4th Grade News

Mrs. Crain's Class: May 9 - 13, 2016

Thank you!

Thank you all for the gifts, cards, and hugs bestowed upon me last week! Anyone who visits our classroom should easily be able to tell how much the students love their teacher. I am so lucky to have such caring students (and their families!).

Upcoming Dates

  • Monday, May 16: Chick-Fil-A night, PTO meeting & Talent Show (I will be performing!)
  • Friday, May 26: Science and Math extra credit due; all library books due
  • Wednesday, June 2: EOG reading
  • Thursday, June 3: EOG math
  • Thursday, June 9: Awards Assembly @ 11:00
  • Friday, June 10: Last Day of School

Proctors Needed for EOG testing

From Mrs. Quate, curriculum facilitator:

Alamance Elementary School is making plans now for our End of Grade testing for the 2015-2016 school year. Tests will be given the last two weeks of school, therefore our first day of testing will be 5/27/16 and will continue each day after until testing is completed. Our biggest testing days will be 6/1/16 and 6/2/16. We will need approximately 20 proctors on these two days. Proctor training sessions will be held at various times before 5/27/16. We encourage you to attend these before testing begins. Proctor Training sessions will also be given each day before testing if needed. Testing begins in the morning around 8:00 a.m. and you are requested to arrive by 7:30 each day. If you are interested in volunteering as a proctor on any of those days, please contact Dacia Quate, Testing Coordinator at Alamance Elementary at 697-3177or email her at quated@gcsnc.com. If you have a student at Alamance, please provide their names and grade levels when you contact Mrs. Quate. Thank you and all of us at Alamance appreciate you and your service to our school and community!

EOG Remediation

For the next three weeks we are operating under "remediation mode". Our schedule will look a little different. Math will not end until 9:50, and we will not have guided reading. Recess, lunch, and specials will remain at the regular times. We will still have social studies at the end of the day.

Students will be earning "tickets" in math and reading for correct answers on independently completed assignments. On May 31, we will host our second annual "EOG Carnival" where students will have the opportunity to spend their tickets on various carnival - type games, and of course popcorn! If you can volunteer on May 31 (in the morning) to assist with the carnival, please let me know.

This week's secret phrase:

No matter how many mistakes you make or how slow you progress, you are still way ahead of everyone who isn’t trying.

~Tony Robbins

Social Studies

Last week in social studies students began their main project for this quarter: The ABCs of North Carolina. Students viewed several examples of previous projects (including Ms. Beasley's own 4th grade book!). Students had at least three days to write down something unique about North Carolina that corresponds with each letter of the alphabet (except X). Students used their social studies books, old social studies books that I've saved from years past, and resources from the library (I checked out every book about North Carolina from the media center). Several students finished ahead of time and started gathering pictures to add to their books. Next week we will focus on the explanations for each letter. Students will write at least two sentences explaining how the word they chose pertains to North Carolina.

Students seem enthusiastic about this project, and several students have gone above and beyond by researching and gathering pictures at home! However, other students have not used their time wisely in class, and are now behind because they have not come up with something about North Carolina for each letter of the alphabet. This project will count as the majority of your child's grade in social studies for 4th quarter.


Students will continue to have homework each night as we are preparing for the EOG. Reading homework for the week will come home on Monday, but it may look a little different than the typical reading response selections. Math word problems will also come home. Students are still encouraged to read nightly for 20 minutes and to use MobyMax to review math skills.

Vocabulary for the next three weeks will consist of math terms. This week's words: convert, factor, multiple, area, perimeter, double, quotient, prime number, minimum, maximum

Did you know that some praise can actually hinder school performance?

**Click on "Interesting Read: Growth Mindset" to go to the parent website to learn more about a growth mindset.

Children who understand that the brain can get smarter—who have a growth mindset—do better in school because they have an empowering perspective on learning. They focus on improvement and see effort as a way to build their abilities. They see failure as a natural part of the learning process. In contrast, students who have a fixed mindset—those who believe that intelligence is fixed—tend to focus on judgment. They're more concerned with proving that they are smart or hiding that they're not. And that means they tend to avoid situations in which they might fail or might have to work hard. Many studies show that children who have a growth mindset respond differently in challenging situations and do better in school over time.

A growth mindset focuses students on learning, rather than simply performing well. You can see this when you look inside the brain. In one study, scientists brought people into the lab. They put an EEG cap on their heads to measure how active their brains were. While scientists were measuring brain activation, they asked participants a trivia question. Participants gave their answer, and then the scientists told them if they were right or wrong. In other words, they were given performance feedback. The scientists found that the participants with a growth mindset and with a fixed mindset both had active brains when they were told whether they were right or wrong. So all participants paid attention to the performance feedback. What’s interesting is what happened next. Participants were told the correct answer. And again, the scientists looked at how active the participants’ brains were. The brains of people with a growth mindset were significantly more active than the brains of people with a fixed mindset. People with a fixed mindset were tuning out after they found out if they were right or wrong; they weren’t interested in learning the correct answer. At the end of the study, the scientists gave participants a pop quiz with the same trivia questions. Not surprisingly, the people with a growth mindset did better.