- Shorter oral and written responses will be allowed.
- Extended time for oral and written responses will be given.
- Teacher will assist students with creating complete sentences, using appropriate grammar and vocabulary.
- Pictures to illustrate the vocabulary words will be used in the power points.
- Kagan methods of grouping will be used.
- Various teaching methods will be used including visual, auditory, kinesthetic, and tactile.
- Lower reading level supporting stories will be used which are provided with the reading series.
- Specific IEP requirements will be followed including grading and testing policies.
- Specific suggestions from the SPED and Bilingual Educator will be followed.
- Homework will only be assigned by the SPED teacher
- Shorter spelling/vocabulary list as determined by the SPED teacher will be used.
Mrs. Morin 5th Grade READING/ELA BLOCK Week of 03/20/17 to 03/24/17
Assessments:
Students will receive visual assessment on attention to and participation in lessons.
Students will receive written assessment on worksheets completed independently which demonstrates a 70% mastery.
Students will receive written assessment on written assignments by using a rubric which demonstrates a 70% mastery.
If the 70% mastery level is not achieved, teacher will remediate.
Mrs. Morin 5th Grade READING/ELA BLOCK Week of 03/20/17 to 03/24/17
Reading/Writing Activities
Monday – Friday – SPED and ELL
Spelling lists have been modified for ELL and SPED students to include only 10 words rather than 20. Spelling/vocabulary lists are generated for SPED and ELL students by the SPED and ELL teachers. Tests are administered by the same teachers on Friday for these students.
SPED and ELL students will read lower level material of the SPED and ELL teachers’ choosing while students are in the SPED and ELL classrooms. Regular teacher will send lower grade level materials relating to story listed below in case the SPED and ELL teachers choose to use this material. While in the regular classroom, SPED students will concentrate on their IEP goal of “using knowledge of consonants, consonant blends, and common vowel patterns to decode unfamiliar words with 90% accuracy by using the IRead program. (Both SPED students have this same reading goal, in two different grade levels: Aum’Unique - EL.00.RF.2 – RF.K.2; Luis - EL.00.RF.3 – RF.K.3 )
Monday
New spelling/vocabulary words for the week are: discovery, wisdom, uniform, courage, certain, and scarce. Students will add the vocabulary words and definitions to their vocabulary notebooks. Spelling/vocabulary words from the prior two weeks will be included with these new words on the Friday test. Introduce vocabulary in an auditory and visual way by showing a power point show which will be read aloud by all students. The power point includes the spelling/vocabulary word, spelling of the word, student friendly definition, picture illustration of the word, and word used in a sentence. Students will then make quiz cards. Students will next study the vocabulary in a kinesthetic/auditory/visual way by playing Kagan quiz/quiz trade for 5 minutes with the definitions and 5 minutes with the spelling.
Students will listen to chapters 1 and 2 of Red Badge of Courage being read aloud. This will allow the students to become familiar with the story and prevent cold reading of the story. It will also enable students to hear proper fluency and phrasing. Students will then read the story again with their Kagan face partner. While reading the story, students will complete a foldable story web which includes the following foldable items: characters, setting, problem, resolution, plot events, and summary. After reading and completing the foldable with the Kagan face partner, students will individually complete comprehension questions and vocabulary questions. Students will also cite where evidence is found for each comprehension question.
Mrs. Morin 5th Grade READING/ELA BLOCK Week of 03/20/17 to 03/24/17
Tuesday
The students will begin the lesson by going over the vocabulary power point. Students will then review vocabulary and spelling by using Kagan Quiz, Quiz, and Trade. Students will listen to chapters 3 and 4 of Red Badge of Courage being read aloud. This will allow the students to become familiar with the story and prevent cold reading of the story. It will also enable students to hear proper fluency and phrasing. Students will then read the story again with their Kagan face partner. While reading the story, students will complete a foldable story web which includes the following foldable items: characters, setting, problem, resolution, plot events, and summary. After reading and completing the foldable with the Kagan face partner, students will individually complete comprehension questions and vocabulary questions. Students will also cite where evidence is found for each comprehension question.
