Friday, November 22, 2013

Schoolwork Accomplished:

Leanna:

*Greek and Latin Roots
*Learning Latin Through Mythology
*Cursive Writing
*Life of Fred
*Silent reading
*Farmer Boy Lapbook
*Control Journal/FlyLady CJ
*tell mom
*Journal entry

Justin:
*Benjamin Franklin discussion.  We read more info on him from online, he colored several pictures of him as I read.  We discussed  a list of Franklin's 13 virtues and what each one meant.
*They also colored PA on a map of the 13 colonies and we discussed them.
*Art- We worked on making a  castle drawing with texture.  We worked on first seeing the shapes in the castle.  We cut out labels and affixed them to the castle walls to look like bricks and give texture to the picture.  This was meant to go with our Magic Tree house Knights and Castle book reading. 
*He read Magic Tree house aloud to me.  Forever.

Timothy:
*Benjamin Franklin discussion.  We read more info on him from online, he colored several pictures of him as I read.  We discussed  a list of Franklin's 13 virtues and what each one meant.
*They also colored PA on a map of the 13 colonies and we discussed them.
*Art- We worked on making a  castle drawing with texture.  We worked on first seeing the shapes in the castle.  We cut out labels and affixed them to the castle walls to look like bricks and give texture to the picture.  This was meant to go with our Magic Tree house Knights and Castle book reading.
*Read a chapter in The Knight At Dawn

Jacob:
*Blocks and building. 

Reading Levels.....for me

Building fluency and meaning

In second grade, children begin reading for meaning, not simply as a way of sounding out simple sentences. Classrooms should give children many opportunities to read — silently on their own, aloud in groups, and aloud with a partner. Second grade curriculum should also include listening to books read aloud. Students often reread stories to increase their fluency, or their ability to read quickly and accurately with expression.

Decoding words

Your second-grader should be able to recognize a growing number of words, using knowledge of word structures and letter-sound relationships and a variety of strategies to read. Not only do second-graders develop skills to hear and say separate sounds in words, but they also use patterns to decode words. Second graders should be able to read new words by breaking them into syllables. A strong reading curriculum should include learning the meanings of many prefixes and suffixes.

Reading chapter books

As second-graders graduate to more complex material, they learn to read across subject areas, including social studies, science, and math. They begin to read books that have several chapters and develop a larger vocabulary.
In second grade, kids are taught to use different parts of a book to find information, including the table of contents, index, glossary, title page, introduction, and preface. Second-graders should know that there are different purposes for reading: for pleasure, to get directions, and to gather information.
Second-graders should be able to choose their own books based on their interests, but reading specialist Jennifer Thompson recommends using the "five-finger test" to help them choose a book at the appropriate reading level. "Have your child open to any page," she says. "If she finds five words that she does not know, the book is too difficult."

Doing research

Second-graders learn to use books to research different subjects and answer questions about a topic. They may use encyclopedias, informational books, and the Internet to dig up facts.
"Reading informational text is critical for second- and third-graders," explains Thompson. "Most of the federally mandated tests contain a great deal of nonfiction reading. Children need to learn to read nonfiction for understanding and need to be taught how to use all of the conventions of nonfiction to assist with understanding. These include the table of contents, index, glossary, captions, illustrations, bold print, diagrams, charts, and graphs."

Reading aloud

By second grade the emphasis should be on students reading their own material, but they should still get many opportunities to listen to books read aloud. Not only does this offer kids a model of fluency, but it also fosters a love of books. It should also help your child understand vocabulary and language patterns in more complex texts. By discussing books before and after they are read aloud, teachers and parents can increase literacy no matter what a child's reading level is.

Reading for meaning

In second grade, children learn strategies to draw meaning from what they read. They should be able to recognize the sequence of events in a story, as well as anticipate the possible outcome. Important skills should include retell familiar stories, summarizing the main ideas and plot, and identifying the characters and settings. Kids may be asked to compare and contrast characters in stories to their own lives. They may also be asked questions about the text, such as who, what, when, where, why, and how. Kids at this age should learn to use a dictionary and thesaurus to discover the meanings of words.

3rd grade

The leap to learning

In third grade, students are expected to make a huge change in their fluency and understanding. Suddenly, reading is seen as a tool for learning rather than the object of the learning itself. At this stage, children should be able to read a variety of books including contemporary fiction, historical fiction, legends, fables, myths, and biographies.
Third-graders are expected to read with fluency, comprehension, and expression. As they read a variety of books, they expand their vocabulary and interpret the ideas in the texts.
Third-graders are introduced to the ways language is used by learning about similes, metaphors, personification, and imagery. They should be able to select books at their reading level that interest them. Reading specialist Jennifer Thompson recommends using the "five-finger test" to choose appropriate books: "Have your child open the book to any page. If he can find five words that he does not know, the book is too difficult."

