Supply List for Grade 5 for the 2016-2017 school year (for all subjects)



General Supplies

All students should have a Gmail account so they can use google docs

3 reams of copy paper (8 ½ x 11)

5 packages of 3x5 lined white index cards

1 package of plastic zip-lock bags (quart size)

4 package of sticky notes

5 packages of looseleaf (to start with).  Keep in a folder or binder, and refill the folder when you are running low!

Blue or Black pens

Red pens

Yellow highlighters

Package of colored pencils (for maps)

Scotch tape, scissors, ruler, glue stick, pencil sharpeners (2), erasers

Sharpened pencils with erasers

Pencil case to hold all small supplies

Book covers (transparent if possible)

*Girls should bring in sanitary napkins to keep at school.


Cleaning Supplies

2 large boxes of Kleenex tissues

1 bottle of hand sanitizer

1 large container of Lysol or Clorox disinfecting wipes

1 large roll of paper towels


Specific class supplies

Science and Social Studies:

2 thick marble notebooks
2 pocket folders (pockets must be on the bottom; not the side)
Package of construction paper

Math:

3 thick marble notebooks
1 pocket folder (pockets must be on the bottom; not the side)

ELA and Religion:

5 thick marble notebooks
4 pocket folders (pockets must be on the bottom; not the side)
Pocket dictionary

Reading:

1 thick marble notebook
2 pocket folders (pockets must be on the bottom; not the side)

Book to purchase for Module 1 (September):
Esperanza Rising by Pam Munoz, Scholastic Inc., 2002 $8.00
(If you would like me to order it for you, the money is due on the first day of school in an envelope with your name and grade on it).


All supplies must be in by the first day of classes

Please label all books and supplies with you name and grade


Summer Reading Assignments for students entering Grade 7or 8 in September

Grades 7 and 8

Grade 7: You will read the book Wrinkle in Time Lexile Level 890 L.
Questions about the book will be added to my blog in July. You should be able to answer all questions that are posted. You will be tested in September, when you return to school, on your reading. Please see me if you have any questions.

Grade 8: You will read the Call of the Wild by Jack London Lexile Level 990L.

Questions about the book will be added to my blog in July. You should be able to answer all questions that are posted. You will be tested in September, when you return to school, on your reading. Please see me if you have any questions.

Week of June 20, 2016

Reminders for this week and next week!

A. ELA Final Exam on Monday, 6/20.

B. There will be a 12:00 dismissal on Thursday, 6/23. This is the last day of the After School Program for this school year.

C. There will be no school on Friday, 6/24.

D. Monday, 6/27- Award Ceremony 10:00AM in the church. The children must be in full dress uniform for awards (no regular clothes or gym uniforms, even for greenhouse people). Parents are welcome to attend.

Grade 5 Class Party in the Afternoon.  The children can bring clothes to change into if they wish to, but must bring a bag to carry things home in. They will also need to bring in something to share at the party, something to drink for themselves, and $5 for pizza.

E. Tuesday, 6/28- Graduation at 10:00AM in the church.
Students must be in full uniform for 8th Grade Graduation. Report Cards will not be distributed until after Graduation activities have finished. Dismissal will be at approximately 1:00 PM.

F. Supply Lists for September will be posted on each Homeroom teacher's blog (the homeroom where you will be entering in September) by Monday, 6/27. Everything needed will be posted on your Homeroom teacher's blog. You no longer need to check each teacher's blog for school supplies. 

G.Each student will be required to read two books during the summer. This is a new requirement of the Regional Board of the Archdiocese. One book should be read in July and the other should be read in August. Questions about each book will be posted on the blog in July. 5th and 6th grade students should check Ms. Serewko and Mrs. Ramsey's blog for their reading assignment. 7th and 8th grade students should check Ms. Larios and Mr.Placido's blog for their reading assignment.  There will be a test given  on each book in September.


