Curriculum Goals
Math
Fifth grade begins with an exploration of numbers, reviewing factors and multiples, learning about prime factorizations, square numbers, and divisibility tests. The knowledge about factors, multiples, and prime factorizations, is used when adding, subtracting, and writing equivalent fractions. While reviewing addition, subtraction, and multiplication of whole numbers, students improve their estimation skills, and pay particular attention to determining the reasonableness of answers. Division of whole numbers and decimals includes a broader and more formal interpretation of remainder. Students work on the relationship among decimals, fractions, and percents, and convert from any of these forms to any other. Ratios and rates are studied, and are used in applied situations, including probability. Exponential and scientific notation is studied. Algebraic concepts are developed to generalize the work with numbers, as well as using algebraic graphs. In studying geometric concepts, students begin to classify polygons by their attributes, continue to measure angles with protractors, and learn about angles associated with polygons. Work with data continues- students sample data with populations, and use bar graphs, line plots, circle graphs, and stem-and-leaf plots to display the data. They practice using previously developed formulas for the areas of rectangles, triangles, and parallelograms, and for the volumes of rectangular and non-rectangular prisms. Students investigate volumes of pyramids and cones, and find the formulas for the volumes of these shapes.
Science
In fifth grade students design and conduct their own investigations and create models to explain phenomenon as well as engage in scientific collaborative discourse. In life science students examine the traits of living organisms and specialized animal systems. The concept of adaptation is made concrete through the study of the effects of heredity and environment on the evolution of organisms. Fossils are studies in order to compare ancient life forms with current life forms and provide evidence of how environmental conditions have changed over time.In physical science students explore forces in depth and understand how forces affect motion and speed of an object. They then use this knowledge to demonstrate the affects of force and motion in everyday experiences. In earth and space science students learn about the universe beyond earth and how position and motion explains seasons, day and night, and year.
Social Studies
The fifth grade social studies curriculum is a chronological study of early American history through the adoption of the United States’ Bill of Rights. By applying the tools of historians, including the use of primary and secondary sources, students explore how significant events shaped the nation. They begin with an introduction to the United States Constitution which, as the first unit of study, retrospectively frames their study of the early history of the nation. As they study the meeting of “Three Worlds” they explore interactions among American Indians, Africans, and Europeans in North America.
Students also examine how these interactions affected colonization and settlement. They explore how geography of North America influenced daily life and economic activities as the three distinct English colonial regions developed. Throughout the course, students learn how ideas about government, colonial experiences with self-government, and interactions with Great Britain influenced the decision to declare independence. Within the historical study emphasis is placed on ideas about government as reflected in the Declaration of Independence, Articles of Confederation, the U.S. Constitution, and the Bill of Rights. Students examine how and why the Founders gave and limited the power of government through the principles of separation of powers, checks and balances, federalism, protection of individual rights, popular sovereignty, and the rule of law (core democratic values). Throughout the course students develop capacity for responsible citizenship as they apply the values and principles of constitutional democracy in the United States to contemporary issues facing the nation.
Students study current events and focus on how those events influence the United States and the world. Students locate places on a map and learn to write them correctly.
Reading
Students learn the routines and expectations of the Accelerated Reading program and begin the year by reading easy books with understanding. They learn how to select “just-right” books and how to set goals for themselves as readers. They understand that they will need to read a lot of books for increasingly longer periods of time to build stamina as readers. In order to keep track of their reading at school and at home, students record the books they read and the amount of time they read in reading logs. They revisit word-solving strategies and read with fluency by paying attention to phrasing, pace, and intonation.
Students learn how to envision the stories they are reading and then how to retell and later summarize a particular chapter in a way that also contextualizes that chapter into the larger text. They learn the importance of self-monitoring for understanding, and that it is essential to revise their first impressions about a story as they continue to read and gather new information. In this way, they learn how to hold themselves accountable to the text. The goal is that by the end of this program students are reading with engagement and interest.
