"HOMEWORK The purpose of homework is to reinforce and extend skills and concepts taught in school, and to build students' abilities to learn independently. Homework provides students with opportunities to supplement work done in school and to apply their learning to the world around them. Homework promotes individual responsibility and initiative. Homework gives students experiences in following directions, managing time and developing good study habits, such as organizational skills and persistence. Homework assignments and responsibilities can take many forms, including drill, extra practice, raising questions for study, responding to reading, collecting data, preparing special projects, research and preparation for tests and quizzes. Variety in homework assignments, open-ended activities and modifications allow for individual differences in needs, abilities and interests. Parental support is essential in making homework a positive experience. Parents can help their children in becoming independent and responsible learners by showing an interest in their children's homework through guiding, encouraging and clarifying. By supporting their children in taking responsibility for completing a task from start to finish, parents can help their children develop positive attitudes toward learning and a sense of competence. However, if difficulties or frustrations develop or if the student spends excessive amounts of time on his or her homework, these concerns should be brought to the teacher's attention. In addition to home reading, the following guidelines for homework are suggested: Grade K: Informal assignments (i.e., extra practice, collecting materials for the classroom) Grade 1: A minimum of 10 minutes, 2 times/week Grade 2: A minimum of 15 minutes, 3 times/week Grade 3: A minimum of 20 minutes, 4 times/week Grade 4: A minimum of 30 minutes, 4 times/week Grade 5: A minimum of 40 minutes, 4 times/week Since homework is based on prior class instruction, teachers are not expected to provide homework assignments for students who are going on vacation during school time.

(Elementary Handbook p. 10)" 

Q: What books will our fourth and fifth graders be reading this year?

A: I am including here an excerpt from the English Language Arts Overview of the Learning Standards of the Sharon Public Schools. During our time together, the students and I will be reading selections aloud, reading self-selected books independently, and completing reading responses that will evidence comprehension strategies. We will be using short stories and selections from "Junior Great Books".  We will also find and read titles related to our content units, particularly Social Studies topics.

  

“...Students develop higher level reading comprehension strategies such as making inferences, synthesizing information, and determining important information in text. Teachers model these strategies with a variety of texts across disciplines and work with students to guide them in using these strategies to gain meaning as they read. Reading and writing are often linked to content curriculum to reinforce understanding, and to gain information. Independent reading remains an integral aspect of the curriculum with classroom teachers and specialists working closely with students to ensure that they make appropriate selections. Students continue to participate in either small-guided reading groups where they read instructional level texts with the teacher or in a shared reading experience where everyone reads the same text with varying amounts of support.  Students continue to engage in oral discussions which develop collaboration, stretch ideas, and clarify understanding.” 

Q: What are common writing experiences I can expect my child to have this year?

A: Again, I am including here an excerpt from the English Language Arts Overview of Sharon’s Learning Standards. Our fourth and fifth graders will be using the Writing Process (Prewriting, Drafting, Revising/Editing, Final Copying/Publishing) as they explore Personal Narrative, Literary Response, and other genres of writing. “Traits of Writing” (Ideas, Organization, Word Choice, Sentence Fluency, Conventions, Voice, Presentation) guide our efforts. We will be writing both from pre-determined and self-inspired “prompts”.

           

“ Students develop more sophisticated writing through independent and teacher-directed revising and editing. They are expected to use varied sentence structure, transitional words, and rich vocabulary; they edit for punctuation, spelling, and grammar. Greater emphasis is placed on identifying key ideas in nonfiction text and on multi-paragraph expository writing. The goal of the language arts program is to produce critical thinkers and writers.” 

Q: How will my child be taught the organizational skills that are necessary for Middle School?

A: Among the organizational procedures we practice each day in our class are: signing in to class, moving school tools (pencils, etc.) from lockers to desk tops at beginning of day, returning home folder and homework, pursuing a prescribed morning activity, completing and self-correcting selected tasks, bringing the necessary tools to a task (pencils, file cards, texts available), recording events in daily planners, putting homework and mail/notices into home folders, moving school tools (pencils, etc.) from desk tops to lockers at end of day. As longer-term projects arise, we work on estimating time constraints, focussing on and revisiting rubrics, and reflecting on our efforts. The Inquiry Process (delineated in the Alternative School Core Commitments) embeds organizational skills along with process learning. As our older Alternative School students assist their family group members, they further develop organizational and leadership skills in meaningful contexts. 

Q: What are the common Units in Social Studies?

A: This year, we will be emphasizing the content standards for grade 5 in our multiage classroom.  Sharon’s Learning Standards in Social Studies specify:

“History and Social Science units and activities at each grade level reflect standards in four strands: • “Time, Continuity, and Change” (History) • “Places and Environments” (Geography) • “Production, Consumption, and Trade” (Economics) • “Identity, Community, Leadership, and Governance” (Civics/Government).

