Dear Parents and Caregivers,

Please be reminded that the Social Studies Government Quiz 2 will be given on Tuesday, 12/16. The students completed their review in class and the study guide last week. Please refer to it to support your child.

We look forward to seeing on Friday, 12/19 at the Winter Assembly at 9 a.m. in the gym. As a reminder, the Winter Luncheon fees and parental slips are due Tuesday, 12/16.

The winter vacation begins after school on December 19. School will resume on Monday, 1/5/15.

Have a safe and restful winter break!

**Balanced Literacy**

Independent Reading (30-35 minutes at the beginning of each day). Differentiated instruction is provided at this time as well as throughout the lessons.

Differentiated Instruction:

Phonemic Awareness: __The Skills That They Need To Help Them Succeed__ by Michael Heggerty, Ed.D.

Week 15 (Different words will be given each day.)

Letter Naming: “The letter is___”; “Sound is___”

Rhyming: Teacher says the word. Students repeat the word and open their eyes if the words rhyme, or close their eyes if the words do not.

Onset Fluency: Thumbs up if the words begin with the same blend; thumbs down if the words do not begin with the same blend.

Blending: Teacher says the individual phonemes. Students listen and then say the whole world. Ex. T: /p-o-n-d/, S: pond

Identifying Final and Medial Sounds: Teacher says the word. Students say the final sound found in the series. Ex. T: get, got, bet, S: /t/

Segmenting: Teachers says the word whole. Students repeat the word and chop it into phonemes. Ex. T: band, S: band; /b-a-n-d/

Use hand motion for chopping.

Substituting: Teachers says the word. Students repeat the word. Teacher says change the /*/ to /*/ and the word is? Ex. T: limit, S: limit, T: change the/lim/ to /hab/ and the word is? S: habit

* Use sounds

Adding Phonemes: Teacher says the word. Students repeat the word. Teacher says add /*/ at the beginning and the word is?

* Use sounds

Deleting Phonemes: Teacher says the word. Students repeat the word. Teacher says without the /*/ and what is left?

* Use sounds

- Guided writing: Teachers circulate the room to assist students

– Guided reading: Students work in small groups under the scaffolding of the teacher or an NSP student from the University of Chicago (Close Reading is included)

– Writing conferences

– Working in pairs

– Allowing extended time

– Using graphic organizers

– Drawing pictures to support writing

– Centers:

– Centers:

1. Listening Center: Author Study of the books by Kevin Henkes

2. Word Study: Building Fry Sight Words (3-4 letter words) Students read, build words with letters, and write words with erasable markers

3. Technology Center:

a. Students practice reading level two-five sight words

b. Students read informational texts about experiments and investigations

c. A.R. on mini-iPads

Building Classroom Community based on __CHAMPS A Proactive & Positive Approach to Classroom Management__ by Randy Sprick, Ph.D. and __The Morning Meeting Book__ by Roxann Kriete

Reading Workshop and Writing Workshop based on __A Curriculum Plan for The Reading Workshop__ and __Units of Study in Opinion, Information, and Narrative Writing__ by Lucy Calkins and Colleagues from The Reading and Writing Project

Morning Meeting (Daily) based on __Morning Meeting Ideas__ by Susan Lattanzi Roser

– Greetings in Arabic: “When you say hello, I say (es-sa-LEM-mu ah-LAY-koom)”.

– Sharing: Students share their journal writing entries or something that is meaningful to them.

– Group Activity: “Eletelephony” from __Sing a Song of Poetry__ by Fountas and Pinnell p. 91

Day 1:

Morning Meeting

Morning Message:

Bonjour Wildcats,

Today is Monday, December 15, 2014. We will begin writing our All About Books.

Today’s Inquiry Question: How does the table of contents help us organize our writing? Share your thinking with a classmate.

Paired Reading

Students browse and read mentor texts to prepare for the writing of the “All About Books”.

Writing Workshop

Read-Aloud: Inclined Planes by Valerie Bodden

Unit Two

Information—Lab Reports and Science Books

Bend III Writing about Forces and Motion in Information Books

Session 12 Drawing on All We know to Rehearse and Plan Informational Books

Minilesson

Connection: Drumroll the start of a new bend, and channel students to quickly locate a topic they can teach an information book about forces and motion. Ask some students to share their topics, in this way raising possibilities for students who still haven’t selected one. Name the teaching point.

Teaching: Name and explain your topic choice. Demonstrate planning how your teaching (and writing) will go. Name what you have done in a way that is transferable to another day and another topic.

