Homework
Homework
3/27/26
Tuesday 3/31/26 Vocab test Unit 13 and Grammar Chapter 3 Test on Adjectives, use the review pages at the end of the chapter for review. For vocabulary studednts should be able to write a paragraph incorporating the vocabulary words in a manner that reveals they understand the proper use of the vocabulary words. Some students will receive the option to write individual sentences for each vocabulary words to demonstrate understanding
3/26/26
Vocabulary Unit 13 - read short story and definitions and do WB pages 134 and 135.
Findle Figurative Speech complete assignment that we worked on for 30 minutes in class. Write an example for each figurative speech from the Frindle book as indicated.
Idiom - Chapter 5
Metaphor - Pages 29-32
Simile - Chapter 2
Personification pages 5 - 8
Hyperbole - Chapter 2
Onomotopoeia - Chapter 4
Complete Reading packet - Most students competed this - again students had 30 minutes to complete in class. This is an opportunity for students to complete work they were not able to complete during the class time.
Good luck - sports and activities unfortunately, are not mitigating circumstances for homework due dates.
I gave out the rubric for the Age of Exploration Research Paper Project. Students will use this research paper to create a Poster or Slide Show or both for their presentation on the Explorer. They may also dress up as the Explorer for their presentation. There will be a separate assignment on the fifth grade classroom for the presentation slide show.
Vocabulary Test Crossword Puzzle on Friday
Grammar Quiz Unit 3 Descriptive Adjectives, Proper Adjectives, Articles and Repeating Articles. Thursday 2/12/26
The nurse will be meeting with students on March 30th about CHANGING. A note went home today.
2/9/2026
Social Studies
If you copy this link to your browser you will see our fun new unit on the Age of Discovery and the Age of Exploration where your student will get to step into the lives of the sailors and leaders who colonized North and South and Central America in the 1500s. They will get a persona and see what fates awaits them on their journey. Good luck on your new exploration. The students will also practice writing a research paper on an explorer and pretend to be that explorer as they teach the class about their explorations. This is a three week unit. The students will once again have the opportunity to create a present a project to the class.
The book we use is very dense with information. This unit will help students chunk the dense information into smaller bites with information in a format that will be more accessible and hopefully fun. They have done the hard work of learning to dissect dense chapters. Now we will take a breather and have a challenge of a different sort - one more of enjoying history through the lense of imagination.
Grammar: Luckily we are in the adjective portion of our grammar units where we learn about the complexities of adjectives and figurative language. I love this unit because students will have the opportunity to create a group advertisement using all six types of adjectives that we learn about. Many students last year brought in stickers and props for their fictional product. It is very fun - just in time to chase away the winter cold weather that has kept them inside for recess - boooo.
I will have almost daily updates and you can see your student's written work on classroom .
Vocabulary: This week the students will have a vocabulary test on unit 9 as a crossword puzzle on Friday. It's fun and entertaining.
For Reading we are reading Holes. The packet for Holes is very large. I will scan it here in sections as we go. We are learning new vocabulary in the first 6 chapters and how it sets the scene for the story.
Please talk to your students about talking in class. I'm not the toughest teacher about behavior at the school. I think they are all the best thing since sliced bread. If you could give me an assist and ask them to please follow my minimalist rules, I would appreciate it. I will implement positive incentives as well. I can add consequences but I'm not a huge fan of that. At this stage I would rather encourage them to monitor themselves as much as possible.
Best,
Mrs. O'Hara
2/5/2026
We will have a Unit 8 Vocabulary Test on Friday, 2/6/2026
We have begun to read Holes by Louis Sachar. We are filling out a literature journal as we read it. Here are the vocabulary words for Chapters 1 - 6
Homework: All students should complete chapters 1 - 6 on the packet. They may use my vocabulary list if they do not see words to add to their list, see below.
Holes Vocabulary words for Chapters 1 - 6
Holes Vocabulary Chapters 1 - 6
Vocabulary List for Chapters 1-6
Stifling (adj.): Smothering; suffocating, usually referring to extreme heat.
Desolate (adj.): Deserted, abandoned, and empty.
Perseverance (n.): Continued effort to do or achieve something despite difficulties.
Barren (adj.): Empty, dry, and unable to support life.
Scarcity (n.): A small and inadequate amount.
Descendants (n.): Children, grandchildren, and continuing generations.
Juvenile (adj./n.): Relating to young people; a person not yet an adult.
Convicted (v.): Found guilty of a crime.
Wasteland (n.): Land that cannot be used for farming or is not suitable for living.
Wearily (adv.): In a physically or mentally tired manner.
