Mr.Patterson’s Class Parent Handbook2013-2014
**Please be aware that each class is different. Mr. Patterson may need to adjust classroom procedures or policies to meet the specific needs of this year’s class. Please check the class webpage for the most current list of policies.
Inspirational Quotes
Upon the subject of education,not presuming to dictate any plan or system respecting it,I can only say that I view it as the most important subjectwhich we as a people may be engaged in.-Abraham Lincoln
In an effective classroom
students should not only know what they are doing,
they should also know why and how.
-Harry Wong
Education is the most powerful weapon which you can use to change the world.”
Nelson Mandela
Anyone who stops learning is old, whether at twenty or eighty.
Henry Ford
A little consideration, a little thought for others, makes all the difference."- Eeyore
Table of Contents
Welcome Letter
Curriculum Map
1st Nine Weeks
2nd Nine Weeks
3rd Nine Weeks
4th Nine Weeks
Class Schedule
Assessment and Grading
K-12 Assessment and Grading Common Expectations
Homework Policy
General Homework Tips for Parents
How to Help Your Kids Read It and Get It!
Reading Homework
Helpful Reading Dos and Don’ts for Parents
Science – Focal Points
Fifth Grade
Fourth Grade
Classroom Management
School Wide Behavior
Miscellaneous Information
Web Page
Parties
Birthdays
Field Trips
Keeping the Lines of Communication Open
Welcome Letter
August 27, 2013
Dear Parents,
Welcome to a new school year. Let me also take this opportunity to welcome you to our classroom community. I hope that this year will be a positive experience for both you and your child.
The goal of this booklet is to get you acquainted with what will be happening in room 25 this year. I cannot explain every detail to the minute of our daily happenings here, but this should provide a general overview of what you and your child should expect. As each class is different, I may need to change or make adjustments during the year to meet the needs of this individual class.
This packet should be a helpful resource for you throughout the year. The information presented here is also important for your child to understand. They should already be familiar with most of the information, but repetition cannot hurt. Feel free to discuss what you read here with your child.
Please keep in mind that to make this an effective school year it will be necessary for us to work as a team to help your child succeed. I will keep you informed of what is happening in school through newsletters, my web-site, email, and phone calls. I encourage you to do the same. I encourage you to contact me not only with questions and concerns, but also with good news. I also love to hear about sports games, dance recitals, play performances, and the like. Since I live locally I really enjoy coming out to support students in their roles outside of school. These activities are a big part of students’ lives and provide me with a glimpse of another side to your child.
I hope that your find the information herehelpful. Please feel free to contact me with any questions or concerns.
Mr. Patterson
Mr. Patterson’s Class Handbook / 1Curriculum Map
1st Nine Weeks
Reading:
Read fiction and nonfiction with fluency & accuracy...... 5.5, 5.6
Word meaning through context clues and word reference materials in a variety of texts and across content areas 5.4
Make text-text connections...... 5.5
Identify main idea and summarize supporting details...... 5.5, 5.6
Make, confirm, or revise predictions...... 5.5
Use prior knowledge as context for new learning...... 5.6
Identify new information gained from reading nonfiction texts...... 5.6
Written Language:
Choose planning strategies for various writing purposes and identify audience...... 5.7
Write a clear topic sentence focusing on the main idea...... 5.7
Elaborate the main idea with supporting details...... 5.7
Adjectives and adverb comparisons...... 5.8
Quotation marks with dialogue...... 5.8
Edit for commonly used words...... 5.8
Use appropriate patterns in written work and isolation ...... LCENG 1 & 2
Math:
Problem Solving with Whole Number Operations...... 5.4
Prime/Composite & Odd/Even Numbers...... 5.3
Variables, Expressions, and Equations...... 5.18
Perimeter and Area...... 5.8
Distributive Property...... 5.19
Order of Operations...... 5.7
Numerical and Geometric Patterns...... 5.17
Science:
Scientific Investigation...... 5.1
Geology (Changes to the Earth, Plate Tectonics) ...... 5.7
Social Studies:
Identify the five themes of geography...... I.1
Tools of Geography...... I.2
Physical geography terms...... I.3, I.4, I.5
Longitude, latitude, hemispheres, regions...... I.6, I.7, I.8
Northeast Region...... II.1-II.10
2nd Nine Weeks
