5/25/2018 0 Comments Mayer Memo 5-25-18
Please Mark Your Calendars!
We will share our poetry at a poetry coffee house planned for Tuesday, June 5th from 8:30-9:30. Please mark your calendars to come and hear your amazing poets share their best poems! Plus you’ll see your child’s poetry book. Plan to bring along a copy of one of your favorite poems to share with the children. Important Year-End Information • The last fun lunch is on Friday, June 1st, and it is a free lunch courtesy of the amazing Lincoln PTO • Poetry Coffee House is Tuesday, June 5, 8:30 to 9:30. Find your favorite poem to share with the students! • Students will clean classrooms on Thursday, June 7. School supplies will be sent home or donated at this time. • Field Day is the last day of school, Friday, June 8, with a family picnic on the lawn during the lunch hour; students must bring a personal water bottle to ensure they are hydrated throughout the day. Reading Workshop - Daily Five We are reading A Nest For Celeste, by Henry Cole. As we read, the children are writing what they are thinking and trying to support their ideas with two or even more examples from the text. The children have also chosen personal goals and strategies to practice during daily reading time. They are using their reading notebooks to record their work toward their goals. Ask you child to tell you what s/he is reading and what personal goal and strategies s/he's been practicing! Writing Workshop The children have been very busy writing poetry and are hard at work publishing their very own poetry anthology. They can't wait to share this with you at the Poetry Coffee House on Tuesday, June 5th! Math We've been hard at work with the first investigation in Unit 8 of the Investigations. So far, the work they're doing has focused on subtraction. They have used subtraction to compare and to separate, or take away. They have solved many story problems and learned several games and activities that allow them to practice subtracting various quantities from 100. The children took the assessment for the first investigation today. We will continue with work from the second investigation next week. Word Work The word work patterns your children have learned throughout the year are intended to help them decode longer, more sophisticated words. As they read books with more difficult words, remind them to recall the patterns we've discussed and use this knowledge to sound out the word. The students have reviewed the spelling patterns we've discussed throughout the year, and they took the final word work assessment. Cursive Handwriting The children are thrilled to have learned how to write ALL 26 LOWERCASE cursive letters! They are also working on uppercase letters and are practicing writing their names along with classic statement that uses all 26 letters, such as: The quick brown fox jumped over the lazy dog! Very soon your children will bring home their cursive handwriting practice booklet, and you will see the great work they've done. In spite of popular opinion, a great amount of brain research supports the value of practicing handwriting! Please encourage your child to use cursive writing at home this summer by writing letters to relatives and friends.
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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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