School Supply List

School supply list:

crayons (24-count maximum please)

1 package of washable markers (8 count)

1 12-inch/30-centimeter ruler

1 pair of scissors

2 glue sticks

1 set of watercolors including brush

1 pad of watercolor paper 9×12 (sold as a pad of 10 or 12 sheets; Canson and Strathmore are the major brand names needed.)

1 set of colored pencils

3 rolls of paper towels

3 boxes of Kleenex

3 large containers of Clorox Wet Wipes

1 container of baby wet wipes

1 box of Ziploc sandwich bags

1 4oz of Crayola Model Magic White

2 boxes of #2 pencils

1 pocket folder (for homework)

1 pencil case

1 bookbag

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Week of July 5

Dear 2015-16 Incoming Parents and Caregivers,

We inadvertently left out the first grade (100 words) and second grade (150 words) high frequency word lists from our summer packets. Please click on the heading entitled High Frequency Words  at the top of this blog to view and print the list.

Enjoy your summer!

Best,

Anh Tuan Hoang and LuAnn Lawson

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Week of June 14

Dear Parents and Caregivers,

Our picnic will take place on Friday, June 19 from 10:30 a.m. to 2:00 p.m. right across the fence from Murray’s playground. If you are helping with setting up, please plan to arrive at 10:00 a.m. We will begin to clean up our areas outside at 1:30 p.m.

Please make sure your child returns the science textbook by Tuesday, June 16. The fee for a lost or damaged book is $65.00.

Report cards will be distributed to students on the last day full day of school, which is Friday, June 19.

It has been our pleasure working with you and your child this school year. We wish each family an exciting summer and a good 2015-16 school year.

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.
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 and Writing Workshops: Based on Common Core Reading & Writing Workshop, 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):
– Greeting: Students greet each other in a language of choice.
– Sharing: Students share what they have written or something that is meaningful to them.
– Group Activity: Read “Oh, How Lovely Is the Evening” from Sing a Song of Poetry by Fountas and Pinnell p. 196
Differentiated Instruction:
– TRC EOY Assessment
– 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

Day 1:
Morning Meeting
Morning Message: Today is Monday, June 15, 2015. We will practice writing multiplication stories.
Inquiry Question: If 8+8+8=24 and 8×3= 24, how are addition and multiplication related? Discuss your answer with a classmate.

Reading
Unit 7 Reading and Role Playing
Fiction, Folktales, and Fairy Tales
Interactive Read Aloud: Goldilocks and the Three Bears by James Marshall
After students have heard several tales, they may start to notice that the books they have been reading have similar characters—a bad wolf, a wise old man, an evil step relation—and that these characters have similar traits. The wise old man has all the answers but makes the main character work to get them; the stepmother in these tales is often evil and goes out of her way to harm the heroine. Readers may also notice that these archetypes sometimes differ somewhat from story to story. For example, the wolf in Little Red Riding Hood and The Three Little Pigs is the villain in both stories, but the wolf in the first story seems smarter than the wolf in the latter. Teach students that fairy tales and folktales are archetypes for modern stories, that characters who play similar roles will pop up again and again, not only in these old tales but in more modern stories, too. Students might notice, “Instead of a wolf, this book has a mean old dragon! Reminds me a little bit of Mean Jean the Recess Queen.” The hope is that children take note of not just the magic in fairy tales and folktales (though of course, that’s part of the fun!), but also the ways in which archetypes from these genres repeat themselves again and again in modern literature, albeit in non-magical forms. This is the case not only with characters but also with plots, imagery, themes, but for now it’s enough that children come to recognize similar roles across books.

Students select and read a story from our classroom collection and internet A to Z Reading. They look for elements found in fairy/folk tales.

Students read independently.

Students organize classroom library and materials.

Day 2:
Morning Meeting
Morning Message: Today is Tuesday, June 16, 2015. We will identify people who provide goods and services to the community.
Inquiry Question: How are services important in a community? Discuss your answers with a classmate.

Reading and Writing
“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: The Three Horrid Little Pigs by Liz Pichon
Reading Skill:
Structure and language of Fairy Tales/Folk Tales
During the read aloud, highlight the structure and language of the story. Chart information to support students’ writing.
Writing:
“Writers, we have been reading many different adaptations of fairy/folk tales and we have noticed that each author has given the story their own spin. Some authors changed the characters—turning girls to boys or people to animals. Others have changed the setting—moving the story from a kingdom far away to the middle of a big city. Well, today I’m going to teach how you can get started planning your very own adaptation. One thing that writers do is think, ‘What would I like to change?’ and ‘How will the change affect all the parts of my story?’ We then plan out our stories, either in a booklet or storyboard.”
Tip: “We may do quick sketches or jottings to remember all the parts of the story that we want to include.”
Tip: ”Writers, we revise our plans or plan another adaptation, then another, playing with different ideas before we get started in writing. As we revise our plans, we think ‘Where exactly will my story begin?’ and ‘What will my character be saying and doing?’ so that we can begin our stories close to the main action.”
Students will have decided on a story to adapt. They can begin sketching their storyboards and jotting down notes for their stories.

Day 3
Morning Meeting
Morning Message: Today is Wednesday, June 17, 2015. We will identify ways in which people are both producers and consumers.
Inquiry Question: How might you be a consumer? How might you be a producer? Discuss your answers with a classmate.

Reading and Writing
“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! by Trisha Speed Shaskan
“Writers, today I want to teach you that you have to make many important decisions as you are writing your fairy/folk tale. Writers ask ourselves, ‘Why am I rewriting this fairy tale?’ ‘Who am I writing it for?’ and ‘What is it, exactly, that I am trying to say?’ One thing that we can do to answer these questions as we plan and write our own is to reread, re-study, and re-think the fairy tales we’ve been studying with our partners. We study and talk about the choices the author made to change their version and how we might revise our plans or stories so that our adaptations are meaningful.”
Example: “Sometimes, we rewrite a familiar tale because we disagree with the way the tale has stereotyped girls, with the good ones always being beautiful and the bad ones always being ugly, or authors may disagree with the way wolves, foxes, or stepmothers are stereotyped as nasty, evil, and mean. Sometimes authors rewrite a tale so that it makes more sense to readers who live in different places or in other cultures.”
Tip: “Writers, remember, as we are exploring ways our adaptations could be tweaked, stretched, or twisted, we can come up with a few different story ideas. Once we imagine other ways the story could go, we can create other mini-booklets to plan through our ideas—we may even need many pages! If this happens, begin with two sheets of paper folded in half, and in half again, creating eight (or more) page-long planning books.”
“Writers, we have come up with lots of plans for our adaptations and we are ready to get started in our writing. Today I want to teach you that we choose one of our plans, take the number of pages we need to make a book, transfer our ideas from our planning booklets by jotting a note in the margin or sketching a quick picture on each page, and begin writing using everything we know about storytelling and fairy/folk tale language.”
Tip: “Writers we can act out the scenes to our tale and then story tell it again and again, both to ourselves and to our partners. After we have retold our stories many times, we have a clearer idea of what to put onto the page when we go to write.”
Students begin to write an adaptation to a folktale/fairy tale of choice.

Day 4
Morning Meeting
Morning Message: Today is Thursday, June 18, 2015. We will learn how to use multiplication to divide.
Inquiry Question: There are four plates of cookies. Each plate has six cookies. How many cookies are there in all? Discuss your answer with a classmate.

Reading and Writing
“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: Sleeping Ugly by Jane Yolen
Tip: “Writers, we are storytellers, not summarizers! We need to use everything we know from Small Moments and realistic fiction, including to show not tell as we write our story. We use action, dialogue, and internal thoughts. So, imagine that you are the character. Act out the first scene, say what the character would say, think like you are the character and use lots of action. Then, add it to your writing.”
Students continue to write an adaptation to a folktale/fairy tale of choice.

Day 5
Morning Message: Today is Friday, June 19, 2015. We will enjoy our annual EOY picnic and wish each other a safe and fun summer.
Inquiry Question: What are your plans for the summer? Share your answer with a classmate!

Spelling Test

K-4 Annual Picnic

Math
Stepping Up To Third Grade
Lesson 1 Writing Multiplication Stories
Essential Question: How can you draw a picture and write a story to solve a multiplication problem?
Operations and Algebraic Thinking
Represent and solve problems involving multiplication and division.
3. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities,
e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
Vocabulary: multiplication, multiply
Visual Learning: Students will view an animated lesson to learn how to draw a picture and write a story to solve a multiplication problem.
Guided Practice: Students will use a picture to write a multiplication story.
Independent Practice: Students will draw a picture, write a story, and then solve a multiplication story.

Stepping Up To Third Grade
Lesson 2 Division as Sharing
Essential Question: How can you make equal shares of objects by making equal groups?
Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.
Vocabulary: division, divide
Visual Learning: Students will view an animated lesson to learn how to make equal shares of objects by making equal groups.
Guided Practice: Students will use counters to make equal groups and then draw groups and write the corresponding numbers.
Independent Practice: Students will circle equal groups and write the corresponding numbers.