Wednesday
The students will begin the lesson by going over the vocabulary power point. Students will then review vocabulary and spelling by using Kagan Quiz, Quiz, and Trade. Students will listen to chapters 5 and 6 of Red Badge of Courage being read aloud. This will allow the students to become familiar with the story and prevent cold reading of the story. It will also enable students to hear proper fluency and phrasing. Students will then read the story again with their Kagan face partner. While reading the story, students will complete a foldable story web which includes the following foldable items: characters, setting, problem, resolution, plot events, and summary. After reading and completing the foldable with the Kagan face partner, students will individually complete comprehension questions and vocabulary questions.
Thursday
The students will begin the lesson by going over the vocabulary power point. Students will then review vocabulary and spelling by using Kagan Quiz, Quiz, and Trade. Students will listen to chapters 7 and 8 of Red Badge of Courage being read aloud. This will allow the students to become familiar with the story and prevent cold reading of the story. It will also enable students to hear proper fluency and phrasing. Students will then read the story again with their Kagan face partner. While reading the story, students will complete a foldable story web which includes the following foldable items: characters, setting, problem, resolution, plot events, and summary. After reading and completing the foldable with the Kagan face partner, students will individually complete comprehension questions and vocabulary questions.
Friday
The students will begin the lesson by going over the vocabulary power point. Students will then review vocabulary and spelling by using Kagan Quiz, Quiz, and Trade. Students will listen to chapter 9 and 10 of Red Badge of Courage being read aloud. This will allow the students to become familiar with the story and prevent cold reading of the story. It will also enable students to hear proper fluency and phrasing. Students will then read the story again with their Kagan face partner. While reading the story, students will complete a foldable story web which includes the following foldable items: characters, setting, problem, resolution, plot events, and summary. After reading and completing the foldable with the Kagan face partner, students will individually complete comprehension questions and vocabulary questions. Students will view Red Badge of Courage on Media Cast (1 hour, 10 minutes) and write a compare and contrast paragraph which compares and contrasts the book we read with the video.
Mrs. Morin 5th Grade READING/ELA BLOCK Week of 03/20/17 to 03/24/17
Accelerated Reading (A/R) Activities – all week Monday – Friday
Each day, students will be given 30 minutes to independently read materials of their choosing.
Parameters of choice are:
Reading material must be within the student’s ZPD level (Zone of Proximal Development).
Student must demonstrate progress in reading (Teacher will determine that pages are being read).
Students must work towards achieving their personal reading goal.
Student must test on material read, record the score in a notebook, and obtain the teacher’s signature.
Based on results of testing, further reading material levels will be assigned.
Vocabulary
In addition, as students independently read, they will look for vocabulary words. If vocabulary words are found within the independent reading material, student will write the sentence containing the vocabulary word into their vocabulary notebook. After 5 vocabulary words are found, student will show the teacher the five sentences containing the vocabulary words and teacher will reward the student with 5 stickers on a sticker sheet as well as provide the student with a Murray buck.
Mrs. Morin 5th Grade READING/ELA BLOCK Week of 03/20/17 to 03/24/17
CCSS ELA Literacy Standards: Text Dependent Questions/Close Reading
All week: CCSS.ELA-Literacy.RL.5.10 By the end of the year, students will read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently (5th grade CCSS Lexile band: 740 – 1010)
Monday:
General Understandings and Key Details
CCSS.ELA-Literacy.RL.5.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-Literacy.RL.5.2
Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text
Tuesday:
Vocabulary and Text Structure
CCSS.ELA-Literacy.RL.5.4
Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
CCSS.ELA-Literacy.RL.5.5
Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
Wednesday:
Author’s Purpose
CCSS.ELA-Literacy.RL.5.6
Describe how a narrator's or speaker's point of view influences how events are described.
Thursday:
Inferences
CCSS.ELA-Literacy.RL.5.3
Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
CCSS.ELA-Literacy.RL.5.7
Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, or poem).
