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Fifth Grade Performance Standards, First Nine Weeks Revises 09-10

English/Language Arts

Reading

ELA5R1:  The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts

For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that:

  • Identifies and analyzes the elements of setting, characterization, and conflict in plot
  • Relates a literary work to information about its setting (historically or culturally)
  • Makes judgments and inferences about setting, characters, and events and supports them with elaborating and convincing evidence from the text
  • Identifies imagery, figurative language (e.g., personification, metaphor, simile, and hyperbole), rhythm, or flow when responding to literature
  • Identifies and analyzes the author’s use of dialogue and description
  • Applies knowledge of the concept that theme refers to the message about life and the world that the author wants us to understand whether implied or stated

ELA5R2:  The student consistently reads at least twenty-five books or book equivalents (approximately 1,000,000 words) each year.  The quality and complexity of the materials to be read are illustrated in the sample reading list.  The materials should include traditional and contemporary literature (both fiction and non-fiction) as well as magazines, newspapers, textbooks, and electronic material.  Such reading should represent a diverse collection of material from at least three different literary forms and from at least five different writers.

ELA5R3:  The student understands and acquires new vocabulary and uses it correctly in reading and writing.  The student:

  • Reads a variety of texts and incorporates new words into oral and written language
  • Determines the meaning of unfamiliar words using their context clues (e.g., definition, example)
  • Determines pronunciations, meanings, alternate word choices, and parts of speech of words using dictionaries and thesauruses
  • Identifies and applies the meaning of the terms antonym, synonym, and homophone

ELA5R4:  The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres of the quality and complexity illustrated in the sample reading list, in a way that makes meaning clear to listeners.  The student:

  • Uses letter-sound knowledge to decode written English and uses a range of cueing systems (e.g., phonics and context clues) to determine pronunciation and meaning
  • Uses self-correction when subsequent reading indicates an earlier miscue (self-monitoring and self-correcting strategies)
  • Reads with a rhythm, flow, and meter that sounds like everyday speech (prosody)

Writing

ELA5W1:  The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure.  The student:

  • Selects a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements
  • Writes texts of a length appropriate to address the topic or tell the story
  • Uses traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a question)
  • Uses appropriate structures to ensure coherence (e.g., transition elements)

ELA5W2:  The student demonstrates competence in a variety of genres.

The student produces a narrative that:

  • Engages the reader by establishing a context, creating a point of view, and otherwise developing reader interest
  • Establishes a plot, point of view, setting, and conflict, and/or the significance of events
  • Creates an organizing structure
  • Includes sensory details and concrete language to develop plot and character
  • Excludes extraneous details and inappropriate information
  • Develops complex characters through actions describing the motivation of characters and character conversation.
  • Uses a range of appropriate strategies, such as providing facts and details, describing or analyzing the subject, and narrating a relevant anecdote
  • Provides a sense of closure to the writing
  • Lifts the level of language using appropriate strategies including word choice

 

The student produces a response to literature that:

  • Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest.
  • Advances a judgment that is interpretive, evaluative, or reflective.
  • Supports judgments through references to the text, other works, authors, or non-print media, or references to personal knowledge.
  • Develops interpretations that exhibit careful reading and demonstrate an understanding of the literary work.
  • Excludes extraneous details and inappropriate information.
  • Provides a sense of closure to the writing.
  • Lifts the level of language using appropriate strategies including word choice.

ELA5W4:  The student consistently uses a writing process to develop, revise, and evaluate writing.  The student:

  • Plans and drafts independently and resourcefully
  • Revises manuscripts to improve the meaning and focus of writing by adding, deleting, consolidating, clarifying, and rearranging words and sentences
  • Edits to correct errors in spelling, punctuation, etc.

Conventions

ELA5C1:  The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats.  The student:

  • Uses and identifies the eight parts of speech (e.g., noun, pronoun, verb, adverb, adjective, conjunction, preposition, interjection)
  • Expands or reduces sentences (e.g., adding or deleting modifiers, combining or revising sentences)
  • Varies the sentence structure by kind (declarative, interrogative, imperative, and exclamatory sentences and functional fragments), order, and complexity (simple, compound, complex, and compound-complex)
  • Uses and identifies correct mechanics (e.g., apostrophes, quotation marks, comma use in compound sentences, paragraph indentations) and correct sentence structure (e.g., elimination of sentence fragments and run-ons)
  • Uses additional knowledge of correct mechanics (e.g., apostrophes, quotation marks, comma use in compound sentences, paragraph indentations), correct sentence structure (e.g., elimination of fragments and run-ons), and correct Standard English spelling (e.g., commonly used homophones) when writing, revising, and editing

Listening/Speaking/Viewing

ELA5LSV1:  The student participates in student-to-teacher, student-to-student, and group verbal interactions.  The student:

  • Initiates new topics in addition to responding to adult-initiated topics
  • Asks relevant questions
  • Responds to questions with appropriate information
  • Uses language cues to indicate different levels of certainty or hypothesizing (e.g., “What if…”; “Very likely…”; “I’m unsure whether…”)
  • Confirms understanding by paraphrasing the adult’s directions or suggestions
  • Displays appropriate turn-taking behaviors
  • Actively solicits another person’s comments or opinions
  • Offers own opinion forcefully without domineering
  • Responds appropriately to comments and questions
  • Volunteers contributions and responds when directly solicited by teacher or discussion leader
  • Gives reasons in support of opinions expressed
  • Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions

ELA5LSV2:  The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas.

