Grade 5

Family Resources

Week Six

April 29-May 6, 2020

English

Language

Arts

Grade 5 Week 6

English Language Arts At-Home Learning

5th Grade Week 6

New Learning

Learning Summary Reach for Reading Unit 7 BIG Question: Why should we care about garbage? During this 6th week of at home learning, 5th graders will move into Unit 7 of their Reach for Reading curriculum, and engage in new learning. Students will read a persuasive science article titled, “The World of Waste” by, Marybeth Lorbiecki. Students will work to analyze the reasons and evidence an author uses to help make their points. Students will also develop their understanding of important science and academic vocabulary words.

Word Work

Task 1:

• Turn to page 459 in your Reach for Reading text.

• Make a 4-Corner Vocabulary Organizer for each of the six science words on that page.

• Use each word in a sentence, draw and label a picture of it, write the definition, and elaborate on each word by writing down anything else you know about it.

• Use a blank sheet to recreate the 4 Corners chart from the Graphic Organizer Menu.

Task 2:

• Turn to page 482 in your anthology. Read the section called, Write About It.

• Create an advertisement for a “green” product of your choosing.

• In your advertisement, include at least 7 of the Key Words (listed at the top of the page.) Use a blank sheet of paper to create your ad.

Reading Comprehension/ Reader Response

“The World of Waste” by, Marybeth Lorbiecki Task 1:

• Turn to page 460 in your anthology to learn about an Author’s Viewpoint.

• Read the first half of “The World of Waste” (pages 464 – 471.)

• Respond to Reading: Look at the picture graph on page 470. o Why does the author include this data? o How does the information in this graph, help support the author’s

viewpoint?

• Recreate an organizer from the menu, or use blank paper to record your responses.

Task 2:

• Read the second half of “The World of Waste” (pages 472 – 481.)

• Respond to Reading: o How does the author persuade readers to think critically, and make

careful choices about trash? o Cite at least three pieces of evidence from the selection to support

your answer. o Recreate an organizer from the menu, or use blank paper to record

your response.

Grade 5 Week 6

English Language Arts At-Home Learning

Independent Reading

• Read for an additional 20 to 30 minutes each day.

Writing

Unit 4: “The Research-Based Argument Essay” (Opinion/Argument) Task 1:

• Tell an adult what you learned about the genre of argument writing from your teacher.

• Be sure to include information about: o How it is similar and different from opinion writing o The role of research in developing an argument o The importance of understanding both sides of the argument

Task 2:

• Watch the video from the Midwest Dairy Council at https://tinyurl.com/MDCmilk

• Watch the video from a news broadcast at https://tinyurl.com/LAschoolmilk

• Using information from BOTH videos, complete the T-Chart graphic organizer with 3 reasons why chocolate milk SHOULD be served in schools, and three reasons why it should NOT be served.

Other

MyNGconnect.com

• Follow on-line resources for myngconnect.com (elementary)

• Login to Unit 7 Week 1 Vocabulary Activities

English Language Arts At-Home Learning

Grade 5 Week 6

English Language Arts At-Home Learning

Writing Graphic Organizer

Reasons why it SHOULD be served Reasons why it should NOT be served

Students

with

Individual

Educational

Plans

Individualized Education Plan (IEP) – English Language Arts At-Home Learning

Grade 5 Week 6 IEP

5th Grade Week 6

New Learning

Learning Summary Reach for Reading Unit 7 BIG Question: Why should we care about garbage? During this 6th week of at home learning, 5th graders will move into Unit 7 of their Reach for Reading curriculum, and engage in new learning. Students will read a persuasive science article titled, “The World of Waste” by, Marybeth Lorbiecki. Students will work to analyze the reasons and evidence an author uses to help make their points. Students will also develop their understanding of important science and academic vocabulary words.

For our students with Individualized Education Plans (IEPs) we have included a list of accommodations for you to use. Feel free to choose the accommodation from the list that best supports your student. The accommodations appear after every task, and are meant to support the learning for that specific task. Please note any accommodations in your student’s IEP that are not listed below may be used as well.

Word Work

Task 1: Turn to page 459 in your Reach for Reading text. Make a 4-Corner Vocabulary Organizer for each of the six science words on that page. Use each word in a sentence, draw and label a picture of it, write the definition, and elaborate on each word by writing down anything else you know about it. Use a blank sheet to recreate the 4 Corners chart from the Graphic Organizer Menu. Accommodations for students with IEPs:

1. Decreased Work Load: Students may write the vocabulary word and the definition. Students may then draw a picture of the vocabulary word.

