Hello Fifth graders, this is the review that you need. Follow instructions and clarify doubts.

I- Prefixes
Watch this video to review your knowledge.

1. Prefixes

Let's pracitce!

Use RE- UN - DIS

1. ______________ please
2. ______________ able
3. ______________ draw
4. ______________ happy
5. ______________ agree
6. ______________ usual
7. ______________ tell
8. ______________ equal
9. ______________ obey
10. _____________ write

II- The Parts of the PLot

II- Match the parts of the Plot

___1. Exposition                       a. the story is coming to a close

___2. Rising Action                   b. events happen to make the story more interesting.

___3. Climax                             c. the story finishes

___4. Falling Action                  d. the story begins and characters are introduced

 ___5. Resolution                       e. the most suspenseful part of the story

III- Read the following story and put the events next to the correct Part of the Plot.

Directions:  Below are the main components of Goldy Locks and the Three Bears.  Place each component where it belongs on the Plot Diagram by placing its letters next to the correct sentence.   

___1. She tries all three bears’ porridge, and then she tries all of their chairs, breaking Baby bear’s chair. 

___2. Goldy Locks runs away from the cabin and never goes back again. 

___3. She decides to sleep, so she tries all the beds and falls asleep in Baby bear’s bed. 

___4. Mama, Papa, and Baby bear noticed that someone had eaten their porridge and broke the chair. 

___5. Goldy Locks stumbles upon a cabin when the owners were not home and goes inside. 6. Goldy Locks runs down the stairs and out the door. 

___7. Mama, Papa, and Baby bear return home. 

___8. The bears find Goldy Locks asleep in Baby bear’s bed, causing her to scream, “Help!” 

R= Resolution

EX= Exposition

CL= Climax

FA= Falling Action

RA= Raising Action

IV- Story Elements

Do you remember the story elements?  Watch this video and learn moreee...

Story Elements

Story Elements. Read each paragraph. Choose the time and place clues:

I. Mary and her sister Sally went to the movies.  They saw a real good movie. When they left for home, it was night and late. They had a good time.

Time:___________________________                  Place:___________________________________    \ 

                                                                                                         /                                        

2. Timmy woke up early in the morning. He jumped from his bed to his parents’ room, ne was so happy because he was going 'to celebrate his birthday.

Time:___________________________                  Place:___________________________________

3. The players are on the field. The team is ready to begin the game. George’s team has the ball. Peter kicks

    the ball. The men and woman cheer.

(when?) Time:_______________________________________________

(where?) Place:______________________________________________

(who?) Characters:___________________________________________

4. The young man stretched out in his sleeping bag near the lake. He could smell the fir and smoke from the campfires. He knew that tonight the only things that would rain on him were starlight and pine needles from fir trees.

(when?) Time:_______________________________________________

(where?) Place:______________________________________________

(who?) Characters:___________________________________________

Hello fourth graders, the test will be soon in your hands. In order to be ready you must complete this test review to clarify doubts. Remember, your teacher will discuss this review during the week.

Here you have a videos to review your knowledge: 
Sentences and Fragmets
Sentence and Fragments 2

I - Correct each fragment so that it is a sentence.

1. Forgot the eggs. _________________________________________


2. Plays the flute. _________________________________________


3. After she already said yes. _______________________________________


 4. Before the play. _____________________________________

II- DIRECTIONS: Read each group of words. If it is a complete sentence. circle the happy face.  If it is a fragment, circle the sad face.

  ____1. Have a lemonade!
  ____2. Going to put my hair up.
  ____3. Has the car been repaired?
  ____4. Please call the doctor.
  ____5. Although we warned him.
  ____6. Not having a clue.
  ____7. Norma will babysit.
  ____8. Tom called.
 ____ 9. I like that face cream.


III- Sequencing
What is sequence?

Watch this video: Transitional Words

Surprise! 
DIRECTIONS: Read the story. Then put the events in order.

