Week 19 Newsletter

Announcements

12/18 – Wednesday – Michael White Assembly

12/19 – Thursday – Class Party

12/20 – Friday – Christmas Pajama Day

Reading

In reading this week students conducted their independent research projects on the countries they chose. I modeled researching Argentina as an example and showed them how to fill out their organizers. We talked about comparing and contrasting traditions we practice here and the traditions celebrated in Argentina. Later we talked about the difference between “secular traditions” and “religious traditions.” Together, we charted secular traditions we practice as a culture and then religious traditions we practice. This part was VERY interesting because students were able to listen to the cultural traditions of classmates that may have been different from their own. Next week we will finish up the research portion of the project and begin putting the information on the circles so that we can put them all together to make the dodecahedron J

We will also read some fun holiday books and discuss the text structures of the books along with some fun arts and crafts. J

ELA

Students learned about Progressive Verb Tenses this week. A progressive verb is a verb that works with another verb to clarify verb tense or tell us WHEN something is happening. This week students learned about this through SB lessons, Powerpoints, and an interactive notebook activity.

Social Studies

This week we talked about the Articles of Confederation. We read about its purpose and what it did for national government. Students also learned about some of its strengths and weaknesses. Next week we will talk about the Constitution and my plan is for students to create a flipbook to use as a reference. J

Week 18

Announcements:

12/9 – 12/13 – Clothing Drive

12/11 – Wednesday – Santa Shop @ 9:15

12/19 – Thursday – Class Party @ 1:00

12/20 – Friday – Sing – A – Long/ Pajama Day

Reading

In reading this week we focused on reading our class read aloud, Scar (and Saturday and Teacakes). Students worked on reading responses in their interactive notebooks as I read. They listened for all reading skills they have learned up until this point: compare/contrast, problem/solution, cause/effect, main idea, and point of view. They also listened for figurative language: similes, metaphors, idioms, adages/proverbs. After we completed a chapter students shared what they heard during the reading and we complied everyones notes on a big poster. I really want them to see how the skills they are learning apply to the texts they read every day and not just in isolated settings.

Next week we are going to do a SUPER FUN research project! Students are going to get into groups and research Christmas traditions around the world. They will create complete graphic organizers with their notes, make comparisons, and find photographs/illustrations. Then they will take all their information and create a dodecagon! This will be an extension activity I think they will really get into and a great way to address our “conducting independent research” standard. J

Writing

In writing this week we looked at GMAS narrative writing prompts. We read sample Milestone passages and the writing prompt that they would be expected to write to. They discussed the difference between writing a narrative from scratch vs. writing to a prompt. They came up with answers like: already having characters, already having a setting, knowing the problem, and building on the plot already given. We also began to look at the rubric they would be graded on. We will continue to look at these types of stories and model responses throughout the remainder of the year.

Next week we will read How Santa Got His Job and discuss opinion writing. Students will come up with a new job for Santa based on the skills he already has. They will write a short paper on why the job they gave him best suits him and how the skills needed for his new job correlates with the skills he needs to be Santa.

Grammar

In grammar this week we reviewed proverbs and adages. Students practiced determining the meaning of proverbs and adages using notecards and a partner. The goal is not for them to differentiate between proverbs and adages but to be able to determine the meaning. Next week we will begin learning about progressive verbs and my intent is for that to take us into the holiday J