Week at a Glance: April 29-May 3, 2024

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: Begin Chapter 12 Data
• Social Studies: Continue Immigration Unit
• Science: Conclude Plants chapter
• Religion: Christian Living

Other Important Things:

• May book report, Planet report, is due on May 15, 2024
• ABC Countdown begins this week! Our school family will be constructing their wish list for the ABC Countdown activities on Monday.
• Field Trip form and money due as soon as possible- Thanks!

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

Spelling Words: Spelling Test will be on Thursday due to the shortened week-

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 April Spelling Menu, 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 entries in April- May  creative writing journal-
• Daily entries in notebook based on April- May prompts
• Daily writing practice in April-May spelling menu
• 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 12- Represent and Interpret Data

Essential Question- How do we obtain useful information from a set of data?

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

Math Vocabulary for this chapter: data, frequency table, survey, tally chart, tally marks, analyze, interpret, pictograph, key, picture graph, bar graph, scale

Monday-Lesson 1- Students will collect and record data through observations and survey: Collect and Record Data.

Tuesday- Lesson 2- Students will draw a scaled picture graph; Draw scaled picture graphs.

Wednesday- Lesson 3- Students will draw scaled bar graphs; Draw scaled bar graphs.

Thursday- Lesson 4- Students will relate bar graphs to scaled picture graphs; Relate bar graphs to scaled picture graphs.

--Students will complete daily lessons for Math in IReady and SeeSaw

Science: Chapter 3 Lesson 3- How do plants use roots and stems to grow?

Students will know how roots and stems take in, transport, and store water and nutrients the plant needs to grow. By the end of this lesson, the student should be able to use models that describe how roots and stems help plants in their life cycles.

Chapter 3 Lesson 4-How do plants use flowers and cones to reproduce?

By the end of this lesson, the student should be able to communicate how plants reproduce using seeds and cones.

Words to Know: Nutrients

Chapter 3 Lesson 4- How do plants use flowers or cones to reproduce?

Students will know how plants reproduce using seeds and cones. By the end of this lesson, the student should be able to communicate how plants reproduce using seeds and cones.

Words to know: reproduce, pollinate, germinate

DCI-3-LS1.B.2
Reproduction is essential to the continued existence of every kind of organism. Plants and animals have unique and diverse life cycles.

PE-3-LS1-1
Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.DCI-3-LS1.B.2
Reproduction is essential to the continued existence of every kind of organism. Plants and animals have unique and diverse life cycles.PE-3-LS1-1
Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growthDCI-3-LS1.B.2
Reproduction is essential to the continued existence of every kind of organism. Plants and animals have unique and diverse life cycles.PE-3-LS1-1
Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.

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 19 Christian Living:

God gives us all special talents and abilities. The Holy Spirit calls us to share these gifts. We each have a vocation or calling to a special way of life through which we serve others and the Church.

Session Theme: We are called by God to do special work as a sister, brother, or priest, or as a married or single person.

Session Outcomes:

• Recognize how Jesus wants us to understand “great” and “first”
• Describe some vocations.
• Explain that we all have received different gifts from God.
• Define: Holy Orders, Matrimony, and vocation-
• Tuesday 8:30 Mass (buddy Mass)
• Daily Prayers, Devotions, and Songs
• Ability to show gratitude during prayers, discussions, songs,and gratitude journaling