News Letter May 13-20
M-Step Assessment: Math
Students will be tested in math tomorrow. We have been practicing in class as well as a math packet was sent home. Please have your child review, rest, eat good, show work for each problem, take it seriously,and focus during testing. Thanks for your continuous support.
Math M-Step: May 14 and May 15
Spelling Homework : (No Spelling for this week)
- Each week your child will add a spelling card to this collection. Students will study List A or List B for the week, depending on pretest results. All students will need to study the words in “both” section. There will be 5 content words added as well for a total of 20 words.
- Tic-Tac-Toe: Students will use the same board for the first nine weeks. They will choose three squares to complete and hand in on Friday or the day of the week. Have fun 🙂
Spelling Test:
Reading:
~20-30 minutes –In addition to reading books, students may use Education City and any reading assignment towards the 30 minutes of reading .Education City: New website-students have their username and password on their planner. It is the yellow paper. Mobymax is also available on Clever for reading, math, science, social studies, and writing.
~Reading Standard:
CCSS.ELA-LITERACY.L.3.2.F
Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
CCSS.ELA-LITERACY.L.3.4.C
Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
Language Arts: Students study grammar and language review Monday-Thursday. Study guide comes home Thursday and the quiz will be on Thursday. We are focusing inferences
Math:Develop understanding of fractions as numbers.
Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.
Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model.
Mrs. Shakarchi and students in room 217.