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Grade 3 Family Resources Week 11 June 3 – June 9, 2020
Transcript of Grade 3 Family Resources - Clover Park School District Grade... · edit that part of your draft. o...
Grade 3
Family Resources
Week 11
June 3 – June 9, 2020
English
Language
Arts
GRADE 3 WEEK 11
English Language Arts At-Home Learning
3rd GRADE New Learning
Week 11
Learning Summary Reach for Reading Unit 8 Big Question: What tools can we use to achieve our goals?
During this 11th week of at-home learning, 3rd graders will continue working through Unit 8 of their Reach for Reading curriculum. This week 3rd grade students will read a myth, “Three Golden Apples” retold by Colleen Pellier, and a folk tale titled, “Turtle and His Four Cousins” retold by Margaret Read McDonald. As students read, they will pay attention to lessons taught through the stories, as well as, beliefs and values of culture that are conveyed. Students will also compare and contrast the myth and folk tale. Lastly, third graders will work with regular and irregular past-tense verbs and deepen their understanding of important vocabulary words by using them in a written response.
Word Work
Task 1:
• Learn about regular and irregular past-tense verbs by reading Past Tense, on page 519.
• Next, do the activity in the Read Past-Tense Verbs section on page 519.
• Finally, follow directions for Write Past-Tense Verbs on the bottom of the page. o Share your learning with a family member. o Record all your work on a blank sheet of paper.
Task 2:
• Note: Complete Task 2 AFTER reading this week’s myth and folk tale.
• Think carefully about Melanion in “Three Golden Apples” and Turtle in “Turtle and His Four Cousins.” What helped each of them achieve their goals? o Write your response using as many of the Key Words on page 518 as you can.
Reading Comprehension/
Reader Response
Texts: “Three Golden Apples” retold by Colleen Pellier “Turtle and His Four Cousins” retold by Margaret Read McDonald Task 1:
• Read “Three Golden Apples” on pages 510-513.
• Respond to Reading: o Think about how myths and folk tales can show the beliefs and values of a
culture. Why do you think marriage was important to Greek culture? o What is Iasius’s goal for Atalanta? What does this tell you about his values? o What lesson is this myth trying to teach? Use key text details in your answer. o Record you responses on a blank sheet of paper.
Task 2:
• Read “Turtle and His Four Cousins” on pages 514-517.
• Respond to Reading: o Look back at page 514. What is Turtle thinking when he says, “Hmmm, I
wonder…?” Be sure to use text evidence to support your answer. o What lesson does this folk tale teach? Which key details support this idea? o Using a Venn Diagram organizer, compare the 2 stories by identifying at least
three similarities and three differences. o Record your answers on a blank sheet of paper.
GRADE 3 WEEK 11
English Language Arts At-Home Learning
Independent Reading
Read for an additional 20 to 30 minutes each day.
Writing
Unit 4: “Once Upon a Time: Adapting and Writing Fairy Tales” (Narrative) Task 1:
• You are going to read through last week’s draft twice.
• The first time, you are reading with an eye for revising. o Ask yourself: how can I make this story more enjoyable for the reader? o Use the revising checklist below to guide your evaluation. o If you check “not yet” or “starting to” for any of the options, go back and
revise that part of your draft. o Make sure to revise using a pen or different color pencil.
• The second time, you are reading with an eye for editing. o Ask yourself: how can I make this story easier for the reader to read? o Use the editing checklist below to guide your evaluation. o If you check “not yet” or “starting to” for any of the options, go back and
edit that part of your draft. o Make sure to edit using a different color pen or different color pencil.
Task 2:
• Now it is time to write your final draft!
• On the pages below, rewrite your story with the corrections you made using the
revising and editing checklists.
• Then celebrate your published writing by sharing it with your family, friends,
classmates, teachers, or pet!
