In The Classroom
May 2012
General Studies – Ms. Steinberg
Language Arts
In Language Arts, students are wrapping up their Native American reports. Each student chose a thesis relating to his or her tribe and completed a formal research project. They are also creating a cover, table of contents, and bibliography, as well as adding illustrations. The students learned so much and really stretched their thinking on this project. I hope you will enjoy reading them with your child when they come home!
Each student also is working on a creative project in class that relates to their topic. Projects range from sewing clothing to writing stories and making PowerPoint presentations! They will be presenting their projects to the class in late May.
As we wrap up the reports we are beginning our last reading unit, mysteries. Each student will independently read a mystery in class. They will complete a packet in which they record suspects, clues, and solutions to the mystery. We will also hunt for red herrings, which are clues that lead us off track.
In addition, we are reviewing punctuation rules and practicing using these in our writing.
Mrs. Steinberg’s Math Group
Our math group is working on Unit Nine: Fractions, Decimals, and Percents. In this unit we introduce the concept of percent. Students are learning how to convert between fractions, decimals, and percents, as well as how to use percents in problem-solving situations. We will conduct a survey in which we collect information from our friends and families and then calculate the percentages of different answers. In this unit, students will also learn strategies for multiplying and dividing decimals.
Students should be continuing to practice math facts on xtramath.org. We have many students who have completed the multiplication program and moved on to division. More importantly, those students who are progressing on the program are also seeing the benefits of being able to complete their assignments more quickly and accurately!
Mrs. Baskin’s Math Group
In math we will complete Unit Nine next week. In this unit we worked on converting fractions to decimals and percents, which became easier when the students realized they have been figuring out percents when scoring their math timed tests. It is amazing how real life applications ingrain the process in their brains.
Also as a part of this unit we learned:
- Graphing survey results
- Comparing literacy data
- Ranking countries using the data
- Multiplying and dividing whole numbers
We continue to take timed tests in multiplication, and this year three students have achieved 100% on the one-minute test. Most of the class reached 100% on the three-minute test.
In Unit 10 we visit reflection and symmetry, which is usually a favorite!
There are 12 units in this second math book and we are certainly on track to finish 11 of the 12, a great accomplishment for our class.
Mr. Brown continues to challenge and excite your students every Friday.
Ms. Marron’s Math Group
As the end of the year approaches, students have been working on two different units.
Students will be learning about:
- converting fractions and decimals into percentages
- what percentage means
- how to find the cost of sale items
- how to multiply and divide decimals
These are important skills that students can apply to real life situations. Students are also learning division. We have been using the standard method of division in preparation for fifth grade, where it is used more regularly.
Geography with Mrs. Baskin
We are in the middle of completing the Southwest region. It came as no surprise that everyone knew the four states and their capitals on the map test.
We have worked hard to find out about the climate, minerals, topography, industries, and facts about the states. After the packets were completed, we discussed each group’s findings and compared with each other, in order to find information some may have missed. This way we discuss the topics in depth so that each student is knowledgeable and can answer the thought questions thoroughly.
We will visit the Wells Fargo Museum to add to our knowledge about settling the West. Students will learn how difficult it was to be a passenger on the stagecoach going west. It held eight people and traveled for 22 hours a day. That meant they had to sleep, eat, talk, and read in a constantly rough, bumpy situation for about six months. The students will have the opportunity to climb aboard a replica stagecoach for a ride that simulates the motion of a real “cradle on wheels.”
Students then have a discussion about the Gold Rush and the communication difficulties of the 1850’s. Lastly, they will have a scavenger hunt in the museum to find inventions that came from the challenges of settling the West. They will experience a working telegraph and the first phones. We will also see a safe used to hold gold nuggets and other valuables. This will be a great way to travel west as we leave the Southwest and its varied landforms and cultures.
Science with Mrs. Steinberg
We are in currently in the midst of our Human Body unit. We began by learning about the circulatory and skeletal systems. Each student then researched an organ, wrote a short report, and drew a diagram of the organ. We will be compiling these into a beautiful online book that you will be able to see on the computer. I will send home directions for accessing the book once it is complete.
Now we have moved on to studying nutrition. We are learning about the USDA nutrition guidelines and how to read nutrition labels. Soon we will do an exciting nutrition simulation called CHOW. In this simulation, students will work in groups to plan healthy meals for three days, while sticking to a budget and tracking nutritional content. I encourage students to discuss what they are learning with parents and to apply healthy eating guidelines at home! You will also receive information soon about our mini-unit on puberty and self-concept, which will occur later in May.
Writing
For the last writing unit we are going to be creating realistic fiction stories. Students will be learning how to:
- Develop stories from real life
- Write stories they would like to read
- Develop characters that we care about and that have real problems
- Create Story Mountains with a climax
Upcoming Events
- May 7-11 – TerraNova Testing
- May 17 – Art Adventure
- May 21 – Native American Creative Project Due
- May 24 – Fourth Grade Field Trip to Wells Fargo Museum
- May 29 – Grades 4-8 Band Assembly
- May 30 – Field Day
- May 31 – Field Day Whole School Picnic
Hebrew – Ms. Benjamin and Ms. Etzion
We have begun learning about Israel. This is a really engaging and fun topic that the kids enjoy. A lot of new vocabulary is introduced, and the students will learn to incorporate these words into daily conversations and writings.
In this segment we will be focusing on a number of famous cities in Israel. We will learn about each of the places and what makes them unique. We will also learn about Israel using maps of the region. We will be learning a variety of songs and engaging in a lot of fun activities.
Please remember that completing homework in a timely manner is essential to retaining new material. Please contact us if you have any concerns or your child is struggling to complete their homework.
Hebrew – Ms. Bernstein
We had a wonderful Yom Ha’atzmaut celebration in school. Congratulations to the students who participated in our skit. We learned a lot about the breakthroughs Israel is making in science and technology with regard to water.
Shalom Ivrit: We have completed Volume One and are now well into Chapter Five of Volume Two. Whatever we don’t finish this year in Volume Two will be sent home for summer Hebrew work.
Reading Fluency: Students are learning more rules for reading Hebrew without vowels (as the Israelis do). They are really catching on and we are seeing success.
Grammar: We have been reviewing all areas of grammar in new and exciting ways. These areas include: masculine/feminine, singular/plural, verbs in the present tense, roots, and the infinitive. We are also reviewing our personal pronouns and prepositions. Phew! The students are really seeing how much Hebrew they have learned!
Shavuot: This year it coincides with Memorial Day. On Shavuot, we celebrate receiving the Torah and become the nation of Israel. There are many connections with our Core Value which is “Love your neighbor as yourself.” When we became a nation, one responsibility we have is to each other. What is hateful to you, do not do to others. I love the insights of the students and our discussions have been varied and interesting.
Judaic Studies – Hamorah Esther, Rabbi Ettedgui, and Mr. Zadaka
We are finishing our unit on “dreams.” Students have done a wonderful job learning the stories of Pharaoh, Jacob, and Joseph and what these dreams foretell for the dreamers’ and their nation’s or families’ futures. They also learned about s’mikhut, the Hebrew form of compound nouns we see frequently in the text.
Our coming unit is about “brotherhood.” We will look at the stories of Joseph as the culmination of the book of B’reishit and the beginning of the next chapter in Jewish history. We will learn how we as a people move from a family to a nation that shares a common vision. This transition is the key to understanding the fifth grade curriculum, when we begin Seifer Sh’mot.
Our grammatical focus in this unit will be identifying verb prefixes and suffixes. We will be looking at using verb tenses to help translate individual words and to help us better understand the text as a whole.
Below students are working diligently to illustrate their understandings of the dreams of Joseph, Jacob, and Pharaoh.
Art – Ms. Thor
Current work:
Drawing in correct body proportions – No more lollypop-headed people with bodies that are too small! Students are learning how to draw the human body in correct proportions. Adults are typically 7.5 heads tall, outstretched arms equal a person’s height, shoulders are typically three heads wide, from head to waist equals half the height, and arms fall between hip and knee.
Upcoming: Cartoon Unit
Students will end the year with a cartooning project. We will look at the history of cartoons. Cartoons did not start out as one might think. Take a look:
http://en.wikipedia.org/wiki/Cartoon
MIA Art Adventure Program
- Presentation #4 – Chinese Ceremonial Gate and Tz’dakah Box
- Both pieces represent caring for our greater community.
- Home, food, and shelter are associated both pieces.
- Students created a paper tz’dakah box.
- To see the entire Art Adventure Theme, “Let’s Celebrate Life” Click on the link below.
http://www.artsmia.org/viewer/index.php?v=12&op=568
Art Adventure field trip to Mpls Institute of Art – Wed. May 16, 11:15 a.m. – 12:15 p.m.
Parents are invited to join their child. Meet us in the lobby of the MIA or ride the bus – be at the front of the JCC at 10:30 a.m. Please return field trip permission slips promptly. This fieldtrip is funded by the SHARON LERNER VISUAL ARTS FUND, Donated by the Posada and Lerner Families.
Library – Ms. Oskow
May Fourth Grade Library
In May, fourth graders come to the library to check out books, including new books added to the library from the Scholastic Book Fair. Many fourth graders also take advantage of library recess study halls, and work on the library computers.
Heads up, pardners! The end of the school year is closer than we might think!
- All student library books are due back to the HMJDS library by Wednesday, May 17, unless still needed for a class report or project.
- This enables inventory to ensure books’ availability for next year.
- Overdue notices will be sent home with students.
- Return books to librarian’s desk or bin outside library door.
- Families will be billed on the June statement for books not received by the Wednesday before Memorial Day, May 25.
So round up those literary dogies!
Music – Mr. Shaw
I thought that I would give you a glimpse this month with an example of a lesson that we completed recently during our unit about American composer John Williams. In the clip students are acting out scenes from some of the iconic movies that Mr. Williams has composed music for over his long career. Mr. Williams composed the music for the NBC Nightly News (which comes from a longer composition called The Mission) and such block buster films as Jaws, Harry Potter, Indiana Jones, and Star Wars to name only a few. There are more videos of what is happening at school at the HMJDS YouTube Channel.
During the remaining weeks of school the students will be singing in small ensembles (duets, trios, and quartets) or singing solos. We will use songs that we will be learning in class from Volume Two of Get America Singing Again. The “Get America Singing Again” project was created by the Music Educator’s National Conference to emphasize the need to preserve songs that are part of our American cultural heritage that includes folk songs and many other favorites.
Concepts and Understandings Highlighted in Music Lessons
- Discuss music as a means of expressing emotions and how it can evoke images and feelings.
- Listen and analyze/respond to instrumental timbre (unique sound).
- Describe elements of music heard in a given selection using appropriate music vocabulary (tempo, pitch, dynamics, instrumentation, and mood).
- Keep a steady beat while singing.
- Read, sing, and play visual symbols that indicate rhythm and pitch.
Physical Education – Mr. Lindquist
Hello everyone, and welcome back to another round of our fourth grade Physical Education newsletter. What a year it has been! Fourth grade students continue to impress all of us with their great work ethic and positive attitudes. We finished our volleyball unit, and what a fun time we had! Everyone worked very hard, which made the games very fun and enjoyable. Fourth grade students worked on the fundamentals of the game, learned about the volleyball court, and studied the rules and regulations of the game.
What’s Next?
We are now getting ready for our next unit(s). First, we are going to have a mini unit on soccer (now that we can get outside).
After soccer we will begin our baseball/softball unit in early May. If your child has a glove they like to use they are welcome to bring it for class. We will be working on fielding, batting, positions on the field, and situations. These are very important in the game of baseball/softball and we want to make sure we all understand so the games are fun for everyone.
Reminder! We are having our annual field day for the lower school students on Wednesday May 30. Please make sure you talk with your child about what activities he or she chose for field day!
Technology – Ms. Olson
Since the beginning of third grade, your student has been learning to keyboard. They have been picking up skills at different rates which is why we use a self-paced program. As your child is putting his or her final touches on a typed research paper, you are likely to be amazed by what you see… Some students type quickly, while others may slowly plod one letter at a time. This is a good opportunity to evaluate your child’s keyboarding skills.
Starting next year, every paper your child turns in will need to be typed. If your child is typing properly and fairly fast, their progress should continue to improve. If your child is typing improperly and/or very slowly it is time to PRACTICE! It will be beneficial for your child to practice regularly.
May 2012
General Studies – Ms. Baskin
Geography with Mrs. Baskin
We are in the middle of completing the Southwest region. It came as no surprise that everyone knew the four states and their capitals on the map test.
We have worked hard to find out about the climate, minerals, topography, industries, and facts about the states. After the packets were completed, we discussed each group’s findings and compared with each other, in order to find information some may have missed. This way we discuss the topics in depth so that each student is knowledgeable and can answer the thought questions thoroughly.
We will visit the Wells Fargo Museum to add to our knowledge about settling the West. Students will learn how difficult it was to be a passenger on the stagecoach going west. It held eight people and traveled for 22 hours a day. That meant they had to sleep, eat, talk, and read in a constantly rough, bumpy situation for about six months. The students will have the opportunity to climb aboard a replica stagecoach for a ride that simulates the motion of a real “cradle on wheels.”
Students then have a discussion about the Gold Rush and the communication difficulties of the 1850’s. Lastly, they will have a scavenger hunt in the museum to find inventions that came from the challenges of settling the West. They will experience a working telegraph and the first phones. We will also see a safe used to hold gold nuggets and other valuables. This will be a great way to travel west as we leave the Southwest and its varied landforms and cultures.
Science with Mrs. Steinberg
We are in currently in the midst of our Human Body unit. We began by learning about the circulatory and skeletal systems. Each student then researched an organ, wrote a short report, and drew a diagram of the organ. We will be compiling these into a beautiful online book that you will be able to see on the computer. I will send home directions for accessing the book once it is complete.
Now we have moved on to studying nutrition. We are learning about the USDA nutrition guidelines and how to read nutrition labels. Soon we will do an exciting nutrition simulation called CHOW. In this simulation, students will work in groups to plan healthy meals for three days, while sticking to a budget and tracking nutritional content. I encourage students to discuss what they are learning with parents and to apply healthy eating guidelines at home! You will also receive information soon about our mini-unit on puberty and self-concept, which will occur later in May.
Writing
For the last writing unit we are going to be creating realistic fiction stories. Students will be learning how to:
- Develop stories from real life
- Write stories they would like to read
- Develop characters that we care about and that have real problems
- Create Story Mountains with a climax
Mrs. Baskin’s Math Group
In math we will complete Unit Nine next week. In this unit we worked on converting fractions to decimals and percents, which became easier when the students realized they have been figuring out percents when scoring their math timed tests. It is amazing how real life applications ingrain the process in their brains.
Also as a part of this unit we learned:
- Graphing survey results
- Comparing literacy data
- Ranking countries using the data
- Multiplying and dividing whole numbers
We continue to take timed tests in multiplication, and this year three students have achieved 100% on the one-minute test. Most of the class reached 100% on the three-minute test.
In Unit 10 we visit reflection and symmetry, which is usually a favorite!
There are 12 units in this second math book and we are certainly on track to finish 11 of the 12, a great accomplishment for our class.
Mr. Brown continues to challenge and excite your students every Friday.
Ms. Marron’s Math Group
As the end of the year approaches, students have been working on two different units.
Students will be learning about:
- converting fractions and decimals into percentages
- what percentage means
- how to find the cost of sale items
- how to multiply and divide decimals
These are important skills that students can apply to real life situations. Students are also learning division. We have been using the standard method of division in preparation for fifth grade, where it is used more regularly.
Mrs. Steinberg’s Math Group
Our math group is working on Unit Nine: Fractions, Decimals, and Percents. In this unit we introduce the concept of percent. Students are learning how to convert between fractions, decimals, and percents, as well as how to use percents in problem-solving situations. We will conduct a survey in which we collect information from our friends and families and then calculate the percentages of different answers. In this unit, students will also learn strategies for multiplying and dividing decimals.
Students should be continuing to practice math facts on xtramath.org. We have many students who have completed the multiplication program and moved on to division. More importantly, those students who are progressing on the program are also seeing the benefits of being able to complete their assignments more quickly and accurately!
Native American Research Paper
Writing seems to be less of a struggle for our students, whether it is research, letter writing (Pen Pals), speeches, creative stories, or working on writing in Mrs. Marron’s class.
Your students have worked hard to complete their Native American reports. They have been reviewing, revising, and revising again. They chose a tribe and learned how to research, using at least three sources. We worked as a class to help each student choose a thesis statement with which they were comfortable. They were excited about digging into the research to flesh out the supporting details!
