Math: In unit 5 students will have a chance to practice their favorite multi-digit multiplication method--lattice! Many students love lattice multiplication because it is like solving a puzzle. There is a downside, however. If students cannot draw the lattice boxes on their own, they will have a lot of difficulty with this method. I prefer the partial products method because it causes students to think about place value and develops their number sense. Please be patient as you may be learning methods which are quite different than the ones you were taught. The Student Reference Book will help!
Literacy: Our student detectives have been at work providing evidence to support their predictions, inferences, and thoughts about themes as they read. These skills are at the heart of reading for deep comprehension. As your child reads at home ask him or her to make a prediction or an inference about theme. Make sure they provide evidence from the text and/or their background knowledge.
We are starting to move into a non-fiction study in reading and writing. In reading, students will be using text features, such as headings, pictures, maps, glossaries, the index, and so on, to deepen their comprehension of informational text. As they do this they will practice taking notes on facts and on their inner conversation. Merging your thinking with factual information helps you engage and understand more about the topic. We will practice separating the important information from the little details.
In writing we will be using our knowledge of non-fiction text features, and our note-taking strategies to create our own informational text page(s) on a Wisconsin Native American Nation. This, of course, ties in with our social studies unit on the Wisconsin Fur Trade. Students will conduct a small amount of research, using a kid-friendly website I have linked to the Kordus Connection Social Studies page, and books that will be available in class. They will then write about the Nation they've chosen using headings, pictures, captions, a map, and a mini-glossary to make their information more understandable. This will be due before the holiday break.
Social Studies: We are wrapping up our study of the Fur Trade in Wisconsin this week. As the Fur Trade ended with the control of the United States in the early 1800s, the lives of the Wisconsin Native Americans were changing drastically. Through trading, more and more people were learning about the resources Wisconsin provided. Lead was another resource, bringing some of the first settlers to our state. With non-Indians starting to settle in Wisconsin, tensions and treaty-making grew. Students will understand how this impacted and still impacts the lives of Native Americans in our state.
Notes: Please make sure your child comes to school with appropriate attire for the cold weather. Students will go outside when the temperature is 10 degrees or above. Some kids are still wanting to wear sweatshirts and shorts outside. Others "forget" their warm clothes in hopes of being able to stay inside during recess. This is distracting to teachers who are working with kids on academics during those recess times.
Tuesday, December 6, 2011
Monday, November 14, 2011
November 14, 2011
Math: Students discovered the many uses of multiplication and division in unit 3 as they solved open sentences, "What's My Rule?", and problems involving parentheses. Students should continue their basic fact practice at home until they are confident and automatic with it.
In unit 4 we will get into decimals and metric measurement. Students will understand how decimals are used, how to order them, and how to add and subtract them. We discuss decimals as parts of a whole, and money is often a way that students can develop that understanding. Point out decimals when you see them. Practice measuring items using the metric system.
Literacy: We have been doing some detective work, of sorts, in reading! Students are using clues to help them make reasonable predictions. Predictions are like estimates in math and hypotheses in science in that they all require evidence to make an educational guess. When we read, evidence can come from pictures, the words the author uses, and our background knowledge. We will be comparing and contrasting predictions and inferences.
We are wrapping up our personal narrative unit in writing. We have been working on showing our emotions, versus telling them. Students have been examining how authors use quotation marks to show that a person is speaking. The kids will be sharing their personal narratives, and giving feedback to one another on writing and oral communication skills.
Social Studies: Just as readers use clues to make predictions and inferences, we are learning that historians use clues to infer what the past was like. We have been moving through time learning about Wisconsin's Paleo, Archaic, and Woodland people. Ask your child about the differences between these groups.
We will continue moving through time, but in slower motion, as we learn about the French-Canadian Fur Trade in our state. Students will understand how important natural resources were to the Fur Traders and Wisconsin Native Americans. Students will see how these two groups worked together and how the Native people changed their lifestyle when the Fur Trade was going on.
