Week of March 1

Dear Parents and Caregivers,

The Equal-arm Balance Science quiz will take place on Thursday, March 5. We will send home the study guide on Monday, March 2 as homework. Please have your child complete and return it on Tuesday, March 3. Students should utilize the graded study guide and their science writing they have done for homework to prepare for the quiz.

For social studies, we will begin a unit on land and water. The vocabulary cards for this unit will be sent home on Monday, March 2. Please have your child read and discuss the vocabulary to reinforce the content being taught in school. The vocabulary quiz will be administered Monday, March 9.

The Unit 7 Math assessment will be given on Wednesday, March 11. Please help your child review the graded homework on a regular basis to ensure success.

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:
Phonemic Awareness: The Skills That They Need To Help Them Succeed! y Michael Heggerty, Ed.D.
Week 24 (Different words will be given each day.)
Rhyming: Teacher says a real word. Students make nonsense rhyming words from it.
Onset Fluency: Teacher says the word. Students repeat the word, and then isolate the beginning onset.
Ex: T: kite S: /k/
Blending: Basic sight word review
Teacher says individual phonemes. Students listen and then say the whole word.
Identifying Final and Medial Sounds: Teacher reads the word series. Students say the requested sound (varies by day).
Tues & Wed: Final Sound, Thurs & Fri: Medial Sound
Segmenting: Basic sight word review
Teacher says the word. Students repeat the word and chop it into phonemes. Ex. T: too, S: too; t-oo
Substituting: Teachers says the word. Students repeat the word. Teacher says change the /*/ (underlined word) to /*/ and the word is?
Ex. T: waterfall, S: waterfall, T: change the/fall/ to /melon/ and the word is? S: watermelon
* Use sounds
Adding Phonemes: Teacher says the rime. Students repeat the rime. 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

– 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
Listening Centers: Mentor Texts Pigs and Chickens by Gail Gibbons
Word Study: Word Sorts with the patterns VCC, VCe. VVC
Word Building with Fry Spelling Words
Math Center: Finding Differences
Students work in pairs to find the difference between a 2-digit number and a multiple of 10.
Technology Center:
a. Students practice reading levels two-five sight words
c. A.R. on mini- IPads
d. Kindle books related to the Guided Reading Themes and Stories embedded sight words.

Building Classroom Community based on CHAMPS A Proactive & Positive Approach to Classroom Management by Randy Sprick, Ph.D. and The Morning Meeting Book by Roxann Kriete
Reading 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) based on Morning Meeting Ideas by Susan Lattanzi Roser
– Greeting: Students greet each other in a language of choice.
– Sharing: Students share what they have written or something that is meaningful to them.
– Group Activity: Read “My Love for You” from Sing a Song of Poetry by Fountas and Pinnell p. 182

Day 1:
Morning Meeting
Morning Message: Today is Monday, March 2, 2015. We will learn to identify different kinds of landforms and bodies of water.
Inquiry Question: What are the advantages and disadvantages of living near the water? Discuss your answer with a classmate.

Reading and Writing Workshops
Poetry Unit

Reading
Interactive Read Aloud: “The Moon” by Robert Louis Stevenson
Read, discuss and point out the mood of the poem.
Students read independently. Ask them to pay attention to the mood in the poems they are reading.

Writing
“Big Thoughts in Small Packages”
Bend 2: Delving Deeper: Experimenting with Language and Sound to Create Meaning
Session 8: Poem Are Moody
Minilesson
Connection: Point out that the weather has moods, and so do, too, poems. Share an example of a poem that has a voice—for example, of awe or respect—and point out how the poet’s decisions reflect that voice. Name the teaching point.
Teaching: Read aloud several poems with contrasting moods. Liken the poems to songs, suggesting there are different kinds of songs.
Active Engagement: Invite students to try saying a poem in different moods, using images and music that reflect the mood. Give them the topic, the content, and let them work on the mood.
Link: Remind poets that they have learned about many kinds of poetry decisions and that they can also make decisions to reflect the voice—or mood—they are trying to convey.
Students compose their poems.

Day 2:
Morning Meeting
Morning Message: Today is Tuesday, March 3, 2015. We will be collecting data on arm spans and standing jumps.
Inquiry Question: Why should data be gathered in an accurate manner? Discuss your thinking with a classmate.

Reading and Writing Workshops
Poetry Unit

Reading
Interactive Read Aloud: “Dream” by Langston Hughes
Read, discuss and point out how the author makes comparisons in the poem.
Students read independently. Ask them to pay attention to how poets use comparisons in the poems they are reading.

Writing
“Big Thoughts in Small Packages”
Bend 2: Delving Deeper: Experimenting with Language and Sound to Create Meaning
Session 9: Using Comparisons to Clarify Feelings and Ideas
Minilesson
Connection: Tell students that one way poets see with poet’s eyes is to compare things, ideas, or feelings to something else. Name the teaching point.
Teaching: Show students how to revise ordinary phrases to include comparison (comparative language,) by picturing what the ordinary phrase seems like or reminds you of. Debrief, unpacking the word you have just done.
Active Engagement: Ask the students, with their partners, to revise the remaining ordinary phrases to include comparative language. Collect their ideas and use them to complete chart.
Link: Remind students that whenever they write, they can use comparisons to help readers get a clear image of what they are writing about.
Students compose their poems.

Day 3:
Morning Meeting
Morning Message: Today is Wednesday, March 4, 2015. In science, we will explore strategies for placing objects in serial order from lightest to heaviest.
Inquiry Question: How can you use the equal arm balance to place many objects in serial order? Share your thinking with a classmate.

Reading and Writing Workshops
Poetry Unit

Reading
Interactive Read Aloud: Life Doesn’t Frighten Me by Maya Angelou
Students read independently. Ask them to pay attention to how poets use comparisons in the poems they are reading.

Writing
“Big Thoughts in Small Packages”
Bend 2: Delving Deeper: Experimenting with Language and Sound to Create Meaning
Session 10: Stretching Out a Comparison
Minilesson
Connection: Celebrate students’ earlier work with comparative language, and motivate them to enrich that work. Name the teaching point.
Teaching: Return to the mentor poem “Lullaby” by Kristine O’Connel George and draw students’ attention to how she stretches out the comparison across the entire poem. Refer to the comparative language chart. Show the class a poem you wrote earlier in which the comparison exits in only one line, demonstrating how you can extend it. Write another version of this poem in front of the students, sustaining the metaphor and thinking aloud as you go. Debrief, quickly listing the steps you took to revise the poem.
Active Engagement: Involve the students in revising a poem you prepared using a different comparison from the chart.
Link: Invite students to decide on the day’s work, suggesting that some will decide to find poems that have comparisons, and decide whether their comparisons should be stretched out.
Students work on their poems.

Day 4:
Morning Meeting
Morning Message: Today is Thursday, March 5, 2015. We will create a line plot for the data from the standing jumps.
Today’s Question: How can data be shown on a line? Discuss your answer with a classmate.

Reading and Writing Workshops
Poetry Unit

Reading
Interactive Read Aloud: “ How to Talk to a Snowman” by Beverly McLoughland and “How to Eat a Poem” by Eve Merriam
Read, discuss and point out how the authors use structures to create their poems.
Students read independently. Ask them to pay attention to the structures of the poems they are reading.

Writing
“Big Thoughts in Small Packages”
Bend 3: Trying Structures on for Size
Session 11: Studying Structure
Minilesson
Connection: Rally students’ energy for this final and most sophisticated bend in the road. Remind them of all they know about choosing a topic for a poem, and ask them to choose one. Explain to students that one thing (whether an object or an idea for a poem) can take on many different structures. Name the teaching point.
Teaching and Active Engagement: Teach by guided practice. You’ll be walking students step by step through the process of thinking of a topic, then considering several structures, then trying them on. Reveal a poem with a very distinct text structure, and ask students to annotate it with their observations. Set two students up to do so at the easel while others work at the rugs spots. Channel students to annotate a second poem, one with contrasting and distinct structure, again thinking of this structure as a possibility for their intended poems. Remind students that poets experiment with alternative structures. Recruit the class to help one student imagine his topic in one of these structures. Debrief to point out the replicable steps you just helped the class do.
Link: With their chosen topic in mind, channel students to consider different ways to build a poem around that topic, using different structures. Once you see a child writing, send that child off to work at his or her seat.
Students compose their poems.

Day 5:
Morning Meeting
Morning Message: Today is Friday, March 6, 2015. We will identify and discuss the importance of voice in poetry.
Today’s Question: What is a voice and why is it important in poetry? Discuss your answer with a classmate.

Parent Read Aloud

Spelling Test

Word Study
Spelling Words:
graph, laugh, photograph, tough, rough, enough, telegraph, phonograph, trough, cough, glyph, classify, analyze, verify, answer, model

The above words will be tested on March 13.
Teacher displays the 16 Fry words, pointing out patterns and strategies from Fountas and Pinnell such as read, copy, cover, write, and check.

Reading and Writing Workshops
Poetry Unit

Reading
Interactive Read Aloud: Once I Ate a Pie by Patricia and Emily MacLachlan
Read, discuss and point out how to see poetry with the eye of a poet, which is noticing and paying a lot of attention to details.
Students read independently. Ask them to pay attention to the details of the poems they are reading.

Writing
“Big Thoughts in Small Packages”
Bend 3: Trying Structures on for Size
Session 12: Studying a Mentor Text with Poets’ Eyes
Minilesson
Connection: Remind writers that the content of a poem can go into one structure or another. Explain to students that when they want to emulate anything—a form of writing, an activity, a process—it helps to study that thing closely and attempt to name its component parts. Name the teaching point.
Teaching: Remind students that one way to revise poetry is by studying mentor poems. Demonstrate reading a poem with the eye of a poet, noticing details. Alternate between reading and pausing to name what the poet has done. Demonstrate that the poets notice what the author has done and ask why the author has done that. Then they consider doing the same thing.
Active Engagement: Give students an opportunity to try the same techniques on the next few lines of the same poem. Convene the writers, highlight what they have said, and channel them to imagine doing similar work in their own writing.
Link: Channel students to continue studying and annotating this poem, and others, emulating what they notice as they revise the poems they wrote the previous day and write more.
Students revise their poems.

Math
Lesson 7-5 Measuring Meters
Students find personal references for metric units of measure; they choose appropriate units and tools to estimate and measure lengths.

Goals:
– Choose appropriate tools.
– Use tools effectively and make sense of your results.
– Use clear labels, units, and mathematical language.

Vocabulary: meter (m)
1. Warm Up

Mental Math and Fluency
Teachers display problems one at a time. Students solve them on their erasable boards. Encourage students to use mental strategies. (“We do”, whole class)

3 + 17 + 15 + 5 = ?
? = 12 + 26 + 14 + 8

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

2. Focus

Math Talk
Ask: What are the names of units we use to measure?
What are the names of tools we use to measure length?
(“We do”, whole class)

Introducing the Meter
Teachers remind students that inches, feet and yards are part of the U.S. customary system, and centimeters are part of the metric system.
Say: Students, in the metric system, the meter is another commonly used standard unit of length. The abbreviation for meter is m.

Display the meter stick. On the Data Class Pad, and write “ a meter is 100 centimeters long”

Teachers display a meter stick and a centimeter cube taped to a poster labeled each length.

Say: In the United States, the U.S. customary system is used for everyday purposes, whereas the metric system is used mostly for scientific purposes. Most labels on canned and packaged foods show both the metric and U.S. customary units of measure. Most countries in the world use only the metric system.
(“We do”, whole class)

Teachers distribute a meter stick, a yardstick, and tape measure to each partnership. Students compare their meter sticks and yardsticks with the tape measure. (“We do”, partners)

After several minutes, bring students back together to share their findings. (“We do”, whole class)

Examples of comments:
The tape measure is the longest of the three.
The yardstick is the shortest of the three.
The meter stick is a little longer than the yardstick.
The tape measure is easy to use when measuring around things or when measuring longer things.
All three tools are easy to use when measuring things that are straight.

Ask: About how much longer in centimeters is the meter stick than the yardstick? About how much longer in centimeters is the tape measure than the meter stick?

Note: It is not important that the students know the exact length difference between 1 yard and 1 meter. Knowing that 1 meter is a little longer than 1 yard is sufficient.

Finding Personal References for Metric Units

Students, personal references are useful when estimating lengths. In Lesson 7-4, we found personal references for U.S. customary units of length. Today, you will work with your partner to find personal references for 1 centimeter, 10 centimeters, and I meter. For example, the width of a second grader’s little finger might be about 1 centimeter.
(“We do”, whole class)

Note: Because 1 yard and 1 meter are close in length so expect some students to select the same personal references for both lengths.

Students find things that are personal references for metric units and record their work for Problem 2 on journal page 175. (“We do”, partners)

After students have completed Problem 2, bring the class back together. On the Class Data Pad, list some of the personal references that students found. (“We do”, whole class)

Estimating and Measuring Lengths
Students discuss with their partners how they might use a personal reference for 1 centimeter to estimate the length of a crayon. (“We do”, partners)

After a few minutes, bring the class back together to share ideas. (“We do”, whole class)

Ask: What other units could you use to measure the crayon?
Why not use feet or meters?

Students use their personal references for metric units to help them estimate the lengths described on journal page 178. Then they select measuring tools and measure the lengths in metric units. Students do the same for U.S. customary units. (“You do”, independent; “We do”, partners)

Summarize
Invite students to discuss the units and tools they used to estimate and measure the lengths on journal page 178. (“We do”, whole class)

3. Practice
Practicing With Fact Triangles
Students practice with Fact Triangles listing the addition facts they know and the facts they need more practice with on the Addition Facts Inventory Record, Parts 1 and 2. (“You do”, independent)

Math Boxes 7-5
Students complete the mixed practice on journal page 179. (“You do”, independent; “We do”, partners)

Lesson 7-6 Generating Data: Standing Jumps and Arm Spans (2 Days)
Students measure lengths to the nearest centimeter and to the nearest inch.

Goals:
– Use tools effectively and make sense of your results.
– Use clear labels, units, and mathematical language.

Vocabulary: arm span

1. Warm Up
Mental Math and Fluency
Teachers dictate 2- and 3-digit numbers and have students mentally add or subtract 100, recording their answers on erasable boards. (“We do”, whole class)

Add 100 to 500.
100 to 640
100 to 890

Subtract 100 from 500.
100 from 220
100 from 830

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

2. Focus
Math Talk
Say: One friend measures your arm span in inches. Another friend measures your arm span in centimeters.
Who do you think will report the larger number? Why?
(“We do”, whole class)

Measuring Arm Spans
Teachers have a volunteer stand with his or her arms fully extended. Arm span is the distance from fingertip across outstretched arms. Have the class make an estimate of the lengths of the volunteer’s arm span in inches. Then one helper holds the end of the tape measure at the tip of the volunteer’s right middle finger as the second helper pulls the tape tight across the volunteer’s chest. The second helper then holds the tape at the tip of the left middle finger and reads the tape to the nearest inch.
Turn the tape over, repeat the procedure, and have the second helper read the tape to the nearest inch.

Ask: Is the number larger when you measure in inches or centimeters? Why?

Repeat this procedure several times with different volunteers and helpers. Check the measurements they report are correct to the nearest inch and the nearest centimeter.

Say: Today you will collect arm span and standing jump data to use in later lessons.
(“We do”, whole class)

Teachers divide the class into small groups of four. Students will remain in these groups for both data-collection activities. Students take measurements in both centimeters and inches.

Collecting and Recording Arm Span Data
Students collect data and record their findings on journal p. 180. (“We do”, small groups)

Academic Language Development
To teach the meaning of “measuring to the nearest unit” build on children’s understanding of what it means to be near someone or something. Use a yardstick or tape measure to find the length of something, such as a desk, to the nearest inch.
Ask: Which number would you use in the measurement? Why?
Help students generalize the “Measuring to the nearest unit” means choosing the number nearest to the length of the object.
Provide sentence frames such as the following:
“This ______________ measures _______________ to the nearest ______________.”

Collecting and Recording Standing Jump Data
Students make two jumps and record the length of each one in both centimeters and inches on journal page 181. (“We do”, small groups)

1. Assign a job to each group member.
The jumper jumps.
The Line Judge makes sure the Jumper’s toes don’t cross the line.
The marker marks where the Jumper lands.
The Measurer measures the length of the jump with the Jumper’s help.

Teachers show students how to place a marker where the Jumper’s back heel lands and how to measure from the starting line to the marker. After the Measurer measures the jump in one unit, he or she should turn the tape measure over to read the measurement in the other unit. Jumps are recorded to the nearest centimeter and inch.

2. Demonstrate a jump. The toes of both feet should be just touching the starting line. No running start is allowed. Neither is stepping back.

3. Let each student take several practice jumps before measuring a jump.

4. Each Jumper makes two jumps that are measured. They record the lengths of their own jumps in their journals. They also circle the measurement of the longer jump.

5. When the first Jumper has recorded two jumps, group members rotate jobs so that each student eventually performs all the different jobs.

Students complete journal page 181. (“We do”, small groups)

Assessment Opportunity
Observe:
Which students line up the metal end of the measuring tape correctly?
Which students need additional support to complete the data collection?

Summarize
Ask: When measuring in inches, how did you determine the nearest inch? (“We do”, whole class)

3. Practice
Comparing Measurements
Partners choose measuring tools and measure their height, head size, and show length in centimeters. Then they find the differences between their measurements. Students complete journal page 182. (“We do”, partners)

Math Boxes 7-6
Students complete the mixed practice on journal page 183. (“You do”, independent; “We do”, partners; “We do”, small groups)

Lesson 7-7 Representing Data: Standing Jumps
Students discuss the shortest and longest standing jumps and create a line plot for the data.

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

Vocabulary: line plot

1. Warm Up
Mental Math and Fluency
Teachers dictate pairs of numbers for students to write on their erasable boards and record with >, < , or =.

989 and 971
445 and 454
877 and 788
(“We do”, whole class)

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

2. Focus
Math Message
Turn to journal page 181. Write your name and the length of your longer jumper in inches on a stick-on note.

Math Talk
Discussing the Data
As students share their jump lengths in inches, list the data in order from shortest to longest. Tape an actual tape measure to the board and mark the longest and the shortest jump lengths.

Note: Explain that another name for shortest jump is minimum and another name for the longest jump is maximum.

Students calculate the difference between the longest and shortest jumps, and then share their solution strategies.
Teachers display a comparison diagram on the board. Fill in the largest quantity and the small quantity. Write a question mark for the difference. (“We do”, whole class)

Making a Class Line Plot
Teachers display a number line writing the shortest standing-jump below the leftmost tick and the longest standing-jump under the rightmost tick.

Teachers guide the students to create a line plot of the data.

1. Students come to the display in small groups.

2. Students find the numbers on the number line that match their stick-on notes. They post their stick-on notes just above those tick marks.

3. If there is a stick-on note already on the line plot, students put their stick-on notes right above that stick-on note.

After all the stick-on notes have been posted, remove them one by one and replace each note with an X. (“We do”, whole class)

Note: It’s important for the teacher to replace the stick-on notes with X’s rather than the students because the X’s should be uniform in size and equal balance apart to help students use the line plot to answer questions.

Ask: What does it mean when there are a lot of X’s above a number?
How many students have a jump of 42 inches?

Students answer Problem 3 on journal page 181. (“You do”, independent)

Summarize
Teachers guide students to read about line plots on My Reference Book, page 114.
Discuss the Try It Together question at the bottom of the page. (“We do”, whole class)

3. Practice
Solving Subtraction Problems
Students solve subtraction problems using number grids, number lines, or base-10 blocks on journal page 184. (“We do”, partners; “We do”, small group)

Math Boxes 7-7
Students complete the mixed practice on journal page 7-9. (“You do”, independent; “We do”, partners)

Lesson7-8 Representing Data: Arm Spans
Students make a frequency table and a line plot for a set of data.

Goals:
– Make connections between representations.
– Model real world situations using graphs, drawings, tables, symbols, numbers, diagrams, and other representations.
– Use mathematical models to solve problems and answer questions.

Vocabulary: frequency table, line plot
1. Warm Up
Mental Math and Fluency
Teachers dictate 2- and 3-digit numbers. Have students mentally add and subtract and record their answers on erasable boards. (“We do”, whole class)

Add: 100 to 300
100 to 820
100 to 780

Subtract: 100 from 100
100 from 188
100 from 910

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

2. Focus
Math Message
Take 1 stick-on note. Turn to journal page 180. Print your name and arm span in inches on the stick-on note. (“You do”, independent)

Math Talk
Comparing Arm Span Measures
Have students look at their arm span measurements and compare both measurements.
Ask: Why was one of your measurements a smaller number than the other?

