Week of January 11
Dear Parents and Caregivers,
The science quiz on balancing using the equal-arm balance will be given Thursday, 1/14. A study guide will be sent home on Monday, 1/11.
The math Unit 5 Open Response is on Wednesday, 1/20, a week from this Wednesday, and the written assessment is on Thursday, 1/21. Please refer to the review portion below to assist your child.
Monday, 1/18 is Dr. Martin Luther King Jr.’s birthday observance. There will be no school. Additionally, the end of the second quarter is Friday 1/29. Staff will attend professional development. Students will not have school.
Language Arts:
Independent Reading (35-40 minutes at the beginning of each day)
Teachers administer the DIBELS and the Reading 3D Mid-year Benchmark tests each day during this time.
Differentiated Instruction:
- Administer the Mid-year Benchmark for Reading 3D.
- Writing Conferences
- Guided Reading
Spelling Words fro the Week: and, another, back, between, came, different, down, even, find, help
Day 1:
Independent Reading
Morning meeting/morning message
Reading Skill: Predict
- Explain to students that we will be using the pictures and text to predict what will happen, what characters might be thinking, and how the events from the book will lead us.
Interactive Read Aloud: Show Way by Jacqueline Woodson
Word Study: plantation, muslin, chokecherries, jump the broom, straight-boned, picture reading
- Teachers provide opportunities for students to predict during the read aloud.
Writing: Students continue writing family history essays.
- Students present their essays to classmates at table groupings.
Day2:
Independent Reading
Morning meeting/morning message
Reading Skill: Predict
- Remind students that we are using the pictures and text to predict what will happen, what characters might be thinking, and how the events from the book will lead us.
Interactive Read Aloud: Read and discuss If a Bus Could Talk; The Story of Rosa Parks (p. 1-14) by Faith Ringgold.
Word Study: fare, reserve, instilled, recovered, segregated
- Teachers provide opportunities for students to predict during the read aloud.
Writing: Authors As Mentors (Lucy Calkins and Amanda Hartman)
Revising Endings:
- Teachers will re-explain and model why endings are crucial and should not be rushed through.
- Students continue writing family history essay.
- Students present their essays to classmates at table groupings.
Day 3:
Independent Reading
Morning meeting/morning message
Reading Skill: Predict
- Remind students that we are using the pictures and text to predict what will happen, what characters might be thinking, and how the events from the book will lead us.
Interactive Read Aloud: Read and discuss If a Bus Could Talk; The Story of Rosa Parks (p. 15-29) by Faith Ringgold.
Word Study: boycott, oppression, honorary, valiant, unceasing
- Teachers provide opportunities for students to predict during the read aloud.
Writing: Authors As Mentors (Lucy Calkins and Amanda Hartman)
Learning Revision from Authors:
- Teachers will teach students that they can learn from other authors when revising their pieces.
- Students proofread and edit their essays.
Day 4:
Independent Reading
Morning meeting/morning message
Reading Skill: Predict
- Remind students that we are using the pictures and text to predict what will happen, what characters might be thinking, and how the events from the book will lead us.
Interactive Read Aloud: Read and discuss My Dream of Dr. Martin Luther King (p. 1-11) by Faith Ringgold.
Word Study: encompassed, prejudice, justice, demonstrators
- Teachers provide opportunities for students to predict during the read aloud.
Writing: Students complete proofreading and editing their essays. They begin to affix their essays onto decorative paper to construct story quilts.
- Students begin constructing their story quilts.
Day 5:
Independent Reading
Morning meeting/morning message
Reading Skill: Predict
- Remind students that zwe are using the pictures and text to predict what will happen, what characters might be thinking, and how the events from the book will lead us.
Interactive Read Aloud: Read and discuss My Dream of Dr. Martin Luther King (p. 12-24) by Faith Ringgold.
- Word Study: sermon, resistance, sit-ins
- Teachers provide opportunities for students to predict.
Writing: Students continue constructing their story quilts.
Math:
5.5 Quadrangles (Day 2)
Objective: To guide students as they identify the names and characteristics of various quadrangles, and as they explore similarities and differences among quadrangles
-Math and Reflexes/Math Message
- Math Message Follow-Up (Whole-Class Activity)
- Exploring Similarities
and Differences among Quadrilaterals (Whole-Class Discussion)
- Making Shapes Out of Triangles and Rectangles (Independent Activity)
Differentiated Instruction: Under teachers’ guidance, students work in a small group to make shapes using triangles and rectangles.
5.6 3-Dimensional Shapes (2 days)
Objective: To guide students as they compare and contrast the characteristics of 3-dimensional shapes
- Mental Math and Reflexes/Math Message
- Math Message Follow-Up (Whole-Class Activity)
- Reviewing the Names of the Basic 3-Dimensional Shapes (Whole-Class Discussion)
- Discussing Similarities and Differences among Shapes (whole-Class Discussion)
- Starting a Shapes Museum with a Display of 3-Dimensional Objects (Whole-Class Activity)
5.7 Pyramids
Objective: To guide students as they construct pyramids and explore the relationship among the number of faces, edges, and vertices in pyramids
- Mental Math and Reflexes/Math Message
- Math Message Follow-Up (Whole-Class Activity)
- Constructing a Pyramid Out of Straws (Whole-Class Activity)
Differentiated Instruction:
- Constructing Four Kinds of Pyramids Out of Straws (Partner Activity)
- Discussing Pyramid Constructions (Whole-Class Discussion)
5.8 Line Symmetry
Objective: To guide children as they find lines of symmetry in objects and complete drawings to create symmetrical shapes
- Mental Math and Reflexes/Math Message
- Math Message Follow-Up (Whole-Class Activity)
- Finding Lines of Symmetry (partner Activity)
- Completing Half-Pictures of Templates Shapes (Independent Activity)
Differentiated Instruction:
Under teachers’ guidance, students work in a small group folding cutout shapes to find lines of symmetry.
Unit 5 Review
- Writing the fact family for any given domino (e.g. 2, 3 the fact family is 2+3=5, 3+2=5, 5-2=3, 5-3=2)
- Counting in the thousands (2,123; 2,124; 2,125…)
- Ordering numbers in the 100s and 1,000s (from least to greatest)
- Drawing line segments
- Drawing a line segment that is parallel to a given line
- Drawing a line segment that is not parallel to a given line
- Identifying polygons such as hexagon, rhombus, square, rectangle, triangle, trapezoid
- Identifying 3-D shapes such as cone, cylinder, sphere, pyramid, rectangular prism
- Identifying shapes that have lines of symmetry
- Understanding attributes
Math Open Response
- For this task, students use triangle pattern blocks to make polygons and figures that are not polygons and to describe why some figures are not polygons.
Science:
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.
- Placing Six Objects in Serial Order: Challenge students to expand and refine their comparison-making strategies. Students determine where to place two new objects in the serial order of the original four objects from the previous lesson.
- Review: Using the beam balance, students explore weighing to review for the quiz.
- Equal-arm balance quiz: Students take a multiple choice/true and false quiz about the beam balance on Thursday 1/14.
Social Studies:
America’s Journey to Freedom and the Civil Rights Movement (Integrated with Language Arts)
Thank you for your support.
Anh Tuan Hoang, LuAnn Lawson