In unit 4 we will get into decimals and metric measurement. Students will understand how decimals are used, how to order them, and how to add and subtract them. We discuss decimals as parts of a whole, and money is often a way that students can develop that understanding. Point out decimals when you see them. Practice measuring items using the metric system.
Literacy: We have been doing some detective work, of sorts, in reading! Students are using clues to help them make reasonable predictions. Predictions are like estimates in math and hypotheses in science in that they all require evidence to make an educational guess. When we read, evidence can come from pictures, the words the author uses, and our background knowledge. We will be comparing and contrasting predictions and inferences.
We are wrapping up our personal narrative unit in writing. We have been working on showing our emotions, versus telling them. Students have been examining how authors use quotation marks to show that a person is speaking. The kids will be sharing their personal narratives, and giving feedback to one another on writing and oral communication skills.
Social Studies: Just as readers use clues to make predictions and inferences, we are learning that historians use clues to infer what the past was like. We have been moving through time learning about Wisconsin's Paleo, Archaic, and Woodland people. Ask your child about the differences between these groups.
We will continue moving through time, but in slower motion, as we learn about the French-Canadian Fur Trade in our state. Students will understand how important natural resources were to the Fur Traders and Wisconsin Native Americans. Students will see how these two groups worked together and how the Native people changed their lifestyle when the Fur Trade was going on.
Thursday, October 27, 2011
October 28, 2011
Important News: As you know, WKCE testing starts next Wednesday, November 2nd, for our 4th graders. Please make sure that your child gets good sleep and healthy foods for meals. Fourth grade is an especially important year for the WKCE as students are tested in all subject areas.
Thank you so much to those who volunteered to help with our Halloween celebration on Monday, October 31st! Students will be able to change into costumes (if they choose) at approximately 1:30. We have been asked to allow only 5 minutes for students to put their costumes on, so please keep this in mind as you and your child plan for Monday.
Math: Students have been working to understand the relationship between multiplication and division, understanding patterns in multiples of numbers, and playing games to help them with their fact knowledge. Games that could be played at home include "Baseball Multiplication," "Multiplication Top-It," and "Beat the Calculator." Ask your child how to play, or look up directions in our Math Student Reference Book. Students who already know their multiplication facts quickly can focus in on practicing division. Throughout the year, students will be taking 3 minute, 50 facts tests to measure their progress.
Due to WKCE testing, studylink homework will be irregular. Some days we will not have time to learn new concepts, but this will be a great time to practice facts at school and at home.
Literacy: In preparation for the WKCE testing, students have been looking at sample language arts questions to determine which sentence in a paragraph does not belong, where to best insert a given sentence in a paragraph, and how to use transition words to create a more fluent paragraph. Next Monday and Tuesday we will be looking at how best to take a reading test, by looking at the questions before the reading selection, and finding words that signal literal comprehension versus deeper comprehension.
In reading we have also been working on word accuracy. Ask your child to share some strategies he or she has to accurately say words that may be unfamiliar at first glance. We have been working on making meaningful chunks of words, finding words within words, and taking off prefixes and suffixes to make the rest of the word more manageable.
In writing, we have been looking at what authors of personal narratives do to make a great story. Students have learned that thinking about emotions and turning points in their lives elicit emotions. These are some ways we have generated ideas for our new personal narratives. Ask your child what his or her personal narrative is about.
Social Studies: Did you know that Wisconsin was once almost all covered with glaciers? Have you ever been to the western part of the state to the beautiful hills and valleys? Student are learning about the effects glaciers had on the land, and how much of the Western Uplands were not touched by glaciers. Wisconsin was thought to be like the western part of the state is today, until it was flattened by glaciers. Many lakes and rivers were formed by the scraping and melting of glaciers.
Over the next couple of weeks we will be learning about the Early People of Wisconsin and the similarities and differences between these groups. We will be thinking like historians, who must use various clues to piece history together.
Thank you so much to those who volunteered to help with our Halloween celebration on Monday, October 31st! Students will be able to change into costumes (if they choose) at approximately 1:30. We have been asked to allow only 5 minutes for students to put their costumes on, so please keep this in mind as you and your child plan for Monday.
