December 3, 2013 - January 2nd 2014

Math
The concepts that we will be instructing for the next two weeks encompasses solving comparison word problems in which problems must be represented and solved. Students will:

• Model, represent and interpret additon, subtraction, multiplication and division compartison problems. 
• Use relationships among factors, products and quotients
• Compare mulitiplicative verses additive
• Represent and solve multiplicative comparisons using equations
• Interpret multiplication equations as comparison situations
• Use bar diagrams to represent and solve multiplicative comparisons situations
• Represent and solve multiplicative comparison situations
• Multiply or divide to solve word problems involving multicative comparison by using drawings and equations with a symbol for the unknown number to represent the problem.

A helpful website that we will be using in class is:

http://enlvm.usu.edu/ma/nav/activity.jsp?sid=nlvm&cid=2_1&lid=154

Our goal is to have weekly quizzes that will assess student progress with each section of material taught. The day we have the quiz will depend on how far we get in teaching the concept. Quizzes will be announced and written in agenda books each week. Math homework will be assigned Monday through Thursday to reinforce concepts students are learning in their small groups that week. Some homework will be in written and at other times it will be on the computer. If your child is frustrated by the homework and unable to determine a strategy for completion, please write a note on the paper and we will review with him/her the following day.

In addition, students should be practicing their basic facts (addition, subtraction, multiplication) each night. Students must be fluent in all four operations by the end of this year. Three great websites we use in class are:

www.multiplication.com
www.Khanacademy.org
www.thinkingblocks.com


Reading/Writing
Students will create poetry usning a variety of strategies. Students will incorporate language skills and develop their ability to focus on a moment of time by developing  and experience with precise details. Students will begin researching for their writing inquiry project which will focus on the Ecology of the Cheseapeake Bay and it's inhabitants. Students will synthesize information gained to write an opinion on what would benefit the bay. As students write they will use a variety of tolls to produce and publish their work. Students will also experiment with a variety of ways to create poetry using language skills whien composing their pieces. They will use art as a springboard for creating and developing ideas. Students will compose poems that forcast how they feel when they accomplish a personal goal using precise word choice and description.

Science /Media
In Media students will research the plants, animals and technologies that effect and contribute to the pollution of the Chesapeake Bay. Students will gather information on a specific group, research and write about the contribution that their group has made on the Chesapeake Bay. Students will share their information with others as a triad. In addition to gathering research, students will use what they have learned about the Chesapeake Bay to craft a piece for writing. Each class will be be making a reef ball which will be used as a habitat for Oysters in the Chesapeake Bay.

The schedule for Media/Inquiry project is as follows:
Ms. Dynda's class December 9th - 10th, December 16th - 20th
Ms. Hudson's class December 11th - 12th, January 6th - 10th
Mr. Bidwaick's class December 13th and 16th, January 13th - 17th
This is done with the Media Specialist

Reef Ball Making Schedule:
Mr. Bidwick's class December 9th and 10th at 10:50 am
Ms. Hudson's class December 16th and 17th at 10 :50 am
Ms. Dynda's class January 2nd and 3rd at 10:50 am

Parent Volunteers are needed for each class. We need parents to help in all aspects of creating reef balls. Please contact your homeroom teacher if you are available on any of the above mentioned reef ball dates. You don't have to only help in your child's class.


Social Studies
Students will view and describe examples of regional economic specializations in Maryland. Students will describe how regional specialization result in the interdependence of Marylanders. Students will also describe how new technologies impact specialization resulting in the interdependence of people.

November 2013 Newsletter

Math
The concepts that we will be instructing for the next two weeks encompasses solving multi step word problems in which remainders must be interpreted. We will also cover multiplicative comparisons/solving for the unknown/ related multiplication and division facts. Students will:

• use the standard algorithm to add multi-digit whole numbers
• use the standard algorithm to subtract multi-digit whole numbers (without decomposing across zeros)
• Determine when to use the standard algorithm to add or subtract multi-digit numbers
• apply place value understandings to estimate and reason about sums of multi digit addition problems
• add multiple addends fluently
• Represent and solve multiplicative comparisons using equations
• Interpret multiplication equations as comparison situations
• Use bar diagrams to represent and solve multiplicative comparisons situations
• Represent and solve multiplicative comparison situations

A helpful website that we will be using in class is:

http://enlvm.usu.edu/ma/nav/activity.jsp?sid=nlvm&cid=2_1&lid=154

Our goal is to have weekly quizzes that will assess student progress with each section of material taught. The day we have the quiz will depend on how far we get in teaching the concept. Quizzes will be announced and written in agenda books each week. Math homework will be assigned Monday through Thursday to reinforce concepts students are learning in their small groups that week. Some homework will be in written and at other times it will be on the computer. If your child is frustrated by the homework and unable to determine a strategy for completion, please write a note on the paper and we will review with him/her the following day.

