Week of April 23

Dear Parents and Caregivers,

We had a good turnout for report card pick-up and parent-teacher conferences. Thank you, parents, guardians, and family members. Science Night is Friday, April 28!!!We hope to see everyone there. It will be an exciting night with hands on science activities. If you can volunteer, please let us know.

Students will take the math Unit 8 Assessment on Monday, May 1 and the Cumulative Assessment on Tuesday, May 2 Please refer to the graded homework as well as the skills listed below to support your child.

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

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

Beginning on May 1, students will be writing a research paper in class about insects. The teachers will meet with your child prior to this to select an insect of choice. Once the decision is made, please help your child select informational texts from home, school and community libraries to use in class. Students are required to bring three sources to class by Monday, May 1 in order to have sufficient information for the research. The three options are:

Option 1: one book, one magazine article, and one child-friendly internet article
Option 2: two books, and one child-friendly internet article
Option 3: three grade level books

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 3: Meeting the Challenges of Longer Books
Session 13: Using Writing to Solve Reading Problems (Day1)

Learning Activities
Skillful readers use their pencil to help them out of a reading emergency.
Students read independently or with a partner.

Writing Workshop
“Writing Adaptations of Familiar Fairy Tales and Folk Tales, and Perhaps Writing Original Fantasy Stories as Well” from the Common Core Reading & Writing Workshop, A Curricular Plan for the Writing Workshop by Lucy Calkins and colleagues from the Reading and Writing Project
Interactive Read Aloud: Believe Me, Goldilocks Rocks! The Story of the Tree Bears as Told by Baby Bear by Nancy Loewen

Students will stretch out their stories and write scene after scene, remembering to make each one like a Small Moment story.
Students continue writing their adaptations.

Day 2:
Reading Workshop
Unit: 3
Bigger Books Mean Amping Up Reading Power
Bend 3: Meeting the Challenges of Longer Books
Session 13: Using Writing to Solve Reading Problems (Day2)

Learning Activities
Skillful readers use their pencil to help them out of a reading emergency.
Students read independently or with a partner.

Writing Workshop
“Writing Adaptations of Familiar Fairy Tales and Folk Tales, and Perhaps Writing Original Fantasy Stories as Well” from the Common Core Reading & Writing Workshop, A Curricular Plan for the Writing Workshop by Lucy Calkins and colleagues from the Reading and Writing Project
Interactive Read Aloud: Seriously, Cinderella Is So Annoying! The Story of Cinderella as Told by The Wicked Stepmother by Trisha Speed Shaskan
Students will read their stories with partners and give each other advice on how to make sure each of our stories has a lesson.”
Students continue writing their adaptations.

Day 3:
Reading Workshop
Unit: 3
Bigger Books Mean Amping Up Reading Power
Bend 4: Tackling Goals in the Company of Others
Session 14: Self-Assessing and Setting Goals (Day1)

Learning Activities
Strong readers evaluate their reading by setting goals and making a goal.
• Readers evaluate their understanding of literary language
• Readers evaluate their fluency
• Readers evaluate their strategies for tracking a longer book After looking at student goals, create book clubs
Students read independently or with a partner.

Writing Workshop
“Writing Adaptations of Familiar Fairy Tales and Folk Tales, and Perhaps Writing Original Fantasy Stories as Well” from the Common Core Reading & Writing Workshop, A Curricular Plan for the Writing Workshop by Lucy Calkins and colleagues from the Reading and Writing Project
Interactive Read Aloud: Seriously, Snow White was So Forgetful! The Story of Snow White as Told by the Dwarves! by Nancy Loewen
Students continue writing their adaptations.

Day 4:
Reading Workshop
Unit: 3
Bigger Books Mean Amping Up Reading Power
Bend 4: Tackling Goals in the Company of Others
Session 14: Self-Assessing and Setting Goals (Day2)

Learning Activities
Strong readers evaluate their reading by setting goals and making a goal.
• Readers evaluate their understanding of literary language Readers evaluate their fluency
• Readers evaluate their strategies for tracking a longer book
• After looking at student goals, create book clubs
Students read independently or with a partner.

