Thursday, October 29, 2009
Halloween Parade
Tomorrow we will be celebrating Halloween!! Our tradidional parade will take place on the basketball court at 1:10 pm. Students may wear their costumes to school.
Monday, October 26, 2009
Room Mothers Meeting
Just a reminder that there is a meeting for Room Mothers at 1:30pm tomorrow (Tuesday, October 27, 2009) in the multipurpose room. This will be to discuss upcoming events for the year.
Week of Oct. 26th -31st
LITERACY:
Book Report: Children should continue to read a book for the next book report. It will be due Oct. 29th. Read, read, and read at home every day!
Read Aloud: This week we will read the book, “Willy and Max“, by Amy Littlesugar . We will focus on Author’s Purpose and Analyzing Character and Setting.
We will also read the book “I Think I Thought and Other Tricky Verbs”, by Marvin Terban. We will identify Irregular Verbs, Rhyme and Alliteration as we read.
Read Aloud for Fun:" The Gatos Black on Halloween", by Marissa Montes. We will focus on using context clues to figure out the meaning of unknown words.
Shared Reading:
Poems from the book: "The Gatos Black on Halloween" by Marissa Montes. We will highlight context clues and unknown words.
Interactive Writing:
“Willy and Max“: We will write a paragraph analyzing the characters and setting of the story.
“I Think I Thought and Other Tricky Verbs”: We will write and Irregular Verb Chart: with the Present, Past, and Past with Has or Have.
Independent Writing:
“Willy and Max“: Students will independently write a paragraph analyzing the characters and setting of the story.
“I Think I Thought and Other Tricky Verbs”: Students will use the Irregular Verb Chart: with the Present, Past, and Past with Has or Have to write sentences using Irregular Verbs.
This week students will be given a homophones and other commonly confused words worksheet to be used a resource for Independent Writing. We will review homophones in depth next week.
Students will also participate in Guided Writing groups and Centers
MATH:
We have now finished chapter 2 on Number Sense and Time. We will continue to review these concepts throughout the year, so as to work towards mastery, as some students are still struggling with these concepts. Please encourage your child to continue to practice skills through computer games or even through simple daily practice. HELP AT HOME :) Elapsed time can be made into a game: when driving anywhere in your car, look at the time you leave one place and have your child remember this. Then once you arrive at the next place, ask your child how long it took you to get from one place to the other. You can also use this for homework or dinner or bedtime. Ex: "How long did it take you to complete your homework if you started at 3pm and finished at 4:15pm?", "Dinner will be in 30 minutes. At what time will dinner be?", "If you go to sleep at 9pm and wake up at 6am, how many hours did you sleep?" Simple questions like this will help your child continue practice at home.
After looking at the Plato scores (Math testing completed school-wide), our class seems to struggle most with Measurement. Due to this fact, I have decided to complete this unit next so we have much time throughout the year to address these issues. This week we will begin with fractions, as these will be built into measurement. We will also use our weekly bellwork to start to introduce geometry as well. This week the topics focussed on will be:
Book Report: Children should continue to read a book for the next book report. It will be due Oct. 29th. Read, read, and read at home every day!
Read Aloud: This week we will read the book, “Willy and Max“, by Amy Littlesugar . We will focus on Author’s Purpose and Analyzing Character and Setting.
We will also read the book “I Think I Thought and Other Tricky Verbs”, by Marvin Terban. We will identify Irregular Verbs, Rhyme and Alliteration as we read.
Read Aloud for Fun:" The Gatos Black on Halloween", by Marissa Montes. We will focus on using context clues to figure out the meaning of unknown words.
Shared Reading:
Poems from the book: "The Gatos Black on Halloween" by Marissa Montes. We will highlight context clues and unknown words.
Interactive Writing:
“Willy and Max“: We will write a paragraph analyzing the characters and setting of the story.
“I Think I Thought and Other Tricky Verbs”: We will write and Irregular Verb Chart: with the Present, Past, and Past with Has or Have.
Independent Writing:
“Willy and Max“: Students will independently write a paragraph analyzing the characters and setting of the story.
“I Think I Thought and Other Tricky Verbs”: Students will use the Irregular Verb Chart: with the Present, Past, and Past with Has or Have to write sentences using Irregular Verbs.
This week students will be given a homophones and other commonly confused words worksheet to be used a resource for Independent Writing. We will review homophones in depth next week.
