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Xīnnián kuàilè (Happy New Year)

2/9/2018

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We were treated with some fortune cookies and Chinese good luck wishes from Panda Express this Wednesday.  Students got to enjoy an educational video on Chinese culture and the history of the Zodiac Calendar.  They learned that this year, the year of the dog will be celebrated.  People who are born in the year of the dog are said to be loyal, honest and the truest of friends.  Students also learned about the lantern festival, Chinese dragon and lion dances, and even hongbao (lucky red envelops).  

Here is a summary of what happened in our classroom:

​In Langauge Arts... 
  • 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 different scientific concepts the author presents within the same text.  
  • 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.
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  • 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.  Some differences they found out were that tropical rainforests are hot all year around, are located near the equator, and sunlight cannot reach the forest floor.  Whereas in a temperate rainforest, there are seasons (hot and cold), they're located in the Northern hemisphere, and sunlight does reach the forest floor.   The similarities are that they both rain a lot (about 100 inches a year!), have lots of tress, have layers, and are homes for many animals.  
  • 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 went back to their rainforest animal drafts to see if they could change out any of their words.  

In math...
  • 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.   

REMINDERS AND ANNOUCEMENTS​
  • No school on Monday 2/12 for Teacher's Institute Day
  • Student Curriculum Showcase is on Tuesday 2/20 and Wednesday 2/21 in the Cafeteria.  Students have been working very hard on their animal writing and mix-media art project that will be featured during this event.  This is a school-wide event and parents are welcomed and encouraged to come.  Viewing times for parents are still pending, but as soon as that becomes confirmed, more information will be sent home. 
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Welcome to D103!

1/30/2018

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Our class of 21 is now 22!  We are so excited to have Sunakshi as our newest friend in D103.  Having a new classmate this week gave all of us the opportunity to benefit from some Tribe activities.  Students shared things about themselves and important things that anyone should know about our school. These activities were great community builders that brought a sense of fellowship.       

Here is a summary of what happened in our classroom:

​In Langauge Arts... 
  • Using more text about severe weather, students continued to practice identifying the main idea and supporting details.  
  • Students read an expository text called Can You Predict the Weather, which explained how people use tools to help them understand weather better.  Students had to determine the main idea of different paragraphs within the text with supporting details. 
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In math...
  • 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/
​In science...
  • We wrapped up our Form and Function PLTW unit with deep discussions about what successes students had with their models and some changes they would make to improve their design.  Check out these photos!

REMINDERS AND ANNOUCEMENTS​
  • If you borrowed library books from the public library for our rainforest animal research, the due date is probably coming up.  Please do not forget to return them.  I had all the children take them home this week.  Thank you for your support in our research writing.  
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Engineers put their models to the test...

1/27/2018

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Our little engineers got to put their designs to the test as they conducted a trial run of their seed dispersers this week.  It was quite an experience for them to explore and evaluate how they thought their models were going to work and actually seeing them in action.  They will fine-tune them with revisions to improve features and test again next week.  Pictures coming soon!  

Here is a summary of what happened in our classroom:

​In Langauge Arts...
  • This week's essential question was how does weather effect us?  Using different text about weather, students practiced to describe the main idea and find supporting details.  
  • Students practiced many close-reading strategies 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.  Students learned 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  2005. 
  • Grammar and vocabulary lessons this week included synonyms and antonyms.  Students learned about the following contractions: ​
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In math...
  • Students practiced more subtraction on the number line and are working on identifying when to use what strategy.  When is it most efficient to use the counting back strategy?  Students are learning it is most efficient to use this strategy if the minuend is a rather smaller number, such as 156 - 24 = ?  24 is rather small and would be manageable to count back.  When is it most efficient to use the "think addition" strategy?  Students are learning it is most efficient to use this strategy when the Subtrahend and the minuend are close numbers, such as 156 - 125 = ?  
  • Students learned that a polygon is a 2D shape, must be a closed shape and has only straight sides.  Students learned to identify different polygons and learned the names for some, such as triangle, quadrilateral, pentagon, and hexagon.  Students also learned that a quadrilateral can be a square, rectangle, rhombus or a diamond too!
In science...
  • Students built their models this week.  Using the Scientific process, students designed a model and got to evaluate and redesign to make improvements based on their findings. 
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REMINDERS AND ANNOUCEMENTS​
  • If you have not done so yet, please turn in your child's signed report card envelop.
  • If you are still reviewing progress portfolios and evidence binders, please bring them back when you're done.  Thank you.  
  • Thank you to those who participated in the blog survey.  It's great for me to see what things are working and how it can be improved.  Thanks for the feedback!
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Launching a coral reef adventure...