Reading:
Read fiction and nonfiction with fluency & accuracy...... 5.5, 5.6
Word meaning through context clues, sentence structure, and word reference materials in a variety of texts and across content areas 5.4
Describe author’s word choice and style...... 5.5
Use reading strategies to monitor comprehension...... 5.5, 5.6
Use nonfiction text features...... 5.6
Skim material to develop an overview and locate specific information...... 5.6
Locate information to support opinions predictions and conclusions...... 5.6
Identify new information gained from reading nonfiction texts...... 5.6
Written Language:
Choose planning strategies for various writing purposes and identify audience...... 5.7
Organize writing with a central idea (main idea and supporting details)...... 5.7
Write multi-paragraph compositions...... 5.7
Use precise and descriptive words to create tone and voice...... 5.7
Vary sentence with transition words...... 5.7
Commas to indicate interrupters...... 5.8
Hyphen to divide a word at the end of line...... 5.8
Edit fragments and run-on sentences...... 5.8
Use appropriate patterns in written work and isolation ...... LCENG 1 & 2
Research skills...... 5.9
Math:
Elapsed Time...... 5.10
Decimal Place Value and Rounding...... 5.1
Fraction/Decimal Equivalents, Comparing, Ordering...... 5.2
Probability & Sample Space...... 5.14
Numerical Patterns...... 5.17
Adding and Subtracting Fractions...... 5.6
Science:
Oceanography ...... 5.6
Living Systems (cells and classification of living things)...... 5.5
Social Studies:
Southeast Region...... II.11-II.15
Middle West Region...... II.16-II.25
3rd Nine Weeks
Reading:
Read fiction and nonfiction with fluency & accuracy...... 5.5, 5.6
Word meaning through roots, affixes, synonyms, antonyms, homophones, and word reference materials in a variety of texts and across content areas 5.4
Character development...... 5.5
Plot development and resolution of conflict(s)...... 5.5
Cause and effect relationships...... 5.5, 5.6
Identify and ask questions that clarify points of view...... 5.5
Use reading strategies to monitor comprehension...... 5.5, 5.6
Use nonfiction text features...... 5.6
Fact and opinion...... 5.6
Identify new information gained from reading nonfiction texts...... 5.6
Written Language:
Choose planning strategies for various writing purposes and identify audience...... 5.7
Organize writing with a central idea (main idea and supporting details)...... 5.7
Write multi-paragraph compositions...... 5.7
Use precise and descriptive words to create tone and voice...... 5.7
Vary sentence with transition words...... 5.7
Plural possessives...... 5.8
Interjections...... 5.8
Apostrophes in contractions and possessives...... 5.8
Conjunctions...... 5.8
Use appropriate patterns in written work and isolation ...... LCENG 1 & 2
Research skills...... 5.9
Math:
Decimal Operations...... 5.5
Metric & Customary Measurement...... 5.8
Perimeter/Area/Volume with Fractions and Decimals...... 5.8
Relationships in Numerical Patterns (Conversions)...... 5.17
Geometry (Angles, Triangles, Plane Figures)...... 5.11, 5.12, 5,13
Circles...... 5.9
Science:
Living Systems (cells and classification of living things)...... 5.5
Matter...... 5.4
Social Studies:
Southwest Region...... II.26-II.35
Rocky Mountain Region...... II.36-II.38
4th Nine Weeks
Reading:
Read fiction and nonfiction with fluency & accuracy...... 5.5, 5.6
Word meaning through use of word reference materials in a variety of texts and across content areas 5.4
Figurative Language...... 5.4
Draw conclusions and make inferences...... 5.5
Poetry...... 5.5
Identify, compare, and contrast relationships...... 5.6
Identify new information gained from reading nonfiction texts...... 5.6
Written Language:
Choose planning strategies for various writing purposes and identify audience...... 5.7
Organize writing with a central idea (main idea and supporting details)...... 5.7
Write multi-paragraph compositions...... 5.7
Commas to indicate interrupters...... 5.8
Hyphen to divide words at the end of a line...... 5.8
Use appropriate patterns in written work and isolation ...... LCENG 1 & 2
Math:
Stem and Leaf, Line Graphs...... 5.15
Mean, Median, Mode, Range...... 5.16
SOL Review
Science:
Light...... 5.3
Sound ...... 5.2
SOL Review
Social Studies:
Pacific Region ...... II.39-II.47
Class Schedule
Our classroom schedule for the 2013-2014 school yearwill be posted on the class webpage once it is finalized. Please remember although I try to stick to this, times are flexible. There are times during the year when I need to change this around. We usually test when we have longer blocks of time, so students do not feel rushed. Our schedule can also change due to activities we are doing with other classes.