2. Scribe: For students who have difficulty with writing and choose to write a sentence using the vocabulary word – the student may verbally respond while an adult writes their response on their paper.

3. Read aloud: For students who have difficulty accessing the text – An adult may read the passage to the student.

4. Flash Cards: For continued practice with vocabulary words – Create flash cards using index cards, sticky notes, or any other available piece of paper. Write the word on one side, and the definition on the other. Continually review and practice vocabulary words to aid with student memory.

Task 2: Turn to page 482 in your anthology. Read the section called, Write About It. Create an advertisement for a “green” product of your choosing.

Individualized Education Plan (IEP) – English Language Arts At-Home Learning

Grade 5 Week 6 IEP

In your advertisement, include at least 7 of the Key Words (listed at the top of the page.) Use a blank sheet of paper to create your ad. Accommodations for students with IEPs:

1. Read aloud: For students who have difficulty accessing the text – An adult may read the passage to the student.

2. Scribe: For students who have difficulty with writing - the student may verbally respond while an adult writes their response on their paper.

3. Allow for verbal responses: Rather than writing responses, have student respond verbally.

Reading Comprehension/ Reader Response

“The World of Waste” by, Marybeth Lorbiecki

Task 1: Turn to page 460 in your anthology to learn about an Author’s Viewpoint. Read the first half of “The World of Waste” (pages 464 – 471.) Respond to Reading: Look at the picture graph on page 470.

o Why does the author include this data? o How does the information in this graph, help support the author’s viewpoint?

Recreate an organizer from the menu, or use blank paper to record your responses.

Accommodations for students with IEPs:

1. Read aloud: For students who have difficulty accessing the text – An adult may read the passage to the student.

2. Scribe: For students who have difficulty with writing - the student may verbally respond while an adult writes their response on their paper.

3. Break work into manageable chunks: This allows students to complete this task over an extended period of time. Have your student respond to the first question. Allow for a break. Once the break has been completed, have your student complete the second section. Repeat the steps until complete.

4. Allow for verbal responses: Rather than writing responses, have student respond verbally.

Task 2: Read the second half of “The World of Waste” (pages 472 – 481.) Respond to Reading:

o How does the author persuade readers to think critically, and make careful choices about trash? o Cite at least three pieces of evidence from the selection to support your answer.

Individualized Education Plan (IEP) – English Language Arts At-Home Learning

Grade 5 Week 6 IEP

o Recreate an organizer from the menu, or use blank paper to record your response.

Accommodations for students with IEPs:

1. Read aloud: For students who have difficulty accessing the text – An adult may read the passage to the student.

2. Scribe: For students who have difficulty with writing - the student may verbally respond while an adult writes their response on their paper.

3. Break work into manageable chunks: This allows students to complete this task over an extended period of time. Have your student respond to the first question. Allow for a break. Once the break has been completed, have your student complete the second section. Repeat the steps until complete.

4. Allow for verbal responses: Rather than writing responses, have student respond verbally.

Independent Reading

Read for an additional 20 to 30 minutes each day. Accommodations for students with IEPs:

1. Choose an independent reading level text. Ask your student questions about their reading to check for understanding. Engaging with your student about their reading can increase their interest in reading.

Writing

Unit 4: “The Research-Based Argument Essay” (Opinion/Argument) Task 1: Tell an adult what you learned about the genre of argument writing from your teacher. Be sure to include information about:

o How it is similar and different from opinion writing o The role of research in developing an argument o The importance of understanding both sides of the argument

Task 2: Watch the video from the Midwest Dairy Council at https://tinyurl.com/MDCmilk Watch the video from a news broadcast at https://tinyurl.com/LAschoolmilk Using information from BOTH videos, complete the T-Chart graphic organizer with 3 reasons why chocolate milk SHOULD be served in schools, and three reasons why it should NOT be served. Accommodations for students with IEPs:

Individualized Education Plan (IEP) – English Language Arts At-Home Learning

Grade 5 Week 6 IEP

1. Scribe: For students who have difficulty with writing and choose to write a sentence using the vocabulary word – the student may verbally respond while an adult writes their response on their paper.