Writing Workshop
“Writing Adaptations of Familiar Fairy Tales and Folk Tales, and Perhaps Writing Original Fantasy Stories as Well” from the Common Core Reading & Writing Workshop, A Curricular Plan for the Writing Workshop by Lucy Calkins and colleagues from the Reading and Writing Project
Interactive Read Aloud: Falling Rapunzel by Leah Wilcox
Students will reread their stories and decide if they should rewrite the same story again, trying to make it stronger.

Day 5:
Parent Read Aloud

Spelling Test

Reading Comprehension Quiz

Word Study
Spelling Words: (The following words will be tested on Friday, May 5.)
whale, when, where, what, why, which, whistle, whip, whiff, while, whirl, represent, show, display, know, count

Students read independently or with a partner.

Writing Workshop
“Writing Adaptations of Familiar Fairy Tales and Folk Tales, and Perhaps Writing Original Fantasy Stories as Well” from the Common Core Reading & Writing Workshop, A Curricular Plan for the Writing Workshop by Lucy Calkins and colleagues from the Reading and Writing Project
Students continue writing their adaptations.

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

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

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

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

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

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

Exploration A: Identifying Mystery Shapes (Small Group)

Exploration B: Making Pattern-Block Worktables (Small Group)

Exploration C: Partitioning Shapes into Equal Parts (Small Group)

Review/Games

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

Exploring Arrays

Adding Four 2-Digit Numbers

Science
A Gift from Fadil
Students will:
Read the story A Gift from Fadil
Discuss the field of package engineering
Identify several possible functions of a package
Trace Fadil’s use of the Engineering Design Process
Students will be able to:
Identify and explain the role of packaging engineers in designing packages
Identify and explain some functions of packages
Identify packages as technology, and explain why they are technology
Identify and explain the steps of the engineering Design Process as described in the story
After reading students will review vocabulary from the text and complete a vocabulary worksheet.

Social Studies
Examine Primary Sources Learning About the Past
Objectives:
– Name sources of information, such as people, places, and artifacts.
– Obtain information about a topic using a variety of sources.
– Compare sources of information about the past.
Vocabulary: history, source, artifact
– Small group activity
– Students work cooperatively to observe, discuss, and write the characteristics of artifacts and explain how technology has developed over time to replace these artifacts.

Skills: Predict a Likely Outcome
Objectives:
– Recognize the importance of knowing the past to predict the future.
– Follow steps for making a prediction.
Vocabulary: predict

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

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Week of April 17

Dear Parents and Caregivers,

A copy of the conference schedule was sent home with students on Thursday, April 6 to remind you of your conference time. We are looking forward to seeing you on Report-card Pickup day, which is Wednesday, April 19.

In order to be considerate to all, please keep your appointment time. Each conference is allotted for ten minutes. However, should you feel the need to discuss your child’s progress further, you can always request another appointment and we will be happy to accommodate.

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
Morning Message: Today is Monday, April 17, 2017. We will begin reading and discussing about past and present.
Inquiry Question: Why is it important to learn about the past? Share what you think with a classmate!

Reading Workshop
Unit: 3
Bigger Books Mean Amping Up Reading Power
Bend 3: Meeting the Challenges of Longer Books
Session 11: Holding On to Stories Even When Books Are Long (Day 1)
Learning Activities
Skillful readers pause at the end of each chapter to think, “What’s the main event that happened in this chapter” by using post it notes to remind them.
• Display a book with the “just right” amount of Post-Its that shows they were used to note the MOST important things that happen. Also display a book with too many, and too little.
• Model with Minnie and Moo Go Dancing.
• Display Anchor, “Keeping Track of Longer Books” and add – Ask your same book partner for help and Determine what’s important (major events and problems characters face and how they deal with it)
• Mid-Workshop TP: Display anchor on page 75 Stop and Think and have partners reread their Post-Its to each other and discuss their thinking.

Independent Reading: Students select and read a story from our classroom collection and Internet A to Z Reading. They look for elements found in fairy/folk tales.

