GOOD NEWS

NewsFlash Content:

Our mission at <st1:place w:st="on"><st1:placename w:st="on">Vaughan</st1:placename> <st1:placetype w:st="on">Elementary School</st1:placetype></st1:place> is to work as a community to meet the diverse 
learning needs of students in order to prepare them for success in a global economy. <o:p></o:p>
 <o:p></o:p>
~The links in this web page will take you to sites OUTSIDE of the Cobb County School 
District Web. These sites are provided as a resource ONLY and may not reflect 
the opinions or standards set by the Cobb Board of Education and the CCSD 
Administration. A link to any site should NOT be misconstrued as an endorsement of 
that site and CCSD is NOT responsible for any questionable or illicit content that may 
appear past this point. ENTER AT YOUR OWN RISK. As always, children should be 
supervised when researching the Internet.<o:p></o:p>
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 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: black">
 Why Read 20 Minutes a Day?
 
 <DIV id=BlogContent>
 Let’s face it…parents (and kids) are busy! It is difficult to “fit in” all that needs to be done in a day. We are often faced with having to make choices about what stays and what goes in our schedules. So, why is it so critical to include 20 minutes of reading in your child’s daily schedule? There is a wealth of research supporting daily reading with your child especially prior to and during the period when s/he is learning to read. Here are a few of the ways reading with your child for 20 (or more) minutes a day benefits him or her.
 Reading is “brain food”
 Our brains develop as we “feed” them with experiences. The experience of reading (whether you’re the reader or the one being read to) activates and “exercises” many of the areas of the brain. The visual cortex works as your eyes track the words on the page and look at the illustrations. Your memory makes connections between what you already know about the topic of the story and its content. You integrate new information learned through reading further strengthening and growing your network of knowledge. Reading provides one of the most enriching and complex brain activities available in life.
 Reading improves listening skills
 What parent doesn’t want their child to be a good listener? The experience of being read to helps children develop good listening skills by keying them into the components of language. Through reading they learn to recognize phonemes (the sound building blocks of language), learn new words to add to their oral vocabularies and connect written words to their real world applications.
 Reading builds early literacy skills
 Before a child can read independently she must have phonemic awareness and a basic understanding of phonics. Phonemic awareness or the understanding that words are made up of distinct sounds that affect their meaning is the precursor to reading. Reading aloud to your child is one of the main ways to help him develop phonemic awareness. Beyond this, in order to read, a person must understand that there is a connection between letters and sounds. Without this knowledge letters are just squiggles on a page! When you read with your child she learns that print is a representation of the words you say aloud. Repeated experiences with reading allow this understanding to grow. The single greatest factor in a child’s ability to read is early experiences being read aloud to.
 Reading prepares children for kindergarten
 In this day and age children are expected to come into kindergarten with a strong knowledge base. Today’s kindergarteners are expected to enter the classroom on day one with a knowledge of upper and lower case letters of the alphabet, the ability to recognize basic shapes and colors and the ability to count to ten. Reading books tailored towards youngsters with your child helps them develop these important and necessary skills.
 Practice makes perfect
 Generally, the more time you are exposed to something and the more time you spend practicing it, the better you’ll become at performing it. This is absolutely true for reading. Research shows that children who have repeatedly been exposed to books from birth generally exhibit strong reading abilities.
 Reading improves academic performance
 There is a strong correlation between a child’s ability to read and her academic performance. Because so much of our schooling relies on our abilities to read, children must have strong reading skills to succeed and thrive in school.
 Reading just makes “cents”
 For every year that a person spends reading (either independently or being read aloud to), his/her lifetime earning potential goes up considerably. For a time investment of approximately 87 hours a year (20 minutes a day for 5 days a week), you can increase your child’s ability to support him or herself in the future considerably.
 Reading improves relationships
 Because we are busy it is difficult to have “quality” one-on-one time with our children without distractions. Building 20 minutes into each day for reading together provides this important bonding time. There is nothing more wonderful than snuggling a young child on your lap while reading a few storybooks aloud. Even if your child is beyond the “snuggling” stage, spending 20 minutes reading independently provides you with quiet, uninterrupted time together engaged in the same activity.
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 Article printed from k12reader.com
 URL to article: <A href="http://www.k12reader.com/why-read-20-minutes-a-day/">http://www.k12reader.com/why-read-20-minutes-a-day/</A>
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<UL type=disc></LI>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: black">Math user names and passwords are now in student’s agendas.  See below for the rest of the information to log on and use the online math books.<o:p></o:p></LI>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: black">We are finishing light and sound and starting forces and machines along with Colonial America.  </LI>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: black">We will be alternating grammar and spelling from now on.  Next week will be grammar.<o:p></o:p> We will do Spelling Unit 14 after the Christmas break.</LI>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: black">We are working on our novel study reading The Indian in the Cupboard and responding to literature.  We will test on 12/15/09<o:p></o:p></LI>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: black"><st1:city w:st="on"><st1:place w:st="on">Reading</st1:place></st1:city> logs need to be completely filled out and signed on Thursday nights.  Please check to be sure you child is writing a quality summary.  If they don’t have time to write it at night, they are welcome to write it when they come in after they complete their daily work. <o:p></o:p></LI>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: black">If you can donate any anti-bacterial wipes, we would appreciate it!<o:p></o:p></LI>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: black">Thursday folders need to be signed on Thursday nights.  All mistakes should be corrected, if they haven’t been reworked all ready.  Papers below an 80% should be corrected, signed and returned.   <o:p></o:p></LI>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: black">Congratuations to Gabriella!  She is our Rockin' Reader for the month of November!  She has done an awesome job with her reading and summaries.  Way to go!!! </LI>
</UL>
                        ~Please make sure your child has a sock for their white board.                                 <o:p></o:p>
                                                                                                                                                            <o:p></o:p>
~Please be aware that not all students are on the same level in this class. I am target trained; therefore, there may be some students who are working on an extension of a topic because they have already mastered the basics. I usually pretest and all those students who score well will be challenged. No, you don't have to be "in target" to be challenged! Also, everyone has areas of weakness, so there again; some may have different activities suited to their needs. 
Please let me know if you have any questions or information I need to know about. <o:p></o:p>
I hope everyone has a great weekend.<o:p></o:p>
_______________________________________________________________________________________ 
QUOTES TO PONDER:<o:p></o:p>
<PRE>“Unless you try to do something beyond what you have already mastered, you will never grow.” 
"Wisdom is knowing what path to take next ...integrity is taking it." 
"The best way to predict the future is to create it." 
 
 
 
"Watch your thoughts, for they become words. Choose your words, for they become actions. Understand your actions, for they become habits. Study your habits, for they will become your character. Develop your character, for it becomes your destiny." 
 
~unknown 
 
 
 
"Successful is the person who believes in themselves…enough to know that they make a difference in the world by dreaming more than others think is sensible, and expecting more than others think is achievable and looking for the best in others, while giving the world best of themselves. They face challenges knowing that our lives are not determined by what happens to us, but how we react to what happens; not by what life brings to us, but by the attitude we bring to life. Just by believing in oneself with a positive attitude, the world around us becomes a better place to live, and success is imminent." 
 
_______________________________________________________________________________________ 
 
SPECIALIST NEWS: 
 
 
 
Students should always wear tennis shoes to PE.  <o:p></o:p></PRE>
<PRE>All specialists are asking for tissues and hand sanitizer!  Thank you. 
_______________________________________________________________________________________ 
 
NEWS FROM THE NURSE:<o:p></o:p></PRE>
Is My Student Well Enough To Go To School?<o:p></o:p>
From the <st1:place w:st="on"><st1:placename w:st="on">Cobb</st1:placename> <st1:placetype w:st="on">County</st1:placetype></st1:place> Web site: 
<A href="http://www.cobbk12.org/centraloffice/studentsupport/schoolhealth/wellenough.htm">http://www.cobbk12.org/centraloffice/studentsupport/schoolhealth/wellenough.htm</A> 
 