  Susan woke on Monday morning with a happy thought: It’s my birthday! Usually she liked to stay in bed until her mother was almost angry with her, but this morning she jumped right up and ran downstairs.  “Good morning!” her mother said. But she did not say happy birthday. Confused, and a little hurt, Susan sat down and had her breakfast. On the bus, on the way to school, her best friend talked about Pokémon, and Minecraft, and what her mother had packed her for lunch, but she did not say happy birthday.  After school, Susan had her piano lesson. Her piano teacher asked her about her weekend, and told her about a vacation she had coming up, but she did not say happy birthday. Susan was very upset by the time she walked home later that afternoon. No one had remembered her birthday! She let herself into the house and headed to the kitchen for a snack. But she only got as far as the dining room. She heard a crowd of people yell, “Surprise!” and when she saw the streamers, the balloons, and the beautiful cake, she was so happy - and relieved - that she almost started to cry. All of her friends and family - and even her piano teacher - were at the surprise party. Susan was very, very surprised!
 Use numbers to put events in order.

 ___Susan’s best friend does not say happy birthday. 
___Susan hears a crowd of people yell, “Surprise!” 
___Susan wakes up thinking about her birthday. 
___Susan’s piano teacher does not say happy birthday. 
___Susan’s mother does not say happy birthday. 
___Susan is happy and relieved that no one forgot her birthday. 
___Susan walks home sadly.

IV- Short Vowels

Use this video to learn MOREEEEE.

1. Short Vowels




 

Hello Sixth graders, You are about to take test # 3. In order to ready, you must review your knowledge and practice. Here you have a test review which is going to improve your performance during the test.

I- ABYFONS Usage

Watch this tutorial: 

We are about to start discussing the compound sentence. Do you know what it is? Let's learn more!

Use this game to learn more about it.

II- Sixth graders, this video is going to be very helpful for you to learn more about cause and effect.

Cause and Effect Video

III-Getting the Main idea is easy. Here you can practice!

1. Michael has a baby sister. He loves his sister very much. He helps dress her. He helps feed her. He likes to take her for walks. He helps her learn to talk.

What is the main idea?

a. To tell about Michael and his baby sister

b. To tell about Michael's big family

c. To show why babies are nice

d. To tell about Micheal and his baby brother

2. Bears love to eat honey. They like it because it is sweet. Bears look for honey in the woods. They climb trees to get it. They will eat all the honey they find.

What is the main idea? 

a. Bears like to eat pies.

b. Bears like honey.

c. Bears like to catch bees.

d. Bears like to climb trees.

3. There is a rabbit hole in the field. A rabbit family lives there. Five baby rabbits live there. They are brown. They can hop fast.

What is the main idea? 

a. To tell about five baby rabbits

b. To show where all rabbits live

c. To show why rabbits hide

d. To tell that rabbits love to eat carrots

4. William loves peanuts. He could eat them any time. He eats them after school. He eats them after dinner. He even puts them on ice cream.

What is the main idea? 

a. Peanuts are good for you.

b. Peanuts are easy to grow.

c. William eats lots of peanuts.

d. William only eats peanuts after dinner

Hello 6-A, you are going to start another PBL (Problem Based Learning). In 2018, students from 6-A
 are going to develop a project related to THE ALKILINE DIET. This is strange for you, for it requires a little bit of research. That is exactly what you are going to do. We are going to work together to learn more about this term. On Tuesday, November 27, 2018, your teacher will set the groups and the instructions to develop the final project. These are the steps to follow:

I- What do you know about THE ALKALINE DIET?
     Is it related to healthy life style?
     Is ALAKLINE DIET a good way to eliminate cancer?
     Do we need to know science to understand it?
     Is everybody able to use the ALKALINE DIET?
     Will this project improve our health?

II- Goup # 1will answer the following question:
     What is the ALKALINE DIET?
Use this link to get information:     
1. Alkaline Diet
2. Alkaline Diet
3. Alkaline  Diet

III- Group # 2 will answer the following question:
Which are examples of alkaline food? Each group member will bring 3 examples of alkaline food.

IV- Group # 3 will list 4 benefits of an alkaline diet.
Use this link to get information:
Alkaline Diet Benefits


V-  Group # 4 will answer the following question:
     What is the evidence against the Alkaline Diet and its benefits?

Use these links to get more information:
Alkaline Diet Review

VI- Group # 5 will answer the following questios or questions:
Is there any evidence related to how Alkaline Diet can eliminate cancer?
*Bring a summary and its evidence or source.

