http://www.ixl.com/

I want to thank those parents who were able to attend Parent Orientation last night. I hope I was able to answer all of your questions. If not, please feel free to e-mail me at shannon_murdock@gbsd.gresham.k12.or.us or write me quick note in your child’s planner!

For your future reference, I am posting our Fourth Grade Class Handbook in it’s entirety below. Hopefully you have already seen this packet come home, read through it with your child, and signed & returned the bottom section of the last page. If not, please do so as soon as possible.

***************************************************************************************************

FOURTH GRADE CLASS HANDBOOK–MRS. MURDOCK

Rules

Our classroom community has four rules:
1.  Listen and follow directions
2.  Raise your hand before speaking or leaving your seat
3.  Respect your classmates, teacher and other school adults
4.  Keep hands, feet and objects to yourself

Consequences for choosing to not follow the rules are as follows:
1st offense: Warning (yellow card)
2nd offense: Time Out (orange card)
3rd offense: Behavior Letter Sent Home (red card) & full-day Time Out

I strive to create & preserve a learning environment that is conducive to all learners. Therefore, when a rule is broken multiple times in one day, that student will sit in a Time Out until they are ready to follow our class rules, so no one else is interrupted by the behavior. This reinforces the idea that their behavior is not acceptable, and thus they do not get to participate in the engaging learning activities at that time. They will still receive instruction and be expected to do the work; they will just not be able to engage with peers.

Homework

Research shows that having homework to do each evening helps teach students discipline, responsibility and organization- three very important lifeskills.  Family support is extremely important in helping students develop good study habits.  Your child will need help with the following:
1.  Time:  setting aside a consistent time to study every night.
2.  Place:  finding a quiet place to work
3.  Checking off:  making sure each homework assignment is completed
4.  Parent Signature:  verifying that you have seen that each assignment is complete by signing on the right hand side of the corresponding day in the planner & on the Reading Log. This is required every day.
5.  Supply Spot:  finding a place to keep homework, books, backpack, etc. so that everything will make it back to school.

Homework may vary, but the following assignments will be consistent every week:
**Monday:  spelling activity page 1, read 20+ minutes & fill out Reading Log, math facts 10 minutes
**Tuesday: spelling activity page 2, read 20+ minutes & fill out Reading Log, math facts 10 minutes
**Wednesday:  spelling values, read 20+ minutes 7 fill out Reading Log, math facts 10 minutes
**Thursday:  spelling sort & practice test, read 20+ minutes & fill out Reading Log, math facts 10 minutes
**Friday:  only make-up work, missing assignments, etc. as needed

Spelling:
The spelling practice test should be administered, corrected and signed by an adult. It is due Friday morning.  Missed words should be practiced in preparation for Friday’s test.
Math:
Math facts should be studied through flash cards, timed tests, concentration game, computer games, or other methods.  Memorization takes lots of practice, so have fun doing it!
Reading:
A parent/adult should initial the reading log each night the student reads for at least 20 minutes & fills out the Reading Log.  They are due every morning.

In addition to these daily assignments homework may include unfinished in-class assignments and ongoing projects (book reports, research reports, etc.)  For students who use their class time wisely, daily homework should take no more than one hour each evening.  It is my policy that students in my class work hard during the day and if they complete the assignments they are given, they should have some time to relax and be kids after school.  Therefore, no “busywork” will be sent home as homework.

Planners

We use daily planners in 4th and 5th grades.  Students will fill out the main part of their planners on Monday and will update it at the end of each day.  All of the day’s work will be detailed in the planner.  Homework for that day will be highlighted.  A full adult signature (not just initials) is required every day.  However, please only sign the planner if:
·    writing is neat and legible
·    homework is highlighted
·    you have seen completed homework
If one of the above qualifications is not met, please write a quick note directly in the planner about why you are not signing so that I will know you have seen the planner and something was missing.  Students will not receive credit for their planner if any of these pieces are missing, even if a parent signature is complete.

Late or Missing Assignments

Homework is due by 8:35 each morning.  From 8:40-8:55 I meet with each student to check their homework, check their planner and to answer any questions.  Work not turned in at this time is considered late. Students with missing work and/or one or more circles on the homework chart the previous week will have a 25 minute study hall each Monday afternoon to help them catch-up.  Students with no missing work and no circles on the homework chart for the previous week will receive an extra 25-minute recess each Monday.

