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May 23 Updates -- We are doing the Great Idea War and Peace this week. We actually started this cycle a couple of weeks ago during testing, but I extended it due to how we got off our routine in testing.
The spelling words and vocabulary (vocabulary centers on the theme of immigration) are as follows, and we have had extra time for that list also: invade, involve, include, immerse, influence, import, indebted, impose, inhabit, instruct. Vocabulary: (Definitions are on the whiteboard and have been for some time, should have been copied in kids' agenda books and homework journals). Acculturation, assimilation, naturalization, resettlement, segregation, integration.
March 28 Updates -- No spelling words, vocabulary, or Great Idea of the Week for this week or next! Enjoy your break! We are presenting the Secret Garden projects and winding up our study of that great novel! Projects look really good!
Special March 28 Spring Blog -- We are finishing 3 quarters of 4th grade! It doesn't seem possible. From a teacher's point of view, it's now all about the PARCC standardized Common Core testing in mid to late April. Praying for Green and Blue! :-) . If the kids are Blue, they exceed expectations; Green, meet expectations; Yellow, "approach"; orange ...; red -- we won't have anyone in orange or red!
In Reading PARCC -- the kids will have to read a fictional short story, and perhaps analyze point of view or author's purpose, perhaps write a sequel to the story, or an essay to analyze an aspect of the story. They also will have to read two non-fiction articles about the same topic, and also watch a video on that topic, and then write an essay to compare aspects from those sources, with citations. We can do it!
I had a wonderful experience today -- I called up each and every student and asked them what was the learning from 4th grade language arts that most struck them in their head or heart. I loved their responses!
S. said that it was the projects we have done because it lets her express her feelings about the novels we have read. Love that!
C. said it was learning how to do citations to the text -- to show where in the text you can point to evidence to support the answers you are giving. LOVE that! If they do that on PARCC, they definitely will be blue!
A. said that he liked learning about the Latin roots to words -- that was an enrichment I did, will have to do more of that! I didn't expect that.
T. said she liked the American Legion Essay. I loved this because that is a "real world" project. I feel that if the kids can do that -- a five paragraph essay for a real world audience -- then they really have learned something great.
K. said she has enjoyed the novels we have read -- "Number the Stars," and "The Secret Garden" -- because it has improved her taste in reading, from just reading comics. She said she loved the way the books "make you feel like you are part of the story." And she also has learned history from "Stars."
J. said the Write A Book -- she was a winner in the county before, and is again this year!
P. said he liked learning about economics because "he learned how it works."
Z. said she loved "The Secret Garden" because it was about a girl who "learns that life doesn't have to miserable even though it seems that way sometimes." (That's a lesson we can all learn, ha, ha). She liked how the girl in S.G. -- and a boy cousin she meets -- both meet another boy who is very happy, and he helps them to change to be happy.
J. said he liked learning how to write the 5-paragraph essay. "I didn't know how to do that in 3rd grade." (Sorry, 3rd grade teachers, ha ha :-).
D. said he liked learning history because it would "help him in the future, and help him to be mature."
E. said she liked learning about onomatopoeia, and also the Latin roots of prefixes and suffixes. Never knew they would love Latin!
L. said he liked learning how to write the 5-paragraph essay because "now when I do it, it's super easy."
J. also said he liked learning how to write a 5-paragraph essay. I think they like it because they know they really have learned a great skill!
C. said she liked learning how to write proper paragraphs.
E. said she liked learning the spelling word patterns and vocabulary, because "I couldn't say those words in 3rd grade."
E. said he liked learning about onomatopoeia and other literary devices, because it was fun to say words that mean like how they sound (such as "meow").
K. said he liked learning about citations. I asked him to explain, and he said how citations make it easier to add more detail to an essay, and to refer to the text to show your evidence. Wow!
P. said she learned about World War II when we studied "Stars." She got to learn about history, the Nazis, and good and evil.
M. said he learned how to write a 5-paragraph essay -- how an essay includes an introduction, three body paragraphs, and a conclusion.
Wow! I feel good reading all this above! It makes me feel like we have accomplished a lot! Thanks, kids! :-)
Thanks everyone! Enjoy your spring ... days ...? :-)
Today
March 15 Updates--
Secret Garden Project Clarification: Several students and parents have asked me about the incremental, interim deadlines that are stated in the Secret Garden Project instruction packet. Sorry for the confusing language. For clarification, the incremental deadlines and interim dates are just suggestions. They are only meant as an aid to break up the project. We will not be grading these graphic organizers and planning aids, and so forth. The students only have to turn in the whole project on Monday, March 26! Thank you, and sorry for confusion!
We really are enjoying our study of the classic novel "The Secret Garden." I love to see the kids carrying their novels around really absorbed, and we have been having excellent discussions in class. Can't wait to see their projects!
Great Idea of Week: Infinity (week of March 19 to 23)
The new spelling and vocabulary words: (Test on Monday, March 26) -
The spelling words are: suffix ment and ness
encouragement
development
cleverness
foolishness
cautiousness
loneliness
amusement
achievement
judgment
astonishment
vocabaluary:
shrewd -- smart, clever
hastily -- in a hurried manner
delicate -- exquisitely fine, subtle, fragile
copious -- large in number, quantity
hysterical -- very upset, too emotional, not thinking clearly
In social studies, we are studying the economy of Maryland. We already have studied economic concepts in general, and the economy of the United States and its place in the world.
We have finished (or almost finished) our MAP-R standardized reading testing. This is the last of those tests for the school year! The big enchilada :-) -- PARCC testing for Common Core standards -- is coming up in April! Stay tuned! :-)
Feb. 27 Updates are below --
Third-Quarter Timeline for Secret Garden Due Dates for Reading, Quizzes, Writings, and Project:
The novel is being sent home to be read at home. Of course, this reading can be recorded in the school's Electronic Reading Incentive Log.
Note: Please encourage our students to take good care of the books. They are expensive to replace.
Feb. 21 Wed.: The novel should have been read through page 67, end of Chapter 8. There will be a quiz on Chapters 1 to 8 today, and possibly writing prompts on these pages today or in the next few days. Please make sure your student has read up to this point.
Feb. 27 Tues.: The novel should have been read through page 119, end of Chapter 13. There will be a quiz on Chapters 9 to 13 today, and writing prompts on these pages in next few days.
March 6 Tues.: The novel should have been read through page 177, end of Chapter 19. There will be a quiz on Chapters 14 to 19 today, and writing prompts on these pages in next few days.
March 13, Tues.: The novel should have been read through page 236, end of Chapter 25. There will be quiz on Chapters 20 to 25 today, and writing prompts on these pages in next few days.
March 21, Wed.: The novel should have been read through page 276, end of Chapter 27 (and end of the whole novel). There will be a quiz on Chapters 25 to 27 today, and writing prompts in the next few days. There may be a comprehensive test on the whole book.
March 26, Mon.: The "Scrapbook Character Study" Project will be due. The students will present their projects in the next few days leading up to half day on Thursday March 29, which is the end of the third quarter. The next day, Friday, March 30, begins Spring Break.
March 30, Fri.: Third Quarter over, Spring Break begins!
Feb. 27 Updates:
Great Idea: (Week of March 5-9 -- Nature ... (we picked because it relates so well to "Secret Garden")
Spelling/vocab: doleful - sad or forlorn; bewitched -- bewildered, enchanted, befuddled; contradict -- say something against what someone else says; invalid -- someone who is ill, not in good health; unscrupulous -- not having morals, willing to cheat, lie, steal; ferociously -- violently, fiercely
independent, illegible, insecure, inescapable, impersonal, impatient, irrational, illogical, irresponsible, incapable
Feb. 13 Blog - (see below for this week's homework)
Dear Students and Parents:
We are beginning a period of studying a new novel -- "The Secret Garden," with an accompanying project, that will be a lot of fun, but also a lot of work! I wanted to explain to you the rough timeline because it will involve the reading at home -- discussion and writing responses in class. This will be our main study for the third quarter and a major factor in the third quarter grade. We will have assignments and quizzes as we go along, and a culminating project due Monday, March 26. So there will be homework, classwork, and assessment grades.
The third quarter ends on March 29, Thursday -- the half-day before spring break.
Below is a letter/memo that I am sending home:
To: Parents and students of Mr. Etheredge and Mr. Atley
From: Mr. Etheredge
Re: “Secret Garden” novel project
Date: Feb. 14, 2018
Dear Students and Parents:
We are beginning a study of a new novel -- "The Secret Garden," with an accompanying project, that will be a lot of fun, but also a lot of work! I want to explain to you the rough timeline because it will involve the reading at home -- discussion and writing responses in class. This will be our main study for the third quarter and a major factor in the third quarter grade. We will have assignments as we go along, and a culminating project due Monday, March 26. So, there will be homework, classwork, and assessment grades. Assignments will have to be turned in on time due to our tight deadlines.
The third quarter ends on March 29, Thursday -- the half-day before spring break.
The other point I want to stress is that this novel is going to have be read at home! We just don’t have to time to do everything else in the curriculum and also do the reading in class (with some exceptions here and there, of course).
I will be posting a timeline soon on our Web site, and in the classroom. The students must do the assigned reading at home in order to be able to participate in the discussions, and complete the writing assignments in class. These assignments will comprise a lot of their grades in Oral and Written Communication and Reading.
“The Secret Garden” is a challenging novel for 4th graders, but it is a pivotal part of the William and Mary reading program that we use at Heather Hills – a program that was developed for talented and gifted students and teachers by the Center for Gifted Education the College of William and Mary. The study of this novel, and the activities that we do in response to it, are a big part of their learning in 4th grade.
“The Secret Garden” was written by an English author about 100 years ago, so some of the language and conventions are a bit dated. However, the themes certainly are universal. The story is about a nine-year-old daughter of wealthy English parents who are stationed in India. When she is tragically orphaned, she must travel across the world back to England – a land she never has known – to live with a mysterious widowed uncle, in a vast, almost empty, and secretive mansion. The book has an air of a mystery about it, so once you become involved in the story, you are drawn in. In addition, the story deals with themes of loneliness, friendship, coming-of-age, love, and hope and rebirth with which any child (and adult) can identify. You will like the book!
Thank you for signing below so that I know the parents/guardians are aware. I will post this memo/letter on our Web site also, and post the timeline soon. Thanks! Mr. E
Parent signature: _______________________________________________________
Feb. 13, 2018 - Homework
The Great Idea for this week is "Opinion."
