FIFTH GRADE READING and
WRITING
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INCREASING
VOCABULARY
§ Use visual clues, word form, context clues, knowledge or word origins, roots, structure, dictionaries and glossaries, to comprehend new words in text
§ Identify the contextual meaning of a word that has multiple meanings
§ Identify, understand, and use synonyms, antonyms (opposites), and homonyms
§ Alphabetize quickly and use the dictionary for a variety of purposes
§ Continually expand vocabulary and concept knowledge through reading and listening |
USING READING
STRATEGIES
§ Locate and choose reading selections for a particular purpose (pleasure, information, and research) § Use organizers of text (e.g., examples, graphs, summaries, Italics, margin notes, tables, definitions and bold print) § Recognize and self-correct errors that affect meaning while reading § Demonstrate understanding of literal and figurative use of words in context § Use context, sentence structure, and structural analysis as clues to word identification and meaning § Independently integrate word analysis skills in reading: meaning (context), structure (language), visual (phonetic cues), own background knowledge § Independently integrate structural analysis skills (apply rules) in reading: contractions, compound words, prefixes, suffixes, and plurals § Skim, scan, and read for meaning and for inference § Skim, scan, and identify topic, events in sequence, and specific details § Take notes on nonfiction reading, summarize reading, and use reading as a basis for speaking and writing § Construct meaning from print, based on prior knowledge, past experiences, and purpose § Reread for understanding §
Use different reading strategies from reading
fiction and nonfiction |
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DISCUSSIONS AND ORAL
PRESENTATIONS § Determine appropriate content for audience § Prepare and use brief notes which guide the presentation, that are not read to the class § Organize content sequentially or around major ideas § Summarize main points before or after presentation § Express ideas orally in a variety of situations, including small and large groups § Use facial expression to support or dramatize verbal message |
LISTENING
SKILLS § Listen to and follow multiple-step oral directions in small and large groups § Listen without interrupting § Listen, draw conclusions, and share responses in subject related group learning activities across content areas § Demonstrate active listening skills in discussions to synthesize, evaluate, and apply ideas and information § Recognize and respond appropriately to questions |
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INCREASE
COMPREHENSION § Explain and summarize setting, plot, characters, problem, solution, and main event § Identify and explain cause/effect and comparison/contrast and use them to explain poetry and narrative and justify predictions § Draw and justify inferences § Distinguish, talk, and write about poetry, fiction and nonfiction narratives and relate them to student’s life § Explain and analyze text using literary devices (e.g., imagery and symbolism) § Demonstrate critical analysis by drawing inferences, conclusions, or generalizations § Support opinions/positions by using text evidence § Identify and analyze the characteristics of nonfiction, fiction, drama, poetry, prose, newspapers, magazines, catalogs, schedules, menus § Recall important details and events when retelling a story § Compare and contrast plots, settings, theme, and characters in a variety of works by a variety of writers § Read and follow multi-step directions to complete a task § Develop an understanding of purpose in nonfiction materials § Recognize elements of fiction, including character, plot, setting, time, and point of view § Write meaningful responses to poetry and narratives § Comprehend by summarizing major events, restating and sequencing events, predicting, drawing conclusions, making inferences, form opinions, ask critical questions
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COMMUNICATE THROUGH
WRITING § Use legible cursive writing § Use prewriting strategies for various writing purposes and audiences: brainstorming, mapping, clustering, graphic organizers, fast writing, simple note-taking skills, interviewing, making lists, conducting interviews § Write complete sentences with a purpose/theme/idea, with a clear beginning/ middle/end, with a unique voice/personality, and with supportive and relevant details § Use vocabulary effectively (interesting, precise words) § Vary sentence structure, length and types (declarative, interrogative, exclamatory, imperative) § State the main idea of the paragraph in one sentence and fully develop the idea in a logical sequence § Use cause/effect and comparison/contrast as organizational patterns § Paraphrase or summarize what is heard or read § Hypothesize § Connect knowledge within and across content areas § Synthesize information to construct new concepts § Edit copies for grammar (correct usage), capitalization, spelling, punctuation (period, question mark, exclamation mark, apostrophe, comas in a series for combining sentences, quotations, colon, semicolon, and, format (indentation, heading, margin), and best word choice § Know the parts of business and personal letters and be able to write letters in proper form § Communicate ideas and feelings in poems with sensory or imaginative details and poetic form § Write structured multi-paragraph narratives with descriptive elements (biographies and original stories) and good transition § Use an analytic rubric to guide personal writing § Publish a variety of types of writing: journals, letters, learning logs, nonfiction reports, poetry, fiction |
FIFTH
GRADE MATH
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I. Students will read and interpret graphs.
