Week of May 29

Dear Parents and Caregivers,

There is no school for students, teachers and staff on Monday, May 30 in observance of Memorial Day.

The second grade annual picnic will take place the last day of student attendance, June 21. 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 10.

Balanced Literacy
Independent Reading (30-35 minutes at the beginning of each day). Differentiated instruction is provided at this time as well as throughout the lessons.
Differentiated Instruction/Formative Assessments:
– TRC E.O.Y 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
Writing Center: Observing and writing descriptions of mealworms
Word Study: Identifying and using adjectives
Spelling Words
Technology Center: A.R. on iPads
Reader’s Theater: Ajani and the Talking Watermelon
MTSS:
– Letter Name Fluency (Tier 3)
– Intensive Reading Support with Leveled Literacy Intervention Blue System Level D (Tier 3);
Level I (Tier 2)

Phonemic Awareness: The Skills That They Need To Help Them Succeed! by Michael Heggerty, Ed.D.
Week 35
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

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 Orchestra” from Sing a Song of Poetry by Fountas and Pinnell p. 207

Day 1:
Memorial Day (No School)

Day 2:
Morning Meeting
Morning Message: Today is Tuesday, May 31, 2016. In writing, we will examine how scientists talk about the subjects they study using specialized words.
Inquiry Question: Why is it important to utilize specific terms when writing about your insect? Share your answer with a classmate.

Poetry Unit
“Powerful Thoughts in Tiny Packages”
What is a poem?
Interactive Read Aloud:
– Students listen to a poem entitled “Things” read by Eloise Greenfield from Hip Hop Speaks to Children.
– Teachers and students read together “Things”.
– Teachers and students discuss how our expression and patterns are different after listening to the author read the poem.
– Teachers introduce the genre of poetry by creating a chart entitled “What Is A Poem?” based upon the students thinking.
– Revisit “Things” by Eloise Greenfield and ask students to write a paragraph about why they like the poem.

Writing
Interactive Read Aloud: The Big Bug Book “Giant Water Bug” by Margery Facklam
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 3:
Morning Meeting
Morning Message: Today is Wednesday, June 1, 2016. In math, we will use mental math to estimate the total cost.
Inquiry Question: Why is it important to utilize mental math to estimate the total cost? Share your answer with a classmate.

R.E.A.C.H. End of Year Performance Test Math

Writing
Interactive Read Aloud: The Big Bug Book “Atlas Moth” by Margery Facklam

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.

Day 4:
Morning Meeting
Morning Message: Today is Thursday, June 2, 2016. We will compare and contrast how different groups of Native American use natural resources to meet their needs.
Inquiry Question: How might Native Americans use natural resources to meet their needs? Share your answer with a classmate.

R.E.A.C.H. End of Year Performance Test Literacy

Writing
Interactive Read Aloud: The Big Bug Book “Madagascar Hissing Cockroach” by Margery Facklam

– Students continue to publish their insect books.

Day 5:
Morning Meeting
Morning Message: Today is Friday, June 3, 2016. 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.

Parent Read Aloud

Spelling Test

Word Study
Spelling Words:
(The following words will be tested on Friday, June 10.)
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.

Poetry Unit
“Powerful Thoughts in Tiny Packages”
Interactive Read Aloud:
– Teachers and students begin reading Love That Dog by Sharon Creech.
– Classes take a Museum Poetry Walk reading selected poems from our read-aloud.
– Teachers revisit the “What is a poem?” chart and revise the chart based upon what was learned during the museum walk.
– Teachers introduce the concept of recipes/ingredients for cooking to guide the students to understand that there are ingredients in our recipe for writing a poem.
The first ingredients are: Use the eyes of a poet to look at the world closely and carefully, and use the eyes of a poet to look at ordinary things in fresh a, new ways.
– Students to select a favorite poem and write a short essay about why they like the poem.

Writing
Interactive Read Aloud: The Big Bug Book “Giant Wetapunga” by Margery Facklam

– Students finish publishing their insect books.

Math
Lesson 9-8 Equivalent Money Amounts (Day 2)

Students practice finding coin and bill combinations with equivalent values and using cents and dollars – and – cents notation.

Goals:
– Solve your problems in more than one way.
– 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.

1. Warm Up
Mental Math and Fluency
Teachers pose problems involving money.
How much money is 2 dimes and 6 pennies?
How much money is 1 quarter, 1 dime, and 3 pennies?

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

2. Focus
Math Talk
Ask: How much money is 2 quarters, 5 dimes, 4 nickels, and 7 pennies.
Have volunteers share their strategies they used to find the total of the coins above. (“We do”, whole class)

Reviewing Values of Coins and Bills
Teachers review coin values posing the following questions:

How many pennies are in a nickel? In a dime?
How many pennies are in a quarter? In 50 cents?
How many pennies are in one dollar? In 2 dollars? In 10 dollars?
How many dimes are in a dollar? In 60 cents?
How many nickels are in a quarter? In a dollar? In half a dollar?
How many quarters are in a dollar? In a half dollar?

Tell students they will solve more problems involving money. (“We do”, whole class)

Using Dollars – and – Cents Notation
Ask: What is one way to write one dollar and twenty-seven cents (127 cents)?
What is another way?

Teachers say that an amount with a 0 before the decimal point, such as $0.74, is less than one dollar. It can be written with a cents symbol or dollar-and-cents notation.
Have volunteers scribe the following amounts:
275 cents
305 cents
89 cents

Teachers invite volunteers to share how they knew where to put the decimal point in 3-digit money amounts. (“We do”, whole class)

Making Equivalent Amounts with Coins and Bills
Teachers guide students to examine the Good Buys Poster in journal, p. 238.
Students read money amounts on the poster chorally.

Students complete journal p. 239. (“We do”, partners, small group)

3. Practice
Playing Hit the Target
Students play Hit the Target, using Math Masters p. G25. (“We do”, partners)

Observe
Which students seem to have a strategy for hitting the target number?
Which students need additional support to understand and play the game?

Discuss
How did you decide which number to add or subtract?
If you didn’t hit the target number on your first try, how did you decide what to do next? (“We do”, whole class)

Math Boxes 9-8
Students complete Math Boxes 9-8 in journal p. 237. (“You do”, independent)

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.

Lesson 9-9 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.

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
Comparing Groups of Native Americans
Objectives:
– Compare Native American groups.
– Sequence early American history.
Interactive Read Alouds (on the Smart Board): Ancient Cliff Dwellers by Kira Freed and The Inuit: Northern Living by David Meissner from Reading A to Z
– 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.

Students work in pairs to review the Past and Present Study Guide.

Past and Present Quiz

Thank you for your support.
Anh Tuan Hoang

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Week of May 22

Dear Parents and Caregivers,

Thank you parents and caregivers for coming to class to support our cricket races. What an exciting day! We hope you enjoyed the events.

I apologize for forgetting to send home the mid-term progress reports last Friday. The reports will go home Monday, May 23. Please review the report with your child and sign the bottom portion and return it to me the following week. If you desire to meet with any of your child’s teachers, please fill in the request on the bottom of the form.

There is no school for students, teachers and staff on Monday, May 30 in observance of Memorial Day.

Balanced Literacy
Independent Reading (30-35 minutes at the beginning of each day). Differentiated instruction is provided at this time as well as throughout the lessons.
Differentiated Instruction/Formative Assessments:
– TRC E.O.Y 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
Writing Center: Observing and writing descriptions of mealworms
Word Study: Identifying and using adjectives
Spelling Words
Technology Center: A.R. on iPads
Reader’s Theater: Ajani and the Talking Watermelon
MTSS:
– Letter Name Fluency (Tier 3)
– Intensive Reading Support with Leveled Literacy Intervention Blue System Level D (Tier 3);
Level I (Tier 2)

Word Knowledge: 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

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

Day 1
Morning Meeting
Morning Message:
Today is Monday, May 23, 2016. We will elaborate on the notes we have taken to write a paragraph about our insect’s interesting facts.
Inquiry Question: What is the most interesting fact you have learned during the insect research project? Share what you know with a classmate!

N.W.E.A. Math End of Year Assessment

Writing
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 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 2
Morning Meeting
Morning Message: Today is Tuesday, May 24, 2016. 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!

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

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 3
Morning Meeting
Morning Message: Today is Wednesday, May 25, 2016. We will use expand-and-trade subtraction to subtract multi-digit numbers.
Inquiry Question: How can writing a multi-digit subtraction problem in expanded form help you solve the problem? Share what you know with a classmate!

N.W.E.A. Reading End of Year Assessment

Students, who finish the N.W.E.A. assessment early, will continue to write the introductions to their insect books.

Day 4
Morning Meeting
Morning Message: Today is Thursday, May 26, 2016. We will examine how an author organized a sequence of event.
Inquiry Question: How does knowing the order of events help you understand the text better? Share what you know 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
Read Aloud: Butterflies and Moths by Kira Freed (A-Z Reading)
Focusing on Writing a Conclusion

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 27, 2016. We will practice finding coin and bill combinations with equivalent values and using cents and dollars-and-cents notation.
Inquiry Question: How do you show 86 cents two different ways? Which way takes up less space and why? Share what you know with a classmate!

Parent Read Aloud

Spelling Test

Word Study
Spelling Words:
(The following words will be tested on Friday, June 3.)
happiness, thankfulness, usefulness, thoughtfulness, forgetfulness, helpfulness, cheerfulness, brightness, carelessness, childishness, craziness, listen, speak, read, write, apply

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

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

Writing
Conferencing
– 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.

Math
Lesson 9-6 (Day 2)
Expand-and-Trade Subtraction, Part 1

Students use base-10 blocks to solve subtraction problems. This prepares them to learn expand-and-trade subtraction in the next lesson.

Goals:
– Check whether your answer makes sense.
– Solve your problems in more than one way.
– Create mathematical representations using numbers, words, pictures, symbols, gesture, tables, graphs, and concrete objects.
– Make sense of the representations you and others use.
– Make connections between representations.

1. Warm Up
Mental Math and Fluency
Students write numbers in expanded form.
508; 876; 1,090; 2,007

Daily Routines
Students complete daily routines.

2. Focus
Math Talk
How can you utilize base-10 blocks to show 221 in at least three different ways?
What base-10 symbols would you write?

Representing Trades with Base-10 Blocks
Have students share their different representations.
Teachers record several examples, making sure to include the following representations.
2 flats, 2 longs, 1 cube
1 flat, 12 longs, 1 cube

Teachers guide a discussion about how students might translate from one representation to the other. For example, if they started with 2 flats, 2 longs, and 1 cube, they could trade 1 flat for 10 longs.
The students could also start with 12 longs, and 1 cube, and then trade 10 longs for 1 flat.

Ask: Which uses the fewest blocks? How do you know?

Have students model the trades with their base-10 blocks.

How could we use expanded form to show the representation with the smallest number of blocks?

Teachers display 200 + 20 + 1 and point out that each number in the expanded form shows the value of one type of block.
Ask: What number model could we write for the other representation?
Teachers display 100 + 120 + 1 and make the connection between the addends and each type of block. (“We do”, whole class)

Representing Subtraction without Trades
Teachers remind students that although there are many different ways to represent a number using base-10 blocks, they can use the fewest possible blocks by matching the number of each type of block to the digits in the number. Have students use the fewest possible base-10 blocks to represent the number 45. Record 4 longs and 5 cubes in base-10 shorthand for the class.
Ask: Are there enough longs and cubes for me to remove 2 longs and 2 cubes? How do you know?
Then ask students how they would use their blocks to show 45 – 22. As they respond, record these steps on the Class Data Pad.

Repeat this process with other subtraction problems that do not require a trade, such as 65 – 31 and 138 – 17. Discuss students’ representations as a class as you record the steps on the Class Data Pad.

Representing Subtraction with Trades
Teachers tell students they will now use their base-10 blocks to solve 53 – 37. Ask the students to represent 53 with base-10 blocks. When they have finished, record a sketch of 5 longs and 3 cubes.
Ask: Are there enough longs and cubes for me to remove 3 longs and 7 cubes?
How can I get more cubes so that I can remove 7 cubes? Teachers have the students trade with their base-10 blocks. Represent this trade on your sketch by crossing out 1 ling and adding 10 cubes.
Ask: Do our blocks still show the number 53?
Do we have enough blocks so we can remove 3 longs and 7 cubes (37) now? Complete the subtraction of 37 removing 3 longs and 7 cubes.
Count the remaining blocks with students. Record the number sentence 53 – 37 = 16.

