3/9/2018 0 Comments Mayer Memo 3-9-18Reading & Social Studies Last week, the children read a story in their Journey’s book called The Goat in the Rug by Charles L. Blood, Martin Link, and Nancy Winslow Parker. This story is a narrative nonfiction selection about a Navajo weaver who sheared her goat for its wool, or mohair, then dyed it, spun it, and wove it into a rug. This story reinforces our Economics social studies theme, because it shows how people take natural resources and use them to make products for sale. The children discovered that making a rug from goat’s wool is very time consuming, and this makes hand-made Navajo rugs scarce. We talked about how the Navaho weaver is a producer of goods, and the students made a flow chart to show the steps the weaver followed in producing the rug. The children also worked together to weave potholders from looms using cotton loops. We read from our social studies book and learned about goods, trade, producers, and consumers, as well. This week . . . the children read Donald Hall’s, Ox Cart Man, a narrative nonfiction story that describes how a farmer produces goods, sells (or trades) them at market, and consumes goods for his family. We discovered that some of the items he consumed were needs and some were wants. The children also noticed that the story described a sequence of steps that is repeated by the family every year. The children made another flow chart to show the steps the farmer took to produce and consume goods. We also noticed lots of verbs and pronouns since they appear throughout the Ox Cart Man. In addition to the social studies tie-in reading, we continued reading The Miraculous Journey of Edward Tulane, by Kate DiCamillo. The children are using various comprehension strategies to keep track of this long and complex book. Ask your child to tell you what strategies s/he likes best! Field Trip to Fullersburg Woods is next Thursday, March 15! We will travel to the DuPage County forest preserve to see how Sugar Maple trees are tapped for their sap and turned into maple syrup. This trip supports our social studies Economics theme. There is no charge for the trip since it is funded by the wonderful Lincoln PTO! We will leave at 10:30 and return at 1:00. The students will eat their lunches in the classroom when we return. Please remember there can be NO NUTS in your child's lunch that day! The permission slip was sent home on Wednesday of this week. If you haven't already done so, please sign the permission slip and send it to school with your child by Monday, March 12! Math The children have been practicing basic addition and subtraction facts to 20 by using related facts to solve trickier problems. For addition, many students try to make a ten to add or use doubles facts. For subtraction, students try to get back to ten or use related addition facts. Students recorded clues they use to remember facts they need to work on. I hope you are seeing this work at home. We have also been using what we know about making 10 to make 100. For example, if 8+2=10, we can use that to solve 80+20=100. Our new math program includes many excellent math games that support students' work with basic facts to solve more complex equations. Please check out the link to these games on the Forms and Homework page and play the games with your child. This will give you a clear picture of your child's strengths and areas for growth! Writing The children in 2Ma are really growing as writers! Last week they finished making posters for the book they nominated for an award. Hopefully you saw their opinion writing in the form of nominations and their posters when you stopped by for conferences. They also learned that verbs and pronouns are parts of speech. The children learned that verbs name actions, and they identified verbs in sentences. They also learned that pronouns are words that take the place of nouns. We sang a song to remember this. Ask your child to sing it to you! This week, the children took the end-of-unit assessment by writing a final opinion piece about one of their favorite books. They also continued working on verbs and pronouns. The children played a form of charades to act out various verbs. They also watched a video called the "Royal Principality of Pronouns." They discovered that pronouns can be used for the subject of a sentence, such as I, you, he, she, it, we, they. Pronouns can also be used after action verbs in a sentence, such as me, you, him, her, it, us, them. Next week, we will return to narrative writing, and the children will begin learning how to write gripping fictional stories. Word Work Last week, the children compared words with hard and soft c. They discovered that hard c sounds like a k, and this sound comes before a, o, and u. Soft c sounds like an s and this comes before e, i, and y. This week, they compared words with hard and soft g. A hard g makes the g sound, and it comes before a, o, and u. The soft g sounds like a j, and it comes before e, i, and y. The Annual Lincoln School Auction Lincoln families! Please don’t forget that our annual fundraiser Hoops and Heels is quickly approaching on Friday, March 16. HOOPS and HEELS The Lincon School Auction Friday, March 16 6:30 PM Lake Street Kitchen If you are unable to attend, do not fret!! You do not need to attend to be a part of it!! You can purchase tickets online and bid on items regardless — and all proceeds go to our school! We are hoping to repeat another record-breaking year for our kids and teachers! Thank you for your support, Melissa Bergetz and Rebecca Ehart, co-chairs.
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Mystery State!Mystery state for June 1 Did You Know...New evidence links handwriting and educational success.
Children not only learn to read more quickly when they first learn to write by hand, but they also remain better able to generate ideas and retain information. "When we write, a unique neural circuit is automatically activated,” said Stanislas Dehaene, a psychologist at the Collège de France in Paris. “There is a core recognition of the gesture in the written word, a sort of recognition by mental simulation in your brain. And it seems that this circuit is contributing in unique ways we didn’t realize,” he continued. “Learning is made easier.” Parent's attitudes about mathematics affect their kids!
"A 2015 study showed math-anxious parents who frequently helped their elementary schoolers with homework saw their kids learn significantly less math by the end of the year than kids whose parents didn't express an aversion to math." (Heidi Stevens, Balancing Act and Chicago Tribune) According to Jennifer McCray, Principal investigator at the Erikson Institute's Early Math Collaborative, "Statements from parents are extremely powerful in terms of helping a child decide, 'Who am I going to be relative to math" How should I feel about math?'" If you're a math-averse parent, the article linked above has great tips for addressing this! Archives
June 2018
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