zilongwang/ReadingBank huggingface dataset:
Grade 1: Unit 1 Big Idea: My Life at School Week 1 My Responsibilities at School Week 2 Me and My Classmates Week 3 Rules at School Week 4 Helping at School Week 5 Schools Over Time Social Studies Standards Behavioral Sciences: The Individual and Socialization (a, b, c, d) Political Science: Citizens and Democracy (a, b) History: Historical Analysis (c, e, f) I Can Statements Identify students’ responsibilities to one another at school Discuss the benefits of cooperating in school Describe similarities and differences among classmates Compare and contrast classmates’ personal preferences and talents Identify the purpose and benefits of having rules at school Compare rules at home with rules at school Illustrate the consequences of following and breaking rules Identify adults at school and how they help us Describe the characteristics of a good citizen Compare and contrast past and present community life, with an emphasis on schooling, children’s lives and transportation Trace a series of life events along a simple timeline TCI Resources My School and Family: Lesson 1 My School and Family: Lesson 2 My School and Family: Lesson 3 My School and Family: Lessons 4 and 5 My School and Family: Lesson 7 Additional Resources Writing Integration Option(s) Writing 1: Opinion Writing Write down a rule you think we need at school and why you think we need it. Writing 2: Informative/Explanatory Writing Write about a friend in your classroom. Include what they like to do at school and at home. Writing 3: Narrative Writing Write a comic strip about somebody making good choices outside at recess. Include details and signal words.
Grade 1: Unit 4 Big Idea: Families in Other Places Week 1 Families and Change Week 2 Families and Change Week 3 Family Work Over Time Week 4 Family Traditions Week 5 Family Traditions Social Studies Standards History: Historical Change (b, d) History: Historical Analysis (c, e, f) I Can Statements Identify three ways in which families change over time Describe reasons for changes in family size Name responsibilities and activities that change as a child grows older Predict future changes in a family Compare old and new ways of families doing work (technological changes over time) Describe examples of one’s own family traditions Compare and contrast one’s own family traditions with the traditions of other families Explore tradition(s) associated with another part of the world TCI Resources My School and Family: Lesson 12 My School and Family: Lesson 12 My School and Family: Lesson 12 My School and Family: Lesson 13 My School and Family: Lesson 13 Additional Resources Writing Integration Option(s) Writing 3: Narrative Writing Review the definition of a tradition. Write about one of your family or school traditions. What do you do at the beginning, middle, and the end.
Grade 2 Reading Workshop Writing Workshop Second-Grade Reading Growth Spurt (1) RL, RI Lessons from the Masters: Improving Narrative Writing (1) N Becoming Experts: Reading Nonfiction (2) RI Information Books: Using Writing to Teach Others All About Our Favorite Topics (If-Then)* I December Studying Characters and Their Stories (If-Then)* and/or Reading and Role-Playing: Fairy Tales, Folktales, Fables, and Fantasy (If-Then) RL December Writing Gripping Fictional Stories (If-Then) and/or Writing Fairy Tales (A Curricular Calendar) N Bigger Books Mean Amping Up Reading Power (3) RL Writing About Reading (3) O March Reading Nonfiction Cover to Cover: Nonfiction Book Clubs* (If-Then) and/or Readers Can Read about Science Topics to Become Experts* RI March Lab Reports and Science Books (2) I April Series Book Clubs (4) RI, RL April Poetry: Big Thoughts in Small Packages (4) P Mid-May Reading and Role-Playing: Fairy Tales, Folktales, Fables, and Fantasy (If-Then) RL and/or Nonfiction Book Clubs RI Writing Fairy Tales (A Curricular Calendar)* and/or Independent Writing Projects Across the Genres (If-Then) P,N -
Author Date _____________ Second Grade Informative/Explanatory Writing Rubric W.2.2 I can write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. Got It-Wow! (3) Almost There (2) Beginning (1) Comments Topic I clearly introduced my topic. I wrote an introduction, but the topic was unclear. I did not introduce my topic. Facts and Definitions I have used facts and definitions to help my reader understand. I have used facts or definitions, but they may not help my reader understand. I have not used facts or definitions to help my reader understand. Conclusion I have provided a clear concluding statement or section. I have provided a concluding statement that may be unclear. I have not provided a conclusion. Revising and Editing W.2.5 With guidance and support from adults and peers, students focus on a topic and strengthen writing as needed by revising and editing. -I have improved my spelling, punctuation, and grammar. -I stayed on topic. -I made two or more changes to my writing to make it better (adding, removing, moving, or substituting). -I have improved my spelling, punctuation, or grammar. -I mostly stayed on topic. -I made one change to my writing to make it better (adding, removing, moving, or substituting). -I did not improve my spelling, punctuation, or grammar. -My topic was not clear. -I did not make changes to my writing to make it better (adding, removing, moving, or substituting). Digital Tools W.2.6 With guidance and support from adults, students use a variety of digital tools to produce and publish writing, including in collaboration with peers. I have used digital tools to produce and publish writing, alone or with others. I attempted to use digital tools to produce and publish writing, alone or with others. I did not use digital tools to produce and publish writing.
a. 3 hundreds + 6 ones 3 hundreds + 6 tens b. 60 + 1 + 100 611 c. 543 327 7) Add. Use pictures and labels to show your work. 36 + 24 + 52 + 55 = __________ 8) Write the number 470. a. Use number words. ___________________________________________________________ b. Use expanded form. ___________________________________________________________ c. Draw 470.
