Month: August 2017

What do you detect?

lrupp Uncategorized 0 Comment

During the past few days, scholarly SLEUTHS have been WITNESSES to some changes to our word wall. DETECTING that some valuable vocabulary might be visible, inquiring INVESTIGATORS collected CLUES and recorded EVIDENCE of their understanding. While the CASE of the missing definitions has not yet been closed, we SUSPECT it will be soon.

 

 

 

 

 

 

 

 

Since words were the SUBJECT of intense INVESTIGATION today, we sought to enLIGHTen ourselves with some synonyms, adjectives, and vivid verbs. This curious CAPER was caused by our look at yet another image from The Mysteries of Harris Burdick. As we noticed the spots of light on the top of the water, we were prompted to reexamine the other images. Light! Light! Light! Every image had a some sort of sparkle or twinkle or shimmer or glow. Of course, as we prepared to write, we thought about the literary analysis triangle and the all-important “cherry on top”… WORDS. How will LIGHT play a role in our compositions? How will our words impact our understanding of the LIGHT? Yet another MYSTERY to SOLVE.

 

A Strange Day in July

He threw with all his might, but the third stone came skipping back.

 

Did you know… there are over 200 words to describe light?

How many can YOU think of?

Add your ideas to the padlet.

**Stay tuned for a list.**

Great EXPECTATIONS

lrupp Literacy, Science, Social Studies 0 Comment

As readers, we all have EXPECTATIONS about what will and will not happen in a text. EXPECTATIONS are similar to predictions, conjectures, presumptions, and hopes. These EXPECTATIONS are based on what we know about various genres.

In an effort to systematically address these EXPECTATIONS and analyze text, we added another tool to our literary tool belt… the literary analysis triangle. In order to better grasp the purpose and meaning of each level, we used the analogy of a grocery store. While still in the introductory phases of understanding and using the literary analysis triangle, students exceeded EXPECTATIONS as they began to analyze the poem “Giving Trees.”

We also continued building our collection of landforms, in preparation for our personal landform research and collaborative landform dictionary.

 

Challenge of the day…

Can you identify this type of landform? (Hint: It has a funny-sounding name.)

 

 

 

 

 

 

To conduct your own landform research, use the links on the Online Resources > Social Studies > SS Links page.

Land Ho’

lrupp Science, Social Studies 0 Comment

Upon completing our introduction to the five themes of geography (with the help of MR. HELP), we began to look at landforms, which affect and are affected by all five themes.

Our first task was to create a list of landforms. As our list of landforms lengthened, it was interesting to learn about the defining characteristics of each and how each is formed. The formation of landforms connects directly to our first science unit, which explores the processes of weathering, erosion, and deposition.

Landforms

 

More Landforms

 

To test your knowledge of landforms, take a tour of the globe using Google Earth. How many landforms can you identify and explain? As you participate in this virtual scavenger hunt, think about:

  • how the landform was formed.
  • how it has changed and will change over time.
  • how it affects and is affected by people.

Do you know…

… what this landform is called?

 

 

 

 

 

To learn more…

Mixin’ It Up!

lrupp Classroom Community 0 Comment

The highlight of today was our first Mix It Up Picnic.

Fourth grade scholars had the opportunity to eat lunch on the lawn with students from all other grade levels. After lunch, students participated in a name game. Once faces became more familiar, students were able to connect even further by responding “Like me…” as various students completed the following sentence starters:

  • I come from… (students responded with either a country or continent)
  • My favorite food is…
  • I have ? siblings (sisters / brothers)
  • My favorite subject in school is…
  • At recess I like to play…
  • I like to read books about…
  • If I could be a superhero, I would be…
  • When I arrive home each day, I…

What wonderful way to build relationships beyond our classroom!

 

Give Me Five!

lrupp Classroom Community, Literacy, Math, Social Studies, TASOK 0 Comment

What a busy day filled with reading, writing, math, and social studies. We started off today by meeting our reading groups and selecting a just-right mystery book. We also received a strategy bookmark and our personal CAFE menu, so we can think about which element of reading we would like to focus on each day.

Another one of Harris Burdick’s illustrations was revealed today sparking some new stories.

Under the Rug

Two weeks passed and it happened again.

 

 

We talked about the importance of a strong beginning and tried to rewrite some beginnings shared by our peers. Prompted by our secret agent code TTQA, “Turn The Question Around,” we were able to make powerful changes to plain beginnings, transforming a tired sentence into something more tantalizing. Over the next few days, we will be talking about different types of beginnings that hook your reader and will begin to craft a lead that will capture anyone’s attention.

In math, we spent a bit more time talking about place value and how to use the place value chart. This simple, but valuable, tool will be used over the next few days as we continue to pursue a stronger sense of numbers.

The linked series of lessons on Khan Academy connects directly to our own exploration of place value.

To close out the day, we continued looking at the five themes of geography.

As a reminder, check out this rap.

Tomorrow, we are looking forward to the Mix It Up Picnic, which will allow us to get to know and connect with students in other grade levels.

Announcement: After School Activities

lrupp Classroom Community 0 Comment

An announcement from Mr. Bergh:

 

Hello TASOK Elementary School Parents,

Students’ health and wellness are at the center of everything we do here at TASOK.  That is why, from 3:30 to 4:30, four days a week (not Wednesday), we offer a diverse range of after school activities for all age groups.  Our talented teachers and parents have volunteered their time to offer many different types of clubs and activities in hopes that all students will find something that interests them.  These activities are free, except for World Dance which is $50 for the program (payable to the school cashier).