Have students share their thinking as to why one measure was a smaller number than the other. (“We do”, whole class)

Tape an actual tape measure to the board and mark the shortest and longest arm spans.

Teachers display a comparison diagram on the board. Fill in the largest quantity and the small quantity. Write a question mark for the difference. (“We do”, whole class)

With the class, find the difference between the two arm spans. Explain that the students will use the class arm span data to make a frequency table and a line plot.
Teachers may want to read about tally charts in My Reference Book, page 113 with the class. (“We do”, whole class)

Making a Frequency Table of Arm Span Data
Teachers display a copy of the table on Math Masters, page 204 and work as a class to fill in the frequency table of arm spans. Record students’ data on the display as students do so on journal page 186.

Follow these steps:
1. Fill in the Arm Span column. In the first row, write the length of the shortest arm span in class. Fill in the subsequent rows with all of the possible arm spans to the nearest inch, up to the longest arm span in the class.

2. Ask each student in turn to say his or her arm span. As students share their data, everyone makes a tally mark next to the arm span length reported.

3. After all the measurements have been tallied, write the number for each set of tallies.

4. Check that no measurements have been omitted, add the frequency numbers and compare the sum to the number of students in the class.

Discuss the completed table. (“We do”, whole class)

Academic Language Development
The term frequent may not be familiar to students. Introduce the term using contextual information and restatements with more familiar words to help students construct an understanding of the term.
Fro example: How many times did you go to the dentist this year? Do you often go to the dentists? Do you make frequent visits to the dentist? Point out to the students that the words frequent, frequently, and frequency belong to the same word family. (“We do”, whole class)

Make a Line Plot of arm Span Data
Have students use the information in the frequency table to draw a line plot on journal page 187.
Explain: A line plot is a type of display that shows data organized above a labeled line.
Teachers display Math Masters, page 205 and show how to draw the scale of possible arm lengths. Discuss how you know which numbers to start and end. (“We do”, whole class)

Students record the scale on their line plots. For each tally mark next to an arm span length in the frequency table, they draw an X above the tick mark for the corresponding length on the line plot.

To make sure that all the data from the class are represented, prompt students to count the number of Xs and compare the total to the number of students in the class. (“You do”, independent; “We do”, partners)

Discuss students’ completed line plots.
Ask:
What does it mean when there are a lot of Xs above a number?
Which arm span is the most common?
How many students have an arm of 51 inches? Of 46 inches?

Assessment Opportunity
Observe:
Which students represent the data in the line plot?
Which students need additional support to represent the data in the line plot?

Summarize
Students compare the frequency table and the line plot on journal pages 186-187. (“We do”, whole class)

Ask: How are the frequency table and the line plot similar?
How are they different?

3. Practice
Playing Beat the Calculator
Students play Beat the Calculator. (“We do”, small groups)

Observe
Which facts do students now from memory?
Which students need additional support to play the game?

Discuss
What strategies do you use to solve the facts you did not know?
Why is knowing addition facts helpful?
(“We do”, whole class)

Math Boxes 7-8
Students complete the mixed practice on journal page 206. (“You do”, independent; “We do”, partners)

Science
Equal-arm Balance
– Review Strategies for Placing Objects in Serial Order: Challenge students to apply their comparing skills to develop strategies for placing objects in serial order from lightest to heaviest.
– Lab Observation
Students write to explain. Based on the inquiry question: How do you order objects of different weights using an equal-arm balance?

Science: Equal-arm Balance Quiz

Graphing The Weights of the Objects
– Students review the information on the data table from the previous lesson.
– Each table grouping will make a bar graph that shows the weights of the six objects.
– Students read about how animals are weighed at the zoo.

Describing the Four Foods
For the next four lessons, students will apply their comparing and weighing skills to solve problems that involve four foods of varying weighs, shapes, and sizes. Later, they will apply their observations to help explain why equal cupfuls of the four foods have different weights.
– Students observe and describe the properties of four different foods.
– Students record their descriptions of the four foods.
– Students share their observations of the foods and create a class chart.
– Students compare and contrast their observations of the foods.

Social Studies
Interactive Read Aloud: Tulip Sees America by Cynthia Rylant
Objectives:
– Obtain information about a topic using a variety of visual sources such as literature.
– Recognize that the geography of the earth varies from place to place.
– Identify different kinds of land and bodies of water.
Vocabulary: geography, desert, ocean

Read and Respond:
Point out the pictures while reading to help students make predictions as well as obtain information. Lead students to understand that the United States has many different kinds of land and bodies of water, that climate changes from one part of the country to another, and land and water can affect the way people work and play.

Lesson 1 Our Country’s Land
Objectives:
– Identify and describe the physical characteristics of various landforms.
– Compare the features of different kinds of land.
– Distinguish regions of the United States.
Vocabulary: landform, mountain, hill, peninsula, valley, plain, island

Read and Respond: Use photographs to help students compare landforms. Point out the rounded tops of the hills and the low, flat land that are characteristics of the plains. Discuss with students that there are few trees on a plain. Ask, “Suppose you were a farmer. Do you think that it would be better to farm and raise animals in a hilly area or on the plains? Why?”
Geography: Explain to the students that the physical features of an area place it in a certain physical region. Describe a region as an area with at least one feature that sets it a part from the other areas. Show students a map of the regions of the United States. Point out that the United States is divided into five regions: the Northeast, the Southeast, the Middle West, the Southwest, and the West. Note that the states that make up a particular region are from the same part of the United States. Ask, “ Why do you think dividing the country into regions is a good idea?”
Mountains and Valleys: Direct students’ attention to the picture of the mountain and valley. Point out that the mountains seem to rise sharply from the land to great heights. The valley seems far below. Tell students that people usually live in valleys. Have students recall what they know about temperatures on mountains. Ask, “From where does the water from the valley come?”

Island and Peninsula: Recall with students the landforms they have learned about thus far. Now introduce the words island and peninsula, and explain each landform to them. On a map of the United States, help students locate Hawaii and its many islands. Also have students locate Florida, which is a large peninsula.

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

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Week of February 22

Dear Parents and Caregivers,

Thank you for attending the African American History Fair. We appreciate your support.

Our lessons for this week are adjusted due to the cold day last Thursday, February 19. Therefore, the social study quiz will take place Monday, February 23. Please refer to the graded study guide to help your child review.

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:
Phonemic Awareness: The Skills That They Need To Help Them Succeed! by Michael Heggerty, Ed.D.
Week 23 (Different words will be given each day.)
Rhyming: Teacher says a real word. Students make nonsense rhyming words from it.
Onset Fluency: Teacher says the word. Students repeat the word, and then isolate the beginning onset.
Ex: T: kite S: /k/
Blending: Basic sight word review
Teacher says individual phonemes. Students listen and then say the whole word.
Identifying Final and Medial Sounds: Teacher reads the word series. Students say the requested sound (varies by day).
Tues & Wed: Final Sound, Thurs & Fri: Medial Sound
Segmenting: Basic sight word review
Teacher says the word. Students repeat the word and chop it into phonemes. Ex. T: too, S: too; t-oo
Substituting: Teachers says the word. Students repeat the word. Teacher says change the /*/ (underlined word) to /*/ and the word is?
Ex. T: waterfall, S: waterfall, T: change the/fall/ to /melon/ and the word is? S: watermelon
* Use sounds
Adding Phonemes: Teacher says the rime. Students repeat the rime. 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

– 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
Listening Centers: Mentor Texts Pigs and Chickens by Gail Gibbons
Word Study:
Word Building with Fry Spelling Words
Technology Center:
a. Students practice reading levels two-five sight words
c. A.R. on mini- IPads

Building Classroom Community based on CHAMPS A Proactive & Positive Approach to Classroom Management by Randy Sprick, Ph.D. and The Morning Meeting Book by Roxann Kriete
Reading 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) based on Morning Meeting Ideas by Susan Lattanzi Roser
– Sharing: Students share their journal writing entries or something that is meaningful to them.

Day 1
Morning Meeting
Morning Message:
Good Morning Wildcats,
Today is Monday, February 23, 2015. We will discuss the importance of metaphors in poetry.
Today’s Inquiry Question: “You are the sunshine of my life” is a metaphor. What do you think a metaphor is? Share your answer with a classmate.

African-American History Unit (Integrated Unit: Language Arts, Social Studies, Art)
Civil Disobedience

Poetry Unit

Reading Workshop

Let’s review our charted steps.

1. Read through the poem at least twice.
2. Ask: Is there a title?
3. Read it aloud.
4. Pay attention to punctuation.
5. Ask: Who is the speaker?
6. Be open to interpretation, which is the act of explaining the meaning of something.

“I Want to Write” by Margret Walker
Readers, few poets convey responsibility as Dr. Walker does; responsibility stemming from a deep-rooted sense of love for people. She gives writers a good name. And young people a place to start from, a home created with her words and her extraordinary sensibility.

Vocabulary: sob-torn throats,

As we read together, I want you to notice Dr. Walker’s use of metaphors in today’s poem.

Shared Reading:

I Want to Write
by Margaret Walker

I want to write
I want to write the songs of my people.
I want to hear them singing melodies in the dark.
I want to catch the last floating strains from their
sob-torn throats.
I want to frame their dreams into words, their souls into notes.
I want to catch their sunshine laughter in a bowl,
fling dark hands to a darker sky
and fill them full of stars
then crush and mix such lights till they become
a mirrored pool of brilliance in the dawn.

Teachers guide students to follow the analyzing steps.

Teachers distribute copies of the poem.

As you read today’s poem with your reading partner, remember to share your understanding of the meaning of the poem. Jot down any thoughts, questions, or wonderings on your copies of the poem.
We will share your collaborative notes during morning meeting tomorrow.

Independent Reading

Writing Workshop
“Big Thoughts in Small Packages”
Bend 1: Seeing with Poet’s Eyes
Interactive Read Aloud: Love That Dog by Sharon Creech
Minilesson
Session 4: Poets Find Poems in the Strong Feelings and Concrete Details of Life
Minilesson
Connection: Admire the way students have jotted down notes that promise to become poems—and tell them you’ll soon teach them how to sift to these and make decisions. Name the teaching point.
Teaching: Remind students of strategies they have learned for crafting poems. Demonstrate reading jottings from your Tiny Topics notes for both strong feelings and concrete details. Debrief, reiterating the two questions that help students decide if an idea could become a poem.
Active Engagement: Invite the students to mine their notepads, asking themselves, “Does this give me a big, strong feeling?” and “Have I found a specific moment or detail or object that holds that feeling for me?”
Link: Briefly restate today’s teaching before sending students off to write.
Students compose their poems.

Day 2:
Morning meeting
Morning Message:
Good Morning Wildcats,
Today is Tuesday, February 24, 2015. We will read and analyze poetry by Chicago Born Usemi Eugene Perkins
Today’s Inquiry Question: Why do you think poets chose to empower others by writing poetry? Share your answer with a classmate.

Reading Workshop
Let’s review our charted steps.

1. Read through the poem at least twice.
2. Ask: Is there a title?
3. Read it aloud.
4. Pay attention to punctuation.
5. Ask: Who is the speaker?
6. Be open to interpretation, which is the act of explaining the meaning of something.

BLACK IS BEAUTIFUL
by Usemi Eugene Perkins
Black is beautiful and so am I

Black is beautiful
that ain’t no lie

Black is cool
real cool

Black is sweet
real sweet

Black is strong
real strong

Black is good
real good

Black is

mellow
cool
sweet
strong
good

and beautiful

That ain’t no lie.

Writing Workshops
“Big Thoughts in Small Packages”
Bend 1: Seeing with Poet’s Eyes
Session 5: Editing Poetry
Minilesson
Connection: Remind students that to prepare their poems to share, they will need to edit their poems carefully. Point out that students have reached for words they have never tried to spell before, and because of this, they’ll need to pay careful attention to how they’ve spelled these words. Name the teaching point.
Teaching: Pretend to be a student and recruit the class to join you in checking whether the words in your poem look right or not, in which case you’ll circle them (and return to them later). Demonstrate spelling each word two different ways, highlighting that you use what you know about spelling patterns to help.
Active Engagement: Ask the class to look at the next two lines of your poem as carefully as you looked at the first ones, finding any words that don’t look quite right to them.
Link: Send the students off to edit their own poems, reminding them to use the writing checklist to know what to check for in their writing.
Students edit their poems.

Day 3:
Morning meeting:
– Sharing: Students share their journal writing entries or something that is meaningful to them.

Morning Message:
Good Morning Wildcats,
Today I Wednesday, February 25, 2015. We will solve addition problems with three or more addends.
Today’s Inquiry Question: How do you solve 12 + 14 + 28 in the most efficient manner? Share your answer with a classmate.

Reading and Writing Workshops
Poetry Unit
Reading
Interactive Read Aloud: The Boy Who Loved Words? by Ronnie Schotter
Students read independently. Ask them to pay attention to precise words in the poems they are reading.

Writing
“Big Thoughts in Small Packages”
Bend 2: Delving Deeper: Experimenting with Language and Sound to Create Meaning
Session 6: Searching for Honest, Precise Words
Minilesson
Connection: Tell a story about a person who searched for the exact right words, tried generalities, and settled on a fresh, metaphorical way to describe something. Name the teaching point.
Teaching: Use your own poem to model rereading, checking to see if the words match the image you are trying to portray. Walk students through the steps you take to make your language more precise. Debrief, listing the replicable steps students can take to use more specific language in their poems.
Active Engagement: Using a class poem, channel students to search for places where more precise words could be added. Share some of what you heard, highlighting students’ ideas about where to add more precise words and citing those places in the poem. Collect precise words to replace the circled words.
Link: Remind students that they now have a repertoire of strategies for writing poetry, and invite them to use any of these strategies.
Students compose their poems.

Day 4:
Morning meeting:
– Sharing: Students share their journal writing entries or something that is meaningful to them.

Morning Message:
Good Morning Wildcats,
Today is Thursday, February 26, 2015. We will describe how the equal-arm balance can be utilized in real-life situation.
Today’s Inquiry Question: How does the equal-arm balance differ from the beam balance? Share your answer with a classmate.

Reading and Writing Workshops
Poetry Unit
Reading
Share: Looking at How Mentor Poets Use Precise Language to Clarify the Image and Influence the Sound
Interactive Rea Aloud: Read to students an honest, precise language.
“Listen as I read ‘Aquarium’ by Valerie Worth and notice how the sounds match what they are saying about how the fish or the snails move.”
“Did you hear it? The words that go with the goldfish sound the way goldfish move in the water, and the words that describe the snails actually sound…”
Students read independently. Ask them to pay attention to precise words in the poems they are reading.

Writing
“Big Thoughts in Small Packages”
Bend 2: Delving Deeper: Experimenting with Language and Sound to Create Meaning
Session 6: Searching for Honest, Precise Words
Minilesson
Read to students “Lullaby” by Kristen O’Connell George and ask students to share what they are noticing about precise language.
Remind students to choose honest precise words in their own writing.
Students compose their poems.

Day 5:
Morning meeting
Morning Message: Today is Friday, February 27, 2015. We will utilize the equal arm balance to place objects in serial order from lightest to heaviest.
Today’s Question: What strategies would you use to place objects in serial order from lightest to heaviest? Discuss your thoughts with a classmate.

Parent Read Aloud

Spelling Test

Reading and Writing Workshops
Poetry Unit
Reading
Interactive Rea Aloud: “To Feel” by Ariel Smith and “I’ll Be There” by Nubia Valle
Write the poems on chart paper. During the read aloud, ask students to look for repetitive phrases and repetitive lines within the two poems. Chart students’ responses to use for discussion.
Share: Reading Aloud to Find Places for Revision
Provide an opportunity for poets to say their poems out loud to each other, using reading aloud as a way to listen for opportunities for revision.
Students read independently. Ask them to pay attention to precise words in the poems they are reading.

Word Study
Spelling Words:
thing, string, sing, bring, fling, ring, king, sting, wing, cling, sling, chart, identity, greater, smaller, different

The above words will be tested on March 6.
Teacher displays the 16 Fry words, pointing out patterns and strategies from Fountas and Pinnell such as read, copy, cover, write, and check.

Writing
“Big Thoughts in Small Packages”
Bend 2: Delving Deeper: Experimenting with Language and Sound to Create Meaning
Session 7: Patterning through Repetition
Minilesson
Connection: Show the students a pattern from the classroom. Remind them that patterns are important in the world. Explain that poets use patterns, too, and that repetition is an important kind of pattern in poetry. Name the teaching point.
Teaching: Show an example of a poem with repetition. Point out one or two patterns, and show students how the poem might sound without them.
Active Engagement: Enlist students to find other patterns in the poem and to notice how repetition enhances the meaning of it.
Link: Explain to students how today teaching fits into the larger context of working with music, image, and meaning.
Students compose their poems.

Math
Lesson 7-2 Four or More Addends (Day 1)

Students solve an open response problem by applying place-value concepts and addition properties.

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

Vocabulary: addends, partial-sums addition

Day 1: Students solve an open response problem by applying place-value concepts and addition properties.

1. Warm Up
Mental Math and Fluency
Teachers display problems one at a time. Encourage students to use mental strategies to solve.
5 + 5 + 6 = _____
_____ = 6 + 6 + 2
(“We do”, whole class)

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

2. Focus
Math Message
Students complete journal page 169. (“You do”, independently)

Counting Pencils
Sharing Strategies
Students share strategies for solving the problem first with their partners and then with the whole class. Possible strategies include using mental math, counting up on a number grid, drawing tally marks, or using an open number line. (“We do”, whole class)

Solving the Open Response Problem
Teachers distribute Math Masters, page 189. Make base-ten blocks and number grids available to students. Read the problem as a class and check that the students understand the question. Tell the students they can use any strategy they choose to determine whether there are enough seats in a theater for the children. (“We do”, whole class)

Partners can work together to share ideas about the task, but students complete their own explanations and drawings. (“We do”, partners)

Students complete the open response problem. (“You do”, independent)

Teachers circulate the room and observe students as they work.

Summarize
Ask: How were the strategies you and your partner used similar or different? (“We do”, whole class)

Lesson 7-2 Four or More Addends (Day 2)
Reengagement
The class discusses selected solutions, and students revise their work.

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

2a. Focus
Students review their open response problem and discuss what a complete explanation would include. They review how to respectfully discuss other’s work.

Reengaging in the Problem
Teachers display a response that shows partial-sums addition strategy.
Ask: What do these four numbers above this line represent?
How do you think this student came up with the numbers 15 and 80?
What is the name of this addition strategy?
How could this explanation be improved so someone else can understand how to use this strategy?

Teachers display a response that shows a strategy other than partial-sums addition, but that still relies on place-value understanding.
Ask: What do you think these numbers are across the top?
What is this student showing in the drawing?
Did this student represent each of the numbers correctly?
Explain how you know.
What do you think this student did after showing the four numbers with the drawing?
Show how to count these base-10 blocks.
How could the explanation be improved?

Teachers continue to display students’ open response answers as needed. (“We do”, whole class)

Students revise their work from Day 1.

3. Practice
Math Boxes 7-2
Students complete the Math Boxes on page 170. (“You do”, independent; “We do”, partners)

Lesson 7-3 Playing Basketball Addition
Students solve addition problems with three or more addends.

Goals:
– Solve your problems in more than one way.
– Make mathematical conjectures and arguments.
– Use structures to solve problems and answer questions.

Vocabulary:
1. Warm Up
Mental Math and Fluency
Teachers pose addition and subtraction problems involving multiples of 10. Students write their answers on erasable boards. Have students share their strategies.
27 + _____ = 80
50 = ____ + 22
70 – 23 = ____
(“We do”, whole class)

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

2. Focus
Math Talk
Students find the sums and share their strategies. (“We do”, whole class)

12 + 17 + 8 = _____
____ = 4 + 9 + 16 + 11

Sharing Strategies
Students share their solution strategies.
Discuss what two numbers, when added first, make it easier to add all of the numbers. (“We do”, whole class)

Introducing Basketball Addition
Teachers explain that Basketball Addition is played by two teams, of 3 to 5 players. The number of points scored by each player in each half is determined by rolling one 20-sided polyhedral die or by rolling three 6-sided dice and using their sum.

Teachers display the scoreboard and directions for the first half of the game on chart paper or on the Smart Board. (“We do”, whole class)

Students play Basketball Addition. (“We do”, small groups)

Observe
Which students successfully add the numbers to find a total score?
Which students need support to understand and play the game?

Discuss
Which numbers did you choose to add first? Why?
Can you use another strategy to add the numbers?

At halftime, have students examine the scoreboard.
Ask: Is it possible for the team that is behind to win?

