Multiplication Unit

Now that students have been taught strategies to model multiplication, we are going to begin building fact fluency. According to Math Fluency Site, "Fluency means how fast a person can retrieve math facts to working memory from storage memory".  The goal is to get them to a level of automaticity where students see a fact family and immediately know the product.

There are a few ways you can help:

1. Students can get onto multiplication.com or math magician on the blog for speed practice.

2. We will be making flashcards in class (we've already made our 2's) or you can also purchase some from most dollar stores to practice.

3.  You can review in the car or any "free time" :) you have.  Just ask them their facts in random order(ex. 2x3, 2x6, 2x0, 2x9, etc.)

4. Flocabulary has videos with catchy tunes to help build the automaticity. 

We will start with the 2's fact family.  Students will need to know 2x0 through 2x12.  Once they've mastered the 2's, they'll go to the 3's, then 4's and so on.  We will take weekly quizzes starting this Friday.  They will have 1 minute to answer the 12 questions.  This is a very important skill that will help them in the future as the math concepts get harder.  The goal is to have all of their fact quizzes completed prior to leaving for Christmas break.  Please let me know if you have any questions!      

News from Mrs. Porter

It's Secret Santa Time!  

If you would like to help with this year's Secret Santa, please use this Secret Santa Survey Link to complete a short survey.  Mrs. Porter will contact you about how you would like to help.

You can help by:

• Purchasing a specific gift or gifts from a child's wish list 
• Making a financial contribution to Secret Santa.
• Volunteering your time to organize the Secret Santa boxes and items.
• Volunteering your time to shop with donated money.

The Growing Mound of Lost and Found

As we've had cooler and wetter weather, we've started seeing the Lost and Found Mound growing again.  Please ask your child to look through Lost and Found for any lost items.  If you are planning to join us for Thanksgiving Lunch, please take the time to look through Lost and Found while you are here. It will be organized to help you look so you don't have to search The Mound!

Also, please help by putting your child's name in all jackets, sweatshirts, or sweaters that he/she wears to school. (lunchboxes and water bottles, too)  We really do look for names and will return them to your child IF the item has a name in it.  Any items still in Lost and Found on Thursday, November 26 will be washed and donated.  Items in good condition are sold at a consignment store and the proceeds go to RBES Secret Santa or counseling needs that arise throughout the school year.

October 23-27, 2017

Language Arts: W3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. c. Use temporal words and phrases to signal event order. d. Provide a sense of closure.

Small moment narrative writing - focusing on elaborating, adding detail, dialogue, and character development.

Mentor Sentence: Stellaluna "“I don’t know, but it’s hanging by its feet,” chirped Flitter.

Vocabulary: Week 7 Vocabulary Quiz Wednesday, October 25th

Week 7 Tier 2 Words & general academic terms

justify - to prove or show something to be just, right, or reasonable
cite - to quote, paraphrase, or mention
passion - a strong liking for something
dialogue - a conversation between two or more people 
literal - the text means exactly what it says
rival - someone who is competing to earn or win something
megaphone - a cone-like device that is used to make sound louder
homophone - words that sound the same but are spelled differently
saxophone - a musical instrument with a curved metal body
symphony - a long musical piece that is written for an orchestra to play

*be able to create additional words with phono, phon

Reading: RL1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RL.2 RL2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

Social Studies: SS3H1 a. Locate the regions where American Indians settled in North America: Arctic, Northwest, Southwest, Plains, Northeast, and Southeast. b. Compare and contrast how American Indians in each region used their environment to obtain food, clothing, and shelter. c. Discuss how American Indians continue to contribute to American life (arts, literature).

SS3G3a Explain why American Indian groups occupied the areas they did, with emphasis on why some developed permanent villages and others did not.

HW: Students will complete a chart that contains information about the clothing, shelter, and food of the various early American Indian groups. They will also identify the regions on a North America Map where the groups settled. These 2 items will be the study guide for the summative test.

Math: Operations & Algebraic Thinking: Represent and solve problems involving multiplication & division

OA1: Interpret products of whole numbers (e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each).

OA2: Interpret whole number quotients of whole numbers (e.g., interpret 56 ➗ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares - how many in each group OR as a number of shares when 56 objects are partitioned into equal shares of 8 objects in each - how many groups can you make).

OA3: Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities (using a symbol for the unknown number to represent the problem).

OA4: Determine the unknown whole number in a multiplication or division equation relating three whole numbers using the inverse relationship of multiplication and division.