When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student:

  • Demonstrates an awareness of the presence of the media in the daily lives of most people
  • Evaluates the role of the media in focusing attention and in forming an opinion
  • Judges the extent to which the media provide a source of entertainment as well as a source of information

When delivering or responding to presentations, the student:

  • Shapes information to achieve a particular purpose and to appeal to the interests and background knowledge of audience members
  • Uses notes, multimedia, or other memory aids to structure the presentation
  • Engages the audience with appropriate verbal cues and eye contact
  • Projects a sense of individuality and personality in selecting and organizing content and in delivery
  • Shapes content and organization according to criteria for importance and impact rather than according to availability of information in resource materials
  • Uses technology or other memory aids to structure the presentation

Math

Number and Operations

M5N2:  Students will further develop their understanding of decimal fractions as part of the base-ten number system.

  • Understand place value
  • Analyze the effect on the product when a number is multiplied by 10, 100, 1000, 0.1, and 0.01

M5N3:  Students will further develop their understanding of the meaning of multiplication and division with decimal fractions and use them.

  • Model multiplication and division of decimal fractions by another decimal fraction
  • Explain the process of multiplication and division, including situations in which the multiplier and divisor are both whole numbers and decimal fractions
  • Multiply and divide with decimal fractions including decimal fractions less than one and greater than one
  • Understand the relationships and rules for multiplication and division of whole numbers also apply to decimal fractions

M5N4:  Students will continue to develop their understanding of the meaning of common fractions and compute with them.

  • Use fractions (proper and improper) and decimal fractions interchangeably

M5N5:  Students will understand the meaning of percentage.

  • Apply percentage to circle graphs

Algebra

M5A1:  Students will represent and interpret the relationships between quantities algebraically.

  • Use variables, such as n or x, for unknown quantities in algebraic expressions
  • Investigate simple algebraic expressions by substituting numbers for the unknown
  • Determine that a formula will be reliable regardless of the type of number (whole numbers or decimal fractions) substituted for the variable

 

Science

Unit 1: Genetics / Inherited Traits

Life Science

S5L2: Students will recognize that offspring can resemble parents in inherited traits and learned behaviors.

  • Compare and contrast the characteristics of learned behaviors and of inherited traits
  • Discuss what a gene is and the role genes play in the transfer of traits.

Unit 2: Cells

Life Science

S5L3: Students will diagram and label parts of various cells ( plant, animal, single-celled, multi-celled).

  • Use magnifiers such as microscopes or hand lenses to observe cells and their structure.
  • Identify parts of a plant cell (membrane, wall, cytoplasm, nucleus, chloroplasts) and of an animal cell (membrane, cytoplasm, and nucleus) and determine the function of the parts
  • Explain how cells in multi-celled organisms are similar and different in structure and function to single-celled organisms

Unit 2: (Continued) - Microorganisms

Life Science

S5L4: Students will relate how microorganisms benefit or harm larger organisms.

  • Identify beneficial microorganisms and explain why they are beneficial.
  • Identify harmful microorganisms and explain why they are harmful.

 

Social Studies

Unit 1: Connecting Themes/Enduring Understandings

In order for students to understand and use what they learn in Social Studies, they need to have a way to organize the standards.  The following list of Enduring Understandings will be used in all of the K-5 Social Studies Frameworks. By using this list, students will have the tools to use historical, geographic, civic, and economic understandings and apply them to their daily lives. 

  • Beliefs and Ideals:  The student will understand that people’s ideas and feelings influence their decisions.
  • Conflict and Change: The student will understand that conflict causes change.
  • Individuals, Groups, Institutions: The student will understand that what people, groups, and institutions say and do can help or harm others whether they mean to or not.
  • Location: The student will understand that where people live matters.
  • Movement/Migration: The student will understand that moving to new places changes the people, land, and culture of the new place, as well as the place that was left.
  • Production, Distribution, and Consumption: The student will understand that the production , distribution, and consumption of goods/services produced by the society are affected by the location, customs, beliefs, and laws of the society.
  • Scarcity: The student will understand that scarcity of all resources forces parties to make choices and that these choices always incur a cost.
  • Technological Innovations: The student will understand that new technology has many types of different consequences, depending on how people use that technology.

Unit 2: Effective Citizenship: Introduction

Government/Civic Understandings: SS5CG1: The student will explain how a citizen’s rights are protected under the U.S. Constitution.

  • Explain the responsibilities of a citizen.
  • Explain the freedoms granted by the Bill of Rights.

Government/Civic Understandings: SS5CG4 The student will explain the meaning of “e pluribus unum” and the reason it is the motto of the United States.