Stepping Up To Third Grade
Lesson 3 Writing Division Stories
Essential Question: How can you compose division stories and write division sentences?
Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
Vocabulary: division sentence, divided by, divide
Visual Learning: Students will view an animated lesson to learn how make division stories and write division sentences..
Guided Practice: Students will write division stories using pictures, and then solve each problem.
Independent Practice: Students will write division stories using pictures, and then solve each problem.

Stepping Up To Third Grade
Lesson 4 Relating Multiplication and Division
Essential Question: How can you use multiplication to divide?
Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
Visual Learning: Students will view an animated lesson to learn how to use multiplication to divide.
Guided Practice: Students will use arrays to solve multiplication and division problems.
Independent Practice: Students will solve multiplication and division facts using numbers.

Social Studies
Unit 6 People at Work
Introduce the Unit
Objectives
– Use a visual to predict content.
– Interpret a quotation.
– Use summary chart to prepare for the unit.
Access Prior Knowledge
Help students make connections between work that people do and products they make and buy. Ask students to name a product that people buy, such as shoes, a bicycle, or bread. Create an H chart for the product. In the horizontal area, write the name of the product. On the left side of the chart, write jobs associated with making the product. On the right side, write ways that people are able to get the product.
Visual Learning/Analyze Primary Source
Have students examine an image of an old typewriter. Explain that the typewriter shown is an antique, meaning that it was made many years ago. Have students compare and contrast the typewriter keyboard with a present-day computer keyboard. Invite students to describe their experiences using a computer keyboard.
Quotation
Invite students to read a quotation by Martin Luther King, Jr. “Whatever your life’s work is, do it well.” Tell students that his life’s work was to try to bring about equal and fair treatment of Americans regardless of their race. He wanted all people to live and work together peacefully.
Question: What rewards might come from doing a job well?
Access Prior Knowledge
Ask students to suggest some of the jobs people do in your community. As necessary, stimulate suggestions by asking questions such as, Who sells food? Who grow food? Who sells clothing? Who repair automobiles? Who works at the library? Then elicit from students that people receive money in return for their work. Discuss the kinds of things people buy with the money they earn from working.
Visual learning
Have students examine and compare hand-made goods with factory-made goods.
Question: What other ways can goods be transported?

Start with a Poem
Objectives
– Obtain information about a topic using variety of visual sources, such as literature.
– Recognize the variety of jobs that people do.
– Explain how people depend on one another in their daily lives.
Read the poem “Work Song” by Gary Paulsen to students. Discuss the meaning of the word It in the first line. Lead students to see that It refers to the many kinds of work people do. Challenge students to identify as many jobs as they can that fit the description of the first stanza. Help students understand that carpenters, mechanics, plumbers, and others use hammers in their work; carpenters, plumbers, electricians, roofers, masons and others build houses; gardeners, farmers, foresters, and nursery workers plant and care for trees; and truck drivers and delivery people work behind the wheel of a truck. Ask students to identify the workers involved in providing food, building and cleaning sidewalks, building skyscrapers, working in offices, and making steel beams.
Question: What kinds of choices can people in our country make about work?
Economics
Discuss reasons besides earning money that people might have for a job. Point out that people often enjoy their work, they like contributing to society, and they enjoy staying busy. Explain that people who enjoy their work are usually successful at what they do.
Question: What are some ways workers contribute to society?
Tell students that people do not get paid for all the work they do. Point out examples, such as parents cooking meals for their families, children sharing household chores or doing tasks in the classroom, and family members and friends helping one another with projects.
Question: How do you think the mother and father in the poem feel about their work? Why do you think Gary Paulsen wrote the poem “Work Song”?

Lesson 1 Good and Services
Vocabulary: goods, services
Objectives
– Distinguish between goods and services.
– Identify people who provide goods and services to the community.
Activate Prior Knowledge
Have students work in pairs to make two word webs, one labeled goods and the other services. Students share out as we create a goods and services web for the class.
Read and Respond
Focus on the two examples from the book and expand the discussion by asking questions such as: Who makes the fabric that the server uses to make the clothing? Who grows the cotton that the fabric maker uses to make the fabric? Who are some other people who help in getting the clothing to your closet? Lead students to see that all sorts of workers are involved in making clothing, including people who make the sewing machines the sewers use, and so on.
Show the picture of the goods. Ask students: How would your lives be different without these goods? How do store help peoples?
Read and Respond
Economics: Discuss with students the difference between goods and services. Tell them that goods are things you can hold in your hands, such as an orange or a yo-yo, while services are those things we pay other people to do for us, such as clean the streets and deliver our mail. Encourage students to name workers in our community who provide services. Ask: Who cuts your hair? Who makes sure our school is clean? Who put out fires? Who repairs cars? Who treat you when you are sick?
Why do we pay people to provide services?
Students work in pairs to describe pictures of people working in different services. Have students share out their observation.
Ask: Why might someone call a plumber? A car mechanic? A dentist?

Lesson 2 Producers and Consumers
Objective:
– Distinguish between producing and consuming.
– Identify ways in which people are both producers and consumers.
– Recognize what is needed to run a business.
Vocabulary: business, producer, consumer
Business needs both people who make things and people who buy things. Encourage students to think about the people who are producers and consumers in our community.
Economics: Read aloud pages 276 and 277. Invite students to give examples of businesses in our community as well as large, national businesses that they know about. Discuss the fact that business must provide quality goods and services if they want to make money. Explain that if a business does not keep its customers happy, the customers will stop using that business. If that happens, the business will probably have to close.
Then discuss the business that the children in the story are planning. Invite volunteers to tell in their own words why the children in the story are producers. Help students realize that they are producers because they are making things to sell.
Are the producers in the story providing goods or services to sell?
Ask students to identify what individual children in the pictures are producing. Discuss how visual clues in the pictures can help readers figure out the meanings of unfamiliar words in the surrounding text, as well as the meaning of the text in general.
Which of the products in the picture might you be interested in buying? Why?

Thank you for your support.
Anh Tuan Hoang and LuAnn Lawson

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Week of June 7

Dear Parents and Caregivers,

Thank you for chaperoning the Murray Walkathon and fun fair. Your participation ensured the successful outcome of the events. Our students had a lot of fun.

The World Language Assembly will be held Friday, June 12 at 9:15a.m. in the Murray gym. Please join us as we celebrate a year of learning in World Languages.

The end-of-the-year class picnic will take place on Friday, June 19 from 10:30 to 2:00. The form and fees are due Monday, June 15. Kindly consider volunteering before, during or after the picnic.

We need parent volunteers to organize and bind the students’ writing portfolios. Please let us know when you are available to assist with this task in class.

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.
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 and Writing Workshops: Based on Common Core Reading & Writing Workshop, 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):
– Greeting: Students greet each other in a language of choice.
– Sharing: Students share what they have written or something that is meaningful to them.
– Group Activity: Read “My Love for You” from Sing a Song of Poetry by Fountas and Pinnell p. 182

Monday through Thursday:
Students read independently. During this time, the teacher administers the TRC End Of Year Assessment.

Science Presentations
Students present their insect books to classmates and parents. They must elaborate on the following: the insect’s characteristics, habitat, diet, life cycle, and interesting facts.

Presentation Rubric:
Maintains eye contact with audience.
Speaks knowledgably about the insect researched.
Speaks loudly and clearly in a level 3 CHAMPS chart.
Answers questions posed by members of the audience.
Suggests examples of ways to research questions unanswered by the presenter.
Displays graphics such as diagrams and illustrations.

Insect Dioramas
Students will design and create a habitat for their research insect. They will utilize a shoebox, white Model Magic, construction paper, glue, scissors, watercolors etc.

Friday:
Spelling Test

Word Study
Spelling Words:
addition, subtraction, fiction, compassion, distraction, recreation, confusion, vacation, election, completion, direction, conflict, solve, summary, sensible, support

Teacher displays the 16 Fry words, pointing out patterns and strategies from Fountas and Pinnell such as read, copy, cover, write, and check.

The above words will be tested on Friday, June 19.

