Monday, September 22, 2008
Friday, September 19, 2008
Know Any Good Books?
You can also tell who you would recommend the book to and why you would recommend that book. What happens in your book? Why does it happen? Who is your favorite character?
But, don't give away the ending!
Today's post was written by a guest writer, Lily W. Thanks for the good idea.
Wednesday, September 17, 2008
Letter Introduction and Conclusion
One student's letter stood out above all last week because of her introduction and conclusion. In fact, just the wrapping at the beginning and the end was enough to set her letter apart.
Here is Sarah's introduction:
I'm reading a book called Harry Potter And The Prisoner Of Akazban. Hopefully I can read all seven books by 8th grade. Have you ever read any of the Harry Potter books? Or read any books by J.K. Rowling? I hope you end up reading some of these books after you read my review.
This sets an upbeat positive tone, introduces the subject, and gets the reader involved in the letter.
Here is Sarah's Conclusion:
I really like this book. It's very different from other books. I highly recommend this book to others because its so easy to understand and read. If you like reading about magic and risking your life to save others, these books are for you. Thank you for taking the time to read my letter.
Again, there is a positive tone, she wraps up the letter, states the reason for writing, and closes with a thank you for the reader. Great job Sarah B.!!!!
Using a Dictionary & Other Tools
Okay, Ohio Monkeys, how about this one?? I just gave my Canadian Monkeys a vocabulary test today to see where their strengths and weakness are (Gates-MacGinitie). Should I have let them use a dictionary???
To add to this thought, when is it OK to use all of the tools available? When should students show what they know without the help of tools like dictionaries, thesaurus, word processing and other technology, peer help, teacher help . . .?
Monday, September 15, 2008
Smart or Cheating?
This S.I. session focused on using the words and sentences around a word students didn't know, to figure out the meaning of the word. Context Clues are hints that the author gives to help define a difficult or unusual word. The clue may be in the same sentence as the word, or it may be in a preceding or subsequent sentence.
This is an example of a context clue:
The difficulty of the assignment forced the student to work hard to complete the tough task. By reading the sentence, you can figure out the meaning of the word difficulty.
Jacob was doing his best to be successful. In no way was he attempting to cheat. His intention was to get the best score possible on Study Island. But, the whole point of learning about context clues is to better reading comprehension by figuring out the meaning of words without using a dictionary. But, as one student said, "if I use the dictionary I am learning the meaning of a lot of words I don't know."
Should a student be punished for using all of the tools available to get the best score? Should all of the students be encouraged to use the dictionary? What about using Text-to-Speech to read words aloud that they don't know. Although Study Island is mostly a tool for assessment and remediation, if students might learn more using these tools, should they be integrated into the daily routine?
Friday, September 12, 2008
Writer's Block
Sometimes I will crank up the music. Sometimes I will read a little, or surf the net. But the main thing I do is just keep trying to get words down. Good, bad, or ugly, I just keep adding a word here, and then a word there until I have a sentence. Before I know it, I have written another post on the blog.
Now, my brilliant young students, I am sure you are asking, "what does this have to do with me and Reading Workshop?"
I have noticed that some of you are sitting there, looking like the keyboard might electrocute you. It won't. I promise. Just put down some words. Any words. You are allowed to make mistakes. You are allowed to not make sense. Go ahead, screw up. We can fix it. If you are not sure about the assignment, ask.
If you are not quite sure, just throw some words out there. Before you know it, the assignment will be done. You will be a success. Your teacher and your parents will be proud. They will smile and tell you that you are wonderful. You will get A's and be on the honor roll. You will win all of the awards.
P.S. Even if all of that doesn't happen, at least you will get the assignment done.
