During Buddies today third- and fifth-grade students went to the library together. Coach Shane, Teacher Rachael, and I walked with them from Westfield, over the pedestrian bridge, to the Cinnaminson Library. Horror and Mystery were a draw for some fifth-grade students. Classics like Alice in Wonderland, books about Dinosaurs, and fantasy focused on dragons were borrowed by other fifth-grade students. Still, others picked out realistic tween fiction and sports-focused fiction. Students were encouraged to ask the librarians for help. This is a critical skill to learn now.
Third-grade students chose books for fun and books for research. As apprentice writers in Writing Workshop, they are doing the background reading for their next story. One student is planning a story set during World War I and located in the western US. Another student will write a story featuring Siamese and other short-haired cats. A third student is recreating a world of penguins. These young writers know that successful writing means creating believable settings for their stories. Learning to build narrative and give it meaning is part of the work of third grade. Developmentally, children are ready to write complex fiction and nonfiction narratives. Their social studies focus on the regions of North America and their science examinations into the systems of the natural world support third-grade students' growth as writers. You will see that their report cards have the categories “Writing across the Curriculum”, “Grammar across the Curriculum”, “Spelling across the Curriculum”, “Vocabulary across the Curriculum”. Teacher Rachael’s interdisciplinary approach to her program helps her students make connections that deepen their understanding in all areas.
Winter Trimester reports cards are coming home over the next several days. This term, Art, Music, and PE teachers have written descriptions of the topics covered over the winter term. Grades for these subjects have been assessed and included on the report card; however, individual comments for students were not written unless there was a concern. Families with students in grades kindergarten through fourth grade will see that the report card has a new layout. I want to thank you in advance for working through this change with us. There were significant technical problems with the old format. The teachers and I worked together to address these problems with FACTs and in the process moved towards a report card we felt better reflected what we hoped to communicate to you through the report card. Please send your thoughts and observations to me. Preschool and pre-K report cards have not changed. Neither have those for the Middle School.
Report card grades and comments should be a part of ongoing conversations between parents and guardians, their children, and their children’s teachers. My hope is that parents and guardians read in the report cards confirmation of the work they see their child bringing home and ongoing communication from their child’s teachers.
What I am reading:
