Thursday, September 17, 2015

September Social Studies

5th Grade 
Social Studies
Unit 1: Government 
This unit provides students with an opportunity to review essential civics and government concepts learned in previous grades. It also establishes a common foundation that sets the stage for deeper discussions about government throughout the year as students explore the question: Why is the federal government organized to give and to limit power? Students begin by examining what life would be like in the absence of government and hypothesize about the reasons people form governments.  Next, students review core democratic values and principles upon which our government is based and investigate how they are rooted in the organization of the federal government.  In doing so, concepts such as limited government, popular sovereignty, rule of law, and individual rights are stressed.  Students analyze and explain how the Preamble to the Constitution reflects the purposes of government and explore other parts of the Constitution for evidence of federalism, limited government, and individual rights.  In learning about federalism, students compare the powers delegated to the federal government and those reserved to the states (or the people).  Contemporary examples of government in action are used throughout the unit.  Moreover, this unit provides teachers with the opportunity to connect classroom rules with ideas about government, including why people form governments, what happens without rules or laws, and the importance of the rule of law. Finally, this unit allows for a smooth connection to Constitution Day, which is required by federal law.




September Math Workshop


Module 1 Overview
Grade 5 Module 1: Place Value and Decimal Fractions
In Module 1, students’ understanding of the patterns in the base ten system are extended from Grade 4’s work with place value of multi-digit whole numbers and decimals to hundredths to the thousandths place.  In Grade 5, students deepen their knowledge through a more generalized understanding of the relationships between and among adjacent places on the place value chart, e.g., 1 tenth times any digit on the place value chart moves it one place value to the right.  Toward the module’s end students apply these new understandings as they reason about and perform decimal operations through the hundredths place.

Online Resources for Module 1 Remediation

Identifying Place Values:

Up to hundredths only


Up to ten thousandths



This site has a game and a lesson component that explains the concept just like EngageNY:  

https://www.mangahigh.com/en/maths_games/number/understanding_the_number_system_/multiply_and_divide_decimals_by_10_100_1000


Comparing Decimals






Wednesday, September 16, 2015

September 2015 Writing Workshop



For the month of September, our students will be improving their paragraph writing skills as prompted by their reading responses.


Paragraphing Unit 2015 Learning Objectives:


            1. Parts of a Paragraph                                        2. Choosing Purposeful Evidence


3.  Different Types of Transitional Phrases       4. Using More Sophisticated Language


_______________________________________________________________________________________________


A good paragraph is between 5 to 9 sentences and includes:
  • A Topic Sentence  
  • Transitional Phrases
  • Supporting Evidence with an Explanation which proves the claim
  • Conclusion; wrap-up/closing sentence
  • Correct punctuation, grammar, capitalization and spelling

______________________________________________________________________________________________

Paragraphs will be scored according to the New York State Writing Rubric. This rubric was analyzed and rephrased in the students’ words. It will also be utilized when students assess their own writing.

NEW YORK STATE WRITING RUBRIC


A SHORT RESPONSE should include the 2 Points components in order to receive the highest possible score 2/2.


Score Response Features


2 point A two-point response…


  • Makes an inference:  develop an idea based on the clues in the text.
  •   Contains two or more facts, definitions, and/or specific details from the text that are used to support the answer.
  •  Is written in complete sentences.


  •  Contains very few grammatical errors (spelling, capitalization, punctuation,


A one-point response…


  •   Does not include an inference.  The answer is simply a retelling, and it does not develop an idea about the text.


  •     Contains some facts, definitions, and/or specific details.


  •     Contains incomplete sentences or uses bullets.


A zero-point response…
  •     Doesn’t answer the question


  •     Is incorrect


  •     Contains many grammatical errors.


  •     Cannot be read.

Read Aloud September 2015



This month in Read Aloud, we are reading a collection of short stories.
          "Fireplug and Dad" by Rusty Fischer
          "Everything Will Be Okay" by James Howe
          "Perfect I'm Not" by Julia Wasson Render
During Read Aloud, teachers sit with the students in a group to facilitate a discussion about the book.  Students are expected to contribute to conversation daily.  See our goal below that we hope to meet by September 30.


Students will be introduced to the READ ALOUD CONVERSATION RUBRIC

EVALUATING the READ ALOUD CONVERSATION                                             NAME ___________________________________
How well did I…
Monday
Tuesday
Wednesday
Thursday
Friday
pay attention to the person speaking (eyes, body, brain)?





use a loud voice so others could hear me?





express my thoughts in detail (use evidence from the story)?





build on the ideas of others instead of having a popcorn conversation?






Tomorrow’s Goal: 





Tomorrow’s Goal: 

Tomorrow’s Goal: 

Tomorrow’s Goal: 

Tomorrow’s Goal: 


4- I did an AMAZING job- I couldn’t do any better!  
3- I did a pretty good job, but could work to make it perfect.
2- I did an okay job, but should work to make it better.
1- I didn’t really try at all and need to work hard to make it MUCH better


Read Aloud






In Read Aloud this month, we are reading Eggs by Jerry Spinelli.  For a summary of the book, clickhere.  As we read, we are discussing the big ideas or themes in the book.  Together, we are working on the following skills:
·                Determining the lesson/moral/theme/central message
·                Making inferences about the characters as well as tone and mood
·                Drawing conclusions and predicting what's to come
·                Thinking about the author's craft and purpose
·                Monitoring for meaning by using context to determine word meaning and interpreting figurative language



In addition, we are learning the following vocabulary words to improve our Read Aloud conversation.  These words will help us articulate our thinking as we discuss the book Eggs.  Click the link below to find a copy of our Vocabulary Packet with the 14 words, definitions, and synonyms.  Students will be quizzed weekly on these words.  The purpose of this is to ensure that the students have a deep understanding of the words because they will be used all year.  They should become a part of your child's permanent vocabulary.  They have been provided a list of"Ways to Study Vocabulary Words".  A copy of this list is below.  Please encourage your child to find a method that works best for them.  There are plenty of study options for active students, music lovers, and artists.

Eggs Conversation Words:  
1.              impulsive
2.              self-centered
3.              manipulative
4.              passive
5.              tolerant
6.              resilient
7.              conceited
8.              brash
9.              feisty
10.           defiant
11.           compassionate
12.           abandoned
13.           mourning
14.           ignoring