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Student Packet Round 2
Price ElementaryFourth Grade
00 School District of
Lancaster
Fourth Grade Packet School District of Lancaster Flexible Instructional Days
Weeks 3 and 4
The School District of Lancaster has developed a continuity of education plan. Although these activities will not be graded, it is highly recommended that students complete them. Effort was made to meet a variety of student
needs, therefore we have provided an assortment of optional activities. Please complete activities on the provided choice board and read for TWO
steps (15 minutes each).
Your choices are Reading, Writing, Math, Science, or Unified Arts.
Check or color the box of each activity you complete. Write your initials in each box of the reading log
to show your 2 steps each day.
These choices and activities are designed to help your child practice skills they have learned in class already this school year.
By now you should have received communication from your teacher(s).
They are prepared to support you with the content of this packet.
Below is a brief overview of the packet: ● Choice Board for Week 3 and Week 4
○ Reading, Writing, Math, Science ○ Music, Art, Social-Emotional Learning ○ Physical Education/Health ○ Reading Log
● Resources from Choice Board ● Choice for Ms. Roggie’s Friends ● Choice for Ms. Perry’s Friends
Stay healthy!
Paquete de cuarto grado
Distrito escolar de Lancaster Días de instrucción flexibles
Semanas 3 y 4
El Distrito Escolar de Lancaster ha desarrollado un plan de continuidad de educación. Aunque estas actividades no serán calificadas, se recomienda que los estudiantes las completen. Se hizo un esfuerzo para satisfacer una
variedad de necesidades de los estudiantes, por lo tanto, hemos proporcionado una variedad de actividades opcionales. Complete UNA
actividad por día en el tablero de opciones provisto y lea DOS pasos (15 minutos cada uno).
Sus opciones son lectura, escritura, matemáticas, ciencias o artes
unificadas.
Marque la casilla junto a cada actividad que complete. Escriba sus iniciales en cada cuadro del registro de lectura para mostrar tus 2 pasos cada día.
Estas opciones y actividades están diseñadas para ayudar a su hijo a practicar las habilidades que ha aprendido en clase ya este año escolar.
A estas alturas ya debería haber recibido comunicación de su (s) maestro
(s). Están preparados para ayudarlo con el contenido de este paquete.
A continuación se incluye una breve descripción general del paquete: ● Tablero de Elección para la Semana 3 y Semana 4
○ Lectura, Escritura, Matemáticas, Ciencias ○ Música, Arte, Aprendizaje Social-Emocional ○ Educación Física / Salud ○ Registro de Lectura
● Recursos de Tablero de Elección ● Asignaciones para los amigos de la Sra. Roggie ● Asignaciones para los amigos de la Sra. Perry
¡Mantenerse sano!
Ele
men
tary
Cho
ice
Bo
ard
- Gr
ade 4
He
re y
ou w
ill fi
nd 2
wee
ks o
f pra
ctic
e ac
tiviti
es.
Whe
n yo
u fin
ish a
n ac
tivity
col
or it
in o
r cro
ss it
off!
Hav
e fu
n!
W
EE
K 3
&4
: Wee
ks o
f A
pril
20
th -
May
1st
*R
ead
30 m
inut
es p
er d
ay*
REA
DIN
G
(Pic
k 2)
M
inim
um
W
RITIN
G
(P
ick
2)
min
imum
M
ATH
(P
ick
3)
min
imum
SC
IEN
CE
(Pic
k 1)
m
inim
um
Y/
G: L
isten
to a
read
-alo
ud b
y a
fam
ily m
embe
r (2-
3 bo
oks)
and
tell t
hem
wha
t the
boo
k w
as a
bout
. 1
B/2B
: Pow
er W
ord
Pra
ctic
e 1
R/2R
: Rea
d N
ewsE
LA A
rticl
e- “
Man
y Pe
ople
Are
Doi
ng G
ood
…”
and
tell a
fam
ily m
embe
r wha
t you
’ve
lear
ned
. W
t/Bk
/ O
r: Ne
wsE
LA D
ebat
e: S
choo
l Uni
form
s - R
ead
and
deb
ate
your
opi
nion
with
a fa
mily
mem
ber.
Follo
w T
he L
ead
1
Mul
tiplic
atio
n C
olor
ing
Tim
es C
hart
At H
ome
Expe
rimen
t
Y
/G: P
ract
ice
on-le
vel r
hym
ing
+ no
n rh
ymin
g w
ord
s with
a fa
mily
mem
ber.
1B/2
B: R
ead
for 1
5 m
inut
es u
sing
a w
hisp
er v
oice
. 1R
/2R:
Rea
d a
cha
pter
of y
our b
ook,
then
dra
w w
hat h
appe
ned
in th
at c
hapt
er.
Wt/
Bk/O
r: Re
ad th
e fo
lkta
le in
clud
ed in
the
pack
et- T
ell a
fam
ily m
embe
r wha
t the
hid
den
less
on is
.
Com
ic S
trip
Mea
sure
men
t-
In Y
our H
ouse
!
At H
ome
Expe
rimen
t
Y/
G: P
ract
ice
cons
onan
t sou
nds a
nd le
tter b
lend
s with
a fa
mily
mem
ber.
1B/
2B:
Rea
d th
e in
clud
ed p
oem
to a
fam
ily m
embe
r. 1
R/2R
: Pra
ctic
e 4
sylla
ble
wor
ds f
rom
the
list.
Wt/
Bk/O
r: Re
ad tw
o ch
apte
rs in
you
r boo
k, th
en u
se th
e pa
ge in
the
pack
et to
writ
e d
own
any
figur
ativ
e la
ngua
ge.
Poet
ry: H
aiku
Sp
iral R
evie
w
Wor
kshe
et: 4
-2
At H
ome
Expe
rimen
t
Y
/G: T
ouch
eac
h w
ord
as y
ou re
ad th
e Sk
ill C
ard
sent
ence
s. 1
B/2B
: Rea
d th
e lis
t of c
ompo
und
wor
ds t
o a
fam
ily m
embe
r. 1R
/2R:
Rea
d a
poe
m fr
om th
e pa
cket
, the
n cr
eate
you
r ow
n.
Wt/
Bk/O
r: C
ompl
ete
the
Ven
n D
iagr
am to
com
pare
and
con
trast
two
char
acte
rs in
you
r boo
k.
Illu
stra
tion
Nar
rativ
e Ex
empl
ar: P
lant
ing
Seed
s O
ptio
n 1:
Acc
essib
le
Opt
ion
2: R
egul
ar
Opt
ion
3: C
halle
nge
Nea
rpod
- En
ergy
:
DQ
KSP
Bi
g W
ord
Clu
b N
earp
od: X
MN
OW
N
earp
od-
Cap
italiz
atio
n:
DUQ
CP
Stud
yIsla
nd, K
han,
or
Pro
dig
y Se
ssio
n N
earp
od-
Visi
t the
Sph
inx:
BK
XTL
M
ain
Idea
Nea
rpod
: BEK
FN
Nea
rpod
- Pu
nctu
atio
n: N
FZW
E N
earp
od-R
ound
ing:
KZ
XIQ
N
earp
od-E
xplo
re
Earth
: SA
KOW
Elementary Choice Board—Grade 4 WEEK 3 &4: Weeks of April 20th — May 1st
Ele
men
tary
Cho
ice
Bo
ard
- Gr
ade 4
Wee
k 3
& 4
UNIF
IED
ART
S
(Art,
Mus
ic, P
E/
Heal
th)
(Pic
k 1
each
)
MUS
IC/A
RT -
If yo
u ha
ve
acce
ss to
the
inte
rnet
, ch
eck
out M
rs. M
ajch
er
and
Mrs
. Bar
elli’
s Yo
uTub
e C
hann
el,
Tem
po &
Tem
pera
!
https://tinyurl.com/Pri
ceMusic-Art
MUS
IC -
Rhyt
hmic
I Sp
y: L
ook
arou
nd fo
r hou
seho
ld it
ems,
and
clap
the
rhyt
hm o
f an
item
. If t
here
is
som
eone
else
aro
und
, see
if th
ey
can
gues
s whi
ch it
em y
ou're
cl
appi
ng (f
or e
xam
ple,
one
qu
arte
r not
e co
uld
be
lam
p or
bo
ok)
ART
- G
o on
a w
arm
and
coo
l col
or
scav
enge
r hun
t in
your
hou
se o
r ou
tsid
e. H
ow m
any
thin
gs c
an y
ou
iden
tify
that
are
war
m (r
ed, o
rang
e,
yello
w) a
nd c
ool (
gree
n, b
lue,
pu
rple
)? D
id y
ou se
e m
ore
war
m
colo
red
thin
gs, o
r mor
e co
ol
colo
red
thin
gs?
Phys
ical E
duca
tion/
Hea
lth
See C
hoice
Boa
rd B
elow
!
SEL
(Soc
ial-E
mot
iona
l Le
arni
ng)
(Pic
k 2)
min
imum
Gue
ss F
eelin
gs:
In e
ach
part,
you
’ll se
e a
char
acte
r in
actio
n,
expe
rienc
ing
a fe
elin
g.
Afte
r eac
h pa
rt, y
ou’ll
see
a co
unte
r, co
untin
g d
own
from
3 to
1 a
t whi
ch p
oint
yo
u’ll g
et a
cha
nce
to
gues
s wha
t the
cha
ract
er
was
feel
ing.
Jot
dow
n th
e fe
elin
g yo
u th
ink
and
subm
it to
you
r tea
cher
.
http
s://w
ww
.mor
ning
sidec
ente
r.org
/tea
chab
le-m
omen
t/le
sson
s/co
vid
-cris
is-le
sson
-feel
ings
-gra
des
-3-5
- Pra
ctic
e be
ing
min
dfu
l- Si
t qu
ietly
for
2-5
m
inut
es a
nd
notic
e al
l tha
t is
goin
g on
aro
und
you.
Id
eas o
f pl
aces
to si
t: By
an
ope
n w
ind
ow, i
n yo
ur
back
yard
, a
room
in y
our
hous
e
Writ
e w
hat y
ou
obse
rved
and
su
bmit
to y
our
teac
her.
Wat
ch v
ideo
and
th
ink
abou
t a ti
me
rece
ntly
whe
n yo
u fe
lt on
e of
the
feel
ings
from
the
vid
eo y
ou ju
st
wat
ched
. W
hat
happ
ened
? Ta
ke
time
to d
raw
the
feel
ing,
then
writ
e w
hat t
he fe
elin
g w
as a
nd w
hat
brou
ght o
n th
e fe
elin
g. S
hare
the
dra
win
g w
ith y
our
teac
her.
http
s://w
ww
.you
tube
.com
/wat
ch?v
=d
Oky
KyV
FnSs
Help
an
adul
t at
hom
e by
listin
g al
l th
e ch
ores
you
can
d
o an
d d
o at
leas
t on
e a
day
to h
elp
your
fam
ily.
Subm
it yo
ur lis
t to
your
teac
her.
