Link to Google Folder: 5th Grade Documents
Anything in blue should be turned in as homework on the next school day.
Anything in red is a special note to the co-teacher.
Anything in purple denotes a formal assessment.
Anything in magenta is optional (at the discretion of the co-teacher).
BLOG KEY
General:
Act – Activity
Ch – Chapter
Ex – Exercise
L – Lesson
p – Page(s)
Math:
TG – Teacher’s Guide
TB – Textbook
WB – Workbook
FP – Facts Practice (A, S, M, D, etc. denotes which sheet to use)
Language Arts:
AAS - All About Spelling
AAS - All About Spelling
IEW- Institute for Excellence in Writing
KWO - Key word outline
KWO - Key word outline
History:
TL - Timeline Card(s)
TL - Timeline Card(s)
Science:
PS - Physical Science
TB – Human Anatomy Textbook
NJ – Notebooking Journal
WDYR - What Do You Remember?
"Let the favor of the Lord our God be upon us and establish the work of our hands..."
Psalm 90:17
IMPORTANT DATES/COMING SOON:
Wednesday, September 25 - Pizza, Spirit, and DOGS day.
Wednesday, October 9 - Spirit Day
Monday, October 14 - Co-Teacher/Teacher Conferences. No school or homework.
Monday. October 21 - Picture Retakes
BIBLE/VIRTUES:
This month, we'll be focusing on the virtues of respect, courage (classroom virtues), and fear of the Lord (the schoolwide virtue.) As we continue to study the Proverbs, we will gain an understanding of what it means to fear the Lord. He is worthy of the highest repect and reverence. Yet he also tells us to show proper respect to everyone. One of the habits of the heart that we regularly focus on at Fortis is respect, and the definition we use is "Valuing others more than self." We extend this to include showing respect to the building we are blessed to use, the supplies we share, the belongings of others, and the world God created!
In our history studies, we will learn about the incredible courage it took the colonists to leave the safety and comfort of life in England to establish settlements in a strange land. They faced myriad challenges, including hunger, illness, and death.
MATH:
- Add mixed numbers with unlike denominators.
- Subtract a fraction from a mixed number or whole number.
- Subtract a mixed number from a mixed number or whole number.
- Practice adding and subtracting mixed numbers.
- Review previously learned concepts.
- Improve speed and accuracy of x10, x11, and x12 multiplication facts.
SPELLING:
- Assess mastery of words ending with TURE.
- Learn to spell words ending in ICE.
GRAMMAR:
- Identify, classify, compose and diagram pattern 1 sentences that include possessive nouns.
- Relate possessive nouns to the genitive case in Latin.
- Know that possessive nouns function as adjectives in a sentence.
WRITING/VOCABULARY:
- Learn the definitions of the four vocabulary words and be able to correctly use each word in an original sentence.
- Practice dictionary skills.
- Employ an effective dramatic opener in a narrative story.
- Know the three parts of a narrative story and be able to recognize rising and falling action.
- Use a checklist to ensure that assignment requirements are met.
DRAMATIC OPENER: A dramatic opener is a sentence or two at the beginning of a narrative story, report, or essay that catches the reader's attention and draws him in to the piece. There is a list of dramatic openers (with examples) behind the writing tab in the binder. The most commonly used dramtic openers for beginning writers are the question, the quote, the fact/statistic, the shocking statement, and the fragment.
The most difficult part of effectively including a dramatic hook is the transition from the opener into the rest of the story. Please help your students do this as best you can until they get the hang of it on their own. Usually, the dramatic opener will reference the climax of the story in some way, so you may need to point out the abruptness of starting with the climax and then moving immediately back in time to the beginning of the story when they are establishing the charaters and setting. Help them see the need for a way to ease back into the story. I can help offer suggestions with this once I receive their rough drafts, but if you are able to work with them on this at the front end, it will save me some time when grading. I totally understand if you and your student struggle with this, so no judgement if you can't! :-)
Below are some examples of possible openers (including a transition sentence) for the story we wrote about the Lost Colony:
Question: How could 120 colonists simply vanish? Historians have been asking themselves that question since the first group of English colonists attempted to settle in the New World in 1587. NOTE: Please, please, please do not allow your child to ask a question like, "Have you heard about the Boston Massacre?" of "What was the Boston Massacre?" First, students need to stay in third person for this story (using the word "you" is second person point-of-view). It is also the lazy way to write a dramatic opener. If they decide to use a question, it needs to be thought-provoking and refer in some way to the climax of the story.
