Week of 9.24

Another lovely weekend in paradise! I could get used to this! 

This week, we will have spelling/vocab again as we continue to read Harriet the Spy in class. We will also look at fables, and what makes them different from fairy-tales, tall tales and legends. Students will continue to engage in discussion about our novel, and perhaps, have a quiz.

Mrs. Jenkins would like all students to bring their flashdrive and project/book report to class to work on typing it. Even if they have completed it, students should bring a copy to Technology. They can work on editing and ramping up the vocabulary.

A parent asked about using the website Prezi (http://prezi.com/) for the fable presentation. I looked it up and it is an awesome sight. I highly recommend everyone check it out. I was informed that I will not be able to use Youtube in class this year, which is a major disappointment for me, as there is a wealth of useful videos available for free to teachers.

Vocabulary/Spelling

Week of 9/24/2012 from Harriet the Spy

4A (13 sentences) and 4B (14 sentences)

nervous

approached

loathe

crossly

continued

peculiar

restrain

triumph

consoled

unconcerned

pompously

arrogantly

spewed

discreetly

distributed

annoying

dilapidated

 

Vocabulary/Spelling

Week of 9/24/2012 from Harriet the Spy

(15 sentences)

4C

simultaneously

decisively

loathe

crossly

careened

restrain

triumph

consoled

pompously

arrogantly

spewed

discreetly

distributed

iniquity

unmitigated

exceedingly

dilapidated

 Dates to remember:

*Emergency Evacuation practice during carpool: 9/25, beginning at 3:05. We will practice the emergency evacuation plan, please be patient and remember, safety first!

*1st Book Report and Fable Project (2 different assignments) : due 10/05 (see blog or handout for more information on this or any other book report assignments)

*Picture Day: 9/27

*Scholastic Bookfare: 10/8-10/12

*Report Cards/Awards Day: 10/26

This was e-mailed to everyone who's e-mail address I have:

A note about he progress report that went home on Friday: they are somewhat deceptive. I spent the first two weeks of school getting to know and assessing students. There are fewer grades on the progress report than there usually are and, therefore, they count for more than they normally would. That said, I do tend to have longer term assignments and fewer assessments than students and parents are accustomed to. I believe this approach benefits students ability to truly understand and absorb information. Grades will fluctuate throughout the year.

Dear Parents,

Regarding Grades and grading for the 2012-2013 school year: This year, North Carolina has begun implementing the Common Core Standards for all grades. The EOG testing this year will be reflective of the changed curriculum. What does this mean for you? Standards have been raised and grading will reflect this. This does mean students  aren’t working or trying as hard as they are able. It is just a reflection of the higher standards that the state is now requiring from all students and from their teachers. Grades should be tied to EOG results, at least to a degree. There are always students who do magnificent work in class and who just don’t test well, but that is the exception.  Please understand, a “B” is a good grade, it is not reason to panic or think you suddenly have a lazy child J, you do not.  I am being asked to insist that children develop critical thinking skills to tackle the increasingly difficult nature of the world.  Students must tie their thoughts to the reading or their writing. They must read more informational text with a critical eye. Offering up personal stories about the reading, instead of connections between the world and the reading, is no longer the accepted approach to communicating understanding.  The fairness of throwing this at students and parents is a moot point. This is the curriculum we are given and the guidelines to which we must adhere. I understand this is somewhat tough, but ultimately, it will lead to better students and a stronger country. We must begin to make sure our students will be prepared for college and to compete in a changing world market.  The new standards attempt to address this issue. Here is some very good and helpful information:

NC DPI information regarding Common Core Standards:

http://www.ncpublicschools.org/acre/standards/common-core-tools/#goela

 from Wake County Schools regarding Common Core: http://www.wcpss.net/common-core/   

Week of Sept. 17

4th grade is rolling right along and I must say, I was a little apprehensive about teaching students so young, but I am really enjoying these kids. Most are so interested in learning, work really diligently and have a great sense of humor! My kind of people! Time is just flying by and I cannot believe we are almost ready to send home the first progress reports.