Generally, I do not accept notes as excuses for not having homework or forgetting their planner.  However, I do realize that there are times when circumstances beyond the student’s control may keep them from completing work.  Please send a note ONLY if this is the case.

Snack

Students may bring a healthy snack to school if they choose.  This includes, but is not limited to, fruit & veggies, granola bars, crackers, pretzels, string cheese, etc. Please do not send snacks that require a spoon and/or can spill–yogurt, fruit cups, etc.  Students may not bring high sugar items such as fruit snacks, cookies, cakes, chips, candy, etc for snack. Those food items need to be saved for lunch.

Water is the only drink allowed in the classroom. I provided each student with a sturdy water bottle on the first day of school. They may fill it before school and at lunch. They are to keep it (or another water bottle) at their desk to drink from during the day, rather than leaving the room for a drink. Water bottles will be sent home every other Friday or so to be washed & returned the following Monday.

Absenteeism

Any student who is tardy or misses school will be responsible for any work he/she missed.  They will have one day per day that they were gone to make up the work.  Work not completed in that time will be considered late.  If you know that your child will be absent multiple days due to illness, please arrange to pick up work.  If you call and let the office know by 10 a.m. I can have work ready to pick up after school.  Repeated tardies or absences will affect student grades.  Please try to schedule vacations to coincide with non-school days.  Students who are gone much, miss much.

Supplies

Please send planner money ($4) to school as soon as possible, if you have not done so already.  Please let me know right away if you are unable to pay this fee.

I have collected and will store your child’s extra supplies. They are allowed to access them as needed. If they are running low on necessary items, I will put a note in their planner. Please send the noted items to school A.S.A.P.

Also, please be sure your child has a backpack, appropriate shoes for P.E. and a warm coat. Please let me or our counselor, Mrs. Brand, know if you need assistance getting these items for your child.

Parent Involvement

There are a variety of opportunities for you to become involved in our school community:
*Production work/in-class help–please let me know if you would like
to help and we can schedule a day/time that works for both of us
*Help with field trips
*Occasional at home projects–materials can be sent home for you
to work on at your leisure
*CopyCats–volunteer run program to do production work for all
Hollydale teachers or the office

I appreciate your help whether it is reading with your child at home, helping in the school, supporting school activities, or working at home on one of the many tasks that are necessary to create a rich educational experience.

Birthdays/Parties

You are welcome to send in treats on your child’s birthday.  We will take the treats to lunch with us & the birthday child will pass them out to classmates in the cafeteria. At this point we have 30 students in out class. Please let me know a day or so ahead of time so we don’t end up with multiple treats on the same day.

We will have a class celebration in the fall, a party for Valentine’s Day, and a possible end of the year celebration.  I allow the students to plan these celebrations, so sign-ups for bringing treats, etc. generally happen a week or so prior to the event. If your child signs up to bring something and you are unable to provide it, just let me know and I will find someone else to take care of it.

Book Orders

Every month we will be sending in a Scholastic Book Order.  If you would like to place an order, please fill out the order form and send a check made out to “Scholastic” for the total amount (if sending cash, please be sure it is in a marked and sealed envelope.) You will also have the option of placing your order on-line and paying with a credit/debit card. The website is www.scholastic.com/bookclubs and you will need to sign up for an account using our class activation code: GMJBV

For each dollar our class spends, we receive points that accumulate to get free books for our classroom library.

Parent/Teacher Communication

Communication between home and school is essential to the success of our students.  I can be easily reached via e-mail.  This is the most efficient & effective way of communicating with me.  I check my e-mail every morning around 8:00 and every afternoon around 3:15 (and sometimes in-between).  My e-mail address is:

shannon_murdock@gbsd.gresham.k12.or.us

And of course, you may always write a note directly in your child’s planner, or send a written note with your child.

I also have a class blog (website) that I try to keep updated with important information. There are many on-line resources available there for students to access. The web address is: www.mrsmurdock.wordpress.com

I can be reached via voicemail by contacting the school at 503-661-6226.  Please keep in mind that voicemails do not always enter our mailboxes immediately & I do not always check my voice-mail on a daily basis. The best time to reach me personally by phone is between 3:00 and 3:45 p.m.

