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Reading

Dear Parents,

Please encourage your child to read.

I found this article. 

Please read the article below and practice with your child.

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When a Child Doesn’t Remember What He Reads!

by Dianne Craft, MA, CNHP

One of the most puzzling situations a homeschooling mother finds herself in is when she has a child who can read the words in a book, but cannot answer the questions or tell her what has just been read.   These moms frequently hear the phrase, “I don’t remember,” when queried about the reading material.

When working with bright, hardworking 4th through 8th graders in my reading  class, I often had students who were experiencing this particular reading  difficulty.

I realized that these students were not proficient at converting the words they were reading into a “movie” in their head, as the rest of us do when we read.  They were merely doing “word calling” much of the time.  I found that “movie making” was a skill that could be developed in them, using an easy fifteen minute a day exercise.  This exercise did not involve paper or pencil, but only the use of their brain.  “Word calling” is a left brain auditory task, while creating a picture or movie of those words is the responsibility of the right brain hemisphere.  I merely showed them how to create a seamless flow of words to pictures as they were reading.  You can do this at home, very easily.

Converting Words to Pictures

When a child or teenager regularly reads a passage well, but “can’t remember what is said,” we know that he is using an inefficient strategy for comprehension.  He often is trying to remember the exact words he read, rather than converting the words into pictures.   Whether he is reading  for recreation or information, he must change the words he reads into images in his mind.  The more these images involve the senses (sight, sound, smell, feel), the greater will be the comprehension of the passage.

Daily Training Sessions

The following steps can be used with a student to develop his ability to change the words he hears or reads into pictures for good comprehension.  You will be surprised how fast his comprehension skills will improve after just a few weeks of these “training sessions.”

This method works well with one child or a group of children or teenagers.

STEP 1: PARENT/TEACHER  READS  A  PASSAGE  ALOUD

Choose material to read to the child that is interesting and very descriptive. Standing in front of him as you read to him, have the child sit upright and keep his eyes upward, creating a “movie” in his mind.  You can pretend that you are looking at the projection screen in a movie theatre to further aid him in his “movie making.”  Read a sentence or two aloud.  Then ask him a few questions until you are sure he is seeing the pictures of the words you read, in detail.

For example, this is how your training session might look if you are reading aloud a passage about a beaver.  Your first sentence you read may be, “The beaver is the largest rodent in North America.”  Stop reading, and point to the imaginary screen, and say, “On our screen, let’s draw a quick sketch of North America.  Now put the beaver on that map.”  Your next sentence in this passage will read, “An adult beaver weighs from 35-70 pounds.”  Stop reading and point up to the imaginary screen and say, “Now, use the ‘zoom lens’ of your brain camera and write ‘35-70’ on the beaver’s coat.  Let’s use white paint to do this.  Is your paint dripping?  Oh well, he’ll wash it off soon.”   The next sentence in the text will be, “Because of its’ large lungs, a beaver can remain submerged in water for fifteen minutes.”  Stop reading and look up at the screen and help the child see this in his head by saying, “Now we need to change our scene.  Let’s make a picture of a pond, with beavers around it.  Do you see it on your screen?  Now have one of the beavers slip into the pond.  See him down on the bottom of the pond.  Picture a large clock next to him.  Have the hands of the clock move from twelve o’clock to twelve fifteen.”

As you do this training, instruct your child how to “move” his pictures and “freeze” them when he wants to notice something.  You both will have great fun with this!

When you get to the end of a passage you’re reading, instruct your child to “rewind” the movie, to answer some questions about the passage. As you ask the questions, direct his gaze upward as he reviews his “movie” for the answers.  This is the exciting part.  Your child will be amazed at how easy it is to answer the questions.

