Rooney & Hassman's Tribune
Week of Jan 4- Jan 8
News, reminders, and more!
No School Monday, January 25 - end of Term 3
Report cards will be on-line Tuesday, 1/26.
Field Trip -- Holes, First Stage
On Tuesday, January 26th, the fourth grade classes will be attending the play Holes at First Stage in Milwaukee. The cost for this field trip $12. Permission slips are due Tuesday, Jan. 12. Students are unable to attend without a permission slip signed by a parent/guardian.
We will be able to take a few chaperones per homeroom; please let us know if you are interested/available. Just a reminder that chaperones must have paperwork filled out through the district before attending.
You can contact Christine Baar (firstname.lastname@example.org) to see if you need to fill anything out or if paperwork is all up to date.
Read to Succeed
Students in both sections received papers prior to winter break for the Six Flags Read to Succeed program. If students wish to earn one free admission ticket, they need to read and log 6 hours (360 minutes) of reading between now and Feb. 19, 2016. They have a student reading log in which to do this. Logs must be returned no later than Feb. 19, 2016. Late submissions will not receive their free admission ticket.
MAPs goal setting --These are sites developed with direct links to skill practice related to MAPs testing.
January MAPs testing
Reading testing ---- Hassman & Rooney: this coming Monday, January 11
Math testing --- Hassman & Rooney: Monday, January 18
Just a reminder that those students who sign up to take a C or D lunch in the morning are expected to take that lunch choice at lunch. If they decided to take something else instead, they will be charged for two lunches ($2.40 per student lunch).
Coming Soon to a Phy-Ed Class Near You… SNOWSHOEING!!!
Starting Wednesday, January 13th,all students at Horizon School will begin a snowshoeing unit in their physical education classes. The goal of this unit is to introduce students to this fast growing winter sport, get the students outdoors during the winter months, and to expose them to a nontraditional fitness activity.
On days that students are snowshoeing, they are expected to bring boots, a winter coat, and gloves/mittens. Snow pants are not required, but are highly recommended. Students not wearing boots will participate in an alternate activity. Announcements will be made each week letting the students know when they need to have the gear listed above.
Classes will alternate weeks in which they snowshoe. Mr. Scannell’s classes will snowshoe January 13th---January 19th and Ms Higginbotham’s classes will snowshoe January 20th ---January 27th. This alternating schedule will continue as long as there is snow on the ground. Schedule is tentative and subject to change.
Questions and concerns can be addressed to Mr. Scannell or Ms. Higginbotham. Thanks for reading and we look forward to snowshoeing with your child!
Neil Scannell & Sierra Higginbotham (Horizon Physical Education Teachers )
What is going on next week?
Monday, Jan 11th -- Day 4 (Hassman -- PE ), (Rooney -- Music) Reading MAPS Test
Tuesday. Jan 12th -- Day 5 (Hassman -- Music / PE ), (Rooney -- Spanish, Music)
Wednesday Jan 13th- Day 1 (Hassman-- Art), (Rooney-- PE) Rooney Library
Thursday Jan 14th- Day 2 (Hassman --Music and Spanish ), (Rooney - PE and Spanish) Hassman Library
Friday Jan 15th-- Day 3 (Hassman -- Spanish and PE), (Rooney -- Art,)
Fact Fluency Fun!
Team Hassman / Rooney
Nonfiction Research books
Fact Fluency Fun!
Team Hassman / Rooney
What's Going on in Fourth Grade?
Math: We continue to practice our long division strategies and reiterate that we expose them to different strategies because our brains all work differently!
Looking for a particular video on a strategy? Please look below!
“Chunking”/ Partial Quotients Video
Area Model Division Video
Expanded Notation Video
We work on understanding what division is so that students can apply what they are learning. If the division problem is 74 divided by 9, students are trying to find out how many groups of 9 can go into 74. With the traditional method, the way our teachers learned how to divide, students would have to know how many times 9 goes into 74 with no steps in between. The methods students are exposed to to begin with allows students to utilize math facts that come easily to them. It can often take more time for students to try to determine a math fact they do not know instead of taking out smaller "chunks" of their choosing, which makes this method more efficient for some. In time, they will start to see they can pull out larger "chunks." For example, instead of taking 2 groups of 9 away from 74 multiple times, they might see that they can instead take out 8 groups of 9, taking it from multiple steps to only one. This will eventually evolve into the traditional algorithm but will allow them to maintain a deeper understanding of what division is; instead of simply memorizing the process. We want them to understand that if you place a 1 in the thousands place, you are no longer taking out 1 group of a number, but 1,000 groups of that divisor.
