5th Grade Information

"What I Need to Know" 

2024-2025    

November Newsletter

I can’t believe it’s November already! We made some amazing memories at High Trails Outdoor Education Center and we are so proud of the praise received from HTOC staff regarding how kind, polite, and eager to learn they were. We also had a great time during our Halloween Party and Parade. Thank you to all parents who donated items or their time. This newsletter will provide you with important information for November as well as reminders about ongoing units.

Important Dates - 

• CogAT Testing - Week of November 4th

  • As part of this process, ALL students in 5th grade who have not been identified for gifted programming will take the Cognitive Abilities Test (CogAT) the week of  November 4th. This assessment indicates the level and pattern of cognitive development of a student in comparison to grade and age mates.  These general reasoning abilities, which start developing at birth and continue through early adulthood, are influenced by experiences gained both in and out of school.  

• Spelling Bee - Ongoing through January

  • Interested students took a paper/pencil test on Wednesday, October 30th.

  • The top qualifiers will be notified on 11/4 and will begin practice for the school spelling bee,

  • Practice for the top qualifying spellers will be held on Fridays from 11/8–12/13, from 7:45–8:15 a.m. in Ms. Russell's classroom.

  • The school-wide bee is scheduled for 1/10 in the gym from 11:15–12:30, with 3rd through 5th grade classes invited to watch. 

  • GRE's winner will compete Saturday, Feb. 1 @DCSD Legacy Campus.

• Thanksgiving Break - November 25-29

Reading - We will be continuing Unit 3: Our Changing Constitution, a nonfiction unit where students will explore the U.S. Constitution’s evolution. Students will study the significance of amendments, how they become laws, and how they’ve shaped American democracy. This unit emphasizes critical reading strategies, including identifying main ideas, analyzing text structures, and using text evidence. Students will also practice summarizing, drawing inferences, and comparing different historical events. These activities are designed to help students engage thoughtfully with constitutional texts and understand the Constitution’s ongoing impact on society.

Writing - We have begun our unit Shaping Text: From Essay and Narrative to Memoir. In this unit, students will first explore and study various memoirs before creating their own memoir. Students will recreate a memoir while bringing out main ideas and themes as they share a true account of their lives. They will do this by elaborating on evidence and examples (examples, quotations, microstories, lists) to support their idea. They will also learn to make deliberate word choices to have an effect on the reader. They will reach for the precisely right phrase, metaphor, or image that would convey their ideas. Finally, theyI may have done this by showing why characters do what they do, slowing down the heart of the story, shortening less important parts, or using precise details so the readers can picture the setting, people, and events.

Math - We are completing Unit 4 - Multiplying Decimals and beginning Unit 5: Use Models and Strategies to Divide Whole Numbers. In this topic, your student continues to develop his or her understanding of division by using number sense and models to divide whole numbers up to 4-digits by 2-digit divisors. Your student will use strategies such as rounding and compatible numbers to estimate quotients. Then he or she will use patterns and relationships in different methods to calculate the actual quotients. Here is a useful document to support your child during Unit 5.

Science - Students have been busy learning Earth Science standards. In this unit, students are investigating how objects in space are observed and interact. We have tracked shadows throughout the day and noticed patterns from our data. Students will also study constellations, moon phases, and gravity. After this, we will shift our focus to Social Studies, beginning with Early Explorers. 

I wish you and your family a wonderful November and a safe, enjoyable Thanksgiving break!

October Newsletter

Happy Fall!

The school year is in full swing, and it’s amazing how quickly time is passing. It’s hard to believe that we’re already approaching conference time and fall break. It feels like we just started! This newsletter will provide you with important information for October, both before and after fall break, as well as reminders about ongoing units.

Important Dates:

• Fall Conferences: October 8th & 11th

• Fall Break: October 14-18

• Outdoor Education: October 21-23

• Halloween Parties: October 31

Outdoor Education Information:

• Registration Deadline: Please register with GRE and HTOC by Wednesday, October 9th

  • My School Bucks

  • High Trails Outdoor Education Center (Please refer to the previous email sent on September 11th for registration instructions.)

• Medication: All medication is due in the office by Monday, October 7th. No medication will be accepted on October 21st unless it is a new prescription issued after October 7th. For any questions or special circumstances regarding medication over fall break, please email Melissa Bostelman at melissa.bostelman@dcsdk12.org.

