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Counting down the days to Xmas!

12/16/2018

With just one more week to go, students are working hard and getting things done! Their animal writing is coming along. Please return library books before the due date.

Here is a summary of what happened in our classroom:
In Language Arts...

Students read two versions of The Boy Who Cried Wolf and The Tortoise and the Hare. Students practiced comparing and contrasting similarities and differences. They found that it is important to compare characters, setting, and major events.

Students published their pollination writing and begun researching about their temperate forest animal. Students learned that getting information from one source is not enough. To become an expert, reading from multiple resources is necessary. Students have finished their tree map. Students decided that their tree maps should include the following information: basic information about the animal (body parts, special features, adaptations, life span, and/or life cycle), food chain (what animals are its predators and its prey? Does it eat meat or plants or both? Any important information about eating behaviors, and habitat (where does it live? Does it migrate? Live in a cave? Have hiding places? etc.

In math...

Once students understood the concept of base-ten blocks, students learned to add using base-ten with regrouping. First they used actual base-ten blocks to manipulate and model the problem, then students practiced drawing the process of their thinking out.
Students learned when adding two two-digit numbers together, you can estimate the numbers to its nearest ten before adding. For example when adding 59 + 15, you can change 59 to 60 first then add 15. The children learned this strategy is useful when you don't need the exact amount but just want a close calculation of the value.
Using the associative property, students learned that you can find friendly pairs when adding more than 2 addends together. For example when adding 23 + 45 + 17, it would be best to add 23 and 17 together first. These two numbers are a "friendly pair" because the 3 ones and the 7 ones make a new ten.

Now that students have learned how to regroup 10 one-blocks for 1 ten, this week they transferred that skill to the hundreds place. Students learned how to regroup 10 ten-blocks for 1 hundred.

In Science...

As our lima bean seeds are growing, we are learning about the stages of a seed. A seed's life cycle includes the following stages in this order: seed, germination/roots, seedling/first leaves, flower, seed pod, pollination, and finally seed dispersal. They are also learning about the function of each plant part. Seeds reproduce the plant and also hold the plant's first nourishment. The seed has just enough nourishment for the plant until the first leaves are formed then photosynthesis takes place and the plant can start making its own food. Roots help to hold plants in place as well as suck up water to distribute to other plant parts. Leaves provide food for the plant through the process of photosynthesis.
After a review on form and function, seed dispersal, and pollination, students took a Science Unit Assessment.

Announcements and Reminders

Wednesday 12/19 school ends at 2:07. Friday 12/21 school ends at 12:52
Our Holiday Party is on Thursday 12/20. Thank you to those who signed up to bring a snack to contribute

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December Already!

12/1/2018

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Kapolei Middle School Band and Choir sure put us in the Holiday spirit with a stellar performance this week. We also learned about some of the instruments (up close and personal) and the ensemble of the band. The children were very interested. Not to mention our very own Gyonna Smith got to conduct a song with the band. Who knows.. we might have some band champs in our future!

Here is a summary of what happened in our classroom:

In Langauge Arts...

Our essential question this week was How can people help out their community? Together we read Biblioburro by Jeanette Winter. Using a similar T-chart, students analyzed specific details the author included and discussed why they support the main idea or point the author wants to make. The story Biblioburro is a narrative nonfiction text. This true story is about a school teacher from Colombia named Luis Soriano who wanted to share books with children near and far. We talked about Benjamin Franklin and how he also wanted to share his books with people who would have otherwise not have had access to them. These two people's love for books and desire to share them with others helped and are continuing to help many in communities. Using the text Biblioburro and talking about Benjamin Franklin, students learned about how the idea of a lending library all started.
This week the reading standard addressed was Describe how reasons support specific points the author makes in a text. Previously, students were taught to identify the main idea of a text or a portion of a text and determine supporting details. These are prerequisite skills for the standard taught this week. This week students read a text called Lighting Lives. The main idea of the text is a lady named Debby Tewa works hard to help native people living without any electricity get solar panels. Students had to look closely at specific details and explain why they support the main idea.

Students learned about writing good introductions. Students practiced creating good hooks that engage the reader and grab their attention. Then they practiced writing a short summary sentence that explains the main ideas of their writing.

Many students are on a draft 2 and soon will be ready to publish their pollination informational writing. Here's the steps one student took.

In math...