Active Engagement: Channel students to think of a topic they could teach others, and then ask partners to have a go at describing each section of their booklet to other.

Link: Restate the teaching point, making it applicable to not only today but every day.

Students begin drafting their information books, focusing on how to organize information by creating a table of content for their books.

Day 2:

Morning Meeting

Morning Message:

Buenos Dias Wildcats,

Today is Tuesday, December 16, 2014. We will use coins to purchase items during math.

Today’s Inquiry Question: Why is it important to learn how to purchase items? Share your thinking with a classmate.

Shared Reading: A-Z Reading __World Holidays__ by Cecelia Maeson

Book Summary

People all over the world celebrate holidays rich in tradition. Celebrations include preparing and eating food, playing games, and telling stories. In this informational text, students learn about seven holidays from around the world and how each one is celebrated.

About the Lesson

Targeted Reading Strategy

– Connect to prior knowledge

Objectives

– Use the reading strategy of connecting to prior knowledge to understand text

– Compare and contrast information

– Identify r-controlled /o/ sound

– Recognize subject-verb agreement

– Arrange words in alphabetical order

Vocabulary

– Content words: Chinese New Year, Christmas, dreidel, Hanukkah, Holi, kinara, Kwanzaa, menorah, mkeka, New Year, Ramadan, traditions

Before Reading

Build Background

– Ask students to identify holidays they celebrate. Invite them to describe how they celebrate them. Record student responses on the board.

– Have students use the information on the board to identify similarities and differences between the ways the holidays are celebrated. Explain that people around the world celebrate different holidays and that they have special ways of celebrating, called traditions.

Preview the Book

Introduce the Book

– Guide them to the front and back covers and read the title. Have students discuss what they see on the covers. Encourage them to offer ideas as to what type of book it is (genre, text type, fiction or nonfiction, and so on) and what it might be about.

– Show students the title page. Discuss the information on the page (title of book, author’s name).

– Preview the table of contents on page 3. Remind students that the table of contents provides an overview of the book. Ask students what they expect to read about in the book, based on what they see in the table of contents. Ask students what holidays might be shown in the photographs. (Accept all answers that students can justify.)

Introduce the Reading Strategy: Connect to prior knowledge

– Explain to students that good readers use what they already know about a topic to understand and remember new information as they read.

– Model connecting to prior knowledge using the information on the covers.

Think-aloud: As I look at the front cover of this book, I notice fireworks exploding in the sky. I’ve seen people light fireworks to celebrate the Fourth of July. They are very colorful. How would you describe fireworks that you have seen? I didn’t see the Fourth of July listed in the table of contents. What other holidays do you know that use fireworks as part of the celebration? What else do you know about fireworks?

– Have students preview the covers of the book. Ask them to make connections to prior knowledge and to discuss the photographs on the pages. Ask open-ended questions such as the following: What holidays might be represented in these photographs? What traditions are represented in the photographs? What else do you see that may be important in a book about world holidays?

– As we read, encourage students to use other reading strategies in addition to the targeted strategy presented in this section.

Introduce the Comprehension Skill: Compare and contrast

– Explain that one way to understand and organize new information in a book is to explain how topics are alike and different. Write the words compare and contrast on the board. Point out that explaining how things are alike is called comparing and explaining how things are different is called contrasting. Write the word alike under compare and the word different under contrast on the board.

– Draw a Venn diagram on the board. Label the left side Pen and the right side Pencil.

– Show students a pen and a pencil. Model how to compare and contrast using these objects.

Think-aloud: I can compare and contrast a pen and a pencil. I know a pen uses ink to make marks on a page, but a pencil uses lead. I will write ink on the Venn diagram under the heading Pen and lead under the heading Pencil to show one way that these two objects are different. I know that a pen and a pencil are both used for writing. I will write writing tools on the diagram where the circles overlap to show one way that these two objects are the same.

– Invite students to suggest other ways that a pen and a pencil are the same and different. Record student responses on the Venn diagram under the appropriate heading.

Introduce the Vocabulary

– Explain that the names of holidays are listed in the table of contents. Read the table of contents together.

– Review the correct pronunciation for the following holidays: Hanukkah (HAN-nuh-kuh), Kwanzaa (KWAN-zah), Holi (ho-LEE), and Ramadan (RAH-meh-dahn). Discuss the fact that each of these words is the name of a holiday celebrated around the world that students will read about in the book. Point out that the holidays all begin with a capital letter because they name a specific holiday.

