Tully Elementary Magnet School

4th/5th Grade Handbook

Ms. Payne

Ms. Payne’s Contact Information:

School Phone Number: (520) 225-3400
Email Address: blanca.payne@tusd1.org

Class Motto

Smart is not something you are. Smart is something you get -

with confidence & effective effort.
Dear Students and Families,

Welcome to the Fourth and Fifth Grade! I am excited to have you in my class this year.
This is going to be a great year! Our goal as a class is to gain knowledge and skills in many
areas and also to develop lasting friendships by respecting each other. Fourth and Fifth grade
are giant stepping-stones for students. The curriculum is harder and more demanding. Be
prepared to help and encourage your child through this transition. I believe that a good parent-
teacher relationship is necessary for maximum school success. Throughout the year I will
communicate with you through notes, telephone calls, weekly newsletters and progress reports,
and parent-teacher conferences. I encourage you to contact me if you have any questions or
concerns at any time.

Sincerely,
Ms. Blanca Payne

Classroom Mission Statement

Our class mission is to foster social, emotional, and academic growth along with a love of
learning. As a teacher, I will help my students identify how they each learn as individuals so
students can take control of their own learning.

Classroom Rules
We will work together as a class and create a list of classroom behavior expectations based on
the school rules.

Classroom Procedures
Students will be taught procedures for various tasks in the classroom. Examples of these
procedures include:

1. Leaving the classroom to use the bathroom

2. Getting a drink of water
3. Obtaining classroom supplies
4. Walking in the halls
 Classroom Discipline Plan
I firmly believe that discipline is about guidance-not punishment. The discipline plan in
Room 19 is based on a system that teaches students how to accept responsibility for their
behavior.
The Responsibility System is made up of four levels that go from a high level (four) to a
low level (one) Students are taught what each level means and what behaviors on each level
looks like.
Students will be reinforced to behave according to levels three and four through positive
support from me, through the allowance of choice in the classroom, and through daily reflection
on their behavior.
Should students choose to behave according to levels three or four, then they are
demonstrating they are responsible second graders and will be allowed extra privileges in the
classroom.
Should students choose to behave according to levels one or two, several steps are taken
to guide them back to levels three or four. Students may just need reminders on how to behave
or they may need to accept the logical consequences of their actions.
For example, if a student chooses to run in the hall, he or she may be asked to turn
around and begin again by walking. If the misbehavior continues, the student may be asked to
complete a “time out” sheet that has them draw or write about their behavior and what they need
to do to improve.
If students engage in any repetitive, dangerous, and/or violent behaviors, I will
immediately contact the parents and let them know what is going on with their child.
The overall system will be supported through positivity, empowering students with the
knowledge that they choose their responses to situations, and guided reflection of what it feels
like to behave according to the different levels.
The goal of the program is for students to learn to take responsibility for their behavior
and learn that being responsible can be a rewarding experience. The following rubric is posted
in the classroom for student reference:

Classroom Consequences
 I have added another component to make the system more concrete for anyone that
walks into the classroom. This component also makes the system more concrete for the students
as well. The Responsibility System will still be posted as well and we still discuss our level of
behavior on a regular basis
The added component consists of behavior cards, posted classroom expectations, posted
positive consequences, and posted negative consequences. The behavior cards consist of five
colors, with each color representing ongoing offenses. The posted classroom expectations are
developed during the first week of school and students will be expected to follow them.

The positive consequences consist of the following:

 Class Points
 Table Points
 Positive Phone Call or Note Home
 5 days on Green = Chose Reward!
 Preferred Activity Time

The negative consequences represent each color of card in the following order:
 Green = No Offenses
 Yellow = 1st offense, student receives a verbal warning or logical consequence
 Orange = 2nd offense, Think Time sheet, logical consequences are imposed.
 Red = 3rd Offense, logical consequences are imposed, Phone Call/Note is sent home
 Blue = 4th Offense, logical consequences are imposed, and the student will meet with
the teacher during recess or free time to set up a behavior action plan. If the
behavior occurs after an action plan has been established between teacher and
student, I will contact the family and set up a time to discuss, with you, what we
could do to help the student redirect the behavior in a more positive way in the
classroom and at school.
 If problem behaviors exist beyond the conference, then principal intervention will be
necessary. *The principal will deal with safety infractions immediately.*

Think Time: Students will complete a ‘think sheet’ in another classroom. This ‘think-time’ is a
classroom procedure that allows the student to reflect on the misbehavior and plan for the
appropriate behavior in the future. I will call home if the student has three think-times in a week.