Students learned how to add two-digit number using an open number line. Many students found the open number line easier to show their thinking on than a segmented one because you don't have to think about the exact position of each number. Students learned that on an open number line, the position of your jumps need not to be so precise. The purpose of empty number lines are to capture the thinking steps that were followed. These strategies, when ready, will assist the children with mental math.
Students practiced more addition and subtraction strategies using dominos to help find the missing parts. We reviewed that subtraction is Total - Part = Part and addition is Part + Part = Total.
Students practiced addition using double-facts or near-double facts.
Students learned that even with a missing unknown, whether it's a part or a total, you can still determine all the members of the fact family. Students did this by solving for the unknown, then finding the turn around fact and two related subtraction problems.

In science...

Students participated in another science lab. They got to examine a lima bean seed. Students noticed its hard coat. The seeds were soaked over night in water to soften the hard coat, which then allowed for the first step in the germination process. We watched and read different processes and studied the different parts of the seed and seed growth. Students then "planted" their seeds in ziplock bags with a damp napkin and taped it to the window for sunlight so the seed could begin to grow. We watched it all week and some seeds have already begun to grow the hypocotyl and roots!

Announcements and Reminders...

Tomorrow students are taking their Winter iReady Reading Diagnostic. Please make sure students get a good night's rest, a well-balanced breakfast, and arrive on time to school.
On Tuesday they will be taking the Winter iReady Math Diagnostic.
Monday is the last day for Book Fair sales.

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Aloha and Mahalo Mr. E!

11/16/2018

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With a heavy heart we bid farewell to Mr. E, our Chaminade O & P student (student teacher) who was with us twice a week since September. We will miss having him in our classroom to assist in our learning. We wish him all the best as he continues the next chapter in his journey to becoming a teacher!

Here is a summary of what happened in our classroom:

In Langauge Arts...
Last week...

Using the text Eagles and Eaglets by Wonders, students located information using different text features, while also answering our essential question: How are offspring like their parents? Students identified the main idea of the text and provided supporting details.
Using another expository text called Baby Bears by Bobble Kalman, we charted the text features we found and included a description of its purpose. For example, a table of contents helps us to find what pages chapters are on, while the index tells us where we can find information about a specific topic. We did this for all the text features we could find including table of contents, index, glossary, maps, charts, diagrams, captions, headings, and title.

This week...

Students learned about Author's Purpose. They learned that authors write for three main reasons: to persuade, inform, or entertain. After reading through various text and sorting them into those categories, we found some common features amongst the three categories. Books that may want to persuade its readers will sometimes have strong words like "you must" "STOP." It may want to try to convince us to feel a certain way about a topic or even try to get us do so something. We also talked about how we should be critical of the text we read and be aware that only the author's perspective is presented and can be sided or bias. This is most commonly true with text found on the internet. Text with an author's purpose to inform will present lots of facts or true information, may teach you how to do something step by step, and most often has text features. While text with an author's purpose to entertain will often times be a made-up story, have characters, and makes us emotional (happy, sad, excited).

Using the text Magnets Work! we discussed our essential question: How do earth's forces affect us? Students looked for clues that helped to determine the author's purpose. Using this text students noticed the author's precise use of language, particularly with the smilies used. Students learned that smilies are when two unlike objects are being compared. We read a great book called Stubborn as a Mule and Other Silly Smilies by Nancy Loewen.

We have been reading the classic Bunnicula by James Howe. We’ve gotten to the best part- the war is on! Chester and Harold have decided that Bunnicula is a threat and to "fight" back, and the kids are loving the heightened conflict between Chester, Harold, and Bunnicula. It gives us the perfect opportunity to discuss rising conflict and resolution.
Students have learned that they must become an expert on a topic, pulling information from many sources, before they can write an informational writing piece about the topic. As a class, we have been reading and watching a lot about plants and pollination. Students have added a lot of new information to their schemas. Until they are ready to begin their writing, students are studying how different authors use a variety of writing techniques and text features that helps to organize information.

In math...

Students learned how a hundreds chart can be a useful tool when adding. They practiced moving their fingers down to add ten and to the right to add ones.

Students practiced their skip counting fluency using a number line. They practiced adding 10 to any given number, not starting at 0. For example 52 + 10 or 27 + 10. They also practiced skip counting by 5s. They noticed patterns as the skip counting continues.
Students used the number line to add numbers. They learned to start at the larger number, then decompose the other addend to more friendly jumps. For the example 57 + 12 students should start at 57 then decompose 12 into 10 and 2. Then do a jump of 10 first, then a jump of 2. We call this strategy the "Jumps-of-Ten."
Students learned that numbers can be decomposed in other ways to stop at 10s on the number line. For the example 58 + 9, students learned to think 58 + 2 + 7. They would jump from 58 to 60, then 60 to 67 on the number line. We call this strategy "Make-ten."

