Students- are you happy with your progress in class (my class or anyone else)? Are your parents bragging about your report cards, or just putting it in a drawer? Parents, do you want your children to enjoy the satifaction that comes with real understanding of learning?
There ARE choices you can make to change things for the better! first, there's the obvious: come to school each day, do all the required work, pay attention. Sometimes, however, you might need extra time or extra help. as a student, do you ASK the teacher if they could help you at lunch, after school, nor whatever? Do you ev er do homework with a friend who is really good at the thing you struggle with? Parents, are you hearing teacher's voices all the time, telling you about the struggle your child is having?
OK, let's be serious. ..there IS something we can do! POWER HOUR!! An "extended day" may offer the extra time your child needs. Small groups, focused instruction. If your child scored BASIC on either Reading or Math, they SHOULD be in Power Hour. If they scored "below basic', they MUST attend, or they will fall further behind.
I am strongly encouraging some of my developing-level students to sign up. Parents, if your child is not being successful, please contact the school for the form, if your child has not brought one home already. Few things are as joyful and less stressful as a child who is successful in school!
Friday, October 31, 2008
Saturday, October 25, 2008
Limits, Deadlines, and Due Dates
This message is (mostly) for parents...
We all have rules and restrictions in everyday life--speed limits, comfortable room temperatures, bill payments, when we need to be at work, etc. Some limits we don't like or agree with, but we need to operate within them, or deal with consequences we don't like! What mom has had a pregnancy go well past her due-date, and has dealt with different types of fallout, results, and reactions? (We don't want to go there!)
So it is with school assignments, from routine homework to longer-range projects and writing reports and such. Work is DUE on a specific date. Penalties exist for delinquent work. Excuses don't cut it! (Sorry, officer, I didn't realize a residential neighborhood had a 25 mph speed limit.) I know "I forgot it/left it home/lost it" means "It's not done." Not acceptable-period.
My 7th grade class has a biography writing project we have worked on since Tuesday. The due date for the complete, final copy is Monday!
From past experience, I know I can expect the following results-some beautiful projects, some good, and a few, poor quality or MIA. Students have a somewhat revised rubric, which closely resembles the one in a previous blog. They know what do, and how to do it correctly. The limits have been established.
Yes, there are limits. There must be boundaries for students and children for discipline, safety, and to prepare them for the rules and limits of life as future adults. As adults, we should expect RESPECT for what we know, do, and teach our children. We want to keep them safe, and teach them responsibility. We want them to be proud of their accomplishments, and not try to "sneak around" the rules, because that will diminish their personal effort and growth. As adults, we know that the most self-satisfaction is knowing we did our best, whatever the task.
Let's work together to get the best from our students!
We all have rules and restrictions in everyday life--speed limits, comfortable room temperatures, bill payments, when we need to be at work, etc. Some limits we don't like or agree with, but we need to operate within them, or deal with consequences we don't like! What mom has had a pregnancy go well past her due-date, and has dealt with different types of fallout, results, and reactions? (We don't want to go there!)
So it is with school assignments, from routine homework to longer-range projects and writing reports and such. Work is DUE on a specific date. Penalties exist for delinquent work. Excuses don't cut it! (Sorry, officer, I didn't realize a residential neighborhood had a 25 mph speed limit.) I know "I forgot it/left it home/lost it" means "It's not done." Not acceptable-period.
My 7th grade class has a biography writing project we have worked on since Tuesday. The due date for the complete, final copy is Monday!
From past experience, I know I can expect the following results-some beautiful projects, some good, and a few, poor quality or MIA. Students have a somewhat revised rubric, which closely resembles the one in a previous blog. They know what do, and how to do it correctly. The limits have been established.
Yes, there are limits. There must be boundaries for students and children for discipline, safety, and to prepare them for the rules and limits of life as future adults. As adults, we should expect RESPECT for what we know, do, and teach our children. We want to keep them safe, and teach them responsibility. We want them to be proud of their accomplishments, and not try to "sneak around" the rules, because that will diminish their personal effort and growth. As adults, we know that the most self-satisfaction is knowing we did our best, whatever the task.
