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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

Week at a Glance: January 21-24, 2025

Week at a Glance: January 21-24, 2025

Highlights of the Week:

Reading: Another historical fiction story

Math: Chapter 7 Assessment Multiplication and Division

Spelling: Abbreviations

Writing- Begin writing about Dr. King

Religion- Mother Mary

Social Studies: Begin Civil Rights Unit for Black History Month


Other highlights this week:

  • Tuesday- Students go to the Book Fair to get a sneak peak and fill out wish lists
  • Tuesday- All school Mass with buddies
  • Friday- Afternoon prayer in the gym and Begin creating Black History Month signs
  • *No Media or Library this week due to the Book Fair

Spelling: Spelling words for this week:

A.M., ASAP, Blvdl, etc, no, P.M., P.S., Rd., vs., wt. Challenge words: dept., hrs., FYI

Develop Vocabulary words: figured, complain, patience, temper, remembered

Key Vocabulary words: humble, quietly, unshaken, rustle- 

Unit Academic Vocabulary: encourage, defeat, distinguish, achieve, command

High Frequency Words- building, ocean

Reading: Unit 3 Week2 Heroes-

Weekly Question- How can a hero’s actions affect others?

Learning Goals:

  1. I can learn more about historical fiction and analyze plot and setting in historical fiction.
  2. I can develop knowledge about language to make connections between reading fiction and writing historical fiction.
  3. I can use elements of narrative text to write a historical fiction story.

Goals of the week:

  1. Listen attentively, ask relevant questions to clarify information, and make pertinent comments.
  2. Identify, use, and explain the meaning of antonyms, idioms, homophones, and homographs in a text.
  3. Make connections to personal experiences, ideas in other texts, and society.
  4. Read on-level text with a purpose and understanding. 
  5. Make inferences and use evidence to support understanding
  6. Evaluate details read to determine key ideas.
  7. Synthesize information to create new understanding
  8. Explain the author’s purpose and message within a text.
  9. Demonstrate and apply phonetic knowledge by decoding compound words, contrats, and abbreviations.
  10. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

Writing:

  • Morning Work: Daily Oral Language Packet
  • Simple Solutions Grammar lessons Tuesday- Friday
  • Writing portion of the Reading test on Friday

Whole Group Reading M-Thursday- The One and Only Bob


Math: Chapter 7-Division and Multiplication

Vocabulary words for this week: decompose, known fact, equal groups, Zero Property of Multiplication, Identity Property of Multiplication, dividend, divisor

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.
  • Look for and express regularity in repeated reasoning.
  • Make sense of problems and persevere in solving them.

Math vocabulary: dividend, divisor, zero property of multiplication, identity property of multiplication

Tuesday- Lesson 7- Review Chapter 7 lessons and practice fluency with multiplication and division problems.

Wednesday- Lesson 8- Students will use division rules to divide  with 0 and 1.

Thursday- Review for Chapter 7 Assessment: Multiplication and Division

  • H/W will include a practice test-

Friday- Chapter 7 Math Assessment

*** Daily work with IReady Math and Math SeeSaw activities

***Simple Solutions Math Lessons T-F


Social Studies: Civil Rights Month

Goal: Students will read and discuss historical fiction and make connections between text and primary sources [photographs] that provide evidence of social conditions in the past. Students will follow guidelines from worksheets adapted from the National Archives and Records Administration. At the end of the unit, students will “blog” or make a written entry into a classroom writing folder where the question is: “What is worth standing up for?” Objectives: Students will be able to define primary sources, investigate evidence of past events through analysis of photographs and develop new vocabulary in context. Students will be able to make connections between primary sources and historical fiction text as they relate to the Civil Rights Movement. 

Book: Here- The Other Side by Jacqueine Woodson will be the basis for our discussion

Also, Dr. King will be introduced this week through stories, videos and songs.


Religion: Session 14- Mary is Holy- Unit 3-The Church, The Community in the Spirit-

Session Theme: Mary is our model and teacher of faith and love.

The Church is united before God in the Communion of Saints, Mary, the mother of Jesus and the Mother of the Church, is our model. Through her life she shows us how to believe and how to love. When praying the Rosary, we remember the principal events in the lives of Jesus and Mary. 

