Curriculum Night Scienc e 5th Grade Students will

Curriculum Night Scienc e 5th Grade Students will

Curriculum Night Scienc e 5th Grade Students will study: Inquiry Process: Observations, Questions, and Hypotheses; Scientific Testing (Investigating and Modeling); Analysis and Conclusions; Communication History and Nature of Science: History of Science as a Human Endeavor and Nature of Scientific Knowledge Life Science: Structure and Function in Living

Systems Physical Science: Properties and Changes of Properties in Matter and Motion and Forces Since CUSD mandated curriculum will be supplemented with scientific experiments enabling student to practice theory and inquiry techniques, HISEF Science Project and Problem Based Learning Project will be part of the 5 th grade curriculum. 6th Grade Students will study: Inquiry Process: Observations, Questions, and Hypotheses; Scientific Testing (Investigating and Modeling); Analysis and

Conclusions; Communication History and Nature of Science: History of Science as a Human Endeavor and Nature of Scientific Knowledge Science in Personal and Social Perspectives: Changes in Environments and Science and Technology in Society Life Science: Structure and Function in Living Systems and Populations of Organisms in an Ecosystem Physical Science: Transfer of Energy Earth and Space Science: Structure of the Earth, and Earths Processes and Systems Since CUSD mandated curriculum will be supplemented with scientific experiments enabling student to practice theory and inquiry techniques, HISEF Science Project and Problem Based Learning Project will be part of the 5th grade curriculum.

COMMON CORE CONNECTIONS By the end of grade 8, students should be able to read and comprehend science/technical texts in the grades 68 text complexity band independently and proficiently. Mat h 5th Grade Fifth grade students will work on: Rational Numbers; Fractions, Decimals, Percents; Integers and Exponents; Graphing and the Coordinate Plane;

Expressions and Equations; Geometry: Geometric Properties and Measurement; Data Analysis; and Vertex Edge Graphs Since basic computation is an important tool that your child needs to solve many of the higher-order thinking problems, students will continue to practice addition, subtraction, multiplication, and division. 6th Grade Sixth grade students will work on: Integers; Making Sense of Rational Numbers; Rational Numbers in Contextual; Problem Solving; Expressions and Equations; Equations and Inequalities; Change; Data Analysis; VertexEdge Graphs; Circles; 2-Dimenstional and 3Dimensional Figures; Geometric Figures; Measurement; Probability with Fraction

Review; Systematic Listing and Counting with Algebra Review COMMON CORE CONNECTIONS Procedural fluency is one-fourth of the focus of mathematics instruction. Fluency is defined as accurate and flexible. The other three-fourths of mathematics instruction include: Strategy in problem solving Reasoning Reasoning about connections (transfer)

Social Studies 5th Grade American History: Research Skills for History, Exploration and Colonization, Revolution and New Nation, Westward Expansion, Civil War and Reconstruction, and Contemporary United States World History: Research Skills for History, Encounters and Exchange, Age of Revolution, and Contemporary World Geography: The World in Spatial Terms, Geography Places and Regions, Physical Systems, Human Systems, Environment and Society, and Geographic Applications Civics/Government: Foundations of Government, Structure of Government, Functions of Government,

Rights, Responsibilities, and Roles of Citizenship, Government Systems of the World Economics: Foundations of Economics, Microeconomics, and Personal Finance All students will have hands-on learning in addition to textbooks. Students will research and write reports. 6th Grade American History: Research Skills for History, Early Civilizations, and Contemporary United States World History: Research Skills, History and Early Civilizations, - World in Transition, Renaissance and Reformation, Encounters and Exchange, Contemporary World

Civics/Government: Functions of Government, Government Systems of the World, Foundations of Government, Rights, Responsibilities, and Roles of Citizenship Geography: The World in Spatial Terms, Places and Regions, Physical Systems, Human Systems, Environment and Society, Geographic Applications Economics: Foundations of Economics and Personal Finance All students will have hands-on learning in addition to textbooks. Students will research and write reports. COMMON CORE CONNECTIONS

