Dear Families,

We had a great first week!  I’d like to welcome you to my Fourth-Fifth Grade classroom. I’m very excited about seeing all of you, beginning our new relationships and helping your child learn throughout the year.  I expect this to be a great year with all of us working together.

I lived in Akron, Ohio for almost 20 years. I moved back to Dearborn, Michigan in 2000 to be close to my family. I attended the Wayne State University and earned my bachelors for teaching and know working on my masters in ESL. I taught at Melvindale, Michigan for 4 years; as a 5th grade teacher for 3 years and 1 year as support before getting hired in Dearborn Public Schools.  This is my second year here at Oakman Elementary teaching a 4/5 split class. I consider Oakman staff and students as my extended family and wish for a great school year with your child.

My expectations for all of us are to follow our Core Values: Honesty, Respect for Self and Others, Responsibility, Integrity, Courtesy, and Citizenship.  The students who follow these expectations all month will have the chance to receive a reward from me.  I use classdojo for behavior so please make sure you log in to classdojo to see how your child is doing throughout the day. The consequences for not following the expectations are: 1. Reminder, 2. Warning and miss part of recess, and 3. A call or note home.  For any severe misbehavior, the student will be sent to the Office to talk with Mr. Abu-Rus.  I appreciate you helping me to reinforce these expectations so your child can benefit from a positive environment that promotes learning.

The following items are the best choices for snack: fruits, vegetables, nuts, yogurt, cheese, and granola bars without chocolate.  I also suggest a water bottle on a daily basis since we are upstairs and the room does get warm.  It’s also important to stay hydrated. Also, I have a student allergic to nuts and a student that is gluten free, so if your child ever wants to bring in a snack to share we have to consider everyone in class.

I will communicate homework and special events on classdojo and the blog.  Please feel free to email me at moseda1@dearbornschools.org  with any questions, comments or concerns.  You may also send in a note, call the Office for an appointment, or see me outside before and after school.  I look forward to getting to know you.

Sincerely,

Ms. Mosed

Math- Unit 7 test tomorrow

Social Studies- What does ‘unconstitutional’ mean?

Science- How long does it take for an eagle egg to hatch?

Read 30 min

ABC order

Math night Thursday 5-6p

explore.org for the Eagle Cam!

• My email is moseda1@dearbornschools.org
• Re-Do geometry(quadrilaterals) at 5th grade level and fractions on Khan Academy.
• Complete science and social studies lessons on Moby Max. This will help you for M-Step. Also, re-do the M-Step practice online we did in class.
• First week of M-Step! Good luck and get a goodnight sleep! Be sure to come early at 8 a.m. and eat breakfast in the cafeteria. Bring a snack and something to drink.

Homework:

Ms. Mosed’s 40 Book Challenge

• All 5^th graders in Ms. Mosed’s class will be expected to read at least 40 books this year during independent reading at home.
• You will be reading 40 (or more) books this year (beginning 9/7/17) and keeping track of the titles and genres on your Reading List sheet.
• You will be reading from a variety of genres in order to explore books you might not ordinarily read, and to develop an understanding of literary elements, text features, and text structures.
• Books that have been read (or will be read) in class cannot count, even if the student re-reads the book.
• Students may ask the teacher, librarian, classmates, or their families for recommendations, but there are no specific title requirements
• Any book with more than 200 pages will count as 2 books.
• All books are selected by the student.
• Select good fit books at your reading level. Use your DRA book graph as your guide and NWEA reading RIT score.
• Use your Reading notebook to respond to your reading.
• Each quarter you will be asked to present a “book talk” in front of the class for a grade.
• Each week I will ask you about what you are reading, which books you have added to your list, which books you abandoned, and which ones you plan to read next.
• Every Friday, you will turn in a completed Reading List.

Reading-Read for 15 minutes and list the books read in your reading list. Reading list is due on Friday. Also, read for 15 minutes on MyOn everyday. I will be checking your minutes weekly.

Math-Do 30 minutes on Khan Academy using your new RIT score and practice on iLearn for the math-a-thon.
Writing– Presenting their Scientist Informational text.

Spelling List:

1. racial
2. residential
3. special
4. commercial
5. artificial
6. judicial
7. facial
8. potential
9. partial
10. crucial
11. repeating
12. differentiating
13. terminating
14. immigration
15. multiple

Reading Objectives:

RL 5.9— Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.

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.

