Sechrist SchoolMrs. Mimran

5th Grade2020-2021

Fifth GradeJamie MimranSchool Email: jmimran@fusd1.orgHome Email: jlmimran@gmail.com

Dear Parents,I would like to welcome you and especially your child to our fifth

grade classroom. This year will be full of new and exciting concepts to learn with a fun yet challenging curriculum. I look forward to this upcoming school year!

In this packet, I have included my classroom supply list, homework procedures, behavior management, classroom rules, curriculum, and the parent helper list. At the end of the packet you will see a parent agreement sheet and a volunteer sheet please return the parent agreement sheet should be returned the first full week of school. The volunteer sheet can be returned only if you are interested or are able to help.

I believe that with home support and open communication, we will all have a successful year. Please know that my classroom, heart, and mind are open to you as parents as we share this year in your child's life. Please do not hesitate to contact me at any time throughout the year.

Sincerely,Jamie Mimran

Here is a little bit about me:

I earned a teaching degree with an emphasis in English Language Learning at Northern Arizona University. During my first year of teaching I earned a Master’s Degree in Curriculum

and Instruction. A few years later I continued my education and earned dual certificate in special education. This will be my 16th year teaching! I am passionate about education and

couldn’t imagine being in any other profession. When I am not working I love to surround myself with family and friends. My dogs love to go for hikes, bike

rides, and runs. My daughters and husband are the love of my life!

United

I dreamed I stood in a studio and watched two sculptors there,

The clay they used was a young child's mind, and they fashioned it with care.

One was a teacher; the tools she used were books and music and art; One a parent with guiding hand and a gentle, loving heart.Day after day the teacher with a touch that was deft and sure, While the parent labored by her side and polished and smoothed it over.

And when at last the task was done, they were proud of what they had brought,For the things they had molded into the child could neither be sold nor bought.

And each agreed they would have failed if they had worked alone,For behind the parent stood the school, And behind the teacher, the home.

Author Unknown

Classroom Rules 1. Be in your assigned seat, ready to work, when class begins.2. Have paper, pencil, book, and completed assignments.3. Always keep hands, feet, books, and objects to yourself.4. No swearing, cruel teasing or putdowns, name-calling, rude gestures, or noises.5. Always listen to the speaker.

*Each student will start the month with ASTROS letters

A.S.T.R.O.S.Achieving Success Through Responsibility of Self

Each day they can earn a stamp for great behavior. You will see this in their agenda. If you do not see this stamp they have lost a letter(s). Please be sure to sign their agenda so I know you have seen what your child has earned each day.

Stamps in the Agenda- Behavior is outstanding and ASTROs Letters are kept. *You will see their daily stamp in their agenda calendar located in their homework binder.

No Stamps in the Agenda- Student already had a warning and continues to break rules or does not have their agenda signed, or work is incomplete. In this case they will lose an ASTROS letter. A Problem-Solving Slip will be sent home. Failure to have it signed will result in losing another letter immediately the following day.

Every week we will have Earned free time for students who have earned at least 4 stamps each week. Ever

month we will have an ASTROs party. Students can only join us if they earn/keep all of their ASTROS letters.

*Any student who is having severe problems will be sent to Mr. Albert.

Mimran’s Supply List

Thank you for your donations for our classroom needs… Supplies and donations are very appreciated! Please remember to put your name on all personal things.

*Tax Credit donations are very helpful for supporting our classroom field trips!  

Individual Needs

Two Three-Ring Binders (One inch only)

5- 3 ring binder dividers

10- plastic sheet protectors

Scissors

Markers or Colored Pencils

2 pocket folders for three-ring binder

3 Spiral Bound notebooks - 70 to 100 sheets

Pencils ear buds for iPadClassroom items needed to Share

One box of Expo Dry Erase Markers

One box of Tissue Clorox Wipes-Anti-

Bacterial Wet Wipes

Ream of Colored Copy Paper

Hand Sanitizer Plastic knives,

spoons, and forks Paper plates, cups, napkins

Curriculum

Math 5th grade overview:1. Develop competency in dividing and fluency in

multiplying whole numbers through the application of understanding of place value and multiplication and division.