– Have students work in small groups to discuss what they already know about the holidays listed in the table of contents.

Turn to the glossary on page 16. Read the words and discuss their meanings aloud.

Set the Purpose

– Have students read to find out how holidays around the world are celebrated and how the traditions are similar and different. Remind them to stop after every couple of pages to think about what they already know about holiday traditions and to think about how they celebrate these holidays.

Independent Reading

Writing Workshop

Unit Two

Information—Lab Reports and Science Books

Bend III Writing about Forces and Motion in Information Books

Session 13 Tapping Informational Know-How for Drafting

Minilesson

Connection: Ask students to review their tables of contents, selecting a chapter they are especially ready to write. Name the teaching point.

Teaching: Demonstrate planning and writing chapters. Restate the strategy in clear and explicit language.

Active Engagement: Set students up to plan a chapter of a second-grader’s information book. Debrief—highlight the work students did on the sample chapter that is transferable to other books and other topics.

Link: Send students off to begin drafting their information books, tucking in reminders about how to write informational texts and how to connect their writing to the science they have been learning.

Students continue to draft their information books.

Day 3:

Morning Meeting

Morning Message:

Konnichiwa Wildcats,

Today is Wednesday, December 17, 2014. We will investigate rolling cups during science.

Today’s Inquiry Question: Can we predict the behavior of a rolling cup? Share your thinking with a classmate.

Shared Reading: A-Z Reading __World Holidays__ by Cecelia Maeson

Read to the end of page 6. Ask students to highlight places in the text where they connected to prior knowledge.

– Model connecting to prior knowledge.

Think-aloud: When I read about Chinese New Year and placing good-luck sayings in homes, I thought about the fortunes that are inside fortune cookies. When I go to a Chinese restaurant, I always have a fortune cookie at the end of the meal. I wonder if wishing for good luck is something that is important in the Chinese culture.

– Ask students to share new information about the holidays they have discussed in their groups. Draw a Venn diagram on the board. Label the left side Chinese New Year and the right side Christmas. Have students identify similarities and differences they notice between Chinese New Year and Christmas. (Both holidays include traditions of giving gifts and using colorful objects to celebrate. Christmas is in December, but Chinese New Year is in January or February. Many people place a tree in their home to celebrate Christmas, but people place good-luck sayings in their home to celebrate Chinese New Year.) Record this information on the board.

– Check for understanding: Read to the end of page 8. Ask volunteers to share how they connected to prior knowledge as they read. Ask open-ended questions to facilitate the discussion: Which traditions are similar with your own holiday traditions? What are some of the symbols and customs associated with these celebrations? How are these four holidays similar and different? Check for students’ understanding during the discussion.

– Read the remainder of the book. Ask them to think about what they already know about holiday celebrations and traditions to help them understand new information as they read. Remind them to fill in their vocabulary worksheet with additional information they learned about the holidays in the book.

Independent Reading

Writing Workshop

Unit Two

Information—Lab Reports and Science Books

Bend III Writing about Forces and Motion in Information Books

Session 14 Studying Mentor Texts

Connection: Remind students of the path of their learning so far in this unit, and let them know how it connects to today’s teaching point. Name the teaching point.

Teaching: Tell students there are many ways science writing fits within information books. Explain that they can figure out some of them by looking at published texts. Then they can try out those ways! Point out a technique writers use to include science in an informational text. Show students an example of your own writing that incorporates this technique and channel them to think how to do likewise in their own books.

Active Engagement: Point out another technique, and ask students to help you figure out how to use it in your own writing.

Link: Remind writers that they know how to use authors as mentors, and ask then to get started finding, in published works, a technique that can help the with their current writing.

Students continue to draft their information books.

Day 4:

Morning Message:

Ni hao Wildcats,

Today is Thursday, December 18, 2014. We will make purchases and practice making change during math.

Today’s Inquiry Question: Why is it important to understand how to know how to make change from purchases? Share your thinking with a classmate.

Shared Reading: A-Z Reading __World Holidays__ by Cecelia Maeson

After Reading

Reflect on the Reading Strategy

– Discuss how making connections between information they read about and what they already knew about the topic keeps them actively involved and helps them remember what they have read.

– Think-aloud: As I read about Kwanzaa and Hanukkah, I thought about how these two holidays use candles to celebrate. I thought about how at my church, we light candles to celebrate the season before Christmas, which is called Advent. We light one candle each Sunday before Christmas. This is similar to Kwanzaa and Hanukkah because people who celebrate those holidays light candles to celebrate as well.

