.png){kind=logo}
News Detail
UE Academics
"Click here" to learn more about what is taking place in 5th- and 6th-Grade Language Arts, Math, Science, Social Studies, and Tutorial this week.
Language Arts
In Ms. Bennett's Language Arts class, students will work on a Latin roots spelling list. Those words are amateur, preamble, animate, audition, benefit, candidate, capital, cease, record, incorporate, grateful, hospitality, formality, rupture, omission, erupt, junction, lateral, descend, platform. The students will identify the roots and their meanings such as: can means to shine, junct means to join, and grat means thankful. Students will use a chart of options to choose four types of spelling review activities to complete with these words. The test over these words will be on Friday, April 15. Our next list of vocabulary words from Wordly Wise is comprised of the following words: analyze, apprehensive, coincide, compose, disk, envelop, exist, fuse, mere, revolve, scale, solar, trace, and velocity. Students will use these words to match with definitions, complete an analogy activity that encourages students to look at word relationships such as SCALE : FISH :: FEATHER : BIRD, and create a Keynote of antonyms and synonyms to use as a study tool. There is also an interesting reading selection about the sun's role in the solar system that accompanies these words. The quiz over these words will be on Friday, April 15. In the writing department, students will perform "surgery" on sentences that are in need of repair. While looking for mechanical errors, students will also practice the skill of using the dictionary. In the reading comprehension area, students are reading a brief and interesting autobiography about musician Ray Charles. After reading, students will use graphic organizers to fill in cause and effect relationships observed and discussed from the reading.
Ms. Clark’s Language Arts: Phonological Awareness- The students are continuing to work on fluency drills with words containing the sounds of i=/y/ and ch=/k/, /sh/, and que=/k/. Even though whole class SPIRE instruction is over these sounds, and others, sounds will be reviewed on a weekly basis and tracked for fluency. Phonics- The class is practicing words that end in /ion/ and words that have the /er/ sound spelled in multiple ways. These are words such as combination, satisfaction, burst, and thirsty. Vocabulary- During the fourth quarter vocabulary words will be coming from the Open Court Reading Curriculum. Students are defining new words by using context clues in the story and then using the definitions to create sentences of their own. Students are also working on homophones, homonyms, and homographs. There will be a vocabulary quiz on Friday, April 4. Written Expression- Due to Stanford testing this week, class will only meet three times. During that time they are focusing more on reading comprehension and vocabulary. However, they are working in class on editing sentences for capitalization, punctuation, and spelling. Reading Comprehension- This week the class concluded the short story “The Fire Builder” and began reading a story titled “Amaroq the Wolf.” This story also features the theme of perseverance. Students will be working on context clues, making inferences, and cause and effect with this story.
Mrs. Hayes' Language Arts: Phonemic Awareness- Students are having reinforcement lessons on the prefixes dis, mis, pre, pro, re, de, and ex. Phonogram cards are presented as students repeat the words and sounds. For word building, students will use phoneme-grapheme sheets to listen for syllables, and write the letters that make the sounds. Please continue to review the decodable words in the SPIRE reader with your child at home. Spelling- Students are learning to spell words that contain the above listed prefixes. As well as tests that cover a list of spelling words, students take assessments in which they write dictated sentences that have the current decodable words they are learning to spell, decodable words they have learned previously, and sight words. This activity is good practice for listening, processing, and producing. Vocabulary- As the students read through chapters of Artemis Fowl, they are keeping an electronic booklet of vocabulary words and their definitions along with meaningful sentences. New vocabulary words include ritual and thermal. Written Expression- Students worked very hard on the ERB writing assessment last week. They used graphic organizers to make outlines of their story. On Thursday, they worked on the rough draft and turned in their final copies on Friday. The writing samples were mailed off this week and results should be in by the end of the school year.
