Fifth Grade Language Arts Curriculum at a Glance Reading
Writing
Speaking & Listening
Students at this level use general skills and strategies of the reading process to understand and interpret a variety of literary texts
Students at this level use the skills and strategies of Students at this level use listening and speaking the writing process while incorporating aspects and strategies for different purposes. conventions of writing.
Students will be able to:
Students will be able to:
Students will be able to:
• Use prewriting strategies to plan written work, including graphic organizers and webs • Organize information according to the purpose of the writing • Research and takes notes on a given topic • Use strategies to draft and revise written work • Adjust focus of writing for different audiences • Use strategies to edit and publish written work • Edit written work for grammar, capitalization, punctuation, and developmentally appropriate spelling • Incorporate illustrations where relevant. • Use technology to compose and publish work • Evaluate own writing • Describe the best features of a piece of writing • Ask for feedback • Orally respond to classmates’ writing • Use descriptive language that clarifies and enhances ideas, including adjectives, adverbs, sensory words • Uses a variety of sentence structures in writing • Identify declarative, interrogative, exclamatory, and imperative sentence structures • Use paragraph form in writing • Use techniques to convey a personal style and voice • Use first person point of view • Use grammatical and mechanical conventions in written compositions
• Play a variety of roles in group discussions • Lead a conversation in literature circles • Use a form to carry out a role in discussions • Follow agreed upon rules for discussions and carry out assigned roles • Come to discussions prepared, having read or studied the material • Ask questions to seek elaboration and clarification of ideas • Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others • Debate different sides of a topic • Use strategies to enhance listening comprehension • Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification • Use grammatically correct language for the audience and specific vocabulary to communicate ideas and supporting details • Model a variety of active listening strategies (eye contact, note taking, questioning, and formulating clarifying questions) • Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions • Listen in order to understand topic and purpose in spoken texts • Respond to comprehension questions explaining the topic and
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Use textual clues, text format to preview text Skim material for main idea Reads to understand a specific viewpoint Use foreshadowing clues to make predictions Use complex word families, prefixes and suffixes to decode unknown words Use a variety of strategies to extend reading vocabulary, including word reference materials (e.g., glossary, dictionary, thesaurus) to determine the meaning, pronunciation, and derivations of unknown words Demonstrate comprehension through a variety of strategies, including comparisons, identifying similarities and differences between characters in a novel and texts. Read and Understand a variety of literary passages and texts, including myths, historical fiction, biographies, and autobiographies Know the defining characteristics of historical fiction, biographies, and autobiographies Understand the basic concept of plot and climax Understand the concept of climax Understand similarities and differences within one or more works of literature Understand similarities and differences in terms of character types Understand similarities and differences within literary
work from various genres • Understand elements of character development in literary works • Identifies stereotypical characters • Have a basic understanding of the concept of theme in literary works • Understand the ways in which language is used in literary texts, including personification and onomatopoeia • Use reading skills and strategies to understand a variety of informational texts, including online periodicals • Use text organizers to determine the main ideas and to locate information in a text, including headings, topic sentences, summary sentences, graphic features, typeface, chapter titles • Use the various parts of a book to locate information, including glossary, appendix, preface, and index • Know the defining characteristics of a variety of informational texts, including procedures • Summarize and paraphrase information and supporting details in texts
• Use conventions of spelling in written compositions • Alphabetize • Use dictionary to spell words Uses contractions, compounds, roots, suffixes, and prefixes to spell words • Have basic understanding of homophones, antonyms and synonyms • Identifies complete sentences, runs-‐on sentences and sentence fragments • Use conventions of capitalization in written compositions, including letter format and proper nouns. • Use nouns, pronouns, verbs, adjectives, adverbs, and coordinating conjunctions and prepositions in written compositions • Use conventions of punctuation in written compositions, including periods and commas. • Write narrative, expository and descriptive compositions.