Diarrhea/Watery Stools:<o:p></o:p>
<UL type=disc>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: red">Students will be sent home from school for: <o:p></o:p>
 <UL type=circle>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: red">More than two episodes of diarrhea occurring during a school day. <o:p></o:p></LI>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: red">One episode of diarrhea if other symptoms are present 
 (e.g. fever, abdominal discomfort, vomiting, etc.) <o:p></o:p></LI>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: red">Soiling themselves or their clothing. <o:p></o:p></LI>
 </UL>
 </LI>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: red">Children may return to school 24 hours after the last diarrhea stool if they feel well and do not have a temperature over 99.5° F without taking a fever-reducing medication such as Tylenol. <o:p></o:p></LI>
</UL>
Vomiting:<o:p></o:p>
<UL type=disc>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: red">Children will be sent home from school for: <o:p></o:p>
 <UL type=circle>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: red">More than one episode of vomiting occurring during a school day. <o:p></o:p></LI>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: red">One episode of vomiting if other symptoms are present 
 (e.g. fever, abdominal discomfort, diarhea, etc.). <o:p></o:p></LI>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: red">Soiling themselves or their clothing. <o:p></o:p></LI>
 </UL>
 </LI>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: red">Students may return to school 24 hours after the last vomiting episode. <o:p></o:p></LI>
</UL>
Fever (<st1:place w:st="on">Normal</st1:place> oral temperature is 98.6 degrees F):<o:p></o:p>
<UL type=disc>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: red">Low-grade (Oral temperature 99.5 to 100.9 degrees F): <o:p></o:p>
 <UL type=circle>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: red">The school nurse will notify the parent/guardian of students with low-grade fever. <o:p></o:p></LI>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: red">Students with low-grade fever may remain in school if no other symptoms are present. <o:p></o:p></LI>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: red">Students will be sent home from school with low-grade fever if other symptoms (e.g. cough, sore throat, headache, abdominal discomfort, etc.) are present. <o:p></o:p></LI>
 </UL>
 </LI>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: red"> High-grade: <o:p></o:p>
 <UL type=circle>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: red">Oral temperature of 101 degrees F or above: <o:p></o:p>
 <UL type=square>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: red">Students will be sent home from school for a high-grade fever. <o:p></o:p></LI>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: red">Students may not return to school until free of fever for 24 hours. <o:p></o:p></LI>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: red">Students will not be dismissed to the bus with a high-grade fever. <o:p></o:p></LI>
 </UL>
 </LI>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: red">Oral temperature of 104 degrees F or above: <o:p></o:p>
 <UL type=square>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: red">The school nurse will institute measures to bring down the child’s temperature: <o:p></o:p>
 <UL type=square>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: red">Allow student to lie down on cot. <o:p></o:p></LI>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: red">Ask/assist student to remove outer layers of clothing, such as a jacket, sweater, second shirt, and shoes. <o:p></o:p></LI>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: red">Do not place blanket on student. <o:p></o:p></LI>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: red">Apply cool washcloth or towel to student’s forehead and arm pits (if area is accessible). Keep cloths cool and damp. <o:p></o:p></LI>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: red">Offer sips of cool water only if student is not vomiting and is free of abdominal pains. <o:p></o:p></LI>
 </UL>
 </LI>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: red">The parent/guardian will be notified immediately. <o:p></o:p></LI>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: red">The school nurse will initiate the school’s Emergency Management Plan if the parent/guardian is unable to arrive at school within fifteen minutes to pick up their student. (See Section E of <A href="http://teacherweb.com/GA/adminrules/J_Rules/Rule%20JLC.htm">Rule JLC</A>) <o:p></o:p></LI>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: red">The school nurse will notify school administrator that 911 has been called. <o:p></o:p></LI>
 </UL>
 </LI>
 </UL>
 </LI>
</UL>
Drainage:<o:p></o:p>
<UL type=disc>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: red">It is not necessary to exclude every student from school who has drainage from the nose, eye, ear or open sores. <o:p></o:p></LI>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: red">Exclusion from school will be at the discretion of the school nurse, and/or principal or designee based on the following criteria: <o:p></o:p>
 <UL type=circle>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: red">Color of discharge <o:p></o:p></LI>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: red">Child’s personal hygiene skills and need for assistance <o:p></o:p></LI>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: red">Classroom setting <o:p></o:p></LI>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: red">Child’s developmental level <o:p></o:p></LI>
 </UL>
 </LI>
</UL>
_______________________________________________________________________________________ 
NEWS FROM THE OFFICE:<o:p></o:p>
<o:p> </o:p>
Upcoming Town Hall topics:<o:p></o:p>
*January: Guided Math—2nd Grade will present & a speaker from <st1:place w:st="on"><st1:placename w:st="on">Sylvan</st1:placename> <st1:placename w:st="on">Learning</st1:placename> <st1:placetype w:st="on">Center</st1:placetype></st1:place> will present a brief presentation entitled "Algebra Spoken Here" (It helps parents incorporate math into their everyday lives and eases anxieties some parents may have about helping their children with math.)<o:p></o:p>
*February: CRCT—4th Grade will present<o:p></o:p>
*March:  Thinking Skills<o:p></o:p>
*April: Test Prep – emotionally preparing students for testing<o:p></o:p>
 
~Please communicate with the office for any last minute transportation changes as I  might not get to check an e-mail in time or the system may be down for the day                                        
 ~When you come to eat lunch with your child, please sit at the Parent Table. This year we have HUGE classes and unfortunately some of the tables aren't big enough for parents too. <o:p></o:p>
<DIV class=MsoNormal style="MARGIN: 0in 0in 0pt"> 
<DIV>Over the past couple of weeks, we've had an increase in absences due to varied illnesses; some with flu like symptoms others with simple seasonal illnesses. To take precaution, we are increasing antibacterial cleaning in classrooms and in other common areas such as the cafeteria. To assist us in preventing the spread of germs, please keep your children home if you suspect that their sicknesses is related to anything other than the common cold. Please remember that if a child has temperature he/she should remain at home until they are fever free for 24 hours. Thank you so much for helping us keep our children happy and healthy! </DIV>
<DIV> </DIV>
<DIV>Admin. Staff  </DIV>
<DIV>______________________________________________________________________________________ 
PTSA NEWS:<o:p></o:p></DIV>
</DIV>
 

  Please sign up to be a member.<o:p></o:p>
Go to this site for LOTS of information.<o:p></o:p>
<A href="http://www.cobbk12.org/Vaughan/">http://www.cobbk12.org/Vaughan/</A>   <o:p></o:p>
______________________________________________________________________________________________<o:p></o:p>
MATH:<o:p></o:p>
The objectives listed below will be used to lead your child to mastery of the concepts covered in the 2nd Nine Weeks Unit of study.  <o:p></o:p>
Multiplication and Extend Division<o:p></o:p>
<UL style="MARGIN-TOP: 0in" type=disc>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: black">2 and 3 digit by 1 and 2 digit multiplication <o:p></o:p></LI>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: black">Rule for order of operations: <o:p></o:p></LI>
</UL>
1. Compute inside the parenthesis first   <o:p></o:p>
2. Multiply or divide in order next   <o:p></o:p>
3. Add or subtract in order to finish   <o:p></o:p>
<UL style="MARGIN-TOP: 0in" type=disc>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: black">2-digit and 3-digit by 1-digit or 2-digit division   (324 ÷ 12 = ) <o:p></o:p></LI>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: black">Solve division problems including those with remainders <o:p></o:p></LI>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: black">Know division facts with understanding and fluency <o:p></o:p></LI>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: black">Estimate quotients using multiples of 10 <o:p></o:p></LI>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: black">Understand the relationship between dividend, divisor, quotient, and remainder <o:p></o:p></LI>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: black">Compute using commutative, associative, distributive property <o:p></o:p></LI>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: black">Mental Math in estimation of products and quotients; determine reasonableness <o:p></o:p></LI>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: black">Problem solving <o:p></o:p></LI>
</UL>
Algebra<o:p></o:p>
<UL style="MARGIN-TOP: 0in" type=disc>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: black">Represent unknowns using symbols such as □ and ∆ <o:p></o:p></LI>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: black">Write and evaluate mathematical expressions using symbols <o:p></o:p></LI>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: purple">Understand and apply patterns and rules to describe relationships and solve problems <o:p></o:p></LI>
</UL>
Measurement of Angles<o:p></o:p>
·         Use appropriate tools and other methods to measure angles (protractor, angle ruler, paper folding, draw a diagonal on a square)<o:p></o:p>
·         Concept of a half rotation (180˚) and full rotation (360˚)<o:p></o:p>
Geometry and coordinate system<o:p></o:p>
·         Examine and compare angles (acute, right, obtuse, straight)<o:p></o:p>
·         Use angle size or side length to classify triangles (equilateral, isosceles, scalene)<o:p></o:p>
·         Describe parallel and perpendicular lines in plane figures<o:p></o:p>
·         Examine and classify quadrilaterals (parallelograms, squares, rectangles, trapezoids, and rhombi)<o:p></o:p>
·         Compare and contrast quadrilateral relationships  (Compare angles and length of sides)<o:p></o:p>
·         Understand, apply and locate a point in the first quadrant of the coordinate plane <o:p></o:p>
·         Graph ordered pairs in the first quadrant<o:p></o:p>
___________________________________________________________________<o:p></o:p>
    <o:p></o:p>
Here are some suggestions as to what you can do at home to help your child:<o:p></o:p>
 <o:p></o:p>
Division: Your child is now dividing greater numbers by 2-digit divisors.  Rounding off the numbers and estimating the quotient is a useful first step.  The estimation tells your child how many digits will be in the answer.  The exact quotient can then be compared to see if the answer is reasonable.  Here is an idea to try:<o:p></o:p>
 <o:p></o:p>
Menu Math<o:p></o:p>