They learned how to write a table of contents and bibliography, as well as an introduction and conclusion fit for a research paper, rather than an essay or personal narrative.
They learned a great deal about their tribes, as did I. Some were struck by the ingenuity and creativity exhibited by the tribal members in the arts and home building. Others were interested in the Native American wars, why they were fought, what the Native Americans wore to battle, and the chiefs who led these tribes. There is always fascination with the ceremonies that guided their lives and continue to be practiced today.
They all had impressive papers and felt good about the research process. Now we have started our Native American Projects, which are always well-planned and interesting.
Please note: The week of May 7 we will begin taking the Terra Nova tests. The class has been spending time to prepare by talking about how to take these tests and by completing sample questions. Please be sure your students have a chapter book with them to read quietly while others are completing their tests.
It is very important that your child get a good night’s sleep and eats a nutritious breakfast to be ready for these test days.
Calendar
- May 7-11 – TerraNova Testing
- May 17 – Art Adventure
- May 21 – Native American Creative Project Due
- May 24 – Fourth Grade Field Trip to Wells Fargo Museum
- May 29 – Grades 4-8 Band Assembly
- May 30 – Field Day
- May 31 – Field Day Whole School Picnic
Hebrew – Ms. Benjamin and Ms. Etzion
We have begun learning about Israel. This is a really engaging and fun topic that the kids enjoy. A lot of new vocabulary is introduced, and the students will learn to incorporate these words into daily conversations and writings.
In this segment we will be focusing on a number of famous cities in Israel. We will learn about each of the places and what makes them unique. We will also learn about Israel using maps of the region. We will be learning a variety of songs and engaging in a lot of fun activities.
Please remember that completing homework in a timely manner is essential to retaining new material. Please contact us if you have any concerns or your child is struggling to complete their homework.
Hebrew – Ms. Bernstein
We had a wonderful Yom Ha’atzmaut celebration in school. Congratulations to the students who participated in our skit. We learned a lot about the breakthroughs Israel is making in science and technology with regard to water.
Shalom Ivrit: We have completed Volume One and are now well into Chapter Five of Volume Two. Whatever we don’t finish this year in Volume Two will be sent home for summer Hebrew work.
Reading Fluency: Students are learning more rules for reading Hebrew without vowels (as the Israelis do). They are really catching on and we are seeing success.
Grammar: We have been reviewing all areas of grammar in new and exciting ways. These areas include: masculine/feminine, singular/plural, verbs in the present tense, roots, and the infinitive. We are also reviewing our personal pronouns and prepositions. Phew! The students are really seeing how much Hebrew they have learned!
Shavuot: This year it coincides with Memorial Day. On Shavuot, we celebrate receiving the Torah and become the nation of Israel. There are many connections with our Core Value which is “Love your neighbor as yourself.” When we became a nation, one responsibility we have is to each other. What is hateful to you, do not do to others. I love the insights of the students and our discussions have been varied and interesting.
Judaic Studies – Hamorah Esther, Rabbi Ettedgui, and Mr. Zadaka
We are finishing our unit on “dreams.” Students have done a wonderful job learning the stories of Pharaoh, Jacob, and Joseph and what these dreams foretell for the dreamers’ and their nation’s or families’ futures. They also learned about s’mikhut, the Hebrew form of compound nouns we see frequently in the text.
Our coming unit is about “brotherhood.” We will look at the stories of Joseph as the culmination of the book of B’reishit and the beginning of the next chapter in Jewish history. We will learn how we as a people move from a family to a nation that shares a common vision. This transition is the key to understanding the fifth grade curriculum, when we begin Seifer Sh’mot.
Our grammatical focus in this unit will be identifying verb prefixes and suffixes. We will be looking at using verb tenses to help translate individual words and to help us better understand the text as a whole.
Below students are working diligently to illustrate their understandings of the dreams of Joseph, Jacob, and Pharaoh.
Art – Ms. Thor
Current work:
Drawing in correct body proportions – No more lollypop-headed people with bodies that are too small! Students are learning how to draw the human body in correct proportions. Adults are typically 7.5 heads tall, outstretched arms equal a person’s height, shoulders are typically three heads wide, from head to waist equals half the height, and arms fall between hip and knee.
Upcoming: Cartoon Unit
Students will end the year with a cartooning project. We will look at the history of cartoons. Cartoons did not start out as one might think. Take a look:
http://en.wikipedia.org/wiki/Cartoon
MIA Art Adventure Program
- Presentation #4 – Chinese Ceremonial Gate and Tz’dakah Box
- Both pieces represent caring for our greater community.
- Home, food, and shelter are associated both pieces.
- Students created a paper tz’dakah box.
- To see the entire Art Adventure Theme, “Let’s Celebrate Life” Click on the link below.
http://www.artsmia.org/viewer/index.php?v=12&op=568
Art Adventure field trip to Mpls Institute of Art – Wed. May 16, 11:15 a.m. – 12:15 p.m.
Parents are invited to join their child. Meet us in the lobby of the MIA or ride the bus – be at the front of the JCC at 10:30 a.m. Please return field trip permission slips promptly. This fieldtrip is funded by the SHARON LERNER VISUAL ARTS FUND, Donated by the Posada and Lerner Families.
Library – Ms. Oskow
May Fourth Grade Library
In May, fourth graders come to the library to check out books, including new books added to the library from the Scholastic Book Fair. Many fourth graders also take advantage of library recess study halls, and work on the library computers.
Heads up, pardners! The end of the school year is closer than we might think!
- All student library books are due back to the HMJDS library by Wednesday, May 17, unless still needed for a class report or project.
- This enables inventory to ensure books’ availability for next year.
- Overdue notices will be sent home with students.
- Return books to librarian’s desk or bin outside library door.
- Families will be billed on the June statement for books not received by the Wednesday before Memorial Day, May 25.
So round up those literary dogies!
Music – Mr. Shaw
I thought that I would give you a glimpse this month with an example of a lesson that we completed recently during our unit about American composer John Williams. In the clip students are acting out scenes from some of the iconic movies that Mr. Williams has composed music for over his long career. Mr. Williams composed the music for the NBC Nightly News (which comes from a longer composition called The Mission) and such block buster films as Jaws, Harry Potter, Indiana Jones, and Star Wars to name only a few. There are more videos of what is happening at school at the HMJDS YouTube Channel.
During the remaining weeks of school the students will be singing in small ensembles (duets, trios, and quartets) or singing solos. We will use songs that we will be learning in class from Volume Two of Get America Singing Again. The “Get America Singing Again” project was created by the Music Educator’s National Conference to emphasize the need to preserve songs that are part of our American cultural heritage that includes folk songs and many other favorites.
Concepts and Understandings Highlighted in Music Lessons
- Discuss music as a means of expressing emotions and how it can evoke images and feelings.
- Listen and analyze/respond to instrumental timbre (unique sound).
- Describe elements of music heard in a given selection using appropriate music vocabulary (tempo, pitch, dynamics, instrumentation, and mood).
- Keep a steady beat while singing.
- Read, sing, and play visual symbols that indicate rhythm and pitch.
Physical Education – Mr. Lindquist
Hello everyone, and welcome back to another round of our fourth grade Physical Education newsletter. What a year it has been! Fourth grade students continue to impress all of us with their great work ethic and positive attitudes. We finished our volleyball unit, and what a fun time we had! Everyone worked very hard, which made the games very fun and enjoyable. Fourth grade students worked on the fundamentals of the game, learned about the volleyball court, and studied the rules and regulations of the game.
What’s Next?
We are now getting ready for our next unit(s). First, we are going to have a mini unit on soccer (now that we can get outside).
After soccer we will begin our baseball/softball unit in early May. If your child has a glove they like to use they are welcome to bring it for class. We will be working on fielding, batting, positions on the field, and situations. These are very important in the game of baseball/softball and we want to make sure we all understand so the games are fun for everyone.
Reminder! We are having our annual field day for the lower school students on Wednesday May 30. Please make sure you talk with your child about what activities he or she chose for field day!
Technology – Ms. Olson
Since the beginning of third grade, your student has been learning to keyboard. They have been picking up skills at different rates which is why we use a self-paced program. As your child is putting his or her final touches on a typed research paper, you are likely to be amazed by what you see… Some students type quickly, while others may slowly plod one letter at a time. This is a good opportunity to evaluate your child’s keyboarding skills.
Starting next year, every paper your child turns in will need to be typed. If your child is typing properly and fairly fast, their progress should continue to improve. If your child is typing improperly and/or very slowly it is time to PRACTICE! It will be beneficial for your child to practice regularly.
May 2012
General Studies – Ms. Marron
Language Arts
Native American Report
Students have done an amazing job on their Native American reports. They are wrapping up the report and making final revisions to their work. We are also starting our creative projects that tie into our Native American reports. Students will be giving an oral presentation that will relate their project to their thesis and what they learned about their tribe. We will be choosing a presentation day and inviting parents to watch.
Literature
Our class has started our last literature unit for the year, which is focusing on Jewish Literature. Students are reading historical fiction as well as realistic fiction. They will be completing a reading log and discussing their books in groups.
Terra Nova Testing
Terra Nova testing will begin May 7 and continue through the 10th. Most of our testing will occur in the afternoon. Please make sure that your child gets a good night’s sleep and has healthy snacks and a good lunch to keep their energy up. Students are allowed to chew gum or have a hard candy during the test. Please send some with your child if they believe it will be helpful.
Writing
For the last writing unit we are going to be creating realistic fiction stories. Students will be learning how to:
- Develop stories from real life
- Write stories they would like to read
- Develop characters that we care about and that have real problems
- Create Story Mountains with a climax
Geography with Mrs. Baskin
We are in the middle of completing the Southwest region. It came as no surprise that everyone knew the four states and their capitals on the map test.
We have worked hard to find out about the climate, minerals, topography, industries, and facts about the states. After the packets were completed, we discussed each group’s findings and compared with each other, in order to find information some may have missed. This way we discuss the topics in depth so that each student is knowledgeable and can answer the thought questions thoroughly.
We will visit the Wells Fargo Museum to add to our knowledge about settling the West. Students will learn how difficult it was to be a passenger on the stagecoach going west. It held eight people and traveled for 22 hours a day. That meant they had to sleep, eat, talk, and read in a constantly rough, bumpy situation for about six months. The students will have the opportunity to climb aboard a replica stagecoach for a ride that simulates the motion of a real “cradle on wheels.”
Students then have a discussion about the Gold Rush and the communication difficulties of the 1850’s. Lastly, they will have a scavenger hunt in the museum to find inventions that came from the challenges of settling the West. They will experience a working telegraph and the first phones. We will also see a safe used to hold gold nuggets and other valuables. This will be a great way to travel west as we leave the Southwest and its varied landforms and cultures.
Science with Mrs. Steinberg
We are in currently in the midst of our Human Body unit. We began by learning about the circulatory and skeletal systems. Each student then researched an organ, wrote a short report, and drew a diagram of the organ. We will be compiling these into a beautiful online book that you will be able to see on the computer. I will send home directions for accessing the book once it is complete.
Now we have moved on to studying nutrition. We are learning about the USDA nutrition guidelines and how to read nutrition labels. Soon we will do an exciting nutrition simulation called CHOW. In this simulation, students will work in groups to plan healthy meals for three days, while sticking to a budget and tracking nutritional content. I encourage students to discuss what they are learning with parents and to apply healthy eating guidelines at home! You will also receive information soon about our mini-unit on puberty and self-concept, which will occur later in May.
Ms. Marron’s Math Group
As the end of the year approaches, students have been working on two different units.
Students will be learning about:
- converting fractions and decimals into percentages
- what percentage means
- how to find the cost of sale items
- how to multiply and divide decimals
These are important skills that students can apply to real life situations. Students are also learning division. We have been using the standard method of division in preparation for fifth grade, where it is used more regularly.
Mrs. Steinberg’s Math Group
Our math group is working on Unit Nine: Fractions, Decimals, and Percents. In this unit we introduce the concept of percent. Students are learning how to convert between fractions, decimals, and percents, as well as how to use percents in problem-solving situations. We will conduct a survey in which we collect information from our friends and families, and then calculate the percentages of different answers. In this unit, students will also learn strategies for multiplying and dividing decimals.
Students should be continuing to practice math facts on xtramath.org. We have many students who have completed the multiplication program and moved on to division. More importantly, those students who are progressing on the program are also seeing the benefits of being able to complete their assignments more quickly and accurately!
Mrs. Baskin’s Math Group
In math we will complete Unit Nine next week. In this unit we worked on converting fractions to decimals and percents, which became easier when the students realized they have been figuring out percents when scoring their math timed tests. It is amazing how real life applications ingrain the process in their brains.
Also as a part of this unit we learned:
- Graphing survey results
- Comparing literacy data
- Ranking countries using the data
- Multiplying and dividing whole numbers
We continue to take timed tests in multiplication, and this year three students have achieved 100% on the one-minute test. Most of the class reached 100% on the three-minute test.
In Unit 10 we visit reflection and symmetry, which is usually a favorite!
There are 12 units in this second math book and we are certainly on track to finish 11 of the 12, a great accomplishment for our class.
Mr. Brown continues to challenge and excite your students every Friday.
Upcoming Events
- May 7-11 – TerraNova Testing
- May 17 – Art Adventure
- May 21 – Native American Creative Project Due
- May 24 – Fourth Grade Field Trip to Wells Fargo Museum
- May 30 – Field Day
- May 31 – Field Day Whole School Picnic
Hebrew – Ms. Benjamin and Ms. Etzion
We have begun learning about Israel. This is a really engaging and fun topic that the kids enjoy. A lot of new vocabulary is introduced, and the students will learn to incorporate these words into daily conversations and writings.
In this segment we will be focusing on a number of famous cities in Israel. We will learn about each of the places and what makes them unique. We will also learn about Israel using maps of the region. We will be learning a variety of songs and engaging in a lot of fun activities.
Please remember that completing homework in a timely manner is essential to retaining new material. Please contact us if you have any concerns or your child is struggling to complete their homework.
Hebrew – Ms. Bernstein
We had a wonderful Yom Ha’atzmaut celebration in school. Congratulations to the students who participated in our skit. We learned a lot about the breakthroughs Israel is making in science and technology with regard to water.
Shalom Ivrit: We have completed Volume One and are now well into Chapter Five of Volume Two. Whatever we don’t finish this year in Volume Two will be sent home for summer Hebrew work.
Reading Fluency: Students are learning more rules for reading Hebrew without vowels (as the Israelis do). They are really catching on and we are seeing success.
Grammar: We have been reviewing all areas of grammar in new and exciting ways. These areas include: masculine/feminine, singular/plural, verbs in the present tense, roots, and the infinitive. We are also reviewing our personal pronouns and prepositions. Phew! The students are really seeing how much Hebrew they have learned!
Shavuot: This year it coincides with Memorial Day. On Shavuot, we celebrate receiving the Torah and become the nation of Israel. There are many connections with our Core Value which is “Love your neighbor as yourself.” When we became a nation, one responsibility we have is to each other. What is hateful to you, do not do to others. I love the insights of the students and our discussions have been varied and interesting.
Judaic Studies – Hamorah Esther, Rabbi Ettedgui, and Mr. Zadaka
We are finishing our unit on “dreams.” Students have done a wonderful job learning the stories of Pharaoh, Jacob, and Joseph and what these dreams foretell for the dreamers’ and their nation’s or families’ futures. They also learned about s’mikhut, the Hebrew form of compound nouns we see frequently in the text.
Our coming unit is about “brotherhood.” We will look at the stories of Joseph as the culmination of the book of B’reishit and the beginning of the next chapter in Jewish history. We will learn how we as a people move from a family to a nation that shares a common vision. This transition is the key to understanding the fifth grade curriculum, when we begin Seifer Sh’mot.
Our grammatical focus in this unit will be identifying verb prefixes and suffixes. We will be looking at using verb tenses to help translate individual words and to help us better understand the text as a whole.
Below students are working diligently to illustrate their understandings of the dreams of Joseph, Jacob, and Pharaoh.
Art – Ms. Thor
Current work:
Drawing in correct body proportions – No more lollypop-headed people with bodies that are too small! Students are learning how to draw the human body in correct proportions. Adults are typically 7.5 heads tall, outstretched arms equal a person’s height, shoulders are typically three heads wide, from head to waist equals half the height, and arms fall between hip and knee.
Upcoming: Cartoon Unit
Students will end the year with a cartooning project. We will look at the history of cartoons. Cartoons did not start out as one might think. Take a look:
http://en.wikipedia.org/wiki/Cartoon
MIA Art Adventure Program
- Presentation #4 – Chinese Ceremonial Gate and Tz’dakah Box
- Both pieces represent caring for our greater community.
