Learning Packet Grades 4-5 for the week of May 11-15...Tech Free Week of May 11 Wax ku barashada...

Learning Activities 4th and 5th Grade

Suggested Learning Activities for 4th and 5th Grade students during the COVID-19 school closure.

Seattle Public Schools is committed to making its online information accessible and usable to all people, regardless of ability or technology. Meeting web accessibility guidelines and standards is an ongoing process that we are consistently working to improve.

While Seattle Public Schools endeavors to only post documents optimized for accessibility, due to the nature and complexity of some documents, an accessible version of the document may not be available. In these limited circumstances, the District will provide equally effective alternate access.

Due to the COVID-19 closure, teachers were asked to provide packets of home activities. This is not intended to take the place of regular classroom instruction but will help supplement student learning and provide opportunities for student learning while they are absent from school. Assignments are not required or graded. Because of the unprecedented nature of this health crisis and the District’s swift closure, some home activities may not be accessible.

If you have difficulty accessing the material or have any questions, please contact your student’s teacher.

Week of May 11 – 15 Grade Levels: 4 and 5

4/5 Broadcast Schedule | የትምህርት ስርጭት የጊዜ ሰሌዳ | 广播时间表

Jadwalka Warbaahinta | Programa de Transmisión | Lịch Trình Phát Sóng

Monday, May 11th

10:15 – 10:30am 4th - English

Language Arts ንባብ እና ፅሁፍ 阅读和写作

Akhris iyo Qoraal

Lectura y escritura

Đọc và Viết

10:30 – 10:45am 5th – English

Language Arts ንባብ እና ፅሁፍ 阅读和写作 Akhris iyo Qoraal

Lectura y escritura

Đọc và Viết

9:30am & 10:45am

Physical Education

የሰውነት ማጎልመሻ

体育 Barashada Jimicsiga

Educación Física Thể Dục

Tuesday, May 12th

10:15 – 10:30am 4th - Science ሳይንስ 科学 Saynis Ciencia Khoa học

10:30 – 10:45am 5th – Science

*Re-run* ሳይንስ 科学 Saynis Ciencia Khoa học

9:30am & 10:45am

Physical Education




Wednesday, May 13th

10:30 – 10:45am 4th & 5th Math ሂሳብ 数学 Xisaab Matemáticas Toán

9:15 & 10:00 & 10:45am

Physical Education




9:30am & 11:00am

K-5 Music ሙዚቃ 音乐 Muusik Música Âm Nhạc

Thursday, May 14th

10:15 – 10:30am 4th - Science ሳይንስ 科学 Saynis Ciencia Khoa học

10:30 – 10:45am 5th – Science

*Re-run* ሳይንስ 科学 Saynis Ciencia Khoa học

9:30am & 10:45am

Physical Education




Friday, May 15th

10:30 – 10:45am 4th - English

Language Arts ንባብ እና ፅሁፍ 阅读和写作 Akhris iyo Qoraal

Lectura y escritura

Đọc và Viết

10:45 – 11:00am 5th – English

Language Arts ንባብ እና ፅሁፍ 阅读和写作 Akhris iyo

Qoraal Lectura y escritura

Đọc và Viết

9:30am & 11:00am

K-5 Music ሙዚቃ 音乐 Muusik Música Âm Nhạc

• SPS-TV Channels in the City of Seattle: Comcast 26 and 319, Wave 26 and 695, Century Link 8008 and 8508.

• በሲያትል ከተማ ውስጥ የ SPS-TV ቻናሎች: Comcast 26 እና 319 ፣ Wave 26 እና 695 ፣ Century Link 8008 እና 8508 ። • 西雅图市政府的 SPS 电视频道：Comcast 26 频道和 319 频道，Wave 26 和 695，Century Link 8008 和 8508。 • Mawjadaha aad ka heli karto telefishanka dugsiyada dadwaynaha Seattle waa: Comcast 26 iyo 319, Wave 26 iyo 695,

Century Link 8008 iyo 8508.

• Los canales SPS-TV en la ciudad de Seattle son: Comcast 26 y 319, Wave 26 y 695, Century Link 8008 y 8508.

• SPS-TV Channels trong thành phố Seattle: Comcast 26 và 319, Wave 26 và 695, Century Link 8008 và 8508

[English] Dear Students and Families:

In the following learning activities, you will find materials to practice skills from English Language Arts, Math, Science and Physical Education for grade levels 4 and 5. The activities in this week’s learning packet are aligned to grade-level content and broadcasted educational programming on SPS TV, social media, and our website. These materials serve as supplemental and extensions to your child’s learning and do not replace classroom instruction. They are not required nor will be graded, and students should go through each page at their own pace. Please note that based on staff availability and health, broadcast schedule is subject to change.

[Amharic] የተከበራችሁ ተማሪዎች እና ቤተሰቦች:

በሚከተሉት የትምህርት ተግባሮች ውስጥ፣ለኪንደርጋርተን እና ለአንደኛ ክፍል ተማሪዎች የእንግሊዝኛ ቋንቋ ሥነጥበባት ፣ የሂሳብ ፣ የዚህ ሳምንት የትምህርት ፓኬጅ ተግባሮች ከ የክፍል ደረጃ ይዘት እና በሚከተለው የግዜ ሰሌዳ በ SPS TV፣ በማኅበራዊ ሚዲያ እና በድህረ ጣብያችን ከሚስራጨው የትምህርት መርሃ ግብር ኣብሮ የሚሄድ ነው። የሳይንስ፣የሥነ ጥበባት እና የሰውነት ማጎልመሻ ችሎታዎችን ለመለማመድ የሚያስችሉ ቁሳቁሶችን ያገኛሉ። እነዚህ ቁሳቁሶች ለልጅዎ ትምህርት እንደ ማሟያ እና ተጨማሪ ሆነው ያገለግላሉ ፣ ነገር ግን የመማሪያ ክፍል ትምህርትን አይተኩም። እነዚህ ተግባሮች ማርክ አይሰጣቸውም ፣እና ተማሪዎች እያንዳንዱን ተግባር በራሳቸው ፍጥነት ማከናወን አለባቸው። በሠራተኞች ተገኝነት እና ጤና ላይ በመመርኮዝ የስርጭት መርሃግብር ሊቀየር የሚችል መሆኑን እባክዎ ልብ ይበሉ።

[Chinese] 亲爱的学生和家庭们 :

在以下学习活动中，你将会找到英语，数学，科学，美术和体育的幼稚 4 和 5 年级练习材料。本周学习小包中的活动与年

级内容保持一致，并在西雅图公立学校 (SPS)电视，社交媒体和我们的网站上播放教育节目。这些材料可以作为孩子补充和

扩大的学习，但不能代替课堂教学。它们不是必需的，也不会评分，学生应按照自己的进度来学习每一页。请注意，根据工

作人员上班和健康状况，广播时间表可能会有变化。

[Somali] Salaama calaykum ardayda iyo qoysaska sharaftale:

Casharadan soo socda waxaad ka helidoontaa layliyo aad ka barato xirfado kale duwan sida luqada ingiriisiga, xisaabta, sayniska, farshaxanta iyo jimicsiga oo loogu talogalay ardayda dhigata fasalada 4 iyo 5ad. Casharada todobaadkani waxay la xidhiidhaan barnaamijka waxbarashada ee laga sii daayo telefishanka dusgiyada dadwaynaha Seattle, baraha bulshada iyo shebekada internet. Casharadan dheeraadka ahi waxay xoojinayaan waxbarashada ilmahaaga ee laguma badalayo waxbarashadii fasalka. Qasab maaha, buundana laguma helayo, ardaydu waa in ay bog kasta ka shaqeeyaan intii karaankooda ah. Fadlan ogow in baahinta barnaamijyadani ay wax iska bedeli karaan oo ay ku xidhan tahay sida shaqaale loo helo iyo caafimaadka.

[Spanish] Estimados Estudiantes y Familias:

En las siguientes actividades de aprendizaje, encontrará materiales para practicar destrezas de arte del lenguaje Ingles, matemáticas, ciencias, artes y educación física para los niveles de grado 4 y 5. Las actividades en el paquete de aprendizaje de esta semana están alineadas con el contenido de nivel de grado y la programación educativa transmitida en SPS TV, redes sociales y nuestro sitio web. Estos materiales sirven como suplementos y extensiones al aprendizaje de su hijo y no reemplazan la instrucción en el aula. No son obligatorios ni serán calificados, y los estudiantes deben revisar cada página a su propio ritmo. Tenga en cuenta que, según la disponibilidad y el estado del personal, el horario de transmisión está sujeto a cambios.

[Vietnamese] Gửi các em học sinh và các quý phụ huynh thân mến:

Trong các hoạt động học tập sau đây, quý vị sẽ tìm thấy các tài liệu để rèn luyện các kỹ năng từ Ngữ Văn, Toán, Khoa Học, Nghệ thuật, và Thể dục cho các cấp lớp 4 và 5. Tập hoạt động học tập trong tuần này được quy theo với nội dung cấp lớp và chương trình giáo dục phát trên SPS TV, kênh truyền thông xã hội và trang web của chúng tôi. Những tài liệu này đóng vai trò bổ sung và phát huy việc học tập của con em quý vị, nhưng không thay thế cho việc giảng dạy tại lớp học. Các hoạt động này sẽ không có chấm điểm và cũng không cho điểm, và học sinh nên làm từng hoạt động theo trình độ của riêng mình. Xin lưu ý lịch phát sóng có thể thay đổi dựa trên sức khỏe và sự sẵn sàng của nhân viên.

Learning at Home – Tech Free Week of May 11

Wax ku barashada guriga Fasalada 3-5 Somali

በቤት ውስጥ መማር 3-5 Amharic

Học tại nhà Lớp 3-5 Vietnamese

Adapted from Colorin Colorado, School Response to COVID-19: ELL/Immigrant Considerations (https://drive.google.com/file/d/1_T1jlYSp8QBpNJ5D8PPTQSp63Kulc0gN/view)

https://drive.google.com/file/d/1_T1jlYSp8QBpNJ5D8PPTQSp63Kulc0gN/view


Aprendiendo en casa Grados 3-5 Spanish

在家学习 3-5 Chinese

Learning at Home Grades 3-5 English

Adapted from Colorin Colorado, School Response to COVID-19: ELL/Immigrant Considerations (https://drive.google.com/file/d/1_T1jlYSp8QBpNJ5D8PPTQSp63Kulc0gN/view)


Grades 4 and 5

Literacy Extension Activities

Week of May 11-15

Name: _____________________________________________

Family Reading Activities

Family Reading Activities

Talking about books and sharing ideas together at home is an important part of reading for students. Below are suggestions for engaging in reading conversations with your child that will help them better understand what they read.

Adult Family Members/Guardians Ask your child:

• “What do you think about what you just read?” • “What new information did you learn?” • “What do you already know about this topic?”

For example: Before reading about polar bears, you might ask, “What do you know about polar bears?”

Students • After you read, share what you learned with someone at home. • Tell someone at home what you wondered about as you read. • After you read, talk to someone at home about the

important ideas in the book. Why are those ideas important?

Reading Conversations– When talking about reading at home, use the language most comfortable for your family.

To Support Reading Comprehension - Students who have difficulty reading on their own should be encouraged to: •Listen to books and follow along as someone else reads •Practice reading “just-right” books on their own

Grade 4 Lesson Monday (5/11)

Grade 4

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

Grade 4 Vocabulary: Monday

Directions: Step 1: Read each word and the definition. Step 2: Complete both activities below.

Vocabulary Word Definition stationery writing paper and envelopes

endorsements support for products

lectures talks given to teach something

Vocabulary Activities

1. Write a Sentence: Choose one of the words above and create a sentence using the word. Try including your favorite season or a family member’s name in the sentence.

2. Visualize/draw: Choose one of the vocabulary words and draw or sketch what you visualize when you think of what that word means.

Grade 4 Independent Daily Reading (IDR)

Every day • Select a fiction or narrative nonfiction book • Read for at least 30 minutes

Monday, Wednesday, and Friday This week, you will practice identifying important ideas and supporting details in your own book. After reading for 10 minutes, stop and write down an important idea and supporting detail from the section you just read. Practice using the prompt: “I think this is important because…”

Monday What are the important ideas from the section you just read?

Stop 1 Important Idea

Supporting Detail


Supporting Detail


Supporting Detail

Grade 4 IDR –Wednesday and Friday This week, you will practice identifying important ideas and supporting details in your own book. After reading for 10 minutes, stop and write down an important idea and supporting detail from the section you just read. Practice using the prompt: “I think this is important because…”

Wed. What are the important ideas from the section you just read?


Supporting Detail


Supporting Detail


Supporting Detail

Friday What are the important ideas from the section you just read?


Supporting Detail


Supporting Detail


Supporting Detail

Grade 4 Lessons- Wednesday and Friday (5/13 & 5/15)

Grade 4 Lessons Wednesday and Friday (5/13 & 5/15)

Grade 4 Reading Log

Title Author and

Genre

Comment or Would you recommend

this text? Why/why not?

Grade 5 Lesson – Monday 5/11

Important Ideas from Mrs. Buell

What is one important idea in the section that you just heard?

Why do you think these ideas are important?

Practice using the prompt: “I think this is important because…” Stop 1

Stop 2

Stop 3

Grade 5 Independent Daily Reading (IDR)

Every day • Select a fiction or narrative nonfiction book • Read for at least 30 minutes

Monday, Wednesday, and Friday This week, you will practice identifying important ideas and supporting details in your own book. After reading for 10 minutes, stop and write down an important idea and supporting detail from the section you just read. Practice using the prompt: “I think this is important because…”

Monday What are the important ideas from the section you just read?


