Fabulous Fifth Grade

The weather keeps changing each week. Be sure to check what your child is wearing. We go outside for recess for 30 minutes if the temperature outside feels like 40 degrees or higher. If the temperature feels like 36 to 39 degrees, then we are limited to 15 minutes of recess. If the temperature feels less than 36 degrees then recess will take place indoors. Please ensure that your child has a coat on those cold days, because we may be outside for recess.

HMH: Into Reading Unit One; Module 4:

Reading Strategies:

• Visualize 5.6D Create mental images to deepen understanding.
• Synthesize 5.6H Synthesize information to create new understanding
• Monitor & Clarify 5.6I Monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, & annotating when understanding breaks down.

Literary Elements:

• Characters 5.8B Analyze the relationships of and conflicts among the characters
• Setting 5.8D Analyze the influence of the setting, including historical and cultural settings, on the plot.

Characteristics and structures of informational text:

• Media Techniques 5.9CExplain structure in drama such as character tags, acts, scenes, and stage directions
• Central Idea 5.9Di The central idea with supporting evidence;

Author's Purpose

• Author’s Message: 5.10A Explain the author's purpose and message within a text.
• Text Structure 5.10B Analyze how the use of text structure
• Varieties of English 5.10D Describe how the author's use of imagery, literal and figurative language

Author's Craft:

• Point of View: 5.10E Identify and understand the use of literary devices, including first- or third-person point of view.
• Author’s Use of Language: 5.10F Examine how the author's use of language contributes to voice.

Writing:

• 5.7BThe student is expected to write responses that demonstrate understanding of texts, including comparing and contrasting ideas across a variety of sources;

• 5.7CThe student is expected touse text evidence to support an appropriate response;

Vocabulary:

• (5.3C) Identify the meaning of and use words with affixes such as trans-, super-, -ive, and -logy and roots such as geo and photo
• (5.2A) Demonstrate and apply phonetic knowledge by: (iv) decoding words using advanced knowledge of the influence of prefixes and suffixes on base words;

• (5.3B) Use context within and beyond a sentence to determine the relevant meaning of unfamiliar words or multiple-meaning words.
  

Grammar: Verb Tenses

• Present and Past Tense (TEKS 5.11D)The student is expected to

  edit drafts using standard English conventions, including:

  past tense of irregular verbs;

• Future Tense (TEKS 5.11D)

• Consistent Use of Tenses (TEKS 5.11D)

Foundations:

• (5.2A) Demonstrate and apply phonetic knowledge by: (ii) decoding multisyllabic words with closed syllables; open syllables; VCe syllable; vowel team (v) identifying and reading high-frequency words from a research-based list;

• (5.2B)Demonstrate and apply spelling knowledge by: (i) spelling multisyllabic words with closed syllables; open syllables; VCe syllables;

• (5.4A) Use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.

1. actual-----------11. cruel

*2. diet---------------12. influence

*3. museum-------13. casual

*4. ruin ---------------14. pioneer

*5. visual----------15.create

*6. trial----------------16. genuine

7. realize-----------17. annual

8. riot----------------18. audio

9.area---- -----------19. theater

10.dial---------------20. patrio

*cameo

*poet

*quiet

*violin

rodeo

Review Words: conflict, mischief, arctic, purchase

Challenge Words: patriotic, auditory, theatrical, influential

*504 & SPED

Studies Weekly Week 11

• 5.2(A) Analyze the causes and effects of events prior to and during the American Revolution including the taxation resulting from the French and Indian War and the colonist response to taxation such as the Boston Tea Party (B) Identify the Founding Fathers and Patriot heroes, including John Adams, Benjamin Franklin, Thomas Jefferson, the Sons of Liberty, and George Washington; and their motivations and contributions during the revolutionary period.(C) Summarize the results of the American Revolution, including the establishment of the United States.
• 5.14(A) Explain the purposes, key elements, and the importance of the Declaration of Independence.
• 5.21(B) Summarize the contributions of people of various racial, ethnic, and religious groups to our national identity.
  
