Thursday, February 28th

Today was our Breman Museum Field trip and it was phenomenal.  Our speaker survived being sent from Poland to an exile camp in Siberia and students were riveted as she shared her story and answered their questions.  Both of our tour guides were also knowledgeable and they made this difficult subject matter age-appropriate and impactful.  

When we came back to school students wrote thank you notes to our speaker and I'll be sending them tomorrow.  Thank you also to the parents who sent snacks.  The students really appreciated them.

If your child wants to hear another first hand account this event is coming up soon at the Breman Museum.

Wednesday, February 27th

ELA - Students practiced their prompt writing and we continued our discussion about point of view in the Messenger.  Also, the filming during Language Arts went well.

Art - We switched art times with Mr. Zimbardo's class since we are going on the field trip tomorrow.

Social Studies - I taught a lesson on the causes of WWII with a PowerPoint presentation and students answered short discussion questions.

Breman Museum Field Trip

-- Please make sure your child eats a big breakfast.
-- Also, we could use a snack for the bus ride back home.  We won't have lunch until 1:30pm tomorrow and that's almost 3 hours past our normal "lunch" time.  

Tuesday, February 26th

ELA - Mr. Zimbardo taught a grammar lesson on interjections today and I taught a math lesson in his class.

Math - Students took a formative assessment and were split up according to how they performed.  Mrs. Washington and I both taught a review lesson on categorizing shapes.

Science - I introduced the first of two science projects this term.  They will research constructive and destructive forces and it is due next Friday.  

I sent home a letter and permission slip today and it needs to be returned tomorrow.  Please email, call or text me if you have any questions about the letter or what's going to be taking place in the classroom tomorrow.  

Term 5 Unit of Inquiry

Unit of Inquiry:  How the World Works

An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.

Central Idea: Changes occur in our world that are within and outside of our control.

Lines of Inquiry

 Forces that are constructive and destructive

 Interactions that affect humans and the environment

 Responsibility for our actions

Key Concepts:  Connection, Causation, Responsibility

This term's Unit of Inquiry is:  How the World Works.  Projects will address the Central Idea and students will be discussing the lines of inquiry on a daily basis.  For example, we are currently examining the constructive and destructive forces that shape Earth landforms.  Students have already to begun to identify the cause and effect cycle of these forces.   Additionally, in Social Studies students will reflect on how the changes that took place during WWII, the Cold War, and the Civil Rights movement were within and outside of the control of certain groups of people.  Lastly, as we read Messenger students will examine the book and the previous books in the series (The Giver & Gathering Blue) through the key concepts.

Monday, February 25th

ELA - Mrs. Washington worked with the students in her reading group and we continued to read and analyze Messenger.  Today we discussed the point-of-view of some of the characters and of the author, Lois Lowry.

Math - Students created a list of shapes.  Then they worked in groups to draw each shape, along with its name and description, on an index card and then create a hierarchy of those shapes.  One group, based on the high quality of their work, was selected to turn their cards into a poster.  The 2-D shapes assessment will be on Friday.

Science - We watched the BrainPop videos on earthquakes and tectonic plates and students finished taking their notes on constructive and destructive forces

report cards

I've completed this term's report cards and they'll be coming home today.  Here are a few general comments that will hopefully answer any basic questions.  If you would like to schedule a parent/teacher/student conference to discuss grades please call, text, or email me to set something up.  Thanks!

Q:  If my child got a 3 or a 4 in a standard and this term they got a 2 what's the problem?
A:  Several standards will span across more than one grading term.   This term I noticed that some students who received a 3 in a writing standard in previous terms, earned a 2 for term 4.  Some students didn't follow the rubrics as closely and made spelling errors, used incorrect grammar, and/or wrote things that conflicted with directions they were supposed to follow.  Students should be able to explain why they earned their grade and next week I'll send home the on-going work portfolios for parents and students to review.

