Blog Entry - Week of January 13th

Blog Entry –Week of January 13^th

LANGUAGE - READING

A reminder that students write a letter every other week to me in their Readers Notebook. They are given time during Daily 5 read to self to work on their letters in class.

Here is the schedule of when students’ letters are due. Next week the Grade 5’s (week of Jan. 27) will be handing their letters in and the following week Grade 4’s will.

Letter Due Dates

Monday	Tuesday	Wednesday	Thursday	Friday
Alex Antony Mark Amelia Madison E	Nyle Martina Adam Lucas Ella	Madison J Iqra Samiya Amber Bella	Fatima Lindsay Ben Fernanda Josef	Nick Taha Eshaal Zoya Yasmeen Sahar

Letter Due Dates

Monday	Tuesday	Wednesday	Thursday	Friday
Lauren Eric Daniel B. Ethan Adrian Talla	Nathan Stuart Je Nae Tristan Iris Sam	Samuel Filip Jonah Sarah Hanna L. Pratham	Aistis Alex Hannah N. Abdullah Omar Reid	Will Zeerak Daniel S. Aaron Isaac Emily

I’m very impressed with many students who respond and answer the questions I have asked them in my responses to their letters. A few have asked for sample letters that fall in the 3+ to a 4 range. Here are some examples.

Grade 5 Sample

Grade 4 Sample

Recording Students Fluency

Over the next few weeks students will be reading a “Good Fit” Book Aloud and I will be recording there reading. Afterwards they will have the opportunity to listen to themselves read and self assess their own fluency. Helping them hear their strengths and next steps when it comes to their fluency.

At home during when students are reading 20 minutes a night. Ten of those minutes should be spent reading their books aloud.

What is fluency?

Fluency is the ability to read a text accurately and quickly with expression..

Why is fluency important?

Fluency is important because it allows students to focus on making meaning rather than sounding out words.

How can fluency be developed and improved?

Model fluent reading and engage children in repeated oral reading.

Fluency has important elements to focus on:

1.. Expression & volume: The reader is reading the passage with feeling, paying attention to

punctuation marks. The reader is also loud enough for the audience to hear with correct

emotion.

2.. Phrasing: Reader is using punctuation and meaning to read complete thoughts. (Reader

stops at periods and pauses at commas.)

3. Smoothness/Accuracy: The reader can read smoothly without having to sound out words as

they read.

4. Pace: The reader is reading at a normal pace. Reading sounds like a conversation. It is not

slow or choppy. It’s also not too fast!

MATH

We finished our Data Management Unit. Students created their own survey questions, and collect data from their peers in the school. Using the data they collected they graphed their results. There will not be a test for Data Management their assignment was their final assessment.  

We will be starting Decimals!!

Grade 4 Expectations:

* demonstrate an understanding of place value from 0.1 -10,000 using a variety of different tools and strategies

*count forward by tenths from any decimal number expressed to one decimal place, using concrete materials and number lines (e.g., use base ten materials to represent 3.7 and count forward: 3.8, 3.9, 4.0, 4.1, ...;

*add and subtract decimal numbers to tenths, using concrete materials (e.g., paper strips divided into tenths, base ten materials) and student-generated algorithms (eg., “When I added 6.5 and 5.6, I took five tenths in fraction circles and added six tenths in fraction circles to give me one whole and one tenth. Then I added 6 + 5 + 1.1, which equals 12.1.”);

* compare whole numbers from 0.1 to 10,000 using a variety of tools (e.g. base ten blocks, number lines)

* order whole numbers from 0.1 to 10,000

* explain equivalent decimals to tenths (e.g. three tenths (0.3) is equal to thirty hundredths (0.3)

* represent whole numbers to 10, 000 and decimals to 0.1

* demonstrate equivalent representations of a decimal number, using concrete materials

Grade 5 Expectations:

*demonstrate an understanding of place value from 0.01 -100,000 using a variety of different tools and strategies

* compare whole numbers from 0.01 to 100,000 using a variety of tools (e.g. base ten blocks, number lines)

* order whole numbers from 0.01 to 100,000

* explain equivalent decimals to hundredths (e.g. three tenths (0.3) is equal to thirty hundredths (0.3)

*round decimal numbers to the nearest tenth, in problems arising from real-life situations;

*add and subtract decimal numbers to hundredths, including money amounts, using concrete materials, estimation, and algorithms (e.g., use 10 x 10 grids to add 2.45 and 3.25);

*multiply decimals numbers by 10, 100, 1000, and 10 000 and divide decimal numbers by 10, and 100 using mental math strategies (e.g. use a calculator to look for patterns and generalize to develop and rule)

*count forward by hundredths from any decimal number expressed to two decimal places, using concrete materials and number lines (e.g., use base ten materials to represent 2.96 and count forward by hundredths: 2.97, 2.98, 2.99, 3.00, 3.01, ...; “Two and ninety-six hundredths,

* represent whole numbers to 100, 000 and decimals to 0.01

* demonstrate equivalent representations of a decimal number, using concrete materials

Math Help

Wednesdays (1^st break) and Fridays (2^nd break)

E-TEXT (a great resource for extra practice)

The pages on the E-text for this unit is…

Grade 4 p. 299-307

Grade 5 p.112 -149