Mrs. Diglio 2020-2021 Assignments

The Kindergarten students at PS 32 participated in a flower decorating contest this month.  


Congratulations to everyone who participated, all of the projects are amazing.  


Please watch the video and vote for your 3 (THREE) favorite flowers.  Voting will remain open until Friday, May 28 and winners will be announced Tuesday, June 1st.


Thank you

Please complete the multiplication problems in the math section of your marble notebook before joining the meet at 1:15.

Turn to the last two pages of your THICK packet. Complete a summary of each chapter, telling the MOST important idea of chapters 1 through 10.
When the work is completed, please send a picture of each page to this assignment.
You may draw a picture of the most important idea (visualize) if you'd like IN ADDITION TO writing your summary.

Learning Target: I can tell the major events of the last chapter from the perspective of a different character.
* Please do not turn in until Tuesday, December 22, 2020

Please complete these questions, showing all work, BEFORE Ms. David's 1:15 pm math meet. Please complete in the math section of your marble notebook. Ms. David will be reviewing this work with you in the math meet.

At 12:30 pm, please log into Mrs. Diglio's meet (mrsdiglio4344) with your math book opened to page 215, your marble notebook, post its, and a sharpened pencil. We will be completing questions from both lessons. At 1:15 pm, Cohort B will remain with Mrs. Diglio, Cohorts A and C will complete the remainder of the work with Ms. David (msdavid2020). Then, please send pictures of this work to the assignment.

1. What is perseverance? Complete Slide 2 and 3 and identify what it looks like and sounds like.
2. Today we are going to listen to a story about perseverance. Listen for ways you can persevere and jot them down in your ELA notebook. Then we will create a class list on slide 4 to help you when you are dealing with something challenging so you can persevere.
*** Please send pictures of your work to this assignment, including your self-reflection that will be completed at the end of the lesson.

P.S. 32 will remain closed tomorrow, December 16, 2020. All students will learn remotely. Please check the Google Classroom stream for our schedule tomorrow, prior to 8:30 am. Parents, please turn this assignment in to acknowledge that you have read the attached letter. Thank you.

At 12:30 pm, all cohorts will go to Mrs. Diglio's meet (mrsdiglio4344). Please have your math book opened to page 225, marble notebook, post-its, and a sharpened pencil. At 1:15 pm, cohorts b and c will go into Ms. David's meet (msdavid2020), and cohort a will remain with Mrs. Diglio. Please send pictures of this completed work to this assignment.

Please log in to Mrs. Diglio's meet at 12:30 pm. Please have you math books, opened to page 219, your marble notebook, post its, and a sharpened pencil with you at the meet. At the end of the meet, please send pictures of your completed work to this assignment.
* Note, we are skipping lesson 4-8 for today, and will return to it at a later date.

Learning Target: I can describe the who, what, where, when, why, and how of the events in chapter 9.
* DO NOT HAND IN UNTIL TUESDAY, DECEMBER 15, 2020.

Parents, please read and return to me. Thank you.

Please turn to page 207 in your math book. Follow along with my video, pausing wherever necessary, and complete the Solve and Share and Look Back! on page 207, the Essential Question and Convince Me! on page 208, and the Guided Practice (numbers 1, 2, 3, and 4) on page 209. The video fully explains this work. Write down any questions you have. Log in to Ms. David's math meet at 1:15 pm (msdavid2020). Please ask her any questions you may have at that time. She will be completing the remainder of the independent practice with you during her live meet.
* Please be certain to watch this video and complete the work listed above BEFORE Ms. David's meet.
** Note, this video is in two separate parts. Please view both parts of the video.
*** This is a two part lesson. Part two will be completed in class, or in Ms. David's meet on Monday, December 14, 2020. If you submitted the work on Friday, December 11, that's perfectly fine - the remainder will be completed with you on Monday :-)

Please click the link below and complete 40 minutes of Lexia for this school week. Your username and password were included in the private comments of the first Lexia assignment, in the event that you do not remember your username or password.
* If asked for email, it is [email protected]

Please click the link to go to this assignment. Log in using your google classroom username password (ps32r), the same one you use to log into google classroom each day.
Please use the RACE strategy to create your short response answers. Be certain to look back into the story for text evidence, both for multiple choice and written response questions.
Please submit the completed assignment in ReadWorks, and then turn it in in Google Classroom.
*** THIS IS DUE BY SUNDAY, DECEMBER 13, 2020.

You are going to choose an emotion to describe by using the Show Not Tell writing strategy.
1. Complete the graphic organizer with descriptive phrases.. think about what the character's face will look like, what their hands and feet are doing (actions), and what they might be saying.
2. Choose a character, setting, and an event that would create the emotion you chose.
3. Write your first draft and include a title.
4. Revise and Edit your writing.
Read over your work and see if you can add in more descriptive details and words.
Replace worn out words.
Take out anything that does not belong. Include transitional or time order words.
Check for correct use of capitalization, punctuation, spelling, and grammar.
5. Write your final draft. Include your full name at the bottom... By:
6. On white paper, draw an illustration of your character and label the evidence of the emotion. Upload a picture of your drawing.
I will grade your writing using the rubric on slide 6.
This is NOT to be done in one day. This is due by Thursday, Dec. 10, 2020

Please turn to page 201 in your math book. Follow along with my video, pausing wherever necessary, and complete the Solve and Share and Look Back! on page 201, the Essential Question and Convince Me! on page 202, and the Guided Practice (numbers 1, 2, and 3) on page 203. The video fully explains this work. Write down any questions you have. Log in to Ms. David's math meet at 1:15 pm (msdavid2020). Please ask her any questions you may have at that time. She will be completing the remainder of the independent practice with you during her live meet.
* Please be certain to watch this video and complete the work listed above BEFORE Ms. David's meet.

Turn to page 195 in your math book. Follow along with my video, pausing wherever necessary, and complete the Solve and Share and Look Back! on page 195, the Essential Question and Convince Me! on page 196, and the Guided Practice (numbers 1, 2, and 3) on page 197. The video fully explains this work. Write down any questions you have. Log in to Ms. David's math meet at 1:15 pm (msdavid2020). Please ask her any questions you may have at that time. She will be completing the remainder of the independent practice with you during her live meet.
* Please be certain to watch this video and complete the work listed above BEFORE Ms. David's meet.

