Week of March 19

Dear Parents and Caregivers,

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

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

Balanced Literacy
Differentiated Instruction/Formative Assessments:
– TRC Progress Monitoring
– Working in pairs
– Allowing extended time
– Using graphic organizers
– Drawing pictures to support writing
– Writing conferences
– Teachers model to students how to sketch their ideas and transform those ideas into written sentences.
– Words Center: Making words
– Listening Center: Raz Kids
– Guided Reading
MTSS:
– Math

Day 1

Reading Workshop
Unit: 3
Bigger Books Mean Amping Up Reading Power
Bend 1: Reading with Fluency
Session 5: Reading at a Just-Right Pace (day 1)
Learning Activities
Strong readers read with expression, mood and the correct pacing.
– Students read independently and/or with a partner using strategies they’ve learned.

Writing
Interactive Read-Aloud: Chester’s Way by Kevin Henkes
Unit 3 Opinion
Bend 2 Raising the Level of Our Letter Writing
Session 8: Reading Closely to Generate More Writing
Minilesson
Active Engagement:
Students should be working toward the goal of writing more about their opinions, and that close reading of their books can give them more ideas to write about.

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

Day 2:

Reading Workshop
Unit: 3
Bigger Books Mean Amping Up Reading Power
Bend 1: Reading with Fluency
Session 5: Reading at a Just-Right Pace (day 2)
Learning Activities
Strong readers read with expression, mood and the correct pacing.

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

Writing
Interactive Read-Aloud: Chester’s Way by Kevin Henkes
Unit 3 Opinion
Bend 2 Raising the Level of Our Letter Writing
Session 8: Reading Closely to Generate More Writing
Students continue to write more letters, applying what they’ve learned from the writing workshop.
Conferring and Small-Group Work: Linking Details and Ideas

Day 3:

Reading Workshop
Unit: 3
Bigger Books Mean Amping Up Reading Power
Bend 2: Understanding Literacy Language (day 1)
Learning Activities
Skillful readers notice when an author has done something special (literary language) by thinking hard to make sure they understand what the author is trying to say.

1) notice when words are used in special ways
2) reread that part
3) remember what is going on in the story
4) think “What special meaning does the author want me to get?

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

Writing
Interactive Read-Aloud: Chester’s Way by Kevin Henkes
Unit 3 Opinion
Bend 2 Raising the Level of Our Letter Writing
Session 9: Gathering More Evidence to support Each of Our Opinions
Mini-lesson
Teaching: Students search for even more details to support each of their opinions.

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

Day 4:

Reading Workshop
Unit: 3
Bigger Books Mean Amping Up Reading Power
Bend 2: Understanding Literacy Language (day 2)
Learning Activities
Skillful readers notice when an author has done something special (literary language) by thinking hard to make sure they understand what the author is trying to say.

1) notice when words are used in special ways
2) reread that part
3) remember what is going on in the story
4) think “What special meaning does the author want me to get?
• Mid-Workshop TP: Readers use post it notes to notice when authors have done something special (literary language) and share with partners.

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

Writing
Interactive Read-Aloud: Chester’s Way by Kevin Henkes
Unit 3 Opinion
Bend 2 Raising the Level of Our Letter Writing
Session 9: Gathering More Evidence to support Each of Our Opinions
Students continue to write more letters, applying what they’ve learned from the writing workshop.
Conferring and Small-Group Work: Using the Classroom Environment to Teach

Day 5:

Parent Read Aloud

Spelling Test

Reading Comprehension Quiz
Word Study
Spelling Words: (The following words will be tested on Friday, March 31.)
back, stack, pack, dock, lock, quack, sack, snack, quick, neck, check, circle, square, rectangle, triangle, plane

Students read independently.

Writing
Unit 3 Opinion
Bend 2 Raising the Level of Our Letter Writing
Session 10: Why is the Author Using a Capital Here?
Mini-lesson
Send students off to revise, edit, and work on their letters, keeping in mind all the strategies they have learned so far.
Students continue to write more letters, applying what they’ve learned from the writing workshop.

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

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

Vocabulary: line plot

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

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

Vocabulary: frequency table, line plot

Lesson 7-9 Explorations (2 Days)
Exploring Shape Attributes, Graphs, and Measurements
Students sort shapes, draw a picture graph, and measure body parts.

Goals:
– Model real world situations using graphs, drawings, tables, symbols, numbers, diagrams, and other representations.
– Use tools effectively and make sense of your results.
– Look for mathematical structures such as categories, patterns, and properties.