Supporting Detail


Supporting Detail


Supporting Detail

Grade 5 IDR –Wednesday and Friday This week, you will practice identifying important ideas and supporting details in your own book. After reading for 10 minutes, stop and write down an important idea and supporting detail from the section you just read. Practice using the prompt: “I think this is important because…”

Wed. What are the important ideas from the section you just read?


Supporting Detail


Supporting Detail


Supporting Detail

Friday What are the important ideas from the section you just read?


Supporting Detail


Supporting Detail


Supporting Detail

Grade 5 Lesson- Wednesday, 5/13

Grade 5 - Wednesday, 5/13

Grade 5 – Friday, 5/15 First-person or Third-person Point of View Practice

Directions: • Read the passage from Mrs. Buell that you heard read aloud in the lesson today. • Look for clues in the text that help us to know who is telling the story. • Underline or highlight words that help you to know who is telling the story. • Share with someone at home if this story is being told in first-person or third-

person point of view and the clues that help you to know this.

What are the keywords or clues that helped you to determine who is telling the story and if it is written in first-person or third-person perspective?

Grade 4

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

Grade 5 Vocabulary: Friday

Directions: Step 1: Read each word and the definition. Step 2: Complete both activities below.

Vocabulary Word intent on

stale

gawking

Definition focused on

old; not fresh

staring stupidly

Vocabulary Activities

1. Write a Sentence: Choose one of the words above and create a sentence using the word. Try including your favorite sport or a family member’s name in the sentence.

2. Visualize/draw: Choose one of the vocabulary words and draw or sketch what you visualize when you think of what that word means.

Grade 5 Reading Log

Title Author and

Genre

Comment or Would you recommend

this text? Why/why not?

Science Learning Packet Grade 4, Week 5:

Waves, Energy, & Information Suggested science learning activities for SPS students during the COVID-19 school closure.

Seattle Public Schools is committed to making its online information accessible and usable to all people, regardless of ability or technology. Meeting web accessibility guidelines and standards is an ongoing process that we are consistently working to improve.

While Seattle Public Schools endeavors to only post documents optimized for accessibility, due to the nature and complexity of some documents, an accessible version of the document may not be available. In these limited circumstances, the District will provide equally effective alternate access.

Due to the COVID-19 closure, teachers were asked to provide packets of home activities. This is not intended to take the place of regular classroom instruction but will help supplement student learning and provide opportunities for student learning while they are absent from school. Assignments are not required or graded. Because of the unprecedented nature of this health crisis and the District’s swift closure, some home activities may not be accessible.

If you have difficulty accessing the material or have any questions, please contact your student’s teacher.

Waves, Energy, and Information: Investigating How Dolphins Communicate

Grade 4 - Lessons 2.4 and 2.5

Accompanying Videos and Books can be found at: tinyurl.com/SciLessons

Other Amplify resources can be found at: amplify.com/remotelearning/Science/resources

Investigation Notebook

https://amplify.com/remotelearning/Science/resources

https://tinyurl.com/SciLessons

34

Name: _______________________________________ Date: ________________

© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Daily Written Reflection

You have learned that a sound wave is a pattern of motion that occurs

when particles of a material collide and spread apart. Think about another

example of when objects collide, or bump into each other. What happens

to those objects?

Make a drawing if it helps you explain your thinking. Label your drawing,

then take a photo of it and attach it in the box below.

Waves, Energy, and Information—Lesson 2.4 (optional)

35

Name: _______________________________________ Date: ________________


Think-Draw-Pair-Share: Modeling Particle Collisions

1. Think about the question How is the spring toy a model of particle collisions?

2. On paper or using a drawing program, make a drawing to explain your ideas.

3. Label your drawing. You can also include symbols to show how the particles move. Take a photo of your drawing and attach it in the box below.

4. Use your drawing to discuss your ideas with your partner.

Waves, Energy, and Information—Lesson 2.4

36

Name: _______________________________________ Date: ________________


___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Investigating Energy Transfer with Coins

1. Work with a partner. Make sure that both you and your partner have a chance to try both of the investigations.

2. You have 5 minutes to complete each investigation.

3. During the investigations, you cannot touch the pennies with your hands, but you can touch the nickel.

Investigation 1

Place the nickel and one penny on the desk in front of you. Goal: Without touching the penny with your hands, make both coins move. How did you do it? What did you observe? Draw a picture if it helps you explain. Take a photo of your picture and attach it in the lower box below.


37

Name: _______________________________________ Date: ________________


___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Investigating Energy Transfer with Coins (continued)

Investigation 2

Place all the coins on the desk in front of you. Goal: Without touching the pennies with your hands, make all four coins move. How did you do it? What did you observe? Draw a picture if it helps you explain. Take a photo of your picture and attach it in the lower box below.


38

Name: _______________________________________ Date: ________________


__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

___________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

___________________________________________________________________

Reflecting on the Coin Collision Investigations

Answer the questions below based on what you observed when you investigated energy transfer with coins.

1. How are the coins a model of particle collisions?

2. When coins collide, what happens to each coin?


39

Name: _______________________________________ Date: ________________


___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Daily Written Reflection

What happens when two balls (for example, basketballs, tennis balls, or soccer balls) collide? Explain what happens to each ball when it collides with the other ball.


then take a photo of it and attach it in the box below.


40

Name: _______________________________________ Date: ________________


___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Particle Collision Model

How does your model show sound energy traveling as a series of particle

collisions?


then take a photo of your drawing and attach it in the box below.


41

Name: _______________________________________ Date: ________________


Word Map: Transfer

My definition Diagram

Sentence Example

transfer



Glossary

amplitude: how big or loud a wave is amplitud: cuán grande o fuerte es una onda

collision: two or more things bumping into each other colisión: dos o más cosas que se golpean entre sí

communicate: to share information comunicar: compartir información

energy: the ability to make things move or change energía: la capacidad de hacer que las cosas se muevan o cambien

explanation: a description of how something works or why something happens explicación: una descripción de cómo algo funciona o por qué algo pasa

investigate: to try to learn more about something investigar: intentar aprender más acerca de algo

material: the stuff that makes up everything material: lo que constituye todo

model: something scientists make to answer questions about the real world modelo: algo que los científicos crean para responder preguntas sobre el mundo real

particle: a tiny piece of material that is too small to see partícula: un pedacito de material que es demasiado pequeño para ver

pattern: something we observe to be similar over and over again patrón: algo que observamos que sea similar una y otra vez

Waves, Energy, and Information 99


Glossary (continued)

source: the place where something comes from fuente: el lugar desde donde viene algo

transfer: to move something from one place to another transferir: mover algo de un lugar a otro

vibrate: to move back and forth quickly vibrar: mover hacia adelante y hacia atrás rápidamente

visualize: to make a picture in your mind using information from different sources visualizar: hacer una imagen en tu mente con información de diferentes fuentes

wave: a pattern of motion that travels away from a source onda: un patrón de movimiento que viaja alejándose de una fuente

waveform: a curved line that shows the pattern of a wave forma de onda: una línea curva que muestra el patrón de una onda

wavelength: the distance from one peak of a wave to the next longitud de onda: la distancia que hay desde un pico de onda hasta el siguiente

Waves, Energy, and Information 100

Elementary Science Learning Activity Materials to accompany the readings

Matter Makes It All Up Energy Makes It All Go

Grade 5

Ecosystem Restoration: Matter and Energy in a Rain Forest

Investigation Packet

Use these questions to guide your reading of the book, Matter Makes It All Up. Feel free to pause the video and write down your ideas or talk about the book with a family member.

