Skip to main content
Placeholder text, please change

Home

Hello, 
I’m Mrs. Sharon Shute and this is my 17th year here at St. Joseph School! I am thrilled to be your child’s teacher this year and so excited to be leading them on their journey of wonder and wisdom. A bit of background about myself- I have been an early childhood educator for 36 years beginning as a preschool teacher in Chicago. My love of children grew and so did my education! I began teaching Montessori preschool and then went to school and earned an Early Childhood Degree from Kendall College (then in Evanston)with a minor in Psychology. I have been very fortunate to teach in two Catholic schools in Chicago before coming to St. Joe's. I have brought the spirit of my Chicago experiences to this vibrant, thriving, and flourishing school and I am eternally grateful for the opportunity of working at such a wonderful school. I have been nominated for The Golden Apple Award from my work here at St. Joe's and at St. Stanislaus in Chicago.
 
Though this is my 17th year at St. Joe's, I taught first grade for 14 of those years and now love teaching third grade. Lots of new things this year: Chromebooks, Media class with Mrs. Hoglund and Spanish class with Mrs. Leonhardt, and team building activities every Friday. So excited to journey into Third Grade with such caring and kind parents and students. Thank you for letting your child be a part of our school family. 
 
Please feel free to email me through the website or at [email protected]. Also, feel free to contact me regarding any questions or concerns that arise throughout the school year. 
 
This school year, our class will consist of: Reading, Spelling, Math, Language Arts, Religion, Social Studies, and Science. I will be teaching Social Studies to both 3rd grade classes. Mrs. D'Amore will be teaching Science to both classes. We switch classes twice a week. 
 
I feel so blessed to have been successful at piloting flex seating (with desks also) for the past 2 years in my third grade class. Looking forward to this year with half flex seating and half traditional. Thanks to a wonderful parent for donating some of our flex seating and making this new venture possible. 
 
I feel so honored and blessed to be a part of your child's journey this year! 
Most Sincerely,
Mrs. Sharon Shute
PS: Never expected but always welcomed- Amazon Wish List link below:
 
We are going peanut free in the classroom. Please read for snack: Thanks!

Our aim is to provide a safe learning environment for all people in our school Community. To support this, SJCS is designating your child’s classroom as “nut-free”. This policy aims to increase our community awareness in order to minimize the risk for children with documented allergies to nut products. Our school has developed and will maintain a whole-school action and implementation plan when dealing with students who have critically life-threatening allergies.  


WHY? Anaphylaxis is a severe form of allergic reaction which is potentially life-threatening. It can be fatal within minutes; either through swelling that shuts off airways or through a dramatic drop in blood pressure. There are many causative agents for anaphylaxis with nuts often being the precipitative factor.  Anaphylaxis is preventable.  Avoidance of specific triggers is by far the best option. Management is via immediate injection of epinephrine and emergency transport to the hospital. 


Allergy to peanuts appears to be on the rise in children. According to a FARE-funded study, the number of children in the U.S. with peanut allergy more than tripled between 1997 and 2008. Studies in the United Kingdom and Canada also showed a high prevalence of peanut allergy in school children.  

Based on recent studies, an estimated 25-40 percent of people who have peanut allergy are also allergic to tree nuts. In addition, peanuts and tree nuts often come into contact with one another during manufacturing and serving processes. For these reasons, allergists usually tell their patients with peanut allergy to avoid tree nuts as well.  


Trace amounts of peanut can cause an allergic reaction. Casual contact with peanuts, such as touching peanuts or peanut butter residue, is less likely to trigger a severe reaction. Casual contact becomes a concern if the area that comes into contact with peanuts then comes into contact with the eyes, nose or mouth (for example, a child with peanut allergy gets peanut butter on her fingers, and then rubs her eyes).  


What does this mean for me?  

  • Your child’s classroom will remain a “peanut/nut-free zone.”  Please do not send in any food items to be consumed in the classroom that contains peanuts, nuts, peanut butter, nut butters, or peanut products. 
    • This includes almonds, filberts, Brazil nuts, cashews, hazelnuts, macadamia nut, pecans, pine nuts, pistachios, and walnuts.
    • Read labels carefully to make sure the products are nut free.  
    • This includes labels that read “May contain traces of peanuts/nuts” or “processed in a facility that processes products that contain peanuts/nuts.”  Food labels and ingredients change over time, so always read the label each time before purchasing snacks. 
    • NO HOMEMADE TREATS MAY BE BROUGHT INTO THE CLASSROOM. All treats/snacks brought to the classroom must have an ingredient label.

