Thanksgiving Dinner on a Budget!

Students came up with a Thanksgiving Dinner Menu on a Budget!

 5th graders used their rounding, adding and subtracting skills as they shopped for items of their choice! Great Work!

We started today looking at the different parts of a nonfiction text.  We looked at a slideshow and talked about each text feature and what they did for the text.  Then we started reading Rain Forest Food Chains  by Heidi Moore.  

• In class 502 we read the pages and discussed them together.  
• In 501, students read silently because the class wouldn't stop having side conversations when we were trying to read.  They lost the benefit of discussion because they couldn't control their talking.  

Afterward students worked in pairs to answer comprehension questions about pages 4-11, and then talk about the text features the text had and what their job was.  

Homework:

• Reading:  30-45 minutes of independent reading
• ELA: Reading Comp - Louisa May Alcott
• Permission Slips
• Permission slips and money due for Wednesday field trip
• Book Order money due by Wednesday from Scholastic

Friday in ELA

Today in ELA we finished Rachel Carson by reading the last chapter "The Final Battle".  This chapter was about how she worked for over four years against personal tragedy and illness to finish her last book "SILENT SPRING" where she brought pesticide companies into check for the harm they were doing to the world.  We discussed the main idea of the book "If you don't take care of the Earth, you are not taking care of yourself because we are all connected."

After talking about main idea and supporting it with details, students started their independent main idea work.  Others started taking the Rachel Carson AR test.

We concluded the lesson today talking about conclusions.  We talked about how they should sum up the main ideas of the text, but also give you the REASON for writing/reading the text.  We did a model conclusion together.

Homework:

• Reading:  30-45 minutes independently, log in reading contract (5 books by end of November)
• ELA:  Reading Comprehension Check "We Love Pizza!"
• Writing:  Write a concluding paragraph like the one in class
• Permission Slips:
• Though we have not had a formal yes, please make sure that we are getting persmission slips signed and returned and money collected.  Trip is on Wednesday.
• Book Order Forms:
• Book orders are due by Wednesday as well so I can order them Wednesday and hopefully they will be here right after Thanksgiving.

Today is literacy we continued reading our class novel "Rachel Carson" and worked through chapter 7, "Fourteen Dead Robins".  The focus is now on the end portion of Rachel's life and she is now a successful writer and taking care of the majority of her remaining family.

After independent work where students focused on "author's craft" and why the author picked words and phrases to make meaning, we moved into writing.

In writing I modeled how to create a paragraph (well 3 actually) using the notes we modeled taking over the past two days.  We talked about the importance of a topic sentence.  After the topic sentence you give three supporting details that are about that topic only.   If you have more details, you can give four, five, etc, but you must have at least details to make a solid paragraph.  The last sentence should mirror the first sentence and be used to sum up what your topic was and let the reader know you are moving out of that topic. The students watched me take the notes, come up with a topic sentence, and then use the notes to make solid paragraphs.  I kept showing them how easy it was once you have a topic and notes to write solid paragraphs.

With the next class, we actually did the reverse.  We passed out "hamburger paragraph templates" and we deconstructed the paragraphs to make sure they could see the TOPIC SENTENCE, the DETAILS (from the notes), and the Concluding Topic Sentence.

Homework:

• Reading: 30-45 minutes independent reading and log
• ELA - Verb tense practice - future perfect tense
• Writing - Use notes to write three paragraphs - examples on BLOG

Modeled Writing Activity

1. Each paragraph starts with a TOPIC SENTENCE.
2. The information that follows should support that topic.
3. The last sentence should close the TOPIC

What's happening in Math?

5th grade is preparing to extend their knwoledge of whole numbers on to decimals ! The next few days we will be rounding, adding and subtracting decimals.

Thursday-- adding decimals using place value and base ten blocks

   *rememeber to align the decimals.  This way you are sure to add tenths with tenths , hundredths with hundredths and thousandths to thousandths. You can also draw a quick picture and combine!

     ** Don't forget to regroup, if necessary!

Friday -- Guided Friday!  

       Students will revisit 4th and 5 the grade standards (such as regrouping and division)  previously taugh to review and gain mastery. Students will also make up any projects, multiple choice tests or performance tasks missed throughout the week.

