5th Grade

Reading

●    Foundational Language Skills: listens actively, asks relevant questions, and make pertinent comments; follows, restates, and gives oral instructions that involve a series of related sequences of action; speaks coherently about the topic; works collaboratively; and develops communication (TEKS: 5.1A-E)
●    Foundational Language Skills Apply phonetic knowledge to decode multisyllabic words with multiple sound spelling patterns, and affixes (TEKS 5.2Ai-vii)
●    Foundational Language Skills: Vocabulary and Word Meaning Use print or digital resources to determine meaning, syllabication, and pronunciation; use context within and beyond a sentence to determine the meaning of unfamiliar words and multiple-meaning words; identify the meaning of and use words with affixes; identify. (TEKS 5.3A-C)
●    Foundational Language Skills: Use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text. (TEKS 5.4A)
●    Foundational Language Skills: Self-select text and read independently for a sustained period of time (TEKS 5.5A)
●    Comprehension: establish purpose for reading assigned and self-selected texts; generate questions about text before, during, and after reading to deepen understanding and gain information; make and correct or confirm predictions using text features, characteristics of genre, and structures; create mental images to deepen understanding; make connections to personal experiences, ideas in other texts, and society; make inferences and use evidence to support understanding; evaluate details read to determine key ideas; synthesize information to create new understanding; and monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.(TEKS 5.6A-I)
●    Response: Describe personal connections to a variety of sources, including self-selected texts; write a response to a literary or informational text that demonstrates an understanding of a text;
●    use text evidence to support an appropriate response; retell and paraphrase texts in ways that maintain meaning and logical order; interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating; respond using newly acquired vocabulary as appropriate; and discuss specific ideas in the text that are important to the meaning. (TEKS 5.7A-G)
●    Multiple genres: infer the theme of a work, distinguishing theme from topic; explain the relationships among the major and minor characters; analyze plot elements, including the sequence of events, the conflict, and the resolution; and explain the influence of the setting on the plot. (TEKS 5.8 A-D)
●    Multiple genres: demonstrate knowledge of distinguishing characteristics of well-known children's literature; recognize characteristics and structures of informational text (TEKS 5.9 A, D)
●    Author’s Purpose and Craft: explain author’s purpose; explain how the use of text structure contributes to the author's purpose; explain the author's use of print and graphic features to achieve specific purposes;  identify the use of literary devices, including first- or third-person point of view; discuss how the author's use of language contributes to voice (TEKS 5.10 A-C, E, F)

Writing

●    Composition: plan, draft, organize, revise, edit, publish (TEKS 5.11A-E)
●    Compostions edit for subject-verb agreement in complex sentences, verbs adjectives, capitalization, punctuation and spelling correctly words with known spelling patterns (TEKS 5.11D)
●    Compose personal narratives (TEKS 5.12A)

English Language Arts TEKS: https://tea.texas.gov/sites/default/files/Vertical%20alignment__K-12_English_06-2019.pdf
Spanish Language Arts TEKS: https://tea.texas.gov/sites/default/files/Vertical%20alignment_K-12_Spanish_06-2019.pdf

Questions to ask your child (Reading and Writing):

●    What do you enjoy about what you are reading? 
●    Based on what we just read, what do you think might happen next?
●    Why do you think [character] did that?
●    How do you think this is going to end?

How can I help my child learn at home?

●    Build time in your child’s routine for daily reading.
●    Encourage your child to read at night. 
●    Help your child put themselves in the place of the main character and look for clues, create theories, and justify them with evidence in the text.
●    Encourage your child to dig deeper into the topics of interest and engage in conversations about the information on the text and the author’s intentions. Use what you have learned to create theories and discuss them.

Math

●    Add and subtract whole numbers. (TEKS 5.4B)
●    Multiply a three-digit number by a two-digit number. (TEKS 5.3B)
●    Divide up to a four-digit number by a two-digit number (TEKS 5.3C)
●    Identify prime and composite numbers (TEKS 5.4A)
●    Simplify numerical expressions that do not include exponents (TEKS 5.4F)
●    Describe the meaning of parenthesis and brackets in a numerical expression (TEKS 5.4E)
●    Represent and solve a multi-step problem (TEKS 5.4B)
●    Add and subtract fractions with unlike denominators (TEKS 5.3K)
●    Add and subtract rational numbers (whole numbers and fractions) (5.3K)
●    Represent the addition and subtraction of fractions with unlike denominators with objects or a picture (TEKS 5.3 H)
●    Represent the addition and subtraction of fractions with unlike denominators with objects or a picture (TEKS 5.3 H)

TEKS https://tea.texas.gov/about-tea/laws-and-rules/texas-administrative-code/19-tac-chapter-111

Questions to ask your child (Math):

●    What is the relationship between prime and composite numbers and divisibility rules?
●    What is the purpose of using parentheses or brackets in an order of operations problem?
●    How is adding and subtracting fractions similar to adding and subtracting whole numbers? Different?

