Week 4 Resources SY26

CPS Calendar

Announcements

Welcome to Week 4!

Can you believe how quickly the days are passing?

September 19th - Progress Report Distribution
September 26th - No Classes for Students

Headphones - If you haven't yet, please send your child to school with headphones to help them focus on their digital activities. Thank you to everyone who has sent them!

Specials Classes - Edwards has switched back to our normal special scheduling this year. The students in 102 currently take Art with Ms. Argueta. She can be reached at: CArgueta@cps.edu

Students are allowed and encouraged to bring bottles of water to school. In the classroom, students are only allowed to have water (no juice or soda). We have many spills throughout the year and cleanup can be difficult when we find that it isn't just water - especially when electronics are involved. Thank you in advance for your cooperation.

Student Wellness Good attendance is wonderful, but our health is much more important. If your child is experiencing symptoms of illness but will still attend classes, please send them in a mask to help protect their classmates from transmission of the various illnesses that tend to grow in numbers this time of year.

Student Uniform and Dress Down Days Students should come to school in uniform Monday through Friday. Proper uniform consists of navy blue pants/skirt/dress/collared shirt. Grey Edwards sweatshirts and t-shirts (when students have PE) are also allowed. Additionally, our classroom can get very cold so please provide your child with a navy blue sweater with no hood. Principal-approved dress down days will be announced ahead of time.

As always, please feel free to contact me via Remind with any questions you might have.

Social / Emotional Learning

Second Step

Social Emotional Learning

Unit 1 of our Second Step Program is all about Growth Mindset and Goal-Setting. These activities are meant to help your child grow as a person as they navigate life.

The weekly lessons are: Changing Your Brain, Getting Better with Practice, More than Practice, Planning for Practice, and Make a Practice Plan, which is the unit performance task.

Here is the key vocabulary for Unit 1: pathway, network, and practice plan.

With adult support, students will be able to describe what happens in the brain when they learn a new skill.

Encourage your child to share something they are working on improving!

Language Arts

What a Character!

Module 1, What a Character!, asks this question:

What makes a character interesting?

Throughout this module, students will listen to, read, and view a variety of texts and media that will present them with information about bold, interesting characters.

Throughout the unit we will also be working on an inquiry based project where students will research, create and present a safety and preparedness topic. Groups will create posters to teach others how to prepare an emergency kit and make safety plans.

Critical Vocabulary:

moody, pesky, snarled, illustrate, annual, protested, recited

Big Idea Words:

individuality, unique, feature, personality

Generative Vocabulary:

Prefixes: non-, mis-, un-

Main Comprehension Skill:

Literary Elements

Stories of the Week

Judy Moody, Mood Martian / Stink and the Freaky Frog Freakout

Word Work

Ruby

Emerald

Sapphire

Choice Board

Each day, from Monday through Thursday, students will be asked to complete one Choice Board activity for homework in their spelling notebooks. They can choose any activity they would like as long as it is different from the others they've chosen during that week.

Spelling Words

Each week, students will receive a new spelling sort. These are words that we would normally be practicing (and tested on) in the classroom. Being able to correctly spell these words will be important as they develop as writers and students should practice every day.

Students have been assigned varying spelling sorts according to their ability.

There will be a test on Friday.

This Week - Students will have spelling homework on Monday, Tuesday, Wednesday and Thursday.

Math

Skyline Math

Making Meaning with Multiplication and Division

Essential Question: How can I use repeated subtraction, equal sharing, and forming equal groups to solve division problems?

In this unit, the following learning objectives will be addressed:

Understand and create equal groups from a given total amount of items.
Solve real-world multiplication and division problems involving groups of 2, 3, 4, 5, 6, 8, and 10.
Understand multiplication as repeated addition.
Understand the relationship between multiplication and division.
Write multiplication and division equations.
Understand and create arrays and area models to multiply.
Understand the commutative property of multiplication.
Use number lines to solve multiplication and division problems.
Understand and apply the distributive property when multiplying.

*Students should also studey multiplication and division facts independently throughout the year.

Science and Social Studies

Balancing Forces

How can a train float?

Scientists and engineers have figured out a way to build a train that actually floats on air as it goes cruising down the track at high speeds. Using similar principles, engineers have created a hoverboard—a device-like a skateboard that floats above a track rather than rolling along the ground. In the Balancing Forces unit, students work to investigate and then explain how these inventions seem to defy logic.

Over the course of the unit, through firsthand experiences, discourse, and reading and writing informational text, students will come to understand how forces can cause stability or change in an object’s motion. They will discover how magnetic force can be used to counterbalance the force of gravity. They will create physical models, diagram models, and write, and present scientific explanations detailing how the maglev (magnetic levitation) train appears to defy gravity by floating.

My Community in the World

In this unit, students explore the concept of community and place, and how they shape and define students’ own identities, including their racial, ethnic, cultural, environmental, personal, and community identities. They will investigate the physical and political features of geography in global, regional, and local contexts.

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