  • A peanut free table will be designated in the lunch room for all students with peanut/nut allergies.  
  • Peanut butter and peanut/nut products may be packed in your child’s lunch, but CANNOT be eaten in the classroom, or at the peanut/nut free lunch table.  

Thank you for your continued support with keeping our students safe.

Mrs. Blake    

 

 




 
 
 
 
 
 
 
 

 

 

Enter your text here...

TIME

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

7:30 – 7:34

Homeroom

Homeroom

Homeroom

Homeroom

Homeroom

7:35 – 8:15

Spanish

Math 

Math

PE

Prayers, Devotions, Intentions, Songs

8:17 – 8:57

Music

Math

8:30 Mass

Math Groups/ ELA

Math 

Spelling, Reading Tests

8:59 – 9:39

Math

9:20- 9:50- PE

Art

Math Groups/ ELA

ELA

9:41 – 10:21

Math Groups

Math/ Begin ELA

ELA

ELA/ Lit Circles

Lit Circles

10:23 – 11:03

ELA

ELA

ELA

SS Switch Classes

STEAM

11:05 – 11:45

Lunch Recess

Lunch Recess

Lunch -

Lunch Recess

Lunch Recess

11:47 – 12:27

ELA Lit Circles/ Workshop

11:37- Lit Circles/ Workshop

ELA Lit Circles/Workshop

Library/ Media

Social Studies- Mrs. D's Class

12:29 – 1:09

Library/ Media

12:19- ELA Lit. Circles/ Workshop

Lit Circles/ Workshop

ELA Lit Circles/ Workshop

Social Studies My Class

1:11 – 1:50

Religion-Gratitude Journal

Finish Lit Circles

Gratitude Journal/ SS My Class

Religion

Gratitude Journal

Religion

Gratitude Journal

Fun Friday Team Building Activities

Gratitude Journal

1:50 – 2:00

Dismissal

Dismissal

Dismissal

Dismissal

Dismissal
 

Posts

Homework for Wednesday, 4/30/25 and Countdown notes

H/W for 4/30/25
--Spelling words page
No math h/w today- test tomorrow-
ABC Countdown:
--Tomorrow is C- Camping Day- Students may bring in a towel or blanket, flashlight and book to read indoors.
--Gym, Science, and Library
-- Please bring library books back to school tomorrow-
 
Thanks so much!!
Sharon Shute

Homework for Tuesday, 4/29/25

Homework for Tuesday, 4/29/25
--Math practice h/w for our math test on Thursday
--Spelling homework to practice for Friday's test
Please, Please sign up to help with donations for our big Alex's Lemonade Stand next Wednesday, 5/7- dedicated to Mrs. Lombardo's niece, Iris, who is battling childhood cancer at the age of 7. We appreciate all and any help! Thanks to Mrs. Amanda Riley for leading the charge and all the room moms for coordinating this event.
 
Wonderful afternoon with Miss Abby Daniels, who is helping us with our Canva abolitionists posters. Tomorrow afternoon, Ms. Daniels will begin the Canva process. SO lucky to have her expertise!
 
Have a wonderful day,
With Gratitude,
Sharon Shute

Week at a Glance: April 28-May 2, 2025

Week at a Glance: April 28-May 2, 2025

Highlights of the Week:

  • Reading: Begin Unit 5 in our Reading book
  • Spelling: Phonics vowel patterns: au, aw, al, augh, ough-
  • Writing: Students conclude Writing projects on Slideshow
  • Math: Review for Assessment for Chapter 11
  • Social Studies: Continue Immigration Unit
  • Religion:Starting a purposeful prayer group

Other Important Things:

  • ABC Countdown begins this week! Our school family will be constructing their wish list for the ABC Countdown activities on Monday. Please hang up ABC Countdown in a familiar place so you know the special events of the day*
  • Band preview on 4/30

Pixie and Trixie celebrate their 2nd birthday on Tuesday, 4/29!


Spelling Words: 

Fault, author, bought, sought, awful, distraught, naughty, fought, squawk, sprawls, (bonus) awesome, afterthought, exhaustion

Vocabulary words: extreme, spectacular, attracts, region, transport

Unit Vocabulary words: analysis, threat, damage, anticipate, pollution

*Daily practice of spelling words with activities in homework.


