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3-5 REMOTE LEARNING PLANNING Week of April 27, 2020

Jungman is open DAILY from 9:00am-1:00pm during the shutdown to provide meals or schedule technology pick-ups.

3-5 Remote Learning Week at a Glance

Connecting to Online Learning:Families, please find our sign in codes on CLASS DOJO, GOOGLE CLASSROOM, ETCDuring our scheduled class times, please have your child go to:

1. https://meet.google.com2. Click on Join a meeting3. Then type that codes in for the meeting.

That will bring you to our online class! Please be sure to mute the microphone and turn off the video.

Critical Standards for Skill Practice: ❏ ELA:ELA 3rd❏❏ CCSS.ELA-LITERACY.RI.3.1-Ask and

answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

❏❏ CCSS.ELA-LITERACY.RI.3.2-Determine the

main idea of a text; recount the key details and explain how they support the main idea.

❏ CCSS.ELA-LITERACY.RI.3.3-Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

❏ CCSS.ELA-LITERACY.RI.3.7-Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

❏ CCSS.ELA-LITERACY.RI.3.8-Describe the logical connection between particular sentences and paragraphs in a text (e.g.,

Materials Needed for lessons:

Students need a 1:1 device for online classes and teacher support!

Email [email protected] if you need to schedule a time to pick up a

chromebook!


comparison, cause/effect, first/second/third in a sequence).

❏ CCSS.ELA-LITERACY.RI.3.9-Compare and contrast the most important points and key details presented in two texts on the same topic.

❏ ELA 4th

❏ CCSS.ELA-LITERACY.RI.4.1-Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

❏ CCSS.ELA-LITERACY.RI.4.2-Determine the main idea of a text and explain how it is supported by key details; summarize the text.

❏ CCSS.ELA-LITERACY.RI.4.3-Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

❏ CCSS.ELA-LITERACY.RI.4.4-Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

❏ CCSS.ELA-LITERACY.RI.4.5-Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas,


concepts, or information in a text or part of a text.

❏ CCSS.ELA-LITERACY.RI.4.6-Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

❏ ELA 5th

❏ CCSS.ELA-LITERACY.RI.5.1-Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

❏ CCSS.ELA-LITERACY.RI.5.2-Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

❏ CCSS.ELA-LITERACY.RI.5.3-Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

❏ CCSS.ELA-LITERACY.RI.5.4-Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

❏ CCSS.ELA-LITERACY.RI.5.5-Compare and contrast the overall structure (e.g.,


chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

❏ CCSS.ELA-LITERACY.RI.5.6-Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

❏

❏ Math:❏ CCSS.MATH.CONTENT.3.OA.A.1-Interpret

products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.

❏ CCSS.MATH.CONTENT.3.OA.A.2-Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.

❏ CCSS.MATH.CONTENT.3.OA.A.3-Use multiplication and division within 100 to solve word problems in situations involving


equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.1

❏ CCSS.MATH.CONTENT.4.OA.A.1-interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.

❏ CCSS.MATH.CONTENT.4.OA.A.2-Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.1

❏ CCSS.MATH.CONTENT.4.OA.A.3-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.


❏ CCSS.MATH.CONTENT.5.OA.A.1-Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.

❏ CCSS.MATH.CONTENT.5.OA.A.2-Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation "add 8 and 7, then multiply by 2" as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.

❏ Science:

❏ SCIENCE CONTENT 5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.

❏ SCIENCE CONTENT MS-LS2-1. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.

❏ SCIENCE CONTENT MS-ESS3-2. Analyze and interpret data on natural hazards to


forecast future catastrophic events and inform the development of technologies to mitigate their effects.

❏ SCIENCE CONTENT MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.

Secas/Co-Teachers: Ms. MarsellaMs. MichelleMr. JoeMr. Matt

Teacher: Ms. Montanez

Day 1 Day 2 Day 3 Day 4 Day 5

Online Virtual Learning with

Teacher

GET THE CLASS CODES ON

DOJO, GOOGLE CR

90 minutes

Reading/Writing/Calendar9:00-9:30

Students will be able to recall details from a text.

While reading at instructional level, students will be able to identify beginning, middle, and end of a story.

Students will answer comprehension



Students will answer comprehension questions from the











questions from the text.

Calendar work.

Go Noodle.

Students will present their ABC project of the letters “EFGH” in relation to objects around their house.

Scholastic “Saving Gibson”

(Lexia will be done on students own time. Scholastic can also be done for review of stories read during remote learning.)

text.

Calendar work.

Go Noodle.