Please Note: the test for this pattern and these vocabulary meanings will be given on Monday, Feb. 26.
humiliation - strong feelings of embarrassment
explicit - clear, leaving nothing for interpretation
brisk - alert, agile, spry, nimble
indignant - story of someone's life written by someone else
bewilderment - state of confusion
The spelling pattern is the "ous" ending:
vigorous
nervous
courteous
adventurous
boisterous
mischievous
tremendous
ambitious
dangerous
humorous
Feb. 2, 2018
Great Idea of the Week: Democracy . Vocabulary words and spelling words: phenomenon -- something that happens; evacuation -- leave in emergency; shatter -- break; destruction -- to destroy something; surge -- a big wave; conjunction, punctuation, contraction, consonant, syllable, interjection, hyphen, adverb, essay, adjective.
The vast majority of the kids turned in their American Legion essays and the lady from the post came by this morning; if they turn in the essays next week I can still give them credit (social studies and oral and written communication). However, it now is too late to go into the contest. We should know the results by the end of the month. The ceremony is scheduled for April 18, a Wednesday. I plan to attend and hope you will also.
We are finishing up a few things before starting poetry next week or the week after. Unfortunately, I have another county-mandated assessment I must give that involves an essay and a sequel. We've done so much of this that at least I expect that they should do very well! On the other hand, I hope the kids are not getting burned out on these type of activities. It's the world that we live in now!
I'm working on a field trip idea that I think would be very exciting. The only drawback is that the trip is restricted to the 5th grade age group. But I'm using my powers of persuasion to get them to allow us to go!
By the way, the kids did a great job on a recent project. We studied economics quite a bit in social studies, and I think they really caught on! I enjoy that subject a lot and I think they picked up on that. Anyway, I assigned them to write the test for that unit -- Chapter 7 -- and they did a wonderful job! I told them and some colleagues (and I mean it) -- they literally do a much better job on writing these tests than either the textbook publisher or I could do. I always enjoy this as a teaching strategy. A few years ago, a superintendent happened to come by the classroom while I was doing this, and he was very impressed. He even mentioned it a public meeting!
Hope you enjoy the Super Bowl! Go Seahawks! Down with the Eagles! :-)
Jan. 19, 2018
Hi folks! Sorry I'm so far behind on the Web site! It all got away from me over the holidays, and then a January of coughs, snows, and days off.
Great Idea of the Week: Logic
Vocabulary words and spelling words: phenomenon -- something that happens; evacuation -- leave in emergency; shatter -- break; destruction -- to destroy something; surge -- a big wave; conjunction, punctuation, contraction, consonant, syllable, interjection, hyphen, adverb, essay, adjective
Also, I have sent home a very important -- but hopefully short and "doable" writing project -- our annual American Legion Essay contest. The kids should be bringing home today a letter from the American Legion; a letter from me; and a graphic organizer they have filled out for a five-paragraph essay. So with the 250-word limit, it should be an easy assignment!
More updates coming soon!
Dec. 18 blog:
Great Idea of the Week: Citizen.
Spelling words will be posted tomorrow -- we will study them in class quite a bit, with test on Friday. Then we will be "caught up." Today the kids generated their own test questions for Chapter 6 in the social studies book, on the Maryland government. Last Friday, my homeroom conducted a Junior Great Books discussion on the story, "Crow Call." I am going to try to catch up Mr. Atley's homeroom on that.
A lot of the Write A Books came in today -- thank you!! Please keep them coming! They will not be penalized as late.
On Thursday Dec. 21, we will have our class winter break party. Students are encouraged to bring in a snack/treat or drink that can be shared with the class. On Wednesday (I think) we are having our PBIS reward for those students who have earned the reward through their documented good behavior! :-)Dec. 11 Updates:
Please Note: the test for this pattern and these vocabulary meanings will be given on Friday Dec. 15. Then we will have a new list next week. I got behind, and am trying to catch up before the holidays! Thanks! But note: I will give time in class to study these lists! Thanks.
Homework: Great Idea of week for Dec. 11 to 15: "Fate or Faith." Words are the "or" sound pattern (listed below) and vocabulary from a "The Man Who Named the Clouds" story.
pressure - force pressing against something
chemist - scientist who studies chemicals
apprentice -- person who studies under a master
biography - story of someone's life written by someone else
essay - a written piece designed to explain a person's ideas
The spelling pattern is the "or" sounds:
formula
organize
assortment
carbon
origin
discard
quarantine
formation
fortunate
ordinary
Dec. 7 Blog:
Note: I will update the spelling and vocab lists soon. Sorry we are a little off-track -- and I may have to squeeze two lists in between now and the holidays.
Hi, I'm sorry that it's been so long since this page was updated.
We've gotten a little out of our routines and I'll try to get us back on track before the holidays.
Write A Book rough drafts are due tomorrow, Dec. 8. The final drafts are due Dec. 18. There is some wiggle room with these dates but I will put the assignments in SchoolMax as due on those dates. Certainly the finals have to come in during the days just after we come back if not before.
