Bauman's Bugle, Spelling and Vocabulary Week 1/25-1/29

Fifth Grade Weekly Study Skills

Unit 4, Week 1, “Weslandia”

Below are the skills and vocabulary we will be working on for the next 5 days.  (*Please note: our literacy lessons are based on 5-day plans that may or may not align with a M-F schedule. In an effort to teach the entire grade level core, we will send home the “weekly study skills” on the day that we begin a new 5-day instructional sequence.)  You can support your child’s literacy skills by reviewing, discussing, and practicing the skills and concepts below:

Big Idea/Big Question (This is the theme of our unit in class.)	Question of the Week (This is the theme/question for this week’s instruction in class.)
How do people and animals adapt to different situations?	How do people adapt to different situations?
Word Analysis (These are the word parts we are studying in class.)	Spelling Patterns and associated Words (These patterns connect to our phonics skills we are learning this week.)
Word endings:  -ed, -s	Words from many cultures: ballet, banana, banquet, barbecue, buffet, canyon, cobra, hula, karate, khaki, kiosk, koala, macaroni, polka, safari, stampede, tomato, vanilla, waltz, yogurt
Oral Vocabulary (Try using these words in your conversations at home.)	Lesson/Tested Vocabulary (These reading words are words from this week’s main selection.)
advancement, courage, customize, determination, discovered, dynamic, exploration, flexibility, practice, transformation	blunders, civilization, complex, envy, fleeing, inspired, rustling, strategy
Handwriting Practice (Students may practice the writing of these letters in manuscript and cursive this week.)
Focus on Legibility: letter size and proportion F, K, R, S

President's Project Directions and Examples

Presidents on Parade

During the months of January and February, the fifth grade students will be studying the presidents of the United States. We will study how a president can be elected, the requirements a person must meet to become a president as set forth by the Constitution, and the tasks this individual must perform once they have taken office. While we are learning these concepts, we will also be researching individual presidents.

There are several activities that your student will be responsible for while participating in this unit:

1.       Your student will need to choose a president to research. Every student will be given a form where they will list their first and second choice. They will then need to write a persuasive paragraph indicating why they want to study that particular president. Because each student in a class will research a different president, first choices will be given to the most thoughtful paragraphs.

2.    Research the assigned president.

3.    Make a president box. The pattern for making the box is included in this packet. (Every student will have the opportunity to make ­one box in school.) Requirements for what goes on the box are on the next page.

4.   Write a 1-2 minute speech about your president, written from his perspective. This should be practiced until it is fluent and smooth. This speech will be presented at the Wax Museum. Please find a costume or props for this event to make student portrayal of the president more realistic and interesting.

5.    Draw a pencil sketch of your president. This will be done in art brain boosters.

We hope this is a fun and exciting way to study the Presidents.

Due dates are February 17 –Project Completed

February 19- Wax Museum Presentation

Please sign below after reading and return ONLY the bottom portion.

.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .

I have read and understand the requirements for the Wax Museum. I will ensure that my student will complete his/her project on time.

_______________________________                  _____________________________

                          Child’s Name                                                              Parent Signature

President Box Requirements

President boxes are a fun way for you to show off your knowledge of the President that you have researched.

1.       Make a box out of poster board. (This will be done at school and sent home. Take care of it!) J

2.    Complete each side of the box with the following information:

Box 1: A picture of your president, his name, birth year and death year (Example: George Washington   1732-1799). Also include your name on this side.

Box 2: Unique or unusual facts about your president. (At least 5)

Box 3: A summary of your president’s life. ( suggested format will be taught in class)

Box 4: Some accomplishments of your president while he was in office or events that occurred with our nation while he was president. (at least 5 important events)

Box 5: Include the following statement.

Name        was the       #th   president of the United States.

He was president from   ?year    to  ?year

Box 6: The name of the Vice President at that time, a short paragraph of important information about him, and a picture.

3.   Color and decorate your squares. Make your box fun to look at.

Neatness and Effort counts!

Examples of the completed boxes.

Bauman's Bugle Week 1/19-1/22

Bauman's Bugle, Speling and Vocabilary 1/11-1/15

Fifth Grade Weekly Study Skills

Unit 3, Week 5, “Special Effects in Film and Television”

Below are the skills and vocabulary we will be working on for the next 5 days.  (*Please note: our literacy lessons are based on 5-day plans that may or may not align with a M-F schedule. In an effort to teach the entire grade level core, we will send home the “weekly study skills” on the day that we begin a new 5-day instructional sequence.)  You can support your child’s literacy skills by reviewing, discussing, and practicing the skills and concepts below:

Big Idea/Big Question (This is the theme of our unit in class.)	Question of the Week (This is the theme/question for this week’s instruction in class.)
What do people gain from the work of inventors and artists?	How do artists create special effects to entertain us?
Word Analysis (These are the word parts we are studying in class.)	Spelling Patterns and associated Words (These patterns connect to our phonics skills we are learning this week.)
Compound Words	Prefixes un-, de-, dis- deflate, defrost, dehydrated, deodorant, disability, disadvantage, disappoint, disapprove, disbelief, discomfort, discourage, disqualify, uncomfortable, uncover, undecided, unemployed, unfamiliar, unfortunate, unpleasant, unpredictable
Oral Vocabulary (Try using these words in your conversations at home.)	Lesson/Tested Vocabulary (These reading words are words from this week’s main selection.)
digital effects, graphics, gruesome, illusion, image, props, realistic, re-create, simulation, three-dimensional	background, landscape, miniature, prehistoric, reassembled
Focus on Legibility: letter slant and spacing Cursive e,l,b,h