In Science...

Our form and function PLTW unit is in full swing. Students are learning the form and function of things found in nature and how man-made objects can be made modeling after the form and function of things found in nature. As they are engaged in this unit students have already begun exploring plant life cycles and seed dispersement. They will be helping to design and build a product that will help the characters in this Unit's fictional story to disperse seeds over a large field.
Students participated in a science lab about plant pollination. Using fake flowers and cooking flour (pollen), students transferred the pollen on the stamen of one flower to another flower of the same species' stigma using pipe cleaners, to simulate a bee's leg. Students labeled a diagram of the plant parts and learned about others ways pollination can occur (wind and other animals).

REMINDERS AND ANNOUCEMENTS

Next week is Safety Week. Please refer to the yellow form that went home with important information about our School Evacuation Drill Scheduled for Tuesday 11/20. Students must wear shoes and uniform shirt. They should dress cool and bring water to drink upon our return. We will be evacuating to Kapolei High School.
If you have not turned in your child's Evidence Binder please return it on Monday. Thank you!
Test folders with a math assessment and reading assessment went home on Friday. Please sign and return on Monday.
Students have two weeks to gather resources for their selected forest animal. We are not ready to start writing about our animals yet. We are still working on our pollination writing. We will begin writing about our animals in 2 weeks. However, parents can start gathering resources together. Be mindful of due dates for borrowed books, you may not want to borrow books from public libraries too early, unless you don't mind checking them out again.
No School 11/22 and 11/23. Happy Thanksgiving!

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Halloween Fun

11/4/2018

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Students had another exciting week participating in our Halloween Parade with our 1st grade buddy class and enjoyed coming dressed up to school in costume. Please check out the photo page. CANDY CANDY OH MY! I know with Halloween just ending, you have a lot of candy around the house. Please reframe from sending candy with your child as a snack. Let's encourage healthy choices! We also want students to maintain their focus during instructional hours and candy will not help. Please adhere to our Ho`okele Wellness Policy.

Here is a summary of what happened in our classroom:

In Langauge Arts...

Students read narrative non-fiction this week. We talked about the characteristics of this type of genre. Students learned that narrative non-fiction is when a text presents true information in a style very close to fiction. The two narrative non-fiction stories we read this week were Prairie Guard Dogs by Wonders and Turtle, Turtle, Watch Out! by April Pulley Sayre. Using these stories we answered the following essential question this week: What are the features of different animal habitats?
Using Prairie Guard Dogs, students learned about main topic and main idea. The main topic was Prairie Dogs and the main idea of this text was that prairie guard dogs works hard to protect their family from danger. After determining the main idea, students identified 3 supporting details that support the main idea.

Students then had more practice determining main topic, and main idea with supporting details with the text Turtle, Turtle, Watch Out! We talked about the title and how it can often give us a clue about what the main idea might be about.

In math...

Students decided which unit of measure was most appropriate when measuring various objects of all different sizes (inches, feet, yards).
Students measured lengths that fall between two whole numbers of feet. Students reviewed the relationship between feet and inches to considered the different ways to record these lengths. For example, a flower is 15 inches tall, which is in between 1 and 2 feet. How do you record this using feet? Students learned you record this as 1 foot and 3 inches.

REMINDERS AND ANNOUCEMENTS

No school on Election Day Tuesday 11/6
Regular school dismissal times resume, as parent teacher conferences are now done. Thank you for meeting with me to discuss your child's progress. If you have not turned in your child's Evidence Binder and green survey, please do so this week. Thank you!

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Pumpkin Pumpkins Oh My!

10/28/2018

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This week, pumpkin faces filled our halls dressed as some of our all-time favorite characters as well as some brand new ones too! It was amazing to see such variety and creativity. (The photo of all the pumpkins on display accidentally got deleted from my phone)...but believe me when I say...I could not believe my eyes! The children should be so proud.

In Language Arts...

After taking the children through the thought process of comparing and contrasting two versions of the same story using The Boy Who Cried Wolf and Wolf Wolf!, students did some practice on their own! They used the classic fairytale Cinderella an English version and Yeh-Shen A Chinese Cinderella Story to compare and contrast. We talked about comparing key details. Key details may be basic story elements such as characters, setting, and problem & solution or key details may also be more complex events that deal with the development of the story. Something insignificant to the development of the story, would not be considered a key detail.

