Dear Parents and Caregivers,

We extend our warmest thanks for the numerous parents and guardians who attended last week’s parent conferences. It was a pleasure to chat about your child’s progress.

The Everyday Math Unit 3 Progress Check and Open Response will be administered on Tuesday, 12/1, and Wednesday, 12/2 respectively. Please refer to the graded homework to assist your child.

There will not be classes on Wednesday, November 25 through Sunday, November 29 in observance of the Thanksgiving holiday.

Have a safe and restful Holiday!

**Balanced Literacy**

Independent Reading (30-35 minutes at the beginning of each day). Differentiated instruction is provided at this time as well as throughout the lessons.

Differentiated Instruction/Formative Assessments:

– Progress monitoring students reading

– Working in pairs

– Allowing extended time

– Using graphic organizers

– Drawing pictures to support writing

– Reading Conferences

– Writing conferences

– Guided Reading: Students work in small groups under the scaffolding of the teacher and/or an NSP student from the University of Chicago (Close Reading is included)

– Teachers model to students how to sketch their ideas and transform those ideas into written sentences.

– Centers:

1. Listening Center: __Pigs and Chicks__ and __Chickens__ by Gail Gibbons

2. Word Study

– Building Fry Sight Words (3 letter words) Students read, build words with letters, and write words with erasable markers (intervention)

– Making Words Grade 3 (enrichment)

3. Mini iPads

– __Force and Motion DO-4U The Robot Experiences Forces and Motion__ by Mark Weakland

IPads: Accelerated Readers

MTSS: Mrs. Holzhauer

– Continue ‘an; ‘ at, ‘ap discrimination with individual words and sentence level

– Review of ‘at and ‘an; continue work on ‘ap

discrimination with individual words and sentence level

– “ack”, “ick”

– Continue alphabet fluency (naming and phonemes)

– LLI Level c

Phonemic Awareness: __The Skills That They Need To Help Them Succeed!__ by Michael Heggerty, Ed.D.

Week 11 (Different words will be given each day.)

Letter Naming: “The letter is___”; “Sound is___”

Rhyming: Monday, Wednesday and Friday: Students repeat only the one none-rhyming word. Tuesday and Thursday: Students repeat only the two rhyming words.

Onset Fluency: Teacher reads word pairs. Students do “Thumbs Up” if the words begin with the same sound. “Thumbs Down” if they do not.

Blending: Teacher says the individual phonemes. Students listen and then say the whole world. Ex. T: g-o, S; go

Identifying Final and Medial Sounds: Teachers reads word pairs. “Thumbs Up” if the words end with the same sound. “Thumbs Down” if not.

Segmenting: Teachers says the word whole. Students repeat the word and chop it into phonemes. Ex. T: go, S: go; g-o

Use hand motion for chopping.

Substituting: Teachers says the word. Students repeat the word. Teacher says change the /*/ to /*/ and the word is? Ex. T: limit, S: limit, T: change the/lim/ to /hab/ and the word is? S: habit

* Use sounds

Adding Phonemes: Teacher says the rime. Students repeat the rime. Teacher says add/*/ at the beginning and the word is?

* Use sounds

Deleting Phonemes: Teacher says the word. Students repeat the word. Teacher says without the/*/ and what is left?

* Use sounds

Language Awareness: Teacher says the sentence. Students repeat the sentence, and then say the sentence while counting the words by raising fingers. Students then say how many words were in the sentence.

Building Classroom Community based on __CHAMPS A Proactive & Positive Approach to Classroom Management__ by Randy Sprick, Ph.D. and __The Morning Meeting Book__ by Roxann Kriete

Reading Workshop and Writing Workshop based on __A Curriculum Plan for The Reading Workshop__ and __Units of Study in Opinion, Information, and Narrative Writing__ by Lucy Calkins and Colleagues from The Reading and Writing Project

Morning Meeting

– Greetings in Vietnamese: “When you say hello, I say Xin chao”

– Sharing: Students share their journal writing entries or something that is meaningful to them.

– Group Activity: “The Fox Went Out on a Chilly Night” from __Sing a Song of Poetry__ by Fountas and Pinnell

Day 1:

Morning meeting

Morning Message:

Xin chao Wildcats,

Today is Monday, November 23, 2015. We will explore different ways to initiate rotational motion.

Inquiry Question: How can spin objects be kept in motion?

Share what you think with a classmate.

Reading Workshop

Unit 4–Reading Nonfiction, Reading the World

Part One: Nonfiction Readers Read to Become Smarter about Our World and the Things in It

“Today I want to teach you that nonfiction readers train our mind to pick out topic sentences. Nonfiction readers know that text paragraphs have one special sentence within them that tells us the topic of what that entire paragraph is about.”