Cop
ing
skills
to
prac
tice:
http
s://d
rive.
goog
le.c
om/f
ile/d
/1Bv
FR8e
4V9o
d5X
Szeq
Yd7_
jNz2
Kvd
DZG
j/vie
w?
usp=
shar
ing
Let y
our t
each
er
know
whi
ch o
ne
you
liked
the
best
.
Pers
onal
Spa
ce: P
erso
nal
spac
e m
eans
the
area
aro
und
your
bod
y. It
is a
bou
ndar
y be
twee
n yo
u an
d th
e pe
ople
ar
ound
you
.
Som
e th
ings
we
shou
ld
rem
embe
r:
-Hav
ing
a ar
ms
leng
th in
be
twee
n yo
u an
d so
meo
ne
else
-U
se y
our w
ords
if
som
eone
is s
tand
ing
too
clos
e to
you
and
you
don
’t lik
e it
-Res
pect
som
eone
els
e’s
boun
darie
s by
ask
ing
them
be
fore
get
ting
clos
e en
ough
to
touc
h th
em”
Giv
e ex
ampl
es h
ow y
ou a
re
usin
g pe
rson
al sp
ace
in y
our
hom
es?
W
hen
you
finish
an
activ
ity c
olor
it in
or c
ross
it o
ff! H
ave
fun!
Elementary Choice Board—Grade 4
Ele
men
tary
Cho
ice
Bo
ard
- Gr
ade 4
r-
os
ct
o.k CL
ru
0} J{
# ti
c o
O
Count how Inane+
StePs it tapes
You to walk around toe inside or outside of your home.
Was", y 't - Cif, Ends after You use the
bat ;ti' ef-ore you ec,lfi 3r,L! after
You play.
Toss a soft object to
yourseif or
with someone 2o tires.
Do is push-ups, sit
-ups and squats.
1� you are watcnjng TV try doing then during commercials.
TkY to complete
2 eKerclse each
daY.
TaKe a bathlshower every day or every other day.
Brush your
teeth after each meal.
Move through your
�oMe liKe your
favorite animal.
r ,_
C
O
W
0 C L
Ele
men
tary
Cho
ice
Bo
ard
- Gr
ade 4
REA
DIN
G/L
ECTU
RA
TO D
O: R
EAD
EVER
Y DA
Y!
Fill
in y
our b
ook
title
and
hav
e a
grow
n up
initi
al y
our l
og b
elow
.
PA
RA H
AC
ER: L
EA C
ADA
DIA
! Com
plet
e el
titu
lo d
e su
libr
o y
teng
a un
a in
icia
l par
a ad
ulto
s en
su
regi
stro
a c
ontin
uaci
on.
M
ON
DAY
LUN
ES
TUES
DAY
MA
RTES
WED
NES
DAY
MER
ICO
LES
THUR
SDA
Y
JUEV
ES
FRID
AY
VIER
NES
SATU
RDA
Y
SABA
DO
SUN
DAY
DOM
ING
O
Wee
k 3
Sem
ana
3
(eve
ry
day)
(cad
a di
a)
Title
/Titu
lo:
____
____
____
_
____
____
____
_
____
____
____
_
Inita
ls/ In
icia
les:
__
____
Title
/Titu
lo:
____
____
____
_
____
____
____
_
____
____
____
_
Inita
ls/ In
icia
les:
__
____
Title
/Titu
lo:
____
____
____
_
____
____
____
_
____
____
____
_
Inita
ls/ In
icia
les:
__
____
Title
/Titu
lo:
____
____
____
_
____
____
____
_
____
____
____
_
Inita
ls/ In
icia
les:
__
____
Title
/Titu
lo:
____
____
____
_
____
____
____
_
____
____
____
_
Inita
ls/ In
icia
les:
__
____
Title
/Titu
lo:
____
____
____
_
____
____
____
_
____
____
____
_
Inita
ls/ In
icia
les:
__
____
Title
/Titu
lo:
____
____
____
_
____
____
____
_
____
____
____
_
Inita
ls/ In
icia
les:
__
____
Wee
k 4
Sem
ana
4
(eve
ry
day)
(cad
a di
a)
Title
/Titu
lo:
____
____
____
_
____
____
____
_
____
____
____
_
Inita
ls/ In
icia
les:
__
____
Title
/Titu
lo:
____
____
____
_
____
____
____
_
____
____
____
_
Inita
ls/ In
icia
les:
__
____
Title
/Titu
lo:
____
____
____
_
____
____
____
_
____
____
____
_
Inita
ls/ In
icia
les:
__
____
Title
/Titu
lo:
____
____
____
_
____
____
____
_
____
____
____
_
Inita
ls/ In
icia
les:
__
____
Title
/Titu
lo:
____
____
____
_
____
____
____
_
____
____
____
_
Inita
ls/ In
icia
les:
__
____
Title
/Titu
lo:
____
____
____
_
____
____
____
_
____
____
____
_
Inita
ls/ In
icia
les:
__
____
Title
/Titu
lo:
____
____
____
_
____
____
____
_
____
____
____
_
Inita
ls/ In
icia
les:
__
____
Elementary Choice Board—Grade 4
Ele
men
tary
Cho
ice
Bo
ard
- Gr
ade 4
Junt
a de E
lecc
ión
Elem
enta
l - G
rado
4
Aqu
i enc
ontr
aras
2 se
man
as d
e act
ivid
ades
de p
ract
ica. C
uand
o te
rmin
es u
na ac
tivid
ad, c
olor
eala
or t
acha
la. Q
ue te
div
iert
as. !
WE
EK
3 &
4: W
eeks
of
Apr
il 2
0th
- M
ay 1
st
S
EM
AN
A 3
& 4
: Sem
ana
del
20
de
abri
l al 1
de
may
o
*R
ead
30 m
inut
es p
er d
ay*
Lect
ura
(elij
a 2
min
imo)
M
inim
um
Es
critu
ra
(e
lija
2 m
inim
o)
min
imum
M
atem
atic
a (e
lija
3 m
inim
o)
min
imum
C
ienc
ias
(elij
a 1)
m
inim
um
Y/
G: e
scuc
ha u
na le
ctur
a en
voz
alta
de
un m
iem
bro
de
la fa
milia
(2-3
libro
s) y
dig
ales
de
que
trata
el li
bro
1B/
2B: P
ract
ica
de
pala
bras
de
pond
er
1R/2
R: L
ea e
l arti
culo
de
New
sELA
: “M
ucha
s per
sona
s est
an h
acie
ndo
el b
ien”
ens
ene
a su
fam
ilia
Wt/
Bk/
Or:
New
sELA
Deb
ate:
Uni
form
es e
scol
ares
: lea
y d
ebat
a su
opi
nion
con
un
mie
mbr
o d
e la
fam
ilia.
Sigu
e el
eje
mpl
o 1
col
ores
de
mul
tiplic
acio
n
#21
Tab
la d
e m
ultip
licac
ion
expe
rimen
to
en c
asa
Y
/G: P
ract
icar
rim
as a
niv
el +
pal
abra
s que
no
riman
con
un
mie
mbr
o d
e la
fam
ilia
1B/2
B: L
ee d
uran
te 1
5 m
inut
os u
nsan
do
una
voz
susu
rrant
e 1R
/2R:
Lee
un
capi
tulo
de
tu lib
ro, l
uego
dib
uja
lo q
ue su
ced
io e
n es
e ca
pitu
lo
Wt/
Bk/O
r: Le
a el
cue
nto
popu
lar i
nclu
ido
en e
l paq
uete
; dig
ale
a un
mie
mbr
o d
e la
fam
ilia c
ual e
s la
lecc
ion
.
Tira
com
ica
Med
ida-
En T
u C
asa!
expe
rimen
to
en c
asa
Y
/G: P
ract
ique
soni
dos
de
cons
onan
tes y
mez
clas
de
letra
s con
un
mie
mbr
o d
e la
fam
ilia.
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bus
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tmo
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i hay
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note
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tod
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s de
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: jun
to a
una
ve
ntan
a al
bier
ta, e
n su
pat
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aser
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na
habi
taci
on e
n su
ca
sa.
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iba
lo q
ue
obse
rvoy
env
ie a
su
mae
stro
.
Mire
el v
ideo
y
pien
se e
n un
m
omen
to re
cien
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en e
l que
sien
tio u
no
de
los s
entim
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del
vid
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mes
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tie
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par
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ntim
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ego
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sent
imie
nto
y qu
e lo
pr
ovoc
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ompa
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el d
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n tu
m
aest
ro.
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s://w
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tub
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atch
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Ayu
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ad
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and
o to
das
la
s tar
eas q
ue
pued
e ha
cer y
ha
ga a
l men
os u
na
al d
ia p
ara
ayud
ar a
su
fam
ilia.
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a tu
lista
a tu
m
aest
ro.
Habi
lidad
es d
e af
ront
amie
nto
para
pr
actic
ar.
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sto
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pers
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: esp
acio
pe
rson
al si
gnifi
ca e
l are
a al
red
edor
de
su c
uerp
o. E
s un
limite
ent
re u
sted
y la
s pe
rson
as q
ue lo
rod
ean.
-Alg
unas
cos
as q
ue
deb
emos
reco
rdar
:
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er u
n br
azo
de
dist
anci
a en
tre tu
y
algu
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mas
.
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tus p
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ras s
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ta d
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de
ti y
no te
gus
ta
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peta
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per
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pr
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tad
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ant
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e ac
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sufic
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e co
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para
toca
rlos.
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ejem
plos
de
com
o es
ta u
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el e
spac
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pers
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sus h
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Many people are doing good to combat the fear and isolation of the coronavirus Q Presenting A Saved & Share �\ Hide 6) Print
Image 1. Jodi Beder plays music on her cello from her front porch in Mount Rainier, Maryland, March 25, 2020. Beder is a member of the
group A Musical Heart, which plays music to hospice patients. Photo: Michael S. Williamson/Washington Post
By Washington Post, adapted by Newsela staff
Published: 04/02/2020 Word Count: 468
Jodi Beder is 69 years old. She lives in Mount Rainier, Maryland. Ms. Beder plays a cello
concert on her porch every day. A cello is a string instrument. It comes from the same
instrument family as the violin. Her neighbors watch her from the sidewalk.
There are thousands of Americans like Ms. Beder. They are trying to do acts of kindness.
They hope people may feel less lonely. Many people feel lonely because of the novel
coronavirus.
Coronavirus is a Mike illness. It began in China. It has been spreading across the globe
since December 2019. Health officials have been encouraging social distancing. This means
staying home. It also means staying away from other people. This will help slow the spread
of the virus.
Activities
Activities
Teacher Car Parades
Many schools have closed. Teachers still want to see their students. Many teachers have
started car parades in their neighborhoods. They drive by their students' homes. Stephanie
Batchelor is a teacher in Maryland. She said seeing her students cheered her up.
Others are helping doctors. Elizabeth D'Antonio is sewing medical masks. Masks help
protect doctors from the virus. However, many hospitals do not have enough masks. Ms.