STEP 2: THE STUDENT  READS ALOUD TO YOU

After your child has demonstrated proficiency in converting words to pictures as he hears them, he is ready to read the words himself while creating his “movie.”  Select a reading passage that is easy for him to read so that he can concentrate on making pictures rather than sounding  out new words.  Repeat the process you used before, stopping him after he has read a sentence or two, to ask him some questions about his “movie.”  Direct his gaze upward to see what he just read.  Be sure he gives you detailed pictures.  As this becomes easier and more accurate for him, you can increase the number of sentences he reads before you ask questions.

STEP 3: THE  STUDENT  READS  SILENTLY

When your child is successfully reading aloud while making good pictures in his mind, you can have him read a passage silently, asking him to stop every few lines or so, and asking him to tell you about the pictures he has made.  If the pictures are detailed and accurate, you can have him read to the end of the passage uninterrupted.  At the end of the reading, have him “rewind” his film and tell you all that he has read.  You will be surprised at the things he remembers!  His “words to pictures” process will soon become automatic.  The upward eye movement will soon be unnecessary for the storage and retrieval of reading material.

Lent

what is lent?

We are preparing for Easter.

Lent starts this Wednesday on Ash Wednesday.

We are asked to pray, almsgiving and fast.

Starting this Wednesday we asked the students to bring food such as cereal,cans, oatmeal, penutbutter etc

 

New Years Resolution

we are in a new year 2018!

For this new year we should encourage our children to read and to study more, so they can be successful.

On this post I will include reading and studying skills.

Reading Strategies: this will be aLeo helpful when working independently or performing a test.

Studying Tips to put in practice.

More helpful hints….

 

 

It is important that parents encourage their children to have a study schedule and to follow it.

 

 

Homework for 14

Directions: Write an equation that represents the word problem. Explain how you solved the problem.

  1. There are 56 birdhouses at school. Today, 4 classes made more birdhouses. Each class made 8 birdhouses. How many total birdhouses are there now?
    2. Mr. Dent had 32 markers in his classroom. He buys new boxes of markers that have 9
    markers in each box. Now, he has 86 markers. How many new boxes did he buy?
    3. Jayson had 274 postcards in his collection. He wanted to give Sam some of his postcards.
    Jayson gave Sam 8 postcards from each of his collections below:
    • Arts
    • Sports
    • Schools
    • Parks
    • Beaches
    • Sunsets
    How many postcards does Jayson have left?

HOMEWORK NOVEMBER 13

Dear parents,

please encourage your son or daughter to do their homework.

Read a book of your choice and complete the activity below.

Spelling words:

colony

monarchy

culture

region

geography

discovery

ached

educated

astonished

sleek

portable

unique

sympathetic

after

before

nonperishables

activity-

  • write words 3 times each

  • look up for the definitions
  • Write a sentence for all the words

 

Food Basket Drive

Parents and students, it is that time of year where we give to our brothers and sisters that are in need. Our classroom will be responsible to bring nonperishable food items and personal hygiene products. I truly appreciate your support and generosity in this season of giving. Please see the examples below.

Nonperishables 

‘Personal hygiene

Thank you to everyone in advance!

Homework-October 23

  1. Swell                  10. faded

  2. Basket                 11. dissolved

  3. Surf                     12. boulders

  4. Buffet                   13.practice

  5. Quay                    14. churned

  6. Swooped              15.sensation

  7. Horizon

  8. Dazzling

  9. mussels

Homework for Monday- Due Tuesday

  1. ABC order

  2. find the synonym for each word

  3. Do math

Homework Oct.16-19

  • For this week we have a choice board for math and ELA.

  • For ELA- read a book everyday for this week. Answer some of the questions from the choice board.

  • For math- read the instructions.

  • Solve the problems and show work in a separate sheet of paper.

  • All work needs to be neat.

  • Complete sentences.

  • Due-Friday.

Genre Project

Directions: Search the meaning of each genre write it and draw or glue the front cover of the book. Give four books as an example for each genre.