<TABLE class=MsoNormalTable style="BORDER-RIGHT: medium none; BORDER-TOP: medium none; MARGIN: 2.75pt 6.75pt; BORDER-LEFT: medium none; BORDER-BOTTOM: medium none; BORDER-COLLAPSE: collapse" cellSpacing=0 cellPadding=0 align=right border=1>
 <TBODY>
 <TR style="HEIGHT: 90.4pt">
 <TD style="BORDER-RIGHT: #7f7c75 1px dotted; PADDING-RIGHT: 5.4pt; BORDER-TOP: #7f7c75 1px dotted; PADDING-LEFT: 5.4pt; PADDING-BOTTOM: 0in; BORDER-LEFT: #7f7c75 1px dotted; WIDTH: 107.7pt; PADDING-TOP: 0in; BORDER-BOTTOM: #7f7c75 1px dotted; HEIGHT: 90.4pt; BACKGROUND-COLOR: transparent" vAlign=top width=144>
  <o:p></o:p>
  <o:p></o:p>
 Paloma’s Pizzeria<o:p></o:p>
 </TD>
 <TD style="BORDER-RIGHT: #7f7c75 1px dotted; PADDING-RIGHT: 5.4pt; BORDER-TOP: #7f7c75 1px dotted; PADDING-LEFT: 5.4pt; PADDING-BOTTOM: 0in; BORDER-LEFT: #7f7c75 1px dotted; WIDTH: 107.7pt; PADDING-TOP: 0in; BORDER-BOTTOM: #7f7c75 1px dotted; HEIGHT: 90.4pt; BACKGROUND-COLOR: transparent" vAlign=top width=144>
         Menu<o:p></o:p>
 Soda ………….$1.50<o:p></o:p>
 Milk …….……..$1.00<o:p></o:p>
 Cheese Pizza (serves 4) ….$7.99<o:p></o:p>
 Sausage Pizza (serves 4) .…$8.99<o:p></o:p>
 Pasta and Sauce………...$4.50<o:p></o:p>
 Meatball Sub..$3.50<o:p></o:p>
 Salad …….……$2.00<o:p></o:p>
 </TD>
 </TR>
 </TBODY>
</TABLE>

Step 1 Have your child choose items for 4 people from the menu below and add up the <o:p></o:p>
 total bill.  Ask him or her to estimate about how much each person would pay if they   <o:p></o:p>
 divided the bill equally.  Then divide to find the actual share owned by each person.   <o:p></o:p>
 Remind your child to be careful about <o:p></o:p>
 placing the decimal point.<o:p></o:p>
 <o:p></o:p>
Step 2  Repeat, ordering for 5 people, or 8 <o:p></o:p>
  people.  Estimate first and then divide.<o:p></o:p>
 <o:p></o:p>
  <o:p></o:p>
Grid Search<o:p></o:p>
Materials: Grid paper<o:p></o:p>
                 2 red pens and 2 blue or black pens<o:p></o:p>
Each player draws two grids, label the vertical axis and the horizontal axis on both grids (see example).<o:p></o:p>
 <o:p></o:p>
Step 1  Players sit so that neither player can see what the other player is doing.  <o:p></o:p>
            Each player secretly marks one point in red on grid 1.  These are the “hidden” points. <o:p></o:p>
Step 2  Player 1 guesses the location of Player 2’s hidden point by naming an  ordered pair. For example, to name (1,3), a player would say, “1 comma 3”.<o:p></o:p>
Step 3  If Player 2’s hidden point is at that location, Player 2 wins.<o:p></o:p>
If the hidden point is not at that location, Player 2 marks the guess in blue or black on his or her Grid 1.  Player 2 counts the least number of “square sides” needed to travel from the hidden point to the guessed point and tells the number to Player 1.<o:p></o:p>
Step 4  Repeat steps with Player 2 guessing and Player 1  answering. <o:p></o:p>
Step 5  The first player to identify the other player’s hidden point wins.  <o:p></o:p>
 <o:p></o:p>
Alternative version:  “Battleship” © <o:p></o:p>
  
You can now access your math textbook online at: http://www.eharcourtschool.com/ 
Click on Registered Users. Enter the following information: 
 
Username: See agenda 
Password:  see agenda 
Click on: Go to the Online eBook 
Then select on the Chapter that you would like to view<o:p></o:p>
______________________________________________________________________________________________ 
SOCIAL STUDIES: <o:p></o:p>
Unit Essential Question:  How did early Native American cultures develop in <st1:place w:st="on">North America</st1:place>? How do people adapt to their physical environments?<o:p></o:p>
 <o:p></o:p>
Key Learning:<o:p></o:p>
•  The physical geography of <st1:place w:st="on">North America</st1:place> had an impact on where and how Native Americans settled. <o:p></o:p>
•  Native Americans used their environments to obtain food, clothing, and shelter.<o:p></o:p>
 <o:p></o:p>
Inuit Tribe:<o:p></o:p>
§    The <st1:place w:st="on">Arctic</st1:place>:<o:p></o:p>
1.       Where did the Inuit settle? <o:p></o:p>
2.       How did the Inuit used their environment to obtain food (caribou & seals), clothing (animals skins), and shelter (igloos)?<o:p></o:p>
The Kwakiutl:<o:p></o:p>
§    The Northwest<o:p></o:p>
1.       Where did the Kwakiutl settle? (left their villages in spring, summer, & fall to settle near rivers). <o:p></o:p>
2.       How did the Kwakiutl use their environment to obtain food (fishing), clothing (cedar tree bark and animal skins), and shelter (cedar tree houses)?<o:p></o:p>
The Nez Perce:<o:p></o:p>
§    Plateau<o:p></o:p>
1.       Where did the Nez Perce settle? (between Cascades & Rockies; migrated and traveled on rivers and settled in valleys). <o:p></o:p>
2.       How did the Nez Perce used their environment to obtain food (fishing and hunting), clothing (made from trees & shrubs & animal skins), and shelter (lodges)?<o:p></o:p>
 <o:p></o:p>
The Hopi:<o:p></o:p>
§    The Southwest<o:p></o:p>
1.       Where did the Hopi settle? (permanent villages in present day <st1:state w:st="on"><st1:place w:st="on">Arizona</st1:place></st1:state>). <o:p></o:p>
2.       How did the Hopi use their environment to obtain food (corn), clothing (woven fabrics and animal hides/hairs), and shelter (pueblo villages)?<o:p></o:p>
 <o:p></o:p>
The Seminole:<o:p></o:p>
§    The Southeast<o:p></o:p>
 <o:p></o:p>
1.       Where did the Seminole settle? (villages in <st1:state w:st="on"><st1:place w:st="on">Florida</st1:place></st1:state>). <o:p></o:p>
2.       How did the Seminole use their environment to obtain food (farming and hunting), clothing (fur & woven grasses), and shelter (along rivers and streams)?<o:p></o:p>
The Pawnee:<o:p></o:p>
§    Plains<o:p></o:p>
1.       Where did the Pawnee settle? (permanent villages near rivers). <o:p></o:p>
2.       How did the Pawnee use their environment to obtain food (farming & hunting), clothing (buffalo skin), and shelter (lodges - bark, earth, grass)?<o:p></o:p>
 <o:p></o:p>
Vocabulary:<o:p></o:p>
Inuit                       Kawakiutl               Nez Perce               Seminole                Hopi                        Pawnee                 Permanent             Arctic                      Southeast               environment           irrigation                  Northwest              Civilization             survival                     Southwest               Plateau                surplus                    plains<o:p></o:p>
 <o:p></o:p>
Unit Essential Question:  How was the world changed by the explorations of European nations?<o:p></o:p>
 <o:p></o:p>
Key Learning:<o:p></o:p>
<OL style="MARGIN-TOP: 0in" type=1>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: red">Exploration by Europeans led to permanent contact between the Eastern and Western hemispheres. <o:p></o:p></LI>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: red">European explorers had different motives for their explorations. <o:p></o:p></LI>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: red">Native American culture was permanently changed by European settlement. <o:p></o:p></LI>
</OL>
Historical Understandings:<o:p></o:p>
§         What were the reasons for, obstacles to, and accomplishments of Spanish, French and English explorations of Columbus, Balboa, Ponce de Leon, Cartier, John Cabot and Henry Hudson? <o:p></o:p>
§         What were some examples of cooperation and conflict between Europeans and Native Americans? <o:p></o:p>
§         What are some of the positive character traits of key historic figures?<o:p></o:p>
Vocabulary:<o:p></o:p>
Explorer<o:p></o:p>
expedition<o:p></o:p>
Conquistador<o:p></o:p>
navigation<o:p></o:p>
Empire<o:p></o:p>
monarch<o:p></o:p>
Cooperation<o:p></o:p>
obstacle<o:p></o:p>
Accomplishment<o:p></o:p>
fur trading<o:p></o:p>
 <o:p></o:p>
Geographical Understandings:<o:p></o:p>
§         How the early explorers adapted, or failed to adapt, to the various physical environments in which they traveled?<o:p></o:p>
Vocabulary:<o:p></o:p>
Settlement<o:p></o:p>
colony<o:p></o:p>
Adapt<o:p></o:p>
physical environment<o:p></o:p>
Economic Understandings:<o:p></o:p>
§         What were some opportunity costs and their relationships to decision making across time?<o:p></o:p>
opportunity cost<o:p></o:p>
decision<o:p></o:p>
 
