• Welcome to Mrs. Tomolonis’ Distance Learning Phase 1 Page!

    *I will post a different inspirational quote every day to start your day with some positivity and hope.

    GENERAL DIRECTIONS FOR PHASE 1 OF DISTANCE LEARNING PLAN:

    The assignments for each day will be posted on this website by 8:30 AM.  The students should do the work posted on this website daily for the subjects for which they have Mrs. Tomolonis.  Due to confidentiality, Mrs. Tomolonis cannot post names or initials next to levels to indicate students' levels.  Mrs. Tomolonis will send each parent an e-mail individually informing the parents and student which category/grade level/level to follow posted on this website to complete assignments daily.  Each assignments for the subjects that the students have a general education teacher for will be posted on their general education teacher's website daily by 8:30 AM. All of the student's assignments for the day are intended to take a total of 3 hours daily.  The students should have all of the necessary materials in the "Grab Bags" from their general education teacher and learning support teacher.   Each student should complete his/her work for their learning support teacher before completing their work for their general education teacher daily.  If Mrs. Tomolonis would like the students to e-mail her an assignment, she will indicate that in the assignment posted.  If a student receives related service therapies (speech, occupational therapy, physical therapy, etc), his/her assignments will be listed under that teacher's website.  If a student receives instruction from another learning support teacher, as well as from Mrs. Tomolonis, his/her assignments will be listed under that teacher's website.  Mrs. Tomolonis will be available to field questions via e-mail throughout the school day.  Mrs. Tomolonis' e-mail adddress is: stomolonis@cbsd.org.  The following is a link to the Mill Creek Distance Learning Page.  

    *Reminder: Students should only complete what they are able to complete and what works in their home with the resources that they have available.

    Friday, April 3, 2020

    Today's Inspirational Quote to Lift You Up: "You are braver than you believe, and stronger than you seem, and smarter than you think."-Christopher Robin

    We are extremely appreciative of the time that parents and their children have spent engaging in learning activities this week.  Thank you for partnering with us as we adapt to this new challenge.

    In recognition of all your hard work and flexibility, today is “Friday Fun Day”! Take the day and enjoy some time for yourself and your family. No new lessons or assignments will be posted.  Mrs. Tomolonis and the other teachers at Mill Creek are officially "offline" until Monday. 

    Information regarding the Phase 2 Distance Learning Plan beginning Monday, April 6th will be posted on teacher websites and communicated to parents via e-mail at the end of the work day today.  Today, if you would like to, check out some of the other resources and activities on this website today. 

    Thursday, April 2, 2020

    Today's Inspirational Quote to Lift You Up: "Don't let anyone dull your sparkle."

    This week’s Distance Learning activities are limited to math and special.  Please use the remainder of the time to catch up on activities posted during the previous two weeks. 

    Elementary teachers will be conducting conferences and planning new learning for next week’s launch of Phase 2 of the CB Distance Learning Plan. Please see the e-mail that Mrs. Tomolonis sent you on March 30, 2020 regarding scheduling conferences this week.  Thank you!

    MATH

    Lesson Date: Thursday, April 2, 2020

    Math Grade 6/Level 6/Day 11

    Overview: Review and Real-World Word Problems

    Estimated Time: Approximately 30 minutes

    Explanation: Today you will review the topics that were address over the past few days and create 8 word problems to go along with these topics.

    Things to know:

    • You may go back and reference any of the lesson plans from previous days. · Please visit https://www.cbsd.org/Page/1511 to access tutorial videos related to accessing online Math in Focus resources.
    • If you do not have the supplied worksheets for this day or cannot print them, it is fine to create your own based off the supplied worksheets.

    Tasks:

    • Continue recording the daily temperature on your chart.
    • Review Worksheet:

    o Complete the Day 11 Review Worksheet

    • Word Problem Worksheet:

    o Complete the Real-World Word Problem worksheet

    Links/Activities:

    The materials needed for the day are not in your “Grab Bag” of materials that Mrs. Tomolonis delivered to your house on Saturday, March 14th.  Since we are on Day 11, it is not in your “Math in Focus Level 6 Distance Learning Activities” packet in the blue math folder.  Mrs. Tomolonis will e-mail your parents the materials that you will need for today.  If you are able to print it, you can print it.  If you are unable to print it, it is fine to create your own on paper based on the supplied worksheet.

    As listed in the “Things to Know” section:

    You may go back and reference any of the lesson plans from previous days. · Please visit https://www.cbsd.org/Page/1511 to access tutorial videos related to accessing online Math in Focus resources.

    How is this assignment turned into the teacher?

    Please turn in your completed Math in Focus Level 6 Distance Learning Activities packet and any work completed on additional paper to Mrs. Tomolonis when we return to school.  If you printed out the materials for today, please staple or paper clip it to your packet.  If you were unable to print it out, but did it on another paper, please staple or paper clip it to your packet.

    Lesson Date: Thursday, April 2, 2020

    Math Grade 6/Level 4 Day #11:

    Overview: Adding and Subtracting Fractions

    Estimated Time: Approximately 30 minutes

    Explanation:

    You can add and subtract fractions with common denominators.

    Quick things to know:

    1. For tutorials on how to access online Math in Focus resources using Ed Your Friend in Learning visit https://www.cbsd.org/Page/1511
    2. If you cannot print activities, you may write the answers on a sheet of paper.

    Tasks:

    1. Complete fact practice sheet Gr 4 Day 11 Addition
    2. Complete the document called Gr 4 Day 11 Adding and Subtracting Fractions If you are not sure how to answer a question, write a question mark. (?)
    3. 3. Extra: Only do this activity if you want more practice: Play the online game Adding Fractions Playground https://www.mathplayground.com/fraction_forest_playground3.html

    Select “Like Denominators.”

    Or

    Play Adding or Subtracting Fractions Bump (your teacher will email directions and a game board)

    Links/Activities:

    The materials needed for the day are not in your “Grab Bag” of materials that Mrs. Tomolonis delivered to your house on Saturday, March 14th.  Since we are on Day 11, it is not in your “Math in Focus Level 4 Distance Learning Activities” packet in the blue math folder.  Mrs. Tomolonis will e-mail your parents the materials that you will need for today.  If you are able to print it, you can print it.  If you are unable to print it, it is fine to create your own on paper based on the supplied worksheet.

    As listed in the “Things to Know” section:

    For tutorials on how to access online Math in Focus resources using Ed Your Friend in Learning visit https://www.cbsd.org/Page/1511

    As listed in the “Tasks” section:

    Extra: Only do this activity if you want more practice: Play the online game Adding Fractions Playground https://www.mathplayground.com/fraction_forest_playground3.html

    Select “Like Denominators.”

    Or

    Play Adding or Subtracting Fractions Bump (your teacher will email directions and a game board)

    How is this assignment turned into the teacher?

    Please turn in your completed Math in Focus Level 4 Distance Learning Activities packet and any work completed on additional paper to Mrs. Tomolonis when we return to school.  If you printed out the materials for today, please staple or paper clip it to your packet.  If you were unable to print it out, but did it on another paper, please staple or paper clip it to your packet.

    Wednesday, April 1, 2020

    Today's Inspirational Quote to Lift You Up: "Don't ever let a soul in the world tell you that you can't be exactly who you are."-Lady Gaga

    This week’s Distance Learning activities are limited to math and special.  Please use the remainder of the time to catch up on activities posted during the previous two weeks. 

    Elementary teachers will be conducting conferences and planning new learning for next week’s launch of Phase 2 of the CB Distance Learning Plan. Please see the e-mail that Mrs. Tomolonis sent you on March 30, 2020 regarding scheduling conferences this week.  Thank you!

    MATH

    Lesson Date: Wednesday, April 1, 2020

    Math Grade 6/Level 6/Day 10

    Overview: Negative Numbers and Absolute Value

    Estimated Time: Approximately 30 minutes

    Explanation: Today you will review Negative Numbers and complete some worksheets to practice your knowledge of negative numbers and the number line. You will also complete a worksheet on absolute value.

    Things to know:

    • To review negative numbers and absolute value, please reference Ed: Your Friend in Learning online. · Please visit https://www.cbsd.org/Page/1511 to access tutorial videos related to accessing online Math in Focus resources.

    Tasks:

    • Continue recording the daily temperature on your chart.
    • Negative Numbers and Absolute Value:

    o Complete all 3 worksheets

    • Extra: Only do this activity if you want more practice. · play “MinusMania” at https://www.gregtangmath.com/minusmania · play “Kakooma” at https://www.gregtangmath.com/kakooma · play “MathLimbo” at https://www.gregtangmath.com/mathlimbo

    Links/Activities:

    Mrs. Tomolonis delivered your “Grab Bag” of materials to your house on Saturday, March 14th.  You will need your “Math in Focus Level 6 Distance Learning Activities” packet in the blue math folder.  Since you have all of the hard copies in this folder, there are no additional links or activities.

    As listed in the “Things to Know” section:

    To review negative numbers and absolute value, please reference Ed: Your Friend in Learning online. · Please visit https://www.cbsd.org/Page/1511 to access tutorial videos related to accessing online Math in Focus resources.

    As listed in the “Tasks” section:

    • Extra: Only do this activity if you want more practice. · play “MinusMania” at https://www.gregtangmath.com/minusmania · play “Kakooma” at https://www.gregtangmath.com/kakooma · play “MathLimbo” at https://www.gregtangmath.com/mathlimbo

    How is this assignment turned into the teacher?

    Please turn in your completed Math in Focus Level 6 Distance Learning Activities packet and any work completed on additional paper to Mrs. Tomolonis when we return to school.

    Lesson Date: Wednesday, April 1, 2020

    Math Grade 6/Level 4 Day #10:

    Overview: Improper Fraction and Mixed Numbers

    Estimated Time: Approximately 30 minutes

    Explanation:

    You can convert fractions to mixed numbers and mixed numbers to fractions.

    Quick things to know:

    1. For tutorials on how to access online Math in Focus resources using Ed Your Friend in Learning visit https://www.cbsd.org/Page/1511
    2. A mixed number represents the sum of a whole number and a fraction. 2 25 is a mixed number.
    3. An improper fraction has a numerator that is equal to or greater than its denominator. It represents a fraction that is equal to or greater than 64 is an improper fraction.

    Tasks:

    1. Complete the document called Gr 4 Day 10 Improper Fractions and Mixed Numbers. If you are not sure how to answer a question, write a question mark. (?)
    2. Complete fact practice sheet Gr 4 Day 10 Division Fact Practice
    3. Extra: Only do this activity if you want more practice: Play Tony Fraction’s Pizza Shop https://mrnussbaum.com/tony-fraction-s-pizza-shop-online-game

    Links/Activities:

    Mrs. Tomolonis delivered your “Grab Bag” of materials to your house on Saturday, March 14th.  You will need the packet called “Math in Focus Level 4 Distance Learning Activities” in the blue math folder.  Since you have paper copies of materials needed for this assignment, there are no additional links or activities.

    As listed in the “Things to Know” section:

    For tutorials on how to access online Math in Focus resources using Ed Your Friend in Learning visit https://www.cbsd.org/Page/1511

    As listed in the “Tasks” section:

    Extra: Only do this activity if you want more practice: Play Tony Fraction’s Pizza Shop https://mrnussbaum.com/tony-fraction-s-pizza-shop-online-game

    How is this assignment turned into the teacher?

    Please turn in your completed Math in Focus Level 4 Distance Learning Activities packet and any work completed on additional paper to Mrs. Tomolonis when we return to school

    Tuesday, March 31, 2020

    Today's Inspirational Quote to Lift You Up: "When it rains look for rainbows. when it's dark look for stars."

    This week’s Distance Learning activities are limited to math and special.  Please use the remainder of the time to catch up on activities posted during the previous two weeks. 

    Elementary teachers will be conducting conferences and planning new learning for next week’s launch of Phase 2 of the CB Distance Learning Plan. Please see the e-mail that Mrs. Tomolonis sent you on March 30, 2020 regarding scheduling conferences this week.  Thank you!

    MATH

    Lesson Date: Tuesday, March 31, 2020

    Math Grade 6/Level 6/Day 9

    Overview: Measurement

    Estimated Time: Approximately 30 minutes

    Explanation: Today you will measure items in your house and record data on these items.

    Things to know: · Please visit https://www.cbsd.org/Page/1511 to access tutorial videos related to accessing online Math in Focus resources.

    Tasks:

    • Continue recording the daily temperature on your chart.
    • Measuring:

    o You will need a ruler for this activity.

    o If you do not have a ruler, you may use the supplied ruler in the worksheet pages. The supplied ruler is only a 10 inch or 25 centimeter ruler.

    o Using a ruler, complete the measurement worksheet by filling in the chart.

    • Self-made Questions (Add and Subtract Fractions):

    o You will need your number cards for this activity.

    o Take a pencil, pen, straw, etc. and place in in front of you to make a horizontal line. Place another pencil, pen, marker, straw, etc. and place in in front of you to make another horizontal line.

    o Flip over one number card and place it above one of the horizontal lines. Flip over a second number card and place it below one of the horizontal lines. Continue until you have two fractions.

    o Add or subtract the fractions. Repeat 3 times.

    • Extra: Only do this activity if you want more practice. · play “SatisFraction” at http://www.gregtangmath.com/satisfraction

    Links/Activities:

    Mrs. Tomolonis delivered your “Grab Bag” of materials to your house on Saturday, March 14th.  You will need your “Math in Focus Level 6 Distance Learning Activities” packet in the blue math folder.  Since you have all of the hard copies in this folder, there are no additional links or activities.

    As listed in the “Things to Know” section:

    Please visit https://www.cbsd.org/Page/1511 to access tutorial videos related to accessing online Math in Focus resources.

    As listed in the “Tasks” section:

    Extra: Only do this activity if you want more practice. · play “SatisFraction” at http://www.gregtangmath.com/satisfraction

    How is this assignment turned into the teacher?

    Please turn in your completed Math in Focus Level 6 Distance Learning Activities packet and any work completed on additional paper to Mrs. Tomolonis when we return to school. 

    Lesson Date: Tuesday, March 31, 2020

    Math Grade 6/Level 4 Day #9:

    Overview: Comparing Fractions

    Estimated Time: Approximately 30 minutes

    Explanation:

    You can compare fractions.

    Quick Things to Know:

    1. For tutorials on how to access online Math in Focus resources using Ed Your Friend in Learning visit https://www.cbsd.org/Page/1511
    2. To compare fractions you can make equivalent fractions with a common denominator or a common numerator.
    3. You can also compare some fractions using a benchmark fraction, such as 1/2.

    Tasks:

    1. Complete the document called Gr 4 Day 9 Comparing Fractions. If you are not sure how to answer a question, write a question mark. (?)
    2. Complete fact practice sheet Gr 4 Day 9 Multiplication.
    3. Extra: Only do this activity if you want more practice: Play the online game "Math Monster." https://www.mathplayground.com/math_monster_fractions.html

    Links/Activities:

    Mrs. Tomolonis delivered your “Grab Bag” of materials to your house on Saturday, March 14th.  You will need the packet called “Math in Focus Level 4 Distance Learning Activities” in the blue math folder.  Since you have paper copies of materials needed for this assignment, there are no additional links or activities.

    As listed in the “Things to Know” section:

    For tutorials on how to access online Math in Focus resources using Ed Your Friend in Learning visit https://www.cbsd.org/Page/1511

    As listed in the “Tasks” section:

    Extra: Only do this activity if you want more practice: Play the online game "Math Monster." https://www.mathplayground.com/math_monster_fractions.html

    How is this assignment turned into the teacher?

    Please turn in your completed Math in Focus Level 4 Distance Learning Activities packet and any work completed on additional paper to Mrs. Tomolonis when we return to school.

    Monday, March 30, 2020

    Today's Inspirational Quote to Lift You Up: "Just keep swimming."-Dory

     This week’s Distance Learning activities are limited to math and special.  Please use the remainder of the time to catch up on activities posted during the previous two weeks. 

    Elementary teachers will be conducting conferences and planning new learning for next week’s launch of Phase 2 of the CB Distance Learning Plan. Please see the e-mail that Mrs. Tomolonis sent you on March 30, 2020 regarding scheduling conferences this week. Thank you!

    MATH

    Lesson Date: Monday, March 30, 2020

    Math Grade 6/Level 6/Day #8:

    Overview: Measurement

    Estimated Time: Approximately 30 minutes

    Explanation: Today you will measure items in your house and record data on these items.

    Things to know: · Please visit https://www.cbsd.org/Page/1511 to access tutorial videos related to accessing online Math in Focus resources.

    Tasks:

    • Continue recording the daily temperature on your chart.
    • Measuring:

    o You will need a ruler for this activity.

    o If you do not have a ruler, you may use the supplied ruler in the worksheet pages. The supplied ruler is only a 10 inch or 25 centimeter ruler.

    o Using a ruler, complete the measurement worksheet by filling in the chart.

    • Self-made Questions (Add and Subtract Fractions):

    o You will need your number cards for this activity.

    o Take a pencil, pen, straw, etc. and place in in front of you to make a horizontal line. Place another pencil, pen, marker, straw, etc. and place in in front of you to make another horizontal line.

    o Flip over one number card and place it above one of the horizontal lines. Flip over a second number card and place it below one of the horizontal lines. Continue until you have two fractions.

    o Add or subtract the fractions. Repeat 3 times.

    • Extra: Only do this activity if you want more practice. · play “SatisFraction” at http://www.gregtangmath.com/satisfraction

    Links/Activities:

    Mrs. Tomolonis delivered your “Grab Bag” of materials to your house on Saturday, March 14th.  You will need your “Math in Focus Level 6 Distance Learning Activities” packet in the blue math folder.  Since you have all of the hard copies in this folder, there are no additional links or activities.

    As listed in the “Things to Know” section:

    Please visit https://www.cbsd.org/Page/1511 to access tutorial videos related to accessing online Math in Focus resources.

    As listed in the “Tasks” section:

    Extra: Only do this activity if you want more practice. · play “SatisFraction” at http://www.gregtangmath.com/satisfraction

    How is this assignment turned into the teacher?

    Please turn in your completed Math in Focus Level 6 Distance Learning Activities packet and any work completed on additional paper to Mrs. Tomolonis when we return to school. 

    Lesson Date: Monday, March 30, 2020

    Math Grade 6/Level 4 Day #8:

    Overview: Finding Equivalent Fractions

    Estimated Time: Approximately 30 minutes

    Explanation:

    You can find equivalent fractions using multiplication and division. You can find the simplest form of a fraction.

    Quick things to know:

    1. For tutorials on how to access online Math in Focus resources using Ed Your Friend in Learning visit https://www.cbsd.org/Page/1511
    2. You can multiply or divide the numerator and denominator by the same number to find an equivalent fraction.
    3. A fraction in simplest form has no common factors other than 1 in the numerator and denominator.

    Tasks:

    1. Optional: Watch this video about making equivalent fractions. https://watchkin.com/580d216bf3
    2. Complete the first page of the document called Gr 4 Day 8 Equivalent Fractions. If you are not sure how to answer a question, write a question mark. (?)
    3. Optional: Watch this video about making simplifying (or reducing) fractions. https://watchkin.com/ecb61ea391
    4. Complete the second page of the document called Gr 4 Day 8 Equivalent Fractions. If you are not sure how to answer a question, write a question mark. (?)
    5. Extra: Only do this activity if you want more practice.:Play the online game "Satisfraction." http://www.gregtangmath.com/satisfraction Choose "Simplify" for your game today.

    Links/Activities:

    Mrs. Tomolonis delivered your “Grab Bag” of materials to your house on Saturday, March 14th.  You will need the packet called “Math in Focus Level 4 Distance Learning Activities” in the blue math folder.  Since you have paper copies of materials needed for this assignment, there are no additional links or activities.

    As listed in the “Things to Know” section:

    For tutorials on how to access online Math in Focus resources using Ed Your Friend in Learning visit https://www.cbsd.org/Page/1511

    As listed in the “Tasks” section:

    Optional: Watch this video about making equivalent fractions. https://watchkin.com/580d216bf3

    Optional: Watch this video about making simplifying (or reducing) fractions. https://watchkin.com/ecb61ea391

    Extra: Only do this activity if you want more practice.:Play the online game "Satisfraction." http://www.gregtangmath.com/satisfraction Choose "Simplify" for your game today.

    How is this assignment turned into the teacher?

    Please turn in your completed Math in Focus Level 4 Distance Learning Activities packet and any work completed on additional paper to Mrs. Tomolonis when we return to school

    Friday, March 27, 2020

    Today's Inspirational Quote to Lift You Up: "Anyone who has never made a mistake has never tried anything new."-Albert Einstein

    We are extremely appreciative of the time that parents and their children have spent engaging in learning activities this week.  Thank you for partnering with us as we adapt to this new challenge.

    In recognition of all your hard work and flexibility, today is “Friday Fun Day”! Take the day and enjoy some time for yourself and your family. No new lessons or assignments will be posted.  Mrs. Tomolonis and the other teachers at Mill Creek are officially "offline" until Monday.  New lessons and assignments will be posted on Monday.  Mrs. Tomolonis will be available to field questions via e-mail on Monday.  Today, if you would like to, check out some of the other resources and activities on this website today. 

     Thursday, March 26, 2020

    Today's Inspirational Quote to Lift You Up: "Tough times never last, tough people do."

    MATH

    Lesson Date: Thursday, March 26, 2020

    Math Grade 6/Level 6/Day #7:

    Overview: Apply Ratio Concepts and Use Ratio Reasoning to Solve Problems

    Estimated Time: Approximately 30 minutes

    Explanation: Today you will review ratios and solve some problems involving ratios.

    Things to know:

    • To review ratios, please reference Ed: Your Friend in Learning online. Please visit https://www.cbsd.org/Page/1511 to access tutorial videos related to accessing online Math in Focus resources.

    Tasks:

    • Continue recording the daily temperature on your chart.
    • Ratio:

    o Complete both Ratio Worksheets

    • Number Card Multiplication:

    o Shuffle your set of number cards.

    o Flip over two cards.

    o Multiply the numbers on the cards.

    o Work through your number cards 8 times.

