The Longmore Learners

Week of September 8, 2015

Week in Review

We had a great week. Some highlights
-we reviewed for our Topic 3 test, using the online tool called Kahoot
-we took our first Topic test, it was hard.
-we took our Topic 4 pre-test
-we committed to a story that we will publish at the end of this week
-we talked about elaborating on details
-we continue to read Captain Nobody and talk about how you must have details from the story to support your thoughts.
-we had a mentor sentence quiz and a spelling quiz
-we met in small reading groups and discussed themes

Week of September 8th

Here are the things we will be working on this week.

We will be starting our Animal Unit this week. This encompasses science, writing and reading as we learn about text features, how to write a research paper and adaptations of animals. We will have some science experiments, which I hope are fun for the students. In Math, we will be finishing Topic 4 and taking the Topic test on Friday. We will have a review on Thursday. Please have students study their Math review test for the text on Friday.

Please support your student as they take the 40 book challenge this year. A great place to monitor this progress, is for students to use and take the Reading Count quizzes. It logs how many books you have read and how many words you have read, which can be a real incentive for students. I have had some parents ask if we still want them to read every night. I would love for them to read every night. That is the best way to be successful with the 40 book challenge.

We are starting Unit 2

4.2.1 (RI.4.2, RI.4.7)
We will look at the structure and the features of texts, in order to determine the main ideas expected to read in that text. We will have an idea of what to expect to learn in each section of text.

Science(4-LS1.A, 4 – LS1.D)

We will understand that an adaptation can be a physical structure that helps a living thing survive (either by helping it obtain food, defense from predators, or to survive a certain climate)
4.2.2 (RI4.2, RI4.9)

We will read short sections of text, then stop to name the main ideas presented in nonfiction texts. We will summarize the important information.

Science(4-LS1.A, 4 – LS1.D)

We will understand that an adaptation can be a behavior that helps a living thing survive (either by helping it obtain food, defend itself, or to survive a certain climate)

4.2.3 (RI.4.2, RI.4.5)

We will use the Descriptive Structure of a text to identify the main idea and supporting details. We will summarize the important information


Students will read to find examples of specific physical and behavioral adaptations in animals.
4.2.4 (RI.4.2)

We will determine the main idea and supporting details when there are not headings to support them. We will then summarize the important information in writing.


4.1.15 W.4.6

We will use google docs to publish our stories.

Assignment/Homework: type our stories into google docs.


4.1.15 (W.4.6)

We will use Voice Threads to share our stories with our peers.

Assignment/Homework: publishing party

4.2.1 (W.4.8)

We will get a sense of how informational texts go by analyzing a mentor text, and then plan the structure and categories of the informational topic.

We will begin to think about Big 6 Step 1: Task Definition

4.2.2 (W.4.8)

We will preview a collection of texts before research, thinking about the information/ topics they expect to learn in each

We will create an organizer to utilize during research and note taking. They will begin to identify the topic and subtopics they will teach through informational writing.

We will do Big 6 Steps 1, 2,3 : Task Definition, Information Seeking Strategies and Location and Access



No School


4-4 (NBT.B.4) We will know what regrouping means in subtraction. We will understand how to subtract with and without regrouping. We will be able to subtract whole numbers to the thousands place value.
Assignment/Homework: Math Practice 4-4


4-5 (NBT.B.4) We will know how to subtract numbers to the tens with and without regrouping. We will understand how to fluently add and subtract multi-digit whole numbers using the standard algorithm. We will be able to subtract numbers with zeros to thousands.
Assignment/Homework: Math Practice 4-5


Review for Test

Take Topic 4 test

Spelling Week 4

Here is the spelling list for this week.

Rule for this week: Vowel Team oo

oo as in moon is a long sound of oo found within and at the end of a root or syllable;
oo as in book is a short sound of oo that occurs within the root or syllable. Many of these words end with k.
• /oo/ book: diphthong
○ considered a short sound
○ used within the root word or syllable
○ exceptions - blood, flood
•/oo/ moon: diphthong
○ considered a long sound
○ used within the root word and at the end of a syllable
○ exceptions - door, floor


Dear Parents,

In 4th grade this year, we will be sending home a word list for spelling each week. We encourage you to focus on the pattern of the words with your child as you review the words with him/her. During the week at school, the students will be completing word work activities as they learn about the words and the weekly words' pattern. On Friday, in lieu of a traditional spelling test, the students will be given two dictation sentences that will include words that follow that week's pattern. If you have questions, please contact your child's teacher.


