Packet for Week of 3/30/20 I hope that everyone is doing well and staying safe. I know many students are working hard and staying connected to school. I would like to say to all our students that “We miss you!” For those students who may be seeing this as time away from school, please get connected today. We need all of you to be working on your school assignments daily, so you are prepared for when school is back in session. We are asking all parents to please bring your child’s completed packets back to school on Wednesday, April 1st. If you absolutely require a printed copy of the new lessons, you will receive them when you drop off. It is extremely important that you please put your child’s name, grade, and teacher on the front page of their packet before dropping it off. This will make it much easier to get it to their teacher for review. We want to limit the number of people coming to the schools. All students and parents may start submitting your child’s work online to his/her class through our Microsoft Teams (LMS). Please watch the videos on how to do this with your devices different types of devices using the below link. How to submit Learning Packet online! https://www.bridgeportedu.net/dlsubmit If you are having any trouble after watching the video, please take a picture of all pages and email them to your child’s teacher. Their email address will be on the school website by April 1st. Sincerely, Michael J. Testani Superintendent Grade 4
Transcript
Packet for Week of 3/30/20
I hope that everyone is doing well and staying safe. I know many students are working hard and staying connected to school. I would like to say to all our students that “We miss you!” For those students who may be seeing this as time away from school, please get connected today. We need all of you to be working on your school assignments daily, so you are prepared for when school is back in session.
We are asking all parents to please bring your child’s completed packets back to school on Wednesday, April 1st. If you absolutely require a printed copy of the new lessons, you will receive them when you drop off.
It is extremely important that you please put your child’s name, grade, and teacher on the front page of their packet before dropping it off. This will make it much easier to get it to their teacher for review.
We want to limit the number of people coming to the schools. All students and parents may start submitting your child’s work online to his/her class through our Microsoft Teams (LMS).
Please watch the videos on how to do this with your devices different types of devices using the below link.
How to submit Learning Packet online! https://www.bridgeportedu.net/dlsubmit
If you are having any trouble after watching the video, please take a picture of all pages and email them to your child’s teacher. Their email address will be on the school website by April 1st.
BRIDGEPORT PUBLIC SCHOOLS - LEARNING EXPERIENCES SCHEDULE GRADE FOUR
Reading is important. Children should read daily and record books read on the attached reading log daily.
Suggested reading materials: Children’s books, newspapers, magazines, cookbook, how-to manuals, nutritional information on food packaging, YouTube stories
Day 1 - Wed. April 1, 2020 Day 2 - Thurs. April 2, 2020 Day 3 - Fri. April 3, 2020 Day 4 - Mon. April 6, 2020
English Language Arts Mathematics
Science Writing
English Language Arts Mathematics Social Studies
Writing
English Language Arts Science Writing
Mathematics Science
Social Studies
Day 5 - Tues. April 7, 2020 Day 6 - Wed. April 8, 2020 Day 7 - Thurs. April 9, 2020 Day 8 - Fri. April 10, 2020 English Language Arts
Science Social Studies
Mathematics Social Studies
Writing
PE/Health Music
Art ESL (as needed)
No School Good Friday
Day 1 – Wednesday, April 1, 2020
• English Language Arts • Mathematics • Science • Writing • Independent Reading – 45 minutes (To be divided into three 15-minute sessions)
Day 2 – Thursday, April 2, 2020
• English Language Arts • Mathematics • Social Studies • Writing • Independent Reading – 45 minutes (To be divided into three 15-minute sessions)
Day 3 – Friday, April 3, 2020
• English Language Arts • Science • Writing • Independent Reading – 45 minutes (To be divided into three 15-minute sessions)
Day 4 – Monday, April 6, 2020
• Mathematics • Science • Social Studies • Independent Reading – 45 minutes (To be divided into three 15-minute sessions)
Day 5 – Tuesday, April 7, 2020
• English Language Arts • Science • Social Studies • Independent Reading – 45 minutes (To be divided into three 15-minute sessions)
BRIDGEPORT PUBLIC SCHOOLS - LEARNING EXPERIENCES SCHEDULE GRADE FOUR
Day 6 – Wednesday, April 8, 2020
• Mathematics • Science • Writing • Independent Reading – 45 minutes (To be divided into three 15-minute sessions)
Day 7 – Thursday, April 9, 2020
• Art (Complete one of the two recommended activities) • PE/Health (Complete one of the two recommended activities) • Music (Complete one of the two recommended activities) • Band (If student is receiving this program) • ESL (If student is receiving this program) • Independent Reading – 45 minutes (To be divided into three 15-minute sessions)
Optional online programs:
• i-Ready (Math & Reading) – Grades K-8 – Three times (3X) per week for 15 minutes each session each subject.