    • Extra: Only do this activity if you want more practice. play “Maze: Ratio” on Ed: Your Friend in Learning

    Links/Activities:

    Mrs. Tomolonis delivered your “Grab Bag” of materials to your house on Saturday, March 14th.  You will need your “Math in Focus Level 6 Distance Learning Activities” packet in the blue math folder.  Since you have all of the hard copies in this folder, there are no additional links or activities.

    As listed in the “Things to Know” section:

    To review ratios, please reference Ed: Your Friend in Learning online.  Please visit https://www.cbsd.org/Page/1511 to access tutorial videos related to accessing online Math in Focus resources.

    As listed in the “Tasks” section:

    Extra: Only do this activity if you want more practice. play “Maze: Ratio” on Ed: Your Friend in Learning

    How is this assignment turned into the teacher?

    Please turn in your completed Math in Focus Level 6 Distance Learning Activities packet and any work completed on additional paper to Mrs. Tomolonis when we return to school. 

    Lesson Date: Thursday, March 26, 2020

    Math Grade 6/Level 4 Day #7:

    Overview: Division

    Estimated Time: Approximately 30 minutes

    Explanation:

    You can divide numbers. Sometimes there will be a remainder.

    Quick things to know:

    1. For tutorials on how to access online Math in Focus resources using Ed Your Friend in Learning visit https://www.cbsd.org/Page/1511
    2. The quotient is the answer to a division problem.
    3. A remainder is the number left over when a number cannot be divided evenly.

    Tasks:

    1. Complete the sheet called Gr 4 Day 7 Fact Fluency 2i.
    2. Complete the sheet called Gr 4 Day 7 Quotient and Remainder. If you are not sure how to answer a question, write a question mark. (?)
    3. Complete the sheet called Gr 4 Day 7 Division. If you are not sure how to answer a question, write a question mark. (?)
    4. Extra: Only do this activity if you want more practice.: Practice your fast facts by doing Pet Bingo (free iPad app). You can also practice with a non-tech option such as Top-it, flash cards, or having a parent or sibling quiz you on facts.

    Links/Activities:

    Mrs. Tomolonis delivered your “Grab Bag” of materials to your house on Saturday, March 14th.  You will need the packet called “Math in Focus Level 4 Distance Learning Activities” in the blue math folder.  Since you have paper copies of materials needed for this assignment, there are no additional links or activities.

    As listed in the “Things to Know” section:

    For tutorials on how to access online Math in Focus resources using Ed Your Friend in Learning visit https://www.cbsd.org/Page/1511

    As listed in the “Tasks” section:

    Extra: Only do this activity if you want more practice.: Practice your fast facts by doing Pet Bingo (free iPad app). You can also practice with a non-tech option such as Top-it, flash cards, or having a parent or sibling quiz you on facts.

    How is this assignment turned into the teacher?

    Please turn in your completed Math in Focus Level 4 Distance Learning Activities packet and any work completed on additional paper to Mrs. Tomolonis when we return to school

    READING

    Lesson Date: Thursday, March 26, 2020

    Hatchet: Reading Grade 6/Level DRA 40-50 Day #7:

    Overview: Thursday: Apply fluency and comprehension skills to answer questions on vocabulary study, understanding the story, and a one minute fluency read.  Monday: do a text-dependent analysis open ended question

    Estimated Time: Approximately 45 minutes

    Explanation:

    You have read chapters 1-15 of Hatchet in class and chapters 16, 17, 18, 19, epilogue through Distance Learning.  You have learned how to apply fluency and comprehension skills to answer questions on vocabulary study, understanding the story, a text-dependent analysis open ended question, and a one minute fluency read for previous chapters of Hatchet and other guided reading books. 

    Quick Things to Know:

    1. The materials needed for the day are in your “Grab Bag” of materials that Mrs. Tomolonis delivered to your house on Saturday, March 14th. You will need the packets called “Hatchet: Fluency Assessments” and “Hatchet: Assessment Packet” as well as your Hatchet book. They are in the red reading folder.  In addition, you will need something in your house that has a timer and a calculator like a cell phone. 

    Tasks:

    1.Do the Vocabulary Study for Chapters 16-Epilogue page in your “Hatchet: Assessment Packet.” You may use your Hatchet book.  For the Match Up section, match the vocabulary words with their synonyms.  For the Best Word section, circle the word which works best in each sentence.  For the A Little Extra section, answer both question parts in complete sentences.  Do the Understanding the Story for Chapters 16-Epilogue page in your “Hatchet: Assessment Packet.”  You may use your Hatchet book.  For the Multiple Choice section, circle the choice that best answers each question.  For the Short Answer section, answer the question in complete sentences.  For the A Little Extra section, answer both question parts in a complete sentence. 

    1. Do the Fluency Assessment for Chapters 16-Epilogue page in your “Hatchet: Fluency Assessment” packet. Turn to page 148 in your Hatchet book. Give a family member the Fluency Assessment for Chapters 16-Epilogue page in your Hatchet: Fluency Assessment” packet.  Have them time you reading aloud for one minute.  Try to read with your best fluency and accuracy.  Have them circle any words that you get incorrect.  After a minute, count the total number of words read in a minute and write it next to WPM on the page.  Subtract the number of words read incorrectly from the total number of words to get the number of correct words read.  Divide the number of correct words read by the number of total words read to get your accuracy and write it next to Accuracy on the page.  Use a calculator or cell phone to do this. 

    **Do not do the Long Answer section.  You will do that on Monday.  For the Long Answer section, answer the question on the RACES organizer on the page behind the Understanding the Story for Chapters 16-Epilogue page. 

    Links/Activities:

    Mrs. Tomolonis delivered your “Grab Bag” of materials to your house on Saturday, March 14th.  You will need the packets called “Hatchet: Fluency Assessments” and “Hatchet: Assessment Packet” as well as your Hatchet book.  They are in the red reading folder.  Since you have paper copies of materials needed for this assignment, there are no additional links or activities.

    How is this assignment turned into the teacher?

    Please turn in your completed “Hatchet: Fluency Assessments Packet” and the “Hatchet: Assessment Packet,” and any work completed on additional paper to Mrs. Tomolonis when we return to school. 

    Lesson Date: Thursday, March 26, 2020

    Hoot: Reading Grade 6/Level DRA 50-60 Day #7:

    Overview: As read: Apply reading fluency and comprehension skills, Define vocabulary in context, Identify and write Fiction Notice and Note Signposts

    Estimated Time: Approximately 45 minutes

    Explanation:

    You have read chapters 1-15 of Hoot in class.  You read chapters 16-17-18-19-20 of Hoot through Distance Learning.  You have learned how to define vocabulary in context by using context clues.  You have learned how to identify and write Fiction Notice and Note Signposts by utilizing the framework on your Fiction Notice and Note Signpost bookmark resource tool. 

    Quick Things to Know:

    1. The materials needed for the day are in your “Grab Bag” of materials that Mrs. Tomolonis delivered to your house on Saturday, March 14th. You will need the packets called “Hoot: Guided Reading Packet” and the “Notice and Note Fiction Signposts for Hoot Guided Reading Packet,” as well as your Hoot book and Fiction Notice and Note Signpost bookmark resource tool. They are in the red reading folder. 

    Tasks:

    1. Look over the vocabulary words on the Dictionary Detective for Chapters 19-epilogue page in your “Hoot: Guided Reading Packet.” Be on the lookout for some of these words as you read chapters 21-epilogue of Hoot.
    2. Read chapters 21-epilogue of Hoot.
    3. As you come across a vocabulary word, use context clues in the book to figure out what it means. Write down the definition on the Dictionary Detective for Chapters 19-epilogue page in your packet.  You may check your definition by looking up the word on com
    4. Be on the lookout for at least one Fiction Notice and Note Signpost as your read chapter 21 and one as you read the epilogue. Use your Fiction Notice and Note Signpost bookmark resource tool to write the signposts in your packet called “Notice and Note Fiction Signposts for Hoot Guided Reading” packet.  Be sure to record the chapter and page, signpost code, and directly quote the signpost and explain its significance/importance.  Use the anchor questions on the bookmark resource tool to help you.

    Links/Activities:

    Mrs. Tomolonis delivered your “Grab Bag” of materials to your house on Saturday, March 14th.  You will need the packets called “Hoot: Guided Reading Packet” and the “Notice and Note Fiction Signposts for Hoot Guided Reading Packet,” as well as your Hoot book and Fiction Notice and Note Signpost bookmark resource tool.  They are in the red reading folder.  Since you have paper copies of materials needed for this assignment, there are no additional links or activities.

    As listed in the “Tasks” section: You may check your definition by looking up the word on dictionary.com.

    How is this assignment turned into the teacher?

    Please turn in your completed “Hoot: Guided Reading Packet” and the “Notice and Note Fiction Signposts for Hoot Guided Reading Packet,” and any work completed on additional paper to Mrs. Tomolonis when we return to school. 

    Lesson Date: Thursday, March 26, 2020

    How to Be Cool in Third Grade: Reading Grade 6/Level 30 Day #7:

    Overview: As read: Apply reading fluency and comprehension skills, Answer comprehension questions about the author’s purpose, the ending of the book, the theme/author’s message, and a book recommendation. 

    Estimated Time: Approximately 45 minutes

    Explanation:

    You have read and discussed chapters 1-6 of How to Be Cool in Third Grade in class.  You have read and discussed chapters 7-12 of How to Be Cool in Third Grade through Distance Learning.   You learned that the author’s purpose means to persuade, inform, entertain.  You learned that making an inference means using what you know/your own prior knowledge and using what is in the book/text clues to make an inference and including a because statement for why you think that. 

    Quick Things to Know:

    1. The materials needed for the day are in your “Grab Bag” of materials that Mrs. Tomolonis delivered to your house on Saturday, March 14th. You will need the packet called “How to Be Cool in Third Grade: Guided Reading Packet” as well as your How to Be Cool in Third Grade book. They are in the red reading folder.

    Tasks:

    1.Read chapter 13 of How to Be Cool in Third Grade aloud with a family member.  Have a family member ask you oral comprehension questions as you read to check your understanding of the book and discuss the chapter together. Have them help you with your fluency accuracy as you read. 

    2.Review that making an inference means using what you know/your own prior knowledge and using what is in the book/text clues to make an inference and including a because statement for why you think that. 

    3.Review that author’s purpose means why an author wrote a book and that persuade means to convince, inform means to give information, and entertain means to enjoy.  Review that the author’s theme or message is what the author wants us to learn from the book. 

    4.Do the page called Chapter 13 in the “How to Be Cool in Third Grade: Guided Reading Packet.”  For the first part, circle what you think the author’s purpose is for writing the story.  For the second part, answer the comprehension question in a complete sentence and include a because statement.  You may use your book to complete this page.

    Links/Activities:

    Mrs. Tomolonis delivered your “Grab Bag” of materials to your house on Saturday, March 14th.  You will need the packet called “How to Be Cool in Third Grade: Guided Reading Packet” as well as your How to Be Cool in Third Grade book. They are in the red reading folder.  Since you have paper copies of materials needed for this assignment, there are no additional links or activities.

    How is this assignment turned into the teacher?

    Please turn in your completed “How to Be Cool in Third Grade: Guided Reading Packet” and any work completed on additional paper to Mrs. Tomolonis when we return to school. 

    Lesson Date: Thursday, March 26, 2020

    How to Be Cool in Third Grade: Reading Grade 6/Level 30 Day #7:

    Overview: As read: Apply reading fluency and comprehension skills, Answer comprehension questions about the author’s purpose, the ending of the book, the theme/author’s message, and a book recommendation, Apply what you’ve learned about the air and are pattern to decode and read words that have this pattern

    Estimated Time: Approximately 45 minutes

    Explanation:

    You have read and discussed chapters 1-6 of How to Be Cool in Third Grade in class.  You have read and discussed chapters 7-12 of How to Be Cool in Third Grade through Distance Learning.   You learned that the author’s purpose means to persuade, inform, entertain.  You learned that making an inference means using what you know/your own prior knowledge and using what is in the book/text clues to make an inference and including a because statement for why you think that.  You have learned what sound the air and are pattern makes and have decoded and read words that have this pattern.

    Quick Things to Know:

    1. The materials needed for the day are in your “Grab Bag” of materials that Mrs. Tomolonis delivered to your house on Saturday, March 14th. You will need the packet called “How to Be Cool in Third Grade: Guided Reading Packet” as well as your How to Be Cool in Third Grade book and the “Vowel Digraph Decoding Packet.” They are in the red reading folder. 

    Tasks:

    1.Read chapter 13 of How to Be Cool in Third Grade aloud with a family member.  Have a family member ask you oral comprehension questions as you read to check your understanding of the book and discuss the chapter together. Have them help you with your fluency accuracy as you read. 

    2.Review that making an inference means using what you know/your own prior knowledge and using what is in the book/text clues to make an inference and including a because statement for why you think that. 

    3.Review that author’s purpose means why an author wrote a book and that persuade means to convince, inform means to give information, and entertain means to enjoy.  Review that the author’s theme or message is what the author wants us to learn from the book. 

    4.Do the page called Chapter 13 in the “How to Be Cool in Third Grade: Guided Reading Packet.”  For the first part, circle what you think the author’s purpose is for writing the story.  For the second part, answer the comprehension question in a complete sentence and include a because statement.  You may use your book to complete this page.

    5.Do the second page in your “Vowel Digraph Decoding Packet.”  Review what sound the air and are pattern makes.  Read the words on the second page to a family member.  Have them put a star if you read the word correctly.  Have them put a circle if you read the word incorrectly.  Total the total number of words read correctly over the total number of words and use a calculator or cell phone to get your accuracy percentage.  

    Links/Activities:

    Mrs. Tomolonis delivered your “Grab Bag” of materials to your house on Saturday, March 14th.  You will need the packet called “How to Be Cool in Third Grade: Guided Reading Packet” as well as your How to Be Cool in Third Grade book and the “Vowel Digraph Decoding Packet.” They are in the red reading folder.  Since you have paper copies of materials needed for this assignment, there are no additional links or activities.

    How is this assignment turned into the teacher?

    Please turn in your completed “How to Be Cool in Third Grade: Guided Reading Packet” and the “Vowel Digraph Decoding Packet.” and any work completed on additional paper to Mrs. Tomolonis when we return to school. 

    WRITING

    Lesson Date: Thursday, March 26, 2020

    Post Argumentative Writing Piece: Writing Grade 6/ 5 Paragraph Level Day #7:

    Overview: Utilize the notes that you took on a note taking organizer and that you sorted into reasons 1, 2, 3 pro/con yesterday to complete the Argumentative Topic Prewriting Organizer for reasons 1, 2, 3 that is behind the note taking boxes organizer that you used yesterday in preparation to write a post instruction argumentative writing piece.

    Estimated Time: Approximately 25 minutes

    Explanation:

    You wrote a pre-instruction argumentative writing piece at the beginning of our argumentative writing unit.  You wrote a proposal and selected a topic for your guided argumentative writing piece.  We examined models of argumentative writing pieces and identified the parts of an argumentative writing piece.  You researched and found at least 3 credible sources on your topic.  You highlighted and took notes on your topic.  You identified 3 reasons based on your notetaking.  You completed an Argumentative Topic Prewriting Organizer for your 3 body paragraphs on your 3 reasons.  You completed rough draft organizers on reasons 1, 2, 3 body paragraphs.  You completed an introduction organizer and typed your introduction paragraph for your guided argumentative writing piece.  You completed a conclusion organizer and typed your conclusion paragraph for your guided argumentative writing piece.  You typed your 5 paragraph rough draft for your guided argumentative writing piece and formatted it on Word on Office 365.  You used revising and editing checklists to revise your guided writing piece and made changes to your final piece and submitted it via e-mail to Mrs. Tomolonis.  You have knowledge of the writing process.  You learned that you cannot use I, me, you, my, or personal information in an argumentative writing piece.  You have written post writing pieces for other writing genres.  Yesterday you went on http:procon.org to read pros/cons on either college should be free or homework is beneficial and took notes on a note taking organizer in preparation to write a post instruction argumentative writing piece

    Quick Things to Know:

    1. The materials needed for the day are in your “Grab Bag” of materials that Mrs. Tomolonis delivered to your house on Saturday, March 14th. You will need the packet called “Argumentative Writing: Post Writing Piece.” It is in the green writing folder.  You will also need the envelopes or bags with reasons 1, 2, 3 pros/cons from yesterday.

    Tasks:

    1.Read the first page in your “Argumentative Writing: Post Writing Piece” packet.  It has the directions that you will be following to write your post argumentative writing piece over the next few days.  You did steps 1 and 2 yesterday. 

    1. On the first page in your “Argumentative Writing: Post Writing Piece” packet, look at step 3 pre-write (plan), which is what you will be doing in your packet today.
    2. Utilize the notes that you took on a note taking organizer and that you sorted into reasons 1, 2, 3 pro/con yesterday in envelopes of plastic bags to complete the Argumentative Topic Prewriting Organizer for reasons 1, 2, 3 that is behind the note taking boxes organizer that you used yesterday.
    3. Do the organizer for reason 1, then the organizer for reason 2, then the organizer for reason 3. Here are some reminders:
    4. In the box, write your claim in a sentence. Your claim is either Homework is or is not beneficial or College should/should not be free. You need to pick which side you want.
    5. Where it says reason 1, write reason 1 in a sentence. This should be the category that you picked and labeled your envelope/bag yesterday.

    3.Write each pro for the first reason in a sentence.  Try to have 3.

    1. Write your counterclaim in a sentence. Your counterclaim should be the opposite of the side/claim that you chose for your first reason.

    5.Write each con for the first reason in a sentence.  Try to have at least 1 con.

    1. Repeat steps 2, 3, 4,5 to complete the organizer for reason 2.

    6.Repeat steps 2, 3, 4,5 to complete the organizer for reason 3.

    Links/Activities:

    Mrs. Tomolonis delivered your “Grab Bag” of materials to your house on Saturday, March 14th.  You will need the packet called “Argumentative Writing: Post Writing Piece.”  It is in the green writing folder.  Since you have paper copies of materials needed for this assignment, there are no additional links or activities.  You will also need the notes that you took on a note taking organizer and that you sorted into reasons 1, 2, 3 pro/con yesterday in envelopes of plastic bags to complete the Argumentative Topic Prewriting Organizer for reasons 1, 2, 3 that is behind the note taking boxes organizer that you used yesterday.

    How is this assignment turned into the teacher?

    You will turn in your completed Argumentative Topic Prewriting Organizer for reasons 1, 2, 3 to Mrs. Tomolonis when we return to school. 

    Lesson Date: Thursday, March 26, 2020

    Post Argumentative/Opinion Writing Piece: Writing Grade 6/ 3 Paragraph Level Day #7:

    Overview: Utilize the notes that you took on a note taking organizer and that you sorted into reasons 1, 2, 3 pro yesterday to complete the Argumentative Topic Prewriting Organizer for reasons 1, 2, 3 that is behind the note taking boxes organizer that you used yesterday in preparation to write a post instruction argumentative/opinion writing piece.

    Estimated Time: Approximately 25 minutes

    Explanation:

    You wrote a pre-instruction argumentative/opinion writing piece at the beginning of our argumentative/opinion writing unit.  You wrote a proposal and selected a topic for your guided argumentative/opinion writing piece.  We examined models of argumentative/opinion writing pieces and identified the parts of an argumentative/opinion writing piece.  You researched and found at least 3 credible sources on your topic.  You highlighted and took notes on your topic.  You identified 3 reasons based on your notetaking.  You completed an Argumentative Topic Prewriting Organizer for your 3 body paragraphs on your 3 reasons.  You completed rough draft organizers on reasons 1, 2, 3 body paragraphs.  You completed an introduction organizer and typed your introduction sentences for your guided argumentative/opinion writing piece.  You completed a conclusion organizer and typed your conclusion sentences for your guided argumentative/opinion writing piece.  You typed your 3 paragraph rough draft for your guided argumentative/opinion writing piece and formatted it on Word on Office 365.  You used an editing checklist to edit your guided writing piece and made changes to your final piece and submitted it via e-mail to Mrs. Tomolonis.  You have knowledge of the writing process.  You learned that you cannot use I, me, you, my, or personal information in an argumentative/opinion writing piece.  You have written post writing pieces for other writing genres.  Yesterday you went on http:procon.org to read pros on college should be free and took notes on a note taking organizer in preparation to write a post instruction argumentative/opinion writing piece.

    Quick Things to Know:

    1. The materials needed for the day are in your “Grab Bag” of materials that Mrs. Tomolonis delivered to your house on Saturday, March 14th. You will need the packet called “Argumentative Writing: Post Writing Piece.” It is in the green writing folder.  You will also need the envelopes or bags with reasons 1, 2, 3 pros from yesterday.

    Tasks:

    1.Read the first page in your “Argumentative Writing: Post Writing Piece” packet.  It has the directions that you will be following to write your post argumentative/opinion writing piece over the next few days.  You did steps 1 and 2 yesterday. 

    1. On the first page in your “Argumentative Writing: Post Writing Piece” packet, look at step 3 pre-write (plan), which is what you will be doing in your packet today.
    2. Utilize the notes that you took on a note taking organizer and that you sorted into reasons 1, 2, 3 pro yesterday in envelopes of plastic bags to complete the Argumentative Topic Prewriting Organizer for reasons 1, 2, 3 that is behind the note taking boxes organizer that you used yesterday.
    3. Do the organizer for reason 1, then the organizer for reason 2, then the organizer for reason 3. Here are some reminders:
    4. In the box, write your claim in a sentence. Your claim is College should be free.
    5. Where it says reason 1, write reason 1 in a sentence. This should be the category that you picked and labeled your envelope/bag yesterday.

    3.Write each pro for the first reason in a sentence.  Try to have 3.

    1. Cross off the counterclaim and evidence/statistics/facts to support counter argument/counterclaim for reason. You do not need to do that section.
    2. Repeat steps 2, 3,4 to complete the organizer for reason 2.

    5.Repeat steps 2, 3,4 to complete the organizer for reason 3.

