Dear Parents and Caregivers,

We had a good turnout for report card pick-up and parent-teacher conferences. Thank you, parents, guardians, and family members. Science Night is Friday, April 28!!!We hope to see everyone there. It will be an exciting night with hands on science activities. If you can volunteer, please let us know.

Students will take the math Unit 8 Assessment on Monday, May 1 and the Cumulative Assessment on Tuesday, May 2 Please refer to the graded homework as well as the skills listed below to support your child.

Unit 8 Assessment

Skills:

– Draw a 3 or 4-sided shape with or without a right angle.

– Name and explain polygons (triangles, quadrilaterals, pentagons, hexagons).

– Recognize parallel sides in a polygon.

– Name attributes of 3-dimensonal shapes, such as cube, rectangular prism, pyramid, cylinder, cone, etc.) For example, a rectangular prism has 6 faces, the faces are rectangles, a rectangular prism has 12 sides and 8 vertices.

– Partition a rectangle into same-size squares.

– Draw an array with given rows and columns. Write a number model for the array.

Cumulative Assessment

Skills:

– Tell time to the nearest 5 minutes.

– Estimate and measure lengths to the nearest inch and centimeter.

– Make friendly numbers to add four 2-digit numbers (e.g. 13 + 12 + 17 + 28 = ? Add 13 and 17 first. Then add 12 and 28, etc.)

– Solve comparison number stories (e.g. Taylor is 54 inches tall. Gracie is 48 inches tall. How much taller is Taylor?)

– Read and interpret a bar graph.

– Use given data to create a bar graph.

Beginning on May 1, students will be writing a research paper in class about insects. The teachers will meet with your child prior to this to select an insect of choice. Once the decision is made, please help your child select informational texts from home, school and community libraries to use in class. Students are required to bring three sources to class by Monday, May 1 in order to have sufficient information for the research. The three options are:

Option 1: one book, one magazine article, and one child-friendly internet article

Option 2: two books, and one child-friendly internet article

Option 3: three grade level books

**Balanced Literacy**

Differentiated Instruction/Formative Assessments:

– TRC Progress Monitoring

– Working in pairs

– Allowing extended time

– Using graphic organizers

– Drawing pictures to support writing

– Writing conferences

– Teachers model to students how to sketch their ideas and transform those ideas into written sentences.

– Words Center: Making words

– Listening Center: Raz Kids

– Guided Reading

MTSS:

– Math

Day 1

Reading Workshop

Unit: 3

Bigger Books Mean Amping Up Reading Power

Bend 3: Meeting the Challenges of Longer Books

Session 13: Using Writing to Solve Reading Problems (Day1)

Learning Activities

Skillful readers use their pencil to help them out of a reading emergency.

Students read independently or with a partner.

Writing Workshop

“Writing Adaptations of Familiar Fairy Tales and Folk Tales, and Perhaps Writing Original Fantasy Stories as Well” from the Common Core Reading & Writing Workshop, A Curricular Plan for the Writing Workshop by Lucy Calkins and colleagues from the Reading and Writing Project

Interactive Read Aloud: __Believe Me, Goldilocks Rocks! The Story of the Tree Bears as Told by Baby Bear__ by Nancy Loewen

Students will stretch out their stories and write scene after scene, remembering to make each one like a Small Moment story.

Students continue writing their adaptations.

Day 2:

Reading Workshop

Unit: 3

Bigger Books Mean Amping Up Reading Power

Bend 3: Meeting the Challenges of Longer Books

Session 13: Using Writing to Solve Reading Problems (Day2)

Learning Activities

Skillful readers use their pencil to help them out of a reading emergency.

Students read independently or with a partner.

Writing Workshop

“Writing Adaptations of Familiar Fairy Tales and Folk Tales, and Perhaps Writing Original Fantasy Stories as Well” from the Common Core Reading & Writing Workshop, A Curricular Plan for the Writing Workshop by Lucy Calkins and colleagues from the Reading and Writing Project

Interactive Read Aloud: __Seriously, Cinderella Is So Annoying! The Story of Cinderella as Told by The Wicked Stepmother__ by Trisha Speed Shaskan

Students will read their stories with partners and give each other advice on how to make sure each of our stories has a lesson.”

Students continue writing their adaptations.

Day 3:

Reading Workshop

Unit: 3

Bigger Books Mean Amping Up Reading Power

Bend 4: Tackling Goals in the Company of Others

Session 14: Self-Assessing and Setting Goals (Day1)

Learning Activities

Strong readers evaluate their reading by setting goals and making a goal.

