Learning To Go Mr. Avery's Class on the Web 

Our Harvest Hoedown was a blast! The students laughed and danced, problem-solved and persevered, all while demonstrating focus, cooperation, and respect. Thank you for getting them ready for the big day, and thanks to our Allied Arts teachers for their hard work running this event!

 Marco Verch via Compfight

Fall Festival is coming! In the classroom this Wednesday, students will have some fun making fall crafts, designing pumpkins to be used in descriptive writing lessons, and learning about Dia de los Muertos (Day of the Dead), celebrated by many South American and Mexican American families. Kid-friendly info can be found at National Geographic: Day of the Dead. Thanks to the parents who volunteered to lead groups on that day!

Note: There is no homework assigned on Halloween night. Trick or Treat!

In science this week we will learn about animal adaptations. In particular, we will be studying owl physiology and behavior as part of a research unit on nocturnal animals. We will be treated this Thursday to a visit from local raptor rehabilitator Jim Parks, as part of his educational Wingmasters program. Jim brings several live specimens and engages kids in learning about adaptations, characteristics, and conservation. You can learn much more about the program and local raptors at: http://www.wingmasters.net/aboutus.htm. And here’s a great collection of age-appropriate informative text and media about owls that kids can read at home to learn more about owls: http://idahoptv.org/dialogue4kids/season12/owls/facts.cfm

Our reading focus this week is on summarizing a story, this time using the Beginning-Middle-End strategy. Students will be taught to pause and think after each of these parts, and to restate the important characters and events. The key here is to focus on what actions led to the problem and to solving the problem of the story. It makes a great check in after your child has finished reading homework! More info, including printables, can be found at Reading Rockets.

Detail and elaboration are what make good writing come to life! As part of our work with writing narratives, students went on a sensory walk on Floral’s Nature Trail. Then they learned to describe their experiences with carefully chosen words, which they used to create a description of setting–part 2 of our Narrative Writing Diamond. Here are some gems from: 1) Charlie 2) Rylan 3) Ari, and 4) Alivia: 1) I was surprised to see the black, dead moss. I strained to hear the soft chirping of the birds. 2) Looking carefully, I noticed a brown, wooden bridge. I felt soft, cozy leaves like a blanket. 3) It was impossible to miss the brown branches. I sniffed at the earthy smell of dead leaves. 4) Looking carefully, I noticed tiny green buds on a branch. I listened closely to the wshhhh of the water. Awesome!

The Floral Family Fun Fair needs YOU! Please consider signing up to lend a hand. Games Masters and Mistresses are especially needed: https://www.signupgenius.com/go/70A0E4FA9A82DAAFF2-20181

What a great time we had at OSV! Students were highly engaged in hands-on learning during workshops and interactive demonstrations by villagers all day, seeing economics and history in action. A big thanks goes out to our chaperones for their time and care. They kept our kids safe and on track all day!

Reminder: The Floral St. Hoedown is returning this Thursday, October 25th. To get in the spirit, all are invited to wear country/western gear to school that day. Reminder: no weapons, makeup that needs applying here, or clothing that needs to be changed into/out of at school (putting on a hat, boots, accessories=fine; changing into a whole costume=they should do that at home). Although we can’t accommodate all parents who want to come view the event, photos and videos will be taken and shared!

Our reading focus this week is on the comprehension strategy, Retell a Story. When students can name important characters, setting, problem, events, and ending in a story, it shows they understand what is important to know. At homework time, try asking your child to tell you any or all of the above to see if they were reading purposefully! A helpful meme for this kind of summary is called The 5 Finger Retell. It’s outlined and explained in this blog post from Reading Mentors: 5 Finger Retell.

Our work with Entertaining Beginnings is paying off! Here are some great ‘hooks’ into a story about a haunted house from 1) Ellie 2) William 3) Victoria, and 4) Mohan: 1) “Leave, before it’s too late!” came a voice from inside the house. 2) “I hope there is another way out after I get in there,” I whispered. 3) Have you ever felt so terrified that you almost burst into tears? 4) Have you ever felt so anxious that you almost exploded into little bread crumbs?  Great job!