– Have students share examples of how they connected to prior knowledge to understand the information in the book.

Reflect on the Comprehension Skill

– Discussion: Have students provide examples of how Hanukkah and Kwanzaa are alike and different (alike: use candles, begin in December, eat with family and friends, give gifts; different: a kinara is used for Kwanzaa to hold the candles and a menorah is used for Hanukkah, Kwanzaa lasts seven days and Hanukkah lasts eight nights).

– Enduring understanding: People all over the world value particular customs, art, symbols, and traditions in holiday celebrations. Now that you know this, what does this information teach you about the similarities among and differences between people of other cultures?

Independent Reading

Writing Workshop

Unit Two

Information—Lab Reports and Science Books

Bend III Writing about Forces and Motion in Information Books

Session 14 Studying Mentor Texts

Conferring and Small-Group Work

Help students pop out their science content in their information books by nudging then to articulate how and why to use a particular toll or material. Provide examples to support students’ writing.

Students continue to draft their information books.

Day 5:

Morning Message:

Good Morning Wildcats,

Today is Friday, December 19, 2014. We will show our creative side during the winter assembly

Spelling Test

Phonemic Awareness

- Winter Assembly

(9 a.m.)

**Math**

**Lesson 5 – 1 Playing Beat the Calculator**

Students play Beat the Calculator to develop fact power by using mental strategies to add two 1 – digit numbers.

Goals:

– Use tools effectively and make sense of your results.

– Think about accuracy and efficiency when you count, measure, and calculate.

Vocabulary: addition fact, fact power

1. Warm Up

Mental Math and Fluency

– Students use >, , , <, or =) 431

Daily Routines

Students complete the daily routines. (“We do”, whole class)

2. Focus

Math Talk

Math Message

Students share five addition facts they know as the teachers chart them horizontally and vertically. (“We do”, whole class)

Teachers divide the class into two groups and pose an addition fact. Students in one group solve the fact with a calculator. Students in the second group add the facts mentally. (“We do”, whole class)

Repeat the activity with other addition facts. Mix easy and challenging facts so each group has the chance to find the sum first.

Teachers tell students that they will use their brains and their calculators to practice addition facts.

Teachers select three children to demonstrate the game. One student is the Caller, the second student is the Calculator, and the third student is the Brain. (See directions TG 447) (“We do”, whole class)

Playing Beat the Calculator

Groups of three students play the game.

Observe

Teachers circulate to provide guidance and to assess the students’ progress.

Which students in the Brain role are automatic in their fact recall?

Which students in the Brain role appear to be using efficient strategies to find the sum? (“We do”, small groups)

Discuss

For the facts you didn’t automatically know, what strategies did you use to find the sums?

What did you find easy about this game? What did you find challenging?

Practice

Subtract -10 Number Stories

Students complete journal 2, p. 103. (“We do”, partners)

Math Boxes 5-1

Students complete the mixed practice in journal 2, p. 104. (“We do”, partners; “You do”, independent)

**Lesson 5-2 Using Coins to Buy Things**

Students will review coin equivalencies and make different combinations of coins for the same amount of money.

Goals:

– Solve problems more than one way.

– Create mathematical representations using numbers, words, pictures, symbols, gestures, tables, graphs, and concrete objects.

– Make mathematical conjectures and arguments.

– Use tools effectively and make sense of your results.

Vocabulary: equivalencies

1. Warm Up

Mental Math and Fluency

Students count by 5s, 10s, and 25s. Students refer to The Number-Grid Poster

Begin at 50. Count by 5s to 150.

Begin at 140. Count by 10s to 250.Begin at 100. Count by 25s to 300. (“We do”, whole class)

Daily Routines

Students complete the daily routines.

2. Focus

Math Talk

Students find the total value of 10 pennies, 6 nickels, 6 dimes, and 4 quarters.

Students share their strategies and justify their answer for finding the value of this combination of coins.

Reviewing Money Equivalencies

Teachers guide the students reading My Reference Book, pp. 110-11.

Teachers have students respond in unison to the following questions about the coins and the $1 bill.

Display a nickel.

“What is it called? How much is it worth?

Write nickel and 5 cents on the Class Data Pad.

”How much are two nickels worth?”

Repeat with a penny, a dime, a quarter, and a dollar bill.

Teachers pose questions about coin equivalencies and record them on the Class Data Pad as a Table of Equivalencies.