II. Students will use, organize and display data using graphs and charts
III. Students will calculate and analyze data
IV. Students will collect data
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I. Students will explain, model, and identify patterns in numbers
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Understanding Large Numbers (Numeration Standard) I. Students will understand and work with large numbers from thousandths to billions
II. Students will use large numbers in math problems
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I. Students will understand decimals to the thousandths place
II. Students will use decimals in math problems
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Geometry of two-dimensional figures (Geometry standard) I. Students will be able to identify, classify, compare and sketch geometric figures.
II. Students will be able to measure geometric figures
III. Students will draw, describe, and analyze the results of transformations of polygons
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Fractions (Numeration Standard) I. Students will understand fractions
II. Students will solve math problems involving fractions
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MEASUREMENT (Measurement Standard) I. Students will understand and use customary units of measurement
II. Students will understand and use metric units of measurement
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Area and Perimeter of Polygons (Measurement and Geometry Standards) I. Students will find perimeter of polygons
II. Students will find the area of polygons, including squares, rectangles, parallelograms and triangles
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CIRCLES (measurement and geometry standards) I. Students will estimate and determine the circumference of a circle using manipulatives. II. Students will explore the relationship between the diameter and the circumference of a circle (pi). III. Students will identify, compare or describe attributes and properties of circles (radius, diameter, circumference). IV. Students will use a formula to find the circumference of a circle. |
Solids and Measurement (Geometry and measurement standards) I. Students will classify, compare, and sketch solids
II. Students will find surface areas of rectangular prisms and cubes
III. Students will find the volumes of rectangular prisms and cubes
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Money, Time and Temperature (statistics and probability standard, measurement standard) I. Students will use time in mathematical problems
II. Students will use money in math problems
III. Students will measure and use temperature in math settings
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Ratios, Percents and Proportions (Numeration, Estimation and Computation standards) I. Students will have a conceptual understanding of a ratio
II. Students will use percents
III. Students will understand, calculate, describe and analyze probability
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Embedded Problem Solving (Problem Solving Standard) I. Students will read, analyze, summarize and understand familiar and unfamiliar multi-step problems II. Students will select, modify, and apply appropriate strategies to solve multi-step problems III. Students will verify, evaluate, communicate and interpret solutions |
Embedded Communication (Communication Standard) I. Students will communicate mathematical thinking by:
II. Students will justify answers, solutions, process, and mathematical strategies using examples |
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Embedded Reasoning (Reasoning standard) I. Students will use informal deductive reasoning in concrete contexts.
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Embedded Connections (Connections standard) Emphasized throughout all areas of instruction I. Students will apply mathematical skills and processes to other disciplines and areas of life. II. Listen and observe mathematical information from the real world |
FIFTH GRADE SCIENCE
Students will investigate environments, levers and
pulleys, landforms and variables.
The scientific process skills utilized by fifth graders will include:
observing, communicating, classifying, measuring, hypothesizing, inferring,
formulating problems, and transfer of concepts.