D'Antonio and her friends made hundreds of masks. Ms. D'Antonio says it felt good to
help.
Image 2. Jodi Bader hopes to bring some peace and distraction as relief from all of the coronavirus fears. Photo: Michael S. Williamson/Washington Post
Shilagh A. Mirgain studies human behavior. Ms. Mirgain says humans usually respond to
stress with a "fight or flight" response. We will either fight. Or we will run away from it. She
says we cannot control much about the coronavirus. As a result, people are responding in a
different way. Ms. Mirgain calls it "tend and befriend." People are not running. Instead, they
are helping. Ms. Mirgain says helping can spread hope and well-being.
People in Washington, D.C., are helping. Residents of an apartment building put up signs.
They offered to help high-risk neighbors. The virus is more dangerous for high-risk groups.
This includes the elderly. They can get more sick. Children are less likely to get sick.
Mini-Concerts
Ms. Beder started her mini-concerts in mid-March.
She is part of a group called A Musical Heart. The group plays music for seriously ill
patients.
Ms. Beder hopes her music will help her neighbors feel less alone.
The audience for Ms. Beder's concerts is small. Still, neighbors appreciate her music. Lee
Hicks and her children watched Ms. Beder. They sat across the street. Ms. Hicks said Ms.
Beder was kind for playing music during a stressful time.
The audience thanked Ms. Beder for her music. It was like she had given them a gift.
Ms. Beder waved at them from her porch. She said that music is what she has to give.
Reproduced with permission. Copyright 0 2020 Washington Post. All rights reserved.
Activities
Activities
Government & Economics
Issue Overview: Should students have to wear school uniforms?
Q Presenting Q Save f# Share Z� Hide Q Print
I I
Phoenix Anderson, 6, of Chicago, shops for school uniforms at Kmart. Kmart has expanded online and in-store uniform offerings in
response to the growing number of public schools that require students to wear uniforms. John Konstantaras /AP Images for WART
By ProCon.org, adapted by Newsela staff
Published: 11/23/2016 Word Count: 720
It used to be that only private school students wore uniforms. Now public school students in
the United States are increasingly wearing them as well. One in 5 public schools required
students to wear uniforms during the 2013-2014 school year. During the 2003-2004 school
year, that number was only 1 in 8. Public school students are more likely to wear uniforms
in very poor areas than in wealthy ones.
Supporters say school uniforms make schools safer for students. They say that uniforms
create a "level playing field." Students who wear uniforms are less worried about who has
the nicest clothes. So they pay more attention to their schoolwork, uniform supporters say.
Opponents say that kids express themselves through their clothes. They argue that making
them wear uniforms limits this freedom. They also say that uniforms don't make students
behave better or do better in school. Uniforms don't hide the differences between rich and
poor students, they argue. In fact, uniforms actually make them worse.
History Of School Uniforms
School uniforms began in the 1500s in England. Poor children attending the Christ's
Hospital school wore yellow stockings and blue cloaks. In September 2014, students at
Christ's Hospital were still wearing the same uniform. The school says it is the oldest school
uniform still in use. In 2o11, nearly all of the Christ's Hospital students voted to keep it.
In later years, school uniforms in England became associated with the upper class. They
were only worn by students at the very richest schools.
In the United States, generally only private schools made students wear uniforms. One
exception were the government schools for Native American children. The children were
taken away from their families and dressed in military-style uniforms.
U.S. School Uniform Movement Begins
In 1987, students at some public schools in Maryland and Washington, D.C., began wearing
uniforms. The students and their families were allowed to choose if they wore them, and
most did. School officials said that these students had a better attitude. They got into less
Ac
trouble. The students were also less interested in wearing expensive designer clothing for
school, which saved their families money.
By the fall of 1988, 41 public schools in Washington, D.C., required uniforms. Soon the
movement spread to other states, generally in city schools with poorer students. In 1988, the
mayor of New York City expressed support for school uniforms. He said that they encourage
"common respect."
In 1994, a school district in California became the first to require all its students to wear
uniforms.
School Uniforms And The Law
In 1969, the U.S. Supreme Court decided a major case about students' freedom of
expression. The court ruled that schools could not limit students' right to express
themselves as long as the students were not being disruptive. The case concerned a group of
students who had worn black armbands to protest the Vietnam War. Opponents of school
uniforms later used this case to argue that students have a right to choose their own
clothing. This right is protected by the First Amendment of the U.S. Constitution, they
argue.
Other courts have also made decisions about school uniforms, often in favor of them. In a
1995 case, a judge ruled that wearing "sagging pants" was not a form of freedom of
expression. The judge said that "sagging pants' did not express a "message." "Sagging" was
merely a teen fashion style, the judge argued. The student had said that his outfit was a part
of hip-hop style worn by minorities.
In 2000, a student was suspended for refusing to wear a school uniform. His family said it
was against their religion. After it was challenged by a civil rights group, the school agreed
to let the student wear his own clothing.
No state law requires school uniforms. No state law forbids them either. As of 2008, 22
states allowed schools to institute dress codes or uniform rules.
U.S. Uniform Statistics
Uniforms are becoming more common in public schools. In the 2003-2004 school year,
about 1 in 9 public schools had uniforms. In the 2011-2012 school year, that number was 1 in
5. More city schools required uniforms than schools in the suburbs and the country.
Students were much more likely to wear uniforms in very poor schools than in richer ones.
Source, school-uniforms.procon.org
Y/G Rhyming and Non Rhyming Words Read these word pairs and decide if they rhyme or not!
Cat/Hat
No/Go
Boy/Toy
Fun/Done
Out/About
Not/Now
Make/Cake
Many/New
Any/Happy
Girl/Twirl
Under/Eat
From/Drum
House/Mouse
Wt/Bk/Or: Folktale Reading
The Tortoise and The Hare
VERSION I
There once was a speedy hare who bragged about how fast he could run. Tired of hearing him boast, Slow and Steady, the tortoise, challenged him to a race. All the animals in the forest gathered to watch.
Hare ran down the road for a while and then and paused to rest. He looked back at Slow and Steady and cried out, "How do you expect to win this race when you are walking along at your slow, slow pace?"
Hare stretched himself out alongside the road and fell asleep, thinking, "There is plenty of time to relax."
Slow and Steady walked and walked. He never, ever stopped until he came to the finish line.
The animals who were watching cheered so loudly for Tortoise, they woke up Hare.
Hare stretched and yawned and began to run again, but it was too late. Tortoise was over the line.
After that, Hare always reminded himself, "Don't brag about your lightning pace, for Slow and Steady won the race!"
Y/G Consonant Blend Practice Use the first two letters to sound out a word!
Write the words you’ve created here: __________ __________ _________ __________ __________ _________ __________ __________ _________ __________ __________ _________
Use the first two letters to start o word.
br cr dr fr gr pr tr wr bl cl fl gl pl sl sc sk sm _ sn Sp St sw tw ch sh th wh
1B/2B: Read This Poem to a Family Member
HOMEWORK MACHINE
The Homework Machine, oh the Homework Machine, Most perfect contraption that's ever been seen. Just put in your homework, then drop in a dime. Snap on the switch, and in ten seconds' time,
Your homework comes out, quick and clean as can be. Here it is—"nine plus four?" and the answer is "three." Three? Oh me...
I guess it's not as perfect As I thought it would be.
Read more poems in A Light in the Attic
by Shel Silverstein!
A Lgfd to d. Ater dv 1981 Ekt Ede Music. Inc
In
1R/2R 4-Syllable Word Practice
Impossible Invitation Invisible
Elevator Kindergarten Accelerate
Watermelon Information Binoculars
Calculator Helicopter Alligators
Harmonica Electrician American
Operation Emergency Celebration
Discovery Delivery Cemetery
Wt/Bk/Or: Figurative Lang. List Sentence from the book: Type of figurative language: ______________________________________________ Sentence from the book: Type of figurative language: Sentence from the book: Type of figurative language:
Y/G Skill Card Sentences
1Y- I u5ethe pattern and picture to read each Sentence. 2Y- I touch each word a 51 read. 3Y, I ma L- the sou nd of the fi rst letter, c hec k the p ictu re then sa, so methi ng that rnatc hes Moth. �,
Compound Word Practice A. Make a Compound Word
Draw a line between two words that make a compound word.
1. pony hopper 2. back yard 3. grass tail 4. earth cake 5. pan quake 6. dragon fish 7. jelly stick 8. lip brush 9. tooth ground 10. play fly B. Find the Possible Compound Words
Look at the first word. Underline the word that cannot be added to the first word to make a compound word. Example: day dream light ground break Dayground is not a compound word, but daydream, daylight and daybreak are compound words.
1. hand out writing paper shake 2. door knob place way mat 3. air play plane line port 4. down hill there stairs town 5. fire fly proof works brush 6. head over ache first light 7. ear ring phone play ache 8. house work down wife hold 9. cross over word tail road 10. bed bug time spread wash 11. under arm shirt boat ground 12. sea food sky shell shore 13. time piece table over keeper 14. out arm side come doors 15. life fly boat time guard C. Make a Compound Word
Draw a line between two words that make a compound word and write the compound word on the line.
1. sun corn _______________ 2. pop rise _______________ 3. after cut _______________ 4. hair noon _______________ 5. cow boy _______________ 6. fire dog _______________ 7. news place _______________ 8. foot paper _______________ 9. scare ball _______________ 10. bull crow _______________
YPU RTHDITCTIoONNARNY
1R/2R Poem
LAZY JANE
Lazy
lazy
lazy
lazy
lazy
lazy
Jane,
she
wants
a
drink of
water
so she
waits
and waits
and
waits
and waits
and waits
for it
to
rain.
Create Your Own Poem
Illustrate, or Draw, Your Poem
Wt/Bk/Or Character Venn Diagram Character 1
Character 2
Both
Follow the Lead Write a story using the Lead lines as your starting point. Use creativity and details to create a unique story that follows the lead line, but becomes your own as you develop new twists and turns! Everyone in town knew that drinking from the Hidden Spring was forbidden. Forbidden because with all of the good that came from the cool, refreshing water, there was always a heavy price to pay. As you leaned down, scooping a small handful of the clear water, you thought to yourself, “I will only take a little sip.”
Comic Strip
Spring Haiku
1. Brainstorm a list of any words that remind you of Springtime!
green new growth awaken budding
birth warming change rain beauty *Add at least 10 of your own words about Spring!*
2. Use your word list to create a 3 line Japanese poem that reflects a feeling or creates a visual about Spring. *Remember* Line 1 = 5 syllables Line 2 = 7 syllables Line 3 = 5 syllables
3. Sample Haiku
Spring Awaken new growth.
Warm, change, bud, and be reborn. Show nature’s beauty!
4. Your turn!
Create your own detailed illustration. Then write a story about your drawing.
Create a detailed illustration! Use your drawing to write a story!
____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________
Create your own detailed illustration. Then write a story about your drawing.