Repeat this process with other subtraction problems that require trades, such as 72 – 38 and 114 – 86. Discuss the students’ representations as a class while recording the steps on the Class Data Pad. (“We do”, whole class)

Subtracting with Base-10 Blocks
Teachers have students recall how they can check their answers for reasonableness. Remind them that making ballpark estimates can be helpful when they use any addition or subtraction method. If their estimates are not close to their ballpark estimates, then students know they need to look back at their work and fix something. (“We do”, whole class)

Students complete the problems in journal, p. 232. (“We do”, partner; small groups)

3. Practice
Drawing a Line Plot
Teachers have students turn to journal, p. 193 and record their head-size measurements on a sticky-note. Remind them to write large. Teachers guide students to display the sticky-notes in order from smallest to largest. Tell students they will draw line plots to show class head-size measurements. (“We do”, whole class; partners)

Distribute Math Master, p. TA32 or draw a line plot. Have students suggest a label for the horizontal axis and write it below the line. Then have them suggest a title for the line plot and record it. (“We do”, whole class)
Next discuss the horizontal scale for the line plot. The head-size data include measurements to the nearest centimeter. The scale should start with the smallest head size in the class. Teachers model writing the scale while students do the same. Have students draw Xs to represent the class data on their line plots. (“We do”, whole class)

Math Boxes 9-6
Students complete the mixed practice with Math Boxes 9-6 in journal, p. 233. (“You do”, independent; “We do”, partners)

Lesson 9-7 Expand-and-Trade Subtraction, Part 2 (2 Days)

Students use expand-and-trade subtraction to subtract multi-digit numbers.

Goals:
– Solve your problems in more than one way.
– Compare the strategies you and others use.
– Make sense of the representations you and others use.
– Make connections between representations.

Vocabulary: expand-and-trade subtraction

1. Warm Up

Mental Math and Fluency
Teachers pose the following subtraction problems involving multiples of 10 for students to solve.
70 – 20
65 -10
81 – 30
75 – 25
82 – 42
91 – 41

Daily Routines
Students complete the daily routines.

2. Focus
Math Talk
What is a ballpark estimate for 93 – 68 = ?

Have students share their ballpark estimates and invite students to demonstrate his or her solution using base-10 shorthand.
Display the problem in vertical form and list the students’ suggested base-10 shorthand.
Ask: How can we write each number in expanded form?
79 70 + 9
– 34 30 + 4

Ask: Do we need to make any trades?
Teachers guide students through subtracting the tens and then the ones.
Record the steps.

Repeat the process for other problems that do not need subtraction trades.

Introducing Expand-and-Trade Subtraction
Next teachers pose the problem
84 80 + 4 – 56 50 + 6

Have students trade one long for 10 ones.

Solve

Tell students that the subtraction method is called expand – and – trade subtraction because students use expanded form to think about whether they need to make trades.

Solve 160 100 + 60 + 0
– 77 70 + 7

Teachers record the following number sentence to summarize: 160 – 77 = 83 (“We do”, whole class)

Practicing Expand-and-Trade Subtraction
Students complete p. 234 – 235 to practice expand – and – trade subtraction. (“We do”, partners)

3. Practice
Playing Beat the Calculator
Student play Beat the Calculator as taught during Lesson 5-1.

Math Boxes 9-7
Students complete the mixed practice on p. 236. (“You do”, independent)

Lesson 9-8 Equivalent Money Amounts (Day 1)

Students practice finding coin and bill combinations with equivalent values and using cents and dollars – and – cents notation.

Goals:
– Solve your problems in more than one way.
– 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.

1. Warm Up
Mental Math and Fluency
Teachers pose problems involving money.
How much money is 2 dimes and 6 pennies?
How much money is 1 quarter, 1 dime, and 3 pennies?

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

2. Focus
Math Talk
Ask: How much money is 2 quarters, 5 dimes, 4 nickels, and 7 pennies.
Have volunteers share their strategies they used to find the total of the coins above. (“We do”, whole class)

Reviewing Values of Coins and Bills
Teachers review coin values posing the following questions:

How many pennies are in a nickel? In a dime?
How many pennies are in a quarter? In 50 cents?
How many pennies are in one dollar? In 2 dollars? In 10 dollars?
How many dimes are in a dollar? In 60 cents?
How many nickels are in a quarter? In a dollar? In half a dollar?
How many quarters are in a dollar? In a half dollar?

Tell students they will solve more problems involving money. (“We do”, whole class)

Using Dollars-and-Cents Notation
Ask: What is one way to write one dollar and twenty-seven cents (127 cents)?
What is another way?

Teachers say that an amount with a 0 before the decimal point, such as $0.74, is less than one dollar. It can be written with a cents symbol or dollar-and-cents notation.
Have volunteers scribe the following amounts:
275 cents
305 cents
89 cents

Teachers invite volunteers to share how they knew where to put the decimal point in 3-digit money amounts. (“We do”, whole class)

Making Equivalent Amounts with Coins and Bills
Teachers guide students to examine the Good Buys Poster in journal, p. 238.
Students read money amounts on the poster chorally.

Students complete journal p. 239. (“We do”, partners, small group)

3. Practice
Playing Hit the Target
Students play Hit the Target, using Math Masters p. G25. (“We do”, partners)

Observe
Which students seem to have a strategy for hitting the target number?
Which students need additional support to understand and play the game?

Discuss
How did you decide which number to add or subtract?
If you didn’t hit the target number on your first try, how did you decide what to do next? (“We do”, whole class)

Math Boxes 9-8
Students complete Math Boxes 9-8 in journal p. 237. (“You do”, independent)

Science
Integrated with language arts
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.

Social Studies
Independence and Memorial Days
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 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.

Students attend the Chicago Children Choir Performance on Thursday, May 26, from 2:45 to 3:30.

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.
Step1: 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

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Week of May 15

Dear Parents and Caregivers,

On Thursday, May 19, students will take a science quiz about insects. A study guide will be sent home on Monday. Please refer to it to help your child review for the quiz.

The mid-term progress reports will go home on Friday, May 20. Please review the report with your child and sign the bottom portion and return it to me the following week. If you desire to meet with any of your child’s teachers, please fill in the request on the bottom of the form.

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.
Independent Reading (30-35 minutes at the beginning of each day). Differentiated instruction is provided at this time as well as throughout the lessons.
Differentiated Instruction/Formative Assessments:
– TRC E.O.Y 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
Writing Center: Observing and writing descriptions of mealworms
Word Study: Identifying and using adjectives
Spelling Words
Technology Center: A.R. on iPads
Reader’s Theater: Rapunzel
MTSS:
– Letter Name Fluency (Tier 3)
– Intensive Reading Support with Leveled Literacy Intervention Blue System Level D (Tier 3);
Level I (Tier 2)

Word Knowledge: Phonemic Awareness: The Skills That They Need To Help Them Succeed! by Michael Heggerty, Ed.D.
Week 33
Rhyming (Words change daily)
– Teacher gives the rhyme. Students make rhyming words ending with the given rime.
Ex. T: ack S: black, knack, etc.
Onset Fluency (Words change daily)
– Teacher says the word pair. Students open their eyes if the word pair begins with the same vowel sound. Students close their eyes if the word pair do not begin with the same vowel sound.
Blending (Words change daily)
– Teacher says individual phonemes. Students listen and they say the whole word.
Ex. T: /b-a-k-e-r/ S: baker
Identify Final and Medial Sounds (Words change daily)
– Teacher says the word in regular voice. Students repeat the word and “punCH ouT the sOUnd!”
Ex. T:/yawn/ S: yAWn
Segmenting (Words change daily)
– Teacher says the whole word. Students repeat the word and chop it into phonemes. Example, T: winner S: winner /w-i-n-er/
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 or word part. Students repeat the word or word part. Teacher says add /*/ at the beginning and the word is? *Use sounds
Deleting Phonemes
– Teacher says the word. Students repeat the word. Teacher says without the /*/ and what is left? *Use sounds

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 “Caterpillar Crawled” from Sing a Song of Poetry by Fountas and Pinnell p. 65

Day 1
Morning Meeting
Morning Message: Today is Monday, May 16, 2016. We will review our open responses and discuss how Ann and Sammy share three muffins equally.
Inquiry Question: How did you develop a strategy to show how Ann and Sammy share three muffins equally? Share what you have done with a classmate.

Reading
Unit 6 Nonfiction Reading Clubs
Interactive Read Aloud: Thinking About Ants by Barbara Brenner

Part Two: In Nonfiction Clubs We Don’t Only Learn What the Author Says, We Have Our Own Ideas, Too
“Today I want to teach you that readers can make our own captions or add to existing captions in the book. We can put together what the author tells us, what the picture tells us, and our own thoughts.”
– Students read independently or with a partner.

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 2
Morning Meeting
Morning Message: Today is Tuesday, May 17, 2016. In math, we will learn how to measure lengths to the nearest half-inch.
Inquiry Question: How do you determine the halfway point between two numbers? Share what you know with a classmate!

Reading: Unit 6 Nonfiction Reading Clubs
Interactive Read Aloud: Goliath Beeles : Giant Insects (Pages 1-9) by Ryan James from Reading A to Z

Part Two: In Nonfiction Clubs We Don’t Only Learn What the Author Says, We Have Our Own Ideas, Too
“Today I want to teach you that readers can make plans alone or with our club members to take action based on the ideas in our books and our reactions to them. We can think about how we can make a real-world difference based on what we’re learning.”
– Students read independently or with a partner.

Writing:
Science Fair:
The Scientific Method
Ask a Question
Formulate a Hypothesis
Make a Prediction
Conduct an Experiment
(Three Trials)
State a Conclusion

Students work in assigned groups to spin the Inquiry Wheel for the following inquiry questions:

How does gender affect the distance the crickets travel in one minute?
How does temperature affect the distance the crickets travel in one minute?
How does scent affect the distance the crickets travel in one minute?
How does size affect the distance the crickets travel in one minute?
How does surface affect the distance the crickets travel in one minute?
Students work within their group to decide a responsibility (e.g. presenter, recorder, note taker, illustrator, time keeper, etc.) Students discuss and formulate and agree on a hypothesis for their inquiry question.
Each group conducts an experiment, gathers the data, and records the observation from the experiment. Students discuss their findings and complete a short report with illustrations to present to the class.

Day 3
Morning Meeting
Morning Message: Today is Wednesday, May 18, 2016. In science, we will conduct the cricket race experiments to see if our hypotheses are correct.
Inquiry Question: How can your group collect data correctly and effectively? Share what you think with a classmate!

Reading: Unit 6 Nonfiction Reading Clubs
Interactive Read Aloud: Goliath Beetles: Giant Insects (Pages 10-16) by Ryan James from Reading A to Z

Part Three: In Nonfiction Clubs We Can Compare and Contrast Information about Our Topics
“Club members can compare information in our nonfiction books to what we know in our own lives. Today I want to teach you that we can think about what the book says, and compare it with something similar in our own lives. By comparing these two bits of information, we can come to a new conclusion about the topic we’re studying.”
– Students read independently or with a partner.

Writing:
Science Fair:
The Scientific Method
Ask a Question
Formulate a Hypothesis
Make a Prediction
Conduct an Experiment
(Three Trials)
State a Conclusion

Students work in assigned groups to spin the Inquiry Wheel for the following inquiry questions:

How does gender affect the distance the crickets travel in one minute?
How does temperature affect the distance the crickets travel in one minute?
How does scent affect the distance the crickets travel in one minute?
How does size affect the distance the crickets travel in one minute?
How does surface affect the distance the crickets travel in one minute?
Students work within their group to decide a responsibility (e.g. presenter, recorder, note taker, illustrator, time keeper, etc.) Students discuss and formulate and agree on a hypothesis for their inquiry question.
Each group conducts an experiment, gathers the data, and records the observation from the experiment. Students discuss their findings and complete a short report with illustrations to present to the class.

Day 4
Morning Meeting
Morning Message: Today is Thursday, May 19 2016. We will write multi-digit numbers in expanded form and compare them.
Inquiry Question: How can seeing numbers in expanded form help you compare the numbers? Share what you know with a classmate!

Reading: Unit 6 Nonfiction Reading Clubs
Interactive Read Aloud: Butterflies and Moths by Kira Freed from Reading A to Z

Part Three: In Nonfiction Clubs We Can Compare and Contrast Information about Our Topics
“Today I want to teach you that club members can talk about differences in the information we’re learning. We can think about why they are different and then what might explain those differences. This can help us come to new understandings about our topics.”
– Students read independently or with a partner.

Writing:
Science Fair:
The Scientific Method
Ask a Question
Formulate a Hypothesis
Make a Prediction
Conduct an Experiment
(Three Trials)
State a Conclusion

Students work in assigned groups to spin the Inquiry Wheel for the following inquiry questions:

How does gender affect the distance the crickets travel in one minute?
How does temperature affect the distance the crickets travel in one minute?
How does scent affect the distance the crickets travel in one minute?
How does size affect the distance the crickets travel in one minute?
How does surface affect the distance the crickets travel in one minute?
Students work within their group to decide a responsibility (e.g. presenter, recorder, note taker, illustrator, time keeper, etc.) Students discuss and formulate and agree on a hypothesis for their inquiry question.
Each group conducts an experiment, gathers the data, and records the observation from the experiment. Students discuss their findings and complete a short report with illustrations to present to the class.

Day 5
Morning Meeting
Morning Message: Today is Friday, May 20, 2016. We will read and discuss the significance of Memorial Day.
Inquiry Question: Why is it important to observe Memorial Day? Share your thinking with a classmate.