With your math book and sharpened pencil, please log in to Mrs. Diglio's math meet at 12:30 pm, using the code mrsdiglio4344. I will be teaching lesson 4-4 (beginning on page 189) in our meet to all cohorts. At 1:15 pm, the usual time of Ms. David's math meet, Cohorts B and C will meet with Ms. David at msdavid2020. Cohort A will remain in Mrs. Diglio's meet. At the end of the meet, please send pictures of your completed work to this assignment.

4-344 parents, please view and turn in after you have had the opportunity to read the attached letter. Thank you.

CCSS 4.3Learning Target: I can use concrete words and phrases and sensory details to show a character's emotion/feeling.
Today, we are going to review show not tell topics we've already created. In our meet, we will create Show Not Tell charts for happy/excited, and sad/disappointed. You will then choose ONE Show Not Tell emotion that you will use to create the independent writing activity we will be working on this week.
*** Please note - there are no slides that need to be completed in this assignment. Some of this work has been previously completed - we are using it to build upon. The only work that should be handed in today are pictures of the happy/excited and sad/disappointed charts that you will copy into your marble notebooks.

With your math book and sharpened pencil, please log in to Mrs. Diglio's math meet at 12:30 pm, using the code mrsdiglio4344. I will be teaching lesson 4-3 (beginning on page 183) in our meet to all cohorts. At 1:15 pm, the usual time of Ms. David's math meet, Cohorts A and B will meet with Ms. David at msdavid2020. Cohort C will remain in Mrs. Diglio's meet. At the end of the meet, please send pictures of your completed work to this assignment.

Please click the link to go to this assignment. Log in using your google classroom username password (ps32r), the same one you use to log into google classroom each day.
Please use the RACE strategy to create your short response answers. Be certain to look back into the story for text evidence, both for multiple choice and written response questions.
Please submit the completed assignment in ReadWorks, and then turn it in in Google Classroom.
*** This assignment is due by Monday, December 7, 2020.

Please click the link below and complete 40 minutes of Lexia for this school week. Your username and password were included in the private comments of the previous Lexia assignment, in the event that you do not remember your username or password.
* If asked for email, it is [email protected]

With your math book and sharpened pencil, please log in to Mrs. Diglio's math meet at 12:30 pm, using the code mrsdiglio4344. I will be teaching lesson 4-2 (beginning on page 177) in our meet to all cohorts. At 1:15 pm, the usual time of Ms. David's math meet, Cohorts A and B will meet with Ms. David at msdavid2020. Cohort C will remain in Mrs. Diglio's meet. At the end of the meet, please send pictures of your completed work to this assignment.

Learning Target: I can describe four different character perspective of the same event.
Please bring your Tales of a Fourth Grade Nothing packets, the book, post-its, your marble notebook, and a sharpened pencil with you to your meet at 8:30 am.
***Due Friday, December 4 - please do not turn in until then. Slide #9 must be completed.

With your math book and sharpened pencil, please log in to Mrs. Diglio's math meet at 12:30 pm, using the code mrsdiglio4344. I will be teaching lesson 4-1 (beginning on page 171) in our meet to all cohorts. At 1:15 pm, the usual time of Ms. David's math meet, Cohorts A and C will meet with Ms. David at msdavid2020. Cohort B will remain in Mrs. Diglio's meet. At the end of the meet, please send pictures of your completed work to this assignment.

1. Read each problem carefully and highlight the key word(s) in the question.
Identify what the question is asking you to find.
2. Highlight the key numbers (quantities) and other key words.
3. Show your work. Work will be completed in the math section of your marble notebook.
4. Read all the answer choices carefully.
5. Write your answer clearly next to all work in your notebook.
6. Transfer each answer to the Google Form online and click submit.
7. Be sure to send me pictures of your completed work in the assignment.

Log in to Mrs. Diglio's meet at 12:30 pm (mrsdiglio4344), to work on this review together. Then, at 1:15 pm, Cohort C will remain with Mrs. Diglio, and Cohorts A and B will join Ms. David's meet (msdavid2020), to complete this work. The Topic 3 test will be tomorrow.
*** Please complete this work in the math section of your marble notebook using the screen share during our meet, and send pictures of your completed work to the assignment.

Learning Target: I can show how my thinking changes as I read.
Please bring your Tales of a Fourth Grade Nothing book, packets, a sharpened pencil, post-its, and your marble notebook to your literacy meet at 8:30 am.
*** PLEASE DO NOT TURN IN UNTIL DECEMBER 1, 2020

With your math book and sharpened pencil, please log in to Mrs. Diglio's math meet at 12:30 pm, using the code mrsdiglio4344. I will be teaching the beginning of the Topic 3 reteaching math review (page 157) in our meet to all cohorts. At 1:15 pm, the usual time of Ms. David's math meet, Cohorts B and C will meet with Ms. David at msdavid2020. Cohort A will remain in Mrs. Diglio's meet.
*** At the end of the meet, please send pictures of your completed work to this assignment
THIS WORK WILL BE COMPLETED TUESDAY, DECEMBER 1, 2020.

Please bring these papers, along with a sharpened pencil and your marble notebook, with you to your ELA meet at 8:30 am. If you cannot find these papers, please complete the work in the literacy section of your marble notebook. Please send pictures of the completed work to this assignment.
* Due Wednesday, November 25, 2020.

Please click the link below and complete 30 minutes of Lexia for this school week. I will include your username and password in the private comments, in the event that you do not remember from previous years.
* If asked for email, it is [email protected]

We all have so much to be thankful for. While this Thanksgiving may be different from ones we've had in the past, we are all very fortunate to have the wonderful families that we do. Please complete this assignment in your meet, and share it with your loved ones on Thanksgiving. If you are able to print out the google slide, you may do that. If not, read what you have written to your family from this assignment. Have a wonderful Thanksgiving!