Multiplication ChartMath-Aids.Com
Multiplication Times Table ChartMultiplication Times Table Chart
1 Times Table
1 X 1 = 1
1 X 2 = 2
1 X 3 = 3
1 X 4 = 4
1 X 5 = 5
1 X 6 = 6
1 X 7 = 7
1 X 8 = 8
1 X 9 = 9
1 X 10 = 10
1 X 11 = 11
1 X 12 = 12
2 Times Table
2 X 1 = 2
2 X 2 = 4
2 X 3 = 6
2 X 4 = 8
2 X 5 = 10
2 X 6 = 12
2 X 7 = 14
2 X 8 = 16
2 X 9 = 18
2 X 10 = 20
2 X 11 = 22
2 X 12 = 24
3 Times Table
3 X 1 = 3
3 X 2 = 6
3 X 3 = 9
3 X 4 = 12
3 X 5 = 15
3 X 6 = 18
3 X 7 = 21
3 X 8 = 24
3 X 9 = 27
3 X 10 = 30
3 X 11 = 33
3 X 12 = 36
4 Times Table
4 X 1 = 4
4 X 2 = 8
4 X 3 = 12
4 X 4 = 16
4 X 5 = 20
4 X 6 = 24
4 X 7 = 28
4 X 8 = 32
4 X 9 = 36
4 X 10 = 40
4 X 11 = 44
4 X 12 = 48
5 Times Table
5 X 1 = 5
5 X 2 = 10
5 X 3 = 15
5 X 4 = 20
5 X 5 = 25
5 X 6 = 30
5 X 7 = 35
5 X 8 = 40
5 X 9 = 45
5 X 10 = 50
5 X 11 = 55
5 X 12 = 60
6 Times Table
6 X 1 = 6
6 X 2 = 12
6 X 3 = 18
6 X 4 = 24
6 X 5 = 30
6 X 6 = 36
6 X 7 = 42
6 X 8 = 48
6 X 9 = 54
6 X 10 = 60
6 X 11 = 66
6 X 12 = 72
7 Times Table
7 X 1 = 7
7 X 2 = 14
7 X 3 = 21
7 X 4 = 28
7 X 5 = 35
7 X 6 = 42
7 X 7 = 49
7 X 8 = 56
7 X 9 = 63
7 X 10 = 70
7 X 11 = 77
7 X 12 = 84
8 Times Table
8 X 1 = 8
8 X 2 = 16
8 X 3 = 24
8 X 4 = 32
8 X 5 = 40
8 X 6 = 48
8 X 7 = 56
8 X 8 = 64
8 X 9 = 72
8 X 10 = 80
8 X 11 = 88
8 X 12 = 96
9 Times Table
9 X 1 = 9
9 X 2 = 18
9 X 3 = 27
9 X 4 = 36
9 X 5 = 45
9 X 6 = 54
9 X 7 = 63
9 X 8 = 72
9 X 9 = 81
9 X 10 = 90
9 X 11 = 99
9 X 12 = 108
10 Times Table
10 X 1 = 10
10 X 2 = 20
10 X 3 = 30
10 X 4 = 40
10 X 5 = 50
10 X 6 = 60
10 X 7 = 70
10 X 8 = 80
10 X 9 = 90
10 X 10 = 100
10 X 11 = 110
10 X 12 = 120
11 Times Table
11 X 1 = 11
11 X 2 = 22
11 X 3 = 33
11 X 4 = 44
11 X 5 = 55
11 X 6 = 66
11 X 7 = 77
11 X 8 = 88
11 X 9 = 99
11 X 10 = 110
11 X 11 = 121
11 X 12 = 132
12 Times Table
12 X 1 = 12
12 X 2 = 24
12 X 3 = 36
12 X 4 = 48
12 X 5 = 60
12 X 6 = 72
12 X 7 = 84
12 X 8 = 96
12 X 9 = 108
12 X 10 = 120
12 X 11 = 132
12 X 12 = 144
What is it?
Solve the equations. Color or shade in with a penal the areas that have an odd number for the product (answer).
Name Date
AREA
1)
2)
Area = ________ square cm Area = ________ square ft
3)
4)
Area = ________ square m Area = ________ square in 5)
6)
Area = ________ square m Area = ________ square cm
8cm
3cm
5ft
7ft
3
3m
4in
10in
9m
2m
8cm
5cm
Area and Perimeter: IN YOUR HOUSE!Find square or rectangular objects in your house. Label the shapes, measure your objects with in./ft. OR mm/cm/m, and find the area and perimeter!
Perimeter = ______ __
Object: ___________
Perimeter = ______
Object: ___________
Perimeter = ______ Perimeter = ______
Perimeter = ______ __ Perimeter = ______ __
Object: ___________ Object: ___________
Object: ___________ Object: ___________
____
__
____
__
__ __
Free Math Sheets, Math Games and Math Help
4-2 Name Date
Solve.
1. What is 538,152 rounded to the nearest:
a. hundred? b. thousand?
c. ten thousand? d. hundred thousand?
Draw a rectangle model. Find the tens product, the ones product, and the total product.
2.3x65 3.8x29
Evaluate each expression.
4. (12-4)•(6+3)= 5.(8 -.2)+(12-2)=
6. Stretch Your Thinking There were 381 books sold
at a children's used book fair. At the end of the day, there were still 493 books remaining. Samantha says there were 112 books at the start of the book fair. Explain her error. How many books were there at
the start of the book fair.)
92 UNIT 4 LESSON 2 Situation and Solution Equations for Addition and Subtraction
4-2
Recuerda
Nom bre Fecha
Resuelve.
1. 4Que numero es 538,152 reciondeado:
a. al centesimo mas cercano? b. a la decena de millar mas cercana?
c. al millar mas cercano? d. a la centena de millar mas cercana?
Diixjja tin modelo de rectangulo. Halla el producto de las
decenas, el producto de las unidades y el producto total.
2.3 65 3.8 29
Evalua cada expresion.
4. (12 4) • (6 1 3) = 5. (8 2) i 0 2 — 2)
6. Piensa mas AS En la feria del libro usado se
vendieron 381 libros. Al final del dia, todavia
quedaban 493 libros. Samantha dice que habia
112 libros antes de que empezara la feria. Explica
su error. �Cuantos libros habia al comienzo de
la feria del libro?
O Houghton Mftn Harc
otst Pubi
shmg Company
92 UNIDAD 4 LECC16N 2 Ecuaciones de situaudn y solucidn para la suma y la recta
4-2 Name Date
Solve.
1. What is 538,152 rounded to the nearest:
a. hundred? 538,200 b. thousand? 538,000
c. ten thousand? 540,000 d. hundred thousand? 500,000
Draw a rectangle model. Find the tens product, the ones product, and the total product.
2.3x65
3
60 5
3 x 60 = 180 3x5=15
180 + 15
195
Evaluate each expression.
4.(12-4)•(6+3)= 72
3.8x29
8
20 9
8x20=160 8x9=72
160
+ 72
232
5.(8 -.2)+(12-2)=
6. Stretch Your Thinking There were 381 books sold
at a children's used book fair. At the end of the day, there were still 493 books remaining. Samantha says there were 112 books at the start of the book fair. Explain her error. How many books were there at
the start of the book fair? Possible explanation: Samantha subtracted 381 from 493. She should have
added the books sold and the remaining books to
find how many books there were at the start of
the book fair. 381 + 493 = 874 books
14
92 UNIT 4 LESSON 2 Situation and Solution Equations for Addition and Subtraction
E xe m pl ars
Name:
Planting Seeds Accessible
P/S R/P Com Con Rep A/level
Planting Seeds A
Luke is planting seeds in pots. Luke has 60 seeds. Luke wants to have the same number of seeds in each pot. Luke does not want to plant more than 10 seeds in each
pot. Luke only has 18 pots. What are two ways Luke can plant the same number of seeds in each pot? Show all your mathematical thinking.
Planting Seeds Regular Luke is planting seeds in pots. Luke has eighty-four seeds. Luke wants to have the
same number of seeds in each pot. Luke does not want to plant more than fourteen
seeds in each pot. Luke only has twenty-five pots. What are three ways Luke can plant
the same number of seeds in each pot? Show all your mathematical thinking.
Planting Seeds Challenge Luke is planting seeds in pots. Luke has eighty-four seeds. Luke wants to have the
same number of seeds in each pot. Luke does not want to plant more than ten seeds in
each pot. Luke only has thirty pots. What are all of the ways Luke can plant the same
number of seeds in each pot? Show all your mathematical thinking.
Domain(s)Operations and Algebraic Thinking
Standard(s)3.OA.A.3
Mathematical PracticesMP.1 MP.3 MP.4 MP.6
Grade 3 – Planting Seeds
Major Underlying Mathematical Concepts
Factors of 84Identifying a division situationFinding a missing factor when the product and one factor are knownPartitioning into equal sharesRepeated subtraction of equal parts
Problem Solving Strategies
Model (manipulatives)Diagram/KeyTableNumber line
Formal Mathematical Language and Symbolic Notation
ModelDiagram/KeyTableNumber lineFactorsProductQuotientDivisorDividendArrayGreater than (>)/Less than (<)
Equivalent/Equal toSets/GroupsTotal/SumAmountOdd/EvenMost/LeastRemainderDozenCombinations/ArrangementsCommutative Property
Page 1
Preliminary Planning Sheet
PROBLEM SOLVING 4°'121°'CENTURY
COMMON CORE
Possible Solution(s)
Luke can plant the following: 6 pots with 14 seeds in each, 7 pots with 12 seeds in each, 12 pots with 7 seeds in each, 14 potswith 6 seeds in each, 21 pots with 4 seeds in each.
Possible Connections
Below are some examples of mathematical connections. Your students may discover some that are not on this list.
Luke cannot use all 25 pots because 84 ÷ 25 gives a remainder.More than 3 ways are shown to plant the seeds.There are 12 combinations if Luke could use 84 pots and 84 seeds.Solve more than one way to verify the answer.Relate to a similar task and state a math link.The most pots Luke can use is 21.The least number of seeds in each pot is 4.84 seeds is 7 dozen.1, 2, 3, 4, 6, 7, 12, 14, 21, 28, 42 and 84 are factors of 84.
Page 2
Factors Number Seeds
1 2 3 4 6 7 12 14 21 28 42 84 of Pots per Pot
1 84
2 42
3 28
4 21
6 14
1 x84=84 7 12
84=2=42 12 7
84=6=14 14 6 21 4
7x12=84 28 3
21 +21 =42, 42+21 =63, 63+21 =84 42 2
etc. 84 1
PROBLEM SOLVING FOR THE
possible ways to plant seeds in pots
COMMON CORE
At Home Experiments
1. Musical Bottles
Materials: empty plastic bottles(all shapes and
sizes), water
Procedure: Fill the bottles with different levels
of water, blow across the top of bottle openings
to create different notes, create your own sound
energy song, video-record your song for sharing!
