Week 34: A Normal Week!

Dear Parents,

We are entering the sixth week out of ten weeks in fourth quarter. This should be a fairly normal week as compared to many of the busy weeks we have had recently. There are no tests planned for math or science this week and no major school events. All students will have extra practice for their choir concerts, so specials schedules will change slightly. Other than that, everything will be normal.

In science class this week we will continue the study of meteorology that we started last week. In math, we will continue to study equivalent fractions and move into simplifying fractions.  In math lab, we will continue working on decimals.

One important occurrence this week is that official deficiencies notices will be sent out this week to families of any students with a current grade of D+ or lower in any class. Normally, these are sent out to you at the end of a week over a weekend, but this week will be different. They will most likely reach you by the middle of this week.

Regarding deficiencies, there are a few things I would like to communicate. Some parents have mentioned a fear that a deficiency in fourth quarter means their child will repeat the grade over. This is not the case. If we thought it was in the best interests of your student to retain them in their current grade level, we would have already had that conversation with you.  So, rest assured, your students will pass into fifth grade.  

Another thing related to deficiencies is reprinting missing homework. A few weeks back, I sent out an email to parents regarding reprinting homework in fourth quarter. However, because it was an email and not a blog post, I think it is possible that some parents may have missed it, so I am repeating it here:

 In previous quarters, I have been supporting students who have missed handing in assignments by giving them new copies of missing assignments. Many students never had homework before coming to Trivium East, and it seemed appropriate to give them time to adjust to the requirements. By fourth quarter, most of the students are handing their assignments in regularly, and they have had plenty of time to adjust to the requirements. Therefore, I will not be reprinting assignments for students who have lost track of the assignments anymore. The only exception is if the student did not receive a copy of the assignment in the first place, which happens very occasionally when a student is absent. If a student still has their copy of a missing assignment, they can complete it and turn it in for half-credit.

I always want to support my students to be their best, and, at this point in the year, that means taking responsibility for assignments. This is especially true as they start preparing for the higher standards of fifth grade and middle school. (The fifth grade teachers rarely reprint assignments, and middle school teachers definitely won’t.) While this may mean that some students may not be able to hand in lost assignments, my hope is that by experiencing the higher standard now, they will be set up for success in meeting fifth grade and middle school standards.

 I am happy to support students with their assignments in other ways, like giving them time to search their desk and locker for assignments, helping them between classes or before school with assignments, and tutoring students as necessary. I will continue to keep parents informed by emailing them about their child’s grade, reasons for it, and ways the student can improve. Of course, you can always email me if you are concerned about your student or their grades.

These are all the notes I have for you this week. Please feel free to email me with any questions, comments, or concerns.

Sincerely,

Miss Wycklendt

Week 33

Dear Parents,

Welcome to week 33! There’s a little less than six weeks until the end of the school year, and we will continue to use that time to gift our students with as much knowledge as possible. Now that standardized tests are over, our focus will be on preparing our students to meet the high expectations of fifth grade.

In math this week, we will continue to explore fractions. We will continue to work on finding fractions equivalent to other fractions and hopefully start working on simplifying fractions. The concept of equivalent fractions poses a particular challenge for students because this is the first time they have experienced quantities that are the same but are expressed with different digits. To further confuse matters, finding equivalent fractions requires multiplying. Granted, you multiply the original fraction by a fraction equal to one, but since you are multiplying, and since the resulting equivalent fraction is expressed in different digits than the original fraction, students often think the quantity has changed as well. We will spend as much time as necessary to make sure students understand equivalent fractions.

In science class, we do have our test on ecology. It is on many of the same topics students were studying for their quiz last week and for their state science test, so it shouldn’t be too hard. I had scheduled it for Tuesday; however, since I am so late getting the study guide out, I will postpone it until Wednesday. The following are things students should know for the test:

1.       They should know the definition of ecology found in their notebooks, and they should understand and be able to draw the ecological/natural cycle found in their notebooks.

2.       They should know the three main kinds of pollution we have studied (land pollution, water pollution and air pollution) and should be able to give two examples of each.

3.       Global warming: Global warming is the scientific observation that the average temperature of the earth is getting ½ a degree warmer each year. A lot of students have answered the question “What is global warming?” by saying, “It means the earth is getting warmer.’ Such an imprecise answer will not be sufficient for the test.

4.       Global warming does not mean you never feel cold. It does not mean you don’t have winter. It does not mean the seasonal changes from winter to spring and spring to summer. It is very important that students know that global warming is NOT any of these things.

5.        Most fourth grade students have not yet studied averages in math, so the best way I have found to explain global warming to them is to say that most places will be half a degree warmer this year than they were last year most of them time. This is not quite correct, because mathematically, cold places like the poles could be heating up a lot, while average temperature of the rest of the earth remained stable, and this could still cause the overall average temperature of the earth to rise. However this is much closer to the scientific concept of global warming than the above common errors about global warming, and it does not require them to learn averages for their science test.

