The projects are looking amazing! We have looked over all the rough drafts and made suggestions and notes. We used a few of the rough drafts as examples when we practiced writing introductory and concluding paragraphs. Just with the tiny bit shared out of those samples we heard from several how they are looking forward to project presentations.
This week on our in-class model project, we worked on writing an introduction and conclusion. Students have these notes in their project folder. The introduction should be short, 3-4 sentences max. It should be a brief introduction to their research. We also talked about a hook or grab—writing something that will make the reader want to read the paper. The conclusion should again be a short wrap up. Please refer to the rubric or contact us with questions.
Editing the written paper should now begin in earnest. Students should refer to the editing sheet as a reminder of what they need to be looking for at this age. The final copy of the paper does not need to be typed—handwritten papers are fine. Students and parents can make that decision. Most students wouldn’t be able yet to type a paper without help. If you do help your child type the paper, we ask that you type it exactly the way the paper is written, no matter how hard you would like to make corrections.
Following is a message from our new Pod Parent:
Hi, my name is Sally Mosier. I am Audrey’s mom and I’ll be the Pod Parent for Intermediate until the end of the school year. Just to remind you: Pod Parents exist as a link for communication between teachers and parents, to meet the needs of the students within the classroom. There are volunteer opportunities in the classroom at set times every week. There are also flexible-time projects if you are unavailable during school hours. Please don’t hesitate to call, text or email me with questions: firstname.lastname@example.org/235.6173
Sadly, our Fresh Fruit and Vegetable grant has been spent for the year. During the course of this program, we moved from a group of hesistant eaters to risk takers who were willing to give nearly everything a try. If you would like to help us with snacks, we ask for something that can be stored in a cupboard. We do have a peanut allergy in our room, so please check the ingredients and avoid peanuts. Thank you.
3rd grade parents – On the first page of this newsletter you’ll see the schedule for PAWS (Proficiency Assessments for Wyoming Students)—the state assessment. Please help ensure that your child is well rested and has eaten a solid breakfast. We are also asking for the donation of additional healthy snacks for testing times. If you would like to provide snacks with low/no sugar and high protien (jerky, fruit, cheese, veggies, yogurt, etc.), please contact us so we can schedule snacks to cover all days. We would appreciate having two snacks for the six days of testing for our 16 third grade students.
On Wednesday students learned about the proper way to brush, floss and take care of our teeth. WLC nurse, Marla Rate, presented the class with toothbrushes along with a short discussion on proper dental hygiene. We then were visited by author Andre A. Lewis, who gave an extended presentation about proper oral hygiene. He read his book, Alexander & Renee versus Dr. DeCay, and presented a copy to each of our students.
In Mr. Foy’s math group this week, students wrapped up their unit by testing their understanding of number operations. Next week they will begin a new unit, 2-D Geometry and Measurement, in which they will learn more about perimeter, angles, and area.
Mr. Sallade’s math group is taking on “real life math” with story problems. We are working on the skills to read the problem, visualize it, understand what the question is asking us to do, write the problem out as an equation, and then solve it.
Spotlight Student: Drew
- March 1 Paper Due
- March 5-9 Spring Break
- March 11 Daylight savings
- March 15 Artcore
- March 19-22 Class Presentations
- March 22 Project night
- March 14-15 Reading
- March 20-21 Reading
- March 27-28 Math