May 6 Reading SOL 9:30
May 9 Early Release 1:00
May 13 Math SOL 9:30
Colonial Day Planning Committee meets 3:45
May 22 Early Release 1:00
Colonial Day Planning Committee Meets 1:15
May 23 Colonial Day
May 26 Schools Out Holiday
May 30 Last Day of School
Language Arts: Genre Study: Poetry
We will be reading favorite poems and writing simple poems that include similes, rhyme, rhythm, and metphors. In grammar, we will be looking at prefixes, suffixes, comma usage, pronoun usage, and figurative language. Our current theme unit is "Heroes" and we will be reading stories about some famous Americans and the trials that made them heroes. We are also reviewing grammar rules for the Reading SOL.
Math: Unit 10 and 11 review geometric solids, negative and positive numbers, and measuring in metric and U>S> Customary units. Look for the Math Madness Workbook coming home. These have SOL formatted questions that are similar to the VA. MAth SOls. We are reviewing for the upcoming Math Sols.
Social Studies: Virginia Studies focus on the original thirteen colonies, their development and economic growth. To be the culture, students continue their colonists roles as landowners, planters, and indentured servants. Students have also taken on a colonial occupation and participate in the colony economy by trade, barter, sale of goods or services. As the King of England seeks control over the colony and levies taxes, students will experience how the political and economic climate of the world affected the growth and progress of the 13 original colonies.
We are studying why and how the colonies decide to rebel against Britain, documents that are written to further the cause of American Independence, and famous American heroes of the Revolutionary War era. Students are researching a colonial hero and writing reports on heroes from this era. We will also be viewing several videos that highlight events of the Revolutionary War.
Your student should begin preparing a costume for Colonial Day. Thanks to all parents that chaperoned our Monticello trip, one of our best ever.
Science: Students are planting and studying the anatomy and processes of plants. Photosynthesis, plant reproduction, and transpiration, are huge topics this unit, and lead readily into our next unit on ecosystems. We will conclude our studies by reviewing resources of Virginia's national forests and local watersheds. We will also be viewing some exerpts from "The Planet Earth" video series that show ecological niches within the forests of the world.
I am also model reading the classic, Kipling's "The Jungle Book."
FYI
MBE is currently engaged in an anti-bullying campaign that is grant sponsored. Staff members are receiving training, and developing procedures to deal with bullyi
incidents at MBE. Our goal is to head-off potential bullying attitudes by maintaining a climate of inclusion and support for students who may feel singled out and/or powerless. You can get on board with anti-bullying awareness by checking out our comments in the Beeks Speaks, or ask your student what is being discussed in classroom meetings and guidance class. We are grateful for encouragement from parents to: include others, treat everyone with respect, form new friendships, stand up for others when they are threatened, and involve adults whenever possible in concerns about bullying. Check out our banners in the MBE entry hallway and throughout the community.
Teacher Credentials
Dear Parents,
I am excited for the opportunity to work with your child for the 2007-2008 school year and I am sure you have a few questions about my background. This is my seventh year as a fourth grade teacher with MCPS, and my fourth year at Margaret Beeks Elem.I also spent three years as a reading recovery and special education aide in MCPS before returning to college to upgrade my degrees.I have an associate degree in Social Services, an associate degree in Early Childhood Education, and a bachelor’s degree in Elementary Education. I graduated summa cum laude, (4.0 gpa),on the president’s list from Radford University in May 2001. My enthusiasm as a student has fueled my fervor for being a teacher.I simply love learning and teaching.