Friday:
Opinions, Arguments, Intertextual Connections
CCSS.ELA-Literacy.RL.5.8
Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
CCSS.ELA-Literacy.RL.5.9
Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
Mrs. Morin 5th Grade READING/ELA BLOCK Week of 03/20/17 to 03/24/17
Research about teaching methods
http://jackson-consulting.com/teach-kids-critically-text
http://www.corestandards.org/assets/Appendix_A.pdf
http://www.corestandards.org/assets/Appendix_B.pdf
http://www.corestandards.org/assets/Appendix_C.pdf
http://www.corestandards.org/wp-content/uploads/Appendix-A-New-Research-on-Text-Complexity.pdf
http://fisherandfrey.com/resources/
http://www.nassp.org/Content/158/pl_sept12_instructldr.pdf
http://www.corwin.com/books/Book241985
Modifications for SPED and ELL:
- Shorter oral and written responses will be allowed.
- Extended time for oral and written responses will be given.
- Teacher will assist students with creating complete sentences, using appropriate grammar and vocabulary.
- Kagan methods of grouping will be used.
- Various teaching methods will be used including visual, auditory, kinesthetic, and tactile.
- Specific IEP requirements will be followed.
- Specific suggestions from the SPED and Bilingual Educator will be followed.
- Lower level Lexile story (appropriate for student’s functioning) will be used OR the higher level Lexile story will be read aloud by group members and discussed.
Assessments:
Teacher will use visual assessment of oral student group discussion and participation.
Teacher will use written assessment of the final question on Friday by scoring the written response with a rubric.
Students should demonstrate 70% mastery of the written response on Friday.
Teacher will remediate students scoring less than 70% on the written response
Mrs. Morin 5th Grade READING/ELA BLOCK Week of 03/20/17 to 03/24/17
Language Arts activities
We are reviewing for state testing.
Monday
Discuss subject and predicate on worksheet page 9. Work problems 1 – 5 together, circling the subject and underlining the predicate.
Students need to put up privacy shields. Students need to work the rest of page 9, problems 6 – 11 independently, following directions and writing the sentence on the line that will make sense, then circling the subject and underlining the predicate. Students also need to complete the back, page 12, following directions on the worksheet. The papers need to be turned in to the Language Arts bin at the front of the room when complete.
Tuesday
Discuss complete subject and complete predicate. Discuss simple subject and simple predicate. Do as examples on page 13 numbers 1, 2, and 3 and numbers 9 and 10. On page 14, do as examples together numbers 1, 2, 8, and 9. Students need to put up privacy shields and complete the rest of pages 13 and 14 independently. The papers need to be turned in to the Language Arts bin at the front of the room when complete.
Wednesday
Discuss compound subjects and compound predicates. On page 19, do together numbers 1 and 6. On page 20, do numbers 9 and 10 together as examples. Students need to put up privacy shields and complete the rest of pages 19 and 20 independently. The papers need to be turned in to the Language Arts bin at the front of the room when complete.
Thursday
Review prepositional phrases. On page 27, do questions 1 and 2 together as examples. Give students another copy of the list of prepositions (students should also have this list in their yellow spiral notebooks.) Students need to put up privacy shields and complete the remaining questions on pages 27 and 28 independently. The papers need to be turned in to the Language Arts bin at the front of the room when complete.
Friday
Review common and proper nouns. On page 37, work numbers 1, 2, and 7 together as examples. Students need to put up privacy shields and independently complete the remaining questions on page 37 and all of page 40. The papers need to be turned in to the Language Arts bin at the front of the room when complete.
Mrs. Morin 5th Grade READING/ELA BLOCK Week of 03/20/17 to 03/24/17
Standards and objectives
L.5.1 Students will demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
Grammar Activities – all week Monday – Friday
Students will write an opinion paragraph each day which responds to an opinion stated in Scholastic Weekly. Students need to state their opinion on the issue presented and give three supporting reasons for their stance.
Topics include the following:
Monday
11/2/15 question: Should kids be rewarded for eating veggies?
Tuesday
10/26/15 question: Are teens too old to trick or treat?
Wednesday
9/7/15 question: Should students learn cursive writing?