Logical Consequences: Students will have a ‘logical consequence.’ For example, a student
who is drawing on desktops will clean the desks during free time.

Classroom Rewards
I believe positive reinforcement is an effective way of managing a class and actively look for
students who are making good choices. Students who follow classroom rules and procedures
will be rewarded in many ways. The following are just some of the positive rewards students
can earn:

1. Verbal Praise!
2. Notes/Calls Home
3. Student of the Month Nomination
4. Student of the Week
5. Class Celebrations

Mystery Prizes/Group Prizes: The Mystery and Group prize system rewards the whole class
when everyone is on-task and following classroom rules. When this happens, I give points to the
class as a whole or to assigned groups. When a group reaches 25 points, they may choose a prize
from the prize box. When the class receives 25 points they vote to open one of four envelopes
that contain a mystery prize for the entire class.

Secret On-Task Seat: Every day, I secretly choose a student in our class to be the "Secret On-
Task Seat." At the end of the day, if the student has been on-task and following all classroom
rules, I announce the Secret on-task seat and reward him/her with $20 in Tully Tender.

Student of the Week: One student a week will be named the Student of the Week. This is an
award given to students who follow the classroom rules, put forth their best effort in their
schoolwork, help out their classmates, and have a great attitude -- students who display the
qualities that make one successful in school and in life. Recipients of the award receive
classroom bulletin board space to display a self-made poster about themselves, as well as $50 in
Tully Tender.

Student of the Month: Once a month, a student will be named Student of the month and will be
recognized at a school luncheon. Parents are invited to attend and teachers and parents will have
the opportunity to speak about the student’s positive qualities. Students of the month are chosen
from the group of students who received student of the week nominations for one given month.

iPod: Student Folders

iPod is an acronym for: I’m Prepared & Organized Daily
Your child is required to take this binder home every afternoon and is also responsible
for bringing it back to school in the mornings. I will check the contents of the binder each
morning. Here is how it is organized:
• Three ring binder: The student’s binder which holds important information for both you
and your child. Keeping this organized will help your child be successful during the 5th
grade school year.
• Front Pocket: This pocket is for any notes or papers that need to be brought to school and
turned in.
• Pencil pouch
• Student Planner: Your child will write his/her assignments in the planner each day.
Please initial it daily. This is also where students record their nightly reading minutes!
• Student Notebook & Parent / Teacher Notes: Here you will find paper for us to
correspond with each other. Please check here daily for any personal notes from me. You
can write any notes you need to send here also. I do ask that you date each note and that
you leave all correspondence in this section so that we can look back and remember any
communications we may have had. This will help me remember what we've discussed
and when we discussed it. Please have your child tell me if you have a note for me to
 read in this section and I will reply to your comments/questions. If your child does not
tell me, I may not know that you have something for me to read.
• Homework Folder: The left pocket is for homework, the right is for paper & notes that
need to go home.
• Plastic pouch: This is where students can keep their class Tully Tender, deposit receipts
and pay check stubs.
• Information Section for Parents & Students:
1. Fifth Grade Information Packet
2. School Policies & Procedures
The iPod binder is great way to keep us both organized and encourage communication. It will
also encourage responsibility in the students.

