Eagle Creek Elementary 1216 East 5th Street - Arlington, WA 98223 Office: 360.618.6270 - Fax: 360.618.6275

5th Grade Learning Menu Information: April 27th - May 8th

Please find the attached Learning Menu for April 27th-May 8th. A few notes about the menu:

- This menu includes two-weeks of learning material and supports instruction through May 8th.

- New learning is introduced and the academic demand on students has increased. Consider working with your child to plan out how they will work through the menu over the two-week period of time.

- Students are asked to submit their work to an assignment or two- we would love to see what your children are doing so we can assess their understanding of material and plan next steps. Directions for this are provided on the menu.

- The Specialist Menu is grade level specific. Your kids can pick one Specialist area every day or so to work with.

Washington State’s Superintendent’s Office is recommending the following for daily learning times:

- Kindergarten/1st Grade: 45 minutes a day - 2nd and 3rd Grade: 60 minutes a day - 4th and 5th Grade: 90 minutes a day

We are taking weekly attendance and our goal is to check in with students at least once a week. Please be sure to connect with your teacher via e-mail, phone, Zoom, Google Classroom, or by submitting assignments. If you are looking for more learning, consider looking back at previous menus and doing an assignment you may not have gotten to OR check out the many websites listed under “Helpful Websites”. If you have questions or concerns, please reach out to your child’s teacher. Teacher e-mails are listed at the bottom of each menu.

Eagle Creek  5th Grade Menu  

April 27-May 8  *Remember to read for at least 20 minutes and journal each day!  

Math   

If you can,  watch this  

video about  the volume  

formula:  https://www.youtub e.com/watch?v=YX

3UWCCF2UU   

Ch. 12, Lesson 9  (pgs. 955-957)  

 

Use the Volume  Reference Page if  you need help.   

Problem  Solving  

Problem #8   

Modification : Use a Multiplication chart

Race to 1,000  Game  

(Can’t cut the  cards out? Just  scroll through to  pick a card each  time. Don’t have  a partner to play  against? See if  you can get to  1,000 with the  fewest number of  cards).    

Problem  Solving  

Problem #11  

IXL  EE.15 and EE.16  (get at least to 80)   

OR   

“Finding  Volume of  Rectangular  Prisms” and  “Finding  Volume (word)”  Worksheets    

Problem  Solving  

Problem #16   

Modification : Use a Multiplication chart  

Choose 10  cards from the  Race to 1,000  game. Find the  volume of each  prism and put  them in order  from least to  greatest.   

Challenge : Do  the same using  all of the cards.   

Problem  Solving  

Problem #23  

ELA  *Email  your  

teacher a  picture of  your work  (or share  through  Google)  

from one  of the  

ELA tasks  from this  

menu.  

Read  “ One Small Step ”   

Read it a  second time;  while reading,  mark spots in  the text with a !  for important  information, a ?  for things that  make you  wonder, and  circl� 3 new or  interesting  words.  

 

Answer  questions (#1-4)  for this  passage with  RACE format as  needed.   

Read  “ A Night to  Remember ”  

 

Read it a  second time;  while reading,  mark spots in  the text with a !  for important  information, a ?  for things that  make you  wonder, and  circl� 3 new or  interesting  words.  

 

Answer  questions (#1-4)  for this  passage with  RACE format as  needed.   

Read both  articles again.  

 

Answer the  questions for  both passages  (#1-4) with the  RACE format  when needed.   

            

   

Character  Snapshots  

 

Using a book  you are  currently  reading, or  have recently  finished (use  one of our CIA  books if you  can’t think of  one), complete  the character  snapshots  page.  

       

 

Complete the  Beary Special  Season comma  worksheet    *Use the Comma  Rules reference  pages to help  you throughout  these activities.   Modification : Have someone read the passage to you. You mark the passage.

Complete the  Kingly Commas  comma  worksheet   Modification : Try it on your own then have someone help when needed.

Complete the  Commas and  Direct Address  comma  worksheet  

Complete the  Busy Builder  comma  worksheet  

 

Sci/SS  

Read the “ The  French and  Indian War ”  article.   