I would like to take to this opportunity to wish you all an enjoyable and safe summer vacation!  Thank you for all of your help and cooperation during this school year. I look forward to seeing you in September. J       

Sincerely,
Ms. Toscano Larios                         

Week of June 13, 2016

Reminders:

These are a few reminders concerning homework and classwork: 

A. All work must be completed in blue or black ink (other colors will not be accepted).  

B. If the assignment states that looseleaf is to be used, no other types of paper will be accepted (paper ripped out of notebooks or legal pads is unacceptable).
   
C. Homework must be handed in on the day due, unless I receive a note from a parent explaining why you did not complete your HW. This will only be accepted if there is an emergency at home (not because you were too tired or that you had too much other HW). 

D. Homework and classwork must be neat. Work that is sloppy or illegible will not be accepted.

E. Gym uniforms must be worn by 5th graders on Wednesdays for gym.

F. There will be no school on Friday, 6/3.

Schedule of Final Exams:
Monday, 6/13- Social Studies
Tuesday, 6/14- Math
Wednesday, 6/15-Reading
Thursday, 6/16- Science
Monday, 6/20- ELA
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HOMEWORK: For the Week of May 30, 2016

Homework for Grade 5:

****** Book for Module 4 (last book of the year) Dark Water Rising by Marian Hale. Please finish the book.

******Study the material listed on the review sheet that is posted on the blog for Reading.
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Homework for Grade 6

****** Book for Module 4 (last book of the year) Frightful’s Mountain by Jean Craighead George. Please finish the book.

******Study the material listed on the review sheet that is posted on the blog for Reading.
_________________________________________________________________________

Homework for Grade 7

Reading:
****** Book for Module 4 (last book of the year) The Big Thirst: The Secret Life and Turbulent Future of Water by Charles Fishman. Please finish the book.

******Study the material listed on the review sheet that is posted on the blog for Reading.

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7th Grade Social Studies

The New Republic (1800-1855)

Homework:

Map of the Month (New York) is due Wednesday, June 15.

******Study the material listed on the review sheet that is posted on the blog for Social Studies.
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Homework for Grade 8:

Reading:
Book for Module 4 (last book of the year) The Omnivore’s Dilemma: The Secrets Behind What You Eat by Michael Pollan.  Please finish reading the rest of the book.

******Study the material listed on the review sheet that is posted on the blog for Reading.
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8th Grade Social Studies  

World War II (1938-1945)

Homework:

Map of the Month (New York) is due Wednesday, June 15.

******Study the material listed on the review sheet that is posted on the blog for Social Studies.


                                 Have a great week!

8th Grade Review Sheet for the Reading Final Exam

Reading Final Exam is on Wednesday, June 15

Module 1:  Finding Home: Refugees

Module Focus: Becoming a close reader and writing to learn

Book (s) read for the Module: Inside Out & Back Again

Description: Students consider the challenges of fictional and real refugees. They read the novel Inside Out & Back Again, analyzing critical incidents that reveal the dynamic nature of Ha, a 10-year-old Vietnamese girl whose family flees during the fall of Saigon. They also read complex informational texts to learn more about the history of war in Vietnam, the historical context of Ha’s family’s struggle, and the universal themes of refugees’ experiences of fleeing and finding home. Students consider how Ha’s experience represents the universal refugee experience of being turned “inside out” and then coming “back again.”

Vocabulary: All definitions can be found in the Reading Vocabulary Notebook

gist, inference, panic, tone, incidents, lunar, foretells, fate, witness, vow, hasty, poignant, affidavit, consulate, free verse poetry, central idea, point of view, fiction, perspective, objective, wary, spurned, tend, misread, “the time is ripe”, tumult, assertive, kindle, appeal, “to no avail”, committed, contain, backed, symbol, symbolism, rations, stranded, communism, totalitarianism, regret, universal, inexorable, stringent, emigration, evacuees, persecuted, repatriation, refugees, sanctuary

**Please make sure that you have done the required reading and any articles in your reading folder. Bring your reading folder and books for this Module with you for the Exam. _____________________________________________________________________________

Module 2: A Midsummer Night’s Dream and the Comedy of Control

Module Focus: Working with Evidence (Drama)

Book(s) read for the Module: Midsummer’s Night Dream

Description: Students read and analyze Shakespeare’s A Midsummer Night’s Dream, focusing primarily on the theme of control. Students examine why the characters seek control, how they try to control others, and the results of attempting to control others. They build background knowledge as they explore the appeal and authorship of Shakespeare and read much of the play aloud in a Drama Circle. Students analyze differences between a film version of the play and Shakespeare’s original script. They also study how Shakespeare drew upon Greek mythology as he crafted the play within the play.

