The Paley Center for Media Field Trip

Even though the field trip came a little before we started our next unit, we were lucky enough to work with Becka Fisk at The Paley Center for Media on the topic of Civil Rights and Social Justice.  The kids did an excellent job discussing the issues and comparing video clips.  Mr.s Fisk said they were WONDERFUL and would love to see them at the end of our next unit to see how much they have learned and how many more questions they have.   

Unit two starts with the struggle for equality with slavery and our new nation, and takes us through the great migration right up to the civil rights movement with Dr. King and Cesar Chavez.  As we wind down our study of exploration and gear up for social justice and what makes a hero... I am thankful the students got this opportunity.  

Next Week in ELA

• Monday, March 5th 
• We will be traveling to The Paley Center for Media by school bus to take part in an exciting program that is a GREAT introduction for our next unit in ELA.  Our next unit covers injustice and overcoming it.  This trip will introduce the topic by having them look at various video clips from the civil rights movement and identifying and discussing the injustices they witnessed and what makes people stand up to injustice. 
• Tuesday, March 6th
• ReadyGen Lesson 4B.16 with a focus on determining the meaning of academic and domain specific words and phrases in the text "A New Beginning" in the text collection (RI5.4).  They will also be able to determine two or main ideas of the text and explain how they are supported by key details as they summarize the text (RI5.2).  We will continue to work in class on the PBA by modeling a strong introduction and conclusion and then passing out drafting paper for them to start drafting.
• Wednesday, March 7th 
• STAR Testing for current Reading Levels.  Then we will do the last lesson for this unit - ReadyGen 4B.18.  Our focus will be to compare text structure and themes across the three texts we have read in Unit 4B.  Students will have time to work on finishing or revising their PBA with classmates.
• Thursday, March 8th 
• Elevate will be with us to continue our study skills series.  If time permits students will revise and edit their PBA which is due on Friday!
• Friday, March 9th 
• End of Unit Test - The test consist of one text that the students will read independently.  Students will then answer 6 text dependent comprehension questions, 4 text dependent vocabulary questions, and 1 text dependent written response.   With the time left over students must complete their final draft to turn in.

Homework:
Homework:

• Homework Packet #23 will be passed out on Monday.  Each day, students should read the first article and do ONE page of the homework packet.  Packets are due Thursday!
• Reading Response Journals are to be completed 5 nights out of the 7 days of the week.  Students are expected to read for 30-45 minutes on their own.  Then they should spend 5 minutes writing a brief summary of what happened in the pages they read.  They should spend another 5 minutes writing a reflection toward what they read.  What it meant to them.  What they felt.  How they can connect and relate to it.  This is part of STUDYING to be a better reading, writer and thinker. 
• PBA:  The PBA is due on Friday!  

Dividing Fractions & First in Math

Dear Family,

Throughout the next few weeks, our math class will be learning about dividing whole numbers by unit fractions and dividing unit fractions by whole numbers. We will also learn how a fraction represents division. You can expect to see homework with real-world problems that involve division with fractions. Here is a sample of how your child will be taught to use a model to divide by a fraction.


Querida familia,

Durante las próximas semanas, en la clase de matemáticas aprenderemos a dividir números enteros entre fracciones unitarias y fracciones unitarias entre números enteros. También aprenderemos de qué manera una fracción representa una división. Llevaré a casa tareas para resolver problemas de la vida diaria que incluyan la división con fracciones.



Ms.Cruz

Check out the following website!

https://firstinmath.com/home

Parent Teacher Conferences

Thursday, March 15th is a half day for students....

This is NOT day to stay home from school... instruction will be taking place!

Students will have lunch from 10:45 - 11:15 AM

Students dismissal at 11:20 AM

Afternoon Conferences are from 12:10 - 2:20

Evening Conferences are from 4:30 - 7:30

Shared Writing - Getting Ready for PBA

We are co-writing to model what the body paragraphs for the PBA will look like.

As an editorial about WHY you should become an explorer in the 1500's... you have to persuade me to join  you... your writing needs to make me want to go!

Topic 1 is WHY you should be an explorer...

Topic 2 is WHAT you should pack for the trip...

This Week in ELA

• We will be spending the last 30 minutes of each period working on Test Prep.  We will be going over the tests questions from the MOCK, rereading the text, dissecting the questions, and making sure students understand why each question is right.
• We will be doing this RIGHT up to the ELA State Test in Early April!