Students will also participate in Guided Writing groups and Centers
MATH:
We have now finished chapter 2 on Number Sense and Time. We will continue to review these concepts throughout the year, so as to work towards mastery, as some students are still struggling with these concepts. Please encourage your child to continue to practice skills through computer games or even through simple daily practice. HELP AT HOME :) Elapsed time can be made into a game: when driving anywhere in your car, look at the time you leave one place and have your child remember this. Then once you arrive at the next place, ask your child how long it took you to get from one place to the other. You can also use this for homework or dinner or bedtime. Ex: "How long did it take you to complete your homework if you started at 3pm and finished at 4:15pm?", "Dinner will be in 30 minutes. At what time will dinner be?", "If you go to sleep at 9pm and wake up at 6am, how many hours did you sleep?" Simple questions like this will help your child continue practice at home.
After looking at the Plato scores (Math testing completed school-wide), our class seems to struggle most with Measurement. Due to this fact, I have decided to complete this unit next so we have much time throughout the year to address these issues. This week we will begin with fractions, as these will be built into measurement. We will also use our weekly bellwork to start to introduce geometry as well. This week the topics focussed on will be:
- Naming and Writing Fractions
- numerator, denominator
- Estimating Fractional Amounts
- Geometry: identifying shapes (2D and 3D)
Friday we will review these then Monday will be a test to see if the students are able to identify, label, and write fractions.
SOCIAL STUDIES:
We are continuing our Simulation. Today and tomorrow students will design flags using significant colours and symbols to represent their colonies.
Tomorrow there will be a mapping vocabulary quiz, based on the vocabulary listed on all of their previous mapping assignments. Students should have brought home these assignments to study from.
Towards the middle or end of this week, we will be starting the actual game, using all the points earned by each student during the previous mapping assignments.
Friday, October 23, 2009
Graded Independent Writing Samples
We have sent home your child's Independent Wriring notebook to show you his/her progress in writing. You will find a rubric on the notebook's front cover that can be used as a guide to how the writng samples are graded. The graded samples have 4 grades. I & O stands for Ideas and Organization, C stands for Conventions, H & P for Handwriting and Presentation, and S for Spelling (see rubric). Students have started working on a Personal Word Walls, which are found on the back of each notebook. Our purpose is that each student will work (especially through homework assignments) with the words he/she has difficulty with. As time goes by, more words will be added to the Personal Word Wall. Next week we will add a Homophones and an Irregular Verb Guide to the Independent Writing Notebooks as well. These are all resources the students should use when they write independently in class. Please initial each one of the Independent Writing samples and the Rubric. We encourage that your child reads aloud his/her favorite wiritng samples to you. On Monday, we will be sending a Reading packet the students have been working on in class. Thank you very much!
Wednesday, October 21, 2009
Colours Day: Fri., Oct. 23/09
This Friday will be colours day at school. Please bring your 5L if you wish to wear colours!
Tuesday, October 20, 2009
Halloween Math!
Check out this fun Halloween game to practice your multiplication facts!
http://www.smartygames.com/igre/math/halloweenMath.html
http://www.smartygames.com/igre/math/halloweenMath.html
Math Homework - Oct. 20th
Students are to redo these 5 questions from a previous homework assignment, except they are to complete them with the new method that we discussed in class today.
We used t-charts: one for the hours that have passed, and one for the minutes. For some time you will only need one t-chart but for others you will need two t-charts, one for the hours and the other for minutes. Do the hour chart first. The student draws a t-chart. On top of the left side write the start time (ex. 2:20). On the top of the right side write hours. Draw an arrow pointing up if we are counting the hours up. If we are subtracting hours, draw the arrow down. Now make several horizontal lines and label the first underneath hours with 1. Now move 2:20 to 3:20. The next thing to do is create the minutes t-chart and use 3:20 as the start time.
Good luck!
We used t-charts: one for the hours that have passed, and one for the minutes. For some time you will only need one t-chart but for others you will need two t-charts, one for the hours and the other for minutes. Do the hour chart first. The student draws a t-chart. On top of the left side write the start time (ex. 2:20). On the top of the right side write hours. Draw an arrow pointing up if we are counting the hours up. If we are subtracting hours, draw the arrow down. Now make several horizontal lines and label the first underneath hours with 1. Now move 2:20 to 3:20. The next thing to do is create the minutes t-chart and use 3:20 as the start time.
Good luck!
