- To supplement our unit from last week, we read about another very important hero named Malala Yousafzai, a female educational activist who stood up to the Taliban and survived an assassination attempt, and at only 17 years old became the youngest person ever to win a Nobel Peace Prize. To address standard 2.RL.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, students sequenced events in Malala's life using time-order words.
- Students also learned about many other heroes that inspire others and change many lives.

- Students read about another hero named Rudy Garcia-Tolson. We learned that he overcame many adversities in his life, the first being that he was born with physical challenges that crippled his legs, then when he was 5-years-old he had his legs removed. The following quote is a testament to his courage and positive attitude: "I have a responsibility to show the world that having no legs is nothing, the real disability is having a bad attitude." Check out this inspirational video. The children loved it. They watched it twice!

- Students are publishing their second opinion writing on 'What animal makes the best pet?'

- Students learned how to draw 3D prisms, which helps students with spatial awareness and visualization. Students can more easily identify the shape's attributes.
- Using play money students identified the names of each coin and their values. Students also got to compare their sizes and determined how many coins can be traded for $1.00 or less.
- Students learned how to calculate different amounts of coins and make various combinations of coins. Students learned that there are so many combinations of coins to make a $1.00. Students applied these skills to solving money word problems.
- Students used the partitioning (sharing) model to determining the number of objects in each share. Students noticed a relationship between division and multiplication. Using counters, students arranged quantities into equal groups.

- Students explored different representation of one-half, one-third, and one-fourth by folding paper shapes into equal parts, shading one part, and writing a fraction to represent that shaded part.
- Students focused on recognizing that the same fraction can be represented in a number of object, lengths, or shapes that differ. This helped students to see that the size of the fraction is proportionate to the size of the whole. For example, one-half of a personal pan pizza will be a different size than one-half of an extra large pizza.

- Students used grid paper to count unit squares to determine the area of various polygons. Students learned that not all objects or polygons will have straight sides or fall nicely lined-up on the grid paper. Therefore, they may have to combine halved unit squares with others that are halved to complete one unit. Students practiced this by drawing their shoe on grid paper and counting the unit squares.
- Students were introduced to the customary unit of measure, the pound. Using a balance, they compared one pound with other objects. The children saw that equal masses do not necessary take up the same amount of space. We made predictions whether various objects would be less than or more than a pound, then we used the balance to validate.

- With Mrs. Olsen, the students learned all out goods and services. They learned how to run a doughnut shop and got to make doughnuts (sticker doughnuts). They learned about cost, supply and demand, product defect, taxes, and how a community works and functions together. Click for more photos

- We will be having a pizza party on the last day of school which will be in lieu of school lunch on that day. A flyer will be going home and other information is forthcoming.
- Songfest is coming up on 5/30. Please be advised if your child is late to school on that day, after a certain time (once we leave), they will not be able to participate in Songfest. This is because we are walking to the high school. No student drop offs to high school will be allowed.
- You will only be allowed to sign your child out from the high school if you indicated that on the form you filled out previously. If you checked "no I will not be signing my child out from the high school," or if you did not check anything, you will NOT be able to sign your child out from the high school. Your child will need to walk back with his/her class and you can sign your child out from Ho`okele office upon our return.
- No School on Monday 5/27 in observance of Memorial Day
- Whole school rehearsal at Kapolei High School. Please have children wear shoes as we will be walking there.
- On Wednesday, 5/29 dismissal will be at 2:07
- Last day of school is on Friday, 5/31. Dismissal 12:52

- This past week's essential question was
**What do good citizens do****?**Students read**A Difficult Decision,**a text from Wonders. This story was about two boys who found a GameMaster left at a park. Wyatt initially wanted to keep the GameMaster, while Paul tried to convince Wyatt it's not the right thing to do. Using this story, students learned how to identify different characters' point of view. The focus standard addressed this week was 2.RL.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

- Continuing from last week, the essential question was
**What do good citizens do****?**Students read**Grace for President**by Kelly DiPucchio. This story was about a girl named Grace who learns that there has never been a girl president. So she is determined to the the first girl president. Using this story, students continued to learn how to identify different characters' point of view.

