name # learning contract — sandstone 5th grade unit …

7BW Drops in the Bucket — Language Arts 1-7BW Drops in the Bucket — Math 1-2

Complete the Character an Setting Chart p 4 while reading "Goin' Someplace Special."• Vocabulary: Define each word & use in a sentence (scald, permission, autograph, fare, blurted, clenched, spectacular, approached).

Spelling: Short Vowels: Complete Word List p 1, and Do Spelling Word Search• Grammar: Sentence Types p 1

HW Fluency: Expression p 5 (3 Lucky Listeners today) ! ! !• Comprehension: Character and Setting p 3

HW Math: (1.1 Place Value Through Millions p 11) Homework pp 15-16" Social Studies: Un 1: Exploration and Colonization

BW Drops in the Bucket — Language Arts 8-11BW Drops in the Bucket — Math 3-4

Spelling: Short Vowels: Word Sorts p 3• Grammar: Sentence Types p 2

HW Fluency: Expression p 5 (3 Lucky Listeners today) ! ! !• Text Feature: Time Line p 7⌘ Writing: After reading "Goin' Someplace Special" — Story Selection Question (Socrative)HW Math: (1.2 Compare and Order Whole Numbers Through Millions p 17) Homework pp 21-22" Social Studies: Un 1: Exploration and Colonization

BW Drops in the Bucket — Language Arts 12-17BW Drops in the Bucket — Math 5-7

Spelling: Short Vowels: Word Meaning p 4• Grammar: End Punctuation and Capitalization p 3

HW Fluency: Expression p 5 (3 Lucky Listeners today) ! ! !HW Vocabulary Strategy: Homophones p 8⌘ Writing: Referring to the selection "Goin' Someplace Special" — Skill: Character and Setting (Socrative)HW Math: (1.3 hands On: Model Fractions and Decimals p 23) Homework pp 27-28" Social Studies: Un 1: Exploration and Colonization

BW Drops in the Bucket — Language Arts 18-20BW Drops in the Bucket — Math 8-10HW Fluency: Expression p 5 (3 Lucky Listeners today) ! ! !

• Spelling: Short Vowels — TEST (Spelling City)• Vocabulary: from "Goin' Someplace Special" — TEST (Spelling City)⌘ Writing: Referring to the selection "Goin' Someplace Special" — Selection Summary (Socrative)HW Math: (1.4 Represent Decimals p 29) Homework pp 33-34" Social Studies: Un 1: Exploration and Colonization

• Language Arts: U1W1 Weekly Assessment (Socrative)HW Math: (1.5 Hands On: Understand Place Value p 37) Homework pp 41-42" Social Studies: Un 1: Exploration and Colonization

BW Bell Work - do first thing as you come to class after removing assignments and putting your backpack awayIndependent Work — May complete on your own, unless you have questions. Then, do with the class.

" No worksheet; to be done as a class in Notetaking Journal, Writer's Notebook, or Teacher Handout• Must be introduced in class before completing⌘ To be done on your computer in classHW To be taken home and completed for homework after it is introduced in class

Wednesday, Aug 17, 2016

Thursday, Aug 18, 2016

Friday, Aug 19, 2016

NAME _______________________________________ #_____________

Comp

leted

Turn in Learning Contract with Assignments

LEARNING CONTRACT — SANDSTONE 5TH GRADE

Unit 1 Week 1 (8/15/16 - 8/19/16)Monday, Aug 15, 2016

Tuesday, Aug 16, 2016

GRADE 5 — VOCABULARY WORDSUnit Week

1

Use in a sentence.Give a definition.Part of Speech:Word:

2Part of Speech:Word:







1 1

scald

permission

autograph

fare

blurted

clenched

spectacular

approached

© M

acm

illa

n/M

cGra

w-H

ill

Name

Practice

Fold back the paper along the dotted line. Use the blanks to write each word as it is read aloud. When you finish the test, unfold the paper. Use the list at the right to correct any spelling mistakes.

Review Words

Challenge Words

Spelling:Short Vowels

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

1. jut

2. nick

3. tenth

4. shrug

5. stuff

6. sense

7. damp

8. cot

9. fl ing

10. notch

11. gush

12. scan

13. batch

14. rough

15. stump

16. tough

17. laugh

18. guess

19. lead

20. dove

21. past

22. dock

23. plum

24. cinch

25. blond

Goin’ Someplace SpecialGrade 5/Unit 1

11

© M

acm

illa

n/M

cGra

w-H

ill

Name

Practice

Sort each spelling word by finding the sound and spelling pattern to which it belongs.

batch dove stuff tenth toughnick fling notch scan stumprough shrug jut guess laughlead gush damp cot sense

Short a spelled a1.

2.

3.

Short a spelled au1.

Short e spelled e1.

2.

Short e spelled ue1.

Short e spelled ea1.

Short i spelled i1.

2.

Short o spelled o1.

2.

Short u spelled u1.

2.

3.

4.

5.

Short u spelled o1.

Short u spelled ou1.

2.