Unit 7 Assessment

Science
Describing the Four Foods
For the next four lessons, students will apply their comparing and weighing skills to solve problems that involve four foods of varying weighs, shapes, and sizes. Later, they will apply their observations to help explain why equal cupfuls of the four foods have different weights.
– Students observe and describe the properties of four different foods.
– Students record their descriptions of the four foods.
– Students share their observations of the foods and create a class chart.
– Students compare and contrast their observations of the foods.
– Students predict a serial order for a cupful of each of the four foods, from lightest to heaviest.
– Students compare the weights of the four cupfuls of food.
– Students discuss the results of their comparisons.

Science: Equal-arm Balance Quiz

Describing the Four Foods
Which Food Occupies the Most Space?
– Students observe which of the four foods occupies the most space.
– Students explain the reasons for their observations.

– Students measure out equal weights of the four foods.
– Students observe which of the four foods occupies the most space.
– Students explain the reasons for their observations.

Lab Observation:
Which weighs more, a cup of macaroni or a cup of split peas? Why?
Students apply knowledge gained from the previous explorations to write to explain the question above.

Where Are the Six Marbles?
– Students apply a strategy to discover which of five sealed canisters contains six marbles.
– Students discuss the importance of the weight of the empty canister in solving this

Social Studies
Students will continue working on and editing their map.

Map must have title
Map must have a map key
Map must have a compass rose
Map must have various landforms labeled on the key

Thank you for your support.
Keniesha Charleston and Anh Tuan Hoang

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Week of March 12

Dear Parents and Caregivers,

Daylight savings time began Sunday, March 12 at 2 a.m. Please set your clocks ahead one hour if you haven’t already done so.

The Mid-term Progress Reports was sent home with the students on Friday, March 10. Please discuss the report with your child and complete the bottom portion to return to us. If we have requested a conference with you, kindly email us to schedule an appointment.

Balanced Literacy
Differentiated Instruction/Formative Assessments:
– TRC Progress Monitoring
– Working in pairs
– Allowing extended time
– Using graphic organizers
– Drawing pictures to support writing
– Writing conferences
– Teachers model to students how to sketch their ideas and transform those ideas into written sentences.
– Words Center: Making words
– Listening Center: Raz Kids
– Guided Reading
MTSS:
– Math

Day 1

Reading Workshop
Unit: 3
Bigger Books Mean Amping Up Reading Power
Bend 1: Reading with Fluency
Session 3: Noticing Dialogue Tags (day 1)
Interactive Read Aloud: Houndsley and Catina by James Howe
Learning Activities
Strong readers use dialog tags to help identify who is talking and change their voice to match the character talking.
Students read independently and/or with a partner using strategies they’ve learned.

Writing Workshop
Unit 3 Opinion
Bend 1 Letter Writing: A Glorious Tradition
Session 3: Writers Generate More Letters (Developing New Opinions by Looking at Pictures)
Interactive Read-Aloud: The Day The Crayons Quit by Drew Daywalt

Minilesson

Conferring and Small-Group Work: Students will use and assess the Opinion Writing Checklist.
Students continue to write letters to offer their opinions about characters, favorite parts, pictures, titles, and covers from books they’ve read.

Day 2:

Reading Workshop
Unit: 3
Bigger Books Mean Amping Up Reading Power
Bend 1: Reading with Fluency
Session 3: Noticing Dialogue Tags (day 2)

Learning Activities
Strong readers use dialog tags to help identify who is talking and change their voice to match the character talking.
Students read independently and/or with a partner using strategies they’ve learned.

Writing Workshop
Unit 3 Opinion
Bend 1 Letter Writing: A Glorious Tradition
Session 4: Writers Make Their Letters about Books Even Better by Retelling Important Parts
Interactive Read-Aloud: The Day The Crayons Quit by Drew Daywalt

Minilesson

Active Engagement: Students will first plan the opinion they’ll write about today and rehearse that part of the story they will retell, with a partner.

Conferring and Small-Group Work: Continuing to Teach from Information Gathered and Further Helping Writers with Retelling

Students continue to write letters to offer their opinions about characters, favorite parts, pictures, titles, and covers from books they’ve read.