We’d like to share with you some important ideas about this unit:
We spent a great deal of time on the multiplication unit. Students need to see the (inverse) relationship between multiplication and division.
Multiplication and division math fact fluency is a vital tool for efficiency in future division, measurement, and fraction success.
- We will work mostly on concrete methods so that our students can truly understand the process of what division means rather than just memorizing a procedure. This does not mean that students will not eventually learn traditional methods of long division; it simply means that they will learn additional methods when appropriate for them.
Reading & Writing:
We revisited goals this week that we've set for Reading, Writing, and Success Skills. Students also looked at what their target score is for Reading MAPs testing next week.
We continue to work on identifying and using text structures, and make sure we know the difference between those and text features. We learned about citing our sources, giving credit to writers, plagiarism and paraphrasing this week.
Collecting information for our nonfiction books has begun! Students are using a Google doc to organize all the information they will need for their final project. All text, pictures, captions, and information will be placed on this one document in order to make it easier when it comes time to print and assemble their books.
Keep asking your child about deadlines and due dates for pieces of their project. If deadlines are not met, students will fall behind quickly and projects may not be finished in time for our next Writer's Celebration (date and time to be announced soon).
Unit 6 Spelling work -- due Tuesday, 1/12/16
Spelling test is Tuesday, 1/12/16
Ways to Help Your Child Take Responsibility for Actions
Mrs. Farrow shared an article with us during a recent meeting. It had some tips for helping children be responsible for his/her own actions. We've talked a great deal this year about how our actions and words can not only affect us, but also others.
“It wasn’t my fault” and “he made me do it” are phrases kids like to put on repeat. A parent’s job is to help children learn to take responsibility for their actions, both because it’s right and because it helps teach them cause and effect. A lesson that will serve them well for life.
It’s a fact of human nature: no one likes to be wrong.
We don’t want to get in trouble.
We don’t want to face negative consequences.
We want the easy way out.
This goes for men, women, young and old.*Hold each child accountable for their actions, not the one who “started it.”
- Notice when your child fails to take responsibility for their actions and gently remind them where the responsibilities lay.
- Require your kids to follow through with what they start.
- Help your children own age appropriate tasks and chores by enforcing consequences if they go undone.
- Help your kids learn to problem solve and ask questions when they feel powerless.
- Discourage self-pity by having them think outside themselves.
- Don’t become the referee.
The students sum it up nicely ----perseverance; never give up trying to get better at what you do!
"Carol Dweck is a researcher at Stanford University.
Dweck is well–known for her work on “the fixed mindset vs. the growth mindset.” Here’s how Dweck describes the difference between these two mindsets and how they impact your performance…
In a fixed mindset students believe their basic abilities, their intelligence, their talents, are just fixed traits. They have a certain amount and that’s that, and then their goal becomes to look smart all the time and never look dumb. In a growth mindset students understand that their talents and abilities can be developed through effort, good teaching and persistence. They don’t necessarily think everyone’s the same or anyone can be Einstein, but they believe everyone can get smarter if they work at it.
—Carol Dweck, Stanford University
The benefits of a growth mindset might seem obvious, but most of us are guilty of having a fixed mindset in certain situations. That can be dangerous because a fixed mindset can often prevent important skill development and growth, which could sabotage your health and happiness down the line.
For example, if you say, “I’m not a math person” then that belief acts as an easy excuse to avoid practicing math. The fixed mindset prevents you from failing in the short–run, but in the long–run it hinders your ability to learn, grow, and develop new skills.
Meanwhile, someone with a growth mindset would be willing to try math problems even if they failed at first. They see failure and setbacks as an indication that they should continue developing their skills rather than a signal that indicates, “This is something I’m not good at.”
As a result, people who have a growth mindset are more likely maximize their potential. They tend to learn from criticism rather than ignoring it, to overcome challenges rather than avoiding them, and to find inspiration in the success of others rather than feeling threatened."
From an article written by By James Clear
Reading "home" notebooks
Next "check up" dates (please be sure notebooks are returned to school on these dates).
Students should have a minimum of 12 additional journal entries by this next due date. (This would make a total of sixteen if you include the first group of six the students did.)
Rooney section -- next check in Monday, February 22nd
Hassman section -- next check in Monday, February 22nd
Expectation for these red, home, Reading notebooks/journals:
*2-3 entries per week
*2-3 sentences for each entry
*Entries can focus on our Reading strategies -- making predictions, identifying character traits, making connections (text-text, text-self), etc. Each student should have a set of questions they can also use if they get stuck trying to figure out what to write about. Details and journal sample questions here: