Week 27 Newsletter

Announcements

3/11 – Wednesday – Historical People Quiz (Kids have study guide notes)

3/13 – Kona Ice

3/13 – Out of Uniform for AR

Check out our pics from the week !

Homework

·        2 Achieve articles

·        Writing EVERY NIGHT – Please ask your child about this and ask them to let you read their writing. Discuss what they have written and what key components they made sure to include. This is VERY important as we gear up for the GMAS.

·        If able, please send your child’s device with them every day (charged) as we will be using devices to play review games and take online review practice assessments over the next few weeks.

·        We are also out of Kleenex so if you could PLEASE send some in that would be GREAT J J J

Reading

In reading this week we finished up non-fiction text features. I pulled small groups of students that were struggling or had trouble identifying specific text features. Then today they took their assessment J Next week we will continue to practice using context clues to determine words or phrases used in a text. However, we will specifically focus on those that allude to significant characters found in mythology (Herculean).

Writing

In writing this week we will finish up our informational GMAS practice papers. In class we are writing an informational paper together on passages about Charles Lindbergh and Amelia Earhart (from the GaDoe website). We are writing each paragraph together and discussing the key components that should be included. My intent is for them to then take that knowledge and apply it to their nightly writing homework. We will begin our GMAS opinion practice papers next week as well.

Grammar

We continued talking about ordering adjectives. Next week I want us to review simple, compound, and complex sentences because we still seem to be having a hard time differentiating between the three. They also need to be able to include a variety of sentences in their essay so this is a skill we need to practice. We will also begin reviewing all ELA standards.

Social Studies

In social studies this week we finished discussing key figures that played huge roles in the abolitionist and suffrage movements. Together, we made a graphic organizer with all the key information for each person. They are to use this as their study guide. In class, students are working on a booklet with information on each person. Next week students will participate in review activities and take the quiz Wednesday.

Week 26 Newsletter

Announcement

3/1 – Monday – Red, White, & Blue Day! Students may dress out of uniform IF they are in patriotic colors…they may not wear jeans if they are in regular uniform tops.

3/3 – Wednesday – Special Read Aloud Guests!

3/5 – Thursday – PTA – 4^th Grade Performance J

3/6 – Fictional Character Dress-Up Day! – Bring the book

Reading

In reading this week we began learning about non-fiction text features. We discussed the differences between text structure and text features. Students understand that the structure is how the text is “built” or “structured” and you have to read the text to determine the text structure. Consequently, text features are visuals that you can see throughout a non-fiction text. They can be found without reading the text. We started the week off with going through a SB and taking notes on all the different types of text features (WHEW! There are more than I thoughtJ). After playing a memory game and reviewing the text features we went to the media center for a scavenger hunt. They found two non-fiction books and documented as many of the text features as they could. You can check out the class pics section for photos! Next week we will continue with NF text features and will test Thursday.

Writing

In writing this week we continued practicing our Milestone writing. We completed the graphic organizer together with all of our transition words, subtopics, and text evidence from both passages.  After completing the organizer we looked at some 4^th grade response to this particular prompt and used the Milestone rubric to grade it. We discussed each bullet point on the rubric and talked about why or why not they met the criteria (side note: the kids grade SO MUCH HARDER than I ever thought about grading haha). Then I gave them two other passages, prompt, and blank paper to complete independently. So far they have drawn out their organizers, determined what the prompt was asking, and began reading the passages. Next week they will continue filling in the graphic organizer and write their paper.

Grammar

In grammar this week we continued with ordering adjectives and learned a mnemonic device to help remember the order… Nathan (number) Oliver (opinion) Scott (size) Ate (age) Six (shape) Chocolate (color) Oreos (origin) Mom (material) Packed (purpose). I know it’s a lot for them so we will continue to look at this next week and review previously learned skills.

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Announcements

2/21 – TONIGHT – Daddy/Daughter- Mother/Son Dance

2/24 – Monday – Author Visit

3/2 – 3/6 – Read Across America

Homework

Achieve HW

Writing – As needed- I will email when this comes home.