Thursday
9/21/15 question: Should schools require uniforms?
Friday
1/4/16 question: Should dogs be allowed in restaurants?
Mrs. Morin 5th Grade MATH BLOCK Week of 03/20/17 to 03/24/17
Standards and Objectives for this week:
All 5th grade standards covered this year.
Research about teaching methods
http://www.k12.wa.us/Research/pubdocs/pdf/MathBook.pdf Mathematics instruction
http://www.kaganonline.com/free_articles/research_and_rationale/ Use of Kagan method
https://www.ixl.com/standards/new-mexico/math IXL Math
http://www.nctm.org/ Math resources
http://www.flashmaster.com/ Flash Masters
Modifications for SPED and ELL:
- Extended time for oral and written responses will be given.
- Kagan methods of grouping will be used.
- Peer tutoring will be used.
- Various teaching methods will be used including visual, auditory, kinesthetic, and tactile.
- Manipulatives will be used to reinforce concepts.
- Specific IEP requirements will be followed.
- Specific suggestions from the Bilingual Educator will be followed.
- Shorter oral and written responses will be allowed.
- Various teaching methods will be used including visual, auditory, kinesthetic, and tactile.
- Specific IEP requirements will be followed including grading and testing policies.
- Specific suggestions from the SPED and Bilingual Educator will be followed.
- Homework will only be assigned by the SPED teacher
Mrs. Morin 5th Grade MATH BLOCK Week of 03/20/17 to 03/24/17
Assessments:
Students will receive visual assessment on attention to and participation in lessons.
Students will receive written assessment on worksheets completed independently which demonstrates a 70% mastery.
Students will receive written assessment on written assignments by using a rubric which demonstrates a 70% mastery.
If the 70% mastery level is not achieved, teacher will remediate.
Mrs. Morin 5th Grade MATH BLOCK Week of 03/20/17 to 03/24/17
Math Activities
While in the regular classroom, SPED students will concentrate on their IEP goals of:
1)Aum’Unique – given a set of numbers, student will add and subtract multi-digit whole numbers within 1000 using various
computational methods with 80% accuracy and given word problems, student will set up the problem and solve at 80% accuracy.
(MH.02.NBT.7 – 2.NBT.7)
2)Luis - will add and subtract multiple digit numbers up to 10,000 with and without regrouping and borrowing with 90% accuracy.
(MH.02.OA.1 – 2.OA.1)
To accomplish this instruction, teacher will use the IXL website as provided by the school district, utilizing the lower grade level materials to achieve these goals. SPED students will also review addition and subtraction math facts by using Math Facts Pro.
Monday – Friday
Released PARCC test items will be used for instruction as well as Engage NY test items and the 3rd quarter SCA.
Teacher will address specific areas where performance was low last year with a daily teacher created review sheet. Teacher will provide instruction as well time for large group, small group, partner peer, and individual practice. Common Core Sheets will be used for individual skill practice.
Monday
Volume 1, EnVision workbook, page 387. Review page 387 about finding the least common denominator when adding or subtracting fractions with unlike denominators. Do the story problem on page 389 together in large group.
Students need to tear out and work these pages independently (set up privacy shields).
p. 383 story problem (cross out page 384)
p. 391 independent practice problems 7 – 16 (cross out top of 391 and 392)
p. 393 problems 1 – 8 (cross out top of 393 and back of 394)
p. 395 story problem (cross out page 396)
All problems should be stapled together and turned in to the Math bin at the front of the room.
Mrs. Morin 5th Grade MATH BLOCK Week of 03/20/17 to 03/24/17
Tuesday
Review in the hard back math book page 350. Talk about borrowing. When you must subtract a fraction and all you have is a whole number, you must borrow a whole number and cut it into fraction pieces. Work the examples on the bottom of page 350 and 5 – 8 at the top of page 351.
Students work page 351, problems 9 – 33 independently (set up privacy shields) as well as the story problems numbers 44 and 45 at the bottom of the page. All problems should be stapled together and turned in to the Math bin at the front of the room.