Academic Language Development
Teachers provide sentence frames for students to use in justifying their answers.
“It is possible for Team _____ to win because _______.”
(“We do”, whole class)

3. Practice
Drawing a Picture Graph
Students draw a picture graph to represent data and answer questions based on the graph. (“You do:, independent; “We do”, partners)

Math Boxes 7-3
Students practice and maintain skills (“You do”, independent; “We do”, pairs; small group)

Lesson 7-4 Measuring with Yards (2 Days)
Students explore U.S. customary length units and measure to the nearest yard.

Goals:
– Make sense of your own problem.
– Choose appropriate tools.
– Use tools effectively and make sense of your results.
– Think about accuracy and efficiency when you count, measure, and calculate.

Vocabulary: standard unit, yard (yd), personal reference

1. Warm Up
Mental Math and Fluency
Students find the difference between pairs of numbers. (“We do”, whole class)
31 and 19
57 and 92

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

2. Focus
Math Talk
Teachers pose this problem.
About how many children in our class can lie head-to-foot along the longest wall of our classroom? (“You do”, independent)

Students share the answers and strategies used to solve the problem. (“We do”, whole class)

Measuring with a nonstandard Unit
Teachers ask volunteers to measure the length of the classroom by lying head-to-foot along the longest wall.
Ask: Are all second graders the same height?
Why is it important that we measure with units that are all the same length?

Teachers select another volunteer to measure the length of the classroom using the volunteer as the unit.

Ask: How could we tell someone in another state how long our classroom is?

Teachers lead a discussion around some of the difficulties of using people as unit of measure.

Ask: How can we make sure that we get the same measurement no matter who measures an object?

Introducing the Yard
Teachers display a yardstick and explain that a yard (yd) is a unit in the U.S. customary system that is 36 inches long.
On the Class Data Pad write “A yard is 36 inches long.”
Teachers lead a discussion about the everyday and mathematical meanings of yard. People in the United States commonly use the yard to measure lengths longer than a few feet. (“We do”, whole class)

Finding Personal References for U.S, Customary Units
Have students complete page 175 in the math journal 2. (“We do”, small groups)

Estimating and Measuring Distances
Standing near the shortest wall of the classroom, show students your own personal reference for 1 yard. Ask students to imagine how many times your personal reference will fit along the length of the wall.
Teachers record students’ estimates on the Class Data Pad.

Next, teachers model measuring the same wall with a yardstick. Emphasize the importance of where the yardstick ends before moving it to avoid gaps and overlaps as you measure.

Teachers have students complete page 176. (“We do”, small groups; partners)

Summarize
Students share their estimation strategies with the class. Point out that using their personal references to help estimate and then using a measuring tool to find the actual measurement will improve their estimation skills. (“We do”, whole class)

3. Practice
Playing Basketball Addition
Students play Basketball Addition to practice adding three or more 1-digit and 2-digit numbers. (“We do”, small groups)

Observe
Which students successfully add the numbers to find a total score?
Which students need support to understand and play the game?

Discuss
Which numbers did you choose to add first? Why?
Can you use another strategy to add the numbers?

Math Boxes 7-4
Students practice and maintain skill. (“You do”, independent; “We do”, pairs or small groups)

Science
Exploring the Equal-Arm Balance
– Students assemble and equilibrate an equal-arm balance.
– Students observe and describe how the equal-arm balance reacts when they place objects in the pails.
Ask:
– What can you do to make one pail go down?
– What can you do to make one pail go up?
– What can you do to make the two pails level?

– Students compare and contrast the equal-arm balance and the beam balance and record their observations on a class Venn diagram.
– Using the Venn diagram we have generated to review the differences and similarities between the beam balance and the equal-arm balance. Discuss situations when it is appropriate to use one or the other.
– Developing Strategies for Placing Objects in Serial Order: Challenge students to apply their comparing skills to develop strategies for placing objects in serial order from lightest to heaviest.

Graphing The Weights of the Objects
– Students review the information on the data table from the previous lesson.
– Each table grouping will make a bar graph that shows the weights of the six objects.
– Students read about how animals are weighed at the zoo.

Social Studies
Integrated with Language Arts

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

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Week of February 15

Dear Parents and Caregivers,

School will be closed on Monday, February 16 in observance of President’s Day.

This is a reminder that the Unit 6 Math Assessment will take place on Tuesday, February 17. Please refer to the graded homework to help your child review. Students are expected to be able to:
– Use a picture graph to answer questions
– Use the Quantity-Quantity-Difference, Start-Change-End, and Parts-and-Total diagrams to write a number model with a ? and to find the value for the ?
– Solve comparison number stories (i.e. Fish A is 7 inches long. Fish B is 4 inches long. How much longer is Fish A than Fish B?)
– Make a ballpark estimate for an addition problem. Then find the exact answer.
– Solve 2 and 3-digit addition problem using partial-sums addition.

Additionally, students will take the social studies quiz and science quiz on Thursday, February 19 and Friday, February 20 respectively. The study guides will be sent home on Tuesday and Wednesday 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:
Phonemic Awareness: The Skills That They Need To Help Them Succeed! by Michael Heggerty, Ed.D.
Week 22 (Different words will be given each day.)
Rhyming: Teacher says a real word. Students make nonsense rhyming words from it.
Onset Fluency: Teacher says the word. Students repeat the word, and then isolate the beginning onset.
Ex: T: kite S: /k/
Blending: Basic sight word review
Teacher says individual phonemes. Students listen and then say the whole word.
Identifying Final and Medial Sounds: Teacher reads the word series. Students say the requested sound (varies by day).
Tues & Wed: Final Sound, Thurs & Fri: Medial Sound
Segmenting: Basic sight word review
Teacher says the word. Students repeat the word and chop it into phonemes. Ex. T: too, S: too; t-oo
Substituting: Teachers says the word. Students repeat the word. Teacher says change the /*/ (underlined word) to /*/ and the word is?
Ex. T: waterfall, S: waterfall, T: change the/fall/ to /melon/ and the word is? S: watermelon
* Use sounds
Adding Phonemes: Teacher says the rime. Students repeat the rime. 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

– 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
Listening Centers: Mentor Texts Pigs and Chickens> by Gail Gibbons
Word Study:
Word Building with Fry Spelling Words
Technology Center:
a. Students practice reading levels two-five sight words
c. A.R. on mini- IPads

Building Classroom Community based on CHAMPS A Proactive & Positive Approach to Classroom Management by Randy Sprick, Ph.D. and The Morning Meeting Book by Roxann Kriete
Reading 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) based on Morning Meeting Ideas by Susan Lattanzi Roser
– Sharing: Students share their journal writing entries or something that is meaningful to them.
– Group Activity: Students practice for African American History Fair.

Day 1
President’s Day

Day 2:
Morning meeting:
Morning Message: Today is Tuesday, February17, 2014. We will discuss the importance of using the first-person voice in poetry.
Inquiry Question: What does mean when someone declares “I, too, Am America”? Discuss your answer with a classmate.

African-American History Unit (Integrated Unit: Language Arts, Social Studies, Art)
Civil Disobedience

Poetry Unit

Reading Workshop

Vocabulary: ashamed

Today readers, we will review the steps to follow when analyzing poetry. As we read and discuss together, be ready to share your interpretation of the poem.

Analysis:
The speaker in the poem “I, Too”, begins by declaring that he too can “sing America,” meaning that he is claiming his right to feel patriotic towards America, even though he is the “darker” brother who cannot sit at the table and must eat in the kitchen. This suggests the common practice of racial segregation during the early 20th century, when African Americans faced discrimination in nearly every aspect, or characteristic, of their lives. They were forced to live, work, eat and travel separately from Caucasians, had few civil or legal rights, were often victims of racial violence, and faced economic hardships in both the North and the South.

Read Aloud:
“I, Too” by Langston Hughes

I, Too

I, too, sing America.

I am the darker brother.
They send me to eat in the kitchen
When company comes,
But I laugh,
And eat well,
And grow strong.

Tomorrow,
I’ll be at the table
When company comes.
Nobody’ll dare
Say to me,
“Eat in the kitchen,”
Then.

Besides,
They’ll see how beautiful I am
And be ashamed—

I, too, am America.

Now, let’s follow step one and chorally read “I, Too”.

Teachers guide students to follow the analyzing steps.

Teachers distribute copies of the poem.

As you read today’s poem with your reading partner, remember to share your understanding of the meaning of the poem. Jot down any thoughts, questions, or wonderings on your copies of the poem.
We will share your collaborative notes during morning meeting on Tuesday.

Teachers disseminate this week’s poems to be reread at home.

Independent Reading

Writing Workshop

“Big Thoughts in Small Packages”
Bend 1: Seeing with Poet’s Eyes
Session 2: Listening for Line Breaks
Conferring and Small-Group Work: Hearing More in the Music of Poetry
Share: Using Line Breaks to Highlight Meaning
Introduce the idea that line breaks not only create music, but can also highlight special parts or words in poems. Set the students up to reflect on the line breaks in “Between Two Trees” by Kristine O’Connell George, particularly the lines with only one word. Ask students to reread their own poems today, considering if there might be one important word that deserves its very own line. Then, invite students to share these possible new line breaks with their partners.
– Students discuss with a partner how they might write their poems.
– Students compose their poems.

Day 3:
Morning meeting
Morning Message: Today is Wednesday, February18, 2014. We will continue to discuss patterns in poetry.
Inquiry Question: How can line breaks be used to create patterns and images in a poem? Discuss your answer with a classmate.

African-American History Unit (Integrated Unit: Language Arts, Social Studies, Art)
Civil Disobedience

Poetry Unit

Reading Workshop

Readers, today we will continue to read, discuss and analyze poetry.
Later today in writer’s workshop, we will utilize what we have learned from our mentor poets to compose our original poems.

We will review the steps to follow when analyzing poetry. As we read and discuss together, be ready to share your interpretation of the poem.

1. Read through the poem at least twice.
2. Ask: Is there a title?
3. Read it aloud.
4. Pay attention to punctuation.
5. Ask: Who is the speaker?
6. Be open to interpretation, which is the act of explaining the meaning of something.

Today’s poem is entitled “For Peace Sake” by Cedric McClester

Vocabulary; harmony, bigotry

Fellow poets, be mindful of Mr. McClester’s use of repetition in his poem.

For Peace Sake
By Cedric McClester

For peace sake
we need to do our best.
For peace sake
let’s put our hate to rest.
For peace sake
it never too late.
For peace sake
let’s rid ourselves with hate.

I believe that we can
build a bridge to understand.
we’re all in this together.
It never too late,
Together let’s rid ourselves of hate.
Let’s do it for peace sake.

For peace sake
we need to do our best
For peace sake
let’s put love to the test.

Love is really what we need;
Together we can plant the seed.
For peace sake let’s work in harmony.
For peace sake,
for love and happiness,
for peace sake
and for all the rest.

I believe we can
build a bridge to understand,
we’re all in this together.
It’s never too late,
together let’s rid our lives of hate.
Let’s do it, let’s do it
for peace sake.

For peace sake
we can make it right.
For peace sake
it can happen overnight.
It’s time to take a break
from bigotry and hate—
we have an equal place
within the human race.
Love is what we really need,
together we can plant the seed.
For peace sake let’s work in harmony.

For peace sake
examine how you feel.
For peace sake
how much of it is real?
For peace sake
if you only knew
what hate can do to you.

I believe we can
build a bridge to understand,
we’re all in this together.
It’s never too late,
together let’s rid our lives of hate.
Let’s do it, let’s do it
for peace sake.

Teachers guide students to follow the analyzing steps.

Teachers distribute copies of the poem.

As you read today’s poem with your reading partner, remember to share your understanding of the meaning of the poem. Jot down any thoughts, questions, or wonderings on your copies of the poem.
We will share your collaborative notes during morning meeting tomorrow.

Independent Reading

Writing Workshop
“Big Thoughts in Small Packages”
Bend 1: Seeing with Poet’s Eyes
Session 2: Listening for Line Breaks
Ingredients/Pattern in Poetry
Interactive Read Aloud: Read more Small Poems by Valerie Worth
– Teachers review 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 and new ways.
– Review with students the idea of patterns in poetry. Discuss how “line breaks” make up a poetic form, that poetry has music, and the music of poetry comes from how words are put on a page.
– Students discuss with a partner how they might write their poems.
– Students compose their poems.

Day 4:
Morning meeting
Morning Message: Today is Thursday, February19, 2014. We will practice finding differences between 2-digit numbers and multiples of 10.
Inquiry Question: 10, 20, 30 and so on are called multiples of 10. Why do you think so? Discuss your answer with a classmate.

African-American History Unit (Integrated Unit: Language Arts, Social Studies, Art)
Civil Disobedience

Poetry Unit

Reading Workshop

Readers, today we will continue to read, discuss and analyze poetry.
Later today in writer’s workshop, we will utilize what we have learned from our mentor poets to compose our original poems.

We will review the steps to follow when analyzing poetry. As we read and discuss together, be ready to share your interpretation of the poem.

1. Read through the poem at least twice.
2. Ask: Is there a title?
3. Read it aloud.
4. Pay attention to punctuation.
5. Ask: Who is the speaker?
6. Be open to interpretation, which is the act of explaining the meaning of something.

Today’s poem, Nationhood, is written by the prolific poet, playwright, and youth worker born here in Chicago, Usemi Eugene Perkins.

Shared Reading

Nationhood
by Useni Eugene Perkins

Nationhood
is black boys and girls
helping each other
to build a better world

BUILD NATION
NATION BUILD

The nation is each of us
No matter what we do
And every person has a job
To help make it come true

NATION BUILD
BUILD NATION

Nationhood
Is black people everywhere
Respecting each other
And doing their share

NATION BUILD
BUILD NATION

The nation is what we make it
No better or no worse
That’s why it’s so important
The nation always comes first

WE HAVE A NATION
WE HAVE A NATION

Teachers guide students to follow the analyzing steps.

Teachers distribute copies of the poem.

As you read today’s poem with your reading partner, remember to share your understanding of the meaning of the poem. Jot down any thoughts, questions, or wonderings on your copies of the poem.
We will share your collaborative notes during morning meeting tomorrow.

Independent Reading

Writing Workshop
“Big Thoughts in Small Packages”
Bend 1: Seeing with Poet’s Eyes
Interactive Read Aloud: Love That Dog by Sharon Creech
Minilesson
Session 3: Putting Powerful Thoughts in Tiny Packages
Connection: Recall and celebrate what the students have been doing as poets. Tell them poets also choose their own topics. Name the teaching point.
Teaching: Point out that poets need to find a topic that is big and that is also small and specific. Show how you generate such a topic. Show the students a chart on which you’ve listed some of the strategies you used to generate your idea for a poem.
Active Engagement: Help the students coauthor the start of a poem about a shared big feeling. Help students see the concrete detail with fresh eyes. Say the students’ own words back as a poem, and extrapolate the lesson you hope writers learn that pertains to another day and text.
Link: Remind students of the possibilities they have for writing today.
Students compose their poems.

Day 5:
Morning meeting
Morning Message:
Good Morning Wildcats,
Today is Friday, February 20, 2015. We will describe how the equal-arm balance can be utilized in real-life situation.
Today’s Inquiry Question: How do weight and balance affect the function of your mobile? Share your answer with a classmate.

Parent Read Aloud

Spelling Test

African-American History Unit (Integrated Unit: Language Arts, Social Studies, Art)
Civil Disobedience

Poetry Unit

Reading Workshop

Let’s review our charted steps.

1. Read through the poem at least twice.
2. Ask: Is there a title?
3. Read it aloud.
4. Pay attention to punctuation.
5. Ask: Who is the speaker?
6. Be open to interpretation, which is the act of explaining the meaning of something.

“I Want to Write” by Margret Walker
Readers, few poets convey responsibility as Dr. Walker does; responsibility stemming from a
deep-rooted sense of love for people. She gives writers a good name. And young people a place to start from, a home created with her words and her
extraordinary sensibility.

Vocabulary: sob-torn throats,

As we read together, I want you to notice Dr. Walker’s use of metaphors in today’s poem.

Shared Reading:

I Want to Write
by Margaret Walker

I want to write
I want to write the songs of my people.
I want to hear them singing melodies in the dark.
I want to catch the last floating strains from their
sob-torn throats.
I want to frame their dreams into words, their souls into notes.
I want to catch their sunshine laughter in a bowl,
fling dark hands to a darker sky
and fill them full of stars
then crush and mix such lights till they become
a mirrored pool of brilliance in the dawn.

Teachers guide students to follow the analyzing steps.

Teachers distribute copies of the poem.

As you read today’s poem with your reading partner, remember to share your understanding of the meaning of the poem. Jot down any thoughts, questions, or wonderings on your copies of the poem.
We will share your collaborative notes during morning meeting next Monday.

Word Study
Spelling Words:
boxes, foxes, churches, dishes, couches, brushes, bushes, rushes, wishes, washes, dashes, fraction, whole, part, fair, share

The above words will be tested on February 27.
Teacher displays the 16 Fry words, pointing out patterns and strategies from Fountas and Pinnell such as read, copy, cover, write, and check.

Independent Reading

Writing Workshop
“Big Thoughts in Small Packages”
Bend 1: Seeing with Poet’s Eyes
Interactive Read Aloud: Love That Dog by Sharon Creech
Minilesson
Session 4: Poet Find Poems in the Strong Feelings and Concrete Details of Life
Minilesson
Connection: Admire the way students have jotted down notes that promise to become poems—and tell them you’ll soon teach them how to sift to these and make decisions. Name the teaching point.
Teaching: Remind students of strategies they have learned for crafting poems. Demonstrate reading jottings from your Tiny Topics notes for both strong feelings and concrete details. Debrief, reiterating the two questions that help students decide if an idea could become a poem.
Active Engagement: Invite the students to mine their notepads, asking themselves, “Does this give me a big, strong feeling?” and “Have I found a specific moment or detail or object that holds that feeling for me?”
Link: Briefly restate today’s teaching before sending students off to write.
Students compose their poems.

Math
Lesson 6-11 Unit 6 Progress Check

1. Warm Up
Self Assessment
Students complete the Self Assessment to reflect on their progress in Unit 6.

2 Assess
Unit 6 Assessment
Students complete the Unit 6 Assessment to demonstrate their progress on the common Core State Standards covered in this Unit.

Differentiate: Adjusting the Assessment
To extend item 1, have students make up questions to ask about the data
To scaffold items 2-5, have students draw a picture prior to writing a number model with a ? for the number they need to find.
To scaffold item 7, ask students guiding questions to help them determine what they know and what they need to find out.
To scaffold item 8, provide students with base-10 blocks.
To extend item 9, have students explain why the partial-sums method works.

Cumulative Assessment

Students complete the Cumulative Assessment. The problems in the Cumulative Assessment address content from Unit 1-5.
Skills:
Write a 2 and/or 3-digit number in expanded form.
Know place value.
Read and write monetary amounts.
Use , or = correctly.
Know how to exchange base-10 blocks.
Measure in inches and centimeters.
Add and subtract 10 and 100 to any 3-digit number.

Differentiate: Adjusting the Assessment
To scaffold items 1, 2, 4, and 5, provide students with base-10 blocks.
To scaffold item3, have students use real coins to show the amounts.
To scaffold item 6, have students use the square pattern blocks and centimeter cubes alongside the ruler to measure the lie segments.
To extend item 7, provide students with problems involving transition numbers, such as 298 + 10 or 990 + 1,000.
To scaffold items 8 and 9, display a poster with the number words for 1-9 and the decade numbers.

Lesson 7-1 Playing Hit the Target

Students practice finding differences between 2-digit numbers and multiples of 10.

Goals:
– Keep trying when your problem is hard.
– Make mathematical conjectures and arguments.
– Look for mathematical structures such as categories, patterns, and properties.

Vocabulary: multiple of ten

1. Warm Up
Mental Math and Fluency
Teachers pose numbers and have students write the nearest multiple of 20 on erasable boards.
31, 42, 19
57, 74, 65
98, 151, 227
(“We do”, whole class)

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

2. Focus
Math Talk
Students find the missing numbers.
5 + ____ = 10 ____ + 3 = 10 4 + ____ = 10
(“You do”, independently; “We do”, whole class)

Teachers have volunteers share how they found the missing numbers.
Tell students that the numbers 10, 20, 30 and so on are called multiples of 10. Point out that the ones digit in a multiple of 10 is always 0, as in the number 10.

Extend the talk to include 2-digit numbers and the next multiple of 10.

25 + ____ = 30 ____ + 44 = 50
(“We do”, whole class)

Solving Calculator Change Puzzles
Teachers have students try a few problems on calculators like these:

Enter 45 into your calculator. Change it to 50. Did you add or subtract? What number did you add?

Enter 33. Change it to 40. Did you add or subtract? What number did you add?

Enter 60. Change it to 52. Did you add or subtract? What number did you add?