• Moby Max (All Subject Areas) K-8 – Choose a subject. Use three times (3X) per week for 15 minutes each session
• LEXIA Core 5 (READING) – GRADES K-2 – Three times (3X) per week for 15 minutes each session
ACTIVITY: Read and complete character trait chart.
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GRADE: __4th_ SUBJECT: _____MATH________ Activity: Use your knowledge about fractions to fill in the blanks below. Use each set of fractions only once in each paragraph.
GRADE: 4 SUBJECT: Science
ACTIVITY: Students will read the article on space lodges and design their own space lodge.
GRADE: __4th_ SUBJECT: _____ELA______________ Activity: Reread the fictional story. Describe the main character(s), the setting, and the plot.
Directions: Choose a book from you home library to complete the following tasks. Write your response on a separate sheet of paper.
Choice Activities
Choose One (2) activities to complete from the table below:
Choose a section from the story and rewrite it from another character’s point of view.
Who was the most important character in the story? Use the text to prove that he, she, or it is the most important.
Write five (5) words that you didn’t know or that you found interesting. Use context clues to determine the meaning of these words.
Would you recommend this story to a friend? Write three reason why you would or would not.
Draw an illustration to go with the story. Then, write a description of the illustration.
Choose one event from the story and rewrite it with a different ending.
If you could change the title of the story, what would you change it to and why?
Find five nouns (person, place, or thing), five verbs (action), and five adjectives (describing) in the story.
GRADE: __4th_ SUBJECT: _____MATH________ Activity: Complete the puzzle below by combining the numbers from the previous 2 boxes.
Grade:4 Subject: Social Studies
Activity:
Describe the characteristics of rural, urban and suburban communities.
Use the information from the definitions to understand the three different communities.
What kind of community do you live in?
Definitions: Rural: A rural area is an open swath of land that has few homes or other buildings, and not very many people. A rural area’s population density is very low. Many people live in a city, or urban area. Their homes and businesses are located very close to one another. In a rural area, there are fewer people, and their homes and businesses are located far away from one another.
Rural Community
Urban: An urban area is the region surrounding a city.
An urban area is the region surrounding a city. Most inhabitants of urban areas have
nonagricultural jobs. Urban areas are very developed, meaning there is a density of human
structures such as houses, commercial buildings, roads, bridges, and railways.
Urban Community
Suburban: A suburban area is a community outside of an urban center and its outskirts. Common features of these communities are single-family homes interspersed with shopping malls, as well as office buildings. Suburban areas are lower density areas that separate residential and commercial areas from one another. They are either part of a city or urban area or exist as a separate residential community within commuting distance of a city.
Suburban Community
In which kind of community do you live in? Look out the window and observe your community. Use the space below to explain the kind of community you live in and describe it. (Write 5-10 sentences.)
SUPER SENTENCE CHALLENGE Write five sentences describing what you see in this picture. Use specific nouns and active verbs. Use strong adjectives and adverbs. Each sentence should be
at least seven words long.
GRADE: 4th SUBJECT: _Literacy_____
ACTIVITY: Making Inferences
• Read the article titled, “Koko the Gorilla”.
• Answer the 5 inference questions in complete sentences.
• Use the RACE rubric to help you answer the questions.
My Energy Robot Planning Page
The robot you design must produce at least three forms of energy. Circle the forms of energy your robot will produce. Then explain the specific feature of your robot for each form of energy your circled.
GRADE: _4__ SUBJECT: Science ACTIVITY: Energy Robot Draw a robot that uses at least 3 different forms of energy. Describe how your robot is using each form of energy. Your drawing should be detailed and colorful. Your paragraph must have proper punctuation, capitalization, and sentence structure.
DRAW A SKETCH OF YOUR ROBOT IN THIS BOX. LABEL THE FORMS OF ENERGY.
My Energy Robot Name______________________
Draw your robot inside the box. Make this robot your best work. It should be colorful and detailed. Write a paragraph describing your robot. Explain the specific features of your robot including the three forms of energy
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Energy Robot Grading Rubric
Planning Page Student used at least three forms of energy and described the specific details of each.
Sketch is detailed and features of the robot (forms of energy) are labeled.
Project Page Drawing of the energy robot is colorful and includes details.
Paragraph explains the features of the robot using the three forms of energy chosen on the planning page.
Paragraph includes proper punctuation, capitalization, and sentence structure.
Total:
____/20
____/20
____/20
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____/20
____/100
GRADE: _4__ SUBJECT: Writing
ACTIVITY: Read the passage below. Imagine you are one of the soldiers at Valley Forge. Write a letter to a family member telling them about your experience.
