January 31, 2016

Headlines

We are so excited  about the mid year conferences starting. Please let us know if you have not seen a conference sign up form. Also, just a reminder that we do not have school on Monday, February 15 as this is our conference day.

Reader’s Workshop

During reading we continued to meet in our book clubs.  On Wednesday, we learned how to figure out whose perspective was being told in our stories. To identify whose perspective is being told we ask ourselves, “Whose eyes are seeing the story? Whose voice is telling the story? Whose thoughts am I hearing?” We also pushed ourselves to think about another character’s perspective and what they would think, say, or do in certain parts of the text. This helps us think deeper about the story. After reading each part of our read aloud, we stop and ask ourselves, “What is this part really, REALLY about?” This helps us to make our own interpretations of the story. On Thursday we learned that just like writers revise their stories, we can revise our interpretations as readers. We can use a checklist, similar to writing, as well. To have a strong interpretation our idea must fit with all parts of the story, account for all of the craft decisions the author included in the writing, and must be applied in other books and on other days in our life. We have done a lot of reading in our Number the Stars read aloud! We finished our book on Friday right at dismissal! Be sure to ask your child about the book and what happened.  You can also ask them what they have learned about World War II from reading this book.  We will wrap up book clubs next week!

Writer’s Workshop

Last week students continued to work on writing persuasive essays. At the beginning of the week students practiced turning their opinion into a persuasive thesis statement and identified how persuasive pieces are structured much like opinion pieces with an introduction that states our persuasive thesis statement and at least three reasons, three paragraphs following OREO, and a concluding paragraph.  Students also listened to the book, Hey, Little Ant.  As they listened to the story, students identified the reasons, and evidence to support these reasons.  Students connected this to evidence from real life that they can use in their essays.  At the end of the week, students thought about who their audience will be for their persuasive essays.  Students thought about their perspective on a “No Homework” policy.  As a group we identified our three reasons to support a “No Homework” policy, then looked at it from the perspective of the reader who disagrees with this policy.  Students worked in triads to think of reasons that the other side would name and a counteraction to these reasons.  We look forward to celebrating our writing.  

P3

Students continued to work on our projects for our energy unit.  Some of projects the students are working on are: a lights out poster campaign, classroom and staff presentations, parent newsletter communication, bulletin board presentation, and school wide announcements. All projects will help bring awareness to our energy consumption and how we can reduce our energy use.  One of the resources our students are using is the information from the Monroe County Energy Challenge (MCEC).

The Monroe County Energy Challenge (MCEC) is a broad coalition of community organizations collaborating to reduce energy use in Monroe County, Indiana. MCEC was created in response to the Georgetown University Energy Prize, a nationwide, two-year energy savings competition. MCEC is one of 50 communities competing to see who can reduce their electricity and natural gas use the most during the 2015-2016 competition period, by using innovative, broad-reaching methods. The winning community will receive $5 million in prize money to further promote energy efficiency projects in the community!

http://mocoenergychallenge.org

We would like to hold a family information night about energy usage and what you can do at home to help reduce your energy consumption.  Members of the MCEC committee will come into our school to help educate our families.  If you are interested in coming to this informational meeting please fill out the following survey.  There are a limited amount of weatherization kits that will be given out at the meeting for those who attend.

Please complete this survey.

https://docs.google.com/forms/d/11eHHpMpM25f1Lu-mde5U1ZSIPwH_VAhqDQ5guyrUYf0/viewform

Math:

Kandi’s Group:

Last week started with a story about two squirrels who find a hidden cache of nuts in the hollow of an old tree and then have to share their treasure with increasing numbers of friends and relatives.  As they listened, students enacted the divisions using base-10 pieces.  Mid-week we returned to the area model for division.  Students used base-10 area pieces and sketches to explore dividing 120 by a series of 1-digit numbers and by 10.  We worked on the post-assessment for our fractions and division unit.  At the end of the week, students explored the structure and relationships, while demonstrating fluency, with measurement conversions.  They used a two-column chart to convert from larger to smaller units, and smaller to larger units, and then recorded the equivalent measurements.

Pam’s Group:

Last week students worked hard to solve division problems using different strategies.  Students identified division strategies that they use, such as: sorting out by tally marks or dots, making equal groups, and/or using what they know about multiplication.  Many students are enjoying the time to solve these two-digit by one-digit division problems and have found great success.  Students also reviewed strategies of solving multi-digit multiplication problems and adding and subtracting fractions with like denominators.  

Mallory’s Group:

Last week we learned how to prove that shapes are congruent. We learned that we can slide, turn, or flip shapes to prove that they are congruent. Students were able to cut polygons apart to try these strategies. We practiced our geometric vocabulary by playing Shape Bingo! One person read a card with descriptions and each person would have to find the matching shape on their board. We then played “What Am I” riddles where students were learning to identify 3-dimensional shapes based on the clues given. Students even created their own riddles to create a class “What Am I” book!  We finished this week by completing a geometry assessment. We will be learning about area and perimeter next week.

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