Nancy Lillo

Spirit Days for January and February

January 18, 2019 Silly day! Be yourself and show your silly side! Crazy hair! Mixed match clothes!
January 25, 2019 Hat Day!!
February 6, 2019 Beach/Hawaiian Day!
February 14, 2019 Valentine ’ s Day!
FEBRUARY 22, 2019 Grade Level Color Day!
PreK: pink
K: yellow
First: purple
Second: orange
Third: green
Fourth: blue
Fifth: red
Sixth: black and white
Show pride for your grade level, wear your color!
 
**Sponsored by the Student Lighthouse Team
January Reading Log  
                                           

Attention Parents and Students!  This Reading Log is designed to keep students on track and reading on a regular basis; that is the reason for the homework grade attached to it.  Reading daily is a homework assignment for English Language Arts, written weekly in your student’s Assignment Notebook. Please note that your student may read more on a particular day and less on another day, the goal to fulfill the requirements is to have the equivalent of 20 minutes a day or 140 minutes a week of reading outside of school.  Students, record your book title, author, and number of minutes read each day, then take it to a parent to have it signed. Parents, if you agree with the amount of time your student read, please put your signature on the page for that day only. (Unfortunately, initials will no longer be accepted—they are easier to forge.) Reading Log due date: February 1, 2019.

 Students must have the title (written correctly and underlined), their first and last name, and their class section (4L, 4K, 4T, or 4H) on the page.  Pictures drawn must be detailed and colored (last minute stick figures and color copies will result in a lower grade). Choice Board Activities are due on the Monday following their assignment date.  Due dates for Choice Boards are: January 14, January 22, and January 28. 

Every Thursday students are to complete one Choice Board Activity on a separate piece of paper. Students will not have time in class to complete these assignments.  No matter the task, students are to write two complete sentences that show a connection to the story. 

What I am expecting from students is two sentences that show they’ve read the story. 

An example I gave in class is: Choosing the Choice Board Activity that says ‘Draw the main character and list ten words to describe him or her’ and writing the following sentences would not show that you know anything about the story.  I drew the main character Tim. These words describe him.  

Choosing the same activity and writing these sentences shows a connection to the story.  The second set of sentences show that you have knowledge of the story and how the character behaves.Tim is the main character, he is adventurous and brave because he climbs mountains.  I also think Tim is thoughtful because he helps his elderly neighbor without being asked. 

 Students must have the title (written correctly and underlined), their first and last name, and their class section (4L, 4K, 4T, or 4H) on the page.  Pictures drawn must be detailed and colored (last minute stick figures and color copies will result in a lower grade). Choice Board Activities are due on the Monday following their assignment date.  Due dates for Choice Boards are: January 14, January 22, and January 28. 

Grade 4 E.L.A. Curriculum Map

What is Extended Response?

Extended Response is an assignment that happens once a month in E.L.A. It is an opportunity for each student to write more about a particular topic that has been presented in our daily journal time.

Specifics

· Extended Response starts with a journal prompt found in each student’s composition book from the previous month.

· Extended Response is written on lined notebook paper.

· Extended Response is double spaced (skip lines in between writing).

· Extended Response needs to be ten (excellent) sentences long. This would be two paragraphs. (The ten sentences do not include the writing of the prompt.)

· Students will be graded on: neatness, spelling of common fourth grade words, complete sentences, punctuation, and the overall sense of answering the prompt.

· Time is given in class for a good start on this assignment; however, most students will have to finish it at home. Encourage your child to read through their response and judge if it makes sense.

In Depth Questions for Independent Reading

*Parents, ask your child some of these questions to get the conversation started about the book they have chosen!

1. What do you think will happen next in your book? Why?

2. What character do you like least? Why?

3. What character do you like the most? Why?

4. The part of this chapter that surprised me was…

5. Is there a problem in the story? Describe it. How is it solved?

6. The setting of the story is_______. I know this because________.

7. Who is the main character? Describe him/her using at least three adjectives.

8. What advice would you give to a character in your book? Why?

9. The lesson I learned from this story was…

10.In what ways are you like a character in the book? Explain.

11.If you had been the main character in the story, would you have acted differently? Why or why not?

12.If you could trade places with one of the characters, who would it be and why?

13. How do you feel about this story? Would you recommend it to someone else? Why or why not?

14. What is/was the best part of the story? Why?

15. Summarize the chapter you read. What are the most important events? Did you learn anything new about the characters?

16. If you were the author, what would you change in the story? Why would you make that change?

17. Is what you read believable? Why or why not?

18. Pretend you are interviewing the main character of the story. What two questions would you ask them?

19. What do you think will happen next in the story/chapter? or What do you think would happen if the author wrote a sequel to the book?

20. What do you remember most from the story?

Informational Books:

21. What is the main idea of the non-fiction selection that you read? How do you know?

22. What are three interesting facts you learned by reading this informational chapter?

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