Homework:

* Read 20 minutes nightly

* Study vocabulary  - quiz October 25th on week 7 words

* Review American Indian notes
* IXL, Mobymax, xtramath

* Some students - orange fluency folder (read nightly and answer questions)

Important Dates:

October 25 - Week 7 Vocabulary Quiz

Stone Mountain Field Trip - November 2nd

Technology:

Students have log-ins for the following programs and can practice at home: IXL, xtramath, MobyMax. If you need this information, and have lost the letters that went home, please email and I will be happy to share with you.

Square One Art

Attention Parents, Square ONE art is back!  

Your students worked very hard on their first art project this year and now you can purchase their work on a variety of products offered by Square ONE art.  These personalized items make fantastic keepsakes and gifts for loved ones.  Rocky Branch students have received their original artwork back along with a page of stickers of their artwork and an order catalog.  You may place orders online with the code on the catalog, send in the catalog order form to the school with a check made out to Square ONE art, or call the number on the catalog.  This program raises funds for our art classroom at Rocky Branch and allows me to replenish our art materials when we run out or purchase something new to try with the students.  Please consider supporting your child and our art program with a purchase by November 6th, 2017.  All orders will be delivered to the school on November 28th, 2017, in time for holiday gift giving.  

Please contact me, Stephanie Jenkins, at sjenkins@oconeeschools.org with any questions or concerns.  Thank you!

October 16-20, 2017

IMPORTANT REMINDER from DA$H MAN:

GET YOUR DA$H SPONSORS by FRIDAY!!!

Language Arts: W3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. c. Use temporal words and phrases to signal event order. d. Provide a sense of closure.

Small moment narrative writing - focusing on elaborating, adding detail, dialogue, and character development.

Mentor Sentence: The first drops plop down big, making dust dance all around us. Come On, Rain!

Vocabulary: Week 7 Vocabulary Quiz Wednesday, October 25th

Week 7 Tier 2 Words & general academic terms

justify - to prove or show something to be just, right, or reasonable
cite - to quote, paraphrase, or mention
passion - a strong liking for something
dialogue - a conversation between two or more people 
literal - the text means exactly what it says
rival - someone who is competing to earn or win something
megaphone - a cone-like device that is used to make sound louder
homophone - words that sound the same but are spelled differently
saxophone - a musical instrument with a curved metal body
symphony - a long musical piece that is written for an orchestra to play

*be able to create additional words with phono, phon

Reading: RL1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Social Studies: SS3H1 a. Locate the regions where American Indians settled in North America: Arctic, Northwest, Southwest, Plains, Northeast, and Southeast. b. Compare and contrast how American Indians in each region used their environment to obtain food, clothing, and shelter. c. Discuss how American Indians continue to contribute to American life (arts, literature).

SS3G3a Explain why American Indian groups occupied the areas they did, with emphasis on why some developed permanent villages and others did not.

HW: Students will complete a chart that contains information about the clothing, shelter, and food of the various early American Indian groups. They will also identify the regions on a North America Map where the groups settled. These 2 items will be the study guide for the summative test.

Math: Operations & Algebraic Thinking: Represent and solve problems involving multiplication & division

OA1: Interpret products of whole numbers (e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each).

OA2: Interpret whole number quotients of whole numbers (e.g., interpret 56 ➗ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares - how many in each group OR as a number of shares when 56 objects are partitioned into equal shares of 8 objects in each - how many groups can you make).

OA3: Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities (using a symbol for the unknown number to represent the problem).

OA4: Determine the unknown whole number in a multiplication or division equation relating three whole numbers using the inverse relationship of multiplication and division.

Homework:

* Read 20 minutes nightly

* Study vocabulary  - quiz October 25th on week 7 words

* Review American Indian notes
* IXL, Mobymax, xtramath

* Some students - orange fluency folder (read nightly and answer questions)

Important Dates:

October 25 - Week 7 Vocabulary Quiz

Stone Mountain Field Trip - November 2nd

DA$H - October 20

Technology:

Students have log-ins for the following programs and can practice at home: IXL, xtramath, MobyMax. If you need this information, and have lost the letters that went home, please email and I will be happy to share with you.

"Go Fish" Final Reminders

Hi Parents,

This is the final reminder for our musical "Go Fish" tomorrow!  

Here's the quick access info:

- Call Time: 6:30 in homeroom classes to get costume parts.  CAST to music room.

- Costumes: Unless it's provided or otherwise specified, everyone should be in a solid color bright shirt and jeans (except crabs, who should be red shirt, and electric eel is all black)

- Dismissal: After the play, students will be dismissed BACK TO THEIR HOMEROOM.  Please send ONE parent to pick them up from their class/check out with their teacher. 