Grading
Progress Report scores are reported using numbers. Each number represents a different
level of accomplishment. A “4” shows work beyond what is expected. Students must show a
thorough knowledge and be able to apply it in unique ways. A grade of “3” means the child has
mastered the content this quarter. He/she understands all necessary information. A “2” shows
that a student has mastered some of the skills, but has not learned others. This child should be
encouraged to keep trying. A “1” shows great difficulty in learning. An “X” means the area was
not covered during the quarter. It will be covered later.
Standards-based grades are not the same as traditional A, B, and C’s. Percentages are not
used to average grades. Students do assignments to prove they understand concepts. If they
learn the concepts, they receive a passing grade. Even if they do not understand right away, they
can still pass if they understand it later. This allows students the time they need to learn. Much
of our class work and homework will be graded using our "general grading rubric." For class
essays and projects, the specific rubrics will be sent home for review when the assignment is
given.
Ms. Payne’s General Grading Rubric
4 Directions are followed exactly. Work demonstrates quality at Mastery level--student understands
the concept being taught completely and learning is evident in the work. Precision is evident
throughout.
3 Directions are followed closely. Work demonstrates significant growth in the concept being taught
from a previous assessment—student is at the Improving level of performance. Persistence and a
concern for Accuracy are evident throughout.
2 Directions are partially followed. Work demonstrates that student is grappling with the concept
being taught. Student is at the Discovery level of understanding. Evidence of Persistence is present
throughout.
1 Directions are not followed. Work demonstrates a static or unchanging level of understanding of
the concept being taught. Student does not show concern for Accuracy or Persistence is not
evident.

Homework
Students are responsible for recording their homework assignments in their student
planner daily. Homework is usually assigned four times per week. Time spent on homework
will vary according to the student. I expect that students in fourth and fifth grade will spend
approximately 30 minutes per night on homework. In addition to this time, students should read
for 20 minutes.
The types of homework your child will be completing include:
• Assignments not completed during class time
• Practice assignments which reinforce skills/concepts taught in class
• Preparation for upcoming lessons and study time to prepare or enhance skills for tests
• Individual assignments based on student's needs
• Independent reading to build fluency and knowledge
I check to make sure homework has been turned in daily and that
students have had their planners initialed by an adult. I ask that
you would sign your child’s planner only after looking at the
assignments that were completed. Parents are encouraged to
discuss homework assignments with their children, as this will
foster a deeper understanding of the material. However, a student’s mistakes alert me that
your child may need further instruction in that area.
If a student does not have his or her homework in class, on the due date, I will write a
note in the Teacher Comments section in the student planner to be initialed by the parents. The
work must be returned the next day or the student will be required to spend free time completing
the work.

Homework Suggestions
Homework has a great deal of value for developing responsibility and good study habits
that are so necessary for your child's success in the years ahead. This year your child will be
having homework on a regular basis. All assignments are due the next school morning unless
otherwise stated in class.

Mastery Club
This is a club for students who are interested in achieving "above and beyond" the
normal classroom expectations. There is a ‘Mastery Club’ folder in the classroom with
challenge questions for each subject. Interested students will learn all about the topic, and then
come tell Ms. St. Cyr the answers during recess/lunch break, or before or after school. Students
can become a 1 star member, all the way up to an 84 star member! Students who earn 20 or
more stars will earn a place on the Mastery Club Hall of Fame until I retire! Learning never
ends - thank goodness!

Absence
When students are absent, they are responsible for making up the work. Our class
secretary will record assignments. Students will have an ‘Absent Folder’ on their desk when
they return. Students have the same number of days to complete the work as were missed. For
example, if John misses 2 days of school, he would have 2 days after he returned to school to
make up the work. Much of our classroom activities cannot be done at home (e.g., group work,
experiments, in-class games, buddy class activities), so regular attendance is encouraged.
Regular attendance is necessary for students to succeed at school and feel part of the class
community. A parent must call the office at 225-3200 to excuse the student’s absence. Please
give me a call to alert me of any upcoming or current absences as well so I can prepare makeup
material for your child.

Tardiness
In 4th/5th grade, students are expected to begin learning when the bell rings at 8:21. We
set the stage for the days’ learning by going over our objectives for the day at this time.
Excessive tardiness is not only a disruption to the other students’ learning but is uncomfortable
for the child coming in late. Please call me at if you need help getting your child to school on
time! I may have suggestions, or even be able to arrange carpooling so all the students can start
their day out ready to learn!

What Will I Learn in 4th/5th Grade?

