Week 1, 5th Grade, T/TH, Mrs. Beeuwsaert (Beezert)
Link to Google Folder: 5th Grade Documents
Anything in blue should be turned in as homework on the next school day.
Anything in red is a special note to the co-teacher.
Anything in purple denotes a formal assessment.
Anything in magenta is optional (at the discretion of the co-teacher).
BLOG KEY
General:
Act – Activity
Ch – Chapter
Ex – Exercise
L – Lesson
p – Page(s)
Math:
TG – Teacher’s Guide
TB – Textbook
WB – Workbook
FP – Facts Practice (A, S, M, D, etc. denotes which sheet to use)
Language Arts:
AAS - All About Spelling
AAS - All About Spelling
IEW- Institute for Excellence in Writing
KWO - Key word outline
KWO - Key word outline
History:
TL - Timeline Card(s)
TL - Timeline Card(s)
Science:
PS - Physical Science
TB – Human Anatomy Textbook
NJ – Notebooking Journal
WDYR - What Do You Remember?
This year's biblical theme: BE TRANSFORMED
"Do not conform to the pattern of this world, but be transformed by the renewing of your mind. Then you will be able to test and approve what God’s will is—his good, pleasing and perfect will."
Romans 12:2
IMPORTANT DATES/COMING SOON:
Saturday, August 8 - Meet Your Teacher @ 12:45, room 203
Tuesday, August 11 - First Day of School!! (Meet me in the Sanctuary at 8:35, right side)
Thursday, August 27 - DOGS/Pizza/Spirit Day. Students may wear a Fortis spirit shirt with jeans or uniform bottoms.
Tuesday, September 8 - Labor Day. No school or homework.
MATH:
- Assess multiplication math facts (100 in 5 minutes) to obtain a baseline.
- Understand the value and beauty of studying math.
- Recognize the hand of God in mathematics.
- Explore really large numbers.
- Read and accurately write numbers up to the billions place in both digits and words.
- Multiply and divide by 10, 100, or 1000.
- Multiply or divide by tens, hundreds or thousands.
- Improve speed and accuracy of multiplication facts.
MATH FACTS:
The code FP-M means "Fact Practice-Sheet M," (M stands for Multiplication) so you will know which one to use each day. You can print copies of the facts sheets and keys using the 5th Grade Documents link at the top of this blog. The first semester we will stick with one operation for about a month before testing over it. For math facts, set a timer for five minutes. Have your student complete as many facts as possible before the timer goes off. After five minutes, turn off the timer and have the student finish the page using a different color pen or pencil. The goal is to gain speed and accuracy each day. Co-teachers should grade the sheets and have students make corrections right away. Students will get full credit for doing these as long as they complete the sheets and make corrections. Turn it in as homework the following school day.
SPELLING:
- Review phonograms
- Review concepts from previous All About Spelling levels
SENTENCE DICTATION:
The co-teacher should say each sentence aloud only once, (see note in top, left-hand corner of page 24). The student should repeat the sentence aloud and then write it from memory in cursive.
The co-teacher should say each sentence aloud only once, (see note in top, left-hand corner of page 24). The student should repeat the sentence aloud and then write it from memory in cursive.
Spelling dictation is about so much more than spelling. We use this classical skill time to kill several birds with one stone:
1. Build working memory and visualization skills.
2. Improve attentiveness and listening skills.
3. Practice proper mechanics.
4. Develop the art of beautiful, cursive handwriting.
5. Review previously learned words.
It also incorporates almost every learning style. By fifth grade, most students should be able to do dictation with ease. If your child struggles, visit the following link to the All About Learning Press blog: https://blog.allaboutlearningpress.com/spelling-dictation/.
NOTE: Students may first write the sentence in print and then copy it in proper cursive if they are not yet proficient in cursive. Use the following book to get your child up to speed: https://www.memoriapress.com/curriculum/penmanship/new-american-cursive-3-fourth-edition Note that students will be required to write all spelling quizzes and final drafts of compositions in cursive.
GRAMMAR:
- Know what synonyms and antonyms are and understand their value in good writing.
- Know what nouns and verbs are and be able to identify them in sentences.
- Name the four types of sentences and be able to identify them.
WRITING/VOCABULARY:
- Learn the definitions of the four vocabulary words and be able to correctly use each word in an original sentence.
- Practice dictionary skills.
- Identify key words in a sentence and use them create key word outlines.
- Know what banned words are and why we avoid using them when writing.
- Understand the importance of using good structure and style when writing.
VOCABULARY ACTIVITIES:
Please print copies of the vocabulary activities worksheet (you will find it in the documents folder using the link at the top of this page).
1. Use the vocabulary activity homework sheet, a thesaurus, your binder, and a hard copy of a dictionary, to complete the following for each word:
a. Write the word on the activity sheet.
b. Write the definition(s) for the corresponding word from the cards in the back of the IEW book. If your book does not have the cards, you will need to print them as part of the downloads (see the blue page at the front of your IEW book).
c. Look the word up in the dictionary.
d. Draw a line or dots between letters in the word to correctly divide the syllables (if applicable).
e. Write the part(s) of speech. NOTE: The acronym NVP AA PIC is used in Shurley Grammar to help students remember the parts of speech. We will encounter it in a few weeks in our grammar studies, but it should be review for most students.
f. Write the sentence for the word that is on the back of the blue card.
g. Correctly use the word in an original sentence.
h. Try to find at least one (more if you can) synonym and antonym for each word using the dictionary, a thesaurus, or an online source.
i. OPTIONAL: Using a dictionary (online or print copy), look up the etymology for each word. Write the oldest form of the word available and what the roots mean. Does it come from Latin, Greek, or some other root? What do those roots mean? Can you understand how the words got their meaning in modern-day English?
j. Write other forms of the word if applicable. For example: "prosper" (v) and "prosperous" (adj) would also be acceptable forms of the word for students to use, instead of "prosperity" in their writing assignments.
the writing tab in the binder. I will periodically look in binders to check them for
completion.