Fact/statistic: The strange disappearance of 120 colonists from a settlement on Roanoke Island remains one the greatest mysteries in American history. The story began in 1587 with a group of 120 Englishmen who made their way to the New World in hopes of establishing a permanent settlement.
Shocking statement: One hundred twenty Englishmen mysteriously disappeared from the Roanoke Colony off the coast of North Carolina. In 1565, the New World was first successfully settled by the Spaniards, who established a colony in St. Augustine, FL., so in 1587, a brave group of men and women from England attempted to replicate their success.
Fragment: Croatoan. This word was the only clue to the mystery of what happened to 120 English settlers who were attempting to establish a colony in the New World. The Spaniards had already successfully colonized St. Augustine, FL., so in 1587, these Englishmen ambitiously tried to do the same.
Quote: (I wouldn't recommend using this one for a narrative story; we'll focus on it more later in the year when we start writing reports.)
NOTE: I know these are fifth graders, so I am expecting 5th-grade level work, but I wanted you to have some examples to reference on how to make this difficult transition.
READING:
- Be able to summarize a passage through oral narration.
- Expand vocabulary.
- Identify virtues, as well as elements of truth, beauty and goodness, in reading passages.
LATIN:
- Learn ten new vocabulary words.
- Begin memorizing the irregular verb sum, esse.
- Begin translating simple Latin sentences.
- Assess mastery of previously learned vocabulary words.
HISTORY:
- Understand the differences between the Pilgrims (separatists) and Puritans.
- Know the definition of a colony and understand that the early colonists considered themselves to be English (or Spanish or French, or Dutch) citizens--not Americans-- and that they were subject to the governing authorities in their home countries.
- Know what plantations were, and begin to notice the economic and cultural differences between the northern and southern colonies.
- Be familiar with the factors that led to the Salem Witch Trials.
- Know the name and main contribution of Henry Hudson.
- Know that the Great Awakening was a time of spiritual revival in the American colonies.
SCIENCE:
- Begin memorizing the anatomy of the digestive system and the role that each organ plays in digestion.
- Know the difference between chemical and mechanical (physical) digestion.
- Be able to explain the journey that food takes through each organ in the digestive system.
- Identify key facts in and take notes from a non-fiction text.
GEOGRAPHY:
- Develop a heart of compassion for the peoples of the world who don't yet know Christ.
- Begin memorizing the names and locations of the larger islands in the West Indies.
- Memorize the names of the islands that constitute the Lesser Antilles.
- Be familiar with some characteristics of the West Indies, including climate, culture, and geographical features.
MEMORY WORK:
Geography: We'll be memorizing the names and locations of some countries in the West Indies for the next few weeks. A hard copy of this map can be found behind the "memory" tab in your child's binder. Additional maps, as well as MP3s of the corresponding song, are available at this link: Geography Resources.
History: Students will memorize a portion of the Declaration of Independence (bolded portion only - recitation on 11/10) and 21 key dates. The key dates have accompanying jingles that do not have to be memorized, but will help students memorize the dates and retain details about the events to which they correspond.
1. Leif Ericsson Explores America - 1000
2. Columbus Sails to the Americas - 1492
3. Lost Colony of Roanoke - 1587
4. Founding of Jamestown - 1607
5. Landing of the Pilgrims at Plymouth - 1620
6. Salem Witch Trials - 1692
1. Leif Ericsson Explores America - 1000
2. Columbus Sails to the Americas - 1492
3. Lost Colony of Roanoke - 1587
4. Founding of Jamestown - 1607
5. Landing of the Pilgrims at Plymouth - 1620
6. Salem Witch Trials - 1692
7. First Great Awakening - 1740s
Poetry: This quarter, we'll work on memorizing and reciting Proverbs 2:1-11 (NIV).
My son, if you accept my words
and store up my commands within you,
2 turning your ear to wisdom
and applying your heart to understanding—
3 indeed, if you call out for insight
and cry aloud for understanding,
4 and if you look for it as for silver
and search for it as for hidden treasure,
5 then you will understand the fear of the Lord
and find the knowledge of God.
6 For the Lord gives wisdom;
from his mouth come knowledge and understanding.
7 He holds success in store for the upright,
he is a shield to those whose walk is blameless,
8 for he guards the course of the just
and protects the way of his faithful ones.
9 Then you will understand what is right and just
and fair—every good path.
10 For wisdom will enter your heart,
and knowledge will be pleasant to your soul.
11 Discretion will protect you,
and understanding will guard you.