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High-level reading selections for elementary students

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High-level reading selections for elementary students

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http://www.readbrightly.com/books-for-advanced-second-third-grade-readers/?ref=PRHA7452B2AE2&aid=randohouseinc39998-20&linkid=PRHA7452B2AE2&kwp_0=598035&kwp_4=2153897&kwp_1=899050http://www.readbrightly.com/books-for-advanced-second-third-grade-readers/?ref=PRHA7452B2AE2&aid=randohouseinc39998-20&linkid=PRHA7452B2AE2&kwp_0=598035&kwp_4=2153897&kwp_1=899050

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This is my personal philosophy of progression through the formative years. To be successful in secondary, and to continue on the path of college and career readiness, students must learn these skills in their first years of formal education. Advanced Academics recognizes students who master these skills early, and thus need differentiated curriculum to engage learning and stimulate curiosity.
Kindergarten: learn to attend
First grade: learn to read
Second grade: learn about reading
Third grade: read to learn
Fourth grade: learn to study
Fifth grade: study to learn
Sixth grade: study to communicate

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http://www.mycapstonelibrary.com/login/index.html

user name: merry
password: lovetoread

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All Advanced Academics students should read 30 minutes every night.
Books should be with 100 points of their lexile  level.

Students in Advanced Academics should read at least THREE books and take online quizzes for them. This is not optional.

Students have a challenge to read the classics this year.

We are participants in the Braum's reward program, too! For every six books, students get a handmade ice cream treat or similar, at any participating Braum's store.

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Grades K-3
If you want a list of books for your student, here's one from Mensa.

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Grades 4-6
If you want a list of books recommended for your scholar, here's one from Mensa.

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If you search study methods, one of the most recommended is Flash Cards. Flash cards are used for learning and reinforcing skills. They can be used for any subject, any level. College students frequently make their own flash cards to study. Physically writing them out on note cards is preferred. This is a multi-sensory approach that pays off. Write on the cards neatly. Feel free to be creative. Make them your own, but make sure you include all the necessary information. Keep them. Refer to them frequently.

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| Independent Reading Program
| Target TEKS TEKS 4.1 Students are expected to read aloud with fluency and comprehension.  TEKS 4.9 The student will read independently for sustained periods of time.   | Resources
| Objectives(Plan) ·         Advanced Academics students are expected to self-select reading materials at appropriate reading and/or lexile levels as seen through a list of books read throughout the year (Portfolio Product – Reading-Book List).  (Use SRI if available or Guided Reading Level (A-Z).) ·         Learners will read independently and recognize events from a text by paraphrase events in their reading log/journal.  Process(Do) Establish/Review Independent Reading Procedures and Routines - Suggested Programs (Select One) ·         Scholastic Reading Inventory (SRI) diagnostic testing program ·         Reading Counts ·         Reading Log/Journal/Record/ Book List (PP- Reading) ·         40 Book Challenge/Million Word Club  Assessment/Product (Study/Act) ·         Reading List (PP - Reading) ·         Reading Responses (PP – Communication)

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Grades K-3
If you want a list of books for your student, here's one from Mensa.

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Welcome to Mrs. Harper's classroom page.  Here you will find the information you need throughout the school year.  You can also find our school's supply list, classroom pictures, links to helpful websites, and  other fun information we will be using for learning throughout the year.  Please take note of this web address and make a shortcut on your device as you will be expected to use this page often through the year.

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I've been a teacher with HEB ISD since 1997.  During that time, I've worked at three of our campuses- Oakwood Terrace, Bellaire, and since 2002, at Bell Manor. I'm a proud Longhorn, and I bleed burnt orange. I graduated from the University of Texas at Austin with a Bachelor of Journalism/Public Relations. My Master's of Education is from the University of North Texas. My specialization is in Gifted Education.

I was born and raised in the Fort Worth area. I am fortunate that most of my family is nearby. My husband and I live about a mile from my daughter and her family. Our son lives in Denver. Both my children and grandchildren are proud products of HEB ISD.

My favorite season is football! My favorite color is turquoise. I like unsweetened iced tea and Mexican food. My passion is travel, and I do it every chance I get. My favorite place to visit is the Pagosa Springs, Colorado area (Santa Fe, NM/Durango, CO/Wolf Creek Pass, CO).

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Official 5th Grade Supply List.  Other (official district) supply lists can be found here.  If you have other supplies you need for your class

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Here is a list of websites we will be using throughout the year:
(make sure to include a link back to your schools site)

Padlet

Online Student Resources

Login is first name last name@student.hebisd.edu

password is normal school login password

Home Access Center

Bell Manor Home

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If you would like to contact me, you can do so by emailing me directly at: susanharper@hebisd.edu,  or by calling the school and scheduling a time to speak with me at 817-354-3370.