Day 3:
Reading Workshop
Unit: 3
Bigger Books Mean Amping Up Reading Power
Bend 1: Reading with Fluency
Session 4: Using Meaning to Read Fluently (day 1)
Interactive Read Aloud: Houndsley and Catina by James Howe

Learning Activities
Strong readers make sure their reading voice matches what they are reading. (intonation)

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

Writing Workshop
Unit 3 Opinion
Bend 1 Letter Writing: A Glorious Tradition
Session 5: Keeping Audience in Mind
Interactive Read-Aloud: The Day The Crayons Quit by Drew Daywalt

Minilesson

Link: Students will decide on the specific audience they’ll be addressing, considering how that choice will affect the content of their letter.

Conferring and Small-Group Work: Drawing on Three Teaching Resources for Strong Writers
Students continue to write letters to offer their opinions about characters, favorite parts, pictures, titles, and covers from books they’ve read.

Day 4:

Reading Workshop
Unit: 3
Bigger Books Mean Amping Up Reading Power
Bend 1: Reading with Fluency
Session 4: Using Meaning to Read Fluently (day 2)
Learning Activities
Strong readers make sure their reading voice matches what they are reading. (intonation)
Students read independently and/or with a partner using strategies they’ve learned.

Writing Workshop
Unit 3 Opinion
Bend 1 Letter Writing: A Glorious Tradition
Session 6: Using a Checklist to set Goals for Ourselves as Writers
Interactive Read-Aloud: The Day The Crayons Quit by Drew Daywalt

Minilesson
Students will work with a partner to offer feedback and suggestions for revision.
– Confer with students in small groups or one-on-one to provide support for their revisions.
Students continue to write letters to offer their opinions about characters, favorite parts, pictures, titles, and covers from books they’ve read.

Day 5:

Parent Read Aloud

Spelling Test

Reading Comprehension Quiz

Word Study
Spelling Words: (The following words will be tested on Friday, March 24.)
graph, laugh, photograph, tough, rough, enough, telegraph, phonograph, trough, cough, glyph, classify, analyze, verify, answer, model

Students read independently.

Writing Workshop
Unit 3 Opinion
Bend 2 Raising the Level of Our Letter Writing
Session 7: Writing about More than One Part of a Book
Minilesson
Active Engagement: Students will come up with more opinions they might write about.
Conferring and Small-Group Work: Supporting Writers in Paragraphing
Students continue to write letters to offer their opinions about characters, favorite parts, pictures, titles, and covers from books they’ve read.

Math
Lesson 7-4 Measuring with Yards (Day 2)
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

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

Lesson 7-6 (2 Days)
Generating Data: Standing Jumps and Arm Spans
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

Problem of the Month
Overview:
In the Problem of the Month Measuring Mammals, students use algebraic thinking to solve problems involving proportional relationships, measurement, variables, and simultaneous equations. The mathematical topics that underlie this POM are linear measurement, proportional reasoning, scale factors, scale, ratios, variables, functions, inverse variation, and algebraic reasoning.

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.

Lab Observation

Equal-arm Balance
– 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.

Lab Observation
Students write to explain. Based on the inquiry question: How do you order objects of different weights using an equal-arm balance

Social Studies
Lesson 3: Maps and Globes
Objectives:
– Identify major landforms and bodies of water, including continents and oceans, on maps and globes.
– Compare maps and globes.
– Use a globe to find the poles, the cardinal directions, and the equator.

Thank you for your support.
Keniesha Charleston and Anh Tuan Hoang

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Week of March 5

Dear Parents and Caregivers,

Students will take the Beam Balance Science quiz on Friday, March 10. We will send home the study guide on Monday, March 6 as homework. Please have your child complete and return it on Thursday, March 9. Students should utilize the graded study guide and their science writing they have done for homework to prepare for the quiz.

The Mid-term Progress Reports will be sent home with the students on Friday, March 10. Please discuss the report with your child and complete the bottom portion to return to us. If we have requested a conference with you, kindly email us to schedule an appointment.

The third-quarter-parent/teacher conferences will take place on Wednesday, April 19. The sign-up schedules are posted outside of the classroom doors of rooms 103 and 106. Please sign up.

Balanced Literacy
Differentiated Instruction/Formative Assessments:
– TRC Progress Monitoring
– Working in pairs
– Allowing extended time
– Using graphic organizers
– Drawing pictures to support writing
– Writing conferences
– Teachers model to students how to sketch their ideas and transform those ideas into written sentences.
– Words Center: Making words
– Listening Center: Raz Kids
– Guided Reading
MTSS:
– Math

Reading Workshop and Writing Workshop based on Units of Study for Teaching Reading and Units of Study in Opinion, Information, and Narrative Writing by Lucy Calkins and Colleagues from The Reading and Writing Project

Day 1
Reading Workshop
Unit: 3
Bigger Books Mean Amping Up Reading Power
Bend 1: Reading with Fluency
Session 1: Rehearsing Reading Voices (Day 1)

Learning Activities
Rereading out loud is the best way to change the voice inside a reader’s head.