As you read pages 6–11, think about the question: How do animals grow? Use the photos, diagrams, and captions to help you understand.

Based on what you read, what is matter?

What are some of the things mentioned in the book that are made of matter?

Based on what we read in Matter Makes It All Up, what can we say about all organisms?

Use these questions to guide your reading of the book, Energy Makes It All Go. Feel free to pause the video and write down your ideas or talk about the book with a family member.

Preview the table of contents and the pages of the book.What do you notice about how the book is organized?

On page 7, do you see any ideas about plants and food that would help us learn where food molecules for plants come from?

Record ideas related to where plants get food molecules.

What new understanding do you have about how plants get food molecules?

Dear 4th Grade Families, Here are some math learning activities you can do at home with your child during this week. If there are games or activities that your child especially enjoys, continue playing beyond this week!

This week’s focus – for this packet and video lesson (found at Seattleschools.org) – is reasoning about the size of fractions and decimals using grids, models, number lines and patterns in the numbers themselves.

We have a new game this week called Odd Pig Out. This game is a workout for your multiplication and addition skills and also calls for strategy and self-restraint. Don’t get greedy and break the bank! We’ve included some cut out dice templates in case you want to make your own dice – or you can draw from the cards below.

Stay well everyone. We will see you soon.

Odd Pig Out

How to play: The rules are simple. Roll two dice and multiply! ‘Bank’ the product. That is your score. Roll as many times as you want in your turn and keep adding to your bank - but roll an odd product (say you roll a 3 and 7 for a product of 21) and you lose all your points from that turn and empty the bank.

First person to 300 points in the bank wins.

Prompts and Questions

• Is there an easier way to add up all those numbers? • How many points to you have for this turn so far? • Who’s ahead? • Are you sure that’s the product of those two numbers? • What does your multiplication table say? • What strategy are you using?

Explore the Game

• Are you more likely to roll and odd product or an even product? • What does it take to end up with an odd product? • How many odd numbers are there on the multiplication table (up to 6 by 6)? How many even numbers? • How are they distributed? • Do you see any patterns?

1 2 3 4 5 6

1 2 3 4 5 6

https://Seattleschools.org

Which one Doesn’t Belong?

Look at this set of four pictures. Decide which one doesn’t belong with the other three. Describe your thinking using math words. There are many ways to think about each one!

Challenge See if you can find reasons why each of the pictures might not belong with the other three.

Share Explain your thinking to someone else. Do they have different reasons why one doesn't belong?

Benchmark Fractions

Use the digits 1 to 9, but not more than once, to create three fractions that are as close to zero, one half and one as possible.

Test how close your first fraction is to zero. Use the denominator you chose and partition this number line. Mark where your fraction falls on the number line.

Is it close to zero? Could you have made a different choice and gotten closer?

0 1

Test how close your second fraction is to 1/2. Use the denominator you chose and partition this number line. Mark where your fraction falls on the number line.

Is it close to 1/2? Could you have made a different choice and gotten closer?

0 1

Test how close your third fraction is to 1. Use the denominator you chose and partition this number line. Mark where your fraction falls on the number line.

Is it close to 1? Could you have made a different choice and gotten closer?

0 1

Fraction Talk

What fraction of the big square is represented by each region?

(Do all your fractions add up to one whole?)

Mario and Peach are having a disagreement. Mario Says they’ve got to shade 0.70 (seventy hundredths) of this wall to complete the level. Peach says that they are done. That 0.7 (Seven tenths) is enough to complete the level.

How can you help Peach convince Mario that she is right?

Decimal Count

This choral count is incomplete. You teacher would want to plan it all out before they counted with the class.

Help prepare the count by filling the missing numbers.

Ask yourself: What amount am I counting by?

Does your number fit a side to side (horizontal) pattern? And Up and Down (vertical) pattern? A diagonal pattern?

12.0 16.0

10.2 12.2 14.2 16.2

10.4 12.4 14.4 16.4

10.6 12.6 14.6 16.6

12.8 14.8 16.8

11.0

11.2 15.2 17.2

11.4 13.4 17.4

11.6 13.6 15.6

11.8 13.8 15.8 17.8

Task

Count by tenths.

Count by tenths.

Count by tenths.

Count by hundredths.

Count by tens.

Find the point on each of these number lines that matches the numbers you just shaded in.

a.

b.

Dear 5th Grade Families, Here are some math learning activities you can do at home with your child during this week. If there are games or activities that your child especially enjoys, continue playing beyond this week!

This week’s focus – for this packet and video lesson (found at Seattleschools.org) – is reasoning about the size of fractions and decimals using grids, models, number lines and patterns in the numbers themselves.

We have a new game this week called Odd Pig Out. This game is a workout for your multiplication and addition skills and also calls for strategy and self-restraint. Don’t get greedy and break the bank! We’ve included some cut out dice templates in case you want to make your own dice – or you can draw from the cards below.

Stay well everyone. We will see you soon.

Odd Pig Out

How to play: The rules are simple. Roll two dice and multiply! ‘Bank’ the product. That is your score. Roll as many times as you want in your turn and keep adding to your bank - but roll an odd product (say you roll a 3 and 7 for a product of 21) and you lose all your points from that turn and empty the bank.

First person to 300 points in the bank wins.

Prompts and Questions

• Is there an easier way to add up all those numbers? • How many points to you have for this turn so far? • Who’s ahead? • Are you sure that’s the product of those two numbers? • What does your multiplication table say? • What strategy are you using?

Explore the Game

• Are you more likely to roll and odd product or an even product? • What does it take to end up with an odd product? • How many odd numbers are there on the multiplication table (up to 6 by 6)? How many even numbers? • How are they distributed? • Do you see any patterns?

1 2 3 4 5 6

1 2 3 4 5 6

https://Seattleschools.org

Which one Doesn’t Belong?

Look at this set of four pictures. Decide which one doesn’t belong with the other three. Describe your thinking using math words. There are many ways to think about each one!

Challenge See if you can find reasons why each of the pictures might not belong with the other three.

Share Explain your thinking to someone else. Do they have different reasons why one doesn't belong.

Scratch paper space:

Let’s represent decimal numbers using these drawings of “Base 10 Blocks”.