Writing Workshop
Unit 7 – Reading and Role Playing
Fiction, Folktales, and Fairy Tales
Video: “Little Red Ridding Hood” You Tube by Fairy Stories and Songs for Kids
Teach students that authors sometimes make deliberate choices about which characters in their book will take on which role. One character might be the good guy—the hero—while another is the bad guy—the villain. And then, of course, there’s the sidekick, the wise adviser, the trickster, to name just a few.
Some authors changed the characters—turning girls to boys or people to animals. Others have changed the setting—moving the story from a kingdom far away to the middle of a big city. Well, today I’m going to teach how you can get started planning your very own adaptation. One thing that writers do is think, ‘What would I like to change?’ and ‘How will the change affect all the parts of my story?’ We then plan out our stories, either in a booklet or storyboard.”

Students begin planning their adaptations of familiar fairy/folk tales.

Day 2:
Morning Message: Today is Tuesday, April 18, 2017. We will continue to learn how rectangles can be partitioned into equal squares.
Inquiry Question: Why is it important to divide a rectangle into square? Share what you know with a classmate!

Reading Workshop
Unit: 3
Bigger Books Mean Amping Up Reading Power
Bend 3: Meeting the Challenges of Longer Books
Session 11: Holding On to Stories Even When Books Are Long (Day 2)
Learning Activities
Skillful readers pause at the end of each chapter to think, “What’s the main event that happened in this chapter” by using post it notes to remind them.
• Display a book with the “just right” amount of Post-Its that shows they were used to note the MOST important things that happen. Also display a book with too many, and too little.
• Model with Minnie and Moo Go Dancing.
• Display Anchor, “Keeping Track of Longer Books” and add – Ask your same book partner for help and Determine what’s important (major events and problems characters face and how they deal with it)
• Mid-Workshop TP: Display anchor on page 75 Stop and Think and have partners reread their Post-Its to each other and discuss their thinking.

Independent Reading: Students select and read a story from our classroom collection and Internet A to Z Reading. They look for elements found in fairy/folk tales.

Writing Workshop
Unit 7 – Reading and Role Playing
Fiction, Folktales, and Fairy Tales
Interactive Read Aloud: Honestly Red Ridding Hood Was Rotten! as Told by the Wolf by Trisha Speed Shaskan
Writers ask ourselves, ‘Why am I rewriting this fairy tale?’ ‘Who am I writing it for?’ and ‘What is it, exactly, that I am trying to say?’ One thing that we can do to answer these questions as we plan and write our own is to reread, re-study, and re-think the fairy tales we’ve been studying with our partners. We study and talk about the choices the author made to change their version and how we might revise our plans or stories so that our adaptations are meaningful.”
Example: “Sometimes, we rewrite a familiar tale because we disagree with the way the tale has stereotyped girls, with the good ones always being beautiful and the bad ones always being ugly, or authors may disagree with the way wolves, foxes, or stepmothers are stereotyped as nasty, evil, and mean. Sometimes authors rewrite a tale so that it makes more sense to readers who live in different places or in other cultures.”

Students begin planning their adaptations of familiar fairy/folk tales.

Day 3:
Parent/Teacher Conferences

Day 4:
Morning Message: Today is Thursday, April 20, 2017. We will read and discuss early uses of calendars and clocks as ways to measure time.
Inquiry Question: How do you measure time? Share what you know with a classmate!

Reading Workshop
Unit: 3
Bigger Books Mean Amping Up Reading Power
Bend 3: Meeting the Challenges of Longer Books
Session 12: Staying on Track When Books Get Tricky

Learning Activities

Skillful readers use strategies to stay on track when books get tricky.
• Add to “Keeping Track of Longer Books” anchor chart – “ “When you get off track, stop, reread and answer questions”
• Mid-Workshop TP: If you come to the end of the chapter and do not know what to write on your post it, you are in a “reading emergency”. This means you should review the anchor charts to make sure you comprehend the story. (See page 79 for a picture of a “reading emergency kit”)

Independent Reading: Students select and read a story from our classroom collection and Internet A to Z Reading. They look for elements found in fairy/folk tales.

