~ Super Saturday ~

Hello!  I hope everyone had a wonderful week.  This week some of my groups helped me organize our character traits into two categories.  Ones that can help us build our character and others we should leave to the dark side.  Next week they will receive their challenge for the month of Star Wars.  I will have several quotes that they should match with their character trait we can learn.  For bonus points - I will allow them to add a character of Star Wars that can help teach us that trait.  I know they are excited to get their challenge back - I hope they enjoy it!  They will have till the end of March to turn it in - so no need to rush with this extra activity.

I would also like to announce that for the month of February the entire HA class displays the traits from Brave.  At one point or another, we all must show our bravery.  I believe that inside us all we have this trait - it might just take a little extra courage for some of us to realize it.





Kindergarten CogAT Testing:

We are finished with collecting the necessary data for identification into high ability for the first round.  Every student will receive a packet with their results from CogAT testing.  Look for them to come home in our Thursday folders!  Those who qualified will begin the week we return from Spring Break.  Can't wait to meet everyone!  Remember, end of the year NWEA will be used for the second round of identification of high ability students.  This is given at the very end of the year, but the results will be used to admit more students when they begin in first grade.  Students may qualify for language arts, math or both.




Second Grade CogAT Screener:
We are finished testing all the second graders using the CogAT screener.  Students who met the benchmark, will now take the full CogAT test next week.  Current high ability students will automatically take the full test regardless of their screener score in order to get a complete picture.  Current student will remain in high ability for the rest of the school year, so no worries.  Results from not only CogAT, but end of the year NWEA will be used for placement in third grade for the 2017-2018 school year.

IMPORTANT DATES:

March 10th:  Practice IREAD for 3rd Grade

March 13th - March 24th:  CogAT Full Test for 2nd Grade

March 13th - March 17th: IREAD for 3rd Grade

March 16th:  Nature Night and Scholastic Book Fair

March 17th: End of 3rd Quarter

March 27th - March 31st: Spring Break - No School

LANGUAGE ARTS

1ST GRADE:  CONNECTING WORDS AND NUMBERS - TEXT TALK:  On Monday, we put our finishing touches on our persuasive writing.  Then we switched our writings with a partner for them to read, evaluate and give us some advice to improve our writing.

On Tuesday, we took our feedback from another student and used it to edit our writing.  Then the spread out around the room and practiced reciting their paragraph.  We came back together as a class and each student took a turn reading their persuasion paper to the class.  Surprisingly -  each student said NO first graders should not have cell phones!  They shared many great reasons to their argument - that you may view below:

2ND GRADE:  THE TALE OF DESPEREAUX:  On Monday, the students were introduced to our NEW novel - The Tale of Despereaux.  We used this week to preview the story before we begin reading it next week.  First,we looked at a set of anticipatory statements.  Each students wrote if they agreed or disagreed with the statement.
Throughout our story, they will work on this paper as the find text evidence to support or change their answer.  We then worked through a packet on light versus dark.

On Tuesday, we brainstormed some ideas of what it means to be a hero.  Each student shared their ideas.  This led us to a brief discussion on if saving someone is a requirement to be a hero - they concluded no.  In some cases it might make someone become a hero, but not every hero must save a person.  Then we listened to the story Weslandia.  This story was used to introduce the students to making connections, as we will do this throughout our story.  It also introduces us to the idea of our main character being different.  

Next week we will begin our new novel.

3RD GRADE:  THE PIED PIPER OF HAMELIN - POETRY OR PROSE?:  We started this week by learning about the parts to a poem: lines, stanzas, and the rhyming pattern.  Then we went through the poem stanza by stanza to break apart the meaning of the poem.  As we did this, we found our text evidence to support or change our predictions.  This was still rather confusing to the students by some of the words used throughout this selection.  I encouraged them to use the dictionary for any tricky words.  

On Tuesday, we finished breaking apart the meaning of our poem.  Then we began to talk about how poetry helps us build our reading fluency.  We also discussed what is important about fluency: the rate at which you read it and the ability to bring the words to life.  I told them to think of yourself as an actor or actress when you are reading out-loud.  They each practiced reading a stanza and then recited it to the class.  However, we still struggled with some of the vocabulary.  So I told them I would bring in my favorite poetry books for us to continue working with this in our free time by Shel Silverstein.  They are excited to work on this as they love his poems too!