We teachers will publish grades for the interim progress reports on Dec. 12; if I'm not mistaken the paper reports go home on the day before the winter vacation, Dec. 22. Tomorrow, Dec. 8 is a half day for students with professional development for teachers in the afternoon. Next Tuesday, Dec. 12, is the Honor Roll Assembly. The guidelines on Honor Roll have changed considerably. There probably will be fewer students on the Honor Roll due to these more rigorous standards. Next week also is the "Penguin Patch," the chance for the students to buy something for the holidays and also raise money for the school. The kids will have set times to preview, and purchase. Home Reading Incentive Log deadline is January 18.
We have been working and working on the Lincoln essays which are the focus of the PGCPS Literacy Task. We are finally done!!! I don't know who is more relieved, the kids, or me. It's a tremendous amount of work, but I do think this project will pay in huge dividends for the kids for the rest of their lives, really. The purpose is to simulate a PARCC (Partnership for Assessment of Readiness for College and Career -- and I say also "Citizenship" -- standardized test. The kids read two articles on Lincoln, and watched a video. They they wrote a five paragraph essay to discuss Lincoln's leadership traits using evidence from all three sources. Once they understand the five-paragraph structure, the world is theirs! That may be a bit of an exaggeration, but not too much! :-)
I'm going to put in a grade in SchoolMax for the Lincoln essay rough draft -- probably across all three subjects that I teach (reading, writing, social studies). The essays were graded by a team here at school and graded quite rigorously. This is for purposes of use by the county, but you may see some tougher grades than you are used to seeing, ha ha. But I probably will put some easier assessment grades in SchoolMax also, to try to offset the unusually stringent standards of the Lincoln essay.
On that note, Mr. Atley and I are both agreed that we are becoming more stringent on the social skills and work habits grades. During the first quarter I try to be very lenient while I'm getting to know the kids, and to give them a chance to adjust to the expectations. But in the second quarter, we start to put in more of the unvarnished truth, ha ha.
Hope everyone's preparations for these winter holidays is going well!
Nov. 15 Updates
Write-A-Book Project! The Write-A-Book packets have gone home today! The due dates are next Monday for two parent slips to come back to me after discussion with the students: The acknowledgement slip, and the selection of title and genre slip. Those are recorded under homework. The rough draft will be due Dec. 8, and the final product on Dec. 18. We probably will start presenting around then. The books need to go to county sometime around mid-January or maybe even earlier. If deadlines become problematic, please contact me with an exigent circumstances that may affect your family.
Write-A-Book is a very important and major project for the kids. The purpose is to give them the "feeling" of being an author. As I was explaining to them, writing and reading are mirror skills, so if they are experiencing the process of creating a written piece, they also are discovering skills and perspectives that will aid them as a reader throughout their lives.
The students are not required to enter their books in a contest -- they can let me know if for some reason they do want their books to go into the contest.
The Write-A-Book project accounts for several grades in both reading and writing subjects. Since the project goes over at least four weeks, it probably will count for 400 points in the assessment category, and maybe for more than one type of assignment!
Nov. 14 Updates
Homework: Great Idea of week for Nov. 13 to 17: "Honor." Words are the special consonant sound pattern (listed below) and vocabulary from a National Geographic article.
molecule- tiny bit of substance
meteorologist- scientist who studies weather
laser- device that makes a concentrated beam of light
mimic- to copy something
toxin- a poisonous substance
The spelling are special consonant sounds:
chamber
whittle
shrubbery
charcoal
thicken
theater
thermometer
abolish
whirlwind
thorn
Nov. 14 Blog:
These next two weeks we are very focused on completing the "PGCPS Literacy Task." This is a project which is meant to prepare the kids for the rigors of the PARCC standardized Common Core test that they take in April. Our literacy task focuses on the leadership characteristics of President Lincoln.
In short, the kids have to read two articles on President Lincoln -- "Emancipation," and "Maryland Divided" -- and watch a video on Lincoln. From these three texts -- their sources -- they must respond to a writing prompt with a well written multi-paragraph response (essay).
The writing prompt they are working on now is:
PARCC-Like Writing Prompt on Lincoln's Leadership
"You have read two articles and watched one video on the leadership of President Lincoln. Write an essay explaining how each author uses reasons and evidence to support the points made in the texts about President Lincoln's leadership characteristics. Support your essay with information from ALL three sources.
Sometime in December Ms. Manuel will get subs for us in 4th grade for a half/day so we can grade these essays together and see what better we can do to prepare for PARCC!
Nov. 6 Updates
Homework: Great Idea of week for Nov. 6 to 9: "Happiness." Words are the "s" sound pattern (listed below) and vocabulary from the Common Core-PARCC test.
Don't forget about Parent-Teacher Conference Day on Friday Nov. 10. Sign up link to our SignUpGenius below. Thanks!
Oct. 31 Updates
Nov. 10 -- Parent-Teacher Conferences
Please sign up on our SignUpGenius. The link is below. Unfortunately the link is not working here so you will have to copy and paste in your URL bar.
https://docs.google.com/spreadsheets/d/1rKZIV9gXv1O_XIFR17AlkNq9QRUs5QteQNUmsbLbPx8/edit#gid=0
Don't forget Number the Stars Tic-Tac-Toe Extra Credit project is due Nov. 6!
