1. Week 6 Stations September 9 th - 13th Mrs. Gill & Mrs. Lane

2. Spelling 1.Read through your spelling contract. 2.Choose a task to complete. 3.Complete the task on a piece of paper. 4.Staple the paper to your contract to be turned in on Friday. 5.When we have finished stations you will place your completed task into your homework folder with your spelling contract 6.Complete a task from the “When you are finished” page Voice Level: 0 Monday Materials: Pencil, lined paper, spelling contract (in binder), spelling words (in binder) EL.5.6.7 2006 Spelling: Spell roots or bases of words, prefixes (understood/misunderstood, excused/unexcused), suffixes (final/finally, mean/meanness), contractions (will not/won't, it is/it's, they would/they'd), and syllable constructions (information, molecule) correctly. Goals: Establish fluency by spelling grade level appropriate words accurately

3. Writing 1.Re-read the introduction, first attempt, and second attempt. 2.Read the conclusion to solve the problem and highlight. 3.Highlight the following 1.Transition in blue 2.Idea in yellow 3.Events/Action (verbs) in pink 4.Solution to the problem in yellow 5.Emotion about the solution in green 6.Transition out of attempt in blue 7.Dialogue in orange Voice Level: 0 Tuesday Materials: Deconstruction Sheet, highlighters, 4. Place the sheet in your Station Folder 5. Complete a “Finished” task EL.5.3.2 2006 Analysis of Grade-Level-Appropriate Literary Text: Identify the main problem or conflict of the plot and explain how it is resolved. EL.5.5.1 2006 Write narratives that: establish a plot, point of view, setting, and conflict. show, rather than tell, the events of the story. EL.5.6.2 2006 Use transitions (however, therefore, on the other hand) and conjunctions (and, or, but) to connect ideas. Goals: Recognize problem and solution structures in narrative writing EL.5.1.1 2006 Decoding and Word Recognition: Read aloud grade-level-appropriate narrative text (stories) and expository text (information) fluently and accurately and with appropriate timing, changes in voice, and expression.

4. Writing Teacher Station Voice Level: 0 Wednesday Materials: Pencil, Reading Journal, Story Goals: Deconstruct Problem and Solution relationships within Narrative Text EL.5.3.2 2006 Analysis of Grade-Level- Appropriate Literary Text: Identify the main problem or conflict of the plot and explain how it is resolved. EL.5.5.1 2006 Write narratives that: establish a plot, point of view, setting, and conflict. show, rather than tell, the events of the story.

5. Writing 1.Open your Reading Journal to the notes you took yesterday about Problem and Solution graphic organizers. 2.Take out the story from your resources. 3.Find a partner 4.As you read the story with your partner, complete the graphic organizer. 5.Glue the graphic organizer into your Reading Journal. 6.Turn your Reading Journal in with a Graphic Organizer Rubric. 7.Complete a “Finished” activity. Voice Level: 0 Wednesday Materials: Pencil, Reading Journal, Graphic Organizer, Rubric, story Goals: Deconstruct Problem and Solution relationships within Narrative Text EL.5.3.2 2006 Analysis of Grade-Level- Appropriate Literary Text: Identify the main problem or conflict of the plot and explain how it is resolved. EL.5.5.1 2006 Write narratives that: establish a plot, point of view, setting, and conflict. show, rather than tell, the events of the story.

6. Math 1.Go to Everyday Math Online 2.Play Multiplication Bull’s Eye 3.Play for the entire station. Voice Level: 0 Monday Materials: Netbooks Goals: Students will display the ability to gain experience with making and using magnitude estimates for products of multidigit numbers, including decimals. Complete Math Journal pgs. 47-49. CCSS: SMP1, SMP3, SMP5, SMP6; 5.NBT.2, 5.NBT.4, 5.NBT.7 Lesson 2.7 Estimating Products

7. Math 1.Go to Everyday Math online 2.Play Factor Bingo 3.Play for the entire station. Voice Level: 0 Tuesday Materials: Netbooks Goals: Lesson 2.8 Multiplication of Whole Numbers and Decimals Students will display the ability to review the partial- product method for whole numbers and decimals. Complete Math Journal pgs. 50-53. CCSS: SMP2, SMP3, SMP5, SMP6, SMP8; 5.NBT.2, 5.NBT.3a, 5.NBT.4, 5.NBT.7

8. Math 1.Go to Everyday Math online 2.Play High Number Toss 3.Play for the entire station. Voice Level: 0 Wednesday Materials: Netbooks Goals: Lesson 2.9 The Lattice Method of Multiplication Students will display the ability to review and practice with the lattice method for multiplication of whole numbers and decimals. Complete Math Journal pgs. 54-56B. CCSS: SMP1, SMP5, SMP6, SMP8; 5.NBT.2, 5.NBT.7

9. Math 1.Go to Everyday Math online 2.Play Number Top-it (7-Digit Numbers) 3.Play for the entire station. Voice Level: 0 Thursday Materials: Netbooks Goals: Students will display the ability to gain experience with comparing the relative sizes of 1 million, 1 billion, and 1 trillion and use a sample to make an estimate. Complete Math Journal pgs. 57-58. CCSS: SMP1, SMP3, SMP4, SMP5, SMP6; 5.NBT.1, 5.MD.1 Lesson 2.10 Comparing Millions, Billions, and Trillions

