No Monday Afternoon Class on September 28th, 2015

Please Note

Our second and third grade reading and writing class will not meet on Monday September 28th as I will be out of town. 

To make up for the missed class hour, class will meet between 3:30 pm and 5:00 pm on Monday October 5th and 12th instead of our usual time of 3:30 pm to 4:30 pm.  

Class will resume its normal hours on Monday October 19th between 3:30 pm and 4:30 pm. 

Please notify me if there are any questions or concerns.

Thank you parents for your time and the opportunity to work with your child! 

Wednesday September 23rd, 2015

This week in class, we continued our worked on vocabulary, reading, and writing. 

Vocabulary

1. cost
2. mistake
3. thought
4. bills
5. feeding
6. bought
7. wandered
8. work
9. yards
10. price

Reading

Five Minute Reading Challenge
Students listened to a passage Miss Adrienne read out loud in class for specific details, so they could illustrate what they heard. Students encouraged to use creativity while strengthening their listening and comprehension skills. 

Read passage from "The Homework Monster". 

Class Reading

• Reviewed and discussed last weeks reading and writing activity. 
• Continued reading "Dog Days" by David Lubar , Chapter 3 

Writing

• Write 6 complete sentences with beginning, middle, and end format and include correct spelling, punctuation, grammar, and capitalization. Please make sure I can read your sentences. 
• Use 3 of the daily vocabulary words; please underline your vocabulary words. 
• Tell me what happened in the story with your own words. Be sure to include the following items (in complete sentences) in your essay: 

1. Why did Larry think there was a mistake in the price?
2. What did Larry decide to do to get more money?
3. Why did he just ask his parents for money? 
4. Where did Larry think the dog behind the ally went? 
5. What did Larry decide to do to not spoil his day?

Monday September 21st, 2015

Second week of Monday night class! We had two new students join in today, so reviewed our class structure and expectations again. We also reviewed last weeks lesson and began a new lesson! 

Introduce Class Structure 

Discuss how class is conducted and how we will learn. Handout of class outline distributed in class breaking down the class structure and objectives. 

Class Expectations 

Class discussed what students should expect from instructor, and what instructor inspects from students. 

Students to expect:

• Timely arrival of instructor
• A prepared, enthusiastic, and encouraging instructor
• To read out loud in each class
• A writing assignment in each class
• Additional assignments to work on at home
• A creative atmosphere that strengthens reading and writing skills

Instructor expects:

• Timely arrival of students
• A prepared, enthusiastic, and encouraging student
• Each student to read out loud in class
• A completed writing assignment with all requirements from each student in each class
• Students to complete any additional assignments given before next class begins
• Creative and engaged students looking strengthen their reading and writing skills

Class survey handout and Discussion 

Reading and Writing survey handed out for students to provide their thoughts on reading and writing. Class discussed results out loud. 

Vocabulary

1. forest
2. ridiculous
3. attention
4. suspiciously
5. everlasting
6. spared
7. trotted
8. eternal
9. sacred
10. world

Reading

Five Minute Reading Challenge

Students listened to a passage Miss Adrienne read out loud in class for specific details, so they could illustrate what they heard. Students encouraged to use creativity while strengthening their listening and comprehension skills. 

Read passage from "The Monster Mess". 

Class Reading

Finished reading "The Sacred Banana Leaf" by Nathan Kumar Scott

Writing

"The Sacred Banana Leaf" Writing Activity

• Write 5 complete sentences using beginning, middle, and end format. Include correct spelling, punctuation, grammar, and capitalization. Please make sure I can read your essay.
• Use 3 of the daily vocabulary words in your writing; please underline your vocabulary words.
• Tell me what happened in the story with your own words. Be sure to include the following answers (in complete sentences) in your essay:

1. What did Kanchil tell Ular, Babi, and Harimau about the pit and banana leaf?
2. How did Kanchil get out of the pit?
3. What did Kanchil do after getting out of the pit?
4. What would you do if you were stuck in a pit?

