October Newsletter
Everyday Mathematics
We have finished our studies of unit one. The students took the unit one test on Friday, September 25, 2009. I graded the test and sent it home with students on Friday, October 2, 2009. You will notice that I attached a half-page grading slip to your child’s test because the tests from Everyday Mathematics are not always easy to decipher in terms of which problems correlate with which standards.
The first two standards are for Part A of the test, which is used for grading purposes on the report card. All students are required to complete Part A. Remember that a 3 is proficient and represents a passing grade. Some students did get a 1 or a 2 on these standards. Keep in mind that the number grading system reflects what students are supposed to be able to do by the end of fifth grade. Do not worry unless you see a pattern of 1 and 2s that indicate your child is routinely not working at grade level. Students will have an opportunity to work towards mastery of both of these standards again.
There are also two standards under Part B. Part B is optional for students; they are not required to take that part of the test. Some students completed all of Part B, while others only completed part of it. If I have not circled a number grade in Part B that only means your child did not attempt those problems.
In Part B, if your child got a 1 or a 2 there is no need for concern. I do not use those grades on the report card. The items on Part B are ones that the students are still learning; they are not expected to have mastered that learning yet. However, some students did get a 3 or a 4 in Part B. I do count those grades on the report card. I hope the reasoning for this is clear. Essentially, I want to reward students who are doing better than expected, but I will not penalize students who have not yet mastered skills that I have not expected them to master. To do so would be to send a wrong message to students about the learning process.
The Everyday Mathematics assessments are divided like this into Part A and Part B. Part A is considered summative; that is, it is designed to measure student learning and is considered for grading purposes. Part B is considered formative; that is, it is designed to provide feedback to the teacher (and student) on how well the students are learning new concepts, but is not designed for grading purposes.
Math Problem Solving
We have now completed two problem solving strategies: Make a Picture or Diagram and Find/Use a Pattern.
Students worked on making a picture or diagram on Problem Solving 1 and 2. Problem Solving 1 was the group of problems I asked students to complete on their own as best they could. Then we shared ideas on solving those problems, so that every student had the correct answer and a strategy for solving it when we were done. I then assigned Problem Solving 2 for students to work on independently. They had one week to solve those problems.
In addition to solving the problems, I provided another page titled Problem Solving/Mathematical Reasoning. Students were to select one of the problems they solved and write about how they solved it. This page provided a number of questions and prompts to help students demonstrate their mathematical reasoning.
The students were a little confused on how I graded this assignment, so I made revisions to the Problem Solving/Mathematical Reasoning page. I rewrote it so that it is more in align with the standards-based report card that Mr. Drum and I will be using this year, and I added a grading rubric at the end that more clearly shows how well the student did on the assignment. I went back and made a half-page grading slip for Problem Solving 2 that showed the students how well they did on the Mathematical Reasoning standards for those problems.
The students had the revised Problem Solving/Mathematical Reasoning page for Problem Solving 4. We followed the same procedure with this one as we did with the first, where Problem Solving 3 was our practice/teaching problems, and Problem Solving 4 was independent student practice using that strategy. Students just turned in Problem Solving 4 on Tuesday, October 06, 2009.
Language Arts
Writing
We are nearing the end of our first major writing assignment, the narrative. We spent about a week introducing the assignment. Then I gave students three pages to help them with their prewriting. I conferenced with all students, where they showed me their prewriting and I gave them approval to begin drafting. As they were doing their first drafts, I prepared a revision checklist to help them revise their stories, to make them better. They were to get someone else to read their story before they showed it to me. I know many parents as well as fellow classmates read stories and gave helpful feedback. Some students showed me their first drafts, while others showed me their second drafts. Then I prepared a proofreading checklist to help students fix any mistakes in grammar, punctuation, capitalization, spelling, etc. The final draft is due this Friday, October 9, 2009, which has been four full weeks since they received the prewriting pages. Students must turn in their final draft as well as all other drafts; I need these to grade them on their revision process, which is one of the writing standards on the report card.
Students have also begun their Friday Writes. Each Friday they get a handout to glue into their Writing notebook. This handout includes a dozen writing prompts that I expect students to use to respond to in their Writing notebooks. There are four each of quotations, questions, titles, and sentence starters. I expect students to write a full page using one or more of the prompts I provide. If students do not complete this writing in class, then I expect them to complete it over the weekend. I will be checking the Writing notebooks of at least ten students every week to monitor their progress.
Reading
Because we have been focusing on writing, we are just now finishing our work on the first story, Earthquake Terror, in our anthology. The test will be this Friday, October 9, 2009. We will be reading one more story in the first theme, Nature’s Fury.
Spelling
We have already completed all the spelling lessons in Theme One, so this week we are taking a break and focusing on other language arts skills, notably grammar.