– Provide and explain examples to students.

– Students read independently and/or with a partner using strategies they’ve learned.

Interactive Read Aloud: __Force And Motion__ by John Graham

Essential Questions to discuss and clarify:

– What effects do forces have on the motion of an object?

– What is the result when a greater force than the initial force is applied?

Writing Workshop

Interactive Read-Aloud: __My First Thanksgiving Feast__ by Shaivi Patel

Skill: Identifying the point of view of narrator.

Discussion Questions:

– Who is telling the story?

– Why did the author compose the story from the point of view of the turkey?

– Why is using this point of view important for this particular story?

Giving Thanks This Thanksgiving

– Teachers ask: Think about one person you are thankful for this Thanksgiving. Today we will write a letter to tell him or her how you feel and why you are thankful he or she is in your life.

– Students will select an important person in their life to write a letter of thanks.

– Pairs of students will discuss the person he/she has selected.

– Teacher presents think – alouds of scenarios as a means to engage students thinking.

– Teacher will present and discuss an example of a letter on the Smart Board.

– Students work in assigned pairs to share ideas of their letters.

– Students will compose the rough draft of their letters.

Day 2:

Morning Meeting

Morning Message:

Bonjour Wildcats,

Today is Tuesday, November 24, 2015. We will construct Coin Books using rubber stamps and ink pads.

Inquiry Question: Why is it important to know how to count combinations of coins? Share what you think with a classmate.

Reading Workshop

Close Reading: “How Things Move” Cross-Curricular Focus: Physical Science

– Teachers will display the article on the Smart Board

– Teachers will review close reading strategies necessary to answer the following text dependent questions about key ideas:

1. When something is in motion, what does it change?

2. How can you test if something is moving? (“We do”, whole class)

Further small group discussion:

What does the author want us to learn as we read the article? Why do you think that? (“We do”, whole class)

– Students will orally read the passage. (“We do”, whole class)

– Teachers will provide individual copies of the passage to the students.

– The students will reread the text dependent questions orally.

– Students will reread with a pencil using the following annotations; question marks, circling important information/ evidence of the answer to the essential question. (“You do”, independent)

– Students read independently and/or with a partner using strategies they’ve learned.

Writing Workshop

Interactive Read-Aloud: __Twas The Night Before Thanksgiving__ by Dav Pikey

– Student volunteers will share their rough draft of letters of thanks.

– Students edit, illustrate and publish their letters of thanks.

– Students will present their published letters in small groups.

**Math**

**Lesson 3 – 11** Exploring Rectangles, Fact Wheels, and Coins (2 Days)

Goals:

– Add and subtract within 20 fluently.

– Work with time and money.

– Reason with shapes and their attributes.

– Compare the strategies you and others use.

– Think about accuracy and efficiency when you count, measure, and calculate.

– Create and justify rules, shortcuts, and generalizations.

Students cover rectangles with squares, practice addition and subtraction facts on a fact wheel, and make coin stamp booklets.

Vocabulary: square, rectangle fact wheel

1. Warm Up

Math Talk

Mental Math and Fluency

Students solve number stories.

Leveled for Differentiation

Level 1: Brennan and Gregory are diving for rings and the bottom of the pool. Brennan collected 8 rings. Gregory collected 3 rings. How many rings did they collect together?

Level 2: Mr. Hoang and Kyra are playing checkers. Mr. Hoang won 7 games. Kyra won 12 games. How many more games did Kyra win than Mr. Hoang?

Level 3: Cha Nia has some rolls of yarn that are different colors. She wants to make a sweater with 16 different colors on it. How many colors of yarn does Cha Nia have right now? (“We do”, whole class)

Daily Routines

Students complete the daily routines.

2. Focus

Math Message

Students use stick-on notes to cover the front side of their calculators.

Students share their answers and show how they used stick-on notes to cover the calculator.

Teachers display two calculators: one covered with 2 stick-on notes and one covered with 4 to 6 stick-on notes. Have students compare the two ways of covering a calculator.

Teachers ask: On the calculator covered with 2 stick-on notes, is there room for 4 more notes? (NO.) 2 more notes? (No.) Why not? (Some parts of the calculator are covered twice or four times) Does overlapping give us a good estimate of how notes it takes to cover the calculator? (No.) Why not?

Teachers explain that if we are estimating how many squares it takes to cover something, it is ok for some space to be left over on the edges.