Let's work together to get the best from our students!
Monday, October 20, 2008
"Clubbing!"
This message is all about the clubs!
Science Club for 4th and 5th grades-
We will meet every other Tuesday , beginning tomorrow, October 21. Meeting time is 3:15 to 4:15 pm. I plan to have as much hands-on activities and fun as we can. Full 100% attention from the students is going to be the key to how much we can accomplish each week. Once we get more settled, I will try to print up some of the experiments, so you can do them at home. Additionally, we will eventually write some basic lab reports, reporting our observations. This valuable skill will come in handy when test time rolls around!
Our first few meetings will focus on Kitchen Chemistry--using items found at home. I do not expect to be using "chemistry set" materials. SAFETY is the first concern, fun is second! Your child will be bringing home a "safety contract" for both of you to read, sign, and return to me. this is the first time a Science Club has been offered, and I'd like to make it a tradition!
NEEDED--colorless water and soda bottles, all sizes, but especially 1 liter and smaller . Please wash them out first, so any leftover juice or soda doesn't attract "little critters"! ;-)
MULTICULTURAL CLUB!
This is a club focused on learning the many parts of cultural traditions, and enjoying as many as possible! We will make crafts, food, and appreciate the musical and literary heritage of different countries and tribes around the world. If you have any unused craft or art materials (beads, twine, buttons, etc.) PLEASE send them along! If you have a skill you can teach (weaving, for example), I hope you are able to share this gift and teach us! That would be an amazing blessing!
Also, I would love to add to the classroom/club collection of folktales from around the world. If you have any you would like to donate or share, they may be dropped off any time. Either send them with your child, or if you are at school, drop by room 316. Thanks in advance!
Parents--none of these clubs can happen without your support and encouragement of your child to pursue the joys of learning new things! THANKS!
Science Club for 4th and 5th grades-
We will meet every other Tuesday , beginning tomorrow, October 21. Meeting time is 3:15 to 4:15 pm. I plan to have as much hands-on activities and fun as we can. Full 100% attention from the students is going to be the key to how much we can accomplish each week. Once we get more settled, I will try to print up some of the experiments, so you can do them at home. Additionally, we will eventually write some basic lab reports, reporting our observations. This valuable skill will come in handy when test time rolls around!
Our first few meetings will focus on Kitchen Chemistry--using items found at home. I do not expect to be using "chemistry set" materials. SAFETY is the first concern, fun is second! Your child will be bringing home a "safety contract" for both of you to read, sign, and return to me. this is the first time a Science Club has been offered, and I'd like to make it a tradition!
NEEDED--colorless water and soda bottles, all sizes, but especially 1 liter and smaller . Please wash them out first, so any leftover juice or soda doesn't attract "little critters"! ;-)
MULTICULTURAL CLUB!
This is a club focused on learning the many parts of cultural traditions, and enjoying as many as possible! We will make crafts, food, and appreciate the musical and literary heritage of different countries and tribes around the world. If you have any unused craft or art materials (beads, twine, buttons, etc.) PLEASE send them along! If you have a skill you can teach (weaving, for example), I hope you are able to share this gift and teach us! That would be an amazing blessing!
Also, I would love to add to the classroom/club collection of folktales from around the world. If you have any you would like to donate or share, they may be dropped off any time. Either send them with your child, or if you are at school, drop by room 316. Thanks in advance!
Parents--none of these clubs can happen without your support and encouragement of your child to pursue the joys of learning new things! THANKS!
Saturday, October 18, 2008
For Your Information-- Parents of 6th and 7th graders!!
Seventh grade is the year high schools will be looking at when they determine if your child is eligible for any special programs or specific admission qualifications. Parents of 6th graders, this is a "heads-up", so you can help your son or daughter begin to form better habits, in academics, or possibly behavior. Seventh-grade parents, I want to urge you more than ever to encourage your child in academic pursuits, or in the arts, mechanical, or whatever their particular strength may be.
Philadelphia has a great number of excellent public high schools, from the "special admissions" (strong academic, performing arts, or perhaps admission by lottery), to academic/vocational programs.