RI 5.6 – Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

RI 5.8 – Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

RL.5.1 – Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

Writing Objectives:

W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

1. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
2. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
3. Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
4. Use concrete words and phrases and sensory details to convey experiences and events precisely.
5. Provide a conclusion that follows from the narrated experiences or event.

W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Math Objectives:

5.NBT.B.6:  Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division.  Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

5.NF.B.3: Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4.

5.NF.A.1:  Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators.  For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d= (ad+bc)/bd.)

5. NBT.A.4:Use place value understanding to round decimals to any place

Science Objectives:

5-ESS2-1 Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact

5-ESS2-1 MI Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact in Michigan and the Great Lakes basin.

5-ESS2-2 Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about distribution of water on Earth.

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

Social Studies Objectives:

5 – U3.1.2 Describe the causes and effects of events such as the Stamp Act, Boston Tea Party, the Intolerable Acts, and the Boston Massacre.

5 – U3.1.4 Describe the role of the First and Second Continental Congress in unifying the colonies (addressing the Intolerable Acts, declaring independence, drafting the Articles of Confederation).
5 – U3.1.6 Identify the role that key individuals played in leading the colonists to revolution, including George Washington, Thomas Jefferson, Benjamin Franklin, Patrick Henry, Samuel Adams, John Adams, and Thomas Paine.
5 – U3.1.8 Identify a problem confronting people in the colonies, identify alternative choices for addressing the problem with possible consequences, and describe the course of action taken.

Monday: BINGO for books 4:30-5:30

Tuesday: Celebration Assembly 1:30

Wednesday: Field-trip

Thursday: Minion Assembly

Friday, March 30-April 8: No school

Reading:

RL 4.9 — Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

Writing:

W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

b. Provide reasons that are supported by facts and details.

c. Link opinion and reasons using words and phrases (e.g. for instance, in order to, in addition).

4.W.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

4.W.6: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting

Spelling: Test on Thursday

1. grateful
2. kindness
3. comfortable
4. beautiful
5. portable
6. wilderness
7. respectful
8. loveable
9. wasteful
10. uncontrollable
11. square units
12. variable
13. formula
14. area
15. perimeter

Math:

4.NF.A.1: Explain why a fraction a/b is equivalent to a fraction (n x a)/(n x b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size.  Use the principle to recognize and generate equivalent fractions.

4.NF.A.2: Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fractions such as ½.  Recognize that comparisons are valid when the two fractions refer to the same whole. Record the results of comparisons with symbols greater than, equal, or less than, and justify the conclusions, e.g., by using a visual fraction model.

Science:

4-ESS3-2. Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.

Social Studies:

4 – C3.0.3: Describe the organizational structure of the federal government in the United States (legislative, executive, and judicial branches).

4 – C3.0.4: Describe how the powers of the federal government are separated among the branches.

Class News:

• My email is moseda1@dearbornschools.org
• Please remind your child to give you the report card, if they have not yet. Please sign the yellow envelope and return it.
• Do geometry(coordinate planes) at 5th grade level and fractions on Khan Academy.
• Bring your lunch with you on Wednesday for the Field Trip…
• Family event… Bingo for Books in the gym on Monday, March 26th was such a fun event…

Homework:

Ms. Mosed’s 40 Book Challenge

• All 5^th graders in Ms. Mosed’s class will be expected to read at least 40 books this year during independent reading at home.
• You will be reading 40 (or more) books this year (beginning 9/7/17) and keeping track of the titles and genres on your Reading List sheet.
• You will be reading from a variety of genres in order to explore books you might not ordinarily read, and to develop an understanding of literary elements, text features, and text structures.
• Books that have been read (or will be read) in class cannot count, even if the student re-reads the book.
• Students may ask the teacher, librarian, classmates, or their families for recommendations, but there are no specific title requirements
• Any book with more than 200 pages will count as 2 books.
• All books are selected by the student.
• Select good fit books at your reading level. Use your DRA book graph as your guide and NWEA reading RIT score.
• Use your Reading notebook to respond to your reading.
• Each quarter you will be asked to present a “book talk” in front of the class for a grade.
• Each week I will ask you about what you are reading, which books you have added to your list, which books you abandoned, and which ones you plan to read next.
• Every Friday, you will turn in a completed Reading List.

Reading-Read for 15 minutes and list the books read in your reading list. Reading list is due on Friday. Also, read for 15 minutes on MyOn everyday. I will be checking your minutes weekly.

Math-Do 30 minutes on Khan Academy using your new RIT score and practice on iLearn for the math-a-thon.
Writing– You should have completed 3 narratives and 3 opinion pieces. Complete your Social studies powerpoint.

