Please join us for our spring Title 1 Program!
When: Thursday, April 27, 2017 Time: 5:30-7:00 PM Where: Bowling Green Elementary School Outside on our blacktop and pavilion What to Bring: Lawn chairs or blankets
- You will receive information on expectations and how to prepare your child for the 2017-2018 school year.
- There will be performances from students.
- Mingle with teachers and students while enjoying hot dogs, chips, and cookies
Please let the school know if you plan to attend by April 20th by returning the bottom half of the flier that went home with your child or calling the school at 804-596-2391.
Please come out to help us celebrate Dr. Seuss’s birthday. Book Fair will be open from 5:00 PM – 6:00 PM. Activities in the classroom will begin at 6:00 PM. Following the classroom activities will be a program in the cafeteria. At the end of the night, everyone will enjoy birthday cake and Pink Yink Ink Drink.
Fourth Grade is learning about the author’s purpose. An author writes for a variety of reasons such as to entertain, inform, and persuade. Students need to explain their answers. For example, I think the author wrote the story, “The Three Little Pigs,” to entertain the reader with a funny story about how one pig outsmarted the big, bad wolf. Another example might include, I think the author wrote the story, “How to Build a Birdhouse,” to explain the steps in building a birdhouse. A student who was reading an ad on curling irons in a magazine might say, the author was trying to persuade the reader that the curling iron in the picture is the best product and the reader should rush out to buy one.
Question Stems students might read or parents might ask are:
What is the most likely reason the author wrote this (book, flier, handout, text, story, poem, or article)?
Why do you think the author chose . . . .
How do you think the author would feel about . . . .
Why do you think the author decided to . . . .
Why did the author begin or end the story with . . . .
The author included paragraph 2 to help the reader understand . . .
Making an Inference
Fourth and fifth grade students will be asked to make inferences about what they read. Learning to draw conclusions and making inferences is a skill that develops over time. The skill requires children to put together various pieces of information, and relies on their background knowledge. Help your child develop this skill by providing experiences with inferential information, making implied information more clear, and helping your child draw conclusions based on the evidence. Here are some strategies you might use.
- Explain to your child that we draw conclusions about things and make inferences all the time. Draw a conclusion together and then talk about what clues were used to come to that conclusion. For example, Erin played outside today. How can we tell? Muddy shoes, jump rope on front porch, water bottle out. Dad seems tired tonight. How can we tell? He’s rubbing his eyes, he’s on the couch, and he was yawning at the dinner table.
- Paper bag mystery person: Put a few items into a brown paper bag. Tell your child the bag belongs to a certain type of person. Their job is to tell you something about the person. Then, take out each item one by one and talk about it. Example #1: goggles, a swim cap, a swim ribbon, a stop watch Example #2: a bookmark, a library card, a stuffed animal, a book
- Play twenty questions! This familiar word game helps build inference skills. As your child develops skill with the game, encourage him to avoid asking direct questions like, “Is it a dog?” Rather, encourage him to ask broader questions, “Does it walk on four feet?” Then, when your child figures it out, ask him to tell you the clues that lead to the right answer.
- Check out wordless pictures books from the library and have your child tell the story using the clues in the picture. Some good examples are Tuesday, A Boy, A Dog, and A Frog, Journey, The Red Book, Flotsam, Flashlight, Quest, and Zoom.
- Spend some time reading with your child. Ask questions that will make your child use evidence in the text. Example questions: Why do you think that happened in the story? How is the character feeling? What do you think will happened next? Why do you think the author wrote this text? What did the author want the reader to learn?
Information from: Mrs. Judy Araujo, M. Ed., CAGS
Third and Fourth Grade
Students are still learning to use predictions as they read. Here are some predicting question stems that will help as your child makes predictions at home.
1 I think this will be about _____ because . . . 2 I think _____ is going to happen next because… 3 I predict that . . . because . . . 4 _____ makes me think that _____ will happen. 5 I’m guessing this will be about __________ because . . . 6 Since _____ happened, I think _____ will happen. 7 My predictions were right/wrong because . . .
