grade 5...information displayed in circle graphs can be used to ... energy then passes from organism...

Scope & Sequence Guide 2013-2014

TABLE OF CONTENTS

Grade 5

Early 1st Quarter Pages 1-2

Late 1st Quarter Pages 3-4

Early 2nd Quarter Pages 5-6

Late 2nd Quarter Pages 7-8

Early 3rd Quarter Pages 9-10

Late 3rd Quarter Pages 11-12

Early 4th Quarter Pages 13-14

Late 4th Quarter Pages 15-16

Note: The (arrow) denotes an on-going content/standard statement.

CLEVELAND METROPOLITAN SCHOOL DISTRICT Scope & Sequence2013-2014GRADE 5 EARLY 1ST QUARTER

SOCIAL STUDIES SCIENCE

Strand: EconomicsECO 13. Information displayed in circle graphs can be used toshow relative proportions of segments of to an entire body of data Expectations for Learning: Construct a circle graph that

displays information on part-to-whole relationships of data.

Strand: HistoryHIS 1. Multiple-tier timelines can be used to show relationshipsamong events and places Expectations for Learning: Construct a multiple-tier time &

analyze the relationships among events.

Strand: GeographyGEO 4. Globes and other geographic tools can be used to gather,process and report information about people, places andenvironments. Cartographers decide which information to includein maps. Expectations for Learning: Use appropriate maps, globes and

geographic tools to gather, process and report information aboutpeople, places and environments

Strand: GovernmentGOV 12. Democracies, dictatorships and monarchies arecategories for understanding the relationship between those inpower or authority and citizens Expectations for Learning: Explain the relationship between

those in power & individual citizens in a democracy, adictatorship & a monarchy

Strand: Life Science (LS)Topic: Interconnections within EcosystemsThis topic focuses on foundational knowledge of the structures and functions ofecosystems.Content Statement: All of the processes that take place within organisms requireenergy.LQ1 For ecosystems, the major source of energy is sunlightLQ1 Energy entering ecosystems as sunlight is transferred & transformed by producers

into energy that organisms use through the process of photosynthesis. Thatenergy then passes from organism to organism as illustrated in food webs.LQ1

In most ecosystems, energy derived from the sun is transferred and transformedinto energy that organisms use by the process of photosynthesis in plants andother photosynthetic organismsLQ1

Content Statement: Organisms perform a variety of roles in an ecosystem. Populations of organisms can be categorized by how they acquire energy.LQ1 Food webs can be used to identify the relationships among producers, consumers

and decomposers in an ecosystem.LQ1

Note: Ongoing participation in The Cleveland MetroParks Zoo Connections to Africawill provide hands-on science education to every 5nd grade student. All visits are pre-scheduled; teachers will be contacted with experience date.

ELA: RI.3, SL 1.a,b,c,dMATH: OAA benchmarks; :Data Analysis and Probability, OA.3

HEALTH STANDARDS1.5.1: Describe the relationship between healthy behaviors and personal health

MATH

Operations and Algebraic Thinking (OA)Anaylze patterns and relationships3. Generate two numerical patterns using two given rules. Identify apparent relationshios between corresponding terms. Formed ordered pairs consistingof corresponding terms from the two patterns, and graph the ordered pairs on a corrdinate plane. For esample, give the rule “Add 3” and the startingnumber 0, and given the rule “Add 6” and the starting number 0 generate terms in the resulting sequences and observe that the terms in one sequence aretwice the corresponding terms in the other sequence. Explain informally why this is so.

Number and Operations in Base Ten (NBT)Understand the place value system.1. Recognize that in a multi-digit number a digit in one place represents ten times as much as it represents in the place to its right and one tenth of what itrepresents in the place to its left.2. Explain patterns in the number of zeros of the product when multiplying the number by powers of ten, and explain patterns in the placement of thedecimal point when a decimal is multiplied or divided by a power of ten. Use whole number exponents to denote powers of ten.3. Read, write, and compare decimals to thousandths.a. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 ×

(1/10) + 9 × (1/100) + 2 × (1/1000).b. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.4. Use place value understanding to round decimals to any place value.

Ohio Achievement Assessments (OAA)Number, Number Sense and Operationsh. Use and analyze the steps in standard and non-standard algorithms for computing with fractions, decimals and integers.Data Analysis and Probabilitya. Read, create & use line graphs, histograms, circle graphs, box-&-whisker plots, stem-&-leaf plots, & other representations when appropriate.d. Compare increasingly complex displays of data, such as multiple sets of data on the same graph.

ELA

Strand: Reading for Informational Text (RI)Topic: Key Ideas and DetailsStandard Statement 3: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, ortechnical text based on specific information in the text.Standard Statement 4: Read with sufficient accuracy and fluency to support comprehension.a. Read-level text with purpose and fluency to support comprehension.b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.c. Use context to confirm or self-correct word recognition and understandings, rereading as necessary.

Standard Statement 10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5text complexity band independently and proficiently.

Strand: Reading for Literature Text (RL)Topic: Key Ideas and DetailsStandard Statement 1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

1


CLEVELAND METROPOLITAN SCHOOL DISTRICT Scope & Sequence2013-2014GRADE 5 EARLY 1ST QUARTER

ELA cont.

Strand: Reading for Literature Text (RL) cont.Topic: Range of Reading and Level of Text ComplexityStandard Statement 2: Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond tochallenges or how the speaker in a poem reflects upon a topic; summarize the text.Standard Statement 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).

Strand: Reading: Foundational Skills (RF)Topic: Phonics and Word RecognitionStandard Statement 3: Know and apply grade-level phonics and word analysis skills in decoding words.a. Use combined knowledge of all letter-sound correspondence, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabicwords in and out of context.

Topic: FluencyStandard Statement 4: Read with sufficient accuracy and fluency to support comprehension.a. Read-level text with purpose and fluency to support comprehension.b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.c. Use context to confirm or self-correct word recognition and understandings, rereading as necessary.

Strand: Writing (W)Topic: Production and Distribution of WritingStandard Statement 4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.Topic: Range of WritingStandard Statement 10: Write routinely overextended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or aday or two) for a range of discipline-specific tasks, purposes, and audiences.

Strand: Speaking and Listening (SL)Topic: Comprehension and CollaborationStandard Statement 1: Engage effectively in a range of collaborative discussions with diverse partners on grade 5 topics and texts, building on others’ ideasand expressing their own clearly.a. Come to the discussion prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideasunder discussion.b. Follow-agreed upon rules for discussion and carry out assigned rolesc. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussion.

Strand: Language (L)Topic: Conventions of Standard EnglishStandard Statement 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.c. Use verb tense to convey various times, sequences, states, and conditions.

Standard Statement 2: Demonstrate command of the conventions of standard English capitalization punctuation, and spelling and writinga. Use punctuation to separate items in a series.e. Spell grade-appropriate words correctly, consulting references as needed.

Topic: Vocabulary Acquisition and UseStandard Statement 6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signalcontrast, addition, and other logical relationships ( e.g., however, although, nevertheless, similarly, moreover, in addition).

