BLOG KEY
General:
Act – Activity
Ch – Chapter
Ex – Exercise
L – Lesson
p – Page(s)
Math:
HIG – Home Instructor’s Guide
TB – Textbook
WB – Workbook
FP – Facts Practice (A, B, C, or D denotes which sheet to use)
Science:
SG – Student Guide
USE – Usborne Encyclopedia of Science
KSE – Kingfisher Encyclopedia of Science
COMING SOON...
Wednesday, August 15 – Spirit Day! Students may wear Fortis spirit shirts with uniform bottoms.
Wednesday, August 29 – Pizza Day! Students may wear Fortis spirit shirts with uniform bottoms.
MATH:
- Multiply or divide a whole number by 10, 100, or 1000.
- Multiply or divide a whole number by tens, hundreds, or thousands.
- Multiply tens, hundreds, or thousands by each other.
- Estimate the answer in the multiplication or division of a whole number by a 2-digit number.
- Round whole numbers to the nearest 10, 100 or 1000.
- Do mixed operations involving addition and subtraction without parentheses.
- Do mixed operations involving multiplication and division without parentheses.
- Do mixed operations involving all four operations with and without parentheses.
Math quizzes will often be administered following students' completion of practice exercises in the textbook. This is a way for me to check mastery and reteach if necessary before a major unit test. Our first quiz will cover place value and rounding.
MATH FACTS:
Please make copies of the four math facts pages (A-D) that were sent home in binders (inside front pocket). These are master copies. You will use these all year. We'll be using sheet A (addition) for the first few weeks. Here are the instructions for administering facts practice sheets:
1. Set a timer for five minutes.
2. When the five minutes is up, if your child has not finished, please mark the place where he/she left off, and then have the student finish the sheet.
3. Parents, please use the key sent home to check your child's work. Have him/her make any corrections.
3. Turn the sheet in as homework on the next school day. I will take it as a homework completion grade.
READING:
- Understand that Native American tribes were thriving, diverse cultures with distinct languages and lifestyles prior to the arrival of European explorers and settlers.
WRITING/VOCABULARY:
- Learn the definitions of the vocabulary words and be able to correctly use each word in a sentence.
- Write key word outlines.
- Be able to retell a story using only a key word outline.
- Incorporate strong adjectives and adverbs into writing.
- Know that a dramatic opener is used to draw a reader into a composition.
- Know a few different types of dramatic openers, and understand how to incorporate them into compositions.
COMPOSITION:
This week, we’ll begin writing a composition about the Lost Colony of Roanoke. Rough draft checklists (on mint green paper) will go home in binders on Wednesday.
VOCABULARY ACTIVITY INSTRUCTIONS:
1. Cut out the SHEET of vocab cards for this week's lesson. Do not cut out the individual cards. Hole punch it, and place it behind the "Writing & Grammar" tab.
2. Study the definitions and the parts of speech for each word. Color the picture on the front of the card. (This is an especially helpful step for kids who are visual and/or kinesthetic learners.)
3. Use a dictionary to look up the word.
2. Study the definitions and the parts of speech for each word. Color the picture on the front of the card. (This is an especially helpful step for kids who are visual and/or kinesthetic learners.)
3. Use a dictionary to look up the word.
4. On the reverse side of the card, students should fill in the blank with the word and read the sentence. Then, they should write an original sentence with the word that is significantly different from the sentence given. You might have to help your child with this part. Students may use the dictionary to find a sample sentence.
5. If possible, students should write at least one synonym and one antonym for each word, using a dictionary or a thesaurus if necessary.
6. Look up the etymology of the word in the dictionary. Discuss the meaning. See if you can brainstorm some other words that come from the same root or roots.
6. Look up the etymology of the word in the dictionary. Discuss the meaning. See if you can brainstorm some other words that come from the same root or roots.
SPELLING:
- Review spelling and syllable division rules.
- Learn to spell the short "u" sound spelled A.
This week, we'll transition into our regular spelling rhythm.
GRAMMAR:
- Know what adjectives and adverbs are, be able to identify them in a sentence, and include them in a sentence diagram.
- Be able to name an adjective or adverb if asked.
- Know what an adverb exception is.
- Review the concepts of common and proper nouns, singular and plural nouns, and simple subjects and predicates.
- Use the noun job chart as a tool to help identify and parse all the nous in a sentence.
LATIN:
- Learn ten vocabulary words and the chapter maxim.
- Memorize the endings for the first conjugation "amo" chart.
HISTORY:
- Know that men were created with a spirit of curiosity and a desire to explore and seek new adventures.
- Understand that native peoples and cultures were already established in the Americas when explorers arrived.
- Know that Henry the Navigator founded a school of nautical exploration and improved the design of sailing ships.
- Know who Marco Polo was and understand how his travels inspired others to explore.
SCIENCE:
- Know that DNA is shaped like a double helix.
- Know that DNA provides the genetic material for a cell.
- Use a punnet square to understand dominant and recessive traits.
GEOGRAPHY:
- Develop a heart of compassion for the peoples of the world who don't yet know Christ.
- Know the names and locations of the world’s seven continents and five oceans.
MEMORY WORK:
Scripture: We'll spend the year working on our scripture memorization of Philippians 2:1-18 (KJV). Our intent with scripture memory is for students to hide God’s word deep in their hearts so that they can call upon it for comfort, reassurance, and strength in times of trouble. With that in mind, we will not be testing over this scripture, but we will be reciting it together as a school every morning during assembly time. Here is a link to an article that explains why we generally prefer to have our students memorize the King James Version.
Geography: We'll begin working on the continents and oceans this week. A hard copy of the maps can be found behind the "memory" tab in your child's binder. Additional maps, as well as MP3s of the songs, are available at this link: Geography Resources.
History: The bulk of our history memory work for the year will involve memorizing the entire 13-minute history timeline song. Here is a link to the first four minutes, which is what we'll test over first. We will also memorize a portion of the Declaration of Independence (bolded portion only) and 12 key dates. We will test over the first four dates on 10/24:
1. Columbus Sails to America - 1492
2. Founding of Jamestown - 1607
3. Landing of the Pilgrims - 1620
4. Salem Witch Trials - 1692-1693
1. Columbus Sails to America - 1492
2. Founding of Jamestown - 1607
3. Landing of the Pilgrims - 1620
4. Salem Witch Trials - 1692-1693
Poetry: This week, we'll introduce the first of our four poems for the year, Proverbs 2:1-11.