Fifth grade studies concentrate on early American History, from the Renaissance/Colombian era through 1820. Map and timeline skills are applied in these contexts. Students will recognize and apply Historical, Geographic, Economic and Civic perspectives in their study of:

-Old World/New World I (Renaissance and Early Exploration).

-Old World/New World II (Continuing Exploration, Settlement, and Colonization).

-Old World/New World III (Colonial America).

-The American Revolution.

-Formation of Federal Government under the Constitution.

-Principles and Institutions of American Constitutional Government.

-Growth of US to 1820. “ 

Q: What are the common Units in Science?

A: Again, we will be emphasizing the units specified for Grade 5 during this school year.  However, many of the fourth grade units are embedded in the fifth grade ones, so we will be combining some of the standards of both grades as we progress through the year.  

Sharon’s Learning Standards in Science for Grade 5 specify:

“Grade 5 Science Curriculum Overview               The Sharon Public Schools endorse a philosophy of science education that sustains the idea that the best science learning takes place as students are actively engaged in the process of science. Process science encourages students to participate in learning activities in which they describe objects and events, ask questions, make meaning, assemble content knowledge, test ideas, employ math skills, and communicate results through verbal and written means. We expect students to refine and redefine their science process skills as thinking critically and creatively leads to a more comprehensive and memorable science experience. Learning experiences in the four content strands of Life Science, Earth/Space Science, Physical Science, and Technology/Engineering are spiraled so that students are provided with experiences in each of the strands in multiple years. These foundations in science are provided for and enhanced by a strong science program, which contributes to a student’s conceptual and applied understanding of science. Grade 5 Unit Topics:

Life Science: Ecosystems

This unit focuses on the interdependency of organisms in their environment. Students create a simulated water ecosystem in which they are able to observe first-hand the interactions of the organisms and the adaptations necessary for survival. Students are able to classify the organisms they work with according to the characteristics that they share. They also have the chance to recognize that changes in the environment can affect all of its organisms.

Physical Science: Energy

In this unit students continue their explorations of the physical world. Previously they learned about the properties of matter. Now they are ready to do activities to help them learn about the more abstract concept of energy. They learn that there are different types of energy and that energy can be in two forms-potential and kinetic. They investigate how energy travels and how it can be transferred from one form to another. Concrete experiments and investigations help forge the links to abstract knowledge.

Physical Science: Magnets and Motors

In this unit students explore the relationship between magnetism and electricity. They begin by investigating the properties of magnets and how magnets affect navigational compasses. Students learn by experimentation that an electric current causes magnetism. They design their own experiments to test electromagnets. They also build a simple, working motor. Students record the results of their experiments and communicate results. Throughout the unit, teachers stress the importance of using safety precautions when working with electricity.

Earth and Space Science: Solar System

Learning about Earth’s place in space is an important strand in elementary science. The purpose of this unit is to review and extend previously learned concepts. The students review what causes day and night and extend their understanding of what causes the seasons. Math is integrated as the students compare the relative sizes of the planets and create a scaled model of the distances between them. Inquiry based activities allow students the opportunity to investigate the effects of gravity. They also learn about constellations and other features of the universe.

Engineering/Technology: Engineering Solutions Unit

In this unit students learn how the right tools, materials, and machines enable us to solve problems and invent new things. They begin by learning how to measure work and force. They extend their understanding of simple machines by experimenting to see how machines help to make work easier. They investigate gears and they compare simple and complex machines. Finally, they use their knowledge to design a solution to a problem.” 

Q: How do I find the Learning Standards for all fourth and fifth graders?

A: Sharon’s Learning Standards can be found at the Sharon Public School Website. State of Massachusetts Learning Standards are available at the Commonwealth’s Department of Elementary and Secondary Education site. Each subject area at the Sharon site includes many technology connections and curriculum-connected websites. 

Q: How can I contact you (Joanne) most effectively?

A: Sending a note with your fifth-grader in his/her homework folder (“backpack mail”) continues to be most efficient. If you call the school and leave a voice mail for me, I will pick it up at the end of the school day. Email messages left through my website (you can find it through the Sharon Public Schools site/Alternative School/staff) will get picked up before the beginning of the following school day. 

Q: What can parents do at home to help their child be successful learners?

A: Students model themselves after successful learners they know. Parents who are life-long learners demonstrate the value of learning to their children. Families of life-long learners spend time reading, telling stories, playing games together, going to museums, discussing current events, planning activities, and sharing ideas. Helping your fourth- or fifth-grader to set aside daily time to read and to complete homework assignments, and reviewing them together reinforces the importance of scholarship as well. 

Q: What is the daily/weekly schedule in A10?

A: Our daily/weekly schedule is available on this site, and will be updated as necessary. It will also be taped to the inside cover of our student planners. We make daily entries in our planners; reviewing these at home may offer a starting point for discussions of school events and learnings.

 

Joanne
Sharon Alternative School
45 Wilshire Drive
Sharon, MA 02067

Teacher Websites © 2009 SchoolWorld