Mr. O's  Bilingual Resource and 3rd Gr. Site.

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Home Work:   Plan for it, do it, love it.  (Correct it).

Notes and Goals: 

    Writing: Continue to work on "How to" experiments and compositions which have interactive value. More food and some mother's day gift "how to". Focus on instructor preparedness and student understanding of expectations. The last how to could be a Oreo cream pie with chocolate chips or slices of strawberries, chilled or frozen. Mother's day how to make a -whatever Cruz is making with his class for mother's day-. Also want to work on more lists, 15 things I love about my mom, could do Li Ho poetry in an ode to mothers kind of vein. Which would also work with ESL, need to get them on the computer and working. Students need to finish what they start on the computer maybe I need a list of open lab type computer hours, where kids can write their names and show understanding as to what they need to be doing in order to finish... Continue daily written elaboration. Let's also combine the designated chess time with some technical writing on how to play, how the pieces move, how to set up the pieces ect... If we have the chess writing in the morning then the winners can use the computers to play during chess time. Also those who are finishing up a writing assignment on the computer should be able to use it during lulls in class work, -I should really be looking for ways to eradicate lulls.

Work with poems, all last week we read poems and it is now time to try our hand at writing them.

Focus on journal topics and letter writing ie. performing specific tasks. 3.2.g, work on elaboration and specific details. Letters to Elian if you were his father. Letters from Elian to his father. Letter to Elian if you were his dead mother. Letter to Fidel Castro from President Clinton.

Stop and think, use each kids story-map to write a class story  illustrating  &  text  work together, during which they mimic on a smaller scale what we are doing on a larger one. Tuesday- Introduce the goals of the week, begin with on of the stories, talk to the author, group conference, write introduction, we write it on the board and they copy it on their own paper, work on cursive (i write cursive they write manuscript). Wednesday- We go over the introduction,  and begin introducing the problem and working on the first chronological story map box. Again class as a whole is contributing to the development, writing on the board   them on their papers. Thursday- Work on the second and third chronological text boxes. Friday- Build a conclusion and review the entire story.  Homework for writing could be drawing pictures which summarize

So far they each have an idea in "story map" form in a folder, as well as one peer conference and one class presentation and brainstorming session. Mr. Cruz says compartmentalize it, so we will work on good introductions, just introductions i will model mine, and maybe the two others we did in class, they will write theirs again, and we'll have another peer conference, then a class read -presentation- one more re-write and they hand it in (i check it and they fix it again, i check it one more time -make a copy and give it back to them to hold onto.  1. What is the plotline? 2. Does what happened make since? 3. Do I care? Why do I care? 4. What would I change?  criticisms  rough draft  the aim of improved sentence construction. Introduce the successful writer's beliefs.

    Reading: Find a new source of books as well as find out how much $ I need to pay back to the Houston public library for missing books...   Work on read aloud, do one story in Spanish (dragon lance), then one in English, then another story in Spanish -this second story will be student read-. Student must practice their story and sign up to read it the day before. Also find 20 minutes of time in which to do FVR. Allow students to exchange their library books if they are finished with them. Maybe exchange the bagged books that we have for different bagged books. Also need to have ESL reading time  15 minutes at least.

    Mathematics: Multiplication problems work on preparing problems and splitting the classroom up into two groups, have a mock multiplication competition, also bring in the TV-Villareal and do the math cd as a class. The rest of the math time for them will come from Ms. Gonzalez while i have her kids for esl.

    ESL:   Eek out a 10 - 15 minute FVReading time. Do a "how to" project with them for their mothers on mother's day, perhaps Li Ho poetry in tribute to their mothers -do it bilingual english first then tell them about the spanish side -is that the best way to do it?- Also could do a mother's day project / frame for the poem which we could explain for other classes in english in a sort of "this is how YOU could do this. -maybe even break them up in groups -show them what their supplies are and then let THEM decide how they want to do it  with a display outside the room showing the different ways it was done and can be accomplished. Also time for some of them to type what they are doing... 

Continue social classroom language in English 3.1.e. Use ESL time to do reading and reassess the plant section in the second grade science book Pictures of what they see can be labeled and displayed.

      Science:  Let's do stumpers and tricks for science, magic ect. Angel touching you trick, do the penny through the table trick and then a writing exercise giving ideas on how the trick was accomplished. 

    Social Studies: Collect the books. 

    Handwriting:  Work on cursive writing at least 30 minutes per day, 10 minutes on practice reading it, 5 minutes on direct instruction writing it, and 15 minutes of practice doing it.

    Spelling:  Work with spelling chapter 13 and 14 do big pictures for each word  each group of two students get to do 2-3 words on a 8x11" blank piece of paper  to hang on walls inside room, Do both chapter pictures first then work on the activities of making a matching exercise for the chapters as well as TPR before starting the exercises. 

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