2. Verbal responses: Rather than writing responses, have students state answers verbally.

3. Break work into manageable chunks: This allows students to complete this task over an extended period of time. Have your student respond to the first question. Allow for a break. Once the break has been completed, have your student complete the second section. Repeat the steps until complete.

4. Shortened assignments: Have students state one or two reasons why chocolate milk should and should not be served in schools.

Other

MyNGconnect.com Follow on-line resources for myngconnect.com (elementary) Login to Unit 7 Week 1 Vocabulary Activities

Mathematics

Math Virtual Learning Fifth Grade Week of 4-29

2020 Math At-Home Learning

GRADE Level Standards

Focus

The focus this week is dividing fractions. (Common Core Standard 5.NF.7)

Vocabulary &

Fun Ways to Support

Vocabulary: numerator, denominator, tape diagrams Fun Activities: Skip Counting, Fraction Division Card Game

Fluency

Sprints Module 4: Lesson 14 a Multiply a Fraction and a Whole Number Module 4: Lesson 18 a Multiply Fractions

New/Review Content Delivery

Module 4 (Summarizing Engage NY Topic G Lesson 26-30)

Application Problems - Lessons 26-30

Exit Tickets - Lessons 26-30

Optional Game or Activity

See fun ways to support at home section. See also the Open Middle Dividing Fractions Challenge.

Other

Online resources can be accessed through the District Learning Apps: Clever Portal. Also these packets are found electronically on Clover Park District Website. EngageNY-aligned Khan Academy Grade Level-Mission https://www.khanacademy.org/math/on-grade-engageny/5th-engage-ny EngageNY Teacher Videos by Lesson Module 4 https://www.youtube.com/watch?v=u81tO_TzrmA Or go to google.com, type EngageNY Grade 5 Module 4 Lesson ____ (put lesson number here) Engage New York Module 4 Curriculum https://www.engageny.org/resource/grade-5-mathematics-module-4 NOTE: Starred items are intentionally left off of the answer key.

Math Virtual Learning Fifth Grade Week of 4-29

2020 Math At-Home Learning

Learning Focus: The focus of this week is dividing fractions. Vocabulary:

Word/s Definition Example

Numerator Equal parts described in the fraction. The number written above the line in a fraction.

Denominator Equal Parts in the Whole. How

many pieces a whole group of something is divided up into. The number written below the line in a fraction.

Tape Diagram A rectangular visual model resembling a piece of tape with divisions. Also known as a bar model, fraction strip, length model

Math Virtual Learning Fifth Grade Week of 4-29

2020 Math At-Home Learning

Fun Ways to Support at Home:

Math Virtual Learning Fifth Grade Week of 4-29

2020 Math At-Home Learning

Fluency Module 4 Lesson 14a:

Finish the following sentence. The multiplication and division skills I need to work on are: ____________________

______________________________________________________________________________________________

Math Virtual Learning Fifth Grade Week of 4-29

2020 Math At-Home Learning

Fluency Lesson Module 4 Lesson 18a:

Finish the following sentence: I would multiply fractions in real life when I _________________________________

_______________________________________________________________________________________________

Math Virtual Learning Fifth Grade Week of 4-29

2020 Math At-Home Learning

Application Problems: All of these problems will use the Read, Draw, Write Format. You will need a separate piece of

paper to show your work and answer questions. Step One: Read the problem, Step Two: Draw a picture that solves the

problem, Step Three: using your writing skills answer the prompt posed.

Read the Application Problem: Draw on your own paper Write: Answer all of the questions below.

A race begins with 2 ½ miles through town, continues through the park for 2 ⅓ miles, and finishes at the track after the last ⅙ mile. A volunteer is stationed every quarter mile and at the finish line to pass out cups of water and cheer on the runners. How many volunteers are needed?

Your solution How do you know your answer is correct?

Fernando bought a jacket for $185 and sold it for 1 1/2 times what he paid. Marisol spent 1/5 as much as Fernando on the same jacket but sold it for 1/2 as much as Fernando did. How much money did Marisol make?

Your thinking using a diagram. How do you know your answer is correct?

Alexa claims that 16 ÷ 4 and 8 halves are all equivalent expressions. Is Alexa correct?

Your solution How do you know your answer is correct?