= 1 = 0.1 = 0.01 = 0.001 one whole (1 x 1) one tenth (1 x 0.1) one hundredth (1 x 0.01) one hundredth (1x 0.001)

Choose two numbers from the list below and compare them on the same row. Make a diagram of each number and put the appropriate symbol ( < or > or = ) Between them.

Block Diagram Number < or > or = Number Block Diagram

Decimal Count

This choral count is incomplete. You teacher would want to plan it all out before they counted with the class.

Help prepare the count by filling the missing numbers.

Ask yourself: What amount am I counting by?

Does your number fit a side to side (horizontal) pattern? And Up and Down (vertical) pattern? A diagonal pattern?

10.0 9.5 9.0 8.5

9.95 9.45 8.95 8.45 7.95

9.9 8.9 8.4 7.9

9.85 9.35 8.85 8.35

9.8 9.3 8.8 8.3 7.8

9.75 9.25 8.75 8.25

9.7 8.7 8.2 7.7

9.65 9.15 8.65 8.15 7.65

9.6 9.1 8.6 8.1

9.55 9.05 8.55 7.55

How far did you count? What was the difference between the first number and the last number?

Directions: Using the digits 1 to 6 – one time each, fill in the boxes to make the largest number that rounds down to 5.

Using the digits 1 to 6 – one time each, fill in the boxes to make the largest number that rounds up to 6.

Hint: What digit would go in the ones place if we had to decide if the number is closer to 5 or 6?

Use a number line to help you reason about this problem.

Hint How can we round each of the three decimals to quickly determine how close to 1 it is?

How does placing a higher value number effect in each place value affect the sum?

Hello from the Arts!

The Visual & Performing Arts team in Seattle Public Schools has put together arts lessons to continue learning while we are away from school. This week has lessons in General Music and Elementary Instrumental Music. We have designed the lessons so they require minimal materials (things you can find at home).

We want English learners to continue to engage in the arts. The arts are a great way in which we incorporate all domains of language, reading, writing, speaking and listening. When your child has created an art project, think about ways that they can describe what they have done. Asking saying things like, “Can you tell me more?” or “Describe what you have done.” are great ways your student can use rich and descriptive language. Students could add labels to their creations. This work can all be done in your home language or English!

How much art should I do? • To meet elementary standards in the arts, students should engage in 60 minutes per week

of the arts discipline(s) taught at their school. You can always do more! • Making art doesn’t have to happen all at once as students can create in small 10-minute

sections or stay with it for as long as they like.

Why is art making important right now? • The arts are a way to express thoughts and feelings. • The arts help students say what cannot be said by showing it in different ways. • The arts are a way for students to show multiple perspectives and that all perspectives

matter. • The arts are a way for students to engage in other subjects. For example, create a play

about the immune system, draw a picture for the beginning, middle, and end of a story, or create a rhythm for how they are feeling.

Arts Videos Check out the arts videos on SPS TV Channel 26 and the SPS YouTube Channel. Search for the arts discipline and pick a video! https://www.youtube.com/c/SeattlePublicSchoolsTV

Thank you for keeping the arts as part of your child’s education while we’re on this break away from school. Explore. Engage. Have fun!

Sincerely, Gail Sehlhorst Visual & Performing Arts Program Manager

https://www.youtube.com/c/SeattlePublicSchoolsTV

MUSIC 4/5 Grade Activity

There is no one quite like you. You are special and unique and have something to share with the world. Song lyrics give you a chance to share how you’re feeling, what you’re thinking, and your observations about the world. Let’s use what we know about rhythms and syllables to write a chant!

1. Take a look at the rhythms below. If you’ve already learned these rhythms, you can say or clap each one with a steady tempo. If you haven’t learned about them yet, you can count the number of notes and imagine their sound, or just make your very own. Anything is okay!

2. Answer the questions in each box. Then, use the words in your answer to create a pattern you like in the boxes at the end of each phrase. If you have learned to write rhythms, add rhythms on the staff to show the pattern you have made.

What are some things that make you smile?

4

4 I smile when I think of some thing - that's

œ œ œ œ œ œ œ œ ˙

What are some things you like to do outside?

2

4 œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ I like to go out - side and play. When the wea-ther's nice, I like to go

Flowers and trees outside are blooming. Can you describe some flowers that you see?

2

4 œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ Œ

It's spring in Se - at - tle, it's spring now. I can see some flow - ers here:

If you could be anywhere right now, where would you be? If you could do anything, what would you do?

3

4 œ œ œ ˙ œ œ œ œ ˙ œ Take a deep breath, Im - ag - ine that you are

MUSIC VIDEO LESSONS For more lessons, go to Seattle Public Schools YouTube site and search “Music”.

https://www.youtube.com/c/SeattlePublicSchoolsTV Lesson by: KT Raschko at Kimball Elementary


Grades 4 and 5

Week of 5/11 Physical Activity Log

Use this activity log to track your physical activity minutes.

Day Activity 1 Activity 2 Activity 3 Total

Active Outside 30 Mins

Walk with Family 15 Mins

DEAM Calendar Choice

15 minutes 60 minutes

Day 1

Day 2

Day 3

Day 4

Day 5

Day 6

Day 7

Done Day DEAM Activity

5/11 Family Fun: Go to the park together.

5/12 Do as many squats as you can.

5/13 Spend 5 minutes tossing and catching a ball.

5/14 Perform squats while someone calls out math problems for you to answer.

5/15 Take a walk.

5/16 Beans have ~500mg of potassium. Jog in place as you count to 500.

5/17 Pick 5 different muscles to stretch. Hold each stretch for 20 seconds.

Purpose: This calendar encourages families to become more physically active and to take steps toward a healthier lifestyle. Each day, students are asked to complete a different activity with a family member (or with adult supervision).

Directions: After a student completes a day’s activity, adults make a check mark and initial in the space provided. Each week, you can miss one day (activity). If this happens, put an “X” in the space provided for a check mark (do not initial).

ELEMENTARY INSTRUMENTAL MUSIC!

Cello MUSIC VIDEO LESSONS

For Cello Lessons, go to Seattle Public Schools YouTube site. https://www.youtube.com/c/SeattlePublicSchoolsTV

Weekly Focus: Different Types of Bow Stroke Styles (Staccato and Slurs)

Explanation of Lesson Focus: This week we are going to review the bow hold as well as learn about Staccatos and Slurs.

Warm Up: I practice my bow hold every time I open my case! Your bow is the most important part of your playing – it’s like your breath when you sing. Practice a good, balanced bow hold and you will have a beautiful singing voice! So now let’s pick up our instruments and make them sing! We are going to start with the D major scale! Remember this means starting with our open D string and playing D, E, F# and G on that string, then move to the A string to play your A, B, C#, and D. Then try playing it in reverse, from high D down to open D.