Writing Workshop
Unit 7 – Reading and Role Playing
Fiction, Folktales, and Fairy Tales
Interactive Read Aloud: Trust Me, Jack’s Beanstalk Stinks! as Told by the Giant by Eric Braun
Remind children that as they pay attention to the characters in their books, they can think about the role the character plays to predict what’s going to happen. Is the character good or bad? Will she win or will she lose? Teach children to pay attention to the pattern, to ask and answer, “Why is this happening? What will happen next?” Teach children to think about whether a character in the story is the one who is teaching a lesson or learning a lesson.

Tip: ”Writers, we revise our plans or plan another adaptation, then another, playing with different ideas before we get started in writing. As we revise our plans, we think ‘Where exactly will my story begin?’ and ‘What will my character be saying and doing?’ so that we can begin our stories close to the main action.”

Students begin planning their adaptations of familiar fairy/folk tales.

Day 5:
Morning Message: Today is Friday, April 21, 2017. We will continue writing adaptations of familiar tales.
Inquiry Question: Why does an author rewrite a familiar tale in the point of view of a different character? Share what you think with a classmate.

Parent Read Aloud

Spelling Test

Reading Comprehension Quiz

Word Study
Spelling Words: (The following words will be tested on Friday, April 28.)
bolt, jolt, colt, felt, belt, welt, built, stilt, wilt, melt, salt, face, edge, vertices, set, tally

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: Students select and read a story from our classroom collection and Internet A to Z Reading. They look for elements found in fairy/folk tales.

Writing Workshop
Unit 7 – Reading and Role Playing
Fiction, Folktales, and Fairy Tales
Interactive Read Aloud: With Love, Little Red Hen by Alma Flor Ada
Teach students that fairy tales and folktales are archetypes for modern stories, that characters who play similar roles will pop up again and again, not only in these old tales but in more modern stories, too. The hope is that children take note of not just the magic in fairy tales and folktales (though of course, that’s part of the fun!), but also the ways in which archetypes from these genres repeat themselves again and again in modern literature, albeit in non-magical forms. This is the case not only with characters but also with plots, imagery, themes, but for now it’s enough that children come to recognize similar roles across books.
Teach students that we choose one of our plans, take the number of pages we need to make a book, transfer our ideas from our planning booklets by jotting a note in the margin or sketching a quick picture on each page, and begin writing using everything we know about storytelling and fairy/folk tale language.”

Students begin writing their adaptations of familiar fairy/folk tales.

Math
Lesson 8-6 Partitioning Rectangles, Part 1
Students use manipulatives to partition rectangles into same-size squares.

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

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

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

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

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

Problem of the Month
Infinite Windows
Teacher provides the following prompt (a picture will be included):
Tracy and Debbie are counting rectangles. The figure below is made of different rectangles and rectangles of different sizes.
How many rectangles can you find in the figure above? Show and explain how you found all of them.

Science
Lesson 1 What is Technology
Students will examine everyday examples of technology.
Discuss how these objects were designed to solve problems
Discuss the materials that objects are made of.
Students will be able to:
Identify everyday objects made by people as technology
Identify the problems that a particular object solves
Identify that objects are designed as a solution to a problem
Identify engineers as the people who design objects

Students will:
Read the story A Gift from Fadil
Discuss the field of package engineering
Identify several possible functions of a package
Trace Fadil’s use of the Engineering Design Process

Students will be able to:
Identify and explain the role of packaging engineers in designing packages
Identify and explain some functions of packages
Identify packages as technology, and explain why they are technology
Identify and explain the steps of the engineering Design Process as described in the story.

Social Studies
Interactive Read Aloud: …If You Lived in Colonial Times by Ann McGovern
Unit 5 Past and Present
Objectives:
– Use a visual to predict content.
– Interpret a quotation.
– Use a sequence chart to prepare for the unit.

Lesson 1
Objectives:
– Identify early uses of calendars and clocks as ways to measure time.
– Describe the order of events by using designations of time periods such as ancient times and modern times.
– Use vocabulary related to chronology, including past, present, and future.
Vocabulary: ancient, modern

Skills Read a Time Line
Objectives:
– Trace the history of space exploration on a time line.
– Create and interpret time lines.
– Sequence and categorize information.

