Kathleen Enriquez » Fifth Grade

Fifth Grade


Mrs. Kathleen Enriquez

Fifth Grade

Welcome to Fifth Grade!

2020 - 2021


Mrs. Kathleen Enriquez - Homeroom Teacher

Mr. Darren Deonigi -  Physical Education

Ms. Isabel Gregorio -  Science

Mrs. Karen Barbera  - Art

Mr. Bill Vaughan - Music



Text #1: We Believe, Sadlier

Subject Matter: Students will continue to grow in the understanding of their faith and

their role as disciples of Jesus. Emphasis is placed on the divinity and humanity of Jesus,

serving the Gospel, opportunities for prayer, the seven sacraments, and becoming a

community of faith, hope, and love. Students will practice looking up scriptural passages

and applying them contextually to our religion lessons. Emphasis is also placed on family

involvement and their continued growth in faith. The newest 2011 edition correlates the

content of each chapter to the Catechism of the Catholic Church, 1995.

Text #2: Benziger Family Life

Subject Matter: Family life curriculum in 5th grade stresses a number of concepts about

the human person that have been identified by Education in Human Sexuality for

Christians, United States Catholic Conference, 1981, such as:

  • Relationships and communication (with family, friends, and adults)
  • Conception and anatomy
  • Puberty

Expectations: Each student is expected to give appropriate attention to the subject matter

in the texts and to participate in classroom discussions. A test or other form of assessment

is given at the end of each chapter. Prior to working with the “Benziger Family Life”

text, parents will need to look it over with their child, then sign and return the text the

following school day.

Service Learning Projects:  Service is a fundamental element of who we are. The faculty is

working on forming a Service Learning Project that provides students the intrinsic value

of being an Active Christian.


  • Project-based activities
  • Journal entries
  • Chapter tests


Text: United States History Early Years, Houghton Mifflin

Subject Matter: The curriculum, in accordance with the California State Standards,

covers the geography and history of the United States from its earliest explorers to life in

the thirteen colonies. Immigration, the American Revolution, settlement of the Far West, 

and the introduction of the Civil War. Students will also participate in the Age of Sail program 

and have the opportunity to become immersed in an 18-hour “voyage” back in time to the

year 1906 on the historic vessel, the Balclutha.

Expectations: Students will be expected to complete reading and written assignments,

participate in class discussions and excursions. Moreover, students are expected to take

an active role in their cooperative groups. Studies repeatedly show that students who take

ownership over their own learning are more likely to retain the information. Students will

be assigned various tasks. It is essential that each student complete the assigned task

otherwise it will have an adverse effect on the rest of the group.


  • In-class activities/projects
  • Long-term projects
  • Tests and quiz scores


Text: Envision Math, Scott Foresman-Addison Wesley

Subject Matter: The math curriculum in fifth grade requires students to understand how

to work with decimals and fractions, different types of graphs, data sets, base-ten

operations, place value, order of operations, measurements, angles, and shapes.

Expectations: Students will be expected to put forth their best effort in completing

assignments based on previously taught lessons, as well as preparing for periodic tests

and quizzes. Additionally, students will be expected to correct missed problems on

homework, quizzes, and tests. Occasional projects may be assigned but can be completed

in class.


  • Test and quiz scores
  • Completion of all assignments

ENGLISH LANGUAGE ARTS: reading, writing, speaking and


Reading: The children  will continue to work on fluency and vocabulary development. The

focus in fifth grade is to provide students with strategies that will help them understand,

question, and form opinions of text. I will also have the class read a wide variety of classic

and modern literature so that the students may progress toward the state goal of having every

eighth grade students reading one million words per year on their own. Students will

identify genres of fiction and analyze the qualities of character, examine plots, explore

settings and look at the themes and values of the novels as they are reflected by the

characters, actions, and images. Students will read both assigned books and self –selected

books. They will be expected to evaluate these books and share their responses with the

teacher and fellow students. A challenge I have for each student is that they read 30


Novels: The students will read novels during this school year, which they will be

expected to read both in the classroom and at home. Discussion questions, quizzes, group

projects, and a test will also be part of each novel’s unit.

