What a Busy Week!

This week has flown by so fast!  I can't believe I didn't get a chance to sit down and update the blog so I apologize.  It has just been that crazy of a week.

• Monday I was out sick. Ms. Avalos carried on and went into Chapter 6 of Rachel Carson.
• Tuesday we did Lesson 7 / Chapter 7.
• Wednesday we did Lesson 8 and read chapter 8.  We took the AR test for Rachel Carson and allowed students who needed to quiz other books do so as well.  We started chapter 2 in social studies as well.
• Thursday we started our new text - Rain Forest Food Chains. We focused on pages 4 - 11 and our focus was on gaining information from informational text and looking at text features.
• Friday we focused on pages 12-19 with a focus on main idea of different sections and again looking at text features and how they help with understanding. 

Homework:

1. Read 30-45 minutes each night, then spend 10 minutes writing in your journal.  Five minutes writing a summary using transition words FIRST, NEXT, THEN, and LAST to move your summary forward. 
2. Homework Packet #8 is due Friday
3. Weekend Reading Packet Review:  NEWSELA - Rachel Carson and answer 4 questions!

This Week in ELA

We are starting a new unit in ELA!  Below is an overview of the unit so you know what to expect.  The lessons will be organized so that by the end of the unit we can do the Project Based Assessment.

• Lesson 1 - Rachel Carson Chapter 1:  I can explain the relations or interactions between two or more individuals, ideas, or concepts in a historical text based on specific information in the text.
• Lesson 2 - Rachel Carson Chapter 2:  I can explain the relationships between two or more individuals and events in a historical text based on specific information in the text.
• Lesson 3 - Rachel Carson Chapter 3:  I can explain the relationships or interactions between two or more individuals and events in a historical text based on specific information in the text. 
• Lesson 4 - Rachel Carson Chapter 4:    I can determine two or more main ideas of a text and explain how they are supported by key details.  Also, I can explain the relationships between events in a historical text based on specific information in the text.
• Lesson 5 - Rachel Carson Chapter 5:  I can quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. 

As you can see this week is working with historical texts and seeing how individuals and events are shaped by history.  I really like this text and I hope the children will as well. 

Homework:

• Homework Packet #7.  
• Reading for 30-45 minutes each night and writing in their RRJ at least 5 times a week!

Chapter 3

Coming up :
Look out for our Friday Friz! 

CHAPTER 2: Performance taks and chapter test on Multiplication and division of whole numbers! -- Don't forget to ROCK that remainder !



Chapter 3

Dear Family,
Throughout the next few weeks, our math class will be studying decimals. We will be naming, comparing, ordering, and rounding decimals through thousandths. We will also be adding and subtracting decimals through hundredths.
You can expect to see homework that includes adding and subtracting decimals through hundredths.
Here is a sample of how your child will be taught to add decimals. 

decimal Anumberwithoneormore digits to the right of the decimal point
difference Theanswertoasubtraction problem
placevalue Thevalueofeachdigitin a number based on the location of the digit
sum Theanswertoanaddition problem
thousandth Oneofonethousand equal parts


Activity:
Collect store advertisements from the newspaper. Have your child practice adding and subtracting decimals by writing and solving problems that involve money using the store advertisement 

Capitulo 3

Querida familia,
Durante las próximas semanas, en la clase de matemáticas estudiaremos los decimales. Nombraremos, compararemos, ordenaremos y redondearemos decimales hasta las milésimas. También sumaremos y restaremos decimales hasta las centésimas.
Llevaré a la casa tareas con actividades que incluyen sumar y restar decimales hasta los centésimos.
Este es un ejemplo de la manera como aprenderemos a sumar decimales.

decimal Unnúmeroconunoomásdígitos a la derecha del punto decimal
diferencia Larespuestaaunproblema de resta
milésimas Una de mil partes iguales sumaototal Larespuestaaunproblema
de suma

valorposicional Elvalordecadadígito en un número basado en la ubicación del dígito


Actividad:
Recorte algunos avisos publicitarios de varias tiendas que vea en el periódico. Pida a su hijo que use la información de los avisos para escribir y resolver problemas que incluyan cantidades de dinero.



Ms. Cruz 

Co-Writing the MIDDLE (Plot Development and Dialogue)

Sample "Beginning"

Today in class I modeled how to write a beginning to a narrative that focuses on a character who wants to help the environment.   I introduced the setting, the problem, and the main character.  I used vivid details and I SHOWED the reader, instead of just telling the reader.  This is an example to help students refer back to when they write their own PBA.

PBA Week

Hello Students and Parents:

We are wrapping up Unit 1B this week.  That means it is time to show what you have learned while we did the lessons, discussions, readings.... Show What You Know Week!  Yesterday we unpacked what the PBA (Performance Based Assessment) would be.

We talked about different things that would show a commitment to the environment.  For example, they wanted to build a factory that produces smoke in your neighborhood and you formed a group to stop it; they wanted to tear down the trees in the park to make room for a new building and you went to the city planners to ask why; a group of kids are polluting the playground and you formed a group to clean it up.... these are all examples of a character who demonstrates a commitment to the environment.

Students were asked to think about their characters and start coming up with ways to describe them that showed them, instead of just told about them.  They were also asked to think about Where the story would take place and start coming up with vivid descriptions of the setting as well.  Finally, I wanted them to think of the problem they wanted to solve that involves a commitment to the environment.  All of this falls under the umbrella of the "BEGINNING" of the narrative.

• Monday:  Unpack, Brainstorm Ideas, Pre-write
• Tuesday: Model Beginning, Draft
• Wednesday: Model Middle, Revise/Draft
• Thursday: Edit/Final Draft/Publish
• Friday: Skill Review Friday (Weekly Reader) - End of Unit 1 Test (Multiple Choice and Short Response)

Nightly Homework:

1. Homework packet #6 
1. Monday: Read article, do first page of questions
2. Tuesday: Reread article, do second page of questions
3. Wednesday: Reread article, do last page of questions
4. Thursday:  Read NEW Article, do multiple choice questions and short response writing
5. Friday: Turn it in for weekly grade
2. Independent Reading / Reading Response Journals
1. Read for 30-45 minutes each night 
2. Do a reading response entry (1/2 page summary, 1/2 page reflection on reading)
3. RRJ counts toward grade
1. Numbers 1-5 picked up on Mondays
2. Numbers 6-10 picked up on Tuesdays
3. Numbers 11-15 picked up on Wednesdays
4. Numbers 16-20 picked up on Thursdays
5. Numbers 20-25 picked up on Fridays

SAMPLE RRJ ENTRY

Wednesday in ELA

• WE FINISHED OUR FIRST BOOK! When we finished our book, we were able to identify a couple of themes that stood out.  The kids found "don't judge a book by its cover", "it is important to have friends" and "if you care about something, it is worth fighting for".  The great thing about a book like this is that there are multiple themes working at the same time.
• We took our first class novel AR test on the book and the students did very well.
• Afterward we talked about part of a story and had this book met all the areas.  Did the problems introduced get solved.   We showed that they all did, and even one that we didn't know about.  We looked to see if we could recall important details that moved the plot forward.
• Finally, we talked about the climax and the resolution.  All the students asked if there was a book two, so that lets me know that they really enjoyed the book.

Homework:

1. Read 30-45 minutes - Do Summary and Reflection in RRJ
2. Homework Packet - Reread the text - Page 3 of homework
3. Students MUST have 1 AR test taken by Friday (Month of School has passed!)
4. Class 502 - Picking up your RRJ's on Thursday!

 

Tuesday in ELA

Today in ELA we crept even closer to finishing our first novel of the school year.  That is pretty amazing that we have almost read, discussed, and written about a great 200 page book already.  We are still working on using context clues to figure out words that you might not know...  We are also still comparing and contrasting how characters react to different scenes.

In writing we were focused on how to state your opinion and back it up with at least two details or reasons and then explain how they support your detail. 

Homework:

1. Read 30-45 minutes - Do Summary and Reflection in RRJ
2. Homework Packet #5 - Second Page

Parents Welcomed

If you ever want to visit our classroom like Nixon's mom, give us a shout!  It was very nice having you!

ELA in Action

FriYAY in ELA!

Today in ELA

Objectives:

•  I can explain how a series of chapters or scenes fits together to provide the overall structure of a particular story. 

•  I can determine the meaning of words and phrases as they are used in a text.

We read Chapter 16 and had really good discussions about how the plot is coming together and all the problems are slowly getting solved.
 
We picked up homework packets, passed out the new homework packets since there is no school on Monday, and also sent home progress reports so you can see how your child is doing.  You can check this anytime online at Teacherease once you send in your email address.

Please sign and return the progress report on Tuesday.

Thursday in ELA

Today we read chapters 13, 14, and 15 in Night of the Spadefoot Toad.  We can see the action picking up as we move into the final chapters of the book.  We still have not had the solution to the problem that started the book, so we know we haven't quite reached the climax.

In writing we worked on dialogue and adding sensory and vivid words to our writing to make it more interesting.  These skills we are learning in reading and writing will be used in the coming weeks as we work on our On Demand Writing Prompt which is called the PBA.   I teach the skills, we practice it together, they work on it in their writing journals, so when we have the PBA, it should be easy!

Homework:

• Reading Response Journal - Read for 30-45 minutes, respond with summary and reflection
• Picking up 501's Journals Tomorrow for Journal Check!
• ELA Homework Packet #4 (FOR GRADE DUE TOMORROW)

Coming up next..... DIVISION!

CONGRATULATIONS ON COMPLETING CHAPTER 1! WORDS CAN'T EXPRESS HOW PROUD YOU GUYS MAKE ME ! I AM DELIGHTED TO BE PART OF YOUR 5TH GRADE MATH JOURNEY <3

Reviewing place value, number properties, multiplication and evaluating expressions was a lot of fun!  As we continue our learning and move on to Chapter 2: DIVISION, please continue practicing and building fluency of multiplication facts!  

To our families,

THANK YOU FOR YOUR ON GOING SUPPORT!

During the next few weeks, our math class will be learning about dividing three- and four-digit whole numbers. We will also learn how to interpret remainders.You can expect to see homework that provides practice with division of three- and four-digit dividends by one- and two-digit divisors.

Querida familia,

GRACIAS POR SU APOYO DURANTE ESTE PRIMER MES DE LA ESCUELA!!

Durante las próximas semanas en la clase de matemáticas aprenderemos a dividir números enteros de tres y cuatro dígitos. También aprenderemos a interpretar los residuos.Llevaré a la casa tareas con actividades para practicar la división de dividendos de tres y cuatro dígitos entre divisores de uno y dos dígitos.Este es un ejemplo de la manera como aprenderemos a dividir un número de tres dígitos entre un número de un dígito. 

Ms. Cruz

Monday and Tuesday in ELA

Busy, Busy, Busy!!!

First of all, students:

• You are (and have been since school started) supposed to be reading each night for 30-45 minutes.  
• 5 nights a week, you are supposed to be creating an entry in your RRJ (Reading Response Journal).   
• Each entry should be ONE PAGE long.  The first paragraph should be a summary of what you read that night (Good summaries include Who, What, When, Where, Why, and How).  
• The second paragraph should be a reflection of what you read (what you thought about the section you read, what it made you feel, new words you learned, connections you made, predictions for next chapter, etc)
• Again, you should have 5 entries a week.  If you forget a day during the week, you can make it up on the weekend.  If you do more than 5, you get bonus points!
• 
  

I am picking up 501's RRJ's THIS FRIDAY, October 6th.

I will be picking up 502's RRJ's Next Friday, October 13th.

I will alternate between picking up 501 and 502 RRJ's each Friday!

We have been working on Characterization and Setting this week in ELA.  We have added to our study of character traits and using the text to prove their traits and now we are looking how the setting can make the character react differently.  We finished Chapter 11 today and started chapter 12.  We have 18 chapters in our book "Night of the Spadefoot Toad".  

