Weekly Learning Targets


During reading groups, we focused on inquiry as we read books about economics. The inquiry process allows the student to ask questions, investigate possible answers, and actively discuss their findings with others. During discussions, the kids were encouraged to support their thinking with evidence from their reading. As a result, their thinking began to deepen, and they could transfer the information learned during reading groups to our PBL discussions and math lessons. They had to complete the table and use the data to answer questions. 


Our focus has been on publishing our informational writing. However, before publishing, 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. As a result, the class is becoming more confident in helping others develop their writing.



We continued working on vowel and consonant suffixes. I introduced the kids to the 1:1:1 rule. This rule helps determine when to double the final consonant before adding a vowel suffix. Ask the following questions about the base word. 

  1. How many syllables? One syllable.

  2. How many vowels? One vowel.

  3. How many consonants are after the vowel? One consonant.

For example, look at the word hop. It has one syllable, one vowel, and one consonant. Therefore, it becomes hopping when the suffix is added. The double pp helps the base word remain a closed word (short vowel). 




This week, we began Unit 7: Represent and Interpret Data. Our lessons focused on the understanding that specific types of graphs are used to represent different data. First, we looked at the picture graphs and bar graphs. Next, we used the frequency table or survey information and converted the data into a graph. Both graphs required the students to look at the key and scale to complete the graph with the provided information. The students noticed that both graphs help to compare the information. This is a short unit, so we will be testing on Wednesday. 

Social Studies: Lean on Me

We kicked off our PBL, Lean on Me, by analyzing the lyrics from "Lean on Me" by Bill Withers. This PBL gives the students a unique opportunity to impact the lives of individuals going through difficult times. Ultimately, they will raise money, create a budget, and make price comparisons to make decisions regarding purchasing items that the individuals need and, hopefully, items they have indicated as a wish.


At the beginning of the week, we discussed different ways that people may come to need help to understand the challenges that people may face. They shared their thinking by writing on sticky notes before our class discussion. During our restorative circle, many students shared prior knowledge or possible situations resulting in needing help.

We also began discussing financial literacy regarding short- and long-term goals and the purpose for people to create either type of goal. The kids were asked to develop their short-term personal goals while thinking about how they will help contribute money to our class goal. They were enthusiastic about having lemonade or hot chocolate stands, helping out around the house, etc. Thus far, we have raised $27, and our goal is $500. The kids can bring in their earnings daily. The kids are very excited to begin researching items this coming week. 


During Pack PRIDE, we discussed the emotions of hurt and anger. Sometimes the two emotions can be present simultaneously, and other times one emotion can lead to the other. The kids were courageous and willing to share examples of feeling hurt or angry. We all need to be aware of our emotions and acknowledge how we are feeling.

How do you deal with anger and hurt, so it doesn't take over your thoughts and actions? The kids shared many strategies, i.e., belly breathing, crawling under the covers, coloring, running in place, jumping rope, reading, petting a dog/cat/hamster, talking to a trusted person, and many more. Regardless of the strategy, I emphasized that it must be something non-threatening to themselves or others. But to move forward, it must be dealt with first.