Parent Read Aloud

Spelling Test

Word Study
Spelling Words: (The following words will be tested on Friday, May 27.)
thankful, cheerful, hopeful, grateful, thoughtful, useful, forgetful, painful, joyful, careful, helpful, connect, self, text, world, meaning

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

Writing:
Science Fair:
The Scientific Method
Ask a Question
Formulate a Hypothesis
Make a Prediction
Conduct an Experiment
(Three Trials)
State a Conclusion

Students work in assigned groups to spin the Inquiry Wheel for the following inquiry questions:

How does gender affect the distance the crickets travel in one minute?
How does temperature affect the distance the crickets travel in one minute?
How does scent affect the distance the crickets travel in one minute?
How does size affect the distance the crickets travel in one minute?
How does surface affect the distance the crickets travel in one minute?
Students work within their group to decide a responsibility (e.g. presenter, recorder, note taker, illustrator, time keeper, etc.) Students discuss and formulate and agree on a hypothesis for their inquiry question.
Each group conducts an experiment, gathers the data, and records the observation from the experiment. Students discuss their findings and complete a short report with illustrations to present to the class.
Students present their science projects to visitors.

Math
Lesson 9-3 Sharing Muffins (Day 2)

Goals:
– Compare the strategies you and others use.
– Model real world situations using graphs, drawings, tables, symbols, numbers, diagrams, and other representations.
– Use mathematical models to solve problems and answer questions.

Day 2: Open Response
Review student work, teacher notes, and the rubric on p. 795 to plan ways to help students meet expectations on both the content and practice standards. Look for misconceptions in students’ description so of the as well as different correct ways children choose to share muffins and name the shares

2b. Focus
Display responses to Problem 1 that show different strategies for sharing muffins and describing one child’s share.
Ask:
How do you think student A shared the muffins?
Does student B have the same strategy for sharing the muffins?
How does the drawing for student A show how many show how much muffin Anna or Sammy get?
How does the drawing for student B show how many show how much muffin Anna or Sammy get?
Do student A and student B agree or disagree about how much muffin goes to Anna or Sammy?
For student A, do the words about a child’s share match the drawing?
For student B, do the words about a child’s share match the drawing?

Display responses to Problem 2. Discuss the strategies students use to share muffins and how they describe one child’s share. Have students interpret and compare the strategies.
What do you think this student is trying to show with this drawing?
Do you have suggestions for how the drawing can be improved?
What do you think this student is trying to say with the words?
Do you have suggestions for how the words can be improved?
Have students improve the clarity and completeness of their drawings and descriptions of each child’s share.

3. Practice
Math Boxes 9-3
Students practice and maintain skills.

Lesson 9-4 Fractional Units of Length (2 Days)
Students measure lengths to the nearest half-inch.

Vocabulary: half-inch, fourth-inch, precise, quarter-inch

Goals:
– Use tools effectively and make sense of your results.
– Use an appropriate level of precision for your problem.
– Use clear labels, units, and mathematical language.

1. Warm Up
Mental Math and Fluency
Teachers display addition problems with four addends. Encourage students to look for combinations that will make adding easier.
13 + 27 + 21 + 19 =
12 + 18 + 23 + 17 =
26 + 24 + 32 + 18 =

Daily Routines
Students complete the daily routines.

2. Focus
Math Talk
What is the length of your pinky finger? Is it about 1 inch or 2 inches long? (“We do”, whole class)

Discussing the Need for Precise Measurements
Have students measure their pinky fingers and label the sticky note in inches.
Students stand in the area of the classroom with the label that corresponds to their pinky finger measurement.
Ask: Can we tell from the measurements which child has the longest pinky finger? The shortest? Why?

Explain that precise measurements can help determine which child has the shortest and which child has the longest pinky finger, regardless of where the students are located. Tell students that a measurement is more precise when it is made using a smaller unit. For example, a measurement to the nearest inch is more precise than a measurement to the nearest foot.
Ask students to measure the length of their journals (from top to bottom, not side to side) to the nearest foot and the nearest inch.
Say: Imagine that a child from another school tells you that their math book is about 1 foot tall, and another child from the same school tells you the same math books are about 10 inches tall. Can you tell from the measurements from the nearest foot whether our math books taller than their math books? Can you tell from the measurements whether our math books are taller than their math books?

Teachers point out that measurement tools are made by people. There is a limit to what people can observe and what tools can do, so all measurements are approximate—close to the measurement but not exact. However, some tools are better than others for making more-precise measurements because they are marked with smaller units, and measurements that are more precise tell us more about the “exact” measurement of an object the less-precise measurements do.

Tell the students that they will explore a measurement unit that will allow them to make more-precise measurements. (“We do”, whole class)

Introducing Half-Inches
Teachers explain that measuring in half-inches rather than in inches or feet, produces more-precise measurements.
Display Math Masters, p. TA33 and have students examine the inch ruler shown on it. Ask a volunteer to point to the mark that divides an inch on the ruler into 2 equal parts. Point out that this mark is called the “half-inch mark”.
Ask: How long is the part between the zero mark and the half-inch mark? The part between the half-inch mark and the 1-inch mark?
Use your fingers to trace the spaces between the 0 and half-inch mark and between the half-inch and the 1-inch mark as the students count chorally: 1-half, 2-halves. Ask: How many half-inches make 1 whole inch?
Next ask: How many spaces are marked between 0 and 1-inch marks? Are these spaces equal in length? Have the students look for the marks that divide the inch into 4 equal parts. Ask: How long is the space between two such marks? Use your fingers to trace the quarter-inch space between the o and 1-inch marks and count the divisions of each inch in unison: 1-fourth, 2-fourths, 3-fourths, 4-fourths. (“We do”, whole class)
Ask: How many fourths-inches make 1 whole inch?
Teachers add a ruler divided into quarter-inches to the 4 Equal Shares poster.

Measuring to the Nearest Half-Inch
Students cut out the 12-inch ruler on Math Masters, p. 259.
Students measure the objects in journal 2, p. 227, and measure their desks.

3. Practice
Partitioning Shapes Into Equal Shares
Have the students partition circles into halves, thirds and fourths in journal, p. 228). (We do”, partners)

Math Boxes 9-4
Students complete the mixed practice in journal, p. 229. (“You do”, independent)

Lesson 9-5 Reviewing Place Value
Students write multi-digit numbers in expanded form and compare them.

Vocabulary: thousand cube

Goals:
– Create mathematical representations using numbers, words, pictures, symbols, gesture, tables, graphs, and concrete objects.
– Make sense of the representations you and others use.
– Think about accuracy and efficiency when you count, measure, and calculate.

1. Warm Up
Mental Math and Fluency
Teachers will read-aloud the following descriptions of numbers. Have students write the numbers on erasable boards.
Write a number with 7 in the hundreds place, 0 in the tens place, and 4 in the ones place.

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

2. Focus
Math Talk
How would you fill in the blanks below?
In 573, the 5 is worth ______, the 7 is worth ______, and the 3 is worth _______.

Reviewing Place Value and Expanded Form

What is the value of the 5?
What is the value of the 7?
What is the value of the 3?

Representing Multi-Digit Numbers
Distribute a Place-Value Mat (Math Masters, p. 262) to each child. Hold up a base-10 cube.
Ask: What is this base-10 block called? What is its value? Repeat with the long and flat.
Ask three volunteers to come to the front of the room. The first child, on the left as viewed by the class, holds 3 flats for all to see. The child in the middle holds up 5 longs, and the child on the right holds up 2 cubes.
Ask: What number do these blocks represent?
Have the students say the number aloud in unison and show it with number cards on their Place-Value Mats.
Next ask: How can these base-10 blocks help us write the expanded form for this number?
Have students write the expanded form.
Repeat this activity with several 3-digit numbers.

Reverse the procedure by displaying a 3-digit number and asking three volunteers to come to the front of the room and show the number with base-10 blocks. Then have all the students show the number with cards on their Place-Value Mats and write the number in expanded form. Include examples with 0 as a digit.

Teachers display the thousands cube. Ask: What do you think this block is worth?
How do you know?

Continue with additional volunteers to display the base-10 thousand cubes, flats, longs and cubes into four-digit numbers. Continue to write the numbers in expanded form. (“We do”, whole class)

Comparing Multi-Digit Numbers
Display the numbers 292 and 289.
Ask: to write the expanded form for each number, with the hundreds, tens and ones for each number aligned vertically.
Ask: How can we use expanded form of each number to help us compare them?
Teachers have students write a number sentence using > , < , =. (“We do”, whole class)

Then, students complete journal, p. 230 using expanded form to compare 3 and 4-digit numbers. (“We do”, partners; small groups)

3. Practice
Playing Shape Capture
Students identify attributes in shapes by playing Shape Capture. (“We do”, partners, teams)
Observe:
Which students can correctly find shapes with specified attributes?
Which students are checking other team’s or player’s selections?
Discuss
How did you make sure the other team or player was capturing shapes that matched the Attributes Cards?
Which shapes were easy to capture? Which were harder to capture? Why?

Math Boxes 9-5
Students complete Math Boxes 9-5 in journal, p. 231. (“You do”, independent)

3. Practice
Playing Shape Capture

Math Boxes 9-5

Lesson 9-6 (Day 1)
Expand-and-Trade Subtraction, Part 1
Students use base-10 blocks to solve subtraction problems. This prepares them to learn expand-and-trade subtraction in the next lesson.

Goals:
– Check whether your answer makes sense.
– Solve your problems in more than one way.
– Create mathematical representations using numbers, words, pictures, symbols, gesture, tables, graphs, and concrete objects.
– Make sense of the representations you and others use.
– Make connections between representations.

1. Warm Up
Mental Math and Fluency
Students write numbers in expanded form.
508; 876; 1,090; 2,007

Daily Routines
Students complete daily routines.

2. Focus
Math Talk
How can you utilize base-10 blocks to show 221 in at least three different ways?
What base-10 symbols would you write?

Representing Trades with Base-10 Blocks
Have students share their different representations.
Teachers record several examples, making sure to include the following representations.
2 flats, 2 longs, 1 cube
1 flat, 12 longs, 1 cube

Teachers guide a discussion about how students might translate from one representation to the other. For example, if they started with 2 flats, 2 longs, and 1 cube, they could trade 1 flat for 10 longs.
The students could also start with 12 longs, and 1 cube, and then trade 10 longs for 1 flat.

Ask: Which uses the fewest blocks? How do you know?

Have students model the trades with their base-10 blocks.

How could we use expanded form to show the representation with the smallest number of blocks?

Teachers display 200 + 20 + 1 and point out that each number in the expanded form shows the value of one type of block.
Ask: What number model could we write for the other representation?
Teachers display 100 + 120 + 1 and make the connection between the addends and each type of block. (“We do”, whole class)

Representing Subtraction without Trades
Teachers remind students that although there are many different ways to represent a number using base-10 blocks, they can use the fewest possible blocks by matching the number of each type of block to the digits in the number. Have students use the fewest possible base-10 blocks to represent the number 45. Record 4 longs and 5 cubes in base-10 shorthand for the class.
Ask: Are there enough longs and cubes for me to remove 2 longs and 2 cubes? How do you know?
Then ask students how they would use their blocks to show 45 – 22. As they respond, record these steps on the Class Data Pad.

Repeat this process with other subtraction problems that do not require a trade, such as 65 – 31 and 138 – 17. Discuss students’ representations as a class as you record the steps on the Class Data Pad.

Representing Subtraction with Trades
Teachers tell students they will now use their base-10 blocks to solve 53 – 37. Ask the students to represent 53 with base-10 blocks. When they have finished, record a sketch of 5 longs and 3 cubes.
Ask: Are there enough longs and cubes for me to remove 3 longs and 7 cubes?
How can I get more cubes so that I can remove 7 cubes? Teachers have the students trade with their base-10 blocks. Represent this trade on your sketch by crossing out 1 ling and adding 10 cubes.
Ask: Do our blocks still show the number 53?
Do we have enough blocks so we can remove 3 longs and 7 cubes (37) now? Complete the subtraction of 37 removing 3 longs and 7 cubes.
Count the remaining blocks with students. Record the number sentence 53 – 37 = 16.

Repeat this process with other subtraction problems that require trades, such as 72 – 38 and 114 – 86. Discuss the students’ representations as a class while recording the steps on the Class Data Pad. (“We do”, whole class)

Subtracting with Base-10 Blocks
Teachers have students recall how they can check their answers for reasonableness. Remind them that making ballpark estimates can be helpful when they use any addition or subtraction method. If their estimates are not close to their ballpark estimates, then students know they need to look back at their work and fix something. (“We do”, whole class)

Students complete the problems in journal, p. 232. (“We do”, partner; small groups)

3. Practice
Drawing a Line Plot
Teachers have students turn to journal, p. 193 and record their head-size measurements on a sticky-note. Remind them to write large. Teachers guide students to display the sticky-notes in order from smallest to largest. Tell students they will draw line plots to show class head-size measurements. (“We do”, whole class; partners)

Distribute Math Master, p. TA32 or draw a line plot. Have students suggest a label for the horizontal axis and write it below the line. Then have them suggest a title for the line plot and record it. (“We do”, whole class)
Next discuss the horizontal scale for the line plot. The head-size data include measurements to the nearest centimeter. The scale should start with the smallest head size in the class. Teachers model writing the scale while students do the same. Have students draw Xs to represent the class data on their line plots. (“We do”, whole class)

Math Boxes 9-6
Students complete the mixed practice with Math Boxes 9-6 in journal, p. 233. (“You do”, independent; “We do”, partners)

Science
Integrated with language arts
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.