Other
MyNGConnect.com – Specific ideas for engagement Login to Unit 8 Week 2 Vocabulary Activities
GRADE 3 WEEK 11
English Language Arts At-Home Learning
Writing Checklists
Revising Checklist: Taken from Writing Pathways by Lucy Calkins Editing Checklist: Taken from Writing Pathways by Lucy Calkins
GRADE 3 WEEK 11
English Language Arts At-Home Learning
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GRADE 3 WEEK 11
English Language Arts At-Home Learning
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Students
with
Individual
Educational
Plans
Individualized Education Plan (IEP) – English Language Arts At-Home Learning
Grade 3 Week 11 IEP
3rd GRADE
New Learning
Week 11
Learning Summary
Reach for Reading Unit 8 Big Question: What tools can we use to achieve our goals?
During this 11th week of at-home learning, 3rd graders will continue working through Unit 8 of their Reach for Reading curriculum. This week 3rd grade students will read a myth, “Three Golden Apples” retold by Colleen Pellier, and a folk tale titled, “Turtle and His Four Cousins” retold by Margaret Read McDonald. As students read, they will pay attention to lessons taught through the stories, as well as, beliefs and values of culture that are conveyed. Students will also compare and contrast the myth and folk tale. Lastly, third graders will work with regular and irregular past-tense verbs and deepen their understanding of important vocabulary words by using them in a written response.
For our students with Individualized Education Plans (IEPs) we have included a list of accommodations for you to use. Feel free to choose the accommodation from the list that best supports your student. The accommodations appear after every task, and are meant to support the learning for that specific task. Please note any accommodations in your student’s IEP that are not listed below may be used as well.
Word Work
Task 1:
Learn about regular and irregular past-tense verbs by reading Past Tense, on page 519. Next, do the activity in the Read Past-Tense Verbs section on page 519. Finally, follow directions for Write Past-Tense Verbs on the bottom of the page.
Share your learning with a family member. Record all your work on a blank sheet of paper.
Accommodations for students with IEPs:
1. Read aloud: For students who have difficulty accessing the text – An adult may read the passage to the student.
2. Scribe: For students who have difficulty with writing - student may verbally respond while an adult writes their response on their paper.
3. Verbal Responses: Rather than writing responses, have students state answers verbally.
Task 2:
Note: Complete Task 2 AFTER reading this week’s myth and folk tale.
Individualized Education Plan (IEP) – English Language Arts At-Home Learning
Grade 3 Week 11 IEP
Think carefully about Melanion in “Three Golden Apples” and Turtle in “Turtle and His Four Cousins.” What helped each of them achieve their goals?
Write your response using as many of the Key Words on page 518 as you can.
Accommodations for students with IEPs:
1. Read aloud: For students who have difficulty accessing the text – An adult may read the passage to the student.
2. Scribe: For students who have difficulty with writing - student may verbally respond while an adult writes their response on their paper.
Reading Comprehension/ Reader Response
Texts: “Three Golden Apples” retold by Colleen Pellier
“Turtle and His Four Cousins” retold by Margaret Read McDonald
Task 1:
Read “Three Golden Apples” on pages 510-513. Respond to Reading:
Think about how myths and folk tales can show the beliefs and values of a culture. Why do you think marriage was important to Greek culture? What is Iasius’s goal for Atalanta? What does this tell you about his values? What lesson is this myth trying to teach? Use key text details in your answer. Record you responses on a blank sheet of paper.
Accommodations for students with IEPs:
1. Read aloud: For students who have difficulty accessing the text – An adult may read the passage to the student.
2. Scribe: For students who have difficulty with writing - student may verbally respond while an adult writes their response on their paper.
3. Verbal responses: Rather than writing responses, have students state answers verbally.
4. Break work into manageable chunks: This allows students to complete this task over an extended period of time. Have your student respond to the first question. Have student write, or scribe, for them. Provide a break if needed. After the break, complete the second question. Repeat the steps until complete.
Individualized Education Plan (IEP) – English Language Arts At-Home Learning
Grade 3 Week 11 IEP
Task 2:
Read “Turtle and His Four Cousins” on pages 514-517. Respond to Reading:
Look back at page 514. What is Turtle thinking when he says, “Hmmm, I wonder…?” Be sure to use text evidence to support your answer. What lesson does this folk tale teach? Which key details support this idea? Using a Venn Diagram organizer, compare the 2 stories by identifying at least three similarities and three differences. Record your answers on a blank sheet of paper.