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

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Week of April 2

Dear Parents and Caregivers,

There will be no school on Friday, April 7. Therefore, the weekly spelling test will take place on Thursday, April 6.

Spring break begins Monday, April 10. Classes resume Monday, April 17.

Please visit IMPACT on a regular basis to be informed of grades and missing assignments. Missing assignments need to be submitted immediately.

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
Morning Message: Today is Monday, April 3, 2017. We will identify and discuss attributes of quadrilaterals.
Inquiry Question: What are parallel sides of quadrilaterals? Share what you know with a classmate!

Reading Workshop
Unit: 3
Bigger Books Mean Amping Up Reading Power
Bend 2: Understanding Literacy Language
Session 9: Reading as a Writer—Focusing on Special Language (day 1)

Learning Activities
Strong readers see when authors use writing strategies (comparisons/similes/metaphors, alliteration, time-passing words, repetition, idioms) to make their books come alive.
• Model with The Leaving Morning by Angela Johnson.
• Students use Post-It’s to mark when the author is using writing strategies.

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

Writing Workshop
Unit 3 Opinion
Bend 3 Writing Nominations and Awarding Favorite Books
Session 14 Good. Better. Best

Have a student share his or her writing with the whole class.
Students also share their writing with a partner.
Review vocabulary words by having students get up to stretch and say out loud what the words mean: introduction, opinion, persuade, conclusion, evidence

Minilesson
Connection: Tell students a story about watching movies and then comparing them in a discussion with friends. Relate this to the kind of thinking and writing they can do across books. Name the teaching point.
Teaching: Show students how you compare similar books. Model your thinking closely about what aspects of the book you are comparing, and then include this thinking in your writing. Debrief, reviewing the steps you went through to compare books and think closely about the comparison.
Active Engagement: Give students an opportunity to practice this work using books from your collection.
Link: Remind students how making comparisons between books is another kind of evidence that can support their opinion. Give them an opportunity to come up with some possible books to compare.

Students continue writing nominations for their favorite books, applying what they’ve learned from the writing workshop.

Day 2:
Morning Message: Today is Tuesday, April 4, 2017. We will continue to write letters of nominations of favorite books.
Inquiry Question: How can you persuade readers to read your nominated book? Share your thinking with a classmate!

Reading Workshop
Unit: 3
Bigger Books Mean Amping Up Reading Power
Bend 2: Understanding Literacy Language
Session 9: Reading as a Writer—Focusing on Special Language (day 2)

Learning Activities
Strong readers see when authors use writing strategies (comparisons/similes/metaphors, alliteration, time-passing words, repetition, idioms) to make their books come alive.
• Model with The Leaving Morning by Angela Johnson.
• Students use Post-It’s to mark when the author is using writing strategies.

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

Writing Workshop
Unit 3 Opinion
Bend 3 Writing Nominations and Awarding Favorite Books
Session15 Giving Readers Signposts and Rest Stops
Minilesson
Connection: Gather your writers and explain how longer sentences need some rest stops. Name the teaching point.
Teaching and Active Engagement: Invite your writers to notice some rest stop punctuation in a few well-written sentences. Guide them through the steps of first noticing the punctuation and then asking themselves what the purpose of the punctuation is. Record punctuation observations in a class chart.
Link: Before sending students off, give them a chance to try rest-stop punctuation in their own fabulous writing. Remind the class that punctuation is one way of taking care of your readers.

Students continue writing nominations for their favorite books, applying what they’ve learned from the writing workshop.

Students continue writing nominations for their favorite books, applying what they’ve learned from the writing workshop.

Day 3:
Morning Message: Today is Wednesday, April 5, 2017. We will begin to explore 3D shapes?
Inquiry Question: What are the characteristics of 3D shapes? Share what you know with a classmate!