    Links/Activities:

    Mrs. Tomolonis delivered your “Grab Bag” of materials to your house on Saturday, March 14th.  You will need the packet called “Argumentative Writing: Post Writing Piece.”  It is in the green writing folder.  Since you have paper copies of materials needed for this assignment, there are no additional links or activities.  You will also need the notes that you took on a note taking organizer and that you sorted into reasons 1, 2, 3 pro yesterday in envelopes of plastic bags to complete the Argumentative Topic Prewriting Organizer for reasons 1, 2, 3 that is behind the note taking boxes organizer that you used yesterday.

    How is this assignment turned into the teacher?

    You will turn in your completed Argumentative Topic Prewriting Organizer for reasons 1, 2, 3 to Mrs. Tomolonis when we return to school. 

    Wednesday, March 25, 2020

    Today's Inspirational Quote to Lift You Up: "There's no one else in the world who's just like you."

    MATH

    Lesson Date: Wednesday, March 25, 2020

    Math Grade 6/Level 6/Day #6:

    Overview: Variables / Coordinate Planes

    Estimated Time: Approximately 30 minutes

    Explanation: Today you will review variables, variable expressions, and coordinate planes. Then, you will use the two concepts to create line plots.

    Things to know:

    • Please visit https://www.cbsd.org/Page/1511 to access tutorial videos related to accessing online Math in Focus resources.

    Tasks:

    • Continue recording the daily temperature on your chart.
    • Variable Charting and Graphing:

    o Complete the Variable Charting and Graphing worksheet

    o Finish the chart on the first page, then graph the coordinate points on the second page.

    Links/Activities:

    Mrs. Tomolonis delivered your “Grab Bag” of materials to your house on Saturday, March 14th.  You will need your “Math in Focus Level 6 Distance Learning Activities” packet in the blue math folder.  Since you have all of the hard copies in this folder, there are no additional links or activities.

    As listed in the “Things to Know” section:

    Please visit https://www.cbsd.org/Page/1511 to access tutorial videos related to accessing online Math in Focus resources.

    As listed in the “Tasks” section:

    Extra: Only do this activity if you want more practice. · play “Model Algebra” at https://www.mathplayground.com/AlgebraEquations.html

    How is this assignment turned into the teacher?

    Please turn in your completed Math in Focus Level 6 Distance Learning Activities packet and any work completed on additional paper to Mrs. Tomolonis when we return to school. 

    Lesson Date: Wednesday, March 25, 2020

    Math Grade 6/Level 4 Day #6:

    Overview: Multiplying Multi-Digit Numbers

    Estimated Time: Approximately 30 minutes

    Explanation:

    You can use what you know about place value to help you multiply multi-digit numbers.

    Quick things to know:

    1. For tutorials on how to access online Math in Focus resources using Ed Your Friend in Learning visit https://www.cbsd.org/Page/1511

    Tasks:

    1. Complete the sheet called Gr 4 Day 6 Fact Fluency 2h.
    2. Complete the sheet called Gr 4 Day 6 Multiplication with Regrouping. If you are not sure how to answer a question, write a question mark. (?)
    3. Extra: Only do this activity if you want more practice.: Practice your fast facts by doing Pet Bingo (free iPad app). You can also practice with a non-tech option such as Top-it, flash cards, or having a parent or sibling quiz you on facts.

    Directions for: Top It

    Use a deck of playing cards or make your own cards with digits 1-12.

    Each player turns over 2 cards and multiplies the numbers.

    Each player says their product (answer) out loud.

    The player with the largest product (answer) gets the cards (or gets a point).

    Links/Activities:

    Mrs. Tomolonis delivered your “Grab Bag” of materials to your house on Saturday, March 14th.  You will need the packet called “Math in Focus Level 4 Distance Learning Activities” in the blue math folder.  Since you have paper copies of materials needed for this assignment, there are no additional links or activities.

    As listed in the “Things to Know” section:

    For tutorials on how to access online Math in Focus resources using Ed Your Friend in Learning visit https://www.cbsd.org/Page/1511

    As listed in the “Tasks” section:

    Extra: Only do this activity if you want more practice.: Practice your fast facts by doing Pet Bingo (free iPad app).

    How is this assignment turned into the teacher?

    Please turn in your completed Math in Focus Level 4 Distance Learning Activities packet and any work completed on additional paper to Mrs. Tomolonis when we return to school

    READING

    Lesson Date: Wednesday, March 25, 2020

    Hatchet: Reading Grade 6/Level DRA 40-50 Day #6:

    Overview: Write a summary of chapter 16 through the epilogue of Hatchet including the following: giving the section a title, what happens/main events, favorite part, new words learned, and draw a picture that represents the section.  

    Estimated Time: Approximately 45 minutes

    Explanation:

    You have read chapters 1-15 of Hatchet in class and chapters 16, 17, 18, 19 epilogue through Distance Learning.  You have learned how to write a chapter summary of several chapters by writing them for previous chapters of Hatchet and other guided reading books. 

    Quick Things to Know:

    1. The materials needed for the day are in your “Grab Bag” of materials that Mrs. Tomolonis delivered to your house on Saturday, March 14th. You will need the packets called “Hatchet: Guided Reading Packet” and the “Notice and Note Fiction Signposts for Hatchet Guided Reading Packet,” as well as your Hatchet book. They are in the red reading folder. 

    Tasks:

    1.Complete the Chapter Summary for Chapters 16-Epilogue page in your “Hatchet: Guided Reading Packet.”  You may use your Hatchet book and the “Notice and Note Fiction Signposts for Hatchet Guided Reading Packet.”  Make sure that you include: giving the section a title and why, what happens/main events, favorite part and why, new words learned, and draw a picture that represents the section.  

    1. When you finish, study your vocabulary words on the Dictionary Detective Chapters 16-Epilogue page in your “Hatchet: Guided Reading Packet” and look over your Notice and Note Fiction Signposts for Chapters 16-Epilogue in your “Notice and Note Fiction Signposts for Hatchet Guided Reading Packet” in preparation for your work in reading tomorrow.

    Links/Activities:

    Mrs. Tomolonis delivered your “Grab Bag” of materials to your house on Saturday, March 14th.  You will need the packets called “Hatchet: Guided Reading Packet” and the “Notice and Note Fiction Signposts for Hatchet Guided Reading Packet,” as well as your Hatchet book.  They are in the red reading folder.  Since you have paper copies of materials needed for this assignment, there are no additional links or activities.

    How is this assignment turned into the teacher?

    Please turn in your completed “Hatchet: Guided Reading Packet” and the “Notice and Note Fiction Signposts for Hatchet Guided Reading Packet,” and any work completed on additional paper to Mrs. Tomolonis when we return to school. 

    Lesson Date: Wednesday, March 25, 2020

    Hoot: Reading Grade 6/Level DRA 50-60 Day #6:

    Overview: As read: Apply reading fluency and comprehension skills, Define vocabulary in context, Identify and write Fiction Notice and Note Signposts

    Estimated Time: Approximately 45 minutes

    Explanation:

    You have read chapters 1-15 of Hoot in class.  You read chapters 16-17-18 of Hoot through Distance Learning.  You have learned how to define vocabulary in context by using context clues.  You have learned how to identify and write Fiction Notice and Note Signposts by utilizing the framework on your Fiction Notice and Note Signpost bookmark resource tool. 

    Quick Things to Know:

    1. The materials needed for the day are in your “Grab Bag” of materials that Mrs. Tomolonis delivered to your house on Saturday, March 14th. You will need the packets called “Hoot: Guided Reading Packet” and the “Notice and Note Fiction Signposts for Hoot Guided Reading Packet,” as well as your Hoot book and Fiction Notice and Note Signpost bookmark resource tool. They are in the red reading folder. 

    Tasks:

    1. Look over the vocabulary words on the Dictionary Detective for Chapters 19-epilogue page in your “Hoot: Guided Reading Packet.” Be on the lookout for some of these words as you read chapters 19-20 of Hoot.
    2. Read chapters 19-20 of Hoot.
    3. As you come across a vocabulary word, use context clues in the book to figure out what it means. Write down the definition on the Dictionary Detective for Chapters 19-epilogue page in your packet.  You may check your definition by looking up the word on com
    4. Be on the lookout for at least one Fiction Notice and Note Signpost as your read chapter 19 and one as you read chapter 20. Use your Fiction Notice and Note Signpost bookmark resource tool to write the signposts in your packet called “Notice and Note Fiction Signposts for Hoot Guided Reading” packet.  Be sure to record the chapter and page, signpost code, and directly quote the signpost and explain its significance/importance.  Use the anchor questions on the bookmark resource tool to help you.

    Links/Activities:

    Mrs. Tomolonis delivered your “Grab Bag” of materials to your house on Saturday, March 14th.  You will need the packets called “Hoot: Guided Reading Packet” and the “Notice and Note Fiction Signposts for Hoot Guided Reading Packet,” as well as your Hoot book and Fiction Notice and Note Signpost bookmark resource tool.  They are in the red reading folder.  Since you have paper copies of materials needed for this assignment, there are no additional links or activities.

    As listed in the “Tasks” section: You may check your definition by looking up the word on dictionary.com.

    How is this assignment turned into the teacher?

    Please turn in your completed “Hoot: Guided Reading Packet” and the “Notice and Note Fiction Signposts for Hoot Guided Reading Packet,” and any work completed on additional paper to Mrs. Tomolonis when we return to school. 

    Lesson Date: Wednesday, March 25, 2020

    How to Be Cool in Third Grade: Reading Grade 6/Level 30 Day #6:

    Overview: As read: Apply reading fluency and comprehension skills, Identify what you think/infer what the main character and another character are thinking when they meet each other, Answer comprehension questions about the main character and another character focused on the skill of inferencing

    Estimated Time: Approximately 45 minutes

    Explanation:

    You have read and discussed chapters 1-6 of How to Be Cool in Third Grade in class.  You have read and discussed chapters 7-11 of How to Be Cool in Third Grade through Distance Learning.   You learned that making an inference means using what you know/your own prior knowledge and using what is in the book/text clues to make an inference and including a because statement for why you think that. 

    Quick Things to Know:

    1. The materials needed for the day are in your “Grab Bag” of materials that Mrs. Tomolonis delivered to your house on Saturday, March 14th. You will need the packet called “How to Be Cool in Third Grade: Guided Reading Packet” as well as your How to Be Cool in Third Grade book.They are in the red reading folder.

    Tasks:

    1.Read chapter 12 of How to Be Cool in Third Grade aloud with a family member.  Have a family member ask you oral comprehension questions as you read to check your understanding of the book and discuss the chapter together. Have them help you with your fluency accuracy as you read. 

    2.Review that making an inference means using what you know/your own prior knowledge and using what is in the book/text clues to make an inference and including a because statement for why you think that.  

    3.Do the page called Chapter 12 in the “How to Be Cool in Third Grade: Guided Reading Packet.”  For the first part, answer the comprehension question in a complete sentence and include a because statement.  For the second part, fill in the thought bubbles with what you think Robbie and Bo are thinking when they meet each other in a complete sentence.  You may use your book to complete this page.

    Links/Activities:

    Mrs. Tomolonis delivered your “Grab Bag” of materials to your house on Saturday, March 14th.  You will need the packet called “How to Be Cool in Third Grade: Guided Reading Packet” as well as your How to Be Cool in Third Grade book. They are in the red reading folder.  Since you have paper copies of materials needed for this assignment, there are no additional links or activities.

    How is this assignment turned into the teacher?

    Please turn in your completed “How to Be Cool in Third Grade: Guided Reading Packet” and any work completed on additional paper to Mrs. Tomolonis when we return to school. 

    Lesson Date: Wednesday, March 25, 2020

    How to Be Cool in Third Grade: Reading Grade 5/Level 30 Day #6:

    Overview: As read: Apply reading fluency and comprehension skills, Identify what you think/infer what the main character and another character are thinking when they meet each other, Answer comprehension questions about the main character and another character focused on the skill of inferencing, Apply what you’ve learned about the ir and ire pattern to decode and read words that have this pattern

    Estimated Time: Approximately 45 minutes

    Explanation:

    You have read and discussed chapters 1-6 of How to Be Cool in Third Grade in class.  You have read and discussed chapters 7-11 of How to Be Cool in Third Grade through Distance Learning.   You learned that making an inference means using what you know/your own prior knowledge and using what is in the book/text clues to make an inference and including a because statement for why you think that.  You have learned what sound the ir and ire pattern makes and have decoded and read words that have this pattern.

    Quick Things to Know:

    1. The materials needed for the day are in your “Grab Bag” of materials that Mrs. Tomolonis delivered to your house on Saturday, March 14th. You will need the packet called “How to Be Cool in Third Grade: Guided Reading Packet” as well as your How to Be Cool in Third Grade book and the “Vowel Digraph Decoding Packet.” They are in the red reading folder. 

    Tasks:

    1.Read chapter 12 of How to Be Cool in Third Grade aloud with a family member.  Have a family member ask you oral comprehension questions as you read to check your understanding of the book and discuss the chapter together. Have them help you with your fluency accuracy as you read.  

    2.Review that making an inference means using what you know/your own prior knowledge and using what is in the book/text clues to make an inference and including a because statement for why you think that.  

    3.Do the page called Chapter 12 in the “How to Be Cool in Third Grade: Guided Reading Packet.”  For the first part, answer the comprehension question in a complete sentence and include a because statement.  For the second part, fill in the thought bubbles with what you think Robbie and Bo are thinking when they meet each other in a complete sentence.  You may use your book to complete this page.

    4.Do the first page in your “Vowel Digraph Decoding Packet.”  Review what sound the ir and ire pattern makes.  Read the words on the first page to a family member.  Have them put a star if you read the word correctly.  Have them put a circle if you read the word incorrectly.  Total the total number of words read correctly over the total number of words and use a calculator or cell phone to get your accuracy percentage. 

    Links/Activities:

    Mrs. Tomolonis delivered your “Grab Bag” of materials to your house on Saturday, March 14th.  You will need the packet called “How to Be Cool in Third Grade: Guided Reading Packet” as well as your How to Be Cool in Third Grade book and the “Vowel Digraph Decoding Packet.” They are in the red reading folder.  Since you have paper copies of materials needed for this assignment, there are no additional links or activities.

    How is this assignment turned into the teacher?

    Please turn in your completed “How to Be Cool in Third Grade: Guided Reading Packet” and the “Vowel Digraph Decoding Packet.” and any work completed on additional paper to Mrs. Tomolonis when we return to school. 

    WRITING

    Lesson Date: Wednesday, March 25, 2020

    Post Argumentative Writing Piece: Writing Grade 6/ 5 Paragraph Level Day #6:

    Overview: You will utilize prior instruction on the argumentative writing genre and procon.org to read pros/cons on either college should/should not be free or homework is/is not beneficial and take notes on a note taking organizer in preparation to write a post instruction argumentative writing piece.

    Estimated Time: Approximately 25 minutes

    Explanation:

    You wrote a pre-instruction argumentative writing piece at the beginning of our argumentative writing unit.  You wrote a proposal and selected a topic for your guided argumentative writing piece.  We examined models of argumentative writing pieces and identified the parts of an argumentative writing piece.  You researched and found at least 3 credible sources on your topic.  You highlighted and took notes on your topic.  You identified 3 reasons based on your notetaking.  You completed an Argumentative Topic Prewriting Organizer for your 3 body paragraphs on your 3 reasons.  You completed rough draft organizers on reasons 1, 2, 3 body paragraphs.  You completed an introduction organizer and typed your introduction paragraph for your guided argumentative writing piece.  You completed a conclusion organizer and typed your conclusion paragraph for your guided argumentative writing piece.  You typed your 5 paragraph rough draft for your guided argumentative writing piece and formatted it on Word on Office 365.  You used revising and editing checklists to revise your guided writing piece and made changes to your final piece and submitted it via e-mail to Mrs. Tomolonis.  You have knowledge of the writing process.  You learned that you cannot use I, me, you, my, or personal information in an argumentative writing piece.  You have written post writing pieces for other writing genres. 

    Quick Things to Know:

    1. The materials needed for the day are in your “Grab Bag” of materials that Mrs. Tomolonis delivered to your house on Saturday, March 14th. You will need the packet called “Argumentative Writing: Post Writing Piece.” It is in the green writing folder. 

    Tasks:

    1.Read the first page in your “Argumentative Writing: Post Writing Piece” packet.  It has the directions that you will be following to write your post argumentative writing piece over the next few days.  Read Step 1.  For Step 1, to choose a topic or issue that you know and care about, follow these steps:

    1. Go on http://procon.org
    2. Look under the category on the right that says Education.
    3. Click on 1 of these topics: Homework OR Free College. One of these will be the topic for your post argumentative writing piece. If you chose homework for your guided argumentative piece, then choose Free College.  On the first page in your “Argumentative Writing: Post Writing Piece” packet, under step 2, write down which of these topics you chose where it says I’m going to write about.  You will write either College Should/Should Not Be Free OR Homework is/is not Beneficial (Pick a topic and a claim/side).
    4. On the first page in your “Argumentative Writing: Post Writing Piece” packet, step 3 pre-write (plan), is what you will be doing in your packet today.

    5.On http://procon.org, when you click on 1 of those two topics, 3 pros and 3 cons will come up on the screen.  Read all 3 pros and all 3 cons.

    1. Then take notes on the organizers with boxes that are on the 3 pages behind the first page in your packet. Write one fact per box. In the lower right-hand corner of each box, record the number of the pro or con that the fact came from (for example pro 1, pro 2, pro 3, con 1, con 2, con 3).  Try to write the facts in your own words.  If you need to copy the information word for word, then remember to put it in quotes. 
    2. When you are done note taking, cut up the facts and put them into 3 piles: pro/con 1, pro/con 2, pro/con 3. Put them each in envelopes or plastic sandwich bags. Label each with the main category/reason.  These will be the 3 reasons for your post argumentative writing piece. 

    Links/Activities:

    Mrs. Tomolonis delivered your “Grab Bag” of materials to your house on Saturday, March 14th.  You will need the packet called “Argumentative Writing: Post Writing Piece.”  It is in the green writing folder.  Since you have paper copies of materials needed for this assignment, there are no additional links or activities.  You will need a pair of scissors and either 3 envelopes or 3 plastic sandwich bags that you can label with a marker.

    How is this assignment turned into the teacher?

    You will turn in your completed notes in your envelopes or plastic bags to Mrs. Tomolonis when we return to school. 

    Lesson Date: Wednesday, March 25, 2020

    Post Argumentative/Opinion Writing Piece: Writing Grade 6/ 3 Paragraph Level Day #6:

    Overview: You will utilize prior instruction on the argumentative/opinion writing genre and procon.org to read pros on college should or should not be free and take notes on a note taking organizer in preparation to write a post instruction argumentative/opinion writing piece.

    Estimated Time: Approximately 25 minutes

    Explanation:

    You wrote a pre-instruction argumentative/opinion writing piece at the beginning of our argumentative/opinion writing unit.  You wrote a proposal and selected a topic for your guided argumentative/opinion writing piece.  We examined models of argumentative/opinion writing pieces and identified the parts of an argumentative/opinion writing piece.  You researched and found at least 3 credible sources on your topic.  You highlighted and took notes on your topic.  You identified 3 reasons based on your notetaking.  You completed an Argumentative/Opinion Topic Prewriting Organizer for your 3 body paragraphs on your 3 reasons.  You completed rough draft organizers on reasons 1, 2, 3 body paragraphs.  You completed an introduction organizer and typed your introduction sentences for your guided argumentative/opinion writing piece.  You completed a conclusion organizer and typed your conclusion sentences for your guided argumentative/opinion writing piece.  You typed your 3 paragraph rough draft with introduction sentences and conclusion sentences for your guided argumentative/opinion writing piece and formatted it on Word on Office 365.  You used an editing checklist to edit your guided writing piece and made changes to your final piece and submitted it via e-mail to Mrs. Tomolonis.  You have knowledge of the writing process.  You learned that you cannot use I, me, you, my, or personal information in an argumentative/opinion writing piece.  You have written post writing pieces for other writing genres. 

    Quick Things to Know:

    1. The materials needed for the day are in your “Grab Bag” of materials that Mrs. Tomolonis delivered to your house on Saturday, March 14th. You will need the packet called “Argumentative Writing: Post Writing Piece.” It is in the green writing folder. 

    Tasks:

    1.Read the first page in your “Argumentative Writing: Post Writing Piece” packet.  It has the directions that you will be following to write your post argumentative/opinion writing piece over the next few days.  Read Step 1.  For Step 1, to choose a topic or issue that you know and care about, follow these steps:

    1. Go on http://procon.org
    2. Look under the category on the right that says Education.
    3. Click on Free College. This will be the topic for your post argumentative/opinion writing piece. On the first page in your “Argumentative Writing: Post Writing Piece” packet, under step 2, write down Colllege Should Be Free where it says I’m going to write about. 
    4. On the first page in your “Argumentative Writing: Post Writing Piece” packet, step 3 pre-write (plan), is what you will be doing in your packet today.

    5.On http://procon.org, when you click on 1 of those two topics, 3 pros and 3 cons will come up on the screen.  Read all 3 pros.  You do not need to read the cons.

    1. Then take notes on the organizers with boxes that are on the 3 pages behind the first page in your packet. Write one fact per box. In the lower right-hand corner of each box, record the number of the pro that the fact came from (for example pro 1, pro 2, pro 3.  Try to write the facts in your own words.  If you need to copy the information word for word, then remember to put it in quotes. 
    2. When you are done note taking, cut up the facts and put them into 3 piles: pro 1, pro 2, pro 3. Put them each in envelopes or plastic sandwich bags. Label each with the main category/reason.  These will be the 3 reasons for your post argumentative/opinion writing piece. 

    Links/Activities:

    Mrs. Tomolonis delivered your “Grab Bag” of materials to your house on Saturday, March 14th.  You will need the packet called “Argumentative Writing: Post Writing Piece.”  It is in the green writing folder.  Since you have paper copies of materials needed for this assignment, there are no additional links or activities.  You will need a pair of scissors and either 3 envelopes or 3 plastic sandwich bags that you can label with a marker.

    How is this assignment turned into the teacher?