6.       There are two main theories that scientists have put forward to explain why the earth’s average temperature is rising. Students should be able to explain each. One theory is that it is part of a natural cycle of the earth. The thought is that over hundreds or thousands of years the earth gets cooler, and then warmer, and then cooler again. The more commonly held theory is that humans are causing global warming by polluting the air with greenhouse gasses. When humans burn fossil fuels such as coal, oil, and natural gas for power, those burnt fuels give off smoke. The smoke contains greenhouse gasses. The greenhouse gasses trap extra heat from the sun and keep the heat in the earth’s atmosphere, thus making the average temperature of the earth rise.

7.       Students should know some reasons why global warming is potentially harmful. After all, most people like to be warm, so the idea of a warmer earth can be attractive. However, if the earth’s temperature rises ½ a degree each year, than in 100 years it will have risen fifty degrees. That’s a huge change in a short period of time. (Imagine if Phoenix got fifty degrees warmer on average!) That could cause polar ice caps to melt, making the ocean water levels rise and eroding shore lines. It could mean larger, more frequent, and more violent storms of all kinds (hurricanes, earthquakes, tornadoes). It could mean more wildfires and droughts, fewer cold weather animals, and more mosquitoes and insects that carry diseases.

8.       Resources: Resources are supplies that come from the earth that we use to provide ourselves with the things we need to live.

9.       Renewable resources are resources that we can easily get more of from the earth if we carefully use what we have. Most plants and animals fall into this category, as does water.

10.   Non-renewable resources are resources we can’t get more of from the earth, or at least, not for thousands or millions of years. Fossil fuels such as coal, oil, and natural gas fall into that category.

11.   Students should know the difference between a reusable resource and a renewable resource. Reusable/recyclable resources are ones that can be used again for a new purpose after they have been used once. This is NOT the same as being renewable. Renewable means you can grow more of it or get more of it from the earth. Reusable means you can use the same thing many times for many different purposes. Some renewable resources are not reusable, and some reusable resources are not renewable. Water is renewable; you can get more from the natural water cycle. It is also reusable; it can be filtered and used again. Corn is renewable; you can grow more of it. It is not reusable, though; once your farm animals eat it its gone; it can’t be used for anything else. Metals and plastic are non-renewable. Metal is mined form the earth an there’s only so much of it. Plastic is made from oil, and there’s only so much oil. However, many plastics and metals are reusable; they can be melted down at recycling centers and used again to make new things.

Don’t forget that Friday is a half day! Lunch is not served, and pick-up starts at 12:00pm.

These are all the notes I have for you this week. Please feel free to contact me with any questions, comments, or concerns.

Sincerely,

Miss Wycklendt

Math Test and AIMS Science

Dear Parents,

Even with the late rain our field day was a big success. After playing games outdoors from 11:30-1:30 the rain and hail sent us in where we continued to have inside games. As always, our supportive families are such a blessing to our school. Many of you brought fruits, veggies, water, and cups. You helped set up and run games. You even helped us clean up in the rain! We couldn’t have done it without you.

This coming week will have a few changes from our “normal” schedule. (Admittedly, with all the special events that accompany the end of the year, our “normal” schedule is starting to become the exception rather than the rule!) On Monday we will have a science quiz on global warming, renewable and non-renewable resources, and erosion. This is to help the students prepare for the AIMS Science Test, which will most likely contain a large number of questions on these topics. For the quiz students should know what global warming is, why it is a problem, and the two main theories about what causes global warming that we have studied. They should know the definitions of resources, renewable resources, and non-renewable resources, and should be able to give examples of each. They should know what weathering and erosion are, especially wind erosion. All of the definitions are in their science notebooks, and Mr. Ohbayashi and I have verified with all the students that they have their science notebooks in their backpacks.

On Tuesday the students will take their AIMS Science Test. It will be in two parts. The students will take the first part of the test right away on Tuesday morning, and then they will have recess. After that, they will have the second part of the test. They will return to their normal schedule after lunch.

On Thursday we will have our first math test of the quarter. While I don’t like to give the students a math test right after they take their science test, this is, unfortunately, necessary. Deficiencies will be sent out the following week, and the students need to have taken some assessments so that teachers can make accurate decisions on which students might be deficient. I had initially told the students the math test would be Wednesday, but I have changed the test to Thursday in order to allow them some breathing room between tests. I have told the students this, but in case any of them forget, you can tell them from me that the day has been changed. Blogspot does not recognize the fraction symbol from Microsoft Words, so I could not post the study guide to my blog. Instead, I have attached it to the email I sent to all parents informing them that I updated my blog.

On Friday, students will have an opportunity to go to first grade and mentor some of the first grade students. First grade is also learning about the American Revolution, so fourth grade will share some of their knowledge with first grade. They will present “Paul Revere’s Ride” to the first graders, and they will make tri-cornered hats together. Please encourage your students to keep working on “Paul Revere’s Ride” so that they can be the best examples possible for the first grade students.