In addition, students should be practicing their basic facts (addition, subtraction, multiplication) each night. Students must be fluent in all four operations by the end of this year. Two great websites we use in class are:

www.multiplication.com
www.Khanacademy.org
www.thinkingblocks.com


Reading/Writing
Students will analyze short plays and discuss how the playwright uses stage directions and dialogue to orient the audience by establishing a situation and introducing characters. By discussing and interpreting specific details provided through the stage directions and dialogue, students will be able to develop an understanding of characterization in plays. Students will choose a character from a play as a springboard for drawing on specific details in order to write descriptive paragraphs in a character sketch. Students will receive guidance and support to develop and strengthen their writings through revision of word choice in order to convey ideas precisely.

Students will experiment with a variety of ways to create poetry using language skills. By manipulating prepositions and transitions, students will be able to develop an understanding of how to apply these language skills when composing any type of writing. Students will use art as a springboard for creating and developing ideas. Students will compose a poem that forecasts how they will feel when they accomplish a personal goal using precise word choice and description. Students will compare major differences between poems and a drama by referring to the structural elements of each.

Science /Media
In Media students will research the plants, animals and technologies that effect and contribute to the pollution of the Chesapeake Bay. Students will gather information on a specific group, research and write about the contribution that their group has made on the Chesapeake Bay. Students will share their information with others as a triad.   In addition to gathering research, students will use what they have learned about the Chesapeake Bay to craft a piece for writing. Each class will be be making a reef ball which will be used as a habitat for Oysters in the Chesapeake Bay.

Our media time will be flexible and based on the needs of each class.

Social Studies
Students will view and describe examples of regional economic specializations in Maryland. Students will describe how regional specialization result in the interdependence of Marylanders. Students will also describe how new technologies impact specialization resulting in the interdependence of people.

Bi-Weekly Newsletter, October 14025

Math
The concepts that we will be instructing for the next two weeks encompasses Addition and Subtraction fluency within one million (without decomposing across zeros). Students will:

• use the standard algorithm to add multi-digit whole numbers
• use the standard algorithm to subtract multi-digit whole numbers (without decomposing across zeros)
• Determine when to use the standard algorithm to add or subtract multi-digit numbers
• apply place value understandings to estimate and reason about sums of multi digit addition problems
• add multiple addends fluently

A helpful website that we will be using in class is:

http://enlvm.usu.edu/ma/nav/activity.jsp?sid=nlvm&cid=2_1&lid=154

Our goal is to have weekly quizzes that will assess student progress with each section of material taught. The day we have the quiz will depend on how far we get in teaching the concept. Quizzes will be announced and written in agenda books each week. Math homework will be assigned Monday through Thursday to reinforce concepts students are learning in their small groups that week. Some homework will be in written and at other times it will be on the computer.  If your child is frustrated by the homework and unable to determine a strategy for completion, please write a note on the paper and we will review with him/her the following day.

In addition, students should be practicing their basic facts (addition, subtraction, multiplication) each night. Students must be fluent in all four operations by the end of this year. Two great websites we use in class are:

www.multiplication.com
www.Khanacademy.org
www.thinkingblocks.com


Reading/Social Studies
This week students will engage in reading informational texts in order to highlight and paraphrase a text. Students will then meet with a partner in order to synthesize information from two sources. Students are reading in order to recognize various ways Native Americans used their natural environment to provide clothing and shelter. This depended on the region they inhabited.

Each day students will practice what is taught in the mini-lesson in their guided reading group. Students examine how cause and effect is used as a text structure to describe how animals make adaptations to survive in their environments.

Social Studies/Media/Writing
In Media we will continue to research the geography and settlement patterns of Native Americans before 1400. Now that we have gathered our research, students will use what they have learned about native culture to continue crafting a historical fiction piece for writing.

Our media time will be flexible and based on the needs of each class. Mr. Bidwick's class is gathering photographs and beginning to create a PowerPoint presentation this week.

Students will continue working in media and in writing to create a historical fiction piece centered around a native person from the 1300s. They will have to create a setting based on where their tribe lived and create a problem and solution that would have been possible in the 1300s.  Finals copies for their writing will be set by classroom teachers.

Science
During this marking period we will study ecosystems, particularly the Chesapeake Bay. Students will gain understandings that include that every living thing needs energy to grow and survive, that organisms have and use features and behaviors for survival in their environment and that organisms interact in different was with each other and their environment.

October 7 - 14th

Math
Now that we have composed and compared numbers using their place values, we will begin to round numbers to the nearest 10 to 100 using a number line. In third grade students worked on looking for patterns of numbers on a hundreds chart. We will use this same knowledge of patterns to expand to placing numbers on a number line to round. For the next two weeks we will use and discuss this visual representation. Our goal is for students to understand the process of rounding and real world connections to the purpose of rounding rather than learning the procedure of rounding. We will introduce this "rule" but we want students to be able to walk away know why we round certain numbers above or below based on place value patterns.