- Home, food, and shelter are associated both pieces.
- Students created a paper tz’dakah box.
- To see the entire Art Adventure Theme, “Let’s Celebrate Life” Click on the link below.
http://www.artsmia.org/viewer/index.php?v=12&op=568
Art Adventure field trip to Mpls Institute of Art – Wed. May 16, 11:15 a.m. – 12:15 p.m.
Parents are invited to join their child. Meet us in the lobby of the MIA or ride the bus – be at the front of the JCC at 10:30 a.m. Please return field trip permission slips promptly. This fieldtrip is funded by the SHARON LERNER VISUAL ARTS FUND, Donated by the Posada and Lerner Families.
Library – Ms. Oskow
May Fourth Grade Library
In May, fourth graders come to the library to check out books, including new books added to the library from the Scholastic Book Fair. Many fourth graders also take advantage of library recess study halls, and work on the library computers.
Heads up, pardners! The end of the school year is closer than we might think!
- All student library books are due back to the HMJDS library by Wednesday, May 17, unless still needed for a class report or project.
- This enables inventory to ensure books’ availability for next year.
- Overdue notices will be sent home with students.
- Return books to librarian’s desk or bin outside library door.
- Families will be billed on the June statement for books not received by the Wednesday before Memorial Day, May 25.
So round up those literary dogies!
Music – Mr. Shaw
I thought that I would give you a glimpse this month with an example of a lesson that we completed recently during our unit about American composer John Williams. In the clip students are acting out scenes from some of the iconic movies that Mr. Williams has composed music for over his long career. Mr. Williams composed the music for the NBC Nightly News (which comes from a longer composition called The Mission) and such block buster films as Jaws, Harry Potter, Indiana Jones, and Star Wars to name only a few. There are more videos of what is happening at school at the HMJDS YouTube Channel.
During the remaining weeks of school the students will be singing in small ensembles (duets, trios, and quartets) or singing solos. We will use songs that we will be learning in class from Volume Two of Get America Singing Again. The “Get America Singing Again” project was created by the Music Educator’s National Conference to emphasize the need to preserve songs that are part of our American cultural heritage that includes folk songs and many other favorites.
Concepts and Understandings Highlighted in Music Lessons
- Discuss music as a means of expressing emotions and how it can evoke images and feelings.
- Listen and analyze/respond to instrumental timbre (unique sound).
- Describe elements of music heard in a given selection using appropriate music vocabulary (tempo, pitch, dynamics, instrumentation, and mood).
- Keep a steady beat while singing.
- Read, sing, and play visual symbols that indicate rhythm and pitch.
Physical Education – Mr. Lindquist
Hello everyone, and welcome back to another round of our fourth grade Physical Education newsletter. What a year it has been! Fourth grade students continue to impress all of us with their great work ethic and positive attitudes. We finished our volleyball unit, and what a fun time we had! Everyone worked very hard, which made the games very fun and enjoyable. Fourth grade students worked on the fundamentals of the game, learned about the volleyball court, and studied the rules and regulations of the game.
What’s Next?
We are now getting ready for our next unit(s). First, we are going to have a mini unit on soccer (now that we can get outside).
After soccer we will begin our baseball/softball unit in early May. If your child has a glove they like to use they are welcome to bring it for class. We will be working on fielding, batting, positions on the field, and situations. These are very important in the game of baseball/softball and we want to make sure we all understand so the games are fun for everyone.
Reminder! We are having our annual field day for the lower school students on Wednesday May 30. Please make sure you talk with your child about what activities he or she chose for field day!
Technology – Ms. Olson
Since the beginning of third grade, your student has been learning to keyboard. They have been picking up skills at different rates which is why we use a self-paced program. As your child is putting his or her final touches on a typed research paper, you are likely to be amazed by what you see… Some students type quickly, while others may slowly plod one letter at a time. This is a good opportunity to evaluate your child’s keyboarding skills.
Starting next year, every paper your child turns in will need to be typed. If your child is typing properly and fairly fast, their progress should continue to improve. If your child is typing improperly and/or very slowly it is time to PRACTICE! It will be beneficial for your child to practice regularly.
March 2012
General Studies – Ms. Steinberg
Language Arts
Students just finished reading and discussing books on a Jewish theme in literature groups. They used a variety of comprehension skills in this unit including retelling, questioning, predicting, and analyzing character traits. Our next unit will focus on Native Americans. Students will study at least one novel relating to the Native American experience, participate in discussions, and complete written activities. We will continue to focus on comprehension skills as well as deepen our understanding of the historical and current issues that face Native Americans.
Our literature experience will closely connect to our Native American research project. Each student has been reading about their tribe and has written a thesis statement that states a big idea about their tribe. They then determined how to best support their thesis by drawing information from various subtopics relating to their tribe. Now students are taking notes on each subtopic, using books and websites as resources. We will then be working on putting their notes in paragraph form, with a topic sentence and concluding sentence for each paragraph. Eventually they will create a formal research paper, including bibliography, cover, table of contents, and pictures.
Writing Workshop with Ms. Marron
We have wrapped up our poetry unit by compiling our poems into a poetry anthology that was showcased at Curriculum Night.
We have begun our next unit, which is on newspaper writing. The three classes will be collaborating on one newspaper that will be in place of the regular teacher newsletter. Students will learn the elements of what makes up a newspaper and learn the elements of journalistic writing, including the “5 W’s.” Students will be learning about:
- Writing book, movie, and restaurant reviews
- Interviewing members of the faculty, students, and administration
- Taking photos for the newspaper
- Different types of news stories
Students have begun working on our class newspapers. They will soon learn about three different types of stories found in newspapers: news articles, feature stories, and editorials. Students will work in partnerships and choose one of these to report about a topic at school. They will be conducting interviews and research for their news stories. Students will be writing, revising, and editing their stories. Mini-lessons will include using quotation marks, choosing descriptive language, and developing sentences incorporating the five w’s. Students will also have jobs as photographers, layout editors, and comic strip writers.
For our final writing assignments, students will be writing a realistic fiction story.
Geography with Mrs. Baskin
How fun and enlightening it was on curriculum night to hear the parents tell stories about their ancestors, their journeys to America, and the travails of Ellis Island. Below is the list of countries of origin for both sides of the whole 4th grade . . . far more diverse than you might expect!
We are beginning our work on the Southeast Region, which will again include a map test of the states and their capitals. The class will learn the challenges facing the Union and the Confederacy during the Civil War, and the blot on our history caused by slavery. We are discussing the importance of the Mississippi River and other waterways to the development of the major cities in the Southeast. Your students will learn about the significance of the Appalachian Mountains and their effect on the lifestyle of the region. A major difference between the Southeast and the other regions is life on a plantation, which we will study in-depth. Big contrasts await us.
Science with Mrs. Steinberg
We just completed our astronomy unit and took a test on it. I hope you and your child will continue to look for the moon and familiar constellations when you have the opportunity! We are now beginning our third major unit, the Human Body. We are starting this unit with a look at the circulatory system. Students will learn the role of the heart, lungs, blood, and blood vessels, and learn how blood flows through the body. We will also learn to take our pulse and try finding our pulse after doing various activities (such as running) to see how it changes. Following that, we will focus on the skeletal system. During the unit, each student will also choose an organ to research in more detail. They will write a short description of the organ’s structure and function and draw a diagram of it. Eventually, we will create a class book about the human body that will be shared with you electronically.
Mrs. Steinberg’s Math Group
Our group is very excited to have completed Math Journal 1 and begun Volume 2! We are now studying fractions. In this unit we learn to compare and order fractions, add and subtract them, find a fraction of a number, and determine the “whole” when we know a fractional part. We are also doing some interesting experiments on probability. In this unit, students use a variety of manipulatives to help them represent fractions visually. At home, try involving your child in projects that involve fractions, such as cooking, measuring, and building. This is a great opportunity to see that fractions are used in real life.
Ms. Marron’s Math Class
We have completed Unit Six, which focused on division. We also completed a mid-year assessment that covered key concepts from Units One through Five. All students needed additional practice with decimals. I sent home a decimal packet that students worked on over break. When we returned, our class began Unit Seven. In this unit we will be learning about fractions. The key concepts we will be learning about are:
- Understanding part and whole
- Reviewing basic fraction concepts
- Using manipulatives to understand fractions
- Adding and Subtracting fractions
- Renaming fractions
- Comparing decimals and fractions
I would still encourage students to work on developing their multiplication facts and keep working on division. The more students practice, the more automatic these skills become.
Mrs. Baskin’s math class
In math we will be starting Unit Eight, which is a continuation of our learning about perimeters and areas of various geometric figures. We will study scale drawings using square units. This will include making scale drawings of our classroom, as well as their individual room at home and the furniture in the room. They will use formulas to find the areas of rectangles, parallelograms, and triangles.
Your students will also deal with areas that are not calculated from formulas. They will estimate the area of one side of their hands by tracing them onto a grid and counting the squares and fractions thereof to get the area approximation. Maybe we will have some budding architects emerging from the fourth grade.
Michael Brown continues to challenge, excite and entice your students and makes math very interesting.
Hebrew – Ms. Bernstein
It has been a wonderful month of learning!
- We are nearly finished with Volume One of Shalom Ivrit. Students are really motivated to begin Volume Two, so we are moving quickly through the last chapter.
- Reading Fluency: Students are learning some general rules for reading Hebrew without vowels (as the Israelis do). It is not as hard as it might seem at first. In many cases, it makes it easier!
- Grammar: We are taking a short break from our studies of the infinitive to explore another vowel pattern for certain verbs. This is preparation for learning the past tense, which is coming at the end of the year.
- Purim: It has come and gone but we spent a little time reviewing the holiday and how it is celebrated in Israel.
Hebrew – Ms. Etzion and Ms. Benjamin
Dear Parents,
Welcome back to school! We began our month continuing the study of Megillat Esther. A lot of new vocabulary was introduced and the students continued to incorporate their new words into daily conversations and writings.
During the rest of the month we will continue in our Hatzlaha workbook, in which we will begin our unit on describing ourselves. Students will learn how to describe their own physical features, as well as their classmates and family members. They will learn specifics such as “I have brown wavy hair, large brown eyes, a round face, and a thin nose.” They will eventually learn how to compare their features to other things such as, “I have blue eyes like the ocean. I am as tall as a mountain, etc.” We will continue to work on physical descriptions until Passover break.
Judaic Studies – Hamorah Esther, Rabbi Ettedgui, and Mr. Zadaka
Our students have just begun a unit on dreams in the text. B’reishit is filled with dreams and dreamers. Our unit will focus on the dreams of Ya’akov, Yoseif, and Pharaoh. Students will analyze what the dreamer learns in regard to his personal future, the future of his family, and the future of the Jewish people or the Egyptian people.
We also begin to formally invite the students into the world of Midrash. They will explore how the familiar stories that are integral to the study of the text often have their basis in textual anomalies that the rabbis are trying to explain.
Our primary grammatical focus in this unit will be identifying noun patterns called s’mikhut. These noun patterns are one of the basic structures of Biblical grammar and are the basis for many modern Hebrew terms. Some key features of s’mikhut are:
- It is composed of two nouns
- It can often be represent by the use of the word “of” (b’nai Yisra’el-Children of Israel)
- Like many English compound nouns, it can represent one idea (beit holim-hospital)
- It has a regular pattern of consonant changes in feminine singular and masculine plural forms
- It sometimes has vowel changes to make the phrase shorter
Students will also be preparing for VOICE by making havdalah candles for the “Jewish boxes” to help new immigrants. Our Pesah study to share at the seder is an analysis of the purpose of Elijah’s cup. Shabbat Shalom and Hag Purim sameah!
Art – Ms. Thor
The artist is the antenna of the race. ~ Ezra Pound
Clay Whistles: Students used earth tone under glazes to embellish their clay whistles. They were fired over break and will be placed in the display case around mid-March.
Up Next: Gradation Studies – Creating 3-D forms
Students do a number of exercises to hone their skills before using charcoal to draw a 3-D still life. There will be two sketchbook assignments in this unit.
MIA Art Adventure Program
- Presentation #2 –Hand drum from the Iatmul people of Papua New Guinea and a ceremonial mask from the Bwa people of Burkino Faso, West Africa.
- Both works were used in maturation ceremonies that marked the end of childhood and the beginning of adulthood.
- Students created a tag board mask in the Bwa tradition. We made observations on how Jewish children have a maturation ceremony; a bar/bat mitzvah. We also made connections to Purim and the tradition of wearing a mask and costume and feeling transformed.
- To see the entire Art Adventure Theme, “Let’s Celebrate Life,” click on the link below. http://www.artsmia.org/viewer/index.php?v=12&op=568
See you at March Conferences!
Library – Ms. Oskow
HMJDS Scholastic Book Fair March 25-30!!
Books available for preschool through adults at Scholastic’s discounted prices. 25% of money collected goes to the library.
Book Fair Hours:
Sunday, March 25 - 9:00 AM-1:00 PM
Monday, March 26 - 8:00 AM-7:15 PM – HMJDS Class Preview Day
Tuesday, March 27 - 8:00 AM-7:15 PM – HMJDS Class Preview Day
Wednesday, Mar. 28 - 8:00 AM-8:00 PM – HMJDS Conferences PM
Thursday, March 29 - 8:00 AM-7:15 PM – HMJDS Conferences PM
Friday, March 30 - 8:00 AM-4:00 PM
Student Preview Days
Each HMJDS class visits the Book Fair Monday, March 26 or Tuesday, March 27. Students write a Wish List of books and may buy books.
Teacher Wish Lists
Teachers post Wish Lists and families can buy books or Gift Certificates to dedicate for classrooms, specialists, or the library.
Contests to Win Free Books
Parents or adult relatives can enter their students in a drawing anytime they stop by the Book Fair together through Thursday, March 29 (once per student). On Thursday, March 29, two students’ names will be drawn to win $25 worth of books—and a winning student’s teacher also chooses $25 worth of books! Students’ names are drawn for other prizes, too.
Additional drawing: for students who design posters celebrating their favorite book to decorate the library. Posterboard available from Ms. Oskow. Posters due by March 22.
Visit the Book Fair Online
http://bookfairs.scholastic.com/homepage/hmjds
The Online Book Fair:
- allows your child to send wish lists, and invite family and friends to participate in the Book Fair
- offers an expanded book selection – books for all ages, even adult titles
- is available for an extended time: Monday, March 19 to Sunday, April 8.
Volunteers Needed For Book Fair
- Set up the Book Fair on Friday, March 23
- Tear down the Book Fair on Monday, April 2
- Staff the Book Fair during open hours
Please contact Book Fair Chairs Micki Litton, Beth Jasco or Ellen Berkelhamer – or sign up on the sheet that will be posted outside the library.
Music – Mr. Shaw
In March grade four students will watch the video Beethoven Lives Upstairs so that we can better appreciate this classical composer’s life. Although the movie is historical fiction, the students will learn many facts that are actually portrayed correctly in the movie about Beethoven. At the conclusion of the movie we will do some brief biographical research on the composer and compare the movie to his real life story. The students will write reflections about Beethoven’s life and music during the month, and these reflections may be included in their portfolios for parent-teacher conferences. As part of the lesson on this composer, we will play the melody from Symphony No. 9 (“Ode to Joy”) and an accompaniment on the Orff instruments.
Concepts and Understandings Highlighted in Music Lessons
- Gain an appreciation for the decision making process that composers encounter when writing original music.
- Listen to, analyze, and describe music as well as form.
- Evaluate music and musical performances.
- Play expressively using contrast: loud/soft, fast/slow, and high/low.
- Play composed pieces with accurate pitch and rhythm.
- Keep a steady beat while playing/performing.
- Develop the technique to play a tremolo on the Orff instruments.
- Play long phrases, rhythms, and melodies by reading notation from a musical score.
- Develop the competency to perform music through modeling.
- Understand the difference between melody and harmony.
Physical Education – Mr. Lindquist
Greetings Fourth Grade Parents,
Welcome back! I hope everyone had a meaningful Sh’vat. In my lower school classes we recognized Tu Bish’vat by incorporating the holiday theme into our warm-up activity.
What’s Going On?
Your fourth grader just finished their rope jumping unit and is now participating in gymnastics. This year we will use the balance beam, vault, and the handstand spotter.
Fourth graders start out with the balance beam height at 30 inches. It is raised to 40 inches during the course of the unit. Students are introduced to different balance beam challenges to create four to five different skills in their balance beam routine. This includes the dismount onto the crash mat landing on their feet without dropping to their knees.