Reading: Unit 5 Week 1- Dee Down and Other Extreme Places to Live-

  • Phonics vowel patterns: au, aw, al, augh, ough-
  • Demonstrate and apply phonetic knowledge by decoding multisyllabic words with multiple sound-spelling patterns such as: eigh, ough, en
  • Essential question- How does the world challenge us?
  • Learning Goals:
  • I can learn more about informational texts and analyze text features in an informational text.
  • I can use language to make connections between reading and writing.
  • I can use knowledge of the sound and shape of poetry to write a poem.
  • Interact w/ sources in meaningful ways such as note taking, freewriting, annotating, or illustrating.
  • Recognize characteristics and structures of informational text, including features such as sections, tables, graphs, timelines, bullets, numbers,and bold and italicized font to support understanding.
  • Identify ways in which people in the local community and other communities meet their needs for government, education, communication, transportation, and recreation.
  • Describe and explain variations in the physical environment, including climate, natural resources, and natural hazards. 
  • Determine the main and ideas and supporting details of a text read aloud or information presented in diverse media and formats including visually, quantitatively, and orally.
  • Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
  • Explain the author’s use of print and graphic features to achieve specific purposes.
  • Daily entries in Simple Solution Grammar packet
  • Daily daily oral language lessons

Writing:

  • Daily writing in Simple Solutions Grammar book and Daily Oral Language Packet
  • Projects-- Slideshow for Reading 
  • Continue cursive writing in cursive handwriting packet

Unit 5 writing objectives: Poetry will take place throughout the month of MAY-

Students will:

  • Explore the genre of poetry
  • Use imagery rhythm, and rhyme
  • Use adjectives to compare accurately
  • Write a poem

Math: Chapter 11- Conclude Chapter 11 on Measurement/ Time

  • Daily practice in Simple Solutions Math packet
  • Daily SeeSaw practice with math concepts
  • Review of key concepts of Chapter 11 Measurement-

This week’s math review focuses on telling time, elapsed time, and metric system-

Chapter 11- Measuring Time: Mathematical Practices:

  • Reason abstractly and quantitatively.
  • Construct viable arguments and critique the reasoning of others.
  • Model with mathematics.
  • Use appropriate tools strategically.
  • Attend to precision.
  • Look for and make use of structure.
  • Make sense of problems and persevere in solving them.
  • Look for and express regularity in repeated reasoning.


Social Studies Project- Students will be assigned a country to research (in small groups) and will have a role in their research. They will  learn the culture about the country they are immigrating from and what certain roles/ expectations were in their country and answer the following questions:

Why are you leaving the county and coming to the USA?

What was your role in your country? (Examples: Mom, Dad, Teacher, Student)

  • What are some words in your native language that we could learn? (five words)

What are your hopes and dreams for coming to America?

After research- students will present their immigration country to the class and classmates will record information learned from the other groups. 

Here are the guidelines for this project

Religion:Session 21 

Religion: Complete Unit 4 w/ assessment and begin Unit 5:

Unit 5 Morality, Our Lived Faith- The focus on this unit is on living like Jesus. In this unit, children will learn the following concepts.

Session 21- Faith, Hope, and Clarity: The virtues of faith, hope, and charity- the Theological Virtues- are gifts from God that form the foundation of our Christian life. When we practice these virtues, we grow closer to God.

Session Theme:  We live like Jesus when we practice the virtues of faith, hope, and charity.

--Daily prayers, devotions, and Tuesday- May Crowning 9:30 Mass

--As much as possible: Religious songs and Prayer group for Iris



H/W for 4/24/25

H/W for 4/24/25
--Spelling Sentences to practice for tomorrow's spelling test
--We completed the math work in class today-
Tomorrow:
--Reading, Spelling, and Religion tests
--Science/ Social Studies
--STEAM
--Continued work on slideshow presentations for Reading
 
Have a lovely evening and enjoy the beautiful day!
With Much Gratitude,
Sharon Shute

Week at a Glance: April 22-25, 2025

Week at a Glance: April 22-25, 2025

Highlights of the Week:

Reading: Project week- Informational Posters

Spelling: Review week

Writing: Research on a town that has changed

Math: Chapter 11 continues with measurement

Religion: Session 20: Easter/ Holy Week

Social Studies: Immigration Chapter continues: Research Country


Other Highlights: 

  • Tuesday-Friday-Our class has morning prayer for the school. Students will be reading devotions in pairs every morning this week. I will send an email to the students who will be reading soon.