I encourage students (especially in 7th grade) to start thinking about what kind of work they want to do as adults, that could benefit others. I get many different answers including doctor, football player, veterinarian, artist, and mechanic. We often write about the things we are good at doing, and that make us happy. Sometimes they change their minds about their original dream!
When the high school applications are given out in 8th grade, we research the students' visions for the future, and the type of preparation (apprenticeships, college, etc.) certain careers require. This is a fairly extensive project, using a graphic organizer to address different areas. When the time comes, you will see the rubric!
I am aware that many families move to the States for education and job opportunities, and so their children can have "a better life". Although these children are still very young, it's never too soon to help them to realize their potential as happy, productive individuals!
Teaching them to communicate effectively, orally, or writing, is so important, whatever they choose--
It is a privilege for me to be able to help guide your child!
Under -"Constructed"
I don't know who dislikes state testing most: students or teachers! All year, teachers are introducing concepts and skills we need the class to know by "test time". We do not "teach the test"! We teach the students concepts, information, and hopefully, the skills to do their best.
I have an additional challenge--to help students who are not yet fluent, or even comfortable, in the English language. Once students are here for one (1) year, they are required by No Child Left Behind legislation to take all the parts of the test--Math, Reading, and Writing. For grades 4, 8, and 11, Science is in there, also. Unfair, certainly. Ridiculous in concept and practice--you bet. Should this be overhauled and Changed? You decide (please vote!)
SO--in order to help the students do as well as possible, we often work on a skill known as "constructed response". Basically, a question is asked about a reading passage, the student turns the question around so it can read as a sentence, and ends the statement with information from the story. Then, the student has to find support for their response within the passage. Scoring is based on the clarity and support of the response.
Teachers at grade levels 3-12 (yes, high school, too) work on this skill. Reading passages are designed for grade-level ability. Many students, for one reason or another, read below grade level. Second-language students, depending on their English level, are still learning basic communication vocabulary, and are less competent with academic language ( that's how second-language acquisition works). Teachers are FORBIDDEN to help students on this test. Some areas allow for a word-to-word dictinary, but no definitions. This takes a lot of time, so ESOL students will be testing in the ESOL classroom, not in their regular class. PSSA TESTING BEGINS MID-MARCH.
I will be regularly working on the skill of "constructed response" throughout the year. This week, ALL skill levels will be doing this in ESOL, but focused at the students' language level.
Parents-you can help! When your child is reading a book or story for school (or fun!), ask them a specific question about it, and when they respond, have them show you where their information came from. This keeps you "up" on their reading, and helps them think about what they are reading.
For bilingual parents---please translate this information for a non-English-speaking/Reading parent of a school-age child. If I knew how to translate this into all the languages spoken in my class, I would!
Together, we can help your children to accomplish great things towards their future!
I have an additional challenge--to help students who are not yet fluent, or even comfortable, in the English language. Once students are here for one (1) year, they are required by No Child Left Behind legislation to take all the parts of the test--Math, Reading, and Writing. For grades 4, 8, and 11, Science is in there, also. Unfair, certainly. Ridiculous in concept and practice--you bet. Should this be overhauled and Changed? You decide (please vote!)
SO--in order to help the students do as well as possible, we often work on a skill known as "constructed response". Basically, a question is asked about a reading passage, the student turns the question around so it can read as a sentence, and ends the statement with information from the story. Then, the student has to find support for their response within the passage. Scoring is based on the clarity and support of the response.
Teachers at grade levels 3-12 (yes, high school, too) work on this skill. Reading passages are designed for grade-level ability. Many students, for one reason or another, read below grade level. Second-language students, depending on their English level, are still learning basic communication vocabulary, and are less competent with academic language ( that's how second-language acquisition works). Teachers are FORBIDDEN to help students on this test. Some areas allow for a word-to-word dictinary, but no definitions. This takes a lot of time, so ESOL students will be testing in the ESOL classroom, not in their regular class. PSSA TESTING BEGINS MID-MARCH.