Social Studies
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.

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.

Thank you for your support.
Anh Tuan Hoang

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Week of May 8

Dear Parents and Caregivers,

Happy Mother’s Day. What a glorious day of sunshine to honor Mother’s Day! Please enjoy your day.

This is a reminder that students will take the social studies Land and Water Unit Test on Tuesday, May 10. A completed study guide was sent home on Friday, May 6. Please refer to it to help your child prepare.

Balanced Literacy
Independent Reading (30-35 minutes at the beginning of each day). Differentiated instruction is provided at this time as well as throughout the lessons.
Differentiated Instruction/Formative Assessments:
– TRC Progress Monitoring
– 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
Writing Center: Observing and writing descriptions of mealworms
Word Study: Identifying and using adjectives
Spelling Words
Technology Center: A.R. on IPads
Reader’s Theater: Rapunzel
MTSS:
– Letter Name Fluency (Tier 3)
– Intensive Reading Support with Leveled Literacy Intervention Blue System Level D (Tier 3);
Level I (Tier 2)

Phonemic Awareness: The Skills That They Need To Help Them Succeed! by Michael Heggerty, Ed.D.
Week 32
Rhyming (Words change daily)
– Teacher gives the rime. Students make rhyming words ending with the given rime.
Ex. T: ack S: black, knack, etc.
Onset Fluency (Words change daily)
– Teacher says the word pair. Students open their eyes if the word pair begins with the same vowel sound. Students close their eyes if the word pair do not begin with the same vowel sound.
Blending (Words change daily)
– Teacher says individual phonemes. Students listen and they say the whole word.
Ex. T: /b-a-k-e-r/ S: baker
Identify Final and Medial Sounds (Words change daily)
– Teacher says the word in regular voice. Students repeat the word and “punCH ouT the sOUnd!”
Ex. T:/yawn/ S: yAWn
Segmenting (Words change daily)
– Teacher says the whole word. Students repeat the word and chop it into phonemes. Example, T: winner S: winner /w-i-n-er/
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 or word part. Students repeat the word or word part. Teacher says add /*/ at the beginning and the word is? *Use sounds
Deleting Phonemes
– Teacher says the word. Students repeat the word. Teacher says without the /*/ and what is left? *Use sounds

Building Classroom Community based on CHAMPS A Proactive & Positive Approach to Classroom Management by Randy Sprick, Ph.D.
Reading Workshop and Writing Workshop based on A Curriculum Plan for The Reading Workshop and Units of Study in Opinion, Information, and Narrative Writing by Lucy Calkins and Colleagues from The Reading and Writing Project
Morning meeting (daily):
– 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: Sing “Hungry Caterpillar” by TheLearningStation You Tube

Day 1
Morning Meeting
Morning Message: Today is Monday, May 9, 2016. We will observe, discuss and write about our crickets.
Inquiry Question: What is molting and why is this process important for crickets? Share your thinking with a partner.

Reading
Unit 6 Nonfiction Reading Clubs
Part Two: In Nonfiction Clubs We Don’t Only Learn What the Author Says, We Have Our Own Ideas, Too
“Today I want to teach you that readers can use our skills of envisioning what the author is saying to really think about the information being presented. We can read a fact on the page and look at the picture. Then we can make the picture move like a movie by reading more facts on that same page. As we see what the author says, we can say what we think about what we see.”
– Students read independently or with a partner.

Writing
Interactive Read Aloud: Insect Life Cycle by Chuck Garofano from Reading A to Z
Questions to Guide Discussion:
– What are the life cycle stages of an insect?
– What are the types of metamorphosis? Explain.
– Using the read aloud, teacher reviews with students how to take notes for chapter four, which is the insect’s life cycle.
– Using the notes teachers model to students how to elaborate on the notes we have taken to write a paragraph about their insect’s life cycle.
– Students discuss/practice with a partner how they would continue to take notes and to elaborate their notes.
– Using their notes, students begin composing a chapter about their insect’s life cycle.

Day 2
Morning Meeting
Morning Message: Today is Tuesday, May 10, 2016. We will discuss an insect’s incomplete life cycle.
Inquiry Question: Why might some insects’ life cycles undergo only three stages? Share what you know with a classmate!

Reading
Unit 6 Nonfiction Reading Clubs
Part Two: In Nonfiction Clubs We Don’t Only Learn What the Author Says, We Have Our Own Ideas, Too
“To get ideas, readers don’t just let the facts fly over our heads. Today I want to teach you that we really try to understand and imagine what we’re learning. When we do this, we can think about why this information matters, and what our own thoughts about the information are.”
– Students read independently or with a partner.

Writing
– Interactive Read Aloud: Stick Insects by Valerie Bodden Walker Questions to Guide Discussion:
– What are the life cycle stages of a stick insect?
– What is this type of metamorphosis called?
– Why do you think a stick insect undergoes only three stages for the life cycle? How does this differ from the life cycle of a butterfly?
– Students continue to write the chapter about their insect’s life cycle.
– Students illustrate the life cycle of their insects.
– Students share their work-in-progress with their partners.

Day 3
Morning Meeting
Morning Message: Today is Wednesday, May 11, 2016. We will explore equal shares in Math.
Inquiry Question: How do you share 2 brownies equally with 3 people? Share what you think with a classmate!

Reading
Unit 6 Nonfiction Reading Clubs
Part Two: In Nonfiction Clubs We Don’t Only Learn What the Author Says, We Have Our Own Ideas, Too
“Today I want to teach you that readers can use sentence starters with question words to help us get ideas. We can ask a question and then push ourselves to answer it. We can use words like, ‘How do. . . ?’ and ‘Why do. . . ?’ and ‘How come. . . ?’”
– Students read independently or with a partner.

Writing
– Interactive Read Aloud: How do Flies Walk Upside Down? by Melvin and Gilda Berger (Pages 1-20)
– Teachers present the rubric to explain expectations for writing about the “How To” of insects for their All-About Books.
– Teachers provide, explain, and discuss examples of the How-To chapter on the Smart Board.
– Students collaborate in pairs to read and discuss a “How To” and to generate ideas for their writing (Chapter Five: “How To”).
– Students decide what they will write for the “How To” chapter. They read independently to gather information for the “How To” chapter of their insects.

Day 4
Morning Meeting
Morning Message: Today is Thursday, May 12, 2016. We will begin reading and discussing about past and present.
Inquiry Question: Why is it important to learn about the past? Share what you think with a classmate!

Reading
Unit 6 Nonfiction Reading Clubs
Part Two: In Nonfiction Clubs We Don’t Only Learn What the Author Says, We Have Our Own Ideas, Too
“Today I want to teach you that readers can share our revised thinking with our club members. We can take a fact that we have in the ‘I think I know’ column of our RAN chart and move it based on what we’re now learning. This new information can also help us have an idea.”
– Students read independently or with a partner.

Writing
– Interactive Read Aloud: How do Flies Walk Upside Down? by Melvin and Gilda Berger (Pages 21-48)
– Teachers review the rubric to explain expectations for writing about the “How To” of insects for their All-About Books.
– Using a graphic organizer, teachers model how to take notes for chapter five, which is a “How To”
– Students collaborate in pairs to explain how they would write the “How To”.
– Students work independently to take notes on the “How To” chapter of their insects.

Day 5
Morning Meeting
Morning Message: Today is Friday, May 13, 2016. 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!

Parent Read Aloud

Spelling Test

Word Study
Spelling Words:
(The following words will be tested on Friday, May 20.)
fastest, slowest, biggest, shortest, loudest, softest, smartest, silliest, brightest, funniest, bravest, result, context, valid, select, revise

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

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.

Math
Pre Unit Preferment Assessment Task
“Half and Half”

The task challenges a student to demonstrate understanding of one-half in a geometric context.
Students must be able to count the total number of same-size squares as well as the colored squares vs. non-colored squares. Students must make sense of these totals to determine if a shape shows halves or not. Students must be able to articulate how one can tell by looking at a rectangle partitioned into rows and columns of same-size squares whether or not this shape can be colored to show one-half.

Students look at the given three shapes. Students find out if they can color in one half of the shape. They circle “yes” or “no” below the shape. Then, write an addition sentence that describes how they colored in the shape.

How can you tell by looking at a shape that it can be colored to show half?

9-1 Creating and Naming Equal Parts
Students divide shapes and use fraction vocabulary to name the shares.

Vocabulary: equal share, one-half (1-half), two-halves (2-halves), one-fourth (1-fourth), one-quarter (1-quarter), four-fourths (4-fourths), one-third (1-third), three-thirds (3-thirds)

Goals:
– Create mathematical representations using numbers, words, pictures, symbols, gesture, tables, graphs, and concrete objects.
– Make sense of the representations you and others use.
– Use clear labels, units, and mathematical language.

1. Warm Up
Mental Math and Fluency/Math talk
Students write numbers in expanded from. They explain their answers.

2. Focus
Math Message
Take 8 squares.
Two students want to share a sandwich equally. Fold a paper square to show how to divide the sandwich into 2 equal shares. Draw a line on the fold. Talk with a partner. Did you both fold the square the same way?

Folding Squares into Equal Shares (Whole Class/Small Group/Partner)
Math Message Follow-Up: Invite students to share the different ways they folded the squares. Expect students to fold a square into 2 equal shares in two ways: from side to side and diagonally.
Ask: How can you show your partner that you have equal shares?
Explain that students will divide squares into different numbers of equal shares and name the shares.

Naming 2, 4 and 3 Equal Shares (Whole Class/Small Group/ Partner)
Begin a 2 Equal Shares poster on the Class Data Pad or chart paper. Have students refer to their paper squares from the previous activity. Ask the following questions. Record students’ answers on the poster.
How can you name one student’s share?
How can you name both shares together?
If students do not mention all of the names shown on the same poster, write one of the missing names and ask students why it should be on the poster. Repeat with any other missing names. As students share the names of one-half and two-halves, point out that these can be written as number-and-word combinations: 1-half and 2-halves.

To complete the poster, attach examples of students’ squares showing equal shares two different ways. As the unit progress, add examples of other shapes partitioned into halves.

Draw a square divided into 2 unequal parts. Tell students it is a piece of toast. Ask: Did I divide the toast into halves?
Why or why not?

Next, have students take another square. Ask: How can 4 students share a sandwich equally? Have partners fold several squares of paper to show as many different ways as possible to divide a sandwich into 4 equal parts. Tell them to draw lines along the folds to show the equal shares.

Observe partners as they work. If they do not suggest all of the solutions, prompt them to look for other solutions.

Ask students how they can show that the shares of each paper square are equal.

Begin a 4 Equal Shares poster on the Class Data Pad. Ask the following questions. Record students’ answer on the poster.
How can you name on student’s share?
How can you name all of the shares together?

If students do not mention all of the names shown on the same poster, write one of the missing names and ask students why this name should be include on the poster. Repeat with any other missing names.

To complete the poster, attach examples of student’s squares showing 4 equal shares three different ways. As the unit progresses, add examples of other shapes partitioned into fourths.

Then discuss the idea of 3 equal shares. Ask: How can 3 students share a sandwich equally? Have partners use paper squares to show as many different ways as possible to divide a sandwich into 3 equal shares. Before they begin, suggest that they think about what the 3 equal parts should look like.

Begin a 3 Equal Shares poster. Ask the following questions and record students’ answer on the poster.
How can you name one student’s share?
How can you name all of the shares together?

If students do not mention all of the names shown on the poster, write one of the missing names and ask students why it should
Be included on the poster. Repeat with any other missing names.

To complete the poster, trace a square and ask a volunteer to draw on it to show 3 equal shares. As the unit progresses, add examples of other shapes partitioned into thirds.

Next, have students sort their squares into piles according to whether they show 2, 3, or 4 equal parts. Ask:
Is the whole the same for all of the squares you folded? How do you know?
Are the shares the same for all of the squares you folded? How do you know?

Partitioning Shapes (Whole Class/ Small Group/ Partner)
Students partition shapes and, for each shape, name a single part and the whole. Some students may benefit from folding 8.5-by-11” sheets of paper to help them partition the shapes.

Assessment Check-In (Math Journal2, pp. 220-221)
Expect most students to be able to show one way to partition the rectangles on journal pages 220-221 into halves, fourths, and thirds and write one name for a part and one name for all of the parts together. Some students may be able to partition the rectangles in multiple ways and write more than one name for a part or for all of the parts together.

Summarize
Refer to the 2 Equal Shares, 4 Equal Shares, and 3 Equal Shares posters. Review the names on each poster for 1 share and for all shares together. Emphasize that these names can be used only for figures divided into parts that are equal. Have volunteers add rectangle drawings with appropriate partitions to each poster.

