Friday’s Message:
Walkathon
Thank you to Kris and Paul, Travis’ and William’s dads, for being our room coordinators for the Walkathon. We had our “kick-off” assembly this week, then they came in to rally up excitement for the fun fund-raising event. Your child brought home their sponsor sheet yesterday.
Science Fair
If you are interested in having your child do a project for the science fair, a packet is being sent home with your child.
Star Student
All the students are stars! Soon each student will have the opportunity to shine. Students’ names will be put into a “hat.” And a name will be pulled. That child can bring
*one special thing to share
*three photographs about himself/herself and your family
*an estimation activity
*a parent writing (Your writing will be included in the Friday/homework packet
sent home)
A more detailed paper will be sent home with your child when s/he is picked to be the star student.
Bread. Bread, Bread
Only a few students turned in the form for the bread sharing. Only one parent has noted that they would like to make the bread with the class. Cooking is a great way to integrate reading, math, science, and social studies. It’s a hands-on approach to learning. I’ll help you.
You’ll enjoy cooking with the class as much as the kids!! Please turn in the form below if you have not done so. Thanks!
Student’s name_________________________________________
Name of bread__________________________
I would like to make this bread with the class ____________
The day/time that works best for me is ___________________
READING
Read and record in your Reading Log.
WRITING
Choose a book from your child’s Reading Log. Have your child tell the main idea of the
story, then tell what is his/her favorite part. Remember to tell the title of the book and the author.
MATH
It took a couple of weeks to make the “pieces” / squares for our number quilt. Students selected number cards randomly. The number cards were “face down.” Then they “built numerals” with base 10 blocks; next they cut out “sticks of tens” and “units of one” to show it’s representation. Students reviewed the meaning and place value of numerals.
This week there was a 100 grid and we started assembling our number quilt. Students had to explain why s/he put a numeral in a particular square. For this activity students were:
-- counting rows by 10’s and counting on by 1’s
-- noting number patterns in rows and columns (a few students found diagonal patterns)
-- using math vocabulary like before/between/after
Your child’s homework is to cut out the squares of numbers on the 100 chart attached. Put the numerals in a container after they are cut. Then pull out the numerals one at a time and find where it goes on the blank chart provided. As your child puts the numbers down, s/he needs to explain why it goes in that particular spot. Glue or tape the numerals down when the chart is completed.
WORDS PER MINUTE
This week students worked with partners. One student kept an eye on the second hand of the classroom clock, while the partner read. Then they counted how many words the person read in a minute. Then they switched being timekeeper and reader.
Have your child practice fluency. Do at least 6 one minute timings. Have your child write the title of the book and the number of words per minute (WPM). Choose a variety of books your child can read from. A suggestion would be to use their book bag reader and/or library book for one of their choices. On one of the timings have your child reread one of their selections.