1/20/2018

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Our classroom coral reef is blooming with "life" with its vibrant and colorful coral and the fascinating sea life decorating our classroom entrance way.  This display is a work-of-art created by the amazing artists of D103.   Using their coral reef animal research from 2nd quarter, students worked hard to draw their animal and coral, colored it using oil pastels, and described how it depends on other plants and/or animals within its habitat.  The coral reef was assembled after school with a group of students.  On Monday morning all the children will get to explore this coral reef for the first time!  Check out the photo.  

Here is a summary of what happened in our classroom:

​In Langauge Arts...
  • Due to the level of complexity as well as the short week, we continued are Wonders unit from last week.  The following standard from last week was the focus: Describe how reasons support specific points the author makes in a text.   Students read a text about how honeybees in a hive have different jobs including the worker, the drone, the queen, and now a new bee has been found...the soldier bee!  The article describes the different roles each bee has, but how each is important to the success of the hive.  Students learned about this new soldier bee and how its one and only job is to defend the hive.  Students found details from the text that support the main idea and then described how these reasons support the point the author makes.  
  • Using another text about an insect called Earwigs, students determine author's purpose, main idea, key details, and reasons to support the author's points.  Unlike most bugs, earwigs make wonderful mothers.  They take care of their young, help to feed them, and keep them away from danger.  Although its pincers look creepy, they only use them to catch prey.  They are really harmless insects.  Students determined the author's purpose was to persuade its readers to feel differently about this bug and not to think of them as bad or frightful.   Students also looked for specific details that support the main idea.  Then they described how these reasons support the author's point.  
  • Students know that before they can write about their rainforest animal, they first have to become an expert.  They used the materials brought from home as well as what we could find from our classroom and the school library.  Students read-up a lot this week about their rainforest animal.  They began to categorize the information into a tree map.  As a class we decided that the categories would be basic info (body features, life span), diet & food chain (prey and predators, any special feeding habits or behaviors), and habitat (where it lives in the rainforest, which layer, nesting, sleeping behaviors).   
In math...
  • 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.  
  • Using this "think addition" strategy, next students learned to subtract 2-digit numbers from 3-digit numbers, by stoping at the nearest 10 and 100 to make manageable jumps.  For instance,  for the problem 106 - 87  = ? students were taught to start at 87, make a "jump of 3" to 90, then a "jump of 10" to 100, and finally a "jump of 6" to 106.  They count up all their jumps and the answer is 19.  

In science...
  • Before designing their models of a seed disperser, students reviewed biomimicry and how many things are designed from things found in nature, such as an airplane designed after a bird's wing or velcro designed after burrs and seeds.  Students reviewed some of the material they have to work with and the properties of matter as well as their hardness, flexibility, and strength.  Students then worked with their partner to work out a design.  Some of the materials I have for them to work with are paper cups, clay, feathers, pom poms, pipe cleaners, clothes pins, and plastic spoons.  If students could justify the purpose for it, they were told they were allowed to bring in other recyclables from home, such as shoe boxes, paper towel rolls, cartons, etc...   

REMINDERS AND ANNOUCEMENTS​
  • If you have not done so yet, please turn in your child's signed report card envelop.
  • If you are still reviewing progress portfolios and evidence binders, please bring them back when you're done.  Thank you.  
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Kicking off 2018!