3

Practice

Name

© M

acm

illa

n/M

cGra

w-H

ill

batch dove stuff tenth toughnick fling notch scan stumprough shrug jut guess laughlead gush damp cot sense

Definitions

Write the spelling word that matches each definition below.

1. throw 7. bird

2. wet 8. small cut

3. stick out 9. confuse

4. pour out 10. not smooth

5. mark 11. group

6. small bed 12. read quickly

Finish the Sentences

Write the spelling word that best completes each sentence.

13. It was a word to spell.

14. The question was the hardest of all.

15. His answer did not make .

16. She was happy and started to .

17. She took a because she did not know the answer.

18. He was unsure and answered the question with a .

19. He had too much in his desk.

20. She gave him a pencil for the test.



4

U1W1 Spelling Word Search

5th Grade — Short Vowels

H E G B S D L Q H J X V N B J M A X A T L E A D YV M E Z H B U S N H M F O F W J Y N X K Q X H C RB M V Y R G E B F E J H J C R N I C K N R G A E YU Z H Q U G U J D J J U F C I N C H R O U G H C BP D O Q G J B W O B P U T M Q P V I E A V O C I BG Z X G U Y G A A N G V R X L W C I L M Z L I R TM S E J D O C K K H H T S A P A S T N H M B D O MQ X D H P L U M O K Y Q R T J Y V W J A A C I C VS E B V S E N S E R A G K I U X X E N R H G D O OC Z D A J N P A K R V U U S E M J J U B A U G T SF Y Y B T P G O M X W P Q S C J P F X D L Y T O QD L C I C C A A J V U J G K H N G O Q T Z A O E KT J T Z G U H C U B C A U S T U F F V I Y Q U B JR E P I S B M D A M P Q E V S G B L O N D E G F UU C N X X R H N J E L K S W V W U B O T V J H S FK G G T S W S O E L Y S S F L I N G A O N Y O N ZA H F B H W O E S C A N V I Y Q H N D N O T C H D

jut nick tenth shrug stuff sense damp cot fling notch gush scan batchrough stump tough laugh guess lead dove past dock plum cinch blond

Name

© M

acm

illa

n/M

cGra

w-H

ill

Practice

4

Comprehension:Character and Setting

Chart

As you read Goin’ Someplace Special, fill in the Character and Setting Chart. Include information about the characters’ roles in the story.

How does the information you wrote in the Character and Setting Chart help you analyze the story structure of Goin’ Someplace Special?

Character Setting


Practice

Name©

Ma

cm

illa

n/M

cG

raw

-Hil

l

• A sentence is a group of words that express a complete thought.• A sentence fragment is a group of words that does not

express a complete thought. • Every sentence begins with a capital letter and ends with a

punctuation mark.• A statement is a sentence that tells something. It ends with a

period. • A question is a sentence that asks something. It ends with a

question mark.

Read each group of words. Place a period on the line at the end if it is a sentence. If it is a sentence fragment, write an F on the line.

1. Kayla missed awards day because she had a cold

2. Finished distributing the awards

3. Kayla liked to make up her own achievements

Place a period on the line at the end of the sentence if it is a statement. Place a question mark at the end of the sentence if it is a question.

4. Is “Traveling Plans” the theme for this week

5. She was looking forward to the road race

6. Jeanine went to the end of the line after she showed her map

Rewrite these sentences. Be sure to use the correct end mark.

7. Bea turned red when she heard everyone laughing

8. Do you have a collection of rare objects

9. Mrs. Prince asked the students to locate the cities

10. Why were they laughing

Grammar:Sentence Types

1st Pass


1

001_005_A5GR_TXNA_U1W1_RD11.indd1 1001_005_A5GR_TXNA_U1W1_RD11.indd1 1 1/21/11 7:05:30 PM1/21/11 7:05:30 PM

Practice

Name

© M

ac

mil

lan

/Mc

Gra

w-H

ill

Grammar: Sentence Types

• A command tells someone to do something. It ends with a period.• An exclamation expresses strong feeling. It ends with an

exclamation point.

Read each sentence. Decide whether each sentence is a command or an exclamation, and write your choice on the line. Then rewrite the sentence with the correct end mark.

1. Please tell me what the menu options are for this week

2. Write each word fi ve times

3. Be sure to include each word’s defi nition

4. Oh my, she hung up the phone with a crash

5. Line up by the board for the fi re drill

6. How sad for Arthur to feel so devastated

7. Wow, that’s an amazing gold trophy that the team won

8. Oh no, the dog just jumped in the mud

1st Pass


2


Practice

© M

ac

mil

lan

/Mc

Gra

w-H

ill

• Every sentence begins with a capital letter.• A statement ends with a period.• A question ends with a question mark.• A command ends with a period.• An exclamation ends with an exclamation mark.

Read each sentence. On the line, place a period if the sentence is a statement or command, an exclamation mark if it is an exclamation, or a question mark if it is a question. Circle any letters that should be capitals.