Spelling Words: Review words from Unit 4:

Ate, eight, minute, research, visible, flexible, likable, thirteen, search, third, earn, thirty, inspect no bonus words this week--


Reading: Unit 4- Week 6 Last week with Unit 4-

This week students will:

  • Research communities that have changed over time.
  • Create a poster showing a part of a city or town that has changed.

Lesson 1- Compare across texts:

Inquire:

  • Introduce Inquiry Project
  • Read “From Wood to Stone”
  • Generate questions about the topic
  • Apply Academic Vocabulary

Lesson 2

Explore and Plan:

  • Informational Writing
  • Read “Yankee Stadium: Then and Now”
  • Set a purpose, identify a topic, and a list research goals

Conduct Research:

  • Use the Library of Congress Web site
  • Gather information on a research topic

Lesson 3-Collaborate and Discuss

  • Analyze a Student Model
  • Identify features of an informational poster

Refine Research:

  • Identify source types
  • Read “History in the Making”
  • Apply identifying source types of article

Lesson 4- Extend Research:

  • Find or create images
  • Incorporate images into posters

Collaborate and Discuss

  • Revise & Edit; Clarify and Coherence
  • Peer review posters

Lesson 5- Celebrate and Reflect

  • Share your posters
  • Reflect on your project

Reflect on the Unit:

  • Reflect on your goals, reading, and writing

Writing:

*Writing an informational poster-

*Create an informational poster based on research of a town/ community that has changed using the Library of Congress website and Google searches.


Math:  This week’s math is focused on telling time-

Chapter 11- Measuring Time: Mathematical Practices:

  • Reason abstractly and quantitatively.
  • Construct viable arguments and critique the reasoning of others.
  • Model with mathematics.
  • Use appropriate tools strategically.
  • Attend to precision.
  • Look for and make use of structure.
  • Make sense of problems and persevere in solving them.
  • Look for and express regularity in repeated reasoning.

Vocabulary words: analog and digital clock, time interval,

Monday- Lesson 4- Solve Mass Problems: Why do we measure? Students practice algebra skills with finding the mass of multiple objects. 

We completed Lesson 5- Measuring Time last week-

Tuesday- Lesson 6- Time intervals; Measurement and data; Students will determine time intervals to solve problems.

Wednesday- Lesson 7- Problem Solving Investigation- Strategy: Work Backward; Students will work backward to solve problems. 

Thursday- Practice for Assessment on Measurement-

-- Daily practice and enrichment math skills with IXL, SeeSaw assignments, and IREADY


Religion: Session 20- Celebrating Lent and Holy Week

Session Theme:  Lent and Holy Week are times to think of how we treat others-

Outcomes:

  • Retell the story of Jesus and the Samaritan woman at the well.
  • Explain Lent is a time to think about how we treat others.
  • Describe practices and experiences of Lent and Holy Week.
  • Define almsgiving, intercessions, and Prayer of the Faithful.

Daily prayers and devotions-

Tuesday- 8:30 Mass-  no buddies; Our class’ turn to bring up the Gifts and read the morning prayers

--Daily songs, prayers, and devotions


Social Studies Project- Students will be assigned a country to research (in small groups) and will have a role in their research. They will  learn the culture about the country they are immigrating from and what certain roles/ expectations were in their country and answer the following questions:

  1. Why are you leaving the county and coming to the USA?
  2. What was your role in your country? (Examples: Mom, Dad, Child)
  3. What are some words in your native language that we could learn? (five words)
  4. What are your hopes and dreams for coming to America?

After research- students will present their immigration country to the class and classmates will record information learned from the other groups. 

Homework for Wednesday, 4/16/25

H/W for Wednesday, 4/16/25
--No math h/w- we completed this in class
--Write a letter to a friend- spelling homework
We planted special flowers for Easter/ Holy Week with Mrs. Bullock!
Thanks so very much for all the time and effort you put into this most beautiful project to celebrate Spring and Easter!
Tomorrow: No School Friday
- Spelling and Reading Test
-- last meet up with Mrs. MacDonald's class for our Lenten Service project
--Stations of the Cross activity 
 
Have a lovely sunny day!
With Gratitude,
Sharon Shute

Homework for Monday, April 14, 2025

Homework for 4/14/25
-- Math Lesson 1- Measurement
--Spelling Words practice worksheet
--SeeSaw work
Tomorrow:
--8:30 Buddy Mass
--Gym
--Start Poetry unit!
 
