Kindergarten: We are reading The Berenstain Bears and the Missing Dinosaur Bone by Stan and Jan Berenstain. We are creating finger puppets for Paul and Henrietta Stickland’s Dinosaur Roar!
First Grade: We are reading Laurie Berkner’s The Story of My Feelings. We are exploring the Table of Contents.
Second Grade: We are reading How Do I Feel About Looking After Myself by Sara Levete. Poems can be serious, funny, sad, mysterious or just plain wacky. Students browse through poetry books and create one of their own.
Third Grade: To celebrate Poetry month, we are creating cinquain poems. We are following a very specific structure: first line is a one word title; second line has two words to describe the title; the third line has three words to express an action; the fourth line has four words to express a feeling; and the fifth line has one or two words to restate the line
Fifth Grade: Mrs. Lomas’ class is beginning our exploration into the library's Reference section. Future topics to be included are: the encyclopedia, dictionary, thesaurus, atlas, and the almanac. Students are encouraged to explore poetry available in the library.
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APRIL 14th - APRIL 18th
Kindergarten: Students begin borrowing books to take back to their classrooms! To celebrate poetry month, we are reading Raymond Driver's AnimaLimericks; we are categorizing and charting the animals in the poems.
First and Second Grades: We are reading two of Scholastic's Kids Are Authors award winning books. Problems with Pete the Pencil and Eddie the Eraser by a third-grade class from Kingsland Elementary School in Spring Valley, Minnesota for our Wellness discussions on sharing and cooperating as a team. What Do You Call a Rhyming Riddle? A Hinky Pinky! by a fifth-grade class from St. Joseph Montessori School in Columbus, Ohio which is on point for the library's celebration of poetry.
Third Grade: We are revisiting our timeline for the AR projects; encyclopedic key words. Students are encouraged to explore poetry and to review selected works available for borrowing.
Fifth Grade: We are beginning our exploration into the library's Reference section. Future topics to be included are: the encyclopedia, dictionary, thesaurus, atlas, and the almanac. Students are encouraged to explore poetry available in the library.
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APRIL 7th - APRIL 11th
First Grade: Students attend the Scholastic Book Fair.
Second Grade: Students attend the Scholastic Book Fair.
First Grade: We are reading The Little Mouse, The Red Ripe Strawberry, and THE BIG HUNGRY BEAR by Don and Audrey Wood. Our discussion focuses on sharing. The activity is playing with fractions: ½ of a strawberry – dividing the strawberry into two parts, ¼ of a strawberry – dividing the strawberry into four parts.
Second Grade: We are reading The Doorbell Rang by Pat Hutchins. Our discussion focuses on sharing. The activity is dividing 12 and then 24 cookies among 2, 4, 6, and 12 friends.
The Education and Summer Activity Expo will provide parents and students the opportunity to discover resources that support academic development and enrichment. Parents and students will receive information on a range of program options, including summer programs that are designed to provide academic “booster shots” to support students in succeeding in courses that prepare them for college.
Parents and students can also collect information and application materials for summer enrichment programs and camps that allow students to try new experiences.
Education & Summer Activity Expo
Saturday, March 8, 2008
Riverfront Ballroom
Chase Center on the Riverfront
Wilmington, Delaware
10:00 am to 6:00 pm
Other pre-collegiate programs:
Academic Challenge: www.dtcc.edu/owens/academicchallenge/
Summer Enrichment Camps: www.pr.udel.edu/fmi/xsl/summercamps/camplist.xsl
Study Skills Lesson #3: Listening and Taking Notes
LISTENING: Treat the classroom time as your most important learning time. Prepare to listen by looking over the material to be covered before class. Guess what the teacher is going to say. Guessing prepares the brain to deal with new information, even if your guess is not correct.
Hearing is biological. Listening is understanding. Listening is hearing with the ears and with the brain. It requires effort and practice on your part. Find the 5WH (Who, What, When, Where, Why, and How) in the instruction. This will help keep your mind on what your teacher is saying and keeps you preparing for test questions.
Summarize the class into your own words. At the end of class, try to restate, in your own words, what you've learned. Identify 3 to 7 ideas you learned from the class.
TAKING NOTES:
Always write the date of the lecture first!