Students will finish presenting their ABC project of the letters “EFGH” in relation to objects around their house. If not finished on Monday.

Review and finish activities for the Scholastic “Saving Gibson”


text.

Calendar work

Go Noodle.

Students will be assigned the letters “IJKL” for their ABC project in relation to objects around their house.

Scholastic “Flip for the Olympics”

(Lexia will be done on students own time. Scholastic can also be done for review of stories) read during remote learning.)

text.

Calendar work

Go Noodle

Students will continue to work on the letters “IJKL” for their ABC project in relation to objects around their house. We will do a check in and possibly present Friday.

Finish Activities for Scholastic “Flip for the Olympics”


text.

Calendar work

Go Noodle

Students will present the letters “IJKL” for their for their ABC project in relation to objects around their house. We will do a check in and possibly present Friday.

Review activities for Scholastic “Flip for the Olympics”


Small Group Red-A Green-B Purple-T Red-A Green-B

Math 9:30-10:00

Students will be able to add and subtract single and double digit math problems. We will review skip counting.

Math PlaygroundGo Noodle Otter Graph


Math PlaygroundGo Noodle Otter Graph


Math PlaygroundGo Noodle

(IXL to be done at



(IXL to be done at



(IXL to be done at

Student working online with


(IXL to be done at home on students

own time.)

(IXL to be done at home on students

own time.)

home on students own time.)



Small Group Green Purple Red Green Purple

Science10:00-10:30

● Students will be able to analyze and interpret data using the scientific process and critical reasoning to look at cause and effect relationships and evaluate potential problem solutions.


Videos on Otters

Read AloudScience

Experiment video

Bill Nye/Sid the Science Kid/

Magic School Bus



Review otter facts.

Read AloudScience

Experiment videoBill Nye/Sid the Science Kid/

Magic School Bus

(Of these options one video will be


Scholastic “Science of Sound”

Read AloudScience


Magic School Bus

(Of these options one video will be


Finish activities for Scholastic “Science of Sound”

Read AloudScience


Magic School Bus


Review and finish activities for Scholastic “Science of Sound”

Videos on Music and sound.

Read Aloud


(Of these options one video will be chosen each

day by a different student.)

chosen each day by a different

student.)

chosen each day by a different

student.) (Of these options one video will be chosen each day

by a different student.)

Science Experiment video

Bill Nye/Sid the Science Kid/

Magic School Bus

(Of these options one video will be chosen each day

by a different student.)

Assigned Task Purple Read Green Purple Red

EnrichmentGET CLASS CODES ON

DOJO

30 minutes

Encore10:40-11:10

PE Remote Learning

Assigned Task

Projectsand student/

teacher conferences

50 minutes

IXL Challenge!

11:10-12:00

IXL InformationDuring this time, please work on your IXL diagnostic and recommended skills!

Remember you are part of a schoolwide IXL Challenge! Each skill you get PROFICIENT gives your team 1 point, each skill you get MASTERY of gives your team 5 points! The team with the most points wins a

dance party and HUGE trophy to display on the floor!!!

Weekly Student/Family ConferencesI will be assigning times for students/parents to meet with me 1:1 during this timeframe one time per week EACH week of the shutdown. Please be sure to be on time to the hangout/call as I have other meetings

scheduled behind your meeting and cannot extend that time.

Independent Expectation for Here are resources for Digital Books and Expectation for Ways to practice


Reading

Math Fluency

Homework

30 minutes

independent reading

Things to consider: Have a recurring booklog that can be collected digitally through Google CR; use AR and track points,

Read ALouds• Amplify Science K-5 Books• CPS Virtual Library• Time for Kids• Teaching Tolerance: Student Texts• ReadworksAudible

Non-Digital Resources• Provide prompts for independent reading books (fiction prompts, non-fiction prompts)

math fluency practice

Things to consider: Xtra math challenges, iXL

Math Fluency.

XTRA Math

If you have questions for the Office or Administrators the virtual office hours are: 7:45am-2:45pm. During the Virtual Office Hours, please email [email protected] for any questions you may have and someone will be in touch before the end of the

day if it is urgent or before noon the next day if it is not urgent.

*** If Parents want supplemental activities, worksheets, etc, for any subject, please email me or contact me on Class Dojo.

[email protected]

Best Regards,

Ms. Montanez of the Panda Pack 300

Student

working

independently or conferen


The counselor has virtual office hours from: 9:00-11:00 and

can be accessed during that time by emailing Ms. Zureich at [email protected]

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