Mrs. Mohr's ELA Update

February 2016

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Class Code: HRNHT

Student Reporters

ELA Updates

I would like to tell you about what I am doing in ELA and grammar. In ELA we are making children's books about memorable people. My children's book is about Harriet Tubman. We had to choose a small moment from that person’s life. I chose when Harriet Tubman was hit in the head by a weight from an angry master. We had to write the book in the first person. So I had to right my book as if I were Harriet Tubman. In grammar we are learning about possessive nouns. If a noun is singular it gets an apostrophe s. If the noun is plural and if it does end in an s than you add an apostrophe to the end of the word. If the noun is plural but it doesn’t end with an s then you need to add an apostrophe s. These are the things that we are learning in ELA and grammar.

Written by: Meredith

This quarter we’ve been doing many interesting and fun things in ELA. One of the things we’ve been working on is writing a children’s book about a memorable person in their point of view. I chose Malala. As you might know, Malala has been famous for fighting for children’s rights. First, we chose a small moment of the person’s life to write about. I chose the part where Malala got shot in the head. Then we had to write a plot line. (The exposition, rising action, climax, falling action, and the resolution.) The most confusing part was when I had to write the resolution. I couldn’t think of a happy ending to being shot in the head. But it finally came to me. Next, I had to draft. I love writing so pretending to be Malala was a blast. Also, since we got to make up a little bit of the story up, I felt like I was an expert at writing about the incident. I can’t wait to revise, make pictures, and finish my story.

Written by: Runa

Special Area Updates

In gym (PE) class the students are doing the kangaroo club where you jump rope. You have levels from forward jump, backward, straddle, crisscross, double under, and other advanced levels. You have a minute to jump without any errors. If you have any errors you sit down and wait in till the minute is over, then you stay on the level you were on before. We have a substitute teacher Mrs. Gaddy because Mr. Yanney is helping out at home with his new son Tucker for six weeks. Before he left we were doing ping pong.

Written by: Allie

In gym (P.E) we are doing kangaroo club. There are different levels that you go on. Some examples are forward jump, backward jump, straddle, crisscross, double under, and so on. So far I’ve made it to straddle. We have Mrs. Gaddy as our substitute right now because Mr. Yanney is at home with his new son. We have to jump rope for one whole minute without messing up to go on to the next level, which (as you already know) get harder and harder as you go on. If you do mess up or don’t jump rope the whole minute you stay on the same level until you get it right. It is way harder than it sounds!

Written by: Malayna

In gym class, we are doing kangaroo club. Kangaroo club is a club for the jump roping. In kangaroo club, you try to pass all of these tests. The jump roping test lasted for 1 whole minute. After the full minute is over, you sign your name on the poster that has the skill level you have just passed. Then, you go onto the next level. The different skill levels are: forward, backward, straddle, skiers, criss cross, backward criss cross, and straddle criss cross. Backwards is the most popular level right now. To pass a level you have to do your jump roping skill for a minute without any mistakes. If you make a mistake you have to sit down for the rest of the minute. It is counted as a mistake if your jump rope stops, if your jump rope get wrapped around you shoe/foot or your shoulder/ arm, or if you stop.

Written by: Maya

ELA Unit 3: Taking a Stand

Essential Questions:

How do people determine right from wrong?

What motivates people to stand up for what is right?

Knowledge Targets:

What your child will be able to do by the end of the unit

*I can find out the meanings of words or phrases as they are used in a text.
*I can explain how visual information helps to make a text easier to understand.
*I can explain events and ideas from an informational text
* I can describe the structure of information in a text (chronological, comparison, cause/effect, problem/solution).

Reasoning Targets

What the students will be able to do with what they know

*I can use details and examples from a text when explaining what it says and when drawing inferences from it.
*I can support my opinion with reasons and information from the text.
*I can determine the main idea of a text.
*I can use facts and details from stories and informational text to support my ideas.

Skill Targets

What your child will be able to demonstrate

*I can gather information from print and digital sources, take notes, and sort information.
*I can prepare for a discussion by reading the text and thinking about what I know.
*I can add meaningful ideas to a discussion.
*I can ask and answer specific questions to clarify information.
*I can connect what I say to the remarks of others.
*I can improve my writing by planning, revising, and editing.
*I can write a summary of the text.
*I can support a main idea statement and/or summary with important details from the text.
*I can report on a topic or text in an organized way that is clear to my audience.

Guided Reading Levels

I am in the process of reading with each child to assess his/her guided reading level. I will finish the last few next week. Once I have read with everyone, I will meet with them individually to give them their new levels. The levels will be recorded in the agenda.

The guided reading level is calculated using the percentage of words read correctly and comprehension of the text. If you are interested in finding the levels of books you own or are about to purchase, you can search on or do a Google search for the book's guided reading level.



The Unit 2 culminating event required the students to write a children's book about a small moment in a memorable person's life. They need to write the narrative as a firsthand account. Everyone completed the pre-writing activities which included listing 3-5 moments in the life of the person, selecting one moment and creating a plot line, and completing an organizer to identify character traits and the motivation of the individual. The students are currently in the process of drafting.

I taught a mini-lesson on writing an interesting beginning and including details about the setting. The students had a chance to revise the introduction to their story independently. The next step is to meet with a partner to revise using the rubric. After that, students will independently edit and publish their children's books.

In grammar, we are working on possessive nouns. Many students are struggling with knowing when to use the apostrophe. Please encourage your child to edit the reading logs before turning them in. Please focus on correct capitalization, punctuation, and spelling of the title and characters.

In word study, the students are learning Greek and Latin roots.

Making Snack Bags for The Hannah More Shelter!


To practice typing skills, we are now able to use The students use their BCPS user name and the external password. The license is BCPS. This program tracks their progress throughout the year.

Please e-mail me or message me via BCPS One if you have any questions.