Fifth Grade General
Information
This year we will
emphasize the importance of a strong work ethic and treating others with
kindness and compassion. Students will
be challenged academically and held to high expectations regarding
organization, time management, and personal accountability. There will be much focus on the Life Skills
and how we can use these to enhance our relationships with others.
Study & Organizational Skills
The
Lower School recognizes that there are certain study and organizational skills
that, while they are nonacademic in nature, greatly impact the students’
educational success. Lower School
teachers have worked together to provide a consistent approach to teaching
these skills.
Binders or accordion
files will be organized in the following manner:
1) Pencil
Pocket containing pencils and a highlighter.
2) Assignment
notebook
3) Homework
section
4) Divided
sections for each subject that will included graded papers and handouts
Homework
Assignments
are generally due the next class period unless otherwise indicated. Late homework assignments will have a 10% per
day penalty except in the case of illness.
If requested, homerooms will collect missed work for any absent student
and send it home with a sibling or place it at the front desk at the end of the
day for parent pick up. Absent work
needs to be completed and turned in within a week of the absence. Additional
information regarding the homework policy can be found in the Policies and
Procedure handbook.
Cursive
handwriting is taught in the third grade and fourth grade. In fifth grade we expect all assignments
during first semester to be completed in cursive. Teachers determine exceptions
on an individual basis. Students will have an opportunity to choose print or
cursive handwriting across all subjects during the second semester.
Grades
Academic
grades for each quarter will be based on homework, class assignments, tests,
and projects. Students will earn a
letter grade for each class. We will
communicate with you if we observe your child having difficulty in any
particular area.
Students
will also be assessed on their use of Life Skills, classroom behavior, and
preparation for class. This will be
reflected on the grade card through the use of skill ratings. Students will earn either a 1 or 2 depending
on whether they can demonstrate improvement in each specific area.
Differentiation
There are
wide variations in learning styles, interests, and abilities among
intermediate aged students. Nonetheless, our goals are to provide the
best possible program which challenges each student in an appropriate manner,
to provide balance in our curriculum, and to offer extra help and/or
enrichment opportunities as needed. This is done through adaptation
of assignments and reading materials, by adjusting the pace or timing of
instruction, by taking into account the child's interests as well as skill
level, and by assessing the child's comfort with the adaptations.
The vast majority of our students work hard every day in order to do well and
be successful.
In fifth grade some
of the ways we differentiate learning include
- extra or alternative reading
material based on a student’s interests and/or reading ability
- adapting writing
assignments through enrichment
- additional projects in
Science & Social Studies when students demonstrate a particular
interest
- allowing students to
choose from various products to organize information or demonstrate their
learning
Technology
Since
we are educating 21st century learners, we will incorporate
technology as much as possible. Students
will use both laptops and iPads throughout the year in order to enhance
learning. Teachers will utilize eBeam
technology and HoverCams to support instruction. Throughout the year we will
encourage students to visit numerous websites in addition to the online
textbooks. Quizlet, www.quizlet.com,
is a vocabulary website students will utilize during WordMasters and/or Wordly
Wise. Students may also wish to visit
the Exchange City website which is www.ecewkc.org.
Behavioral Issues
We
have high behavioral expectations for our students. As the oldest members of the Lower School
Division, we expect them to demonstrate positive behavior choices throughout
the school day. If a student’s choices
interfere with the learning process or negatively affect their classmates, we
will work with the student and his or her parents in order to help guide the
student in making more appropriate choices. We will follow the Lower School Behavior Plan
when working with students’ behavior.
Birthdays
You
may choose to send treats with your child on his/her birthday. If it falls when we are not in school you may
celebrate half birthdays. Please keep it
simple and have enough for your class (22) or, if you wish, both classes (44). The treats should be ready to serve.
Field Trips
We
have four scheduled field trips in fifth grade.
Our first trip will be on Friday, August 29th to the
Heartland Presbyterian Center in Parkville for a Low Elements Team Challenge
Course. This will emphasize team
building and use of the Life Skills. We
will also go to Line Creek with the third and fourth grade on Friday, December 19th. Our excursion to Exchange City will be
Thursday, April 23rd. This
field trip will follow several weeks of learning about economics. We will also be attending A Christmas Carol at the Rep in December.
Recess
The
fifth grade goes outside to recess every day.