4TH GRADE:  CHANGE MAKERS:  On Monday, we came in and talked about our presentations.  I showed them the rubric I used to grade them and explained each category.  We went over each step highlighting different presentations that would mark an EXCELLENT in a category.  Then I asked each of them to fill out a sheet and evaluate their own presentation.  I was pleased when I looked back to see they did this with honesty.  Our last step in evaluating our presentations was to have a peer evaluation.  To be fair, we drew names to see who each student would further evaluate.  When I looked over both evaluations I was very pleased to see consistency with the evaluations,

On Tuesday, we examined further our timelines.  They looked for a time when their subject may have had the most activity in their life.  Then we compared this with the others student’s to see if we could find some similarities in productivity with their subjects.  To end our Change Maker project, we sat as a group and discussed their people.  I have been emphasizing to the students we have been working on these since mid-November and you should be able to share about your person without any scripts.  We went around the circle answering the same questions about our person. I was impressed by all the students for being able to just talk about the person without any notes. To end, I asked one final question in what way will this project inspire change in you? I asked them to reflect on this over the week and we would share our thoughts on Monday.

This week we were delighted to have one more visitor Time Travel to share some information about Albert Einstein.  Enjoy the presentation below…

MATH

1ST GRADE:  INCHING ALONG - MEASURING WITH INCHES:  This week we started out by finishing making our homemade inch rulers.  We took two pipe cleaners and our 1-inch straw to for 1 - 12 inch ruler.  We made sure to use alternating colors as this will make it easier to count our inches.  Then it was time for us to measure around the room. To complete our worksheet the students had to find objects with certain measurements around the room.

On Thursday, it was time for a little fun.  We used our rulers on a Hunt for Inches Challenge. Starting in the classroom the students had a list of lengths and needed to measure objects til they found an item of that length.  After 5 minutes in the room, we took our hunt around the school. When we came back to the room we shared some of the items we found on our sheet,  Below are some pictures from our Hunt for Inches.

2ND GRADE:  AREA - THERE’S ALWAYS ROOM FOR ONE MORE:  This week we completed the worksheet So Big.  This activity had the students work on measuring in square feet with several objects around the room.  They first had to make a prediction and then use our scrapbook paper to find the actual area.  After they found their measurements, they were to find the difference of their two numbers.

We did not meet on Thursday because of a field trip.  Next week, we will add in the last step to our project - figuring out how many sleeping bags would fit into a tent.

3RD GRADE:  AREA - YOU BREAK ME UP!:  This week we continued our introduction with the distributive property.  We continued to learn how to break up small arrays while practicing this method.  However, then we began to talk about why this would help us.  I explained that if I gave you two large numbers to multiply and we tried to work it out verse break-it apart - what way would be faster?  Then we tried this with a contest.  It was a close tie - however my “regular” multiplication group used repeated addition as a strategy, instead of multiplying.  I asked, but what if we couldn’t add them and you had to multiply - now they thought it would be easier to break-up the larger numbers.

    We continued with more practice with our distributive property.  We began by explaining that there are many strategies to multiply.  The distributive property will allow us to break up a large number to one that is easier to multiply. This is helpful now while they might still be mastering their larger multiplication facts. Eventually, they will rely on this as a better and faster way to work a problem other than repeated addition.  Our other main focus today was on the different ways to write an equation for the broken up array.  This was an important focus for us because next week we will be working with the different ways to write multiple equations.  I was happy to see some students that struggled yesterday finding more equations see it better today.

4TH GRADE:  :  This week we learned about plotting an original shape on a plane.  Then we translated that same shape on the grid.  We discussed having our original ordered pairs and labeling them and when translating the new ordered pair it is identified as A Prime or A’. Next, we identified the movement of the translation - if the x-axis changes the shape will shift horizontally and if the y-axis changes it will shift vertically.

On Thursday, we continued translating a shape on our grids.  Then each student plotted and translated their own shape with 4 vertices.  This time they were asked to shift it vertically.  After completing it on their own, they gave a partner their ordered pairs for them to move and check.  

