Week of September 16th

Important Dates

 - 9/23-9/27 Fall Break

 - Thursday 10/10 Fall Festival at DES 

This week in Mrs. Plante's Math....

Parent Letter from the GADOE

We are continuing with Unit 1 and reviewing for the unit test on THURSDAY 9/19.  This was moved up a day to allow 2 days to work on it. 

Partial Quotient Strategy for division Video

Area Model Multiplication Video

Standard Algorithm Multiplication Video

Order of operations and numerical expression videos from last week: 

HERE is a video explaining multiplication and division with Powers of 10.  

HERE is a video explaining the Order of Operations

We will start using IXL.com during NBI this week. Your student will be writing their log in information in their agendas. If they work on IXL at home this week, they can earn a ticket from me the next day! I have starred skills for us to focus on for each unit for the year. I will be adding on the blog items for them to focus on. As a review, they can work on: A1, A2, A4, C10, C12, C13, C14, E1, E2, and G4.

This week in Mrs. Allen's Writing...

In writing this week we will finish reading "Reading Rats All Around us" with focus to writing a paragraph from a writing prompt each day.  We will begin our fictional narrative writing unit. The focus is to be able to write a fictional (made up) story. 

This week in Mrs. Allen's Science.

We will continue our Science Unit on Cells and Microorganisms. Your student will need to be able to identify the elements and the functions of a plant and animal cell. In their folder should be two study guides that they should study each night. The assessment will be October 4th.

S5L3. Obtain, evaluate, and communicate information to compare and contrast the parts of plant and animal cells. a. Gather evidence by utilizing technology tools to support a claim that plants and animals are comprised of cells too small to be seen without magnification. b. Develop a model to identify and label parts of a plant cell (membrane, wall, cytoplasm, nucleus, chloroplasts) and of an animal cell (membrane, cytoplasm, and nucleus). c. Construct an explanation that differentiates between the structure of plant and animal cells.

S5L4. Obtain, evaluate, and communicate information about how microorganisms benefit or harm larger organisms. (Clarification statement: Possible microorganisms could include Tardigrades, Lactobacillus, Probiotics, Rotifers, Salmonella, Clostridium botulinum (Botox), E-coli, Algae, etc. Students are not expected to know these specific microorganisms. The list is provided to give teachers examples.) a. Construct an argument using scientific evidence to support a claim that some microorganisms are beneficial. b. Construct an argument using scientific evidence to support a claim that some microorganisms are harmful.

Vocabulary:

Cell- The basic unit of structure and function of all living things., tissue- A group of cells that work together to perform a certain function. 

organ- A group of tissues that work together to perform a certain function.

organ system- A group of organs that work together to do a job for the body.

microorganism- An organism that is too small to be seen with the unaided eye. 

bacteria- A certain type of microorganism 

mold- a kind of fungus 

protist- A one-celled organism that shares traits with plants or animals. 

HERE is a great site to check out more information on our current unit. 

This week in Mr. Brumbelow's Reading Class...

***Starting this week students will have reading homework that they can work on every night at home. It's just a short reading passage with a few questions each day to keep their reading and vocabulary skills sharp. These homework sheets are due every Friday morning, however they can turn it in early if they would like. If your child doesn't turn in this homework then they will receive a negative dojo and forfeit their recess for the day.***

We will begin reading our first nonfiction Shared Reading book of the year, Animal Cells and Life Processes by Barbara A. Somervill. We will be keeping track of all our text structure elements as we progress through the book. We will begin with vocabulary work, read chorally as a class, and then partner reread to ensure comprehension. Students will use their reading notebooks to complete some vocabulary word work. Students will also be answering a written response to the text in their reading notebooks. There will not be a spelling and/or vocabulary test over words from this book. We will use these words daily in our written response answers.

We will also continue our NBI (Needs Based Instruction) reading rotations. Some students will be working in the computer labs on Read 180 or System 44. Other students will stay in the classroom and meet with me in small groups to work on reading fluency and comprehension. This program helps students that are reading below grade level become more proficient readers. It will also have students that are on grade level continue to grow their reading skills and vocabulary up to and beyond the fifth grade reading band. Each of these segments will last 45 minutes.