Have a lovely day!
With Gratitude,
Sharon Shute

Week at a Glance: April 14-17, 2025

Week at a Glance: April 14-17, 2025

Highlights of the Week:

Spelling: Homophones

Reading: Reading a drama

Writing: Writing work in our packets

Math: Begin Measurement Unit

Social Studies: Immigration Project

Religion: Holy Week- Mrs.Bullock has a beautiful project for the students for Lent on Tuesday afternoon.

 

Spelling- 

Ate, eight, cell, sell, dear, deer, duel, dual, pause, paws, bonus words: weather, whether, seize

Vocabulary Words: heritage, immigrants, interview, permission, arrival

High Frequency Words: government and material

Unit Vocabulary Words: benefit, generation, advice, consumer, familiar

  • Daily practice with spelling words- Spelling Menu book
  • Daily practice of vocabulary words- Reading
 

Reading: Unit 4 Week 5- Weekly Question: How do people support each other in difficult times?

Learning Goals:

  • I can learn more about themes concerning events by reading a text that helps me identify elements in a drama.
  • I can develop knowledge about language to make connections between reading and writing.
  • I can use elements of opinion writing to write an opinion essay.

Objectives:

  • Describe personal connections to a variety of sources  including self-selected texts.
  • Interact with sources in a meaningful way such as note taking, freewriting, or illustrating.
  • Listen actively, ask relevant questions to clarify information and make pertinent comments.
  • Discuss elements of a drama, such as characters, dialogue, setting, and acts.
  • Identify the meaning of words with affixes such as im(into), non (dis), pre-, -ness, -y, and -ful.
  • Identify, use, and explain the meaning of antonyms, synonyms, idioms, homophones, homographs in text. 
  • DIscuss specific ideas in the text that are important to the meaning. 
  • Use text evidence to support an appropriate response.
  • Demonstrate and apply phonetic knowledge by identifying and reading high-frequency words from a research based list.
  • Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
  • Discuss author’s purpose of story

**IReady Reading lessons

Writing:

  • Daily Oral Language Packet
  • Simple Solutions Grammar Packet
 

Math: Chapter 11- Measurement

Mathematical Practices this week:

  • Reason abstractly and quantitatively.
  • Construct viable arguments and critique the reasoning of others.
  • Model with mathematics.
  • Use appropriate tools strategically.
  • Attend to precision.
  • Make sense of problems and persevere in solving them.
  • Look for and express regularity in repeated reasoning.
  • Look for and make use of structure.

Math vocabulary words: capacity, liquid volume, liter, metric unit, milliliter, unit, gram, kilogram, mass, 

Monday- Lesson 1- Hands On: Estimate and Measure Capacity- Students will explore estimating and measuring liquid volume using metric units of capacity.

Tuesday- Lesson 2- Solve Capacity Problems- Students will use the four operations to solve one-step word problems involving liquid volume.

Wednesday- Lesson 3- Hands On- Estimate and Measure Mass- Students will explore estimating and measuring metric units of mass.

Thursday- (after field trip)- Lesson 4- Solve Mass Problems: Students will use the four operations to solve one-step word problems involving mass.

---Daily practice with math skills SeeSaw and IReady math skills practice

--- Daily practice with Simple Solutions Math Packet

 

Social Studies: Continuing Lesson 5- Settling in the USA

Questions to answer in this lesson:

  • Why do immigrants come to the states?
  • How immigrants came to the USA?
  • Where did immigrants settle in the US?
  • What was life like for immigrants in the US?
  • How to become a US citizen-

Video: How do history and culture shape your community?

Essential Question--How do people become part of our country?Overview: Investigate immigration in the United States by carefully analyzing visual and written primary sources from various time periods.

Objectives:Social Studies

  • Analyze why and how people immigrate to the United States.
  • Compare benefits and drawbacks of immigrating to the United States.
  • Draw conclusions from primary and secondary sources.

Language Arts

  • Identify main ideas in text. (reading)
  • Describe and illustrate an idea. (writing)

Preview-Think about how it feels to move to a new place and then listen to audio clips from immigrants about their experiences. 

Hands-On Activity: Analyzing Primary Sources-Investigate immigration in the United States by carefully analyzing visual and written primary sources from various time periods.

Show What You Know- Compare opportunities and challenges of immigration.