From: 18th March – 29th March, 2018 Subject Topics/Focus Homework Quizzes /Tests English Week 1: March 18 – 22 Midterm exam coverage will be revised in the class. Writing: Opinion, Narrative Spelling: divulge, stalemate, fluency, conclusions, analysis, comprehension, contribute, direction, aloud, appropriate, getaway, shopkeeper, overlook, ringleader, historical, customs, allot, contempt, obsess, incredulous Continue revising at home in preparation of the Mid-term exam. Mid-term Exam for English Paper 1 (Writing + Spelling) Wednesday, March 21, 2018 Week 2: March 25 – 29 Midterm exam coverage will be revised in the class. Reading Comprehension (unseen passage) Point of View, Plot Elements Vocabulary: lagoon, pursuit, reef, tense, restless, vulnerable, condition, diagnosis, stroke, setback Language Focus: Subject-Verb Agreement Adjectives Kinds of Sentences Continue revising at home in preparation of the Mid-term exam. Mid-term Exam for English Paper 2 (Reading Comprehension+ Grammar) Tuesday, March 27, 2018
The Lexile level of The Borrowers is 780L, which falls in the current Common Core State Standards Grade 4-5 “stretch” band, thereby challenging students to read text at a higher complexity level. Readers and Tasks: The level and complexity of this text demands that the reader bring advanced motivation, critical analytic, inferencing, and visualization skills to the act of reading and interpreting the text. Plan with UDL in mind: This lesson applies the Universal Design for Learning Guidelines to remove barriers for advanced/gifted and talented students. In particular, the lesson addresses: I. Multiple Means of Representation 3.1 activate or supply background knowledge 3.2 Highlight patterns, critical features, big ideas, and relationships 3.4 Maximize transfer and generalization II. Multiple Means of Action and Expression 5.2 Use multiple tools for construction and composition 6.3 Facilitate managing information and resources 6.4 Enhance capacity for monitoring progress III. Multiple Means of Engagement 7.1 Optimize individual choice and autonomy 7.2 Optimize relevance, value, and authenticity 8.2 Vary demand and resources to optimize challenge 9.1 Promote expectations and beliefs that optimize motivation 9.3 Develop self-assessment and reflection For more information about how UDL addresses the needs of gifted learners, go to Consider the need for Accessible Instructional Materials (AIM) and/or for captioned/described video when selecting texts, novels, video and/or other media for this unit. See “Sources for Accessible Media” for suggestions on Maryland Learning Links: . IMPORTANT NOTE: No text model or website referenced in this unit has undergone a review. Before using any of these materials, local school systems should conduct a formal approval review of these materials to determine their appropriateness. Teacher should always adhere to any Acceptable Use Policy enforced by their local school system. Essential Question
Resource Sheet 3 Vocabulary Tic-Tac-Toe Board Directions: Choose to complete one activity each week of this unit. Use the vocabulary words for the group of chapters you are currently reading.. Create a vocabulary treasure map. Map out a treasure hunt for your class using all of your vocabulary words in the clues. Create vocabulary picture cards with the word on the front of each card and a picture illustrating the meaning on the back. Pick a job you would like to have. Write a resume that would help you get the job using all of your vocabulary words. Create a 10- page flip book. Be sure to include all of your vocabulary words in the book. Create a comic strip using all of your vocabulary words in the captions or dialogue. Make clay sculptures depicting the meaning of each vocabulary word. Label each sculpture with the word or words it depicts. Compose a poem using all of your vocabulary words. Create a weekly vocabulary calendar with activities to help you learn your words each day. All of your words should be included within the week’s activities. Make an illustrated dictionary of your vocabulary words. Create a mobile that illustrates your vocabulary words. Include a definition with each word/picture Create a crossword puzzle using all of your vocabulary words. You may use additional words if you want. Create at least four picture postcards that illustrate your vocabulary words. Then use your words in the postcard message. Create a PowerPoint presentation defining and illustrating your vocabulary words. Create song lyrics and music to tell about your vocabulary words. Think of a creative song title. Perform for your class and/or record and film your song for You Tube. Pretend you are a reporter on the radio today. Do a three minute radio report or podcast using all of your vocabulary words in the report. Create Jeopardy questions using your vocabulary words. Include 5 categories with 5 questions in each category.
Resource Sheet 5 Flag Scoring Tool Student’s Name: ___________________________________ Date: ____________________________________________
Date: ______________________ Directions: Using the fractions , , and another fraction of your choice, create some statements that are true about the Maryland Flag. Record your statements in the box below (see other side for the Maryland flag). Resource Sheet 7 (side 2 of 2)
Resource Sheet 5 Who is Correct? Men’s Long Jump Results 2012 Olympics, London Rutherford 8.31 Watt 8.16 Claye 8.12 Torneus 8.11 Bayer 8.10 Tomlinson 8.07 Da Silva 8.01 Mokoena 7.93 Frayne 7.85 Goodwin 7.80 Menkov 7.78 Smith 7.70 Carrie and Edmund were asked to look at the table in the right hand column of men’s long jump scores from the 2012 Summer Olympics. → Their teacher asked them to find two numbers in the table that differ by two tenths. Carrie says that two possible answers are 8.11 and 8.31. Edmund disagrees with Carrie. He says that two possible answers are 8.10 and 8.12. Who is correct? Explain how you know. Are there any other possible numbers in the table that differ by two tenths?
