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Dear Families,
As you know from previous entries, I often focus on the curriculum achievements my students accomplish each day. While those will certainly be included in today’s post, I would also like to take a moment to celebrate the amazing social and emotional growth I see in our classroom. When I notice that a student has gone a long stretch of days without becoming frustrated by a challenging task; another student catches himself misreading a difficult word and corrects it without prompting; a friend volunteers to help a classmate because he knows they may have difficulty getting started on a math problem; a student explains her thinking and asks thoughtful questions with great care and patience to help a peer understand without giving away the answer; a student compares his i-Ready score with a friend’s only to offer advice on how to improve; or another student proudly shares that he has already completed his reading goal for the week (even though it’s only Wednesday and he wants to start a new book) my heart is filled with joy. Every day is full of moments like these. They show that learning is happening through collaboration, reflection, discussion, and celebration. Even when moods and energy levels fluctuate, the strong habits my students are building allow them to continue making progress, and that is certainly worth celebrating. Here are some of the things we have been working on: Math: We have continued making progress with multiplication facts, with several students earning certificates of achievement for completing multiplication assessments in under 12 seconds. We have also begun investigating fractions, including improper fractions, mixed numbers, and equivalent fractions. Students have completed the first checkpoint, which will go home in their portfolios next week. Language Arts: This week, students set new reading goals by estimating the number of pages to read per day, using sticky notes as reminders. Working in small groups, we have been identifying firsthand and secondhand accounts on the same topic and writing open-response answers using the R.A.C.E. method (Restate the question, Answer, Cite evidence, and Explain or Expand on the evidence). Students have also been working on new vocabulary words both with teacher support and during independent practice. Writing: We launched our Trickster Tales writing unit with a visit from Motoko, a storyteller who fascinated us with her narration of traditional folktales and taught us how to count in Japanese. Science: We finished our unit on sound waves by learning about high and low pitch and wavelength. Reflection Questions
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Dear Families,
We conclude another week packed with events and activities. Here are the highlights of this week:
Dear Families,
This week in the classroom, we have been busy learning and practicing many important skills. Here are some highlights of the week: In Math, students have been exploring what happens when we multiply any number by a multiple of 10. They have also learned how to use an area model to find partial equations and partial products when measuring in square units. Students collaborated to create ratio tables for multiples of specific numbers and discussed the difference between effective and ineffective strategies. They also completed a mid-unit checkpoint, which will be included in next week’s portfolio. In Language Arts, students have continued practicing skills tailored to their reading levels and have participated in small-group work to strengthen comprehension. They used the RACE strategy to answer questions, reason through their responses, and find text evidence in informational passages. Students also explained why a passage represented a Compare and Contrast text structure rather than a Descriptive one, and identified the differences between both. Additionally, students began planning their personal narratives using a Stoplight Organizer to sequence their events effectively. In Social Studies, students have continued learning how maps provide information about land and people. They practiced using a compass rose and applied their skills to locate the Mississippi River on a map of North America. As side notes, students participated in a fire drill during Specials, and the Newspaper Club officially launched last week! Four of my students were eager reporters, observing, interviewing, and taking photos during Cardboard Creation Day. Our class also collaborated with our Kindergarten buddies on a reading and pumpkin craft project, which was a big hit with everyone! You will receive the pictures through an email soon! It’s been a full and exciting week of learning, teamwork, and creativity. I’m so proud of how our class continues to grow not just in knowledge, but in collaboration, confidence, and curiosity. Have a wonderful weekend! Dear Families,