How can I help my child learn at home?

●    Ask your child to draw 4-5 cards from a stack of playing cards. Have them create either a 2 X 2 or 2 X 3 multiplication problem with the cards. Solve.
●    Talk to your child about real-world situations and have them write expressions, with grouping symbols, to match. Then have your child solve the problem.
●    When cooking or following a recipe, have your child add up the fractional quantities to determine how much is used.
●    For example, if a recipe calls for ¼ cup sugar, 1 ⅔ cup flour, and ½ cup brown sugar you could ask your child to determine how much sugar and flour are used in the recipe.

Science

Environments 

●    Investigate how organisms interact with the living and nonliving elements of their ecosystem. (TEKS 5.9A)
●    Describe the flow of energy within a food web, including the roles of the Sun, producers, consumers, and decomposers. (TEKS 5.9B)
●    Explain how energy flows in a food web including the roles of the Sun, producers, consumers, and decomposers. (TEKS 5.9B)
●    Predict how an ecosystem can be impacted by other living organisms including humans. (TEKS 5.9C)

Organisms 

●    Compare the structures and functions of different species that help them live and survive in a specific environment such as hooves on prairie animals or webbed feet in aquatic animals. (TEKS 5.10A)
Chapter 112. Texas Essential Knowledge and Skills for Science Subchapter A. Elementary

Questions to ask your child?

Environments

●    How do living things interact with other living things in the same ecosystem?
●    How do living things depend on nonliving things to survive in an ecosystem?

Organisms

●    How do different structures and functions of living organisms help them survive in their environments?  
●    What are some examples of plant and animal adaptations? 

How can I help my child learn at home?

Environments

●    Make and record observations of how living organisms utilize nonliving elements of their environment. 
●    Describe how changes in an ecosystem impact living organisms including natural disasters and human interactions. 
●    Explain the flow of energy in a food web including the Sun, producers, consumers, and decomposers. 

Organisms

●    Have your child compare the structures and functions of different organisms and how they aid in their survival in their environment.

Social Studies

●    Describe a variety of regions in the United States in regards to physical characteristics and economic development that results from population patterns (TEKS 5.6A, 5.6B)
●    Locate on a map important political features (such as the largest cities and the 50 states) and physical  features (such as the Rocky Mountains, Mississippi River, and Great Lakes)  (TEKS 5.6C, 5.6D)
●    Understand the four main reasons European people colonized America (gold, glory, God (religious freedom), and goods) (TEKS 5.1A)
●    TEKS https://texreg.sos.state.tx.us/public/readtac$ext.ViewTAC?tac_view=5&ti=19&pt=2&ch=113&sch=A&rl=Y

Questions to ask your child (Social Studies):

●    What can geography teach us about the United States?
●    Why is it important to give an exact location and to use correct geographic vocabulary?
●    How were the colonial regions alike and different? 
●    Why should we study American History?
●    How did the exploration of the Americas lead to settlement?
●    What challenges faced the first English Colonies?

How can I help my child learn at home?

●    Read and learn more about US Regions together.
●    Celebrate Freedom Week is in September and Constitution Day is September 17. Share with your student what freedom means to you and discuss why the Constitution is such an important document for our country.

English Learner/Emergent Bilingual Student

Overview:

If this is the first time your child attends a Texas Public School, the first nine weeks will be the time your child becomes accustomed to the new environment as they learn.

How does the school know that my child is an English Learner/Emergent Bilingual student?

When you register your child in school for the first time, you are asked to fill out a home language survey that asks two specific questions: (1) What language is spoken in the child’s home most of the time? and (2) What language does the child speak most of the time? If the survey indicates that your child speaks a language other than English and/or the home language is other than English, he/she will then be tested at the Multilingual Department’s Welcome Center. If the assessment indicates that your child is not yet proficient in English, the Language Proficiency Assessment Committee (LPAC) will make a program recommendation for your child.

How will my child learn English?

Dual Language programs are designed to make grade-level academic content accessible to English learners through the development of literacy and academic skills in the child’s primary language and English. English as a Second Language program (ESL) targets English language development, including listening, speaking, reading, and writing skills, through academic content instruction that is linguistically and culturally responsive."

Questions to ask your child?

●    What was one interesting thing you did at school today?
●    Who did you sit with during lunchtime?
●    Who did you talk to the most today?
●    What is your homework for today?

How may I support my child?

●    Encourage your child to use a bilingual dictionary.
●    Encourage your child to read daily in his /her home language and/or English. In the primary grades, read to/with your child.
●    Schedule time every day for your child to do homework.