DATA / TECHNOLOGY INTEGRATION

5.1 Review of K-4 Skills

5.2 Student will experience keyboard skills appropriate to grade level Can touch type at rate faster than handwriting (10 to 20 words per minute)

SOCIAL EMOTIONAL LEARNING

When incorporating Scope and Sequence, utilize social and emotional learning 5 core competenciesto ensure a positive learning community and high academic achievement.

Strand: Develop self-awareness and self-managementskills to achieve school and life success.

Develop a positive self concept/identity Describe self characteristics including abilities &

accomplishments Identify goals for academic success and classroom

behavior Identify strategies to reach goals Divide goals into manageable stepsDevelop self management skills Distinguish among emotions you might feel in various

situations Demonstrate an awareness of how your behavior

affects others Describe a variety of emotions/feelings you might feel

and the situations that cause them

Strand: Use social-awareness and interpersonalskills to establish and maintain positiverelationships and caring communities. Name classmates Describe how to make and keep friends Listen respectfully (using eye contact, nodding,

asking clarifying questions) to the thinking of othersand share own thinking

Describe how one feels when left out of a group Identify verbal, physical and situational cues that

indicate how others may feel List strategies to support students who are left out or

bullied Recognize the consequences to oneself and others of

dishonest behaviors Identify ways to build positive relations with peers

Strand: Demonstrate decision-making skills andresponsible behaviors in personal, school, andcommunity contexts. Discuss and create classroom rules Discuss school rules Identify and perform roles and behaviors that

contribute to personal & classroom well being Use “I statements: in expressing feelings Participate in class meetings to develop a sense

of community Solve problems respectfully Describe the purposes of the planning center

and identify situations in which the planningcenter may be used.

Describe procedures for using the planningcenter

2


CLEVELAND METROPOLITAN SCHOOL DISTRICT Scope & Sequence2013-2014GRADE 5 LATE 1ST QUARTER


Strand: GeographyTopic: Places and RegionsGEO 6. Regions can be determined using various criteria (e.g., landform,climate, population, cultural or economic Expectations for Learning: Identify and describe regions within the

Western Hemisphere using criteria related to landform, climate,population, culture and economics

GEO 7. Variations among physical environments within the WesternHemisphere influence human activities. Human activities also alter thephysical environment. Expectations for Learning: Explain how variations among physical

environments in the Western Hemisphere influence human activities.Explain how human activities have altered the physical environments ofthe Western Hemisphere

Strand: HistoryTopic: Early CivilizationsHIS 2. Early Indian civilizations (Maya, Inca, Aztec, Mississippian) existedin the Western Hemisphere prior to the arrival of Europeans. Thesecivilizations had developed unique governments, social structures,religions, technologies, and agricultural practices and products. Expectations for Learning: Compare characteristics of early Indian

civilizations (governments, social structures, religions, technologies, andagricultural practices and products). Begin with the Mayan Civilization.

Revisit: GOV 12

Ongoing Emphasis: GEO 4, GEO 5

ELA: RL.5.1, RI.5.2, RI.5.4, RI.5.10; SL.5.1; L.5.2, L.5.3, L.5.6; W.5.9

Strand: Life Science (LS)Topic: Interconnections within EcosystemsThis topic focuses on foundational knowledge of the structures and functionsof ecosystems.Content Statement: Organisms perform a variety of roles in an ecosystem. Populations of organisms can be categorized by how they acquire energy. EQ2

Food webs can be used to identify the relationships among producers,consumers and decomposers in an ecosystem.EQ2

Content Statement: All of the processes that take place within organismsrequire energy. For ecosystems, the major source of energy is sunlightEQ2 Energy entering ecosystems as sunlight is transferred and transformed by

producers into energy that organisms use through the process ofphotosynthesis. That energy then passes from organism to organism asillustrated in food webs.EQ2

In most ecosystems, energy derived from the sun is transferred andtransformed into energy that organisms use by the process ofphotosynthesis in plants and other photosynthetic organisms.EQ2

Note: Ongoing participation in The Cleveland MetroParks Zoo Connectionsto Africa will provide hands-on science education to every 5nd grade student.All visits are pre-scheduled; teachers will be contacted with experience date.

ELA: RI.3, SL 1.a,b,c,dMATH: OAA benchmarks; :Data Analysis and Probability, OA.3

HEALTH STANDARDS2.8.6: Analyze the influence of technology on personal and family health

MATH

Operations and Algebraic Thinking (OA)Write and interpret numerical expressions.1. Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions wiith these symbols2. Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating the. For example, espress thecalculation “add 8 and 7, then multioply by 2 “ as 2 x (8+7). Recognize that 3 x (18932+921) is three times as large as 18932+921 without having tocalculate the indicated sum or product.

Number and Operations in Base Ten (NBT)Perform operations with multi-digit whole numbers and with decimals to hundredths.5. Fluently multiply multi-digit whole numbers using the standard algorithm.6. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, theproperties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangulararrays and/or area models.7. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties ofoperations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

Ohio Achievement Assessments Benchmarks (OAA)Number, Number Sense and Operationsi. Use a variety of strategies including proportional reasoning, to estimate solutions to problems involving integers, fractions, decimals & percents

ELA

Strand: Reading for Literature Text (RL)Topic: Key Ideas and DetailsStandard Statement 1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.Topic: Range of Reading and Level of Text ComplexityStandard Statement 10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5text complexity band independently and proficiently.

Strand: Reading for Informational Text (RI)Topic: Key Ideas and DetailsStandard Statement 1: Quote accurately from a text when explaining what the text says explicitly & when drawing inferences.Topic: Range of Reading and Complexity of TextStandard Statement 10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, atthe high end of the grades 4–5 text complexity band independently and proficiently.

Strand: Reading for Foundational Skills (RF)Topic: Phonics and Word RecognitionStandard Statement 3: Know and apply grade-level phonics and word analysis skills in decoding words.a. Use combined knowledge of all letter-sound correspondence, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabicwords in and out of context.

3


CLEVELAND METROPOLITAN SCHOOL DISTRICT Scope & Sequence2013-2014GRADE 5 LATE 1ST QUARTER

ELA cont.

Strand: Reading for Foundational Skills (RF) cont.Topic: FluencyStandard Statement 4: Read with sufficient accuracy and fluency to support comprehension.a. Read-level text with purpose and fluency to support comprehension.b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.c. Use context to confirm or self-correct word recognition and understandings, rereading as necessary.

Strand: Writing (W)Topic: Production and Distribution of WritingStandard Statement 5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, rewriting, ortrying a new approach.Topic: Production and Distribution of WritingStandard Statement 6: With some guidance & support from adults, use technology, including the internet to produce & publish writing as well as to interact& collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single setting.Topic: Range of WritingStandard Statement 10: Write routinely overextended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or aday or two) for a range of discipline-specific tasks, purposes, and audiences.


Topic: Comprehension and CollaborationStandard Statement 2: Summarize a written text read aloud or information presented in diverse media & formats, including visually, quantitatively, & orally.

Strand: Language (L)Topic: Conventions of Standard EnglishStandard Statement 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.c. Use verb tense to convey various times, sequences, states, and conditions.Standard Statement 2: Demonstrate command of the conventions of standard English capitalization punctuation, and spelling and writing.a. Use punctuation to separate items in a series.e. Spell grade-appropriate words correctly, consulting references as needed.