It has been another exciting and productive week in our classroom! The students have been growing as learners, thinkers, and community members, and I’m so proud of their progress. Here’s a look at what we’ve been working on together this week: During our Morning Meeting, we have continued checking in on our Zones of Regulation. My students are becoming more fluent in recognizing and regulating their emotions, especially when they find themselves in the blue or yellow zones. This gentle routine has been a wonderful way to start our mornings, allowing us to learn about one another’s feelings and build empathy. It’s heartwarming to see how students are supporting and encouraging each other. In Math, we have been constructing a Great Wall of Base Ten to deepen our understanding of place value and multiplying by multiples of 10. We also explored decimals during snack time, using hundred grids as our “Tool of the Week.” Students have completed their end-of-unit assessment on multiplication and division, and the corrected tests will be included in next week’s portfolio. During our Daily 5 Literacy routine, students have continued to build their stamina in independent reading and writing, practiced this week’s vocabulary words, and completed an assessment on text features. In small groups, we have focused on reading comprehension, identifying text features in informational texts, and finding key details to summarize. We also began our personal narrative writing unit, and students have brainstormed creative ideas to begin drafting soon. In our WIN block, students have worked on individual learning goals — some in small groups, others one-on-one with a teacher, and some independently. Their focus areas have included completing assessments, improving handwriting, and strengthening fluency and comprehension skills. During Social Studies, students have been generating thoughtful questions about how maps give us information about land and people. We practiced identifying open and closed questions, and even challenged ourselves to change one type into the other. This exploration helped us think critically about how we can use maps to understand North America. Finally, during our Self-Reflection time, we have been celebrating both accomplishments and challenges. Students shared pride in progress — such as improving math scores, understanding decimals, earning SOAR coupons, or taking on new classroom jobs. They also reflected on challenges like avoiding distractions, slowing down their handwriting, or remembering to listen when others are speaking. We understand that we are all works in progress and that our classroom community is a safe space to grow and learn. And as the cherry on top, we enjoyed a joyful visit with our kindergarten buddies from Mrs. Pilkington’s and Mrs. Smith’s class! This week, my students read stories aloud to their younger friends, who listened to their every word. Our fourth graders were kind, patient, and engaging readers — and they glowed with pride after the visit! It’s been a week filled with growth, learning, and kindness. I’m so proud of how far our class has come and can’t wait to see what the next week brings! Dear Families,
We still need to wrap up a few things in the classroom, so the portfolios will be going home next week instead of today. In Math, we have completed a checkpoint on multiplication and division, practiced finding factors and multiples of numbers, and worked on using multiplicative comparisons. In Language Arts, we have been learning about text features in informational texts and how they help readers understand nonfiction. We discussed glossaries, tables of contents, bold and italic fonts, titles and subtitles, pictures, captions, labels, diagrams, maps, and timelines. Students have been working independently, in small groups with Mrs. Parent on vocabulary, and with me on reviewing and practicing skills, reading comprehension, writing, and goal setting. In Science, we have been concluding our unit on the Human Body by learning how the brain functions. We also connected all the lessons together through an “anchor connector” activity. During Morning Meeting, we have been talking about the importance of stopping, thinking, and acting instead of reacting to situations. Students acted out different classroom scenarios by first showing the “wrong” behavior, and then demonstrating a more thoughtful choice. The students had a blast performing their short skits, and we all learned valuable ways to self-regulate in those situations. And as fantastic extras this week, the class voted on a reward for earning 20 SOAR coupons—they chose to bring a stuffed animal! They also listened to the fascinating (and true!) story of The Ghosts of Clough Elementary, told with the blinds drawn and lights off, and today we get to play math games with Mrs. Pilkington’s and Mrs. Smith’s kindergarten students. (Cute pictures will be shared next week!) We’ve certainly had a lot of fun while learning this week. Enjoy the long weekend! Dear Families,
