Language Arts

The students have completed several units of

Wordly Wise, as well as recent Latin roots,

spec, dict, and ject.

The students have learned how to take notes

using a graphic organizers in science.

We continue to work on incorporating transi-

tions into our writing.

Lastly, we will soon begin discussing figurative

language.

Reading

We will start Bridge to Terabithia next week.

This novel is rich in figurative language, literary

techniques, vocabulary, and themes.

We have also been working on oral presenta-

tion skills, including using appropriate facial

expressions, gestures, clarity, and volume.

We are reviewing reading strategies and

techniques whole group, as the first semester

comes to a close.

Science

The students will present their Cell Show and

Tell next week. It is important that they can

justify their reasoning with facts.

We continue to learn about cells. The stu-

dents should be able to group organisms into

categories using their characteristics, includ-

ing plant and animal cells. They are also ca-

pable of comparing and contrasting the dis-

tinguishing characteristics of groups of organ-

isms.

REMINDERS:

1/10: PMS Field Trip

1/11: PMS Planning Meeting

1/12: Aquatic Safety Field Trip

1/15: MLK Jr. Day; NO SCHOOL

1/16: Mini Economy Unit begins

1/18: 5th Grade Presents: Snow

Show at 7pm; PMS Curriculum

Carnival at 5:30pm

1/26: Last Day of 2nd 9 Weeks

1/29: Student Holiday!

1/30 & 1/31: Reading Benchmark

2/7 & 2/8: Math Benchmark

QUICK UPDATES: WHAT HAVE WE BEEN UP TO?

MRS. BERNHEART: MCBERNHEART@HENRICO.K12.VA.US / 360-0812

Dear Parents,

Welcome back! I sure hope you and your family had a fantastic Christmas, Hanukkah, New

Year, etc. It was nice to be able to relax and spend time with my family for Christmas. Thank

you again for all of the cards, gifts, and tokens of appreciation that you gave me for the

holidays; it is much appreciated.

HCPS third, fourth, and fifth graders will take reading and math benchmarks on the comput-

er. These will count as quiz grades for the third nine weeks. I will give your child a study guide

for each subject, but we will only review a little bit at school. It is up to you how you’d like

your child to prepare, if at all, at home. The testing is all cumulative. I would recommend

your child review any math topics that he/she may have struggled with. These are not

meant to be stressful, but more as an indicator as to what your child knows and what he/

she may need more time with. It will certainly help me see if we need to review any specific

areas, or strands, as a class or in small groups. In the past, most students have thought the

benchmarks are “easier” than Mrs. Bernheart’s quizzes and tests. ;) Reading will take place

on January 30th and 31st. Math will be on February 7th and 8th.

We will start Mini Economy next week! The students are excited about that. Please make

sure to read the letter that will be sent home this week.

We are looking forward to the fifth grade program on Thursday, January 18th at 7:00pm.

Please make sure your child is dressed according to Mrs. Garcia’s letter. The letter is also on

my blog.

Mrs. Bernheart’s Buzzworthy ‘Cont.

READING

After reading From the Mixed up Files of Mrs. Basil E. Frankweiler, we understand how im-

portant the setting of a story can be. The setting of this novel was the Metropolitan Museum

of Art. Tying in what we know about this museum from our novel and how we have been

discussing Henrico’s geography, history (historical sites), and government, the students were

presented with a Problem-Based Learning Project. I presented the students with the follow-

ing background information: Located in New York City is the “Met”. This is the largest art mu-

seum in the western hemisphere. It holds more than two million pieces of art from all over

the world, including ones from ancient Egypt, Greece, and Rome, and its collection of Euro-

pean art is the largest in the world outside of Europe. There are eighteen separate depart-

ments. Its primary purpose is to acquire, preserve, and exhibit works from a wide variety of

places and different times, and it serves as an educational facility by having regular exhibits

and programs for the public. The museum also conducts many classes. There are gallery

tours in English every day, as well as Japanese, German, French, and Spanish on certain

days. We discussed what we already knew and what was surprising. The students were then

presented with a list and descriptions of different types of museums. The students read them

over and picked what stood out the most in each. We discussed main idea and supporting

details of nonfiction text. They also ranked the five types of museums that intrigued them the

most. The museums mentioned were art, botanical gardens, children’s museums, history, his-

toric sites/houses, historical societies, living history, military/battlefields, natural history, sci-

ence, and zoos. The students were grouped by choice to further investigate.

After the students were put into groups based on interest, they began researching a specif-

ic museum under a particular type. There is certain information the students are required to

find out through research, while they also have been encouraged to develop their own

questions. Some of the information that the students must find out is the name of the

Mrs. Bernheart’s Buzzworthy ‘Cont.

