Weekly Newsletter

October 7-11, 2019

Posted by [email protected] on October 14, 2019 at 6:20 PM

A Week of Mindfulness and Young Americans

Hello 3B Families,

Thank you to everyone who helped with our early childhood/primary mindfulness program, as well as our Young Americans celebration. The primary students visited the 4th-8th grade dress rehearsal on Friday and were amazed by all of their hard work.

As you may have noted, QP is closed on Thursday, October 24 and Friday, October 25. I know several parents are pulling their kids for extended vacation earlier in the week (how fun!). If you are pulling your child early from school I wanted to send a quick reminder regarding our school’s missed homework policy. QP’s official policy is that we do not send homework ahead of time for vacation days. This is due to the fact that our day-to-day procedures, as well as classroom lessons, vary based on the student understanding of different content/materials. If your child is missing any day next week, I will plan to collect missed work for him/her to complete upon his/her return. They will be given the number of days gone to complete the missed work. I hope this helps clarify any questions.

Just a reminder that we have parent-teacher conferences on Monday the 21 and Monday the 28. I look forward to seeing you all and discussing your child’s successes. The conference sign-up will be closing mid-week, so please make sure to sign up! 


In our previous math units, students learned multiplication facts. While we are still learning and working toward mastering these skills, we are moving forward to our newest math unit: division! This week the students were introduced to division through multiplication. Multiplication and division have an inverse relationship. Multiplication forms equivalent sets, and division separates equivalent sets of objects into equal groups.

During our first unit of the school year the students saw how arrays could be used to represent multiplication. This week the students saw that the total number of items is the same as the product of the related multiplication equation(s) and the dividend of the related division equation(s). Understanding the inverse relationship between the two operations helps students realize other critical concepts in mathematics and allows them to engage in more rigorous computations.

Division can cause some frustration for students. Please remind your child that we will be working toward mastering our fact families over the course of the ENTIRE school year. I do not expect your child to have his/her multiplication and division facts memorized by the end of this unit. This unit is merely organized to teach students how to think abstractly and develop a larger conceptual understanding of division.

At home remember to practice your child’s math facts as fact families! This will help him/her develop the confidence when working toward mastering the above skill!

Social Studies:

This week the students continued learning about different landforms across our Earth. This week we focused our time on our Earth’s Water. The students learned that more than 70 percent of Earth is covered by water. The water on our Earth is incredible. For example, oceans regulate temperature and supply moisture for rain. The students also discovered that only 3 percent of Earth’s water is fresh and that around two-thirds of Earth’s freshwater is found in glaciers and polar caps.

The students then looked at a variety of landform maps of the United States. The students studied state maps and the larger map of the United States. The students discovered the different colors on these maps represented different landforms (the Great Plains, the Colorado plateau, the Mississippi River, and the Rocky Mountains. The students were partnered up and were asked to make their own landform maps of the United States. Watch the video below to see their hard work!

Science (with Ms. Schuenemann):

This week, students embarked on a pretend fossil dig where they analyzed and interpreted data from fossils. Students examined fossils and gathered information about traits of these organisms of the past to infer what environments looked like long ago. Then, students used this evidence to engage in an argument and decided where some of the mystery fossils came from in the fossil dig based on their traits. This week, students will look at howfossils can tell us about what an organism looked like, the habitat they lived, and even what the organism ate!


In our previous chapter the students learned about the beginning of the Church. This week the students learned about the Apostles who led the Church and about those who remained true followers of Jesus despite the risk of losing their lives.

One of the things that has kept the Church moving forward is its recalling that we are a pilgrim Church. During this journey we realize that “The Church is in history, but at the same time she transcends it. It is only with the eyes of faith that one can see her in her visible reality and at the same time in her spiritual reality as bearer of divine life.” (CCC770).

After the Apostles came bursting out of the upper room on Pentecost, it wasn’t long before opposition to the followers of the crucified Jesus of Nazareth intensified. Some Jewish leaders banned the use of his name. In addition, Greeks and Romans declared the Christians to be atheists because they would not honor the gods who protected their cities. Although the Church grew relatively quickly, the early Christians paid a high price for their faith. This week we prayed for the grace to continue to stand up to our faith and be enthusiastic disciples of Christ.


This week the students worked tirelessly to finish their first drafts of their “Mysteries of Harris Burdick” writing prompts. I LOVE revising with the kids, as the stories are so inventive and creative. This upcoming week the children will work on writing their second drafts, as well as peer editing. Each child will ultimately pair up with another student in the class and go over each writing piece.


The students are doing a wonderful job reading their group mystery books. The kids continue to amaze me with their ability to make inferences, discuss text-to-self connections, and draw conclusions based on character personalities and occurrences within the book.

I’ve jotted down some questions about the books that are being read in 3B. Keep in mind, that your child’s book may not be on this list. This is because the kids are mixed with 3A students and they might be reading different books in Ms. Schuenemann’s room. Make sure to ask your child the following questions about his/her book to help check for comprehension. They’re also great topic generators!

Sammy Keyes and the Hotel Thief

  • Who is Heather? Do Sammy and Heather get along?
  • What happened at the Heavenly Hotel that Sammy saw?
  • Where does Sammy live?
  • Describe Sammy’s grandma? Do they have a good relationship?
  • What happens when Sammy shares her information with the police?

Chasing Vermeer

  • Where are the letters delivered? And how many letters are there?
  • Why do you think each of the three people received the letter?
  • Describe Mrs. Hussey.
  • Why was Petra fascinated with Lo!, a strange book written by Charles Fort?
  • Why did Calder choose the picture on his cherished wooden box to fulfill Ms. Hussey’s art assignment?

Who Stole the Wizard of Oz

  • Becky and Toby are not just siblings...what makes their sibling relationship extra special?
  • What did Toby learn about how Checkerton was designed?
  • How did Mrs. McPhearson react when Toby asked about Gertrude Tobias?
  • Why is it so important to Becky that they find out who took the book? (after all, the police aren’t worried about it) 

A to Z Mysteries: The School Skeleton

  • The kids do a good job of eliminated suspects of stealing the skeleton. How di the kids eliminate Mr. Dillon and Mrs. Waters as suspects?
  • Ruth Rose thought that the gym teacher stole the skeleton. What was his alibi?
  • What clue was found in Josh’s locker?
  • What does Ruth Rose think the skeleton drawing and key mean? 


  • This week something peculiar happened to a tomato in the kitchen: it turned white! Why do you think the tomato was white?
  • Bunnicula has some strange eating habits. What does he like to eat?
  • Most pets are purchased at a pet store...but not Bunnicula. Where did the Monroe family find Bunnicula?
  • What were some of the funny names the Monroe family wanted to name Bunnicula?


Continue to use www.spellingcity.com as a resource for your child.. Below are our new spelling words for this upcoming week:

  • Spelling List: three, scrap, street, spring, thrill, scream, strange, throw, string, scrape, spray, threw, strong, scratch
  • Review Words: they, think
  • Challenge Words: straight, scramble, illustrate, research

In Conclusion:

Thank you again for a wonderful week. It is truly a joy having your children in my class. Let me know if you have any questions or comments.

Mrs. Robyn Bernecker

[email protected]

Love in Every Word, Respect in Every Action, Confidence in Every Heart.

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