Extend the activity to problems with differences of 10 or more. For each problem, ask volunteers to explain how they knew the number to add or subtract. (“We”, whole class)

Introducing and Playing Hit the Target
Playing Hit the Target gives students practice mentally finding differences between multiples of 10 and smaller or larger 2-digit numbers.

Teachers review the directions listed on chart paper.
Teachers model the game with a student volunteer. (“We do”, whole class)

Students play with a partner and share a calculator. (“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 what number to add or subtract?
If you didn’t hit the target number the on your first try, how did you decide what to do next?

3. Practice

Bamboo Plant Number Stories
Students solve number stories about the growth of a bamboo plant.
Teachers guide the students to read the first paragraph on journal page 166 as a class and discuss the information in the chart. To help students understand how quickly bamboo grows, teachers use a yardstick to demonstrate the difference between Sunday’s and Monday’s heights. (“We do”, whole class)

Students then complete page 167 in their math journal 2. (“You do”, independent)
Math Boxes
Students complete Math Boxes 7-1 on page 168. (“You do”, independent; “We do”, partners)

Lesson 7-2 (Day 1) Four or More Addends

Students solve an open response problem by applying place-value concepts and addition properties.

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

Vocabulary: addends, partial-sums addition

Day 1: Students solve an open response problem by applying place-value concepts and addition properties.

1. Warm Up
Mental Math and Fluency
Teachers display problems one at a time. Encourage students to use mental strategies to solve.
5 + 5 + 6 = _____
_____ = 6 + 6 + 2
(“We do”, whole class)

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

2. Focus
Math Message
Students complete journal page 169. (“You do”, independently)

Counting Pencils
Sharing Strategies
Students share strategies for solving the problem first with their partners and then with the whole class. Possible strategies include using mental math, counting up on a number grid, drawing tally marks, or using an open number line. (“We do”, whole class)

Solving the Open Response Problem
Teachers distribute Math Masters, page 189. Make base-ten blocks and number grids available to students. Read the problem as a class and check that the students understand the question. Tell the students they can use any strategy they choose to determine whether there are enough seats in a theater for the children. (“We do”, whole class)

Partners can work together to share ideas about the task, but students complete their own explanations and drawings. (“We do”, partners)

Students complete the open response problem. (“You do”, independent)

Teachers circulate the room and observe students as they work.

Summarize
Ask: How were the strategies you and your partner used similar or different? (“We do”, whole class)

Science
Lesson 5: Building Mobiles
Making mobiles offers students an opportunity to apply what they have discovered about the relationship between balance and weight. Students discover that they can design mobiles with various fulcrum points and that they can change the balance of a mobile by adding a small amount of weight or by shifting its position slightly.
– Students build simple mobiles that balance.
– Students describe and compare how their mobiles balance.

Students use their shapes as weights, straws as beams and paper clips as fulcrum to begin assembling their mobiles.

Quiz:
Multiple choice, and true-and-false answers using the following concepts:
– The beam balance has a beam and a fulcrum.
– The fulcrum is the pivot on which a lever moves, that is: the point about which the lever is free to rotate.
– The fulcrum under the beam can be moved from side to side in order to balance objects on the beam.
– When the beam has no weight on it, the fulcrum must be placed in the middle in order for the beam to be balanced.
– If one side of the beam is heavier, the fulcrum must be moved towards the heavier side in order for the beam to be balanced.
– The amount of weight and the position of the weight affect the balance of the beam balance.

Students use their shapes as weights, straws as beams and paper clips as fulcrum to continue assembling their mobiles.

Social Studies
Integrated with Language Arts

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

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Week of February 8

Dear Parents and Caregivers,

Friday, February 13, is the day before Valentine’s Day. Students are encouraged to wear a piece of red clothing to school on that day.

School will be closed on Monday, February 16 in observance of President’s Day.

The African-American History Fair will be on Friday, February 20 from 5:30 PM to 8:00 PM. As part of the evening, our students will perform a song with movement at 6:00 PM in room 106. We look forward to sharing our learning with you.

Our lessons for this week are adjusted due to the snow day last Monday, February 2. Therefore, the Unit 6 Math Assessment will take place on Tuesday, February 17. Please refer to the graded homework to help your child review. Students are expected to be able to:
– Use a picture graph to answer questions
– Use the Quantity-Quantity-Difference, Start-Change-End, and Parts-and-Total diagrams to write a number model with a ? and to find the value for the ?
– Solve comparison number stories (i.e. Fish A is 7 inches long. Fish B is 4 inches long. How much longer is Fish A than Fish B?)
– Make a ballpark estimate for an addition problem. Then find the exact answer.
– Solve 2 and 3-digit addition problem using partial-sums addition.

The second quarter report card will be distributed on Tuesday, February 10. Please sign and return only the report card envelope by Friday, February 13. If we requested a conference with you, kindly contact us in person, via email, or letter to arrange an appointment.

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:
Phonemic Awareness: The Skills That They Need To Help Them Succeed! by Michael Heggerty, Ed.D.
Week 21 (Different words will be given each day.)
Letter Naming: “The letter is___”; “Sound is___”
Rhyming: Teacher says the word. Students repeat the word and open their eyes if the words rhyme, or close their eyes if the words do not.
Onset Fluency: Thumbs up if the words begin with the same blend; thumbs down if the words do not begin with the same blend.
Blending: Teacher says the individual phonemes. Students listen and then say the whole world. Ex. T: /p-o-n-d/, S: pond
Identifying Final and Medial Sounds: Teacher says the word. Students say the final sound found in the series. Ex. T: get, got, bet, S: /t/
Segmenting: Teachers says the word whole. Students repeat the word and chop it into phonemes. Ex. T: band, S: band; /b-a-n-d/
Use hand motion for chopping.
Substituting: Teachers says the word. Students repeat the word. Teacher says change the /*/ to /*/ and the word is? Ex. T: limit, S: limit, T: change the/lim/ to /hab/ and the word is? S: habit
* Use sounds
Adding Phonemes: Teacher says the word. Students repeat the word. 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

– 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
– Listening Centers: Mentor Texts Pigs and Zoo by Gail Gibbons
– Technology Center:
a. Students practice reading levels two-five sight words
c. A.R. on mini- IPads

Building Classroom Community based on CHAMPS A Proactive & Positive Approach to Classroom Management by Randy Sprick, Ph.D. and The Morning Meeting Book by Roxann Kriete
Reading 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) based on Morning Meeting Ideas by Susan Lattanzi Roser
– Sharing: Students share their journal writing entries or something that is meaningful to them.
– Group Activity: Lift Every Voice and Sing (from YouTube jsamruff)

Day 1
Morning Meeting
Morning Message: Today is Monday, February 9, 2015. We will work collaboratively to create a timeline of the Civil Rights Movement in America.
Today’s Inquiry Question: How does a timeline help you organize data? Share your answer with a classmate.

African-American History Unit (Integrated Unit: Language Arts, Social Studies, Art)
Civil Disobedience

Poetry Unit

Reading Workshop

Skill: Organizing Information on a Timeline (Part 1: 1955-1963)
Students work in small groups to organize information to create a time line of the Civil Rights Movement in America.

Students, I’ve been reflecting about the important events during the Civil Rights Movement we have been reading, discussing and writing about. It occurred to me that we should consider sharing out what we have learned with others in our school and at home.

Think Aloud:
Let me see. What is an effective visual or graphic representation that others can read and learn from easily? I don’t think a picture or bar graph would help us organize important events. What about a Venn diagram? A timeline? (“We do”, whole class)

How would you define timeline in your own words?
Let’s pause, think, turn and talk with a partner to clarify our thinking. (“We do”, partners)

Teachers have students share out their thinking. (“We do”, whole class)

Example: Yes, a timeline is a line that represents events in chronological order. It’s organized according to the date of the events.

Guiding Question: What information is important to include on the timeline?

Authors, today we will utilize important events we have been learning during our unit of study to collaboratively create a timeline of the Civil Rights Movement in America. You will follow the steps on the chart paper at the front of the classroom. Let’s read together the steps we will follow. (“We do”, whole class)

Timeline How-To
1. Discuss the steps to completing each section of the timeline.
2. Materials are distributed to small groups.
(Literacy helpers distribute materials to each small group: card stock banners for each section of the timeline, envelopes containing cards listing names of events, images and dates of each event, tape dispensers, writing tools, glue sticks.)
3. Organize the events according to date.
4. Place each event along the timeline of banner in chronological order.
5. Timeline checkers verify that the dates are in the accurate chronological order.
6. Attach events with a small piece of tape.
7. Teachers verify accuracy.
8. Attach events with glue sticks.
9. Attach an index card with names of participants.

Students take a museum walk around each table grouping to view each section completed. (“You do”, independent)

Writing Workshop

Several students share their writing from the previous day.

Today authors we will revise, edit, and illustrate our essays.
What are strategies to revise and edit our shared and independent writing?
How do we know if any words or details need to be added or deleted?
Let’s begin by using the strategy of rereading our entire shared writing essay.

Teachers guide students to reread the shared writing essay chorally.
Ask: Are there any sentences that seem unclear? How can we clarify what we want to say?
Are there any missing words or details? Did we capitalize, spell words correctly, and use correct punctuation?

Teachers guide students to revise and edit the shared writing essay. (“We do”, whole class)

Now authors, you will collaborate with your writing partners to revise and edit your essays. Support each other remembering to praise your partners and provide positive feedback or additional ideas as you work collaboratively. (“We do”, partners)

Students revise, edit, and illustrate their essays. (“You do”, independent)

Teachers meet with students one-on-one to provide support during writing conferences.

Several students share their writing with the class. (“We do”, whole class)

Day 2:
Morning Meeting
Morning Message: Today is Tuesday, February 10, 2015. We will begin our poetry unit in language arts.
Inquiry Question: What is a poem? Discuss your answer with a classmate.

African-American History Unit (Integrated Unit: Language Arts, Social Studies, Art)
Civil Disobedience

Poetry Unit

Reading Workshop

Teachers introduce poetry as genre of writing.

Vocabulary: interpretation, souls

Today, readers, we begin an exciting journey into reading the genre of poetry. If you want to understand poetry, and maybe learn how to write it, you definitely want to learn how to analyze a poem using several important steps. Let’s read our charted steps.

1. Read through the poem at least twice.
2. Ask: Is there a title?
3. Read it aloud.
4. Pay attention to punctuation.
5. Ask: Who is the speaker?
6. Be open to interpretation, which is the act of explaining the meaning of something.

Analysis:

In our first poem, “My People”, Langston Hughes praises enthusiastically the beauty of his people, likening their faces to the night, their eyes to the stars, and their souls to the sun. This poem, like many of the most beloved of Hughes’ poems, is a vivid example to the beauty and dignity of African Americans.

Read Aloud:

“My People”

The night is beautiful,
So the faces of my people.

The stars are beautiful,
So the eyes of my people.

Beautiful, also, is the sun.
Beautiful, also, are the souls of my people.

Readers, let’s return to our list of steps in analyzing poetry.

Teachers reread step one above.

Now, let’s follow step one and chorally read “My People”.

Teachers guide students to follow the analyzing steps.

As you read today’s poem with your reading partner, remember to share your understanding of the meaning of the poem. Jot down any thoughts, questions, or wonderings on your copies of the poem.
We will share your collaborative notes during morning meeting tomorrow.

Teachers distribute copies of the poem.

Writing Workshop

“Big Thoughts in Small Packages”
Bend 1: Seeing with Poet’s Eyes
Session 1: Seeing with Poet’s Eyes
Minilesson
Connection: Celebrate the way the class has immersed itself in poetry, and tell students that today you’ll teach them to see the world in fresh ways, like poets do. Name the teaching point.
Teaching: Show the students how one poet saw an object in a different, unusual way, contrasting it with the “regular” way someone might see the same object. Highlight the novelty in the poet’s vision, thinking out loud how she might have done this. Show the class how you can practice seeing with poet’s eyes by looking at a familiar object in a new way.
Active Engagement: Ask the students to think how they would write with poet’s eyes about another object. Then show what the poet did. Debrief; highlight the transferable point you are making. Poets see in fresh ways by looking closely, by caring about what they see, and sometimes by making compressions.
Link: Send your students off to study objects you’ve brought (feathers, shells, and so on) and to see them in fresh, new ways.
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.
Writing:
– Revisit “Things” by Eloise Greenfield and ask students to write a paragraph- about why they like the poem.

Day 3:
Morning Meeting
Morning Message: Today is Wednesday, February 11, 2015. In science, we will explore how the amount of weight and position of weight affect balance.
Inquiry Question: How did the paperclip affect the way you balanced the paper butterfly the other day? Share your answer with a partner.

African-American History Unit (Integrated Unit: Language Arts, Social Studies, Art)
Civil Disobedience

Poetry Unit

Reading Workshop

Vocabulary: crystal stair, landings, ain’t

Teachers review the steps to analyzing poetry.

Today readers, we will review the steps to follow when analyzing poetry. As we read and discuss together, be ready to share your interpretation of the poem.

Analysis:
In our poem today, “Mother to Son”, the mother says to her son that life has not been a “crystal stair” – it has had tacks and splinters and torn boards on it, as well as places without carpet. The stair is bare. However, she still climbs on, reaching landings, turning corners, and persevering in the dark when there is no light. She commands him, “So boy, don’t you turn back.” She instructs him not to go back down the stairs even if he thinks climbing is hard. He should try not to fall because his mother is still going, still climbing, and her life “ain’t been no crystal stair.”

Read Aloud:
“Mother to Son” by Langston Hughes

Mother to Son
Well, son, I’ll tell you:
Life for me ain’t been no crystal stair.
It’s had tacks in it,
And splinters,
And boards torn up,
And places with no carpet on the floor—
Bare.
But all the time
I’se been a-climbin’ on,
And reachin’ landin’s,
And turnin’ corners,
And sometimes goin’ in the dark
Where there ain’t been no light.
So boy, don’t you turn back.
Don’t you set down on the steps
’Cause you finds it’s kinder hard.
Don’t you fall now—
For I’se still goin’, honey,
I’se still climbin’,
And life for me ain’t been no crystal stair.

Now, let’s follow step one and chorally read “Mother to Son”.

Teachers guide students to follow the analyzing steps.

Teachers distribute copies of the poem.

As you read today’s poem with your reading partner, remember to share your understanding of the meaning of the poem. Jot down any thoughts, questions, or wonderings on your copies of the poem.
We will share your collaborative notes during morning meeting tomorrow.

Writing Workshop

“Big Thoughts in Small Packages”
Bend 1: Seeing with Poet’s Eyes
Session 1: Seeing with Poet’s Eyes
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, new ways.
– Students to select a favorite poem and write a short essay about why they like the poem.

Day 4:
Morning Meeting
Morning Message: Today is Thursday, February 12, 2015. We will discuss the importance of line breaks in poetry.
Inquiry Question: Why might a poet only write one word on a line? Share your answer with a partner.

African-American History Unit (Integrated Unit: Language Arts, Social Studies, Art)
Civil Disobedience

Poetry Unit

Reading Workshop

Vocabulary: Dream Keeper

Today readers, we will review the steps to follow when analyzing poetry. As we read and discuss together, be ready to share your interpretation of the poem.

Analysis:
Today’s poem “The Dream Keeper”, details how people must invest in their dreams by always protecting the dreams and not letting harsh outside influences destroy the dreams. Langston Hughes wanted to call attention to the forces acting against the dreams of everyone, making life for the victims miserable.

Read Aloud:
“The Dream Keeper” by Langston Hughes

The Dream Keeper
Bring me all of your dreams,
You dreamers,
Bring me all your
Heart melodies
That I may wrap them
In a blue cloud-cloth
Away from the too-rough fingers
Of the world.

Now, let’s follow step one and chorally read “Dream Keeper”.

Teachers guide students to follow the analyzing steps.

Teachers distribute copies of the poem.

As you read today’s poem with your reading partner, remember to share your understanding of the meaning of the poem. Jot down any thoughts, questions, or wonderings on your copies of the poem.
We will share your collaborative notes during morning meeting tomorrow.

Writing Workshop

“Big Thoughts in Small Packages”
Bend 1: Seeing with Poet’s Eyes
Session 2: Listening for Line Breaks
Minilesson
Connection: Share with the class some examples of fresh, new ways they’ve seen the world, and let them in on another element of poetry: sound. Name the teaching point.
Teaching: Show a familiar poem, written as prose and as a poem, and channel students to listen as you read the prose version in a blah way. Contrast this with reading the same poem written with the line breaks the author intended. Discuss why the line breaks support the meaning and influence your reading. Discuss how “line breaks” make up a poetic form, that poetry has music, and the music of poetry comes from how words are put on a page.
Active Engagement: Ask the students to read the poem again, using line breaks as the author instructed them to do. Challenge them to reflect on how the line breaks influence their oral reading. Model to students how some poems would look written as prose. Then show students the poems the way they were originally written. Summarize what you want the students to learn.
Link: Remind the students that they have options, including to observe with poets’ eyes, to turn notes into poems, or to rewrite poems with line breaks.
Interactive Read Aloud:
Small Poems by Valerie Worth
– Using word cards and pocket charts, let students experiment with making a poem with line breaks and patterns.
– Students discuss with a partner how they might write their poems.
– Students compose their poems.

Day 5:
Morning meeting
Morning Message: Today is Friday, February 13, 2015. We begin making mobiles to explore the concept of balance.
Inquiry Question: How do you move the fulcrum of the beam balance with an uneven amount of weight on both sides? Discuss your answer with a classmate.

Parent Read Aloud

Muntu Dancers 9:30-10:30

Spelling Test

Word Study
Spelling Words:
still, learn, should, America, world, hush, slush, dash, wash, wish, dish, money, coin, bill, cent, dollar

The above words will be tested on February 20.
Teacher displays the 16 Fry words, pointing out patterns and strategies from Fountas and Pinnell such as read, copy, cover, write, and check.

Math
Lesson 6-8 Partial-Sums Addition, Part 2
Students are introduced to partial-sums addition.

Goals:
– Check whether your answer makes sense.
– Make connections between representations.
– Explain your mathematical thinking clearly and precisely.

1. Warm Up
Math Talk: Mental Math and Fluency
Dictate pairs of 3-digit numbers. Have students compare the numbers and use , or = to record the comparisons on their slate.

Daily Routines
Have students complete daily routines.

2. Focus
Math Message: Show 53 and 44 with the fewest possible base-10 blocks. Then write both numbers in expanded form. Talk about the question with a partner. What is the same about showing numbers with base-10 blocks and writing them in expanded form? What is the difference?

Using Expanded Form to Find Partial Sums (Whole Class)
Math Message Follow-Up: Ask students to share their ideas about how representations using base-10 blocks and expanded form are similar and different. Remind students that in the previous lesson they used base-10 blocks to help them find partial sums and add numbers. Tell them that today they will use expanded form to help them find partial sums.

Academic Language Development: Use examples to contrast the terms standard form and expanded form. Encourage students to use the terms as they describe their strategies.
Have a volunteer demonstrate how to use base-10 blocks to solve 53 + 44.
Display examples the same numbers in expanded form. Ask: How could this expanded form help us do the same thing we just did with base-10 blocks?
Differentiate: Adjust the Activity
If students struggle writing the expanded form for each number, have them model the numbers with base-10 blocks or sketch base-10 shorthand and record their work on paper.
After students have had time to work, ask them to share their thinking. Point to the relevant parts of the expanded form as you use students’ descriptions of their steps to complete the examples given. Tell students that this method is called partial-sums addition. Repeat the activity with an addition problem with 3-digit addends, such as 254 + 138.

Estimate and Adding with Partial Sums (Partner)
Students work in partnerships to complete journal page 158. They should make ballpark estimates and use partial sums addition to solve the problems.

Assessment Check-In
Expect that most students will be able to correctly solve the problems on journal page 158. Some may need to use base-10 blocks to help them write the expanded form before adding.

3. Practice
Playing Salute! (Small Group)
Math Reference Book, pp. 162-16
Observe
– What strategies are students using to find the missing addends?
– Which students understand the relationships between the numbers?
Discuss
– How did you figure out the number on your card?
– Which numbers were easy to figure out? Which numbers were hard to figure out?

Students complete Math Boxes 6-8, Math Journal 2, p. 159 (Independent/Partner)

Lesson 6-9 Subtracting with Base-10 Blocks (Day 1)
Students are introduced to partial-sums addition.

Goals:
– Keep trying when your problem is hard.
– Make sense of the representations you and others use.
– Use tools effectively and make sense of your results.

1. Warm Up
Math Talk: Mental Math and Fluency
Display three longs and 15 cubes. Ask students to give the equivalent in number.

Daily Routines
Have students complete daily routines.