Fourth graders, you are now learning the SHORT VOWELS. Nothing better than learning it while playing. Here you have a game for you to play and learn more words. Remember you are going to locate short vowels words. you are also going to learn something about long vowel words.

Watch this video!




Let's play!:

Another short vowels game

Another!

Grades 4-5-6 PBL: You should watch these videos to get more ideas! PBL 


Video 1

Video 2

Video 3

Video 4

PBL Fourth Grade

Hello fourth graders, here I am going to show you very interesting models that Chile and Japan are using to reduce deaths during earthquakes. Each PBL group in Fourth grade will create drawings to share this information with your teachers and classmates. Next Friday, April 27,2018 we are going to discuss these drawings and you will receive points.

Rubric:
The drawing resembles the correct model  /5
Houses, buildings and bridges are included   /5
Uses English to describe the drawing  /5
Uses creativity to share the drawing    /5
It is handed in to the teacher on time    /5

5: Proficient: A high degree of competence
4: Capable: An above average degree of competence
3: Satisfactory: A satisfactory degree of competence
2: Emerging: A limited degree of competence
1: Beginning: No key elements are adequately developed

Remember. You must make use of English words when describing your model. Example: Walls - floor- reinforce concrete- hollow concrete brick

FIFTH Grade PBL

Hello Fifth graders! This the homework that each group must prepare. Read this article and answer the questions below. Each group will hand a paper in to the teacher with the answers and examples of earthquake resistant techniques (drawings).  It will be discussed on Friday, April 27,2018. Here also you can see examples that each group can use as a model of an earthquake resistant building, house or bridge.

Rubric:
Questions were answered out correctly   /5
The drawing resembles the correct model  /5
Houses, buildings and bridges are included   /5
Uses English to describe the drawing  /5
Uses creativity to share the drawing    /5
It is handed in to the teacher on time    /5

5: Proficient: A high degree of competence
4: Capable: An above average degree of competence
3: Satisfactory: A satisfactory degree of competence
2: Emerging: A limited degree of competence
1: Beginning: No key elements are adequately developed

How do they do it?

The Chile earthquake — at a magnitude of 8.8 — was much stronger than the one that hit Haiti, but casualties and damages appear to be far less. Why? (Shutterstock)

The opinion of the experts consulted by BBC Mundo is clear: the first secret behind the tough Chilean buildings is the structure of reinforced concrete and steel, sufficiently flexible and resistant to allow the building to move, wobble and not fall; insulators and seismic energy dissipating elements that allow the Earth’s movement to not be transferred to the building and, if transferred, that energy is absorbed.

Another crucial element is the use of soil study so that the foundations are appropriate.

This is a very specialized analysis that guarantees the stability of the building according very strict rules: “To each soil type corresponds a specific calculation for size, shape, depth and strength of the foundations,” explains the President of the Architects College of Chile, Sebastián Gray.

The second key factor is the awareness that auto-building without following these rules is harmful and a key element in the few landslides that have happened.

Experts agree that a key is in the structure of reinforced concrete and steel, sufficiently flexible and resistant to allow the building to move, wobble and not fall.

  Sebastian Gray, Architect talks about the real problem behind those buildings that did not resist an earthquake in Chile. Can you tell what that reason is?

Despite the code, some buildings did fall, most notably the one in Maipú and the other in Concepción. In your opinion, was this due to problems with the code, code enforcement, or something else?

Code enforcement, clearly. This appears to be a matter of  a relaxation in building procedures and hasty construction, which is the  responsibility of builders and developers, rather than a matter of structural design or the quality of materials, which are not an issue here. As part of the deregulation policies of the neoliberal economic model enacted in the 1980s, local authorities and professional associations were deprived of direct on-site supervision powers in the 1980s.

Structural design in Chile is reliable, based on state-of-the-art technologies, and has even developed innovations adopted in other regions around the world.

https://cachandochile.wordpress.com/2010/03/14/chiles-earthquake-an-arcitects-perspective/

After the Kobe earthquake, more buildings in Japan were constructed using base isolation, including apartments and condominiums, which are normally constructed using traditional methods. Today, about 100 base isolated buildings are built in Japan each year, not including single family homes.

