You can always see upcoming assignments, presentations, Free Dress days, etc. on the calendar on the top of our class website http://www.issosua.com/grade-5.html.
Here are a few to note:
- Thursday, January 25 - Bake sale to benefit Heart of a Hurricane
- Monday, January 29 - No classes (Duarte Day)
- Tuesday, January 30 - Make-up day for photos
- Wednesday, January 31 - No reinforcements
- Friday, February 23 - Independence Day Ceremony 2-3pm
- February 26-27 - No classes
- February 27 - Independence Day Parade
Student Blogger: Bianny
Hello everyone welcome to the blog! Today I will be telling you about our week. In math we learned to solve word problems by using multiplication with fractions. In ELA we learned to explain what a text says and makes inferences. In science we learned how to figure out heat energy and total mass. Last in social studies we learned about race and identity.
Next Thursday, January 25th, the Heart of a Hurricane PBL will be holding a bake sale in order to fundraise for Spanish/English dictionaries which they use as they tutor staff members in English. Students may only purchase one item each. The prices are as follows:
juice - 25 pesos
cheesecake - 50 pesos
cookies - 25 pesos
cupcakes - 50 pesos
popcorn - 25 (purchased at the store)
This week students applied what they know about multiplying fractions and whole numbers in order to solve word problems. I’m really impressed with how much they have improved their word problem skills - I see them trying new strategies and breaking down tough problems into smaller steps in order to solve accurately. Way to go 5th grade! Next week, they will move on to multiply fractions by fractions. Remember, the nightly Zearn homework always has an option called “Math Chat.” This part is not mandatory, but is a good idea for extra practice with concepts that are more difficult. If your 5th grader is having a hard time with their homework, encourage them to do that lesson’s “Math Chat.”
This week we started our third quarter text Promises to Keep, which is a biography of Jackie Robinson written by his daughter Sharon. We are using this text to work on nonfiction reading skills. The reading is done in class so that we can support the students with vocabulary and historical context. At home, they are asked to read at least 20-30 minutes a night from a book of their choice. For those trying to improve their level in the Reading A-Z program (the quarter 3 expectation is level Z1), it is a good idea to use the Raz Kids program for nightly reading. Students already at or above grade level should think about exploring new genres. At home, you can help encourage your 5th grader to find a distraction-free place to read at a consistent time each day in order to build a daily reading routine.
As we explore physical science this quarter, we are thinking deeply about matter. Students now understand that matter is made of particles too tiny to be seen, and how matter may change states between solids, liquids, and gases. This week, we did an investigation where we measured the mass of butter, water, and chocolate in its solid state, then melted them into a liquid state, then froze them to become solids again. We found that although the state of matter changed, the mass did not. Next week we’ll continue to measure and observe quantities in order to identify substances and understand more about matter.
In honor of Martin Luther King, Jr.’s birthday on Monday, this week we read an informational text passage about the connection between slavery and civil rights. This also helps students understand the background of our ELA novel Promises to Keep. Students learned strategies for previewing a text before reading, using context clues to figure out word meanings, and identifying cause and effect. Next week we will go back in history to understand the Triangle Trade in more depth. The fifth graders have done a great job approaching this complex topic with respect and maturity.
This week we practiced being mindful of emotions. Students identified some of the most common emotions they experience, and thought about the effect those emotions have on them. We talked about how identifying our emotions can help us to respond to them, rather than simply react. Students have been interested to learn more about how different regions of the brain control our emotions and our reactions to them, and how we can use mindfulness to help us navigate strong emotions.