~ HAPPY FRIDAY ~

Where did all the sunshine go???  This week, I introduced the students to our new movie(s) in the spotlight - Star Wars. However, we are mixing things up a bit for the month of March.  As we are approaching the final months of the school year, I wanted to see what they have learned about building character.  So for this week, I asked them to come up with a list of character traits we learn from the movie.  One word - WOW!  

Some Character Traits we the class listed:

Leader Teacher Wise Patience Listener

Brave Kindness Strong Respectful Clever

Peaceful Adventurous Stubborn Skillful

Careful Bossy Protective

Just to list a few...Some classes could have kept going if I would have let them! Next week, we will look at are list and break it down to what will help us build our character and what we should leave on the Dark Side...

IMPORTANT DATES:

February 27th - March 10th:  CogAT Screener opens for 2nd Grade

March 10th:  Practice IREAD for 3rd Grade

March 13th - March 24th:  CogAT Full Test for 2nd Grade

March 13th - March 17th: IREAD for 3rd Grade

March 14th: PTO Meeting 6:30 p.m.

March 17th: End of 3rd Quarter

March 27th - March 31st: Spring Break - No School

 Kindergarten CogAT Testing

We have now completed all the testing in kindergarten.  We are still going over all the data and collecting additional data for a few.  Once we are finished, you will receive a CogAT informational packet.  The cover letter helps explain the requirements and steps needed to qualify for high ability.  Each student will receive a cover letter with the results of their screener score attached.  Those who qualified to take the full CogAT test will have an additional paper with their results.  Permission slips are included for those who's scores qualified them for LA, math or both.  Students will begin HA services starting fourth nine weeks, but will meet only for about six weeks.  CogAT is just one pathway into HA.  The second pathway is through the end of the year NWEA scores.  Students who qualify through NWEA will be identified at the very end of the year, so they will begin high ability in first grade.

2nd Grade CogAT Screening

Friday we will finish up testing our last group of second graders.  It is the same procedure as used with our kindergartners.  All students are tested, those with qualifying scores will take the full test in upcoming weeks.  The difference with second grade is, we do give all of our current high ability students the full test regardless of their screener score.  The current data for all second graders, will be used in making decisions about high ability placement in third grade.  In addition to CogAT results, we will use end of the year NWEA scores.  Think of them as pathways, they do not need to qualify through both . . . just one.

LANGUAGE ARTS

1ST GRADE:  CONNECTING WORDS AND NUMBERS - TEXT TALK:  We revisited our persuasive writing lesson from earlier in the year. We started with a review of what it means to persuade a person - to encourage, to change or convince a person to our side of a discussion or topic.  Then we reviewed our Hamburger Model, which I was happy that they remembered this pretty well from last time.  

Next, we came up with reasons why a first grader would need or want a cell phone.  Then we discussed the reasons why a parent would not want a first grader to have a cell phone. Onto the question...Should parents by a first grader a cell phone?  For the remainder of class the children completed their hamburger models answering our question.

   On Tuesday, it was time to review how to turn our Hamburger Model into a paragraph.  We went over the rubric that a partner will use to evaluate their paragraph.  Then we discussed how our model can quickly change into a writing piece with 5 sentences.  For the remainder of class, they prepared their persuasive writing.  

2ND GRADE:  THE MIRACULOUS JOURNEY OF EDWARD TULANE:  This week was our final days of working with The Miraculous Journey of Edward Tulane.  On Monday, we continued playing Jeopardy through our story.

   

 On Tuesday, we started class by having each student name a theme or message they learned from our story.  We quickly filled our board with each student's response.  It was great listening to them each share their own connection they made with the story.

    To end the day, we played one final round of Jeopardy.  I told the children we will start a new story next week.  They were excited to try and guess it - so I gave them a hint of it being an author study - we will explore another story from Kate DiCamillo.

~ Some of our winners from the week ~

3RD GRADE:  THE PIED PIPER OF HAMELIN - PROSE OR POETRY?: On Monday, we wrapped up working with verbs. It worked out perfectly, where I met with the students that missed this part of the lesson last week. Our focus was understanding how a verb tense helps a reader establish a sense of time. We also looked back at a fairy tale to check the consistency of the verb tense throughout the story.