Reading
• Literacy Centers: We will participate in Literacy Centers using the district adopted
literacy series Harcourt Trophies curriculum. We will read a story a week for 31 weeks
with small groups of students participating in guided, independent, and buddy reading
along with reading comprehension & vocabulary centers.
• Literacy Circles: We will also participate in Literacy Circles throughout the year.
Literature Circles is an exciting reading program that allows students to take control of
their own learning. In this program, the class is divided into reading groups, with each
group consisting of four or five students. Each group then has the opportunity to select
its own book to read, as well as the pace at which it wishes to read it (all under teacher
supervision, of course). During the reading of their selected literature, students complete
various "jobs" emphasizing skills such as high-level questioning, vocabulary
development, and writing. Similar to a book club, students then get together for an
opportunity to share their jobs and discuss the books they are reading. Literacy Circles
meet every Friday.
• Pacing Calendars: We will follow the pacing calendar and will be tested at the end of
each benchmark period.

What Will I Learn in 4th/5th Grade?

Math
• Scott Foresman: In math we will be using Scott Foresman. The focus of instruction is
on mathematical thinking and reasoning. Students using the complete curriculum
develop an understanding of:
o Number
o Geometry
o Measurement
o Data analysis and probability
o Patterns and the math of change, which provide foundations for algebra
• Pacing Calendars: We will follow the pacing calendar and will be tested at the end of
each benchmark period.

What Will I Learn in 4th/5th Grade?

Writing
1. In writing we will study the five steps of the writing process:
• Prewriting
• Drafting
• Revising
• Editing
• Publishing
2. We will focus on the 6 traits of good writing:
• Ideas & Content: Writing is clear and focused, holding the reader’s attention
throughout. Main ideas stand out and are developed by strong support and rich
details. Purpose is accomplished
• Organization: Organization addresses the structure of the writing and integrates
the central meaning and patterns that hold the piece together
• Conventions: Conventions addresses the mechanics of writing, including
capitalization, punctuation, spelling, grammar and usage, and paragraph breaks
• Word Choice: Word choice reflects the writer’s use of specific words and
phrases to convey the intended message and employs a variety of words that are
functional and appropriate to the audience and purpose
• Voice: Voice will vary according to the type of writing, but should be
appropriately formal or casual, distant or personal, depending on the audience
and purpose
• Sentence Fluency: Fluency addresses the rhythm and flow of language.
Sentences are strong and varied in structure and length
3. We will study and use different writing styles:
• Expressive Writing: Expressive writing includes personal narratives, stories,
poetry, songs, and dramatic pieces. Writing may be based on real or imagined
events
• Expository Writing: Expository writing includes nonfiction writing that
describes, explains, informs, or summarizes ideas and content
• Functional Writing: Functional writing provides specific directions or
information related to real-world tasks
• Persuasive Writing: Persuasive writing is used for the purpose of influencing
the reader
4. Writer’s Notebooks: Students will write daily in their writing notebooks on a variety of
topics
 What Will I Learn in 4th/5th Grade?
Science
In science we will be formulating predictions, questions, or hypotheses based on
observations, locating appropriate resources, designing & conducting controlled investigations,
analyzing and interpreting data to explain correlations and results while formulating new
questions, and communicating the results of the investigations. We will be participating in four
major investigations.

What Will I Learn in 4th/5th Grade?

Economics

The City of Los Tigres: A Classroom Economy

Beginning the second to third week of school, we begin a yearlong unit on Economy to
teach the students how to understand personal finance, supply and demand, and other concepts
important to the United States economic system. Many studies have shown that children learn a
lot by simulating real-life situations therefore this seemed like a great way to show children
America in action. Students will have an opportunity to earn classroom money that I designed
called Tully Tender. There are many different ways students earn Tully Tender (credit).

Classroom Jobs: Students each receive a classroom newspaper with a Help Wanted section
listing jobs. Students decide which jobs they are interested in interviewing for and fill out a
classroom application noting their first 3 choices. I set-up an interview with each student during
their recess and lunch, students write down their interview time in their agenda. On the day of
their interview, students are expected to arrive early and be ready to answer a variety of typical
interview questions. Prior to the interview, we discuss as a class the Dos and Don’ts of
interviewing. Upon completion of all interviews, I decide on the candidate whom I feel would
do best in each job. Students will than receive an “Offer Letter” stating their job and salary,
along with any benefits they get. For fun, I list things such as their lunch hour and any paid sick
days I'll give. After a set amount of sick days, I begin to dock their pay. Each job is paid a
different amount and we discuss how people’s pay is a private affair. I pay the students every
two weeks – minus taxes.