Spelling List:

1. hypothesis
2. hypotheses
3. cactus
4. cacti
5. axes
6. axis
7. crisis
8. crises
9. half
10. halves
11. dice
12. die
13. vertex
14. vertices
15. shelf
16. shelves

Reading Objectives:

RL 5.9— Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics

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.

RI 5.6 – Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

RI 5.8 – Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

Writing Objectives:

W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

1. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
2. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
3. Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
4. Use concrete words and phrases and sensory details to convey experiences and events precisely.
5. Provide a conclusion that follows from the narrated experiences or event.

W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Math Objectives:

5.NBT.B.6:  Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division.  Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

5.NF.B.3: Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4.

5.NF.A.1:  Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators.  For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d= (ad+bc)/bd.)

5. NBT.A.4:Use place value understanding to round decimals to any place

Science Objectives:

5-ESS2-1 Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact

5-ESS2-1 MI Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact in Michigan and the Great Lakes basin.

Social Studies Objectives:

5 – U3.1.6: Identify the role that key individuals played in leading the colonists to revolution, including George Washington, Thomas Jefferson, Benjamin Franklin, Patrick Henry, Samuel Adams, John Adams, and Thomas Paine.

U3.1 Causes of the American Revolution Identify the major political, economic, and ideological reasons for the American Revolution.

U3.1 Causes of the American Revolution Identify the major political, economic, and ideological reasons for the American Revolution.
5 – U3.1.1 Describe the role of the French and Indian War, how British policy toward the colonies in America changed from 1763 to 1775, and colonial dissatisfaction with the new policy.

5 – U3.1.2 Describe the causes and effects of events such as the Stamp Act, Boston Tea Party, the Intolerable Acts, and the Boston Massacre.

Class News:

• My email is moseda1@dearbornschools.org

Homework:

Ms. Mosed’s 40 Book Challenge

• All 5^th graders in Ms. Mosed’s class will be expected to read at least 40 books this year during independent reading at home.
• You will be reading 40 (or more) books this year (beginning 9/7/17) and keeping track of the titles and genres on your Reading List sheet.
• You will be reading from a variety of genres in order to explore books you might not ordinarily read, and to develop an understanding of literary elements, text features, and text structures.
• Books that have been read (or will be read) in class cannot count, even if the student re-reads the book.
• Students may ask the teacher, librarian, classmates, or their families for recommendations, but there are no specific title requirements
• Any book with more than 200 pages will count as 2 books.
• All books are selected by the student.
• Select good fit books at your reading level. Use your DRA book graph as your guide and NWEA reading RIT score.
• Use your Reading notebook to respond to your reading.
• Each quarter you will be asked to present a “book talk” in front of the class for a grade.
• Each week I will ask you about what you are reading, which books you have added to your list, which books you abandoned, and which ones you plan to read next.
• Every Friday, you will turn in a completed Reading List.

Reading-Read for 15 minutes and list the books read in your reading list. Reading list is due on Friday. Also, read for 15 minutes on MyOn everyday. I will be checking your minutes weekly.

Math-Do 30 minutes on Khan Academy using your new RIT score and practice on iLearn for the math-a-thon.
Writing– Started their opinion paper on endangered animals in Zoos. They should have a paragraph a day completed.

Spelling List:

1. magic
2. magician
3. electric
4. electricity
5. critique
6. criticize
7. crumb
8. crumble
9. muscle
10. muscular
11. moist
12. moisten
13. sign
14. signature
15. music
16. musician

Reading Objectives:

RL 5.6 – Describe how a narrator’s or speaker’s point of view influences how events are described.

RL 5.7 – Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).

RL 5.9— Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics

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.

Writing Objectives:

W.5.1

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

1. Introduce a topic/text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped.
2. Provide logically ordered reasons that are supported by facts and details.
3. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
4. Provide a concluding statement or section related to the opinion presented.

W.5.4

Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

W.5.5

With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing.

W.5.8

Recall relevant information from experiences or gather relevant information from print and digital sources.

5.W.9

Draw evidence from literary or informational texts to support analysis, reflection, and research.

1. Apply grade 5^th Grade Reading Standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions]”).

W.5.10

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames.

Math Objectives:

5.NBT.B.6:  Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division.  Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

5.NF.B.3: Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4.

5.NF.A.1:  Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators.  For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d= (ad+bc)/bd.)

Science Objectives:

5-PS2-1.Support an argument that the gravitational force exerted by Earth on objects is directed down.

5-ESS1-1.Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from Earth.