Students choose books that belong to a series or that fit under a very broad thematic umbrella, such as fitting in. They begin by responding to this theme from their own experiences, and then they are encouraged to reach beyond and realize that fitting in is a concept that lives in the word. They study the themes, concepts, and patterns within a book and then across several books. They compare the common and/or predictable elements that link these books together. Students continue to learn how the strategies of predicting, questioning, inferring, and summarizing are the basis for deeper understanding. They develop theories, use post-its to record their own ideas, and then analyze these post-its as the basis for their thinking about the books they are reading. They reread and revise their theories in light of new evidence as they continue to read and gather evidence about the characters, setting, plot, and themes. They explore and grow theories and synthesize their new understandings in interpretive discussions with others in the books they are reading.
Students read a variety of texts within a particular genre (e.g., historical fiction, tall tales, science fiction, fantasy, and mystery) and discuss the elements and significant ideas in these texts in groups consisting of three or four students. They uncover stereotypes in literature and discuss how these may differ from our understanding of the real world. They pay attention to how characters’ traits and setting define the plot and how conflicts are resolved across these texts.
Students explore point of view by determining who is telling the story and learn how this affects how the story is told in both text and illustrations. They read texts independently and record their ideas about these texts in response logs. As a class, students create a rubric to guide them as they record their ideas in their response logs and then later to assess the quality and accuracy of their responses. Students meet several times a week to discuss these texts in longer conversations within their groups. They use evidence from the text and their own experiences to support their interpretations and evaluate the global themes and universal truths within and across these texts to create a deeper understanding by drawing conclusions, making inferences, and synthesizing. They apply appropriate conversational moves for a group discussion and then reflect on how they can apply understandings from their study of this particular genre to other forms of narrative text.
Students explore social issues that exist in the world (e.g., tolerance, gender, bias, poverty, homelessness, endangered species, and divorce). They build on their previous book experience and deepen their thinking and understanding of themselves and the world. They position themselves to revisit stereotypes and point of view. Students first listen to books addressing a particular social issue. They consider whether they are experiencing the issue as an insider or an outsider. They discuss their perspectives as insiders and outsiders in small groups and then bring their ideas back to the whole class for sharing. Students come to understand that every reader brings different experiences to a particular text and relates to texts in different ways. Students are then introduced to a variety of social issues, and they choose an issue to explore in depth by drawing conclusions, making inferences, and synthesizing various texts related to the issue. Students will devise a way to respond to the social issue after reading and talking about it. Students read and discuss in order to be informed about a particular issue. Students work on projects to educate and/or to create change. These experiences help students to understand the concept of civic responsibility and to become more involved in the issues confronting contemporary society.
Key Ideas and Details
Spelling
Word study, which includes vocabulary, grammar, and spelling, is a necessary component of a reading/writing curriculum. Word study skills are woven throughout the reading and writing units. However, additional classroom time for word study is utilized. Considering today's curricular demands, fifteen to twenty minutes two to three times a week for word study using a coherent, scaffold approach is sufficient for most students to meet the Common Core Standards. The majority of class time will be spent on reading and writing under the influence of instruction for the purpose of creating independence. Students will not study spelling as an independent subject.
Writing
Fifth grade writers plan informative/explanatory informational writing projects based on their own curiosity and passion for knowledge. They begin by generating ideas for topics, and then planning categories of information for their topics. They use a variety of print and internet sources to gather relevant facts and information. Students learn to paraphrase across several relevant sources as they examine a topic. Students independently organize their notes, categorize their information, and develop their topic with relevant facts, definitions, concrete details, and other information related to the topic. They introduce their topic clearly, group related information into paragraphs and sections, and include illustrations and other text features when useful to enhance comprehension. Students include precise language, transitional words and phrases to connect ideas within categories of information, and a conclusion related to the information presented. They revise their texts for transitions, for the organization of ideas, and for the inclusion of domain-specific words and phrases. Students edit their informational writing for inappropriate shifts in verb tense. With some guidance and support from adults, they may use technology to produce and publish their writing. Their informational writing project is culminated by sharing with an audience beyond the teacher.