Exploration A: Covering a Rectangle with Different – Size Squares

Activity Card 43

Students cover the rectangle (Math Masters, p. 86) with 1 – inch, then 2 – inch squares to explore how measurement relates to the size of the unit. (“You do, individuals; “We do”, partners, whole class)

(In this case, when students use larger squares to cover the rectangle, fewer squares are needed. When smaller squares are used, more squares are needed.)

Teachers gather students to the carpet to discuss their thinking using the following questions:

What did you notice when you covered the rectangle/

How does covering the rectangle with small squares differ from covering it with large squares?

Why did we need more small squares than large squares?

Would it take more large triangles or more small triangles to cover the rectangle?

(“We do”, whole class)

Exploration B: Practicing Addition on a Fact Wheel

Activity Card 44

Students work to solve addition facts shown on a fact wheel. They write the subtraction facts related to the addition facts. (“We do”, partners; small group)

Exploration C: Making Coin Stamp Booklets

Activity Card 45

Students work to make booklets showing various groups of coins. They find the total value of each group of coins.

After completing Explorations on day two, teachers gather students to the carpet to revisit each Exploration and have students share the mathematics they used.

Introducing “What’s My Rule?”

Math Message Follow Up

Students share their strategies they used to solve the Math Message.

Summarize by writing the number model 7 + 3 = 10.

Teachers display a table labeled Tayla and Samantha, and place a unit box and an empty rule box near the table. Explain that this is one way to show the information from the problem. The unit box shows that we are talking about years, and the table shows that Samantha is 7 and Tayla is 10.

Teachers pose additional questions to use to complete the table (eg. If Samantha is 8, how old is Tayla?), and so on. (“We do”, whole class)

Using Function Machines

Teacher display function machines on chart paper. The machines are set to follow certain rules. Introduce the terms input and output.

Teachers model using the first of four function machines.

Teachers read the We know portion at the bottom of each function machine (eg. We know inputs rule Find: outputs)

Have students demonstrate using the function machine explaining their thinking as they complete “What’s My Rule?” tables.

Solving “What’s My Rule?” Problems

Students solve problems in journal 1, p. 56. (“We do”, partners, small groups; “You do”, individuals)

Summarize

Students share with a partner how they used the rule to find the missing input number in Problem 3 on journal p. 56. (“We do”, partners)

3. Practice

Students cut out the Fact Triangles in journal 1, Activity Sheets 4 – 5. (“You do”, individuals)

Math Boxes

Students complete the Mixed Practice in journal 1, p. 57. (“We do”, partners; “You do”, individuals)

**Science**

Spinners–Zoomers

Zoomers are traditional toys made from a button and a piece of string. The string is passed through one button hole and back through the other and tied to make a loop. With the button in the middle, the string loop around a person’s thumbs. After the button has been twirled around to put some twist in the string, the string is pulled tight. The string unwinds, causing the button to spin. The momentum of the rotating button winds the string the other way. Pulling the string tight again spins the button in the opposite direction. Once the rhythm is established, the spinning can go on indefinitely.

Inquiry Question: How can spinning objects be kept in motion?

Investigation Summary

Students use disks and a length of string to make zoomers.

Science Content

– There are different ways to initiate rotational motion.

– The motion of an object can be changed by pushing or pulling.

– Tops and zoomers both spin, but in different ways.

Teacher Observation

– Check for understanding.

Guiding the Investigation

– Review spinning.

– Introduce zoomers.

– Students construct zoomers.

– Get the zoomers going.

– Students use round disks and squares in the kit to make additional zoomers.

– Visit students as they work.

Interactive Read Loud: Balance and Motion “Move It, But Don’t Touch It” by Delta Education

Adding to the content chart entries:

– How are tops and zoomers the same?

– How do you start the motion of tops and zoomers?

– How can you change the spinning motion of a zoomer?

Lab Observation:

– Students write to explain the following question:

How can spinning objects be kept in motion?

**Social Studies **

Lesson 4: Our State Government

Objectives:

– Compare the roles of mayor and governor.

– Describe state government.

– Identify some responsibilities of state government.

Vocabulary: governor, legislature, property

Civics and Government:

Explain to students that the governor of the state is elected by the voters of that state, usually for a four-year term. Voters in most states elect other state leaders such as lieutenant governor (governor’s assistant), treasurer (in charge of the state’s money), and attorney general (in charge of state’s laws). Point out that, as with a mayor, a governor has the power to appoint other state officials. Students complete a graphic organizer (word web) to organize information about state government as we read the chapter.

Explain to students that a state legislature can impose taxes and decide how the state government will spend its money. Members of a state legislature are elected by that state’s voters.

Thank you for your support.

Anh Tuan Hoang and LuAnn Lawson