Kari Averbeck » Welcome


Mrs. Averbeck's Webpage

Please use this website as a supportive resource for your family.  It will contain important dates, links, and information about curriculum and weekly lessons.


IAR Testing:

We will be taking the IAR state test this year.  There are three ELA tests (90 minutes, 90 minutes, and 30 minutes) and three Math tests (60 minutes each).  All tests will be taken within the building on their laptops.  The plan is for students to begin the week of April 12th.  We will take a break the following week as we focus on make-up tests.  During the third week, we will complete the Math portion, leaving the fourth week for make-up testing.

In class, we will be working toward mastering the online testing tools and practicing test-taking strategies with tests from the previous years.


Tentative Testing Schedule:

-April 13-15 ELA

-April 19-23 ELA make-up tests

-April 27-29 Math

-May 3-7 Math make-up tests



Erin's Law

Governor Pat Quinn signed Erin's Law in January of 2013, which requires all schools in the state of Illinois to provide age appropriate sexual abuse and assault awareness and prevention education programs for students in grades Pre-K through 12.   Our lessons for 5th grade students will begin the week of January 18th, 4th grade students will begin the week of January 25th, and 3rd grade students will begin the week of February 1st. The Chelsea Intermediate School Social Workers will be teaching each lesson in the child’s classroom. The "Think First and Stay Safe" program will be the curriculum utilized for these lessons with a focus on Child Lures.  



Module 5-Fraction Equivalence, Ordering, and Operations

Students will build on their Grade 3 work with unit fractions as they explore fraction equivalence and extend this understanding to mixed numbers. This leads to the comparison of fractions and mixed numbers and the representation of both in a variety of models. Benchmark fractions play an important part in students’ ability to generalize and reason about relative fraction and mixed number sizes. Students then have the opportunity to apply what they know to be true for whole number operations to the new concepts of fraction and mixed number operations.

Topic A: Decomposition and Fraction Equivalence (Lessons 1-6)

Topic B: Fraction Equivalence Using Multiplication and Division (Lessons 7-11)

Topic C: Fraction Comparison (Lessons 12-15)

Topic D: Fraction Addition and Subtraction (Lessons 16-21)

*Mid-Module Assessment*

Topic E: Extending Fraction Equivalence to Fractions Greater Than 1 (Lessons 22-28)

Topic F: Addition and Subtraction of Fractions by Decomposition (Lessons 29-34)

Topic G: Repeated Addition of Fractions as Multiplication (Lessons 35-40)

Topic H: Exploring a Fraction Pattern (Lesson 41)

*End-of-Module Assessment*



Our theme for the third quarter is “Perseverance”. We will analyze how characters and people show perseverance in times and events of adversity across nonfiction and fiction texts. Our common novel will be Bud, Not Buddy. 

We will be focusing on the following skills for ELA this quarter:

Information: making inferences while quoting details from the text, determining the main idea and details while writing a summary, choosing the best summary from a group of summaries, analyzing the meaning of unknown words and phrases in nonfiction text, and lastly, analyzing an author’s reasons and evidence for writing a nonfiction piece.

Literature: making inferences while quoting details from the text, using context clues to determine the meaning of unknown words and phrases, reading a text to summarize and determine the theme of a story, and lastly analyzing the point of view included first person and third person.


3rd Quarter Informational Skills ~

RI 4.1 Refer to details and examples when explaining explicit and inferred ideas. 

RI 4.2 Determine the main idea of a text, how it is supported by key details, and summarize. 

RI 4.4 Determine the meaning of grade-appropriate academic words and phrases. 

RI 4.8 Explain how the author uses reasons and evidence to support particular points in a text.

3rd Quarter Literature Skills ~

4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.

4.3 Describe a character, setting, or event using specific details.

4.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology. 

4.6 Compare and contrast the point of view from different stories, including the difference between first-and third-person narrations.

3rd Quarter Language Skills ~

L4.2 - Demonstrate the command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L4.5 - Determine the understanding of figurative language and nuances in word meanings.



Our writing focus for the quarter will be an opinion piece.  We begin by choosing a “Hot Topic” that they are passionate about and then find evidence to support their claim. 



*If you are absent or have technology issues and missed the video shown during our lesson, CLICK HERE for links to the Mystery Science videos.* If it prompts you for a username and password, it will be your child's Microsoft Teams login.

Waves of Sound: Sound, Waves, and Communication

This unit helps students develop the idea that sound is an actual thing, a wave of vibrations traveling through the air.  Equipped with this understanding, students can begin to make sense of how sound and music work.

Anchoring Phenomenon:  Sound Waves & Conceptual Modeling: Seeing Sound

Lesson 1: How far can a whisper travel?  (Sound, Vibration, & Engineering)

Lesson 2: What would happen if you screamed in outer space? (Sound & Vibration)

Lesson 3: Why are some sounds high and some sounds low? (Sound Waves & Wavelengths)

Performance Task: How can you make sound waves visible? (Sound Waves & Engineering)


Key Concepts:

  • Sound is a vibration.
  • Sound needs something to travel through, like air, water, or a solid.
  • Soundwaves have different wavelengths, which result in different pitches.
  • Higher-pitched sounds have shorter wavelengths.
  • Lower-pitched sounds have longer wavelengths.



We will study the Southeast and Midwest regions of the United States. Students will learn the states and capitals of these regions as well as important features and industries. Students will be quizzed on labeling a map with the names of the states and their matching capital cities at the end of the unit.