This Week:

• Monday: ReadyGen 4B.11 - Students will be using context as a clue to the meaning of a word or phrase and determining two or more main ideas of a text and explain how they are supported by key details; summarize the text while reading Chapter 3 of Explorers of North America.
• 
  
• Tuesday: ReadyGen 4B.12 - Students will be determining the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area as well as Determining two or more main ideas of a text and explain how they are supported by key details; summarize the text while working with Chapter 4 of Explorers of North America.

• Wednesday: ReadyGen 4B.13 - Students will again be determining the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area as well as Determining two or more main ideas of a text and explain how they are supported by key details; summarize the text while working with Chapter 5 of Explorers of North America.  Students will show mastery of the text by taking the AR Test on the book.  

• Thursday: ReadyGen 4B.15 - Students will again be determining the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area as well as Determining two or more main ideas of a text and explain how they are supported by key details; summarize the text while working with the story New Beginnings from our Text Collection.  Students will show mastery of the text by taking the AR Test on the book.  
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• Friday:  Skill Review Friday - Students will complete the work from last weeks Time for Kids.   We will also be going over the MidWinter Break Vacation Packet to check for understanding for our Test Prep.  Students will also present their MidWinter Cereal Book Reports to the class and get filmed.  Be ready to talk for 1-2 minutes about your cereal box!

Homework:

1. Homework Packet #22 will be passed out on Monday.  Each day, students should read the first article and do ONE page of the homework packet.  Packets are due Friday, March 2nd!
2. Reading Response Journals are to be completed 5 nights out of the 7 days of the week.  Students are expected to read for 30-45 minutes on their own.  Then they should spend 5 minutes writing a brief summary of what happened in the pages they read.  They should spend another 5 minutes writing a reflection toward what they read.  What it meant to them.  What they felt.  How they can connect and relate to it.  This is part of STUDYING to be a better reading, writer and thinker. 
3. Permission Slips for The Paley Center field trip are passed out on Monday and are due back on Friday.  If you don't bring it in by Friday, you will not be going on the trip, March 5th.  It is a great field trip that will help preview our next unit on HEROES and a great wrap up to Black History Month!

Next Week in ELA - Short Week!

• Monday
• We will be starting a new text in ELA.  Students will work on ReadyGen Lesson 4B.9.  In this lesson, students will read Chapter 1 of Explorers of North America with a reading focus of analyzing the role of visuals and a writing focus to Revise an editorial to address and reinforce the demands of the form.
• Tuesday
• We will be celebrating the 100th  Day of School by reading for 100 minutes!  During that 100 minutes of reading, our goal (between the 2 classes) is to take 100 AR Reading tests and hopefully reach or reading goals!  Students will also write a letter like they are on an explorers ship home to their families.  They have to use exactly 100 words to tell their parents about time on the ship and what they have discovered.
• Wednesday
• Happy Valentine's Day!!! Students will work through ReadyGen Lesson 4B.10. In this lesson, students will read chapter 2 of Explorers of North America with a reading focus on analyzing the relationship between individuals and events in a text and a writing focus on  conducting research from multiple sources to develop an understanding about a topic.
• Thursday
• Fifth Grade Behavior Incentive Bowling Trip!  Students who have met the criteria for attending the trip ($5 dollars) will take a school bus to the bowling alley for a few games of bowling before returning to PS8 in time for lunch.  Students who didn't reach the points needed to attend will do skill review work back at school.   Progress reports, as well as Promotion In Doubt letters go home today!  
• Friday
• No School - Mid-Winter Break
• School resumes on Monday, February 26th!

Homework:

• Homework Packet #21 will be passed out on Monday.  Each day, students should read the first article and do ONE page of the homework packet.  Packets are due Thursday!
• Reading Response Journals are to be completed 5 nights out of the 7 days of the week.  Students are expected to read for 30-45 minutes on their own.  Then they should spend 5 minutes writing a brief summary of what happened in the pages they read.  They should spend another 5 minutes writing a reflection toward what they read.  What it meant to them.  What they felt.  How they can connect and relate to it.  This is part of STUDYING to be a better reading, writer and thinker. 
• Vacation Packets:  The packet involves two short articles that are similar.  Students will have to make comparisons between the two articles.  They will also have to read a chapter book and create a cereal book report project.  