1. Write the list of ingredients on a sheet of paper

2. Don’t forget to buy fl our

3. Oh no, the cupcakes are burning

4. her head felt as though it were stuffed with cotton

5. Have you seen her suitcases

6. what time does her fl ight leave

7. Go get someone to help with those heavy bags

8. She was so excited to fl y in an airplane

9. avery anderson is our fl ight attendant

10. The pilot asked us to take our seats

Rewrite each statement or command below as a question.

11. We have many things to do this week.

12. Please pass me that eraser.

13. We will see the new coach tomorrow.

Grammar:End Punctuation and

Capitalization

Name

1st Pass


3


Name©

Ma

cmill

an

/McG

raw

-Hill

Practice

3

Comprehension:Character and Setting

When you summarize a story, describe the characters (people or animals in the story), setting (where and when the story happens), and select important plot events such as the conflicts the characters face and the relationships they have with each other and situations in the story. Organize these descriptions in your own words. Identifying each character’s role and function can help you better understand a story’s plot.

Read this story, and then summarize it. Include information about the characters, setting, and how they relate to the plot.

’Tricia Ann listened carefully to her grandmother, Mama Frances. Everyone listened carefully to Mama Frances because the old woman was wise, strong, and had a no-nonsense attitude. She also had a huge heart. “ ’Tricia Ann,” Mama Frances said, “it’s your fi rst trip alone downtown. Don’t let anyone give you what-for, you hear? You keep going to Someplace Special with your head held high.” Mama Frances was determined to boost her granddaughter’s pride and self-confi dence. ’Tricia Ann walked through the city. She saw sign after sign proclaiming Whites Only and Colored Section. White people glared at her as she passed them on the sidewalk. She wanted to run home crying. But ’Tricia Ann held her head high and walked bravely through the city streets. Finally, she was there! ’Tricia Ann climbed the steps to the public library, her very own special place, where everyone was welcome. She knew that Mama Frances was right: March proudly, and you will get to where you want to go.

Summary:


Name©

Ma

cmill

an

/McG

raw

-Hill

Practice

5

Fluency: Expression

As I read, I will pay attention to my expression and accuracy.

Josie and Franklin had heard Gramma’s stories many 8 times, but they never got tired of them. There was something 19 so comforting about Gramma’s voice. Josie felt as if she were 30 being wrapped in a warm, fuzzy blanket when she listened to 41 Gramma’s stories. And even though Franklin was 14 going 49 on 15, he still liked to hear Gramma’s stories about her life in 61 the South. 63 Now Franklin got up from the step where he had been 74 sitting. “Gramma, I have to go do my math homework. I’ll 85 see you at dinner.” 89 Josie stayed where she was. Like Gramma, Josie loved 98 nature, but living in the city didn’t provide much. She looked 109 around the neighborhood. Outside their second-floor 115 apartment, Gramma had planted window boxes, bright with 123 red and white geraniums. Other than that, a few spindly trees 134 that grew between the sidewalk and the curb were the only 145 green, growing things that Josie could see. 152 Other neighbors were sitting on their front stoops, too, 161 hoping for a cool evening breeze. 167

Comprehension Check1. Why does Josie enjoy listening to Gramma’s stories? Plot Development

2. What do Josie and her grandmother have in common? Main Idea and Details

Words Read – Number of Errors = Words

Correct Score

First Read – =

Second Read – =


Name©

Ma

cmill

an

/McG

raw

-Hill

Practice

7

1940 19701954: Brown v. Board of Education ruling

1964: Civil Rights Act passed

1960: Ruby Bridges desegregates her school

1955: Rosa Parks arrested

Important Civil Rights Dates1963:March onWashington, D.C.

A time line is a diagram that organizes information. Time lines help you keep track of events in the order in which they took place.

Look at the time line. Then answer the questions.

1. What is this time line about?

2. What happened in 1955?

3. What happened fi rst: the Civil Rights Act or the Brown v. Board

of Education ruling?

4. In which city did civil rights protesters march in 1963?

5. Would Rosa Parks have been arrested for refusing to give up her seat after

1964? Explain your answer.

6. Where would this event appear on the time line? In 1946, the United States Supreme Court bans segregation on buses that travel across state lines.

Text Feature:Time Line


Name

© M

acm

illa

n/M

cGra

w-H

ill

Practice

8

Vocabulary Strategy:Homophones

Homophones are words that sound the same but have different spellings and different meanings. Sometimes you need to read the words around a homophone to know which spelling and meaning makes the most sense.

A. Write the word from the box that best completes each sentence.

fair their way bored

fare there weigh board

Grandma always gives me bus to go downtown. I

the bus and sit in the last seat. It isn’t

that I have to sit in the back, but I’m never . I watch people

carry packages. Those bundles must

so much! I ride the bus all the to the library. I’m so happy

when I’m .

B. Circle the two homophones in each sentence. Then answerthe question.

1. The wind blew my blue hat away.

Which word refers to a color?

2. I had to write the right word for each item on the test.

Which word means “correct”?

3. Marta took one more turn and won the spelling bee.

Which word means that someone has gained victory?

4. It is great to live in our state’s capital because we can visit the capitol any time.

Which word refers to a building?

blew blue

write right

one won

capital capitol


name # learning contract — sandstone 5th grade unit …

Documents