Economic Understandings: SS5E3: The student will describe how consumers and businesses interact in the United States economy across time.

  • Describe how competition, markets, and prices influence people’s behavior.

 

Unit 3: The Civil War:  The Nation Divided

Historical Understandings: SS5H1: The student will explain the causes, major events, and consequences of the Civil War.

  • Identify Uncle Tom’s Cabin and John Brown’s raid on Harper’s Ferry and explain how each of these events was related to the Civil War.
  • Discuss how the issues of states’ rights and slavery increased tensions between the North and South.
  • Identify major battles and campaigns: Fort Sumter, Gettysburg, the Atlanta Campaign, Sherman’s March to the Sea, and Appomattox Court House.
  • Describe the roles of Abraham Lincoln, Robert E. Lee, Ulysses S. Grant, Jefferson Davis, and Thomas “Stonewall” Jackson.
  • Describe the effects of war on the North and South.

Geographic Understandings: SS5G1: The student will locate important places in the United States.

  • Locate important man-made places; include the Chisholm Trail; Pittsburgh, PA; Gettysburg, PA; Kitty Hawk, NC; Pearl Harbor, HI; and Montgomery, AL.

Economic Understandings: SS5E2: The student will describe the functions of the three major institutions in the U. S. economy in each era of United States history.

Unit 4: Reconstruction:  The Nation Reunited

Historical Understandings: SS5H1: The student will explain the causes, major events, and consequences of the Civil War.

  • Describe the effects of war on the North and South.
  • Describe the government function in taxation and providing certain goods and services.

Historical Understandings: SS5H2: The student will analyze the effects of Reconstruction on American life.

  • Describe the purpose of the 13th, 14th, and 15th Amendments.
  • Explain the work of the Freedmen’s Bureau.
  • Explain how slavery was replaced by sharecropping and how African- Americans were prevented from exercising their newly won rights; include a discussion of Jim Crow laws and customs.

Government/Civic Understandings: SS5CG1: The student will explain how a citizen’s rights are protected under the U.S. Constitution.

  • Explain the concept of due process of law.
  • Describe how the Constitution protects a citizen’s rights by due process.

Government/Civic Understandings: SS5CG2: The student will explain the process by which amendments to the U.S. Constitution are made.

  • Explain the amendment process outlined in the Constitution.
  • Describe the purpose for the amendment process.

Government/Civic Understandings: SS5CG3: The student will explain how amendments to the U. S. Constitution have maintained a representative democracy.

  • Explain how voting rights were protected by the 15th, 19th, 23rd, 24th , and 26th  amendments.

Economic Understandings: SS5E2: The student will describe the functions of the three major institutions in the U. S. economy in each era of United States history.

  • Describe the private business function in producing goods and services.

Economic Understandings: SS5E3: The student will describe how consumers and businesses interact in the United States economy across time.

  • Describe how competition, markets, and prices influence people’s behavior.
  • Describe how people earn income by selling their labor to businesses.

 

Unit 5: Bigger, Better, Faster:  The Changing Nation

Historical Understandings: SS5H3: The student will describe how life changed in America at the turn of the century.

  • Describe the role of the cattle trails in the late 19th century; include the Black Cowboys of Texas, the Great Western Cattle Trail, and the Chisholm Trail.
  • Describe the impact on American life of the Wright brothers (flight), George Washington Carver (science), Alexander Graham Bell (communication), and Thomas Edison (electricity).
  • Explain how William McKinley and Theodore Roosevelt expanded America’s role in the world; include the Spanish-American War and the building of the Panama Canal.
  • Describe the reasons people emigrated to the United States, from where they emigrated, and where they settled.

Geographic Understandings: SS5G1: The student will locate important places in the United States.

  • Locate important physical features; include the Grand Canyon, Salton Sea, Great Salt Lake, and the Mojave Desert.
  • Locate important man-made places; include the Chisholm Trail; Pittsburgh, PA; Gettysburg, PA; Kitty Hawk, NC; Pearl Harbor, HI; and Montgomery, AL.

Geographic Understandings: SS5G2: The student will explain the reasons for the spatial patterns of economic activities.

  • Identify and explain the factors influencing industrial location in the United States after the Civil War.
  • Define, map, and explain the dispersion of the primary economic activities within the United States since the turn of the century.

Economic Understandings: SS5E1: The student will use the basic economic concepts of trade, opportunity cost, specialization, voluntary exchange, productivity, and price incentives to illustrate historical events.

  • Describe how specialization improves standards of living, (such as how specific economies in the north and south developed at the beginning of the 20th century).
  • Describe how trade promotes economic activity (such as trade activities today under NAFTA).

Economic Understandings: SS5E2: The student will describe the functions of the three major institutions in the U. S. economy in each era of United States history.

  • Describe the private business function in producing goods and services.

Economic Understandings: SS5E3: The student will describe how consumers and businesses interact in the United States economy across time.

  • Describe how competition, markets, and prices influence people’s behavior.
  • Describe how people earn income by selling their labor to businesses.
  • Describe how entrepreneurs take risks to develop new goods and services to start a business.