Homework and Weekly Objectives 11-13-17

Class News: 

Monday

11/13

Tuesday

11/14

Wednesday

11/15

Thursday

11/16

Friday

11/17

 Spelling Pre-Test

Ecology Club-8 a.m.

 

Parent-Teacher

Conferences

4-7 p.m.

 

Parent-Teacher

Conferences

4-7 p.m.

 

Pajama Day

Spelling Test

Reading List Due

Cursive Handwriting Due

Movie Night 4-5:30 p.m.

 

  • My email is habhabn@dearbornschools.org
  • Please bring in some canned food next week. All donated food will go to needy families in the community.
  • Next Friday, November 17th is pajama day! Pay only $1 to wear pajamas all day.
  • Also, on Friday, November 17th is Family Movie Night from 4:00-5:30 p.m.. All students must be with an adult. The cost is $2 a person and includes a bag of popcorn.
  • We are up to 30 minutes for Read to Self in Daily 5 and 20 minutes in Work on Writing. We are practicing Read to Someone everyday and Listen to Reading too.
  • Please bring a refillable water bottle everyday to school.

 

Homework:

Ms. Habhab’s 40 Book Challenge

 

Why Read 20 Minutes at Home?

Student A Reads

Student B Reads

Student C Reads

 20 minutes per day

 5 minutes per day

 1 minute per day

 3,600 minutes per school year

 900 minutes per school year

180 minutes per school year

1,800,000 words per year

 282,000 words per year

 8,000 words per year

Scores in the 90th percentile on standardized tests.

Scores in the 50th percentile on standardized tests.

Scores in the 10th percentile on standardized tests.

If they start reading for 20 minutes per night in Kindergarten, by the end of 6th grade, Student A will have read for the equivalent of 60 school days, Student B will have read for 12 school days, and Student C will have read for 3. (Nagy and Herman, 1987.)

Want to be a better reader? Simply, read!

Why read for 20 min.?

  • All 5th graders in Ms. Habhab’s class will be expected to read at least 40 books this year during independent reading at home.
  • You will be reading 40 (or more) books this year (beginning 9/7/17) and keeping track of the titles and genres on your Reading List sheet.
  • You will be reading from a variety of genres in order to explore books you might not ordinarily read, and to develop an understanding of literary elements, text features, and text structures.
  • Books that have been read (or will be read) in class cannot count, even if the student re-reads the book.
  • Students may ask the teacher, librarian, classmates, or their families for recommendations, but there are no specific title requirements
  • Any book with more than 200 pages will count as 2 books.
  • All books are selected by the student.
  • Select good fit books at your reading level. Use your DRA book graph as your guide and NWEA reading RIT score.
  • Use your Reading notebook to respond to your reading.
  • Each quarter you will be asked to present a “book talk” in front of the class for a grade.
  • Each week I will ask you about what you are reading, which books you have added to your list, which books you abandoned, and which ones you plan to read next.
  • Every Friday, you will turn in a completed Reading List.
  1. You must read for 30 minutes independently outside of class. Read for 15 minutes and list the books read in your reading list. Reading list is due on Friday. Also, read for 15 minutes on MyOn everyday. I will be checking your minutes weekly.
  2. Math-Do 15 minutes on Khan Academy using your new RIT score and practice on iLearn for the math-a-thon.
  3. Writing– Complete your opinion piece and send it to me.

Spelling List:

  1. demonstrate
  2. vanishing
  3. prevent
  4. protest
  5. define
  6. bonus
  7. moment
  8. defending
  9. devoted
  10. punishment
  11. teachable
  12. believe
  13. trophy
  14. column
  15. heritage

Reading Objectives:

RI 5.5 – Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

RI 5.6 – Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

CCSS.ELA-LITERACY.L.5.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Writing Objectives:

W.5.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

a  Introduce a topic clearly, provide a general observation and focus, and group related information logically; including formatting.

  1. Develop the topic with facts, definitions, concrete details, quotations, and information and examples related to the topic.
  2. Link ideas within and across categories of information using words, phrases, and clauses (e.g. in contrast, especially).
  3. Use precise language and domain-specific vocabulary to inform about or explain the topic.
  4. Provide a concluding statement or section related to the information or explanation presented.

 

W.5.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

 

W.5.5  With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing.

 

W.5.8  Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source and integrate the information while avoiding plagiarism.

 

W.5.9  Draw evidence from literary or informational texts to support analysis, reflection, and research.

 

W.5.10  Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames.

Math Objectives:

Unit 2

5.NBT.B.7:  Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

5.NBT.A.3(a): Read, write, and compare decimals to thousandths.

  1. Read and write decimals to thousandths using base-ten numerals, number names, and expanded for, e.g. 347.392 = 3 x 100 + 4 x 10 + 7 x 1 + 3 x (1/10) + 9 x (1/100) + 2 x (1/1000).

5.NBT.A.3(b):  Compare two decimals to thousandths based on meanings of the digits in each place, using greater than, =, and less than symbols to record the results of comparisons.

5.NBT.A.4:  Use place value understanding to round decimals to any place value.

Unit 3

4.MD.C.6:  Measure angles in whole-number degrees using a protractor.  Sketch angles of specified measure.

5.G.3: Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that categories. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.

Science Objectives:

 5-PS1-1 Develop a model to describe that matter is made of particles too small to be seen.

5-PS1-2  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.

 5-PS2-1. Support an argument that the gravitational force exerted by Earth on objects is directed down. 

Social Studies Objectives:

5 – U1.1.1:  Use maps to locate peoples in the desert Southwest, the Pacific Northwest, the nomadic nations of the Great Plains, and the woodland peoples east of the Mississippi River (Eastern Woodland).

 5 – U1.1.2:  Compare how American Indians in the desert Southwest and the Pacific Northwest adapted to or modified the environment.

5 – U1.2.2:  Use case studies of individual explorers and stories of life in Europe to compare the goals, obstacles, motivations, and consequences for European exploration and colonization of the Americas (e.g., economic, political, cultural, and religious).

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