Major (40%):

Minor (50%): Checkpoint

Major (40%): Project assigned on Thursday and due on March 5th

Minor (50%): 2/13 Progress Monitoring on food webs

Remember that if your child would like extra practice, they are able to go onto See Saw and complete the activities there. Students were given instructions and their log-on information in case they forgot.

https://docs.google.com/presentation/d/1fiQgSYlA-fyNAZ-q8halj-O0bel8LeFi/edit#slide=id.p1

Resources include:

Pebble Go

Myon

Google Earth

https://www.ducksters.com/science/ecosystems/world_biomes.php

• Thursday 2/9 – 2/15 – Book Fair (PDF Permission Slip Below)

• Friday 2/9 – Character Breakfast & Last Day to Order Field Day T-shirt

• Wednesday 2/14 - 5th Grade Science Interim

• Thursday 2/15 - WME Art Night (See Flyer Below)

• Thursday - Saturday 2/15-2/17 Katy Livestock show and Rodeo

• Friday 2/16 - Friendship Party (9:00 AM-9:45 AM)

• Monday 2/19 - Campus Professional Development Day - NO SCHOOL FOR STUDENTS

• Tuesday 2/20 - Read, Deed, Run Student Meeting

• Thursday 2/22 - Bus Driver Appreciation Day

• Friday 2/23 - Go Texans Day!!! Dress up in your best "Texans" Outfits for Students & Staff

• Tuesday 2/27 - 5th Grade Math Interim

• Thursday 2/29 - "Leap" into Spring Creek WME School Spirit Night - Details to Come!!!

Major (40%):

Minor (50%):

Frozen Scene

This week students will focus on the essential question and engage in research and investigation around Westward Expansion. There will be text sets that students will engage with to gather information and think about big ideas. At the end of the week, students will create a dramatic tableau to support their inferred themes: a series of frozen scenes carefully crafted to represent evidence of their big ideas. 

Social Studies TEKS:

5.4(C) identify significant events and concepts associated with U.S. territorial expansion, including the Louisiana Purchase, the expedition of Lewis and Clark, and Manifest Destiny

5.7(B)^ explain the geographic factors that influence patterns of settlement and the distribution of population in the United States
5.8(B)^ analyze the positive and negative consequences of human modification of the environment in the United States
5.11(B)^ evaluate the effects of supply and demand on industry and agriculture, including the plantation system, in the United States
5.12(C)^ analyze the effects of immigration and migration on the economic development and growth of the United States

5.20(A)^ identify significant examples of art, music, and literature from various periods in U.S. history such as
the painting American Progress, "Yankee Doodle," and "Paul Revere's Ride"

• How can you help someone feel welcome?

• What can you learn from someone who is different from you?

Module 6, Week 2 Station Work

Major (40%):

Minor (50%):

Module 6, Week 2 Assessment

While these activities are not required, I strongly recommend them as a valuable way for students to enhance their understanding of the material. Your child can complete these assignments at their own pace, and they should not need to spend more than 30 minutes on them. Of course, if they choose to spend more time, that's perfectly fine, but it's not necessary.

In this module, students will listen to, read, and view a variety of texts and media that present them with information about how people create and share different art forms.

A genre focus on biography provides students with opportunities to identify central ideas, point of view, author's craft, theme, figurative language, and literary elements in order to better understand unfamiliar texts. Students will also encounter realistic fiction and procedural text to build knowledge across genres.

As students build their vocabulary and synthesize topic knowledge, they will learn about the powerful impact of various art forms.

MODULE 6 ESSENTIAL QUESTION: How do different art forms impact people in different ways?

As students read, view, and interact with the texts and media in this module, they build deep topic knowledge about different art forms, why people create and share art, and how this information connects to their lives.

LEARNING MINDSET: Belonging

SOCIAL STUDIES CONNECTION: The Arts

VOCABULARY:

• Big Idea Words: classic, tribute, striking, provoking

• Critical Vocabulary: exposure, willful, stereotypical, authentic, discriminatory, solos, fever, contagious, bars, duets

• Vocabulary Strategy: Reference Materials

• Generative Vocabulary: Prefixes super-, micro-

READING WORKSHOP: During Reading Workshop, students will engage daily in a variety of whole-group, small-group, and independent literacy activities.

• Visualize

• Characters/Subject

• Point of View

• Author's Craft

FOUNDATIONAL SKILLS:

• Decoding: Suffixes: -ful, -ly, -less, -ness, -ment

• Spelling: Words with Suffixes: -ful, -ly, -less, -ness, -ment

• Fluency: Phrasing

COMMUNICATION:

• Listening Comprehension

• Research and Media Literacy: Create Multimedia Presentations

• Make Connections

WRITING WORKSHOP: Students will engage in the full writing process to produce a personal narrative during this three-week module.

• Narrative Writing: Personal Narrative

• Grammar Minilesson: Adverbs

During snack time, students have a chance to refuel and recharge. We give them a quick 5-minute break to enjoy a healthy snack. Please send your student a tasty, nutritious snack to keep their energy up and their minds ready to learn.

• Heat Guidelines:

  • 94 degrees or heat index above 99: 25 minutes max outside.

  • Above 100 degrees or heat index above 105: No outdoor activities.

• Cold Guidelines:

  • Below 32 degrees or wind chill below 30: 25 minutes max outside.

  • Temps below 20 degrees: No outdoor activities.

Elementary students in grades 2-5 may possess telecommunication devices; however, these devices are only to be used for instructional purposes under the direction of a teacher. These devices should be turned off and not visible at all other times during the school day on school property, including on school transportation.

PHASE I Monday, February 5-Monday, February 19, 2024:

• Students are selecting and submitting courses in SchooLinks Course Planner

• Parents can view their students course requests in SchooLinks Course Planner

PHASE II Tuesday, February 20-Friday, March 8, 2024:

• Counselors review, revise, and approve course requests in SchooLinks Course Planner

• Students complete and submit Personal Graduation Plan (PGP) in SchooLinks Personalized Plans

PHASE III Monday, March 18-Tuesday, March 26, 2024:

• Parents view and approve (verify) course requests in SchooLinks Personalized Plans

PHASE IV Wednesday, March 27-Wednesday, April 3, 2024:

• Counselors finalize change requests and approve students' Personal Graduation Plan (PGP) in SchooLinks Personalized Plans

An interactive copy can be found on your students Ed page.

An interactive copy can be found on your students Ed page.

An interactive copy can be found on your students Ed page.

Genre: Personal Narrative

Prompt: Write a personal narrative that tells the story of what happened. Include vivid details and make sure your narrative has a beginning, middle, and end.

• Drafting II: Understand Plot Structure

• Drafting III: Completing the Draft

• Revising I: Elaboration

• Revising II: Conferencing

• Revising III: Incorporating Feedback