i 111. ook proj-ilck SUBJECT SSIGN ENT DUE. No 5>c voo\ Pr\c\ TODAY IS c\< Klcj J Z \~~] UTERACY. (wjn e.

Size: px

Start display at page:

Download "i 111. ook proj-ilck SUBJECT SSIGN ENT DUE. No 5>c voo\ Pr\c\ TODAY IS c\< Klcj J Z \~~] UTERACY. (wjn e."

Imogene Allen
5 years ago
Views:

1 TODAY IS c\< Klcj J Z \~~] SUBJECT SSIGN ENT DUE ook proj-ilck UTERACY ATH Cjc <_rov«- uj c s 5JinSor< c (wjn e. svor r ou Vavo,') ( lo 3-)0 - r o vor\s t / Kk( M*L. 3-lo piece COMPLETE SOCIAL ST DIES o c 3 3. M Ca Coro. - a rmo a \a 5o V >» CO PLETE SCIENCE ' o nv V es \ 1 ] COMPLETE UPCOMING EVE TS No 5>c voo\ Pr\c\ )oo o c s Ys- rs - - c\u 1 COMPLETE MESSAGE FRO : TEACHER: PARENT: i 111 PARENT OR GAURDIAN SIGN TLRE DATE

2 Adding Fractions with Ci cle Pieces Lesson 3-10 DATE TIME Make an estimate. Then use our fraction circle pieces to find the sum. Use the red circle pjt l as the whole. Remember to think about using same-size pieces. F55189 Write a number sentence to show how you used equivalent fractions to find the sum. Example: f + f =? + Between 7 and / Estimate: Show + with fraction pieces. Cover the piece with four pieces to show that is the same as 5 Sum: 8_ j 1 5 Number sentence: = 3 6- Fstimate: 'T S n 4 ii Sum: Q Number sentence: 4 ( - 4- / _=9 Estimate: Sum: l Cs> Q Number sentence: l + = = Estimate: z Estimate: Sum: 2. Number sentence: M z a. 12. Sum: Number sentence: = 9 3 ' = 9 F. timatn: l. Estimate: Sum: Sum: Number sentence: _ Number sentence: qs

3 Ch. 3: Native American Cultural Regions Reading Notes Name of Region rcw a Geographical location (describe): 1, Ci \v -o Aw: \n ovtc sl rv\our\v >f\ a.. -q v as. Gre V. Natural resources & climate: r \ Ba acic\ x: g.xvc e,<yml \ >-V - Co\ 7 \ t \V\ <_ rc fn,, 7 7 ~ J rab bi V ( t iri, fvst\ C c s, s i\vvv.>, o. \\ - c\ YAaVc r sc rc ; R u:coa t bt rr \< ; rr, y\ O V g Cuni $ (ra l AV.rr\ ) Tribes: d Vaq j Pa o Housing: C A 5 p \ ( kj oc o I ( crxtr pc\ lo s v >s ov >rg u; oa Dar N \s - C t \A\; rvg-a C. -C ra Other artifacts (name & describe): dr s> I kea ( A I L (\ } J>. i i\o csi?oqa. C. g s II A c lcv - iro fy-n c\<xi C dryx W c a A O-fN ccimo'cy

5 a..mm!. "if Reading Notes ICh. 3. Native merican Cultural Regions Name of Region: r SSi.0 4 Geographical location (describe): -fi~crg - So -V i A Q.S. Jbo p r- kitr CJZ. Natural resources & climate: exyrcrrsc krc r Vttres ; Aa \ov VWcjk -s Co\c\ S ' fcr (.orc\x» - <u,n -.S r<-(i- ' as 1, -lf ta L)) s 21 7rr?i. Cc vjof SJ r s s cn / c o ( feio fr ' Tribes; / pqt.ho Housing: putl lo ap r\rvy V mc e r\c p H V-d S ies \rv\ \o 4 A t-o nr > Ac\ v Other artifacts (name & describe): e V r ss i ga Co\or fw p\ r\ - f \ /\j \ 5. ov - or bv- WN i 11 rv\t - / i,o VcC

7 Writing Personal Narrative with Power: Grade 5 Writing Unit 1 Use Concrete Words and Phrases Student Chart - Session 3 I can use concrete words and phrases to convey experiences and events precisely in this way: When I rite, I include concrete words and phrases to help the reader imagine my story: -i I use exact details. i I use specific words. When I revise, I look for parts of my writing that might not be clear for the reader. I rewrite those parts by adding concrete words and phrases to make the ideas become real in the mind of the reader. This document is the property of the Michigan Association of Intermediate School Administra ors (MAISA) and Oakland Schools. Copjn'ghtpermissionpending. No further distribution permitted. Do not duplicate. Ilevised 7/8/2013. Page 1

8 Writing Personal Narrative with Power: Grade 5 Writing Unit 1 Concrete Words and Phrases in Time of Wonder By obert McCloskey A sentence the author might have written The children played at the beach all day. Excerpt using concrete ords and phrases This morning the rock is arm in the sun, and loud ith happy noise of children who have come to spend the day. They dive off the rock and swim, then stretch out, drippin, in the sun, making salty young silhouettes on the old scars made by the glacier. In the afternoon, when the tide is out, they build a castle out of rocks and driftwood below the spot where they had belly-whoppered and dogpaddled during the morning. This document is the property of the Michigan Association of Intermediate School Administrators (MA1SA) and Oakland Schools Copyright permission pending. No further distribution permitted. Do not duplicate. Revised 7/8/2013. Page

9 Writing Personal Narrative ith Power: Grade 5 riting Uni 1 Include Sensory Details Student Chart - Session 4 I can use sensory details to help the reader ex erience the story in this way: When I write, I include the follo ing sensory details: -i What I see. What I hear. -i What I feel. -i What I smell. What I taste. When I revise, I look for parts of my writing that might not be clear for the reader. I rewrite those arts by adding sensory details. i This document is the property of the Michigan Association of Intermediate School Administrators (MAISA) and Oakland Schools Co yright permission pending. No further distribution permitted. Do not duplicate. Revised 7/8/2013. Page 24

10 Writing Personal Narrative with Power: Grade 5 Writing Unit 1 Plan, Organize, and Pace a Story Student hart - Session 5 I can plan, organize, and pace my story using a story mountain in this way: Record what the main character wants, hopes, or desires at the base of the story mountain. Record key moments related to the goal along the incline of the story mountain. Record the turning point of the story at the peak of the story mountain. Record the resolution along the decline of the story mountain. Determine how to pace the story effectively. This document is the property ofthe Michigan Association of Intermediate School Administrators (MAISA) and Oakland Schools. Page 28 Copyright permission pending. No further distribution permitted. Do not duplicate. Revised 7/8/2013.

11 CC " cj-r (c J O v u7 V

Writing Folder Tools. {for K-2}

Writing Folder Tools. {for K-2} Writing Folder Tools {for K-2} Hey there teaching friend Enjoy these writing folder materials for K-2 These supports have helped my students become more independent writers, and I hope they do the same