Outcomes:

  • Describe how Mary responded to the shepherd’s news.
  • Identify Mary as the Mother of God and the Mother of the Church.
  • Describe the Rosary as a way of honoring Mary.
  • Discuss the prayer of the Magnificat
  • Define: Annunciation, Communion of Saints, Rosary, and Visitation

Daily prayer, devotions, and song-

Tuesday- All School Mass with buddies at 8:30

Homework for Tuesday, 1/14/25

Homework for Tuesday, 1/14/25
--We completed math hw in class so no worries there-
--Spelling traffic light worksheet
Tomorrow:
--Art
--Please encourage your child to bring back library books from last week- Some kids couldn't check out books today due to overdue library books. Thanks!
--A note is in your child's backpack regarding one of our service project for Catholic Schools Week- We are collecting particular items for women suffering from breast cancer. Our class has participated in this service project for the past couple of years and we hope you can help these women out. Thanks in advance!
--Tomorrow is food pantry- any item would be most appreciated.
Much Gratitude,
Sharon Shute
PS- Please remember to have Chromebooks charged for tomorrow's IReady!
Appreciate it!!

Homework for Monday, 1/13/25

Homework for Monday, 1/13/25
--Only spelling homework- words with prefixes
We will complete math h/w in class due to I-Ready testing diagnostics
Please make sure your child's Chromebook is charged and ready to go for daily math and reading testing. Thanks!
Tomorrow:
--Continued Testing
--Library- Please return library books tomorrow
--Gym
Have a wonderful day!
With Much Gratitude,
Sharon Shute

Week at a Glance: January 13-17, 2025

IREADY Testing this week: Please send charged Chromebook daily to help prepare students for IREADY Diagnostic Testing- Thanks!

Week at a Glance: January 13-17, 2025

Reading: Begin Unit 3 this week-

Spelling: Prefixes are highlighted this week-

Writing: Google Slide presentation on symbiotic relationships

Math: Continue Chapter 7

Religion: Mother Mary

Social Studies: Conclusion of Lesson 3 Geography and the Way We Live

Spelling Words: prepay, nonstop, disagree, nonfiction, preapprove, indirect, imperfect, impolite, insecure, incorrect- Bonus words: impossibility, indefinite, disqualify

Vocabulary Words: abandon, appeared, enormous, interfered, stationary

Unit Vocabulary Words: encourage, defeat, distinguish, achieve, command-

Reading: Begin Unit 3- Heroes:

Unit 3 Goals:

  • Essential Question- What makes a hero?
  • Unit theme: Collaborate with others to determine what makes a hero?
  • Reading: Understand historical fiction and its elements.
  • Reading-Writing- Use language to make connections between reading and writing historical fiction. 
  • Writing goal- Use elements of a narrative text to write a historical fiction story.

Week 1 - Historical Fiction

Reading Workshop:

  • Primary sources- Steps on the Moon- read short story
  • Historical Fiction- Below Deck, a Titanic Story
  • Words that describe plot and setting
  • Correct or confirm predictions
  • Talk bout it: Support an opinion

Reading- Writing- Workshop Bridge- 

  • Related words
  • Prefixes: pre-, dis-, in-, im-, non-
  • Explain the use of illustrations and use illustrations to understand the story

Writing Workshop:

  • Introduce and immerse- historical fiction
  • Identify character and setting
  • Develop  plot
  • Brainstorm ideas
  • Plan your historical fiction story

Spelling- 

  • Spell prefixes: pre-, dis-, im-, non-

Language and Conventions:

  • Subject verb agreement
  • Students will be continuing whole group reading of The One and Only Bob- Students take turns reading story and answering questions in comprehension packet

Writing:

  • Daily Writing in Daily Oral Language packet
  • Daily writing in Simple Solutions Grammar packet
  • Daily writing in Gratitude journal

**Students will also work with a partner creating a Google Slides presentation on symbiotic relationships between an animal and plant or other animal. 