Hastily (adv.): Done in a hurry.
Forbidden (adj.): Not allowed.
Canteen (n.): A small container for carrying liquids.
Violation (n.): The act of breaking a rule or law.
Holes Vocabulary Context
The setting is a barren, desolate wasteland.
Stanley is at a juvenile detention center.
He needs perseverance to survive the stifling heat.
Water is in high scarcity.
Grammar: The students successfully completed Unit 2 Grammar. In the next unit on Adjectives, students will create an advertisement in a group using 6 different types of adjectives.
Social Studies: Remembering the Countries of South America. All students need to memorize the capitals also. They will have the Mnemonic Device Sentence on the board and the first letter of the capital to help them.
Simple Sentence Alternative: "Visiting(Venezuela) South (Suriname) America (Argentina) Can (Columbia) Be ( Brasil) Pretty (Peru) Exciting ( Ecuador); Usually (Uruguay) People (Paraguay) Bring ( Bolivia) Good (Gyanana) Cameras" (Chile) and French Guayana is a territory..
Alphabetical Key Countries: Argentina, Bolivia, Brazil, Chile, Colombia, Ecuador, Guyana, Paraguay, Peru, Suriname, Uruguay, Venezuela.
Another effective method is to use the phrase "Very Colorful Elephants Play Big Pianos Under A Christmas Tree" (Venezuela, Colombia, Ecuador, Peru, Bolivia, Paraguay, Uruguay, Argentina, Chile).
Our Next writing assignment will be a persuasive Essay on Holes.The students will create presentations for the class on their favorite Explorer.
We are getting ready to move ahead in Social Studies to the Age of Exploration and Colonization.
We will have the Test on the Inca and the Aztec civilizations next Week on Feb, 11 Wednesday.
1/22/2026
Grammar pages 34, 35, 36. This Homework is challenging because it incorporates many previous lessons. Students are encouraged to flip back through their workbook where definitions of grammar terms and examples are available. The Grammar test will be moved to Tuesday because the terms are difficult and their are numerous concepts to learn and remember.
1/21/2026
Grammar Test Friday - Cummulative on Unit 2 Notes below.
Vocabulary Test on Friday - Unit 8 Crossword Puzzle
1/20/2026
Writing Contest for Veterans - Due Tomorrow - 1/21 - to be completed at home. Please read the instructions carefully for information to be included and how it is to be included.
Spelling Bee Words - Class Contest Tomorrow. We were going to have a regular contest but when I realized the words were difficult, I decided to provide them in advance.
Alexandria,
blatant, bittern,
bodega, boomslang,
conclave, farkleberry,
fibula, Gemini,
hyrax, ibex,
krypton, lavender,
longitude, Panama,
pendragon, obsolete,
papyrus, okapi,
pinnacle
We will be reviewing Vocab Unit 8 this week - Test on Friday
We will be finishing Unit 2 Grammar - Test Unit 2 Test Friday
Possessive pronouns and Adjectives: Examples:
Possessive pronouns: His hers theirs, Ours, Mine Yours - shows possession occurs with a linking verb (is, are, were, was) such as:
Examples: These new bicycles are theirs.
The art set is mine.
Possessive adjective: shows possession but is always used before a noun.
Examples: my favorite story, his punishment, her advantage, their efforts, your presentation
Intensive and Reflexive Pronouns: end in self or selves
Intensive: intensive is used to emphasize the noun that comes before it.
Example: The students themselves raised money for the trip.
I myself brought toys and sports gear to donate.
Reflexive: reflexive pronoun is used as the direct or indirect object of a verb as the object of a preposition. (bold)
Example
I made myself a map of the Agean Sea.
We gave ourselves two weeks to plan for the yard sale.
Antecedents - Long word for saying the word the pronoun refers to.
Ben delivered a speech to the class; he did an excellent job!
In this example he refers to Ben.
Demonstrative and Interrogative Pronouns
A demonstrative pronoun: is used to point out people, places and things.
This landmark is the one I refer to in my report.
Interrogative: used to ask a question. Think of the word interrogation where the police or reporters ask questions.
Whose is the backpack with the red stripe?
Who is that?
1/13/2026
Homework:
Grammar Workbook pages 25 - 26 - Lesson taught over the past two days
Vocabulary Chapter 7 definitions test
Social Studies - Prepare for lesson 14 - 15 test with the study guide we created today - the test is on Thursday - We talked about how to study for this test on Monday and Tuesday.
Educational objectives
We reviewed the Compare and Contrast Essay on the Characters of The Prince and the Pauper and The Whipping Boy focusing on the Prince characters and the Paupers in each literary work.
