Introduction to the Elementary School’s Curriculum At A Glance
At ACS Athens Elementary School, students build the necessary skillsets for the years ahead. The elementary curriculum is based on interdisciplinary methods and materials supported and guided by the U.S. State Board of Education. At the heart of the interdisciplinary method is literacy, which is woven throughout all subject areas, such as in Science, Technology, Engineering, Arts, including conceptual connections to Mathematics.
Language Arts - The Language Arts curriculum is guided by American Education Reaches Out (AERO) English Language Arts Curriculum Framework, including standards and performance indicators, as the basis for our instruction. The language arts program in the Elementary School is taught through a balanced literacy approach that integrates reading, writing, language, listening and speaking. The foundation for these literacy skills is language and an understanding of how language works. A variety of programs and resources are in implementation to support this curriculum framework. In addition, our growing classroom libraries, Elementary School Library, as well as, a variety of online reading programs support our balanced approach to literacy instruction. Mathematics - The curriculum structure is provided by the AERO Standards. Students learn the importance of both conceptual understanding and procedural methods through a variety of materials and programs. AERO explains that “most problems that students will encounter in the real world are multi-step or process problems. For example, ACS Athens’ unique Dogs in Learning Program, provides students with ample real-life problem-solving opportunities to apply recently learned mathematical strategies. Science - The Science curriculum is guided by the Next Generation Science Standards (NGSS). Every NGSS standard has three dimensions: disciplinary core ideas (content), scientific and engineering practices, and cross-cutting concepts. The aim of the Elementary School Science Program is for the students to be scientifically literate and to be knowledgeable about the important concepts and theories of the three main branches of scientific study: earth, life and physical sciences. Social Studies - The Social Studies curriculum is designed to help children ask fundamental questions about the world in which they live. Recurring themes—such as culture, community and citizenship—unite the subject studied at all levels. Activities and discussions help students understand where they live and the world around them, including studying the traditions of various nationalities.
Fifth Grade Language Arts Curriculum at a Glance Reading
Writing
Speaking & Listening
At this level the reading process is used to understand and interpret a variety of literary texts.
At this level the skills and strategies of the writing process incorporate aspects and conventions of writing.
At this level students learn strategies to listen and speak for different purposes.
Students will be able to:
Students will be able to:
Reading: Foundational Skills
• Know and apply grade-level phonics and word analysis skills in decoding words. • Read with sufficient accuracy and fluency to support comprehension. Reading Literature
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text says explicitly and when drawing inferences from the text. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. Describe how a narrator’s or speaker’s point of view influences how events are described. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, and poem).
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texts, supporting a point of view with reasons and information. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
Students will be able to: • Engage effectively in a range of
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collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.
Language At this level the four domains of English are implemented with a proficient command of conventions and grammar. Students will be able to: • Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. • Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. • Use knowledge of language and its conventions when writing, speaking, reading, or listening. • Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. • Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. • Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g. however, although, nevertheless, similarly, moreover, in addition).
• Compare and contrast stories in the same genre (e.g.,
mysteries and adventure stories) on their approaches to similar themes and topics. • By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently. Reading Informational Text
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text says explicitly and when drawing inferences from the text. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. Determine the meaning of general academic and domainspecific words and phrases in a text relevant to a grade 5 topic or subject area. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.