2.Sky Diving
Materials: plastic trash bag, plastic cup,
tape/string, small plastic toy
Procedure: Build your own parachute by connecting
your materials together, place plastic toy inside
cup, test parachute’s ability to keep your toy
safe by dropping safely from different heights,
video-record your success!
At Home Experiments
3.Sinking to Floating
Materials: clear cup, water, egg, salt, spoon
Procedure: Fill cup ¾ full of water, place egg in
cup, slowly add salt and stir, keep adding salt
and stirring until the egg begins to float, take a
photo! How many spoonfuls of salt did you need to
add before your egg began to float?
Choice Board for Ms. Roggie’s Friends (April 20- April 24) WRITING
(Pick 2) minimum MATH
(Pick 3) minimum
Write or spell out loud the following words:
___________________
__________________
___________________
___________________
___________________
Go outside and look at your house/building number. Write this number in standard form, expanded form, and word form. Do this for three other houses/buildings on your street. Example:
My house number is 342 Standard form: 342 Expanded form: 300 + 40 + 2 Word form: three hundred forty-two
Write or or verbally tell a story that goes along with the picture below. Make sure to include a clear
beginning, middle, and end.
Comparing Numbers Worksheet
Answer the following problems using a drawing, a number sentence, and an answer with a label.
1. Jose went to the store and bought 4 bags of apples. Each bag had 3 apples in it. How many apples did Jose buy in all?
2. Genesis has four notebooks. Each notebook has 8 drawings in it. How many drawings are there altogether?
Write or spell out loud the following words:
____________________
____________________
____________________
____________________
____________________
Show the following math facts using objects in your house:
3 x 4
3 x 5
3 x 6
Example: 2 x 6 (In my house, I have spoons. I would make two groups of spoons, with six spoons in each
group.)
Write 5 sentences describing the inside or outside of your apartment or house. Use lined paper provided in packet.
Prodigy Session (Online)
Seesaw Activity (Online)
r
N � �PUI �F
� 0
jai
Choice Board for Ms. Roggie’s Friends (April 27- May 1) WRITING
(Pick 2)
minimum
MATH
(Pick 3) minimum
Write or spell out loud the following words:
___________________
__________________
___________________
___________________
___________________
Find one or more people in your household to play the game 10’s with. Explain the rules of the game and play a few rounds together.
1. Stand in a circle 2. You go around the circle counting by
10s as a group. The person that says 100 is out. Keep playing till you are left with a winner.
3. When it is a player's turn they can say one, two, or three numbers. Ex: 10 or 10, 20, or 10, 20, 30.
Write or tell a story that goes along with the picture. Make sure to include a problem and solution.
Word Forms Worksheet
Answer the following problems using a drawing, a number sentence, and an answer with a label.
1. I have 25 students in my classroom. I put them in groups of 5. How many groups are there?
2. I had 24 takis. I decided to share them equally among myself and 3 friends. How many takis does each person get?
Write or spell out loud the following words:
_____________________
________________________
________________________
________________________
________________________
Adding and Subtracting Worksheet
Write 5 sentences describing a friend or family member. Use lined paper provided in packet.
Prodigy Session (Online)
Seesaw Activity (Online)
. .
I,o
lUJ
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Comparing Numbers Worksheet
Ms Roggie has 24 cookies and Mrs Boehm has 46 cookies. Who has more? How do you know?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Compare using > (greater than), < (less than), or = (equal to)
74 77 85 58
620 602 899 901
3,294 3,924 1,997 1,770
902 6,502 1,203 1,203
0 0
0 0
0 0
0 0
Word Forms Worksheet
Standard Form: 8,562
Word Form: eight thousand, five hundred sixty-two
Expanded Form: 8,000 + 500 + 60 + 2
Write each number in expanded form.
73 ___________________________________________________________
5,621____________________________________________________________
128 _____________________________________________________________
Read and write each number in standard form.
40 + 3 _____________________________
900 + 5 ____________________________
200 + 60 +1 _________________________________
9,000 + 800 + 4 _________________________________________________
Addition and Subtraction Worksheet
The school library has 288 science books. Altogether the library has 618 science and animals books. How many fewer science books than animal books does the library have?
________________________________________________________________
985 2,931 4,201
- 792 + 8,563 +9,979
98,309 8,196 1,682
- 48,659 - 4,587 +5,436
Engl
ish
Lang
uage
Dev
elop
men
t Cho
ice B
oard
Here
you
will
find
2 w
eeks
of p
ract
ice
activ
ities
. W
hen
you
finish
an
activ
ity c
olor
it in
or c
ross
it o
ff! H
ave
fun!
Wee
k o
f A
pril
20
th -
Apr
il 2
7th
Mon
day
Tu
esda
y W
edne
sday
Th
ursd
ay
Fr
iday
Find
3 th
ings
in y
our
hous
e th
at a
re:
Red,
yel
low
, blu
e, g
reen
, pu
rple
, pin
k, b
row
n,
blac
k, w
hite
, gra
y.
Prac
tice
nam
ing
the
colo
r in
a co
mpl
ete
sent
ence
.
The
____
is _
____
.
The do
or is
bro
wn.
If yo
u ha
ve c
rayo
ns a
nd
pape
r, w
rite
dow
n th
e na
me
of e
ach
obje
ct in
th
at c
olor
.
Find
3 th
ings
in y
our
hous
e th
at lo
ok li
ke
trian
gles
Find
3 th
ings
in y
our
hous
e th
at lo
ok li
ke
squa
res
Find
3 th
ings
in y
our t
hat
look
like
circ
les
Writ
e yo
ur n
ame
3 tim
es. S
ay th
e le
tters
in
your
nam
e as
you
w
rite.
Writ
e th
e na
me
of e
ach
of y
our f
amily
m
embe
rs. S
ay th
e le
tters
in th
eir n
ame
as
you
writ
e th
eir n
ame.
Prac
ticin
g sa
ying
thei
r na
me
in a
sen
tenc
e..
My
____
’s n
ame
is __
__.
My m
om’s
nam
e is
Mar
ia.
If yo
u do
n’t h
ave
a pe
ncil
or p
aper
, pr
actic
e sp
ellin
g th
eir
nam
e ou
t lou
d.
M -
A -
R - I
- A
Look
at p
hoto
grap
hs
toge
ther
and
talk
abo
ut
that
mem
ory
I rem
embe
r___
__.
Prac
tice
the
days
of t
he
wee
k:
Yest
erda
y w
as _
____
____
_
Toda
y is_
____
____
____
____
Tom
orro
w w
ill b
e __
____
__
Mak
e up
a n
ew d
ance
/son
g an
d te
ach
it to
you
r fam
ily.
Con
sider
usin
g G
o N
oodl
e to
ge
t mov
ing!
Use
tran
sitio
n w
ords
!
Firs
t___
_
Nex
t___
_
Then
___
Last
____
7 2 L
0
0 t V d++ c 4) E
d
d
c 3 S H
W
Week of April 20th — April 27th
0 1
1
IF,
tog
Engl
ish
Lang
uage
Dev
elop
men
t Cho
ice B
oard
Se
t up
a bi
rd w
atch
ing
stat
ion
by y
our w
indo
w
and
reco
rd d
ata.
Toda
y, I
see_
___
bird
s.
Yest
erda
y, I
saw
___
_ bi
rds.
Build
an
ecol
ogy
colle
ctio
n!
Go
outs
ide
and
find
leav
es, s
ticks
, flo
wer
s,
bugs
, gra
ss, e
tc.
De
scrib
e w
hat y
ou fo
und-
co
lor,
shap
e, s
ize, t
ype
The
___
is __
__.
The
rock
is g
rey
and
smoo
th.
Go
on a
Spr
ing
Scav
enge
r Hun
t! O
nce
you
find
an o
bjec
t say
:
I fou
nd a
___
_!
I fou
nd a
wor
m!
Mak
e yo
ur o
wn
100
char
t
Cou
nt b
y 2’
s un
til y
ou g
et
to 1
00
2,4,
6,...
....
Cou
nt b
y 5’
s un
til y
ou g
et
to 1
00
5,10
,15,
......
.
Cou
nt b
y 10
’s u
ntil
you
get t
o 20
0
10,2
0,30
,.....
..
Use
an
egg
carto
n or
muf
fin ti
n to
cou
nt s
mal
l obj
ects
(bea
ns,
past
a, m
arbl
es, g
oldf
ish
crac
kers
)
Add
two
sect
ions
toge
ther
or
take
aw
ay fr
om a
sec
tion
and
say
the
equa
tion!
10 +
7 =1
7
Ten
plus
sev
en e
qual
sev
ente
en
rnent Choice Board
e� 3
3 S L
W
Z v r
L
0 0 0 0 0 0 0 0 0..
U
y$�r
TL 5
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'F �T i tx�' FT
cu ffs Ks
Engl
ish
Lang
uage
Dev
elop
men
t Cho
ice B
oard
A
quí e
ncon
trará
s 2
sem
anas
de
activ
idad
es d
e pr
áctic
a. ¡C
uand
o te
rmin
es u
na a
ctiv
idad
, col
oréa
la o
tách
ala!
¡Que
te d
ivie
rtas!
Sem
anas
del
20
de
abri
l al 1
de
may
o
Lune
s
Mar
tes
Mié
rcol
es
Juev
es
Vi
erne
s
Encu
entra
3 c
osas
en
tu
casa
que
son
:
Rojo
, am
arill
o, a
zul,
verd
e, m
orad
o, ro
sa,
mar
rón,
neg
ro, b
lanc
o,
gris.
Prac
tique
nom
brar
el
colo
r en
una
orac
ión
com
plet
a.
El _
___
es _
____
.
La p
uerta
es
de c
olor
m
arró
n.
Si ti
ene
cray
ones
y
pape
l, es
crib
a el
nom
bre
de c
ada
obje
to e
n es
e co
lor.
Encu
entra
3 c
osas
en
tu
casa
que
se
pare
cen
trian
gulo
s
Encu
entra
3 c
osas
en
tu
casa
que
se
pare
cen
cuad
rícul
a
Encu
entra
3 c
osas
en
tu
estil
o qu
e pa
rece
n cí
rcul
os
Escr
ibe
tu n
ombr
e 3
vece
s. D
iga
las
letra
s en
su
nom
bre
mie
ntra
s es
crib
e.
Escr
iba
el n
ombr
e de
ca
da u
no d
e lo
s m
iem
bros
de
su
fam
ilia.
Dig
a la
s le
tras
en s
u no
mbr
e m
ient
ras
escr
ibe
su n
ombr
e.
Prac
tican
do d
ecir
su
nom
bre
en u
na
orac
ión.
“Mi m
adre
se
llam
a M
aría
.”
Si n
o tie
ne u
n lá
piz
o pa
pel,
prac
tique
de
letre
ar s
u no
mbr
e en
vo
z al
ta.
M -
A -
R - I
- A
Mire
n fo
togr
afía
s ju
ntos
y
habl
en s
obre
ese
re
cuer
do.
Yo re
cuer
do _
____
.
