Fifth Grade Reading. Copyright 2013 Teachers Hero Permission to reproduce in original format is granted to any school.

Transcription

1 Fifth Grade Reading We are learning to read closely to determine the details in a text. We are learning to make inferences from the text. We can support conclusions drawn from the text with specific textual evidence. We are learning to find out the central ideas or themes of a text and analyze their development. We are learning to summarize the key supporting details and ideas of a text. We are learning to examine and explain how and why individuals, events, and ideas develop and interact over the course of a text. We are learning to determine the meaning of words and phrases used in a text, including determining technical, connotative, and figurative meanings. We are learning to examine and explain how specific word choices shape meaning or tone. We are learning to examine and explain the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (for example, a section, chapter, scene, or stanza) relate to each other and the whole. We are learning to find the importance of point of view in forming the content and style of a text. We are learning to assess how purpose shapes the content and style of a text. We are learning to bring together and judge the worth of content presented by different presentation types. We are learning to find and judge the worth of the argument and claims in a text. We are learning to examine and explain how different texts address similar themes or topics. We are learning to read and comprehend complex literary and informational texts independently and proficiently. We are learning to quote accurately from a text when explaining what the text says and when drawing inferences from the text. We are learning to find the theme of a story, drama, or poem from details in the text. We are learning to summarize the text. We are learning to compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (for example, how characters interact). We are learning to find out the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. We are learning about and can explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. We are learning about and can describe how a narrator s or speaker s point of view influences how events are described. We are learning to analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (for example, graphic novel, multimedia presentation of fiction, folktale, myth, poem). We are learning to compare and contrast stories in the same genre (for example, mysteries and adventure stories) on their approaches to similar themes and topics. We are learning to read and comprehend literature, including stories, dramas, and poetry independently and skillfully. By the end of the year we can read grade 5 literature. We are learning to quote accurately from a text when explaining what the text says. We are learning to quote accurately from a text when drawing inferences from the text. We are learning to find two or more main ideas of a text and explain how they are supported by key details. We are learning to summarize the text. We are learning to explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. We are learning to find out the meaning of words and phrases in text relevant to grade 5 topic or subject areas. We are learning to compare and contrast the overall structure (for example, chronology, comparison, cause/effect) of events, ideas, concepts, or information in two or more texts. We are learning to examine and explain multiple accounts of the same event or topic, noting similarities and differences in the point of view they represent. We are learning to draw on information from multiple print or digital sources, showing our ability to locate an answer to a question or to solve a problem. We are learning to explain how an author uses reasons and evidence to support particular points in a text. We are learning to identify which reasons and evidence support which point(s). We are learning to find and combine information from several texts on the same topic in order to write or speak about the subject knowledgeably. We are learning to independently and skillfully read and comprehend informational texts, including history/social studies, science, and technical texts. By the end of the year we can read grade 5 informational texts.

2 Fifth Grade Reading page 2 We are learning to use our combined knowledge of letter-sound correspondences, syllabication patterns, and morphology (for example, roots and affixes) to read unfamiliar multi syllabic words. We are learning to read text with purpose and understanding We are learning to read prose and poetry orally with accuracy, suitable rate, and expression on successive readings. We are learning to use context to confirm or self-correct word recognition and understanding. We are learning to reread as necessary to help us confirm or self-correct word recognition and understanding.

3 Fifth Grade Writing We are learning how to write an argument to support our opinion about a topic or text. We are learning to use valid reasons and evidence to support our opinion. We are learning to write informative/explanatory texts to examine and express ideas and information clearly and accurately. We are learning to organize our writing. We are learning to write narratives to develop real or imagined experiences or events. We are learning to use well-chosen details, and well-structured event sequences when writing narratives. We are learning to produce clear and connected writing in which the development, organization, and style are suitable to task, purpose, and audience. We are learning to develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. We are learning to use technology, including the Internet, to produce and publish writing. We are learning to use technology, including the Internet, to interact and collaborate with others. We are learning to conduct research projects based on focused questions, showing understanding of the subject under investigation. We are learning to gather relevant information from multiple print and digital sources, judge the believability and accuracy of each source, and to bring together the information while avoiding plagiarism. We are learning to draw evidence from literary or informational texts to support analysis, reflection, and research. We are learning to write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. We are learning to introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support our purpose. We are learning to provide logically ordered reasons that are supported by facts and details. We are learning to link opinion and reasons using words, phrases, and clauses (for example, consequently, specifically). We are learning to provide a concluding statement or section related to the opinion presented. We are learning to introduce a topic clearly, provide a general observation and focus, and group related information logically. We are learning to include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. We are learning to develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. We are learning to link ideas within and across categories of information using words, phrases, and clauses (for example, in contrast, especially). We are learning to use precise language and specific vocabulary to inform about or explain the topic. We are learning to provide a concluding statement or section related to the information or explanation presented. We are learning to orient the reader by establishing a situation and introducing a narrator and/or characters. We are learning to organize an event sequence that unfolds naturally. We are learning to use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. We are learning to use a variety of transitional words, phrases, and clauses to manage the sequence of events. We are learning to use concrete words and phrases and sensory details to convey experiences and events clearly. We are learning to provide a conclusion that follows from the narrated experiences or events. We are learning to produce clear and connected writing in which the development and organization are suitable to task, purpose, and audience. We can with guidance and support, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. We can, with some guidance and support, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others. We have sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. We are learning to conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. We are learning to recall information from experiences or gather information from print and digital sources. We are learning to summarize or paraphrase information in notes and finished work, and provide a list of sources.

