welcome to fifth grade curriculum night ms. stone, ms. ford, and mrs. gottschalk

Welcome to Fifth grade curriculum night

Ms. Stone, Ms. Ford, and Mrs. Gottschalk

English Language Arts Standards

Reading Literature

steps to becoming Critical and analytical thinkersChildren must learn how to effectively implement the skills at hand

They must utilize graphic organizers in order to do so allowing us to know that they have a true understanding

http://www.corestandards.org/video/

Myths vs. Facts | Common Core State Standards Initiative

http://www.corestandards.org/about-the-standards/myths-vs-facts/



Standards (Skills) addressed

These standards will be addressed in and throughout the year repetitively using different types of text such as

informational, fiction text, and poetry

Key Ideas and Details:

CCSS.ELA-Literacy.RL.5.1

Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.


Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.


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).

http://www.corestandards.org/ELA-Literacy/RL/5/1/



Craft and Structure:


Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.


Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.


Describe how a narrator's or speaker's point of view influences how events are described




Integration of Knowledge and Ideas:


Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).


• Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.



Range of Reading and Level of Text Complexity:

CCSS.ELA-Literacy.RL.5.10By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.


Reading literature – vertical alignment

Grade Four Reading

• Students determine the theme of a story, play, or poem from details in the text and summarize the text.

• Students compare and contrast the point of view from which different stories are told, including the difference between first- and third-person accounts.

Grade Five Reading

• Students determine the theme of a story, play, or poem from details in the text, including how characters respond to challenges or how the speaker in a poem reflects upon a topic, and students summarize the text.

• Students describe how a narrator’s or speaker’s point of view influences how events are described.

Grade Six Reading

• Students determine the theme or central idea of a text and how it is conveyed through particular details and provide a summary of the text without personal opinions or judgments.

• Students explain how an author develops the point of view of the narrator or speaker in a text.

Reading informational text – vertical alignment

Grade Four Reading• Students refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

• Students interpret information presented in charts, graphs, or other visual sources of information and explain how the information contributes to an understanding of the text

Grade Five Reading• Students quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

• Students draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

Grade Six Reading• Students cite evidence from the text to support analysis of what the text says explicitly as well as inferences drawn from the text.• Students integrate information presented in different media or formats (such as visually or through numbers) as well as in words to develop a coherent understanding of a topic or issue

Fountas and pinnell’s guided Reading Levels layout

5th grade writing schedule

•First Quarter Narrative Writing •Second Quarter Argument/Opinion•Third Quarter Informative/Explanatory•Fourth Quarter Review of all 3 styles

5th Grade Math

What are standards for mathematical practice?

Within each math unit, teachers are to apply each one of these standards to the new content area.

It is absolutely necessary that students are able to not only complete computation, but take their reasoning skills and higher-order thinking skills to new heights by applying themselves mathematically, in a more complex manner.

Building the Language of Mathematics for Students

Mathematically proficient students communicate precisely by engaging in discussions about their reasoning using appropriate mathematical language. • Communication plays an important role in helping children construct links and

make connections

• Mathematical vocabulary however should not be taught in isolation

• Students must be provided adequate opportunities to develop vocabulary in meaningful ways such as mathematical explorations and experiences.

• As students communicate their thoughts, ideas, and justify the reasonableness of their solutions their mathematical language will begin to evolve.

• Student will then build the depth of understanding needed with mathematical vocabulary and content to empower them to be successful in mathematics.

Fifth GradeOperations and

Algebraic ThinkingNumber and Operations

in Base TenNumber and Operations-

FractionsMeasurement and Data Geometry

Write and interpret numerical expressions. parentheses, brackets, braces, numerical expressionsAnalyze patterns and relationships.numerical patterns, rules, ordered pairs, coordinate plane

Understand the place value system.place value, decimal, decimal point, patterns, multiply, divide, tenths, thousands, greater than, less than, equal to, ‹, ›, =, compare/comparison, roundPerform operations with multi-digit whole numbers and with decimals to hundredths.multiplication/multiply, division/division, decimal, decimal point, tenths, hundredths, products, quotients, dividends, divisor, rectangular arrays, area models, addition/add, subtraction/subtract, (properties)-rules about how numbers work, reasoning

Use equivalent fractions as a strategy to add and subtract fractions. fraction, equivalent, addition/ add, sum, subtraction/subtract, difference, unlike denominator, numerator, benchmark fraction, estimate, reasonableness, mixed numbersApply and extend previous understanding of multiplication and division to multiply and divide fractions.fraction, numerator, denominator, operations, multiplication/multiply, division/divide, mixed numbers, product, quotient, partition, equal parts, equivalent, factor, unit fraction, area, side lengths, fractional sides lengths, scaling, comparing