Reading Workshop
Unit: 3
Bigger Books Mean Amping Up Reading Power
Bend 3: Meeting the Challenges of Longer Books
Session 10: Setting Up Routines for Same-Book Partners (day 1)

Learning Activities

When reading a longer book, skillful readers use strategies to keep hold of the whole story.
• Introduce the strategy of a reading partner to help you hold onto the storyline in a longer book.
• Display Anchor chart, “Same Book Partners” (Page 64)
• Assign student book partners
• Mid-Workshop TP: Display anchor, “Questions Partners Can Ask Each Other” on page 67

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

Writing Workshop
Unit 3 Opinion
Bend 3 Writing Nominations and Awarding Favorite Books
Session 16 Writing Introductions and Conclusions to Captivate
Minilesson
Connection: Tell students that you are impressed with their nomination writing and all of the strategies that they are using to make their pieces powerful and persuasive. Explain that opinion writers have the challenge of catching the attention of their audience and communicating their claims, before releasing them. Name the inquiry question.
Teaching and Active Engagement: Set writers up to investigate a mentor text by guiding then through a series of steps that help students discover answers to the overarching question. Then listen in and coach, to elicit and collect their comments. Coach students to study structure, voice, word choice, and craft as they work in pairs. Listen in and highlight observations that students make. Reconvene the group to elicit students’ observations. Repeat their observations using more precise language, and record these on sticky notes to add to a Venn diagram chart.
Link: Send writers off to work independently, reminding them to call on prior knowledge as well as what they have learned today about writing introductions and conclusions.

Students continue writing nominations for their favorite books, applying what they’ve learned from the writing workshop.

Day 4:
Morning Message: Today is Thursday, April 6, 2017. We will begin reading and discussing about past and present.
Inquiry Question: Why is it important to learn about the past? Share what you think with a classmate!

Reading Workshop
Unit: 3
Bigger Books Mean Amping Up Reading Power
Bend 3: Meeting the Challenges of Longer Books
Session 10: Setting Up Routines for Same-Book Partners (day 2)

Learning Activities

When reading a longer book, skillful readers use strategies to keep hold of the whole story.
• Introduce the strategy of a reading partner to help you hold onto the storyline in a longer book.
• Display Anchor chart, “Same Book Partners” (Page 64)
• Assign student book partners
• Mid-Workshop TP: Display anchor, “Questions Partners Can Ask Each Other” on page 67

Spelling Test

Reading Comprehension Quiz

Word Study
Spelling Words: (The following words will be tested on Friday, April 21.)
soft, lift, shift, drift, gift, left, raft, craft, loft, swift, sift, apart, form, congruent, arrange, geometric

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

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

Writing Workshop
Unit 3 Opinion
Bend 3 Writing Nominations and Awarding Favorite Books
Session 16 Writing Introductions and Conclusions to Captivate
Conferring and Small-Group Work: Motivating Students to Make Revisions when They Think that They’re All Done.

Students continue writing nominations for their favorite books, applying what they’ve learned from the writing workshop.

Math
Lesson 8-4 Drawing and Reasoning About Quadrilaterals (2 Days)
Day 1: Students draw quadrilaterals with given attributes.
Day 2: The class discusses solutions, and students revise their work.
Goals:
– Keep trying when your problem is hard.
– Make mathematical conjectures and arguments.
– Look for mathematical structures such as categories, patterns, and properties.

Lesson 8-5 Attributes of 3-Dimensional Shapes (2 Days)
Students sort and compare 3-dimensional shapes according to their attributes.

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

Discussing Attributes of 3-dimensional Shapes
Use your models of 3-dimensional shapes to point out the following attributes:
– Cylinders, cones, and spheres all have curve surfaces.
– Rectangular prisms, cubes, pyramids, cylinders, and cones all have flat surfaces called faces.
– An edge of a cube, a prism, or a pyramid is a line segment where two faces meet.
– An edge of a cone or a cylinder is a curve where a flat face meets a curved surface.
– A vertex on a 3-dimensional shape such as a cube, a prism, or a pyramid is a point at which at least 3 edges meet. (The plural of vertex is vertices.)
– The apex of a cone is the point that is opposite the flat face.
Draw students attention to the faces, edges, and vertices on the base-10 thousand cube. Have partners take turns running their fingers along the edges of their centimeter cubes and pointing out the faces and the vertices.