The students can now access their social studies book online. Simply add this website to your favorites and print out the passwords below. This is a great resource if you forget your book at school. 
www.eduplace.com/eservices 
username: cobbstudent4 
password: password 
 
Social Studies link 
Student or Families Tab 
Houlton Mifflin Social Studies 
United States History 
Early Years: <st1:place w:st="on"><st1:country-region w:st="on">Georgia</st1:country-region></st1:place> Addition 
_____________________________________________________________________________ 
SCIENCE:<o:p></o:p>
<o:p> </o:p>
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</v:textbox><w:wrap anchorx="page" anchory="page"></w:wrap></v:shape>LIGHT<o:p></o:p>
<v:rect id=REC_x0020_2 style="MARGIN-TOP: 680.8pt; Z-INDEX: -4; VISIBILITY: hidden; MARGIN-LEFT: 36.05pt; WIDTH: 540pt; POSITION: absolute; HEIGHT: 1in" fillcolor="#cc9" o:spid="_x0000_s1032" stroked="f" wrapcoords="-30 0 -30 21375 21600 21375 21600 0 -30 0"><v:fill opacity=".5"></v:fill><w:wrap anchorx="page" anchory="page"></w:wrap></v:rect><v:shapetype id=_x0000_t75 stroked="f" filled="f" path="m@4@5l@4@11@9@11@9@5xe" o:spt="75" coordsize="21600,21600" o:preferrelative="t"><v:stroke joinstyle="miter"></v:stroke><v:formulas><v:f eqn="if lineDrawn pixelLineWidth 0"></v:f><v:f eqn="sum @0 1 0"></v:f><v:f eqn="sum 0 0 @1"></v:f><v:f eqn="prod @2 1 2"></v:f><v:f eqn="prod @3 21600 pixelWidth"></v:f><v:f eqn="prod @3 21600 pixelHeight"></v:f><v:f eqn="sum @0 0 1"></v:f><v:f eqn="prod @6 1 2"></v:f><v:f eqn="prod @7 21600 pixelWidth"></v:f><v:f eqn="sum @8 21600 0"></v:f><v:f eqn="prod @7 21600 pixelHeight"></v:f><v:f eqn="sum @10 21600 0"></v:f></v:formulas><v:path o:connecttype="rect" gradientshapeok="t" o:extrusionok="f"></v:path><o:lock aspectratio="t" v:ext="edit"></o:lock></v:shapetype><v:shape id=_x0000_s1035 style="MARGIN-TOP: 630.2pt; Z-INDEX: 10; VISIBILITY: hidden; MARGIN-LEFT: 454.05pt; WIDTH: 96.25pt; POSITION: absolute; HEIGHT: 66.4pt" strokeweight="0" fillcolor="black" type="#_x0000_t75" o:preferrelative="f"><v:imagedata o:title="" src="file:///C:%5CDOCUME%7E1%5Cgcg15021%5CLOCALS%7E1%5CTemp%5Cmsohtml1%5C01%5Cclip_image001.png"></v:imagedata><w:wrap anchorx="page" anchory="page"></w:wrap></v:shape><v:rect id=COM_x0020_1 style="MARGIN-TOP: 305.15pt; Z-INDEX: -5; VISIBILITY: hidden; MARGIN-LEFT: 463.05pt; WIDTH: 112pt; POSITION: absolute; HEIGHT: 357.65pt" fillcolor="#cccce6" o:spid="_x0000_s1031" stroked="f" wrapcoords="-144 0 -144 21554 21600 21554 21600 0 -144 0"><v:fill opacity=".5"></v:fill><w:wrap anchorx="page" anchory="page"></w:wrap></v:rect>Students will know…<o:p></o:p>
<UL style="MARGIN-TOP: 0in" type=disc>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: black">examples of materials that are opaque, translucent, and transparent<o:p></o:p></LI>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: black">that mirrors reflect light<o:p></o:p></LI>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: black">that prisms refract light<o:p></o:p></LI>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: black">that lenses refract light<o:p></o:p> </LI>
</UL>
<o:p> </o:p>
Students will be able to…<o:p></o:p>
<UL style="MARGIN-TOP: 0in" type=disc>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: black">describe the properties of light<o:p></o:p></LI>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: black">identify translucent, transparent, and opaque objects<o:p></o:p></LI>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: black">identify sources of light<o:p></o:p></LI>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: black">describe the properties of lenses, mirrors, and prisms<o:p></o:p> </LI>
</UL>
<o:p> </o:p>
Vocabulary:<o:p></o:p>
concave – lens that is hollow or curved in<o:p></o:p>
convex – lens that is curved outward like the surface of a sphere<o:p></o:p>
opaque – not letting light pass through it<o:p></o:p>
prism – a tool that breaks white light into a full spectrum<o:p></o:p>
reflection – the bouncing of light from a surface<o:p></o:p>
refraction – the bending of light as it passes from one medium to another<o:p></o:p>
translucent – letting light pass through but objects on the other side cannot be seen clearly<o:p></o:p>
transparent – letting light rays through so that objects on the other side can be seen clearly<o:p></o:p>
<o:p> </o:p>
Parent Background: <o:p></o:p>
<DIV style="BORDER-RIGHT: windowtext 1pt solid; PADDING-RIGHT: 4pt; BORDER-TOP: windowtext 1pt solid; PADDING-LEFT: 4pt; PADDING-BOTTOM: 0in; BORDER-LEFT: windowtext 1pt solid; PADDING-TOP: 1pt; BORDER-BOTTOM: windowtext 1pt solid">
<P class=MsoNormal style="BORDER-RIGHT: medium none; PADDING-RIGHT: 0in; BORDER-TOP: medium none; PADDING-LEFT: 0in; PADDING-BOTTOM: 0in; MARGIN: 0in 0in 0pt; BORDER-LEFT: medium none; TEXT-INDENT: 0.5in; LINE-HEIGHT: 14pt; PADDING-TOP: 0in; BORDER-BOTTOM: medium none">Light is a source of energy. Our primary source of light is the sun.  Hot materials glow – like the flame in a fire. The stars, like our sun, are masses of hot gas. The light of an electric light bulb is produced from tiny, hot, glowing wire.  When you look at things, what you are actually seeing is light bouncing off of objects. This is reflection.<o:p></o:p>
<P class=MsoNormal style="BORDER-RIGHT: medium none; PADDING-RIGHT: 0in; BORDER-TOP: medium none; PADDING-LEFT: 0in; PADDING-BOTTOM: 0in; MARGIN: 0in 0in 0pt; BORDER-LEFT: medium none; LINE-HEIGHT: 14pt; PADDING-TOP: 0in; BORDER-BOTTOM: medium none">            Light travels in a straight line.  When light strikes an object, it is either reflected, absorbed, or passes through it. These objects are described as being transparent, translucent, or opaque. Transparent materials allow light to pass through easily. Translucent materials scatter light as it passes through, and opaque materials block or absorb all of the light.<o:p></o:p>
<P class=MsoNormal style="BORDER-RIGHT: medium none; PADDING-RIGHT: 0in; BORDER-TOP: medium none; PADDING-LEFT: 0in; PADDING-BOTTOM: 0in; MARGIN: 0in 0in 0pt; BORDER-LEFT: medium none; LINE-HEIGHT: 14pt; PADDING-TOP: 0in; BORDER-BOTTOM: medium none">            Light’s colors are the parts of visible sunlight.  To see the colors you can use a prism, a three-sided and angled object that when light passes through it, it either reflects it in another direction or separates it into the visible color spectrum: red, orange, yellow, green, blue, and violet.<o:p></o:p>
<P class=MsoNormal style="BORDER-RIGHT: medium none; PADDING-RIGHT: 0in; BORDER-TOP: medium none; PADDING-LEFT: 0in; PADDING-BOTTOM: 0in; MARGIN: 0in 0in 0pt; BORDER-LEFT: medium none; LINE-HEIGHT: 14pt; PADDING-TOP: 0in; BORDER-BOTTOM: medium none">            Eyeglasses, cameras, magnifying lenses, binoculars, telescopes, and microscopes all use lenses to focus light and some of them can change the size of the image we see. Lenses and mirrors with curved surfaces bend or refract light rays. Concave lenses have edges which are thicker than the center so the light rays spread inward, making things look smaller. Convex lenses have a thicker middle and thinner edges so the light bends outward making things look larger.    <o:p></o:p>
</DIV>
<o:p> </o:p>
Here are some activities you and your 4th grader can do together:<o:p></o:p>
1.  Go to <A href="http://www.opticalres.com/kidoptx_f.html">http://www.opticalres.com/kidoptx_f.html</A> to learn about light and lenses<o:p></o:p>
2.  Make flashcards for the vocabulary on the back & review them often.<o:p></o:p>
<o:p> </o:p>
Check out these and other books about light!<o:p></o:p>
Eyewitness: LIGHT by David Burnie        <o:p></o:p>
LIGHT ACTION! by Vicki Cobb and Josh Cobb<o:p></o:p>
<o:p> </o:p>
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SOUND:<o:p></o:p>
Students will know…<o:p></o:p>
<UL style="MARGIN-TOP: 0in" type=disc>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: black">sounds travel at different speeds through different media (solids, liquids, gases) <o:p></o:p></LI>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: black">fast vibrations create a high pitch <o:p></o:p></LI>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: black">slow vibrations create a low pitch <o:p></o:p></LI>
</UL>
Students will be able to…<o:p></o:p>
<UL style="MARGIN-TOP: 0in" type=disc>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: black">manipulate a variety of objects to produce vibrations and create sound <o:p></o:p></LI>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: black">demonstrate how to change the pitch of a vibrating object <o:p></o:p></LI>
</UL>
 <o:p></o:p>
Vocabulary:<o:p></o:p>
frequency – The number of vibrations per second.<o:p></o:p>
pitch – The highness or lowness of a sound due to differences in frequency.<o:p></o:p>
sound – A form of energy caused by back-and-forth vibrations that travel through a medium (solid, liquid, or gas) and can be heard.<o:p></o:p>
vibration – The back and forth movement of an object.<o:p></o:p>
  <o:p></o:p>
 Parent Background: <o:p></o:p>
<DIV style="BORDER-RIGHT: windowtext 1pt solid; PADDING-RIGHT: 4pt; BORDER-TOP: windowtext 1pt solid; PADDING-LEFT: 0in; PADDING-BOTTOM: 0in; BORDER-LEFT: windowtext 1pt solid; PADDING-TOP: 1pt; BORDER-BOTTOM: windowtext 1pt solid">
<P class=MsoNormal style="BORDER-RIGHT: medium none; PADDING-RIGHT: 0in; BORDER-TOP: medium none; PADDING-LEFT: 0in; PADDING-BOTTOM: 0in; MARGIN: 0in 0in 0pt; BORDER-LEFT: medium none; TEXT-INDENT: 0.5in; LINE-HEIGHT: 14pt; PADDING-TOP: 0in; BORDER-BOTTOM: medium none">Sound is a form of energy. In a nutshell, sound is caused by vibrating objects and it needs a substance through which to move and a receiver. Sounds can be loud, quiet, soft, or harsh. If you are in a room with loud music, you can feel the vibrations in the air.  We can detect vibrations directly by putting our hand on our Adam’s apple when we speak or by touching a vibrating tuning fork to the surface of water.  Sound vibrations travel through air, wood, metal, water, or any medium. <o:p></o:p>
<P class=MsoNormal style="BORDER-RIGHT: medium none; PADDING-RIGHT: 0in; BORDER-TOP: medium none; PADDING-LEFT: 0in; PADDING-BOTTOM: 0in; MARGIN: 0in 0in 0pt; BORDER-LEFT: medium none; TEXT-INDENT: 0.5in; LINE-HEIGHT: 14pt; PADDING-TOP: 0in; BORDER-BOTTOM: medium none">Different kinds of vibrations make different kinds of sounds. The rate of a vibration (or the number of times an object vibrates per second) is the frequency. The frequency determines the pitch (the highness or lowness) of a sound. A fast vibration makes a high pitch tone and a slow vibration makes a low pitch tone. A canary’s song is full of high notes while a lion’s roar is made of low notes. In high sounds, like the canary’s song, compressions happen more often so the frequency is higher. In lower sounds, such as the lion’s roar, compressions happen less often and the frequency is lower.<o:p></o:p>
</DIV>
Here are some activities you and your 4th grader can do together: <o:p></o:p>
1)  Visit <A href="http://www.bow.k12.nh.us/soundenergy/Default.htm">http://www.bow.k12.nh.us/soundenergy/Default.htm</A> with your child and read/watch the Power points on sound lessons with them.  Do the activities and quizzes together.<o:p></o:p>
 2)  Check out nonfiction books from the library about sound energy and look in the index for pitch and vibrations.<o:p></o:p>
Try these links:<o:p></o:p>
1)  <A href="http://library.thinkquest.org/19537">http://library.thinkquest.org/19537</A><o:p></o:p>
Everything you want to know about sound with some interactive links<o:p></o:p>
 2)  <A href="http://www.smm.org/sound/nocss/activity/top.html">http://www.smm.org/sound/nocss/activity/top.html</A><o:p></o:p>
A variety of sound activities<o:p></o:p>
 <o:p></o:p>
We will apply the Scientific Method throughout the year: 
Purpose/problem 
Research 
Hypothesis 
Procedure/experiment 
Observe/analyze 
Conclusion 
Application 
 