Explain to the students that they will exchange coins buying and selling items in Pine School’s Fruit and Vegetable Sale. (“We do”, whole class)

3. Practice

Buying and Selling

Teachers display the Pine School’s Fruit and Vegetable Sale poster from Math Masters p. 121.

Students count out the coins they would use to buy one pear. Partners check each other’s coin combinations.

Student volunteers share their coin combinations they used. Teachers list the four possible combinations. Possible combinations: 13 pennies; 1 dime and 3 pennies; 2 nickels and 3 pennies; 1 nickel and 8 pennies (“We do”, whole class)

Repeat the activity with other fruits and vegetables.

Partnerships take turns being customer and clerk at the Pine School’s Fruit and Vegetable Sale. Students record four transactions on journal 2, p. 107. (“We do”, pairs)

Summarize

Student volunteers share some of their answers and discuss the possible coin combinations for each transaction. (“We do”, whole class)

Assessment Opportunity

Observe and evaluate students’ responses for Problems 1 and 2. Most students should be successful. Some students make need additional guidance for exercises 3 and 4.

**Lesson 5-3 Counting Up with Money**

Students will find coin combinations to pay for items and make change by counting up.

Goals:

– Compare the strategies you and others use.

– Use tools effectively and make sense of your results.

– Think about accuracy and efficiency when you count, measure, and calculate.

Vocabulary

1. Warm Up

Mental Math and Fluency

Teachers pose number stories for students to solve on slip of paper.

Tayla has some flowers in a vase. She takes out 7 flowers. Then there are 6 flowers. How many flowers were in the vase before Tayla took some out? (“We do”, whole class)

Daily Routines

Students complete daily routines. Adjust to telling temperature to the nearest degree. (“We do”, whole class)

2. Focus

Math Talk

You want to buy a toy that costs 48 cents. Which coins would you use to pay for it?

Students share their solutions. Explain that any group of coins that has a total of 48 cents is a correct solution.

Ask: “How can you find the fewest possible coins needed to buy the toy?”

Sample answer: Start with the coin that has the highest value, a quarter. I can use 1 quarter. Then I count from 25 cents with the coin that has the next highest value. I can use 2 dimes, so I count 25 cents, 35 cents, 45 cents. I cannot use any nickels. The fewest possible coins needed to buy the toy is: 1 quarter, 2 dimes, and 3 pennies. (“We do”, whole class)

Making Change

Point out to the students that there are times when you do not have exact change when buying an item, so the clerk needs to give you back the correct amount of change. Tell the students: “In today’s lesson we will learn how to make change by counting up to find the correct amount.

Students turn to Pine School’s Fruit and Vegetable Sale in journal 2, p. 106.

Teachers pose the following problem: “I am buying an orange. I give the clerk 2 dimes. How much change should the clerk give me back?”

Teachers demonstrate how to make change by counting up.

Start with the cost of the item: 18 cents.

Count up to the amount of the money used to pay for the items: 20 cents.

Display the transaction as follows:

I bought an orange. It costs 18 cents. I paid 2 dimes (20 cents). My change was 2 pennies (2 cents)

Point out that the child could have paid for an orange with a quarter. In that case the change would have been:

I bought an orange. It costs 18 cents. I paid 1 quarter (25 cents). My Change was1 nickel and 2 pennies (or 7 pennies)

Teachers pose a few more similar problems. Students work collaboratively to determine the change and record the transactions on the chart. (“We do”, whole class)

Students take turns being the clerk and the customer. The customer selects an item and pays for it by giving coins to the clerk with a total value greater than the price of the item. The clerk counts up to make change. (“We do”, partners)

Several students share transactions with the class.

Teachers add the transactions to the table and compare how they are alike and different. (“We do”, whole class)

Going Shopping

Partners continue the shopping activity. They take turns being the customer and the clerk. Each child records a few transactions as customer in their journals, on p. 109, using the EDM symbols for coins. (“We do”, partners)

Assessment Opportunity

Teachers circulate and observe the students’ transactions noting their progress.

Summarize

Invite partners to share the transactions they recorded on journal p. 109.

Then students separate their coins and bills and return them to the storage baggies. (“We do”, partners)

3. Practice

Playing Salute!

??Students play Salute! game that was learning during unit 3. (“We do”, small groups of three)

Math Boxes

Students complete the mixed practice in journal 2, p. 110.

**Lesson 5-4 Coin Calculations **(2 Days)

Students make purchases and practice making change.