Accommodations for students with IEPs:
1. Read aloud: For students who have difficulty accessing the text – An adult may read the passage to the student.
2. Scribe: For students who have difficulty with writing - student may verbally respond while an adult writes their response on their paper.
3. Verbal responses: Rather than writing responses, have students state answers verbally.
Independent
Reading
Read for an additional 20 to 30 minutes each day.
Accommodations for students with IEPs:
1. Choose an independent reading level text. Ask your student questions about their reading to check for understanding. Engaging with your student about their reading can increase their interest in reading.
Writing
Unit 4: “Once Upon a Time: Adapting and Writing Fairy Tales” (Narrative)
Task 1:
You are going to read through last week’s draft twice. The first time, you are reading with an eye for revising.
Ask yourself: how can I make this story more enjoyable for the reader? Use the revising checklist below to guide your evaluation. If you check “not yet” or “starting to” for any of the options, go back and revise that part of your draft. Make sure to revise using a pen or different color pencil.
Individualized Education Plan (IEP) – English Language Arts At-Home Learning
Grade 3 Week 11 IEP
The second time, you are reading with an eye for editing.
Ask yourself: how can I make this story easier for the reader to read? Use the editing checklist below to guide your evaluation. If you check “not yet” or “starting to” for any of the options, go back and edit that part of your draft. Make sure to edit using a different color pen or different color pencil.
Accommodations for students with IEPs:
1. Read aloud: For students who have difficulty accessing the text – An adult may read the passage to the student.
2. Scribe: For students who have difficulty with writing - student may verbally respond while an adult writes their response on their paper.
Task 2:
Now it is time to write your final draft! On the pages below, rewrite your story with the corrections you made using the revising and editing checklists. Then celebrate your published writing by sharing it with your family, friends, classmates, teachers, or pet!
Accommodations for students with IEPs:
1. Read aloud: For students who have difficulty accessing the text – An adult may read the passage to the student.
2. Scribe: For students who have difficulty with writing - student may verbally respond while an adult writes their response on their paper.
3. Verbal responses: Rather than writing responses, have students state answers verbally.
Other
MyNGConnect.com – Specific ideas for engagement
Login to Unit 8 Week 2 Vocabulary Activities
Mathematics
Math Virtual Learning Third Grade Week Eleven (June 3rd)
2020 Math At-Home Learning
GRADE Level
Standards Focus
The focus this week is comparing, ordering, and recognizing size of fractions. (Common Core Standard 3.NF.3b)
Vocabulary & Fun Ways to Support
Fraction, Numerator, Denominator Measuring Cups, Cooking Prep
Fluency
Sprints Module 5:
• Lesson 19B – Express Fractions as whole numbers
• Lesson 20 A – Multiply by 7s
New Content Delivery
Module 5 (Summarizing Engage NY Topic F Lessons 28 - 30)
• Homework Problems - Lessons 28-30
• SBA Release Item
• Open Middle Task - using ½ as a benchmark
Optional Game or Activity
Name: Snail Nim Goal: Fraction Comparison
Other
Online resources can be accessed through the District Learning Apps: Clever Portal. Also these packets are found electronically on Clover Park District Website. Link to Parent Tip Sheets: https://www.khanacademy.org/math/on-grade-engageny/3rd-engage-ny Link to Parent/Teacher Videos: YouTube: type in Grade 3 Module 5 Lesson 28 https://youtu.be/0EF5VcVChWQ Engage New York Module 5 Curriculum https://www.engageny.org/resource/grade-3-mathematics-module-5
Math Virtual Learning Third Grade Week Eleven (June 3rd)
2020 Math At-Home Learning
Vocabulary Word/s
Definition Example
Fraction fractions with numerator of 1.
Numerator The number written above the line in a fraction. It tells how many equal parts are described in the fraction.
Denominator The number written below the line in a
fraction. It tells how many equal parts are in the whole.