Wednesday
Review in the hard cover math book page 361 about finding the least common denominator when adding or subtracting fractions with unlike denominators. Work examples on the bottom of page 361.
Review in the hard cover math book page 352 about adding mixed numbers. Add the whole number first, then add the fraction. The fractions may need to be changed to a least common denominator. Work examples on the bottom of page 352.
Students work page 362, problems 13 – 22 and 44 – 47 independently (set up privacy shields). All problems should be stapled together and turned in to the Math bin at the front of the room.
Thursday
Review again in the hard cover math book page 364 about finding the least common denominator when adding or subtracting fractions with unlike denominators. Work examples on the bottom of page 364 and problems 5 – 10 at the top of page 365.
Students work page 365, problems 11 – 28 and story problems 36 and 37. All problems should be stapled together and turned in to the Math bin at the front of the room.
Friday
Review again in the hard cover math book page 366 about adding mixed numbers with different denominators. Work problems 1 – 5 together at the bottom of page 366.
Students work page 367, problems 6 – 23 and story problems 38 and 39. All problems should be stapled together and turned in to the Math bin at the front of the room.
Mrs. Morin 5th Grade INTERVENTION BLOCK Week of 03/20/17 to 03/24/17
Standards and Objectives for this week:
Standards and objectives will vary daily according to needed student interventions.
Research about teaching methods
http://www.interventioncentral.org/ Interventions
http://childdevelopmentinfo.com/learning/learning_disabilities/teacher/ Interventions
http://www.lewiscenter.org/documents/AAE/Love%20and%20Logic/Teaching/Quick%20and%20Easy%20Classroom%20Interventions.pdf
Interventions
http://www.interventioncentral.org/behavioral-intervention-modification Interventions
http://www.pavilioncsd.org/webpages/mnoble/resources.cfm Interventions
http://www.edutopia.org/ Teaching Ideas
http://www.edutopia.org/practice/student-driven-differentiated-instruction-i-choose Differentiated Instruction
Modifications for SPED and ELL:
- Extended time for oral and written responses will be given.
- Various teaching methods will be used including visual, auditory, kinesthetic, and tactile.
- Manipulatives will be used to reinforce concepts.
- Specific IEP requirements will be followed.
- Specific suggestions from the SPED and Bilingual Educator will be followed.
Interventions will be performed for Reading or Math on Monday, Tuesday, and Friday according to the needs shown by various students. Wednesday is designated for the Bully Free lessons. Thursday, art will be done.
Mrs. Morin 5th Grade Bully Prevention (1:00 – 1:30) Week of 03/20/17 to 03/24/17
Wednesday
Assessments:
Students will receive visual assessment on attention to and participation in lessons.
Students will receive written assessment on worksheets completed independently which demonstrates a 70% mastery.
Students will receive written assessment on written assignments by using a rubric which demonstrates a 70% mastery.
If the 70% mastery level is not achieved, teacher will remediate.
Lesson C18: Follow lesson plans from lesson plan book for bullying
Mrs. Morin 5th Grade SCIENCE/SOCIAL STUDIES BLOCK) Week of 03/20/17 to 03/24/17
Standards and Objectives
Various science and social studies objectives will be covered with the magazines listed below.
Research about teaching methods
http://www.learnnc.org/lp/pages/7079 Strategies for teaching science vocabulary
http://serc.carleton.edu/k12/teaching_strategies.html Teaching strategies for teaching science
http://www.edu-nova.com/teaching-techniques-for-science-teachers.html Science teaching techniques
https://www.teachervision.com/teaching-methods/resource/5810.html Teaching methods
http://howscience.wikidot.com/home How to Teach Science
Modifications for SPED and ELL:
- Extended time for oral and written responses will be given.
- Kagan methods of grouping will be used.
- Peer tutoring will be used.
- Various teaching methods will be used including visual, auditory, kinesthetic, and tactile.
- Manipulatives will be used to reinforce concepts.
- Specific IEP requirements will be followed.
- Specific suggestions from the Bilingual Educator will be followed.
- Videos will be viewed to assist students with visualizing concepts.