the purpose • Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence • Use level-‐appropriate vocabulary in speech • Use grammatically correct vocabulary for the audience and specific vocabulary to communicate ideas and supporting details • Students speak clearly using appropriate volume and pitch for purpose and audience • Summarize a written text read aloud or information presented in diverse media and formats including visually, quantitatively, and orally • Make eye contact and speak loudly and clearly • Pause and use inflection • Evaluates the effectiveness of strategies used by speakers in oral presentations using rubrics and summaries • Students use different vocabulary to present various genres of writing such as instructions or poetry
Process
PROBLEM SOLVING
COMMUNICATION AND REPRESENTATION
REASONING AND PROOF
Students will be able to:
Students will be able to:
Students will be able to:
Analyze a problem to determine the question(s) to be answered and identify necessary and extraneous information
Follow a logical argument and judge its validity
Determine an efficient strategy, verify, interpret, and evaluate the results with respect to the original problem Try more than one strategy when the first strategy proves to be unproductive Select and use strategies and procedures to find solutions to problems Interpret and solve a variety of mathematical problems by paraphrasing Check the reasonableness of a solution
Draw logical conclusions about mathematica l problems
Review and refine the assumptions and steps used to derive conclusions in mathematica l arguments
Justify and explain the solutions to problems using manipulative s and physical models
Content
CONNECTIONS
NUMBERS OPERATIONS IN BASE TEN
MEASUREMENT
Students will be able to:
Students will be able to:
OPERATIONS AND ALGEBRAIC THINKING
GEOMETRY
Use inquiry techniques to solve mathematical problems
Use a variety of methods to represent and communicate mathematical ideas through oral, verbal, and written formats Identify and translate key words and phrases that imply mathematical operations Use informal and mathematical language to explain why certain strategies or procedures were used to find a solution.
Students will be able to: Use mathematical ideas from one area of mathematics to explain an idea from another area of mathematics Use physical models to explain the relationship between concepts and procedures Apply mathematical thinking and modeling to solve problems that arise in other disciplines, such as rhythm in music and motion in science Identify, explain, and use mathematics in everyday life Use technology, including calculators, to develop mathematical concepts
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Demonstrate an understanding of the place-‐value system. Express powers of 10 using exponents. Identify patterns when multiplying a number or multiplying and dividing a decimal by powers of 10. Read, write, and compare decimals to the thousandths place. Round decimals to any place value. Multiply four-‐digit by two-‐digit numbers using the standard algorithm. Divide four-‐digit by two-‐digit numbers using arrays, area models, and strategies based on place value. Add, subtract, multiply, and divide decimals. Add and subtract fractions with unlike denominators and mixed numbers. Interpret a fraction as division of the numerator by the denominator. Apply and extend previous understandings of multiplication and division of whole numbers to multiply and divide fractions. Apply the four basic operations (addition, subtraction, multiplication, division) to problem-‐ solving situations.
• Convert units within a given measurement system (e.g., convert 5 cm to 0.05 m). • Use conversations to solve multi-‐step word problems. • Create line plots with fraction measurements. Solve problems using data from line plots. • Relate volume to the operations of multiplication and addition, and solve real world and mathematical problems involving volume. • Calculate the volume of solid figures and right rectangular prisms.
Students will be able to:
• Use parentheses, brackets, or braces in numerical expressions. • Calculate expressions with these symbols. • Write and interpret expressions without finding their value. • Generate two numerical patterns using two given rules, and identify relationships between corresponding terms.
Students will be able to:
• Graph points on the coordinate plane to solve problems. • Classify two-‐ dimensional figures into categories.
Fifth Grade Science Curriculum at a Glance Mixtures and Solutions Students will be able to: • • • • • • • •
Gain experience with the concepts of mixture and solution, concentration and saturation, concept of chemical reaction. Apply an operational definition to determine the relative concentrations of solutions. Use group problem-‐solving techniques to plan investigations. Use measurement in the context of scientific investigations. Apply mathematics in the context of science. Acquire vocabulary associated with chemistry and the periodic table. Be introduced to the concept that all matter is made of very small particles called atoms and that atoms combine to form molecules. Use scientific thinking processes to conduct investigations and build explanations: observing, communicating, comparing, organizing, and relating.
