- PEC #2: Wed, Sep. 30 from 9:15-2:15 (This is a Mandatory meeting) If you cannot attend, please email me. Check out today's DVIA Newsletter for a preview of the workshops being offered!
- SLC's: Oct. 6-7 (Go to this link if you haven't signed up) http://www.signupgenius.com/go/10c0e4da8a72fa02-slcs2
- NO SCHOOL/NO HOMESCHOOL: Oct. 8-9th
- Work Journal 1: Due Oct. 12-13th or on Oct. 7th (If possible, please turn it in on Oct. 7th so that I have the long weekend to process and give each of you feedback on your outstanding work journals)
Thank you Tasneem for helping me add the subscribe section to our DP so that whenever I post something, you will receive an email.
Project: We watched two videos on http://www.uscurrency.gov explaining the currency that is in circulation and what security features were added to deter counterfeiters. Students were assigned to a group. Then each group chose their top 3 choices of which bill they would like to research. Using the process of elimination and Rock-Paper-Scissors, each team is now assigned to research a bill. There are 2 or 3 members in a team. Each team member is being held accountable by their role: Historical Figure Researcher, Painting or Monument Researcher, and Security Features Researcher. Students will highlight, take notes, and find fun facts about their topic. Each team will create a brochure that explains their learning of their assigned bill. All brochhures will be due by Oct. 22-23. This is an in-class project; however, if students can do some internet research at home and bring the articles to school to take notes, that would be most helpful. I have provided each team with information about their bill from the book, Money, Money, Money. Students will be using the Brainpop videos, classroom books, and predetermined websites for their research.
Writing: We continued our study of the Founding Fathers by finishing The Worst of Friends and parts of Founding Fathers. We discussed George Washington, John Adams, Thomas Jefferson, and Benjamin Franklin. We also had great conversations about the difference between a democracy and dictatorship. Students reviewed or were introduced to why Thomas Jefferson purchased the Louisiana Territory from France.
We reviewed parts of a friendly letter and began writing a sample letter for practice.
The traditional format in writing a friendly letter is adding the receiver's address just above the date on the top right. When asked what is your address, I noticed that many of the students stated that they didn't know their own address. Therefore, please review your address and how to write it with your child. We also discussed how to write on notebook paper and introduced the red margins.
Reading: Students shared their government posters and taught the class what they learned about: U.S. Constitution, Checks and Balances, The Executive Branch, The Legislative Branch, and The Judicial Branch. Students took notes during each presentation and gave warm/cool feedback.
We began reading Chrysanthamum, to focus on the Notice & Note strategy Contrast and Contradictions. You can help your child practice noticing this strategy while watching movies or reading books or whenever a family member says one thing but does the opposite. Megan and I will be introducing the next two Notice & Note strategies at PEC #2 and #3
Math: Megan introduced part one and two of the Edible Numbers project to students this week. Part one involved students sorting food pictures into categories based on how they grow/come from. Part two led students on a grocery store scavenger hunt using advertisements to look for items to help them complete word problems. Through class discussions and small groups students discussed:
• Income vs expenses
• Basic understanding of being ‘in debt’ (not having money to pay for things)
• Food facts
Next week, we will be administering the Math MAPS test during our Math time and continuing with our Edible Numbers project.
They also practiced decomposing numbers to solve word problems. Please review addition/subtraction with regrouping because when we move into Operations and Algebraic Thinking (which is mostly multiplication/division), students will need to use their regrouping strategies to multiply and divide mutliple digit numbers.
Please continue to help your child practice telling time and understanding elapsed time. To help your child gain more independence, buy an analog watch so that they can practice throughout the day and weekends telling time and determining how long their activities last using elapsed time. Many students are still asking me what time it is and at this stage in their lives, they need to be able to tell time by estimating and all the way to the minute.
Art with Mr. Mason: Students learned and practice drawing "Still Life" drawings. They used the huge chess pieces as their study of focus. You can encourage your child to continue this technique at home with objects around the house.
Art with Cordula: Students learned and practiced drawing trees by adding different horizon lines. You can encourage your child to continue this technique at home with objects outside.
Word Study: I sent home the Spelling Inventory Assessment, along with an information sheet that explains the level your child needs instructional support. At the end of each pamphlet, it gives you suggested activities to help teach these skills to your child. Reminder: Do NOT turn send this back to school. It is for your information and to help you plan your word study program at home.
I am using two different programs and will use both programs for each group by switching the lessons every two weeks. The M/TH group is focusing on vocabulary words and the T/F group is focusing on grammar.
M/Th Cohort: We have been working in our grade level groups to review words through syllables, identifying spelling patterns, discussing meanings, and word building.
T/F Cohort: We have been reviewing past tense verbs. We discussed and made a list of verbs that add -ed but have different sounds: /t/ walked; /d/ called; /id/waited. I emphasized that even though we hear these sounds at the end, we always write -ed.
We also reviewed irregular past tense verbs- verbs that you can't just add -ed, but you have to change the word instead: see-saw; think-thought; know-knew
HWT: We have learned these letters so far: Magic c, a, d, g, h, t, l, f
It is still hot during the week and I've noticed that some students haven't been bringing their water bottles. Please, please make sure your child has a water bottle every day at school.