5th Grade Woodland


kspagnoletti@esmschools.org

dkupinsky@esmschools.org

aanderko@esmschools.org


TESTING DATES: ELA March 24th – March 30th Testing Window

Math April 21st – April 23rd Testing Window

PARENT CONFERENCES:

October 9th October 22nd October 31st

REPORT CARDS ISSUED:

November 15th, January 31st , April 17th & June 30th

FIFTH GRADE CURRICULUM

Reading – Many novels are used to teach comprehension, vocabulary, and study skills. The goal is to have our students read good literature, think deeply about it, write notes and journal entries, and join in lively informed literature discussions. During Book Clubs they will share responses with peers, and listen respectfully to one another. Students should leave fifth grade with the love and confidence necessary to become lifelong readers.

These are five of the Fifth Grade Books that will be read whole group -

Home of The Brave – Katherine Applegate

Wonder – R.J. Palacio

Flying Solo – Ralph Fletcher

Hatchet – Gary Paulsen

Thief of Always – Clive Barker


Math – Investigations in Number, Data, and Space is a K-5 mathematics curriculum designed to engage students in making sense of mathematical ideas. Eight major goals guided the development of this curriculum. Unit 1: Puzzles, Clusters, and Towers – Multiplication and Division 1 Unit 2: Prisms and Solids – 3-D Geometry and Measurement Unit 3: Rectangles, Clocks, and Tracks – Rational Numbers 1: Additions and Subtraction Unit 4: How Many People and Teams? – Multiplication and Division 2 Unit 5: Temperature, Height, and Growth – Analyzing Patterns and Rules Unit 6: Between 0 and 1 – Rational Numbers 2: Additions and Subtraction

Unit 7: Races, Arrays, and Grids – Rational Numbers 3 – Multiplication and Division Unit 8: Properties of Polygons – 2-D Geometry and Measurement.

Language – Lessons on usage, grammar, punctuations and capitalization skills are embedded throughout daily lessons.

Writing – The Lucy Calkins Writing Program: Several years ago, the National Commission on Writing called for a “Writing Revolution,” suggesting that children needed to double the amount of time they spent writing in their classrooms. Students need to be able to write not only narratives but also to write arguments and information tests. They need not only to record information and ideas but also to synthesize, analyze, compare, and contrast that information. Writing is to be treated as an equal partner to reading, and more than this, writing is assumed to be the vehicle through which a great deal of the critical thinking, reading work, and reading assessment will occur. Students will also need clear goals and frequent feedback.

Students will engage in each of the four main types of writing -

o Narrative writing: personal narratives and memoir

o Opinion writing: persuasive letter, petition, persuasive speech, review, personal essay, persuasive essay, literary essay, historical essay, editorial, op-ed column, research-based argument essay

o Informational and functional/procedural writing: how-to-book, directions, recipe, lab report, fact sheet, news article, feature article, blog, website, report, analytic memo, research report, nonfiction book

o Memoirs: It is the story of a significant moment in your life told from a reflective standpoint. Such a moment may center around a person, event, or object that is important to the writer.


Social Studies - The main emphasis is the study of the Western Hemisphere.

Below is a list of what we will be covering this year in fifth grade:

o Geography & Native Americans –Did the French Lose Out in North America?

o Aztec, Inca, Maya Civilizations – What Makes a Complex Society Complex?

o Exploration of the Western Hemisphere – How Did Sugar Feed Slavery?

Economics & Government – What is the Real Cost of Bananas?

Why Do Countries Declare Independence ?


Science – The Foss Kits provide many hands-on activities that will engage students in the Scientific Process of observing, classifying, and gathering data, predicting, and interpreting and inferring information.

Below is a list of fifth grade units of study -

Earth and Sun

- 5-ESS2-1 Develop a model using an example to describe ways geosphere biosphere, hydrosphere, and /or atmosphere interact.

-5-ESS2-2 Describe and graph the amounts of salt water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.

-5-ESS3-1 Obtain and combine information about ways individual communities use science ideas to protect Earth’s resources and environment.

o Mixtures and Solutions

-5-PS1-1 Develop a model to describe that matter is made of particles too small to be seen.

-5-PS1-2 Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances the total amount of matter is conserved.

-5-PS1-3 Make observations and measurements to identify materials based on their properties.

-5-PS1-4 Conduct an investigation to determine whether the mixing of two or more substances results in new substances.

o Living Systems

-5-PS3-1 Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun.

-5-LS1-1 Support an argument that plants get the materials they need for growth chiefly from air and water.

-5-LS2-1 Develop a model to describe the movement of matter among plant (producers), animals (consumers), decomposers, and the environment.

Holiday Celebrations – Holiday celebrations will consist of Halloween, Christmas and Valentine’s Day. We will have a combined party with the other fifth grades to celebrate each of these holidays.

Birthdays - Treats for birthdays must be store bought and nut free due to health concerns.

Homework – Students have a designated homework folder. An agenda has been provided for each student and it will be the student’s responsibility to write down their homework into their agenda on a daily basis. The assignments are written on the blackboard each afternoon and students should copy directly and exactly what I have written into their agenda. The first few weeks we will check to see that students are completing this the correct way and then they will be on their own to complete this task. This is an important year for your child and a large emphasis is placed on organization and working independently.

Homework is due on its assigned date. We do not accept any late homework unless your child was sick or any other extenuating circumstances arise. Homework is used as an additional reinforcement for what we are learning about in school that day.

Some ways parents can help children with homework include:

Staying informed about your child’s school assignments.

Establishing a quiet, well-lit place to do homework

Making sure that all supplies and materials needed are available.

Helping your child with time management

Being positive about homework and providing encouragement.

Provide guidance, not answers when your child asks for assistance.

Checking over the work and offering help when needed.

Helping with assignment as requested by your child’s teacher.

Remembering that helping your child with homework does not mean doing it for them.

Watching your child for signs of failure or frustration.

Discussing homework difficulties with your child’s teacher.