Post on 09-Nov-2021
2021-2022
Parent Guide to 5th Grade
INTRODUCTION
In the Brighton Central School District, parents are highly regarded as important
partners in education. “The Fifth Grade Parent Guide” provides valuable information
to help you guide and reinforce your child's learning. Within these pages you will find
helpful suggestions, which will contribute to your child's
success. As you follow your child's learning development please keep two things in
mind; all learning progresses through stages which cannot be rushed and no two
children learn in the same way or at the same pace. Parents are encouraged to join
educators in recognizing and celebrating the individuality of each child.
It is our hope that all children will become responsible for their own learning in the
classroom and beyond, just as they become responsible for the routines and chores
in which they participate at home. Expecting children to complete chores and
assignments, as well as giving them choices and holding them responsible for the
choices they make, serves them well.
Most ten-year-olds enter fifth grade with an understanding of themselves as learners.
They are sometimes pre-occupied by concerns of competence as competitiveness
begins to become an issue.
LANGUAGE ARTS
The goal of fifth grade language arts is to support students as they continue to
develop reading, writing, listening, speaking and presentation skills. The new
Common Core Learning Standards provide a roadmap for instruction throughout the
year.
One goal of fifth grade reading is to help students read quickly and accurately in a
variety of texts, for a variety of purposes. Students also learn from books on topics in
science and social studies.
Children's writing development continues to progress through stages. Children at
this stage gain control over a variety of writing forms; persuasive, narrative,
informational, report, story, and technical or process writing.
Fifth grade students will also all have three common literacy units of instruction
as described below:
• Through the examination of a variety of literature, students will participate in a
human rights/historical fiction unit where they will develop an understanding of
human rights and how challenging situations impact people. Students will apply
their learning about human rights as one lens through which to interpret character
and theme.
• Through the examination of a variety of literature, students will participate in a
survival unit where they will develop an understanding that each person has his/
her own unique way of coping with difficult situations and that intrinsic personality
traits tend remain the same regardless of situation. They will use textual evidence
when analyzing text to create a strong position in an argument.
• The final common unit has an informational reading and writing purpose.
Students will read texts including magazines, feature articles and other non-fiction
texts to build their understanding of non-fiction writing. Working with their
teachers and peers, they will write publish an informational writing piece about a
topic of their choice. Teachers will support student writers as they go through the
writing process.
We use the instructional model of the 6+1 Traits of Writing.
The traits are:
Logical organization: the internal structure of the piece
Effective voice: the way the writer brings the topic to life
Creative word choice: the specific vocabulary the writer uses to convey meaning
Smooth sentence fluency: the way words and phrases flow throughout the text
Accurate conventions: the mechanical
correctness of the piece including spelling,
punctuation and capitalization
Attractive presentation: the overall appearance of the work
Interesting ideas: the meaning and development of the message
We expect to see:
conventional spelling and
expanded vocabulary
longer sentences and reports with well developed and more complex ideas, reflecting the child's
growth in language and ability to maintain focus
children who continue to set goals and to evaluate their progress
children who continue to be reflective and use voice as an author
Students in grade 3-5 will be involved with the Word Study program. This is a student centered
approach to phonics, spelling & vocabulary instruction that engages the learner in
constructing concepts about the ways words work. Twice a year students will be given a short
assessment called the Developmental Spelling Analysis which will help teachers to target
instruction to match the student’s instructional learning level. The primary learning activity
students will be involved with is sorting – examining sounds, spelling patterns and word
meanings. The goal of word study is for students to generalize what they learn not memorize.
You may want to save samples of your child's writing so that you can celebrate your
child's growth of writing proficiency.
Reading progress is closely monitored using a variety of assessments. n the Fall and
Spring students will take the MAP test (Measures of Academic Progress) to monitor
comprehension. Fluency progress is also monitored throughout the year through the
use of DIBELS (Dynamic Indicators of Basic Early Literacy Skills). Classroom
teachers use the Fountas and Pinnell benchmark assessment system to gather
valuable information used in daily classroom instruction. During the Spring, children
also take the NYS English Language Arts Test to monitor their reading/writing
progress.