Fifth grade writers create a persuasive essay/opinion piece on a topic or idea in which they state a point of view and then argue their position with supporting reasons and information. After generating possible ideas that can be developed into an essay, they select one idea and create an opinion statement based on their perspective. They use an organizational structure in which relevant supporting ideas are logically grouped to support the writer's purpose. Students introduce the idea, state their opinion, and elaborate by providing logically ordered reasons that are supported by facts and details. They develop body paragraphs that may include experiences, observations, facts, events, or quotations from various sources to support their thesis. They refine their use of introductions; linking words, phrases, an clauses; and conclusions to add cohesion to their writing. Revision involves checking for clarity and ensuring that their reasons justify their point of view. Editing involves checking for effective use of words, phrases, and clauses; inappropriate use of fragments and run-on sentences; use of commas with introductory phrases, clauses, and conjunctions; capitalization; ending punctuation; and spelling of grade-appropriate words. Writers share their essays with an audience beyond the teacher and celebrate their growing accomplishments as writers.
Fifth grade writers build on their learnings to develop greater independence and competence with research writing. Students plan An American Hero Wax Museum research project based on their own curiosity and passion for knowledge to create a report, speech and costume. They begin by learning various strategies for writing about what they are learning. Then they choose an issue to research using a variety of print and internet sources to gather relevant facts and information. They ask themselves questions, sift through information, and locate answers to their questions. Students learn how to paraphrase by using key words and phrases and restating information in their own words.They use a list strategy to narrow their focus on an issue and take a position. Students analyze sample editorials for content, purpose and craft.
They choose an idea and then independently organize their notes, categorize their information, and develop their topic with relevant facts, definitions, concrete details, quotations, and other information and examples. They create a thesis statement and introduce their issue clearly using an appropriate tone and imagery to convey their ideas. They create drafts that include illustrations when useful to enhance comprehension. Students include content-specific words with definitions, linking words and phrases to connect ideas within categories of information, and a conclusion with a call to action. They revise their texts for clarity, meaning, and effective use of words, phrases, andclauses. Students edit their research papers for inappropriate shifts in verb tense. With some guidance and support from adults, they use technology to produce and publish their writing. The research project is culminated by sharing with an audience beyond the teacher.
River Valley fifth graders are challenged by the following goals:
Mathematics
Identify and understand multiples and factors
Understand and use proper vocabulary terms in fractions; add & subtract fractions; convert to lowest terms Read decimals to the thousandths place; add & subtract fractions Write percents; convert percents to fractions and decimals Understand the concept of area; determine the area; label correctly Understand the concept of perimeter; find the perimeter Understand and construct tables, charts, & graphs Use problem solving strategies/solve open-ended problems
Language Arts
Communicate ideas orally Understand reading is for pleasure & information Read to Comprehend meaning Evaluate behavior of characters Recall main events/summarize Identify main idea, problem and solutions
Science
Understand Scientific reasoning Understand the nature & limitations of scientific knowledge Study minerals, atoms and cells Study force, work & machines Understand solar energy & its uses Study electricity
Social Studies -- Early History through the Revolutionary War
Demonstrate a general knowledge of major people, events and how they contributed to our history Basic understanding of the structure of the federal government Recognize the rights and responsibilities under the Constitution and Bill of Rights Construct & use tables, charts, diagrams as they pertain to American History Understand Cause & Effect/compare & contrast/fact & opinion Place events in US history in chronological order
Social/Work Habits
Follows directions: written & oral Uses time wisely in class Works independently Brings required materials to class Does personal best Works cooperatively in a group Completes assignments/meets deadlines Demonstrates a positive attitude Follows school rules Respects rights and property of others In the fifth grade, students are given letter grades in the academic areas (Math, Spelling, Language, Reading, Science and Social Studies).