Math: Students have been working to understand the relationship between multiplication and division, understanding patterns in multiples of numbers, and playing games to help them with their fact knowledge. Games that could be played at home include "Baseball Multiplication," "Multiplication Top-It," and "Beat the Calculator." Ask your child how to play, or look up directions in our Math Student Reference Book. Students who already know their multiplication facts quickly can focus in on practicing division. Throughout the year, students will be taking 3 minute, 50 facts tests to measure their progress.
Due to WKCE testing, studylink homework will be irregular. Some days we will not have time to learn new concepts, but this will be a great time to practice facts at school and at home.
Literacy: In preparation for the WKCE testing, students have been looking at sample language arts questions to determine which sentence in a paragraph does not belong, where to best insert a given sentence in a paragraph, and how to use transition words to create a more fluent paragraph. Next Monday and Tuesday we will be looking at how best to take a reading test, by looking at the questions before the reading selection, and finding words that signal literal comprehension versus deeper comprehension.
In reading we have also been working on word accuracy. Ask your child to share some strategies he or she has to accurately say words that may be unfamiliar at first glance. We have been working on making meaningful chunks of words, finding words within words, and taking off prefixes and suffixes to make the rest of the word more manageable.
In writing, we have been looking at what authors of personal narratives do to make a great story. Students have learned that thinking about emotions and turning points in their lives elicit emotions. These are some ways we have generated ideas for our new personal narratives. Ask your child what his or her personal narrative is about.
Social Studies: Did you know that Wisconsin was once almost all covered with glaciers? Have you ever been to the western part of the state to the beautiful hills and valleys? Student are learning about the effects glaciers had on the land, and how much of the Western Uplands were not touched by glaciers. Wisconsin was thought to be like the western part of the state is today, until it was flattened by glaciers. Many lakes and rivers were formed by the scraping and melting of glaciers.
Over the next couple of weeks we will be learning about the Early People of Wisconsin and the similarities and differences between these groups. We will be thinking like historians, who must use various clues to piece history together.
Wednesday, October 12, 2011
October 14, 2011
Math: As we wrap up unit two, we all have a solid base with which to move forward. Our understanding of place value has helped us be successful with addition and subtraction. We will use that foundation to help us with number stories, understanding whether or not number sentences are true or false, and determining "What's my rule?" problems. Unit three will also allow students to practice multiplication and division facts, introducing "factors" and "fact families." Please help your child practice multiplication/division facts. Fact triangles will be coming home for practice. Knowing these facts are crucial to the math we will come across soon!
Literacy: Readers constantly ask questions in their minds as they read. Sometimes the questions come out of curiosity for what will come next in a text. Sometimes the questions are to clarify understanding. Students have also been thinking about how we anwer questions. At times we can find answers directly in the text. Other times we must infer (use text clues and our background knowledge). Sometimes we have to go to an outside source. Even with all of those options, our questions are not always answered.
We are also thinking about questioning the meaning of words. If we are in a good fit book, we often come across a couple of words that we are unfamiliar with. We have been reviewing and practicing what readers do when they try to determine the meaning of a new word. Readers read-on to find more context clues, they substitute other words that would make sense in the sentence, they look for familiar words within the word, and they use picture clues. Ask your child to find a new word while he or she is reading. Together, discuss what the word might mean.
Students are responsible for adding 2 to 3 new words per week to their vocabulary section of their reading notebooks, then attempting to use those words in their writing.
As you have noticed, spelling words have been coming home as homework. Students are practicing words that are developmentally appropriate. Starting this week students will be getting new words on Fridays, and testing on the following Thursday. Tests will only consist of approximately six words from the list, then "mystery" words that are not on the list but follow the same patterns. This is to get to students to realize that spelling is not just about memorizing words, but understanding spelling patterns. I will also look for evidence of their patterns in their writing, which is the ultimate goal of word study. Students should practice spelling each night, at home, using the "Tic-Tac-Toe" sheet. Spelling City and Wordle are fun ways to practice too, but do not help with understanding patterns.
