• 1. I update my web site every day with what we are doing in each subject area, what items are due, upcoming events, and general class news

    2. We are starting a new vocabulary/spelling curriculm this year.  We are still working through the daily work kids will be doing in our new Patterns of Power book

    3. Independent Reading assignments (at home) are nightly. This includes 10 minutes of reading and a 5 minute response.  

    4. Assignment Books are filled out daily with any homework assigned. They should be brought home every night (plan ahead for study time).   If students have no homework, nothing will be written in their assignment book for that day

    5. Graded papers and other announcements will come home throughout the week in your child's TAKE HOME folder

    6. Any text book or workbook may go home any night as long as it is returned the next day

    7. Green slips are for missed homework assignments. They must be brought back signed the next school day. If the assignment is not completed by the next day and the Green slip is not signed, students will spend recess at the worktable in the Commons. If the Green slip is not brought back the second day, a Blue slip will be issued (3 Blue slips require a conference with the student/parent/teacher)


    For many years, teaching reading comprehension was based on a concept of reading as the application of a set of isolated skills such as identifying words, finding main ideas, identifying cause and effect relationships, comparing and contrasting, and sequencing. Teaching reading comprehension was viewed as a mastery of these skills. Comprehension instruction followed what the study called mentioning, practicing, and assessing procedure where teachers mentioned a specific skill that students were to apply, had students practice the skill by completing workbook pages, then assessed them to find out if they could use the skill correctly. Instruction did little to help students learn how or when to use the skills, nor was it ever established that this particular set of skills enabled comprehension.

    Research indicates that we build comprehension through the teaching of comprehension strategies and environments that support an understanding of text. It is important for educators and parents to teach children active strategies and skills to help them become active, purposeful readers. Teaching reading comprehension is an active process of constructing meaning, not skill application.

    Due to the research we use a reading workshop approach for reading and writing in room 105. Our goal is to pratice and use strategies so they become a natural part of our reading. To become a good reader, students must read!

    Reading and Writing Workshop in Room 105

    I use a workshop approach to teach reading, vocabulary, and the writing process to my students. Please read on to see what the workshop model looks like in room 219A

    Reading Workshop

    Read Aloud: 15 minutes

    Mini-Lesson Component: 5-20 minutes

    Individualized Reading Time: 20-30 minutes

    During the IDR session, students are actively reading, with or without the teacher's guidance.

    Writing Workshop

    Sharing Component: 5-15 minutes

    At the beginning of writer's workshop, students will share work from their writer's notebook. 1-4 students present their writing to the class audience.

    Mini-Lesson Component: 5-20 minutes

    This is a whole class lesson to teach a writing skill

    The content could be about one of the six traits of writing, grammar, spelling, or mechanics.

    The mini lesson could be taught through a modeled writing, read aloud or direct instruction

    Writing Component: 20 minutes

    During the writing session, students are actively writing, with or with out the teacher's guidance.