Vocabulary:  All definitions can be found in the Reading Vocabulary Notebook

universal appeal, images, lure, cite, claims, supporting details, central claim, anonymous, perspective, conflicting viewpoints, counter claims, courtier, patron, rudimentary, evaluate, surmise, incoherence, vulgar, reconciling, speculation

**Please make sure that you have done the required reading and any articles in your reading folder. Bring your reading folder and books for this Module with you for the Exam.
______________________________________________________________________________

Module 3: The Civil Rights Movement and The Little Rock Nine

Module Focus: Studying diverse sources about the same topic can build our understanding

Book (s) read for the Module: A Mighty Long Way and a photo essay titled Little Rock Girl 1957

Description: In this module, students studied the U.S. civil rights movement, focusing particularly on The Little Rock Nine. They considered the question “How can stories be powerful?” as they learn about segregation, the civil rights movement, The Little Rock Nine, and the role of the various mediums in shaping perceptions of events. Students read A Mighty Long Way by Carlotta Walls LaNier and a photo essay titled Little Rock Girl 1957 by Shelley Tougas, where they considered the different ways in which the story of The Little Rock Nine has been told. Students built background knowledge as they studied the history of segregation and Jim Crow laws in the United States. They also began by reading primary sources, such as the Plessy v. Ferguson Supreme Court decision and the dissenting opinion by Justice Harlan.

Vocabulary: All definitions can be found in the Reading Vocabulary Notebook

prologue, composure, desegregation, fortitude, memoir, sharecropper, carpetbagger, amendment, scalawag, due process, abridge, deprive, allegation, dissent, statute, inadequate, arbitrary, humble, naturalized

**Please make sure that you have done the required reading and any articles in your reading folder. Bring your reading folder and books for this Module with you for the Exam. ____________________________________________________________________________

Module 4: Sustainability of the US Food Supply Chain

Module Focus:
How an author or speaker uses sufficient relevant evidence and sound reasoning to support his or her claim

 Book(s) read for the Module: The Omnivore’s Dilemma

Description: In Module 4, students analyzed arguments and the evidence used to support arguments to determine whether sufficient evidence has been used and whether the evidence is relevant in support of the claim an author or speaker is making. They then researched to gather evidence to make their own spoken and written arguments. Students read Michael Pollan’s The Omnivore’s Dilemma, a literary non-fiction text about where food comes from and about making decisions about what food to buy and eat. They built background knowledge about what happens to food before it gets to the consumer, and the different choices the consumer can make when buying food while analyzing Michael Pollan’s arguments and the evidence he uses to support his claims.

Vocabulary:  All definitions can be found in the Reading Vocabulary Notebook

omnivore, dilemma, feedlot, bellying, hybrid, yields, organism, patent, DNA, reckless, affix, conflicting, purpose, author’s purpose, resident, prairie, synthetic, subsidize, dense, fossil fuels, pesticides, corrupt, immoral, motive, enslave, compromise


**Please make sure that you have done the required reading and any articles in your reading folder. Bring your reading folder and books for this Module with you for the Exam.

7th Grade Review Sheet for the Reading Final Exam

Reading Final Exam is Wednesday, June 15

Module 1:  Journeys and Survival

Module Focus: Becoming a close reader and writing to learn

Book (s) read for the Module: A Long Walk to Water

Description: The students explored the experiences of people of Southern Sudan during and after the Second Sudanese Civil War. They built proficiency in using textual evidence to support ideas in their writing, both in shorter responses and in an extended essay. They read A Long Walk to Water, analyzing the points of view of the central characters, Salva and Nya. The students focused on one key theme: how individuals survive in challenging environments. The novel was paired with complex informational texts on Sudan.