Math: Chapter 7-Division and Multiplication

Vocabulary words for this week: decompose, known fact, equal groups, Zero Property of Multiplication, Identity Property of Multiplication

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.
  • Look for and express regularity in repeated reasoning.
  • Make sense of problems and persevere in solving them.

Monday- Lesson 4- Multiply by 4- Students will double a known fact by 4

Tuesday- Lesson 5- Division by 4- Students will use different strategies, including related multiplication facts, to divide by 4.

Wednesday- Lesson 6- Problem Solving Investigation- Students will solve a problem by identifying extra or missing information. Strategies utilized- Make a table, Look for a Pattern, Use Models-

Thursday- Lesson 7- Multiply by 0 and 1- Students will use different strategies, such as equal groups, patterns, and properties, to multiply by 0 and 1.

*** Daily work with Prodigy Math and Math SeeSaw activities*

Social Studies: Conclusion of Lesson 3- Geography

3.1.3.2--Distinguish between the characteristics of rural, suburban, and urban communities.

  • 3.1.3.2-Understand how the characteristics of rural, suburban, and urban communities influence settlement patterns and daily life in these communities
  • .3.1.3.3-Recognize that each type of community has unique characteristics compared to the other types of communities.
  • 3.1.3.-Explain why people who live in each type of community need to interact with each other.
  • 3.1.MSB.1-Develop ideas and pre-write.
  • 3.1.RS.1 Make generalizations.
  • 3.1.0.1-Find the absolute location of places using a map.
  • 3.1.2.1-Realize that different types of maps serve different purposes and have distinctive characteristics.
  • 3.1.2.2-Use parts of a map to locate and describe places and features.
  • 3.1.2.3-Use a grid system to locate places and features.
  • 3.1.2.4-Use a map scale to measure the distance between two places.
  • 3.1.3.1-Distinguish between the characteristics of rural, suburban, and urban communities.
  • 3.1.3.2-Understand how the characteristics of rural, suburban, and urban communities influence settlement patterns and daily life in these communities.
    • 3.1.3.3-Recognize that each type of community has unique characteristics compared to the other types of communities.
    • 3.1.3.4-Explain why people who live in each type of community need to interact with each other.
    • 3.1.1.1-Understand how and why people establish communities.
    • 3.1.1.2-Identify the types of characteristics that comprise a community or region.
    • 3.1.1.3-Describe how communities have changed over time.
    • 3.1.1.4-Explain similarities and differences between various communities.
    • 3.1.1.5--Recognize that people in communities need to fulfill certain responsibilities in order to make their communities good places to live. 
    • Students will create a brochure about the geography of your community and play a matching game to find out how people in different communities adapt to geography. 
  • Vocabulary Words for Lesson 3: adapt, climate, natural hazard, natural resource, physical feature, physical geography, pollution, region

Next week: Lesson 4 Native Americans and Their Environments

Religion: Focus on Mother Mary

  • Students will be designing “stamps” to represent what Mother Mary means to them
  • Daily prayers, devotions, and songs-
  • Focus on prayers for Mother Mary/ Songs
  • Focus on Kindness Chain- Work on more chains (wonderful idea from Mrs. Bullock) to describe how we show kindness to ourselves and others.

 

 

 



 

Homework for Thursday, 1/9/25

Homework for Thursday, 1/9/25
--Only spelling sentences today- We completed the math homework in class together.
Tomorrow:
--Spelling, Unit 2 Reading Test, and Religion test
--Switch for Science tomorrow--
--Social Studies for our class tomorrow as well
 
Have a lovely day!
With Gratitude,
Mrs. Shute

Homework for Wednesday, 1/8/25

Homework for Wednesday, 1/8/25
---Math Lesson 2 Divide by 3
--Spelling: Traffic light paper- All three lines should have the spelling words- all 13 of them, thanks!
Today, we drew pictures for people in the hospital in New Orleans- we had interesting discussion about the events on Jan. 1- We'll keep praying for the people recovering from this horrific act. Many third grade classes in our dioceses are sending letters of encouragement/ cheerful pictures to the hospitals in the affected area.
 