Topic: Knowledge of LanguageStandard Statement 3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

Topic: Vocabulary Acquisition and UseStandard Statement 4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content,choosing flexibly from a range of strategies.a. Use context clues (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.

Standard Statement 6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signalcontrast, addition, and other logical relationships ( e.g., however, although, nevertheless, similarly, moreover, in addition).


5.1 Review of K-4 Skills

5.2 Student will experience keyboard skills appropriate to grade level Can touch type at rate faster than handwriting (10 to 20 words per minute)




Develop a positive self concept/identity Describe personal skills and interest one wants to

develop (ie: setting goals) Describe and demonstrate ways to express emotions in

a socially acceptable manner

Develop self management skills List positive strategies for handling conflict Communicate feelings with “I statements” Identify and demonstrate civic responsibilities in a

variety of situations (ie, bullying, vandalism, violence)

Strand: Use social-awareness and interpersonalskills to establish and maintain positiverelationships and caring communities. Listen actively and respectfully to the thinking of

others and share your own Express inters & appreciation for others

(compliment etc.) Recognize that students and others learn differently

and may interpret a situation differently from you Solve problems constructively while developing a

plan that supports the improvement of behaviorswithin a group

Strand: Demonstrate decision-making skills andresponsible behaviors in personal, school, andcommunity contexts. Follow classroom & school rules Perform roles & behaviors that contribute to

personal & classroom well being Use “I statements: in expressing feelings Participate in class meeting to develop a sense of

community Identify ways you can help your school or local

community Examine the personal impact of helping others.

4


CLEVELAND METROPOLITAN SCHOOL DISTRICT Scope & Sequence2013-2014GRADE 5 EARLY 2ND QUARTER


Strand: GeographyTopic: Human SystemsGEO 8. American Indians developed unique cultureswith many different ways of life. American Indiantribes & nations can be classified into cultural groupsbased on geographic and cultural similarities. Expectations for Learning: Make generalizations

about the cultural ways of life among AmericanIndian cultural groups in North and South America

Continue: HIS 2, MayansIntroduce: IncasRevisit : GEO 6

Ongoing Emphasis: HIS 1, GEO 4, GEO 5, GEO 7

ELA: RL.5.1, RI.5.2, RI.5.4, RI.5.10; SL.5.1; L.5.2,L.5.3, L.5.6; W.5.9a

Strand: Life Science (LS)Topic: Interconnections within EcosystemsThis topic focuses on foundational knowledge of the structures and functions of ecosystems.Content Statement: All of the processes that take place within organisms require energy. For ecosystems, the major source of energy is sunlight. Energy entering ecosystems as sunlight is transferred and transformed by producers into

energy that organisms use through the process of photosynthesis. That energy then passesfrom organism to organism as illustrated in food webs.

In most ecosystems, energy derived from the sun is transferred and transformed into energythat organisms use by the process of photosynthesis in plants & other photosynthetic organisms

Strand: Life Science (LS)Topic: Interconnections within EcosystemsThis topic focuses on foundational knowledge of the structures and functions of ecosystems.Content Statement: Organisms perform a variety of roles in an ecosystem. Populations of organisms can be categorized by how they acquire energy. Food webs can be used to identify relationships among producers, consumers & decomposers in

an ecosystem.

Note: Ongoing participation in The Cleveland MetroParks Zoo Connections to Africa will provide hands-onscience education to every 5nd grade student. All visits are pre-scheduled; teachers will be contacted withexperience date.

ELA: RI.3, SL 1.a,b,c,dMATH: OAA benchmarks; Data Analysis and Probability, OA.3

MATH

Number and Operations – Fractions (NF)Use equivalent fractions as a strategy to add and subtract fractions.1. Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as toproduce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 = 15/12 = 23/12. (In general, a/b + c/d = (ad +bc)/bd)2. Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by usingvisual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess thereasonableness of answers. For example, recognize an incorrect result 2/5 + ½ = 3/7, by observing that 3/7<1/2.Apply and extend previous understanding of multiplication and division to multiply and divide fractions.3. Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading toanswers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has ashare of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what twowhole numbers does your answer lie?

ELA

Strand: Reading for Literature (RL)Topic: Craft and StructureStandard Statement 4. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors andsimiles.

Strand: Reading for Informational Text (RI)Topic: Craft and StructureStandard Statement 2: Determine two or more main ideas of a text and explain how they are supported.

Strand: Reading: Foundational Skills (RF)Topic: Phonics and Word RecognitionStandard Statement 3: Know and apply grade-level phonics and word analysis skills in decoding words.a. Use combined knowledge of all letter-sound correspondence, syllabication patterns, and morphology (e.g., roots and affixes) to read accuratelyunfamiliar multisyllabic words in and out of context.Topic: FluencyStandard Statement 4: Read with sufficient accuracy and fluency to support comprehension.a. Read-level text with purpose and fluency to support comprehension.b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.c. Use context to confirm or self-correct word recognition and understandings, rereading as necessary.

Strand: Writing (W)Topic: Text Types and PurposesStandard Statement 1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.a. Introduce a topic or text clearly, state an opinion, & create an organizational structure where ideas are logically grouped to support the writer’s purposeb. Provide logically ordered reasons that are supported by facts and details.c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).d. Provide a concluding statement or section related to the opinion present.

5


CLEVELAND METROPOLITAN SCHOOL DISTRICT Scope & Sequence2013-2014GRADE 5 EARLY 2ND QUARTER

ELA cont.

Strand: Writing (W) cont.Topic: Text types and PurposesStandard Statement 2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, multimedia whenuseful to aiding comprehension.b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).d. Use precise language and domain-specific vocabulary to inform about or explain the topic.e. Provide a concluding statement or section related to the information or explanation presented.

Topic: Text Types and PurposesStandard Statement 3: Write narratives to develop real/imagined experiences/events using effective technique, descriptive details, & clear event sequencesa. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events.d. Use concrete words and phrases and sensory details to convey experiences and events precisely.e. Provide a conclusion that follows from the narrated experiences or events.


Topic: Comprehension and CollaborationStandard Statement 2: Summarize a written text read aloud or information presented in diverse media & formats, including visually, quantitatively, & orally.Topic: Comprehension and CollaborationStandard Statement 3: Summarize the point a speaker makes and explain how each claim is supported by reasons and evidence.

Strand: Language (L)Topic: Conventions of Standard EnglishStandard Statement 2: Demonstrate command of the conventions of standard English capitalization punctuation, and spelling and writing.b. Use a comma to separate an introductory element from the rest of the sentence.c. Use a comma to set off the words yes or no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate directaddress (e.g., Is that you, Steve?)d. Use underlining, quotation marks, or italics to indicate titles of works.

Topic: Vocabulary Acquisition and UseStandard Statement 4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content,choosing flexibly from a range of strategies.a. Use context clues (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.