2. Focus
Math Message: Have students complete the problem on journal page 160.

Sharing Strategies (Whole Class)
Math Journal 2. P.160
Math Message Follow-Up: Give partners time to compare and discuss strategies before having volunteers share with the class. Students may describe a strategy of subtracting by counting back 24 from 56 on the number grid or number line. Students may also count up from 24 to 56 by tens and ones using a number grid or number line.

Distribute base-10 blocks so each partnership has at least 6 longs and 15 cubes. Ask partner to discuss how to model the Math Message problem using the blocks. Invite students to demonstrate and explain what they did. An appropriate use of the blocks should include the following steps:
– Model the 56 loaves of bread with 5 longs and 6 cubes.
– Remove 2 longs and 4 cubes to represent the 24 loaves that were sold.
– Count the remaining blocks and record the answer.

Solving the Open Response Problem (Partner/Independent)
Math Master, p. 177, My Reference Book, pp. 16-17
Read the problem as a class. Tell students to solve the problem using base-10 blocks. Point out that they should expect to take more time to solve this problem than the Math Message problem. Tell students that drawing blocks may help them explain their strategy. Remind them that even though they are focusing on one tool (base-10 blocks), there are different ways they can use tool to solve the problem.

Circulate and observe. Expect to see students represent 53 with 5 longs and 3 cubes and to start showing the subtraction by removing 3 longs. Let them begin this way and try to make sense of what to do next. If you see students struggle at this point, ask: What have you done so far? What do you still need to do? How do you think you can do that? Do not tell students to make a trade. Instead, have them develop their own ideas. Ask: Are you saying you don’t have the right blocks? What can you do about that?

Watch for students who start by representing both numbers in the problem (53 and 38) with blocks, as if they were adding. It is possible to solve the problem this way by comparing the numbers using the blocks and finding how much larger 53 is than 38. However, this is often harder for students to visualize and carry out than representing 53 and finding a way to take away 38. If students have trouble using this method, remind them of the context of the problem and ask them to use the blocks to represent the 53 dinner rolls. Then ask: How can you represent selling 38 of the rolls?

Differentiate: If students have difficulty, ask them to show you how to represent subtraction in the Math Message problem by taking away the correct number of base-10 blocks. When they can do this successfully, bring their attention back to the open response problem. This may help them to verbalize that they need to find a way to take away 3 tens and 8 ones.

Students can work in partnerships as they explore the base-10 blocks and share ideas about the task, but they should complete their own explanations and drawings of how they used blocks to represent subtraction.

Summarizer: Have students read pages 16-17 in My Reference Book. Ask: What tools did Emma use to solve the addition problem? What tools did we use to solve the subtraction problems we did today?

Collect the students’ work to evaluate and prepare for Day 2.

Getting Ready for Day 2 (Whole Class)
Math Masters p. TA5
Planning a Follow –Up Discussion
1. Display work with a viable strategy using base-10 blocks, but an error that resulted in an incorrect answer. Ask:
– Do you agree or disagree with this student’s answer?
– Look carefully at the drawing and explanations. Is it clear enough so you understand what the student did? What base-10 blocks did the student start with? What do they represent? How do you know?
– Is there a problem with this step?
– What did the student do next? How do you know? Why do you think this student did that? Was that the correct number to subtract?
– What was this student’s answer? Do you think it is correct?
– What would you say to help this student get the right answer? What did this student do? How could this student use the blocks to correct the answer?
– Let’s work together to get the correct answer.

2. Display a response with the correct answer, but with an explanation or drawing that is unclear or doesn’t match the answer. Ask:
– Do you agree or disagree with this student’s answer?
– How do you think this student started? Do you see 53 shown with base-10 blocks?
– Did the student show or tell what was taken away?
– Does the drawing clearly show that 3 longs and 8 cubes were taken away?
– How can this student clearly show what was taken away?
– If we show that clearly, what will be left?

3. Display a response that clearly shows a correct solution. Ask:
– Look carefully at this work. Can you tell the steps this student took to solve the problem? How did this student start?
– What did this student do next? How can you tell? What do the 3 longs stand for?
– How many rolls were sold? How many do we need to take away? How many more does the student need to take away? How did this student show that?
– Show us where the blocks are that are left?

Planning for Revisions
Have base-10 blocks and copies of Math Masters, p. 177 or extra paper available for students to use in revision. Ask students to use colored pencils so you can see what they revised.

Lesson 6-9 Subtracting with Base-10 Blocks (Day 2)
Students are introduced to partial-sums addition.

Goals:
– Check whether your answer makes sense.
– Make connections between representations.
– Explain your mathematical thinking clearly and precisely.

2b Focus
Setting Expectations
Briefly review the open response problem form Day 1. Ask: What did you need to think about as you were using base-10 blocks to solve this problem?
Tell students they are going to look at other students’ work and think about their drawing and explanations. Remind them it is OK to make mistakes and that they should help each other learn from their mistakes. Encourage students to use guidelines such as: I like how you…, Why did you…

Reengaging in the Problem (Whole Class/Partner)
Students reengage in the problem by analyzing and critiquing other students’ work in pairs and in a whole-group discussion.

Revising Work (Partner/Independent)
Return students’ work from Day 1. Before students revise, ask them to examine their drawings and explanations and decide how to improve them. Ask:
– Were you able to solve the problem using base-10 blocks on Day 1? If not, you will spend more time doing this.
– Did you make a drawing showing how you used the blocks to represent subtraction?
– Did you write an explanation of your strategy that is clear enough that someone else could use it? Does your partner understand it?
Summarize: Have students reflect on their work and revisions. Ask: How did you show how to use base-10 pieces to subtract? Did you find a better way to show your thinking today?

Assessment Check-In
Collect and review students’ work. Expect most students to show that they can use strategies based on place value to accurately subtract. Expect that they will have attempted to improve or add to their drawing and explanations of their strategy for using base-10 blocks to represent the subtraction problem.

Practice
Math Boxes 6-9 (Math Jpurnal2, p.161)
Students complete the math boxes independently/partner.

Lesson 6-10 Exploring Arrays, Length, and Shapes (2 Days)
Students build arrays on Geoboards, measure and compare lengths, and create shapes.

Goals:
– Create mathematical representations using numbers, words, pictures, symbols, gesture, tables, graphs, and concrete objects.
– Use tools effectively and make sense of your results.

1. Warm Up
Math Talk: Mental Math and Fluency
Flash a quick Look card. Ask students to explain how they find the total number of dots.

Daily Routines
Have students complete daily routines.

2. Focus
Math Message: Show a picture of a muffin pan. Ask: How many muffins can fit in this pan?

Discussing Arrays
Math Message Follow-Up
Ask:
– How many rows are there in the pan?
– How many muffins can fit in each row?
– How many muffins can fit in the pan in all?
Record the number model 4 + 4 + 4 = 12 to represent the 3-by-4 array. Then show students how to use a rubber band to enclose a 4-by-4 array of pegs in a rectangle on a geoboard.

Exploration A: Making Geoboard Arrays (Small Group/Partner)
Activity Cards 83; Math Masters, p. 180
Students create rectangular arrays on geoboards and record them on dot paper. For each array, they count the number of enclosed pegs, including the ones touching the rubber band. Students then write an addition number model to represent the total number of pegs in each array.

Exploration B: Comparing Lengths (Small Group/Partner)
Activity Card 84; Math Journal 2, p. 162
Tape a yardstick or a tape measure (with the inch side up) to a table. Students measure four different objects and compare their lengths. They find the difference in length between pairs of objects.

Differentiate: Suggest that students align the two objects with 0 on the yardstick or the tape measure, with one object on either side of the measuring tool. Students measure the section of the longer object that extends beyond the end of the shorter object.

Exploration C: Making Shapes (Small Group/Partner)
Activity Card 85; Math Masters, p. 181
Students cut out the triangles and the rectangles on Math Masters, page 181. They put them together to form various shapes, which they paste or tape onto sheets of paper. Have additional copies of the page ready for students who need more triangles and rectangles.
Students may refer to My Reference Book, pages 123 – 124 for pictures of shapes. Encourage students to attempt more complex constructions.
Summarize: Students share a strategy they used to find the difference in length between the pairs of objects in Exploration B.

3. Practice
Playing Beat the Calculator (Small Group)
Assessment Handbook, pp. 98-99

Have small groups play the games as introduced in Lesson 5-1. As you circulate and observe, monitor student’s progress with addition facts using Assessment Handbook, pages 98-99. By the end of Grade 2, students are expected to know from memory all sums of two 1-digit numbers.
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 6-10, Math Journal 2, p. 163 independently or with a partner.

Science
– Interactive Read Aloud: “Julie’s Balancing Act.”
Ask:
– Have you ever taken gymnastics classes?
– Did you ever walk a balance beam? What did you do to keep balance?
– Have you ever watched a ballet? How do you think a ballerina stays on her toes?
– In addition to gymnastics and ballet, what other activities require the ability to balance?

Lesson 3:
Exploring the beam balance
– Students build a beam balance.
– Students explore how the amount of weight and position of weight affect balance.
– Students discuss the various ways they are able to balance the beam.

– Students write about the exploration: Exploring the balancing beam.

Lesson 4: Moving the Fulcrum
Students will discover that they can make the beam balance, even though the weight it supports is uneven or unevenly distributed, by changing the position of the fulcrum.
– Students balance a beam with Unifix Cubes by changing the position of the fulcrum.
– Students describe and compare their observations.
– Students record their results.
– Students add their observations of balancing and weighing in the world around them to the class list.
Ask: Why is the fulcrum in this spot? Why does the beam balance when the fulcrum is there?
– Why do you think the beam can balance with an uneven number of cubes on the end?
– What did you discover today that could help explain why you had to move the pencil after you added a paper clip to the butterfly?

Interactive Read Aloud: Mirette on the High Wire by Emily Arnold McCully

Lesson 5: Building Mobiles
Making mobiles offers students an opportunity to apply what they have discovered about the relationship between balance and weight. Students discover that they can design mobiles with various fulcrum points and that they can change the balance of a mobile by adding a small amount of weight or by shifting its position slightly.
– Students build simple mobiles that balance.
– Students describe and compare how their mobiles balance.

Students begin to cut shapes out of construction paper and think about how they will design simple mobiles that require the understanding of balance.

Social Studies
Integrated with Language Arts

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

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Week of February 1

Dear Parents and Caregivers,

The second quarter ended on Thursday, January 29. Please look for your child’s report card and a copy of the third quarter newsletter, which will be distributed on Tuesday, February 10.

The Unit 6 Math Assessment will take place on Friday, February 13. Please refer to the graded homework to help your child review. Students are expected to be able to:
– Use a picture graph to answer questions
– Use the Quantity-Quantity-Difference, Start-Change-End, and Parts-and-Total diagrams to write a number model with a ? and to find the value for the ?
– Solve comparison number stories (e.i. Fish A is 7 inches long. Fish B is 4 inches long. How much longer is Fish A than Fish B?)
– Make a ballpark estimate for an addition problem. Then find the exact answer.
– Solve 2 and 3-digit addition problem using partial-sums addition.

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:
Phonemic Awareness: The Skills That They Need To Help Them Succeed! by Michael Heggerty, Ed.D.
Week 20 (Different words will be given each day.)
Letter Naming: “The letter is___”; “Sound is___”
Rhyming: Teacher says the word. Students repeat the word and open their eyes if the words rhyme, or close their eyes if the words do not.
Onset Fluency: Thumbs up if the words begin with the same blend; thumbs down if the words do not begin with the same blend.
Blending: Teacher says the individual phonemes. Students listen and then say the whole world. Ex. T: /p-o-n-d/, S: pond
Identifying Final and Medial Sounds: Teacher says the word. Students say the final sound found in the series. Ex. T: get, got, bet, S: /t/
Segmenting: Teachers says the word whole. Students repeat the word and chop it into phonemes. Ex. T: band, S: band; /b-a-n-d/
Use hand motion for chopping.
Substituting: Teachers says the word. Students repeat the word. Teacher says change the /*/ to /*/ and the word is? Ex. T: limit, S: limit, T: change the/lim/ to /hab/ and the word is? S: habit
* Use sounds
Adding Phonemes: Teacher says the word. Students repeat the word. 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

– M.O.Y. TRC assessments.
– 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
Building Classroom Community based on CHAMPS A Proactive & Positive Approach to Classroom Management by Randy Sprick, Ph.D. and The Morning Meeting Book by Roxann Kriete
Morning Meeting (Daily) based on Morning Meeting Ideas by Susan Lattanzi Roser
– Sharing: Students share their journal writing entries or something that is meaningful to them.
– Group Activity: “Lift Every Voice and Sing” (from YouTube jsamruff)

Day 1
Morning Meeting
Morning Message: Today is Monday, February 2, 2015. We will write how to use kindness to win someone over.
Today’s Inquiry Question: What are some strategies we can use to help turn a bully around? Explain your thinking to a classmate.

African-American History Unit (Integrated Unit: Language Arts, Social Studies, Art)
Civil Disobedience

Reading Workshop

Comprehension Strategy
Comparing and Contrasting Two Texts: Sit-In How Four Friends Stood Up by Sitting Down and Freedom on the Menu The Greensboro Sit-Ins

Teachers lead a discussion based upon this week’s Interactive Read Aloud: Sit-In How Four Friends Stood Up by Sitting Down by Andrea Davis Pinkney and Shared Reading: Freedom on the Menu The Greensboro Sit-Ins by Carole Boston Weatherford. Teachers use a Venn Diagram as a visual representation of the similarities and differences between both texts. Teachers and students will record features or characteristics of the texts in the respective ovals, making sure that any shared characteristics are written in the overlapping portion of the ovals. (Labeled as Sit-In How Four Friends, Freedom on the Menu; Both)

Writing Workshop

Teachers will engage students to brainstorm and chart ideas for topics to consider for writing an essay about steps to follow to cause a change.

Think Aloud: I think one topic could be helping another person to stop bullying. Teachers list the topic “Helping to Stop a Bully” on chart paper.

What might another topic be? Let’s see, I think encouraging another person to include students during play at recess might be a topic I am familiar with and could write about. Teachers chart “Everyone Can Play At Recess”. (“We do”, whole class)

Now we will pause to think, turn and talk with a classmate about a topic we can add to our chart of topics. (“We do”, partners)

Teachers have students share out their ideas to be added to the topic chart. (“We do”, whole class)

Teachers have students chorally read the charted topics.
Ask: What’s one topic we know about that we can write about together?

Shared Writing: After selecting a topic, teachers engage students to compose a list of 3-4 steps to follow pertinent to the topic. Teachers chart the shared writing. See example below.

Ask: What are important steps I could use to encourage another person to stop bullying? Let’s see, First, I would greet the other student as we arrive at school. Second at recess, I might ask, “Would you like to sit with me at lunch?” Third, I would try to get to know the boy or girl better. At lunch I might ask, “What are your favorite games to play?” Finally, I might talk with the boy or girl about a bullying scenario to open conversation about the difficulties of bullying.

Teachers display the charted steps:

First, greet the other child when arriving at school.
Second, ask the student to sit with you at lunch.
Third, find out what interests he or she has.
Finally, chat about the topic of bullying.

Teachers reread the steps with the students.

Ask: Have we composed a list of 3 or 4 steps to follow for this scenario?

Students collaborate with their writing partners. (“We do”, partners)

Teachers will display and read sequencing sentence starters to support independent writing.

First,
Second,
Third,
Last,
Or

First of all,
Secondly,
Thirdly,
Finally,
(“We do”, whole class)

Students begin writing a list of steps to follow based upon their selected topic. (“You do”, independently)

Teachers circulate the room noting students’ topics and lists, noting the students needing additional support or guidance.

Several students share their writing with the class. (“We do”, whole class)

Day 2
Morning Meeting
Morning meeting:
– Sharing: Students share their journal writing entries or something that is meaningful to them.
– Group Activity: Lift Every Voice and Sing (from YouTube jsamruff)

Morning Message: Today is Tuesday, February 3, 2015. In math, we will make ballpark estimates to add and check for reasonableness by comparing the estimate to the exact answer.
Today’s Inquiry Question: What is a ballpark estimate? Share your thinking with a classmate.

African-American History Unit (Integrated Unit: Language Arts, Social Studies, Art)
Civil Disobedience

Reading Workshop

Shared Reading
Freedom Summer by Deborah Wiles

Story Summary
Freedom Summer is a fictional text based on historical events during the summer of 1964 in the state of Mississippi. The Civil Rights Act became a law. The law stipulated that “All persons shall be entitled to the full and equal enjoyment of any public place, regardless of race, color, religion, or national origin.” When this monumental legislation was passed, the town pool, the roller rink, and the ice cream parlor closed. Rather than lawfully giving African-Americans the same rights and freedoms as whites, many southern businesses chose to shut their doors in protest.

Teachers guide students to read chorally pages 1-16. (“We do”, whole class)

Discussion Questions:
Why did the author select two main characters of different races?
What is the relationship between the two boys? What text evidence can you site to support your thinking?

Teachers guide a discussion using the questions above.

Readers, today as you reread our story, locate, underline and label text evidence to support answers to today’s questions. (“We do”, whole class)

Students reread the text with a pencil. (“We do”, partners)

Writing Workshop

Teachers revisit the process of previous day’s mini-lesson (Charted brainstorming topics and steps to follow).

Today authors we will reread our list we wrote during shared writing yesterday and brainstorm ideas to elaborate step one from our selected topic.

Teachers guide students to reread the shared writing from yesterday.

Do we need to change or add steps to the shared writing?
Teachers edit the chart as necessary.

Our next job as authors is to think about step one from our writing. Let’s see we wrote:

First, greet the other child when arriving at school.

Now we pause and think of the important information we want the reader to understand about being polite to engage another person.

Think Aloud: I think we should elaborate, or stretch our writing, by explaining our understanding of being polite. I know that I want to look and sound friendly.
How does that look and sound?
What do you do when you want to develop a relationship or open a conversation with someone who is considered a bully? (“We do”, whole class)

Students turn and talk about their thinking with classmates. (“We do, partners)

Several students share their ideas.
Teachers lead a discussion to clarify the ideas shared.

Let’s review what we have shared.

Example: Some have shared that approaching someone who bullies can be a difficult task. How can we make sure that we have the courage to be pleasant with a bully? Would our behavior be similar to meeting someone new? How does that look and sound?

Students turn and talk about their thinking with classmates. (“We do, partners)

Several students share their thinking. (“We do”, whole class)

Teachers chart students thinking.

Next, we can take our ideas to compose a paragraph about helping someone to consider not bullying others.

Teachers scribe students’ paragraph on chart paper. (“We do”, whole class)

Teachers guide students to reread the paragraph, highlight sequencing words, and edit as necessary. (“We do”, whole class)

Authors, you will now collaborate with your writing partner to elaborate the first step of your chosen topic. Support each other remembering to praise your partners and provide positive feedback or additional ideas as you work collaboratively. (“We do”, partners)

Teachers circulate, guide, and/or pose questions to support students, noting which students are ready for independent writing and those who may need additional support.

Students begin writing the first paragraph of their essays. (“You do”, independent)

Several students share their day’s writing with the class. (“We do”, whole class)

Day 3
Morning Meeting
Morning Message: Today is Wednesday, February 4, 2015. In science, we will continue to explore the principles of balance.
Today’s Inquiry Question: How can you move the fulcrum of the beam balance to balance the objects on the beam?
Share your answer with a classmate.

African-American History Unit (Integrated Unit: Language Arts, Social Studies, Art)
Civil Disobedience

Reading Workshop

Shared Reading
Freedom Summer by Deborah Wiles

Story Words
Hunker – squat or crouch down low

Story Summary
Freedom Summer is a fictional text based on historical events during the summer of 1964 in the state of Mississippi. The Civil Rights Act became a law. The law stipulated that “All persons shall be entitled to the full and equal enjoyment of any public place, regardless of race, color, religion, or national origin.” When this monumental legislation was passed, the town pool, the roller rink, and the ice cream parlor closed. Rather than lawfully giving African-Americans the same rights and freedoms as whites, many southern businesses chose to shut their doors in protest.

Teachers guide students to read chorally pages 17-24. (“We do”, whole class)

Discussion Questions:
How would you describe John Henry? Joe?
How would you describe John Henry’s older brother?

Teachers guide a discussion using the questions above. (“We do”, whole class)

Readers, today as you reread our story, locate, underline and label text evidence to support answers to today’s questions. (“We do”, whole class)

Students reread the text with a pencil. (“We do”, partners)

Writing Workshop

Several students share their writing from the previous day.

Today authors we will elaborate the second step from our topic.
On Monday during shared writing we wrote: Second, ask to sit together at lunch.
What do we want the reader of our shared writing to know about this step? What important about this step? (“We do”, whole class)

Students turn and talk to brainstorm ideas about this second paragraph we will write together. (“We do”, partners)

Students share their ideas.