Students learned about the following suffixes: ly- means "in a way that is" and -ful means "full of." We practiced using these suffixes to create new words and talked about how words change when adding them.
We finished are read aloud War with Grandpa and have started reading the classic Bunnicula by James Howe just in time for Halloween.

In math...

Students wrote addition and subtraction equations to form fact families. Students used math stories to help them understand the relationship between the equations.
Using non-standard units of measure such as connecting cubes, students practiced various measuring skills. They learned that the unit needs to line up with one edge of the object, you measure to the nearest whole unit, there should be no gaps between each unit, and the units should be the same size. For example if you're measuring using cubes, all cubes should be the same size: a pencil is 6 - 1 inch paper clips long.
After learning about non-standard units of measure, students were introduced to standard units of measure. We talked about why using this common language of standard units of measure, such as inches are important. When you buy a piece of lumber from the store or need to get a suit tailored to your size, we use customary standard units of measure.
Students practiced using their rulers to measure objects around the classroom in inches and in feet. They learned to align the first scale on the ruler with the starting point of the object.
Then students compared lengths of objects using key words like difference and how many more.

In Science...

After learning about the basic properties of matter, students explored with the phenomena of sand. They explored the following question: When you pour sand into a container, it takes the shape of its container, is sand a solid or a liquid? Using different glass jars they investigated and observed sand in all its forms. Some of their observations were:
- It can be poured like liquid
- It fits the shape of its contained
- It does not have a definite shape (it changes shape)
- It's soft
Afterwards students were told to look at each grain of sand even closer as if they had a magnifying glass and take more observations. They noticed many new things.
- It's actually hard because each grain of sand is hard by itself
- It actually keeps its shape when you look at each grain alone
They made a claim....When looking at each grain of sand alone as one piece it is hard and keeps its shape, so sand is a solid.

REMINDERS AND ANNOUCEMENTS

There will be early release everyday until Thursday the 11/1 to accommodate Parent teacher conferences. Besides the normal Wednesday dismissal, school will get out everyday at 1:05 p.m. Wednesday will remain the same 12:52 dismissal.
There is a Costume Parade in which your child can participate in on 10/31. Click here for costume guidelines.

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Kicking off Quarter 2!

10/20/2018

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With Halloween around the corner and so much excitement in the air , it's been a very interesting week. For many children it can be a little hard to come back to school after a break, but it was a fun-filled week and we were able to get right back into our routines like we never missed a beat! Students reflected on their learning from 1st quarter and put together their evidence binders and are working on their online portfolios.

Here is a summary of what happened in our classroom:

In Langauge Arts...

This week's genre focus was on traditional literature, particularly fables. Students learned that fables are short stories, alway teach a valuable life lesson, and most times will have animals as main characters. Students learned about Aesop fables. We read The Fox and the Crane. Majority of the children identified the moral as "treat others the way you want to be treated." While this was a very fitting author's message we also talked about the following version of that message: He who plays a trick on someone, should expect to be tricked in return. We also talked about other famous fables like The Tortoise and the Hare and The Lion and the Mouse.
The essential question this week was What can animals in stories teach us? Using the fable The Boy Who Cried Wolf, students completed a flow map to show the sequence of events and steps to solution. Then we read a different version of the same story called Wolf, Wolf! by John Rocco. Students created a double-bubble map to compare important elements of both stories.

In math...

Students reviewed what they knew about subtraction using subtraction stories and representing them with base-ten cubes. Students learned that addition can be used to help check subtraction problems.
Students learned that when one part is three are less, the count-back strategy is very effective. They practiced this using the number line. Then they thought about related addition problems. For example for 12 -3 = 9, the related addition fact would be 9 + 3 = 12.
Students reinforced their understanding of Total - Part = Part and Part + Part = Total by solving word problems. They investigated the unknown addend in subtraction word problems. They used both the subtraction and addition methods to solve. For example: There were 12 bears on a bus. Some bears got off the bus. Now there are 9 bears left on the bus. The only matching equation is 12 - ? = 3. However, once students write this equation down to represent the story, they can choose to solve using a method of their choice (subtraction or addition). They could start at 12 and count-back 3 (subtraction), or they could start at 9 and count-on to 12 (addition) to find the unknown.

In Social Studies...

Students are using a Comic Book app on their iPads to create a comic to teach others about Stranger Danger.

