Standard
1. The student understands and uses different skills and strategies to
read.
1.1 Uses word recognition and word meaning skills to read and
comprehend text
Uses a variety of skills (phonetic principles, word structure, context,
and meaning) to read
Identifies and discusses reading strategies including working
out unknown words, self-correcting, and re-reading when necessary to
comprehend
1.2
Builds vocabulary through reading
Increases vocabulary through reading and using references
(e.g., dictionaries, glossaries, thesauruses)
Learns content area vocabulary
1.3
Reads fluently, adjusting reading for purpose and material
Sustains reading for extended periods of 30-40 minutes
Reads accurately and fluently and with expression challenging
children's literature
Reads aloud to convey meaning
Rereads and adjusts pace to clarify meaning
Skims and scans to select books or locate information
1.4
Understands elements of literature
Recognizes figurative language (e.g., simile, metaphor,
analogy, exaggeration, idiom, personification)
Discusses literary elements: plot, characters, setting, point
of view, problem, sequence of events, solution, theme and author's
craft
1.5
Uses features of nonfiction text and computer software
Uses text features to find and sort information for a specific
topic or purpose
Recognizes organizational features of electronic information
(e.g., pull-down menus, key word searches, icons)
Uses text features:
Computer: keyboard, icon, mouse, computer menu, keyword searches
Text: title, page number, caption, label, chart, author and
illustrator, cover information, title page, table of contents,
diagram, map, glossary, map and key, index, chapter heading, pie
chart/bar graph, directions, appendix, reference, introduction,
timetable, parenthesis, acknowledgement, checklist, subheading, table,
asterisk, graph, blurb, footnote, abbreviation, preface
Identifies and understands new features:
Computer: internet menus and search
Text: bibliography, quotation, chapter
Standard
2. The student understands the meaning of what is read.
2.1 Comprehends important ideas and details
Demonstrates basic comprehension of the content of literary,
informational, task-oriented, and persuasive texts
Connects text to personal experience, other texts, and issues
Understands stories with a number of characters, events, and
scene changes
2.2
Expands comprehension by analyzing, interpreting, and synthesizing
information and ideas
Uses thinking skills to increase understanding including
ability to predict, infer, question, compare, summarize, analyze,
interpret, and evaluate, all with supporting evidence
Compares and contrasts texts or parts of text
Synthesizes information on one topic from several sources
Begins to gain deeper meaning by "reading between the
lines"
