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.

Weekly Newsletter, May 6 to May 10

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.

This week our focus will be to completing our final draft of our autobiographies. Last week our focus was revising and editing our work.  It is important for students to hear their own writing to determine if it makes sense to them.  It is also important for students to look for grammar errors.  Next, students read their work to a partner to receive feedback.  Partners use the rubric to guide the discussion as they worked to help improve their partner's writing.  Following the student and partner revision will be a teacher conference.  Our goal is to complete our final copy by May 10th.

 

Students were given a graphic organizer that details topics and questions to answer for each of the 5 paragraphs required in this autobiography assignment (Introduction, Family Information, Favorite Activities, Hobbies/Special Interests/Conclusion). Students cut out each paragraph heading to glue into their writing journal. Then they answered the questions (allowing for as much specific detail as possible.)

As writers, we are always going back to our pre-write to make changes and add more compelling information, so we never really "complete" a piece of writing.

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

Social Studies: The Colonies Thrive
The focus of our unit will be to understand how government works and how people play an active role in the process.  We will use research strategies to examine daily life in the thirteen colonies during the 1700s.
During reading class this week, we will choose a specific colony to study.  We will gather both print and web sources of information to explain the geography of our colony and what daily life was like for our colonists.  We will then use Microsoft Publisher to create a travel brochure to display information we learned.  We will present the brochures by the end of May as our final social studies project.

Math 5: Unit 5 Linear Measures and Geometry
In Unit 5, students develop measurement skills and explore transformational geometry. Students apply what they have learned about measurement to multi-step problems involving area, perimeter, and volume.

For more information, access the parent newsletter by clicking the link below:
http://www.montgomeryschoolsmd.org/uploadedFiles/curriculum/math/elementary/grade5/MathNewsletterGrade5Unit5-English.pdf

This week our focus will include transformations.  Students in Mrs. Dynda's math class will take their unit 5 assessment on May 7 while students in Mrs. Johnson's math class will take their unit 5 assessment on May 8.

Math 2.0:  Equivalent Fractions 
Last week we focus on identifying equivalent fractions in thirds and sixths as well has halves, fourths, and eighths.  We made area models after seeing number models.  We used pattern blocks to determine if two areas were equivalent.
This week we will transition to representing equivalent fractions 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 informational reading.  Over the next month, students will read information to create a travel brochure on the thirteen original colonies and then 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. 

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.

Our next spelling assessment will take place on May 17.

Weekly Newsletter, April 22 to 26

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.

This week our focus will be to write a draft of our autobiography using our prewrite.  We will work together to create interseting leads for our writing piece that hook the reader.  Some examples from Ms. Hudson's class are:

On September 12, 2002 there was a big change in the S_____ household: a star was born! (Anna S)
 

I hear the roar of the crowd.  It’s the bottom of the ninth.  I step up to the plate.  I swing; strike one!  I swing again; strike two!  I don’t want to let my team down.  This time everything is in slow motion.  I swing; HOMERUN! I ran faster than Jessie Owens.  That is the proudest moment of my ten years of life, but let’s start from the beginning. (Jack)

There is nothing that I am crazier about, the one thing I always dream about, and that thing is racing.  Ever since I was born, I had a need for speed.  Here’s the beginning. (Caden)

It was November 29, 2002 when I came into this world.  I was born.  I am here for a lot of different reasons: some to support me and some to support others.  This is who I am, Lindsey C__________. (Lindsey)

A change in my parents’ life, a baby girl that was born 8 pounds and 7 ounces, a  chunky baby.  The nurse at Shady Grove Hospital always teased my mother because after she gave birth to me, she looked like a girl in a 1970’s disco. (Tori)

The drafting phase should be "completed" by May 1.