Resources:

●    Parent Guide: https://educationnorthwest.org/sites/default/files/resources/parent-guide-el-english.pdf 
●    U.S. Department of Education - English Learner Tool Kit: https://ncela.ed.gov/files/family_toolkit/EL-Family-Tool-Kit-All.pdf 
●    U.S. Department of Education - Especially for Parents: https://www2.ed.gov/parents/landing.jhtml?src=pn 
●    Supporting English Learners in Texas: https://www.txel.org/Parents-And-Families 

Reading

●    Foundational Language Skills: listens actively, asks relevant questions, and make pertinent comments; follows, restates, and gives oral instructions that involve a series of related sequences of action; speaks coherently about the topic; works collaboratively; and develops communication (TEKS: 5.1A-E)
●    Foundational Language Skills Apply phonetic knowledge to decode multisyllabic words with multiple sound spelling patterns, and affixes (TEKS 5.2Ai-vii)
●    Foundational Language Skills: Vocabulary and Word Meaning Use print or digital resources to determine meaning, syllabication, and pronunciation; use context within and beyond a sentence to determine the meaning of unfamiliar words and multiple-meaning words; identify the meaning of and use words with affixes; identify. (TEKS 5.3A-C)
●    Foundational Language Skills: Use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text. (TEKS 5.4A)
●    Foundational Language Skills: Self-select text and read independently for a sustained period of time (TEKS 5.5A)
●    Comprehension: establish purpose for reading assigned and self-selected texts; generate questions about text before, during, and after reading to deepen understanding and gain information; make and correct or confirm predictions using text features, characteristics of genre, and structures; create mental images to deepen understanding; make connections to personal experiences, ideas in other texts, and society; make inferences and use evidence to support understanding; evaluate details read to determine key ideas; synthesize information to create new understanding; and monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.(TEKS 5.6A-I)
●    Response: Describe personal connections to a variety of sources, including self-selected texts; write a response to a literary or informational text that demonstrates an understanding of a text;
●    use text evidence to support an appropriate response; retell and paraphrase texts in ways that maintain meaning and logical order; interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating; respond using newly acquired vocabulary as appropriate; and discuss specific ideas in the text that are important to the meaning. (TEKS 5.7A-G)
●    Multiple genres: poetry; drama; recognize characteristics and structures of informational text, including: the central idea and supporting evidence with adult assistance; features and graphics to locate and gain information; and organizational patterns such as chronological order and cause and effect stated explicitly; (TEKS 5.9B-C, 5.10 D)
●    Author’s Purpose and Craft: explain author’s purpose; explain how the use of text structure contributes to the author's purpose; explain the author's use of print and graphic features to achieve specific purposes;  discuss the use of descriptive, literal, and figurative language; identify the use of literary devices, including first- or third-person point of view; discuss how the author's use of language contributes to voice (TEKS 5.10 A-F)

Writing

●    Composition: plan, draft, organize, revise, edit, publish (TEKS 5.11A-E)
●    Compositions edit for subject-verb agreement in simple sentences, adjectives,  capitalization, punctuation and spelling correctly words with known spelling patterns (TEKS 5.11D)
●    Compose informational (TEKS 5.12B)
●    Inquiry and Research: Generate questions, follow a plan, gather sources, create works cited (5.13A-H)

English Language Arts TEKS: https://tea.texas.gov/sites/default/files/Vertical%20alignment__K-12_English_06-2019.pdf
Spanish Language Arts TEKS: https://tea.texas.gov/sites/default/files/Vertical%20alignment_K-12_Spanish_06-2019.pdf

Questions to ask your child (Reading and Writing):

●    What do you learning from your reading? 
●    What do you already know about subject?
●    What is the most important thing about what you just read?
●    What is something new you learned while reading subject?
●    What makes this a poem? 

How can I help my child learn at home?

●    Help your child put themselves in the place of the main character and look for clues, create theories, and justify them with evidence in the text.
●    Encourage your child to dig deeper into the topics of interest and engage in conversations about the information on the text and the author’s intentions. Use what you have learned to create theories and discuss them.

Math

●    Add and subtract fractions with unlike denominators (TEKS 5.3H)
●    Add and subtract rational numbers (whole numbers, decimals, and fractions) (5.3K)
●    Represent the multiplication of a whole number and a fraction with objects or a picture (5.3I)  
●    Divide a unit fraction by a whole number (5.3L)
●    Divide a whole number by a unit fraction (5.3L)
●    Represent the division of a unit fraction by a whole number or a whole number by a unit fraction using models (5.3J)
●    Represent decimals using expanded notation (TEKS 5.2A)
●    Compare and order decimals to the thousandths using <, >, or = (5.2B)
●    Multiply decimals (5.3E)
●    Represent the multiplication of decimals with objects or a picture. (TEKS 5.3D)
●    Divide up to 4-digit by 2-digit numbers with quotients to the hundredths. (5.3G)
●    Represent the division of decimals with objects or a picture. (5.3F)

TEKS https://tea.texas.gov/about-tea/laws-and-rules/texas-administrative-code/19-tac-chapter-111

Questions to ask your child (Math)

●    How is adding and subtracting fractions similar to adding and subtracting whole numbers? Different?
●    How is multiplying and dividing fractions similar to multiplying and dividing whole numbers? Different? 
●    What is the purpose of a decimal point in a number?

