Grade 3 Family Resources Grade Week 10... · 2020-06-25 · GRADE 3 WEEK 10 English Language Arts At-Home Learning 3rd GRADE New Learning Week 10 Learning Summary Reach for Reading

Grade 3

Family Resources

Week 10

May 27 – June 2, 2020

English

Language

Arts

GRADE 3 WEEK 10

English Language Arts At-Home Learning

3rd GRADE New Learning

Week 10

Learning Summary Reach for Reading Unit 8 Big Question: What tools can we use to achieve our

goals?

During this 10th week of new at-home learning, 3rd graders will begin working on Unit 8 in their Reach for Reading curriculum. This week students will read the realistic fiction story, “Running Shoes” by Fredrick Lipp. As students read, they will pay attention to character traits, sequence of major events, and how the author uses descriptive language. Additionally, the students will develop their understanding of important math vocabulary words through the creation of a Vocabulary Example Chart, and by organizing words into categories.

Word Work

Task 1:

• Turn to page 485 and read the Math Vocabulary words in context.

• Make a Vocabulary Example Chart that includes each word on page 485. (If you need a reminder, look at the example chart at the bottom of page 487.)

• Use a blank sheet of paper to record your work. Task 2:

• Read about Word Categories on page 508.

• Complete the Try it Together section by reading the short passage and

answering the two categorizing questions.

• Record your answers on a blank sheet.

Reading Comprehension/ Reader Response

Text: “Running Shoes” by Fredrick Lipp (pages 490-504) Task 1:

• Read pages 490-497 of “Running Shoes” by Fredrick Lipp.

• As you read, look for clues that tell you why Sophy wants running shoes.

• Respond to Reading: o What problem is Sophy trying to solve? Use text evidence in your answer. o Find at least 3 examples of descriptive language the author used. How did

it add to the story? o Record your answers on a blank sheet of paper.

Task 2:

• Make a Prediction: What will happen when Sophy goes to school?

• Read pages 498-504 of “Running Shoes” by Fredrick Lipp.

• Respond to Reading: o What evidence does the author give, to tell you about the character

(traits, motivations, or feelings) of Sophy? Which character trait do you think is most important? Why?

o What personal connections can you make to this character? o What is the sequence of important events in the story? Why do you think

the story is described as being circular? o Record your answers on a Timeline organizer or a blank sheet of paper.

GRADE 3 WEEK 10


Independent Reading

• Read for an additional 20 to 30 minutes each day.

Writing

Unit 4: “Once Upon a Time: Adapting and Writing Fairy Tales” (Narrative) Task 1:

• Put your graphic organizers from Weeks 8 and 9 side by side so they look like a staircase going up and coming down.

• Practice reading across your story. Ask yourself: o Do these events progress in the right order from start to finish? o Will these events captivate my reader? o Is there something I left out? Is there something I should take out?

• Make any necessary changes to the graphic organizers.

Task 2:

• Now it is time to write your draft! You can use either your own paper or the paper provided below.

• Remember to include a beginning, middle, and end for each event.

• Your draft should also include: o Transition words such as “a little later” and “after that” o Multiple paragraphs o A variety of words that paint a picture for the reader

Other

MyNGConnect.com – Specific ideas for engagement

• Login to Unit 8 Week 1 Vocabulary Activities

GRADE 3 WEEK 10


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GRADE 3 WEEK 10


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Students

with

Individual

Educational

Plans

Individualized Education Plan (IEP) – English Language Arts At-Home Learning

Grade 3 Week 10 IEP

3rd GRADE

New Learning

Week 10

Learning Summary

Reach for Reading Unit 8 Big Question: What tools can we use to achieve our goals?

During this 10th week of new at-home learning, 3rd graders will begin working on Unit 8 in their Reach for Reading curriculum. This week students will read the realistic fiction story, “Running Shoes” by Fredrick Lipp. As students read, they will pay attention to character traits, sequence of major events, and how the author uses descriptive language. Additionally, the students will develop their understanding of important math vocabulary words through the creation of a Vocabulary Example Chart, and by organizing words into categories.

For our students with Individualized Education Plans (IEPs) we have included a list of

accommodations for you to use. Feel free to choose the accommodation from the

list that best supports your student. The accommodations appear after every task,

and are meant to support the learning for that specific task. Please note any

accommodations in your student’s IEP that are not listed below may be used as well.