3. Practice
Playing Array Concentration (partner)
Math Masters, p. G31
Students play Array Concentration to practice finding how many objects are in arrays and writing number models.
Observe
– Do students have efficient strategies for finding the total number of dots in an array? Which students need additional support?
Discuss
– How did you find the total? Is there a faster way?
– How do you know that your number model matches the array?

Students complete Math Boxes 9-1 independently.

9-2 Exploring Equal Shares, Pattern-Block Fractions, and Number Lines (2 Days)
Students explore equal shares of different shapes, use pattern blocks to divide shapes, and make a number line.

Goals:
– Create mathematical representations using numbers, words, pictures, symbols, gesture, tables, graphs, and concrete objects.
– Make sense of the representations you and others use.

1. Warm Up
Mental Math and Fluency/Math talk
Display addition problems with three or four addends. Ask students to look for combinations to make adding easier. Students explain their reasoning.

13 + 17 + 12 + 20 =
14 + 23 + 21 + 27=

2. Focus
Math Message
Solve the problem on journal page 223. Explain your thinking to a partner.

Explaining Equal Shares
(Whole Class/ Small Group/ Partner)
Math Message Follow-Up:
Invite student to share their thinking about whether Juan shared the cracker equally.

Some students may think that Juan didn’t share the cracker equally because the pieces are different shapes. Guide the discussion so that students see that the 3 shares are equal in size. If no one mentions that each piece is composed of 3 smaller squares, display Math Masters, page 248 and use shading to show students the 3 small squares that make up each share.

After explaining the Explorations activities, assign groups to each one. Plan to spend most of your time with students working on

Exploration A: Sharing Crackers
Students divide crackers into equal parts and explain how they know the parts are equal.

Teachers explain that they can draw horizontal or vertical (but not diagonal) line segments to connect the dots on the crackers. (“We do”, whole class)

After students divide the crackers, have them write fraction words to name parts of each cracker. (“We do”, partners)

Exploration B: Making Equal Parts
Students use pattern blocks to divide shapes into equal parts.
Have students cover shapes with pattern blocks on Math Masters, p. 215-252 and use their Pattern Block Template to record their work. (“We do”, partners, small groups)

Exploration C: Making a Number Line
Students make number lines and label their halfway marks.
Students use paper strips to make number lines and label them with whole numbers. They discuss names for the number represented by tick marks between whole numbers. (“We do”, partners, small groups)

Summarize
Invite volunteers to discuss how they know that the crackers from Exploration A were divided into equal shares. (“We do”, whole class)
3. Practice
Practicing with Fact Triangles

Math Boxes 9-2
Students complete Math Boxes 9-2 to reinforce and maintain previously taught concepts.

Lesson 9-3 Sharing Muffins (Day 1)
Day 1: Open Response
Students decide how to share muffins equally and use words to name the shares.

Vocabulary: equal shares, one-half, two-halves, one-fourth, four-fourths, one-quarter

Goals:
– Compare the strategies you and others use.
– Model real world situations using graphs, drawings, tables, symbols, numbers, diagrams, and other representations.
– Use mathematical models to solve problems and answer questions.

1. Warm Up
Mental Math and Fluency
Students solve addition problems with 3 or more addends.
Teachers display addition problems with four addends. Encourage students to look for combinations that make the addition easier.

13 + 17 + 12 + 20 =
14 + 23 + 21 + 27=
13 + 17 + 22 + 18=

2. Focus
Math Talk
Students share their thinking about ways of naming all the shares in a shape partitioned into thirds. Discuss how both Jaylan and Leila had correct ways of naming the partitioned paper.

An Art Project
Students discuss their ideas about ways of naming all the shares of a shape partitioned into thirds. Use this discussion to review the representations and vocabulary on the Class Equal Shares Poster. (“We do”, whole class)

Solving the Open Response Problem
Students show how to divide muffins equally among two and four students, describing each student’s share.

Distribute Math Masters, p. 254-255. Read the problem as a class and ask partners to discuss what the problem asks them to do.
Encourage students to refer to the Equal Shares Posters and use fraction vocabulary like that on the posters as they talk about and write responses to the problem. Review the terms one-half, two-halves, one-fourth, four fourths. Tell students that an important part of the task is to write how much a muffin is in one student’s share.

Circulate as the students work. Ask students to explain their drawings and descriptions of one student’s share, and encourage them to add details to clarify responses.

Assessment Opportunity
Note students’ strategies.

Summarize
Ask: How did you show your work and thinking for this problem? Did you use words, symbols, or anything else?

Collect Students’ work to evaluate and prepare for Day 2

Science
Integrated with language arts

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.

Students will:
– 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.

Social Studies
Land and Water Unit Test
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.

Thank you for your support.
Anh Tuan Hoang

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Week of May 1

Dear Parents and Caregivers,

Sincere thanks to the parent/guardian chaperones last Friday for the field trip! Your presence ensured a safe and engaging learning experience.

Students will take the math Unit 8 Assessment on Thursday, May 5 and the Cumulative Assessment on Friday, May 6. Please refer to the graded homework as well as the skills listed below to support your child.

Unit 8 Assessment
Skills:
– Draw a 3 or 4-sided shape with or without a right angle.
– Name and explain polygons (triangles, quadrilaterals, pentagons, hexagons).
– Recognize parallel sides in a polygon.
– Name attributes of 3-dimensonal shapes, such as cube, rectangular prism, pyramid, cylinder, cone, etc.) For example, a rectangular prism has 6 faces, the faces are rectangles, a rectangular prism has 12 sides and 8 vertices.
– Partition a rectangle into same-size squares.
– Draw an array with given rows and columns. Write a number model for the array.

Cumulative Assessment
Skills:
– Tell time to the nearest 5 minutes.
– Estimate and measure lengths to the nearest inch and centimeter.
– Make friendly numbers to add four 2-digit numbers (e.g. 13 + 12 + 17 + 28 = ? Add 13 and 17 first. Then add 12 and 28, etc.)
– Solve comparison number stories (e.g. Taylor is 54 inches tall. Gracie is 48 inches tall. How much taller is Taylor?)
– Read and interpret a bar graph.
– Use given data to create a bar graph.

Additionally, students will take the social studies Land and Water Unit Test on Tuesday, May 10. A study guide will be completed in class and sent home on Friday, May 6. Please refer to it to help your child prepare.

Balanced Literacy
Independent Reading (30-35 minutes at the beginning of each day). Differentiated instruction is provided at this time as well as throughout the lessons.
Differentiated Instruction/Formative Assessments:
– TRC Progress Monitoring
– 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
Writing Center: Observing and writing descriptions of mealworms
Word Study: Identifying and using adjectives
Spelling Words
Technology Center: A.R. on IPads
Reader’s Theater: Rapunzel
MTSS:
– Letter Name Fluency (Tier 3)
– Intensive Reading Support with Leveled Literacy Intervention Blue System Level D (Tier 3);
Level I (Tier 2)

Phonemic Awareness: The Skills That They Need To Help Them Succeed! by Michael Heggerty, Ed.D.
Week 31
Rhyming (Words change daily)
– Teacher gives the rime. Students make rhyming words ending with the given rime.
Ex. T: ack S: black, knack, etc.
Onset Fluency (Words change daily)
– Teacher says the word pair. Students open their eyes if the word pair begins with the same vowel sound. Students close their eyes if the word pair do not begin with the same vowel sound.
Blending (Words change daily)
– Teacher says individual phonemes. Students listen and they say the whole word.
Ex. T: /b-a-k-e-r/ S: baker
Identify Final and Medial Sounds (Words change daily)
– Teacher says the word in regular voice. Students repeat the word and “punCH ouT the sOUnd!”
Ex. T:/yawn/ S: yAWn
Segmenting (Words change daily)
– Teacher says the whole word. Students repeat the word and chop it into phonemes. Example, T: winner S: winner /w-i-n-er/
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 or word part. Students repeat the word or word part. Teacher says add /*/ at the beginning and the word is? *Use sounds
Deleting Phonemes
– Teacher says the word. Students repeat the word. Teacher says without the /*/ and what is left? *Use sounds

Building Classroom Community based on CHAMPS A Proactive & Positive Approach to Classroom Management by Randy Sprick, Ph.D.
Reading Workshop and Writing Workshop based on A Curriculum Plan for The Reading Workshop and Units of Study in Opinion, Information, and Narrative Writing by Lucy Calkins and Colleagues from The Reading and Writing Project
Morning meeting (daily):
– 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: Sing What is an Insect Song by Dove Whisper on You Tube

Day 1
Morning Meeting
Morning Message: Today is Monday, May 2, 2016. We will continue to read and discuss about insects.
Inquiry Question: How do insects take advantage of their habitats? Share what you know with a classmate!

Reading
Unit 6 Nonfiction Reading Clubs
Part One: We Know How to Be Strong Nonfiction Readers, and Now We Can Do That with Our Club
“Today I want to teach you that club members don’t just ‘read’ information to one another. We explain and discuss it. Careful nonfiction readers always try to put what we’ve read into our own words. We might read a bit, then put the text down and say, ‘What the author is saying is that . . .’ or ‘What this means is . . . .’ This will help us prepare to talk in our clubs later.”

– Students read independently or with a partner.

Writing
Interactive Read Aloud: Insect DK EyeWitness Books by Laurence Mound pages 42 and 43
Questions to Guide Discussion:
– What are the characteristics of the habitats of insects that live among plants?
– What elements of the habitat are essential to the insects’ survival?
– Using a graphic organizer, teachers model how to take notes for chapter two, which is the insect’s habitat.
– Teachers review the rubric to explain expectations for writing about the habitat of insects for their All-About Books.
– Students collaborate in pairs to read and discuss the habitats of their insects, and to generate ideas for their writing (Chapter two: Habitat(s) of the Insect).
– Students work independently to take notes on the habitat(s) of their insects.

Day 2
Morning Meeting
Morning Message: Today is Tuesday, May 3, 2016. We will observe and record our mealworms’ activities.
Inquiry Question: How does your mealworm grow? How can you tell if your mealworm has just gotten bigger? Share what you know with a classmate!

Reading
Unit 6 Nonfiction Reading Clubs
Part One: We Know How to Be Strong Nonfiction Readers, and Now We Can Do That with Our Club
“Today I want to teach you that nonfiction readers have read closely to find the main ideas in the text. We read the first sentence of a paragraph and ask, ‘What is this saying?’ Then we read on, sentence by sentence, asking, ‘How does this fit with what’s been said so far?’ to help us find the main idea. Readers take the sentences we’ve read and say what we learned in one short statement.”
Tip: “Readers of nonfiction can think about the topic of the whole book and the subtopic of the section. Then, as we read the sentences on the page, we can think, ‘What’s the part of the larger topic this section is dealing with? What does the author want me to think, know, or understand about that subtopic?’ ”

– Students read independently or with a partner.

Writing
Interactive Read Aloud: Insect DK EyeWitness Books by Laurence Mound pages 44 and 45
Questions to Guide Discussion:
– How do insects living among plants avoid from being eaten?
-What is camouflage? How else does an insect take advantage of its habitat in order to survive?
Teachers model to students how to elaborate on the notes we have taken to write a paragraph about their insect’s habitat(s).
– Students discuss/practice with a partner how they would elaborate their notes.
– Using their notes, students begin composing a paragraph about their insect’s habitat(s).

Day 3
Morning Meeting
Morning Message:
Today is Wednesday, May 4, 2016. We will continue to build arrays and write number models for them.
Inquiry Question: How does making arrays help you write multiplication number sentences?
Share your thinking with a classmate!

Reading
Unit 6 Nonfiction Reading Clubs
Mid-Workshop Teaching Point: “Readers are on the lookout for when our book switches topics. We know that sometimes there isn’t a heading that will alert us to the change, and instead we should think, ‘What part of the main topic is this dealing with? Is it the same or different from the last page?’”
Teaching Share: “Sometimes the author is being clever with the section heading and we need to figure out what the section is really about. We can read each sentence and think, ‘How does this fact fit with the heading?’ Then, at the end of the page or section, we can retitle that section with a heading that makes sense.”

– Students read independently or with a partner.

Writing
Interactive Read Aloud: Awesome Ants by Rus Buyok from Reading A to Z
Questions to Guide Discussion:
– What kinds of foods do ants eat?
– How do ants communicate to each other when they find food?
– Using a graphic organizer, teachers model how to take notes for chapter three, which is the insect’s diet.
– Teachers review the rubric to explain expectations for writing about the diet of the insects for their All-About Books.
– Students collaborate in pairs to read and discuss the diet of their insects, and to generate ideas for their writing (Chapter two: The Insect’s Diet).
– Students work independently to take notes on the diet of their insects.

Day 4
Morning Meeting
Morning Message: Today is Thursday, May 5, 2016. We will read and discuss ways to conserve natural resources.
Inquiry Question: How does recycling help to conserve natural resources? Share what you know with a classmate!

Reading
Unit 6 Nonfiction Reading Clubs
Part One: We Know How to Be Strong Nonfiction Readers, and Now We Can Do That with Our Club
“Today I want to teach you that we can come to our clubs with confusions or misunderstandings and talk to the other members of the club to clarify them. We may start by saying what we read in our book and explaining what’s confusing. Then, the other members in the club can talk back to the questioning member to explain or ask further questions to help fix up the confusion.”

