Heritage Night!

Heritage Night was a great evening! I was so proud to support my flag carriers - Abby, Maddie, Molly, Luke, and Naomi! 

I was also super proud of our performers, Luke, Abby, Maddie, Kashika, Mayukh, Molly, Vineet, and Harrison!

Abby, Molly and I

Molly, Luke, Maddie, Abby and the youngest Michaelis, Ms. Nora

Mayukh and I

Vineet, Kashika and I

Part 1 of The Michaelis Brothers' performance...classic

Foster, mid-air, during their popular Irish jig

Finally, rocking out as U2

Mayukh, Kashika and Vineet performing a beautiful Indian piece that combined over 14 languages of India into one song!

Team America began with the National Anthem (memorized by a first grader-perhaps he could teach Christian Aguilera something? Kidding...)

Harrison and Luke performing to Born in the USA as a part of the American montage

Abby, Maddie and Molly during the firecracker portion

All together, Surfing in the USA

Again

This little cupcake, all decked out in pink and green, makes me want to take her home! :)

Congratulations to all of the students that worked so hard to perform.  I loved seeing you and supporting you!

11/30 Homework

Math:  all - pg. 49 f/b
ELA:  study vocab, NO spelling contract-instead complete the personal timeline

-Wear green for recycling day
-Return progress reports if you have not done so please

Writing

We began our informational writing unit on Monday. 

Informational- 5 weeks

Essential Questions:

·         What is informational writing?

• How do I create an effective timeline?
• What is correspondence?  How do I write a formal letter?
• What is an autobiography?
• How do I write a "How-to?"
• How do I publish a book?

Tonight there will be NO spelling contract! :)  However, instead, you will spend quality time with your child (dinner, breakfast, commute to soccer practice if need be) to complete his/her timeline of her life. 

In the event he/she loses it, here it is: 

Personal Time Line

Dear Parents,

        As part of our unit on informational writing, our class will be making personal time lines.  Please help your child fill out their own individual time line information sheets with a date or an approximate age at the time of the event.  We will use this information to make the time lines and write our autobiographies in class.

Early Moments

Birth __________________________________

First Word ________________________ When?____________

First Walked _________________________________

Health

Illnesses___________________________________________________________________________________________________

Accidents, stitches, broken bones, etc.________________________

__________________________________________________________________________________________________________

Travel

Special Trips ___________________________________________
_____________________________________________________

Outings _______________________________________________
_____________________________________________________

Favorite Places _________________________________________
_____________________________________________________

Family Events

New Brothers or Sisters__________________________________
_____________________________________________________

Parent’s New Jobs_______________________________________
_____________________________________________________

New House, Family Moves, etc______________________________

_____________________________________________________

Developing Talents

Music Lessons__________________________________________
_____________________________________________________
Dance/Gymnastics____________________________________________________________________________________________

Sports

First Sport ____________________________________________

Awards_______________________________________________

Other _______________________________________________

Education

Kindergarten_____________________________________

    Teacher______________________________

First Grade_____________________________________

    Teacher___________________________________

Second Grade______________________________________

    Teacher__________________________

Third Grade______________________________________

     Teacher

Significant Others

Friendships_________________________________________________________________________________________________

First Friend______________________________________

Other Information for Time Line___________________________

_______________________________________________________________________________________________________________________________________________________________

Thanks for your help!

This is the Checklist for the final timeline that will be turned in:

Timeline Checklist

ü  Five important events from your life are included

ü  Events are in Chronological Order 

ü  Specific dates are included for each event

ü  Each event is illustrated

ü  A description of each event is included. 

o   The description is well-written

§  Words are spelled correctly

§  Sentences are complete

§  Sparklers/strong verbs are used

ü  Final product is neatly written and glued together as a one strip

11/29 homework

• Math:
• All:  make a tally chart (on the same page as the survey) and bar graph (on the graph paper) from the favorite ice cream survey.
• Remember to make an appropriate scale (0-a little higher than the largest data point)
• Make an appropriate interval for each line.  (1's, 2's, 5's-depending on your data)
• Do not make the graph in a tiny little corner of the paper-remember it's a visual representation of data that is easy to read, neat, and makes your reader understand the data. 
• Label the X and Y axis (remember x is across/horizontal, and Y is vertical/up and down)
• Make a title for the graph (turn the survey question into a statement)
• You are the creator! Let your math be a masterpiece!
• Pink: also complete the reading bar graphs page f/b
• LA:  weekly homework
• Bring money in for book fair
• Signed papers (they are HUGE this time!)

Homework 11/28 and announcements

Math:  (both groups):  48 f/b
ELA:  Weekly LA homework - spelling contract and study vocab (words are hard this week!!!)

