November Newsletter 2015

Martin Kellogg Middle School
T h e B r o w n Ta c c o
News
V olum e
H e a r
i n
3 ,
Issue
N o v e m b e r
&
D e c e m b e r
S c i e n c e
Science is winding down their first unit on sound. The students

created google slide projects with a partner to learn how sound is produced
through an instrument. The students worked really hard on them and are
enjoying presenting and listening to each others presentations!! The next
unit of study will explore light.
Light is an important part of everyones daily life. We depend on
light in so many different ways. In this unit, students will explore the
properties and nature of light and color. Specifically, we will discuss how
the eye works, how different animals see, reflection, refraction, the speed of
light, fiber optics, and laser technology. The properties of light will be
demonstrated through experiments and simple demonstrations. This unit
will last until the end of December.
H o m e w o r k
Save Your
Shoeboxes!!
On February 5 & 8th, students will
be participating in a pinhole
photography program with the
visiting photographer, Tom
Mezzanotte. Each child will need a
shoebox (preferably with a lid that
could be removed). Thank you!
S o l u t i o n s
What can you do when your child fails to bring home assignments?
When your child continually fails to bring home assigned homework, take action.
1. State that you expect all homework assignments to be brought home.
Say, I expect you to bring home all assigned work and all the books you need
Important Dates
Nov. 3:
Professional Dev.
to complete it. If you finish your homework at school, I expect you to bring
*Nov. 4-6:
Conferences
it home so that I can see it.
Nov. 11:
Veterans Day
**Nov. 17:
Teacher Tuesday
**Nov. 25
Early Release
Nov. 26-27:
Thanksgiving
**Dec. 15
Teacher Tuesday
2. Work with the teacher to make sure you know what homework has been
assigned.
Students use a weekly planner to record assignments. Ask the teacher to
check and initial the planner each day when it is brought to them by the
child. When your child completes the assignments, you initial the planner
Continued on page 3
Dec. 24 Jan. 3:
* dismissal at 1:00
Holiday Break
**dismissal at 1:20
Even as kids reach adolescence, they need more than

ever for us to watch over them. Adolescence is not about
letting go. It's about hanging on during a very bumpy
ride.
-Ron Taffel
R e a d i n g
S t r a t e g y :
A C C U R A C Y
If a student is to be a successful reader and fully comprehend what they are reading, they must also read with accuracy, fluency, and
develop an extensive vocabulary. We have compiled a list of strategies under these four categories: Comprehension, Accuracy,
Fluency, and Vocabulary Expansion. In the Brown Tacco News, we will focus on one of the four categories so that you can get a clearer
understanding of some of the strategies that we teach in our classes. We hope that this will be useful to you and you will be able to
reinforce this at home.
Accuracy- I can read the words.
Cross-Checking: Your child has been learning to stop when they have just read a sentence that doesnt make
sense or if they get to a word that they just dont know. After they find that tricky word, they ask themselves some
questions: Does the word Im reading (or thinking it could be) match up with the letters or picture I see on the page?
Does it sound right? Does it make sense?
Tap the word: This is a strategy is used to read and spell words. Your child should be able to use their fingers to
tap out each sound (it is a tactile way to sound out words).
Say it fast: Your child is working on reading the words after tapping the word. Your child should get their mouth
ready to say the sounds, say and tap each sound, and then say the sounds fast to say the word.
Flip the sound- This is a strategy that the students use as they begin to encounter words with long vowels. We
have discussed short vowels so it is natural for them to read the words with a short vowel sound. If that way does make
sense in the story we say, Flip the Sound. They then say the long vowel sound (it always says its name). Example: If
the word cake is in the story, your child may say cak. That does not make sense. So then, they should say the long
vowel sound and say cake. That word should make sense with the pictures or rest of the sentence.
Find Chunks in words: This means that the student is finding smaller words or parts in the larger word.
Identify compound words: Students notice that there are smaller words in larger words. For example, cupcake is a
compound word that students can read if they break the word into its two words.
Skip the word and come back: The student can skip the word and then come back after reading the rest of the
sentence. It might give context to what the word is and how to say it.
M a t h :
I t
a l l
A d d s
u p !
For the past couple of months our team has been working hard on place value of integers and computing with whole numbers and
decimals. Many strategies are being addressed when addressing specific concepts. Students have learned to add and subtract in a
variety of different ways; however we stress that the students choose the strategy that helps them find the solution both accurately
and in a timely manner. Shortly, we will begin multiplying and dividing decimals.
We have also been working on problem solving. When solving word problems the acronym RICE will be introduced. I told the
kids to make sure they let you know that we are not cooking in math class!! We are solving math problems!! RICE stands for R =
reword the question, I = Illustrate the problem, C = Calculate, E = Evaluate (estimate). This strategy allows students to understand
the problem they are trying to solve. Really the key for students is that they understand what the problem is asking them to do. I
have really been emphasizing the illustrate part of the acronym, so students can create a picture of the word problem before solving
it.
Khan Academy (http://www.khanacademy.org) is a wonderful resource when you are trying to help your child. On this site, you
could search for tutorials that will aid your child. Additionally, this site has an added feature where students can compute problems
that correspond with the concept that they are studying. (This activity is much like IXL.com.)
H o m e w o r k
S o l u t i o n s
Welcome to MKMS,
Continued from page 1
and have your child give it to the teacher the next day. Make
sure your child understands that it is their responsibility to get
the planner to the teacher.
3. Provide praise and support when assignments are brought home.
Say, Its great to see that you remembered to bring home all of your
homework. I knew you could do it.
4. Institute mandatory homework time.
If your child still fails to bring home assignments, institute mandatory
homework time, which requires spending a specific amount of time on
academic activities (reading, reviewing textbooks or class notes) whether
homework is brought home or not. When students learn that they are
expected to study in any case, they will be encouraged to bring home their
assignments.
5. Use a homework contract.
This motivator is a written, signed agreement between you and your child
that states a reward or a point toward a prize will be earned for each day
that homework is brought home and completed.
6. Contact the teacher.
If the forgetfulness continues, discuss with the teacher the possibility of
imposing loss of privileges at school. Your child will know that you and
the school are working together to ensure responsible behavior.
Ben Hatke
The fifth graders are excited to welcome,
graphic novelist, Ben Hatke, on November
6th. Hatke is an author and illustrator who
is most notably known for his Zita the
Spacegirl series. He has also written several
picture books. His latest book, Little Robot, hit the bookstore shelves September
1st. You can find more information about
Ben Hatke on his blog: http://
www.benhatke.com/.

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Martin Kellogg Middle School

Science is winding down their first unit on sound. The students

it home so that I can see it.

Even as kids reach adolescence, they need more than

Accuracy- I can read the words.

Continued from page 1

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