 - Showtime: 9:00 AM/10:15 AM for school; 7:00 PM for public

Thanks!  Almost Showtime!

Josh Luke

RBES Music

October 9-13, 2017

Language Arts: W3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. c. Use temporal words and phrases to signal event order. d. Provide a sense of closure.

Small moment narrative writing - focusing on elaborating, adding detail, dialogue, and character development.

Mentor Sentence: No new sentence this week

Vocabulary: Week 6 Vocabulary Quiz Friday, October 13th - focus on root “struct”

Week 6 Tier 2 Words

exclude- to leave out; to prevent someone from doing something or being a part of a group

include - to make a part of something

oppose, snide, heap, diverse, origin, instructor, construction, structure

*be able to create additional words with the root “struct”

Reading: RL1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Social Studies: SS3H1 a. Locate the regions where American Indians settled in North America: Arctic, Northwest, Southwest, Plains, Northeast, and Southeast. b. Compare and contrast how American Indians in each region used their environment to obtain food, clothing, and shelter. c. Discuss how American Indians continue to contribute to American life (arts, literature).

SS3G3a Explain why American Indian groups occupied the areas they did, with emphasis on why some developed permanent villages and others did not.

HW: Students will complete a chart that contains information about the clothing, shelter, and food of the various early American Indian groups. They will also identify the regions on a North America Map where the groups settled. These 2 items will be the study guide for the summative test.

Math: Operations & Algebraic Thinking: Represent and solve problems involving multiplication & division

OA1: Interpret products of whole numbers (e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each).

OA2: Interpret whole number quotients of whole numbers (e.g., interpret 56 ➗ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares - how many in each group OR as a number of shares when 56 objects are partitioned into equal shares of 8 objects in each - how many groups can you make).

OA3: Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities (using a symbol for the unknown number to represent the problem).

OA4: Determine the unknown whole number in a multiplication or division equation relating three whole numbers using the inverse relationship of multiplication and division.

Homework:

* Read 20 minutes nightly

* Study vocabulary  - quiz October 13th on week 6 words

* Review American Indian notes
* IXL, Mobymax, xtramath

* Some students - orange fluency folder (read nightly and answer questions)

Important Dates:

October 13 - Week 6 Vocabulary Quiz

DA$H - October 20

Book Character Parade - October 27

Stone Mountain Field Trip - November 2nd

Technology:

Students have log-ins for the following programs and can practice at home: IXL, xtramath, MobyMax. If you need this information, and have lost the letters that went home, please email and I will be happy to share with you.

Learn more about the American Indians we will be studying over the next couple of weeks by exploring the links below:
Arctic - Inuits
Native American Adventures
Native American Dwellings
Plains - Buffalo
Buffalo-Plains
Buffalo
Southwest
Plains
Northwest Coast
Southeast

Flocabulary Access at Home

1. 1. Visit www.flocabulary.com/join-class
2. 2. Enter the class code 6VK237
3. 3. Select whether they are new to Flocabulary OR already have an account.(Remember, students only need one Flocabulary account, but they can still be in multiple classes.)
4. 4. Fill in additional information as prompted to join the class.

Go Fish

Dear Parents,

“Go Fish” is almost here!  It's been such a fun experience working toward our performance. As we get close, here’s some important information about our show:

Date and Time:

Thursday, October 12 @ 7:00 PM.  Students should be dressed and in their HOMEROOM by 6:30 PM.  Cast members whose costumes are provided should come earlier (6:15) to the music room to get your costume and get dressed. Parents, please be aware that doors to the gym will not open before 6:30 PM.

We also have two shows on Thursday (Oct. 12) morning at 9 and 10:15 AM for the school and anyone not able to make it to the evening performance.

Costumes:

Cast

Sharks: gray shirt/jeans or black pants (hats will be provided)

Tiger Shark: black pants (shirt will be provided)

Zebra Fish: black pants (shirt will be provided)

Octopus: shorts and t-shirt (costume will be provided)

Tuna Fish: white shirt, black pants (shirt & jacket will be provided)

Needle Fish: gray shirt and gray pants if possible.  If not, black pants. (hat will be provided)

Star Fish: shorts and t-shirt (costume will be provided)

Blow Fish: black pants or jeans (shirt will be provided)

Clown Fish: red, blue, or yellow shirt, any color pants (hats will be provided)

Sea Horses, Square Dance Callers: white shirts, jeans (bandanas and hats will be provided)

Sword Fish: gray shirts, jeans (swords will be provided)

Crabs: red shirts, jeans (hats will be provided)

Electric Eel: black shirts, black pants (hat will be provided)

ALL DANCERS/RISER CHORUS: solid bright colored shirts and jeans or dark pants

*** All shirts should be solid colors.  Try to avoid logos if possible.  Inexpensive solid color tees can be found at Walmart. ***

Thank you!!