Criteria 1 point 2 points 3 points 4 points Attention to Audience / Enthusiasm Did not attempt to engage audience, shows no interest in topic. Little attempt to engage audience, minimal use of body language to increase interest. Engaged audience and held their attention most of the time by use of body language and presenting with enthusiasm. Engaged audience and held their attention throughout with creative articulation, strong enthusiasm and body language. Clarity No apparent logical order of presentation, unclear focus. Content is loosely connected. Sequence of information is well organized for the most part, but more clarity with transitions is needed. Development of jingle is clear through use of specific and appropriate examples; transitions are clear and provide a succinct and even flow. Content Message is unclear and information appears randomly chosen. Message is clear, but supporting information is disconnected. Information relates to a clear message; many relevant points, but they are somewhat unstructured. Exceptional use of material that clearly relates to a focused message. Creativity Delivery is repetitive with little or no variety in presentation techniques. Material presented with little interpretation or originality. Some apparent originality displayed through the use of original interpretation of presented materials. Exceptional originality of presented material and interpretation. Presentation length Greatly exceeding or falling short of allotted time. Exceeding or falling short of allotted time. Remained close to the allotted time. Presented within the allotted time. Delivery Monotone, low volume and holds no eye contact. Minimal eye contact, little expression, reads mostly from script. Clear articulation of ideas, satisfactory volume and inflection, good eye contact for most of the presentation. Exceptional articulation, eye contact and volume. TOTAL POINTS (24 possible)
Grade 3 Reading Workshop Writing Workshop Building a Reading Life (1) RL, RI Crafting True Stories (1) N Mystery: Foundational Skills in Disguise (Additional Book) RL Changing the World: Persuasive Speeches, Petitions, and Editorials (3) O Reading to Learn: Grasping Main Ideas and Text Structures (2) RI The Art of Information Writing (2) I January Character Studies (3) RL January Literary Essay (If-Then)* O Late February Research Clubs: Elephants, Penguins, and Frogs, Oh My! (4) RI Late February Information Writing: Reading, Research, and Writing in the Content Areas (If-Then)* I Late March Unit of Choice* and/or Biography Book Clubs (If-Then) RI, RL Late March Unit of Choice* and/or Poetry: Writing, Thinking, and Seeing More (If-Then) P May -June Social Issues Book Clubs (A Curricular Calendar) RL, RI and/or Learning through Reading: Countries Around the World (If-Then)* RI May-June Once Upon a Time: Adapting and Writing Fairy Tales (4) and Independent Writing Projects* N, I, O, P * Please see page 3
Name Grade 3 Math Extension Menu Concept and/or Topic: Geometry Directions: Choose a learning activity from one square to complete. Circle the number of the learning activity you choose. If you choose the square, “Write your idea here,” please see the teacher for approval. Turn in this paper with your work. 1. Write and illustrate a picture book for kindergarten students that describes three (3) or more different polygons. 2. List capital letters that have vertical or horizontal symmetry on the Symmetrical Words Worksheet. Use these letters to form symmetrical words. Challenge: Use your words to build a symmetrical sentence. 3. Read the example on Shape Riddles. Create your own riddle for an item in the classroom that is a real life example of a polygon or a solid shape. Include as many geometrical clues as you can when you write the riddle. 4. Locate and access the Camouflaged Butterfly website listed at the bottom of this page. Complete the activity. Create your own camouflaged symmetrical butterfly. 5. Write your idea here. _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ 6. Select and draw a letter of the alphabet on a plain piece of paper. Draw and label what that letter would look like if you flip it slide it turn it. Repeat this same activity for 2 more letters of the alphabet.
Language: L.3. L.5 greater insights into how poets effectively use different elements of poetry. Big Idea: A Survey of Poems and Its Poets Core Works: A variety of poems have written first drafts for different types of poems. Students will participate in a Poetry Reading with their classmates by selecting one poem from their first drafts to edit, revise, illustrate, publish in a class anthology, read aloud, and record.