A helpful website that we will be using in class is http://www.softschools.com/math/rounding/game/

Our goal is to have weekly quizzes that will assess student progress with each section of material taught. The day we have the quiz will depend on how far we get in teaching the concept. Quizzes will be announced and written in agenda books each week. Math homework will be assigned Monday through Thursday to reinforce concepts students are learning in their small groups that week. If your child is frustrated by the homework and unable to determine a strategy for completion, please write a note on the paper and we will review with him/her the following day.

In addition, students should be practicing their basic facts (addition, subtraction, multiplication) each night. Students must be fluent in all four operations by the end of this year. Two great websites we use in class are:

www.multiplication.com

www.thinkingblocks.com


Reading/Social Studies
This week students will engage in reading informational texts in order to highlight and paraphrase a text. Students will then meet with a partner in order to synthesize information from two sources. Students are reading in order to recognize various ways Native Americans used their natural environment to provide clothing and shelter. This depended on the region they inhabited.

Each day students will practice what is taught in the mini-lesson in their guided reading group. Students will also be reading text to determine the beginning, middle and end in order to summarize a text.

Social Studies/Media/Writing
In Media we will continue to research the geography and settlement patterns of Native Americans before 1400.  Now that we have gathered our research, students will use what they have learned about native culture to continue crafting a historical fiction piece for writing.

Our media time will be flexible and based on the needs of each class. Mrs. Hudson's class is gathering photographs and beginning to create a PowerPoint presentation this week.

Now that we have gathered research about various Native tribes in media, in writing we will use the background information to write our historical fiction narratives about life in a Native tribe pre-European exploration.

Students will continue working in media and in writing to create a historical fiction piece centered around a native person from the 1300s. They will have to create a setting based on where their tribe lived and create a problem and solution that would have been possible in the 1300s. By the end of this week, students should have drafted their fictional story.

Science
During this marking period we will study ecosystems, particularly the Chesapeake Bay.
We will observe each animal (cricket, isopod, snail, guppy) and the plants that will provide nourishment for survival. We will examine our habitats (Eco-columns) to determine how well our plants/animals are surviving based on our design. We will continue to observe our ecosystems each week.
We will also use bread to analyze the process and importance of decomposition. We will learn about symbiosis and mutualism between organisms in a specific habitat.  Last week we used a plastic bag to put a piece of bread with five drops of water on it. We hid the bag in a dark location to see if we can draw conclusions about decomposition over the next three weeks. This week we will observe our bread and the changes that occurred in order to make scientific generalizations.

Weekly Newsletter, September 30 to October 4, 2013

Math
Now that we have composed and compared numbers using their place values, we will begin to round numbers to the nearest 10 to 100 using a number line.  In third grade students worked on looking for patterns of numbers on a hundreds chart.  We will use this same knowledge of patterns to expand to placing numbers on a number line to round.  For the next two weeks we will use and discuss this visual representation.  Our goal is for students to understand the process of rounding and real world connections to the purpose of rounding rather than learning the procedure of rounding.  We will introduce this "rule" but we want students to be able to walk away know why we round certain numbers above or below based on place value patterns.

A helpful website that we will be using in class is  http://www.softschools.com/math/rounding/game/

Our goal is to have weekly quizzes that will assess student progress with each section of material taught. The day we have the quiz will depend on how far we get in teaching the concept. Quizzes will be announced and written in agenda books each week. Math homework will be assigned Monday through Thursday to reinforce concepts students are learning in their small groups that week. If your child is frustrated by the homework and unable to determine a strategy for completion, please write a note on the paper and we will review with him/her the following day.

In addition, students should be practicing their basic facts (addition, subtraction, multiplication) each night. Students must be fluent in all four operations by the end of this year. Two great websites we use in class are:

www.multiplication.com

www.thinkingblocks.com


Reading/Science
This week students will engage in reading informational texts to make generalizations and analyze relationships. We will read various text to determine distinctions between decomposition and competition among various plants and animals that share a habitat.

Each day students will practice what is taught in the mini-lesson in their guided reading group. Teachers will continue to complete reading assessments with students to gain an accurate reading levels to form groups. In guided groups we will read various informational texts to make generalizations about how plants/animals co-exist in the same habitat.

As we read our group texts, our vocabulary goal for the week is to use our own words to paraphrase what we have read.  We will read a portion of text and use our own words to paraphrase.  This will be a vocabulary grade.


Social Studies/Media/Writing
In Media we will begin to research the geography and settlement patterns of Native Americans before 1400. As a class we will generate research questions to guide our inquiry projects. Each student will select a native culture group to research. We will look to identify the geographic characteristics of the land settled, how the culture shaped the roles of men and women, as well as various other questions once generated. After gathering our research, students will use what they have learned about native culture to craft a historical fiction piece of writing.

