Daily Learning Activities
Miss Keller's dog, Coco, is ready for another week of Distance Learning!
**To contact me, please email me at email@example.com. I will check my email frequently throughout the day to answer questions and support learning in any way that I can!**
If your child is a student with Mrs. Durns for any subject, please look on her website for work regarding the subject(s) that she teaches.
All special class lessons can be found by visiting the Butler Homepage. There is a link in the NEWS FROM BUTLER section titled: Specialist Distance Learning Links. Today we have Gym, however you can visit any specialist page to work on anything you'd like!
Day 4 - March 23, 2020
Overview- Non-fiction Reading
Estimated Time- 45 minutes
Explanation- In class, we have learned how to read non-fiction texts and highlight or underline important information. While reading non-fiction texts, we have also learned to stop and think about what we are reading and question words or facts that we do not know.
Three Quick Things to Know-
1. Students can use a highlighter or pencil to underline important facts, information, or words.
2. To determine the meaning of unknown words, we can use a glossary, word box, context clues or a dictionary.
3. Good readers ask themselves questions while they are reading. They also make connections to previously known material. Take note of these while you are reading.
Tasks- Read the article “Engineering and Natural Gas” from your grab bag. While you read, highlight or underline important information from the article. After you have finished reading, answer the questions at the end of the article. When you answer each question, go back into the text to find evidence or information to be sure your work is correct. When you have finished reading the “Engineering and Natural Gas” article, please read an independent book of your choice with any remaining time. You can also fill out two words in your personal words dictionary as you read your independent book!
Materials/Activities- You will need the article titled, “Engineering and Natural Gas.” The questions for you to answer are attached to the article. Students will need a highlighter and/or pencil. Finally, students will need an independent book of their choice.
Overview- Spelling, Grammar, & Informative Writing
Estimated Time- 40 minutes
Explanation- In class, we practice the weekly spelling list and spelling skill. We also regularly practice editing our writing (checking for correct spelling, punctuation, capitalization, etc.). Students have been researching informative writing topics of their choice in class. Students have used iPads and laptops to find this information. Once students finished researching, they started to draft their informative writing piece.
Three Quick Things to Know-
1. Using our weekly spelling pattern can help us be sure that words are spelled correctly.
2. When editing a sentence, there should be a capital letter at the beginning and correct punctuation at the end.
3. Using our research can help us draft the body paragraphs of our informative writing piece.
Tasks- Using your research, you will begin to draft your informative writing paper. Take out the packet titled, “Informative Writing Draft Organizer”. Skip the first paragraph (introduction) and the last paragraph (conclusion). Use your three or four headings, and write those on the drafting packet in the correct spot, labeled "Heading #1, Heading #2," etc. for each paragraph. Then, create a topic sentence for each of the headings. A good topic sentence is interesting and gets the reader excited about what they are going to read about! For example, “Let’s explore why elephants have a unique diet!” or “You will soon discover how we can help elephants.” Then, using your research, write complete sentences to draft each paragraph to teach your reader about your topic.
*Optional- If you have time remaining, using last week’s spelling list, please choose one activity from the “Word Work Menu” choice board from your grab bag to complete either in your spelling book or on a scrap piece of paper. Then, use the "Daily Language Review" Grammar packet and complete the page labeled Monday 2 & Tuesday 2.
Materials/Activities- “Headings” research columns chart (this should be completed from the past 2 days), and the “Informative Writing Draft Organizer” packet. Optional: Spelling book (if you have it at home), spelling list (found on teacher website), Word Work Menu from grab bag, Grammar packet
Overview: Subtracting Multi-Digit Numbers & Long Division Practice
Estimated Time- 30 minutes
Explanation: At the beginning of the year, students learned how to subtract multi-digit numbers with regrouping (borrowing from the place value to the left of the number). You can use what you know about place value to help you subtract multi-digit numbers. This is a reoccurring skill that students have consistently practiced throughout the school year. Students also learned how to divide two and three-digit dividends by a 1-digit divisor with no remainders.
Three quick things to know:
1. When you subtract a multi-digit number, first make sure the larger number is on top! Then, as you subtract each place value, if the top digit is smaller than the digit you are subtracting, you must borrow a 10 from the place value to the left (Once you borrow a 10, this will make the digit you borrowed from 1 smaller).
2. When you divide numbers, think about how many times the divisor goes into the dividend.
3. With remainders, remember to place them on top next to the quotient!
Tasks: Complete both sides of the “Subtraction With Regrouping” page in the math review packet. If you are not sure how to answer a question, write a question mark. After that, if you have time, go in the multiplication and division packet, and complete the division page titled “The Sleeping Bull.” Students will divide three-digit dividends by a 1-digit divisor. Each quotient should be 2 digits. Once you have solved each of these problems, match each quotient’s letter to the riddle at the bottom of the page.
*Optional- Using technology, go to the following website to play Minus Mission- https://www.mathplayground.com/ASB_MinusMission.html
Materials/Activities/Links: You will need the math review packet, specifically the “Subtracting With Regrouping” page. Students will also need the multiplication/division packet- “Sleeping Bull” page.
Video to review subtracting with regrouping: https://www.youtube.com/watch?v=Y6M89-6106I
Video to review long division: https://www.youtube.com/watch?v=LGqBQrUYua4 (this is a long video – please do not feel compelled to watch the whole thing!)
Overview- The Water Cycle
Estimated Time- 20 minutes
Explanation- In class, we have learned about the Water Cycle and how water moves through this continuous system. We have learned about the different parts/phases of the water cycle.
Three Quick Things to Know-
1. The Water Cycle describes the movement of water throughout Earth’s surface, atmosphere, and underground.
2. Water is constantly moving from one place to another through the process of evaporation, precipitation, transpiration, condensation, percolation, and collection.
3. Water is a resource that cannot be created by man, and the sun is the driving force of the water cycle.
Tasks- Find the paper “Parts of the Water Cycle” in your grab bag. Review the water cycle by reading the “Parts of the Water Cycle” article.
*Optional- After you read this article, follow the directions at the bottom of the page and write a creative story about where water came from. Please write this story on the lined paper included. Think about the following questions as you write the story.
- Where did your water come from?
- What process or cycle did it go through naturally before it was poured into your glass?
Materials/Activities- You will need the “Parts of the Water Cycle” article and notebook paper to write a creative story about where water came from.
Optional! Use any remaining or extra time to complete these activities!
Tasks- Students may choose to go on Freckle math or EPIC! reading. Please refer to the Grab Bag instruction sheet for information on how to log on to/access these accounts. Students can also use the Fact Fluency choice board to play a multiplication/division game or practice their fact fluency using one of the options on the board. Students may also choose to free write or read an independent book of their choice.
Materials/Activities- Students will need a phone, tablet, laptop or computer to access EPIC! or Freckle.