5TH GRADE CURRICULUM NIGHT

Room 201 ~ Shelley Houle: Writing & Social StudiesRoom 202 ~ Dianne Hanawalt: Math Room 204 ~ Tiffiny Sleight: ReadingRoom 205 ~ Caitlan Wagner: Science

READINGR

eader’s Workshop Model• Teacher teaches targeted mini-lessons that meet common core standard• Students self-select “just right” books to read silently• Students practice skills from mini-lessons using their own book or teacher

selected passage• Teacher facilitates 1:1 conferencing and small guided groups

Resources

• Scott Foresman (CSD adopted anthology)• Storyworks magazine by Scholastic• Leveled books• Literature StudiesHomework Expectations: One book report per trimester, read 20 minutes each

evening at least 5 times a week.

WRITINGW

riter’s Workshop Model• Teacher teaches targeted mini-lessons that meet state

standards• Students practice writing in their journals• Teacher facilitates 1:1 conferencing and small guided groups

W

riting Forms (about one formal essay due each quarter)• Narratives (personal and fiction)• Opinion Writing• Informational Writing

Traditional

• 20 words a week• Weekly words based

on spelling patterns• Words are different

each week• No emphasis on

spelling correctly in writing

TRADITIONAL SPELLING VS. SITTON

Sitton Spelling

• Number varies each week

• Words based on targeted skills lessons and pulled from grade level priority and core words

• Words are cycled…they keep popping up.

• Focused emphasis on proofreading skills and improving spelling in content areas (reading, writing, science, etc.)

All Sitton and Challenge Spelling words can be practiced at www.spellingcity.com. You can also review your child’s test scores there by clicking on “Records” at the top of the page or App.

SOCIAL STUDIES

In fifth grade, students use their understanding of social studies concepts and cause-and-effect relationships to study the development of the United States up to 1791.

• History• Geography• Economics• Civics

SOCIAL STUDIES

~Development of Indigenous Societies ~First

Contact with Europeans ~Explorers

~Colonization ~Rising Tensions between Colonies

and Britain

~The Revolutionary War ~ The Constitution and

Government

Areas of Study

SCIENCEG

rades 4 – 5 consists of nine Core Content

Standards within the science domains.• Physical Science (force and motion, states of

matter, and heat, light, sound and electricity)• Earth and Space Science (earth in space,

formation of earth materials, and focus on fossils)• Life Science (structures and behaviors, food webs,

and heredity and adaptation)

Within the context of several science lessons..

• Systems…how the parts of objects, plants, and animals are connected and work together.

• Inquiry…conduct a variety of investigations.• Application…product of own design to solve

a problem.

CAMAS DISTRICT

F

OSS kits• Matter and Energy• Landforms• Environments• Food and Nutrition• Models and Designs

Robotics

Students will be taking the Science portion of the MSP

this year.

MATH

C

ommon Core State Standards • Operations and Algebraic Thinking

• Order of operations, algebraic expressions, patterns and ordered pairs.

• Number and Operations in Base Ten• Place value, decimals, multiplication, division

• Number and Operations – Fractions• Add and subtract fractions, multiply and divide fractions and mixed

numbers

• Measurement and Data• Measurement conversions, understand and find volume of 3-D figures

• Geometry• Coordinate planes, classify polygons

MATH

Mathematical Practices1)Persevere in solving problems.2)Reason abstractly and quantitatively.3)Construct arguments and critique reasoning of others.4)Model with mathematics.5)Use tools strategically6)Attend to precision.7)Look for structure.8)Look for and express regularity in repeated reasoning.

FOR EXAMPLE…UNDERSTAND THE PLACE VALUE

Mike’s teacher asked him to write 987.654 in expanded notation. Mike wrote 900 + 80 + 7 + .6 + .50 + .400 What is Mike’s misconception? How would you explain expanded notation to help Mike understand expanded notation?

Proficient in Performance1) Student explains that Mike doesn’t understand place value for the digits behind the decimal. 2) Student generates an explanation of Mike’s misconception and clearly explains how they would help Mike fix his misconception.

a. Jessa has 23 one-dollar bills that she wants to divide equally between her 5 children.

i. How much money will each receive? How much money will Jessa have left over?

ii. Jessa exchanged the remaining one-dollar bills for dimes. If she divides the money equally between her

5 children, how much money will each child get?

STANDARDS PRACTICE SITE

I

XL at www.ixl.com• Individualized practice of Common Core

Standards• Student access through username and

password• Teacher/parent/student can monitor

progress