Quick Update

Here are a few things to get you caught up on what’s been going on!

      1.  We are having a Halloween party.  Mrs. Taraska is working on getting things together.  We are planning on having it after the parade and specials.  That places it around 10:30.  Feel free to come on by and help out. 

2.  Costumes:  Willis has a policy that no scary costumes should be worn.  Also, masks are fine to have, but cannot be worn on the stairs, etc.  I would suggest a change in clothes to come to school, as wearing the costume can loose it’s appeal after awhile.  Please be sure costumes also follow county dress codes.

3.   The Parade:  As many have hear and seen on Facebook, the parade will work differently this year.  We will walk the kids around the outside of the building for parents to see.  We will come out the far side doors by the playground, go around the bus and car loop, and then head around by the covered area to go back to our classrooms using the side doors.  You do not have to check in unless you are coming to the party.  According to the directions, you would do this after the parade.

       4. Field Trip:  Please return the field trip form and the payment as soon as possible.  The first field trip is next Wednesday!  We will not need lunches, etc. as we will return before our lunch times.

5.   Math:  We are now looking at Chapter 3.  This chapter deals with algebraic work.  I have been STRONGLY suggesting to the kids (and telling them) to bring home their Math Journals.  The work we do to learn the skill is in their journal and can be used as a guide.  The purpose of this unit is to build a foundation in what numerical and algebraic expressions are-not to answer them.  This is so confusing, as the kids have been told their whole lives to solve the problem.  So far, we are getting a lot of what is being taught.  By completing Chapter 4 first, I did some front loading of information with the kids.  It is so different for us, because this is not what we had experienced as students.  We were, “Here’s the problem, here’s are the parts, solve it.”  What this chapter is establishing is the concrete (in pictures) reasons for why and what these represent.  So, ask for that journal or teaching page to come home!  They have it, and I have been stressing to them to use their tools!!!

      6.    Vocabulary site:  I know a couple of parents have said it has been asking for an access code.  I can’t “see” that on my side.  Here are the links to the direct activities.  Let me know if they work for you:

Orange: http://www.sadlier-oxford.com/vocabulary/levels_color.cfm?sp=student&level=orange#hangman

Green: http://www.sadlier-oxford.com/vocabulary/levels_color.cfm?sp=student&level=green#hangman

I’m sure there is more.  So, if I missed something, shoot me an email!  It’s been a busy two weeks!

Thanks,

Mrs. Santello:O)

Change in Spelling and Vocabulary Approaches

            This week we will be starting something different.  Ms. Scherpf and I have been working together to address some vocabulary needs in our classes.  We are going to use a tried and true program called Vocabulary Workshop.  This program has been around forever and allows the students to learn how to use words in context.  This will cause a shift in spelling as well.  We will put aside the Words their Way program and begin to use the vocabulary words instead.  In addition to the words from the book, your child will receive some additional words from the classroom setting each week. 

Here’s how it would look: 

1.     Wednesday:  This day they would be introduced to the words for the week.  This includes a read the definition and fill in the blank activity.  They would then, also, being their Spelling Rubric that night.   Since we will be sending a copy of the definitions, synonyms, and antonyms home, these activities can no longer be used on the rubric.  ( I will work on adapting it with a new copy.)

2.      Thursday – Monday-There is an activity for each day that they will be completing in class.  This will be taking as a classwork grade for each assignment.

3.     Tuesday:  Test day!  This will include taking the vocabulary and spelling portions of the test. 

So, no change in when homework is due, just the words/expectations.  By Tuesday, they are expected to know the words well enough to complete the assessment.  Additional work may be needed at home.  But there is an answer for that as well! The company who makes the books also has an awesome website to accompany the work.  Here it is:

http://www.sadlier-oxford.com/vocabulary/levels_color.cfm?sp=student

It is important to ask your child if their level is green or orange and to know what unit they are working on.  At the top of the page that comes home with the words will be the unit!  They can use these fun activities over and over!

            This change will begin this week!  Please be sure to ask your child about their new assignments and help them in any way you can to work toward success in both vocabulary and spelling!

Update for the Week of October 7th.

           We’ve made it through another week and we are also moving towards the end of the first quarter.  Very soon I will be sending out an email about Parent Teacher Conferences.  These conferences are established as an opportunity to discuss your child’s report cards.  They are short, only 10 minutes, and are focused on going over each area of the report card.  One thing to keep in mind is that if you have other concerns about your child, we can meet at a different time to go over those concerns.  I have non-duty hours that are available to meet when you do have concerns.  You may email me or write me a note in your child’s agenda if you are in need of additional time to discuss, in depth, concerns you have with your child’s progress. 

            On Tuesday we will be attending the Symphony at Van Wezel.  This is considered a formal event for school.  Students have two options.  They may wear their traditional school uniform.  The other choice is they can come to school in their best clothes-something they would wear to a special occasion.  This would include long pants and a dress shirt for the boys and a fancy dress for the girls.  One of the goals of the symphony is to teach the children that performing arts is an opportunity to enjoy themself in a formal setting. The other goal to is to expose them to wonderful music around them.  Every day they are exposed to wonderful music that they don’t tend to notice.  The Sarasota Symphony plays these pieces along with an announcer who shows them how it impacts their every day life.  This year should be extra fun as they are playing pieces from Star Wars and other science fiction sources.  We will be back in time for lunch, so there are no special needs for that.  Students may bring a change of clothing for when we get back.

            We continue to work on 2 digits by 1 digit multiplication in class.  We will be heading into 3 digits and 4 digits by 1 digit multiplication.  This is just an extension of the pattern into larger numbers.  The key to success right now is multiplication facts.  We examine our abilities by checking for skill first-do we get the steps that we need to take in the skill of our math.  Then we check for accuracy-are we getting our facts correct.  Right now, most of the errors are landing in the second area.  It is key that multiplication facts are memorized. We use them every day of our lives, so it is, truly, a life skill beyond 4^th grade.  You can work with your child with flash cards, online sources, and even timed tests at home.   Please take time to work on memorizing the facts with your child. 

            We have started our first novel in reading, Charlie and the Chocolate Factory.  One of the key concepts we will be practicing with Charlie is Author’s Purpose.  Last year students learned that Author’s Purpose was to entertain, inform, or persuade.  In 4^th grade, students are expected to experience feelings and thoughts of authors.  This is frequently called Author’s Perspective.  Students were shown a Power Point about Roald Dahl’s life so that they could see why he writes what he writes.  One simple thing to do with your child as they are reading is to ask them what they think the author means in their writing or why they wrote a particular thought or action.  Many things in fourth grade move into this conceptual level of thinking-why do things occur and what is the mean of the occurrences.  That is the transition that is taking place as you see the stories we are reading and the work that we are doing come home. 

            As always, if you have any questions or concerns, please feel free to email me or send in a note. 

Have a Great Week,

Mrs. Santello:O)

County Assessments

       The past two days your child has taken County Assessments.  These assessments were in both reading and math.  These are assigned by the county to help us gage the growth of your child.  They are based on FCAT style math and reading questions.  

       Your child may talk about these assessments.  Please encourage them to keep doing their best.  This is new to all of us, including the teachers.  We do not know what will be on the assessments, just like taking the FCAT.  In class we continue to work on all the skills that have been presented.  Each night there is homework to help develop those skills.  Until we have further input, this practice will continue.  I will update you on any new information we receive from the county about these assessments.  Just stay postive with your child as we all learn the process together.