- Later we read an original version of the classic fairytale The Three Little Pig and the Big Bad Wolf. Together we created a bubble map to describe the Wolf from the point of view of the Pigs. Later we read The True Story of the Three Little Pigs by Jon Scieszka. Students created a bubble map to describe Wolf from the point of view of himself. If you've never read that story check it out here

- In writing students published their opinion writing on whether Alex should get an iguana or not. Now students are working on an opinion writing about what pet is the best pet for them. Here is a list of some of D103 students' best pets: rabbit, puppy, chicken, snake, hamster, fish, and cat. Wow, I love the variety!

- In Stepping Stones, students first reviewed skip counting by 2s and 5s. This practice prepared them for repeated addition or multiplication concepts.
- Then students learned to describe equal groups using addition sentences. Students learned that all multiplication is, is adding equal groups. Students drew matching pictures to represent different multiplication problems.
- We continued to learn about multiplication, by adding equal groups. But also students learned to describe arrays as equal groups as well. Students learned the difference between a row and a column and learned how to describe the array using a addition sentence and a multiplication sentence. Students understand that the multiplication symbol means 'groups of'. So depending on the multiplication story, it makes a huge difference where the numbers are placed. For example, three baskets with 5 apples in each basket, should be writing only as 3 x 5 = 15 not 5 x 3 = 15.

- After a quick review of polygons, students were introduced to polyhedrons. Students learned that, unlike polygons, polyhedrons are 3D. They only have straight edges and only have flat faces. Students learned that pyramids are a type of polyhedron and they identified various pyramids.
- Using their knowledge of faces, edges and vertices, students analyzed and recorded information about various 3D objects.

- Students were introduced to poetry. They learned the difference between prose: words in their best order (follows grammar rules, ordinary written language) and poetry: (best words in their best order (carefully chosen words to express feelings or ideas). They learned different characteristics of poetry. Using the following tree map, students categorize different elements of poetry:

- The students had a ton of fun learning about alliteration with Jack Prelutsky's Bleezer's Ice Cream poem, then they came up with their own ice cream flavor creations to show their understanding of alliteration. Check them out below. Yummy!

- Students continue to practiced subtraction using numbers lines and base-ten drawing. They are now subtracting a three-digit numbers from a three-digit number with regrouping. Some problems may involve regrouping in both the ones and the tens place.
- Students practiced both the count back strategy and the count on when subtracting a three-digit number from a three-digit number. Students learned that when the numbers are close together, for example 428 - 385 = ? , the count-on strategy is more efficient than the count back strategy.

- When the numbers are not close together, such as 425 - 129 = ? , the count-back would be more efficient to use.

- Monday- Spring Day! Wear pastel colors, like pink, light blue, lavender, lemon
- Tuesday- Animated Character Day
- Wednesday- Friendship Day
- Thursday- Culture Day
- Friday- No school Good Friday

- Students are learning that authors write to teach important lessons that we can apply to our own lives. Many authors will often have a lesson in mind to teach even before the story is developed. As good readers, it is our job to determine the central message and common theme. We read many stories this week and last that taught us valuable lesson about teamwork, acceptance, courage, open-mindedness, and perseverance.

- In addition, we continue to practice with author's message and retelling a story using great children's literature while addressing following standard: 2.RL.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

- Students are learning about opinion writing. We read the story
**I Wanna Iguana**by Karen Kaufman Orloff, which depicts a little boy named Alex's strong desire to adopt his friend's pet iguana but first he has to convince his mother. After reading the story, students took a stance on whether they felt Alex should get the iguana or whether he shouldn't. Students used an O.R.E.O. (opinion, reasons, examples, opinion) format to help them organize their opinion writing. Using the O.R.E.O. brace map, students can more easily elaborate on their ideas all while keeping their writing organized.

- In Stepping Stones Module 10 thus far, students have reviewed subtraction strategies using base-ten strategies and number lines. Some of the strategies were reviewed such as counting on, counting back, jumping to the nearest 10 or 100, and decomposing.
- This week students also practiced decomposing three-digit numbers to represent them using different combinations of base-ten pieces.
- Students then practiced how to trade and borrow when using a base-ten strategy or bridge when using a number line.

- If you have not done so yet, please return signed report card envelopes. Keep enclosed report card at home.
- Return evidence binders this week with all assessments back in pockets. Thank you!
- No school on Monday 4/8 due to Teachers' Professional Development day

Lights, camera, action! This week we were treated to a special performance of Alice in Wonderland. What a production! We surely enjoyed the super songs, dazzling dances, and stunning set and costumes. Hopefully, some of our families got to see the night performance.