Prac
tica
los
días
de
la
sem
ana:
Aye
r fue
___
____
___
Hoy
es__
____
____
____
___
Mañ
ana
será
___
____
_
Inve
nta
un n
uevo
bai
le /
ca
nció
n y
ensé
ñalo
a tu
fam
ilia.
¡Con
sider
a us
ar G
o N
oodl
e pa
ra m
over
te! ¡
Usa
pala
bras
de
trans
ició
n!
Prim
ero_
___
Próx
imo_
___
Ento
nces
___
Ulti
mo_
___
72
O �
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s V
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Engl
ish
Lang
uage
Dev
elop
men
t Cho
ice B
oard
In
stal
e un
a es
taci
ón d
e ob
serv
ació
n de
ave
s ju
nto
a su
ven
tana
y
regi
stra
r dat
os.
Hoy
veo
____
páj
aros
.
Aye
r vi _
___
pája
ros.
¡Con
stru
ye u
na c
olec
ción
de
eco
logí
a!
Sal
y e
ncue
ntra
hoj
as,
palo
s, fl
ores
, ins
ecto
s,
hier
ba, e
tc.
De
scrib
a lo
que
enc
ontró
: co
lor,
form
a, ta
mañ
o,
tipo
El/L
a __
___
es _
____
_.
“La
roca
es
gris
y lis
a.”
¡Ve
a la
bús
qued
a de
l te
soro
de
prim
aver
a!
Una
vez
que
encu
entre
un
obj
eto,
dig
a:
Enco
ntre
un
____
___!
Enco
ntré
un
gusa
no!
Haz
tu p
ropi
a ta
bla
de
100
Cue
nte
por 2
has
ta ll
egar
a
100
2,4,
6,...
....
Cue
nte
hast
a 5
hast
a lle
gar a
100
5,10
,15,
......
.
Cue
nte
por 1
0 ha
sta
llega
r a 2
00
10,2
0,30
,.....
..
Use
un
cartó
n de
hue
vos
o un
a la
ta d
e pa
neci
llos
para
con
tar
obje
tos
pequ
eños
(frij
oles
, pa
sta,
can
icas
, gal
leta
s de
pez
do
rado
)
¡Agr
egue
dos
sec
cion
es ju
ntas
o
quite
una
sec
ción
y d
iga
la
ecua
ción
!
10 +
7 =1
7
Diez
más
sie
te ig
ual a
die
cisie
te
rnent Choice Board
�
c 3 s La
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Engl
ish
Lang
uage
Dev
elop
men
t Cho
ice B
oard
Ha
pa u
tapa
ta w
iki 2
za
shug
huli
za m
azoe
zi. U
napo
mal
iza s
hugh
uli y
a ra
ngi y
a ra
ngi n
dani
au
uivu
ke! K
uwa
na fu
raha
!
Wik
i ya
Apr
ili 2
0 -
Mei
1
Mon
day
Tu
esda
y W
edne
sday
Th
ursd
ay
Fr
iday
Pata
vitu
3 k
atik
a ny
umba
yak
o am
bavy
o ni
:
Nye
kund
u, n
jano
, blu
u,
kija
ni, z
amba
rau,
ny
ekun
du, h
udhu
rung
i, ny
eusi,
nye
upe,
kiji
vu.
Fany
a m
azoe
zi ya
ku
mta
ja ra
ngi k
wa
sent
ensi
kam
ili.
____
ni _
____
.
Mla
ngo
ni k
ahaw
ia.
Ikiw
a un
a m
akra
yoni
na
kara
tasi,
and
ika
jina
la
kila
kitu
kw
enye
rang
i hi
yo.
Pata
vitu
3 n
dani
ya
nyum
ba y
ako
amba
vyo
vina
onek
ana
kam
a
pem
beta
tu
Pata
vitu
3 n
dani
ya
nyum
ba y
ako
amba
vyo
vina
onek
ana
kam
a
viw
anja
Pata
vitu
3 k
wak
o am
bavy
o vi
naon
ekan
a ka
ma
mid
uara
And
ika
jina
lako
mar
a 3.
Sem
a ba
rua
kwa
jina
lako
una
poan
dika
.
And
ika
jina
la k
ila
mm
oja
wa
fam
ilia
yako
. Sem
a ba
rua
kwa
jina
lao
unap
oand
ika
jina
lao.
Kufa
nya
maz
oezi
ya
kuse
ma
jina
lao
katik
a se
nten
si.
Jina
lang
u la
___
__ n
i __
___.
“My
mom
's na
me
is M
aria
.”
Ikiw
a ha
una
pens
eli a
u ka
rata
si, fa
nya
maz
oezi
ya k
upel
eka
maj
ina
kwa
saut
i.
M -
A -
R - I
- A
Ang
alia
pic
ha p
amoj
a na
on
gea
kum
buku
mbu
hiy
o
Nak
umbu
ka _
____
.
Fany
a m
azoe
zi sik
u za
ju
ma:
Jana
ilik
uwa
____
____
__
Leo
ni__
____
____
____
___
Kesh
o ita
kuw
a __
____
__
Teng
enez
a ng
oma
/ w
imbo
m
pya
na u
ifund
ishe
kwa
fam
ilia
yako
.
Fiki
ria k
utum
ia G
o N
oodl
e ku
pata
hoj
a! Tu
mia
man
eno
ya
mpi
to!
Kw
anza
___
_
Ifuat
ayo
____
Bas
i ___
Mw
isho
___
_
Wiki ga April! 20 — Me! 1
} r
W
I
Engl
ish
Lang
uage
Dev
elop
men
t Cho
ice B
oard
Sa
nidi
kitu
o ch
a ku
taza
ma
ndeg
e na
di
risha
lako
na
reko
di y
a da
ta
Leo,
nao
na n
dege
___
_.
Jana
, nili
ona
ndeg
e __
__.
Jeng
a m
kusa
nyik
o w
a ik
oloj
ia!
Nen
da n
je n
a up
ate
maj
ani,
vijit
i, m
aua,
m
ende
, nya
si, n
k.
Fa
fanu
a ki
le u
mep
ata-
ra
ngi,
umbo
, sai
zi, a
ina
____
ni _
____
.
Mw
amba
ni k
ijivu
na
lain
i.
Nen
da k
wen
ye H
unt y
a Sp
ring
Scav
enge
r! M
ara
baad
a ya
kup
ata
kitu
sem
a:
Nili
pata
___
__!
Nili
pata
min
yoo!
Teng
enez
a ch
ati y
ako
mw
enye
we
100
Hesa
bu k
wa
2 ha
di
utaf
ikia
100
2,4,
6,...
....
Hesa
bu k
wa
5 ha
di
utaf
ikia
100
5,10
,15,
......
.
Hesa
bu k
wa
10 h
adi
utaf
ika
200
10,2
0,30
,.....
..
Tum
ia k
aton
i ya
yai a
u ba
ti ya
m
uffin
kuh
esab
u vi
tu v
idog
o (m
ahar
agw
e, p
asta
, mar
umar
u,
vifa
a vy
a ku
tuliz
a dh
ahab
u)
Ong
eza
sehe
mu
mbi
li pa
moj
a au
ond
oa k
utok
a kw
a se
hem
u na
sem
a eq
uatio
n!
10 +
7 =1
7
Kum
i pam
oja
na s
aba
saw
a na
ku
mi n
a sa
ba
rnent Choice Board
�
c 3 s La
c ui
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_cu m # &
Engl
ish
Lang
uage
Dev
elop
men
t Cho
ice B
oard
Ic
i vou
s tro
uver
ez 2
sem
aine
s d'
activ
ités
de p
ratiq
ue. L
orsq
ue v
ous
avez
term
iné
une
activ
ité, c
olor
iez-
la o
u ra
yez-
la! S
'am
user
!
Sem
aine
du
20
avr
il au
27
avr
il
Mon
day
Tu
esda
y W
edne
sday
Th
ursd
ay
Fr
iday
Trou
vez
3 ch
oses
dan
s vo
tre m
aiso
n qu
i son
t:
Roug
e, ja
une,
ble
u, v
ert,
viol
et, r
ose,
mar
ron,
noi
r, bl
anc,
gris
.
Entra
înez
-vou
s à
nom
mer
la
cou
leur
dan
s un
e ph
rase
com
plèt
e.
Le _
___
est _
____
.
La p
orte
est
bru
ne.
Si v
ous
avez
des
cra
yons
et
du
papi
er, n
otez
le
nom
de
chaq
ue o
bjet
da
ns c
ette
cou
leur
.
Trou
vez
3 ch
oses
dan
s vo
tre m
aiso
n qu
i re
ssem
blen
t à d
es
trian
gles
Trou
vez
3 ch
oses
dan
s vo
tre m
aiso
n qu
i re
ssem
blen
t à d
es c
arré
s
Trou
vez
3 ch
oses
dan
s vo
tre m
aiso
n qu
i re
ssem
blen
t à d
es
cerc
les
Écriv
ez v
otre
nom
3
fois.
Dite
s le
s le
ttres
en
votre
nom
pen
dant
qu
e vo
us é
criv
ez.
Écriv
ez le
nom
de
chac
un d
es m
embr
es
de v
otre
fam
ille.
Dite
s le
s le
ttres
en
leur
nom
pe
ndan
t que
vou
s éc
rivez
leur
nom
.
S'en
traîn
er à
pro
nonc
er
son
nom
dan
s un
e ph
rase
.
Le n
om d
e m
on _
___
est _
____
.
Le n
om d
e m
a m
aman
es
t Mar
ia.
Si v
ous
n'av
ez n
i cr
ayon
ni p
apie
r, en
traîn
ez-v
ous
à ép
eler
leur
nom
à
haut
e vo
ix.
Rega
rdez
les
phot
os
ense
mbl
e et
par
lez
de c
e so
uven
ir
Je m
e ra
ppel
le__
___.
Prat
ique
z le
s jo
urs
de la
se
mai
ne:
Hier
éta
it __
____
____
Auj
ourd
'hui
c'e
st
____
____
____
____
_
Dem
ain
sera
___
____
_
Inve
ntez
une
nou
velle
dan
se /
ch
anso
n et
ens
eign
ez-la
à v
otre
fa
mill
e.
Pens
ez à
util
iser G
o N
oodl
e po
ur
boug
er! U
tilise
z de
s m
ots
de
trans
ition
!
Prem
ière
____
Proc
hain
____
Puis
___
Der
nier
____
7 2 L
0
0 t
V
c 4)
E
d
d
/W i
3 H
W
Semain¢ du 20 avril au 27 avril
t �
}' I
h
Engl
ish
Lang
uage
Dev
elop
men
t Cho
ice B
oard
Inst
alle
z un
e st
atio
n d'
obse
rvat
ion
des
oise
aux
près
de
votre
fe
nêtre
et e
nreg
istre
z le
s do
nnée
s.
Auj
ourd
'hui
, je
vois
___
oise
aux.
Hier
, j'a
i vu
___
oise
aux.
