grade 5 family resources grade week 9...task 1: • turn to page 521 in your anthology, and read...

Grade 5

Family Resources

Week 9

May 20 – 26, 2020

English

Language

Arts

Grade 5 Week 9

English Language Arts At-Home Learning

5th Grade Week 9

New Learning

Learning Summary Reach for Reading Unit 7 BIG Question: Why should we care about garbage? During this 9th week of at-home learning, fifth graders will complete Unit 7 of their Reach for Reading curriculum. Students will read a poem titled, “Sarah Cynthia Sylvia Stout Would Not Take the Garbage Out”, written by Shel Silverstein. At the culmination of this unit, fifth graders will think critically to synthesize their learning over the last four weeks. They will achieve this by reflecting on author communication, and drawing conclusions as they review the topic of study. Fifth graders will make comparisons, and consider specific text details as they work to determine the overall unit theme. Students will continue to demonstrate their understanding of key vocabulary acquired throughout Unit 7. They will also hone foundational reading skills, as they work more with prepositional phrases.

Word Work

Task 1:

• Turn to page 520 in your anthology, and read about Context Clues.

• On the bottom of page 520, read the paragraph in the “Try It Together”

section.

o Answer the two questions, using what you know about words in context to help make your choices.

o Explain your thinking behind the answers you selected. o Use a blank sheet of paper to record your responses.

Task 2:

• Turn to page 525 in your Reach for Reading text and review Prepositional Phrases.

• In the Read Prepositional Phrases section, review the short passage. Record the prepositional phrases you find on a sheet of paper.

• Turn to pages 506 and 507 in your text, and look carefully at the illustrations. o Write two sentences describing what you see on each page, for a total of

four sentences altogether. o Select from the prepositions below, or choose your own to complete the

task: with, of, about, into, up, across, through, before, during, after, over, below, on o For each prepositional phrase you write, tell if it is used to show location,

time, direction, or to add details.

Reading Comprehension/ Reader Response

Text: “Sarah Cynthia Sylvia Stout Would Not Take the Garbage Out”, by Shel Silverstein Task 1:

• Turn to page 521 in your anthology, and read “Sarah Cynthia Sylvia Stout Would Not Take the Garbage Out”, on pages 521 – 523.

• Respond to Reading: o How do Shel Silverstein’s poetic elements, highlight the poem’s

features, and make it an enjoyable read? o Think critically about this poem. What theme, or main message, does

the author want to communicate to his readers?

• Review last week’s reading assignment, “Where I Live” on pages 501 – 516.

Grade 5 Week 9


• Next, turn to page 524 and read, Compare Characters. o Look at the Venn Diagram. Think about how you would compare and

contrast Elena and Sarah. You do not need to recreate and complete the diagram.

Task 2:

• Turn back and briefly review the first two texts you read in Unit 7. o “The World of Waste” on pages 465 – 481 o “Message in a Bottle” on pages 485 - 491

• Respond to Reading: o Answer the Big Question for Unit 7, Why should we care about

garbage? Compare the texts, and think about the overall theme of the unit as you craft your response. Be sure to incorporate important Key Words you have learned in Unit 7.

o Record your work on a blank sheet of paper.

Independent Reading

• Read for an additional 20 to 30 minutes each day.

Writing

Unit 4: “The Research-Based Argument Essay” (Opinion/Argument) Task 1:

• Reflect on the importance of the hook in an argument essay.

• Practice writing a hook for your essay using the different styles below. Be sure to: o Write an example for at least three of the five styles. o Remember to base your hook on your claim, reasons and / or evidence.

Task 2:

• Write your introductory paragraph. Be sure to: o Choose one of the hooks to begin it. o List your reasons. o End with your claim or thesis statement.

• When you have finished, read your introductory paragraph to an adult.

Other MyNGconnect.com

• Follow on-line resources for myngconnect.com (elementary)

• Login to Unit 7 Week 4 Vocabulary Activities


Grade 5 Week 9


5 Kinds of Hooks for Argument Essays

1. Interesting Question (e.g. What’s the difference between kids who play sports and kids who don’t?)

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2. Fact (e.g. Students who begin playing youth sports in elementary school have 40% higher test scores

than those who don’t.)

