Setting
Documents
What we did in class today...
Writing -
Word Study (Grammar, Vocabulary, Spelling) -
Social Studies
Homework…
Language Arts:
1. Read a book of your choosing for at least 20 minutes.
\Social Studies
1. CET posts for Week 1er's. Comments by rest of CET by Friday May 2
Character Education
Business
Goal Setting
Documents
What we did in class today...
Writing -
Word Study (Grammar, Vocabulary, Spelling) -
Social Studies
Homework…
Language Arts:
1. Read a book of your choosing for at least 20 minutes.
2. R&E #7 due Tuesday April 29
3. Update your Reading Blog. What are you reading? What is your opinion (three sentences.) Include a link to the author's website. BONUS: Post a video related to the book
4. Go to Moodle Everyone 5/6 Topic #8 and interview your parents in audacity using the questions at Parent Book Club Podcast
Social Studies
1. CET posts for Week 4er's. Comments by rest of CET by Friday April 25.
2. Share and discuss TFK p.4-5, 6, or 7 with parents.
Character Education
Business
Goal Setting
Documents
What we did in class today...
Writing -
Word Study (Grammar, Vocabulary, Spelling) -
Social Studies
Homework…
Language Arts:
1. Read a book of your choosing for at least 20 minutes.
2. R&E #7 due Tuesday April 29
3. Update your Reading Blog. What are you reading? What is your opinion (three sentences.) Include a link to the author's website. BONUS: Post a video related to the book
Social Studies
1. CET posts for Week 4er's by Wednesday. Comments by rest of CET by Friday April 25.
Character Education
Business
Goal Setting
Documents
What we did in class today...
Writing -
Word Study (Grammar, Vocabulary, Spelling) -
Social Studies
Homework…
Language Arts:
1. Read a book of your choosing for at least 20 minutes.
2. R&E #7 due Tuesday April 29
3. Update your Reading Blog. What are you reading? What is your opinion (three sentences.) Include a link to the author's website. BONUS: Post a video related to the book
Social Studies
1. CET posts for Week 4er's by Wednesday. Comments by rest of CET by Friday April 25.
Character Education
Business
Goal Setting
Documents
What we did in class today...
Writing -
Word Study (Grammar, Vocabulary, Spelling) -
Social Studies
Homework…
Language Arts:
1. Read a book of your choosing for at least 20 minutes.
2. R&E #7 due Tuesday April 29 (Come to the Poetry Slam tonight, which will count as your April R&E.)
Social Studies
1. CET posts for Week 4er's by Wednesday. Comments by rest of CET by Friday April 25.
Character Education
Business
Goal Setting
Documents
Come to the Baldwin Library Tuesday April 22 from 7-8pm to join the Birmingham Poetry Slam Team. Open Mic happens first, followed by the Slam. Recite a poem from memory in dramatic fashion. 1st, 2nd, and 3rd place awarded in the following categories:
Elementary 90 second poem Open Division 3 minutes
Middle School 2 minutes
High School 2.5 minutes
What we did in class today...
Writing -
Word Study (Grammar, Vocabulary, Spelling) -
Social studies
Homework…
Language Arts:
1. Read a book of your choosing for at least 20 minutes.
2. Read book club book at home (if assigned)
Social Studies
1. CET posts for Week 4er's by Wednesday. Comments by rest of CET by Friday April 25.
Character Education
Business
Goal Setting
Documents
What we did in class today...
Writing -
Word Study (Grammar, Vocabulary, Spelling) -
Social studies
Homework…
Language Arts:
1. Read a book of your choosing for at least 20 minutes.
Social Studies
1. CET posts for Week 3er's by Wednesday. Comments by rest of CET by Friday April 18.
Character Education
Business
Goal Setting
Documents
What we did in class today...