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Use a variety of methods to gather
information
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Classify objects in
accordance with appropriate criteria
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Develop ideas/theories
about what may be happening when presented with new and unfamiliar
situations
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Gain accuracy with
estimations of measurements
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Select appropriate tools
(e.g., thermometers, meter sticks, balances, and graduated cylinders) and make
quantitative observations
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Determine what test to
apply to a question
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Design an experiment in
which the variables are manipulated
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Use various methods of
presentation which clearly show relationship in data
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Repeat and average
specific experiments to validate their results
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Record data by using
appropriate graphic representations (including charts, graphs, and labeled
diagrams) and make inferences based on the data
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Write a report of an
investigation that includes conducting tests, collecting data or examining
evidence, and drawing conclusions
CORE CONCEPTS
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Physical Science · Know that things on earth are pulled toward it by the earth’s gravity · Know earth’s gravity pulls any object toward it without touching it · Add .5 Newton to correctly measure (calibrate) effort needed to move a load · Construct lever and pulley systems, experiencing the mechanical advantages gained by using tools · Identify various simple machines · Experiment varying the position of the fulcrum, the load, and where effort is applied to investigate the differences in the amount of effort required to lift a load · Observe the effects of friction · Examine variables that increase and decrease friction · Know tables and graphs can show how values of one quantity are related to values of another · Chart and label recorded data on student made graphs and look for patterns/relationships in the graphs · Know graphical display of numbers may make it possible to spot patterns that are not otherwise obvious, such as comparative size and trends |
· Make hypotheses and extrapolations for other types of experiments after reviewing the results of experiments · Analyze real-world tools and machines in terms of the simple machines that make them work · Construct models of the three classes of levers as well as single and double pulley systems · Classify the three types of levers and the different types of pulley systems · Predict how the effort needed to lift a load can be modified by changing the position of the components within a lever or pulley system · Observe and identify the components of the lever and pulley system · Know when counting or measuring it is important to specify unit of measurement, i.e., centimeters, miles, Newtons, etc. · Understand measurements are likely to give slightly different numbers; even if what is being measured stays the same · Identify the variables and discrepancies in experiments ·
Describe measuring (e.g., time, distance, mass,
force) and calculating quantities that characterize moving objects and
their interactions within a system (e.g., force, velocity, acceleration,
potential energy, kinetic
energy) |
Life Science· Describe ways that organisms adapt to their environments · Construct and use classification systems based on the structure of organisms · Assess a variety of ecosystems (communities of organisms and their interaction with the environment) · Determine the function of organisms within the population of the ecosystem: producers, consumers, and decomposers · Evaluate the variety of organisms an ecosystem can support · Relate the role of light, range of temperatures, and soil composition to an ecosystem’s capacity to support life · Evaluate the major source of energy to organism in food webs · Illustrate a food web identifying the relationships between producers, consumers, and decomposers in an ecosystem · Assess the interaction of organisms within an ecosystem · Assess the needs, benefits, distribution, pollution, and cost associated with society’s use of energy · Evaluate ways in which human activities have affected Earth’s pedosphere and the measures taken to control the impact i.e., ground cover, farming, land use, and nutrient balance ·
Use examples of adaptation from plants and animals
to explain biological adaptation and the function of diversity in
community survival |
Earth/Space Science· Summarize changes to the earth caused by erosion, weathering, and mass wasting · Observe the effect of water on surface features of the land, using stream tables · Plan and conduct stream table investigations · Compare and contrast the stages of stream erosion and the valleys they produce · Compare and contrast the rock structure and relief of plains, plateaus, and mountains · Gain experience with models and maps · Learn about some of the tools and techniques used by cartographers and use them to depict landforms · Identify process that represent slow, continuous change (e.g., water, ice, wind) and those that are fast and catastrophic (e.g., volcanoes, meteorites, earthquakes, tidal waves) · Investigate the formation and properties of rocks (igneous, sedimentary, and metamorphic), minerals, and fossils ·
Investigate how Earth’s internal process affect
external features (volcanoes, earthquakes, mountain formation,
etc.) |
Scientific Reasoning and Technology· Identify and control variables and conduct controlled experiments using several multivariable systems (e.g., pendulums, airplanes, boats, and catapults) · Observe and compare outcomes of experiments · Identify and classify factors causing change within a system (e.g., force, light, heat) · Identify relationships between independent and dependent variables · Graph relationships · Make predictions using the results of their experiments ·
Measure quantities associated with energy forms
(e.g., temperature, mass, speed, distance) |
World to Work· Ask guest speakers how they use science in their jobs · Compare and contrast information from a panel of workers in science and industry regarding the workplace skills they need for their job (technical, academic, SCANS) · Keep a log of time spent doing a scientific project or investigation in order to see the importance of time management · Design several data collection systems for a science experiment and evaluate their accuracy · Make posters that depict appropriate clothing and safety protection for various scientific occupations · Care for classroom pets and plants · Use a spread sheet for scientific data collection · Keep an organized science notebook ·
Practice work related skills in the classroom
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COURSE
CONTENT
The fifth grade social studies curriculum will focus on the history of the United States from early European explorations to the United States in the 20th century. Students will study important U.S. documents to include treaties, the Constitution, Bill of Rights, Civil Rights legislation and federal regulations.
