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5th Grade

                                                 Welcome to FABULOUS FIFTH GRADE!!!!

Andrew Kohm

Chelsey Boswell

Rachel McKenzie


The focus of this unit is on using the comprehension skill of synthesizing in stories, nonfiction, and poems to identify and explain the theme. Students will progress to being able to identify and explain how theme is developed differently in two texts and the role of author’s craft in this work. Students will do this level of work across texts in the same genre and be able to explain, citing text evidence, how they defend the theme they select. While working within stories and poems, students will study structural moves of the author and explain how series of chapters or stanzas in poems fit together. Working through nonfiction, students will be able to identify two or more main ideas of a text and explain and cite how they are supported by key details.

Unit 4 Multiplication with Whole Numbers and Decimals

Students understand the place value system and apply this understanding to accurately perform operations with multi-digit whole numbers and decimals. 

Students multiply whole numbers and decimals. Multiplication of whole numbers includes multiplying whole numbers and decimals both less than and greater than 1. By rounding factors, students use estimation to determine the reasonableness of an answer. Additionally, students use visual models to solve real word problems.


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The focus of this unit is for students to write expository texts that provide information around ideas, concepts, and processes. Students are encouraged to choose ideas or concepts that are of personal interest to them, or processes that they consider themselves experts in. While integration of content area topics is a possibility, the focus is on the craft of expository writing. Students will construct an introductory paragraph that clearly introduces the topic, provides readers a general understanding of the topic, and begins to clue or lead readers into the subtopics that are developed in subsequent paragraphs. Students are expected to logically group related information, and use specific vocabulary to create readers a clear image. Through the use of transition words, phrases or clauses, students will focus on linking ideas within and across categories. The revision process is also elevated during this unit, as the writer considers whether sufficient and clear information has been provided to the reader, conveying their message accurately.
Unit 1 - Sifting, Sorting, & Separating 

Students will investigate how physical properties can be used to separate simple mixtures. This includes separating a variety of mixtures that involve a combination of solids, liquids, and/or gases. Some ideas for this unit may include: separating recycling, trail mix, salad, screws/nails/bolts, wood/iron mixtures, salt and water, and carbonated beverages. This unit only involves dissolving one solid into a liquid for the purpose of understanding that boiling is a way to separate dissolved solids from mixtures. Physical properties in this unit include: particle size, color, texture, magnetism, simple boiling point, and state of matter at room temperature. As a result of this unit, students will be able to use multiple physical properties to separate simple mixtures into their smallest parts.

Social Studies
Unit 1- The Roots of America 

Students understand that our American society evolved over time, yet it’s connected to our past. All nations have a beginning, and the “roots” of our nation’s social/political and economic institutions began with the mixing of Native American, European and African cultures. 



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Daily Schedule

7:45-8:05                           Breakfast

8:10-9:35                           Math 

9:35-10:20                         Specials

10:20-10:55                        Science/Social                                                     Studies/Community

11:00-11:40                        Lunch/Recess

11:40-12:00                        Refocus Time

12:00-1:30                          Reading/WIN

        *What I Need is an intervention time for students to build on skills that are needed for appropriate grade level development!*

1:30-1:40                          Brain Break

1:40-2:35                          Writing

2:45                                  Dismissal


Carefully follow directions
Hands, feet, objects to self
Oustanding effort
In the right place/right time
Complete all assignments
Everyone shows respect
Safe behaviors

Individual Paws are earned by students for displaying positive choices! Students will be able to "purchase" items from their class PAW Menu!

Class Paws
Class Paws are earned by the whole class going above and beyond expectations. TEAMWORK! The incentive for achieving a desired amount of Class Paws will be determined by the class. 

Marble Jar
As a class, students will receive "marbles" for following expectations and routines as expected of them.  Once the jar is full, the class will determine what type of party they will have to celebrate their teamwork, collaboration, and success.  
Behavior Success Criteria

ED-Effectively Demonstrates knowledge of rules

MD-Mostly Demonstrates knowledge of rules

ND-Does NOT Demonstrate knowledge of rules

To Live Your 
Ultimate Life

The 7 Mindsets are based on a three year research effort that began with the simple question: What do the world’s happiest and most successful people have in common? In search of the answer, we studied many of the happiest and most successful people who’ve ever lived. We reviewed the most extensive and important studies on personal achievement ever conducted. And we personally interviewed 400 leading experts, some of the most successful men and women of the 20th and 21st centuries. Our research revealed that the answer wasn’t related to gender, ethnicity, or where they lived in the world. It had nothing to do with being raised in a loving home or a broken one. It didn’t matter if their families were rich, middle class, or impoverished. It wasn’t even connected to how far they advanced in school or the skills they acquired along the way. In fact, it turns out that the gamechanging commonalities of happiness and success are based on how the world’s most successful people think. What emerged from our research was a set of seven mental habits foundational to an enriched life. The 7 Mindsets are a comprehensive blueprint for happiness, intentionality and success, written in simple, powerful language to teach and activate success strategies for people to live the lives of their dreams.