Genre

EX:   Realistic Fiction-Science fiction is a genre of fiction in which the stories often tell about science and technology of the future. It is important to note that science fiction has a relationship with the principles of science—these stories involve partially true- partially fictitious laws or theories of science.

Parent Conference

parent-teacher-conferenceapple.jpg (660×285)

 

We will have our first conference on October 2,2017.

Please check your son or daughter backpack tomorrow.

I will be sending the conference appointment sheet tomorrow.

 

 

 

 

 

 

 

 

 

 

 

 

 

Please Read All The Notes

Reading Articles For Homework

The students will be reading and learning about the brain. 

Below I included the standards we are targeting with this assignment.

The purpose of this assignment is to read for information and to be able to gather facts and to express their knowledge through writing. 

SLE:

As an Ascension Catholic School student, I will strive and rise to be….

 A Lifelong Learner who…

  • Reads for information and enjoyment

Key Ideas and Details:

CCSS.ELA-LITERACY.RI.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Integration of Knowledge and Ideas:

CCSS.ELA-LITERACY.RI.3.7
Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

Text Types and Purposes:

CCSS.ELA-LITERACY.W.3.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
CCSS.ELA-LITERACY.W.3.2.A
Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
CCSS.ELA-LITERACY.W.3.2.B
Develop the topic with facts, definitions, and details.

Research to Build and Present Knowledge:

CCSS.ELA-LITERACY.W.3.7
Conduct short research projects that build knowledge about a topic.

CCSS.ELA-LITERACY.W.3.8
Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

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Read the articles and complete the activities that are listed in the homework calendar.  The homework calendar will be given on Tuesday. 

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Welcome Back

welcomeback

Tomorrow is our first day of school!!!

Schedule for the first week of school

Arrival 7:40 a.m.

Dismissal 12:00 p.m. 

Note: Bring your supplies and your summer packet

Welcome Back to School

Welcome Back Students and Parents!!!

I do not know about you but I am very excited to start this new journey. Yes, this year will be challenging but at the same time exciting and fun!!!! 

I am inviting everyone to Peek-Day this August 4, 2017 (FRIDAY)  8:00am-11am.

Throughout the year I will be posting information as well as resources for parents and for students. Once again do not hesitate to write me an email or to contact me in person if you have any questions.

What to Expect in Third Grade:

Reading Skills

  • Reads multi-syllable and grade appropriate, irregularly spelled words (ask your child’s teacher for a list of these words).
  • Reads grade-level text with appropriate pace, accuracy, expression and understanding.
  • Self-corrects mistakes and re-reads when necessary.
  • Talks about and answers questions about a text using specific example from the text and connects different parts of a text.
  • Reads a variety of texts including, fiction, non-fiction, fables, and poetry and understands and talks about their main ideas and lessons.
  • Begins to understand the difference between literal and non-literal text such as metaphors and analogies.
  • Uses the text and context to determine the meaning of words.
  • Is able to express her own point of view about characters or a text.
  • Makes comparisons between books written by the same author and books such as series that are about the same characters.

Reading Activities

  • Get Serious About Series: Find a series that interests your child and begin to read it together. You can read to your child, your child can read to you, and he can read a chapter independently. You and your child can interview each other as you read — ask about main ideas, events, and thoughts you each have about the books and characters.
  • Look It Up: When your child encounters a word she or he doesn’t know the meaning of, look up the meaning together. You can even begin to keep your own family dictionary, recording words and their definitions. Your child can create illustrations that show definitions of the words, as well. Use the word yourself, or encourage your child to use that word in a sentence sometime during the day.
  • Learn About an Author: As your child develops favorite authors, look online for that author’s website.  Your child can email or write a letter to the author (under your supervision). 

