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Kimberly Rodriguez

4th Grade Language Arts & Social Studies
832 663-4200
Conference Time: 1:55 - 2:50
4th Grade Lunch: 11:35 - 12:05



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Monday, Tuesday, and ThursdayI will begin with my homeroom and on Wednesday and Friday I will begin with Mrs. Flores' homeroom.

7:55 - 10:25         Language Arts/Social Studies
10:25 - 10:35      Switch with Mrs. Flores
10:35 - 11:35       Language Arts Block 2
11:35 - 12:05       Lunch
12:05 - 12:35      Recess
12:35 - 1:55         Continue Block 2
1:55 - 2:50           Specials
2:50 - 3:00         Switch Classes & Pack Up






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Throughout the year, your child will be working on various word patterns to increase their word knowledge in reading and writing. In addition to word patterns,  students will be held accountable for high frequency words in their reading and writing.  A new set of words will be sent home about every two weeks.  Please practice these words with your child and make sure they can spell them correctly.  





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 Informational Expository

Readers deepen their understanding of the structures, author’s purpose, and main ideas of informational expository text.

● Ask questions that help me understand what I read
● Take turns speaking and listening to others
● Read independently for longer periods of time
● Choose a book I can read independently
● Participate in meaningful discussions about expository texts
● Summarize the main idea and supporting details
● Tell fact from opinion and prove my fact
● Describe text structures
● Use text features to locate information

Traditional Literature

Readers learn about the values and beliefs of cultures by understanding traditional literature.

● Read independently for longer periods of time.
● Make inferences about the traditional literature genre
● Make inferences about theme in traditional literature.
● Compare and contrast adventures of characters.
● Describe character relationships.
● Summarize plot in a traditional literature text.
● Participate in meaningful discussions about traditional literature

Poetry

Readers explore and interpret poetry using structure, elements, and imagery.

● Ask questions that help me understand what I read.
● Take turns speaking and listening to others.
● Read independently for longer periods of time.
● Make inferences about how sensory language creates images.
● Describe the characteristics of various forms of poetry.
● Explain how a poet’s words create imagery.
● Infer the meaning of poetry using text evidence.
● Participate in meaningful discussions about poetry texts.




We are working on Expository Writing 

Students will:
● generate topics for writing
● write small moments stories
● take turns speaking and listening
● write independently for a sustained amount of time
● have conversations about what they are writing
● confer with the teacher
● apply conventions in the context of writing
● use the writing process

Students will be introduced to the genre of expository writing. Informational: Expository is defined in Genre Study by Fountas and Pinnell as texts that are “organized logically to offer the reader information about a topic. They often explain and describe, using examples.” The Texas Education Agency defines Expository as “a type of informational text that clarifies or explains something.”

The primary characteristics of expository writing include:
● a clear central idea
● an organizational structure*
● specific details (facts and/or opinions) that support the central idea
● meaningful transitions between details
● a non-narrative tone


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Please Make Sure You Are Reading
At Least 100 Minutes Per Week!
Record It In Your Reading Log!!

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Why Read 20 Minutes Every Night?

Question:  “Why can’t I skip my 20 minutes of reading tonight?”

Answer: “Let’s figure it out mathematically!”

Student A reads 20 minutes five nights a week.
Student B reads only 4 minutes – or not at all!

Step 1: Multiply minutes a night x 5 times each week.
Student A reads 20 x 5 minutes a week = 100 minutes per week
Student B reads 4 x 5 minutes a week = 20 minutes

Step 2: Multiply minutes a week x 4 weeks each month.
Student A reads 400 minutes a month.
Student B reads 80 minutes a month.

Step 3: Multiply minutes a month x 9 months each year.
Student A reads 3, 600 minutes in a school year.
Student B reads 720 minutes in a school year.

Student A reads the equivalent of ten whole school days a year.
Student B gets the equivalent of only two school days of reading a year.

By the end of the sixth grade, if student A and student B maintain these same reading habits,
Student A will have read the equivalent of 60 whole school days.
Student B will have read the equivalent of only 12 school days.

One would expect the gap of information will have widened considerably and so, undoubtedly, will school performance.

How do you think Student B will feel about himself/herself as a student?

Some questions to ponder:
  • Which student would you expect to read better?
  • Which student would you expect to know more?
  • Which student would you expect to write better?
  • Which student would you expect to have a better vocabulary?
  • Which student would you expect to be more successful in school, and in life?








ABOUT
MRS. RODRIGUEZ
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Dear BWE Family,

        I am pleased to welcome you to BWE for the 2016 - 2017 school year.  My name is Kimberly Rodriguez and it is my pleasure to be your child’s teacher.  This school year will begin my twenty- seventh year of teaching at the elementary level.  I graduated from the University of Texas and received my Masters of Elementary Education from the University of Houston.  My husband, Ruben and I have been married for twenty-two years.  We have three wonderful children; Katherine who is a junior at Texas A&M, Emily who is a freshman at Texas State, and Michael who is in 7th grade at Twin Creeks Middle School.  My family and I live in the Spring community and I am very excited to be teaching your child this year at BWE.  

        This year we have many goals to achieve.  It is my hope to instill in our children a love of learning, a strong sense of character, and a desire to achieve excellence.  To accomplish these goals, we will focus on problem-solving and critical thinking, reading comprehension, as well as enriching skills in language arts and social studies.  I have many exciting activities and lessons planned for this year.   I will strive to make learning a fun and meaningful experience every day for your child in the classroom.

        I know that beginning a new school year is an exciting time.  Please feel free to contact me at any time with questions or concerns.  I can be reached by telephone at (832)663-4200 both before and after school, or during my conference period, 1:55 – 2:50.  I am also available through email at kwalshrodrigue@conroeisd.net   which I check periodically throughout the day.  

      Thank you for your support at home and helping to build a love of learning!

       Mrs. Rodriguez

















 

The Conroe Independent School District (District) is an equal opportunity educational provider and employer does not discriminate on the basis of race, color, national origin, sex, religion, age, or disability in educational programs or activities that it operates or in employment matters. The District is required by Title VI and Title VII of the Civil Rights Act of 1964, as amended, Title IX of the Education Amendments of 1972, the Age Discrimination Act of 1975, as amended, Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act, as well as Board policy not to discriminate in such a manner.

For information about Title IX rights or Section 504/ADA rights, contact the Title IX Coordinator or the Section 504/ADA coordinator:
3205 W. Davis
Conroe, Texas 77304
(936) 709-7752

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3205 W. Davis
Conroe, Texas 77304
(936) 709-7752

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