Thursday, September 11, 2008
Blog Topics
Wednesday, September 10, 2008
Reading at Home
Students can choose to earn the grade they want. The more they read, the higher the score. This is the grade scale:
A = 180 + Minutes
B = 120 - 179 Minutes
C = 60 - 119 Minutes
F = 0-59 Minutes
Although students have no direct assignments associated with Read at Home and the Reading Log, many of the activities and projects in class are based on the book they are reading. The recent project of a Dear Mr. McGuire letter is an example. When students write about their book, it is easy to monitor comprehension and see if students are "getting it." The fact that students can pick their book to read helps because they can find a book that interests them.
The emphasis on reading is largely based on the research from Richard Allington. Allington cites four "background factors" associated with why students have difficulty with reading. According to the author:
1. the amount of reading that students do in and out of school was related to reading achievement;
2. children who spend more time on workbook activities versus reading text are more likely to have difficulty reading;
3. children who come from homes where reading is not modeled have difficulty reading; and,
4. students who have difficulty providing details and arguments to support interpretations of what they read have difficulty with reading.
According to the author, time on task is the best predictor for reading success in students. Put simply, more reading is equal to greater academic achievement.
The best part of this system for monitoring reading, and increasing reading time is how students can control their grades. If they are willing to work hard, their grades will show it.
Tuesday, September 9, 2008
Are You on the Road to Smarter?
I had an interesting conversation with a student yesterday. We were talking about being smart or being dumb. Is it a choice? It seems to me if you make smart choices in school, you will learn and become smarter. If you make dumb choices like not doing your work, not studying, and don't learn, you won't get any smarter.
What do you think? Will making smart choices as a student make a smarter adult? Can you control how smart you are? How much does hard work and responsibility have to do with getting to Smarter. Or, do you just get so much brain power and that is it?
Can you choose the road to Smarter? If you don't choose, do you crash into Dumberville?
What about when you choose the right road, you are getting smarter, and then this happens?
Have you mapped out your road to success? Where are you headed? Do you have a goal of someday living in Smarter? It may just be a rumor, but I heard that the people in Smarter have better jobs, make more money, have nicer houses, and drive newer cars. Anyone know if this is true?
Sunday, September 7, 2008
Is Surfing the Net Reading?
Friday, September 5, 2008
Why does Reading Matter?
As we begin a new year in Reading Workshop, the question for this weekend is, "why is reading important?" This is weekend homework for students and their parents. Students must discuss this with either a parent, grandparent, aunt, or uncle.
I think most people know that reading controls many things we do in life. My hope is that we can have some discussion about how reading impacts our lives as adults, and how it can lead to success for students.
Students can either write out a short overview of their conversation, or post it as a comment.
Thursday, September 4, 2008
Welcome Parents
This blog serves several functions in Reading Workshop.
1. It is the main communication tool for anyone who wants to know what we are doing in class.
2. Students can share their thoughts, ideas, and opinions, and receive extra credit in language arts by doing so. Check out this post by Shayna--How do You Feel About Reading?
3. Teachers from other classes and other schools read it to see what type of activities we are doing in Reading Workshop.
4. A calendar is posted on the upper left side so students and parents have a handy resource for knowing about events, and homework due dates.
5. The blog serves as a way to keep the history from the past, and you can use it to see some of the types of activities ahead. An example of this is the post about two-person journals.
6. I share my thoughts and opinions for anyone who cares to read them.
7. There are links on most posts to help find more information, or the source of a fact, statement, picture, etc.
8. Students can read and write about themselves and topics that matter to them.
9. And, most importantly, anyone can join us in our class, by posting comments.
So parents, teachers, family, and friends, thank you for visiting. Please join us by commenting about what you see and read.
Responding to a Prompt
The first prompt focused on the book I am reading aloud, Swear to Howdy.
The questions were:
1. Why did Joey befriend Rusty when he first moved next door?
2. How would your response to a new neighbor be different?
We discussed the need to rewrite the question as a topic sentence. Also, we talked about how a two part question should be a minimum of two paragraphs. Supporting details from the book, and from personal experiences are needed to support the answer.