Writing Skills

  • Writes a variety types of texts including:
    • Opinion Pieces: Students introduce their opinions, state their opinion, provide reasons for their opinion and provide a conclusion.
    • Narrative Pieces: Students write about an event, using descriptive details, feelings and proper order and provide a conclusion.
    • Informative/Explanatory Pieces: Students introduce a topic and use facts, definitions and if helpful, illustrations to further explain the topic. Students also provide a conclusion.
  • Uses terms such as: becausesince, for example, also, another and but to elaborate on and make connections in his writing. 
  • Plans, revises and edits his writing, going through the same process as most writers do.
  • Uses digital tools (under the guidance of the teacher) to publish his writing and interact and communicate with others.
  • Begins to take notes and do research for short research projects.
  • Spends a variety of time writing a piece, ranging from a short period of time (such as 30 minutes) to working on one piece over the course of a few weeks.

Writing Activities

  • Write About Your Lives: When your child experiences an enjoyable or important family moment, you and your child can write about it together as a narrative piece. Describe the events that occurred using details and emotion. You can then send the piece to family members or friends to share the event and the writing.
  • Get Technical: Under your supervision, begin to help your child use a computer to research a topic or communicate with friends and family. Your child can also use the computer to write his own pieces or pieces you write together.
  • Learn How to do Something New: Pick something you and your child want to learn about or learn how to do, for example, planting a garden. Research the topic online or in a book together and then create an informative piece, explaining a topic or how to do something. You can then do the project yourselves or teach another family member or friend using the piece you and your child wrote.  
  • Make Your Own Magazine: Read magazines for children, such as Scholastic News, to familiarize your child with the format of magazines. Then work together to create your own magazine about your family, topics of interest, or anything you’d like!  

Math Skills 

  • Multiplies and divides numbers up to 100 and understands the relationship between multiplication and division.
  • Understands that 3×5=15 and 5×3=15 (this is the commutative property of multiplication).
  • Begins to memorize the product of all one-digit numbers so that she has memorized them all by the end of 3rd grade.
  • Solves word problems that require two steps and more than one mathematical action. For example: If Scott has 9 cupcakes and 12 candies, how many cupcakes and pieces of candy can he give to 3 people so that each person has the same amount?
  • Rounds numbers to the nearest tens or hundreds.
  • Adds numbers up to 1,000.
  • Understands and creates fractions and uses number lines to represent and compare different fractions.
  • Solves problems involving time and measurement.
  • Creates and uses graphs to represent data and answer questions.
  • Learns about shapes (and specifically quadrilaterals) and their features.
  • Learns about and calculates the area of an object using multiplication and addition (and specifically by multiplying the lengths of the sides of an object).

Math Activities

  • Create a Multiplication Collage: Your child can look through magazines and newspapers to find multiple pictures (around 20) of one type of thing (for example, animals with 4 legs, cars and trucks, or pairs of things). Then help your child practice her multiplication skills by asking her to group the objects to solve a multiplication problem. She can use the collage to solve the problem and explain how she solved it.    
  • Take a Poll: Ask family members a question and create a graph of the answers using numbers and pictures. Ask your child questions about the different “data” you collected and create a graph based on the data. Your child can then “report” the findings to the family like a news reporter.
  • Cook with Fractions: Make foods such as parfaits, sandwiches, or pizzas using fractions. For example, ask your child to help you make a pizza with 1/4 of a topping. Or when serving food such as pizza or a pie, your child can help you slice it into parts and serve it.
  • Time It: Towards the middle and end of the school year, when your child has become more familiar with multiplication, begin to time how long it takes it for her to do multiplication tables by heart for one number at a time. For example, work on 2, then 3, then 4. Record how long it takes as well as her progress, encouraging her to break her previous records.

Project- Due Monday


Animal Research

Instructions:

  1. Use a computer and search for http://www.lazoo.org/animals/
  2. Once you are in the website choose an animal or a plant you want to learn more before your visit to the L.A. Zoo
  3. Then you can go to the library or research online to learn more about the plant or the animal you chose.
  4. Please write your answers in a separate sheet of paper and write neatly.
  5. Write complete sentences!!!!!