Teachers summarize what has been shared. (”We do”, whole class)

Shared Writing
Next, we can take our ideas to compose a paragraph about the second step of our topic.
Perhaps we might write:
Example: Second, I ask to sit together at lunch. When I do this he or she will know I want to become a friend. I might ask him or her what games he or she likes to play. Through our conversation we might find out we may become friends.

Teachers guide students to reread the paragraph, highlight sequencing words, and edit as necessary. (“We do”, whole class)

Authors, you will now collaborate with your writing partner to elaborate the second step of your chosen topic. Support each other remembering to praise your partners and provide positive feedback or additional ideas as you work collaboratively. (“We do”, partners)

Teachers circulate, guide, and/or pose questions to support students, noting which students are ready for independent writing and those who may need additional support.

Students begin writing the second paragraph of their essays. (“You do”, independent)

Several students share their day’s writing with the class. (“We do”, whole class)

Day 4
Morning meeting:
– Sharing: Students share their journal writing entries or something that is meaningful to them.
– Group Activity: Lift Every Voice and Sing (from YouTube jsamruff)

Morning Message: Today is Thursday, February 5, 2015. In math, we will use base-10 blocks to find partial sums and build readiness for partial-sum addition.
Today’s Inquiry Question: Write 35 + 24 using base-10 blocks? Explain to a classmate how you group the tens and the ones.

African-American History Unit (Integrated Unit: Language Arts, Social Studies, Art)
Civil Disobedience

Reading Workshop

Reading Skill: Comparing and Contrasting Two Characters
Using a Venn Diagram based upon Freedom Summer

Readers, during our recent reading workshop lessons, we’ve been learning about using Venn diagrams to organize information from what we are reading.
Why do you think we are learning to use Venn Diagrams?
Is this skill important to add to our toolbox of reading strategies? Why or why not?

Students share their thinking about the questions.

Teachers display and introduce a Venn Diagram labeled as follows: John Henry, Joe, and Both.

Today, readers we will further develop our skills utilizing Venn Diagrams to compare and contrast the two characters from our shared reading: John Henry and Joe.

Think Aloud:
First, we should review what we understand about comparing and contrasting information.
To compare means to identify or find information that is similar, like that John Henry and Joe are both boys.
To contrast means to identify or find information that is different, like that John Henry is African-American and Joe is White.

Guiding Question: What information is important to include on the diagram?

You will collaborate with your reading partner to enter information on your Venn diagrams.
Remember to refer back to your copies of the text reading with a colored pencil to identify text evidence that supports your thinking.
Support each other remembering to identify text evidence and provide positive feedback as you work collaboratively. (“We do”, whole class)

Students work collaboratively to complete their Venn diagrams. (“We do”, partners)

Teachers call students to the carpet with their diagrams.

Students share their Venn diagrams.
Teachers chart the information on the class Venn diagram titled: Freedom Summer by Deborah Wiles.

Tomorrow as you read independently, or with your partners, reread our text from today.
If you find additional information pertinent to our diagrams, write in on a sticky note and attach it the class diagram. (“We do”, whole class)

Writing Workshop

Several students share their writing from the previous day.

Today authors we will elaborate the third step from our topic.
On Monday during share writing we wrote: Third, chat about the topic of bullying.

What do we want the reader of our shared writing to know about this step? What important about this step? (“We do”, whole class)

Students turn and talk to brainstorm ideas about this third paragraph we will write together. (“We do”, partners)

Students share their ideas.

Teachers summarize what has been shared.

Shared Writing
Next, we can take our ideas to compose a paragraph.
Teachers summarize students’ suggestions.

Teachers scribe the paragraph on chart paper. (“We do”, whole class)

Teachers guide students to reread the paragraph, highlight sequencing words, and edit as necessary. (“We do”, whole class)

Authors, you will now collaborate with your writing partner to elaborate the third step of your chosen topic. Support each other remembering to praise your partners and provide positive feedback or additional ideas as you work collaboratively. (“We do”, partners)

Teachers circulate, guide, and/or pose questions to support students, noting which students are ready for independent writing and those who may need additional support.

Students begin writing the third paragraph of their essays. (“You do”, independent)

Several students share their day’s writing with the class. (“We do”, whole class)

Day 5
Morning Meeting
Morning Message: Today is Friday, February 6, 2015. We will work collaboratively to create a timeline of the Civil Rights Movement in America.
Today’s Inquiry Question: How does a timeline help you organize data? Share your answer with a classmate.

Parent Read Aloud

Spelling Test

Word Study
Spelling Words:
letter, mother, answer, found, study, much, such, church, search, march, starch, repeat, subtract, divide, group, remainder

The above words will be tested on February 13.
Teacher displays the 16 Fry words, pointing out patterns and strategies from Fountas and Pinnell such as read, copy, cover, write, and check.

African-American History Unit (Integrated Unit: Language Arts, Social Studies, Art)
Civil Disobedience

Reading Workshop

Skill: Organizing Information on a Timeline (Part 1: 1955-1963)
Students work in small groups to organize information to create a time line of the Civil Rights Movement in America.

Students, I’ve been reflecting about the important events during the Civil Rights Movement we have been reading, discussing and writing about. It occurred to me that we should consider sharing out what we have learned with others in our school and at home.

Think Aloud:
Let me see. What is an effective visual or graphic representation that others can read and learn from easily? I don’t think a picture or bar graph would help us organize important events. What about a Venn diagram? A timeline? (“We do”, whole class)

How would you define timeline in your own words?
Let’s pause, think, turn and talk with a partner to clarify our thinking. (“We do”, partners)

Teachers have students share out their thinking. (“We do”, whole class)

Example: Yes, a timeline is a line that represents events in chronological order. It’s organized according to the date of the events.

Guiding Question: What information is important to include on the timeline?

Authors, today we will utilize important events we have been learning during our unit of study to collaboratively create a timeline of the Civil Rights Movement in America. You will follow the steps on the chart paper at the front of the classroom. Let’s read together the steps we will follow. (“We do”, whole class)

Timeline How-To
1. Discuss the steps to completing each section of the timeline.
2. Materials are distributed to small groups.
(Literacy helpers distribute materials to each small group: card stock banners for each section of the timeline, envelopes containing cards listing names of events, images and dates of each event, tape dispensers, writing tools, glue sticks.)
3. Organize the events according to date.
4. Place each event along the timeline of banner in chronological order.
5. Timeline checkers verify that the dates are in the accurate chronological order.
6. Attach events with a small piece of tape.
7. Teachers verify accuracy.
8. Attach events with glue sticks.
9.Attach an index card with names of participants.

Students take a museum walk around each table grouping to view each section completed. (“You do”, independent)

Writing Workshop

Several students share their writing from the previous day.

Today authors we will revise, edit, and illustrate our essays.
What are strategies to revise and edit our shared and independent writing?
How do we know if any words or details need to be added or deleted?
Let’s begin by using the strategy of rereading our entire shared writing essay.

Teachers guide students to reread the shared writing essay chorally.
Ask: Are there any sentences that seem unclear? How can we clarify what we want to say?
Are there any missing words or details? Did we capitalize, spell words correctly, and use correct punctuation?

Teachers guide students to revise and edit the shared writing essay. (“We do”, whole class)

Now authors, you will collaborate with your writing partners to revise and edit your essays. Support each other remembering to praise your partners and provide positive feedback or additional ideas as you work collaboratively. (“We do”, partners)

Students revise, edit, and illustrate their essays. (“You do”, independent)

Teachers meet with students one-on-one to provide support during writing conferences.

Several students share their writing with the class. (“We do”, whole class)

Math
Lesson 6-5 Two-Step Number Stories
Students solve two-step number stories.

Goals:
– Make sense of your own problem.
– 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
Math Talk: Mental Math and Fluency
Pose number stories. Have students solve them on their slates and then share their strategies with the class.
Johannah bought 14 thank-you notes to school. She gave out 8 during lunch. How many does she still have to give out?

Daily Routines
Have students complete daily routines.

2. Focus
Math Message: Write a number story to match this number model: 15 – ? = 7.

Sharing Number Stories
Math Message Follow-Up: Invite a few students to share their number stories. Point out that each of their number stories is a one-step number story, or a number story that can be solve in only one step.

Tell students that today they will solve number stories that involve more than one step. They will see how using drawings and diagrams can help.

Solving Two-Step Number Stories
(Math Journal 2, pp. 150-151; My Reference Book, pp. 34-35
Have a volunteer read Problem 1 on journal page 150 aloud. Explain that you can break this number story into two steps to solve, so it is a two-step number story. Ask questions like the following:
– What do you want to find out?
– Do we know how many shells Annabelle had to begin with?
– What change occurred?
Two things happened. First Annabelle found 12 shells. Is it a change-to-more situation or a change-to-less situation? Annabelle gave away 4 shells. Is this a change-to-more situation or a change-to-less situation?
Display and fill in a change diagram to model the first step. Write 9 in the Start box, + 12 on the Change line, and / in the End box. Tell students that the ? represents the number of shells Annabelle has after adding 12 more to her collection. Have students suggest the number model with ? to represent the first step. Write the number model below the change diagram.
How can we find the number of shells Annabelle has at this point?
Write the number model for the solution with 21 substituted for the question mark. Remind students that this is just the first two steps needed to solve this number story. They now have information they need to find the number of shells Annabelle has after giving 4 to her aunt.
– What does the ? represent?
– What is a number model for the second step?
– How can we find the number of shells Annabelle now has?
– How many shells does she have?
Have students work in small groups to solve Problem 2 on journal page 150. Ask guiding questions such as:
– What do we want to find out?
– What changes occurred?
– What is the first step in this problem? The second step?
– How many balloons did Yvette have at the end?

Assessment Check-In
Circulate and observe students’ work. Expect that most students to be able to solve problem 3 with the help of drawing diagrams. Assist students as needed by helping them use drawings or situation diagrams to make sense of the problems.

3. Practice
Math Boxes 6-5, Math Journal 2, p. 152

Lesson 6-6 Recording Additions Strategies (2 Days)
Students make ballpark estimates and invent and record their own strategies for solving addition problems.

Goals:
– Reflect on your thinking as you solve your problem.
– Check whether your answer makes sense.
– Make sense of others’ mathematical thinking.

1. Warm Up
Math Talk: Mental Math and Fluency
Have students find the difference between pairs of numbers. They may use the number lines or the number grids on the inside back covers of their journals.
– 7 and 18
– 45 and 87

Daily Routines
Have students complete daily routines.

2. Focus
Math Message: Use a mental strategy to solve 26+74. On your slate use words, numbers, or pictures to show why your strategy works.

Sharing and Recording Strategies
Math Message Follow-Up: Invite a few students to share their strategies. As students share, model how to record their strategies by writing the key words and number sentences they used.
Students might share strategies such as: Counting up, Combining 10s and 1s, and Making Friendly Numbers
Explain to students that making written records of their strategies can help them keep track of their own thinking. Written records can help students understand one another’s strategies. Ask volunteers to explain the written records of the students’ strategies you produce.
Tell students that they will practice adding numbers and recording their strategies. Display: 76 + 23 =?, 52 + 29 =?, and 129 + 237 =?. Have small groups solve the problems and make written records of their strategies.
Circulate and ask questions to guide students.
– How many have you counted up? How much do you have left to go?
– Did you combine all the 100s? All the 10s? All the 1s? What will you do next?
– How did you make a friendly number? Did you adjust both numbers so that you still get the same total?
As students share strategies, have them also share their written records.

Making Ballpark Estimates
(Math Journal 2, pp. 153)
Tell students that now that they are adding larger numbers, it is important to check the reasonableness of their answers, or whether their answers make sense. One way to do this is to make a ballpark estimate and compare the estimate to the exact answer.
Explain that estimates can vary but still be near the exact answer. Therefore, they are still in the ballpark and are called ballpark estimates. Use the analogy of baseball parks to help students understand.
Explain that one way to estimate a sum is to change the addends to close-but-easier numbers and then add those numbers. For example 52 + 29. What friendly number is close to 52? (50) What friendly number is close to 29? (30) What do I get when I add those two numbers? Guide students to compensate. Then add the two friendly numbers to find the estimated sum. Add 52 and 29 to find the exact sum. Compare the two sums. Is our exact answer close to the ballpark estimate? Does the answer make sense? Why or why not?

Assessment Check-In
Circulate the room to assist students. Encourage students to solve the problem on journal page 153 mentally. Some students will need to rely on the number lines, number grids, or base-ten blocks to solve problem.

3. Practice
Playing the Exchange Game
My Reference Book, pp. 146-148, Math Masters p. G21
Students complete Math box 6-6 independently.

Lesson 6-7 Partial-Sums Addition, Part 1
Students use base-10 blocks to find partial sums and build readiness for partial-sum addition.

Goals:
– Reflect on your thinking as you solve your problem.
– Make sense of others’ mathematical thinking.
– Use tools effectively and make sense of your results.

1. Warm Up
Math Talk: Mental Math and Fluency
Flash Quick Look Cards. Ask students to find the sum and explain how they solve it.

Daily Routines
Have students complete daily routines.

2. Focus
Math Message: Solve 37 + 52. Explain how you solve it to a partner.

Sharing Strategies
Math Message Follow-Up: Circulate and observe as students solve the Math Message problem and explain their strategies to their partners. Encourage partners to try using each other strategies to solve the problem. Have volunteers share variety of strategies. Focus on the Combining 10s and 1s.

Finding Partial Sums with Base-10 Blocks
Display 45 + 26 in vertical form. Distribute base-10 blocks and instruct students to represent 45 and 26 using as few blocks as possible. Display an image of the base-10 blocks arranged to resemble the vertical addition problem. Have students follow along with their blocks as you model.
Explain that students can follow the same steps as in the combining-10s-an-1s strategy using their blocks. Add the 10s, add the 1s, and then add the two parts.
– Which blocks show the 10s? Collect all the longs into one group.
– Count the 10s. How many are there?
– Which blocks show the 1s? Collect all the cubes into another group.
– Count the 1s. How many are there?
– What do we still need to do to find the answer?
Point out that we used the blocks to find parts of the sum, or partial sums, and then added the partial sums together to find the total. Have students explain how to use base-10 blocks to find partial sums. Record an explanation on the Class Data Pad for students to use as reference as needed.

Academic Language Development
Given the pronunciation of the word partial, students will not be able to hear the word part. Display the word partial and highlight the word part. Have them practice saying partial.

Practicing Addition with Base-10 Blocks
Students work in partnerships to complete journal page 155. They solve the problems using base-10 blocks and record their work on the journal page.

Assessment Check-In
Circulate the room to assist students. If students struggle to represent the numbers with base-10 blocks, have them revisit the Readiness Activity.

3. Practice
Solving Number Stories, Math Journal 2, p. 156
Students solve number stories. They practice writing number models using ? for the unknown.
Math Boxes 6-7 Preview for Unit 7, Math Journal 2, p. 157

Lesson 6-8 Partial-Sums Addition, Part 2
Students are introduced to partial-sums addition.

Goals:
– Check whether your answer makes sense.
– Make connections between representations.
– Explain your mathematical thinking clearly and precisely.

1. Warm Up
Math Talk: Mental Math and Fluency
Dictate pairs of 3-digit numbers. Have students compare the numbers and use , or = to record the comparisons on their slate.

Daily Routines
Have students complete daily routines.

2. Focus
Math Message: Show 53 and 44 with the fewest possible base-10 blocks. Then write both numbers in expanded form. Talk about the question with a partner. What is the same about showing numbers with base-10 blocks and writing them in expanded form? What is the difference?

Using Expanded Form to Find Partial Sums
Math Message Follow-Up: Ask students to share their ideas about how representations using base-10 blocks and expanded form are similar and different. Remind students that in the previous lesson they used base-10 blocks to help them find partial sums and add numbers. Tell them that today they will use expanded form to help them find partial sums.

Academic Language Development: Use examples to contrast the terms standard form and expanded form. Encourage students to use the terms as they describe their strategies.
Have a volunteer demonstrate how to use base-10 blocks to solve 53 + 44.
Display examples the same numbers in expanded form. Ask: How could this expanded form help us do the same thing we just did with base-10 blocks?
Differentiate: Adjust the Activity
If students struggle writing the expanded form for each number, have them model the numbers with base-10 blocks or sketch base-10 shorthand and record their work on paper.
After students have had time to work, ask them to share their thinking. Point to the relevant parts of the expanded form as you use students’ descriptions of their steps to complete the examples given. Tell students that this method is called partial-sums addition. Repeat the activity with an addition problem with 3-digit addends, such as 254 + 138.

Estimate and Adding with Partial Sums
Students work in partnerships to complete journal page 158. They should make ballpark estimates and use partial sums addition to solve the problems.

Assessment Check-In
Expect that most students will be able to correctly solve the problems on journal page 158. Some may need to use base-10 blocks to help them write the expanded form before adding.

3. Practice
Playing Salute! (Math Reference Book, pp. 162-163
Observe
– What strategies are students using to find the missing addends?
– Which students understand the relationships between the numbers?
Discuss
– How did you figure out the number on your card?
– Which numbers were easy to figure out? Which numbers were hard to figure out?

Students complete Math Boxes 6-8, Math Journal 2, p. 159

Science
Balancing
Thinking about balance exploration:
– Using paper butterflies, paper clips and a pencil, students will explore the principles of balance
– Words study: fulcrum, symmetry, weight distribution

Lab Observation:
How did you move the pencil to balance the paper butterfly?

Lesson 2: Building Structures that Balance
– Students build structures that balance using a beam, fulcrum, and Unifix Cubes and base ten blocks to explore how the amount of weight and position of weight affect balance.
– Students read “Julie’s Balancing Act.”
– Students write about the exploration: Exploring the balancing beam.

Social Studies
Integrated with Language Arts

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

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Week of January 25

Dear Parents and Caregivers,

CPS has decided Friday, January 30, previously a non-attendance day for students, is one of the make up days for the two cold days earlier this month. Therefore, students will attend school on that day.

On Tuesday, January 26, the second grade students will begin a unit of study based upon the theme of Civil Disobedience during the Civil Rights Movement. Please assist your child in obtaining child-friendly books, articles, and web-site sources. Students will use these sources in addition to classroom lessons, and library materials to write narratives, essays, and poetry to celebrate African-American History Month. We will also be learning music and movement. At the African-American History Fair on Friday, February 20, our students will display their writing in the classroom as well as perform a song with movement that evening. Please fulfill our request for the materials mentioned above to support your child’s learning.

Books to Consider:
Grandmama’s Pride by Becky Birtha
White Socks Only by Evelyn Coleman
The Story of Ruby Bridges by Robert Coles and George Ford
I Am Rosa Parks (Ordinary People Change The World) by Christopher Eliopoulos
Ego Tripping and Other Poems for Young Children by Nikki Giovanni
Hip Hop Speaks to Children: A Celebration of Poetry with a Beat by Nikki Giovanni
Rosa by Nikki Giovanni and Bryan Collier
Freedom Summer by Jerome Lagarrigue
Freedom’s Children: Young Civil Rights Activists Tell Their Own Stories by Ellen S. Levin
Poetry for Young People: African American Poetry by Arnold Rampersad
A Dream of Freedom by Diane McWhorter
Poetry for Young People: Langston Hughes by David Roessel
Poetry for Young People: Maya Angelou by dr. Edwin Graves Wilson
Who Was Rosa Parks by Zona Zeldis McDonough and Nancy Harrison
The 1963 March on Washington Speeches and Songs for Civil Rights by Jake Miller
Sit-In How Four Friends Stood Up By Sitting Down by Andrea Davis Pinkney
If a Bus Could Talk: The Story of Rosa Parks by Faith Ringgold
Children Of the Civil Rights Movement by Paula Young Shelton and Raul Colon
Coretta Scott King First Lady of Civil Rights by George E. Stanley
The Civil Rights Movement for Kids by Mary C. Turk
Freedom on the Menu The Greensboro Sit-Ins by Carole Boston Weatherford
One Crazy Summer by Rita Williams-Garcia
Each Kindness by Jacqueline Woodson
The Other Side by Jacqueline Woodson

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:
Phonemic Awareness: The Skills That They Need To Help Them Succeed! by Michael Heggerty, Ed.D.
Week 19 (Different words will be given each day.)
Letter Naming: “The letter is___”; “Sound is___”
Rhyming: Teacher says the word. Students repeat the word and open their eyes if the words rhyme, or close their eyes if the words do not.
Onset Fluency: Thumbs up if the words begin with the same blend; thumbs down if the words do not begin with the same blend.
Blending: Teacher says the individual phonemes. Students listen and then say the whole world. Ex. T: /p-o-n-d/, S: pond
Identifying Final and Medial Sounds: Teacher says the word. Students say the final sound found in the series. Ex. T: get, got, bet, S: /t/
Segmenting: Teachers says the word whole. Students repeat the word and chop it into phonemes. Ex. T: band, S: band; /b-a-n-d/
Use hand motion for chopping.
Substituting: Teachers says the word. Students repeat the word. Teacher says change the /*/ to /*/ and the word is? Ex. T: limit, S: limit, T: change the/lim/ to /hab/ and the word is? S: habit
* Use sounds
Adding Phonemes: Teacher says the word. Students repeat the word. 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

– M.O.Y. TRC assessments.
– 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
Building Classroom Community based on CHAMPS A Proactive & Positive Approach to Classroom Management by Randy Sprick, Ph.D. and The Morning Meeting Book by Roxann Kriete
Morning Meeting (Daily) based on Morning Meeting Ideas by Susan Lattanzi Roser
– Sharing: Students share their journal writing entries or something that is meaningful to them.
– Group Activity: Lift Every Voice and Sing (from YouTube jsamruff)

Day 1:
Morning Meeting
Morning Message: Today is Monday, January 26, 2015. We will begin to read and discuss how four African-American males exercised civil disobedience to take a stance against the injustice of segregation.
Today’s Inquiry Question: Why are there times when it is important to disobey? Explain your thinking to a classmate.

