Week 9 Resources SY26

CPS Calendar

Announcements

Welcome to Week 9!

October 13 - No School - Indigenous People's Day
October 17 - End of Quarter 1
October 27 - Parent/Teacher Conferences

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

This week, we will begin the Second Step Bullying Prevention Unit.

In the lessons, your child will learn specific skills to help stop bullying. Students will learn how to:

• Recognize when bullying is happening

• Report bullying to a caring adult

• Refuse to let bullying happen to themselves or others

• Be a bystander who stands up and is part of the solution to bullying

Language Arts

Let Freedom Ring!

Module 3, Let Freedom Ring!, asks this question:

How do historic places, documents, and symbols represent our nation?

Throughout this module, students will listen to, read, and view a variety of texts and media that will present them with information about U.S. documents and symbols

Throughout the unit we will also be working on an inquiry based project where students will research official United States symbols.

Critical Vocabulary:

delegates, convention, domestic, tranquility, welfare, posterity

Big Idea Words:

loyal, sovereignty, democracy, civic,

Generative Vocabulary:

Prefixes: dis-

Suffixes: -less, -y

Multiple Meaning Words

Main Comprehension Skill:

Text and Graphic Features

Story of the Week

The US Constitution

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 Tuesday, Wednesday and Thursday. Students should also have completed 5 times each and sentences for 10 of their words (classwork).

Math

Skyline Math

Unit 3: Interpreting Data

Essential Question: What conclusions can you draw from tables and graphs?

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

How can you use graphs to represent data? (Lesson 1)
Represent and interpret data. (Lessons 2, 3, 4, 5, 8, 9, 10)
Solve problems involving the four operations, and identify and explain patterns in arithmetic. (Lessons 3, 4, 5, 8, 10)
Create and interpret scaled picture graphs and bar graphs (Lessons 6, 7)
Estimate values to the nearest multiple of 10 (Lesson 6)
Estimate values to the nearest multiple of 100 (Lesson 7)
Explain patterns (Lesson 9)

*Students should also study 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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