## Valentine's Day

Valentine's Day is around the corner! That means valentines and class parties. In preparation, we have created a sign up for you to sign up to help contribute items to the party. Below are the teacher's sign ups.

Garza/Villanueva: www.SignUpGenius.com/go/30E084DACA623A1FB6-valentines

In addition, each classroom teacher will be sending home instructions for how they are going to do the Valentines for their unique classroom situation. Be on the look out for more information.

## Math

In math, students learned how to give a glow (wrote what they did well, as reflected in the fact that they met their learning target) and grow (wrote about what they need help with to accomplish their learning target) to themselves and their peers. They learned that it is imperative to give detailed feedback because it will assist them in determining what areas they need improvement on so that they eventually become better learners. As they were looking for their work in SeeSaw, they noticed that parents and peers were not giving detailed feedback and/or were not logging in. This is why they decided that it was the problem, which gave rise to PBL (Project-Based Learning). We, the teachers, are very excited to be part of this exciting adventure that your child is going to take control of for the next couple of weeks. We can’t wait to see the final solution to this problem that they are going to solve.

We also started module 7 this week, so please be on the lookout for the newsletter, which will have great tips on how to help your child at home.

## Science

This week in Science we have been learning about weather. We have learned that the sun's position can affect weather patterns. Weather patterns can change from hour to hour and from day to day. Weather patterns help Scientist predict weather. And finally, we have learned that the water cycle affects our weather.

This week in Reader's Workshop we have been working on making inferences and using text evidence to understand nonfiction texts. We have practiced making inferences by using background knowledge along with text clues (words and pictures) to infer, or thinking deeper, about the text when there isn't all the answers there. We then went on to practice finding text evidence to support our thinking. Ask your child about the inferences they have made about penguins.