Next week we will dig deeper into personal narrative writing. We've taken a break from writing to look closely at what makes a sentence a sentence. Ask your child what a sentence is. Ask about subjects and predicates, and nouns and verbs.
Social Studies: Where in the world is Wisconsin? Students are working to understand where Wisconsin is compared to the rest of the world, and what surrounds our great state. We are looking at physical borders (natural) like the Mississippi River, Lake Michigan, Lake Superior, etc. We are also looking at political borders (imaginary lines), like our southern border shared with Illinois. Next week students will be zooming into Wisconsin's five physical regions, and understanding the differences in those regions. This basis will give us an understanding of the resources early people of Wisconsin had, and then why non-native people settled in certain locations.
Literacy: Readers constantly ask questions in their minds as they read. Sometimes the questions come out of curiosity for what will come next in a text. Sometimes the questions are to clarify understanding. Students have also been thinking about how we anwer questions. At times we can find answers directly in the text. Other times we must infer (use text clues and our background knowledge). Sometimes we have to go to an outside source. Even with all of those options, our questions are not always answered.
We are also thinking about questioning the meaning of words. If we are in a good fit book, we often come across a couple of words that we are unfamiliar with. We have been reviewing and practicing what readers do when they try to determine the meaning of a new word. Readers read-on to find more context clues, they substitute other words that would make sense in the sentence, they look for familiar words within the word, and they use picture clues. Ask your child to find a new word while he or she is reading. Together, discuss what the word might mean.
Students are responsible for adding 2 to 3 new words per week to their vocabulary section of their reading notebooks, then attempting to use those words in their writing.
As you have noticed, spelling words have been coming home as homework. Students are practicing words that are developmentally appropriate. Starting this week students will be getting new words on Fridays, and testing on the following Thursday. Tests will only consist of approximately six words from the list, then "mystery" words that are not on the list but follow the same patterns. This is to get to students to realize that spelling is not just about memorizing words, but understanding spelling patterns. I will also look for evidence of their patterns in their writing, which is the ultimate goal of word study. Students should practice spelling each night, at home, using the "Tic-Tac-Toe" sheet. Spelling City and Wordle are fun ways to practice too, but do not help with understanding patterns.
Next week we will dig deeper into personal narrative writing. We've taken a break from writing to look closely at what makes a sentence a sentence. Ask your child what a sentence is. Ask about subjects and predicates, and nouns and verbs.
Social Studies: Where in the world is Wisconsin? Students are working to understand where Wisconsin is compared to the rest of the world, and what surrounds our great state. We are looking at physical borders (natural) like the Mississippi River, Lake Michigan, Lake Superior, etc. We are also looking at political borders (imaginary lines), like our southern border shared with Illinois. Next week students will be zooming into Wisconsin's five physical regions, and understanding the differences in those regions. This basis will give us an understanding of the resources early people of Wisconsin had, and then why non-native people settled in certain locations.
Thursday, September 29, 2011
September 29, 2011
Math: Place value is so important to understanding all math operations. In unit 2 we are working on not just knowing the place value system, but understanding the value of digits in those places. This knowledge will help us add and subtract large numbers both mentally and using paper and pencil methods. Please be patient as your child tries various methods for addition and subtraction of larger numbers. The EDM Student Reference Book is a great tool taking you through the steps of these methods. Students will have to try these methods at school and at home, but then will be able to use their favorite (most successful) method.
Literacy: Connecting to our reading has been our focus over the last couple of weeks. Students have learned and reviewed text-to-self, text-to-text, and text-to-world connections. Making these connections while we read helps us understand characters, situations, settings, and information. We have also had the valuable discussion of making connections that help us, versus those that don't.
This week we also started to work on asking questions while we read. Questions really bring us further into our reading because we want to find the answers. Ask your child about connections and questions he or she has while reading at home. If your child says, "I don't have any," this could be a sign that the text being read is too hard, too easy, or just not interesting.
Our first personal narratives are under our belt. The kids have been doing a great job, overall, in zooming into detail, hooking their readers with exciting leads, and ending in meaningful ways. The students are proud of their work, many are sharing with the class. We are working on oral communication skills and giving positive, useful feedback to those sharing.