Staccato Now we are going to learn what Staccato means. Definition of Staccato: short notes in which the bow stays stuck to the string. Try playing a few short notes like this on just your open D string

Next, let’s apply this to the D scale. Play the entire D scale like you did above but this time with short staccato bowed notes.

Slurs Now we are going to learn about the opposite of staccato, notes that sound Smooth and Connected. On string instruments, we can make the smoothest and most connected notes by putting them together in one bow.

When we play more than one note on the same bow, we call it a Slur. Practice the D major scale with 2 note slurs and 4 note slurs (this means playing 2 notes in a row without lifting the bow and then 4 notes in a row without lifting the bow.)

Definition of a Slur: two or more different notes played on the same bow so that they are completely smooth and connected, with no space between them.


Musical Except And now let’s have some fun! Remember what a staccato is? And do you remember playing Twinkle? Let’s try Twinkle using staccato using Variation 1: Pepperoni Pizza. Make sure the bow strokes are short and feel “stuck” to the stings. Next, lets try a variation where we play twinkle using our normal bow strokes (you could also call these normal, separated strokes Detache bow strokes.)

Try playing Twinkle and the Variations alternating Detache and Staccato.

Wonder: why doesn’t slurring work? (you can’t slur when you play the same note twice in a row which we do often in Twinkle!)

Below are the note names of Twinkle written out as well as the notated music.

TWINKLE THEME

D D A A B B A –

G G F# F# E E D –

A A G G F# F# E –

A A G G F# F# E –

D D A A B B A –

G G F# F# E E D –

Rhythmic Excerpt: Now let’s explore different rhythms while practicing staccato and normal, or Detache bow strokes on your D string and on your A string. For variation one, say Pep-per-o-ni Piz-za out loud and listen to the natural rhythm of the words you’re saying, then look down at the top left box in Twinkle Bow Variations below to see what that rhythm looks like in notation. Play this rhythm first on the D string using a staccato bow stroke, and then on the A string using a Detache bow stroke. Then follow this process for each of the remaining four rhythm variations but this time you decide which of the two bow strokes to use on your D and A strings.

Variation 1 – Pepperoni Pizza

Variation 2 – Down Puppy Up Puppy

Variation 3 – Little Tiny Motorcycle

Variation 4 – 1 2 shh 4

Variation 5 – Trip-el-let Trip-el-let

Cello lesson developed by Liz Harris Scruggs at Bryant, Concord International, Highland Park, Laurelhurst, Roxhill & Bryan Kolk at Washington Middle School, Garfield High School

ELEMENTARY INSTRUMENTAL MUSIC! Clarinet

Weekly Focus: Articulation: separating pitches Articulation is the word we use to describe if a group of notes is played separated or smooth. How do we play notes that sound crisp and clear or smooth and connected? When we understand how our breath, combined with the placement and rhythmic movement of our tongue creates either separated or smooth sounding pitches.

Explanation of Lesson Focus: Articulation refers to how you start a note. For our lesson we will focus on tonguing. Tonguing is when you start or separate the air stream with your tongue. To get us ready to practice tonguing we first need to warm-up our body using the exercise below.

Warm Up: We will start off by warming up our sound by playing B, C, D, E, F, G, and A using whole notes. That means you will hold each note for 4 beats before switching to the next note. Try to start each note with your tongue and take a big breath for your best sound. Next, try playing each of these notes for the value of a half note (which means only holding for two beats before moving on). And finally, play them each for the value of a quarter note (which means holding for only 1 beat before moving on).

Let’s continue warming-up our fingers on B, C, D, E, F, G, and A on the following exercise, (#43).

#43

Standard of Excellence, Book 1 for Clarinet. Neil Kjos Music Company. Page 12.

Tonguing is the articulation we will use to start each note on the clarinet. It is so important that once learned, you will start every note with tonguing unless it has a slur marking which you will learn about later. The four steps below will help us learn how to tongue on the clarinet:

1-Say the syllable “Ta” and focus on where the tongue is touching: the back of the teeth inside your mouth. 2-Now, place your tongue on the reed of your mouthpiece. You don’t have to press your tongue hard against the reed, just place it. Now take your breath and release while saying “ta”. You should feel and hear the release of air. Here are some of reminders when practicing tonguing:

- It is important that your tongue be on the reed BEFORE you blow air through.

- When you start with the tongue on the reed and blow there will not be sound. It is the separation of the tongue from the reed due to the blowing out of the air that causes the “ta” sound. - How will you know if you are tonguing incorrectly? If your tongue is not on the reed before blowing air through you will hear “ah-ta”. The “ah” is the inhalation sound that comes from breathing in before placing your tongue on the reed. -Remember, it is the explosive sound of the air being released from the reed that gives the “ta” sound. -And remember to always have your tongue on the reed before you breath to eliminate the “ah” sound and always have the “ta” sound.

3-Now put your instrument together and let’s practice tonguing on an open G. Place your tongue on the reed, breath in and “ta” on G. Practice this several times. 4-Next challenge yourself to play multiple “ta’s” on an open G in one breath. It is okay if you can’t do this yet as it takes time. Consider it a goal to work towards as you practice.

Keep in mind that it takes some patience to get the hang of tonguing. If you lose your sound, which is common, try playing a tone and stopping the sound with the tongue. Try to keep your embouchure steady when you are tonguing and don’t stop the air.

Musical Exercises to Practice Tonguing: Let’s continue practicing our tonguing using exercise #45 Eighth Note Encounter below. Notice that the music includes quarter notes and paired eighth notes . The first two pitches you know are quarter notes. The other two pitches connected by the horizontal beam are two eighth notes. There are many ways to think about these rhythms, but let’s use the syllables “ta” and “ti-ti” because they help you think about what the rhythm sounds like before you play. Follow the “speak it, tongue it, play it” directions below for this exercise.

Standard of Excellence, Book 1 Flute, by Bruce Pearson, c. 2006 Neil A. Kjos. Page 13.

• Speak it: use the “ta” or “ti-ti” syllables and pay attention to how your tongue moves inside your mouth as you say each syllable. This is important. You should notice that each syllable is separated when the tip of your tongue quickly taps the top of your mouth right behind your two front teeth.

• Tongue it: Now take your clarinet and practice tonguing the rhythm on “ta” throughout. Your tongue should be moving the same way to separate the syllables. Remember: your tongue stops and starts the air to create notes that are separated and clear. Don’t stop

and start the air. This will create an unfocused sound. Blow one breath and use your tongue to ta, ta-ta the exercise not HUFF PUFF the rhythm.

• Play it: Now play the exercise. Notes should sound crisp and clear and separated if your tongue is doing the right movement.

Musical Excerpts to Practice Tonguing: Let’s play #47 Eighth Note Explorer on p. 13 (see below). Follow the same steps of “speak it, tongue it, play it” that you did for the exercise above.


MUSIC VIDEO LESSONS For Clarinet Lessons, go to Seattle Public Schools YouTube site.