Name____________________
Biome____________________

Dear Parents,
This Spring we will be studying a science unit called Interactions Among Living Things. As part of this unit students will complete a Biome/Ecosystem Research Project done mostly at home. To help ensure everyone’s success I am asking all students and parents to read through this packet together and sign and return the bottom portion of this page by Friday.
This is a large project that is going to require daily work.  In light of this, your child does not have to do reading homework on nights they work on their project for 30 minutes or so. Spelling and math will still be required.
Spending some time at the library in the next couple of weeks will be a huge help to your child on this project. You can do Internet research, check out books, and read encyclopedia and magazine articles there. Please feel free to help your child in the research and note taking process, as the information they find can be overwhelming.
Students will have 8 weeks to complete this project. Be sure to look at the Suggested Timeline to make sure they are staying on track.
If you have any questions or need to request supplies, please feel free to e-mail me at shannon_murdock@gbsd.gresham.k12.or.us or send a note in your child’s planner.

Thank you,
Mrs. Murdock

*******************sign and return bottom portion********************

We have read through the Biome/Ecosystem Project packet together.  We understand the expectations and agree to complete the project by the assigned dates.

______________________             _______________________
parent signature                 student signature

Ecosystem/Biome Research Project

As part of our Interactions Among Living Things science unit, students will be expected to research and write a report, create a model or poster, and give a speech on an assigned ecosystem/biome. We will be studying ecosystems/biomes in general in class, but there will be no class time given to work on this project. It is to be done entirely outside of school. Parent involvement is encouraged and will be needed, especially with the research, note taking, planning, organization and speech practice. However, the actual paragraph writing (parents may help with editing and revising) and model/poster creation should come from the student. Students may request poster board, construction paper and note cards from school as needed. Items for the model/poster may be homemade, store bought, or a combination of both. Be creative!!

Research

Students may use a variety of sources to find information on their ecosystem/biome: books, magazine articles, encyclopedia articles, and/or internet websites. Students will need to use the Ecosystem/Biome Research Topics & Questions page to guide their research and writing. All resources used MUST be listed on the Documentation page and included at the end of the report. To help students get started with internet research, there is a list of excellent ecosystem/biome websites on the last page of this packet. Do not copy directly from a book or website; you must do more than just change a few words. The facts and ideas need to be organized in your own way. Use the guidelines on the Ecosystem/Biome Research Topics & Questions page to make this easier.

Report

Reports should cover the 6 different topics from the Ecosystem/Biome Research Topics & Questions page, and include introduction and conclusion paragraphs. Each topic should have a separate paragraph. Paragraphs should be organized and put together in report form for the final draft. Final drafts should be written or typed neatly on clean paper. Reports will be scored in the following areas: completeness and accuracy of information, organization/neatness, spelling, capitalization/punctuation, grammar, and documentation. See the Scoring for Written Reports page for details.  Students should use the included Checklist for Written Report to ensure they have completed all the requirements. Reports may be handwritten or word processed/typed.

Model/Poster

Students need to create a model or poster (their choice) that will be presented as part of their speech. See the Scoring for Model/Poster page for details on what is to be included in the model/poster.  Students should use the Model/Poster Checklist to ensure they have completed all the requirements.

Speech

Students will need to present their research in a speech to the class.  The information should come directly from their reports.  THIS DOES NOT NEED TO BE COMPLETELY MEMORIZED!!  Students will need to create note cards to refer to during their speech, but they should not be reading directly from them. They should also refer to their model/poster during their speech, pointing to the different parts as they talk about them. The speech does not need to include every fact from the report, but should include at least the minimum information for each topic (see the Checklist for Speech).  The speech should last 3-7 minutes.

Due Dates

See the included Suggested Timeline for planning.

Students have 8 weeks to work on this project.  It should be plenty of time, provided they work on it a little each night.  On nights that students spend at least 30 minutes on their project, they DO NOT have to do the regular reading homework.  All other homework is still required.

Written report is due Friday, May 21 for all students. Please do not bring your model/poster to school until your scheduled speech date.

Model/poster due and speech to be given on the following dates:

Tuesday, May 25; Wednesday, May 26; Thursday, May 27; Friday, May 28

**Late reports, posters or speeches will go down one grade for each day late.

Suggested Timeline

You have 8 weeks to complete this project. It will be plenty of time if you work on it a little bit each day. Remember that the nights you work on your project for at least 30 minutes, you DO NOT have to do the regular reading homework.

