4/10- Science M-Step
4/11- ELA Day 1 M-Step
4/12- ELA Day 2 M-Step
4/17- Math Day 1 M-Step
4/18- Math Day 2 M-Step
4/19- Make-up Testing
4/24- Social Studies M-Step
4/25- Social Studies M-Step
4/26 – M-Step Make ups
Your student was given a schedule a couple weeks ago. It is blue.
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. Sharing what they have learned each day is an excellent way to help students review.
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 30 minutes each night. Their comprehension can be checked using the question sheet given to parents at conferences.
**Moby Max or Khan Academy- at least 20 minutes should be done each night.
**Students can use Ducksters or History.com to review social studies and/or science topics covered in class.
**Students will have assignments which need to be completed on Readworks.
**Content binders should come home every night so students can study and review that day’s lessons.
Math, social studies and science material in the binder should be studied each night to prepare for upcoming tests.
Math
Unit 9-
Test 4/27
In this unit, students will begin plotting points on a coordinate grid and be introduced to transformations of figures in a plane. Previous knowledge of area will be extended to volume of rectangular prisms. Volume is the key concept of the unit.
Social Studies-****Unit 6
The American Revolution******
In this unit students explore the actions of people and the policies of nations during the Revolutionary War. Students begin by creating a timeline of events leading to the Declaration of Independence. They explore colonial experiences with self-government, including the Continental Congress, the influence of political ideas, and role of the press in unifying the colonies to support independence. Throughout the unit, students examine primary source writings including Common Sense and the Declaration of Independence. After considering the philosophical and political ideas about government contained in the Declaration of Independence, students analyze the colonists’ grievances in terms of unalienable rights, government by consent, and limited government. Next, students explore the course of the Revolutionary War. They evaluate the strengths and weakness of the British and colonial armies and investigate the course of the war with special emphasis on the winter at Valley Forge, the Battle of Saratoga, and the Battle of Yorktown. Students examine the influence of key individuals and other nations during this era, and compare perspectives of Loyalists and Patriots during the war. They also assess the role of women, African Americans, and American Indians on the outcome of the war and the impact of the war on their lives. The unit concludes with students assessing the Treaty of Paris, as well as the short and long term consequences of the American Revolution.
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.
Reading-
*Fiction- We also continue to strengthen our Daily 5 routine.
*Non-fiction- We will continue working on the skill of identifying the central/main idea and supporting details in a non-fiction piece.
Grammar – We will be learning about commas and their proper usage.
Spelling – Please see Spelling City for the current spelling list and activities.