World Language Assembly

Math
Everyday Math End of Year Assessment
Goals:
– Model 1-step problems involving addition and subtraction.
– Use addition and subtraction to solve 2-step number stories.
– Model 2-step problems involving addition and subtraction.
– Find the total number of objects in a rectangular array.
– Express the number of objects in an array as a sum of equal addends.
– Understand 3-digit place value.
– Represent whole number as hundreds, tens, and ones.
– Understand exchanging tens and hundreds.
– Understand 100, 200, …, 900 as some hundreds, no tens, and no ones.
– Read and write numbers.
– Read and write numbers in expanded form.
– Compare and order numbers.
– Record comparisons using >, =, or, <.
– Add within 100 fluently.
– Subtract within 100 fluently.
– Add multiple numbers using models or strategies.
– Subtract multiple numbers using models or strategies.
– Explain why addition and subtraction strategies work.
– Measure the length of an object.
– Select appropriate tools to measure length.
– Measure an object using 2 different units of length.
– Estimate lengths.
– Measure to determine how much longer one object is than another.
– Solve number stories involving length.
– Model Number stories involving length.
– Represent sums and differences on a number-line diagram.
– Tell and write time using analog and digital clocks.
– Solve problems involving coins and bills.
– Read and write monetary amounts.
– Represent measurement data on a line plot.
– Organize and represent data on bar and picture graphs.
– Answer questions using information in graphs.
– Recognize and draw shapes with specified attributes.
– Identify 2- and 3-dimensional shapes.
– Partition a rectangular into rows and columns of same-size squares and count to find the total number of squares.
– Partition shapes into equal shares.
– Recognize that equal shares of a shape need not have the same shape.
– Check whether your answer makes sense.
– Solve your problems in more than one way.
– Compare the strategies you and others use.
– Create mathematical representations using numbers, words, pictures, symbols, gesture, tables, graphs, and concrete objects.
– Make sense of the representations you and others use.
– Make mathematical conjectures and arguments.
– Make sense of others’ mathematical thinking.
– Model real world situations using graphs, drawings, tables, symbols, numbers, diagrams, and other representations.
– Use mathematical models to solve problems and answer questions.
– Explain your mathematical thinking clearly and precisely.

Science
Science Presentations
Students present their insect books to classmates and parents. They must elaborate on the following: the insect’s characteristics, habitat, diet, life cycle, and interesting facts.

Presentation Rubric:
Maintains eye contact with audience.
Speaks knowledgably about the insect researched.
Speaks loudly and clearly in a level 3 CHAMPS chart.
Answers questions posed by members of the audience.
Suggests examples of ways to research questions unanswered by the presenter.
Displays graphics such as diagrams and illustrations.

Social Studies
Past and Present
Objectives:
– Identify historical figures whose contributions have influenced the community, state, and nation.
– Describe ways people honor their heroes.
– Give examples of places in the community where individuals are remembered.
– Explain how local people and events have influenced local community history.
– Describe changes in a community over time.

Interactive Read Aloud:
Read about heroes: Cesar Chavez, and way he is memorialized.
http://chavez.cde.ca.gov/
ModelCurriculum/Teachers/
Lessons/Resources/
Biographies/K-2_Bio.aspx
Focus Questions:
Why are these workers called migrant workers?
Why do farm workers move so often?
Who provides the land, money, and seed to grow crops we need?
Who harvests the crops grown on large farms?
Who was Cesar E. Chavez?
Many farm workers are called migrant workers because they move from farm to farm, as the crops need to be harvested.
Moving from one place to another is a difficult thing for a family. Many times children attend more than five different schools in one year because their parents must follow the crops.
Cesar Chavez and his family also moved many times, traveling throughout California during the harvest season.
César attended over 36 different schools.
As a young boy, Cesar E. Chavez worked in the fields with his father, mother, brother, and sister. Later in life, he would work in the fields with his wife, Helen, and some of his children too. Cesar and his family worked hard like the other farm workers and often felt that they were treated more like animals or farm tools than like human beings. Cesar thought this was wrong and dedicated his adult life to winning farm workers and their families the respect and dignity they deserved.

Interactive Read Alouds: Don’t Know Much About The Presidents “Thomas Jefferson” and “George Washington” By Kenneth C. Davis

Review for the Unit Assessment.

Past and Present Unit Assessment

Thank you for your support.
Anh Tuan Hoang and LuAnn Lawson

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Week of May 31

Dear Parents and Caregivers,

Murray Wildcats Walkathon is scheduled for Friday, June 5. Packets for the fundraising were sent home Thursday, May 14. The funds raised by this event will support special programs at Murray Language Academy. Please submit the packets no later than Friday, June 5.

The Everyday Math End of Year assessment will be given throughout the week of June 8. We will send a study guide daily this week to support the students’ review of this year’s skills.

The Social Studies Past and Present Unit Test will be administered on Wednesday, June 10. The study guide will be sent home Friday, June 5. Please refer to it to assist your child’s preparation for the test.

The second grade annual picnic will take place the last day of student attendance, June 19. We will send home the picnic letter Monday. Please fill out the form and return with the fees by June 12.

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.

Word Knowledge: Phonemic Awareness: The Skills That They Need To Help Them Succeed! by Michael Heggerty, Ed.D.
Week 36
Rhyming (Words change daily)
– Teacher says words. Students repeat the words. If the words rhyme, they put their hands on their head; if the words do not rhyme, they put their hands on their knees.

Onset Fluency (Words change daily)
– Teacher says the whole word. Students repeat the word. If the words begin with the same chunk or syllable, students do “Thumbs Up”. If not, they do “Thumbs Down”.

Blending (Words change daily)
– Teacher says the syllables. Students listen and then say the whole word. Ex. T:/pa-per-back/ S: paperback

Identifying Final and Median Sounds (Words change daily)
– Teacher says the words. Students repeat the words and do “Thumbs Up” if the words end with the same ending, and “Thumbs Down” if they do not.

Segmenting (Words change daily)
– Teacher says the whole word. Students repeat the word and segment it into chunks or syllables. Ex: T: president, S; president/pre-si-dent/

Building Classroom Community based onCHAMPS A Proactive & Positive Approach to Classroom Management by Randy Sprick, Ph.D. and The Morning Meeting Book by Roxann Kriete
Reading and Writing Workshops: Based on Common Core Reading & Writing Workshop, 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):
– Greeting: Students greet each other in a language of choice.
– Sharing: Students share what they have written or something that is meaningful to them.
– Group Activity: Read “The Orchestra” from Sing a Song of Poetry by Fountas and Pinnell p. 207

Drama @ Murray program through the Ingenuity Creative Schools grant by Mr. Duone Brown: Lookingglass Residency at Murray for room 106 Wednesday (1:40 – 2:25), for room 103 Friday (1:45 – 2:25)

Differentiated Instruction:
– TRC EOY Assessment
– 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
Reading Centers: Kindle books about insects
Science Center: Observing and noting mealworms’ and crickets’ behavior
Technology Center: A.R. on mini-iPads

Day 1:
Morning Meeting
Morning Message: Today is Monday, June 1, 2015. We will read and discuss elements of a folktale and fairytale.
Inquiry Question: What classic folktales are you familiar with? Share your answer with a classmate.

NWEA Reading Assessment (Room 106)

Reading Workshop: Based on Common Core Reading & Writing Workshop, A Curriculum Plan for The Reading Workshop by Lucy Calkins and Colleagues from The Reading and Writing Project
Unit 7 – Reading and Role Playing
Fiction, Folktales, and Fairy Tales
Interactive Read Aloud: The Gingerbread Boy by Paul Galdone
Explain to students that as readers get to know characters better, we discover predictable roles they play: we understanding the villain, the hero, and everyone in between.
In this part of the unit, we’ll move from stepping into the shoes of a particular character to thinking more categorically about characters. Teach students that just as there are different personality types in the world, there are different character types in stories. Teach students that authors sometimes make deliberate choices about which characters in their book will take on which role. One character might be the good guy—the hero—while another is the bad guy—the villain. And then, of course, there’s the sidekick, the wise adviser, the trickster, to name just a few.
Students read independently and/or with a partner using strategies they’ve learned.

Writing Workshops:
Specific Language
Minilesson
Connection: Liken the particular ways in which students talk about things they know well to how scientists talk about the subjects they study using specialized words. Name the teaching point.
Teaching: Teach the concept of technical language, inviting students to brainstorm domain-specific terms they know on topics they know well.
Active Engagement: Redirect students’ attention to the shared class topic, insects, and together, generate a list of domain-specific words. Suggest that the class come up with a system for recording technical language.
Link: Suggest that students view their work to be sure it includes insect lingo—and if not, to incorporate it in clear, thoughtful ways.
Students edit their writing.

Day 2:
Morning Meeting
Morning Message: Today is Tuesday, June 2, 2015. We will practice making equal groups to explore multiplication.
Inquiry Question: How is multiplication the same as repeated addition? Discuss your answers with a classmate.

Reading and Writing Workshops: Based on Common Core Reading & Writing Workshop, 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
Reading: Unit 7 – Reading and Role Playing
Fiction, Folktales, and Fairy Tales
Interactive Read Aloud: The Gingerbread Boy by Paul Galdone
Explain to students that as they read, they need to think about what it means to be one kind of character or another. Are there typical patterns of behavior they observe in one type or another? They might, for example, notice that the main character’s sidekick is sometimes funny—that that person’s role is to crack jokes. Or maybe the sidekick (or one of a pair of friends) tends to get the main character into trouble over and over, so he is a troublemaker. Tell students that earlier in the year, they learned that characters go on journeys and encounter trouble along the way. Now they might notice that friends sometimes contribute to that trouble. Alternatively, the person who creates obstacles for the main character may be someone with a much more deliberate villainous intent—the class bully, for example, or the mean kid next door. As children think about how these roles play out in their books, partners—or two sets of partners—can act out scenes in their books that spotlight the bully or the sidekick or the quirky adviser.
Students read independently and/or with a partner using strategies they’ve learned.