– Students read independently or with a partner.

Writing
Interactive Read Aloud: Dragonnflies by Cheryl Reif Snyder from Reading A to Z
Questions to Guide Discussion:
– What is the diet of the dragonflies?
– How do dragonflies hunt for their food?
Teachers model to students how to elaborate on the notes we have taken to write a paragraph about their insect’s diet.
– Students discuss/practice with a partner how they would elaborate their notes.
– Using their notes, students begin composing a paragraph about their insect’s diet.

Day 5
Morning Meeting
Morning Message: Today is Friday, May 6, 2016. We will read and discus the life cycle of an insect.
Inquiry Question: Why do insects develop stages for their life cycles? Share what you know with a classmate!

Parent Read Aloud

Spelling Test

Word Study
Spelling Words:
(The following words will be tested on Friday, May 13.)
painter, washer, dryer, flyer, server, worker, singer, teacher, speaker, thinker, dreamer, reason, sketch, problem, justify, check

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

Reading
Unit 6 Nonfiction Reading Clubs
Part Two: In Nonfiction Clubs We Don’t Only Learn What the Author Says, We Have Our Own Ideas, Too
“Readers can have reactions to the information presented in our books. We can think about how we feel when we read a section or part of our book, and make a statement about what our response is. We can say, ‘That is really important because . . . ’ ‘This part makes me feel . . . ,’ or ‘This seems really surprising because. . . .’”

– Students read independently or with a partner.

Writing
Interactive Read Aloud: Complete Life Cycle of the Monarch Butterfly on You Tube (dscotprod)
Questions to Guide Discussion:
-What are the life cycle stages of butterflies?
-What is this type of metamorphosis called?

– Using a graphic organizer, teachers model how to take notes for chapter four, which is the insect’s life cycle.
– Teachers review the rubric to explain expectations for writing about the life cycle of insects for their All-About Books.
– Students collaborate in pairs to read and discuss the life cycle of their insects, and to generate ideas for their writing (Chapter Four: Life Cycle of the Insect).
– Students work independently to take notes on the life cycle of their insects.

Math
Lesson 8-11 Exploring Mystery Shapes, Polygons, and Equal Parts (2Days)
Students describe attributes of shapes, build polygons with trapezoids, and show fractions on a geoboard.

Goals:
– Create mathematical representations using numbers, words, pictures, symbols, gesture, tables, graphs, and concrete objects.
– Look for mathematical structures such as categories, patterns, and properties.

1. Warm Up
Math Talk: Mental Math and Fluency
Pose facts one at a time. Students give the sum or difference and explain how they find the answer.

Daily Routines
Have students complete daily routines.

2. Focus
Math Message: Draw these shapes on your slate:
– Draw a shape with 3 sides and 3 angles.
– Draw a shape with 1 or 2 pairs of parallel sides.
– Draw a shape with 1 right angle.

Comparing Shapes (Whole Class/Small Group/Partner)
Math Message Follow-Up: Have students share what they notice about the shapes they drew. Ask: How are some of the shapes alike? How are some of the shapes different? Remind students that the number of sides, the number of angles, the number of vertices, the lengths of sides, the number of pairs of parallel sides, and the number of right angles are all different attributes of shapes.

Explain to students that in today’s lesson they will describe shapes in terms of their attributes, build polygons out of trapezoids, and form equal shares on a geoboard.

After explaining the Explorations activities, assign groups to each one. Plan to spend most of your time with students working on Exploration A.

Exploration A: Identifying Mystery Shapes (Small Group)
Activity Card p. 107; Math Journal 2, p. 217
To explore attributes of shapes, partners take turns figuring out mystery shapes based on their attributes. Without looking, one partner reaches inside a bag or a box containing a Shape Card, feels the shape, and describes the shape’s attributes without saying its name. Based on this description the other partner draws the shape on journal page 217. Partners compare the drawing to the shape. As students are engaged in the activity, ask questions such as the following: What geometry words are you using to describe the shapes?

Exploration B: Making Pattern-Block Worktables (Small Group)
Activity Card 108; Math Masters, p. 239

To explore building different polygon shapes from trapezoids, students pretend that trapezoid pattern blocks are small tables and that you, their teacher, want to make larger worktables by fitting the small trapezoid tables together. Students follow the directions on Activity Card 108 to make tables of varying sizes and shapes.

They use a Pattern-Block Template to record their shapes on Math Masters, page 239. Group members compare their results to find as many different worktables sizes and shapes as possible.

Exploration C: Partitioning Shapes into Equal Parts (Small Group)
Activity Card 109; Math Masters, p. TA10
To explore equal parts, partners partition shapes on geoboards into equal parts. One partner forms a shape on a geoboard with one rubber band. The other partner tries to divide the shape into 2 (or 3 more) equal parts using additional rubber bands. Students record their results on the 7 x 7 geoboard dot paper on Math Masters, page TA10.

Summarize
Have students share two attributes they used in describing the shapes in Exploration A.

3. Practice
Playing Array Concentration (Partner)
Math Masters, p. G31
Have partners play Array Concentration to practice finding the total number of objects in arrays and writing corresponding addition number models.
Observe:
– Do students have efficient strategies for finding the total number of dots in an array?
– Which students need additional support to understand and play the game?
Discuss:
– How did you find the number of dots? Is there a faster way?
– How do you know your number model matches the array?

Review/Games

Goals:
– Make connections between representations.
– Use mathematical models to solve problems and answer questions.
– Think about accuracy and efficiency when you count, measure, and calculate.
– Solve your problems in more than one way.
– Make mathematical conjectures and arguments.
– Use structures to solve problems and answer questions.

Exploring Arrays
What You Need
Exploring Arrays Record Sheet, page 112
cubes
paper clip

What to Do
Work with a partner
1. Spin the paper clip. Take the number of cubes that matches the number on which the paper clip lands.
2. Build an array using your cubes. The array should have the same number of cubes in each row. No cubes should be left over.
3. Record the number and draw the array on Exploring Arrays Record Sheet, page 112.
4. Build a different array with your cubes and record your work. The array should have the same number of cubes in each row with no cubes left over.
5. Repeat Step 1-4.

Talk About It
Describe your arrays to your partner.
My array has ___ rows. There are ___ cubes in each row.
My array has ___ columns. There are ___ cubes in each column.

Adding Four 2-Digit Numbers

What You Need
spinner
paper clip
paper
pencil

What to Do
Work with a partner or by yourself.
1. Spin the spinner 4 times.
2. Write an addition problem using the numbers from the spinner.
3. Solve your addition problem.
4. Repeat 3 more times.

Talk About It
Tell someone which numbers you added first and why.

Unit 8 Assessment
Skills:
– Draw a 3 or 4-sided shape with or without a right angle.
– Name and explain polygons (triangles, quadrilaterals, pentagons, hexagons).
– Recognize parallel sides in a polygon.
– Name attributes of 3-dimensonal shapes, such as cube, rectangular prism, pyramid, cylinder, cone, etc.) For example, a rectangular prism has 6 faces, the faces are rectangles, a rectangular prism has 12 sides and 8 vertices.
– Partition a rectangle into same-size squares.
– Draw an array with given rows and columns. Write a number model for the array.

Cumulative Assessment
Skills:
– Tell time to the nearest 5 minutes.
– Estimate and measure lengths to the nearest inch and centimeter.
– Make friendly numbers to add four 2-digit numbers (e.g.13 + 12 + 17 + 28 = ? Add 13 and 17 first. Then add 12 and 28, etc.)
– Solve comparison number stories (e.g. Taylor is 54 inches tall. Gracie is 48 inches tall. How much taller is Taylor?)
– Read and interpret a bar graph.
– Use given data to create a bar graph.

Science
Integrated with language arts
Distribute mealworms to students.
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.

Social Studies
Natural Resources
Video
Children’s: Earth’s Resources – Air, Water, Land. How to Save the Earth’s Resources by KidsEduc

Preserving Natural Resources by Kurt Patacsil

Worksheet: Natural Resources
Students work in pairs to discuss and sort natural resources into categories. Each pair selects a natural resource and explains ways to conserve the natural resource.

Caring for Natural Resources
Objective: Students will learn about conservation through recycling.
There are over six billion people in the world today. Therefore, the natural resources need to be protected.
Conservation is one way of preserving earth’s natural resources.
When you conserve you use less of an item, or use it more effectively.
Examples could include turning off water when brushing teeth or using both sides of a paper when writing.
Recycling is another way to help the world.
Describe to me what it means to recycle.
When you recycle you take something and use it again.
What are some ways to encourage their communities to recycle?
Pollution can negatively affect out natural resources.
Can someone describe to me what pollution is?
Pollution is when natural resources are polluted. Garbage can cause pollution in communities.
What are some of the causes of pollution? Describe these causes. What can you do to reduce pollution?

Review for Unit Test
– Students work in pairs to complete the unit study guide to prepare for the test.

Thank you for your support.
Anh Tuan Hoang

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Week of April 24

Dear Parents and Caregivers,

We had a good turnout for report card pick-up and parent-teacher conferences. Thank you, parents, guardians, and family members. All of you had to take time out of your busy schedules to come to the conferences, and we sincerely applaud you for your dedication. Without your support for your child’s education, our jobs would not be as exciting and enriching as they are.

Spring break begins Monday, April 18, for students and staff members. Classes resume Monday, April 25.

The science Living Things in Their Environment test will be administered Thursday, April 28. Throughout the week of April 24, students will be reviewing by viewing videos, rereading the chapter and completing homework assignments. Please help your child review by referring to the pages RS 26 – RS 30 that students have completed in class and taken home. Pages RS 31 and 32 will be completed in class on Monday.

The second grade classrooms will take their annual field trip to the Peggy Notebaert Nature Museum on Friday, April 29. The field trip permission slip and payment are overdue. Please return them immediately upon returning from spring break if you haven’t already done so. At the museum, students will participate in a workshop entitled “Metamorphosing Monarchs” and visit the butterfly atrium. Students will need to bring a bag lunch from home on the day of the field trip, as we will be eating lunch at the museum. Please label the lunch bag with your child’s name.

Balanced Literacy
Independent Reading (30-35 minutes at the beginning of each day). Differentiated instruction is provided at this time as well as throughout the lessons.
Differentiated Instruction/Formative Assessments:
– TRC Progress Monitoring
– 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: Reading A to Z Awesome Ants by Rus Buyok
Word Study: Word Sorts: Adding –ing to Words With VC and VCC Patterns
Spelling Words
Math Center: Making Equal Parts
Students use pattern blocks to make equal parts
Technology Center: A.R. on IPads
Reader’s Theater: Rapunzel
MTSS:
– Letter Name Fluency (Tier 3)
– Intensive Reading Support with Leveled Literacy Intervention Blue System Level D (Tier 3);
Level I (Tier 2)

Phonemic Awareness: The Skills That They Need To Help Them Succeed! by Michael Heggerty, Ed.D.
Week 30
Rhyming (Words change daily)
– Teacher gives the rime. Students make rhyming words ending with the given rime.
Ex. T: ack S: black, knack, etc.
Onset Fluency (Words change daily)
– Teacher says the word pair. Students open their eyes if the word pair begins with the same vowel sound. Students close their eyes if the word pair do not begin with the same vowel sound.
Blending (Words change daily)
– Teacher says individual phonemes. Students listen and they say the whole word.
Ex. T: /b-a-k-e-r/ S: baker
Identify Final and Medial Sounds (Words change daily)
– Teacher says the word in regular voice. Students repeat the word and “punCH ouT the sOUnd!”
Ex. T:/yawn/ S: yAWn
Segmenting (Words change daily)
– Teacher says the whole word. Students repeat the word and chop it into phonemes. Example, T: winner S: winner /w-i-n-er/
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 or word part. Students repeat the word or word part. Teacher says add /*/ at the beginning and the word is? *Use sounds
Deleting Phonemes
– Teacher says the word. Students repeat the word. Teacher says without the /*/ and what is left? *Use sounds

Building Classroom Community based on CHAMPS A Proactive & Positive Approach to Classroom Management by Randy Sprick, Ph.D.
Reading Workshop and Writing Workshop based on A Curriculum Plan for The Reading Workshop and Units of Study in Opinion, Information, and Narrative Writing by Lucy Calkins and Colleagues from The Reading and Writing Project
Morning meeting:
– Sharing: Students share their journal writing entries or something that is meaningful to them.
– 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: Sing “Icky Insects” by Silly Bus You Tube

Day 1:
Morning Meeting
Morning Message: Today is Monday, April 25, 2016. We will read and discuss about insects.
Inquiry Question: How are insects important to our environment? Share what you know with a classmate!