Research Questions:

  1. Is this animal endangered… if so why, and what can be done to save it?
  2. Where do the animals live? Forest, Rain Forest, Desert, Arctic – Warm or Cold Climate?
  3. What country do the animals come from? America, South America, Asia, Africa, China
  4. What does the animal eat? …in their natural habitat? …at the zoo? Fruits, Meat, Vegetables
  5. What is this animals sleep pattern? day time, night time? Does it hibernate? What do these animals do in the winter?
  6. How large does the animal get?
  7. What is the name of the “baby?” … example: Dog – Puppy …tell us more about the baby and the birth
  8. What is being done to help this animal continue to live in the wild?
  9. How can you help this animal survive?
  10. How many of these animals still live in the wild?
  11. Other important information
  12. Draw a picture of their habitat
  13. Sources used to find information

Study Guide-Fractions

Please write and answer the questions-Due tomorrow for credit

Write the definition in your own words and draw pictures (label)

1.Equivalent Fractions

2. whole

3. halves

4. thirds

5. fourths

6. fifths


Show different the equivalent fractions to each one

  1. 1/2

  2. 1/3

  3. 1/4

  4. 1/5

 

Resources For Parents

Here are some resources for parents:

Reading strategies at home: 

http://resources.clee.utk.edu/print/SIG%20Reading%20Strategies.pdf  

http://www.scholastic.com/parents/resources/article/developing-reading-skills/reading-comprehension-and-decoding-strategies      

http://www.slipperyrock.k12.pa.us/Downloads/Tips_for_Parents.pdf 

https://reports05.nwea.org/nwea/help/DRS_Inst_Strat.pdf    

Writing strategies:

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Cinco de Mayo Celebration

Please join us this Friday!

Please work with your child to memorize the brief history of Cinco de Mayo.

This day is not a free dress day.

They can wear outfits that represent Mexican heritage (bright colors, shirts or dresses with flowers) 

No Jeans

Example:

 

Mini-Project

Do flip book on landforms 

Due Thursday 

On each page write definition and facts and draw a picture

Land Forms to look for:

  • mountains

  • lakes

  • peninsula

  • Canyon

  • Plateau

  • plains

  • oceans

  • Valleys

  • Volcanoes

  • rivers

Example:

Science Project-Due 2/27/17

Prehistoric Animals- Due 2/27/17

LT: I can research and create a habitat of a prehistoric animal.

This project will affect their grade if they failed to turn it in.

Directions:

  • Research a prehistoric animal.

  • Write facts about the animal in flashcards or cut a regular paper in small parts. Glue your fact cards around the diorama (box) or on the cardboard.

—————————————————————-

LT: Yo puedo investigar y puedo crear el lugar donde el animal prehistórico vivio.

Este proyecto afectará a su grado, en el caso de que no lo entrege.

Direcciones:

  • Investigación de un animal prehistórico.

  • Escribir datos sobre el animal en tarjetas o cortar un papel ordinario en piezas pequeñas. Pegue las tarjetas cerca el diorama (caja) o sobre el cartón.

    Choose one

    • Opabinia                                       * Terror Bird
    • Josephoartigasia                                 * Tanystropheus
    • Jaekelupterus                                         * Helicoprion
    • Megalania aka the Giant Ripper Lizard                   * Megalodon
    • Steppe Mammoth
    • Basilosaurus
    • Smilodon
    • Spinosaurus
    • Deinosuchus
    • Dunkleosteus aka Armoured Fish
    • Megatherium
    • Gigantopitchecus

Poem for African American Month

On 3/03/17 the whole school will be performing a song, poem, etc for African American Month.

Please help your third grade son or daughter memorize this poem:

 

Born into slavery in NY State.

Her parents couldn’t save her from cruelty and hate.

She prayed for mercy, and eventually

They passed a law and set her free.

 

Fiery abolitionist as hot as burning coals,

Worked in the city saving sinners’ souls.

