Learn to Care Curriculum Overview Grade 5 Waialae Public Charter School
Care to Learn Š2011-2012
WELCOME TO GRADE 5 CURRICULUM NIGHT August 9, 2011
Dear Families,
We look forward to an awesome year of challenges and learning experiences to fulfill our Wai’alae Mission of “nurturing our community of learners who strive for excellence and innovation, empowering all to actively engage in a democratic society”. We continue to help our children to model the Wai’alae Vision of well-rounded individuals, self-confident risk takers, creative problem solvers, collaborative, and socially responsible to others and the world. As a team, we plan a coordinated program of learning experiences to address our curriculum and standards. Students play an active role in determining the direction their studies will take as they work independently as well as collaboratively in various groupings. Many opportunities are provided to help our children learn to be responsible citizens of the Fifth Grade Society. A Fifth Grade parent handbook (posted on our webpage) was put together to give you an overview of the 5th Grade Curriculum, miscellaneous information, and “parent helps” for you to refer to throughout the year. We hope this handbook will be useful to you, but please keep in mind that flexibility is a trademark of Grade 5 (specific topics and dates may change depending on the interests and needs of the children). Being a part of this team and working together is what fifth grade is all about. We’re looking forward to having you join our team and working with us to help your child be successful. If you have any questions, concerns, or happy thoughts to share with us, please don’t hesitate to call us (733-4880), e-mail, or send a note with your child. Thank you for being a part of our team!
Mrs. Melanie Ching mching5@waialae.k12.hi.us
Ms. JoAnn Yamane jo– ann– yamane@notes.k12.hi.us
Ms. Crystal Shigeta crystal_shigeta@notes.k12.hi.us
Wai`alae Public Charter School’s Vision The Wai`alae Child will be: • a creative problem solver • a self-confident risk-taker • socially responsible to others and the world • a collaborative individual • a well-rounded, capable of multiple dimensions
Wai`alae Public Charter School’s Mission Statement Wai`alae Public Charter School is a student centered school that honors the whole child. It is committed to nurturing a community of learners who strive for excellence and innovation, empowering all members of the community to actively engage in a democratic society.
Wai`alae’s Fifth Grade Motto Learn to Care...Care to Learn
General Learner Outcomes The General Learner Outcomes are the goals of standards based learning. They are the essential overreaching goals for all grade levels from elementary through middle to high, and all of the academic disciplines. Every content standard and every performance standard should support the learner’s progress towards these outcomes. 1. The Ability to be Responsible for One’s Own Learning. Individuals must be able to set priorities and establish achievable goals. They must be able to manage their time and work towards those goals. They must be able to take responsibility for their own actions and inaction. 2. The Understanding that it is Essential for Human Beings to Work Together. Regardless of the work place, whether a science laboratory, construction site, business office, or retail store, individuals must be able to manage their own behavior in a group setting. They must be able to work towards group goals, communicate effectively in groups, and demonstrate tolerance for individual and cultural differences. They should recognize that each individual must make a contribution to the general welfare of the immediate community. 3. The Ability to be Involved in Complex Thinking and Problem Solving. Individuals must be able to manipulate the structures of learning that are acquired through schooling, work, and other experiences. They also must be able to develop various ways of looking at the world in which they live in order to solve the myriad of problems faced in today’s societies. 4. The Ability to Recognize and Produce Quality Performance and Quality Products. Individuals must be able to recognize when they are performing at a level that is equal to or above that of other individuals from around the world. They must know when they perform well and when they produce quality products. 5. The Ability to Communicate Effectively Individuals must be able to express their ideas clearly, communicate using a variety of modalities, and listen actively to understand and use information. They must also be able to communicate effectively through writing for different purposes and read materials and literature with understanding.
6. The Ability to Use a Variety of Technologies Individuals must be able to use a variety of technologies in exploring ideas and completing work and use technology to access, retrieve, and manage information. They must also understand that technology can affect self and others negatively and therefore, use technology appropriately. The fifth grade teachers are fully committed to helping our students meet the Standards. We will strive to help our students understand what they should know, be able to do, and care about. We will help them to see what “success� looks like based on established performance standards, determine where they are, and what they must do to achieve success. Parents will be asked to provide encouragement and support student learning at home. For further information on standards, please see the Hawai`i Department of Education website:
http://doe.k12.hi.us/standards/index.htm
Assessment The word assessment comes from the Latin assidere or “to sit beside.� This reinforces the fact that assessment should be used with students rather than something that is done to them. Scores and statistics can be provided, but the true value lies in the empowerment of the students. Authentic, multidimensional assessment serves as evidence of what students know and can do and forms the basis for goal-setting and assuming responsibility for their own learning. Through conversation and collaboration, teachers and parents are able to provide the support necessary for the students to discover who they are as learners. Projects Project work that occurs either individually or collaboratively is one opportunity that is provided for the students to take charge of their learning, to utilize various ways to demonstrate their knowledge, and to become more aware of the quality of their work. We provide students with opportunities to engage in short term as well as long term projects, however, all follow the same research process, the Big6, thus building one upon the other. While the Big6 structure guides students in finding information relevant to their projects, the projects themselves teach time management, organization, responsibility, and meeting deadlines. Part of this responsibility lies in proper use of research tools, such as the internet. Students are taught about ethics and how to properly cite information found. Please do NOT allow your child to print off pages of information from the internet. Notetaking is infinitely more valuable, and allows the child to evaluate whether or not the information on each site is indeed helpful in answering the key question. We will be sending home a description, purpose, and explanation of the expectations for each project as we develop criteria and rubrics with the children. Criteria and Rubrics For students to continually grow and progress, clear, attainable targets must be defined. This is the role that criteria plays in the classroom. Criteria clearly state the expectations by which something is judged and valued. While criteria define what the expectations are, rubrics define the degree to which the expectations are met. Their purpose is to give descriptive feedback about the learning: where the child is at, where he/she needs to go, and how he/she can get there.
