We Are... Room 304!
Miss Anderson's Weekly Scoop
May 2-6, 2016
May 1st ~
- Home & School Association - Mother/Daughter Event - Titus Dining Room - Session 1: 11:00 AM - 12:30PM Session 2: 1:30 PM - 3:00 PM
May 2nd - 6th ~
- Tiger of the Week: Andrew N.
May 4th & 5th ~
- Home & School Association Spirit Nights - U-Swirl Yogurt Warrington at Valley Gate, 251 Easton Road - 4:00 PM - 8:00 PM
May 4th ~
- Happy Birthday Chase B.!
- Spotlight on the Arts Rehearsal - Don't forget your recorder!
- iRun4Life Color Run
May 5th ~
- Unit #10 Math Test
- Flower Sale - We will be visiting the flower sale @ 2:15-2:30.
- Home & School Association Flower Sale
May 6th ~
- Titus Spirit Day - Wear Your Titus Spirit Gear!!!
- Happy Mother's Day!
Box Tops... Box Tops... Calling All Box Tops!
Don't forget to send in your Ziploc bag full of Box Tops by May 31, 2016.
And the Chaperones Are...
- Mrs. Brennan
- Mrs. Baratz
- Mrs. Etgen
- Mrs. Landis
- Mrs. Schilling
A few quick things about this week...
Read to Self Entries will be due Friday!
This week we are continuing our LEAD 21 Unit - Achieving Dreams. We are focusing on making deep connections to help us better understand what we are reading. By the end of the week, students will be able to make deep connections using their own schema (personal experience, previous texts read, etc.) and their current piece of text to explain how they are connected and why it helps them understand the story/plot or characters better.
This week students will be asked to focus on specific strategies in their Read to Self Journals. Students will be expected to have at least one entry for each of the following strategies:
- Making "Deep" Connections
- Identifying Text Structure
- Summarizing (Somebody, Wanted, But, So...)
Ask me about: How and why do readers make deep connections when they read text? What is the difference between a surface connection and a deep connection?
What you can do: As your child reads, ask them to make a deep connection and explain how it helps them understand the story/plot or characters better.
We are continuing to work on our informative research pieces about an interesting sea creature by outlining and drafting our essays using Office 365. At this point, all students should have their three body paragraphs drafted. We will be drafting our introductions and conclusions this week, in preparation for revising "surgery" of our written pieces.
We are also working on our multi-genre project about our sea creatures. Students are informing their readers through various genres about their sea creatures, and should have the following items completed towards their final product:
- National Geographic Explorer Magazine Cover
Ask me about: What are elements of informative research writing? How can you inform your readers about your sea creature in other genres? How do writers organize their information within paragraphs?
What you can do: Ask your child to show you their key words about their sea creature for their crossword puzzle in their Writer's Notebook and to explain why they chose those words.
Writing on the "Cloud"...
We will be wrapping up Unit #10 - Reflections and Symmetry this week. On Monday, we will be reviewing our problem solving strategies and how to make lists/tables to determine how many different combinations of items can be made. We will also be reviewing elements of a well-written math explanation. On Tuesday, we will be reviewing for our Unit #10 test, even though our test is scheduled for Thursday. A study guide and review sheet will be going home with your child on Monday and is also posted on our class website.
Ask me about: What are reflections, rotations, and translations? How do you add positve and negative numbers?
What you can do: Ask your child to create various patterns using reflections, rotations, and translations and to add positive and negative numbers while shopping (credits and debits).
Science ~ Watery Earth
Ask me about: What are each of the parts of the water cycle? How does the water cycle work?
What you can do: The next time it rains, ask your child to describe what is happening, where the water is going, and why.