Social Studies Project- Students will be assigned a country to research (in small groups) and will have a role in their research. They will  learn the culture about the country they are immigrating from and what certain roles/ expectations were in their country and answer the following questions:

  1. Why are you leaving the county and coming to the USA?
  2. What was your role in your country? (Examples: Mom, Dad, Teacher, Student)
  3. What are some words in your native language that we could learn? (five words)
  4. What are your hopes and dreams for coming to America?

After research- students will present their immigration country to the class and classmates will record information learned from the other groups. 

Religion: Holy Week-

  • Students will complete their own Stations of the Cross activity- 
  • Daily Lent devotions read and discussed
  • Easter stories and discussions
  • Special project with Mrs.Bullock on Tuesday afternoon to signify the importance of prayer with Lent.
  • Religion Book- Students will read and discuss the Holy Week chapter in Religion book.

Homework for Thursday, 4/10/25

Homework for 4/10/25
--Spelling- Write a letter to a friend using as many spelling words as possible.
--Math- Sorry, I neglected to pass the math homework yesterday! Today's h/w is a math quiz on fractions.
Tomorrow:
Grandparent's Day- Yay! Looking forward to seeing Grandparents in Church tomorrow! Students can sit w/their families for this most special Mass
--Spelling, Reading, and Religion tests tomorrow
--Social Studies and Science work
 
Have a lovely evening!
Mrs. Sharon Shute

Homework for Tuesday, 4/8/25

H/W for Tuesday, 4/8/25
--Math sheet to practice equivalent fractions
--Spelling homework practice page
Tomorrow:
- We meet with first grade, Mrs. Fisher's class for our Lenten Service Project to write spring stories.
--ART
--Harry Potter
--Read and learn more about our new reading book story The Green City
--Math- Practicing fractions for Thursday's test
 
Have a lovely evening!
With Gratitude,
Sharon Shute

Homework for Monday, 4/7/25

Homework for Monday, 4/7/25
--Spelling practice sheet
--Math lesson 8- Compare Fractions
--SeeSaw math and spelling activities
In your child's backpack- a small rosary pack with a prayer card promoting Family Rosary Rally on May 4 at Carmel HS- Please read the prayer card to get more information- Thanks!!
Tomorrow:
--GYM no Mass tomorrow
--Lenten Service Project with Mrs. MacDonald's Class- Writing spring stories together.
Have a lovely day!
With Gratitude,
Sharon Shute

Week at a Glance: April 7-11, 2025

Week at a Glance: April 7-11, 2025

Highlights of the Week:

Reading: Narrative Nonfiction genre

Spelling: Homographs

Writing: Opinion writing

Math: Completion of Chapter 10 Fractions

Social Studies: Settling in the US

Religion: Celebrating Reconciliation

Other Highlights:

  • No Mass on Tuesday
  • Thursday- Stations of the Cross at 12:30
  • Friday- Grandparent’s Day Mass at 8:30- Not  buddy Mass; Students can sit with their Grandparents-

Spelling: transplant, consult, finance, content, minute, digest, upset, research, incline, construct- bonus words-- entrances, manifest, invalid

Vocabulary words: destroyed, opportunity, sustainability, reclaimed, constructed-

Unit vocabulary words: benefit, generation, advice, consumer, familiar

High Frequency Words: equation, among


Reading: Unit 4 Week 4- How can a leader’s experiences inspire change?

Learning Goals:

  • I can learn about themes concerning events by distinguishing viewpoints in narrative nonfiction.
  • I can develop knowledge about language to make connections between reading and writing.
  • I can use elements of opinion writing to write an opinion essay.

Objectives:

  • Make connections to personal experiences, ideas in other texts, and society.
  • Interact with sources in meaningful ways such as note taking, annotating, freewriting, or illustrating.
  • Know that information, critical information, scientific problem solving, and the contributions of scientists are used in making decisions.
  • Explore timelines
  • Recognize characteristics and structures of informational text. 
  • Identify, use, and explain the meaning of antonyms, synonyms, idioms, homophones, and homographs in text. 
  • Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence and cause and effect. 
  • Introduce a topic or text, state an opinion, and create an organizational structure that lists reasons.
  • Use linking words and phrases to connect opinion and reasons.
  • Provide a concluding statement or section. 

Writing:

  • Daily work in Reading book-
  • Daily SeeSaw writing activities 
  • Daily writing in Simple Solutions Grammar
  • Writing an opinion essay- this will take a few weeks to completion.