Word Work

Task 1:

Turn to page 485 and read the Math Vocabulary words in context. Make a Vocabulary Example Chart that includes each word on page 485. (If you need a reminder, look at the example chart at the bottom of page 487.) Use a blank sheet of paper to record your work.

Accommodations for students with IEPs:

1. Read aloud: For students who have difficulty accessing the text – An adult may read the passage to the student.

2. Scribe: For students who have difficulty with writing - student may verbally respond while an adult writes their response on their paper.

3. Flash Cards: Create flashcards with the definition of the math words on one side, and the word on the other. Review these cards periodically to help with memorization and understanding of the word.

Task 2:

Read about Word Categories on page 508. Complete the Try it Together section by reading the short passage and answering the two categorizing questions. Record your answers on a blank sheet.


Grade 3 Week 10 IEP




Reading Comprehension/ Reader Response

Text: “Running Shoes” by Fredrick Lipp (pages 490-504)

Task 1:

Read pages 490-497 of “Running Shoes” by Fredrick Lipp. As you read, look for clues that tell you why Sophy wants running shoes. Respond to Reading:

What problem is Sophy trying to solve? Use text evidence in your answer. Find at least 3 examples of descriptive language the author used. How did it add to the story? Record your answers on a blank sheet of paper.




Task 2:

Make a Prediction: What will happen when Sophy goes to school? Read pages 498-504 of “Running Shoes” by Fredrick Lipp. Respond to Reading:

What evidence does the author give, to tell you about the character (traits, motivations, or feelings) of Sophy? Which character trait do you think is most important? Why? What personal connections can you make to this character? What is the sequence of important events in the story? Why do you think the story is described as being circular? Record your answers on a Timeline organizer or a blank sheet of paper.


Grade 3 Week 10 IEP




3. Break work into manageable chunks: This allows students to complete this task over an extended period of time. Complete the first portion of the Time Line/Sequence organizer. Allow for a break. After completing the break, complete the remainder of the Timeline organizer.

Independent

Reading

Read for an additional 20 to 30 minutes each day.


1. Choose an independent reading level text. Ask your student questions about their reading to check for understanding. Engaging with your student about their reading can increase their interest in reading.

Writing

Unit 4: “Once Upon a Time: Adapting and Writing Fairy Tales” (Narrative)

Task 1:

Put your graphic organizers from Weeks 8 and 9 side by side so they look like a staircase going up and coming down. Practice reading across your story. Ask yourself:

Do these events progress in the right order from start to finish? Will these events captivate my reader? Is there something I left out? Is there something I should take out?

Make any necessary changes to the graphic organizers.




Grade 3 Week 10 IEP

Task 2:

Now it is time to write your draft! You can use either your own paper or the paper provided below. Remember to include a beginning, middle, and end for each event. Your draft should also include:

Transition words such as “a little later” and “after that” Multiple paragraphs A variety of words that paint a picture for the reader




3. Verbal responses: Rather than writing responses, have students state answers verbally.

Other

MyNGConnect.com – Specific ideas for engagement

Login to Unit 8 Week 1 Vocabulary Activities

Mathematics

Math Learning 3rd Grade Week 10 (May 27th)

2020 Math At-Home Learning

GRADE Level

Standards Focus

The focus this week is comparing, ordering, and recognizing size of fractions. (Common Core Standard 3.NF.3b)

Vocabulary & Fun Ways to Support

Fractional amounts, eighths, fourths, tenths Measuring Cups, Cutting vegetables

Fluency

Sprints Module 5:

Lesson 28A – Subtract by 8

Lesson 30 A – Pattern Sheet

New Content Delivery

Module 5 (Summarizing Engage NY Topic F Lessons 28-30)

Application Problems - Lessons 28-30

Exit Tickets – Lesson 28-29

Smarter Balanced Assessment Release item 3.NF.3 Depth of Knowledge 1 & 2 (DOK1 & DOK2)