11/19/2025
Chapter 2 Grammar Test Notes:
In the sentence, "Mom gave me permission to get a book," "permission" is the direct object, and "me" is the indirect object. The direct object receives the action of the verb ("gave"), while the indirect object receives the direct object.
Analysis
Subject: Mom (the one performing the action)
Verb: gave
Direct Object: permission. This answers the question, "Mom gave what?"
Indirect Object: me. This is the recipient of the direct object, "permission." It answers the question, "Mom gave permission to whom?"
11/14/25.
Students should bring in a signed note from a parent that they have read the website and this page and they took the black test. Have a great weekend!
Please read this site and the main site on the St. James Website. We will have a vocabulary test on Tuesday 11/18 and a Grammar test on Chapter 2 on Friday, 11/20.
We will have a lesson test in Social Studies on Lessons 7 - lesson 12 page 23.
11/12/2025
Writing update:
To do:
1.Parents may review their student's progress on the Literary Analysis and help your student make corrections for homework. The due date for their first draft is Friday, Nov. 14. Students will receive comments and corrections and then the final draft will be due next week on Wednesday. The directions are below and and the ruberic is on my website.
2. Social Emotional Learning - Today students took the black dot test. Each student was given a paper with a black dot in the middle. Take the test at home with your student so they can share the experience tomorrow.
3. Vocabulary - Unit 5 - read the story and write a sentence for each vocabulary word in the unit.
Literary Analysis Directions
Focused Introductory Sentences 20 percent
Focused detail sentences 40 Percent
Correct Grammer 20 Percent
Correct Spelling 10 Percent
Creativity - use vocabulary 10 percent
Must be 400 words
Due November 14, 2025
Step 1: Understand the Text and the Elements
The student must first fully comprehend the story before analyzing it.
Read Closely: Read the text (a short story or a specific passage from a novel is best) multiple times. The first read is for the general idea; subsequent reads are for deeper meaning.
Identify Key Elements: Focus on identifying basic literary elements such as the plot, main characters, setting, and the central conflict or theme.
Ask Questions: Encourage the student to ask "how" and "why" questions about the text (e.g., "Why did the character act that way?", "How does the author show the character is brave?").
Step 2: Choose a Topic and Formulate a Thesis
Based on the questions, the student chooses a specific topic to explore.
Select a Focus: Choose one element (like a character's trait or a theme) that the student can prove with evidence from the text.
Develop a Simple Thesis Statement: The thesis is the main argument or the answer to their "how" or "why" question. For a 5th grader, this should be a clear, single sentence.
Example Question: How does the author show the character, Mia, is brave?
Example Thesis: In the story, the author uses Mia's actions and her dialogue to show that she is a brave character.
Why did the author believe that Mia’s bravery was important?
Step 3: Gather and Organize Evidence
The student needs to find specific examples from the text to support their thesis.
Collect Evidence: Skim the text for relevant quotes or specific details that relate to the thesis statement.
Organize Ideas: Use a simple outline or a graphic organizer to arrange the evidence into logical groups. Each group of evidence will become a body paragraph. A common structure (sometimes called ACES or similar frameworks) helps: Answer the question (topic sentence), Cite evidence, Explain the evidence, Summarize/transition.
Step 4: Write the Draft (Paragraph by Paragraph)
Guide the student through writing each section of the analysis. A simple structure is an introduction, a few body paragraphs (one for each main point), and a conclusion.
Introduction:
Hook: Start with an engaging sentence or question related to the topic.
Background: Briefly introduce the book title, author, and main characters.
Thesis: State the thesis statement clearly at the end of the introduction.
Body Paragraphs:
Topic Sentence: Start each paragraph with a sentence that states the main point of that paragraph, linking it back to the thesis.
Evidence: Provide direct quotes or specific details from the text as proof.
Explanation: Explain how the evidence proves the topic sentence and the overall thesis. This is the "analysis" part and is crucial.
Conclusion:
Restate Thesis: Rephrase the thesis statement in a new way.
Summarize Main Points: Briefly remind the reader of the key arguments.
Final Insight: End with a general statement about the broader importance of the topic or theme.
Step 5: Revise and Edit
The final step is to polish the writing for clarity and correctness.
Revise: Reread the draft to ensure the ideas flow logically and that the arguments make sense. Check that each point is fully explained and supported by evidence.
Edit and Proofread: Check for grammar, spelling, and punctuation errors. Reading the essay aloud can help catch awkward phrasing or run-on sentences.
Seek Feedback: Have a teacher or parent review the work to provide feedback and suggestions for improvement.