Math: Completion of Chapter 10 Fractions

Objectives/ Mathematical Practices:

  • Make sense of problems and persevere in solving them.
  • Reason abstractly and quantitatively.
  • Construct viable arguments and critique the reasoning of others.
  • Model with mathematics.
  • Attend to precision.
  • Look for and make use of structure.

Vocabulary: denominator, equivalent fractions, numerator, is equal to (=), is greater than, is less than, 

Monday- Lesson 8- Compare fractions- Students will use models to compare 2 fractions and record the results. 

Tuesday- Lesson 9- Review fractions chapter to prepare for Thursday’s assessment

Wednesday- Chapter 10 Preparations for fraction assessment- Quiz day!

Thursday- Chapter 10 Assessment for fractions

Daily math assignments:

  •  in SeeSaw
  • IReady Math lessons
  •  Simple Solutions Math Packets
  • IXL daily lessons

Social Studies: Continuing Lesson 5- Settling in the USA

Questions to answer in this lesson:

  • Why do immigrants come to the states?
  • How immigrants came to the USA?
  • Where did immigrants settle in the US?
  • What was life like for immigrants in the US?
  • How to become a US citizen-

Video: How do history and culture shape your community?

Essential Question--How do people become part of our country?Overview: Investigate immigration in the United States by carefully analyzing visual and written primary sources from various time periods.

Objectives:Social Studies

  • Analyze why and how people immigrate to the United States.
  • Compare benefits and drawbacks of immigrating to the United States.
  • Draw conclusions from primary and secondary sources.

Language Arts

  • Identify main ideas in text. (reading)
  • Describe and illustrate an idea. (writing)

Preview-Think about how it feels to move to a new place and then listen to audio clips from immigrants about their experiences. 

Hands-On Activity: Analyzing Primary Sources-Investigate immigration in the United States by carefully analyzing visual and written primary sources from various time periods.

Show What You Know- Compare opportunities and challenges of immigration. 

Also: Students will present March Book Reports: Study of Ireland

 

Religion: Celebrating Reconciliation Session 17 Unit 4 (Sacraments)

When we turn away from God the Father through personal sin, Jesus the Son calls us to forgiveness in the Sacrament of Penance and Reconciliation. God always forgives us and gives us the grace to be truly sorry for our sins. In this sacrament, we confess our sins to a priest, who shares with us Jesus’ gifts of forgiveness and peace.

Session Theme: When we sin and fail to love God the Father and others, Jesus the Son calls us to forgiveness through the Sacrament of Penance and Reconciliation.

  • Daily prayers, devotions, and songs
  • Friday Grandparent’s Day Mass at 8:30 Non -buddy Mass






Homework for Today- 4/3/25

H/W- 4/3/25
--Spelling Sentences- Remember to study spelling words for tomorrow's test-
--SEESAW activities should be completed for extra practice in math and spelling-
Tomorrow:
--Spelling, Reading, and Religion tests
--Social Studies/ Science/ STEAM
--Lenten visits with Mrs. Johnson and Mrs. Applegate's classes-
--Fraction Practice 
 
Have a lovely evening,
With Gratitude,
Sharon Shute

Homework for Tuesday, April 1, 2025

Homework for Tuesday, 4/1/25
--Spelling words practice sheet
--Math Lesson 5 Fractions on a number line
Welcome Back Everyone!
Tomorrow:
--Art
--Harry Potter Reading- Missed that book over break!
-- My favorite day with the class- only one special! Lots of time for learning while enjoying each other's company!
 
With Much Gratitude,
Sharon Shute

Week at a Glance: April 1-4, 2025

Week at a Glance: April 1-4, 2025

Highlights of the Week:

Reading: How do big ideas change communities?

Spelling: Words with suffixes

Writing: Use to tone when writing

Math: Continuing Chapter 10 on Fractions

Social Studies: Back to the book for Settling in the USA

Religion:Back to the Book: 


Spelling: Unit 4 Week 3 Words to know:

Anticipation, civilization, convertible, dependable, flexible, likable, movable, terrible, usable, visible. Bonus words: traceable, invincible, inspiration

High Frequency words: language, clear-

  • Daily work with spelling words in spelling menu and homework-

Unit Academic Words: benefit, generation, advice, consumer, familiar

This week’s vocabulary words: succeed, determined, impressed, eventually, imagined-

  • Daily homework practice with spelling words
  • Daily assignments on SeeSaw to practice spelling words

Reading: Unit 4 Week 3- How do big ideas change communities?