Writing Workshops: Editing/Publishing
– Explain to students that not only do writers edit their work, they also prepare it for publication. Model to students how to fancy up their writing.
– Students continue to edit their writing and begin publishing their insect books.

Day 3:
Morning Meeting
Morning Message: Today is Wednesday, June 3, 2015. We will explore how local people and events have influenced local community history.
Inquiry Question: How has your family influenced your community? Discuss your answer with a classmate.

NWEA Reading Assessment (Room 103)
Students read independently and/or with a partner using strategies they’ve learned.

Writing Workshops:
– Students continue to publish their insect books.

Day 4:
Morning Meeting
Morning Message: Today is Thursday, June 4, 2015. We will collaborate in small groups to solve a “real life” math story.
Inquiry Question: Have you ever found money on the ground outside? What did you do? Share your answer with a classmate.

Reading and Writing Workshops: Based on Common Core Reading & Writing Workshop, 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
Reading: Unit 7 – Reading and Role Playing
Fiction, Folktales, and Fairy Tales
Interactive Read Aloud: Honestly, Red Riding Hood Was Rotten! by Trisha Speed Shaskan
Remind children that as they pay attention to the characters in their books, they can think about the role the character plays to predict what’s going to happen. Is the character good or bad? Will she win or will she lose? Teach children to pay attention to the pattern, to ask and answer, “Why is this happening? What will happen next?” Teach children to think about whether a character in the story is the one who is teaching a lesson or learning a lesson.
Students read independently and/or with a partner using strategies they’ve learned.

Writing Workshops:
– Students continue to publish their insect books.

Day 5:
Morning Meeting
Morning Message: Today is Friday, June 5, 2015. We will participate in the Murray Language Academy Walkathon. Inquiry Question: Why does our school have a walkathon every June? Discuss your answer with a classmate.

Parent Read Aloud

Spelling Test

Phonemic Awareness Quiz

Word Study
Spelling Words:
capable, acceptable, adorable, excited, agreeable, bearable, desirable, comfortable, disposable, irritable, valuable, prefix, suffix, narrative, expository, contents

Teacher displays the 16 Fry words, pointing out patterns and strategies from Fountas and Pinnell such as read, copy, cover, write, and check.

The above words will be tested on Friday, June 12.

Walkathon

Math
Subtracting Multi-digit Numbers
Goals:
– Subtract multiple numbers using models or strategies.
– Create mathematical representations using numbers, words, pictures, symbols, gesture, tables, graphs, and concrete objects.

– Students work with a partner to solve subtraction problems using number cards and base-10 blocks. (“We do”, partners)
Materials:
Math Masters, p. 264
Base-10 blocks
Four each of number cards 0-9
Directions:
Pick three number cards. Use them to finish making the 4-digit number for Problem 1 on the Subtracting Multi-digit Numbers page.
Pick three different cards to make a 3-digit number. Record this number below the 4-digit number.
Write a ballpark estimate for your subtraction problem.
Show the minuend using the smallest number of base-10 blocks.
Solve the subtraction problem. Use base-10 blocks to help you. Write the answer on the worksheet.
Check your answer with the ballpark estimate.
Repeat Steps 1-7 four more times.
Talk About It
How did you use the base-10 blocks to help you solve the problem?

Making Equal Groups
Goals:
– Express the number of objects in an array as a sum of equal addends.
– Model real world situations using graphs, drawings, tables, symbols, numbers, diagrams, and other representations.

“Birds’ Nests Multiplication”
– Students work with a partner to make equal amounts of eggs (using cm cubes) on picture cards of birds nest. (“We do”, partners)
Directions:
Student “A” rolls a six-sided die to determine how many nests. They lay that number of nests on the desk.
Student “B” rolls a six-sided die to determine how many eggs are placed on each nest. They put that number of eggs on each nest.
The students write the corresponding multiplication number model on their worksheets.

Sharing Money
Goals:
– Solve problems involving coins and bills.
– Model real world situations using graphs, drawings, tables, symbols, numbers, diagrams, and other representations.

Solving the Problem:
At school, 4 children found an envelope. Inside was a $5 bill. They took the envelope to the principal. A week went by and nobody claimed the money. The principal returned it to the children and said that it belonged to them. (“We do”, small groups)
How would you divide $5 so each of the children gets the same amount?
-Students work in small groups to work out a solution and use whichever methods group members choose: acting out the problem with bills and coins, mental math, or paper-and-pencil procedures.
After the students have satisfactorily solved the problem, they make up other problems for dividing amounts of money equally among 4 or 5 students.
Examples:
$8 shared among 5 people
$9 shared among 10 people
$5 shared among 3 people
$5 shared among 8 people

Using > , < , and =
Goals:
– Record comparisons using >, =, or, <.
– Check whether your answer makes sense.

– Students work with partners to make two 2-digit numbers to compare using relational signs. (“We do”, partners)
Materials:
Using , and =, p. 19
4 each of number cards 1-9
Class Number Line
Directions:
Each partner picks two cards from the deck.
Use your cards to make 2-digit numbers.
Write your numbers in the boxes on the page.
Compare your numbers in the boxes and write , or = on the line.
Use the Class Number Line to check your answer.
Repeat Steps 1-5 three more times.
For Problem 5, you each pick three cards and make 3-digit numbers.
Talk About It
How did you know which number was larger?
Review for EOY Math Assessment.

Science
Integrated with language arts

Social Studies
Comparing Groups of Native Americans
Objectives:
– Compare Native American groups.
– Sequence early American history.
Interactive Read Aloud: Aloud (on the Smart Board): Ancient Cliff Dwellers by Kira Freed and The Inuit: Northern Living by David Meissner from Reading A to Z
– Ask children to identify the holidays being celebrated, why we celebrate them and what is their favorite.
– Read about two different Native American groups.
Compare and contrast their food, clothing, and shelter with a Venn diagram.
How did they use the natural resources around them?
– Point out that many names for places, food, animals, and things originated from Native Americans such as squash, potato, pumpkin, moose, skunk, raccoon, chipmunk, moccasin, Michigan – great river, Nebraska – flat river, and Chicago – place of the smelly onion.

Tracing A Community History
Objectives:
– Trace the history of El Paso, Texas.
– Explain how local people and events have influenced local community history.
– Describe changes in a community over time.
Vocabulary:
museum, settler
Activate Prior Knowledge:
Display a map of the United States and point out the city of El Paso. Have students note its location-on the boarder of Mexico and on the Rio Grande.
Tell students that El Paso is Spanish for, “The pass or the passage,” a passage is a narrow road or opening. Ask students why they think the city got its name.
Read and respond: Read out loud the pages 228 and 229 from the teacher guide. Tell students that after Spanish explorers arrived in America, they began to spread out and claim new lands for Spain. Explain that some of the earliest Spanish colonies were in what is now Mexico. Later, explorers moved northward to the areas we know today as Texas and New Mexico. Point out the influence of early Spanish settlements can be seen today in places names, building styles, music, foods, and crafts. Question: Why might people decide to stay or settle in a place?
Read and Respond: Share with students the background of the Tiguas. Explain that they are the only Native American group that has continued to live in the El Paso area. Tell students that in the 1960s Texas gave the Tiguas enough land to establish a reservation where today they proudly display their heritage.
Cultural and Society:
Tell students that when the Spanish arrived, the priests wanted to convert the Native Americans to Christianity. For this purpose, they built missions, like the one named Ysleta in El Paso. There the priests taught the Native Americans about Christianity; they also taught them trades and introduced them to the Spanish way of life.
How do you think the Native Americans felt when the priests tried to get them to change their way of life?
How are both Spanish and Native American cultures apart of El Paso’s history.
History: Tell children that during the time that Spain was settling parts of America, individuals could ask the Spanish government for land if they agreed to live on and use the land. Point out that the land given to Juan Maria Ponce de Leon was 215 acres of riverside land called mudflats. De Leon dug irrigation ditches from the river to his gardens and orchards so that the trees and other plants would grow during the many dry months.
Why do you think the Spanish government gave land to the settlers instead of making them pay for it?
Link History and Economics:
Discuss the fact that railroads opened areas to settlement and growth. Point out that El Paso was hard to reach on horseback or by horse-drawn wagons. Miles of dry, rugged land separated El Paso from other settlements in the Southwest. Explain that once the railroad arrived, businesses began to grow and jobs were created.
What events in your community have caused to grow and change?