2. Develop understanding in performing operations with decimals to hundredths and estimating by rounding.

3. Develop understanding of multiplication of fractions and division of fractions in limited cases (unit fractions divided by whole numbers and whole numbers divided by unit fractions).

(1) Students develop understanding of why division procedures work based on the meaning of base-ten numerals and properties of operations. They are fluent with multi-digit multiplication of whole numbers. Students are able to explain patterns associated with multiplication through application of their knowledge of place value such as explaining the pattern in the number of zeros in a product. Students apply their understanding of division to begin working with decimals. They understand and can explain the placement of the decimal point when multiplying or dividing. Students apply their understanding of addition and multiplication of whole

numbers (NBT) to foundational understanding of volume (MD).

(2) Students apply their understandings of models for decimals, decimal notation, and properties of operations to add and subtract decimals to hundredths. They develop fluency in these computations and make reasonable estimates (through rounding) of their results. Students use the relationship between decimals and fractions, as well as the relationship between finite decimals and whole numbers (e.g., a finite decimal multiplied by an appropriate power of 10 is a whole number), to understand and explain why the procedures for multiplying and dividing finite decimals make sense. They compute products and quotients of decimals to hundredths.

(3) Students apply their understanding of fractions and fraction models to efficiently and accurately add and subtract fractions with unlike denominators. Students use their understanding of fractions; make connections to their understanding of multiplication and division, to explain the “why” of multiplying and dividing fractions. (Note: Division of fractions is limited to dividing unit fractions by whole numbers and whole numbers by unit fractions.)

Language Arts 5th Grade Overview Arizona’s English Language Arts Standards work together in a clear progression from kindergarten through 12th grade. This document provides a brief overview of the skills a student will learn at this grade. Each standard builds on the standard that came before and towards the standard that comes in the next grade level. Each standard is expected to be taught as appropriate for the grade-level. Some standards appear to have similar wording at multiple grade levels; however, it is understood that they are to be applied with increased focus to progressively more challenging texts and tasks. Reading Standards for Literature Independently and proficiently read grade-appropriate and

increasingly complex literature from a variety of genres Determine themes in literary texts Analyze elements of literature, including an author’s use of figurative

language

Quote accurately by referring to the text Compare and contrast different texts Analyze the way a text is structured

Reading Standards for Informational Text Read and analyze grade appropriate informational text from a variety

of content areas such as history/social studies, science and technical texts

Determine meaning from reading informational texts Quote text accurately by referring to the text Summarize informational text accurately Integrate information gained from a variety of texts to determine

different points of view

Reading Standards Foundational Skills Apply a variety of strategies to read unknown words in and out of

context Read text with purpose and understanding, self-monitoring

understanding

Writing Standards Write opinion and explanatory pieces that include evidence to support

ideas, linking words, precise vocabulary and a conclusion Write narratives that include a clear sequence of events, descriptive

details, dialogue, and words that indicate a change in time Conduct short research projects to build knowledge through

investigation Plan, draft, revise and edit to produce clear and coherent writing Demonstrate sufficient command of keyboarding skills to complete a

writing task

Writing Foundational Standards Read and write cursive and manuscript

Speaking and Listening Standards Collaborate in discussions through effectively speaking and listening in

a variety of settings Prepare for a discussion by reading and studying the required

materials, drawing on that preparation during the discussion Paraphrase information from a wide range of sources Report on a topic or text, sequencing ideas logically, using relevant

facts and details, and including multimedia components

Language Standards Demonstrate mastery of grade level conventions (grammar,

capitalization, punctuation, and spelling) Construct paragraphs that include an introduction of the topic,

supporting details, and conclusion Use knowledge of Greek and Latin prefixes, suffixes, and roots to

determine the meaning of unknown words Determine the meaning of unknown words using root words, prefixes,

suffixes, context clues, and dictionaries

Demonstrate the meaning of idioms and figurative languag

Science- I encourage an inquiry process in the science lessons. This provides the opportunity for students to make independent discoveries.