Some other schedule information:
DARE
We will be having DARE every other week. You will be notified once the date and time are established.
Guidance
Mrs. McCrea will provide guidance lessons every other week. You will be notified once the date and time are established.
Family Life
We will have six days of FLE in fifth grade. These classes are taught by a FLE teacher. You will be notified prior to the start of FLE.
FUTURA
FUTURA will meet on Thursdays. The fifth grade team recognizes the hard work being done by students attending FUTURA. It is an important program, to meet the needs of part of our population. This being said, we cannot stop instruction on FUTURA days. This means that new concepts may be presented on FUTURA days, and classroom activities may occur. Each teacher will make sure that FUTURA students receive this information in an alternative manner. Classroom teachers will touch base with FUTURA students either when they return or during the next school day to go over what has been missed. Depending on what has been covered, the teacher may or may not require students to make up assignments from the day. As with County Policy, FUTURA students have 2 school days to make up any class work missed while they are at FUTURA. This means with FUTURA on Monday, students have until Thursday to turn in any make up class work. If you have any questions about this please contact your child’s teacher for clarification.
Assessment and Grading
The assignments given to students serve a variety of purposes: to determine a student’s prior knowledge, to give students the opportunity to practice a skill, to assess a student’s progress on a skill, or to determine a student’s mastery of a skill.
Types of Assessments
Diagnostic – Given to a student before instruction has occurred. These assessments will have no affect on a student’s report card.
Formative – Given to a student during instruction. It is assumed the student is still learning the skill.
Summative – Given to a student after instruction has occurred.
How assignments will be assessed
Student work will be assessed on a numerical score to indicate their progress towards a desired standard. (4-Exceeding the Standard, 3-Meeting the Standard, 2-Progressing towards the Standard, 1-Below the Standard) Work is not marked based on the number correct/wrong, but on a full picture of how the student performed on the assessment. Students may earn an exact 1, 2, 3, or 4, or they may earn a decimal between two of these numbers. A 3.5 would indicate that the student has met the standard and is demonstrating mastery, but has not yet moved well beyond the standard expectation.
Parent Portal
Again this year, parents will be able to log in to a secure site and view their child’s assignments and grades. For more information about the parent portal go to the CLARITY tab on the Horizon website.
K-12 Assessment and Grading Common Expectations
VISION:
LCPS IS COMMITTED TO QUALITY ASSESSMENT AND GRADING PRACTICES WHEREBY ALL TEACHERS CAN DESIGN ASSESSMENTS WHICH ALIGN WITH STANDARDS AND PROVIDE FEEDBACK TO IMPROVE STUDENT LEARNING.
The following are lists of common expectations.
QUALITY ASSESSMENT AND GRADING PRACTICES
Assessment of student learning is an essential component of the teaching and learning process.
- Quality assessment involves timely feedback imbedded in the learning experience.
- A variety of formative assessment is included in each lesson.
- Formative assessment is used to adjust instruction in order to move students to learning targets.
- Summative assessments are linked to standards within content area.
- Quality assessment ensures that students are involved in and parents are informed of the process.
- Common assessment and grading practices requires collaborative effort among teachers.
