In classrooms, we have begun to cross the bridge to students being 100% prepared for middle school. That generally means that students are given more independent working time on projects, and assignments of broader scope and longer length are the focus. Independence, self-advocacy, effort, and quality expectations are higher than ever this time of year.
Middle school registration has begun. Campus and West counselors paid a visit to introduce students to the course-selection process. West students will make course selections at home (please follow instruction provided and forward questions to West; fifth grade teachers do not possess knowledge or experience with this).
Campus students will make elective choices with counselors at school on Monday, February 9 at 2:00 pm.
We are grateful that so many parents have attended middle school parent information meetings in the last two weeks. We would like to offer answers to the most frequently asked questions here.
How do math class placements work?
Please refer to middle schools for specific courses that are available to incoming sixth graders.
The placement process utilizes a body of evidence that includes the following pieces of information. These are not listed in order of weight; middle schools do not share weighting information with fifth grade teachers and they do not consider fifth grade teacher input.
4th grade CMAS score
Scores on the district common assessment given in March
Star Math winter and spring scores (district assessment given 3 times a year)
CogAT score (Cognitive Aptitude Test given in earlier grades)
How do language arts class placements work?
Language arts placement utilizes a body of evidence that includes the following information.
Standardized test scores, including Star Reading and fourth grade CMAS
Language Arts evidence-based behaviors:
Ability to read and comprehend grade level, or above, fiction and nonfiction text
Ability to write effective, well-developed, organized, and mechanically sound paragraphs, short essays or stories that inform, explain, persuade, or narrate
Consistently demonstrate coherent, evidence-based critical analysis of text or ideas and organized expression of thought through oral discussion
Ability to acquire and apply new vocabulary in spoken or written language
Sometimes a writing sample that includes student response to a specific prompt (given in March)
What can parents and students do to get into advanced level classes or if they are not placed in the desired class?
Students' own contribution to class placements is focusing on learning and mastery of skills and content taught in fifth grade, as well as demonstrating effort, motivation, positive choices, and enthusiasm for learning in all subject areas.
After placements are communicated to families by the middle schools, parents can advocate for their students with counselors at the middle schools. There is an appeals process and you will need to engage with the middle school to advocate for changes.
Fifth grade teachers do not have influence on advanced level placements.
Should we sign our student up for AVID?
AVID is intended for students who are highly motivated to succeed in school but have certain challenges that are making school success elusive, such as lack of: organization, time management, prioritization of tasks, note taking and study skills. Teachers can recommend students for this program when we feel one or more of these barriers exist for an otherwise enthusiastic student or at parent request. However, please note that this program is NOT intended for students who lack motivation or desire to do school work. Another important factor is that AVID is an elective course, thereby limiting students to only one elective choice per quarter/semester instead of two.
If you have questions regarding middle school enrollment, School of Choice, intra-district transfers, and related deadlines, please direct them to Beth Perron in the front office or district administration.
Many families are making the choice to apply for student acceptance at middle schools besides Campus and West. These schools often have deadlines coming up in the next few months and they require teacher recommendations. Because of the number of requests we receive, the amount of information asked of us, and depth and thought we know you want us to give to these, we require you make these requests at LEAST 2 WEEKS prior to the deadline.
Unit 6 begins our study of measurement concepts. We begin with a review of perimeter and area as one and two dimensional measures. We focus heavily on the proper units for each measure. This skill should have been solid coming into fifth grade.
Our main focus is on volume of rectangular prisms. We begin conceptually with what volume actually measures (space within three dimensional shapes) and the units (cubic units). We eventually move into the generalization that volume is length times width times height.
We are also introducing multiplication and division of decimals as part of finding volume.
Instructional focus in reading up to this point has been on:
Summarizing important plot points
Analyzing character
Identifying and understanding conflict
Identifying types of narration (first person vs. third person) and how that influences the story
Analysis of themes and how character and conflict contributes to theme
Introduction of deeper level concepts such as symbolism, mood, and story structures
We have accomplished these through the use of short stories and novels with increasing text complexity. We continue this month sharpening these literary analysis skills by reading historical fiction novels using the American Revolution as the historical event. Historical fiction exposes students to the inner lives of people from an important time period, and in doing so, illuminates history's untold stories, allowing students to experience a more complex truth.
