Upcoming Events
February 26- March 9: ISTEP+ testing Part 1
March 4: Second grade screener for all Second Grade
March 18-April 4: Full CogAT for Second Grade for those that meet the criteria
March 4, 2019
8:00 AM - 9:00 AM Dr. Seuss Birthday/ WeekMarch 5, 2019
8:00 AM - 9:00 AM Dr. Seuss Birthday/ Week- 6:00 PM - 7:30 PM Corporation Art Show Gr. 9-12 Reception
March 6, 2019
8:00 AM - 9:00 AM Dr. Seuss Birthday/ WeekMarch 7, 2019
8:00 AM - 9:00 AM Dr. Seuss Birthday/ Week- 2:30 PM - 3:00 PM PTO Meets
- 3:00 PM - 5:00 PM Kindergarten Round-up
Fourth Grade Language Arts
We are working hard on the Westing Game. This week we learned who the partnered heirs are. Each partner received clues from Mr. Westing. Chapters 8 and 9, in particular, are jammed full of information and as readers become aware of the clues the heirs possess, some reactions in the previous chapters become clearer. Clearly, the way each pair interprets their clues is based on who they are and what their interests are. Also, at the end of Chapter 8 things begin to go missing! Sydelle Pulaski's shorthand of the will is gone!
The use of the elevator as a bulletin board is a sign of how the Sunset Towers heirs are becoming more of a community, opening up new means of communication in unexpected places. It also hints at Madame Hoo's stealing of valuables from other tenants, as Flora Baumbach is missing her pearls. Angela's reluctance to marry is revealed in her refusal to wear the engagement ring, while Grace Wexler's slow transformation into a restaurateur is seen in her suggestion to have Hoo provide food for Judge Ford's party.
On Tuesday, we continued reading and discussing Chapter 8 and the kids took all of the clues each pair of heirs had, cut them out and put them together. They spent time working together to see if they could figure out how the words fit together to make a passage, poem or familiar song--that will ultimately lead to the clue of who the murderer truly is. They aren't quite there yet!!
However, is Mr. Westing really dead??! Who would plan a game knowing they were going to be murdered??
The children are to read Chapters 9, 10 and all of 11 by Monday, March 4, 2019. They should also answer their comprehension questions.
We are working hard on the Westing Game. This week we learned who the partnered heirs are. Each partner received clues from Mr. Westing. Chapters 8 and 9, in particular, are jammed full of information and as readers become aware of the clues the heirs possess, some reactions in the previous chapters become clearer. Clearly, the way each pair interprets their clues is based on who they are and what their interests are. Also, at the end of Chapter 8 things begin to go missing! Sydelle Pulaski's shorthand of the will is gone!
The use of the elevator as a bulletin board is a sign of how the Sunset Towers heirs are becoming more of a community, opening up new means of communication in unexpected places. It also hints at Madame Hoo's stealing of valuables from other tenants, as Flora Baumbach is missing her pearls. Angela's reluctance to marry is revealed in her refusal to wear the engagement ring, while Grace Wexler's slow transformation into a restaurateur is seen in her suggestion to have Hoo provide food for Judge Ford's party.
On Tuesday, we continued reading and discussing Chapter 8 and the kids took all of the clues each pair of heirs had, cut them out and put them together. They spent time working together to see if they could figure out how the words fit together to make a passage, poem or familiar song--that will ultimately lead to the clue of who the murderer truly is. They aren't quite there yet!!
However, is Mr. Westing really dead??! Who would plan a game knowing they were going to be murdered??
The children are to read Chapters 9, 10 and all of 11 by Monday, March 4, 2019. They should also answer their comprehension questions.
Fourth Grade Math
Math vocabulary:
addend, algorithm, denominator, difference, like-fractions, numerator, sum unlike denominator and unlike fractions
Math vocabulary:
addend, algorithm, denominator, difference, like-fractions, numerator, sum unlike denominator and unlike fractions
We are continuing our work with adding fractions. First, the children had to use estimation to decide if two fractions with unlike denominators would be less than 1, equal to 1 or more than 1. They were allowed to use their fraction strips made in a previous lesson and mental math to make these estimates. They started out adding two fractions, then three and finally four fractions using mental math to make their estimates.
As the story goes, Tori and Jordan look in the trunk again and find some records from the Rabbit Hutch Store. Tori and Jordan's great-great-grandma estimated the total amount of cloth the store owner was buying. The strategies the children are developing include using drawings, fraction models, estimation, benchmarks and charts. They are coming up with over 26 combinations of cloth sizes to equal one. Super proud of them!
They are getting very good and quick at determining common denominators for addition and applying these addition algorithms. The next step will be writing about the learning. I am hoping they will be able to articulate the algorithms they developed to solve the problem.
As the story goes, Tori and Jordan look in the trunk again and find some records from the Rabbit Hutch Store. Tori and Jordan's great-great-grandma estimated the total amount of cloth the store owner was buying. The strategies the children are developing include using drawings, fraction models, estimation, benchmarks and charts. They are coming up with over 26 combinations of cloth sizes to equal one. Super proud of them!
They are getting very good and quick at determining common denominators for addition and applying these addition algorithms. The next step will be writing about the learning. I am hoping they will be able to articulate the algorithms they developed to solve the problem.
Second Grade Language Arts
This week we discussed metaphors. We talked about how metaphors are a special literary device that authors can use to make their writing interesting.
We read the following poem:
We decided that this entire poem could be a metaphor for Edward's journey. Edward opened his heart to love. He was not living until he opened his heart and made connections to the different people he met. It is necessary for Edward for his journey to continue to only move forward-not back.