Levers and Pulleys
Students will be able to: • Gain experience with the concept of force and the application of force to do work • Gain experience with the relationships between the components of lever systems and pulley systems • Gain experience with the concept of advantage as it relates to simple machines, • Analyze real-‐world tools and machines in terms of the simple machines that make them work • Systematically collect and record data. Use measurement in the context of scientific investigations. Use diagrams to translate three-‐ dimensional relationships into two dimensions. • Acquire vocabulary associated with two simple machines (levers and pulleys). Apply mathematics in the context of science • Use scientific thinking processes to conduct investigations and build explanations: observing, communicating, comparing, organizing, and relating.
Fifth Grade Social Studies Curriculum at a Glance
Students in fifth grade engage in interdisciplinary thematic units of study. The focus of these units is on depth of knowledge and engagement with the themes of Time, Continuity, Change, Citizenship and Culture.
Colonial America and the American Revolution Students will be able to: • Distinguish between political and topographical • • •
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maps. Inquire into the economic causes of colonial migration Describe and explain various types and patterns of settlement and land use, and reasons why the New England, Middle and Southern colonies differ. Explain and compare ways in which colonists satisfy their basic needs and wants through the production of goods and services, and how trade affects the way people earn their living. Describe the ways in which the English colonists became Americans before, during and after the Revolutionary War. Describe how the cotton gin and printing press made the lives of the colonists easier. Describe how the imposed taxes by the English KIng on the colonists caused the Revolutionary war. Compare the views of the American colonists with the English.
Boldly We Go/ Explorers Students will be able to: • Identify the location of the North and South Poles,
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the equator, the prime meridian, Northern, Southern, Eastern, and Western Hemispheres. Find oceans and continents, major countries, bodies of water, and mountains. Define regions by their physical characteristics. Describe the history, interaction, and contribution of the various peoples and cultures that have launched expeditions to the New World Describe how the desire for trade affected the way people earn their living in regions of the world Use a variety of historical sources including artifacts, pictures, and documents to help define factual historical evidence Compare maps of the modern world with historical maps Chronologically sequence important events Research examples of explorers who brought important changes to a community or region. Describe the colony of New Spain and its social structure Describe and explain various types and patterns of
Oh! Those Glorious Greeks
Students will be able to: • • • •
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Interpret timelines of events studied Compare maps of the modern world with historical maps Describe how an Olympic athlete honors his country by participating in the Olympics Describe the myths and stories of classical Greece; give examples of Greek gods and goddesses, heroes, and events, and where and how we see their names used today Observe and reflect on past and current events as well as one’s own personal feelings in order to delve deeper into a topic Compare factual historical sources with works of fiction about the same topic Compare information from multiple sources recounting the same event Locate the major city-‐states on a historical map of Greece Visit the site of the Acropolis and one of the many wonderful museums of Athens to encounter ancient artifacts first hand. Compare and contrast life in Athens and Sparta.
• Describe how the colonists’ use of unorthodox (for •
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the time) warfare tactics helped them to win battles during the Revolutionary War. Explain how European settlers used technological superiority to support their “right” to enslave native peoples. Describe the Bill of Rights (of the US Constitution) Describe how President Washington organized the Executive Branch around the Cabinet Explain how the political parties emerged in the American government system Describe the system of checks and balances in the US government Describe the Bill of Rights of the US Constitution Create and use the democratic process to create a class constitution
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settlement and land use in New Spain Explain the impact of Columbus’ voyage on the Americas and the changes which resulted in the ways people lived. Define the Columbian Exchange and describe its causes and effects. Describe the effects of European diseases, particularly smallpox, throughout the Western hemisphere. Explain the cause-‐and-‐effect relationships in the interactions among the conquistadores and the Aztec and Inca peoples. Describe how the compass and the astrolabe were used by early explorers as navigation tools. Describe how the sophistication of weaponry and horse-‐riding enabled the conquistadors to defeat the Aztec and Incan Empires. Explain how European settlers used technological superiority to support their “right” to enslave native peoples.
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Explain why the government of ancient Athens is considered the beginning of democracy and explain the democratic political concepts developed in ancient Greece. Connect Greek mythology to the history and belief system of the Ancient Greeks Research, study, present topics of the arts, craft, music, language, culture of Ancient Greece
Art Students will be able to: Students in grades K-‐5 develop competencies in demonstrating knowledge and understanding of forms, styles, ideas, and functions of art and applying skills, techniques, media, and processes to create and present art. They also use the language of art to critique, assess, analyze, and communicate and make connections between art and other disciplines, personal experience, world history, and cultures.