Our media time will be flexible and based on the needs of each class. Mrs. Dynda's class is gathering research this week. Our media time has moved from 11:15 to 1:00 in order to accommodate each grade levels needs. We will also have book check out during that time.

Now that we have gathered research about various Native tribes in media, in writing we will use the background information to write our historical fiction narratives about life in a Native tribe pre-European exploration.  In order to create our story maps, we will read the Historical Fiction text Just Like Josh Gibson to map out the story elements the author used.  We will then use this model to begin to think about our own story.

Students will be working in media and in writing to create a historical fiction piece centered around a native person from the 1300s.  They will have to create a setting based on where their tribe lived and create a problem and solution that would have been possible in the 1300s.  By the end of this week, students should have enough factual research to create their fictional story.


Science
During this marking period we will study ecosystems, particularly the Chesapeake Bay.
We will observe each animal (cricket, isopod, snail, guppy) and the plants that will provide nourishment for survival. We will examine our habitats (eco-columns) to determine how well our plants/animals are surviving based on our design.  We will continue to observe our ecosystems each week.
We will also use bread to analyze the process and importance of decomposition. In reading, we will make generalizations about the need for competition and decomposition of specific habitats in order for the successful survival of the ecosystem.  Last week we used a plastic bag to put a piece of bread with five drops of water on it.  We hid the bag in a dark location to see if we can draw conclusions about decomposition over the next three weeks.  This week we will find the bread we hid and observe if and how it has decomposed.

Weekly Newsletter, September 23 to 27

Math
As we are now successfully reading and writing numbers to one million, we will shift our focus to comparing two or more numbers.  We will look for what the numbers have in common and how they differ.  We will use the words greater than, less than, and equal to in order to compare. 

To integrate our geography unit and make real world connections in math, students will use current and previous US Census population data to compare the population across states, age groups, regions, etc.  Our goal is to be able to read and analyze large numbers (to the millions) so that we can round numbers the following two weeks.  By using Census data, we will be able to infer why population in each state varies.  We will be able to infer how geography plays a huge part is the disbursement of US Population.

A helpful website that we will be using in class is http://www.census.gov/schools/census_for_kids/

Our goal is to have weekly quizzes that will assess student progress with each section of material taught.  The day we have the quiz will depend on how far we get in teaching the concept.  Quizzes will be announced and written in agenda books each week.  Math homework will be assigned Monday through Thursday to reinforce concepts students are learning in their small groups that week.  If your child is frustrated by the homework and unable to determine a strategy for completion, please write a note on the paper and we will review with him/her the following day.

In addition, students should be practicing their basic facts (addition, subtraction, multiplication) each night.  Students must be fluent in all four operations by the end of this year. Two great websites we use in class are:

www.multiplication.com

www.thinkingblocks.com


Over the next two weeks, students will be taking the Measures of Academic Progress Math (MAP-M) so that we can get baseline data to help us meet the needs of each student.  Later in the month we will take this computerized assessment for Reading as well.

Reading/Science
This week students will engage in reading informational texts to make generalizations and analyze relationships.  We will read various text to determine distinctions between decomposition and competition among various plants and animals that share a habitat.

Each day students will practice what is taught in the mini-lesson in their guided reading group.  Teachers will continue to complete reading assessments with students to gain an accurate reading levels to form groups.  In guided groups we will read various informational texts to make generalizations about how plants/animals co-exist in the same habitat.

This week each class will take the MAP-R (Measures of Academic Progress, Reading).  Our schedule is as follows:
Tuesday: Mr. Bidwick, 1:00
Wednesday: Ms. Hudson, 1:00
Thursday: Mrs. Dynda, 1:00


Social Studies/Media/Writing
In math, we will look at geographic characteristics of various states in order to help us determine present day settlement patterns based on US population. 

In Media we will begin to research the geography and settlement patterns of Native Americans before 1400.  As a class we will generate research questions to guide our inquiry projects.  Each student will select a native culture group to research.  We will look to identify the geographic characteristics of the land settled, how the culture shaped the roles of men and women, as well as various other questions once generated.  After gathering our research, students will use what they have learned about native culture to craft a historical fiction piece of writing.

Our media time will be flexible and based on the needs of each class.  Mr. Bidwick's class is gathering research this week followed by Mrs. Dynda's class the first week of October.  Our media time has moved from 11:15 to 1:00 in order to accommodate each grade level's needs.  We will also have book check out during that time.

As we prepare for gathering research about various Native tribes in media, in social studies students will gather research about the various regions of settlement of Native people.  We will gather as much information as we can about the geography of the land (setting) so that we have enough background information to write our historical fiction narratives about life in a Native tribe pre-European exploration.

In writing, students will analyze research gathered about the region chosen in order to compose a paragraph about setting.  The goal is to describe the geographic characteristics of the land and then explain the human characteristics of the settlement/tribe due to the physical characteristics. This setting paragraph will be our second graded writing assignment.