The American Revolutionary War
Valley Forge The winter of 1777–1778 was the worst time of the war for the Continental Army. The British had taken Philadelphia. Twice, General Washington had sent his soldiers into battle near Philadelphia. Twice the British had defeated them. With cold weather coming on, Washington had to choose a place to camp for the winter. The place he chose was called Valley Forge, an open field about twenty-five miles northeast of Philadelphia.
The winter at Valley Forge could have broken the spirit of the Continental Army. Snow was already on the ground when the soldiers arrived in Valley Forge. They put up their tents and began building huts with whatever wood they could find. Before long, they had built two thousand of them. The huts were drafty, dirty, and cold but they at least put a roof over the soldiers’ heads. Each hut had a fireplace but no windows. The smoke from the fires made men cough as if their lungs would burst. The winter in Valley Forge was terrible. Supplies did not arrive. Blankets were scarce. There was not enough food. With no boots or shoes, the men wrapped their feet in rags. General Washington later said, “You might have tracked the army to Valley Forge by the blood of their feet.” An officer from Connecticut explained how bad conditions were in his journal: It snows. I’m sick. Eat nothing. . . . No forage. Lord, Lord, Lord . . . cold and uncomfortable. I am sick, discontented, and out of humor. Poor food. Hard lodging. Cold weather. Fatigue. Nasty clothes. Nasty cookery. . . . Smoked out of my senses. . . . I can’t endure it. Why are we sent here to starve and freeze? At least 2,500 soldiers died of disease or from exposure at Valley Forge that winter. That means that every single day, soldiers had to bury twenty-five or thirty of their comrades. Some men deserted, which means they simply sneaked out of camp and went home. At the start of winter, Washington’s army numbered about seven thousand men. By the end of winter, there were only about four thousand left. A Man of Character
What did people mean when they said that George Washington was a man of great character? They meant he was honest. They meant that he cared for his men, and that he was fair with them. They meant that people always knew where Washington stood and that he kept his word. They meant that he respected others. They meant that Washington was someone you would want on your side.
Baron von Steuben helped train American troops. Washington also knew enough to put able men in charge of important tasks. For example, in February, when things were at their worst, a balding, red-faced man appeared at Washington’s headquarters to offer his services. His name was Baron Frederick von Steuben (/stoo*bun/). Washington could tell that von Steuben knew how to train men to be soldiers. That was exactly what Washington needed. He hired von Steuben. The German officer taught the men about soldiering. He drilled them over and over. By spring, General Washington had a well-trained army for the very first time. Von Steuben was only one of a number of Europeans inspired to help the American cause. Another was a nineteen-year-old Frenchman named the Marquis (/mar*key/) de Lafayette. As soon as he heard that fighting had begun in America, Lafayette joined the Americans. “I am persuaded,” he said, “that the human race was created to be free, and that I am born to serve that cause.” Washington took a liking to this daring Frenchman. Lafayette quickly became one of his most trusted aides.
YOUR TURN: Imagine you are one of the soldiers at Valley Forge, Write a letter to a family member explaining your experience at this time. You can use the space below or a separate sheet of paper.
ACTIVITY: In each empty box, write the matching value between adjacent cards.
GRADE: 4 SUBJECT: Science
ACTIVITY: Sit silently for 10 minutes, either inside or outside of your home. Write down all the sounds you hear. Classify each sound by pitch, volume, and source. Record your data in a chart like the one below.
Sound Pitch (high/low) Volume (high/low) Source (natural or manmade)
GRADE: 4 SUBJECT: Social Studies ACTIVITY: Students will create their own family tree.
Penguins: Up Close and Personal
By Read Works
A penguin is a type of bird that lives in water and on land. The black-and-white appearance of penguins is known as countershading, which is a form of camouflage that helps keep them safe in the water. Wild penguins are found only in the Southern Hemisphere. Most live within the polar region in very cold climates around Antarctica; however, some species of penguins live in warmer climates in South Africa, New Zealand, and some countries in South America. While there are over 17 different types of penguins, this passage will focus on only three: the emperor penguin, the king penguin, and the little blue penguin.
The biggest of all penguins, the emperor penguin, is almost three-and-a-half feet tall-that is almost as tall as the average first grader! And they can weigh up to 88 pounds. Incredibly, emperor penguins breed on the ice in Antarctica during winter. They face temperatures of -22 degrees Fahrenheit and below. After the female lays an egg, the male keeps the egg warm and protects it for a period of two months-during which time he doesn't eat at all! The female
makes a hunting trip for those two months, sometimes traveling up to 50 miles to reach the ocean. When she returns, she regurgitates food for the chick, and then the male goes and finds food for himself. In the wild, emperor penguins live 15 to 20 years. Also, they have the deepest dive of all birds: up to 1,850 feet!