I encourage all parent to stop by during OPEN SCHOOL WEEK!

Please continue to reinforce appropriate behavior in and out of school. We've got some great events and trips coming up. These can only happen with your support.

Have a great week!

D CRUZ

Wednesday in ELA

The kids had a pretty good day in ELA today, but unfortunately the entire third lunch group got in trouble for their behavior during lunch.  In order for us to go on trips, we have to know that our students will behave.   Please talk to your child and remind them that how they act in school is very important and this type of behavior will not be permitted.  I would hate to have to leave students at school from a trip because they couldn't behave.  If I see there are students who are at risk, I will ask their parents to chaperone.

After reading from our class read aloud "Mrs. Peregrine's Home for Peculiar Children" we moved onto lesson 6.  We discussed the previous chapters, talked about main ideas, and started making connection to real world events and how they affected the character.    Finally, we read Chapter 6 and then worked in small groups to do the independent activity which focused on cause and effect.

In writing I continued to model how to read an article and to take organized notes by categories. I printed the notes out (we did four articles on polar bears and came up with 2 pages of notes).    In the story we are reading "Rachel Carson"... Rachel had 1000 sources for her book.  I told them we only did 4 and look, 2 pages of notes.  Imagine how many pages Rachel had for her book!  Next steps are to use those notes to start working with Non-Fiction writing.

Homework:

• READING:  30-45 minutes of Silent Reading 
• ELA:  Verb Tense practice - Past Perfect
• Writing - Look over POLAR BEAR notes

Tuesday ELA

Can definitely tell it was a rainy day.  Kids always seem to act up a little when it is a rainy day!   Good news - Mr. Hernandez approved a trip for Wednesday, November 23rd! I will be buying tickets Tuesday night after school so money is due by Tuesday, November 22nd!!!

Today our focus was using text evidence to answer questions.   We read Chapter 5 - Roast Mice for Twelve.  We took turns reading the chapter together and then went over the discussion questions.  Then we went over some craft and structure elements before students worked on their independent practice for the lesson.  We ended talking more about present perfect tense and homework was passed out. I also passed out scholastic book orders which are due on Wednesday, November 23rd as well.

Homework:

• Reading:  30-45 minutes and log in reading log
• ELA:  Present Perfect Tense verb practice
• Bring back Middle School Applications
• Bring back Photo Forms and Behavior Contracts
• Bring back Permission Slip for Fantastic Beasts

Tuesday ELA

Can definitely tell it was a rainy day.  Kids always seem to act up a little when it is a rainy day!   Good news - Mr. Hernandez approved a trip for Wednesday, November 23rd! I will be buying tickets Tuesday night after school so money is due by Tuesday, November 22nd!!!

Today our focus was using text evidence to answer questions.   We read Chapter 5 - Roast Mice for Twelve.  We took turns reading the chapter together and then went over the discussion questions.  Then we went over some craft and structure elements before students worked on their independent practice for the lesson.  We ended talking more about present perfect tense and homework was passed out. I also passed out scholastic book orders which are due on Wednesday, November 23rd as well.

Homework:

• Reading:  30-45 minutes and log in reading log
• ELA:  Present Perfect Tense verb practice
• Bring back Middle School Applications
• Bring back Photo Forms and Behavior Contracts
• Bring back Permission Slip for Fantastic Beasts

Great day!


5th grade please continue using your place value charts to identify the decimal place value! Continue reading, writing and expanding numbers to gain fluency !

(tentative) Homework;

11/14    Student practice Lesson     3.2
              - Digit multiplied by Place value position ( 100, 10, 1, or 1/10,1/100 , 1/1000)


11/15   Students practice Lesson   3.3
               - Comparing decimals is similar to whole numbers because both compare from left to write!                Use place value charts to help you determine the value of each digit.



11/16    Student practice Lesson 3.4 (rounding decimals)


Have a great week!

Monday ELA

Today went by so fast!

Today we read Chapter 4 - Against the Odds.  We continue to work on main idea and supporting details and making sure to use the text to support our main idea.  Text Evidence is the key to success in this unit!

