Year 5

Term Two 2019

Parent Information Session (Click Here)

 

Year 5

Welcome to Year Five, Term Two, 2019!

Term two has kicked off to a flying start! We have been preparing for NAPLAN for a number of weeks now and the students must be commended for putting in a great effort!

 

Below is an outline of Term 2. Under each heading are a number of points that will be covered in each area.

 

Reading

Class Novel – Fish in a Tree

  • Classes have been enjoying this Novel and will aim to finish in Term 2.

Summarising and Skimming and Scanning

  • Identify important ideas and information and organise them in summary form in order to remember them
  • Construct summaries that are concise and reflect only the important and overarching ideas and information

Fact and Opinion

  • Identifying the difference between Fact and Opinion

Text Structures & Features

  • Identify key structure and features of different text types
  • Compare and contrast structure and features of different text types

Figurative Language – Including Idioms

  • Recognise and name a range of Figurative Language features including idioms

Word Origins and Vocabulary Development

  • Identify and define common English morphemes, and use them to solve words
  • Name and describe the origins of English words (Anglo-Saxon, French, Latin and Greek)

Reciprocal Reading

  • Students will be introduced to the roles and structure of Reciprocal Reading in preparation to begin this in Term 3.

Writing

Persuasive

  • The opinion of the writer is clearly stated
  • The introduction outlines ideas to support the writer’s opinion
  • Each reason or argument is expanded into a separate paragraph
  • The conclusion restates the writer’s opinion and sums up the reasons.
  • Links paragraphs with time connectives e.g. firstly, secondly, thirdly
  • Is written in third person passive voice
  • Opinions are supported by reasons, facts and statistics
  • Uses persuasive devices to convince the reader.

Reports

  • Structure – introduction, description and conclusion
  • Includes facts, heading, subheadings, photos, diagrams, maps
  • Each paragraph describes a feature of the subject (e.g. appearance, function, behaviour)

Snapshots

  • Descriptive writing (adjectives, similes, metaphors, feelings)
  • ‘Snapshot’ writing about a moment (e.g the first time you touched snow, running a race)
  • Topic related language

 

 

Language Conventions and Spelling

Spelling

Students will continue to investigate spelling rules and word origins (e.g. prefixes, suffixes, compound words, apostrophes, nouns, pronouns, verbs, adverbs). Students will regularly transfer incorrectly spelt words in their writing, and unknown words in their reading, to their personal dictionaries.

Numeracy

Fractions

Skills

Knowledge

1.      Can model fractions with diagrams and materials, showing the proportion of the whole

2.      Can determine how much of a whole is represented by each fraction, such as 7/8 is most of the whole with only 1/8 missing

3.      Can work out which fraction is larger, by using models, Fraction Walls or equivalence

4.      Make diagrams of fractions as a part of a shape

5.      Use a Fraction Wall to equate related fractions, such as 3/4 with 6/8.

6.      Can convert between improper fractions and mixed numbers

7.      Model, add or subtract fractions with the same denominators using number lines, diagrams, shapes and Fraction Wall i.e. 1/4 + 2/4 = 3/4

1.      Knows and can use the correct language for any given fraction, including half, quarter, third, fifth, sixth, tenth, fifteenth, etc.

2.      Knows the components of a fraction, including the numerator and denominator

3.      Knows and can explain the difference between proper, improper and mixed fractions

4.      Can relate a fraction to the division operation of the denominator

5.      Knows the equivalence of simple fractions, such as 1/2 is the same as 2/4

6.      Know that adding fractions, may result in improper fractions

 

Decimals

 

Skills

Knowledge

1.     Can read any number to at least hundredths.

2.     Can represent decimal numbers as a model using diagrams and materials.

3.     Can correctly order decimal numbers to at least hundredths and justify their reasons.

4.    Can accurately place decimal numbers, to at least hundredths, on a number line.

 

 

1.    Recognise the tenth, hundredth and thousandth place value column.

2.    Know that ten tenths are equal to one whole, ten hundredths are equal to one tenth and that ten thousandths are equal one hundredth.

3.    Can relate decimal numbers to real life contexts, such as, money and measurement.

4.    Can explain the base ten place value system, as ten of those make one of these, including numbers between one and zero.

 

 

In Numeracy, we will also be focussing on the following concepts:

  • 3D objects and Nets
  • Categorical and numerical data
  • Graphs and Data
  • Probability

 

Shared Inquiry

Design and Technology

Due to our Peer Leadership program and the Mini Golf project for the Fete, all classes have found themselves behind in our Inquiry unit, however we did anticipate this would be the case and as such have allowed for this unit to be completed in Term 2.

 

Students will investigate the role of food preparation in maintaining good health and the importance of food safety and hygiene. They will investigate food from ‘paddock to plate’ which will also centre on fruit and vegetables and how these grow. Students will be afforded the opportunity to create their own food with the ingredients supplied to them during an Incursion. Also, later in the unit, students will be given a healthy eating project, in which they need to create a healthy meal which only requires a frypan to cook. In their planning they need to answer the following questions...
1. What are you making?
2. How is it a healthy, balanced meal?
3. What ingredients will you need and how much of each will you need?
4. How much will it cost to buy the ingredients?
5. What is the cooking method?
6. What equipment will you need?
7. What are the safety considerations?
8. How does the food need to be stored when it is not being cooked?

 

Homework

In line with the school’s Homework Policy, homework is considered compulsory for all Year five students. Your child will receive a Homework Matrix for the term and it will include weekly activities which support the learning that is taking place in the classroom. More details will follow with your child.

We look forward to another busy and productive term!!

 

The Year 5 Teachers…

Cathy Graham, Anita Goldsworthy, Tom Drummond and Jamie Peters