Below is an essay turned in by James E. that serves as a good example for a beginning sixth grader.
Rusty and Joey became best friends because they were a lot alike. I think they were friends the first day they met because Rusty liked playing with Joey. Rusty thought Joey was playful and adventurous. Joey liked taking Rusty places like fishing and he likes that. Rusty liked having someone to play with.
My response to a new neighbor would be that I might not like him and would not play with him. The new neighbor might not want to do anything I do. I might want to go outside he wouldn't.
Another response to a new neighbor might be that the neighbor and I would like to play together. We might like playing outside with each other. We could ride bikes down the road and have fun. We would play in the woods and become good friends.
James does a good job of turning the questions into topic sentences for each paragraph. He explained his answers by providing details so the reader can understand his points. He might have improved by just picking the one difference and expanding on that, but he does a good job of supporting both parts of the second answer.
Study Island
Each day a Study Island Student of the Day is chosen from each class. The winners receive an award certificate, a piece of candy,
You can tell by looking at Briann, that when a student gets "The Chair" they spend a day in class living in luxury!
Congratulations to today's Study Island Students of the Day--Breann C., Samantha R., and Jolene M.
Wednesday, September 3, 2008
Tuesday, September 2, 2008
Excellent School Rating
Laurelville Elementary received an EXCELLENT rating on the State of Ohio Report Card. Each year, the Ohio Department of Education rates schools based on student performance on Achievement tests. Laurelville's Report is available on the ODE website.
The great news is, based on the number of students passing the Achievement tests, and the growth (in most cases more than a year) shown by our students, we made Adequate Yearly Progress. This is the second year in a row that Laurelville students have exceeded the growth criteria.
Great job to all of the staff and students at Laurelville Elementary for reaching our goal of being rated as an Excellent School!
Sunday, August 31, 2008
Success in Jr. High
I had just finished eating, looked up, and here he came, around the corner. As I talked to him, I found out he is really enjoying the transition to McDowell Jr. High. He likes his classes and most of his new teachers.
I also saw Dillon Y. twice last week, and he said about the same thing. He is feeling great about the new school year and really has plans to do well. I also talked to two other students, and two parents, who all have positive reports about the beginning of Jr. High.
Hearing this makes me feel good about the job all of the Laurelville Elementary staff members are doing to prepare students for their future. Hearing about former students' successes always makes my day.
So former students, stop back and tell me your good news. You can be sure even though you have moved on, we are proud of all you are doing at the Jr. High and at Logan Elm High School.
Wednesday, August 27, 2008
A Pact in Reading Workshop
Reading Workshop opened this year with the read aloud of the story of two best friends and their first adventure. Every time Joey and Rusty have an exciting or adventurous undertaking, they make a pact to never tell anyone.
Similarly, we are writing a pact as part of writing workshop. Below is my commitment to Reading Workshop. In class today, students wrote their planned course of action and goals for our class this year. I hope to read a lot of plans for hard work, responsibility, and effort to succeed.
Sixth Grade Reading Pact
PactA formal agreement, such as one between nations; a treaty.
A compact; a bargain.
As the teacher, I agree to do my best to make class interesting, challenging, and worthwhile. There will be times of fun, and times of serious contemplation. I will share my opinions, and ask you for yours. I will start each day new, forgetting bad times and mistakes, but build on successes. I will make mistakes, but will keep trying even when I would rather not.
I will share good books, and expect you to join in on discussions, both written and oral. I will make you a better reader and writer, pushing you to learn all you can learn throughout your sixth grade year. And, most of all, I will do all I can to make this year one you will always remember as the best ever.
Tuesday, August 26, 2008
Conversation with a Parent
I doubt if she could even imagine how her comment, and her commitment to her son's education affected me. She has my respect for her effort to be involved with her child, and help make him successful.
As the writer of the blog, I am humbled. I appreciate the time that parents, students, teachers, and friends take to read it. I am thankful for the effort students and parents put forth in reading and commenting. I also feel responsible for making this worthwhile for the reader.