- 3:00pm - 5:25pm
- 10am - 12:30pm
- 6:45pm - 6:45am
- 12pm (Tues.) - 12pm (Wed.)
- 11:20am - 4:45pm
Monday, October 19, 2009
Week of Oct. 19th -23rd
Literacy
Book Report: Book Children should continue to read a book for the next book report. It will be due Oct. 29th. Read, read, and read at home every day!
Read Aloud
This week we will read a book about poems, “Big, Bad, and a Little bit Scary”, by Wade Zahares. We will focus on visualizing, and using context clues.
We will also read the book “Imagine a Day”, by Sarah L. Thomson. This book will be used as an introductory activity to this week’s Independent Writing sample: Imagine a Day When…
Read Aloud for fun! We will try to finish “Tales of a Fourth Grade Nothing”, by Judy Blume.
Shared Reading:
Poem “The Shark", by Lord Alfred Douglas, we will focus on visualizing and using context clues.
Interactive Writing:
Sentences with appositives: We will use the information we have learned about China to write sentences that use appositives.
“Big, Bad, and a Little Bit Scary”, we will be writing a chart listing every animal we read a poem about and a word or phrase that describes the animal. We will be using the list later on to write sentences that include appositives so we can practice how to use commas.
Interactive Editing:
China, a Great Place: We will continue to learn about China. This week we will be writing about The Great Wall of China.
Independent Writing:
“Big, Bad, and a Little Bit Scary”: Students will be writing sentences that use appositives about the animals we read on the poems. For example: The Eel, a slippery creature, slips easily out of sight.
“Imagine a Day”: Students will respond to this writing prompt: “Imagine a day… when you could do anything you wanted…, they will describe this day starting with the morning, moving onto the afternoon, and concluding with the night.
Students will also participate in Guided Writing groups and Centers.
New Word Wall Words: when, always, appear, and decided
Book Report: Book Children should continue to read a book for the next book report. It will be due Oct. 29th. Read, read, and read at home every day!
Read Aloud
This week we will read a book about poems, “Big, Bad, and a Little bit Scary”, by Wade Zahares. We will focus on visualizing, and using context clues.
We will also read the book “Imagine a Day”, by Sarah L. Thomson. This book will be used as an introductory activity to this week’s Independent Writing sample: Imagine a Day When…
Read Aloud for fun! We will try to finish “Tales of a Fourth Grade Nothing”, by Judy Blume.
Shared Reading:
Poem “The Shark", by Lord Alfred Douglas, we will focus on visualizing and using context clues.
Interactive Writing:
Sentences with appositives: We will use the information we have learned about China to write sentences that use appositives.
“Big, Bad, and a Little Bit Scary”, we will be writing a chart listing every animal we read a poem about and a word or phrase that describes the animal. We will be using the list later on to write sentences that include appositives so we can practice how to use commas.
Interactive Editing:
China, a Great Place: We will continue to learn about China. This week we will be writing about The Great Wall of China.
Independent Writing:
“Big, Bad, and a Little Bit Scary”: Students will be writing sentences that use appositives about the animals we read on the poems. For example: The Eel, a slippery creature, slips easily out of sight.
“Imagine a Day”: Students will respond to this writing prompt: “Imagine a day… when you could do anything you wanted…, they will describe this day starting with the morning, moving onto the afternoon, and concluding with the night.
Students will also participate in Guided Writing groups and Centers.
New Word Wall Words: when, always, appear, and decided
Week of October 19-23
MATH:
I've graded the tests of TIME. After much thought, discussion, and advice from other teachers, I decided to break the test up into 6 sets of marks: reading time, writing time, comparing time, elapsed time, calendar, and problem solving. You will notice these multiple grades on the test for each section. I decided this was best, as some students excelled at some areas of time but struggled at others.
Tonight students are to take the tests home to correct the "elapsed time" section of their tests and for you to sign them. Please send the tests back to school tomorrow signed.
Most students struggled with elapsed time so this is what we will focus on this week. We will review elapsed time and students will complete an assignment for additional marks.
Thursday we will review all sections of chapter 2 and students will write a cumulative test on Friday to cover all parts: place value, number sense, and time.
SOCIAL STUDIES:
We are continuing with our simulation of colonies settling in "The New World". Last week students chose roles such as governor, vice-govenor, recorder, banker, mapper, and trader. Group members ("colony members") shared responsibilities and worked together on their first mapping assignment. Students were allowed to assist their peers in their colony but we instructed to teach (not tell the answers) and to help (not do it for them). For the most part students worked well together and shared responsibility in order to achieve good marks on their assignments which also become their points for the game. Only in one case did one student do the work for the other student. These 2 students lost marks and points in the game (in their grades).