Goal Setting Portfolio All students school-wide create a portfolio of collected works, providing them an opportunity to practice growth and reflection. As we are seeking to honor the “whole child,” the students will be encouraged to collect artifacts from their personal lives as well as academic to add to their collection. “The Learning Folio may include, but is not limited to the inclusion of the following: writing samples, photos and artwork, audio/video, newspaper articles, reproductions of favorite 1 books or stories, and objects/souvenirs.” Throughout the year, it will become a tool for self reflection, a springboard from which students can begin to self-assess and monitor their own learning. We hope the students will visit their portfolios often to review, revise, or enhance what they have. We’d like them to be comfortable with sharing and reflecting on their work. To this end, the students will be sharing their portfolios with their parents or another audience of their choice at Goal Setting Conferences (teacher, relative, adult friend, etc.) in October and February. Self-Assessment and Goal Setting Conferences Our goal as educators is for our students to become independent, critical thinkers who are responsible for their own learning. Therefore, students must take an active role in the learning process. By participating in self-assessment, students are empowered to understand the learning goals, to be more conscious of themselves as learners, and to engage in self reflection. An important skill which exists in tandem to this understanding is the students’ ability to communicate about their learning and to set goals for the future.The students’ role is to share out their portfolio and/or other pieces of evidence which demonstrate who they are as learners and what their goals are for the current year. Most importantly, the goal-setting conference also provides a venue for teacher and parent support, building a feeling of “team” spirit, and recognition of each child’s potential. It is NOT an avenue for teachers to share their evaluation of the child’s learning. Other Assessment Methods There is a wide variety of assessment methods in use in each classroom such as perfomance assessments, on demand tasks, traditional quizzes and tests, and teacher observation. Through the use of these varied tools, we as teachers are able to build a more complete picture of the student as a learner. We also acknowledge that every child is not profficient in every assessment method, therefore, the more methods that are used, the greater the opportunity for students to demonstrate their learning. 1
Assessment Cadre: Learning Moments Folio (Portfolio) Guidelines School Year 2006-2007
Language Arts and Literacy
Reading and Literature • Writing • Oral Communication Language lies at the heart of all our experiences and allows us to engage in the thought processes that set us apart from other creatures on Earth. This unique ability allows us to overcome barriers of space and time, relive the past, function the present, and ponder the future. Language allows us to reach our full potential as human beings. It is the primary way we communicate what we think, feel, and believe. Language can bring about better understanding among people. It allows us to solve problems, reexamine existing beliefs and values, generate fresh solutions, and implement social change. It is this perspective about language that 1 informs the three major goals of the Language Arts Program : • To develop competent language users who are able to use written and spoken language not only for communication, but for learning and reflection, for social and personal fulfillment, and to meet the demands of society and the workplace; • To increase students’ understandings of the English language and to improve their ability to use written and spoken language in a wide variety of contexts and for a variety of purposes and audiences; • To enrich students’ lives and build their understanding of the many facets of the human experience through literature.
1 Language Arts Content Standards, Office of Accountability and School Instructional Support / School Renewal Group, Department of Education, State of Hawai‘i, August 1999 Language Arts and Literacy
Reading and Literature In reading, instruction must focus on strategies and skills used to construct meaning from written text as well as the joy of reading. As such, Waialae School has adopted Lucy Calkin’s and The Teachers’ College Reader’s Workshop approach to teaching reading. This approach provides explicit instruction in reading skills and the strategies needed to use these skills within books that are “just right” for the readers. Additionally, chunks of time are carved out for the students to actually READ, eyes on print, engaged and interacting with the story...not just filling out worksheets. The Components of a Reader’s Workshop are as follows: • Mini Lessons: Specific teacher-directed activities aimed at introducing new skills and strategies, reinforcing those previously taught, and providing review as needed. These activities are addressed whole class. (aprox. 15 min.) • Independent Reading: Students read “just right” books, appropriate to their personal reading level, for an extended period of time. (aprox. 30 min.) • Reading Log: Students are to maintain a record of all books read during the school year. This is done by logging both home and school reading on their Reading Log. Parents and students can monitor reading habits and selections by making periodic checks of the Reading Log. • Reading Response Journals: A student’s personal record of reflections and reactions to literature which may take a variety of forms. Response journals help students make vital connections between reading and writing. Writing about what they read prompts thinking and helps build comprehension. It gives the reader ownership of his/her reading experiences by linking it with his/her own life. • Guided Reading: During the year, the teacher may select literature for the students to read. Students read, discuss, and respond with help and guidance from the teacher. They may also participate in literature-based activities aimed at developing specific skills and strategies
• Reading Conferences: Individual or small group “conversations” with the teacher are used to assess reading progress, to recommend strategies, to provide positive feedback and to set goals. • Reading in the Content Areas: Opportunities to read for information and learning new concepts in math, science, social studies, and other subject areas.
Supporting the Learner: Responding to Literature Set aside daily time where the whole family turns off the T.V. and other distractions to read. By doing so your child learns the value of reading. Share and have conversations about what you have just read. Be sure your child always has a fresh supply of books - regular visits to the public library is a great resource! Encourage your child to read a variety of genres. Have your child practice reading aloud at home. Initially, your child may need reminders to log the books they’ve read in their Reading Log and Genre Wheel. Prompts to facilitate thinking: • How does the title relate to the story? • Trace the main events of the story. Could you change their order or leave any of them out? Why or why not? • What kind of person is the main character? How do you know? • How do you think the character feels? Have you ever felt like this character? • Are there any characters who changed in some way? • What incident, problem, conflict or situation does the author use to get the story started? • What do you think the main character learned about self, others, family or friends? • Who and/or what influences the main character? Explain how. • Where and when does the story take place? How do you know this? If the story took place somewhere else or in a different time, how would it be changed? • Who is the teller of the story? How would the story change if someone else told the story? • How would you rewrite the ending to the story? • What question would you ask if the author was here? How do you think the author might answer it? • What do you think the author was trying to tell you? *Last, but not least, always try to have your child cite evidence and/or refer back to the text to support their thoughts and opinions.
