The focus on informational reading and writing standards continues in Language Arts. We are teaching the students to think about the author’s purpose, text structures, and main ideas of a text, and how those concepts are related. Understanding this content is one thing, succeeding on a rigorous test of this content is another. Persistence with rereading and deep thinking about the text is required to do well. With this comes taking the time to underline specific information in the texts and even making side notes to track thinking. The students took a summative test this week. Please look for it to come home and review it with them. We are going to continue on with these goals for another week and take a second summative test next week. Therefore, all students will have two summative grades for this unit because of the extent and importance of the learning.
Any student who scores below a 70% on the assessments is eligible for grade recovery. If students scored below a 70% on this first assessment, the second assessment can serve as an opportunity to improve the grade. We will send home additional practice for them to complete to help them prepare.
If students score below a 70% on the second assessment, then we will provide yet another task to help them improve their score. Our goal is for all students to master this content. It is important to note, however, that more than simply understanding the content is required for a test of this level of rigor. We believe this unit is one of the most challenging reading units in fifth grade. Thank you for your support and for encouraging your children to work hard!
Please continue to have your child check the planner daily for homework assignments and other responsibilities.
Mrs. Edwards, Mrs. Hughes, and Mrs. Gardner
Parents don’t miss out on adding a personalized note to the yearbook for your 5th grader!
The link is posted below- Deadline 2.24.19
MURRAY MIDDLE SCHOOL
This coming Wednesday, February 6, is Information night for families and students in 5th grade who are interested in attending the Center for the Arts in 6th grade. Attached you will find flyers detailing the information night, how to prepare for the audition and the audition schedule.
*Any student living out of zone who desires to attend the Center for the Arts in 7th or 8th grade must apply through the controlled open enrollment process which can be accessed at http://www.stjohns.k12.fl.us/coe/
How to prepare for your SJCCA Audition
AUDITION SCHEDULE 2019
SEBASTIAN MIDDLE SCHOOL
THIS WEEK! Rising 6th Grade STEAM Night on Thursday, February 7, 5:30 – 7:00 pm
Spring 2019 Events for Rising 6th Grade Families
Happy New Year! We spent a majority of the second quarter studying literature. Now, as we begin the third quarter and second semester of the school year, we are going to be focusing on informational standards, both in reading and writing. To start thing off, however, we are assessing the students to gather baseline data this week. Today, they began writing an FSA style, text-based essay that will guide our writing instruction in the coming weeks. Then, on Thursday and Friday, students will take the I-Ready Reading Diagnostic to monitor their ELA growth at this point in the year. Please remind your child to bring their headphones for both Thursday and Friday.
In addition, we are working through a word study unit on suffixes. Students should be completing word study homework this week in their notebook to analyze any unfamiliar words. This week’s focus is on adjectives and adverbs. There is a helpful post for Word Study on Edmodo that includes notes, a link to the on-line dictionary, and a link to a Padlet, where students can post quotes from their books for independent reading. As you settle back in to the school routine, please have your child login to Edmodo and pull up the word study post, as well as the planner. Read through to be informed about what is happening in school. Lastly, don’t forget to have your child read on their level daily.
Let us know if you have any questions. Thank you for your support as we kick off the second half of fifth grade!
Mrs. Edwards, Mrs. Hughes, and Mrs. Gardner
All students are required to complete a STEM Fair Project at home. The primary goal is to promote innovative use of science, technology engineering, and mathematics to solve real world problems. We will begin on January 7th when the packets will be sent home.
*Projects should not include testing animals or humans and they should not include mold, mildew,or bacteria.*
*Only students chosen to attend the STEM Fair will be required to complete a backboard.
Wednesday, 1/9 What is your testable question?
Friday, 1/11 Research Questions and Research Summaries
Monday, 1/14 Hypothesis
Wednesday, 1/16 Materials and Procedures
Monday, 2/4 Observations, Pictures, Data and Graphs
Friday, 2/8 Conclusion
I am attaching a digital copy just in case you would like to take a look or need an extra copy.
STEM Fair 2018-2019
5th Grade Winter Celebration
Tuesday, December 18
The 5th grade is having a Winter Holiday Market during Language Arts!
Each class will be setting up a “booth” for our market in the common area of the orange deck. Two classes at a time will visit our Winter Holiday Market and enjoy the activities or refreshments provided at each of the booths. (See schedule below.)
CELEBRATION TIMES BY HOMEROOM:
Ms. Edwards/Ms. Hughes & Ms. Gardner 8:50 – 10:00
Ms. Brown & Ms. Glennon 11:20 – 12:30
Ms. Holmes & Ms. Wadsworth 12:40 – 1:50
Please keep an eye out for a sign-up genius from your room mom with more details, items needed for your class booth and volunteer opportunities. Though this event is for the students, we will need parent volunteers to help manage the booths. We hope you can join us!
Holiday Market Booths:
Ms. Glennon – Cozy Cocoa Corner
Ms. Brown – Wonderful World of Waffles
Ms. Edwards / Ms. Hughes – Charles Dickens’ Photo Booth
Ms. Gardner – 12 Days of Cookies
Ms. Holmes – Science of Making Snow
Ms. Wadsworth – Reindeer Games
Please check Edmodo for a unit 4 study guide – test tomorrow 🙂
This is just a reminder that the money for our 5th grade feast is due this coming Friday November 9, 2018.
Please contact your child’s homeroom teacher if you did not receive a letter with envelope yet.
Thank you for helping make this a memorable year! 🙂
During the first quarter, we worked on mostly informational text standards. Now in the second quarter, we have moved into a study of literature. In fifth grade we will focus mostly on stories and poems. Our first goal is for students to explain story structure, or how a story is built with story elements such as characters, settings, events, climax, and resolution. Another learning goal is for students to be able to compare and contrast characters, settings, and events in stories. For the next 3-4 weeks, we will be reading the novel, Tuck Everlasting, in class to explore these topics in depth. However, we are also using short films, picture books, and poetry to cover the standards. In addition, students will be able to apply what they are learning about literature to the books they are reading independently.
Our first test for this work, focusing on explaining story structure, will be on Friday, November 2. Please be sure and have your check the Edmodo planner for assignments daily and the Language Arts Edmodo page for the Story Structure Quizlet.
This study of story structure aligns perfectly with our current writing focus, personal narratives. All students are working on writing a true story about themselves and learning what to include for fifth grade level writing, such as sensory details and lessons learned.
LAFS.5.RL.2.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
LAFS.5.RL.1.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
LAFS.5.RL.1.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
In Unit 3, we will be learning about the Age of Exploration! During the 1400s, European explorers traveled east to Asia by land and sea. There they found exotic spices, fabrics, and jewels. The trip to Asia was very long, very dangerous, and very expensive. Some people thought it might be faster to get to Asia by traveling west across the Atlantic Ocean. In this unit, you will learn about the explorers who headed west and the results of their journeys. As you read, think about how the actions of Europeans affected the land and people of both the Americas and Europe.
|SS.5.A.3.1-Describe technological developments that shaped European exploration.
|SS.5.A.3.2-Investigate (nationality, sponsoring country, motives, dates and routes of travel, accomplishments) the European explorers.
|SS.5.A.3.3-Describe interactions among Native Americans, Africans, English, French, Dutch, and Spanish for control of North America.
|SS.5.A.4.1- Identify the economic, political, and socio-cultural motivation for colonial settlement.
|SS.5.A.4.2– Compare characteristics of New England, Middle, and Southern colonies.