MATHEMATICS
The goal of fifth grade mathematics is to help students continue to develop problem
solving skills that serve lifelong learning. The New York State Learning Standards
provide a roadmap for instruction throughout the year. The mathematics program
builds upon skills previously learned and also develops a student's ability to
communicate, explore, conjecture, and reason logically. It is important that students
see the value of math and its relationship to everyday life. The emphasis should be
on "doing" math rather than “knowing" math. Students will be given the NYS Math
test in the Spring.
Fifth grade students learn about:
Number Sense and Operations
Fractions, Decimals, and Percents
Algebra
Geometry
Measurement
Data Analysis and Probability
Mental Math
PRACTICING MATH FACTS
As we go through elementary school, gaining math fact fluency is always something
we ask our students to work on. Practice certainly makes perfect when it comes to
fact fluency. Whether it be addition, subtraction, multiplication, or division, students
should be comfortable with all facts from 0 to 12. While we don’t expect all of our 3rd
grade students to have mastered multiplication and division facts by mid-year, our
expectation is that they should be able to complete at least 20 addition and subtraction
facts in one minute. For our 4th and 5
th grade students, our expectation is that they
should be able to complete at least 20 facts per minute in each of the four operations.
In addition, we expect all 5th grade students to know their basic facts up to 12. Again,
practicing facts will help with fluency and will ultimately assist with all areas of
mathematics. Please contact your child’s math teacher if you have any questions.
Useful math websites:
• Everydaymath.uchicago.edu/parents
(go to EM4 and your desired grade level)
• connectED.mcgraw-hill.com
• https://www.ixl.com/signin/brightoncsd
SOCIAL STUDIES
Fifth grade students study the Western Hemisphere. They focus on the regions of the United States, Canada, and Latin America, examining geography, the different economic and political systems, and the varied ways of life. Children take part in the following:
comparing/contrasting the geography and government of the United States, Canada and Latin America
locating places by latitude and longitude and using special purpose maps and globes
studying about key events, major movements, and themes in the history of the United States and its hemispheric neighbors
examining current issues and events which affect people in North and South America
Use family trips and outings to help your child learn more about other peoples and time periods. Discussion of books, TV shows, and films can also spark valuable learning. Ask your child's teacher or the school or public librarian to recommend interesting books which will supplement grade five social studies.
SCIENCE
The goal of fifth grade science education is to foster an understanding of scientific facts, concepts, and methods so that students continue to appreciate and understand scientific learning practices - how they contribute to their lives and society, and how this impact decisions regarding the environment, career choices, and future learning. Students work through coherent storylines that build towards answering a question or solving real-world problems. The investigations deepen students understanding of challenges that exist today for real-life scientists.
The New Generation Science Standards are divided into four areas: Life Science, Earth and Space Science, Physical Science and Engineering Design. Students use the Science and Engineering practices to learn about their world. Children come to school with their own ideas about how the world works. These ideas are strongly held and in many cases may differ from the scientific understandings the curriculum aims to teach.
Fifth grade students study and learn about:
• How we can predict change in ecosystems
• How we can use the sky to navigate
• How we can identify materials based on their properties
• How we can provide freshwater to those in need
Fifth grade science helps children to discover what they know and don't know, and
that they possess information, which may need to be investigated and applied to real
world problems. Fifth grade students are expected to: observe, describe, infer,
classify, compare, communicate, record, predict, and verify information throughout an
integrated approach to learning applied science and engineering.
PHYSICAL EDUCATION
The goal of the fifth grade physical education is to help children develop and maintain
healthy and active lifestyles. Students learn basic and creative movement, rhythm and
dance, games and sports, gymnastics, and physical fitness.
Fifth grade students continue to develop basic conditioning skills for building strength
and flexibility. Games, introduction to skills for sports, and gymnastics skills are also
taught. Cooperation, good sportsmanship, leadership, trust, and respect are
emphasized. Safe use of space during movement also continues to be a point of
emphasis.
Children love "P.E." and are eager to attend these classes, which are taught for three
40-minute sessions per cycle. In addition, classroom teachers structure recess
periods during the day several times per week, weather permitting.