M Exceeds grade level requirements 90-100%
P Meets most grade level requirements 89-70%
NP Does not meet grade level requirements 69-0%
Penmanship, Art, Music and Physical Education are graded as follows:
E = Excellent S = Satisfactory U = needs improvement
Math
Fifth grade begins with an exploration of numbers, reviewing factors and multiples, learning about prime factorizations, square numbers, and divisibility tests. The knowledge about factors, multiples, and prime factorizations, is used when adding, subtracting, and writing equivalent fractions. While reviewing addition, subtraction, and multiplication of whole numbers, students improve their estimation skills, and pay particular attention to determining the reasonableness of answers. Division of whole numbers and decimals includes a broader and more formal interpretation of remainder. Students work on the relationship among decimals, fractions, and percents, and convert from any of these forms to any other. Ratios and rates are studied, and are used in applied situations, including probability. Exponential and scientific notation is studied. Algebraic concepts are developed to generalize the work with numbers, as well as using algebraic graphs. In studying geometric concepts, students begin to classify polygons by their attributes, continue to measure angles with protractors, and learn about angles associated with polygons. Work with data continues- students sample data with populations, and use bar graphs, line plots, circle graphs, and stem-and-leaf plots to display the data. They practice using previously developed formulas for the areas of rectangles, triangles, and parallelograms, and for the volumes of rectangular and non-rectangular prisms. Students investigate volumes of pyramids and cones, and find the formulas for the volumes of these shapes.
Science
In fifth grade students design and conduct their own investigations and create models to explain phenomenon as well as engage in scientific collaborative discourse. In life science students examine the traits of living organisms and specialized animal systems. The concept of adaptation is made concrete through the study of the effects of heredity and environment on the evolution of organisms. Fossils are studies in order to compare ancient life forms with current life forms and provide evidence of how environmental conditions have changed over time.In physical science students explore forces in depth and understand how forces affect motion and speed of an object. They then use this knowledge to demonstrate the affects of force and motion in everyday experiences. In earth and space science students learn about the universe beyond earth and how position and motion explains seasons, day and night, and year.
Social Studies
The fifth grade social studies curriculum is a chronological study of early American history through the adoption of the United States’ Bill of Rights. By applying the tools of historians, including the use of primary and secondary sources, students explore how significant events shaped the nation. They begin with an introduction to the United States Constitution which, as the first unit of study, retrospectively frames their study of the early history of the nation. As they study the meeting of “Three Worlds” they explore interactions among American Indians, Africans, and Europeans in North America.
Students also examine how these interactions affected colonization and settlement. They explore how geography of North America influenced daily life and economic activities as the three distinct English colonial regions developed. Throughout the course, students learn how ideas about government, colonial experiences with self-government, and interactions with Great Britain influenced the decision to declare independence. Within the historical study emphasis is placed on ideas about government as reflected in the Declaration of Independence, Articles of Confederation, the U.S. Constitution, and the Bill of Rights. Students examine how and why the Founders gave and limited the power of government through the principles of separation of powers, checks and balances, federalism, protection of individual rights, popular sovereignty, and the rule of law (core democratic values). Throughout the course students develop capacity for responsible citizenship as they apply the values and principles of constitutional democracy in the United States to contemporary issues facing the nation.
Students study current events and focus on how those events influence the United States and the world. Students locate places on a map and learn to write them correctly.
Reading
Students learn the routines and expectations of the Accelerated Reading program and begin the year by reading easy books with understanding. They learn how to select “just-right” books and how to set goals for themselves as readers. They understand that they will need to read a lot of books for increasingly longer periods of time to build stamina as readers. In order to keep track of their reading at school and at home, students record the books they read and the amount of time they read in reading logs. They revisit word-solving strategies and read with fluency by paying attention to phrasing, pace, and intonation.
Students learn how to envision the stories they are reading and then how to retell and later summarize a particular chapter in a way that also contextualizes that chapter into the larger text. They learn the importance of self-monitoring for understanding, and that it is essential to revise their first impressions about a story as they continue to read and gather new information. In this way, they learn how to hold themselves accountable to the text. The goal is that by the end of this program students are reading with engagement and interest.