Other

Online resources can be accessed through the District Learning Apps: Clever Portal. Also these packets are found electronically on Clover Park District Website. Link to Parent Tip Sheets: https://www.khanacademy.org/math/on-grade-engageny/3rd-engage-ny Link to Parent/Teacher Videos: YouTube: type in Grade 3 Module 5 Lesson 29 https://youtu.be/9A8Lv5maeCY Engage New York Module 5 Curriculum https://www.engageny.org/resource/grade-3-mathematics-module-5

http://www.corestandards.org/Math/Content/3/NF/


http://www.cloverpark.k12.wa.us/General/DLA.aspx

http://www.cloverpark.k12.wa.us/Special/DLR.aspx

https://www.khanacademy.org/math/on-grade-engageny/3rd-engage-ny


https://youtu.be/9A8Lv5maeCY


https://www.engageny.org/resource/grade-3-mathematics-module-5



Vocabulary Word/s

Definition Example

Thirds Fourths Fifths Sixths Sevenths Eighths Ninths

The size of pieces or amount of groups a whole is divided or split up into.

Fun Ways to Support at Home:

Prior Skills Needed: Multiplication and Division Facts; General Fraction Awareness -- Make some flash cards or throw out some problems mentally. Practice with putting things into pieces (portions of food, pieces of paper, packs of crayons). Have them put a group of things into equal parts.



Fluency Module 5 Lesson 28A:

Finish the following sentence. The pattern in subtracting the number eight is…

__________________________________________________________________________________________________

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Fluency Lesson Pattern Sheet Lesson 30:

Multiplying by 9 is easy or difficult because...

__________________________________________________________________________________________________

__________________________________________________________________________________________________



Application Problems: All of these problems will use the Read, Draw, Write Format. You will need a separate piece of

paper to show your work and answer questions. Step One: Read the problem, Step Two: Draw a picture that solves the

problem, Step Three: using your writing skills answer the prompt posed.

Application Problem: Draw on your own paper

Write:

LaTonya has 2 equal-sized hotdogs. She cut the first one into thirds at lunch. Later, she cut the second hotdog to make double the number of pieces. Draw a model of LaTonya’s hotdogs. How many pieces is the second hotdog cut into? If she wants to eat ⅔ of the second hotdog, how many pieces should she eat?

Draw a model of LaTonya’s hotdogs.

How many pieces is the second hotdog cut into? If she wants to eat ⅔ of the second hotdog, how many pieces should she eat?

Catherine and Diana buy matching scrapbooks. Catherine decorates 5/9 of the pages in her book. Diana decorates 5/6 of the pages in her book. Who has decorated more pages of her scrapbook? Draw a picture to support your answer.

Draw a picture to support your answer.

Who has decorated more pages of her scrapbook?

The branch of a tree is 3 meters long. Monty chops the branch for firewood. He cuts pieces that are 1/4 meter long. Draw a number line to show the total length of the branch. Partition and label each of Monty’s cuts. How many pieces does Monty have altogether? Write 2 equivalent fractions to describe the total length of Monty’s branch.

Draw a number line to show the total length of the branch. Partition and label each of Monty’s cuts.

How many pieces does Monty have altogether?

Write 2 equivalent fractions to describe the total length of Monty’s branch.

Practice Problems (Taken from Lesson 28-30 Exit Tickets)

Lesson 28

1. Shade the models to compare fractions. Which is bigger thirds or eighths? Why? Use words to explain.

2. Draw a model for each fraction. Circle the smaller fraction.

3 sevenths 3 fourths

Want online video help? Go to google.com and type…

3rd Grade Module 5 Lesson 28



Lesson 29

SBA Release Items Module 5

Want online video help? Go to google.com and type…

3rd Grade Module 5 Lesson 29



Answer Keys:

Sprints

Lesson 28a

Pattern Sheet Lesson 30A



Application Problems

Exit Tasks Lesson 28

Lesson 29

SBA Release items

Students

with

Individual

Educational

Plans

Math Virtual Learning Third Grade Week Ten (5_27)


GRADE Level

Standards Focus

The focus this week is comparing, ordering, and recognizing size of fractions. (Common Core Standard 3.NF.3b)

Vocabulary & Fun Ways to Support

Fractional amounts, eighths, fourths, tenths Measuring Cups, Cutting vegetables

Fluency

Accommodations for students with IEPs Students can work on sprints a little each day for no more than 5 minutes. After 5 minutes move on to the SLOT Review and New Learning. Masking: Cover part of the page with a blank piece of paper so the student does not become overwhelmed. Move the cover as they complete the sections Decrease Work Load: Students may complete fewer items and/ or work for a shorter length of time Sprints Module 5:

• Lesson 28A – Subtract by 8

• Lesson 30 A – Pattern Sheet

New Content Delivery

Accommodations for students with IEPs Decrease Work Load: Students may complete fewer items and/ or work for a shorter length of time Extended Time: Allow student additional time to complete the task Breaks: Allow student to take a break from the task if needed Read: When needed read the questions to the students Module 5 (Summarizing Engage NY Topic F Lessons 28-30)

• Application Problems - Lessons 28-30

• Exit Tickets – Lesson 28-29

• Smarter Balanced Assessment Release item 3.NF.3 Depth of Knowledge 1 & 2 (DOK1 & DOK2)

Optional Game or Activity

Name: Goal

Other

Online resources can be accessed through the District Learning Apps: Clever Portal.

Also these packets are found electronically on Clover Park District Website. Dream box: Your student’s special education teacher will assign skills for your student work on. Link to Parent Tip Sheets: https://www.khanacademy.org/math/on-grade-engageny/3rd-engage-ny Link to Parent/Teacher Videos:



http://www.cloverpark.k12.wa.us/General/DLA.aspx

http://www.cloverpark.k12.wa.us/Special/DLR.aspx






YouTube: type in Grade 3 Module 5 Lesson 29 https://youtu.be/9A8Lv5maeCY Engage New York Module 5 Curriculum https://www.engageny.org/resource/grade-3-mathematics-module-5


https://www.engageny.org/resource/grade-3-mathematics-module-5





Science

3rd Grade Week 10

Science At-Home Learning

3rd Grade Week 10

Learning Summary TCI Unit 4 Essential Guiding Question Why Do Some Members of a Species Survive and Not Others? Part 2 This week, 3rd grade students will learn new science concepts from their TCI Bring Science Alive! Unit 4: Life Cycles and Traits. Students will learn the science concepts of organisms’ survival, as well as the traits that help plants and animals survive and reproduce. Students will also learn these science vocabulary words camouflage, mate, prickles, seed and reproduce.

Concept Review

Why Do Some Members of a Species Survive and Not Others?

All organisms try to survive and reproduce. Some traits that help animals survive are camouflage and size. Differences in traits help some animals find mates easily. A couple traits that help animals find mates are color and size. Plants also have traits that help them to survive and reproduce. For example, some traits help plants fight disease and protect themselves. Some traits that help plants reproduce are tasty fruits, bright flowers, and seeds that can move very far away.

Vocabulary

• Define the underlined words above by writing or drawing the meaning of each word.

• Define each of the following terms (by drawing, writing, or talking): disease, protect, and prickles.

• Look at the pictures and read more about Plant and Animal Survival in your Bring Science Alive Science Journal—

o Why Do Some Members of a Species Survive and Not Others? o Science Journal pages 66, 68, 70, 72.

Independent Science Activity

• Many animals have fur that is a similar color to the environment that they live in. Can you think of any examples? Write or draw three examples.

• Draw a picture of a new animal species using your imagination. Label and describe the traits that will help the animal survive (page 67 of your Science Journal).

Science Connections &

Extensions

• Look at the picture of an ostrich on page 69 of your science journal. o It is a picture of a male ostrich doing a very unique dance. o Explain why you think the ostrich is dancing. o Use these words in your answer: mate, trait, reproduce, and attract.

• Draw a picture of a new plant species using your imagination. o Label traits that will help the plant reproduce. o Use the information that you learned in the readings from pages 70 and 72 of your

Science Journal.

Other

• Visit TCI online Unit 4 Life Cycles and Traits Lesson 4 for more practice opportunities and activities: Play the Lesson Game for Lesson 4 to learn more about plant and animal survival.