These are all the notes I have for you this week. As always, please email me at rwycklendt@archwaytriviumeast.org with any questions, comments, or concerns. Have a great weekend!

Sincerely,

Miss Wycklendt

Dear Parents,

Now that our long week of testing is over, students, teachers, and parents alike can breathe a sigh of relief. Of course, we are all looking forward to summer, and it seems closer than ever after state testing is finished. However, there is still plenty for students to learn, and we will keep teaching them until the end of the very last day.

Actually, fourth grade is still not quite done with their state tests because they still need to take the AIMS science test. The test will take place between April 11 and April 15, so not this coming school week but the next one, exact days TBA.

This week we will be returning to our usual class schedules for Monday through Thursday, but Friday will be Field Day. We will use this opportunity to build community and encourage teamwork and physical activity among our scholars. The event has an Olympic theme this year, complete with opening ceremonies, and an Olympic parade with class flags. Each class will create a flag that represents them, and two flag bearers will be chosen from each class to carry their class flag at the opening ceremonies.

The opening ceremonies will begin at 7:45am. We understand that this is a little earlier than usual, but we ask that all scholars be on campus by 7:35 in order to have our whole school together for the opening ceremonies. Students should go straight to the MPR when they arrive, not to their classrooms. If your student is chosen to be a flag bearer, they especially must arriver earlier because they will need to practice their part in the flag parade with Coach Brinson. They can meet her in the MPR at 7:35am.

Opening ceremonies end at 8:00am. Fourth graders will return to their classrooms, where they will have classes until 11:05. At 11:05 they will have an early lunch, and then they will head out to the back field for team games and activities until the end of the school day.

We are in need of parent volunteers to help run games and activities on field day! Coach Brinson is organizing the volunteers, so if you wish to volunteer you may email her at kbrinson@archwaytriviumeast.org. Thank you to all of you who have already volunteered.

Because of the emphasis on physical activity, students are not expected to come to school in official school uniforms on field day. However, they are still expected to be dressed in a manner appropriate to serious students (no tank tops, spaghetti straps, sandals). The family handbook contains information on appropriate non-uniform clothes. You all should have copies of the handbook at home. Otherwise, you can view it online at http://archwaytriviumeast.org/images/TriviumEast/2015-16/School_Info/archway%20trivium%20east%20family%20handbook%202015-2016%20final.pdf . The relevant portion of the handbook is on page 51, the Outdoor and Field Day Dress Code. Please look it up so that your student arrives at school appropriately dressed and does not need to call home for a change of clothes.

In math class this week we will be learning about equivalent fractions and simplifying fractions. We will return to the math lab for computer sessions and will also have math in the classroom. Online math homework will continue to be assigned.

Starting this week, there will be some changes to online math homework. We want to be sure all of our students are equipped with the best knowledge possible to enter fifth grade. One thing that will be a huge help to them in fifth grade is to complete the entire fourth grade online math program. At this point, the large majority of our students are set to complete the full program before the end of the year and will even have extra time to complete their walls of mastery.  However there is a small number of students who need to spend some extra time in order to complete the program. In order to support these students and help them structure their time so they are not cramming, they will be assigned some extra time doing online homework each night. In order to communicate clearly with parents about students’ homework needs, we will be using the following system:

1.       Students will be divided into two groups, a green group and a red group.

2.       Students in the green group are students who are on target to complete the online math program, assuming they continue to attend classes and complete their homework.

3.       Students in the red group are students who will need to spend some extra time in order to complete the program.

4.       If your student is in the red group, you will receive an email letting you know they are in the red group. Please respond to the email so that we can continue to communicate about your student’s needs. If you do not receive an email, your child is in the green group.

5.       Students’ agendas will contain the online homework assignment for the green group and the red group. Most days it will be 20 minutes of online homework for the green group and 30 minutes of online homework for the red group. Your student should complete the assignment that is appropriate to their group.

6.       If your child is in the red group, their consistent effort may bring them into the green group. If this happens, I will email you personally to let you know. Please continue to have your student complete the red group homework until I email you about their change to the green group.

We always want to be sure we are giving our students the best possible structure and support to succeed in all areas of school. With consistent effort, we are confident that all our students will complete the fourth grade program. If you have any questions, always feel free to contact me.

In science, we will wrap up our study of ecology and review some previously taught topics, such as magnets and electricity. This means that some of the homework and assignments will be based on past homework, so it is especially important for your students to use their science notebooks for homework.

I have one final note for you regarding “Try Again” assignments. At the end of last quarter, I mentioned that I was going to start sending “Try Again” assignments home in students’ Friday folders so that parents would know when and where to look for them. However, last week I started handing back “Try Again” assignments directly to students instead of putting them in Friday folders in order to give students as much practice as possible for their AZ Merit review. However, now that AZ Merit is over, I am going to put all “Try Again” assignments in students’ Friday folders. They can complete them and return them from there.

These are all the notes I have for you this week. If you have any questions, please feel free to email me at rwycklendt@archwaytriviumeast.org.

Sincerely,

Miss Wycklendt