For example, students who research the Eastern Woodlands would be able to note that Native people used the bark from trees to make wigwams for housing.  Since trees were an abundant natural resource, there was a ready supply to support the survival of the tribes.  Some tribes even made a bark stew to eat!

Science
During this marking period we will study ecosystems, particularly the Chesapeake Bay. 
We will observe each animal (cricket, isopod, snail, guppy) and the plants that will provide nourishment for survival.  We will examine our habitats (eco-columns) to determine how well our plants/animals are surviving based on our design.
We will also use bread to analyze the process and importance of decomposition.  In reading, we will make generalizations about the need for competition and decomposition of specific habitats in order for the successful survival of the ecosystem.

Weeky Newsletter, September 16-20, 2013

Math
As we are now successfully reading and writing numbers to one million, we will shift our focus to comparing two or more numbers.  We will look for what the numbers have in common and how they differ.  We will use the words greater than, less than, and equal to in order to compare.

We will be flexible in our thinking about place value and flexible in the ways we write numbers.  For example, when we have 70 tens, we really have the number 700.  The value of the number does not change but we can represent in many different ways. 

Questions we will ask: How does thinking about a number in standard form help you interpret the same number when written in expanded form?  What strategy helps you determine a number that is 2,000 more than this number?  How can we compare two numbers by looking at the placement of each digit?

Our goal is to have weekly quizzes that will assess student progress with each section of material taught.  The day we have the quiz will depend on how far we get in teaching the concept.  Quizzes will be announced and written in agenda books each week.  Math homework will be assigned Monday through Thursday to reinforce concepts students are learning in their small groups that week.  If your child is frustrated by the homework and unable to determine a strategy for completion, please write a note on the paper and we will review with him/her the following day.

In addition, students should be practicing their basic facts (addition, subtraction, multiplication) each night.  Students must be fluent in all four operations by the end of this year.

Over the next two weeks, students will be taking the Measures of Academic Progress Math (MAP-M) so that we can get baseline data to help us meet the needs of each student.  Later in the month we will take this computerized assessment for Reading as well.

Reading/Writing/Inquiry Project
This week students will engage in reading a Junior Great Books realistic fiction selection to compare similar themes in text.  During this block, students will learn routines and ground rules for collaborative discussions.

Each day students will practice what is taught in the mini-lesson in their guided reading group.  Teachers will continue to complete reading assessments with students to gain an accurate reading levels to form groups.  This week we will use the story "Fresh" to note the extent to which each student is able to use text evidence to make inferences.  We will also use a vocabulary web to analyze a specific passage from the story to determine key vocabulary.

In writing class last week students wrote the body paragraph of their character analysis including a main idea sentence.  The main idea sentence states our opinion of our character followed by specific text evidence to support our analysis of the main character.  We looked at an example character analysis to notice how an author uses linking words to show the relationship between his/her opinion and the reasons/evidence from the text.  This week we will focus on writing a closing paragraph to revisit our opinion of the character from our opening.  We will first listen to each other's paragraphs to make sure they include all required elements.  Next we will use various grammar rules to edit and revise our work for spelling and punctuation.

Social Studies/Media/Writing
We will continue to look at geographic characteristics of Maryland to help us determine Native American settlement patterns.  By analyzing the natural resources of Maryland, we will justify why various Native people chose to settle in the places they did and examine the pros and cons.

In Media we will begin to research the geography and settlement patterns of Native Americans before 1400.  As a class we will generate research questions to guide our inquiry projects.  Each students will select a native culture group to research.  We will look to identify the geographic characteristics of the land settled, how the culture shaped the roles of men and women, as well as various other questions once generated.  After gathering our research, students will use what they have learned about native culture to craft a historical fiction piece of writing.

Our media time will be flexible and based on the needs of each class.  Ms. Hudson's class is gathering research in the beginning of the week followed by Mr. Bidwick's class.  Our media time has moved from 11:15 to 1:00 in order to accommodate each grade level's needs.  We will also have book check out during that time.

Science
During this marking period we will study ecosystems, particularly the Chesapeake Bay.  Last week we used the engineering design process to determine the best living conditions for our plants and animals.  We built a terrarium to begin growing plants for our insects to eat.  Our live animals will be delivered to class during this week.  We will observe each animal (cricket, isopod, snail, guppy) and the plants that will provide nourishment for survival.  We will also study photosynthesis this week.

Weekly Newsletter, September 9 to 13, 2013

Social Studies
Our focus this week will continue to be all about decision-making. Students will work together to brainstorm class ground rules and develop a list of jobs/responsibilities of all stakeholders (parents, teachers, and students). 
We will also look at geographic characteristics of Maryland to help us determine Native American settlement patterns.  By analyzing the natural resources of Maryland, we will justify why various Native people chose to settle in the places they did and examine the pros and cons.