• Visit BrainPOPJr Science https://jr.brainpop.com/science/ and get free access to check out Plants and Animals: Camouflage, Frogs, Parts of a Plant, Plant Adaptations

• Visit PBS kids Plant Adaptations!: https://kcts9.pbslearningmedia.org/resource/reach-with-stem-olant-adaptations/plant-adaptations/

• Visit PBS kids Animal Survivors!: https://kcts9.pbslearningmedia.org/resource/reach-with-stem-animal-survivors/animal-survivors/

https://jr.brainpop.com/science/

https://kcts9.pbslearningmedia.org/resource/reach-with-stem-olant-adaptations/plant-adaptations/

https://kcts9.pbslearningmedia.org/resource/reach-with-stem-olant-adaptations/plant-adaptations/

https://kcts9.pbslearningmedia.org/resource/reach-with-stem-animal-survivors/animal-survivors/

https://kcts9.pbslearningmedia.org/resource/reach-with-stem-animal-survivors/animal-survivors/

3. An Animal Has Traits That Help It Survive

Think about an octopus. What traits do you think it might have to help it survive?

Some individual animals have different traits that help them survive. For example, most species of octopus use camouflage. Camouflage is when an animal’s color makes it hard to see. An octopus with good camouflage might be able to hide from sharks that want to eat it. Then it will survive. An octopus with worse camouflage may get eaten.

The length of a giraffe’s neck is another trait that is different among individuals. Giraffes eat leaves from shrubs and trees. If a brush fire killed shrubs close to the ground, the giraffes would have only the tree leaves for food. Giraffes with longer necks may get more food than other giraffes. Those with shorter necks will not be able to reach as much food and they may not survive.

The neck length of a giraffe is a trait that varies among individuals. Giraffes with longer necks are able to reach more food than giraffes with shorter necks.

© Teachers’ Curriculum Institute66 Lesson 4 Why Do Some Members of a Species Survive and Not Others?

T E X T W I T H N O T E S

Draw a picture of a new animal species using your imagination. Label and describe the traits that will help the animal survive.

67© Teachers’ Curriculum Institute Lesson 4 Why Do Some Members of a Species Survive and Not Others?


4. An Animal Has Traits That Help It Reproduce

Think about a group of lion cubs. The cubs’ parents reproduced to make those offspring. But not all adult lions reproduce.

To reproduce, most animals must find a mate. A mate is another animal of the same species with which the animal can reproduce. One adult lion cannot reproduce. It needs to find another lion that can be its mate. But how do animals find mates?

Different individual animals find mates because of different traits they have. Males of some species have traits to help attract a mate. Male peacocks have large, colorful tail feathers. To attract a mate, male peacocks will raise their feathers and move them around. This is a trait that helps male peacocks find mates. If one male does not have these traits, he may not be able to reproduce.

This is a male peacock. He uses his large, bright feathers to attract mates so he can reproduce.



This is a male ostrich doing a very unique dance. Explain why you think the ostrich is dancing. Use these words in your answer: mate, trait, reproduce, and attract.



5. A Plant Has Traits That Help It Survive

An animal can run away or hide from enemies. Plants cannot run away from danger, but they have other traits that help them survive.

Some individual plants survive because they have different traits. Some plants have traits that keep animals from eating them. Many species of roses have stems with hard, sharp points called prickles. Prickles are painful to some animals, so they stay away. Rose plants with larger prickles will likely keep more animals away. A rose plant with a trait of fewer, smaller, or softer prickles may get eaten.

Some plants have traits that help them fight diseases. Elm trees can get a disease that kills them. Some elm trees have a trait that helps them fight off the disease and survive. Some do not have that trait and the disease kills them.

This rose plant has the trait of prickles. Prickles keep some animals from eating the rose, making it more likely to survive.



Explain why some plants survive and others do not. To answer this question, identify the main idea in the text. Find two specific examples to support your answer.



6. A Plant Has Traits That Help It Reproduce

Have you ever looked closely at a strawberry? Strawberries are covered with seeds. Even though all strawberries are covered with seeds, not all strawberry plants will reproduce.

To reproduce, a strawberry plant needs at least one of its seeds to grow into a new plant. For this to happen, a seed has to move away from its parent plant. One way this could happen is if a bird eats a strawberry and moves its seeds to new soil.

Some strawberry plants have different traits from other strawberry plants. Some have bigger berries. Some have sweeter berries. Strawberry plants with brighter or sweeter berries attract more birds. The seeds on these berries are more likely to grow into new plants. So, some plants of a species have traits that help them reproduce more than others.

This strawberry plant has big, sweet, red fruit. Having these large berries is a trait that will help this plant reproduce, because the fruits will attract more animals.