Para Vivir Su Vida Maxima

Las 7 Mentalidades son basadas en un esfuerzo de investigación durante tres años que empezó con una pregunta sencilla: ¿qué tienen en común las personas más felices y las que tienen más éxito? Para buscar la respuesta, estudiamos muchas de las personas más felices y de mas éxito que el mundo jamas ha conocido. Revisamos los estudios más importantes y extensos sobre el logro personal que jamás se hayan realizado. En adición, hicimos entrevistas con cuatrocientos expertos y líderes, algunos de los hombres y mujeres más exitosos de los siglos veinte y veintiuno. Nuestra investigación reveló que la respuesta no estaba relacionada con el género, la etnicidad, o el lugar donde las personas vivían en el mundo. No tiene nada que ver con ser criado en un hogar lleno de amor o en uno que fue roto. No importa si las familias son ricas, o de clase media, o pobres. También, no hubo una conexión al nivel de la educación o a las habilidades que una persona ganaba a lo largo del camino. De hecho, las cosas comunes de la felicidad y el éxito son basadas en la manera en que piensan las personas de más éxito. Lo que surgió de nuestra investigación fue un conjunto de siete hábitos mentales que son fundamentales en una vida enriquecida. Las 7 Mentalidades son un plan integral para la felicidad, la intencionalidad y el éxito, que es escrito en un lenguaje sencillo y poderoso para enseñar a activar las estrategias de éxito para que las personas puedan vivir la vida de sus sueños. 

The Live to Give mindset teaches that abundance in one’s life is a cycle. To receive love, respect, and financial security, one must first learn to give those things. This mindset also teaches that the greatest gift you can ever give is finding and leveraging your unique genius to maximize your positive impact on the world, knowing that good things will be returned to you in kind. Get your children involved in service projects early. This helps create self-worth, and allows your children to help others while feeling the great satisfaction of making a difference. Create real life moments of service and giving in your school and celebrate them. Then explain to your children that giving doesn’t have to be reserved for special occasions or only be done when you achieve a certain level of success. Ideally, giving is connected to causes you are passionate about and integrated into your daily life. 7. 

La mentalidad de Vivir para Dar nos enseña que la abundancia en una vida es un ciclo. Para recibir el amor, el respeto, y la seguridad financiera, primero tiene que aprender a dar esas mismas cosas. Esta mentalidad también nos enseña que el mejor regalo que puede dar es encontrar y aprovechar su genio único para maximizar su impacto positivo en el mundo, sabiendo que las cosas buenas van a regresar a usted. Involucre a sus hijos en los proyectos voluntariado desde jovenes. Esta acción les ayuda crear la autoestima y les permite a sus hijos ayudar a otros mientras que sientan la satisfacción de marcar una diferencia. Haga momentos de servicio y de donación de la vida actual y celebrarlos. Entonces, explique a sus hijos que la acción de dar no tiene que ser reservado para las ocasiones especiales o cuando logran un nivel especifico de éxito. Idealmente, la acción de dar se conecta a las causas que le apasionan y de las que hayan integrado en su vida diaria

Monday 02/05
Book Busters 3-4
Basketball Club 3-4 

Tuesday 02/06

Wednesday 02/07

Thursday 02/08

Friday 02/09
Black History Month Assembly 10:00am 
Book Fair Look Day 

Click the link to sign up!


5th graders gain the opportunity to participate in an enrichment program at Gold Crown.  For 3 weeks during the school day (12:15-2:30), individual classes will take a bus to Gold Crown (150 S. Harlan St. Lakewood, CO 80226) and learn more enriching activities revolved around the arts and technology. This will serve as part of their technology grade on report cards.  This is a great opportunity for students to build relationships with their peers and to explore a variety of activities that stimulate their brain and engage them.  

Gold Crown also offers a Club House program that is available for students after school.  Please visit their website for more information!