Writing Workshop
Unit 3 Opinion
Bend 1 Letter Writing: A Glorious Tradition
Session 1: Writing Letters to Share Ideas about Characters
Interactive Read Aloud: Chapters 1-5 of Mercy Watson to the Rescue by Kate DiCamillo

Students will share their opinions about characters in their own books as a way to plan their writing.

Day 2:

Reading Workshop
Unit: 3
Bigger Books Mean Amping Up Reading Power
Bend 1: Reading with Fluency
Session 1: Rehearsing Reading Voices (Day 2)

Learning Activities
Rereading out loud is the best way to change the voice inside a reader’s head.

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

Writing Workshop
Unit 3 Opinion
Bend 1 Letter Writing: A Glorious Tradition
Session 1: Writing Letters to Share Ideas about Characters
Interactive Read Aloud: Chapters 6-12 of Mercy Watson to the Rescue by Kate DiCamillo

Students compose letters.
Conferring and Small-Group Work: Spreading Writing Energy

Day 3:

Reading Workshop
Unit: 3
Bigger Books Mean Amping Up Reading Power
Bend 1: Reading with Fluency
Session 2: Scooping Up Words into Phrase (Day 1)

Learning Activities
Strong readers use their singing voice by reading in longer phrases by scooping up more words at a time and by noticing punctuation.
• Students will practice in partners, trying to envision as their partners read

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

Writing Workshop
Unit 3 Opinion
Bend 1 Letter Writing: A Glorious Tradition
Interactive Read Aloud: Chapters 1-3 of Pinky and Rex and the Bully by James Howe

Give students an opportunity to rehearse for writing by talking in partnerships stopping each other when it sounds like they have built up their writing energy.

Conferring and Small-Group Work: Turning to Familiar Strategies When Writing a New Genre

Day 4:

Reading Workshop
Unit: 3
Bigger Books Mean Amping Up Reading Power
Bend 1: Reading with Fluency
Session 2: Scooping Up Words into Phrase (Day 2)

Learning Activities
Strong readers use their singing voice by reading in longer phrases by scooping up more words at a time and by noticing punctuation.

• Practice in partners, trying to envision as their partners read

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

Writing Workshop
Unit 3 Opinion
Bend 1 Letter Writing: A Glorious Tradition
Interactive Read Aloud:
Chapters 4-7 of Pinky and Rex and the Bully by James Howe
Session 2: Getting Energy for Writing by Talking
Review the purpose of the lesson from yesterday with additional examples.
Students will write independently.
Continue to confer with students as they write.

Day 5:

Parent Read Aloud

Spelling Test

Reading Comprehension Quiz

Word Study
Spelling Words: (The following words will be tested on Friday, March 17.)
bath, math, moth, sloth, breath, mouth, path, cloth, tooth, death, month, hour, minute, second, year, time

Students read independently.

Writing Workshop
Unit 3 Opinion
Bend 1 Letter Writing: A Glorious Tradition
Share: Explaining Reasons to Your Partner and Your Reader
Invites students to share reasons for their opinions about characters, highlight the word because as a linking word reminding them that when they write opinions, remember to back up their opinions with reasons.

Send students off to continue to compose letters.

Math
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

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

Lesson 7-2 Four or More Addends (Day 2)
Goals:
– Compare the strategies you and others use.
– Model real world situations using graphs, drawings, tables, symbols, numbers, diagrams, and other representations.
– Use structures to solve problems and answer questions.

Students revise their work from Day 1.

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.

Lesson 7-4 Measuring with Yards (Day 1)
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

Science
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.

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.

Quiz

Social Studies
Lesson 2: Our Country’s Water
Objectives:
– Identify and describe the physical characteristics of various bodies of water.
– Compare the features of different bodies of water.
– Name major bodies of water.

Read a Land and Water Map
Objectives:
– Use symbols, colors, and labels on maps.
– Use maps to describe land and bodies of water.

Shared Reading
The Force of Water by Lacy Finn Borgo
Book Summary

Objectives
– Use the reading strategy of asking and answering questions
– Identify main ideas and details
– Recognize and understand the use of bold print

Vocabulary
– Content words: deltas, floodplain, groundwater, irrigate, pollute, nutrients, recedes, sediment,
tributaries, watershed, water vapor, massive, transport

Thank you for your support.
Keniesha Charleston and Anh Tuan Hoang

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Week of February 26

Dear Parents and Caregivers,

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

This is a reminder that the Unit 6 Math Assessment and Cumulative Assessment will take place on Wednesday, March 2, and Thursday March 3 respectively 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.