The Ruberic
So far in writing we have accomplished:
We recently had fun learning our fourth type of writing this year.This is the literary analysis. Students were instructed about what a theme is and how the author communicates the theme through literary devices such as plot development, character development and setting.
We began our year with learning how to write a formal letter and how to express our opinions. We learned about the writing process where we formally think about the organization of our personal narratives, literary analysis, essays, letters or poems. Students must complete a word web for each written assignment showing their central idea and what the detail paragraph headings will be.
We moved to writing a personal narrative and a creative story to expand our use of creative tools in our writing. Tight organization, focus and proper grammar are recurring expectations for our writing.
Here are the directions for the literary analysis that they are currently working on. The due date is Friday, November 14th. Feel free to read and offer advice on your student's work.
Literary Analysis Directions
Focused Introductory Sentences 20 percent
Focused detail sentences 40 Percent
Correct Grammer 20 Percent
Correct Spelling 10 Percent
Creativity - use vocabulary 10 percent
Must be 400 words
Due November 14, 2025
Step 1: Understand the Text and the Elements
The student must first fully comprehend the story before analyzing it.
Read Closely: Read the text (a short story or a specific passage from a novel is best) multiple times. The first read is for the general idea; subsequent reads are for deeper meaning.
Identify Key Elements: Focus on identifying basic literary elements such as the plot, main characters, setting, and the central conflict or theme.
Ask Questions: Encourage the student to ask "how" and "why" questions about the text (e.g., "Why did the character act that way?", "How does the author show the character is brave?").
Step 2: Choose a Topic and Formulate a Thesis
Based on the questions, the student chooses a specific topic to explore.
Select a Focus: Choose one element (like a character's trait or a theme) that the student can prove with evidence from the text.
Develop a Simple Thesis Statement: The thesis is the main argument or the answer to their "how" or "why" question. For a 5th grader, this should be a clear, single sentence.
Example Question: How does the author show the character, Mia, is brave?
Example Thesis: In the story, the author uses Mia's actions and her dialogue to show that she is a brave character.
Why did the author believe that Mia’s bravery was important?
Step 3: Gather and Organize Evidence
The student needs to find specific examples from the text to support their thesis.
Collect Evidence: Skim the text for relevant quotes or specific details that relate to the thesis statement.
Organize Ideas: Use a simple outline or a graphic organizer to arrange the evidence into logical groups. Each group of evidence will become a body paragraph. A common structure (sometimes called ACES or similar frameworks) helps: Answer the question (topic sentence), Cite evidence, Explain the evidence, Summarize/transition.
Step 4: Write the Draft (Paragraph by Paragraph)
Guide the student through writing each section of the analysis. A simple structure is an introduction, a few body paragraphs (one for each main point), and a conclusion.
Introduction:
Hook: Start with an engaging sentence or question related to the topic.
Background: Briefly introduce the book title, author, and main characters.
Thesis: State the thesis statement clearly at the end of the introduction.
Body Paragraphs:
Topic Sentence: Start each paragraph with a sentence that states the main point of that paragraph, linking it back to the thesis.
Evidence: Provide direct quotes or specific details from the text as proof.
Explanation: Explain how the evidence proves the topic sentence and the overall thesis. This is the "analysis" part and is crucial.
Conclusion:
Restate Thesis: Rephrase the thesis statement in a new way.
Summarize Main Points: Briefly remind the reader of the key arguments.
Final Insight: End with a general statement about the broader importance of the topic or theme.
Step 5: Revise and Edit
The final step is to polish the writing for clarity and correctness.
Revise: Reread the draft to ensure the ideas flow logically and that the arguments make sense. Check that each point is fully explained and supported by evidence.
Edit and Proofread: Check for grammar, spelling, and punctuation errors. Reading the essay aloud can help catch awkward phrasing or run-on sentences.
Seek Feedback: Have a teacher or parent review the work to provide feedback and suggestions for improvement.
The Ruberic
Please see the classroom assignment
Reading,
We completed the novel Eleven, by Tom Rodgers, which was our first novel study. This novel revealed how an author communicates his theme through the use of literary devices. We also learned about the use of figurative language such as metaphors and similies. This year we will learn about ten types of figurative language and learn how to use them in our writing.
Next: We will read The Whipping Boy and compare and contrast the characters with those of the drama The Prince and The Pauper. We will act out the drama in our class.
Students are completing their book club book report as well. Some students have completed several books. Only one book report is due on the Tuesday after Thanksgiving.
Grammar - We are completing unit 2. The test will be next week Thursday.
Vocabulary - We are on lesson 5. Students will have that for homework tonight. Nov 12.