How can I help my child learn at home?

●    When cooking or following a recipe, have your child add up the fractional quantities to determine how much is used.
●    For example, if a recipe calls for ¼ cup sugar, 1 ⅔ cup flour, and ½ cup brown sugar you could ask your child to determine how much sugar and flour are used in the recipe.
●    Give your child a shopping list and ask them to determine how much the items will cost at the grocery store. If your child adds all for multiples of something (like 3 cans of tomato sauce) ask them if there is a more efficient strategy they could use.  Extension: Have them determine how much change they will receive if they pay with a certain quantity of cash.
●    For example, at the store, I bought 2 pairs of pants for $15.95 and a shirt for $24. I had a coupon for half off one item. How do I figure out my total? Your student may write an expression such as: 2 X 15.95 + (24 / 2)

Science

Organisms 

●    Differentiate between inherited traits of plants and animals such as spines on a cactus or shape of the beak, and learned behaviors such as animal learning tricks or a child riding a bicycle. (5.10B)

Earth & Atmosphere 

●    Explain the process that led to the formation of sedimentary rocks and fossil fuels. (TEKS 5.7A)
●    Explain how landforms such as deltas, canyons, and sand dunes are formed by wind, water, and ice. (TEKS 5.7B)
●    Differentiate between weather and climate. (TEKS 5.8A)
●    Explain the role of the Sun and ocean in the water cycle. (TEKS 5.8B)

Space 

●    Demonstrate that the Earth rotates on its axis every 24 hours causing day/night and the movement of the Sun across the sky. (TEKS 5.8C)
●    Compare and Contrast the physical characteristics of the Sun, Earth, and Moon. (TEKS 5.8C)
Chapter 112. Texas Essential Knowledge and Skills for Science Subchapter A. Elementary

Questions to ask your child?

Organisms

●    What is the difference between an inherited trait and learned behavior?  
●    What are some examples of inherited traits and behaviors?  
●    What are some examples of learned behaviors?

Earth & Atmosphere 

●    How can you describe and identify landforms such as deltas, canyons, and sand dunes?
●    How are wind, water, and ice involved in the formation/changing of landforms?
●    How is sedimentary rock involved in the formation of fossil fuels? How long does this process take?

Space

●    What is the relationship between Earth’s rotation and the day/night cycle?
●    How do the shadows relate to the apparent movement of the Sun across the sky?

How can I help my child learn at home?

Organisms

●    Have your child compare the inherited traits of various plants and animals. 
●    Explain how learned behaviors are different from inherited traits and provide examples of both. 

Earth & Atmosphere 

●    Encourage your child to explain the process that leads to the formation of sedimentary rock and fossil fuels. 
●    Have your child explain how different landforms are created on the surface of the Earth. 
●    Work with your child to understand the difference between weather and climate. 
●    Have your child explain the water cycle and the role of the Sun and the ocean. 

Space

●    Have your child explain and model the difference between rotate and revolve. 
●    Encourage your child to explain the physical characteristics of the Sun, Earth, and Moon. 

Social Studies

●    Describe the accomplishments of significant individuals who settled for religious freedom and economic gain during the colonial period (TEKS 5.1B)
●    Understand the causes and effects of events prior to and during the American Revolution (TEKS 5.2A)
●    Understand the importance of the Founding Fathers and early Patriots (TEKS 5.2B)
●    Compare the systems of government of early European colonists, including representative government and monarchy and identify examples of representative government in the American colonies, including the Mayflower Compact and the Virginia House of Burgesses. (TEKS 5.13A, 5.13B)
●    TEKS https://texreg.sos.state.tx.us/public/readtac$ext.ViewTAC?tac_view=5&ti=19&pt=2&ch=113&sch=A&rl=Y

Questions to ask your child (Social Studies):

●    What were the arguments for and against colonial independence from Great Britain?
●    What happened at the Boston Tea Party?
●    Who is one of the Founding Fathers? What did they do?
●    How is a representative government different from a monarch?
How can I help my child learn at home?
●    Together with your child, learn more about the 13 original colonies or the Founding Fathers.

English Learner/Emergent Bilingual Student

Overview:

Your child is becoming comfortable with Texas schools. The focus is now developing his/her English and supporting him/her to learn the core content.  

How will my child learn English?

During this time, your child’s teacher is providing strategies in the classroom in order to help with Second Language Acquisition. Teachers report the strategies and linguistic accommodations they provide for the students in order to help the students be successful in acquiring the English language.

