Friday, February 26, 2016

Week of February 29-March 4, 2016


 

Program of Inquiry
How We Organize Ourselves

Central Idea:
The efficiency of a government depends on the structure and function.
Lines of Inquiry:
  • Structure of Government (Form)
  • Documentation (Connection and Form)
  • Function of Government (Function)
Teacher Questions and Key Concepts:
  1. What is government? (L1,form)
  2. What is the purpose of government documents? (L2, form)
  3. How are documents connected to the organization of a government? (L2, connection)
  4. How does government operate? (L3,function)


Daily 5/CAFE  11:00-12:30
Reading: Daily 5/ CAFE
Daily 5/CAFE:  This week, students will continue to explore the CAFE strategy for comprehension of COMPARE AND CONTRAST TEXTS.  Students will further their reading comprehension by exploring how texts are similar and different.

For more information about comparing and contrasting:

Use the following links for practice at home:

BOOK GENRE STUDY- Science Fiction/Fantasy Book Report Due on Monday, April 4th!  
The report guidelines for the cereal box can be found on the following two links:



VOCABULARY: Students will be tested on their new Wordly Wise unit this week. Students are encouraged to study their Wordly Wise vocabulary words at home for homework.  Students may use their books, or they can use Quizlet for practice.  
3rd Grade Word List:  adopt, arouse, arrange, cell, infection, influence, injure, pattern, series, vision
4th Grade Word List:  ancient, century, chamber, descend, entry, interior, intrude, locate, passage, portion, precious, quarry, ramp, spacious, surface
Writing: VOICES
1:30-2:00
VOICES: Students will continue the 6+1 Traits of Writing. This is referred to as VOICES: voice, organization, ideas, conventions, expanded vocabulary, and sentence fluency.
This week students will continue to explore informational/expository writing. This is a type of nonfiction writing that conveys information about something, which means it is factual. Many examples of informational writing can be found in newspapers, almanacs, and reference books.

Students will complete their own informational brochure about a topic of their choosing. Students have already begun to gather information and plan out their brochure. Students will include several non-fiction text features in their brochure, such as a title, headings, captions, and bold/italic text. Students will continue to conference with a teacher throughout the writing process.
Student brochures are due Friday.

Watch this video about informative writing:

When editing, students will be checking for proper use of capitalization, punctuation (including commas), and spelling.  We will be using proper editing marks when editing their writing. Each student will keep a editing reference guide in their home binders for them to use if needed for homework. You can also use the one located below:

You can also use these resources at home:

GRAMMAR: Students will review identifying adjectives in a sentence and using adjectives to describe nouns in their own writing. Adjectives are are words that describe or modify other words. They can identify or quantify another person or thing in the sentence.Adjectives are usually positioned before the noun or the pronoun that they modify. Adjectives tell how many, what kind, or which one.

Students will continue to focus on identifying and using grammar articles a, an, (indefinite) and the(definite). An article is a kind of adjective which is always used with and gives some information about a noun.

The is called the definite article because it is used to indicate something specific.
A and An are called the indefinite articles because they are used to indicate something unspecific.

For example:
I fell over the chair again.
(The chair is specific. It is known to the audience.)
Can you pass me a chair?(This means an unspecific chair, i.e., any chair.)
I loved the apple pie after the meal.(In this example, the audience knows which apple pie is being praised, e.g., the one at last night's dinner.)
I love an apple pie after dinner.(The audience understands that the speaker likes to eat an apple pie after dinner (any apple pie will do).


Please use the links below to help your child review .
Activities:

Videos:

WORDS THEIR WAY SPELLING:
Students will be tested on their spelling sort this week. Students are responsible for knowing the sorting rules as well as the correct spelling for each word.  Your child’s list of words can be located in their agenda.  Please complete three DIFFERENT spelling jobs for homework.  Spelling HW is due on Friday.  