Reading Response Exemplar March 22, 0000 Dear Han Nolan, I just finished reading the book you wrote, called “Dancing on the Edge.” I really enjoyed the topic that you chose and the characters that you chose and the characters you used. I liked how you made it really sound like Dane melted, but you kept me hanging for a while. Finally at the end it spilled, Miracle figured out what happend to him. She was in the same situation when Gigi got really angry. When I first read the part of the book that Miracle tried to melt herself to find out where her father went, I thought “but won’t she just burn herself?” Well, I was correct because in the next chapter, she was at the hospital. As I read the book, I thought the part of when Miracle was at the hospital was extremely important because she started to understand what was going on. For an example, she started to talk to people more often because she read the poem that started off like, “I am nobody! Who are you?” Everything just came to her mind easier. As I said at the beginning, I think you did well creating the characters and how they act and things they do. Like how you made Gigi. At the beginnig of the story Gigi was nice, but at the end she was grumpy and angry. I also enjoyed how you made it sound like Miracles family could cast spells and do special magical things. In conclusion, I just wanted to let you know that this was a wonderful book for children my age to read, and to learn from, because I got your message of the story. I understand it as to be kind and friendly to people who have a hard time expressing their feelings. I really think it is important. Sincerely, J. Doe
Language Arts and Literacy
Writing The ability to produce quality writing is a combination of many things. It starts with ideas and the ability to think, create, and organize. It relies on a fundamental understanding of what writers do -- the writing process. It takes facility with vocabulary and the conventions of language and an understanding of the qualities of good writing found within the dimensions of voice, meaning, clarity, and design. Finally, and perhaps most important of all, it takes a personal desire, perseverance, and the inclination to apply all that they know about writing. Our main goal is to help students communicate effectively in writing for a variety of purposes and audiences. In working to achieve this goal, we give students opportunities to try different types of writing -- descriptive, informative, persuasive, explanatory, narrative, poetry, etc. As in the Reading Curriculum, Waialae School has adopted Lucy Calkins’ and The Teachers’ College model of teaching writing, The Writer’s Workshop. Through this model, we help students learn strategies for thinking and organizing their thoughts and revision techniques to improve on drafts. Lastly, and certainly not least, we stress the importance of using the mechanics of writing -- properly constructed sentences and paragraphs, correct spelling, grammar, word usage, punctuation, etc. -- to clearly and completely convey their message. Writing instruction includes: • The Writing Workshop: A time for students to work on their own writing; to engage themselves in the writing process. Writing Workshop times usually include mini-lessons, conferences between writers and their peers or the teacher, and sharing of completed works. Writer’s Notebooks are an integral part of a writer’s life and we encourage the children to write in their notebook on a regular basis. • Mini-Lessons: Teacher-directed activities using Mentor Texts that teach specific skills or concepts to help students improve their writing. These activities take approximately 15 minutes and are addressed whole class. • Writing Conferences: Individual or small group “conversations” with the teacher are used to assess writing progress, to recommend
strategies, to provide positive feedback and to set goals. This is one method of addressing individual students’ writing needs. • Writing in the Content Areas: Writing done in the context of reading, math, science, social studies, and other subject areas. The primary purpose of this kind of writing may be to express understanding of specific content in the subject areas but nevertheless, students are expected to apply what they know about writing when working on these assignments. • Quality: As students strive for quality, they engage in discussions and use the 6 + 1 rubrics to assess their own writing and set goals for themselves.
6+1 Traits of Writing IDEAS AND CONTENT [Focused, Clear, and Specific] I know a lot about this topic, and when someone else reads it, they’ll find out some new or little-known information. I made sure ot show what was happening rather than telling what happened. I filled my paper with interesting tidbits that make reading it fun and lively. I made sure my topic was small enough to handle. I could easily answer the question, “What is the point of this paper/story?” ORGANIZATION [Clear and Compelling Direction] My beginning gets the reader’s attention and gives clues about what is coming. Every detail adds a little more to the main idea or story. All my details are in the right place; everything fits like a puzzle. I ended at a good spot and didn’t drag on too long. I left my reader with something to think about. VOICE [Really Individual and Powerful] I have put my personal stamp on this paper; it’s really me! Readers can tell I am talking right to them. I write with confidence and sincerity. My paper is full of feelings and my reader will feel what I feel. I’m not afraid to say what I really think. You can tell that I wrote this. No one else sounds like this! WORD CHOICE [Extremely Clear, Visual, and Accurate] All the words in my paper fit. Each one seems just right. My words are colorful, snappy, vital, brisk, and fresh. You won’t find overdone, vague, or flowery language.
Look at all my energetic verbs! Some of the words and phrases are so vivid that the reader won’t be able to forget them. SENTENCE FLUENCY [Varied and Natural] Some sentences are long and stretchy, while some are short and snappy. It’s easy to read my paper aloud. I love the sound. Sentence beginnings vary; they show how ideas connect. You can tell that I have good “sentence sense” because my paper just flows. All excess baggage has been cut. I’ve economized with words. CONVENTIONS [Mostly Correct] I have used capitals correctly. Periods, commas, exclamation marks, and quotation marks are in the right places. Every paragraph is indented to show where a new idea begins. My grammar/usage is consistent and shows control. PRESENTATION [Visually Clear and Pleasing to the Eye] My letters and words are written neatly. There is enough space between my words. If I am using my computer, I choose a readable font and font size. The spaces and margins around my text help the reader focus on my writing. When I use graphs, charts, or drawings, they have a definite purpose to help the reader understand the text.