http://www.hspscience.com/ 
Select Georgia 
Select 4th grade 
This site provides an array of online activities and experiences such as interactive learning games and experiments. There is a glossary as well. 
_______________________________________________________________________________________ 
HEALTH: <o:p></o:p>
How do you identify positive and negative peer pressure? 
How do you deal with negative peer pressure?<o:p></o:p>
How do you resolve conflict?<o:p></o:p>
How do you communicate care, consideration, and respect of self and others, including those with disabilities? <o:p></o:p>
What are the behaviors that enhance/promote ones health?<o:p></o:p>
_______________________________________________________________________________________ 
ENGLISH: 
We are working on all the parts of speech along with sentence structure. We are using our new Language Arts series to include Shurley English jingles along with the sentence question and answer flow. We are identifying and enhancing our language skills through our writing. 
_______________________________________________________________________________________ 
SPELLING/VOCABULARY: <o:p></o:p>
~We will work on Sort 14 after the holiday break.  
~Keep in mind, all vocabulary and spelling is cumulative and they will be held accountable for all words and definitions throughout the entire year.<o:p></o:p>
~Students will be required to know the correct spelling and the definitions of assigned words. They are also responsible for the spelling, definition, synonyms, antonyms, and proper use of the word in a sentence. <o:p></o:p>
 <o:p></o:p>
How to study spelling…<o:p></o:p>
 <o:p></o:p>
Give yourself a pre-test.  You will learn more by trying to figure out how to spell the word than by copying them down.  <o:p></o:p>
Correct it yourself.  If you miss a letter - <o:p></o:p>
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 <o:p> </o:p>
 </TD>
 <TD style="BORDER-RIGHT: #7f7c75 1px dotted; PADDING-RIGHT: 0in; BORDER-TOP: #7f7c75 1px dotted; PADDING-LEFT: 0in; PADDING-BOTTOM: 0in; BORDER-LEFT: #7f7c75 1px dotted; WIDTH: 100%; PADDING-TOP: 0in; BORDER-BOTTOM: #7f7c75 1px dotted; BACKGROUND-COLOR: transparent" vAlign=top width="100%">
 Circle or highlight that place in the word and figure out a way to remember how it should go.<o:p></o:p>
 </TD>
 </TR>
 <TR>
 <TD style="BORDER-RIGHT: #7f7c75 1px dotted; PADDING-RIGHT: 0in; BORDER-TOP: #7f7c75 1px dotted; PADDING-LEFT: 0in; PADDING-BOTTOM: 0in; BORDER-LEFT: #7f7c75 1px dotted; WIDTH: 31.5pt; PADDING-TOP: 0in; BORDER-BOTTOM: #7f7c75 1px dotted; BACKGROUND-COLOR: transparent" vAlign=top width=42>
 <o:p> </o:p>
 </TD>
 <TD style="BORDER-RIGHT: #7f7c75 1px dotted; PADDING-RIGHT: 0in; BORDER-TOP: #7f7c75 1px dotted; PADDING-LEFT: 0in; PADDING-BOTTOM: 0in; BORDER-LEFT: #7f7c75 1px dotted; WIDTH: 100%; PADDING-TOP: 0in; BORDER-BOTTOM: #7f7c75 1px dotted; BACKGROUND-COLOR: transparent" vAlign=top width="100%">
 Say the word while looking at it. <o:p></o:p>
 </TD>
 </TR>
 <TR>
 <TD style="BORDER-RIGHT: #7f7c75 1px dotted; PADDING-RIGHT: 0in; BORDER-TOP: #7f7c75 1px dotted; PADDING-LEFT: 0in; PADDING-BOTTOM: 0in; BORDER-LEFT: #7f7c75 1px dotted; WIDTH: 31.5pt; PADDING-TOP: 0in; BORDER-BOTTOM: #7f7c75 1px dotted; BACKGROUND-COLOR: transparent" vAlign=top width=42>
 <o:p> </o:p>
 </TD>
 <TD style="BORDER-RIGHT: #7f7c75 1px dotted; PADDING-RIGHT: 0in; BORDER-TOP: #7f7c75 1px dotted; PADDING-LEFT: 0in; PADDING-BOTTOM: 0in; BORDER-LEFT: #7f7c75 1px dotted; WIDTH: 100%; PADDING-TOP: 0in; BORDER-BOTTOM: #7f7c75 1px dotted; BACKGROUND-COLOR: transparent" vAlign=top width="100%">
 Close your eyes, try to see the word, and then spell the word out loud. <o:p></o:p>
 </TD>
 </TR>
 <TR>
 <TD style="BORDER-RIGHT: #7f7c75 1px dotted; PADDING-RIGHT: 0in; BORDER-TOP: #7f7c75 1px dotted; PADDING-LEFT: 0in; PADDING-BOTTOM: 0in; BORDER-LEFT: #7f7c75 1px dotted; WIDTH: 31.5pt; PADDING-TOP: 0in; BORDER-BOTTOM: #7f7c75 1px dotted; BACKGROUND-COLOR: transparent" vAlign=top width=42>
 <o:p> </o:p>
 </TD>
 <TD style="BORDER-RIGHT: #7f7c75 1px dotted; PADDING-RIGHT: 0in; BORDER-TOP: #7f7c75 1px dotted; PADDING-LEFT: 0in; PADDING-BOTTOM: 0in; BORDER-LEFT: #7f7c75 1px dotted; WIDTH: 100%; PADDING-TOP: 0in; BORDER-BOTTOM: #7f7c75 1px dotted; BACKGROUND-COLOR: transparent" vAlign=top width="100%">
 Look at the written word to see if you've spelled it out loud correctly. <o:p></o:p>
 </TD>
 </TR>
 <TR>
 <TD style="BORDER-RIGHT: #7f7c75 1px dotted; PADDING-RIGHT: 0in; BORDER-TOP: #7f7c75 1px dotted; PADDING-LEFT: 0in; PADDING-BOTTOM: 0in; BORDER-LEFT: #7f7c75 1px dotted; WIDTH: 31.5pt; PADDING-TOP: 0in; BORDER-BOTTOM: #7f7c75 1px dotted; BACKGROUND-COLOR: transparent" vAlign=top width=42>
 <o:p> </o:p>
 </TD>
 <TD style="BORDER-RIGHT: #7f7c75 1px dotted; PADDING-RIGHT: 0in; BORDER-TOP: #7f7c75 1px dotted; PADDING-LEFT: 0in; PADDING-BOTTOM: 0in; BORDER-LEFT: #7f7c75 1px dotted; WIDTH: 100%; PADDING-TOP: 0in; BORDER-BOTTOM: #7f7c75 1px dotted; BACKGROUND-COLOR: transparent" vAlign=top width="100%">
 Look at the word, then cover the word and write it. <o:p></o:p>
 </TD>
 </TR>
 <TR>
 <TD style="BORDER-RIGHT: #7f7c75 1px dotted; PADDING-RIGHT: 0in; BORDER-TOP: #7f7c75 1px dotted; PADDING-LEFT: 0in; PADDING-BOTTOM: 0in; BORDER-LEFT: #7f7c75 1px dotted; WIDTH: 31.5pt; PADDING-TOP: 0in; BORDER-BOTTOM: #7f7c75 1px dotted; BACKGROUND-COLOR: transparent" vAlign=top width=42>
 <o:p> </o:p>
 </TD>
 <TD style="BORDER-RIGHT: #7f7c75 1px dotted; PADDING-RIGHT: 0in; BORDER-TOP: #7f7c75 1px dotted; PADDING-LEFT: 0in; PADDING-BOTTOM: 0in; BORDER-LEFT: #7f7c75 1px dotted; WIDTH: 100%; PADDING-TOP: 0in; BORDER-BOTTOM: #7f7c75 1px dotted; BACKGROUND-COLOR: transparent" vAlign=top width="100%">
 See if you've written the word correctly. If the word is misspelled, all four steps should be repeated before moving on to the next word. <o:p></o:p>
 </TD>
 </TR>
 </TBODY>
</TABLE>
</DIV>
 <o:p></o:p>
Spelling Activities <o:p></o:p>
Thursday “Free Choice” activities<o:p></o:p>
§         Five Step Practice:  Write each word five times using the look, say, cover, write, check method.<o:p></o:p>
§         Sentences:  Write a sentence for each spelling word.<o:p></o:p>
§         Practice Test:  Have someone in your family give you a practice spelling test.<o:p></o:p>
§         Word Find/Crossword:  Create a word find or Crossword on the internet at: <A href="http://puzzlemaker.school.discovery.com/" target=_blank>http://puzzlemaker.school.discovery.com/</A><o:p></o:p>
§         Trace and Learn:  Trace the words in salt, Jell-O, sugar, etc.<o:p></o:p>
§         Kinesthetic Learning:  Make your words with magnetic letters, alphabet stamps, play dough, letter tiles, beans, pasta, etc.<o:p></o:p>
§         Fun Write:  Write your words on a whiteboard, on the computer, in shaving cream, or any fun way you can think of.<o:p></o:p>
§         Drawing:  Draw pictures of your spelling word or what the word means to you.<o:p></o:p>
§         Say and Tap:  Say the word and tap the beginning of the word repeating the letters have your child finish spelling the word.<o:p></o:p>
§         Bingo:  Play Bingo including past words.<o:p></o:p>
§         Painting:  Write your word with water and a paintbrush onto a cookie sheet.<o:p></o:p>
§         Synonyms/Antonyms:  Write other words that mean the same thing as your word (synonyms) or opposites (antonyms)<o:p></o:p>
§         Rhyme Time:  Make a list of words that rhyme with your words.<o:p></o:p>
§         Typing:  Type your words on a computer.<o:p></o:p>
§         Poem:  Create a poem using your spelling words.<o:p></o:p>
§         Outline Pictures:  On drawing paper, use the letters of each word in an outline of a picture depicting that word.<o:p></o:p>
§         Mind Maps:  Make mind maps, webs, or clusters.  Write the spelling word in the center of each map. Around the outside, brainstorm as many words as you can think of that relate to that spelling word.<o:p></o:p>
§         Jokes:  Write jokes for your spelling words. <o:p></o:p>
§         Word Scramble:  Have someone else scramble the letters in each of your words on a sheet of paper. Unscramble each word. <o:p></o:p>
§         Air Write: Write your spelling words in the air using your “magic finger.” Have a partner read your words as you write them. OR a parent can air write the words and YOUR job is to read them. For even more fun, take turns.<o:p></o:p>
§         Rainbow Words: Write your words in three colors.<o:p></o:p>
§         Backwards Words: Write your words forwards, then backwards.<o:p></o:p>
§         Silly sentences:  Use all your words in ten silly sentences.<o:p></o:p>
§         Picture words: Draw a picture and write your words in the picture.<o:p></o:p>
§         Surround words: Write your words on graph paper and outline in colors.<o:p></o:p>
§         Box Words:  Box your letters<o:p></o:p>
§         Ransom words:  Write your words by cutting out letters in a newspaper or magazine and glue them on a paper.<o:p></o:p>
§         Pyramid Words:  Write your words adding or subtracting one letter at a time. The result will be a pyramid shape of words.<o:p></o:p>
§         Words-Within-Words:  Write your word and then write at least 2 words made from each.<o:p></o:p>
§         Pasta Words:   Write your words by arranging alphabet pasta or Alphabets cereal. Glue on paper or have a parent write that you completed “Pasta Words” as a spelling activity.<o:p></o:p>
§         Reversed Words:   Write your words in ABC order -backwards!<o:p></o:p>
§         3D Words:  Use modeling clay rolled thinly to make your words.<o:p></o:p>
§         Magazine words: Use an old magazine or newspaper and find your word. Cut it out and glue it on paper.<o:p></o:p>
§         Cheer Your Words: Pretend you are a cheerleader and call out your words! Sometimes you'll yell, sometimes you'll whisper!<o:p></o:p>
§         Sound Words: Use a tape recorder and record your words and their spelling. Then listen to your tape, checking to see that you spelled all the words correctly.<o:p></o:p>
§         Choo-Choo Words:  Write the entire list end-to-end as one long word, using different colors of crayon or ink for different words.<o:p></o:p>
§         Back writing:  Using your finger, draw each letter on a partners' back, having the partner say the word when completed.<o:p></o:p>
§         Flash writing: In a darkened room, use a flashlight to draw letters in the air.<o:p></o:p>
§         Newspaper Words: Search a newspaper page from top to bottom, circling each letter of a word as you find it.<o:p></o:p>
§         30 Second Words: Write a TV commercial using all the words from your list.  Present to the class.<o:p></o:p>
§         Popsicles: Make words using Popsicle sticks.<o:p></o:p>
§         Secret Agent Words: Number the alphabet from 1 to 26, and then convert your words to a number code.<o:p></o:p>
§         Computer Game:  Use a computer game or website to practice your words.<o:p></o:p>
 