With your math book and sharpened pencil, please log in to Mrs. Diglio's math meet at 12:30 pm, using the code mrsdiglio4344. I will be teaching lesson 3-10 in our meet to all cohorts. At 1:15 pm, the usual time of Ms. David's math meet, Cohorts A and C will meet with Ms. David at msdavid2020. Cohort B will remain in Mrs. Diglio's meet.
*** At the end of the meet, please send pictures of your completed work to this assignment.

Learning Target: I can summarize the events of the chapter.
Please bring your Tales of a Fourth Grade Nothing book, post-its, a sharpened pencil, your packets, and your marble notebook with you to your meet.

***Please do not turn in until Monday, November 23, 2020.

With your math book and sharpened pencil, please log in to Mrs. Diglio's math meet at 12:30 pm, using the code mrsdiglio4344. I will be teaching lesson 3-9 in our meet to all cohorts. At 1:15 pm, the usual time of Ms. David's math meet, Cohorts B and c will meet with Ms. David at msdavid2020. Cohort A will remain in Mrs. Diglio's meet. At the end of the meet, please send pictures of your completed work to this assignment.

Attached is a flyer for PS32's 4th Grade Turkey Decorating Contest. Please upload a picture of your turkey directly into this assignment. Save your picture to your computer or tablet and then in the assignment select Add a File and select your picture.
All submissions must be sent by Nov 20th.
Students in all grades will vote for their favorite turkeys from Nov 21st - Nov 25th.
The winners will be announced on Nov 30th.
Have fun, Be creative!! We're very excited to see them all 🦃

With your math book and sharpened pencil, please log in to Mrs. Diglio's math meet at 12:30 pm, using the code mrsdiglio4344. I will be teaching lesson 3-8 in our meet to all cohorts. At 1:15 pm, the usual time of Ms. David's math meet, Cohorts A and B will meet with Ms. David at msdavid2020. Cohort C will remain in Mrs. Diglio's meet. At the end of the meet, please send pictures of your completed work to this assignment.

Show, don't tell is a writing strategy that can make your writing come to life. It will help you visualize a character's emotions or feelings.
* Please do not turn in until Thursday!

With your math book and sharpened pencil, please log in to Mrs. Diglio's math meet at 12:30 pm, using the code mrsdiglio4344. I will be teaching lesson 3-7 in our meet to all cohorts. At 1:15 pm, the usual time of Ms. David's math meet, Cohorts A and C will meet with Ms. David at msdavid2020. Cohort B will remain in Mrs. Diglio's meet. At the end of the meet, please send pictures of your completed work to this assignment.

Please view this video BEFORE Ms. David's 1:15 pm math meet. Please turn to page 125 in your math book. Complete the work with the video. Write down any questions you have, and log in to your 1:15 math meet to complete selected Independent Practice and Problem Solving questions with Ms. David. Please send me pictures of your completed work in this assignment, and turn in.

Learning Target: I can create a sequence of events.
Turn to the back of the Student Activities Packet (SAP) and you will copy the definitions of lesson 5's vocabulary:
supervise, pocketbook, demonstrate
Think about a time that an event (such as a party, vacation, etc) did not go as planned and turned out to be a disaster. The title of chapter 5 is "The Birthday Bash." Think about the last time you went to a birthday party. Today you are going to read about Fudge's birthday party and the party is not going to go as planned. On page 11 in the SAP, you are going to record everything that goes wrong with the birthday party, from start to finish. When you keep track of events in the order that they happen, it is called sequencing. Transitional words like first, next, then, and after that are used to sequence events and make your writing flow from one event to the next.
We will also complete Chapter 5 Tales of Peter Hatcher to show the main idea of this chapter.
Independent Work: SAP: Complete page 12, What do you think? At the end of chapter 5, Peter says: "Three is kind of young for a party". Why do you think Peter says this? Use evidence form the text to support your answer. Then at the bottom of page 12, place an "X" in one of the boxes to show your understanding of the learning target and tell why you gave yourself that rating.
*** PLEASE DO NOT TURN IN UNTIL TUESDAY

Ms. David will be teaching the lesson 3-5 in the live meet today at 1:15 pm. There is no math to do independently today before the meet. Please log in at 1:15 pm with your math workbook, marble notebook, and pencil, ready to learn. Please send me a picture of the work completed in the meet in this assignment after the lesson has concluded.
*** Since there is no math that needs to be completed independently before the meet today, please complete your ReadWorks assignment, Siblings, if you have not already done so. The assignment is due today. It should be submitted through ReadWorks.

Please click the link to go to this assignment. Log in using your google classroom username password (ps32r), the same one you use to log into google classroom each day.
Please use the RACE strategy to create your short response answers. Be certain to look back into the story for text evidence, both for multiple choice and written response questions.
Please submit the completed assignment in ReadWorks, and then turn it in in Google Classroom.
*** This assignment is due by Monday, November 16, 2020.

Turn to page 113 in your math book. Follow along with my video, pausing wherever necessary, and complete the Solve and Share on page 113, the Essential Question on page 114, Another Example! on page 115, and numbers 1, 2, 3, and 4 on page 115. The video fully explains this work. Write down any questions you have. Log in to Ms. David's math meet at 1:15. Please ask her any questions you may have at that time. She will be completing the remainder of the independent practice with you during her live meet.
* Please be certain to watch this video and complete the work listed above BEFORE Ms. David's meet.

Learning Target: I can infer Peter's feelings and emotions based on how he acts and what he says.
* Due Friday, November 13, 2020

Turn to page 108 in your math book. Follow along with my video, pausing wherever necessary, and complete pages 108, and numbers 1, 2, 3, and 4 on page 109. The video fully explains this work. Write down any questions you have. Log in to Ms. David's math meet at 1:15. Please ask her any questions you may have at that time. She will be completing the remainder of the independent practice with you during her live meet.
* Please be certain to watch this video and complete the work listed above BEFORE Ms. David's meet.

Learning Target: I can discuss the relationships between Peter and his brother, Fudge. I can create a family map to show the family dynamics between Peter and his family.
*Due Tuesday, November 10, 2020

Learning Target: I can use rounding to estimate products and check if answers are reasonable.
1. Turn to the Independent Practice on page 103. Complete #s 6-11 on your own, as well as #s 14, 16, and 17 on page 104.
4. Join Ms. David at the Live Meet at 1:15 to check and correct your work.

