Year 5 Update Week 16
Tuesday 11th December – Year 5 Shared Lunch…...please bring in food for your child to share with the class. Individual teachers will send home info about this and please cancel your DCK hot lunch order if need be.
Wednesday 12th December – Charlie Walker in to present to Year 5 and Year 6
Wednesday 12th December – Year 5 Christmas Movie
Wednesday 12th December – Christmas Concert 7 pm
Thursday 13th December – UOI 2 Reports open on The Gateway
Friday 14th December – last day before Christmas break…. 12 pm finish
Monday 7th January – back to school for Term 2
Thursday 10th January – Wellbeing Workshop for parents 8:30 am and 6 pm
Tuesday 15th January – Year 5 Bake Sale….please bake some goodies for our bake sale to support our PTA (no nuts please!)
Thursday 24th January – Friendship Workshop for parents
Parents, you will be able to see photos on our Y5 facebook page facebook.com/BHSYear5Camp.
5D – Monday and Friday
5F – Wednesday and Thursday
5C – Wednesday and Friday
We all had a great time doing our different activities at the wellbeing day on Friday. We all chose different activities and tried to think about the 5 ways to wellbeing and how we could help ourselves to feel more balanced. Here are a few shots from Mr Douglas photography workshop
English (Writing) – We learned how to plan using story maps and story mountains this week. In this process, you draw a story in simple pictures to quickly sequence the events and keep everything fresh in your mind. Then, you take the pictures and develop them into a plan that detail can be added to. We first practiced using a well known story – the tortoise and the hare – and then created one based on our migration immersion.
Unit of Inquiry – this week we had our Angel Island immersion! This was a whole year event that saw the children experience first hand what it was like to take a forced migration. Although they found the experience emotional, they really thought about what it was like and it sparked some amazing debate and thoughts of action.
Book Creator – The children continued their book creator journals and added to the pages relating to effects on friends and family, communities and countries. This was really challenging and again created lots of debate and lots of questions. We looked at some case studies of large scale migrations in history and the causes and effects behind them. It was great to see our students dealing with mature topics and pushing themselves to empathise and take different perspectives.
Maths – This week we have been continuing our work on fractions, decimals and percentages. We learned about how to use pattern blocks to visualise the quantities that fractions show. We then related these fractions to decimals and percentages and tried to embed the idea that the same amount can be shown differently.
Transdisiplinary Theme – Where We Are In Place and Time
Central Idea – Migration has an impact on people and society.
- the reasons why people migrate
- the challenges and opportunities of migration
- the impact of migration on people and communities
An inquiry into.
- the relationship between common fractions and decimal fractions.
- relationships between fractions, decimals, percentages.
- problems involving ratios and proportion.
An inquiry into…
- how tools and procedures can be used to measure accurately
- how tools and procedures can be used to solve measurement problems
- the connection between measurements and other units of maths (conversion)
Writing Focus – Narrative
Narratives are a popular genre for students as it provides the writer with an opportunity to share their imagination, creativity, skill and understanding of nearly all elements of writing. On occasion, we refer to a narrative as ‘creative writing’ or story writing.
The purpose of a narrative is simple, to tell the audience a story. It can be written to motivate, educate or most commonly entertain. Narratives can be both fact or fiction.
The challenge in writing a good narrative is to captivate the audience and keep them engaged as the story is told.
Reading Focus – Connecting and Inferring
Connecting – We want our learners to be actively engaged while they are reading. This means they are interacting with what they read, not just saying words on a page. One effective way we can do this is making connections to the text. There are three kinds of connections readers make before, during, or after reading:
1. text to self, which could sound like:
This reminds me of my own life…
I can relate to this character because…
If it was me, I would…
2. text to text, which could sound like:
This reminds me of another book I’ve read/movie I’ve watched…
This is different from the other book because…
This is the same as the other book because…
3. text to world, which could sound like:
This reminds me of _______ in history…
This reminds me of ________ going on in the world right now…
This is similar to _________ that’s happening in the news…
This is different to _______ that’s happening in the news…
Inferring – Observations occur when we can see something happening. In contrast, inferences are what we figure out based on an experience. Helping students understand when information is implied, or not directly stated, will improve their skill in drawing conclusions and making inferences. These skills will be needed for all sorts of school assignments, including reading, science and social studies. Inferential thinking is a complex skill that will develop over time and with experience.
- Read the Weekly Update
- Mathletics – continue with the set tasks or feel free to try any others that you feel you want to practice.
- Prodigy – please continue on with your Prodigy online games.
- 5F – please continue to use Quizlet to help you learn your spelling words and meanings.
- Spelling – The children are sent home their 10 personal words that they need to learn for the week. The will happen on a Monday for 5F, Wednesday for 5D and Friday for 5C. Please, can a parent (or responsible adult) support the children by...testing them (written or oral), getting them to put their words into interesting sentences (written or oral), discussing the meanings of the words, thinking about synonyms and antonyms of that word, discussing words with a similar meaning etc.
- Reading – The children will be choosing levelled readers based on their own ability and are expected to read each night for at least 20mins at home with a parent. The children need to record their reading in their Reading Journals and parents can you please sign your child’s journal each night? Journals need to be returned to school each morning to be checked and will come home each evening (except Friday). Children may use Big Universe twice a week (only) as their choice of home reading
- Mandarin Home Learning – All children are encouraged to take a reading book home on the days when they have Mandarin lessons.
- Ms Lynn – Please complete home learning assigned in Mandarin Matrix.