All children will go outside unless a note is brought from home
indicating a reason why an exception should be made. Please make sure your child is dressed
appropriately for the weather.
Star of the Week
Every
child will have the opportunity to be the “Star of the Week” during the course
of the year. He/she has a few extra
privileges, such as the opportunity to share personal information and a few
items of interest, as well as receive a surprise from both the classroom
teacher and Mrs. Jones.
About Fifth Graders
Below are typical social,
intellectual, and physical characteristics of fifth grade students. While we
recognize and understand that every student is unique, we take into
consideration students’ social, emotional, and physical development when
planning lessons and working with our students on a daily basis.
1. Fifth
graders can be expressive, talkative, and like to explain things.
2. Fifth
graders are able to listen well and can concentrate for longer periods of time.
3. Fifth
graders’ interest in reading independently becomes stronger.
4. Fifth
graders are increasingly able to think abstractly; good at problem solving.
5. Fifth
graders enjoy rules and logic, collecting, classifying, and organizing.
6. Fifth
graders are good at memorizing facts.
7. Fifth
graders take pride in their schoolwork.
8. Fifth
graders are able to concentrate for longer periods of time.
9. Fifth
graders are drawn to outdoors and physical challenges.
10. Due
to growth spurts, fifth graders are frequently hungry and can tire easily.
Content Areas
Language Arts
Students
meet daily for language arts instruction. During this time spelling,
vocabulary, grammar, and usage comprise an important part of the curriculum in addition
to various writing assignments. Included
in grammar instruction are the parts of speech, capitalization, and punctuation
rules. Dictionary and thesaurus skills
are also used and practiced. Spelling
and vocabulary are practiced on a weekly basis through a spelling and
vocabulary program called Wordly Wise. Students will also participate in
WordMasters three times a year, which is a national analogy competition.
Written
expression is practiced through various formal and informal writing
assignments. During the second semester,
a research paper will be assigned. Each step in the research process will be
thoroughly presented, and most of the assignment will be completed at school.
By
the end of the year, students will be able to: (1) write narratives to develop
real or imagine experiences or events using effective technique, descriptive details,
and clear event sequences; (2) write informative/explanatory texts to examine a
topic and convey ideas and information clearly; (3) produce clear and coherent
writing in which the development and organization are appropriate to the task,
purpose, and audience; (4) demonstrate command of the conventions of Standard
English capitalization, punctuation, and spelling when writing; (5) use
knowledge of language and its conventions when writing, speaking, reading, or
listening.
Carlson,
C. (2005). Language Arts. New York: MacMillan/McGraw-Hill.
Reading
In
reading, students will complete several novel studies throughout the year. We
have included a list of novels and while we will not read all that are listed,
students will read from a variety of genres in fifth grade. Comprehension
questions and vocabulary terms are assigned with each novel. Our goal in fifth grade reading is to help
students improve their comprehension and fluency while gaining a deeper
understanding of the text through the study of story elements, author’s
purpose, and theme. Students will be working in flexible, guided reading groups
in addition to reading individually and with partners. Comprehension will be assessed through
discussions, annotated notes, journal responses, written questions, and tests.
Students
will be assigned two book reports throughout the school year. Specific guidelines will be given for each
assignment, and the majority of the book reports will be completed outside of
class.
By
the end of the year, students will be able to: (1) read with sufficient
accuracy and fluency to support comprehension; (2) read grade-level texts with
purpose and understanding; (3) determine a theme of a story from details in the
text and summarize the text; (4) describe how a narrator’s or speaker’s point
of view influences how events are described; (5) compare and contrast stories
in the same genre on their approaches to similar themes and topics.
Genre Novel Title
Survival
Hatchet
The Cay
Holes
Mystery Belle Prater’s Boy
Historical Fiction The
Watson’s Go to Birmingham - 1963
My Brother Sam is Dead
Jayhawker
Indian Captive
Friendship/Animal Shiloh
Daphne’s Book
Biography Small Steps
Science Fiction/Fantasy Castle in the Attic
Running out of Time
Mrs. Frisby and the Rats of NIMH
Ella Enchanted
Beck,
I. (2008). Storytown. Orlando:
Harcourt School Publishers.
Social Studies
This
class meets four times a week with Mrs. Nash.
Topics of study include early Native Americans, the founding of the
European Colonies, the American Revolution, the creation of our government,
Westward Movement, and the Civil War.
