9-13-9-17

Reading: A.C.O.S. Use a wide range of strategies and skills, including using text features to gain meaning, summarizing passages, and drawing conclusions, to comprehend fifth-grade informational and functional reading materials.

Skill: Cause and Effect

Monday: Whole Group Question of Day Read Aloud112m Build Concepts112I Skill Pages 112-113 Build Background pg.114a Intorduce Voc114b

Small Group: DI-42-DI43 Blue Group-The Land of Opportunity Green Group-Immigrant Children -Yellow Group -A Nation of Many Colors

Tuesday- Whole Group Q of Day Vocabulary Strategy 114-115

Small Group: Green Group- Di-44 Blue Group Di-45 Yellow Group 116-123(See margins

Wednesday- Whole Group Q of Day Mini Skill Reveiw

Small Group: Green Group-Di-46 Blue Group-Di-47 Yellow Group- 124-128 (See margins)

Thursday- Whole Group Q of Day Review

Selection Test

Small Groups-ALL Level Readers

Friday- Whole Group Q of Week Wrap Up Immigrant Experience-Reading Online

Small Group-ALL Review Skill If needed Re-teach Cause and Effect

Monday- allow students to illustrate the stories they have just finished. Have students share while others are working. Meet with students idividually to check for understanding.
 * Writing-COS- 8.) Express meaning through writing varied sentence structure, detailed paragraphs, and multi-paragraph compositions in an organized manner.**

Tuesday- Begin new prompt. Introduce, plan whole group, create story boards. Wednesday- Model the beginning of the story on the elmo. Allow students to help create events.
 * prompt: Imagine that you have to save the world. What would you do? Write a story about the adventures you would encounter while you are saving the world.**

Thursday- Continue modeling story. Move onto middle of the story allowing students to help with ideas.

Friday- Finish modeling the creation of the story. Allow students to help with ideas and wording.

Social Studies COS:4- Explain the effects of European exploration during the Age of Discovery upon European society and Native Americans, including the economic and cultural impact

Monday- Chapter 3 Read aloud on TE page 81F. Read and discuss main ideas. Have students define and illustrate the chapter vocabulary on page 82-83. Also copy down the time line at the bottom of the page.

Tuesday- Read aloud Chp 3 Lesson 1. Read main ideas and details. Complete reteach chart on page 87 together. Have students complete ELL box on the bottom on TE pg 85 for HW.

Wednesday- Read Chapter extension on pages 88-89. Complete Graphic organizer on TE page 89 in small groups and WB page 26 for classwork or HW.

Thursday- Read Chp 3 Lesson 2 together. Make sure to spend a lot of time discussing this lesson. In small groups answer questions 1-7 on page 93. As you read make charts of problem and solution- example on page 90.

Friday- United Streaming Video- "Early Explorers- The age of Discovery"


 * SCIENCE** COS (Energy and Body Systems) # 4 Describe forms of energy, including chemical, heat, light, and mechanical. # 8-Identify major body systems and their functions, includig the circulatory system, respiratory system, excretory system, and reproductive system.
 * Monday**- Investigation 2: Heating the Earth Become familiar with the thermometer as a tool to measure temperature in degrees Celsius, measure and compare temps in sun and shade, monitor change in wet and dry earth materials, relate temp changes to material's property.
 * Tuesday-BODY SYSTEMS-Comprehension toolkit lesson.** What's it about? What's the point?-Using the Circulatory System handout information and/or p. A 34, students read and fill out chart for toolkit. Begin blood drop stories-students use creative writing to have a blood drop be the main character who must navigate from the veins through the heart, to the lungs, back to the heart, and out the aorta.
 * Wednesday- BODY SYSTEMS -Comprehension toolkit lesson- Title of Chapter, subhead, Q and A.** Using the textbook page A35
 * Thursday-** Finish Blood drop stories and Do the lung capacity activity using a two liter coke bottle, straws per student, tubing, bucket of water. Have students blow on straws to displace water from two-liter bottle to see what his/her lung capicity is.
 * Friday**- Cont. and record for Investigation 2.
 * Due to the absense of sunlight on several of our planned hands-on days we have had to postpone some of our investigations. We have our science kits until October 13. The extended plan is to finish investigation 2-next week, investigation 3 Sept. 20-24 and investigation 4 Sept. 27-Oct. 1.

Math - COS 2 - Multiplication and Division Continue with Daily Practice Problems and Test on Friday. Multiplication Timed Test each week - 20 problems in a minute. Number talks Monday - Session 2.1 p. 70-76 - Naming Multiplication Strategies Students will work on identifying multiple strategies that can be used to solve multiplication problems. Many students may have a way that works for them already. Our goal is to target those who do not have a solid strategy and introduce other possible strategies to all students. Students will make a poster with 35 x 28

Tuesday - Session 2.2 p. 77-84 - Comparing Representations Students will work on more number clues Using 1 from each (Card A, Card B, and Card C). Also introduce/review arrays that can be used in multiplication problems. This is much like the box strategy but the sizes of the boxes are in relationship to the number.

Wednesday - Session 2.3 p. 85-90 - Which Product is Greater? Discuss how knowing a basic fact such as 6 x 4 = 24 can be used in solving problems like 6 x 40, 6 x 400, 60 x 400. Introduce the Multiplication Compare game. Play a couple of rounds together and then allow the students to work in pairs to continue the came. Object is to use the discussion from earlier to find which problem has a greater product. Students will win by having the problem that is greater. A quick review of greater/less than symbols may be needed.

Thursday - Session 2.4 and Session 2.5 p. 91-99 - Multiplication Cluster Problems Introduce Multiplication Cluster Problems. Students are taught to find simpler problems or rounding a number up to find an easier route to get to the correct answer. WB p. 35 is a practice sheet for this strategy. There is a math workshop during this time. Students will play multiplication compare and the teacher may pull students to work on cluster problems.

Friday - Session 2.6 p.100 - 103 - How Do I Start? Students will discuss and practice ways to get started on multiplication problems. Rather than using the actual box method students are asked to identify problems they can use to start to solve a problem.