December Math Workshop

MATH MODULE 3

Grade 5 Module 3: Addition and Subtraction of Fractions

In Module 3, students' understanding of addition and subtraction of fractions extends from earlier work with fraction equivalence and decimals. This module marks a significant shift away from the elementary grades' centrality of base ten units to the study and use of the full set of fractional units from Grade 5 forward, especially as applied to algebra.

Finding Equivalent Fractions

Conceptual Understanding of Equivalent Fractions

DECEMBER READ ALOUD 2015

DECEMBER  

Read Aloud FLUSH CONTINUED 

In Read Aloud this month, we are reading FLush by Carl Hiaasen.  We have only just started, but we're already hooked!!  For information about the book, click here.  As we read, we will discuss the big ideas or themes in the book, just like we did in Eggs.  We are working to improve our skills in:

·                Determining the lesson/moral/theme/central message

·                Making inferences about the characters as well as tone and mood

·                Drawing conclusions and predicting what's to come

·                Thinking about the author's craft and purpose

·                Monitoring for meaning by using context to determine word meaning and interpreting                 figurative language

In addition, this new read aloud book will make us think about Social Issues.  These are serious issues that affect our daily lives like family relationships, family struggles, caring for our environment, and what it means to do the right thing.

Below you will find our new vocabulary words that we are learning to improve our Read Aloud conversation.  These words will help us articulate our thinking as we discuss the book Flush.  Click the link below to find a copy of our Vocabulary Packet with the 14 words, definitions, and synonyms.  Students will be quizzed weekly on these words.  The purpose of this is to ensure that the students have a deep understanding of the words because they will be used all year.  They should become a part of your child's permanent vocabulary.  They have been provided a list of "Ways to Study Vocabulary Words".  A copy of this list is below.  Please encourage your child to find a method that works best for them.  There are plenty of study options for active students, music lovers, and artists.

Note:  Although we have new words for Flush, students are still expected to know and use the vocabulary we learned in Eggs.  Students should continue to incorporate those words in conversation and in their writing.  They may also see one or two of those words pop up on a quiz!

Flush Conversation Words:  

1.              impulsive

2.              keen

3.              volatile

4.              murky

5.              vicious

6.              sincere

7.              erratic

8.              salvage

9.              expedition

 Vocabulary Homework Schedule

Day 1: In your own words- Write the vocabulary words and definitions in your own words.

Day 2:  Visual Representation- Draw a picture representing the vocabulary words (or find an illustration). Write a caption explaining your picture.

Day 3: Meaningful Sentences- Write each vocabulary word in a sentence. Your sentences must contain the words when or because (see example below).

            Vocabulary Word:  Compassionate

            The boy was compassionate when he offered to share his snack with the new girl at                    school.

            The boy was compassionate because he understood how it felt to be made fun of.

Day 4:  Study Night- Create a synonym tree or web for each word or choose 1 option from the menu to help you study all the vocab words.

Flush Conversation Words Vocabulary Packet:  

https://drive.google.com/file/d/0B9xCI4aHAVlqRDdwUkhob2hNclE/view?usp=sharing

Ways To Study Vocabulary Words: 
https://drive.google.com/file/d/0B3-CCyb5iLkAci1jSjJRd2Z6eEE/view?usp=sharing

December Writing Workshop 2015

December 2015 Writing Workshop

       This unit focuses on teaching students to craft arguments based on research. In this writing unit, students will learn to develop an argument and support it with multiple resources. This unit aims to give fifth graders additional practice producing texts that are written as arguments. Students will be reading collections of texts on a topic. The work with text sets will provide an opportunity for students to see that while many authors may write about a similar topic often, they often have different opinions about that topic. Students will learn to develop their own opinion based on their own selected topic, select evidence that supports their opinion, and show how that evidence relates to their opinion.

December Reading Workshop

Non fiction Text Structure Unit

Nonfiction articles present a challenge to young readers. The Common Core State English-language Arts Standards provides a convincing argument, we need to “up” the level of text complexity and provide greater opportunities for independent reading.

Text complexity is the most important variable in reading comprehension.

The level of difficulty is a more important variable in reading comprehension than is a reader’s degree of mastery of inferential reading strategies or critical thinking skills. In other words, what you read is more of an issue than how you read.

