Hello! We have made it to the middle of the week! Hurray!

Here’s the weekly schedule for live lessons. We’ll record the live lessons, and they will be posted on the blog the next day.

8:30am  The blog will be published with the day’s assignments and activities
9:30am – 10:00am Online live session through Zoom
11:00am – 12:00pm Office hours on Monday-Thursday (Jackie or I will be on hand to answer emails directly during that hour. All other emails will be answered within 24 hours.)

Core Arts classes will happen in the afternoon and their live lessons will be as follows:
Monday – Art
Tuesday – Spanish
Wednesday – Music
Thursday – P.E.
Friday – Health
1:00 – 1:30pm Group A (Alice, Amil, Audrey, Ayla, Carter, Elsa, Euna, Kaveh, Keith, Nova, Rome, Zakkai)
1:45 – 2:15pm Group B (Charlie, Harper, James, Logan, Max, Opal, Poppy, Sage, Sebastien, Thalia, Vincent, Zoe)

In the email from Bliss with information about Phase 2 of our Distance Learning Plan, there is a Student Expectations of Distance Learning Communications. It outlines proper etiquette when responding or sharing online. Please re-read that document with your families so that expectations are clear.

Things that you are going to need during our live sessions this week:
– Paper and pencil or a white board and marker (we may ask you to show us your response)
– The math packet we mailed you

Join Zoom Meeting for our 9:30 – 10:00am session this week:
https://zoom.us/j/863177478?pwd=V1BJL2tsYmJlMjNRbVlUb3dkM1o0QT09
Meeting ID: 863 177 478
Password: Temescal

We’ll continue posting a riddle/joke here, but you no longer need to email your answer to indicate your attendance since we’ll be seeing you at 9:30am on the Zoom meeting! You can share your answer to the riddle/joke then if you’d like.

If you are working with Katherine, do her assignments first. Also, we’ll put a time for each activity. Put on a timer for the time indicated for that subject. Once that timer dings, move on to the next work!
Remember to have body breaks! GoNoodle has great body breaks that are for a specific amount of time.

We’d love for you to share what you are up to! Let us know of any links/resources that you find interesting, and we’ll add it to our list of things! Also, email us pictures of what you’re up to, and a caption, and we’ll create a gallery of these pictures to post on Friday. (You’ll have to share the pictures before 8:30am on Friday for it to be included on the Friday gallery!)

We recognize that Distance Learning is new for everyone, and it can take some time getting used to. Please let us know if there is too much or too little work and if something is challenging for you. We want you all to be successful in Distance Learning, and we’re here to help!

We created a Weekly Checklist with an overview of all of the assignments for the week.
Take note that this is a living document between Jackie and I and we may change or adjust it throughout the week.

Things that are due by this Friday (Please take a picture of all of these assignments and email them all at once to Jackie and me):

  • Unit 4 Post-Assessment (page 1-4)
  • Book group questions  *If you opted to do a video or voice memo, then send that over in the email.
  • Words Their Way spell check
    • The Spell Check should look like this:  An adult should choose any 10 of the words from the Sort #8 set of words. (this is an example from last week.)

      Example of what a spell check should look like. Please do the spell check in pencil and correct in pen!

Here are today’s assignments:

Math (60 min):
Unit 5 is focused on multiplication and division. This lesson is looking at the connection between multiplication and division.
The Fours Chart we worked on during our morning session. You’ll need it to do your work today.

  • Pg. 144-145 Thinking About Fours

 

Reader’s Workshop (60 minutes):

  • Spelling
    • This week, you should finish a total of two spelling activities. There are no sight words this week.
    • We’ll ask your grownups to help you with a spell check on Friday, so make sure you really know these spelling rules!
  • Book Groups
    • We’ll ask you to do some reading at home and to answer questions about what you’ve read. Look for specific instructions for your book, which came home with you in your folder. There are four book groups:
      • Rules by Cynthia Lord
        • Assignments and instructions here
      • Warton and the King of the Skies by Russell E. Erickson
        • Assignments and instructions here
      • Mrs. Frisby and the Rats of NIMH by Robert C. O’Brien
        • Assignments and instructions here
      • Al Capone Does My Shirts by Gennifer Choldenko
        • Assignments and instructions here

Writer’s Workshop (60 min):

We are still in the early stages of our writing. We are finally drafting! Today, we’ll take the notes that we have taken about our local plant/animal into sentences and organize them into paragraphs.