Questions to ask your child?

●    What did you learn in your_____ class?
●    How did you ask for help?
●    Who did you talk to the most in your classes?
●    What is your homework for today?

How may I support my child?

●    Check out books including audiobooks in English or in their home language from public libraries.
●    Encourage your child to read and/or listen to audiobooks daily.
●    Be sure to attend parent-teacher conferences scheduled by your child’s school.
●    Schedule time every day for your child to do homework.

Resources

●    Parent Guide: https://educationnorthwest.org/sites/default/files/resources/parent-guide-el-english.pdf 
●    The 50 Best ESL Resources for Kids:   http://www.studentguide.org/the-50-best-esl-resources-for-kids/ 
●    Colorín Colorado (bilingual website):  http://www.colorincolorado.org/ 
●    PBS Kids http://pbskids.org/ 
●    Unite for Literacy: https://www.uniteforliteracy.com/ 
●    Supporting English Learners in Texas: https://www.txel.org/Parents-And-Families 

Reading

●    Foundational Language Skills: listens actively, asks relevant questions, and make pertinent comments; follows, restates, and gives oral instructions that involve a series of related sequences of action; speaks coherently about the topic; works collaboratively; and develops communication (TEKS: 3.1A-E)
●    Foundational Language Skills Apply phonetic knowledge to decode multisyllabic words with multiple sound spelling patterns, and affixes (TEKS 3.2Ai-vii)
●    Foundational Language Skills: Vocabulary and Word Meaning Use print or digital resources to determine meaning, syllabication, and pronunciation; use context within and beyond a sentence to determine the meaning of unfamiliar words and multiple-meaning words; identify the meaning of and use words with affixes; identify. (TEKS 3.3A-C)
●    Foundational Language Skills: Use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text. (TEKS 3.4A)
●    Foundational Language Skills: Self-select text and read independently for a sustained period of time (TEKS 3.5A)
●    Comprehension: establish purpose for reading assigned and self-selected texts; generate questions about text before, during, and after reading to deepen understanding and gain information; make and correct or confirm predictions using text features, characteristics of genre, and structures; create mental images to deepen understanding; make connections to personal experiences, ideas in other texts, and society; make inferences and use evidence to support understanding; evaluate details read to determine key ideas; synthesize information to create new understanding; and monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.(TEKS 3.6A-I)
●    Response: Describe personal connections to a variety of sources, including self-selected texts; write a response to a literary or informational text that demonstrates an understanding of a text;
●    use text evidence to support an appropriate response; retell and paraphrase texts in ways that maintain meaning and logical order; interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating; respond using newly acquired vocabulary as appropriate; and discuss specific ideas in the text that are important to the meaning. (TEKS 3.7A-G)
●    Multiple genres: infer the theme of a work, distinguishing theme from topic; explain the relationships among the major and minor characters; analyze plot elements, including the sequence of events, the conflict, and the resolution; and explain the influence of the setting on the plot. (TEKS 3.8 A-D)
●    Multiple genres: demonstrate knowledge of distinguishing characteristics of well-known children's literature; recognize characteristics and structures of informational text (TEKS 3.9 A, D)
●    Author’s Purpose and Craft: explain author’s purpose; explain how the use of text structure contributes to the author's purpose; explain the author's use of print and graphic features to achieve specific purposes;  identify the use of literary devices, including first- or third-person point of view; discuss how the author's use of language contributes to voice (TEKS 3.10 A-C, E, F)

Writing

●    Foundational Language Skills: Correctly spell words with known syllable patterns and high frequency words (TEKS 5.2C)
●    Composition: plan, draft, organize, revise, edit, publish (TEKS 5.11A-E)
●    Compostions edit for subject-verb agreement in complex and compound sentences, coordinating and subordinating conjunctions, punctuation and spelling correctly words with known spelling patterns (TEKS 5.11D)
●    Compose argumentative (TEKS 5.12C)
●    Inquiry and Research: Generate questions, follow a plan, gather sources, create works cited (5.13A-H)

English Language Arts TEKS: https://tea.texas.gov/sites/default/files/Vertical%20alignment__K-12_English_06-2019.pdf
Spanish Language Arts TEKS: https://tea.texas.gov/sites/default/files/Vertical%20alignment_K-12_Spanish_06-2019.pdf

Questions to ask your child (Reading and Writing):

●    What can you infer about the character? 
●    What does this word mean? How do you know? 
●    How did the character change in the story? 
●    What is something new you learned about the characters?

How can I help my child learn at home?

●    Encourage your child to read a variety of books. 
●    Encourage your child to write in journals or by typing on the computer. 