• Readers evaluate their understanding of literary language

• Readers evaluate their fluency

• Readers evaluate their strategies for tracking a longer book After looking at student goals, create book clubs

Students read independently or with a partner.

Writing Workshop

“Writing Adaptations of Familiar Fairy Tales and Folk Tales, and Perhaps Writing Original Fantasy Stories as Well” from the Common Core Reading & Writing Workshop, A Curricular Plan for the Writing Workshop by Lucy Calkins and colleagues from the Reading and Writing Project

Interactive Read Aloud: __Seriously, Snow White was So Forgetful! The Story of Snow White as Told by the Dwarves!__ by Nancy Loewen

Students continue writing their adaptations.

Day 4:

Reading Workshop

Unit: 3

Bigger Books Mean Amping Up Reading Power

Bend 4: Tackling Goals in the Company of Others

Session 14: Self-Assessing and Setting Goals (Day2)

Learning Activities

Strong readers evaluate their reading by setting goals and making a goal.

• Readers evaluate their understanding of literary language Readers evaluate their fluency

• Readers evaluate their strategies for tracking a longer book

• After looking at student goals, create book clubs

Students read independently or with a partner.

Writing Workshop

“Writing Adaptations of Familiar Fairy Tales and Folk Tales, and Perhaps Writing Original Fantasy Stories as Well” from the Common Core Reading & Writing Workshop, A Curricular Plan for the Writing Workshop by Lucy Calkins and colleagues from the Reading and Writing Project

Interactive Read Aloud: __Falling Rapunzel__ by Leah Wilcox

Students will reread their stories and decide if they should rewrite the same story again, trying to make it stronger.

Day 5:

Parent Read Aloud

Spelling Test

Reading Comprehension Quiz

Word Study

**Spelling Words: **(The following words will be tested on Friday, May 5.)

*whale, when, where, what, why, which, whistle, whip, whiff, while, whirl, represent, show, display, know, count *

Students read independently or with a partner.

Writing Workshop

“Writing Adaptations of Familiar Fairy Tales and Folk Tales, and Perhaps Writing Original Fantasy Stories as Well” from the Common Core Reading & Writing Workshop, A Curricular Plan for the Writing Workshop by Lucy Calkins and colleagues from the Reading and Writing Project

Students continue writing their adaptations.

**Math **

Lesson 8-9 More Equal Groups and Arrays

Students build equal groups and arrays and write number models for them.

Goals:

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

– Make sense of the representations you and others use.

– Make connections between representations.

Lesson 8-10 Playing Array Concentration

Students play Array Concentration to practice finding the total number of objects in arrays and writing corresponding number models.

Goals:

– Make connections between representations.

– Use mathematical models to solve problems and answer questions.

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

Lesson 8-11 Exploring Mystery Shapes, Polygons, and Equal Parts (2Days)

Students describe attributes of shapes, build polygons with trapezoids, and show fractions on a geoboard.

Goals:

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

– Look for mathematical structures such as categories, patterns, and properties.

Exploration A: Identifying Mystery Shapes (Small Group)

Exploration B: Making Pattern-Block Worktables (Small Group)

Exploration C: Partitioning Shapes into Equal Parts (Small Group)

Review/Games

Goals:

– Make connections between representations.

– Use mathematical models to solve problems and answer questions.

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

– Solve your problems in more than one way.

– Make mathematical conjectures and arguments.

– Use structures to solve problems and answer questions.

Exploring Arrays

Adding Four 2-Digit Numbers

**Science**

A Gift from Fadil

Students will:

Read the story __A Gift from Fadil__

Discuss the field of package engineering

Identify several possible functions of a package

Trace Fadil’s use of the Engineering Design Process

Students will be able to:

Identify and explain the role of packaging engineers in designing packages

Identify and explain some functions of packages

Identify packages as technology, and explain why they are technology

Identify and explain the steps of the engineering Design Process as described in the story

After reading students will review vocabulary from the text and complete a vocabulary worksheet.

**Social Studies **

Examine Primary Sources Learning About the Past

Objectives:

– Name sources of information, such as people, places, and artifacts.

– Obtain information about a topic using a variety of sources.

– Compare sources of information about the past.

Vocabulary: history, source, artifact

– Small group activity

– Students work cooperatively to observe, discuss, and write the characteristics of artifacts and explain how technology has developed over time to replace these artifacts.

Skills: Predict a Likely Outcome

Objectives:

– Recognize the importance of knowing the past to predict the future.

– Follow steps for making a prediction.

Vocabulary: predict

Thank you for your support.

Keniesha Charleston and Anh Tuan Hoang