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Click one of the shapes below from a school computer and it will open the Scholastic Suite for SRI, FastMath, Reading Counts. Don't ask me why it looks so odd. I have no idea.
user:26
Heb123

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These programs can only be accessed on school computers.
https://isip.istation.com/Default.aspx?ReturnUrl=%2f
user:26
password:initialsbirthdate
for SRI and RC go to Share/advancedacademics/sri(icon)
user:26
Heb123

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Students should take at least three quizzes each six weeks and score at least an 80. Students have three chances to take each quiz on a computer at school.

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Resources for Bud, Not Buddy
http://www.history.com/topics/dust-bowl

https://upload.wikimedia.org/wikipedia/commons/b/bb/Farmer_walking_in_dust_storm_Cimarron_County_Oklahoma2.jpg

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In order to get a 90 or above on the STAAR Math and Reading tests we, the Fourth Grade PEAK class, must:

�  Use technology to keep track of our skills (SRI/RC)

�  Give more than Level IV effort

�  Study advanced vocabulary

�  Pay attention in class and listen to our teachers

�  Read more challenging books

�  Never give up on our dreams

�  Remember to be a BOBCAT and follow CHAMPS

�  Have fun while learning!

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Grades K-3
If you want a list of books for your student, here's one from Mensa.

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Fifth Grade Peak week of 10_22 and 10_30

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https://padlet.com/susanharper/esperanza2017

Dustbowl information. While Esperanza did not live in the Dustbowl region, her livelihood was affected by the dust storms that hit California. http://www.history.com/topics/dust-bowl

https://upload.wikimedia.org/wikipedia/commons/b/bb/Farmer_walking_in_dust_storm_Cimarron_County_Oklahoma2.jpg

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3x5 notecards 200 for the year
Red pen
Pencil
Journal
Library book
MOOSE
All work and projects ongoing.

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A part of my day is working with the advanced readers of our school. My first group is the Blue Group. Most of them have met or surpassed year end goals already, so they are ready for the next step.
They are working on different texts, listening skills, and questioning strategies that lead to deeper understanding.

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If you search study methods, one of the most recommended is Flash Cards. Flash cards are used for learning and reinforcing skills. They can be used for any subject, any level. College students frequently make their own flash cards to study. Physically writing them out on note cards is preferred. This is a multi-sensory approach that pays off. Write on the cards neatly. Feel free to be creative. Make them your own, but make sure you include all the necessary information. Keep them. Refer to them frequently.

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Peak Project Famous Structures Due February 28

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Peak Project Famous Structures Due February 28

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Famous Buildings/Structures PEAK Project

The report should be MINIMUM one page in length. Please include the following information. You may not be able to find EVERY fact below, but you should be able to find most of them.

Each fact should be included in your slide show/power point in an attractive and meaningful presentation.

Math Facts and Figures

Total sq. footage of building?

How tall is your building?

When was it built?

How much does it weigh? (If possible to calculate.)

How long did it take to build?

How much did it cost when built? How much would it be today? (Use an online converter.)

What style of architecture is used?

What materials are used?

How did it get its name?

Who was the architect?

History of ownership?

History of location?

Stunning feature or fact?

Remember: Who, What, When, Where, Why

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Here are some of the methods we use to learn new material and review prior learning.

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Here is the background on, and guidelines for completing the required vocabulary unit lessons and assignments.This is a two-page document, so you may have to download it to view the second page.

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If you search study methods, one of the most recommended is Flash Cards. Flash cards are used for learning and reinforcing skills. They can be used for any subject, any level. College students frequently make their own flash cards to study. Physically writing them out on note cards is preferred. This is a multi-sensory approach that pays off. Write on the cards neatly. Feel free to be creative. Make them your own, but make sure you include all the necessary information. Keep them. Refer to them frequently.

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How to attack new material, like CBA, DBA, STAAR tests.

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This is my personal philosophy of progression through the formative years. To be successful in secondary, and to continue on the path of college and career readiness, students must learn these skills in their first years of formal education. Advanced Academics recognizes students who master these skills early, and thus need differentiated curriculum to engage learning and stimulate curiosity.
Kindergarten: learn to attend
First grade: learn to read
Second grade: learn about reading
Third grade: read to learn
Fourth grade: learn to study
Fifth grade: study to learn
Sixth grade: study to communicate

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Here is the background on, and guidelines for completing the required vocabulary unit lessons and assignments.This is a two-page document, so you may have to download it to view the second page.