In vaulting they will learn the proper approach onto the spring board, hurdle onto two feet, and either tuck or straddle over the 36-42 inch vault. Handstands will be introduced using the wall for support. If your student is capable of supporting their own weight they will be able to use the back handspring spotter.
Please be aware that Fitness Week will be the week of May 21. Please look for volunteering opportunities!
Technology – Ms. Olson
We’re Done With Glogster… Right?
I saw many of you at the biography presentations and hope that you enjoyed seeing your child’s hard work. The Glogs this year were very impressive and the timelines the students also learned to make (a new addition this year) were fantastic as well. But… now what? Are we done with Glogster? Not by a long shot!
The purpose of teaching students to use a tool such as Glogster or Timetoast is to put that tool in their toolbox. It is now a familiar option for your child to pull out at any time, and also a spring board for other types of tools that are available. The Web provides a great number of different presentation tools, all allowing your child to share information in a different way. Knowing one tool can often help one learn about how another works. During the rest of your child’s time at HMJDS, we will continue to fill his/her toolbox with more web 2.0 tools like Glogster and Timetoast. The next time a teacher gives an assignment to your child have him or her think about different ways to present the information other than your standard paper, poster, or diorama.
Don’t forget, each month your child should be completing at least one hour of keyboarding. Have your child show you his/her progress report on the Keyboarding for Kids website. By the end of February, each student should have at least six hours of keyboarding homework completed. You can help your child complete this work by providing scheduled times to work on keyboarding for 15 minutes at a time throughout the week. That time coupled with the time in class should easily allow your child to complete the work.
March 2012
General Studies – Ms. Baskin
Language Arts
As you know by now, reading is a great love of mine. I have been trying in many ways to infuse your children with the desire to spend some of their spare time in the wonderland of books. Whether I am reading to them or they are reading books based on facts or fiction, I hope we are instilling a life-long passion for reading. Continued this practice will allow them to learn new vocabulary, stretch their imaginations, learn about new places, and enjoy new experiences.
It is hard to believe that this year is flying by so quickly. At this time your students should have 36 literary experiences to be on target to finish 50 by year end.
We are now embarking on the big project of writing our Native American research paper. Your students have selected their tribe, chosen three books from the library, and created their thesis statement. They are continuing to write, revise, and find additional information to support their premise. This will involve a great deal of learning about topic sentences, note taking, paragraph construction, and a host of other bits of knowledge that go into writing a research paper.
Geography with Mrs. Baskin
How fun and enlightening it was on curriculum night to hear the parents tell stories about their ancestors, their journeys to America, and the travails of Ellis Island. Below is the list of countries of origin for both sides of the whole 4th grade . . . far more diverse than you might expect!
We are beginning our work on the Southeast Region, which will again include a map test of the states and their capitals. The class will learn the challenges facing the Union and the Confederacy during the Civil War, and the blot on our history caused by slavery. We are discussing the importance of the Mississippi River and other waterways to the development of the major cities in the Southeast. Your students will learn about the significance of the Appalachian Mountains and their effect on the lifestyle of the region. A major difference between the Southeast and the other regions is the life on a plantation, which we will study in-depth. Big contrasts await us.
Writing Workshop with Ms. Marron
We have wrapped up our poetry unit by compiling our poems into a poetry anthology that was showcased at Curriculum Night.
We have begun our next unit, which is on newspaper writing. The three classes will be collaborating on one newspaper that will be in place of the regular teacher newsletter. Students will learn the elements of what makes up a newspaper and learn the elements of journalistic writing, including the “5 W’s.” Students will be learning about:
- Writing book, movie, and restaurant reviews
- Interviewing members of the faculty, students, and administration
- Taking photos for the newspaper
- Different types of news stories
Students have begun working on our class newspapers. They will soon learn about three different types of stories found in newspapers: news articles, feature stories, and editorials. Students will work in partnerships and choose one of these to report about a topic at school. They will be conducting interviews and research for their news stories. Students will be writing, revising, and editing their stories. Mini lessons will include using quotation marks, choosing descriptive language, and developing sentences incorporating the five w’s. Students will also have jobs as photographers, layout editors, and comic strip writers.
For our final writing assignments, students will be writing a realistic fiction story.
Science with Mrs. Steinberg
We just completed our astronomy unit and took a test on it. I hope you and your child will continue to look for the moon and familiar constellations when you have the opportunity! We are now beginning our third major unit, the Human Body. We are starting this unit with a look at the circulatory system. Students will learn the role of the heart, lungs, blood, and blood vessels, and learn how blood flows through the body. We will also learn to take our pulse, and try finding our pulse after doing various activities (such as running), to see how it changes. Following that, we will focus on the skeletal system. During the unit, each student will also choose an organ to research in more detail. They will write a short description of the organ’s structure and function and draw a diagram of it. Eventually, we will create a class book about the human body that will be shared with you electronically.
Mrs. Steinberg’s Math Group
Our group is very excited to have completed Math Journal 1 and begun Volume 2! We are now studying fractions. In this unit we learn to compare and order fractions, add and subtract them, find a fraction of a number, and determine the “whole” when we know a fractional part. We are also doing some interesting experiments on probability. In this unit, students use a variety of manipulatives to help them represent fractions visually. At home, try involving your child in projects that involve fractions, such as cooking, measuring, and building. This is a great opportunity to see that fractions are used in real life.
Ms. Marron’s Math Class
We have completed Unit Six, which focused on division. We also completed a mid-year assessment that covered key concepts from Units One through Five. All students needed additional practice with decimals. I sent home a decimal packet that students worked on over break. When we returned, our class began Unit Seven. In this unit we will be learning about fractions. The key concepts we will be learning about are:
- Understanding part and whole
- Reviewing basic fraction concepts
- Using manipulatives to understand fractions
- Adding and Subtracting fractions
- Renaming fractions
- Comparing decimals and fractions
I would still encourage students to work on developing their multiplication facts and keep working on division. The more students practice, the more automatic these skills become.
Mrs. Baskin’s math class
In math we will be starting Unit Eight, which is a continuation of our learning about perimeters and areas of various geometric figures. We will study scale drawings using square units. This will include making scale drawings of our classroom, as well as their individual room at home and the furniture in the room. They will use formulas to find the areas of rectangles, parallelograms, and triangles.
Your students will also deal with areas that are not calculated from formulas. They will estimate the area of one side of their hands by tracing them onto a grid and counting the squares and fractions thereof to get the area approximation. Maybe we will have some budding architects emerging from the fourth grade.
Michael Brown continues to challenge, excite and entice your students and makes math very interesting.
Hebrew – Ms. Bernstein
It has been a wonderful month of learning!
- We are nearly finished with Volume One of Shalom Ivrit. Students are really motivated to begin Volume Two, so we are moving quickly through the last chapter.
- Reading Fluency: Students are learning some general rules for reading Hebrew without vowels (as the Israelis do). It is not as hard as it might seem at first. In many cases, it makes it easier!
- Grammar: We are taking a short break from our studies of the infinitive to explore another vowel pattern for certain verbs. This is preparation for learning the past tense, which is coming at the end of the year.
- Purim: It has come and gone but we spent a little time reviewing the holiday and how it is celebrated in Israel.
Hebrew – Ms. Etzion and Ms. Benjamin
Dear Parents,
Welcome back to school! We began our month continuing the study of Megillat Esther. A lot of new vocabulary was introduced and the students continued to incorporate their new words into daily conversations and writings.
During the rest of the month we will continue in our Hatzlaha workbook, in which we will begin our unit on describing ourselves. Students will learn how to describe their own physical features, as well as their classmates and family members. They will learn specifics such as “I have brown wavy hair, large brown eyes, a round face, and a thin nose.” They will eventually learn how to compare their features to other things such as, “I have blue eyes like the ocean. I am as tall as a mountain, etc.” We will continue to work on physical descriptions until Passover break.
Judaic Studies – Hamorah Esther, Rabbi Ettedgui, and Mr. Zadaka
Our students have just begun a unit on dreams in the text. B’reishit is filled with dreams and dreamers. Our unit will focus on the dreams of Ya’akov, Yoseif, and Pharaoh. Students will analyze what the dreamer learns in regard to his personal future, the future of his family, and the future of the Jewish people or the Egyptian people.
We also begin to formally invite the students into the world of Midrash. They will explore how the familiar stories that are integral to the study of the text often have their basis in textual anomalies that the rabbis are trying to explain.
Our primary grammatical focus in this unit will be identifying noun patterns called s’mikhut. These noun patterns are one of the basic structures of Biblical grammar and are the basis for many modern Hebrew terms. Some key features of s’mikhut are:
- It is composed of two nouns
- It can often be represent by the use of the word “of” (b’nai Yisra’el-Children of Israel)
- Like many English compound nouns, it can represent one idea (beit holim-hospital)
- It has a regular pattern of consonant changes in feminine singular and masculine plural forms
- It sometimes has vowel changes to make the phrase shorter
Students will also be preparing for VOICE by making havdalah candles for the “Jewish boxes” to help new immigrants. Our Pesah study to share at the seder is an analysis of the purpose of Elijah’s cup. Shabbat Shalom and Hag Purim sameah!
Art – Ms. Thor
The artist is the antenna of the race. ~ Ezra Pound
Clay Whistles: Students used earth tone under glazes to embellish their clay whistles. They were fired over break and will be placed in the display case around mid-March.
Up Next: Gradation Studies – Creating 3-D forms
Students do a number of exercises to hone their skills before using charcoal to draw a 3-D still life. There will be two sketchbook assignments in this unit.
MIA Art Adventure Program
- Presentation #2 –Hand drum from the Iatmul people of Papua New Guinea and a ceremonial mask from the Bwa people of Burkino Faso, West Africa.
- Both works were used in maturation ceremonies that marked the end of childhood and the beginning of adulthood.
- Students created a tag board mask in the Bwa tradition. We made observations on how Jewish children have a maturation ceremony; a bar/bat mitzvah. We also made connections to Purim and the tradition of wearing a mask and costume and feeling transformed.
- To see the entire Art Adventure Theme, “Let’s Celebrate Life,” click on the link below. http://www.artsmia.org/viewer/index.php?v=12&op=568
See you at March Conferences!
Library – Ms. Oskow
HMJDS Scholastic Book Fair March 25-30!!
Books available for preschool through adults at Scholastic’s discounted prices. 25% of money collected goes to the library.
Book Fair Hours:
Sunday, March 25 - 9:00 AM-1:00 PM
Monday, March 26 - 8:00 AM-7:15 PM – HMJDS Class Preview Day
Tuesday, March 27 - 8:00 AM-7:15 PM – HMJDS Class Preview Day
Wednesday, Mar. 28 - 8:00 AM-8:00 PM – HMJDS Conferences PM
Thursday, March 29 - 8:00 AM-7:15 PM – HMJDS Conferences PM
Friday, March 30 - 8:00 AM-4:00 PM
Student Preview Days
Each HMJDS class visits the Book Fair Monday, March 26 or Tuesday, March 27. Students write a Wish List of books and may buy books.
Teacher Wish Lists
Teachers post Wish Lists and families can buy books or Gift Certificates to dedicate for classrooms, specialists, or the library.
Contests to Win Free Books
Parents or adult relatives can enter their students in a drawing anytime they stop by the Book Fair together through Thursday, March 29 (once per student). On Thursday, March 29, two students’ names will be drawn to win $25 worth of books—and a winning student’s teacher also chooses $25 worth of books! Students’ names are drawn for other prizes, too.
Additional drawing: for students who design posters celebrating their favorite book to decorate the library. Posterboard available from Ms. Oskow. Posters due by March 22.
Visit the Book Fair Online
http://bookfairs.scholastic.com/homepage/hmjds
The Online Book Fair:
- allows your child to send wish lists, and invite family and friends to participate in the Book Fair
- offers an expanded book selection – books for all ages, even adult titles
- is available for an extended time: Monday, March 19 to Sunday, April 8.
Volunteers Needed For Book Fair
- Set up the Book Fair on Friday, March 23
- Tear down the Book Fair on Monday, April 2
- Staff the Book Fair during open hours
Please contact Book Fair Chairs Micki Litton, Beth Jasco or Ellen Berkelhamer – or sign up on the sheet that will be posted outside the library.
Music – Mr. Shaw
In March grade four students will watch the video Beethoven Lives Upstairs so that we can better appreciate this classical composer’s life. Although the movie is historical fiction, the students will learn many facts that are actually portrayed correctly in the movie about Beethoven. At the conclusion of the movie we will do some brief biographical research on the composer and compare the movie to his real life story. The students will write reflections about Beethoven’s life and music during the month, and these reflections may be included in their portfolios for parent-teacher conferences. As part of the lesson on this composer, we will play the melody from Symphony No. 9 (“Ode to Joy”) and an accompaniment on the Orff instruments.
Concepts and Understandings Highlighted in Music Lessons
- Gain an appreciation for the decision making process that composers encounter when writing original music.
- Listen to, analyze, and describe music as well as form.
- Evaluate music and musical performances.
- Play expressively using contrast: loud/soft, fast/slow, and high/low.
- Play composed pieces with accurate pitch and rhythm.
- Keep a steady beat while playing/performing.
- Develop the technique to play a tremolo on the Orff instruments.
- Play long phrases, rhythms, and melodies by reading notation from a musical score.
- Develop the competency to perform music through modeling.
- Understand the difference between melody and harmony.
Physical Education – Mr. Lindquist
Greetings Fourth Grade Parents,
Welcome back! I hope everyone had a meaningful Sh’vat. In my lower school classes we recognized Tu Bish’vat by incorporating the holiday theme into our warm-up activity.
What’s Going On?
Your fourth grader just finished their rope jumping unit and is now participating in gymnastics. This year we will use the balance beam, vault, and the handstand spotter.
Fourth graders start out with the balance beam height at 30 inches. It is raised to 40 inches during the course of the unit. Students are introduced to different balance beam challenges to create four to five different skills in their balance beam routine. This includes the dismount onto the crash mat landing on their feet without dropping to their knees.
In vaulting they will learn the proper approach onto the spring board, hurdle onto two feet, and either tuck or straddle over the 36-42 inch vault. Handstands will be introduced using the wall for support. If your student is capable of supporting their own weight they will be able to use the back handspring spotter.
Please be aware that Fitness Week will be the week of May 21. Please look for volunteering opportunities!
Technology – Ms. Olson
We’re Done With Glogster… Right?
I saw many of you at the biography presentations and hope that you enjoyed seeing your child’s hard work. The Glogs this year were very impressive and the timelines the students also learned to make (a new addition this year) were fantastic as well. But… now what? Are we done with Glogster? Not by a long shot!
The purpose of teaching students to use a tool such as Glogster or Timetoast is to put that tool in their toolbox. It is now a familiar option for your child to pull out at any time, and also a spring board for other types of tools that are available. The Web provides a great number of different presentation tools, all allowing your child to share information in a different way. Knowing one tool can often help one learn about how another works. During the rest of your child’s time at HMJDS, we will continue to fill his/her toolbox with more web 2.0 tools like Glogster and Timetoast. The next time a teacher gives an assignment to your child have him or her think about different ways to present the information other than your standard paper, poster, or diorama.
Don’t forget, each month your child should be completing at least one hour of keyboarding. Have your child show you his/her progress report on the Keyboarding for Kids website. By the end of February, each student should have at least six hours of keyboarding homework completed. You can help your child complete this work by providing scheduled times to work on keyboarding for 15 minutes at a time throughout the week. That time coupled with the time in class should easily allow your child to complete the work.
March 2012
General Studies – Ms. Marron
I will be out of school from March 16 to March 27. My sister is getting married in Israel, so our family will be traveling there. Ms. Lauren Grone will be here as my substitute for the entire time I am away. Some students may know her from Herzl Camp!
Language Arts
The students have finished their individual Native American literature groups. Students were able to read a narrative that shared some of the struggles the Native Americans faced when they met the European soldiers, settlers, and United States government.
Students have also read the non-fiction informational texts about their chosen tribes. We have worked on developing thesis statements that students will support in their report.
Students will:
- finalize their thesis and develop specific facts to support their thesis
- develop five topics that will support their thesis
- take notes on each of these topics
- write paragraphs with topic and conclusion sentences
Students will have the opportunity to work on choice reading during our Native American reports in class. Students should have three books at school so they always have something to read.
Writing Workshop with Ms. Marron
We have wrapped up our poetry unit by compiling our poems into a poetry anthology that was showcased at Curriculum Night.
