Fifth Grade Standards Language Arts God gave His message in written form, the Bible. Literary Reading

5LR1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

5LR2 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.

5LR3 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).

5LR4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

5LR5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

5LR6 Describe how a narrator’s or speaker’s point of view influences how events are described.

5LR7 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).

5LR8 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.

5LR9 By the end of the year, read and comprehend with proficiency literature, including stories, dramas, and poetry.

5IR1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

5IR2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

5IR3 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.

5IR4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

5IR5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

5IR6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

5IR7 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.

5IR8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

5IR9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

5IR10 By the end of the year, read and comprehend with proficiency informational texts, including history/social studies, science, and technical texts.
General Reading

5GR1 Know and apply grade-level phonics and word analysis skills in decoding words.

5GR2 Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

5GR3 Read with sufficient accuracy and fluency to support comprehension.

5GR3a Read grade-level text with purpose and understanding.

5GR3b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.

5GR3c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Writing

5W1 Write opinion pieces of persuasion on topics or texts, supporting a point of view with reasons and information and persuading others to agree with your opinion.

5W1a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.

5W1b Provide logically ordered reasons that are supported by facts and details.

5W1c Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).

5W1d Provide a concluding statement or section related to the opinion presented.

5W2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

5W2a Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

5W2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

5W2c Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).

5W2d Use precise language and domain-specific vocabulary to inform about or explain the topic.

5W2e Provide a concluding statement or section related to the information or explanation presented.

5W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

5W3a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

5W3b Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.

5W3c Use a variety of transitional words, phrases, and clauses to manage the sequence of events.

5W3d Use concrete words and phrases and sensory details to convey experiences and events precisely.

5W3e Provide a conclusion that follows from the narrated experiences or events.

5W4 Produce a response to literature that:

5W4a Engages the reader by establishing a context, creating a speaker’s voice, or otherwise developing reader interest.

5W4b Demonstrates an understanding of the literary work.

5W4c Organizes an interpretation around several clear ideas, premises, or images from the original work.

5W4d Supports a judgment through references to the text and personal knowledge.

5W4e Justifies interpretations through sustained use of examples and textual evidence from the literary work.

5W4f Provides a sense of closure to the writing.

5W5 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–4 above.)

5W6 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

5W7 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

5W8 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

5W9 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

5W10 Draw evidence from literary or informational texts to support analysis, reflection, and research.

5W10a Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”).

5W10b 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]”).

5W11 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 discipline-specific tasks, purposes, and audiences.

5LS1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

5LS1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

5LS1b Follow agreed-upon rules for discussions and carry out assigned roles.

5LS1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

5LS1d Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

5LS2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

5LS3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

5LS4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

5LS5 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.

5G1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

5G1a Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.

5G1b Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.

5G1c Use verb tense to convey various times, sequences, states, and conditions.

5G1d Recognize and correct inappropriate shifts in verb tense.*

5G1e Use correlative conjunctions (e.g., either/or, neither/nor).

5G2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

5G2aUse punctuation to separate items in a series.

5G2b Use a comma to separate an introductory element from the rest of the sentence.

5G2c 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?).

5G2d Use underlining, quotation marks, or italics to indicate titles of works.

5G2e Spell grade-appropriate words correctly, consulting references as needed.

5G3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

5G3a Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

5G3b Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.

5G4 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.

5G4a Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.

5G4b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).

5G4c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

5G5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

5G5a Interpret figurative language, including similes and metaphors, in context.

5G5b Recognize and explain the meaning of common idioms, adages, and proverbs.

5G5c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.

5G6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
Spelling

4S1 Apply high-utility rules to draft spelling

4S2 Use the dictionary, glossary, and texts to identify standard spellings

4S3 Properly utilize the words from the weekly spelling lists in writing assignments

4S4 Complete weekly spelling tests with at least 80% accuracy
Handwriting

HW5.1 Demonstrate good penmanship by writing word legibly in cursive handwriting, using correct letter formation, appropriate size and spacing.

Numbers and Operations

M5N.1a. Further develop their understanding of the concept of whole numbers. They will also understand the meanings of multiplication and division of decimal fractions and use decimal fractions and common fractions in computation, as well as in problem solving situations.

