Staying In-the-Know

with Mrs. Drayton

Dutch Fork Elementary, The Academy of Environmental Sciences, Title I

10.13.16

VIP Folders & Reminders

  • progress reports
  • weekly work


  • Cursive pages 12-24 due 10/28
  • October Reading Goals due 10/31
  • October Book Talk due 10/31
  • Vocabulary test 10/31 (see quizlet link below)

Curriculum Night

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Literacy

Ask your child about the book(s) he or she is reading. Is it a fun read, just-right, or someday book? Be certain to have a look at your child's Reading Goals for October. We discussed the importance of setting realistic goals that can be met and continue to push us to be challenged and grow. Also, on the back of the reading goal sheet Is a "Borrowing Brilliance" sheet. Books that are appropriate for us should lead to some type of emotional reaction. This sheet is a place for students to document quotes from the book that lead to those reactions.


As writers, we've continued to spend lots of time investigating new ways to generate stories about our lives. Additionally, we've been working on enhancing our stories by adding our thoughts, feelings, and actions. This week, students will work on drafting one of the stories they'd like to publish, and we'll continue to work on "stretching small moments" and "showing and not telling" as we write our stories.

Close Reading: A Meaning Making Strategy

I'm sure you've heard about close reading at your home. Close reading is not something that exists in the real world, but reading closely does!! Close reading is just one strategy to use when meaning breaks down while we are reading. There are some types of texts that requires this strategy, such as, the poems we have been reading and parts of informational texts. There are some that do not like Dr. Seuss books. Our close reading strategy includes the following process:


  1. Read for the flow & notice the structure
  2. Reread to determine words & phrase that don't make sense
  3. Reread to building meaning- take notes & jot my thinking
  4. Determine the main idea

Westward Expansion Touchstone- Close Reading Lyrics

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Westward Expansion Unit of Study

We are beginning a new unit!! Some of the questions that will guide our unit are:


  • What are reasons people travel west?
  • What situations/conditions in geography, technology, and laws will affect travel west positively or negatively?
  • Will different groups of people traveling west promote conflict or cooperation will striving to achieve their goals?
  • How did travel west changes the values, traditions, and laws of groups traveling west?
  • Were all groups who traveled west affected in the same ways by changes embraced by or imposed on them?


Our growth as readers will be closely interwoven with our Westward Expansion Unit of Study. We spent this past week analyzing song lyrics that provided insight into the many perspectives of groups of people traveling west. Ask your child to share!! We will continue our study by analyzing primary sources. First, we will have to determine what primary documents are (primary documents are artifacts from a point in history like photographs, letters, speeches, etc). This might be a fun conversation for you to have at home! Our study will continue through the reading of texts, such as, Dandelions, Coolies, Cheyenne Again, and many others. Please be certain that your child is studying the notes in his or her U.S. History Notebook nightly.

Research Mini-lesson w/Mrs. Tisdale

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Book Talk Grades

If your child turned in the book talk for September, he or she received a 100 for a submission grade. I noticed while grading them that there was a pattern of reading book reports and not book talks. Book reports are where you provide the plot summary of the book (beginning, middle, and end). The purpose of the book talk is to serve as a commercial for the book your child selected. Please see the link for some of the samples we watched.
Elijah of Buxton - Booktalk