Complete the  “ Before you  Read ” and  “ After you  Read ” activities.   

.  Create a  timeline -as you  read each of  the articles,  add the  important  events to the  timeline. *There  will be more  articles in the  next menu, so  save your  timeline!    Modification : Have someone read the passages to you. You mark the passage.  

Write a  newspaper  article telling  about what  happened  after the  French and  Indian War. Be  sure to include  information  about Pontiac’s  Rebellion, what  the British did,  and why the  colonists were  angry.          

Read the “ Early  Conflicts with  Britain ” article.   

Complete the  “ Before you  Read ” and  “ After you  Read ” activities.   

For the Review  question, “Why  did British  Parliament  pass the  Townshend  Acts?” write a  paragraph to  answer this  question  (including the  two  government  services you  circled) using  the RACE  format.  

Many colonists  were upset  about the new  taxes. Do you  think their  anger was  justified? Write  at least 1  paragraph  stating your  opinion, using  details from  the text. Be  sure to think  about why the  British imposed  the taxes, as  well as why the  colonists were  upset.    

 

Health & Wellness: ·

Establish a new routine so that you can have balance in your day:  ● Put as many things in order the night before.  ● Get a good night’s sleep.  ● Keep your wake-up routines cheerful and positive.  ● Brush teeth.  ● Comb hair.  ● Wash face.  ● Get dressed.  ● Eat Breakfast, Drink Water.  ● Put shoes on.  ● Exercise, Breathe, Go for a Walk.  ● Get your daily school work done.  ● Do chores.  ● Call or Facetime family and friends.  ● Enjoy the rest of your day.  

Library/Tech: Print & cut out the Dash & Dot memory card game. Coding cards go  face down and you’re looking for a match. The other game is a memory game that  asks you to match English instructions with the corresponding code. Please find this  game in the “materials” folder. Have fun!  

Music:  Week 4 (4/27 - 5/1 ) - Use the packet or click on Make and Play a Percussion Instrument  for this lesson. It includes directions for the instrument, notes to create rhythms, and  definitions for tempo (speed) and dynamics (volume)    Make and Play a Percussion Instrument  Week 5 (5/4 - 5/ 8) - Use the packet or click on Compose a Rhythm Piece for this  lesson. It includes directions for the activity, notes to create rhythms, definitions for  tempo (speed) and dynamics (volume), and a rhythm composition worksheet.  Compose a Rhythm Piece   

PE: Soccer Skills Dribbling : This week as you dribble around work on changing directions quickly. Also, work on dribbling at different speeds (slow, medium, and fast). Passing: Pass the ball to a target (a partner, tree, wall). Trying using different parts of your foot (inside and outside of the foot). Remember to use your trapping skills when the ball comes back to you. Extension(s) of the Week: Juggle the ball. Try and keep the ball up in the air using your feet, thighs & head, (not your hands).  

General Wellness:   Make Feeling Flashcards. Find pictures in magazines or draw your own faces that go with the feeling words provided in this packet. Put the pictures/drawings with the matching feeling words on flashcard sized paper. Play Charades with these feeling cards. Charades is when you act out the feeling word without saying anything. Another person has to guess what feeling word you are acting out. Another version is to come up with other feeling words that are similar to your feeling word. Example: Happy is on the flashcard. Others could respond by saying joyful, good or pleased. See if you can come up with other feeling words not on the list and make flashcards for them. Play Charades with feeling cards  For more social emotional skills, lessons and helpful stories visit our Google Classroom. Log in to Google, Open

Google Classroom, click the “+”; join the class Social Emotional Support During School Closure; enter in the

code kyufbxn   

Helpful Websites:  https://www.youtube.com/watch?v=KF_bFnHCJIc (video with explanation and  extra practice problems)   https://www.xpmath.com/forums/arcade.php?do=play&gameid=118 (volume  game)   https://www.mathgames.com/skill/5.120-volume-of-cubes-and-rectangular-pris ms (extra volume practice)   https://www.splashlearn.com/math-skills/fifth-grade/geometry/volume-of-solid s (volume game)   https://www.youtube.com/watch?v=LZxXUb9iAZc&vl=en (volume song)   https://www.khanacademy.org/humanities/grammar/punctuation-the-comma- and-the-apostrophe/more-ways-to-use-commas/v/more-uses-for-commas-the- comma-punctuation-khan-academy (comma video)   http://www.sheppardsoftware.com/grammar/punctuation.htm (punctuation  practice)   https://www.ushistory.org/Declaration/lessonplan (more SS information)   