1/12/2018

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Happy New Year!  I hope everyone enjoyed time with family and friends this holiday season bringing in the New Year.  Every start to a new year makes for the perfect opportunity to reflect on our achievements and set new goals.  This is exactly what the children did.  Going through this process is meaningful for the children as they are learning that they can track and monitor their own progress, by doing this it motivates them to strive higher.  Looking at their growth also allows them to self assess, set another goal, and make a plan to get there. 

Here is a summary of what happened in our classroom:

​In Langauge Arts...
  • This week the reading standard addressed was Describe how reasons support specific points the author makes in a text.   Previously in 2nd quarter,  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.  The following were some of the details that support this main idea: "Debby drives her truck from place to place.  It is lonely with no one riding along" and "Debby also travels to schools and summer camps to teach Hopi Children about solar energy."  Students needed to describe how these reasons support the main idea.  So students created a T-chart.  On one side students wrote these supporting details and on the other, they described why they thought the author included that specific detail.  
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  • 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 named Luis who once lived in Colombia 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 in history had a love for books and wanted to share them with people.  Using the text Biblioburro and talking about Benjamin Franklin, students learned about how the idea of a lending library all started.  
  • We read a lot about rainforests this week.  Students learned about the following four layers of a rainforest: forest floor, understory, canopy, and emergent layer.  We discovered what it's like in each layer.  The floor is very wet with a lot of dead leaves and insects.  The understory, like the forest floor, is very dark at all times of the day and very hot and humid.  Many bushes and small trees grow here.  In the canopy, taller trees reach high.  This layer is most busy with animals.  Trees here grow very close together, creating an umbrella over the lower layers.  Finally, the emergent layer consist of only a few extremely tall trees that stick far out from the canopy.  Here is is windy and sunny!  Students learned what kind of animals live in each layer.  Students have selected an animal they would like to do further research on.  Students will be creating a rainforest animal multi-paragraph informational writing.  
In math...
  • 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 of ten" strategy.  
  • Using a number line, students learned the "jumps to ten" strategy.  For example, 32 - 6 = ?  Students start at 32, make a jump of "minus two" to 30, then another jump of "minus 4" to 26.  After starting off with subtracting one-digit numbers, using this same strategy, students worked on more challenging problems such as 53 - 17 = ? Students could use a combination of the strategies.  Making a jump of "minus ten" first or making a jump of "minus 3" to 50.  Student could decide how they want to decompose the number. 

In science...
  • To prepare for our design and building of our seed disperser, students explored properties of matter, which will give them the background knowledge to chose materials that will help them design a functioning machine.  Students learned the 3 forms of matter- solid, liquid, and gas.  Using various kitchen utensils made from different materials such as wood, plastic and metal, students tested the objects' hardness, strength, and flexibility.  As a result, students learned that plastic is the most flexible of the materials, metal is the hardest, and wood is the softest.  

REMINDERS AND ANNOUCEMENTS​
  • Progress portfolios, evidence binders and report cards with iReady scores will be going home with your child on Wednesday 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 Thursday 1/18 and keep the report card and iReady report at home.  
  • Please check your child's homework folder for their selected rainforest animal.  I would like you to research together with your child some information about their animal.  Ideally, it would be best to have more than one resource- a children's book and a printout from a credible online site.  Please have your child bring these resources to school by Wednesday.  
  • No School on Monday- Martin Luther King Jr. Day
  • Please note that oral fluency now has a comprehension component located on the back of the paper.  This portion is due on Fridays.  
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Parent-Activity Week

12/15/2017

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It was wonderful to see our parents and children working together on math games this Thursday.  We had a great turnout.  The children sure had a lot of fun teaching their parents how to play "Think Addition" and "Make Ten."  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.  I was a nervous reck speaking in front of hundreds of people!  It's a great thing I did not make a career in public speaking, that's for sure, hahaha!  Another sure thing...the children were amazing!  They put on a wonderful performance for us all!  