• Conduct short research projects
that use several sources to build knowledge through investigation of different aspects of a topic. • Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. • Draw evidence from literary or informational texts to support analysis, reflection, and research. • Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Fifth Grade Math Curriculum at a Glance Process PROBLEM SOLVING
REASONING AND PROOF
COMMUNICATION AND REPRESENTATION
Students will be able to:
Students will be able to:
Students will be able to:
Students will be able to:
• Draw logical conclusions about mathematical problems • Follow a logical argument and judge its validity • Review and • Refine the assumptions and steps used to derive conclusions in mathematical arguments • Justify and explain the solutions to problems using manipulatives and physical models
• 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
• 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 procedure • 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
• Analyze a problem
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to determine the question(s) to be answered and identify necessary and extraneous information 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
CONNECTIONS
NUMBERS OPERATIONS IN BASE TEN Students will be able to:
• Demonstrate and 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, and division) to problem-solving situations
MEASUREMENT
OPERATIONS AND ALGEBRAIC THINKING
Students will be able to:
Students will be able to:
• Convert units
within a given measurement system (e.g. convert 5 cm to 0.05 m) • Use conversations to solve multistep word problems • Create line plots with fraction measurements and solve problems using data from line plots
• 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
GEOMETRY Students will be able to:
• Graph points on the coordinate plane to solve problems • Classify two- and three-dimensional figures into categories • 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 • Calculate perimeter and area of two dimensional regular and irregular figures • Calculate surface area of rectangular prisms
Fifth Grade Science Curriculum at a Glance Structures and Properties of Matter (Physical Science)
Matters and Energy in Organisms and Ecosystems (Life Science)
Stars and the Solar System (Earth Science)
Students will be able to:
Students will be able to:
Students will be able to:
• Develop a model to describe that matter is made of particles too small to be seen. • Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved. • Make observations and measurements to identify materials based on their properties. • Conduct an investigation to determine whether the mixing of two or more substances results in new substances.
• Use models to describe that energy in animals’ food (used for body repair, growth, and motion and to maintain body warmth) was once energy from the sun. • Support an argument that plants get the materials they need for growth chiefly from air and water. • Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
• Support an argument that the gravitational force exerted by Earth on objects is directed down. • Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from Earth. • Represent data in graphical displays to reveal patterns of daily changes in the length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.
Fifth Grade Social Studies Curriculum at a Glance Students in fifthgradeengageininterdisciplinarythematicunitsof study. Thefocusof theseunitsis on depthof 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 maps
• Inquire into the economic causes of colonial migration
• Describe and explain various types and patterns
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of settlement and land use, and reasons why the New England, Middle and Southern colonies differ Define regions by their physical characteristics 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 Compare the views of the American colonists with the English Understand the role of prominent figures in the development of the U.S. Compare information from multiple sources recounting the same event Understand and describe how the imposed British taxes caused a succession of events which led to the Revolutionary War
Boldly We Go/ Explorers Students will be able to: • Identify the location of the North and South Poles, the equator, the prime meridian, Northern, Southern, Eastern, and Western Hemispheres
• Find oceans and continents, major countries, bodies of water, and mountains • Describe the history, interaction, and contribution of the various peoples and cultures that have launched expeditions to the New World
• Define regions by their physical characteristics • Describe how the desire for trade affected the way people explored 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 settlement and land use in 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
Oh! Those Glorious Greeks Students will be able to: • Interpret timelines of events studied • Compare maps of the modern world with historical maps • 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 • 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 Agora and the museum to encounter ancient artifacts first hand • Compare and contrast life in Athens and Sparta • 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
Fifth Grade Specialist Classes Curriculum at a Glance Art
Music
Physical Education
Students in grades K5 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.