4 Fifth Grade Writing page 2 We are learning to apply grade 5 Reading standards to literature (e.g., Compare and contrast two or more characters in a story or a drama, drawing on specific details in the text [e.g., how characters interact] ). We are learning to apply grade 5 Reading standards to informational texts (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] ). We are learning to write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

5 Fifth Grade Speaking and Listening, Language We are learning to prepare for and participate effectively in conversations and collaborations with partners. We are learning to build on others ideas. We are learning to express our own ideas clearly and persuasively. We are learning to bring together and to judge the worth of information presented in different kinds of media and formats, including visually, quantitatively, and orally. We are learning to evaluate a speaker s point of view. We are learning to determine and judge a speaker s reasoning, and use of evidence and rhetoric in a presentation. We are learning to present information, findings, and supporting evidence such that listeners can follow our line of reasoning. We are learning to present information such that the organization, development, and style are suitable to task, purpose, and audience. We are learning to use digital media and visual displays of data to express information and to make our presentations understandable. We are learning to adapt speech to a variety of contexts and tasks, showing our command of formal English when indicated or appropriate. We are learning to come to discussions prepared, having read or studied required material. We are learning to explicitly draw on our preparation and other information known about the topic to explore ideas under discussion. We are learning to follow agreed-upon rules for discussions and carry out assigned roles. We are learning to pose and respond to specific questions to clarify or follow up on information. We are learning to make comments that contribute to the discussion and link to the remarks of others. We are learning to review the key ideas expressed. We are learning to explain our own ideas and understanding in light of the discussion. We are learning to summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. We are learning to summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. We are learning to report on a topic or text or present an opinion, sequencing ideas logically and using facts and descriptive details to support main ideas. We are learning to speak clearly at an understandable pace. We are learning to include multimedia components (for example, graphics, sound) and visual displays in presentations to strengthen the development of main ideas or themes. We are learning to adapt speech to a variety of contexts and tasks, using formal English when suitable to task and situation. We are learning to show our command of the conventions of grammar and usage when writing or speaking. We are learning to show our command of the conventions of capitalization, punctuation, and spelling when writing. We are learning to apply our knowledge of language to understand how language works in different contexts and to make effective choices for meaning or style. We are learning to apply our knowledge of language to comprehend more fully when reading or listening. We are learning to find or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting reference materials. We are learning to show our understanding of word relationships and subtlety in word meanings. We are learning many words and phrases needed for reading, writing, speaking, and listening at the college and career readiness level. We are learning to show independence in gathering vocabulary knowledge when encountering an unknown term. We are learning to explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. We are learning to form and use the perfect (for example, I had walked; I have walked; I will have walked) verb tenses. We are learning to use verb tense to convey various times, sequences, states, and conditions. We are learning to recognize and correct inappropriate shifts in verb tense. We are learning to use correlative conjunctions (for example, either/or, neither/nor). We are learning to use punctuation to separate items in a series. We are learning to use a comma to separate an introductory element from the rest of the sentence. We are learning to use a comma to set off the words yes and 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 direct address (e.g., Is that you, Steve?).

6 Fifth Grade Speaking and Listening, Language page 2 We are learning to use underlining, quotation marks, or italics to indicate titles of works. We are learning to spell words correctly, consulting references as needed. We are learning to expand, combine, and reduce sentences for meaning, reader/listener interest, and style. We are learning to compare and contrast the varieties of English (for example, dialects, registers) used in stories, dramas, or poems. We are learning to use context (for example, cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. We are learning to use common Greek and Latin affixes and roots as clues to the meaning of a word (for example, photograph, photosynthesis). We are learning to consult reference materials (for example, dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of words and phrases. We are learning to interpret figurative language, including similes and metaphors, in context. We are learning to recognize and can explain the meaning of common idioms, adages, and proverbs. We are learning to use the relationship between particular words (for example, synonyms, antonyms, homographs) to better understand each of the words. We are learning to acquire and use conversational, and general academic words and phrases, including those that signal contrast, addition, and other logical relationships (for example, however, although, nevertheless, similarly, moreover, in addition).