Wednesday September 16th, 2015

This week in class, we continued our worked on vocabulary, reading, and writing. 

Vocabulary

1. paint
2. growled
3. bookstore
4. stray
5. another
6. money
7. newspaper
8. mistake
9. feed
10. homeless

Reading

Five Minute Reading Challenge
Students listened to a passage Miss Adrienne read out loud in class for specific details, so they could illustrate what they heard. Students encouraged to use creativity while strengthening their listening and comprehension skills. 

Read passage from "Scared of Aliens". 

Class Reading

• Reviewed and discussed last weeks reading and writing activity. 
• Continued reading "Dog Days" by David Lubar , Chapter 2 

Writing

• Write 8 complete sentences with beginning, middle, and end format and include correct spelling, punctuation, grammar, and capitalization. Please make sure I can read your sentences. 
• Use 4 of the daily vocabulary words; please underline your vocabulary words. 
• Tell me what happened in the story with your own words. Be sure to include the following items (in complete sentences) in your essay: 
1. What did Larry say the spot on the wall was?
2. How many dogs did Larry have? 
3. How did Larry get so many dogs?
4. What did Larry do for stray dogs? 
5. How does Larry get money to take care of the dogs?

Monday September 14th, 2015

First Day of Class for 2nd - 3rd Grade Reading and Writing, part two! We meet each Monday between 330pm and 430pm. 

Our first day in class covered introduction, expectations, structure, what books we will read, and how we will write. 

Introduce Class Structure 

Discuss how class is conducted and how we will learn. Handout of class outline distributed in class breaking down the class structure and objectives. 

Class Expectations 

Class discussed what students should expect from instructor, and what instructor inspects from students. 

Students to expect:

• Timely arrival of instructor
• A prepared, enthusiastic, and encouraging instructor
• To read out loud in each class
• A writing assignment in each class
• Additional assignments to work on at home
• A creative atmosphere that strengthens reading and writing skills

Instructor expects:

• Timely arrival of students
• A prepared, enthusiastic, and encouraging student
• Each student to read out loud in class
• A completed writing assignment with all requirements from each student in each class
• Students to complete any additional assignments given before next class begins
• Creative and engaged students looking strengthen their reading and writing skills

Class survey handout and Discussion 

Reading and Writing survey handed out for students to provide their thoughts on reading and writing. Class discussed results out loud. 

Vocabulary

1. sacred
2. trickster
3. sneeze
4. forest
5. banana
6. trotted
7. delicious
8. licking
9. ridiculous
10. attention

Reading

"The Sacred Banana Leaf" by Nathan Kumar Scott

Writing

• Write a 5 sentence essay with beginning, middle, and end format and include correct spelling, punctuation, grammar, and capitalization. Please make sure I can read your essay.
• Use 3 of the daily vocabulary words in your essay; please underline your vocabulary words.
• Tell me what happened in the story with your own words. Be sure to include the following answers(in complete sentences)in your essay:
• What was Kanchil doing in the forest?
• What happened to Kanchil in the forest?
• What made the banana leaf sacred?
• What was the condition of being int he pit?

Wednesday September 9th, 2015

First week flew by fast! I hope all the students are acclimating to their new school schedules with little to no stress. 

In class, we worked on our vocabulary, reading, and writing. 

Vocabulary

1. spot
2. trouble
3. fly
4. small 
5. patch
6. glove
7. ball
8. ninth
9. thing
10. play

Reading

Continued reading "Dog Days" by David Lubar , Chapter 1

Writing

• Write 6 complete sentences with beginning, middle, and end format and include correct spelling, punctuation, grammar, and capitalization. Please make sure I can read your sentences. 
• Use 3 of the daily vocabulary words; please underline your vocabulary words. 
• Tell me what happened in the story with your own words. Be sure to include the following items (in complete sentences) in your essay: 
• Who are the main characters of this story? Please describe them in detail. 
• What did Larry think was one of the most wonderful things?
• What did Paul want from Larry? Describe Paul's imagination and some of the misunderstanding he tells Larry. 
• What did Paul show Larry? 
• Describe Larry's relationship with dogs. How many dogs did Larry have? What did Larry do for stray dogs? 

