Newsletter - March 2020

Donations Needed... 

• The art room is really low on paper grocery bags with handles. If you have any at home that you would be willing to donate, please send them to school with your child so we can use them to bring home student artwork.

• Used Duplo Legos

• Patterned Scrapbook Paper

 

What is my child doing in art this month? 

● Kindergarten

• Rainbow Unicorns

• Ceramics = Clay Picture Frames and Necklaces

● 1st

• Paper Mache Snowman (Sculpting with Spheres)

• Ceramics = Clay Coil Pots and Pinch Pot Birds

● 2nd

• Abstract vs. Realistic 

  • Portraits Inspired by the Artist Sandra Silberzweig

  • Starry Night Landscapes Inspired by the Artist Vincent Van Gogh

● 3rd

• Learning About Artists and Styles of Art

  • Abstract Expressionism Animal Eyes Collage

• Ceramics = Pinch Pot Turtles 

  • Oaxacan Animal Sculptures

● 4th

• Ceramics = Architectural Structure using Slabs of Clay

● 5th

• Paper Mache Marionettes

 

 

Welcome to the Oakwood Music Newsletter!!

 

Hello all! The music room is busy getting 3rd, 4th, and 5th grade ready for the spring concert, “Showstopper”.  The kids are doing an amazing job of preparing and are so excited to perform it for you! 

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WHAT IS MY CHILD DOING IN MUSIC??

Kindergarten: Rhythm Work

1st grade: Composing and playing classroom percussion

2nd grade: Finishing Instruments of the Orchestra

3rd grade: Preparing for Spring concert, Singing assessments

4th/5th grade: Preparing for Spring concert, Bass Clef

 

3/4/5 Spring Concert

“SHOWSTOPPER”

 

3rd grade:

“Do, Re, Mi” from The Sound of Music

“Supercalifragilisticexpialidocious” from Mary Poppins

“Somewhere Over the Rainbow” from The Wizard of Oz

“The Candy Man” from Willy Wonka and the Chocolate Factory

 

4th grade:

“The Circle of Life” from The Lion King

“This is Me” from The Greatest Showman

“For Good” from WICKED

“We’re All In This Together” from High School Musical

 

5th grade:

“The Greatest Show” from The Greatest Showman

“Seize the Day” from The Newsies

“Defying Gravity” from WICKED

“You Will Be Found” from Dear Evan Hansen

 

In March, students in grades K-3 will be starting a jump rope unit, both short and long ropes.  Grades 4 and 5 will be starting a dance unit.

 

Math News from Mrs. Paulik 

Why does my child need to…

The Math Learning Center website provides support for families as their child becomes a mathematician through the Bridges in Mathematics program. The questions below come from the FAQ portion of the support page.

https://www.mathlearningcenter.org/families/frequently-asked-questions

Why is it a good idea to learn multiple strategies? Why not have students memorize basic facts and algorithms? 

As students develop their ability to recall basic facts, it makes good sense to address both mastery of the skill (quick recall of facts) and understanding of the concept (the properties of the operation and the relationships between facts). Bridges teaches basic facts by first having students explore the operation (addition, subtraction, multiplication, or division) in the context of story problems or situations, which ensures students understand what it means to add, subtract, multiply, or divide. Students then learn strategies for solving basic problems; these strategies illustrate properties of the operation and can be used for mental math with larger numbers (as well as to help recall facts when needed). Finally, students practice the facts until they can recall them from memory.

Bridges teaches students to compute with larger numbers by first establishing conceptual understanding of the operation, then using visual models to learn different ways of calculating, and finally helping them become proficient with efficient algorithms. When computing with larger numbers, students are frequently encouraged to make an estimate first. Estimation promotes number sense, helps students evaluate whether their final answers are reasonable, and encourages them to develop mental math skills that are useful in so many real-world situations.

Why is it important for students to show their work and explain their thinking? 

Asking students to show their work provides more information for teachers and improves student learning: when students explain how they solved a problem, they come to understand the mathematical concepts more deeply. Showing their work also provides detailed evidence that teachers can use to see what students know and where their misconceptions lie. This evidence is essential: it allows teachers to adjust the way they teach to meet students’ needs, and to document student learning over time, which helps them communicate with families about students’ progress. For similar reasons, state tests often require students to explain how they solved a problem. Students are better prepared for such test items when they explain their solutions on a regular basis.