Students choose books that belong to a series or that fit under a very broad thematic umbrella, such as fitting in. They begin by responding to this theme from their own experiences, and then they are encouraged to reach beyond and realize that fitting in is a concept that lives in the word. They study the themes, concepts, and patterns within a book and then across several books. They compare the common and/or predictable elements that link these books together. Students continue to learn how the strategies of predicting, questioning, inferring, and summarizing are the basis for deeper understanding. They develop theories, use post-its to record their own ideas, and then analyze these post-its as the basis for their thinking about the books they are reading. They reread and revise their theories in light of new evidence as they continue to read and gather evidence about the characters, setting, plot, and themes. They explore and grow theories and synthesize their new understandings in interpretive discussions with others in the books they are reading.
Students read a variety of texts within a particular genre (e.g., historical fiction, tall tales, science fiction, fantasy, and mystery) and discuss the elements and significant ideas in these texts in groups consisting of three or four students. They uncover stereotypes in literature and discuss how these may differ from our understanding of the real world. They pay attention to how characters’ traits and setting define the plot and how conflicts are resolved across these texts.
Students explore point of view by determining who is telling the story and learn how this affects how the story is told in both text and illustrations. They read texts independently and record their ideas about these texts in response logs. As a class, students create a rubric to guide them as they record their ideas in their response logs and then later to assess the quality and accuracy of their responses. Students meet several times a week to discuss these texts in longer conversations within their groups. They use evidence from the text and their own experiences to support their interpretations and evaluate the global themes and universal truths within and across these texts to create a deeper understanding by drawing conclusions, making inferences, and synthesizing. They apply appropriate conversational moves for a group discussion and then reflect on how they can apply understandings from their study of this particular genre to other forms of narrative text.
Students explore social issues that exist in the world (e.g., tolerance, gender, bias, poverty, homelessness, endangered species, and divorce). They build on their previous book experience and deepen their thinking and understanding of themselves and the world. They position themselves to revisit stereotypes and point of view. Students first listen to books addressing a particular social issue. They consider whether they are experiencing the issue as an insider or an outsider. They discuss their perspectives as insiders and outsiders in small groups and then bring their ideas back to the whole class for sharing. Students come to understand that every reader brings different experiences to a particular text and relates to texts in different ways. Students are then introduced to a variety of social issues, and they choose an issue to explore in depth by drawing conclusions, making inferences, and synthesizing various texts related to the issue. Students will devise a way to respond to the social issue after reading and talking about it. Students read and discuss in order to be informed about a particular issue. Students work on projects to educate and/or to create change. These experiences help students to understand the concept of civic responsibility and to become more involved in the issues confronting contemporary society.
Key Ideas and Details
- RL.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
- RL.5.2. 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.
- RL.5.3. 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).
- RL.5.4. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
- RL.5.5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
- RL.5.6. Describe how a narrator’s or speaker’s point of view influences how events are described.
- RL.5.7. 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, poem).
- RL.5.8. (Not applicable to literature)
- RL.5.9. Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
- RL.5.10. 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.
Spelling
Word study, which includes vocabulary, grammar, and spelling, is a necessary component of a reading/writing curriculum. Word study skills are woven throughout the reading and writing units. However, additional classroom time for word study is utilized. Considering today's curricular demands, fifteen to twenty minutes two to three times a week for word study using a coherent, scaffold approach is sufficient for most students to meet the Common Core Standards. The majority of class time will be spent on reading and writing under the influence of instruction for the purpose of creating independence. Students will not study spelling as an independent subject.
Writing
Fifth grade writers plan informative/explanatory informational writing projects based on their own curiosity and passion for knowledge. They begin by generating ideas for topics, and then planning categories of information for their topics. They use a variety of print and internet sources to gather relevant facts and information. Students learn to paraphrase across several relevant sources as they examine a topic. Students independently organize their notes, categorize their information, and develop their topic with relevant facts, definitions, concrete details, and other information related to the topic. They introduce their topic clearly, group related information into paragraphs and sections, and include illustrations and other text features when useful to enhance comprehension. Students include precise language, transitional words and phrases to connect ideas within categories of information, and a conclusion related to the information presented. They revise their texts for transitions, for the organization of ideas, and for the inclusion of domain-specific words and phrases. Students edit their informational writing for inappropriate shifts in verb tense. With some guidance and support from adults, they may use technology to produce and publish their writing. Their informational writing project is culminated by sharing with an audience beyond the teacher.
