Word Study
We are continuing to learn strategies for decoding words such as identifying vowel sounds (individual vowels and vowel teams), digraphs, blends, prefixes, suffixes, etc. This week we learned initial welded sounds: -ang, -ank, -ing, and -ink. While these vowels are closed by consonant teams, they still make long vowel sounds. Typically, when a vowel is followed or "closed" by a consonant(s), the vowel will make a short vowel sound. Eventually these labor intensive exercises will transfer to fluent mental decoding. Students who are able to intuitively decode and encode words will be able to apply these spelling rules to far more complex multi-syllabic words.
We learned abbreviations for proper nouns including Road (Rd.), Boulevard (Blvd.), Street (St.), Doctor (Dr.), Avenue (Ave.), and Company (Co.). We discussed that we can only use abbreviations when they are part of a proper noun. I do ask students to avoid abbreviations when writing the days of the week and months of the year. The more practice they get spelling these commonly used proper nouns, the better.
We continue to introduce new vocabulary words in conjunction with parts of speech. While most students are able to apply the vocabulary accurately, they are still learning parts of speech. We are learning that suffixes are a hint that the word is a verb. Memorization of each week's vocabulary words is not the focus, but rather, the application of parts-of-speech practice and awareness of broader vocabulary.
I introduced Venn diagrams for comparing and contrasting, especially useful in research, comparing fiction texts, and in understanding non-fiction/informational texts.
Reading groups are meeting with me and are focusing on either fluency or comprehension skills. Students are learning strategies for choosing just right books and the importance of practicing with books that are easy for them. All students are still learning to read to varying degrees and the strategies we are learning are learned much faster with easy (appropriate/just right) texts. Many students are drawn to books that are simply too difficult for them. This ends up hampering their development as a reader as these difficult texts discourage student interest in reading, encourage skipping over difficult words, and reinforce a focus on individual words rather than a synthesis of ideas.
Reading with your child is very different and provides the opportunity for you to introduce far more complex stories as you are able to read, model, elaborate and question your student. Our read-aloud has many layers and perspectives. It is a complex book that meets the reader where they are. It covers the more obvious disability of the protagonist, but shows the emotions and complex relationships between characters, as well as growth and change. Try to engage your student in discussion about Wonder.
We wrote precepts from our read-aloud's companion title, 365 Days of Wonder, Mr. Browne's Book of Precepts, with sidewalk chalk on the blacktop during Windermere's Walk-A-Mile service learning project. It has been very rewarding to hear students discussing their precepts and even creating their own. Teachers and students alike were engaged in conversations about the precepts during recess on Thursday and Friday. This has been a great first step towards building a culture of compassion and perseverance, the focus of our chosen precepts.
Writing
We finished the writing process steps of planning and drafting. At this point in time, I'm focusing on convention: indented paragraphs, complete sentences, and correct grammar, particularly verb tense agreements. Many students wrote their stories in present and future tense so we are learning about past tense verbs. Once convention has been established, we will begin to develop author's strategies for enriching our writing (e.g., figurative language, point-of-view, etc.).
Math
Students should be able to find the sum of four digit numbers using partial sums or the "efficient algorithm." Importantly, they should label regrouping appropriately as "carry the ten (hundred, thousand)" instead of the "one."
Students began solving differences by counting up on an empty number line. Most young mathematicians are far more comfortable counting up than down. In the example problem, "Max has 78 Pokeymon cards and Mollie has 52 Pokeymon cards. What is the difference in the number of cards?" students would follow this process:
- Begin by writing the smaller value, 52 on an empty or blank number line.
- Count up by tens, drawing large hoops or loops to represent each ten (62, 72).
- Finish by counting up by ones, making small hoops/loops (73, 74, 75, 76, 77, 78).
- Sum the tens (20).
- Sum the ones (6).
- Sum these two values for the answer (26).
This method can also be used for finding sums. If you wanted to find the sum of their combined Pokeymon cards, you should start with the larger number (for efficiency's sake) and add on the other addend.
We then began utilizing expanded notation to solve for differences. Given the same problem as above, students would decompose their numbers into expanded notation.
- 78 = 70 + 8
- 52 = 50 + 2
This builds a good understanding of place and value and heads off a common problem where many students will interchange values from one value to the other (e.g., 72 - 58). This is particularly evident when there is not a large enough value in the ones to do direct subtraction.
In our case, the students will first find the difference between the ones (8 - 2 = 6) and then the difference between the tens (70 - 50 = 20) and sum them (20 + 6 = 26). The order of ones and then tens is important as solving the difference in the smaller place (the ones) tells the student whether or not they have to regroup.
For example, "If Grace reads 67 pages and Mary reads 93 pages, what is the difference in the number of pages they read?" Students will rewrite both values in expanded notation.