As I drove home last night, I thought about what a great feeling this parent gave to me to start the year. Thank you!
Monday, August 18, 2008
Words that Count
Week 1
WTC
Sincerely--I sincerely hope you do well.
because--She ran because she was afraid.
Laurelville--Laurelville Elementary is my favorite school.
write/writing--Please write your first and last name.
right--Did you make the right choice?
your--We went to your house.
you’re--You're allowed to go to the movies.
VOCAB
responsibility--The Reading Log is your responsibility.
strategy--Do you have a strategy for success?
blurb--The blurb tells what the a little bit about the book.
monitor--The teacher monitored your progress.
______________________________________________________________
Week 2
WTC
there--Sit over there.
their--They went to their grandmother's house.
they’re--They're going tonight.
where--Where do you live?
wear--Wear your new coat to school.
we’re--We're going to lunch now.
were--We were late for school.
VOCAB
specific--Be specific when you describe your thoughts.
details--Use details to explain your idea.
memory--My memory is fading.
memoir--We are writing a memoir.
______________________________________________________________
Week 3
WTC
aloud--Read aloud to your partner.
allowed--Are you allowed to go to the game?
very--She is very smart.
vary--The student's ages vary.
peace--She painted a peace sign.
piece--I want a piece of pizza.
VOCAB
revise--Did you revise your letter?difficult--The job was difficult.
important--Listening in class is important.
______________________________________________________________
Week 4
WTC
through--Walk through that door.
threw--David threw the ball
thought--Jill thought of the answer.
chews--She chews her food with her mouth closed.
choose --Choose a team to join.
wait--Wait for the bell to ring, before switching classes.
weight--His weight is going down.
VOCAB
different--What different types of pizza do you like?
relationship--What is the relationship between the two?
describe--Describe how the boy solved the problem.
______________________________________________________________
Week 5
WTC
since--He has waited since yesterday.
sense--Do you have a sense of humor?
a lot--A lot of times, students spell a lot as one word.
whose--Whose notebook is this?
who’s--Who's packing today?
VOCAB
context--Use context clues to figure out the word.
connect--Connect the pieces together.
connection--What connection do you have?
accomplish--What do you want to accomplish in sixth grade?
______________________________________________________________
Week 6
WTC
lets--My mom lets me go to the movies.
let’s--Let's go to Village Cafe.
usually--Usually we eat breakfast there.
probably--She will probably do her homework.
quite--She was not quite tall enough to ride the ride.
quiet--"Quiet," said the teacher.
VOCAB
gist--The gist is the main point of the essay.
skim--Do you skim for key words?
skimming--We practice skimming in Reading Workshop.
summarize--Summarize the article in two paragraphs.
______________________________________________________________
Week 7
WTC
example--Give an example to support your opinion.
examine--Examine your essay for mistakes.
express--Express your opinion in your journal.
extend--Extend the answer with more details.
feature--The problem is the best feature of the story.
future--Thinking about the future is exciting.
VOCAB
predict--Predict what will happen next.
respond--Respond to the question on the board.
compare--Compare the main character with yourself.
contrast--Contrast the main character with yourself.
______________________________________________________________
Week 8
WTC
possible--Anything is possible.
positive--A positive attitude helps you succeed.
position--Knowing your position in the election is important.
purpose--The purpose of the journal is to share your thoughts.
cause--The cause of the accident was unknown.
continue--Continue to read your SSR book.
VOCAB
emphasize--Emphasize your main point in the essay.
organize--Organize your answer by the sequence events occurred.
instant--It happened in an instant.
indicate--The author indicates his opinion throughout the essay.
______________________________________________________________
Week 9
WTC
accept--Did you accept the gift?
except--Everyone except for one girl was present.
break--Let's take a break.
brake--Put on the brake at the curve.
meet--Meet me after school today.
meat--The meat they served was ham.