Mrs. Hibbs’ Language Arts Class: This week we will have a different schedule for Language Arts because students will be taking the Stanford Achievement Test during our normal Language Arts time from Monday to Thursday. We will have a shortened Language Arts class after lunch. Phonological Awareness- We will get back to our SPIRE review lesson over the suffixes -al, -en, -on, -an, -ain, -ine, -et, -ite, -ate, and -ic. Phonics- Students will review all suffix phonogram and word cards and will practice spelling the words in sentences. Vocabulary- The class will review the meaning that each suffix gives to root words. As we complete our novel study of The Boy in the Striped Pajamas, we will discuss any unknown vocabulary words. Written Expression- We will be writing responses to discussion questions over The Boy in the Striped Pajamas. We hope to be able to watch the movie in class this week. Reading Comprehension- We will take an AR test over The Boy in the Striped Pajamas this week and begin preparing for a test over the entire book next week.
This week in Mrs. Howard's Language Arts class, we reviewed the rules and proper usage for troublesome words including: affect/effect, can/may, learn/teach, let/leave, accept/except, between/among, principle/principal, capital/capitol, set/sit, lies/lays. Spelling- Students continued to explore Spellography Lesson 23 which focuses on the spelling of /ow/ by the position of the sound in a word. They also reviewed homophone and usage, syllables and accent and split personality words. Vocabulary: Students used dictionary skills to complete Comic Life reports on Tuck Everlasting vocabulary words. Their reports included personal connections, definitions, synonyms and illustrations. Reading Comprehension- Students reviewed literary concepts and identified story elements when summarizing Tuck Everlasting. Fluency - Students continue to be encouraged to use best voice and show emotion and flow while reading. Inference strategies and rereading as part of a group discussion is utilized for stronger comprehension. Students continue to respond to the reading by writing personal responses and analyzing the literature with written recall and interpretation responses.
Ms. Kienzle’s Language Arts class: Students will continue working on SPIRE concept soft c, as in prince and juice. Vocabulary: Students will learn target SPIRE vocabulary words. Students will define each word and use words in meaningful contexts. Comprehension: Students will read SPIRE stories and answer questions about content. Written Expression: Students will prepare for CBM testing by responding to daily writing prompts. Students will be encouraged to use prewriting, writing, and editing strategies from Story Grammar Marker. Phonological awareness: Students will segment target SPIRE words into individual phonemes or sounds. Beginning, middle, and ending sound identification, as well as rhyming will be targeted. Phonics/Spelling: Spelling will be targeted each day during SPIRE lessons and written expression activities.
Mrs. Lewis' Language Arts Class: Reading Comprehension: Due to Stanford Testing this week, our altered schedule has not given us a lot of Language Arts time. We are using our time to read The Chocolate Touch. This book is a nice short read that allows the students to easily practice the comprehension skills of summarizing, sequencing, and identifying the main idea. When we have finished this story, we will be doing some compare/contrast writing activities comparing this story to the Greek myth of King Midas. Spelling and Vocabulary: Our spelling and vocabulary quiz has been moved to Friday due to our shortened class time. The students will be making vocabulary comics and playing a variety of games to prepare for the quiz during class. They are continuing to do one spelling contract activity per night to study their spelling words, which are from Open Court 5.
Mrs. Prewitt’s Language Arts class continues with SPIRE 7. The class is starting with Phonics (Sound/Symbol Relationships) SPIRE 7 endings -tion and -sion as well as sounds -ci, -ti. Phonological Awareness (Awareness of the different sounds in words, and the understanding of the relationships of the sounds) -tion (motion), -sion (expression, television), -ci/-ti (physician, patient). Fluency (Using appropriate expression and speed in reading): Students will read decodable words, sentences, and short stories and essays from the lessons including The Constitution and the Constitutional Convention and Nutrition. Students will practice fluency drills in preparation for Curriculum Based Measurements (CBM) taken in the next few weeks. Vocabulary: Students will continue words with -tion, sion, -ci, and -ti sounds including: assertion, contraption, beneficial, digression, essential, excursion, excavation, impatient, judicial, and omission. Written Expression: Grammar with Daily Oral Language which includes editing in a multiple choice format and paragraph format. Students will continue writing five paragraph narrative style essays. Story Grammar: Students will continue to discuss and read, Leepike Ridge. Students are collaborating to create an ActiveInspire flipchart following the story outline with an In a Nutshell page format where the students may also analyze figures of speech and other types of writing styles that add to language with writing. Students have completed the novel independently and we are currently rereading Chapters 13 and 14 as a class. We will finish up with Leepike Ridge within the next few weeks.