Tomorrow:
--Gym
--Science switch day
--More discussion of symbiotic relationships between animal plant species-
 
Have a lovely evening,
With Much Gratitude,
Sharon Shute

Homework for Tuesday, 1/7/25

Homework for Tuesday, 1/7/25
--Spelling worksheet- All review words for the week
--Math Lesson 1 Chapter 7- We began a new chapter in math today- learning more strategies and facts for multiplication and division
Tomorrow:
--Art
--Writing Valentines to school family friends
--Create cards for families in New Orleans
--Write resolutions for the new year- Today we created booklets w/goals for this new year-
 
Have a lovely day!
With Much Gratitude,
Mrs. Sharon Shute

Week at a Glance: January 7-10, 2025

Happy New Year Everyone!

Week at a Glance: January 9-10, 2025

Highlights of the Week:

Reading: Make a scrapbook

Writing: Research and type a Google Doc (informational non-fiction)

Math: Begin Chapter 7 in Math book

Social Studies: Compare and contrast geography of different regions

Religion: The Church Prays


Spelling- Spelling words are a review of some of this unit’s spelling words:

I’ve, let’s, can’t, include, mistake, reptile, popcorn, moonlight, outside, morning, explore, finish, minus-- no bonus words this week-


Language Arts: Review of the following lessons:

This week, students will research plant and animal relationships and create a scrapbook about a plant and animal relationship.

Lesson 1- Compare across texts- Answer the essential question:

  • Introduce inquiry project
  • Read Relationships in Nature 
  • Generate questions about the topic
  • Apply academic vocabulary

Lesson 2:- Explore and Plan--

  • Informational Writing
  • Read Coral Reefs: Living Environments
  • Develop a topic
    • Conduct research- use a library database 
    • Gather information on research topic

Lesson 3 Collaborate and Discuss--

  • Read a student model
  • Identify features of informational texts
  • Refine research:
    • Cite sources
    • Read Why We Need Plants
    • Apply citing sources to article

Lesson 4 Extend Research--

  • Investigate a variety of visuals and media
  • Incorporate media into a scrapbook
    • Collaborate and discuss
    • Revise, edit, and clarify
    • Peer review scrapbooks

Lesson 5- Celebrate and Reflect--

  • Share  your scrapbooks
  • Reflect on project--Reflect on Unit
    • Reflect on goals
    • Reflect on reading
    • Reflect on writing
  • Assessment on Unit 3.2
  • Daily writing in Simple Solutions Grammar packet

Writing:

  • Daily Writing in Daily Oral Language packet
  • Daily writing in January creative writing journal
  • Daily writing in notebook with January prompts
  • Daily writing in Gratitude journal

Students will research, with a partner and type on a Google Doc, a plant/ animal relationship in the rainforest. This is a short week so we’ll do some quick searches on Google


Math: Chapter 7- Multiplication and Division-

Vocabulary words to know: Commutative Property, decompose, Identity Property of Multiplication, Zero Property of Multiplication, dividend, divisor, inverse operations, quotient,

Mathematical Practices:

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

Tuesday- Lesson 1- Multiply by 3; Use different strategies, such as arrays, equal groups, and properties, to multiply by 3.

Wednesday- Lesson 2- Divide by 3; Use different strategies, including related multiplication facts, to divide by 3.

Thursday- Lesson 3- Hand on: Double a Known Fact; Explore how to double a known fact in order to multiply.

  • Daily practice with SeeSaw math activities and IReady lessons
  • Math Prodigy lessons and Kahoot math games
  • Daily work in Simple Solutions Math

Religion: Unit 3 Session 13- The Church Prays

Session Theme- The liturgy, with the Eurchrist at its center, is the Church’s prayer that nourishes our faith.

Outcomes:

    • Describe how Jesus teaches us to pray.
    • Explain how Jesus is present in the Mass and the sacraments.
    • Identify sacramentals as blessed objects that help us pray.
    • Tell the story of Jesus healing the Roman officer’s servant.
    • Define blessing, crucifix, rosary, and sacramental.
  • Vocabulary words: faith, present, blessing, Eucharist sacrament, grace-

All School Tuesday Mass at 8:30

Daily prayers, songs, and devotions


Social Studies:

Essential Question

How does geography affect our community?