5-ESS1-2 Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.

5-PS2-1 – Support and argument that the gravitational force exerted by Earth on objects is directed down

5-ESS2-1 Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact

5-ESS2-1 MI Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact in Michigan and the Great Lakes basin.

Social Studies Objectives:

   5 – U3.1.1: Describe the role of the French and Indian War, how British policy toward the colonies in America changed from 1763 to 1775, and colonial dissatisfaction with the new policy.

5 – U3.1.6: Identify the role that key individuals played in leading the colonists to revolution, including George Washington, Thomas Jefferson, Benjamin Franklin, Patrick Henry, Samuel Adams, John Adams, and Thomas Paine.

U3.1 Causes of the American Revolution Identify the major political, economic, and ideological reasons for the American Revolution.

Tues: Pajama and slipper Day

Wed: Late Start, Dress up as your favorite book character

Th: Crazy hair and joke in your pocket day

Fri: Jersey and hat day, wear green since tomorrow is St. Patrick’s Day, End of 3rd Quarter, and Talent Show Auditions after school

Reading:

RL 4.3 – Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

RL.4.4 – Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).

RL 4.5 – Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

RL 4.9 — Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

Writing:

W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

1. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.
2. Provide reasons that are supported by facts and details.
3. Link opinion and reasons using words and phrases (e.g. for instance, in order to, in addition).
4. Provide a concluding statement or section related to the opinion presented.

4.W.4: Produce clear and coherent writing (including multiple paragraph texts) in which the development and organization are appropriate to task, purpose, and audience. (Grade specific expectations for writing types are defined in standards 1-3)

4.W.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

4.W.6: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting

4.W.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic

4.W.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

4.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

1. Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions]”).

1. Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).

4.W.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames

(a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Spelling: Test on Friday

• prefix

• decrease

• proceed

• nonsense

• unusual

• introduce

• nonfiction

• decompose

• impossible

• mistake

• degrees

• temperature

• thermometer

• Fahrenheit
• Celsius

Math: Unit 6 Test on Tuesday

4.NBT.B.6:  Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division.  Illustrate and explain the calculations by using equations, rectangular arrays, and/or area models.

4.MD.C.5:  Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurements:

1.  An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle.  An angle that turns through 1/360 of a circle is called a “one-degree angle,” and can be used to measure angles.
   b.  An angle that turns through n one-degree angles is said to have an angle measure of n degrees.

4.MD.C.6:  Measure angles in whole-number degrees using a protractor.  Sketch angles of specified measure.

4.MD.C.7:  Recognize angle measure as additive.  When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts.  Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equations with a symbol for the unknown angle measure.

Social Studies:

4 – C3.0.1: Give examples of ways the Constitution limits the powers of the federal government (e.g., election of public officers, separation of powers, checks and balances, Bill of Rights).

Homework:

Study for Unit 6 Math Test tomorrow

MobyMax Science & Social Studies 10 minutes each

Write Spelling words in Planner and activity

Read for 30 minutes and Reading response log

Class News:

Please read the 2 flyers sent home with your child today.

Please bring back your report card envelope signed.

• My email is moseda1@dearbornschools.org
• We completed all NWEA testing this week. If your child completed them, I highlighted their new score in green in their assessment folder. Please ask your child how they did. They need to continue practicing on Khan Academy using their new RIT score. They will take the NWEA test again in the spring.
• We completed all DRA testing. Your child’s new score has been highlighted in blue on their DRA graph. 

Homework:

Ms. Mosed’s 40 Book Challenge

• All 5^th graders in Ms. Mosed’s class will be expected to read at least 40 books this year during independent reading at home.
• You will be reading 40 (or more) books this year (beginning 9/7/17) and keeping track of the titles and genres on your Reading List sheet.
• You will be reading from a variety of genres in order to explore books you might not ordinarily read, and to develop an understanding of literary elements, text features, and text structures.
• Books that have been read (or will be read) in class cannot count, even if the student re-reads the book.
• Students may ask the teacher, librarian, classmates, or their families for recommendations, but there are no specific title requirements
• Any book with more than 200 pages will count as 2 books.
• All books are selected by the student.
• Select good fit books at your reading level. Use your DRA book graph as your guide and NWEA reading RIT score.
• Use your Reading notebook to respond to your reading.
• Each quarter you will be asked to present a “book talk” in front of the class for a grade.
• Each week I will ask you about what you are reading, which books you have added to your list, which books you abandoned, and which ones you plan to read next.
• Every Friday, you will turn in a completed Reading List.