Despite class meeting only three times to accommodate Stanford testing this week, the students in Mrs. Ralston’s Language Arts class had light nightly homework to maintain consistency and routines as much as possible in their afternoons. Phonics (Sound/Symbol Relationships): The students were introduced to the suffix -sion and reviewed the suffix -tion and discussed both endings saying /shun/. Phonological Awareness (Awareness of the different sounds in words, and the understanding of the relationships of the sounds): Phonemic awareness activities involved counting and providing syllables. For example, in the word television there are four syllables and the students would provide them individually after verbal prompts as tel, e, vi, sion. Fluency (Using appropriate expression and speed in reading): The boys took their pretest -tion concept fluency drill and started practicing nightly. Vocabulary: The students completed their Frindle vocabulary maps and will take their multiple choice AR quiz on Friday for the following words: consumers, definitions, disrespectful, fad, fund, lawyer, local, oral, published, and, standards. Grammar: The boys are singing the preposition song and locating prepositions, identifying subjects, and color-coding verbs while correcting their DOL sentences. Written Expression: Hays shared some trail-cam pictures of wildlife in his backyard and the boys each chose one to free write about.
Mrs. Richter's Language Arts class is working on the -sion phonics (sound/symbol relationship) lesson in Level 7 SPIRE. This suffix makes the zhun sound. Phonological Awareness: (awareness of the different sounds in words, and the understanding of the relationships of the sounds) Counting syllables, breaking words into syllables, and changing sounds were the skills practiced this week. For example, how many syllables are in the word television? The answer is four. Fluency: (using appropriate expression and speed in reading) Students read multisyllable words that follow the -tion pattern. Vocabulary: The test will be tomorrow, April 8. The words are urgent, famished, immense, lethargic, obedient, grimace, ration, animosity, elated, and vague. Students have been demonstrating their knowledge of these words through various homework and classwork assignments, such as charades. Comprehension: Students read sentences that follow the -sion /zhun/ pattern. Spelling: They spelled words that followed the -tion and -sion shun pattern using letter tiles. Written Expression: Students write in their journals every day and practice grammar skills using Daily Oral Language warm-up drills. Students spent this week writing about their favorite vacation. In grammar this week, students concentrated on using antonyms to vary word choice.
Ms. Rigdon's Language Arts class is meeting fewer times this week due to the Stanford testing schedule. Phonics/Spelling: the sounds /aw/ and /au/. Each student should be building the new word list nightly. Fluency: SPIRE stories are to be read aloud at home with attention to punctuation, paragraphs, pausing at commas, and stopping at periods as well as reading with emotion. Reading Comprehension this week will be found in their SPIRE workbooks, and each student is expected to write masterful sentences when answering the comprehension questions.
Mrs. Rose’s Language Arts: In reading comprehension, students will pick up their previous readings from Shipwrecked! Some of the words students will look at in vocabulary are vessel, horizon, and tattered along with several other words from the chapter. Students will answer a series of comprehension questions in class and at home during homework to help them identify key information within the story. In grammar, students will be looking at pronouns and antecedents. An antecedent is the noun that precedes the use of a pronoun and matches the meaning of the pronoun. For example, in the sentence “Players then were neither children nor old folks; they were warriors and rulers.” In this example, the antecedent is the word “players” because the pronoun “they” refers to the players. In writing, students will begin enhancing their writing by decorating with details. They will look at examples of simple sentences and how to transform them into magnificent sentences that the reader will enjoy.