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3. Metaphor or Simile (e.g. A student athlete is a tiger on the field and in the classroom.)

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4. Story (e.g. When I moved to a new town, joining the local soccer team helped me make friends. The

confidence from these friendships and doing well on the field allowed me to do well in school, too.)

_________________________________________________________________________________

_________________________________________________________________________________

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5. Strong Statement (e.g. If you want your child to do well in school, enroll him/her in youth sports.)

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Students

with

Individual

Educational

Plans

Individualized Education Plan (IEP) – English Language Arts At-Home Learning

Grade 5 Week 9 IEP

5th Grade Week 9

New Learning

Learning Summary Reach for Reading Unit 7 BIG Question: Why should we care about garbage? During this 9th week of at-home learning, fifth graders will complete Unit 7 of their Reach for Reading curriculum. Students will read a poem titled, “Sarah Cynthia Sylvia Stout Would Not Take the Garbage Out”, written by Shel Silverstein. At the culmination of this unit, fifth graders will think critically to synthesize their learning over the last four weeks. They will achieve this by reflecting on author communication, and drawing conclusions as they review the topic of study. Fifth graders will make comparisons, and consider specific text details as they work to determine the overall unit theme. Students will continue to demonstrate their understanding of key vocabulary acquired throughout Unit 7. They will also hone foundational reading skills, as they work more with prepositional phrases. For our students with Individualized Education Plans (IEPs) we have included a list of accommodations for you to use. Feel free to choose the accommodation from the list that best supports your student. The accommodations appear after every task, and are meant to support the learning for that specific task. Please note any accommodations in your student’s IEP that are not listed below may be used as well.

Word Work

Task 1: Turn to page 520 in your anthology, and read about Context Clues. On the bottom of page 520, read the paragraph in the “Try It Together” section.

o Answer the two questions, using what you know about words in context to help make your choices. o Explain your thinking behind the answers you selected. o Use a blank sheet of paper to record your responses.

Accommodations for students with IEPs:

1. Read aloud: For students who have difficulty accessing the text – An adult may read the passage to the student.

2. Scribe: For students who have difficulty with writing – the student may verbally respond while an adult writes their response on their paper.

Task 2: Turn to page 525 in your Reach for Reading text and review Prepositional Phrases. In the Read Prepositional Phrases section, review the short passage. Record the prepositional phrases you find on a sheet of paper. Turn to pages 506 and 507 in your text, and look carefully at the illustrations.

o Write two sentences describing what you see on each page, for a total of four sentences altogether. o Select from the prepositions below, or choose your own to complete the task.


Grade 5 Week 9 IEP

with, of, about, into, up, across, through, before, during, after, over, below, on o For each prepositional phrase you write, tell if it is used to show location, time, direction, or to add details.




3. Break work into manageable chunks: This allows students to complete this task over an extended period of time. Have your student complete the first task. Have student write, or scribe for them. Provide a break if needed. After the break, repeat the steps. Continue this process until the word list has been completed.

4. Alternate assignment: Have your student complete the sentence writing for the illustrations on page 506/507, or complete the preposition task.

Reading Comprehension/ Reader Response

Text: “Sarah Cynthia Sylvia Stout Would Not Take the Garbage Out”, by Shel Silverstein Task 1: Turn to page 521 in your anthology, and read “Sarah Cynthia Sylvia Stout Would Not Take the Garbage Out”, on pages 521 – 523. Respond to Reading:

o How do Shel Silverstein’s poetic elements, highlight the poem’s features, and make it an enjoyable read? o Think critically about this poem. What theme, or main message, does the author want to communicate to his readers?

Review last week’s reading assignment, “Where I Live” on pages 501 – 516. Next, turn to page 524 and read, Compare Characters.

o Look at the Venn Diagram. Think about how you would compare and contrast Elena and Sarah. You do not need to recreate and complete the diagram.