Up Next in ELA

Looking at the week ahead in ELA:

• Monday, February 5
• Class 501:  ReadyGen Lesson 4B.6 : read pp. 36–43 of The World Made New with a reading focus to analyze cause effect relationships to understand consequences of a historical event or movement and a writing focus to address an opposing viewpoint.
• Class 502:  ReadyGen Lesson 4B.7: read pp. 44–49 of The World Made New with a reading focus to analyze cause-effect relationships within and among sections of a text to understand a historical event or movement and a writing focus to add transitions to strengthen an editorial.
• Tuesday, February 6th
• Block A - Math Mock Test Day 1
• Block B:  Class 501:  ReadyGen Lesson 4B.7: read pp. 44–49 of The World Made New with a reading focus to analyze cause-effect relationships within and among sections of a text to understand a historical event or movement and a writing focus to add transitions to strengthen an editorial.
• Wednesday, February 7th
• Block A:  Math Mock Test Day 2
• Block B:  Social Studies Catch Up Day:  Chapter 3 Section 2 and small group projects
• Thursday, February 8th
• ReadyGen Lesson 4B.8: read pp. 50–58 of The World Made New with a reading focus to analyze text structures throughout a text and a writing focus to write a conclusion that develops a solution or answer to the issue in an editorial.
• Friday, February 9th
• Friday Skill Review through the use of Time For Kids. The focus article is A Monumental Fight.   After reading the cover article and one other article in this edition of Time for Kids, students will practice skills used in ELA and take a short assessment to test for understanding.  
• Social Studies:  End of Chapter 3 Assessment as well as a look ahead at Chapter 4.

Homework:

• Homework Packet #20 will be passed out on Monday.  Each day, students should read the first article and do ONE page of the homework packet.  By Thursday, they should have practiced close reading well enough that they can show mastery by reading the last article and doing 8 multiple choice questions and one written response (this models the state test!)
• Reading Response Journals are to be completed 5 nights out of the 7 days of the week.  Students are expected to read for 30-45 minutes on their own.  Then they should spend 5 minutes writing a brief summary of what happened in the pages they read.  They should spend another 5 minutes writing a reflection toward what they read.  What it meant to them.  What they felt.  How they can connect and relate to it.  This is part of STUDYING to be a better reading, writer and thinker. 

FYI: The 2018 Math State Test

Day 1:  30 Multiple Choice Questions

Day 2:  8 Multiple Choice Questions, 6 Short Response Questions, 1 Extended Response Question

In Grade 5, the Learning Standards focus on three critical areas: (1) developing fluency with addition and subtraction of fractions, and developing understanding of multiplication of fractions and of division of fractions in limited cases (unit fractions divided by whole numbers and whole numbers divided by unit fractions); (2) extending division to 2-digit divisors, integrating decimal fractions into the place value system and developing understanding of operations with decimals to hundredths, and developing fluency with whole number and decimal operations; and (3) developing understanding of volume.

1. Students apply their understanding of fractions and fraction models to represent the addition and subtraction of fractions with unlike denominators as equivalent calculations with like denominators. They develop fluency in calculating sums and differences of fractions, and make reasonable estimates of them. Students also use the meaning of fractions, of multiplication and division, and the relationship between multiplication and division to understand and explain why the procedures for multiplying and dividing fractions make sense. (Note: this is limited to the case of dividing unit fractions by whole numbers and whole numbers by unit fractions.)

2. Students develop understanding of why division procedures work based on the meaning of base-ten numerals and properties of operations. They finalize fluency with multi-digit addition, subtraction, multiplication, and division. They apply their understandings of models for decimals, decimal notation, and properties of operations to add and subtract decimals to hundredths. They develop fluency in these computations, and make reasonable estimates of their results. Students use the relationship between decimals and fractions, as well as the relationship between finite decimals and whole numbers (i.e., a finite decimal multiplied by an appropriate power of 10 is a whole number), to understand and explain why the procedures for multiplying and dividing finite decimals make sense. They compute products and quotients of decimals to hundredths efficiently and accurately. Grades 3–8 Mathematics Test Guide 4

 3. Students recognize volume as an attribute of three-dimensional space. They understand that volume can be measured by finding the total number of same-sized units of volume required to fill the space without gaps or overlaps. They understand that a 1-unit by 1-unit by 1-unit cube is the standard unit for measuring volume. They select appropriate units, strategies, and tools for solving problems that involve estimating and measuring volume. They decompose three-dimensional shapes and find volumes of right rectangular prisms by viewing them as decomposed into layers of arrays of cubes. They measure necessary attributes of shapes in order to determine volumes to solve real-world and mathematical problems.

