Weekly Learning Targets


To help support our study of force and magnetism, we began reading leveled books during reading groups. Through this integration, students understood force and magnetism better and then applied their learning while conducting experiments during science.

While reading about force and magnetism, students learned how to utilize nonfiction text features to support their comprehension. Their awareness of the features has increased, and they are more cognizant of the following; bold words, the glossary, captions, pictures/graphs, and headings. They now understand how the features assist their learning and should not be ignored. But, if you do, you might miss out on some great learning. 


It is very easy to tell someone they did a great job, but is that feedback constructive? This week we discussed the importance and purpose of peer feedback. The kids worked on providing specific, positive, and helpful feedback. We used a protocol called two stars, and one wish to assist us in thinking more deeply about the feedback we were giving. Besides giving feedback, we discussed how to accept feedback and the next steps for revising.   


Peer feedback as a springboard for our discussion about how to revise and edit a story to begin writing the final draft. During this process, the kids were encouraged to use their highlighters to help detect three different areas for editing. For example, they used their green highlighter to check for capitalization, pink highlighter for punctuation, and yellow highlighter for adjectives. Also, they were encouraged to reread their story, then, with a partner, evaluate the order and organization of their story. 


During fundations, we continued to work on vowel and consonant suffixes. For example, we discussed the use of -ful, -less, -ish, -able, and -ive. Students need to understand how adding a suffix to the base word can change the meaning and part of speech. 



We continued learning about force. The kids were able to watch a tug of war competition between a group of kids and adults. The question posed was, how can you win against a bunch of adults? As we watched the video, the kids observed the participants’ foot position to create a push and a pull with their arms. They concluded that they create a strong force when both pulling and pushing actions are at work. Also, to demonstrate an understanding of how to use critical thinking skills when explaining cause and effect, the kids played jacks, which was a new game for many, but they loved thinking about how force was a part of their actions. 


Next, we focused on understanding two natural forces of gravity and magnetic force. These two forces act at a distance and do not require direct contact between the objects to function. Gravity produces a force that pulls objects towards each other, like a person towards the ground. It is the force that keeps the Earth revolving around the sun, and it's what pulls you toward the ground when you trip. The kids enjoyed exploring with magnets and trying to make the magnets float!



This week we continued Unit 4: Using Multiplication to Divide. The emphasis has been on understanding the connection between multiplication and division without remainders. By understanding fact families, the kids could determine the related facts to solve the division problems. We will be working on solving two-step word problems by making sense of the problem.  



During Pack PRIDE, we discussed friendship, specifically what makes a good friend and how to be a good friend. The kids had many great ideas for how to include others and how to make others feel important, i.e., giving compliments. We also discussed how it takes courage to step outside your comfort zone to approach someone. So often, there is a fear of rejection, but if you don't try to include others, you may be missing out on a beautiful friendship.