We have begun our next unit, which is on newspaper writing. The three classes will be collaborating on one newspaper that will be in place of the regular teacher newsletter. Students will learn the elements of what makes up a newspaper and learn the elements of journalistic writing, including the “5 W’s.” Students will be learning about:
- Writing book, movie, and restaurant reviews
- Interviewing members of the faculty, students, and administration
- Taking photos for the newspaper
- Different types of news stories
Students have begun working on our class newspapers. They will soon learn about three different types of stories found in newspapers: news articles, feature stories, and editorials. Students will work in partnerships and choose one of these to report about a topic at school. They will be conducting interviews and research for their news stories. Students will be writing, revising, and editing their stories. Mini lessons will include using quotation marks, choosing descriptive language, and developing sentences incorporating the five w’s. Students will also have jobs as photographers, layout editors, and comic strip writers.
For our final writing assignments, students will be writing a realistic fiction story.
Geography with Mrs. Baskin
How fun and enlightening it was on curriculum night to hear the parents tell stories about their ancestors, their journeys to America, and the travails of Ellis Island. Below is the list of countries of origin for both sides of the whole 4th grade . . . far more diverse than you might expect!
We are beginning our work on the Southeast Region, which will again include a map test of the states and their capitals. The class will learn the challenges facing the Union and the Confederacy during the Civil War, and the blot on our history caused by slavery. We are discussing the importance of the Mississippi River and other waterways to the development of the major cities in the Southeast. Your students will learn about the significance of the Appalachian Mountains and their effect on the lifestyle of the region. A major difference between the Southeast and the other regions is the life on a plantation, which we will study in-depth. Big contrasts await us.
Science with Mrs. Steinberg
We just completed our astronomy unit and took a test on it. I hope you and your child will continue to look for the moon and familiar constellations when you have the opportunity! We are now beginning our third major unit, the Human Body. We are starting this unit with a look at the circulatory system. Students will learn the role of the heart, lungs, blood, and blood vessels, and learn how blood flows through the body. We will also learn to take our pulse, and try finding our pulse after doing various activities (such as running), to see how it changes. Following that, we will focus on the skeletal system. During the unit, each student will also choose an organ to research in more detail. They will write a short description of the organ’s structure and function and draw a diagram of it. Eventually, we will create a class book about the human body that will be shared with you electronically.
Mrs. Steinberg’s Math Group
Our group is very excited to have completed Math Journal 1 and begun Volume 2! We are now studying fractions. In this unit we learn to compare and order fractions, add and subtract them, find a fraction of a number, and determine the “whole” when we know a fractional part. We are also doing some interesting experiments on probability. In this unit, students use a variety of manipulatives to help them represent fractions visually. At home, try involving your child in projects that involve fractions, such as cooking, measuring, and building. This is a great opportunity to see that fractions are used in real life.
Ms. Marron’s Math Class
We have completed Unit Six, which focused on division. We also completed a mid-year assessment that covered key concepts from Units One through Five. All students needed additional practice with decimals. I sent home a decimal packet that students worked on over break. When we returned, our class began Unit Seven. In this unit we will be learning about fractions. The key concepts we will be learning about are:
- Understanding part and whole
- Reviewing basic fraction concepts
- Using manipulatives to understand fractions
- Adding and Subtracting fractions
- Renaming fractions
- Comparing decimals and fractions
I would still encourage students to work on developing their multiplication facts and keep working on division. The more students practice, the more automatic these skills become.
Mrs. Baskin’s math class
In math we will be starting Unit Eight, which is a continuation of our learning about perimeters and areas of various geometric figures. We will study scale drawings using square units. This will include making scale drawings of our classroom, as well as their individual room at home and the furniture in the room. They will use formulas to find the areas of rectangles, parallelograms, and triangles.
Your students will also deal with areas that are not calculated from formulas. They will estimate the area of one side of their hands by tracing them onto a grid and counting the squares and fractions thereof to get the area approximation. Maybe we will have some budding architects emerging from the fourth grade.
Michael Brown continues to challenge, excite and entice your students and makes math very interesting.
Hebrew – Ms. Bernstein
It has been a wonderful month of learning!
- We are nearly finished with Volume One of Shalom Ivrit. Students are really motivated to begin Volume Two, so we are moving quickly through the last chapter.
- Reading Fluency: Students are learning some general rules for reading Hebrew without vowels (as the Israelis do). It is not as hard as it might seem at first. In many cases, it makes it easier!
- Grammar: We are taking a short break from our studies of the infinitive to explore another vowel pattern for certain verbs. This is preparation for learning the past tense, which is coming at the end of the year.
- Purim: It has come and gone but we spent a little time reviewing the holiday and how it is celebrated in Israel.
Hebrew – Ms. Etzion and Ms. Benjamin
Dear Parents,
Welcome back to school! We began our month continuing the study of Megillat Esther. A lot of new vocabulary was introduced and the students continued to incorporate their new words into daily conversations and writings.
During the rest of the month we will continue in our Hatzlaha workbook, in which we will begin our unit on describing ourselves. Students will learn how to describe their own physical features, as well as their classmates and family members. They will learn specifics such as “I have brown wavy hair, large brown eyes, a round face, and a thin nose.” They will eventually learn how to compare their features to other things such as, “I have blue eyes like the ocean. I am as tall as a mountain, etc.” We will continue to work on physical descriptions until Passover break.
Judaic Studies – Hamorah Esther, Rabbi Ettedgui, and Mr. Zadaka
Our students have just begun a unit on dreams in the text. B’reishit is filled with dreams and dreamers. Our unit will focus on the dreams of Ya’akov, Yoseif, and Pharaoh. Students will analyze what the dreamer learns in regard to his personal future, the future of his family, and the future of the Jewish people or the Egyptian people.
We also begin to formally invite the students into the world of Midrash. They will explore how the familiar stories that are integral to the study of the text often have their basis in textual anomalies that the rabbis are trying to explain.
Our primary grammatical focus in this unit will be identifying noun patterns called s’mikhut. These noun patterns are one of the basic structures of Biblical grammar and are the basis for many modern Hebrew terms. Some key features of s’mikhut are:
- It is composed of two nouns
- It can often be represent by the use of the word “of” (b’nai Yisra’el-Children of Israel)
- Like many English compound nouns, it can represent one idea (beit holim-hospital)
- It has a regular pattern of consonant changes in feminine singular and masculine plural forms
- It sometimes has vowel changes to make the phrase shorter
Students will also be preparing for VOICE by making havdalah candles for the “Jewish boxes” to help new immigrants. Our Pesah study to share at the seder is an analysis of the purpose of Elijah’s cup. Shabbat Shalom and Hag Purim sameah!
Art – Ms. Thor
The artist is the antenna of the race. ~ Ezra Pound
Clay Whistles: Students used earth tone under glazes to embellish their clay whistles. They were fired over break and will be placed in the display case around mid-March.
Up Next: Gradation Studies – Creating 3-D forms
Students do a number of exercises to hone their skills before using charcoal to draw a 3-D still life. There will be two sketchbook assignments in this unit.
MIA Art Adventure Program
- Presentation #2 –Hand drum from the Iatmul people of Papua New Guinea and a ceremonial mask from the Bwa people of Burkino Faso, West Africa.
- Both works were used in maturation ceremonies that marked the end of childhood and the beginning of adulthood.
- Students created a tag board mask in the Bwa tradition. We made observations on how Jewish children have a maturation ceremony; a bar/bat mitzvah. We also made connections to Purim and the tradition of wearing a mask and costume and feeling transformed.
- To see the entire Art Adventure Theme, “Let’s Celebrate Life,” click on the link below. http://www.artsmia.org/viewer/index.php?v=12&op=568
See you at March Conferences!
Library – Ms. Oskow
HMJDS Scholastic Book Fair March 25-30!!
Books available for preschool through adults at Scholastic’s discounted prices. 25% of money collected goes to the library.
Book Fair Hours:
Sunday, March 25 - 9:00 AM-1:00 PM
Monday, March 26 - 8:00 AM-7:15 PM – HMJDS Class Preview Day
Tuesday, March 27 - 8:00 AM-7:15 PM – HMJDS Class Preview Day
Wednesday, Mar. 28 - 8:00 AM-8:00 PM – HMJDS Conferences PM
Thursday, March 29 - 8:00 AM-7:15 PM – HMJDS Conferences PM
Friday, March 30 - 8:00 AM-4:00 PM
Student Preview Days
Each HMJDS class visits the Book Fair Monday, March 26 or Tuesday, March 27. Students write a Wish List of books and may buy books.
Teacher Wish Lists
Teachers post Wish Lists and families can buy books or Gift Certificates to dedicate for classrooms, specialists, or the library.
Contests to Win Free Books
Parents or adult relatives can enter their students in a drawing anytime they stop by the Book Fair together through Thursday, March 29 (once per student). On Thursday, March 29, two students’ names will be drawn to win $25 worth of books—and a winning student’s teacher also chooses $25 worth of books! Students’ names are drawn for other prizes, too.
Additional drawing: for students who design posters celebrating their favorite book to decorate the library. Posterboard available from Ms. Oskow. Posters due by March 22.
Visit the Book Fair Online
http://bookfairs.scholastic.com/homepage/hmjds
The Online Book Fair:
- allows your child to send wish lists, and invite family and friends to participate in the Book Fair
- offers an expanded book selection – books for all ages, even adult titles
- is available for an extended time: Monday, March 19 to Sunday, April 8.
Volunteers Needed For Book Fair
- Set up the Book Fair on Friday, March 23
- Tear down the Book Fair on Monday, April 2
- Staff the Book Fair during open hours
Please contact Book Fair Chairs Micki Litton, Beth Jasco or Ellen Berkelhamer – or sign up on the sheet that will be posted outside the library.
Music – Mr. Shaw
In March grade four students will watch the video Beethoven Lives Upstairs so that we can better appreciate this classical composer’s life. Although the movie is historical fiction, the students will learn many facts that are actually portrayed correctly in the movie about Beethoven. At the conclusion of the movie we will do some brief biographical research on the composer and compare the movie to his real life story. The students will write reflections about Beethoven’s life and music during the month, and these reflections may be included in their portfolios for parent-teacher conferences. As part of the lesson on this composer, we will play the melody from Symphony No. 9 (“Ode to Joy”) and an accompaniment on the Orff instruments.
Concepts and Understandings Highlighted in Music Lessons
- Gain an appreciation for the decision making process that composers encounter when writing original music.
- Listen to, analyze, and describe music as well as form.
- Evaluate music and musical performances.
- Play expressively using contrast: loud/soft, fast/slow, and high/low.
- Play composed pieces with accurate pitch and rhythm.
- Keep a steady beat while playing/performing.
- Develop the technique to play a tremolo on the Orff instruments.
- Play long phrases, rhythms, and melodies by reading notation from a musical score.
- Develop the competency to perform music through modeling.
- Understand the difference between melody and harmony.
Physical Education – Mr. Lindquist
Greetings Fourth Grade Parents,
Welcome back! I hope everyone had a meaningful Sh’vat. In my lower school classes we recognized Tu Bish’vat by incorporating the holiday theme into our warm-up activity.
What’s Going On?
Your fourth grader just finished their rope jumping unit and is now participating in gymnastics. This year we will use the balance beam, vault, and the handstand spotter.
Fourth graders start out with the balance beam height at 30 inches. It is raised to 40 inches during the course of the unit. Students are introduced to different balance beam challenges to create four to five different skills in their balance beam routine. This includes the dismount onto the crash mat landing on their feet without dropping to their knees.
In vaulting they will learn the proper approach onto the spring board, hurdle onto two feet, and either tuck or straddle over the 36-42 inch vault. Handstands will be introduced using the wall for support. If your student is capable of supporting their own weight they will be able to use the back handspring spotter.
Please be aware that Fitness Week will be the week of May 21. Please look for volunteering opportunities!
Technology – Ms. Olson
We’re Done With Glogster… Right?
I saw many of you at the biography presentations and hope that you enjoyed seeing your child’s hard work. The Glogs this year were very impressive and the timelines the students also learned to make (a new addition this year) were fantastic as well. But… now what? Are we done with Glogster? Not by a long shot!
The purpose of teaching students to use a tool such as Glogster or Timetoast is to put that tool in their toolbox. It is now a familiar option for your child to pull out at any time, and also a spring board for other types of tools that are available. The Web provides a great number of different presentation tools, all allowing your child to share information in a different way. Knowing one tool can often help one learn about how another works. During the rest of your child’s time at HMJDS, we will continue to fill his/her toolbox with more web 2.0 tools like Glogster and Timetoast. The next time a teacher gives an assignment to your child have him or her think about different ways to present the information other than your standard paper, poster, or diorama.
Don’t forget, each month your child should be completing at least one hour of keyboarding. Have your child show you his/her progress report on the Keyboarding for Kids website. By the end of February, each student should have at least six hours of keyboarding homework completed. You can help your child complete this work by providing scheduled times to work on keyboarding for 15 minutes at a time throughout the week. That time coupled with the time in class should easily allow your child to complete the work.
February 2012
General Studies – Ms. Steinberg
The past month has been an exciting time of celebrating students’ learning at our Curriculum Night and with students’ biography speeches. It has been such a joy to watch the fourth graders speak with confidence as they take on the role of their biography subjects. Now we look ahead to new challenges, including our Native American research. I hope you enjoy the photos of biography speeches and our model solar system!
Language Arts
In our current unit, students are reading books with Jewish themes, and we are focusing on the skills of questioning, predicting, and observing character traits. We are comparing and contrasting characters, using what we know about characters to predict what they will do next, and discussing how characters change throughout the story. These are all strategies that will help students comprehend more challenging texts in their independent reading. Children also select vocabulary words from the book to look up and use in sentences, and we are practicing identifying the part of speech of each vocabulary word. I meet regularly with groups of students to discuss the books, and we learn from everyone’s insights.
We are beginning to lay the groundwork for our Native American research project. I introduced a variety of tribes and a bit of information about each tribe. We are also practicing writing paragraphs with topic sentences, concluding sentences, and supporting details, because they will use this skill in their reports. In the near future, each student will choose a tribe to study in depth. They will need to visit the public library as well as the school library to locate appropriate resources. Students will read the books and determine the important topics that they will write about in their reports.
Ms. Marron’s Math Class
We are in Unit Six, where students are learning how to complete long division problems. We are solving:
- Division number stories and determining what to do with remainders
- Long Division problems, using Partial Quotient algorithm
- Long division problems, using the “traditional” algorithm
Partial Quotient is similar to the traditional method but looks at the whole number instead of breaking it up. Students will use their skills in multiplication extension facts. Students can take as many steps as they need to get to the answer. They will be able to decide on the algorithm that works best for them.
We will also be learning about measuring angles.
In our next unit we will be learning about fractions. The key concepts we will be learning are:
- Understanding part and whole
- Reviewing basic fraction concepts
- Using manipulatives to understand fractions
- Adding and subtracting fractions
- Renaming fractions
- Comparing decimals and fractions
I would still encourage students to work on developing their multiplication facts and keep working on division. The more students practice, the more automatic these skills become.
Mrs. Baskin’s Math Class
We have reached the milestone of completing Math Journal One, and we are just starting Unit Seven in Volume Two! This unit teaches about fractions. We will learn:
- Comparing and ordering fractions.
- Adding and subtracting fractions.
- Doing simple story problems involving fractions.
- Renaming fractions (comparing decimals, percentages and fractions).
We are also learning about probability and have used words like impossible, unlikely, even chance, likely, and certain.
Math timed tests continue in multiplication and we have now added division timed tests. This, of course, necessitates the continued study of multiplication and division facts.
Mr. Brown continues to bring fun, challenging questions to our Friday sessions. Balls and balloons have been some of the interesting props used to emphasize concepts.
Mrs. Steinberg’s Math Group
Our group is currently in the middle of Unit Six, which focuses on division and angles. Students learned two algorithms for solving long division problems: partial quotients and “traditional” division. We are also using division in many problem-solving contexts and learning how to interpret remainders. Soon we will learn to measure angles with a protractor. Having a simple plastic protractor at home will help students complete homework assignments.
Students recently took a mid-year test to assess which concepts from the first half of the year they have mastered and retained. These will be in your child’s portfolio at conferences.
Please remind your child to continue practicing math facts on xtramath.com. Many students are seeing incredible improvement in their fact power!
Geography with Mrs. Baskin
We are completing our unit on the Northeast Region. As promised, your students learned about the art of scrimshaw and the effect it had on the whales in the beginning of the 1800’s and today. I brought in a pocket knife whose handle had a scrimshaw scene. We learned how scrimshanders used their art to record their travels and experiences. They inadvertently left behind a history of New England during this time period.