I plan to encourage your student to adopt this love of learning by planning enriching lessons and activities daily, described in our weekly communications home. Your student will most likely be receiving instruction in Language Arts from me. I plan to use the Houghton Mifflin Reading Series to teach spelling, grammar, and writing skills. These skills are all tied effectively to the Reading text and most students improve by a full grade level or more with this program. I also plan to supplement this program with novel reading groups from MBE’s reading resource room. My favorites are the classics, so your student will hear me read several classic literature selections, as well. Yes, we read a lot. We also will focus on several writing/reading genres including plays, poetry, mysteries, research, and biographical fiction. Self-editing is a huge focus in fourth grade, so daily grammar and editing practice is a top priority. I also will be offering many writing opportunities by implementing a historical fictitious Colonial Journal and creative writing assignments. Writing is my favorite subject to teach.
I also teach the content subjects: science, math, and social studies, to my assigned classroom. Math topics include: geometry, probability, multiplication, division, charting, and fractions.
Our science topics include: ecosystems, natural resources, basic meteorology (weather), plant and animal processes, electricity and magnetism, movements of Earth, Sun, & Moon. Most topics involve experimental labs in the classroom and learning the scientific process of investigation. I also have a mini-menagerie of assorted classroom ecosystems that most children enjoy.
In our content areas, we have several quality field trips and a Colonial Day planned that focus on early Virginia history from Native American life (1500’s), Colonial life (1600’s), the American Revolution (1700’s), and Westward Expansion. We will be completing a classroom timeline of these historical events.
I try to communicate directly through your student’s daily planner and send home work packets periodically for your review. I assess and grade closely, especially editing writing, and do write comments on student work. Evaluating work is crucial to the learning process and feedback that is timely and direct is the most helpful for students. Most of the homework that will be assigned is simply review of a skill and is for practice. Homework should take no more than 20 minutes daily. I do not grade homework that closely, but I do feel it is important to establish a practice habit with schoolwork. I do check to be sure homework is being responsibly completed on time. I encourage students to get help with all assignments and to show off what they have learned by explaining it to a helper. Your student will especially need some help when they have been assigned a report, research, or project.
I am available after 3:30 pm and by appointment for times that best fit your schedule, so please call for a conference if needed. I send home some study guides and guidelines for longer projects, so look for these and homework assignments in the daily planner.
My philosophy on discipline comes from years of experience with diverse classrooms. We all want to be validated and have the right to express our feelings. Fourth graders tend to spend a lot of time expressing themselves, learning to get along with others, and searching for approval and friendship. I usually play the mediator in classroom conflicts by allowing students to discuss problems privately with those involved. Most conflicts can be settled quickly this way without loss of self esteem. I also believe that problems may escalate if others jump in, so I do not believe in public forums for disciplinary action and think that scolding is humiliating and counter productive. After expectations are clearly defined, I usually give a visual warning. If a student does not respond to a warning, I may request that they address the specific problem by writing a behavior card that further clarifies the expectation and consequences. This avoids lecturing and gives alone time for self evaluation. I may also request that they apologize or make amends if they have harmed another person. I believe strongly in accountability for one’s actions. Very rarely is a note home or call needed. I have found that mutual respect elicits a corrective rapport. I also recognize academic and behavior improvements and give earned coupon perks for cooperation. This classroom is filled with progress charting and your student’s best work is always on display. Seeing daily successes constructs an attitude of respect for self, and consequently, cooperation and respect for others, and the systems we operate in. I try to project an image of friendly, firm, and fair, and utilize humor as a tool for capturing interest and returning to a progressive track. I am quick to forgive.
I, too, am a parent and have four children, (3 graduated from high school and my last child is completing high school). I have learned from experience that all children have weaknesses and strengths and depend heavily upon the support system of adults in their life to identify these. I also understand that parents know their child better than anyone, and I will rely heavily upon your input and support to best teach your child. Together, I am hoping that we can make this a progressive and happy year for your family. School should be one of your child’s favorite places to be because it is safe, fun, predictable, yet, intriguing. My goal is to generate an attitude of enthusiasm for learning, rewarded with the security of accomplishment. Thank you for your trust and support. I will do my best to be the teacher your family needs me to be.
Respectfully, Paula Snair ( psnair@mcps.org)
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