Past and Present
Objectives:
– Identify historical figures whose contributions have influenced the community, state, and nation.
– Describe ways people honor their heroes.
– Give examples of places in the community where individuals are remembered.
Vocabulary: monument, memorial, hero
Interactive Read Alouds: American Heroes by Marfe Ferguson Delano and
Read about heroes: Jane Addams: Halsted Street around 1890 Chicago Historical Museum, Encyclopedia of Chicago
– Ask students to name someone who they think of as a hero. Tell children they will learn about ways Americans remember their heroes.
– Show pictures of several famous national monuments.
– Ask if they know about the accomplishments of these heroes, e.g. Lincoln, Washington, Jefferson.
– Ask students whey they think the monuments and memorials honoring heroes are located in Washington, D.C.
– Ask them why they are made of stone or metal.
– Ask about monuments, statues, and memorials that they know of in Chicago or Illinois.
– Ask why we name buildings, parks and streets for people.
– Ask if they can name any of these in their neighborhood or in Chicago.

Thank you for your support.
Anh Tuan Hoang and LuAnn Lawson

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Week of May 24

Dear Parents and Caregivers,

There is no school for students, teachers and staff on Monday, May 25 in observance of Memorial Day.

The second grade annual picnic will take place the last day of student attendance, June 19. We will send home additional information regarding the picnic on a slip of paper. If you are interested in assisting, please return the slip by June 9.

The World Language Assembly will be held Friday, June 12 at 9:15a.m. in the Murray gym. Please join us as we celebrate a year of learning in World Languages.

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.
Phonemic Awareness: The Skills That They Need To Help Them Succeed! by Michael Heggerty, Ed.D.
Week 34
Rhyming (Words change daily)
– Teacher says the words. Students repeat the words. Students do mouth closed if the words rhyme, or mouth open if they do not rhyme.
Onset Fluency (Words change daily)
– Teacher says the words. Students repeat the words. Students do hands together if the words begin with the same blend, hands apart if they do not begin with the same blend.
Blending (Words change daily)
– Teacher says the syllables. Students listen and then say the whole word.
Ex. T: /spu-ge-te/ S: spaghetti
Identify Final and Medial Sounds (Words change daily)
– Teacher says the word in regular voice. Students repeat the word and say whether the blend is at the beginning, middle or end of the word.
Segmenting (Words change daily)
– Teacher says the whole word. Students repeat the word and segment it into chunks or syllables.
Substituting (Words change daily)
– Teacher says the word. Students repeat the word. Teacher says change the /*/ to /*/ and the word is? *Use sounds
Adding Phonemes (Words change daily)
– Teacher says word. Students repeat the word. Teacher says add /*/ at the beginning/end 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

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 and Writing Workshops: Based on Common Core Reading & Writing Workshop, 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):
– Greeting: Students greet each other in a language of choice.
– Sharing: Students share what they have written about their insects or something that is meaningful to them.
– Group Activity: Read “I Hear Thunder” from Sing a Song of Poetry by Fountas and Pinnell p. 128

Differentiated Instruction:
– TRC EOY Assessment
– 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
Reading Centers: Kindle books about insects
Science Center: Observing and noting mealworms’ and crickets’ behavior
Technology Center: A.R. on mini-iPads

Day 1:
Memorial Day (No School)

Day 2:
Morning Meeting
Morning Message: Today is Tuesday, May 26, 2015. We will read and discuss the importance of Memorial Day.
Inquiry Question: Why is it important to honor our soldiers? Share your answer with a classmate.

R.E.A.C.H End of Year Assessment for Reading

Shared Reading
Awesome Ants by Rus Buyok (A-Z Reading)
Focusing on Writing Interesting Facts

Writing Workshops
– Students share what they have written about the uniqueness and/or interesting facts about their insects to their assigned partner.
– Students continue to compose the chapter about the uniqueness or interesting facts of their insects.

Day 3:
Morning Meeting
Morning Message: Today is Wednesday, May 27, 2015. We will read and discuss national holiday, the Fourth of July.
Inquiry Question: Why do Americans celebrate the Fourth of July? Share what you know with a classmate!

NWEA Math Room 103 (9-12)

Shared Reading
Insect Life Cycle by Chuck Garofano (A-Z Reading)
Focusing on Writing an Introduction

Writing Workshops
Introductions—Addressing and Audience
Ask students to recall the beginning of a favorite movie, book, or even a poem or song. Tell them that the writer did his or her very best to make that introduction memorable and powerful for the audience. Tell students that today is the day they will do the same. Today is the day they will craft introductions that are fun and engaging for their audience. “Today I want to teach you that writers give their information books an introduction. When writing introductions, writers try to get the reader’s attention so they can highlight important information about a topic.” Project samples of introduction pages and explicitly model to students how to write them.
Students begin writing their introductions for their Insect Books.

Day 4:
Morning Meeting
Morning Message: Today is Thursday, May 28, 2015. We will brainstorm and discuss making a prediction based upon a familiar scenario.
Inquiry Question: How do you make a prediction? Share what you know with a classmate!

NWEA Math Room 106 (9-12)

Shared Reading
Butterflies and Moths by Kira Freed (A-Z Reading)
Focusing on Writing a Conclusion

Writing Workshops
Conclusions—Addressing and Audience
Ask students to recall the ending of a favorite movie, book, or even a poem or song. Tell them that the writer did his or her very best to make that conclusion memorable and powerful for the audience. Tell students that today is the day they will do the same. Today is the day they will craft conclusions that are fun and engaging for their audience. “Today I want to teach you that writers give their information books a conclusion. When writing conclusions, writers try to get the reader’s attention so they can highlight important information about a topic.”
– Explain to students that the conclusion paragraph is much like a conclusion sentence; it ends your exposition by summing up the points you made earlier.
Project samples of conclusion pages and explicitly model to students how to write them.
Students begin writing their conclusions for their Insect Books.

Day 5:
Morning Meeting
Morning Message: Today is Friday, May 29, 2015. We will use prior knowledge to predict an outcome.
Inquiry Question: If you hear a rumbling noise and look up to see dark clouds in the sky, what can you predict will happen? Share what you know with a classmate!

Parent Read Aloud

Spelling Test

Word Study
Spelling Words:
happiness, thankfulness, usefulness, thoughtfulness, forgetfulness, helpfulness, cheerfulness, brightness, carelessness, childishness, craziness, listen, speak, read, write, apply

The above words will be tested on Friday, June 5.

Writing Workshops
Conferencing and Editing
– Review Peer Conferencing (revising) – What it is and steps for conferencing: Review the “TAG” method: Tell 1 thing you like about the story, Ask 1 question, Give 1 suggestion
1. Read and listen
2. Compliment author
3. Question and suggestion (“W” questions written on sticky notes – who, what, when, where, why questions), students make their writing better by answering those questions and adding more details to the writing in red revising pen.
– Students confer with peers.
Editing
Review the lesson on Reread During Editing
– Using a writing sample, teachers model the focus point (After I finish a piece of writing, I will reread even more carefully! I am going to reread to check carefully for mistakes in spelling, capitalization, punctuation, and grammar. This kind of rereading is called proofreading. Proofreading is a time when we read to edit or fix mistakes.)
– Students utilize the checklist to edit their research papers.

Math
Timelines
“Emily’s Day at the Beach”
– Students work in partnerships to complete a timeline of events from 9:00 A.M. – 4:00 P.M.

Progress Check
Assessment

1. Warm Up
Self-Assessment
– Students complete the Self-Assessment to reflect on their progress in Unit 9.
2a. Assess
– Students complete the Unit 9 Assessment to demonstrate their progress on the Common Core State Standards covered in this unit.

Items reflect mastery expectations to this point.

– Use addition and subtraction to solve 1-step number stories.
– Model 1-step problems involving addition and subtraction.
– Know all sums of two 1-digit numbers automatically.
– Express an even number as a sum of two equal addends.
– Find the total number of objects in a rectangular array.
– Express the number of objects in an array as a sum of addends.
– Understand 3-digit place value.
– Represent whole numbers as hundreds, tens, and ones.
– Count by 5s, 10s, and 100s.
– Read and write number names.
– Read and write numbers in expanded form.
– Record comparisons using >, <, or =.
– Add within 100 fluently.
– Subtract within 100 fluently.
– Add multi-digit numbers using models or strategies.
– Subtract multi-digit numbers using models or strategies.
– Measure the length of an object.
– Measure to determine how much longer one object is than another.
– Solve problems involving bills and coins.
– Partition shapes into equal shares.
– Describe equal shares using fraction words.
– Describe the whole as a number of shares.
– Recognize that equal shares of a shape need not have the same shape.

Unit 9
Open Response
2b. Assess
Solving the Open Response Problem
This open response problem requires students to apply skills and concepts from Unit 9 and earlier units to determine two 2-digit numbers that will produce the largest sum.
The focus of this task is GMP3.1: Make mathematical conjectures and arguments.

Teachers distribute p. 68-69 and read the directions aloud.
Teachers then model how to lay and rearrange the cut-out numbers on the empty squares.
Students should use whatever strategy they prefer to find the numbers that have the largest sum.
Students use the second page to show how they know they have found the numbers that have the largest sum.

Discussing the Problem
After students complete their work, invite a few students to explain how they knew they found the largest sum.