Clarinet lesson developed by Alex Dugdale at Green Lake, Wedgwood, Madrona, West Seattle, Sanislo, BF Day, and Queen Anne


ELEMENTARY INSTRUMENTAL MUSIC! Flute Lesson


Explanation of Lesson Focus: Articulation refers to how you start a note. For our lesson we will focus on tonguing. Tonguing is when you start or separate the air stream with your tongue. To get us ready to practice tonguing we first need to warm-up our body using the exercise below.

Warm Up: Expansion breath: Place your hand on your abdomen and breathe in. Try to get your hand to move out on the inhale. This deep breath is what you will use to play the flute. If your hand goes in and your shoulders raise, you are breathing too shallow. Relax and try again. Inhale with an open breath expanding your abdomen. I like to think of it as breathing through your belly button. This breath will not only help you play the flute better but can help you relax as well.

Inhale Exhale cycle: Place your hand out in front of your face. Inhale deeply with the expansion breath through your mouth for 4 counts-Exhale blowing fast, cold air on your hand for 4 counts. Repeat this 4 times shortening the length of the inhale and extending the length of the exhale each time. If you get dizzy, stop and take a break for a minute.

• Inhale 1, 2, 3, 4 Exhale 1, 2, 3, 4, • Inhale 1, 2, 3 Exhale 1, 2, 3, 4, 5 • Inhale 1, 2, Exhale 1, 2, 3, 4, 5, 6 • Inhale 1 Exhale 1, 2, 3, 4, 5, 6

Tonguing is the articulation we will use to start each note on the flute. It is so important that once learned, you will start every note with tonguing unless it has a slur marking which you will learn about later. The three steps below will help us learn how to tongue on the flute: 1-Say the word “Too” and focus on where the tongue is touching: the back of the teeth inside your mouth. 2-Repeat the word “Too” but don’t vocalize, just blow air through the word 3-Now form a flute embouchure with your mouth and blow 4 tongued notes, keeping the airstream going: “Tooo, Tooo, Tooo, Tooo”. Try it again!

Keep in mind that it takes some patience to get the hang of tonguing. If you lose your sound, which is common, try playing a tone and stopping the sound with the tongue and then pulling the tongue back quickly. Try to keep your embouchure steady when you are tonguing and don’t stop the air.

Musical Exercises to Practice Tonguing: Let’s continue practicing our tonguing using exercise #45 Eighth Note Encounter below. Notice that the music includes quarter notes and paired eighth notes . The first two pitches you know are quarter notes. The other two pitches connected by the horizontal beam are two eighth notes. There are many ways to think about these rhythms, but let’s use the syllables “ta” and “ti-ti” because they help you think about what the rhythm sounds like before you play. Follow the “speak it, tongue it, play it” directions below for this exercise.


• Speak it: use the ta or ti-ti syllables and pay attention to how your tongue moves inside your mouth as you say each syllable. This is important. You should notice that each syllable is separated when the tip of your tongue quickly taps the top of your mouth right behind your two front teeth.

• Tongue it: Now take your flute and practice tonguing the rhythm on “too” instead of ta or ti-ti. Your tongue should be moving the same way to separate the syllables. Remember: your tongue stops and starts the air to create notes that are separated and clear. Don’t stop and start the air. This will create an unfocused sound. Blow one breath and use your tongue to too, too-too the exercise not HUFF PUFF the rhythm.

• Play it: Now play the exercise. Notes should sound crisp and clear and separated if your tongue is doing the right movement.

Musical Excerpts to Practice Tonguing: Let’s play #47 Eighth Note Explorer on p. 13 (see below). Follow the same steps of “speak it, tongue it, play it” that you did for the exercise above.


MUSIC VIDEO LESSONS For Flute Lessons, go to Seattle Public Schools YouTube site.


Flute lesson developed by Tasha Reynolds at Van Asselt, Wing Luke, Loyal Heights, Hawthorne, Beacon Hill, Greenwood


ELEMENTARY INSTRUMENTAL MUSIC! Trombone


Explanation of Lesson Focus: We are going to focus on how to play notes with articulation that is separated. This is a very important skill for any brass player. Notes that sound crisp, clear and separated are what we should hear. We are going to use exercises and songs that have the following rhythmic units in the picture below:

The first pitch you know is a quarter note. The other two pitches connected by the horizontal beam are two eighth notes. There are many ways to think about these rhythms, but I like to use the syllables “du” and “du-deh” because 1) they help you think about what the rhythm sounds like before you play; 2) they put your lips and tongue in the correct shape for playing notes that sound separated. Remember: a “du” = one sound on a beat; a “du-deh” is two sounds on one beat.

Warm Up A great warm-up for getting ready to play separated notes is buzzing on your mouthpiece. Buzz some long sounds; buzz some high sounds; buzz some low sounds. Then we will sing, buzz and play the following exercise:

Sing it: use the DU, DU-DEH syllables and pay attention to how your tongue moves inside your mouth as you say each syllable. This is important. You should notice that each syllable is separated when the tip of your tongue quickly taps the top of your mouth right behind your two front teeth. Buzz it: take your mouthpiece and buzz the exercise. Your tongue should be moving the same way to separate the syllables, but you will need more air to buzz your lips. Remember: your tongue stops and starts the air to create notes that are separated and clear. Don’t stop and start the air. This will create an unfocused buzz. Blow one breath and use your tongue to DU, DU-DEH the exercise not HUFF PUFF the rhythm. Play it: put your mouthpiece on your trombone and play the exercise. Notes should sound crisp and clear and separated if your tongue is doing the right movement.

Musical excerpts We will begin by playing #46 Jim Along Josie on p. 13 (see below). Before you play, sing it and buzz it first like you did with the warm-up exercise.

Standard of Excellence, Book 1 for Trombone by Bruce Pearson, c. 2006 Neil A. Kjos.

Next play #48 Go Tell Bill on p. 13 (see below). Follow the same steps of sing, buzz then play.

Standard of Excellence, Book 1 for Trombone by Bruce Pearson, c. 2006 Neil A. Kjos.

As you play really listen for separated notes. If your notes don’t sound separated or the rhythm seems unclear or fuzzy, make sure your tongue is separating the air on the way to your lips.

Practice Strategies: I like to think about practicing by using the word BRASS. Each letter represents a concept you should try to do every time you practice: B- buzz and breath. Warm-up by buzzing on your mouthpiece only and always blow with warm, fast, air. R- repetition and rest. Always play exercises, warm-ups and small sections of bigger songs many times and make sure you rest your lips. A- articulation and agility. Tongue notes; slur notes and do lip slurs to keep your lip muscles in shape. S- sing it! Try and sing your music before you play it. If you can sing it, you can play it. S- share it! After you learn a song, share it with family and friend

MUSIC VIDEO LESSONS For Trombone Lessons, go to Seattle Public Schools YouTube site.