Teacher Emails:   aevans@asd.wednet.edu (Mrs. Evans)  ehusby@asd.wednet.edu (Mrs. Husby)  wklein@asd.wednet.edu (Mr. Klein)  lshalan@asd.wednet.edu (Mrs. Shalan)   

Specialist Emails:   Ms. Arnold : jarnold@asd.wednet.edu (Library/Technology)  Ms. Hallanger : ahallanger@asd.wednet.edu (Music)  Mr. Mclaughlin : tmclaughlin@asd.wednet.edu (Health and Wellness)  Mr. Robison : brobison@asd.wednet.edu (PE)  Ms. Jablonski: CJablonski@asd.wednet.edu (School Counselor)  

 

Volume FormulaVolume is the measurement of space a 3-D object takes up.

Volume = length x width x height

OR Volume = base x height

Volume = length x width x height

Volume = 10 cm x 5 cm x 2 cm

OR Volume = base x height

Volume = 50 cm2 x 2 cm

Always use cubic units

inches3 feet3 yard3

= 100 cm3

= 100 cm3

My solution

My work space:

My explanation:

Find 2 three digit numbers to subtract which will give you an answer of 321. How did you do it?

Can you find more? Explain your thinking.

8

Copyright © 2013 M. Celley-Anderson www.theteacherstudio.com

Directio

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1,0

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©Jennifer Findley

©Jennifer Findley

6 ft.

1ft. 2

ft.

8 ft.

3ft. 3

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12

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ft. 4ft.

10

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5ft.

1ft. 2

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9ft.

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©Jennifer Findley

4 ft.

4ft. 8

ft.

6 ft.

5ft. 1

2

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2ft.

1ft. 4

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3ft.

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©Jennifer Findley

1ft.

1ft.

3ft.

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ft.

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©Jennifer Findley

4 ft.

7ft.

9ft.

6ft.

8ft.

5ft.

ST

U

VW

X

Volum

e of Prism

SelectedRunning

Tota

l

Race to 1000 Recording Sheet

Na

me: __________________________________________________ D

ate: _______________

My solution

My work space:

My explanation:

Use the digits 3, 4, 5, and 6 to create two 3 digit numbers where the sum is

between 900 and 1,000 and the difference is less than 100.

Explain your thinking.

11

Copyright © 2013 M. Celley-Anderson www.theteacherstudio.com

1-10 90 80 70 60 50 40 30 20 10 0

1) 5

7

9

2) 7

6

8

3) 4

5

6

4) 7

9

3

5) 7

5

7

6) 6

4

3

7) 7

4

6

8) 3

2

5

9) 5

9

2

10) 3

6

9

1. 315

2. 336

3. 120

4. 189

5. 245

6. 72

7. 168

8. 30

9. 90

10. 162

Find the volume of each of the rectangular prisms. Measured in cm (not to scale).Finding Volume Of Rectangular Prisms

Math www.CommonCoreSheets.com

Name:

Answers

7

1-10 90 80 70 60 50 40 30 20 10 0

1) A cube has depth of 10 cm. What is the volume of the cube?

2) What is the volume of a figure with that is 6 inches wide, 3 inches tall and 4 inches long?

3) A cube has width of 6 cm. What is the volume of the cube?

4) A cube has width of 8 cm. What is the volume of the cube?

5) A rectangular prism has a width of 5 cm, a height of 8 cm and a depth of 2 cm. What is thevolume of the prism?

6) A rectangular prism has a width of 8 cm, a height of 8 cm and a depth of 10 cm. What isthe volume of the prism?

7) A rectangular prism has a width of 9 cm, a height of 10 cm and a depth of 5 cm. What isthe volume of the prism?