3rd Grade Math 9:15-10:15
Looking for extra practice at home?  Use the suggested practice information for each individual day.  Your child has their username and password for www.ixl.com.
Monday
Students will create and practice solving fraction number stories.
IXL Practice: W18, W19 Fraction stories
Tuesday
Students will review graphing fractions on a number line and finding equivalent fractions.
IXL Practice: W13, W14 Number Line fractions,   X3, X4 Equivalent fractions
Wednesday
Students will review comparing fractions and making predictions based on an outcome.
IXL Practice:Y6 Comparing fractions, BB1 Probability
Thursday
Students will take unit 8 assessment.
IXL Practice:
Friday
Students will take the unit 9 preassessment and complete any unfinished journal pages.
IXL Practice:



4th Grade Math 8:15-9:15
Looking for extra practice at home?  Use the suggested practice information for each individual day.  Your child has their username and password for www.ixl.com.
Monday
Using a calculator,students will rename fractions as a decimal.
IXL Practice: 5th GRADE MATH Q.8, Q.9
Tuesday
Using a calculator, students will rename fractions as percents.  Students will solve number stories involving discounts expressed as percents.
IXL Practice: 5th GRADE MATH Q.8, Q.9
Wednesday
Students will use data tables to reinforce renaming fractions as percents and decimals as percents.  Students will identify equivalent fractions, decimals, and percents.
IXL Practice:  5th GRADE MATH Q.8, Q.9
Thursday
Students will tabulate survey data.  Students will use percents to compare quantities expressed as fractions with unlike denominators.  
IXL Practice:  
Friday
Students will solve number stories that involve multiplication and division.  Students will participate in math games to reinforce fractions, decimals, and percents.
IXL Practice:



Science/Social Studies 2:00-3:00
Monday
How We Organize Ourselves:  Students will inquire what it’s like to be a “Dictator for a Day”.  In this activity, students will analyze the pros and cons of a dictatorship.
Tuesday
How We Organize Ourselves:  Student will inquire about the three levels of government (national, state, and local).
Wednesday
How We Organize Ourselves:  Students will inquire how the government works.  In this lesson, students will complete a flow chart about the 3 branches of government.
Thursday
How We Organize Ourselves:  Students will work collaboratively in groups to play a concentration game about the 3 branches of government.
Friday
How We Organize Ourselves:  Students will engage in an educational film about the 3 branches of government.  Students will complete discussion questions about the film.


Extra! Extra! Chavura News

  • Students should be using Quizlet at home several times each week to practice their Wordly Wise vocabulary words.
  • Remember to check your child’s “Keep at Home” folder each Monday!
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Friday, February 19, 2016

Week of February 22-26, 2016


 

Program of Inquiry
How We Organize Ourselves

Central Idea:
The efficiency of a government depends on the structure and function.
Lines of Inquiry:
  • Structure of Government (Form)
  • Documentation (Connection and Form)
  • Function of Government (Function)
Teacher Questions and Key Concepts:
  1. What is government? (L1,form)
  2. What is the purpose of government documents? (L2, form)
  3. How are documents connected to the organization of a government? (L2, connection)
  4. How does government operate? (L3,function)



Daily 5/CAFE  11:00-12:30
Reading: Daily 5/ CAFE
Daily 5/CAFE:  This week, students will continue to explore non-fiction text features.  Text features are to non-fiction what story elements are to fiction.  Additionally, this week will we add the CAFE strategy for comprehension of COMPARE AND CONTRAST TEXTS.  Students will further their reading comprehension by exploring how texts are similar and different.

For more information about comparing and contrasting:

Use the following links for practice at home:
BOOK GENRE STUDY-Biography Book Report/Poster-Due February 29th!
Please follow the poster guidelines.  You can find these on a printout in your child’s homework folder, or click the link above.

VOCABULARY: Students will be introduced to their new Wordly Wise unit this week. Students are encouraged to study their Wordly Wise vocabulary words at home for homework.  Students may use their books, or they can use Quizlet for practice.  
3rd Grade Word List:  adopt, arouse, arrange, cell, infection, influence, injure, pattern, series, vision
4th Grade Word List:  ancient, century, chamber, descend, entry, interior, intrude, locate, passage, portion, precious, quarry, ramp, spacious, surface
Writing: VOICES
1:30-2:00
VOICES: Students will continue the 6+1 Traits of Writing. This is referred to as VOICES: voice, organization, ideas, conventions, expanded vocabulary, and sentence fluency.
This week students will be introduced to informational/expository writing. This is a type of nonfiction writing that conveys information about something, which means it is factual. Many examples of informational writing can be found in newspapers, almanacs, and reference books.

Students will gather factual information and create their own informational brochure about North Carolina and its government. Students will include several non-fiction text features in their brochure, such as a title, headings, captions, and bold/italic text. Students will continue to conference with a teacher throughout the writing process.