Ruth Culham©NREL
Just For Parents Super Questions to Help Your Child Revise Well Dear Parent/Coach: Please . . . do NOT ask all these questions at once, or the Nit Picker Police will come and arrest you! Ask one, two, or three questions you think are important for a given paper. Sometimes, depending on the assignment, conventions are most important. Sometimes it’s ideas or organization or voice. Related traits are indicated in parentheses following each question. 1. Who is your audience? What do they need to know?(VOICE, IDEAS) 2. What is the MAIN thing you want to tell your readers? (IDEAS) 3. Do you have enough information on your topic? (IDEAS) 4. What is the purpose of this paper? (To tell a story, explain how to do something, give directions, persuade someone to buy something, etc.) Do you think that purpose would be clear to a reader? (IDEAS) 5. Do you have a favorite part? Why is it your favorite? (VOICE, IDEAS) 6. Are there any unneeded details you could cut? (IDEAS, ORGANIZATION) 7. Let’s read just your lead (the opening of the paper). Will it grab a
reader’s attention? (ORGANIZATION) 8. Did you tell things in a logical order? (ORGANIZATION) 9. Let’s read just your conclusion. Does it leave your reader thinking? Hungry for more? (ORGANIZATION) 10. Describe the VOICE of this piece in just one word. Is it the right voice for this kind of writing? (VOICE) 11. Did you use strong verbs? Words like squash, linger, lunge, rush, fume, gallop, provoke, zoom, pummel, dive? (WORD CHOICE) 12. Do you know the meanings of the words you used? (WORD CHOICE) 13. Did you stretch a little to try a new word? (WORD CHOICE) 14. Do your sentences begin in different ways to add interest? (SENTENCE FLUENCY) 15. Are some sentences long and some short so the paper does not get monotonous? (SENTENCE FLUENCY) 16. Is it easy to read your paper aloud? (SENTENCE FLUENCY) 17. Circle all the words you think might not be spelled right. You look up half and I’ll look up half -- then we’ll check our lists and make corrections. (CONVENTIONS) 18. Look at the end of each sentence. Is there a period or question mark there? (CONVENTIONS)
19. Look at each place you began a new paragraph. Do you think they’re all in the right spots? (CONVENTIONS) 20. Did you leave out any punctuation marks? You look and I will, too. (CONVENTIONS) 21. Did you leave out any words? Let’s read aloud to see. (CONVENTIONS) 22. Write down what you think the strongest trait in this paper is, and I will too. Then let’s compare. (ALL TRAITS)
Writing Exemplar Crashing Wave by J. Doe
Boom! Slam! Boom! Smash! Wham! Those are the sounds I heard the day I went to the beach and the waves were roaring. Crashing waves come tumbling one after the another whenever I go to the wall in Waikiki. Me and my friend James had a sleepover. We both wanted to go to the beach since it was hot and sunny. His mom dropped all of us off at the beach and we met their baby sitter. Then all of us hurried in to the water and out for some waves. We all paddled as strong as we could since the waves were colliding with us. Some of the waves would pound right on top of us. Once we got out to where we wanted to booggieboard the set of waves had passed and we had to wait for another set. We could already see it out far coming closer and closer. It was curving up and we all started paddling for it. It was the best wave and all of us caught it. When I dropped in to the wave from over the top it felt like I was going down in a elevator with water surrounding me. We all paddled back out to where we wanted to catch the next wave and were talking about how good the last one was. Everybody went for the next wave except me and James We decided to go out a little bit farther so we could catch them while they were bigger. Now we were ready for the wave looking back out in to the ocean for the wave and our boards facing to shore. Finally the set came in. We could both already tell it was going to be gigantic. It was over our heads raising higher and higher until it would break. Now it was seconds before the wave would hit us both me and James watched it come down on us as if it was a nine foot bear about to pounce on us. Then it hit us like a streak of lighting and with sound like thunder. At that moment I thought we were history. It seemed like minutes we were under the
water as it pushed us farther and farther down. My legs had touched the reef my heart was beating 100 miles per hour. I could see through the clear water up to the surface. My arms were moving as fast as I could move them as I held my breath straining for air. We finally reached the surface relieved that we were both breathing again. We both watched the wave as it continued to go forward. We paddled back to shore together so we had time to rest after all that paddling. That day we learned how strong the water can be. We also learned that we should both always keep an eye out for each other so we can help each other if it is not safe. I hope that you learned your lesson so that you do not have to figure it out the hard way like us.
Supporting the Learner: Responding to Writing Talk with your child about the different kinds of writing you do in the course of your day. Provide a suitable environment for your child ot write - a quiet place, flat surface, good lighting, and a comfortable chair. Praise your child’s efforts at writing - the primary focus being the content. Emphasize your child’s successes - for every error your child makes, there are a dozen things done well. Because your child will probably be in the drafting stage, resist the tendency to focus only on the errors of conventions (spelling, punctuation, capitalization and grammar). Give gifts associated with writing - pens, pencils, pads of paper, stationery, a dictionary or thesaurus, erasers, even stamps. Encourage your child to write away for information, free samples, travel brochures and so on. Be alert and take advantage of occasions when your child can be involved in writing. Writing for real purposes is rewarding, the daily activities of families present many opportunities for purposeful writing (e.g. telephone messages, notes to family members, letters to each other and so on).
Writing Conference Tips For You and Your Child “The purpose of the writing conference is to help children teach you about what they know so that you can help them more effectively with their writing.” (Donald Graves) 1. Face each other. 2. Ask your child what he/she wants you to listen for or help with. Ask them what they would like you (as an audience) to know or feel after listening to the piece (meaning). Listen carefully to your child reading his/her piece. Jot down notes if necessary. 3. Start off with a positive by sharing something you truly liked about the piece or something that struck you or caught your attention. 4. Ask: a question, for more information or clarification on parts that were unclear to you. Be helpful; don't overwhelm, direct or tell. 5. This is just one of many conferences that your child will be going through. Ask them what they think they might want to do with their piece. 6. Hide that RED PEN!!! Put those hands in your pocket!!! Remember, we’re looking at IDEAS in this early stage of the conference. Conventions will be handled in the editing stage, prior to publishing.
* Remind your child that revision means looking at “chunks” and not just changing/adding a word here or there or adding a comma.
Language Arts and Literacy
Oral Communication To be able to listen -- to receive oral communication and to make meaning of it -- is critical to being a successful learner and functioning member of society. Students also need to practice the courtesies and conventions of listening. They need to think critically about what they hear and process the information efficiently in order to make meaning and find value in what others have to say. The ability to express ideas orally is equally important. It is essential in self-expression and in making one’s needs known. Students need to have the skills and confidence to engage intelligently in conversations and discussions. They need to ask questions when their understanding is not clear. As in written communication, they should be able to choose the right words and put them together to say what they want to say. Controlling their tone of voice and knowing how to adjust speech to fit different situations is important. Children should have an appreciation for different dialects but they should also understand that in many situations, the use of standard English is appropriate and necessary.