Math

●    Graph data on a coordinate plane when given a number pattern or table of data. (TEKS 5.8C)
●    Describe a coordinate plane (TEKS 5.8A)
●    Explain how to graph an ordered pair on a coordinate plane (TEKS 5.8B)
●    Create a number pattern when given a rule and graph the data (TEKS 5.4C)
●    Tell the difference between an additive and multiplicative pattern when given a table or graph (TEKS 5.4D)
●    Represent data on a bar graph and frequency table (TEKS 5.9A)
●    Represent data on a dot plot (TEKS 5.9A)
●    Represent data on a stem-and-leaf plot (TEKS 5.9A)
●    Represent data on a scatter plot (TEKS 5.9B)
●    Solve problems using data from graphs (TEKS 5.9C)
●    Convert measurements (TEKS 5.7A)

TEKS https://tea.texas.gov/about-tea/laws-and-rules/texas-administrative-code/19-tac-chapter-111

Questions to ask your child (Math):

●    What strategy do you use to determine if a pattern is additive or multiplicative?
●    Why is it important to know the intervals when graphing on a coordinate plane?

How can I help my child learn at home? 

●    Have your child conduct a survey on a topic that interests them. Then have your child represent the results of the survey using a frequency table, dot plot, bar graph, stem-and-leaf-plot, or scatter plot.

Science

Matter 

●    Classify matter based upon physical properties that are observable, testable, and measurable. (mass, magnetism, physical state, relative density, solubility in water, and ability to conduct or insulate thermal energy or electrical energy) (5.5A)
●    Identify and demonstrate that mixtures retain their physical properties (5.5B)
●    Identify the changes that occur in the physical properties of the ingredients of a solution. (5.5C)

Energy 

●    Explain the different forms of energy including: mechanical, light, thermal, sound, and electrical energy. (5.6A)
●    Demonstrate that the flow of energy in a closed circuit can produce light, thermal, or sound. (5.6B)
●    Demonstrate that light travels in a straight line until it hits another object and is reflected or refracted. (5.6C) 
Chapter 112. Texas Essential Knowledge and Skills for Science Subchapter A. Elementary

Questions to ask your child?

Matter

●    What are some physical properties of matter that we can measure, test, and observe?
●    What tools or tests can you use to measure or observe matter? 
●    What is a mixture?  Where have you seen mixtures at home?
●    What is a solution?  Where have you seen solutions at home?

Energy

●    How can we use these different energy forms?
●    How does electricity travel?  
●    How do objects appear differently when held at the surface of or underneath the water?

How can I help my child learn at home?

Matter

●    Encourage your child to test and measure the various physical properties of matter. 
●    Have your child explain and describe the differences in mixture and solution. 
●    Have your child provide explanations of mixtures and solutions. 

Energy

●    Work with your child to explain the different forms of energy.
●    Have your child explain what occurs in a closed circuit.
●    Encourage your child to demonstrate and explain reflection and refraction.

Social Studies

●    Summarize the results of the American Revolution, including the establishment of the United States (TEKS 5.2C)
●    Understand the significant individuals who contributed to the creation of the U.S. Constitution and the government it established (TEKS 5.3)
●    Identify the development of the free enterprise system in colonial America and the United States (TEKS 5.10A)
●    Identify the importance of the Declaration of Independence; understand the important ideas in the U. S. Constitution; and explain the reasons for the creation of the Bill of Rights and its importance (TEKS 5.14A, 5.14B, 5.14C)
●    Explain why individuals have a duty to participate in civic affairs at the local, state, and national levels (TEKS 5.17A)
●    TEKS https://texreg.sos.state.tx.us/public/redtac$ext.ViewTAC?tac_view=5&ti=19&pt=2&ch=113&sch=A&rl=Y

Questions to ask your child (Social Studies):

●    How did the colonists win the American Revolution?
●    What drew new settlers to the western part of the United States in the 1800s?
●    What impact did the Gold Rush have on the settlers and Native Americans?
●    How did the railroad change life in the new country?
●    How were the Native Americans affected by key events during this period?
●    What factors helped drive apart from the North and South in the mid-1800s?
●    What factors contributed to the outcome of the Civil War?
●    What have you learned about the free enterprise system?
●    What are the main ideas in the Declaration of Independence?
●    What are the key features of the U.S. Constitution?
●    What are the basic rights and freedoms of the American people?
●    What are some ways citizens can participate in government?

How can I help my child learn at home?

●    Consider reading some historical non-fiction about this time period together as a family
●    Talk about how supply and demand is impacting prices of things your family purchases.
●    Share with your student how you have participated in civic affairs.

English Learner/Emergent Bilingual Student

How will I know when my child has learned academic English? 

Every year, your child will take an assessment called the Texas English Language Proficiency Assessment System (TELPAS) to assess his/her English proficiency level in listening, speaking, reading, and writing. When your child meets the criteria for reclassification, he/she will not need to take the TELPAS any more. However, the school will continue to monitor your child’s progress to make sure he/she is successful at school."