This week we will continue with more mapping assignments where students will earn even more grades and points for their colonies. We will also be beginning discussion on flags and their purpose, as well as designing our own. Friday students will complete a quiz based on what they have learned in Phase 1 of this simulation. It is 10 questions. Students should study by reviewing the different terms/vocabulary on each of their assignments thusfar. Next week the game will begin.
I've graded the tests of TIME. After much thought, discussion, and advice from other teachers, I decided to break the test up into 6 sets of marks: reading time, writing time, comparing time, elapsed time, calendar, and problem solving. You will notice these multiple grades on the test for each section. I decided this was best, as some students excelled at some areas of time but struggled at others.
Tonight students are to take the tests home to correct the "elapsed time" section of their tests and for you to sign them. Please send the tests back to school tomorrow signed.
Most students struggled with elapsed time so this is what we will focus on this week. We will review elapsed time and students will complete an assignment for additional marks.
Thursday we will review all sections of chapter 2 and students will write a cumulative test on Friday to cover all parts: place value, number sense, and time.
SOCIAL STUDIES:
We are continuing with our simulation of colonies settling in "The New World". Last week students chose roles such as governor, vice-govenor, recorder, banker, mapper, and trader. Group members ("colony members") shared responsibilities and worked together on their first mapping assignment. Students were allowed to assist their peers in their colony but we instructed to teach (not tell the answers) and to help (not do it for them). For the most part students worked well together and shared responsibility in order to achieve good marks on their assignments which also become their points for the game. Only in one case did one student do the work for the other student. These 2 students lost marks and points in the game (in their grades).
This week we will continue with more mapping assignments where students will earn even more grades and points for their colonies. We will also be beginning discussion on flags and their purpose, as well as designing our own. Friday students will complete a quiz based on what they have learned in Phase 1 of this simulation. It is 10 questions. Students should study by reviewing the different terms/vocabulary on each of their assignments thusfar. Next week the game will begin.
Friday, October 16, 2009
Friendly Letters and Infractions
Ms. Leary, Ms. Willett, and Ms. Aguilar have all been recently discussing the behaviour of 4A. We are very concerned about the drop in discipline since the beginning of the year.
As a team, we have decided to be more consistent in our discipline. The children need structure and often we were giving students extra chances or letting things slide. This cannot happen anymore.
We will be telling students to flip their card immediately if we see misconduct in the class. They will not recieve any extra warnings.
Also, if children receive a red card, it is their responsibility to write their name on the board and to remember to stay in at recess to write the friendly letter. We have found that we often have students who "don't remember" to stay in at recess to write it, as well. As a result of this, we have decided that students who don't stay in to write their letters, will receieve an infraction for not taking responsibility for their actions.
These are all things we have discussed with our class in our community meetings and something they are well aware of is happening. We are hoping that this will teach the students to take responsibilities for their behaviour as well as the consequences of these behaviours.
If you have any concerns, please communicate this in the assignment books. Not all assignment books are coming back signed each day. This is imperative, as this is our main form of communication between the school and home.
Thanks for your help and understanding in this situation.
As a team, we have decided to be more consistent in our discipline. The children need structure and often we were giving students extra chances or letting things slide. This cannot happen anymore.
We will be telling students to flip their card immediately if we see misconduct in the class. They will not recieve any extra warnings.
Also, if children receive a red card, it is their responsibility to write their name on the board and to remember to stay in at recess to write the friendly letter. We have found that we often have students who "don't remember" to stay in at recess to write it, as well. As a result of this, we have decided that students who don't stay in to write their letters, will receieve an infraction for not taking responsibility for their actions.
These are all things we have discussed with our class in our community meetings and something they are well aware of is happening. We are hoping that this will teach the students to take responsibilities for their behaviour as well as the consequences of these behaviours.
If you have any concerns, please communicate this in the assignment books. Not all assignment books are coming back signed each day. This is imperative, as this is our main form of communication between the school and home.
Thanks for your help and understanding in this situation.
Math... HELP!!!
Yesterday students wrote their Math test on "Time". I have not completed grading these papers yet, but from what I have graded, I am not happy with the results (for the most part). Some students had no problem while other students struggled greatly.