We’ve now wrapped up our first full month of school, and it’s been such a rich start! Below is a glimpse of the learning and growth happening in our classroom this week. Math We’ve been exploring partial equations and partial products: breaking apart tiled arrays into smaller pieces and experimenting with different multiplication strategies. Students are learning flexibility in thinking about factors and decomposing numbers to make multiplication easier. Literacy / Daily 5 As part of our Daily 5 routine, we introduced a new choice: Word Work / Vocabulary, where small groups are learning four new words each week. Students then engage with those words independently over the week. In addition to that, students are reading self-selected books, working with me in small groups with me, listening to reading and writing in their journals. They also completed the iReady diagnostic assessments in both language arts and math. From that, they’ve begun their iReady “My Path” journeys—personalized practice targeted at the areas the assessment flagged as most challenging. Students select the “Skill Practice” choice in their Daily 5 trackers when working on My Path. Science We’ve officially wrapped up our eye model project and have shifted to studying the brain and nervous system. Morning Meeting We’ve been focusing on effective listening skills and respecting personal space, practices that help us all feel safer, heard, and more comfortable. Daily Reflection Each day, students write a self-reflection on what went well and what was challenging. This supports a growth mindset, and helps my students reflect on all the things that they have been able to accomplish. To wrap up, here are some possible conversation ideas when you talk with your child about school:
09/05/25 Dear Families, Welcome to our classroom blog! We have reached day six of the school year, and a lot has already been happening in our classroom. I will be using this platform, along with student portfolios, to keep you informed about the events and activities taking place in our community of learners. My hope is that this will not only provide a starting point for conversations with your child about school, but also serve as another means of communication between home and school. Highlights from Our First Two Weeks: Morning Routine Each morning, students begin their day with multiplication fact practice and cursive writing. This slow-paced routine helps them start the day in a calm and focused way. Once everyone has arrived, we listen to the morning announcements and gather on the carpet for our Morning Meeting. Morning Meeting During our meetings, we have been learning about the Zones of Regulation. Students check in with themselves to see if they are in the Green Zone (ideal for learning), and if not, they practice strategies to help them get there. They have learned breathing exercises and how to use the Calm Corner, where they can take a 10-minute break if they feel frustrated, overwhelmed, or sad. With the transition back to school after summer, some students have needed to use this space, but with support, they have been able to self-regulate and return to learning successfully. School Expectations & SOAR Coupons We have also been reviewing school expectations for hallway behavior, the cafeteria, and recess. This year, students can earn SOAR coupons for following the rules. Take a look at how many coupons our class has already earned in such a short time! Classroom Jobs & Tickets Students have been assigned weekly classroom jobs such as Chair Stacker, iPad Monitor, Paper Passer, Materials Monitor, and First Aid Monitor. These responsibilities have been carried out with efficiency and teamwork, helping our classroom run smoothly. Jobs will rotate each week so everyone has an opportunity to contribute in different ways. Students earn three tickets per day for completing their jobs. The Jobs Manager keeps track of tickets, and totals are given at the end of the week. However, if students do not follow expectations after a warning, a ticket may be deducted. Tickets can be saved and traded for Reward Coupons, such as lunch with the teacher, 20 minutes of drawing, or wearing a hat for the day. With more tickets (75 or 100), students may invite one or two friends to join them for special rewards. Math In Math, we started by discussing what our classroom should look and sound like during math time. Students agreed that since we all learn differently, we need to support one another by showing our work with numbers, words, and sketches; listening carefully; and treating math tools with care. We also talked about using math vocabulary when possible, taking turns, and encouraging our classmates. Students have also learned how to use the “I’m Done, Now What?” center. This allows them to continue working independently with activities such as math challenges, riddles, games, and language practice while I work with small groups. Language Arts In Language Arts, we have begun learning about the Daily 5 structure. This framework includes: Read to Self, Work with the Teacher, Skill Practice, Listen to Reading, and Work on Writing. Each routine is carefully introduced and practiced before students have full choice. So far, we have focused on Read to Self and are working to rebuild stamina with five minutes of uninterrupted independent reading. Students have also been introduced to our 4th grade Lending Library and the classroom library, giving them plenty of books to choose from. Read-Aloud & Community Building In the afternoons, we have started reading The One and Only Ivan by Katherine Applegate as a class read-aloud. Students have also shared their summer pictures and souvenirs to help us get to know each other better. Additionally, they have been working on “All About Me” posters, coloring bookmarks, and completing housekeeping activities such as labeling their supplies. As you can see, we have been very busy! You may have noticed your child coming home tired, and that is because they have been working hard. I am so proud of their efforts, their fantastic behavior, and their kindness toward one another. I am very excited to see their growth this year and look forward to partnering with you to ensure your child has a successful and joyful year of learning adventures. Warmly, Friday, January 17, 2025