Please don’t forget to send in the $5 Muntu dancer performance donation.

Balanced Literacy
Differentiated Instruction/Formative Assessments:
– TRC Progress Monitoring
– Working in pairs
– Allowing extended time
– Using graphic organizers
– Drawing pictures to support writing
– Writing conferences
– Teachers model to students how to sketch their ideas and transform those ideas into written sentences.
– Words Center: Making words
– Listening Center: Raz Kids
– Guided Reading
MTSS:
– Math

Reading Workshop and Writing Workshop based on Units of Study for Teaching Reading and Units of Study in Opinion, Information, and Narrative Writing by Lucy Calkins and Colleagues from The Reading and Writing Project

Day 1

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 and will 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
Students will use all they know about choosing a topic for a poem. With their chosen topic in mind, students will consider different ways to build a poem around that topic, using different structures. Students compose their poems.

Day 2:
Muntu Dancers

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
Students will understand that one way to revise poetry is by studying mentor poems.
Students continue studying and annotating poems, emulating what they notice as they revise the poems they wrote the previous day and write more.

Day 3:

Reading
Poetry Unit
Interactive Read Aloud: “Blues Poem” and “The Cow’s Complaint” in A Kick In The Head by Paul B. Janeczko

Students read independently. Ask them to pay attention to how poets matched their feelings to the structures of the poems.

Writing:
“Big Thoughts in Small Packages”
Bend 3: Trying Structures on for Size
Session 13: Matching Structures to Feelings
Minilesson
Students will have choices as they write, not just about structure and feeling, but about the way they put their words together, the sound they create.
Students compose their poems.

Day 4:

Reading
Interactive Read Aloud: “The Elephant” by Hellaire Belloc, “A Young Lady of Lynn” (Third person point of view), and “The Library” by Sara Holbrook

Students read independently. Ask them to pay attention to the points of view of the poems they are reading.

Writing:
“Big Thoughts in Small Packages”
Bend 3: Trying Structures on for Size
Session 14: Playing with Point of View
Minilesson

Students will engage in partner talk, imagining the thoughts of an inanimate object and speak as this object might speak.
Students will revisit the poems in their folders, noticing the various speakers, before taking up their own writing and revision work for the day.

Day 5:
Parent Read Aloud

Spelling Test

Reading Comprehension Quiz

Word Study
Spelling Words: (The following words will be tested on Friday, March 10.)
thing, string, sing, bring, fling, ring, king, sting, wing, cling, sling, chart, identity, greater, smaller, different

Students read independently.

Reading
Interactive Read Aloud: “The Cow’s Complaint” and “The Paper Trail” from A Kick in the Head by Paul B. Janecxko

Writing
“Big Thoughts in Small Packages”
Bend 3: Trying Structures on for Size
Session 15: Revising Poems
Minilesson

Students will study their own poems, looking for lines to revise.
Students revise their poems.

Math
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.

Lesson 6-10 Exploring Arrays, Length, and Shapes
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.

Lesson 6-11 Unit 6 Progress Check

Cumulative Assessment

MARS Task: Use the MARS Task Across the Bridge to measure student understanding of chapter objectives.

Science
Review for Landforms and Erosion Unit Assessment.

Landforms and Erosion Unit Assessment
Pre-Unit Assessment

Interactive Read Aloud: The Man Who Walked between the Towers by Mordicai Gerstein

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

Balancing

– Words study: fulcrum, symmetry, weight distribution
– Students write about the exploration: Exploring the balancing beam.

– Interactive Read Aloud: “Julie’s Balancing Act.”

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.

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

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

African American Scientists Unit Assessment

Thank you for your support.
Keniesha Charleston and Anh Tuan Hoang

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Week of February 19

Dear Parents and Caregivers,

The African-American History Fair will take place on Thursday, February 23 from 5:30 – 8:00. Students will perform their poems in the classroom from 6:00- 6:30. We look forward to sharing our learning with you.

The Unit 6 Math Assessment and Cumulative Assessment will take place on Wednesday, March 2, and Thursday March 3 respectively 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.

Please replenish classroom materials such as pencils, colored pencils, wipes, zip lock bags and watercolors.