The class learned about the immigrants from the late 1800’s and early 1900’s, many of whom were Jewish, who settled in this region. Students were fascinated by the film “Ellis Island,” which showed the reality of coming to America at that time.
The class was polled to find out what countries their ancestors came from. While most were from Russia and Poland, nations like Ireland, France, Israel, and a variety of other countries were on the list.
We discussed the Native Americans indigenous to the northeast and their interaction with the immigrants, as well as how they worked to keep their heritage alive. As we study the Native American tribes from each region, we can begin to compare and contrast their social structure, way of life, rituals, and ceremonies.
A great, fun group effort was the making of topographical maps of the area. The kids really got into the project, making the mountains and detailing the waves in the ocean!
Writing Workshop with Ms. Marron
It was wonderful seeing all of you at our Fourth Grade Curriculum Night. The students did an excellent job teaching the different poems we have been studying. I really enjoyed reading some of the poetry that you wrote together.
We will be wrapping up our poetry unit by compiling our poems into the poetry anthology that I showcased at Curriculum Night. Students will be revising, editing, and typing their poems, as well as creating illustrations for their poetry. We will then have the book professionally bound. Please make sure to turn in your order forms before mid-winter break.
After mid-winter break, we will begin our next unit of study, which is newspaper writing. The three classes will be collaborating on one newspaper that will be in place of the regular teacher newsletter. Students will learn the elements that make up a newspaper and learn the elements of journalistic writing, including the “5 W’s.” Students will learn about:
- News stories, feature pieces, and editorials
- Writing book, movie, and restaurant reviews
- Interviewing members of the faculty, students, and administration
- Taking photos for the newspaper
Science with Mrs. Steinberg
In science, we are continuing our study of Astronomy. We had a wonderful learning experience at the Planetarium, and we enjoyed sharing our knowledge of the solar system with you at curriculum night! The students finished writing planet guides, and we used our planet guides and models to create a huge scale model of the solar system in the auditorium. All fourth graders should be completing their moon journal by drawing the moon each night and answering the questions. The moon journal is due on February 14. During the remainder of our unit we will learn about the moon phases, stars, and constellations. On a clear night, your child may enjoy stargazing and trying to spot some of the constellations we will discuss in class. We will take a quiz on Astronomy shortly before mid-winter break, and then begin our next and final unit, The Human Body.
Upcoming Events
Week of February 13-19: Visit the public library to get resources for Native American research
Tuesday, February 14: Moon Journal Due
Monday, February 20: Spirit Day
Tuesday, February 21: Band Concert 9:30 am
Week of February 27 – March 2: Mid-Winter break
Thursday, March 8: Purim celebration- Remember your costume!
Week of March 12-16: VOICE week
Tuesday, March 13: VOICE evening program
Hebrew – Ms. Bernstein
It’s been a wonderful month of learning!
- Vocabulary: Each student is working on building a personal Hebrew library of 250 words.
- Reading: Improvements abound!
- In the area of Grammar, we are working on using the infinitive (to do something). It’s turning out to be an area of the Hebrew language that students find easy.
- Project Cartoon: Some students have finished their cartoons. See the picture above of various stages in the process. The cartoons are very creative and the students are enjoying the project.
- Hebrew Bananagrams! We have been having fun with the newest addition to our game library. It’s great for practicing sounding out words and expanding vocabulary.
- Israel: Whenever we speak about Israel, the questions students ask show their interest in Israel’s history and current events. We have covered Israel’s geography, the history of the wars fought, the importance of water in the region, and how Israeli society is beginning to cope with the idea of religious pluralism.
Hebrew – Ms. Benjamin and Ms. Etzion
The show must go on……
This month we will be focusing on learning about the holiday of Purim. The students will spend some time reading The Book of Esther in the form of a play script. Once they are able to read and understand the script with fluency they will put on a puppet show re-enacting the entire story. There are, of course, many songs, traditions, and mitzvot associated with the holiday, which will be incorporated throughout the month. The purpose of teaching the story of Esther through a play script is to introduce them to theater words as well, such as: performance, actor/actress, puppet, stage, narrator, scene one, scene two, etc.
Judaic Studies – Hamorah Esther, Rabbi Ettedgui, and Mr. Zadaka
During the upcoming month, students will complete our unit on the consequences of parental favoritism. We will look at the last text on the impact of Ya’akov’s favoritism of Yoseif and what the results of his actions are for the family. At the end of the year we will return to this story and see how the end of Sefer B’reishit sets the stage for slavery.
Our next unit will deal with the topic of dreams and learn how the dreams of Ya’akov, Yoseif, and Pharaoh have implications for the dreamer, his family, and the future of the Jewish people. For example, Ya’akov has a dream of the ladder in which God promises him that He will protect him. The rabbis see this as a promise of the future for Ya’akov’s family, but the dream also contains a promise of the future of the Jewish people and their relationship with God.
The grammar topic for the next unit is s’mikhut. This is the combination of two nouns to form a compound subject. The Hebrew pattern is used for such key phrases as: B’nai Yisrael (the children of Israel), matan Torah (the Giving of the Torah, and Eretz Yisrael (the land of Israel).
The students will also be working on making Havdalah candles, which will be our grade’s VOICE project.
Art – Ms. Thor
Humankind has not woven the web of life. We are but one thread within it. Whatever we do to the web, we do to ourselves. All things are bound together. All things connect. ~ Chief Seattle, 1854
Clay Whistle project:
Students have made the basic whistle shape and will be adding clay to create their animal“spirit guides.” We will be using earth tone underglazes to add color and patterns to our whistles. As we work on this project, students will learn how Native American values and codes of ethics are very similar to our Jewish laws and traditions.
Next up: Gradation Unit – drawing the illusion of 3-D on a 2-D surface.
Next Sketchbook Assignment: #6 Bouncing Balls
MIA Art Adventure Program
Last week we had our first presentation and saw John Singer Sargent’s Birthday Party and Paul Signac’s Blessing of the Tuna Fleet. We participated in a short art project that introduced us to the color theory and painting technique of pointillism. Students made drawings by imitating Signac’s technique of applying color in small rectangular shapes while using oil pastels.
To see the entire Art Adventure theme, “Let’s Celebrate Life,” click on http://www.artsmia.org/viewer/index.php?v=12&op=568
Library – Ms. Oskow
Native American Project Beginning
The Native American research project is assigned to fourth grade students in their general studies classes in February. Most students are able to begin with at least one book on their tribe from our school library, before going to the public library for further resources. Our newer books are Internet-linked for additional electronic resources.
HMJDS Scholastic Book Fair Coming March 25-30!!
Biggest Library Fundraiser
The Scholastic Book Fair runs Sunday, March 25 – Friday, March 30. It is the single biggest fundraiser of the year for the library. Books will be available for all ages from preschool through adults, at Scholastic’s discounted, tax-free prices. Shoppers can make purchases for themselves as well as consider donations directly to the library or to HMJDS classrooms. 25% of all money collected will go to the library.
Look for more information following Mid-Winter Break.
Volunteers Needed For Book Fair
Volunteers are needed to help:
- set up the Book Fair on Friday morning, March 23
- tear down the Book Fair on Monday morning, April 2
- staff the Book Fair during the hours it is open
Please contact Book Fair Chairs Micki Litton, Beth Jasco or Ellen Berkelhamer – or sign up on the sheet that will be posted outside the library after Mid-Winter Break.
Music – Mr. Shaw
Save the Date—Upcoming Performance
Band Concert—Tuesday, February 20th 9:30 AM
As we move into this short musical month, students are working on playing an eight measure melody that they have affectionately titled “Tutti” on the Orff instruments. The musical term “tutti” is an Italian word used to indicate the part the whole ensemble is to play as opposed to one soloist or section. The students will be assessed on their playing ability, as the Orff instruments require students to enter on a musical cue and build ensemble skills. We will extensively review appropriate mallet grip, the sweet spot on the bar to get the best tone, playing posture, and stroke patterns (together/alternating hands). As part of this playing unit we are also working on performing an accompaniment to Symphony No. 9 (Ode to Joy) by Ludwig van Beethoven and an accompaniment on the Orff instruments. This accompaniment requires the students to read from a musical score while playing the harmony part at the same time.
Featured Concepts and Understandings in Music Class Lessons:
- Evaluating music and musical performances.
- Play expressively using contrasts: loud/soft, fast/slow, and high/low.
- Play composed pieces with accurate pitch and rhythm.
- Keep a steady beat while playing/performing.
- Develop the technique to play a tremolo on the Orff instruments.
- Play long phrases, rhythms, and melodies by reading notation from a musical score.
- Develop the competency to perform music through modeling.
- Understand the difference between melody and harmony.
Physical Education – Mr. Jacobson and Mr. Lindquist
We just finished up our floor hockey unit and we had a blast! We were very pleased to say that everyone made it out clean and injury free.
What’s coming up?
We continue to move forward, getting ready to begin our next major unit of gymnastics and rope jumping. In fourth grade we are learning even more about what our bodies can do, and all of the different types of movements. To give you an idea of some areas we pursue in this unit, we look at jumping and landing for height, bending our knees, and swinging our arms for balance. We perform sequences that include traveling and showing good body control combined with stationary balances on various body parts. We will also identify movement concepts such as time, space, effort, and relationships. Students will be provided with the opportunity to make appropriate changes in their performance based on feedback from their peers and teachers.
In rope jumping we look at creating our own individual technique. Students are working hard and learning a variety of ways to jump. Individual, partners, and groups are all areas we spend time on. Students in fourth grade also will create their own routine which they will share with the rest of the class.
Technology – Ms. Olson
Word is the Word
In the next month, I look forward to having fourth graders in the lab to really work on their Microsoft Word know how. All of the students know how to log in to their skydrive and start to write in Word, but many of them don’t know all of the things that a powerful program like Word can do for them when creating a polished final project. In the spring, students will be working on their Native American Project which they will be typing in Word. Now is the time for them to really start to understand the program and what tools they will need to be familiar with to create a great looking final paper.
We will be learning about the following tools and more:
- alignment
- double spacing
- header/footer
- text formatting
- selection tools
- inserting pictures
February 2012
General Studies – Ms. Baskin
Language Arts
We have now completed reading five genres: Realistic Fiction, Multicultural Fiction, Classics, Native American Literature, and Biographies. Students discussed the particulars of each genre and how they relate to our own lives and to history.
Students did an amazing job presenting their biographies. The variety of people to whom we were introduced was remarkable. Personalities included rock stars, sports figures, and an impressive array of modern and historical celebrities. It was a pleasure to see your students push themselves to make sure that their presentations included appropriate dress, interesting facts presented with good speaking voices, and colorful, informative glogsters.
I am very impressed with the creativity students have shown in their monthly book reports and/or projects. They have learned how to use a rubric to include the information required. They have made book covers, a diorama, a DVD cover with a guide, a frame with a famous painting inside, and some fantastic posters. Their ingenuity knows no bounds!
We are now embarking on a big project – writing our Native American research paper. We will start picking our tribes this week, so look for the information that will help take your child through this fun process. We are planning on doing most of the work in class, so we can teach your student how to write a research paper.Our daily curriculum includes revisiting the topic of derekh eretz. Classroom decorum is a subject we also talk about as a part of our discussions about derekh eretz.
Geography with Mrs. Baskin
We are completing our unit on the Northeast Region. As promised, your students learned about the art of scrimshaw and the effect it had on the whales in the beginning of the 1800’s and today. I brought in a pocket knife whose handle had a scrimshaw scene. We learned how scrimshanders used their art to record their travels and experiences. They inadvertently left behind a history of New England during this time period.
The class learned about the immigrants from the late 1800’s and early 1900’s, many of whom were Jewish, who settled in this region. Students were fascinated by the film “Ellis Island,” which showed the reality of coming to America at that time.
The class was polled to find out what countries their ancestors came from. While most were from Russia and Poland, nations like Ireland, France, Israel, and a variety of other countries were on the list.
We discussed the Native Americans indigenous to the northeast and their interaction with the immigrants, as well as how they worked to keep their heritage alive. As we study the Native American tribes from each region, we can begin to compare and contrast their social structure, way of life, rituals, and ceremonies.
A great, fun group effort was the making of topographical maps of the area. The kids really got into the project, making the mountains and detailing the waves in the ocean!
Writing Workshop with Ms. Marron
It was wonderful seeing all of you at our Fourth Grade Curriculum Night. The students did an excellent job teaching the different poems we have been studying. I really enjoyed reading some of the poetry that you wrote together.
We will be wrapping up our poetry unit by compiling our poems into the poetry anthology that I showcased at Curriculum Night. Students will be revising, editing, and typing their poems, as well as creating illustrations for their poetry. We will then have the book professionally bound. Please make sure to turn in your order forms before mid-winter break.
After mid-winter break, we will begin our next unit of study, which is newspaper writing. The three classes will be collaborating on one newspaper that will be in place of the regular teacher newsletter. Students will learn the elements that make up a newspaper and learn the elements of journalistic writing, including the “5 W’s.” Students will learn about:
- News stories, feature pieces, and editorials
- Writing book, movie, and restaurant reviews
- Interviewing members of the faculty, students, and administration
- Taking photos for the newspaper
Science with Mrs. Steinberg
In science, we are continuing our study of Astronomy. We had a wonderful learning experience at the Planetarium, and we enjoyed sharing our knowledge of the solar system with you at curriculum night! The students finished writing planet guides, and we used our planet guides and models to create a huge scale model of the solar system in the auditorium. All fourth graders should be completing their moon journal by drawing the moon each night and answering the questions. The moon journal is due on February 14. During the remainder of our unit we will learn about the moon phases, stars, and constellations. On a clear night, your child may enjoy stargazing and trying to spot some of the constellations we will discuss in class. We will take a quiz on Astronomy shortly before mid-winter break, and then begin our next and final unit, The Human Body.
Mrs. Baskin’s Math Class
We have reached the milestone of completing Math Journal One, and we are just starting Unit Seven in Volume Two! This unit teaches about fractions. We will learn:
- Comparing and ordering fractions.
- Adding and subtracting fractions.
- Doing simple story problems involving fractions.
- Renaming fractions (comparing decimals, percentages and fractions).
We are also learning about probability and have used words like impossible, unlikely, even chance, likely, and certain.
Math timed tests continue in multiplication and we have now added division timed tests. This, of course, necessitates the continued study of multiplication and division facts.
Mr. Brown continues to bring fun, challenging questions to our Friday sessions. Balls and balloons have been some of the interesting props used to emphasize concepts.
Mrs. Steinberg’s Math Group
Our group is currently in the middle of Unit Six, which focuses on division and angles. Students learned two algorithms for solving long division problems: partial quotients and “traditional” division. We are also using division in many problem-solving contexts and learning how to interpret remainders. Soon we will learn to measure angles with a protractor. Having a simple plastic protractor at home will help students complete homework assignments.
Students recently took a mid-year test to assess which concepts from the first half of the year they have mastered and retained. These will be in your child’s portfolio at conferences.
Please remind your child to continue practicing math facts on xtramath.com. Many students are seeing incredible improvement in their fact power!
Ms. Marron’s Math Class
We are in Unit Six, where students are learning how to complete long division problems. We are solving:
- Division number stories and determining what to do with remainders
- Long Division problems, using Partial Quotient algorithm
- Long division problems, using the “traditional” algorithm
Partial Quotient is similar to the traditional method but looks at the whole number instead of breaking it up. Students will use their skills in multiplication extension facts. Students can take as many steps as they need to get to the answer. They will be able to decide on the algorithm that works best for them.
We will also be learning about measuring angles.
In our next unit we will be learning about fractions. The key concepts we will be learning are:
- Understanding part and whole
- Reviewing basic fraction concepts
- Using manipulatives to understand fractions
- Adding and subtracting fractions
- Renaming fractions
- Comparing decimals and fractions
I would still encourage students to work on developing their multiplication facts and keep working on division. The more students practice, the more automatic these skills become.
Looking Ahead…
Monday, February 20: Teacher vs. Student Basketball Game and Spirit Day at 2:00
Tuesday, February 21: Grades 4-8 Winter Band Concert at 9:30 a.m.
Friday, February 24: All School Kabbalat Shabbat at 2:30
Week of February 27 – March 2: Mid-Winter break
Hebrew – Ms. Bernstein
It’s been a wonderful month of learning!
- Vocabulary: Each student is working on building a personal Hebrew library of 250 words.
- Reading: Improvements abound!
- In the area of Grammar, we are working on using the infinitive (to do something). It’s turning out to be an area of the Hebrew language that students find easy.