Speaking of progress reports...Last week, on Friday, I sent home your students current homework grade in their agenda. I asked for it to come back signed tomorrow. It is vitally important students do their homework daily. I just don't have time for them to reads in class for 30 minutes everyday and to be successful in school students must read daily. This homework is due everyday, unless we have a vocabulary test the next day (most Thursdays). Reading homework should absolutely NOT be done all on one day. The point is to get students into the habit of reading daily and writing about it. This helps create lifelong readers. It also aids in getting students to think about what they read, as they read it. Reading and writing the summaries all at one time belies the point of the assignment. It is also important that students read for 30 minutes. I am very suspicious when a student reads 4 pages in a grade level chapter book and tells me it took them 30 minutes to finish. Beginning this week, homework of that nature will not be accepted for credit.

I also sent home a note if your student didn't turn in their metaphor poem. Most students turned it in the next day, but I still have a few who haven't given it to me. That grade will show up as a "0" on the progress report and report card, until the assignment is handed in.

Speaking of that assignment, students did and awesome job on them and many line the wall outside the classroom. They are beautiful! I will hang many more in the classroom this week,as there isn't enough space to hold them all outside! I will try and get a picture of some of them to post here, so if you can't get to school to read them, you can still see them!

Looming in the horizon: Remember, our book reports and projects are due  Oct. 5th. Make sure your student understands the assignment and is working on it.

Here's a poem for you to read and discuss with your student. (Ask about them rhyme scheme, imagery and whether or not it has onomatopoeia or simile?)

Humanity                                          by Elma Stuckey

If I am blind and need someone

To keep me safe from harm,

It matters not the race to me

Of the one who takes my arm.

If I am saved from drowning

 As I grasp and grope,

I will not stop to see the face

Of the one who throws the rope.

Or if out on some battlefield

I’m falling faint and weak,

The one who gently lifts me up

May any language speak.

We sip the water clear and cool,

No matter the hand that gives it.

A life that’s lived worthwhile and fine,

What matters the one who lives it?

This week's vocabulary/spelling. Try and use these words in your homework summaries for extra practice! From Harriet the Spy, Chapter 2. Test on Friday!

Vocab for the Week:

Vocabulary/Spelling   Week of Sept. 17, 2012

From  Harriet the Spy

4A and 4B

4a will write 12 sentences, 4b will write 13 sentences

bounded

obnoxious

embracing

grimaced

enraged

horribly

thundered

dreadful

sneer

despised

stammer

scowled

startled

apprehensive

meekly

dignified

collapsed

Vocabulary/Spelling   Week of Sept. 17, 2012

From  Harriet the Spy

4C

4C will write sentences with 14 words

bounded

obnoxious

quizzically

grimaced

enraged

disapprovingly

thundered

dreadful

sneer

despised

stammer

scowled

startled

apprehensive

meekly

dignified

absentmindedly

Here is a poem., written by a 4th grader this week, using her spelling words. Enjoy!

Wolves in the Street  By Carlee Wilson

Walking down the

Street, nighttime. Hear a

Yowl, hear a yowl.

I’m petrified, but on

The other hand, this

Is way cool.

Wolves in the street,

Coyotes in the chimneys,

Foxes in the fence, filled

With anxiety, wait, is

That a dead deer at the door?

Canines in the sky

Canines in your hair

Canines, over here, Canines,

Everywhere, I feel a twinge

Of hope, a twinge of fear,

A twinge of curiosity and coolness

I mean, will I be spared?

Exasperated pets,

Exasperation everywhere,

My books interspersed,

I abruptly

Run!

Coyotes on

The roof, wolves in the wall,

I looked, dubiously

Everywhere, wait is

That a dog, afraid of

A fly?

Stare intently over here.

Intently over there, running.

I discarded all thought that

I won’t be spared, with

 Wolves acting sedately

Wolves behaving relentlessly.

Week of Sept. 10

Hey all! Hope everyone is having a great weekend, it certainly is a beautiful Sunday afternoon.

 Last week, students wrote wonderful metaphor poems, comparing themselves to something in nature or just something they feel represents them. We painted and used oil pastels to create a master work of art to accompany the poems. Many students even went the extra mile and typed their poems! I plan to hang them around the room and in the hall for all the enjoy in the next week, so be sure and stop by to check them out. We have some excellent poets in 4th grade!