Over the next couple of weeks, we will be focusing in on starting word study and convention study. Students will be bringing home word study words early next week. We will be discussing how to practice patterns and how to extend those words and patterns into our writing. We will also dive into what makes a sentence a sentence. It sounds basic, but we will look carefully and develop an understanding that should help us as we write.
Science/Social Studies: We are wrapping up our unit on electricity and magnetism. Students have been discovering the properties of magnets, making electromagnets, and finding out how electricity gets to our homes. In computer lab we went back in time to find out who made important discoveries in electricity.
We will begin social studies towards the end of next week. Our first unit is really getting familiar with the geography/topography of Wisconsin. Students will first review continents and oceans. They will learn about borders of our state, the Great Lakes, and major rivers in Wisconsin. Get out your maps! Go to Google Earth! Explore and have fun!
Literacy: Connecting to our reading has been our focus over the last couple of weeks. Students have learned and reviewed text-to-self, text-to-text, and text-to-world connections. Making these connections while we read helps us understand characters, situations, settings, and information. We have also had the valuable discussion of making connections that help us, versus those that don't.
This week we also started to work on asking questions while we read. Questions really bring us further into our reading because we want to find the answers. Ask your child about connections and questions he or she has while reading at home. If your child says, "I don't have any," this could be a sign that the text being read is too hard, too easy, or just not interesting.
Our first personal narratives are under our belt. The kids have been doing a great job, overall, in zooming into detail, hooking their readers with exciting leads, and ending in meaningful ways. The students are proud of their work, many are sharing with the class. We are working on oral communication skills and giving positive, useful feedback to those sharing.
Over the next couple of weeks, we will be focusing in on starting word study and convention study. Students will be bringing home word study words early next week. We will be discussing how to practice patterns and how to extend those words and patterns into our writing. We will also dive into what makes a sentence a sentence. It sounds basic, but we will look carefully and develop an understanding that should help us as we write.
Science/Social Studies: We are wrapping up our unit on electricity and magnetism. Students have been discovering the properties of magnets, making electromagnets, and finding out how electricity gets to our homes. In computer lab we went back in time to find out who made important discoveries in electricity.
We will begin social studies towards the end of next week. Our first unit is really getting familiar with the geography/topography of Wisconsin. Students will first review continents and oceans. They will learn about borders of our state, the Great Lakes, and major rivers in Wisconsin. Get out your maps! Go to Google Earth! Explore and have fun!
Tuesday, September 13, 2011
September 13, 2011
This will be your source for our classroom news and kid-friendly sites pertaining to 4th grade curriculum! Kordus classroom news will be posted approximately every other week.
Math: Geometry is all around us! Students are learning and reviewing a lot of geometry vocabulary. We are noting these words and their meanings in our math notebooks, and using our SRBs (Student Reference Books) for further understanding. Help your child by quizzing them on terms such as quadrilaterals, parallelograms, angles, polygons, and so on. Ask your child to give you examples of various geometry concepts.
Literacy: Students are building their reading stamina during our "Read-to-Self" time. They are doing a great job! I am conferring with each student to make sure they understand what a good-fit book is. Each student is reading to me and sharing their comprehension of their book. We are also discussing the key components to a retell and summary. DRA reading assessments will begin next week.
In writing we are generating a lot of ideas for personal narratives. We are brainstorming lists, drawing maps, and sharing ideas to spark possible small moment stories. We are zooming into one small event and the details that surround it. Students are beginning to draft their first small moment story. We are also building stamina for our "Write-to-Self" time. Ask your child what he or she is writing about.
Science: Wow! We are excited in science! Students are experimenting with electricity, thinking about what makes a circuit, how current electricity flows, and what conducts and insulates electricity. Students will learn how magnets are similar to electricity and how they help make electricity. Discuss the various appliances and fixtures in your home that work with electricity. Show your child the fuse box. Discuss electrical safety.
Subscribe to:
Comments (Atom)