African-American History Unit (Integrated Unit: Language Arts, Social Studies, Art)
Civil Disobedience

Interactive Read Aloud
Sit-In How Four Friends Stood Up By Sitting Down by Andrea Davis Pinkney

Story Summary: Four courageously defied the “Whites Only” lunch counter of a Woolworth’s Department store taking a stand against the injustice of segregation in America. Countless others of all races soon joined the cause following Dr. Martin Luther King, Jr.’s powerful words of protest.

Story Words:
integration (n.): intermixing of people or groups previously segregated
segregation (n.): the enforced separation of different racial groups in a country, community, or establishment
sit-ins (n.): a form of protest in which demonstrators occupy a place, refusing to leave until their demands are met
Essential Question:
How were the four young college men inspired to protest at the lunch counter?

Teachers read and guide discussion of pages 1-18.

Discussion Questions:
What character traits can be identified about the four young men?
What evidence from the text supports your thinking?

Writing Workshop
Teachers will engage students to brainstorm and chart ideas for topics to consider for writing an essay about positive steps to follow regarding social interactions in their lives.

Think Aloud: I think one topic could be making a new friend at the park. Teachers list the topic “Making a New Friend at the Park” on chart paper.

What might another topic be? Let’s see, I think meeting a new student might be a topic I am familiar with and could write about. Teachers chart “Meeting a New Student”. (“We do”, whole class)

Now we will pause to think, turn and talk with a classmate about a topic we can add to our chart of topics. (“We do”, partners)

Teachers have students share out their ideas to be added to the topic chart. (“We do”, whole class)

Teachers have students chorally read the charted topics.
Ask: What’s one topic we know about that we can write about together?

Shared Writing: After selecting a topic, teachers engage students to compose a list of 3-4 steps to follow pertinent to the topic. Teachers chart the shared writing. See example below.

Ask: What are important steps I could use to meet a new friend? Let’s see. First of all, I introduce myself, saying my name while smiling. Secondly, I might ask, “What’s your name?” Thirdly, our conversation might lead me to ask the new friend to play a game. I might ask, “Would you like to play on the tire swing together?” Lastly, I might make a plan to have a play date with my new friend.

Teachers display the charted steps:

First of all, I introduce myself while smiling.
Secondly, I ask the other child’s name.
Thirdly, I ask the new friend to play.
Lastly, I ask my new friend for a play date.

Teachers reread the steps with the students.

Ask: Have we composed a list of 3-or 4 steps to follow for this scenario?

Now, you will select a topic and write 3-4 steps a person should be follow in order to have a positive interaction with someone.

Teachers will display and read sequencing sentence starters to support independent writing.

First,
Second,
Third,
Last,
Or

First of all,
Secondly,
Thirdly,
Finally,
(“We do”, whole class)

Students begin writing a list of steps to follow based upon their selected topic. (“You do”, independently)

Several students share their writing with the class. (“We do”, whole class)

Day 2:
Morning Meeting
Morning Message: Today is Tuesday, January 27, 2015. In math, we will utilize the comparison diagram to practice solving comparison number stories.
Today’s Inquiry Question: What is the difference when you compare two unequal quantities? Share your thinking with a classmate.

African-American History Unit (Integrated Unit: Language Arts, Social Studies, Art)
Civil Disobedience

Interactive Read Aloud
Sit-In How Four Friends Stood Up By Sitting Down by Andrea Davis Pinkney

Story Summary: Four African-American males courageously defied the “Whites Only” lunch counter of a Woolworth’s Department store taking a stand against the injustice of segregation in America. Countless others of all races soon joined the cause following Dr. Martin Luther King, Jr.’s powerful words of protest.

Story Words
patrons (n.): customers
opposed (adj.): disagreeing or disapproving of
loafing (v.): hanging around; wasting time
demonstrators (n.): persons who take part in a public protest, meeting or march
Summarizing: To summarize, I need to decide which information is the most important to remember in each section I read. To do this, I can consider who and what is the section is about, what happened, and when and why it happened.

Then I organize that information into a few sentences.
Under who I write: four young African- American college men
Under what I write: unfair laws and treatment in eating establishment
Under when I write: beginning on February 1, 1961 during the Civil Rights Movement
Under where I write: Greensboro, North Carolina
Under why I write: to change unfair laws and practices

Teachers read and guide discussion of pages 19-32.
Discussion Questions:
Why did the author write this book in poetic form?
Why did the author choose to use the underlying theme of food?

Writing Workshop

Teachers revisit the process of the previous day’s mini-lesson (Charted brainstorming topics and steps to follow).

Today authors we will reread our shared writing and brainstorm ideas to elaborate step one from our selected topic.

Teachers guide students to reread the shared writing from yesterday.

Do we need to change or add steps to the shared writing?
Teachers edit the chart as necessary.

Our next job as authors is to think about step one from our writing. Let’s see we wrote:

First of all, I introduce myself while smiling.

Now we pause and think of the important information we want the reader to understand about polite introductions.

Think Aloud: I think we should elaborate, or stretch our writing, by explaining our understanding of being polite. I know that I want to look and sound friendly.
How does that look and sound?
What do you do when you meet someone new that you would like to play with? (“We do”, whole class)

Students turn and talk about their thinking with classmates. (“We do, partners)

Several students share their ideas.
Teachers lead a discussion to clarify the ideas shared.
Let’s review what we have shared.

Example: Some have shared that being friendly means having a pleasant look on one’s face and speaking in a five-inch voice. Also, someone suggested that eye contact during an introduction shows politeness.

Next, we can take our ideas to compose a paragraph about introductions to a new friend.
Perhaps we might write:

First of all, I introduce myself while smiling. Friends feel more comfortable when greeted with a smile. Remembering to speak in a conversation voice, sometimes called a five-inch voice, allows the new friend to feel comfortable. Certainly, keeping eye contact with the new friend shows how you are only thinking about or focused on what you are saying to the new friend. That shows politeness.

Teachers guide students to reread the paragraph, highlight sequencing words, and edit as necessary. (“We do”, whole class)

Authors, you will now collaborate with your writing partner to elaborate the first step of your chosen topic. Support each other remembering to praise your partners and provide positive feedback or additional ideas as you work collaboratively. (“We do”, partners)

Teachers circulate and guide and/or pose questions to support students, noting which students are ready for independent writing and those who may need additional support.

Students begin writing the first paragraph of their essays. (“You do”, independent)

Several students share their day’s writing with the class. (“We do”, whole class)

Day 3:
Morning Meeting
Morning meeting:
– Sharing: Students share their journal writing entries or something that is meaningful to them.
– Group Activity: Lift Every Voice and Sing (from YouTube jsamruff)

Morning Message: Today is Wednesday, January 28, 2015. We will read and discuss how Connie, an eight-year-old narrator, assisted with the Civil Rights movement.
Today’s Inquiry Question: What are ways young children, such as you, can contribute to an important cause? Share your answer with a classmate.

African-American History Unit (Integrated Unit: Language Arts, Social Studies, Art)
Civil Disobedience

Interactive Read Aloud
Shared Reading
Freedom on the Menu The Greensboro Sit-Ins by Carole Boston Weatherford

Story Summary: The book tells the monumental historical event of the four young African-American College men who protested at a diner counter in a Woolworths Department Store in Greensboro, North Carolina as seen through the eyes of eight-year old Connie.

There were signs all throughout town telling eight-year-old Connie where she could and could not go. But when Connie sees four young men take a stand for equal rights at a Woolworth’s lunch counter in Greensboro, North Carolina, she realizes that things may soon change. This event sparks a movement throughout her town and region. And while Connie is too young to march or give a speech, she helps her brother and sister make signs for the cause. Changes are coming to Connie’s town, but Connie just wants to sit at the lunch counter and eat a banana split like everyone else.

Story Words:
five-and-dime store: store where items were purchased at a low price, similar to the present dollar store
Dr.: doctor of philosophy
NAACP: National Association for the Advancement of Colored People
door-to-door: to visit each house along blocks in a neighborhood to sell products or disseminate information

Shared Reading: pages 1-15

Discussion Questions:
Why did the author choose Connie to narrate the story?
What was Great-Aunt Gertie’s thinking about the segregated water fountains in Greensboro?

Writing Workshop

Several students share their writing from the previous day.

Today authors, we will elaborate the second step from our topic.
On Monday during shared writing we wrote: Secondly, I ask the new friend’s name.
What do we want the reader of our shared writing to know about this step? What is important about this step? (“We do”, whole class)

Students turn and talk to brainstorm ideas about this second paragraph we will write together. (“We do”, partners)

Students share their ideas.
Teachers summarize what has been shared.

Shared Writing
Next, we can take our ideas to compose a paragraph about introductions to a new friend.
Perhaps we might write:

Example: Secondly, I ask the new friend’s name. When I do this he or she will know I want to become a friend. I might ask them if they visit this park often. Also, I would inquire what their favorite thing to play is at the park. Through our conversation we might find out we have common interests.

Teachers guide students to reread the paragraph, highlight sequencing words, and edit as necessary. (“We do”, whole class)

Authors, you will now collaborate with your writing partner to elaborate the second step of your chosen topic. Support each other remembering to praise your partners and provide positive feedback or additional ideas as you work collaboratively. (“We do”, partners)

Teachers circulate, guide, and/or pose questions to support students, noting which students are ready for independent writing and those who may need additional support.

Students begin writing the second paragraph of their essays. (“You do”, independent)
Several students share their day’s writing with the class. (“We do”, whole class)

Day 4:
Morning Meeting
Morning meeting:
– Sharing: Students share their journal writing entries or something that is meaningful to them.
– Group Activity: Lift Every Voice and Sing (from YouTube jsamruff)

Morning Message: Today is Thursday, January 29, 2015. In science, we will begin to explore and discuss what balancing is.
Today’s Inquiry Question: What activity requires balancing? Explain to a classmate how the activity requires balancing.

African-American History Unit (Integrated Unit: Language Arts, Social Studies, Art)
Civil Disobedience

Interactive Read Aloud
Shared Reading
Freedom on the Menu The Greensboro Sit-Ins by Carole Boston Weatherford

Story Words
voter-registration form: legal form given to citizens who qualify to sign up to vote in elections
picket signs: signs or posters attached to boards (like wood from a picket fence) with written words to protest

Shared Reading: pages 16-27

Discussion Questions
Why did the author capitalize the words Brother and Sister in the text?
How did the Connie’s Brother and Sister protest in a nonviolent way?

Writing Workshop

Several students share their writing from the previous day.

Today authors, we will elaborate the third step from our topic.
On Monday during share writing we wrote: Thirdly, I ask the new friend to have a play date.
What do we want the reader of our shared writing to know about this step? What is important about this step?
Students turn and talk to brainstorm ideas about this third paragraph we will write together.

Students share their ideas.
Teachers summarize what has been shared.

Shared Writing
Next, we can take our ideas to compose a paragraph about asking a friend to have a play date.
Perhaps we might write:
Example: Thirdly, I ask the new friend to have a play date with me. I might say, “Do you want to come to my house to play on Saturday?” We would then chat with my new friend about what we would do together. I might ask what favorite games, projects or activities he or she would do. I would share my phone number and address. Before I leave the park, I would tell my friend that I’m really excited to get together on Saturday for our first play date.

Teachers guide students to reread the paragraph, highlight sequencing words, and edit as necessary. (“We do”, whole class)

Authors, you will now collaborate with your writing partner to elaborate the third step of your chosen topic. Support each other remembering to praise your partners and provide positive feedback or additional ideas as you work collaboratively. (“We do”, partners)
Teachers circulate, guide, and/or pose questions to support students, noting which students are ready for independent writing and those who may need additional support.

Students begin writing the third paragraph of their essays. (“You do”, independent)

Several students share their day’s writing with the class. (“We do”, whole class)

Day 5:
Morning Meeting
Morning Message: Today is Friday, January 30, 2015. In math, we will continue to write animal stories to practice finding the difference.
Today’s Inquiry Question: What are some strategies for finding the difference? Share your answer with a classmate.

Parent Read Aloud

Spelling Test

Word Study
Spelling Words:
away, animal, house, point, page, desk, mask, task, ask, tusk, disk, events, process, equal, array, multiply
The above words will be tested on February 6.
Teacher displays the 16 Fry words, pointing out patterns and strategies from Fountas and Pinnell such as read, copy, cover, write, and check.

African-American History Unit (Integrated Unit: Language Arts, Social Studies, Art)
Civil Disobedience

Students watch a YouTube video entitled “Woolworth Lunch Counter” by psyche diva

Students break into groups to discuss the content of the video before we share out with the class.

Writing Workshop

Several students share their writing from the previous day.

Today authors, we will revise, edit, and illustrate our essays.
What are strategies to revise and edit our shared and independent writing?
How do we know if any words or details need to be added or deleted?
Let’s begin by using the strategy of rereading our entire shared writing essay.

Teachers guide students to reread the shared writing essay chorally.
Ask: Are there any sentences that seem unclear? How can we clarify what we want to say?
Are there any missing words or details? Did we capitalize, spell words correctly, and use correct punctuation?

Teachers guide students to revise and edit the shared writing essay. (“We do”, whole class)

Now authors, you will collaborate with your writing partners to revise and edit your essays. Support each other remembering to praise your partners and provide positive feedback or additional ideas as you work collaboratively. (“We do”, partners)

Students revise, edit, and illustrate their essays. (“You do”, independent)

Teachers meet with students one-on-one to provide support during writing conferences.

Several students share their writing with the class. (“We do”, whole class)

Math
Lesson 6-1 Representing Data: Pockets
Students will review coin equivalencies and make different combinations of coins for the same amount of money.

Goals:
– Make connections between representations.
– Make mathematical conjectures and arguments.
– Model real world situations using graphs, drawings, tables, symbols, numbers, diagrams, and other representations.
– Use mathematical models to solve problems and answer questions.

Vocabulary: data, tally chart, picture graph, graph key, bar graph

1. Warm Up
Math Talk: Mental Math and Fluency
Dennis is 48 inches tall. Tayla is 50 inches tall. How much taller is Tayla than Dennis? (“We do”, whole class)

Daily Routines
Students complete the daily routines.

2. Focus
Math Massage: Students take a Counting Pockets page and count the number of pockets they have on their clothes. They record the number of pockets using tally marks.

Tallying Pockets Data
Explain that the tally marks represent data, or information that is gathered by counting, measuring, questioning, or observing. We count pockets to gather data about pockets.
Ask: How many children have five pockets? What is the most common number of pockets? Point to a number in the Number column. What does this number means? Explain that tally chart, like the one the students just made, is one way to display the data in a picture graph and a bar graph.

Drawing a Picture Graph
Display Math Masters, page 159 and explain that a picture graph is another way to display data. Instead of tally marks, picture graphs use pictures or symbols to represent numbers. Point out the features of the graph and ask students to explain what they think the features represent.
Demonstrate how to represent the class pockets data on a picture graph on Math Masters, page 159 as students follow along on journal page 134. When students seem comfortable, have them complete the picture graph on their own.
Discuss: What does the picture graph show? How many students have 5 pockets? How many students have 6 or more pockets? Do more students have 3 pockets or 4 pockets? Do you think the graph would look different if we were dressed in bathing suits? Explain.
With the class, read about picture graphs on My Reference Book, page 115.

Drawing a Bar Graph
Tell students that they will use the pocket data shown on their picture graph to make a bar graph. Refer students to My Reference Book, page 115 for a brief review of the bar graphs, if needed. Point out that the height of the bars shows the number of children. Then have students complete journal page 135 independently or with a partner.

Summarize
Have students compare the picture graph and the bar graph on journal pages 134-135. Ask: How are the picture graph and the bar graph similar? How are they different? (“We do”, whole class)

3. Practice
Solving Addition Problems
Students add 2-digit numbers. Encourage them to use a number grid, a number line, and an open number line, or base-10 blocks as needed. Students complete Math Journal 2, p. 136 and Math Box 6-1 independently or with a partner.

Assessment Opportunity
Observe and evaluate students’ responses. Most students should be successful. Some students make need additional guidance.

Lesson 6-2 Comparison Number Stories
Students solve comparison number stories.

Goals:
– Model real world situations using graphs, drawings, tables, symbols, numbers, diagrams, and other representations.
– Choose appropriate tools.
– Explain your mathematical thinking clearly and precisely.

1. Warm Up
Math Talk: Mental Math and Fluency
Flash the Quick Look Card. Ask students to refer to the ten frames to mentally figure out the total number of dots. Then ask them to write a number sentence to express their thinking.

Daily Routines
Students complete the daily routines.

2. Focus
Math Massage: Fish A is 14 inches long. Fish B is 6 inches long. How many inches longer is Fish A than Fish B?

Solving Comparison Number Stories
Math Message Follow-Up: Draw picture showing how students can solve the Math Message problem by lining up the two fish (the two quantities) against a ruler. Sketch a comparison diagram. Discuss the meanings of the words quantity and difference as they appear in the diagram. Explain that quantity describes an amount or a number of things, and the difference is the amount unmatched between the two quantities. Point out that the comparison diagram offers a convenient way to organize information in the Math Message problem.
Ask students to represent the number story using a number model with a question mark for the unknown. Ask: Can you write different number models to represents this number story? Ask students to explain how their number models fit the situation in the number story. After students solve the number story, write a summary number model.
Tell students that today they will work with number stories that compare two quantities. They will use a comparison diagram to organize the information from the story to decide whether to add or subtract.
Work with students to solve the following comparison stories.
Joey scored 30 points. Max scored 10 pints. How many more points did Joey score than Max?
With the class, fill in the comparison diagram. Ask students to generate number models to match the number story and explain how their number models fit the situation.
Invite students to share strategies for finding the difference between 30 and 10.
– Think: “What must I add to 10 to get to 30?”
– Think of the comparison diagram as a Fact Triangle. Think, “30 – 10 is the difference I want.”
Continue to guide students with example 2 and 3.

Practicing with Comparison Number Stories (Small Group/Partner)
Partners complete the problems on Journal pages 137-138. Students may draw pictures and use number lines, number grids, or any other tool to help them solve the problems.

Assessment Check-In
Expect that most students will be able to solve problem 1-4 using a number grid, a number line, drawing, or manipulatives. Some students may be able to write the number models for the problems. Others may be able to solve Problem 5 by finding the unknown quantity.

Summarize
Have volunteers share with the class their solution strategies from journal page 137.

3. Practice
Practicing with Fact Triangles
As students practice with Fact Triangles, have them use the Addition Facts Inventory Record, Parts 1 and 2 (journal pages 250-253)
Students complete Math Boxes 6-2 in their Math Journal 2, p. 139 (independently or with a partner)

Lesson 6-3 Interpreting Number Stories
Students choose diagrams to use for solving number stories.

Goals:
– Make sense of your own problem.
– 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
Math Talk: Mental Math and Fluency
Dictate 2- and 3-digit numbers. Have students mentally add 10 or 100 to them, or subtract 10 or 100 from them, and record their answers on slates.
– Add 100 to 44, to 700, to 510. Subtract 100 from 700, from 318, from 809.

Daily Routines
Have students complete daily routines.

2. Focus
Math Message: Solve Problem 1 on journal page 140. You may draw one of the diagrams at the top of the page to help.

Sharing Strategies (Whole Class)
Math Message Follow-Up: Ask students to their solution strategies for Problem 1. If no one suggests a diagram, sketch one and model how to use it. Change, comparison, and parts-and-total diagrams all work for Problem 1.