Doing research

Third-graders improve on their beginning research skills by reading books on different subjects and answering questions about a topic. Third-graders should be able to use the index, glossary, title page, introduction, preface, and appendix of a book to find information. Using encyclopedias, informational books, and the Internet may be part of a research project.
"Reading informational text is critical for second- and third-graders," says Thompson. "Most of the federally mandated tests contain a great deal of nonfiction reading. Children need to learn to read nonfiction for understanding and need to be taught how to use all of the conventions of nonfiction to assist with understanding. These include the table of contents, index, glossary, captions, illustrations, bold print, diagrams, charts, and graphs."

Decoding words

Third-graders are expected to able to read unknown words automatically, though some children may not be capable of this. The strategies used to decode and read unknown words include using roots, suffixes, prefixes, homophones (for example, aloud and allowed), and word families (such as ack and ight). Third-graders should be able to use context to figure out the meaning of unknown words as well as look them up in a dictionary.

Reading for meaning

Third-graders learn strategies to derive meaning from what is read — including illustrations, text, and prior knowledge to make predictions and grasp the story. They should be able to recognize the sequence of events in a story, as well as their cause and effect. They retell familiar stories, summarizing the main ideas and plot and identifying the characters and settings. They are expected to answer questions about the text, such as who, what, when, where, why, and how. Third-graders begin to distinguish fact from opinion and explore themes that recur across literary works.

Shared reading

Third-graders may take part in shared reading, an interactive reading experience guided by the teacher. During the reading, the teacher demonstrates strategies students can use to read and derive meaning. The teacher may pause in the reading to teach vocabulary, introduce a reading skill, or encourage children to predict what comes next. The book is typically read multiple times over several days.

Thursday, November 21, 2013

Schoolwork Accomplished:

Leanna:

*Wrote an essay on How Rome Began
*Watched The Roman Empire. Or Republic. Or... which was it?   on Khan Academy
*Silent reading
*Two Journal Entry's
*Watched The mummification process
* Fun4TheBrain.com- Division
*

Justin:
*We read the last three chapter in Ben and Me
*We watched the Disney Cartoon version of Ben and Me

Timothy:
*We read the last three chapter in Ben and Me
*We watched the Disney Cartoon version of Ben and Me

Jacob:
 *We read the last three chapter in Ben and Me
*We watched the Disney Cartoon version of Ben and Me

Wednesday, November 20, 2013

Schoolwork Accomplished:

Leanna:
Beautiful

Justin:

*We read two chapters in Ben and Me
*We watched a Thanksgiving Video
*Handwriting book
*history and discovery channel dinosaur videos online.

Timothy:
*We read two chapters in Ben and Me
*We watched a Thanksgiving Video

Jacob:
*We watched a Thanksgiving Video
*watched dinosaur videos

Thanksgiving Dinner ideas 12 year old and up~Leanna!

-The fudge recipe from Eagle Brand milk is easy and really good. It basically requires mixing chocolate chips, Eagle Brand milk, vanilla and salt in a pot until they melt. You don't have to worry about double-boiling because of the milk. Once it's melted, you pour in a pan to cool. It takes about 5 minutes to make a batch and people rave about it.
The recipe also would allow your niece to be creative. You can make two or three different types of fudge.
For caramel-chocolate fudge, I separately melt Kraft caramels with a drop of milk. Once melted, I mix it with the chocolate in the pan.
For chocolate peanut butter fudge, I separately melt Reeses peanut butter chips and then mix that into the chocolate.
For rocky road, get almonds pieces and mini-marshmallows. For this one, I melt some marshmallows with a little butter and fold it into the chocolate. Then I add the almonds and some more marshmallows as I pour the melted chocolate into the pan. You might also be able to use fluff, but I've never done it.
The basic receipe is available on the Eagle Brand website (and often on the can).

-

There's a lot you can do. When I was about that age, I was put in charge of the bread, and usually made a fruit salad or dessert. My first dessert offering for the Thanksgiving table was a strawberry marble cake (sounds fancy; it's not).

Bake a white cake using a cake mix. After it's cooked and cooled, use a fork and go to town poking holes in the top of it. Mix strawberry Jell-O according to the directions on the package, but instead of putting it in the fridge to set, pour it over the cake while it's still in its liquid form. Keep it in the fridge overnight. To frost it, mix a carton of Cool Whip with a package of thawed frozen strawberries in syrup (the kind that comes in the cardboard can kind of thing) and frost the top of it. Keep it in the fridge until it's time to eat.

If you want to try a side dish, green bean casserole is easy. The recipe is right on the back of a can of Campbell's cream of mushroom soup around this time of year.