- 93 = 90 + 3
- 67 = 60 + 7
Students can not take 7 away from 3 (at least not without entering into negative numbers) so they must regroup by taking a ten from the 90 and giving it to the three.
- 93 = 80 + 13
Now students can find the difference between 13 and 7.
There are infinite variations on all of these strategies and I encourage students to share theirs. There is one right answer in many, but many strategies. Many students are using the commutative and associative properties to help solve these kinds of problems (Kudos to the 2nd grade team!).
This is a little difficult to explain in text, but hopefully you get the picture. The purpose of introducing these less efficient strategies is to develop mastery and deep understanding so students really know what they're doing when they employ short-cut or efficient strategies. Please feel free to stop by if you would like me to demonstrate these in person.
Important Dates and Reminders
New dates and times are indicated in red.
Fall conferences will be the second week of November. Please visit the signup genius page to choose your date and time by clicking on this link.
Important 1st Quarter Dates & Reminders
October 6 through 10, 2014 - Hawk Walk for the Playground
October 8, 2014 - Ohio Reading Achievement Assessment (Please avoid scheduling absences on this date)
October 10, 2014 - Blue and Green Day: Show your Windermere Hawk Pride
October 13 through 17, 2014 - Collection days for Box Tops for Education
October 17, 2014 - Blue and Green Day: Show your Windermere Hawk Pride
October 17, 2014- Field Trip to Thompson Park (please email if you would like to volunteer)
October 23, 2014 - Fall picture retakes
October 24, 2014 - End of the first quarter
October 27, 2014 - No school, teacher grading day
Important 2nd Quarter Dates & Reminders
As cold and flu season is beginning, and the enterovirus D68 has appeared in Ohio, we want to remind our families of our policy when a student is sick or not feeling well. It is suggested that students not return to school if they have had a fever, diarrhea or have vomited in the past 24 hours. This helps to prevent the spread of bacterial/viral infections. At school, we review with our students appropriate ways to guard a sneeze or cough. In addition, we have students use hand sanitizer before their lunch period, and throughout their day, as needed. Of course, too, in our bathroom we have signs posted as a reminder for students to wash their hands. If you would like additional information on the enterovirus D68, please visit the following Children’s Hospital link: http://www.
October 30, 2014 - UA Trick or Treating from 5:30 till 8pm
November 3 through 7, 2014 - First quarter conferences
November 4, 2014 - No School for Students, Teacher Development Day
November 5, 2014 - Progress Reports sent home
November 6, 2014 - Early Dismissal/Conferences at 11am
November 10 through 13, 2014 - Fall conferences
November 17 through 21, 2014 - District Gifted Screening
November 25, 2014 - Scarlet and Gray Day
November 26 through 28, 2014 - No School Thanksgiving
December 1 through January 9, 2015 - STAR Reading and Math Diagnostic Testing
December 3, 2014 - Early Dismissal/Teacher Development at 1pm
December 19, 2014 - Holiday parties 2pm
December 22 through January 2, 2015 - No School Winter Break
January 16, 2015 - End of second quarter
January 19, 2015 - No School Martin Luther King, Jr. Day
January 20, 2015 - No school, teacher grading day
Important 3rd Quarter Dates & Reminders
January 27, 2015 - Progress Reports sent home
January 29, 2015 - Early Dismissal/Conferences at 11am
February 2 through 13, 2015 - Ohio Wildlife Center donation drive
February 4, 2015 - Early Dismissal/Teacher Development at 1pm
February 9 through 13, 2015 - Collection days for Box Tops for Education
February 16, 2015 - No School Presidents' Day
February 17, 2015 - Math State PBA
February 23, 2015 - English Language Arts State PBA
February 23, 2015 - AASCD
March 9 through 13, 2015 - PTO Book Sale
March 17, 2015 - 3rd Grade Musical
March 20 through 27, 2015 - No School Spring Break
April 2, 2015 - End of third quarter
April 3, 2015 - No School
April 6, 2015 - No School, teacher grading day
Important 4th Quarter Dates & Reminders
April 8, 2015 - Early Dismissal/Teacher Development at 1pm
April 9, 2015 - Spring Picture Day
April 13 through May 22, 2015 - District Writing Diagnostic Testing
April 14, 2015 - Progress Reports sent home
April 21 through 22, 2015 - English Language Arts State EOY
April 22, 2015 - Ohio Reading Achievement Assessment
April 24, 2015 - Kid Fest
April 28 through 29, 2015 - Math State EOY
May 1 through 29, 2015 - STAR Reading and Math Diagnostic Testing
May 9, 2015 - Wish Run
May 25, 2015 - No School Memorial Day
June 1, 2015 - Field Day
June 3, 2015 - End of fourth quarter/Last day for students, Classroom parties 12:05 till 1:05pm
June 9, 2015 - Progress Reports sent home
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