• Arrival: On Monday, October 21st, please arrive at GRE no later than 7:45 AM with your child’s items for camp. Place these items in the bus loop, where they will be loaded by GRE staff/chaperones upon the buses’ arrival.

• Pick-Up: Students will return on Wednesday, October 23rd. Please plan to pick up your child starting at 2:30 PM.

Parent Teacher conferences: Please sign up using this link. You will be directed to a Google Calendar page. You must click on the blue dots in the calendar to the left of the screen in order to see the available dates/schedule.I have scheduled 15 minute conferences on the morning of October 8-10 and evening conferences on October 8 and 10. If one of these times does not work for you, please let me know and we can schedule another time before fall break to meet or we can talk on the phone (not ideal but I understand busy schedules). If you have any questions or difficulty signing up, please let me know. If you need to cancel an appointment, please do that asap so that I can release that time back to the parents who need to sign up. 

Reading: We are continuing with Unit 2: Characters Develop Relationships. In this unit, students are focusing on visualization and character conflicts. They are comparing characters, analyzing relationships, and understanding how different characters interact with each other. This unit also includes letters and a biography, helping students explore what makes characters relatable and engaging. I encourage you to ask your child about the book they’re reading in their small group and discuss the conflicts within the story.

After fall break or right before, we will transition into Unit 3: Our Changing Constitution, a nonfiction unit where students will explore the U.S. Constitution’s evolution. Students will study the significance of amendments, how they become laws, and how they’ve shaped American democracy. This unit emphasizes critical reading strategies, including identifying main ideas, analyzing text structures, and using text evidence. Students will also practice summarizing, drawing inferences, and comparing different historical events. These activities are designed to help students engage thoughtfully with constitutional texts and understand the Constitution’s ongoing impact on society.

Writing: Until fall break, we will be focusing on scientific writing, emphasizing observation, analysis, and explanation. After the break, we will begin a four-week memoir writing unit aimed at refining students’ creative writing skills and deepening their understanding of narrative writing. In this unit, students will craft personal narratives based on their own experiences, using techniques like dialogue, description, and pacing to create engaging stories. Students will also learn to structure their memoirs effectively and develop an authentic voice. Revision will be a key focus, with students drawing inspiration from mentor texts. This unit not only enhances writing skills but also encourages students to reflect on their personal growth.

Math: In the coming weeks, we’ll be wrapping up Unit 3 on Multiplication of Whole Numbers and moving into Unit 4, which focuses on Multiplication of Decimals. Students will learn to multiply decimals by building on their understanding of whole number multiplication. Students will explore how place value affects the alignment of decimal points in the product and use visual models like area grids to enhance their understanding. Estimation will be practiced to ensure accuracy, and students will solve real-world problems involving decimals, such as those related to money and measurements. By the end of the unit, students should feel confident in their ability to multiply decimals and apply these skills in practical situations. I’ve attached a resource for parents that includes links to helpful videos and materials to support your child’s learning at home.

Science: Your child has been exploring the flow of matter and energy in ecosystems, learning concepts such as how plants get their materials for growth, the structure of food webs, and how matter moves through ecosystems. We are nearing the completion of this scope and will soon begin our next unit, Observing Our Sky. In this unit, students will investigate how objects in space are observed and interact, including designing a planetarium exhibit that combines learning with a thrilling experience. They will explore concepts like the Sun’s appearance, Earth’s rotation, and gravity. We’ll conduct several investigations in class, so please encourage your child to share what they are learning and find examples of these concepts in everyday life.

I wish you and your family a wonderful October and a safe, enjoyable fall break!

September Newsletter

I don’t know about you, but August flew by for me! I can’t believe it’s September already! The first four weeks of school went so well and I am excited about this school year. I have loved getting to know each student, their likes and dislikes, and ways I can help them grow. 

Important dates:

• Digger Dash- Friday, Sept. 6th. We will be running from 11:50-12:25. (Donation envelopes went home last week.) 

• Donation envelopes due Friday, 9/6

• Outdoor Ed informational meeting- Thursday, Sept. 19th at 4:00. 

• No School- Friday, Sept. 20th- Teacher Work Day

Reading: We launched our first unit, Partners in Survival, and are using nonfiction texts to focus on the following skills:

• Asking Questions: Encouraging curiosity and deep thinking about the text.

• Inferring the Central (Main) Ideas: Understanding the main messages and themes.

• Building Vocabulary: Use Context Clues (Synonyms): Expanding vocabulary through context.