I knew when I was teaching these concepts that it was difficult for many students. I knew that elapsed time was a hard concept, which was why we spent the extra time on I assigned extra assignments. I showed the students may different approaches to solving these problems so that they could find the one that worked for them.
What I did not know, was how much the students struggled with the other aspects of time as well. Some students cannot mark a simple time on a clock. Some students can't read the time on a clock. This concerns me.
I will be completing the grading this weekend and going over the test with the students Monday. I will be sending home the graded tests (along with other papers) on Monday or Tuesday. Please review this test specifically with your child. It would be VERY beneficial to review all material with your child to make sure they understand the concept. We will be spending next week reviewing elapsed time and students will complete an Elapsed Time assignment. Then at the end of the week will be taking the test to cover all aspects of Chapter 2 (Place Value, Rounding, Estimating, and Time).
I cannot spend any longer than an extra week on this topic, so PLEASE HELP!!! These concepts will be built upon next year and if the children don't have a strong foundation now, they will struggle even more next year.
I promise to do my best this next week to drill these skills even further but practice and lessons at home to continue the learning would be much appreciated and very beneficial to your child.
Any questions or concerns, please feel free to contact me:
swillett@amschool.org
Thanks,
Ms. Willett
I knew when I was teaching these concepts that it was difficult for many students. I knew that elapsed time was a hard concept, which was why we spent the extra time on I assigned extra assignments. I showed the students may different approaches to solving these problems so that they could find the one that worked for them.
What I did not know, was how much the students struggled with the other aspects of time as well. Some students cannot mark a simple time on a clock. Some students can't read the time on a clock. This concerns me.
I will be completing the grading this weekend and going over the test with the students Monday. I will be sending home the graded tests (along with other papers) on Monday or Tuesday. Please review this test specifically with your child. It would be VERY beneficial to review all material with your child to make sure they understand the concept. We will be spending next week reviewing elapsed time and students will complete an Elapsed Time assignment. Then at the end of the week will be taking the test to cover all aspects of Chapter 2 (Place Value, Rounding, Estimating, and Time).
I cannot spend any longer than an extra week on this topic, so PLEASE HELP!!! These concepts will be built upon next year and if the children don't have a strong foundation now, they will struggle even more next year.
I promise to do my best this next week to drill these skills even further but practice and lessons at home to continue the learning would be much appreciated and very beneficial to your child.
Any questions or concerns, please feel free to contact me:
swillett@amschool.org
Thanks,
Ms. Willett
Thursday, October 15, 2009
Literacy Websites
I have published some fun and cool websites students may use at home to practice their spelling and engage themselves in exciting reading activities! On certain occasions I will ask students to play games or to read from the websites as part of their homework. Have fun! I hope you enjoy them.
Under Reading is fun! you can find great books to read on line. Some examples are: Diary of a Wimpy Kid, Callahan Cousins: Summer Begins, Camp Confidential: Natalie's Secret , and Amelia Writes Again.
Under Reading is fun! you can find great books to read on line. Some examples are: Diary of a Wimpy Kid, Callahan Cousins: Summer Begins, Camp Confidential: Natalie's Secret , and Amelia Writes Again.
Tuesday, October 13, 2009
Selection Shirts Tomorrow!
Tomorrow will be colours day at school in honour of the game tomorrow night. Students are able to wear their selection shirts or blue and white to show their pride!
Math Homework for Tuesday, October 13, 2009 - Elapsed Time
Please complete the following problems in your Math notebook:
Write how much time has passed between the two given times:
Write how much time has passed between the two given times:
- 3:00pm - 5:25pm
- 10am - 12:30pm
- 6:45pm - 6:45am
- 12pm (Tues.) - 12pm (Wed.)
- 11:20am - 4:45pm
- 1:23pm - 5:00pm
- 8:15pm - 8:45pm
- 4:45am - 6:15am
- 7:00am - 9:25pm
- 2:05pm - 2:10am
Add or subtract the hours and/or minutes from the first time, and give me the ending time:
- 1:15pm + 4 hours
- 3:30pm - 2 hours
- 5:00am + 12 hour
- 4:20pm - 2 hours, 10 minutes
- 12:00am - 6 hours, 15 minutes
- 10:02pm + 4 hours, 3 minutes
- 6:18am + 14 hours, 22 minutes
- 11:07pm - 20 minutes
- 2:35pm + 9 hours 25 minutes
- 7:57am - 13 hours, 2 minutes
We will be checking for completed homework tomorrow. This shouldn't take you any longer than 30-60 minutes to complete. Remember that you may write down the hours as needed (to calculate the time) or you may use the clocks that you drew in your notebooks during class last week.