Take class notes on the RIGHT SIDE OF THE NOTEBOOK -- Left side of the notebook should be used for "prelistening" predictions. For many the 5WH (Who, What, When, Where, Why, and How) method works best for me in High School, but graphic organizers are even better!
Textbook notes: Apply the SQRW method -- Survey, Question, Read and Write. SQRW is a strategy for reading and taking notes from textbooks. It is a 4 step process:
1. Survey: read to learn what a textbook chapter is about. Read the title, it tells the general topic of the chapter. Read the introduction, it gives an overview of the information in the chapter. Read the headings, they tell the specific topics that will be covered in the chapter. Read the summary or conclusion, it restates the main points made in the chapter. It provides a generalization made from the facts and ideas presented in the chapter. It is usually found in the last paragraph
2. Question: form questions that help you understand what to look for as you read. Who, what, where, when, why or how questions. Write the questions on a Question-Answer sheet.
3. Read: read the chapter to find the answers to your questions
4. Write: write your answers on the Question-Answer sheet.
Listen for signal words! What follows is important.
1. First, second, third
2. Be sure to remember …
3. Make sure you know …
4. Write in your notes …
5. Most important point …
6. Major thing to know …
7. I am going to expect you to know …
Use abbreviations and symbols! They are a good way to increase your notetaking speed.
1. psychology -- psy Africa – Afr computer-- cpu
2. English -- Eng geography -- geo history -- his
3. month -- mo medicine-- med diameter -- dia
4. year -- yr percent -- % at -- @
5. equals -- = less than -- < money -- $
6. with – w/
When the subject of the lecture changes, draw on line separating topics.
Once you have made revisions to your notes, place a check mark in the corner. It’ll identify completed work.
When reviewing and making revisions to your notes, underline, circle or highlight important thoughts/vocabulary.
Two lecturing styles: Topic-Subtopic-Detail (TSD) and Question-Answer-Detail (QAD) are lecture styles. TSD is being used when:
1. Teacher begins by presenting a topic for the lecture.
2. Follows by presenting the first subtopic
3. Continues with a list of details that goes with the first subtopic
4. Goes on to the next subtopic and its details
5. Continues until all subtopics and details are presented.
QAD is being used when:
1. Teacher begins by presenting a topic for the lecture.
2. Follows by asking a question about the topic.
3. Continues by providing an answer to the question.
4. Additional details may be given.
5. Goes on to ask and answer another question.
6. Continues until all questions have been presented and answered.
Graphic Organizers! You use them in Language Arts, why not Social Studies, Science and Mathematics?
Links for additional information on study skills:
• http://greatschools.net/cgi-bin/showarticle/ca/700
• http://www.surfnetkids.com/study_skills.htm
Studies Skills: October 4th through October 11th
Students reviewed the definitions and discussed the differences between priorities and goals.
• Priorities: must do. Prioritizing helps support the progression towards goals
• Goals: plans to do. Some goals have immediate results that are easy to see and quantify. For example, if my goal is to cook a delicious dinner tonight, I will be able to see and taste the results very soon! However, long-term goals are harder to reach, and their results are harder to quantify. If my goal is to become a great chef, I will need to cook many meals, and learn many new techniques and skills to reach this goal. Understanding the difference between short- and long-term goals is an important cognitive step for students. When they can make this distinction, they can begin to plan and to work towards the future.
Students reviewed personal goal setting: short-term, mid-term and long-term goals for their education, careers, friendships and home life.
We discussed the various after-school activities and responsibilities. We created a list of strategies students use to determine what to do with their time. While many are able to stay on top by “remembering” their homework assignments and after-school responsibilities, in time their lives will become more complicated. Practicing good time management skills now, such as using the agendas, creating checklists, will make the more hectic and demanding high school years much easier.
Students completed How to Spend a Wednesday Evening worksheet together.
We rapped up the class by going through the steps for a project timeline.
Studies Skills: August 30th through September 7
Our first class was spent reviewing the class rubric; determining our learning styles; study strengths and weaknesses; materials needed for home study space.
Students completed a couple of questionnaires to determine if they are an auditory (need to hear it), visual (need to see it), or a tactile/kinesthetic learner (need to do it). Most of us are a combination, such as a auditory/visual. Knowing the type of learner you are helps with choosing the study tricks that will work best.
Students completed a study skills checklist to determine study strengths and weakness. Do they need work on listening skills, note taking skills, memorizations skills, examine preparation, etc.
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