Many aspects of social science are explored throughout the year
including map skills, reading charts and graphs, geography, and economics. Tests cover information from class notes,
texts, activities, projects, and class discussions. A test or culminating activity will be
administered at the end of every unit. A
review session will take place in class before every test so students will know
exactly what to study. Students will
always be notified of a test at least a week in advance.
Students can access their
textbook online at http://macmillanmh.com/ose/index.html.
They will need to follow a series of steps including typing in the class
code (D759E2E55D) in order to access the book.
They have detailed instructions on how to do this in their trapper.
By the end of the year, students
will be able to: (1) describe similarities and differences in
the ways groups, societies, and cultures address similar human needs and
concerns; (2) analyze a particular event to identify reasons individuals might
respond to it in different ways; (3) identify and describe examples of tensions
between and among individuals, groups, or institutions, and how belonging to
more than one group can cause internal conflicts; (4) give examples of
conflict, cooperation, and interdependence among individuals, groups, and
nations; (5) identify key ideals of the United States’ democratic republican
form of government, such as individual human dignity, liberty justice,
equality, and the rule of law, and discuss their application in specific
situations.
Banks,
J.A. (2009). The United States: Early
Years. Columbus: MacMillan/McGraw-Hill.
Science
Science meets four times per week
with Miss Laird. We will begin the year with an in-depth look at the scientific
method. This will be used throughout the year to perform experiments. Other skills used in science are predicting,
observing, estimating and measuring, communicating, graphing, classifying,
inferring, and problem solving. This year we will focus on different areas of
life science, earth science, physical science, and space and technology. We will also have a short unit on human
growth and development in the spring. The textbook is available online at https://www.pearsonsuccessnet.com/snpapp/login/login.jsp.
Students
will also study current scientific events using online resources, newspapers,
and/or magazines. Students are expected
to research and present one current event each quarter which includes finding
an article, writing a brief summary, and explaining how this information
affects the world. At times students
will address current events during class by blogging. A schedule of current event due dates for the
current quarter can be found posted in the classroom.
By
the end of the year students will be able to: (1) understand structure and
properties of matter; (2) understand matter and energy in Organisms and
Ecosystems; (3) demonstrate an understanding of the Earth’s Systems (such as
water and land, protecting Earth’s resources, and the relationships between the
geosphere, biosphere, hydrosphere and/or atmosphere); (4) demonstrate and
understanding of the stars and the solar system; (5) plan and carry our fair
test in which variables are controlled and failure points are considered to
identify aspects of a model that can be improved.
Cooney, D.T. (2010). Science. Glenview: Pearson Education.
Math
Students meet with Linda Glass for math
daily. By the end of the year, students
increase their ability to apply the four basic arithmetic operations to whole
numbers, integers, fractions, and decimals. Ratios and proportional
reasoning is introduced along with some probability and statistical analysis.
Students can begin to explain relationships and equivalencies among integers,
fractions, decimals, and percents. The coordinate plane is introduced along
with geometric concepts associated with 2-dimensional and 3-dimensional shapes.
They can also begin to identify, analyze and determine a rule for predicting
and extending numerical patterns with all types of numbers. Students will
work on developing an extensive mathematical vocabulary and be able to
communicate ideas using that vocabulary.
Thematic Units
Presidents’ Unit
Beginning in December students will
select a President to research. With teacher
guidance, students will learn to gather sources, create a bibliography, take
notes, and write a formal research paper.
Students will also work with Mrs. Laird, Mrs. Willets, and Mrs. Everly to
complete projects that showcase the students’ research and compliment the
unit. We ask parents and special guests
to join us on the afternoon of February 11th for a culminating event
to celebrate all the students’ hard work.
At the end of this unit, students
will be able to: (1) gather relevant information from print and digital
sources; summarize or paraphrase information in notes and finished work, and
provide a list of sources; (2) integrate information from several texts on the
same topic in order to write or speak about the subject knowledgeably; (3)
write informative texts to examine a topic and convey ideas and information
clearly; (4) report on a topic, sequencing ideas logically and using
appropriate facts and relevant, descriptive details to support main ideas.