Vocabulary: All definitions can be found in the Reading Vocabulary Notebook
scenario, determine, representation, plains, route, cradle, droned, aimless, rebels, point of view, central idea, literary text, herding, wander, hesitate, objected, horizon, ritual, flinched, generation, aroma, solemn, makeshift, topi, puzzled, reeds, papyrus, monotonous, abundance, massed

**Please make sure that you have done the required reading and any articles in your reading folder. Bring your reading folder and books for this Module with you for the Exam.
______________________________________________________________________________

Module 2: Identify and Transformation: Then and Now

Module Focus: Working with Evidence (Drama)

Book(s) read for the Module: Pygmalion

Description: Students explore the concept of personal identity formation and transformation in both historical and modern-day societies. They read first-person narratives that focus on various social identifiers—from race to gender to socioeconomic status—and they also read informational text in order to frame their understanding of what identity means. Students closely read Pygmalion and further explore the identity transformation of the play’s main character, Eliza Doolittle.

Vocabulary:  All definitions can be found in the Reading Vocabulary Notebook

metaphor, internal, external, atypical, stereotyped, socialized, exacerbated, discrepancy, impeccable, fester, remotely, Patwa, descent, excruciating, cuisine, mundane, empathetic, bravado, taunt, indigenous, entitlement, self-worth, internalize, monopolize, linguist, heinous, fallacy, “hot under the collar”, sedentary, deploy, apathetic

**Please make sure that you have done the required reading and any articles in your reading folder. Bring your reading folder and books for this Module with you for the Exam.
______________________________________________________________________________

Module 3: Slavery: The People Could Fly

Module Focus: Understanding Perspectives

Book (s) read for the Module: Articles about abolitionists, especially Frederick Douglass

Description: In Module 3, students explored the life of Frederick Douglass, the escaped slave and noted abolitionist who wrote Narrative of the Life of Frederick Douglass. The module focused on the questions of what makes stories powerful and on understanding an author’s purpose. In addition, students analyzed how writers use figurative language and word choice to convey meaning. The students also built background knowledge that allowed them to more fully understand the context of the Narrative: they learn about slavery, Douglass’s life, and the debate over slavery in the United States before the Civil War.


Vocabulary: All definitions can be found in the Reading Vocabulary Notebook

enduring, content, autobiography, biography, tone, mood, synthesize, abolitionist, enforced labor, triangular slave trade, equity, disposition, devoted, fugitive, tactics, segregated, agitate, unmanageable, plantation, system

**Please make sure that you have done the required reading and any articles in your reading folder. Bring your reading folder and books for this Module with you for the Exam.
_______________________________________________________________________________

Module 4: Water is Life

Module Focus: Reading and Research

Book(s) read for the Module: The Big Thirst

Description: Module 4 focused on a “science and society” topic, engaging students in reading informational text about water sustainability, fresh water management, and how to make evidence-based decisions. Students read the article “Water Is Life” by Barbara Kingsolver as well as excerpts from The Big Thirst by Charles Fishman to build background knowledge about water sustainability and water management. Students determined main ideas and evidence in diverse media and clarified the issue of why humans need to manage water better.

Vocabulary:  All definitions can be found in the Reading Vocabulary Notebook

aqueous, primordial, thrall, Rummel, irrigate, saline, arid, evaporation, briny, levees, grave, gale, sustainable, blighted, sodden, Holocene, endemic, exhumed, beleaguered, commons, watershed, relic, quarantined, aquifer, arduous, hygiene, spectacle, insulate, sanitation

**Please make sure that you have done the required reading and any articles in your reading folder. Bring your reading folder and books for this Module with you for the Exam.


8th Grade Review Sheet for the Social Studies Final Exam

Social Studies Final Exam is Monday, June 13

Modules 1 and 2: The Nation Breaks Apart through America as a World Power (1861-1920) (Chapters 16-22 in the textbook)

Everything you need to know for the Final Exam is contained in your Social Studies notebook. You can use your text if you are missing notes or you are confused about anything.

