Team O'Connell/Chaffins 4th grade

Flames of Frey, AIM HIGH!

Thank you!

Thank you to all of our families that  we able to join us for the Feast on Thursday AND to those of you who came back to school for our performance!  What an awesome day 🙂

The performance was so sweet, the kids worked hard with Mrs. Davis and it really paid off!  They did a great job~

We hope that everyone has a wonderful Thanksgiving holiday – enjoy time with your family and safe travels for those who are visiting family (or just taking a fun trip!).

No Comments »

November 6th

This week in class:

Reading – We will be close reading informational texts about animal defense mechanisms in which students make inferences and summarize information from two informational texts.

Writing – Students will develop a thesis statement and plan an opinion essay using boxes and bullets; we will collect and write about evidence to support each of the reasons for the opinion expressed in their thesis statement. Students will begin to select the most powerful evidence and tell it in a way that supports their reasons.

Reminders:

Tuesday, November 7No School

Thursday, November 16Thanksgiving Feast – We hope to see you here for a fabulous lunch!

Ms. Chaffins’ lunch time will be 11:45 – 12:25  Annex Tables 1 & 2

Ms. O’Connell’s lunch time will be 12:15 – 12:55 Tables 3 & 4

Thursday, November 164th Grade Performance – students should arrive at 5:45

No Comments »

This week in class…

Our unit on Animal Defense Mechanisms continues.  This week students will examine visuals and reading sections for the gist, and then reread for the main idea and supporting details.  They will also work in expert groups to read specific sections and share what they have learned in our “Science Talk”.

Homework:  read and answer questions for the story Carousels:  Before They Were Kiddie Rides (due 11/3).  There will also be a reading comprehension check on Thursday, November 2nd. Students will have to answer questions related to the following concepts:   context clues; inferences based on characters, setting, plot; main idea.

 

Important Dates to Remember:

10/31 – Relay for Life Character Dress Up Day ($5 donation)

11/4 – Frey Day on a Saturday

11/7 – NO SCHOOL/Professional Learning Day for Teachers

11/10 – Relay for Life $1 Hat Day

11/14 – 2nd & 5th Grade Feast Day

11/15 – 1st & 3rd Grade Feast Day

11/16 – K & 4th Grade Feast Day and 4th Grade Performance

11/20-11/24 – Thanksgiving Break

Comments Off on This week in class…

Frey Day on a Saturday!

The fourth annual Frey Day on a Saturday clean-up day will be November 4th from 8:00-11:30 A.M. As the saying goes, many hands make light work. We hope to have an abundance of volunteers to help beautify our school campus. Please click the link below to sign-up. Thank you for AIMing HIGH!

http://www.signupgenius.com/go/5080e44a8a72da64-frey4

Comments Off on Frey Day on a Saturday!

Fire Safety Village Field Trip reminder…

Good Morning! I just wanted to share a reminder for tomorrow’s trip to the Fire Safety Village – you may want to send a light rain jacket as we will be walking outside in order to get from one place to another, remember that lunches should be in disposable containers (no glass). Thank you and enjoy the remainder of your weekend~

Comments Off on Fire Safety Village Field Trip reminder…

Thank you!

We would like to take a moment to say thank you to all of our parents!  We appreciate that you took time to come in and meet with us, we so enjoyed having time to share the wonderful things your children are doing in class!

Enjoy the weekend~

Ms. Chaffins & Ms. O’Connell

Comments Off on Thank you!

Parent Survey

Parents,

Please take a moment and fill out this quick survey to let the state know how we are doing.  Your feedback is an important part of our CCRPI score. Thank you!

Comments Off on Parent Survey

Quarter 2 Literacy Overview

In Quarter 2 students will:

  • explain what a text says using specific details from the text.
  • make inferences using specific details from text.
  • determine the main idea using specific details from the text.
  • summarize informational or persuasive text.
  • determine the meaning of academic words or phrases in an informational text.
  • determine the meaning of content words or phrases in an informational text.
  • interpret information presented through charts, graphs, timelines, or websites.
  • explain how visual or graphic information helps me understand the text around it.
  • accurately synthesize information from two texts on the same topic.
  • write informative/explanatory texts that convey ideas and information clearly.
  • choose evidence from literary or informational texts to support analysis, reflection and research
  • paraphrase portions of a text that are read aloud to me.
  • effectively engage in discussions with diverse partners about fourth-grade topics and texts.
  • use grammar conventions to send a clear message to a reader or listener.

