Dear Parents and Caregivers,

The Unit 7 Math Written Assessment and Open Response will be given on Friday, March 24 and Tuesday, March 27 respectively. Students will receive the study guide on Wednesday, March 22. Please help your child complete the study guide and review the graded homework to ensure success.

The third-quarter-parent/teacher conferences will take place on Wednesday, April 19. If you haven’t signed up for the third quarter parent/teacher conferences, please do so. The sign-up schedules are posted outside the front door of rooms 103 and 106. Parents, who do not sign up by April 13, will be assigned the time slots available! We will be sending home the finalized schedule on April 14.

**Balanced Literacy**

Differentiated Instruction/Formative Assessments:

– TRC Progress Monitoring

– Working in pairs

– Allowing extended time

– Using graphic organizers

– Drawing pictures to support writing

– Writing conferences

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

– Words Center: Making words

– Listening Center: Raz Kids

– Guided Reading

MTSS:

– Math

Day 1

Reading Workshop

Unit: 3

Bigger Books Mean Amping Up Reading Power

Bend 1: Reading with Fluency

Session 5: Reading at a Just-Right Pace (day 1)

Learning Activities

Strong readers read with expression, mood and the correct pacing.

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

Writing

Interactive Read-Aloud: __Chester’s Way__ by Kevin Henkes

Unit 3 Opinion

Bend 2 Raising the Level of Our Letter Writing

Session 8: Reading Closely to Generate More Writing

Minilesson

Active Engagement:

Students should be working toward the goal of writing more about their opinions, and that close reading of their books can give them more ideas to write about.

Students continue to write more letters, applying what they’ve learned from the writing workshop.

Day 2:

Reading Workshop

Unit: 3

Bigger Books Mean Amping Up Reading Power

Bend 1: Reading with Fluency

Session 5: Reading at a Just-Right Pace (day 2)

Learning Activities

Strong readers read with expression, mood and the correct pacing.

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

Writing

Interactive Read-Aloud: __Chester’s Way__ by Kevin Henkes

Unit 3 Opinion

Bend 2 Raising the Level of Our Letter Writing

Session 8: Reading Closely to Generate More Writing

Students continue to write more letters, applying what they’ve learned from the writing workshop.

Conferring and Small-Group Work: Linking Details and Ideas

Day 3:

Reading Workshop

Unit: 3

Bigger Books Mean Amping Up Reading Power

Bend 2: Understanding Literacy Language (day 1)

Learning Activities

Skillful readers notice when an author has done something special (literary language) by thinking hard to make sure they understand what the author is trying to say.

1) notice when words are used in special ways

2) reread that part

3) remember what is going on in the story

4) think “What special meaning does the author want me to get?

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

Writing

Interactive Read-Aloud: __Chester’s Way__ by Kevin Henkes

Unit 3 Opinion

Bend 2 Raising the Level of Our Letter Writing

Session 9: Gathering More Evidence to support Each of Our Opinions

Mini-lesson

Teaching: Students search for even more details to support each of their opinions.

Students continue to write more letters, applying what they’ve learned from the writing workshop.

Day 4:

Reading Workshop

Unit: 3

Bigger Books Mean Amping Up Reading Power

Bend 2: Understanding Literacy Language (day 2)

Learning Activities

Skillful readers notice when an author has done something special (literary language) by thinking hard to make sure they understand what the author is trying to say.

1) notice when words are used in special ways

2) reread that part

3) remember what is going on in the story

4) think “What special meaning does the author want me to get?

• Mid-Workshop TP: Readers use post it notes to notice when authors have done something special (literary language) and share with partners.

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

Writing

Interactive Read-Aloud: __Chester’s Way__ by Kevin Henkes

Unit 3 Opinion

Bend 2 Raising the Level of Our Letter Writing

Session 9: Gathering More Evidence to support Each of Our Opinions

Students continue to write more letters, applying what they’ve learned from the writing workshop.

Conferring and Small-Group Work: Using the Classroom Environment to Teach

Day 5:

Parent Read Aloud

Spelling Test

Reading Comprehension Quiz

Word Study

**Spelling Words: **(The following words will be tested on Friday, March 31.)

*back, stack, pack, dock, lock, quack, sack, snack, quick, neck, check, circle, square, rectangle, triangle, plane*

Students read independently.

Writing

Unit 3 Opinion

Bend 2 Raising the Level of Our Letter Writing

Session 10: Why is the Author Using a Capital Here?

Mini-lesson

Send students off to revise, edit, and work on their letters, keeping in mind all the strategies they have learned so far.

Students continue to write more letters, applying what they’ve learned from the writing workshop.

**Math **

Lesson 7-7 Representing Data: Standing Jumps

Students discuss the shortest and longest standing jumps and create a line plot for the data.

Goals:

– Model real world situations using graphs, drawings, tables, symbols, numbers, diagrams, and other representations.

– Use mathematical models to solve problems and answer questions.

Vocabulary: line plot

Lesson7-8 Representing Data: Arm Spans

Students make a frequency table and a line plot for a set of data.

Goals:

– Make connections between representations.

– Model real world situations using graphs, drawings, tables, symbols, numbers, diagrams, and other representations.

– Use mathematical models to solve problems and answer questions.

Vocabulary: frequency table, line plot

Lesson 7-9 Explorations (2 Days)

Exploring Shape Attributes, Graphs, and Measurements

Students sort shapes, draw a picture graph, and measure body parts.

Goals:

– Model real world situations using graphs, drawings, tables, symbols, numbers, diagrams, and other representations.

– Use tools effectively and make sense of your results.

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

Unit 7 Assessment

**Science**

Describing the Four Foods

For the next four lessons, students will apply their comparing and weighing skills to solve problems that involve four foods of varying weighs, shapes, and sizes. Later, they will apply their observations to help explain why equal cupfuls of the four foods have different weights.

– Students observe and describe the properties of four different foods.

– Students record their descriptions of the four foods.

– Students share their observations of the foods and create a class chart.

– Students compare and contrast their observations of the foods.

– Students predict a serial order for a cupful of each of the four foods, from lightest to heaviest.

– Students compare the weights of the four cupfuls of food.

– Students discuss the results of their comparisons.

Science: Equal-arm Balance Quiz

Describing the Four Foods

Which Food Occupies the Most Space?

– Students observe which of the four foods occupies the most space.

– Students explain the reasons for their observations.

– Students measure out equal weights of the four foods.

– Students observe which of the four foods occupies the most space.

– Students explain the reasons for their observations.

Lab Observation:

Which weighs more, a cup of macaroni or a cup of split peas? Why?

Students apply knowledge gained from the previous explorations to write to explain the question above.

Where Are the Six Marbles?

– Students apply a strategy to discover which of five sealed canisters contains six marbles.

– Students discuss the importance of the weight of the empty canister in solving this

**Social Studies **

Students will continue working on and editing their map.

Map must have title

Map must have a map key

Map must have a compass rose

Map must have various landforms labeled on the key

Thank you for your support.

Keniesha Charleston and Anh Tuan Hoang