Rooney & Hassman's Tribune

Week of Jan 11- Jan 15

What is going on next week?

The week's schedule:


Monday, Jan 18th -- Day 4 (Hassman -- PE ), (Rooney -- Music) Math MAPS Test

Tuesday. Jan 19th -- Day 5 (Hassman -- Music / PE ), (Rooney -- Spanish, Music)

Wednesday Jan 20th- Day 1 (Hassman-- Art), (Rooney-- PE) Rooney Library

Thursday Jan 21st- Day 2 (Hassman --Music and Spanish ), (Rooney - PE and Spanish) Hassman Library; Division Math Test

Friday Jan 22nd-- Day 3 (Hassman -- Spanish and PE), (Rooney -- Art,)

News, reminders, and more!

Reminder:

No School Monday, January 25 - end of Term 3

Report cards will be on-line Tuesday, 1/26.


DreamBox Weekly Homework

Just a reminder that students should be completing 30 minutes of DreamBox a week at home. DreamBox challenges students where necessary while also supports them in concepts they may need to revisit. DreamBox is personalized to your student's needs and is a great resource!


Field Trip -- Holes, First Stage

On Tuesday, January 26th, the fourth grade classes will be attending the play Holes at First Stage in Milwaukee.


Students should bring a cold lunch. They will have a snack/light lunch prior to leaving at 10:30, and will have a chance to eat again when they return to Horizon at 2:00pm (there will not be a place to eat at the theater).


Read to Succeed

Students in both sections received papers prior to winter break 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 Testing

MAPs goal setting --These are sites developed with direct links to skill practice related to MAPs testing.

Winter Reading MAPs testing results:

Mrs. Hassman's class -- 92% of the class made growth with the MAPs scores (from the Fall to Winter). This section also had 52% of the students scoring 5 or more points higher on their test this time around.

Mrs. Rooney's class -- 48% of the class made growth with the MAPs scores (from the Fall to Winter). This section also had 35% of the students scoring 5 or more points higher on their test this time around.

Spelling challenge work, as well as meeting weekly Reading goals consistently played a huge role in those students who made large gains on their Winter Reading MAPs scores.


January MAPs testing

Math testing --- Hassman & Rooney: Monday, January 18


Reading

http://www.sowashco.org/ro/pages/studentlinks/map/reading.htm

http://clinton.k12.wi.us/maptest_sites/map_reading_rit.html


Math

http://clinton.k12.wi.us/maptest_sites/map_math_rit.html

http://www.sowashco.org/ro//pages/studentlinks/map/


Lunch choices

Just a reminder that 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).


SNOWSHOEING is at Horizon!!!

Horizon School began a snowshoeing unit in their physical education classes. The goal of this unit is to introduce students to this fast growing winter sport, get the students outdoors during the winter months, and to expose them to a nontraditional fitness activity.


On days that students are snowshoeing, they are expected t​o bring boots, a winter coat, and gloves/mittens. ​Snow pants are not required, but are highly recommended. Students not wearing boots will participate in an alternate activity. Announcements will be made each week letting the students know when they need to have the gear listed above.


Classes will alternate weeks in which they snowshoe. Mr. Scannell’s classes will snowshoe January 13th---­January 19th and Ms Higginbotham’s classes will snowshoe January 20th ---January 27th. This alternating schedule will continue as long as there is snow on the ground. Schedule is tentative and subject to change.


Questions and concerns can be addressed to Mr. Scannell or Ms. Higginbotham. Thanks for reading and we look forward to snowshoeing with your child!


Neil Scannell & Sierra Higginbotham (Horizon Physical Education Teachers )

Email: scannei@pewaukeeschools.org

higgsie@pewaukeeschools.org

Phone: 262­701­5552

What's Going on in Fourth Grade?

Math: Students have been working diligently on their Unit 3 Learning Models which means our Unit 3 test is approaching. Our test will be on Thursday January 21st.


Students will be tested on:

  • Using estimation to check if a quotient makes sense
  • Word problems
  • Multi-step word problems
  • Interpreting the remainder
  • Dividing up to 4 digit dividends by 1 digit divisors.


Looking for a particular video on a strategy? Please look below!

“Chunking”/ Partial Quotients Video

https://www.youtube.com/watch?v=By9Kwoz8oT4

Area Model Division Video

https://www.youtube.com/watch?v=wqz2W9QkpjY

Expanded Notation Video

https://www.youtube.com/watch?v=0yBAv8ijCZc


Social Studies: Students are discovering what it means to think like a historian! We are discussing how different perspectives can account for differences in stories, how word of mouth can account for discrepancies, how we can learn from our past, and how important it is to access multiple resources in order to discover the closest version of what actually happened.


Reading & Writing:

Students continued working on their nonfiction research projects this week. Topics for the week included: plagiarism, paraphrasing, summarizing, synthesizing and determining importance.


They should have a good deal of their work completed; however, they will still have some school time next week to continue working. Next Friday is the deadline for all typing on their document. If students are unable to finish by Friday, using the computer, they will be able to handwrite any additional information that they need to add into their books.


It is looking like Friday, Feb. 5th will be our Writing Celebration. We do not have a time set yet, but it's more than likely going to be in the early afternoon.


Unit Spelling work -- Unit 7 work is due this coming week.

Hassman's section: work and test is Thursday, 1/21

Rooney's section: work and test is Wednesday, 1/20

Ways to Help Your Child Take Responsibility for Actions

Mrs. Farrow shared an article with us during a recent meeting. It had some tips for helping children be responsible for his/her own actions. We've talked a great deal this year about how our actions and words can not only affect us, but also others.


It wasn’t my fault” and “he made me do it” are phrases kids like to put on repeat. A parent’s job is to help children learn to take responsibility for their actions, both because it’s right and because it helps teach them cause and effect. A lesson that will serve them well for life.

It’s a fact of human nature: no one likes to be wrong.

We don’t want to get in trouble.

We don’t want to face negative consequences.

We want the easy way out.

This goes for men, women, young and old.

*Hold each child accountable for their actions, not the one who “started it.”
  • Notice when your child fails to take responsibility for their actions and gently remind them where the responsibilities lay.
  • Require your kids to follow through with what they start.
  • Help your children own age appropriate tasks and chores by enforcing consequences if they go undone.
  • Help your kids learn to problem solve and ask questions when they feel powerless.
  • Discourage self-pity by having them think outside themselves.
  • Don’t become the referee.

Growth Mindset

What is Growth Mindset?

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

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:

https://sites.google.com/a/pewaukeeschools.org/mrs-rooney-s-fourth-grade/homework-page