We are practicing what we are studying in Reading in our narrative writing.  Students are using characterization, setting, and sequence to move the plot along.  We are reading the book "Wonder" and using that character to shape our writing.  It is kinda impressive that we are up to page 135 in our reading novel and page 55 in our writing novel. This just goes to show that we are reading, discussing, and writing quite a bit in Room 403.

Homework:

1. Homework Packet #4 (Monday - Wednesday - Practice Pages, Thursday - Last Pages)
2. Read 30-45 minutes each night in Independent Reading Book (5 RRJ entries each week)

Worth a 1000 Words....

Wednesday in ELA

Slowly but surely, we are getting into the groove.  Today was the first day that we were able to run through the program and hit almost all our requirements of the day.  That means we are getting faster at doing our routine and that is a good thing... especially considering we are on day 13 of school... So I am happy with the progress... we still have to get moving a bit faster, but we are getting there day by day!

In ELA we read Chapter 8 with a focus of character traits and how character's actions reveal their motivation.  After reading Chapter 8, we broke into groups.  I met with my small groups of the day and others worked on identifying character traits and motivations using a graphic organizer and then did independent reading.

Our writing focus was to continue to work with narrative writing techniques.  Our focus was still character traits and revealing a characters motivation through their actions and thoughts.  Students were asked to add a new scene to their narrative where they had to react to a student walking up and saying something really mean to a student they were giving a tour of the school to.  How would they react?  What would they say?  What would they do?  Show it through your writing, don't just tell me. 

Finally, we looked at the cover pages for our first unit in Social Studies which is about Geography.  We then read and discussed the first two pages (10-11).  We discussed the new vocabulary and how we will be studying the geography, people, and history of the Western Hemisphere (USA, CANADA, MEXICO, BRAZIL, and a CARIBBEAN ISLAND.  The students really seemed to enjoy the first day of talking about geography!

Homework:

• Read first article in packet for third time, do third practice page (check tomorrow)
• Read for 30-40 minutes, fill out summary and reflection in RRJ

Tuesday in ELA

Today we read Chapter 7 in Night of the Spadefoot Toad.  Our focus was looking at PLOT and working with key transitions like FIRST, NEXT, THEN, and LAST to help tell the story.  We cowrote an example of the plot of chapter 7 together.  Students then had to do the same with their independent reading book.  We also met with small groups to work on skills in a small group setting using the text "How Fast is Too Fast?" about roller coasters.

I am excited to announce that we had a donorschoose.org project funded over the summer and because of that both of my ELA classes are lucky enough to get Time for Kids!   We will be doing them as small group reading and whole group so make sure you look for them.

Homework:

• Reread the first text, do work page #2 (will discuss in class on Wed.)
• Read for 30 minutes, Summary and Reflection in RRJ

Long Weekend... We're back!

Monday Monday!

After collecting homework, I was shocked to see how many students "left it at home" or "forgot" or had another excuse for not doing their homework packet.

• Parents:  


• Homework packets go out on Monday and are due back Friday.  We go over one page each day so that by Thursday, they can do the last pages on their own for their weekly homework grade.  If we are not in school on Friday - the packet is due on Monday.  
• Each night (Monday - Friday) students are to read their independent reading books for no less than 30 minutes.  If they read more, great!  The more you read, discuss, and reflect, the more you grow.   After reading, each night, they are to write a summary of their reading and then reflect on it. ONE PAGE should be added to their RRJ (Reading Response Journal) each night.  Please check each night.  Below is an example of what they should be doing each night.  

Classwork:

Today we read Chapter 6 with a focus of looking at theme, using context clues to understand words and phrases in text, and looking at plot development.   Today we started to see that the main character BEN is starting to change.  Being able to discuss how the character changes and show examples and explain them is what we are looking for.  

Students also had 30 minutes of independent reading time to work on their own level book.  During that time, we pulled small reading groups to work on things like main idea, summarizing, and paraphrasing.  

In writing we are developing a scene of what it would be like to walk a student around PS8 who was "unique" like the character in our class novel "WONDER".   I want students to SHOW me instead of tell me.  

Homework:

Read text, work on first page of packet (will go over on Tuesday)