The Purpose of this Unit:

Students will understand:

• All texts have a structure that organizes information.
• Chronological/Sequential
• Problem-Solution
• Cause & Effect
• Compare & Contrast
• When writing, authors decide how they want to organize information and choose text structure based on their goals or purposes.
• A text structure arranges events, ideas, or information in a text.
• Identifying the structure of a text can help you better understand the main ideas an author is sharing.
• The text structure an author chooses is connected to an author’s purpose.
• There are key words that help identify a particular text structure.

December Guided Reading

Grade 5 Reading

Guided Reading WorK

It’s important for teachers to assess the skills and strategies your child uses as he/she reads to determine whether or not they are ready to move on to the next level of “just right” texts. When a child does demonstrate mastery of and consistency with the skills and strategies within a level, the child is most likely ready to move on to the next level. 

The goal is to help students develop strategies to apply independently. Work focuses on:

·       Working with small groups

·       Matching student reading ability to text levels

·       Giving everyone in the group the same text

·       Introducing the text

·       Listening to individuals read

·       Prompting students to integrate their reading processes

·       Engaging students in conversations about the text

Your child will be provided a leveled book mark to help them focus on strategies and skills needed on their current level. The following are samples of Grade 5 reading level bookmarks.

Level R *Character flaws ·       Flashbacks- Be careful- there are a lot of flashbacks and time changes in R books. Read carefully to notice them.  Then ask yourself: What is the purpose of this flashback? Why did the author include it in this part of the story? Foreshadowing- The author drops hints early on in the book to let you know about problems or solutions – this is called foreshadowing. Multiple Plot Lines- In level R books, there can be multiple plot lines- where 2 stories are going on throughout the book. Watch for them & follow both plots. Your job is to figure out how they are connected? What thread ties them together? Inferring Between Chapters- Time passes and things happen in between chapters- pause at the beginning of each new chapter to ask yourself:  What happened in between these chapters that the author didn’t tell me. Complex Vocabulary- Stop to figure out more complex vocabulary- it’s important. Figurative Language- The author uses simile, metaphor, and symbolism – stop to think about what the author is trying to show you in these parts. Carry Confusion Forward- Now when you feel confused re-reading might not work.  You have to carry your confusion forward & read on to see how the confusing part gets cleared up. Repeated is Important! Notice when an author repeats something (words, phrase, feeling, situation, character thinking)! It is IMPORTANT!! Notice it & figure out how it is important.

Level S *Foreshadowing *Multiple Plot Lines *Carry Confusion forward Setting Plays an Important Role in the Story- Be aware that sometimes the setting actually plays a role in the story. As you read ask yourself:  Is the setting playing a role in the story?  Is it… *acting as another character? *mimicking the feelings of the character? *causing a problem for the character? *connected to the problem? Long Stretches of Descriptive Language- Process long stretches of descriptive language – what information or feeling is the author trying to convey Identifying Themes- Identify universal themes a book addresses, and be thinking about this theme as you read. What does the author want to tell me about ________? What do I think about ______________? Develop Insights-Expect to have new insights about people, relationships, and the world after reading. You can gain these from the main characters but also secondary characters. Figure out Symbolism- Look for symbolism and figurative language in the text – what meaning is hidden here? Notice themes across Books- Think about the way different authors write about the same theme. Archetype Characters across Books- Notice similar types of characters across books.  New, Interesting Vocabulary- Seek out new and interesting words, record them, and actively add them to speaking and writing vocabulary.

Level T/U ●      Themes focusing on the problems of preadolescents.  Use situations that focus on the problems of preadolescents to develop new perspectives on readers own lives. Notice when author’s presents themes that evoke alternative interpretations. What does the author want to tell me about ________? What do I think about ______________? ●     Notice themes across books. Think about the way different authors write about the same theme. ●      Many texts focusing on human problems (war, hardship, economic issues, family) ●      Notice as well as discuss writer’s use of symbolism. Understand alternative interpretations of symbolism. What are the different meanings hidden here? ●      Expect to have new insights about people, relationships, and the world after reading. You can gain these from the main characters but also secondary characters. ●      Seek out new and interesting words, record them, and actively add them to speaking and writing vocabulary. ●      Be aware that sometimes the setting actually plays a role in the story. As you read ask yourself:  Is the setting playing a role in the story?  Is it… *acting as another character? *mimicking the feelings of the character? *causing a problem for the character? *connected to the problem? Readers are challenged by many longer descriptive words and by content‐specific/technical words -  what information or feeling is the author trying to convey?