•Identify and explore different forms of art. •Understand that art can convey ideas and serve different functions. •Manipulate the elements of art and the principles of design including: line, shape and form, color, value, and texture Balance, Contrast, Movement, Emphasis, Pattern, Proportion, and Unity •Distinguish between different forms and styles of art and make informed decisions
Music
Physical Education
Students will be able to: • Use accurate pitch, • Remember longer phrases, • Use some breathe control and posture, • Use correct articulation, • Demonstrate increasing aural memory, • Demonstrate increasing physical control and sound projection, • Sing partner songs, • Develop a clear understanding of low and high pitch in relation to instruments, • Use wind instruments as well as tuned and un-‐tuned percussion, • Begin to develop some breathe control in relation to playing instruments • Work on their own, in groups of different sizes, and as a class, • Begin to play two part harmony, • Hold their part in a two part harmony, • Develop a clear understanding of harmony (bass, chords, melody), • Perform music using gradual changes of tempo and dynamics • Use of musical emphases/accents and musical phrasing. • Sing or play with use of dynamics, musical phrasing appropriate to the composition’s musical ideas. • Perform with intent. • Integrate elements of music with melodies, rhythms, and musical devices, to perform
Students will be able to: • Throw a ball overhand with accuracy to a target using a mature form. • Catch an object demonstrating proper form • Serve an object inbounds using an underhand and overhand serve. • Perform a volleyball bump and set demonstrating proper form. • Demonstrate an underhand, overhand and sidearm swing when hitting a ball or birdie. • Hit a pitched ball into fair territory. • Punt a ball demonstrating proper form. • Dribble a ball with feet, and kick to pass or score. • Hand and foot dribble while preventing an opponent from stealing the ball. • Dribble a basketball smoothly, changing from one hand to the other, while moving to different areas on the court. • Create space by moving to open areas to pass or receive a pass. • Position self to create or improve offensive opportunities. • Deny space by keeping between the opponent and intended goal. • Develop and refine a creative dance sequence showing smooth transitions. • Perform selected folk, country, square, line, creative and/or aerobic dances.
Technology
Foreign Language
Level I Level II Students develop Students will be able to: Students will be able to: competencies in Mouse and Keyboard use, • Comprehend • Use appropriate Graphics, Word common expressions vocabulary, processing, Content area and structures used gestures, and oral reinforcement (reading in everyday expressions for and writing), situations as spoken greeting, Simulations, Multimedia by teachers and introductions, leave native speakers presentations, Data taking, and other accustomed t o Handling, and dealing w ith common or familiar Introductions to language learners. interactions. Programming. • Participate in limited Students will be able to:
• Demonstrate increased competency in touch typing • Demonstrate digital citizenship/online etiquette • Access homeroom assignments remotely • Use word processing, graphics, research, and simulations tools to demonstrate and communicate understanding and depth of knowledge in subject area content, in the areas of math, social studies, and science
oral exchanges on familiar topics to develop proficiency in the target language. • Identify essential information in short written texts to recognize written structures of the target language. • Write expressions and short sentences to convey personal ideas, concepts, and information. • Learn general facts concerning the geography of the country and cultural heritage and lifestyles of the
• Uses the target language to express needs, feelings, and ideas related to everyday situations.
• Understand the basic ideas of oral messages and short conversations based on simple or familiar topics appropriate at this developmental level. • Understand oral and written descriptions of people and objects in the
about the ideas or functions used in the creation of the art •Demonstrate an understanding on how to use certain artistic forms or styles to convey specific ideas or functions •Use the vocabulary of art to compare and contrast works of art. •Use art concepts and vocabulary to evaluate their own and others artwork. •Self-‐assess choices when planning and creating art. •Use artwork to communicate and enhance understanding of concepts in other subject areas. •Recognize that art objects, motifs, and styles define cultural identity; relate works of art to a particular time period. •Know and compare the characteristics of artworks in various eras and cultures and can describe a variety of art objects in historical and cultural contexts. •Understand that culture and historical events influence art.
