1. Week 8 Stations
Sept. 23rd-27th
Mrs. Gill & Mrs. Lane

2. Spelling Voice Level: 0 Goals:
Establish fluency by spelling grade level appropriate words accurately
Monday
Read through your spelling contract.
Choose a task to complete.
Complete the task on a piece of paper.
Staple the paper to your contract to be turned in on Friday.
When we have finished stations you will place your completed task into your homework folder with your spelling contract
Complete a task from the “When you are finished” page EL
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 (in•for•ma•tion, mol•e•cule) correctly.
Materials: Pencil, lined paper, spelling contract (in binder), spelling words (in binder)

3. Writing Voice Level: 1 Goals:
Respond to literature, using your own experiences and the text
Tuesday
Go to Mrs. Lane’s website.
Click “Inference Help for Homework (A good refresher)”
Read through the information provided about inferences and how to make them.
Then go back to Mrs. Lane’s website.
Click Making Inferences Brainpop.
Watch the video.
Complete the activity page in your resources.
Place it in your stations folder.
Pull a graphic organizer out from your resources.
Fold it hamburger (horizontally) style and glue it into your journal.
Highlight any important information
Complete a “finished” activity. EL
Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge.
Materials: Pencil, Netbook, Activity sheet, glue sticks, Reading Journal, Graphic Organizer

5. Writing Voice Level: 1 Goals:
Respond to literature, using your own experiences and the text
Wednesday
1. Review graphic organizer in your Reading Journal about inferences.
2. Read the questions on the sheet in your resources.
3. Answer the question using clues from the text and your own knowledge.
4. Fold the page hamburger (horizontal) style and glue it into your Reading Journal.
5. Staple the rubric on to the same page.
6. Complete a “finished” activity. EL
Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge.
Materials: Pencil, Reading Journal, Question Page, glue, stapler, rubric

6. Inference Response Name:____________________ #_________________ Date:____________ Total:___________
Reread pages 31 and 32 of chapter 4. What clues does the author give the reader to help them understand what occurs between Leslie and Jess? What evidence in the text supports your answer?
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

7. Inference Response Name:____________________ #_________________ Date:____________ Total:___________
GRAMMAR AND SPELLING
No errors in…
Spelling
Punctuation
Capitalization
Sentence structure
One (1) error in…..
Sentence Structure
Three (3) errors in…
Four (4) or more errors in…
Response to Prompt
The student responds completely to the prompt and the writing is focused around the prompt.
The student responds to most of the question and is somewhat focused around the prompt.
The student’s response is loosely related to the prompt and not focused.
The student does not respond to the prompt.
Inferences
The student uses background knowledge and clues from the text to answer the question. The student refers directly to the text using evidence based terms.
The student uses background knowledge and clues from the text to answer the question. The student does not refer directly to the text using evidence based terms.
The student uses either background knowledge or clues from the text. But does not use both.
The student does not understand the question and responds without referring to the text or background knowledge.

8. Writing Voice Level: 1 Goals:
Respond to literature, using your own experiences and the text
Thursday
THIS ACTIVITY IS OVER CHAPTER 1 ONLY.
The Journal Page is in your resources.
Using chapter 1 of Bridge to Terabithia, reply to the journal entry.
Follow the rubric.
Fold the journal hamburger style (horizontally) and glue it into your Reading Journal.
Staple a rubric into your journal on the page of your response. EL
Evaluate the author's use of various techniques to influence readers' perspectives.
Materials: Pencil, Journal Page, glue, stapler, rubric

9. Journal Response Rubric (Chapter _____) Name:____________________ #_________________ Date:____________ Total:___________
GRAMMAR AND SPELLING
No errors in…
Spelling
Punctuation
Capitalization
Sentence structure
One (1) error in…..
Sentence Structure
Three (3) errors in…
Four (4) or more errors in…
Response to Journal Prompt
The student responds completely to the prompt and the writing is focused around the prompt.
The student responds to most of the question and is somewhat focused around the prompt.
The student’s response is loosely related to the prompt and not focused.
The student does not respond to the prompt.
Reference to the text
The student refers to specific examples in the text to support what they are saying in response to the prompt.
The student makes general connections to the characters but does not use a specific example.
The student does not mention the characters but at least mentions the title of the text.
The student does not mention the text at all or any parts of the text.

10. Project Voice Level: 1 Goals:
Understand how transitions work in writing
Monday
Teacher Station EL
Use logical organizational structures for providing information in writing, such as chronological order, cause and effect, similarity and difference, and stating and supporting a hypothesis with data. EL
Use transitions (however, therefore, on the other hand) and conjunctions (and, or, but) to connect ideas.
Materials: Pencil, Reading Journal, Transition Page, Transition cards