    You will turn in your completed notes in your envelopes or plastic bags to Mrs. Tomolonis when we return to school. 

    Tuesday, March 24, 2020

    Today's Inspirational Quote to Lift You Up: "The only person you should try to be better than is the person you were yesterday."

    Lesson Date: Tuesday, March 24, 2020

    Math Grade 6/Level 6/Day #5:

    Overview: Adding, Subtracting, Multiplying, and Dividing Decimals

    Estimated Time: Approximately 30 minutes

    Explanation: Today you will review prime and composite numbers, as well as complete activities using your knowledge of factors and multiples.

    Things to know:

    • When adding and subtracting decimals, remember to line up the decimals, which will line up your place values. Please reference Ed: Your Friend in Learning online.
    • To review multiplying decimals, please reference Ed: Your Friend in Learning online.
    • To review dividing decimals, please reference Ed: Your Friend in Learning online. · Please visit https://www.cbsd.org/Page/1511 to access tutorial videos related to accessing online Math in Focus resources.
    • There are no pre-made worksheets for today.

    Tasks:

    • Continue recording the daily temperature on your chart.
    • Self-made Questions:

    o Shuffle your set of number cards.

    o Flip over 3 cards and place them in front of you in a horizontal line. Flip over 3 more cards and place these under each of the first three. Add a decimal to each number either after the first or second digit.

    o On a separate piece of paper, Add, Subtract, Multiply, and Divide the decimal numbers you created.

    o Repeat 2 times. You will have 8 problems on your separate of paper.

    • Language Arts Connection:

    o Take some time to write a math story. You may write or type this story. Try to use each of the four mathematical operations (+, -, x, ÷) while dealing with decimals in your story. Some possibly story ideas are listed below, you may also develop your own.

    • The Decimal Duo are a superhero team that helps students learn about decimals…
    • A baker is having trouble with proper proportions in their bakery, which causes many interesting products…
    • A detective must use decimals to solve a difficult case…

    o Although it is not required, consider adding illustrations.

    Links/Activities:

    Mrs. Tomolonis delivered your “Grab Bag” of materials to your house on Saturday, March 14th.  There are no pre-made worksheets for today that are needed in your “Math in Focus Level 6 Distance Learning Activities” packet in the blue math folder.  Since there are no pre-made worksheets needed for today, there are no additional links or activities.

    As listed in the “Things to Know” section:

    Please visit https://www.cbsd.org/Page/1511 to access tutorial videos related to accessing online Math in Focus resources.

    As listed in the “Tasks” section:

    Extra: Only do this activity if you want more practice. · play “Place Value” at http://www.gregtangmath.com/placevalue

    How is this assignment turned into the teacher?

    Please turn in your completed Math in Focus Level 6 Distance Learning Activities packet and any work completed on additional paper to Mrs. Tomolonis when we return to school. 

    Lesson Date: Tuesday, March 24, 2020

    Math Grade 6/Level 4 Day #5:

    Overview: Multiples and Factors, Prime and Composite Numbers

    Estimated Time: Approximately 30 minutes

    Explanation:  

    You can use what you know about multiplication and division to find factors and multiples. You can identify prime and composite numbers.

    Quick Things to Know:

    1. For tutorials on how to access online Math in Focus resources using Ed Your Friend in Learning visit https://www.cbsd.org/Page/1511
    2. A prime number has only 2 factors: 1 and itself. A composite number has more than 2 different factors.  

    Tasks:

    1. Optional: Log into Ed. Watch the Learn Video called 2.1 Finding Common Factors of Two Whole Numbers.
    2. Complete the sheet called Gr 4 Day 5 Factors and Multiples. If you are not sure how to answer a question, write a question mark. (?)
    3. Optional: Watch this video to review prime and composite numbers. https://watchkin.com/73fe2664aa
    4. Complete the sheet called Gr 4 Day 5 Prime and Composite. If you are not sure how to answer a question, write a question mark. (?) 

    Links/Activities:

    Mrs. Tomolonis delivered your “Grab Bag” of materials to your house on Saturday, March 14th.  You will need the packet called “Math in Focus Level 4 Distance Learning Activities” in the blue math folder.  Since you have paper copies of materials needed for this assignment, there are no additional links or activities.

    As listed in the “Things to Know” section:

    For tutorials on how to access online Math in Focus resources using Ed Your Friend in Learning visit https://www.cbsd.org/Page/1511

    As listed in the “Tasks” section:

    Optional: Watch this video to review prime and composite numbers. https://watchkin.com/73fe2664aa

    How is this assignment turned into the teacher?

    Please turn in your completed Math in Focus Level 4 Distance Learning Activities packet and any work completed on additional paper to Mrs. Tomolonis when we return to school. 

    Lesson Date: Tuesday, March 24, 2020

    Hatchet: Reading Grade 6/Level DRA 40-50 Day #5:

    Overview: As read: Apply reading fluency and comprehension skills, Define vocabulary in context, Identify and write Fiction Notice and Note Signposts

    Estimated Time: Approximately 45 minutes

    Explanation:

    You have read chapters 1-15 of Hatchet in class.  You read chapters 16, 17, 18, 19 through Distance Learning. You have learned how to define vocabulary in context by using context clues.  You have learned how to identify and write Fiction Notice and Note Signposts by utilizing the framework on your Fiction Notice and Note Signpost bookmark resource tool. 

    Quick Things to Know:

    1. The materials needed for the day are in your “Grab Bag” of materials that Mrs. Tomolonis delivered to your house on Saturday, March 14th. You will need the packets called “Hatchet: Guided Reading Packet” and the “Notice and Note Fiction Signposts for Hatchet Guided Reading Packet,” as well as your Hatchet book and Fiction Notice and Note Signpost bookmark resource tool. They are in the red reading folder. 

    Tasks:

    1.Look over the vocabulary words on the Dictionary Detective for Chapters 16-Epilogue page in your “Hatchet: Guided Reading Packet.”  Be on the lookout for some of these words as you read the epilogue of Hatchet.

    2.Read the epilogue of Hatchet

    3.As you come across a vocabulary word, use context clues in the book to figure out what it means.  Write down the definition on the Dictionary Detective for Chapters 16-Epilogue page in your packet.  You may check your definition by looking up the word on dictionary.com

    4.Be on the lookout for at least one Fiction Notice and Note Signpost as your read the epilogue.  Use your Fiction Notice and Note Signpost bookmark resource tool to write the signpost in your packet called “Notice and Note Fiction Signposts for Hatchet Guided Reading” packet.  Be sure to record the chapter and page, signpost code, and directly quote the signpost and explain its significance/importance.  Use the anchor questions on the bookmark resource tool to help you.

    Links/Activities:

    Mrs. Tomolonis delivered your “Grab Bag” of materials to your house on Saturday, March 14th.  You will need the packets called “Hatchet: Guided Reading Packet” and the “Notice and Note Fiction Signposts for Hatchet Guided Reading Packet,” as well as your Hatchet book and Fiction Notice and Note Signpost bookmark resource tool.  They are in the red reading folder.  Since you have paper copies of materials needed for this assignment, there are no additional links or activities.

    As listed in the “Tasks” section: You may check your definition by looking up the word on dictionary.com.

    How is this assignment turned into the teacher?

    Please turn in your completed “Hatchet: Guided Reading Packet” and the “Notice and Note Fiction Signposts for Hatchet Guided Reading Packet,” and any work completed on additional paper to Mrs. Tomolonis when we return to school. 

    Lesson Date: Tuesday, March 24, 2020

    Hoot: Reading Grade 6/Level DRA 50-60 Day #5:

    Overview: Apply fluency and comprehension skills to answer questions on vocabulary study, understanding the story, a text-dependent analysis open ended question, and a one minute fluency read. 

    Estimated Time: Approximately 45 minutes

    Explanation:

    You have read chapters 1-15 of Hoot in class and chapters 16, 17, 18 through Distance Learning.  You have learned how to apply fluency and comprehension skills to answer questions on vocabulary study, understanding the story, a text-dependent analysis open ended question, and a one minute fluency read for previous chapters of Hoot and other guided reading books. 

    Quick Things to Know:

    1. The materials needed for the day are in your “Grab Bag” of materials that Mrs. Tomolonis delivered to your house on Saturday, March 14th. You will need the packets called “Hoot: Fluency Assessments” and “Hoot: Assessment Packet” as well as your Hoot book. They are in the red reading folder.  In addition, you will need something in your house that has a timer and a calculator like a cell phone. 

    Tasks:

    1.Do the Vocabulary Study for Chapters 16-18 page in your “Hoot: Assessment Packet.” You may use your Hoot book.  For the Match Up section, match the vocabulary words with their synonyms.  For the Best Word section, circle the word which works best in each sentence.  For the A Little Extra section, make a list of 3 words that describe how Officer Delinko feels when he realizes the owls are in danger.  Do the Understanding the Story for Chapters 16-18 page in your “Hoot: Assessment Packet.”  You may use your Hoot book.  For the Multiple Choice section, circle the choice that best answers each question.  For the Short Answer section, answer the question in complete sentences.  Make sure that you include what is the act and why it is a problem.  For the Long Answer section, answer the question on the RACES organizer on the page behind the Understanding the Story for Chapters 16-18 page.  For the A Little Extra section, answer both question parts in a complete sentence. 

    1. Do the Fluency Assessment for Chapters 16-18 page in your “Hoot: Fluency Assessment” packet. Turn to page 198 in your Hoot book. Give a family member the Fluency Assessment for Chapters 16-18 page in your Hoot: Fluency Assessment” packet.  Have them time you reading aloud for one minute.  Try to read with your best fluency and accuracy.  Have them circle any words that you get incorrect.  After a minute, count the total number of words read in a minute and write it next to WPM on the page.  Subtract the number of words read incorrectly from the total number of words to get the number of correct words read.  Divide the number of correct words read by the number of total words read to get your accuracy and write it next to Accuracy on the page.  Use a calculator or cell phone to do this. 

    Links/Activities:

    Mrs. Tomolonis delivered your “Grab Bag” of materials to your house on Saturday, March 14th.  You will need the packets called “Hoot: Fluency Assessments” and “Hoot: Assessment Packet” as well as your Hoot book.  They are in the red reading folder.  Since you have paper copies of materials needed for this assignment, there are no additional links or activities.

    How is this assignment turned into the teacher?

    Please turn in your completed “Hoot: Fluency Assessments Packet” and the “Hoot: Assessment Packet,” and any work completed on additional paper to Mrs. Tomolonis when we return to school. 

    Lesson Date: Tuesday, March 24, 2020

    How to Be Cool in Third Grade: Reading Grade 6/Level 30 Day #5:

    Overview: As read: Apply reading fluency and comprehension skills, Identify character traits to describe a character and create a character web, Answer comprehension questions about the main character and another character focused on the skill of inferencing

    Estimated Time: Approximately 45 minutes

    Explanation:

    You have read and discussed chapters 1-6 of How to Be Cool in Third Grade in class.  You have read and discussed chapters 7-10 of How to Be Cool in Third Grade through Distance Learning.   You learned that making an inference means using what you know/your own prior knowledge and using what is in the book/text clues to make an inference and including a because statement for why you think that.  You learned that character traits are words that we use to describe how a character acts.

    Quick Things to Know:

    1. The materials needed for the day are in your “Grab Bag” of materials that Mrs. Tomolonis delivered to your house on Saturday, March 14th. You will need the packet called “How to Be Cool in Third Grade: Guided Reading Packet” as well as your How to Be Cool in Third Grade book.They are in the red reading folder.

    Tasks:

    1.Read chapter 11 of How to Be Cool in Third Grade aloud with a family member.  Have a family member ask you oral comprehension questions as you read to check your understanding of the book and discuss the chapter together. Have them help you with your fluency accuracy as you read. 

    2.Review that making an inference means using what you know/your own prior knowledge and using what is in the book/text clues to make an inference and including a because statement for why you think that. 

    3.Review that character traits are words that we use to describe how a character acts.  Brainstorm a list of general character traits by making a list on paper with a family member.  Practice this skill by coming up with a character trait to describe some members of your family. 

    4.Do the page called Chapter 11 in the “How to Be Cool in Third Grade: Guided Reading Packet.”  For the first part, answer the comprehension question in a complete sentence and include a because statement.  For the second part, write four words that are character traits to describe Bo.  You may use the character trait list that you and a family member made earlier.  You may use your book to complete this page.

    Links/Activities:

    Mrs. Tomolonis delivered your “Grab Bag” of materials to your house on Saturday, March 14th.  You will need the packet called “How to Be Cool in Third Grade: Guided Reading Packet” as well as your How to Be Cool in Third Grade book. They are in the red reading folder.  Since you have paper copies of materials needed for this assignment, there are no additional links or activities.

    How is this assignment turned into the teacher?

    Please turn in your completed “How to Be Cool in Third Grade: Guided Reading Packet” and any work completed on additional paper to Mrs. Tomolonis when we return to school. 

    Lesson Date: Tuesday, March 24, 2020

    How to Be Cool in Third Grade: Reading Grade 5/Level 30 Day #5:

    Overview: As read: Apply reading fluency and comprehension skills, Identify character traits to describe a character and create a character web, Answer comprehension questions about the main character and another character focused on the skill of inferencing, Apply what you’ve learned about the our and oar pattern to decode and read words that have this pattern

    Estimated Time: Approximately 45 minutes

    Explanation:

    You have read and discussed chapters 1-6 of How to Be Cool in Third Grade in class.  You have read and discussed chapters 7-10 of How to Be Cool in Third Grade through Distance Learning.   You learned that making an inference means using what you know/your own prior knowledge and using what is in the book/text clues to make an inference and including a because statement for why you think that.  You learned that character traits are words that we use to describe how a character acts.  You have learned what sound the our and oar pattern makes and have decoded and read words that have this pattern.

    Quick Things to Know:

    1. The materials needed for the day are in your “Grab Bag” of materials that Mrs. Tomolonis delivered to your house on Saturday, March 14th. You will need the packet called “How to Be Cool in Third Grade: Guided Reading Packet” as well as your How to Be Cool in Third Grade book and the “Vowel Digraph Decoding Packet.” They are in the red reading folder. 

    Tasks:

    1.Read chapter 11 of How to Be Cool in Third Grade aloud with a family member.  Have a family member ask you oral comprehension questions as you read to check your understanding of the book and discuss the chapter together. Have them help you with your fluency accuracy as you read. 

    2.Review that making an inference means using what you know/your own prior knowledge and using what is in the book/text clues to make an inference and including a because statement for why you think that. 

    3.Review that character traits are words that we use to describe how a character acts.  Brainstorm a list of general character traits by making a list on paper with a family member.  Practice this skill by coming up with a character trait to describe some members of your family. 

    4.Do the page called Chapter 11 in the “How to Be Cool in Third Grade: Guided Reading Packet.”  For the first part, answer the comprehension question in a complete sentence and include a because statement.  For the second part, write four words that are character traits to describe Bo.  You may use the character trait list that you and a family member made earlier.  You may use your book to complete this page.

    5.Do the fifth page in your “Vowel Digraph Decoding Packet.”  Review what sound the our and oar pattern makes.  Read the words on the fifth page to a family member.  Have them put a star if you read the word correctly.  Have them put a circle if you read the word incorrectly.  Total the total number of words read correctly over the total number of words and use a calculator or cell phone to get your accuracy percentage. 

    Links/Activities:

    Mrs. Tomolonis delivered your “Grab Bag” of materials to your house on Saturday, March 14th.  You will need the packet called “How to Be Cool in Third Grade: Guided Reading Packet” as well as your How to Be Cool in Third Grade book and the “Vowel Digraph Decoding Packet.”. They are in the red reading folder.  Since you have paper copies of materials needed for this assignment, there are no additional links or activities.

    How is this assignment turned into the teacher?

    Please turn in your completed “How to Be Cool in Third Grade: Guided Reading Packet” and the “Vowel Digraph Decoding Packet.” and any work completed on additional paper to Mrs. Tomolonis when we return to school. 

    Lesson Date: Tuesday, March 24, 2020

    Writing Grade 6/ 5 Paragraph Level Day #5:

    Overview: Cards/Letters for Clover Meadows Healthcare and Rehabilitation Center Adults 

    Estimated Time: 25 minutes

    Explanation of Activity: Because of COVID-19, elderly people who live in nursing homes need to stay inside.  They are not allowed to have visitors.  They are feeling lonely.  Wouldn’t it be nice if we could share some sunshine and smiles with them? 

    Quick Things to Know: A friendly, positive message can go a long way in making someone’s day.  Colorful pictures make people smile.

    Tasks:

    1. Create a card or letter or mini poster for the elderly to make them smile. 
    2. Include 2-3 sentences with words of encouragement, a friendly quote, or a joke. 
    3. Draw a picture of something that would brighten someone’s day. 
    4. Take a picture of your artwork/letter and email it to Mrs. Tomolonis.  Mrs. Tomolonis’ e-mail is: stomolonis@cbsd.org. Mrs. Tomolonis will send it to the elderly at the nursing home!

    Link/Activity:

    There are no additional links or activities.  You may use any kind of paper and writing utensils (pencils, colored pencils, crayons, markers, etc.) that you have available at your house. 

    How is this assignment turned into the teacher?

    Take a picture of your artwork/letter and email it to Mrs. Tomolonis.  Mrs. Tomolonis’ e-mail is: stomolonis@cbsd.org. Mrs. Tomolonis will send it to the elderly at the nursing home!

    Lesson Date: Tuesday, March 24, 2020

    Writing Grade 6/ 3 Paragraph Level Day #5:

    Overview: Cards/Letters for Clover Meadows Healthcare and Rehabilitation Center Adults 

    Estimated Time: 25 minutes

    Explanation of Activity: Because of COVID-19, elderly people who live in nursing homes need to stay inside.  They are not allowed to have visitors.  They are feeling lonely.  Wouldn’t it be nice if we could share some sunshine and smiles with them? 

    Quick Things to Know: A friendly, positive message can go a long way in making someone’s day.  Colorful pictures make people smile.

    Tasks:

    1. Create a card or letter or mini poster for the elderly to make them smile. 
    2. Include 2-3 sentences with words of encouragement, a friendly quote, or a joke. 
    3. Draw a picture of something that would brighten someone’s day. 
    4. Take a picture of your artwork/letter and email it to Mrs. Tomolonis.  Mrs. Tomolonis’ e-mail is: stomolonis@cbsd.org. Mrs. Tomolonis will send it to the elderly at the nursing home!

    Link/Activity:

    There are no additional links or activities.  You may use any kind of paper and writing utensils (pencils, colored pencils, crayons, markers, etc.) that you have available at your house. 

    How is this assignment turned into the teacher?

    Take a picture of your artwork/letter and email it to Mrs. Tomolonis.  Mrs. Tomolonis’ e-mail is: stomolonis@cbsd.org. Mrs. Tomolonis will send it to the elderly at the nursing home!

    Monday, March 23, 2020

    Today's Inspirational Quote to Lift You Up: "Our greatest glory is not in never falling but in rising every time we fall."-Confucius

    Lesson Date: Monday, March 23, 2020

    Math Grade 6/Level 6/Day #4:

    Overview: Multiplying and Dividing Fractions

    Estimated Time: Approximately 30 minutes

    Explanation: Today you will review how to multiply and divide fractions. Then, you will apply your knowledge.

    Things to know:

    • Fractions have a numerator (top number) and a denominator (bottom number).
    • When multiplying fractions, multiply the numerators. Then, multiply the denominators. Simply the answer, if you are able.
    • When dividing fractions, remember the Keep Change Flip rule. When dividing fractions, write your number model. Keep the first fraction as is, change the division sign to a multiplication sign, finally reciprocate or flip the second fraction. Multiply the fractions and simply, if needed. · Please visit https://www.cbsd.org/Page/1511 to access tutorial videos related to accessing online Math in Focus resources.
    • There are no pre-made worksheets for today that are needed in your packet.

    Tasks:

    • Continue recording the daily temperature on your chart.
    • Self-made Questions:

    o You will need your number cards for this activity (the ones you made on Day 1/March 17th).

    o Take a pencil, pen, straw, etc. and place in in front of you to make a horizontal line. Place another pencil, pen, marker, straw, etc. and place in in front of you to make another horizontal line.

    o Flip over one number card and place it above one of the horizontal lines. Flip over a second number card and place it below one of the horizontal lines. Continue until you have two fractions.

    o Multiply or divide the fractions.

    o Repeat 8 times.

    • Catering Company Activity:

    o Imagine you are the owner of a catering company. Choose a recipe that you will make for a party. Consider a recipe that you would enjoy eating.

    o Your customer just called and said they need to triple the amount of people at the party. Multiply each of the ingredients by 3 and rewrite the ingredients list.

    o Your customer just called and said that five times as many people are coming to the party. Multiply each of the ingredients by 5 and rewrite the ingredients list.

    o Your customer just called and said that one-third of the people are coming to the party. Multiply each of the ingredients by one-third and rewrite the ingredients list. · Optional activity, play “SatisFraction” at http://www.gregtangmath.com/satisfraction

    Links/Activities:

    Mrs. Tomolonis delivered your “Grab Bag” of materials to your house on Saturday, March 14th.  There are no pre-made worksheets for today that are needed in your “Math in Focus Level 6 Distance Learning Activities” packet in the blue math folder.  Since there are nopre-made worksheets needed for today, there are no additional links or activities.

    As listed in the “Things to Know” section:

    Please visit https://www.cbsd.org/Page/1511 to access tutorial videos related to accessing online Math in Focus resources.

    As listed in the “Tasks” section:

    Optional activity, play “SatisFraction” at http://www.gregtangmath.com/satisfraction

    How is this assignment turned into the teacher?

    Please turn in your completed Math in Focus Level 6 Distance Learning Activities packet and any work completed on additional paper to Mrs. Tomolonis when we return to school. 

    Monday, March 23, 2020

    Lesson Date: Monday, March 23, 2020

    Math Grade 6/Level 4 Day #4:

    Overview: Subtracting Multi-Digit Numbers

    Estimated Time: Approximately 30 minutes

    Explanation:

    You can use what you know about place value to help you subtract multi-digit numbers.

