Greetings Parents!
Our first week back from Spring Break was a very pleasant one. We began two new units of study, completed our first state practice test on the Chromebooks, and enjoyed some refreshing sunshine. The activity and energy level was high, and the students are showing extra enthusiasm and enjoyment in what we're learning. Here's a recap of our week!
LITERACY
This week we read How My Family Lives in American, by Susan Kuklin.
This story was about three American children who each celebrate their families' heritage and culture, while living in America. Each child told their story, which involved wonderful descriptions of how their family lives, what they eat, and the activities they take part in. We learn about customs born from Senegal, Puerto Rico, and Taiwan. This story provided us with a perspective on what it's like to be an African American, Hispanic American, and Chinese American.
This week's reading response activity had the students outline the ways that each child "keeps their heritage alive". After partner reading and planning out their details, the students wrote an evidence-based paragraph describing how these children kept their families' heritage alive, while living in America.
WRITING
This week we began exploring our next mode of writing-- Opinion Writing. So far, we’ve spent time discussing what we know about opinion writing and reading some fun little stories that demonstrate the art of persuasive writing.
These texts were meant to prompt discussions about the important "parts" of persuasive writing. The chart below shows what was discussed.
We then brainstormed many possible topics for our persuasive writing pieces. In order to encourage higher level topics, I introduced the 3 following categories to the students, asking them to consider examples of topics that fit each.
I forgot to photograph the list we came up with this week, but here's a photo from last year. It looks very similar.
We talked about the inherent differences in these types of topics and I encouraged them to consider topics from the “actions” or “ideas” rather than the “object” category.
The students were asked to begin thinking of a topic they could write about, from each of the these categories. It would be very helpful if you could have a conversation with your child about their topic. Have them discuss the reasons for their opinion. These "reasons" will be the basis of their argument and provide structure to their writing. If they aren't able to talk about it, they won't be able to write about it!
We will begin planning out our writing this week, as we fill out our persuasive writing graphic organizer.
SOCIAL STUDIES
This week we began our study of Portland History.
Our first reading from “Portland, Our Community” led us back in time 20 million years ago.
The story tells us of a time when Oregon was under a shallow ocean. Later, due to tectonic plate movements at the coast and volcanic activity to our east, Oregon’s two mountain ranges rose, forcing the shallow ocean water to either flow into the beginnings of the Willamette River or out to the sea. The formation of our beloved mountain ranges resulted in the creation of the Willamette Valley. Much later on, the Missoula floods contributed to the formation of our fertile valley and the Columbia River Gorge.
In order to better understand this early timeline of Portland’s Landscape History we created an illustrated timeline of these events.
All throughout this unit, we will be illustrating the timeline as each student creates their own “Book of Portland”.
STATE TEST PREPARATION
This week the students had their first Chromebook session geared towards state test preparation. Our first practice session gave them a look at the Smarter Balanced Reading Test. Tomorrow, we will complete our first practice session for the Smarter Balanced Math Test. The students seemed very comfortable logging in and completing this practice. Overall, the class demonstrates confidence when it comes to technology, so that seems like one less hurdle to overcome.
Please note, if your child is opting out of state testing, they will still participate in practice sessions with the rest of the class.
MATH
MONDAY
We started examining the fraction relationships inherent in the units of length--feet and inches. 1 foot = 12 inches
1/2 foot = 6 inches
1/3 foot = 4 inches
1/4 foot = 3 inches
1/6 foot = 2 inches
1/12 foot = 1 inch
The students completed a hands-on activity with this concept in order to help them "see" the relationships visually and mathematically. (Sorry, forgot to take pics.) They then used the visual pieces to help them solve complex conversions between feet and inches.
TUESDAY
We revisited our gallon, quarts, pints, and cups models in order to play a game "Make a Gallon, Spill a Gallon". This gave students more exposure to the relative size differences with these units of volume.
WEDNESDAY
Fraction Bingo!
Game 1: Match a visual models to the fractions.
Game 2: Match fractions to other fractions. (equivalent fractions)
THURSDAY
Sports Spinner Probability
On Thursday we applied our understanding of fractions to the context of probability. We used a sports spinner as our method of collecting data and analyzing outcomes.
First, we made predictions based on the what fraction of the spinner was occupied by soccer vs. baseball.
Next, we conducted the experiment with a partner in order to collect the data from actual outcomes.
Then, we compared our predictions to the actual outcomes.
Finally, we analyzed the data in terms of:
mode- outcome that occurred the most
range- difference between the highest and lowest value
We will complete the activity a second time this week with spinner #2.
IMPORTANT DATES
Friday, April 8 - NO SCHOOL – Teacher Planning Day
(3rd Quarter Report Cards)
Monday, April 11 - Pastini Fundraiser
Tuesday, April 12 - PTA Meeting 7:00 pm
Wednesday, April 13 - Run Llewellyn
Friday, April 15 - Field Trip to the Children's Theater
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