What We Learned This Week
Word Study
We are continuing with plural noun spelling features.
1. Nouns that do not add an additional syllable most often just add
-s (e.g.,
girl becomes
girls).
2. Nouns that add an additional syllable, most often add
-es (e.g.,
box becomes
boxes,
ditch becomes
ditches). There are letters that suggest
-es, but I find it's easier for students to recognize the additional syllable than to memorize all of the possible letters that correspond with an
-es ending.
3. Nouns that end in
-f/-fe most often add
-ves (e.g.,
life becomes
lives).
4. Nouns that end in a
consonant-y (Cy) most often add
-ies (e.g.,
lady becomes
ladies).
5. Nouns that end in a
vowel-y (Vy)a most often add
-s (e.g.,
key becomes
keys).
Many students are mastering these, but just as many are still learning them. Too, in isolation most students are doing well with these, but they are not transferring this knowledge consistently to their writing yet.
We are also studying analogies by considering how words are related (e.g., synonyms, antonyms, tools, sequence, etc.). Many students really enjoy this. See if you can engage them in analogies by offering examples and having them complete them. bird : nest : : fox : _____ would read "bird is to nest as fox is to blank." The answer would be den. I find vocabulary and word study games are great for dinner and can become a fun routine for families.
Reading
We are back into reading groups where we are learning to think deeply about our reading. While our work is intentionally labored, it will transfer to an automatic process of metacognition (thinking about our thinking) when we read independently. Students are reading non-ficiton/informational texts or fables, depending on their current reading level. We are studying text features (non-fiction/informational: table of contents, text boxes, graphs, charts, maps, index, glossary, etc.; fables: lesson and evidence).
Students also work on daily independent reading where they are selecting just right texts across many genres. It is important that students get to choose books they want to read and they become comfortable knowing what books are appropriate levels of complexity for them. When they find a book they truly fall in love with, a magical moment for all us, they will create a "Book Room" book recommendation. We have a few excellent examples already while many are in the works. You can see our initial recommendations here:
http://mrhudsonsbookroom.blogspot.com
Once our collection grows, I plan to organize them by genre and even level to become a resource for other students.
Writing
We are beginning our initial research projects on famous African Americans. As a class we generated a list of only 3 famous African Americans (excluding athletes and entertainers): Martin Luther King, Jr.; Rosa Parks; and George Washington Carver. No one even mentioned the president. However, we were able to generate an exhaustive list of famous white politicians, philosophers, and scientists. This created a sincere interest to explore African Americans' contributions to our country and culture. This project will incorporate research of articles, picture book biographies, art, and oral presentations.
Math
We started my favorite, and most challenging, unit of math: fractions! I love teaching fractions because it shows students how important math facts are and we can generate so many authentic uses of fractions, cooking being a favorite for many students. Students should know that fractions are represented by a numerator (number of equal groups considered, eaten, shared, etc) over/out of a denominator (the total number of equal groups in our whole). They should know that the number of items in the whole is not the same as the number of equal groups (e.g., a whole consisting of six students can be broken up into one, two, three or six equal groups). Students should know that the whole is represented by the numerator and denominator being the same. We also refer to the whole as the "one." We are also studying what happens to denominators when we divide them. Cutting a denominator in half doubles it; cutting a denominator into thirds triples it, etc. because we are doubling (tripling etc.) the number of equal groups in the whole.
We also reviewed strategies for determining which multiplication facts we need to still master and how to practice them. I recommend students create their own blank multiplication grid with zeroes, ones, twos, threes, fours, fives, sixes, sevens, eights, nines and tens in order down the column. The top row should include these same digits, but they should be randomized. This will eliminate (or at least make harder) finger counting and counting on. Here is an example where the column and row arerandomized. Note: we only go to tens in third grade.
Science
What problems does this invention solve?
What new problems does this invention create?
We are starting our Invention Convention which will culminate at the end of the quarter with an Invention Convention Open House. Students will identify commonly shared problems, research them, develop multiple solutions, receive and provide shared input with classmates, develop a display board and prototype, practice presenting with an audience and finally present to families on Monday, March 9th from 9 to 10am in the Windermere Multipurpose Room. Some work will be done at home. More information will be sent home soon. You can help your student by having them start looking for problems. They typically want to start with solutions/inventions, but we will focus on finding problems. Once they get started, finding problems will become automatic. Some students have even started carrying small notebooks to record problems. This will be student work and while families can help, the ideas and as much of the display board and prototype as can be should be student generated.
Important Dates & Reminders
Important 3rd Quarter Dates & Reminders
February 2 through 13, 2015 - Ohio Wildlife Center donation drive. This will serve as our Valentine's Day party. We do not have any other Valentine's Day activities. Students can bring cards for their classmates. However, we ask that if students bring cards, they bring one for everyone and that they are reasonably the same. Signing, but not addressing cards, will expedite passing out cards and is very appreciated. We are also trying to avoid food or candy items. Thank you.
February 3, 2015 - State of the School event. From Superintendent, Paul Imhoff,
Please join Upper Arlington Schools for the first annual State of the Schools event on Tuesday, February 3 from 6 until 7:30 p.m. at Upper Arlington High School, 1650 Ridgeview Road.
Upper Arlington is an exceptional community with residents who understand the value of a world-class education. As educators, our staff feels privileged to work with wonderful students in such a supportive environment. The State of the Schools event gives us the opportunity to share the progress made on our commitments to the community as well as our vision for the future of education in Upper Arlington. Students and staff from our schools are excited to share musical performances as well as the projects and initiatives that prepare Upper Arlington’s children to serve, lead and succeed.
February 4, 2015 - Early Dismissal/Teacher Development at 1pm
February 9 through 13, 2015 - Collection days for Box Tops for Education
February 13, 2014 - Ohio Wildlife Center visits: Click on the link to donate:
OWC Donations
February 16, 2015 - No School Presidents' Day
February 17 & 18, 2015 - Math PARCC
February 23, 2015 - AASCD
March 9, 2014 - Invention Convention Open House 9 to 10am
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