Ecsedy's Stranger Danger Comic

REMINDERS AND ANNOUCEMENTS

Parent teacher conferencing start on Tuesday 10/23. There will be early release everyday from Tuesday on until Thursday 11/1 to accommodate Parent teacher conferences. Besides the normal Wednesday dismissal, school will get out everyday at 1:05 p.m. starting Tuesday. Wednesdays will remain the same 12:52 dismissal.
No School on 11/2 due to teacher PD day

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Parent Involvement Week!

9/29/2018

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Our Parent-Involvement Activity was a huge success. The children sure had a lot of fun playing "Counting-on" and "Make Ten" math games. I hope you'll continue to play these games at home to reinforce the strategies. I really appreciate the positive and the honest feedback. Your concerns and suggestions will help us to improve in the future.

Here is a summary of what happened in our classroom:

In Langauge Arts...

Students are publishing their writing. This quarter students learned that writing is a process that takes a lot of time. Let's recap the writing process students went through this quarter. They started with a circle map and decided on an event to focus on and jotted down any relevant idea that came to mind. Students categorized the ideas on their circle map into three "big ideas" on a tree map. Using each branch of their tree map, they drafted them into separate body paragraphs. Along the way, students had mini lessons about transition or linking words and how it helps to organize thoughts, so they added those, where appropriate. Students learned how to add vivid verbs and exciting adjectives. They conferenced with me, got feedback, drafted again or published with revisions. Students learned a very important thing this quarter: Writing is a process that only improves with each revision or draft they make.

Circle Map (brainstorm)

Tree Map (Classifying)

Draft #1

Draft #2

Circle Map (brainstorm)

Tree Map (Classifying)

Draft #1

In math...

Students were introduced to three-digit numbers with internal 0 and teens. They first represented these numbers using the most concrete method with base-10 blocks. In this way students could physically touch and manipulate the number. Next, they represented these numbers using more abstract methods like base-ten pictures, then finally using symbols like numbers, digits, and representing the number in various ways such as expanded form, number name, and place value.

Students explored the relative position of three-digit numbers on a number line. Then they explored the concept of a thousand. We will be continuing this through the next week.

In Social Studies...

Students were put into groups and began to sketch their comic draft about responding correctly to Stranger Danger in various situation such as the mall, at a playground, walking home from school, and even at home. Next week students will be using a Comic Book app to make it digital!

REMINDERS AND ANNOUCEMENTS

A pink Parent/Teacher Conference Forms appointment form went home on Thursday. Please mark your calendars for your child's conference time.
Culture Day is coming up this Thursday. If you would like your child to participate in the mandoo making and tasting, please be sure to sign and return the yellow half sheet permission form.
Spelling test is tomorrow!

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Spirit Week

9/23/2018

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As a busy 1st quarter is soon coming to an end, Spirit Week sure helped to boost our spirits and give us that little extra zest in our days this week. I loved seeing all the different festive attire this week!!!

Here is a summary of what happened in our classroom:

In Langauge Arts...

Response to Intervention (RTI) started this week. Basically, this is class time devoted to small-group instruction and also for differentiated and targeted instruction for students' various needs. During RTI, students are learning how to participate in small-group instruction. Using leveled readers, 5 to 6 students work together in a group at a time. During this time students are engaged in pre-reading activities, this may involve activating prior knowledge, setting the learning objectives, going on a picture walk before reading, predicting, asking questions, etc... Then students are asked to read the text quietly to themselves. We stop from page to page to discuss comprehension and other specific skills a reading group is working on or focus on a specific learning need. I may tap a child "on and off" during their reading just for me to listen into. This is to check for fluency. Students may volunteer to read out loud for the group if the objective is to model fluency, otherwise, taking turns reading out loud is not a common practice during small-group instruction in D103. (Research has shown that round-robin reading has no student benefit. Students end up doing less of the reading themselves (since they're listening-in much of the time), student should be accountable for the entire text, and it can be a humiliating experience for many.)
As an extension from last week's Wonders curriculum, students revisited the following essential question: How do we care for pets? Students read an interview with an animal shelter employee and asked and answered questioned using AVID strategies.

In Math...

Reviewing the doubling strategy, students were introduced to near-doubles like 4+5, 9+8, and 7+5. Applying their knowledge of double facts, students practiced to fluently add near-double facts when solving word problems. When problem solving, students also practiced using the C.U.B.E.S. strategy: Circle the numbers, Underline the question, Box the keywords, Evaluate and draw, Solve and check.

In Social Studies...

In triads, students shared their family trees and questionnaires. They talked about where their families came from, holidays or traditions their families celebrate, and special foods and cultures their families have. Students had lots of fun, not only sharing about themselves, but also learning about their classmates. Later, they created a double bubble map to make comparisons with themselves and some of their classmates they shared with. Students learned that even though many of them have different cultures, many of them share similar holidays and traditions.