This week Miss Southard's Language Arts class will be continuing their unit on perseverance in their Open Court text. Reading comprehension this week will focus on the short stories "On Top of the World" by Mary Ann Fraser and "Saint George and the Dragon" by Edmund Spenser retold by Margaret Hodges. Due to Stanford testing we will only meet three times for Language Arts this week. Reading comprehension and vocabulary will be the main subjects we will concentrate on during our shortened time. During our "On Top of the World" reading, students will discover survival skills, facts, and famous mountaineers through a Mount Everest interactive online activity. Students will also complete a mountain climbing journal where they will research past mountain climbing experiences and recreate their own experience. Students will also be assigned vocabulary words from last week's short story "Amaroq, the Wolf." I was extremely proud of everyone's efforts during the ERB test. All students have worked hard this year on written organization and content. I am looking forward to sharing their progress with you this spring!
In Mrs. Yessick’s Language Arts class, students will have an abbreviated week due to the Stanford Achievement Test. Language Arts class will be meeting Monday, Wednesday, and Friday. Monday and Wednesday class will be shorter in length, but by Friday, there will be a normal class schedule. Reading comprehension will center around Chapters 10-12 of Frindle. Students will be reviewing events, characters, setting, and vocabulary for the test on Friday, April 8. The class will continue to review fluency drills on past phonemes and the new prefixes, dis- and mis-. Key words for this new study in SPIRE are disorganized and mistake. The prefix comes at the beginning of a word to change its meaning. The prefix dis- means “not” or “opposite.” The prefix mis- has a similar meaning. The prefix mis- means “not” or “bad.” The class will recieved a new spelling list containing prefixes with dis- and mis-. Some sample words are disobedience, distraction, mispronounce, and misfortune. Written expression will have students continuing to write topic sentences for their own paragraphs and find topic sentences in paragraphs written by someone else. The main idea is expressed in a topic sentence. When students are searching for answers in a passage with multiparagraphs, finding the topic sentence/main idea will be a strategy to help students find the paragraph with the correct answer.
Math
Ms. Bennett's Math class is enjoying a review of the number line. We had a great time literally walking through several addition and subtraction problems on our life-size number line. Having reviewed this type of computation, we are now ready to talk about multiplication and division of positive and negative numbers. Students will identify patterns such as positive times positive equals positive, positive times negative equals negative, and negative times negative equals positive. Students are also completing progress monitoring Curriculum Based Measurements each evening for homework. This allows for review of all of the computations and applications we have learned this year. Students are being asked to work slowly and carefully so as not to make careless errors. We are also reviewing multiplication and division for fact fluency.
This week Ms. Clark’s Math class is concluding part two of their geometry unit. Students are reviewing area and perimeter of triangles, parallelograms, and trapezoids. The class will be having a test over this material as well as the material covered on their last assessment on Friday, April 4. Students will be working on a review guide, in class and at home, throughout the week to prepare for the test.
Saxon lessons coming up in Mrs. Hayes' Math class include learning to solve two-step equations by finding the quantity on the right side of the equation before finding the number for X, simplifying expressions containing exponents, writing expressions using exponents and identifying and naming the polygons quadrilateral, pentagon, hexagon, and octagon. They will be using rulers to draw and color various polygons as math becomes art. Students are continuing to practice computational skills by reviewing long division with one- and two-digit divisors as well as reducing and renaming fractions, adding and subtracting fractions with unlike denominators, changing mixed numerals to improper fractions and changing improper fractions to mixed numerals.
This week in Mrs. Howard’s Math class, we continued our review of the order of operations. Students were introduced to the mnemonic Please Excuse My Dear Aunt Sally and also developed their own mnemonics for the order of operations. We also continued our study of algebraic concepts focusing on the following vocabulary: variable, algebraic expression, solution, evaluate, and table. Our focus this week was on evaluating algebraic expression involving decimals and fractions using the order of operations. Application and Concepts: Students completed math drills to improve fact fluency. Additionally we started a daily review of previously taught concepts, beginning with multiplying by two-digit numbers. Students practiced these skills interactively as a whole group and independently with online assessments and games, including FASTT Math.