5.3 Student will experience advanced word processing functions (Word) Can create and use indents and tabs in word processing document Can use outline feature Can use letter wizard to create a letter Use the thesaurus function Insert tables and columns in document

5.4 Student will experience designing and creating multimediaprojects using PowerPoint Can create hyperlinks Can create student’s own sound bites Can insert student’s own videos using digital camera



Strand: Develop self-awareness and self-management skills toachieve school and life success.

Develop a positive self concept/identity Continue to set personal &academic learning goals Follow goal setting steps Reflect on strategies used to achieve goals Explain how family members, peers, school personnel & community

members scan support school success and responsible behaviorDevelop self management skills Communicate feelings with “I statements” Identify and demonstrate civic responsibilities in a variety of situations

(ie, bullying, vandalism, violence)

Strand: Use social-awareness andinterpersonal skills to establish and maintainpositive relationships & caring communities. Describe positive qualities of others

Use observational and listening skills toidentify the feelings and perspectives ofothers

Recognize the difference between positiveand negative relationships

Demonstrate graciousness in winning andlosing

Strand: Demonstrate decision-makingskills and responsible behaviors inpersonal, school, & community contexts. Follow classroom & school rules Perform roles & behaviors that contribute

to personal & classroom well being Use “I statements” in expressing feelings Participate in class meeting to develop a

class policy on teasing and bullying

6


CLEVELAND METROPOLITAN SCHOOL DISTRICT Scope & Sequence2013-2014GRADE 5 LATE 2ND QUARTER


Strand: GeographyTopic: Human SystemsGEO 8. Americans Indians developed unique cultures with manydifferent ways of life, American Indian tribes and nations can beclassified into cultural groups based on geographic and culturalsimilarities. Expectations for Learning: Make generalizations about the

cultural ways of life among American Indian cultural groups inNorth and South America

Continue: HIS 2, Aztecs & Mississippians

Ongoing Emphasis: HIS 1, GEO 4. 5, 6

ELA: RL.5.1, RI.5.2, RI.5.4, RI.5.10; SL.5.1; L.5.2, L.5.3, L.5.6;W.5.9

Strand: Physical Science (PS)Topic: Light, Sound and MotionThis topic focuses on the forces that affect motion. This includes the relationshipbetween the change in speed of an object, the amount of force applied & the mass ofthe object. Light and sound are explored as forms of energy that move in predictableways, depending on the matter through which they move.Content Statement: The amount of change in movement of an object is based on themass of the object and the amount of force exerted. Movement can be measured by speed. The speed of an object is calculated by

determined the distance (d) traveled in a period of time (t).

Earth pulls down on all objects with a gravitational force. Weight is a measure of thegravitational force between an object and the Earth.

Any change in speed or direction of an object requires a force and is affected by themass*of the object and the amount of force applied.

Note 1:Registration for participation in the A World in Motion Program (AWIM)

Note 2: Ongoing participation in The Cleveland MetroParks Zoo Connections to Africawill provide hands-on science education to every 5nd grade student. All visits are pre-scheduled; teachers will be contacted with experience date.

ELA: RI.3, SL 1.a,b,c,d / MATH: NF. 4-7.a,b, OAA benchmarks; Data Analysis &Probability, OA.3

HEALTH STANDARDS1.5.1: Describe the relationship between healthy behaviors and personal health

MATH

Number and Operations – Fractions (NF)Apply and extend previous understanding of multiplication and division to multiply and divide fractions4. Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.a. Interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b. For example, use avisual fraction model to show (2/3) × 4 = 8/3, and create a story context for this equation. Do the same with (2/3) × (4/5) = 8/15. (In general, (a/b) × (c/d) = ac/bd.)b. Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the sameas would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, & represent fraction products as rectangular areas.

5. Interpret multiplication as scaling (resizing), by:a. Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication.b. Explaining by multiplying a given number by a fraction greater than one results in a product greater than the given number (recognizing multiplication by wholenumbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number;and relating the principle of fraction equivalence a/b=(nxa)/(nxb) to the effect of multiplying a/b by 1.6. Solve real world problems involving multiplication of fraction and mixed #s, e.g., by using visual fraction models or equations to represent the problem.7. Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.a. Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. For example, create a story context for (1/3) ÷ 4, and use a visualfraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) × 4 = 1/3.b. Interpret division of a whole number by a unit fraction, & compute such quotients. For example, create a story context for 4 ÷ (1/5), and use a visual fraction modelto show the quotient. Use the relationship between multiplication & division to explain that 4÷(1/5)=20 because 20×(1/5)=4.

Ohio Achievement Assessment Benchmarks (OAA)Measurementc. Identify approprite tools and apply appropriate techniques for measuring angles, perimeter or circumference and area of triangles, quadrilaterals, circlesand composite shapes, and surface area and volume of prisms and cylinders.Patterns, Functions and Algebrab. Represent, analyze and generalize a variety of patterns and functions with tables, graphs, words and symbolic rules.e. Use rules and variables to describe patterns, functions and other relationships.Data Analysis and Probabilityh. Find all possible outcomes of simple experiments or problem situations, using methods such as lists, arrays and tree diagrams.

ELA

Strand Reading for Informational Text (RI)Topic: Range of Reading and Level of Text ComplexityStandard Statement 9: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

Strand: Reading for Literature (RL)Topic: Craft and StructureStandard Statement 5: Explain how a series of chapters, scenes or stanzas fit together to provide the overall structure of a particular story, drama or poem.

Strand: Reading for Foundational Skills (RF)Topic: Phonics and Word RecognitionStandard Statement 3: Know and apply grade-level phonics and word analysis skills in decoding words. a. Use combined knowledge of all letter-sound correspondence, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliarmultisyllabic words in and out of context.

7


CLEVELAND METROPOLITAN SCHOOL DISTRICT Scope & Sequence2013-2014GRADE 5 LATE 2ND QUARTER

ELA cont.

Strand: Reading for Foundational Skills (RF) cont.Topic: FluencyStandard Statement 4: Read with sufficient accuracy and fluency to support comprehension. a. Read-level text with purpose and fluency to support comprehension. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understandings, rereading as necessary.

Strand: Writing (W)Topic: Text Types and PurposesStandard Statement 1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic/text clearly, state an opinion, & create an organizational structure where ideas are logically grouped to support the writer’s purpose b. Provide logically ordered reasons that are supported by facts and details. c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).d. Provide a concluding statement or section related to the opinion present. Standard Statement 2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations,multimedia when useful to aiding comprehension.b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented. Standard Statement 3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, & clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use narrative techniques, such as dialogue, description, & pacing, to develop experiences & events or show responses of characters to situations. c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events.

Strand: Speaking and Listening (SL)Topic: Comprehension and CollaborationStandard Statement 1: Engage effectively in a range of collaborative discussions with diverse partners on grade 5 topics and texts, building on others’ ideas andexpressing their own clearly.a. Come to the discussion prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic toexplore ideas under discussion.b. Follow-agreed upon rules for discussion and carry out assigned rolesc. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussion. Standard Statement 2: Summarize a written text read aloud or information presented in diverse media & formats, including visually, quantitatively, & orally.Standard Statement 3: Summarize the point a speaker makes and explain how each claim is supported by reasons and evidence.

