• GRADE 5

    READING

    • Reading Literature: Students can summarize literary text, draw inferences, determine the central theme, cite details/examples directly from the text, and identify narrator perspective, compare and contrast two or more characters, settings or events in a story, describe structural elements of different types of literary texts, analyze how visual and multimedia elements contribute to the text and compare and contrast stories in the same genre (CCSS.RL.5.1-9).
    • Reading Informational Text: Students can integrate information from several texts (print or digital sources) on the same topic, in order to write or speak about the subject knowledgeably, identify the main idea(s) and explain how they are supported by key details, locate an answer to a question, draw inferences, cite evidence directly from the text (s), interpret information presented visually, orally or quantitatively (CCSS.RI.5.1-9).
    • Reading Foundational Skills: Students read with sufficient accuracy and fluency to support comprehension know and apply grade-level phonics and word analysis skills in decoding words (CCSS.RF.5.3-4).
    • Range of Reading and Level of Text Complexity: By the end of the year, students read and comprehend literature (including stories, dramas, and poetry) and 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 (CCSS.RL/RI.5.10).

    WRITING

    • Text Types: Students write opinion pieces on topics or texts, supporting a point of view with reasons and information, write informative/explanatory texts to examine a topic and convey ideas and information clearly, and write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences (CCSS.W.5.1-3).
    • Production and Distribution of Writing: Students produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience, with guidance/support from peers and adults develop strengthen writing as needed (planning, revising, and editing) or trying a new approach and use technology to produce and publish writing as well as to interact and collaborate with other, including demonstrating sufficient command of keyboarding skills to type a minimum of two pages in a single sitting (CCSS.W.5.4-6).
    • Research to Build and Present Knowledge: Students 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 multiple print and digital sources, take notes, summarize or paraphrase information in notes, draw evidence from literary or informational texts to support analysis, reflection, and research and provide a list of sources (CCSS.W.5.7-9).
    • Range of Writing: Students 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 (CCSS.W.5.10).

    LANGUAGE

    • Convention of Standard English: Students demonstrate command of the conventions of standard English grammar and usage when writing or speaking and capitalization, punctuation, and spelling when writing (CCSS.L.5.1-2).
    • Knowledge of Language: Students use knowledge of language and its conventions when writing, speaking, reading, or listening (CCSS.L.5.3).
    • Vocabulary Acquisition and Use: Students use strategies to determine or clarify the meaning of unknown words and phrases, demonstrate understanding of figurative language, word relationships, and nuances in word meanings and acquire and use accurately grade-appropriate general academic and domain-specific words and phrases based on grade level reading and content (CCSS.L.5.4-6).

    SPEAKING AND LISTENING

    • Comprehension and Collaboration: Students engage effectively in a range of collaborative discussions 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, identifying the points a speaker makes and showing how each claim is supported by reasons and evidence (CCSS.SL.5.1-3).
    • Presentation of Knowledge and Ideas: Students can present information in an organized manner, sequence ideas logically, use appropriate and relevant details to support main ideas or themes, speak clearly at an understandable pace, include multimedia components and visual displays when appropriate and adapt speech to task, purpose and audience (CCSS.SL.5.4-6).

    MATH

    • Operations and Algebraic Thinking: Students write and interpret numerical expressions and analyze patterns and relationships (CCSS.5.OA).
      Number and Operations in Base Ten: Students understand the place value system and perform operations with multidigit whole numbers and with decimals to hundredths (CCSS.5.NBT).
    • Number and Operations - Fractions: Students use equivalent fractions as a strategy to add and subtract fractions and apply and extend previous understandings of multiplication and division (CCSS.5.NF).
    • Measurement and Data: Students convert like measurement units within a given measurement system, represent and interpret data, and can understand geometric measurement concepts of volume (CCSS.5.MD).
    • Geometry: Students graph points on the coordinate plane to solve real-world and mathematical problems and classify two dimensional figures into categories based on their properties (CCSS.5.G).

    SCIENCE

    • Scientific Inquiry: Students apply inquiry skills to explore and understand the world around them.
    • Physical Science: Students describe the relationship between energy and matter.
    • Physical Science: Students describe motion and demonstrate how forces affect motion.
    • Life Science and Human Body: Students observe and describe structures, characteristics, systems, life cycles, patterns of development, and interdependent relationships that allow organisms to survive and species to evolve.
    • Universe, Earth, and Environment: Students observe, describe, explain, and predict continual changes in the universe and in Earth's features and atmosphere and consider their impact on managing natural resources and agricultural systems.

    SOCIAL STUDIES

    • Inquiry: Students design, conduct, and present research that analyzes and interprets social, environmental, historical, and contemporary contexts in order to generalize understandings of societies and public issues.
    • History: Students connect the past, present, and future through understanding and interpreting periods of change and continuity in history.
    • Physical Geography: Students use geographical skills and tools to identify various locations, places, and regions of the world in order to analyze and interpret geographical influences on the past, present, and future.
    • Cultural Geography: Students understand diverse cultures and how the movement and settlement of people, ideas, and goods impact the world.
    • Civics, Government, and Society: Students debate the meaning of citizenship in a democracy from local, national, and global perspectives and act as informed citizens who understand human rights, civic responsibilities, and political tensions.
    • Economics: Students understand how and why individuals, societies, and governments make economic choices given unlimited wants and limited resources.

    LEARNING DISPOSITIONS

    • Adjusts to new learning challenges and manages transitions.
    • Shows initiative and self-direction as an independent learner.
    • Works cooperatively with classmates and as a member of a team.
    • Follows directions, rules, and established routines.
    • Uses materials and resources purposefully and respectfully.
    • Participates in the classroom community with a focus on learning.
    • Communicates and demonstrates respect for others and acts responsibly throughout the school day.
    • Follows guidelines and expectations for organization and quality work.
    • Assesses progress in learning and sets goals independently or with adults.
    • Motor Skills and Movement: Students know and apply both fundamental and complex motor skills and movement
      patterns that can be transferred to a variety of physical activities.

    PHYSICAL EDUCATION

    • Concepts/Vocabulary/Strategies: Students know and apply movement concepts and principles, sports vocabulary, and strategies and tactics related to physical activities.
    • Fitness: Students know and apply fitness concepts to the five components of health-related fitness.
    • Safety and Responsibility: Students practice safe and responsible behaviors that promote personal and group success in all physical activity settings.
    • Participation: Students participate regularly in a variety of individual and group physical activities, which promote enjoyment, self-confidence, and personal accomplishment, that lead to an active lifestyle.

    MUSIC

    • Skill Development: Students communicate an understanding of age-appropriate musical concepts and vocabulary through the appreciation, performance, and creation of music.
    • Reflection and Critique: Students analyze, interpret, and respond in an age-appropriate manner to a variety of musical works, including their own.
    • Making Connections: Students make connections between music and history, culture, personal life, and other disciplines.
    • Approach to Work: Students approach musical experiences through problem-solving and creative thinking, and demonstrate appropriate interactions and responsible work habits.

    VISUAL ARTS

    • Techniques and Processes: Students understand, select, and implement various artistic techniques and processes.
    • Elements and Principles of Art: Students understand and apply elements and principles of art.
    • Reflection and Critique: Students reflect, describe, analyze and interpret their own and others' work.
    • Making Connections: Students make connections between art and history, culture, personal life, and other disciplines.
    • Approach to Work: Students approach a range of art explorations through problem solving, creative thinking, and responsible work habits.