Fifth Grade:Patterns; Scale, Proportion, and Quantity By the end of fifth grade, students apply their understanding of scale at macro (time and space) and micro (particles of matter) levels to understand patterns and scale across life, earth and space, and physical sciences. Students will develop an understanding of forces, conservation of matter, and that genetic information can be passed down from parent to offspring. Student investigations focus on collecting and making sense of observational data and measurements using the science and engineering practices: ask questions and define problems, develop and use models, plan and carry out investigations, analyze and interpret data, use mathematics and computational thinking, construct explanations and design solutions, engage in argument from evidence, and obtain, evaluate, and communicate information. While individual lessons may include connections to any of the crosscutting concepts, the standards in fifth grade focus on helping students understand phenomena through patterns and scale, proportion and quantity.

Core Ideas for Knowing Science*Physical Science P1: All matter in the Universe is made of very small particles. P2: Objects can affect other objects at a distance. P3: Changing the movement of an object requires a net force to be acting on it. P4: The total amount of energy in a closed system is always the same but can be transferred from one energy store to another during an event.

Earth and Space Science E1: The composition of the Earth and its atmosphere and the natural and human

processes occurring within them shape the Earth’s surface and its climate. E2: The Earth and our solar system are a very small part of one of many galaxies within the Universe.

Life Science L1: Organisms are organized on a cellular basis and have a finite life span. L2: Organisms require a supply of energy and materials for which they often depend on, or compete with, other organisms. L3: Genetic information is passed down from one generation of organisms to another. L4: The unity and diversity of organisms, living and extinct, is the result of evolution.

Core Ideas for Using Science*U1: Scientists explain phenomena using evidence obtained from observations and or scientific investigations. Evidence may lead to developing models and or theories to make sense of phenomena. As new evidence is discovered, models and theories can be revised. U2: The knowledge produced by science is used in engineering and technologies to solve problems and/or create products. U3: Applications of science often have both positive and negative ethical, social, economic, and/or political implications.

Social Studies

FIFTH GRADE-UNITED STATES STUDIES

American Revolution to Industrialism (1763 to 1900s)

Students understand the history of the United States within an integrated

approach considering the following factors:

● Historic and economic events from American Revolution to Industrialism including but not limited to the American Revolution, constitutional convention, westward expansion, Civil War and Reconstruction, and growth of industrial and urban America looking at origins, founders, and key political, economic, and social figures

● Economic, political, and geographic elements as they relate to the events outlined above such as technological developments, urbanization, territorial expansion, industrialization, political parties, and universal suffrage

● Creation of the Constitution and the principles within the document including historical and philosophical influences, influence of state constitutions, Articles of Confederation, compromises and ratification debates at the Constitutional Convention, Bill of Rights, limited government, popular sovereignty, federalism, rule of law, checks and balances, and separation of powers

● Development and structure of the national government including the Preamble, the three branches, examples of powers granted to each branch, powers granted to the states and individuals, the Bill of Rights, and current issues regarding federalism and rights

● Influence of immigration including push/pull factors, industrialization, urbanization, diversification of the population, and debates over immigration

● Contributions of various cultural and ethnic groups to the changing social and political structure of the United States

● Roles and responsibilities as citizens of the United States including participation in the political system

● Examination of primary and secondary sources including written and oral histories, images, and artifacts with special attention being given to founding documents including the Declaration of Independence, the Constitution, Bill of Rights and all subsequent amendments, and landmark Supreme Court cases

● Inclusion of historical fiction and picture books in addition to informational text.

● Disciplinary skills and processes including change and continuity over time, multiple perspectives, using and understanding sources, and cause and effect

There are many topics to pursue in 5th grade. LEAs should identify topical emphases to allow for depth of study needed to effectively engage student/learners in the inquiry process.

DISCIPLINARY SKILLS AND PROCESSES

Chronological reasoning requires understanding processes of change and continuity over time, which means assessing similarities and differences between historical periods and between the past and present.

● 5.SP1.1 Create and use a chronological sequence of related events to compare developments that happened at the same time.

● 5.SP1.2 Explain how events of the past affect students’ lives and society.

● 5.SP1.3 Generate questions about individuals and groups who have shaped significant historical changes and continuities.

