November 17, 2014
Do you have this kid in your class? How are you adjusting and meeting his/her needs?
Dates to Remember
Friday, November 14
- Karen Roof honored in Myrtle Beach as state P.E. teacher of the year
- Dental van
Tuesday, November 18
- SIC meeting at 7:30 a.m.
- Book study meeting - have read p. 1-40
- Superintendent visit (classroom visits in morning)
- 5th - meet with H. Wilson ESL audit info
Wednesday, November 19
- 8:30-9:30 a.m. board members and community members to visit; 5th graders to lead tours
Thursday, November 20
- GT field trip to Schiele Museum (Duer, Crosby, Batten)
- Thanksgiving lunch for K, 3, and 4
Friday, November 21
- GT field trip for 5th, Selle, and Gunter
- 8:30 Terrific Kid Program (remember to contact parents)
- Make up picture day
Change in Early Dismissal Policy
Students are not allowed to leave school after 2:00 p.m. UNLESS a doctor's excuse/appointment card is presented to the office by the parent at the time of dismissal. In addition, no transportation changes can be made AFTER 2:00 p.m.
F & P Window
Terri's Son Signed with Erskin!
Science --- From Kim Anderson
I hope everyone is finding out valuable information following the administration of the first science benchmark test. Discussions in PLC groups should be guiding your next steps towards review with students and hopefully the teaching of the current unit of study. I would love to be invited to take part in some of the post-benchmark discussions!
With exception of 4th grade, the second science benchmarks, will takeplace January 9 – 15, 2015 or once the teaching of the unit is finished. The benchmark should not be administered until the information has been taught to the students. 4th grade will complete their next benchmark (Animal Studies) between December 10 – 17, 2014.
Information has been added to the District Shared Science Resources module of each grade level master course on Canvas.
I hope the information shared with you on Oct. 13 was helpful and valuable. Several teachers have requested that I arrange sessions like this again. I am working on it!
Your current unit is Objects & Materials, specifically wood, paper, plastic, metal, and cloth. The kit is Wood & Paper.
Consider asking parents to send in a reusable shopping bag (fabric) containing the following:
-an empty tin can that has been washed clean
-a plastic shopping bag from 3 different stores (3 different types of plastic)
-an empty plastic bottle or jug that has been washed clean
-a cloth/fabric scrap
-a piece of cardboard or a small box
-an old magazine or newspaper
-something made of Styrofoam (as a type of plastic)
Tell parents that the items will not be returned. Keep the items for use next year.
In the classroom, set up stations where the students may sort the items.
-All plastic on this table, fabric on this table, etc.
-All human-made on this table, natural on this table
-Can hold water, cannot be used to hold water (uses)
-Magnetic, not magnetic
K.P.4A.3 Conduct structured investigations to answer questions about which materials have the properties that are best suited to solve a problem or need.
Students must actually use materials to build something and test its effectiveness. I suggest that they draw it first, then use available materials to build something, then discuss how their creation could be improved possibly with a different material. You may want to assign thisas an at-home project so that parents may participate. (Yes, I know they are in 5KJ). What could 5 year-olds build?
They could build and test boats made from different materials to see how well they float or how many marshmallows they will hold before sinking. http://www.cleanvideosearch.com/media/action/yt/watch?v=xKZrkZBSWbM
They could make umbrellas and see which is most lightweight and blocks the sunlight best.
They could make a garage for Matchbox cars or for a doll—maybe they are required to use at least 3 different materials for this project. What are the benefits of a garage made from cardboard vs. plastic?
They could make a shoe that actually fits their foot. What are the benefits of certain materials—sturdiness, waterproof, flexibility, etc.
They could make their own type of musical instrument using at least 3 materials. http://www.kinderart.com/teachers/9instruments.shtml
Theycould make a toy, then make a poster to advertise why it is fun to play with.http://www.dirtandboogers.com/50-handmade-toys-for-kids/
You should have received the collection of activities for your unit on the Sun & Moon in a previous ScienceInfo. It is attached to this email again. There is not a kit for this unit. The activities use materials that are easy to obtain.
