Parents –
Another week down. Just want to fill you in on what we've accomplished and where we're going.
Here are the highlights, as always read on if you want more. Ignore the rest if you're busy, I won't be offended.
· Math – moving to whole number multiplication next week
· Reading – working on skills through the novel, Gathering Blue
· Writing – working on building up writing with details
· Spelling – the kids need to think more about how patterns affect sound
· Social Studies and Science – project work continues
We finished up our Place Value unit in math and had our benchmark for the next unit, Multiplication with Whole Numbers. We'll be looking at understanding multiplication, specifically that in two digit multiplication, it's the ones place and tens place being multiplied. We'll have a computation test, problem solving test, and the skills test next Friday (based on what we accomplish during the week). Any kids looking for something to do at home should jump on IXL for a while. I talked to some of the kids this past week about my plan in math, and I'll fill them all in Monday. I'd like to encourage them to do some extra work on IXL. Any student who completes an hour of IXL work during the week (Saturday to Friday) will be eligible for a 5 point bonus on a math test. My hope is that they won't need the bonus with the extra effort.
In Reading, we're working on book 2 of Lois Lowry's Giver series – Gathering Blue. I was really impressed by their insight. I've never had anyone "get" the color inferences until this class. I thought I would have to "baby-step" them into it. I was wrong. Ask them about the book, I hope you see the same excitement I see.
In Writing, we're working on details. I'm looking for it in the journal entries we complete during the week and in their Social Studies and Science work. We discuss how details enhance the understanding in our reading and I'm trying to show them how that translates to all writing.
With Social Studies and Science, we're still working on the project units (Civil War and Constructive/Destructive Forces). I don't do traditional lectures, but we still talk quite a bit about our subjects. Yesterday, after I decided I "didn't want to teach anymore," we went outside to identify destructive forces at work in our "backyard" (the school's backyard, not my backyard – can you see me walking them down Corner Road…). They really seemed to like it when I wasn't teaching.
We're working on the spelling throughout the year. The big issue, even though I explain it daily, is that the kids aren't thinking about how the spelling patterns affect the sound. They'll write that their words all have a "g" or they're all verbs. So much effort to not have to think about spelling…If only we could harness it for good. I've been very strict in the grading in regards to their Word Study sheets so I'm hoping they see that they need to put in some more brain effort.
I think they're starting to understand that most everything we do in this class is focused on thinking. It's the process that's the most important. I don't care if they have a bunch of big words, I want to see that they understand the topic. If they master the thinking, they'll be smarter. They can work on making it pretty later.
Thanks for your support and have a great weekend,
Shane Brazile
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