New Spelling and Vocab -- Test on Monday Nov. 13
The spelling words are the /s/ sound
The vocabulary words are not from a text we are reading, but from the Common Core-PARCC test that we are taking in
Text -- The main content in a book, newspaper, or other publication. (As well as printed words, text really could also include video, art, music ....).
Compare -- Examine in order to note likenesses between two things on what they have in common.
Contrast -- Examine in order to note significant differences between two or more things.
Describe -- To tell or show with written or spoken words, point out facts or details.
Identify -- To establish as particular by noting individual features or characteristics.
celebrate
cylinder
circular
citation
certificate
civil
specific
circumstance
fierce
sacrifice
Homework:
NOTE: I have sent home a "tic tac toe" project (also known as a "choice board") on the novel "Number the Stars" to finish out our quarterly study of that novel, and to offer reading extra credit for anyone who wishes to earn it. If the student accomplishes one activity, they earn 25 extra credit assessment points; two activities: 50 points; three: 75; and if they do a "tic tac toe" -- 100 extra credit assessment points! This project is due Nov. 3. (If I have a chance I may be able to add the points in the next week if they bring it in then -- but I think the SchoolMax window opens and closes that next week.)
NOTE: The Write-a-Book packet will be going home around Nov. 1, and the Write-a-Books will be due on Dec. 18.
Great Idea of the Week Oct. 23 to 27: Experience
Spelling pattern, two weeks ending Oct 30: "S" sound. Some of the words are from our next story. Vocabulary are Common Core-PARCC terms to get us ready for PARCC in April! Test Monday Nov. 13.
Vocabulary words: Five words taken from the PARCC terminology. Test Nov. 13.
Reading: Home incentive minutes program: (Note: Ms. Perret has not yet introduced). Please remember that this home log-in program -- requiring 750 minutes in second quarter -- counts as 500 points for a homework grade for the quarter (250 points if more than half the required minutes are logged). The reading incentive parent electronic log-in site is: www.Reading-Rewards.com.
Oct. 23 -- Define "experience." Find a current events article from newspaper or Web relating to "habit"
Oct. 24 -- Write a paragraph to connect idea of "experience" to some text that you are reading.
Oct. 25 -- Persuasive paragraph -- how to make the world have more (or less :-) -- experience -- good or bad -- why? How do we get it? Persuade me!
Oct. 26 -- Paragraph: connect your current events article to idea of "change." Where and how do you see change in this article?
Oct. 27 -- (Morning) Bring your current events article to class for discussion!
Note: The vocabulary/spelling words (with meanings) and spelling-only words should be recorded in the kids' agenda books for this week, and in their homework journals.
Oct. 24 Updates
Homework:
NOTE: I have sent home a "tic tac toe" project (also known as a "choice board") on the novel "Number the Stars" to finish out our quarterly study of that novel, and to offer reading extra credit for anyone who wishes to earn it. If the student accomplishes one activity, they earn 25 extra credit assessment points; two activities: 50 points; three: 75; and if they do a "tic tac toe" -- 100 extra credit assessment points! This project is due Nov. 3. (If I have a chance I may be able to add the points in the next week if they bring it in then -- but I think the SchoolMax window opens and closes that next week.)
NOTE: The Write-a-Book packet will be going home around Nov. 1, and the Write-a-Books will be due on Dec. 18.
Great Idea of the Week Oct. 23 to 27: Knowledge
Spelling pattern, two weeks ending Oct 30: Double consonant pattern.. Some of the words are from our next story, "Letters from Yosemite" from the anthology. Test Monday Oct 30.
Vocabulary words: Five words taken from the anthology's "Letters to Yosemite." Test Monday Oct. 30.
Reading: Home incentive minutes program: (Note: Ms. Perret has not yet introduced). Please remember that this home log-in program -- requiring 750 minutes in second quarter -- counts as 500 points for a homework grade for the quarter (250 points if more than half the required minutes are logged). The reading incentive parent electronic log-in site is: www.Reading-Rewards.com.
Oct. 23 -- Define "knowledge." Find a current events article from newspaper or Web relating to "habit"
Oct. 24 -- Write a paragraph to connect idea of "knowledge" to some text that you are reading.
Oct. 25 -- Persuasive paragraph -- how to make the world have more (or less :-) -- knowledge -- good or bad -- why? How do we get it? Persuade me!
Oct. 26 -- Paragraph: connect your current events article to idea of "change." Where and how do you see change in this article?
Oct. 27 -- (Morning) Bring your current events article to class for discussion!
Note: The vocabulary/spelling words (with meanings) and spelling-only words should be recorded in the kids' agenda books for this week, and in their homework journals.
Oct. 24 Blog:
Well this is the week of field trips! We had a great field trip, organized by our counselor, Ms. Bartley, to the University of Maryland at College Park yesterday. The purpose was to give the students that "taste and feel" for college, and implant that vision in their minds that this is where they are headed!
This Friday, we will be traveling to our state capitol, Annapolis, where costumed (from the colonial era) guides will lead us through the capitol complex -- buildings representing the three branches of our state government: legislative (state capitol building where we visit both chambers: House of Delegates and Senate; executive (governor's mansion); and judicial (supreme court buildings pointed out). We also have a guided tour of historical colonial Annapolis where so many important historical events took place. We also have a cruise of the harbor on Chesapeake Bay! And this year, we have added a tour of the Naval Academy! Can't wait!