Homework:

• Reading: 30-45 minutes and log in reading log
• ELA - Inca Indians reading comprehension

Rough Start - but we Carried On!

This was our motto of the day.  It was very hard starting the day with so many students upset and angry about the election.  We talked about it and decided that the best thing we could do was wait and see what the future holds because it is unknown.  If we put negative energy out, negative energy will come back.  So we are hoping for the best!  After a long breakfast and some chatting, we pulled it together and got to work!

Today was ReadyGen Lesson 1B.2.
 

• We reviewed Chapter 1 and then did a shared reading of Chapter 2.  Groups broke up and worked on 4 different questions and then shared the answers with the class.
• Next we started doing our sequence order for chapter 2.  We did the title, characters, setting and events together.  Students then had to remember what we talked about and add to the graphic organizer.  For homework they have to complete the Graphic Organizer and do the five questions at the bottom of the sheet.
• Finally, we talked about the past tense verbs and how to make them by adding various forms of d, ed, and change the y to i and add ed.

Homework:

• Read 45 minutes and fill out the reading contract.  Parents should be signing each night!
• Lesson 1B.2 - Finish Graphic Organizer and answer final questions.
• Be ready to AR test tomorrow!

Chapter 3- Decimals

Throughout the next few weeks, our math class will be studying decimals. We will be naming, ordering, comparing, and rounding decimals throughout thousandths. We will also be adding and subtracting decimals.


Home Activities: Have your child collect newspapers and receipts. Discuss: Where do we see and use decimals in the real life? Practice reading, rounding , adding and subtracting decimals .


Homework:

Wednesday- Page 149-150

Thursday - Students practice page Lesson 3.1

** look out for differentiated homework

Election Day- PD Day

While you are at home sleeping in late, resting, enjoying the beautiful day off....

We are at work having professional development classes, one after the other.

But don't worry, I am also grading your PBA's and getting ready for tomorrow!

I also got up extra early and got in a really long line at 6:30AM to cast my vote for the next president of the United States!  We might make history and have the very first FEMALE president ever in the United States.  That is exciting.  I am sure you will watching the results tonight so we can talk about it tomorrow!

Do your homework...

READ your books....

We need to AR test on Thursday since you are off Friday!

Starting a New Unit is ELA

Today we started Unit 1B.  The focus of this unit is nonfiction texts.  We are still working with the theme of interdependence.

Today we started reading a new text "Rachel Carson: Pioneer of Ecology".  We read Chapter 1 and discussed many different aspects of the chapter. Our big focus was using historical context to make sure we added a new layer of understanding to our reading.

The daily objectives were:

• I can quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RI.5.1
• I can determine the meaning of and use academic and domain-specific words in a text. RI.5.4
• I can introduce a topic clearly, provide a general observation and focus, and group related information logically. W.5.2.a

After finishing the chapter and working through the PowerPoint lesson, students worked on their independent practice which was answering questions to see if they understood the historical context of our text on Rachel.

Afterward, we talked about interesting openings that allow the reader to get hooked on the subject and actually find out what the topic is right at the very beginning. This allows the reader to become interested and know exactly what the topic is from the very beginning.  A very valuable tool when you are writing an informative/explanatory essay.

We ended by doing some work with verbs (past, present, and future!). The exercise they have for homework is adding ING using the rules we covered in class.

Homework:

1. No School Tomorrow 
2. Read 45 minutes for Monday, 45 minutes for Tuesday , fill out Reading Contract and have parents sign.
3. Verbs ending in ING sheet

What's Going on in MATH?

Good day !

We are finishing up Chapter Two- Division of Whole numbers this week.  Please continue supporting your child's learning by practicing multiplication and division facts daily.