I will be regularly working on the skill of "constructed response" throughout the year. This week, ALL skill levels will be doing this in ESOL, but focused at the students' language level.
Parents-you can help! When your child is reading a book or story for school (or fun!), ask them a specific question about it, and when they respond, have them show you where their information came from. This keeps you "up" on their reading, and helps them think about what they are reading.
For bilingual parents---please translate this information for a non-English-speaking/Reading parent of a school-age child. If I knew how to translate this into all the languages spoken in my class, I would!
Together, we can help your children to accomplish great things towards their future!
Thank you!
CLUBS!
4th and 5th grade Science Club will meet this Tuesday, 10/21, from 3:15-4:15pm. Your child should be bringing home a "Permission to Participate" form for you to sign.
Multicultural Club will begin Wed., 10/28--same time, same form to sign! Thanks!
Tuesday, October 14, 2008
"EXCITING" WRITING!
Hello, again!
What's more interesting to read than a story so full of descriptive words you can see, feel, and smell the setting? Does your mouth water when you read about, say, a rich, chocolaty dessert?
The students aren't going to be writing travel brochures or cooking show scripts, but nearly everyone is working on using synonyms and finding brighter, more vivid adjectives to describe what they are writing. In other words, they are going to kick their writing up a notch or two!
Not everyone has an easy time thinking of bright, beautiful adjectives. ALL STUDENTS SHOULD HAVE A THESAURUS at home. Roget's Thesaurus is probably the best well-known, but Webster and Oxford are good, also. I have found the inexpensive dictionary-thesaurus combination to often be disappointing. A thesaurus has an alphabetical listing of words, but gives a list of SYNONYMS (words with similar or same meanings).
Let's try something!
Tell me what you feel when you read "I walked on the beach." Anything??
So what? What kind of day was it? What do you see? Where is this beach? Are you alone? Do you smell anything? Use your thesaurus to find words that mean the same as (for example) blue, hot, or summer. Rewrite the sentence, replacing the old, familiar words with the new ones you just learned!
"I strolled along the warm, pink sand towards the amusement pier, as the clear turquoise waves rolled in. The smells of sunscreen and salt filled my head."
Are you starting to get a picture in your head? Are you there?
Yes, it takes longer, but if the reader wants to keep reading, you did a good job! Don't forget to write NEATLY, or type it, if you can. Mom, if you type the stories, feel free to correct spelling, or run spell-check! However, please do not change the word order of the sentences, so I can see if your child is learning good sentence structure. Thanks!
Please contact me with any questions you have regarding this, or any assignments!
What's more interesting to read than a story so full of descriptive words you can see, feel, and smell the setting? Does your mouth water when you read about, say, a rich, chocolaty dessert?
The students aren't going to be writing travel brochures or cooking show scripts, but nearly everyone is working on using synonyms and finding brighter, more vivid adjectives to describe what they are writing. In other words, they are going to kick their writing up a notch or two!
Not everyone has an easy time thinking of bright, beautiful adjectives. ALL STUDENTS SHOULD HAVE A THESAURUS at home. Roget's Thesaurus is probably the best well-known, but Webster and Oxford are good, also. I have found the inexpensive dictionary-thesaurus combination to often be disappointing. A thesaurus has an alphabetical listing of words, but gives a list of SYNONYMS (words with similar or same meanings).
Let's try something!
Tell me what you feel when you read "I walked on the beach." Anything??
So what? What kind of day was it? What do you see? Where is this beach? Are you alone? Do you smell anything? Use your thesaurus to find words that mean the same as (for example) blue, hot, or summer. Rewrite the sentence, replacing the old, familiar words with the new ones you just learned!
"I strolled along the warm, pink sand towards the amusement pier, as the clear turquoise waves rolled in. The smells of sunscreen and salt filled my head."
Are you starting to get a picture in your head? Are you there?
Yes, it takes longer, but if the reader wants to keep reading, you did a good job! Don't forget to write NEATLY, or type it, if you can. Mom, if you type the stories, feel free to correct spelling, or run spell-check! However, please do not change the word order of the sentences, so I can see if your child is learning good sentence structure. Thanks!