Task 2: Turn back and briefly review the first two texts you read in Unit 7.

o “The World of Waste” on pages 465 – 481 o “Message in a Bottle” on pages 485 - 491

Respond to Reading:


Grade 5 Week 9 IEP

o Answer the Big Question for Unit 7, Why should we care about garbage? Compare the texts, and think about the overall theme of the unit as you craft your response. Be sure to incorporate important Key Words you have learned in Unit 7.

o Record your work on a blank sheet of paper. Accommodations for students with IEPs:



3. Verbal responses: Rather than writing responses, have students state answers verbally.

Independent Reading

Read for an additional 20 to 30 minutes each day. Accommodations for students with IEPs:

1. Choose an independent reading level text. Ask your student questions about their reading to check for understanding. Engaging with your student about their reading can increase their interest in reading.

Writing

Unit 4: “The Research-Based Argument Essay” (Opinion/Argument)

Task 1:

Reflect on the importance of the hook in an argument essay. Practice writing a hook for your essay using the different styles below. Be sure to:

Write an example for at least three of the five styles. Remember to base your hook on your claim, reasons and / or evidence.


1. Scribe: For students who have difficulty with writing and choose to write a sentence using the vocabulary word – the student may verbally respond while an adult writes their response on their paper.


Task 2:


Grade 5 Week 9 IEP

Write your introductory paragraph. Be sure to:

Choose one of the hooks to begin it. List your reasons. End with your claim or thesis statement.

When you have finished, read your introductory paragraph to an adult.


1. Scribe: For students who have difficulty with writing and choose to write a sentence using the vocabulary word – the student may verbally respond while an adult writes their response on their paper.


Other MyNGconnect.com

Follow on-line resources for myngconnect.com (elementary) Login to Unit 7 Week 4 Vocabulary Activities

Mathematics

Math Virtual Learning 5th Grade Week 9 (May 20th)

2020 Math At-Home Learning

GRADE Level Standards

Focus

The focus this week is on using prior knowledge to solve complex, multi-step word problems. (Common Core Standard 5.NF.6)

Vocabulary &

Fun Ways to Support

Vocabulary: operations Fun Activities: RDW (Read, Draw, Write)

Fluency

Sprints Module 6: Lesson 8a Multiply Module 6: Lesson 11a Round to Nearest Whole Number

New/Review Content Delivery

Module 6 (Summarizing Engage NY Topic E Lesson 21-25)

SBA Problem Solving (Claim 2) Release Items

Homework - Lessons 21-25

Open Middle -- Multiplying Fractions to Make a Whole Number

Optional Game or Activity

Activity: Multi-step problem creation and share. Goal: Problem solving and discussion with reasoning.

Other

Online resources can be accessed through the District Learning Apps: Clever Portal. Also these packets are found electronically on Clover Park District Website. EngageNY-aligned Khan Academy Grade Level-Mission https://www.khanacademy.org/math/on-grade-engageny/5th-engage-ny EngageNY Teacher Videos by Lesson Module https://www.youtube.com/watch?v=MtnWjIUPIOc Or go to google.com, type Grade 5 Module 6 Lesson ____ (put lesson number here) Engage New York Module 5 Curriculum https://www.engageny.org/resource/grade-5-mathematics-module-6 NOTE: Starred items are intentionally left off of the answer key.

http://www.corestandards.org/Math/Content/5/NF/

http://www.cloverpark.k12.wa.us/General/DLA.aspx

http://www.cloverpark.k12.wa.us/Special/DLR.aspx

https://www.khanacademy.org/math/on-grade-engageny/5th-engage-ny



https://www.youtube.com/watch?v=MtnWjIUPIOc


https://www.engageny.org/resource/grade-5-mathematics-module-6-topic-e-overview




Vocabulary:

Word/s Definition Example

Operations A term in math that refers to calculating a value using math operators.

Multiplication, Division, Addition, and Subtraction are all math operations.