Con
stru
isez
une
colle
ctio
n éc
olog
ique
!
Sor
tez
et tr
ouve
z de
s fe
uille
s, d
es b
âton
s, d
es
fleur
s, d
es in
sect
es, d
e l'h
erbe
, etc
.
Dé
criv
ez c
e qu
e vo
us
avez
trou
vé -
coul
eur,
form
e, ta
ille,
type
Le _
____
est
___
_.
La ro
che
est g
rise
et li
sse.
Parte
z à
la c
hass
e au
tré
sor a
u pr
inte
mps
! Un
e fo
is qu
e vo
us a
vez
trouv
é un
obj
et, d
ites:
J'ai t
rouv
é un
___
_!
J'ai t
rouv
é un
ver
!
Cré
ez v
otre
pro
pre
grap
hiqu
e 10
0
Com
ptez
par
2 ju
squ'
à ce
qu
e vo
us a
tteig
niez
100
2,4,
6,...
....
Com
ptez
par
5 ju
squ'
à ce
qu
e vo
us a
tteig
niez
100
5,10
,15,
......
.
Com
ptez
par
10
jusq
u'à
ce q
ue v
ous
atte
igni
ez
200
10,2
0,30
,.....
..
Util
isez
une
boîte
à œ
ufs
ou u
n m
oule
à m
uffin
s po
ur c
ompt
er
les
petit
s ob
jets
(har
icot
s, p
âtes
, bi
lles,
cra
quel
ins
de p
oiss
on
roug
e)
Ajo
utez
deu
x se
ctio
ns
ense
mbl
e ou
retir
ez u
ne s
ectio
n et
dite
s l'é
quat
ion!
10 +
7 =1
7
Dix
plus
sep
t éga
le d
ix-s
ept
rnent Choice Board
0
2 e D e
�
c 3 s La
c ui
a 0 c 0 = 0 0 E n 0 j
% ❑ 0 0 0 0 02❑O
� ! ƒ ƒ ! ƒ ! I ■ i
%
. �
%0 1 0 %
- - e a %
U
se n
ote
boo
k p
ape
r to
co
mp
lete
the
se
activitie
s.
Do
one
ea
ch
da
y!
Mo
nd
ay
Tu
esd
ay
W
ed
ne
sda
y
Thu
rsd
ay
Frid
ay
Fi
nd
30
ob
jec
ts in
yo
ur
ho
me
. So
rt
the
m in
to li
sts.
Exa
mp
le: th
ing
s th
at
are
re
d, th
ing
s th
at
are
pla
stic
, th
ing
s th
at
are
m
ag
ne
tic
.
Ro
ll u
p t
hre
e
pie
ce
s o
f p
ap
er
to m
ake
tu
be
s.
Sta
nd
th
em
up
. Se
e h
ow
ma
ny
thin
gs
yo
u c
an
st
ac
k o
n t
op
of
the
tu
be
s.
Ma
ke
a li
st o
f a
ll th
e t
hin
gs
yo
u
we
re a
ble
to
st
ac
k.
Cre
ate
a s
ca
ve
ng
er
hu
nt
for
yo
ur
fam
ily.
Hid
e t
hin
gs
aro
un
d
yo
ur
ho
use
, th
en
w
rite
clu
es
to h
elp
th
em
se
arc
h.
W
rite
ac
rost
ic p
o-
em
s to
de
scrib
e
ea
ch
me
mb
er
of
yo
ur
fam
ily (
ev
en
yo
ur
pe
ts!)
Exa
mp
le:
M -
ma
gic
al
A -
am
bitio
us
X -
eX
ce
llen
t
Thin
k o
f tw
o c
ha
r-
ac
ters
fro
m t
wo
diffe
ren
t b
oo
ks
or
sho
ws.
Write
a s
tory
ab
ou
t w
ha
t m
igh
t h
ap
pe
n
if t
he
y m
et
ea
ch
o
the
r.
Usa
r u
na
ho
ja d
e lib
reta
pa
ra c
om
ple
ter
las a
ctivid
ad
es. H
ace
r un
o p
or
dia
.
Lun
es
Ma
rte
s M
ierc
ole
s Ju
ev
es
Vie
rne
s
En
co
ntr
ar
30 c
o-
sas
en
tu
ca
sa.
Ac
om
od
arlo
s
po
r lis
tas.
Eje
mp
lo: c
osa
s
qu
e s
on
ro
jas,
co
sas
qu
e s
on
de
pla
stic
o, c
o-
sas
qu
e t
ien
en
ima
n.
En
rolla
r 3
pe
da
-zo
s d
e p
ap
el p
a-
ra h
ac
er
tub
os.
P
ara
las
y m
ira
c
ua
nta
s c
osa
s p
ue
de
s p
on
er
en
cim
a.
Ha
ce
r u
na
lis
ta
de
to
do
lo
qu
e
pu
sist
e e
nc
ima
.
Cre
ar
un
a b
us-
qu
ed
a d
e t
eso
-ro
s p
ara
tu
fa
mi-
lia. Esc
on
de
co
-sa
s a
lre
de
do
r d
e t
u c
asa
y e
s-c
rib
e p
ista
s p
a-
ra q
ue
lo
s d
e-
ma
s lo
s e
nc
ue
n-
tre
n.
Esc
rib
e p
oe
ma
s a
cro
stic
o d
e t
o-
da
tu
fa
mili
a d
i-c
ien
do
co
sas
bu
en
as
(ha
sta
de
tu
s m
asc
ota
s)!
Eje
mp
lo:
M -
ma
gic
o
A -
aso
mb
roso
X –
eX
ce
len
te
Pie
nsa
en
do
s d
i-fe
ren
tes
pe
rso
-n
aje
s d
e d
istin
os
libro
s o
pe
licu
las.
Esc
rib
e u
na
his
-to
ria
de
co
mo
p
ud
iera
n lle
ga
r a
co
no
ce
rse
.
Home 3-5 #2
N
In I CY)
m Cn C6
U
U) w
ر ق
.
!
.
M -
mag
ical
A -
am
biti
ou
s
X -
eX
celle
nt
،
.
.
.
م
.
M =D
A.
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星期一
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在家里
找3
0件物品
把
它们整
理成列表
例
如:红
色的东
西，
塑
料的东
西，
磁性
成
管状
，
把它
们立
看看你能
把多少
东 你能
堆上
去的
所有
和你的家
人做一
个 里的
一个东西
藏起来
，
然后写
一些
线
M -神
奇的
C
es a
ctivi
tés
peu
ven
t se
co
mp
léte
r av
ec f
euill
es d
e p
apie
r. A
chèv
e u
ne
chaq
ue
jou
r!
Lun
di
Ma
rdi
Me
rcre
di
Jeu
di
Ve
nd
red
i
Ch
erc
he
30
ob
jets
da
ns
la m
ais
on
. R
ass
em
ble
-le
s e
n
liste
s.
Exe
mp
les:
ob
jets
rou
ge
s, o
bje
ts
en
pla
stiq
ue
s,
ob
jets
ma
g-
né
tiq
ue
s.
En
rou
le t
rois
fe
uill
es
de
pa
pie
r p
ou
r fa
ire
d
es
tub
es.
Me
ts-le
s d
eb
ou
t. D
éc
ou
vre
c
om
bie
n d
’ob
jets
tu
pe
ux e
mp
iler
au
- d
ess
us
de
s tu
be
s.
Ec
ris
un
e li
ste
de
to
us
qu
e t
u p
ou
va
is
em
pile
r.
Cré
e u
ne
ch
ass
e
au
tré
sor
po
ur
ta
fam
ille
. C
ac
he
d
es
ob
jets
pa
r-to
ut
da
ns
la m
ai-
son
, e
t p
uis
éc
ris
de
s in
dic
es
po
ur
leu
r a
ide
r à
ch
er-
ch
er.
Ec
ris
de
s p
oè
me
s a
cro
stic
he
s p
ou
r d
éc
rire
ch
aq
ue
m
em
bre
de
ta
fa
mill
e (
mê
me
le
s a
nim
au
x!)
. Exa
mp
le:
M -
ma
giq
ue
A
- a
mb
itie
ux
X –
eX
ce
llen
t
Pe
nse
à d
eu
x
pe
rso
nn
ag
es
de
d
eu
x h
isto
ire
s (l
ivre
s, é
mis
sio
ns
de
té
lé, film
s)
diffé
ren
ts.
Ec
ris
un
e c
on
te s
ur
ce
qu
i p
ou
rra
it
arr
ive
r s’
ils s
e
ren
co
ntr
aie
nt.
'T oil II 1 l Q
o lII
'
BL1
L�1
>II X
-1� Q X
t
o
y�
IX *N"
-.mac
l�
1�
ELJ o
�II
1
1tt1��
l�l RI
0
N
M
C O
m
E m Seconde)
a
J
U) .m
cm
Q
cn w
ES
L G
uriga F
asala
da
3-5
Na
mb
ar
2
Wa
xa
a isticm
aash
aa
wa
raa
qa
d s
i a
ad u
dh
am
aystirt
id c
ash
ara
da
. M
aa
linkasta
mid
sa
me
e!
Isn
iin
Ta
laa
do
A
rba
co
K
ha
miis
Jim
ce
Ka
ra
ad
i 30
wa
xya
a-
bo
od
gu
rig
aa
ga
dh
exd
iisa
.
Uka
la s
aa
r d
ha
wr
liis.
Tusa
ale
: w
axya
ab
ah
a
gu
du
ud
ka
ah
, w
axya
a-
ba
ha
ca
ag
ga
ah
, w
ax-
ya
ab
ah
a b
ir la
bka
ah
.
Du
ud
uu
b s
ad
ex
wa
x o
o w
arq
ad
ah
si a
ad
u s
am
eysi
d
tuu
bo
oyin
.
Ista
aji.
Ee
g in
wa
x
ee
aa
d d
ul sa
ari
ka
rto
tu
ub
oo
yin
ka
.
Ka
sa
me
e li
is in
ta
wa
x e
e a
ad
du
l
saa
rta
y t
uu
bo
oyin
-
ka
.
U s
am
ee
qo
ysk
aa
da
ciy
aa
r
wa
x u
ga
ars
i ah
.
Wa
xya
ab
o k
u q
ari
gu
rig
a m
ee
lo la
mid
ah
, ka
dib
qo
r
fura
ya
al a
ma
tilm
aa
-
mo
lag
u r
aa
din
ka
ro
wa
xya
ab
ah
aa
d q
ari-
say
Qo
r g
ab
ayo
ga
a-
ba
n o
o a
ad
ku
til-
ma
am
eyso
qo
fka
sta
oo
qo
ysk
aa
da
la
mid
ah
. (X
ata
a x
ay-
aw
aa
nka
a g
uri jo
o-
ga
ah
!).