Expectations: Students will be expected to read, comprehend, and practice critical

thinking skills for the assigned selections. It will be anticipated that students put forth the

effort needed to complete assignments neatly, accurately, and on time. When we work

in cooperative learning groups, it is expected that students complete their reading

assignments and tasks at home. They will then share their findings with their group



  • Test and quiz scores
  • Group and individual projects
  • In-class assignments including the interactive notebook
  • Thoroughness and neatness of assignment

Writing: We will continue to explore the writing process: pre-writing; first draft;

revision; editing and publishing. Students will write both narrative and expository

compositions, responses to literature and argumentative essays. My emphasis during the

fifth grade year will be on organization and focus, choosing topics, developing academic

language and stating a clear purpose with supporting ideas and details. Students will write

on a daily basis so that they become more competent and proficient in their writing ability. Today it has become increasingly important for all children to be given an education that

enables them to synthesize, organize, reflect on and respond to the data in their

world. Assumption School has adopted Writing Pathways across all grade levels. These

learning units are aligned to the Common Core State Standards and will assist our

knowledge of the teaching of writing. In the Units of Study, students will be able to

synthesize, analyze, compare and contrast information and ideas. This program will give

the students the skills to write narratives, arguments, and information texts.

Expectations: Students will be expected to make a sincere effort to master subject matter

by utilizing the tools given in order to effectively complete writing assignments.


  • Timely and satisfactory completion of all assignments including the interactive

writer’s notebook

  • Demonstration of ability to write creatively and analytically
  • In-class writing assignments

In Listening and Speaking the students will practice delivering focused, coherent

presentations that convey ideas clearly, and evaluate the oral communication of speakers,

teachers and classmates. To work toward this I will have daily class, or small group

discussions using prompts that encourage active listening.

  • Participation
  • In-class presentations
  • Oratorical festival
  • Revolutionary Fair presentations


Subject Matter: The spelling curriculum focuses on specific word (vowel) spelling

patterns, meaning relationships, phonics, word structure and a five-step plan for learning

words. Spelling words will be assigned weekly. 

Expectations: Students will be expected to correct their pretests in class and then use

those pretests as study guides for the test at the end of the week. Accordingly, students

are also expected to complete any written exercises and homework assignments leading up to that test.


  • Test scores
  • Completion of homework assignments


Text: FOSS Kits by Lawrence Hall of Science, University of California at Berkeley

Subject Matter: Students will continue their study of science including mixtures and

solutions, photosynthesis and respiration, composition of the solar system, the water

cycle, and the atmosphere.

Expectations: Students will enhance their understanding of each topic using the

scientific method in lab activities, tests, quizzes, and classroom presentations. Students

are required to bring materials to class each day.

Grading: Grades will be based on daily class participation, Interactive Science

Notebooks (ISN), tests, quick writes, Response Sheets, projects, and completion of

homework. Homework must be turned in on time.


Text: An array of educational software and the Internet, e.g., HyperStudio, Microsoft

Works 4.0, and 3-D Atlas are included in the computer curriculum.

Subject Matter: The curriculum integrates multimedia technology through age

appropriate projects using educational software and access to the Internet.

Expectations: Students will be expected to give 100% hands-on participation resulting in

completed projects.

Grading: Grades will be integrated with the appropriate content area in which

technology played a major role.


The Assumption School Art program is a fine arts program, which encompasses both the

subjects of Art History and Art Appreciation as well as studio art. Students are introduced

to various mediums through direct instruction as well as lecture and discussion. Subject

matter includes various movements in art history and the artists responsible for those

movements. Direct instruction follows skill instruction in the elements of art and the use

of varied supplies, tools, and medium.

Students in grades 4 receive a letter grade for art based on diocesan guidelines. Students'

work is assessed based on the following factors.

  1. Completion and return of work in a timely manner. Late work is accepted but

assessed at 50% of its original value. This encourages the return of student art work on

time. Incomplete work will be returned to the student for completion. Absent students

must contact Mrs. Sweeney to plan and schedule make-up work.

  1. Completion of work according to instruction. Students must turn in a finished work

completed according to instruction using the correct materials. Work must be neat and

done to the best of a student's ability. Unfinished work done with inappropriate materials

will not be accepted. This work will be returned to redo.

  1. Students' work must be clearly marked with their name. Unlabeled work cannot be

graded. Work that is later identified will receive a grade of 75%.