Josh Luke, RBES music

Book Character Parade

Georgia Milestones Resource Guide

Georgia Milestones 3rd grade resource guide

Teacake Recipe

Teacake Recipe

2 sticks butter, softened

2 cups sugar

3 eggs, room temperature

2 tbsp. buttermilk

5 cups all-purpose flour

1 tsp. baking soda

1 tsp. Vanilla

¼ tsp nutmeg

Additional sugar for sprinkling

Cream the butter. Gradually add the sugar, beating well. Next, add the eggs one at a time, beating well after each addition. Now add the buttermilk and beat well again. Combine the flour and soda. Turn the mixer down to slow (or stir) speed and gradually add the flour mixture into the creamed mixture. Stir in the vanilla.

Shape the dough into a round, cover with plastic wrap and chill several hours or overnight.

Preheat oven to 400 degrees.

If you chill your dough overnight, remove it from the fridge about 15 minutes before rolling. Working with 1/4 to 1/3 of the dough at a time, roll dough to 1/4” thickness on a lightly floured surface. Cut into rounds using a large biscuit cutter. Place the rounds 1 inch apart on lightly greased cookie sheets. It’s important that the dough is at least 1/4″ thick to give the teacakes a “cake-y” interior texture. Sprinkle lightly with additional sugar.

Bake for 7-9 minutes or until the edges are very lightly browned. Remove the cookie sheet from the oven and allow teacakes to cool for several minutes before transferring to wire racks to cool completely. Makes about 2 ½ dozen.

Secret Santa

Secret Santa Information for Families:  

If your family is in need of assistance during the holiday time, please contact Mrs. Porter, our school counselor for information regarding the Secret Santa program.  All Secret Santa applications will be due on Friday, October 27, 2017.

Mrs. Porter's Phone:  706-769-3235 Ext 1307 or Email: bporter@oconeeschools.org

October 2 - 6, 2017

Language Arts: Saturdays and Teacakes  by Lester Laminack. This mentor text will provide the students the opportunity to notice proper nouns, infer evidence, visualize, and discuss the elements of a memoir.

Mentor Sentence: In Mammaw’s big kitchen, sunlight poured through the windows like a waterfall and spilled over the countertops, pooling up on the checkerboard floor.

Vocabulary: Week 5 vocabulary Quiz Wednesday, October 4th - focus on suffix -able

Week 6 Vocabulary Quiz Friday, October 13th - focus on root “struct”

Week 5 Tier 2 Words

claim - to say that something is true when someone may say it is not true (states the purpose of the argument);  to say that something belongs to you

position - a point of view that is taken on a question; the place where someone or something is

defend - to speak or write in support of someone or something that is being challenged; to fight in order to keep someone or something safe

redundant, gesture, acknowledge, clutch, persevere, agreeable, reasonable, capable

* be able to create additional words using the suffix -able

Week 6 Tier 2 Words

exclude- to leave out; to prevent someone from doing something or being a part of a group

include - to make a part of something

oppose, snide, heap, diverse, origin, instructor, construction, structure

*be able to create additional words with the root “struct”

Social Studies:

• Locate and describe equator, prime meridian, and lines of latitude and longitude on a globe.
• Map and globe skills: use a letter/number grid system to determine location, compare and contrast the categories of natural, cultural, and political features found on maps
• Information Processing Skills: Identify social studies reference resources to use for a specific purpose.

Math: Weekly focus: NBT.2 - Fluently add and subtract within 1000 using strategies and algorithms based on place  value, properties of operations, and/or the relationship between addition and subtraction. Estimate sums and differences

Homework:

* Read 20 minutes nightly

* Study vocabulary  - quiz October 4th on week 5 words

* Map Skills quiz - Prime Meridian, Equator, lines of latitude, lines of longitude
* IXL, Mobymax, xtramath

* Some students - orange fluency folder (read nightly and answer questions)

Important Dates:

Vocabulary Week 5 - Wednesday, October 4

Map Skills - Wednesday, October 4

Conference Day - Friday, October 6

Fall Break - Monday, October 9

Stone Mountain Field Trip - November 2nd

DA$H - October 20

Technology:

Students have log-ins for the following programs and can practice at home: IXL, xtramath, MobyMax. If you need this information, and have lost the letters that went home, please email and I will be happy to share with you.