Beatrice Keitt-Williams Staff Photo

Newsletter 

 

Front Page Newsletter From Room 63

Mrs. Keitt-Williams/Ms. Elliott

Date: September 30, 2013

 

Next Week in Spelling:

Your child should be able to spell and distinguish the meaning of each amazing word listed below:

Cringed, reject, plentiful, reaction, physical, suitable, appetizing, grit

Next Week in Language Arts: Students will:

 

  • Identify homophones, synonyms,      and antonyms

Examples:

*Homophones are words that sound alike but are spelled differently with different meanings.

hear----here (homophones)

 

*Synonyms are words with similar meanings.

huge-----gigantic (synonyms)

 

*Antonyms are words that are opposite of each other.

night------day (antonyms)

 

  • Use context clues to identify      unfamiliar words
  • Produce simple and compound sentences.
  • Determine the meaning of the new      word formed when a known affix is added to a known word (e.g,      agreeable/disagreeable, comfortable/uncomfortable, care/careless,      heat/preheat).
  • Distinguish among devices of figurative language      (including simile, metaphor, personification, and hyperbole)      and sound devices (including onomatopoeia and alliteration).

 

Literary Devices of Figurative Language:

 

A simile is a word that compares words in a sentence. You can usually tell if a simile is

present in a sentence when you see the words as or like.

Examples of Similes:

1.    Don ate his salad like a vacuum cleaner.

2.    His arms were weak and felt like noodles.

3.    The thunder was as loud as fireworks.

A metaphor actually makes one thing become something very different by renaming it. A metaphor can sometimes use words like is, are, or was (and other words) to signal that a metaphor is present. However, a metaphor never uses the words like or as to compare.

 

Examples of Metaphors:

1.    The smoke was cotton balls billowing from the chimney.

2.    You are my hero.

3.    The sun was a furnace.

Personification is the act of giving non-living things human characteristics.

Here is a sample of a short paragraph that uses personification to describe a house.

 

Examples of Personification (referring to a what a house does):

Our house is an old friend of ours. Although he creeks and groans with every gust of

wind, he never fails to protect us from the elements. He wraps his arms of bricks and

mortar around us and keeps us safe. He’s always been a good friend to us and we would

never leave him.

 

Obviously, the author has emphasized certain points by means of exaggeration in the paragraph below. A much exaggerated statement is called a hyperbole. Hyperboles are attention-getters, but can become clichés if overused.

 

Paragraph Examples of Hyperboles:

Friday night I went disco dancing, and when I woke up on Saturday my feet were

killing me! Mom ordered me to clean my room – or else. All day long I worked my

fingers to the bone getting things together so I’d be free to go out that evening. I was

dying to see the new movie at the Center Cinema. When I finished, however, I was so

tired I couldn’t move.

 

Onomatopoeia is the formation or use of words that are intended to sound like what they represent.

 

Examples of Onomatopoeia:

Turkeys------------gobble

Soda pop---------- fizzle

Popcorn popping-----pop-pop-pop

Hens----------------------bok bok bok

Baby robins------ peep! peep

Water coming out of a jug-----splash-splash-splash

Alliteration is the repetition of a beginning sound of two or more words in a sentence to emphasize a description or a point. Alliteration makes writing fun, creative, and interesting!

 

Example of Alliteration:

Henry, the Happy Hippo! Tony’s Tasty Treats!

 

www.studyisland.com

http://www.aasd.k12.wi.us/staff/boldtkatherine/readingfun3-6/readingfun_prefixessuffixesroots.htm

 

*An English Language Arts test will be given on Thursday.

 

Next Week in Math, We Will:

·         Round numbers to the nearest 10, 100, and 1,000.

Things to know about rounding:

·         When rounding to the nearest 10, look at the ones place. To round to the nearest 100, look at the tens place. To round to the nearest 1000, look at the hundreds place.

·         Children should know that when there are 5 or more, they should round up. For example, 15 should be rounded to 20. 14 should be rounded to 10 because the number has only 4 ones.

 

Sample Math Questions:

 

There were 3,284 children at the zoo on Monday and 1, 989 children on Tuesday. About how many children were at the zoo on both days?

 

The word about is a signal for estimating. Since 3,284 has only 2 in the hundreds place, it will be rounded to 3,000. The number 1,989 has nine hundreds so it will be rounded to 2,000. Therefore, about 5,000 children were at the zoo on both days.

 

More some examples:

7,615 rounded to the nearest 10 is 7,620

7,615 rounded to the nearest 100 is 7,600

7,615 rounded to the nearest 1,000 is 8,000

 

The website below will provide practice on rounding numbers:

http://www.mrnussbaum.com/mathmillions/index.html

http://www.mrnussbaum.com/rounding.htm

: www.studyisland.com

http://www.softschools.com/ , aaamath.com

 

*A math test will be given on Friday.

 

Next Week in Social Studies:

It is essential for students to know:

European explorers initiate the process of introducing a new culture to the existing Native American culture in North America.

Students should be able to explain the various motives, experiences, and accomplishments of these explorers from Spain, France, and England.

European explorers wanted to find a shorter route to the spices of Asia and to find gold, silver, precious metals or other valuables such as furs. The Spanish, French and English monarchs were also interested in expanding their empires by acquiring new land. Monarchs promoted exploration and settlement so that their country could be richer and more powerful than their European rivals. Explorers were sent out to claim new lands for “king and country.” Merchants and missionaries wanted to expand their knowledge of the world and to spread Christianity. Students need to know the geographic location of England, Spain, and France in relation to the New World.