- Project Cartoon: Some students have finished their cartoons. See the picture above of various stages in the process. The cartoons are very creative and the students are enjoying the project.
- Hebrew Bananagrams! We have been having fun with the newest addition to our game library. It’s great for practicing sounding out words and expanding vocabulary.
- Israel: Whenever we speak about Israel, the questions students ask show their interest in Israel’s history and current events. We have covered Israel’s geography, the history of the wars fought, the importance of water in the region, and how Israeli society is beginning to cope with the idea of religious pluralism.
Hebrew – Ms. Benjamin and Ms. Etzion
The show must go on……
This month we will be focusing on learning about the holiday of Purim. The students will spend some time reading The Book of Esther in the form of a play script. Once they are able to read and understand the script with fluency they will put on a puppet show re-enacting the entire story. There are, of course, many songs, traditions, and mitzvot associated with the holiday, which will be incorporated throughout the month. The purpose of teaching the story of Esther through a play script is to introduce them to theater words as well, such as: performance, actor/actress, puppet, stage, narrator, scene one, scene two, etc.
Judaic Studies – Hamorah Esther, Rabbi Ettedgui, and Mr. Zadaka
During the upcoming month, students will complete our unit on the consequences of parental favoritism. We will look at the last text on the impact of Ya’akov’s favoritism of Yoseif and what the results of his actions are for the family. At the end of the year we will return to this story and see how the end of Sefer B’reishit sets the stage for slavery.
Our next unit will deal with the topic of dreams and learn how the dreams of Ya’akov, Yoseif, and Pharaoh have implications for the dreamer, his family, and the future of the Jewish people. For example, Ya’akov has a dream of the ladder in which God promises him that He will protect him. The rabbis see this as a promise of the future for Ya’akov’s family, but the dream also contains a promise of the future of the Jewish people and their relationship with God.
The grammar topic for the next unit is s’mikhut. This is the combination of two nouns to form a compound subject. The Hebrew pattern is used for such key phrases as: B’nai Yisrael (the children of Israel), matan Torah (the Giving of the Torah, and Eretz Yisrael (the land of Israel).
The students will also be working on making Havdalah candles, which will be our grade’s VOICE project.
Art – Ms. Thor
Humankind has not woven the web of life. We are but one thread within it. Whatever we do to the web, we do to ourselves. All things are bound together. All things connect. ~ Chief Seattle, 1854
Clay Whistle project:
Students have made the basic whistle shape and will be adding clay to create their animal“spirit guides.” We will be using earth tone underglazes to add color and patterns to our whistles. As we work on this project, students will learn how Native American values and codes of ethics are very similar to our Jewish laws and traditions.
Next up: Gradation Unit – drawing the illusion of 3-D on a 2-D surface.
Next Sketchbook Assignment: #6 Bouncing Balls
MIA Art Adventure Program
Last week we had our first presentation and saw John Singer Sargent’s Birthday Party and Paul Signac’s Blessing of the Tuna Fleet. We participated in a short art project that introduced us to the color theory and painting technique of pointillism. Students made drawings by imitating Signac’s technique of applying color in small rectangular shapes while using oil pastels.
To see the entire Art Adventure theme, “Let’s Celebrate Life,” click on http://www.artsmia.org/viewer/index.php?v=12&op=568
Library – Ms. Oskow
Native American Project Beginning
The Native American research project is assigned to fourth grade students in their general studies classes in February. Most students are able to begin with at least one book on their tribe from our school library, before going to the public library for further resources. Our newer books are Internet-linked for additional electronic resources.
HMJDS Scholastic Book Fair Coming March 25-30!!
Biggest Library Fundraiser
The Scholastic Book Fair runs Sunday, March 25 – Friday, March 30. It is the single biggest fundraiser of the year for the library. Books will be available for all ages from preschool through adults, at Scholastic’s discounted, tax-free prices. Shoppers can make purchases for themselves as well as consider donations directly to the library or to HMJDS classrooms. 25% of all money collected will go to the library.
Look for more information following Mid-Winter Break.
Volunteers Needed For Book Fair
Volunteers are needed to help:
- set up the Book Fair on Friday morning, March 23
- tear down the Book Fair on Monday morning, April 2
- staff the Book Fair during the hours it is open
Please contact Book Fair Chairs Micki Litton, Beth Jasco or Ellen Berkelhamer – or sign up on the sheet that will be posted outside the library after Mid-Winter Break.
Music – Mr. Shaw
Save the Date—Upcoming Performance
Band Concert—Tuesday, February 20th 9:30 AM
As we move into this short musical month, students are working on playing an eight measure melody that they have affectionately titled “Tutti” on the Orff instruments. The musical term “tutti” is an Italian word used to indicate the part the whole ensemble is to play as opposed to one soloist or section. The students will be assessed on their playing ability, as the Orff instruments require students to enter on a musical cue and build ensemble skills. We will extensively review appropriate mallet grip, the sweet spot on the bar to get the best tone, playing posture, and stroke patterns (together/alternating hands). As part of this playing unit we are also working on performing an accompaniment to Symphony No. 9 (Ode to Joy) by Ludwig van Beethoven and an accompaniment on the Orff instruments. This accompaniment requires the students to read from a musical score while playing the harmony part at the same time.
Featured Concepts and Understandings in Music Class Lessons:
- Evaluating music and musical performances.
- Play expressively using contrasts: loud/soft, fast/slow, and high/low.
- Play composed pieces with accurate pitch and rhythm.
- Keep a steady beat while playing/performing.
- Develop the technique to play a tremolo on the Orff instruments.
- Play long phrases, rhythms, and melodies by reading notation from a musical score.
- Develop the competency to perform music through modeling.
- Understand the difference between melody and harmony.
Physical Education – Mr. Jacobson and Mr. Lindquist
We just finished up our floor hockey unit and we had a blast! We were very pleased to say that everyone made it out clean and injury free.
What’s coming up?
We continue to move forward, getting ready to begin our next major unit of gymnastics and rope jumping. In fourth grade we are learning even more about what our bodies can do, and all of the different types of movements. To give you an idea of some areas we pursue in this unit, we look at jumping and landing for height, bending our knees, and swinging our arms for balance. We perform sequences that include traveling and showing good body control combined with stationary balances on various body parts. We will also identify movement concepts such as time, space, effort, and relationships. Students will be provided with the opportunity to make appropriate changes in their performance based on feedback from their peers and teachers.
In rope jumping we look at creating our own individual technique. Students are working hard and learning a variety of ways to jump. Individual, partners, and groups are all areas we spend time on. Students in fourth grade also will create their own routine which they will share with the rest of the class.
Technology – Ms. Olson
Word is the Word
In the next month, I look forward to having fourth graders in the lab to really work on their Microsoft Word know how. All of the students know how to log in to their skydrive and start to write in Word, but many of them don’t know all of the things that a powerful program like Word can do for them when creating a polished final project. In the spring, students will be working on their Native American Project which they will be typing in Word. Now is the time for them to really start to understand the program and what tools they will need to be familiar with to create a great looking final paper.
We will be learning about the following tools and more:
- alignment
- double spacing
- header/footer
- text formatting
- selection tools
- inserting pictures
February 2012
General Studies – Ms. Marron
For your information — I will be out of school from March 16 to March 27. My sister is getting married in Israel, so our family will be traveling there. Ms. Lauren Grone will be here as my substitute for the entire time I am away. Some students may know her from Herzl Camp!
Language Arts
We have just wrapped up our biography projects. The students did an excellent job on their speeches. They became their subjects. Students are now finishing their fantasy literature groups.
Moving ahead, we will be starting our Native American research before mid-winter break. We have introduced the tribes that students will be able to choose, as well as what region they were from. Students will then be going to the school and public library to find books about their chosen tribes. We are also going to be reading fiction books about Native Americans to give students multiple text experiences with the topic. Also for read aloud, I am reading The Heart of a Chief, which is a story about modern day challenges Native Americans face. Students will be:
- Picking a tribe
- Using a KWL chart to organize information
- Understanding the different format of non-fiction material
- Reading non-fiction material
Writing Workshop with Ms. Marron
It was wonderful seeing all of you at our Fourth Grade Curriculum Night. The students did an excellent job teaching the different poems we have been studying. I really enjoyed reading some of the poetry that you wrote together.
We will be wrapping up our poetry unit by compiling our poems into the poetry anthology that I showcased at Curriculum Night. Students will be revising, editing, and typing their poems, as well as creating illustrations for their poetry. We will then have the book professionally bound. Please make sure to turn in your order forms before mid-winter break.
After mid-winter break, we will begin our next unit of study, which is newspaper writing. The three classes will be collaborating on one newspaper that will be in place of the regular teacher newsletter. Students will learn the elements that make up a newspaper and learn the elements of journalistic writing, including the “5 W’s.” Students will learn about:
- News stories, feature pieces, and editorials
- Writing book, movie, and restaurant reviews
- Interviewing members of the faculty, students, and administration
- Taking photos for the newspaper
Geography with Mrs. Baskin
We are completing our unit on the Northeast Region. As promised, your students learned about the art of scrimshaw and the effect it had on the whales in the beginning of the 1800’s and today. I brought in a pocket knife whose handle had a scrimshaw scene. We learned how scrimshanders used their art to record their travels and experiences. They inadvertently left behind a history of New England during this time period.
The class learned about the immigrants from the late 1800’s and early 1900’s, many of whom were Jewish, who settled in this region. Students were fascinated by the film “Ellis Island,” which showed the reality of coming to America at that time.
The class was polled to find out what countries their ancestors came from. While most were from Russia and Poland, nations like Ireland, France, Israel, and a variety of other countries were on the list.
We discussed the Native Americans indigenous to the northeast and their interaction with the immigrants, as well as how they worked to keep their heritage alive. As we study the Native American tribes from each region, we can begin to compare and contrast their social structure, way of life, rituals, and ceremonies.
A great, fun group effort was the making of topographical maps of the area. The kids really got into the project, making the mountains and detailing the waves in the ocean!
Science with Mrs. Steinberg
In science, we are continuing our study of Astronomy. We had a wonderful learning experience at the Planetarium, and we enjoyed sharing our knowledge of the solar system with you at curriculum night! The students finished writing planet guides, and we used our planet guides and models to create a huge scale model of the solar system in the auditorium. All fourth graders should be completing their moon journal by drawing the moon each night and answering the questions. The moon journal is due on February 14. During the remainder of our unit we will learn about the moon phases, stars, and constellations. On a clear night, your child may enjoy stargazing and trying to spot some of the constellations we will discuss in class. We will take a quiz on Astronomy shortly before mid-winter break, and then begin our next and final unit, The Human Body.
Ms. Marron’s Math Class
We are in Unit Six, where students are learning how to complete long division problems. We are solving:
- Division number stories and determining what to do with remainders
- Long Division problems, using Partial Quotient algorithm
- Long division problems, using the “traditional” algorithm
Partial Quotient is similar to the traditional method but looks at the whole number instead of breaking it up. Students will use their skills in multiplication extension facts. Students can take as many steps as they need to get to the answer. They will be able to decide on the algorithm that works best for them.
We will also be learning about measuring angles.
In our next unit we will be learning about fractions. The key concepts we will be learning are:
- Understanding part and whole
- Reviewing basic fraction concepts
- Using manipulatives to understand fractions
- Adding and subtracting fractions
- Renaming fractions
- Comparing decimals and fractions
I would still encourage students to work on developing their multiplication facts and keep working on division. The more students practice, the more automatic these skills become.
Mrs. Steinberg’s Math Group
Our group is currently in the middle of Unit Six, which focuses on division and angles. Students learned two algorithms for solving long division problems: partial quotients and “traditional” division. We are also using division in many problem-solving contexts and learning how to interpret remainders. Soon we will learn to measure angles with a protractor. Having a simple plastic protractor at home will help students complete homework assignments.
Students recently took a mid-year test to assess which concepts from the first half of the year they have mastered and retained. These will be in your child’s portfolio at conferences.
Please remind your child to continue practicing math facts on xtramath.com. Many students are seeing incredible improvement in their fact power!
Mrs. Baskin’s Math Class
We have reached the milestone of completing Math Journal One, and we are just starting Unit Seven in Volume Two! This unit teaches about fractions. We will learn:
- Comparing and ordering fractions.
- Adding and subtracting fractions.
- Doing simple story problems involving fractions.
- Renaming fractions (comparing decimals, percentages and fractions).
We are also learning about probability and have used words like impossible, unlikely, even chance, likely, and certain.
Math timed tests continue in multiplication and we have now added division timed tests. This, of course, necessitates the continued study of multiplication and division facts.
Mr. Brown continues to bring fun, challenging questions to our Friday sessions. Balls and balloons have been some of the interesting props used to emphasize concepts.
We are also learning about probability and have used words like impossible, unlikely, even chance, likely, and certain.
Math timed tests continue in multiplication and we have now added division timed tests. This, of course, necessitates the continued study of multiplication and division facts.
Mr. Brown continues to bring fun, challenging questions to our Friday sessions. Balls and balloons have been some of the interesting props used to emphasize concepts.
Hebrew – Ms. Bernstein
It’s been a wonderful month of learning!
- Vocabulary: Each student is working on building a personal Hebrew library of 250 words.
- Reading: Improvements abound!
- In the area of Grammar, we are working on using the infinitive (to do something). It’s turning out to be an area of the Hebrew language that students find easy.
- Project Cartoon: Some students have finished their cartoons. See the picture above of various stages in the process. The cartoons are very creative and the students are enjoying the project.
- Hebrew Bananagrams! We have been having fun with the newest addition to our game library. It’s great for practicing sounding out words and expanding vocabulary.
- Israel: Whenever we speak about Israel, the questions students ask show their interest in Israel’s history and current events. We have covered Israel’s geography, the history of the wars fought, the importance of water in the region, and how Israeli society is beginning to cope with the idea of religious pluralism.
Hebrew – Ms. Benjamin and Ms. Etzion
The show must go on……
This month we will be focusing on learning about the holiday of Purim. The students will spend some time reading The Book of Esther in the form of a play script. Once they are able to read and understand the script with fluency they will put on a puppet show re-enacting the entire story. There are, of course, many songs, traditions, and mitzvot associated with the holiday, which will be incorporated throughout the month. The purpose of teaching the story of Esther through a play script is to introduce them to theater words as well, such as: performance, actor/actress, puppet, stage, narrator, scene one, scene two, etc.
Judaic Studies – Hamorah Esther, Rabbi Ettedgui, and Mr. Zadaka
During the upcoming month, students will complete our unit on the consequences of parental favoritism. We will look at the last text on the impact of Ya’akov’s favoritism of Yoseif and what the results of his actions are for the family. At the end of the year we will return to this story and see how the end of Sefer B’reishit sets the stage for slavery.
Our next unit will deal with the topic of dreams and learn how the dreams of Ya’akov, Yoseif, and Pharaoh have implications for the dreamer, his family, and the future of the Jewish people. For example, Ya’akov has a dream of the ladder in which God promises him that He will protect him. The rabbis see this as a promise of the future for Ya’akov’s family, but the dream also contains a promise of the future of the Jewish people and their relationship with God.
The grammar topic for the next unit is s’mikhut. This is the combination of two nouns to form a compound subject. The Hebrew pattern is used for such key phrases as: B’nai Yisrael (the children of Israel), matan Torah (the Giving of the Torah, and Eretz Yisrael (the land of Israel).
The students will also be working on making Havdalah candles, which will be our grade’s VOICE project.
Art – Ms. Thor
Humankind has not woven the web of life. We are but one thread within it. Whatever we do to the web, we do to ourselves. All things are bound together. All things connect. ~ Chief Seattle, 1854
Clay Whistle project:
Students have made the basic whistle shape and will be adding clay to create their animal“spirit guides.” We will be using earth tone underglazes to add color and patterns to our whistles. As we work on this project, students will learn how Native American values and codes of ethics are very similar to our Jewish laws and traditions.
Next up: Gradation Unit – drawing the illusion of 3-D on a 2-D surface.
Next Sketchbook Assignment: #6 Bouncing Balls
MIA Art Adventure Program
Last week we had our first presentation and saw John Singer Sargent’s Birthday Party and Paul Signac’s Blessing of the Tuna Fleet. We participated in a short art project that introduced us to the color theory and painting technique of pointillism. Students made drawings by imitating Signac’s technique of applying color in small rectangular shapes while using oil pastels.