• Analyzing Text Structure: Cause-and-Effect: Identifying relationships within the text.

• Building Vocabulary: Consult Resources to Clarify Meaning: Using tools to understand new words.

• Analyzing First-Person Point of View: Understanding the perspective of the narrator.

• Explaining Author’s Purpose and Message: Determining why the author wrote the text.

• Introduction to the Genre of Poetry: Exploring the unique elements of poetry.

Each student was given a mentor text book, which looks like a magazine, that contains all the reading pieces we will do as a class or in small groups. This mentor text magazine is fantastic for them because they can write, highlight, and underline, right in their books! I can easily read their questions and comments and provide feedback. This unit will take about three weeks, and each student will bring their mentor text home when we’re done. They will be able to show you everything they learned and discuss some of the reading strategies we use in class. 

Looking ahead to unit 2, Characters Develop Relationships, we will use fiction texts to focus on the following skills:

• Analyze character conflicts: Analyze how character conflicts influence plot elements.

• Create Mental Images:  Use mental images to deepen understanding of a text.

• Interpret Figurative Language: Hyperbole, Metaphor and Simile: Explain the purpose of figurative language and why an author might use it in a text.

• Analyze character relationships: Use text evidence to draw inferences about character relationships.

• Infer Themes from Character Actions: Determine multiple themes using text evidence and use text evidence to support understanding.

• Explain Author’s Purpose and Message in a Poem: Explain author’s purpose and message in a poem.

Writing: “Paragraph Bootcamp” focuses on two types of writing. Students have been diving into the fundamentals of crafting a great paragraph. They’ve explored how to engage readers with a compelling introduction, organize information effectively in the body sentences, and conclude with a thoughtful ending. Next we will turn a single paragraph into a full essay by expanding on the main idea and providing more depth and detail. 

We have also been working on analytical writing. Analytical writing is an important skill that helps students critically examine and interpret information. Unlike basic paragraph writing, which focuses on organizing ideas clearly, analytical paragraph writing goes a step further by requiring students to analyze and evaluate concepts or texts.

Here’s a breakdown of what analytical paragraph writing involves:

• Topic Sentence: This introduces the main idea of the paragraph. It clearly states what the paragraph will be about and sets the stage for the analysis that follows.

• Evidence: Students provide specific examples or evidence from texts, data, or other sources to support their topic sentence. This might include quotes, facts, or detailed observations.

• Analysis: This is where students explain how the evidence supports the topic sentence. They discuss the significance of the evidence and how it contributes to understanding the main idea.

• Conclusion: The paragraph wraps up by summarizing the analysis and reinforcing the main idea. It often connects back to the larger argument or purpose of the overall essay or assignment.

By practicing analytical paragraph writing, students learn to think more deeply about the material they are studying and to express their insights clearly and persuasively. 

This month we will also begin our first Benchmark writing unit: Writing as a Scientist. In this unit students will focus on the following: 

1. Generating and Planning Ideas:
Students will learn how to generate and organize ideas for informational writing by exploring various scientific topics. They will be encouraged to delve into areas of science that interest them, helping them find engaging and relevant subjects to write about.

2. Using Scientific Details:
We will emphasize the importance of incorporating precise scientific details to clearly explain their topics. Students will discover how to use facts, data, and specific examples to make their writing informative and accurate.

3. Structuring for Clarity:
Students will learn how to structure their writing to effectively teach and guide their readers. This will include organizing their content logically, using clear headings, and ensuring that each section flows smoothly to help readers understand the information presented.

4. Applying Writing Conventions:
We will focus on the intentional use of writing conventions. Students will apply grammar, punctuation, and spelling rules thoughtfully to enhance the clarity and professionalism of their work.

Math: See previous email update on math concepts being covered in unit 2.

Science: Here is a brief overview of our upcoming Science units. 

• Food Webs: A food chain shows the path that energy and nutrients take through an ecosystem. Every organism is part of multiple food chains, collectively forming a food web. Organisms are categorized into trophic levels: producers, consumers, and decomposers. Producers get energy from the sun, create organic materials, and release gasses and energy for other members of the ecosystem to use.

• Matter Cycles: Most of Earth’s matter has been here since the planet formed and is continuously recycled. Matter cycles through ecosystems as living and nonliving things exchange essential building blocks. Organisms depend on this cycle for matter and energy, with sunlight being the primary energy source for most life. Even inorganic matter like air, water, and soil is processed by living organisms.