3. Look Ahead
Math Boxes 9-12
– Students complete the mixed practice on journal p. 249.

Science
Integrated with language arts for the whole week
Science Content:
– Insects need air, water, and space.
– Insects have characteristic structures and behaviors.
– The life cycle of the beetle is egg, larva, pupa, and adult, which produces eggs.
– The life cycle of the cricket is egg, nymph, and adult, which produces eggs.
Thinking Processes:
– Observe mealworm larvae, pupae, and adults over time.
– Describe and record changes in mealworm structure and behavior over time.
– Observe cricket nymphs, and adults over time.
– Describe and record changes in cricket structure and behavior over time.
Insect Habitat
-Students will design and create a habitat for their research insect. They will utilize a shoe box, white Model Magic, construction paper, glue, scissors, watercolors, etc.

Social Studies
Independence and Memorial Days
Interactive Read Aloud (on the Smart Board): Memorial Day by Ann Weil
Objectives:
* Explain the significance of various national celebrations.
* Sequence early American history.
* Identify places that remind us of our history.
– Ask students what other national holiday is coming up?
– Explain to students that Memorial Day was held to honor people who died in the Civil War. The Civil War was fought between two parts of the United States. Some of the states of the South wanted to start their own country. The states in the North fought to keep the country together. The North won, but many soldiers on both sides died.
– On Memorial Day, we remember men and women who fought in all of the wars for this country. People visit cemeteries and leave flowers and flags.
– Ask students to share with each other what they and their family might do on Memorial Day.

Interactive Read Aloud: Fourth of July by Alan M. Ruben
Objectives:
* Explain the significance of various national celebrations.
* Sequence early American history.
* Identify places that remind us of our history.
– Review that a colony is a place ruled by another country.
– Show the 13 colonies on a map and recall that they were ruled by the England and that the colonists had to obey English laws.
– Explain to students that the colonists were not always happy about this and so they signed the Declaration of Independence. Independence is being free from rule by another country.
– Colonists said that they should have freedom, or the right to make their own choices, but the English King did not agree.
– Discuss the American Revolution (fought for six years).
– Discuss important landmarks of the American Revolution such as Independence Hall.

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
Ask students to imagine they are on the playground. They hear a rumbling noise and look up to see dark clouds in the sky. Lightning flashes, thunder claps, and a teacher carrying an umbrella comes outside and begins rushing them indoors. Ask students what they think will happen next. Explain that they have just predicted an outcome.
Why It Matters
People can use what they learn from the past to predict the future, or tell what they think will happen.
What You Need to Know
List the following steps on the Smart Board for students to follow to predict a likely outcome.
Step 1: Think about what you already know.
Step 2: Find new information.
Step 3: Tell what you think will most likely happen next.
Step 4: Check whether what you predicted does happen.
Read aloud Step 1 through 4. Illustrate the steps by reminding students of the prediction they made earlier. “First, We thought about what we already knew about rainstorms. We identified a pattern – dark clouds roll in; lighting flashes and there is thunder. Next, we found new information – a teacher carrying an umbrella rushed the children indoors. Finally, we made a prediction about what would happen next.”
Explain that in this case, we could not check our prediction because the story was make-believe. Ask students to give the kinds of prediction we can check.
Explain that not all predictions turn out to be correct. Sometimes there are clouds but it doesn’t rain. Still it is a good idea to use what you know about clouds causing rain and take your umbrella just in case. Many stories have surprise endings and your prediction doesn’t come true. Still, making predictions as you read helps you pay attention and think about what you are reading.

Thank you for your support.
Anh Tuan Hoang and LuAnn Lawson

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Week of May 17

Dear Parents and Caregivers,

On Friday, May 22, students will take a science quiz about insects. The study guide will be sent home on Monday. Please help your child study for it.

The Everyday Math Unit 9 Assessment will be administered on Wednesday, May 27. Students should review graded homework to prepare the test.

Murray Wildcats Walkathon is scheduled for Friday, June 5. Packets for the fundraising were sent home last Thursday. The funds raised by this event will support special programs at Murray Language Academy. If you return the fundraising packet by Friday, May 29, 2015, your child will be eligible for one raffle ticket for each $25 you raise. The packets cannot be submitted after Friday, June 5.

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.
Phonemic Awareness: The Skills That They Need To Help Them Succeed by Michael Heggerty, Ed.D.
Week 34
Rhyming (Words change daily)
– Teacher says the words. Students repeat the words. Students do mouth closed if the words rhyme, or mouth open if they do not rhyme.
Onset Fluency (Words change daily)
– Teacher says the words. Students repeat the words. Students do hands together if the words begin with the same blend, hands apart if they do not begin with the same blend.
Blending (Words change daily)
– Teacher says the syllables. Students listen and then say the whole word.
Ex. T: /spu-ge-te/ S: spaghetti
Identify Final and Medial Sounds (Words change daily)
– Teacher says the word in regular voice. Students repeat the word and say whether the blend is at the beginning, middle or end of the word.
Segmenting (Words change daily)
– Teacher says the whole word. Students repeat the word and segment it into chunks or syllables.
Substituting (Words change daily)
– Teacher says the word. Students repeat the word. Teacher says change the /*/ to /*/ and the word is? *Use sounds
Adding Phonemes (Words change daily)
– Teacher says word. Students repeat the word. Teacher says add /*/ at the beginning/end 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

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 and Writing Workshops: Based on Common Core Reading & Writing Workshop, 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):
– Greeting: Students greet each other in a language of choice.
– Sharing: Students share what they have written about their insects or something that is meaningful to them.
– Group Activity: Read “The Butterfly” from Sing a Song of Poetry by Fountas and Pinnell p. 60

Differentiated Instruction:
– TRC EOY Assessment
– 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
Reading Centers: Kindle books about insects
Science Center: Observing and noting mealworms’ and crickets’ behavior
Technology Center: A.R. on mini-iPads

Day 1:
Morning Meeting
Morning Message: Today is Monday, May 18, 2015. We will begin writing a “how to” for our insect research papers.
Inquiry Question: How might you arrange information in your “how to” to help readers understand clearly what you are writing? Share what you think with a classmate!

Reading
Interactive Read Aloud:Chirping Crickets by Melvin Berger

Discuss amazing facts about crickets: How they listen, chirp, lay eggs, etc., as well as how to build a habitat for your pet cricket.

– Students read independently and/or with a partner using strategies they’ve learned.

Writing
– Using the notes, teachers model to students how to elaborate on the notes we have taken to write a paragraph for the “How To” of their All About Insect Book.
– Students discuss/practice with a partner how they would elaborate their notes.
– Using their notes, students begin composing a chapter about the “How To” and illustrate each step of the “How To” of their All About Insect Book.

Day 2:
Morning Meeting
Morning Message: Today is Tuesday, May 19, 2015. We will read and discuss early uses of calendars and clocks as ways to measure time.
Inquiry Question: How do you measure time? Share what you know with a classmate!

Reading
Shared Reading: The Beekeeper Interview with Buzz Riopelle, conducted by Kathie Lester (A-Z Reading)
Before Reading
Build Background
Reading Strategy: Connect to Prior Knowledge
Introduce the Vocabulary
Set the Purpose
During Reading
Ask Question: How can you tell who is asking the questions? Who is answering the questions? How do you know when Buzz stopped talking?
Model making connections using prior knowledge.

– Students read independently and/or with a partner using strategies they’ve learned.

Writing
Interactive Read Aloud: “How to Care for Painted Lady Butterflies” on YouTube by Carolina Biological
– Teacher reviews with students how to elaborate on the notes we have taken to write a paragraph for the “How To” of their All About Insect Book.
– Students discuss/practice with a partner how they would elaborate their notes.
– Using their notes, students begin composing a chapter about the “How To” and illustrate each step of the “How To” of their All About Insect Book.

Day 3:
Morning Meeting
Morning Message: Today is Wednesday, May 20, 2015. We will skip count and add to solve problems involving multiples of 10.
Inquiry Question: What strategies do you know to help you solve problems involving multiples of 10? Share your answer with a classmate.

Reading
Shared Reading: The Beekeeper Interview with Buzz Riopelle, conducted by Kathie Lester (A-Z Reading)
After Reading
Reflect on Reading Strategy
Teach Comprehension Skill: Sequence of Events
What’s the author’s purpose?
Check for understanding

– Students read independently and/or with a partner using strategies they’ve learned.

Writing
Interactive Read Aloud: “My Ladybug Collection” by Tricky Smarty on YouTube
– Students share and discuss what they have written about the How To chapter with a partner for advice or feedback.
– Students continue composing the chapter about the “How To” and illustrate each step of the “How To” of their All About Insect Book.

Day 4:
Morning Meeting
Morning Message: Today is Thursday, May 21, 2015. We will observe, discuss, and write the characteristics of artifacts.
Inquiry Question: How can an old photograph tell us about the past? Share what you know with a classmate!

Reading
Shared Reading: The Beekeeper Interview with Buzz Riopelle, conducted by Kathie Lester (A-Z Reading)
Grammar and Mechanics: Contractions
Word Work: Suffixes –y and –ly

– Students read independently and/or with a partner using strategies they’ve learned.