Please contact me with any questions you have regarding this, or any assignments!
Saturday, October 11, 2008
What's a RUBRIC?
Simply, a rubric is the basis for grading an assignment. Major writing assignments and projects will be based on a rubric. The ESOL Writing rubric is posted in the classroom. A project rubric will be adjusted to the type of project. Students will get a copy of the project rubric along with whatever instructions or requirements are necessary for the project.
Now, I am going to copy and paste the rubrics to this page...
ESOL Writing Rubric
Plan: This is the guide for grading writing assignments. Following this checklist allows me to do my best possible writing.
Each area will be graded as follows:
Excellent – 4 pts. Good- 3 pts. Fair- 2 pts. Poor- 1pt.
Focus
My writing shows a clear understanding of my topic.
*Did I show attention to a single point or idea? _____ pts.
Content
My ideas are supported with details and/or explanations and information.
* Do I understand all the vocabulary I used?
*Did I explain my ideas clearly and completely?
*Did I use specific examples, details, and facts that support my ideas? ______ pts.
Organization
My writing is in paragraph form, with a clear introduction and conclusion.
*Did I organize the content into separate, focused paragraphs?
*Did I include an introductory paragraph?
*Did I include a conclusion paragraph?
*Do the paragraphs move well from one idea to the next? _______ pts.
Style
I must make sure my writing has a tone suited for my audience.
*Did I use a variety of sentences to create an interesting flow of ideas?
*Did I use a variety of synonyms and descriptive words to create a
clear picture in the reader’s mind?
*Did I use imagery and literary devices appropriately as needed? ______ pts.
Conventions
My writing has no mistakes in spelling, capitalization, grammar or punctuation.
*Did I use spell-check or a dictionary to check my spelling, including using correct homophones?
*Did I use capital letters correctly, including for all proper nouns?
*Did I check for grammar, including subject-verb agreement, correct plural form, and avoid double negatives?
*Did I use correct punctuation, including using quotation marks correctly?
*Did I write in complete sentences- no fragments or run-ons? _____ pts.
Scoring
19-20 =A 15-18=B 10-14=C 5-9=D 0-4=F ______
________________________________________________________________
Hooray, it worked! Let's try the other one...
Project Presentation Rubric
Project is complete, and submitted on time. ____________
Text is paraphrased, in student’s own words. ________
Text is typed or neatly written in blue or black ink. _______
Pictures are neatly cut, glued and neatly attached. _______
Research web, outline, or both are included with the project. _____
All or most areas of the web/outline are included in the text. ______
Student demonstrates acquired knowledge is
understood and appreciated. _______
All subject matter, project title, and any labels are
written and attached to the project. _______________
##########################################################
PARENTS-
Even if I add or somewhat change an element in either of these rubrics, these are a solid measurement of the quality of work I look for from a student. You are very welcome (in fact, I encourage it!) to print these for your student's information and reference.
I hope you will find the information helpful!
Now, I am going to copy and paste the rubrics to this page...
ESOL Writing Rubric
Plan: This is the guide for grading writing assignments. Following this checklist allows me to do my best possible writing.
Each area will be graded as follows:
Excellent – 4 pts. Good- 3 pts. Fair- 2 pts. Poor- 1pt.
Focus
My writing shows a clear understanding of my topic.
*Did I show attention to a single point or idea? _____ pts.
Content
My ideas are supported with details and/or explanations and information.
* Do I understand all the vocabulary I used?
*Did I explain my ideas clearly and completely?
*Did I use specific examples, details, and facts that support my ideas? ______ pts.
Organization
My writing is in paragraph form, with a clear introduction and conclusion.
*Did I organize the content into separate, focused paragraphs?
*Did I include an introductory paragraph?
*Did I include a conclusion paragraph?
*Do the paragraphs move well from one idea to the next? _______ pts.
Style
I must make sure my writing has a tone suited for my audience.
*Did I use a variety of sentences to create an interesting flow of ideas?
*Did I use a variety of synonyms and descriptive words to create a
clear picture in the reader’s mind?