Learning Target: I can use rounding to estimate products and check if answers are reasonable.
1. Turn to page 101, turn on the video, and complete the Solve and Share.
2. Continue watching the video, complete the Look Back, and follow along on page 102 . Do the Convince Me section with the video. Complete the Guided Practice, #s 1 through 5 on page 103..
3. Join Ms. David at the Live Meet at 1:15 to check and correct your work.

Learning Target: I can find the products of multiples of 10, 100, and 1,000 using mental math and place-value strategies.
1. Before 1:15 pm, complete on your own questions #9-11 on page 97 and #12, 13, 14, and 15 on page 98.
4. Join Ms. David's live Meet (msdavid2020) at 1:15 pm to check and correct your work.

Read Chapter 1 of Tales of a Fourth Grade Nothing and use text evidence to complete the Google Slides. If you prefer, complete the work in your packet or the literacy section of your marble notebook. Please send a picture of your written work.

Learning Target: I can find the products of multiples of 10, 100, and 1,000 using mental math and place-value strategies.
1. Turn on the video, turn to page 95 and complete the Solve and Share and Look Back.
2. Watch the video to check and correct your work. Continue watching the video and complete Convince Me, Guided Practice, and Independent Practice #s 6, 7, and 8.
3. Join Ms. David's Meet (msdavid2020) at 1:15 pm to check and correct your work.

Choose your favorite place and use sensory details to describe it.
Part 1: Complete the graphic organizer. If you have the paper packet, complete the organizer there. Use the google slide if you do not have the paper copy.
You can use your descriptive word booklets to help you choose appropriate sensory words.
Describe what you see there. (Think of color, shape, size)
Describe the sounds you hear. (Think of volume, expression, pitch or sound words.)
Describe what you taste there (Think of flavor, temperature)
Describe what you touch there (Think of texture, temperature. What does it feel like?)
Describe what you smell there. (Think of odor, fragrance, scent)
Part 2: Write your first draft of your descriptive paragraph describing your favorite place. Use the traffic light below to help you organize your paragraph with a topic sentence, supporting descriptive details, and a closing sentence.
Part 3: Revise (make changes to improve your writing) and Edit (correct your spelling, capitalization, and punctuation) See the Google Slide Below.
Part 4: Write your final draft paragraph. I will give you lined paper in class. Draw a picture of the place you describe and color it in with crayons or colored pencils. FINAL DRAFT IS DUE BY TUESDAY, NOVEMBER 3.
** PLEASE DO NOT TURN IN UNTIL TUESDAY, NOVEMBER 3.
*** PLEASE BRING THE WRITTEN WORK (ON LINED PAPER) IN TO SCHOOL WITH YOU ON EITHER WEDNESDAY, THURSDAY, OR FRIDAY OF NEXT WEEK (WHICHEVER DAY YOU ARE IN PERSON).

Listen to the story, "If I Ran for President". Please complete the google doc after listening to the story.

In your enVisions math book, please complete the vocabulary cards on pages 93 and 94. Then complete Review What You Know on page 92. Please send me pictures of your completed work. Cohort B will go over this work with me in our 1:15 meet (mrsdiglio4344), and Cohorts A and C will go over this work with Ms. David in her meet (msdavid2020), also at 1:15.

Please complete this work in the math section of your marble notebook. Be sure to show all of your work. You will go over this in your 1:15 meet with Ms. David. Please send me pictures of your completed work.
* Please complete the following problems: #s 1 and 3 on page 1, #s 2 and 4 on page 2.

Parent - Teacher Conference letters were made available to print out last week. Additionally, any child in Cohorts B and C who did not print and return the slip were given a paper copy in class. Cohort A will be receiving paper copies today. If your child has not returned a completed form to me already, please fill out the form and send me a picture in this assignment. I will be posting scheduled times in this assignment. Thank you so much for your cooperation. I look forward to speaking with everyone!

Turn to page 86 and complete the following:
Set D #1,2,4,5
Set E #1,2,3,4
Set F #1,2
After you complete the work independently, you can check and correct your work by watching the rest of the video. Fast forward to Set D.
Write down any questions you have for Ms. David, and please ask her any questions you may have at the 1:15 pm meet.

Today you are going to review Lessons 2.1-2.3 on page 85. First, complete the following:
Set A #1,2,6
Set B #1,2,6,8
Set C #1,2,3,4
You can watch the video to check and correct your work. Make sure you have complete this on your own first. Then with a pen check and correct it. Watch the video only for page 85. Stop the video after you check Set C.
Write down any questions you have for Ms. David.

Learning Target: I can make sense of quantities and relationships in problem situations.
Today you will be doing the Guided Practice before the live Meet with the video. Then stop the video and complete the independent practice today before the live Meet.
1. Turn to page 77 and complete the Solve and Share.
2. Continue watching the video and complete the Look Back on page 77. Watch the lesson using the video on page 78 and do the Guided Practice on page 79.
3. Then STOP the VIDEO and you complete the Independent Practice questions #3-5 before 1:15 pm.
4. Log on to Ms. David's Live Meet at 1:15 to go over the Independent Practice.

Today and tomorrow, we will write a descriptive paragraph describing McDonalds.
We will begin by using a sensory graphic organizer to brainstorm sensory details about this fast food restaurant.
Think about what you see, hear, smell, taste, and touch there.
Then we will write a descriptive paragraph together.
A paragraph will be organized with a topic sentence, supporting sensory details, and a closing sentence.
Then you will choose your favorite place and write a Descriptive Paragraph with Concrete Language and Sensory Details.

1. Turn to page 73 and finish the independent practice questions 9,11,13,15,17,18 and on page 74 #27,28
2. Log in to the Live Meet with Ms. David to go over your work.