The Mock was Hard

The kids were champs!  The Mock was hard...or, well, should I say LONG!

• Day 1 had 35 multiple choice questions.  
• Day 2 had 7 multiple choice questions, 7 short response questions (we call them RACE questions), and 2 extended response questions.

The actual state test is a little less LONG....

• Day 1 - students will answer 35 multiple choice questions from 5 different texts they will read.
• Day 2 - students will answer 6 short response (RACE) questions and 1 extended response question from 3 different texts they will be reading.

FYI: The ELA State Test

Reading 

To build a foundation for college and career readiness, students:

• must read widely and deeply from among a broad range of high-quality, increasingly challenging literary and informational texts. Through extensive reading of stories, dramas, poems, and myths from diverse cultures and different time periods, students gain literary and cultural knowledge as well as familiarity with various text structures and elements (Shift 1: Balancing Informational & Literary Text; Shift 2: Knowledge in the Disciplines; Shift 3: Staircase of Complexity). 

By reading texts in history/social studies, science, and other disciplines, students:

• build a foundation of knowledge in these fields that will also give them the background to be better readers in all content areas. Students can only gain this foundation when the curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades. Students also acquire the habits of reading independently and closely, which are essential to their future success (Shift 1: Balancing Informational & Literary Text; Shift 2: Knowledge in the Disciplines; Shift 6: Academic Vocabulary).

Writing 

To build a foundation for college and career readiness, students need to:

• learn to use writing as a way of offering and supporting opinions, demonstrating an understanding of the subjects they are studying, and conveying real and imagined experiences and events (Shift 2: Knowledge in the Disciplines; Shift 5: Writing from Sources);
• learn to appreciate that a key purpose of writing is to communicate clearly to an external, sometimes unfamiliar audience, and begin to adapt the form and content of their writing to accomplish a particular task and purpose (Shift 4: Text-based Answers; Shift 5: Writing from Sources); and
• develop the capacity to build knowledge on a subject through research projects and to respond analytically to literary and informational sources (Shift 2: Knowledge in the Disciplines; Shift 5: Writing from Sources).

Language

To build a foundation for college and career readiness, students:

• must gain control over many conventions of standard English grammar, usage, and mechanics, as well as learn other ways to use language to convey meaning effectively;
• must also be able to determine or clarify the meaning of grade-appropriate words encountered through listening, reading, and media use (Shift 6: Academic Vocabulary); and
• come to appreciate that words have non-literal meanings, shadings of meaning, and relationships to other words, and expand their vocabulary in the course of studying content (Shift 6: Academic Vocabulary).

Speaking and Listening

To build a foundation for college and career readiness, students:

• must have ample opportunities to take part in a variety of rich, structured conversations—as part of a whole class, in small groups, and with a partner. To be productive members of these conversations requires that students contribute accurate, relevant information (Shift 4: Text-based Answers);
• respond to and develop what others have said; and
• make comparisons and contrasts, analyzing and synthesizing a multitude of ideas in various domains (Shift 2: Knowledge in the Disciplines)

Next Week in ELA

We have another busy week lined up for next week... Here is a snapshot of what to expect:

• Monday, ReadyGen Lesson 4B.4 with a focus on determining the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. RI.5.4 and determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. RI.5.2 using pages 20-29 in our New Worlds text.
• Tuesday, ReadyGen Lesson 4B.5 will have the same learning targets, but we will be using pages 30-35 in our text as anchors for the study today.
• Wednesday:
• First block will be used for MOCK ELA state testing.  Students will be moved according to testing criteria to "practice" what will happen day 1 of the ELA State Test.  They will do a MOCK test and we will use the data as a guide to see what skills and strategies to focus on as we approach the state test.
• Second Block (502) will work on ReadyGen Lesson 4B.6 with a focus on determining two or more main ideas of a text and explain how they are supported by key details; summarize the text. RI.5.2 using pages 36-43 of our text.
• Thursday:
• First block will be used for MOCK ELA state testing.  Students will be moved according to testing criteria to "practice" what will happen day 2 of the ELA State Test.  They will do a MOCK test and we will use the data as a guide to see what skills and strategies to focus on as we approach the state test.
• Second Block (501) will work on ReadyGen Lesson 4B.6 with a focus on determining two or more main ideas of a text and explain how they are supported by key details; summarize the text. RI.5.2 using pages 36-43 of our text.
• Friday:
• Skill Review Friday / Social Studies
• Today we review the skills we have been working on not just this week, but so far this school year.  We will be working with several articles from Time For Kids and then doing skill activities that reinforce the skills necessary to be good readers and writers.
• Social Studies will be a review of Chapter 3 and then a short Unit 3 Test to check for understanding of the Unit.  It is really cool that this Unit matches what we are studying in ELA (Explorers of North America) so students have more chances to understand the reasons, what happened, and the effects of exploration on the New World and the entire globe. 

Homework:

• Homework Packet #19 will be passed out on Monday.  Each day, students should read the first article and do ONE page of the homework packet.  By Thursday, they should have practiced close reading well enough that they can show mastery by reading the last article and doing 8 multiple choice questions and one written response (this models the state test!)
• Reading Response Journals are to be completed 5 nights out of the 7 days of the week.  Students are expected to read for 30-45 minutes on their own.  Then they should spend 5 minutes writing a brief summary of what happened in the pages they read.  They should spend another 5 minutes writing a reflection toward what they read.  What it meant to them.  What they felt.  How they can connect and relate to it.  This is part of STUDYING to be a better reading, writer and thinker. 

Fall Student Achievement Awards Assembly

Today was our Fall Awards Assembly.  This was to recognize students who are achieving excellence through hard work, dedication, and being exemplar in terms of behavior and citizenship.  If you didn't receive all the awards you were hoping for today... don't be upset!  Let it be the motivation you need to come back strong for the end of the year awards.  Everyone is capable!  We believe in you!!!

Congratulations Class 501

Congratulations Class 502

Congratulations Jhean!  Most Words Read in 5th Grade!!!

Elevate: Today's Lesson - Time Management

Students had the 3rd in our series of special study skill programming today from Elevate!

• Today, the focus was on Time Management!
• Our first program was on Close Reading!
• Our second program was on Note Taking!

Editorial Opinion Writing - Should Students Have Homework Web Pages

Brainstorm reasons why they should and they should not.  Pick a side.... should students have homework or should they not. Once you make up your mind as to what side you are on, then start looking at the web pages listed below for other reasons and supporting evidence.  

1. https://www.timeforkids.com/g56/hwdebate/
2. https://www.timeforkids.com/g56/homework-2
3. http://www.debate.org/opinions/should-students-have-homework
4. http://www.teach-nology.com/tutorials/teaching/proandconhomework.html
5. http://time.com/4466390/homework-debate-research/
6. http://blog.eskool.ca/parenting/why-homework-is-important/
7. http://sni.scholastic.com/Debates/11_23_15

This Week in ELA

• Monday
• Launching a new unit.  Preview what to expect with Unit 4B.   Look at the new texts that were passed out on Friday.  Then move right into Lesson 4B.1 with a focus on Main Idea.  We will also pass out the homework packet for the week and anyone who didn't turn in PBA's, Take Unit Test, or STAR Reading Test will make it.  We will end the day by looking at portfolios and picking out 2 pieces of student work they are proud of in case they are picked to take part in the student discussion group for the upcoming school Quality Review. End with reading class novel A Wrinkle In Time.
• Tuesday
• Start class checking homework from last night.  Then ReadyGen Lesson 4B.2.  End with reading class novel A Wrinkle In Time.
• Wednesday
• Check homework page from last night in packet.  Then ReadyGel Lesson 4B.3.  End with reading class novel A Wrinkle In Time.
• Thursday 
• Lesson on study skills and taking notes through ELEVATE.
• Friday 
• Awards Assembly - Friday is the awards assembly.  We have had conversations with the students to review the criteria for getting an award and how awards are for excellence and hard work.  That if you don't get an award this time, that is your motivation to do even better so you can get all the awards you can in the next go around.  Reading and passing AR tests is a criteria.  Doing well on end of unit exams is another.  Also, you have to score well on end of unit PBA's.  Doing your RRJ's each night to practice your reading and writing on a daily basis is part of it. Participating in class discussions.  There are a lot of ways that you can show you are striving for excellence in ELA!   If you want to receive the recognition of getting an award, you have to earn it with hard work and dedication.
• It is Skill Review Friday!  Collect homework packets for week.  Skill Review Friday with Time for Kids.  We will also hit Social Studies - Chapter 3 Section 2 and skills check review sheet. 