Erosion EXPLOSION!!! We completed our PLTW erosion investigation lab experiment and were so fortunate to have 2 very knowledgeable guest speakers, Ms. Emma & Mr. Alex from Malama Maunalua come and talk to the children. This non-profit organization helps to do beach restoration at various beaches, but mainly a Maunalua Bay with a focus on invasive algae, which thrives on all the sediment coming into our beaches and bays caused by land and rain erosion. Every other Saturday you can join them for beach clean up days. Check out their website for more information: Malama Maunalua

- Students took their iReady diagnostic. Results will be included in their report card envelope and evidence binders. In addition, we wrapped up our cause and effect unit and students took various reading assessments this week.

- Students practiced adding two-digit numbers to three-digit numbers that also involved regrouping in the tens place. These problems involved two-digit numbers adding to a three-digit number bridging a hundred. For example, 162 + 82 = ? For problems like these, students were taught to use base-ten pieces along side when added. By using base-ten pieces, students could see a more concrete method to help them solidify their understanding of their jumps on the number line. Number lines will eventually lend itself to mental math strategies.
- Students learned about centimeters. Students discovered that a ones base-ten block is exactly 1 cubic centimeter. Students traced their hand and measured their hand span, their index finger, and the width of their thumb. They compared an inch to a centimeter as well. What was interesting for many was learning that the smaller the unit, the more you need to measure the same distance. For example, if you're measuring your foot it might be 7 in, but 16 cm.
- We wrapped up module 9 learning about meters. Students learned that there are 100 centimeters in a meter.
- Students took module 9 assessment and a quarterly math assessment.

- Students got to investigate land erosion using land models. First, students predicted which force would make the most impact. The land models were made of compacted sand on a plastic slope. Students then applied a "natural force" (water, wind, earthquake and ice) to determine which of the four had the most impact on the sand. The results were very obvious. Water consistently made the most erosion! Earthquake sometimes made the most erosion, but sometimes didn't it depended who shook it and how. Wind had the least amount of erosion and ice took the longest. Click for Photos

Reminders and announcements:

]]>- No school from March 18-22 for Spring Break
- No school on March 26, in observance of Prince Kuhio Day
- On March 29th, students will be attending our first ever Spring Book Fair preview event in our school library. They will be making a wishlist at that time. Usually our school only hosts one book fair a year. This year our school is having a 2nd book fair in which 100% of proceeds will be going to teachers' classroom libraries.
- No spring break homework was assigned besides reading log. Please encourage life-long readers. Provide quiet time and a variety of reading materials for your child to read during the break. The public library is a great resource and usually has a spring reading program. I encourage you and your child to check it out!

- Students read more informational text on earth's changes. One text was about flash flooding and another about earthquakes. Both these natural circumstances can make changes to our earth. The focus this week was on multi-flow maps, hence students learned how to identify both the causes and effects at the same time. In doing so students addressed the standard 2.RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

- So far this year our reading selection for read aloud time included the following books:
**The War with Grandpa**by Robert Kimmel Smith-a witty story about a boy who leaps into battle with his grandpa when he learns that grandpa's taking his room and moving in. This story taught us many lessons about compromising and human dignity. Next in October, we read**Bunnicula**by James Howe just in time for Halloween! In this story we learn about how judging people unfairly can have disastrous effects. Later in December and January, we read one of my all-time favorites by Roald Dahl...**Matilda**. Of course in this story we learn of a little girl that, inspite of adversity, when she sets her mind to it, she could achieve anything. After that, we read the story**Hundred Dresses**by Eleanor Estes. In this story, our class learns of the devastating effects of bullying and discrimination, but also the power of forgiveness. Now we are on to our next chapter book called**The One and Only Ivan**, which the students are loving every minute of! We're reading from the perspective of Ivan, a gorilla living in captivity at a mall exhibition.

- Students are working on an informational writing on natural resources. They are writing about what natural resources are, how people use them, and how can people conserve natural resources.
- We also recapped the writing process and created a classroom poster so we can always remember what steps to take.

- Using mini geared clocks, students practiced counting by five as the clock hands moves between the hours. Students learned that time can be said in different ways. For example, 3:30 can be said as three thirty, half-past three or thirty minutes past three. Students also practiced using the term "quarter past" when telling time 15 minutes past the hour.
- Finally, students learned that there are 24 hours in a day and 2 of each hour. Students learned that different activities take place at different times of the day. To differentiate between activities that take place during the morning hours and night hours, a.m. and p.m. are used. Students learned that at 5 a.m. they're still sleeping, but at 5 p.m. they might be doing homework or getting ready for dinner.