Fun Ways to Support at Home:

Fluency Module 6 Lesson 8a



Fluency Lesson Module 5 Lesson 11a:

Finish the following sentence: Rounding to the nearest whole number means_________________________________

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Smarter Balance Release Items: Solve the following problems and show your work.

1. Rene drank 12

3 liters of water during basketball practice. She drank 1

1

6 liters of water on the ride home.

Which expression could be used to determine the amount of water, in liters, Rene drank altogether?

a. 2 + 3

9

b. 2 + 3

6

c. 1 + 1 + 4

6 +

1

6

d. 1 + 1 + 4

18 +

1

18

2.

3.

4. Which situation can be represented by this equation?

1

3 × = 5

a. John had 5 packs of crackers. He gave Carol 1

3 of a pack of crackers. How many packs of crackers does

John have left?

b. John had 5 packs of crackers. He gave Carol 1

3 of the crackers in a pack. How many crackers did John

give Carol?

c. John gave Carol 1

3 of the crackers in a pack. He gave Carol 5 crackers. How many crackers were in the

pack?

d. John gave Carol 1

3 of a pack of crackers. John bought 5 more packs of crackers. How many packs of

crackers does he have now?



Practice Problems (Taken from Lesson 21-25 Homework)

Lesson 21

Lesson 22

Lesson 24

Lesson 25

Want online video help? Go to google.com and type…

Grade 5 Module 6 Lesson 21

Want online video help? Go to

google.com and type… Grade 5 Module 6

Lesson 22



Performance Task:

Answer Keys:

Module 6 Lesson 8a Sprint

Module 6 Lesson 11a Sprint



SBA Release Items



Homework

Lesson 21

Lesson 22

Lesson 24 & 25

Students

with

Individual

Educational

Plans



GRADE Level Standards

Focus

The focus this week is on using prior knowledge to solve complex, multi-step word problems. (Common Core Standard 5.NF.4)

Vocabulary &

Fun Ways to Support

Vocabulary: operations Fun Activities:

Fluency

Sprints

Accommodations for students with IEPs Students can work on sprints a little each day for no more than 5 minutes. After 5 minutes move on to the SLOT Review and New Learning. Masking: Cover part of the page with a blank piece of paper so the student does not become overwhelmed. Move the cover as they complete the sections. Decrease Work Load: Students may complete fewer items and/ or work for a shorter length of time Module 6: Lesson 8a Multiply Module 6: Lesson 11a Round to Nearest Whole Number

New/Review Content Delivery

Accommodations for students with IEPs Decrease Work Load: Students may complete fewer items and/ or work for a shorter length of time Extended Time: Allow student additional time to complete the task Breaks: Allow student to take a break from the task if needed Read: When needed read questions to the student

Scripts: Verbally remind the student the steps needed to complete the problems Module 6 (Summarizing Engage NY Topic E Lesson 21-25)

• SBA Problem Solving (Claim 2) Release Items

• Homework - Lessons 21-25

• Open Middle --

Optional Game or Activity

Activity: Multi-step problem creation and share. Goal: Problem solving and discussion with reasoning.

Helpful hint, these games can be used during family time with siblings

Other

Online resources can be accessed through the District Learning Apps: Clever Portal. Also these packets are found electronically on Clover Park District Website.

Dream box: Your student’s special education teacher will assign skills for your student work on.

http://www.corestandards.org/Math/Content/5/NF/

https://www.openmiddle.com/volume-of-rectangular-prisms/

http://www.cloverpark.k12.wa.us/General/DLA.aspx




Also these packets are found electronically on Clover Park District Website. EngageNY-aligned Khan Academy Grade Level-Mission https://www.khanacademy.org/math/on-grade-engageny/5th-engage-ny EngageNY Teacher Videos by Lesson Module https://www.youtube.com/watch?v=MtnWjIUPIOc Or go to google.com, type Grade 5 Module 6 Lesson ____ (put lesson number here) Engage New York Module 5 Curriculum https://www.engageny.org/resource/grade-5-mathematics-module-6 NOTE: Starred items are intentionally left off of the answer key.