Part 2 – Making a Motor Run: Students create a circuit with a D-Cell and motor. Students will begin to understand that electrical energy in circuits can be changed (transformed) into light, heat, sound and the energy of motion. Part 3 – Finding Conductors and Insulators: Students will build a circuit to determine whether certain objects are conductors or insulators. Investigation 3: Advance Connections Part 1 – Building a Series Circuit: Students find ways to invent a series circuit to operate more than one component. Students will discover that a series circuit has only one pathway for electricity to flow through. Part 2 – Building a Parallel Circuit: Students find other ways to operate multiple components using a parallel circuit. Students will discover that a parallel circuit has more than one pathway for electricity to flow through. Part 3 – Solving the String of Lights Problem: Students will determine which type of circuit is best in using a string of lights by use trouble-shooting strategies or reasonable evidence. Unit 3: Structures of Life In this unit, students will work with living organisms to explore different functions including: growth, survival, and reproduction. Students compare and categorize properties of seeds, germinate seeds, and grow plants hydroponically to observe plant life cycles. Students care for a selection of organisms, and in doing so; they learn to identify properties of plant and animals and to sort and group organisms on the basis of observable properties. Investigation 1: Origin of Seeds Part 1 – Seed Search: Students will start a seed hunt using various fruits. Students will locate the seeds, describe the seed properties, and estimate the number of seeds in each fruit. Part 2 – The Sprouting Seed: Students will use two different types of sprouting devices to investigate the effects of water on seeds. Part 3 – Seed Soak: Students will calculate and compare the mass of seeds that have been soaked and those that are dry to determine how much water a seed has soaked up. Investigation 2: Growing Further Part 1 – Germination: Students will compare/contrast different seeds that have begun to germinate. Students will then begin 12 Weeks
Grade 4: Unit 2 Big Idea: We express ourselves in many ways. Lesson 6 How are old and new fairytales alike and different? Lesson 7 How can movies express fact and opinions? Lesson 8 How would you make someone feel comfortable in a new place? Lesson 9 Why would someone make an insincere apology? Lesson 10 Why do authors write biographies? Main Selection & Genre Once Upon a Cool Mortorcycle Dude Fairy Tale Coming Distractions: Questioning Movies Informational Text Me and Uncle Romie Realistic Fiction Dea Mr. Winston Realistic Fiction Jose! Born to Dance Biography Reading Standards Literature 1, 3 and 9 Informational 1 and 8 Literature 1, 3 and 9 Literature 1, 3 and 9 Informational 1 and 8 Writing Standards Letter Writing Supplement (Being a Writer) Writing 4: Task, Purpose and Audience Writing 9: Writing in Response Language Standards Verbs (ECC) Suffixes -y, -ous Simple Verb Tenses Greek/Latin Word Parts phon, photo, graph, auto, tele Conjunctions Figurative Language Commas Antonyms Pronouns (*review) Analogies Foundational Standards Word Study: Vowel Sounds /ŭ/, /yōō/, /ōō/ Fluency: Expression Word Study: Vowel Sounds /ōō/, /ŏŏ/ Fluency: Phrasing Word Study: Vowel Sounds /ou/, /ô/ Fluency: Stress Word Study: Vowel + /r/ Sounds Fluency: Accuracy Word Study: Vowel + /r/ Sounds Fluency: Intonation Speaking & Listening Speaking and Listening 6: Formal and Informal English Science The Human Body Health Physical Activity, Injury Prevention, Anatomy (*Skills identified as review are not articulated in the grade level language standards. These skills should be instructed based on student need.) Reading Literature Standards Reading Informational Standards Journeys Lessons 7 and 10
Grade 4: Unit 3 Big Idea: Nature can amaze us. Lesson 11 How do animals influence your opinion of nature? Lesson 12 How can nature influence events? Lesson 13 How do events in nature affect other events? Lesson 14 How do illustrations make a text interesting? Lesson 15 How do details help you understand the main idea? Main Selection & Genre The Screech Owl Who Liked Television Narrative Nonfiction The Earth Dragon Awakes Historical Fiction Antarctic Journal: Four Months at the Bottom of the World Narrative Nonfiction The Life and Times of the Ant Informational Text Ecology for Kids Informational Text Reading Standards Informational 2, 3, 5 and 6 Literature 3 and 7 Informational 2, 3, 5 and 6 Informational 2, 3, 5 and 6 Informational 2, 3, 5 and 6 Writing Standards Expository Nonfiction (Being a Writer) Writing 2: Informational/Explanatory Writing 7: Research Language Standards Proper Nouns Suffixes -ful, -less, -ness, -ment Possessive Nouns (*review) Synonyms Regular Verbs (ECC) Greek and Latin Word Parts spect, struct, tele, vis Participles (*building capacity) Suffixes -able, -ible Irregular Verbs Multiple Meaning Words and Homophones (ECC) Foundational Standards Word Study: Compound Words Fluency: Phrasing Word Study: Words with -ed or -ing Fluency: Rate Word Study: Words with -ed or -ing Fluency: Phrasing Word Study: Final Long e Fluency: Stress Word Study: Changing Final y to i Fluency: Expression Speaking & Listening Speaking and Listening 2: Paraphrasing Speaking and Listening 3: Identify reasons a speaker provides to support their argument Science Earth Materials Health Community & Environmental Health (*Skills identified as review or building capacity are not articulated in the grade level language standards. These skills should be instructed based on student need.) Reading Informational Standards