Overview

Create a brochure about the geography of your community. Play a matching game to find out how people in different communities adapt to geography.

Objectives Social Studies 

  • Identify and describe the physical features, climate, and natural resources of various geographic areas, including the local community. 
  • Compare and contrast different regions in terms of their geographic characteristics. 
  • Use map tools: scale, grid, key (legend), symbols, title, and compass rose.

Language Arts 

  • Orally present solutions to environmental problems in response to ideas offered by others. (speaking, listening) 
  • Organize information in chart form. (writing) 
  • Identify examples of categories found in text. (reading) 
  • Write and illustrate descriptions of geographic locations. (writing)

Preview 

  • Describe different land features and how diverse different communities can be. 
  • Hands-On Activity: Exploring Geography and Our Community 
  • Create a brochure about the geography of your community.
  •  Hands-On Activity: Exploring Other Communities 
  • Play a matching game to find out how people in different communities adapt to geography.
  •  Show What You Know 
  • Describe how you and your family have adapted to your community’s geography. 
  • Assessment 
  • 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. 

Week at a Glance: December 16-20, 2024

Week at a Glance: December 16-20, 2024

Last Week at a Glance for 2024*

Highlights of the Week:

    • Last week of school before Christmas break-
  • No spelling this week-
    • Instead of the traditional Reading week, we will be reading passages and learning about Christmas around the world.
    • Math will continue as usual- Students will complete all math h/w this week in school*
    • Christmas party on Thursday afternoon- thanks to all involved!
  • NO Mass on Tuesday- instead Mass at 8:30 Mass on Friday-Dismissal at 11:00

 

Reading: Christmas and Winter Holidays around the World

Here are the celebrations. traditions we’ll focus on this week:

  • America
  • Australia
  • Brazil
  • Germany
  • Japan
  • Liberia
  • Mexico
  • Italy
  • Canada
  • Spain
  • England
  • Sweden

We’ll look at videos of these different celebrations and fill out learned information in our Christmas Around the World packet.


Writing:

Students will be writing in:

  • Travel around the World Packet
  • Gingerbread House Math/ ELA packet with partner
  • Christmas activity workbook for Christmas

ELA and Math:

Students will work in a group to construct a gingerbread house and present to class-

Students will need to:

  • Use math skills to determine what materials and supplies are needed to build their paper gingerbread house.
  • Students will use persuasive language to write about gingerbread houses to get peers to choose their house to buy.
  • Students will write stories about their gingerbread house to prospective buyers.

Math: Conclusion on Chapter 6 Multiplication and Division Patterns:

Mathematical Practices:

  • Make sense of problems and persevere in solving them.
  • Reason abstractly and quantitatively
  • Model with mathematics
  • Use appropriate tools and strategies
  • Attend to precision
  • Look and make use for structure

Vocabulary: unknown, 

Monday- Lesson 9- Students will use different strategies, including related multiplication facts, to divide by 10; 

Tuesday: Check for understanding before Wednesday’s assessment

Wednesday- Chapter 6 assessment on multiplication and division patterns

Thursday- Multiplication and division facts practice sheet

    • Monday- Lesson 5- Divide by 5- Students will use different strategies, including related multiplication facts, to divide by 5; Check my Progress- Halfway point checkpoint to check on progress thus far. Also, Lesson 6- Problem Solving Investigation- Look for a Pattern- Students will solve problems by looking for a pattern.
    • Lesson 7 Tuesday: Multiply by 10- Students will use different strategies, including patterns, to multiply by 10. Check for understanding before Wednesday’s assessment
    • Wednesday- Chapter 6 assessment on multiplication and division patterns- QUIZ
  • Thursday morning- Chapter 6 Assessment on Multiplication and Division Patterns
  • Students will be assigned daily math activities on SEESAW, IReady lessons, IXL
  • Students will complete daily entries in Simple Solutions Math
  • Daily worksheets will be completed for enrichment in current lessons

Religion:

  • Mass on Friday at 8:30
  • Discussion of different ways different cultures celebrate winter holidays
  • Comparing and contrasting our traditions to those of other cultures.
  • Daily devotions, prayers, and songs

Social Studies: Begin Lesson 3 about Geography 

Overview: Create a brochure about the geography of your community and play a matching game to find out how people in different communities adapt to geography.