8) A rectangular prism has a width of 9 cm, a height of 7 cm and a depth of 2 cm. What is thevolume of the prism?

9) What is the volume of a figure with that is 10 inches wide, 3 inches tall and 5 inches long?

10) What is the volume of a figure with that is 2 inches wide, 9 inches tall and 8 inches long?

1. 1000 cm3

2. 72 in3

3. 216 cm3

4. 512 cm3

5. 80 cm3

6. 640 cm3

7. 450 cm3

8. 126 cm3

9. 150 in3

10. 144 in3

Solve each problem.

Finding Volume (word)

Math www.CommonCoreSheets.com

Name:

Answers

1

My solution

My work space:

My explanation:

Garrett and Devin shared a pizza. Devin at 1/8 of it and Garrett ate ½ of the rest. What fraction was left? Prove your answer using

numbers and pictures.

16

Copyright © 2013 M. Celley-Anderson www.theteacherstudio.com

My solution

My work space:

My explanation:

Which is worth more—doubling a nickel every day for 2 weeks or tripling a dime every day for one

week? Prove your answer.

23

Copyright © 2013 M. Celley-Anderson www.theteacherstudio.com

One Small StepOn July 16 in the year 1969, I was on a space shuttle at the Kennedy

Space Center. It was named Apollo 11. I, Mission Commander Neil A. Armstrong, was one of three men taking a trip to the moon. My comrades on this flight of a lifetime were Lunar Module Pilot Edwin E. “Buzz” Aldrin Jr. and Commander Module Pilot Michael Collins. Our mission was to land on the moon, and on July 19 we arrived in the moon’s orbit.

Donned in our space suits, Buzz and I got into the lunar module “Eagle” in what would soon became a significant part of history. This was the first landing on a celestial body other than Earth by humans, and we were the first humans to experience this amazing feat. Many people dreamed of this day, and we were the ones lucky enough to be part of it.

Being on a ship that is launched into space is a very daunting concept, but we were all prepared. We were trained well, and we knew the risks. We were doing something remarkable that would impact Americans for centuries to come. Who else would ever be able to say that they were the first humans to land on the moon? Our names would forever be remembered, and this made us determined to complete our mission to the best of our abilities.

“One small step for (a) man, one giant leap for mankind,” I uttered when we stepped outside and onto the surface. When we placed the American flag on the surface of the moon, it made me beam. What a feeling! Some people are scared to fly to another state, but my fellow astronauts and I were courageous enough to fly to another celestial body. Our courage made children want to grow up to be astronauts. We changed the way people looked at the sky, and we became heroes to many people that night.

We collected samples while on the surface of the moon. We even left some things behind, like a mission patch, for the next visitors to the moon. And about 21 hours after we landed on the moon, we lifted off back to our ship to get ready to head home. On July 24 we returned to our home planet, the Earth. Thankfully, we had a safe landing in the Pacific Ocean.

Our recovery was orchestrated by President Nixon, who sent the USS Hornet, the Navy's prime recovery ship, to extract us from the ocean. We all returned to the Kennedy Space Center blissful and healthy. In a sense, we were also changed men. Changed because we saw something few would ever get to see. And it was a life-changing moment. But getting back home safely and quickly to our families was even sweeter.

1. Who is narrating One Small Step? How does this affect how the

story is told?

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

2. Determine the meaning of the word daunting as used in the

following sentence: Being on a ship that is launched into space is

a very daunting concept, but we were all prepared.

_________________________________________________________________

_________________________________________________________________

3. What reasons does the character give for saying that he and his

fellow astronauts were changed men?

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

4. Describe the character of Neil Armstrong. Use evidence from the

passage to support your character analysis.

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

Name: ________________________________ Date: ____________________Directions: Read One Small Step and answer each question. Support your answer with evidence from the passage.

A Night to RememberI was just 10 years old in 1969. And just like many families at the time, my family

and I were glued to the television set when American astronauts landed on the moon. My family and I sat huddled around our little black and white television on July 20, 1969. We were anxious and couldn't wait for the moon landing to air.