Mathematics In today’s world of constant change, a simple memorization of facts and performance of calculations is insufficient. Both state and national mathematics standards place an emphasis on problem solving, reasoning, making connections among mathematical ideas and in contexts outside of mathematics, and communication of these ideas to others. As we seek to achieve these standards, our instructional goal is to move children away from just “getting the correct answer” to being able to justify the solution and explaining the thinking behind it. Multiple perspectives are valued, and various solution paths are essential. Wai`alae selected and is implementing a school-wide math program, Bridges in Mathematics, through the Math Learning Center in Oregon. Through the philosophy and delivery methods of Bridges, a community of mathematicians grows throughout the year. Manipulatives are used by students to help them visualize math concepts, communicate their thinking process, and provide opportunities to discover the relationship between math and their lives. Much of the children’s work, such as note-taking, sharing ideas, participating in both group work and individual pursuits, and playing skill-sharpening games, takes place in class but they generally have a follow up problem to work on at home a few times per week. You are welcome to work alongside your child (these problems are fun...and tempting!), but do NOT do the work for him or her. If your child is struggling, please allow him or her to notate what they tried and any questions they may have, and send the work back to school. We cannot help your child to understand the concept if we don’t know that there is a problem. We also believe that students should be proficient at using the mathematics they learn. They need to be able to solve problems, and this means knowing the processes and strategies which will help them arrive at reasonable solutions. The concepts and skills are the tools. Problem-solving entails knowing how to use the tools efficiently and effectively. We help students build a repertoire of problemsolving strategies and encourage students to seek more than one way of getting an answer. A typical problem solving process: 1) Understand the situation. • Know what the problem is asking. (RESTATE) • What information do you need to solve the problem? (IDENTIFYING IMPORTANT INFORMATION)
2) Come up with a plan for solving the problem. • Choose a STRATEGY. • What tools are required to solve this problem? Calculators? Computers? Paper and pencil? • Does this problem require a precise answer or is an estimate good enough? 3) Carry out the plan. • Predict the outcome. Estimate an answer. • Give the strategy a try. Use a model. 4) Check your work. (TRY IT IN ANOTHER WAY/ FIND A SECOND STRATEGY) • Is the answer reasonable? Does it make sense? 5) Communicate your solution using pictures, numbers and words. (EXPLANATION/ WRITE YOUR SOLUTION IN A SENTENCE) Finally, we believe in providing a balance of computation, problem solving, and conceptual understanding within our math curriculum. Developing this fluency aids the students in solving more complex, higher level thinking questions. Opportunities are provided for the development of computational skills. However, helping your child practice his/her multiplication facts and their related division facts at home would also be very beneficial. Concepts covered in Grade 5 math are basic operations, odd/even numbers, factors and primes, fractions, averaging, probability, place value, symmetry, patterns, estimation, decimals, geometry, and problem solving.
Help Your Child Achieve in Math • Help children see that math is very much a part of everyday life. From statistics in sports to the sale price of clothing, from the calories in food to the amount of gas needed to travel from one city to another, math is important to us every day. Help your child make these connections to math. • Point out that many jobs require math. From the scientist to the doctor, from the plant manager to the newspaper salesman, from the computer programmer to the hardware store owner, many jobs require a strong foundation in math. Help your child see that math leads to many exciting career opportunities. • Stimulate your child's interest in technology. Encourage your child to use calculators and computers to further learning. • Play games that help children develop decision making and mental math skills. There are many games sold commercially, such as board games, that involve patterns and probability. Play games from your own family traditions such as counting games and games that keep score. Try school yard games such as jump rope, hopscotch, and jacks. Games require children to use strategies to make decisions, solve problems, and develop an understanding about numbers and how to use them (number sense) and computational skills. • Positive attitudes about math will reinforce encouragement. Your feelings will have an impact on how your children think about math and themselves as mathematicians. Positive attitudes about math are important in encouraging your child to think mathematically.
It is important that students learn to set up their own problem-solving strategies, decide how to organize data, identify their own mistakes, and demonstrate their own thinking as much as possible. It may be difficult at the start, but if we persist, they will amaze us with their ideas!
Social Studies Social Studies is the stories of real people and events, their interaction with the environment as well as with other groups and institutions, power and governance struggles, and the tenuous global connections that are formed. A true understanding of these stories require our fifth grade learners to do more than memorize names and dates. They will need to consider cause and effect and identify both change and continuity. They will learn how the rules and values of past societies determined the attitude and behavior of its members and apply this knowledge to present day issues. Most importantly in today’s diverse world, learners will be able to explain historical events with multiple interpretations. The fifth grade curriculum focuses on American History with an emphasis on the Colonial Time Period and the beginnings of our nation. A basic tenet that our country is founded upon is that “all men are created equal.” The learners will study various events such as exploration, the founding of the colonies, dissent with England, and our country’s first tentative steps towards independence, then evaluate the truth of that belief and what America today is doing to work towards it. However, one important aspect of the social studies curriculum is not just the content or what the students learn, but how they learn it. The learners are expected to work collaboratively, sharing ideas and opinions with each other. They are expected to take on the role of social scientist, participating in simulations, researching historical questions, interpreting information, and presenting their findings to their learning community. Their studies will give our students opportunities, and hopefully initiative, to participate in today’s democratic society.