Week of March 29—Start gathering resources and begin research immediately

Week of April 5—Finish research

Week of April 12—Start rough draft of report

Week of April 19—Work on rough draft/Start model

Week of April 26—Finish rough draft/Work on model

Week of May 3—Edit & revise rough draft/Finish model

Week of May 10—Start final draft/Make speech cards/Practice speech

Week of May 17— Finish final draft/Practice speech

Friday, May 21—Reports due

Week of May 25—Practice speech/Speech and model due on assigned date

Ecosystem/Biome Research Topics & Questions

These are the topics you will need to research and write paragraphs about. Guiding questions are included, but remember that the more information you include in your report, the better the score you can earn.

To help stay organized, you should cut the topics apart and glue each one to the top of a piece of notebook paper.  You can then take notes and write your rough draft paragraphs on those pages.  You will need to organize your report in a way that makes sense.

Location
Where is this ecosystem/biome found in the world? This page should include a map that is labeled with the areas where the ecosystem/biome is found and a short paragraph telling about it.

Climate
What is the temperature, weather, precipitation, etc. in this ecosystem/biome?  How does the climate change with the seasons?

Geography
Describe the physical features (land) of this ecosystem/biome.  What types of landforms/bodies of water are in this ecosystem/biome?  Are there different parts/layers to the ecosystem/biome?

Vegetation
What plants grow in this ecosystem/biome?  What adaptations do these plants have in order to survive in this ecosystem/biome?

Animals
What major groups of animals live in this ecosystem/biome?  What physical adaptations do these animals have in order to survive in this ecosystem/biome? What behavioral adaptations do these animals have in order to survive in this ecosystem/biome?

Other Unique Characteristics
What else is important or interesting to know about this ecosystem/biome?

Checklist for Written Report

Use this checklist to make sure you have completed all of the requirements.

I have written complete and accurate paragraphs on each of the following topics:

q    Introduction
q    Location (including a labeled map)
q    Climate
q    Geography
q    Vegetation
q    Animals
q    Other Unique Characteristics
q    Conclusion

I have completed and/or checked all of the following:

q    I have written in paragraph form.
q    The order of my paragraphs makes sense.
q    My sentences make sense.
q    My sentence beginnings vary.
q    I have made few spelling mistakes.
q    All of my sentences begin with capital letters and end correctly.
q    Most other punctuation is used correctly.
q    My writing or typing is easy to read.
q    I have skipped lines or double-spaced my final draft.
q    I have included a neat, thoroughly completed Documentation page.
q    I have a cover with a title and my name.
Scoring for Written Report

Completeness and accuracy, 10 points each paragraph + map            ____/70
(questions thoroughly answered, correct information)

introduction            ___/ 5
location + map        ___/ 10
climate                ___/ 10
geography            ___/ 10
vegetation            ___/ 10
animals            ___/ 10
other characteristics        ___/ 10
conclusion            ___/ 5

Organization/neatness, 6 points total                         ____/6
(writing/typing easy to read, paragraph form, paragraph order makes sense,
skip lines/double space final draft, cover with title and your name)
Spelling, 6 points total                                 ____/6
(few spelling mistakes)

Capitalization/punctuation, 6 points total                        ____/6
(all sentences begin and end correctly, most other punctuation used correctly)

Grammar, 6 points total                                 ____/6
(sentences make sense, sentence beginnings vary)

Documentation, 6 points total                            ____/6
(neat, thoroughly completed documentation page included)

100 points possible                                Total: _____

95-100  exceeds expectations                            Score: _____
85-94    meets expectations
75-84    almost meets expectations
0-74     does not meet expectations

Checklist for Speech

Use this checklist to make sure you have completed all of the requirements.

I have included information from each of the following topics (minimum requirements in parentheses—you may add more for possible higher score):
q    Introduction
q    Location (main places found)
q    Climate (temperature, weather, precipitation, how it changes w/ the seasons)
q    Geography (main land forms and bodies of water)
q    Vegetation (2 plants with adaptations)
q    Animals (3 animals with adaptations, physical and behavioral)
q    Other Unique Characteristics (2 other important/interesting facts)
q    Conclusion

I have completed and/or checked all of the following:

q    The order of my speech makes sense.
q    I do not read directly from my cards.
q    I use a loud enough voice for those in the back of the room to hear me.
q    I make eye contact with the audience.
q    I refer to each part of my model/poster as I come to it in my speech.
q    I use language appropriate for a formal presentation.
q    I avoid using “um” and “uh”.
q    I use expression in my speaking.
q    I speak slowly and clearly.
q    I stand up straight and keep my hands out of my pockets.
q    My speech lasts at least 3 minutes and doesn’t go over 7 minutes.