To see the entire Art Adventure theme, “Let’s Celebrate Life,” click on http://www.artsmia.org/viewer/index.php?v=12&op=568
Library – Ms. Oskow
Native American Project Beginning
The Native American research project is assigned to fourth grade students in their general studies classes in February. Most students are able to begin with at least one book on their tribe from our school library, before going to the public library for further resources. Our newer books are Internet-linked for additional electronic resources.
HMJDS Scholastic Book Fair Coming March 25-30!!
Biggest Library Fundraiser
The Scholastic Book Fair runs Sunday, March 25 – Friday, March 30. It is the single biggest fundraiser of the year for the library. Books will be available for all ages from preschool through adults, at Scholastic’s discounted, tax-free prices. Shoppers can make purchases for themselves as well as consider donations directly to the library or to HMJDS classrooms. 25% of all money collected will go to the library.
Look for more information following Mid-Winter Break.
Volunteers Needed For Book Fair
Volunteers are needed to help:
- set up the Book Fair on Friday morning, March 23
- tear down the Book Fair on Monday morning, April 2
- staff the Book Fair during the hours it is open
Please contact Book Fair Chairs Micki Litton, Beth Jasco or Ellen Berkelhamer – or sign up on the sheet that will be posted outside the library after Mid-Winter Break.
Music – Mr. Shaw
Save the Date—Upcoming Performance
Band Concert—Tuesday, February 20th 9:30 AM
As we move into this short musical month, students are working on playing an eight measure melody that they have affectionately titled “Tutti” on the Orff instruments. The musical term “tutti” is an Italian word used to indicate the part the whole ensemble is to play as opposed to one soloist or section. The students will be assessed on their playing ability, as the Orff instruments require students to enter on a musical cue and build ensemble skills. We will extensively review appropriate mallet grip, the sweet spot on the bar to get the best tone, playing posture, and stroke patterns (together/alternating hands). As part of this playing unit we are also working on performing an accompaniment to Symphony No. 9 (Ode to Joy) by Ludwig van Beethoven and an accompaniment on the Orff instruments. This accompaniment requires the students to read from a musical score while playing the harmony part at the same time.
Featured Concepts and Understandings in Music Class Lessons:
- Evaluating music and musical performances.
- Play expressively using contrasts: loud/soft, fast/slow, and high/low.
- Play composed pieces with accurate pitch and rhythm.
- Keep a steady beat while playing/performing.
- Develop the technique to play a tremolo on the Orff instruments.
- Play long phrases, rhythms, and melodies by reading notation from a musical score.
- Develop the competency to perform music through modeling.
- Understand the difference between melody and harmony.
Physical Education – Mr. Jacobson and Mr. Lindquist
We just finished up our floor hockey unit and we had a blast! We were very pleased to say that everyone made it out clean and injury free.
What’s coming up?
We continue to move forward, getting ready to begin our next major unit of gymnastics and rope jumping. In fourth grade we are learning even more about what our bodies can do, and all of the different types of movements. To give you an idea of some areas we pursue in this unit, we look at jumping and landing for height, bending our knees, and swinging our arms for balance. We perform sequences that include traveling and showing good body control combined with stationary balances on various body parts. We will also identify movement concepts such as time, space, effort, and relationships. Students will be provided with the opportunity to make appropriate changes in their performance based on feedback from their peers and teachers.
In rope jumping we look at creating our own individual technique. Students are working hard and learning a variety of ways to jump. Individual, partners, and groups are all areas we spend time on. Students in fourth grade also will create their own routine which they will share with the rest of the class.
Technology – Ms. Olson
Word is the Word
In the next month, I look forward to having fourth graders in the lab to really work on their Microsoft Word know how. All of the students know how to log in to their skydrive and start to write in Word, but many of them don’t know all of the things that a powerful program like Word can do for them when creating a polished final project. In the spring, students will be working on their Native American Project which they will be typing in Word. Now is the time for them to really start to understand the program and what tools they will need to be familiar with to create a great looking final paper.
We will be learning about the following tools and more:
- alignment
- double spacing
- header/footer
- text formatting
- selection tools
- inserting pictures
January 2012
General Studies
Happy 2012! Fourth graders are back from winter break, and we are off and running with our learning. We are looking forward to our biography speeches, field trip to the Planetarium, and Curriculum Night on February 9. Mark your calendars for that special evening, when students will be sharing what they are learning in Writing Workshop, Geography, and Science classes.
Language Arts
Students are currently working on their biography speeches. After reading a biography and taking notes, students categorized their notes and created an outline. Now, they are putting their notes on notecards, and practicing delivering their speeches with understandable voices, good eye contact, and appropriate posture. I am asking the students to practice their speech several times at home. Please give your child feedback on how they can improve their presentation. They are also creating glogs (interactive posters) on their person, which will be displayed on the SMARTboard during the speech. Students are excited to dress as their person when they give their speech to the class. Speeches will be given during the last week of January.
We are also reading books with Jewish content in our literature groups. When we meet to discuss the book, we are focusing on characters: their personality traits, how they change throughout the story, and how they solve their problems. It is wonderful to hear the students engaged in discussing the dilemmas of each story. In addition, we are working on identifying parts of speech: noun, verb, and adjective. Students are continuing to identify and define new vocabulary words in their reading, and now they also need to determine the word’s part of speech.
Reading logs are continuing at home. Most students are doing a terrific job completing them with meaningful ideas each week. The next book project will again be a choice of creative projects, and it is due on February 2.
Writing Workshop with Ms. Marron
Thank you to everyone who attended our Essay Publication Celebration in December! The students worked very hard writing, revising, and editing their essays. Students really thought about issues and events in their lives that were important and wrote very thoughtfully.
In January, we are immersing ourselves in our poetry unit by reading, writing, and listening to poetry. Students are connected to poetry through reading poems both independently and in groups. Students will:
- Learn different forms of poetry, including Haiku, Cinquain, and Diamante
- Be able to communicate what each style entails
- Compare these styles and express how they differ
- Learn how choosing powerful adjectives, adverbs, verbs, and nouns can improve their poetry
- Be able to identify these parts of speech when writing
We will be sharing what we have learned at our curriculum night on February 9. We will then be spending time revising our poems and creating illustrations for a book that will be professionally published.
Ms. Marron’s Math Class
Students did a great job on our Unit Four assessment. They demonstrated that they understood decimals and applied this knowledge to measurement in the metric system.
In Unit Five, we are learning to:
- Estimate Sums and Products
- Extend multiplication using Partial-Products Multiplication, Lattice Multiplication and Traditional Multiplication (Remember these from Back-to-School Night?)
- Round and Report Large Numbers
- Compare Data
- Read and Write Numbers to a Billion
It is very important that students continue to practice their multiplication facts on XtraMath.org. As students gain mastery of these basic facts, higher-level skills like multi-digit multiplication will become easier for them.
Mrs. Steinberg’s Math Group
We are wrapping up our study of multi-digit multiplication, large numbers, and rounding. Students learned three different algorithms for multiplication, and we will continue to practice all of them. When doing homework, however, students may use the one that they find most effective.
Our next unit will be division. Students will learn to divide larger numbers, apply division in problem-solving situations, and interpret remainders based on the problem’s context. In this unit, students will also learn the types of angles (acute, obtuse, right, straight, and reflex), and how to measure angles with a protractor. Many students are making great strides toward mastering multiplication and division facts. Please remind your child to practice regularly on xtramath.org.
Mrs. Baskin’s Math Group
My students have completed Unit Five, in which they learned three algorithms for multi-digit multiplication. We will continue to use and review all three: Partial products, the lattice method, and the traditional method of multiplication. This seems to be the most comfortable for many of the students.
Students are now learning the partial quotient division algorithm, how to solve multiplication and division number stories, and how to express and interpret remainders. We will finish the chapter by reviewing the use of latitude and longitude, which we touched on in our first unit in geography. Once again, here is an example of integrated curriculum.
My class loves to take timed tests. Half the class is scoring 100% on the three-minute tests. Now the contest is to see who can score 100% on both the three-minute and the one-minute tests. Practicing the facts to achieve greater speed and accuracy is the goal.
Mr. Brown continues to challenge us on Fridays with fun activities in which we use our problem solving, strategizing, and other skills.
Geography with Mrs. Baskin
We are enjoying moving from the Midwest region to the Northeast, which is also familiar to many of the students because of their travels and ancestors.
We are studying:
- Topographical maps of the region, including a small group project making a map
- Scrimshaw and its effect on the whales since the beginning of the 1900’s to today
- Immigration in the late 1800’s and early 1900’s
- Tenements on New York’s Lower East Side and passage through Ellis Island
- Read Jacob’s Journey about a deaf child’s immigration through New York
- Map test on 11 Northeast states and Washington, D.C.
During the next part of the unit, we will study our heritage and take a class survey to determine how many countries our ancestors represent. We will follow this with information about the Statue of Liberty, its welcoming sight, and the poem by Emma Lazarus, New York City, 1883.
Science with Mrs. Steinberg
We are currently in the midst of our astronomy unit. Students were divided into small groups to research a planet, paint a model, and write a creative travel guide. They are doing a fantastic job incorporating both information and humor into their guides. We will create a large scale model of the solar system in the auditorium. Each group also will write questions about their planet, which will be compiled into a scavenger hunt that the entire class will complete. In addition, we are preparing an exciting activity to present to you at the curriculum nighton February 9!
This week, all fourth graders received a moon journal. Students should be completing the journal at home by observing the moon each night this month, as well as answering a nightly question. The questions incorporate language arts, Hebrew, and Judaic Studies, as well as science. Students were also given websites to look at the moon phase online in case they are unable to see it in the sky.
Later in our unit we will also study stars and constellations and investigate moon phases after we finish the moon journal. On February 7, we will visit the Planetarium for an exciting show that will take us through the solar system and beyond!
Upcoming Events
- Monday, 1/16: Martin Luther King Day- School in session for special activities
- Tuesday, 2/7: Field trip to Planetarium
- Thursday, 2/9: Curriculum Night – 7 pm
Hebrew – Ms. Bernstein
Our January Core Value is “Guard your tongue from evil.” This Core Value is especially appropriate as we celebrate Martin Luther King, Jr. Day mid-month. We work toward using our words carefully, only to help and never to hurt.
- We are working on vocabulary: prepositions and location words will help make our writing even more creative.
- We will improve our reading skills: two new vowel patterns and continued work on the sh’va —a vowel with a split personality!
- In the area of grammar, we continue our work with verb roots—we’ve added a new set of verbs with a slightly different pattern. This helps expand the students’ creative writing skills.
- We will do a project cartoon: students will be creating the dialogue for a blank cartoon of their choice. This project will take a few months and is designed to use the Hebrew we have been learning throughout the year. In addition, it allows students to practice using the Hebrew-English dictionary, manipulating verbs, and creatively using Hebrew. It also is a lot of fun!
Hebrew – Ms. Etzion and Ms. Benjamin
During the month of January we will be studying our first Hebrew science unit. Different cycles of nature will be covered and taught in Hebrew. The topics we will cover will be:
- The Moon Cycle
- Cycle of Months
- Cycle of Seasons
- Cycle of the Days of the Week
- The Water Cycle
- Cycle of Plants (flowers and trees)
We will eventually combine our studies of these natural cycles with our studies of the holiday of trees, Tu B’shvat. A project depicting a cycle of nature will be part of their unit.
Homework….
As always, homework is an important tool to reinforce current material. It is vital that homework be completed and turned in. If your child is struggling to complete their homework please always feel free to contact us, so that we can try to help them.
Stay Warm……
Judaic Studies – Mr. Zadaka
The current fourth grade unit is about the relationship between parents and children. The students are exploring how parental favoritism impacts everyone in a family. Our text tells us that Yitzhak loved Esav, Rivkah loved Ya’akov, and Ya’akov loved Yoseif and Binyamin. Sometimes even the favored child suffers very severely. The students, usually feeling less favored, relate very much to the tensions that are created and there are many opportunities to teach empathy and sympathy. These stories are very familiar, but looking at them in the text offers new perspectives and insights.
The grammar for the unit introduces many critical concepts that will translate to their general studies Language Arts curriculum. We are introducing the person and number chart that they know about, but for which they may have not seen a visual representation. Accessing their knowledge of the Hebrew pronouns, present tense verb constructions, and the use of possessives based on the word shel (belonging to) – sheli (mine), shelah (hers), the students will see the pattern develop. We will use the patterns for future tense constructions. We will also use their knowledge of shorashim (roots) to teach students to recognize verb patterns for third person masculine singular and plural forms, and then introduce the third person for feminine singular verbs. This will also allow us to review the vav-hahipukh (vav that converts future verbs to past tense).
Shabbat Shalom!
Art – Ms. Thor
“Good art is not what it looks like, but what it does to us.” ~ Roy Adzak
Welcome back! I hope you all had a wonderful vacation. Here’s a recap of recent work and a look ahead at the coming month:
- The Clay Monsters are now on display in the case across from the school office. Please stop by and see them!
- We were able to squeeze in our Pigments from the Earth lesson before winter break. Whew! It’s a fun lesson where science meets art through the history of artists’ paint. This lesson also introduces students to the art supplies of indigenous or native peoples and informs our next project.
- First week back: portfolio and sketchbook reviews in preparation for winter report cards.
- Begin Clay Whistle project: students will make a clay whistle in the shape of an animal. This project integrates with the upcoming Native American unit in Social Studies. Students were asked which animal they felt an affinity for, an animal that has an ability that they would like to have, or that they feel represents their “spirit.” Native Americans often have animal spirit guides. Students have done preliminary sketches in their sketchbooks for their whistles.
- Sketchbook Assignment #5: animal textures – students will design and practice their under-glaze painting for their whistle. Will their whistle be realistic or more abstract/symbolic in its design?
- MIA Art Adventure Program begins at the end of January. Our theme this year is “Let’s Celebrate Life!” http://www.artsmia.org/viewer/index.php?v=12&op=568
Music – Mr. Shaw
Understanding music in relationship to history and culture is one of our music goals in fourth grade. We will listen to the “C Jam Blues” by the famous American jazz composer Duke Ellington. This composition was written in 1941 and is a wonderful piece to introduce young children to jazz. We will also learn the song “The Rhythm of My Soul,” which chronicles the story of an individual family who was taken from their village in Africa and brought by boat to America to be slaves. We may also begin studying the life and music of Ray Charles in class and learn how the young Ray Charles Robinson (he later shortened his name) who came from a life of poverty, blindness, and personal tragedies, grew to be Ray Charles, one of the biggest influences in popular music today. Ray Charles had the unique trait of being able to crossover to many styles (pop, R & B, gospel, jazz, Broadway) and made these styles over using his unique voice.
Featured Concepts and Understandings in Music Class Lessons:
- Singing in a group using accurate pitch and rhythm songs that fall in age level appropriate vocal range.
- Singing a song that connects to American history.
- Listening to, analyzing, and describing music as well as form.
- Evaluating music and music performances.
- Learning about an American jazz composer and other musicians.
- Reading visual symbols that indicate rhythm.
Physical Education – Mr. Lindquist and Mr. Jacboson
I hope you enjoyed the holidays with family and friends. It is great to hear from your child about the time you spent away from school and the places you visited.
What’s Going On?
We are in the second period (hockey term joke) of Floor Hockey which is the first of our striking units. The fourth graders began participating in a variety of drills and modified games where they honed their puck handling skills and forehand and backhand striking skills. The latter part of the unit is when they play games and learn the value of teamwork while improving their hand-eye coordination.
What’s Next?
Gymnastics and Rope Jumping are the next units on the horizon, which is refreshing for students who need a break from competitive games. This is where your student works individually on understanding and improving body core strength, balance, and flexibility. In fourth grade we begin on the floor mats with simple body challenges that require strength and balance in addition to cooperative partnering skills. We then move into the apparatus skills. These include balance beam, vaulting, and using the back hand-spring spotter. The rope jumping unit works on timing and coordination in addition to greatly improving aerobic fitness. Students take on Red, White & Blue challenges varying from different jumping patterns associated with feet placement to tandem partner jumping using varying rope lengths. Students enjoy these units every year!
Technology – Ms. Olson
Glogs… The Wall Poster of the Future!
You may have seen your students creating their practice Glogs over winter break. This was an exercise to familiarize the students with an exciting tool called Glogster. Think your old school informational poster taken not to the next level, but a few above that. These posters will not only include pictures and text as the familiar version does, but scrolling text, videos, links to other webpages with pertinent information, and more. These glogs are the 21st century answer to what we’ve seen in the past. Using a technology tool such as this one merges technology skills with which fourth graders are already familiar and several new ones such as uploading photos and videos to the website, creating hyperlinks, and more.
I’m sure you’ll enjoy seeing their Biography glogs soon!
