Presentation on theme: "5 th Grade 5 th Graders Prepare for Their Future Changes to the State Assessment Review the 5 th Grade Curriculum Parent Q & A 5 th Grade Curriculum."— Presentation transcript:
5 th Grade 5 th Graders Prepare for Their Future Changes to the State Assessment Review the 5 th Grade Curriculum Parent Q & A 5 th Grade Curriculum
Who are the fifth grade teachers? Ms. Bunch Mr. Fry Ms. Hibbard Mrs. Johnson Ms. Owens Mrs. Schobert Mrs. Lambert
Student Success This presentation will provide you with an overview of what your child will learn by the end of 5 th grade. If your child is meeting the expectations outlined in the following standards, he or she will be well prepared for 6 th grade. Today’s Agenda All About the Standards English/Language Arts…………. Math……….…….. Science. ……….. Social Studies..……….… Questions Audience Participation ………. Dismissal …………. Where would we find more information about our specific child? Parent Teacher Conferences on October 25 th and 26 th. The information about the standards can be found on World Wide Web.
Why are the Standards Important? The standards provide a clear roadmap for learning for teachers, parents, and students. Having clearly defined goals helps families and teachers work together to ensure that students succeed. Academic standards are important because they help ensure that all students, no matter where they live, are prepared for success in college and the workforce. They help set clear and consistent expectations for students, parents, and teachers; build your child’s knowledge and skills; and help set high goals for all students. How many states have adopted the common core standards? Your child will develop critical thinking skills that will prepare him or her for college and career. 44
English Language Arts & Literacy In 5th grade, your child will read widely and deeply from a range of high-quality, increasingly challenging fiction and nonfiction from diverse cultures and time periods. They will build knowledge about subjects through research projects and responding analytically to literary and informational sources that will be key to your child’s continuing success. Your child will write stories or essays that are several paragraphs long. By devoting significant time and effort to producing numerous written pieces over short and extended timeframes throughout the year, he or she also will gain control over many conventions of grammar, usage, and punctuation as well as learn ways to make himself or herself understood. One day an English grammar teacher was looking ill. A student asked, "What's the matter?" "Tense," answered the teacher, describing how he felt. The student paused, then continued, "What was the matter? What has been the matter? What might have been the matter... ?"
A Sample of What Your Child Will Be Working on in 5th Grade IM L8R POS Translated: Instant Message me later. Parent is over my shoulder. ■ Summarizing the key details of stories, dramas, poems, and nonfiction materials, including their themes or main ideas ■ Identifying and judging evidence that supports particular ideas in an author’s argument to change a reader’s point of view ■ Integrating information from several print and digital sources to answer questions and solve problems ■ Writing opinions that offer reasoned arguments and provide facts and examples that are logically grouped to support the writer’s point of view ■ Writing stories, real or imaginary, that unfold naturally and developing the plot with dialogue, description, and effective pacing of the action
More… ■ Coming to classroom discussions prepared, then engaging fully and thoughtfully with others (e.g., contributing accurate, relevant information; elaborating on the remarks of others; synthesizing ideas) ■ Reporting on a topic or presenting an opinion with his or her own words, a logical sequence of ideas, sufficient facts and details, and formal English when appropriate ■ Expanding, combining, and reducing sentences to improve meaning, interest, and style of writing ■ Building knowledge of academic words with an emphasis on those that signal a contrast in ideas or logical relationships, such as on the other hand, similarly, and therefore ■ Producing writing on the computer 9 Translated: Parent is watching 99 Translated: Parent is no longer watching We must continue to adjust our approach and understanding in the increasingly fast paced world these 5 th graders will soon be leading.
Examples of Literature Your Child Will Study This Year “The more you read, the more things you will know. The more that you learn, the more places you'll go.” Dr. Seuss
Mathematics The classroom focus on arithmetic during the elementary grades will develop into a more formal study of algebra in middle school. To be ready for algebra, students must have an understanding of fractional arithmetic, in part because even simple equations cannot be solved without fractions. Because of this, whole-number arithmetic comes mostly to a close in 5th grade, while adding, subtracting, multiplying and dividing fractions becomes a major focus. What did zero say to eight? Nice Belt.
A Sample of What Your Child Will Be Working on in 5th Grade ■ Adding and subtracting fractions with unlike denominators (e.g., 21⁄4 – 11⁄3), and solving word problems of this kind ■ Multiplying fractions; dividing fractions in simple cases; and solving related word problems (e.g., finding the area of a rectangle with fractional side lengths; determining how many 1⁄3-cup servings are in 2 cups of raisins; determining the size of a share if 9 people share a 50- pound sack of rice equally or if 3 people share 1⁄2 pound of chocolate equally) Students will learn a variety of strategies to solve problems in math.