Balanced Literacy
Differentiated Instruction/Formative Assessments:
– TRC Progress Monitoring
– Working in pairs
– Allowing extended time
– Using graphic organizers
– Drawing pictures to support writing
– Writing conferences
– Teachers model to students how to sketch their ideas and transform those ideas into written sentences.
– Words Center: Making words
– Listening Center: Raz Kids
– Guided Reading
MTSS:
– Time Repeated Reading

Reading Workshop and Writing Workshop based on Units of Study for Teaching Reading and Units of Study in Opinion, Information, and Narrative Writing by Lucy Calkins and Colleagues from The Reading and Writing Project

Day 1
Presidents’ Day

Day 2

Reading and Writing Workshops
“Big Thoughts in Small Packages”
Bend 2: Delving Deeper: Experimenting with Language and Sound to Create Meaning
Session 8: Poem Are Moody
Students will try saying a poem in different moods, using images and music that reflect the mood.
Students read independently and continue to discuss what they learned.

Interactive Read Aloud: Elijah McCoy from Biography.com

– Students compose and edit their poems.

Day 3

Reading and Writing Workshops
“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

Students will understand that one way poets see with poet’s eyes is to compare things, ideas, or feelings to something else.

Students, with their partners, will revise the remaining ordinary phrases to include comparative language.

Students read independently and continue to discuss what they learned.

Interactive Read Aloud: George Washington Carver by Kitson Jazynka

– Students compose and edit their poems.

Day 4

Reading and Writing Workshops
“Big Thoughts in Small Packages”
Bend 2: Delving Deeper: Experimenting with Language and Sound to Create Meaning
Session 10: Stretching Out a Comparison

Students will celebrate earlier work with comparative language, and enrich that work. staining the metaphor and thinking aloud as you go. Debrief, quickly listing the steps you took to revise the poem.
Students will decide on the day’s work, and decide to find poems that have comparisons, and decide whether their comparisons should be stretched out.

Students read independently and continue to discuss what they learned.

Interactive Read Aloud: Bessie Coleman by Carol Alexander

– Students compose and edit their poems.

Day 5

Parent Read Aloud

Spelling Test

Reading Comprehension Quiz

Word Study
Spelling Words: (The following words will be tested on Friday, March 3.)
boxes, foxes, churches, dishes, couches, brushes, bushes, rushes, wishes, washes, dashes, fraction, whole, part, fair, share

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

Students read independently.

– Students compose and edit their poems.

Math
Lesson 6-6 Recording Additions Strategies (Day 2)
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.

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.

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.

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.

Science
Teacher Video: Rapid Changes to the Land Engage Introductory Discussion

• How can water and wind change the shape of the land?
• What kinds of landforms are formed by water or wind erosion?
• How long does it usually take water and wind to create or change the shape of these landforms?

Observing Quick Changes to Earth’s Surface
Students will become familiar with rapid events that occur on Earth and how these events can change the shape of the land.

Exploration Bottle Volcanoes Children are naturally curious about volcanoes.

Quiz

Social Studies
Integrated with Language Arts
Interactive Read Aloud: Mae Jemison by Jodie Shepherd

Thank you for your support.
Keniesha Charleston and Anh Tuan Hoang

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Week of February 12

Dear Parents and Caregivers,

The second quarter report card was distributed last week. Please sign and return only the report card envelope by Friday, February 19. If we requested a conference with you, kindly contact us in person, via email, or letter to arrange an appointment.

Valentine’s Day is Tuesday. Students are asked to wear red on that day. We will also celebrate the 100th day of school on Friday. If your child would like a T-shirt, please send in $6.00. A form will be sent home on Monday.

Balanced Literacy
Differentiated Instruction/Formative Assessments:
– TRC Progress Monitoring
– Working in pairs
– Allowing extended time
– Using graphic organizers
– Drawing pictures to support writing
– Writing conferences
– Teachers model to students how to sketch their ideas and transform those ideas into written sentences.
– Words Center: Making words
– Listening Center: Raz Kids
– Guided Reading
MTSS:
– Time Repeated Reading

Reading Workshop and Writing Workshop based on Units of Study for Teaching Reading and Units of Study in Opinion, Information, and Narrative Writing by Lucy Calkins and Colleagues from The Reading and Writing Project

Day 1
Reading and Writing Workshops
“Big Thoughts in Small Packages”
Bend 1: Seeing with Poet’s Eyes
Session 5: Editing Poetry
Minilesson
Students will prepare their poems to share, they will need to edit their poems carefully.
Students read independently using skills they’ve learned.

