Year 5

Term Three

 

Year 5 Parent Presentation (Click here)


Welcome to Year Five, Term Three, 2018!

What a busy Term we have to look forward to! Over the next number of weeks, students will be busy preparing writing pieces to share during our RWTIM evening in Week 6, while they also receive their Peer Leadership badge in Week 2 for completing the course. Below is an outline of Term 3, under each heading are a number of points that will be covered in each area.

 

Reading

Reciprocal Reading

Reciprocal Readingis an instructional activity in which students become the teacher in small group readingsessions. Teacher’s model, then help students learn to guide group discussions using four strategies: summarizing, questioning, clarifying, and predicting. This is an interactive way for students to demonstrate their knowledge of a range of text types and reading strategies in a small group cooperative setting.

 

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

Figurative Language

When you describe something by comparing it with something else.

Alliteration 

The repetition of usually initial consonant sounds in two or more neighbouring 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

Cliché 

A word or phrase that has become overly familiar or commonplace

No pain, no gain

Hyperbole 

Big exaggeration, usually with humour

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

Snapshot writing - (Reading and Writing Together is Magic)

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

Media Writing (Newspaper articles/ script writing)

Students will focus on their media studies component, writing Newspaper articles and publishing will consist of typing, writing, voice recording of interviews/interviewees and film.

 

Spelling

Students will continue to investigate spelling rules and word origins (e.g prefix, suffix, 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

Multiplication

Skills

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

Knowledge

  1. Know that multiplication and division are inverse operations.
  2. Know, and are fluent with all multiplication number facts to at least 10X10.
  3. Understand how multiplying by factors of 10 involves moving up a place value column.
  4. Understand and explain that halving and doubling can be used to solve multiplication problems.
  5. Know that distribution law applies to multiplication situations.
  6. Identify factors and multiples of whole numbers.
  7. Know the difference between factors and multiples and identify them of whole numbers.
  8. 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 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

  1. Know that multiplication and division are inverse operations.
  2. Know, are fluent with all multiplication and number facts to least 10x10.
  3. Understand and explain that halving and doubling can be used to solve division problems.
  4. Identify and recognise the remainder in division calculations, as either remainder, a fraction or decimal.
  5. Know that distribution law applies to division situations.
  6. 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.
  • Enlargement transformation of 2D shapes & translations, reflections and rotations (2D Shapes) & Symmetry.
  • 3D Objects and Nets.

 

Shared Inquiry

 

History

Throughout the term, students will study the social, economic and political causes and reasons for the establishment of British colonies in Australia after 1800’s. They will look at the nature of convicts and colonial presence, including the factors that influenced changing patterns of development, how the environment changed, and aspects of the daily life of the inhabitants, including Aboriginal and Torres Strait Islander peoples. They will also cover the effects of a significant development or event on a colony, the causes and the reasons why people migrated to Australia from Europe and Asia, and the perspectives, experiences and contributions of a particular migrant group within a colony. They will finish by studying the role that a significant individual or group played in shaping and changing a colony.

 

Digital Technologies
Students will be creating their own mazes using Sphero, which is a digital ICT program involving coding that allows the students to create a list of instructions. Students will also be exposed to Cyber Safety lessons on a regular basis to highlight the potential dangers when using ICT.

 

We look forward to another busy and productive term!!

 

The Year 5 Teachers…

 

Patrick Kelly, Bethany Johnstone, Cathy Graham and Kate Richards

Patrick Kelly – Kelly.patrick.g@edumail.vic.gov.au            

Bethany Johnstone – Johnstone.bethany.b@edumail.vic.gov.au

Cathy Graham – graham.catherine.c@edumail.vic.gov.au

Kate Richards – Richards.katherine.l@edumail.vic.gov.au