Mrs. Lewis’ Math: This week we are practicing our fact fluency during class and in nightly homework. The students are practicing Making Math Real 9-Lines to help them memorize their basic facts. Also, the students are presenting their lessons on decimals. We have taken a lot of class time to prepare these lessons. The reason for doing this is to help the students to synthesize what they've learned while making the lesson, as well as to give the students an opportunity to hear someone new explain concepts in a different way. Sometimes, all it takes for something to click is for someone else to say it.
In Mrs. Prewitt’s class, we will be combining Unit 5 and 6: Decimals and Mixed Numbers. Computation: Students will continue to practice different types of mixed computation including new concepts. Students will continue to practice computation with fractions while incorporating mixed numbers and decimals. Concepts and Applications: Students continue to add to their “Cheat Codes” books, which is a self made dictionary of definitions and examples of mathematical terms used in the Transitional Mathematics book (ie: relating fractions, percents, decimals, and money). Students will also practice transitions, flips and turns. Students will continue to look at word problems including these computation and application concepts. Students will begin Curriculum Based Measurements within the next few weeks. Fact Fluency/Automaticity: Students continue FASTT Math in division and subtraction. Students will complete speed drills rotating multiplication, subtraction, division, and addition on paper and online. Students will concentrate on addition and subtraction this week.
Students in Mrs. Richter's Math class are working on individual computation skills. Some are finishing long division while another group is adding and subtracting mixed numbers. The fraction group will have a comparing fractions quiz this Friday. Then they will move to working with mixed numbers. The long division group completed a mnemonic poster to remember the steps in long division. The steps in long division are divide, multiply, subtract, check, and bring down. Every day students start class computing problems from previously taught computation skills. This week students continued to practice the following concepts and applications: identifying money, making correct change, place value, and finding mean, median, and range. The new concept is converting fractions to decimals and percentages. In addition to this students spend time working every other day on FASTT Math, which is a computer software program designed to strengthen students math fluency with facts. Students spent this week reviewing 0s - 7s and were introduced to 8s.
Ms. Rigdon's Math class continues to use FASTT Math to improve fluency of facts with the fact families 6-12 by practicing them in more difficult problems. There is less class time this week due to the Stanford testing schedule. The students continue to review the differences between proper, improper and mixed numbered fractions. Making Math Real curriculum will be used to further support and review reducing fractions.
Mrs. Rose’s Math: In concepts and application, students continue to look at word problems this week. Our next unit is geometry. We will look at angles, perimeter, shapes, and patterns. In computation, students will review decimals and will prepare for a test on how to properly add/subtract numbers with decimals. Students will be asked to convert decimals to equivalent fractions and percentages. They will be allowed the use of a calculator on fractions that do not contain denominators that are factors of 100. For example, in the fraction 3/6, students would use a calculator to determine the percent.
This week Miss Southard's Math class will continue to focus on their division of decimals unit. Last week students practiced dividing with one-digit divisors. This week students will focus on dividing with multidigit divisors. Students have been working to use the ActiveInspire board in order to review and learn new skills. Last week students practiced solving word problems with one-digit divisors, percentages, and multiplication equations. Many of these skills are review and students are working to solve multistep word problems with previously learned topics. The class is working to break down word problems in order to solve them independently. Due to Stanford testing we will only meet three times for Math this week.
