Home Learning for November 11-15 (Week 12)

  1. Read for at least 30 minutes each night. Complete the online reading log OR one on paper. (Copies are available in class).
  2. Reflect back on Week 11, and complete the “Reflection: Learner Profile & Approaches to Learning” form.
  3. Explore the recommendations on IXL.com. These connect directly to what we have been learning in class.
  4. Challenge: Bring in resources that might be helpful for your inquiry into movement as a change agent.
  • **A Scholar has a goal: This week, we answered 892 questions and spent about 4 1/2  hours = 4.5 hours = 270 minutes  on IXL. (Note: Mrs. Rupp has added new recommendations for math and language arts in IXL.)

Announcements

  1. Library is scheduled weekly on Thursdays.
  2. P.E. is scheduled weekly on Wednesdays and Fridays.
    1. Come dressed to exercise – sneakers, hat, sunscreen.
    2. Bring a water bottle
  3. Check your lunch card balance weekly.

Coming Soon

Below is a list of upcoming events of which to be aware.

  • November 13 – Field Trip (Permissions slips due Monday, Nov. 11)
  • November 15 –
    • 8:00 a.m. – Counseling Workshop
    • 2:20 p.m. – Assembly
    • Trimester 1 ASAs End
    • ES Swim Team in Johannesburg
  • November 25 – Trimester 2 ASAs begin
  • November 27 – International Day
  • November 28-29 – Thanksgiving Break (No School)

 

We’re on Twitter!

Follow TASOK @TASOKinshasa

Follow TASOK PYP @TASOKPYP

Follow Fourth Grade @Scholarsare

Hashtag #TASOK

 

Learner Profile Trait of the Month – THINKER


**Check back later in the week for additional homework related to in-class discussions and activities.

 

Fishbowl, Finding Out, Fractions, and… Finishing Well

To finish off our week, we started with a Friday fishbowl activity to observe an effective and efficient reading group. Five scholarly risk takers were willing to be the “fish,” masterfully demonstrating how readers read, speak, think, and write when studying a novel together. Observers were able to notice areas where the group and group members glowed and were able to make suggestions for growth. Through the observation process, both the observers and the observed were able to reflect on their process and make adjustments.

As we have been gathering more and more exposure to and experience with movement as a change agent, we were anxious to continue our reading of The Big Wave. The first chapter introduced us to the main characters and a huge movement-related problem. The details provided by the author caused us, as readers, to QUESTION… an important (and scholarly) reading strategy. Our inquiring minds caused us to wonder about volcanoes, tsunamis, earthquakes, and more.

In an effort to satisfy our curiosity, we dug into our resources and worked to collect and cite information about our topics. As we read, we tried using Cornell Notes to save and organize our ideas. Since this was our first official attempt at Cornell Notes this year, we realized there is a lot of room to grow.

To learn about Cornell Notes as a note taking structure, listen to Mr. G explain. While it sounds like he is talking to an older audience, I think his visuals will be beneficial.


If you’d like to take your Cornell Notes to the next level by combining them with Sketchnotes, check out Doug Neill’s video. I think you’ll LOVE this as an option for learning.

In the personal example he shares, I was especially amazed at the neatness of his work and how purposeful and patient he was in putting together all 11 pages. I can infer that the book he read and the topic he was researching was important to him.

Another topic of today was representing fractions on a number line. Like fraction circles and fraction bars, a number line is a great tool for visually representing fractions… including those greater than one whole.

This evening, several scholars participated in the second annual Night Run hosted by TASOK’s cross-country and track teams. Runners embraced the challenge, ran with perseverance, and experienced the “exhilaration of victory” of a race well run. Two of our very own scholars, Celeste and Filip, placed, about which we are very proud! It was especially exciting to see and hear how runners celebrated one another. What encouragement!

 

Resources and Research

Since we had three-way conferences yesterday, Word Work Wednesday got bumped to Thursday. Using multiple sources, online and off the shelf, students conducted incredible independent inquiries into this week’s words. “Ruminate” was a favorite find.

This afternoon, students entered the library in silence. A seemingly, self-imposed challenge charmed Ms. Kraft and allowed us to get started with our review of Destiny quickly. In pairs, students conducted searches to identify the call numbers and then set about finding each title on the shelves. In addition to using the inquiry-friendly features of Destiny, students became increasingly familiar with the different sections of our genre-fied TASOK library. Today’s exercise will help us next week as we dig in more deeply to our topics.

Once the challenge was complete, students sat down and settled in to reading.

Reading, Reasoning, Recording, and Relishing.

In preparation for three-way conferences this Wednesday, our day began with another round of reflection and goal setting. Today, as scholars, we focused on specific academic disciplines and their descriptors. It was interesting to break down each subject, which is complex, and consider where we soar and strive.