Here is a summary of what happened in our classroom:

​In Langauge Arts...
  • Students practiced more with author's purpose while listening to various stories read this week.  One story from our Wonders Literature Anthology called I Fall Down by Vicki Cobb taught the children about earth's gravity.  Together we looked at the main idea of the text to help us determine the author's purpose.  We identified that the author wants to inform us about how gravity works on earth.  Some of the text evidence we found to support the author's purpose was that the text said gravity is a force that pulls things down and when you carry heavy things you can feel gravity's pull, which is called weight.  We used a graphic organizer to organize how these supporting details help determine the author's purpose.  
  • Together we read Tornados by Brian Cassie and we identified text evidence that shows the author's purpose is to inform.  Students realized that knowing the main idea of the text helps a lot when determining the author's purpose.  Students determined the main idea is that tornados are dangerous and that people do things to stay safe.  Students worked independently to look for clues to support the author's purpose. 
  • Students published their coral reef writing and begun researching a coral reef animal for a second mini writing piece.  Students learned that getting information from one source is not enough.  To become an expert, reading from multiple resources is necessary.  Students used many of the resources in the classroom (specific ocean animal books, student encyclopedia on animals, and animal fact files) as well as online resources too.  Many have started 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...) . Don't forget to ask your child what animal they're writing about and perhaps even help them to learn more about it!  
In math...
  • 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.  
  •  Finally, students learned to add 2 two-digit numbers that involved regrouping both in the ones and the tens place within the same problem. 

In science...
  • After a review on form and function, seed dispersal, and pollination, students took a Science Unit Assessment.  

REMINDERS AND ANNOUCEMENTS​
  • We will be having our Turkey Trot Pizza Party and Winter Celebration on Wednesday 12/20.  Please do NOT pack a home lunch for your child on that day and do NOT plan to have your child purchase school lunch.  One of our room parents, Chloe Glatt is organizing this celebration.  She sent a sign-up genius to sign up for snacks.  If you would like to contribute, please see click here
  • The last day of school, before Winter Break, is Thursday 12/21.  No school on Friday
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Jingle bells, jingle all the way!

12/9/2017

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Kapolei Middle School Band and Choir sure put us in the Holiday spirit with a stellar performance this week.  Festive and traditional holiday songs, along with a fun remix of "Do You Wanna Build a Snowman" & "Let it Go", got us all so excited!  It was also a real treat to see our very own Vice Principal Mr. Agena, who use to work with Kapolei Middle School Band, conduct one of the songs for us.  We also learned about some of the instruments and the ensemble of the band.  The children were very interested.  Who knows.. we might have some band members in our future!

Here is a summary of what happened in our classroom:

​In Langauge Arts...
  • 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.  Clues we found were that (1) the author said magnets have a force that pulls metals with iron and steel and (2) the author said that magnets are used in can openers, refrigerator doors, toys and even on bullet trains.  Thinking about these clues students determined the author's purpose is to inform because it describes how magnets work and how many ways people use them.     
  • Grammar lessons this week included regular and irregular plurals.  Students learned that in most cases to make a word plural you can add 's' or 'es' to the end of the word (regular plurals).  However, students found this not to be the case with words like tooth = teeth, child = children, goose = geese, man = men, and person = people.  Students learned these words are called irregular plurals.  Students learned that adding 's' to the end of the word is not always to make it plural, but many times to show possession.  The children learned to use an apostrophe when indicating possession such as "grandma's house" or "the kitten's collar."  We talked about the importance of this apostrophe and how without, it may confuse readers to think there are many grandmas or more than one kitten.  Students practiced abbreviations with titles like Mr., Mrs., Dr. and learned how to abbreviate other words such as the calendar months, days of the week, and words in addresses such as St. and Rd.  Lastly, students learned about multiple-meaning words, words spelt the same but have more than one meaning.  For example, we talked about how the word "bat" can mean the flying animal or a baseball bat and the word "wave" can mean ocean swells as well as moving your had quickly to say hello or goodbye.  We made a list of many of these words, then students made a poster, which illustrated both meanings of the word and included a sentence for both meaning.  Some words included fall, note, bark, left, can, fly, and ring. 
  • Using their tree maps, students are finishing up a draft one of their coral reef writing.  In writing, students learned how to plan for introductions and conclusions and the importance of having a hook to captivate the reader.  Students practiced writing multiple introductions.  They learned that introductions can be fun and not boring.  They can start with an exciting moment, a riddle, fast action, or a very interesting fact.  Here are some student examples "Did you know that coral is not a plant but an animal?" "Oh my watch out little turtle here comes a reef tip shark.  Wow! the coral reef sure is an exciting place." "What is an underwater habitat, very colorful, and has thousands of creatures living there?  That's right, coral reef!" 
In math...
  • Students learned different strategies to add this week using base-ten blocks.  First they practiced drawing numbers out in base-ten representations, then they added how many tens and how many ones to find their total.  In the first lessons, no trading was needed.
  • 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.  They learned it's best to draw the ones neatly in rows so it's easier to count than if they were all over the place.  Also, they learned how to show their regrouping by circling ten ones, crossing it out, then drawing a new ten.
  • At the end of the week, students learned about estimation.  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.  

