Fifth Grade Continuous Learning June 2020 Draw a picture of your favorite summer spot. This could include a park, playground, water slide, or vacation spot. Include as many details as you can. NAME: _____________________ Dear Families: This packet includes daily math and literacy activities that your student can complete offline from home. Many of the activities will be review activities to serve as extra practice while some skills may be new to your student. Please feel free to help your student review any pages that may be challenging. Daily Activities: Reading: Every day, your student should be reading whether that be with you or independently. ● ​ Included in this packet are several texts for your student to read. The same book or text can be read multiple times throughout the month. Students who are able can complete a reading log capturing what they read each day. Writing: Blank pages are included in the packet for your student to create their own stories. ● ​ This is the perfect time to foster their creativity and imagination. Students should practice writing fiction and non-fiction texts. Math: There are several math worksheets included in the packet. Once your student has ● ​ completed the worksheets, have them write their own problems for a family member to complete. Your student can check the work to make sure all the answers are correct. ○ Math facts are also a very important aspect of your student’s math life that should be reviewed and practiced throughout the summer. Expectations for math facts are as follows: Grade 1: Mastery of addition and subtraction facts up to 10 ■ ​ Grade 2: Mastery of addition and subtraction facts up to 20 ■ ​ Grade 3-5: Maintain mastery of addition and subtraction facts up to 20 ■ ​ Mastery of all multiplication and division facts up to 10 Keep learning fun and remember that each student works at their own pace. If your student gets restless or frustrated, take a brain break and revisit the activity later. Use this opportunity of working at home to develop independence, perseverance, problem-solving skills, and creativity. The most important thing is for your student to enjoy learning! LITERACY MENU How many words can you Make a list of everything you make with these letters: Make a list of all the books you Take a good book outside and would like to do this summer. Go to the library and a, a, e, b, f, k, r, s, t? read this summer. find a cool place to read for Hang it on the refrigerator and check out new books! Write down the words. How many will it be? twenty minutes. check off each activity you do. Can you sort them in any way? Create a word search with Use your school login Decorate a writing folder. Cut words out of a newspaper or summer words: swim, information to get on How many words can you make Keep the stories you write this a magazine and use them to build read, summer, bike, www.lexiaCore5.com or from “vacation”? summer inside! ​ a story! family, friends, sunny, www.myOn.com. ​ warm, pool, music How many words can you make Put your favorite TV show Check out the articles on with these letters: on mute and turn on the Read a book and then Write a letter to a family timeforkids.com. a, e, e, d, g, n, r, r, s? ‘closed caption’ feature so watch the movie. member and send it in the mail. Recommend an article Write down the words. you can read the show Are they the same? Different? to a friend. Can you sort them in any way? instead of listen to it! Use what you know about Interview an older family Take a walk or a bike ride. Record yourself reading a book, persuading someone to convince member about what it Make a list of everything you story, poem, or article. Read a book your parent to take you was like when they were see while outside. How is your fluency? to someone special. somewhere fun. Be sure to your age. What categories can you make How is your expression? state your opinion and give What is the same? with the things on your list? Now, read and record it again! reasons with supporting details. What is different? Then sort the words. Make a menu for a Spell as many words as you can Check out National What would you like your summer cook-out and then Read a nonfiction text. with these letters: a, f, e, i, c, r, Geographic Kids online to next teacher to know ask an adult to help you shop What did you learn k, c, e, r, s. Think of words that learn interesting info, about you? Write a letter and cook for it. about the topic? end in –ick, -are, and –ack. How watch videos, and play and take it on the first Could you make invitations for What do you still want to know? many words can you make? Can games! day. guests, too? you sort them? Remember to read everyday! Have fun this summer! We will look forward to seeing you next school year … Name: Class: Inside Out By Francisco Jiménez 1997 Francisco Jiménez is a Mexican-American writer and professor in Santa Clara, California. His stories are influenced by his experiences working in a migrant labor camp as a child. Skill Focus: In this lesson, you’ll practice analyzing how an author develops a narrator’s point of view. This means determining what the narrator thinks or believes and examining how the author uses actions, dialogue, and thoughts to develop this point of view. As you read, take notes on the narrator’s point of view about fitting in. [1] “I remember being hit on the wrists with a twelve- inch ruler because I did not follow directions in class,” Roberto answered in a mildly angry tone when I asked him about his first year of school. “But how could I?” he continued, “the teacher gave them in English.” “So what did you do?” I asked, rubbing my wrists. “I always guessed what the teacher wanted me to do. And when she did not use the ruler on me, I knew I had guessed right,” he responded. “Some of the kids made fun of me when I tried to say something in English and got it wrong,” he went on. “I had to repeat first grade.” I wish I had not asked him, but he was the only one in the family, including Papá and Mamá, who "Untitled" by Nathan Dumlao is licensed under CC0 had attended school. I walked away. I did not speak or understand English either, and I already felt anxious. Besides, I was excited about going to school for the first time that following Monday. It was late January and we had just returned,a week before, from Corcoran1 where my family picked cotton. We settled in “Tent City,” a labor camp owned by Sheehey Strawberry Farms located about ten miles east of Santa Maria.2 [5] On our first day of school, Roberto and I got up early. I dressed in a pair of overalls, which I hated because they had suspenders, and a flannel checkered shirt, which Mamá had bought at the Goodwill store. As I put on my cap, Roberto reminded me that it was bad manners to wear a hat indoors. I thought of leaving it at home so that I would not make the mistake of forgetting to take it offin class, but I decided to wear it. Papá always wore a cap and I did not feel completely dressed for school without it. On our way out to catch the school bus, Roberto and I said goodbye to Mamá. Papá had already left to look for work, either topping carrots or thinning lettuce.3 Mamá stayed home to take care of Trampita, and to rest because she was expecting another baby. 1. city in Central California 2. city on the Central Coast of California 1 When the school bus arrived, Roberto and I climbed in and sat together. I took the window seat and, on the way, watched endless rows of lettuce and cauliflower whiz by. The furrows4 that came up to the two lane road looked like giant legs running alongside us. The bus made several stops to pick up kids and, with each stop, the noise inside got louder. Some kids were yelling at the top of their lungs. I did not know what they were saying. I was getting a headache. Roberto had his eyes closed and was frowning. I did not disturb him. I figured he was getting a headache too. By the time we got to Main Street School, the bus was packed. The bus driver parked in front of the red brick building and opened the door. We all poured out. Roberto, who had attended the school the year before, accompanied5 me to the main office where we met the principal, Mr. Sims, a tall, redheaded man with bushy eyebrows and hairy hands. He patiently listened to Roberto who, using the little English he knew, managed to enroll me in the first grade. Mr. Sims walked me to my classroom. I liked it as soon as I saw it because, unlike our tent, it had wooden floors, electric lights, and heat. It felt cozy. He introduced me to my teacher, Miss Scalapino, who smiled, repeating my name, “Francisco.” It was the only word I understood the whole time she and the principal talked. They repeated it each time they glanced6 at me.