Cube and Rectangular Prism
– They have the same number of faces, vertices, and edges.
– Each face on both shapes has 4 sides and 4 angles.
– All of the faces of the cube are squares.
– The faces of the rectangular prism can be squares or rectangles.
– Rectangular prisms that have all square faces are called cubes. A cube is a special kind of rectangular prism.
Cube and Cylinder
– The cylinder can roll when push. The cube can’t.
– The cylinder has a curved surface. The cube doesn’t.
– The cylinder has 2 flat faces. The cube has 6 flat faces.
– The cube’s faces are squares. The flat faces on the cylinder are circles.
Cube and Pyramid
– Most of the faces of a pyramid are triangles. (Sometimes one of the faces is not a triangle.) All of the faces of a cube are square.
– A cube and pyramid both have vertices where edges come together. A pyramid has a special vertex called an apex where the triangle faces come together.
Cube and Cone
– The cone can roll when pushed. The cube can’t.
– The cone has a curved surface and 1 flat face in the shape of a circle. The cube has 6 flat faces that are all squares.
– The cone has a point, or apex, opposite the circular face. The cube has 8 vertices.
As time allows, compare and contrast other pairs of shapes.

Science
Balancing Unit Assessment

Design Challenge
Teacher goes over the steps of the design process:
– Ask “What is the problem that needs to be solved?”
– Imagine (Brainstorm how you can solve the problem)
– Plan (draw or make a prototype)
-Create (Follow your plan and test it out)
– Improve (What works? What doesn’t? How can you modify it?)

Teacher introduce the problem:
How can you create a 1-foot pedestal that can hold a statue for 20 seconds?

Students brainstorm in groups how to solve the design challenge.

Students work in groups to plan out their structures. They will be given materials to explore.

Students draw their plans in their science notebook. They present and explain why their plan will be successful.

Students will create their structures using the given materials: tape, scissors, index cards, and beanie baby.

Teacher will walk around and facilitate discussion.

Students will test their structures using the given materials: index cards and tape.

Students discuss with groups and evaluate if their structures worked or not and what can they do to improve their structures.

Students will draw and take notes on their improvements.

Students will improve their structures using the given materials: index cards and tape.

Students will retest their structure.

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

Unit 5 Past and Present
Objectives:
– Use a visual to predict content.
– Interpret a quotation.
– Use a sequence chart to prepare for the unit.
Access Prior Knowledge:
– Ask children to name activities they do in school every day. Record the activities they mention on separate sentence strips and display the activities on the board in random order. Then call on volunteers to arrange the activities in time order.
Visual learning:
– Present picture and ask questions to guide students to discover time line. Point out that time is always passing. Over time, some things change and some stay the same. Have children predict what changes they might learn about in this unit.

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

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Dear Parents and Caregivers,

This is a reminder that 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 5, will be assigned the time slots available! We will be sending home the finalized schedule on April 6.

Students will take the social studies Land and Water unit test on Friday, March 31. We will send home the study guide on Monday, March 27 as homework. Please have your child complete and return it on Wednesday, March 29. Students should utilize the graded study guide to prepare for the assessment.

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 2: Understanding Literacy Language
Session 7: Understanding Comparisons (day 1)
Learning Activities
Skillful readers notice when the author brings two distinct things together in ways that create a brand-new, made for the moment meaning (metaphor/simile).
Students read independently and/or with a partner using strategies they’ve learned.

Writing Workshop
Unit 3 Opinion
Bend 2 Raising the Level of Our Letter Writing
Session 11 Publishing Our Opinions for All to Read
Mini-lesson
Students publish one of their letters, applying what they’ve learned from the writing workshop.

Day 2:
Reading Workshop
Unit: 3
Bigger Books Mean Amping Up Reading Power
Bend 2: Understanding Literacy Language
Session 7: Understanding Comparisons (day 2)
Learning Activities
Skillful readers notice when the author brings two distinct things together in ways that create a brand-new, made for the moment meaning (metaphor/simile).
Students read independently and/or with a partner using strategies they’ve learned.

Writing Workshop
Unit 3 Opinion
Bend 2 Raising the Level of Our Letter Writing
Session 11 Publishing Our Opinions for All to Read
Students continue to publish one of their letters, applying what they’ve learned from the writing workshop.
Conferring and Small-Group Work: When is Handwriting a Priority?