Convert like measurement units within a given measurement system.conversion/convert, metric and customary measurementFrom previous grades: relative size, liquid volume, mass, length, kilometer (km), meter (m), centimeter (cm), kilogram (kg), gram (g), liter (L), milliliter (mL), inch (in), foot (ft), yard (yd), mile (mi), ounce (oz), pound (lb), cup (c), pint (pt), quart (qt), gallon (gal), hour, minute, second, a.m., p.m., clockwise, counter clockwisePresent and interpret data.line plot, length, mass, liquid volumeGeometric measurement: understand concepts of volume and relate volume to multiplication and to addition.measurement, attribute, volume, solid figure, right rectangular prism, unit, unit cube, gap, overlap, cubic units (cubic cm, cubic in. cubic ft. nonstandard cubic units), multiplication, addition, edge lengths, height, area of base

Graph points on the coordinate plane to solve real-world and mathematical problems.coordinate system, coordinate plane, first quadrant, points, lines, axis/axes, x-axis, y-axis, horizontal, vertical, intersection of lines, origin, ordered pairs, coordinates, x-coordinate, y-coordinateClassify two-dimensional figures into categories based on their properties.attribute, category, subcategory, hierarchy, properties (attributes, features), defining characteristics and non-defining characteristic, , two dimensionalFrom previous grades: polygon, rhombus/rhombi, rectangle, square, triangle, quadrilateral, pentagon, hexagon, cube, trapezoid, half/quarter circle, circle

Fifth grade math: major clusters

Fifth Grade

Major Clusters Supporting/Additional ClustersNumber and Operations in Base Ten Understand the place value system. Perform operations with multi-digit

whole numbers and with decimals to hundredths.

Number and Operations—Fractions Use equivalent fractions as a strategy

to add and subtract fractions. Apply and extend previous

understandings of multiplication and division to multiply and divide fractions.

Measurement and Data Geometric measurement: understand

concepts of volume and relate volume to multiplication and to addition.

Operations and Algebraic Thinking Write and interpret numerical

expressions. Analyze patterns and relationships. Measurement and Data Convert like measurement units within

a given measurement system. Represent and interpret data. Geometry Graph points on the coordinate plane

to solve real-world and mathematical problems.

Classify two-dimensional figures into categories based on their properties.

“Major clusters” simply means that these are the six main areas we focus on in fifth grade.

While there are detailed descriptions and underlying skills beneath each cluster, these are the foundational skills that the students must be proficient at in order to be prepared for middle school.

Place Value – vertical alignmentGrade Four Mathematics• Use place value understanding to round multi-digit whole numbers to any place

• Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right

• Compare two multi-digit numbers based on meanings of the digits in each place, using the symbols > (more than), = (equal to), and < (less than)

Grade Five Mathematics• Use place value understanding to round decimals to any place

• Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1⁄10 of what it represents in the place to its left

• Read, write, and compare decimals based on the meanings of the digits in the tenths, hundredths, and thousandths place

Grade Six Mathematics• Understand that positive and negative numbers are used together to describe quantities having opposite directions or values

• Understand a rational number (fraction, decimal, and percent) as a point on the number line

• Understand ordering and absolute value of rational numbers

Fractions – vertical alignmentGrade Four Mathematics• Break apart a fraction into smaller fractions with the same denominator, or bottom number, in more than one way. For example, 3⁄8=⁄1 8+⁄1 8+⁄1 8 =2⁄8+⁄1 8• Explain why a fraction is equal to another fraction• Add and subtract mixed numbers (whole numbers mixed with fractions, such as 1 ⁄1 5) with the same denominators• Multiply a fraction by a whole number

Grade Five Mathematics• Interpret a fraction as division of the numerator (the top number) by the denominator (the bottom number)• Add and subtract fractions with different denominators• Multiply a fraction by a whole number or another fraction• Divide fractions by whole numbers and whole numbers by fractions

Grade Six Mathematics• Divide fractions by fractions using visual models and equations to show the problem

5th Grade Science

The 5E Instructional Model The 5E Instructional model is

the foundation of inquiry-based science.

Each lesson is constructed to gothrough each of the stages to the left in order to ensure that proper learning and progress is being made by each individual student.

The students are the ones hypothesizing, while the teacher is there to facilitate and guide the students in the correct direction.

The more hands-on and problem-based the lesson, the better.

Claims, Evidence, and Reasoning

Interactive Science notebooking

• The purpose of Interactive Science Notebooking is to have a place that houses all important information covered in class.

• It is a more engaging and challenging form of note-taking.

• Interactive Science Notebooking caters to a variety of learners and allows them to apply, analyze, evaluate, and create a product based off of the new content each science unit offers.

social studies

Fixed Mindset

Growth Mindset

welcome to fifth grade curriculum night ms. stone, ms. ford, and mrs. gottschalk

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