The second-largest penguin is called the king penguin. A king penguin can weigh up to 30 pounds. During breeding, like the emperor penguin, a king penguin keeps its egg warm on its feet under a pouch of loose skin. However, king penguins tend to live in slightly warmer climates than emperor penguins; they choose beaches without snow or ice to lay their eggs. The king penguin has a very distinctive coloring, with orange highlights on its head, beak, neck, and upper breast.
A third type of penguin is called the little blue penguin, also known as the fairy penguin. These penguins get their name from both their small size and the color of their feathers, which are a light blue instead of black and white like many other types of penguins. Little blue penguins are the smallest of all penguin types, only growing up to a little over one foot tall. They weigh only two or three pounds! They like to live on sandy or rocky beaches, and they can only be found in Australia and New Zealand. They face threats from natural predators such as seagulls, seals, and sharks, and also from introduced predators such as cats, dogs, and foxes. Unlike emperor penguins and king
GRADE: 4 SUBJECT: LITERACY ACTIVITY:
Read the article titled, “Penguins: Up Close and Personal” and answer the following comprehension questions. Make sure to answer questions 8, 9 and 10 in complete sentences with proper punctuation. Use text evidence to support your answers.
penguins, little blue penguins build nests for their eggs. And while emperor penguin parents take two-month-long shifts protecting their young, little blue penguins take turns more often, switching every few days. Their eggs hatch after only 36 days, and their average lifespan is 6.5 years.
Penguins have evolved so that they can spend time both in water and on land-although they are much more graceful in the water than they are on land! (Look at how they waddle awkwardly on land and how they glide smoothly through the water.) While penguins cannot fly, they do have small wings called flippers that help them swim underwater. An interesting fact about penguins is that they can remain underwater for as long as 20 minutes at a time before coming up for air. They also get their food from the seas. Small fish and squid make up the bulk of their average diet. Penguins seem to have mastered the art of hunting-they catch their prey with their beaks and swallow them whole! Some penguins spend much of their lives in water, only coming to land to mate and rear their chicks.
1. Which penguin is the largest?
A. the king penguin B. the emperor penguin C. the rockhopper penguin D. the little blue penguin
2. What does the author describe in the passage?
A. types of penguins and their habitats B. why most penguins are found in Antarctica C. the reason why penguins cannot fly D. how to protect penguins from extinction
3. Not all penguins are black and white. What evidence from the passage supports this conclusion?
A. Countershading keeps penguins safe in water. B. Little blue penguins are the smallest type of penguin. C. Little blue penguins have blue feathers. D. Penguins mostly eat small fish and squid.
4. What is this passage mostly about?
A. facts about penguins B. how penguins evolved C. what penguins eat D. where penguins live
5. Emperor penguins breed in colder climates than king penguins. What evidence from the passage supports this statement?
British controlled all of New France British began taking control of the war.
GRADE: 4 SUBJECT: Math
ACTIVITY: Students will create a street map full of equivalent fractions. Use the information below draw a picture of your street on another piece of paper.
You have just moved to Fraction Avenue, which is a street full of fractions. Use the following information to complete the map of your new street.
• 1/8 of the houses are for sale • There are trees in the front yard of 1/2 of the houses • 2/8 of the homes have dogs outside. • You can see a person in 1/4 of the windows • 3/8 of the homes have a red door • There are cars parked outside of 3/4 of the houses • 1/8 of the houses have a blue roof
Bonus
Write your own fraction problems on the back and add those details to your neighborhood too.
GRADE: 4 SUBJECTS: Social Studies
ACTIVITY: 1. Read about the Stamp Act of 1765 2. Write a letter to your teacher to express your thoughts on being taxed on school supplies
Stamp Tax 0 1pinion Writing1 Your tea1cher is running ou~ of suppl;es. She decided to tax you on any supplies you vse in her cia~:moorn . Pencil'i. nolebook p oper. c::on>truc: tion poper. glue sticks. erosars. otc. She w t I use the tox to purchoSQ more supplies. Do you hin · 1his. is. fair~ Write a letter to yo1JI teacher to express your thoughts .
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GRADE: 4 SUBJECT: Writing ACTIVITY: Using your list of PROs, or reasons why we should have school uniforms, from yesterday, write a paragraph of at least 5 complete sentences that clearly states the reasons why people (and maybe you) think schools should have uniforms. RACE format is acceptable. Please use correct spelling, punctuation, and grammar.
“Fashion Do or Don’t?” https://www.readworks.org/article/Fashion-
Should public schools require students to wear uniforms?