Math
Our focus in math will continue to be to read and write numbers to the millions period.  We will study three place value periods (ones, thousands, and millions) and analyze the value of each digit.  During weeks one and two we've noticed that students need additional practice reading and writing numbers to the millions period (hundred millions, ten millions, and millions).  Please encourage your child to read and write numbers to the millions period in number/standard form, word form, and expanded notation.  We will continue to reinforce this in class so that students will be able to compare numbers during the next weeks. 

We will be flexible in our thinking about place value and flexible in the ways we write numbers.  For example, when we have 70 tens, we really have the number 700.  The value of the number does not change but we can represent in many different ways. 

Questions we will ask: How does thinking about a number in standard form help you interpret the same number when written in expanded form?  What strategy helps you determine a number that is 2,000 more than this number?  How can we compare two numbers by looking at the placement of each digit?

Our goal is to have weekly quizzes on Fridays.  Math homework will be assigned Monday through Thursday to reinforce concepts students are learning in their small groups that week.  If your child is frustrated by the homework and unable to determine a strategy for completion, please write a note on the paper and we will review with him/her the following day.

In addition, students should be practicing their basic facts (addition, subtraction, multiplication) each night.  Students must be fluent in all four operations by the end of this year.

Over the next two weeks, students will be taking the Measures of Academic Progress Math (MAP-M) so that we can get baseline data to help us meet the needs of each student.  Later in the month we will take this computerized assessment for Reading as well.

Reading/Writing/Inquiry Project
In week 3 students will engage in reading a Junior Great Books realistic fiction selection to compare similar themes in text.  During this block, students will learn routines and ground rules for collaborative discussions.

Each day students will practice what is taught in the mini-lesson in their guided reading group.  Teachers will continue to complete reading assessments with students to gain an accurate reading levels to form groups.  This week we will use the story "The Gold Coin" by Alma Flor Ada to note the extent to which each student is able to use text evidence to make inferences.  We will be looking for places in the text where Juan (main character) sees or does something that demonstrates a change.  We will also use a vocabulary web to analyze a specific passage from the story to determine key vocabulary.

In writing/media students will begin to explore the impact a character has on the telling of a story.  By week 5, students will be working to draft their own historical fiction stories.  Through our flexible media center time, students will have many options for final products.  In class last week students wrote an introductory paragraph to analyze the effect a character had on the plot in their novel.  This week we will work on the body of this essay.  We will include a main idea sentence that states the reason for our opinion of our character followed by text evidence.  We will look at an example character analysis to notice how an author uses linking words to show the relationship between his/her opinion and the reasons/evidence from the text.

Science
During this marking period we will study ecosystems, particularly the Chesapeake Bay.  We are asking for 2 Liter bottles so that we can make Eco-columns to house our animals and plants for observation.  If you are able to donate, please rinse the bottle (warm water, no soap), peel the labels, and send in the bottles with your child.  Students will learn the criteria for a good  habitat.  They will also learn the distinct characteristics of plants and animals.  This week we will use the engineering design process to determine the best living conditions for our plants and animals.  We will also build a terrarium to begin growing plants for our insects to eat.  Look for our live animals to be delivered the week of September 16.

Weekly Newsletter, September 2 to 6, 2013

This week's unifying question:  What criteria can we use to make a good group decision?

Social Studies
Our focus this week will continue to be all about decision-making. Students will work together to brainstorm class ground rules and develop a list of jobs/responsibilities of all stakeholders (parents, teachers, and students). 
We will also look at geographic characteristics of Maryland to help us determine Native American settlement patterns.  By analyzing the natural resources of Maryland, we will justify why various Native people chose to settle in the places they did and examine the pros and cons.

Math
Our focus in math will continue to be to read and write numbers to the millions period.  We will study three place value periods (ones, thousands, and millions) and analyze the value of each digit.  We will be flexible in our thinking about place value and flexible in the ways we write numbers.  Our knowledge of place value will help us in week 3 when we will round numbers to various values.

Our goal is week is to have a quiz on Fridays.  Our first quiz will take place this Friday, September 6.  Students will be expected to read and write numbers to the millions period.

Reading/Writing/Inquiry Project
We will begin the marking period by examining the elements of the genre historical fiction.  We will read the story Pop's Bridge  to examine the actions of characters and how they impact the story.  We will also compare this book's theme to the theme of Freedom Summer to examine the different ways that theme is presented in a story.  As the week comes to a close, students should be able to determine the main characters, the point of view their text is told, and be able to identify ways the character's actions impact the development of the plot. 

Each day students will practice what is taught in the mini-lesson in their guided reading group.  Students were given a novel the first day of school which we hope to finish by this Friday.  During these first two weeks, students will be given novels to read based on their guided reading levels from third grade.  Teachers will be completing reading assessments with students to gain an accurate reading level to form groups.

In writing/media students will begin to explore the impact a character has on the telling of a story.  By week 5, students will be working to draft their own historical fiction stories.  Through our flexible media center time, students will have many options for final products.  More information will come soon.