I assessed students the first week of school on their spelling abilities, and I have put students into four different groups to meet them at their level of need. One group is continuing to work with the spelling words that come with our language arts program, and are expected to continue to complete two pages from the Practice Book as homework each week for spelling.
Three of the groups are expected to complete one page from the Practice Book and the Word Study page that I provide them. This is part of the differentiation that I offer in the language arts curriculum. Students are not excused from the district-adopted spelling materials, but instead are expected to complete less work in that area, supplemented with my Word Study worksheets.
Grammar
Early in the year, before we began using the grammar lessons in the Practice Book, I taught a series of mini-lessons on each of the eight parts of speech. You will find notes on these in your child’s Language Arts notebook. You will also find a number of handouts that I give the students to help me teach the various grammar lessons. The Practice Book provides good worksheets for the students to practice grammar skills, but does not always provide good enough material for them to actually learn the grammar. So, I have prepared these handouts, which you will find glued into your child’s Language Arts notebook. I encourage you to ask your child to see this notebook and to see the grammar skills that they are learning.
Science
Mr. Drum has begun the first FOSS unit on Mixtures and Solutions. Students have already taken one test on Separating Mixtures and are about to take their second test on Reaching Saturation. Soon they will be moving on to look at chemical reactions in Fizz Quiz.
Mr. Drum has asked me to point out his website at http://mrdrumsclass.wikidot.com/ and the online study guides he has prepared at http://mrdrumsclass.wikidot.com/science-study-guides. Mr. Drum gives each student a hard copy of this study guide (without the answers) to glue into their Science notebooks.
I have worked a little bit in the old science books with the students. I use them because they supplement what Mr. Drum is teaching students with the district-adopted science curriculum, FOSS. I also use the old textbooks because they help me teach students about reading nonfiction, an important group of reading standards in fifth grade.
History
I have begun working with all the fifth-grade students on the first unit of study, The Land and People Before Columbus, focusing on the various Native American groups and how they lived in North America before the arrival of the European explorers.
Students are expected to read the chapters in The History of US as I assign them for homework. These homework assignments are preparation for the discussion/note-taking that will occur in class.
Students also have assignments that I give them with questions related to the chapters they are reading. The notes they are taking in class frequently help them answer these questions.
As part of our first unit, students are also reading Native American trickster tales that I have given them to read, and answering some basic questions about those tales.
We have also begun the last history standard, where students are expected to know the fifty state capitals and the locations of all the states. Last week, students took their first states and capitals quiz. I have planned five quizzes throughout the year, with about ten states and capitals on each quiz. At the end of the year, I will also give the students summative tests, one on the fifty capitals and one on the locations of the fifty states.
Last week, during Banned Book Week, I also set aside some time to talk about the first amendment and freedom of speech.
Physical Education
Students have P.E. twice a week, on Mondays and Wednesdays. Please make sure they wear appropriate clothing and shoes on those days. We have already begun working on preparing students for the fitness test they will take later this year. I have already done a quick assessment of flexibility and we have begun building up their endurance for the Mile Walk/Run.
If you want to see more information now about the fitness test, you can go to the Physical Education page on my class website. I will be sending home a newsletter with all this information as we get closer to the testing period in February and March.
We have also worked on different kinds of movement, walking, running, jumping, hopping, etc. while moving through an enclosed space, working on both physical activity and safety. We also spent two or three sessions on four square. The teachers on yard duty had noted a number of problems with four square at recess time. Since many of us spent some time reviewing the rules and skills for four square we have had many fewer problems during recess around playing four square.
Music
Ms. Mosley teaches music on Fridays. Please make sure your child brings his or her instrument on that day. We have also begun choir with her, in which all fifth-grade students participate.
Poetry
I have taught two poetry lessons to the students so far this year. The lessons are going well and students are writing good poems. After we finish our third poem, I want to have students type up one of their three poems to display on a bulletin board in the hallway across from our classroom. I am also considering posting some poems on the classroom website.
Testing
I will only be giving math and reading tests on Fridays. Mr. Drum and I only see each other’s students on Tuesdays, Wednesdays, and Thursdays. Any science or history tests will take place on one of those three days. At a parent’s request, I have begun posting testing dates on the class website. I will also be announcing these in class and reminding students to write them down in their planners.
Homework
I hope you have seen a variety of homework. Spelling is typically at the beginning of the week, followed by a couple of grammar lessons each week. I have also assigned a couple of synonym homework assignments, which are from materials outside of our language arts curriculum, but which students need practice with to meet the standards. These too are differentiated, challenging students with vocabulary words more difficult than those they are currently studying for spelling. I am also assigning cursive handwriting because I have heard that this is a common expectation for students in middle school.