By the end of grade 8, students should be able to read and comprehend history/social studies texts in the grades 68 text complexity band independently and proficiently using both primary and secondary text and resources. Reading /Language Arts Reading & Language Arts Reading /Language Arts Reading /Language Arts Reading /Language Arts

Reading /Language Arts 5th Grade Students will acquire and use new vocabulary in relevant contexts; read fluently; employ strategies to comprehend texts; identify, analyze, and apply knowledge of the structures and elements of literature; recognize and apply knowledge of the historical and cultural aspects of American, British, and world literature; Identify , analyze and apply knowledge of the purpose, structures, and elements of expository text; identify, analyze, and apply knowledge of the purpose, structures, clarity, and relevancy of functional texts; explain basic elements of

argument in text and their relationship to the authors purpose and use of persuasive strategies. 6th Grade Students will acquire and use new vocabulary in relevant contexts; read fluently at or above grade level; employ strategies to comprehend grade level or above text; identify, analyze, and apply knowledge of the structures and elements of literature; recognize and apply knowledge of the historical and cultural aspects of American, British, and world literature; Identify , analyze and apply knowledge of the purpose, structures, and elements of expository text; identify, analyze,

and apply knowledge of the purpose, structures, clarity, and relevancy of functional texts; explain basic elements of argument in text and their relationship to the authors purpose and use of persuasive strategies. COMMON CORE CONNECTIONS By the end of the year, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] in the grades 68 text complexity band proficiently, with scaffolding as needed at the high end of the range. COMMON CORE CONNECTIONS

Acquiring Vocabulary Words are not just words. They are the nexusthe interfacebetween communication and thought. When we read, it is through words that we build, refine, and modify our knowledge. What makes vocabulary valuable and important is not the words themselves so much as the understandings they afford. Marilyn Jager Adams (2009, p. 180) 5th and 6th Grade Students will utilize the writing process by: prewriting, drafting, revising, editing, and publishing. They will also focus on ideas and content, organization, voice, word choice, sentence fluency, and conventions when

working with writing components. In the area of writing applications, students will experience the following genre: Expressive, Expository, Functional, Persuasive, Literary Response, and Research. COMMON CORE CONNECTIONS Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. Types of writing will include: Argument or Persuasive, Narrative, Writing beyond Narrative (creative/poetry/drama), and Informational/Explanatory Writing.

COMMON CORE CONNCETIONS Speaking and listening skills have always played an integral part of our curriculum. Common Core has highlighted that the ability to adapt speech to a variety of contexts and communicative task demonstrating command of formal English when indicated or appropriate is an important skill for all college and career-ready students. C AT S C O N N E C T I O N Students in the CATS program at Santan will have the opportunity to immerse themselves in Common Core Curriculum integrated in a program exclusively dedicated to gifted education, providing inquiry based instruction in a

challenging, nurturing, and supportive environment in classes throughout the day. In a CATS classroom, students are creating, envisioning, solving, and collaborating. With the understanding that gifted children learn differently, sometimes rapidly, sometimes asynchronously, we build on student strengths to allow learners to explore knowledge at an appropriate rate. With exposure to a variety of resources and methods of instruction, students gain not only advanced knowledge, but also appreciate the depth and complexity of those topics. Homework Students will have no more than 60 minutes of homework per night. This homework includes classroom work and 20 minutes of reading from a chapter book. If your child is working longer than 60 minutes on homework assignments, please notify me via e-mail or note brought in

by your child the following day. We will then evaluate where the problem is, and correct any misunderstandings. If your child is not able to complete a homework assignment, please send a note or an e-mail to inform the teacher of the situation. Students who have excuses for incomplete homework will not be marked late. Parent Communication Agendas Monthly Newsletter (posted on school website) Mid-Term Grade Reports Report Cards Phone Calls