▪ Key individuals or groups should represent the time- period being studied and be inclusive of the diversity represented in the history of the United States

Thinking within the discipline involves the ability to identify, compare, and evaluate multiple perspectives about a given event to draw conclusions since there are multiple points of view about events and issues.

● 5.SP2.1 Explain why individuals and groups during the same historical period differed in their perspectives

▪ Key individuals and groups can include but are not limited to a loyalist and patriots,

federalist and anti-federalist, Hamilton and Jefferson, abolitionists and slave owners, Abraham Lincoln and John C. Calhoun, southerners and northerners, labor and business, nativists and immigrants, and American Indians and settlers

▪ Key issues and events can include but are not limited to federalism, constitutional interpretation, individual liberties, slavery, Jim Crow Laws and segregation, secession, westward expansion, Indian boarding schools, immigration, Manifest Destiny, worker’s rights, and women’s rights

Historians and Social Scientist gather, interpret, and use evidence to develop claims and answer historical, economic, geographical, and political

questions and communicate their conclusions.

5.SP3.1 Develop compelling and supporting questions about the United States that are open to different interpretations.

5.SP3.2 Use distinctions among fact and opinion to determine the credibility of multiple sources.

5.SP3.3 Compare information provided by multiple sources about events and developments in the United States.

5.SP3.4 Infer the intended audience and purpose of a source from information within the source itself.

5.SP3.5 Use information about a historical source including the author, date, place of origin, intended audience, and purpose to judge the extent to

which the source is useful for studying a topic and

evaluate the credibility of the source.

5.SP3.6 Construct and present arguments using claims and evidence from multiple sources.

5.SP3.7 Construct and present explanations using reasoning, correct sequence, examples and details with relevant information and data.

Thinking within the discipline involves the ability to analyze relationships among causes and effects and to create and support arguments using relevant evidence.

● 5.SP4.1 Explain probable causes and effects of events and developments in United States history from the revolutionary period to the rise of industry

and urbanization.

▪ Events include but are not limited to the American Revolution, Constitutional Convention, Civil War, Reconstruction, westward expansion, industrialism, and urbanization

● 5.SP4.2 Use evidence to develop a claim about the past.

● 5.SP4.3 Summarize the central claim in a secondary sources

CIVICS

Citizens have individual rights, roles, and responsibilities.

● 5.C2.1 Explain how a republic relies on people’s responsible participation within the

context of key historical events pre-American Revolution to

Industrialization.

▪ Key concepts include but are not limited to volunteerism, joining associations and groups, joining political parties, using the First Amendment (free speech, religion, press, assembly, petition), censorship, voting in elections, running for office, working on campaigns, bringing cases to court, civil disobedience, protest movements, and serving in the military

An understanding of civic and political institutions in society and the principles these institutions are intended to reflect including knowledge about law, politics, and government are essential to effective citizenship.

● 5.C3.1 Describe the origins, functions, and structure of the United States Constitution and the three branches of government.

▪ Key origins include historical and philosophical influences like the government structures of Ancient Greece and Rome, Enlightenment thinkers like John Locke, British documents like the Magna Carta, colonial governments, the Articles of Confederation, and the compromises and ratification debates of the Constitutional Convention Key functions of the United States government as outlined in the Preamble

▪ Key structures include distributing, sharing, and limiting powers of the national government through separation of

powers, checks and balances, and federalism

▪ Key organization of the Constitution include the Preamble, seven Articles, and Amendments (including the Bill of Rights)

Process, rules, and laws direct how individuals are governed and how society addresses problems.

● 5.C4.1 Using primary and secondary sources to examine historical and contemporary means of a changing society through laws and policies in order

to address public problems.

▪ Key concepts can include but are not limited to the purpose of

the Declaration of Independence, the creation of the Constitution, the formation and development of social and reform movements, and responses to industrialism and poverty at the turn of the century

● 5.C4.2 Use a range of deliberative and democratic procedures to make decisions about and act on issues and civic problems in their classrooms and

schools.

ECONOMICS

A financially literate individual understands how to manage income, spending, and investment.

● 5.E1.1 Give examples of financial risks that individuals and households face within the context of the time period studied.

By applying economic reasoning, individuals seek to understand the decisions of people, groups, and societies.

