Welcome to Fifth Grade Curriculum Night

1. Welcome to Fifth Grade Curriculum Night By Teri Griffin & Lauren Mummert

2. What do we teach in fifth grade? • Writing: Narrative, Informational, Persuasive • Very structured, use of graphic organizers • Grammar: Major parts of speech, capitalization and punctuation • Science: Earth Science topics Science is a review from every year until now and a few new topics (matter, force, energy, organisms, heredity and diversity/interdependence, space). • Social Studies: U.S. Geography, U.S. History, U.S. Economics, and U.S Government Social Studies is U.S. history – exploration, colonization, The Equal Rights Movement, The Dust Bowl, The Revolution, government and economics. • Technology: integration in Language Arts, Math, Science, and Social Studies • AND of course MATH and READING as well!

3. Fifth Grade Curriculum • Math: Bridges / Number Corner • Math is all about multiplication, division, algebraic thinking{patterns and functions}, order of operations, data analysis, area, perimeter, computation, numbers to 1,000,000, transformations, congruence, symmetry, angle measurement, volume, surface area, fractions (models, meanings, adding and subtracting), graphs, theoretical and experimental probability, decimals, percent, properties of operations, equations and experimental design . (Students who know ALL their multiplication/division facts will do well this year.)

4. Fifth Grade Curriculum • Reading: Whole class and small groups • Using Scott Foresman, chapter books and novels • Read the story – days 2 and 3 • Skill Lessons, reread story, chapter books • Book projects • Reading is about fluency, vocabulary, decoding multi -syllabic words, and inferential comprehension. Ask your child about the target skills each week.

5. State Tests • Math & Reading: Just like last year, students will get two chances to take a computer test to meet or exceed benchmark. • Science: Students take the test in January (so we have a lot of science to cover between now and then)

6. Common Core State Standards (CCSS) Information for Families Portland Public Schools September 2013

7. Common Core: Background • The standards were developed by: - State Departments of Education - Researchers - Professional education organizations -Teachers, parents and students • Adopted by 45 states • Adopted by Oregon in October 2010

8. Common Core State Standards:What and Why? • Asingle set of clear standards for English language arts and mathematics that prepares students to succeed in college and the workforce • Ensure that every child—regardless of race, income or home state – is held to the same high standards and learns the same material • Provide educators with a clear, focused roadmap for what to teach and when • Allow for tailoring to individual school and student needs

9. How do the standards differ from past practice? English Language Arts/Literacy: • Focus on non-fiction, careful reading • Discuss reading and write using evidence • Increase academic vocabulary Mathematics • Learn more about fewer concepts • Focus on skill building, speed and accuracy • Use of real world examples to better understand concepts • Increase emphasis on mathematical discourse

10. Transitioning to the Common Core • Portland Public Schools began transitioning to the Common Core in 2011, training teachers in the standards and related instructional shifts. • This year, all grade levels except 4th and 5th will be aligned with the CCSS. 4th and 5th grades will fully implement in 2014-2015. • Students will be assessed on CCSS in Spring 2015 (this is the last year students will take OAKS).

11. More Information • Families will soon be invited toParent Academies to learn more about the Common Core • Smarter Balanced Assessment Consortium www.smarterbalanced.org - for sample assessment questions (beginning 2015) • Oregon Department of Education CCSS site: http://goo.gl/4ppgPfor FAQs, the standards themselves, and other resources

12. What can we do together to help the students meet or exceed benchmark? • Come to school on time and every day. (We start teaching at 8:45 and learning happens right up to 3:00.) • Come to school prepared. • Encourage students to follow classroom and school procedures. (See Parent & Student Handbook.) • Support students with class assignments and homework. (Notes and phone calls are always welcome.)

13. Expectations Behavior: • DO OUR BEST & TRY OUR HARDEST • Responsible, Respectful, Kind, Safe (no bullying, community of thinkers)

14. Expectations Academic: • Active listening / Active participating • Study habits: Class participation, completion of homework, prepare for tests • Homework Policy • More independence as we move through the school year

15. Speaking of Homework My homework philosophy: Fifth graders who do their homework will have a successful fifth grade year. A successful and rewarding fifth grade year is the child’s “prize” for doing their homework. A student who chooses not to do homework will have a frustrating and difficult year. Therefore, I do not punish children who do not turn in their homework. I will not assign homework that students aren’t prepared to mostly complete on their own. Families should proofread the writing, help correct mistakes, and maybe give a quick clarification of directions. Other than that, families shouldn’t have to give too much of their time to support your fifth graders in homework. It is crucial practice for success.

16. How do I make sure everyone spends the most time learning? • I give several verbal reminders to redirect off-task behavior/not following classroom (or school) rules. • After multiple verbal reminders, a written reminder will result and students will have to complete a “think sheet”. • If a written reminder isn’t effective in stopping off-task and unacceptable behavior, a parent signature is requested on the reminder, a Behavior Report is filled out and filed, and the loss of a “free recess” will result. (Student will be requested to silently walk laps during their recess time.) • If the “think sheet” is not returned with a parent/ guardian signature, then a call home will be made at the end of the day. • If these tactics don’t result in better choices, the student will be sent to Mr. Thompson along with a Behavior Report or referral. • If further action is needed, parents may be asked to attend a meeting to discuss ways of stopping the behavior.

17. How do we encourage maximum learning time with on-task behavior? Students who consistently arrive to school on time, who are prepared to learn, who turn in all assignments and homework, and follow positive expectations will become… Student Leaders!

18. What’s so great about being a STUDENT LEADER? • Attending field trips • Participating in Study Buddy Time • Choice time • Cafeteria Duty • A successful fifth grade year! • Participation in “Friday Fun!”

19. Quick Reminders • Fluoride Tablets (daily) • Schedule/enrichments • Brain Breaks (earned) • PTA Memberships • 2 Hour Late Opening Mornings (3rd Wednesday every month / except November) • Future Field Trips and Classroom Visits

20. Daily Schedule

21. Possible Field Trips and Guests • OMSI • Architects in Schools • Books 2 U • Whitaker Ponds • Play? • Sauvie Island Farm • Clean Water Festival? • Cascade Streamwatch?

22. Title 1 • Title One School Guidelines • Well stocked library • Compacts - to be signed at conferences • High levels of support for all students • Extra staff: classroom teachers, instructional specialists who work with staff and students, and educational assistants • Pre Kindergarten program

23. Thank you for attending Curriculum Night! Don’t forget to sign up for conferences. I can be contacted at: tgriffin@pps.net Our classroom website is updated every month -Teri Griffin