Model/Poster Checklist

Items used to represent these topics can be handmade, computer generated, or purchased. Important parts should be labeled neatly.

I have represented the following information (you may add more for possible higher score):

q    climate
q    geography
q    vegetation
q    animals
q    other characteristics

I have completed and/or checked all of the following:

q    Large title at top, including your name
q    Items are drawn/cut out/created and placed neatly
q    All important parts are labeled accurately and neatly
q    The space is filled
q    It is neat and pleasing to look at

Scoring for Model/Poster

Completeness, 7 points each topic                            ____/35
(each topic is represented and labeled appropriately)
climate            ___/ 7
geography        ___/ 7
vegetation        ___/ 7
animals        ___/ 7
other characteristics    ___/ 7

Title, 5 points total                                     ____/5
(large, at top of model/poster, include your name)

Labels, 5 points total                                 ____/5
(all important parts are labeled neatly and spelled correctly)
Neatness/Organization, 5 points total                         ____/5
(the space is filled and organized in a way that
makes sense, model/poster is pleasing to look at)

50 points possible                                Total: _____

46-50    exceeds expectations                            Score: _____
40-45    meets expectations
36-39    almost meets expectations
0-35      does not meet expectations

Biome Websites
These are all listed here on our class blog. Just click on the science tab at the top of the page.

**Bring a completely disposable sack lunch.

**DRESS FOR SUCCESS: Wear business casual appropriate for your job–NO SHORTS, T-SHIRTS or JEANS ALLOWED!!!

**Eat a good breakfast and be ready to work hard and have fun!!

**Get to school on time, as we are leaving as soon as announcements are over at 8:35.

Over the next several weeks, students will read a self-selected, teacher-approved book, create a cereal box book report and prepare a commercial for it. Students will need to decorate a real (empty) cereal box with illustrations and information related to the book they read using the directions below. We will do a little bit of the work here at school to get started, but the bulk of this project will need to be completed at home. Any work on this project will count towards their 30 minutes of reading homework each night.

Student________________________    Book____________________________________________

FRONT OF BOX: Use a piece of white or light colored construction paper or cardstock to cover the front of your cereal box. (You will probably want to create the cover before gluing it on your box.) Include the name of the cereal and a picture of the cereal. Invent a name for the cereal that is related to the title of the book and sounds like a cereal. Do not use the exact title of the book. Choose a shape for the cereal as well as colors and ingredients that all relate to the book. For example, for Harry Potter and the Sorcerer’s Stone, you might invent a cereal called Wizard Wands, a toasted oat cereal in the shape of miniature lightning bolts. Also include a picture of the main character(s) on the cover of your box. You may want to look at the attached page of real cereal boxes to get some ideas.

RIGHT SIDE: Make a list of ingredients that includes the story elements of characters and setting. Under the heading “Ingredients,” list the main characters and write a sentence about each one. Then describe the setting. You can use the template on the attached sheet or cover the side with white or light colored paper and do it in your own way. Just make sure you include the main characters and the setting.

LEFT SIDE: Write a summary that describes the main problem and the solution of the book. Try to use words that will “grab” readers’ attention and make them want to buy your cereal. You can use the attached template or do this is your own way.

BACK OF BOX: Design a game that is based on the story. It can be a puzzle, a word search, a word scramble, a maze, a crossword puzzle, a hidden pictures illustration, or any other fun activity that might be found on the back of a cereal box. Make sure it includes information from the book.

TOP OF BOX: Include the title, author, number of pages, and number of stars you would give this book if you were a book critic. The maximum number of stars is 5. You can use the template or create the top of the box yourself as long as you include all of the things listed above.

PRIZE: Cereal boxes often include a prize. Your prize must be something the main character could have used in the book or something that reminds you of the main character. Include a picture of the prize on the front of your box to let the reader know what is inside the box.

****YOUR CEREAL BOX BOOK REPORT IS DUE AT SCHOOL ON THURSDAY, MARCH 11TH****

**All templates for this cereal box book report are available on this website : http://hill.troy.k12.mi.us/staff/bnewingham/myweb3/cereal_box_book_report.htm

I have also put this link on our class blog (www.mrsmurdock.wordpress.com) under the OTHER tab. This will be helpful for students to be able to write rough drafts for the sides of their box before doing the final copies. Also, if students mess up or want to redo any section of the box, they can just print new copies from the website. If students need any glue, scissors, markers, or paper from school, they are more than welcome to borrow those materials upon request.