Learning Target: I can use number sense and regrouping to subtract from numbers with zeros.
1. Watch the video to check and correct your work.
2. Turn to page 71 and complete the Solve and Share.
3. Continue watching the video and complete up to #3 in Guided Practice with me on the video.
4. Log in to the Live Meet with Ms. David at 1:15 to review subtraction across zeros and finish the guided practice up to #8. (If time allows start the independent practice #9,11,13, 15, 17, 18 on page 73 and on page 74 #27,28)

Learning Target: I can use the standard algorithm and place value to subtract whole numbers.
1. Complete the Independent Practice on page 67 # 7, 9, 10, 11, 13 and on page 68 #16, 20, 21
2. At 1:15 join Ms. David's live Meet to go over your completed work.

Today, we are going to practice adding in details. Go back to yesterday's Sensory Language Google Slides or use your paper packet.
1. We will revise paragraphs by finding 3-4 words that can be improved by adding a sensory word to make it more descriptive. We will write these words on the graphic organizer on page 9 and use your sensory word lists to help you describe the words. (We will do this together.)
2. Next we will rewrite the paragraph on page 8. What is difference between the first and second paragraph?
3. Independent Work: Read the passage on page 10.
4. Circle 3-4 words you think could be improved by adding a sensory word. Write the word in the organizer on page 11 and brainstorm 3 sensory words that could describe it.
5. Choose the best sensory word to describe the words you chose. Then rewrite the passage below on page 10.

1. Turn to page or slide 5 and look at the beach photo. Visualize yourself in the setting of the picture. Use your sensory cards or word lists and look for 3 words or phrases to describe what you would touch, taste, see, hear, and smell there. (We will do this together.)
2. Then turn to page 6 and look at the city street. Complete the sensory graphic organizer with 3 examples of what you can touch, taste, see, hear, and smell.
3. On page 7, read the autumn passage and highlight any SENSORY WORDS that helped you create a picture in your mind. At the bottom draw and color a picture of the picture you created in your mind. Be sure to include the sensory details you identified.
***PLEASE DO NOT TURN IN UNTIL TOMORROW***

Learning Target: I can use the standard algorithm and place value to subtract whole numbers.
1. Watch the video below. Turn to page 65 and complete the Solve and Share.
2. Continue watching the video up to the Guided Practice. Do the Convince Me section with me in the video on page 66. Write down any questions you have for Ms. David.
4. At 1:15 sign in to Ms. David's Live Meet using the code msdavid2020. She will review today's lesson and you will complete #1-6 with her.

1. Complete the Independent Practice on page 61 # 8, 10, 12, 14, 16 and on page 62 #18,19
2. Log in at 1:15 pm to go over your work with Ms. David.

1. We will be continue to identifying and using sensory words in our writing. We will be going back to the Sensory Language Slides to finish it today.
Today we will be identifying the correct sensory word for each of the 5 senses. We will complete slides 14 -16 together. On slide 14, we will complete the 4 sentences with the sensory words from the word bank.
Then on slide 15, we will highlight the sensory words in each sentence. On the slide you can slide on the highligter strip and move it over the sensory words. On slide 16, you will look for words that only decribe sounds and highlight it.
2. Independent Work- Complete Slides 17-20
(Slide 17- highlight words that describe how something feels)
(Slide 18- highlight words that describe how something tastes)
(Slide 19 -highlight words that describe how something looks)
(Slide 20- highlight words that describe how something smells)
If you have the packet, use your yellow highlighter to highlight the matching sensory words. Then move the highlighted strips over the words on your slides. Click turn in when you are finished.

Learning Target: I can use words and phrases to convey ideas precisely.
Today you are going to learn how to elaborate with sensory language in your writing to help the reader visualize and better understand your story or message.
Sensory language is a type of descriptive writing style that mostly focuses on the five senses: touch, taste, smell, sight, and hearing. It brings your writing to life, and it helps the reader feel like they are part of the experience.
Today we are going to focus on SIGHT and SOUND.
When describing what something looks like, describe its appearance ( size, shape, and color).
Example: The tiny red ant climbed up the broken twig. The ant was described as tiny and red. The twig was described as broken. This gives you an image in your head of what it looked like.
When describing the sounds, think about the sounds that could be heard. The actual sound word that describes the sound something makes is called Onomatopoeia. For example:
Machine Noises: honk, beep, vroom, clang, zap, boing
Animal Sounds: woof, meow, hiss, moo
Impact Sounds: boom, crash, whack, thump, bang
Sounds of the voice: shush, giggle, growl, whine, murmur, whisper
Example: The car squeaked every time I hit a bump in the road. (Squeak is the sound that the car was making.)
When include sound, think about the volume, tone, and pitch.
*** During the next 3 days, we are going to explore using all of our senses in our writing. DO NOT click turn in on the Google Slide below today. You will need to access these slides on Tuesday and Wednesday. Turning it in will NOT allow you to type on the sides. Today we will completing slides 5 and 6. You will come back here on Tuesday and Wednesday.

1. We will be going back to Monday's sensory language slides to use our sense of taste, smell, and touch to write more descriptively.
Taste words can be similar to the words that you might use to describe the way something smells. For example, something might smell lemony, but it can also taske like lemon. Something might smell rotten, and it might taste rotten too. Smell helps the reader understand the scent, aroma, odor, or fragrance. Taste helps the reader taste flavors like sweet, salty, spicy, sour, or bitter.
Words related to touch describe textures or how something feels to the touch like rough, smooth, silky, or sticky.
2. We will be working on slides 7-9 and 11 together. Then you will complete slide 10 and either 12 or 13 on your own. On slide 12 you can describe your favorite animal OR choose slide 13 and write about your favorite place. Be sure to use sensory details. You can also include what you see and hear. You will not be using taste if you are describing an animal but if you are writing about your favorite place, think about what you have eaten there and what it tastes like at this place.

Learning Target: I can use the standard algorithm and place value to add multi-digit numbers.
1. Watch the video up to the Guided Practice.
2. Turn to page 59 and complete the Solve and Share.
3. At 1:15 log in to the live Meet at 1:15 to review and do the Guided Practice #1-6 together.

Please click the link to go to this assignment. Log in using your google classroom password (ps32r), the same one you use to log into google classroom each day.
Please use the RACE strategy to create your short response answers.
*** This assignment is due by Monday, October 19, 2020.

Learning Target: I can use words and phrases to convery ideas precisely.
I can use sensory details in my writing.
The Google Slides below model using sensory details in our writing.

