November 7- Election Day
– No school for students-PD for staff.
November 9, 15 and 16 Parent Teacher Conferences
November 22- 24- Thanksgiving Break
Remember that on any given day your fifth grader should be able to tell you what we did in school. The planner is a good reminder for them to help with this narrative. The planner should be signed by a parent or guardian every day.
Homework might not always be a worksheet!!!!!
**Students should be working on multiplication facts every night.
**They should be working on Spelling City 10-15 minutes per night Monday – Thursday.
**Students should be reading 20 – 30 minutes each night.
**Moby Max or Khan Academy can be done each night.
We are currently working on material in Unit 4.
In this unit, students will develop division concepts and strategies. The unit begins by reviewing basic division facts and the partial-quotients method which then will be extended to include division of a decimal by a whole number. Students will then practice solving division number stories and interpreting the remainder.
We are beginning Unit 3: Colonization and Settlement
**In this unit students examine the causes and consequences of European settlement in North America during the seventeenth and early eighteenth centuries. Throughout the unit, students use primary and secondary sources to examine how Europeans adapted to life in North America. Students begin the unit by exploring the reasons for European colonization and identifying the push and pull factors that caused people to migrate to the New World. Students next examine a variety of early settlements such as Roanoke, New Amsterdam, Jamestown, and Plymouth. In doing so, students explore how the reasons for migration and the physical geography of the New World influenced patterns of early colonial settlements and their development. Students explore the three distinct colonial regions: New England, Middle, and Southern colonies. They investigate significant developments in each colonial region, focusing on political institutions and economic activities. For example, in studying the growth political institutions, students explore the Mayflower Compact, colonial representative assemblies, the establishment of town meetings, and growth of royal government. Emphasis is also placed on the economic development of each region, including the establishment of staple-crop agricultural economies in the south and the growth of manufacturing and small farms in New England. Students also consider how regional economic differences influenced the use of slave labor in different colonial regions. In exploring the relationships between the European settlers and American Indians, students compare how the British and French differed in their interactions with indigenous peoples. In considering the Dutch settlements in New Netherlands, Quaker settlement in Pennsylvania, and the subsequent English takeover of the Middle colonies, students analyze immigration patterns that led to ethnic diversity. Students also assess the role of religion when exploring each colonial region. Throughout the unit, students gather and evaluate evidence to answer the question: Why did different colonial regions develop in North America?
Writing– Students continue conferring with their teacher regarding adjustment of their goals and projects. Stamina and independence continue to be emphasized as students strengthen their literacy skills. Students will use the writing process to construct opinion writing.
*Fiction-We will continue a genre study of historical fiction while we also continue to develop our Daily 5 routine.
*Non-fiction- We will begin working on the skill of identifying the central/main idea in a non-fiction piece.
Grammar – We will be doing a review of the different parts of speech.
Spelling – Please see Spelling City for the current spelling list and activities.
Write your answer to this riddle in your planner. If April showers bring May flowers, what do May flowers bring?
REMEMBER PLANNERS MUST BE SIGNED EACH DAY!!!!