5 th Grade Curriculum Malorie Beard Karlee Noe Emily Patten The - - PowerPoint PPT Presentation

Malorie Beard Karlee Noe Emily Patten

5th Grade Curriculum

The Kennedy Center defines this approach to teaching as follows:

Spelling Arts Standards

Creating and Responding are the primary mediums through which the Arts are integrated into the general education classroom.

There are 5 disciplines.

• Arts Integration is our school-wide approach to teaching which involves:
• Teaching the Arts Standards first- this gives the class common

background knowledge and a common language through which to communicate their understanding in all other subject areas.

• Students will then learn the Math, ELA, Science, and Social Studies
• standards. The arts are integrated via:
• Warm-up/review activities
• Metaphors to explain new, complex concepts or ideas
• Practice throughout the lesson
• Assessment (both formal and informal)
• This does not happen every lesson, every moment of every day; only when

appropriate.

Science Arts Integration

Class Dojo and PBIS

Whole Class Example

Student Example

Student Example

The following behaviors will result in an automatic Conduct Referral.

⚫Physical Aggression that is serious and purposeful (not accidental) ⚫Fighting ⚫Assault ⚫Bullying – verbal, physical, psychological, cyber ⚫Inappropriate Language that is offensive to others ⚫Inappropriate bathroom behavior ⚫Vandalism (willful destruction) ⚫Stealing ⚫Repeated non-compliance or disrespect; yelling, talking back, defiance to

staff

⚫Sexual Harassment ⚫Threats/ Intimidation; verbal abuse to staff or students ⚫Weapons, dangerous instruments or destructive devices

Non-Negotiable Behaviors

Kyrene Family Handbook

⚫ Available online at Kyrene.org or on Paloma web site ⚫ Reminder: a student may lose the privilege of attending a class, grade level, or school event (including field trips) as a result of receiving an

• ffice referral

⚫ We encourage you to speak with your student about what signing the Kyrene Family Handbook means and would appreciate your support in our efforts in maintaining high standards of behavior expectations for students at Paloma

Odds and Ends

• Medication
• Dress Code
• Birthday Celebrations/Invitations/Food
• Attendance/Tardy
• Cell phones
• PTA (Please join)
• Tax Credit Donations
• Listserv (Please sign up)
• Non-parent Volunteers

Planner/Homework Policy

Planner

Why?

฀ Accountability and Life Preparation ฀ Organization/Layout ฀ Communication and Notes ฀ Behavior Comments

Need to Know:

➔ Parent signature required nightly ➔ Student choice of consequence the following day

• Homework Policy

➢ 30-45 minutes average amount of homework ➢ Monday – Thursday, typically ➢ Usually finishing work not completed in class ➢ Home projects ▪ Signature required

Communication

Daily Communication

฀ Planner

Weekly Communication

฀ Work Samples ฀ Planner ฀ Paloma Newsletter – Dove

Delivery (Please sign up)

฀ Weekly Newsletter

Continued Communication

❖ E-mail or phone ❖ Websites ❖ ParentVUE/StudentVUE ❖ Midterms, required if student is receiving a D or F ❖ Report Cards ❖ Parent/Teacher and student-led conferences

⚫ Developed by Arizonans for Arizona students ⚫ Replaced the Common Core Standards in ELA and math ⚫ Are clear, understandable and consistent ⚫ Include rigorous content and application of knowledge

through high-order skills

⚫ Designed so that all students are prepared to succeed in our

global economy and society

AZ Standards: Adopted 2016

❖5th Grade Math- primary math resource is Ready Classroom Math, paired with online interventions and extension program iReady. ❖Compact Math- primary resource for 5b is EngageNY. Primary resource for 6th grade standards is Connected Mathematics

Math

❖The students will be utilizing a math notebook. ❖Students will typically have four –five new lessons throughout the week and will be given a review quiz of the concepts learned (Fridays for P. 1 &2, Wednesdays for Compact Math). ❖A lot of the student’s learning in math comes from correcting and discussing their own work. This allows students to note patterns of errors and areas of difficulties. It is important that the students complete their homework each evening and bring it back to school the following morning in order to review it with the class. ❖IFG time is 30 minutes every day

Math

❖ Our focus in on American history from the early 1400s up until the 1860s (Exploration through Civil War) ❖ 1st quarter students begin with the Exploration and Colonization units. ❖ 2nd quarter the students will continue to study colonization and they will continue into the American Revolution. ❖ 3rd quarter students will continue with the American Revolution; then move into early American government. ❖ 4th quarter will cover the Western Expansion Unit and the Civil War.

Social Studies

❖ We will be using a hands-on, investigation toolkit created by FOSS. We also use various trade books to support the KSD science curriculum. ❖ The state standards focus heavily on the scientific processes, so students will be conducting many controlled

• experiments. In other words, experiments where they can
• bserve, classify, measure, infer, predict, design, and

communicate. ❖ Absences affect a student’s ability to understand experiments that were conducted during the absence.

Science

❖ Scientific Process – Taught throughout the year ❖ Body Systems – The Human Body – skeletal, muscular, and

nervous systems

❖ Matter and Energy – Chemistry (Mixtures and Solutions) ❖ Forces and Motion – Simple Machines ❖ Earth and Space – The Moon ❖ Biomes

Science

❖ Health promotion and disease prevention. ❖ Promote the practice of health-enhancing behaviors and reduce health risks. ❖ Analyze the influence of culture, media, technology, and other factors on health. ❖ Use interpersonal skills, goal-setting, and decision-making to enhance and advocate for physical, mental, and emotional health for themselves, families, and communities. ❖ Human Growth and Development and HIV/AIDS (May) ❖ Most health lessons are integrated into other lessons throughout the year.

Health

❖We will be using the integrated CKLA program to teach writing. Reading, writing, speaking, and listening skills are all part of this program. ❖We emphasize three basic genres of writing: Narrative, Informative and Argument ❖We will also write: letters, summaries, and literature responses ❖ We implement the Six-Traits of writing as a way of instructing and assessing students in writing. ➢Ideas, organization, word choice, sentence fluency, voice, conventions, and presentation ❖ Our writing projects will at times coincide with the genres and content-area related topics that we are reading about and covering each quarter.

Writing

❖ We will be using 10-word lists every week, based

• n prefix, suffix, and root patterns

❖ Students are expected to practice the words as homework each night and when they have unfinished work time in class. ❖ We will have a spelling test each Friday.

Spelling

A Reader is not someone who knows how to read but someone who reads independently, responsively, critically, and because he/she wants to.

❖ Our core instruction will come from CKLA; Amplify Core Knowledge Language

• Arts. We will also use literature studies, and focused short readings in science

and social studies for our reading instructional material. ❖ Reading comprehension is the key focus although work will be done in vocabulary and reading and language fundamentals as well. We will work on reading comprehension skills and strategies throughout every subject area. ❖We will conduct discussions in partners, small group, and whole group about

• literature. Your student will be required to reflect on his/her independent reading

as well. Students will be expected to have an independent book in the classroom daily for use during IFG and to read at home independently each night for 20 minutes. ❖Vocabulary is a focus in all content areas

Reading

❖ Integrated into the CKLA lessons, practiced in all subject areas

➢

Demonstrates the ability to listen/hold collaborative discussions

➢

Presents knowledge and ideas orally

❖ Students will engage effectively in a range of collaborative

discussions (one on one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on other’s ideas and expressing their own clearly.

❖ Students will come to discussions prepared having read or

studied required material; explicitly draw on that preparation and

• ther information known about the topic to explore ideas under

discussion.

Listening & Speaking