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3x5 notecards 200 for the year
Red pen
Pencil
Journal
Library book
MOOSE
All work and projects ongoing.

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The theme is the underlying message that the author wants to convey, whereas the main idea is what the story is mostly about.

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A strange object from outside our solar system just zoomed past the sun - Popular Science

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A strange object from outside our solar system just zoomed past the sun - Popular Science

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A strange object from outside our solar system just zoomed past the sun - Popular Science

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An asteroid from outside the solar system just zipped by the Sun, and passed relatively close (15 million miles) to Earth.

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chocolate covered frozen banana slices

https://www.pillsbury.com/recipes/chocolate-covered-banana-bites/2a6d21f8-50e7-4005-aecf-2a64cd065a0b

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Check out Calm.com
App for phone and tablet
Website for PC
www.Calm.com

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https://www.calm.com/breathe

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A great resource for conversation at the family table.
https://thefamilydinnerproject.org/

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The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.IB learners strive to be:
Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.
Knowledgeable They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.
Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.
Communicators They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.
Principled They act with integrity and honesty, with a strong sense of fairness, justice andrespect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.
Open-minded They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.
Caring They show empathy, compassion and respect towards the needs and feelings ofothers. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.
Risk-takers They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.
Balanced They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.
Reflective They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

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Unit 5.2

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Loci (low-sigh) is a mnemonic device employing visual images to
remember material that must be memorized.

Check out these links to learn more.
https://remembereverything.org/memory-palace-the-method-of-loci/

http://study.com/academy/lesson/method-of-loci-definition-example-quiz.html

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Unit 4.2

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http://www.readbrightly.com/illustrated-chapter-book-series-early-readers/

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https://www.denverpost.com/2017/05/30/national-spelling-bee-coaches/https://www.denverpost.com/2017/05/30/national-spelling-bee-coaches/

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Unit 5.

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https://www.architecturaldigest.com/story/most-iconic-buildings-around-the-world

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http://www.scholastic.com/blueballiett/wright3.htm

mason

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Dancing House
Musee de'Orsay
The White House
The Space Needle
Taj Mahal
Washington Monument
Sydney Opera House
Leaning Tower
Lotus Temple
Guggenheim Museum New York
Eiffel Tower
Parliament and Big Ben
Falling Water

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I'd like to say my 12-year-old son Justice was enjoying every second of the American history lesson my wife and I were giving him. It was Independence Day weekend last summer, and we were driving up Jefferson Davis Highway from Richmond, Virginia. I pointed out the Confederate road markers along the way to teach my son about the Civil War. My wife and I took turns Googling the names and landmarks mentioned on the monuments and summarizing out loud. Justice was also on his iPhone, but not paying us much attention-I could tell by the way his fingers kept rapidly tapping the touchscreen that he was playing one of his games. I even tried the very Dad approach of using pop-culture references to grab his attention-"So Justice, this spot over here was like the Confederate Army's no flex zone -you know, like Rae Sremmurd?"-to no avail.

From Battleship to Barbie, how culture for young consumers shapes the identities they construct
Read more

For a second, though, I thought perhaps it wasn't my corny presentation that was turning Justice off, but rather the macabre details about war and slavery. But he disabused me of the notion when I brought it up-he didn't feel threatened, likely because the reality of growing up black in America today is in many ways much scarier than the tales of rebel generals of yesteryear. That's not to say the stories of the ghosts of Confederate militants and Klan vigilantes aren't also haunting, or disturbing, in their own right. Despite my brief misgivings, I'd never hesitated before then when it came to sharing the ugliness of America's racial history with my son. That's probably because I wasn't spooked by these kinds of stories growing up, just as my parents hadn't been unnerved about exposing me to them.

One of the ways they introduced me to these stories was through comic books, though not the kind my son reads today. The comics of my youth weren't from the DC or Marvel universes: The first graphic novels I ever encountered were about black figures from history, courtesy of the Golden Legacy comics first published by Bertram A. Fitzgerald, Jr. in the 1960s and '70s. None of my peers or friends got the same introduction to comics I did, but my parents were pretty mindful about the media I consumed as a child. I guess they figured if I were going to lay eyes on storyboards filled with graphic violence, they might as well have been about black history, which itself has no shortage of savagery.

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I'd like to say my 12-year-old son Justice was enjoying every second of the American history lesson my wife and I were giving him. It was Independence Day weekend last summer, and we were driving up Jefferson Davis Highway from Richmond, Virginia.

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Parts of an Airplane

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Bit.ly/risingstars2018

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https://padlet.com/sonyabuhrow/summerreading