Science

Fine Arts

Fine Arts At-Home Learning Grades K-5

2020 Fine Arts At-Home Learning

GRADE K-5

Learning Summary: MUSIC

Student will continue to build on music skills and knowledge previously acquired during weekly fine arts classes.

RESOURCES Access Your Online Quaver Student Access Account For FIRST-TIME users:

1. Go to the Clover Park website.

2. Click: Student

3. Choose District Learning Apps from the drop-down menu.

4. Click: Clever Portal

5. Click: Log in with Active Directory

6. Put in your Username and Password.

7. Scroll down until you see QuaverMusic.com.

8. Click: Quaver

9. Click: No I Need a New Account Note: If you choose Access QuaverMusic with Adobe Flash, you will need to click on the yellow Student tab at the bottom of the screen to go to Assignments.

10. Click: Student (at bottom of page)

11. Click: Assignments

12. Click on the lesson your teacher assigned, & click Launch.

MUSIC LESSON

Log in to your Quaver account to see the music lesson your fine arts teacher has assigned for you. Upon completion, your fine arts teacher will review your work and give you feedback.



Access K-5 Weekly Quaver Music Lesson at Home!

Dear Student & Family, To continue building your musical talents, log into your student Quaver account from home and complete a weekly lesson your teacher has assigned for you. If you have never logged in from home, see below for instructions on how to do so. HOW TO ACCESS QUAVER FROM HOME: 1. Decide if you want to use Flash or not. (See

screenshot at right.)

The first time you enter Quaver, you’ll see the Flash decision page. You may complete your lessons with or without Flash. However, you need Flash to enable your avatar.

At any time, you can switch back to using Flash. Scroll down to the bottom the page and click "CLICK TO ACCESS QUAVERMUSIC WITH FLASH.”

2. Get to know your Student Dashboard

Your QuaverMusic.com experience all happens right here on the Student Dashboard! Your teacher’s weekly assignment will be waiting for you here. Click “Assignments.”

Additionally, consider exploring… Student Interactives: Explore a full

menu of additional engaging web-based activities.

Creatives: Compose your own pieces on piano, drums, guitar and more! QuaverBooks: Explore digital books about musical styles and time periods and take quizzes to test

what you’ve learned.



¡Accede la Lección Semanal de Música Quaver K al 5 en tu Casa!

Estimado(a) Estudiante y Familia: Para continuar desarrollando tus talentos musicales, inicia sesión (log into) en tu cuenta de estudiante Quaver desde tu casa y completa la lección semanal que tu maestro(a) te ha asignado. Si nunca has iniciado una sesión desde tu casa, consulta abajo las instrucciones sobre cómo hacerlo. CÓMO ACCEDER QUAVER DESDE LA CASA: 3. Decide si quieres usar Flash o no. (Ver imagen a

la derecha).

La primera vez que ingreses a Quaver, verás la página de la decisión si usar Flash o no. Tú puedes completar tus lecciones con o sin Flash. Sin embargo, necesitas usar Flash para habilitar tu avatar.

En cualquier momento, puedes volver a usar Flash. Deslízate hacia la parte inferior de la página y haz clic en "CLICK TO ACCESS QUAVERMUSIC WITH FLASH” (Clic para Acceder Quavermusic con Flash).

4. Familiarízate con tu Dashboard (Tablero) de

Estudiante

¡Tu experiencia QuaverMusic.com ocurre aquí mismo en el Dashboard del Estudiante! Las asignaturas semanales de tu maestro(a) te estarán esperando aquí. Haz clic en “Assignments” (Asignaturas).

Adicionalmente, considera explorar… Estudiantes interactivos: Explora un

menú completo de atractivas actividades basadas en la Internet.

Creativos(as): ¡Puedes componer tus propias piezas en piano, batería, guitarra y más! QuaverBooks: Explora libros digitales sobre estilos musicales, épocas musicales en el tiempo y toma

pruebas (quizzes) para probar lo que has aprendido.

Social

Emotional

Learning

grade 5 family resources grade week 9...task 1: • turn to page 521 in your anthology, and read...

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