Strand: Language (L)Topic: Vocabulary Acquisition and UseStandard Statement 5: Demonstrate understanding of figurative language, word relationships, and nuances in word meaning. a. Interpret figurative language, including similes and metaphors, in context. b. Recognize and explain the meaning of common idioms, adages, and proverbs.c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.


5.3 Student will experience advanced word processing functions (Word) Can create and use indents and tabs in word processing document Can use outline feature Can use letter wizard to create a letter Use the thesaurus function Insert tables and columns in document

5.4 Student will experience designing & creating multimedia projects usingPowerPoint Can create hyperlinks

Can create student’s own sound bites Can insert student’s own videos using digital camera




Develop a positive self concept/identity Follow steps to meet personal & academic learning goals Reflect on strategies used to achieve goals. Recognize how distractions may interfere with the achievement

of a goal Communicate feelings

Develop self management skills Communicate feelings with “I statements” Identify and demonstrate civic responsibilities in a variety of

situations (ie, bullying, vandalism, violence)

Strand: Use social-awareness and interpersonal skillsto establish and maintain positive relationships andcaring communities.

Demonstrate and express empathy for the perspectiveof others.

Recognize how changing your behaviors impacts howothers feel & respond.

Identify intervention methods to stop bulling Evaluate ways to include everyone one in group

activities Demonstrate how to work effectively with those who

are different from oneself.

Strand: Demonstrate decision-makingskills and responsible behaviors inpersonal, school, and communitycontexts.

Follow classroom and school rules Perform roles & behaviors that

contribute to personal & classroom wellbeing

Use “I statements” in expressingfeelings

Participate in class meeting to developa class policy on teasing and bulling

8


CLEVELAND METROPOLITAN SCHOOL DISTRICT Scope & Sequence2013-2014GRADE 5 EARLY 3RD QUARTER


Strand: GeographyTopic: Human SystemsGEO 8. American Indians developed unique cultures with many differentways of life. American Indian tribes and nations can be classified into culturalgroups based on geographic and cultural similarities. Expectations for Learning: Make generalizations about the cultural ways

of life among American Indian cultural groups in North and South AmericaGEO 9. Political, environmental, social and economic factors cause people,products & ideas to move from place to place in the Western Hemispheretoday Expectations for Learning: Explain political, environmental, social and

economic factors that cause the movement of people, products and ideasin the Western Hemisphere

Strand: EconomicsTopic: Economic Decision Making and SkillsECO 13. Information displayed in circle graphs can be used to show relativeproportions of segments of data to an entire body of data. Expectations for Learning: Construct a circle graph that displays

information on part-to-whole relationships of data.Topic: ScarcityECO 15. The availability of productive resources, (capital goods and naturalresources) promotes specialization that leads to trade. Expectations for Learning: Explain how the availability of productive

resources in a specific region promotes specialization and results in trade.

Ongoing Emphasis: GEO 4, 5, 6,7


Strand: Physical Science (PS)Topic: Light, Sound and MotionThis topic focuses on the forces that affect motion. This includes therelationship between the change in speed of an object, the amount of forceapplied and the mass* of the object. Light and sound are explored as formsof energy that move in predictable ways, depending on the matter throughwhich they move.Content Statement: Light and sound are forms of energy that behave inpredictable ways. Light travels and maintains its direction until it interacts with an object or

moves from one medium to another and then it can be reflected,refracted or absorbed.

Sound is produced by vibrating objects and requires a medium throughwhich to travel. The rate of vibration is related to the pitch of the sound

Note 1:Participation in the A World in Motion Program (AWIM) continues

Note 2: Ongoing participation in The Cleveland MetroParks ZooConnections to Africa will provide hands-on science education to every 5nd

grade student. All visits are pre-scheduled; teachers will be contacted withexperience date.

ELA: RI.3, SL 1.a,b,c,dMATH: NF. 4-7.a,b, OAA benchmarks; Data Analysis and Probability,Measurement and Geometry

ENCORE: Art-color, Music- sound Visions into Practice p154 of theScience Model Curriculum

MATH

Operations and Algebraic Thinking (OA)Write and interpret numerical expressions.2. Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express thecaluculation “add 8 and 7, then multiply by 2” as 2 x (8 + 7). Recognize that 3 x (18932 + 921) is three times as large as 18932 + 921, without having tocalculate the indicated sum or product.

Measurement and Data (MD)Geometric measurement: understand conceps of volume and relate volume to multiplication and to addition.3. Recognize volume as an attribute of solid figures and understand concepts of volume measurement.a. A cube with side length 1 unit, called a “unit cube”, is said to have “one cubic unit” of volume, and can be used to measure volume.b. A solid figue which can be packed without gaps or overlaps uning n unit cubes is said to have a volume of n cubic units.4. Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.5. Relate volume to the operations of mulitplication and addition and solve real world and mathamatical problems involving volume.a. Find the volume of a right rectangular prism with the whole-numner side lengths by packing it with unit cubes, and show that the volume is the same aswould be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole0number productsas volumes, e.g. to represent the associate property of multipilcation.b. Aplly the formulas V= l x w x h and V= b x h for regtangular prisms to find volumes of right rectangular prisms with whole-numner edge lengths in thecontest of solving real world and mathmatical problems.c. Recognize volume as additive. Find the volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of thenon-overlapping parts, applying this techniques to solve real world problems.

Ohio Achievement Assessment Benchmarks (OAA)Data Analysis and Probability (DAP)f. Determine and use the range, mean, median and mode to analyze and compare data, and explain what each indicates of statistical data and displays.h. Find all possible outcomes of simple experiments or problem situations, using methods such as lists, arrays and tree diagrams.i. Describe the probability of an event using ratios, including fractional notation.j. Compare experimental and theoretical results for a variety of simple experiments.k. Make predictions based on experimental and theoretical probabilites.

ELA

Strand: Reading for Literature (RL)Topic: Craft and StructureStandard Statement 6: Describe how a narrator’s or speaker’s point of view influences how events are described.

Strand: Reading for Informational Text (RI)Topic: Integration of Knowledge and IdeasStandard Statement 8: Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidencesupport which point(s).

9


CLEVELAND METROPOLITAN SCHOOL DISTRICT Scope & Sequence2013-2014GRADE 5 EARLY 3RD QUARTER

ELA cont.

Strand: Reading for Foundational Skills (RF)Topic: Phonics and Word RecognitionStandard Statement 3: Know and apply grade-level phonics and word analysis skills in decoding words.a. Use combined knowledge of all letter-sound correspondence, syllabication patterns, and morphology (e.g., roots and affixes) to read accuratelyunfamiliar multisyllabic words in and out of context.Topic: FluencyStandard Statement 4: Read with sufficient accuracy and fluency to support comprehension.a. Read-level text with purpose and fluency to support comprehension.b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.c. Use context to confirm or self-correct word recognition and understandings, rereading as necessary.

Strand: Writing (W)Topic: Text types and PurposesStandard Statement 2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings),illustrations, multimedia when useful to aiding comprehension.b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).d. Use precise language and domain-specific vocabulary to inform about or explain the topic.e. Provide a concluding statement or section related to the information or explanation presented.