• 5.23(A) Differentiate between, locate, and use valid primary and secondary sources such as technology; interviews; biographies; oral, print, and visual material; documents; and artifacts to acquire information about the United States(B) Analyze information by applying absolute and relative chronology through sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions.(D) Identify different points of view about an issue, topic, historical event, or current event.(E) Identify the historical context of an event.
• 5.24(B) Interpret geographic data, population distribution, and natural resources into a variety of formats such as graphs and maps.
• 5.25(A) Use social studies terminology correctly(C) Express ideas orally based on research and experiences.(D) Create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies.
  

Edugence: Unit 3 TEKS Check on Wednesday!

5.9) Organisms and environments. The student knows that there are relationships, systems, and cycles within environments. The student is expected to:

(D) identify fossils as evidence of past living organisms and the nature of the environments at the time using models Supporting Standard

(5.7) Earth and space. The student knows Earth’s surface is constantly changing and consists of useful resources. The student is expected to

(A) explore the processes that led to the formation of sedimentary rocks and fossil fuels; Readiness Standard

• I can identify fossils as evidence of past living organisms

• I can use models to identify the nature of the environments at the time of the fossil.

• I can explore the processes that led to the formation of sedimentary rock

• I can explore the processes that led to the formation of fossil fuels

Vocabulary

fossil fósil

imprint huella

decay descomposición

sedimentary rock roca sedimentaria

compaction compacted

compactación compactado

cementation cemented

cementación cementado

minerals minerales

organic material material orgánico

compressed comprimido

Math is like a foreign language so the more we practice it the better we get at it

**I am seeing a lot of gaps when it comes to multiplication and division with whole numbers. Students NEED to be practicing their multiplication facts every day and can do this by using Reflex.**

This week we will continue Unit 4 which will cover the following:

• Fractions!

• Adding and subtracting, multiplying and dividing.

Homework: (When you see a lower grade it’s to help jog their memory)

• IXL Codes:

• XML

• VDU

• JYS

• BM2

Other Resources to help build a strong math foundation:

• IXL-this doesn’t have to be on grade level as sometimes the kiddos might need to go back to review what they have previously learned.

• Progress Learning-Study Plan

• Reflex

• Frax

Starting this week each teacher will choose 4 students from their home rooms to be recognized for :

• Behavior
• Attendance
• Being a Role Model
• Academic Engagement
• Improvement (Academic and Behavior)
• Or something that stands out and needs to be celebrated!

If your child comes home with a blue MAKING A SPLASH! card, then your child was invited to have extra recess on Fridays. This is a pretty special recognition, so please give them a hug and a high five!!! And maybe something extra special when they show it to you!

Dove Expectations
1. Be Ready to Learn
2. Be Respectful
3. Be Responsible
4. Be Safe

This monthly calendar form will be located in your child's Take Home Folder. Please initial and discuss each day with your child! Do not sign it before the day takes place. Thanks so much!

Yes, a good healthy snack is not just allowed, but encouraged. That is, ONE snack that your child can discreetly munch on without disturbing others. In other words, crinkling wrappers, crunching loudly, or leaving a residue are snacks that should be avoided. Due to allergies, snacks will not be shared and due to efficiency of instructional time, we will not stop for snacking. Therefore, your child may choose when he or she wants to get out their snack.

Breakfasts are provided in the cafeteria every morning. Eating a healthy breakfast is the best way to kick off the school day, so either plan to provide one at home or get them to school a few minutes early to eat one at school.

Nov. 10: Veteran's Day Assemby & Outdoor Movie Night; Kid's Kreation DUE

Nov. 15th: Wild West Day; Soc. Studies Unit 3 TEKS Check

Nov. 17th: Historical Fiction Posters presentations

Nov. 20 - 24: NO SCHOOL! Thanksgiving Break

Dec. 4-8: School Book Fair

Dec. 5: Lunch with a Loved One

Dec. 7: Grapevine Parade of Lights

Dec. 13: ELA TEKS Check End of 2nd 9 Weeks

Dec. 11-14: Tip Top Holiday Shop

Dec. 14: Polar Express Day

Dec. 15: School Sing-Along and Holiday Class Parties

Dec. 18 - 31: Winter Break

School Phone: 817-251-5700

Lisa.Cotter@gcisd.net ext: 3537

April.martinez@gcisd.net ext: 3536

Blaire.Schlatter@gcisd.net ext. 3519

June.Grey@gcisd.net ext. 3541

Ashley.Mitchell@gcisd.net ext 3504