Weekly Overview October 8-12

Dear Parents,

This week, 5th grade classrooms will make a switch for afternoon learning—–students from room 304 will spend the next three weeks studying Social Studies in Mr. Kerney’s room 301.  After three weeks, they will rotate to Mr. Cusick’s room 302 to study Speech and Civics/Government.  Then, students will transfer back to Room 304 to study Science again and to begin the rotation cycle all over again.  This change was made to help prepare students for the Middle School expectations and all the responsibilities associated with it.  We hope this will create a stronger sense of community among all 5th grade classes, which will enhance the wellness of the school environment as a whole.

The Class fee is $85.  This covers materials such as workbooks, art supplies, paper, and other materials we use daily.  Please send payment with your student.  Please make all checks payable to Ray Elementary school.  Thank you.

Here is an overview of what we will be doing this week in our CORE SUBJECTS:

Reader’s Workshop

  • CCSS.ELA-Literacy.L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
  • CCSS.ELA-Literacy.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

This week, students will be working on independent reading and writing in Reader’s Workshop.  Students will be responsible for composing a Reader’s Letter this week.  Please see the Rubrics tab for a Reader’s Response rubric so you may see how I assess the letters.  LETTERS MUST BE COMPLETED IN CLASS— this is not homework.

In addition, students will be assigned to a Guided Reading Group this week.  GR groups will meet weekly, with assignment tasks and additional reading work given each week.  GR groups are formed based on the MAP assessment data I receive, which informs me which areas individual students need to focus on.

Writer’s Workshop-

  • CCSS.ELA-Literacy.W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences
  • CCSS.ELA-Literacy.W.5.3d Use concrete words and phrases and sensory details to convey experiences and events precisely.
  • CCSS.ELA-Literacy.W.5.3b Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
  • CCSS.ELA-Literacy.W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

This week,  students will  draft their first essay:  Personal Narrative.  Students will then work on revision of drafts this week by examining word choice, adding rich details and descriptions, and including sensory language.

Math-

  • CCSS.Math.Content.5.NBT.A.1 Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.
  • CCSS.Math.Content.5.NBT.B7 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.

This week students will review the algorithm for partial-sums addition and partial-differences addition.  These algorithms are important to assess student’s understanding of place value.  As a result, students will be expected to perform the algorithm to solve problems with whole numbers and with decimals.

Science-(Room 302)

  • CCSS.ELA-Literacy.RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

Students will begin the week with an introduction to the unit, Measuring Time.  Students will learn about course requirements, including the Science notebook and grading.  Finally, students will be given a challenge to complete in pairs:  can you estimate one minute without the use of a clock?

Next, students will create Sunclocks.  Students will experiment with keeping track of time with their sunclocks.  Then, we will experiment further in the classroom with our sunclocks— creating a “sun” with flashlights.  Students will submit investigation 2/3 for a grade on Thursday.

At the end of the week, students will explore another way to keep track of time:  the calendar system.  Students will construct calendars to keep track of events in the past, present, and make predictions into the future.

 

 

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