Sunday, February 7, 2016

February 8-12

Barajas Classroom Newsletter
February 8-12
Bible - Language Arts - Social Studies
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Important Dates

Feb 7
Reading Plus and Spelling City Due
Feb 8
Middle School Bible and Social Studies Project due
Feb 9
Middle School Art Project Due
Feb 10
Feb 11
Middle School Away Basketball Game
1-3:30 PM
Feb 12
Spelling/Vocabulary Test
Feb 13
School Mandarin Church Program
Feb 14
Reading Plus and Spelling City Due
Feb 15
Feb 16
Feb 17
Feb 18
Feb 19
Spelling/Vocabulary Test
Feb 20
Constituent meeting
Jax 1st Program

Important Information

Please ask your child for their classroom agenda and return it signed

Bible - Objective

This week we will review of James chapter 1, 2 and begin to memorize and study in depth Chapter 3. There will be a quiz on Friday over Chapter 3 verses 1-5
1 Not many of you should become teachers, my fellow believers, because you know that we who teach will be judged more strictly.
2 We all stumble in many ways. Anyone who is never at fault in what they say is perfect, able to keep their whole body in check.
3 When we put bits into the mouths of horses to make them obey us, we can turn the whole animal.
4 Or take ships as an example. Although they are so large and are driven by strong winds, they are steered by a very small rudder wherever the pilot wants to go.
5 Likewise, the tongue is a small part of the body, but it makes great boasts. Consider what a great forest is set on fire by a small spark.



Language Arts

Reading Literature NAD and Common Core Weekly Objective

4th Grade

CCSS.ELA-Literacy.RI.4.7 Integration of Knowledge and Ideas

5th Grade

CCSS.ELA-Literacy.RI.5.7 Integration of Knowledge and Ideas
6th Grade

CCSS.ELA-Literacy.RI.6.7 Integration of Knowledge and Ideas
7th Grade

CCSS.ELA-Literacy.RI.7.7 Integration of Knowledge and Ideas
8th Grade

CCSS.ELA-Literacy.RI.8.7 Integration of Knowledge and Ideas

Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently
Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).
Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

Individual Reading

Students will continue to read from their own library books and complete their reading journal/reading log

Group Reading

Students will begin to read a new book this Tuesday

Standardized Reading

Students will continue to work on Reading Plus. [As of January 26, 100% of all 4th -8th grade students who are on Reading plus have improved and 62% are now reading above their grade level]

Grammar

Students will work on the following NAD and Common Core Standards
4th Grade
CCSS.ELA Literacy.L.4.4 Vocabulary Acquisition & Use
5th Grade
CCSS.ELA Literacy.L.5.4 Vocabulary Acquisition & Use
6th Grade
CCSS.ELA Literacy.L.6.4 Vocabulary Acquisition & Use
7th Grade
CCSS.ELA Literacy.L.7.4 Vocabulary Acquisition & Use
8th Grade
CCSS.ELA Literacy.L.8.4 Vocabulary Acquisition & Use
a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).
Vocabulary Acquisition and Use Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
Vocabulary Acquisition and Use Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
Vocabulary Acquisition and Use Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
Vocabulary Acquisition and Use Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.










Spelling

4th Grade
5th Grade
6th Grade
7th Grade
8th Grade
  1. arrow
  2. honey
  3. chair
  4. fork
  5. diary
  6. glue
  7. cheer
  8. cure
  9. sport
  10. collar
  11. peaceful
  12. alley
  13. homesick
  14. displayed
  15. radius
  16. marriage
  17. journey
  18. surgery
  19. completion
  20. burst
  1. problem
  2. we’ll
  3. brought
  4. major
  5. sopranos
  6. basic
  7. great
  8. career
  9. voice
  10. annoy
  11. elements
  12. each
  13. possible
  14. middle
  15. excited
  16. declare
  17. suddenly
  18. Des Moines
  19. penalty
  20. understood
  1. gypsy
  2. heroic
  3. imposter
  4. intensity
  5. intimate
  6. lavish
  7. median
  8. mirage
  9. nestle
  10. niche
  11. oyster
  12. pigeon
  13. prestige
  14. ramify
  15. resent
  16. revolt
  17. sequel
  18. subtle
  19. theory
  20. trowel
  1. incomplete
  2. lota
  3. jinx
  4. leather
  5. mallard
  6. mourn
  7. neon
  8. oracle
  9. ostrich
  10. planist
  11. priority
  12. realty
  13. regime
  14. rotate
  15. septic
  16. soakage
  17. surrey
  18. thistle
  19. usurp
  20. warp
  1. artifice
  2. lithe
  3. medallion
  4. myriad
  5. orge
  6. ozonic
  7. phobia
  8. psalmist
  9. quell
  10. rhetoric
  11. sleuth
  12. sollage
  13. syllable
  14. tartar
  15. turgid
  16. valet
  17. wren
  18. zest
  19. adeptly
  20. amnesia


Writing-

Students will continue to work on short research projects
4th Grade
CCSS.ELA-Literacy.W.4.7 Research to Build and Present Knowledge
5th Grade
CCSS.ELA-Literacy.W.5.7 Research to Build and Present Knowledge
6th Grade
CCSS.ELA-Literacy.W.6.7 Research to Build and Present Knowledge
7th Grade
CCSS.ELA-Literacy.W.7.7 Research to Build and Present Knowledge
8th Grade
CCSS.ELA-Literacy.W.8.7 Research to Build and Present Knowledge
Conduct short research projects that build knowledge through investigation of different aspects of a topic. LA.4.W.9
Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic
Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation
Conduct short research projects to answer a question (including a self generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.


Social Studies

4th Grade & 5th Grade
6th Grade -  8th Grade
Review for Final Civil War Exam Friday
Review for Final Civil War Exam Friday



Social Studies Review
Kansas-Nebraska Act
Kansas
Virginia
South Carolina
Raising of Cotton
Industry
Cotton Gin
Democrats
Republicans
Abolitionists
Dred Scott Decision
Secede
Compromise of 1850
Abraham Lincoln
Irvin McDowell
Thomas "Stonewall" Jackson
Robert E. Lee
Mary Andrews
John Andrews
Richard Gatling
Clara Barton
Ulysses S. Grant
General George McClellan
Jefferson Davis
H. L. Hunley
Monitor
Merrimack
U.S.S. Constitution
John Wilkes Booth
Andersonville
George McClellan
Elmira
Total War
Sojourner Truth
Joseph Bates
Harriet Tubman
James White


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