Fifth grade writers create a persuasive essay/opinion piece on a topic or idea in which they state a point of view and then argue their position with supporting reasons and information. After generating possible ideas that can be developed into an essay, they select one idea and create an opinion statement based on their perspective. They use an organizational structure in which relevant supporting ideas are logically grouped to support the writer's purpose. Students introduce the idea, state their opinion, and elaborate by providing logically ordered reasons that are supported by facts and details. They develop body paragraphs that may include experiences, observations, facts, events, or quotations from various sources to support their thesis. They refine their use of introductions; linking words, phrases, an clauses; and conclusions to add cohesion to their writing. Revision involves checking for clarity and ensuring that their reasons justify their point of view. Editing involves checking for effective use of words, phrases, and clauses; inappropriate use of fragments and run-on sentences; use of commas with introductory phrases, clauses, and conjunctions; capitalization; ending punctuation; and spelling of grade-appropriate words. Writers share their essays with an audience beyond the teacher and celebrate their growing accomplishments as writers.
Fifth grade writers build on their learnings to develop greater independence and competence with research writing. Students plan An American Hero Wax Museum research project based on their own curiosity and passion for knowledge to create a report, speech and costume. They begin by learning various strategies for writing about what they are learning. Then they choose an issue to research using a variety of print and internet sources to gather relevant facts and information. They ask themselves questions, sift through information, and locate answers to their questions. Students learn how to paraphrase by using key words and phrases and restating information in their own words.They use a list strategy to narrow their focus on an issue and take a position. Students analyze sample editorials for content, purpose and craft.
They choose an idea and then independently organize their notes, categorize their information, and develop their topic with relevant facts, definitions, concrete details, quotations, and other information and examples. They create a thesis statement and introduce their issue clearly using an appropriate tone and imagery to convey their ideas. They create drafts that include illustrations when useful to enhance comprehension. Students include content-specific words with definitions, linking words and phrases to connect ideas within categories of information, and a conclusion with a call to action. They revise their texts for clarity, meaning, and effective use of words, phrases, andclauses. Students edit their research papers for inappropriate shifts in verb tense. With some guidance and support from adults, they use technology to produce and publish their writing. The research project is culminated by sharing with an audience beyond the teacher.
River Valley fifth graders are challenged by the following goals:
Mathematics
Identify and understand multiples and factors
Understand and use proper vocabulary terms in fractions; add & subtract fractions; convert to lowest terms Read decimals to the thousandths place; add & subtract fractions Write percents; convert percents to fractions and decimals Understand the concept of area; determine the area; label correctly Understand the concept of perimeter; find the perimeter Understand and construct tables, charts, & graphs Use problem solving strategies/solve open-ended problems
Language Arts
Communicate ideas orally Understand reading is for pleasure & information Read to Comprehend meaning Evaluate behavior of characters Recall main events/summarize Identify main idea, problem and solutions
Science
Understand Scientific reasoning Understand the nature & limitations of scientific knowledge Study minerals, atoms and cells Study force, work & machines Understand solar energy & its uses Study electricity
Social Studies -- Early History through the Revolutionary War
Demonstrate a general knowledge of major people, events and how they contributed to our history Basic understanding of the structure of the federal government Recognize the rights and responsibilities under the Constitution and Bill of Rights Construct & use tables, charts, diagrams as they pertain to American History Understand Cause & Effect/compare & contrast/fact & opinion Place events in US history in chronological order
Social/Work Habits
Follows directions: written & oral Uses time wisely in class Works independently Brings required materials to class Does personal best Works cooperatively in a group Completes assignments/meets deadlines Demonstrates a positive attitude Follows school rules Respects rights and property of others In the fifth grade, students are given letter grades in the academic areas (Math, Spelling, Language, Reading, Science and Social Studies).
M Exceeds grade level requirements 90-100%
P Meets most grade level requirements 89-70%
NP Does not meet grade level requirements 69-0%
Penmanship, Art, Music and Physical Education are graded as follows:
E = Excellent S = Satisfactory U = needs improvement