______________________________________________________________________________________________<o:p></o:p>
WRITING: 
How do I write a response to literature?<o:p></o:p>
 <o:p></o:p>
Organizational Structure:<o:p></o:p>
§         Central Question<o:p></o:p>
§         Organizational Structure<o:p></o:p>
§         Appropriate Facts & Details<o:p></o:p>
§         Extraneous Details<o:p></o:p>
§         Summarizing<o:p></o:p>
§         Sense of Closure<o:p></o:p>
 <o:p></o:p>
Writer’s Craft<o:p></o:p>
§    Engages Reader<o:p></o:p>
§    Advances a judgment<o:p></o:p>
§    Supports judgment with text evidence<o:p></o:p>
§    Demonstrates understanding of literary work<o:p></o:p>
 <o:p></o:p>
Conventions<o:p></o:p>
§    Word Origins<o:p></o:p>
§    Syllabication<o:p></o:p>
 <o:p></o:p>
Speaking, Listening, Viewing<o:p></o:p>
§    Initiates and Responds <o:p></o:p>
§    Language Cues<o:p></o:p>
§    Demonstrates, Evaluates, and Judges Media<o:p></o:p>
§    Turn-taking Behaviors<o:p></o:p>
<o:p> </o:p>
Use this site for your graphic organizer: 
<A href="http://www.readwritethink.org/">http://www.readwritethink.org</A> 
 