Goals:

– Create mathematical representations using numbers, words, pictures, symbols, gesture, tables, graphs, and concrete objects.

– Make connections between representations.

– Use tools effectively and make sense of your results.

Vocabulary

1. Warm Up

Mental Math and Fluency

Students show how they can pay for an item using coins.

An apple that costs 55 cents (“We do”, whole class)

Daily Routines

Students complete the daily routines. (“We do”, whole class)

2. Focus

Math Talk

What does a vending machine do? How does it work?

Several students share their answers. (“We do”, whole class)

Buying Items with Exact Change

Teachers display a copy of the Milk and Juice Vending Machine and pose the following questions:

Which coins or bills can you use in the vending machine?

Can you buy something if you don’t have the exact amount of coins or bills?

What does the “exact change” light mean?

Teachers review the concept of making change: the buyer pays with coins or bills that add up to more than the cost of the item, and vending machine gives back the money owed (the difference).

Explain that in today’s lesson students will buy items from the vending machine with and without exact change.

Buying Items without Exact Change

Teachers pose the following question:

What happens when the exact change light is off?

Teachers ask students to pretend that they want to buy a carton of orange juice. Have students suggest various coin combinations they might use to pay with exact change.

Teachers and students display the coin combinations on the SmartBoard or with the “Big Money” magnetic coins. (“We do”, whole class)

Then ask students to pretend they don’t have exact change to buy the juice.

Display 3 quarters.

“What change would the machine give back?”

Display the transactions with coins. (“We do”, whole class)

“Are there other ways to pay for the juice without exact change?” (“We do”, whole class)

Assessment Opportunity

Students record their transactions with paper and pencils.

Repeat the transactions as needed. (“We do”, partners; small groups)

Students complete Problems 1-2 in journal 2, p. 112-113. (“We do”, partners; “You do”, independent)

Summarize

A few students share their transactions for problem 2 in journal, p. 113.

Students separate and return their coins to the storage baggies.

3. Practice

Playing Target to 50

Students play and record their turns on the Target Record Sheet.

Assessment Opportunity

Teachers circulate and observe.

Which students are correctly representing their numbers with base-ten blocks?

Which students seem to have a strategy for deciding whether to make a 1- or a 2- digit number? To add or subtract your number?

Discuss

Students share answers to the following questions:

How did you decide to make a 1- or a 2- digit number? To add or subtract your number?

How did you know when to exchange?

Math Boxes 5-4

Students complete the mixed practice in journal 2, p. 111. (“We do”, partners; “You do”, independent)

**Science**

Rollers

Rolling Cups

Inquiry Question: Can we predict the behavior of a rolling cup? What happens if weight is added to a rolling-cup system?

Investigation Summary

Students roll paper cups down ramps. They observe the way cups roll and use the predictable curved rolling path to meet challenges. They put cups together to make them roll straight and weigh them in various ways to see how weight affects rolling.

Science Content

– Cups roll in the direction of the smaller end.

– To roll straight, two cups can be taped together so the ends are the same size.

– The amount and location of an added weight can change the way a system rolls.

Teacher Observation

– Check predictions and descriptions of cups rolling down slopes.

Guiding the Investigation

– Review rolling.

– Introduce cups.

– Distribute materials.

– Review cup rolling.

– Distribute tape.

– Add weight to the straight roller.

– Teacher models to students how to tape the cups and add the weight.

Teacher proposes:

– Park-the-car problem.

– The fall-on-your-face problem.

– The try to go straight.

– Students work with a partner to discuss how they would solve the proposed problems.

– Students solve the proposed problems independently or with a partner.

– Teacher assesses progress.

– Students show-and-tell.

– Return materials.

– Discuss the addition of weight.

Wrapping Up Part 2

– Making word bank entries No new words were introduced in this part. Review relevant words from previous parts.

– Make content chart entries

Add these new concepts to the content chart: What happens when you put a cup on a slope? How can you tell which direction a cup will roll? How can you make a cup go straight? How do weights change the motion of a rolling cup?

**Social Studies **

Government Quiz 2

Research Project: States

– Teachers will guide students to begin their projects on states using child friendly educational websites. Students will be provided with guidelines to focus on researching information for their assigned states.

- Students will label each state on the U.S.A. map, highlighting their state with color.

- Students continue to complete the final draft of the state research.

Thank you for your support.

Anh Tuan Hoang, LuAnn Lawson, Kim Akins, and Tina Williams