E-Mail Daily E-Mail Alerts Classroom Website Tax Credit How does it work? How many times can I give? How can I be sure my child benefits? Grades Students will receive grades on a regular basis. The grading scale is as follows: A = 90% - 100% B = 80% - 89% C = 70% - 79%

D = 60% - 69% Students will be graded on rubrics and a regular percentage scale. Students should expect that attitude, effort, and participation will affect ones grade. An important part of anyones learning process is self-reflection. Consequently, students will often selfreflect on their learning process and the products they create. They will learn to acknowledge their strengths and needs, the basis of anyones improvement and pride of accomplishment. A copy of the monthly reading log is included in this packet. Each child is responsible for keeping track of their nightly reading. This sheet must be signed and turned in for a grade at the end/beginning of

each month. Also attached is a copy of the Cornell Note sheet. This is one of the many ways that your child will be taking notes in various subjects. Completing and turning in assignments on time is a students responsibility. It is imperative that students turn in their class work and homework assignments on time. Fifth grade assignments will be marked down 10% each day late (50% is the lowest late grade). Sixth grade assignments will be marked down 20% the first day it is late and 50% off if turned in after the 2nd day it is late. All missing work will result in a zero grade.

Project outlines will be posted on the classroom website. If you have questions about what is required of a project, or when it is due, please utilize this tool. This will ensure that everyone in up-to-date and there will be no excuses for late work or other surprises. *The classroom website also has information about each subject, projects & rubrics, calendar, and other useful information. Please check it regularly

for updates. If your child is absent from school, it is their responsibility to make sure that all of their missing assignments are made-up and turned in. District policy mandates that students will receive two school days per day absent to make up their missing work. Santan Elementary has adopted the Olweus Bully Program. Our students will recite the Olweus Name____________________ Goal/Total Minutes______ /_______ Month___________________

Date 1 2 3 4 5 Reading Log 6 7 Monthly Reading Log ~ Mrs. Banas ~ Room 40 8

9 10 11 12 13 14 15 16 17 18 19 20 21 22 23

24 25 26 27 28 29 30 31 Parent Signature_________________ Book Author Minutes

Stormys Anti-Bullying Rules We will not bully others. We will try to help students who are bullied. We will try to include students who are left out. If we know that somebody is being bullied, we will tell and adult at school and at home. We will practice each pillar of character each day: Respect, Responsibility, Trustworthiness, Caring, Fairness, and Citizenship. Mrs. Banas & Mrs. Yamashita 2013-2014 Schedule

Monday Tuesday Wednesday Thursday Morning Prep Time / Duty Time (8:10-8:30) 8:30 - 8:45 Attendance / Announcements 8:45 - 9:30

6th Grade Sci w/ Banas (45 min.) / 5th gr. Soc. St. w/ Yamashita (45 min.) 9:30 - 10:15 6th Grade Soc. St. w/ Yamashita (45 min.) / 5th gr. Sci. w/ Banas (45 min.) 10:10 - 10:45 Escort 6th Grade to block / Yamashita Prep 10:15 - 10:45 5th gr. Math w/ Banas (30 min.)

10:45 - 11:20 Escort 5th grade to block /Banas Prep 10:45 - 12:05 6th gr. ELA w/ Yamashita (80 min.) 11:20 - 12:05 5th gr. Math w/ Banas (45 min.) 12:05 - 12:45 Recess / Lunch

12:45 - 2:00 6th gr.Math w/ Banas (75 min.) / 5th br. ELAw/ Yamashita (75 min.) 2:00 - 2:30 Acceleration Period in Homeroom (30 min.) 2:30 - 2:55 Homeroom - Work on incomplete work for the day 2:55 - 3:05

Wrap-up and get ready to go home. 3:05 Dismissal Day 1-6 Rotation Library - Day 2 Banas @ 1:30 / Day 6 Yamashita @ 1:30 7:45-8:25 Friday THANK YOU

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