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.   

REMINDERS AND ANNOUCEMENTS​
  • If you have not returned your child's progress portfolio and evidence binder, please do so.  Thank you!
  • If you are attending out Parent Activity on December 14, please meet us in the Cafeteria at 8:15.  Send your child to class at 7:45.  See you soon!
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December already!

12/3/2017

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Hawaii Theatre for Youth put on a very memorable production that the students enjoyed immensely!  The story was written about an "Ordinary O`hana" and the many extraordinary things they do.  The story helped us to remember the wonderful things we can do as families and to celebrate the values of connection and community!  Students could relate to this multi-generational story.  Don't forget to ask them about it!  

Here is a summary of what happened in our classroom:

​In Langauge Arts...
  • We used more expository text this week to explore more about text features.  Students learned new text features such as the glossary, index, and table of contents.  Using these features, students practiced locating information in the text.  
  • 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.  At the end of our reading, students determined the main idea of the text and provided supporting details.  Students concluded the main idea was about a baby bear's life from birth to adult.  So students found three details that described the bears development overtime.  
  • We watched a short video on coral reefs.  Students were able to see some of the science concepts we've been learning about in action!  Students saw examples of symbiotic relationships, where two different species share a special relationship that is usually beneficial to both partners.  One example students saw was the grouper fish and cleaner fish working together.  
  • As a class we discussed everything we knew about coral reefs.  Boy the children have certainly become experts!  We organized all this information into three categories or "big ideas" using a tree map.  Students came up with "location and weather," "animals and plants," and "problems and solutions."  The children begun writing their first paragraph about location and weather.  
In math...
  • Students applied various subtraction strategies to solving word problems.  Two-step word problems were introduced this week.  We practiced many of them together as a class.  Students worked with partners and received feedback.  Then had opportunities to practice independently.  Through all this practice, students learned many different strategies.  Students shared how pictures help a lot or "thinking addition" can work better for some.  Many different strategies were shared, but in the end students learned that they have to decontextualize the word problem and analyze the question to make sure they understand this before they solve.  
  • 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.  
  • After a review on number lines, students took Module 5 assessment, which included number lines, subtraction, one and two-step word problems, and fact families. 

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 roots! 

REMINDERS AND ANNOUCEMENTS​
  • If you have not returned your child's progress portfolio and evidence binder, please do so.  Thank you!
  • Our Parent activity is on December 14.  A yellow participation/attendance form went home regarding this activity. If you have not returned this form please turn it in as soon as possible so we can get a more accurate head count. 
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Happy Gobble Gobble Day!

11/25/2017

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Our Second Annual Turkey Trot was a huge success.  Bright but cool weather made for the perfect jog!  Because of all the generous donations from D103 students and parents, our class won the pizza party for the class with the most dollar amount in donations!!!  Our very own student, Arius Glatt, won the prize for the most monies donated by a single person!  All donations will be put to good use in providing technology and resources for our Ho`okele Keiki.   Thank you all for your generous contributions!