Dear Families, After just over two weeks into the new year, my students are finally settling into the daily routines and putting forth consistent effort in their learning. I’ll admit, the first two weeks following the break have been a bit challenging for some of them. As a result, we’ve spent some time revisiting classroom rules, setting individual behavioral goals, and checking in after each period to ensure we’re all upholding our expectations. That being said, our students have been working on the iReady diagnostic assessments for both Language Arts and Math. The results will be added to their portfolios next week. In Math, we’ve begun our unit on fractions. We are revisiting key vocabulary, focusing on understanding equivalent fractions, and learning how to find the value that each fraction represents. During our Language Arts block, we’ve been exploring the theme or message of a story, distinguishing it from the topic, and examining how the themes in books relate to our own lives. Additionally, we’ve started working on our Trickster Tales. The students have been participating in one-on-one writing conferences (student-teacher), and they are now in the process of typing their stories in a document, preparing for future publishing. In Social Studies, our students have been learning about various theories regarding the origin of the First Peoples of North America, such as the Land Bridge Theory. This theory suggests that the first people migrated from Asia to North America across a “land bridge” exposed during the Ice Age due to lower sea levels. By analyzing and evaluating these theories, students are developing a deeper understanding of how the first peoples may have arrived on the continent. They are also enhancing their vocabulary and critical thinking skills through ongoing discussions and inquiry, which helps them examine multiple perspectives on historical events. Thank you for your continued support as we work together to create a positive and engaging learning environment! Warm regards, Mrs. Willinski Viernes, 17 de enero de 2025 Estimadas familias, Después de poco más de dos semanas en el nuevo año, mis estudiantes finalmente se están adaptando a las rutinas diarias y poniendo un esfuerzo constante en su aprendizaje. Debo admitir que las primeras dos semanas después del receso han sido un poco desafiantes para algunos de ellos. Como resultado, hemos dedicado tiempo a repasar las reglas del salón, establecer metas de comportamiento individuales y hacer un seguimiento después de cada período para asegurarnos de que todos estamos cumpliendo con nuestras expectativas. Dicho esto, nuestros estudiantes han estado trabajando en las evaluaciones diagnósticas de iReady para Lengua y Matemáticas. Los resultados se agregarán a sus portafolios la próxima semana. En Matemáticas, hemos comenzado nuestra unidad sobre fracciones. Estamos repasando el vocabulario clave, enfocándonos en comprender las fracciones equivalentes y aprendiendo a encontrar el valor que representa cada fracción. Durante nuestro bloque de Lengua y Literatura, hemos estado explorando el tema o mensaje de una historia, distinguiéndolo del tema principal y analizando cómo los temas de los libros se relacionan con nuestras propias vidas. Además, hemos comenzado a trabajar en nuestros Trickster Tales (Cuentos de Rufianes). Los estudiantes han participado en conferencias de escritura uno a uno (estudiante-maestro), y ahora están en el proceso de escribir sus historias en un documento, preparándose para una futura publicación. En Estudios Sociales, nuestros estudiantes han estado aprendiendo sobre diversas teorías acerca del origen de los Primeros Pueblos de América del Norte, como la Teoría del Puente de Tierra. Esta teoría sugiere que las primeras personas migraron desde Asia hacia América del Norte a través de un “puente de tierra” que se expuso durante la Edad de Hielo debido a los niveles bajos del mar. Al analizar y evaluar estas teorías, los estudiantes están desarrollando una comprensión más profunda de cómo las primeras personas pudieron haber llegado al continente. Además, están mejorando su vocabulario y habilidades de pensamiento crítico a través de discusiones e investigaciones continuas, lo que les ayuda a examinar múltiples perspectivas sobre los eventos históricos. Gracias por su continuo apoyo mientras trabajamos juntos para crear un ambiente de aprendizaje positivo y enriquecedor. Saludos cordiales, Sra. Willinski Friday, December 13, 2024