and/or • Compose music. • Integrate composed lyrics and melody with other fundamental elements of music, to compose their own songs. • Are able to perform/compose music that is true to cultural ad stylistic trends • Read music from traditional notation, • Read rests and note values. • Recognize the treble and bass clefs, bars, bar lines, time signatures, and music ties. • Identify elements of music within the context of performance of an ensemble, using appropriate terminology. • Identify some musical periods and genres using their knowledge of period and genre specific elements. • Use provided criteria (i.e. technical accuracy, instrumentation, timbre, projection, diction, stage presence, musician communication and chemistry, precision, synchronization, appropriateness of venue, etc.) and appropriate terminology to evaluate the quality of a composition or performance. • Recognize distinguishing characteristics of a representative musical genre or style as they have been applied or appear in a musical selection, in relation to historical or cultural trends.
• Tread water for 10 seconds. • Survival float in a prone position for 1 minute. • Streamline and flutter kick in a prone position for 5 yards. • Swim front crawl for 10 yards. • Kick on back for 10 yards while holding a kickboard. • Jump into deep water from the deck, surface, and swim to the side of the pool. • Demonstrate breath control and rhythmic breathing • Demonstrate a variety of basic rope jumping skills. • Demonstrate a single bounce in a single rope. • Enter, exit and jump one or more long ropes turned by others. • Identify practice and conditioning principles that enhance performance. • Demonstrate warm up and cool down procedures and explain their purpose. • Understand safety concerns in and around the pool area, and follow the rules procedures. • Understand the concept of long, smooth strokes (stroke volume) when swimming a specific stroke. • Describe ways a person can save an active drowning victim without entering the water. • Use feedback from a variety of sources to make appropriate changes in performance. • Understand basic positions/roles in sport activities and game play. • Conduct self and peer assessments of a skill performance. • Understand resting heart rate and target
• Use technology to handle, interpret, and present data • Develop skills in Computer Assisted Design and Programming • Work independently and collaboratively to create and present a variety of multimedia projects
people in order to develop a cultural awareness. • Uses technology to present information about family, school events, and celebrations.
environment. • Learn poetry, songs, proverbs, short anecdotes or narratives. • Writes in a variety of formats to describe and provide information about oneself, friends and family, school activities.
• Uses technology to research and present on a variety of information of designated special projects, school events, and celebrations.
heart rate. • Complete a fitness calendar/log showing that they have participated in physical activity in and out of school. • Participate in lunch recess or afterschool activity programs. • Identify at least three different opportunities in school and the community for regular participation in physical activity that one would personally enjoy. • Participate in moderate-‐to-‐vigorous physical activities on a daily basis. • Choose to exercise at home for personal enjoyment and health benefits. • Recognize healthy habits (proper diet, getting enough sleep, hygiene, saying no to drugs/smoking, being active, brushing teeth, dealing with stress) and express how these habits can improve the quality of life. • Meet the age/gender specific health-‐ related fitness standards defined by the fitness gram. • Describe ways that aerobic exercise strengthens and improves the efficiency of the heart and lungs. • Demonstrate the ability to perform an aerobic activity and maintain an appropriate pace. • Match different types of physical activity with each of the fitness components. • Identify and know how to use testing devices and technological tools to enhance fitness. • Participate with and show respect for persons of like and different skill levels. • Accept and respect the decisions made by game officials, whether they are fellow students or teachers. • Regularly encourage others to refrain
from put-‐down statements or blaming others. • Make common sense choices when safety issues for self and others are a consideration during an activity. • Remain on task in a group activity without close teacher monitoring. • Cooperate and communicate with others to design or modify a game, rule, and/or procedure. • Identify strategies for including physically challenged individuals in a physical activity. • Follow activity-‐specific rules, procedures and etiquette, and utilize safety principles in activity situations. • Respect physical limitations of self and others. • Describe physical activities that provide personal enjoyment. • Enjoy learning new skills or improving attained skills through effort and practice. • Describe the role of participation in physical activities in getting to know oneself and others. • Communicate and cooperate with others to solve a problem or accomplish a task. • Appreciate the aesthetic and creative aspects of skilled performance of others. • Select and practice a skill that needs to be improved. • Recognize the role of games, sports and dance in getting to know and understand others of like and different cultures. • Interact with friends while participating in group activities and challenges.