Grade 4: Unit 4 Big Idea: There is more than one secret to success. Lesson 16 What traits do successful people have in common? Lesson 17 What steps would you take toward success? Lesson 18 How can people share their successes? Lesson 19 Why might a leader use persuasion? Lesson 20 What makes a team successful? Main Selection & Genre Riding Freedom Historical Fiction The Right Dog for the Job: Ira’s Path from Service Dog to Guide Dog Narrative Nonfiction Moon Runner Realistic Fiction Harvesting Hope: The Story of Cesar Chavez Biography Sacagawea Biography Reading Standards Literature 2, 3 and 6 Informational 2 and 8 Literature 2, 3 and 6 Informational 2 and 8 Informational 2 and 8 Writing Standards Personal Narrative (Being a Writer) Writing 3: Personal Narrative Language Standards Adjectives (ECC) Using Context Adverbs Suffixes -ion,-ation, -ition Prepositions & Prepositional Phrases Homophones, Homonyms & Homographs Transitions Use a Dictionary Adages and Proverbs (*ECC only) Foundational Standards Word Study: Words with /k/, /mg/, /kw/ Fluency: Rate Word Study: Spelling Final /j/ and /s/ Fluency: Intonation Word Study: Prefixes re-, un-, dis- Fluency: Accuracy Word Study: Suffixes -ful, -less, -ness, -ment Fluency: Stress Word Study: Words with VCCV Pattern Fluency: Phrasing Speaking & Listening See Overarching Standards for Speaking and Listening 1 Social Studies Exploring Geography and History Health Family Health & Sexuality Reading Informational Standards
Vocabulary KEY WORDS ESSENTIAL TO UNDERSTANDING Words addressed with a question or task WORDS WORTH KNOWING General teaching suggestions are provided in the Introduction TEACHER PROVIDES DEFINITION not enough contextual clues provided in the text Page 44 - Layover Page 46 - Snowmobile Page 49 - Harness STUDENTS FIGURE OUT THE MEANING sufficient context clues are provided in the text Page 33 - Musher Page 39 - Checkpoint Page 39 - Blizzard Page 40 - Cautiously
(12 days—includes 1 day for benchmark assessment.) M.P. 1 M.P. 2 M.P. 3 M.P. 6 Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division. Read and write multi-digit whole numbers using numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. Use place value understanding to round multi-digit whole numbers to any place. Use place value understanding and properties of operations to perform arithmetic. Fluently add and subtract multi-digit whole numbers using the standard algorithm. Use the four operations with whole numbers to solve problems. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Gain familiarity with factors and multiples. Find all factor pairs for a whole number in the range estimation, Rounding, Product, Quotient, Factor, Common factor, Greatest common factor, Prime number, Composite number, Multiple, Common multiple, Least common multiple values for 4.NBT.A.1. Find LCM and GCF of two numbers by making lists of multiples or factors. Then "double division" method - successively dividing both numbers by any common divisor, repeating processes, find all the common divisors (factors) of two numbers. Products of these common divisors is the GCF of 2 numbers. LCM of numbers is the product of the common divisors and the two numbers that remain. Extend the act hands-on activity. Students can use a laminated hundred grid with counters or markers. They can find the numbers that have a factor of two. With another color, find factors of 4. Are all numbers a factor of both 2 and 4? What patterns do you see? A strategy for finding a number that ends in 4 is choose a number, subtract 20 until you
GRADE 4 READING Guiding Principle: Students read a wide range of fiction, nonfiction, classic, and contemporary works, to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They read a wide range of literature in many genres from a variety of time periods and cultures from around the world to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience. They draw on their prior experience, their interactions with other readers and writers, and reading skills that they have developed and refined. READING: Foundations There are four key areas found in the Reading: Foundations section for grades K-5: Print Concepts, Phonological Awareness, Phonics, and Fluency. By demonstrating the skills listed in each section, students should be able to meet the Learning Outcome for Reading: Foundations. Learning Outcome 4.RF.1 Apply foundational reading skills to demonstrate reading fluency and comprehension. Print Concepts 4.RF.2.1 Students are expected to build upon and continue applying concepts learned previously. 4.RF.2.2 Students are expected to build upon and continue applying concepts learned previously. 4.RF.2.3 Students are expected to build upon and continue applying concepts learned previously. 4.RF.2.4 Students are expected to build upon and continue applying concepts learned previously. Phonological Awareness 4.RF.3.1 Students are expected to build upon and continue applying concepts learned previously. 4.RF.3.2 Students are expected to build upon and continue applying concepts learned previously. 4.RF.3.3 Students are expected to build upon and continue applying concepts learned previously. 4.RF.3.4 Students are expected to build upon and continue applying concepts learned previously. 4.RF.3.5 Students are expected to build upon and continue applying concepts learned previously. Phonics 4.RF.4.1 Students are expected to build upon and continue applying concepts learned previously. 4.RF.4.2 Use the six major syllable patterns (CVC, CVr, V, VV, VCe, Cle) to read unknown words.