We are studying our social studies textbook to get ready for the Annapolis trip, and also reading "Letters from Yosemite" in our anthology.
Oct. 16 Updates
Homework:
Great Idea of the Week Oct. 16 to 20: HABIT
Spelling pattern, two weeks ending Oct 30: Double consonant pattern.. Some of the words are from our next story, "Letters from Yosemite" from the anthology. Test Monday Oct 30.
Vocabulary words: Five words taken from the anthology's "Letters to Yosemite." Test Monday Oct. 30.
Reading: Home incentive minutes program: (Note: Ms. Perret has not yet introduced). Please remember that this home log-in program -- requiring 750 minutes in second quarter -- counts as 500 points for a homework grade for the quarter (250 points if more than half the required minutes are logged). The reading incentive parent electronic log-in site is: www.Reading-Rewards.com.
Oct. 16 -- Define "habit." Find a current events article from newspaper or Web relating to "habit"
Oct. 17 -- Write a paragraph to connect idea of "habit" to some text that you are reading.
Oct. 18 -- Persuasive paragraph -- how to make the world have more (or less :-) -- habits -- good or bad -- why? how do we get it?
Oct. 19 -- Paragraph: how to connect your current events article to idea of "change." Where and how do you see change in this article?
Oct. 20 -- (Morning) Bring your current events article to class for discussion!
Note: The vocabulary/spelling words (with meanings) and spelling-only words should be recorded in the kids' agenda books for this week, and in their homework journals.
Vocabulary & Spelling: Two Weeks Ending Oct. 30
aggressive- inclined to hostile behavior: intense
naturalist- person who makes a study of living things
impressive- able to have strong effect on the mind or feelings; able to influence deeply
preserve- to keep from harm or change; keep safe; protect
species- a set of related living things that all have certain characteristics
Spelling only:
Spelling pattern: Double consonant
dissolve
channel
parallel
immense
annual
gorilla
bulletin
hurricane
alligator
antenna
Oct. 16 Blog:
Hi everyone,
Wow we have the field trip lollapalooza coming up the week of Oct. 23 to Oct. 27!
University of Maryland -- College Park -- field trip organized by Ms. Bartley on Monday Oct. 23. Meant to give the kids a "taste of college" and implant a vision in their minds of themselves as college students.
Trip to Annapolis, Maryland on Friday, Oct. 27. This is the premier 4th grade field trip for most students in Maryland. Meant to teach about Maryland history and government. This trip includes costumed tour guides -- dressed in colonial garb -- for each small group. They are very well educated and informative. The guides lead us through the State Capitol Complex and then through old town Annapolis, pointing out features relating to the three branches of state government, and to history going back to colonial days, and the early days of our republic! After that we enjoy a cruise on Chesapeake Bay to see the sights of Annapolis from the water -- it is a blast! And for a new add-on this year -- a tour of the U.S. Naval Academy!
The Annapolis trip is pricey -- $31 -- but believe me, we do get the value for our dollar. It is a wonderful, memorable, and educational trip.
We had to use private buses in order to get there on time for the start of the tours, so that added to some of the expense -- and then the tour guides and harbor cruise of course are a significant cost.
I hope the families don't find the two field trips within the space of one week to be a hardship. As mentioned, they are both truly valuable trips and worth every dollar.
I wish we could have spread them out more -- but it is so hard to coordinate dates for something in a school setting! Trust me on that one! We were lucky to get these dates!
Now that we have these trips "out of the way," so to speak -- maybe we can think of something new to do in the spring!
In class, we are studying Maryland history and government to prepare for our field trip.
We pretty much have finished the novel "Number the Stars" -- with the exception that I plan to send home an extra credit project on it. More on that later.
We have finished our first Junior Great Books story -- "Fresh" -- beautiful story! Very deep and rich -- a lot to interpret. We have done two readings and taken notes in our journals -- the discussions will be coming soon.
Also, I have finished a writing checklist I think will be useful for the kids. We used it already to evaluate an analytic piece the kids did on "Number the Stars." They rotated through stations to discuss and use chart paper to analyze the novel according to theme; mood and tone; symbolism/imagery; message/moral (creating a new title); text structure (and plot, setting, and character); and change.
Have a great week everybody!
Oct. 4 Updates
Homework:
Great Idea of the Week Oct. 2 to 6: BEAUTY (WISDOM was word from Oct. 9 to 13)
Spelling pattern, two weeks ending Oct 16: Long 0 sounds -- but made with the "au" or "aw" pattern. Some of the words are from our next story, "Fresh" from Junior Great Books. Test Monday Oct 16.
Vocabulary words: Five words taken from "Fresh." Test Monday Oct. 18.
Reading: Home incentive minutes program: (Note: Ms. Perret has not yet introduced). Please remember that this home log-in program -- requiring 750 minutes in second quarter -- counts as 500 points for a homework grade for the quarter (250 points if more than half the required minutes are logged). The reading incentive parent electronic log-in site is: www.Reading-Rewards.com.
Project: Maryland Symbol Project, due Sept. 25. (See guidelines below, a paper guide also is being sent home.)
Oct. 2 -- Define "beauty." Find a current events article from newspaper or Web on "courage" (hurricanes?) ....