VOCAB
quality--The quality of the essay was excellent.
quantity--The quantity of books was more than expected.
audience--The audience listened closely.
attitude--Her attitude was excellent.
______________________________________________________________
Week 10
WTC
straight--Go straight home after school.
strait--The ship went through the strait.
reason--Give three reasons for the delay.
result--The results were different than expected.
react--She reacted with surprise.
report--Report to class immediately after recess.
VOCAB
sequence--Do you know the sequence of events?
sort--Sort out the topics by genre.
select--Select the gist from the choices listed.
selection--Read the selection to your partner.
______________________________________________________________
Week 11
WTC
weather
whether
color
collar
guess
equal
VOCAB
imagine
contain
create
creative
______________________________________________________________
Week 12
WTC
follow
farther
familiar
famous
actually
already
VOCAB
various
variety
evaluate
evaluation
______________________________________________________________
Week 13
WTC
appear
article
arguement
around
built
business
VOCAB
acquire
acqisition
anticipate
develop
Reading Workshop Notes
Thanks to Sister Salad,
1. Use correct punctuation
2. Capitalize proper nouns
3. Don't write run-on sentences (put in periods)
4. Spell correctly
5. Use apostrophes only when you need them
6. Write so people can understand
7. Turn off Caps lock
8. Don't use letters to abbreviate words
9. Use correct grammar
10. Choose correct homophone
11. Don't use foul or insulting language
12. Be respectful
13. Make sense, write something worthwhile
_________________________________________________________________
12/8/08 Pronouns
Beware of the evil pronouns. Destroy the evil comprehension confusers. Do not say, “it, she, he, they, we, us, etc. in each paragraph without first telling whom you are talking.
Wrong—It belonged to them.
Right—The treasure belonged to the evil pirate crew.
_________________________________________________________________
11/18/08 Predicting is Like Being a Detective
1. Look for clues.
2. Make a guess.
3. Prove it right or wrong.
4. Repeat
_________________________________________________________________
11/17/08 Making Predictions
Effective readers use pictures, titles, headings, and text—as well as personal experiences—to make predictions before they begin to read. They think ahead while reading and anticipate what will happen in the text. After making predictions, they read the text, decide if they were right or not, and revise, making new predictions.
_________________________________________________________________
_________________________________________________________________
10/23/08 When Reading Nonfiction What is Important & What is Not
What is Important1. W's
2. Main Points
3. Ideas that relate to the gist
What is Not
1. Supporting Details
2. Examples
3. Interesting Stories or Opinions
4. Most Adverbs and Adjectives
But remember anything that helps you understand what you are reading is ALWAYS IMPORTANT!
_________________________________________________________________
10/21/08 Reading Rate
The pace of your reading should match your purpose. When reading for information, you must slow down and search for the W's and important details.
_________________________________________________________________10/10/08 Parts of Speech and Reading
Adverbs
Reading—Cut it out to simplify
Writing—Add to tell how
Adjectives
Reading—Cut it out to make easier to read
Writing—Add to tell what kind
Pronouns
Reading—Change to proper to be more exact
Writing—Change to give the reader variety
_________________________________________________________________
10/9/08 Reading Nonfiction
- Skim
- Read & Highlight
- List W’s
- List facts
- Write a topic sentence/Gist Statement
10/8/08 Highlighting
- Look closely at the first and last sentence in each paragraph
- HL the W's
- HL only necessary words or phrases
- Don't HL more than ½ of each paragraph
- Don't get thrown off by interesting details or opinions
10/7/08 Is or Are, Was or Were
Use is/was for one
Use are/were for two or more
Jill is going home.
Jill and Dave are going home.
He was going home.
They were going home.
__________________________________________________________________
10/6/08 Adding a Suffix to a one syllable word with a short vowel
Double the consonant
run—running
wrap—wrapper
pit—pitted
__________________________________________________________________
9/30/08 A & An
Use A before a consonant
Use an before a vowel
A car went by.