  1. All work must be the student's own work. Art is a subject, which requires

experimentation and practice. Neither is accomplished if the students themselves do not

do the work. This is very important. A student's best copied work is never as good as the

worst work they can create on their own. Every child is an artist.


Subject Matter: Physical games, group play and teamwork will all be emphasized in this

subject area.

Expectations: Students will be expected to participate fully and exhibit proper sports

behavior and self-discipline.

Grading: Students will be graded on their achievement of the specified expectations.


"You’re never too old, too wacky, too wild, to pick up a book and read to a child." Dr. Seuss

Subject Matter:According to Jim Trelease’s book entitled, The Read-Aloud Handbook, research repeatedly validates the importance of reading aloud to children because it improves a child’s reading, speaking, listening, and writing skills along with enhancing a child’s attitude towards reading. 

Library classes will be held three days a week. Breathtaking religious stained glass windows provide the perfect backdrop for an enriching library experience. Grades T/K – 3 check out books for [1] week; grades 4 and 5 get to check out books for [2] weeks.

In addition to providing students with a variety of reading adventures, the library hosts an annual book fair through Scholastic in the spring. This event sparks a lot of excitement and enthusiasm—it’s like having our very own bookstore for a week!

Expectations: Students will be expected to adhere to the usual rules you would have in any other public library. Additionally, sometimes books do get lost or damaged. The policy for this school library is that in the event that this happens, the book would either need to be replaced with another book [in excellent condition] of equal value or remit a check made out to Assumption School that covers the cost of the book.

Music Class 

Welcome back, and welcome to the new ‘temporary’ virtual musical class.

Subject Matter: During this stay-at-home start of the school year, when we cannot meet as a class to prepare for singing at Masses and concerts, I thought we could use this time to learn how to read all those little notes and symbols, and learn what they all mean. This is what I have been wanting to add to each class session for quite some time now, but because of our performance schedule, I didn’t have much of a chance. This way, hopefully, when we do return to school, and are able to sing in public again, the students will have a better understanding of how to read choral music. This will be an awesome step in your child’s musical journey that they can keep building upon as they grow up.

Depending on the class level, I will be using Seesaw, Google Classroom, Nearpod, Edpuzzle, Zoom, Loom, and perhaps new platforms that come our way. 

Our ‘Masses’ will be in the style of a Liturgy of the Word presented virtually. Students will have a chance to read and cantor virtually. I will piece all these videos together in Google Slides or Powerpoint and the liturgy will be presented to the whole school through Loom or an unlisted YouTube account. 

Expectations: I am expecting students to listen to the asynchronous videos and attend the Zoom sessions. 

Grading: Grading will be based on watching the videos, attending Zoom sessions and occasional quizzes. Music class is Pass/Fail during this virtual time.


Christian behavior is expected to be modeled each school day; below are the three key

guidelines students are to observe in order to ensure the teacher’s right to teach and the

students’ right to learn:

  • Respect yourself and others:
    • Keep your hands to yourself.
    • Listen quietly when others are speaking.
    • Be quiet when in line and in breezeways.
    • Wait to speak until after the teacher has called on you.
    • Come to class prepared with all supplies and completed assignments.

  • Contribute to the learning environment:
    • Follow instructions.
    • Have a positive attitude.
    • Complete and submit assignments on time.
    • Actively participate in class discussions and activities.

  • Follow school and classroom procedures:
    • Keep work organized in its appropriate folder and/or binder.
    • Ask for help when you need it.
    • Take responsibility for your own academic and behavioral performance.

Long-distance learning: 

  • All classroom expectations apply to long-distance learning. 

  • Students will be prepared for Zoom calls. 
    • Come to Zoom call prepared with all supplies and completed assignments.
    • Be on time, log onto Zoom call a few minutes before the call start time - being late is a distraction to the class

  • Behavior on Zoom Calls
    • Students use their first name and last initial to log on Zoom
    • Students will keep themselves muted unless they ask or answer a question. 
    • The camera continuously turned on and pointed at the student.
    • Students ONLY use chat to ask the teacher questions, no side conversations between students.
    • Students only use a live setting, no virtual backgrounds unless the teacher approves it for special days.


The foundation of the managing of the classroom is built upon the school’s Students

Learning Expectations (SLE’s). Students will practice skills to help them move forward

toward becoming citizens who can better manage themselves by becoming more

proficient at self-discipline.