    Quick Things to Know:

    1. For tutorials on how to access online Math in Focus resources using Ed Your Friend in Learning visit https://www.cbsd.org/Page/1511
    2. The materials needed for the day are in your “Grab Bag” of materials that Mrs. Tomolonis delivered to your house on Saturday, March 14th. You will need the packet called “Math in Focus Level 4 Distance Learning Activities” in the blue math folder.

    Tasks:

    1. Complete the page called Subtraction With Regrouping and the page behind it in the packet. If you are not sure how to answer a question, write a question mark. (?)
    2. Play Minus Mission https://www.mathplayground.com/ASB_MinusMission.html
    3. Log into Ed and open the Fact Fluency for Chapter 2. Complete activity 2C: Multiplying by 1, 3, and 4.

    Links/Activities:

    Mrs. Tomolonis delivered your “Grab Bag” of materials to your house on Saturday, March 14th.  You will need the packet called “Math in Focus Level 4 Distance Learning Activities” in the blue math folder.  Since you have paper copies of materials needed for this assignment, there are no additional links or activities.

    As listed in the “Things to Know” section: For tutorials on how to access online Math in Focus resources using Ed Your Friend in Learning visit https://www.cbsd.org/Page/1511

    As listed in the “Tasks” section: Play Minus Mission https://www.mathplayground.com/ASB_MinusMission.html

    How is this assignment turned into the teacher?

    Please turn in your completed Math in Focus Level 4 Distance Learning Activities packet and any work completed on additional paper to Mrs. Tomolonis when we return to school. 

    Lesson Date: Monday, March 23, 2020

    Hatchet: Reading Grade 6/Level DRA 40-50 Day #4:

    Overview: As read: Apply reading fluency and comprehension skills, Define vocabulary in context, Identify and write Fiction Notice and Note Signposts

    Estimated Time: Approximately 45 minutes

    Explanation:

    You have read chapters 1-15 of Hatchet in class.  You read chapter 16, 17, 18 through Distance Learning.  You have learned how to define vocabulary in context by using context clues.  You have learned how to identify and write Fiction Notice and Note Signposts by utilizing the framework on your Fiction Notice and Note Signpost bookmark resource tool. 

    Quick Things to Know:

    1. The materials needed for the day are in your “Grab Bag” of materials that Mrs. Tomolonis delivered to your house on Saturday, March 14th. You will need the packets called “Hatchet: Guided Reading Packet” and the “Notice and Note Fiction Signposts for Hatchet Guided Reading Packet,” as well as your Hatchet book and Fiction Notice and Note Signpost bookmark resource tool. They are in the red reading folder. 

    Tasks:

    1.Look over the vocabulary words on the Dictionary Detective for Chapters 16-Epilogue page in your “Hatchet: Guided Reading Packet.”  Be on the lookout for some of these words as you read chapter 19 of Hatchet.

    2.Read chapter 19 of Hatchet

    3.As you come across a vocabulary word, use context clues in the book to figure out what it means.  Write down the definition on the Dictionary Detective for Chapters 16-Epilogue page in your packet.  You may check your definition by looking up the word on dictionary.com

    4.Be on the lookout for at least one Fiction Notice and Note Signpost as your read the chapter.  Use your Fiction Notice and Note Signpost bookmark resource tool to write the signpost in your packet called “Notice and Note Fiction Signposts for Hatchet Guided Reading” packet.  Be sure to record the chapter and page, signpost code, and directly quote the signpost and explain its significance/importance.  Use the anchor questions on the bookmark resource tool to help you.

    Links/Activities:

    Mrs. Tomolonis delivered your “Grab Bag” of materials to your house on Saturday, March 14th.  You will need the packets called “Hatchet: Guided Reading Packet” and the “Notice and Note Fiction Signposts for Hatchet Guided Reading Packet,” as well as your Hatchet book and Fiction Notice and Note Signpost bookmark resource tool.  They are in the red reading folder.  Since you have paper copies of materials needed for this assignment, there are no additional links or activities.

    As listed in the “Tasks” section: You may check your definition by looking up the word on dictionary.com.

    How is this assignment turned into the teacher?

    Please turn in your completed “Hatchet: Guided Reading Packet” and the “Notice and Note Fiction Signposts for Hatchet Guided Reading Packet,” and any work completed on additional paper to Mrs. Tomolonis when we return to school. 

    Lesson Date: Monday, March 23, 2020

    Hoot: Reading Grade 6/Level DRA 50-60 Day #4:

    Overview: Write a summary of chapter 16-18 of Hoot including the following: giving the section a title, what happens/main events, favorite part, new words learned, and draw a picture that represents the section.  

    Estimated Time: Approximately 45 minutes

    Explanation:

    You have read chapters 1-15 of Hoot in class and chapters 16-18 through Distance Learning.  You have learned how to write a chapter summary of several chapters by writing them for previous chapters of Hoot and other guided reading books. 

    Quick Things to Know:

    1. The materials needed for the day are in your “Grab Bag” of materials that Mrs. Tomolonis delivered to your house on Saturday, March 14th. You will need the packets called “Hoot: Guided Reading Packet” and the “Notice and Note Fiction Signposts for Hoot Guided Reading Packet,” as well as your Hoot book. They are in the red reading folder. 

    Tasks:

    1.Complete the Chapter Summary for Chapters 16-18 page in your “Hoot: Guided Reading Packet.”  You may use your Hoot book and the “Notice and Note Fiction Signposts for Hoot Guided Reading Packet.”  Make sure that you include: giving the section a title and why, what happens/main events, favorite part and why, new words learned, and draw a picture that represents the section.  

    1. When you finish, study your vocabulary words on the Dictionary Detective Chapters 16-18 page in your “Hoot: Guided Reading Packet” and look over your Notice and Note Fiction Signposts for Chapters 16-18 in your “Notice and Note Fiction Signposts for Hoot Guided Reading Packet” in preparation for your work in reading on Monday.

    Links/Activities:

    Mrs. Tomolonis delivered your “Grab Bag” of materials to your house on Saturday, March 14th.  You will need the packets called “Hoot: Guided Reading Packet” and the “Notice and Note Fiction Signposts for Hoot Guided Reading Packet,” as well as your Hoot book.  They are in the red reading folder.  Since you have paper copies of materials needed for this assignment, there are no additional links or activities.

    How is this assignment turned into the teacher?

    Please turn in your completed “Hoot: Guided Reading Packet” and the “Notice and Note Fiction Signposts for Hoot Guided Reading Packet,” and any work completed on additional paper to Mrs. Tomolonis when we return to school. 

    Lesson Date: Monday, March 23, 2020

    How to Be Cool in Third Grade: Reading Grade 6/Level 30 Day #4:

    Overview: As read: Apply reading fluency and comprehension skills, Compare and contrast the main character’s first and second morning of school by completing a venn diagram, Answer a comprehension question about the main character focused on the skills of inferencing

    Estimated Time: Approximately 45 minutes

    Explanation:

    You have read and discussed chapters 1-6 of How to Be Cool in Third Grade in class.  You have read and discussed chapters 7-9 of How to Be Cool in Third Grade through Distance Learning.   You learned that making an inference means using what you know/your own prior knowledge and using what is in the book/text clues to make an inference and including a because statement for why you think that.  You learned that comparing means how two things are alike/similar.  You learned that contrasting means how two things are different.

    Quick Things to Know:

    1. The materials needed for the day are in your “Grab Bag” of materials that Mrs. Tomolonis delivered to your house on Saturday, March 14th. You will need the packet called “How to Be Cool in Third Grade: Guided Reading Packet” as well as your How to Be Cool in Third Grade book.They are in the red reading folder.

    Tasks:

    1.Read chapter 10 of How to Be Cool in Third Grade aloud with a family member.  Have a family member ask you oral comprehension questions as you read to check your understanding of the book and discuss the chapter together. Have them help you with your fluency accuracy as you read. 

    2.Review that making an inference means using what you know/your own prior knowledge and using what is in the book/text clues to make an inference and including a because statement for why you think that. 

    3.Review that comparing means how two things are alike/similar.  Review that contrasting means how two things are different.

    4.Do the page called Chapter 10 in the “How to Be Cool in Third Grade: Guided Reading Packet.”  For the first part, fill in the venn diagram comparing and contrasting Robbie’s first and second morning of school.  You may bullet your answers.  Differences go in the non-overlapping parts of the circles.  Similarities go in the overlapping parts of the circles.  For the second part, answer the comprehension question in a complete sentence and include a because statement.  You may use your book to complete this page.

    Links/Activities:

    Mrs. Tomolonis delivered your “Grab Bag” of materials to your house on Saturday, March 14th.  You will need the packet called “How to Be Cool in Third Grade: Guided Reading Packet” as well as your How to Be Cool in Third Grade book. They are in the red reading folder.  Since you have paper copies of materials needed for this assignment, there are no additional links or activities.

    How is this assignment turned into the teacher?

    Please turn in your completed “How to Be Cool in Third Grade: Guided Reading Packet” and any work completed on additional paper to Mrs. Tomolonis when we return to school. 

    Lesson Date: Monday, March 23, 2020

    How to Be Cool in Third Grade: Reading Grade 5/Level 30 Day #4:

    Overview: As read: Apply reading fluency and comprehension skills, Compare and contrast the main character’s first and second morning of school by completing a venn diagram, Answer a comprehension question about the main character focused on the skills of inferencing, Apply what you’ve learned about the or and ore pattern to decode and read words that have this pattern

    Estimated Time: Approximately 45 minutes

    Explanation:

    You have read and discussed chapters 1-6 of How to Be Cool in Third Grade in class.  You have read and discussed chapters 7-9 of How to Be Cool in Third Grade through Distance Learning.   You learned that making an inference means using what you know/your own prior knowledge and using what is in the book/text clues to make an inference and including a because statement for why you think that.  You learned that comparing means how two things are alike/similar.  You learned that contrasting means how two things are different. You have learned what sound the ou and ough pattern makes and have decoded and read words that have this pattern.

    Quick Things to Know:

    1. The materials needed for the day are in your “Grab Bag” of materials that Mrs. Tomolonis delivered to your house on Saturday, March 14th. You will need the packet called “How to Be Cool in Third Grade: Guided Reading Packet” as well as your How to Be Cool in Third Grade book and the “Vowel Digraph Decoding Packet.” They are in the red reading folder. You will also need a calculator or cell phone that has calculator access.

    Tasks:

    1.Read chapter 10 of How to Be Cool in Third Grade aloud with a family member.  Have a family member ask you oral comprehension questions as you read to check your understanding of the book and discuss the chapter together. Have them help you with your fluency accuracy as you read. 

    2.Review that making an inference means using what you know/your own prior knowledge and using what is in the book/text clues to make an inference and including a because statement for why you think that. 

    3.Review that comparing means how two things are alike/similar.  Review that contrasting means how two things are different.

    4.Do the page called Chapter 10 in the “How to Be Cool in Third Grade: Guided Reading Packet.”  For the first part, fill in the venn diagram comparing and contrasting Robbie’s first and second morning of school.  You may bullet your answers.  Differences go in the non-overlapping parts of the circles.  Similarities go in the overlapping parts of the circles.  For the second part, answer the comprehension question in a complete sentence and include a because statement.  You may use your book to complete this page.

    5.Do the fourth page in your “Vowel Digraph Decoding Packet.”  Review what sound the or and ore pattern makes.  Read the words on the fourth page to a family member.  Have them put a star if you read the word correctly.  Have them put a circle if you read the word incorrectly.  Total the total number of words read correctly over the total number of words and use a calculator or cell phone to get your accuracy percentage. 

    Links/Activities:

    Mrs. Tomolonis delivered your “Grab Bag” of materials to your house on Saturday, March 14th.  You will need the packet called “How to Be Cool in Third Grade: Guided Reading Packet” as well as your How to Be Cool in Third Grade book and the “Vowel Digraph Decoding Packet.” They are in the red reading folder.  Since you have paper copies of materials needed for this assignment, there are no additional links or activities.

    How is this assignment turned into the teacher?

    Please turn in your completed “How to Be Cool in Third Grade: Guided Reading Packet,” “Vowel Digraph Decoding Packet,” and any work completed on additional paper to Mrs. Tomolonis when we return to school. 

    Lesson Date: Monday, March 23, 2020

    Guided Argumentative Writing Piece: Writing Grade 6/ 5 Paragraph Level Day #4:

    Overview: Utilize a revising checklist and an editing checklist to edit and revise rough draft and make changes to final piece of a 5 paragraph guided argumentative writing piece.

    Estimated Time: Approximately 25 minutes

    Explanation:

    You wrote a pre-instruction argumentative writing piece at the beginning of our argumentative writing unit.  You wrote a proposal and selected a topic for your guided argumentative writing piece.  We examined models of argumentative writing pieces and identified the parts of an argumentative writing piece.  You researched and found at least 3 credible sources on your topic.  You highlighted and took notes on your topic.  You identified 3 reasons based on your notetaking.  You completed an Argumentative Topic Prewriting Organizer for your 3 body paragraphs on your 3 reasons.  You completed rough draft organizers on reasons 1, 2, 3 body paragraphs.  You completed an introduction organizer and typed your introduction paragraph for your guided argumentative writing piece.  You completed a conclusion organizer and typed your conclusion paragraph for your guided argumentative writing piece.  You typed your 5 paragraph rough draft for your guided argumentative writing piece and formatted it on Word on Office 365.  You have experience using revising and editing checklists for other genres in writing.  You have knowledge of the writing process.  You learned that you cannot use I, me, you, my, or personal information in an argumentative writing piece.

    Quick Things to Know:

    1. The materials needed for the day are in your “Grab Bag” of materials that Mrs. Tomolonis delivered to your house on Saturday, March 14th. You will need the packet called “Argumentative Writing: Guided Writing Piece.” It is in the green writing folder. 

    Tasks:

    1.Open the rough draft of the 5 paragraph guided argumentative writing piece that you typed on Thursday.  If you were able to log into your Office 365 account, it should be there.  If not, you should have saved it in Word on the device you are using at home.

    1. To revise and edit your writing piece, print out a hard copy of your paper and use a pen or colored pencil to make your changes.
    2. Revise your writing piece using the “Independent Opinion/Argumentative Writing Checklist” that is in your packet.

    4.Edit your writing piece using the “Argumentative/Opinion Editing Checklist” that is in your packet.

    1. If there are elements that are not in your writing piece that are on the checklist, make sure that you add them into your writing piece. After you have revised and edited, make all of your changes to your typed writing piece on the computer.
    2. Reminders:

    *Use Times New Roman, size 12 font, double space.  Log into your Office 365 account if you can. 

    *Your order for your guided opinion/argumentative writing piece should be introduction sentences, body paragraph 1, body paragraph 2, body paragraph 3, conclusion sentences. 

    *Your header in the top left corner should be your first and last name, Trimester 2, Mrs. Tomolonis, Guided Argumentative Writing Piece. 

    7.Make sure that you save your writing piece.  Print a copy of your final piece for yourself.  E-mail your final copy to Mrs. Tomolonis at: stomolonis@cbsd.org

    Links/Activities:

    Mrs. Tomolonis delivered your “Grab Bag” of materials to your house on Saturday, March 14th.  You will need the packet called “Argumentative Writing: Guided Writing Piece.”  It is in the green writing folder.  Since you have paper copies of materials needed for this assignment, there are no additional links or activities.

    As listed in the “Tasks” section: You may use a computer or iPad to make changes to your 5 paragraph writing piece after revising and editing.  E-mail Mrs. Tomolonis your final copy.  Log into your Office 365 account if you can.  Make sure that you save your writing piece. 

    How is this assignment turned into the teacher?

    You will turn in your completed five paragraph guided argumentative writing piece by e-mail to Mrs. Tomolonis at stomolonis@cbsd.org on Monday, March 23, 2020.

    Lesson Date: Monday, March 23, 2020

    Guided Opinion/Argumentative Writing Piece: Writing Grade 6/ 3 Paragraph Level Day #4:

    Overview: Utilize an editing checklist to edit and revise rough draft and make changes to final piece of a 3 paragraph with introduction sentences and conclusion sentences guided opinion/argumentative writing piece.

    Estimated Time: Approximately 25 minutes

    Explanation:

    You wrote a pre-instruction opinion/argumentative writing piece at the beginning of our opinion/argumentative writing unit.  You wrote a proposal and selected a topic for your guided opinion/argumentative writing piece.  We examined models of opinion/argumentative writing pieces and identified the parts of an opinion/argumentative writing piece.  You researched and found at least 3 credible sources on your topic.  You highlighted and took notes on your topic.  You identified 3 reasons based on your notetaking.  You completed an Opinion/Argumentative Topic Prewriting Organizer for your 3 body paragraphs on your 3 reasons.  You completed rough draft organizers on reasons 1, 2, 3 body paragraphs.  You completed an introduction organizer and typed your introduction sentences for your guided opinion/argumentative writing piece.  You completed a conclusion organizer and typed your conclusion sentences for your guided opinion/argumentative writing piece.  You typed your 3 paragraph rough draft for your guided opinion/argumentative writing piece and formatted it on Word on Office 365.  You have experience using editing checklists for other genres in writing.  You have knowledge of the writing process.  You learned that you cannot use I, me, you, my, or personal information in an opinion/argumentative writing piece.

    Quick Things to Know:

    1. The materials needed for the day are in your “Grab Bag” of materials that Mrs. Tomolonis delivered to your house on Saturday, March 14th. You will need the packet called “Argumentative Writing: Guided Writing Piece.” It is in the green writing folder. 

    Tasks:

    1.Open the rough draft of the 3 paragraph guided opinion/argumentative writing piece that you typed on Thursday.  If you were able to log into your Office 365 account, it should be there.  If not, you should have saved it in Word on the device you are using at home.

    1. To edit your writing piece, print out a hard copy of your paper and use a pen or colored pencil to make your changes.
    2. Have a family member write an editing checklist on a piece of paper for you. It should say the following:

    *I used a capital letter at the beginning of each sentence. 

    *I used a punctuation mark at the end of each sentence.

    *I used correct spelling throughout my writing piece.

    *I indented the beginning of each paragraph.

    *I used correct spacing between words throughout my writing piece.

    Check off each step of the checklist after you complete it. 

    4.Edit your writing piece using this checklist.

    1. If there are elements that are not in your writing piece that are on the checklist, make sure that you add them into your writing piece. After you have edited, make all of your changes to your typed writing piece on the computer.
    2. Reminders:

    *Use Times New Roman, size 12 font, double space.  Log into your Office 365 account if you can. 

    *Your order for your guided opinion/argumentative writing piece should be introduction sentences, body paragraph 1, body paragraph 2, body paragraph 3, conclusion sentences. 

    *Your header in the top left corner should be your first and last name, Trimester 2, Mrs. Tomolonis, Guided Argumentative Writing Piece. 

    7.Make sure that you save your writing piece.  Print a copy of your final piece for yourself.  E-mail your final copy to Mrs. Tomolonis at: stomolonis@cbsd.org

    Links/Activities:

    Mrs. Tomolonis delivered your “Grab Bag” of materials to your house on Saturday, March 14th.  You will need the packet called “Argumentative Writing: Guided Writing Piece.”  It is in the green writing folder.  Since you have paper copies of materials needed for this assignment, there are no additional links or activities.

    As listed in the “Tasks” section: You may use a computer or iPad to make changes to your 3 paragraph writing piece with introduction sentences and conclusion sentences after editing.  E-mail Mrs. Tomolonis your final copy.  Log into your Office 365 account if you can.  Make sure that you save your writing piece. 

    How is this assignment turned into the teacher?

    You will turn in your completed three paragraph with introduction sentences and conclusion sentences of your guided opinion/argumentative writing piece by e-mail to Mrs. Tomolonis at stomolonis@cbsd.org on Monday, March 23, 2020.

    Friday, March 20, 2020

    Today's Inspirational Quote to Lift You Up: "It might be storming now, but rain doesn't last forever."

    We are extremely appreciative of the time that parents and their children have spent engaging in learning activities this week.  Thank you for partnering with us as we adapt to this new challenge.

    In recognition of all your hard work and flexibility, today is “Friday Fun Day”! Take the day and enjoy some time for yourself and your family. No new lessons or assignments will be posted.  Mrs. Tomolonis and the other teachers at Mill Creek are officially "offline" until Monday.  New lessons and assignments will be posted on Monday.  Mrs. Tomolonis will be available to field questions via e-mail on Monday.  Today, if you would like to, check out some of the other resources and activities on this website today. 

     Thursday, March 19, 2020

    Today's Inspirational Quote to Lift You Up: "If plan A doesn't work out, the alphabet has 25 more letters."

    MATH ASSIGNMENTS:

    Lesson Date: Thursday, March 19, 2020

    Math Grade 6/Level 6/Day #3:

    Overview: Adding and Subtracting Fractions

    Estimated Time: Approximately 45 minutes

    Explanation: Today you will review adding and subtracting fractions. Then, you will apply your knowledge to both create and answer a few problems.

    Things to know:

    • Fractions have a numerator (top number) and a denominator (bottom number).
    • You will be adding and subtraction fractions with like denominators.
    • You will be adding and subtracting fractions with unlike denominators.
    • To find an equivalent fraction, multiply the numerator and denominator by the same number. · Please visit https://www.cbsd.org/Page/1511 to access tutorial videos related to accessing online Math in Focus resources.
    • The materials needed for the day are in your “Grab Bag” of materials that Mrs. Tomolonis delivered to your house on Saturday, March 14th.  You will need the packet called “Math in Focus Level 6 Distance Learning Activities” in the blue math folder. 

    Tasks:

    • Continue recording the daily temperature on your chart.
    • Fraction Flip:

    o You will need your number cards for this activity (the ones you made on Day 1/March 17th).

    o Take a pencil, pen, straw, etc. and place in in front of you to make a horizontal line.

    o Flip over one number card and place it above the horizontal line. Flip over a second number card and place it below the horizontal line.

    o Read the fraction you created, then share one equivalent fraction.

    o Repeat Fraction Flip 10 times.

    • Finish the Adding and Subtracting Fractions Worksheet.  It is on page 6 in the packet.

    o It is fine to rewrite the problems on a separate piece of paper to complete.