Trombone lesson developed by Ken Pendergrass at, Fairmount Park Elementary


ELEMENTARY INSTRUMENTAL MUSIC! Trumpet


Explanation of Lesson Focus: We are going to focus on how to play notes with articulation that is separated. This is a very important skill for any brass player. Notes that sound crisp, clear and separated are what we should hear. We are going to use exercises and songs that have the following rhythmic units in the picture below:

The first pitch you know is a quarter note. The other two pitches connected by the horizontal beam are two eighth notes. There are many ways to think about these rhythms, but I like to use the syllables “du” and “du-deh” because 1) they help you think about what the rhythm sounds like before you play; 2) they put your lips and tongue in the correct shape for playing notes that sound separated. Remember: a “du” = one sound on a beat; a “du-deh” is two sounds on one beat.

Warm Up A great warm-up for getting ready to play separated notes is buzzing on your mouthpiece. Buzz some long sounds; buzz some high sounds; buzz some low sounds. Then we will sing, buzz and play the following exercise:

Sing it: use the DU, DU-DEH syllables and pay attention to how your tongue moves inside your mouth as you say each syllable. This is important. You should notice that each syllable is separated when the tip of your tongue quickly taps the top of your mouth right behind your two front teeth.

Buzz it: take your mouthpiece and buzz the exercise. Your tongue should be moving the same way to separate the syllables, but you will need more air to buzz your lips. Remember: your tongue stops and starts the air to create notes that are separated and clear. Don’t stop and start the air. This will create an unfocused buzz. Blow one breath and use your tongue to DU, DU-DEH the exercise not HUFF PUFF the rhythm.

Play it: put your mouthpiece on your trumpet and play the exercise. Notes should sound crisp and clear and separated if your tongue is doing the right movement.

Musical excerpts We will begin by playing #46 Jim Along Josie on p. 13 (see below). Before you play, sing it and buzz it first like you did with the warm-up exercise.

Standard of Excellence, Book 1 for Trumpet by Bruce Pearson, c. 2006 Neil A. Kjos.

Next play #48 Go Tell Bill on p. 13 (see below). Follow the same steps of sing, buzz then play.

Standard of Excellence, Book 1 for Trumpet by Bruce Pearson, c. 2006 Neil A. Kjos.

As you play really listen for separated notes. If your notes don’t sound separated or the rhythm seems unclear or fuzzy, make sure your tongue is separating the air on the way to your lips.

Practice Strategies I like to think about practicing by using the word BRASS. Each letter represents a concept you should try to do every time you practice: B- buzz and breath. Warm-up by buzzing on your mouthpiece only and always blow with warm, fast, air. R- repetition and rest. Always play exercises, warm-ups and small sections of bigger songs many times and make sure you rest your lips. A- articulation and agility. Tongue notes; slur notes and do lip slurs to keep your lip muscles in shape. S- sing it! Try and sing your music before you play it. If you can sing it, you can play it. S- share it! After you learn a song, share it with family and friend

MUSIC VIDEO LESSONS For Trumpet Lessons, go to Seattle Public Schools YouTube site.


Trumpet lesson developed by Ken Pendergrass at Fairmount Park Elementary



Viola MUSIC VIDEO LESSONS

For Viola Lessons, go to Seattle Public Schools YouTube site. https://www.youtube.com/c/SeattlePublicSchoolsTV




Staccato Now we are going to learn what Staccato means. Definition of Staccato: short notes in which the bow stays stuck to the string. Try playing a few short notes like this on just your open D string






Musical Except And now let’s have some fun! Remember what a staccato is? And do you remember playing Twinkle? Let’s try Twinkle using staccato. Make sure the bow strokes are short and feel “stuck” to the stings. Next, lets try a variation where we play twinkle using our normal bow strokes (you could also call these normal, separated strokes Detache bow strokes.)




TWINKLE THEME D D A A B B A – G G F# F# E E D – A A G G F# F# E – A A G G F# F# E – D D A A B B A – G G F# F# E E D –

Rhythmic Excerpt: Now let’s explore different rhythms while practicing staccato and normal, or Detache bow strokes on your D string and on your A string. For variation one, say Pep-per-o-ni Piz-za out loud and listen to the natural rhythm of the words you’re saying, then look down at the top left box in Twinkle Bow Variations below to see what that rhythm looks like in notation. Play this

rhythm first on the D string using a staccato bow stroke, and then on the A string using a Detache bow stroke. Then follow this process for each of the remaining four rhythm variations but this time you decide which of the two bow strokes to use on your D and A strings.

Variation 1 – Pepperoni Pizza Variation 2 – Down Puppy Up Puppy Variation 3 – Little Tiny Motorcycle Variation 4 – 1 2 shh 4 Variation 5 – Trip-el-let Trip-el-let

Viola lesson developed by Liz Harris Scruggs at Bryant, Concord International, Highland Park, Laurelhurst, Roxhill & Bryan Kolk at Washington Middle School, Garfield High School


Violin MUSIC VIDEO LESSONS

For Violin Lessons, go to Seattle Public Schools YouTube site. https://www.youtube.com/c/SeattlePublicSchoolsTV




Staccato Now we are going to learn what Staccato means. Definition of Staccato: short notes in which the bow stays stuck to the string. Try playing a few short notes like this on just your open D string.






Musical Except And now let’s have some fun! Remember what a staccato is? And do you remember playing Twinkle? Let’s try Twinkle using staccato. Make sure the bow strokes are short and feel “stuck” to the stings. Next, lets try a variation where we play twinkle using our normal bow strokes (you could also call these normal, separated strokes Detache bow strokes.)




TWINKLE THEME D D A A B B A – G G F# F# E E D – A A G G F# F# E – A A G G F# F# E – D D A A B B A – G G F# F# E E D –

Rhythmic Excerpt: Now let’s explore different rhythms while practicing staccato and normal, or Detache bow strokes on your D string and on your A string. For variation one, say Pep-per-o-ni Piz-za out loud and listen to the natural rhythm of the words you’re saying, then look down at the top left

box in Twinkle Bow Variations below to see what that rhythm looks like in notation. Play this rhythm first on the D string using a staccato bow stroke, and then on the A string using a Detache bow stroke. Then follow this process for each of the remaining four rhythm variations but this time you decide which of the two bow strokes to use on your D and A strings.

Variation 1 – Pepperoni Pizza

Variation 2 – Down Puppy Up Puppy

Variation 3 – Little Tiny Motorcycle

Variation 4 – 1 2 shh 4

Variation 5 – Trip-el-let Trip-el-let

Cello lesson developed by Liz Harris Scruggs at Bryant, Concord International, Highland Park, Laurelhurst, Roxhill & Bryan Kolk at Washington Middle School, Garfield High School

Learning Packet Grades 4-5 for the week of May 11-15...Tech Free Week of May 11 Wax ku barashada...

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Transcript of Learning Packet Grades 4-5 for the week of May 11-15...Tech Free Week of May 11 Wax ku barashada...