Presentations - Students are working on identifying the elements of a civilization and creating a slide presentation on their own fictional civilization.
Social Studies : We learned how to read population maps and climate maps. Students learned about the elements of a civilization such as different types of governemnt and how an economhy works. Students are currently studying the elements of a civilization through a group project. Students also read about a boy who created his own civilization in an excerpt of Weslandia for reference.
Social Emotional Learning - Today students took the black dot test. Each student was given a paper with a black dot in the middle. Take the test at home with your student so they can share the experience tomorrow.
10/29/2025
Students have a grammar quiz tomorrow on Thursday. It will be an activity
Here is a sample quiz to help you with the concepts.
Write whether each pronoun is a singular (S) or Plural (P)
Me ___S_
Us__P___
She _S____
You __S or P____
They ___P___
It _____S__
Underline the prounoun in each sentence
Do you know much about Mount Olympus?
It is the highest mountain.
I have read my book.
They are playing.
Write a sentence using these pronouns P
I,we,us,them,her
Identify the subject pronoun
He wrote the book.
She ran to the field.
We are going to do that.
I read about volcanoes.
Usually, he encourages me to write a story.
Subject complement SC is when the subject is renamed as something else after the linking verb such as: is, was, were.
The spectators in the first row were (linking verb) they (subject complement)
The photographer at the scene was he. (SC)
The most firghtened witness was she.(SC)
Object pronouns OP is the object of preposition - verb. names the receiver of the action.
These facinating stories interest me. (OP)
This story interests me. OP
Her howling and whistling voice flows over me.OP
10/9/2025
Landforms and Water Forms to know for the test tomorrow. We have reviewed these extensively in class so they just need to study the few they do not remember.
Part 1: Landforms (Shapes of the Land)
Landforms are natural features of the solid Earth. They come in many sizes and are shaped by forces of nature.
Elevated and Rugged Land
Landform
Definition (5th Grade)
Mountain
A very large landform that rises high above the surrounding land, usually with steep sides and a pointed or rounded top called a peak.
Highland
An area of land that is generally higher or more rugged than the surrounding land, often consisting of hills and mountains grouped together.
Volcano
A mountain with a vent (opening) in the Earth's crust through which ash, gases, and melted rock (lava) can escape.
Glacier
A large, slow-moving mass of compressed ice that flows down mountains or spreads across polar regions, carving the land beneath it.
Flat and Raised Land
Landform
Definition (5th Grade)
Plain
A large, wide area of flat or gently rolling land with few trees, such as the Great Plains in the United States.
Plateau
A large area of flat land that is raised high above the land around it, like a giant table with steep sides (cliffs).
Mesa
A flat-topped hill or mountain with very steep sides, which is smaller than a plateau. The word "mesa" means "table" in Spanish.
Carved and Eroded Land
Landform
Definition (5th Grade)
Canyon
A deep, narrow valley with very steep sides (like cliffs), usually carved out by a river flowing through it over millions of years (e.g., the Grand Canyon).
Butte
A narrow hill with steep sides and a flat top, similar to a mesa but even smaller and often standing alone.
Cliff
A steep face of rock or soil, often found along coasts, rivers, or mountains.
Desert
A very dry area of land that receives very little rain and has sparse vegetation. Deserts can be hot or cold.
Part 2: Focus on Plateaus and Mesas
Plateaus and Mesas are sometimes called "tablelands."
Plateau
Definition: A large, high, flat area of land.
Where Found: Plateaus are found on every continent. Famous examples include the Tibetan Plateau in Asia and the Colorado Plateau in the western United States.
Mesa
Definition: A smaller, isolated, flat-topped hill with steep sides.
Where Found: Mesas are very common in dry regions (like the Southwestern United States in Arizona, Utah, and New Mexico), where a hard layer of rock on top (caprock) protects the softer layers beneath from erosion.
Part 3: Land and Water Interactions
These features combine land and water in unique ways.
Feature
Definition (5th Grade)
Island
A piece of land that is completely surrounded by water.
Archipelago
A group or chain of many islands clustered together (e.g., Hawaii).
Peninsula
A piece of land surrounded by water on three sides, but still connected to the main landmass (e.g., Florida).
Isthmus
A narrow strip of land that connects two larger landmasses and has water on both sides (e.g., the Isthmus of Panama).
Delta
A triangle-shaped piece of land formed at the mouth of a river, made from dirt and sand dropped by the river.
Atoll
A ring-shaped coral reef or chain of islands surrounding a central pool of water (lagoon).
Part 4: Water Forms
These are major features made of water.
Water Form
Definition (5th Grade)
Ocean
The largest body of salt water on Earth, covering most of the planet.