Reading-Read for 15 minutes and list the books read in your reading list. Reading list is due on Friday. Also, read for 15 minutes on MyOn everyday. I will be checking your minutes weekly.

Math-Do 30 minutes on Khan Academy using your new RIT score and practice on iLearn for the math-a-thon.
Writing– You should have started Narrative Personal writing. Students completed their Native American and your Jamestown, Roanoke, or Plymouth colony powerpoint.

Spelling List:

1. assistant
2. ignorant
3. brilliant
4. vacant
5. instant
6. constant
7. merchant
8. important
9. abundant
10. fragrant
11. remainder
12. figurative
13. simile
14. metaphor
15. variable

Class News:

• My email is moseda1@dearbornschools.org
• We are starting NWEA testing in math and reading.  Please ask your child how they did. They need to continue practicing on Khan Academy using their new RIT score. They will take the NWEA test again in the spring.

Homework:

Ms. Mosed’s 40 Book Challenge

• All 5^th graders in Ms. Mosed’s class will be expected to read at least 40 books this year during independent reading at home.
• You will be reading 40 (or more) books this year (beginning 9/7/17) and keeping track of the titles and genres on your Reading List sheet.
• You will be reading from a variety of genres in order to explore books you might not ordinarily read, and to develop an understanding of literary elements, text features, and text structures.
• Books that have been read (or will be read) in class cannot count, even if the student re-reads the book.
• Students may ask the teacher, librarian, classmates, or their families for recommendations, but there are no specific title requirements
• Any book with more than 200 pages will count as 2 books.
• All books are selected by the student.
• Select good fit books at your reading level. Use your DRA book graph as your guide and NWEA reading RIT score.
• Use your Reading notebook to respond to your reading.
• Each quarter you will be asked to present a “book talk” in front of the class for a grade.
• Each week I will ask you about what you are reading, which books you have added to your list, which books you abandoned, and which ones you plan to read next.
• Every Friday, you will turn in a completed Reading List.

Reading-Read for 15 minutes and list the books read in your reading list. Reading list is due on Friday. Also, read for 15 minutes on MyOn everyday. I will be checking your minutes weekly.

Math-Do 30 minutes on Khan Academy using your new RIT score and practice on iLearn for the math-a-thon.
Writing– You should have completed 2 narratives and 2 opinion pieces. Students will start their  Native American and your Jamestown, Roanoke, or Plymouth colony powerpoint from the book the book they will check out.

Spelling List:

1. celebration
2. explanation
3. introduction
4. tradition
5. condition
6. description
7. communication
8. subtraction
9. recommendation
10. election
11. comet
12. meteor
13. plantation
14. import
15. export

Reading Weekly Objectives:

RL 5.2 – Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

L.5.1(b)  Form and use the perfect (e.g., I had walked: I have walked; I will have walked) verb tenses.

Writing Weekly Objectives:

W.5.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

a  Introduce a topic clearly, provide a general observation and focus, and group related information logically; including formatting.

Develop the topic with facts, definitions, concrete details, quotations, and information and examples related to the topic.
Link ideas within and across categories of information using words, phrases, and clauses (e.g. in contrast, especially).
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Provide a concluding statement or section related to the information or explanation presented.
W.5.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.5.5  With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing.

W.5.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

W.5.8  Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source and integrate the information while avoiding plagiarism.

W.5.9  Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.5.10  Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames.

Math Weekly Objectives:

5.NBT.B.6:  Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division.  Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

Science Weekly Objectives:

CCSS/GLCE(s

5-PS2-1.
Support an argument that the gravitational force exerted by Earth on objects is directed down.

5-ESS1-1.        Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from Earth.

5-ESS1-2.        Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.

Social Studies Weekly Objectives:

U1.2 European Exploration
Identify the causes and consequences of European exploration and colonization.

5 – U2.3.1 Locate the New England, Middle, and Southern colonies on a map

5 – U2.1.1 Describe significant developments in the Southern colonies, including
• patterns of settlement and control including the impact of geography (landforms and climate) on settlement (National Geography Standard 12, p. 167)
• establishment of Jamestown (National Geography Standard 4, p. 150)
• development of one-crop economies (plantation land use and growing season for rice in Carolinas and tobacco in Virginia) (National Geography Standard 7, p. 156)
• relationships with American Indians (e.g., Powhatan) (National Geography Standard 10, p. 162)
• development of colonial representative assemblies (House of Burgesses) (National Geography Standard 5, p. 152)
• development of slavery