Science
During this marking period we will study ecosystems, particularly the Chesapeake Bay.  We are asking for 2 Liter bottles so that we can make eco-columns to house our animals and plants for observation.  If you are able to donate, please rinse the bottle (warm water, no soap), peel the labels, and send in the bottles with your child.  Students will learn the criteria for a good  habitat.  They will also learn the distinct characteristics of plants and animals.  This week we will use that criteria to determine if a Venus Fly Trap is a plant or an animal.

Weekly Newsletter, August 26 to 30, 2013

Welcome to Fourth Grade!

We hope this blog will keep you informed of the happenings in our classrooms and answer any questions you may have.  Please send your child's teacher your email address so that s/he can add you to our weekly mailing list.  If you do not have email, paper copies of our blog/newsletter will be sent home in your child's homework folder.

Each week we will update the blog with information about what your child will be learning that week, links to practice/information websites that will assist in discussion at home, and provide important calendar updates as needed.

Please subscribe to our blog and post comments as you see fit.  You can always email or call your child's teacher directly as well.

We are looking forward to an exciting year!
The Fourth Grade Team

Diane_M_Hudson@mcpsmd.org

Tania_L_Dynda@mcpsmd.org

Bernard_P_Bidwick@mcpsmd.org

Colleen_M_Duda@mcpsmd.org (Math 4/5 compacted teacher)


This week's unifying question:  What criteria can we use to make a good group decision?

Social Studies
Our focus this week is on decision-making. Students will work together to brainstorm class ground rules and develop a list of jobs/responsibilities of all stakeholders (parents, teachers, and students).
We will also look at geographic characteristics of Maryland to help us determine Native American settlement patterns.  By analyzing the natural resources of Maryland, we will justify why various Native people chose to settle in the places they did and examine the pros and cons.

Math
Our focus in math for the next two weeks will be to read and write numbers to the millions period.  We will study three place value periods (ones, thousands, and millions) and analyze the value of each digit.  We will be flexible in our thinking about place value and flexible in the ways we write numbers.  More information will be sent home via the math newsletter.  Math class will begin Tuesday morning.

Reading/Writing/Inquiry Project
We will begin the marking period by examining the elements of the genre historical fiction.  We will read the story Freedom Summer to examine the actions of characters and how they impact the story.  We will look to use the change generalizations to find evidence of change in our own novels.  As the week comes to a close, students should be able to determine the main characters, the point of view their text is told, and be able to identify ways the character's actions impact the development of the plot. 
In writing/media students will begin to explore the impact a character has on the telling of a story.  By week 5, students will be working to draft their own historical fiction stories.  Through our flexible media center time, students will have many options for final products.  More information will come soon.
During these first two weeks, students will be given novels to read based on their guided reading levels from third grade.  Teachers will be completing reading assessments with students to gain an accurate reading level to form groups.

Science
Our focus in science this week is on healthy living. Students will examine information to determine strategies for stress reduction and health lifestyle choices. 
The remainder of our science unit this marking period will study ecosystems, particularly the Chesapeake Bay.  We are asking for 2 Liter bottles so that we can make eco-columns to house our animals and plants for observation.  If you are able to donate, please rinse the bottle (warm water, no soap), peel the labels, and send in the bottles with your child.

Welcome To Fourth Grade

Greetings,

We are pleased to welcome you to fourth grade! This blog will serve as our weekly newsletter.  We will provide many updates with the exciting things we are learning in fourth grade.

We are eager to welcome you to visit your classrooms on Friday, August 23 from 1:00 to 2:30 PM.  You will have the opportunity to meet your teacher, visit your new classroom, practicing using the Promethean Board, and, of course, meet friends in your class. 

After reviewing feedback from students and parents from last year, we would like to request additional school supply items.  Please bring a 1/2 in binder (Bidwick & Hudson) by September 16, if you are able.  We would like to send home a monthly data notebook that is separate from the students' daily binder.

Students are also strongly encouraged to purchase their own USB drives as we will create many exciting projects on our school laptops that may need to be transferred to and from school.

We also encourage students to bring water bottle, daily snack (healthy preferred) and a beach towel/blanket (for class outside).

We are looking forward to getting to know you and your parents this year!
Ms. Hudson
Mrs. Dynda
Mr. Bidwick

Save the Date-Current Fifth Graders!

Our reef ball making campaign was a HUGE success for the Chesapeake Bay.  To thank all LES students for participating, we have been invited to a Family Campfire where our work will be displayed.  We hope to see many of you there!
Please view the information below from WSSC:

Summer may be in full swing, but it's never too early to think about fall family fun.

Mark your calendars for Saturday, September 28, 2013, when WSSC presents its Annual Family Campfire and Watershed Fair at Brighton Dam from 4:30 to 7:30 PM.