Dear Families, Wow, what an incredible week it has been in our classroom! Despite the excitement building as we approach winter break, my students have been working hard and soaking up new knowledge with incredible focus and enthusiasm. It’s been truly inspiring to see how dedicated they are, even with the holidays just around the corner! Here are a few highlights from this week: Math: We’ve continued working on solving multiplication problems using the area model, finding missing variables, and we’ve started learning about division with remainders. My students have been figuring out how to handle remainders and deciding how to split them. If they can be split, how much of a leftover cookie does each of 4 friends get after dividing the rest? How many cars does the swim team need to drive to a competition? How much money does each friend get after mowing the neighbors’ yards? These word problems have sparked lots of reasoning, and my students have demonstrated fantastic thinking skills! Reading: This week, we focused on deepening our skills in referring to details and examples in a text, both to explain what the text says explicitly and to draw inferences. My students have been learning how to annotate a story by numbering the paragraphs, summarizing each one with a couple of notes for easy reference, and underlining the parts of the sentences that provide evidence to support our answers. They’ve also learned the difference between citing contextual evidence and paraphrasing. We reviewed the RACE process for answering open-response questions step by step. Although this process requires perseverance and stamina, my students have realized that it helps them structure their responses and elaborate thoughtfully. We’ve also learned about the dangers of over-quoting and how to avoid it, and they’ve been asking themselves key questions throughout the process to ensure they stay on topic. Additionally, my students have continued reading their chapter books and practicing their comprehension skills, tracking their progress on their Daily 5 trackers. They've also been expanding their vocabulary by practicing new words. Writing: In Writing, my students have been busy crafting their “snowy streets” stories. I’ve been giving them detailed feedback and starting individual conferences with each student to discuss their writing. The quiet buzz of busy writers and the thoughtful conversations about writing that arise during our conferences is truly magical! Social Studies: In Social Studies, we’ve been learning all about Canada. We’ve started locating the countries of North America on a map and have been exploring the differences between continent, country, province, county, and city. Talk about deep learning! Viernes, 13 de diciembre de 2024 Queridas familias, ¡Vaya, qué semana tan increíble hemos tenido en nuestra aula! A pesar de la emoción que se va acumulando a medida que nos acercamos a las vacaciones de invierno, mis estudiantes han estado trabajando arduamente y absorbiendo nuevos conocimientos con un enfoque y entusiasmo increíbles. ¡Ha sido realmente inspirador ver lo dedicados que están, incluso con las fiestas a la vuelta de la esquina! Aquí algunos de los puntos destacados de esta semana: Matemáticas: Hemos seguido trabajando en la resolución de problemas de multiplicación usando el modelo de área, encontrando variables faltantes, y hemos comenzado a aprender sobre la división con restos. Mis estudiantes han estado averiguando cómo manejar los restos y decidiendo cómo dividirlos. Si se pueden dividir, ¿cuánto de una galleta sobrante le corresponde a cada uno de los 4 amigos después de dividir el resto? ¿Cuántos autos necesita el equipo de natación para ir a una competencia? ¿Cuánto dinero recibe cada amigo después de cortar el césped en los jardines de los vecinos? Estos problemas de palabras han generado mucha reflexión, ¡y mis estudiantes han demostrado unas habilidades de pensamiento fantásticas! Lectura: Esta semana, nos hemos centrado en profundizar nuestras habilidades para hacer referencia a los detalles y ejemplos en un texto, tanto para explicar lo que el texto dice explícitamente como para sacar inferencias. Mis estudiantes han aprendido a anotar una historia numerando los párrafos, resumiendo cada uno con un par de notas para facilitar su referencia más tarde y subrayando las partes de las oraciones que brindan evidencia para respaldar nuestras respuestas. También han aprendido la diferencia entre citar evidencia contextual y parafrasear. Revisamos el proceso RACE para responder preguntas de respuesta abierta paso a paso. Aunque este proceso requiere perseverancia y resistencia, mis estudiantes se han dado cuenta de que les ayuda a estructurar sus respuestas y a elaborarlas de manera pensada. También hemos aprendido sobre los peligros de citar en exceso y cómo evitarlos, y se han estado haciendo preguntas clave a lo largo del proceso para asegurarse de que se mantengan en el tema. Además, mis estudiantes han seguido leyendo sus libros de capítulos y practicando sus habilidades de comprensión, registrando su progreso en sus rastreadores Daily 5. También han estado ampliando su vocabulario practicando nuevas palabras. Escritura: En Escritura, mis estudiantes han estado ocupados escribiendo sus historias sobre "calles nevadas". Les he dado retroalimentación detallada y he comenzado a hacer conferencias individuales con cada estudiante para hablar sobre sus escritos. ¡El zumbido tranquilo de los escritores ocupados y las conversaciones reflexivas sobre la escritura que surgen durante nuestras conferencias es realmente mágico! Estudios Sociales: En Estudios Sociales, hemos estado aprendiendo todo sobre Canadá. Hemos comenzado a ubicar los países de América del Norte en un mapa y hemos estado explorando las diferencias entre continente, país, provincia, condado y ciudad. ¡Hablamos de un aprendizaje profundo! Dear Families,