Interactive Read Aloud: Mae Jemison by Elizabeth Raun
Questions:
Who is Mae Jemison?
Where did she grow up?
How did her family influence her education?

– Distribute to students the graphic organizers for the chapter entitled “Who is Mae Jemison?”
– Students discuss at table groupings additional information about Mae Jemison from their own reading to contribute to the graphic organizers.
-Students continue to read and add information onto their graphic organizers.
– Students begin to discuss with a partner how they might write their poems about our African-American scientists.

Day 2
Reading and Writing Workshops
“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
Using a class poem, students will search for places where more precise words could be added.
Students now have a repertoire of strategies for writing poetry, and will use any of those strategies.
Students read independently using skills they’ve learned.

Interactive Read Aloud: Mae Jemison by Elizabeth Raun
Questions:
Which high school did she attend?
At what age did she attend?
What was her favorite subject?
How did her interest in different subjects help her become successful?

-Students continue to read, discuss and add information onto their graphic organizers.
– Students begin to discuss with a partner how they might write their poems about our African-American scientists.
– Students compose and edit their poems.

Day 3
Reading and Writing Workshops
Writing Workshops
“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 later during writing time to choose honest precise words in their own writing.

Students read independently using skills they’ve learned.

Interactive Read Aloud: Mae Jemison by Elizabeth Raun
Questions:
What colleges did she attend?
How did she follow her dream?
How did she prepare herself to go into space?

-Students continue to read, discuss and add information onto their graphic organizers.
– Students begin to discuss with a partner how they might write their poems about our African-American scientists.
– Students compose and edit their poems.

Day 4
Morning Message:
Good morning,
Today is Thursday, February 16, 2017. We will examine patterns in poetry.
Inquiry Question: Why is repetition an important kind of pattern in poetry? Share what you think with a classmate.

Reading and Writing Workshops
Writing Workshops
“Big Thoughts in Small Packages”
Bend 2: Delving Deeper: Experimenting with Language and Sound to Create Meaning
Session 7: Patterning through Repetition
Minilesson
Students will find patterns in a poem and to notice how repetition enhances the meaning of it.
Students read independently using skills they’ve learned.

Interactive Read Aloud: Mae Jemison by Elizabeth Raun
Questions:
What was her job in space?
How did her experiments help astronauts?
How does Mae Jemison continue to help people?
How does her love of science inspire others?

-Students continue to read, discuss and add information onto their graphic organizers.
– Students begin to discuss with a partner how they might write their poems about our African-American scientists.
– Students compose and edit their poems.

Day 5
Parent Read Aloud

Spelling Test

Reading Comprehension Quiz

Word Study
Spelling Words: (The following words will be tested on Friday, February 24.)
still, learn, should, America, world, hush, slush, dash, wash, wish, dish, money, coin, bill, cent, dollar
Students read independently.

Students compose and edit their poems.

Math
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.

Lesson 6-4 (2 Days)
Animal Number Stories
Students solve animal number stories.

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

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.

Lesson 6-6 Recording Additions Strategies (Day 1)
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.

Science
Read Aloud: Planet Earth by Robin Kerrod Pages 18 and 19
Active student’s knowledge about the effect of wind.
Chart students’ responses to support learning.

Science Notebooks
Students write inquiry question for their investigation of the wind.
Students write their hypothesis about how the wind can affect the landforms.

Students explore how wind can change the shape of the land. They observe what happens when wind blows across a mound of sand and speculate about what will happen if the wind continues blowing. Together they design and develop different ways to prevent a pile of sand from blowing away and test their ideas. During the process they discover there can be multiple solutions to a problem.

Erosion Quiz

Social Studies
Integrated with Language Arts
Read Aloud: Mae Jemison by Stephen Feinstein

Thank you for your support.
Keniesha Charleston and Anh Tuan Hoang

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Week of February 5

Dear Parents and Caregivers,

This is a reminder that the Unit 5 Progress Check and Open Response will take place on Monday, February 6 and Tuesday, February 7 respectively. Please refer to the graded homework to help your child review.
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.

The second grade students will attend the field trip to Freedom Songs with Bill Brickey and Friends at the Old Town School of Folks Music this Friday, February 10, 2017. Please make sure your child has a lunch for school on this day.