In Mrs. Yessick’s Math class, students will have an abbreviated week due to the Stanford Achievement Test. Warm-up problems will consist of application problems. Some of these problems contain questions on area and perimeter. To support these problems, students will focus on area and perimeter in their homework. In class, the connection to these words is made when the perimeter is compared to the “fence” and area is the “grass inside the fence.” Area is different in that it is always measured in square units. Students have enjoyed playing the measurement game used with a paperclip as a spinner. A copy of the game will be sent home and will be fun to play with the family. It is a great way to practice measurement. In the study of fractions, students will practice reading and writing fractions such as six tenths or eight twentieths. The class will continue to practice fractions on a number line, which supports the study of measurement using a ruler. This is a good visual example of mixed numbers when there is a whole number together with a fraction as in 1 3/4 inch.
5th-Grade Science Lab
In lab class, fifth graders started Unit D, Chapter 1, Lesson 1: The Circulatory System. Students discussed what major organs are involved in the circulatory system. A 3-D model of the human heart was passed around so students could see the atrium and ventricle chambers separated by the valves. Students also discussed how the blood changes color when it comes in contact with oxygen. Students color coded their own 2-D model of the human heart showing blood entering the heart and going to the lungs in blue and blood coming from the lungs going to the body in red. Later this week students heard their own heartbeats, counted their pulse rate, and took their own blood pressure. Next week a guest speaker from American Red Cross will do a talk about “What is Blood?”.
5th-Grade Science
Students in Mrs. Hayes' Science class are wrapping up their study of The Structure of Matter this week. They will have a test on Wednesday, April 13. The test will cover atoms and what they are made of, what elements are and how they are identified, what molecules and compounds are, how elements have been classified, and how the periodic table is structured. Students will be completing a study guide to study at home.
Ms. Rigdon's students have begun a new unit on the circulatory system. The students will be keeping a weeklong health journal and will be studying the heart, the veins, arteries, and lungs. They will be collecting information from various charts, graphs, and statistics housed on wiki pages.
Mrs. Rose’s Science: This week, students received a study guide for Chapter 2 of Unit C: The Structure of Matter. Students will work with partners in class to match vocabulary terms with definitions and to answer multiple choice questions. Some of the terms students will review include electrons, element, neutron, nucleus, and chemical symbol.
6th-Grade Science Lab
Students are starting Unit D, Chapter 1, Lesson 2: The Brain. The students finished their model of the neuron. Students discussed parts of the brain by looking at a 3-D model of the brain. Then they color coded a 2-D model of the brain coloring each unique lobe and gluing the function on the appropriate lobe. The discussion lead to talks about brain injury. Students did a memory activity as well. Next week students will discuss communicable diseases and make a model of viruses.
6th-Grade Science
Ms. Bennett's Science Class will next take a look at communicable diseases in Unit D, Chapter 2, Lesson 1. The vocabulary words from this lesson are: communicable disease, infectious, viruses, toxins, immune system, lymphatic system, and immunity. The quiz over these terms will be on Thursday, April 21. We will discuss topics such as how germs are spread and how our bodies defend us from such germs. We will take a walk over to the Lower School for a reminder about the T-zone (eyes, nose, and mouth). The Lower School displays posters with information about avoiding touching this area. We will create visual aids for our classroom as well.
This week Ms. Clark’s Science class began discussing the nervous system. Students will start by learning about neurons in the body and how they send signals to the brain. The class is watching a short video on the nervous system and they will be completing a model of a neuron in Science Lab. This week’s focus will be more on Social Studies in order to finish the unit on Ancient Rome and prepare for a test on Friday.
Mrs. Lewis' Science class: We are continuing to learn about the parts of the atom and the composition of molecules. The students will begin making models of molecules of their choice after we have discussed the Periodic Table of the Elements. They will choose an element from the following list to create a model for: Carbon, Oxygen, Helium, Hydrogen, and Nitrogen. The students are also using extra time in class to explore independently on the Science page of the Wiki. There are several interactive games and experiments with which the students are learning about the various properties of matter and practicing with vocabulary words such as evaporate, dissolve, freezing point, and melting point.