"What should I wear today?" That's a question you might ask yourself in the morning. For some kids, the answer is the same every day—a school uniform. Officials in Elmira, New York, are currently debating whether students should wear uniforms in the next school year. Uniforms would contribute to "building pride within our school and community," Elmira Superintendent Raymond Bryant told WR News.
Mario Tama/Getty Images
New York City student Angelica Arseno tries on a school uniform in August 2001.
Mario Tama/Getty Images - New York City student Angelica Arseno tries on a school uniform in August 2001.
Elmira is one of many school districts across the country considering a uniform policy. More than 10 years ago, 3 percent of all public schools mandated, or required, that students wear uniforms. That number is closer to 10 percent. Some school officials support the policy, hoping that uniforms will encourage students
to focus on their work. Opponents, however, say students should be allowed to express themselves through their clothing.
Yes!
Uniforms make schools better places in which to learn, supporters say. They argue that dress codes often improve discipline and lessen bullying and teasing. "I think [uniforms help] students focus on their academics and not the latest fashion," Principal Megan Mannion told WR News. Her school, Rankin Elementary School in Akron, Ohio, has had a uniform policy since 1995.
"The best thing I like about our uniform is the style, especially the shirts and sweaters," says Rankin fourth grader Clifton Harris. It's not just the look that makes the grade. Others argue that the new uniforms cut costs. "You save money to buy casual clothes for home," adds Rankin student Asmar Epps.
No!
A uniform requirement violates, or disregards, the right to freedom of expression, say some people. That right is protected by the First Amendment to the U.S. Constitution. "I think students should choose their own clothing styles, rather than be told to wear a specific uniform," fifth grader Kaylie Vilayvong from Aurora, Missouri, told WR News. Her classmate Wade Fleetwood agrees. "Kids should be allowed to wear different styles of clothes."
Some parents are worried about the expense. Elmira would offer uniforms at a price between $16 and $26. "What's the school district going to do for people who can't afford them?" asked one Elmira father at a recent public meeting.
PROS- reasons why we SHOULD have school uniforms
CONS- reasons why we should NOT have school uniforms
GRADE: 3-5 SUBJECT: VISUAL ART
ACTIVITY: Homemade Color Wheels!
Students will make their own color wheels using six colors of the rainbow: red, orange, yellow, green, blue,
and purple. Students will create their color wheel by finding two or three items in their home or living space
for each color. The items can be absolutely anything from clothes to utensils. After collecting their found
items, students will arrange them in a circle to mimic a color wheel. If possible, students will take a picture of
their homemade color wheel and share it with your art teacher.
Additional activity #1: Separate the colored objects into warm and cool colors Additional activity #2: Group together the complementary colors
Questions for students to answer/discuss:
What kind of items are in your color wheel?
Which colors were easy to find?
Which colors were harder to find?
What do you think your color wheel says about you?
Don’t forget to put all of your objects back!
Example:
GRADE: 3-5 SUBJECT: VISUAL ART
Activity: Andy Warhol Pop Art Landscape
Directions: Start with a piece of regular printer paper, and have it horizontal. Using the step by step directions in the photo to create a landscape outline that will be filled in using different line designs.
Materials: You may use pencil to draw the letter and details, and choose between marker, colored pencil or crayon to color it in.
Words to know: Andy Warhol - A famous artist credited for creating the pop art movement Pop Art - Pop art began in the 1950s and the basic thing which makes this type of art different is the use of bold images that are painted in bright colors. Landscape - The landscape is everything you can see when you look across an area of land
BLACKHAM ENGLISH LANGUAGE LEARNER DEPARTMENT
Good morning students and parents/guardians,
It is our hope that you are healthy and staying positive during this stressful time. The Blackham ELL team wants you to know that we are here to help and support you.
As you may have heard, our schools will remain closed until March 31st. We will be moving to distance learning at this time. That means that some of your teachers will be posting assignments online. Please make sure you check Microsoft TEAMS and your emails daily, if your homeroom teachers use that platform.
If your homeroom teacher does not use Teams, follow the directions on the distance learning packets available on the District website.
You have access to i-Ready (math and reading) and Myon. This is the perfect time to practice and bring up your minutes! We have also provided you with a list of specific ELL practice sites and sites that offer specific academic help. We will also check our emails three times a day (9:00, 12:00 and 2:30) if you have specific questions.
If you do not have a computer or WiFi at home, your homeroom teachers will be making packets for you. We will provide a list of supports and websites that might help intermediate and advanced ELL students and a beginner packet for year one students. Your parent or guardian can pick up the packet at the school. If you are sick and unable to do schoolwork, please let us know.
We are a team and will get through this situation together. We are proud of all your accomplishments this year and look forward to seeing your hard work.