Our work with subtraction has involved checking our answers by reversing the process using addition. The reason for this is that the brain learns and holds onto the process of addition better than subtraction, so it’s a useful tool for checking. Practicing this process helps to strengthen those neurons in the brain and leads to a solid understanding. The Greg Tang Math game Missing Numbers is a great way to practice! Select “Subtraction”; then any of the strategies (difference, subtrahend, etc.); then  “Easy” or “Hard”. Your child can have fun while internalizing these skills! Click on the picture below to get started:

Photos from our adventure:

 

Our Field Trip to Old Sturbridge Village (OSV) is upon us! We leave Friday at 9:00. Please send in lunch with your child, in a completely disposable container (e.g. no metal silverware or Tupperware that you want returned). We will return at the end of the school day and eat snack then, so you can send that as usual. Also please dress your child comfortably in layers. In case of rain, raincoats=yes/ umbrellas=no. <“) If you drop your child off at school in the morning, please plan so that your child is here by 8:45. Thanks for helping with these details–it will help our day run smoothly so we can focus on the fun learning to be had there!

In particular, we’ll be observing and analyzing economics from a historical perspective. We’ll be learning in class what goods are, and to distinguish between want and needs; also the difference between goods and services, and where to find them in our community. We’ll bring this to bear during our walk through OSV, and introduce students to the importance of consumers and producers for the economy of a community. Students will then “produce” a “good” from long ago that we can take home,  in activities led by OSV’s education staff. Try taking a virtual tour at home by using their map (https://www.osv.org/village-map) and Historical Buildings Guide .

*Please note: Because of our trip, we will take our math facts quiz on Thursday this week. Homework is still due on Friday, both math and reading.

We need one more parent to help run a craft during Fall Festival, 9:30-11:00 on Wed., Oct. 31. Please let me know if you can help.

Dust off those boots! The Floral St. Hoedown is returning Thursday, October 25th. To get in the spirit, all are invited to wear country/western gear to school that day. Reminder: no weapons, makeup that needs applying here, or clothing that needs to be changed into/out of at school (putting on a hat, boots, accessories=fine; changing into a whole costume=they should do that at home). Since there isn’t room to accommodate all parents who want to come view the event, photos and videos will be taken and shared instead!

At math time this week, students will be learning to regroup when subtracting–what we used to call “borrowing”–across the tens and ones (think 264-128). They will be working with base ten blocks, using base ten pictures, and finally using crossed-out numbers to model the process and show understanding.

Like with addition, I have included a step by step picture guide in your child’s homework packet so you can help your child at home if they need it (see Chapter 3).

Students will also be taught to use addition to check subtraction. This means to do the operation in reverse. For example, to check that 213-156=57, students must add 57 + 156 and do the math (e.g. not simply write 57 + 156 = 213). Since addition is always easier for us humans than subtraction, this is an effective means of checking accuracy. On the homework, it asks students to “Show how to check your work with addition.” They should be showing their regrouping when they add as they did all through chapter 2.

A great way to practice regrouping in the 10s and 1s is to play Funny Numbers at Greg Tang Math. Click on the picture above. Choose “Base 10” , then the operation “-“. Notice in the example above: you can regroup by taking 1 ten away from 3 tens and moving it into the 1s column. 3 tens and 4 ones is the same as 2 tens and 14 ones. Now the problem is easier understood and we’re not just crossing out the “3” and making it a “2”–which is too abstract a concept for most young kids to hold in their heads!

Reading Homework begins tonight! See below for expectations and suggestions, including reading online using RAZ Kids:

RAZ Kids is ready to go! Reading A to Z, or RAZ, is a website that kids use to read at home and on the go. It is the most authentic means of reading done electronically that I have seen. Please see the note coming home on Monday that provides information on the site. You’ll find your child’s password attached. Students may begin using it Monday night for homework, or just because it’s fun and smart! Our subscription is graciously funded by parents via the PTO. Please take time to help your child log in so they can get started and read often. Note: You can access the site via the link above under Student Resources. If you hover your cursor over the link button, it will show our class code.

Reading Homework The goal of reading at home is to instill a lifelong habit of reading for fun and for informative purposes outside of school or work. In addition, our young readers can benefit from practicing the reading skills and comprehension strategies taught at school. The amount of time spent on reading homework will vary depending on both the level and the length of the books. Students at levels below 18 may spend less than 20 minutes reading, while those at 20 and above may spend at least that long. Feel free to supplement books from school with books from home.

In any case, the students’ job is to read; fill in the reading log each night (sent home each Monday); and return the book(s) each day if any were borrowed from school. On the last day of the week, parents sign the bottom of the log and the student returns it for credit.

