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February 1, 2026
February 1, 2026
Baby Picture needed for Valentines Party
Baby Picture needed for Valentines Party
We have a fun activity planned for our Valentines Party where students will get to see baby pictures of their classmates and will try to guess who it is. In order to do this, we need your help by sending in a cute digital baby picture of your child. The picture needs to be school appropriate, so no pictures in diapers :) Pictures between the ages of 6 months-2 years work great. Please email a picture to your child's homeroom teacher by Friday, February 6th. Thank you!
STAAR Interim Testing
STAAR Interim Testing
The following dates will be a closed campus due to STAAR interim & field testing.
On these dates we will not have any visitors such as classroom readers, room volunteers, lunch visitors, etc. If a parent needs to drop off anything or pick up your child before dismissal, they will be held in the vestibule to ensure a secure testing environment. Thank you for helping us support those students testing on the following dates:
Tuesday- February 3rd (not 3rd grade)
Perot Field Trip
Perot Field Trip
We are excited to announce 3rd grade will be going to the Perot Museum for our Field Trip this year on Wednesday, March 25th. Save the date if you are interested in being a chaperone.
Prehistoric Park Coloring Contest Details:
Participants will print and color a Megalosaurus coloring page and submit a photo of their completed artwork. One winning design will be selected and transformed into a real animatronic dinosaur, painted to match the artwork and displayed at Prehistoric Park at Meadowmere Park from March 14–29. The winner will also receive free one-day admission to visit the park and see their dinosaur in person.
All entries must be submitted by February 2, 2026. Every participant will also be entered into a drawing to win a ticket to Prehistoric Park.
Additional information about Prehistoric Park and the coloring contest can be found at GoGrapevine.com/PrehistoricPark.
Upcoming Curriculum
Upcoming Curriculum
Reading/Language Arts
I can recognize the characteristics of historical fiction and understand how a time period affects the events that take place in historical fiction stories.
I can identify root words and their meanings.
I can retell and paraphrase informational texts in ways that maintain meaning and logical order.
I can write a response to a literary passage and use evidence from the text to support my thinking.
Math
Unit 6 Pre-Assessment - Fractions
I can represent fractions greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 using concrete objects and pictorial models, including strip diagrams and number lines.
I can determine the corresponding fractions greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 given a specified point on a number line.
I can solve problems involving partitioning an objects or a set of objects amonth two or more recipients.
Science
I can explain how temperature and precipitation affect animal growth and behavior through migration and hibernation and plant responses through dormancy.
Social Studies
I can describe similarities and differences in the physical environment.
EVENTS
EVENTS
Thursday--library both classes (rescheduled from Tuesday)
Friday, February 6th
Spring Picture Day
Friday, February 13th
Valentine's Day Party
Monday, February 16th
No School for Students - Teacher PD Day
Friday, February 27th
Pep Rally/Gatorville Clubs Day
MATH CORNER
Fractions
Unit Summary: February 2-March 6
Students decompose two congruent two-dimensional figures into parts with equal areas and express the area of each part as a unit fraction of the whole.
Students represent and explain fractions greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 as single numbers defined by the relationship between the part (the numerator) and the whole (the denominator). Students use symbolic notation to describe fractions represented using concrete objects, pictorial models (including strip diagrams), and number lines. Students explain the unit fraction as one part of a whole that has been partitioned into equal parts. Unit fractions include denominators of 2, 3, 4, 6, and 8 but are not limited to these values. Additionally, students demonstrate their fractional understanding by determining a corresponding fraction greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 given a specified point on a number line. Students also represent the fractions halves, fourths, and eighths as distances from zero on the number line that may include fractions greater than 1.
BIG IDEAS:
Fractional parts are equal shares of a whole or set.
The more fractional parts used to make the whole, the smaller the parts.
Equivalent fractions are ways of describing the same amount by using different-sized fractional parts.
A fraction does not tell us about the size of the whole only the relationship between the part and the whole.
The denominator of a fraction indicates how the whole has been partitioned
The numerator of a fraction tells how many of the fractional parts are under consideration.
A line can be used to represent numbers, their properties and the relationships to each other.
ESSENTIAL QUESTIONS:
How are parts related to the whole?
When would you need to use an equivalent fraction?
How do you determine if an object or set has been divided into equal-sized parts?
How many ways can you model a given fraction?
What fraction names can be given to this model?
How do models represent a given fraction in multiple ways?
What relationships do you notice about the size of the fractional parts and the number of fractional parts in the whole?
What is the relationship between numerators and denominators?
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