Tag Archives: kennedyschool

Learning from home.

Hi everyone,

Below you will find information about how to continue your learning while you are at home. I hope everyone stays healthy! I miss you and I cannot wait until we are all back together again.

Mrs. Tremonte

 

How to log into Google Classroom from home:

  1. Go to www.google.com
  2. Enter email: 111______@k12.somerville.ma.us (Your child knows his/her 9-digit number that begins with 111.)
  3. Enter password: 111________* (9-digit number followed by shift 8)
  4. Once you log in, you will see little squares in the top right of the screen. If you click them, you will see different options. Click on GOOGLE CLASSROOM (green blackboard icon).
  5. Click on “Mrs. Tremonte 2019-2020.” You will then see assignments and links to websites.

 

Some online options (linked through Google Classroom) are listed below:

 

  • Keyboarding Without Tears

 

*Unfortunately I do not think this program is available at this time. The purchase order is taking a while to be processed.

Educator Pin: 6CE461

Each child has their own unique secret code.

This program can be used to practice typing at home.

 

  • Khan Academy

 

Click “Login With Google” and it should automatically sign in.

There are math assignments posted. Note: Students may need to work on “past” assignments if the due date has already passed. Please disregard the due dates.

 

  • Typing Pal

 

The website is linked through our Google Classroom. Students know how to log in to practice typing skills.

 

  • ReadWorks.org

 

I have the ability to assign work through this site. The assignment will show up in our Google Classroom stream if I post an assignment. We tested it out this week and I assigned a text and comprehension questions about Pluto.

 

  • Epic Books

 

This online digital library is free when the students log in at school. You can pay a monthly fee if you would like your child to use it at home. This is NOT required. I am hoping this site will become free during this health emergency.

 

Other options for continuing learning:

 

  • Read.
  • Keep a journal about your reading.
  • Write a story.
  • Practice your multiplication facts.
  • Have some fun! Play games with your family. Craft. Draw. Color. Practice your yoga.

 

 

 

My favorite memory of third grade.

My favorite memory of third grade is…

 

Braedyn—when James was laughing so hard he cried.

Leila—when we had an ice cream party and we had so many scoops we got crazy.

James—was earning the yellow bottle from Ms. Trish.

Dylan—when we were walking to Flatbread.

Leanne—being with all of my friends and most of all, Mrs. Tremonte.

Shaylin—when Leanne got the frosting from the cupcake on her face.

Petya—going to Flatbreads.

Annabel R.—was doing the Secret Soldier project.

Ilyas—playing basketball at recess.

Annabel C.—coloring with my friends.

Seriyah—meeting Mrs. Tremonte.

Rohan—was learning cursive.

Viola—is doing the Secret Soldier project.

Ava—was going to Flatbreads.

Brennan—when we got to see the Mayor of Somerville at City Hall.

Cecilia—is science.

Mihali—was burger day at lunch.

Voldemort—being in third grade.

Mrs. Tremonte—making the mosaic with The Beautiful Stuff

Ms. Trish—visiting the Mayor’s office.

Mr. Purvis—going to the Mayor’s office.

 

Our favorite memories of this year.

last day 2016 2017

Mckayla—When I get to see my teacher and give her a big hug.

Lydia—Getting to do everything with my friends and my teacher.

Nariya—Meeting Mrs. Tremonte. She was really nice.

Aidan—Gym class.

Jessica—Meeting Mrs. Tremonte and seeing her every day.

Rahib—Doing the easy math challenges.

Pedro—Eating slush.

Kailyn—The activities we did, especially The Secret Soldier one.

Nathan—My favorite part of school was doing ELA.

Laura—My favorite part was talking to Mrs. Tremonte

Ryan—Going to Plimoth Plantation.

Tanner—Coming in and getting to see Mrs. Tremonte every day and giving her flowers.

Tommy—Doing the BeeBots.

Jordyn—When I got to meet Mrs. Tremonte at the beginning of the year.

Robert—All of the projects and field trips we got to do with this amazing class.

Jayden—Going out to recess.

Bianca—Eating pizza on Wednesdays.

Mrs. Tremonte—My favorite part of this year was having students who wanted to learn every day.

Writing about texts.

Our class has been working to develop ideas about what they are reading to write a one page written essay.

Readers read the passage two times.  The first time is to get an idea about what the text is about and what the author is trying to tell us.  The second time is to underline important information (key ideas), to circle challenging and confusing words, to write any questions, and to write your thinking (annotate).

Students have been writing responses based on one text AND responses based on two texts that are related (paired texts).

Below are the steps students take to answer a paired text question, and the success criteria for the written essay.

Steps I take to answer a paired text question:

  1. Analyze the question.  What is it asking?
  2. Look at the first text and my annotations.  Find clues to answer the question.
  3. Look at the second text and my annotations.  Find clues to answer the question.
  4. Develop a central idea.  This is the center of the writing.
  5. Answer the question using evidence from the texts.  Use your box and bullets organizer (see below) to plan your response.  Then write your response.

 

 

writing 2017 10
Box and Bullets Organizers

 

I know I am successful when:

  1. I answered all parts of the question.
  2. I stated my central idea at the beginning of the essay.
  3. I gave evidence from the text or texts.
  4. I gave an explanation (say more) sentence for each piece of evidence. (Be sure to connect back to central idea)
  5. I wrote a conclusion sentence (so what).
writing 2017 3
Students share their essays.  They offer positive feedback and suggestions to improve writing based on the success criteria.

 

After students are finished with the essay they use a checklist to critique their writing.  This checklist allows them to analyze their writing for the central idea, evidence, explanation, and conclusion.  Perhaps the most important component is identifying what they need to work on so that they can continue to improve their writing.

writing 2017 1

Below you can see students hard at work.  They are reading essays and evaluating the essays based on the “Writing about Reading Checklist”.

 

The entire class has made significant progress and we will continue to work on writing about texts.