Q: What if my child got a 1 or a 2 in a standard that has only occurred once this year. (this is the case with many of the Math and most of the Science and Social Studies standards).
A:  At the beginning of Term 6 students will be given a copy of their report card and they will have to identify standards where they earned either 1s or 2s.  Students will then create their own projects so they can bring up their grade.  All of the standards are open for term 6 so I will either apply the highest grade a student earned OR use a term 6 project to elevate that grade.  
For example, if a child earned a 2 in narrative writing and a 1 for the Civil War Social Studies standard, they could choose to write a fictional narrative based on an Civil War era person.  Students should, ideally, have time to work on at least 2-3 projects.  For students who earned 3s and 4s on everything (this is a smaller number of students), they will have the opportunity to either explore a 5th grade standard of their choosing or create a project based on the 6th grade standards.

In conclusion, no student should have to end the year with a 1 in any standard.

Q:  My child's grade went down in standard R5F4, the reading accurately and fluently standard.  Why?
A:  Student fluency levels are expected to increase during the year and if a student's level does not increase according to the projected level of growth, their grade will decrease.  By the end of the 5th grade year students are expected to be at level T or higher.  If your child's grade has decreased they need to read more on-level books, read a larger variety of books, and read more frequently at home.  If a student has a 1 or a 2 they should read at least 45 minutes each night for their homework.  Mrs. Washington and I will begin the next round of fluency tests towards the end of this term.

February 21-22

On Thursday and Friday I had to leave early to pick up my sick child so I didn't get to the updates.  

Tybee Update

--The last day for parent chaperones to pay their $104 fee is tomorrow (Monday, February 25th).  Since we have an overabundance of chaperones we will not be accepting money after Monday.

Breman Museum field trip

--I have two parent chaperones so far and one or two more would be welcome.   Please text, call, or email me if you can come.  The adult entry fee is $8 and parents can opt to drive there if that works best.

--We could really use a snack donation for after the field trip.  We won't be getting back until 1:30pm and I know students will be really hungry since our lunch time is so early.  Ideally the snack should be easily portable and quick to eat.

--Lastly, I expect students to be respectful and to be on their better-than-best behavior since it is a Holocaust museum with serious content.  I'll be reviewing my behavior expectations with students and please also have a talk with them at home before Thursday about how they should behave in such a place.

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ELA - We continued to read Messenger and it's amazing how much easier it is for students to identify literary elements (plot, character, setting, theme, etc...).  Additionally, students have been making deeper inferences and more significant connections.  On Friday students generated a list of things/situations that appear in all three books and they used one of this terms UOI concept lenses, Connection, to write a reflection.  

Math - Students continued learning about how to compare and classify 2-D shapes with Ms. Karably on Thursday.  Additionally, students practiced their skills by doing work from their textbooks.

Science - Ms. Karably did an erosion/weathering activity on Friday.  

Social Studies - Students watched the BrainPop videos on earthquakes and volcanoes and completed the associated worksheets.

Wednesday, February 20th

 ELA - We read more of Messenger and compared its setting and tone to the those in The Giver and Gathering Blue.  We then discussed the three types of writing they'll encounter on the upcoming writing test: informational, opinion, and narrative.  We also discussed some writing strategies and students were able to practice prompt writing.

Math - At the beginning of our weekly Compass time students took a short standardized test.  Our class, along with one other 5th grade class, was chosen to take the test so the school can evaluate if this is a better testing system for future F.AVE students.  Once students finished they worked on Compass.

Science - I taught a lesson on constructive and destructive forces.  The lesson gave students information that they'll be able to use on their upcoming projects.

Secret Question:  Analyze the picture above and identify a constructive or destructive force that has occurred on that island.  (reminder... you must be discreet if you want the reward!)

Tuesday, February 19th

ELA - Students read the beginning of the WWII section in the Social Studies textbook.  

Math - We continued our review of shapes and briefly discussed the hierarchy of shapes.

Social Studies - Mrs. Welchel taught a lesson about several important events in WWII and had students put those events on a timeline.

Monday, February 18th

ELA -- Students worked in teams (boys vs. girls) to review this term's standards and come up with the learning targets.  Students were assessed on teamwork, independence (working without teacher help), and on product quality.  The boys ended up winning because their learning targets more closely matched the standards.

Math -- Since I started teaching the geometry standards last term, my students are ahead. We reviewed lines and angles today.