10. Social Studies Monday, Tuesday, Wednesday, and Thursday (Next week) Voice Level: 1 Special Note: See rubric for requirements 1.Together read through pages _________. 2.As you read, think about and answer the guiding questions. 3.Use your Social Studies book, the news paper, and any other resources to answer your questions. 4.Look over your rubric, be sure to meet the requirements. 5.Create a Prezi, Powerpoint, or poster to display what you have learned. 6.Be ready to present with your group. Materials: Pencil, Social Studies book, Newspaper, Resource books, Netbooks, rubric, guiding questions SS.5.1.1 2007 Ways of Life Before and After the Arrival of Europeans to 1610. Identify and describe early cultures and settlements that existed in North America prior to contact with Europeans. SS.5.1.2 2007 Ways of Life Before and After the Arrival of Europeans to 1610. Examine accounts of early European explorations of North America including major land and water routes, reasons for exploration and the impact the exploration had. SS.5.1.4 2007 Ways of Life Before and After the Arrival of Europeans to 1610. Locate and compare the origins, physical structure and social structure of early Spanish, French and British settlements. Goals: Gain an understanding of life in America before explorers settled. Recognize how different environments contribute to living habits.

11. Project Teaching Station Voice Level: 0 Monday Materials: Netbooks Goals: Write a summary

12. Project Voice Level: 0 Tuesday Materials: Netbooks Goals: Collect, analyze, and interpret data from the snack stand

13. Project 1.The following are math problems, based on our snack stand. 2.Use these to help you understand our math and interpret the data. 3.When you are finished, complete a “finished” task Voice Level: 0 Wednesday Materials: Netbooks Goals: Collect, analyze, and interpret data from the snack stand

14. Project 1.Use the data we collected to create graphs on your netbook with the teacher’s assistance. Voice Level: 0 Thursday Materials: Netbooks Goals: Collect, analyze, and interpret data from the snack stand

16. Miscellaneous 1.Read the text, “Goat Cheese and Big Macs” with a partner. 2.Complete the “Find the Evidence” on the last page in your Reading Journal. Use Evidence Based terms or you will not receive full credit. 3.Staple the rubric for “Find the Evidence” on the page where your answers are. 4.Complete the Critical Thinking sheet. Use Evidence Based terms or you will not receive full credit. 5.Place the Critical Thinking sheet in your Stations folder. 6.Write a summary in your Reading Journal. 7.Place the rubric in your journal to mark the page. 8.Turn-in your journal and rubric. Voice Level: 1 Monday, Tuesday, Wednesday, Thursday Materials: StoryWorks, rubric, critical thinking page, lined paper EL.5.2.3 2006 Analysis of Grade-Level- Appropriate Nonfiction and Informational Text: Recognize main ideas presented in texts, identifying and assessing evidence that supports those ideas. EL.5.2.4 2006 Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge EL.5.1.1 2006 Decoding and Word Recognition: Read aloud grade-level- appropriate narrative text (stories) and expository text (information) fluently and accurately and with appropriate timing, changes in voice, and expression. Goals: Recall important details from the text Use details to support your answers Summarize the text

17. Find the Evidence! Rubric Name:____________________ #_________________ Date:____________ Total:___________ GRAMMAR AND SPELLING No errors in… Spelling Punctuation Capitalization Sentence structure One (1) error in….. Spelling Punctuation Capitalization Sentence Structure Three (3) errors in… Spelling Punctuation Capitalization Sentence Structure Four (4) or more errors in… Spelling Punctuation Capitalization Sentence Structure Supporting DetailsThe student uses several examples to support the similarities and differences of the two products. This is made obvious through evidence based terms. The student references the text briefly but does not use evidence based terms. The student touches on similarities and differences but they are not based on what was provided in the text. The student does not use the text at all and does not discuss the similarities and differences. 3 2 1 0 6 4 2 0

18. Summary Rubric Name:____________________ #_________________ Date:____________ Total:___________ GRAMMAR AND SPELLING No errors in… Spelling Punctuation Capitalization Sentence structure One (1) error in….. Spelling Punctuation Capitalization Sentence Structure Three (3) errors in… Spelling Punctuation Capitalization Sentence Structure Four (4) or more errors in… Spelling Punctuation Capitalization Sentence Structure Supporting DetailsThe student uses several examples to support the similarities and differences of the two products. This is made obvious through evidence based terms. The student references the text briefly but does not use evidence based terms. The student touches on similarities and differences but they are not based on what was provided in the text. The student does not use the text at all and does not discuss the similarities and differences. SummaryThe summary is written correctly according to the lesson. The student chose a non-fiction summary and all parts are present. The summary is mostly correct. However, the student chose the incorrect summary format or there is one item missing. The summary is missing several parts and is too short or too lengthy. There is no summary. 3 2 1 0 6 4 2 0