Students will learn that in our quest to
understand our diverse world, and ourselves we study geography and culture. Students will look for patterns in these
areas in order to help make sense of the complex story of world history. Students will learn that more than 5000
years ago, the world’s greatest civilizations began. Students will learn that the
civilizations of the Greeks and the Romans had widespread and dynamic
influences. Students will explore
the growth and change in Europe from Medieval times, the Renaissance, and Age of
Revolutions. Students will study
about Europe in the Modern Age, Africa in the Modern Age, Asia and Australia in
the Modern Age, Central and South America in the Modern Age, and North America
and the Caribbean in the Modern Age.
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CITIZENSHIP/GOVERNMENT · Understands the major provisions of the United States Constitution · Identifies the government bodies and branches that make laws (legislative), carry out laws (executive), and determine if laws have been violated (judicial) · Explain the rights and responsibilities of citizens in the United States Constitution, including the Bill of Rights · Give examples of citizens’ rights and responsibilities · Explain the benefits of working together · State reasons why individuals’ right to freedom of speech should be protected by the Constitution · Explain why it is difficult to interpret the law · Propose ways that individuals can influence community development ·
Explain the key ideals of a democratic form of
government |
HISTORY· Explain when, where and why groups of people colonized and settled in the United States · Explain how and why the Age of Exploration led to the European discovery of the Americas · Examine the reasons for the problems faced and the results of key expeditions of Portugal, Spain, France, the Netherlands, and England · Describe early European settlements in Colonial America · Identify reason people came to the Americas (e.g., economic opportunity, slavery, escape from religious persecutions, military adventure, and release from prison) · Describe the similarities and differences in the New England, the mid-Atlantic, and the southern colonies · Relate the contributions of important individuals and groups (e.g., John Smith, Puritans, Pilgrims, William Penn) · Examine sources and results of conflicts between England and Colonial America · Identify key individuals who contributed to the American Revolution · Identify and interpret the basic ideals expressed in and the reasons for writing the Declaration of Independence and the United States Constitution · Describe the struggles involved in writing the United States Constitution, its ratification, and the addition of the Bill of Rights · Examine the emergence of the two-party political system in the presidential elections of 1796 and 1800 · Sequence the territorial exploration, expansion, and settlement of the United States · Relate some the major influences on westward expansion to the distribution and movement of people, goods and services · Understand the changing role of the United States in world affairs · Understand society in America during the Great Depression · Understand how the Cold War influenced domestic and international policies · Understand developments in foreign policy and domestic policies between the Nixon and Clinton presidencies |
GEOGRAPHY· Use maps and map features, including directional orientation, maps symbols, and grid system to identify and locate major geographic features in Alaska, the U.S., and the world · Identify characteristics and purposed of maps, globes, and other geographic representations · Read and derive information from photographs, maps, globes, and graphs from computer resources · Construct maps and charts to adequately display information about human and physical features, including landforms, weather and climate, bodies of water, vegetation and soils, population distribution, languages, housing and economic activities · Use basic geographic vocabulary · Analyze how the diversity of the people of the United States can be seen in different regions · Explain the importance of natural resources to a nation ECONOMICS
· List causes and effects of human migration and settlement · Identify differences in economic development and quality of life among the countries in North America · Describe economic issues of the 1920’s and 1930’s · Explain how the American economy changed after World War II · Describe how inventions have influenced the development of United States economy · Identify the impact of consumerism on the United States economy · Distinguish between money and barter economics · Describe the relationship between taxation and government ser |