Every Wednesday is Pizza Day

The cost is $5 per scholar.

All money must be turned in by TUESDAY as we pre-order the pizza Tuesday afternoon.

Have your scholar turn in money to their classroom teacher.

FEB 17TH: NO SCHOOL, President's day

Feb 13th: Valentine's treat exchange

Feb 20th: Popcorn Day

Save the Date for Spring Concerts: 3rd-5th Grade March 26th & Kinder-2nd March 27th both are 6:00-7:00

• Quick Reminder about drop-off and pick-up

• Do not drop scholars off in the parking lot--it is not safe. If you have a middle schooler, use the drive through
• Pull all the way up to keep the flow of traffic off the parkway. It is a short walk to the school doors.
• You can drop-off in either the front or back--watch for the buses and consider the back when they are out there.

Read, read, read!

Provide opportunities to write

• Encourage your child to write stories, summaries of the books they read, notes to a loved one, or write a short report to you telling you about something they love.
• Regularly check for homework and assist where necessary, also make sure the submit their homework on time.

Homework plays a critical role in the learning process, serving as an essential tool for reinforcing key concepts and assessing students' understanding. Completing homework allows scholars to apply the knowledge they've gained, develop important skills such as critical thinking and problem-solving, and take responsibility for their own learning.

Timely submission of assignments is equally important, as it demonstrates accountability, discipline, and respect for deadlines—skills that are not only essential in the academic environment but also in professional and personal settings. Submitting assignments on time also enables teachers to provide timely feedback, which is crucial for student growth and improvement.

Late submissions can hinder a scholar's progress by disrupting the learning process and delaying valuable feedback. To support success, scholars are encouraged to manage their time effectively and prioritize the completion and submission of assignments by the given deadline.

Fluency Passage Directions:

1. Day 1: Read the text carefully and annotate to help you read fluently.

2. Each day: Practice reading the text aloud three to five times.

3. Evaluate your progress by asking someone (adult or peer) to listen and evaluate you as well.

4. Read with appropriate phrasing, pausing, expression, articulation, good pace, and an audible volume.

5. Reflect on what you would like to improve on or try differently next time?

Understanding Chaco Canyon

In the deserts of New Mexico, where summers are hot and winters are very cold, there is a collection of ancient houses, temples, roads, and buildings. Today, the structures are mostly in ruins, with only a few clues about who built them and why. The structures in the Chaco Canyon area were most likely built by the ancestors of today’s Pueblo people, but scientists are still trying to figure out why they were made. Chaco Canyon was probably not a big city, because the dryness of the land would make it difficult to grow enough crops for a large number of people. Many details point to a different purpose. One interesting thing about Chaco Canyon is that many of its buildings line up with the sun and the moon at important times of the year. For example, on the first day of spring, the rising sun shines directly through the door of one of the large buildings. Many buildings also contained large underground rooms. These are similar to rooms that Pueblo people use today for special events. A large network of roads leads to Chaco Canyon from many directions, suggesting that people traveled long distances to visit it. Some buildings, called great houses, had many levels and hundreds of rooms. Some scientists think that people stayed in these great houses during visits, similar to how people use hotels today. All these details suggest that the entire Chaco Canyon area was a gathering place where people traveled for events, holidays, and trade.

Iready Passage Reading Fluency Task: Grade 4 Passage (Student) ©2022 Curriculum Associates, LLC.

Scholars continue to read and discuss the next few chapters of Walk Two Moons to gather evidence about how Sal's and Phoebe's stories are connected to deepen their understanding of the Focusing Question. As they read Walk Two Moons, they will encounter a new mystery as several idioms, or messages, anonymously show up on Phoebe’s porch. This creative scaffold helps scholars to determine the major themes and possible life lessons. Scholars will also create a T-chart to organize the messages on the porch and the meanings of the messages, and then analyze how different characters react to the messages. This analysis will help scholars in later lessons as they use the story context to identify the many possible lessons related to the messages and themes. Scholars will also identify and categorize key details and events into “good things” or “difficult things.” Then reflect on these details looking for patterns and repeating ideas. Using these patterns and the messages on the porch, they will think about what possible themes connect these repeating ideas and messages.

Thank you for your continued support and involvement in our classroom! This week in Math, we will finish our Module 4 on fractions and excitingly move on to Module 5: Place Value Concepts for Decimal Fractions on Thursday.

Our topics this week will include:

• Decomposing non-unit fractions into a product of a whole number and a unit fraction.

• Multiplying a fraction by a whole number using the associative property.

• Multiplying a mixed number by a whole number using the distributive property.

• Decomposing 1 and expressing tenths in fraction form and decimal form. & Representing tenths as a place value unit.

I sincerely appreciate your partnership as we guide our scholars through these crucial concepts. If you have any questions or concerns, please don’t hesitate to reach out.

Let’s do this as a team!

This week, scholars will expand on their understanding of methods of communication by investigating different ways to transfer information across a distance. They will revise their anchor model to reflect new interactions among the components of the model and add their new understanding to the anchor chart. As we wrap up this module, scholars will synthesize their learning from throughout the module and articulate their understanding of light, sight, and communication in a Socratic Seminar and End-of-Module Assessment. They will discuss the Essential Question in a Socratic Seminar and capture their thoughts in writing. Scholars will also briefly revisit the driving question board to reflect on their progress and then individually complete the End-of-Module Assessment. During the End-of-Module Assessment, scholars apply their knowledge of cause and effect relationships and structure and function to construct explanations of light, sight, and communication. In this module's culminating lesson, scholars debrief the assessment.

OFFICE HOURS

Monday through Thursday, 7:00am-5:00pm

SCHOOL HOURS

Monday through Thursday 7:30am-4:00pm

Please report absences to the front office.

Leave your scholars First & Last name, and grade.

• Phone: 623-444-9934 extension 1
• Email: attendancesiennahills@topamail.com
• Please login regularly to Parent-Vue. This is where you will find missing assignments and grades and also monitor your child's academic progress. The front desk can help you access your account and provide you with password information as needed.

Science/Humanities- Mr Brian Enriquez- benriquez@topamail.com

Math- Mrs. Zoyia Campbell- zcampbell@topamail.com

ELA- Mrs. Judith Ngum Tangie- jngumangie@topamail.com

Spanish- Francisco Soza-- fsoza@topamail.com

PE- Mr. Wallace-- cwallace@topamail.com

PE- Ms. Wallace-- bwallace@topamail.com

Music-Mr. Santana- jsantana@topamail.com

2400 N Sienna Hills Pkwy, Buckeye, AZ, USA

attendancesiennahills@topamail.com

odyprep.com

6234449654