- Grades reflect student mastery, multiple efforts and student growth within a grade level or specific subject area.
- Learning progressions are available for use as scaffolds for learning and instruction.
CLARITY
Using the CLARITY parent portal, teachers communicate to students and parents how assignments, assessments, and grades are tied to intended learning targets. Best practice suggests:
- Teachers regularly update information in their grade book(s) which includes:
- Posting assignments and assessments as assigned.
- Providing useful course/assignment descriptions.
- Recording grades every ten instructional days.
- Linking no more than 2-3 standards to a single assessment.
- Teachers use course narratives to communicate common expectations and assessment/grading practices.
- Teachers align assessment and grading practices within school parameters regarding weighting, homework, categories, retesting, etc.
- School-wide expectations are posted on the CLARITY parent portal page of each school.
Homework Policy
Homework Load
Students will have approximately 50 minutes of homework each night. This includes long-term projects. Students are also expected to finish any class work in order to meet class deadlines. This will only be the case when there was ample time in class to complete the assignment and the student did not use his/her time wisely.
Assignments
I work hard to make sure that the homework I send is meaningful and appropriate. In the same respect I expect that students take their homework seriously and complete it each night with care. Most evenings homework will be the same. Students will be expected to read for a minimum of 20 minutes per night. (Please refer to the specifics about reading homework.) Students will also have word study homework each night. These assignments will be consistent from week to week and students will know what to expect. Math homework will be assigned most nights to review the concepts covered during the day. Occasionally I may also assign an additional short assignment to enhance what is being completed in school. Each day all assignments will be written on the classroom assignment board. Students will be provided with ample time to copy homework and collect the materials they will need to complete the assignments.
Projects
Periodically throughout the year students will be assigned long term projects. Students will be provided with exact directions, expectations and due dates so they may plan and work accordingly. I also include a copy of the rubric that I will use to grade the project. Most projects also include an oral presentation of the work that has been completed.
Absence
When a student is absent is it his/her responsibility to make up the work. The student has 1 week from the day they return to complete missing work, unless they talk to me to make other arrangements. After one week the work is considered missing. I do expect that students will complete their nightly reading assignment and word study (if they have their words) whether they are in school or not.
General Homework Tips for Parents
Make sure your child has a quiet, well-lit place to do homework.
Avoid having your child do homework with the television on or in places with other distractions, such as people coming and going.
Make sure the materials your child needs, such as paper, pencils and a dictionary, are available.
Ask your child if special materials will be needed for some projects and get them in advance.
Help your child with time management.
Establish a set time each day for doing homework. Don't let your child leave homework until just before bedtime. Think about using a weekend morning or afternoon for working on big projects, especially if the project involves getting together with classmates.
Be positive about homework.
Tell your child how important school is. The attitude you express about homework will be the attitude your child acquires.
When your child does homework, you do homework.
Show your child that the skills they are learning are related to things you do as an adult. If your child is reading, you read too. If your child is doing math, balance your checkbook.
When your child asks for help, provide guidance, not answers.
Giving answers means your child will not learn the material. Too much help teaches your child that when the going gets rough, someone will do the work for him or her.
When the teacher asks that you play a role in homework, do it.
Cooperate with the teacher. It shows your child that the school and home are a team. Follow the directions given by the teacher.
If homework is meant to be done by your child alone, stay away.
Too much parent involvement can prevent homework from having some positive effects. Homework is a great way for kids to develop independent, lifelong learning skills.
Stay informed.
Talk with your child's teacher. Make sure you know the purpose of homework and what your child's class rules are.
Help your child figure out what is hard homework and what is easy homework.
Have your child do the hard work first. This will mean he will be most alert when facing the biggest challenges. Easy material will seem to go fast when fatigue begins to set in.
Watch your child for signs of failure and frustration.
Let your child take a short break if she is having trouble keeping her mind on an assignment.
Reward progress in homework.
If your child has been successful in homework completion and is working hard, celebrate that success with a special event (e.g., pizza, a walk, a trip to the park) to reinforce the positive effort.