Fun Ways to Support at Home:
Prior Skills Needed: Multiplication and Division Facts; General Fraction Awareness -- Make some flash cards or throw out some problems mentally. Fraction Awareness: understanding what halves, thirds, fourths, etc. stand for.
Math Virtual Learning Third Grade Week Eleven (June 3rd)
2020 Math At-Home Learning
Fluency Module 5 Lesson 19B:
1. 51⁄ = 23. 8
4⁄ =
2. 55⁄ = 24. 4
4⁄ =
3. 105⁄ = 25. 4
1⁄ =
4. 155⁄ = 26. 12
4⁄ =
5. 255⁄ = 27. 12
3⁄ =
6. 205⁄ = 28. 15
3⁄ =
7. 21⁄ = 29. 16
4⁄ =
8. 22⁄ = 30. 20
4⁄ =
9. 42⁄ = 31. 90
10⁄ =
10. 62⁄ = 32. 30
5⁄ =
11. 102⁄ = 33. 35
5⁄ =
12. 82⁄ = 34. 70
10⁄ =
13. 101⁄ = 35. 12
2⁄ =
14. 1010⁄ = 36. 14
2⁄ =
15. 5010⁄ = 37. 80
10⁄ =
16. 3010⁄ = 38. 45
5⁄ =
17. 2010⁄ = 39. 16
2⁄ =
18. 4010⁄ = 40. 60
10⁄ =
19. 63⁄ = 41. 18
2⁄ =
20. 33⁄ = 42. 40
5⁄ =
21. 31⁄ = 43. 36
4⁄ =
22. 93⁄ = 44. 24
3⁄ =
Finish the following sentence. A fraction is the same as division because…
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Math Virtual Learning Third Grade Week Eleven (June 3rd)
2020 Math At-Home Learning
Fluency Lesson Module 5 Lesson 20 Pattern sheet:
What is the difference between a fraction and a whole number?
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Multiplyly.
Math Virtual Learning Third Grade Week Eleven (June 3rd)
2020 Math At-Home Learning
Selected Homework Problems Lesson 28-29
Lesson 28
#6
#7
Lesson 29
Draw your own models to compare the following fractions.
6. 7
10
7
8 7.
4
6
4
9
8. For an art project, Michello used 3
4 of a glue stick. Yamin used
3
6 of an identical glue stick. Who used more of the
glue stick? Use the model below to support your answer. Be sure to label 1 whole as 1 glue stick.
Want online video help? Go to google.com and type…
3rd Grade Module 5 Lesson 28
Math Virtual Learning Third Grade Week Eleven (June 3rd)
2020 Math At-Home Learning
9. After gym class, Jahsir drank 2 eighths of a bottle of water.
Jade drank 2 fifths of an identical bottle of water. Who drank
less water? Use the model below to support your answer.
Smarter Balanced Grade 3 Release Items Claim
Read the quote below and then write whether or not you agree with the student and why below.
Dieshawn says, “When comparing two fractions with a numerator of 1 the fraction with the bigger denominator is
greater.”
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Challenge Problem Taken from Openmiddle.Com:
Want online video help? Go to google.com and type…
3rd Grade Module 5 Lesson 29
Math Virtual Learning Third Grade Week Eleven (June 3rd)
2020 Math At-Home Learning
Optional Game/Activity: Snail Nim
Read directions. Instead of using pattern blocks try using color crayons, pens, or pencils. 1 hexagon can fit six triangles
or two trapezoids.