Government: Just as our country is led by a government, so to will the class. Each semester,
students will have a chance to elect a candidate for the president, vice president, secretary, and
representative positions. Students who wish to be elected for these positions must campaign.

Bonuses: Students and I determine a number of different ways that students can earn bonuses.
I do not pay students for completing their homework. I feel that this is part of their job as a
student.

Landlord: Each student pays a set amount for rent which is payable to the teacher on the 1st of
each month. Rent pays for the student’s use of their desk and chair (this is not optional).
Students do have an opportunity to “buy” their property when and if they save enough money.
If students buy their property they are given a Property Ownership Certificate and are no longer
required to pay me rent. Students also have the opportunity to buy their classmate’s desks,
therefore becoming that student’s landlord. Now instead of paying me rent monthly, the leaser
needs to pay their new landlord.

Utilities and Taxes: Students will be charged monthly utilities on the first of the month.

Taxes: Just as adults have to pay taxes on income earned, so will the students. On April 15th
students will complete the appropriate tax forms and pay taxes.

Life’s Surprises: Each week two students are picked to pull a card from Life’s Surprises.
Some may win a beauty pageant and collect $25 while others may win the lottery and roll in
$2,000. You never know what hand life will deal you.

Class Swap Shop: Students can earn even more money buy selling old and gently used toys,
books and whatever else the class swap shop is looking for. I bargain and haggle with the
students until a fair price is reached.

What do they do with their money? (Debit)

Class Auction: At the end of each quarter, we hold our classroom auction. I auction off items
that were sold to me in the class swap shop along with any other items that I have including Free
Homework Passes, Computer Passes and Pencil Box surprises. They may also choose to save
their money to for certain items that I don’t auction off until the end of the year.

Rent: The 1st of each month students need to pay rent for their desk. This will help students
learn how to save money each month for rent as well as budget to possibly by their desk. If
students own their desk, they can also save money to purchase other people’s desks and become
a landlord.

Fines: Students and I determine a number of different ways that may be fined for behavior,
non-homework completion and other issues.

Life’s Unexpected (and Unpleasant) Surprises: Each week two students are picked to pull a
card from Life’s Unpleasant Surprises. Just like in real life you may need to get a filling in your
tooth and pay $150 or perhaps your house floods and you owe $700. Whatever it is, students
soon realize that sometimes life throws us a curveball. This starts to get kids thinking about
insurance, which will also be sold.

Student Businesses: Towards the end of the year, students have a chance to become
entrepreneurs. They get to think of and open their own business. However, opening a business
requires start-up fees and supplies, which the students pay to the City Los Tigres. Each week,
students try to earn their start-up costs back by selling to their classmates. Examples of past
businesses have been: Check Designing, Candy Store, Bakeries, Math Tutoring and Office
Supplies. All the students have a great time shopping at their fellow classmates businesses.

Banking: To really help the students get a clear understanding of earning and handling money;
we have opened a classroom bank. To make this even more realistic, students have access to
their account online at www.kidsbank.com. I have set-up accounts for each student, and the
bankers that I hire input all transactions that are made. In addition to having banking accounts,
students also learn how to fill out checks and balance their checkbooks. Many students have
learned the hard way that just because you have checks doesn’t mean you have money!

What Will I Learn in 4th/5th Grade?

Technology
In technology we will learn basic vocabulary, type a minimum 25 words per minute,
retrieve and save information, use the Internet legally & ethically, use troubleshooting strategies
to solve technology problems, and describe the impact of technology on the home & workplace.
Students will:
• Create & edit a word processing document with graphical elements
• Create and use a spreadsheet to analyze data
• Create a database with multiple fields to manipulate data in a variety of ways
• Design, create & publish a multimedia presentation or Web page using multiple digital
sources
• Communicate electronically to collaborate with experts, peers and others to analyze data
and/or develop an academic product
• Locate information & evaluate the accuracy, relevance, appropriateness,
comprehensiveness and bias of electronic information sources
• Technology Goal: My goal for this class is to have the students run the class website and
Daily Blog.

What Will I Learn in 4th/5th Grade?

Social Skills
“Behavior you pay attention to is behavior worth repeating!”