4th Grade Teachers

Vocabulary Unit 2

· Feature (a part or detail that stands out) Example: text features or animal features.

· Structure (a body part an animal has to survive) Example: structures as in animals/plants, buildings and a way to organize your writing

· Function (the particular purpose for which something is used for) Example: function of ears is to hear.

· Propulsion (the act of driving something forward) Example: how an octopus swims through the ocean.

· Mimicry (the resemblance of one living thing to another) Example: when an animal pretends to be something else for survival.

· Instinct (the behavior an animal begins life with and that helps it meet its needs) Example: natural ability.

· Regurgitate (bringing food up from stomach) Example: the owl regurgitated its owl pellet.

· Basic Needs (things needed for survival) Example: food, water, air, and shelter

Synthesize (to combine and organize ideas to make sense) Example: using multiple sources to make sense of a discussed subject.

Kahn Academy

I sent home sheets for parents to log their students into Kahn Academy last week. I am sorry that I forgot to address this in the newsletter. Kahn Academy is a math site, which allows students to move at their own pace through 4th grade (and other grade levels) math curriculum. It follows common core, which therefore follows our Math series. I would like all students to have access to it, but the website says that students under the age of 13 need to be signed in through a parent email account. In addition to using it as an extension program, I would also use it to help students who might struggle in a certain area by giving them additional practice.

Finally, I am considering doing a flipped classroom approach, which would mean students watch the video of the lesson at home for homework and then return to school and we do the bulk of the practice here, so that I can help them when they get stuck. Kahn academy has videos that might help make this work, which I could assign to students.

In case you no longer have the sign on sheet, here is the information to get started.

They need to:

Sign up at (or log in with their existing accounts)
There, in the "Add a coach" field, enter the class code 3Q8HH4
Once they are logged in, it will ask them to take a short quiz. This will determine the level they are within the Kahn academy math curriculum. That will give them a place to start when using it for extensions or intervention.


Just some helpful information. First of all, if your student is interested in the Mark Twain nominee books, please encourage them to read them. Mrs. Bender, or librarian (I know they are called something else now, but I can't remember the name) has a link to the list of books, plus a link to the site which has the quizzes. If you go to the Castlio website and then to the Learning Commons tab, there is a section with the books and links to the quizzes. Remember to login with your first name last initial and your teacher name.

Also I have the link to the Reading Counts website on my Schoology page, and Mrs. Bender has a link on For Students tab. You need this link to connect to the site that Castlio uses. Please encourage your student to read as much as possible and take these quizzes. It will log what they read, how many books they read and how many words they read. It is really an exciting way for them to monitor their own progress with reading.

Weekly Calendar

Monday, August 7th
No School

Tuesday, September 8th
Day 1

Wednesday, September 9th
Day 2
Keyboarding today
Celebrating birthdays in the cafeteria with the September birthday kiddos. Please do not make plans to join your student for lunch this day.

Thursday, September 10th
Day 3

Friday, September 11th
Day 1
Girl's Intramurals - 8:00 am

Log Ins
username: first initial last name: Example: tlongmore
password: student id#: Example: 123456
username: first name + last name + last three digits of student id (example:tonyalongmore456)
password: FHSD + Id number (example: FHSD123456)

Scholastics Reading Counts
username: Student ID (lunch number)
Password: Password1
first initial, last name and last 3 digits of the student (example:
Password: fh123456 (fh followed by the students id or lunch number)

Voice Threads
The link has to go to the FHSD subscription, so here is the link
email: the students ID number (123456)
password: francis

KidBlog (not ready yet)
You can click on this link and go directly to my site:
Then select your student's name and their password is 1234. In the future, I will get parent codes in the system, but as of right now, I do not have them.

Discovery Education (not ready yet)
first initial, last name @castlio (example: tlongmore@castlio)
password: 12345

Classroom Rules

The students spent some time working on what they would want to see in a classroom and from that idea, we spent some time working on what would expected and unexpected behaviors look like. We took those behaviors and categorized them to come with with some fairly simple rules, but they encompass a lot of behaviors.

Classroom Rules
1. Be Responsible
2. Be Respectful
3. Be Caring
4. Be Safe

Our DOJO point categories will reflect these rules.
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