 Vocabulary:<o:p></o:p>
<UL type=disc>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: black">draft <o:p></o:p></LI>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: black">prewriting <o:p></o:p></LI>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: black">sense of closure <o:p></o:p></LI>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: black">engaging beginning <o:p></o:p></LI>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: black">revise <o:p></o:p></LI>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: black">edit <o:p></o:p></LI>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: black">organizing structure <o:p></o:p></LI>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: black">sensory details <o:p></o:p></LI>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: black">concrete language <o:p></o:p></LI>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: black">extraneous details <o:p></o:p></LI>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: black">subject <o:p></o:p></LI>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: black">predicate <o:p></o:p></LI>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: black">proper nouns <o:p></o:p></LI>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: black">compound sentences <o:p></o:p></LI>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: black">story elements <o:p></o:p></LI>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: black">complex characters <o:p></o:p></LI>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: black">dialogue <o:p></o:p></LI>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: black">tension <o:p></o:p></LI>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: black">suspense <o:p></o:p></LI>
</UL>
~What are the Six + 1 Traits for Writing? 
Ideas: 
The ideas are the heart of the message, the content of the piece, the main theme, 
together with the details that enrich and develop that theme. 
 
Organization: 
Organization is the internal structure of a piece of writing, the thread of central 
meaning, the logical and sometimes intriguing pattern of the ideas. 
 
Voice: 
The voice is the heart and soul, the magic, the will, along with the feeling and 
conviction of the individual writer coming out through the words. 
 
Word Choice: 
Word choice is the use of rich, colorful, precise language that moves and enlightens 
the reader. 
 
Fluency: 
Sentence fluency is the rhythm and flow of the language, the sound of work patterns, 
the way in which the writing plays to the ear - not just to the eye. 
 
Convention: 
Conventions are the mechanical correctness of the piece - spelling, grammar and usage, 
paragraphing, use of capitals, and punctuation. 
 
+1 Presentation: 
Presentation zeros in on the form and layout of the text and its readability: the 
piece should be pleasing to the eye. 
 
~What creates QUALITY writing? 
1. Narrow your topic. 
2. Plan ahead. 
3. Provide and interesting, catchy beginning (lead). 
4. Use descriptive words and figurative language. 
5. Have a clear beginning, middle, and end. 
6. Use a variety of sentence sizes. 
7. Don’t use DEAD words. 
8. Provide a satisfying conclusion and a sense of closure. 
9. Stay on topic. 
10. Proofread and REVISE. 
11. Edit! 
12. “Show” don’t “tell”. 
13. Exclude extraneous details. 
_______________________________________________________________________________________ 
<st1:city w:st="on"><st1:place w:st="on">READING</st1:place></st1:city>: 
Traditional Literature  <o:p></o:p>
 
ESSENTIAL QUESTION: How do I read and comprehend traditional literature?<o:p></o:p>
 <o:p></o:p>
Key Learning:<o:p></o:p>
Students will identify themes and lessons in folktales, tall tales, and fables.<o:p></o:p>
 <o:p></o:p>
Unit Essential Questions:<o:p></o:p>
How do I read and comprehend traditional literature?<o:p></o:p>
 <o:p></o:p>
§         Structure and elements of traditional literature<o:p></o:p>
<OL style="MARGIN-TOP: 0in" type=1>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: black">What are the elements of traditional literature? <o:p></o:p></LI>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: black">What are the similarities and differences among folktales, tall tales, and fables? <o:p></o:p></LI>
</OL>
 <o:p></o:p>
Vocabulary:<o:p></o:p>
Theme, plot, character, setting, tall tales, fables, folktales<o:p></o:p>
 <o:p></o:p>
§         Using the elements of foreshadowing, sensory details, and figurative language to comprehend traditional literature<o:p></o:p>
<OL style="MARGIN-TOP: 0in" type=1>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: black">How do I identify sensory details and figurative language in traditional literature? <o:p></o:p></LI>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: black">How do sensory details and figurative language aide in my comprehension? <o:p></o:p></LI>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: black">How do I identify foreshadowing clues? <o:p></o:p></LI>
</OL>
 <o:p></o:p>
Vocabulary:<o:p></o:p>
Foreshadowing, sensory details, figurative language<o:p></o:p>
 <o:p></o:p>
§         Improving comprehension by making personal connections<o:p></o:p>
<OL style="MARGIN-TOP: 0in" type=1>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: black">How do I relate themes in traditional literature to my personal experiences? <o:p></o:p></LI>
 <LI class=MsoNormal style="MARGIN: 0in 0in 0pt; COLOR: black">How do I identify similarities and differences between characters and events in traditional literature to actual experiences in the author’s life? <o:p></o:p></LI>
</OL>
 <o:p></o:p>
§         Making judgments and inferences about a character or event<o:p></o:p>
       1.  How do I make judgments and inferences about a character and events?<o:p></o:p>
 2.  How do I support my judgments and inferences with evidence from the text? <o:p></o:p>
 <o:p></o:p>
We are working on mini-books relating to Social Studies and Science. 
 