Mini-Society Wai‘alae School, like all of public education, strives to prepare young people to lead productive lives in a democratic society. To be part of an informed electorate, to understand the workings of government, to be able to obtain and keep employment, to be wise consumers in an ever-changing market economy, and to value lifelong learning are among the most important goals we have for our students. We try to meet those goals by creating learning experiences that are meaningful and authentic. In fifth grade, it means creating a mini-society in which students “live” and practice the knowledge, skills, attitudes, and values that are important for success in life. Our mini-society program is more of a framework than an instructional unit. It is a unifying structure which connects learning experiences in a fun and engaging way. It is a yearlong endeavor which grows and evolves as students build understanding and identify, for themselves, the needs of their society. For example, the mini-society started with a government structure, a monetary system, and opportunities for employment. The students, through their government, have begun to create “laws” and are beginning to see the need to create more jobs as a way to sustain their economy. Throughout all of this, the teachers provide guidance and instruction to help them draw parallels between what they are doing and what goes on in the real world.
Major Learning Strands: Government: The Ideals of Democracy Our mini-society has its own government structure--one modeled after our federal, state, and local governments. The key concepts we’d like to see our students learn include: • “Of the people, by the people, for the people” - Our government safeguards individual rights and promotes the common good. - We have a voice in our government through our elected officials, and ultimately the ballot box. - With freedom and rights come responsibilities. • System of Checks and Balances - There are three branches of government--executive, legislative, and judicial--each with functions that insure a balance of power and prevent abuse.
Economics: Our mini-society has a dynamic market economy with its own monetary system. Goods and services are produced and consumed. Students must manage resources and make decisions to insure that the economy continues to thrive. Among the concepts students learn are: • • • •
scarcity supply and demand goods and services production
• • • •
market economy opportunity costs interdependence consumption
Entrepreneurship: A strong society depends on having businesses which provide good and services, as well as jobs. Businesses need good workers. By being a part of our mini-society, students will have the experiences of being employed by a business and running a business for themselves. Through these experiences students will learn about: • • • • • • • •
sales and marketing -- advertising and propaganda techniques, salesmanship personnel for businesses management of finances production employment -- what it takes to get a good job skills and competencies needed for the workplace competition costs, revenues, and profit (or loss)
In addition to the content detailed above, mini-society activities provide opportunities for students to apply what they learn in mathematics, language arts, technology, and art to running the government and business enterprises. They also have opportunities to work collaboratively, create schedules, meet deadlines, follow directions, and perform other skills which are required in the workplace.
Market Day Market Day is a hallmark of the fifth grade curriculum. On Market Day, students sell products they’ve manufactured to shoppers who come to visit our shopping mall. Much of the learning, however, takes place beforehand. Students have to plan and organize their businesses. They need to communicate and work collaboratively with their business partners. They need to maintain financial records, and make decisions about how to allocate resources, minimize expenses, and price their products competitively so that their business is profitable. They need to be aware of market demands and competition. As they manufacture their products, they also need to be creative and quality-conscious. They also must handle the advertising and marketing. On Market Day, the entrepreneurs practice salesmanship and customer service. Market Day is an exciting time, and parents, grandparents, and other family members are invited to join in on the fun as consumers of the products. Be watching for Market Day bulletins for more information.
Science Science is a process we use as we seek to understand and affect the world around us. Through this process, students will participate in research and hands-on experiences to learn about specific concepts and make generalizations. The Spirit of Science The Spirit of Science progresses By asking questions and looking for precise answers. This spirit has enriched our human experience And opens new possibilities for thought and action. We want to pass on the Spirit of Science to the next generation, Making the bond between science and ourselves A bond between ourselves and the Future. - The Epic of Man and Science IBM Japan Pavilion, Tsukuba Expo '85 The goals of science education are: o Understand and apply the processes, ways of thinking and dispositions that humans have while investigating nature and the physical world. o Understand and apply current knowledge about the world around us to satisfy our curiosities and enhance our daily lives. Our fifth graders will engage in the inquiry process, use problem-solving skills and the scientific method to build their understandings. Students will gain experiences designing and conducting experiments, while also demonstrating their learning through research and a science fair project. The following topics will be studied this year: Organisms in the environment Structure and function in organisms Diversity, genetics and evolution
Nature of matter and energy Force and motion Earth and space science
Ultimately, we hope to instill in our students a love for science and things scientific. We want our students to embrace science as something they can do and understand rather than something to avoid. We want them to understand that science plays an essential role in their lives.
Technology Part of Wai`alae’s Vision is to prepare students for the 21st Century. The 21st Century is firmly underway and shows no signs of slowing down. The world as we know it can change in a heartbeat, and information regarding that change is communicated instantaneously to a worldwide audience. Navigating this flow of information and making sense of it can be tricky, but is a necessary skill for our children to learn. The fifth grade technology curriculum is based upon the National Educational Technology Standards (NETS) which include: 1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information.
4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations.
The emphasis, however, will be on two aspects: Proper and ethical use and Communication. To this end, the technology strand is not a stand alone component. Skills learned will be integrated to provide better support for the core content areas and an additional means for demonstration of learning. Some of the concepts covered will include: basic computer skills, “nettiquette,� digital citizenship, and safe usage, intellectual property rights and citation of sources, and research and evaluation skills. Applications to be used include, but are not limited to, email, blogs, wikispaces, VoiceThreads, and presentation applications such as Glogster.
Field Trips Field trips play an important part in student learning. They provide students with opportunities to see and experience things firsthand. They often add a dimension to lessons that can’t be produced in a classroom. The field trips for fifth graders are carefully planned to enhance our curriculum and learning activities. We try very hard to limit our field trips to those with a definite educational benefit. We want to insure that the time spent away from school will be worthwhile. Please do not let your child “choose” which field trip they would like to participate in as all of these field trips have a direct impact on their learning in class. When a field trip is scheduled, parents will be advised in writing. Submitting payments by stated deadlines is also important as it helps us to finalize participant counts and meet our payment deadlines. It also models responsibility for the children, as well as the adults. We will be working on helping children learn to meet deadlines so please support them by having necessary forms and payments ready by the due date. All payments are due by 8:10 a.m. and we will not accept any late payments (unless there are extenuating circumstances - please let the teachers know in advance). Accommodations for children who are not participating in field trips will be provided for (usually in another classroom). When submitting payment for field trips, we ask that you place the money (cash only please, unless otherwise specified) in a sealed envelope with your child’s name and room number written on the outside. Recycled envelopes (i.e. junk mail envelopes) are fine for this purpose. Please fill our forms completely (especially your child’s name) and make sure your child has medical insurance. Admission and bus fares will no longer be refunded if your child does not go on the field trip (change in school policy).
