Rooney & Hassman's Tribune
Week of Dec 14- Dec 18
Next Wednesday, 12-23-15
Mug ExchangeIn celebration of winter fun and outdoor adventures, (and the return to colder temps??),
we are going to have a mug exchange in Hassman's and Rooney's classes.
How does it work?
Bring a new mug, gift wrapped by Wed, 12/23. No labels needed.
On Wed, 12/23, students who brought a mug exchange with another student.
Mugs will be washed and used for a hot cocoa treat, while enjoying some winter activities.
**Note: many students in Mrs. Hassman's class already exchanged as we had a student who was moving to another state Friday after school. Students will still have the opportunity to enjoy hot cocoa on Wednesday :)
Wednesday Dress Up
Also next week Wednesday, students are encouraged to get creative. Students could wear green, red, or green & red. Students could also dress as their favorite holiday character or symbol. Need some ideas? How about a dreidel, elf, snowman, Rudolph, the Grinch, Ralphie, something from the land of misfit toys, Heat Miser, Zawadi (The Gifts), poinsettia plant (Las Posadas), snowflake, etc.
Wednesday we will enjoy a snack while we watch either "The Polar Express" or "A Muppets Christmas Carol", seeing we were unable to see our annual play, A Christmas Carol.
Please see the sign-up genius link here for snack sign up: http://www.signupgenius.com/go/10c054aa9ac2aabf58-1223
Thank you to all the parents who have signed up to bring an item!
Any questions, please contact Mrs. Rooney or Mrs. Hassman.
News, reminders, and more!
Be sure to check out Mrs. Shay's newsletter http://goo.gl/ClA5N2. Some really important information in there regarding Holiday books, lunch bunch clubs, and the Waukesha County Kids Choice Awards.
Snacks have become a bit of an issue recently. We have students bringing 3-5 items in for snack time (three packs of fruit snacks, a bag of pretzels, and a juice box). Our snack time is meant to be a small snack to tide them over from breakfast until lunch or from lunch until they get home from school. Students have been reminded to bring one small snack into the classroom for their snack time.
Unfortunately snack is becoming a bit of a distraction. We are hoping we can get back on track or we may need to forego snack time.
This week in class we spoke with students about making lunch choices in the morning. We've been hearing from the kitchen that they have been short lunch choices, and they are throwing away a significant number of C and D lunches because people are changing their lunch choices at the last minute.
Beginning in January, 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).
Read to Succeed
Students in both sections received papers last Friday 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.
Mid-year MAPs testing will take place in January, shortly after we return from winter break.
What is going on next week?
Monday, 12/21- Day 1 (Hassman-- Art), (Rooney-- PE) *Both classes will have a library time scheduled today.
Tuesday, 12/22- Day 2 (Hassman --Music and Spanish ), (Rooney - PE and Spanish)
Wednesday, 12/23-- Day 3 (Hassman -- Spanish and PE), (Rooney -- Art, no Library)
Thursday, 12/24-- No School: Winter Break
Friday, 12/25---- No School: Winter Break
School resumes Monday, Jan. 4
Monday, 1/4/16 -- Day 4 (Hassman -- PE ), (Rooney -- Music)
Tuesday, 1/5/16 -- Day 5 (Hassman -- Music / PE ), (Rooney -- Spanish, Music)
Wednesday, 1/6 -- Day 1 (Hassman-- Art), (Rooney-- PE, Library)
Thursday, 1/7 -- Day 2 (Hassman --Music and Spanish, Library ), (Rooney - PE and Spanish)
Friday, 1/8 -- Day 3 (Hassman -- Spanish and PE), (Rooney -- Art, )
Fact Fluency Fun!
Team Hassman / Rooney
Growth Mindset Activities
We are encouraging a class full of students who would:
Fact Fluency Fun!
Team Hassman / Rooney
What's Going on in Fourth Grade?
Math: Students have been working on long division. One method, that is similar to the traditional method in which we use, is called the partial quotients method, or "chunking" method. A video of this strategy can be found here! We have also worked with the expanded notation method and the area model method. Once again, we had some students who were more successful with one method over another. We continue to reiterate that this is why we expose them to different strategies-- because our brains all work differently!
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:
Students have been working on making sure they know the difference between text features and text structures. We went on a scavenger hunt to find examples of both this week and then started practicing how to use text structures to craft nonfiction writing.
The students had fun creating cause/effect and problem/solution paragraphs using the winter/holiday theme and characters. Ask your child to give you an example for problem/solution and cause/effect.
Students are in the process of selecting a nonfiction topic for study and research. They will be working on collecting information on their topic, determining what will be most important to include in their book, and begin the planning process for how they want to layout their books. They are super excited to get started and can't wait to showcase their projects near the end of January.
Grammar -- application of "no excuse" skills: capital letters to begin a sentence, ending punctuation, capitalization of proper nouns.
New skills: run-on sentences and using commas.
Unit 5 Spelling work -- will be assigned Monday this week
Spelling test and work due -- Rooney class -Tues, Dec. 22nd; Hassman class-Tuesday, Dec. 22nd
Spelling Challenge words--- phon, phone (means sound)
Greek/Latin roots sites
These spelling challenge words are also a great way for students to build vocabulary. Many readers have decided that this is a personal goal for them over the next 6 weeks.
If you wanted to view any of the videos we've used in class, join our LA section. Go to Flocabulary.com and click on the "join a class" link. Use the code 6CRGP3.
You will need to create a username and password. https://www.flocabulary.com/fivethings/
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
Write us a note or send us an email and you can receive a "Parent No Homework Pass". Feel free to use it on a night when things are just a little crazy busy.
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: