8-16+-+8-20

Reading- Read Aloud "Understanding Besty"18m Fluency and Listening Comprehension Page 18I Concept Vocabulary Skill Page 18 Begin Build Background Introduce Vocabulary ||  Question of the Day Vocabulary Strategies pg. 20-21   Pre-Reading Strategies: Set Purpose pg. 23 ||  Question of the Day Quick Review of strategy /skill Explain Reader Response ||  Question of the day Quick Review ||  Question of week wrap up    Punctuation Takes a Vacation pg. 36-41   Set Purpose  ||
 * Monday ||  Tuesday  ||  Wednesday  ||  Thursday  ||  Friday  ||
 * Question of the Week
 * Small Group:

Blue Group: Introduce: This Is The Way We Go To School Provided students with handout of question on pg. DI~3 Skills Handout in Workout

Green Group: Introduce: The Spelling Bee See pg. DI~2 Skill Sheet Activity Let Students partner read with you and then finish indpendently. Yellow Group: Introduce: Learning with Ms. Liang See pg. DI~3 Write to Read& finish skill sheet activity ||  Small Group:

Blue Group: Read “Frindle” Write to Read from Monday DI~5

Green Group: Listen to main selection Vocabulary strategy ELL poster Di~4

Yellow Group Selection with teacher Re-read selection Strategy response in journal ||  Small Group:

Blue Group: Teacher DI~7 Finish “Frindle” answer questions from DI   Write Now Activity Begin Selection Test if students are ready

Green Group: Teacher DI~6 Graphic organizer ELL summary Listen to reminder of selection

Yellow: Fluency Practice Graphic Organizer Vocabulary Practice Read reminder of selection ||  Small Group:

Blue Group: Teacher Led Test if needed LR of trade book

Green Group: LR-teacher Take Test

Yellow Group: LR-teacher focused Take test ||  Small Group:

Blue Group: LR or trade book continued

Green Group: Focused Practice Re-teach Skill Specific

Yellow Group: Data Driven& Skill Specific Skill ||

Do not forget to include the non-negotiable station practices. * This plan is a guide of what should be taught during the week. J

Social Studies- COS:1- Locate physical features that impacted the exploration and settlement of the Americas. Include- locating states, capitals, and important geographic features east of the Mississippi River.

Monday - Teacher read aloud p.3f: Complete vocabulary preview page 4 and 5 of TE. Use comprehension tool kit Lesson 7 in Extend and Investigate book. This chart is for vocabulary.

Tuesday- Study and use map on page 12 to practice map skills. Answer and discuss questions together. For assignment or homework draw a map to your home and make sure to include all parts of map (compass rose, map legend, etc).

Wednesday - Read thru the main ideas in lesson 1-Land and Climate. Complete Comprhension Tool Kit chart 2 for Topic and Detail. Go through the process together. Complete practice page 4 for HW or Classwork.

Thursday - Chapter 1 Lesson 2. Use Comprehension Tool Kit Chart for lesson 1. Only use the Main chapter title which is Our Nation's Resources and the first main section which is Natural Resources. Use the Comprehension Tool Kit chart to answer the qustion what is the difference between renewable and nonrenewable resources. Make a list of both for HW or classwork together.

Friday - Complete Extend the lesson on page 20. Read together and discuss the big idea of scarcity. Complete the extra support on the bottom of the TE on page 20. Make a poster that shows the effect of gasoline powered cars on teh environment and create a slogan or caption for thier posters. Complete in small groups.

<span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 130%;">Writing- <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 130%;">COS- 8.) Express meaning through writing varied sentence structure, detailed paragraphs, and multi-paragraph compositions in an organized manner. <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 130%;">Monday- introduce the 3 modes of writing: descriptive, narrative, and expository. Explain the basics of each mode and define. <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 130%;">Tuesday- focus on narrative mode. You may provide an example and/or model how to begin the narrative writing process. disscuss characters, setting, and plot. <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 130%;">Wednesday- focus on expository mode. Discuss the format of a 5 paragraph essay. You may want to provide an example and/or model the narrative writing process. Discuss the need for reasons and answering the question "why?" <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 130%;">Thursday- focus on descriptive mode. Review the format of a 5 paragraph essay and discuss the 5 senses. You may want to provide and example and/or model the descriptive writing process. <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 130%;">Friday- $1,000,000 words. Explain the value of strong vocabulary in writing. Create anchor charts with lists on million dollar words to post in the classroom.