Tomorrow night is Heritage Night at 6pm in the cafe (I will be there to support the kids!!!)

Tuesday night - as Keri emailed, if you choose to do so, send in $ for your child for the bookfair.  We browsed on Tuesday, so they already have their wishlists.  We are shopping Wednesday afternoon. 

Thursday is recycling day, so wear green! 

Coach Rogers needs the "Get Fit, Get Active" forms by the end of the week!

Spelling/Vocab and new units

Our Unit for Math:

Math Unit 3: Data/Graphing

Standards:

·         M3D1. Students will create and interpret simple tables and graphs.

·         Solve problems by organizing and displaying data in charts, tables, and graphs.  (ITBS)

·         Construct and interpret line plot graphs, pictographs, Venn diagrams, and bar graphs using scale increments of 1, 2, 5, and 10.  (ITBS) (Note: you are teaching line plots, NOT line graphs!)

·         M4D1.a Construct and interpret line graphs, line plot graphs, pictographs, Venn diagrams, and bar graphs. (Note: Advanced students are adding line graphs to their instruction).  (ITBS)

·         D1a.The student understands that information and data can be organized and displayed in different types of charts, tables, and graphs.

·         D1b.The student understands that diagrams and graphs provide information about the data.

·         M4D1.aThe student understands that different types of graphs and charts display quantitative information to give the reader a snapshot of the information.

Essential Questions:

• How do you create a bar graph or table?
• Why would you organize data in different ways?
• How do you display collected data?
• What parts are needed to make a complete chart, table, or graph?  (title, labels, etc.)
• How do I decide what increment scale to use for a bar graph?
• How do you interpret data in a graph?
• How can I show data using a line plot graph?
• How do I decide what symbol to use when constructing a pictograph?
• How do I use a Venn diagram to compare data?

This is an 8 day unit.  We will test next Wednesday, December 7th.

LA: 

Note:  Green group:  use username "bellagamba" for spelling city

Green: 

Why Mosquitoes Buzz in People’s Ears

Spelling

started

card

park

smart

star

shark

mark

barber

party

pardon

bark

tart

carpet

farther

barn

Vocabulary

satisfied -  having one’s needs or desires fulfilled

duty – job or responsibility

council – meeting called to find answers

mischief – behavior that causes problems for others

nonsense – words or ideas that are foolish and have no real meaning

tidbit – small piece of somethin

Pink:

Time for Kids

Spelling Words                 

weighs

ceiling

field

reindeer

freight

eighteen

neighbor

receive

weird

chief

believe

seize

either

fierce

relief

windshield

pierce

thief

achieve

eighth

Vocabulary Words

pondering - to consider carefully

guardianship - one who legally cares for a person or the property of another

spectators - a person who watches an event but does not take part in it

vibrant - energetic; bright

statistics - a collection or set of numbers, facts, or other data

proficient - very skillful through training or practice; expert

gaze - a long steady look

sodium - a soft, light, silver-white metallic chemical element;  a component found in common salt

Science Unit 3:

Minerals, Rocks, and Soil -                          

Standards

explain the difference in rocks and minerals

recognize the physical attributes of rocks and minerals using observation (shape, color, texture)

compare similarities/differences of texture, particle size, and color in top soils (such as clay, loam or potting soil, and sand)

determine how water and wind can change rocks and soil over time using observation and research

Essential Questions

How are rocks and minerals alike and/or different?

Why is soil important?

How does water and wind affect rocks and soil?

It will be a ten day unit, we will test next Friday, December 9.

Progress Reports, etc.

Per Mrs. Pupillo, progress reports will be sent home next Tuesday, 11/29 and 12/13. 

We are starting brand new units in math, science, and reading/language arts on Monday.  It would be a great idea to continue to study multiplication facts. **Once the kids are done in under a minute, starting in January, they get to race the teacher!!! 

We will also be memorizing the states and practicing with songs, centers, puzzles, online games, etc.  Practicing would be a great idea as well. 

Challenge your kids - make some of these goals exciting - if you memorize these ten states this week, you can get a new book, have "Mommy-Daughter Only Ice-cream date," go to the park with Dad, earn extra educational game time on the computer, or have a family bowling night.  Incentives that increase family time or education value work double duty!!  :) 

Have a wonderful thanksgiving!!