Questions to ask your child?

●    What book are you reading at school?
●    What did you do in your math class?
●    Did you ask for help when you didn’t understand?
●    What is your homework for today?

How may I support my child?

TELPAS Parent Tips (English): 
https://tea.texas.gov/sites/default/files/TELPAS_Parent_Tips_English.APPROVED_FORWEB.pdf 
TELPAS Parent Tips (Spanish):
https://tea.texas.gov/sites/default/files/TELPAS_Parent_Tips_Spanish.APPROVED_FORWEB.pdf 

Resources:

Parent Guide: https://educationnorthwest.org/sites/default/files/resources/parent-guide-el-english.pdf 
Reading activities in English and Spanish:https://readconmigo.org/parents/activities 
Colorín Colorado (bilingual website):  http://www.colorincolorado.org/ 
Unite for Literacy: https://www.uniteforliteracy.com/ 
Supporting English Learners in Texas https://www.txel.org/Parents-And-Families 

Reading

●    Foundational Language Skills: listens actively, asks relevant questions, and make pertinent comments; follows, restates, and gives oral instructions that involve a series of related sequences of action; speaks coherently about the topic; works collaboratively; and develops communication (TEKS: 5.1A-E)
●    Foundational Language Skills Apply phonetic knowledge to decode multisyllabic words with multiple sound spelling patterns, and affixes (TEKS 5.2Ai-vii)
●    Foundational Language Skills: Vocabulary and Word Meaning Use print or digital resources to determine meaning, syllabication, and pronunciation; use context within and beyond a sentence to determine the meaning of unfamiliar words and multiple-meaning words; identify the meaning of and use words with affixes; identify. (TEKS 5.3A-C)
●    Foundational Language Skills: Use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text. (TEKS 5.4A)
●    Foundational Language Skills: Self-select text and read independently for a sustained period of time (TEKS 5.5A)
●    Comprehension: establish purpose for reading assigned and self-selected texts; generate questions about text before, during, and after reading to deepen understanding and gain information; make and correct or confirm predictions using text features, characteristics of genre, and structures; create mental images to deepen understanding; make connections to personal experiences, ideas in other texts, and society; make inferences and use evidence to support understanding; evaluate details read to determine key ideas; synthesize information to create new understanding; and monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.(TEKS 5.6A-I)
●    Response: Describe personal connections to a variety of sources, including self-selected texts; write a response to a literary or informational text that demonstrates an understanding of a text;
●    use text evidence to support an appropriate response; retell and paraphrase texts in ways that maintain meaning and logical order; interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating; respond using newly acquired vocabulary as appropriate; and discuss specific ideas in the text that are important to the meaning. (TEKS 5.7A-G)
●    Multiple genres: recognize characteristics and structures of informational text, including: the central idea and supporting evidence with adult assistance; features and graphics to locate and gain information; and organizational patterns such as chronological order and cause and effect stated explicitly; (TEKS 5.10 D)
●    Author’s Purpose and Craft: explain author’s purpose; explain how the use of text structure contributes to the author's purpose; explain the author's use of print and graphic features to achieve specific purposes;  discuss the use of descriptive, literal, and figurative language; identify the use of literary devices, including first- or third-person point of view; discuss how the author's use of language contributes to voice (TEKS 5.10 A-F)

Writing

●    Correctly spell words with grade appropriate patterns and high frequency words (TEKS 5.2C)
●    Composition: plan, draft, organize, revise, edit, publish (TEKS 5.11A-E)
●    Compose narrative (TEKS 5.12A)
●    Inquiry and Research: Generate questions, follow a plan, gather sources, create works cited (5.13A-H)

English Language Arts TEKS: https://tea.texas.gov/sites/default/files/Vertical%20alignment__K-12_English_06-2019.pdf
Spanish Language Arts TEKS: https://tea.texas.gov/sites/default/files/Vertical%20alignment_K-12_Spanish_06-2019.pdf

Questions to ask your child (Reading and Writing):

●    What do you learning from your reading? 
●    What do you already know about subject?
●    What are your reading/writing goals? How are you doing with these?  

How can I help my child learn at home?

●    Encourage your child to read, continue this over the summer. 
●    Encourage your child to write, continue this over the summer. 