Reading

In reading this week we finished up our unit on firsthand and secondhand accounts. We reviewed differentiating between the two by sorting pictures of firsthand and second hand documents and artifacts. We also practiced analyzing two accounts of the same event and writing a constructed response. I modeled this last week, they practiced this week, and they completed one independently as their question 21 for their cold read. Next week we will begin learning how to interpret information presented in charts, graphs, diagrams, time lines, etc.

Writing

In writing this week we began discussing writing to text and the layout will look on the Georgia Milestone. We began with talking about an organizer students could use for their Informational essays that would be easy for them to remember. We talked about our “game plan” for tackling the prompts and key points to make sure they included. The majority of this week was just them watching/listening/participating while I modeled. Next week we will practice together and then they will practice independently. The resources I am using come from the GaDoe website so please feel free to go look at those to reinforce at home. I will begin sending small amounts of writing homework to support class instruction.

Grammar

We continued practicing ordering adjectives. Next week, we will learn a mnemonic device to help them remember the order. J

Social Studies

We are learning about important historical figures. This week we took a closer look at Susan B. Anthony and Harriet Tubman. We will continue to learn about other important historical figures over the next few weeks.  

Week 25 Newsletter

Announcements

2/13 – Thursday – Chic-Fil-A Spirit Night

2/13 – Thursday – Bring Valentine’s & boxes

2/14 – Friday – Valentine’s Day

2/17 – Monday – President’s Day – No School

Homework

·       **2 Achieve articles – Due Friday WITH PARENTS SIGNATURE

·       ** Bring device every day CHARGED – We will be researching

Reading

In reading this week we learned about the structural elements of poetry. We discussed rhyme scheme, stanzas, lines/verses, and finding meter (rhythm). Together, we read several poems and discussed the elements of each including theme and locating text evidence to support our theme. We also did some comparing and contrasting between the elements of dramas and poetry. Next week we will move onto distinguishing between firsthand and secondhand accounts.

Writing/ELA

We finished up relative pronouns (THANK GOODNESS!). Next week students will begin learning how to order adjectives… yes that is a thing. J

In writing this week students continued to work on the body paragraphs of their historical figure informational piece. We also talked about how to write conclusions. Students were given a list of possible conclusion transitions and were shown a model on how to restate the topic sentence and subtopics in the conclusion. Overall, the conclusion should restate the topic sentence, explain what the person is remembered for, and briefly restate the subtopics. There should be NO NEW information given it the conclusion.

Next week, we will begin writing informational pieces to text. This is the type of writing they will encounter on the GMAS.

Social Studies

We continued reviewing the Constitutional Convention compromises and began talking about the branches of government. This week we started with the legislative branch, and next week we will move onto the judicial and executive branches.

Week 24 Newsletter

Announcements

2/4 – Tuesday – 4^th grade lunch and learn

2/5 – Wednesday – Constitutional Compromises Quiz

2/5 – Wednesday – Spring Picture Day

2/7 – Friday- Progress Reports

Homework

Two Achieve articles – I encourage parents to work with your child at least on one of the articles. This helps you understand how your child interprets the questions and allows you to talk them through the correct ways to come to an answer (rather than them just choosing one at random).

Reading

In reading this week we finished up Theme. Students performed their skits they prepared and their peer audience determined the theme they were attempting to portray. It took longer for each group to present than I anticipated so next week we will begin looking at the elements of poetry.

Writing

In writing this week we wrote the introduction to our informational research papers. We talked about different types of leads to grab our reader’s attention such as: asking a questions, interesting fact, or using a famous quote. After students decided on their lead we talked about possible strong topic sentences and how to introduce the subtopics that would be discussed throughout the paper. Next week students will continue to write their body paragraphs and hopefully start on conclusions.

Social Studies

In social studies this week we discussed the Constitutional Compromises. We talked about the Virginia and New Jersey Plans and how they were joined together to form The Great Compromise. Then we discussed how slaves being factored into the state’s population caused a disagreement between the Northern and Southern states. This lead to the Three- Fifths Compromise. Lastly, we covered the compromise that pertained to slave trade. I will send home a short study guide Monday along with work we have done in class on these topics. We will have a quick quiz Wednesday on these topics.

Week 23 Newsletter

Announcements

Monday – 1/27 – Field Trip to Coca Cola Space Center

Friday – 1/31 – Red Folders, Traveler Reports, & Achieve Logs are DUE

Friday (6:00)/Saturday (4:00) – Little Mermaid Play @ Rainey McCullers

·       Any student that brings their ticket stub from the play is allowed to dress OUT OF UNIFORM Monday, 1/27!