Writing
Interactive Read Aloud: “How To Care for a Praying Mantis” YouTube by Carolina Biological
– Using a graphic organizer, teachers model how to take notes for chapter six, which is the insect’s uniqueness or interesting facts about the insect.
– Teachers review the rubric to explain expectations for writing about the uniqueness or interesting facts about the insect for the All-About Books.
– Students collaborate in pairs to read and discuss the uniqueness or interesting facts about their insects, and to generate ideas for their writing (Chapter Six: Uniqueness or Interesting Facts)
– Students work independently to take notes on the uniqueness or interesting facts about their insects.

Day 5:
Morning Meeting
Morning Message: Today is Friday, May 22, 2015.
We will skip count and solve problems involving multiples of 10 and 5.
Inquiry Question: What relationship is there between the value of a dime and the value of a nickel? Share what you know with a classmate!

Parent Read Aloud

Spelling Test

Word Study
Spelling Words:
thankful, cheerful, hopeful, grateful, thoughtful, useful, forgetful, painful, joyful, careful, helpful, connect, self, text, world, meaning

The above words will be tested on Friday, May 29.

Writing
Interactive Read Aloud: Focus on Uniqueness: Discover Ants Fun Facts for Kids by Rose Alden (Kindle Book) p.17 (Male Weevils’ mating habits), p. 19 (no insects in oceans), p. 20 (Ant Strength), p. 21 (Mosquito wing flapping), p. 22 (Insects taste with feet), p. 23 (Wasps hang from their teeth), p. 26 (Bees’ Honey), p. 27 (Housefly life span), p. 27 (Silkworms), p. 28 (without insects we would….)
– Using the notes teachers model to students how to elaborate on the notes we have taken to write a paragraph about the uniqueness or interesting facts of the insect.
– Students discuss/practice with a partner how they would elaborate their notes.
– Using their notes, students begin composing a chapter about the uniqueness or interesting facts their insects their insects.

Math
Lesson 9-9 Estimating Costs
Day 1: Students select items from a store poster and use mental math to estimate the total cost.

Goals:
– Check whether your answer makes sense.
– Explain your mathematical thinking clearly and precisely.
– Use an appropriate level of precision for your problem.

1. Warm Up
Mental Math and Fluency
Students make ballpark estimates and record them as number models on erasable boards.
76 + 188 = ?
85 + 165 = ?
183 + 211 = ?
296 + 373 = ?

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

2a. Focus
Math Talk
Students identify if the student in the story problem makes an accurate estimate, and discuss their thinking about the student’s answer.
Then students make estimates using their ballpark estimate. (“You do”, independent)
Comparing Estimation Strategies

Students explain to their partners when they might use ballpark estimates. (“We do”, partners)

Student volunteers explain the estimation strategy of the student in the story problem.

Teachers highlight the close-but-easier numbers used in the story problem.
Ask: When you shared your strategy with your partner, were you able to explain it so that your partner could solve a similar problem using your strategy?
Teachers briefly discuss how both estimates are reasonable. (“We do”, whole class)

Teachers explain that today the students will pretend they are in a store, and they have $100 to spend. They are going to make estimates in their head to decide what items they can buy and explain their thinking. (“We do”, whole class)

Solving the Open Response Problem
Teachers distribute Math Masters, p. 272 and Moran’s Market Poster on Math Masters, p. 274.
Students will use scissors and glue (no pencils).
The class choral reads the problem.
Students work in partnerships to discuss what they understand from the problem. (“We do”, partners)

Teachers invite volunteers to explain the task, asking questions such as:
What do you need to figure out?
How much money do you have?
Do you have to spend all of the money?
Do you need an exact answer to decide what to buy?
How will you show what items you plan to buy?
Can you use a pencil? (“We do”, whole class)

Teachers review the prices on Moran’s Market Poster. Encourage students to complete the first part of the problem mentally, or in their head. (“You do”, independent)

Once students have chosen their items and glued them down, distribute Math Masters, p. 273. In the thought bubble, students should show their mental math strategies and write down clear explanation of their thinking. Ask students to write down how they chose their items and how they know the total cost is close to $100, but not more than.

Allow students time to complete the page. Partners can talk about the task, but each student should write an explanation. (“You do”, independent)

Teachers circulate and assist. If students try to find an exact answer using the paper and pencils, ask: How can you find the total cost of the items in your head?

Teachers note students’ strategies.

Summarize
Ask: When is it helpful to estimate or use mental math?

Teachers collect students’ work to evaluate and prepare for Day 2.

Day 2: Reengagement
The students discuss selected students’ estimates, and the students revise their work.

Goals:
– Check whether your answer makes sense.
– Explain your mathematical thinking clearly and precisely.
– Use an appropriate level of precision for your problem.

2b. Focus
Setting Expectations
Teachers briefly review the Open Response Problem from Day 1. Remind the students that their job was to find at least three items to buy so the total cost was close to, but less than $100. They also needed to explain the strategies they used to estimate the total cost.
Ask: What do you think a good explanation would include?

Remind students that a goal of their work is to explain their thinking clearly and precisely. Discuss the word precisely. Tell students that a precise explanation is one that gives details and is accurate and complete.

Remind students that if they think someone else’s work is unclear or incomplete, they should still be respectful when they explain why. Refer to your list of discussion guidelines and encourage students to use these sentence frames.

-I think this is a clear and complete explanation because ______________.
-I think this explanation needs to include ______________________. (“We do”, whole class)

Reengaging in the Problem
Students reengage the problem by analyzing and critiquing other students’ work in pairs and whole-group discussion. Have students discuss in partners before sharing with the whole class. Guide this discussion based on the decisions you made in Getting Ready for Day 2. (“We do”, partners; whole class)

Revising Work
Pass back the students’ work from Day 1. Before students revise anything, ask them to examine their own explanations and decide how to improve them. Ask the following questions one at a time. Have partners discuss their responses and give a thumbs-up or thumbs-down based on their own work.
-Did you choose at least three items and show the prices for each?
-Is your total close, but less than $100? Did you tell how you know?
-Did you show all the steps in your thinking? Did you show any close-but-easier numbers you chose?
-Did you show how you added the numbers? (“We do”, partners; whole class)

Students revise their work. (“You do”, independent)

Summarize
Ask students to reflect on their work and revisions.
Ask: How did you make your explanation clearer?

3. Practice
Math Boxes 9-9
Students practice and maintain skills completing Math Boxes 9-9, p. 241.

Lesson 9-10 Connecting Doubles Facts, even Numbers, and Equal Groups

Goals:
– Model real world situations using graphs, drawings, tables, symbols, numbers, diagrams, and other representations.
– Look for mathematical structures such as categories, patterns, and properties.
– Create and justify rules, shortcuts, and generalizations.

1. Warm-Up
Mental Math and Fluency
Teachers display various arrays. Students count by 2s to find the total number of dots in each array. Then they write addition number models on their slates to represent the arrays. (“We do”, whole class)

Daily Routines
Students complete the daily routines.

2. Focus
Math Talk
“You have 2 rows of tomato plants with 8 plants in each row. How many plants do you have?”
Teachers invite volunteers to sketch an array that matches the math problem. Ask students to describe the array.
Expect the following observations.
-It shows 2 rows of plants with 8 plants in each row.
-It is a 2-by-8 array.
-It has 2 rows and 8 columns.
-It has 16 objects in all.

Invite students to write a number model for this problem. (“We do”, whole class)

Connecting Doubles and Equal Groups
Teachers distribute 20-centimeter cubes to each partnership.
Teachers explain to the students:
There is enough space in the garden for only 2 rows of plants with up to 10 plants in each row.
There should always be 2 equal rows, but each row may have less than 10 plants. (“We do”, whole class)

Students build at least three possible arrays with their centimeter cubes.
Then students record their arrays on centimeter grid paper and write addition or multiplication number models to match each array. (“We do”, partners)

Teachers invite volunteers to share their arrays while making an ordered list of the arrays and the number models on chart paper.

After all 10 possible arrays have been recorded, teachers have students examine the list.
Ask: What patterns do you notice?

Referring to the two lists of possible number models, discuss the idea that when the students need to find the total number of objects in 2 equal groups (or multiply by 2), they can use addition doubles.
Ask: How can we use doubles facts to help us solve number stories about 2 equal groups? (“We do”, whole class)

Connecting Even Numbers and Equal Groups
Teachers refer to the list of arrays and number models from the previous activity. Ask the students to look at the totals for each array and determine whether they are even or odd.
Ask:
-Can the total number of 2 equal groups or rows be an odd or even number?
-How do you know?
-If I have 14 cubes and I want to put them into 2 equal groups, what doubles fact could help me?
-Why?

Teachers guide students to see that they can also use doubles facts to help them put an even number of objects into 2 equal groups. (“We do”, whole class)

Teachers pose number stories involving 2 equal groups or rows of objects. Encourage students to use their knowledge of doubles facts to help them solve the problems.
Students can use cubes or draw pictures to model the problems.
Students write addition and multiplication number models for the problems and share them with the class.