M5N.1b. Students will further develop their understanding of whole numbers. They will also classify the set of counting numbers into subsets with distinguishing characteristics (odd/even, prime/composite).

M5N.1c. Find multiples and factors.

M5N.1d. Analyze and use divisibility rules

M5N.1e. Students will further develop their understanding of decimal fractions as part of the base-ten number system and understand place value.

M5N.1f. Analyze the effect on the product when a number is multiplied by 10, 100, 1000, 0.1, and 0.01

M5N.1g. Students will further develop their understanding of the meaning of multiplication and division with decimal fractions and use them.

M5N.1h. Model multiplication and division of decimal fractions by another decimal fraction

M5N.1i. Explain the process of multiplication and division, including situations in which the multiplier and divisor are both whole numbers and decimal fractions.

M5N.1j. Multiply and divide with decimal fractions including decimal fractions less than one and greater than one.

M5N.1k.Understand the relationships and rules for multiplication and division of whole numbers also apply to decimal fractions.

M5N.1l. Students will continue to develop their understanding of the meaning of common fractions and compute with them. They will also understand division of whole numbers can be represented as a fraction (a/b= a ÷ b).

M5N.1m. Understand the value of a fraction is not changed when both its numerator and denominator are multiplied or divided by the same number because it is the same as multiplying or dividing by one.

M5N.1n. Find equivalent fractions and simplify fractions.

M5N.1o. Model the multiplication and division of common fractions

M5N.1p. Explore finding common denominators using concrete, pictorial, and computational models.

M5N.1q.Use <, >, or = to compare fractions and justify the comparison.

M5N.1r. Add and subtract common fractions and mixed numbers with unlike denominators.

M5N.1s. Use fractions (proper and improper) and decimal fractions interchangeably

M5N.1t. Estimate products and quotients

M5N.1u. Students will understand the meaning of percentage. Model percent on 10 by 10 grids and apply percentage to circle graphs.
Measurement

M5M2a. Compute the area of geometric plane figures. They will also understand the concept of volume and compute the volume of simple geometric solids and measure capacity. Students will convert from one unit to another within one system of measurement.

M5M2b. Extend their understanding of area of fundamental geometric plane figures. They will also estimate the area of fundamental geometric plane figures.

M5M2c. Derive the formula for the area of a parallelogram (e.g., cut the parallelogram apart and rearrange it into a rectangle of the same area).

M5M2d. Derive the formula for the area of a triangle (e.g. demonstrate and explain its relationship to the area of a rectangle with the same base and height).

M5M2e. Find the areas of triangles and parallelograms using formulae and also estimate the area of a circle through partitioning and tiling and then with formula (let pi = 3.14). (Discuss square units as they apply to circles.) Find the area of a polygon (regular and irregular) by dividing it into squares, rectangles, and/or triangles and find the sum of the areas of those shapes.

M5M2f. Measure capacity with appropriately chosen units and tools also use milliliters, liters, fluid ounces, cups, pints, quarts, and gallons to measure capacity. Compare one unit to another within a single system of measurement (e.g., 1 quart = 2 pints).

M5M2g. Understand and compute the volume of a simple geometric solid.

M5M2h. Understand a cubic unit (u3) is represented by a cube in which each edge has the length of 1 unit.

M5M2i. Identify the units used in computing volume as cubic centimeters (cm3), cubic meters (m3), cubic inches (in3), cubic feet (ft3), and cubic yards (yd3).

M5M2j. Derive the formula for finding the volume of a cube and a rectangular prism using manipulatives.

M5M2k. Compute the volume of a cube and a rectangular prism using formulae.

M5M2l. Estimate the volume of a simple geometric solid.

M5M2m. Understand the similarities and differences between volume and capacity.

M5G3a. Students will understand congruence of geometric figures and the correspondence of their vertices, sides, and angles.

M5G3b. Students will understand the relationship of the circumference of a circle to its diameter is pi (π ≈ 3.14)

M5G3c. Graph point on the coordinate plane to solve real-world and mathematical problems

M5A4a. Students will represent and interpret the relationships between quantities algebraically.

M5A4b. Use variables, such as n or x, for unknown quantities in algebraic expressions.