This week in Miss Southard's Science class, students will finish up Unit D, Chapter 1, Lessons 1-2. This week students are taking a more in depth look at the brain. Vocabulary focus includes cerebrum, cerebellum, brain stem, meninges, and hemispheres. This week the class became brain surgeons, dissecting a brain through an online interactive activity. The class explored the tasks of the left and right hemispheres, why the brain needs blood, the jobs of the cerebrum and cerebellum. Students also explored important brain functions like short-term and long-term memory, controlling movement, breathing, digestion, heartbeat, body temperature, hunger, thirst, and sleep. For fun, students also explored why we get concussions, why ice cream gives us headaches, memory matters, and what causes migraines. Students also participated in some memory and brain teaser activities to get their brain juices flowing.
5th-Grade Social Studies
Students in Mrs. Hayes' Social Studies class are learning about World War I, the Roaring Twenties and The Great Depression. The years between 1915 and 1940 were a time of overseas conflict and economic success and then economic disaster at home for the United States. Students will be divided into groups to work on these subjects. The students will read information, take notes about important facts, people, and dates and then put what they have learned into a Keynote presentation to share with classmates.
Ms. Rigdon’s Social Studies has begun their study of Teddy Roosevelt and the events leading up to WWI. The students are learning about leaders, checks and balances, and how good ideas can sometime grow too big and become detrimental.
Mrs. Rose’s Social Studies: Students are reviewing our recent unit on Industry and Immigration Impacts A Nation. Students will complete their study guide over a series of days in class and for homework. They will work with partners to create “Jeopardy” questions that will be used to play “Jeopardy” later in the week. Students have also reviewed their progress on their strength and interest goals. They created a list of objectives and deadlines to help them make progress throughout the month of April. Their final projects should be completed and turned in my Wednesday, April 27.
6th-Grade Social Studies
Ms. Bennett's Social Studies Class is enjoying all sorts of map work, including a recent look at Kenya and the coast of Africa. Students will continues to receive weekly map assignments from the Weekly Reader. Our study of the geography of Europe continues. Our quiz on Thursday, April 14 will include two parts: the terms temperate, deforestation, navigable, and the places Eurasia, North Sea, North European Plain, and Seine River. Students will answer multiple choice questions about the terms and locate the places on a map. We are also making a cultural connection to music as many European composers write music about geographic features such as "Blue Danube Waltz" by Johann Strauss and "Siegfried's Rhine Journey" by Richard Wagner.
This week Ms. Clark’s Social Studies class concluded their study of Ancient Rome. They ended the unit with lessons on the different dictators of Rome and the fall of the Roman Empire. They also reviewed the geography of Rome and the development of the Roman Republic. The class will have a test over this material on Monday, April 11.
Mrs. Lewis’ Social Studies: We are reviewing Lessons 2 and 3 in Ancient Rome this week. The students are learning about the Republic of Rome and how it was run, as well as the important figures of Julius Caesar, Caesar Augustus, and Cleopatra. They are practicing the study skills of finding the main idea and outlining in their homework. We are learning vocabulary terms such as Senate, Consul, Tribune, patrician, and plebian as we discover more about Ancient Roman society. The students are also playing a variety of interactive games on the Wiki to learn facts about Rome independently.
This week in Miss Southard's Social Studies class, students will finish up Lesson 5 in Chapter 9 on Rome in their Social Studies text. Lesson 5 focuses on "The Decline of the Roman Empire.” Vocabulary for this lesson includes: Eastern Orthodox Christianity, architecture, and Roman Catholicism. People and places for this lesson include: Diocletian and Constantine; Palestine, Constantinople, and the Byzantine Empire. In class we will focus on the decline of an empire, a capital in the East, and the legacy of Rome. Students will also take a look at Miss Southard's pictures from her trip to Constantinople which is now modern day Istanbul, Turkey. Students were given bookmarks earlier in the year from Turkey in order to spark their interest for the Roman Empire.
