In reading this week we shared our vocabulary words. The students are discovering some great vocabulary words in their novels. We took notes and talked about characteristic traits in our Reader's Notebooks. We will be discussing the traits of the main characters in our read aloud, Wolf Hollow. The chapters we read this week were quite intense! Poor Ruth lost her eye, and little Henry was badly injured. Annabelle decides that it is time to tell her father just what has been going on with Betty. We have a lot to think about.
Students are working hard on their essays. This week we typed our body paragraphs, and we discussed and identified six types of interesting introductions: telling a story, attention getter, strong opinion, question, state a fact, or give a statistic. Students will have an opportunity to send a survey to their classmates next Wednesday that will support one of their paragraphs.
This week in math we have continued working on division. Our focus has been on remainders and what to do with them. We have learned that each story problem really needs to be analyzed to determine what happens with the remainder. For example, we investigated how many times Phinneas and Ferb would need to run their roller coaster, if 30 kids could go at a time, and there were 252 kids who wanted to go. The students had no problem deciding that the number model was 252 ÷ 30 = r, but when they did the division the quotient was 8 with a remainder of 12. The children realized that this remainder represented the 12 children who hadn't had a chance to go in the first 8 times the roller coaster ran, so the roller coaster needed to run a total of 9 times. We learned how to use pictures, diagrams, tables, etc. to help us model the division problems. This really helped us to "see" what was happening in the division problem.
Bugs! In science this week we finished up our final version of our grasshoppers. The improvement between our first and third drawings was unbelievable! Once we learned how to look at specimens like scientists, we observed isopods and darkling beetles. Students drew detailed observations of the bugs and recorded both qualitative and quantitative observations about their bugs. We also began our research into our chosen biome. Students will investigate location, climate, animal and plant adaptations, and any other information they choose. After we finish our inquiry students will choose a project to show what they have learned. |
| Isopod Observation |
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| Wow! Awesome improvement! |
Conversation starters:
- isopod
- darkling beetle
- inquiry process
- remainders/quotients
- qualitative/quantitative observations
- his head is in the clouds
- Ruth
- interesting introductions
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