Students are still learning how to use context clues to determine the meaning of unfamiliar words. Here are some clues that will help students.
- Look at the word parts. Is there a helpful prefix, suffix, or root that might help determine the meaning? His misbehavior caused him to lose recess. “Mis-” is a prefix meaning wrong. He lost recess. So misbehavior must mean a wrong behavior or action.
- Look for a definition or meaning clue. The marsh, or swamp, was a wet and muggy place. The meaning is sometimes given beside the word. So a marsh must be a swamp.
- Look for an example or explanation clue. The device, such as an iPod or phone, can be very expensive. So a device must mean a gadget or something made for a particular purpose.
- Look for a synonym clue. The black clouds and loud thunder looked ominous and we felt threatened and ran quickly into the basement. They felt threatened so ominous must mean threatening.
- Look for an antonym clue. She knew the cup wasn’t fragile when she felt its sturdy handle and thick sides. The cup had a sturdy handle and it wasn’t fragile so fragile must mean the opposite of sturdy. Fragile means easily broken or delicate.
Students are busily learning procedures of the school and their new classrooms.
Reading Strategies for Week of August 15th
Third Grade and Fourth Grade
Students are learning to make predictions while reading about what will happen in the story. Each prediction is supported with text from the story. Parents as you read with your children, please have them tell you what they think will happen next.
Students are learning how to use context clues to clarify the meaning of an unfamiliar word in text. Parents as you read with your children help them to use sentences from the story to help your children understand vocabulary in their books.
I hope everyone has a wonderful summer! As you relax this summer, include reading a good book. Write about your summer activities. Below are some websites that include many summer activities for students to try. Make your summer an adventure of a life time.
April 14, 2015
Come and receive information pertaining to what will happen next year in your child’s classroom.
Watch your child perform various songs or poems celebrating National Poetry Month.
Dinner will be served around 6:15.
Math and Reading Night at Food Lion in Bowling Green, VA was a great success with a team effort from the classroom teachers, the Title 1 team, and the Food Lion staff. Students were able to practice reading and math skills in a real life environment. The Bowling Green Elementary children had the opportunity to work alongside their parents in a relaxed atmosphere. The children and parents both made connections between real life skills and skills taught in school. Each child answered questions and received a gift packet from Food Lion. Parents were able to win a $25.00 gift cards in a raffle provided by Food Lion. This is a great example of how when we all work together as a team (schools and the community), the students win.
Why do we Infer?
- Authors describe: characters’ feelings, events, setting. . . we have to infer to understand
- To draw conclusions, make predictions, and reflect on our reading
- To determine the meanings of unknown words
When do we Infer?
- Before, during, and after reading
- In life, we infer with our 5 senses ~ What is making that noise? What is cooking? How is that person feeling? What is this sharp object? What does a cake with candles on it mean?
- When the author doesn’t answer my questions, I must infer by saying: Maybe. . ., I think. . ., It could be. . ., It’s because. . ., Perhaps. . ., It means that. . ., I’m guessing. . .
How do we Infer?
- Look at the picture
- Think about the characters’ behavior
- Ask questions as you read. Some of our questions are answered in the text, others are not and must be inferred.
- We use our prior knowledge + text clues to draw conclusions
What do we Infer?
- Meaning of unfamiliar words
- Explanation for events
- What the character is feeling
- What pronouns refer to
- Author’s message
- Answers to our questions when they are not directly stated
Fun Inferring Practice! Read these sentences, and have a discussion about the character and setting. Next, draw conclusions, and make predictions!
Sue blew out the candles and got presents.
Mary plays her flute for two hours every day.
The boat drifted in the middle of the lake.
John ran into the street without looking.
Meg was the star pitcher, but she had a broken finger.
We bought tickets and some popcorn.
I forgot to set my alarm clock last night.
When I woke up, there were branches and leaves all over the yard.
Yesterday we cleaned out our desks and took everything home.
Everyone stopped when the referee blew the whistle.
Strategies by Judith Araujo. Check out her blog for great information.