7 Fifth Grade Mathematics We are learning to make sense of problems and persevere in solving them. We are learning to reason abstractly and quantitatively. We are learning to make viable arguments and critique the reasoning of others. We are learning to model with mathematics. We are learning to use suitable tools strategically. We are learning to pay attention to precision. We are learning to look for and can make use of structure. We are learning to look for and express regularity in repeated reasoning. We are learning to use parentheses, brackets, or braces in numerical expressions, and to evaluate expressions with these symbols. We are learning to write simple expressions that record calculations with numbers. For example, express the calculation add 8 and 7, then multiply by 2 as 2 (8 + 7). We are learning to use two given rules to form ordered pairs consisting of corresponding terms from the two patterns. We are learning to graph ordered pairs on a coordinate plane. We are learning to identify apparent relationships between corresponding terms. Example follows. For example, given the rule Add 3 and the starting number 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 are twice the corresponding terms in the other sequence. We are learning 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. When multiplying a number by powers of 10 (for example, 10, 100) we can explain patterns in the number of zeros of the product. We can explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. We are learning to use whole-number exponents to denote powers of 10. We are learning to read and write decimals to thousandths using base-ten numerals, number names, and expanded form, for example, = (1/10) + 9 (1/100) + 2 (1/1000). We are learning to compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. We are learning to use place value understanding to round decimals to any place. We are learning to fluently multiply multi-digit whole numbers. We are learning to divide four digit whole numbers by two digit whole numbers, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. We are learning to show and explain our calculation by using equations, rectangular arrays, and/or area models. We are learning to add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings. We are learning various ways to add, subtract, multiply, and divide decimals to hundredths based on place value, properties of operations, and/or the relationship between addition and subtraction. We can explain how we are doing our calculation. We are learning to add and subtract fractions with unlike denominators. We are learning to replace given fractions with equivalent fractions having the same denominator to help us add or subtract fractions. For example, 2/3 + 5/4 = 8/ /12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.) We are learning to solve word problems involving addition and subtraction of fractions including problems with unlike denominators, for example, by using visual fraction models or equations to represent the problem. We are learning to use benchmark fractions and our number sense of fractions to estimate and to find the reasonableness of answers. For example, recognize an incorrect result 2/5 + ½ = 3/7, by observing that 3/7 < ½. We are learning to explain a fraction as division of the numerator by the denominator (a/b = a b) We are learning to solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, for example, by using visual fraction models or equations to represent the problem. For example, interpret ¾ as the result of dividing 3 by 4, noting that ¾ multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size ¾. 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 two whole numbers does your answer lie?

8 Fifth Grade Mathematics page 2 We are learning to interpret the product (a/b) q as a parts of a partition of q into b equal parts or equally as a q b. We are learning that (a/b) (c/d) = ac/bd. For example, use a visual 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.) 28 We are learning to find the area of a rectangle with fractional side lengths by tiling, and to show that the area is the same as would be found by multiplying the side lengths. We are learning to multiply fractional side lengths to find areas of rectangles. We are learning to represent fraction products as rectangular areas. We are learning to interpret multiplication as scaling (resizing), by 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 multiplication. We are learning to interpret multiplication as scaling (resizing), by explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number. We are learning to interpret multiplication as scaling (resizing), by explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number. We are learning to interpret multiplication as scaling (resizing), by relating the principle of fraction equivalence a/b = (n a)/(n b) to the effect of multiplying a/b by 1. We are learning to solve real world problems involving multiplication of fractions and mixed numbers, for example, by using visual fraction models or equations to represent the problem. We are learning to apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. We are learning to interpret division of a unit fraction by a non-zero whole number, and compute such quotients. For example, use the relationship between multiplication and division to explain that (1/3) 4 = 1/12 because (1/12) 4 = 1/3. We are learning to interpret division of a whole number by a unit fraction, and compute such quotients. For example, use the relationship between multiplication and division to explain that 4 (1/5) = 20 because 20 (1/5) = 4. We are learning to solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, for example, by using visual fraction models and equations to represent the problem. For example, how much chocolate will each person get if 3 people share ½ lb of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins? We are learning to convert among different-sized standard measurement units within a measurement system (for example, convert 5 cm to 0.05 m). We are learning to use these conversions in solving multi-step, real world problems. We are learning to make a line plot to display a data set of measurements in fractions of a unit (½, ¼, 1/8). We are learning to use operations on fractions to solve problems involving information presented in line plots. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally. We are learning that 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. We know that a solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units. We are learning to measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units. We are learning to relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. We are learning to find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes. We are learning that the volume is the same as would be found by multiplying the edge lengths, or equivalently by multiplying the height by the area of the base. We are learning to represent threefold whole-number products as volumes, for example, to represent the associative property of multiplication. We are learning to apply the formulas V = l w h and V = b h for rectangular prisms to find volumes of right rectangular prisms with whole number edge lengths in the context of solving real world and mathematical problems. We are learning to find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems. We are learning to recognize volume as additive. We are learning to use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the zero on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates.

9 Fifth Grade Mathematics page 3 We understand that the first number of a graph point on the coordinate plane indicates 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. We are learning the convention that the names of the two axes and the coordinates correspond (for example, x-axis and x-coordinate, y-axis and y-coordinate). We are learning to represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane. We are learning to interpret coordinate values of points in the context of the situation. We understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles. We are learning to classify two-dimensional figures in a hierarchy based on properties.