READING

museum, the location, and the type. The students are also researching to find out back-

ground information (how it was developed) and the main purpose of the museum. This has

been challenging for some students, as they want to write what they think, rather than using

facts from research. Moreover, each group must find out at least three interesting facts. We

had a discussion about what types of facts would be important to include. The students are

also figuring out the target audience, as well as the hours open. An interesting question that

students needed to determine was the average number of people that visit annually. A few

groups may have to email the museum for this information. Some groups will receive special

information through emailing. Groups are also determining if exhibits change, and if so,

how. Lastly, the students are researching to find pros and cons about their museum. We dis-

cussed how this is challenging since a museum website is typically used to promote their es-

tablishment, rather than deter visitors from coming. Therefore, students must draw conclu-

sions and infer, based on their facts, to come up with cons. Many students came up with

their own questions to research, as well. All of the groups are in the midst of the research

piece.

Next, students will choose any media outlet forum (Publisher Brochure, PowerPoint, Google

Presentation, and ActivInspire). We went over the rubric as a class. The students will create

their presentation for the class. These students are considered the “expert” on that particu-

lar type of museum. Students will present their museum to the class. Then, the class will come

back and vote on which museum they think will fit our agenda of educating peers and

adults on Henrico history. They will work on designing and creating a museum for visitors in

the Dining Room. I will keep you posted on a date.

We continue working through literacy menus that include must-dos and may-dos. You may

see these in your child’s Google drive. I also continue to individually meet with students on

MAP goals, Mr. Fisher is pulling small groups using Jacob’s Ladder, and I am also pulling

small groups using literature on their Fountas and Pinnell instructional reading level.

Mrs. Bernheart’s Buzzworthy ‘Cont.

LANGUAGE ARTS

We continue to focus on the parts of speech and writing five-paragraph essays that include

strong introductions and conclusions, as well as transitions. Composing is the next big thing

in writing since the students have prewriting down! Moreover, as we discuss figurative lan-

guage in Bridge to Terabithia, the students will be expected to apply this knowledge in their

own writing—starting with similes, metaphors, and onomatopoeia.

MATH

We have completed the measures of center and range. We also discussed mean as a bal-

ance point (sixth grade standard). Your student even learned a clever song to the tune of

“Deck the Halls” and could sing it to me at recess for extra Dojo—smart stuff!

Graphing was discussed last week, including bar and line graphs, as well as stem and leaf

plots. A point of discussion was when it is important to use each. As a part of our graphing

unit, students will design an opinion poll. The poll must include at least two questions that

could be graphed using two different types. The students will create a Google form with

their questions and send them to various classes in the school. Next, students will compile

the results and create two graphs. Mrs. Mangiaracina (ITRT) will show the students how to

graph using Google sheets.

Over the next two weeks, the students will be working with fractions, decimals, and percent-

ages. Your child will be able to:

- investigate and describe fractions, decimals, and percents as ratios

- identify a given fraction, decimal, or percent from a representation (picture)

- demonstrate equivalent relationships among fractions, decimals, and percents

- compare and order fractions, decimals, and percents

Mrs. Bernheart’s Buzzworthy ‘Cont.

The students will play bingo using equivalent fractions, decimals, percentages, and they will

also work in pairs to complete tasks on the computer that involve ordering, comparing, and

finding equivalents. The students will participate in an inquiry-based lesson, including Trash

Ball Shoot Out. Ask your child about this once it’s completed! Then, we will begin discussing

fraction practical problems (addition/subtraction and single/multi-step). Additionally, the

sixth grade unit, ratios, will be discussed as well. This will wrap up all of the second nine

weeks’ concepts.

Your child will take a Cumulative Benchmark Quiz on Wednesday, February 7 and Thursday,

February 8. This is county-wide and will cover all fifth and sixth grade material from Septem-

ber through January 26th.

SCIENCE

Cells were introduced right after winter break. The students will investigate and understand

that organisms are made of one or more cells and have distinguishing characteristics that

play a vital role in the organism’s ability to survive and thrive in its environment. We will dis-

cuss basic cell structures and functions, as well as classification of organisms using physical

characteristics, body structures, and behaviors of the organism. Furthermore, students will

learn about the traits of organisms that allow them to survive in the environment.

To begin, students will bring in an item from home that represents an assigned cell structure.

Each child will verbally explain to the class how the object represents the organelle. He/she

will also share a creative approach to remember the cell part. This always helps!

SOCIAL STUDIES

We have finished studying Henrico’s rich history. We will wrap up the government and econ-

omy. Then, we will begin map skills and the United States geography.