Homework: Tuesday, January 6, 2016

Math: Khan Academy OPTIONAL

Writing: Work on filling in (if you have reliable internet access) your Google Sheet with the comparisons and contrasts we worked on today for the super bouncy ball and red rubber ball. Remember, you can access the Google Sheet by clicking on the Google Classroom icon on the side of the screen. It will take you to our stream on the Google Classroom where you will see the assignment waiting. The assignment is due tomorrow. You will have some time in class to work on this but not a lot.

Reading: FINISH reading the ON-PAPER Newsela article about new Muppet Character.

Answer Prompt:

Write a short paragraph describing the central idea. Use two pieces of evidence to support your writing.

Remember: Central idea is the big message a story shares with the reader. It’s not the topic…it’s the message.

Is the central idea about a new muppet? No…but that’s probably part of the central idea. Is the central idea that a new muppet character has autism? No…but that’s probably part of the central idea. Is the central idea that autism is something a lot of kids have? No…but that’s probably part of the central idea.

READ the article at least twice-once for the gist and once to ask yourself what the article is basically trying to get across to the reader.

Homework: Monday, January 4, 2016

Read: 30 minutes

Writing: Review Compare-Contrast presentation at home. If you read through it once and finished it in class, read it all the way through again, please. Invite a parent or responsible adult to join you this time, so you can discuss it. We will begin working on a multi-paragraph compare-contrast writing project this week looking at reading online vs. on paper.

Math: Khan Academy optional tonight. How do you get to Khan Academy? Scroll down and look at the right hand side of the webpage for an image that looks like KHAN ACADEMY

Click on the picture, and it will take you to our Khan Academy Classroom. 🙂



Homework: Monday, November 30, 2015


Today we began studying Show-Not-Tell writing. This is a standards-aligned skill to help students add details to their narrative  writing. Click on  Show Not Tell to see the techniques we’re using. (I’ll have a higher image quality by the end of this week. Sorry! 🙁 )

You can see the standards for yourself below

Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.

Use concrete words and phrases and sensory details to convey experiences and events precisely.

Students were given a “boring sentence” to work with: “It was really cold.”

We split into two groups, those who wanted to add more Sh0w-not-tell on their own in class to this sentence and those who wanted to take a brief “boring scenario” based on the boring sentence and add more show-not-tell to it.

ALL students need to craft their own first attempt at Show-not-tell writing tonight using either the boring sentence or the boring scenario as a starting point.

Click HERE to get a Google Doc with the boring and revised scenario that one group and I worked on together in class.

I’ll also copy/paste the boring scenario and revised version below:


It was such a cold day. When I went outside it felt super cold. I had to wear a jacket and gloves and scarf and heavy boots. I almost froze waiting for my carpool driver to pick me up. They were late. Finally when my ride came, I got inside the car. The heater was on, and I got warm quickly.


I had to push with all my strength to move the door. When it finally crunched open with a loud creak, a pile of snow fell off the roof and nearly trapped me in an avalanche.

“Man,” I thought to myself, “even Frosty the Snowman can’t handle this kind of weather!”

I looked out and didn’t see my neighborhood or a winter wonderland…I saw a barren wasteland of snow! Cars were lumpy white hills. Houses looked more like igloos than homes. The streets looked like long, rectangular, dirty  ice rinks.

I didn’t see my carpool anywhere. Every second I waited outside felt like a year.

The first breath I took in through my nostrils smelled like frozen steel. The air felt like needles poking at my skin.  When I exhaled, a giant, cloud of steam formed. It looked like the smoke from a giant forest fire. The air on my tongue tasted like icicles.

I tried to find the sidewalk by stepping off my porch, but I slipped on ice and fell into deep snow. I had to dig my way back to the surface like a swimmer trying not to drown.

“Whew. This is some SERIOUS snow,” I swore beneath my breath.





Homework: Monday, October 5, 2015

Math: Most students quizzed over estimating two-digit divisors. A handful worked with me today to review. IF…IF…you worked with me, you need to finish SPB 2.5 Q’s 5, 6, 7, and 8. IF you took the quiz, you have no homework. 🙂

Reading: Read 30 minutes

Spelling: Work on SpellingCity.com tasks.

Science: Finish workbook for lesson 3. Study dictionary. RE-read lesson 3 in EEI student edition. I would also study the diagram of an aquifer found both in your dictionary and in the visual diagram we looked at today in class.  Remember you can click on the links in this post, or you can find ALL of these items in Curriculum-EEI Science-5.3 Earth’s Water in the drop down menu at the top of the blog.