We then moved into our regular time of reading. Our new novel, The Big Wave by Pearl Buck, has begun by introducing us to a number of characters and by setting the scene with several setting descriptions. As we read, we sought to find significance in each setting and considered how it might impact the characters and the plot. It as been interesting to make connections with our previous read aloud, Chu Ju’s House, particularly as we think about characters’ points of view as a result of their work and location. Students then had an opportunity to apply their reading and analysis skills in their reading groups. We also worked on talking back to the text, using our sticky note tracker to save our ideas.

We also continued our inquiry into fractions today, exploring equivalent representations for one whole 1/1. We also looked at the idea of unit fractions and the meaning of one part of one whole and how it can be represented abstractly. As we worked with our fraction circles, the idea of equivalent fractions was also shared as a big idea.

Check out these multiple sources to learn more!

Challenge: Food offers a great opportunity to play with fractions. What kinds of foods can you share equally at home this week? Be sure to pay attention to how you are partitioning.

After lunch, we headed to music. Ms. Hall had us working to clap and capture our compositions on Seesaw.

As we being our unit on fractions, I wonder how many connections we can make to music. In addition to clapping the beat, can we construct a fraction-filled equation to represent our composition mathematically?

Image result for fractions and music

Image result for fractions and music

Multiple Sources for Music and Math

Finally, our day ended in delight as we had the opportunity to celebrate… Zinnah! Her mom and dad arrived secret-agent style, ready at the door with a lit candle.

As is our custom, Zinnah chose two friends to help her distribute cupcakes. Of course, after waiting politely until everyone was served (always easier said than done), we all bit in to a burst of fabulous flavor. Thank you, Zinnah, for allowing us to celebrate YOU today!

As students headed out the door, “golden tickets” and permission slips were distributed.

On Wednesday, please come with your “golden ticket” to be exchanged for something special.

And, please return your field trip form BY MONDAY.

 

Believe it or not, our day was not done… After school, TASOK hosted Kinshasa Christian School for a superb game of soccer. Fair and fun play is always fabulous! Thank you to Coach Wilson, Coach Shannon, and Coach Eugene for helping us grow our skills, while encouraging teamwork and sportsmanship.

 

Thank you, too to the many parents who can to support us today. We are grateful for your advice, affirmation, and affection!!

 

Home Learning for November 4-8 (Week 11)

  1. Read for at least 30 minutes each night. Complete the online reading log OR one on paper. (Copies are available in class).
  2. Reflect back on Week 10, and complete the “Reflection: Learner Profile & Approaches to Learning” form.
  3. Explore the recommendations on IXL.com. These connect directly to what we have been learning in class.
  4. Challenge: Email Mrs. Rupp any photos you took over break that highlight:
    • geometry
    • movement
      • weathering, erosion, deposition
  • **A Scholar has a goal: This week, we answered 458 questions and spent about 4 1/2  hours = 4.5 hours = 270 minutes  on IXL. (Note: Mrs. Rupp has added new recommendations for math and language arts in IXL.)

Announcements

  1. Library is scheduled weekly on Thursdays.
  2. P.E. is scheduled weekly on Wednesdays and Fridays.
    1. Come dressed to exercise – sneakers, hat, sunscreen.
    2. Bring a water bottle
  3. Check your lunch card balance weekly.

Coming Soon

Below is a list of upcoming events of which to be aware.

  • November 6 – Parent-Student-Teacher Conferences (Be sure to bring your Golden Ticket)
  • November 8 – TASOK Night Run
  • November 15 –
    • 8:00 a.m. – Counseling Workshop
    • 2:20 p.m. – Assembly
    • Trimester 1 ASAs End
    • ES Swim Team in Johannesburg
  • November 25 – Trimester 2 ASAs begin
  • November 27 – International Day
  • November 28-29 – Thanksgiving Break (No School)

 

We’re on Twitter!

Follow TASOK @TASOKinshasa

Follow TASOK PYP @TASOKPYP

Follow Fourth Grade @Scholarsare

Hashtag #TASOK

 

Learner Profile Trait of the Month – THINKER


**Check back later in the week for additional homework related to in-class discussions and activities.

 

Approaches to Learning, Arithmetic, Agency and Action

While we didn’t have any tricks today, we certainly had plenty of treats.

W began our day with a time of reflection, in preparation for next week’s three-way conferences. Using a Seesaw sort, students read through a set of descriptors related to the approaches to learning and the learner profile. Each student was to identify things they were proud of so far in fourth grade, and things on which they still need to work. Students were extremely thoughtful, which will provide a very firm foundation on which to develop goals.

Approaches to Learning & Learner Profile Descriptors

While some students were working on their Seesaw sort, others celebrated and showed evidence of learning on their math assessment. By exercising their brains, using multiple sources, and showing a great deal of perseverance, students were able to demonstrate understanding of a variety of important skills and concepts explored over the last few weeks. It was especially exciting to see the level of effort and engagement when presented with the final challenge question.

This afternoon, students spent some time with Ms. Kraft in the library “tuning in” to topics related to our current unit of inquiry. Using the list of ideas brainstormed during a previous session, students identified their top three topics of interest and provided persuasive evidence to substantiate their selection. Ms. Kraft was grateful for the amount of detail provided on the selection forms.

As a PYP librarian, Ms. Kraft plays a critical role in supporting student inquiry and facilitating research and ethical documentation. She is a valuable multiple source, particularly in the development of research skills, one of the five approaches to learning categories.

Article: Tuning in… to tuning in… by Kath Murdoch

Ms. Kraft did a great job tuning in to students’ interests today.

At the end of our day, we finished off with a video about plate tectonics. Pausing frequently, we engaged in really powerful conversations related to our central idea: Movement is a change agent and our key concepts and lines of inquiry:

  • Form – Types of movement
  • Causation: Forces that cause movement

A new idea we learned today was about the role of heat as a force that causes movement.

Thanks to Luca, who demonstrated a scholarly curiosity, willingness to learn, and use of multiple sources, we were able to learn about the idea of convection (and… began to wonder about the con- part of the word found in many other words we know – convergence, continent, convert, convertible, conversation, consider, conveyor. Does con- have the same meaning in each of these words?)

Multiple Source: Windows to the Universe: How do Plates Move?

ALERT: As you are listening, pay attention to words and phrases like:

  • scientists believe…
  • some people think…
  • geologists suspect…
  • one theory is…
  • many hypothesize…

These indicate that these are ideas that people have wondered about and researched, but do not necessarily have definitive proof.



Finally, today, we ended with an awesome example of student agency and action. Since it is Halloween, Alex and Khaleel wanted to do something special for their peers. With much planning and a great deal of time and effort, they hand made a set of foldable drawings… one for each student. At the end of the day, after taking the initiative to tidy off the table tops and keeping it top secret all day, the boys presented their project with an enthusiastic “Happy Halloween.” One of the first responses was… “This is so creative!”

What a bucket-filling way to end the afternoon!!

Home Learning for October 28-November 1 (Week 10)

  1. Read for at least 30 minutes each night. Complete the online reading log OR one on paper. (Copies are available in class).
  2. Reflect back on Week 9, and complete the “Reflection: Learner Profile & Approaches to Learning” form.
  3. Explore the recommendations on IXL.com. These connect directly to what we have been learning in class.
  4. Challenge: Email Mrs. Rupp any photos you took over break that highlight:
    • geometry
    • movement
      • weathering, erosion, deposition
  • **A Scholar has a goal: This week, we answered 364 questions and spent over 5 hours on IXL. 

Announcements

  1. Library is scheduled weekly on Thursdays.
  2. P.E. is scheduled weekly on Wednesdays and Fridays.
    1. Come dressed to exercise – sneakers, hat, sunscreen.
    2. Bring a water bottle
  3. Check your lunch card balance weekly.

Coming Soon

Below is a list of upcoming events of which to be aware.

  • November 2 – Student Leadership Halloween Carnival
  • November 6 – Parent-Student-Teacher Conferences
  • November 8 – TASOK Night Run
  • November 15 –
    • 8:00 a.m. – Counseling Workshop
    • 2:20 p.m. – Assembly
    • Trimester 1 ASAs End
    • ES Swim Team in Johannesburg
  • November 25 – Trimester 2 ASAs begin
  • November 27 – International Day
  • November 28-29 – Thanksgiving Break (No School)

 

We’re on Twitter!

Follow TASOK @TASOKinshasa

Follow TASOK PYP @TASOKPYP

Follow Fourth Grade @Scholarsare

Hashtag #TASOK

 

Learner Profile Trait of the Month – KNOWLEDGEABLE

**Check back later in the week for additional homework related to in-class discussions and activities.

 

Home Learning for October 14-18 (Week 9)

  1. Read for at least 30 minutes each night. Complete the online reading log OR one on paper. (Copies are available in class).
  2. Reflect back on Week 8, and complete the “Reflection: Learner Profile & Approaches to Learning” form.
  3. Explore the recommendations on IXL.com. These connect directly to what we have been learning in class.
  • **A Scholar has a goal: This week, we answered 1,289 questions and spent almost 10 hours on IXL. 

Announcements

  1. Library is scheduled weekly on Thursdays.
  2. P.E. is scheduled weekly on Wednesdays and Fridays.
    1. Come dressed to exercise – sneakers, hat, sunscreen.
    2. Bring a water bottle
  3. Check your lunch card balance weekly.

Coming Soon

Below is a list of upcoming events of which to be aware.

  • October 14-15 – PYP Consultant Visit
  • October 16 – SeeSaw Parent Workshop – 8:00 am. (SS Library)
  • October 14-18 – Congo Week
    • All Week – Pagne Contest – Wear your pagne proudly this week.
    • Tuesday, October 15 – Denis Copper Wire Art
    • Thursday, October 17 – Traditional Dance
    • Friday, October 18 -Whole School Assembly
      • 2:00 – 3:10 p.m. (CAC)
      • Pagne Fashion Show & Awards
      • Papy Pemba Dance & Traditional Congolese Music 
  • October 21-25 – October Break (No School)
  • November 2 – Student Leadership Halloween Carnival
  • November 6 – Parent-Student-Teacher Conferences
  • November 8 – TASOK Night Run
  • November 15 –
    • 8:00 a.m. – Counseling Workshop
    • 2:20 p.m. – Assembly
    • Trimester 1 ASAs End
    • ES Swim Team in Johannesburg
  • November 25 – Trimester 2 ASAs begin
  • November 27 – International Day
  • November 28-29 – Thanksgiving Break (No School)

 

We’re on Twitter!

Follow TASOK @TASOKinshasa

Follow TASOK PYP @TASOKPYP

Follow Fourth Grade @Scholarsare

Hashtag #TASOK

 

Learner Profile Trait of the Month – KNOWLEDGEABLE

**Check back later in the week for additional homework related to in-class discussions and activities.

 

Petals. Problem Solving. Preschool Parade.

What better way to start the day than with an unexpected bucket-filler. Thank you, Celeste, for your perfectly-presented petals.

As fourth grade scholars headed off to French, I couldn’t help but notice a parade of preschoolers accompanied by a pagne-wearing director and…  a peculiar prop. I later found out this skeletal stroller was Boney Tony, headed to preschool for an inspiring inquiry. Bucket-filled… again!

The bucket-filling continued as students engaged eagerly in a challenging problem connected to conversions. The energy, enthusiasm, and effort exhibited was exhilarating.

 

 

Determining Importance. Identifying Numbers. Dressing to Impress. Investigating Resources.

Determining importance is a vital reading strategy for scholarly readers. Before reading today, we walked our way through the story mountain (plot diagram) Chu Ju has traveled so far, identifying key events in the text. As we reflected on each one, we considered how each event impacted Chu Ju. Some events were more significant than others in terms of affecting Chu Ju’s development as a person and problem solver.

As we read our self-selected texts or reflect on our own lives, it is valuable to think about how events touch or transform. Some events are just everyday happenings that don’t really impact or influence us or our characters, other events, though, can be both impactful and influential. Often, taking time to think about this can enable us to predict how we or characters we encounter might behave moving forward and inspire action.


Continuing our inquiry into multiplication, we looked at classifying numbers as either prime or composite. Using multiple sources in the room and our understanding of factors, we were able to create a comprehensive list of prime and composite numbers and justify our classifications with evidence.

Try it: Math is Fun

Mid-morning, we paused our work with prime numbers to pose for pictures. Secret agents, in number order, filed quickly in front of the camera and sat with a smile. Those behind the lens were both polite and patient, making it easy for our guest photographer to capture each image. While we had an hour-long slot on the schedule, we set a goal of getting through everyone in 30 minutes, so we could get to recess on time. We managed to beat our goal with 10 minutes to spare. Being patient and principled allowed us to complete out pictures in record time! Impressive!

After art, we spent more time this afternoon tuning in to our topics. As was true with our inquiry into our text this morning, we examined (see) the images and determined importance, identifying details that caused us to think and wonder how they are connected to our central idea of movement as a change agent. Students had the choice to capture their thinking in a variety of visual ways, including an illustration or a web.


 

Multiple Sources

Weathering, Erosion, Deposition & Plate Tectonics

 

Mrs. Rupp’s Inquiry

Image Inspiration

Tuning In

In order to tune in to the images of the Japanese potters hung in the classroom, I did a see, think, wonder visible thinking routine.

  • See:
    • a cylindrical shape
    • a man placing his hands inside and outside of a vessel/pot
    • a bucket with water
    • a round/circular base/wheel
    • a grey material
  • Think
    • the base / wheel is spinning
    • the man is moving his hands to change the shape
    • the man is very skilled and patient
    • pottery requires special movement of the hands and body
  • Wonder:
    • How is clay made?
    • Where does the clay come from?
    • What kinds of movements affect the shape of the pot?
    • How does water affect the process of making pottery?
    • What happens when the pot is finished?

Finding Out

In order to find out more about movement as a change agent, I am going to use the following resources to gather information.

Multiple Sources



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