Homework:

1. Read for 30-45 minutes each night.  Fill out RRJ's with a summary of what they read and a reflections about what they read.  Every Friday they should be taking an AR test for the book they have finished.
2. Homework packets are given out on Monday with work to be done nightly.  It will be checked daily to see they are practicing their close reading and answering text dependent questions before the final packet is picked up on Thursday for the final articles multiple choice and writing to be graded.  If the packet is not fully completed, the end product WILL NOT BE GRADED.

Tuesday in ELA

Today was all about unpacking and modeling the PBA for unit 4A.  We watched videos about how to do an Introduction, Body Paragraphs, and Conclusions.  We also modeled writing one of each with one of the texts we used in class.  Now the students are showing what they learned and doing their assessment piece.

modeled introduction

1st body paragraph

modeled 2nd body paragraph

modeled conclusion

Students had over an hour in class to work on their planning documents.  The ONLY homework tonight is to take their planning documents and make their first draft on yellow drafting paper, skipping lines so they can revise and edit tomorrow before writing their final draft.

Monday in ELA

Today we did ReadyGen Lesson 4A.18.  Today was about wrapping up unit 4A by comparing all three texts we covered this unit and talking about how they are alike, how they are different, and how they helped us understand the concept of exploration.

Students worked in groups to discuss and answer the questions presented to them and to make sure they understood and reviewed all the text so they could be ready for the next two days of PBA writing.

Due to the fact that we have a shortened week and we will be working on PBA's this week, I decided not to give out the homework packet for the week.  Students should take the extra time to make sure their PBA is amazing and to catch up on reading so they can take more AR tests. 

Celebrating an American Hero

I Have a Dream!

Next Week in ELA

We are winding down our study of Unit 4A in ELA.  This is what the upcoming week looks like, so make sure you are ready to work!!!

• Monday:
• Off to Celebrate Martin Luther King JR Day
• Tuesday:
• Lesson 4A.18 (Last instructional lesson of Unit 4A) - Discuss PBA
• Wednesday:
• Pass out PBA Planning Sheets, PBA Writing Paper, and Task and Rubric forms. 
• Go over the forms and make sure students understand task and expectations.
• Model planning/writing using one of the explorers discussed during our study.
• Students will work on drafting their PBA
• Thursday:  
• Students share draft with peer for revising and editing
• Students finalize PBA
• Friday
• End of Unit STAR Reading Level Test
• End of Unit Comprehension Skill Test
• Time For Kids (if time permits)

As you can see - the week will be very busy!  Please make sure your children are at school and ready to work all week!  

As usual, they will have nightly homework:

1. Read nightly and do their RRJ's (Summary of reading, reflection on what they read)
2. Homework Packet due last day of week!

ELA at a Glance

• Monday:
• ReadyGen lesson 4A.14 (Comparing Hudson to Pedro's Journal)
• Tuesday:
• ReadyGen lesson 4A.15 (Author's Purpose and Theme with new text Secrets of the Canyon Cave)
• Wednesday:
• ReadyGen Lesson 4A.16 (Author's Viewpoint and Purpose with Secrets of the Canyon Cave)
• Thursday:
• ReadyGen Lesson 4A.17 (Comparing Hudson to Secrets of the Canyon Cave)
• Friday:
• Skill Review Friday
• Take AR Tests
• Turn in Homework
• Time For Kids - Mission Space  (Comparing Texts and Opinion Writing)

Students need to be reading and writing each night for homework.   They are responsible for completing and turning in 5 reading summaries and reflections each week based on their assigned day.  

The first day of the week I pass out the Homework Packet for students to work on as the week progresses.  It is due on Friday!