(You may need to refresh to see the video in the space above.)
The video covers
  • ordering bullet points so there’s a logical sequence to the facts
  • complete sentences
  • transition words
  • using a sheet of binder paper to continue writing the paragraph
  • glossary words
  • did you know fact
    Turning your bullet point notes into paragraphs
    A sample of what your notetaking sheet might look like. Notice the bullet points and numbers next to the points (telling us which order we’ll talk about them in the paragraph)
    A draft of Jackie’s Appearance paragraph. Notice the glossary words highlighted in pink and transition words


Typing Club (20 min):

    • Typing Jungle (Lessons 5-8)
    • Go to https://tbstyping.typingclub.com
      Your username is your first name + last initial + 25 so for me, it would be lisac25
      Password: grad2025


Core Arts live session:
Music with Owen

Password: Temescal


(You may need to refresh to see the video in the space above.)

Tuesday’s morning session:
We talked about what our local plant/animal research writing should look like.
(You may need to refresh to see the video in the space below.)

In case you couldn’t see my pages, here are close ups of each page.

Cover: Includes an illustration of the plant/animal you are researching and your name
The title page will be the first paper page in the book.
Title page: Could be the same or a different view of your plant/animal, the title, and your name (first paper page of the booklet)
The table of contents will be the second new page on the right side of the book.
Table of Contents will have the different categories you wrote about and corresponding pages for the information,
The first page of the body of the book will actually begin on the 3rd new sheet on the right side of the book.
Page 1: “Appearance” and “Habitat”
Page 2: The corresponding “Did you know?” will be on the back of page 1, “Appearance” and “Habitat”.
Pages 2 & 3: The “Did you know?” for “Appearance” and “Habitat” will face the page about “Offspring” and “Life Cycle/Seed Dispersal/Care of Young”..
Page 3: “Offspring” and “Life Cycle/Seed Dispersal/Care of Young”
Page 4: The “Did you know” that relates to “Offspring” and “Life Cycle/Seed Dispersal/Care of Young”
Pages 4 & 5: The “Did you know?” for “Offspring” and “Life Cycle/Seed Dispersal/Care of Young” will face the page about “Food/Predators/Defense”.
Page 5: The topics of food, predators, how the plant/animal protects itself from predators.
Page 6: The “Did you know?” for “Food/Predators/Defense”
Pages 6 & 7: The “Did you know?” for “Food/Predators/Defense” will face the glossary.
Page 7: The glossary.
Pages 8 & 9: Page 8 will be blank and the bibliography will be on page 9.
Page 9: We may or may not get to the bibliography, but if we do, it will be on page 9.
Pages 10 & 11: Page 10 will be blank and page 11 will be the index.
Page 11: The index for your book that will incorporate the different topics as well as glossary words, and which pages they can be found on.
Pages 12 & the inside of the back cover: Page 12 will be left blank and the About the Author would be on the inside of the back cover.
Inside of the back cover: If we have time, we may show kids how to do an “About the Author” page.

Art from Monday (Group B): (you may need to refresh to see the video below)

From Julianne:
Video: class topic – Orientation of place by greeting, doing by “making circles” and sharing about art made or art experiences in the last few weeks.
Observation: I want to thank students for being so prepared for art studio class. I noticed students participating by listening to one another, looking at the screen when others were sharing and being courteous with video screens. Stepping up and stepping back in sharing support for one another and ideas.

For fun:

Ideas for science:

Cultural studies:

  • Interview parenting adults about family stories and history they’ve lived through

Other things to do:

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