● 5.E2.1 Compare the benefits and costs of individual choices within the context of key historical events.

▪ Key concepts can include but are not limited to smuggling during the American Revolution, separating from England, economic powers outlined in the Constitution, slavery, secession, territorial expansion, and unregulated industry

Individuals and institutions are interdependent within market systems.

● 5.E3.1 Develop an understanding of the characteristics of entrepreneurship within a market economy and apply these characteristics to individuals

during the time-period studied.

▪ Characteristics include but are not limited to risk taking, innovation, and problem solving

The domestic economy is shaped by interactions between government, institutions, and the private sector.

● 5.E4.1 Describe how government decisions on taxation, spending, protections, and regulation affected the national economy during the time-period

being studied

● 5.E4.2 Analyze how agriculture, new industries, innovative technologies, changes in transportation, and labor impacted the national economy including

productivity, supply and demand, and price during the time-period being studied

The interconnected global economy impacts all individuals and groups in significant and varied ways.

● 5.E5.1 Generate questions to explain how trade leads to increasing economic interdependence on different nations.

▪ Key concepts include but are not limited to products that are imported into markets within the United States and products that are exported to other markets in the world

GEOGRAPHY

The use of geographic representations and tools help individuals understand their world.

● 5.G1.1 Use and construct maps and graphs to represent changes in the United States.

▪ Key concepts include but are not limited to physical and human features of the United States, the regions of the United States and their characteristics, geographic location of major events, the growth of the United States through territorial expansion, demographic changes, and the states and their capitals

Human-environment interactions are essential aspects of human life in all societies.

● 5.G2.1 Describe how natural and human-caused changes to habitats or climate can impact our world.

Examining human population and movement helps individuals understand past, present, and future conditions on Earth’s surface.

● 5.G3.1 Use key historical events with geographic tools to analyze the causes and effects of environmental and technological events on human settlements and migration.

▪ Key concepts include but are not limited to consequences of territorial expansion on American Indians, the institution of slavery, the positive and negative impact of new technologies on the environment and the growth of cities, and the impact of transportation and infrastructure on settlement and migration

Global interconnections and spatial patterns are a necessary part of geographic reasoning.

● 5G4.1 Describe how economic activities, natural phenomena, and human-made events in one place or region are impacted by interactions with

nearby and distant places or regions.

HISTORY

Cycles of conflict and cooperation have shaped relations among people, places, and environments.

● 5.H2.1 Use primary and secondary sources to summarize

the causes and effects of conflicts, resolutions, and social movements throughout the

historical timeframe.

▪ Key conflicts can include but are not limited to cultural conflicts, political conflicts, economic conflicts, military conflicts, and conflicts related to resource use and availability

Patterns of social and political interactions have shaped people, places, and events throughout history and continue to shape the modern world.

● 5.H4.1 Use primary and secondary sources to describe how diverse groups (racial, ethnic, class, gender, regional, immigrant/migrant) shaped the

United States’ multicultural society within the historical timeframe.

Spelling Students will be given a list of spelling words every week. Students will have a variety of opportunities to work on spelling within our reading time. It is also important that the students practice spelling throughout the week at home. I have included some fun ways to study at home. The actual spelling tests will be given on THURSDAYS.

HomeworkStudents will have a homework packet each week. These are due every Friday. THERE WILL NEVER BE ANY SUPRISES!

1. Each student will be required to read 30 minutes every night.

2. ELA or Math CURRICULUM pages.

3. Practice spelling

Research shows that reading with your child on a daily basis is one of the most important things you can do with your child. Nightly reading is a consistent and reasonable method of encouraging valuable reading practice at home.

Field Trips:Lowell ObservatorySkiing Ice SkatingBizTown Outdoors with Willow BendBowlingMovie

*These trips and activities are funded by Arizona Tax Credit donations. Tax credits up to

$200 for individuals or $400 for married couples can be made. Please be sure to specify the teacher’s name and amount. Thanks in advance for anything you can donate!