Social Studies -- We watched a BrainPop video on the causes of WWII and read a short article on the causes on WWII.  Tomorrow students will answer questions about Germany and Japan's role in starting WWII.

Tybee Update

--Chaperone's Meeting --> Thursday, February 21st, 6:30pm.  The final day for chaperones to pay is on Thursday, February 21st.  As a reminder, chaperones may not apply for scholarships.

Breman Museum field trip

--The field trip form went home today.  The money and field trip form are due THIS Friday.
--I could use a few parent chaperones.  Please text, call, or email me if you can come.  The adult entry fee is $8.

Thursday-Friday

Today students are finishing up their assessments and projects.  Have an OUTSTANDING winter break.

Thursday Indoor Recess featuring ZUMBA!

In-Class, open book geometry assessment

Working on their 5-paragraph essays

Wednesday, February 6th

ELA - We discussed how to write and what to include in an essay's introduction and conclusion.  Students had time to continue working on their outlines and many moved on to writing their rough drafts.  Students also had the opportunity to finish their literary assessments.

Math - Students worked on compass learning and some worked in small groups with Mrs. Washington.  On Thursday students will work on their in-class, open-note geometry assessment and on Friday students have their coordinate planes assessment at the end of the day.

We are busy at work with writing, projects, and assessments.  Here are two excellent samples from yesterday's "1920s famous person business card" Social Studies assessment.

Expressions on the Ave was awesome!  The Brainiacs did a superb job.

Blog "scavenger hunt" results -- ONE student was able to tell me the secret word and it's definition.  Please check the blog every day... the next scavenger hunt word is coming soon and I hope that more than one student will be able to get the small prize.

Tuesday, February 5th

Expressions on the Ave is tomorrow... 900am-1000am!  Arrive early and/or carpool to avoid traffic/parking issues.

ELA -- We continued working on our 5-paragraph essays.  Students made their extended outlines and identified what facts they wanted to find.  Tomorrow I'll teach a brief lesson on how to write introductions and conclusions.

Math -- Students continued working on the map activity in small groups.  After the groups came back together we discussed the standards, learning targets, and assessment for this term's geometry standards.

Social Studies -- Students completed TWO open book/note assessments.  One was on WWI and the 1920s and the other required that they make a business card for a notable 1920s individual.

Blog "scavenger hunt" -- It's important that parents and students check the blog frequently.  Therefore, the students who can discreetly and individually tell me the secret word and it's definition will receive a small treat in the morning.

Secret Word:  Perpendicular

Monday, February 4th

ELA - I taught another 5-paragraph lesson that detailed why and how to make an outline. Students completed their "hamburger paragraph organizers" and tomorrow we're going to discuss how to use research time to enhance our essays.  Lastly, I'm modeling my own opinion essay for the class.  My thesis statement is:  Teachers Should Get Paid More.

Math - I taught a lesson on finding coordinate points on maps.  It should have been review; however, some students seemed to totally forget the map skills they have learned in previous grades.  They will do another map activity tomorrow and the coordinate planes/map assessment is on Friday.

Social Studies - Some students worked on their extension projects while others took their  WWI/Great Depression re-assessment.

We have an incredibly busy week and students will be using all class time to finish projects and assessments.  Because of Expressions on the Ave, all specials classes (Art, Spanish, P.E. and Music) have been cancelled.  We'll be using that time to finish up assessments and writing assignments.

Assessment & Project Due Dates

Tuesday --> 1920s-1930s open note/book assessment (students will have class time to complete the assessment.  Some will need to complete it as homework.  Due Wednesday morning.
Wednesday --> Complete Literary Assessment (students took this last Thursday and I'm allowing students some additional time to finish).
Thursday --> Informational Reading Assessment (in class), Geometry Assessment (in-class, open book)
Friday --> Unit of Inquiry Opinion Writing Assessment, Coordinate Planes Assessment


**The vocabulary assessment (for obvious reasons) has been postponed to Term 5.  I've already given one vocabulary assessment and I've assessed students on vocabulary related to the social studies and science content so I've covered that standard for term 4.