Classroom Ph: 786-1800: ext. 3227, e-mail: devinev@westottawa.
net
Dates to Remember
Jan. 19 End of 1st Semester/1/2
Day
S.N.O.W. Day (Super Not
Ordinary Winter Day)
Jan. 25 Progress Reports online
What’s New:
On the website:
*This week’s newsletter
*Winter Workshop Photos
*Meijers Shopping Photos
*Christmas Party Photos
*Christmas in the Gym Photos
Special Notes:
*Test Scores - I will be reporting your
students test scores to you individually
on the progress reports next week but
wanted to let you all know that
EVERY child in our room benchmarked
based on their composite (over all
score!) We are so proud! They have
worked so hard!! Thank you also to
YOU who have spent extra time
reading with your students, to Mrs.
Glass, Mrs. Knebl, and Mrs. Barajas
who have run groups, and to our
volunteer Moms who spend extra
time reading with each child, every
week! WORKING TOGETHER WORKS!
New Volunteer Schedule – The
calendar I created ends at the end of
January. Next week, I will continue the
calendar through the end of the year
unless I hear you need to make some
changes! I so VALUE what you do as
volunteers and the students love
having you here!
Webpage: msdevinesclass.com January 19, 2018
Reading/Language Arts
Our learning targets for reading this week have included:
*long u vowel sound made by the CVCe pattern
*the inflected ending “ed” and it’s three sounds (t, d, ed)
*blending words.
*rhyming words
*understanding syllables
*using background knowledge in our reading
*learning new vocabulary.
*being able to use nouns properly (distinguishing singular & plural nouns)
*reading just right books
Our Writing learning target has focused on:
*writing to a source! We had to use our source (reading text) and site
evidence for the prompt: Explain how the triceratops work together to stay
safe. Our writing to source lessons have been modeled lessons where I:
1. Model reading the prompt, understanding the prompt, and identifying
what we have to do (I am teaching them to underline in the prompt the
“must dos”
2. Model using a t-chart to prepare for writing. I teach them to go to the
text and we cite the evidence from the text on our t-chart.
3. Model using the checklist to make sure we include everything we need
to.
4. Model how to begin, by restating the prompt as a beginning sentence.
5. Model creating sentences from our t-chart evidence. We also learn to
using connecting words like first, next, then, and last.
6. Model writing an ending sentence.
7. Model using the checklist to double check our work.
8. Model rereading and editing our work for conventions.
PLEASE note this time this is not independent work! It should mirror exactly
what I did because we did it all together! They did awesome!
Health Math
This week’s math learning
This has been a good week to talk
targets have focused on:
about germs! We have the flu going
*comparing 2-digit numbers
around our room! Yuck! We saw with
a spray bottle and a ball of yarn how *adding a 2-digit number and a
germs can spread and move from one 1-digit number
place to another. We talked about the *counting on to add a 1-digit
importance of handwashing and number
covering our sneezes/coughing! *drawings to prove our answers
We also had some fun with “brain
*adding 1’s or 10’s to decade
breaks”, which are you tube videos to
numbers
music that kids can get up and move
*distinguishing between adding
to for 5 minutes or less! It was called
“Just Dance” and we spread out and 1’s or 10’s to numbers
got our blood moving! It was fun!