Please visit the site below for multilingual Covid-19 information https://www.colorincolorado.org/coronavirus
Esperamos que estés sano y que te mantengas positivo durante este tiempo estresante. El equipo deBlackham ELL quiere que sepas que estamos aquí para ayudarte y apoyarte. Como habrán oído, nuestras escuelas permanecerán cerradas hasta el 31 de marzo. Nos moveremos hacia el aprendizaje a distancia en este momento.
Eso significa que algunos de sus profesores estarán publicando tareas en línea. Asegúrese de revisar Microsoft TEAMS y sus correos electrónicos diariamente si sus profesores de aula doméstica utilizan esa plataforma.Si su maestro de aula no utiliza los equipos, siga las instrucciones de los paquetes de aprendizaje a distancia disponibles en el sitio web del Distrito.
Usted tiene acceso a i-Ready (matemáticas y lectura) y Myon. ¡Este es el momento perfecto para practicar y traer tus minutos! También le hemos proporcionado una lista de sitios y sitiosde práctica de ELL específicos que ofrecen ayuda académica específica. También revisaremos nuestros correos electrónicos tres veces al día (9:00, 12:00 y 2:30) si tiene preguntas específicas.
Si usted no tiene una computadora o WiFi en casa, sus maestros de aula estarán haciendo paquetes para usted. Proporcionaremos una lista de soportes y sitios web que podrían ayudar a los estudiantes el ELL intermedios y avanzados y un paquete para principiantes para estudiantes de primer año. Su padre o tutor puede recoger el paquete en la escuela.
Si usted está enfermo y no puede hacer tareas escolares, por favor háganoslo saber. Somos un equipo y superaremos esta situación juntos. Estamos orgullosos de todos sus logros este año y esperamos ver su trabajo duro.
Visite el sitio a continuación para obtener información en varios idiomas sobre Covid-19 https://www.colorincolorado.org/coronavirus
É nossa esperança que você esteja saudável e permaneça positivo durante esse período estressante. A equipe de Blackham ELL deseja que você saiba que estamos aqui para ajudá-lo e apoiá-lo.
Como você já deve ter ouvido, nossas escolas permanecerão fechadas até 31 de março. Neste momento, mudaremos para o ensino a distância. Isso significa que alguns de seus professores postarão tarefas on-line. Verifique todos os dias o Microsoft TEAMS e seus e-mails, se os professores da sua sala de aula usarem essa plataforma.
Se o seu professor de sala de aula não usar equipes, siga as instruções nos pacotes de ensino a distância disponíveis no site do distrito.
Você tem acesso ao i-Ready (matemática e leitura) e Myon. Este é o momento perfeito para praticar e expor seus minutos! Também fornecemos uma lista de sites de prática de ELL específicos e sites que oferecem ajuda acadêmica específica. Também verificaremos nossos e-mails três vezes ao dia (9:00, 12:00 e 2:30) se você tiver perguntas específicas.
Se você não possui um computador ou Wi-Fi em casa, os professores da sua sala de aula criarão pacotes para você. Forneceremos uma lista de suportes e sites que podem ajudar estudantes intermediários e avançados de ELL e um pacote iniciante para alunos do primeiro ano. Seus pais ou responsáveis podem pegar o pacote na escola.
Se você estiver doente e incapaz de realizar trabalhos escolares, informe-nos.
Somos uma equipe e vamos superar essa situação juntos. Estamos orgulhosos de todas as suas realizações este ano e estamos ansiosos para ver seu trabalho duro.
Visite o site abaixo para obter informações multilíngues sobre o Covid-19
Translation Sites: Google Translate (for text and documents) 365 Word (click Review tab) Yandex Translate Reverso
These websites on flyer are free tools that will provide academic practice.
ESL at Home K-2Weeks1-2 Use notebook paper to complete these activities. Do one each day!
Monday
Watch a TV show or movie.
List: • Title
• Characters • Setting
• Beginning • Middle
• End
Monday
Find 10 things that are heavy. Draw them or write a
list.
Find 10 things that are red.
Draw them or write a list.
Find 10 things that are soft.
Draw them or writP. n liC\t _
Tuesday
Use objects in your house to
invent something.
Illustrate it and label it.
--.'Jt .-'-~<' • ' ~>
,_,_"---~·~ ~
Tuesday
Stack cans and boxes to make a
tower. Stand back and throw a
small pillow to knock it down.
Wednesday
What do you look like? Use a mirror
to draw and label yourself.
~J Wednesday
Write a message to someone, then
write it backwards. Ask them to figure it
out!
Example: I love you
uoy evol I
Thursday
Write a word that that starts with
every letter of the alphabet. Example: A: apple
B:boy
Thursday
Write an acrostic poem using your
name. Example:
R: Really fun 0: Outgoing Y: yellow hair
Friday
Use a toothbrush to measure 5 things in your
house. Toothbrush Mr;asurins ~
The ===1•s __ roochbrushes long.
