Back to School Night

Fifth Grade: Willow Room

2018-2019

Susan McGovern
smcgovern@harmonyusd.org
Website: smcgovernclass.weebly.com

What do 5th graders learn?

Language Arts

Reading
In fifth grade, there is a continued focus on ensuring that students are reading fluently and with
comprehension. Unlike earlier years when they were learning to read, they are now reading to learn.
The fifth grade reading standards focus primarily on the structural features of informational
materials and texts. By the end of the year, students will be able to discern the main idea, identify
evidence that supports the main idea, and distinguish facts from opinions in nonfiction texts. They will
be comfortable searching for and locating information in age appropriate texts and synthesizing and
analyzing that information for a variety of purposes.

Students will continue to read and enjoy literature. We will read several class novels, all historical
fiction: Set in the Caribbean in 1492, Morning Girl explores relationships in one family at a pivotal
point in history. The theme of perspective sets the stage for how we study history for the rest of the year.
Blood on the River is a fictionalized account of the early Jamestown settlement, written from the
perspective of a young English settler. The Watsons Go to Birmingham is story about an African
American family in 1963 and explores family dynamics during a key moment in the Civil Rights Era. As
they read these books, students will continue to examine the different elements of literature such as:
central problem, conflict, plot, character characteristics and motives, theme and language in these
novels. In addition, there will be three novels read aloud: Wonder, Chains and The Emerald Atlas.

This winter, students will read fictional books in small groups or literature circles. Once the book
groups are formed according to reading level and preference (3 – 5 students), they will divide the book
up into equal parts and read a section a week. Each member of the book club will have a specific role for
the upcoming book club meeting, for which they must prepare. They will also have a number of other
common assignments to complete prior to their meeting. Meetings will be student run.

In addition to reading about the Revolutionary War in their textbooks, students will read from a variety
of fiction and nonfiction books to learn more about this important historical event. These reading
groups will be leveled. Each student will also research one North American tribe throughout the year.

Home reading is based on genre study. Students are expected to read for 30 minutes per night on
school nights. They reflect on what they are reading once a week in their reading log. Students may read
what they like, but must also read at least one book from the unit’s genre, on which they will produce a
project. This year’s genres in order are: free choice, nonfiction, biography, historical fiction, award-
winning fiction, and fantasy.
Writing
Fifth graders are expected to write thoughtfully and articulately in all their writing, from note taking to
answering questions, to story writing, to essay writing. They are required to create multi-paragraph
compositions, and write comfortably across genres. They learn to develop a topic, describe setting or
details, link one paragraph to another, and include a final paragraph that summarizes the important
points or details. Over the year, students will write narratives, expository, persuasive, and descriptive
pieces. Students will also respond thoughtfully and thoroughly to literature and write summaries of
fiction and nonfiction pieces. They will write stories, such as tall tales, and inspired by the author Chris
Van Allsburg. Students will also write poetry throughout the year. Fifth graders will create a variety of
digital presentations this year. Finally, students will research one North America tribe throughout the
year. Their research will be divided up into pre-Columbian times, contact with Europeans and the
modern era. Their research will culminate in a trifold project presentation.

Spelling
Students are expected to spell at grade level, along with developing the habit of looking over their work
to correct any errors before turning it in. Students will be graded on their weekly spelling tests, their
applied spelling usage, and their spelling in final drafts of writing samples. We will continue with the
differentiated spelling program called Words Their Way where each child is placed into a leveled
spelling group based on the spelling patterns they’ve shown mastery of and ones they may be struggling
with. I will work with your child’s group once a week to teach spelling rules and patterns connected to
the week’s words. I will also help keep track of common words that should go on your child’s personal
word list. Help with this at home is also beneficial.