More Math The only way to learn mathematics is to do mathematics. - Paul Halmos Five out of four people have trouble with fractions. - Steven Wright ■ Generalizing the place-value system to include decimals, and calculating with decimals to the hundredths place (two places after the decimal) ■ Multiplying whole numbers quickly and accurately, for example 1,638 × 753, and dividing whole numbers in simple cases, such as dividing 6,971 by 63 ■ Understanding the concept of volume, and solving word problems that involve volume ■ Graphing points in the coordinate plane (two dimensions) to solve problems ■ Analyzing mathematical patterns and relationships
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. By applying what they know from civics, economics and geography, students learn the ideals, principles, and systems that shaped this country’s founding. Q: What did Mason say to Dixon? A: We've got to draw the line here!
Social Studies Big Ideas Big Idea: Cultures and Societies Culture is the way of life shared by a group of people, including their ideas and traditions. Cultures reflect the values and beliefs of groups in different ways (e.g., art, music, literature, religion); however, there are universals connecting all cultures. Culture influences viewpoints, rules, and institutions in a global society. Students should understand that people form cultural groups throughout the United States and the World, and that issues and challenges unite and divide them. "Where liberty dwells, there is my country.“ Benjamin Franklin
Social Studies Big Ideas Big Idea: Geography Geography includes the study of the five fundamental themes of location, place, regions, movement and human/environmental interaction. Students need geographic knowledge to analyze issues and problems to better understand how humans have interacted with their environment over time, how geography has impacted settlement and population, and how geographic factors influence climate, culture, the economy and world events. A geographic perspective also enables students to better understand the past and present and to prepare for the future. "Geologists aren't perfect, they have their faults."
Social Studies Big Ideas Big Idea: Historical Perspective History is an account of events, people, ideas, and their interaction over time that can be interpreted through multiple perspectives. In order for students to understand the present and plan for the future, they must understand the past. Studying history engages students in the lives, aspirations, struggles, accomplishments, and failures of real people. Students need to think in an historical context in order to understand significant ideas, beliefs, themes, patterns and events, and how individuals and societies have changed over time in Kentucky, the United States, and the World. Q: Why were the early days of history called the dark ages? A: Because there were so many knights!
Social Studies Big Ideas Big Idea: Economics Economics includes the study of production, distribution, and consumption of goods and services. Students need to understand how their economic decisions affect them, others and the nation as a whole. The purpose of economic education is to enable individuals to function effectively both in their own personal lives and as citizens and participants in an increasingly connected world economy. Students need to understand the benefits and costs of economic interaction and interdependence among people, societies and governments. Why is paper money more valuable than coins? When you put it in your pocket you double it, when you take it out its in creases!
Science It's what you learn after you know it all that counts. ~Attributed to Harry S Truman Big Idea: Structure and Transformation of Matter (Physical Science) In the elementary years of conceptual development, students will be studying properties of matter and physical changes of matter at the macro level through direct observations, forming the foundation for subsequent learning. The use of models (and an understanding of their scales and limitations) is an effective means of learning about the structure of matter. Looking for patterns in properties is also critical to comparing and explaining differences in matter.
Science You learn something every day if you pay attention. ~Ray LeBlond Big Idea: Motion and Forces (Physical Science) Whether observing airplanes, baseballs, planets, or people, the motion of all bodies is governed by the same basic rules. In the elementary years of conceptual development, students need multiple opportunities to experience, observe, and describe (in words and pictures) motion, including factors (pushing and pulling) that affect motion.
Science Learning is a treasure that will follow its owner everywhere. ~Chinese Proverb Big Idea: Grade: The Earth and the Universe (Earth/Space Science) At the heart of elementary students’ initial understanding of the Earth’s place in the universe is direct observation of the Earth- sun-moon system. Students can derive important conceptual understandings about the system as they describe interactions resulting in shadows, moon phases, and day and night. The use of models and observance of patterns to explain common phenomena is essential to building a conceptual foundation and supporting ideas with evidence at all levels.
Science You don't understand anything until you learn it more than one way. ~Marvin Minsky. Big Idea: Unity and Diversity (Biological Science) Elementary students begin to observe the macroscopic features of organisms in order to make comparisons and classifications based upon likenesses and differences. Looking for patterns in the appearance and behavior of an organism leads to the notion that offspring are much like the parents, but not exactly alike. Emphasis at every level should be placed upon the understanding that while every living thing is composed of similar small constituents that combine in predictable ways, it is the subtle variations within these small building blocks that account for both the likenesses and differences in form and function that create the diversity of life.
Science You cannot open a book without learning something. Confucius Big Idea: Biological Change (Biological Science) The only thing certain is that everything changes. Elementary students build a foundational knowledge of change by observing slow and fast changes caused by nature in their own environment, noting changes that humans and other organisms cause in their environment, and observing fossils found in or near their environment.