Concepts to Know:
1. The causes and results of the Civil War, and the many problems that the Nation faced rebuilding the South.

2. As the settlers moved west, the western landscape was transformed.

3. Conflict between the Native Americans and the U.S. Government occurred over western land.

4. New communities and political groups were created by the settlers on the Great Plains.

5. The Second Industrial Revolution led to new sources of power and advances in transportation and communication.

6. Changes in the workplace led to a rise in labor unions and strikes by workers.

Vocabulary, Events, and Important People: All definitions can be found in the Social Studies Class Notebook. Study all notes in the class notebook and use your textbook for further explanation.

Manifest Destiny, Sectionalism, Compromise 1850, Harriet Beecher Stowe, Jefferson Davis, Abraham Lincoln, Ulysses S. Grant, Robert E. Lee, Battle of Antietam, Battle of Gettysburg, Emancipation Proclamation, Appomattox Courthouse, Reconstruction, 13th Amendment, 14th Amendment, 15th Amendment, Black Codes, Hiram Revels, Ku Klux Klan, segregation, sharecropping, Father Isaac Hecker, Comstock Lode, boomtown, Pony Express, Transcontinental Railroad, Reservations, Long Walk, Chief Joseph, Geronimo, Homestead Act 1862, National Grange, Interstate Commerce Act, Bessemer Process, Thomas Alva Edison, patent, Henry Ford, Andrew Carnegie, John D. Rockefeller, monopoly, Sherman Antitrust Act, strike, American Federation of Labor, collective bargaining, Old Immigration, New Immigration, tenements, Hull House, Nativists, Chinese Exclusion Act, Jacob Riis, Gilded Age, Progressives, Muckrakers, Ida B. Tarbell, 17th, 18th, and 19th Amendments, socialism, temperance, Pure Food and Drug Act, Mother Frances Cabrini, Pope Leo XIII
_______________________________________________________________________________

Modules 3 and 4: World War 1 through Post-War America (1914-1945) (Chapters 23-26 in the textbook

Everything you need to know for the Final Exam is contained in your Social Studies notebook. You can use your text if you are missing notes or you are confused about anything.

Concepts to Know:
1. In the last half of the 1800s, the United States joined the race for control of new territories.

2. As a result of the Spanish-American War, the United States expanded into new parts of the world and increased its role in Latin America.

3. The impact made on America by World War I.

4. American industries boomed in the 1920s changing many Americans’ way of life.

5. The changes that occurred because of the economic disaster of the Great Depression.

6. The rise of aggressive totalitarian governments that led to the start of World War II.

7. American involvement in World War II helped the US economy and changed the lives of many Americans.

Vocabulary, Events, and Important People: All definitions can be found in the Social Studies Class Notebook. Study all notes in the class notebook and use your textbook for further explanation.

isolationism, yellow journalism, nationalism, militarism, mobilize, U boats, imperialism, President Wilson’s 14 Points, Father Francis Duffy, Kellogg-Briand Pact, moving assembly line, Red Scare, Prohibition, Charles Darwin, Great Migration, Franklin Delano Roosevelt, Social Security Act, Dorothy Day, 20th Amendment, totalitarian, D-day, pacifist, island hopping, total war, Holocaust, Manhattan Project, Harry S. Truman, Harlem Renaissance, Maximilian Kolbe
_______________________________________________________________________________

Information to review for the Essay Questions:

1. Civil War- Causes? Who was fighting? Who was President at the time?
Important leaders and battles.
Treaties?
What was the impact on the United States?

2. World War I - Causes? Who was fighting? Who was President at the time?
Important leaders and battles.
Treaties?
What was the impact on the United States?

3. World War II- Causes? Who was fighting? Who was President at the time?
Important leaders and battles.
Treaties?
What was the impact on the United States?

