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Fifth Grade Performance Standards, Second Nine Weeks -- Revised 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

For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence of reading that:

Locates facts that answer the reader’s questions
Identifies and uses knowledge of common textual features (e.g., paragraphs, topic sentences, concluding sentences, glossary)
Identifies and uses knowledge of common graphic features (e.g., charts, maps, diagrams, captions, and illustrations)
Identifies and uses knowledge of common organizational structures (e.g., chronological order, logical order, cause and effect, classification schemes)
Distinguishes cause from effect in context
Identifies and analyzes main ideas, supporting ideas, and supporting details
Makes perceptive and well-developed connections
Relates new information to prior knowledge and experience and makes connections to related topics or information

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
Determines the meaning of unfamiliar words using knowledge of common roots, suffixes, and prefixes
Identifies the meaning of common prefixes (e.g., un-, re-, dis-)
Recognizes and uses words with multiple meanings (e.g., sentence, school, hard) and determines which meaning is intended from the context of the sentence

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 narrative strategies such as dialogue, tension, or suspense
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.

The student produces informational writing (e.g., report, procedures, correspondence) that:

Engages the reader by establishing a context, creating a point of view, and otherwise developing reader interest
Develops a controlling idea that conveys a perspective on a subject
Creates an organizing structure appropriate to a specific purpose, audience, and context
Includes appropriate facts and details
Excludes extraneous details and inconsistencies
Uses a range of appropriate strategies, such as providing facts and details, describing or analyzing the subject, and narrating a relevant anecdote
Draws from more than one source of information such as speakers, books, newspapers, and online materials
Provides a sense of closure to the writing
Lifts the level of language using appropriate strategies including word choice

ELA5W3: The student uses research and technology to support writing. The student:

Acknowledges information from sources
Uses organizational features of printed text (e.g., citations, end notes, bibliographic references, appendices) to locate relevant information
Uses various reference materials (e.g., dictionary, thesaurus, encyclopedia, electronic information) as aids to writing
Uses the features of texts (e.g., index, table of contents, guide words, alphabetical/numerical order) to obtain and organize information and thoughts)
Demonstrates basic keyboarding skills and familiarity with computer terminology (e.g., software, memory, disk drive, hard drive)
Creates simple documents by using electronic media and employing organizational features (e.g., passwords, entry and pull-down menus, word searches, thesaurus, spell check)
Uses a thesaurus to identify alternative word choices and meanings

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)
Uses and identifies verb phrases and verb tenses
Recognizes that a word performs different functions according to its position in the sentence
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

M5N1: Students will further develop their understanding of whole numbers.

Classify the set of counting numbers into subsets with distinguishing characteristics (odd/even, prime/composite)
Find multiples and factors
Analyze and use divisibility rules

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

Understand division of whole numbers can be represented as a fraction (a/b = a ÷ b)
Understand the value of a fraction is not changed when both its numerator and denominator are multiplied or divided by the same number because it is the same as multiplying or dividing by one
Find equivalent fractions and simplify fractions
Model the multiplication and division of common fractions
Explore finding common denominators using concrete, pictorial, and computational models
Use <, >, or = to compare fractions and justify the comparison
Add and subtract common fractions and mixed numbers with unlike denominators
Use fractions (proper and improper) and decimal fractions interchangeably
Estimate products and quotients

M5N5: Students will understand the meaning of percentage.

Model percent on 10 by 10 grids
Apply percentage to circle graphs

Science

Unit 3: Classification

Life Science

S5L1. Students will classify organisms into groups and relate how they determined the groups with how and why scientists use calssification.

Demonstrate how animals are sorted into groups ( vertebragte and invertebrate) and how vertebrates are sorted into groups ( fish, amphibian, repitle, bird, and mammal).
Demonstrate how plants are sorted into groups.

Unit 4: Electricity / Magnetism

Physical Science

S5P3: Students will investigate the electricity, magnetism, and their relationship.

Investigate static electricity
Determine the necessary components for completing an electric circuit
Investigate common materials to determine if they are insulators or conductors of electricity
Compare a bar magnet to an electromagnet

Social Studies

Unit 6: Ups and Downs: World War I, the Jazz Age, & the Great Depression

Historical Understandings: SS5H4: The student will describe U.S. involvement in World War I and post- World War I America

Explain how German attacks on U.S. shipping during the war in Europe (1914-1917) ultimately led the U.S. to join the fight against Germany; include the sinking of the Lusitania and concerns over safety of U.S. ships.
Describe the cultural developments and individual contributions in the 1920s of the Jazz Age (Louis Armstrong), the Harlem Renaissance (Langston Hughes), baseball (Babe Ruth), the automobile (Henry Ford), and the airplane (Charles Lindbergh)

Historical Understandings: SS5H5: The student will explain how the Great Depression and New Deal affected the lives of millions of Americans

Discuss the Stock Market Crash of 1929, Herbert Hoover, Franklin Roosevelt, the Dust Bowl, and soup kitchens
Analyze the main features of the New Deal; include the significance of the Civilian Conservation Corps, Works Progress Administration, and the Tennessee Valley Authority
Discuss important cultural elements of the 1930s; include Duke Ellington, Margaret Mitchell, and Jesse Owens

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

Define, map, and explain the dispersion of the primary economic activities within the United States since the turn of the century
Map and explain how the dispersion of global economic activities contributed to the United States emerging from World War I as a world power

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

Explain how price incentives affect people’s behavior and choices (such as monetary policy during the Great Depression)
Give examples of technological advancements and their impact on business productivity during the development of the United States

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 bank function in providing checking accounts, savings accounts, and loans
Describe the government function in taxation and providing certain goods and services

Unit 7: Ups and Downs: Hot & Cold: World War II & Its Aftermath

Unit 8: Overcoming the Past: The Age of Civil Rights

Historical Understandings: SS5H6: The student will explain the reasons for America’s involvement in World

War II

Describe Germany’s aggression in Europe and Japanese aggression in Asia
Describe major events in the war in both Europe and the Pacific; include Pearl Harbor, Iwo Jima, D-Day, VE and VJ Days, and the Holocaust
Discuss President Truman’s decision to drop the atomic bombs on Hiroshima and Nagasaki
Identify Roosevelt, Stalin, Churchill, Hirohito, Truman, Mussolini, and Hitler
Describe the effects of rationing and the changing role of women and African- Americans; include “Rosie the Riveter” and the Tuskegee Airmen
Explain the U.S. role in the formation of the United Nations

Historical Understandings: SS5H7: The student will discuss the origins and consequences of the Cold War

Explain the origin and meaning of the term “Iron Curtain”
Explain how the United States sought to stop the spread of communism through the Berlin airlift, the Korean War, and the North Atlantic Treaty Organization
Identify Joseph McCarthy and Nikita Khrushchev

Historical Understandings: SS5H8: The student will describe the importance of key people, events, and developments between 1950-1975

Discuss the importance of the Cuban Missile Crisis and the Vietnam War
Explain the key events and people of the Civil Rights movement; include Brown v. Board of Education (1954), Montgomery Bus Boycott, the March on Washington, Civil Rights Act, Voting Rights Act, and civil rights activities of Thurgood Marshall, Rosa Parks, and Martin Luther King, Jr
Describe the impact on American society of the assassinations of President John F. Kennedy, Robert F. Kennedy, and Martin Luther King, Jr.
Discuss the significance of the technologies of television and space exploration