Grade 4: Unit 4 Big Idea: Exploring Geography and History Week 1 Researching Geography Week 2 Researching Geography Week 3 Researching History Week 4 Researching History Week 5 Researching History Social Studies Standards Geography: Geographic Applications (a) Geography: Geographic Analysis (b, c, d) History: Chronology and Consequence (a, h) History: Historical Change (b, d) I Can Statements Identify major geographic features of a place (a state or region) Explain how major geographic features of a place (state or region) impact how and where people live Identify details of the settlement, growth, and development of a place (a state or region) Use understandings of a place (a state or region) to sequence events on a timeline Describe important people and their contributions to a place (a state or region) TCI Resources Regions of Our Country: Lesson 14 and 18 Regions of Our Country: Lesson 14 and 18 Regions of Our Country: Lesson 15 and 18 Regions of Our Country: Lesson 15 and 18 Regions of Our Country: Lesson 15 and 18 Additional Resources Writing Integration Option(s) Writing 3: Personal Narrative Pretend you are Miss or Mr. ______ (state name). Write a 2-3 minute speech introducing yourself and your most important features to the other states in the room (For example, “I am Miss Iowa. My capitol is Des Moines. I am known for beautiful rolling hills and a lots of corn and pigs…”)
4th Grade Music Unit 1- Let the Music Begin Overview Songs: “Turn the Beat Around” “Put a Little Love in Your Heart” “The Beat of My Heart” “Soldier, Soldier” “Lazy John” “Haul Away Joe” “Gakavik” “Galop” from Masquerade Suite “Limbo Like Me” “Brisad del Zulia” “Gonna Ride Up in the Chariot” “Deep in the Heart of Texas” “Air in D” from Orchestral Suite No. 3 “Tsuki” “Waitin’ for the Light to Shine” from Big River “Ghel moma” Sigit “Alash” “I Don’t Want to Feel Like That” “Powwow Song” “Nahandove” from Chansons madecasses “Rain, Rain, Beautiful Rain” “I’m Gonna Sing” “Sonando” “A Night in Tunisia” “Brolga One” “Tie Me Kangaroo Down, Sport” “Pay Me My Money Down” Eine Kleine Nachtmusik “Somebody” Composers/People: Jackie De Shannon Mahalia Jackson Tony Bennett Jean Ritchie Aram Khachaturian Johann Sebastian Bach Roger Miller Linda Twine Patty Loveless Jessye Norman Ladysmith Black Mambazo Dizzy Gillespie Poncho Sanchez Wolfgang Amadeus Mozart Amoco Renegades
Introduce the ‘Odd and Even Poem’. Copy poem into books 0 2 4 6 8 Being even is just great 1 3 5 7 9 Being odd is just fine Teacher Focus Group BELOW Exploring odd and even numbers (Nelson 3 TB pg. 22) Use counters/cards to find whether numbers have pairs (even) or not (odd). AT Multiplying Odd and Even Numbers using playing cards Explore what happens when different combinations of numbers (odd/even/even/odd) are multiplied. Create a table showing findings. ABOVE Finding all of the equations (Nelson 5 TB pg. 29) [complete as race] Factors and Multiples (Nelson 5 SB pg. 14) Independent Activity ABOVE Multiplying Odd and Even Numbers (Nelson 4 SB pg. 6) Explore what happens when different combinations of numbers (odd/even/even/odd) are multiplied. Extension: Multiplying Odd and Even Numbers (Nelson 4 SB pg. 6) BELOW Odd or Even? (Nelson 3 SB pg. 4) Identifying the differences between odd and even numbers, working with 1 and 2 digit numbers. Extension: Identifying odd and even numbers (Nelson 4 SB pg. 4) Working with 1, 2 and 3 digit numbers AT Multiplying Odd and Even numbers (Nelson 4 SB pg. 6) Investigate number and place value – use the properties of odd and even numbers. Extension: Adding and Subtracting odd and even numbers (Nelson 4 SB pg. 5) Computer Activity AT StudyLadder Grade 3 Odd numbers Even numbers Even or odd Grade 4 Recall multiplication facts 1 – 10 Multiplication facts: Activity 1 Multiplication facts: Activity 2 ABOVE StudyLadder Grade 4 Recall multiplication facts 1 – 10 Multiplication facts: Activity 1 Multiplication facts: Activity 2 BELOW StudyLadder Grade 3 Odd numbers Even numbers Even or odd Grade 4 Recall multiplication facts 1 – 10 Multiplication facts: Activity 1 Multiplication facts: Activity 2 Di Group DI HYNES Multiplying Odd and Even Numbers (Nelson 4 SB pg. 6) [If extension is required, see below] Odds and Evens with Division (Nelson 4 TB pg. 23) DI HYNES Investigate what happens when odd and even numbers are divided. Find out if decimals and negative numbers are odd or even.
___A jaguar growled in the man’s ear. ___A man points at a Kapok tree. ___A child asked the man to look again. ___The man chops the tree with his ax. ___The man walked out of the forest. ___The man woke to a forest of animals. ___The tree frog worried about becoming homeless. ___The man smelled the flowers ___Porcupines tell the man about the need for oxygen. ___The man grew tired. ___The monkeys came down from the canopy. ___The man looked at the animals. ___The snake talked about his ancestors. ___Two men walk into the forest Main conflict Type of conflict __________________ How do you know? Climax/turning point Resolution The Great Kapok Tree by Lynne Cherry A jaguar growled in the man’s ear.
x –4 –2 0 2 y –8 –5 –2 1 EXAMPLE 2: Interpreting a Scatter Plot DVD Player: The table shows how the cost of a DVD player has changed. Number of months on shelf x 0 3 6 9 12 15 Price y $215 $210 $199 $184 $167 $140 Make a scatter plot of the data. Tell whether x and y have a positive relationship, a negative relationship, or no relationship. Estimate the price of the DVD player after 18 months on the shelf. Solution In the scatter plot, the y-coordinates as the x-coordinates increase. ANSWER The quantities have a relationship. To estimate the price of the DVD player after 18 months, draw a curve that shows the overall pattern of the data. The curve looks like it will pass through the point (18, ). ANSWER The price of the DVD player after 18 months on the shelf is about