River
A large natural stream of water that flows across the land, usually into a lake or ocean.
Lake
A large body of water that is completely surrounded by land.
Gulf
A very large inlet of the sea that cuts deep into the land (e.g., Gulf of Mexico).
Bay
A broad area of water that is partly enclosed by land, usually smaller than a gulf.
Strait
A narrow strip of water that connects two larger bodies of water.
Bayou
A slow-moving stream or a swampy area common in flat, low-lying regions, such as Louisiana.
Fjord (Fiord)
A long, narrow inlet of the sea with steep cliffs on both sides, created by a glacier.
Social Studies Lessons 1 - 5 Test Friday
Where in the world is the Western Hemisphere
Bew able to identify continents, oceans, Prime Meridian and Equator on a map and the compass rose. Be able to locate hemispheres, a place using latitude and longitude, cardinal directions.
Know the regions of the Western Hemisphere
and then know in detail the landforms and water forms which I have listed above.
It is not a hard test but a bit long so know each area in detail.
10/2/2025
Test tomorrow rescheduled from Thursday on Chapter One Grammar
common nouns such as car and park and boy
Proper nouns such as Phillies and Eagles and White House and Pennsylvania and Kobe Bryant
Singular, Plural and collective nouns such as child (singular), children (Plural) and class and committee (both of the last two are collective nouns)
Nouns as subjects - A noun can be the the subject of a verb.
Example: Andy Davis is my brother. The subject is Andy Davis.
Nouns as objects - a noun can be a direct object of a verb. The direct object answers the question whom or what after the action verb.
Carlos plays guitar. What does Carlos play? guitar is the direct object.
A noun can also be the object of the preposition. See a song about prepositions on Youtube. A flute is played with the lips.
Nouns as indirect objects
Methods for Finding the indirect object
Mrs. DiIorio baked Matt and Chase cookies.
Verb: baked Subject: Mrs. DiIorio Direct Object: cookies
Indirect objects: Matt Chase
Order to determine the indirect object:
Verb: -
What happened
Subject:
what did the action
Direct Object:
Who or what received the action
Indirect Object:
To whom, to what or for whom was the action done.
Another example:
Mrs. Diorio baked Ms. O'Hara cookies.
The indirect object is Ms. OHara. The direct object is cookies because thats what the verb refers to first.
Vocabulary Test Unit 2
abandon
assault
convert
dispute
impressive
justify
misleading
numerous
productive
shrewd
strategy
villain
The writer's goal is to share an experience they have had with the reader.
includes a clear beginning, middle, and ending.
it is a true story about something that happened to the writer.
The author's thoughts and feelings about the event are a major part of the story.
It has a sequence of events (order). The author uses transition words as the story unfolds.
Has dialogue (conversation), descriptions, and sensory details.
Has a clear setting described in detail.
(courtesy of Simplify Writing, 2019)
Prepositional phrases: begin with a preposition and end with the object of the preposition (noun or a pronoun that comes AFTER the preposition). They include all of the other words that modify the noun or the pronoun. around, about, over, under, through for example.
Figurative Language: using words or phases in writing that do not use their usual, literal meanings. Writers will use figurative language to make their writing more visual and interesting to their readers. Readers need to be able to tell the difference between figurative and literal language in order to understand what they are reading.
Simile
Metaphor
Personification
Hyperbole
Alliteration
Onomatopoeia
Imagery
Idiom
Mrs. DiIorio baked Matt and Chase cookies.
Predicte: baked Subject: Mrs. DiIorio Direct Object: cookies Indirect objects: Matt Chase
Order to determine the indirect object:
Predicate - What happened
Subject
what did the action
Direct Object
Who or what received the action
Indirect Object
To whom, to what or for whom was the action done.
9/29/2025
Spelling:
We will begin using the 5th grade Horton Mifflin Spellling Units next week to ensure that we have a good grasp on spelling more complex words.
ELA Personal Narrative
Students are currently typing their final copy of their personal narrative this week in class. You are welcome to review their owrk this week. The final submission is due Friday. We learned about the elements of a a good personal narrative which should describe one point in time and be a real event that happened in their lives. Some students chose event during a weekend or during a tournament which is ok. Students learned how to create an interesting introduction, include at least 3 paragraphs that are focused on only aspect of the event and include a concluding paragraph of at least three sentences. The project should include no less than 400 words and nor more than 1200 words. All submissions must be on the student's chromebook and submitted to my assignement that I created on 5th Classroom.