Some notes:

1. The log will come home each week in paper form. If your child loses the log, you can print a copy using the link under Parent Resources above. If that’s not an option for you, have your child write the books on any piece of paper, and sign it Thursday night.
2. It’s important that students read and record the book each night. One night of reading for 1 hour per week doesn’t help them meet the goal above. Please check that they’re following the expectation until they’re independent with this routine.
3. Although you don’t need to listen to him/her read, it’s a great idea to check in with your child by asking them to answer comprehension questions about what they’ve read (see Curriculum Night packet).
4. Students reading chapter books needn’t finish them in one night (think The Magic Treehouse series). Instead, they should write down chapters or pages read in 20 minutes. One chapter book may provide several night’s reading (which is authentically how adults read!).
5. Students are encouraged to read a variety of print, such as library books; books and magazines from home; and online text such as that found at RAZ and National Geographic for Kids.

Our work with narratives continues, with a focus on Entertaining Beginnings. Consider the difference between these two story starters about learning to ride a bike: 1. I went outside. I walked down the driveway. I went to my bike. 2. I dashed down the driveway and grabbed my helmet. I was going to ride a bike on my own for the first time, and I couldn’t wait!  See how much more engaging the second example is? Students will be taught this week how to hook their readers in using actions, sounds, and questions.

In Social Studies we’ll begin to learn the ins and outs of economics in advance of our field trip. We’ll look at goods (including “wants” vs “needs”) and services. The OSV Youtube channel has some great starting points to explore economics at home with kids. Check out this example from the Tinsmith. What is the service he does for the community? What goods are produced there? Are they wants or needs? Where do we buy similar goods today?

Permission slips are coming home today for our field trip! Please return it at your earliest convenience. Checks should be made out to FSS Student Activity Fund. Chaperones who have already contacted me should send payment for both parent and child. I will send home further information for chaperones just before our trip. Because there is an extended holiday weekend coming, payment will be accepted until next Tuesday.

Math facts practice begins this week! Our first quiz will be this Thursday, since there is no school Friday. 

Coming home today is 1) a cover letter with explanations and suggestions for nightly homework practice, along with your child’s level  2) your child’s placement test  3) math fact cards at your child’s level, and 4) two practice quizzes. Please don’t return any of these. I recommend at least 5 minutes per night for practice, since practicing for 20 minutes one night per week just won’t help kids retain the information.

Quizzes are given on Fridays and returned on Mondays. The timed aspect of these quizzes tends to be the hardest thing to master. You can make additional quizzes by using the websites Math Fact Café (addition and subtraction) and Math Aids (multiplication and division). You can also make fancier flash cards at A+ Math Fact Flashcard Maker. All three websites can be found under the “Parent Resources” section above. For those of you who enjoy practicing facts using Xtramath.org, account information and passwords will be sent home next week.

Students will be encouraged and praised for making progress toward the eventual goal of achieving math fact fluency to 10 by trimester one’s end; to 15 by the end of trimester 2; and to 20 by trimester 3 (report card expectations). Students who pass 20 will move on to multiplication, then division.

In the classroom this week, students will be learning the fine points of regrouping when adding, across the ones and tens (think 264+ 158). They will be working with base ten blocks to model the process and show understanding. They will be showing it another way by drawing base ten pictures (squares for hundreds, etc., like on homework). And they will finally learn to write the “1” over the tens or hundreds column when  regrouping–what we used to call “carrying”.

The difference between how we learned it years ago and how it’s taught today is that we’re making sure students have a real sense of the numbers involved and what the process of regrouping is really all about. In your homework packet in the center I have included a step by step picture guide so you can help your child at home if they need it (see Chapter 2). Whether they do or not, it’s always wise to ask them questions: How many hundreds/tens/ones are in that number? Will you need to regroup? How do you know? Does your answer make sense? Could you prove it another way?

A great way to practice regrouping in the 10s and 1s is to play Funny Numbers at Greg Tang Math. Click on the picture above. Choose “Base 10” , then the operation “+“. Notice in the example above: 11 is one 10 and one 1; we regroup by combining the six 10s and the one 10, for a total of 71.

This week in writing, students will learn about the qualities of good personal narratives. This is one of 4 genres that will be our focus this year, across Shrewsbury. Good personal narratives are about one moment in time, with the action stretched out and description thrown in to put readers in the picture. We will learn to generate topics to write about, and how to find the “story seed”–the small moment that should serve as the basis for the main event. As an analogy, we encourage students to think about a watermelon. The melon is your big idea, for example, My Vacation. A slice of the melon is your narrowed focus, for example, My Day at the Magic Kingdom. But the story seed, the one event that should comprise your story, would be one thing that you did there, for example, Going on Splash Mountain.

Here are some pictures of us in action, learning to make scientific observations of frogs in various stages of their life cycles!