11. Project Go to “Transitions Project” on Mrs. Lane’s website.
Voice Level: 1
Goals:
Create a PowerPoint using transitions
Tuesday, Wednesday, Thursday
Go to “Transitions Project” on Mrs. Lane’s website.
Read through “Peanut Butter and Jelly Example” and rubric.
Brainstorm the topic you wish to complete your presentation over. You may not use Peanut Butter and Jelly sandwiches or Chocolate Chip Cookies.
Brainstorm the steps it will take to complete this task. Remember to keep them in the proper sequence of events.
5. Follow the rubric to create your PowerPoint.
6. Be sure to create one slide per step. EL
Use logical organizational structures for providing information in writing, such as chronological order, cause and effect, similarity and difference, and stating and supporting a hypothesis with data. EL
Use transitions (however, therefore, on the other hand) and conjunctions (and, or, but) to connect ideas.
Materials: Pencil, Reading Journal, Transition Page, Transition cards

12. Math For Lesson 3.2 you may… Play _____________ on Everyday Math
Voice Level: 0
Goals: Review Unit 3 Lesson 2 Materials
Monday
For Lesson 3.2 you may…
Play _____________ on Everyday Math
Play _________from the crate.
Review using your Math Boxes on page _________.
Play an online game in Mrs. Lane’s resources titled ___________.
Students will display the ability to review the partial-product method for whole numbers and decimals. Complete Math Journal pgs
CCSS: SMP2, SMP3, SMP5, SMP6, SMP8; 5.NBT.2, 5.NBT.3a, 5.NBT.4, 5.NBT.7
Materials: Unit Review Page, SRB, Math Notebook, SMJ

13. Math For Lesson 3.3 you may… Play _____________ on Everyday Math
Voice Level: 0
Goals: Review Unit 3 Lesson 3 Materials
Tuesday
For Lesson 3.3 you may…
Play _____________ on Everyday Math
Play _________from the crate.
Review using your Math Boxes on page _________.
Play an online game in Mrs. Lane’s resources titled ___________.
Students will display the ability to review the partial-product method for whole numbers and decimals. Complete Math Journal pgs
CCSS: SMP2, SMP3, SMP5, SMP6, SMP8; 5.NBT.2, 5.NBT.3a, 5.NBT.4, 5.NBT.7
Materials: Unit Review Page, SRB, Math Notebook, SMJ

14. Math For Lesson 3.4 you may… Play _____________ on Everyday Math
Voice Level: 0
Goals: Review Unit 3 Lesson 4 Materials
Wednesday
For Lesson 3.4 you may…
Play _____________ on Everyday Math
Play _________from the crate.
Review using your Math Boxes on page _________.
Play an online game in Mrs. Lane’s resources titled ___________.
Students will display the ability to review the partial-product method for whole numbers and decimals. Complete Math Journal pgs
CCSS: SMP2, SMP3, SMP5, SMP6, SMP8; 5.NBT.2, 5.NBT.3a, 5.NBT.4, 5.NBT.7
Materials: Unit Review Page, SRB, Math Notebook, SMJ

15. Math For Lesson 3.5 you may… Play _____________ on Everyday Math
Voice Level: 0
Goals: Review Unit 3 Lesson 5 Materials
Thursday
For Lesson 3.5 you may…
Play _____________ on Everyday Math
Play _________from the crate.
Review using your Math Boxes on page _________.
Play an online game in Mrs. Lane’s resources titled ___________.
Students will display the ability to review the partial-product method for whole numbers and decimals. Complete Math Journal pgs
CCSS: SMP2, SMP3, SMP5, SMP6, SMP8; 5.NBT.2, 5.NBT.3a, 5.NBT.4, 5.NBT.7
Materials: Unit Review Page, SRB, Math Notebook, SMJ

16. Reading Read Chapter 4 in “A Bridge to Terabithia”. You may…
Voice Level: 1
Goals: Read grade level appropriate text
Monday
Read Chapter 4 in “A Bridge to Terabithia”.
You may…
Quad Read (needs 4 group members)
Read with a Partner
Audio on the Netbook
Read on your own EL
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.
Materials: Netbooks, Quad Cards, Bridge to Terabithia

17. Reading Read Chapter 5 in “A Bridge to Terabithia” . You may…
Voice Level: 1
Goals: Read grade level appropriate text
Tuesday
Read Chapter 5 in “A Bridge to Terabithia” .
You may…
Quad Read (needs 4 group members)
Read with a Partner
Audio on the Netbook
Read on your own EL
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.
Materials: Netbooks, Quad Cards, Bridge to Terabithia

18. Reading Read Chapter 6 in “A Bridge to Terabithia” . You may…
Voice Level: 1
Goals: Read grade level appropriate text
Wednesday
Read Chapter 6 in “A Bridge to Terabithia” .
You may…
Quad Read (needs 4 group members)
Read with a Partner
Audio on the Netbook
Read on your own EL
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.
Materials: Netbooks, Quad Cards, Bridge to Terabithia

19. Reading Read Chapter 7 in “A Bridge to Terabithia” . You may…
Voice Level: 1
Goals: Read grade level appropriate text
Thursday
Read Chapter 7 in “A Bridge to Terabithia” .
You may…
Quad Read (needs 4 group members)
Read with a Partner
Audio on the Netbook
Read on your own EL
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.
Materials: Netbooks, Quad Cards, Bridge to Terabithia