Today you will continue estimating sums and differences. You are not finding the exact sum or difference today. Use rounding to estimate. Remember, it is easy to round to the greatest place, but rounding to the next greatest place is more precise or closer to the exact answer. You should have already completed the guided practice and checked your answers with my video below unless you went over it with Ms. David.
Complete the Independent Practice. Turn to page 55 and complete questions 9,10,12,13,15, and18.
Then complete page 56 #21,26, 27
Log in to Ms. David's live Meet at 1:15 to go over this work.

Learning Target: I can use rounding and place value to estimate sums and differences.
1. Turn on the video, turn to page 53, and complete the solve and share.
2. Then do the look back with me in your enVisions book.
3. Continue watching the video up to the Guided Practice on page 55.
4. Log into the live Meet at 1:15 pm, to do review the lesson and do the Guided Practice.

Directions: Today you will learn one way of writing more descriptively by using concrete words and phrases. Concrete language are words that narrow down the image to something specific. Ex: Instead of saying.. Sally went to the park after studying for a long time.
First, you can replace the verb went with a word that tells the way Sally went to the park after studying for a long time. Think about the way she was physically moving.
Sally jogged to the park after studying for a long time.
You can also replace the common noun park and use a proper noun so the reader knows exactly what park Sally was going to.
Sally jogged to Bloomingdale Park after studying for a long time.
You can further replace long time with an exact length of time.. Tell how long.
Sally jogged to Bloomingdale Park to take a break after she was studying all morning long.
After the mini lesson, you will rewrite the given sentences from the slides (use your packet) to replace each noun, verb, and adjective with a word that allows the reader to create a mental image in their head.

Learning Target: I can use properties and strategies to change the structure of a problem to add and subtract with mental math.
Before Ms. David's Meet at 1:15 p.m., complete the Independent Practice question #5, 6, 10, 11 on page 49,
and page 50 #14, 15.
Then sign in to the Live Meet at 1:15 pm with Ms. David to go over this work.

Today, we will continue using the RACES strategy to organize a constructed response. Under a heading in your ELA notebook, write today's focus question: Do you think Megalodon still exists today? Why or why not?
We will read the article about the Megalodon and form your opinion based on the evidence provided.
Then we will use the RACES strategy to write the response together.
Copy the sample paragraph into your ELA notebook under the question.

Learning Target: I can use properties and strategies to change the structure of a problem to add and subtract with mental math.
1. Complete the Solve and Share on page 47. Continue watching the video and stop it at the guided practice. The guided practice begins at approximately the 48 minute mark. At 1:15 pm, sign in to the Live Meet with Ms. David to continue learning how to use mental math strategies. You will complete the Guided Practice #1-4.

Learning Target: I can compare and contrast the point of view from which different stories are narrated, including the difference between first-and third person narrations.
Point of View is how the author decides to tell a story. There are two commonly used points of view; first-person and third-person.
First person point of view tells the story in the words of ONE of the characters. A character is telling the story from his/her point of view within the story. Look for words like I, me, we, and us. Alternative points of view are provided by allowing different characters to speak.
The third-person point of view offers an "all knowing" perspective. The author gives the reader knowledge of what all the characters are thinking (third person omniscient) or sometimes just the thoughts of one character (third person limited).A person not involved in the actual story is telling the story including the thinking and actions of all the characters. Look for words like he, she, it, they, and them.
It is important to understand that the author chooses a certain point of view on purpose. Readers should know who is telling the story, and how using this point of view influences the story.
We are going to read 2 short passages, and look for the pronouns that can help you identify if the story is told from a first-person point of view or third-person point of view. Drag the colored square over the pronouns. Tell how you knew which point of view was used and type it on the line on the task sheet on slide 7 and 8.Give the clues from the text. You will first record this in your ELA notebook. Then you will complete the third passage on your own and fill in passages 1 and 2 from what we did together.

Please turn to page 44 and complete the following:
Vocabulary #1-3
Addition Facts and Mental Math #4-12 (Line up digits by place value to add for #10-12.)
Subtraction Facts and Mental Math #13-21(Line up the digits by place to subtract #19-21.)
Rounding #22
When you are finished, turn on the video to check and correct your work. Please be aware that the beginning of the video's audio wasn't working. Look at the answers and then by question 10, the audio will turn on.

This assignment has both the google slides and the video of the questions being read.

Please complete the Math Placement Test on the days you are learning remotely from home.
1. In your math notebook, write your heading and title it Math Placement Test. Use that page to show all of your work.
2. Number each question in your notebook. DO NOT WRITE THE QUESTION. Solve each question next to the question number. Be sure to include the letter that corresponds to the answer you chose in your notebook.
3. Type your final answer to each question into the attached assignment online when ALL the questions have been completed in your notebook.
Please note - this is benchmark to see what areas you need more help in. You should try your best, but this is only to see what we need to build on from 3rd grade.
*** Please do not begin until Ms. David's Meet

Use the RACES writing strategy to develop a constructed response.

Learning Target: I can use correct capitalization.
1. Under a heading in your ELA notebook, copy the learning target. Either print the image below or copy the meanings of common and proper nouns.
2. Then list the words in part 2, write next to each word if it is an example of a common or proper noun.
3. Look through the story, "Because of Winn Dixie," for 5 example of common nouns and 5 examples of proper nouns. Type them under the correct column.
4. Complete page 10 in Journeys Reader's Notebook. Submit a picture of page 10 when you are finished.

Learning Target: I can write compound sentences with either a Compound Subject or Compound Predicate
To identify a compound subject, look for how many subjects there are.
For example: Opal and Winn-Dixie ran together.
A COMPOUND SUBJECT is made up or two or more subjects joined by a coordinating conjunction such as AND or OR
(A conjunction are words used to connect two sentences, two subjects, or two predicates.)
Opal and Winn-Dixie is a compound subject.
A COMPOUND PREDICATE is made up of two or more predicates joined by a conjunction such as AND or OR.
The two friends ran and play together.
The predicate part has more than one predicate. The subjects are doing two actions. They ran and played.
1. Please print or copy the sentences on the pdf file below and the list of conjunctions. Use the acronym FANBOYS to remember the different types of conjunctions. Ex: For, And, Nor, But, Or, Yet, So
We will be doing this part of the lesson together.
2. Independent Practice - Journeys Reader's Notebook page 9 SUBMIT a PICTURE of this page to this assignment.