Suggestions:
-You have 2 apples. Each apple is cut into 8 slices. How many slices are there now?
-Your friend has 2 fish tanks with 6 fish in each tank. How many fish does your friend have in all?
-There are 10 pencils in all. You want to put an equal number of pencils in each of your 2 pencil cups. How many pencils should you put in each cup? (“We do”, whole class)

3. Practice
Equal Shares with different Shapes
Students partition rectilinear figures into same-size shapes that are different shapes on journal p. 243. (“You do”, independent)

Math Boxes
Students complete the mixed practice on journal p. 244.

Lesson 9-11 Multiples of 10 and 5 (2 Days)
Students skip count and add to solve problems involving multiples of 10 and 5.

Goals:
– Use tools effectively and make sense of your results.
– Look for mathematical structures such as categories, patterns, and properties.
– Create and justify rules, shortcuts, and generalizations.

1. Warm Up
Mental Math and Fluency
Teachers pose addition problems involving multiples of 10.
50 + 50
50 + 60
60 + 70
90 + 80

Daily Routines
Students complete the daily routines.

2. Focus
Math Talk
Teachers pose the following problem:
-You have 6 boxes of markers with 10 markers in each box. How many markers do you have in all?

Teachers invite volunteers to share their strategies and solutions. (“We do”, whole class)

Using Tools to Show Groups of 10
Teachers guide discussion of strategies and tools that can be utilized to solve story problems with multiples of 10.

Suggestions:
-On a number line.
-On a number grid.
-With base-10 blocks.

Ask: What do all these strategies/tools have in common?

Tell the students that they will solve more problems by skip counting and adding 10s. (“We do”, whole class)

Relating 10s and 5s
Teachers display a dime and a nickel.
Ask: What is the value of each coin?

Students work in partnerships to determine the values of sets of dimes and nickels in Problem 1 on journal p. 245.

When most students have completed the problem, have each pair of students compare their answers with another partnership and resolve any discrepancies. (“We do”, partners)

Ask:
-How did you find the values of the sets of dimes?
-How did you find the values of the sets of nickels?

Teachers have students complete Problem 2 on their journal page by examining the values of dimes and nickels in each row and looking for a pattern. (“You do”, independent)

Teachers invite volunteers to share their thoughts with the class. (“We do”, whole class)

Applying Strategies
Teachers display a table (Multiplying by 2; Multiplying by 5; Multiplying by 10)

Teachers have students practice using the strategies as they complete journal p. 246. (“You do”, independent)

3. Practice
Partitioning a Rectangle
Students complete journal p. 247. (“You do”, independent)

Math Boxes 9-11
Students complete the mixed practice on journal p. 248. (“You do”, independent)

Science
Integrated with language arts for the whole week
Science Content:
– Insects need air, water, and space.
– Insects have characteristic structures and behaviors.
– The life cycle of the beetle is egg, larva, pupa, and adult, which produces eggs.
– The life cycle of the cricket is egg, nymph, and adult, which produces eggs.
Thinking Processes:
– Observe mealworm larvae, pupae, and adults over time.
– Describe and record changes in mealworm structure and behavior over time.
– Observe cricket nymphs, and adults over time.
– Describe and record changes in cricket structure and behavior over time.
Insect Habitat
-Students will design and create a habitat for their research insect. They will utilize a shoe box, white Model Magic, construction paper, glue, scissors, watercolors, etc.

Social Studies
Interactive Read Aloud:
…If You Lived in Colonial Times by Ann McGovern
Unit 5 Past and Present
Objectives:
– Use a visual to predict content.
– Interpret a quotation.
– Use a sequence chart to prepare for the unit.
Access Prior Knowledge:
– Ask children to name activities they do in school every day. Record the activities they mention on separate sentence strips and display the activities on the board in random order. Then call on volunteers to arrange the activities in time order.
Visual learning:
– Present picture and ask questions to guide students to discover time line. Point out that time is always passing. Over time, some things change and some stay the same. Have children predict what changes they might learn about in this unit.
Interpreting Quotations:
– Read aloud the quotation “The present was an egg laid by the past that had the future inside its shell.” –Zora Neale Hurston
Tell children that Zora Neale Hurston was a famous African American writer. Then draw a hen, an egg, and a baby chick on the board. Explain that when Hurston wrote the quotation, she made a comparison between time, which readers cannot picture, and a simple process that is familiar to most people. Use questions to guide students to understand the significance of the quotation.
Explain that the quotation shows that the present, past, and future are all connected.
Vocabulary: history, settler, landmark, colony, artifact
Access Prior Knowledge:
– Discuss the idea that one way we learn about the past is by studying objects that give clues about how people lived long ago. Ask children to consider items in their homes that might give clues about the past, such as photographs, old clothing, artworks, antique furniture, or old-fashioned cooking utensils.
Mark Connections:
– Have volunteers read the word history and its definition. Remind children that when they are reading, looking at the pictures can help them understand the words. Ask how the pictures help them understand what history means.
Visual Learning:
– Ask children to look at the pictures used to illustrate the words settler and colony. Have volunteers read the definitions aloud. Ask children what they can tell about the place the people are settling from details in the picture. (There are trees for building.) Discuss how the clothes people wore, the kinds of houses they built, and the kinds of food they ate all depended on the place where they settled.
– Explain that when the Pilgrims and other people came to America, America was a colony of England. Even though the colonists lived here, they were still English citizens and had to obey English laws.
– Review questions.
Unit 5 Social Studies: Past and Present
Lesson 1
Objectives:
– Identify early uses of calendars and clocks as ways to measure time.
– Describe the order of events by using designations of time periods such as ancient times and modern times.
– Use vocabulary related to chronology, including past, present, and future.
Vocabulary: ancient, modern
Interactive Read Aloud: If I Were a Kid in Ancient China by Cobblestone Publishing
Culture and Society: Explain that early people recognized that a day was the period from sunrise to sunrise, a month was the length of time it took the moon to change from full to new to full again, and a year was the time it took for Earth to move through all four seasons. Ask children to explain how we break these larger periods of time into much smaller ones. For example we know that there are 24 hours in a day, 60 minutes in an hour, and 60 seconds in a minute
Visual Learning: Calendars Ask volunteers to describe what they see in the pictures. Tell children that the symbols at the bottom of this page represent the first five months of the year on the Mayan calendar. Ask children to compare the ancient calendars to modern calendars.
History: Help children locate China and Central America on a map. Tell children that the Mayas and Aztecs both developed great civilizations in the area of present-day Mexico and that they remained powerful for hundreds of years. Explain that even though China and Central America are in different parts of the world, the peoples who lived in both places long ago needed to record and measure time. Have children locate Italy on a map. Tell children that this is where Aloysius Lilius, the man who developed the calendar we use today, lived and worked. Stress that he came up with the idea for this calendar long after the Mayas and ancient Chinese developed theirs.
Skills Read a Time Line
Objectives Trace the history of space exploration on a time line.
Create and interpret time lines.
Sequence and categorize information.
Ask a volunteer to tell what day of the week it is and then to write it on the board. Ask children what day comes next. Have volunteers write the remaining days in horizontal line across the board. Draw a long line under the words and short vertical lines between them. Tell children that together you have created a simple time line.
What You Need to Know Review the concepts of left and right. Ask children to point to the left-hand page and then to the right-hand page in their books. Emphasize that when they read a time line, just as when they read a sentence, they move from left to right. Point out that each mark on this time line represents a period of ten years.
Discuss the people and events included on the time line. Ask children to tell what they know about space flight exploration. If children have visited one of the space centers, encourage them to tell about their experiences.
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
Motivate: Remind children that Earnest says to look for the story in history. Explain that history is the story of what happened in the past. Historians-or people who study history- look at things from long ago to learn about the way people lived. Historians also find out about the past by talking with people, reading what people have written, and visiting places such as museums or monuments.
History: Read aloud the text on pages 222-223. Be sure children understand that a source is where something comes from. The source of milk is a cow; the source of rain is from clouds; the source of a story is a person’s memory or imagination. Stress that a story about the past is called history. Then direct attention to the pictures on page 222. Ask volunteers to tell what they might learn about the past from people like those shown in each picture.
Visual Learning Ask volunteers to suggest who the people shown in the pictures might be. Have children point out visual clues that might help them identify who each person is.
Read and Respond: Discuss ways children can use places to help them learn about the past. Point out that some places, such as libraries and history museums, are built specially to house materials that show or tell how people before us have lived. Other places, such as monuments or historical markers, remind us of special people or events from history. In cemeteries, names, dates, and other information carved into tombstones can provide historical information. Buildings can help us learn how people lived and worked in the past, while the names of streets can tell us the names of important people and places of the past.
History: Explain that an artifact is an object from another time or place. Point out that letters and notes can help us learn about people’s everyday lives, and that newspapers and ticket stubs can give information about important events at a certain place and time.
Learning About the Past
– 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.

Thank you for your support.
Anh Tuan Hoang and LuAnn Lawson

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