I hope your child has been giving you the family letters that come with Everyday Mathematics. These are Study Links that introduce the upcoming unit and will also help you and your child with vocabulary and some answers to Study Links, which I primarily assign as homework. I have also assigned some Math Journal pages for homework as well.
I have been assigning about two chapters per week for history homework, and I’ve noticed that Mr. Drum has one or two homework assignments per week for science.
I have also started giving the students some test preparation homework. I don't wait until we get close to the STAR test for this. It's something we'll work on a little bit every week. You'll see test prep homework for mathematics, language arts, and science.
Generally, students are doing well with the amount of homework, along with budgeting their time to work on project assignments, like problem solving, history assignments, trickster tales, the narrative, etc.
Parent-Teacher Conferences/Communication
The first parent-teacher conferences are coming up later this month. Look in next week’s Wednesday envelope for my form to request an appointment time for that week. I look forward to meeting with each of you and discussing your child’s progress so far this year.
As always, please contact me if you have any questions or concerns. If you think that I have not adequately addressed your question or concern, then feel free to go speak to Mrs. Brown. As a courtesy to me, please let me know that you are dissatisfied with our conversation and notify me of your intent to speak to Mrs. Brown.
(posted Wednesday, October 7, 2009)
Back-to-School Night Basics
Make the most of back-to-school night. It's a valuable opportunity to learn important information about your child's classroom experience.
Your child's teacher might be a little nervous about meeting all the parents, even if he's done this 20 times before. Arrive with a friendly smile and introduce yourself. If you know each other already, say hello and refresh his memory as to your name and who your child is. He meets lots of parents throughout the year and may not remember your name, although he may recognize your face.
Six Steps to a Successful Back-to-School Night
1. Find out if you can bring the kids.
Your school's administration may have a no-children policy for back-to-school night, believing that parents should be free to focus on meeting the teacher and listening to his presentation. However, more and more schools recognize that arranging for childcare, getting the kids home and then returning to school is challenging for parents, and have started to offer childcare at the school for the evening. Be sure to find out what your school's policy is and make the necessary arrangements.
Mr. Walker's note: You may bring your child(ren) with you to Back-to-School Night. They must stay with you. Have them bring a book so that they may read quietly during my presentation.
2. Devise a strategy if you need to visit more than one child's classroom.
If you have more than one child at the school, you'll need to strategize. If your older child has already had the teacher that your younger child now has, you might decide that visiting your older child's teacher is the priority for the evening. If both parents are able to attend, you can divide and conquer or take turns in the different classrooms.
3. Bring a pen and paper.
Brenda Lofton, 2006 Louisiana Teacher of the Year and a middle school math and science teacher recommends coming prepared to take notes: "If the teacher says you can contact me and these are my conference hours, you need to write down that information. Also, teachers may give information through a Power Point presentation or maybe something written on the board. So bring something to take notes with."
"I usually go over homework procedures, discipline procedures, the different things that are expected and then give parents time to ask questions," says Lofton.
4. Don't ask specific questions about your child.
Ask any questions that you have about the curriculum, field trips or grades, but refrain from asking questions specific to your child that won't be useful to other parents. It's better to make an appointment for a conference to discuss your concerns one-on-one.
"It happens all the time that someone wants to ask you specifically about their child," says Lofton. "Parents need to know that the teacher would be better prepared to answer their questions and have more time for them if they would set up a conference, instead of trying to do it at 7:30 when it's possible that a teacher might have a young child at home and has been there all day and you may have other parents standing around. So questions are good, but they just need to be ones that address everyone's concerns."
5. Be ready to volunteer.
There will be many opportunities to sign up for volunteer activities, either for school-wide programs or in the classroom. You'll be better prepared if you've already given some thought to your time constraints and how you'd like to contribute to the school community.
Denis Cruz, 2006 California Teacher of the Year, has taught in both elementary and middle school, and has seen many parents quit volunteering when their children reach middle school, often because they're intimidated by the subject matter. "Ask the principal if there's anything you can do to be involved in your child's education," suggests Cruz. "We seem to lose parents by eighth grade, but we still want their participation."
6. Bring a note for the teacher about your child.
If your teacher hasn't already asked for it, now is a good time to give him a letter describing your child's personality, academic history and any areas of concern you may have. He will appreciate receiving the information.
Important Information to Take-Away From Back-to-School Night
1. An overview of your child's school day
Elementary school teachers will share the typical daily and weekly schedule for the class. If you want to volunteer in the classroom, this information is helpful in determining the best time to come. For example, if the teacher asks for parent volunteers to help her work with struggling readers, you need to know when the class is in the classroom reading and not out for music, art, P.E. or lunch.
2. Knowledge of what the classroom looks like
Take a look around the classroom. Is it well-organized? Is it warm and inviting? Is there a lot of clutter? If it's cluttered, is the clutter educational and stimulating to young minds? You can tell quite a bit about the teacher from what you see on the walls and in the bookshelves. You will also have the opportunity to look at the textbooks and any journals, portfolios and artwork the students have created.