We finished up dinner just before the news was to begin airing. I could barely eat. My stomach was all in knots thinking of how amazing this was going to be. How many kids would again get to see such a historical event happening right before their eyes on television? I was so happy we had a television so we didn't have to miss it. Mom even made some popcorn so we could snack while we watched, as if it was a movie.

My brother was busy talking when the news started. I told him to hush up, and mom scolded me. I just didn't want to miss a word or a moment, and little brothers can be so distracting. But after mom spoke to him, he sat down and behaved. When the broadcast began, it was just some talking and other random information, but when they aired the landing, I was glued to the set. Once they landed the broadcast was less than 5 minutes long. It was not enough. I wanted to see more. I was so astonished at what mankind had just accomplished. I wished I could be on that moon with them. But I was scared too. Would they make it back safely? What could happen to them up there? I started to cry in my fear for their safety, and mom soothed me by hugging me tight.

I got to stay up late that night, even after my little brother got put back to bed. The moon walk would be aired almost 6 hours after the landing. I had to see it. What would it really be like to walk on the moon? When the moonwalk aired, I was mesmerized by what I saw! The astronaut kind of floated as he walked. Now I really wanted to be there. Maybe when I grow up, I will have the opportunity to be an astronaut. It would be so rewarding and a memorable experience at the same time. After the airing of the moon walk, the president spoke to the crew. I was very drowsy by this time. I may have actually fallen asleep on the floor a couple times. I don't remember going to bed that night. I think my dad probably carried me up the stairs and tucked me in. I had dreams that night of being on the moon and jumping high on the surface.

We had school the next day, Monday. I was really drained in class. But we discussed the moon landing, and we each got to write down how we felt about this amazing event that happened in our own lifetime. I wrote about my dream of being an astronaut and stepping onto the moon myself. I wrote about how exhilarating it was to watch it happen on the television and how I felt awful for the many families that had no television to see this wonderful event happen before their eyes. I will never forget this momentous moment in American history and my life.

1. Who is narrating A Night to Remember? How does this affect how the story is told?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

2. Find the idiom used in paragraph 1 and write it below. Then determine the meaning of the idiom.

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

3. Why is the main character scared in paragraph 3? Provide evidence from the text to support your inference.

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

4. How did the main character ’s thoughts and feelings change from when he watched the moon landing to the actual moon walk?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Name: ___________________________________ Date: ____________________Directions: Read A Night to Remember and answer each question. Support your answer with evidence from the passage.

1. Which of the passages would be the best fit for a book titled A Look into the Memorable Moon Walk From the Eyes of the People?Explain your reasoning.

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

2. How are the emotions of the narrators of both texts similar and different? Include specific evidence to support your answer.

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

Name: ________________________________ Date: ____________________Directions: Answer each question. Support your answer with evidence from the passages.

3. Both passages discuss the famous first walk on the moon. What information is presented in “One Small Step” that is not in the other passage?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

4. Both main characters feel lucky. Compare and contrast the

different reasons that the characters feel lucky.

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Comma Rules

Use a comma to set off a tag question from the rest of the

sentence.

Use a comma to separate an introductory element from the

rest of the sentence.

Use a comma to indicate

direct address.

Use a comma to set off the

words yes or no.

Use commas between words in a series. Notice that a

comma does not follow the last word in the series.

It’s true, isn’t it?

As the day came to an end, the fire fighters put out the last spark.

Is that you, Steve?

I love to eat strawberries, kiwi,bananas, grapes,and oranges in my fruit salad.

Yes, thank you!

©The Mailbox®

Comma RulesUse a comma…

1. to separate words, phrases, or clauses in a seriesExample: Birds use materials like bits of yarn, cotton, and hair for buildingtheir nests.

2. to separate items in addresses and datesExample: We’re having a picnic on March 28, 2004, in Asheville, NorthCarolina.

3. to set off long phrases and clausesExample: Four times a year, we experience a change of seasons.

4. after a greeting or a closing in a letterExample: Dear Edward,

Sincerely,Eleanor

5. after introductory words at the beginning of a sentence or after aninterjectionExample: Hey, why don’t we meet at the zoo?

6. to separate the name of the person being spoken to from the rest of thesentenceExample: Mary Ann, look at those beautiful flowers!