Essential Question:

How does geography affect our community?

Objectives:

Social Studies:

  •  Identify and describe the physical features, climate, and natural resources of various geographic areas, including the local community.
  • Compare and contrast different regions in terms of their geographical characteristics.
  • Use map tools: scale, grid, key (legend), symbols, title, and compass rose.

Language Arts:

  • Orally present solutions to environmental problems in response to ideas by others. (speaking, listening)
  • Organize information in chart form. (writing)
  • Identity examples of categories found in text. (reading)
  • Write and illustrate descriptions of geographic locations. (writing)

Vocabulary: adapt, climate, conservation, natural resource, natural hazard, physical feature, physical geography, pollution, region-

    • Work with a partner to create a planning table about our state, Illinois, including information on: physical geography, natural resources, and climate. Students will then create a brochure to present to class based on facts in the planning table.
  • Students will complete work w/ partner on their Libertyville travel brochure. 


Homework for Tuesday: 12/10/24

-Homework for 12/10/24
-Math Lesson 2 Multiply by 2- Some kids finished in class so I have some of the homework.
- Spelling words- practice for Friday's test
Tomorrow: 
- Art
-Dress Rehearsal at Noon
Also: Unfortunately, didn't have library- it was the same time as Secret Santa Shop so...Mrs. Hoglund will let the class attend Library on Friday. 
 
Have a warm and lovely evening,
Sincerely,
Sharon Shute

Homework for Monday, 12/9/24

Homework for Monday, 12/9/24
--Spelling worksheet- all contractions this week!~
--Math Chapter 6 Lesson 1- Working with multiplication tables
Tomorrow:
Santa's Secret Shop for our class! Please bring money in if your child will participate- If you have the envelope still, please use that for the $.
ALSO: Library has switched to Tuesdays- Please bring any library books back tomorrow. 
Also, tomorrow- No Mass as we went today-
GYM tomorrow, too
Busy and festive fun!
With Gratitude,
Sharon Shute
 

Revised Week at a Glance: December 9-13, 2-24

Week at a Glance: December 9-13, 2024- Busy Festive Week!

Monday- 

  •  8:30 Non- Buddy Mass
  • 12:30- Practice for Christmas show in the ChurchTuesday:

Tuesday- Secret Santa Shop in the morning- Please bring back the envelope that was passed out earlier in the month if you want your child to participate.

Wednesday:

    • 12:30- Dress rehearsal in Church for Christmas Show
  • Food Pantry Collection- Pasta is requested from grade 3-

Thursday:

  • Christmas Teacher Luncheon at 11:00
  • Christmas Show at 6:30 in Church- Please have your child in school by 6:00- and they report to our classroom- please take their coats with you- thanks!

Friday:--Prayer in gym in the afternoon

Spelling Words:

I’ve, let’s, can’t, aren’t, didn’t, won’t, couldn’t, wouldn’t, you’ve, doesn’t

Bonus words: would’ve, should’ve, o’clock

Vocabulary Words: interdependence, camouflage, adaptations, food chain, biodiversity-

High Frequency Words: contain, front,

Unit Vocabulary Words: prefer, features, investigate, associate, avoid

Spelling City link to practice spelling words here


Reading: Unit 2- Week 5- Why is it important for animals and plants to depend on each other? Here is the main selection we'll read on Tuesday.

Learning Goals:

  • I can explain more about informational texts and explain the author’s purpose in an informational text.
  • I can develop knowledge about language to make connections between reading and writing.
  • I can use elements of an informational text to write a how-to-article.

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.
  • Observe and describe the physical characteristics of environments and how they support populations and communities within an ecosystem.
  • Identify informational text, develop vocabulary, explain author’s purpose, visualizing, word study and compare texts.
  • Generate questions about text before, during, and after reading to deepen understanding, and gain information.
  • Make inferences and use evidence to support understanding.
  • Use text evidence to support appropriate responses.
  • Use glossaries (online version here)  to clarify the precise meaning of words.
  • Decode abbreviations, compound words, and contractions.
  • Describe how the author’s use of imagery, literal, and figurative language such as simile, and sound devices such as onomatopoeia, achieves specific purposes.