    • Self-made Questions:

    o You will need your number cards for this activity (the ones you made on Day 1/March 17th).

    o Take a pencil, pen, straw, etc. and place in in front of you to make a horizontal line. Place another pencil, pen, marker, straw, etc. and place in in front of you to make another horizontal line.

    o Flip over one number card and place it above one of the horizontal lines. Flip over a second number card and place it below one of the horizontal lines. Continue until you have two fractions.

    o Add or subtract the fractions. Repeat 6 times.

    Links/Activities:

    Mrs. Tomolonis delivered your “Grab Bag” of materials to your house on Saturday, March 14th.  You will need the packet called “Math in Focus Level 6 Distance Learning Activities” in the blue math folder.  Since you have paper copies of materials needed for this assignment, there are no additional links or activities.

    As listed in the “Things to Know” section:

    • Please visit https://www.cbsd.org/Page/1511 to access tutorial videos related to accessing online Math in Focus resources.

    How is this assignment turned into the teacher?

    Please turn in your completed Math in Focus Level 6 Distance Learning Activities packet and any work completed on additional paper to Mrs. Tomolonis when we return to school. 

    Lesson Date: Thursday, March 19, 2020

    Math Grade 6/Level 4 Day #3:

    Overview: Adding Multi-Digit Numbers

    Estimated Time: Approximately 45 minutes

    Explanation:

    You can use what you know about place value to help you add multi-digit numbers.

    Quick Things to Know:

    1. For tutorials on how to access online Math in Focus resources using Ed Your Friend in Learning visit https://www.cbsd.org/Page/1511
    2. The materials needed for the day are in your “Grab Bag” of materials that Mrs. Tomolonis delivered to your house on Saturday, March 14th.  You will need the packet called “Math in Focus Level 4 Distance Learning Activities” in the blue math folder

    Tasks:

    1. Complete the page called Addition With Regrouping and the page behind it in the math packet. If you are not sure how to answer a question, write a question mark. (?)
    2. Practice your fast facts by doing Pet Bingo (free iPad app).
    3. Optional: Play Addition Snake https://www.mathplayground.com/addition_snake.html

    Links/Activities:

    Mrs. Tomolonis delivered your “Grab Bag” of materials to your house on Saturday, March 14th.  You will need the packet called “Math in Focus Level 4 Distance Learning Activities” in the blue math folder.  Since you have paper copies of materials needed for this assignment, there are no additional links or activities.

    As listed in the “Things to Know” section: For tutorials on how to access online Math in Focus resources using Ed Your Friend in Learning visit https://www.cbsd.org/Page/1511

    As listed in the “Tasks” section: Optional: Play Addition Snake https://www.mathplayground.com/addition_snake.html

    How is this assignment turned into the teacher?

    Please turn in your completed Math in Focus Level 4 Distance Learning Activities packet and any work completed on additional paper to Mrs. Tomolonis when we return to school. 

    READING ASSIGNMENTS:

    Lesson Date: Thursday, March 19, 2020

    Hatchet: Reading Grade 6/Level DRA 40-50 Day #3:

    Overview: As read: Apply reading fluency and comprehension skills, Define vocabulary in context, Identify and write Fiction Notice and Note Signposts

    Estimated Time: Approximately 60 minutes

    Explanation:

    You have read chapters 1-15 of Hatchet in class.  You read chapter 16-17 through Distance Learning.  You have learned how to define vocabulary in context by using context clues.  You have learned how to identify and write Fiction Notice and Note Signposts by utilizing the framework on your Fiction Notice and Note Signpost bookmark resource tool. 

    Quick Things to Know:

    1. The materials needed for the day are in your “Grab Bag” of materials that Mrs. Tomolonis delivered to your house on Saturday, March 14th.  You will need the packets called “Hatchet: Guided Reading Packet” and the “Notice and Note Fiction Signposts for Hatchet Guided Reading Packet,” as well as your Hatchet book and Fiction Notice and Note Signpost bookmark resource tool.  They are in the red reading folder. 

    Tasks:

    1.Look over the vocabulary words on the Dictionary Detective for Chapters 16-Epilogue page in your “Hatchet: Guided Reading Packet.”  Be on the lookout for some of these words as you read chapter 18 of Hatchet.

    2.Read chapter 18 of Hatchet. 

    3.As you come across a vocabulary word, use context clues in the book to figure out what it means.  Write down the definition on the Dictionary Detective for Chapters 16-Epilogue page in your packet.  You may check your definition by looking up the word on dictionary.com. 

    4.Be on the lookout for at least one Fiction Notice and Note Signpost as your read the chapter.  Use your Fiction Notice and Note Signpost bookmark resource tool to write the signpost in your packet called “Notice and Note Fiction Signposts for Hatchet Guided Reading” packet.  Be sure to record the chapter and page, signpost code, and directly quote the signpost and explain its significance/importance.  Use the anchor questions on the bookmark resource tool to help you.

    Links/Activities:

    Mrs. Tomolonis delivered your “Grab Bag” of materials to your house on Saturday, March 14th.  You will need the packets called “Hatchet: Guided Reading Packet” and the “Notice and Note Fiction Signposts for Hatchet Guided Reading Packet,” as well as your Hatchet book and Fiction Notice and Note Signpost bookmark resource tool.  They are in the red reading folder.  Since you have paper copies of materials needed for this assignment, there are no additional links or activities.

    As listed in the “Tasks” section: You may check your definition by looking up the word on dictionary.com.

    How is this assignment turned into the teacher?

    Please turn in your completed “Hatchet: Guided Reading Packet” and the “Notice and Note Fiction Signposts for Hatchet Guided Reading Packet,” and any work completed on additional paper to Mrs. Tomolonis when we return to school. 

    Lesson Date: Thursday, March 19, 2020

    Hoot: Reading Grade 6/Level DRA 50-60 Day #3:

    Overview: As read: Apply reading fluency and comprehension skills, Define vocabulary in context, Identify and write Fiction Notice and Note Signposts

    Estimated Time: Approximately 60 minutes

    Explanation:

    You have read chapters 1-15 of Hoot in class.  You read chapters 16-17 of Hoot through Distance Learning.  You have learned how to define vocabulary in context by using context clues.  You have learned how to identify and write Fiction Notice and Note Signposts by utilizing the framework on your Fiction Notice and Note Signpost bookmark resource tool. 

    Quick Things to Know:

    1. The materials needed for the day are in your “Grab Bag” of materials that Mrs. Tomolonis delivered to your house on Saturday, March 14th.  You will need the packets called “Hoot: Guided Reading Packet” and the “Notice and Note Fiction Signposts for Hoot Guided Reading Packet,” as well as your Hoot book and Fiction Notice and Note Signpost bookmark resource tool.  They are in the red reading folder. 

    Tasks:

    1. Look over the vocabulary words on the Dictionary Detective for Chapters 16-18 page in your “Hoot: Guided Reading Packet.”  Be on the lookout for some of these words as you read chapter 18 of Hoot.
    2. Read chapter 18 of Hoot. 
    3. As you come across a vocabulary word, use context clues in the book to figure out what it means.  Write down the definition on the Dictionary Detective for Chapters 16-18 page in your packet.  You may check your definition by looking up the word on dictionary.com. 
    4. Be on the lookout for at least one Fiction Notice and Note Signpost as your read the chapter.  Use your Fiction Notice and Note Signpost bookmark resource tool to write the signpost in your packet called “Notice and Note Fiction Signposts for Hoot Guided Reading” packet.  Be sure to record the chapter and page, signpost code, and directly quote the signpost and explain its significance/importance.  Use the anchor questions on the bookmark resource tool to help you.

    Links/Activities:

    Mrs. Tomolonis delivered your “Grab Bag” of materials to your house on Saturday, March 14th.  You will need the packets called “Hoot: Guided Reading Packet” and the “Notice and Note Fiction Signposts for Hoot Guided Reading Packet,” as well as your Hoot book and Fiction Notice and Note Signpost bookmark resource tool.  They are in the red reading folder.  Since you have paper copies of materials needed for this assignment, there are no additional links or activities.

    As listed in the “Tasks” section: You may check your definition by looking up the word on dictionary.com.

    How is this assignment turned into the teacher?

    Please turn in your completed “Hoot: Guided Reading Packet” and the “Notice and Note Fiction Signposts for Hoot Guided Reading Packet,” and any work completed on additional paper to Mrs. Tomolonis when we return to school. 

    Lesson Date: Thursday, March 19, 2020

    How to Be Cool in Third Grade: Reading Grade 6/Level 30 Day #3:

    Overview: As read: Apply reading fluency and comprehension skills, Answer comprehension questions about what you read focused on the skills of inferencing

    Estimated Time: Approximately 60 minutes

    Explanation:

    You have read and discussed chapters 1-6 of How to Be Cool in Third Grade in class.  You have read and discussed chapters 7-8 of How to Be Cool in Third Grade through Distance Learning.   You learned that making an inference means using what you know/your own prior knowledge and using what is in the book/text clues to make an inference and including a because statement for why you think that. 

    Quick Things to Know:

    1. The materials needed for the day are in your “Grab Bag” of materials that Mrs. Tomolonis delivered to your house on Saturday, March 14th.  You will need the packet called “How to Be Cool in Third Grade: Guided Reading Packet” as well as your How to Be Cool in Third Grade book.They are in the red reading folder. 

    Tasks:

    1.Read chapter 9 of How to Be Cool in Third Grade aloud with a family member.  Have a family member ask you oral comprehension questions as you read to check your understanding of the book and discuss the chapter together. Have them help you with your fluency accuracy as you read. 

    2.Review that making an inference means using what you know/your own prior knowledge and using what is in the book/text clues to make an inference and including a because statement for why you think that. 

    3.Do the page called Chapter 9 in the “How to Be Cool in Third Grade: Guided Reading Packet.”  Answer the 3 comprehension questions in a complete sentence and include a because statement.  For the last question, come up with a good title for the book instead of How to Be Cool in Third Grade and write it on the line.  You may use your book. 

    Links/Activities:

    Mrs. Tomolonis delivered your “Grab Bag” of materials to your house on Saturday, March 14th.  You will need the packet called “How to Be Cool in Third Grade: Guided Reading Packet” as well as your How to Be Cool in Third Grade book. They are in the red reading folder.  Since you have paper copies of materials needed for this assignment, there are no additional links or activities.

    How is this assignment turned into the teacher?

    Please turn in your completed “How to Be Cool in Third Grade: Guided Reading Packet” and any work completed on additional paper to Mrs. Tomolonis when we return to school. 

    Lesson Date: Thursday, March 19, 2020

    How to Be Cool in Third Grade: Reading Grade 5/Level 30 Day #3:

    Overview: As read: Apply reading fluency and comprehension skills, Answer comprehension questions about what you read focused on the skills of inferencing, Apply what you’ve learned about the ou and ough pattern to decode and read words that have this pattern

    Estimated Time: Approximately 60 minutes

    Explanation:

    You have read and discussed chapters 1-6 of How to Be Cool in Third Grade in class.  You have read and discussed chapters 7-8 of How to Be Cool in Third Grade through Distance Learning.   You learned that making an inference means using what you know/your own prior knowledge and using what is in the book/text clues to make an inference and including a because statement for why you think that.  You have learned what sound the ou and ough pattern makes and have decoded and read words that have this pattern.

    Quick Things to Know:

    1. The materials needed for the day are in your “Grab Bag” of materials that Mrs. Tomolonis delivered to your house on Saturday, March 14th.  You will need the packet called “How to Be Cool in Third Grade: Guided Reading Packet” as well as your How to Be Cool in Third Grade book and the “Vowel Digraph Decoding Packet.” They are in the red reading folder.  You will also need a calculator or cell phone that has calculator access.

    Tasks:

    1.Read chapter 9 of How to Be Cool in Third Grade aloud with a family member.  Have a family member ask you oral comprehension questions as you read to check your understanding of the book and discuss the chapter together. Have them help you with your fluency accuracy as you read. 

    2.Review that making an inference means using what you know/your own prior knowledge and using what is in the book/text clues to make an inference and including a because statement for why you think that. 

    3.Do the page called Chapter 9 in the “How to Be Cool in Third Grade: Guided Reading Packet.”  Answer the 3 comprehension questions in a complete sentence and include a because statement.  For the last question, come up with a good title for the book instead of How to Be Cool in Third Grade and write it on the line.  You may use your book. 

    1. Do the third page in your “Vowel Digraph Decoding Packet.”  Review what sound the ou and iugh pattern makes.  Read the words on the third page to a family member.  Have them put a star if you read the word correctly.  Have them put a circle if you read the word incorrectly.  Total the total number of words read correctly over the total number of words and use a calculator or cell phone to get your accuracy percentage. 

    Links/Activities:

    Mrs. Tomolonis delivered your “Grab Bag” of materials to your house on Saturday, March 14th.  You will need the packet called “How to Be Cool in Third Grade: Guided Reading Packet” as well as your How to Be Cool in Third Grade book and the “Vowel Digraph Decoding Packet.” They are in the red reading folder.  Since you have paper copies of materials needed for this assignment, there are no additional links or activities.

    How is this assignment turned into the teacher?

    Please turn in your completed “How to Be Cool in Third Grade: Guided Reading Packet,” the “Vowel Digraph Decoding Packet,” and any work completed on additional paper to Mrs. Tomolonis when we return to school. 

    WRITING ASSIGNMENTS:

    Lesson Date: Thursday, March 19, 2020

    Guided Argumentative Writing Piece: Writing Grade 6/ 5 Paragraph Level Day #3:

    Overview: Utilize rough draft organizers on reasons 1, 2, 3 body paragraphs, introduction organizer, conclusion organizer to type a rough draft of a 5 paragraph guided argumentative writing piece

    Estimated Time: Approximately 45 minutes

    Explanation:

    You wrote a pre-instruction argumentative writing piece at the beginning of our argumentative writing unit.  You wrote a proposal and selected a topic for your guided argumentative writing piece.  We examined models of argumentative writing pieces and identified the parts of an argumentative writing piece.  You researched and found at least 3 credible sources on your topic.  You highlighted and took notes on your topic.  You identified 3 reasons based on your notetaking.  You completed an Argumentative Topic Prewriting Organizer for your 3 body paragraphs on your 3 reasons.  You completed rough draft organizers on reasons 1, 2, 3 body paragraphs.  You completed an introduction organizer and typed your introduction paragraph for your guided argumentative writing piece.  You completed a conclusion organizer and typed your conclusion paragraph for your guided argumentative writing piece.  You have knowledge of how to type five paragraph papers and format them on Word on Office 365.  You have knowledge of the writing process.  You learned that you cannot use I, me, you, my, or personal information in an argumentative writing piece.

    Quick Things to Know:

    1. The materials needed for the day are in your “Grab Bag” of materials that Mrs. Tomolonis delivered to your house on Saturday, March 14th.  You will need the packet called “Argumentative Writing: Guided Writing Piece.”  It is in the green writing folder. 

    Tasks:

    1.Open the introduction paragraph and the conclusion paragraph that you typed on Tuesday and Wednesday. 

    2.Use the rough draft organizers on reasons 1, 2, 3 body paragraphs to type your 3 body paragraphs.  Use Times New Roman, size 12 font, double space.  Log into your Office 365 account if you can. 

    1. Your order for your guided opinion/argumentative writing piece should be introduction sentences, body paragraph 1, body paragraph 2, body paragraph 3, conclusion sentences. 
    2. Your header in the top left corner should be your first and last name, Trimester 2, Mrs. Tomolonis, Guided Argumentative Writing Piece.  Make sure that you save your writing piece. 
    3. On Friday you will be revising and editing your writing piece with revising and editing checklists, making changes to your typed copy, and e-mailing your final copy to Mrs. Tomolonis.

    Links/Activities:

    Mrs. Tomolonis delivered your “Grab Bag” of materials to your house on Saturday, March 14th.  You will need the packet called “Argumentative Writing: Guided Writing Piece.”  It is in the green writing folder.  Since you have paper copies of materials needed for this assignment, there are no additional links or activities.

    As listed in the “Tasks” section: You may use a computer or iPad to type your body paragraphs 1, 2, 3.  Log into your Office 365 account if you can.  Make sure that you save your writing piece. 

    How is this assignment turned into the teacher?

    You will turn in your completed five paragraph guided argumentative writing piece by e-mail to Mrs. Tomolonis at stomolonis@cbsd.org on Friday, March 20th. 

    Lesson Date: Thursday, March 19, 2020

    Guided Argumentative Writing Piece: Writing Grade 6/ 3 Paragraph Level Day #3:

    Overview: Utilize rough draft organizers on reasons 1, 2, 3 body paragraphs, introduction sentences organizer, conclusion sentences organizer to type a rough draft of a 3 paragraph guided opinion/argumentative writing piece

    Estimated Time: Approximately 45 minutes

    Explanation:

    You wrote a pre-instruction opinion/argumentative writing piece at the beginning of our opinion/argumentative writing unit.  You wrote a proposal and selected a topic for your guided opinion/argumentative writing piece.  We examined models of opinion/argumentative writing pieces and identified the parts of an opinion/argumentative writing piece.  You researched and found at least 3 credible sources on your topic.  You highlighted and took notes on your topic.  You identified 3 reasons based on your notetaking.  You completed an Opinion/Argumentative Topic Prewriting Organizer for your 3 body paragraphs on your 3 reasons.  You completed rough draft organizers on reasons 1, 2, 3 body paragraphs.  You completed an introduction organizer and typed your introduction sentences for your guided opinion/argumentative writing piece.  You completed a conclusion organizer and typed your conclusion sentences for your guided opinion/argumentative writing piece.  You have knowledge of how to type three paragraph papers with introduction sentences and conclusion sentences and format them on Word on Office 365.  You have knowledge of the writing process.  You learned that you cannot use I, me, you, my, or personal information in an opinion/argumentative writing piece.

    Quick Things to Know:

    1. The materials needed for the day are in your “Grab Bag” of materials that Mrs. Tomolonis delivered to your house on Saturday, March 14th.  You will need the packet called “Argumentative Writing: Guided Writing Piece.”  It is in the green writing folder. 

    Tasks:

    1.Open the introduction sentences and the conclusion sentences that you typed on Tuesday and Wednesday. 

    2.Use the rough draft organizers on reasons 1, 2, 3 body paragraphs to type your 3 body paragraphs.  Use Times New Roman, size 12 font, double space.  Log into your Office 365 account if you can. 

    1. Your order for your guided opinion/argumentative writing piece should be introduction sentences, body paragraph 1, body paragraph 2, body paragraph 3, conclusion sentences. 
    2. Your header in the top left corner should be your first and last name, Trimester 2, Mrs. Tomolonis, Guided Argumentative Writing Piece.  Make sure that you save your writing piece. 
    3. On Friday you will be revising and editing your writing piece with an  editing checklist, making changes to your typed copy, and e-mailing your final copy to Mrs. Tomolonis.

    Links/Activities:

    Mrs. Tomolonis delivered your “Grab Bag” of materials to your house on Saturday, March 14th.  You will need the packet called “Argumentative Writing: Guided Writing Piece.”  It is in the green writing folder.  Since you have paper copies of materials needed for this assignment, there are no additional links or activities.

    As listed in the “Tasks” section: You may use a computer or iPad to type your body paragraphs 1, 2, 3.  Log into your Office 365 account if you can.  Make sure that you save your writing piece. 

    How is this assignment turned into the teacher?

    You will turn in your completed three paragraph with introduction and conclusion sentences guided opinion/argumentative writing piece by e-mail to Mrs. Tomolonis at stomolonis@cbsd.org on Friday, March 20th. 

    Wednesday, March 18, 2020

    Today's Inspirational Quote to Lift You Up: "Surround yourself only with people who are going to take you higher."-Oprah Winfrey

    MATH ASSIGNMENTS:

    Lesson Date: Wednesday, March 18, 2020

    Math Grade 6/Level 6/Day #2:

    Overview: Prime Numbers / Composite Numbers / Factors / Multiples

    Estimated Time: Approximately 45 minutes

    Explanation: Today you will review prime and composite numbers, as well as complete activities using your knowledge of factors and multiples.

    Things to know:

    • The following definitions can be used while completing the tasks for today.

    o prime number – a prime number has only two different factors, 1 and itself.

    o composite number – a composite number has more than 2 different factors.

    o factor – 12 can be divided exactly by 2. So, 2 is a factor of 12.

    o multiple – a multiple of a number is the product of the number and any other whole number except zero.

    • To review Prime Numbers / Composite Numbers / Factors / Multiples, please visit https://www.cbsd.org/Page/1511 to access tutorial videos related to accessing online Math in Focus resources.
    • The materials needed for the day are in your “Grab Bag” of materials that Mrs. Tomolonis delivered to your house on Saturday, March 14th. You will need the packet called “Math in Focus Level 6 Distance Learning Activities” in the blue math folder.

    Tasks:

    • Continue recording the daily temperature on your chart.
    • Prime/Composite:

    o Shuffle your set of number cards (the ones you made on Day 1/March 17th)

    • Flip over one card at a time. Determine if the number on the card is a prime number of a composite number.

    o Shuffle your set of number cards again.

    • This time flip over two cards creating a 2-digit number
    • (ex: if you flip over a 4, then a 2, your number would be 42)
    • Determine if the number on the card is a prime number or a composite number.

    o Complete the PRIME/COMPOSITE T-Chart on page 3 in your packet.

    • You may develop numbers on your own or use your number cards to create numbers to sort into each category.
    • Factors:

    o Locate 5 numbers in your house. Each number must be a two-digit number. Fill in the Factors Chart for all 5 numbers. The Factors Chart is on page 4 in your packet.

    o The Prime Factorization column is optional.

    • Multiples:

    o Complete the Multiples Chart worksheet by writing the next multiples of a chosen number.  The Multiples Chart is on page 5 in your packet.

    Links/Activities:

    Mrs. Tomolonis delivered your “Grab Bag” of materials to your house on Saturday, March 14th.  You will need the packet called “Math in Focus Level 6 Distance Learning Activities” in the blue math folder.  Since you have paper copies of materials needed for this assignment, there are no additional links or activities.