Watch this video about informative writing:

When editing, students will be checking for proper use of capitalization, punctuation (including commas), and spelling.  We will be using proper editing marks when editing their writing. Each student will keep a editing reference guide in their home binders for them to use if needed for homework. You can also use the one located below:

You can also use these resources at home:

GRAMMAR: Students will review identifying adjectives in a sentence and using adjectives to describe nouns in their own writing. Adjectives are are words that describe or modify other words. They can identify or quantify another person or thing in the sentence.Adjectives are usually positioned before the noun or the pronoun that they modify. Adjectives tell how many, what kind, or which one.
For example:
Dan decided that the fuzzy green bread would make an unappetizing sandwich.
What kind of bread? Fuzzy and green! What kind of sandwich? Unappetizing!
Students will continue to focus on how to use comparative and superlative adjectives in a sentence. The comparative form compares two items, people, places, or ideas. Use the superlative when comparing more than two. For short adjectives (with one syllable or two syllables ending in -y or -le) and one-syllable adverbs, add the ending -er for the comparative and -est for the superlative.We will explore the spelling rules for various types of these words.
Students will begin identifying and using grammar articles a, an, and the. An article is a kind of adjective which is always used with and gives some information about a noun.

Please use the links below to help your child review .
Activities:


Videos:

WORDS THEIR WAY SPELLING:
Students will receive their new spelling sort this week. Students are responsible for knowing the sorting rules as well as the correct spelling for each word.  Your child’s list of words can be located in their agenda.  Please complete three DIFFERENT spelling jobs for homework.  Spelling HW is due on Friday.  


3rd Grade Math 9:15-10:15
Looking for extra practice at home?  Use the suggested practice information for each individual day.  Your child has their username and password for www.ixl.com.
Monday
Students will create their own number line model for fractions.
IXL Practice: W.9 -W.12 (Number line fractions)
Tuesday
Students will explore equivalent fractions using visual aids.
IXL Practice: W.15 (Smaller/Larger)
Wednesday
Students will compare fractions to determine if they are greater than, less than, or equal to.
IXL Practice:  W.15 (Smaller/Larger)
Thursday
Students will name fractions that are greater than 1, and identify quantities using mixed fractions.
IXL Practice:W.20 (Mixed fraction)
Friday
Students will solve fraction number stories.
IXL Practice:W.16 (Fraction number stories)



4th Grade Math 8:15-9:15
Looking for extra practice at home?  Use the suggested practice information for each individual day.  Your child has their username and password for www.ixl.com.
Monday
Students will review area and perimeter concepts from Unit 8.  We will go over the review as a class in preparation for Unit 8 test.  
Tuesday
Students will review Unit 8 test and complete a pretest for Unit 9.  The focus of Unit 9 will be fractions, decimals, and percents.  Throughout this unit, we will also focus on multiplying and dividing decimals.  
Wednesday
Students will describe situations in which percents are helpful.  Students will name equivalencies among fractions, decimals, and percents.  
IXL Practice:  5th GRADE LEVEL, Q.9 (Convert between percents, fractions, and decimals)
Thursday
Students will rename fourths, fifths, and tenths as decimals and percents.  Students will generate percentages for common fractions.
IXL Practice:  5th GRADE LEVEL, Q.9 (Convert between percents, fractions, and decimals)
Friday
Using a calculator,students will rename fractions as a decimal.  



Science/Social Studies 2:00-3:00
Monday
How We Organize Ourselves:  Students will complete the unit provocation.  Students will participate in a government activity in which they become familiar with the term government.
Tuesday
How We Organize Ourselves:  Students will explore different types of government.  Students will categorize types of government based on their beliefs of “fairness” for each government.  
Wednesday
How We Organize Ourselves:  Students will play football!  Students will learn government fundamentals as they use the game of paper football to explore the differences between different types of government.  
Thursday
How We Organize Ourselves:  Students will inquire what it’s like to be a “Dictator for a Day”.  In this activity, students will analyze the pros and cons of a dictatorship.
Friday
How We Organize Ourselves:  Student will inquire about the three levels of government (national, state, and local).


Extra! Extra! Chavura News

  • Students should be using Quizlet at home several times each week to practice their Wordly Wise vocabulary words.
  • Remember to check your child’s “Keep at Home” folder each Monday!
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