- 30 May, Monday: Grade 4 & 5 “Books to Eat” Books to Eat – Click here to learn more!.
- 1 June, Wednesday: Summer Sizzler. This will be a fun day where the elementary students will participate in many activities to help celebrate what a fantastic school we have. The upper elementary students will have their Summer Sizzler in the afternoon from 12:20 to 2:45. Students will need to bring:
- Clothes that can get wet and their House Shirt
- Proper shoes to run and play in
- A change of clothes
- Sunscreen, hat, and maybe even a coat in case it is cool out
- A positive attitude and be ready to have some fun
- 8 June, Wednesday: Last day of school; half day for students
In this final week of Historical Fiction Book Clubs, we wrapped up our class read aloud and our book club novels. We focused our attention on the endings in our books, and through the ending of the class read aloud, Number the Stars, we came up with two new ideas to add to our reading thinking.
The first was that a story’s ending helps us reflect on how things fit or don’t fit together in the book; we pay special attention to parts that surprise us because sometimes those parts are sources of new realizations. When I asked the students to reflect on the ending of Number the Stars through the lens of ‘power’, they suddenly realized how the ending changed their thinking about who really had the ‘power’ in this story- it seemed to be the German Nazis on the surface level, but the efforts of the resistance fighters, the fisherman and the scientists showed that the power of cooperation triumphed over the power of fear.
The second idea was all about discovering universal themes across books…how when we have developed some thinking about a big idea in one story, sometimes that thinking helps us find similar ideas in another story. The class was so ready to show me how ‘survival is a group effort’ was true in Number the Stars but was the opposite in Rose Blanche. The Rosens from Number the Stars were able to escape to Sweden because of the help of many, whereas Rose Blanche worked all on her own to feed the children in the concentration camp and ended up killed in the crossfire.
This unit of study has been a most thought provoking and rewarding one for our class…the students are certainly encouraged to take their newfound skills into their independent reading lives!
Wrapping up Units 11 & 12
Skills your child should know before they take their unit 11 & 12 assessment.
- The students have learned ways to convert units of measure between ounces, pounds and tons. For example 1 ft = 12 inches
- They will also record measurement of equivalents from liters to milliliters. For example 3.25 L = 3,250 ML
- Another way they have been converting units is from minutes to seconds. For example 5 min. = 300 seconds
- They should notice when you convert from a smaller unit to a larger unit ( such as from ML to L )? That you need to divide to find the equivalent measure.
- The students have an understanding of grams and ounces as units of weight and mass.
- They should know the relative sizes of similar units and to be able to make reasonable estimates.
- Be able to find equivalent measurement conversations in the US Customary System, including those with fractions and those in number stories.
- To find equivalent measurement conversations in the Metric System, including those with decimals and those with number stories.
- Be able to apply the formula for calculating the volume of rectangular prisms and other rectangular based solids.
- Be able to identify properties of polygons and geometric solids using vocabulary such as bases, edges, vertices, and faces.
- Be able to work on clear explanations of processes in open ended responses.
Home Connection: Please challenge your child to convert from the Metric to the US Customary System and see if they can do it!
This week in Social Studies we continued with our Project Based Learning Unit on Leaders. Based on our driving questions “What actions does a leader take to improve the quality of life? How can you help?” Students are off and running in their groups, answering the second part of the question – How can you help?
This week I’ve seen some amazing problem solving, excellent teamwork, and highly motivated students taking actions to improve a specific quality of life. Next week we will wrap up this unit and share out with the other 4th grade classes what each group did to help improve the quality of life.
Home-connection: Talk to your child about what their group has done and what still needs to be done before the deadline next Friday.
Over the past week writing was again integrated into social studies and reading lessons.
Students continued working on their final projects for our social studies unit, “Take Me to Your Leader,” creating an advertising campaign to convince an audience to support a quality of life issue. Each team of students is working on different products, so there is a wide variety of writing including:
- nonfiction articles
- scripts for short skits
- Research and documenting current events in women’s soccer
- Powerpoint on ways to decrease the use of fossil fuels
Students were able to draw on all of the writing lessons over the year as they applied them to this exciting project.
In our historical fiction reading unit, students also engaged in a number of writing-related activities. They continued writing their daily reflection for their current (and final) book club novel, took notes as they read, practiced writing notes about their book without overgeneralizing, and drafted a passage identifying their book’s theme and supporting it with evidence.