<span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 130%;">Language Arts-

<span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 130%;">Spelling-

<span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 130%;">Math- <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 130%;"> <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 130%;"> ** Unit 1 – Number Puzzles and Multiple Towers  ** ** // Goal is to complete Session 1.1 thru Session 1.3 and introduce Session 1.4 (Remember to pace yourself)  // ** ** // Additional WB pages will be needed for classwork – copy or in journal your choice. // **  ** Monday – Session 1.1: **Students use multiplication equations to describe arrays of figures. They build arrays and identify factors and multiples of numbers. Activity 1 - Quick Images p. 29-31 (15-20 min) Activity 2 – Building Arrays p. 31-33 (20-30 min) Activity 3 - Number puzzles & 1 clue p. 35 (25-35 min) Homework – WB p. 4 ** Tuesday – Session 1.2: ** Students identify and discuss prime and square numbers. They use rectangular arrays to find numbers with given factors. 10 Minute Math – p. 36 (5-10 min) Discussion – Primes and Squares p. 37 (15 min) Activity – Number Puzzles: 2 Clues p. 38 (35 min) Discussion – How Many Answers? p. 39 (10 min) ** Wednesday – Session 1.3: ** Students use their knowledge of the meaning of even, odd, prime, square, factor, and multiple to identify numbers with particular combinations of these characteristics. 10 Minute Math – p.41 (5-10 min) Activity 1– Introducing Number Puzzles: 4 Clues p.42 (20 min) Activity 2 – Solving Number Puzzles: 4 Clues p. 44 (35 min) Activity 3 – Explaining Homework p. 45 (5 min) Homework – WB p. 9 ** Thursday – Session 1.4: ** Students use combinations they know to generate as many ways as possible of multiplying two, three, or more whole numbers to make the products of 18 and 180. 10 Minute Math – p.48 (5 min) Activity – Finding Multiplication Combinations for 18 and 180 p.49 (entire class) ** Friday – Session 1.5: ** In the first Math Workshop, students practice identifying numbers with common characteristics and continue working on ways to multiply two, three, or more numbers to make a given product. 10 Minute Math – p.52 (5min) Activity – Introduce Math Workshop p.53 (10 min) Math Workshop – Number Puzzles and Finding Factors p. 54 (40 min) Discussion – Solving a Number Puzzle p.55 (10 min)

<span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 130%;">Science-COS 4-Describe forms of energy, including chemical, heat, light, and mechanical. Identify types of potential-water behind a dam, battery; kinetic-water moving across turbine blades. Describe alternatives to the use of fossil fuels. <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 130%;">Monday: Begin How to set up science journals. Use the Question, Hypothesis, Procedures, Observations, and what I've learned model from AMSTI <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 130%;">Begin with the question, "What is energy and what are its forms?" Have students look in the textbook p. F44-F47 to research answer. <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 130%;">Tuesday: Discuss, model, give examples of potential and kinetic energy. Use the comprehension toolkit chart TOPIC AND DETAIL to gather more information about potential and kinetic energy. Begin a GlOSSARY for ENERGY. <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 130%;">Wednesday: Discuss, give examples of chemical, heat/thermal, and light energy. Continue with comprehension toolkit chart <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 130%;">Thursday: Read aloud sections of our tradebook-Global Energy. Have students complete the chart for Comp. T. Title, Subheading, Question and Answer for each subheading in the trade book, <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 130%;">Friday: In groups assign groups alternatives to fossil fuel energy sources. Have students illustrate, label, and write a short description of the laternative to fossil fuel. Share ideas.