**Mrs. Jane Park and Mrs. Joanne Schmidt**

*English Language Arts***In unit 2 of our Lucy Calkins studies, we will be working on nonfiction research papers.**

Reading:

Overview of Unit 2: This main focus of this unit is to be able to understand the underlying structures of texts to help them understand the overall text structures of non-fiction. This unit will address students’ abilities to determine the main idea of a text and summarize the text, including how key details support the main idea. In addition to work on determining main idea, this unit places a strong emphasis on supporting students’ abilities to make inferences and grow ideas, always grounding their ideas in text evidence. The unit will also work to support students in describing text structures of texts or parts of texts. If you are able to gather any texts on the same high interest topics (wolves, sharks, baseball, and so on), then students can not only compare and contrast the information learned from these texts but also integrate what they have learned in order to speak and write knowledgeably. The unit highlights the importance of text structures and channels students to focus in on texts of a particular structure for a bit, noting the ways that structure teaches readers.

Vocabulary Studies, we will study from Wordly Wise workbooks. Students will study one lesson every two weeks. We usually will study these words in class on Mondays and Wednesdays. After two weeks of studying, there will be a test on Thursdays on spelling and multiple meanings of the 15 words given. I advise students study over the two week, do not procrastinate.

Reading:

Overview of Unit 2: This main focus of this unit is to be able to understand the underlying structures of texts to help them understand the overall text structures of non-fiction. This unit will address students’ abilities to determine the main idea of a text and summarize the text, including how key details support the main idea. In addition to work on determining main idea, this unit places a strong emphasis on supporting students’ abilities to make inferences and grow ideas, always grounding their ideas in text evidence. The unit will also work to support students in describing text structures of texts or parts of texts. If you are able to gather any texts on the same high interest topics (wolves, sharks, baseball, and so on), then students can not only compare and contrast the information learned from these texts but also integrate what they have learned in order to speak and write knowledgeably. The unit highlights the importance of text structures and channels students to focus in on texts of a particular structure for a bit, noting the ways that structure teaches readers.

Vocabulary Studies, we will study from Wordly Wise workbooks. Students will study one lesson every two weeks. We usually will study these words in class on Mondays and Wednesdays. After two weeks of studying, there will be a test on Thursdays on spelling and multiple meanings of the 15 words given. I advise students study over the two week, do not procrastinate.

*We will work on the workbook in class. If students do not complete the section during class, they need to finish it at home.*Quizlet is one way to help with their studies.*Click here for Lesson 2 words**Click here for Lesson 3 Words*

*Click here for Lesson 4 Words*

**quizlet.com/259688486/wordly-wise-3000-level-4-lesson-5-flash-cards/**

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**quizlet.com/275050774/worldly-wise-3000-level-4-lesson-13-flash-cards/**

**quizlet.com/295214625/worldly-wise-3000-level-4-lesson-14-flash-cards/**

**quizlet.com/295214868/wordly-wise-3000-book-4-lesson-15-flash-cards/**

**Social Studies**

News WeeklyNews Weekly

**In social studies, we are connecting “real world” events to our Social Studies Weekly magazine. Most recently you saw our focus was on global warming. Students have learned about what is currently in the news about global warming, and why it is important to be aware of.**

*Science Quarters 3 & 4*

**Mathematics****We will continue Multiplication and division practices as we begin yet another new chapter.**

__Please__practice adding, subtracting, multiplication and division facts.**In chapter 5,**your child will learn to find a typical value for a data set and predict the probability of different results. Some of the skills your child will practice are: • finding the mean, median, mode, and range of a data set from raw data, line plots, and stem-and-leaf plots • determining the likelihood and probability of an event.

Activity We deal with probability in everyday life whenever we are faced with situations where we are not sure what is going to happen. Examples are: what the weather will be like tomorrow, what you are likely to roll on a die, and so on. This activity will help your child explore such situations. Show your child this number line. • Have your child think of and describe some events with the probability shown by the arrows A–E on the number line. Encourage your child to use the terms more likely, less likely, equally likely, certain, and impossible to describe the likelihood of these events happening. For example, A represents an impossible event and E represents a certain event. If you toss a regular die, it is certain that it will show a number less than 7 and impossible that it will show a number greater than 7.

__Vocabulary to Practice__An outcome is the result in a probability experiment.

A favorable outcome is a desired result.

Probability = Number of favorable outcomes/ Number of possible outcomes

An outcome that will definitely occur is a certain outcome. An outcome that will definitely not occur is an impossible outcome. If the probability of an outcome is between 1 2 and 1, it is more likely to occur. If the probability of an outcome is between 0 and 1 2, it is less likely to occur. Outcomes that have the same chance or probability of occurring are described as equally likely outcomes

En este capítulo, su hijo aprenderá a buscar un valor típico para un conjunto de datos y predecir la probabilidad de diferentes resultados. Algunas de las habilidades que practicará su hijo son: • encontrar la media, la mediana, la moda, y el rango de un conjunto de datos de datos sin procesar, diagramas de punto y diagrama de tallo y hoja • determinar la posibilidad y probabilidad de un evento.

Actividad Nos vemos enfrentados a la probabilidad en nuestra vida cotidiana cada vez que estamos frente a situaciones en las que no estamos seguros qué va a suceder. Algunos ejemplos son: cómo estará el tiempo mañana, que obtendrá al lanzar un dado, etc. Esta actividad ayudará a su hijo a explorar dichas situaciones. Muestre a su hijo esta recta numérica. • Pida a su hijo que piense y describa algunos eventos con probabilidad representada por las flechas A - E en la recta numérica. Anime a su hijo a que use los términos más probable, menos probable, igualmente probable, seguro e imposible para describir la posibilidad de estos eventos ocurriendo. Por ejemplo, A representa un evento imposible y E representa un evento seguro. Si lanza un dado común, es seguro que obtendrá un número menor que 7 e imposible que obtenga un número mayor que 7.

__Resources__1. SINGAPORE SOURCES

2. khanacademy.org-

**All students should have access to khanacademy. Please make sure that I am listed as their coach.**

__-MATH MAP-__Practice your math skills using your RIT score.

__Math practice worksheets__

Math practice worksheets

Math Video lessons

Interactive Activities

Math practice worksheets

Math Video lessons

Interactive Activities

**Additional information**

**PARCC**PARCC _Primer

Parent Resources

**Parent Portal-www.cps.edu (click on student) Parent Portal will appear**

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