On Tuesday, we began our new lesson. We started out with a list of anticipatory questions from our next reading. We had to look at each sentence and predict True or False. Then we read through The Pied Piper of Hamelin.

We were quickly able to find two of our predictions we need to change. However, we must find connections back in the passage to support the change. Next, week we will work through the selection as we find details to support to our corrections.

The Narrator

4TH GRADE:  CHANGE MAKERS:  We have made it to the end of our Change Maker project!  This week it was time for our students to present their final project. It was such a delight seeing how proud they were to share their information!

Next week, we will travel back in time to meet one more person.

 This week we traveled back in time to meet Harry Truman and Marie Curie.

 We were lucky enough to also meet J.K. Rowling and Bill Gates.

Enjoy the videos below:

Part 1:  Memory Ran Out

Part 2: The Conclusion

MATH

1ST GRADE:  INCHING ALONG - MEASURING WITH INCHES:  

Due to an assembly on Dr. Seuss, we did not meet on Wednesday.

~ Team colors with our Straws ~

   Green Bay                                                   Cubs                                                  The Bears!

     I was so HAPPY to see my first graders!  I haven't seen them in a whole week :)  We jumped right back into measuring with an inch.  We spent most of the day completing our measuring around the room worksheet - to help us become more familiar with measuring with an inch.




     To end the day, we compared our answers.  We noticed a few of our measurements were different from our friends.  What can we do to correct this problem?  We need a Ruler!  We discussed why a ruler would be helpful and started to make our own rulers.  We will finish building our rulers next week.

2ND GRADE: AREA - SLEEPING BAGS:  Each group talked with their partner to come to a conclusion of what they think is a good area of a sleeping bag.  I was happy to see our groups were thinking the same - 2 groups thought 18 and 1 thought 15.  Giving us a new range between 15 to 18 square feet.  I think we are on the right track!

 Now onto checking our thinking.  My children have let us borrow their sleeping bags to continue our investigation.  First we looked at 3 sleeping bags and predicted the total area for each.  It was great seeing them use strategies of measuring with their feet.  One student even asked if I would count it with my steps after asking my shoe size.  

 
Now it was time to check our predictions.  The class was divided into 3 groups to work together and come up with an actual area for each bag.  We quickly discovered that we would need to talk about a ½ foot and ¼ foot for them to find the actual area.  They seemed familiar with this idea so we were quickly back on track. Then we shared our answers with the class.

3RD GRADE:AREA - THAT ABOUT COVERS IT:  On Wednesday, the children came in and finished their Think Deeply question from last week.  We quickly reviewed how a picture can help explain their writing because some students were originally just drawing a person.  It was great to see them go back and add the partitioning to their original drawing or some went back and showed the different partial squares - ¼,½, and ¾.  

To end the day, we answered a Think Beyond card.  How would the the total area of a 3rd grader differ to an adult.  They concluded that depending on height it could be a quarter to half an area more than a 3rd grade student.

    



On Thursday, we began our new lesson.  We looked at arrays and wrote the dimensions and equations to figure out the area.  Then we partitioned an array into sections to work with smaller numbers.  The area remains the same are mathematical equation is all that changed when breaking apart an array.  We will continue to investigate this next week.

4TH GRADE: SPATIAL VISUALIZATION - DO YOU SEE WHAT I SEE?:  We started class this week by testing the second way a student completed “Just Doggin’ It!”  For our second way, we needed to adjust some of the paths taken.  Others needed a quick reminder on some words omitted - specifying the vertical or horizontal line of reflection.

  Next, we completed a Think Beyond card.  We identified a circle and square as two shapes that no matter the transformation the shape would always look the same.  We ended the day discussing capital letters that could reflect vertically or horizontally and stay the same.

   

On Thursday, we began our new lesson. We are moving onto locating numbers on a grid.  As an introduction, we identified the x and y-axis.  We also discussed quadrants and ordered pairs.  As a class we practiced finding a few ordered pairs together.  Then I allowed us to test our fellow classmates. They took turns being the teacher and had to find an ordered pair another student gave them.  We will continue to work with this lesson next week.