An apple fell off the tree.
__________________________________________________________________9/24/08 Reading Aloud to Revise
To revise your content, read an essay aloud. Have the listener alert you at any time when your writing does not make sense, or they have a question. Highlight that part, and after you are finished, go back and rewrite. Then read aloud again. Repeat the process until your essay is easy to understand.
__________________________________________________________________
9/23/08 Spelling when adding ed & ing
Double the consonant with a short vowel: slip—slipped
Don't double with a long vowel: pile—piled
Drop the e and add ing write—writing
__________________________________________________________________09/18/08 Spelling with Y
Cry—cries Carry—carries
09/17/08 For More Details, Ask Yourself
9/16/08 Thoughts and Feelings in Writing
∆
Thoughts and Feelings
9/3/08 Letter Writing
8/29/08 Writing to a Prompt
8/28/08 Notes Format
Sunday, August 17, 2008
I Guess They Really are Leaving
All through the summer, I know they are leaving, but it doesn't really hit until now. Don't get me wrong, I am excited about the new year, and can't wait to really get to know this year's sixth grade. BUT, for now, I sure hate to see last year's class move on.
I know it is time. I know they will do a fabulous job. I know they are ready. But for tonight, and the next few days, I will be a little sad, thinking about giving up this great bunch of kids as they move on to the challenges ahead.
Seventh graders, good luck, and stop back and tell me about all of your successes. I am sure they will be many! In case I didn't say it before, THANK YOU FOR ALL YOU DID TO BE SUCCESSFUL IN READING WORKSHOP.
Sunday, July 20, 2008
Relay for Life
Some notes from the Relay:
Libby Schwalbauch was the star of the Relay. She participated in almost every activity, and stayed for the entire Relay.
Mrs. Stevenson only walks one speed, but she can walk about a million laps.
Mrs. Griffey is the teeny little power walker and hung in there until the end.
Mrs. Caudill has long legs and she can zoom around the track.
Chris Linton is an outstanding card player (and he can tell you all of the rules).
When there is a fire truck, misting water, Seth R., Chris, and the KW's are going to get wet.
Ms. Bowlby can even use the Relay as a reason to stop and eat at Olive Garden. :)
No other group had support from someone like VanCurren's Graffics, like we did.
My daughter, Megan is a great kid, who joined in and helped from start to finish.
Seeing Hannah and Molly Caudill, and Libby walk around the track with the banner congratulating Laurelville on being a Relay school makes you feel proud to be part of our school.
When you see an entire track, lined with luminairs, paying tribute to survivers, and honoring those lost, you realize just how important it is to do more next year.
Thursday, July 17, 2008
Relay for Life
The Relay for Life is at the Circleville High School Football field. The Relay starts at noon on Saturday, July 19. It ends at 7:00 A.M. on Sunday, July 20.
Laurelville students, their family, teachers and friends are invited to join us at the Relay. Come when you can and stay for as long as you can. You are welcome, whether it is for an hour, or all 19 hours.
We will furnish water and juice. Also, we will be grilling hamburgers. If you can bring a bag of chips, or a snack that would be great, but most important, just come and join us.
You may want to bring sunscreen, and extra pair of shoes and socks, a hoody or jacket, a hat, and a chair. You may even want a recliner (for your teachers to borrow).
There are a lot of activities planned, so join us in this great event!
Friday, July 11, 2008
Relay for Life Car Wash
A special thanks to the students that helped out--Kari, Katie, Trevor S., Nathan P., Dakota B., Molly V., Justin H., Connor H., and Trey W.
And thanks to the parents that helped--Mrs. Haynes, Matt and Kim Cook, and Lisa Deluse.
And thanks to the teachers who participated--Mrs. Griffey, Mrs. Stevenson, and Mrs. Caudill
And thanks to Tom McGuire for grilling the hotdogs!