Writing:

  • Daily lessons in Simple Solutions Grammar
  • Daily editing practice in Daily Oral Language packet
  • Entries into Gratitude Journal
  • Practice persuasive writing in packet with small group

Students will:

  • Practice writing legibly in cursive,
  • Edit complete sentences for subject-verb agreement
  • Write a how-to-article in response to a writing prompt.

Math: Begin Chapter 6- Multiplication and Division Patterns

Essential question: What is the importance of learning multiplication and division?

Vocabulary words: columns, rows, multiply, partition, skip count

Mathematical Practices:

  • Model with mathematics
  • Attend to precision
  • Look for and make use of structure
  • Reason abstractly and quantitatively.
  • Use appropriate tools strategically
  • Construct viable arguments and critique the reasoning of others

 Monday- Lesson 1- Patterns in the multiplication table- Students will identify and explain patterns in the multiplication table.

Tuesday- Lesson 2- Multiply by 2’s- Students will use arrays and drawings, such as bar diagrams, to multiply by 2.

Wednesday- Lesson 3- Divide by 2- Students will use models and related multiplication facts to divide by 2.

Thursday- Lesson 4- Multiply by 5- Students will use different strategies, including patterns, to multiply by 5.

Daily math work: IReady Math lessons, and SeeSaw math assignments-

Daily practicing of math concepts in Simple Solutions Math-


Religion:  Session 12 Theme- The Catholic Church-Outcomes:

After Pentecost, the Church grew rapidly, with individual churches beginning to form in city after city, farther and farther from Jerusalem. Before his Death, Resurrection, and Ascension, Jesus appointed Peter to lead his Church. Today, the pope, bishops, and pastors are the leaders. The Marks of the Church are that it is one, catholic, and apostolic. 

  • Discuss how the Church grew and found new leaders after Pentecost.
  • Identify Peter as Jesus’ appointed leader of the Church.
  • Identify Marks of the Church: one, holy, Catholic, and apostolic.
  • Pray the last part of the Apostles’ Creed.
  • Define apostolic, Marks of the Church, Mystical Body of Christ, one, pastor, and Vicar of Christ.
  • Non-buddy  Mass at 8:30- on Monday
  • Daily songs, devotions and prayers-

No Social Studies/ Science this week due to Christmas festivities of the week- we will continue Google Slideshow work on predetermined US cities- This is taking a bit longer than usual due to the technology portion- If our class has time- we will return to this big project. Students are required to produce 3 slides: 

  • Slide 1- Title Page w/ background of a photo of the city-
  • Slide 2- Facts about the city, such as: population, geographical features
  • Slide 3- Fun Facts about the city

Thanks for your patience with this activity! 

 

Homework for Thursday, 12/5/24

Homework for Thursday, 12/5/24
--Spelling Sentences to practice for tomorrow's spelling test
Tomorrow:
--Fun Friday returns! Decorate stockings for locker decor- and make the annual Christmas mural! Fingers crossed: Play discussions/ prep work and The One and Only Bob!
Have a lovely evening!
With Gratitude,
Sharon Shute

Homework for Tuesday, 12/3/24

Homework for Tuesday, 12/3/24
--Spelling words practice worksheet
--2 Math homework sheets: Lesson 6 h/w and Pretest h/w to prepare for Thursday's math test.
-Tomorrow we have library first period- so please return library books tomorrow- thanks so much!
-Tomorrow is also Art
 
Have a lovely evening!
With Gratitude,
Sharon Shute

Homework for December 2, 2024

Homework for December 2, 2024
-Spelling Worksheet to practice spelling words for Friday's test
-Math Lesson 5 h/w- Inverse operations- Some kids finished in class
-See sheet about bringing in an ornament for our school family Christmas tree
Tomorrow:
--Buddy Mass at 8:30
--Gym
--More math practice with our new multiplication fact review game!
 
Have a lovely evening!
With Gratitude,
Mrs. Shute