As an oral lesson, I read the following quotes and we talked about how they applied to Edward Tulane and metaphors:
"Tis better to have loved and lost than never to have loved at all" (Alfred Lord Tennyson)
"The way to love anything is to realize that it might be lost." (G.K. Chesterton)
The kids did great with this lesson. They understood the deeper meanings! So proud of them and our book talks.
On Tuesday, we discussed what a Book Club is and the rules and responsibilities they have for being a part of the book club. Below is a rubric I shared with the students and I will be informally observing these things as we continue to read The Tale of Despereaux.
I read Chapters 1 and 2 to the children. They made predictions about what the story might be about and if they will like the tale. We talked about the book being a fairy tale and we even learned English translation of Despereaux!
Please have the children read Chapters 2-5 by Monday, March 4, 2019
Second Grade Math
Wednesday
Today the children got to work to estimate and determine the square footage of several sleeping bags I brought in. Estimating is still difficult for these young mathematicians that want to get everything right. It is hard for their little egos to NOT put down one or two of our square feet papers to help them visualize the rest of the area. I really pushed them to try, try, try to make a good estimate and thankfully there were NO tears. As we learn and grow and trust each other, they are beginning to realize that estimating is an excellent skill to have to solve problems and doing that in a safe environment allows them to take risks.
I love our math time so much. To spark interest, and because I couldn't bring in a small tent I have (even though I want to and the kids want me to! ) I brought in some toy tents I have. Inside the toy tents are three small sleeping bags. I asked the kids to estimate how many square centimeters they thought would cover the mini toy sleeping bag. This was an advanced, spontaneous lesson because the shape of the mini sleeping bag is irregular--determining area of an irregular shape is much more difficult. YOUR kids were up for the task! Love where our learning leads us.....
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| Wait, is that a Moose? Not sure the Meerkats would like it here! |
Thursday
Our lesson started with the kids finishing up calculating the area of the teeny, tiny sleeping bag with square centimeters. They saw that the irregular shape really did hinder them from using the A=LxW formula. We did a quick mini lesson in partitioning. That skill will be covered greatly in third grade math!
After that, they worked in pairs to estimate the square footage of different flat surfaces around the room. Again, they had to estimate the footage and then they had to measure with the squares and then find the difference. Like every other time this group gets together, our thinking goes in a million different directions but in such a good way! They found the red tiles on the ground around the sink (you remember the tiled floors from school, right??!) and quickly figured out that they were exactly one square foot--just like the papers we were using to measure items around the room. With a quick test, it confirmed their guess and they counted the squares and quickly calculated the area.
Third Grade Language Arts
Theme: Interactions
Monday
We finished comparing and contrasting the two books:
We then talked about the life and times of Anna Sewell, the author of Black Beauty. I read aloud Chapter 1.
Tuesday:
On Tuesday, the girls began writing in their journal. The first thing I had them reflect on was from Chapter 1. Black Beauty's mother gives him some advice..."I hope you grow up gentle and good, and never learn bad ways; do your work with good will, lift your feet up well when you trot, and never bite or kick even in play."
They were to reflect on this advice and think of a piece of good advice they have been given. They then had to extend that thinking and provide a piece of good advice to someone else. We then shared their thinking in a large group.
Can I just say, that I love these girls so much! I know I will see them changing the world as they grow. I have so much hope for our world knowing YOUR girls are in it! I am so proud of their forward thinking, desire to be strong and loving and self confidence. I am the luckiest teacher in the world!!!
Homework: The girls need to read Chapters 2-10 done by: Monday, March 4, 2019.
Theme: Interactions
Monday
We finished comparing and contrasting the two books:
We then talked about the life and times of Anna Sewell, the author of Black Beauty. I read aloud Chapter 1.
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| Our Black Beauty sparked so much interest! |
Tuesday:
On Tuesday, the girls began writing in their journal. The first thing I had them reflect on was from Chapter 1. Black Beauty's mother gives him some advice..."I hope you grow up gentle and good, and never learn bad ways; do your work with good will, lift your feet up well when you trot, and never bite or kick even in play."
They were to reflect on this advice and think of a piece of good advice they have been given. They then had to extend that thinking and provide a piece of good advice to someone else. We then shared their thinking in a large group.
Can I just say, that I love these girls so much! I know I will see them changing the world as they grow. I have so much hope for our world knowing YOUR girls are in it! I am so proud of their forward thinking, desire to be strong and loving and self confidence. I am the luckiest teacher in the world!!!
Homework: The girls need to read Chapters 2-10 done by: Monday, March 4, 2019.
Third Grade Math
Math vocabulary
Area
Wednesday
We continued our work with estimating and determine the number of square unites in the are of the egg. We then got in groups of three and began our work tracing and counting the square inches of one of their group mates. The children are learning to partition pieces and add fractions of pieces to make a whole.
Thursday
We continued our work with estimating and determine the number of square unites in the are of the egg. We then got in groups of three and began our work tracing and counting the square inches of one of their group mates. The children are learning to partition pieces and add fractions of pieces to make a whole.
Thursday
Today the kids worked in groups of three. They chose one person in their group to trace on one inch square wrapping paper. Once they did that, they began the laborious task of calculating the area of the irregular figure. See the hard work below:
Most days we are kind. Some days we have to be reminded. Such is life!
Working in groups is hard. We will continue to work on how to handle conflict in group settings. Many of our lessons require the kids to listen to others ideas. Have group consensus is a hard skill to navigate and we are all learning. The HA curriculum truly provides for many hands on experiences where the kids not only learn an academic skill but also life skills.
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