Students will be able to:
Students will be able to:
Students will be able to: • Identify and explore different forms of art • Understand that art
Technology
Foreign Language
At this level, Level I Students will students develop be able to: • Use accurate pitch competencies in • Throw a ball overhand with accuracy to a target using a • Remember longer phrases Mouse and mature form • Comprehend • Use some breathe control • Catch an object demonstrating proper form Keyboard use, common and posture Graphics, Word expressions and • Serve an object inbounds using an underhand and • Use correct articulation processing, Content structures used in overhand serve • Demonstrate increasing area reinforcement everyday • Perform a volleyball bump and set demonstrating proper aural memory (reading and situations as form writing), • Demonstrate increasing spoken by • Demonstrate an underhand, overhand and sidearm swing Simulations, physical control and sound teachers and when hitting a ball or birdie Multimedia projection native speakers • Hit a pitched ball into fair territory presentations, Data • Develop a clear accustomed to • Punt a ball demonstrating proper form handling, and understanding of low and dealing with • Dribble a ball with feet, and kick to pass or score Introduction to high pitch in relation to language learners • Hand and foot dribble while preventing an opponent from Programming. instruments • Participate in stealing the ball • Use wind instruments as well • Dribble a basketball smoothly, changing from one hand to limited oral Students will be as tuned and un-‐tuned exchanges on the other, while moving to different areas on the court able to: percussion, familiar topics to • Create space by moving to open areas to pass or receive a develop • Begin to develop some pass proficiency in the breathe control in relation • Position self to create or improve offensive opportunities • Demonstrate increased target language to playing instruments • Deny space by keeping between the opponent and competency in • Identify essential • Work on their own, in intended goal touch typing information in short groups of different sizes, • Develop and refine a creative dance sequence showing • Demonstrate written texts to and as a class smooth transitions digital recognize written • Play two part harmony • Perform selected folk, country, square, line, creative and/or citizenship/onlin structures of the • Hold their part in a two aerobic dances e etiquette target language. part harmony • Tread water for 10 seconds • Usage of email • Write expressions • Develop a clear
Level II Students will be able to: • Use appropriate
vocabulary, gestures, and oral expressions for greeting, introductions, leave taking, and other common or familiar interactions • Use 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
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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 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
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understanding of harmony (bass, chords, melody) Perform music using gradual changes of tempo and dynamics Use 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 and/or compose music Integrate composed lyrics and melody with other fundamental elements of music, to compose their own songs 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
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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 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
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including: Email and short sentences written descriptions etiquette, to convey personal of people and composing an ideas, concepts, and objects in the email and information. environment salutations • Learn general • Learn poetry, Access facts songs, proverbs, homeroom concerning the short anecdotes assignments geography of or narratives remotely using the country and • Write in a variety the online cultural of formats to learning platform heritage and describe and “Moodle” lifestyles of the provide Use of Google people in order information Apps for to develop a about oneself, collaborative cultural friends and family, writing and awareness. school activities presenting, • Use technology to • Use technology to including: Google present information research and Docs, Google about family, school present on a Slides events, and variety of Develop skills in celebrations information of Computer designated special Assisted Design projects, school (CAD) and Coding events, and Develop research celebrations skills by evaluating websites with criteria, including: bias, relevance, authorship, etc.
of performance of an • Recognize healthy habits (proper diet, getting enough • Use artwork to ensemble, using sleep, hygiene, saying no to drugs/smoking, being active, communicate and brushing teeth, dealing with stress) and express how enhance understanding appropriate terminology these habits can improve the quality of life of conceptsin other subject areas • Identify some musical • Meet the age/gender specific health-‐ related fitness standards defined by the fitness gram periods and genres • Recognize that art • Describe ways that aerobic exercise strengthens and using their knowledge objects, motifs, and improves the efficiency of the heart and lungs of period and genre styles define cultural • Demonstrate the ability to perform an aerobic activity identity; relate works of specific elements and maintain an appropriate pace art to a particular • Use provided criteria (i.e. • Match different types of physical activity with each of the time period technical accuracy, fitness components instrumentation, timbre, • Know and compare projection, diction, stage • Identify and know how to use testing devices and the characteristics of technological tools to enhance fitness presence, musician artworks in various eras • Participate with and show respect for persons of like and communication and and cultures and different skill levels describe a variety of art chemistry, precision, • Accept and respect the decisions made by game synchronization, objects in historical officials, whether they are fellow students or teachers appropriateness of and cultural contexts • Regularly encourage others to refrain from put-‐down venue, etc.) and • Understand that statements or blaming others appropriate culture and historical • Make common sense choices when safety issues for terminology to events influence art self and others are a consideration during an activity evaluate the quality of a • Brainstorm and • Remain on task in a group activity without close composition or generate many original teacher monitoring performance ideas for a prompt • Cooperate and communicate with others to design or • Recognize distinguishing • Create planning modify a game, rule, and/or procedure characteristics of a sketches before • Identify strategies for including physically representative musical starting a project challenged individuals in a physical activity genre or style as they • Follow activity-‐specific rules, procedures and etiquette, have been applied or and utilize safety principles in activity situations appear in a musical • Respect physical limitations of self and others selection, in relation to • Describe physical activities that provide personal historical or cultural enjoyment trends • 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