HOMEWORK POLICY Homework is essential for optimal learning to take place. Homework assignments serve to reinforce concepts learned and provide opportunities to apply and practice the skills and concepts learned in class. In addition, homework helps the child to develop a sense of responsibility and independence in learning. Homework assignments may include: 1. COMPLETION OF IN-CLASS ASSIGNMENTS WHICH COULD NOT BE FINISHED IN THE ALLOTTED CLASS TIME. This includes work that has been checked and reviewed and found to be in need of further attention, revision, or correction. 2. REVIEW OF MATERIALS FOR TESTS, QUIZZES, AND/OR ASSESSMENTS. 3. PREPARATION FOR UPCOMING LESSONS. This includes tasks which must be done as a prerequisite to some activity which will be done in class. 4. WORK WHICH IS NECESSARY FOR MEETING THE REQUIREMENTS OF MEDIUM AND LONG-TERM PROJECTS. This may include research, preparation for a presentation, rehearsal, gathering of materials and resources, collection of data, etc. 5. INDEPENDENT STUDY PROJECTS BEGUN ON A STUDENT’S OWN INITIATIVE AND PURSUED AT HIS/HER OWN INCLINATION. While generally not a requirement, such undertakings are encouraged as a means of developing independent learning and exploring one’s own interests. (This may also include writing, practicing math facts, spelling, etc.) 6. DAILY READING 30 minutes please help your child find a quiet place to read. DAILY WRITING encourage your child to write at least 20 minutes (uninterrupted).
Due Dates for homework assignments are usually specified at the time the assignments are made. Homework for rotation classes (History/Economics & Science) are usually due one week later but this provides students an opportunity to practice time management. Students are expected to meet those deadlines. If a child misses a class, it is his/her responsibility to find out what the homework was and complete it right away (adjustments can be made depending on the amount of homework missed). Generally, homework may be assigned daily Monday through Thursday, however, this does not preclude homework over weekends, holidays, and school breaks. All students are expected to write down their homework assignments in their planners. Please check planners and/or the Grade 5 Website daily. http://www.waialaegr5.webs.com We will emphasize student Responsibility and Accountability by expecting students to turn assignments in on time and demonstrate quality work. Incomplete assignments do impact Progress Reports but our primary goal is to help students develop good study habits. Please note the following process we have established if your child has difficulty with incomplete assignments. • if 3 assignments are incomplete, we will work on a plan with your child and notify parent via phone call, note, or e-mail. • plan will be monitored by both teachers and parents (parents will sign planners daily) • if no progress is made, a conference (parent, teacher, child) will be arranged to review and revise plan. • if still no progress is made, a referral will be made to the school counselor. ••If homework assignments and/or 1/4 of a major project is incomplete, your child will have to forfeit recess and/or participation in extracurricular activities.
Let’s Do Homework
*adapted from Helping Your Child with Homework, published by the U.S. Department of Education.
Homework can help students learn and can help parents be involved in their children’s education. When parents show an interest in their child’s schoolwork, they teach an important lesson--that learning is fun and worth the effort. Children who do more homework, on average, do better in school. And, as children move up through the grades, homework becomes even more important to school success. Teachers assign homework for many reasons. It can help children • practice what they have learned in school; • get ready for the next day’s class; • use resources, such as libraries and encyclopedias; and • learn things they don’t have time to learn in school. Homework can also help children learn good habits and attitudes. It can teach children to work by themselves and encourage discipline and responsibility.
Four Things You Can Do To Help Your Child With Homework 1. Show you think education and homework are important. Children are more eager to do homework if they know their parents care that it gets done. • Set a regular time for homework. The best time is one that works for your child and your family. • Ask your child what their assignment for the day is. If the assignment is not clear suggest taking notes and asking the teacher before they leave school. • Pick a place to study that is fairly quiet and has lots of light. A desk is nice. But the kitchen table or a corner of the living room can work just fine. • Help your child concentrate by turning off the TV and saying no to telephone calls during homework time. If you live in a small or noisy household, have all family members take part in a quiet activity during homework time. You may need to take a noisy toddler outside to play or into another room. • Provide papers, books, pencils and any other supplies necessary for your child to complete the task. This may include any special resources needed (e.g., a trip to the library, access to a computer, graph paper or a poster board). • Set a good example by reading and writing yourself. Your child learns what
things are important by watching what you do. Encourage educational activities. Go on walks in the neighborhood, trips to the zoo and encourage chores that teach responsibility. • Read with your child as this stimulates interest in reading and language while also laying the foundation for your child becoming a lifelong reader. • Take your child to the library and encourage him to check out materials needed for homework. Talk about school and learning activities. Attend school activities, such as goal setting conferences and Learning Hui activities. 2. Check on your child’s work. How closely you watch over homework will depend on how independent he or she is and how well he or she does in school. • You may want to use the homework tips in each of the core areas as a guide in helping with homework. • Check to see that assignments are started and finished on time. Look over the homework when you get home. On long term projects help your child write up the steps or set up a schedule to complete the task on time - this prevents them from rushing and staying up late the night before if they wait till the last minute. • Monitor TV viewing and other activities. In most homes, more homework gets done when TV time is limited. See that things like dance or sports don’t take too much time. If homework isn’t getting done, your child may need to drop an activity. 3. Provide guidance. The basic rule in helping with homework is, “Don’t do the assignment for your child. It’s not your homework--it’s your child’s.” Here are some things you can do to give guidance: • Use your child’s ideas. If s/he wants to use blue M&Ms for the eyes of his Trex, let them. • Figure out how your child learns best. Knowing this makes it easier for you to help your child. For example, if your child learns things best when they can see them, draw a picture or a chart to help with some assignments. But if your child learns best when they can handle things, an apple cut four ways can help them understand the concept of fractions. If you’ve never thought about their learning style, observe your child. • Encourage good study habits. See that your child schedules enough time for assignments and makes his own practice tests at home before a test. When a big research project is coming up, take your child to the library. • Talk about assignments and ask questions. Find out what the expectations are
and how you can help. This helps your child think through an assignment and break it into small, workable parts. For example, ask if they understand the assignment, whether they need help with the work and if it makes sense to them. • Be their audience if they need to do an oral presentation. Listen and offer thoughtful suggestions. • If they need to use dangerous objects like X-acto knives or a hot glue gun, ask and have them direct you in what they want you to do. • Give praise. People of all ages like to be told when they have done a good job. And give helpful criticism, be specific, when your child hasn’t done their best work so that they can improve. 4. Talk with your teacher if a problem comes up. If homework problems arise, everyone needs to work together to resolve them--teachers, parents and students. • If your child experiences and unusual amount of frustration or confusion about the assignment, have them write down what they’ve tried and state what it was about the assignment that gave them difficulty. Have your child turn in what they’ve tried while encouraging them to ask questions and seek extra help. • If the problem persists, call or meet with the teacher. Believe that the school and the teacher want to help you and your child. Work together to fix or lessen the homework problem. Different problems require different solutions. For example: --Does your child have a hard time finishing assignments on time? Perhaps they have poor study skills and needs help getting organized. --Is the homework too hard? Maybe your child has fallen behind and needs special help from the teacher. --Are they bored with the homework? Perhaps it’s too easy or your child needs extra assignments that give more challenge. Remember that not all homework can be expected to interest your child. Most teachers, however, want to give homework that children enjoy and can finish successfully, and they welcome comments from parents. • Check with the teacher and with your child to make sure the plan is working.