In this eight-week unit, students explore animal defense mechanisms. They build proficiency in writing an informative piece, examining the defense mechanisms of one specific animal about which they build expertise. Students also build proficiency in writing a narrative piece about this animal. In Topic 1, students build background knowledge on general animal defenses through close readings of several informational texts. Students will read closely to practice drawing inferences as they begin their research and use a science journal to make observations and synthesize information.  They begin to research an expert animal in preparation to write about this animal in Topics 2 and 3, again using the science journal. In Topic 2, students will continue to build expertise about their animal and its defense mechanisms, writing the first part of the final performance task—an informative piece describing their animal, the threats to its survival, and how it is equipped to deal with them. With their new knowledge about animal defenses from Topic 1, students will read informational texts closely, using the same science journal to synthesize information about their animal. Topic 3 allows students to apply their research from Topics 1 and 2 to write a narrative piece about their animal that incorporates their research.

Standards addressed in Quarter 2:

•        ELAGSE4RI1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

•        ELAGSE4RI2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.

•        ELAGSE4RI4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

•        ELAGSE4RI7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

•        ELAGSE4RI9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

•        ELAGSE4RF3 Know and apply grade-level phonics and word analysis skills in decoding.

•        ELAGSE4W2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

•        ELAGSE4W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences

•        ELAGSE 4W4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

•        ELAGSE 4W5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

•        ELAGSE 4W7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.

•        ELAGSE 4W8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

•        ELAGSE 4W9b Draw evidence from literary or informational texts to support analysis, reflection, and research.

•        Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).

•        ELAGSEW10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.

 

Comments Off on Quarter 2 Literacy Overview

Conference Information

Conference Week:  Monday, October 16 – Friday, October 20th/Early Release

On Monday, October 9th, you will receive an email invitation to sign up for your child’s conference via “SignUp Genius”. Each conference is 15 minutes long. You will be meeting with both Ms. O’Connell and Ms. Chaffins, we will cover your child’s current performance and go over any concerns or questions you may have. For those parents that have more than one teacher conference at Frey, please allow travel time between classrooms.

Thank you and we look forward to meeting with everyone during the Week of October 16th.

 

Conference Week Reminder:  Due to conferences, we will be on our Early Release schedule all week with  altered lunch and specials times; students will be dismissed at 12:20 each day.  ASP will be held during conference week.

Comments Off on Conference Information

What are we learning this week?

Welcome back!  We hope everyone had a wonderful Fall Break 🙂  This week we will be wrapping up the 1st Quarter standards; conference schedules will be posted on Monday, October 9th (look for a Sign-Up Genius email).

 

Reading:  Students will work in small guided reading groups to close read and analyze a poem by their chosen poet.  In these groups, we will be working on summarizing, unfamiliar words (context clues), imagery, figurative language, and characteristics of poetry.

I can explain what a text says, using specific details from the text. (RI.4.1)

I can use literary terms to describe parts of a story, poem, or drama (e.g., verse, rhythm, meter, casts of characters, settings, descriptions, dialogue, stage directions). (RL.4.5)

I can explain the meaning of simple similes and metaphors in context. (L.4.5a)

Writing:   Students will be researching a poet that has “inspired” them.  They will be completing a graphic organizer where they will take notes on the following information:  the poet’s life (childhood, education, obstacles, etc.), career (when they began writing, influences, genres of writing, why poetry, etc.)

I can use the writing process to produce clear and coherent writing (with support). (W.4.4)

Mark Your Calendar:

 

10/6 – Fall Festival 6:00-8:00 pm

 

10/10 – Picture retakes

 

10/12 – Early Release

 

10/16-10/20 – Conference Week (Early Release all week)

Comments Off on What are we learning this week?

Skip to toolbar