7. to set off the exact words of a speakerExample: “It’s time for our annual spring cleaning,” explained Margaret.

8. between independent clauses joined by or, and, or butExample: I would love to go biking, but I believe it’s going to rain.

9. to set off an appositiveExample: Shadow, our dog, had a litter of six puppies.

10. to separate adjectives that modify the same nounExample: Birds are lovely, colorful creatures.

©The Mailbox®

March 21 2017 Dearest friend

My what a good rest I had! I could no longer bear my dreary stuffy den. So I ventured outside. There I found some roots fruit and mice on which to nibble. Brenda I was quite taken by the sights and sounds of the glorious spring morning! The air was filled with the fragrant smell of blossoming flowers the voices of birds singing melodious tunes and the soft cry of hungry baby animals.

I remained outside most of the morning and by late afternoon I was as hungry as a bear! My cousin Beatrice a most capable cook lives but a short distance from my home. As I set out for my visit I found myself wandering toward the meadow. There is a grassy slope that is just perfect for performing a good somersault or two. As I approached the meadow you’ll never guess whom I saw. Beatrice! We had a marvelous time rolling down the hill. Afterward we shared a picnic lunch she had packed.

I must close for now. There is a bothersome bug a bee hovering around my honey jar! (Beatrice always says “Bears and bees just do not mix!”) I wish you a most pleasant spring!

Yours trulyBernard B. Bear

Bernard Bear has just waked from his long winter’s nap. He’s writing a letter to his friend Brenda. He’s still a little sleepy, so he needs help completing it.

Directions: Read the letter below and the comma rules your teacher shares with you. Using a colored pencil, complete the letter by placing commas where needed. In each paw print at the end of a group of words, write the number of the rule you used to decide where to place the comma(s).

Hint: There are 18 missing commas.

A “Beary” Special Season!Name Commas

Bonus: Imagine that you are an animal. Then, on the back of this sheet, write a letter to a friend describing your favorite things about spring. Be sure to correctly use at least five commas in your letter.

Name Date

Kingly Commas

37©The Education Center, Inc. • Teacher’s Helper ® • TEC48014 • Aug./Sept. 2004

1. Diamonds shine from the king’s robe crown and fingers.

2. The princess loves to run jump and play with her friends.

3. The king’s farmer milks the cows feeds the pigs and collects the eggs.

4. The queen the king and the prince have silk robes.

5. The royal magician pulled birds roses and a rabbit from a hat.

6. The palace gate is filled with rubies diamonds emeralds and pearls.

7. Jugglers jesters and singers are part of the king’s staff.

8. The king’s garden has a large oak tree a rosebush and tulips.

9. The king queen prince and princess waved from the castle.

10. The castle is filled with soft rugs golden lamps and shiny mirrors.

11. The musicians play their drums trumpets and flutes.

12. The army protects the kingdom from dragons serpents and invaders.

Total:

Add the missing commas to the sentences below. Write the number of commas you add in the diamond at the end of the line. The total number of missing commas should equal the number of jewels in the king’s crown.

Punctuation: commas in a series

I have 26 jewels in my crown!

Bonus Box: On the back of this page, write a sentence listing your three favorite foods. Then write a sentence listing your four favorite things to do.

Copyright © 2014 K12reader.com. All Rights Reserved. Free for educational use at home or in classrooms. www.k12reader.com

Commas and Direct Address

Part I.

Rewrite each sentence below as a direct address. Remember to add the quotation marks and the commas where needed.

1. Thad you were elected captain of the team!

____________________________________________________________________________________

2. It is important Chelsea that you always wash your hands.

____________________________________________________________________________________

3. Can you help me sir?

____________________________________________________________________________________

4. Have a happy birthday Mom.

____________________________________________________________________________________

5. You’re a great speller Winston so you might win the spelling bee.

____________________________________________________________________________________

Part II.

Write three original sentences, each with a direct address.

1. ____________________________________________________________________________________

2. ____________________________________________________________________________________

3. ____________________________________________________________________________________

A direct address is when the person speaking uses the name or a nickname for the person they are speaking to.