READING:
- Learn about the lifestyles of Native Americans prior to the arrival of the Europeans.
- Expand vocabulary.
- Identify virtues, as well as elements of truth, beauty and goodness, in reading passages.
LATIN:
- Begin to learn ten vocabulary words and the chapter maxim.
- Understand the value of the Latin language .
LATIN INSTRUCTIONS:
I know that Latin is completely new to many of you, and you may feel ill-equipped to help your student with it at first. But you (and they) will soon get the hang of it, so don't get discouraged. In fifth grade, we are laying the groundwork for things they will learn later in Latin, and I promise that it will all make sense eventually.
There are two versions of the Latin book with the same ISBN number. One of them is a color version and one is not. Either version will work (the words, maxims, charts, and exercises are all the same), but if you have the black-and-white version, please be aware that the page numbers given on the blog may be slightly different, and it will not include the chapter stories that will be assigned in subsequent weeks.
- Know the theories on how Native Americans came to populate the Americas.
- Understand that native peoples had diverse cultures, lifestyles, and languages, that were dictated by where they lived.
HISTORY JOURNAL: Students will have weekly history journal assignments related to the textbook lesson that will vary from things like writing paragraphs, to conducting basic research, to completing simple projects. This week, they need to answer questions, using proper mechanics, about a tribe of their choice. Before you get started, be sure to read the instructions on the first page of the journal and review the sample journal pages on the seond and third pages. Journals will be graded very strictly according to the rubric, and the scores will constitute the bulk of the history/geography grade for each quarter. We expect these journals to be not only accurate, but to be beautiful keepsakes, so please encourage your students to take their time and do their best work.
SCIENCE:
- Know the definitions of "anatomy" and "physiology."
- Learn some basic history of anatomy and physiology and understand what different cultures have contributed to our modern understanding of the body.
- Know that cells have organelles and be familiar with the basic anatomy of an animal cell: that it contains organelles that have specific functions within the cell and that the nucleus contains DNA.
- Know that DNA contains the instructions that determine a person's physical traits.
- Identify key facts from a reading passage.
SCIENCE JOURNAL: As students read, they should make notes in their notebooking journals about the most important facts they discover. Bolded words may be important new vocabulary. Dates and names may also be important. The first sentence of a paragraph is often the main idea and the most important sentence. Generally, I would expect to see at least one bullet point of notes per paragraph in the reading assignment, but this is not a hard-and-fast rule, obviously. Parents will have to help the student learn to discern between key facts and extraneous information or details. This is a skill we will work on all year long. This is also an important opportunity for your student to practice reading comprehension of non-fiction passages.
GEOGRAPHY:
- Develop a heart of compassion for the peoples of the world who don't yet know Christ.
- Know the names and locations of the world’s seven continents and five oceans.
- Understand how the northern and southern hemispheres are different, and how they work together to keep the planet in balance.
- Know the terms "equator," "prime meridian," "tropics of Cancer and Capricorn" and "Arctic and Antarctic circles."
- Know some characteristics of the tropics and the polar regions.
MAP WORK: Students should neatly color each continent, country, or state with colored pencils. They should label each continent/ocean using a black pen or dark-colored pencil and use proper capitalization and spelling.
MEMORY WORK:
Geography: We'll be working on the continents and oceans for the first few weeks. A hard copy of the map can be found behind the "memory" tab in your child's binder. Additional maps, as well as MP3s of the song, are available at this link: Geography Resources.
History: Students will memorize a portion of the Declaration of Independence (bolded portion only - recitation on 11/10) and 21 key dates. The key dates have accompanying jingles that do not have to be memorized, but will help students memorize the dates and retain details about the events to which they correspond. We will test over the first six dates on 9/29:
1. Leif Ericsson Explores America - 1000
2. Columbus Sails to the Americas - 1492
3. Lost Colony of Roanoke - 1583
4. Founding of Jamestown - 1607
5. Landing of the Pilgrims at Plymouth - 1620
6. Salem Witch Trials - 1692
1. Leif Ericsson Explores America - 1000
2. Columbus Sails to the Americas - 1492
3. Lost Colony of Roanoke - 1583
4. Founding of Jamestown - 1607
5. Landing of the Pilgrims at Plymouth - 1620
6. Salem Witch Trials - 1692
7. First Great Awakening - 1740s
Poetry: This quarter, we'll work on memorizing and reciting Proverbs 2:1-11 (NIV). Recitation will be on 10/6.
My son, if you accept my words
and store up my commands within you,
2 turning your ear to wisdom
and applying your heart to understanding—
3 indeed, if you call out for insight
and cry aloud for understanding,
4 and if you look for it as for silver
and search for it as for hidden treasure,
5 then you will understand the fear of the Lord
and find the knowledge of God.
6 For the Lord gives wisdom;
from his mouth come knowledge and understanding.
7 He holds success in store for the upright,
he is a shield to those whose walk is blameless,
8 for he guards the course of the just
and protects the way of his faithful ones.
9 Then you will understand what is right and just
and fair—every good path.
10 For wisdom will enter your heart,
and knowledge will be pleasant to your soul.
11 Discretion will protect you,
and understanding will guard you.