Skill Builder Cards: Social skills will be taught along with academic skills. We will focus on
one skill per week using ‘skill builder cards.’
1. The students will create the cards listing the expected behaviors, practice the skill in
class, and take it home to share with parents and get a parent signature
2. The student will ‘get caught’ performing the expected behavior and collect 6 adult
signatures on the back of the card
3. We will celebrate getting our 6 signatures and learning a new skill as a class at the end of
the week
4. We will review each skill throughout the year

Social Skill Builders

 How to Respond to Teasing
1. Project confidence
2. Ignore when possible
3. Use calm voice tone…
4. Say the person’s name & ask them
to stop
5. Change the subject
6. Talk, walk, get help
How to Respond to Rumors
1. Pause, stay calm
2. Consider the source & severity
3. Ask, “Do you believe it?’
4. If “no” say “good” & drop it
5. If “yes” say “You can believe it if
you want, but it’s not true”
6. Let it go
How to Respond to Deal with Bullies
“STAMP Out Bullies”
1. Stay away from bullies
2. Tell someone you trust
3. Avoid bad situations
4. Make friends
5. Project confidence
6. Talk, walk, get help
How to Refuse Peer Pressure
1. Listen to your heart
2. Ask questions
3. Name the trouble
4. Identify the consequences
5. Suggest an alternative
6. Move it, sell it, leave the door
open
How to Accept No
1. Use good body basics
2. Say, “Okay.”
3. No arguing, pouting, or whining
4. Ask questions later for
clarification
5. Discuss the “why’s” at a later time
Life skills taught to 4th/5th Grade Students are:
How to Calm Down
1. Listen to your body
2. Inhale slowly through nose
3. Exhale slowly through mouth
4. Think of better choices
5. Talk, walk, get help
How to Report Peer Behavior
1. Ask, “Why am I telling?”
2. Use good body basics
3. Ask to speak in private
4. Describe the behavior
5. Explain why the report is
important
6. Thank the adult for listening
How to Apologize
1. Use good body basics
2. Say, “I am sorry because…”
3. Say, “From now on I’ll…”
4. Say, “Will you forgive me?”
5. Say, “Can we be friends?”
6. Shake hands
How to Forgive
1. Use good body basics
2. Listen carefully
3. Say, “When you…, it made me
feel…”
4. Say, “I forgive you.”
5. Shake hands
6. Let it go
How to be a Good Friend
1. Respect differences
2. Be yourself
3. Don’t gossip
4. Give him/her space to be friends
with other people
5. Be honest
6. Respect feelings, say, “I noticed
you are sad/angry/crying etc. Do
you want to talk about it?”
7. If “yes” be a good listener
8. If “no” say, “Okay, but I am here
if you need a friend”
9. Have fun!
• Effort – to do your best.
• Pride – satisfaction from doing your personal best.
• Courage – to act according to one’s belief.
• Responsibility – to respond when appropriate; to be accountable for your actions.
• Sense of Humor – to laugh and be playful without harming others.
• Caring – to feel and show concern for others.
• Cooperation – to work together for a common goal or purpose.
• Patience – to wait calmly for someone or something.
• Integrity – to act according to a sense of what’s right and wrong.
• Flexibility – to be willing to alter plans when necessary.
• Perseverance – to keep at it.
• Organization – to plan, arrange, and implement in an orderly, readily useable way.
• Curiosity – a desire to investigate and seek understanding of one’s world.
• Initiative – to do something because it needs to be done.
• Common Sense – to use good judgment.
• Problem-solving – to create solutions to difficult situations and everyday problems.

I am looking forward to a
successful 2009-2010 school
year!
-Ms. Payne
Please sign this page as soon as possible, and place the Classroom Student Handbook in the
document protector in the back of the iPod Binder for easy reference.

Student Name ____________________________________________

My child and I have read over the provided information. We understand that these classroom
procedures and guidelines are put in place to promote an environment that celebrates and
embraces learning. If at anytime we have questions or concerns, we know that Ms. St. Cyr can
be reached by phone or email at the above contact information.

Student Signature Date

Parent Signature Date

Please provide a frequently used email address for school communication and reminders.

Email Address_________________________________________________________________

Comments and Questions: