The Multi Age Program at
Harbor Heights Elementary
Gig Harbor, Washington
| Home | ||
| General MAP Info. | ||
| Class Pages | ||
| Contact Our Teachers | ||
| Research Sites | ||
| Songs | ||
| Pictures and Poetry | ||
| Calendar/Schedules | ||
| Other Building Links | ||
Mrs. Burkhardt
News from 4th Grade MAP
November 19
Dear Parents and Families,
CONFERENCES: Just a reminder that in MAP we like students to attend their conferences with their parents. Looking forward to seeing all of you! J
SHARING & CARING: To support the Harbor Heights December theme of Sharing and Caring, students are invited to bring new unwrapped toys, books, games, clothing, canned food and gift certificates for those families in need during the holiday season. Representatives from the Gig Harbor FISH and the Key Peninsula Children’s Home Society will be accepting these donations at our 10th annual Sharing and Caring Assembly on Thurs., Dec. 10th at 9:15. Items need to be at school by Wed., Dec. 9th. Thank you for supporting this all school community service project.
MATH: Post tests for our Data unit were sent home today. Please note your child’s pre and post test scores at the top of the test. Our class average on the pretest for this unit was 42% and on the posttest is was 77%!
STAR TESTS: Many classes in our school take the star reading test 4 times a year. This test helps determine the child’s reading range for AR. FYI: The average reading level of our class in September was 5.0 and as of the November test, the average reading level of our class is 5.4! I LOVE that this class loves to read so much!
AR UPDATE: So far this year our class has passed 525 AR tests with an average grade of 84%! The average book level read was 4.6 which means sixth month of 4th grade!
HELP: We are out of bird seed again. Any donations will be greatly appreciated by our class and all of our bird and squirrel friends! J
EMERGENCY PACKS: Devin, Ashley, Chris, Leah, Tory, Emily S, James & Gissele have not turned in emergency packs. Please try to put one together for your child in case we do have an emergency this year!
BOOK ORDERS: Please return November book orders by Tuesday, 11/24.
- November 19th-25th ~ Conferences ~ Early Dismissal @ 12:00
- November 24th (Wed) ~ NO LATE START!
- December 4th (Fri) ~ Mary Lee Squires Bazaar 3:45-6:00: Please contact Jill Piacitelli at 318-7827 if you’d like to have a table. Adult tables are $25 and child tables are $10.
- December 9th (Wed) ~ MAP Sharing & Caring Program @ 7:00 pm
Student #
HOMEWORK – Due Wed. 11/25
*There is NO SCHOOL next Thursday or Friday, so don’t forget this!
This week’s writing prompts are more like diary or journal entries. They are not formal writing assignments and following the steps of the writing process is not required. This assignment has been given for the following reasons...to give students an opportunity to focus on their personal writing goals while they come up with great ideas and to practice either their cursive or keyboarding.
*Reading: Read for 2 hours or more.
_______________________ ________________________
(student signature) (parent signature)
*Math:
· Xtra Math: Log on at least 3 times this week at home and complete a session each time. Have your parent initial here ________ when you’ve finished this.
· Complete math pages 51-52 & 3-4 (use your multiplication cards to complete this paper).
*Writing: Choose 1 of the following prompts to respond to. You may do this in cursive or on the computer. Please do your best to have correct spelling, capitalization and punctuation! Your response should be at least ½ page ~ single spaced.
- When you were younger, what was one of your favorite bedtime stories? Briefly tell what the story was about and why you liked it so much.
- What is the greatest thrill you have ever had in your life? Retell your experience with as much detail as possible.
- What was one of the hardest things to learn when you were very young? (tie your shoelaces, drink from a straw, etc.) Explain your experience and how you finally learned to do it.
NOTE: Please staple your math and writing to the back of this paper.
November 13
Dear Parents and Families,
CONFERENCES: I am sending home the conference schedule today. Please note the time of your conference. I’m looking forward to seeing you and your child at the conference. Devin, Chris and Leah are not scheduled for conferences yet. Please contact me ASAP with a time that works for you. You can call, email or send a note.
CURRICULUM UPDATE: In reading we are focusing on informational text and text features. We are just finishing up a project on animal babies and will begin a biography project next week. We are also participating in literature circles with Mr. McClelland’s 5th graders. During lit circles, the kids focus comprehension strategies such as I Wonders, Connections and Predictions. They also have group discussions and complete follow up activities related to text structures. In math we are just finishing up our data unit. Our next unit will focus on multiplication and division. The post test is scheduled for Monday. In writing we have continued to focus on personal narratives and poetry.
PLAY PERMISSION SLIP: Thank you to everyone who has already turned in their child’s permission slip and money. We still need these things from the following people: Chris, Leah, Tory, Myelle & James
PAPERWORK: We still need the following:
*Golden Student Handbook Forms: Chris, Myelle, James, Gissele
*Emergency Packs: Devin, Ashley, Chris, Leah, Tory, Emily S, James, Gissele
· November 18th (Wed) ~ Play at GHHS 12:30-3:15
· November 19th-25th ~ Conferences ~ Early Dismissal
· December 9th (Wed) ~ MAP Sharing & Caring Program @ 7:00 pm
Student #: ________________
HOMEWORK – Due Thurs. 11/19
This week’s writing prompts are more like diary or journal entries. They are not formal writing assignments and following the steps of the writing process is not required. This assignment has been given for the following reasons...to give students an opportunity to focus on their personal writing goals while they come up with great ideas and to practice either their cursive or keyboarding.
*Reading: Read for 2 hours or more.
(See the writing assignment below that directly relates to the reading you’re doing at home.)
_______________________ ________________________
(student signature) (parent signature)
*Math:
- Xtra Math: Log on at least 3 times this week at home and complete a session each time. Have your parent initial here ________ when you’ve finished this.
- Complete math pages 29 & 39.
*Writing: Respond to one of the following prompts. You may do this in cursive or on the computer. Your response should be both the quality and quantity of a 4th grader. Please do your best to have correct spelling, capitalization and punctuation too! Your response should be at least 3/4 of a page ~ single spaced!
- Star Search! Imagine that the book you’re reading is being turned into a blockbuster movie and you’ve been hired to choose the actors and actresses. Who would you pick for the 3 lead roles and why? The people you cast could be famous, or someone you know in real life, like your brother. Be sure to give at least 3 reasons why each person would be absolutely perfect for the part.
- Think about the title of the book that you’re reading either for fun or for your literature circle. Discuss the following: Why did the author choose this title? Explain whether or not you think it’s a “good” title. Then use your imagination to come up with an alternative title of your own. Be sure to tell why your title would be a good choice!
NOTE: Please staple your math AND writing to the back of this paper.
November 5
Dear Parents and Families,
CONFERENCES: Devin, Kelson, Wesley, Annee, Chris, Leah, Tory and Gavin are not scheduled for conferences yet. Please look at the conference schedule that was sent home today and contact me ASAP with a time that works for you. You can call, email or send a note.
PLAY PERMISSION SLIP: Thank you to everyone who has already turned in their child’s permission slip and money. We still need these things from the following people: Devin, Chris, Leah, Tory, Myelle & James
PAPERWORK: We still need the following:
*Golden Student Handbook Forms: Chris, Myelle, James, Gissele
*Emergency Packs: Devin, Ashley, Chris, Leah, Tory, Emily S, James, Gissele
· November 10th (Tues) ~ Veteran’s Day Assembly @ 1:15
*Wear Red, White and Blue!!
· November 10th (Tues) ~ Picture Retakes
· November 11th (Wed) ~ No School ~ Veteran’s Day
· November 11th (Wed) ~ HOA Fundraiser @ Galaxy Theaters
Wizard of Oz @ 10:00 & Night at the Museum 2 @ 10:30
Admission is FREE ~ Donations to PHOA are Encouraged!!
*If you’re going, please mail peninsulahandsonart@gmail.com to tell them which movie you plan on attending!
· November 18th (Wed) ~ Play at GHHS 12:30-3:15
· November 19th-25th ~ Conferences ~ Early Dismissal
· December 9th (Wed) ~ MAP Sharing & Caring Program @ 7:00 pm
*Expository
Writing Practice:
- Prompt: In several paragraphs, explain to your teacher what is/was so special about your pet. You may write about a pet you have now or used to have. You may even write about a relative’s pet who you love.
- Your final draft should have several paragraphs (3-5) and should be about 2 pages long. It should be typed, but may be written in cursive if you don’t have access to a computer & printer. If you have a little extra space, please add an illustration. Please use the attached expository WASL checklist to help you have the best paper possible. Keep this rubric somewhere safe so you can refer to it when you have other prompts like this!
- Don’t forget: spell check, color, word art, clip art, digital photos (if you have them) and borders!
NOTE: Please paperclip your writing to the back of this paper. It will be going in your scrapbook.
Grade 4
Checklist for Expository Writing
My writing will be very good if I have thoughtful and specific content and organize my writing. That means I should
q follow the directions given in the writing prompt;
q narrow my topic;
q stay focused on my main ideas,
q elaborate by using reasons, well-chosen and specific details, examples, and/or experiences to support my ideas;
q include information that is interesting, thoughtful, and necessary for my audience to know;
q organize my writing so that there is an opening/introduction, a middle, and a conclusion;
q organize my writing in paragraphs;
q use words that help show how my ideas are connected.
My writing will be very good if I have an interesting style. That means I should
q show that I care about my topic,
q use language that fits my audience and purpose,
q use words and phrases that help the reader understand my ideas,
q use different types of sentences.
My writing will be very good if I follow conventions in writing. That means I should
q follow the rules of correct English grammar and usage (for example, correct pronoun for subject, verb endings, subject-verb agreement),
q spell words correctly,
q use correct capitalization,
q use correct punctuation (periods, commas, quotation marks, question marks),
q write complete sentences,
q show where new paragraphs begin.
Washington Grade 4: Content, Organization & Style Scoring Guide
|
Points |
Description |
|
4 |
· maintains consistent focus on topic and has selected and relevant details · has a logical organizational pattern and conveys a sense of completeness and wholeness · provides transitions which clearly serve to connect ideas · uses language effectively by exhibiting word choices that are engaging and appropriate for intended audience and purpose · includes sentences, or phrases where appropriate, of varied length and structure · allows the reader to sense the person behind the words |
|
3 |
· maintains adequate focus on the topic and has adequate supporting details · has a logical organizational pattern and conveys a sense of wholeness and completeness, although some lapses occur · provides adequate transitions in an attempt to connect ideas · uses adequate language and appropriate word choices for intended audience and purpose · includes sentences, or phrases where appropriate, that are somewhat varied in length and structure · provides the reader with some sense of the person behind the words |
|
2 |
· demonstrates an inconsistent focus and includes some supporting details, but may include extraneous or loosely related material · shows an attempt at an organizational pattern, but exhibits little sense of wholeness and completeness · provides transitions which are weak or inconsistent · has a limited and predictable vocabulary which may not be appropriate for the intended audience and purpose · shows limited variety in sentence length and structure · attempts somewhat to give the reader a sense of the person behind the words |
|
1 |
· demonstrates little or no focus and few supporting details which may be inconsistent or interfere with the meaning of the text · has little evidence of an organizational pattern or any sense of wholeness and completeness · provides transitions which are poorly utilized, or fails to provide transitions · has a limited or inappropriate vocabulary for the intended audience and purpose · has little or no variety in sentence length and structure · provides the reader with little sense of the person behind the words |
|
Z |
· response is “I don’t know”; response is a question mark (?); response is one word; response is only the title of the prompt; or the prompt is simply recopied |
Washington Grade 4: Conventions Scoring Guide
|
Points |
Description |
|
|
· Consistently follows the rules of Standard English for usage · Consistently follows the rules of Standard English for spelling of commonly used words · Consistently follows the rules of Standard English for capitalization · Consistently follows the rules of Standard English for punctuation · Exhibits the use of complete sentences except where purposeful phrases or clauses are used for effect |
|
1 |
· Generally follows the rules of Standard English for usage · Generally follows the rules of Standard English for spelling of commonly used words · Generally follows the rules of Standard English for capitalization · Generally follows the rules of Standard English for punctuation · Generally exhibits the use of complete sentences except where purposeful phrases are used for effect |
|
0 |
· Mostly does not follow the rules of Standard English for usage · Mostly does not follow the rules of Standard English for spelling of commonly used words · Mostly does not follow the rules of Standard English for capitalization · Mostly does not follow the rules of Standard English for punctuation · Exhibits errors in sentence structure that impede communication |
|
Z |
· Response is “I don’t know”; response is a question mark (?); response is one word; response is only the title of the prompt; or the prompt is simply recopied.
|
Grade 4
Checklist for Writing Stories (Narrative)
My story will be very good if I have thoughtful and specific content and organize my writing. That means I should
q follow the directions given in the writing prompt;
q stay focused on the events in my story (plot);
q elaborate by using specific details to describe characters, settings, and events;
q organize my writing so it has a beginning, a middle, and an end;
q organize my writing in paragraphs;
q use words that help show how the events in the story are connected.
My story will be very good if I have an interesting style. That means I should
q show that I care about my story;
q use words and phrases that help the reader imagine the characters, setting, and events;
q use different types of sentences.
My story will be very good if I follow conventions in writing. That means I should
q follow the rules of correct English grammar and usage (for example, correct pronouns for subjects, correct verb endings, subject-verb agreement),
q spell words correctly,
q use correct capitalization,
q use correct punctuation (periods, commas, quotation marks, question marks),
q write complete sentences,
q show where new paragraphs begin.
Ready for learners...
|
Last Updated: 11/19/2009 07:37 AM |
|
[ Harbor Heights Web Site ] [ Peninsula School District Web Site ] |