The Fifth Fam Flyer
Follow the current happenings of our fifth grade family!
Week of October 03, 2016
- There is no school on Friday, Oct. 07 and Monday, Oct. 10.
- Life as a parent has its difficulties – time being one of them. Please sign and return all documents necessary in your student’s Tuesday Folder. Please have your student return it the very next day. If schedules do not let you speak with your student on Tuesday evenings – perhaps setting up a routine would help. Students could place a note on it and set it on the kitchen table or the coffee table or a set location in your home.
PLEASE have your carpool number visible. This helps the line move so much faster. If you do not have your OFFICIAL RICHARDSON TERRACE CARPOOL TAG SIGNTM, just put it on a piece of paper up in the front window of your vehicle. Use the old Sonic napkin – write in ketchup from the half used packet your child threw on the floor of your car…
- The first bell rings at 7:40. The tardy bell rings at 7:50. Please support your child’s learning by having them to school on-time. Instruction begins at 7:50:00.
In reading this week, we will be learning the structures of expository text. Students will use key phrases and words to figure out the structure of the text. In writing, students will start planning your expository writing piece, given a prompt.
Spelling words this week:
This is a hard week. On Wednesday, students' homework will be to study spelling and vocabulary words for the the test on Thursday. Use this day to study with your child since there will not be any other homework.
Vocabulary: This week, we will be focusing on Multiple Meaning Words. Students need to know both definitions.
1) A growth produced on damp or
decaying matter or living organisms
2) A form in which food is
given a decorative shape
1) Strong, sturdy or steady
2) A collection of animals
housed in a building
1) bony plates protecting the skin of fish and reptiles
2) an instrument for weighing
1) a small room in which a prisoner is locked up
2) the smallest structural and functional unit of an organism
1) constituting number two in a sequence
2) support; back up
1) the middle point of a circle or sphere
2) the point from which an activity or process is directed
- This link will take you directly to my Scholastic book site where you can create an account and order books. When you order books from here, I get points that accumulate to free books which I greatly appreciate. https://orders.scholastic.com/Q8KNQ
Students should still be practicing their facts, multiplication problems with 2 digit multipliers, and division with 2 digit divisors. Each day think of opportunities to talk with your student about real-life math problems – how do you know when to add, subtract, multiply or divide? This coming week, we continue to learn about decimals. We start the week comparing 2 decimals – which means which is greater – and then we also delve into ordering decimals. Number line conversations can be very valuable when discussing rational number order with your student. The last 2 days of the week, we estimate decimals. We will learn how to estimate a decimal number and how to use that skill when adding and subtracting decimals.
This week in science class, students will investigate how heat transfers through different materials. We will use an interactive investigation online to compare and contrast conductors and insulators. Monday night I would like the parents to help your child with the “Kitchen Conductors” assignment. The students will be looking for items in your kitchen, then identifying what they are made of and determining whether the item is a good conductor or a poor conductor (good insulator) of thermal energy. We will also explore common insulators like cloth, paper, rubber, etc. We will be making real world connections to the things around us that we use every day as conductors and insulators; such as our clothing, the house or buildings we live in, or dishes that we use for cooking. Please encourage your child to share and discuss with you the concepts that are being taught in the classroom. Students who talk about and relive their classroom learning experiences outside the classroom are more likely to understand and remember what they learn. One way that you could help your child get even more out of the classroom learning experience is to ask about the investigations or activity that day (check the planner to see what we did). Or, you could get your child to demonstrate some of the hands-on experiments from the classroom.
I’ve really enjoyed teaching your child science concepts so far this year. I’m so excited that we are wrapping up our first unit, ‘Matter and Energy’ this week, and we will take our first district unit test on Thursday! Encourage your child to prepare for the unit test so that we can show what we’ve learned!