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We will be taking the Reading and Math NWEA this week.<\/p>\n
We will begin the DRA reading assessment this week. \u00a0This assessment involves a fluency assessment read aloud with the teacher and a written portion to assess comprehension.<\/p>\n
Students are allowed to bring in birthday treats. \u00a0The treats should be easy to serve to individuals for example cupcakes instead of a cake and juice boxes or water bottles instead of cups and large bottles. \u00a0Per school guidelines, our celebrations will take place at 3:10.<\/p>\n <\/p>\n 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.<\/strong> Homework might not always be a worksheet!!!!! <\/p>\n Math<\/strong><\/p>\n As we have implemented a new math program this year, our study of math will look a bit different. \u00a0We are beginning Module 1 on Tuesday Sept. 4th.<\/p>\n In Module 1, students\u2019 understandings of the patterns in the base ten system are extended from Grade 4\u2019s\u00a0work with place value to include decimals to the thousandths place.\u00a0 In Grade 5, students deepen their\u00a0knowledge through a more generalized understanding of the relationships between and among adjacent\u00a0places on the place value chart, e.g., 1 tenth times any digit on the place value chart moves the digit one\u00a0place value to the right (5.NBT.A.1<\/a>). Toward the module\u2019s end, students apply these new understandings as\u00a0they reason about and perform decimal operations through the hundredths place.<\/p>\n Social Studies-<\/strong><\/p>\n This unit provides students with an opportunity to review essential civics and government concepts learned in previous grades. It also establishes a common foundation that sets the stage for deeper discussions about government throughout the year as students explore the question: Why is the federal government organized to give and to limit power? Students begin by examining what life would be like in the absence of government and hypothesize about the reasons people form governments. Next, students review core democratic values and principles upon which our government is based and investigate how they are rooted in the organization of the federal government. In doing so, concepts such as limited government, popular sovereignty, rule of law, and individual rights are stressed. Students analyze and explain how the Preamble to the Constitution reflects the purposes of government and explore other parts of the Constitution for evidence of federalism, limited government, and individual rights. In learning about federalism, students compare the powers delegated to the federal government and those reserved to the states (or the people). Contemporary examples of government in action are used throughout the unit. Moreover, this unit provides teachers with the opportunity to connect classroom rules with ideas about government, including why people form governments, what happens without rules or laws, and the importance of the rule of law. Finally, this unit allows for a seamless connection to Constitution Day, which is required by federal law.<\/p>\n <\/p>\n Science-<\/strong><\/p>\n In this unit on matter, students will be involved in activities that hone the following skills:<\/p>\n Develop a model to describe that matter is made of particles too small to be seen. <\/span><\/p>\n Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved.<\/span><\/p>\n Make observations and measurements to identify materials based on their properties. <\/span><\/p>\n Conduct an investigation to determine whether the mixing of two or more substances results in new substances.<\/span><\/p>\n <\/p>\n Writing<\/strong>\u2013<\/p>\n The Common Core State Standards require Fifth grade students to write narratives in which they orient their reader by establishing a situation and introducing a narrator or characters with the event sequence unfolding naturally. Additionally, students are expected to use details including dialogue, descriptions of actions, thoughts, and feelings, use temporal words and phrases to signal event order, and provide a sense of closure. The goal of this unit is for students to write personal narrative stories that elaborate the tension or problem and focus upon an important message or heart of the story. Students will immerse themselves in age-appropriate personal narrative mentors to discern how these texts tend to go and to gather possible story ideas from turning points within their life experiences. They will draw on everything they’ve learned from writing small moment stories from Kindergarten- second grade, as well as personal narrative writing in third grade and fourth grades. Additionally, students revisit qualities of good writing and craft to write personal narratives. They will select their best work to revise, edit, and publish.<\/p>\n <\/p>\n<\/a><\/p>\n<\/a><\/p>\n
\nThe planner should be signed by a parent or guardian every day.<\/strong><\/p>\n
\n**Students should be working on multiplication facts every night.
\n**They should be working on Spelling City 10-15 minutes per night Monday \u2013 Thursday.
\n**Students should be reading 30 minutes each night. Their comprehension can be checked using the question sheet given to parents at conferences.
\n**Moby Max or Khan Academy- at least 20 minutes should be done each night.
\n**Students can use Ducksters, History.com, and Ben’s Guide to the Government to review social studies and\/or science topics covered in class.
\n**Students will have assignments which need to be completed on Readworks.
\n**Content binders should come home every night so students can study and review that day\u2019s lessons.
\nMath, social studies and science material in the binder should be studied each night to prepare for upcoming tests.<\/p>\n<\/a><\/p>\n<\/a><\/p>\n<\/a><\/p>\n<\/a><\/p>\n