Good luck!
Don't forget to study your 4 times tables for the Timed Test this Thursday!
Monday, October 12, 2009
Week of Oct. 12th -16th
Literacy:
Book Report: Children should be reading a new book for the next book report. It will be due Oct. 29th. Read, read, and read at home every day!
Read Aloud: We will read a nonfiction text: “Look What Came from China”, by Miles Harvey. We will focus on reading and using features of nonfiction text: table of contents, glossary, and index.
We will also continue to read Weslandia, by Paul Fleischman, a story we began last week, to focus on Analyzing Character and Setting and Identifying the Main Idea and Supporting Details.
Read Aloud for fun! “Tales of a Fourth Grade Nothing”, by Judy Blume. This week we will be reading to focus on identifying the main idea and listing supporting details.
Shared Reading: “China, a Great Place”, this is an excerpt from “Look What Came from China”.
Interactive Writing:
“Tales of a Fourth Grade Nothing”: We will identify the main idea and supporting details.
“Look What Came from China”: We will be writing a list of our favorite things that came from China. Then, we will write a short essay to explain how we use them, why we like them, or any interesting fact about them that we recall from the book.
Weslandia: Web chart for a character analysis.
Interactive Editing:
We will do IAE using the Shared Reading sample "China, a Great Place" .
Independent Writing:
“Look What Came from China”: Students will write a short essay describing their favorite things that come from China, why they like them, how they have used them, or any fun fact they recall.
Weslandia: Students will write an opinion paragraph telling what they liked and disliked about Walter’s civilization.
Students will also participate in Guided Reading groups and Centers.
MATH:
This week we are continuing with TIME! Today we covered problem solving with time - knowing how to organize and manage time. All lessons/concepts of time have now been covered and students should continue to practice these at home. Tomorrow and Wednesday we will be reviewing all concept of time. Thursday will be a quiz covering only the "Time" portion (section C) of Chapter 2 in their texts.
Friday we will be reviewing ALL sections of Chapter 2 (A, B, and C) and will have a test Monday covering understanding place value, building number sense (rounding, ordering), and time (both forms, lengths of time, and elapsed time).
Timed Test:
Thursday we will have a timed test as per usual. This week it will cover multiples of 4 (the 4s times table). Please continue to review with students on a DAILY basis; 10 minutes daily will mean spending less time cramming for the quiz, and a more consistant score on these tests.
SCIENCE:
We concluded our unit on Water with a final cummulating test on Friday. I was excited for this test, as I took much time to prepare it, including different types of questions (matching, multiple choice, fill in the blanks, and short answer) covering all lessons that we covered. Our review of all matter was to review all of the interactive editing and shared writing that we did as a class and to answer the questions from the text. We also reviewed all concepts (as I knew what was on the test) to ensure students knew what they needed to cover in their studying. I'm unsure if students studied or not, as I was quite disappointed with many of the results of this test. Many students received A+ and A, but many students also received A- and B. These tests will be sent home at the end of the week. Please go over these with your child, as many of these concepts should have been understood after multiple quizes and assignments.
SOCIAL STUDIES:
We will be starting our first unit of Social Studies this week. As addressed at Open House, we will be covering The United States during Social Studies this year. For this first quarter (and possibly into the next as well) we will be looking at the early settlers of the United States and Colonizing the Northeastern United States. Ms. Lofchie in 4C had access to a GREAT activity that is a Social Studies simulation that she has graciously shared with the other 2 sections of 4th grade as well. Divided into separate "colonies", teams of students will face problems typical of life in the 17th-century America and try to ensure the success of their settlements. Students will complete assignments and the grades achieved from these first assignments will determine how many points their "colony" receives. They then use these points to buy cargo and use map skills to cross the sea and select their sites. Students--playing roles as colony leaders, bankers, mappers, traders, or recorders--must make decisions concerning the division of labour, role of government, and defense against possible Indian attacks. Interaction amongst the colonies results in trades, alliances, and sometimes conflict, while Fate Cards affect each colony's success or failure. The wealthiest colony after 15 rounds of play will win. I am SO excited about this unit, as the kids will learn in a fun and interactive way!
Wednesday, October 7, 2009
Colour Day - Friday!