Details will be posted soon about the Relay on July 19 @ noon at the Circleville High School football field.
Wednesday, June 25, 2008
Relay for Life and Relay Car Wash
The dates are set for the Relay for Life and the car wash.
The car wash to raise money for the Relay is set for Sunday, July 6 @ 1:00 at the school. There will not be a charge, but we will be accepting donations to go to the Relay for Life. Invite your family and friends to bring their car in to the school.
The Relay for Life is at Circleville High School on July 19 starting at 12:00 until 7:00 A.M. on Sunday morning. Someone from the Relay team will be contacting each member with details, but you can post questions on the comment section and I will be glad to answer them.
If you have the phone number of a member of the Relay Team, give them a call and let them know about the dates.
If you know for sure that you are attending one or both of the events, jump in with a comment to let me know.
See you soon!
Thursday, June 5, 2008
Relay for Life
Friday, May 30, 2008
Sixth Grade Outdoor Ed. Camp
GREAT JOB, LAURELVILLE SIXTH GRADERS!
A special thanks to all of the staff members who made this possible including Mrs. Griffey, Mr. Congrove, Mrs. Stevenson, Mrs. Blubaugh, Mrs. Cartee, Mrs. Bower, Ms. Fraley, and Mrs. Caudill. Also thanks to our special guests, Mr. Guthrie, Deputy Thomas, and Ms. Bowlby.
More on camp later.
Friday, May 23, 2008
Relay for Life
We do have some great news already. VanCuren's Graffics sold Laurelville Elementary Relay for LifeT-shirts for $10. They donated $5.00 of the cost for each shirt sold. Over 90 T-shirts have been sold!
Also, the sixth grade students have been selling window stars for $1 each in the cafeteria every day at lunch. They have sold over 150 stars.
Great job to parents for your help! Hopefully this weekend students will be able to build on this great start!
Thursday, May 22, 2008
Where am I #6?
The McGuire family prepares for a trail ride. Just like in the old west, we are heading out. Where am I?
Wednesday, May 21, 2008
Group Work
Today students had to make 2 lists:
The Top 10 Things That will Help a Group Succeed The Top 10 Things You Don't Want to Happen at Camp
After making the lists, students then shared their top three with the entire sixth grade class. Their lists were interesting, and the groups worked well together. Below is a compilation of the lists.
1. Teamwork
2. Encourage each other and be supportive
3. Respect group members
4. Follow camp rules/behave
5. Try your best
6. Don't give up
7. Respect Oty Okwa staff and teachers
8. Believe in yourself
9. Be Understanding
10.Have fun
And on a lighter note
9. Don't talk to Mrs. Stevenson before she gets a diet Coke in the morning
8. Don't pee in the pool
7. Don't run out of hot water after you go through Fat Man's Squeeze
6. Don't make Mrs. Griffey yell
5. Don't sleep in the bunk next to a snoring female teacher
4. Don't break a leg
3. Don't get poison ivy
2. Don't pass gas at dinner
Monday, May 19, 2008
Outdoor Education Camp
Sixth Grade Camp motivates students to work as a group member to achieve common goals. Activities also push students to achieve individual success and overcoming fears to reach goals.
PLUS, CAMP IS THE MOST FUN YOU CAN POSSIBLY HAVE IN SCHOOL!
Thursday, May 15, 2008
10,000 Hits!
This is remarkable for several reasons.
1. Students are listening.
2. Parents are using this resource.
3. Teachers tune in to see what we are doing.
4. This proves the value of a blogs in education.
5. Parents, students, and teachers are all reading the same thing.
6. Educational issues are being discussed.
7. Students are feeling ownership for the class and what happens here.
8. Where Am I? causes students to think critically and use map skills.
9. Student write with the knowledge that their writing has an audience.
10. Students are taking advantage of the opportunity to earn extra credit.
Thank you to everyone that has stopped by to see what we are doing!