Science Where do you put dirty dishes? In the zinc. Big Idea: Energy Transformations (Unifying Concepts) Energy transformations are inherent in almost every system in the universe—from tangible examples at the elementary level, such as heat production in simple earth and physical systems to more abstract ideas beginning at middle school, such as those transformations involved in the growth, dying and decay of living systems. The use of models to illustrate the often invisible and abstract notions of energy transfer will aid in conceptualization, especially as students move from the macroscopic level of observation and evidence (primarily elementary school) to the microscopic interactions at the atomic level (middle and high school levels).
Science Atom: I’d like to report a missing electron. Policeman: Are you sure? Atom: Yes, I’m positive! Big Idea: Interdependence (Unifying Concepts) Elementary learners need to become acquainted with ecosystems that are easily observable to them by beginning to study the habitats of many types of local organisms. Students begin to investigate the survival needs of different organisms and how the environment affects optimum conditions for survival.
Help Your Child Learn at Home Try to create a quiet place for your child to study, and carve out time every day when your child can concentrate on reading, writing, and math uninterrupted by friends, brothers or sisters, or other distractions. Children need help and support at home to succeed in their studies.
Help Your Child Learn at Home Children need help and support at home to succeed in their studies. Make sure the materials your child needs, such as paper, pencils and a dictionary, are available. Ask your child if special materials will be needed for some projects and get them in advance. Help your child with time management. Establish a set time each day for doing homework. Don't let your child leave homework until just before bedtime. Think about using a weekend morning or afternoon for working on big projects, especially if the project involves getting together with classmates. Be positive about homework. Tell your child how important school is. The attitude you express about homework will be the attitude your child acquires.
Help Your Child Learn at Home Children need help and support at home to succeed in their studies. When your child does homework, you do homework. Show your child that the skills they are learning are related to things you do as an adult. If your child is reading, you read too. If your child is doing math, balance your checkbook. When your child asks for help, provide guidance, not answers. Giving answers means your child will not learn the material. Too much help teaches your child that when the going gets rough, someone will do the work for him or her. When the teacher asks that you play a role in homework, do it. Cooperate with the teacher. It shows your child that the school and home are a team. Follow the directions given by the teacher.
Help Your Child Learn at Home Children need help and support at home to succeed in their studies. If homework is meant to be done by your child alone, stay away. Too much parent involvement can prevent homework from having some positive effects. Homework is a great way for kids to develop independent, lifelong learning skills. Stay informed. Talk with your child's teacher. Make sure you know the purpose of homework and what your child's class rules are. Help your child figure out what is hard homework and what is easy homework. Have your child do the hard work first. This will mean he will be most alert when facing the biggest challenges. Easy material will seem to go fast when fatigue begins to set in.
Are you smarter than your 5 th Grader? 1. To become a United States senator, a person must be at least how old? 30 years 2. President John Adams was a member of what political party at the time of his election? Federalist 3. What was the given name of the Civil War general Stonewall Jackson? Thomas 4. What revolutionary leader famously uttered the words “Give me liberty or give me death!” in a speech at the second Virginia Convention? Patrick Henry What is your score?
Are you smarter than your 5 th Grader? 5. As a result of the Missouri Compromise, what state was allowed to enter the Union on March 15, 1820, to balance the admission of Missouri? Maine 6. What Jamestown colony settler married Pocahontas in 1614? John Rolfe 7. What Puritan was elected governor of the Massachusetts Bay Colony 12 times between 1630 and 1649? John Winthrop What is your score?
Are you smarter than your 5 th Grader? 8. In the 1850s, the United States bought about 30,000 square miles of land as part of the Gadsden Purchase. The land is now part of two states. Name them. Arizona and New Mexico 9. The legendary American Indian leader Geronimo was a member of what tribe? Apache 10. “Two roads diverged in a wood, and I —/ I took the one less traveled by” are lines from the poem “The Road Not Taken,” written by what American poet? Robert Frost What is your score?.
Are you smarter than your 5 th Grader? 11. Who is the author of the poem inscribed on the base of the Statue of Liberty called “The New Colossus”? Emma Lazarus 12. What Scottish scientist discovered penicillin in 1928? Sir Alexander Fleming 13. In the human body, the adrenal glands are located directly above what organ? Kidneys 14. There are three basic types of muscle tissue in the human body. Smooth and skeletal are two of them. What’s the third? Cardiac What is your score?
Are you smarter than your 5 th Grader? 15. There are three elements that are found in all carbohydrates. Carbon and hydrogen are two of them. What’s the third? Oxygen 16. What is the most abundant element in the universe? Hydrogen 17. Density describes the mass of an object divided by what? Volume 18. If y = 3x, and 3x = 12, then what number does “y” equal? 12 19.What are the all of the square numbers between 1 and 100? 1, 4, 9, 16, 25, 36, 49, 64, 81 and 100. What is your score?