# Year 5

*Welcome to Year 5 - Term Three*

Parent Information Session (Click Here)

Howqua Camp Presentation (Click Here)

*Year 5 *

*Term Three Overview*

** **

**Welcome to Year Five, Term Three, 2017!**

What a busy Term we have to look forward to! Students have experienced an incredible week away at camp Howqua and over the next number of weeks, they will be busy preparing writing pieces to share during our RWTIM evening in Week 6, while they also begin their Peer Leadership activities. The students will experience a revitalised and reformed program introduced to the school this year. Below is an outline of Term 3, under each heading are a number of points that will be covered in each area.

**Reading**

**Literature Circles**

Students will work in small groups to discuss a piece of literature in depth. The discussion is guided by students' response to what they have read. You may hear talk about events and characters in the book, the author's craft, or personal experiences related to the story. Literature circles provide a way for students to engage in critical thinking and reflection as they read, discuss, and respond to books. Collaboration is at the heart of this approach.

**Making Connections**

- Text to Self
- Text to Text
- Text to World

**Poetry**

Students will study a range of poems, learning about different elements and techniques used, including language, meter and verse. They will use their comprehension skills to interpret the meaning and emotion of a variety of different poems, for example Limericks compared to a sonnet.

**Figurative Language**

When you describe something by comparing it with something else.

Alliteration |
The repetition of usually initial consonant sounds in two or more neighboring words or syllables |
The wild and woolly walrus waits and wonders when we’ll walk by |

Assonance |
A resemblance of sound in words or syllables |
holy & stony and Fleet feet sweep by sleeping geese |

Cliche |
A word or phrase that has become overly familiar or commonplace |
No pain, no gain |

Hyperbole |
Big exaggeration, usually with humor |
mile-high ice-cream cones |

Idiom |
The language peculiar to a group of people |
She sings at the top of her lungs |

Metaphor |
Comparing two things by using one kind of object or using in place of another to suggest the likeness between them |
Her hair was silk |

Onomatopoeia |
Naming a thing or an action by imitating the sound associated with it |
buzz, hiss, roar, woof |

Personification |
Giving something human qualities |
The stuffed bear smiled as the little boy hugged him close |

Simile |
A figure of speech comparing two unlike things that is often introduced by like or as |
The sun is like a yellow ball of fire in the sky |

https://kidskonnect.com/language/figurative-language/

**Speaking and Listening**

Students will create a variety of sequenced texts for different purposes and audiences, including RWTIM. They make presentations and contribute actively to class and group discussions, taking into account other perspectives.

**Writing**

**Explanation Texts**

Students will revisit explanation texts, learning about the structure and features used to write an effective explanation piece. They will use their comprehension skills to interpret the meaning of different test and answer different levels of questioning.

** **

**Poetry**

Students will be investigating the structure and features of a variety of poems.

Some examples:

- Acrostic
- Ballad
- Cinquain
- Couplet
- Epitaph
- Limericks

**Language Conventions and Spelling**

- Synonyms

To express precise meaning e.g. cut- slice/dice.

** **

- Nouns and Pronouns

Investigate how nouns and pronouns can be expanded in a variety of ways to provide a fuller description of the person, place, thing or idea.

- Spelling Patterns

** **

**Numeracy**

**Multiplication**

**Skills**

- Can apply and explain at least two different strategies to solve realistic problems, such as the box method, short and long algorithms, distributive, etc.
- Can use arrays to model multiplication situations and explain strategies used.
- Can solve multiplication problems involving one digit numbers by at least two digits using their preferred strategies.
- Can solve multiplication problems involving two digit numbers by at least two digits using their preferred strategies.
- Understand how to use place value to set out different strategies effectively.
- Can estimate the reasonableness of a solution by using known or more easily calculable facts.

**Knowledge**

- Know that multiplication and division are inverse operations.
- Know and are fluent with all multiplication number facts to at least 10X10.
- Understand how multiplying by factors of 10 involves moving up a place value column.
- Understand and explain that halving and doubling can be used to solve multiplication problems.
- Know that distribution law applies to multiplication situations.
- Identify factors and multiples of whole numbers.
- Know the difference between factors and multiples and identify them of whole numbers.
- Identify the patterns linked to factors and multiples.

**Division (Term 3 & Term 4) **

**Skills**

1. Real life, multi-step and worded problems .

2. Can solve long division problems involving three digit numbers by one digit numbers with remainders using the correct algorithm.

3. Can solve and explain long division problems involving two digits, by one digit numbers with remainders, using the correct algorithm. (Interpret the remainder of any given problem in real contexts, as a number, a fraction or a decimal).

4. Can solve and explain long division problems involving two digits, by one digit numbers, using the correct algorithm.

5. Can solve and explain short division problems involving two digits, by one digit numbers, using the correct algorithm.

**Knowledge**

- Know that multiplication and division are inverse operations
- Know and are fluent with all multiplication and number facts to least 10x10
- Understand and explain that halving and doubling can be used to solve division problems
- Identify and recognised the remainder in division calculations, as either remainder, a fraction or decimal
- Know that distribution law applies to division situations
- Use a range of written and mental calculations strategies to solve division problems

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

- Addition & Subtraction,
- Data Representation & Interpretation,
- Volume,
- Capacity,
- Time,
- Timetables.

**Shared Inquiry**

**Science**

Earth & Space –

Students will be exploring the following:

- Identifying the planets of the solar system and comparing how long they take to orbit the sun.
- The Earth is part of a system of planets orbiting around a star (the sun).
- Modelling the relative size of and distance between Earth, other planets in the solar system and the sun.
- Learning about Space Exploration and the different human creations that are assisting our understanding of Space.

Chemical – Students will broaden their classification of matter to include gases and begin to see how matter structures the world around them.

**ICT**

Students will be using the Google Apps for Education resource to complement our learning across the curriculum. This will assist students with gaining and using many useful ICT skills.

We look forward to another busy and productive term!!

The Year 5 Teachers…

Patrick Kelly, Kate Richards, Cathy Graham and Sarah Upton.