Eleven Novel Study:
We are continuing to enjoy reading the Novel Eleven and learn about literary devices to tell the story. We will learn about plot development, how the author uses 3rd person voice to tell the story, compare and contrast characters, learn about figuartive language, foreshadowing and think about essential questions as well as develop an expanded vocabualry.
Study Guide on Landforms and information that they are using in class to create a group slide show on their chosen landform and a poster for the hall to inform our school community about the importance of understanding landforms.
Landforms information for the First Social Studies Test next Tuesday Oct 4
A landform is a naturally-formed feature on the surface of the Earth. It often has a recognisable shape like a valley or mountain. Landforms can range in size and be small like hills or much bigger like mountains.
These geographical features are found all over the world. Apart from being different in their shapes, they also have different effects on the ecosystem, climate, and weather of the place. For instance, you may have noticed that in the plains, the weather can be much warmer on the same day when it is a bit cooler on a hill station. Some crops grow better in a particular region, while others are better suited for the rest.
Below is a student‑friendly list. Each entry has:
A definition (what that landform or feature is)
An example from the Western Hemisphere
Its location and a fun fact or extra detail
Definition: A mountain is a landform that rises high above its surroundings, usually with steep sides and a distinct summit (top).
Rocky Mountains — Western U.S. and Canada
Location: from New Mexico through Colorado, Wyoming, Montana into Canada
Fun Fact: Many peaks are over 14,000 feet high.
Appalachian Mountains — Eastern U.S.
Location: runs from Alabama up through New England and into Canada
Extra: These are older mountains, so they are more rounded and lower than the Rockies.
Andes Mountains — Western South America
Location: along the western edge of South America (Chile, Peru, Ecuador, etc.)
Fun Fact: Longest continental mountain range in the world.
Sierra Madre Mountains — Mexico
Location: two main ranges (Occidental on the west, Oriental on the east)
Definition: A volcano is an opening in Earth’s crust that lets out molten rock (lava), ash, and gases.
Popocatépetl — Central Mexico
Active volcano near Mexico City.
Cotopaxi — Ecuador, in the Andes
One of the tallest active volcanoes on Earth.
Definition: A desert is a very dry area where little rain falls, so plants are scarce.
Atacama Desert — Northern Chile, South America
Known as one of the driest places on Earth (some parts rarely see rain).
Sonoran Desert — Southwestern U.S. and Northern Mexico
Hot and dry, with unique plants like the saguaro cactus.
Definition: A plain is a broad area of relatively flat land with little change in elevation; often covered by grass.
Great Plains — Central U.S. and Canada
Huge flat region good for farming and grazing.
Pampas — Argentina (South America)
Fertile grasslands used for cattle ranching and farming.
Definition (Plateau): A plateau is an area of high, flat land (a “high plain”).
Definition (Valley): A valley is a low area between hills or mountains, often with a river running through it.
Colorado Plateau — Southwestern U.S.
High, flat land with deep canyons (like the Grand Canyon).
Central Valley — California, U.S.
A long, flat valley between mountain ranges that’s full of farms and orchards.
Definition: A river is a natural flowing watercourse, usually freshwater, flowing toward an ocean, sea, lake, or another river.
Mississippi River — Central U.S.
Flows from Minnesota to the Gulf of Mexico.
Amazon River — South America
Flows through Brazil, Peru, and several other countries; huge in volume and biodiversity.
St. Lawrence River — Border between U.S. and Canada
Connects the Great Lakes to the Atlantic Ocean.
Definition: A forest is a large area covered in trees and other vegetation. A rainforest is a forest in a region that gets heavy, frequent rainfall.
Amazon Rainforest — Northern South America
The world’s largest tropical rainforest.
Boreal Forest (Taiga) — Canada
Cold forest with evergreen trees and animals like moose, bears, and wolves.
Definition: Coastal waterways are bodies of water along coasts, such as bays, inlets, gulfs, or seas. Islands are land surrounded by water.
Gulf of Mexico — between U.S., Mexico, Cuba
An ocean basin partly enclosed by land.
Chesapeake Bay — Eastern U.S.
A large bay with lots of marshes and estuaries.
Caribbean Islands — Between North & South America
Many tropical islands like Cuba, Jamaica, Puerto Rico.
Galápagos Islands — Off coast of Ecuador
Famous for unique animals found nowhere else.
Definition: A watershed (or drainage basin) is an area of land where all the water (rain, streams) drains into a common outlet (river, lake, or ocean).
Mississippi River Watershed — Much of central U.S.
All rivers and streams in that region eventually drain into the Mississippi River.
Here is a sample format you can use. (You can copy this into a document and print it.)
