Writers begin work on sequencing of stories

We are starting on sequencing and retelling stories in writers’ workshop.

We took our pretest for spelling today, rather than yesterday.

In science we checked our review from yesterday and discussed it.  Tomorrow we will play a game for a last review before the test on Thursday.

We are going to be working on a huge gingerbread house in class when we have time.  If you could donate graham crackers, icing, sprinkles, candy…anything that we might need for our house, we would appreciate it!

Have a great evening.

Today's work: reviewing in language arts and in science

We reviewed adjectives in language arts.

In science we reviewed chapter 3 and will go over those tomorrow.  If your child didn’t finish his review, he/she needs to do page 93-94, numbers 1-19, and all of page 95, which has only 7 questions.  Many finished before leaving today and will have no science homework.

Field trip permission forms due

Our field trip to Science Museum Oklahoma is Dec. 18.  If your sixth grader has not returned his/her permission form yet, please be sure it comes to school next week.  Permission forms need to be in  before the trip.

Today we had our spelling test and, as always on Friday, students had to spend time in the computer lab.

Have a great weekend.

Students work with using adjectives to describe

Today our young writers worked with one of the important tools all writers have to use -- adjectives.  They began with a diagram and used adjectives to describe themselves.  Later, we will try to guess who wrote what, just using the adjectives.

In science, we reviewed Section 3.3 and answered the questions on page 90.

Doin't forget -- spelling test tomorrow.

Sixth graders prepare for science quiz next week

In spelling today, the class unscrambled their words for this week and chose the correct words for given sentences.

In science, they read pages 84 through 90 and answered questions over Section 3.2.

Please encourage your sixth grader to study chapter 3 in science, dealing with energy and matter.  We will have a test next week.

Students learn about anchoring dialogue in writer's workshop

In writers’ workshop we reviewed internal monologue and introduced anchoring.  Anchoring is when you tell what the person is doing as he/she is thinking or talking.

Example:

He thought, “Why did I promise to clean out the garage on a game day?”

With anchoring:

As he stood at the door watching his family enjoy the big game on the big screen television, he thought to himself, “Why did I promise to clean out the garage on a game day?”

In science we did a lab and had to identify the parts of each.  We had a lab sheet to fill out.  We did a lot of math in today’s lesson.  Which proves that science is math is science…………..

Young writers study the use of internal monologue

We took our spelling pretest. 

In writer’s workshop we did another lesson on internal monologue.  This goes well with what the students have been learning about dialogue -- internal monologue is what a character is thinking and dialogue is what he or she is saying.

In science we reviewed last week’s section and discussed section 3-2 today, as well as added notes.