Please use link below for additional support throughout our 5th grade journey!

https://www-k6.thinkcentral.com/content/hsp/math/gomath2015/na/grk-6/mots_videos_9780544400023_/index.html

https://www.engageny.org/file/103136/download/2014_math_grade_5_sample_annotated_items.pdf



PARENTS:
We will be contacting and rescheduling Parents- teacher conferences this week. Please feel free to email me at at dcruz18@schools.nyc.gov


Homework- Pages 141-142
                      (Some homework may be differentiated)

Warmly,


Ms. Cruz

Half Day - Assessment Day

• As you know, we have finished Unit 1A and we are in the assessment section of the unit.  The past several days the students have been working on their written assessment, know as the Performance Based Assessment (PBA).  Today we used the half day to take the multiple choice and short response assessment.  The students read an text "Run, Kate Shelley, Run" and then had to answer 6 comprehension questions, 6 vocabulary questions, and one short response written question. 
• After finishing the Assessment today, students were allowed to finish their PBA and then read quietly for their independent reading time.  
• We had shortened classes today:
• Block 1 -8:00 - 9:30
• Block 2 - 9:30 - 10:40
• Lunch 10:40 - 11:10
• Dismissal 11:10

I do hope that I will see you today for Parent Teacher Conferences!

• Afternoon: 12:00 - 2:20
• Evening:  4:30 - 7:30

Homework:

• Come to Parent/Teacher Conferences with parents!

Writing Workshop Wednesday

Flow of the Day

• Come in and write down the I Can Statements of the day.  Today we focused on reading and comprehending grade level text.  We spent most of the day in Writing Workshop so the I can statement was I can write, edit, revise, and publish narrative short story.  
• 5 Minute Daily Reading Practice - The topic for the next month will be biographies and today's was on Anne Sullivan, the person who helped Helen Keller learn to read, write, and communicate.  
• 20 Minutes of Independent Reading -  Students take AR tests, read quietly, and check out new books.  The key to success in school is the ability to read and comprehend texts.  Students MUST be reading for more than an hour a day.  Please make sure they are reading for 35-45 minutes at home to make sure they are progressing.  It is the best thing you can do for your child's progress in school.  TRUST ME!
• For literally 90 minutes, student were able to work on their writing PBA.  Now remember, a PBA is an assessment.  They need to be able to do ON DEMAND writing.  This isn't about perfection and pretty, it is about taking the skills we have used for the past 18 lessons and using those skills to produce a written response that uses all the components.   Did they "learn" what they were "taught".  
• They were supposed to finish their draft last night for homework.  Unfortunately, some did not.  So today they worked with a partner to read their story, edit and make revisions.  After they looked at each other's work, they then had another full 45 minutes to make changes and work on their final copy. We have already went over the rubric, so they should pretty good with this first writing performance task.  

Homework:

• Reading - Read independent reading book 35-45 minutes (log and signature of parent)
• ELA /Writing - Finish PBA and to turn in on Thursday

Reminder - 
Thursday is a HALF DAY due to Parent Afternoon and Night to get report cards.
School is from 8:00 until 11:00
It is not a day to stay home - we will regular instruction tomorrow so do not stay home!

Writer's Life

• We started the day with our daily reading practice and then they had 20 minutes of silent reading.
• Next, we started really working on our writing PBA.  Students did a lot of thinking and pre-writing yesterday and last night, but today we did modeling of how to really get started.  I created a set of characters, setting, and problem that dealt with being committed to the environment.  Then I modeled writing an opening paragraph that introduced the characters, setting, and the problem.
• Students were given over 40 minutes to strengthen their writing plan and start writing.  Their homework is to finish their draft so they can co-edit and revise tomorrow and then write their final draft for turn in tomorrow.
• The students were very well behaved today so I was quite pleased.  HOWEVER, many students are not doing homework or reading at night like they are supposed to.  Reading levels should be getting better each time we test.  I made cards for each student so you could see their two tests.  Many have progressed quite a lot, but shockingly, several have either stayed the same or gone down.  That means they are not reading.  READING IS THE KEY TO SUCCESS!  Please make sure your child is reading daily for 30-45 minutes and sign off on their reading contract.

Homework:

• Reading Independent Book - 30-45 minutes (sign reading contract)
• ELA - I LIKE IKE - skill practice - summary
• WRITING - complete draft of PBA

Happy Halloween!

I guess a lot of students thought the ghosts and goblins were coming out today because we 9 students absent from 502 and 4 absent from 501.  I cannot stress to you enough that the only way to get an education is to be at school.

