Our first week back after Spring Break was a great one. Students were well-rested and ready to learn. We are back in the swing of our normal learning and homework routines, and have begun reading new novels in Reader's Workshop. Please consider coming in to read with students sometime this Spring. On Friday, I had 3 volunteers reading with students. This was fantastic! More students had a chance to read aloud and have discussions, which supports their fluency and comprehension. Please consider coming in during any of our Reader's Workshops. I will continue to welcome multiple volunteers during each workshop session. Just send an email to let me know you are coming. Thank you!
READER'S WORKSHOP
Wednesday 9:30-10:30
Thursday 9:30-10:30
Friday 10:00-11:00
Here are the new novels we started this week.
Ask your child which one they are reading!
STATE TESTING
State testing is approaching. If you are considering opting out of this opportunity for your child, please see the link below for information on how to do so.
Testing Info & Opting Out Form
http://www.pps.net/cms/lib8/OR01913224/Centricity/Domain/207/2015-16_Test_Exemption_Packet_English-Updated.pdf
Practice Tests
For those students who are participating in the Smarter Balanced Assessments, in-class practice tests will begin soon. To see what a practice test looks like, you can access them at the link below.
Testing Schedule
Mathematics Tests - May 18-19
Test Info & Format
In English Language Arts, students will be assessed on their Reading, Writing, and Listening skills. Students will also complete two separate Math Assessments. One contains multiple choice questions and interactive technology features. The other test is a "performance task", and will involve multiple problem-solving steps and some written communication of mathematical thinking.
All testing will take place in the classroom. We will have access to the mobile computer lab for 3 straight days for Language Arts, and 2 days for math. During this time we will complete a morning and an afternoon testing session. In between sessions students will get extra snack breaks and outdoor recesses. Our normal learning routines will not take place during this time.
If your child is not participating in the Smarter Balanced Assessments, it is your responsibility to provide alternative activities for your child. Keep in mind, this will be 3 full days of school for the Language Arts, and 2 full days of school for the Mathematics. Please email me with questions. I can help provide suggestions for alternative activities during this time.
Please note: Any child that is not participating will not be allowed to stay in the testing environment during testing. In previous years, students have spent time in other classrooms, participating with other grade level peers, or working independently. Again, please contact me if you have any questions or concerns.
MATH
In math, we have begun exploring the wonderful world of fractions! So far we’ve focused on several basic concepts for understanding the fundamentals of fractions. We are using our Math Journal to keep track of our learning as we take notes on our daily concepts. We even started a table of contents to organize what we're learning in this unit.
Our first day of fractions began with a focus on naming parts.
I truly feel this skill is far too undervalued when learning about fractions. Knowing that all parts have names, and that these names are based solely on how many equal parts make up the whole, gives us the language to begin discussing fraction relationships in math. Students need to understand that the phrase “1 out of 4” is just one way to discuss fractions, and this understanding doesn’t apply to all situations. Particularly, when using fractions for measurement purposes; (one-eighth of an inch). Consequently, if you were in our classroom, you’d hear me recite “What are those parts called?” to students every day during this unit. Naming parts is a crucial starting point in our exploration of fractions.
Our second day of fractions took us from naming parts of a circle or rectangle, to naming parts of a number line. The idea was the same. The one-whole is divided into equal parts. What are these parts called?
It was an easy shift to go from a circle model to a number line model, until the number line didn’t end at one-whole. What do we do if the number line ends at two wholes? This new detail created a little confusion at first, until students learned that they could ignore the rest of the number line, focusing only on the one-whole.
They quickly learned that locating the one-whole on any number line, is the first, and most important step in reading fractions on a number line. Once they found the one-whole, they just had to count how many equal parts the one-whole was divided into and that was the name of those parts!
Students also practiced identifying the fraction of a group, as opposed to fraction of a whole. They were asked to build a “group” using colored unifex cubes.
The "groups" had a predetermined fractional make-up of various colors. They were supposed to read the directions and build the exact group being described. Once they built several successful examples, they could build a group of their own, exchange it with a neighbor, and then record the information about their neighbor's group. What fraction of your neighbor's group is red? What fraction of your neighbor's group is blue? And so on. This activity gave students some hands-on interactive practice with this basic fraction concept.
First, we labelled the top part of the fraction as the numerator and the bottom part of the fraction as the denominator. Then we began describing what we thought the two numbers meant, what do they tell us? The picture above shows what we came up with.
Next, we explored comparing fractions, as we examined the relationship between the denominator and the size of the part.
In order to see this relationship clearly, we have to focus only on the denominator, and not on the numerator. Students learned that unit fractions are fractions with a numerator of 1.
The smaller the denominator, the bigger the part. The larger the denominator, the smaller the part.
It also made sense in the context of a real world situation. Would you get a bigger slice of pizza sharing one-whole pizza with 3 people or 4 people?
We illustrated this concept together, on geoboard grids, to cement the understanding, so they could apply it easily and accurately to the comparisons on the right.
We also explored fractions in the context of data, as each student chose a survey question to conduct for the purpose of collecting and organizing data using fractions.
Next, we explored some challenge problems relating to sharing various numbers of pizzas with various numbers of people.
On Friday, we completed our first fraction scoot activity. This has become a very popular way to practice math in my classroom. Students love it! It keeps them moving, and focused, and provides lots of varied practice.
This week's scoot activity contained two-levels of questions, and students were allowed to choose which question they answered. It provided more challenge for those students who have a strong understanding of fractions.
In order to see this relationship clearly, we have to focus only on the denominator, and not on the numerator. Students learned that unit fractions are fractions with a numerator of 1.
1 1
3 4
In order to compare two fractions, students need to understand the inverse relationship between the size of the denominator and the size of the part. To get started, I showed the students two fractions and asked them which fraction they thought was larger?
The responses were split, as half of the class thought 1/3 was larger, while the other half thought 1/4 was larger. Until I drew a simple model of the two fraction amounts, at which time many students switched their answer. They quickly understood this seemingly opposite relationship as we came to the following conclusion--
The smaller the denominator, the bigger the part. The larger the denominator, the smaller the part.
It also made sense in the context of a real world situation. Would you get a bigger slice of pizza sharing one-whole pizza with 3 people or 4 people?
We illustrated this concept together, on geoboard grids, to cement the understanding, so they could apply it easily and accurately to the comparisons on the right.
We also explored fractions in the context of data, as each student chose a survey question to conduct for the purpose of collecting and organizing data using fractions.
Next, we explored some challenge problems relating to sharing various numbers of pizzas with various numbers of people.
On Friday, we completed our first fraction scoot activity. This has become a very popular way to practice math in my classroom. Students love it! It keeps them moving, and focused, and provides lots of varied practice.
SCIENCE
Our Rocks and Minerals Unit is underway. By now, students have had several opportunities to make sense of a collection of 15 rocks.
They've practiced sorting the rocks based on various physical properties - color, texture, luster, weight.
Then we spent time learning about the rock cycle .
We illustrated and labeled the 3 rock types and then made 5 captions that describe the conditions that cause the rocks to change from one form to another. We included large arrows to show the direction of the movement through the cycle and we had many great discussions relating to the process. The students seemed genuinely interested and did a fantastic job on their illustrations.
This week we turn our attention from rocks to minerals.
IMPORTANT DATES
May 8, 9, 10 - Smarter Balance Language Arts Test
May 18-19 - Smarter Balance Math Test
June 1 - Portland Bridge Tour
May 8, 9, 10 - Smarter Balance Language Arts Test
May 18-19 - Smarter Balance Math Test
June 1 - Portland Bridge Tour
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