I have outlined the activities and clubs below, including what age it is geared towards as well as what day it will be offered.  Please read over the choices carefully with your child.  After, you may select up to 5 choices in order of preference (Google Form on bottom of page).  I will try and give every child at least 2 of their choices.  Please realize that most ASAs have a maximum capacity of 15 students (some less), therefor it is important to return your selections as quickly as possible.

You will receive confirmation of your child’s activity by Friday.  Please ensure that your child is dressed appropriately for their activity (ex: swimming, soccer, Outdoor Leadership …).  Also, before ASAs begin, your child will sit-down for an afternoon snack.  Please pack an extra snack for your child on the days they have ASAs.

The ASA program begins Monday, August 28 and runs until November 17, from 3:30 – 4:30.  You are responsible to be at TASOK by 4:30 to pick-up your child.

After this trimester a new list of ASAs will be offered and your child will have the opportunity to participate in other activities.  Please note, not all ASAs will run in the following trimester.

If you have any questions, please email me at sbergh@tasok.net

 

Monday

  • Zumba (Gr. K-2)
  • Movie Club (Gr. 3-5)
  • Outdoor Leadership (Gr. 4-12)

 

Tuesday

  • Art (Gr. K-2)
  • Cross Train Congo (Gr. K-2)

Cross Train Congo Kids is a strength and conditioning program and begins with a belief in fitness. It is used to teach children to be healthy, strong, and have a lifelong love of staying healthy. Classes will be a combination of gymnastics, body weight movements, games and a lot of fun! Every class will consist of a warm-up, skill, and a work out of the day. Students will not lift anything heavier than a stick. Please note that students need to come dressed in athletic clothing and shoes for every class.

  • Art (Gr. 3-5)
  • Pool activities  (Gr. 3-5)

Your child must be comfortable in the water and be able to swim, these are not swim lessons.  Please note, your child must pack a swimsuit and towel for this activity.

  • Destination Imagination  (Gr. 4-5)

The Destination Imagination program is a fun, hands-on system of learning that fosters students’ creativity, courage and curiosity through open-ended academic Challenges in the fields of STEM (science, technology, engineering and mathematics), fine arts and service learning. Our participants learn patience, flexibility, persistence, ethics, respect for others and their ideas, and the collaborative problem solving process. Teams may showcase their solutions at a tournament.

  • Computer Programming with Python  (Gr. 4-5)

Python is a widely used programming language created for general purpose programming.

 

Thursday

  • Condor Connect  (K-12)
  • MakerSpace   (Gr. 3-5)

Makerspace will provide hands-on, creative ways to encourage students to design, experiment, build and invent as they deeply engage in science, engineering and tinkering

  • Soccer  (Gr. 3-5)

 

Friday

  • Yoga (K-2)
  • Soccer   (K-2)

 

**World Dance is offering these ASAs.  The fee is $50 per student/per class, payable to the Business Dept. of TASOK.  Please note, a minimum of 10 students is needed to run a class.**              

Monday

  • Break Dance and  Acrobatics (Boys Gr. 3-5)

Tuesday

  • Zumba  (Gr. 3-5)
  • Dance and Circus (K-2)  

Thursday

  • Dance and Circus (Gr. 3-5)
  • World Dance  (Gr. 2-5)

 

Sign up here: TASOK Elementary ASA Sign-up (Trimester 1)

Place and Places

lrupp Homework, Math 0 Comment

Have you ever thought about just how important LARGE numbers are? Why do we need to know how to read , write , use, and compare them? Why is it important to know how to think about them? Today, we explored these and other questions.

How Much is a Million?

As we continue to investigate large numbers, we will be using the following document to guide our discussions and reflections.

Math Journal: Place Value 1

One practical use of large numbers is related to population. Focusing on our region of South, East, and Southeast Asia and Oceania, students used population maps to identify cities with populations over one million (1,000,000). Add your findings to our class Pondering Population padlet.

 

If you want to exercise your brain, you might be interested in exploring the graphs, charts, and maps in The World’s Cities in 2016 – United Nations Data Booklet.

  • How are large numbers used in this booklet?
  • How do the representations better help you understand population around the world?

Another interesting resource you might like to explore is this interactive world population density map.

 

Unraveling the Mystery of Mysteries

lrupp Homework, Literacy 0 Comment

Today, as we launched our mystery genre study, we were challenged first by a “one-minute mystery.” Examining text-based clues, accessing our background knowledge, and posing clarifying questions allowed us not only to seek a solution but also to identify skills and strategies necessary for growth as readers. We realized that rereading the lines was valuable as was “reading BETWEEN the lines.” 

Upon discussing this further, we were able to uncover a new “secret agent code” to add to our collection. Today’s code is:

schema + text evidence = inference

We then examined one illustration and caption from Chris Van Allsburg’s book, The Mysteries of Harris Burdick.

Archie Smith, Boy Wonder 

A tiny voice asked, “Is he the one?”

From this simple scene, we allowed our imaginations to wander and wonder. After taking a few minutes to start a story, we stopped to collect some questions sparked by our curiosity and that of our prospective readers.

  • What are the balls of light?
  • Who is the tiny voice?
  • Is the voice related to the balls of light?
  • Why is Archie Smith a “boy wonder?”
  • Why is he sleeping? Is he tired because of something he has done?
  • Is the window open? Why?
  • Why is there a boat in the scene?
  • Is the boat like Cinderella’s slippers? Does it cause the boy to change? Does it give him special powers?
  • Why is there a bat? How does Archie use it?
  • What else is on the window sill? How does that affect Archie?

Will we be able to answer all these questions? How will our stories develop from this one mysterious image?

Chris Van Allsburg

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