Part 4 – Separating a Dry Mixture Students separate and mixture of gravel, powder, and salt by using filtering and evaporation. Investigation 2 Reaching Saturation Part 1 – Salt Saturation Students add salt to water until the solution becomes saturated. Students use a balance to determine the amount of salt that went into solution. Part 2 – Citric Acid Saturation Students add citric acid to water until the solution becomes saturated. Students use a balance to determine the amount of citric acid that went into solution. Students compare the solubility of citric acid and salt in water. Part 3 – The Saturation Puzzle Students identify an unknown material by determining the mass it takes to saturate fifty milliliters of water. Part 4 – Comparing the Crystals Students identify and compare citric acid and Epson salt crystals and compare them to salt crystals. Investigation 3 – Concentration Part 1 – Soft-Drink Recipes Students make and compare Kool-Aid solutions that vary in the amount of water to learn the concept of concentration. Part 2 – Salt concentration Students use a balance to determine the relative concentration of salt solutions. Part 3 – Mystery Solutions Students determine the relative concentration of three mystery solutions to determine which is the most concentrated and which is the most dilute. Investigation 4 – Fizz Quiz Part 1 – Chemical Reactions Students look for evidence of chemical reactions by mixing combinations of calcium chloride, baking soda, and citric acid with water and observe changes that occur. Part 2 – Reaction Products Students use filtering and evaporating techniques to separate and study the products of the reactions. Part 3 – Reaction in a Zip Bag Students place combinations of materials from Part 1 and 2 in a Zip Lock bags and observe products of chemical reactions. Part 4 – Choosing Your Own Investigation
Writing Standards The Writing Community and The Writing Process (Being a Writer) Language Standards Journeys Lessons 1-5 and Extending the CC – Unit 1 (ECC) Writing 4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. I can develop and organize my writing clearly so my reader understands what I am writing. I can develop and organize my writing to fit the task, purpose, and audience for which I am writing. Language 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. I can identify a fragment in my writing and edit it to make a complete sentence. (Lessons 1 and 2) Language 2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. I can explain the multiple uses of commas in a sentence and use them appropriately while writing and editing. (Lesson 4 *Day 4* and ECC) Writing 5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. I can strengthen my own writing by planning, revising, and editing as needed. I can try a different approach to my writing to make my piece stronger. Language 4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. I can use context clues to help me determine the meaning of an unknown word. (Lessons 1 and 3) I can use the prefixes non-, un-, dis- and mis- to help me determine the meaning of a word. (Lesson 2) I can use dictionaries, both in print and digital, to determine the meaning and pronunciation of a word. (Lesson 3 and ECC) I can use the suffixes –ion and -tion to help me determine the meaning of a word. (Lesson 4) I can use the suffixes –ly and -ful to help me determine the meaning of a word. (Lesson 5) Foundational Standards - Phonics Journeys Lessons 1-5 Foundational Standards - Fluency Journeys Lessons 1-5
MONITORS The grade 5 and 6 students have been delegated various jobs and are fantastic monitors each and every day. The Parktone teachers have commented on what a wonderful job you are doing at lunchtimes to organise the P-4 grades. It is wonderful to see such responsible leaders of the school doing a fantastic job! READING CORNER Have any books or resources on Australian History we could borrow/dvds? See the Grade 5/6 classroom teachers. We would be most grateful. Do you have any books in good or excellent condition which are not being used at home? They would make an excellent resource for the Grade 5 and 6 reading corner. Any games such as Boggle, word or number games would be much appreciated by everyone in the upper primary classrooms. PREMIER’S READING CHALLENGE For those students who have registered for the Premier’s Reading Challenge make sure you log in your user name and password to record the books you are reading. Camp Payment Plan Reminder Deposit by Monday 18th March Payment $100 Payment 2 by Monday 22nd July Payment $115 Payment 3 by Monday 21st October Payment $110 $325 Georgie Callanan: Jacquie O’Donoghue:
Grade 5 Reading Workshop Writing Workshop September Interpretation Book Clubs (Book 1)* RL September Narrative Craft (Book 1) N Tackling Complexity: Moving Up Levels of Nonfiction (Book 2) RI Journalism (User Guide)* I December Fantasy Book Clubs (Book 4) RL December Literary Essay: Opening Texts and Seeing More (Additional Book)* O Argument and Advocacy (Book 3) RI The Research-Based Argument Essay (Book 4) O March Unit of Choice* and/or Historical Fiction Book Clubs (If-Then) RL March Unit of Choice* and/or Fantasy Writing and/or Poetry Anthologies P, N April Learning Through Reading: Westward Expansion OR American Revolution OR Civil Rights (If-Then)* RI, RL April The Lens of History: Research Reports (2)* I May-June Social Issues Book Clubs and/or Poetry and Poetic Craft in Literature (If-Then) RL May-June Shaping Texts: From Essay and Narrative to Memoir (Book 3) and Independent Writing Projects* O, N, P, I * Please see page 3