Math
By the end of fifth grade, students should have very strong number sense. They should be able to
deconstruct numbers in their mind to make problems easier in addition to solving problems using
algorithms. Fifth graders must be able to justify their reasoning when solving problems and will need to
practice looking over their work to ensure quality, completion, and precision. Using the “BRIDGES”
math curriculum, the math concepts will spiral all year and students will play many games, work on
“problem strings”, participate in “math forums” where specific students are called upon to share their
thinking and samples of their work, and individual “work places” where they have choice over how they
want to spend their math period. The focus of the fifth grade math curriculum is on multiplication,
division, fractions, and decimals. Fifth graders are encouraged to think “outside the box” and focus on
the process of mathematics as well as arriving at the correct answer. This entails a lot of sharing of and
building upon each other’s ideas. I strive to create a positive and accepting math learning community in
which students have permission to make mistakes and learn from their mistakes.

Social Studies
Students will learn about the geography of the United States throughout this year. By the end of the first
trimester, they will know all fifty states and their locations. They will also learn the nation’s basic land
and water features. History will begin with a study of the indigenous people of the North American
continent. They will then learn about the early explorers and conquistadors and the establishment of
the early colonies (Jamestown, Plymouth). From there, they will learn about the 13 colonies and about
their economies and early government. This will, of course, include a study of slavery in this country.
Students will investigate the conditions and events leading to the Revolutionary War and read primary
source documents to grasp what went into forming a new nation and a democracy. Finally, students will
learn about Westward expansion as justified by the doctrine of Manifest Destiny. The fifth grade history
curriculum is a mix of the very hopeful (democracy, for example) and some really tough topics such as
slavery and the decimation of American Indians. I will do my best to cover these topics sensitively and
in an age-appropriate way, without skirting these tough issues. We have a lot of great curriculum,
books, videos and other resources to help with this endeavor.
Science
Fifth grade science covers a lot! We have three main units:

Fall: Living Systems focuses on systems and includes topics such as Earth systems that support
different types of life and how these are interconnected through complicated food webs, animal and
plant systems. Students compare and contrast plant and animal transport systems and delve into the
human circulatory, digestive and sensory systems. This unit helps foster in students more of a systems
approach to science and to the world in general.

Winter: Mixtures and Solutions is an introduction to chemistry. Students are introduced to

fundamental ideas about matter and its interactions. They investigate changes in states (solid, liquid,
solid), explore conservation of matter, learn what happens when substances dissolve in solutions,
experiment with concentrations and get hands-on experience with simple chemical reactions.

Spring: Earth and Sun includes astronomy, Earth’s atmosphere, weather, and the water cycle. Like
Living Systems, it covers a wide range of topics, which will help students understand the
interconnectedness of scientific principles.

Yearlong waste strand: At the beginning of the year, students come to the conclusion that functional
ecosystems are waste free – they have mechanisms and systems to deal with their waste. All year, fifth
graders will consider the question: what systems do humans have in place to deal with our waste? In the
fall, we will study the problem of plastics in the ocean. In the winter, we will investigate how humans
deal sewage, and in the spring we’ll examine issues related to carbon waste in our atmosphere.

As much as possible, science will be conducted with hands-on learning using Foss Kits and place-based
learning using surrounding resources and outdoor education to help reinforce topics we are covering in
school. I will lead with inquiry and provide resources for students to discover their own answers to
complex questions. I will do my best to make this subject matter relevant and engaging for students,
while helping them develop scientific methods, vocabulary and concepts appropriate to their
developmental level (and in line with the NGSS).

Technology
Students will become more familiar with basic computer operations (hardware and software), how to
conduct research online, appropriate Internet usage, Google Drive, word processing and multimedia
and presentation tools. Much of their written work will be done on class chrome books, and they will
create several digital reports throughout the year.

Homework
Please see the attached sheet called Fifth Grade Homework Guidelines for Parents. Information on this sheet
covers nightly homework, spelling, and home reading. If for some reason your child cannot complete
his/her homework, please send me a note (on the homework or via email) asking for an extension. If they
don’t have a note from you, they must go to lunchtime homework club (for fifth to eighth grade students).
Also, please note that students will record their homework assignments in a daily planner this year.