Although not specifically identified in the indicator, the following explorers played a major role in the early exploration of South Carolina:

Hernando de Soto explored for Spain in search of gold and slaves. He and his men traveled north from Spanish Florida, and encountered Native Americans in South Carolina [1540]. However, he did not establish a permanent settlement in South Carolina. Instead De Soto traveled extensively throughout the Southeastern United States in search of riches.

Jean Ribault, exploring for France, came to South Carolina to compete with the Spanish for land in the New World. After arriving in Port Royal Harbor, which he named, he and his men built a fort [1563]. Located on present day Parris Island, Charlesfort provided protection to the colonists

that Ribault left behind. Eventually the settlement at Charlesfort failed and the surviving colonists returned to France. The French never again attempted to settle in South Carolina.

Juan Pardo, exploring for Spain, arrived at Parris Island and claimed the land for Spain [1566]. He renamed the land Santa Elena (was Charlesfort) and used it as a base from which he explored the interior of South Carolina. Juan Pardo tried to make friends with the Native Americans because the Spanish were beginning to see how trade with the Native Americans could be beneficial.

William Hilton was from England. Hilton was hired by English settlers in Barbados [1663] to explore the coast of present day South Carolina to find more lush land for plantations. He claimed the area now known as Hilton Head for England. Later English migrants from Barbados became an important part of the English colony of South Carolina.

Dr. Henry Woodward first traveled to South Carolina as part of Captain Robert Sandford’s Barbadian sponsored exploration in 1666. He stayed in the area to become familiar with it in order to assist the settlers who would follow soon afterward. After capture by and service to the Spanish in St Augustine, Woodward was liberated by an English privateer (Captain Robert Searle) and served as surgeon on several vessels in the Caribbean before being shipwrecked on Nevis. In 1669 he joined the expedition [from England and Barbados on one of the three English ships, the Carolina] to establish a permanent English colony in South Carolina. The ship landed at Bull’s Bay and initially established a settlement called Fort Royal before moving to the Ashley River [Albemarle Point] and named their settlement Charles Town. Ten years later, in 1680, they would move across the river to a more defensible location at Oyster Point on what is now the Charleston peninsula. Woodward traveled and explored the interior of South Carolina for England. Woodward’s early solo experiences with the Native Americans and the Spanish taught him much about relationships. He continued to explore and was the official trader for the fledgling colony, trying to pave the way to honest, friendly relations with the various Native American tribes.

 

1. The exchange between Europe and the New World did not always benefit both areas. In what ways was the Exchange hurtful?

O A. Europeans introduced deadly poisons to the Native Americans.

O B. Europeans introduced new diseases to the Native Americans.

O C. Native Americans introduced new diseases to the Europeans.

O D. Native Americans introduced deadly poisons to the Europeans.

 

2.     After traveling through South Carolina, which of the explorers “discovered” the Mississippi River in 1541?

      

       O A. Hernando de Soto

       O B. Jean Ribault

       O C. Juan Pardo

       O D. William Hilton

 

A social studies test will be given on Thursday.

 

Next Week in Science, we will:

 

Explain that a fossil is the remains of a living thing that lived long

ago that has turned to rock. There are several types of fossils:

Mold

„hA cavity or opening in a rock that has the shape of once living thing.

„hFossil imprints of leaves and other thin objects, such as wings, feathers, and footprints are

also molds.

„hThe leaves or animal parts rotted away long ago.

Cast

„hA mold that has been filled in with sediments which harden and take the shape of the once

living thing.

Preserved parts

„hActual parts of the living thing such as shells, bones, or teeth that have turned to stone.

„hFor example, sometimes an insect long ago was trapped in tree sap.

„hThat sap hardened into a rock called amber.

„hThe insect was preserved in the amber stone.

Science assessment will be given on Thursday.

 

Sample Science Questions:

 

1.     An insect was trapped in amber millions of years ago. What is true about this fossil?

a) The insect is decaying.

b) The insect is still alive.

c) The insect has been preserved.

d) The insect will spin a cocoon.

 

2.     How does a cast fossil form?

a)   when a mold fossil filled with mud or minerals

b)   when a living thing is trapped in tree sap

c)   when a bone is preserved in tar

d)   when a living thing leaves a mark in sand

 

 

3.     Which is most likely to have fossils?

a)   sedimentary rock

b)   mock rock

c)   igneous rock

d)   metamorphic rock

 

4.     How are cast fossils different from mold fossils?

a)   Casts are larger than molds.

b)   Casts are filled, and molds are empty.

c)   Casts show plants, molds show animals.

d)   Casts have complete insects, and molds have only parts of insects.

 

 

Web Resource: www.studyisland.com

A science test will be given on Friday.

 

 

 

 

 

                               

 

 

 

Your child will receive their next progress report and graded papers on Wednesday, October 2, 2013. Please review the papers in your child’s progress folder, sign the designated line on top of the folder and return the papers and folder on Friday.

      

                                

 

 

Your child’s STAR Reading Diagnostic test result is in his/her homework folder. Please take some time to review the result in order to understand

what his/her reading level is. If your child’s reading level is below 3.0, it means that he/she is reading below grade level.

 

 

Parents please keep in mind that reading logs for the month of September is due no later than Thursday, October 3, 2013. Failure to turn it in by the due date will result in a grade of ZERO.

Have a great week!