Assumption School will continue to implement a positive discipline curriculum.

The teachers and students will work on a social-emotional curriculum together. This

program seeks to establish strong and meaningful connections between students,

families and school staff. It views mistakes as opportunities to learn and misbehaviors

as opportunities to practice critical life skills. In the beginning of the year, the 5th

Graders will work collaboratively to create their own classroom guidelines. These will be

shared with parents/families once they have been created.

Students will receive visual or verbal cues to assist them in making positive choices.

When needed the teacher will talk about what happened with the student. The student

may be asked to reflect on ways that they can make more positive choices. When

necessary conduct referrals may be used. Please refer to the Parent-Student Handbook for

such examples. A parent-teacher conference (phone or in person) may also be requested.


Students will be assessed using a standards-based system. A system of √+, √, and √- may

also be utilized to grade certain assignments. Test/quiz grades will be returned to the

students when graded. Please review tests with student, sign it, and then return it the

following school day.

Long-distance learning: 

Students will submit their work on SeeSaw or Google Classrooms.   Their graded work will be sent back to students in the same form.  Also, parents can find grades on PowerSchool starting in October.


  1. Generally, homework is assigned Monday through Thursday nights. It should be completed in one evening and returned the following day. Long-term assignments will be due according to specified dates provided by the teacher. The allotted time to be spent on homework each night at the fifth grade level is 60 to 90 minutes. This may vary from student to student.
  2. Please note that specified written assignments should be completed in blue or black ink. Math is always done in pencil. Using white-out is unacceptable.
  3. Homework must be neat and legible along with the proper heading. 
  4. Late homework will not be accepted after two days. This is the policy for junior high, so enforcing the same policy now will ease the transition from fifth to sixth grade.
  5. When an assignment has been left at home, students will not be allowed to call home during class instruction. He/she can try to do so during recess or lunch, but it’s extremely important that he/she be held accountable for his/her assignments.
  6. Students who are absent are still responsible for completing ALL classwork and homework assignments. This is particularly applicable to math homework. Math is cumulative and success in this subject depends upon consistent practice so students can continue to build a solid foundation while, simultaneously, learning new concepts.
  7. Assignments (both in-class and homework) must be completed in a timely fashion. A general rule of thumb is as follows: For every day a student is absent, due to an illness, she or he has that many days to make up work.
  8. Should a special arrangement need to be made regarding the homework, please discuss this with the teacher in advance. All tests missed because of illness must be made up within one week upon the student’s return.

Long-distance learning: There will be no homework assigned. The work your students are required to do at home is not considered “homework”, but school work they are completing remotely.


A note needs to accompany a student the first day upon returning to school. A student

absent from school for three or more days for reasons other than illness or a family

emergency has three days to make up all tests and assignments—unless prior

arrangements have been made.

Students are considered tardy if they are not in their assigned place in line when the second bell rings at 8:00 a.m. Students who are tardy need to go to the office and get a tardy slip from the school secretary before being admitted into the classroom. Refer to the Parent Student Handbook if a tardy involves a medical excuse.

Long-distance learning: Students attendance will be taken during the morning meeting.  If you know your student is going to be absent, please send an email.  


Communication is essential to our working in partnership to educate your child. If you

have any questions, comments, or concerns please email/call to schedule an appointment

to meet with me either before or after school. My email address is kenriquez@csdo.org.  

Long-distance learning: Communication is even more significant during long-distance learning. Students  and I will communicate via emails, daily zoom chats and hold daily office hours.    


Each student’s birthday is recognized in class. Due to food allergies please note that

birthdays may be celebrated at school by donating a board game, book and/or other class

resource to the classroom for their birthday.

Long-distance learning: Students will celebrate their birthdays on the first Friday of the month of their birthday.  Giving students the opportunity to celebrate and share with their classmates.


Students and parents can find important information on our School Website and my class

page at  https://www.assumptionschool-sl.org/. Please be sure to subscribe to get notifications of

assignments and important announcements.


To ensure that the needs of all learners are met, Assumption School has two part time teachers who support both students and their teachers.  Student services include both individual and small group pullout or push in instruction. If you believe your student has special needs please discuss your concerns with their teacher and/or the Learning Support Coordinator, Sue Mart (smart@csdo.org) or Reading Resource Teacher, Krista Imrie.  (kimrie@csdo.org)