3. What it's like to sit in your child's seat
Many teachers ask parents to sit in their child's seat. This gives parents the opportunity to see the classroom from their child's point of view, and it gives teachers the chance to mentally match parents with students.
4. The homework and discipline policies
The homework policy should include information on when homework is due, how it is evaluated and how often, how much is assigned each night and on weekends, and how much it counts towards the final grade.
5. How to contact the teacher
Find out how to contact the teacher and what form of communication she prefers: email, voice mail or notes. Many teachers now use Web sites or weekly classroom newsletters to stay in touch with parents. If the teacher plans to send home a printed newsletter with your child, you'll want to know how often and if you should expect to receive it on a particular day of the week, so you'll know to remind your child.
[excerpted from an article by Marian Wilde of GreatSchools. You can find the entire article at: Back-to-School Night Basics.
(posted Tuesday, September 15, 2009)
10 Things Your Child's Teacher Needs to Know
I found this list online somewhere and have found it helpful in communicating with parents. If you're reading this list online or in an e-mail, please e-mail me your responses or write them out and have your child bring them to me at school. Thank you.
- What is your child's favorite subjects?
- Does your child have any difficult subjects? If so, what are they?
- Does your child have any allergies?
- Does your child have any medical conditions? (Yes, asthma counts.)
- What extracurricular activities does your child participate in? (Do they play sports? Are they involved in boy or girl scouts? Do they study music outside of school?)
- Some religions have practices that may impact school. Please let me know if your religious beliefs might cause your child to miss school. Are there any other practices that I should be aware of, for example, that might affect what clothes they wear or foods they can't eat?
- Are there any family issues that you'd like me to be aware of? Please let me know of any changes in your family that may be affecting your child, such as a new baby, a separation or divorce, moving to a new house, or a death in the family, including pets.
- Does your child have any sensitive areas? (Are they self-conscious about their weight or appearance? Are they particularly shy? Is there anything that they worry about a great deal or are afraid of?)
- Tell me about your child's hobbies and interests outside of school. How do they like to spend their free time? (Do they collect anything? Do they play chess? Do they raise money for the SPCA?)
- Tell me about your child's temperament. Please share any ideas with me that you have found that work with your child. (Do they get cranky at a certain time of day? Is there some activity that particularly frustrates them? And what do you do to adjust to their temperament?)
- In a million words or less, tell me anything else about your child that you think I should know. We won't be able to talk individually about your child at Back-to-School Night. And some things shouldn't wait until the first parent-teacher conference. Please share with me now.
(posted Friday, September 11, 2009 - revised Tuesday, September 15, 2009)
Student Responsibilities
Please read the Student and Parent Responsibilities in your child's planner. These are excerpted from the district's Student and Parent/Guardian Handbook. I encourage you to have a discussion with your child about these responsibilities and assist them in carrying out these responsibilities. You will also find a version of them on this website on my student responsibilities page.
(posted Friday, August 14, 2009 - revised Wednesday, September 2, 2009)
Introduction to Fifth Grade Everyday Mathematics
Welcome to Fifth Grade Everyday Mathematics. This curriculum was developed by the University of Chicago School Mathematics Project to offer students a broad background in mathematics.
The features of the program described below are to help familiarize you with the structure and expectations of Everyday Mathematics.
A problem-solving approach based on everyday situations. Students learn basic math skills in a context that is meaningful by making connections between their own knowledge and experience and mathematics concepts.
Frequent practice of basic skills. Students practice basic skills in a variety of engaging ways. In addition to completing daily review exercises covering a variety of topics and working with multiplication and division fact families in different formats, students play games that are specifically designed to develop basic skills.
An instructional approach that revisits concepts regularly. Lessons are designed to take advantage of previously learned concepts and skills and to build on them throughout the year.
A curriculum that explores mathematical content beyond basic arithmetic. Mathematics standards around the world indicate that basic arithmetic skills are only the beginning of the mathematical knowledge students will need as they develop critical-thinking skills. In addition to basic arithmetic, Everyday Mathematics develops concepts and skills in the following topics - number and numeration; operations and computation; data and chance; geometry; measurement and reference frames; and patterns, functions, and algebra.
Everyday Mathematics provides you with ample opportunities to monitor your child's progress and to participate in your child's mathematical experiences. Throughout the year, you will receive Family Letters to keep you informed of the mathematical content your child is studying in each unit. Each letter includes a vocabulary list, suggested Do-Anytime Activities for you and your child, and an answer guide to selected Study Link (homework) activities.
(posted Friday, August 14, 2009)
Grading
If you are looking for information on grading, you can check this page which will give you some information.
(posted Friday, August 14, 2009)