• Ecosystems: Most of Earth’s matter has existed since the planet formed and is continuously recycled. Matter cycles through ecosystems as living and nonliving things exchange essential elements. Organisms rely on this cycle for matter and energy, with sunlight being the primary energy source. Even inorganic matter like air, water, and soil is processed by living things.

• Earth’s Rotation: Our solar system consists of the Sun, eight planets, their moons, comets, asteroids, and other celestial bodies. The Sun is at the center, with the planets—Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune—orbiting around it. These planets are primarily made of gasses or rock and metal.

Parent Volunteers

Now that I have gotten to know the kids and their needs, I will be working on putting in times where I can use parent volunteers. Thank you for being willing to help those of you that signed up at Meet the Teacher. I will be contacting you in the next couple of weeks with times and days that I need help. Thank you!!

Back to School Night Slideshow

August 2024 Newsletter

Dear Parents and Guardians,

Welcome to an exciting new school year! I am thrilled to have your children in my class, and I look forward to a year full of learning and growth. Here’s an overview of what we will be focusing on this month:

Reading: We are launching our reader’s workshop by establishing our routines in whole-group, small-group, conferring, and independent reading. These routines will help create a structured and supportive environment where each student can thrive.

Unit 1: Partners in Survival In this unit, students will explore how living things help one another survive through interactive read-alouds. This theme will guide our reading activities and discussions as we dive into various texts. Here are some key skills and concepts we will be focusing on:

• Asking Questions: Encouraging curiosity and deep thinking about the text.

• Inferring the Central (Main) Ideas: Understanding the main messages and themes.

• Building Vocabulary: Use Context Clues (Synonyms): Expanding vocabulary through context.

• Analyzing Text Structure: Cause-and-Effect: Identifying relationships within the text.

• Building Vocabulary: Consult Resources to Clarify Meaning: Using tools to understand new words.

• Analyzing First-Person Point of View: Understanding the perspective of the narrator.

• Explaining Author’s Purpose and Message: Determining why the author wrote the text.

• Introduction to the Genre of Poetry: Exploring the unique elements of poetry.

Writing:

Students will start with an assessment to gauge their current skills and set goals. Following this, we will begin our Paragraph Bootcamp unit, where students will learn strategies for developing coherent and well-supported body paragraphs, including topic sentences, supporting details, and transitions.

5th grade Math:

In Topic 1, we will extend students' understanding of place value to one million and include reading and writing numbers with exponents. Students will use patterns and positive exponents to write and interpret products involving powers of 10. We will also work on comparing and rounding numbers by understanding the relationship between the values of digits in different places. I have attached a parent resource for unit 1. This resource will take you to our lessons and any information you may need to help your child at home. 

Science: Students will study Matter and Energy Flow in an Ecosystem by investigating how animals depend on the Sun (other than for heat), how plants keep growing bigger, and whether all organisms eat plants.

Math Block:

Attendance is extremely important, especially at the end of the day during our math block. Please try to avoid scheduling afternoon appointments or leaving early. While I understand that these can't always be avoided, minimizing them will be very beneficial for your student. Keeping your child from falling behind and preparing them for middle school is my top priority.

Homework:

• 5th graders are asked to read for 100 minutes per week.

• Math homework will be assigned Monday through Thursday, except on testing days or days that we don't finish the lesson (it will be marked in their agendas so you know).

Back to School Night: August 21st

• The principal will share school celebrations and goals in the gym from 4:15-4:30 PM.

• Teachers will present an overview of the school year at 4:35-5:05 PM and 5:05-5:35 PM in their classrooms.

• Back to School Night is intended for parents only.

Arrival:

Gold Rush has had tremendous success with our rolling start! All students enter the building between 8:20-8:30 AM and head directly to their classrooms. Grade levels/classrooms are assigned a specific entrance, and all entrances are monitored at 8:20 AM by GRE staff. Classroom teachers will show students how to enter the building and proceed to their classroom on the first day of school. Additional adults will be present to support students during the first week of school. Please ensure that students are not dropped off prior to 8:20 AM unless they have a previously scheduled meeting or activity, as supervision is not available.

Dismissal:

At 3:30 PM, 3-5 teachers will walk students out of the building. Third graders will dismiss out the main entrance, and fourth and fifth graders will dismiss out the back gym doors. Teachers will escort students who are getting picked up in the car loop to the shade structure on the front blacktop. Parents can park and meet their child at their teacher's identified location or use the rolling car loop. The car loop for all students will begin at 3:30 PM. Parents cannot park in the loop at any time before or after school.