Homework

·       Two Achieve articles – Due Friday

·       Research on historical figure – as needed

Reading

In reading this week we finished up our unit on Theme! One of our standard is for students to be able to differentiate between drama, prose, and poetry, so this week we looked continued looking for themes in dramas. Some students have been working in groups to write their own stories in drama format. They are using their knowledge of theme and including their chosen theme multiple times throughout their scripts. Once they finished the writing portion, they practiced performing their drama, and will perform for their classmates. It will be their classmate’s job to determine the theme of the drama.  Other groups of students have been given scripts of fables and fictional stories. They have been practicing reading their scripts, following the directions the scripts gives, and performing for their classmates. Their peers will also have the job of deciding what theme is being delivered through their performance.

Next week we will move onto looking at the major differences between poems, drama, and prose, and refer to the structural elements of each.

Writing

In writing we will continue our informational writing on the historical figures. This week we finished gathering websites sources and subtopics. We also looked at ways to grab the reader’s attention in the introduction of the paper. They will write their own introduction and start on the body paragraphs. We will talk about various transitions they may include to make sure their papers sounds fluent rather than robotic. J Please be on the lookout for research homework. There may be nights when they need to gather more research or finish writing part of their draft.

ELA

In grammar this week we continued looking at progressive verbs. We continued practicing when to use who/whom. One trick we talked about is he/she = who and him/her = whom.

·                   Ex: The girl _____ is in third grade, got first place in the art show.

·                  Ask yourself “Who got first place in the art show?” SHE got first place in the art show.             She=WHO

I also introduced the relative pronoun “whose.” This is the only relative pronoun that shows possession/ownership.

·                 Ex: Students, _______, parents are here, get a homework pass.

·                Parents belong to the students so the relative pronoun is whose.

Next week we will talk about the correct uses of “which” and “that.”

Week 22 Newsletter

Announcements

Monday – MLK Day – No School!

Tuesday – St. Elmo

Tuesday – Tutoring Starts!

Monday 1/27 – Coca Cola Space Science Center

Homework

·        ***We will begin Achieve Logs again – Two articles for the week, 75% or better (ideally 88% or better to show growth), and must be signed by parents.

·        ***If students are not making adequate progress with their informational research during their given class time, I will expect them to gather research at home and bring it to class the next day.  
*   ***Practice RW tests online as needed 

Reading

In reading this week we have been focusing on theme. We started off by discussing common themes found in stories and watching some of the 1930s Disney cartoons to identify themes. We read fictional dramas from our Reading Wonders books such as, “The Ant and Grasshopper” and “Ranita and the Frog.” Through these stories we were able to discuss dramas and scripts, which we will continue to look at next week as we well. Students learned about writing a constructed response to the theme of passage. They learned that the questions they should ask are “What did the author want me to learn?” “What are the connecting details” and “How does this apply to my life?” We practiced writing constructed responses together for “The Ugly Duckling” “The Ant and the Grasshopper” and “The Three Little Pigs.” Students also completed task card activities and a Kahoot! game. Next week we will continue reviewing theme through dramas and practice constructed responses.

Check out the Reading tab to look at examples of constructed responses we wrote in class and the picture of common themes we have been using. :) Also remember there are Reading Wonders practice tests up that students should utilize for practice. 

Writing

In writing this week we began our Informational Writing unit. I explained to students that they would choose one of the famous historical figures from our Social Studies standards to research and write their informational paper about. I am modeling as we go. As of now they have done a little research on the figure they have chosen and we discussed gathering research from multiple websites and resources. Next week we will begin organizing our notes and looking at writing the introduction paragraph.

Grammar

This week we began talking about relative pronouns; who, whom, whose, which, and that. We started with who and whom this week. Relative pronouns are typically confusing in that there are multiple rules that apply when deciding whether to use who/whom. So this week we talked and practiced whole group and I did tell them that I am no expert on this topic as I still get confused myself! J We will continue learning about relative pronouns next week and practicing A LOT.

Social Studies

We will be learning about Congress, 3/5 Compromise, and The Great Compromise J