VOCAL MUSIC
The goal of fifth grade music education is to help students learn about the music
of various cultures through the exploration and celebration of literature and song.
Students participate in activities focusing on beat, rhythm, melody, tone, musical
expression, and creativity. They will also explore various major, minor and modal
tonalities. The guitar will be taught to the students in May and June.
Fifth grade students read, sing, and play songs in different meters, perform
pieces with different voice parts, improvise with classroom instruments, perform
and listen to examples of musical forms.
INSTRUMENTAL MUSIC
Instrumental music lessons and orchestra and band continue for any fifth grader
who started fourth grade year. The instrumental music staff will visit each fifth
grade homeroom in the fall to register students for the program. Lessons will be
scheduled on a rotating pullout basis with each lesson group meeting for 45
minutes once each week on a specific day of the week rather than on the six-day
cycle as was done in fourth grade. The times each lesson group will come for a
lesson will rotate from week to week so that the children will not miss the same
class each week. Students are responsible for making up missed work.
Usually the children miss a specific class no more than once each four to six
weeks. Lesson groups are comprised of from three to five students who play the
same instrument.
ART
Students in 5th grade will be actively engaged in the creation of art. They will be
introduced to a wide variety of techniques and mediums helping students
develop an understanding of the elements of design and art principles. Students
will learn to respond to and analyze different works of art, as well as learn about
and gain a better understanding of the cultural contributions of the arts. Art 1-12
is based on a spiraling curriculum in which students build upon information and
skills learned in prior years.
TECHNOLOGY EDUCATION
Fifth grade students have access to instructional technology in the classroom
plus visit the Technology Lab once a cycle as a "special". There they practice skills
that complement the classroom curriculum including basic iPad care, keyboarding,
and digital safety.
As the year progresses, students become proficient creators of digital content by
reading, writing and publishing in the Cloud. Fifth grade students are introduced to
the process of performing research and citing sources as they prepare for middle
school.
EXTENDED STUDIES SERVICES (ESS)
The Brighton Central School District provides a range of opportunities for students to
develop special talents and extend learning. The French Road Extended Studies
Curriculum is multidisciplinary and discovery- oriented, emphasizing higher level
thinking skills, problem solving and hands- on experiences. Extended Studies Ser-
vices are intended to be flexible to meet the needs of the children. There are several
delivery options that allow for this flexibility and provide a continuum of services.
General classroom enrichment, small groups, accelerated math, and consultation
are some of the services on our continuum.
SPECIAL SERVICES
If a child is experiencing emotional difficulty, he or she may be seen by a mental
health specialist. A social worker, psychologist and counselor are also available to
assist families and children. If you feel that your child is in the need of any special
services, please call the Principal or Assistant Principal to discuss the appropriate
action to take.
SIX POINTS TO ENSURE STUDENT SUCCESS
1. Let your children know that you believe they can succeed.
2. Praise your child for doing what is requested and for being cooperative.
3. Provide a special place for study, and allow your child to design the space
according to his or her learning style.
4. Maintain household routines such as bedtime activities and chores. These help
children to learn about learning. It is through routines that they learn about cause and
effect, sequencing, and predicting
5. Encourage group study. Open your home to informal study groups. This will be
especially important, as your children grow older.
6. Don't expect all homework to be easy. It is good to affirm that the task is difficult.
An acceptance that learning is hard work and that hard work pays off is a powerful
in sight all good learners need to succeed.
CODE OF CONDUCT
Please review the Parent Student Handbook for complete details. FRES promotes the Star
Qualities of Respect, Responsibility, Self Control, Kindness and Integrity.
We also actively promote a Bully Free School through our actions, discussions, activities,
assemblies and through the Purple Hands Pledge of The Hands and Words are Not for
Hurting Project.
PURPLE HANDS PLEDGE:
I will not use my hands or my words for
hurting myself or others.
STAR QUALITY PLEDGE:
As a responsible French Road Citizen,
I will treat others with kindness.
I will respect the right
and property of others,
And think before I speak or act.
I pledge to do my best,
even when no one is looking