February 23-February 27
University Elementary School
Mrs. Kinkead's 5th Grade
*********************REVISED DUE TO SNOW DAYS***********************
Teachers have been asked by our principals to pass along these reminders:
- NO HATS in the building. Students are not to wear hats in the building & this must be consistently enforced by faculty and support staff in and outside of the classroom at all grade levels. Student/Parent Handbook page 65
- No toys in school. Toys that are brought to school can cause a disruption, and run the risk of being stolen. Please be sure your students know our school policy – Student/Parent Handbook page 64
- Early Pick-ups There are too many early pick-ups (3:30-3:50 PM). Early pick-ups should only happen on a RARE occasion & and teachers/office need to be notified by parents in advance if their child is going to be picked-up early. Last minute changes are very disruptive in the classrooms. The office is very busy during this time. Your help is much appreciated! (Thank you to those who always let me know in advance about late arrivals/early pickups due to medical appointments.)
- No Gum ever
- All students are expected to go outside every day and to be dressed properly for the weather. Teachers are on duty outside, and cannot supervise students in classrooms or library. To play in snow students are expected to have waterproof boots and mittens/gloves. If the wind chill is below 15 F degrees students will have inside recess. Otherwise families should plan on outdoor activity.
Important Announcements and Dates
Monday, February 23 - return any left over purple folders not turned in last Friday; Book Clubs meet - everyone should have finished books by now except my two groups. ISTEP PRACTICE
Tuesday, February 24 - ISTEP Practice
Wednesday, February 25 - ISTEP Practice; African American Choir, celebrate Black History month - culmination
Thursday, February 26 - Library Books due; Chinese language Instruction begins with Ms. Ji; ISTEP PRACTICE
Friday, February 27 - Vocabulary Squares due February 27
Vocabulary Quiz -Colonial Regions - Test on Thursday, February 26 - so we can practice
NOTE: Reading Logs are due this week.
Vocabulary Quiz this week: Assembly, debtor, town meetings, New England, Middle Colonies, Southern Colonies, indentured servant, plantation, economy, whaling, Quaker, Catholic, Puritan, Royal Governor, whaling, industry, matrix, apprentice
March 10 - MAC - trip to hear orchestra and winners of music contest. (may be rescheduled to to ISTEP)
March 12 - Field Trip to IU Art Museum (Thursday) (need parent volunteers 9:45-11:15 meet at art museum)
April - 5th Grade Math League Contests (5th grade math)
University School Events
February 19, 6:30-7:30 PM “How to Support Writing at Home” Grades K-6 - will be rescheduled
Parent Workshop – Thursday, Feb. 19th, 6:30-7:30 PM in the library w/Linda Hitchings, Literacy Coach
Childcare provided in the Extended Day room. Topics for parents will include:
*Why writing is important, including information about the new Indiana standards
*Practical advice for supporting student writing overall
*University School exit goals in writing by grade level
*How to support emergent and early writing
*How to support developing and fluent writing
*New avenues for teaching spelling (including a discussion of invented versus conventional spelling)
In Class Assignments become homework when not finished in class. Most students have ample time to complete all work in school. Homework is emailed in a daily homework slide.
Please Note: The new Indiana Academic standards for Reading, Writing, and Vocabulary are in a PDF file under Files.
Language Arts -Reading
Students should have plenty of time to complete reading logs during Daily 5 Class time. Reading response books will be collected each week.
Reading Logs Turned in once a week on your assigned day (numbers are students' class numbers):
Monday - #1, 5, 9, 13, 17, 21, 25, 29, 33
Tuesday - #2, 6, 10, 14, 18, 22, 26, 30, 34
Wednesday #3, 7, 11, 15, 19, 23, 27, 31
Thursday #4, 8, 12, 16, 20, 24, 28, 32
Language Arts Writing: (I am teaching this in class and it should appear in writing)
1. Writing short responses to test questions
2. Writing to persuade with a research based argument
3. Topic sentences, thesis statement, closing sentences
4. Using sentence variety including: compound sentences, appositives, dependent and independent clauses, advanced vocabulary, precise vocabulary.