Learning Target: I can produce complete sentences, recognizing and correcting fragments and run-ons.
1. In your ELA notebook copy the learning target above.
2. Either copy the 8 sentences OR print out a copy of the PDF file below (NOT THE SLIDES), do the guided practice with me. We will identify the complete subject and predicate.
3. Then Google Slide 2 and 3.
4. Independent Practice in Journeys Reader's Notebook page 7 and 8. Submit a picture of your work to this assignment.

Learning Target: I can produce complete sentences, recognizing and correcting fragments and run-ons.
A sentence expresses a complete thought. A sentence always starts with a capital letter and ends with punctuation, such as a period, a question mark, or an exclamation point.
The subject of a sentences tells WHO or WHAT the sentence is about.
The predicate of a sentence tells what the subject IS or DOES. It is always the verb.
Every sentence has a simple subject and a simple predicate. A sentence with a simple subject and simple predicate is called a simple sentence.

Please complete the following on pages 37 and 38.
Set A #1,2
Set B #1-3
Set C #1-3
Set D #1-4
Set E #1,2
We will go over this at the live Meet at 1:15 PM. Log in to Ms. David's Meet using the code msdavid2020.
You can also watch the review to help study for the upcoming topic 1 test this week.

Today, we will do a second read of Because of Winn Dixie and summarize the story with the most important details.
We will continue to use the strategy SWBST.. Somebody, Wanted, But, So, Then to help you organize it.

Learning Target: I can construct arguments using what I know about place-value relationships.
Good math thinkers use math to explain why they are right. They can talk about the math that others do, too.
When you explain you communicate your reasoning to others. A good math argument doesn't only use words. It can use numbers, objects, drawings and/or actions to justify or prove your thinking.
A conjecture is a statement that is believed to be true but has not been proven. Today, you will construct a math argument to support a conjecture.
1. Turn to page 29 and complete the Solve and Share with the video.
2. Then continue watching the video through page 30. You will watch the beginning of the video up to minute 29.
3. At 1:15 pm, log in to Ms. David's Meet to review and complete the Guided Practice with her.

LA4R2 Learning Target: I can write a summary of a text.
Part 1. After listening to the story, Salt in His Shoes by Deloris Jordan, you will write a summary of the book.
What is Summarizing? Summarizing is when you tell the most important parts of a story in your own words.
We don't include every detail. SWBST can be used to help you write summaries.
S- Somebody Who is the main character?
W-Wanted What does the character want?
B-But What is the problem the character is faced with?
S- So How did the character try to solve the problem?
T-Then How did the story end?
Part 2: Choose ONE of the passages to read, Surviving the Storm or Lulu's Dilemma, and summarize it.
First complete the graphic organizer. Then use it to help you write a summary in paragraph form.
Be sure to check for proper spelling, capitalization, and punctuation. Your sentences should start with a capital letter and end with a period.
Click turn in when you are done.

Learning Target: I can use place value to round multi-digit numbers.
1. Turn to page 25 in your enVisions book and complete #9, 11, 17, 19, 23,25, 31
Then on page 26 complete #33.
This needs to be completed before our live Meet.
Please check and CORRECT your work at our Meet and submit a picture of your work from today's independent practice corrected as well as yesterday's guided practice. (page 25, 26 only)

Learning Target: I can acquire and use vocabulary.
Today, Wednesday, September 30, we will learn how to use context clues to figure out the meaning of unknown words.
1. You will complete the vocabulary activity cards for vocabulary words #1-5 only on Slides 2-6 below.
2. DO NOT CLICK TURN IN UNTIL THURSDAY, OCTOBER 1 when ALL the Slides are COMPLETE.
3. On Thursday, October 1, we will complete the activity cards for vocabulary words #6-10 and you will complete the vocabulary fill in the blank activity. Click turn in on Thursday when this is finished.

Learning Target: I can use place value to round multi-digit numbers.
Click on the video and follow along to complete and check the Solve and Share on page 23 in your enVisions book. Keep watching the video up to the Guided Practice. (You will be completing pages 23, 24 on your own WITH the VIDEO BEFORE the Meet.)
You will do that part together at Ms. David's live Meet.
* Please note - minutes 1 - 24 of the video teaches the concept of rounding. Minutes 24 - 50 teach from the Solve and Share up to the Guided Practice.

Learning Target: I can use place value to compare multi-digit numbers.
Today you are going to complete the Independent Practice questions before our live Meet.
1. Turn to page 19 and complete the following questions: #8, 10, 12, 14, 16, 18
2. Then on page 20, complete #26, 27
* Be sure to line up the digits by place value.
**Start comparing in the greatest place. If the digits in the greatest place are the same, move to the first place that has different digits and compare.
*** Highlight the place value you are comparing. Be sure to use the correct comparison symbol. The opening should always face the greater digit.
3. Take a picture of pages 19 and 20 and attach your CORRECTED work to this assignment.

Today, you will do the first read of the story, "Because of Winn Dixie," As you read, think about the Essential Question: How do friends help each other?
Good readers set a purpose for reading, based on what they learned while previewing the selection, what they already know about the topic, and what they want to know about the characters. Take a picture walk through the pages before you turn on the video to listen to the story.
Realistic fiction describes people and events that are like people and events in real life. One purpose for reading is to discover what you think you might do or how you might feel if the events in the story happened to you.
Go to the Journeys virtual classroom and click on the link to listen to the read aloud of Because of Winn Dixie. Follow along in your Journeys Reader on pages 20-31. When you finish reading or listening to the story, complete the comprehension questions below on SLIDE 1 only #1-4. Then, click turn in when you are finished.