*Did I use imagery and literary devices appropriately as needed? ______ pts.
Conventions
My writing has no mistakes in spelling, capitalization, grammar or punctuation.
*Did I use spell-check or a dictionary to check my spelling, including using correct homophones?
*Did I use capital letters correctly, including for all proper nouns?
*Did I check for grammar, including subject-verb agreement, correct plural form, and avoid double negatives?
*Did I use correct punctuation, including using quotation marks correctly?
*Did I write in complete sentences- no fragments or run-ons? _____ pts.
Scoring
19-20 =A 15-18=B 10-14=C 5-9=D 0-4=F ______
________________________________________________________________
Hooray, it worked! Let's try the other one...
Project Presentation Rubric
Project is complete, and submitted on time. ____________
Text is paraphrased, in student’s own words. ________
Text is typed or neatly written in blue or black ink. _______
Pictures are neatly cut, glued and neatly attached. _______
Research web, outline, or both are included with the project. _____
All or most areas of the web/outline are included in the text. ______
Student demonstrates acquired knowledge is
understood and appreciated. _______
All subject matter, project title, and any labels are
written and attached to the project. _______________
##########################################################
PARENTS-
Even if I add or somewhat change an element in either of these rubrics, these are a solid measurement of the quality of work I look for from a student. You are very welcome (in fact, I encourage it!) to print these for your student's information and reference.
I hope you will find the information helpful!
Friday, October 10, 2008
Let's get started!
Well, it's already October, and everyone is learning new things--including me!
This is a new learning experience for me-'website blogging' and I'm counting on you to let me know how this works for you, too!
CALLING ALL PARENTS-
I can be most effective teaching your children when we communicate regularly. You can reach me at this blog, by email- rriley353@gmail.com, and often, after school, in room 316. We all want your child to be successful, so there are a few things I need you to know about my expectations.
First, although I do not assign homework every day, I will sometimes assign something over a weekend! Most often, it will be a writing assignment that will take extra time, so any research, or simply good penmanship is given adequate time. PLEASE check the work for neatness! If I cannot easily read the work, I will not accept it. Larger writing assignments will be given a rubric. Once I learn how to attach documents to this blog, I will do so.
DISCIPLINE
The rules of the classroom are posted on the wall. One of the rules is "respect people and property". Learning is the goal, and if everyone respects the class, everyone learns! Students will receive 1 reminder, that they are breaking a rule. The second time, a short (15 minutes) detention will be given, and the rules will be copied by the student, and brought home to be signed by YOU! A "community service" task may be given-something that will benefit the class. When the behavior is "off the charts", I will call you as soon as possible after class, to advise you of the circumstances. Persistent infractions may also require me to complete a "pink slip" for the school records, and administrative action.
GENERAL GOALS FOR STUDENTS
Over the course of the year, students are expected to improve their reading, writing, and comprehension skills in using English as their second language. I utilize both the planning timeline from the classroom, along with the ESOL curriculum, and my own creativity and resources. This may include making food, exposure to art, music, and literature. We will use the school library for research BEFORE I allow Internet time. Hands-on activities will be used as often as possible, especially for students with more limited English. I am sensitive to "teachable moments" and will change plans if I see the need to reinforce an objective, or present it differently than I had orginally expected! Sometimes I will add something special, just to make a concept more memorable (FUN)!
CLUBS!!!!
Multicultural Club is open to students from 5th-8th grade. New members should write a short letter to me, telling me why you are interested. We will begin meeting soon, on Wednesday afternoons, from 3:15 to 4:15. Listen for the announcement in school!
Any 4th and 5th grade students interested in SCIENCE should also write a short essay, telling me about what you like about science. Your teacher must also sign the letter. Only good listeners and direction-followers, please! We will meet every other Tuesday after school, from 3:15 to 4:15. Listen for the announcements!
WOW!
That's enough for now! Check here every week for updates! I hope you will email me at rriley353@gmail.com after you read the blog, to let me know what you think, and if it was helpful to you. Thanks, and have a great weekend!
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