Math Virtual Learning Third Grade Week Eleven (June 3rd)
2020 Math At-Home Learning
Answer Keys:
Sprints
Lesson 19b
Lesson 20 Pattern Sheet
Math Virtual Learning Third Grade Week Eleven (June 3rd)
2020 Math At-Home Learning
Homework Problems
Lesson 28
6. Saleem; tape diagrams drawn correctly
7. Lily; tape diagrams drawn correctly
Lesson 29
Smarter Balanced Assessment Item
Open Middle Challenge Problem
Students
with
Individual
Educational
Plans
Math Virtual Learning Third Grade Week Eleven (June 3rd)
2020 Math At-Home Learning
GRADE Level
Standards Focus
The focus this week is comparing, ordering, and recognizing size of fractions. (Common Core Standard 3.NF.3b)
Vocabulary & Fun Ways to Support
Fraction, Numerator, Denominator Measuring Cups, Cooking Prep
Fluency
Sprints Module 5:
Accommodations for students with IEPs Students can work on sprints a little each day for no more than 5 minutes. After 5 minutes move on to the SLOT Review and New Learning. Masking: Cover part of the page with a blank piece of paper so the student does not become overwhelmed. Move the cover as they complete the sections Decrease Work Load: Students may complete fewer items and/ or work for a shorter length of time
• Lesson 19B – Express Fractions as whole numbers
• Lesson 20 A – Multiply by 7s
New Content Delivery
Accommodations for students with IEPs Decrease Work Load: Students may complete fewer items and/ or work for a shorter length of time Extended Time: Allow student additional time to complete the task Breaks: Allow student to take a break from the task if needed Read: When needed read the questions to the students Module 5 (Summarizing Engage NY Topic F Lessons 28 - 30)
• Homework Problems - Lessons 28-30
• SBA Release Item
• Open Middle Task - using ½ as a benchmark
Optional Game or Activity
Name: Snail Nim Goal: Fraction Comparison
Other
Online resources can be accessed through the District Learning Apps: Clever Portal. Also these packets are found electronically on Clover Park District Website.
Dream box: Your student’s special education teacher will assign skills for your student work on. Link to Parent Tip Sheets: https://www.khanacademy.org/math/on-grade-engageny/3rd-engage-ny
Math Virtual Learning Third Grade Week Eleven (June 3rd)
2020 Math At-Home Learning
Link to Parent/Teacher Videos: YouTube: type in Grade 3 Module 5 Lesson 28 https://youtu.be/0EF5VcVChWQ Engage New York Module 5 Curriculum https://www.engageny.org/resource/grade-3-mathematics-module-5
Math Virtual Learning Third Grade Week Eleven (June 3rd)
2020 Math At-Home Learning
Math Virtual Learning Third Grade Week Eleven (June 3rd)
2020 Math At-Home Learning
Science
3rd Grade Week 11
Science At-Home Learning
3rd Grade Week 11
Learning Summary TCI Unit 4 Essential Guiding Question: What Are the Life Cycles of Plants? Part 1 This week, 3rd grade students will learn new science concepts from their TCI Bring Science Alive! Unit 4: Life Cycles and Traits. Students will learn the science concepts of a plants life span and how plants reproduce. Students will also learn the following science vocabulary words: flower, seed, and fruit.
Concept Review
What Are the Life Cycles of Plants? Different plants have different life spans. A life span is how long most organisms of a certain kind live for, from birth to death. Many plants reproduce using seeds. A flower is the part in some plants where seeds are made. Seeds have a tiny plant inside that can grow into an adult plant. A fruit is the part of a plant that surrounds and protects a seed.
Vocabulary
• Define the underlined words above by writing or drawing the meaning of each word.
• Define each of the following terms (by drawing, writing, or talking): grow, develop, pollen.
• Look at the pictures and read more about plant life cycles and reproduction in your Bring Science Alive Science Journal—
o What Are the Life Cycles of Plants? o Science Journal pages 86 & 88.
Independent Science Activity
• Have you ever had a fruit with a seed on the inside? List or draw as many fruits with seeds on the inside as you can think of (at least 3).
• Write or draw: What do you think is the difference between a life cycle and a life span?
• Read each statement on the bottom of page 84 in your Science Journal put these statements in order from 1-4. What do you think will happen first?
Science Connections &
Extensions
• Think about your science vocabulary on page 85 of your Science Journal. o Complete the vocabulary matching activity on the top of page 85. o Then do the My Science Concepts activity on the bottom of page 85. o Think about what you would still like to learn about a plants life span.