Fine Arts

Fine Arts At-Home Learning Grades K-5

2020 Fine Arts At-Home Learning

GRADE K-5

Learning Summary: MUSIC

Student will continue to build on music skills and knowledge previously acquired during weekly fine arts classes.

RESOURCES Access Your Online Quaver Student Access Account For FIRST-TIME users:

1. Go to the Clover Park website.

2. Click: Student

3. Choose District Learning Apps from the drop-down menu.

4. Click: Clever Portal

5. Click: Log in with Active Directory

6. Put in your Username and Password.

7. Scroll down until you see QuaverMusic.com.

8. Click: Quaver

9. Click: No I Need a New Account Note: If you choose Access QuaverMusic with Adobe Flash, you will need to click on the yellow Student tab at the bottom of the screen to go to Assignments.

10. Click: Student (at bottom of page)

11. Click: Assignments

12. Click on the lesson your teacher assigned, & click Launch.

MUSIC LESSON

Log in to your Quaver account to see the music lesson your fine arts teacher has assigned for you. Upon completion, your fine arts teacher will review your work and give you feedback.



Access K-5 Weekly Quaver Music Lesson at Home!

Dear Student & Family, To continue building your musical talents, log into your student Quaver account from home and complete a weekly lesson your teacher has assigned for you. If you have never logged in from home, see below for instructions on how to do so. HOW TO ACCESS QUAVER FROM HOME: 1. Decide if you want to use Flash or not. (See

screenshot at right.)

The first time you enter Quaver, you’ll see the Flash decision page. You may complete your lessons with or without Flash. However, you need Flash to enable your avatar.

At any time, you can switch back to using Flash. Scroll down to the bottom the page and click "CLICK TO ACCESS QUAVERMUSIC WITH FLASH.”

2. Get to know your Student Dashboard

Your QuaverMusic.com experience all happens right here on the Student Dashboard! Your teacher’s weekly assignment will be waiting for you here. Click “Assignments.”

Additionally, consider exploring… Student Interactives: Explore a full

menu of additional engaging web-based activities.

Creatives: Compose your own pieces on piano, drums, guitar and more! QuaverBooks: Explore digital books about musical styles and time periods and take quizzes to test

what you’ve learned.



¡Accede la Lección Semanal de Música Quaver K al 5 en tu Casa!

Estimado(a) Estudiante y Familia: Para continuar desarrollando tus talentos musicales, inicia sesión (log into) en tu cuenta de estudiante Quaver desde tu casa y completa la lección semanal que tu maestro(a) te ha asignado. Si nunca has iniciado una sesión desde tu casa, consulta abajo las instrucciones sobre cómo hacerlo. CÓMO ACCEDER QUAVER DESDE LA CASA: 3. Decide si quieres usar Flash o no. (Ver imagen a

la derecha).

La primera vez que ingreses a Quaver, verás la página de la decisión si usar Flash o no. Tú puedes completar tus lecciones con o sin Flash. Sin embargo, necesitas usar Flash para habilitar tu avatar.

En cualquier momento, puedes volver a usar Flash. Deslízate hacia la parte inferior de la página y haz clic en "CLICK TO ACCESS QUAVERMUSIC WITH FLASH” (Clic para Acceder Quavermusic con Flash).

4. Familiarízate con tu Dashboard (Tablero) de

Estudiante

¡Tu experiencia QuaverMusic.com ocurre aquí mismo en el Dashboard del Estudiante! Las asignaturas semanales de tu maestro(a) te estarán esperando aquí. Haz clic en “Assignments” (Asignaturas).

Adicionalmente, considera explorar… Estudiantes interactivos: Explora un

menú completo de atractivas actividades basadas en la Internet.

Creativos(as): ¡Puedes componer tus propias piezas en piano, batería, guitarra y más! QuaverBooks: Explora libros digitales sobre estilos musicales, épocas musicales en el tiempo y toma

pruebas (quizzes) para probar lo que has aprendido.

Social

Emotional

Learning

Grade 3 Family Resources Grade Week 10... · 2020-06-25 · GRADE 3 WEEK 10 English Language Arts At-Home Learning 3rd GRADE New Learning Week 10 Learning Summary Reach for Reading

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