Example: “What time do you want to go to the game, Felix?”

The name in the direct address is always set apart from the rest of the sentence by a comma or commas. If the name is at the end, as in the example above, the comma

goes before the name. If the name is at the beginning of the sentence, the comma goes after the name. If the name is in the middle of the sentence, the name has a comma before and after.

Examples:

“Felix, what time do you want to go to the game?”

“What time, Felix, do you want to go to the game?”

Name: ___________________________

©The Mailbox® • Teacher’s Helper ® • TEC48022 • Dec./Jan. 2005–6

Name Date

One Busy Builder

35Commas: direct address and series

How did the carpenter break her teeth?To solve the riddle, match the colored letters to the numbered lines below.

__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __. 2 6 10 4 6 10 8 10 1 3 7 6 10 9 7 12 5 11 2

Yes No

1. I’m glad I ordered plenty of nails screws, and bolts. B D

2. Did you find the doors, windows, and screens? S G

3. Kim, please hold this board while I nail it down. O A

4. Sam did you buy enough plaster for the walls? L C

5. The floors in the kitchen living, room and, bathroom are finished! U >

6. Ben and Luke, please carry this lumber to the back. H T

7. I’ll need the tiles, mirrors, and grout for the bathrooms. N S

8. Taylor, Liz, and, Mary did a great job today! M W

9. Ken, please help plant the trees, shrubs, and flowers. R K

10. The sinks toilets, and bathtubs, will be arriving tomorrow. O E

11. Morgan, I love the color you picked out for the walls. L F

12. David we need to buy paint rollers, and brushes at the paint store. > A

If commas are used correctly, lightly color the nail in the “yes” column. If commas are not used correctly, lightly color the nail in the “no” column.

© Presto Plans

Character SnapshotsImagine that you are a character from the reading. Below are 4 pictures you posted on social media during important moments

of the plot. Draw the pictures you took, describe what is happening at that moment, and explain why it is important.

PHONE 8:47

Character Snapshots

_________________________________________________________________________________________________________________________________________________________________________________________________________________________

PHONE 11:22

Character Snapshots

_________________________________________________________________________________________________________________________________________________________________________________________________________________________

PHONE 3:18

Character Snapshots

_________________________________________________________________________________________________________________________________________________________________________________________________________________________

PHONE 8:35

Character Snapshots

_________________________________________________________________________________________________________________________________________________________________________________________________________________________

To Code Pieces Blocky Code Pieces

Drive Forward

Drive Backward

Drive Forward Turn Left

Turn Right

Directions:

1. Cut out cards along the dotted lines.2. Mix up cards and lay them in rows, face down.3. Turn over any two cards. If they match, keep them. If they don't, turn them back over. Remember, the "to code" card

needs to match the "Blockly code" card. 4. The game is over when all the cards have been matched and the player with the most pairs, wins.5. ALTERNATIVE: Have a player act out a "to code" card and the other player has to match it with the "Blockly code" card.

Drive Forward Turn Right Turn Left

Look Left

Look Right

Look Up

Look Down

Look Straight

Drive Forward Look Straight

All Lights Yellow

Drive Backward Look Right

All Lights Red Look Right

Dash Says Hi

Cat Sound

Dog Sound

1. Cut out cards along the dotted lines.2. Mix up cards and lay them in rows, face down.3. Turn over any two cards. If they match, keep them. If they don't, turn them back over. Remember, the "to code" card needs to match the "Blockly code" card. 4. The game is over when all the cards have been matched and the player with the most pairs, wins.