Now, Japanese engineers are taking the concept of isolation a step further with “ground isolation.” In Sagamihara City outside Tokyo, they have built 21 separate buildings—six to 14 stories tall—on top of a three-acre concrete slab. The slab then sits on 150 isolation devices, including many very large rubber bearings, and all of the buildings move in sync. Ground isolation shows great promise and could bring base isolation to even more high-rise complexes.

Another idea we can get from Japan.

A closer look at the bearings that isolate the structure from the ground and the flexible utility hook-ups.

http://www.pbs.org/wgbh/nova/next/tech/rubber-bearings-seismic-protection/

What can be done to improve the earthquake resistance of a bridge?

Tuned mass dampers are used in tall buildings as well as in bridges to counteract the movement due to earthquakes as well as wind and other lateral loads. The Akashi Kaikyo bridge uses TMDs in the suspension towers for example.

Base isolation is one of the most common techniques used to resist earthquake movement. These are devices which essentially separate the horizontal movement of the foundation from the rest of the structure by using some form of sliding bearings. If designed properly this can drastically reduce earthquake damage.

Seismic Dampers are also common. These are a range of devices which act to remove seismic energy from the structure similar to how shock absorbers on a car remove the vibration energy of the car going over a rough road.

These technologies are well understood and are frequently used in bridges and buildings. There are more experimental techniques which are also possible such as: rocking isolation, or active damping systems (computer controlled dampers).

If desired these devices can also be used in combination in order to further enhance the earthquake response.

What are the most important elements in Chile's structures?

In accordance to Sebastian Gray, Which was the problem that caused some buildings to fall during the earthquake?

Who does Sebastian Gray blame for this?

What is Japan using to build new buildings?

Japan also uses TDM's. What is that?

You can use this pictures to prepare model of buildings, houses, and bridges which may be earthquake resistant . Be creative!

Hello Sixth graders, we are learning much more with the PBL! This the next homework which is going to be discussed next Friday, April 27, 2018.

Here you are going to see what Chile and Japan can teach us.

Read the following material and answer the questions that follow. Each group must present a written report which is going to be corrected with the following rubric. Make sure to remember who was NOT willing to help. Deadline: April 27 ,2018

Rubric:
Questions were answered out correctly.   /5
The drawing or pictures are accurate.  /5
Houses, buildings and bridges codes are mentioned.   /5
Uses English to describe what must be done.  /5
Uses creativity to share the information    /5
It is handed in to the teacher on time    /5

5: Proficient: A high degree of competence
4: Capable: An above average degree of competence
3: Satisfactory: A satisfactory degree of competence
2: Emerging: A limited degree of competence
1: Beginning: No key elements are adequately developed

How do they do it?

The Chile earthquake — at a magnitude of 8.8 — was much stronger than the one that hit Haiti, but casualties and damages appear to be far less. Why? (Shutterstock)

The opinion of the experts consulted by BBC Mundo is clear: the first secret behind the tough Chilean buildings is the structure of reinforced concrete and steel, sufficiently flexible and resistant to allow the building to move, wobble and not fall; insulators and seismic energy dissipating elements that allow the Earth’s movement to not be transferred to the building and, if transferred, that energy is absorbed.

Another crucial element is the use of soil study so that the foundations are appropriate.

This is a very specialized analysis that guarantees the stability of the building according very strict rules: “To each soil type corresponds a specific calculation for size, shape, depth and strength of the foundations,” explains the President of the Architects College of Chile, Sebastián Gray.

The second key factor is the awareness that auto-building without following these rules is harmful and a key element in the few landslides that have happened.

Experts agree that a key is in the structure of reinforced concrete and steel, sufficiently flexible and resistant to allow the building to move, wobble and not fall.

  Sebastian Gray, Architect talks about the real problem behind those buildings that did not resist an earthquake in Chile. Can you tell what that reason is?

Despite the code, some buildings did fall, most notably the one in Maipú and the other in Concepción. In your opinion, was this due to problems with the code, code enforcement, or something else?

Code enforcement, clearly. This appears to be a matter of  a relaxation in building procedures and hasty construction, which is the  responsibility of builders and developers, rather than a matter of structural design or the quality of materials, which are not an issue here. As part of the deregulation policies of the neoliberal economic model enacted in the 1980s, local authorities and professional associations were deprived of direct on-site supervision powers in the 1980s.