Wednesday September 2nd, 2015

First Day of Class!

Our first day in class covered introduction, expectations, structure, what books we will read, and how we will write. 

Introduce Class Structure 

Discuss how class is conducted and how we will learn. Handout of class outline distributed in class breaking down the class structure and objectives. 

Class Expectations 

Class discussed what students should expect from instructor, and what instructor inspects from students. 

Students to expect:

• Timely arrival of instructor
• A prepared, enthusiastic, and encouraging instructor
• To read out loud in each class
• A writing assignment in each class
• Additional assignments to work on at home
• A creative atmosphere that strengthens reading and writing skills

Instructor expects:

• Timely arrival of students
• A prepared, enthusiastic, and encouraging student
• Each student to read out loud in class
• A completed writing assignment with all requirements from each student in each class
• Students to complete any additional assignments given before next class begins
• Creative and engaged students looking strengthen their reading and writing skills

Class survey handout and Discussion 

Reading and Writing survey handed out for students to provide their thoughts on reading and writing. Class discussed results out loud. 

Vocabulary

1. spot
2. trouble
3. caught
4. small 
5. patch
6. glove
7. drive
8. ninth
9. matter
10. play

Reading

Begin reading "Dog Days" by David Lubar , Chapter 1

Writing

• Write 5 sentences with beginning, middle, and end format and include correct spelling, punctuation, grammar, and capitalization. Please make sure I can read your essay. 
• Use 3 of the daily vocabulary words in your essay; please underline your vocabulary words. 
• Tell me what happened in the story with your own words. Be sure to include the following items (in complete sentences) in your essay: 
• Who is/are the main character(s) of this story? Please describe them in detail. 
• What is Larry's favorite thing to play? 

Fall Classes Begin! First Day and Semester Break Down

Reading and Writing Outline

Welcome to Ms. Adrienne's Reading and Writing Class at IQuest!

I look forward to enriching, encouraging, and learning with, each student this semester. Students meet for reading and writing class each Wednesdays (except on holidays and scheduled closures), at 4:30pm. Class runs for 60 minutes and students cover a variety of objectives during short the hour.

Class Objective

Students will learn skills and tools to strengthen their writing and reading abilities. Class focus is on reading phonics, strategies, fluency, comprehension, vocabulary development  writing process, text, conventions, handwriting, spelling, punctuation, capitalization, and research.  

Vocabulary

Students work with 10 new vocabulary words each class. Vocabulary words are incorporated into the student’s reading and writing lessons to help strengthen context, identification, spelling, meaning, and pronunciation skills.

Reading

A variety of short stories and books are selected to read aloud during class. Focus is on reading comprehension, pronunciation, and frequency. Student will answer questions and discuss material from the reading to strengthen comprehension skills.

Writing

Students write short essay, utilizing beginning, middle, and end formation, summarizing the story they've read in class. Questions selected from the reading material and the student's own thoughts and opinions are included in each writing assignment. Writing focus is on spelling, punctuation, spacing, and form. Student must use vocabulary words learned in class in their writing.   

Timeline

Class Schedule (60 minute Class)

• Icebreaker and review (10 minutes)  
• Class Reading (30 minutes)
• Individual Writing (20 minutes)
• Additional Assignments (Homework)

Materials Needed for Class

• Thin binder to keep assignments and handouts
• Sheet protectors for important class handouts (about 5 should do)
• Dividers with pockets to separate reading and writing materials
• Pencils with erasers (encouraged, limited supply on hand)
• Favorite Books and Writing Prompts (optional)

Optimize Learning

Our class covers a large amount in a short time; to keep up with what we're doing and what goals we've set, check out our class blog!

http://msadriennereadingwriting23.blogspot.com

The class blog is usually updated after each class, or the following day. You may also contact me with any questions through the blog.

Here's to a fantastic semester full of great reads, creative writing, and strengthening our skills!