Balanced Literacy
Differentiated Instruction/Formative Assessments:
– TRC Progress Monitoring
– Working in pairs
– Allowing extended time
– Using graphic organizers
– Drawing pictures to support writing
– Writing conferences
– Teachers model to students how to sketch their ideas and transform those ideas into written sentences.
– Words Center: Making words
– Listening Center: Raz Kids
– Guided Reading
MTSS:
– Time Repeated Reading

Reading Workshop and Writing Workshop based on Units of Study for Teaching Reading and Units of Study in Opinion, Information, and Narrative Writing by Lucy Calkins and Colleagues from The Reading and Writing Project

Day 1
Reading and Writing Workshops
“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.

Students read independently using skills they’ve learned.

Interactive Read Aloud: All Aboard Elijah McCoy’s Steam Engine by Monica Kulling
(pages 1-13)
Questions:
Where was Elijah McCoy born?
Who helped Elijah McCoy’s parents escape to freedom?

– Students discuss at table groupings additional information about Elijah McCoy from their own reading to contribute to the graphic organizers.
-Students continue to read and add information onto their graphic organizers.
– Students begin to discuss with a partner how they might write their poems about our African-American scientists.
– Students compose their poems.

Day 2

Reading and Writing Workshops
“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.
Students coauthor the start of a poem about a shared big feeling.
Link: Remind students of the possibilities they have for reading and writing today.

Students read independently using skills they’ve learned.

Interactive Read Aloud: All Aboard Elijah McCoy’s Steam Engine by Monica Kulling (pages 14-22)
Questions:
When did Elijah McCoy receive his first patent?
How many patents did Elijah McCoy receive?
Name something Elijah McCoy invented.

Model to students how to take notes by writing information on chart paper for students to use as support for their writing.

– Students discuss at table groupings additional information about Elijah McCoy from their own reading to contribute to the graphic organizers.
-Students continue to read and add information onto their graphic organizers.
– Students discuss with a partner how they might write their poems about our African-American scientists.
– Students compose their poems.

Day 3

Reading and Writing Workshops
“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

Students will 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?”.

Students read independently and write using skills they’ve learned.

Interactive Read Aloud: All Aboard Elijah McCoy’s Steam Engine by Monica Kulling
(pages 23- the end)
Questions:
How did Elijah McCoy gain recognition for his achievements?
How do his inventions benefit our society?

– Students discuss at table groupings additional information about Elijah McCoy from their own reading to contribute to the graphic organizers.
-Students continue to read and add information onto their graphic organizers.
– Students discuss with a partner how they might write their poems about our African-American scientists.
– Students compose their poems.

Day 4

Reading and Writing Workshops
Close Reading: All Aboard Elijah McCoy’s Steam Engine by Monica Kulling
Students will think about the question as we read and annotate together –Students annotate with this question in mind “How does Elijah solve his problem?”

Students read independently using skills they’ve learned.
– Students discuss with a partner how they might write their poems about our African-American scientists.
– Students compose their poems.

Day 5

Spelling Test

Word Study
Spelling Words: (The following words will be tested on Friday, February 17.)
letter, mother, answer, found, study, much, such, church, search, march, starch, repeat, subtract, divide, group, remainder
Teacher displays the 16 Fry words, pointing out patterns and strategies from Fountas and Pinnell such as read, copy, cover, write, and check.

Field Trip to Old Town School of Folk Music

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

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.

Lesson 5-12 (Day 2) Unit 5 Progress Check
Day 2: Administer the Open Response Assessment.
2b. Assess
Solving the Open Response Problem
Solve problems involving coins and bills.

Read and write monetary amounts.

Make mathematical conjectures and arguments.

Pre-assessment MARS Tasks: “Peanuts and Ducks”

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

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.

Science
Water Can Change the Land
· What kinds of things could change the shape of the mountain or hill?
· Do they think the mountain or hill would get wet anytime if left outdoors for a very long time?
· What could cause the mountain or hill to get wet?
· Do they think water could change the mountain or hill in any way?

Explore
Modeling How Water Can Change a Mountain
Children build a model mountain and observe how it is affected by water.

Water Can Change the Land
TEACHING THE LESSON – SESSION 2
Observing Slow and Rapid Changes

Reflect and Discuss
· What kinds of things can moving water do to land?
· What are some examples of fast moving water?
· What kinds of changes to the land are caused by fast moving water?
· What are some examples of slow moving water? · What kinds of changes to the land are caused by slow moving water?
· How does the way water moves change the land in different ways? (

Landforms and Bodies of Water Quiz

Social Studies
Integrated with Language Arts
Read Aloud: The Real McCoy The Life of an African-American Inventor by Wendy Towle

Thank you for your support.
Keniesha Charleston and Anh Tuan Hoang

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