Source:

I've always helped in the kitchen, and my kids (9 and 11) do now.

- newbestrecipebook-info.blogspot.com

- What about deviled eggs! they are super easy to make and they aren't expensive at all! I used to make them all the time when i was younger. I also used to be in charge of making the mashed potatoes.

 -http://mm.chitika.net/track?xargs=EMf9ONgT93So7moHMMbej6uZ2Pg0W4wq0XQh%2B3Tqik0KGCITU8Vvn%2BrPZ6zZg7zulp9FGGpCCBiMSVCkElEArSZdNmLH30PP1uYj0jMhqgfZE%2F4slDPT2t7cmrOJ%2B5SAFqydxM2YSeZFSCalSkGJF6dBkfk%2F6i%2FqRikNUmEwhTDI9bTZFgHwsM%2FzSf23xH%2BN0OxNl96aXi8jw9Ek8cq6LcGc%2BwM%2FenG0cm7ohS4z1EZDJdLBR3yILh84ppLZxYmHyg3J%2FAZomS88RVEGfH6WcqD0R2f1flQKbGhWmfFUfHFGyOxjhN%2B%2FuUCxpCY%2F3MU5ROLXf64qT19lddrdtITzfjUsKh%2FmVBTOGQryeMusmkiJIXnxdjzZIStxjrvC56yAy8qiuxVg9EtWFnGtBWoM4cmrOE1CAGRC2ob0RbQ6uzAYvsazwc2bgPpeA1v41ptaB7YZ1NM1g5KUUbXXCWXKo1R8BWhnmGfqAowo%2BJxjTHoBKDFN2XaU6F2z9Aeofh8oOxuVGJG4oiARVYRjYKyh9AYjLCN9o%2B%2FluCfs2BJOg%2FfFQFWJ8QbbiTq%2Bgul6GWnFXe8l36kz4%2BtzId1BGQkqToS6CbpENK%2BWz2T5D72tv68lzQtrfoqRyCj%2FQI9keA3wUQtEaL0H5vCOnE%2FJvbMb8%2FR8%2FaWb%2BuHLTEhKT4jOG%2FVe875NhvwqJuvXMTokW42YJl%2BekdAda%2BscpLLgMx4hkLU4yJUjcYj%2BfFjx4a92nGlSl9pR9Tlp2W%2B1vfGdwdn9mcUzOAKFlp8TV4Dkzs32CmhjtH%2FywyEM1vTA3sE2Go6Ajg4POw0i462QqQiio6D8VPMzrR58PaSuEEweBAGa5vVC%2FY%2Fq34MLOyDl6Y09ai7Pk9R0FtigQNYEkF0uY%2BU3EGAo79xT2S%2BmUbXJgyPiEGVcpLL%2Fyt34pxi6KcIwLd4eWRL4fmCfWWkMyCgzfbsRvggX5S6irLqRzjO2gE02vzqBLOK6995Odm8zN%2FEGKIE0Id28%2BbM6DaO6M8J%2FA%2BVP%2FmsIE5E9nlwqtcyU6m7%2Fgzg2EBB1ngOGpObpjn65og74I3aZPL8II1EpPo2Nm7Hs6vT%2FnDQ1uUM%3D&size_screen=1120x630&impsrc=amm_yahoo&dpr=1.7142857313156128&vsn=3.4&size_viewport=1119x504

 -Stuffed Peppers

4 large green peppers
3 lbs hamburger
2 eggs
1 sleeve crackers crushed
1 onion diced
2 large cans tomato paste

cut the tops off and clean out peppers. Mix meat with crackers eggs and onion. Fill each pepper with mixture if you have any left over just make into ball. Place all into large pot and cover with water. Simmer on medium heat for 30 to 40 minutes or until peppers are tender. Add into water the tomato paste and simmer another 15 minutes or until the juice thickens up.
My family loves these. if there is any left over I chop up and add cooked macaroni the next day


 -

Tuesday, November 19, 2013

Schoolwork Accomplished:

Leanna:

Justin:
*Read aloud Magic Treehouse
*
Timothy:
*

Monday, November 18, 2013

Schoolwork Accomplished:

Leanna:
*Silent Reading: Anne Frank
*Journal entry
*Read about Greek language
*Traits of Good Writing
*Worked on my blog and website, POPSECRETS (PopSecrets)
*Greek and Latin Roots
*Spectrum math
*Life 0f Fred
*of 0F OF Kirstin 

Justin:
*We read three chapters in Ben and Me-these are lengthy sessions-I explain multiple words we encounter that they don't know, and we did some background discussion of the Revolution .
*Handwriting practice
*

Timothy:
*We read three chapters in Ben and Me
*Handwriting practice
*Brain Quest-cursive writing section finished, math

Jacob:
*Math Readiness book