Learning goals:

  • I can learn more about biography and explain the author’s purpose in a biography.
  • I can develop knowledge about language to make connections between reading and writing.
  • I can use elements of opinion writing to write an opinion speech

Objectives:

  • Interact with sources in meaningful ways such as note taking, annotating, freewriting, or illustrating.
  • Describe how individuals, events, and ideas have changed communities, past and present. 
  • Listen actively, ask relevant questions to clarify information, and make pertinent comments.
  • Recognize characteristics and structures of informational text.
  • Use context within and beyond a sentence to determine the meaning of unfamiliar words and multiple meaning words.
  • Identify, use, and explain the meaning of antonyms, synonyms, idioms, homophones, and homographs in a text.
  • Distinguish the literal and nonliteral meanings of words and phrases in context.

Word Study-

  • Decode words with Latin suffixes.
  • Demonstrate and apply phonetic knowledge by decoding words using knowledge of suffixes, including how they can change base words such as dropping -e, changing -y to -i, and doubling final consonants. 
  • Suffixes- -able, -ible, -ation

Writing: 

  • Write for a reader- using tone and choice words to show feeling
  • Writing in Gratitude Journals
  • Daily writing in Simple Solutions Grammar and Daily Oral Language Packet

Math: Continue Chapter 10- Fractions: How can fractions  be used to represent numbers and their parts?

New vocabulary: fraction, unit fraction, denominator, numerator, equivalent fractions

Mathematical practices: 

  • Reason abstractly and quantitatively.
  • Construct viable arguments and critique the reasoning of others.
  • Model with mathematics.
  • Use appropriate tools strategically.
  • Attend to precision.
  • Look for and express regularity in repeated reasoning.
  • Look for and make use of structure.
  • Make sense of problems and persevere in solving them.
  • Use strategies such as: 
    • Make a table
    • Look for a pattern
    • Use models

Tuesday: Lesson 5- Hands on- Fractions on a number line- Students will represent fractions on a number line. Also, Check My Progress page to see how things are going thus far in the chapter. Also: Check my progress- refresher pages for the first set of chapters.

Wednesday- Lesson 6: Equivalent fractions- Students will use models to find equivalent fractions. Additional practice in SeeSaw and IReady lessons

Thursday- Lesson 7: Vocabulary: denominator, equivalent fractions, numerator, is equal to (=), is greater than, is less than- Fractions as one whole- Students will express whole numbers as fractions and recognize fractions equivalent to whole numbers.

  • Daily work in Simple Solutions Math packet
  • Daily work in SeeSaw on math activities
  • Daily work in IReady and IXL math lessons

Religion: Unit 4 Session 16- Sacraments of Initiation

Session Theme: Through the Sacraments of Initiation, we receive the fullness of the holy Spirit and become members of the Church.

We become members of the Church through the Sacraments of Initiation: Baptism, Confirmation, and the Eurcharist. At our Baptism, we receive the Holy Spirit and become one of the People of God. We begin a new life in Jesus. Confirmation seals the Holy Spirit’s presence in us, and through the Holy Spirit, we receive Jesus in his Body and Blood in the Eurcharist.

Outcomes of this chapter:

  • Tell the story of Jesus sending his disciples out to baptize.
  • Tell the story of Philip inviting the court official to follow Jesus.
  • Define: chrism, People of God

*Daily devotions and prayers, and songs

*Tuesday- 8:30 buddy all school Mass


Social Studies: Back to the Book-

Students will be presenting Ireland Reports slowly but surely!

Essential Question

How do people become part of our country?

Overview of the chapter: Investigate immigration in the United States by carefully analyzing visual and written primary sources from various time periods.

Objectives

Social Studies

  • Analyze why and how people immigrate to the United States.
  • Compare benefits and drawbacks of immigrating to the United States.
  • Draw conclusions from primary and secondary sources.

Language Arts

  • Identify main ideas in text. (reading)
  • Describe and illustrate an idea. (writing)

Preview chapter with: Think about how it feels to move to a new place and then listen to audio clips from immigrants about their experiences. 

Hands on activity: Analyzing primary sources:

Investigate immigration in the United States by carefully analyzing visual and written primary sources from various time periods.

Show what you know: Compare opportunities and challenges of immigration. 

 Complete the Unit Inquiry supporting question that corresponds to the lesson, play the lesson game, and create an assessment using TCI questions or your own in the test builder.