• In your own words, explain what the life span of a plant is. (Science Journal page 87) o Do all plants have the same life span? o Why do you think this? o Tell someone in your household or share your thoughts with your teacher.
Other
• Visit TCI online Unit 4 Life Cycles and Traits Lesson 5 for more practice opportunities and activities: Play the Lesson Game for Lesson 5 to learn more about plants and their life spans.
• Visit BrainPOPJr Science https://jr.brainpop.com/science/ and get FREE access to check out Plants: Plant Life Cycles, Parts of a Plant.
• PBS Plant Life Cycle: https://kcts9.pbslearningmedia.org/resource/lsps07.sci.life.stru.seedplant/life-cycle-of-a-seed-plant/
• PBS From Seed to Flower: https://kcts9.pbslearningmedia.org/resource/tdc02.sci.life.colt.plantsgrow/from-seed-to-flower/
What is the difference between a life span and life cycle?
Read each statement about a part of the life cycle below. Then, number them from 1 to 4. “1” is the thing that would happen first, and “4” is the thing that would happen last.
a) After a common sunflower makes new seeds, it dies. Its offspring repeat the pattern of life.
c) Each sunflower begins its life as a seed. With the right conditions, it sprouts into a seedling.
b) Over time, the seedling can grow into an adult plant with flowers.
d) If the wind or an insect transfers pollen to the flower, a seed can develop.
84 © Teachers’ Curriculum InstituteLesson 5 What Are the Life Cycles of Plants?
I N V E S T I G A T I O N
Vocabulary
My Science Concepts
Reflect on your understanding. Draw an X along each line.
A life span is how long an organism typically lives. Some plants live for longer than others.
still learning know it
Many adult plants produce seeds. Seeds have a tiny plant inside that can sprout and grow into an adult plant. Many seeds have fruit that surrounds and protects them.
still learning know it
A life cycle describes the pattern of change that a species goes through in its life. You can make predictions based on these patterns.
still learning know it
Write in the term that matches the definition.
Word Bank
life span fruit flower life cycle seed
1. The pattern of changes that a member of a species goes through during its lifetime.
2. The typical amount of time that most members of a species live, from birth to death.
3. The part of a plant that surrounds and protects the seeds.
4. A part of some plants where seeds are made.
5. A small, protected part of a plant that can grow into an adult offspring.
85© Teachers’ Curriculum Institute Lesson 5 What Are the Life Cycles of Plants?
I N V E S T I G A T I O N
1. Plants Have Different Life SpansSuppose you are walking through
the woods. You see some plants that are alive. They have green leaves and bright flowers. You also see plants that are dead, like a tree that has fallen down.
A life span is the typical amount of time that members of a species live, from birth to death. Different species have different life spans. During an organism’s life span, it grows, develops, and tries to reproduce. For example, common sunflowers live for less than one year. Their life span is one growing season. Some other plant species have longer life spans. Apple trees, for example, have life spans of 100 years. Some trees have even longer life spans. Redwood trees can live for over 1,000 years!
These common sunflowers have a life span of only one growing season. These adult plants will all die before the end of the year.
© Teachers’ Curriculum Institute86 Lesson 5 What Are the Life Cycles of Plants?
T E X T W I T H N O T E S
In your own words, explain what the life span of a plant is. Do all plants have the same life span?
87© Teachers’ Curriculum Institute Lesson 5 What Are the Life Cycles of Plants?
T E X T W I T H N O T E S
2. Plants Reproduce Think of the different flowers you have
seen. Many plants produce flowers. What do flowers do for the plant?
A flower is the part in some plants where seeds are made. A seed is a small, protected part of a plant that can grow into an adult offspring. All plants need to reproduce. Plants that grow flowers do this by producing seeds. To grow seeds, flowers need pollen. Pollen is also grown in flowers, but it usually moves from one flower to another. Wind and insects can move pollen. Pollen sticks to insects when they land on flowers. The insect may fly to another flower of the same species. Some of its pollen will rub off there.
Each of these seeds is able to grow into a new plant. The fruits and their seeds all grew from flowers.