Structural design in Chile is reliable, based on state-of-the-art technologies, and has even developed innovations adopted in other regions around the world.

https://cachandochile.wordpress.com/2010/03/14/chiles-earthquake-an-arcitects-perspective/

This is an example of a quake proof house.

Natural rubber bearings support isolate this building from the ground, protecting the structure during an earthquake.

Japan’s Solution

After the Kobe earthquake, more buildings in Japan were constructed using base isolation, including apartments and condominiums, which are normally constructed using traditional methods. Today, about 100 base isolated buildings are built in Japan each year, not including single family homes.

Now, Japanese engineers are taking the concept of isolation a step further with “ground isolation.” In Sagamihara City outside Tokyo, they have built 21 separate buildings—six to 14 stories tall—on top of a three-acre concrete slab. The slab then sits on 150 isolation devices, including many very large rubber bearings, and all of the buildings move in sync. Ground isolation shows great promise and could bring base isolation to even more high-rise complexes.

Another idea we can get from Japan.

A closer look at the bearings that isolate the structure from the ground and the flexible utility hook-ups.

http://www.pbs.org/wgbh/nova/next/tech/rubber-bearings-seismic-protection/

What can be done to improve the earthquake resistance of a bridge?

Tuned mass dampers are used in tall buildings as well as in bridges to counteract the movement due to earthquakes as well as wind and other lateral loads. The Akashi Kaikyo bridge uses TMDs in the suspension towers for example.

Base isolation is one of the most common techniques used to resist earthquake movement. These are devices which essentially separate the horizontal movement of the foundation from the rest of the structure by using some form of sliding bearings. If designed properly this can drastically reduce earthquake damage.

Seismic Dampers are also common. These are a range of devices which act to remove seismic energy from the structure similar to how shock absorbers on a car remove the vibration energy of the car going over a rough road.

These technologies are well understood and are frequently used in bridges and buildings. There are more experimental techniques which are also possible such as: rocking isolation, or active damping systems (computer controlled dampers).

If desired these devices can also be used in combination in order to further enhance the earthquake response.

In standard seismic design practice a structure is designed to accommodate some damage. This damage is, wherever possible, concentrated in elements which are more easily replaced (beams and braces), and which will not result in a disproportionate collapse if damaged.

It is certainly technically feasible to design large bridges to resist earthquake loading. Especially if there were no financial constraints.

You may find this useful reading: How Earthquake-resistant Buildings Work. The techniques used on buildings can also be applied to bridges.

What are the most important elements in Chile's structures?

In accordance to Sebastian Gray, Which was the problem that caused some buildings to fall during the earthquake?

Who does Sebastian Gray blame for this?

What is Japan using to build new buildings?

Japan also uses TDM's. What is that?

You can use this information and pictures to prepare you poster and newspaper articles. Be creative!

PBL Video Building quake proof

Watch this video and get ideas to make P.R better prepared for the big one.

VIDEO


You can also create your own SHAKE table!

Fourth grade Second Opportunity Test Review. 
This an opportinity that the student and his/her parents have to improve the results of the last test. The concepts are homophones, synonyms, and antonyms.
Test Date: April 3,2018
Starting on Wednesday, March 28, 2018, the student will hand in to his teacher the first test review. Follow the instructions and complete these exercises. Your teacher will correct and discuss them with you (student). 

Let's go over the material you need to take this test! 

1. Watch this video to better understand what homophones are!   VIDEO

2. This game will be lot of fun!

3. Use this list to learn more homophones!

4^th Grade Homophone List

right/ write

then/ than

there/ they’re/ their

threw/ through

which/ witch

shone/ shown

it’s/ its

whole/ hole

peace/ piece

weather/ whether

your/ you’re

our/ are

would/ wood

to/ too/ two

grate/ great

night/ knight

no/ know

wait /weight

new/ knew

who’s/ whose

ate/ eight

blue/ blew

weak/ week

peak/ peek

heal/ heel/ he’ll

seam /seem

we’d/ weed

we’ve/  weave

4. Let's practice!
Use the correct homophone to complete the sentence.

5. Use this worksheet to review and practice the synonyms.
worksheet

6. Use this worksheet to review and practice the antonyms!

worksheet