Game Set #2

Make and Play a Percussion Instrument 4-27 to 5-1 Week 4 Make a percussion instrument and play some rhythms using your rhythm worksheet Be sure to add some dynamics (louds and softs) that you learned about last week. This week add tempo (different speeds), too. Presto - fast Largo - slow The kazoo you made two weeks ago is a wind instrument, because it uses air to make its sound. In bands and orchestras there are two families of wind instruments. Brass - 4 main instruments: trumpet french horn trombone tuba

Woodwinds - 5 main instruments: flute clarinet oboe bassoon saxophone

Percussion are instruments that you hit, shake or scrape. The instrument pictured below can do all three of those. Use the balloon top, (or bottom of can if you don't have a balloon) for your tapping surface. Put your choice of filling in it to make a shaker, use a pencil, chopstick, or some other utensil to scrape rhythms on the side Three in One! Balloon bongo, shaker & guiro (scraper) Fill a clean can with your choice of filling, stretch a balloon over the top and secure with a rubber band or ponytail holder. Decorate if you want with paint, stickers, glue some fabric on it Materials: Body of instrument: Tin can. For a non-bumpy surface you could use an oatmeal container, or some other hollow container. To just make a shaker you could use plastic Easter eggs, a soda bottle, or even two cups taped together in the middle. Be creative! Filling: rice, beans, popcorn, pebbles, beads, etc. Or try something softer like jelly beans or erasers. You are the inventor!

Music,4th-5th 4-27to5-1,Week4

Createandperformyourownrhythms.TeachsomeoneinyourfamilysotheycanjoinyouYoucancutoutthenotesbelow,orwriteyourown!!Adddynamicsandtempotomakeitinteresting.Putdynamicsbelowthenotesandtempoabovethenotes

fortissimo

forte ff forte

mezzoforte

f

f mezzoforte

mezzopiano

mf

mf mezzopiano

piano mp mp piano

pianissimo p p pianissimo

pp pp

veryquiet quietmediumquiet

mediumloud loud

veryloud loud

mediumloud

mediumquiet quiet veryquiet

Crescendo-graduallygetlouder Decrescendo-graduallygetsofter

Largo:veryslow;Andante:walkingspeed;Moderato:moderately,medium;Allegro:quickly;Presto:veryfast

Useyourkazooand/orpercussioninstrument.Havesomeonejoinyoutomakeafamilyband!

q q q q q q q q ry ry ry ry ry ry ry ry Q Q Q Q Q Q Q Q h h h h h h h h

dffg dffg dffg dffg dffg dffg dffg dffgrdg rdg rdg rdg dgy dgy dgy dgy

Music,4th-5th 5-4to5-8,Week5 RHYTHM FUN WITH YOUR HOMEMADE INSTRUMENTS

Using the rhythm symbol cut-outs provided (or writing them by hand if you prefer), create an

original rhythm composition and play it on your homemade instruments. Use qor ryor Q or

hor dffg or rdg or dgy in the beat boxes on the next page to create 4-beat

measures. Remember, each of these rhythm symbols takes up one beat box, but the half note

h takes up two beat boxes. Your composition must be 8 measures long (32 beats), and you

must use at least 3 different types of notes or rests. You must include a tempo word at the

beginning of your composition to let the performer know what speed to play. Also, you must add

dynamics symbols so the performer knows the volume level(s) you want your piece played.

Here are some performance ideas: 1. Play your composition for your family. 2. Teach your

family how to read your composition and then have them play it. 3. Record yourself playing your

composition. Have fun!

q q q q q q q q ry ry ry ry ry ry ry ry Q Q Q Q Q Q Q Q h h h h

dffg dffg dffg dffg dffg dffg dffg dffgrdg rdg rdg rdg dgy dgy dgy dgy

example: presto

q q ry q

f

Paste or write your rhythms here. If you need more of a certain note, write it in. Measure 1 Measure 2

Measure 3 Measure 4

Measure 5 Measure 6

Measure 7 Measure 8

Write in your tempo and dynamic markings. Tempo goes above the notes, dynamics go below the notes. You don't need to change your tempo at all (you can if you want, but no more than two tempos), and dynamics shouldn't be changed too many times. Largo: very slow; Andante: walking speed; Moderato: moderately, medium; Allegro: quickly; Presto: very fast pp (very quiet), p (quiet), mp (medium quiet), mf (medium loud), f (loud), ff (very loud) crescendo decrescendo

- .-----------

Session 2

FEELINGS FOR FEELINGS GRAB BAG

Sad Proud

Happy Disappointed

Mad Confused

Scared Ashamed

Shy Embarrassed

Brave Excited

Calm Stressed

Surprised Confident

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