Plant Fruits and Their Seeds
Dandelion seed
Avocado seed
Maple seeds
Apple seeds
Violet seeds
© Teachers’ Curriculum Institute88 Lesson 5 What Are the Life Cycles of Plants?
T E X T W I T H N O T E S
Fine Arts
Fine Arts At-Home Learning Grades K-5
2020 Fine Arts At-Home Learning
GRADE K-5
Learning Summary: MUSIC
Student will continue to build on music skills and knowledge previously acquired during weekly fine arts classes.
RESOURCES Access Your Online Quaver Student Access Account For FIRST-TIME users:
1. Go to the Clover Park website.
2. Click: Student
3. Choose District Learning Apps from the drop-down menu.
4. Click: Clever Portal
5. Click: Log in with Active Directory
6. Put in your Username and Password.
7. Scroll down until you see QuaverMusic.com.
8. Click: Quaver
9. Click: No I Need a New Account Note: If you choose Access QuaverMusic with Adobe Flash, you will need to click on the yellow Student tab at the bottom of the screen to go to Assignments.
10. Click: Student (at bottom of page)
11. Click: Assignments
12. Click on the lesson your teacher assigned, & click Launch.
MUSIC LESSON
Log in to your Quaver account to see the music lesson your fine arts teacher has assigned for you. Upon completion, your fine arts teacher will review your work and give you feedback.
Fine Arts At-Home Learning Grades K-5
2020 Fine Arts At-Home Learning
Access K-5 Weekly Quaver Music Lesson at Home!
Dear Student & Family, To continue building your musical talents, log into your student Quaver account from home and complete a weekly lesson your teacher has assigned for you. If you have never logged in from home, see below for instructions on how to do so. HOW TO ACCESS QUAVER FROM HOME: 1. Decide if you want to use Flash or not. (See
screenshot at right.)
The first time you enter Quaver, you’ll see the Flash decision page. You may complete your lessons with or without Flash. However, you need Flash to enable your avatar.
At any time, you can switch back to using Flash. Scroll down to the bottom the page and click "CLICK TO ACCESS QUAVERMUSIC WITH FLASH.”
2. Get to know your Student Dashboard
Your QuaverMusic.com experience all happens right here on the Student Dashboard! Your teacher’s weekly assignment will be waiting for you here. Click “Assignments.”
Additionally, consider exploring… Student Interactives: Explore a full
menu of additional engaging web-based activities.
Creatives: Compose your own pieces on piano, drums, guitar and more! QuaverBooks: Explore digital books about musical styles and time periods and take quizzes to test
what you’ve learned.
Fine Arts At-Home Learning Grades K-5
2020 Fine Arts At-Home Learning
¡Accede la Lección Semanal de Música Quaver K al 5 en tu Casa!
Estimado(a) Estudiante y Familia: Para continuar desarrollando tus talentos musicales, inicia sesión (log into) en tu cuenta de estudiante Quaver desde tu casa y completa la lección semanal que tu maestro(a) te ha asignado. Si nunca has iniciado una sesión desde tu casa, consulta abajo las instrucciones sobre cómo hacerlo. CÓMO ACCEDER QUAVER DESDE LA CASA: 3. Decide si quieres usar Flash o no. (Ver imagen a
la derecha).
La primera vez que ingreses a Quaver, verás la página de la decisión si usar Flash o no. Tú puedes completar tus lecciones con o sin Flash. Sin embargo, necesitas usar Flash para habilitar tu avatar.
En cualquier momento, puedes volver a usar Flash. Deslízate hacia la parte inferior de la página y haz clic en "CLICK TO ACCESS QUAVERMUSIC WITH FLASH” (Clic para Acceder Quavermusic con Flash).
4. Familiarízate con tu Dashboard (Tablero) de
Estudiante
¡Tu experiencia QuaverMusic.com ocurre aquí mismo en el Dashboard del Estudiante! Las asignaturas semanales de tu maestro(a) te estarán esperando aquí. Haz clic en “Assignments” (Asignaturas).
Adicionalmente, considera explorar… Estudiantes interactivos: Explora un
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