Fig. 1 Sample Oregon Writing Form Committee/Panel Review ODE convenes a series of advisory groups to advise ODE both on assessment-related policy and on item development. ODE seeks to ensure that membership on these advisory groups reflects the demographics of Oregon’s student population. Each advisory group has approximately 15–35 members who serve three-year terms with one-third of the members rotating out each year and being replaced by new representatives. The following table describes the structure of these groups. Panel members commit up to 6 school days of service with an additional 3 or 4 days during the summer. However, panels will be convened remotely rather than in person as secure technology improvements allow distributed work. Although committee members on district contracts are not compensated for their service, they do receive travel reimbursement for committee travel of more than 70 miles, and substitute teachers are provided for service during the school year. When classroom teacher members work for ODE during non-contract time, they are compensated at an hourly wage as temporary employees. Structure of ODE Assessment-Related Advisory Groups Committee/Panel Number of Members Meeting Frequency Who Nominates Members? Assessment Policy Advisory Committee 15–20 2-3 times a year School districts, COSA, OSBA, OEA, ESDs, and OPTA Sensitivity Panel 15–20 4–6 times a year School districts, OEA, ESDs (application process) English/Language Arts Content and Assessment Panel 35 4-6 times a year School districts, OEA, ESDs, and (application process) Mathematics Content and Assessment Panel 35 4 - 6 times a year School districts, OEA, ESDs, and (application process) Science Content and Assessment Panel 35 4- 6 times a year School districts, OEA, ESDs, and (application process) Social Sciences Content and Assessment Panel 25 1 - 2 times a year School districts, OEA, ESDs, and (application process)
Note: Your grade will be determined by the number of points you received from the rubric. For example, if you received 18 points on the rubric your grade will be 96. 20 100 19 98 18 96 17 94 16 92 15 90 14 88 13 86 12 84 11 82 10 80 9 78 8 76 7 74 6 72 5 70 4 F 3 F 2 F 1 F I have read and understood the saint project assigned to my child. __________________________________________________________________ _______________________________ Parent/Guardian Signature Date
Name Date Extra Practice Answers Lesson 1 – Master 5.19 1. a) Colyer, Romano, Thompson, and Victorino b) Hermansen, Kinkade, Izturis, and Romano c) Which players make over $400 000? (Cabrera and Gagne) About how much more money does Roberts make than Colyer? (About $100 000) d) I would keep the vertical scale the same, but extend the maximum value to 700 000. I would add a bar for Mota. Mota’s bar would be between the 600 000 and 700 000 lines, but closer to 700 000. Lesson 2 – Master 5.20 1. a) 7 b) 33 c) 5 d) 14 2. a) 57, 56, 36 b) Brown; he has the most hits and has fewer strikeouts than Green. c) I predict the mean number of games played will decrease if Green and Brown are not included in the data. (89 + 39 + 23 + 22 + 17) ÷ 5 = 190 ÷ 5 = 38 Lesson 3 – Master 5.21 1. a) Lowest: 59; highest: 93 b) Math Marks Stem Leaf 5 9 6 0 4 8 9 7 0 3 4 5 5 7 8 9 9 9 8 0 1 2 2 3 3 3 4 5 9 3 c) 34 d) About 77 e) Most of the marks were in the 70s and 80s. Lesson 4 – Master 5.22 1. a) 72 b) c) More boys than girls like orange, apple, and cranberry juice. Twice as many girls as boys like grape juice. Lesson 5 – Master 5.23 1. a) b) The number is going down and up alternately, and is generally decreasing. c) 2000 2. a) b) Ice Cream Haven sells the most ice cream on Sunday, perhaps because people are out visiting or doing activities. c) There is a drop in sales from Sunday to Monday. Sales increase through the week. Lesson 6 – Master 5.24 1. a) I chose a stem-and-leaf plot because there are a lot of numbers and they can be grouped. b) Minutes Per Chat Stem Leaf 0 5 8 1 0 1 2 5 5 6 8 2 0 1 2 3 3 5 8 3 0 1 2 5 c) Most of George’s and Benito’s online chats lasted between 10 and 28 minutes. 2. a) 55 b)
Unit 5: Risk and Reward 22- 26 days Reading: RL.1, RL.2, RL.3, RL.4, RL.5, RL.6, RL.7, RL.9 Writing: W.3 Language: L.2, L.4, L.5 Speaking and Listening: SL.4, SL.5, SL.6 Description: Students analyze character decisions and values in order to better understand why characters take risks. Students also discuss and identify elements of fantasy stories as they compare how two authors develop similar themes in two fantasy stories. Big Idea: Decisions we make often reveal what we believe and value. Decisions are also impacted by weighing the risks and rewards. Core Works: Various literary texts, The One and Only Ivan, Frindle, Tuck Everlasting, The Hobbit How do the choices we make reflect our beliefs and values? When is the risk worth the reward? Narrative Task - Graphic Novel from Another Point of View Students choose an important event from their novel to analyze. Then, students rewrite the event from a different point of view in the form of a graphic novel. Students will share their graphic novels with their peers.
MSED: Circuit 7 Mathematics Question Paper Third term 2013 Assessment Task 5.2 Name: ____________________________ Grade 6: _______ Date: _____________________ Total: 40 marks Time: 40 minutes Answer all the questions below. Write your answers in the spaces provided. Number patterns No Question Answer No Question Answer 1 Write the fourth number in this number sequence. 0, 4; 0,6; 0,8; ______ . A 10 B 0,1 C 1 D 1,2 (1) 2 Which number is left out in this pattern? 9,12; 9,08; 9,04; _____ ; 8,96 A 9,02 B 9 C 8,92 D 8,94 (1) 3 Look at this pattern and complete the table. Look at this pattern and complete the table. (3) 4 Complete the number chain. (3) 5 Complete the following number patterns and describe the rule you used. 0,25 ; 0,3 ; 0,35 ; 0,4 ; __________ _________ (1) 6 Complete the pattern. 4 ; 9 ; 6 ; 8 ; 8 ; 7 ; 10 ; _____ __________ (1) Working Space:
3 Kyk na die diagrampatroon en voltooi die tabel (3) 4 Voltooi die getalketting. (3) 5 Beskryf die onderstaande patroon. 0,25 ; 0,3 ; 0,35 ; 0,4 ; 0,45 (1) 6 Voltooi die patroon. 4 ; 9 ; 6 ; 8 ; 8 ; 7 ; 10 ; _____ __________ (1) Werkspasie: Persentasie en Temperatuur Nr Vraag Antwoord Nr Vraag Antwoord 7 Omkring die gewone breuk en die desimale breuk wat gelyk is aan 25%. _________ (2) 8 Watter persentasie het dieselfde waarde as 0,75? A 7,5% B 0,75% C 75% D 5,7% A 7,5% B 0,75% C 75% D 5,7% (1) 9 Watter persentasie word deur die ingekleurde deel hieronder voorgestel: A 10% B 50% C 5% D 0,5% A B C D (2) 10 As jy 27 uit 50 vir ‘n Wiskunde toets gekry het, wat was jou persentasie vir dié toets? _________ (2)