A cafe makes ten 8-ounce fruit smoothies. Each smoothie is made with 4 ounces of soy milk and 1.3 ounces of banana flavoring. The rest is blueberry juice. How much of each ingredient will be necessary to make the smoothies?

A picture of your solution. What does the word ounce mean to you? After writing explain to someone in your house or one of your friends.

Math Virtual Learning Fifth Grade Week of 4-29

2020 Math At-Home Learning

Practice Problems (Taken from Lesson 26-31 Exit Tickets)

Lesson 26

Lesson 27

Want online video help? Go to google.com and type…

EngageNY 5th Grade Module 4 Lesson 26

Math Virtual Learning Fifth Grade Week of 4-29

2020 Math At-Home Learning

Lesson 28

Lesson 29

Want online video help? Go to

google.com and type… EngageNY

5th Grade Module 4 Lesson 28

Math Virtual Learning Fifth Grade Week of 4-29

2020 Math At-Home Learning

Lesson 30

Open Middle – Dividing Fractions Challenge

Directions: Using the digits 1 to 9 at most one time each, fill in the boxes to make the smallest (or largest) quotient.

Smallest Quotient Largest Quotient

Sample answer: 2

3 ÷ 5 =

2

15 Can you use three digits to make a smaller quotient? What is the smallest quotient you can

make? What is the largest quotient you can make?

NOTE: You can re-use numbers from your smallest quotient expression when you make your largest quotient expression.

Want online video help? Go

to google.com and type…

EngageNY 5th Grade Module

4 Lesson 30

Math Virtual Learning Fifth Grade Week of 4-29

2020 Math At-Home Learning

Answer Keys:

Sprints

Module 4 Lesson 14a

Module 4 Lesson 18a

Math Virtual Learning Fifth Grade Week of 4-29

2020 Math At-Home Learning

Answers Application Problems

Practice Sets/Exit Tasks

Lesson 26

Lesson 27

Lesson 28

Lesson 29

Lesson 30

Students

with

Individual

Educational

Plans

Math Virtual Learning 5th Grade, Week of 4-29

Accommodations

GRADE Level Standards Focus

The focus this week is dividing fractions. (Common Core Standard 5.NF.7)

Vocabulary &

Fun Ways to Support

Vocabulary: numerator, denominator, tape diagrams Fun Activities: Skip Counting, Fraction Division Card Game

Fluency

Sprints

Students can work on sprints a little each day for no more than 5 minutes. After 5 minutes move on to the SLOT Review and New Learning. Accommodations for students with IEPs Masking: Cover part of the page with a blank piece of paper so the student does not become overwhelm. Move the cover as they complete sections. Decrease Work Load: Students may complete fewer items and/ or work for a shorter length of time Flash Cards: Use flash cards for students to practice fluency, these do not have to be store bought your child can make them. Module 4 Module 4: Lesson 14 a Multiply a Fraction and a Whole Number Module 4: Lesson 18 a Multiply Fractions

New/Review Content Delivery

Module 4 (Summarizing Engage NY Topic G Lesson 26-31 )

Application Problems - Lessons 26-31

Exit Tickets - Lessons 26-31

Accommodations for students with IEPs Decrease Work Load: Students may complete fewer items and/ or work for a shorter length of time Extended Time: Allow student additional time to complete the task Breaks: Allow student to take a break from the task if needed Read: When needed read questions to the student

Optional Game or Activity

See fun ways to support at home section.

Helpful hint, these games can be used during family time with siblings

Other

Online resources can be accessed through the District Learning Apps: Clever

Portal. Dream box: Your student’s special education teacher will assign skills for your student work on.

Also these packets are found electronically on Clover Park District Website.

Math Virtual Learning 5th Grade, Week of 4-29

EngageNY-aligned Khan Academy Grade Level-Mission https://www.khanacademy.org/math/on-grade-engageny/5th-engage-ny EngageNY Teacher Videos by Lesson Module 4 https://www.youtube.com/watch?v=u81tO_TzrmA YouTube: Eureka Math Grade 5 Module 4 Lesson 25 Engage New York Module 4 Curriculum https://www.engageny.org/resource/grade-5-mathematics-module-4

GRADE Level Standards Focus

The focus this week is dividing fractions. (Common Core Standard 5.NF.7)

Science

Fine Arts

Fine Arts At-Home Learning Grades K-5: Week 6

2020 Fine Arts At-Home Learning

GRADE K-5

Learning Summary: MUSIC

Student will continue to build on music skills and knowledge previously acquired during weekly fine arts classes.

