Monday: Hyperboles, finish writing Haiku’s, and finish presentations
Tuesday: “My Dream vacation” writing, abbreviations, and any last presentations
Wednesday: Cause and Effect, compound sentences and conjunctions
Thursday: Centers to review
Friday: I will be out, there will be a substitute
Monday: Review Figurative Language (simile, idioms, and personification) and present vacation PowerPoints to class
Tuesday: Review Figurative Language (Simile, idiom, personification, and onomatopoeia) , start writing Haiku poems, and present power points
Wednesday: Review Figurative Language (Simile, idiom, personification, onomatopoeia, and hyperbole) , continue writing Haiku poems, and present power points
Thursday: Writing Haikus and presenting PowerPoints
Friday: Field Trip
Monday: Continue working on, Where should Ms. Papiernik go on vacation over summer break? Finishing Researching and making PowerPoint
Tuesday: CMAS
Wednesday: CMAS
Thursday: CMAS
Friday: Continue working on, Where should Ms. Papiernik go on vacation over summer break? Finishing Researching and making PowerPoint
Week of 4/15
Monday: MAPS
Tuesday through Friday: Where should Ms. Papiernik go on summer vacation? Project where students research different places to go on vacation and create a presentation on PowerPoint.
Monday: NO SCHOOL PRESIDENTS DAY
Tuesday: New spelling words, Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. (CCSS: RL.3.2) and continue working on finalizing our informational writing
Wednesday: Introduce prefixes (re- and pre-), and continue working on finalizing our informational writing
Thursday: Central message, lesson or moral from fables, folktales and myths. Start working on typing/writing final of informational writing
Friday: spelling test, Review prefixes from previous say add 2 new one ( dis- and un-) and final papers will be due today. We will be making posters for them next week and students will have a chance to present them in front of the class if they would like.
Monday: get new spelling words, Introduce Author’s Purpose: Persuade, Inform or Entertain, do a table activity about author’s purpose, go into centers
Tuesday: Each table reads a short passage they determine the purpose and tell me why using RACE in their answer, then we go into centers
Wednesday: Authors Purpose Cute and glue activity, and table task cards discussion, then go into centers
Thursday: Short quiz on authors purpose, students will read a short story/passage and will answer whether the excerpt is to inform, persuade or entertain. If they finish, they can work on their informational essay about an animal.
Friday: Spelling Test, work on informational essay and go into centers if we have time
Monday: Give students new spelling words, go over text features (heading, subheading, photograph, and illustration), then we will go into Reading centers and small groups
Tuesday: Review text features from Monday, introduce 2 new text features (Illustration and caption), then we will go into Reading centers and small groups
Wednesday: Review text features from Monday, introduce 2 new text features (Bold/italics words and glossary), then we will go into Reading centers and small groups
Thursday: Review text features from Monday, introduce 2 new text features (labels and diagrams), then we will go into Reading centers and small groups
Friday: Spelling Test, RACES writing (working on the R- restating the question), then we will go into centers and small groups
Monday: Learn about nonfiction text features and then we will go into centers and practice more text features and conference about writing
Tuesday: Learn about nonfiction text features and then we will go into centers and practice more text features and conference about writing
Wednesday: Start typing writing if they have conferenced with me and conferencing with the rest of the students for writing
Thursday: Ms. Papiernik will be gone all day, Ms. Terry will be the sub. MAPS testing for Reading
Friday: Text features gallery walk, go around the class and look at different books and mark what text features they have and then continue with typing and conferencing about writing
Monday: Fact vs. Opinion, reading centers and writing our persuasive essays about our National Parks we have been researching
Tuesday: Sequence of events, reading centers and writing our persuasive essays about our National Parks we have been researching
Wednesday: Kahoot to review parts of speech, reading centers and writing our persuasive essays about our National Parks we have been researching
Thursday: Parts of speech quiz, reading centers and writing our persuasive essays about our National Parks we have been researching
Friday: NO SCHOOL
Monday: Get their new spelling words for the week. A packet will be sent home as a study tool, it is not homework. Determine the main idea and key details of a text by underlining text evidence. Lastly, we will be writing Halloween stories!
Tuesday: Finish reading the story Preserve and Protect. Then go into our Reading Centers.
Wednesday: Facts Vs. Opinions in a story. Start Researching a Landmark, today they will pick a landmark and start looking on Epic! For books they want to read about their Lanmark. Go into Reading Centers.
Thursday: Using a graphic organizer, they will find 5 facts about their landmark and form 2 opinions about the landmark as well. Then we will go into Reading Centers.
Friday: Students will continue researching if needed and then start writing their postcards about their landmark.
Spelling Packets are never homework, they should be used as a study tool at home. Also, students should be reading at least 15-30 minutes a night. If possible have them read out loud to you
Monday: New spelling list given, work on spelling packet, and do our common writing assessment for Q2.
Tuesday: Field Trip
Wednesday: Go over sequence of a story and sequence words. Read story as a class, talk about the sequence of the story using sequence words. Then students, will independently do this with a story they choose on Epic
Thursday: Sequence of a story and sequence words. Then we will be working on Restating in our RACES response for writing
Friday: Spelling Test and Restating the question for RACES response class examples and independent work on this skill.
Practice math facts with students, we are on multiplication now but addition and subtraction review is always helpful