Exchange City
In the spring students will visit
Exchange City. We will spend four to
five weeks prior to the field trip studying economics and how a city
works. Students will learn to write and
deposit checks, create resumes, interview for a job, and many more valuable
skills. Each student will be assigned a
job within a specific business and will work with their partners to write a
business plan, apply for a loan, and sell goods and/or services in order to pay
off their business loan. When we begin
this unit we will notify you of volunteer opportunities including helping
interview students or accompanying us to Exchange City.
By the end of this unit, students
will be able to: (1) serve as a valuable member of a community through
participation in local government and community service ; (2) develop a
personal budget and track spending by recording debits and credits on a
checkbook register ; (3) complete a job application, create a resume, and
interview for various jobs; (4) work in teams to carry out tasks to prepare a
business to successfully open, such as applying for a loan, developing a
business plan, and designing goods and services that will bring in business and
allow their business to pay off their loan.
Contacting Us
Please feel free to
contact us with any questions or concerns.
Our school emails are lglass@speds.org,
rlaird@speds.org,
and bnash@speds.org. We check emails before and after school as
well as during planning periods. We do
not check our email during instructional times so if you have a time sensitive
email regarding carpool changes, homework requests, etc. please contact Steve
Darnell who will notify us. You may also
leave a message on our classroom phones.
Rebecca Laird’s number is 816.268.6571.
Becky Nash’s number is 816.268.6568, and Linda Glass’s number is
816.268.6582. If you need to contact us
after school hours please use the home phone numbers listed in the
directory. We look forward to working
with you this year.
Lower School Division Tips
for Effective Studying
·
Have extra supplies at home.
·
Set aside a place to study and a time to
study. Predictable study routines and
locations help establish good study habits.
·
Set aside a place for completed assignments
such as a brightly colored folder, a tray, or a special bin. Use it only for completed assignments. Check
completed assignments with those recorded in the assignment notebook and move
the assignments into trapper or backpack.
·
When reading, try to answer the questions
“who, what, where, why, and how” at the end of each paragraph, page, or
chapter.
·
Break larger assignments into smaller chunks.
·
After reading or studying, “teach it back” to
a friend, pet, parent, or mirror.
·
Set a goal and use a timer. For example, when doing math problems, decide
how long you’ll spend on 10 problems and try to reach your goal.
·
Have a larger calendar posted at home. Record assignments on it as soon as possible
after arriving at home. Cross them off
as completed. Show your parents the
completed work.
·
Show your parents your assignment notebook
every night without being asked.
·
If you don’t understand how to do an
assignment, ask your parents or a friend for help. If they don’t understand it, ask your teacher
the next day.
·
Tell your parents about something you have
learned each day.
Curriculum
Review and Enhancement Update
Curriculum
A curriculum
consists of two pieces—the educational standards and the lessons designed by
individual teachers to teach the standards.
The first piece—standards
A standard is
a defined learning objective. For example, counting to 100 is a
kindergarten math standard. Determining the theme of a story from
details in the text is a fifth grade English standard. Standards are set by
subject for each grade level.
The second piece—teacher lessons
Individual
teachers are responsible for the daily curricula—the lesson plans.
The teachers design lessons to teach the standards. A lesson might
include a list of the needed resources, a description of the planned
activities, and the assessments used to measure student
progress.
The Review Process
Our
review process focused on the first piece of the curriculum, the macro level
standards. St. Paul’s created a cross divisional Professional Learning
Community (PLC) to review our standards in English/ Language Arts, mathematics,
and the special enrichment programs. The PLC compared our standards to the
Common Core Standards, the 21st century skills, the standards
of the National Council of Teachers of English, the standards of National
Council of Teachers of Mathematics, and the areas tested by the ERB. We
also gave considerable weight to the curricular expertise of our
faculty.
The Outcome—Enhancement
Following
the review, the PLC, with help from the faculty and administrative team,
created an updated set of standards specifically for St. Paul’s. We named
the St. Paul’s standards the Essential Learning Goals.
The
Essential Learning Goals by grade level can be accessed through our
school website.
2014-2015, The Next Step
This year,
the PLC will review and benchmark our school wide science and social studies
programs and the Early Childhood Center social and emotional development
programs. Then, we will design updated standards (Essential Learning
Goals) for the reviewed programs.
LOWER SCHOOL TEACHER:
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REBECCA LAIRD - STUDENTS
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11:55-12:45
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LOWER SCHOOLTEACHER:
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BECKY NASH - STUDENTS
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Room:
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Read aloud
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Read aloud
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Social Studies
Music
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Study Hall
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