You have a new kit for this unit on Pushes and Pulls. The kit is an in-district kit. It is a plastic container and a brown paper envelope. The instructions/investigations are inside and they are posted in the 2nd grade Master Course on Canvas. On. Oct. 13, Dr. Williams shared some great ideas as well.
You are continuing with the Earth’s Materials and Changes unit and preparing for the benchmark in a few weeks. 3rd grade benchmarks should take place between Dec. 1-5 or just prior to Thanksgiving break, if preferred. Your principal or AP should have forwarded you a separate email regarding this benchmark.
The next unit for 3rd grade is Heat and Changes in Matter. For this unit you are likely using the Changes kit as presented by Jeannie Hill on Oct. 13. I have been asked to send out a list of the activities she did with everyone. I will forward it once I have it.
Has everyone ordered the crabs, millipedes and frogs? Have they arrived in good physical condition? I saw students enjoying them at Independence Elementary yesterday. Please be sure to give students ample time to observe all of the animals. Also, in your discussions, be sure to generalize. The animals you have in class are 3 examples of about 950,000 identified species of animals. The standards do not specifically deal with crabs, millipedes and frogs, but we are fortunate enough to have these as samples to observe for how they use theirsensory organs, patterns of behavior and physical characteristics and changes to their environment.
I heard a student ask if the hairs on the crab's legs made them mammals since mammals have hair or fur. Wow! Great question…it's important for students to understand that it's not a single characteristic that puts organisms into a particular category, and that sometimes there are exceptions. For example, mammals have hair or fur, they are warm-blooded, they have live births, and they produce milk for their young. There are however, some exceptions. There are 3 mammal species that do not have live births, they instead, lay eggs. They are still considered mammals because of the other characteristics they share with mammals.
Here are links to some animal classification cards that you may want to use during this unit.
Please send me some pictures of students and their k-nex cars! As for ramps, I know that following the presentation on Oct. 13, we had to order more ramps. If you have requested them, but have not received them, rest assured they are on the way! Several schools have long, hallway-length ramps, some are more like hills! Think of using these as the surface for some of the testing of your k-nex cars. Attached, please find the graph we completed on Oct. 13.
Erica Adkins Nov. 4
Heather Rollings Nov. 25
Heather King Nov. 29
Denise Pagoota Nov. 30
1st, 2nd, and 5th bag lunch
k, 3, 4 bag lunch
Make up Picture Day
F & P Reminders
F & P Assessment Testing Window
November 13 - December 19, 2014
- Where to begin - The starting point should be at the student’s current Instructional reading level (guided reading level) or a level below. As the child’s teacher, you should know their Independent levels from Independent Reading/Conferencing/Informal Running Records.
- Critical Issue of Comprehension – The level of comprehension is very important in determining the overall score in the assessment. Inflated scores hinder student progress so consider responses carefully as you assess the student’s level of understanding. Information on the comprehension conversation can be found in the Assessment Guide of System 1 (pages 29-35) and System 2 (pages 29-36).
- The goal of F & P – The objective of the F & P Assessment is to find the Instructional level. When following the correct procedures for administering the system, you will obtain an Instructional level and a Hard level.
Remember: Getting the Hard level defines the actual Instructional level, so you need to continue assessing until a Hard level is reached. All students will have a minimum of two assessments.
F & P Folders Nov/Dec 2014
All Intervention Team Planning Sheets
All F & P Summary Forms for all grades
Hard copies of F & P testing from Fall 2013-14 school year
Additional assessments (according to the Literacy Expectation Guide for specified grade level) from Fall 2013-14 school year
Dear Recycle-Bowl Participants,
Can you believe we're already almost halfway through Recycle-Bowl 2014? This Friday marks the end of the second week in this year's competition and it also marks Halloween!
- Don't forget to recycle all your plastic bottles and containers. Make sure all the yogurt containers and pudding cups are in the recycle bin!
- Make sure you have recycle bins in the teacher's lounge. Collect all the bottles and cans.
- The City of Rock Hill has made recycling easier, combine your paper and other recyclables and put them all in the blue roll carts. No more sorting!
- Cardboard should still be separated and put in the red dumpster.
For any questions, please send an email to email@example.com or call 803.329.7027