Helping the homeless women, taught them how to pray,

Giving them the strength to say —

 

Aren’t I a woman!

I’ve worked as hard as any man.

Aren’t I a woman!

I can do anything you can.

Aren’t I a woman!

The truth is, I know a thing or two.

Aren’t I a woman!

I deserve my rights the same as you.

 

She traveled through the country sounding out the call.

There was passion in her presence and power in it all.

Singing out for freedom in her animated way,

Not afraid to stand and say —

When slaves and women had no choice

‘Cause white men owned the voting booth.

This tall strong preacher raised her voice

To tell the world Sojourner’s Truth.

Events and News for February

Homework

The students have an essay to do for homework and it is due Tuesday (February 21, 2017)

The students have the name of the person they are researching.

Samples

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Important News

No class on Monday (February 20)

No class on Friday (February 24)

There will be a parent workshop on February 21, 2017

Want to do service hours?

We will be having a snack sale on March 17, 2017

Things to donate:

  • individual bags of chips

  • nacho cheese

  • tortilla chips

  • juice boxes

  • individual bags of cookies

 

 

Snack Sale

SNACK SALE!!

Come Join Us For Our 1st After School Snack Sale

On 2/17/17!

We are asking parents to:

 

  • Donate snacks (nacho cheese, tortilla chips, juice, etc)
  • Bring your donations to the school office by 2/15/17
  • Come and help us with selling snacks
  • Volunteer for service hours

 

Come and enjoy delicious snacks. See you there!

First Communion Meetings

Important Information/Informacion Importante

 

First Communion Meeting Dates for 2017

Fechas para las juntas de Primera Communion 2017

 

 

  • FEB 9TH, 2017 6PM
  • MARCH 3RD, 2017 6PM
  • APRIL 6TH, 2017 6PM

 

 

Please bring a copy of baptism certificate to the school office – Before Feb 9th meeting

Porfavor de entregar la copia del certificado de bautismo a la escuela

Antes de Febrero 9

Second Day of Christmas

December 26, 2016

Image result for image Matthew 10:17-22

We are on our second day of Christmas. This day and all the days we should remember all the wonderful gifts that God gave us. When we see the mountains, rivers, flowers, ocean, etc is a reminder of God’s presence, freedom, and love.

 Today’s Reading:

Matthew 10:17-22

Jesus said, “Beware of them, for they will hand you over to councils and flog you in their synagogues; and you will be dragged before governors and kings because of me, as a testimony to them and the Gentiles. When they hand you over, do not worry about how you are to speak or what you are to say; for what you are to say will be given to you at that time; for it is not you who speak, but the Spirit of your Father speaking through you. Brother will betray brother to death, and a father his child, and children will rise against parents and have them put to death; and you will be hated by all because of my name. But the one who endures to the end will be saved.”

 

Explanation:

  • According to the verse we just read, Jesus predicts that families will be broken up, father against child, children against parents.
  • “You will be hated by all on account of my name” refers to all those who wished to follow him would have to take up their cross and go after him.
  • This is also a reminder that if we follow his path of faith, love, and truth are also walking in a path of scacrafices and sufferings. No one even Jesus himself had said that following his footh steps was going to be easy. 

The beautiful thing is that when he give all our heart and soul to God we will forever be with GOD.

 

POSADA

Dear Parents,

We will be having our posada this Friday the 16th.

Time: 10:30 a.m

Where: Church

When: December 16, 2016

Advent

Image result for advent

This month of December we have learned about the advent season. we talked about preparing our hearts for Jesus. We also discussed the different ways to prepare ourselves. In addition, we also talked about the Saint Nicholas and Our Lady of  Guadalupe and how they play a big role in the advent season.

We also discussed the advent wreath.

More information below.

Important Information

  • No study hall tomorrow.

  • Check Agendas

  • We have homework for this week.

  • We have spelling words.

  • Practice the words.

  • have them practice sight words and reading.