Art
Art is integrated into the curriculum in a variety of ways. In addition, I hope to have regular art classes
about twice a month. Junk sculpture building will occur beginning in November. I will need help with this
large project and am very interested in partnering with a few parents to deliver the art program in general
this year.
Other Business
ASSESSMENT AND HOME/SCHOOL COMMUNICATION
Students are expected to try their hardest and do their best work at all times. I make every effort to identify
and work from students' strengths. In the same spirit, assessment is used as an individualized, positive tool
for highlighting areas of strength and potential growth. As much as possible, larger graded assignments will
be accompanied by a rubric, which will specify precisely what your child must do to earn points (which will
be the basis for letter grades in fourth grade). I do this to make the grading process, new to fourth graders
at Harmony, less abstract and more meaningful. Tests will be accompanied by study guides, which I
encourage you to use with your child. Students who receive low grades on assessments will have the
opportunity to improve their grades by correcting their work, and on accession, retesting after
remediation.

Report Cards and Parent-Teacher Conferences Parent-teacher conferences provide an excellent

opportunity to "put our heads together" and discuss your child's progress. During this time, we will review
your child's work and identify areas of strength and of potential growth. I very much look forward to
learning more about your child and setting goals together during our first conference. Two formal parent
teacher conference times are scheduled – October 8 - 12 and February 11 - 14; please feel free to request
additional conferences at any time. I truly believe that a coordinated effort between home and school is
critical to school success.

Friday letters and reflection sheets: For at least the first half of the year, students will fill out a weekly
reflection sheet on Fridays. These are intended to help students reflect on themselves as learners and set
goals. In addition, completed work will go home in Friday folders. I will also write a weekly update with
important news and information. I ask that you please get into the habit of reading this letter, talking with
your child about their reflection and looking over their work.

Contacting me: I stay after school most days. I am in class by 8:00 each day. My email address is
smcgovern@harmonyusd.org and my school phone number is 874-1205 ext. 34. Please only ask to ring
through to the classroom for urgent issues. The class website can be accessed through the school website
under my name, or you can bookmark this address: smcgovernclass.weebly.com

Absences: Students are responsible for the work they miss. When a student is absent, it is their
responsibility to check in with me on what they have missed. I do not expect all work to be made up, but
that which I feel is critical should be returned to me on the Monday after the absence. Please remember to
let the school know when your child is absent.

Independent Studies: PLEASE try to schedule your trips during school vacation times. Independent studies
do not insure that your child will stay current with the class program. If you need to be away during the
school year and require an independent study, please let me know as early as possible. Independent studies
are only assigned if a student is to be out for at least a week. If you plan to be gone for less than that, please
let me know ahead of time, so I can send along the work your child will be missing.

Early Sign Out: If you are going to pick your child up early from school, please make sure that you sign out
at the front office before taking her/him out of class.

Birthdays: Feel free to send a healthy snack in to share on your child’s birthday, if you like (not required).
Please do not send birthday invitations into school unless everyone in the class is invited. If your child does
have a smaller party, please counsel him/her not to talk about the party at school.
FIELD TRIPS and SPECIAL GUESTS
Listed below are some of the field trips that I have in mind for this year. I will keep you posted on dates and
developments. Most field trips will require parent drivers. PLEASE NOTE: All drivers and chaperones on
field trips need to be fingerprinted.

 Monterey Bay– Sept 20th – 21st

 Optional Coastal Clean Up Day - Sept 15th
 Landfill Tour and Junk Sculpture Walk (Oct - TBD)
 Bohemia Ecological Preserve Stewardship (Jan - TBD)
 Llano Road Sewage Treatment Plant (winter)
 Grove of Old Trees Fern Planting w/ buddies - Spring-TBD)
 End of Year Beach Clean Up (May -TBD)

PARENT FINANCIAL CONTRIBUTIONS

Some field trips will have costs associated with them – I will collect that money at the time I send the field
trip slips out. If you are not able to make a contribution to the field trip, and need financial assistance for
any of the class field trips, there are confidential scholarship funds available through the ARK. Just let me
know if you need assistance, and I will submit a request. My classroom budget and generous support from
the ARK and Site Council cover most of the expenses associated with providing an enriching curriculum for
your child. Please contribute generously to the ARK!!

Thank you for your assistance and time. Working together, I am confident that your child
will have a productive and satisfying year. If you have any suggestions,
questions, concerns, or feedback, please do not hesitate to contact me.