Reading
Unit 6 Nonfiction Reading Clubs
Launching The Unit
This part is all about reminding children that they already know a lot about how to read nonfiction and that it’s time to switch from thinking about characters to reactivating that nonfiction mindset. Bring out your old nonfiction charts. Remind children of all they know.
Explain to students about book clubs:
– A reading club is formed around a basket of books that has been collected because the books relate to one another in some way.
– A reading club doesn’t involve a particular task, other than reading and talking about books.
– Reading clubs aren’t a permanent daily structure of every reading workshop period all year, but instead are used a couple times a year for two to four weeks at a time.
– In a reading club, readers partner with other children who are reading at about the same reading level and have the same or similar interests.
– Partners read and talk about texts in their reading clubs, and then they ponder questions, develop ideas, develop theories, celebrate discoveries, and so on.
– The work that students do in reading clubs allows them to become experts on their topics and increases their comfort and familiarity with different kinds of texts and reading strategies.
– Club and partnership work are teacher-supported as the teacher confers with individuals, partners, and club members.
– Reading clubs are in addition to, not instead of, daily independent reading.
Assign students into clubs.
During conversations, mentor children in the kind of independent talk they will initiate in their club. When mentoring students’ conversations, exemplify the kind of independent thinking that students are expected to do as they read.
– Students read independently or with a partner.

Interactive Read-Aloud: Insects by Melissa Stewart

Questions to guide the read-aloud
– What are the characteristics of an insect?
– What is unique about an insect?
– How do insects travel?
– Are insects important to our environment? Why?
– Teachers present the rubric to explain expectations for the insect All-About Books.

(Discussion points used the following day to model note taking for insect research projects.)
– Students work in pairs to view books on insects.

Day 2:
Morning Meeting
Morning Message: Today is Tuesday, April 26, 2016. We will continue to discuss animal adaptation.
Inquiry Question: How do animals survive in the desert? Share what you know with a classmate!

Reading
Using the read aloud to review with students that when we read nonfiction texts independently, we don’t just roar on, tearing through the text at the speed of a Ferrari. We pause quickly and often to collect our understanding. We think, “What have we learned so far?” or “What was this part about?” and hold this information in our mind as we move forward in the book. Of course, when readers stop to recollect what we’ve just read, we are likely to be more mindful, also, of what ought to come next. Tell students they need to learn to categorize text into sections to make sense of the sections, and teach them how to make mental containers as they read and drop the information they learn into the various categories.
– Students read independently or with a partner.

Writing
Insects Research (All About Book)
Interactive Read-Aloud: Bugs Are Insects by Anne Rockwell p.1-15

– Using a graphic organizer, teachers model how to take notes for chapter one, which is what is an insect and its characteristics.
– Teachers review the rubric to explain expectations for writing the characteristics of insects for their All-About Books.
– Students collaborate in pairs to read and discuss the characteristics of insects, and to generate ideas for their writing (Chapter One: Characteristics of Insects).
-Students work independently to take notes on the characteristics of insects.

Day 3:
Morning Meeting
Morning Message: Today is Wednesday, April 27, 2016. We will build equal groups and arrays and write number models for them.
Inquiry Question: How does making equal groups or arrays help you write addition models?
Share your thinking with a classmate!

Reading
Unit 6 Nonfiction Reading Clubs
Part One: We Know How to Be Strong Nonfiction Readers, and Now We Can Do That with Our Club
This part is all about reminding children that they already know a lot about how to read nonfiction and that it’s time to switch from thinking about characters to reactivating that nonfiction mindset. Bring out your old nonfiction charts. Remind children of all they know.
“Today I want to teach you that we need to come to our clubs prepared to talk about our topics. One way we can do this is to really listen to the text. We don’t just read with explaining voices; nonfiction readers, in fact, actually explain the text to ourselves as we go along—we pause after a few words and explain whatever we’ve read to ourselves, using our own words if we can. It’s almost like the explaining voice in our head is a real teacher who makes sure we understand each section before moving on. Then we will be ready to explain and talk in our clubs about our topic.”
– Students read independently or with a partner.

Writing
Insects Research (All About Book)
Interactive Read Aloud: Bugs Are Insects by Anne Rockwell p.16-33

– Using a graphic organizer, teachers model how to take notes for chapter one; what are the specific characteristics of each student’s chosen insect.
– Teachers review the rubric to explain expectations for writing the characteristics of insects for their All-About Books.
– Students collaborate in pairs to read and discuss the characteristics of each student’s chosen insect, and to generate ideas for their writing (Chapter One: Characteristics of each student’s chosen insect).
– Students work independently to take notes on the characteristics of their chosen insects.

Day 4:
Morning Meeting
Morning Message:
Today is Thursday, April 28, 2016. We will continue to read, discuss and take notes about the insect we’ve chosen for our research.
Inquiry Question: How do the characteristics of your chosen insect help the insect survive and thrive in its environment? Share what you know with a classmate!

Reading
Unit 6 Nonfiction Reading Clubs
Part One: We Know How to Be Strong Nonfiction Readers, and Now We Can Do That with Our Club
“Today I want to teach you that we need to come to our club ready to talk about the main ideas about our topic. We can figure out the main idea by noticing the who and what of the page or part. This helps us name the subject and the action as we read. To find the main idea, we can think, ‘What’s the relationship between the who and the what?’ and ‘How can I say this main idea as a sentence?’ ”
– Students read independently or with a partner.

Writing
Insects Research (All About Book)
Interactive Read-Aloud: Bugs and Other Insects by Bobbie Kalman and Tammy Everts p. 4-5

– Teachers model to students how to elaborate on the notes we have taken to write a paragraph about their insect’s characteristics.
– Students discuss/practice with a partner how they would elaborate their notes.
– Using their notes, students begin composing a paragraph about their insect’s characteristics.

Day 5
Today is Friday, April 29, 2016.
Spelling Words:
(The following words will be tested on Friday, May 6.)
badly, madly, quickly, weekly, daily, sadly, gladly, proudly, softly, loudly, bravely, pattern, describe, extend, simple, determine

Field Trip to Peggy Notebaert Nature Museum

Math
Lesson 8-7 Partitioning Rectangles, Part 2
Students partition rectangles into same-size squares.

Goals:
– Reflect on your thinking as you solve your problem.
– Make sense of the representations you and others use.

1. Warm Up
Math Talk: Mental Math and Fluency
Pose one fact at a time. Students explain how they find the answer.

Daily Routines
Have students complete daily routines.

2. Focus
Math Message: Take one square pattern block. Complete Problem 1 on journal page 206.

Partitioning Strategies (Whole Class/Small Group/Partner/Independent)
Math Message Follow-Up: Have students share their strategies for partitioning the rectangle in problem 1 on journal page 206 into same-sized squares. Display a drawing that shows equal rows with equal numbers of close-to-same-size squares in each row.
Have students run a finger along each row on their rectangles. Ask:
– How many rows does your drawing have?
– How many squares are in each row? Have students check that they have the same number of squares in each row.
– Where are the columns? Point to them.
– How many columns are there?
– Why does this rectangle have 2 columns? Count the squares in the first row aloud while pointing to each square: 1, 2. Point out that each square in the first row is at the top of a new column. Count the columns aloud as you run your finger down the columns from top to bottom: 1, 2.
– How many squares are in each column?
– Why does this rectangle have 3 squares in each column? Count the squares in the first column. Point out that each square is at the beginning of a row.

Draw students’ attention to the picture of the square to the right of the rectangle in Problem 2 on journal page 206. Explain that they will use the picture to help them figure out how many squares of that size are needed to cover the rectangle. Have students imagine that they are picking up the square and using it to partition the rectangle the same way they used the square block to partition the rectangle in Problem 1. As students work, check to make sure that they are drawing the same number of squares in each row and that the squares are about the same size.

Ask students to share their strategies for determining how many squares are needed to cover the rectangle. Some students may have visually estimated how many squares will fit in one row and one column, while others may have used their fingers or marks on paper to help them estimate. Ask: How were you able to make sure that your squares were the same size?
Invite volunteers who drew equal rows of close-to-same-size squares to demonstrate how they drew their size squares.
Have students complete Problem 3. Bring the class together to share their strategies.

Differentiate: Adjusting the Activity
If students struggle drawing the same number of squares in each row in Problem 3, suggest that they draw one row of squares at the top of the rectangle and then the first square on the left in each of the other rows. Then have them place their fingers on the first square in each row and run their fingers across the rectangle to help visualize each row. Ask: How many rows are there? How many squares should there be in each row?

Partitioning into Same-Size Squares (Whole Class/Small Group/Partner/Independent)
Draw students’ attention to journal page 207. Point out that there are no pictures to show the size of the squares that are supposed to cover each rectangle. Instead, students are given the number of rows and the number of squares in each row.

Display a rectangle and say: I have to partition this rectangle into 2 rows with the same-size squares in each row. Suppose I make each row this tall. (Make a mark too low.) Will two rows fill up the rectangle? What about here? (Make a mark too high.) Where should the mark be? Make a mark halfway between the top and bottom edges of the rectangle and draw a line to partition it into 2 equal rows. Say: Now I have to draw 3 squares in each row. Invite a volunteer to make marks for the squares in the top row. Ask: How can we check to make sure that these squares are the same size?
Before students begin work on journal page 207, ask them what they should think about as they partition the rectangles. Expect responses to include the following ideas:
– All the squares should be the same size.
– There should be the same number of squares in each row.
– There should be the same number of squares in each column.
Circulate as students complete journal page and check that they are drawing the correct number of rows with the same number of squares in each row. Encourage them to help each other check whether their squares are the same size.

Differentiate: Common Misconception
Watch for students who partition their rectangles into too many rows or one too many columns. Suggest that they run their fingers along each row or column as they count. As they adjust their drawings, have them check that the squares are the same size.

Assessment Check-In
Expect that most students will be able to partition the square in Problem 1 into two rows with two same-sized squares in each row and count the total number of squares. If students struggle making the same-size squares, suggest that they use a square pattern block as a reference.

Summarize
Have students discuss their strategies for partitioning the rectangles in on journal page 207 into same-size squares.

3. Practice
Solving Addition Problems (Partner/Independent)
Math Journal 2, p. 208
Students add 2-and 3-digit numbers. As needed, encourage them to draw open number lines, use base-10 blocks, or use the number grids or number lines on the inside back covers of their journals.
Students complete Math Boxes 8-7 (Independent/Partner)

Lesson 8-8 Equal-Groups and Array Number Stories
Students solve number stories about equal groups and arrays.

Goals:
– Make sense of the representations you and others use.
– Make connections between representations.
– Model real world situations using graphs, drawings, tables, symbols, numbers, diagrams, and other representations.

1. Warm Up
Math Talk: Mental Math and Fluency
Pose one fact at a time. Students explain how they find the answer.

Daily Routines
Have students complete daily routines.

2. Focus
Math Message: Jermaine bought 3 packs of gum. There are 5 sticks of gum in each pack. How many sticks of gum did he buy? Draw pictures to help find the answer.

Discussing Equal Groups and Arrays (Whole Class/Small Group)
Math Message Follow-Up: Ask students to share their drawings and solution strategies. Expect a variety of representations, including drawings of groups, arrays, or tallies. Strategies may include counting the objects in the picture by 1s, counting by 5s, adding 5s, or doubling 5 and then adding 5 more.
Ask: What do these drawings have in common? Tell student that groups with the same number of objects in them are called equal groups. Stories that involve finding the total number of objects in sets of equal groups are called equal-groups number stories. Ask volunteers to explain how their drawings show the equal groups from the story.

Ask students to suggest number models for the Math Message problem. Some students may suggest 5 + 5 + 5 = 15. Ask: How does this number model show what is happening in our drawings?
Some students may suggest the number model 3 x 5 = 15 to represent the story. If so, explain that this is a multiplication number model and that multiplication as an operation involves finding the number of objects in equal groups or rows. Explain that when students solve equal-groups number stories, they are doing multiplication.

Write 5 + 5 + 5 = 15 and, if someone suggest it, 3 x 5 = 15. Have students practice reading the number models as “3 groups of 5 each is 15 in all.”

Look for students who drew arrays to represent the Math Message problem. Ask them to share their drawings, or, if no one drew and array, sketch one yourself. Remind the class that a rectangular array is an arrangement of objects or symbols in rows and columns. Point out that an array is one way to represent equal groups because all of the rows have the same number of objects and all of the columns have the same number of objects. Ask: How are the equal groups from the gum problem represented in this array? The equal groups in this problem could be represented by either the rows or the columns n an array, depending on whether students drew 3 rows of 5 or 3 columns of 5. But students should recognize that the number story calls for 3 groups of 5 each, not 5 groups of 3 each. The number model 5 + 5+ 5= 15 is more appropriate for this problem than 3 + 3 + 3 + 3 + 3 =15.
Explain that many real-life objects are arranged in arrays. Pose the following number story: There are 2 rows of eggs in a carton. There are 6 eggs in each row. How many eggs are there in all? Ask student to draw a picture and solve.

Ask volunteers to share their drawings and answers. Expect most students to draw an array like the one shown in the margin. Ask: What number model could we write for this story and drawing? How could we read this number model?

Differentiate: Adjusting the Activity
Have students sketch the array, circle each row, and write 6 at the end of each row. This may help students see how 6 + 6 = 12 represents the array.

Tell students that the egg problem is an example of an array number story, which is one kind of equal-groups number story. In an array story the equal groups can be either the rows or the columns.

