Class News:

• My email is moseda1@dearbornschools.org
• We are starting NWEA testing in math and reading.  Please ask your child how they did. They need to continue practicing on Khan Academy using their new RIT score. They will take the NWEA test again in the spring.

Homework:

Ms. Mosed’s 40 Book Challenge

• All 5^th graders in Ms. Mosed’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.

Reading-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.

Math-Do 30 minutes on Khan Academy using your new RIT score and practice on iLearn for the math-a-thon.
Writing– You should have completed 2 narratives and 2 opinion pieces. Students will start their  Native American and your Jamestown, Roanoke, or Plymouth colony powerpoint from the book the book they will check out.

Spelling List:

1. celebration
2. explanation
3. introduction
4. tradition
5. condition
6. description
7. communication
8. subtraction
9. recommendation
10. election
11. comet
12. meteor
13. plantation
14. import
15. export

Reading Weekly Objectives:

RL 5.2 – Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

L.5.1(b)  Form and use the perfect (e.g., I had walked: I have walked; I will have walked) verb tenses.

Writing Weekly 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.

Develop the topic with facts, definitions, concrete details, quotations, and information and examples related to the topic.
Link ideas within and across categories of information using words, phrases, and clauses (e.g. in contrast, especially).
Use precise language and domain-specific vocabulary to inform about or explain the topic.
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.5.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

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 Weekly Objectives:

5.NBT.B.6:  Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division.  Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

Science Weekly Objectives:

CCSS/GLCE(s

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

5-ESS1-1.        Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from Earth.

5-ESS1-2.        Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.

Social Studies Weekly Objectives:

U1.2 European Exploration
Identify the causes and consequences of European exploration and colonization.

5 – U2.3.1 Locate the New England, Middle, and Southern colonies on a map

5 – U2.1.1 Describe significant developments in the Southern colonies, including
• patterns of settlement and control including the impact of geography (landforms and climate) on settlement (National Geography Standard 12, p. 167)
• establishment of Jamestown (National Geography Standard 4, p. 150)
• development of one-crop economies (plantation land use and growing season for rice in Carolinas and tobacco in Virginia) (National Geography Standard 7, p. 156)
• relationships with American Indians (e.g., Powhatan) (National Geography Standard 10, p. 162)
• development of colonial representative assemblies (House of Burgesses) (National Geography Standard 5, p. 152)
• development of slavery