Tusa
ale
:
M -
In
dh
a s
arc
aa
dle
A -
Ha
mi s
are
leh
X -
Aa
d u
wa
na
ag
san
Ka
fik
ir la
bo
qo
f o
o
lab
o b
uu
ga
g o
o k
ale
du
wa
n k
u ji
ro a
ma
lab
o b
an
dh
ig T
Vg
a
ka
so
ga
lo. Sh
ee
ko
ka
qo
r h
ad
ay k
ul-
ma
an
wa
xa
dh
ici
do
on
o.
w
v
1
cr-O
5
1 N �
4
� 7
7 '
_
S
7 zy(
CT
7F y
�r
r'
T �
G
7
��
7
7 7
9
� s Irr�7
r S
L
L
� S
7 9
ESL
at H
om
e 3
-5 #
2
Mo
nd
ay
Tu
esd
ay
W
ed
ne
sda
y
Thu
rsd
ay
Frid
ay
ا
ںں
و
ں ا
ں30
د ب
:
ں و
ں
، وه
ں و
ں
، وه
ں و
و ں
ا
و
ں
د ں۔ ں
پ
آ
ن
ل
رو
د ا
ں ں
ذ
ں و
پ آ
ن ا
مں
و
ت و
ں
، ں
نا
ا ں
س آ
h
un
t
sca
ve
ng
er
ا ا
ل ه
ںد
د
ا
) د ں
ں
ں پ
آه
و
)!
Exa
mp
le:
M -
ma
gic
al
A -
am
bitio
us
X
- e
Xc
elle
nt
وه
ں
ں
ه دو
دا ں
رو
دوں
ںو
و
و
Tum
ia k
ara
tasi ya d
aft
ari k
ukam
ilisha s
hughuli
hiz
i. K
am
ilisha m
oja
kila
sik
u!
Ju
mata
tu
Ju
man
an
ne
Ju
mata
no
A
lham
isi
Iju
ma
Pa
ta v
itu
30 n
yu
m-
ba
ni kw
ako
. P
an
-g
a y
ao
ka
tika
o
rod
ha
. M
fan
o: v
itu
am
ba
-vyo
ni n
ye
ku
nd
u,
vitu
am
ba
vyo
ni
pla
stik
i, v
itu
am
ba
-vyo
ni s
um
aku
Pin
du
a v
ipa
nd
e v
ita
tu
vya
ka
rata
si ili
ku
ten
ge
-
ne
za z
ilizo
po
. W
asi
ma
-
mis
he
. A
ng
alia
ni v
itu
vin
ga
pi u
na
we
za k
uw
e-
ka
ju
u y
a z
ilizo
po
. A
nd
ika
oro
dh
a y
a v
itu
vyo
te u
livyo
we
za k
uw
e-
ka
Un
da
uw
ind
aji
wa
sc
ave
ng
er
kw
a f
a-
mili
a y
ako
. Fic
ha
vitu
ka
rib
u
na
nyu
mb
a y
ako
, kis
ha
an
dik
a d
alil
i ku
wa
said
ia k
uta
fu-
ta
An
dik
a m
ash
airi y
a
ma
an
dis
hi i
li ku
ele
zea
kila
mtu
wa
fa
mili
a
ya
ko
(h
ata
kip
en
zi
ch
ako
!)
Mfa
no
: M
- k
ich
aw
i A
- k
ab
am
be
X
- e
Xc
elle
nt
Fik
iria
wa
hu
sika
wa
wili
ku
toka
vita
bu
viw
ili
au
ma
on
ye
sho
m
aw
ili.
An
dik
a h
ad
ith
i ju
u y
a
kile
kin
ac
ho
we
za
ku
toke
a ik
iwa
w
an
ge
ku
tan
a
N
LO i co 0 E O I
J
w
Ol
V �1I �
V 7
V
�VI �
l
Ql
�
.7
7
� 4
V �1I U
3
oo
.N ,o
ss
Họ
c ES
L tạ
i nh
à Lớ
p 3
-5 #
2
Sử d
ụn
g gi
ấy v
ở đ
ể h
oàn
th
ành
các
bài
tập
này
. Làm
mộ
t b
ài m
ỗi n
gày!
Thứ
ha
i Thứ
ba
Thứ
tư
Thứ
nă
m
Thứ
sá
u
Tìm
30
vật
dụn
g
tro
ng
nh
à của
bạn
.
Lựa
và
sắp
xếp
ch
ún
g v
ào
da
nh
sác
h.
Ví dụ:
nhữ
ng
thứ
có
mà
u đỏ, n
hữ
ng
thứ
bằn
g n
hự
a, n
hữ
ng
thứ
có
từ
tín
h (
chất
hít).
Cuộn
ba
mản
h g
iấy
để
làm
ốn
g. Dự
ng
đứ
ng
lên
. X
em
có
ba
o n
hiê
u t
hứ
bạn
có
thể
xếp
chồn
g lê
n
nh
au
trê
n c
ác
ốn
g
nà
y.
Viế
t một
da
nh
sá
ch
tất
cả
nhữ
ng
thứ
bạn
có
thể
xếp
chồn
g lê
n
nh
au
.
Tạ
o m
ột
cuộc
să
n
lùn
g c
ho
gia
đìn
h của
bạn
. G
iấu
nhữ
ng
thứ
xu
ng
qu
an
h n
hà
bạn
,
sau
đó
viế
t m
an
h m
ối
để
giú
p họ t
ìm k
iếm
.
Viế
t n
hữ
ng
bà
i thơ
ac
rost
ic để
mô
tả
từn
g
thà
nh
viê
n t
ron
g g
ia
đìn
h bạn
(thậm
ch
í cả
thú
cư
ng
của
bạn
!) T
hí
dụ:
M -
ma
gic
al
A -
am
bitio
us
X
- e
Xc
elle
nt
Hã
y c
họn
ha
i n
hâ
n
vật
từ
ha
i c
uốn
sá
ch
hoặc
chươ
ng
trìn
h T
V
kh
ác
nh
au
. V
iết
một
câ
u c
hu
yện
về
nhữ
ng
gì c
ó t
hể
xảy r
a nếu
họ
gặp
nh
au
.
Spec
ial t
han
ks a
nd
cre
dit
to
th
e fo
llow
ing
me
mb
ers
of
the
EL e
du
cati
on
al c
om
mu
nit
y th
at h
ave
colla
bo
rate
d o
n t
o c
reat
e th
is d
ocu
men
t w
e ar
e u
sin
g to
su
pp
ort
ou
r EL
s an
d t
hei
r
fam
ilies
: M
aria
Mo
ntr
on
i-C
urr
ais,
So
mer
dal
e, N
J, R
iver
Fal
ls D
istr
ict,
WI.
, Mar
ia C
urr
ais,
NJ,
Sai
nt
Clo
ud
, MN
Co
mm
un
ity
Vo
lun
teer
s, a
stu
den
t, T
N, a
stu
den
t an
d h
er f
amily
, WV
,
and
Jen
nif
er L
aran
ce, V
A.
P
ric
e E
lem
en
tary
Sc
ho
ol
Stu
de
nt
Ch
oic
e B
oard
– A
rt &
Mu
sic
Week o
f A
pril 2
0th –
Ap
ril 24
th
Gra
de L
eve
l A
rt C
ho
ice 1
M
usic
Ch
oic
e 1
A
rt &
Mu
sic
Ch
oic
e 2
Prim
ary
G
o o
n a
prim
ary
co
lor
sca
ve
ng
er
hun
t in
yo
ur
ho
use
o
r o
uts
ide.
Ca
n y
ou f
ind 1
0
red th
ing
s,
10 y
ello
w,
and
10
b
lue?
S
it o
uts
ide o
r in
sid
e a
nd
clo
se y
our
eye
s f
or
30 s
econ
ds. W
he
n 3
0 s
econd
s
is u
p w
rite
do
wn
or
tell
so
me
on
e a
ll of
the s
oun
ds th
at yo
u h
ea
rd w
hile
yo
ur
eye
s w
ere
clo
se
d.
Did
it so
un
d lik
e
mu
sic
? D
id y
ou h
ea
r lo
ud
so
un
ds o
r soft
so
un
ds? D
id y
ou h
ea
r h
igh
pitch
ed
so
un
ds o
r lo
w p
itch
ed
sou
nd
s? D
id y
ou
hea
r sile
nce
? D
id y
ou e
njo
y it?
If y
ou h
ave
acce
ss to
th
e in
tern
et,
ch
eck o
ut
Mrs
. M
ajc
her
and
Mrs
. B
are
lli’s
Yo
uT
ube
Cha
nne
l, T
em
po &
T
em
pera
!
htt
ps://t
inyu
rl.c
om
/Price
Mu
sic
-Art
Inte
rme
dia
te
Go
on a
wa
rm a
nd
co
ol co
lor
sca
ve
ng
er
hun
t in
yo
ur
ho
use
o
r o
uts
ide.
Ho
w m
any th
ing
s
ca
n y
ou id
en
tify
th
at
are
w
arm
(re
d,
ora
ng
e,
ye
llow
) a
nd
co
ol (g
ree
n, b
lue,
purp
le)?
Did
yo
u s
ee m
ore
w
arm
co
lore
d th
ing
s, o
r m
ore
co
ol co
lore
d th
ings?
W
eek o
f A
pril 2
7th –
Ma
y 1
st
Gra
de L
eve
l A
rt C
ho
ice 1
M
usic
Ch
oic
e 1
A
rt &
Mu
sic
Ch
oic
e 2
Prim
ary
C
an y
ou f
ind a
diffe
rent
obje
ct fo
r e
ach
co
lor
of th
e
rain
bo
w?
Can
yo
u lin
e t
hem
u
p in
ord
er?
Red, O
rang
e,
Ye
llow
, G
reen,
Blu
e, In
dig
o,
Vio
let.
R
hyth
mic
I S
py:
Look a
roun
d f
or
hou
seho
ld ite
ms,
an
d c
lap
th
e r
hyth
m o
f a
n ite
m. If th
ere
is s
om
eo
ne
els
e
aro
un
d, se
e if th
ey c
an g
ue
ss w
hic
h
ite
m y
ou're
cla
ppin
g (
for
exa
mp
le,
one
q
uart
er
note
co
uld
be lam
p o
r b
ook)
If y
ou h
ave
acce
ss to
th
e in
tern
et,
ch
eck o
ut
Mrs
. M
ajc
her
and
Mrs
. B
are
lli’s
Yo
uT
ube
Cha
nne
l, T
em
po &
T
em
pera
!
htt
ps://t
inyu
rl.c
om
/Price
Mu
sic
-Art
Inte
rme
dia
te
Ma
ke
a lis
t of
as m
any
diffe
rent te
xtu
res y
ou c
an
th
ink o
f (r
oug
h, sm
ooth
, soft
, b
um
py,
slim
y,
etc
.). N
ow
try
a
nd
fin
d s
om
eth
ing t
hat h
as
each
te
xtu
re! F
or
exa
mp
le:
a
gla
ss h
as a
sm
ooth
te
xtu
re,
and
a b
lanket
has a
soft
textu
re.
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© o © School District of
Lancaster
