• Welcome

     

    OVERVIEW

     

    In this course, fifth graders will deepen their understanding of concepts about text and comprehension strategies. They will have many opportunities to apply what they have learned through integration of language arts with other subjects. Students will use writing as a tool for learning, and they will write for a variety of purposes and audiences. They will write in a variety of genres. They will apply what they have learned about author’s craft to their own pieces. Fifth graders will increase their vocabulary by being involved in classroom discussion and word study. They will participate in oral discourse about a variety of topics, concepts, and texts. Instructional objectives will be In alignment with the  Georgia Standards of Excellence.  In the end, students will be rewarded with skills that transfer beyond the walls of our 5th grade ELA classroom.

     

     

    INSTRUCTIONAL PHILOSOPHY

     

    I believe all students can learn and deserve a quality education in a safe, supportive and caring learning environment with high expectations for academic achievement.

     

     

    LEARNING OUTCOMES

     

    Student will be able to use formal English in their writing and speaking and will be able to make informed, skillful choices among the many ways to express themselves through language.

     

     

    CLASSROOM INSTRUCTION

     

    Instruction focuses on building knowledge through content rich nonfiction, reading, writing and speaking grounded in evidence from the text, both literary and informational; and regular practice with complex text and academic language.

     

     

    COURSE GOALS/ UNIT OF STUDY

     

    Reading (Literary, Informational, Foundation)

    • Quote accurately when explaining and drawing inferences
    • Determine main idea and how ideas are supported by key details
    • Compare and contrast two or more characters, settings, or events in a story or drama
    • Explain relationships or interactions between individuals, events or concepts
    • Describe how a narrator’s point of view influences how events are described
    • Compare and contrast overall structure of events, ideas, and concepts
    • Analyze multiple accounts of the same event or topic
    • Integrate information from several texts
    • Read and comprehend grade level literature informational texts, dramas, and poetry Language
    • Explain the function of conjunctions (to connect), prepositions (to indicate a relationship), and interjections (to show emotion)
    • Use perfect verb tenses (eg., I had walked, I have walked)
    • Interpret similes (eg., Isabel is pretty as a picture) and metaphors, (We had a ball at the party.)
    • Use common Greek and Latin affixes (prefixes and suffixes) ad roots as clues to meaning of a word
    • Compare/contrast dialects (accents, slang) and registers (style of language) used in stories, dramas, and poems
    • Acquire and use grade appropriate general, academic and domain specific vocabulary (eg., community, population, census)

     

    Writing

    • Write narratives to develop real and imagined events; include dialogue, character actions, sensory details (eg., sight, sound, touch, smell, and taste), conclusion
    • Strengthen writing by planning, revising, editing
    • Write opinion pieces that include organizational structure of logically ordered reasons, linking words and concluding statements
    • Use technology, including the Internet, to produce writing
    • Write informative/expository texts that include facts, definitions, details, formatting, linking words, precise language, and concluding statements
    • Summarize and paraphrase information from print and digital sources, and provide a list of sources

     

    Speaking and Listening

    • Speak clearly at an understandable pace
    • Adapt speech to a variety of contexts and tasks using formal English when appropriate to the task and situation
    • Produce and respond to specific questions by making comments
    • Summarize points made by a speaker and explain how each claim is supported by evidence
    • Review key ideas expressed (by others) and explain own ideas in light of the discussion
    • Report on a topic and present an opinion, sequencing ideas logically and using appropriate facts to support main ideas and themes

     

    COURSE ASSESSMENT PLAN

    All assignments are due on the due date. Points will be deducted from assignments turned in late. Students will be assessed using the following:

    1. Classwork
    2. Quizzes
    3. Projects
    4. Homework
    5. Pre/Post Tests
    6. I-Ready Assessments

     

    HOMEWORK

    Daily homework is composed of two parts: 1) Students are required to read or listen to a book or text for 15-20  minutes. 2) Students must write a journal post or answer questions about the book they read in their homework journal. The homework journal format will be explained in a separate document. Homework writing prompts will be posted on the board and on the Canvas calendar. It is important that you read and write daily at home in order to strengthen your skills. 

    Additionally, supplemental grammar or word study worksheets will be given weekly to extend practice opportunities of content that was introduced in class. These worksheets will be glued into the homework journals.

    All homework journals will be collected every Friday to be reviewed and graded. Journals will be returned on Mondays.

     

    GRADING POLICY WEIGHTS

    Homework 5%
    Classwork 20%
    Quizzes/Exit Tickets 10%
    Exams/Projects 65%


    SCHOOL GRADING POLICY (PER BOARD POLICY)

    A = 90-100 / High Achievement

    B = 80-89 / Above Average Achievement

    C = 75-79 / Average Achievement

    D = 70-74 / Below Average Achievement

    F = 69 or Below/ Has not met expected Achievement Expectations

     

    OUR CLASSROOM RULES & PROCEDURES

    Our classroom rules and procedures are in place to ensure that our classroom is a safe, inclusive, and positive environment where all students can engage in learning. All students in this course are expected to abide by the rules and procedures of our classroom and our school as explained in the Student Handbook. 

    Positive behavior incentives include, but are not limited to: Praise, Classroom Dojo Points, Positive phone calls home, Special privileges, Lunch Bunch, Positive notes, School wide event, and/or Preferred Activity Time

    Student misbehavior will be followed by consequences and remedial measures, which will include the following: Verbal Warning, Loss of privileges, Sent to buddy room, Seat change, Reflective essay, Parent contact, Behavior contract, Guidance referral, Think time sheet, and/or Office referral

     

    MATERIALS/SUPPLIES NEEDED

    See attached supply list or click on the supply list tab on my webpage.

     

    PARENT-TEACHER COMMUNICATION

    Most communication from school will be via phone calls home and text messages using the ClassDojo App. Click here. for information on how to download and use classroom dojo for class updates.

     

    CONTACT ME

    School Phone: (706) 796-4942. (between the hours of 7:00am-7:45am and 3pm-4pm)

    Email: VenteAr@boe.richmond.k12.ga.us 

    Text Message: ClassDojo.

    If you would like to set up a conference, please feel free to call me and we can set this up at a time that works with your schedule.

    I look forward to an amazing school year where we all work together for the success of the student!

     

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