Vocabulary:<o:p></o:p>
· Multiple meaning <o:p></o:p>
· Main idea <o:p></o:p>
· Details <o:p></o:p>
· Poetry                 <o:p></o:p>
· Rhyme               <o:p></o:p>
· Rhythm          <o:p></o:p>
· Repetition              <o:p></o:p>
· Sensory images <o:p></o:p>
· Context clues       <o:p></o:p>
· Cueing systems          <o:p></o:p>
· Self-correcting          <o:p></o:p>
· self-monitoring<o:p></o:p>
· Graphic features                    <o:p></o:p>
· Main idea                           <o:p></o:p>
· Details    <o:p></o:p>
· Multiple meaning                  <o:p></o:p>
   <o:p></o:p>
The skills we are working with on a daily basis are: 
~cause and effect 
~point of view 
~author's purpose 
~compare and contrast 
~predicting 
~inferring 
~connecting 
~questioning 
~visualizing 
~main ideas and details 
~characterization 
~setting 
~plot 
~conflict 
~conventions 
~Alliteration 
~onomatopoeia 
~rhyme scheme 
~metaphor 
~simile 
~imagery 
~hyperbole 
~refrain 
~dialogue 
 
How do we discover the meanings of words when we are reading? 
We use context clues such as: 
~Looking for synonyms 
~Studying surrounding sentences 
~Check for antonyms 
~Look for a definition 
~Look for an example 
~Look for a repetitive word 
~Use word parts 
 
How do I better understand what I am reading? 
~retell: tell someone a part of the story you just read 
~visualizing: make pictures of what's happening in the story as you read 
~inferencing: think of "maybes" 
~questioning: What questions does the story make you think of? 
~predicting: predict what you think will happen next in the story 
~connections: connect the events and characters to yourself, another text, or the world 
~non-fiction conventions: The author uses these to help you know what's important in a story. 
BEFORE READING A NON-FICTION PASSAGE: Change the bold words introducing the lesson or chapter into a question. The question should be answered when you read. 
 
How do I pick just the right book? 
EASY: Holiday or Vacation Books 
*you can read the words fluently (smooth and with an interesting voice) 
*you know how to say all the words 
*you have a lot of background knowledge for the subject 
*sometimes the book has a larger font 
*you totally understand the story 
*your reading rate may be quicker 
*your thinking comes easy as you read the words 
 
CHALLENGING 
*many of the words are too hard to decode (failed a five finger test) 
*you don't know what the tricky words MEAN 
*your reading becomes choppy more than it is fluent 
*you don't have any background knowledge for the subject 
*you lose focus as you are reading (day dream) 
*you are not enjoying the book because you have to do too much word work (you can’t get in “the zone”) 
*your thinking is confused 
*your reading rate slows way down 
 
JUST RIGHT 
*you can read most of the words 
*you can understand what you are reading 
*you enjoy the book (you stay “in the zone”) 
*you may have some background knowledge for the subject 
*you can read the book with smooth fluency but there are some choppy places 
*your reading rate is just right- not too slow and not too fast 
*you can figure out the tricky words and still get the meaning of the story 
_______________________________________________________________________________________<o:p></o:p>
GOODVILLE PARENT HELPERS:<o:p></o:p>
Volunteer Sub:<o:p></o:p>
Amy Vitelli~certified<o:p></o:p>
Madeline LeZotte<o:p></o:p>
William Buckley<o:p></o:p>
 <o:p></o:p>
Room Mom:<o:p></o:p>
Contact:  Consuelo Rosas<o:p></o:p>
Chrissy Farnan<o:p></o:p>
Cindy LeZotte<o:p></o:p>
Robin Gantek<o:p></o:p>
 <o:p></o:p>
Literacy:<o:p></o:p>
Contact:  Amy Vitelli<o:p></o:p>
Lori Laney<o:p></o:p>
Cindy LeZotte<o:p></o:p>
 <o:p></o:p>
Art:<o:p></o:p>
Cindy LeZotte<o:p></o:p>
 <o:p></o:p>
Computer:<o:p></o:p>
Lori Laney<o:p></o:p>
 <o:p></o:p>
Guest Readers:<o:p></o:p>
Amy Vitelli<o:p></o:p>
Cindy LeZotte<o:p></o:p>
Robin Gantek<o:p></o:p>
Chris Buckley<o:p></o:p>
Jim McCarthy<o:p></o:p>
Andrea Hinks<o:p></o:p>
Susan Kramer<o:p></o:p>
Linda Gerety<o:p></o:p>
Gayle Norvell<o:p></o:p>
 <o:p></o:p>
Copies/Projects:<o:p></o:p>
Cindy LeZotte<o:p></o:p>
<st1:state w:st="on"><st1:place w:st="on">Lorraine</st1:place></st1:state> Tansey<o:p></o:p>
Brandy Drake<o:p></o:p>
Cheryl Ziegler<o:p></o:p>
Andrea Hinks<o:p></o:p>
Chrissy Farnan<o:p></o:p>
Lori Laney<o:p></o:p>
 <o:p></o:p>
Projects to take home:<o:p></o:p>
Cindy LeZotte<o:p></o:p>
Brandy Drake<o:p></o:p>
Cheryl Ziegler<o:p></o:p>
Andrea Hinks<o:p></o:p>
Chrissy Farnan<o:p></o:p>
 <o:p></o:p>
Send in snacks, drinks, and supplies:<o:p></o:p>
Lori Laney<o:p></o:p>
Chrissy Farnan<o:p></o:p>
Jim McCarthy<o:p></o:p>
Chris Buckley<o:p></o:p>
Iris Wissinger<o:p></o:p>
Brandy Drake<o:p></o:p>
Kristen Lockwood<o:p></o:p>
Susan Kramer<o:p></o:p>
Linda Gerety<o:p></o:p>
Gayle Norvell<o:p></o:p>
Wendy Helms<o:p></o:p>
Angela Caylor<o:p></o:p>
Dawn Enright<o:p></o:p>
Cindy LeZotte<o:p></o:p>
Robin Gantek<o:p></o:p>
Amy Vitelli<o:p></o:p>
 <o:p></o:p>
<st1:place w:st="on">Holiday</st1:place> Party:<o:p></o:p>
Lori Laney<o:p></o:p>
Chrissy Farnan<o:p></o:p>
Brandy Drake<o:p></o:p>
<st1:state w:st="on"><st1:place w:st="on">Lorraine</st1:place></st1:state> Tansey<o:p></o:p>
Kristen Lockwood<o:p></o:p>
Susan Kramer<o:p></o:p>
Linda Gerety<o:p></o:p>
Gayle Norvell<o:p></o:p>
Dawn Enright<o:p></o:p>
Cindy LeZotte<o:p></o:p>
Robin Gantek<o:p></o:p>
Amy Vitelli<o:p></o:p>
_________________________________________________________________________________________ 
All schools in <st1:place w:st="on"><st1:placename w:st="on">Cobb</st1:placename> <st1:placetype w:st="on">County</st1:placetype> <st1:placetype w:st="on">School District</st1:placetype></st1:place> have purchased licensed online resources that are available both at school and at home. Some of the resources in the elementary library are listed below. 
 
CultureGrams: Cultural information on countries and the 50 U.S. States; geographical and historical information, maps, and flags. Kids Edition is appropriate for elementary grades. 
 
eLibrary Elementary: Full text content from over 200 magazines and newspapers; also includes images, maps, and editor-screened and selected websites. 
 
Grolier Online: Three general encyclopedias, plus the specialized encyclopedias Lands and Peoples, <st1:country-region w:st="on"><st1:place w:st="on">America</st1:place></st1:country-region> the Beautiful, and The New Book of Popular Science. Also includes magazine articles and selected websites. 
 
<st1:place w:st="on"><st1:placename w:st="on">World</st1:placename> <st1:placename w:st="on">Book</st1:placename> <st1:placename w:st="on">Online</st1:placename> <st1:placename w:st="on">Reference</st1:placename> <st1:placetype w:st="on">Center</st1:placetype></st1:place>: Over 26,000 encyclopedia articles suited for grades 4-12, over 750 maps, 2000 tables, 7000 selected websites, special reports, sounds, and animations. 
 
GALILEO: Georgia Library Learning Online. This is a web-based virtual library sponsored by the Board of Regents of the University System of Georgia. It includes over 100 databases. GALILEO for Kids offers several strong resources for elementary students. Kids Infobits, SIRS Discover, and Kids Search include full-text magazine articles. SIRS Discoverer also provides web links. 
 
Elementary Home Access Passwords 
A username and password are required for home access. Due to licensing restrictions, the elementary username and password may be used ONLY by <st1:place w:st="on"><st1:placename w:st="on">Cobb</st1:placename> <st1:placetype w:st="on">County</st1:placetype> <st1:placetype w:st="on">School District</st1:placetype></st1:place> elementary students and staff. The password list may not be published in school newsletters.<o:p></o:p>
_______________________________________________________________________________________ 
Please visit these sites for more school information: 
<st1:city w:st="on"><st1:place w:st="on">Vaughan</st1:place></st1:city>'s  <A href="http://www.cobbk12.org/Vaughan/">http://www.cobbk12.org/Vaughan/</A><A href="http://www.cobb.k12.ga.us/~vaughan/index.htm"></A> 
PTSA's (http://vaughanptsa.org/index.htm) 
 
Please feel free to contact me by email me at carianne.good@cobbk12.org 
and c2mjgood@bellsouth.net. I know that with your ongoing support, we are sure 
to have a fantastic year! Thank you so much! 
 
Have a great, relaxing, and safe weekend! 
Carianne<o:p></o:p>
<o:p> </o:p>

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