The .___:=]is __ roothbrushes long.
The ===1is __ coochbrushes long.
Tht.' l is __ roorhbrush~'1l lung.
Friday
Watch two TV shows or movies
and pick two characters.
Draw a cartoon of them meeting
each other.
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ESL at Home 3-5 weeks 1-2 Use notebook paper to complete these activities. Do one each day!
Monday Tuesday Wednesday Thursday Friday
Choose Use things you something in your
Choose any TV can find in your Write a letter to Find something in house to use as a house to invent your house that measuring tool, show or movie. something new. your teacher
starts with every like a water bottle Write the title, about what you Illustrate and letter of the or a spoon. characters, did today. Use label it. Write alphabet. Measure 10 things setting, words like first,
about how you Example: with that tool and beginni.ng, next, then, last, would use this A: airplane toy make a list. middle, and end. and finally. invention to solve B: bread Example: My bed
a problem. is 1 2 water bottles long.
Monday Tuesday Wednesday Thursday Friday
Roll up three
Find 30 objects in pieces of paper Write acrostic to make tubes. Create a poems to Think of two your home. Sort Stand them up. scavenger hunt describe each characters from them into lists.
Example: things See how many for your family. member of your two different things you can Hide things family (even your books or shows. that are red,
things that are stack on top of around your pets!) Write a story
the tubes. house, then write Example: about what might plastic, things Make a list of all clues to help M-magical happen if they that are
magnetic. the things you them search. A - ambitious met each other. were able to X - excellent
stack.
ESL At Home 6-8weeks1-2 Use notebook paper to complete these activities. Do one each day!
Monday
Choose any book, TV show or movie. Write a 1
paragraph summary, and then write and
illustrate an alternate ending.
Monday
Find 30 objects in your home. Sort
them into lists. Example: things
that are red, things that are plastic, things
that are magnetic.
Tuesday
Use things you can find in your house to invent something new.
Illustrate and label it. Write
about how you would use this
invention to solve a problem.
Tuesday
Roll up three pieces of paper to make tubes. Stand them up. See how many things you can stack on top of
the tubes. Make a list of all the things you were able to
stack.
Wednesday
Create a cipher code, then write a message to a family member. See if they can
unlock the code. EX:
:1 :1 :1 VJ :1 ~I ~I : Wednesday
Create a scavenger hunt for your family.
Hide things around your
house, then write clues to help them search.
Thursday
For each letter of the alphabet,
find four objects in your house that
begin with the letter.
Example: A: airplane toy,
animal crackers .. B: bread
C: D:
Thursday
Observe the cars that pass by your home in 1 hour. Tally the color of
each car. Create ratios to
explain the probability of a
certain color car passing by.
Friday
Choose something in your house to use as a measuring tool,
like a water bottle or a spoon.
Measure 10 things with that tool and
make a list. Example: My bed = 12 water bottles
by 16 water bottles.
Friday
Think of two characters from
two different books or shows.
Write a story about what might
happen if they met each other.
Grades 3-4 ESL Learning Activities: Energy in All Its Forms
Week of March 30-April 3, 2020
Students: Remember to check Microsoft TEAMS for work shared by your ESL teacher Mrs.Soto or Ms.Baldizon. Email questions to [email protected] or [email protected]
**Pick one notebook to use for all your assignments. Complete as much as possible, this will be turned in for credit
when we return to school**
Monday, March 30 Tuesday, March 31 Wednesday, April 1 Thursday, April 2 Friday, April 3 Online Activity: Read the article “Solar Power” attached. Write down 5 vocabulary words that you think are important in your notebook. Use https://learnersdicti
onary.com/to write the definition.
Online Activity: Reread the article “Solar Power.” Use the
link below to write
important details about
the text. https://my.hrw.com/ns
media/intgos/html/PDFs/Web_Diagram.pdf
Click on each box to begin writing. Save the
file and share it in an
email with your ESL
teacher.
Online Activity: Type your answer to
the question below in
your class notebook on
Microsoft TEAMS. Record yourself
reading your answer.
You can use a phone to
record or the Vocaroo website https://vocaroo.com
Online Activity: With parent permission use Google Images to look at different advertisements for Solar Energy. Write 3 reasons why people should use solar energy in your community. Draw your neighborhood with solar panels.
Online Activity: With parent
permission watch
YouTube Video
“How Does Solar
Energy Work?” Use
the information in the video and on
paragraph 4 to help
you.
Offline Activity: Read the article “Solar Power” attached. Write
down 5 vocabulary
words that you think
are important in your notebook. Use the text,
a dictionary or another
source to write the
definition.