Short stories and poems will follow at the end of the month with emphasis on figurative language, making inferences, studying tone and mood, and learning about rhythms and patterns and how these contribute to a poem's message.
Writing instruction last month and heading into February will review persuasive writing and introduce students to argumentative writing. Persuasion is more one-sided because students want to believe that their idea is the best and it is an attempt to change the reader's opinion, mostly through an emotional appeal.
Argumentative writing considers both sides of an issue and then the writer forms a final opinion based on the evidence. Students will learn to write a multi-paragraph essay with cited sources as support for their opinion.
With an understanding of the government and economies of the colonization, we turn our attention to the rise of conflict with Great Britain with emphasis on the following:
The causes and effects of the French and Indian War
How this war directly contributed to the problems that led to the Revolutionary War
The Stamp and Sugar Acts, Townshend Acts, Quartering Act, and the Intolerable Acts, with a discussion of the notions of "taxation without representation" and self-government
Boston Tea Party and the Boston Massacre
Negative impacts of continued settlements and establishment of the United States on Indigenous Nations
First and Second Continental Congresses, and the ascendancy of George Washington
Siege of Boston and the Battle of Lexington and Concord
From there, we will proceed with a detailed look at the battles of the Revolutionary War and the major parties involved in the conflict. The study of the revolution will culminate in a Project Based Learning task.
Reading and writing instruction will be integrated with our study of the American Revolution. Students will read a variety of materials, including nonfiction text, short articles, and video narrative of the events of the revolution.
Our initial study of systems in living things is focused on plants. We will begin with a look at plant cells, comparing/contrasting them with animal cells. We will establish the fact that cells rely on various systems that consist of a variety of parts that each perform a specific function. After that, we will study the various parts of a plant and the function that each performed for the plant's survival. Students will have a detailed look at the processes of photosynthesis and reproduction of plants. Students will be provided a study guide and a review powerpoint presentation which they may reference for studying.
The study of plants as a collection of systems will lead us directly into our study of the human body and its systems.
We end this unit with an in-depth study of ecosystems and the various roles that different organisms play. These include producers, consumers, and decomposers, and the relationships between; carnivores, herbivores, and omnivores; and predator/prey relationships. We will also consider the difference between Earth's renewable and non-renewable resources, and how these play a part in Earth's ecosystem.
Our study of the human body will begin soon.
At the end of the whole unit, we will have established an understanding of a system as a collection of parts working together to perform a function. We previously emphasized this point with our study of plants.
Students will concentrate on the circulatory, respiratory, muscular, skeletal, digestive, excretory and nervous systems. For each system, students will need to explain the primary function(s) of the systems and understand all of the organs associated. Special attention will be given to how the systems work together within a whole body system to keep the human body operating at full potential.
Our study of the human reproductive system will occur in May. More information about this unit will be forthcoming later this spring.
Classes will celebrate Valentine's Day in a manner that focuses on the celebration of friendship. Students will make a Valentine collection bag at home so that it is ready on February 13. On the afternoon of February 13, students will exchange valentines with classroom peers, have the opportunity to open their valentines and eat party treats.
Fifth grade's rules are such that students must give to get. Valentine's Day is a holiday that most fifth graders still enjoy, if only for the excuse of having candy. We can respect those students who feel they are too old for the day but ask that students who do not give valentine cards and/or treats refrain from receiving. It is a life skill and difficult position to be in when those around you have participated in and contributed to the community's celebration when one's self has not. Students have been informed of the expectation of party participation and "giving to get". It is our hope all will participate and the afternoon will be filled with fun.
Students should prepare valentines for giving at home in the evenings and/or over the weekend.
Please see the Calendar Page within this website for upcoming important events.
Within the calendar you can find important events, event timeframes, and additional brief notes about many events.
If looking for WC Accountability dates, please see Calendar Page as well.