Reading: Review all Module 3 Texts
Skills: This week we will continue working on the End of Module Task. Students will revise and edit sentences created in response to a prompt, Revise story based on feedback, and Ask questions to clear up confusion or gather more information from a speaker during a Socratic Seminar focused on the Essential Question: “How do people respond to the powerful force of the wind?” Grammar: Adjectives Writing: Write an original story that includes sensory and feelings words. Phonics:Spelling with -oi and -oy, The Rule vc/cvc/cv, Final Stable Syllable -tion, Digraph -ue Spelling Words: far, much, play, gave, upon, after, handy, dribble, spell, shapeless, says, should Sight Words: the, said, of, do, into, to, who, you, your, color, what, from, are, friend, there, their, does, goes, been, come, some, put, want, was, where, two, done, one, sure, don't, won't, could, should, would, school, says, they, people, eye, love, move, any, many, another, brother, mother, other, only, something, answer, were, early, earth, heard, learn, word, work, world, once,today, together, tomorrow, again Math: Lesson 22:Write word problems of varied types. Lesson 23:Interpret two-digit numbers as tens and ones, including cases with more than 9 ones. Lesson 24-25:Add a pair of two-digit numbers when the ones digits have a sum less than or equal to 10. Lesson 26:Add a pair of two-digit numbers when the ones digits have a sum greater than 10. Reading: The Boy Who Harnessed the Windby William Kamkwamba and Bryan Mealer
Skills: Determine the essential meaning of The Boy Who Harnessed the Windbased on text evidence, Read and act out sentences that include sensory and feelings words, Connect content vocabulary from the text to the real world, Identify words that suggest feelings or appeal to the senses, Categorize two texts based on whether the text tells a story or gives information and list characteristics of each text type, Identify basic similarities in and differences between The Boy Who Harnessed the Windand a video about William Kamkwamba, Plan an original story about how a character responds to the wind using a graphic organizer, and Revise and edit sentences created in response to a prompt. Grammar: Adjectives Writing: Write an original story that includes sensory and feelings words. Phonics: Review skills Spelling Words: Review Sight Words: the, said, of, do, into, to, who, you, your, color, what, from, are, friend, there, their, does, goes, been, come, some, put, want, was, where, two, done, one, sure, don't, won't, could, should, would, school, says, they, people, eye, love, move, any, many, another, brother, mother, other, only, something, answer, were, early, earth, heard, learn, word, work, world, once,today, together, tomorrow, again Math: Lesson 18: Share and critique peer strategies for adding two digit numbers. Lesson 19: Use tape diagrams as representations to solve put together/take apart with total unknown and add to with result unknown word problems. Lesson 20-21- Recognize and make use of part-whole relationships within tape diagrams when solving a variety of problem types. Reading: Brave Irene by William Steig and The Boy Who Harnessed the Windbyby William Kamkwamba and Bryan Mealer
Skills: Use sensory and feelings words, including adjectives to write and act out a scene from Brave Irene, Revise sentences adding adjectives to describe feelings, Generate and answer questions about The Boy Who Harnessed the Wind using key details from the text, Define and use the prefix re- to make the words, Retell The Boy Who Harnessed the Wind using evidence from the story, Determine sensory and feelings words for a scene in The Boy Who Harnessed the Wind, Use illustrations and details to describe events inThe Boy Who Harnessed the Wind, and Ask questions from a speaker during a Socratic Seminar. Grammar:Adjectives Writing: Describe a scene from The Boy Who Harnessed the Wind using key details from the text Phonics:Digraph -ea, Dropping Rule, Diphthongs -oi, -oy Spelling Words: day, fly, trusted, weekly, campfire, blooming, under, myself, inside, problem, thought, where Sight Words: the, said, of, do, into, to, who, you, your, color, what, from, are, friend, there, their, does, goes, been, come, some, put, want, was, where, two, done, one, sure, don't, won't, could, should, would, school, says, they, people, eye, love, move, any, many, another, brother, mother, other, only, something, answer, were, early, earth, heard, learn, word, work, world, once, today, together, tomorrow, again Math: Lesson 14: Use counting on and the make ten strategy when adding across a ten Lesson 15: Use single digit sums to support solutions for analogous sums to 40. Lesson 16-17: Add ones and ones or tens and tens Lesson 18: Share and critique peer strategies for adding two digit numbers |
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