Monday night HW

Study/Review SS study guide and rivers/mountains

Study/Review math study guide  - pink group also has word problems - only do the evens!! :)

The good ole US of A

We will be memorizing all of the states by the holiday break.  Maps are all over CRCT, and in general it's important to know the states.  The placemats from Target/Walmart are great ways to practice!  I am also planning to laminate some blank maps as they learn the states.  They already have 13 down because of the colonies!  :)

Here is a blank to practice:



Here are the answers:



This is why we memorize the states....  so our generation's kids are not thinking like this.  This is for the blog readers out there to make you laugh! :)

Here are some games:

http://www.sheppardsoftware.com/web_games.htm

http://www.sheppardsoftware.com/states_experiment_drag-drop_Intermed_State15s_500.html

http://www.yourchildlearns.com/mappuzzle/us-puzzle.html

http://www.ilike2learn.com/ilike2learn/unitedstates.html

http://www.kidsgeo.com/geography-games/united-states-america-map-game.php

http://gamequarium.com/usgeography.html

http://www.lizardpoint.com/fun/geoquiz/usaquiz.html

http://www.funbrain.com/where/

http://www.surfnetkids.com/games/united_states_geography.htm

Fifty Nifty United States Song that the kids learned in 1st/2nd grade:  http://www.youtube.com/watch?v=ivpUBvOeD1s

*One of my old students also just reminded me it's great to know the states for the Geography Bee in 4th and 5th grades!

Tests tomorrow

-SS map quiz (literally all vocab and a map to label rivers and mountains)
-SAMS unit 4 test

Here are the study guides:

Green group:

Name: __________________________ #:  ________ Date: ______________

Unit 4 Study Guide – On

1.  What does the denominator of a fraction tell you? 

          a.  how many pieces the whole is equally split into

          b.  how many parts you have

          c.  your favorite number

2.  Sally had 6 apples.  She ate 1/2 of them.  How many did she eat?  Show your work below. 

Sally ate _________apples.

3.  Steve had 12 bagels.  He ate 1/3 of them.  How many did he eat?  Show your work below. 

Steve ate _________bagels.

4.  Use this circle to show 6 equal parts.                Use this rectangle to show 8 equal parts.

5.  Use the following rectangles to show the shaded amount. 

two-thirds                      one-fourth                      four-sixths                         one-half

6.  Tamara and Janice were eating pizza.  Tamara ate 3/8 of the pizza.  Janice ate 1/8 of the pizza.  Use this circle to show what portion both girls ate.

How much did Tamara and Janice eat all together?  _________

How much was left over?  _________

7.  Carlos and Miguel are making a lasagne.  The lasagne will be divided into 10 pieces.  Carlos will eat 2 tenths of the lasagne and Miguel will eat .7 of the lasagne.  Label the portions of lasagne that Carlos and Miguel will eat.

Write each portion as a decimal and a fraction.

Carlos:  Fraction                    Decimal                     Miguel:  Fraction                 Decimal                     

8.  Samantha has ten silly bandz.  ½ are tie-dye.  1/5 are sea creatures.  The rest of the ten are sports-shaped silly bandz.  Show your work below.

 

How many silly bandz are tie-dye?                      

How many silly bandz are sea creatures?                                   

How many silly bandz are sports-themed?                     

9. Circle the common fractions.

2                  1                  1                    3                   1                   9                     

22                3                  4                    19                 2                   51

10.  Circle the decimal fractions.

 3                   2                  1                    40                  12                    5            

10                   3                   4                    100                15                    10

11.  Circle the numbers below that have the TENTHS place bolded.

87.3                      689.2      9.1      102.5                      711.6               34.9

12.  Sandra ate .8 of a bag of Cheetos.  Write the fraction that is equivalent to .8.  _____

13.  Mariana ate five tenths of a bag of celery.  Write the fraction that is equivalent to five tenths.                                     

14.  Write a fraction and a decimal for each shaded part. 

                                                                            

a.    Fraction:                                                                    c.  Fraction:                            

b.    Decimal:                                                                     d.  Decimal:                          

15.  Jane ate 3/6 of a cookie and Mike ate 1/6 of it. Which number sentence shows the fraction of the cookie they ate all together?

	1		3		4			1		3		3				1		3		4				1		3		4
A.	―	+	―	=	―		B.	―	+	―	=	―			C.	―	+	―	=	―			D.	―	+	―	=	―
	6		6		12			6		6		6				6		6		36				6		6		6

16.  Write the equation for the following problem:  Todd ate ¼ of a pizza, Tia at 2/4 of a pizza.  How much did they eat all together? 

Equation:                                                            Answer:                                      

17.  Write the equation for the following problem:  Tony had 7/8 of a pot of spaghetti left over from dinner.  He sent home 3/8 of it with Tom to eat for lunch the next day.  How much does Tony have left over?

Equation:                                                            Answer:                                      

18.  Write the equation for the following problem:  Sienna completed 2/6 of her homework at school.  She completed another 2/6 before ballet.  How much of her homework has she done? 

Equation:                                                            Answer:                                      

How much homework does she have left to complete after ballet?  Answer:                                              

Pink group: