*4th Grade Weekly Update, 03-24-26*
*03-24-26 Weekly Update* |
Important Dates: 3.25 BOD Meeting 3.24-27 Relay for Life Spirit Week Tuesday: Anything but a backpack Wednesday: Wacky Wednesday Thursday: Character Day Friday: Class Color Day (Dark Blue) 3.27 Relay for Life 3.31-4.5 NO SCHOOL ***April 7-24 - CMAS grades 3-8*** 4. 10 - K-2 Music Program-CCA Gym 3:00 p.m. 4.16 - Bookmobile after school 4.21-5.1 - StuCo Yarn Drive 4.24 - Spring Music Program Grades 3-8 @ WCHS 6:30 p.m.
Academics: ***When we return, we will begin our CMAS testing.*** As a teacher, I use this data to determine: -If your child is on grade level -If they are in need of intervention or an advanced learning plan -How I should group students in order to ensure optimal learning during partner/group projects As a class, I use them to identify: -Any gaps that exist that I need to fill and -Subjects that I can accelerate due to a broad knowledge base. -Identify areas I need to further develop my instruction -Evaluate our curriculum and it's effectiveness in preparing my fourth graders for fifth grade Some may ask, "Isn't that why you do NWEA and Dibels?" I use all three of these assessments together to create a full picture of where your child is on their learning journey. CMAS is the only norm based assessment we administer that evaluates writing and compares it to a broad base of students.
It would be an extreme kindness if any appointments/absences could be scheduled in the afternoon. As a thank you, your child will not have homework during the two weeks of testing. Thank you and I appreciate your support of our classroom!
CKLA In this unit, students will focus on what caused the thirteen North American colonies to break away and become an independent nation. What’s the story? Students will learn that disagreements about principles of government led colonists in North America to seek independence from Great Britain. What will my student learn? Students will learn about the important events and people that led to the colonists' decision to declare independence from the British government. They will also read two literary selections from that time period. Students will review the stages of the writing process and will engage in a variety of writing activities, such as recording key information from what they are reading about the American Revolution. These activities will prepare them to write a five-paragraph cause and-effect essay focused on what they have learned.
Conversation starters: Ask your student questions about the unit to promote discussion and continued learning: 1. Why did the British government tax the colonists? Follow up: Why did that make colonists angry? 2. Who were the Sons of Liberty? Follow up: What form of protest did they lead in Boston Harbor? |
Your child has been acquainted with the following programs. They should be able to show you what to do at home, but here's the low down just in case. Google Classroom: See attached page for step by step directions
Big Ideas Math Book: -Log in through Google Classroom-Navigate to Math, then Big Ideas Student log-in is their email address (first name, middle initial, last name @re3j.com) Student password is their first name (capitalized), middle initial, last name
CKLA Readers: -Log in through Google Classroom or -Clever -Click on Orange Amplify Icon -Click Log IN with Google -In the Library tab, your student can access all readers
IXL -Log in on Google Classroom -student username is their first, middle inital, and last name -student password is ccastudent3
Prodigy- -Log In through Google Classroom -Our Class Code is 93D8E31 -If asked, please have your child play in school mode. This way, I can see successes and struggles. |
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It is an absolute privilege to teach your kiddos, and I look forward to a fabulous year. If you have any questions, please reach out to me.
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