Here is a summary of what happened in our classroom:

​In Langauge Arts...
  • Continuing our Unit on informational and expository text from last week, students read a non-fictional article about Poison Dart Frogs.  Using this article, students learned about various text features such as heading, subheading, bold print, glossary, captions, photos, etc...  Students learned how authors uses these text features to organize information. 
  • Using this same article, students determined the main idea, which was that poison dart frogs can be very deadly.  Students looked for supporting details.  Some of the details included the following: a small drop of their poison can kill ten men, native people living in the rainforest use their poison on spears and arrows to help with hunting, their bright color warns other animals to stay away, only one animal eats them-the fire-bellied snake-the only animal that developed a resistance to the poison.  Using the main idea and supporting details, the children begun working on a constructed response to answer the following question:  Explain how the Poison Dart Frog is one of the world's deadliest animals.  
  • As we read more and more books on coral reefs and the ocean, students are starting to become experts on the topic.  They learned the location of coral reefs around the world;  they're found in shallow, warm, tropical waters; there are three zones within a coral reef (fore reef, reef crest, and the back reef).  Students also learned that coral are animals not plants.
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.  ​
  • 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.  

In science...
  • 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
  • Our field trip to HTY will be on December 1.  Please have your child wear shoes and bring home lunch on that day. 
  • If you have not returned your child's progress portfolio and evidence binder, please do so.  Thank you!
  • Our Parent activity is on December 14.  A yellow participation/attendance form went home regarding this activity. If you have not returned this form please turn it in as soon as possible so we can get a more accurate head count.  
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Two very busy, busy weeks

11/18/2017

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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.  Some of the details included the prairie guard dog peeks his head out and makes sure the coast is clear, then tells his family when it's safe to come out of the burrow; the prairie guard dog is restless and constantly looks around for danger; when the prairie guard dog saw a badger he barked to warn his family to get to safety; and prairie guard dogs take turns with shifts to guard.   
  • 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.  The main topic was turtles and the main idea was that turtles face many dangers within their habitat.  Students found many details to support the main idea.  Some included if the egg nest is found, the eggs can become food for raccoons; cars can drive over the egg nests; when they become hatchlings, they can become food for cats, herons, and raccoons; when trying to get to the ocean, hatchlings can sometimes get confused on which light to crawl towards and might crawl toward street lights or homes instead of the moonlight above the horizon; once in the ocean many other dangers present themselves like becoming food for other ocean predators, fishing nets, and garbage that looks like jellyfish!  
  • Grammar lessons included more review on the prefixes re, un, and dis and the suffixes ly and ful.  Students learned about abbreviations, or a way to shorten nouns, such as Mistress (Mrs. or Ms.), Mister, Doctor.  Students also learned about the differences between common nouns, proper nouns, and collective nouns.  Students practiced sorting various nouns using a tree map.  They also learned that proper nouns need to begin with a capital.  Using A Cache of Jewels by Ruth Heller, students learned many new collective nouns and realized they already new some themselves!  Some of our favorites were a gam of whales, a pride or lions, a batch of bread, a bouquet of flowers, a parcel of penguins, a forest of trees, a kindle of kittens and of course a school of fish.  Lastly, students learned how to properly use commas in a series of items.  For example: For lunch I ate a sandwich, chips, juice and an apple.  
  • 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 a lot about the ocean, specifically, the coral reef.  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.  
  • Students took an informational writing  pre test using one source called A Tree Full of Life by Susan Evento.  The children learned a lot about the Eucalyptus Tree, then students wrote about how this tree is food and shelter for many animals.  
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."
  • After practicing jumps of 10 all week, students learned they can be even more efficient by combining the 10s.  For the example 43 + 25, they learned they can start at 43, make one jump of 20 to 63, then a jump of 5 to 68.   

SCIENCE
  • We have begun our PLTW unit on form and function.  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.  

REMINDERS AND ANNOUCEMENTS
  • Our Turkey Trot event will be held on Tuesday, November 21st.  Your child must be wear shoes to participate.  Also, please have your child bring a water bottle labeled with his or her name.  
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