Each spelling word has either the short a or long a sound.
If a word makes a short a (vowel) sound, the a will say ahh ( For example: a in apple makes a short a sound)
It a word makes a long a (vowel) sound, the a will say its name "a" (For example: a in lake makes a long a sound)
Spelling Rules:
The letter a will make a short a sound if it is next to a consonant. Ex: magic a is next to the letter g
The letter a will make a long a sound if it spelled ai like in afraid,
ay like in delay,
ea like in break,
or a + consonant+ e like in sale

On the google slide below, we will sort each of your spelling word by their vowel sound. Type the word under the correct column.
When you are finished, complete page 4 in your Journeys workbook. Then take a picture and submit it below.

Since you all have been doing such great work, I thought this would be a fun activity. It is optional, but if you choose to do it, have fun!!!

Learning Target: I can use place value to compare multi-digit numbers.
1. Turn to page 17 in your math enVisions book and complete page 17 (Solve and Share), while using the link below to watch the prerecorded math video to check and correct your work. This link is also in our Virtual Math Classroom. To view the video there, click on the book next to Lesson 1.3.
2. Continue watching the math video up to the Guided Practice. The Guided Practice begins during minute 33. PLEASE DO NOT WATCH BEYOND MINUTE 33 BEFORE THE MEET. You will be completing page 18 with Ms. David while watching the video.
3. The Guided Practice will be done together during the live Meet. (#1,2,3,5,7)
** Please note - you are responsible for completing the work in your enVisions math book. Please submit a picture of the guided practice tomorrow, along with the independent practice.

A prefix is attached to a base or root word that changes the meaning of the work.
The prefixes re-, un-, and dis- each have different meanings. They come from ancient Greek and from Latin, the language of ancient Rome. Knowing their meanings helps readers figure out the meanings of words that begin with re-, un-, and dis-.
1.On slide 1 and 2, you will learn how these prefixes changes the meaning of words and what these prefixes mean.
2. Then complete slide 3 by typing the meaning of each word. We will do this together. Then you will fill in your slide. Click turn in when you are finished.
3. Independent work: Turn to page 3 in the Journeys workbook and complete page 3. Use the context clues to figure out which is the correct missing word and write it on the line.
4. Take a picture of your complete work and submit it below.

Use the RACES writing strategy to develop a constructed response.

Today, you are going to complete a growth mindset writing activity about yourself.
1. If you have the paper copy, do the work on the paper. Final draft is due on your first in person day. If you don't have a paper copy, complete the work on the Google Slide or print out a copy of it.
2. Write or type your name on the top line. Then include a photo of yourself in the middle.
3. Complete each box and make sure to write in COMPLETE SENTENCES.
4. On the final draft, COLOR INSIDE the title at the top and bottom in crayon NEATLY.
5. Then color in border around each box.
* THERE IS A SAMPLE ON SLIDE 1 and the blank copy is on SLIDE 2.
* THIS WILL BE HANDED IN ON YOUR FIRST IN PERSON DAY.
Please send a picture of your paper copy if you don't complete it on the slide.

Please click the link to go to this assignment. Log in using your google classroom password (ps32r), the same one you use to log into google classroom each day.
Please use the RACE strategy to create your short response answers.

*** Do not begin until AFTER your morning Meet on 9/25/20***

Please view this page, along with Place Value Chart 5 and the instructional video for lesson 1.2 before logging on to the 1:15 math meet on Thursday, September 24, 2020.

Please watch the instructional video, and view Lesson 1.2 page 11, Lesson 1.2 page 12, and Lesson 1.2 page 13 BEFORE logging on to the Google Meet at 1:15 on Thursday, September 24, 2020. Please view Visual Chart 5 as well.

Please view this page, along with Place Value Chart 5 and the instructional video for lesson 1.2 before logging on to the 1:15 math meet on Thursday, September 24, 2020.

Today we are going to read the book, "The Girl Who Never Made Mistakes."
1. In your ELA notebook, write a heading, and under it put the title of the book.
2. We will complete slides 2, questions 1-3 together and you copy it into your notebook. Then type it into your own slides.
3. Complete the writing and drawing activity on slide 3.

We will read a short article about Michael Jordan and Walt Disney to engage in a group discussion about growth mindset. They are famous people that struggled in their life, but worked hard to overcome the challenges.
Then, you will write a constructed response to the following questions: (You need to type your response on slide 3.)
What have you learned about failure today? How has your thinking about failing and succeeding changed after this lesson? What characteristics or actions do you need to change in order to succeed?

Please view this page, along with Place Value Chart 5 and the instructional video for lesson 1.2 before logging on to the 1:15 math meet on Thursday, September 24, 2020.

Today we are going to be listening to the story, "The Dot." Pay close attention as you will be completing slides 1 and 2.

1. In your ELA notebook, write a school heading. Under it write the title, "The Dot." This where you are going to write the answers to slide 1 . (We will be doing this together.)

2. Next, you will complete slide 2 on your own (independently).

Think about a task, activity, or school subject that you find very challenging. It can be something you've mastered or it can be something that continues to challenge you. Click on the link below and complete the chart. Tell what challenges you on the first line of the slide. Then in each section of the chart answer the given questions. On the chart be sure to tell the following:
1.Think about what part of the task feels challenging to you.
2. How would someone with a fixed mindset approach these challenges?
3. How would someone with a growth mindset approach these challenges?.

DIRECTIONS:
1. Watch the Brain Jump with Ned the Neuron: Challenges Grow Your Brain video.
2. Then watch the Developing a Growth Mindset video.
Pay close attention to the traits or characteristics of a fixed and growth mindset. Think about what words you would use to describe the seed that had a fixed mindset and the one that had a growth mindset.
3. Open up the Google Form, be sure to type the missing information in your heading at the top. After watching both videos and complete the t-chart.
4. Think about what you learned about having a growth or fixed mindset. Be prepared to share your thoughts at our Meet this morning.

Please use the link below to access the flipgrid assignment. The task is attached below as well as some helpful tips and flipgrid expectations.

Please sign in to flipgrid using your Google Classroom email account (ps32r).

Please have your flipgrid complete prior to 10 AM on Friday.

Please view my heart map, and create a map of your heart. You can either draw one in a notebook and send me a picture of your drawing in this assignment, or list the nine most special places in your heart in the attached Google Doc. Then, read each of the Pieces of My Heart (Teacher Model) Google Slides. Choose three items from your heart map, and create your own Google Slides.