RESOURCES Online Quaver Student Access Account (First-time users: See next page for instructions on how to create account.)

MUSIC LESSON

Log in to your Quaver account to see the music lesson your fine arts teacher has assigned for you. Upon completion, your fine arts teacher will review your work and give you feedback.

Fine Arts At-Home Learning Grades K-5: Week 6

2020 Fine Arts At-Home Learning

Access K-5 Weekly Quaver Music Lesson at Home!

Dear Student & Family, To continue building your musical talents, log into your student Quaver account from home and complete a weekly lesson your teacher has assigned for you. If you have never logged in from home, see below for instructions on how to do so. HOW TO ACCESS QUAVER FROM HOME: 1. Decide if you want to use Flash or not. (See

screenshot at right.)

The first time you enter Quaver, you’ll see the Flash decision page. You may complete your lessons with or without Flash. However, you need Flash to enable your avatar.

At any time, you can switch back to using Flash. Scroll down to the bottom the page and click "CLICK TO ACCESS QUAVERMUSIC WITH FLASH.”

2. Get to know your Student Dashboard

Your QuaverMusic.com experience all happens right here on the Student Dashboard! Your teacher’s weekly assignment will be waiting for you here. Click “Assignments.”

Additionally, consider exploring… Student Interactives: Explore a full

menu of additional engaging web-based activities.

Creatives: Compose your own pieces on piano, drums, guitar and more!

QuaverBooks: Explore digital books about musical styles and time periods and take quizzes to test what you’ve learned.

Fine Arts At-Home Learning Grades K-5: Week 6

2020 Fine Arts At-Home Learning

GRADO K al 5

Resumen del Aprendizaje: MÚSICA

El/la estudiante continuará creciendo en sus habilidades musicales y conocimiento previamente adquiridos durante las clases semanales de bellas artes (fine arts classes).

RECURSOS Online Quaver Student Access Account (Cuenta de Acceso Para Estudiantes de Quaver por Internet) (Usuarios por primera vez: Vean las instrucciones de la página siguiente sobre cómo crear una cuenta).

LECCIÓN DE MÚSICA

Inicia la sesión (log in) en tu cuenta Quaver para ver la lección de música que tu maestro(a) de bellas artes (fine arts) te ha asignado. Al finalizarla, tu maestro(a) revisará tu trabajo y te dará sus comentarios.

Fine Arts At-Home Learning Grades K-5: Week 6

2020 Fine Arts At-Home Learning

¡Accede la Lección Semanal de Música Quaver K al 5 en tu Casa!

Estimado(a) Estudiante y Familia: Para continuar desarrollando tus talentos musicales, inicia sesión (log into) en tu cuenta de estudiante Quaver desde tu casa y completa la lección semanal que tu maestro(a) te ha asignado. Si nunca has iniciado una sesión desde tu casa, consulta abajo las instrucciones sobre cómo hacerlo. CÓMO ACCEDER QUAVER DESDE LA CASA: 3. Decide si quieres usar Flash o no. (Ver

imagen a la derecha).

La primera vez que ingreses a Quaver, verás la página de la decisión si usar Flash o no. Tú puedes completar tus lecciones con o sin Flash. Sin embargo, necesitas usar Flash para habilitar tu avatar.

En cualquier momento, puedes volver a usar Flash. Deslízate hacia la parte inferior de la página y haz clic en "CLICK TO ACCESS QUAVERMUSIC WITH FLASH” (Clic para Acceder Quavermusic con Flash).

4. Familiarízate con tu Dashboard (Tablero) de

Estudiante

¡Tu experiencia QuaverMusic.com ocurre aquí mismo en el Dashboard del Estudiante! Las asignaturas semanales de tu maestro(a) te estarán esperando aquí. Haz clic en “Assignments” (Asignaturas).

Adicionalmente, considera explorar… Estudiantes interactivos: Explora un

menú completo de atractivas actividades basadas en la Internet.

Creativos(as): ¡Puedes componer tus propias piezas en piano, batería, guitarra y más! QuaverBooks: Explora libros digitales sobre estilos musicales, épocas musicales en el tiempo y toma

pruebas (quizzes) para probar lo que has aprendido.

Social

Emotional

Learning