- Students had so much fun using the app Google Earth to help them discover Planet Earth. Students filled in a map of the continents and the oceans. Students learned why our planet is called the "Blue Planet" and where water can be found...in large bodies of water such as oceans, river and lakes, but also much of earth's water is found underground and in the form of ice.
- Students then learned about physical (natural) and human (man-made) characteristics of a community. Physical characteristics are natural landforms or bodies of water not altered by man, such as mountain ranges, bays, oceans, rivers, forests, icebergs, etc. Human characteristics are modifications humans made to the land or landforms. These modifications change the natural shape of the earth. These changes can be bridges, ports, man-made lagoons, farm land, tunnels, roads, etc. Students identified these structures on maps.

- Continuing our essential question from last week
**How does the earth change?**we read a text called**Into the Sea.**Using this text, students learned about cause and effect. The following standard was addressed: 2.RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. Students learned the causes of beach erosion and the effects beach erosion can have on the infrastructure of a community. Students learned how to use partial-flow maps and multi-flow maps to show cause and effects of erosion.

- In writing, students learned about Word Choice. We read a fiction story called
**Rainforest**by Helen Cowcher to notice the words (specifically the verbs), the author uses which makes the story more interesting. We noticed words like dwell instead of live, trooped instead of walked, and dart instead of run. We made a list of overused verbs and came up with better alternatives.

- Students learned about estimation with a curved number line to help them determine which ten a number is closer to. Then after estimating, students found the differences between 2 two-digit numbers. The video below shows the idea of a curved number line, although the numbers in the video are larger than the numbers our students estimated, the concept still applies.

- Students learned to subtract a two-digit number from a three-digit number when decomposing the ten. For example in the problem, 162 - 28 = ? students learned to trade a ten for 10-ones. So instead of representing 162 as 1-hundred, 6-tens, and 2-ones, they draw the numbers as 1-hundred, 5-tens, and 12-ones.
- Students then transferred this same concept of trading into the hundreds place. For example in a problem like 126 - 41 = ? students learned to trade the hundred for 10-tens. Instead of representing 126 as 1-hundred, 2-tens, and 6-ones, students represented it as 12-tens and 6-ones.

- Our PLTW unit on The Changing Earth is in full swing. This week, students learned all about maps. They learned the purpose of maps and the different features, such as a map key, symbols, scale, cardinal direction. They created a map of our classroom. In addition, they read different types of maps, such as a weather, topographical and a classroom map.

- Read Across America Week:
- Tuesday: "One Fish, Two Fish, Red Fish, Blue Fish"~ Wear red and/or blue
- Wednesday: "Cat in the Hat Day"~ Hat Day
- Thursday: "I'm Not Going to Get Up Today"~ Pajama Day
- Friday: "Oh, The Places You'll Go"~ Favorite Place Day

- The standard covered this week was 2.RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. Students used informational text from Wonders to compare and contrast big ideas the author presents within the
**same text**. Students learned to use red and blue colored pencils to underline differences they found. They used both the red and blue to underline similarities.

- Students read a text called
**Alaska: A Special Place**, which describes different land features of Alaska as well as compares Northern and Southern Alaska regions and compares Alaska's seasons. Students used a double-bubble map to compare these scientific concepts within a text.

- Our essential questions this week was
**What makes different parts of the world different?**Students read another text called**Rain Forest**by Nancy Smiler Levinson. Within this text, the author compares a Tropical Rainforest and a Temperate Rainforest. Using a similar double-bubble map, students describe the connections by comparing and contrasting the two habitats.

- In writing, students learned about "Word Choice." We read a fictional story called
**Pete's a Pizza**by William Steig to notice the author's word choice (specifically the adjectives and adverbs). Students then made their own paper pizzas and used "juicy" adjectives to create describing sentences.