Oct. 3 -- Write a paragraph to connect idea of "beauty" to novel, "Number the Stars."
Oct. 4 -- Persuasive paragraph -- how to make the world have more (or less :-) "beauty."
Oct. 5 -- Paragraph to connect your current events article to idea of "change." Where and how do you see change in this article?
Oct. 6 -- (Morning) Bring your current events article to class for discussion!
Note: The vocabulary/spelling words (with meanings) and spelling-only words should be recorded in the kids' agenda books for this week, and in their homework journals.
Vocabulary & Spelling:
occasionally, scoured, captive, concealed, implored
Spelling only:
launch, applaud, author, vault, daughter, awkward, somersault, awning, fraud, faulty
October 4 Blog:
We have finished the novel "Number the Stars" -- wow, what an experience! This book makes me cry every time I read it, and I've read it several times as a teacher. I cry more each time, ha ha -- or at least tear up!
Ask your kids about the story and you will see why it's so moving! Truly a story of the worst -- and best -- of humanity!
We started the novel on Day One, Sept. 6 -- it has 17 chapters and we read a chapter a day, ending on Thurs. Sept. 28. This week we are still thinking about the novel, reflecting, collaborating in stations on the ideas of change; what could a new title be?; symbolism/imagery; mood/tone; text structure and organization, genre, character, setting, plot; and theme. We charted out all those ideas in small groups. After that, the kids are writing an "analytic piece" -- an essay or response -- in their classwork journals to analyze "Number the Stars" according to three of the six criteria I mentioned above.
The Maryland Symbol Projects have all been presented and are up for display in the hallway and in our classroom.
We also have completed MAP-R reading standardized testing -- scores look good in general! And we are completing a fictional and non-fiction informational text assessment called the SLO. It's that "assessment" season at school!
The kids are doing a great job on their Great Ideas homework. I love the questions that they create on Mondays! Very deep and profound -- kids have the best questions!
Sept. 20 Updates
Homework:
Great Idea of the Week Sept. 18 to 22: COURAGE
Spelling pattern, two weeks ending Oct 2: Long vowel sounds. Some of the words are from our novel, "Number the Stars." Test Monday Oct 2.
Vocabulary words: Five words taken from "Number the Stars." Test Monday Sept. 18.
Reading: Home incentive minutes program: (Note: Ms. Perret has not yet introduced). Please remember that this home log-in program -- requiring 750 minutes in second quarter -- counts as 500 points for a homework grade for the quarter (250 points if more than half the required minutes are logged). The reading incentive parent electronic log-in site is: www.Reading-Rewards.com.
Project: Maryland Symbol Project, due Sept. 25. (See guidelines below, a paper guide also is being sent home.)
Sept. 18 -- Define "courage." Find a current events article from newspaper or Web on "courage" (hurricanes?) ....
Sept. 19 -- Write a paragraph to connect idea of "courage" to novel, "Number the Stars."
Sept. 20 -- Persuasive paragraph -- how to make the world have more (or less :-) "courage."
Sept. 21 -- Paragraph to connect your current events article to idea of "change." Where and how do you see change in this article?
Sept. 22 -- (Morning) Bring your current events article to class for discussion!
Note: The vocabulary/spelling words (with meanings) and spelling-only words should be recorded in the kids' agenda books for this week, and in their homework journals.
Vocabulary & Spelling:
deftly, distorted, protrude, ruefully, tentatively
Spelling only:
traitor, peculiar, release, receive, realize, reminder, theme, vacate, devote, migrate
Sept. 12 Updates
Homework:
Great Idea of the Week Sept. 11 to 15: LOVE
Spelling pattern: Short vowel sounds. Some of the words are from our novel, "Number the Stars." Test Monday Sept. 18.
Vocabulary words: Five words taken from "Number the Stars." Test Monday Sept. 18.
Reading: Home incentive minutes program: (Note: Ms. Perret has not yet introduced). Please remember that this home log-in program -- requiring 750 minutes in second quarter -- counts as 500 points for a homework grade for the quarter (250 points if more than half the required minutes are logged). The reading incentive parent electronic log-in site is: www.Reading-Rewards.com.
Project: Maryland Symbol Project, due Sept. 22. (See guidelines below, a paper guide also is being sent home.)
Sept. 11 -- Define "love." (Done in class this week). Find a current events article from newspaper or Web on "love" (hurricanes?) ....
Sept. 12 -- Write a paragraph to connect idea of "love" to novel, "Number the Stars."
Sept. 13 -- Persuasive paragraph -- how to make the world have more (or less :-) "love."
Sept. 14 -- Paragraph to connect your current events article to idea of "change." Where and how do you see change in this article?
Sept. 15 -- (Morning) Bring your current events article to class for discussion!
Sept. 11 to Sept. 25 Overview/Blog
Hi:
During these next two weeks in Mr. E's 4th grade language arts and social studies, we are chiefly focusing on a novel study -- "Number the Stars" by Lois Lowery.
"Number the Stars" is a beautiful book! I have taught it several times in prior years -- actually in several grade levels. There is much to be mined in this book -- a wealth of ideas and techniques of reading to teach.