    As listed in the “Things to Know” section: To review Prime Numbers / Composite Numbers / Factors / Multiples, please visit https://www.cbsd.org/Page/1511 to access tutorial videos related to accessing online Math in Focus resources.

    How is this assignment turned into the teacher?

    Please turn in your completed Math in Focus Level 6 Distance Learning Activities packet and any work completed on additional paper to Mrs. Tomolonis when we return to school. 

    Math Grade 6/Level 4 Day #2:

    Overview: Place Value: Ordering and Rounding

    Estimated Time: Approximately 45 minutes

    Explanation:

    You can use what you know about place value to compare and round numbers.

    Quick Things to Know:

    1. For tutorials on how to access online Math in Focus resources using Ed Your Friend in Learning visit https://www.cbsd.org/Page/1511
    2. The materials needed for the day are in your “Grab Bag” of materials that Mrs. Tomolonis delivered to your house on Saturday, March 14th. You will need the packet called “Math in Focus Level 4 Distance Learning Activities” in the blue math folder
    3. When you compare numbers, begin looking at the largest place value first.

    Tasks:

    1. Log into Ed. Watch the Learn video called 1.3 Ordering Numbers to 100,000 Using a Place Value Chart.
    2. Complete the page called Comparing and Rounding Numbers and the page behind it in the packet. If you are not sure how to answer a question, write a question mark. (?)
    3. Log into Ed and open the Fact Fluency for Chapter 1. Complete activity 1C: Adding and Subtracting 1-digit Numbers Without Regrouping
    4. Play a game: Top It
    5. Use a deck of playing cards or make your own cards with digits 1-9 using index cards, post-its or smaller pieces of paper.
    6. Each player turns over 4, 5, or 6 cards and creates a 4, 5, or 6-digit number. Make sure all players use the same number of digits.
    7. Each player says their number out loud.
    8. The player with the largest value gets the cards (or gets a point). To earn the point the player must explain why their number has the largest value.

    Links/Activities:

    Mrs. Tomolonis delivered your “Grab Bag” of materials to your house on Saturday, March 14th.  You will need the packet called “Math in Focus Level 4 Distance Learning Activities” in the blue math folder.  Since you have paper copies of materials needed for this assignment, there are no additional links or activities.

    As listed in the “Things to Know” section: For tutorials on how to access online Math in Focus resources using Ed Your Friend in Learning visit https://www.cbsd.org/Page/1511

    How is this assignment turned into the teacher?

    Please turn in your completed Math in Focus Level 4 Distance Learning Activities packet and any work completed on additional paper to Mrs. Tomolonis when we return to school.

    READING ASSIGNMENTS:

    Lesson Date: Wednesday, March 18, 2020

    Hatchet: Reading Grade 6/Level DRA 40-50 Day #2:

    Overview: As read: Apply reading fluency and comprehension skills, Define vocabulary in context, Identify and write Fiction Notice and Note Signposts

    Estimated Time: Approximately 60 minutes

    Explanation:

    You have read chapters 1-15 of Hatchet in class.  You read chapter 16 through Distance Learning.  You have learned how to define vocabulary in context by using context clues.  You have learned how to identify and write Fiction Notice and Note Signposts by utilizing the framework on your Fiction Notice and Note Signpost bookmark resource tool. 

    Quick Things to Know:

    1. The materials needed for the day are in your “Grab Bag” of materials that Mrs. Tomolonis delivered to your house on Saturday, March 14th. You will need the packets called “Hatchet: Guided Reading Packet” and the “Notice and Note Fiction Signposts for Hatchet Guided Reading Packet,” as well as your Hatchet book and Fiction Notice and Note Signpost bookmark resource tool. They are in the red reading folder. 

    Tasks:

    1.Look over the vocabulary words on the Dictionary Detective for Chapters 16-Epilogue page in your “Hatchet: Guided Reading Packet.”  Be on the lookout for some of these words as you read chapter 17 of Hatchet.

    2.Read chapter 17 of Hatchet

    3.As you come across a vocabulary word, use context clues in the book to figure out what it means.  Write down the definition on the Dictionary Detective for Chapters 16-Epilogue page in your packet.  You may check your definition by looking up the word on dictionary.com

    4.Be on the lookout for at least one Fiction Notice and Note Signpost as your read the chapter.  Use your Fiction Notice and Note Signpost bookmark resource tool to write the signpost in your packet called “Notice and Note Fiction Signposts for Hatchet Guided Reading” packet.  Be sure to record the chapter and page, signpost code, and directly quote the signpost and explain its significance/importance.  Use the anchor questions on the bookmark resource tool to help you.

    Links/Activities:

    Mrs. Tomolonis delivered your “Grab Bag” of materials to your house on Saturday, March 14th.  You will need the packets called “Hatchet: Guided Reading Packet” and the “Notice and Note Fiction Signposts for Hatchet Guided Reading Packet,” as well as your Hatchet book and Fiction Notice and Note Signpost bookmark resource tool.  They are in the red reading folder.  Since you have paper copies of materials needed for this assignment, there are no additional links or activities.

    As listed in the “Tasks” section: You may check your definition by looking up the word on dictionary.com.

    How is this assignment turned into the teacher?

    Please turn in your completed “Hatchet: Guided Reading Packet” and the “Notice and Note Fiction Signposts for Hatchet Guided Reading Packet,” and any work completed on additional paper to Mrs. Tomolonis when we return to school

    Lesson Date: Wednesday, March 18, 2020

    Hoot: Reading Grade 6/Level DRA 50-60 Day #2:

    Overview: As read: Apply reading fluency and comprehension skills, Define vocabulary in context, Identify and write Fiction Notice and Note Signposts

    Estimated Time: Approximately 60 minutes

    Explanation:

    You have read chapters 1-15 of Hoot in class.  You read chapter 16 of Hoot through Distance Learning.  You have learned how to define vocabulary in context by using context clues.  You have learned how to identify and write Fiction Notice and Note Signposts by utilizing the framework on your Fiction Notice and Note Signpost bookmark resource tool. 

    Quick Things to Know:

    1. The materials needed for the day are in your “Grab Bag” of materials that Mrs. Tomolonis delivered to your house on Saturday, March 14th. You will need the packets called “Hoot: Guided Reading Packet” and the “Notice and Note Fiction Signposts for Hoot Guided Reading Packet,” as well as your Hoot book and Fiction Notice and Note Signpost bookmark resource tool. They are in the red reading folder. 

    Tasks:

    1. Look over the vocabulary words on the Dictionary Detective for Chapters 16-18 page in your “Hoot: Guided Reading Packet.” Be on the lookout for some of these words as you read chapter 17 of Hoot.
    2. Read chapter 17 of Hoot.
    3. As you come across a vocabulary word, use context clues in the book to figure out what it means. Write down the definition on the Dictionary Detective for Chapters 16-18 page in your packet.  You may check your definition by looking up the word on com
    4. Be on the lookout for at least one Fiction Notice and Note Signpost as your read the chapter. Use your Fiction Notice and Note Signpost bookmark resource tool to write the signpost in your packet called “Notice and Note Fiction Signposts for Hoot Guided Reading” packet.  Be sure to record the chapter and page, signpost code, and directly quote the signpost and explain its significance/importance.  Use the anchor questions on the bookmark resource tool to help you.

    Links/Activities:

    Mrs. Tomolonis delivered your “Grab Bag” of materials to your house on Saturday, March 14th.  You will need the packets called “Hoot: Guided Reading Packet” and the “Notice and Note Fiction Signposts for Hoot Guided Reading Packet,” as well as your Hoot book and Fiction Notice and Note Signpost bookmark resource tool.  They are in the red reading folder.  Since you have paper copies of materials needed for this assignment, there are no additional links or activities.

    As listed in the “Tasks” section: You may check your definition by looking up the word on dictionary.com.

    How is this assignment turned into the teacher?

    Please turn in your completed “Hoot: Guided Reading Packet” and the “Notice and Note Fiction Signposts for Hoot Guided Reading Packet,” and any work completed on additional paper to Mrs. Tomolonis when we return to school.  

    Lesson Date: Wednesday, March 18, 2020

    How to Be Cool in Third Grade: Reading Grade 6/Level 30 Day #2:

    Overview: As read: Apply reading fluency and comprehension skills, Write a paragraph about how the main character felt about his first day of third grade and support it with details and examples from the story

    Estimated Time: Approximately 60 minutes

    Explanation:

    You have read and discussed chapters 1-6 of How to Be Cool in Third Grade in class.  You read and discussed chapter 7 of How to Be Cool in Third Grade through Distance Learning.  In school, you discussed how Robbie, the main character, was very excited to start third grade and how he left his house thinking he was going to have a great first day.  In school, you discussed some of the events that happened that caused Robbie to not have a great first day of school.  You know how to write a short answer response in a paragraph with a topic sentence that restates the question, detail sentences that include details and examples from the story, transition words, and a concluding sentence that restates the topic sentence using different words.  Here are some transition words for you choose from to use in your paragraph: First, Next, Then, After that, Finally, Last that you are used to using in school.

    Quick Things to Know:

    1. The materials needed for the day are in your “Grab Bag” of materials that Mrs. Tomolonis delivered to your house on Saturday, March 14th. You will need the packet called “How to Be Cool in Third Grade: Guided Reading Packet” as well as your How to Be Cool in Third Grade book.They are in the red reading folder.

    Tasks:

    1.Read chapter 8 of How to Be Cool in Third Grade aloud with a family member.  Have a family member ask you oral comprehension questions as you read to check your understanding of the book and discuss the chapter together. Have them help you with your fluency accuracy as you read. 

    2.Review that in school, we discussed how Robbie, the main character, was very excited to start third grade and how he left his house thinking he was going to have a great first day.  In school, we discussed some of the events that happened that caused Robbie to not have a great first day of school.  Discuss these events with a family member.

    3.Do the page called Chapter 8 in the “How to Be Cool in Third Grade: Guided Reading Packet.”  Write a short answer response to the directions in a paragraph with a topic sentence that restates the question, detail sentences that include details and examples from the story, transition words, and a concluding sentence that restates the topic sentence using different words.  Here are some transition words for you choose from to use in your paragraph: First, Next, Then, After that, Finally, Last that you are used to using in school.  

    Links/Activities:

    Mrs. Tomolonis delivered your “Grab Bag” of materials to your house on Saturday, March 14th.  You will need the packet called “How to Be Cool in Third Grade: Guided Reading Packet” as well as your How to Be Cool in Third Grade book. They are in the red reading folder.  Since you have paper copies of materials needed for this assignment, there are no additional links or activities.

    How is this assignment turned into the teacher?

    Please turn in your completed “How to Be Cool in Third Grade: Guided Reading Packet” and any work completed on additional paper to Mrs. Tomolonis when we return to school. 

    Lesson Date: Wednesday, March 18, 2020

    How to Be Cool in Third Grade: Reading Grade 5/Level 30 Day #2:

    Overview: As read: Apply reading fluency and comprehension skills, Write a paragraph about how the main character felt about his first day of third grade and support it with details and examples from the story, Apply what you’ve learned about the air and are pattern to decode and read words that have this pattern

    Estimated Time: Approximately 60 minutes

    Explanation:

    You have read and discussed chapters 1-6 of How to Be Cool in Third Grade in class.  You read and discussed chapter 7 of How to Be Cool in Third Grade through Distance Learning.  In school, you discussed how Robbie, the main character, was very excited to start third grade and how he left his house thinking he was going to have a great first day.  In school, you discussed some of the events that happened that caused Robbie to not have a great first day of school.  You know how to write a short answer response in a paragraph with a topic sentence that restates the question, detail sentences that include details and examples from the story, transition words, and a concluding sentence that restates the topic sentence using different words.  Here are some transition words for you choose from to use in your paragraph: First, Next, Then, After that, Finally, Last that you are used to using in school. You have learned what sound the air and are pattern makes and have decoded and read words that have this pattern.

    Quick Things to Know:

    1. The materials needed for the day are in your “Grab Bag” of materials that Mrs. Tomolonis delivered to your house on Saturday, March 14th. You will need the packet called “How to Be Cool in Third Grade: Guided Reading Packet” as well as your How to Be Cool in Third Grade book and “Vowel Digraph Decoding Packet.” They are in the red reading folder. You will also need a calculator or cell phone that has calculator access.

    Tasks:

    1.Read chapter 8 of How to Be Cool in Third Grade aloud with a family member.  Have a family member ask you oral comprehension questions as you read to check your understanding of the book and discuss the chapter together. Have them help you with your fluency accuracy as you read. 

    2.Review that in school, we discussed how Robbie, the main character, was very excited to start third grade and how he left his house thinking he was going to have a great first day.  In school, we discussed some of the events that happened that caused Robbie to not have a great first day of school.  Discuss these events with a family member.

    3.Do the page called Chapter 8 in the “How to Be Cool in Third Grade: Guided Reading Packet.”  Write a short answer response to the directions in a paragraph with a topic sentence that restates the question, detail sentences that include details and examples from the story, transition words, and a concluding sentence that restates the topic sentence using different words.  Here are some transition words for you choose from to use in your paragraph: First, Next, Then, After that, Finally, Last that you are used to using in school.  

    4.Do the second page in your “Vowel Digraph Decoding Packet.”  Review what sound the air and are pattern makes.  Read the words on the second page to a family member.  Have them put a star if you read the word correctly.  Have them put a circle if you read the word incorrectly.  Total the total number of words read correctly over the total number of words and use a calculator or cell phone to get your accuracy percentage. 

    Links/Activities:

    Mrs. Tomolonis delivered your “Grab Bag” of materials to your house on Saturday, March 14th.  You will need the packet called “How to Be Cool in Third Grade: Guided Reading Packet” as well as your How to Be Cool in Third Grade book and “Vowel Digraph Decoding Packet.” They are in the red reading folder.  Since you have paper copies of materials needed for this assignment, there are no additional links or activities.

    How is this assignment turned into the teacher?

    Please turn in your completed “How to Be Cool in Third Grade: Guided Reading Packet,” “Vowel Digraph Decoding Packet,” and any work completed on additional paper to Mrs. Tomolonis when we return to school. 

    WRITING ASSIGNMENTS: 

    Lesson Date: Wednesday, March 18, 2020

    Guided Argumentative Writing Piece: Writing Grade 6/ 5 Paragraph Level Day #2:

    Overview: Utilize writing a conclusion resources to complete an organizer in preparation to write a conclusion paragraph for a guided argumentative writing piece

    Estimated Time: Approximately 45 minutes

    Explanation:

    You wrote a pre-instruction argumentative writing piece at the beginning of our argumentative writing unit.  You wrote a proposal and selected a topic for your guided argumentative writing piece.  We examined models of argumentative writing pieces and identified the parts of an argumentative writing piece.  You researched and found at least 3 credible sources on your topic.  You highlighted and took notes on your topic.  You identified 3 reasons based on your notetaking.  You completed an Argumentative Topic Prewriting Organizer for your 3 body paragraphs on your 3 reasons.  You completed rough draft organizers on reasons 1, 2, 3 body paragraphs.  You completed an introduction organizer and typed your introduction paragraph for your guided argumentative writing piece.  You have knowledge of how to complete organizers and write conclusion paragraphs on previous writing genres.  You have knowledge of the writing process.  You learned that you cannot use I, me, you, my, or personal information in an argumentative writing piece.

    Quick Things to Know:

    1. The materials needed for the day are in your “Grab Bag” of materials that Mrs. Tomolonis delivered to your house on Saturday, March 14th. You will need the packet called “Argumentative Writing: Guided Writing Piece.” It is in the green writing folder. 

    Tasks:

    1.Use the writing a conclusion resources in your packet to complete the Argument Writing organizer for a conclusion for your guided argumentative writing piece. 

    2.Your conclusion organizer should include the following:

    *Revisit Hook (at least 1 sentence): Choose one of the kinds of hooks that is in the introduction resources in your packet and write your hook on the organizer.  Look back at the hook that you wrote in your introduction paragraph and revisit it in your conclusion.  Use the same kind of hook that you used in your introduction paragraph or one that relates to it in your conclusion.  For example, if you used a quote, refer back to the quote.  If you asked a question, answer the question in your conclusion.   If you used a statistic, you may want to use another statistic.  If you used a surprising fact, you may want to use a different surprising fact. 

    *Restate Reason 1 (1 sentence) Get your reason 1 sentence from your rough draft organizer on reason 1 body paragraph.  Try to say it a little differently than you did in that sentence on your conclusion organizer.

    *Restate Reason 2 (1 sentence) Get your reason 2 sentence from your rough draft organizer on reason 2 body paragraph.  Try to say it a little differently than you did in that sentence on your conclusion organizer.

    *Restate Reason 3 (1 sentence) Get your reason 3 sentence from your rough draft organizer on reason 3 body paragraph.  Try to say it a little differently than you did in that sentence on your conclusion organizer.

    *Restate Claim (1 sentence): Get your claim sentence from your introduction paragraph.  Try to say it a little differently than you did in that sentence on your conclusion organizer. 

    *Call to Action/Final Pizzazz/Wrap Up (1 sentence): Write a sentence telling the reader to do something that supports your claim.  For example, Contact your principal and teachers to encourage them to establish a no homework policy.  Another example is: Encourage your school board to make the school day shorter.

    1. Type your conclusion paragraph. Use Times New Roman, size 12 font, double space. Log into your Office 365 account if you can.  Make sure that you save your writing piece. 

    Links/Activities:

    Mrs. Tomolonis delivered your “Grab Bag” of materials to your house on Saturday, March 14th.  You will need the packet called “Argumentative Writing: Guided Writing Piece.”  It is in the green writing folder.  Since you have paper copies of materials needed for this assignment, there are no additional links or activities.

    As listed in the “Tasks” section: You may use a computer or iPad to type your introduction paragraph.  Log into your Office 365 account if you can.  Make sure that you save your writing piece. 

    How is this assignment turned into the teacher?

    You will turn in your completed five paragraph guided argumentative writing piece by e-mail to Mrs. Tomolonis at stomolonis@cbsd.org on Friday, March 20th

    WRITING ASSIGNMENTS:

    Lesson Date: Wednesday, March 18, 2020

    Guided Argumentative Writing Piece: Writing Grade 6/ 3 Paragraph Level Day #2:

    Overview: Utilize writing a conclusion resources to complete an organizer in preparation to write conclusion sentences for a guided argumentative/opinion writing piece

    Estimated Time: Approximately 45 minutes

    Explanation:

    You wrote a pre-instruction argumentative/opinion writing piece at the beginning of our argumentative/opinion writing unit.  You wrote a proposal and selected a topic for your guided argumentative/opinion writing piece.  We examined models of argumentative/opinion writing pieces and identified the parts of an argumentative/opinion writing piece.  You researched and found at least 3 credible sources on your topic.  You highlighted and took notes on your topic.  You identified 3 reasons based on your notetaking.  You completed an Argumentative/Opinion Topic Prewriting Organizer for your 3 body paragraphs on your 3 reasons.  You completed rough draft organizers on reasons 1, 2, 3 body paragraphs.  You completed an introduction organizer and typed your introduction sentences for your guided argumentative/opinion writing piece.  You have knowledge of how to complete organizers and write conclusion sentences on previous writing genres.  You have knowledge of the writing process.  You learned that you cannot use I, me, you, my, or personal information in an argumentative/opinion writing piece.

    Quick Things to Know:

    1. The materials needed for the day are in your “Grab Bag” of materials that Mrs. Tomolonis delivered to your house on Saturday, March 14th. You will need the packet called “Argumentative Writing: Guided Writing Piece.” It is in the green writing folder. 

    Tasks:

    1.Use the writing a conclusion resources in your packet to complete the Argument Writing organizer for a conclusion for your guided argumentative writing piece. 

    2.Your conclusion organizer should include the following:

    *Revisit Hook (1 sentence): Choose one of the kinds of hooks that is in the introduction resources in your packet and write your hook on the organizer.  Look back at the hook that you wrote in your introduction sentences and revisit it in your conclusion sentences.  Use the same kind of hook that you used in your introduction sentences or one that relates to it in your conclusion.  For example, if you used a quote, refer back to the quote.  If you asked a question, answer the question in your conclusion.   If you used a statistic, you may want to use another statistic.  If you used a surprising fact, you may want to use a different surprising fact. 

    *Where it says Restate Reason 1, cross it out and write Restate Reasons 1, 2, 3 (1 sentence) Get your 3 reasons sentence from your introduction sentences.  Try to say it a little differently than you did in that sentence on your conclusion organizer.

    *You may cross out Restate Reason 2 because you wrote your 3 reasons in 1 sentence.   

    *You may cross out Restate Reason 3 because you wrote your 3 reasons in 1 sentence.

    *Restate Claim (1 sentence): Get your claim sentence from your introduction paragraph.  Try to say it a little differently than you did in that sentence on your conclusion organizer. 

    *You may cross out Call to Action/Final Pizzazz/Wrap-Up

    1. Type your conclusion sentences. Use Times New Roman, size 12 font, double space. Log into your Office 365 account if you can.  Make sure that you save your writing piece. 

    Links/Activities:

    Mrs. Tomolonis delivered your “Grab Bag” of materials to your house on Saturday, March 14th.  You will need the packet called “Argumentative Writing: Guided Writing Piece.”  It is in the green writing folder.  Since you have paper copies of materials needed for this assignment, there are no additional links or activities.

    As listed in the “Tasks” section: You may use a computer or iPad to type your introduction sentences.  Log into your Office 365 account if you can.  Make sure that you save your writing piece. 

    How is this assignment turned into the teacher?

    You will turn in your completed three paragraph guided opinion writing piece (with introduction sentences and conclusion sentences) by e-mail to Mrs. Tomolonis at stomolonis@cbsd.org on Friday, March 20th

    Tuesday, March 17, 2020

    Today's Inspirational Quote to Lift You Up: "Look at how far you've come, then keep going."

    MATH ASSIGNMENTS:

    Lesson Date: Tuesday, March 17, 2020

    Math Grade 6/Level 6 Day #1:

    Overview: Number Cards and Daily Temperature Tracking and Graphing Set-up

    Estimated Time: Approximately 45 minutes

    Explanation: Today you will create a set of number cards. You will also develop and set-up your daily tracking and graphing chart. This chart will be a collection device for daily temperatures.

