January 24, 2020

These past  three weeks have been quite busy.  In literacy class we have focused on theme.  Students have learned that the theme is the “big idea” of a text and usually isn’t written out in words.  They have learned that you look for clues in the text and make inferences to determine the message or lesson that the author wants you to learn from the story.  In addition to identifying the theme, students are learning to support their opinion with evidence from the text.

We have reflected on our December reading goals and adjusted these for the month of January.   Transferable Skill 6.c. states that students can set Specific, Measurable, Achievable, Relevant, and Timely (SMART) goals and monitor progress.    To be proficient, students need to use self-assessment and feedback to modify goals or formulate new goals.  We will regularly reflect and adjust these goals for the remainder of the year.

We are also working on Japanese lantern poems.  These poems are similar in format to a haiku.  They have five lines and use a syllable structure. 

In fifth grade math we have been working with decimals.  Reading, writing, comparing, adding and subtracting decimals to the thousandths have been specific skills that we have been working on.  This week, we started reviewing multiplying larger whole numbers as a prerequisite for multiplying decimals.  We will also be working on rounding decimals.

In science class, we have been working on an informational piece of writing about a topic of interest that is connected to Vermont forests.  Topics range from the moose and white tail deer to the fox.  In addition to research skills and informational writing, students are exploring how to use a variety of features in Google docs.

Our current Social Studies focus is on rural Vermont in the early 1900s.  We are currently reading, A Little Girl’s Diary:  Life on a Farm in Rural Vermont.  This book is reproduction of a diary of a young girl from Strafford, Vermont.   It is a daily diary for a full year on what it was like to be a young child on a farm in a small Vermont town.  This week, we have been working on making diaries that are similar in size and students will begin recording daily entries on their life.  We will also begin a project in technology where we compare/contrast a topic, looking at what life was like in the early 1900s compared to today.  Students have selected topics such as occupations, travel, chores, electricity, sugaring, and more. 

I am attaching a message for families of band students about changes in the band schedule, as well as a message from David Powelson.

New 5/6 Band Schedule (For the remainder of Mrs. Mishkin's leave):

Monday:    5th band 11:00 - 11:40;       6th band 11:40 - 12:20

Thursday  6th band 11:00 - 11:40;       5th band 11:40 - 12:20

EMES Band Students and Families,

I am one of the music teachers at U-32, and I am so pleased to be spending some time teaching band classes at EMES while Ms. Mishkin is on her leave. In a previous job, I taught students in 5th and 6th grades as well as older students. I have missed working with elementary age students, and I am looking forward to this time!

I have tremendous respect for Ms. Mishkin and her work. She has given me a general outline of musical selections and skills to teach, and it is my goal that she will be able to pick up smoothly when she returns.

Please feel free to reach out if you have questions or concerns during the next months. You can reach me directly by email (dpowelson@u32.org) or by my U-32 phone (802-229-0321, ext 3047). 

It is my intent to maintain Ms. Mishkin's EMES band policies and procedures, and I have a few of my own expectations to highlight at this time. 

First, each student needs their instrument and all band materials for every band class. I would appreciate it if adults could support their children in developing a system to remember these items.

Second, each student must practice. We have only two short classes each week. I can teach new skills, but each student must take the time to reinforce their learning. Brains can learn quickly, but bodies often take more time. Music is a "whole self" learning experience. As a general guideline, I expect that elementary aged students will practice for 20 minutes a time, 5 days a week.

Third, each student must show up to class ready to enjoy themselves. Music is fun. It's also hard, valuable, and important. We are going to work hard, but we are also going to have a good time and leave class with smiles on our faces. 

I am looking forward to our time together. Please reach out if you have questions or concerns!

Thanks,

David Powelson