Spelling Tests

Students took their first spelling tests this morning. Some did very well, others not. We discussed how this was the first time they've taken a test in this class and that they should consider it a practice run. Those who did well know the method they used to study was successful. Others may want to put more time into their study or try a different method for learning their words. Next week I'll introduce a study method utilizing both visual and kinesthetic learning to help get words into the long term memory. Students will get a new list on Monday including new word patterns being looked at in each spelling group and individual words taken from each student's daily writing (as well as words misspelled on this week's test).

Upcoming Events

Here's a few dates and events to keep on your radar:

Friday, 9/30--First spelling test; students need to be prepared and bring in their spelling list (they will swap lists with a partner and give each other the test).

Monday, 10/3--weekly reading charts due.

Monday, Tuesday and Wednesday, 10/3, 10/4 & 10/5--NECAP testing for everyone. A good night's sleep, a healthy, nutritious breakfast and a calm, unhurried start to the morning is probably the best preparation. I've told students they may bring in a small stuffed animal to keep on their tables during testing (small enough to fit in a lunch box is a good guideline). It's not required but most students seem to draw some comfort from a familiar item from home during these tests.

Friday, 10/14--3rd & 4th grade play put on by students working after school with Mr. Hill. They'll perform in the morning for the school and in the evening, I believe, for parents and community members.

Friday, 10/14--3/4 field trip to Shelburne Museum. We'll leave after the morning performance and be back by 2 p.m. More info about this will come home soon.

Wednesday, Nov. 9--3/4 field trip to the Vermont State House and Historical Museum--again, more info will come home soon.

3rd Grade Mathematicians use 100s boards to work out complex subtraction problems.

September 26

Homework

At this time of year it is inevitable that questions will arise about homework, including expectations and responsibilities of parents and student.  At this age level and this time of year I don’t feel the need to assign a great deal of homework.  Work that is assigned should be useful and not just to get a child acclimated to the idea of doing homework.  That said, the following outlines the work your child should be doing at home each week:

READING:  I expect every child to read outside of school for a minimum of twenty minutes each day.  Over the course of the week this should include a variety of reading types, including material read silently by the student, material read aloud by the student to others (adult of child) and material read aloud to the child.  Ideally the material read silently by the child should be self-selected by the child (I’ll expound on the research regarding the importance of free choice in independent reading material in a future newsletter).  Material read aloud by the child should be at a level such that the child is able to read fluently and confidently, leaving him or her free to focus on intonation and expression.  Material read aloud to the child should include a range of complexities, from favorite picture books to more demanding texts which might capture the child’s interest while being not yet within her reading range.

Each Monday (or the first day of the school week) your child will receive a weekly reading chart on which to record the reading done for that week.  The chart should be filled out each night, signed by a parent at the end of the week and returned to class on Monday morning.

SPELLING:   Each week your child will receive a list of ten spelling words to study.  Five of the words are shared in common with other members of his or her spelling group, and include words illustrating a particular spelling pattern or “rule” being studied that week.  Children were placed in groups based on their spelling needs, as determined by a developmental spelling assessment given at the beginning of the school year.  The remaining five words are selected from a running list I keep of words your child is misspelling in his or her written work.  Throughout the coming weeks I will be introducing students to a variety of strategies designed to allow them to commit the correct spelling not only to short term memory, but, more importantly, to the permanent long term memory.  Children should study their words throughout the week in preparation for a spelling test each Friday.

MATH:  Our Investigations math program occasionally asks students to take home a few short problems designed to reinforce concepts and strategies covered in class.  These should rarely take more than 15 minutes.  If your child has difficulty understanding or completing these assignments, please let me know as these should be simple review and reinforcement.

In future weeks I will work with students toward developing individual means for keeping track of assignments and due dates.  More about this as we move through the year.

Thanks,

Thom McAllister