- We wrapped up our polygon unit. Students practiced drawing different polygons following criteria. For example, students had to draw a five-sided polygon with two sides of the same length.
- After a review of subtraction using a number line, students took the module 7 math assessment. This assessment measured understanding of subtraction using the number line, solving subtraction word problems also using the number line, and polygons.
- This week students learned a new method of subtraction using base-ten blocks. Students started off using actual blocks to model their thinking. Then they learned how to draw base-ten blocks to show the process of subtraction.
- Students are still working on the understanding of "regrouping" or "trading" 1 ten for 10 ones when there are not enough ones to subtract from. For example, in the problem 54 - 28 = ?, students would need to regroup 1 ten for 10 ones, to show 54 as 4 tens and 14 ones. Then, subtracting 2 tens and 8 ones becomes possible. Check out this video https://learnzillion.com/lesson_plans/4979-subtract-numbers-within-100-using-base-ten-blocks/

- We kicked off our Changing Earth project based unit of study. After watching some news clips on how erosion is effecting Hawaii's beaches, students wondered about how they can help. They are starting to learn about the causes and effects of erosion and began their map study.

- Teachers' Institute Day, no school for students 2/11
- Presidents' Day, no school 2/18
- Menu change 2/13 Cheeseburger for lunch

- The standard covered this week was 2.RI.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. Using a text called What's in Your Backpack: Exploring Our Forest, students learned how paper and pencils are made and how it all starts in our forests. Students had to identify and describe the steps as well as sequence them in correct order.

__In math...__

- Students first learned how to use the count back strategy on a number line to subtract. They practiced decomposing numbers to stop at "friendly" numbers.
- Then, students learned how they can "think addition" on a number line to subtract. If a subtraction problem is 85 - 64 = ? Students were taught to start at 64 and make a "jump of 10" to 74, then another "jump of 10" to 84 and finally a "jump of 1" to 85. The answer is how many "jumps" were made.
- Students applied these strategies when solving word problems.
- The children sorted shapes into categories and by doing so they learned that polygons are closed shapes, have only straight sides, and are 2 dimensional.

__In social studies...__

- Students learned that natural resources are materials that come from nature that people use, such as rock, soil, minerals, air, water, plants, and animals. Students also learned that some natural resources are renewable, such as plants and animals and others are nonrenewable, such as fossil fuels like coal and oil. Once fossil fuels are burned they cannot be replaced. Conservation efforts, such as Reduce, Reuse, Recycle, and Refuse are ways students are learning that can help with problems concerning limited natural resources.

__Reminders & Announcements__

]]>- No school 1/28 due to Teacher's Professional Development Day
- Student Showcase starts on 2/4 and end on 2/8. During this time, come and check out student featured writing and art in the Cafeteria.
- Our clothing drive is running until 2/1. If you have anything you would like to donate, drop off is on the stage cafe. Thank you for your donations!

- This week's essential question was
**how does weather effect us?**Students practiced to describe the main idea and find supporting details using a text called**Tornados!**Prior to reading, students activated their prior knowledge about the subject. Students learned this is an important reading strategy because it allows students to connect new information they learn about a subject to information they already know helping us to understand complex topics or ideas.

- Using another text called
**Wild Weather**by Seymour Simon, students learned about extreme weather conditions and how it can effect people. The practiced describing the main idea while learning about the differences between thunderstorms, lightning, tornados, hurricanes and blizzards. They even learned about some of the most devastating hurricanes in history, including Hurricane Katrina that hit New Orleans in 2005.

- Grammar and vocabulary lessons this week included synonyms and antonyms.
- In writing, students learned that introductions have two components: a hook and a summary sentence. Students used a divided circle map to develop various introductions then selected their favorite. Students used riddles, fun facts, exciting moments, questions, or sounds as their hooks.

- Student used a hundreds chart to subtract numbers, learning that when you move directly up on a hundreds chart, you're subtracting 10 and by moving to the left you're subtracting ones.
- Students then used a number line to subtract. They first had to decompose the subtrahend, then jump accordingly. For example, 57 - 13 = ? Students start at 57, make a jump of "minus ten" to 47, then another jump of "minus 3" to 44. This strategy is called the "jumps
ten" strategy.**of**

- Students built their seed disperser models this week. Using the Scientific process, students designed a model and got to evaluate and redesign to make improvements based on their findings. Click here for Photos

- Progress portfolios, evidence binders and report cards with iReady scores will be going home with your child on Thursday 1/17. Please be sure to check for these things in your child's backpack on that day. You may take a few days or a week or so to review the binders. Please return them with everything intact. Please sign and return the report card envelop on Friday 1/18 and keep the report card and iReady report at home.
- No School on Monday 1/21- Martin Luther King Jr. Day
- Please note that there is a new Reading A-Z homework routine. Students will be assigned an A-Z book and comprehension questions every other Monday. This assignment is due on Fridays.