After veering off the learning path for a while during my absence last week, I can happily say that we got things back in order this week. Although sometimes it is difficult to imagine that obstacles one day will become learning experiences while you are in the midst of it, I tend to believe that there is always a silver lining. This is exactly what ended up happening with the “email exchange” situation. My students have been able to learn from real experience what it means to be a digital citizen. Through some consistent messages from different school personnel, my students have learned what digital footprint means, the importance of using their time wisely, the fact that one’s character is tested when they do the right thing even if the teacher is not with them, the fact that the decisions of a few have a ripple effect on the whole group of students and even have far reaching effects, the importance of respecting the personal privacy of others through not taking pictures or without permission, especially considering they are children, and the fact that being iPad users is a privilege, not a right, and therefore iPads have to be used responsibly and only for assigned work. This is one of those times when a real life experience cements the lessons learned in school, and even though it was a difficult process for all involved, I told my students that I was glad that this happened to them now and in the safe space of a classroom environment. This is the time and place to make these types of mistakes. Regarding the other learning that has been happening this week, we have continued our work on multiplication equations, getting our feet wet on multiplication of two digit factors, and using a manipulative-drawing-equation sequence to break down the process of finding partial products. During our Literacy Block, we have continued working on understanding how the different settings of a story affect how the characters behave, and we have been connecting this learning to the story of The Wild Robot. We have also started our Social Studies Lessons looking at maps of North America and generating questions about how maps give us information about lands and people. Finally, we have started diving into the Behaviors that Promote School Success and doing some self reflection, in preparation for our upcoming Student-Led Parent-Teacher conferences. I am looking forward to meeting with you soon! Sincerely, Mrs. Willinski Spanish: Estimadas Familias, Después de habernos desviado del camino del aprendizaje durante un tiempo debido a mi ausencia la semana pasada, me complace decir que esta semana hemos logrado poner todo en orden. Aunque a veces es difícil imaginar que los obstáculos se convertirán en experiencias de aprendizaje mientras estamos en medio de ellos, tiendo a creer que siempre hay algo positivo. Esto es exactamente lo que ocurrió con la situación del “intercambio de correos electrónicos”. Mis estudiantes han podido aprender de una experiencia real lo que significa ser un ciudadano digital. Gracias a algunos mensajes consistentes de diferentes miembros del personal escolar, mis estudiantes han aprendido qué es la huella digital, la importancia de usar su tiempo sabiamente, que el carácter de una persona se pone a prueba cuando hace lo correcto, incluso si el maestro no está con ellos, que las decisiones de unos pocos tienen un efecto en cadena sobre todo el grupo y pueden tener efectos de largo alcance, la importancia de respetar la privacidad personal de los demás, al no tomar fotos o grabaciones sin permiso, especialmente considerando que son niños, y que ser usuarios de iPads es un privilegio, no un derecho, por lo que los iPads deben usarse de manera responsable y solo para el trabajo asignado. Esta es una de esas ocasiones en las que una experiencia de la vida real refuerza las lecciones aprendidas en la escuela, y aunque fue un proceso difícil para todos los involucrados, les dije a mis estudiantes que me alegra que esto les haya sucedido ahora, en el espacio seguro de un ambiente escolar. Este es el momento y el lugar para cometer estos tipos de errores. En cuanto al otro aprendizaje que hemos tenido esta semana, hemos continuado trabajando en las ecuaciones de multiplicación, comenzando con la multiplicación de factores de dos dígitos, utilizando una secuencia de manipulativos, dibujos y ecuaciones para desglosar el proceso de encontrar productos parciales. Durante nuestro Bloque de Lectura, hemos seguido trabajando en entender cómo los diferentes escenarios de una historia afectan el comportamiento de los personajes, y hemos conectado este aprendizaje con la historia de El robot salvaje. También hemos comenzado nuestras lecciones de Estudios Sociales observando mapas de América del Norte y generando preguntas sobre cómo los mapas nos dan información acerca de las tierras y las personas. Finalmente, hemos comenzado a profundizar en los comportamientos que promueven el éxito escolar y realizando una reflexión personal, como preparación para nuestras próximas Conferencias de Padres y Maestros dirigidas por los estudiantes. ¡Estoy deseando reunirme con ustedes pronto! Sinceramente, Mrs. Willinski |
AuthorHello! My name is Esther Willinski, and I am a fourth grade teacher in Massachusetts. Join us in our journey through 4th grade! Archives
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