    Things to know:

    • When creating a chart, remember to include a chart title, x-axis title, y-axis title, and numbers to locate coordinate points.
    • The daily temperature can be found in many places. Be sure to get a parent/guardian’s permission before accessing a place to view the daily temperature. · Please visit https://www.cbsd.org/Page/1511 to access tutorial videos related to accessing online Math in Focus resources.
    • The materials needed for the day are in your “Grab Bag” of materials that Mrs. Tomolonis delivered to your house on Saturday, March 14th.  You will need the packet called “Math in Focus Level 6 Distance Learning Activities” in the blue math folder. 

    Tasks:

    • Cut out a set of number cards.  The number cards are on the first page in the packet.

    o These cards will be used for various activities, so save them from day to day.

    o As a suggestion, you could use 10 index cards, 10 post it notes, or even 10 sheets of similarly sized paper to make your number cards if you don’t want to use the ones provided in the packet. Place one digit on each card (0, 1, 2, 3, 4, 5, 6, 7, 8, 9) if you don’t want to use the ones provided in the packet.

    • Daily Temperature Chart:

    o Option #1: Use the premade chart to develop your daily temperature chart.  The premade chart is on the second page in the packet.

    o Option #2: Use a blank sheet of paper or grid paper to create your own chart if you don’t want to use the one provided in the packet.

    o Remember: include a chart title, x-axis title, y-axis title, and numbers to locate coordinate points for each day.

    o Once your temperature chart is created, graph the high temperature for today.

    • Remember to have your parent’s permission before accessing a place to view the daily temperature.
    • You will complete this activity each day.

    Links/Activities:

    Mrs. Tomolonis delivered your “Grab Bag” of materials to your house on Saturday, March 14th.  You will need the packet called “Math in Focus Level 6 Distance Learning Activities” in the blue math folder.  Since you have paper copies of materials needed for this assignment, there are no additional links or activities.

    As listed in the “Things to Know” section: Please visit https://www.cbsd.org/Page/1511 to access tutorial videos related to accessing online Math in Focus resources.

    How is this assignment turned into the teacher?

    Please turn in your completed Math in Focus Level 6 Distance Learning Activities packet and any work completed on additional paper to Mrs. Tomolonis when we return to school. 

    Lesson Date: Tuesday, March 17, 2020

    Math Grade 6/Level 4 Day #1:

    Overview: Place Value: Identifying Numbers

    Estimated Time: Approximately 45 minutes

    Explanation:

    You have learned how to work with large numbers. You can show numbers in standard form, expanded form, and word form. You can determine the values of digits based on their place value.

    Quick Things to Know:

    1. For tutorials on how to access online Math in Focus resources using Ed Your Friend in Learning visit https://www.cbsd.org/Page/1511
    2. The materials needed for the day are in your “Grab Bag” of materials that Mrs. Tomolonis delivered to your house on Saturday, March 14th.  You will need the packet called “Math in Focus Level 4 Distance Learning Activities” in the blue math folder. 
    3. Standard form is 653,521
    4. Expanded form is 600,000 + 50,000 + 3,000 + 500 + 20 + 1
    5. Word form is six hundred fifty-three thousand, five hundred twenty one

    Tasks:

    1. Complete the page called Place Value-Identifying Numbers and the page behind it in your math packet. If you are not sure how to answer a question, write a question mark. (?)
    2. Log into Ed and open the Fact Fluency for Chapter 1. Complete activity 1A and 1B: Adding Numbers without Regrouping.
    3. Play a game: Use dice, number cards, or make up your own 5-digit numbers. Each partner creates a 5-digit number with cards and writes it in expanded form. Partner A shows Partner B the number (in expanded form) and Partner B writes the number in standard form. Partners switch. The partner with the larger number gets a point.

    Links/Activities:

    Mrs. Tomolonis delivered your “Grab Bag” of materials to your house on Saturday, March 14th.  You will need the packet called “Math in Focus Level 4 Distance Learning Activities” in the blue math folder.  Since you have paper copies of materials needed for this assignment, there are no additional links or activities.

    As listed in the “Things to Know” section: For tutorials on how to access online Math in Focus resources using Ed Your Friend in Learning visit https://www.cbsd.org/Page/1511

    How is this assignment turned into the teacher?

    Please turn in your completed Math in Focus Level 4 Distance Learning Activities packet and any work completed on additional paper to Mrs. Tomolonis when we return to school. 

    READING ASSIGNMENTS:

    Lesson Date: Tuesday, March 17, 2020

    Hatchet: Reading Grade 6/Level DRA 40-50 Day #1:

    Overview: As read: Apply reading fluency and comprehension skills, Define vocabulary in context, Identify and write Fiction Notice and Note Signposts

    Estimated Time: Approximately 60 minutes

    Explanation:

    You have read chapters 1-15 of Hatchet in class.  You have learned how to define vocabulary in context by using context clues.  You have learned how to identify and write Fiction Notice and Note Signposts by utilizing the framework on your Fiction Notice and Note Signpost bookmark resource tool. 

    Quick Things to Know:

    1. The materials needed for the day are in your “Grab Bag” of materials that Mrs. Tomolonis delivered to your house on Saturday, March 14th.  You will need the packets called “Hatchet: Guided Reading Packet” and the “Notice and Note Fiction Signposts for Hatchet Guided Reading Packet,” as well as your Hatchet book and Fiction Notice and Note Signpost bookmark resource tool.  They are in the red reading folder. 

    Tasks:

    1. Look over the vocabulary words on the Dictionary Detective for Chapters 16-Epilogue page in your “Hatchet: Guided Reading Packet.”  Be on the lookout for some of these words as you read chapter 16 of Hatchet.
    2. Read chapter 16 of Hatchet
    3. As you come across a vocabulary word, use context clues in the book to figure out what it means.  Write down the definition on the Dictionary Detective for Chapters 16-Epilogue page in your packet.  You may check your definition by looking up the word on dictionary.com
    4. Be on the lookout for at least one Fiction Notice and Note Signpost as your read the chapter.  Use your Fiction Notice and Note Signpost bookmark resource tool to write the signpost in your packet called “Notice and Note Fiction Signposts for Hatchet Guided Reading” packet.  Be sure to record the chapter and page, signpost code, and directly quote the signpost and explain its significance/importance.  Use the anchor questions on the bookmark resource tool to help you.

    Links/Activities:

    Mrs. Tomolonis delivered your “Grab Bag” of materials to your house on Saturday, March 14th.  You will need the packets called “Hatchet: Guided Reading Packet” and the “Notice and Note Fiction Signposts for Hatchet Guided Reading Packet,” as well as your Hatchet book and Fiction Notice and Note Signpost bookmark resource tool.  They are in the red reading folder.  Since you have paper copies of materials needed for this assignment, there are no additional links or activities.

    As listed in the “Tasks” section: You may check your definition by looking up the word on dictionary.com.

    How is this assignment turned into the teacher?

    Please turn in your completed “Hatchet: Guided Reading Packet” and the “Notice and Note Fiction Signposts for Hatchet Guided Reading Packet,” and any work completed on additional paper to Mrs. Tomolonis when we return to school.  

    Lesson Date: Tuesday, March 17, 2020

    Hoot: Reading Grade 6/Level DRA 50-60 Day #1:

    Overview: As read: Apply reading fluency and comprehension skills, Define vocabulary in context, Identify and write Fiction Notice and Note Signposts

    Estimated Time: Approximately 60 minutes

    Explanation:

    You have read chapters 1-15 of Hoot in class.  You have learned how to define vocabulary in context by using context clues.  You have learned how to identify and write Fiction Notice and Note Signposts by utilizing the framework on your Fiction Notice and Note Signpost bookmark resource tool. 

    Quick Things to Know:

    1. The materials needed for the day are in your “Grab Bag” of materials that Mrs. Tomolonis delivered to your house on Saturday, March 14th.  You will need the packets called “Hoot: Guided Reading Packet” and the “Notice and Note Fiction Signposts for Hoot Guided Reading Packet,” as well as your Hoot book and Fiction Notice and Note Signpost bookmark resource tool.  They are in the red reading folder. 

    Tasks:

    1. Look over the vocabulary words on the Dictionary Detective for Chapters 16-18 page in your “Hoot: Guided Reading Packet.”  Be on the lookout for some of these words as you read chapter 16 of Hoot.
    2. Read chapter 16 of Hoot.
    3. As you come across a vocabulary word, use context clues in the book to figure out what it means.  Write down the definition on the Dictionary Detective for Chapters 16-18 page in your packet.  You may check your definition by looking up the word on dictionary.com.
    4. Be on the lookout for at least one Fiction Notice and Note Signpost as your read the chapter.  Use your Fiction Notice and Note Signpost bookmark resource tool to write the signpost in your packet called “Notice and Note Fiction Signposts for Hoot Guided Reading” packet.  Be sure to record the chapter and page, signpost code, and directly quote the signpost and explain its significance/importance.  Use the anchor questions on the bookmark resource tool to help you.

    Links/Activities:

    Mrs. Tomolonis delivered your “Grab Bag” of materials to your house on Saturday, March 14th.  You will need the packets called “Hoot: Guided Reading Packet” and the “Notice and Note Fiction Signposts for Hoot Guided Reading Packet,” as well as your Hoot book and Fiction Notice and Note Signpost bookmark resource tool.  They are in the red reading folder.  Since you have paper copies of materials needed for this assignment, there are no additional links or activities.

    As listed in the “Tasks” section: You may check your definition by looking up the word on dictionary.com.

    How is this assignment turned into the teacher?

    Please turn in your completed “Hoot: Guided Reading Packet” and the “Notice and Note Fiction Signposts for Hoot Guided Reading Packet,” and any work completed on additional paper to Mrs. Tomolonis when we return to school. 

    Lesson Date: Tuesday, March 17, 2020

    How to Be Cool in Third Grade: Reading Grade 6/Level DRA 30 Day #1:

    Overview: As read: Apply reading fluency and comprehension skills, Identify and write causes and effects, Draw a picture of the main character in a new outfit that will make him feel “cool”

    Estimated Time: Approximately 60 minutes

    Explanation:

    You have read and discussed chapters 1-6 of How to Be Cool in Third Grade in class.  You have learned that a cause means why something happens.  You have learned that an effect means what happens.  You have read about and discussed elements that will make Robbie, the main character, feel “cool.”

    Quick Things to Know:

    1. The materials needed for the day are in your “Grab Bag” of materials that Mrs. Tomolonis delivered to your house on Saturday, March 14th. You will need the packet called “How to Be Cool in Third Grade: Guided Reading Packet” as well as your How to Be Cool in Third Grade book. They are in the red reading folder.

    Tasks:

    1. Read chapter 7 of How to Be Cool in Third Grade aloud with a family member. Have a family member ask you oral comprehension questions as you read to check your understanding of the book and discuss the chapter together. Have them help you with your fluency accuracy as you read. 
    2. Review that a cause means why something happens and an effect means what happens. Here is an example: Effect/What: School is closed.  Cause/Why: so we can keep people safe and healthy by practicing social distancing.  Here is another example: Effect/What: We are doing Distance Learning at home to complete our schoolwork.  Cause/Why: because the school building is closed and people need to do their work at home. 
    3. Do the page called Chapter 7 in the “How to Be Cool in Third Grade: Guided Reading Packet.” For the first part, fill in the missing cause or effect in the chart.  For the second part, draw a picture of Robbie in a new outfit that will make him feel “cool.” You may use your book.

    Links/Activities:

    Mrs. Tomolonis delivered your “Grab Bag” of materials to your house on Saturday, March 14th.  You will need the packet called “How to Be Cool in Third Grade: Guided Reading Packet” as well as your How to Be Cool in Third Grade book. They are in the red reading folder.  Since you have paper copies of materials needed for this assignment, there are no additional links or activities.

    How is this assignment turned into the teacher?

    Please turn in your completed “How to Be Cool in Third Grade: Guided Reading Packet” and any work completed on additional paper to Mrs. Tomolonis when we return to school. 

    Lesson Date: Tuesday, March 17, 2020

    How to Be Cool in Third Grade: Reading Grade 5/Level DRA 30 Day #1:

    Overview: As read: Apply reading fluency and comprehension skills, Identify and write causes and effects, Draw a picture of the main character in a new outfit that will make him feel “cool”, Apply what you’ve learned about the ir and ire pattern to decode and read words that have this pattern

    Estimated Time: Approximately 60 minutes

    Explanation:

    You have read and discussed chapters 1-6 of How to Be Cool in Third Grade in class.  You have learned that a cause means why something happens.  You have learned that an effect means what happens.  You have read about and discussed elements that will make Robbie, the main character, feel “cool.”  You have learned what sound the ir and ire pattern makes and have decoded and read words that have this pattern.

    Quick Things to Know:

    1. The materials needed for the day are in your “Grab Bag” of materials that Mrs. Tomolonis delivered to your house on Saturday, March 14th.  You will need the packet called “How to Be Cool in Third Grade: Guided Reading Packet” as well as your How to Be Cool in Third Grade book and the “Vowel Digraph Decoding Packet.” They are in the red reading folder.  You will also need a calculator or cell phone that has calculator access.

    Tasks:

    1. Read chapter 7 of How to Be Cool in Third Grade aloud with a family member.  Have a family member ask you oral comprehension questions as you read to check your understanding of the book and discuss the chapter together. Have them help you with your fluency accuracy as you read. 
    2. Review that a cause means why something happens and an effect means what happens.  Here is an example: Effect/What: School is closed.  Cause/Why: so we can keep people safe and healthy by practicing social distancing.  Here is another example: Effect/What: We are doing Distance Learning at home to complete our schoolwork.  Cause/Why: because the school building is closed and people need to do their work at home. 
    3. Do the page called Chapter 7 in the “How to Be Cool in Third Grade: Guided Reading Packet.”  For the first part, fill in the missing cause or effect in the chart.  For the second part, draw a picture of Robbie in a new outfit that will make him feel “cool.” You may use your book.
    4. Do the first page in your “Vowel Digraph Decoding Packet.”  Review what sound the ir and ire pattern makes.  Read the words on the first page to a family member.  Have them put a star if you read the word correctly.  Have them put a circle if you read the word incorrectly.  Total the total number of words read correctly over the total number of words and use a calculator or cell phone to get your accuracy percentage. 

    Links/Activities:

    Mrs. Tomolonis delivered your “Grab Bag” of materials to your house on Saturday, March 14th.  You will need the packet called “How to Be Cool in Third Grade: Guided Reading Packet” as well as your How to Be Cool in Third Grade book and the “Vowel Digraph Decoding Packet.” They are in the red reading folder.  Since you have paper copies of materials needed for this assignment, there are no additional links or activities.

    How is this assignment turned into the teacher?

    Please turn in your completed “How to Be Cool in Third Grade: Guided Reading Packet,” the “Vowel Digraph Decoding Packet,” and any work completed on additional paper to Mrs. Tomolonis when we return to school.  

    WRITING ASSIGNMENTS:

    Lesson Date: Tuesday, March 17, 2020

    Guided Argumentative Writing Piece: Writing Grade 6/ 5 Paragraph Level Day #1:

    Overview: Utilize writing an introduction resources to complete an organizer in preparation to write an introduction paragraph for a guided argumentative writing piece

    Estimated Time: Approximately 45 minutes

    Explanation:

    You wrote a pre-instruction argumentative writing piece at the beginning of our argumentative writing unit.  You wrote a proposal and selected a topic for your guided argumentative writing piece.  We examined models of argumentative writing pieces and identified the parts of an argumentative writing piece.  You researched and found at least 3 credible sources on your topic.  You highlighted and took notes on your topic.  You identified 3 reasons based on your notetaking.  You completed an Argumentative Topic Prewriting Organizer for your 3 body paragraphs on your 3 reasons.  You completed rough draft organizers on reasons 1, 2, 3 body paragraphs.  You have knowledge of how to complete organizers and write introduction paragraphs on previous writing genres.  You have knowledge of the writing process.  You learned that you cannot use I, me, you, my, or personal information in an argumentative writing piece.

    Quick Things to Know:

    1. The materials needed for the day are in your “Grab Bag” of materials that Mrs. Tomolonis delivered to your house on Saturday, March 14th.  You will need the packet called “Argumentative Writing: Guided Writing Piece.”  It is in the green writing folder. 

    Tasks:

    1. All of you completed an Argumentative Topic Prewriting Organizer for your 3 body paragraphs on your 3 reasons.  Most of you completed rough draft organizers on reasons 1, 2, 3 body paragraphs, which were checked by a teacher.  If you did not finish your rough draft organizers on reasons 1,2, 3 body paragraphs, finish that before doing the rest of this lesson today. Refer to your Argumentative Topic Prewriting Organizers to finish the rough draft organizers on reasons 1,2,3 body paragraphs. 
    2. Use the writing an introduction resources in your packet to complete the Argument Writing organizer for an introduction for your guided argumentative writing piece. 
    3. Your introduction organizer should include the following:

    *Hook (at least 1 sentence): Choose one of the kinds of hooks that is in the introduction resources in your packet and write your hook on the organizer.  It could be a statistic, surprising fact, quote, etc.

    *You may skip and cross out the connecting sentence that is on your organizer.

    *Claim (1 sentence): Use the claim sentence that is on the first page of your Argumentative Topic Prewriting Organizer.

    *Three supporting reasons (They may be listed in one sentence or in 3 separate sentences):  Get your three reason sentences from your rough draft organizers on reasons 1,2,3 body paragraphs. 

    *Subtle transition to the next paragraph (1 sentence): Look at your topic sentence for reason 1 on your rough draft organizer on reason 1 and try to say it again using different words. 

    1. Type your introduction paragraph.  Use Times New Roman, size 12 font, double space.  Log into your Office 365 account if you can.  Make sure that you save your writing piece. 

    Links/Activities:

    Mrs. Tomolonis delivered your “Grab Bag” of materials to your house on Saturday, March 14th.  You will need the packet called “Argumentative Writing: Guided Writing Piece.”  It is in the green writing folder.  Since you have paper copies of materials needed for this assignment, there are no additional links or activities.

    As listed in the “Tasks” section: You may use a computer or iPad to type your introduction paragraph.  Log into your Office 365 account if you can.  Make sure that you save your writing piece. 

    How is this assignment turned into the teacher?

    You will turn in your completed five paragraph guided argumentative writing piece by e-mail to Mrs. Tomolonis at stomolonis@cbsd.org on Friday, March 20th. 

    Lesson Date: Tuesday, March 17, 2020

    Guided Argumentative/Opinion Writing Piece: Writing Grade 6/ 3 Paragraph Level Day #1:

    Overview: Utilize writing an introduction resources to complete an organizer in preparation to write introduction sentences for a guided argumentative/opinion writing piece

    Estimated Time: Approximately 45 minutes

    Explanation:

    You wrote a pre-instruction argumentative/opinion writing piece at the beginning of our argumentative/opinion writing unit.  You wrote a proposal and selected a topic for your guided argumentative/opinion writing piece.  We examined models of argumentative/opinion writing pieces and identified the parts of an argumentative/opinion writing piece.  You researched and found at least 3 credible sources on your topic.  You highlighted and took notes on your topic.  You identified 3 reasons based on your notetaking.  You completed an Argumentative/Opinion Topic Prewriting Organizer for your 3 body paragraphs on your 3 reasons.  You completed rough draft organizers on reasons 1, 2, 3 body paragraphs.  You have knowledge of how to complete organizers and write introduction sentences on previous writing genres.  You have knowledge of the writing process.  You learned that you cannot use I, me, you, my, or personal information in an argumentative/opinion writing piece.

    Quick Things to Know:

    1. The materials needed for the day are in your “Grab Bag” of materials that Mrs. Tomolonis delivered to your house on Saturday, March 14th. You will need the packet called “Argumentative Writing: Guided Writing Piece.” It is in the green writing folder. 

    Tasks:

    1. You completed an Argumentative Topic Prewriting Organizer for your 3 body paragraphs on your 3 reasons. You did not need to do the counter argument/counterclaim and evidence/statistics/facts to support this counter argument/counterclaim parts of the organizers because your writing piece is an opinion piece and not an argumentative piece.    You completed rough draft organizers on reasons 1, 2, 3 body paragraphs, which were checked by a teacher.  You did not need to do the last 3 parts of these organizers because your writing piece is an opinion piece and not an argumentative piece. 
    2. Use the writing an introduction resources in your packet to complete the Argument Writing organizer for an introduction for your guided argumentative/opinion writing piece.
    3. Your introduction organizer should include the following:

    *Hook (1 sentence): Choose one of the kinds of hooks that is in the introduction resources in your packet and write your hook on the organizer.  It could be a statistic, surprising fact, quote, etc.

    *You may skip and cross out the connecting sentence that is on your organizer.

    *Claim (1 sentence): Use the claim sentence that is on the first page of your Argumentative Topic Prewriting Organizer.

    *Three supporting reasons (They may be listed in one sentence or in 3 separate sentences):  Get your three reason sentences from your rough draft organizers on reasons 1,2,3 body paragraphs. 

    *You may skip and cross out the subtle transition to the next paragraph sentence that is on your organizer.

    1. Type your introduction sentences (3 sentences). Use Times New Roman, size 12 font, double space. Log into your Office 365 account if you can.  Make sure that you save your writing piece. 

    Links/Activities:

    Mrs. Tomolonis delivered your “Grab Bag” of materials to your house on Saturday, March 14th.  You will need the packet called “Argumentative Writing: Guided Writing Piece.”  It is in the green writing folder.  Since you have paper copies of materials needed for this assignment, there are no additional links or activities.

    As listed in the “Tasks” section: Use a computer or iPad to type your introduction sentence.  Log into your Office 365 account if you can.  Make sure that you save your writing piece. 

    How is this assignment turned into the teacher?

    You will turn in your completed three paragraph guided opinion writing piece (with introduction sentences and conclusion sentences) by e-mail to Mrs. Tomolonis at stomolonis@cbsd.org on Friday, March 20th