Offline Activity:
Reread the article
“Solar Power.” Use the
graphic organizer below
to write important details about the text.
Offline Activity:
Write you answer to the
question below in your
notebook and read it to
a friend/ family member.
“How is solar power helping people around the world?”
Offline Activity:
Look at the
advertisement for Solar
Energy attached. Write
3 reasons why people should use solar energy
in your community.
Draw your
neighborhood with solar panels.
Offline Activity:
Use the diagram below to label the parts of a solar panel. Use the information on paragraph 4 to help you.
ACTIVITY: Interview an adult in your home about their current musical preferences and compare their answer
to yours.
Student Name: __________________________ I interviewed my: _________________________(interviewee)
1. What style of music do you like to listen to? Why?Student answer:Interviewee answer:
2. Who is your favorite artist? Why?Student answer:Interviewee answer:
3. What is your favorite song right now? Why? Ask your interviewee to play the song for you.Student answer:Interviewee answer:
4. Sing or play your favorite songs for each other. Did you like one another’s song choice? Why or why not?Student answer:Interviewee answer:
5. Do you listen to music on: (circle or type the answers) Student: Interviewee:
Youtube Yes ____ No ____ Yes ____ No ____
Pandora Yes ____ No ____ Yes ____ No ____
Spotify Yes ____ No ____ Yes ____ No ____
Radio Yes ____ No ____ Yes ____ No ____
Apple Music Yes ____ No ____ Yes ____ No ____
SoundCloud Yes ____ No ____ Yes ____ No ____
6. When do you listen to music? (circle or type the answers) Student: Interviewee:
While cleaning Yes ____ No ____ Yes ____ No ____
While cooking Yes ____ No ____ Yes ____ No ____
While driving Yes ____ No ____ Yes ____ No ____
When going to sleep Yes ____ No ____ Yes ____ No ____
While getting ready
for the day
Yes ____ No ____ Yes ____ No ____
GRADE: 3-5 SUBJECT: MUSIC
ACTIVITY: COMPOSE (Creating rhythms)
Directions: Create a rhythm pattern using the following rhythms. Each rhythm gets 1 count or beat,
except for the half note (which gets 2 beats). Put 1 note in each box, unless you use a half note
(leave the one after it blank).
Create your own and clap the rhythms you created.
Grade: 3-5 Subject: Physical Education & Health
Activity: Please select one activity to complete this week. Do both if you’re up to it! Don’t forget to have your parent/guardian sign off on your activity.
OPTION 1 Activity: Spell Your Name!
Spell your first and last name by completing the exercise that goes with each letter of your name.
Goal: Take a 2-minute rest and do it again!
BONUS: Spell your favorite food, fruit, vegetable or sport!
A- 15 Jumping Jacks B- 15 Jumping Jacks C- 10 Squat Jumps D- Hop on your right foot 15 times E- Hop on your left foot 15 times F- Wall-Sit for 30 seconds G- 10 Pushups H- Run in place for 30 seconds I- Dance for 30 seconds J- Plank for 20 seconds K- 10 Sit-ups L- 10 lunges on left leg M- 10 lunges on right leg N- 15 Squat Jumps O- Walk up and down stairs in your house for 30 seconds P- Plank for 20 seconds Q- 10 Sit-ups R- 10 Pushups S- 15 Jumping Jacks T- Run in place for 30 seconds U- 30 second high knees V- 10 Squat Jumps W- Balance on left leg for as long as possible (time yourself!) X- Balance on right leg for as long as possible (time yourself!) Y- Dance for 30 seconds Z- Wall-Sit for 30 seconds
OPTION 2 Activity: HIIT Workout
(Modify depending on fitness level) GOAL: 5 times
Grade: 3-5 Subject: Physical Education & Health
Activity: A FAMILY GRATITUDE JAR
I'm sure it has been challenging to get used to distance learning and it may cause you frustration and stress at times. The gratitude jar will help you focus on one thing that made you smile each day. How to create a Gratitude Jar: Get permission to find a large jar or container (clear if possible). Each day, try to find one thing that you appreciate or are thankful for and write it down on a slip of paper. Add the note to the jar. Include your whole family; this is great way to open positive conversation to your household. When you start your Gratitude Jar, place it in the house where family members will see it, like your kitchen counter. Choose a consistent time of day to share gratitude with each other. It could be part of a dinner or bedtime routine. Remember, when you are thinking of something you are grateful about, it doesn’t have to big. It can be whatever you want it to be. Giving gratitude for anything, no matter how silly or small you think it may be, is powerful.
Have Fun With It!!
ACTIVITY LOG DATE ACTIVITY PARENT/ GUARDIAN SIGNATURE
