Non-Fiction Text Features Scavenger Hunt

During reading and writing we are noticing the unique text features that are found in non-fiction texts. Captions, labels, glossaries and indexes each serve a special purpose in helping readers understand and navigate informational books and magazines. 

Last week, students searched for examples of over 10 different non-fiction text features in books and magazines. Once located, they cut them out and glued them into their Non-Fiction Features booklet. 

This week, we will begin writing Expert Books; teaching books about a specific topic that you know a lot about. While writing their books, students will incorporate many of these features into their own books.

Hands On Nature: Rotting Logs

A mad scientist joined our classroom last week armed with a time machine! In a matter of minutes, we observed the stages a log goes through while decomposing over 30 years.

Next we learned the role insects play in decomposition. We examined closely the unique markings left by beatles and their young.

Then we headed outside to get our hands in the dirt! We broke apart some rotting logs and discovered 

that creatures had made their homes there. The logs were so soft, they almost turned to soil in our hands....the end result of decomposition!

Caring About Others

We got together with our 5th grade buddies to discuss what it means to "walk in someone else's shoes."  The 5th grade students were leading this culminating activity for "Red Ribbon Week."  We brainstormed ways to be kind and colored pictures of shoes to show our unique ideas.  Our work will be hanging up in the hallways with other shoes designed by children throughout the school.

Making Sense

What is a half?  Are halves always the same shape?  How do you find half of a shape?  These were questions that the children asked.  They had "conjectures," ideas that they thought were true but not yet proven.  They worked hard to answer these questions and to prove their ideas.

More Soil Experiments

What happens when sand, humus and clay are shaken in water?  We predicted which soil sample would settle quickly, and which would stay suspended in the water.  Then we left our samples alone for several hours to find out if they changed.  We sketched the results.

Rocks and Soil Investigations

How do rocks change?  What is weathering?  What happens to rocks from weathering?
We have been investigating these questions with an experiment.  We have 3 jars with water and rocks.  Our variables are: a jar with 1 rock that we are shaking, a jar with 2 rocks that we are shaking.  Our constant is: a jar with 1 rock that we are not shaking.    So far we are finding little bits of rocks on the bottom of the jars that we are shaking.  One child called the bits, "rock crumbs."  We have learned that the scientific name is: sediment.  In the jar that is the constant, there are no pieces of sediment.  Now there is a new question:  What happens to the sediment?  We learned about how sedimentary rock is formed from the teachers who came from Shelburne farms.  We also learned that soil has bits of rock in it. Our new investigation: What are the different types of soil?  We have examined dry and wet samples of sand, humus and clay.  What are their properties?  We are observing samples to find out.

Thank you Liz, our UVM intern

We said thank you and good-bye to our UVM intern, Liz.  We wrote thank you cards that we gave to her with either a high five or a hug.  She gave our class a book that we have been enjoying.

Reading, Rocks and 'Rithmetic

What a cozy afternoon we had during our reading party! Students snuggled up with their non-fiction books and taught their partners some new and interesting facts.

In science, we described, categorized and sketched some cool rocks brought in by teachers from Shelburme Farms. Students were introduced to the terms sedimentary, igneous and metamorphic. They also learned about the process of turning rocks into cheese!  Ask your child to explain it to you.

In math, we learned a new game called Drop the Beans. Students choose a quantity between 7 and 10.  Next, they collect that number of beans. The beans are white on one side and red on the other.

Then they drop the beans, and record a number sentence that represents the combination they see.

When choosing 7 beans, the possible combinations include: 0+7, 1+6, 2+5 and 3+4.  Before play begins, students make a prediction as to which combination they think will occur most often.