A Fun-Filled Day for Our Four Students!
Our four amazing readers had an exciting adventure last week! They kicked off their day with a visit to Mr. Putter's Mini Golf, where they showed off their skills and had a blast competing against each other. After a fun-filled round of golf, they headed over to Atascadero Lake Park, where they enjoyed a delicious lunch from McDonald's while taking in the beautiful surroundings. The fun didn’t end there—after lunch, they spent some time playing, laughing, and exploring the park. It was a wonderful day of learning, fun, and teamwork that we’ll all remember for a long time!

In class, our little writers become word explorers! Working together in groups, they build sentences using new vocabulary, first-grade frequency words, and the special phoneme of the week. With the help of our weekly reading, they create sentences that describe the story we read—just like real authors! It’s a fun way to play with words, share ideas, and bring stories to life!

News & Information:

Awards Recipients for 2nd Trimester

Twig Science Activity: Life Cycle of a Butterfly

Dear Parents,

Here we have Sebastian Cervantes who received an award for being showing trustworthiness. He got a chance to have lunch with Dr. Reimer. We also have all the students who earn an award for the second trimester. We also got a chance to release butterflies that we observed for couple of weeks and learned about their life cycle for Twig Science.

Parents keep having your child practice their multiplication tables at home every day. Also recommended reading time of 15 minutes or more at home as well.

Thank You,

Miss Rodriguez

Learning Focus

Reading:

3rd: RI.3.4 Determine the meaning of words and phrases as they are used in text, distinguishing literal and nonliteral language. RI.3.1 Ask and answer questions. RI.3.3 Describe Characters

4th: RI.4.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. RI.4.1 Make inferences. RI.4.3 Analyze a scientific text. R.I.4.4 Determine word meanings

Math:

3rd: Unit 4: Fractions– Equivalence and Comparison, Measurement and Data

4th: Unit 4: Fractions, Decimals and Measurement

Grammar:

Common Adjectives and Adverbs

Spelling:

3rd– Unit 4: Words with –igh and CVCe words, Words with –ed and –ing

4th– Unit 4: Words with –igh and CVCe words, Words with –ed and –ing

Vocabulary:

Student work on five academic vocabulary words per week.

Writing:

Step-Up-to-Writing: Narrative Essay

Science:

Module 2: Welcome to the Biodome

Social Studies:

Chapter 4: Government, Landmarks, and Symbols

Calendar of Upcoming Events

• April 10, 2025: Gold Rush Jamboree at San Lorenzo Park in King City

• April 14— April 21: Spring Break

• April 28, 2025: Character Count Award for Fairness

• April 30, 2025: Day of the Child

ELA Silent Debate

This month, our class began Part One of a Silent Debate unit focusing on the question: "Are video games good or bad for your brain?"

What We're Doing:

• Introducing students to debate skills (claims, evidence, counterarguments).

• Engaging in small-group discussion about the benefits and drawbacks of video games.

• Learning how to structure an argument before we move on to deeper research and writing activities.

Why It Matters:

• Students practice critical thinking, communication, and respectful debate skills.

• This foundation prepares them for a final argumentative essay coming soon.

Stay tuned for more updates as we continue exploring this topic!

To contact Mrs. Bobbitt:

kbobbitt@sanardousd.org

--or just stop by!

March has been busy! Students have been working on the following:

Reading for fluency: When students are reading, we want them to read smoothly and automatically. After students learn how sounds relate to letters, they start "decoding." As students decode, they become more and more automatic in their reading. This is the progression we want to see--and hear!

Listening for ending sounds: When students read, they need to attend to "ending sounds." Sometimes the "s" at the end of a word (e.g., likes, helps, bikes, students) gets left off when students are reading.

It's even more challenging when students form the regular past tense (using "-ed"). The -ed at the end of words can sound like a "t," a "d," or an "id" (say "liked," "loved," and "waited" out loud). It's helpful to know these different ending sounds for spelling purposes.

Writing: Reading and writing are closely connected. When we read, we "decode" words. When we write, we "encode" words. Encoding is a process to write the sounds that we hear (to make meaningful words).

Practicing with testing: Testing season is almost here! In class, we work on practice test questions, mirroring what students will see on their state tests. (It's like training for the big game of the season!) Students see the types of questions they will have on state testing and learn how their writing will be scored.

If you are ever curious about what we are doing in class, please stop by! Also, books are always available for students to take home.

Happy reading!

Mrs. Bobbitt