Be sure your student remembers to bring in GYM SHOES on P.E. days.
Please make sure your student dresses appropriately for the weather; we are going outside unless there is severe weather.
Please have your student bring an extra set of clothes to change if they get muddy or wet during recess.
Our social studies unit for the next several weeks is focused on Michigan history. Last week, students began to analyze interactions between early settlers and Native Americans. We explored the causes of conflict between indigenous tribes and the European settlers, while exploring the needs of each. This week, we will continue to learn about early Michigan history, including the War of 1812. We will also begin sequencing major events of Michigan history on a timeline.
Students will use what they've learned about perspective, critical analysis of texts, and the lives of various types of people from the early days of Michigan’s history to begin writing historical fiction narratives based on the information learned in our history lessons.
This week, we will wrap up Units 8 and 9. In particular, we will focus on 3D prisms, multiplication number stories, and elapsed time. We will continue to learn about various multiplication strategies and practice our mental math skills. Students should continue to complete and submit their nightly math homework that aligns with our daily lessons. Please remind them to put their completed homework in their green folder to bring back to school the next day. We will go over homework in class to check for students' understanding. They should continue to practice all of their multiplication facts at home as part of their nightlymath homework. Students have been given multiplication packets at school to help them study their facts. Although we identify and practice different strategies to solve multiplication problems throughout the school year, students are expected to be fluent in their basic multiplication facts for 0 through 10 by the end of third grade. It's imperative that students know their multiplication facts as we are learning division strategies.
We are currently working on two separate writing projects: one is an integrated social studies project about Michigan’s early history, and the other is an integrated informational reading unit in which students work in groups to research two different animals and then compare and contrast them in their own Who Will Win? book. Updates for these two units will be shared in the social studies and the reading sections of this newsletter.
Last week, readers chose their second animal to research for their “Who Would Win?” group project. They focused on text structure as a way to understand what they are reading, including descriptive, sequential, compare and contrast, cause and effect, and problem and solution.
This week, readers will practice reading closely and wrapping up their research on their second animal. They will share information with one another within their groups and identify the pertinent details to keep for their final project.ding.