Our focus in all core subjects has moved to reading biographies and gathering research to write a 5 paragraph biography on a historical figure from the original 13 colonies. This figure must have lived between 1600 and 1800. We are working to integrate the social studies subject matter by reading and writing about people who lived during this time period.
This long-term project will require preparation both inside the classroom and at home. Each student has been given specific directions, a calendar, and a planning sheet that outlines each step of the writing/research/presentation process.
May 13 to 15: Students will choose a historically significant figure and gather research. They should gather research from a biography (school or public library) and from three other sources (magazine articles, Internet, etc). They should bring the research to and from class each day.
June 3: Bring costume & speech to school
June 4-6: Students will present their speeches in a Wax Museum
June 4: Mrs. Dynda's class will present, 2:15 to 3:15
June 5: Mr. Bidwick's class will present, 2:15-3:15
June 6: Ms. Hudson's class will present, 2:15 - 3:15
*An invitation inviting all families to join us was sent home Friday, May 31. Please meet us in the cafeteria at 2:15. We are looking forward to presenting our historical figures.
For a link to view an example of a wax museum, please click below:
http://www.youtube.com/watch?v=XThAWn1zAgw
A link to a website for information on the 6 Traits of writing is below:
http://writingfix.com/classroom_tools/post_its.htm
Natural Reader:http://writingfix.com/classroom_tools/post_its.htm
This tool can be downloaded on your home computers to assist students with reading text that may be challenging. We use this in class for webpage research and for revising our writing. Students can listen to what they have typed and determine if it sounds right to revise. In addition, when gathering research, this tool allows them to read difficult text. We have this program at school, but it is a great tool for home use as well:
www.naturalreader.com
Math 5: Unit 6 ALGEBRA, PATTERNS, AND FUNCTIONS
Students are continuing to work on their cumulative math games. They are due to class by Tuesday, June 4. We will present the games on June 5 through the rest of the week.
Students are continuing to work on their cumulative math games. They are due to class by Tuesday, June 4. We will present the games on June 5 through the rest of the week.
For more information on Math5 Unit 6, please visit the parent newsletter:
Math 2.0: Equivalent Fractions and Comparing Fractions
Students will apply and extend previous understandings of multiplication to multiply a fraction by a whole number. Students will explore the understanding that 1/3 x 5 is really 1/3 + 1/3+ 1/3 + 1/3+ 1/3. We will use visual models to express problems in parenthesis.
Our last week of school will shift our focus to multiplication of basic facts. In Curriculum 2.0, students will leave third grade with a mastery of multiplication facts from 0 to 12. In the past, fourth graders were to leave with that mastery. With the transition unit, our focus has been on a solid understanding of relating fractions to whole. Therefore, we want to spend our last days together focusing on student proficiency of multiplication.
Spelling:
*Our spelling program involves the use of developmental word study rather than traditional spelling books. This“Words Their Way” approach allows students to practice target spelling patterns that best address their individual needs as a speller. Students work in spelling groups to analyze the pattern and look for clues as to how to generalize the correct spelling of words within that pattern/sound.
Students will then take an end of the year post-assessment to help demonstrate their progress with the patterns they have learned all year.
Our last week of school will shift our focus to multiplication of basic facts. In Curriculum 2.0, students will leave third grade with a mastery of multiplication facts from 0 to 12. In the past, fourth graders were to leave with that mastery. With the transition unit, our focus has been on a solid understanding of relating fractions to whole. Therefore, we want to spend our last days together focusing on student proficiency of multiplication.
*A great website that allows students to work at their own pace on word problems/real world application of multiplication & division:
http://www.thinkingblocks.com/
We continue to use the Khan academy website to help practice our math at home. This is a great site where students (if a log in is created) can track their progress and have example problems to work on. It has been featured in CNN as an up and coming way for teachers to assess individual students learning.
http://www.khanacademy.org/
Reading:
http://www.thinkingblocks.com/
We continue to use the Khan academy website to help practice our math at home. This is a great site where students (if a log in is created) can track their progress and have example problems to work on. It has been featured in CNN as an up and coming way for teachers to assess individual students learning.
http://www.khanacademy.org/
Reading:
In reading we will continue to read historical fiction novels and determine text-dependent questions. Students will read a small, teacher-selected passage from their book. As they read, they will underline any places where they have questions, where they are confused, vocabulary they are unsure of. We will then record all student underlinings and discuss each one. We will then reread the passage in order to see if we can answer any questions in the text. As we read further in our novels, we will record answers to the questions as we come across them. This will help readers focus on the text for comprehension instead of making connections to themselves.
Spelling:
*Our spelling program involves the use of developmental word study rather than traditional spelling books. This“Words Their Way” approach allows students to practice target spelling patterns that best address their individual needs as a speller. Students work in spelling groups to analyze the pattern and look for clues as to how to generalize the correct spelling of words within that pattern/sound.
Students will then take an end of the year post-assessment to help demonstrate their progress with the patterns they have learned all year.
