Oakview South Newsletter

As I walk into classrooms, I am so impressed by what I see our students doing. I see 3rd grade students discussing how to mentally add problems like 89 + 57 or 5th grade students multiplying problems like 19 x 12 in their head. They have so many strategies on how to do problems like this. It is not uncommon for me to hear a student tell another student I respectfully disagree and then proceed to explain their thinking. I have also witnessed students discussing novels that they have read in class and learning the proper techniques to write about what they are reading. Instruction has changed so much in the last twenty years from doing a bunch of repetitive problems on a worksheet or reading out of a textbook. Students are now having engaging discussions with each other about real literature or real problem solving.

The question I get a lot is how can you best support your child at home, especially if there is not much homework coming home. You could read a book together and ask them questions about what they are reading or make predictions on what will happen. You could play games like the Product Game to help them work on multiplication facts. On December 9th from 3:15 - 4:15, we will be having a family game night where you can play academic rich games with your child(ren). To sign up for this event, please fill out this Google Form

November 28 No School

November 29 No School

December 9 Family Game Night (3:15 - 4:15)

If you get a chance, check out the resources we have for families on our Title page.

If you have any feedback or suggestions for Oakview, click the box below. Thank you!

We’ve had an exciting and productive couple months in 3rd grade! Here’s a look at what your child has been working on and learning in class.

In math, we’ve been focusing on multiplication. The students are practicing their facts for 2s, 5s, and 10s, working to commit them to memory. We also just introduced division, to see the relationship to multiplication. The students are learning that division is essentially the reverse of multiplication, and they’re starting to connect the two concepts.

In reading, we’ve been exploring character traits both physical (what characters look like) and behavioral (what they do and how they act). The students are learning to identify and describe characters in stories, not just by their appearance, but by their actions, thoughts, and feelings.

In science, we’ve been learning about inherited traits. The students are exploring how certain characteristics, like eye color and hair type, are passed down from parents to children. They are also seeing that living creatures can inherit behavior traits as well.

In writing, students were able to work on personal narratives, to write from their own personal experiences.

We would like to thank the local Kiwanis club for their generous donation of dictionaries for our students. They have been enjoying them greatly!

General Information

Thank you to all of the families that came in to support our Halloween parties and math activities. We had a great time celebrating and using pumpkins to learn about math.

Academic Information

Math:

We are just starting Unit 3: Multiple Towers and Cluster Problems. In this unit we will be exploring multiplication and division of larger numbers. It is extremely important that students have a strategy to solve basic multiplication and division problems. Please continue to practice math facts at home.

We are using breaking apart to solve more complex multiplication problems. Please see the example below.

27x5=

27x5=(10x5)+(10x5)+(7x5)

27x5=50+50+35

27x5=135

10x5

Writing:

Students are working on writing an argumentative paragraph. They are collecting research to form an opinion on the age that a student should be able to have a cell phone. Students will use reasons and examples to support their idea. We will continue to work on writing complete sentences during this process.

Social Studies:

This month we will be wrapping up our civics unit. Students are exploring the first ten amendments in the bill of rights. We are also learning about civic duties and responsibilities. We will finish the unit with public issues and core democratic values.

Reading:

Students are learning to identify themes and think about the author's perspective. Students can practice identifying theme at home by:

-Ask: What is the author trying to teach me?

-Look: For repeated ideas that are connected to the common themes

-Think: About what the main characters learn or how they change over the course of the story.

-Connect: Relate the events and lessons in the story to real-life situations or experiences.

Please continue to have your student read at home. Continue to ask questions about the reading to support comprehension. It is also important to have students read aloud to develop fluency.

Science

We explore the land of the Elwha Watershed using Google Earth. We notice that the land becomes very steep as we travel towards the source of the system’s water. We share what other experiences we have with why things roll or slide down hill. Next, we read an article about gravity. We then experiment with a physical model to figure out how gravity and the steepness of a surface cause water to move. We use this sensemaking to explain why the water gets stuck behind the dams.

We look at an informational handout to figure out how to explain the dams’ effects on the Watershed system. We use the informational handout to describe different interactions and effects of these interactions for when salmon, sediment, and water are blocked. We then create a Gotta-Have-It checklist for our explanations. We share these explanations with other groups then go home and share them with our community. We then consider how our community affects the Earth.

We go outside and look for evidence of decisions that impact the Earth’s spheres in our community and develop a model that describes these impacts on the Earth’s spheres and their interactions. We then consider the decision to cut the grass and develop a model to describe the impacts of this decision on the spheres.

Math

In 5th grade math, students are finishing the unit about geometry and measurement called Prisms and Solids. During this unit, students have been studying volume—the amount of space a 3-D object occupies. They have been using paper boxes and cubes to develop a strategy for finding the volume of any rectangular prism. Students also have found the volume of solids composed of rectangular prisms. They have also learned to apply the formulas for volume (V = l × w × h and V = b × h) to find volume.

Soon, 5th grade students will be starting a new mathematics unit about fractions called Rectangles, Clocks, and Tracks. During this unit, students use their knowledge of fractions, fraction equivalents, and a variety of representations to compare fractions and to add and subtract fractions.

ELA

In 5th grade ELA, students are diving into their "Book Clubs," where they’ve chosen books to read in small groups. During reading, they jot down their thoughts, wonderings, and conversation starters on sticky notes. These notes help guide their literature group discussions, sparking deeper conversations and insights into their books. It’s been a joy to watch and listen to their excitement as they engage with each other’s ideas. The enthusiasm and curiosity in these groups are truly inspiring!

Social Studies

In social studies, students have been investigating Indigenous Peoples in North America. We have been working on analyzing different pieces of historical evidence and disrupting misconceptions about Indigenous Peoples. We then went into a deep analysis of the history and culture of the Eastern Woodlands People with a focus on the question “What is the relationship between Indigenous Peoples and their environments?”. Next we will be comparing the Haudenosaunee to Indigenous Peoples from the American Southwest. Finally, we will investigate a contemporary issue that Indigenous Peoples in the Pacific Northwest are addressing. This lesson centers around the question, “Why do the foods we eat matter?” They examine the issue of salmon’s sustainability through an Indigenous lens, examining a variety of sources and examining a case study of the issue with one nation. They will learn about ways Indigenous nations are working to restore salmon today and how those efforts strengthen their cultures.

Fifth graders have been working on self-portraits and illustrated autobiography poems, incorporating surrealism, symbolism, and proportion. They are also starting their Harvest Still LIfe with value, emphasis, and observation skills.

Fourth grade artists are wrapping up a lesson on color theory and weaving on their handmade loom while starting their introduction to color value and contrast in their own chalk pastel Harvest Still Life drawing.

Third grade champions are utilizing their new vocabulary and knowledge of landscapes and map making to connect to social studies and Michigan history and symbolism.

Oakview musicians have been working on singing and playing songs with multiple parts, exploring different instruments, and learning new rhythms. Musicians will also start preparing to play recorders and ukuleles!

Here is a link to our monthly newsletter from Capturing Kids' Hearts.

You may not realize this, but Oakview gets federal funds for being a Title 1 building. This allows us to have extra adults in the building to help service and support more students. For example, last year we created a teacher interventionist position to help give extra support to struggling students. To remain a Title 1 building, we need your help. We know that lunch is free this year, but our Title status is dependent on everyone filling out an Education Benefits Form. If you haven't already, please fill out this form.