Tell students that they will solve and write number models for more equal-groups and array number stories. Although it is not important for students to be able to distinguish between equal-groups and array number stories, it is important that they have experience with both.

Solving Equal-Groups and Array Number Stories (Whole Class/Small Group/Partner)
Pose number stories involving equal groups or arrays of objects. Tell students to work with their partners and use drawings to model and solve each problem. After each number story, have volunteers share their strategies. Then work as a class to write an addition (and, if appropriate, a multiplication) number model to represent the number story. As students share number models, guide them to practice reading the number models aloud. They should use language such as the following:
– 3 equal groups of 2 is 6.
– 2 columns of 4 each is 8 all together.
– 3 rows of 7 each makes 21 in all.
Suggested number stories:
– Your family has 3 bicycles. Each bicycle has 2 wheels. How many wheels are there in all?
Sample Strategies:
– Make or draw 3 groups of 2 and count the objects by 1s.
– Skip count by 2s, moving from group to group: 2, 4, 6.
Provide additional samples. After the class has solved them, have students work in partnerships or small groups to complete journal page 210. Students should draw a picture or an array to model each number story. Encourage them to make quick, simple sketches using dots or Xs. Then find the total number of objects and write a number model.

Assessment Check-In
Expect that most students will be able to correctly solve the number stories on journal page 210 using drawings and be able to write addition number models. If students struggle finding the totals, suggest that they use counters to model number stories before drawing their pictures.

Summarize
Have students share with a partner one strategy they can use to find the total number of objects in equal groups or arrays.

3. Practice
Playing Beat the Calculator (Small Group)
Observe:
– Which facts do students know from memory?
– Which students need additional support to play the game?
Discuss:
– What strategies did you use to solve the facts you did not know?
– Why is it helpful to know addition facts?

Students complete Math Boxes 8-8 (Independent/Partner)

Lesson 8-9 More Equal Groups and Arrays
Students build equal groups and arrays and write number models for them.

Goals:
– Create mathematical representations using numbers, words, pictures, symbols, gesture, tables, graphs, and concrete objects.
– Make sense of the representations you and others use.
– Make connections between representations.

1. Warm Up
Math Talk: Mental Math and Fluency
Pose subtraction problems. Students explain how they use ballpark estimates to help them find the answer.

Daily Routines
Have students complete daily routines.

2. Focus
Math Message: Complete Problem 1 on journal page 212. Share your number story with a partner.

Sharing Number Stories (Whole Class/Small Group)
Math Message Follow-Up: Invite students to share their number stories and drawings. Some students may have written equal-groups stories and others may have written arrays stories. For example:
– Amy has 3 bags of apples. There are 4 apples in each bag. How many apples does Amy have in all? She has 12 apples.
Make sure a variety of stories and drawings are shared. If no one drew an array to represent their story, choose one story and ask students how they might represent it with an array.

Ask students to compare a drawing showing equal groups that are not represented in an array (such as the drawing for the apple story) with a drawing of an array. Ask: How are these drawings similar? Do both pictures match the number model? How can you tell?

If your class used multiplication number model in Lesson 8-8, ask students to suggest a multiplication number model that matches the drawings. Ask: How can we read the number model in words?

Tell students that solving number stories like these depends on being able to think about equal groups. For more practice with this, they will use counters to build equal groups and arrays and then write number models to represent them.

Building Equal Groups and Arrays (Whole Class/Small Group)
Math Journal 2, p. 212
Distribute 36 counters to each student and one die and one slate to each partnership. Explain the following directions:
1. Partner A rolls the die. This is the number of groups, rows, or columns.
2. Partner B rolls the die. This is the number in each group, row, or column.
3. Partner A uses counters to make equal groups (not arranged in an array) to match the numbers. Partner B uses counters to make an array to match the numbers.
4. Partner A find the total number of counters in the equal groups, and Partner B finds the total number of counters in the array. Partners compare their totals to make sure they are the same.
5. Partner A writes a number model on the slate to match the counters. Partner B reads the number model in words.
6. Partners switch roles and repeat the activity.
Model a sample round for the class.

Sample Round
– Partner A rolls a 2. Partner B rolls a 3.
– Partner A makes 2 groups of 3 counters each. Partner B makes an array with 2 rows of 3 counters each.

Partner A writes 3 + 3 = 6 or 2 x 3 = 6 on the slate. Partner B reads the number model aloud as “2 groups of 3 is 6 all together.” Circulate and observe as students build equal groups and arrays and write and read the number models. As appropriate, guide them to skip count or add to find the total number of counters rather than counting by 1s. Encourage students to read the number models using language about equal groups (or rows or columns). They should say “2 groups of 3 is 6 all together” rather than “3 plus 3 is 6” or “2 times 3 is 6.” Using equal groups language helps students build a conceptual foundation for multiplication.

When students have several chances to practice both roles, tell them to each record their final set of equal groups, their final array, and the matching number model on the bottom of journal page 212. If students write multiplication number models, ask them to also write addition number models and discuss the connections between the two number models with their partners.

Differentiate: Adjusting the Activity
If students struggle to build the arrays, provide a 6-by-6 grid with rows and columns labeled. After the first roll, students place the first counter in each row. After the second roll, they fill in each row with the correct number of counters.

Assessment Check-In
Expect that most students will be able to use counters to create arrays, draw them on journal page 212, and record addition number models. If students struggle to write addition number models, encourage them to circle each row or each column in their arrays to highlight the idea of equal groups. Then help them connect the groups to the equal addends in their number models.

Summarize
Have students use counters to solve the following problem and share their answers. Ask: Which will have more counters – an array with 3 rows and 5 in each row or an array with 5 rows and 3 in each row?

3. Practice
Playing Basketball Addition (Small Group)
Observe:
– Which students can add the numbers to find the total score?
– Which students need additional support to play the game?
Discuss:
– Which numbers did you choose to add first? Why?
– Can you use another strategy to add the numbers?

Students complete Math Boxes 8-9 (Independent/Partner)

Lesson 8-10 Playing Array Concentration
Students play Array Concentration to practice finding the total number of objects in arrays and writing corresponding number models.

Goals:
– Make connections between representations.
– Use mathematical models to solve problems and answer questions.
– Think about accuracy and efficiency when you count, measure, and calculate.

1. Warm Up
Math Talk: Mental Math and Fluency
Pose addition and subtraction facts one at a time. Students answer orally and explain how they find the answer.

Daily Routines
Have students complete daily routines.

2. Focus
Math Message: Work with a partner. Suppose there are 12 desks in a classroom. Use your counters to find at least two ways to put the desks in rows with the same number of desks in each row. Draw your arrays on journal page 214. Write an addition number model for each array.

Arranging Desks (Whole Class/Small Group)
Math Message Follow-Up: Remind students that when they arrange things in equal rows, they are making arrays. Ask volunteers to share their arrays and number models. If students wrote multiplication number models, ask them to suggest addition models as well.

Record student’s arrays and number models. Ask students to continue sharing answers until no one has a different answer to share. Then have students look at all the number models. Ask: How are these number models alike? Focus the discussion on the idea that there are several different ways to arrange the 12 desks in equal rows.

Have students use their counters to arrange the desks in equal rows of 5. Ask: Can we make equal rows of 5? Why or why not? What would a number model for this arrangement look like? Does this number model have addends that are all equal? Is this arrangement an array? Ask: Did we find all the different ways to arrange 12 desks in equal rows? How could we check? If no one mentions it, suggest the following strategy: check whether we can make rows of 1, then rows of 2, then rows of 3, and so on, until we have all possible arrays for 12.

Work together as a class to find any missing arrays and add them to the class list. Students can record additional arrays on journal page 214. Remind them to check that in each array, all the rows have the same number of desks. They should also check that in each number model, all the addends are equal.

Tell students that they will play a game to practice finding how many objects are in arrays and writing corresponding number models.

Discussing the Array Cards (Whole Class/Small Group/Partner)
Have each partnership cut out one set of Array Connection Number Cards and one set of Array Concentration Array Cards. Tell students to write an N on the back of each number card and an A on the back of each array card to help them keep the two decks separate.

Have students find the array card that says “2 by 3” at the bottom. Ask them what they think “2 by 3” might mean. If no one suggests it, explain that this is a short way to describe and array that has 2 rows and 3 columns.

Academic Language Development: To reinforce students’ understanding and use of the phrase ___ by ___ (for example, 3 by 2) to describe the rows and columns in an array, have them work in pairs to label everyday objects laid out in arrays. For example, give students different-size muffin pans that they might label 3 by 2, 3 by 4, or 4 by 6 (depending on the size.) Provide sentence frames that students can use to describe their arrays: “My ___ has an array of ___ by ___. My ___ has ___ rows and ___ columns.”

Next, have students find the 4-by-5 array card. Ask students to share strategies for finding the total number of dots in the array.
Sample strategies:
– Count all the dots by 1s to get 20.
– Skip count by 5s as you point to each row: 5, 10, 15, 20. Or add 5s as you point to each row: 5 + 5 + 5 + 5 = 20.
– Add 4s as you point to each column: 4 + 4 + 4 + 4 + 4 = 20.

Ask: Which strategies might help you find the total fastest? Why?

Introducing and Playing Array Concentration (whole Class/Partner)
Playing Array Concentration provides practice finding the total number of objects in arrays and writing corresponding addition number models. Play a few sample rounds to introduce the game. Students play the game in partnerships.

Observe:
– What strategies are students using to find the total number of dots in each array? Which students have efficient strategies?
– Which students need support to understand and play the game?
Discuss:
– How did you find the number of dots? Is there a faster way?
– How do you know your number model matches the array?

Assessment Check-In
Expect that most students correctly match number cards add array cards and write correct addition number models for the arrays on Math Masters, page G13. If students struggle matching the arrays to the number cards or writing number models, have them copy the array onto a sheet of paper and mark rows, columns, or individual dots as they count to help them keep track.

Summarize
Have students share the arrays for which they easily found the total numbers of dots and the arrays for which they had to use strategies to find the totals.

3. Practice
Solving Subtraction Problems (Partner/Independent)
Students complete Math Journal 2, p. 215. Students use strategies to subtract. As needed, encourage them to choose and use tools such as base-10 blocks or the number grids or the number lines on the inside back covers of their journals.
Math Boxes 8-9 (Independent/Partner)

Science
Review for Unit Test
What are Food Chain and Food Webs?
Students work with a partner to read pages 172 to 179 from their Science Book and complete the Lesson Quick Study RS 31 – RS 32.
Questions:
What is always at the beginning of the food chain?
What is a producer?
What is a consumer?
How might a food web be disrupted if one species in the food web is removed? What would happen?

Student watch and discuss “Desert Adaptations” from You Tube by MesquiteScience
“How do animals survive in the desert?” by You Tube BBC Earth Unplugged
Questions:
What are the characteristics of a desert?
How have plants and animals adapted to living in deserts?

Student watch and discuss
“Exploring the Coral Reef: Learn about Oceans for Kids” by You Tube by Free School
“Food Chain and Food Web Lesson” from You Tube Turtlediary
Questions:
How do ocean animals stay safe?
How have plants and animals adapted to living in the ocean?
How do coral reefs help fish to survive?

Living Things in Their Environment Test

Social Studies
Using Tables:
Objective: Students will understand the characteristics of tables. Also, students will create their own table.
A table is a chart that is used in many non-fiction texts to organize information.
It is important to know how to read these tables.
Tables have many characteristics! Show a chart on the Smart Board. Begin teaching about the characteristics of the chart.
The title shows what information can be found on a table. It is important to look at all of the titles on charts because sometimes a chart can tell more than one thing.
To read a chart you must down the column and across the row.
Have students go back and work with their learning partners to work with a chart. They must answer these questions:
What is the title of the table?
What does the table show?
How is the information organized?
Write something you learned from the table.

Using Map Scales
Objectives:
– Recognize that maps can be different sizes.
– Define map, scale
– Use a scale to find real distances.
Display two United States maps that are different sizes. Ask children to describe the differences between the maps. Then have them tell how maps are different from the actual areas that they show.
Why It Matters:
Explain that maps not only show where places are located, they also can tell the distances between places. Ask children why it would not be practical to make a map that is as large as the area it shows. Explain that distances and places on maps are smaller than their real sizes and that a map scale can tell you how much smaller.
What You Need to Know:
Explain to children that once they know how far apart two places are on a map, they can find out how far apart they are in real life. Emphasize that a map scale can show them that a certain distance on the map stands for longer, real distance on Earth. For example, 1 inch on a map might stand for 1 mile on land. Point out that not all map scales are the same size. You can use the scales on the two United States maps you displayed as an example.
Why might 1 inch stand for 10 miles on one map and for 100 miles on another map?
Emphasize the importance of marking accurately when using a scale strip. Remind children to distinguish between miles and kilometers on the map scale.

Students play continents and oceans games from http://www.sheppardsoftware.com/World_Continents.htm

Oceans and Continents Quiz
Students identify names of oceans and continents from a given map.

Thank you for your support.
Anh Tuan Hoang

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Week of April 17

Happy Spring Break!

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