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Fifth Grade Performance Standards, Third 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
Identifies and analyzes the similarities and differences between a narrative text and its film or play version
Identifies similarities and differences between the characters or events and theme in a literary work and the actual experiences in an author’s life
Responds to and analyzes the effects of sound, figurative language and graphics in order to uncover meaning in poetry (Sound (e.g., alliteration, onomatopoeia, rhyme scheme); Figurative language (e.g., personification, metaphor, simile, hyperbole); Graphics (e.g., capital letters, line length))
Identifies common structures and stylistic elements (e.g., hyperbole, refrain, simile) in traditional literature

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
Identifies the meaning of common idioms and figurative phrases
Identifies playful uses of language (e.g., puns, jokes, palindromes)

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
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
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
Establishes a plot, point of view, setting, and conflict, and/or the significance of events
Creates an organizing structure
Includes sensory details and inconsistencies
Excludes extraneous details and inconsistencies
Develops complex characters through actions describing the motivation of characters and character conversation
Uses a range of appropriate narrative strategies such as flashback, foreshadowing, 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 persuasive essay 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 inappropriate information
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

The student produces a persuasive essay that:

Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest
States a clear position in support of a proposal
Supports a position with relevant evidence
Creates an organizing structure appropriate to a specific purpose, audience, and context
Addresses reader concerns
Excludes extraneous details and inappropriate information
Provides a sense of closure to the writing
Raises the level of language using appropriate strategies (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)
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
Uses and identifies verb phrases and verb tenses
Recognizes that a word performs different functions according to its position in the sentence

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

Geometry

M5G1: Students will understand congruence of geometric figures and the correspondence of their vertices, sides, and angles.

M5G2: Students will understand the relationship of the circumference of a circle to its diameter is pi (П ≈ 3.14).

Measurement

M5M1: Students will extend their understanding of area of fundamental geometric plane figures.

Estimate the area of fundamental geometric plane figures
Derive the formula for the area of a parallelogram (e.g., cut the parallelogram apart and rearrange it into a rectangle of the same area)
Derive the formula for the area of a triangle (e.g. demonstrate and explain its relationship to the area of a rectangle with the same base and height)
Find the areas of triangles and parallelograms using formulae
Estimate the area of a circle through partitioning and tiling and then with formula (let pi = 3.14). (Discuss square units as they apply to circles.)
Find the area of a polygon (regular and irregular) by dividing it into squares, rectangles, and/or triangles and find the sum of the areas of those shapes

M5M3: Students will measure capacity with appropriately chosen units and tools.

Use milliliters, liters, fluid ounces, cups, pints, quarts, and gallons to measure capacity
Compare one unit to another within a single system of measurement (e.g., 1 quart = 2 pints)

M5M4: Students will understand and compute the volume of a simple geometric solid.

Understand a cubic unit (U3) is represented by a cube in which each edge has the length of 1 unit
Identify the units used in computing volume as cubic centimeters (cm3), cubic meters (m3), cubic inches (in3), cubic feet (ft3), and cubic yards (yd3)
Derive the formula for finding the volume of a cube and a rectangular prism using manipulatives
Compute the volume of a cube and a rectangular prism using formulae
Estimate the volume of a simple geometric solid
Understand the similarities and differences between volume and capacity

Science

Unit 5: Land Formation

Earth Science

S5E1 : Students will identify surface features of the Earth caused by constructive and destructive processes.

Identify surface features caused by constructive processes (deposition ( deltas, sand dunes, etc.), earthquakes, volcanoes, faults)
Identifty and find examples of surface features caused by destructive processes (erosion ( water-rivers and oceans, wind), weathering, impact of organisms, earthquake, volcano)
Relate the role of technology and human intervention in the control of constructive and destructive processes. Examples include, but are not limited to seismological studies, flood control, (dams, levees, storm drain management, etc.), beach reclamation (Georgia Coastal Islands)

Unit 6 : Matter

Physical Science

S5P2: Students will explain the difference between a physical change and a chemical change.

Investigate physical changes by separating mixtures and manipulating (cutting, tearing, folding) paper to demonstrate examples of physical change
Recognize that the changes in state of water (water vapor/steam, liquid, ice) are due to temperature differences and are examples of physical change
Investigate the properties of a substance before, during, and after a chemical reaction to find evidence of change

Unit 6 : (Con't ) Mass

Physical Science

S5P1: Students will verify that an object is the sum of its parts.

Demonstrate that the mass of an object is equal to the sum of its parts by manipulating and maesuring different objects made of various parts
Investigate how common items have parts that are too small to be seen without magnification.

Social Studies

Unit 9

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.

SS5H9: The student will trace important developments in America since 1975.

Describe U. S. involvement in world events; include efforts to bring peace to the Middle East, the collapse of the Soviet Union, Persian Gulf War, and the War on Terrorism in response to September 11, 2001.
Explain the impact the development of the personal computer and Internet has had on American life.

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.

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 opportunity costs and their relationship to decision-making across time (such as decisions to remain unengaged at the beginning of World War II in Europe).
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).
Explain how voluntary exchange helps both buyers and sellers (such as among the G8 countries).
Describe how trade promotes economic activity (such as trade activities today under NAFTA).
Give examples of technological advancements and their impact on business productivity during the development of the United States.

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.
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.

Unit 10

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

Explain the purpose of the 12th and 17th amendments.