So far we have read about 50 pages -- five chapters. I am doing some read-aloud, in which I can impart to the kids my intonation and expression; make comments and ask questions; and give background information. And the kids are reading aloud some passages.
The book does have some World War II and holocaust themes, which can be saddening of course, but I'm very grateful that the county put this novel first in the fourth-grade curriculum as I really do love the book.
The spelling and vocabulary is listed above.
The kids will have a project on Maryland Symbols due Sept. 22, in social studies.
This year I am using a technique for the first time -- student interactive notebooks. I love it! I wish someone had told me about this years ago! :-)
Here's how it works: The kids have two journals --
1) One is their Classwork Journal/Interactive Notebook. This journal has a table of contents in front that we keep updated. On the odd numbered pages (right side), is my "teacher input" -- the notes on mini-lessons and "lectures" that I give them: vocabulary and terms; and concepts that I want them to learn. On the even numbered pages (left side), is the "student output." This is everything they do to respond or react to what I am teaching. This could include writings, drawings, graphic organizers, notes from their discussions or debates -- even quizzes or tests -- or whatever else they students may produce. I love the way this is working. These are kept in the classroom.
2) The other journal is their Homework Journal/IWriter's Notebook. This is the one they have decorated. This journal is where their homework will be done. This goes back and forth, school to home and back again, every night.
3) They also have a blue plastic homework and school-to-home-and-back folder. The kids were given these.
4) Agenda books. These are for homework, other kinds of notes, and teacher and parent notes.
So, in their backpacks, Mr. E (me) only requires them to bring home at night and back to school the next day: one homework journal; one blue homework folder; one agenda book where homework and notes from the teachers are recorded; and maybe a pencil pouch. I think Mr. Atley only usually sends home one math worksheet for homework -- so the backpacks should be light!
Of course there may be exceptions to this from time to time, but really this is very much the rule!
I can't wait to have a wonderful year! Mr. E
Maryland Project!
Dear Students:
Did you know that if you “google” Maryland state symbols, you will find at least 23 symbols and emblems? We have everything from a state bird to a state tree, state dinosaur to state gem to state dog to state sport to state cake to state ….
For your first 4th grade social studies project, you will:
1) Choose a Maryland state symbol or emblem. We hope all will be represented, so try to choose one nobody else is picking.
2) Research that symbol. Use at least two sources.
3) Write a paragraph in your own words to explain the “5 Ws” about the symbol: who was involved; what is it (describe); when was it adopted or was it made famous; where in Maryland is it most significant; and – most important –why, in your opinion, is this a good symbol for Maryland? Make sure your paragraph is in proper format and uses proper grammar!
4) Make a product to represent that symbol (attach your paragraph). We encourage you to not just use web images but to be as creative as possible.
5) Your projects will be displayed so make them very neat and very exciting!
6) We will display your projects in the hallway and we will have a gallery of Maryland symbols.
7) Your project, on paper backing, is due Friday, Sept. 22nd.
GENERAL NOTES: Below are tips on our weekly assignments, and updates for Mr. E's reading, writing, and social studies classes.
PLEASE LOOK UNDER THE "WEEKLY HOMEWORK" TAB FOR A DESCRIPTION OF MS. GROFF'S AND MR. E'S WEEKLY HOMEWORK CYCLE!
ALSO PLEASE NOTE THAT THIS YEAR I AM REQUIRING TWO JOURNALS FOR CLASSWORK AND HOMEWORK.
PLEASE NOTE: As explained at Back to School Night; the Homework Guide that was taped in your student's Folder; and the Weekly Homework Tab on this Web site; homework for 2017-2018 is on a weekly cycle:
Homework is done in the one decorated journal that goes back and forth from home to school and back.
1) Great Idea-Current Events: Research/Thinking/Writing/Discussion: Every week we pick a "Great Idea." On Monday, the kids start searching for a current events article related to that idea. Monday through Thursday nights they write one paragraph in a format as explained in the Weekly Guide. On Friday mornings they bring in their article for discussion.
2) Reading: We participate in the school-wide Reading Incentive and Electronic Reading Log Program as administered by Ms. Perret and myself. As a parent you have signed the blue slip sent home with this information. In addition to incentives, this program involves a weighted reading homework grade.
3) Spelling: Every week we have a spelling list on a certain pattern, as well as words gleaned from our novels or stories. The lists are given on Monday (usually) and are in the agenda book and journal. The lists also are posted in the classroom and on SpellingCity.com. (On SpellingCity.com, the first list of the school year is on the bottom of the list -- see instructions for accessing SpellingCity.com below) You can find the lists on SpellingCity.com by searching under "HHTeacher." Spelling and vocabulary tests usually are every other Monday.
4) Special Projects as assigned.
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Special Notes and Instructions:
1) Great Ideas: Every week we focus on one of the 103 "Great Ideas" as the focus of our weekly homework. The ideas all are posted in the classrooms.
2) Reading Incentive Program: Please follow Ms. Perret's reading program and parent postings for the electronic reading log.
3) Spelling: SpellingCity.com instructions: Please go to SpellingCity.com. Click on "Parents/Teachers": click on "Search"; in "Quick Search" bar, enter "HHTeacher"; it should show "Michael Etheredge"; click on that, and you should see the spelling lists for year. Our lists start at the beginning of the year at the BOTTOM of list! :-)
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