HOME SPELLING PRACTICEPLAYTIME

1. Practice writing the words in pudding, whipped cream, yogurt or shaving cream on a cookie sheet.2. Practice writing the words on a steamy shower door or in smeared shaving cream.3. Write the words on the sidewalk with colored chalk.4. Write the words in hopscotch squares. Close your eyes and spell the word before you jump.5. Dribble the words with a ball, one bounce for each letter.6. Play the basketball game, HORSE, using spelling words.7. Skip rope spelling the words, one letter for each hop.

QUIET. TIME

1. Search for spelling words on a newspaper page.2. Look for the words in signs while riding in the car.

3. Write the words with your finger on someone's back.4. Play the guessing game, I'M THINKING OF A SPELLING WORD.5. Make flash cards or a concentration game.6. Practice typing on a computer.

WRITING PRACTICE

1. Take one word and make four different sentences using that word.2. Add as many endings to each word as possible and use the new words in sentences.3. Use each word as a root word and add prefixes or suffixes to make new words.

Classroom Jobs Guest Speaker- Please come and speak to our class if you have an interesting job, hobby, or

heritage that you would like to share with everyone! The guest speakers are welcome any time and we love to see props that you may have about the specific topic you are talking about.

Guest Reader- The guest readers in our class are always a surprise to the children. This job is for people who have a couple minutes here and there and would love to come into the classroom to help out. This job is also great for grandparents, aunts, uncles, or cousins who might come into town. The guest reader will bring their own book or choose a book from our classroom library to read. The students love this surprise and it can happen at any point in the day. Just give me a call in advance before you are coming. This job really works well for the parents who might not have that much time.

Classroom Helper- This job will help me (the teacher) in everyday activities. You will be helping me with small group projects, copying, putting together projects and papers, recording grades for me, monitoring children in centers, etc. With this job, you can come in as often as you would like or as little as you like. Please don’t forget to sign up for Field Trips, Trojan Trot Fundraiser & Classroom Helpers

Field Trip Helper-This helper has a great responsibility of being in charge of 6-7 students at a location that is different from school.

Parent Sign-Up Sheet Please fill out this form and return it with your child to school. Please sign up for anything that you feel comfortable doing, if you have any questions please contact me! Thanks for all of your help and support. It's going to be a great year!

Guest Speaker-I would like to volunteer to be a guest speaker. My special talents are ___________and I can come into the class at this time.

Guest Reader-I would like to be a surprise guest reader. I understand that I can come into the class and would like to do this position all I have to do is call Mrs. Mimran with a time! My favorite story is _____________________________________________.

Classroom Helper-I would like to help out in the classroom! I understand that my job will be to help assist the children and the teacher. I also understand that depending on how many parents sign up to help, that Mrs. Mimran set a schedule so everyone gets an opportunity to help. I can help out on Tuesday from___________ to ___________

Wednesday from __________ to ___________Thursday from __________ to ___________

Friday from ___________ to ____________

Field Trip Helper-The class will be taking several field trips this semester and I would like to help out! I understand that I will be in charge of a small group, so any younger sibling that my child might have may not come on this trip because of the safety of the other children. No matter what-I would love to volunteer- ___________________________________________________

PLEASE NOTE I WILL SEND CHAPERONE NOTES HOME THROUGH OUT THE YEAR WHEN WE HAVE SET DATES FOR FIELD TRIPS

Parent Name ____________________ Date ______________Childs Name ____________________ Parent Signature ______________

Parent Response Sheet:Child’s Name:

____________________________________

Parent/Guardian Name: Daytime Phone #: Evening Phone #: Email: Parent/Guardian Name:

Daytime Phone #:

Evening Phone #:Email: Child lives with:

Please list any goals that you may have for your child this year.

What are your child’s strengths?

What are your child’s weaknesses? (…things to work on…)

What special interests, sport activities, and/or hobbies does your child have?

Please list any food/product allergies your child has:

What three words best describe your child:

Are there any special comments you would like to make?

Thank you for taking the time to fill out this form, it really helps! Please email it to me jmimran@fusd1.org or turn it in with your child the first week of school.

Parent Agreement Sheet: *Please return this page to the

Classroom

Student’s name: ______________________

I have read the rules and this First Day Packet. By signing this I understand and agree that my child should have me sign their agenda each night and

I will help them follow the rules.

Respectfully,

Parent’s signature: ______________________________