Tutorial
Ms. Bennett's Tutorial class has amazingly morphed into professional surgeons - sentence surgeons. We are working with a scalpel (pencil) to correct life-threatening errors to misshapen sentences. The topics for these sentences are pirates, crickets, and penguins. Students are looking for errors in capitalization, subject/verb agreement, punctuation, and spelling. While correcting spelling, students have extra practice using the dictionary.
This week in Ms. Clark's Math Tutorial, the students finished several activities reviewing the concepts of expanded and standard notation, multidigit addition and subtraction, solving problems using order of operations, rounding, and comparing numbers using >, <, and =. All students are also continuing fact practice of addition, subtraction, multiplication, and division.
Students in Mrs. Hayes' Writing Tutorial are practicing tone in creative writing by writing poetry. The poetry form they are using outlines three stanzas for them. The poems will be about what they do and do not understand. Students are being encouraged to use descriptive words and phrases that invoke feeling in their poetry. Look for finished poems displayed in the hallways.
Mrs. Howard's Problem Solving and Critical Thinking Tutorial class: This week students solved word problems using charts and graphs utilizing their logic and deductive reasoning skills. They completed a bag the beans activity to develop thinking skills and to learn to see numerical relationships and how to solve complex problems by manipulating objects and solving equations. Students also used their deductive reasoning and problem solving skills to complete mind bender problems and to solve secret message mysteries. Finally students reviewed the concept of classification and solved problems by creating sets and subsets.
Mrs. Lewis’ Tutorial: This week we are doing a variety of activities to practice fact fluency and test taking. The students are learning about probability through a "Poker" game with cards. They multiply their two cards together and try to guess if they will have the biggest product when the cards are shown. We are also practicing multiple choice math questions and identifying the operation to use in word problems. We came up with a list of strategies to use when taking math tests: do the math, eliminate unnecessary information, read the whole problem, draw pictures, and take your time.
Mrs. Richter’s Tutorial class is a focus on written expression with an emphasis on generating ideas and adding details to writing. Students spent this week writing their own tall tale stories. They completed prewriting activities that included character’s name and super human traits. Next week is the last week for this tutorial, so the students will finish their project at that time.
Ms. Rigdon's Tutorial class is wrapping up the writing process with chapter summaries. The students felt confident about their ERB writing assessment and continue to work on sentence variety and proper punctuation.
Mrs. Rose’s Tutorial: Students played a fun and interactive game in which they acted out an improvisational skit using various emotions. Students were asked to imitate someone who is angry, disappointed, excited, frustrated, hopeful, and much more. Students will begin taking several short reading fluency measures this week to monitor their progress this month. Students have worked very hard in fluency and will wrap up their podcast over the next two weeks.
This week in Miss Southard's Tutorial students will focus on mountain climbing. Mountain climbing ties in with the character education trait of perseverance this month. During our last few weeks of school, it is important for students to persevere and climb the school ladder to summer. The class will read a short story about Sir Edmund Hillary and Tenzing Norgay's ascent of Mount Everest. They will also watch a short video about the vastness of the mountain and how it is possible to climb. As a final perseverance project, students will complete a mountain climbing journal. Each student will research Mount Everest and famous mountaineers. They will then complete journal entries as if they, themselves were climbing the tallest mountain on earth!
List of 1 items.
-
Currey Ingram Academy
Currey Ingram Academy is an exemplary JK-12 day and boarding school that empowers students with learning differences to achieve their fullest potential. Since 2002, the school has been located on an 83-acre campus in Brentwood, Tennessee, just miles from Nashville and Franklin. Families from 33 states and eight countries cite the school as their primary reason for moving to Middle Tennessee.
Currey Ingram Academy is accredited by the Southern Association of Independent Schools (SAIS) and AdvancEd/Southern Association of Colleges and Schools Council on Accreditation and School Improvement (SACS CASI).
Currey Ingram Academy is accredited by the Southern Association of Independent Schools (SAIS) and AdvancEd/Southern Association of Colleges and Schools Council on Accreditation and School Improvement (SACS CASI).