Language Arts: Vocabulary and Grammar
Word of the Day
Poetry Study Langston Hughes
Vocabulary for content - legal terminology for our upcoming trial & colonies
In class we are:
Constantly reviewing: parts of speech and sentence structures in grammar lessons. We are also working on good transitional words and how to use them and putting "said to bed" by enhancing tags in dialogue.
Charge Time: Reading Groups and working on reading passages; Close reading. Writing to persuade.
Colonial Regions: Chapter 7: Distinguishing between locations, religious beliefs, industries, economies, and governments of the three main colonial regions: New England, Middle Colonies, Southern Colonies.
13 Original Colonies - be able to locate each on a map and know its special characteristics
- Rhode Island
- New Hampshire
- New York
- New Jersey
- North Carolina
- South Carolina
Colonization and Settlements: 1607 to 1763
5.1.5 Compare and contrast the religious, political and economic reasons for the colonization of the Americas by Europe.
Examples: Puritans fleeing religious persecution, search for wealth by the French and Spanish,
debtor settlements in Georgia and the African slave trade
5.1.6 Identify and explain instances of both cooperation and conflict that existed between Native American Indians and colonists
Examples: In agriculture, trade, cultural exchanges, military alliances, and massacres.
5.1.7 Identify and locate the 13 British colonies by region (New England, Middle, Southern) and describe the
political, social, and economic organization and structure of each region.
Examples: Slavery, plantations, town meetings and town markets
5.1.8 Identify the early founders of colonial settlements and describe early colonial resistance to British rule.
Examples: John Smith, William Bradford, Roger Williams, Anne Hutchinson, John Winthrop,
Thomas Hooker, George Whitefield and William Penn
Government:Functions of Government
5.2.6 Describe the primary and general election process for local, state and national offices, including those used to select congressional and presidential office holders.
5.2.7 Identify the three branches of the United States government and explain the functions of each.
Examples: Separation of powers, shared powers, and checks and balances involving the
legislative (law making), executive (law enforcing) and judicial (law interpreting)
branches of government
Roles of Citizens
5.2.8 Describe group and individual actions that illustrate civic virtues, such as civility, cooperation, respect and responsible participation.
5.2.9 Examine ways by which citizens may effectively voice opinions, monitor government, and bring about change in government including voting and participation in the election process.
5.2.10 Use a variety of information resources* to identify and evaluate contemporary issues that involve civic
responsibility, individual rights and the common good.
Examples: Proper use of the Internet, smoking in public places, payment of property taxes,
development of highways and housing on historic lands.
* information resources: print media, such as books, magazines and newspapers; electronic media, such as radio, television, social media (Facebook, Twitter, Instagram)
The World in Spatial Terms:
5.3.1 Demonstrate that lines of latitude and longitude are measured in degrees of a circle, that places can be
precisely located where these lines intersect, and that location can be stated in terms of degrees north or
south of the equator and east or west of the prime meridian.
Places and Regions
5.3.2 Identify and describe cultural and physical regions of the United States
5.3.3 Use maps and globes to locate states, capitals, major cities, major rivers, the Great Lakes, and mountain ranges in the United States
5.3.4 Identify Native American Indian and colonial settlements on maps and explain the reasons for the locations of these places.
Examples: Near bodies of water, on lowlands, along a transportation route and near natural
resources or sources of power
5.3.5 Locate the continental divide and the major drainage basins in the United States.
5.3.6 Use maps to describe the characteristics of climate regions of the United States.
5.3.7 Identify major sources of accessible fresh water and describe the impact of access on the local and regional communities.
5.3.8 Explain how the Spanish, British and French colonists altered the character and use of land in early America.
5.3.9 Identify the major manufacturing and agricultural regions in colonial America and summarize the ways that agriculture and manufacturing changed between 1600 and 1800.
5.3.10 Using historical maps and other geographic representations/texts (written, maps, graphs, timelines, etc.) locate and explain the conflict over the use of land by Native American Indians and the European colonists.
Examples: Explain how economic competition for resources, boundary disputes, cultural
differences and control of strategic locations contributed to these conflicts.
Environment and Society
5.3.11 Describe adaptation and how Native American Indians and colonists adapted to variations in the physical environment.