I got this deal e-mailed to me and I wanted to share: We will be studying the Revolutionary War era next spring and this just sounds like a lot of fun at a great discount: Tickets must be purchased in the next 2 days!
Camp Flintlock Colonial Faire Admission for a Family of Four ($17), Admission for Two Children ($7), or Admission for Two Adults ($10)
Description: Your child has made great use of that history textbook -- as a means of raising the computer monitor on his desk, that is. Inject more life into his lessons and cultivate a true appreciation for days gone by with a trip to the Colonial Faire at Camp Flintlock. For $17 (regularly $34), score tickets for a family of four -- two adults and two children -- to this Four Oaks location. Or, pay $7 (regularly $14) for two children's admissions for ages 12 and younger, or $10 (regularly $20) for two adult tickets. On Saturday, September 22, from 10 a.m. until 4 p.m., you and your crew will be transported hundreds of years back in time to the 18th century. You'll get to experience writing with a quill and ink, throwing a tomahawk, listening to period music, viewing black powder firearms demonstrations, sampling early American cuisine, and shopping in a colonial store -- something that textbook can never bring to life.
website: http://www.livingsocial.com/cities/45/deals/456706-colonial-faire-admission-for-a-family-of-four

This week we begin the listen aloud (on ipod) to Harriet The Spy. This was one of my favorite books when I was young and is the recommended first read-aloud novel for the new Common Core curriculum. The book follows the antics of a young girl who makes mistakes, follows her heart, loses her friends and regains them and grows up a bit through the process. Harriet isn't your typical hero! Students may or may not find themselves liking her. We will discuss the book in class daily and there will be quizzes and a unit test. (I'll give dates for that when I see how fast we're going to go through it.) I hope students enjoy reading this book. Fair warning: the vocabulary in the book is advanced, as you will see reflected in the spelling/vocabulary words for the week. The words I selected for this week are taken from the 1st chapter. We will work on these words in class this week, but students will need to work on them at home too. I recommend trying to use them as often as is natural in their homework reading summaries. The format for the vocab test will be: students are expected to learn how to spell each word correctly and use 12 words out of the 17 in a compound sentence in 4a, 13 words in a compound sentence for 4b and 14 words in a compound sentence for 4c.

Spelling/Vocabulary Words   week of Sept. 10
4A
satisfied
intently
petrified
anxiety
discarded
twinge
briskly
interspersed
stern
abruptly
relentless
bellowed
loomed
motionless
timidly
contented
extraordinary

Spelling/Vocabulary Words   week of Sept. 10
4B
satisfied
intently
petrified
anxiety
discarded
twinge
briskly
interspersed
stern
abruptly
relentless
bellowed
loomed
motionless
timidly
contented
extraordinary

Spelling/Vocabulary Words   week of Sept. 10
4C

intently
petrified
anxiety
discarded
dubiously
twinge
exasperated
interspersed
sedately
abruptly
relentlessly
bellowed
loomed
motionless
timidly
contentedly
extraordinary

Week of Sept. 4

Hello! I hope everyone had a wonderful and restful 3 day weekend. I spent my time off in the mountains and enjoyed time spent with my family tremendously.
Just a few quick notes. This week:
-We will finish the metaphor poem that students began in class last week. We'll focus on adding figurative language in the form of onomatopoeia and a simile to the poem as well as using a few more interesting words.
-We will read Love That Dog by Sharon Creech aloud in class.
-We will revisit the poems we read last week and add a few more this week, using our newly acquired poetry terms: imagery, repetition, stanza, metaphor, among others
-We will delve into the vocabulary in our 1st real novel "Harriet the Spy", which I hope to begin by weeks end or early next week. The vocab is fairly advanced in this novel (which students will read along to and take notes to as it plays aloud in class). I will be giving students words in class to look up and use in sentences this week for a test grade. Please ask to see the words and talk about them with your students. Studies show a person must encounter and use a word at least 15 times before it becomes a part of their vocabulary.
-We will take the Words Their Way assessment to see how well students understand word patterns and phonics.