3-3-15: Candy Land Quest

During the month of March, your child will be participating in our Candy Land Quest. The Reading Quest can be completed at home and/or during free times at school. (indoor recess, after schoolwork has been completed, Daily 5 time etc.) All materials for each activity will be available in the packet that was sent home today, as well as in the classroom. You are free to take more materials home as you complete the activities. There is no limit to how many times you may do an event.

As always, the QUALITY of your work matters! Please do your best the first time so that you don’t have to go back and fix things before you receive your tickets. 

On March 31st we will celebrate your achievements and you will be able to shop at our classroom shop with the tickets you’ve earned.


    • Reading calendar needs to be turned in every Monday during the month of March so you can earn your tickets and so our total class minutes can be added together!
      • 50 minutes = 1 ticket, 100 minutes = 2 tickets
      • If our class minutes reach 8,000 minutes the class will earn a VERY special surprise!!


    • Listen, read, and take quizzes on different books.
    • I can see who logged on during the previous week, and I will pass out tickets accordingly every Monday.
      • Log on to Raz-Kids=1 ticket


    • You will pick  a character out of a book that your are reading and “Step Inside” them during or after you have read the book. Be sure to draw them and answer each questiond on the back of the paper in complete sentences before you turn it in!
      • 1 Step Inside = 5 ticket


    • Using the page attached, write about a book you read that you think others will really enjoy. Be sure to tell us why the book is so great!
      • 1 book recommendation=1 ticket


    • You may retell a story you read orally to a parent. Parent signature required if done orally  SEE “RETELLING TICKETS”
    • You may also write down a retelling of a story
      • Every complete*, quality retelling=7 tickets

* A complete retelling must include the following:              

                                    Parts of a retelling:

  1. Title
  2. Main Character
  3. Other characters
  4. Setting-where and when
  5. Important details
  6. Time words
  7. Theme
  8. Problem & Solution

Quality Control

  1. Capital letters
  2. Ending marks
  3. Complete sentences
  4. Best handwriting


    • You may write a book about anyting you would like! Use your imagination!!
    • You may choose to publish this book in your very best handwriting or you can type it!
    • Remember to use your “RESPONSIBLE WRITING CHECKLIST” before turning it in.
    • Be sure to add illustration! If it is a nonfiction book, perhaps mom or dad could help you find real pictures online!
      • Each book that is written and illustrated = 10 tickets

Image result for candy land image

January 22, 2015: Goal Setting

This week we started goal setting in reading and math. For reading, the kids will be picking a reading strategy from our CAFE board and working on it for the week. After picking their strategy, they put their frog, with their picture on it, on the CAFE board. They wrote their strategy on a  sticky note and will keep it in their book baskets. For math, they picked a goal for their Mad Minutes. They wrote their goal on a sticky note and put in on our Mad Minute Goal board. They also wrote their goal on the top of their Mad Minute graph, so that they will have it with them at their desk. Ask your child what their goals are for the week!



November 3, 2014: Sticky Note Thinking

Today we began to use sticky notes to think about our reading. Students were given a sticky notes reference sheet and a pad of sticky notes to keep in their book baskets. They were also given a Sticky Note Thinking sheet. They had to do 4 sticky notes during Read to Self time. They sticky noted things such as: favorite part, a prediction, a question, a word that they didn’t know, an interesting word, and more. Take a look at some of our thinking! Just click on the picture to see a bigger view of it.

October 6, 2014: Read Around the Room

Last week we started to be able to pick where in the room we want to do Read to Self time. We can read in our reading corner, on rugs, on cushions, on little stools, folding chairs and at the front table. We love being to have a choice in where we sit!


September 27, 2014: Read With a Partner

Last week we began doing the forth aspect of The Daily 5, Read With a Partner.  We learned how to pick a partner and how to sit EEKK (elbow to elbow, knee to knee). As we read with our partner we learned how to ask them to stop and check for understanding. We were each given a wooden checkmark with, “who, what, where”, written on it. The checkmark is to keep in our book baskets and is suppose to help remind us to stop our partner and check for understanding. Eventually, the kids will be able to use question rings and Beachball Bookmarks to help check their partners for comprehension.

September 24, 2014: Listen To Reading

This week I have introduced another aspect of The Daily 5, Listen to Reading . Students may listen to reading a few different ways. They may go to the computers and go to one of four websites and listen to stories that are at their reading level. Students may also go over and sit at the listening center and listen to books on tape. Finally, students can take an individual tape player to somewhere quiet in the room and listen to books on tape. Listen to Reading is quickly becoming a favorite classroom activity!!!

September 7, 2014: Real Reader vs. Fake Reader

On Friday, we talked about real reading vs. fake reading. We sorted different phrases into the two columns. We talked about how this is related to the Daily 5 and our Read to Self time. We discussed how we SHOULDN”T  be doing any of the things that the “fake” reader does and that we SHOULD be doing all of the things listed in the real reader column. Please use this list to monitor your child’s reading at home. It can help you make sure that your child is doing “real” reading. Here is an example of our phrase sort. (If you click on the picture, you can see it in a larger format.)