I am excited to embark on this journey with your children and can't wait to see their growth throughout the year. Please feel free to reach out if you have any questions or need further information.

Class T Shirts 

We are excited to announce that 5th grade class T-shirts are now available for purchase! These special shirts will be proudly worn by our students at the Digger Dash, school assemblies, spirit days, and field trips.

Cost: $10 per shirt

How to Order: click this link

We encourage all parents to purchase a shirt for their child to foster school spirit and unity among our 5th graders. Don't miss out on this opportunity to make our events even more memorable!

Thank you for your support!

the 5th grade team

Dear Families,

Hello and welcome back!! I am so excited to meet and see you all! My name is Kelly Broecker (pronounced Breker) and I am so excited that I am going to be your child’s teacher for the 2024-2025 school year at Gold Rush. I cannot wait for this year to begin so that we can get to know one another and have a fun, successful year of learning! Please read to the end as this has a lot of important information for you and your child. 

Growing up in Colorado, I always knew I wanted to be a teacher. 24 years ago I stepped into my first classroom and haven’t looked back. Education is my passion and watching your children grow to be strong, independent critical thinkers is why I teach. I have a BA in History from Colorado State University, my Elementary Educators license from Metropolitan State University of Denver and I have a Masters in Curriculum, Assessment, and Instruction. I’ve taught both 4th and 5th grades over the past 24  years as well as one of those years as an instructional coach. This will be my eighth year at Gold Rush and I couldn’t have asked for a better community and school to be a part of.

My family and I live right here in Parker. I love teaching in the community where I live; it allows me to stay connected to my children and the entire Parker community. I am married to my husband of 24  years, and we have two wonderful daughters. Emily, 21, will be a Senior at Colorado State University, and Abby, 18, will be a Sophomore at Colorado State. As a family we enjoy traveling, playing Pickleball,  walking our dog Izzy, and hanging out together. My own hobbies include reading, rooting for CSU Rams, exercising on my Peloton, watching Marvel and Star Wars shows and movies (especially anything Baby Yoda {Grogu} which you'll soon see), walking to enjoy our beautiful weather and scenery. 

As we enter this year, please know that working together as a cohesive team will ensure that your child has a successful year as they prepare for middle school. Communication is very important to me and to the success of your child.  E-mail is typically the best way to reach me. During the school year I will be working with your student during school hours, so if I am not able to respond immediately, I will do my best to respond within 12-24 hours.  I look forward to working with you and your child.  This is their last year of elementary school and I want it to be a memorable and fun learning experience.  I can't wait for them to experience all of the fun and exciting lessons and activities that I have planned! 

I look forward to hearing about all your summer adventures! As a family we traveled to San Diego for a week around the 4th of July and visited Disneyland (one of my favorite places of all time). We spent much of the time hanging around Encinitas, Carlsbad, San Marcos (where we got to play Pickleball and I won my first game of the summer-I'm still trying and having fun learning the game), Coronado, and spent the 4th at Dana Point Harbor hanging out with the seals. Last spring break we went to Italy to visit my daughter, Emily, who was studying abroad. I tell you this because you will soon find out I seek out history wherever I go when I travel because I love learning about the past. Something I'm excited to pass on to you!  

I am looking forward to meeting you and your student at our Meet the Teacher on Tuesday, August 6th.  Please CLICK HERE to sign up for a 15 minute increment time slot that starts at 8:30 with the last slot at 10:50. You can sign up anytime from  July 17-32st if you haven’t already done this. (Select Gold Rush Elementary and the password is digger.) Students will drop off their supplies this day and take their pictures in the gym after our visit.  If you could please also fill out this form (also found on my website) to help me get to know your child before the first day of school, I would appreciate it! With the limited amount of time we have at Meet the Teacher, this will help give  me additional information privately prior to our first day of school. Please remember to bring the majority of your supplies with you (if possible) on this day so that students don't have the burden of carrying their supplies on the first day as we will have the traditional Flag Ceremony on the first day of school. We will meet on the front blacktop by the cone that says my name. 

Finally, if there is an alternate email you would like me to use, please let me know ASAP by responding to this email and providing me with the new email address you prefer.

Have a great rest of your summer! I can’t wait to meet you on  August 6th  and see you for our first day on August 7th!

Best regards,

Mrs. Broecker