Cereal Box Commercial
Students will share their project by doing a 1-2 minute commercial for their cereal. These oral presentations will be made on March 12th, 15th & 16th. Students should practice their commercials at home to make sure of the timing. The goal is to make other students really want to buy the cereal (read the book). Use the following guidelines for writing the commercial:
*Share exciting elements from the book – the problem, important scenes, interesting characters, etc.
*Be energetic! Try to convince the audience to buy the cereal whether you liked the book or not.
*Cereal has nutritional value and is “good for the body.” Tell your classmates why this book would be good for them!
*(Optional) Be a character from the book to help you “sell” your product.

Plan out what you will say, what you will do, and any props you will use (you will need to at least include the cereal box you made) for your commercial. You may do this on notebook paper, type it on the computer, or write it on index cards. You will  need to turn in a draft of your commercial plan in one of these forms. Your grade on this part of the project will be based on the content of your commercial and how well you present your commercial to the class. This part of the project (the commercial) will be the speech grade for this trimester.

Can you believe it is already 2010??? This school year is just flying by. Before we all know it June is going to show up, and these kiddoes will be moving on to middle school. They’re going to be ready, though! We are working hard here in Room 15.

Math—we are continuing our unit on decimals. We have been practicing saying and writing decimal numbers, and today we learned that decimals are just another way to write certain fractions. How cool it that?!?!? No extra math tonight—just multiplication facts.

Today we started a Science Unit on forces and motion. We watched an experiment and learned about friction and force, and how friction can affect movement. If you get a chance, ask your kiddo about it! No homework for this today.

We are already back in the groove with Daily 3. Today we only did 2 sessions, since science took a little longer than planned. I forgot to pass out the Reading Logs yesterday, so the kids were supposed to write it in their planner for Monday. They have them today, so homework is read 30 minutes and fill out log as usual.

BizTown is coming and hopefully you have already read/heard a little bit about it. We need MANY volunteers for this amazing experience to run smoothly. Please fill out and return the Volunteer form if you would like to help. Aunt, Uncles, Grandparents are all welcome to volunteer, also! Just let me know!! We will officially be starting BizTown lessons on Thursday—yahoo!

Hope you all had a wonderful holiday break and HAPPY NEW YEAR!!

Value Box Speech: These will be given on Thursday. Students should already have their cards written for each of 3 items (5 cards per item minimum—who?what? when? where? why?). Today we talked about and worked on introductions and conclusions. Many still need to finalize the intro & conclusion—we will work a little more on this in class tomorrow. Students need to practice speeches SEVERAL times each night!! (Speech practice can take the place of reading for the next couple of nights.)

Halloween Writing: Rough drafts were due last Friday. We revised & edited in class on Friday and today. Students were then given 45 minutes in class today  to write their final draft (5 paragraphs). This is homework if not completed!

Math: We are taking our division unit test on Thursday. Today we learned about prime and composite numbers and prime factors/factor trees. Homework tonight is R & P 3-11 (the PS & E pages are extra credit).

Reading: Practicing speech can take the place of reading 30 minutes (must practice speech for 30 minutes)

Spelling: Vocabulary Quiz for List 8

FRIDAY IS PAJAMA AND HARVEST PARTY. A note went home today with the details!!

Homework tonight is the usual—reading 30 minutes, math facts 10 minutes and spelling sort & practice test—with nothing extra.

I sent home both the October and November Book Orders today. They are due next Tuesday, November 3. I am working on getting them set up for on-line ordering, but the Scholastsic website seems to be having some issues. I will keep trying!! If you want to order on-line, go to scholastic.com and click on the parent link at the top of the page, and then Book Club Orders. Our class name is: Murdock and the password is: monkeys. Hopefully it will be up and running some time tonight!

We reviewed yesterday’s math this morning and then took a little quiz. We will be doing a bit more estimating quotients tomorrow, and then HOPEFULLY actually starting the long division algorithm on Wednesday (depending on how many kiddoes are still out).

With so many kids absent and catching up from having a sub on Monday, we ended up skipping Protecting You, Protecting Me today and worked a little longer on morning work while I checked in everyone’s homework.

After lunch we did all 3 sessions of Daily 3. Most everyone did a nice job with each session!

We had an earthquake drill during Music today and the kids were great role models for the younger grades out there with us!! Way to go!!