Students had a blast on their field trip! Check out the photo page. They got to see what life was like living on a plantation years ago. Student explored homes, got to dress up in traditional clothing, played musical instruments, and played a popular milk cover game the plantation kids played called pogs...if you're a local here, you know what they are!

REMINDERS AND ANNOUCEMENTS

A Parent/Teacher Conference appointment form went home last Thursday. If you have not turned it in, please do so ASAP. Thank You!
Parent Involvement Forms are now overdue, if you can make it and have not submitted your form, please do so on Monday so we can have an accurate count for supplies for our event on Thursday 9/27 at 8:15. Thank you!
Students have resources classes on Monday due to the Friday schedule change. They will be having PE. Please have them dressed appropriately.
Assessment folders went home on Friday. Please review the two assessments that were included, sign the top, and return them with the folder on Monday. Thank you!

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Another busy week of 1st quarter!

9/16/2018

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Students are really enjoying our read aloud story The War with Grandpa by Robert Kimmel Smith. This story is about a boy named Peter Stokes who has to give up his most prized possession...his room, when Grandpa comes to live with them. Peter loves his Grandpa but he wants his room back. With the advice from his friends, will Peter used Gorilla Warfare on his own Grandpa? Will Grandpa ever surrender? The children are enjoying this humorous, witty, and very suspenseful story!!!

In language arts...

Last week students learned about narrative nonfiction text. They read a non-fiction text written like a story and had a narrator about a boy who takes care of his pet horse. Our essential question this week was How do we care for animals? Students learned how to look for key details in the text to ask and answer questions in nonfiction. The standard covered was 2.RI.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Then students read another story called Lola and Tiva about a girl who lives on a reservation in Africa and adopted a baby pet rhino. Students compared how both the children in both stories take care of their pets using a three column chart.

In writing, students are worked a lot on their categorical narratives. They began with a circle map to brainstorm ideas. Students chose a topic of their choice. Something that they did this summer with family or friends. After brainstorming with a circle map, they categorized their ideas into a tree map with three big ideas.

In math...

Students reviewed time on-the-hour and were introduced to time half-past the hour. They learned the various ways to say and write a given time. For example, 7:30, thirty minutes after 7, half-past seven, or seven thirty. And of course students practiced with drawing the hour hand and the minute hand properly on the analog clock.

Announcements & Reminders

Picture Taking is this Wednesday. Students do not need to wear their uniform shirt on this day. Please bring payment if you're interested in purchasing a package.
Field trip to Hawaii's Plantation Village is on Tuesday. Disposable lunch, drink, and shoes are needed. Please have your child arrive to school on time.
Spirit Week begins on Tuesday-Wacky hairday, Wednesday-Picture Perfect, Thursday-Friendship day, Friday-Free Dress

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Welcome Mr. E!!!

9/9/2018

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This week we welcomed Mr. E, our student teacher, to our classroom. He will be joining us on Thursdays. To build our TRIBE, we had a community circle activity in which the children got to introduce themselves to Mr. E and share their favorite thing about school. Mr. E also shared about himself as well. The children are so excited for next Thursday!

In language arts...
After reading Author: A True Story by Helen Lester, we talked about what good writing looks like. Every student got to jut down their own idea on a sentence strip. Later we sorted these sentence strips based on similarities and developed four categories into a tree map. The categories we came up with were as follows:

We continue to use AVID strategies when reading text. This week students learned to describe how characters respond to challenges. The following standard was addressed: 2.RL.3 Describe how characters in a story respond to major events and challenges.

In math...

Using our Stepping Stones curriculum, students learned about number lines and number tracks and can distinguish between the two. They used number lines to help them determine nearby multiples of 10. Using a number line, students could see whether a number like 37 was closer to 30 or 40.

In Social Studies...

Students have been listening to various stories and watching various videos about "Stranger Danger" and becoming experts on the topic. They have been learning to take two-column notes. The first column the "stranger danger" scenario and the second column for the proper response. As they take notes about the topic, they continue to learn and answer the following question: How can we keep ourselves and others safe from strangers in our community?

REMINDERS AND ANNOUCEMENTS

Picture taking is coming up on Wednesday 9/19. Information forthcoming
Parent Involvement Activity is on Thursday 9/27
Resource day is switched to Monday 9/10 due to a schedule change on Friday. Please have children wear shoes for PE.

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