4. Great Depression-Causes?
New Deal
President at the time?
Programs?
Results?




7th Grade Review Sheet for the Social Studies Final Exam

Social Studies Final Exam is on Monday, June 13

Modules 1 and 2:  Our Colonial Heritage through the American Revolution (1500-1774) (Chapters 1-4 in the textbook)

Everything you need to know for the Final Exam is contained in your Social Studies notebook. You can use your text if you are missing notes or you are confused about anything.

Concepts to Know:
1. Geographic factors that affected the settlement patterns and living conditions of the earliest Americans.

2. How the early people came to North America, and why they migrated South.

3. How Native Americans viewed land ownership, and the role religion played in their lives.

4. What the Iroquois League was and why was it important.

5. The exploration by Europeans in the New World and how it affected trade and economics.

6. The Columbian Exchange and the Slave Trade and how they affected the economics of Europe, Africa, and the Americas.

7. How the experiences of the colonists shaped Americas political and social scene.

8. How it was possible for the American Patriots to gain their independence from the powerful British Empire.

Vocabulary, Events, and Important People: All definitions can be found in the Social Studies Class Notebook. Study all notes in the class notebook and use your textbook for further explanation.

migration, environment, culture, Beringia, Olmec, Mayan, Aztec, Inca, caravel, Prince Henry the Navigator, Vasco Da Gama, Christopher Columbus, Ferdinand Magellan, The Columbian Exchange, Hernando Cortes, Francisco Pizarro, Ponce De Leon, The Encomienda System, Spanish Armada, John Cabot, Louis Joliet and Jacques Marquette, Triangular Trade, Middle Passage, Lost Colony, Puritans, Pilgrims, Jamestown, Toleration Act, Maryland, Fundamental Orders of Connecticut, boycott, Boston Massacre, Boston Tea Party, Stamp Act
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Modules 3 and 4:  The American Revolution through the Age of Jackson (1744-1840) (Chapters 4-11 in the textbook)

Everything you need to know for the Final Exam is contained in your Social Studies notebook. You can use your text if you are missing notes or you are confused about anything.

Concepts to Know:
1. The Articles of Confederation provided a framework for a national government.

2. A new constitution was needed and it provided a framework for a stronger national government than the Articles of Confederation did.

3. The election of Thomas Jefferson began a new era in American government and the Louisiana Territory was added to the United States during his leadership.

4. In 1812 the United States declared war on Great Britain.

5. The Monroe Doctrine strengthened the relationship between the US and Great Britain.

6. The Missouri Compromise satisfied both the North and the South.


Vocabulary, Events, and Important People: All definitions can be found in the Social Studies Class Notebook. Study all notes in the class notebook and use your textbook for further explanation.

Patriots, Loyalists, Thomas Paine, Declaration of Independence, Battle of Saratoga, Battle of Yorktown, Valley Forge, Treaty of Paris 1783, Constitution, Articles of Confederation, Northwest Ordinance 1787, Constitutional Convention, Great Compromise, Three-Fifth Compromise, Checks and Balances, Bill of Rights, Thurgood Marshall, Judiciary Act 1789, Louisiana Purchase, Lewis and Clark, Francis Scott Key, Treaty of Ghent, Monroe Doctrine, nationalism, sectionalism, Missouri Compromise, Spoils System, Indian Removal Act, Trail of Tears, Sister Elizabeth Ann Seton, Saint Peter’s Church, Saint Peter’s School, Alien and Sedition Acts, impeach
_____________________________________________________________________________

Information to study for the essay questions:

1a. Constitution- Who was for it and who was against it? What was it for? What would it be replacing?
b. Bill of Rights
c. Great Compromise
d. Three-fifths Compromise
e. Federalist, Antifederalist
f. Checks and Balances

2a. Louisiana Purchase- Who was it bought from? Cost? Why was the land sold? Who sold it? Who was President at the time? What was the importance to the US?
b. Lewis and Clark- what was their mission? Who helped them?

3a. Revolutionary War- Causes and results
b. Important people
c. Important battles
d. How did the war end?
e. Why was it important to the United States?