Day 3:
Reading Workshop
Unit: 3
Bigger Books Mean Amping Up Reading Power
Bend 2: Understanding Literacy Language
Session 8: Noticing When Authors Play with Words (day 1)
Learning Activities
Skillful readers notice when authors use language in creative ways (idiom) and think extra hard to understand what they mean.
Students read independently and/or with a partner using strategies they’ve learned.

Writing Workshop
Unit 3 Opinion
Bend 3 Writing Nominations and Awarding Favorite Books
Session12 And the Nominees Are…
Mini-lesson
Students begin writing nominations for their favorite books, 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
Session 8: Noticing When Authors Play with Words (day 2)
Learning Activities
Skillful readers notice when authors use language in creative ways (idiom) and think extra hard to understand what they mean.
Students read independently and/or with a partner using strategies they’ve learned.

Writing Workshop
Unit 3 Opinion
Bend 3 Writing Nominations and Awarding Favorite Books
Session 12 And the Nominees Are…
Students continue writing nominations for their favorite books, applying what they’ve learned from the writing workshop.
Conferring and Small-Group Work: Getting Mileage Out of Any Learning Tools You Have at Hand

Day 5:
Parent Read Aloud

Spelling Test

Reading Comprehension Quiz

Word Study
Spelling Words: (The following words will be tested on Thursday, April 6.)
drink, think, sink, stink, wink, thank, bank, drank, honk, blank, shrink, sphere, cube, pyramid, prism, rectangular

Students read independently.

Writing Workshop
Unit 3 Opinion
Bend 3 Writing Nominations and Awarding Favorite Books
Session13 Prove it! Adding Quotes to support Opinions
Minilesson
Active Engagement: Students will have an opportunity to plan for their independent work. Students will make a plan for how to make it stronger by quoting the books they are writing about.
Students continue writing nominations for their favorite books, applying what they’ve learned from the writing workshop.

Math
Administer the Open ResponseUnit 8 pre-assessment: MARS Task Making a Doll House

Lesson 8-1 Attributes of 2-Dimensional Shapes
Students describe the attributes of 2-demensional shapes.

Goals:
– Look for mathematical structures such as categories, patterns, and properties.
– Use structures to solve problems and answer questions.

Lesson 8-2 Playing Shape Capture
Students identify shapes that have certain attributes while playing the game Shape Capture.

Goals:
– Look for mathematical structures such as categories, patterns, and properties.
– Use structures to solve problems and answer questions.

Lesson 8-3 Comparing Triangles, Pentagons, and Hexagons
Students build and compare various polygons.

Goals:
– Look for mathematical structures such as categories, patterns, and properties.
– Use structures to solve problems and answer questions.

Science
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 problem.

Lab: How could you find out how many marbles are in each canister?

Students work independently to write to explain the inquiry question.

Graphing The Weights of the Six Canisters

– Students review the information on the data table from the previous lesson.

– Students discuss in pairs how they would use the data to create a bar graph.

– Each student will make a bar graph that shows the weights of the six canisters.

Review for the Balancing and Weighing Unit Test
– Students utilize the beam balance, the equal arm balance, and manipulatives to complete the study guide to prepare for the unit test.
Students utilize the beam balance, the equal arm balance, and manipulatives to review the following concepts for the Balancing and Weighing Unit Test.
– On a beam balance, balance is dependent on the amount of mass of an object, the relative lengths of the arms of the beam, and the location of the fulcrum.
– Weighing is the process of balancing an object against a certain number of standard units.
– The weight of an object is not determined by its size.
– Equal volumes of different foods will not all have equal weights; equal weights of different foods will not all have equal volumes.

Social Studies
Objective: Students will be able to describe the environments of both the desert and rainforest. They will describe one similarity and one difference of these environments.
Infer why there is less growth near the bottom of the rainforest.
Read Aloud: What Can Live in a Desert? by Sheila Anderson

Using Map Scales
Objectives:
– Recognize that maps can be different sizes.
– Define map, scale
– Use a scale to find real distances.

Natural Resources
Students will begin discussing the use of air and soil.
Read Aloud: Wind Power by David Neufeld

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

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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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