School starts at 8:00AM!

School ends at 2:20PM!

Please make every effort to arrive before 8AM and to be here all day.  Appointments should be made after 2:20 if possible.  Remember, lunch is at 12:30.  If you must remove your child from school, that is a good time to do it.  Core classes are from 8:20-12:30.

• Literacy Block:
• Today was lesson 1A.18, the last lesson in Unit 1A.  The focus today was comparing the events and themes of the three texts we have read this unit (Night of the Spadefoot Toads, Shells, and Hatchet).  I modeled how to do the key events of each text, then groups worked on the last text and we shared out.  Then I modeled how to do a theme graphic organizer for Hatchet, and the students did their own for Shells.  We discussed our learning and talked about their Performance Based Assessment (PBA).
• First we went over the unit slides from day 1 and made sure we had covered everything we talked about before we started the unit.  Then we went and talked about the PBA and read the task together.   We broke down the task and talked about what was expected.  We finished by looking at the rubric for the PBA and talking about homework.
• Homework
• Use the planning template to come up with the frame for their story.  The character must be committed to helping the environment.  We discussed this in great detail today so their should be no problems with the planning.

Random Photos in Room 403

ELA:

• ReadyGen Lesson Unit 1A.14 
• RL 5.9 - I can compare and contrast stories in the same genre and their approach to similar themes and topics.
• W 5.3a - I can orient the reader by establishing a situation and introducing a narrator or characters; I can use sequence of events to arrange a story that unfolds naturally.
• L 5.1 - I can demonstrate command of conventions.
• The students worked in groups to review the book "Night of the Spadefoot Toad" and the short story "Shells" and then we discussed how the characters BEN and MICHAEL were alike and different. 
• Next we reviewed how to compare and contrast by watching a Powerpoint and taking notes on the skill.
• Finally, students worked individually to do a venn diagram comparing Ms. Tibbits and Aunt Esther from the two stories.
• We did a quick "5 Minute Reading Comprehension" on Spider Crabs to work on speed and stamina and reading comprehension.
• In writing we reviewed Sensory Details and discussed how to incoperate sensory details and precise descriptors into their writing.
• The last part of class was used for independent reading.  Students are responsible for reading independently 45 minutes a day.  We did 15 minutes in class, which means they have 30 minutes to do at home and write in their RRJ.  

Homework:

1. Read independent reading book for 30-45 minutes and do response in RRJ
2. Reading - Compare and Contrast Practice Sheet pg 68-69
3. Writing - Add sensory and precise descriptors to the story you wrote last week.

Friday in Room 403

I want to thank the parents who showed up last night for our Open School Night.  It was nice making connections and starting this journey of working together to ensure that your children progress this year.

Parents:  We are 3 weeks into school and some of your children have already missed 3-4 days of school.  I will say it again, the only way I can teach your children is if they are at school, ready to learn.  If they are not here, they can't learn.   School starts at 8AM and your child should be here.  Excuses are not acceptable.

Class 502:

• We started the day with Breakfast.  Then we did our Daily Reading Comprehension Timed Quiz.  They have five minutes to read 3 paragraphs and answer 4 questions.  We do this each day and it to build stamina and speed for the state test.  We then go over the quiz and make sure they understand why they missed the questions they missed to take it from a quiz to a learning opportunity.
• Then we reviewed last night's writing homework.  Since only about 3 students did it, I modeled how to do it and the students were given 15-20 minutes to "fix" their homework.  The task was simple.. using our class novel as a model, write an INTRODUCTION to a story where they introduce and describe their main character, they describe the setting, and introduce the "PROBLEM" the character is facing. 
• After that, we continued the writing theme and reviewed what they did right and what they did wrong with the Winter Wishes letters we wrote last week.  I modeled what a letter should look like and again gave them 15-20 minutes to work on them.
• We passed out the Social Studies books and did a book tour of the text so they could get an idea of what the year would look like.  Our focus is on the Northern Hemisphere.  We will have units on the United States (NY), Canada, South America (Brazil), and a smaller island nation.  
• After doing the book tour and talking about the year, we looked at Unit 1, Chapter 1, Section 1.  It was titled "Our Hemisphere" and we took turns reading around the room.  

