Math

Monday: Lesson 9.9- Please complete all the odd number questions on pages 419-422 of the math textbook. 

Tuesday: Test Review day-- please complete the chapter review pages on page 423-424 of the math textbook. Then, choose either the odd or even number questions on the "Chapter Pre-Test". (Of course, you may choose to do more if you think you could use extra practice!)

Wednesday: Chapter Test-- THIS WILL NOT BE A TEST GRADE! That really would not be fair. However, I do encourage you to allow your child to take the "test"completely unassisted at first. If you want to go over the missed ones with them, feel free, but please use a different colored pencil/crayon/pen. This will allow me to see who is struggling with what concepts. When we return to school, we will dedicate one or two days to remediation of everything we missed. By having your child take the "test" completely by themselves, I will be able to pinpoint where they need help so that I can go back and reteach when we are back in person. 

Thursday: Lesson 10.1 Even and Odd numbers- This next chapter is all about laying the groundwork for multiplication. However, the concepts are quite simple and the students are most likely familiar with it from last year and the first half of this year. Therefore, I would like for them to start working on it. Again, when we return to school, I will be setting aside time for remediation and reteaching. So, if your child is completely clueless, don't worry- we will cover it in school as soon as we get back. By starting now, we'll be able to move through it quicker so we don't fall too much further behind.

Please have your child complete pages 429-432 in the math textbook, but they may omit numbers 7 & 8 on page 430 and 5 & 6 on page 432 (again, feel free to try them, but you don't have to). 

Friday: Lesson 10.2 Even Numbers-- Please complete pages 433-436 in the math textbook, but they may omit numbers 7 & 8 on page 434 and 9&10 on page 436. 

*Please note, if your child struggles with skip counting by 2's or doubles facts they will most likely struggle with chapter 10. If they, or you, reach your breaking point with this work, please let me know. I'd be happy to do some work with them during the office hours, or send some different practice work that will just give them practice with skip counting. I will be working in small groups when we return to school. 

CKLA Skills

Monday: Do some practice with the /u/ sound and its different spellings. Complete Activity page 5.3 using the word list from 5.2. 5.2 shows the 4 spellings we've learned and has some example words listed below, sorted by their starting letter. Page 5.3 asks a series of questions that can be answered using the words on page 5.2.

Tuesday: Read the story "The Hungry Troll" from the "Sir Gus" reader. Complete the story questions on Activity page 5.4 after reading. 

Wednesday: Practice identifying the /u/, /ee/, and /ie/ sounds and their spellings. Complete Activity page 6.1. Have students read each word aloud, then circle which letters in the word are making the /u/, /ee/, or /ie/ sound (ex: "fuzzy" - circle the "u" because it makes the /u/ sound in the word. "Kidney" - circle the "ey" because that is making the /ee/ sound.) 

Then complete Activity Page PP.11. Have students read each word and identify the "o_e" spelling. If the sound it makes is /oe/ (as in "home") they will color the box red. If the sound it makes is /u/ (as in "become") they will color it yellow. 

Thursday: Practice the /ə/ sound- Students have seen this sound in words before, but we have not covered it in depth yet. They will have to know that it is spelled both "a" (about) and "e" (debate). Complete Activity Page 7.3- have them read the 6 words in the word bank, then use them to complete the sentences below. Afterwards, they will write 2 new sentences using two of the words in the word bank (remind them to use proper capitalization and punctuation).

Complete Activity page PP.3 to practice /ə/ spelled "a". They will read each word in the word bank and decide if the "a" is saying /a/ (as in 'bad' or 'apple'), /ae/ (as in 'faking' or 'acorn'), or /ə/ (as in 'about' or 'waffle'). Then they will complete a similar activity about the /ə/ spelled "e" on PP.5. Have them read each sentence and look at the underlined word. They will have to decide if the "e" in the word is saying /e/ as in 'pet', /ee/ as in 'me', or /ə/ as in 'debate'.

Friday: Practice Adjectives- Activity Page 7.2: Students will pick one character, either Sir Gus or the Troll from the story on Tuesday. They will first write the adjectives that the book uses to describe the character, then they will come up with some of their own adjectives for the character. Finally, they will write two sentences using the adjectives they came up with (ex: The Troll is smelly.).

Then they will complete activity page PP.25. Have them look at the image of the horse and the bird. They will have to identify 6 nouns, then supply an adjective for each noun. 

CKLA Knowledge

For Mon. - Thurs. Students will listen to a read aloud story and then complete a single worksheet. The videos read the story quite fast, so your student may need to rewatch it, slow it down, or pause multiple times in order to get all the answers. They may also need help defining the vocabulary words since the story doesn't always make it very explicit, but discussion afterward would. 

Monday: Lesson 2: Mr. Fulton's Journey- video and worksheet

Tuesday: Lesson 3: “The Journey of a 12-year-old on the Erie Canal”- video and worksheet

Wednesday: Lesson 4: "The Story of Sequoyah"- video and worksheet

Thursday: Lesson 5: "The Trail of Tears"- video and worksheet

Friday: Pausing Point- Have student complete the Pausing point assessment (6 true or false questions). Then they will complete PP.2 about the Story of Sequoyah. This chart should be familiar to them. They will retell the story by filling in the blanks- "Somebody" is Sequoyah. What did Sequoyah want to do? That goes in the "Wanted" box. What got in the way? That goes in the "but" box. So what did Sequoyah do? That  goes in the "so" box. How did that effect the world/ what happened next? That goes in the "then" box. (eg: Somebody- God; Wanted- to humans to be with Him in Heaven; But- humans sinned; So- He sent His only begotten Son to die on the cross; Then- humanity was saved and granted eternal life). 

Religion

Monday: Review the vocabulary words and core concepts with the kahoot or the list of questions. 

Tuesday: take the Check Your Understanding Quiz (We usually take these quizzes together, pausing to discuss what the questions ask and how we could answer it, so it is very likely that your child will need a lot of help answering the questions). 

Wednesday: Use the EWTN video to go through the first 4 stations of the Cross. While they watch, they may cut out and color the first 4 station cards. They will also make the little envelope to keep the stations in. When we return to school we will attach the envelope with the cards to our "Lent Lapbooks". (The video is a little old and slightly young for this age, but it was the best that would be free to share with you and the theology is sound). 

Thursday: Go through stations 5-9 on the video and color the stations cards for the "Lapbook". 

Friday: Finish stations 10-14 on the video and color the stations cards for the lapbook. 

Science

We will just have one activity for science- label the parts of a plant, then fill in the blank describing the role of each part of the plant. 

Materials

Math

CKLA Skills

CKLA Knowledge

Read Aloud Videos

Religion

Kahoot

EWTN Stations of the Cross For Kids (you can skip the intro and just go straight to the first station)

Science