A Checklist for Helping Your Child With Homework Make Sure Your Child Has • A quiet place to work with good light. • A regular time each day for doing homework. • Basic supplies, such as paper, pencils, markers and ruler. Questions To Ask Your Child • What’s your assignment today? • Is the assignment clear? (If not, suggest asking the teacher before they leave school) • When is it due? • Do you need special resources (e.g., a trip to the library, access to a computer)? • Do you need special supplies (e.g. graph paper or poster board)? Have you started today’s assignment? Finished it? Did you do your best? • Is it a long-term assignment? • For a major project, would it help to write out the steps or make a schedule? • Would a practice test be useful? Other Ways To Help • Look over your child’s homework, but don’t do the work! • Know what the homework policy is early in the year. • Review teachers comments on homework that has been returned and discuss with your child. • Observe your child’s style of learning and try to understand how he works best (e.g., by using visual aids or by reading some material aloud). • Contact the teacher if there’s a homework problem you can’t resolve. • Congratulate your child on a job well done.
More Than a Helping Hand Honolulu Advertiser 4/14/02 By Lee Williams Knight Ridder News Service
They migrate to elementary schools every spring, lining the hallways during open house week. Dinosaurs, solar systems, volcanoes--school projects, crafted by the hands of children. OK, that’s not entirely true. Parents are encouraged to help with the special homework assignments, and most do. But some--both with good and bad intentions-do more than they should. The assignment usually comes home in February, stuffed in a backpack between a request to buy cookie dough from the PTA and a reminder to order T-shirts for field day. “Hi! Your child has been assigned to do an exciting homework project on the Roman Coliseum. Students need to do research on the Coliseum, and then build a 3-D model of it using things they can find around the house. Help them be creative! Use paper towel holders, milk cartons and shoe boxes. Some students have even used cookies and candy to build coliseums in the past! Have fun!” How overachieving parents read it: “You and your child have been assigned to do a difficult homework project that will test your skills as an artist and your patience as a parent. Because you are expected to re-create the Roman Coliseum in intricate detail, you should expect to spend between $20 and $40 on supplies at an arts and crafts store. Extensive research should be completed, at the library and on the Internet, before turning the project in for your child. Remember, this is the most important grade your child will receive this year.” Of course, that’s an exaggeration. Most parents play their roles perfectly when working on their child’s project, helping with a squirt of glue here, a sugar cube there. But for other parents there is no overstating the importance of school projects. Some want to out-chest-thump the parents down the street--call it living vicariously through modeling clay. Still, others may just be interested in helping their child succeed, and get a bit carried away with their involvement. It’s an easy trap to fall into. “Sometimes it’s just a case of parents taking a good idea and pushing it too far,” Michael Sayler, an associate professor of education at the University of North Texas in Denton. “Some parents might see it as a competition, but most are not like that.”
Paula Brownlee, a third- and fourth-grade teacher at Shady Grove Elementary in Keller, Texas, said that on the rare occasion when a parent “needs to back off,” she reminds them of their role. “Sometimes parents need to be told that they’ve already been in the third and fourth grade,” Brownlee said. “But I can’t emphasize enough that parents should be involved. There just has to be balance.” Substance over style Leslie Brown, who has daughters in the second and fourth grades at Meadow Creek Elementary School in Bedford, Texas, said she and the rest of the family “helped significantly” on this year’s school projects, without stepping over the line. “There were a couple of times when I kinda had to watch myself,” Brown said, recalling a moment on McKenzies’s dinosaur project. “Once, my daughter told me, ‘Mom, it is my project.’” Such comments helped remind Brown and her husband of their roles as providers of supplies, encouragement and, when needed, a helping hand. “I think that we assisted in areas that were difficult, but no, I don’t feel guilty for the work we did,” Brown said. “It’s a very rare case” when Texas teacher Claudia Sabedra suspects parents of doing most of the work. And what those parents need to know is that their child’s grade isn’t based on appearance alone. An Alamo that looks as if it came from an architect’s office is judged no differently than one made of Cheerios. “If it’s handed in on time and if the child is able ot explain how the project was done, then that student will get a good grade. The grade is based on how wellinformed the student is,” said Sabedra, a teacher with experience at the elementary, junior high and high school level. Sayler said teachers should use common sense when talking about projects in class, emphasizing substance over style. “They should encourage the kids who did projects on their own, and not make a big deal out of the glitzy project that Johnny’s parents did,” Sayler said. “That should tell the students something.” And, hopefully, the parents.