Class 501:

• First we did our Daily Reading Comprehension Timed Quiz.  
• Then we reviewed last night's writing homework.  Since only about 3 students did it, I modeled how to do it and the students were given 15-20 minutes to "fix" their homework.  The task was simple.. using our class novel as a model, write an INTRODUCTION to a story where they introduce and describe their main character, they describe the setting, and introduce the "PROBLEM" the character is facing. 
• I collected RRJ's and only about 1/2 the students turned them in.  It seems that students are not reading nightly.   I guess I will have to start making phone calls home and finding out why.
• Next we passed out the Social Studies books and did a book tour of the text so they could get an idea of what the year would look like.  Our focus is on the Northern Hemisphere.  We will have units on the United States (NY), Canada, South America (Brazil), and a smaller island nation.  After doing the book tour and talking about the year, we looked at Unit 1, Chapter 1, Section 1.  It was titled "Our Hemisphere" and we took turns reading around the room.  
• We watched a couple interactive videos on Pangea and on swimming between the plates to let the students visualize that entire continents MOVE about 2-3 inches a year and sometimes with dramatic effects.
• I then passed out an activity on Pangea.  We read what it was and discussed how the earth has changed over the last 250 million years.  We talked about plate movement and how it creates earthquakes, mountains, and other interesting facts about plate movement.
• Then students then got scissors and started cutting out continents to try and puzzle piece them together to try and figure out what the earth used to look like before the plates moved. 

Homework

• Literacy:
• The Supreme Court Reading Comprehension Quiz
• Read for 30-45 minutes and write summary/reflection in RRJ
• Math 
• 
  

Baseline Assessment Day

Today was baseline assessment day.

After the students had breakfast, we switched for block sessions.  My group worked on ELA Baseline Assessment.  They had to read a very interesting article on the International Space Station.  They then had to answer 6 text dependent comprehension questions, and 6 text related vocabulary questions.

Finally, they had to answer a simple constructed response question.  They had to identify two ways that astronauts on the ISS had to recycle and explain why recycling in space is so important.  Most students got 1 out of 2 on this because they did identify what was recycled, but failed to explain why it was important. Others talked about recycling at their houses and also to keep space clean.

I passed out ReadyGen Journals, Text Collections, and our ReadyGen Text.  Students were given #'s so they could stay organized and I could collect papers in a quick and orderly fashion.  Students are responsible for the books with their # on it.

At 10:15 we switched and repeated the same activities for the second block session.

Today was not a good day.... The students didn't take the Baseline Assessment serious.  They talked.  They didn't put a lot of effort into the writing. I was not very happy with the results.

Homework:

• No Homework on Assessment Days
• Blue Cards, Permission to Photograph, and Permission to Walk forms DUE!

We're Back!

Thursday was the first day back and I can honestly say I haven't been so excited to have a two groups of students ever.  Actually, this is the first time ever I have had two groups of students.

Just to let everyone know, this year Ms. Cruz and myself will be teaching 501 and 502.  Ms. Cruz will be teaching Math with a focus on Algebra for All and I will be will be teaching Literacy with our foundation focused around ReadyGen. Ms. Cruz will also be teaching science and I will be teaching Social Studies.

Thursday was a day of going over rituals and routines, getting to know each other, and discussing how the year will unfold and our goals for the students.

Friday we did some rituals and routines, sorted through supplies, and collected some very important documents and information.   We need to make sure that you send back the following:

1. Blue Card (This is a safety MUST!)
2. Permission to Photograph (Like to include photos on blog!)
3. Pink Form (Permission to walk home)

We read the prologue for our first class novel - Miss Peregrine's Home for Peculiar Children.  The students seemed very excited about our new book!

Looking forward:

1. Monday - SCHOOL CLOSED
2. Tuesday - RG Baseline Testing - Winter Wishes 
3. Wednesday -STAR READING Baseline - Winter Wishes
4. Thursday - ReadyGen Introduction - Lesson 1.1
5. Friday - ReadyGen - Lesson 1.2