Strand: Speaking and Listening (SL)Topic: Comprehension and CollaborationStandard Statement 1: Engage effectively in a range of collaborative discussions with diverse partners on grade 5 topics and texts, building on others’ ideasand expressing their own clearly.a. Come to the discussion prepared having read or studied required material; explicitly draw on that preparation and other information known about thetopic to explore ideas under discussion.b. Follow-agreed upon rules for discussion and carry out assigned rolesc. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussion.Standard Statement 2: Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, andorally.

Strand: Language (L)Topic: Vocabulary Acquisition and UseStandard Statement 4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content,choosing flexibly from a range of strategies.b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g. photograph, photosynthesis).c. Consult reference materials (e.g., dictionaries


5.5 Student will experience simple spreadsheet functions (Excel) Can describe the parts of a spreadsheet Can move to and select specific cells in a spreadsheet Can add new text or numbers to a spreadsheet

5.6 Student will experience desktop publishing (Publisher) to create various documents (i.e. Newspapers, brochures, flyers, cards, etc.)




Develop a positive self concept/identity Set personal & academic learning goals Communicate feelings Demonstrate engagement and persistence as a learner Identify personal traits of characters in literature

Develop self management skills Use calming strategies Communicate frustrations and anger effectively Control impulsive behavior Reflect on strategies used to achieve goals.

Strand: Use social-awareness and interpersonalskills to establish and maintain positiverelationships and caring communities. Identify unwelcome teasing or bulling behaviors Analyze different approaches to dealing with

conflict (e.g., avoidance, compliance,negotiation)

Analyze why you may need to use differentstrategies for dealing with different conflictsituations.

Use verbal and non verbal strategies to resolvegroup conflict

Strand: Demonstrate decision-making skills and responsiblebehaviors in personal, school, andcommunity contexts. Recognize an individual is

responsible for his/her behavior Follow rules of home, school, and

community Follow classroom rules Practice appropriate behavior that

shows self-respect to self andothers

10


CLEVELAND METROPOLITAN SCHOOL DISTRICT Scope & Sequence2013-2014GRADE 5 LATE 3RD QUARTER


Strand: HistoryTopic: HeritageHIS 3. European exploration and colonization hadlasting effects, which can be used to understand theWestern Hemisphere today. Expectations for Learning: Describe lasting

effects of European exploration and colonizationon the cultural practices and products of theWestern Hemisphere

Strand: GeographyTopic: Human SystemsGEO 10. The Western Hemisphere is culturallydiverse due to American Indian, European, Asianand African influences and interactions, as evidencedby artistic expression, language, religion and food. Expectations for Learning: Describe the cultural

diversity of the Western Hemisphere as evidencedby artistic expression, language, religion and food

Ongoing Emphasis: HIS 1, GEO 4, 5, 6, 7

ELA: RL.5.1, RI.5.2, RI.5.4, RI.5.10; SL.5.1; L.5.2,L.5.3, L.5.6; W.5.9

Strand: Earth and Space Science (ESS)Topic: Cycles and Patterns in the Solar SystemThis topic focuses on the characteristics, cycles and patterns in the solar system and within theuniverse.Content Statement: The sun is one of many stars that exist in the universe. The sun appears to be the largest star in the sky because it is the closest star to Earth. Some

stars are larger than the sun and some stars are smaller than the sun.Content Statement: Most of the cycles and patterns of motion between the Earth and sun arepredictable.EQ4 Earth’s revolution around the sun takes approximately 365 days.EQ4 Earth completes one rotation on its axis in a 24-hour period, producing day and night. This

rotation makes the sun, stars and moon appear to change position in the sky.EQ4 Earth’s axis is tilted at an angle of 23.50. This tilt, along with Earth’s revolution around the sun,

affects the amount of direct sunlight that the Earth receives in a single day and throughout theyear.EQ4

The average daily temperature is related to the amount of direct sunlight received. Changes inaverage temperature throughout the year are identified as seasons.EQ4

Note: Ongoing participation in The Cleveland MetroParks Zoo Connections to Africa will providehands-on science education to every 5nd grade student. All visits are pre-scheduled; teachers willbe contacted with experience date.

ELA: RI.3, SL 1.a,b,c,dMATH: NF. 4-7.a,b, OAA benchmarks; Data Analysis and Probability, Measurement & Geometry

MATH

Measurement and Data (MD)Convert like measurement units within a given measurement system.1.Convert among different-sized standard measurement units within a given measurement systems (e.g., convert 5 cm to 0.05 m), and use theseconversions in solving multi-step, real world problemsRepresent and interpret data.2. Make a line plot to display a data set of measurements of fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problemsinvolving information presented in line plots. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beakerwould contain if the total amount in all beakers were redistributed equally.

Ohio Achievement Assessment Benchmarks (OAA)Number, Number Sense and Operationsb. Compare, order and convert among fractions, decimals and percents.d. Use models and pictures to relate concepts of ratio, proportion and percent.Measurementa. Select appropriate units to measure angles, circumference, surface area, mass and volume, using: U.S. customary units; e.g., degree, square feet, poinds, and other units as appropriate; Metric units; e.g., squae meters, kilograms and other units as appropriate.b. Convert units of length, area, volume, mass and time within the same measurement system.Geometrya. Identifty and label angle parts and the regions definded within the plane where the angle resides.b. Draw circles, and identify and determine the relationships among the radius, diameter, center and circumference.d. Identify, describe and classigy types of line pairs, angles, two-dimensional figures and three-dimensional objects using their properties.g. Describe and use properties of triangles to solve problems involving angle measures and sie lengths of right triangles.Data Analysis and Probabilityi. Describe the probability of an event using ratios, including fractional notation.

ELA

Strand: Reading for Literature (RL)Topic: Integration of Knowledge and IdeasStandard Statement 9: Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes andtopics.

Strand Reading for Informational Text (RI)Topic: Integration of Knowledge and IdeasStandard Statement 7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or tosolve a problem efficiently.

Strand: Reading: Foundational Skills (RF)Topic: Phonics and Word RecognitionStandard Statement 3: Know and apply grade-level phonics and word analysis skills in decoding words.a. Use combined knowledge of all letter-sound correspondence, syllabication patterns, and morphology (e.g., roots and affixes) to read accuratelyunfamiliar multisyllabic words in and out of context.

11


CLEVELAND METROPOLITAN SCHOOL DISTRICT Scope & Sequence2013-2014GRADE 5 LATE 3RD QUARTER

ELA cont.

Strand: Reading: Foundational Skills (RF) cont.Topic: FluencyStandard Statement 4: Read with sufficient accuracy and fluency to support comprehension.a. Read-level text with purpose and fluency to support comprehension.b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.c. Use context to confirm or self-correct word recognition and understandings, rereading as necessary.

Strand: Writing (W)Topic: Text Types and PurposesStandard Statement 1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.a. Introduce a topic or text clearly, state an opinion, & create an organizational structure in which ideas are logically grouped to support the writer’s purpose.b. Provide logically ordered reasons that are supported by facts and details.c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).d. Provide a concluding statement or section related to the opinion present.Standard Statement 2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings),illustrations, multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented.

