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