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Room 2 Classroom Happenings

Have a wonderful fall break!


Thank you to families for attending fall conferences! I hope everyone enjoyed the student-led format. This was a great opportunity to reflect on students' progress thus far and where they might grow during the rest of this year. I can't wait to see.


Below are a few questions for each subject area that you might discuss with your student. I am hoping these questions can spark conversation at home and give insight into our current content.


We have begun a unit on 2-D shapes, 3-D shapes, and positional words (above, behind, in front of, etc.)

  • You might have conversations with your student to identify shapes of different things in your home. You can ask, "How do you know it is a ______?" to encourage your student to identify the attributes of that particular shape.
  • You might talk about why shapes matter. For example, if your table is a rectangle, it could be a mess if you bought a circular table cloth. If your lunch container is a cylinder, you can't use a lid that is rectangular.
  • You might review the importance of positional words in instructions/directions. For example, asking someone to put something "in" a box looks very different than putting it "next to" the box. This might be a fun element to add to a "Simon Says" type game. You might also make a structure with blocks/legos and have your student try to recreate it solely based on verbal directions. 


  • What do engineers do?
  • What is the engineering design process?
  • What was the paper airplane challenge/question?
  • How did we learn to make paper airplanes? Where did we get ideas?
  • What did we do after we tested a paper airplane?


  • What do seeds need to grow into plants?
  • What are the different parts of a plant?
  • Why are the different parts of a plant important?


  • Letters and letter sounds we have studied: M, short A, S, T, N, short I, F, P
  • High frequency/sight words we have studied: I, like, the, we, go, see, can, she, is, a


Our current unit of study will be “Plants and Animals Have Needs.” This reading aligns with a shift from "all about" informational writing to "how-to" informational writing. In this unit, students will learn how living things have certain needs in order to survive. For example, most plants need water and sun to grow, and animals need food, as well as shelter from predators or the environment. Students will also discover how needs differ among plants and animals. Building on this, students will explore the meanings of survival, endangerment, and extinction.


In this unit, we will think deeply about the question “Why do living things have different needs?” Here are some activities designed to continue the conversation about characters and to build on the skills and concepts your child is learning in school.


  • Needs in the Neighborhood: Take a walk around your neighborhood with your student. As you do, draw or write all the living things you see. Don’t forget – people are living things, too! When you return home, challenge your student to categorize the living things you saw as a plant or an animal. Together with your student, brainstorm what each plant and animal needs to stay alive. You can start by suggesting, for example, that grass needs water to grow and a squirrel needs shelter from the weather and predators.


  • I’m an Expert: Several of the selections we will be reading describe a sequence, or order of events. Recognizing sequence in a text is an important reading skill that your student will develop over the years.You might work with your student to review things they know how to do (for example: braid hair, play baseball, make a sandwich, etc.) and the steps involved in each process. You might even take pictures/videos or make a short film using iMovie to detail the process. This work will provide students with ideas for their how-to books. You might also review directions for board games, instructions for assembling toys/equipment or recipes for food. These examples will serve as "mentor texts" that give students ideas for different elements they should include in their own how-to books (for example: numbered steps, detailed diagrams with labels, symbols to show movement/action, etc.) Students might take a picture of these examples with their iPads to share with the class what they have learned about how-to writing.


  • What’s Happening?: Invite your student to select an endangered species to research. Work with your student to learn about the animal’s needs in terms of diet and habitat. Find out what changes and challenges have caused the animal to become endangered. Finally, explore what efforts are being made to save that species. This research project is an excellent opportunity for students to deepen their knowledge about animals’ needs and to gain more familiarity with Google/search engines as research tools.




Social Studies

  • What can you do if someone gets in your bubble space? What should you do if you get in someone else's bubble space?
  • What fills your bucket? What empties your bucket?
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About Ms.Chrissy

Hello! My name is Chrissy Hann. I grew up in the San Fernando Valley, where I played lots of sports, planned my November birthday parties in August, and loved math. I left Southern California for a few years to complete my Bachelor's degree at Boston College. I recently moved back to Los Angeles and earned my teaching credential and Master's in Education at UCLA. My first student teaching assignment was at Melrose, and I am extremely happy to be returning as a credentialed teacher.

Daily Schedule


English Language Development



Writing Workshop

Literacy Centers (Mixing with Room 2)


Read A Loud


Social Studies/Art/Community Building

English Language Development


Weekly Specials:

  • Wednesday: Got Game with Coach Andy (Physical Education)
  • Thursday: Music with Ms.Aimee and Library
  • Friday: Dance with Ms.Smith and 5th Grade Big Buddies