Strand: Speaking and Listening (SL)Topic: Comprehension and CollaborationStandard Statement 1: Engage effectively in a range of collaborative discussions with diverse partners on grade 5 topics and texts, building on others’ ideasand expressing their own clearly.a. Come to the discussion prepared having read or studied required material; explicitly draw on that preparation and other information known about thetopic to explore ideas under discussion.b. Follow-agreed upon rules for discussion and carry out assigned rolesc. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussion.Standard Statement 2: Summarize a written text read aloud or information presented in diverse media & formats, including visually, quantitatively, & orally.

Strand: Language (L)Topic: Knowledge of LanguageStandard Statement 3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, drama, or poems.


5.5 Student will experience simple spreadsheet functions (Excel) Can describe the parts of a spreadsheet Can move to and select specific cells in a spreadsheet Can add new text or numbers to a spreadsheet

5.6 Student will experience desktop publishing (Publisher) to create various documents (i.e. Newspapers, brochures, flyers, cards, etc.)




Develop a positive self concept/identity

Set personal & academic learning goals Communicate feelings Demonstrate engagement and persistence as a learner

Develop self management skills

Use calming strategies Communicate frustrations and anger effectively Control impulsive behavior

Reflect on strategies used to achieve goals. Explain how practice improves your performance of a skill

Strand: Use social-awareness andinterpersonal skills to establish andmaintain positive relationships and caringcommunities.

Analyze different approaches to dealing withconflict (e.g., avoidance, compliance,negotiation)


Use verbal and non verbal strategies toresolve group conflict

Strand: Demonstrate decision-makingskills and responsible behaviors inpersonal, school, and communitycontexts.

Follow classroom rules Practice appropriate behavior that shows

self-respect to self and others Generate alternative solutions and

evaluate their consequences for a range ofacademic and social situations

Develop strategies to work things outrather than retaliate when you feel wronged

TEACHER NOTES

12


CLEVELAND METROPOLITAN SCHOOL DISTRICT Scope & Sequence2013-2014GRADE # EARLY 4TH QUARTER


Strand: EconomicsTopic: Economic Decision Making SkillsECO 14. The choices people make have both present andfuture consequences. Expectations for Learning: Explain the present and

future consequences of an economic decision.

Strand: GovernmentTopic: Civic Participation and SkillsGOV 11. Individuals can better understand public issues bygathering and interpreting information from multiple sources.Data can be displayed graphically to effectively andefficiently communicate information Expectations for Learning: Use multiple sources and

appropriate communication tools to locate, investigate,organize and communicate information on a public issue

Revisit: GOV 12

ELA: RL.5.1, RI.5.2, RI.5.4, RI.5.9, RI.5.10; SL.5.1; L.5.2,L.5.3, L.5.6; W.5.8, W.5.9

Strand: Earth and Space Science (ESS)Topic: Cycles and Patterns in the Solar SystemThis topic focuses on the characteristics, cycles and patterns in the solar system and withinthe universe.Content Statement: The sun is one of many stars that exist in the universe. The sun appears to be the largest star in the sky because it is the closest star to Earth.

Some stars are larger than the sun and some stars are smaller than the sun.Content Statement: Most of the cycles and patterns of motion between the Earth and sunare predictable. Earth’s revolution around the sun takes approximately 365 days. Earth completes one rotation on its axis in a 24-hour period, producing day and night.

This rotation makes the sun, stars and moon appear to change position in the sky. Earth’s axis is tilted at an angle of 23.50. This tilt, along with Earth’s revolution around the

sun, affects the amount of direct sunlight that the Earth receives in a single day andthroughout the year.

The average daily temperature is related to the amount of direct sunlight received.Changes in average temperature throughout the year are identified as seasons.

Content Statement: The solar system includes the sun and all celestial bodies that orbitthe sun. Each planet in the solar system has unique characteristics. The distance from the sun, size, composition and movement of each planet are unique.

Planets revolve around the sun in elliptical orbits. Some of the planets have moonsand/or debris that orbit them. Comets, asteroids and meteoroids orbit the sun.LQ4

Note: Ongoing participation in The Cleveland MetroParks Zoo Connections to Africa willprovide hands-on science education to every 5nd grade student. All visits are pre-scheduled;teachers will be contacted with experience date.

ELA: RI.3, SL 1.a,b,c,dMATH: NF. 4-7.a,b, OAA benchmarks; Data Analysis and Probability, Measurement andGeometry

MATH

Number and Operations in Base Ten (NBT)Perform operations with multi-digit whole numbers and with decimals to hundredths.5. Fluently multiply multi-digit whole numbers using the standard algorithm.

Geometry (G)Graph points on the coordinate plane to solve real-world and mathematical problems.1. Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincidewith the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first numberindicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis,with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).2. Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values ofpoints in the context of the situation.

Ohio Achievement Assessment Benchmarks (OAA)Number, Number Sense and Operationsa. Represent and compare numbers less than 0 through familiar applications and extending the number line.Geometryc. Specify locations and plot ordered pairs on a coordinate plane.

ELA

Strand: Reading for Literature Text (RL)Topic: Integration of Knowledge and IdeasStandard Statement 7: Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g. graphic novel, multimediapresentation of fiction, folktale, myth, poems)

Strand: Reading for Foundational Skills (RF)Topic: Phonics and Word RecognitionStandard Statement 3: Know and apply grade-level phonics and word analysis skills in decoding words.a. Use combined knowledge of all letter-sound correspondence, syllabication patterns, and morphology (e.g., roots and affixes) to read accuratelyunfamiliar multisyllabic words in and out of context.Topic: FluencyStandard Statement 4: Read with sufficient accuracy and fluency to support comprehension.a. Read-level text with purpose and fluency to support comprehension.b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.c. Use context to confirm or self-correct word recognition and understandings, rereading as necessary.

13


CLEVELAND METROPOLITAN SCHOOL DISTRICT Scope & Sequence2013-2014GRADE # EARLY 4TH QUARTER

ELA cont.

Strand: Reading for Informational Text (RI)Topic: Craft and StructureStandard Statement 6: Analyze multiple account of the same event or topic, noting important similarities and differences in the point of view they represent.

Strand: Writing (W)Topic: Research to Build and Present KnowledgeStandard Statement 7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.Standard Statement 8: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphraseinformation in notes and finished work, and provide a list of sources.Standard Statement 9: Draw evidence from literary or informational texts to support analysis, reflections, and research.b. Apply grade 5 Reading standards to informational text (e.g., “Explain how an author uses reasons and evidence to support particular points in a text,identifying which reasons and evidence support which point[s]).

Strand: Speaking and Listening (SL)Topic: Comprehension and CollaborationStandard Statement 1: Engage effectively in a range of collaborative discussions with diverse partners on grade 5 topics and texts, building on others’ ideasand expressing their own clearly.a. Come to the discussion prepared having read or studied required material; explicitly draw on that preparation and other information known about thetopic to explore ideas under discussion.b. Follow-agreed upon rules for discussion and carry out assigned rolesc. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussion.Standard Statement 2: Summarize a written text read aloud or information presented in diverse media & formats, including visually, quantitatively, & orally.Topic: Presentation of Knowledge and IdeasStandard Statement 4: Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptivedetails to support main ideas or themes; speak clearly at an understandable pace.Standard Statement 5: Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance thedevelopment of main ideas or themes.Standard Statement 6: Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation

Strand: Language (L)Topic: Conventions of Standard EnglishStandard Statement 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentencesb. Form and use the perfect (e.g., I had walked, I have walked; I will have walked), verb tenses.