M5A4c. Investigate simple algebraic expressions by substituting numbers for the unknown.

M5A4d. Determine that a formula will be reliable regardless of the type of number (whole numbers or decimal fractions) substituted for the variable.
Data Analysis

M5D5a. Students will gather, organize, and display data and interpret graphs.

M5D5b. Students will analyze graphs.

M5D5c. Analyze data presented in a graph

M5D5d. Compare and contrast multiple graphic representations (circle graphs, line graphs, bar graphs, etc.) for a single set of data and discuss the advantages/disadvantages of each.

M5D5e. Students will collect, organize, and display data using the most appropriate graph.

Process Skills

M5P6a. Solve problems (using appropriate technology).

M5P6b. Build new mathematical knowledge through problem solving

M5P6c. Solve problems that arise in mathematics and in other contexts

M5P6d. Apply and adapt a variety of appropriate strategies to solve problems.

M5P6e. Monitor and reflect on the process of mathematical problem solving.

M5P6f. Reason and evaluate mathematical arguments.

M5P6g. Recognize reasoning and proof as fundamental aspects of mathematics.

M5P6h. Make and investigate mathematical conjectures.

M5P6i. Develop and evaluate mathematical arguments and proofs.

M5P6j. Select and use various types of reasoning and methods of proof.

M5P6k. Communicate mathematically.

M5P6l. Organize and consolidate their mathematical thinking through communication.

M5P6m. Communicate their mathematical thinking coherently and clearly to peers, teachers, and others.

M5P6n. Analyze and evaluate the mathematical thinking and strategies of others.

M5P6o. Use the language of mathematics to express mathematical ideas precisely.

M5P6p. Make connections among mathematical ideas and to other disciplines

M5P6q. Recognize and use connections among mathematical ideas

M5P6r. Understand how mathematical ideas interconnect and build on one another to produce coherent wholes

M5P6t. Recognize and apply mathematics in contexts outside of mathematics.

M5P6u. Represent mathematics in multiple ways.

M5P6v. Create and use representations to organize, record, and communicate mathematical ideas.

M5P6w. Select, apply, and translate among mathematical representations to solve problems.

M5P6x. Use representations to model and interpret physical, social, and mathematical phenomena

SS5H1 The student will explain the causes, major events, and consequences of the Civil War

SS5H1a. Identify Uncle Tom’s Cabin and John Brown’s raid on Harper’s Ferry and explains how each of these events was related to the Civil War.

SS5H1b. Discuss how the issues of states’ rights and slavery increased tensions between the North and South.

SS5H1c. Identify major battles and campaigns: Fort Sumter, Gettysburg, the Atlanta Campaign, Sherman’s March to the Sea, and Appomattox Court House.

SS5H1d. Describe the roles of Abraham Lincoln, Robert E. Lee, Ulysses S. Grant, Jefferson Davis, and Thomas “Stonewall” Jackson.

SS5H1e. Describe the effects of war on the North and South.

SS5H2 The student will analyze the effects of Reconstruction on American life.

SS5H2a. Describe the purpose of the 13th, 14th, and 15th Amendments.

SS5H2b. Explain the work of the Freedmen’s Bureau.

SS5H2c. Explain how slavery was replaced by sharecropping and how African- Americans were prevented from exercising their newly won rights; include a discussion of Jim Crow laws and customs.

SS5H3 The student will describe how life changed in America at the turn of the century.

SS5H3a. Describe the role of the cattle trails in the late 19th century; include the Black Cowboys of Texas, the Great Western Cattle Trail, and the Chisholm Trail.

SS5H3b. Describe the impact on American life of the Wright brothers (flight), George Washington Carver (science), Alexander Graham Bell (communication), and Thomas Edison (electricity).

SS5H3c. Explain how William McKinley and Theodore Roosevelt expanded America’s role in the world; include the Spanish-American War and the building of the Panama Canal.

SS5H3d. Describe the reasons people emigrated to the United States, from where they emigrated, and where they settled.

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

SS5H4a. Explain how German attacks on U.S. shipping during the war in Europe (1914-1917) ultimately led the U.S. to join the fight against Germany; include the sinking of the Lusitania and concerns over safety of U.S. ships.