Math

●    Represent and solve perimeter problems (TEKS 5.4H)
●    Represent and solve area problems (TEKS 5.4H)
●    Represent and solve volume problems (TEKS 5.4H)
●    Use objects or pictures to represent the formula for the volume of a rectangular prism or cube (TEKS 5.6A, 5.4G)
●    Determine the volume of a rectangular prism with whole number side lengths (5.6B)
●    Classify two-dimensional figures using a graphic organizer (TEKS 5.5A)
●    Explain how to balance a budget (TEKS 5.10E)
●    Set up a budget (TEKS 5.10D, 5.10F)
●    Compare and contrast different ways of paying for things (TEKS 5.10C)
●    Define income tax, payroll tax, sales tax, and property tax(TEKS 5.10A)
●    Explain the difference between gross income and net income(TEKS 5.10B)
●    Estimate solutions to math problems. (TEKS 5.3A)
●    Use benchmark fractions to estimate the solution to problems(TEKS 5.3A)
●    Round a decimal to the tenths and the hundredths place (TEKS 5.2 C)

TEKS https://tea.texas.gov/about-tea/laws-and-rules/texas-administrative-code/19-tac-chapter-111

Questions to ask your child (Math):

●    When might we need to convert from one unit of measurement to another?
●    What is the relationship between perimeter and area?
●    How can graphic organizers help us to classify two-dimensional figures?
●    What attributes can be used to classify two-dimensional figures?
●    What would you do if your expenses were more than your income?
●    What is the difference between gross income and net income?
●    When would knowing how to estimate the solution to a problem be helpful? Why?
●    What are the similarities and differences in estimating problems involving decimals and estimating problems involving whole numbers?

How can I help my child learn at home?

●    Have your child practice measurement conversions for projects around the house. 
●    For example, if I know I have 3 feet of ribbon and need 33 inches of ribbon for a project do I have enough ribbon?  Have your child explain how they know (converting 3 feet to inches).
●    Give your child pictures of a variety of two-dimensional shapes. Have them create a graphic organizer (such as a Venn diagram) so organize the shapes according to their attributes.
●    Work together with your child to set up a budget using weekly or monthly household expenses. Periodically look at the budget together to see if the budget needs to be adjusted.
●    Extension: Have them use their estimation skills to create a problem with the greatest product. Then solve it.

Science

Force & Motion 

●    Design and experimental investigation that tests the effect of force on an object. (TEKS 5.6D)

Content Review

●    Take time to review concepts learned in the previous nine weeks including academic vocabulary. 
Chapter 112. Texas Essential Knowledge and Skills for Science Subchapter A. Elementary

Questions to ask your child?

Force & Motion

●    How can forces change an object’s movement, shape, or position?
●    Does increasing the force on an object affect how far it travels?

Content Review

●    Refer to the previous nine weeks' parents guide for more information. Please check with your child(s) teacher to see what specific standards need the most review. 

How can I help my child learn at home?

Force & Motion

●    Work with your child to design an investigation of how the amount of force applied to an object affects the distance it will travel.

Content Review for STAAR

●    Go back over all of the questions for the year. 

Social Studies

●    Identify significant events and concepts associated with growth of U. S. territories (TEKS 5.4C)
●    Understand important issues, events, and individuals in the United States during the 20th and 21st centuries including World War I, World War II, the Civil Rights Movement, the Great Depression, and the impact of the oil industry (TEKS 5.5A, 5.5B, 5.5C)
●    Identify the accomplishments of notable individuals in the fields of science and technology (TEKS 5.22A)
●    TEKS https://texreg.sos.state.tx.us/public/readtac$ext.ViewTAC?tac_view=5&ti=19&pt=2&ch=113&sch=A&rl=Y

Questions to ask your child (Social Studies):

●    What is Manifest Destiny?
●    How did industrialization change the United States?
●    Who were some of the leaders of the Civil Rights Movement?
●    What were some of the most important innovations that happened during the Industrial Revolution ? Why do you think they were so important?

How can I help my child learn at home?

●    Engage your child in conversations about what they are learning in school.
●    Visit places in Houston and the surrounding area to learn more about the Civil Rights Movement.
●    Read together about Civil Rights leaders.

English Learner/Emergent Bilingual Student

When your child has met the reclassification criteria, they will no longer receive English language development support (although they will continue to learn English with other students). Teachers will continue to monitor your child’s progress. Please continue to ask the teacher how your child is doing. If your child did not meet the reclassification criteria, he/she will continue to receive English language development support.

Questions to ask your child?

●    What book are you reading at school?
●    What did you do in your _____ class?
●    Did you ask for help when you didn’t understand? Who helped you?
●    What is your homework for today?

How may I support my child?

●    Schedule an individual meeting with your child’s teacher to learn how you can continue to help your child succeed.
●    Encourage your child to read and/or listen to audiobooks daily.

Resources:

●    Parent Guide: https://educationnorthwest.org/sites/default/files/resources/parent-guide-el-english.pdf 
●    Reading activities in English and Spanish:https://readconmigo.org/parents/activities 
●    Colorín Colorado (bilingual website):  http://www.colorincolorado.org/ 
●    Unite for Literacy: https://www.uniteforliteracy.com/ 
●    Supporting English Learners in Texas https://www.txel.org/Parents-And-Families