Writing -
Word Study (Grammar, Vocabulary, Spelling) -
Social studies
Homework…
Language Arts:
1. Read a book of your choosing for at least 20 minutes.
Social Studies
1. CET posts for Week 3er's by Wednesday. Comments by rest of CET by Friday April 18.
Character Education
Business
Goal Setting
Documents
5/6 Growing-Up Narrative Rubric
Type in 12 point font, double-spaced, Times New Roman font.
| Category | 4 | 3 | 2 | 1 | Student | Teacher |
| Grabber | First paragraph has a “grabber” or catchy beginning | First paragraph has a weak “grabber” | A catchy beginning was attempted but was confusing rather than catchy. | No attempt was made to catch the reader’s attention in the first paragraph | | |
| Organization | The story is very well organized. One idea or scene follows another in a logical sequence with clear transitions. It has a clear beginning, middle, and end. | The story is pretty well organized One idea or scene may seem out of place. Clear transitions are used. | The story is a little hard to follow. The transitions are sometimes not clear. | Ideas and scenes seem to be randomly arranged. | | |
| Characterization | The main characters are named and clearly described in text as well as pictures. Most readers could describe the characters accurately throughout the story. | The main characters are named and described. Most readers would have some idea of the characters actions and appearance throughout the story. | The main characters are named. The reader knows very little about the characters. | It is hard to tell who the main characters are and what they’re doing in the story. | | |
| Snapshots | There are at least three snapshots spread evenly throughout the story. The reader can easily make a “movie in their mind” from the snapshot. | There are at least two snapshots spread evenly throughout the story. The reader can easily make a “movie in their mind” from the snapshot. | There is at least one snapshot spread evenly throughout the story. The reader can easily make a “movie in their mind” from the snapshot. | There are no snapshots in the story, or the snapshots do not allow the reader to make a “movie in their mind” from the snapshot. | | |
| Thoughtshots | There are at least three thoughtshots spread evenly throughout the story. The reader can easily understand the character’s thinking from the thoughtshot. | There are at least two thoughtshots spread evenly throughout the story. The reader can easily understand the character’s thinking from the thoughtshot. | There is at least one thoughtshot spread evenly throughout the story. The reader can easily understand the character’s thinking from the thoughtshot. | There are no thoughtshots in the story or the reader cannot easily understand the character’s thinking from the thoughtshot. | | |
| Explode-A-Moment | There is at least one example of time standing still (explode-a-moment) in the story. It contains both snapshots and thoughtshots, which combine to describe an important moment in time. | There is at least one example of time standing still (explode-a-moment) in the story. It may contain both snapshots and thoughtshots, which may combine to describe an important moment in time. | There is at least one example of time standing still (explode-a-moment) in the story. It contains either snapshots or thoughtshots, but the moment may be too big, too small or irrelevant. | There is little or no evidence of the use of explode-a-moment in this piece. | | |
| Story Ending | The story contains an ending that employs action, dialogue, images or whole-story reminders. It concludes the story and/or resolves the problem in a creative way | The story contains an ending that employs action, dialogue, images or whole-story reminders. It concludes the story and/or resolves the problem. | The story contains an ending which is unclear employs action, dialogue, images or whole-story reminders. It does not conclude the story and/or resolve the problem in a creative way | The story lacks evidence of a clear ending or resolution. It is confusing. | | |
| Spelling and Punctuation (as is) | There are no spelling or punctuation errors in the final draft. Character and place names that the author invented are spelled consistently throughout. The story is written in 12 point font, Times New Roman, double-spaced. | There is one spelling or punctuation error in the final draft. | There are 2-3 spelling and punctuation errors in the final draft. | The final draft has more than 3 spelling and/or punctuation errors. | | |
What we did in class today...