Students were given a graphic organizer that details topics and questions to answer for each of the 5 paragraphs required in this autobiography assignment (Introduction, Family Information, Favorite Activities, Hobbies/Special Interests/Conclusion). Students cut out each paragraph heading to glue into their writing journal. Then they answered the questions (allowing for as much specific detail as possible.)
As writers, we are always going back to our pre-write to make changes and add more compelling information, so we never really "complete" a piece of writing.

A link to a website for information on the 6 Traits of writing is below:
http://writingfix.com/classroom_tools/post_its.htm


Several students in fourth grade volunteer to meet with students in our School Community Based classes during their lunch and recess. Here is a picture of this group below:

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



Science: Aquarium Field Trip
During quarter 3 students engaged in a hands-on environmental project to promote habitat restoration in the Chesapeake Bay. This project is an extension of our first quarter science unit on Ecosystems.

Together with WSSC, students in each class made reef balls out of cement. These reef balls will be deposited at the Memorial Stadium Reef on May 10 where oysters will attach to them to increase their habitat and population. In science class, we read materials and gathered research to increase our understanding of how our reef balls will support the health of the Bay.

We are excited to announce that the fourth grade is planning a field trip to the Baltimore Aquarium on Thursday, May 2. During the trip, students will have the opportunity to meet with Aquarium staff in a Chesapeake Exploration Workshop. This is a 45 minute program where students will test water samples, measure oysters, and draw conclusions about the state of the Bay. Students will also have the chance to tour the entire aquarium with their chaperoned group.

A permission slip needs to be submitted by April 26 in order for your child to join us on the trip.. Ms. Hudson applied for and Grade 4 received an Environmental Stewardship grant which lowers the cost of the field trip to $25 per student and $22 per chaperone. Each class can take up to 6 chaperones per Aquarium workshop guidelines. Teachers have chosen the chaperones and requested the $25 fee for chaperone entrance to the Aquarium if selected.
School funds are available if you need financial assistance for this trip. Please contact our counselor, Mrs. Ward, directly at Cherie_S_Ward@mcpsmd.org for details.

Social Studies: The Colonies Thrive
The focus of our unit will be to understand how governemnt works and how people play an active role in the process.  We will begin with a pre-assessment that explains the powers and responsibilities of government.  Next students will learn the basic forms and functions of government as well as the roles citizens play.  Through a case study about Hadley's Park we will learn the complex connections between citizens and their government.  We will learn about the three brances and levels of government and how they work toward the common good.

Math 5: Unit 5 Linear Measures and Geometry
In Unit 5, students develop measurement skills and explore transformational geometry. Students apply what they have learned about measurement to multi-step problems involving area, perimeter, and volume.

For more information, access the parent newsletter by clicking the link below:
http://www.montgomeryschoolsmd.org/uploadedFiles/curriculum/math/elementary/grade5/MathNewsletterGrade5Unit5-English.pdf

This week our focus will include elapsed time, area and perimeter.

Math 2.0:
Our focus of this transitional unit will be to examine unit fractions.
This week we will represent fractions on a number line.  We will use hash marks on a number line to locate fractions of halves, thirds, fourths, sixths, and eigths. 
We will continue to make "fraction trains" to identify fractional values in multiple ways: area models, number lines, and numeric representations.  This will help students determine various representations for the same fractional value. 
An area model is a picture model of a fractional value.
A numeric representation is a number model of a fractional value.
A number line shows a fractional value in relation to whole numbers.

*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:

For the month of April, we will focus on various reading strategies in our Guided Reading Groups. We will begin the week by summarizing key ideas and supporting details. We will determine which details in a passage contribute directly to understanding the main idea of the text chapter or of the entire passage.
Our focus will then shift to determining relevant information about a character to draw conclusions about the character's actions and words and the reaction of other characters towards him/her.  Students will work in smaller guided reading groups to create a poster to show a character trait of their character, a definition, an illustration of the character in action, and a description of a specific event in the story that demonstrates that trait.  We will then present these posters, hopefully on Friday.

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.

Our next spelling assessment will take place on May 3.