5.7 Student will experience planning and creating video using digital cameras (if available)

5.8 Student will experience network access and resources Can organize and delete student’s personal files Can properly download files from the Internet to student’s own folder




Develop a positive self concept/identity

Set personal & academic learning goals Communicate feelings Demonstrate engagement and persistence as a learnerDevelop self management skills

Use calming strategies Communicate frustrations and anger effectively Control impulsive behavior Reflect on strategies used to achieve goals. Demonstrate how practice improves your performance of a skill

Strand: Use social-awareness and interpersonalskills to establish and maintain positiverelationships and caring communities.

Discuss stereotyping and its negative impact onothers

Analyze different approaches to dealing with conflict(e.g., avoidance, compliance, negotiation)


Use verbal and non verbal strategies to resolvegroup conflict

Strand: Demonstrate decision-making skills and responsiblebehaviors in personal, school,and community contexts.

Follow classroom rules Practice appropriate behavior

that shows self-respect to selfand others

Describe the role of communityservice.

TEACHER NOTES

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CLEVELAND METROPOLITAN SCHOOL DISTRICT Scope & Sequence2013-2014GRADE # LATE 4TH QUARTER


Strand: EconomicsTopic: Production and ConsumptionECO 16. The availability of productive resources and the division of laborimpact productive capacity. Expectations for Learning: Explain how the availability of productive

resources and the division of labor influence productive capacityTopic: MarketsECO 17. Regions and countries become interdependent when theyspecialize in what they produce best and then trade with other regions toincrease the amount and variety of goods and services available. Expectations for Learning: Identify a career of personal interest and

research the knowledge, skills, and experiencesTopic: Financial LiteracyECO 18. Workers can improve their ability to earn income by gaining newknowledge, skills and experiences Expectations for Learning: Identify a career of personal interest and

research the knowledge, skills and experiences requir4ed to besuccessful.


Strand: Earth Space Science (ESS)Topic: Cycles and Patterns in the Solar SystemThis topic focuses on the characteristics, cycles and patterns in the solarsystem and within the universe.Content Statement: The solar system includes the sun and all celestialbodies that orbit the sun. Each planet in the solar system has uniquecharacteristics. The distance from the sun, size, composition and movement of each

planet are unique. Planets revolve around the sun in elliptical orbits.Some of the planets have moons and/or debris that orbit them. Comets,asteroids and meteoroids orbit the sun.

Note: Ongoing participation in The Cleveland MetroParks Zoo Connectionsto Africa will provide hands-on science education to every 5nd grade student.All visits are pre-scheduled; teachers will be contacted with experience date.

ELA: RI.3, SL 1.a,b,c,dMath: NF. 4-7.a,b, OAA benchmarks; :Data Analysis and Probability,Measurement and Geometry

HEALTH STANDARDS2.5.4: Describe how the school and community can support personal healthpractices and behaviors

MATH

Geometry (G)Classify two-dimensional figures into categories based on their properties.3. Understand that attributes belonging to a category of two-dimensional figues also belong to all subcategories of that category. For example, allrectangles have four right angles and squares are rectangles, so all squares have four right angles.4. Classify two-dimensional figures in a hierarchy based on properties

ELA

Strand: Reading for Literature Text (RL)Topic: Integration of Knowledge and IdeasStandard Statement 7: Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g. graphic novel, multimediapresentation of fiction, folktale, myth, poems)

Strand: Reading for Informational Text (RI)Topic: Craft and StructureStandard Statement 6: Analyze multiple account of the same event or topic, noting important similarities and differences in the point of view they represent.

Strand: Reading: Foundational Skills (RF)Topic: Phonics and Word RecognitionStandard Statement 3: Know and apply grade-level phonics and word analysis skills in decoding words.a. Use combined knowledge of all letter-sound correspondence, syllabication patterns, and morphology (e.g., roots and affixes) to read accuratelyunfamiliar multisyllabic words in and out of context.Topic: FluencyStandard Statement 4: Read with sufficient accuracy and fluency to support comprehension.a. Read-level text with purpose and fluency to support comprehension.b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.c. Use context to confirm or self-correct word recognition and understandings, rereading as necessary.

Strand: Writing (W)Topic: Research to Build and Present KnowledgeStandard Statement 7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.Standard Statement 8: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphraseinformation in notes and finished work, and provide a list of sources.Standard Statement 9: Draw evidence from literary or informational texts to support analysis, reflections, and research.b. Apply grade 5 Reading standards to informational text (e.g., “Explain how an author uses reasons and evidence to support particular points in a text,identifying which reasons and evidence support which point[s]).

Strand: Language (L)Topic: Conventions of Standard EnglishStandard Statement 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.d. Recognize and correct inappropriate shifts in verb tenses.e. Use correlative conjunctions (e.g., either/or, neither/nor).

15


CLEVELAND METROPOLITAN SCHOOL DISTRICT Scope & Sequence2013-2014GRADE # LATE 4TH QUARTER

ELA cont.

Strand: Speaking and Listening (SL)Topic: Comprehension and CollaborationStandard Statement 1: Engage effectively in a range of collaborative discussions with diverse partners on grade 5 topics and texts, building on others’ ideasand expressing their own clearly.a. Come to the discussion prepared having read or studied required material; explicitly draw on that preparation and other information known about thetopic to explore ideas under discussion.b. Follow-agreed upon rules for discussion and carry out assigned rolesc. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussion.Standard Statement 2: Summarize a written text read aloud or information presented in diverse media & formats, including visually, quantitatively, & orally.Topic: Presentation of Knowledge and IdeasStandard Statement 4: Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptivedetails to support main ideas or themes; speak clearly at an understandable pace.Standard Statement 5: Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance theTopic: Presentation of Knowledge and IdeasStandard Statement 6: Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.


5.7 Student will experience planning and creating video using digital cameras (if available)

5.8 Student will experience network access and resources Can organize and delete student’s personal files Can properly download files from the Internet to student’s own folder



Strand: Develop self-awareness and self-management skills to achieve school and lifesuccess.

Develop a positive self concept/identity Analyze different approaches to dealing with


Analyze why you may need to sue differentstrategies for dealing with different conflictsituations.


Practice resolving conflicts effectively

Strand: Use social-awareness andinterpersonal skills to establish and maintainpositive relationships and caringcommunities. Analyze different approaches to dealing with


Analyze why you may need to sue differentstrategies for dealing with different conflictsituations.


Practice resolving conflicts effectively

Strand: Demonstrate decision-making skillsand responsible behaviors in personal,school, and community contexts. Follow classroom rules Practice appropriate behavior that shows self-

respect to self and others Consider ethical, safety and societal factors in

making decisions Plan and implement a service project In your

community

TEACHER NOTES

16

Scope & Sequence Guide 2013-2014

grade 5...information displayed in circle graphs can be used to ... energy then passes from organism...

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