Part A: Match the definition
Draw a line matching the landform name to its correct definition:
Landform / Feature
Definition
Mountain
___
River
___
Desert
___
Valley
___
Plateau
___
Watershed
___
Volcano
___
Forest / Rainforest
___
Coastal Waterway / Bay / Gulf
___
Definitions (list these out for students to match):
A high area with steep sides and a summit
A low area between mountains, often with a river
A place that receives very little rainfall
Flat or gently sloping land, usually good for farming
High flat land, sometimes called a “tableland”
Area where water drains into one shared river or body of water
Opening in Earth’s crust releasing lava and gases
Area covered densely with trees and other vegetation
Water body along the coast, often partly enclosed by land
Part B: Fill in the blank / Short Answer
The Andes Mountains are located along the _______ coast of South America.
The Atacama Desert is known for being one of the _______ places on Earth.
The Great Plains are important for _______ (two things).
The Amazon River flows largely through _______.
A watershed is important because _______.
The Colorado Plateau has deep _______ like the Grand Canyon.
In Mexico, Popocatépetl is an example of a(n) _______.
The Gulf of Mexico is a type of _______ (coastal water feature).
9/29/2025
Grammar Pages Workbook (Copies)14 and 15 due Tuesday and Study
Grammar Pages Workbook (copies) 16 and 17 Due Wednesday and Study
Due Grammar Test Thursday on Unit 2 Thursday
Vocab test Friday All students without a book (there are just s few) were given a copy of Vocab Unit 2. Students will bring home their vocabulary book to study the words for the test. I emphasize being able to understand the words using context clues.
Social Studies Test Next Tuesday Oct. 7th on Continents, Oceans, Equator, Prime Meridian, Lines of Latitude, Lines of Longitude, finding locations using latitude and lingitude and the compass rose. Also Landforms and types of maps such as political map, geographical map, and landform map will be on the test including what they are. I will post a list of landforms next.
9/17/2025
Vocabulary Word for Unit 1
blundered
cancel
continuous
distributed
document
fragile
wither
rejected
scuffled
solitary
temporary
veteran
See 9/16 for assignment
9/16/25
Grammar Quiz Thursday 1.1 to 1.6 - recommendation : Study for a minimum oof 30 minutes
Vocabulary Test Thursday - We reviewed for two days in class- recommendation - study for a minimum of 25 minutes
9/16/25
Grammar Quiz on Wednesday
Nouns - Common, Proper, Singular and Plural
Collective Nouns and Possessive
Nouns as Subjects and Subject Complements
Vocabualry Thursday Chapter 1
9/15/25
ELA
Vocabulary
Please use all vocabulary words from Chapter 1 in our Vocabulary book. Write 12 sentences tha demonstrate your understanding of each vocabualry word; you must write one sentence for each word. due 9/16
9/10/25
ELA Homework Assigned 9/10/2025 - Due 9/11/2025
All students are to write a definition entry ( use an at home paper dictionary is prefeered but you can use the Webster's online dictionary, https://www.merriam-webster.com/ - this is the link - to look up all vocabulary words from chapter one of their blue vocabuuary workbook. for each entry a student should write the vocabulary word, write the part of speech such as noun, adjective or verb, and then write down one definition for the word. Students are completing this homework to meet our objective of expanding their vocabulary and too demonstrate their ability to use a dictionary. The vocabulary word should be underlined and this is a handwritten assignment which can be written in script or print.
Example:
1. blunder, adjective, a stupid mistake.
2.
3.
...
until the last vocabulary word for Chapter 1.
Please see the email sent home on 9/10/2025. Thank you!
Welcome to Mrs. O'Hara's 5th Grade
I am very excited to have this year's fifth grade class. They are kind, funny, curious and they work hard. It's a pleasure to have your child in my class. I hope we have a happy, healthy year and a year full of growing and learning.
The students are getting settled into their new routine this week and next week and learning how to work in the classroom during homeroom, ELA, Social Studies and at the end of the day. They have been learning quickly and are eager to get the hang of changing classes. The students are also working on a writing assessment which consists of a formal letter to their teacher about their hopes and worries for 5th grade. This year, as part of their writing grade, all students must submit a brainstorm page, a rough draft and a final draft of every paper they write for ELA and Social Studies.
Notes for parents: Please make sure your student turns in their summer work and the pink emergency card no later than Friday, September 5th. All students will need a switch bag - a canvas bag that can fit a few text books and supplies for the afternoon. All students may bring a water bottle to class for the morning and lunch if desired. Please make sure students also have a few sharpened pencils.
If you have any questions or comments please feel free to email me at lohara@stjamesregional.com.
Best,
Lisa O'Hara