SS5H4b. Describe the cultural developments and individual contributions in the 1920s of the Jazz Age (Louis Armstrong), the Harlem Renaissance (Langston Hughes), baseball (Babe Ruth), the automobile (Henry Ford), and the airplane (Charles Lindbergh).

SS5H5 The student will explain how the Great Depression and New Deal affected the lives of millions of Americans. Leviticus 25:35 If one of your countrymen becomes poor and unable to support himself among you, help him as you would an alien or temporary resident, so he can continue to live among you.

SS5H5a. Discuss the Stock Market Crash of 1929, Herbert Hoover, Franklin Roosevelt, the Dust Bowl, and soup kitchens.

SS5H5b. Analyze the main features of the New Deal; include the significance of the Civilian Conservation Corps, Works Progress Administration, and the Tennessee Valley Authority.

SS5H5c. Discuss important cultural elements of the 1930s; include Duke Ellington, Margaret Mitchell, and Jesse Owens.

SS5H6 The student will explain the reasons for America’s involvement in World War II. Psalm 103:6 The Lord works righteousness and justice for all the oppressed

SS5H6a. Describe Germany’s aggression in Europe and Japanese aggression in Asia.

SS5H6b. Describe major events in the war in both Europe and the Pacific; include Pearl Harbor, Iwo Jima, D-Day, VE and VJ Days, and the Holocaust.

SS5H6c. Discuss President Truman’s decision to drop the atomic bombs on Hiroshima and Nagaskai

SS5H6d. Identify Roosevelt, Stalin, Churchill, Hirohito, Truman, Mussolini, and Hitler.

SS5H6e. Describe the effects of rationing and the changing role of women and African- Americans; include “Rosie the Riveter” and the Tuskegee Airmen.

SS5H6f. Explain the U.S. role in the formation of the United Nations.

SS5H6g. Examine how Hitler did not follow God and His teachings.

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

SS5H7a. Explain the origin and meaning of the term “Iron Curtain.”

SS5H7b. Explain how the United States sought to stop the spread of communism through the Berlin airlift, the Korean War, and the North Atlantic Treaty Organization.

SS5H7c. Identify Joseph McCarthy and Nikita Khrushchev

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

SS5H8a. Discuss the importance of the Cuban Missile Crisis and the Vietnam War.

SS5H8b.Explain the key events and people of the Civil Rights movement; include Brown v. Board of Education (1954), Montgomery Bus Boycott, the March on Washington, Civil Rights Act, Voting Rights Act, and civil rights activities of Thurgood Marshall, Rosa Parks, and Martin Luther King, Jr.

SS5H8c. Describe the impact on American society of the assassinations of President John F. Kennedy, Robert F. Kennedy, and Martin Luther King, Jr.

SS5H8d. Discuss the significance of the technologies of television and space exploration.

SS5H8e. Discuss the vision of peace of Martin Luther King in Psalm 122:7 May there be peace within your walls and security within your citadels.

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

SS5H9a. Describe U. S. involvement in world events; include efforts to bring peace to the Middle East, the collapse of the Soviet Union, Persian Gulf War, and the War on Terrorism in response to September 11, 2001.

SS5H9b. Explain the impact the development of the personal computer and Internet has had on American life.

SS4H6 The student will explain westward expansion of America between 1801 and 1861.

SS4H6a. Describe territorial expansion with emphasis on the Louisiana Purchase, the Lewis and Clark expedition and the acquisitions of Texas (the Alamo and independence), Oregon (Oregon Trail), and California (Gold Rush and the development of mining towns).

SS4H6b. Describe the impact of the steamboat, the steam locomotive, and the telegraph on life in America.

SS4H7 The student will examine the main ideas of the abolitionist and suffrage movements. Luke 4:18 He has sent me to proclaim release to the captives, and recovery to the blind, and set free those who are downtrodden.

SS4H7a. Discuss biographies of Harriet Tubman and Elizabeth Cady Stanton.

SS4H7b. Explain the significance of Sojourner Truth’s address (“Ain’t I a Woman?” 1851) to the Ohio Women’s Rights Convention

SS4H7c. Discus how God loves us all regardless of race or gender