They announced this morning that Friday will be colour's day. No, 4A, I did not spell "colour" wrong. This is how we spell it in Canada! :)
Students may wear their Honduras shirts for 5 Lps.
Show your Honduran pride and support the team for the big game on Saturday!
Students may wear their Honduras shirts for 5 Lps.
Show your Honduran pride and support the team for the big game on Saturday!
Tuesday, October 6, 2009
Gadgets Added!
In an attempt to make our blog more exciting and interactive for parents and students, we have added a few gadgets to the right side of our blog!
If you look there, you will see a recent poll, links to many math websites, a quote of the day, a countdown to Halloween and an analog clock!
Please check the blog daily for updates, changes, and new things added to the blog!
If you look there, you will see a recent poll, links to many math websites, a quote of the day, a countdown to Halloween and an analog clock!
Please check the blog daily for updates, changes, and new things added to the blog!
Reminder: Time Test & Math Practice
This Thursday we will still be having our regular time test. Last week many students did MUCH better because they practiced all week. Please keep up this practice and don't wait until Wednesday night to do it! This week will be 3s and 4s.
There are the websites I posted last week including games and a site where parents can print off practice time tests for the students. The practice time tests on this site are 60 questions, so students should try to complete it in 2 minutes.
Start Studying!
Also, students are struggling slightly with the new concept of time. Please use to websites below for extra help:
Telling Time:
http://www.oswego.org/ocsd-web/games/BangOnTime/clockwordres.html
http://www.oswego.org/ocsd-web/games/StopTheClock/sthec4.html
http://www.primarygames.com/time/start.htm#
http://www.mathsyear2000.org/magnet/minus3/trains/index.html
http://www.time-for-time.com/game3.htm
http://www.fi.edu/time/Journey/JustInTime/telltime4.htm
http://www.bornthinker.com/ctemplate.php?body=smiley_clock&t=e
Elapsed Time:
http://www.softschools.com/quizzes/math/elapsed_time/quiz829.html
http://www.softschools.com/quizzes/math/time_word_problem/quiz704.html
There are the websites I posted last week including games and a site where parents can print off practice time tests for the students. The practice time tests on this site are 60 questions, so students should try to complete it in 2 minutes.
Start Studying!
Also, students are struggling slightly with the new concept of time. Please use to websites below for extra help:
Telling Time:
http://www.oswego.org/ocsd-web/games/BangOnTime/clockwordres.html
http://www.oswego.org/ocsd-web/games/StopTheClock/sthec4.html
http://www.primarygames.com/time/start.htm#
http://www.mathsyear2000.org/magnet/minus3/trains/index.html
http://www.time-for-time.com/game3.htm
http://www.fi.edu/time/Journey/JustInTime/telltime4.htm
http://www.bornthinker.com/ctemplate.php?body=smiley_clock&t=e
Elapsed Time:
http://www.softschools.com/quizzes/math/elapsed_time/quiz829.html
http://www.softschools.com/quizzes/math/time_word_problem/quiz704.html
Monday, October 5, 2009
Week of October 5-9
Math:
We are starting a new unit this week: TIME!
Today we introduced the concept of time - reading both analog and digital clocks. I was slightly surprised by how much difficulty students seemed to have with this. There are always at least 2 different ways to read a clock. For example: if the clock reads 4:15, this can be read as "four-fifteen" or as "15 minutes after 4" or "quarter after 4". This is something you can practice at home! Ask your child/tell your parent what time you are sitting down to dinner. Then think of an alternate way to say it.
Remember:
We are starting a new unit this week: TIME!
Today we introduced the concept of time - reading both analog and digital clocks. I was slightly surprised by how much difficulty students seemed to have with this. There are always at least 2 different ways to read a clock. For example: if the clock reads 4:15, this can be read as "four-fifteen" or as "15 minutes after 4" or "quarter after 4". This is something you can practice at home! Ask your child/tell your parent what time you are sitting down to dinner. Then think of an alternate way to say it.
Remember:
- 15 minutes is referred to as "quarter after"
- 30 minutes is referred to as "half past"
- 45 minutes is referred to as "quarter to"
- numbers on the first half of the clock are "after" (28 minutes after 4)
- number on the second half of the clock are "to" (10 minutes to 5)
Wednesday and Thursday we'll be discussing Elapsed Time. This tends to be a difficult concept as well. For example: "Ms. Willett goes to school at 7:15am. She leaves school at 3:00pm. How long is Ms. Willett at school for each day?"