Writing -
Word Study (Grammar, Vocabulary, Spelling) -
Social studies
Homework…
Language Arts:
1. Read a book of your choosing for at least 20 minutes.
Social Studies
1. CET posts for Week 2er's by Wednesday. Comments by rest of CET by Friday April 11.
Character Education
Business
Goal Setting
Documents
The following components should be available in science for student-led conferences:
· Invention Commercial (a few students may need to refilm and dump their commercials in Mrs. Wilkie's TURN-IN BOX)
· Invention Reflections
· Energy Presentations
What we did in class today...
Writing -
Word Study (Grammar, Vocabulary, Spelling) -
Social studies
Homework…
Language Arts:
1. Read a book of your choosing for at least 20 minutes.
2. Get Web Tool permission slip signed.
Social Studies
1. CET posts for Week 2er's by Wednesday. Comments by rest of CET by Friday April 11.
Character Education
Business
Goal Setting
Documents
Permission Slip. Your child has a goldenrod copy. Please sign and return tomorrow!
Permission Slip for Creating Web Tool Accounts
Dear Parents/Guardians,
In our 5/6 classes this year, we would like students to learn how to work in a collaborative knowledge-building network. The tools available on the internet make such networks far easier and more productive. Ideally, students would have access to a wide set of tools that allow them to express their learning in a manner that fits the content and their own styles of communication. Our password protected Moodle site will be our primary tool, but listed below is a set of tools that we would also like to use. In some cases, these sites require students to create user accounts. We will only be creating our own content, not using content created by others outside of our school. However, due to the size and volume of content of each tool, the teacher cannot preview all content on the sites. Please review the list of tools and their descriptions and mark which tools you would like your student to have access to:
| Web Tool Description | Parent Initials |
| Del.icio.us and/or FURL – Sites used to share bookmarks of interesting/informative web sites. (Requires a password to edit bookmarks.) | |
| WikiSpaces and/or PBWiki – Collaborative website that allows the visitors themselves to easily add, remove and otherwise edit and change some available content, sometimes without the need for registration. This ease of interaction and operation makes a wiki an effective tool for collaborative authoring. (Only participants invited may edit the site.) | |
| YouTube and/or TeacherTube – Sites which lets users upload, view, and share video clips. (Students would only be posting videos and linking to class created projects, not browsing for other content.) | |
| Backpackit – Site that allows users to create simple to-do lists, notes, and reminders to help them stay organized. | |
| Blogger – Sites where entries are made in journal style and displayed in a reverse chronological order. Blogs often provide commentary or news on a particular subject. | |
| Freewebs and Protopage – Site allows users to create their own web pages and blogs | |
| One True Media – site allows users to create web-based photo and video slideshows. | |
| Flickr – Photo sharing website. In addition to being a popular Web site for users to share personal photographs, the service is widely used by bloggers and wiki editors as a photo repository. | |
| Google Docs – Google site used to create collaborative word processing documents, spreadsheets, and presentations. (Documents can be accessed only by invitation.) | |
My child, ____________________________________, has permission to use and create user accounts for the above web tools.
Parent/Guardian Signature _________________________________________________
Date _________________
What we did in class today...
Writing -
Word Study (Grammar, Vocabulary, Spelling) -
Social studies
Homework…
Language Arts:
1. Read a book of your choosing for at least 20 minutes.
2. Get Web Tool permission slip signed.
Social Studies
1. CET posts for Week 2er's by Wednesday. Comments by rest of CET by Friday April 11.
Character Education
Business
Goal Setting
Documents
What we did in class today...
Writing -
Word Study (Grammar, Vocabulary, Spelling) -
Social studies
Homework…
Language Arts:
1. Read a book of your choosing for at least 20 minutes.
Social Studies
1. CET posts for Week 2er's by Wednesday. Comments by rest of CET by Friday April 11.
2. Study online study guide (below) for Road to Revolution assessment tomorrow.
Character Education
Business
Goal Setting
Documents
2007-2008 Joseph/Wilkie Classroom Constitution
We, the members of the Joseph/Wilkie classroom community, in order to form a more perfect school experience, pledge to respect the three E’s by:
