5th Grade

Mr. Baxter

Ms. Newcomb

Mrs. Kreissig

Mrs. Gretz

Mrs. Sienkiewicz

Back to School Night

Essential Questions

• What instructional components will be present in our rigorous 5th grade curriculum?

• How can we work together to benefit all our students?

Schedule900-920 Morning Work Morning Work Morning Work Morning Work Morning Work915-930 Reading/Intervention Reading/Intervention Reading/Intervention Reading/Intervention Inquiry/Reading930-945945-10001000-1015 Hennesy: Social Hennesy: Social Speicials and Collab-1015-1030 orative planning1030-1045 Math1045-1100 Inquiry Writing Writing1100-11151115-11301130-11451145-12001200-1215 Recess Recess Recess Recess Recess1215-12301230-1245 Lunch Lunch Lunch Lunch Lunch1245-100100-115 Math Inquiry Math Math Math115-130130-145145-200 Chorus200-215 ESOL Support Specials ESOL Support Specials215-230 Writing Inquiry230-245 Writing245-300 Class Meeting300-315

Learning skills & Take home folders

Monday Tuesday Wednesday Thursday Friday

Homework Policy

• Homework and projects are extensions of school instruction are therefore an integral part of your child’s education.

Grading Policy

• Class work, assessments, homework and projects are all components of a student’s grade in each subject area. Grades on projects or extended activities are based on rubrics developed for the specific project and both parents and students are made aware ahead of time of the requirements for the activity.

Grading Policy

At the end of each quarter, grades for projects, class work, homework and assessments will be used to determine a final grade. Mid Quarter reports will also keep you up-to-date with your child’s progress. Learning Skills will be communicated on a weekly basis as well as on the report card.

Report Cards will be distributed on:November 11 & 12 (conferences)

February 3April 14

June 23 (snail mail)

Learning Skills

We observe patterns and trends of students’ work, effort, and behavior to determine and improve learning skills.

The report card will coded “I, L, F, R, NI”

I= IndependentL=Limited promptingF=Frequent promptingR=Rarely demonstratesNI= Not enough Information

Agendas

• All homework assignments will be recorded as assigned.

• A responsible caregiver is expected to review all completed homework assignments and then initial the student’s agenda daily.

• Parents can also use the agenda book to communicate with CGES staff.

Got Attitude! Positive Reward System

Positive Behavior Reward System• A student receives one (1) “Got Attitude” Sticker for demonstrating

respectful behaviors.• Each sticker a student earns is recorded on the Go for the Green

monthly calendar (provided) with a designation of a star.• Once a student has received one (1) sticker, they receive one (1)

ticket.• Two tickets may be redeemed immediately for a freeze pop.• Or, if that student chooses, they may enter their name into a drawing

for a chance to win a larger reward. Students may have their name added to the drawing for every 2 tickets they earn. The drawings will be held every quarter.

Go for Green Consequence Chart

Incident

Penalty

1st Warning

2nd Yellow

3rd Red: min of 10 min timeout, reflection form, and conference with teacher

4th Remain on Red: 15 min loss of recess, reflection form, conference with teacher, and note home

3 Reds in one week

Office Referral

College Gardens Standards of Communication Communication Folders

Daily use folder for notes to and from school

Graded materials and learning skills sheets will be sent home in this folder on Thursdays

Blue papers indicate importance for instruction and should be saved as reference for families and student to review at home.

Newsletters

PYP newsletters will now include language arts and grade level information

Math newsletters from MCPS will go home on day one of each unit on white paper. Math review letters will be sent home two weeks prior to assessment on blue paper.

Keeping in contact

Understanding that time is limited and valued, staff should respond within one to two school days.

Reading Goals

• Students are expected to read 25 grade appropriate books over the course of the year. A personal record of books read by each student will be kept in the classroom. We ask that your child reads for at least 20 minutes each night.

• Students will need to complete a summary for each book read. To accomplish the 25 book goal with summary students will need to complete approximately 6 books and summaries per quarter. Teachers will check quarterly on their progress.

ReadingNovels

William and MaryJunior Great Books

Invitations To Literacy Variety of Informational Text

• We will use a variety of group sizes and materials to meet individual needs.

• There will be focus lessons on the concepts all students need to learn.

• We will use small groups of three or more for meeting the special needs of all students.

• We will use cooperative groups or partners for completing a common task.

WritingWriting as a process:Students are expected to respond to a writing prompt in organized and

well-developed paragraphs focusing on ideas and content, organization, word choice, sentence fluency, voice, and conventions.

Students will also develop brief constructed responses to questions in all subjects.

Some of the writing modes that will be covered are:• Descriptive • Expressive• Informative• Narrative• Persuasive

Words Their Way

• Spelling/Vocabulary program• Differentiated by stages of spelling• Inquiry-based, cooperative learning approach• Sorting: students sort words in columns, noticing

spelling/sound patterns (badge vs. page)• Hunting: students hunt for words in text that

follow the weekly pattern• Spelling/meaning connection: Greek/Latin roots• Games!

Math

Students will be taught concepts that are covered in the following six strands:

• Algebra/Patterns/Functions• Geometry• Measurement• Statistics• Probability• Number Relationships and Computation

• Textbooks used will be Harcourt and Glencoe

Action

Transdisciplinary Skills

IB

Learner ProfilePYP

Attitudes

PY

P C

oncepts

Students

Com

munityUnits of Inquiry

Primary Years Programme

 

Theme Who We Are Where We Are in Place and

Time

How We Express

Ourselves

How the World Works

How We Organize Ourselves

How We Share the

Planet

Description of the Transdisciplinary

Theme

An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social andspiritual health; human relationships including families, friends, communities, and cultures; rightsand responsibilities; what it means to be human.

An inquiry into orientation in place and time; personal histories; homes and journeys; thediscoveries, explorations and migrations of humankind; the relationships between and theinterconnectedness of individuals and civilizations, from local and global perspectives.

An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefsand values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation ofthe aesthetic.

An inquiry into the natural world and its laws; the interaction between the natural world (physicaland biological) and human societies; how humans use their understanding of scientific principles;the impact of scientific and technological advances on society and on the environment.

An inquiry into the interconnectedness of human-made systems and communities; the structureand function of organizations; societal decision-making; economic activities and their impact onhumankind and the environment.

An inquiry into rights and responsibilities in the struggle to share finite resources with otherpeople and with other living things; communities and the relationships within and betweenthem; access to equal opportunities; peace and conflict resolution.

Fifth Grade Units of Inquiry

•Learning From the Past•Central Idea: Reading historical fiction impacts our knowledge and understanding of the past•Lines of Inquiry:•-the characteristics elements of historical fiction-individuals and

Scientific DiscoveriesCentral Idea: The study and application of scientific understanding throughout timeLines of Inquiry:-the study of energy-the impact of scientific discoveries-technological advancements

People Revolt

Central Idea:. People revolt to

cause change.Lines of Inquiry:-the causes of revolution-peaceful and non-peaceful ways people revolt-the consequences of revolution•-impact of geographical characteristics of places and regions

Matter of Fact!

Central Idea: Our continuously changing world impacts its inhabitantsLines of Inquiry: -matter and its physical properties -changes of state- the impact of matter in environments around the world

So, Who is in ChargeCentral Idea: Mankind functions under all different forms of governing bodiesLines of Inquiry:-functions of government-purpose of government-what makes a society work

5th grade Exhibition2008-2009

Central Idea: We have a responsibility to protect the Earth’s environment for our benefit and the benefit of future generations.Lines of Inquiry: Topics Included:AgricultureClimate ChangeGlobal WarmingWaste & RecyclingEnergy

Sign Up

• Sign up for a conference– November 11th & 12th

• Classroom volunteers

We look forward to a great year!

3-2-1 Summarizer

•3 Important things that you will take back with you

• 2 Things you want to know more about

•1 Thing you will work with your student to make

him/her successful