Selecting Diagrams (Whole Class)
Show students how different diagrams can be used to organize the information in Problem 1, which can be interpreted as a change situation, a comparison situation, and a parts-and-total situation. (Teacher Guide p. 547)
Different students might think about a number story in different ways and will choose diagrams that match their thinking.
Students solve problem 2 in Math Journal 2, p. 140 with a partner. Encourage students to share strategies, making sure to demonstrate how to organize the information in a diagram.
Differentiate: For students who have difficulty writing a number model with ? for the unknown, ask them first to explain how they view the problem. Then direct them toward the diagram that best matches their way of thinking. Alternatively, pick a diagram and ask students to explain how to put the numbers from the problem into that diagram. Have the students use the completed diagram to help them write the number model.
Have students explain using a sentence frame such as: “I used or chose the _____ diagram because I know ____ and I want to find ____.”

Solving Number Stories
Students work with a partner to solve problems on page 141. When the problem has been solved one way, ask if any group solved it a different way.

Assessment Check-In
Circulate and observe students’ work. Expect that most will write a number model to represent the story and solve the number story with or without diagrams or manipulatives. For students who struggle, use guiding questions to help them place the numbers in a diagram before writing a number model.

Summarize: Have students discuss how using diagrams can help them solve number stories.

3. Practice
Comparing Lengths
Students work independently or with a partner to solve problems in Math Journal 2, pp. 142-143.

Lesson 6-4 Animal Number Stories (2 Days)

Students solve animal number stories.

Goals:
– Make sense of your own problem.
– Choose appropriate tools.
– Use clear labels, units, and mathematical language.

1. Warm Up
Math Talk: Mental Math and Fluency
Have students do place-value exercises on slates:
Write 825. Circle the digit in the tens place. Put and X on the digit in the ones place. What is the value of the digit that is not marked?

Daily Routines
Have students complete daily routines.

2. Focus
Math Message: Turn to journal page 146. Talk to a partner about the lengths and the heights of the animals. Which animal is longest? Which animal is shortest?

Solving Silly Animal Stories
Math Message Follow-Up: Have students share the names and the lengths of the longest animal and the shortest animal.
Discuss why the height of an animal is given in both inches and feet. Remind students that because an inch is shorter than a foot, there are more inches than feet in measurements of the same animal.

Academic Language Development
Discuss the meaning of the words length and height. Ask which word would you use to describe the size of the giraffe? For what other animal would you use the word height?
Tell students that they will use the data form the Animal Heights and Lengths Poster on journal page 146 to make up and solve their own number stories. Today they should use only the measures in feet; in later lessons they will use the measures in inches.

Display the Parts-and-Total diagram. Remind students that diagrams are tools to help organize their thinking about number stories. Ask students to find the total length of the crocodile and the giant squid using the diagram. Have students share their share solution strategies. Have a volunteer demonstrate this strategy on an open number line.

As needed, pose (or have students pose) additional stories about comparing or adding the lengths of two animals. Have students solve the problems in partnerships and then share solution strategies with the class.

Writing Silly Animal Stories
On journal page 147, students write two number stories. In each story they compare or add the lengths in feet of two animals from journal page 146. They also write a number model to represent each story, using ? for the unknown number. Encourage students to use mental strategies to solve the problems, although they might use tools such as open number lines or base-10 blocks. They may also use paper and pencil to draw pictures or diagrams to help them think through the problems.

Assessment Check-In
Circulate and observe students’ work. Expect that most students to be able to use information from the Animal Heights and Lengths Poster to write at least one number story and solve it with or without tools. For students who struggle, have them verbalize a story before they write it or recommend a specific tool to help them.

3. Practice
Draw a Bar Graph (Math Journal 2, pp. 148-149)
Students draw a bar graph to represent a data set and solve problems using information from the graph.

Science
Rotational Motion Unit Assessment
Pre-Unit Assessment
– Students write ideas in response to the statement “What I know about Balancing.”
– Chart students’ responses to “What they would like to know about balancing.”
– Let the students know that during the next few weeks they will be investigating balancing and weighing. At the end of this time, they will look at the chart again to see which questions they have answered.
Interactive Read Aloud: The Man Who Walked between the Towers by Mordicai Gerstein

Balancing and Weighing
Pre-Unit Assessment (Day 2)
On a beam balance, balance is dependent on the relative mass of objects, the location of the fulcrum, and the relative lengths of the arms of the beam.

Lesson 1: Thinking about balance
Students use simple materials to explore the relationship between balance and mass.

Social Studies
Integrated with Language Arts

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

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Week of January 18

Dear Parents and Caregivers,

School is closed Monday, January 19 in celebration of Dr. Martin Luther King Jr. Day.

Students will take the science Rotational Motion Quiz on Tuesday, January 20. Please refer to the graded study guide to support your child reviewing for the assessment.

Additionally, the math Unit 5 Assessments will take place Thursday and Friday of this week. Please help your child review the graded homework. Students should be able to:
– Add and subtract 1-digit numbers
– Add and subtract 10 to two and three-digit numbers
– Add and subtract 100 to three-digit numbers
– Draw coins to show a given amount
– Use an open number line to solve a story problem
– Use a Change-to-More diagram to solve a story problem
– Use a Change-to-Less diagram to solve a story problem
– Use a Parts-and-Total diagram to solve a story problem
– Explain how to find a sum of two numbers in writing and by drawing tally marks, base-ten blocks, or bills and coins, etc.

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:
Phonemic Awareness: The Skills That They Need To Help Them Succeed! by Michael Heggerty, Ed.D.
Week 18 (Different words will be given each day.)
Letter Naming: “The letter is___”; “Sound is___”
Rhyming: Teacher says the word. Students repeat the word and open their eyes if the words rhyme, or close their eyes if the words do not.
Onset Fluency: Thumbs up if the words begin with the same blend; thumbs down if the words do not begin with the same blend.
Blending: Teacher says the individual phonemes. Students listen and then say the whole world. Ex. T: /p-o-n-d/, S: pond
Identifying Final and Medial Sounds: Teacher says the word. Students say the final sound found in the series. Ex. T: get, got, bet, S: /t/
Segmenting: Teachers says the word whole. Students repeat the word and chop it into phonemes. Ex. T: band, S: band; /b-a-n-d/
Use hand motion for chopping.
Substituting: Teachers says the word. Students repeat the word. Teacher says change the /*/ to /*/ and the word is? Ex. T: limit, S: limit, T: change the/lim/ to /hab/ and the word is? S: habit
* Use sounds
Adding Phonemes: Teacher says the word. Students repeat the word. 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

– M.O.Y. TRC assessments.
– 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
Building Classroom Community based on CHAMPS A Proactive & Positive Approach to Classroom Management by Randy Sprick, Ph.D. and The Morning Meeting Book by Roxann Kriete
Reading 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) based on Morning Meeting Ideas by Susan Lattanzi Roser
– Greeting in Korean: An nyoung
– Sharing: Students share their journal writing entries or something that is meaningful to them.
– Group Activity: Hello song in different languages. (YouTube)

Day 1:
No School (Martin Luther King Jr.’s Birthday)

Day 2:
Morning meeting
Morning Message: Today is Tuesday, January 20, 2015. In math, we will focus on showing two different strategies for finding the sum.
Today’s Inquiry Question: Why is it important to solve a problem using two different ways? Share your answer with a classmate.

Reading Workshop
Shared Reading: My Daddy, Dr. Martin Luther King, Jr. by Martin Luther King III
Page 1

Book Summary
This memoir is written from the point of view of Dr. King’s elder son. This book includes valuable lessons about being a child of the illustrious reverend and civil rights activist. While Dr. King worked tirelessly to change unfair laws and practices, his family encountered numerous experiences of prejudice and antagonism in their home community, as well as nationwide in the United States. This story opens the minds and hearts of the reader through the passionate words of the child who called Dr. Martin Luther King, Jr., “daddy”.

Key Question
How did the civil rights movement affect the children of Dr. Martin Luther King, Jr.?

Targeted Reading Strategy
Summarize

Objectives
Ask and answer questions
Identify meanings of pertinent story words
Use the reading strategy of summarizing to understand text
Understand and identify cause-and-effect relationships

Story Words
creed (n.): belief
consoled (v.): comforted
protest (n.): challenge because of disapproval
nonviolence (n.): peaceful means, not force
compassion (n): concern for the sufferings or misfortunes of others

Word Knowledge
Students work in small groups to discuss and match story words by drawing a line to each definition. Have each group pick a student to match the story words and definitions on sentence strips. After displaying the story words and definitions in a pocket chart, allow each group to share their thinking.

Ask and answer questions
Before reading the book, ask students: How does a parent’s occupation impact the lives of their children?
Use this essential question to create a thoughtful discussion about the lives of students at home.

Students read independently using skills they’ve learned.

Some students will be pulled out for Vision and Hearing Screening.

Writing Workshop
Deeper, More Powerful and Thoughtful Revision
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 reread their “All About Books” to check for errors.
– Students utilize the checklist to edit their “All About Books”.
– Explain to students that not only do writers edit their work, they also prepare it for publication. Model to students how to fancy up their writing.
– Students recopy their writing. They illustrate important parts of their “All About Books.”

Day 3:
Morning meeting
Morning Message: Today is Wednesday, January 21, 2015. We will continue to discuss Dr. King’s life as explained through the eyes of his son.
Today’s Inquiry Question: Why and how might people treat each other unfairly? Share your answer with a classmate.

Reading Workshop
Shared Reading: My Daddy, Dr. Martin Luther King, Jr. by Martin Luther King III
Pages 2-11

Ask students what they think it means to be treated unfairly at home or school because of their parents’ jobs.

Assign groups of students. Have one member of each group pull a slip of paper with a type of occupation.
Group 1: President of the U.S.A.
Group 2: Sanitation worker
Group 3: Teacher in your school

Pose these questions for small group discussion
How might a child be treated by classmates if his/her parent’s occupation is ____________? By neighbors? By strangers?

Encourage them to give examples of positive and negative treatment by others.

Lead the discussion with students about their reaction to being treated differently because of their parent’s occupation.

Explain that the fair and unfair treatment of others based upon this scenario is real.

During the shared reading ask students what they know about the children of Dr. King as they read. Encourage students to identify evidence in the book that reveals the lives of the King children and other family members.

Students read independently using skills they’ve learned.

Writing Workshop
Deeper, More Powerful and Thoughtful Revision
– Students continue to recopy their writing and illustrate important parts of their “All About Books.”

Day 4:
Morning meeting
Morning Message: Today is Thursday, January 22, 2015. In science, we will continue to create different types of runways for our marbles and explain how each of the runways work.
Today’s Inquiry Question: How might gravity and speed be involved in allowing the marble to roll to the end of the runway? Share your answer with a classmate.

Reading Workshop
Shared Reading: My Daddy, Dr. Martin Luther King, Jr. by Martin Luther King III
Pages 12-21

Cause and effect
Review and discuss cause-and-effect relationships. Explain that a cause is an action or event that makes something happen, and the effect is what happens because of, or as a result of, the action or event.

Think-aloud: I know that there are reasons, or causes, for events to happen. When the sky darkens with stratus clouds and the sound of thunder is heard. I know that it will storm. The cause is the heavy moisture in the clouds; the effect is the rainstorm.
Explain to students that there can be more than one effect resulting from a cause. Ask students: What else can happen during the thunder and rain? Yes, there may be lightning as well.

Model the following to students: I know that there are reasons, or causes, for events to happen. Dr. King presented a speech because some Americans were treated unfairly. The cause is that people were treated unfairly. The effect is the speech.

Explain to students that there can be more than one effect resulting from a cause. Ask students: What else might have resulted from Dr. King’s speech? Have students share their thinking with a classmate. Then we share as a class.

Explain to students that they will be looking for cause-and-effect relationships as they read the book, My Daddy, Dr. Martin Luther King, Jr.

Assigned selected pages to groups of students. Have students work in small groups to read the pages and use a graphic organizer to record cause-and-effect relationships related specifically to events in Martin Luther King Jr.’s life by asking the questions, what happened? And why did it happen?

Ask students to select a presenter and share their results with the class.

Students read independently using skills they’ve learned.

Writing Workshop
Deeper, More Powerful and Thoughtful Revision
– Students continue to recopy their writing and illustrate important parts of their “All About Books.”

Day 5:
Morning meeting:
– Greeting in Korean: An nyoung
– Sharing: Students share their journal writing entries or something that is meaningful to them.
– Group Activity: Hello song in different languages. (YouTube)

Morning Message: Today is Friday, January 23, 2015. We will celebrate the completion of our “All About Books” by reading them to friends.
Today’s Inquiry Question: Why is it important to celebrate an accomplishment? Share your answer with a classmate.

Parent Read Aloud

Spelling Test

Reading Workshop
Shared Reading: My Daddy, Dr. Martin Luther King, Jr. by Martin Luther King III
Pages 22-28

Summarizing
Review with students that to summarize, “I need to decide which information is the most important to remember in each section I read. To do this, I can consider who and what the section is about, what happened, and when and why it happened. Then I organize that information into a few sentences.”

Model the process to students through the think aloud below.

Under who I write: the family of Dr. Martin Luther King, Jr.
Under what I write: M.L. III and family were treated unfairly
Under when I write: the 1960s during the Civil Rights Movement
Under where I write: Atlanta, Georgia
Under why I write: some people did not agree with Dr. King’s beliefs

When I organize all the information, a summary might be: The lives of the children of Dr. Martin Luther King, Jr. were affected by unfair treatment during the 1960s in Atlanta, Georgia because some people did not agree with Dr. King’s beliefs or teachings regarding the Civil Rights Movement.

Jig-saw Summarizing Activity
Assign different sections of the book to different groups of students. Have them work in small groups to summarize the assigned text and select a presenter to share the summary with the class.

Students read independently using skills they’ve learned.

Some students will be pulled out for Vision and Hearing Screening.

Word Study
Spelling Words:
change, off, play, spell, air, bend, send, mind, offend, sand, land, draw, object, feature, label, steps
The above words will be tested on January 30.
Teacher displays the 16 Fry words, pointing out patterns and strategies from Fountas and Pinnell such as read, copy, cover, write, and check.

Writing Workshop
– Reading Aloud for Visitors –An Author’s Celebration:
In this publishing party, students will read their “All About Books” aloud to their buddies (103 and 106) and visitors.

Math
Lesson 5-11 Adding Multidigit Numbers (Day 1)
Students complete an open response problem by solving an addition problem using two different strategies.

Goals:
– Solve your problems in more than one way.
– Use mathematical models to solve problems and answer questions.
– Use tools effectively and make sense of your results.

Vocabulary: open number line

1. Warm Up
Mental Math and Fluency
Teachers dictate 2- and 3- digit numbers. Students mentally add or subtract 10 or 100 and record their answers on erasable boards.
Add 100 to the following: 121; 200; and 177.
Subtract 100 from the following: 133; 220; 700.
Add 10 to the following: 224; 298; and 409.
Subtract 10 from the following: 600; 508; and 222.

Daily Routines
Students complete the daily routines.

2a. Focus
Math Message
Students solve a subtraction number story and talk about their strategies.

Buying a Clock
Students turn to and complete journal p. 128.
Number Story:
You buy a clock that costs $78. You pay with a $100 bill.
How much is your change? You may use a number grid to help you. (“You do”, independent)

Then students talk about their strategies with a partner.
Students discuss their subtraction strategies and the importance of attending to the units in the number story. (“We do”, pairs)

Math Message Follow-Up
Ask students to share the strategies they used to solve the Math Message number story.
Discuss the different tools students may use such as number grids, open number lines, and parts-and-total diagrams.

Solving the Open Response Problem
Students model a shopping problem and show two different strategies for finding the sum of two prices.
Distribute Math Masters, p. 148-149. Read the problem as a class and ask partners to discuss what the problem is asking them to do.
Teachers make base-10 blocks, number grids, and money toolkits ($1 and $10 bills only) available to the children.
Explain that an important part of the task is to show two different ways to find the total coast. Emphasize that solving a problem more than one way does not mean doing the problem a second time the same way.

Teachers circulate and note students who use mental strategies to solve the problem but only explain their strategies by writing “I did it in my head” or “I added them.”
Ask students to explain orally what they did, and then have them use words, numbers, or pictures to show what they did.
Encourage students who use base-10 blocks, bills, or other manipulatives to include drawings that show how they used the tools.
Partners should work together to share ideas about the task, but students should select their own items and record their strategies.

Summarize
Teachers guide students to read p. 3-5 in My Reference Book, which describes students’ thinking about solving problems and using more than one strategy.
Ask: Why do you think it is important to be able to solve a problem in more than one way?

Getting Ready for Day 2
Teachers review students’ work and plan discussion for reengagement.

Lesson 5-11 Adding Multidigit Numbers (Day 2)

Goals:
– Solve your problems in more than one way.
– Use mathematical models to solve problems and answer questions.
– Use tools effectively and make sense of your results.

2b. Focus
Setting Expectations
Students review the open response problem and discuss using pictures, numbers, and words to show their strategies. They also review how to respectfully discuss their own and others’ work. (“We do”, whole class)

Reengaging in the Problem
Students analyze and compare strategies they used to find the sum of two prices. (“We do”, whole class)

(Select and display students’ work in ways that are appropriate for your class.)

Display responses that use the same tool but different strategies to find the total.

Ask: What tool and strategy do you think Student A used to find the total?
What could this student do to help us understand the strategy better?
How are Student A’s and Student B’s work alike? Different?
What could the second student do to help us understand the strategy better?

Display responses that show different tools, but draw on similar strategies.

Display responses that show tools used in more or less efficient ways.

Display a response that shows an inappropriate use of a tool.
Ask: What tool and strategy did this student use to find the total coast?
How could the student use base-10 blocks in a better way?

Revising the Work
Students improve the clarity and completeness of their drawings and explanations.

3. Practice
Math Boxes 5-11
Students practice and maintain skill. (“You do”, independent; “We do”, pairs or small groups)

Lesson 5-12 (Day 1) Unit 5 Progress Check
Day 1: Administer the Unit Assessments.

Self-Assessment
Teachers guide students complete the Self Assessment. (“We do”, whole class; “You do”, independently)

Model 1-step problems involving addition and subtract.

Use addition and subtraction to solve 1-step number stories.

Subtract within 20 fluently.

Add within 20 fluently.

Add within 100 fluently.

Subtract within 100 fluently.

Subtract multidigit numbers using models or strategies.

Add multidigit numbers using models or strategies.

Mentally add 10 to and subtract 10 from a given number.

Mentally add 100 to and subtract 100 from a given number.

Represent sums and differences on a number line diagram.

Solve problems involving coins and bills.

Make sense of others’ mathematical thinking.

2a. Students complete the Unit 5 Assessment to demonstrate their progress on the Common Core Standards covered in this unit.
(“You do”, independent)

Lesson 5-12 (Day 2) Unit 5 Progress Check
Day 2: Administer the Open Response Assessment.
2b. Assess
Solving the Open Response Problem
Students find possible coin combinations for 75 cents and explain how they know one of the combinations equals 75 cents. (“You do”, independent)

Discussing the Problem

After completing the problem, students discuss solutions and explanations. (“We do”, whole class)

Solve problems involving coins and bills.

Read and write monetary amounts.

Make mathematical conjectures and arguments.

3. Look Ahead
Math Boxes 5-12
Students preview skills and concepts for Unit 6. (“We do, pairs; “You do”, independent)

Science
Students take a quiz about rotational motion.

Rollers
Rolling Spheres
Inquiry Question: How can we make a runway that will keep a marble rolling?
Investigation Summary
Students roll marbles in cups and down runways to observe spheres as rollers. They work with the flexible runways to make the rolling marbles do tricks. As a culminating experience, students work together as a class to connect the runway sections to make one long runway through which a marble can roll nonstop.
Science Content
– Spheres are round in all directions and roll in all directions.
– A runway must be high at the start and low at the finish for a sphere to roll the complete length.
– Spheres roll down a slope.
Teacher Observation
– Check understanding that a sphere rolls from a higher to lower position.
Guiding the Investigation (Day 2)
– Give advanced runway challenges.
– Make a long runway.
– Start construction.
– Troubleshoot the runway
– Work in larger teams.
– Monitor the projects.
– Show, tell, and return materials.
– Close the investigation.
– Assess progress.

Lab Observation:
– Teachers model to students how they might write a lab observation.
– Students work with a partner to discuss how they would write their lab observations.
– Students write to explain the following question:
How can we make a runway that will keep a marble rolling?

Review for Unit Test
Students are guided to use tops, zoomers, twirlers, wheel-and-axle system, cups, marbles, and runways to review concepts learned in this unit.

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

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