Learn about the environment and the Chesapeake Bay with games, music, crafts, and exhibits that highlight how we protect our watershed.  At dusk, the campfire is ready for eager s'mores makers of all ages.  We provide the fixins, you provide the sticks for marshmallow roasting.

To learn more, visit:
http://www.wsscwater.com/home/jsp/content/community-outreach.faces#green

Last Weekly Newsletter, June 10 to 14

Math 2.0: 

All students will have math class this week in their homerooms.  This is to allow the fifth graders to have promotion practice and complete necessary lessons needed to complete their year.

Our focus in Math this week will be to reason and solve comparison word problems. Comparison word problems contain multiplicative comparison word problems as well as additive comparison word problems.  The unknowns are in varying positions.  Students are not expected to identify the names of the problem types.  We will use factors to help us identify solutions to various expressions.

 

 

*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:

In reading we will use Reader's Theater to perform plays.  We will discuss the various elements of a play, how dialog is created,  and how stage directions effect the action in the play.  Students will use plays that have been created to perform.  They will discuss how the character's words and actions help the actor identify ways to personify this character on stage.  They may create a backdrop and use props for their performance, but it is not necessary.  The most important goal is to perform the written play to the class. 

For a link to Reader's Theater Scripts, click below:
http://www.teachingheart.net/readerstheater.htm

Wax Museum:
Thank you to all parents who were able to attend our wax museum presentations last week. We value your feedback and input on this project for the teachers to improve/continue next year. Feel free to email us with your comments.

For a link to view an example of a wax museum, please click below:

http://www.youtube.com/watch?v=XThAWn1zAgw

Writing:
This week we will ask students to reflect on our wax museum, write a letter to students in next year's class, and then write from their hearts.
Students will pre-write by drawing a heart.  In the heart, they will write down the most important things to them.  They will then color-code these items into various categories: family, hobbies/interests, jobs, service/faith, etc.  This heart will serve as a pre-write so that they can compose a piece about something important to them.  We will not take this piece through the entire writing process.  Our goal is that it serves as a springboard for students to continue writing all summer long!

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:
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

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.

Last Fourth Grade Newsletter, June 3 to June 14

Writing/Reading/Social Studies:
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:
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.

For more information on Math5 Unit 6, please visit the parent newsletter:

http://www.montgomeryschoolsmd.org/uploadedFiles/curriculum/math/elementary/grade5/MathNewsletterGrade5Unit6-English.pdf

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.

*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:

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.

Wax Museum Examples

Here is an example of some great speeches from another Wax Museum:

http://www.youtube.com/watch?v=q7_RsIGRZ_Y


Museum Details:
June 4: Mrs. Dynda's class will present
June 5: Mr. Bidwick's class will present
June 6: Ms. Hudson's class will present

Bi-Weekly Newsletter, May 13 to May 24

Writing:
Our focus for Quarter 4 in Writing will shift from informative essays to personal expression. Students will begin Earth Month (April) with an informative piece before moving on to write Autobiographies and Biographies.

Writing/Reading/Social Studies:
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.

May 17: Students will begin to write their rough drafts in class

May 23: Final copy of 5 paragraph report is due (Rough Draft for Ms. Hudson)

May 24: Students will begin to write their speeches in class

May 30: Written speech is due

June 4-6: Students will present their speeches in a Wax Museum

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:
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 will work to write and evaluate simple algebraic expressions.  They will use mathematical properties to solve problems.  They will explain how to use mental math to evaluate expressions.

 

PROBABILITY

Students will describe the probability of an event using a fraction or a ratio.  They will also make predictions based on probability situations.

 

For more information on Math5 Unit 6, please visit the parent newsletter:

 

http://www.montgomeryschoolsmd.org/uploadedFiles/curriculum/math/elementary/grade5/MathNewsletterGrade5Unit6-English.pdf

Math 2.0: Equivalent Fractions  and Comparing Fractions

Students will demonstrate their knowledge of equivalent fractions (halves, fourth eighths, sixths and thirds) by partitioning and labeling number lines.  We will take a quiz on Tuesday.

Our focus will then shift to strategies for comparing two fractions.  Students must first understand that comparisons of two fractions are valid only when the two fractions refer to the same whole.  We will compare two fractions with like denominators or like numerators.  We will generate fractions equivalent to one-half, compare fractions to a benchmark, and estimate the placement of a fraction on a number line.

*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:

Our focus in reading has shifted from literature to biographical reading. Over the next month, students will read a biography to create a character snapshot of a person's life. We will work to use the biographical information to create a wax museum to present to each other's classes. Students will have the opportunity to select a book from our media center, from the public library, or from home. Please see the integrated plans above for more information. 

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.

We will introduce our last spelling patterns on May 20 or May 28 (Ms. Hudson's class).  Our last graded spelling assessment will take place on May 31 or June 7 (Ms. Hudson's class).

Students will then take an end of the year post-assessment to help demonstrate their progress with the patterns they have learned all year.