Please go through examples like these at home as well. This will help students greatly if they are getting extra support at home. A great activity is a game called "Are We There Yet": give them two times of a potential car trip and have them tell you how long it takes. Even practice driving from your home to school. What time did you leave? What time did you arrive? How many minutes does it take you to get to school? How many minutes to your Aunt's house? The grocery store? The mall?
Science:
In Science we will continue with the water unit. We will be covering our last "formal" lesson: Usable Water, then will be doing fun activities about water pollution and conservation (which will also be on the test). Thursday we will be reviewing ALL of the Water Unit and then Friday students will be tested on all of the lessons thus far: The Amazing Molecule, Water Cycle, Water Clings, Mixing With Water, Usable Water, and Water Pollution/Conservation.
Literacy:
Book Report:
Children should be reading a new book for the next book report. It will be due Oct. 29th. Read, read, read at home every day!
Read Aloud:
We will read a nonfiction text: “Teammates”, by Peter Golenbock. We will focus on multiple problems and solutions, and cause and effect.
We will also read "Weslandia", by Paul Fleischman, to focus on Analyzing Character and Setting and Identifying the Main Idea and Supporting Details.
Read Aloud for fun! “Tales of a Fourth Grade Nothing”, by Judy Blume.
Shared Reading:
We will be reading a poem, Oath to Friendship, anonymous, China, 1st century B.C., to focus on the characteristics of poetry and elements of exaggeration in poetry.
We will also read an excerpt from Weslandia, we will focus on Character Analysis and Context Clues.
Interactive Writing:
Teammates:
We will make a flow a chart to write what caused each one of the story’s character to act the way they did, and then follow each cause to its final effect.
Synonyms and antonyms: We will be discussing the meaning of the following words: extraordinary, launched, opponents, prejudice, segregation, teammate, apathetic, hostility, taunts, and audible, and coming up with synonyms and antonyms for all of them.
Weslandia:
Web chart for a character analysis.
Main idea and supporting detail chart.
Independent Writing:
Teammates: Student will use the cause and effect flow chart to write an opinion paragraph telling which of the three character’s actions and behavior they think was the most significant.
Weslandia: Students will write an opinion paragraph telling what they liked and disliked about Walter’s civilization, and why?
Students will also participate in Guided Reading groups and Centers.
Friday, October 2, 2009
Book Report Announcement!
Our book report is due Monday, Oct. 5th. If you haven't finished your book, don't forget to read over the weekend!
Attention Please: New Behavior Rewards !!!
Individual: Students who don't flip their cards during the day will receive an orange stamp on their assignment book. The purpose of this is to notify parents of their chld's good behavior at school. Please praise them or reward them at home for this accomplishment. This will be done on a daily basis.
Class reward: If 6 or less people flip their cards in one day, the class will earn 5 free minutes to play board games on Friday. They can earn a total of 25 minutes a week.
We will continue to send positive notes home on Fridays for those students who do not flip their card the entire week. Awards will be given when a student has earned 4 positive notes.
Class reward: If 6 or less people flip their cards in one day, the class will earn 5 free minutes to play board games on Friday. They can earn a total of 25 minutes a week.
We will continue to send positive notes home on Fridays for those students who do not flip their card the entire week. Awards will be given when a student has earned 4 positive notes.
Thursday, October 1, 2009
Science Experiment for Homework - Oct. 1
Yesterday in Science we went to the lab and did an experiment with water and an egg to see if it would float or sink.
Today we applied that experiment to a lesson called "Sink or Float" that discussed density of objects and why things float. It also talked about regular molecules versus water molecules and what happens when water freezes. Please complete this small experiment at home tonight:
1. Fill a plastic cup or waterbotttle (preferably see-through) half full with water.
2. Mark a line on the side of the cup to show where the top of the water is
3. Place the cup in the freezer until the water is frozen.
4. Where is the top of the frozen water now? Below the original line? Above the original line? The same as the original line?
Today we applied that experiment to a lesson called "Sink or Float" that discussed density of objects and why things float. It also talked about regular molecules versus water molecules and what happens when water freezes. Please complete this small experiment at home tonight:
1. Fill a plastic cup or waterbotttle (preferably see-through) half full with water.
2. Mark a line on the side of the cup to show where the top of the water is
3. Place the cup in the freezer until the water is frozen.
4. Where is the top of the frozen water now? Below the original line? Above the original line? The same as the original line?
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