Term One 2019
Term One Overview
Welcome back to another great year at Williamstown North Primary School. The Year five Professional Learning Team (PLT) consists of Kate Richards, Tom Drummond, Jamie Peters and Cathy Graham/Felicity Minton.
The Year 5’s have had a fantastic start to the year, with students settling back into school routines really well, and each class well on the way to establishing effective learning environments. Term one will be very busy for Year 5 students this year, particularly with their contributions to activities for the school Fete and the commencement of the Peer Leadership Program. Through their participation in this program students will have opportunities to develop and learn about themselves in leadership roles within the school. They will undertake roles that include the Buddy Program, Playground Problem Solvers and organise and run Lunch Time Activities.
The Year 5 classes will be working closely together throughout the year and students will have many opportunities to work with students from all classes. Below is an outline of Term 1. Under each heading are a number of points that will be covering.
In Year 5, students continue to develop their independent reading skills, while we will be focusing on the following comprehension strategies in the classroom.
- Create ‘mental movies’ when reading
- Identify language features that create vivid visualisations
- Create visualisations about setting as well as characters, interactions, etc.
- Bring other senses into their visualisations, such as smell and sound
- Make note of impressive passages from ‘Just Right’ texts where the writer has used language to effectively create visualisations.
- Support predictions with evidence from the text
- Use characteristics of genre as a source of information to make predictions
- Change predictions as new information is gathered
- Make and continually revise a wide range of predictions (what will characters do, what will happen to solve the problem) based on prior knowledge
- In texts with complex characters, infer traits, motivations and changes through examining how the writer describes them, what they do, what they say and think, and what other characters say and think about them
- Infer the big ideas or themes of a text and discuss how they are applicable to people’s lives today
- Infer causes of problems
- Ask literal, evaluative and inferential questions about texts, author’s purpose, characters, themes and plot
- Understand the different purpose for each level of question
- Describe how asking questions whilst reading can heighten understanding and enjoyment
- 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
- Bring knowledge from personal experiences to the interpretation of characters and events, particularly content and situations relating to adolescents
- Make connections between texts and other texts that have been read or heard
- Connect characters within and across texts and genres by circumstances, traits, or actions
- Specify the nature of the connection
- Make connections between the social and moral issues of today and those presented in texts
As part of the Year five Reading and Homework programs we ask that all students read every day and record their reading in their diaries daily. In order to support their reading at home we would appreciate it if parents could monitor their child’s reading at home and sign the diary once a week when homework is due back at school. More details will follow with your child.
In Term One the Year 5’s Writing program will focus on Narrative and Persuasive texts in preparation for NAPLAN Testing in Term Two. The following elements detail the specific explicit teaching for each text type over the term.
- 7 Steps to Successful Writing
- Structure - Includes an Orientation, Complication and resolution, with ideas separated into paragraphs.
- Beginning - The start should hook the reader in, and to want to read on
- Ending - All of the loose ends should be tied up
- Dialogue - When characters converse, it tells the reader more about them, their feelings, relationships and thoughts
- Descriptive Language - Uses descriptive language to establish a setting, proving many sensory details.
- Tense - Past tense – already happened (was, went, jumped, etc)
- Perspective – is written in first or third person perspective
- Make sure that the tense is consistent all the way through.
- 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.
These may include:
- rhetorical questions (questions where the answer is known, but are thought provoking)
- repetition (repeating words or phrases can add emphasis or direct the reader’s attention to a specific idea – we must stop the deforestation. We need to stop the trucks, stop them before they arrive and destroy our natural environment. We must stop the trucks!)
- superlatives (The highest degree of comparison of an adjective or adverb. The strongest form of a word - tiniest, most, strongest)
- inclusive language (language that includes the reader in the argument/issue – we, us, our, you, etc)
- modality (words that demonstrate the degree of intensity or definiteness – must, always, vital, certainly)
- referring to experts (using what experts say to support your arguments – all doctors would agree that...)
- exaggeration (using language to describe a situation as more important or urgent that it is – we are losing the war against ...)
- emotive appeals (aim to engage the reader’s feelings, not logic or reason, such as sadness or anger – There are people living in near you in Williamstown without adequate food or shelter).
Language Conventions and Spelling
Whilst the topics below will be covered in all Year Five classes, individual classroom teachers will decide when and how they will be delivered in line with the needs of their classes and individual students.
Understand English words come from many different sources.
Understand many English words are derived from new inventions, technology or current events.
Recognise and use syllables
- In words with double consonants
- Open syllables e.g. ho-tel
- Closed e.g. lem-on
- With a vowel and silent ‘e’ e.g. hope-ful
- With a vowel combination e.g. poi-son, cray-on)
- With a vowel and ‘r’ e.g. cor-ner, cir-cus
- With a consonant and ‘le’ eg ta-ble
Understands the concept of plurals and plural forms
- Adding ‘s’ e.g. dogs, cats
- Adding an unusual suffix e.g. ox/oxen
- Changing spelling e.g. woman/women, foot/feet
Recognise and form various tenses by adding endings. (es, ed, ing, d) to verbs
Recognise and use adverbs that end in e (keep or drop the ‘e’: truly, merely), that end in ic (tragically, frantically)
Revise use of:
- Full stops.
- Question marks?
- Exclamation marks!
- Capital letters at sentence beginnings, for ‘I’ and for proper nouns.
- Write complete sentences with noun and verb agreement
- Write simple and compound sentences
- Vary sentence structure and length for reasons of craft
Parts of Speech
- Use pronouns
- Use nouns and pronouns in agreement (Mike/he)
- Use nouns, adverbs and adjectives correctly
- Write sentences in past, present, future
- Maintain consistency of tense
- Understand and use paragraph structure to organise sentences that focus on one idea
- Create transitions between paragraphs to show the progression of ideas
- Understand and use paragraphs to show speaker change in dialogue
We are very fortunate to have Crissy Samaras working and supporting us in our Intervention and Extension Program this year. As such your child may work with other Year 5 teachers in order to best cater for their specific needs and abilities.
Read, write and recognise the Place Value system from millions to at least hundredths, and understand that it extends beyond these.
- Can read numbers, from millions to at least hundredths correctly
- 36 ≠ point three six
0.36 = thirty six hundredths
0.36 = three tenths and six hundredths
- Can write numbers in words and digits from millions to at least hundredths, including decimal point, and the spaces between hundreds and thousands.
- Can round to the nearest 10, 100 and 100 with any whole number to millions
- Can write numbers in extended notation from millions to at least hundredths
- Can read numbers in words and write these into numerals
- Knows and recognises zero as a place value holder.
- Can explain the base ten place value system, as ten of those make one of these, including numbers between one and zero.
- Can explain how the place value system continues above millions and below hundredths
- Can recognise numbers in real life, such as temperature.
Probability - Outcomes of chance – represented as fractions.
Design & Technologies
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 around 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...
- What are you making?
2. How is it a healthy, balanced meal?
3. What ingredients will you need and 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?
Additionally, during Term one, students across Year 5 will also be working in small groups to create their own ‘Mini Golf’ courses as part to the Fete. This project will also be integrated into their Design and Technologies unit.
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 be provided to your child.
We are very much looking forward to a wonderful and very busy term ahead.
The Year 5 Teachers…
Cathy Graham/Felicity Minton Year 5G
Kate Richards Year 5R
Jamie Peters Year 5P
Tom Drummond Year 5D