Upcoming Dates
May 6-17 – Oregon Statewide Assessment window. 4th grade will take tests in English and math. Find out more below.
Wednesday, May 22 – Field trip to Dorris Ranch, 9-11:50 a.m. Parent chaperones needed. Email Mme Shelli if you’d like to join. hopper_s@4j.lane.edu
Monday, May 27 – NO SCHOOL, Memorial Day
What’s up! Quoi de neuf?
Please send your child to school in proper footwear and a WARM water-repellent jacket with a hood or a hat when the weather is rainy. Please have your child wear warmer layers and weather-appropriate shoes. Thank you!
If your child is ill or has had a fever or vomited within the previous 24 hours, please keep your child home. If your child will be absent, please email both teachers and please call in and leave a message on the school attendance line (541) 790-7080 or email Eliza at drummond_e@4j.lane.edu.
Please ensure that you email BOTH TEACHERS when you communicate with us.
(kincaid_j@4j.lane.edu and hopper_s@4j.lane.edu)
Host Families needed for next year’s interns!
Calling on Host Families for 2024-2025!
Bonjour Charlemagne families,
We are getting ready to host more interns next year…
Our Amity interns are a huge part of our school. Thanks to them, teachers in grades 2-5 can differentiate their instruction and students can experience more French speaking. We could not do this program without host families who agree to host them for 2-3 months.
The requirements to host are:
– Transport the intern to and from school,
– Offer her/his own room,
– Offer 3 meals a day
The host families don’t have to be part of our Charlemagne community.
So, tell friends, neighbors, family members!
If you have an interest in hosting, please reach out to our host family coordinator, Rachel Buciarski (Maya’s mom) at rachel@buciarski.com.
Merci beaucoup! Aurelie Sion (she/her), 2ème année
Le français:
No French homework this week, but we had our quiz on Friday, where students had to apply the four rules on which we concentrated last week. The average quiz score of all of fourth grade was 93%! Also, 70% of the class scored 93% or better, which is wonderful. Our homework next time will also be four different rules.
We continue to correct two horrible sentences on all full days, and alphabetize and/or sort words on our short day. Many students have completed the “J’observe…“ Quatre porcelets dans un chapeau melon (Four piglets in a bowler hat!), but we’ll need at least one more session to help most catch up.
We’ve started reading groups back up for the next week. Some groups that have finished their second book will work on phonetics. Most kids have finished the current art project, and they are looking amazing in the stairwell. If you have a chance to swing down and look at them, they are pretty impressive.: 
Student goal: I am applying myself to my school work. I am actively seeking learning.
Student goal: I can identify grammatical and punctuation errors in sentences in French.
Student goal: I can form and connect all the lowercase and uppercase letters correctly in cursive.
Student goal: I can apply learned French grammar rules during daily speaking and writing.
Les sciences humaines (la géographie):
We are working on our francophone project daily. Most students have completed at least the fifth of the twelve sides, and students will begin to put their dodecahedrons together in the next couple of weeks, then presentations will begin. Also, a variety of visitors will come in and talk about the francophone country they grew up in. Hopefully, afterward, your students will be very knowledgeable about which 29+ countries have a living link to French.
Many thanks to Grace’s dad, Ben, who grew up on Mauritius (le Maurice) and came last Friday to present to the kids with some great photos. We all wanted to visit Mauritius afterward. Over the next two weeks, we will have a Senegalese visitor and also a visitor from a member of our community who was raised in Burkina Faso. They will be sharing photos & experiences from their childhoods growing up in these francophone countries.
Student goal: I can identify and name the world’s oceans and continents.
Student goal: I can identify the difference between a city, a country, and a continent.
Student goal: I begin to see my role in this world as a global citizen and to understand that my reality is not the same as other children’s in the world.
Student goal: I can identify many French-speaking (francophone) countries of the world.
Les copains/Buddies:
We had to skip this week. 🤪
Mme Hannah is taking the lead in English and Math Class for the next five weeks. Mme Shelli will still be here to guide and advise.
Mme Shelli hopper_s@4j.lane.edu English & Math teacher
Math Key concepts:
•Replacing a mixed number with an equivalent fraction can make it easier to add and subtract fractions with like denominators.
•We can use visual models and equations to represent situational problems involving addition and subtraction of fractions.
There IS MATH REVIEW HOMEWORK this week.
We are working on being flexible with adding and subtracting fractions both with mixed numbers and improper fractions. This week we’ll focus on subtracting mixed numbers which may require students to change a mixed number into an equivalent fraction before subtraction. As we wrap up this unit, we’ll start a fun Geometry unit that involves measuring angles.
English
Please ask your child to show you their multi-paragraph opinion essay about the Lewis and Clark Expedition early this week. It should come home on Monday. This was a practice essay in which students wrote their opinion on two of the biggest impacts of the Corps of Discovery. We discussed and analyzed a four paragraph opinion writing structure. Look for the checklist in their booklet on p. 56 for the skills they were practicing in this written assignment.
We will continue reading myths with Mme Hannah this week. Students will write an organized informational paragraph describing what they have learned about Greek Myths. Next, we’ll look at stories from Native American cultures. We will compare myths from different cultures and notice similar themes, morals, and creation stories.
State Testing (OSAS)
Although they are only one measure of academic success, state test results provide important information for students, families, teachers, schools, and districts. The Elementary and Secondary Education Act requires all states receiving federal funds for schools to show that all students are learning. States show this by testing students beginning in 3rd grade. These summative assessment results show the federal government and the Oregon Department of Education how well all students are performing according to state standards in Math, English Language Arts (reading and writing, or ELA), and Science. When a school district’s results drop below a certain threshold, the Oregon Department of Education will step in to offer support. The goal of this accountability model is to help all students succeed in school.
Each spring, 3rd, 4th, and 5th grade students test in Math and ELA. In 5th grade, students also test in Science. Students and families can practice taking these tests here. (More information can be found on 4j’s testing website.)
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