Examples: Plains people’s dependence on bison; dependence on fishing by people living in
the Northeast and Pacific Northwest; choice of building materials and style of construction such as sod houses, longhouses and dugouts
5.3.12 Describe and analyze how specific physical features influenced historical events and movements.
Examples: George Washington’s headquarters at Valley Forge, Francis Marion’s campaign
based from South Carolina’s swamps and George Rogers Clark’s campaign in the Ohio Valley
Floating, Sinking and Buoyancy
The Nature of Science
Students gain scientific knowledge by observing the natural and constructed world, performing and evaluating investigations, and communicating their findings. The following principles should guide student work and be integrated into the curriculum along with the content standards on a daily basis.
Make predictions and formulate testable questions. Design a fair test. Plan and carry out investigations—often over a period of several lessons—as a class, in small groups or independently. Perform investigations using appropriate tools and technologies that will extend the senses. Use measurement skills and apply appropriate units when collecting data. Test predictions with multiple trials. Keep accurate records in a notebook during investigations and communicate findings to others using graphs, charts, maps and models through oral and written reports. Identify simple patterns in data and propose explanations to account for the patterns. Compare the results of an investigation with the prediction
Standard 1: Physical Science
Describe the weight and volume and measure the weight and volume of various objects.
Demonstrate that mass is conserved even when a substance has undergone a change in its state. (5.1.3, 5.1.4)
5.1.1 Describe and measure the volume and weight of a sample of a given material.
5.1.2 Describe the difference between weight and mass. Understand that weight is dependent on gravity and mass is the amount of matter in a given substance or material.
5.1.3 Demonstrate that regardless of how parts of an object are assembled the weight of the whole object is identical to the sum of the weight of the parts; however, the volume can differ from the sum of the volumes.
5.1.4 Determine if matter has been added or lost by comparing weights when melting, freezing or dissolving a sample of a substance.
HEALTH: 9, 5, 2, 1, 0
Average of 9 hours of sleep is required for students in elementary and middle school.
5 Servings of fruits and vegetables daily
2 hours or less of screen time
1 hour a day of active outdoor play
0 sugar drinks
News and Notes
POETRY: Students should practice reading their poem each night to a family member. We are mining poems for words, themes and writing poems similar to these for our own poetry.
A Poem a Day increases fluency.
August 11-15: HOMEWORK I LOVE YOU!
August 18-22: My Shadow
August 25-August: The Spinning Earth
September 2-September 5 Latitude and Longitude
September 8-12 I am From. . .
September 15 Abandoned Farm
September 22: Scranimals
September 29 - No poem this week due to BW
October 13 - Nature poems - snow, tigers, and Native American poem.
October 20: -Writing and typing up our own poetry for books.
October 27 - Haunted House
November 3 Kokopelli
November 10 Remnants, Ghost Warrior
November 17 Caged Bird
December 3 - Every Cat Has a Story
January 5 - Victory
January 9 - The Poison Tree
A person who never made a mistake never tried anything new. ~Albert Einstein
Usual Weekly schedule for Specials:
Monday - PE & Music;
Tuesday - Art
Wednesday - (Late Start 9:35) No Specials
Thursday - Library Checkout; Computer Lab: printing and working on writing.
Friday - Music & PE; Legal Literacy
GRADING RUBRIC FOR STANDARDS
Above Expectation: In addition to exhibiting Level 3 understanding goes beyond what was taught in class and applies to diverse situations. Does additional research and thinking about the topic. Expands answers/projects to address this. Shows creative thinking skills and unusual but appropriate ways to apply learned information. "Thinks outside the box."
Proficient/Mastery: No major errors or omissions of information, ideas or processes that were explicitly taught. Is able to complete all parts of assignments independently.
Basic: No major errors or omissions for simpler ideas BUT errors or omissions regarding complex ideas. May need help from teacher/adult for more complex parts of assignment.
Below: Shows partial knowledge of simpler and complex ideas. Needs help to complete assignments.
Incomplete: Even with help does not complete work, shows little understanding of concepts or skills needed. Needs help to complete assignments.