2.3
Thinks critically and analyzes authors' use of language, style,
purpose, and perspective
Recognizes author's purpose, point of view, style, persuasive
techniques, cultural perspective, and validity of information
Differentiates between reality and fantasy, fiction and
nonfiction, fact and opinion
Applies information from a variety of texts
Standard
3. The student reads different materials for a variety of purposes.
3.1 Reads to learn new information and
3.2
Reads to perform a task
Reads nonfiction:
Directions, report, recount, article, poster, directions,
nonfiction text: (science, social studies, math, the arts, health and
fitness), question and answer
Reference: glossary, dictionary, map, encyclopedia, almanac,
thesaurus, directory, atlas, internet
Literacy: diary/journal, biography, essay, autobiography
Advertising: advertisement, labels, signs, brochure
Workplace: technical text, newspaper, business letter, schedule
Reads new forms of nonfiction for research and real life
purposes:
Advertising: promotional material
Workplace: manual, letters, reports
Uses library to select texts at appropriate level based on
interest or purpose
Understands and identifies whether information is appropriate
for a specific task
Seeks material in and beyond school to pursue interest or
complete a task
3.3
Reads for literary experience in a variety of forms
Reads a variety of fiction representing different cultures,
perspectives, and issues:
Standard
1. The student writes clearly and effectively
1.1 Develops concept and design
Ideas
and content
* Writes on a variety of topics and in a variety of genres
Stays
on topic for extended writing
Elaborates
and gives significant details to ideas
Gathers
information from other sources and summarizes or synthesizes
information
Organization
* Organizes writing in logical sequence including time, topic and
details, problem and solution, and compare and contrast
Uses
transitional words (and, but, then, also, etc.) correctly
Varies
leads and endings in writing
1.2
Uses style appropriate to the audience and purpose
Voice
* Analyzes voice in others' writing
Communicates
own perspective and ideas
Word
choice
* Uses patterns and vocabulary from literature and nonfiction
Uses
words appropriate to the context
Consistently
uses a wide range of words to convey precise meaning
Uses
descriptive details and similes
Sentence
fluency
* Consistently uses a variety of sentence lengths and types
1.3 Applies
writing conventions
Conventions
(see Expected Conventions by Grade Level)
Conventions
(final draft)
Uses
ending punctuation, commas, and quotation marks correctly in final
draft
Uses
appropriate capitals
Uses
accurate grammar including use of pronouns and subject/verb agreement
Spells
grade-level words correctly
Uses
tools,(dictionaries, word lists, spell checkers) to edit
Writes
in paragraphs
Standard
2. The student writes in a variety of forms for different audiences and
purposes.
2.1 Writes for different audiences
Identifies
and adapts writing for a particular audience
2.2
Writes for different purposes
Writes
for real-life purposes
narrative:
to imagine, to describe, to tell about something
expository: to direct, to learn, to tell about something, to name
something
persuasive: to persuade, to request
2.3
Writes in a variety of forms
Writes
in a variety of forms and genres: summary and paraphrase, biography,
poetry, directions/instructions, business letter, point-of-view essay
Standard
3. The student understands and uses the steps of the writing process.
3.1 Prewrites; generates ideas and gathers information
Demonstrates
a variety of planning strategies including brainstorming, mapping,
graphic organizers, lists
Uses
strategies to organize as well as generate ideas
Gathers
information from a variety of sources
3.2
Drafts; elaborates on a topic and supporting ideas
Uses
planning ideas, strategies, and own vocabulary to produce a rough
draft
Focuses
on development of details, organization, and voice while drafting
3.3
Revises; collects input and enhances text and style
Rereads
writing to self or others to see if it makes sense
Uses
knowledge of traits to revise
Accepts
appropriate suggestions from others
Adds
or changes text or illustrations to enhance writing
3.4
Edits; uses resources to correct spelling, punctuation, grammar and
usage. (see Expected Conventions by Grade Level)
Uses
references,(dictionary, thesaurus, word lists), to edit errors
Adds
missing or necessary words
Corrects
spelling
Corrects
punctuation, capitalization, and grammatical errors with assistance
3.5
Publishes;
Selects
appropriate publishing form such as poster or book
Uses
available technology when needed
Standard
4. The student analyzes and evaluates the effectiveness of written
work.
4.1 Assesses own strengths and need for improvement
Assesses
progress and sets writing goals
Uses
established criteria to reflect on and improve writing
Number
Sense and Computation
MNS Students understand concepts and apply skills, which develop number
sense.
M5NS1 Students compute with very large and very small numbers, positive
integers, decimals, and fractions and understand the relationship
between decimals, fractions, and percents. They understand the relative
magnitudes of numbers.
1.1
Estimate, round, and manipulate very large and very small numbers.
1.2
Interpret percents as a part of a hundred; find decimal and percent
equivalents for common fractions and explain why they represent the
same value; compute a given percent of a whole number.
1.3
Understand and compute positive integer powers of nonnegative
integers; compute examples as repeated multiplication.
1.4
Determine the prime factors of all numbers through 50 and write the
numbers as the product of their prime factors by using exponents to
show multiples of a factor.
1.5
Identify and represent on a number line decimals, fractions, mixed
numbers, and positive and negative integers.
M5NS2
Students perform calculations and solve problems involving addition,
subtraction, and simple multiplication and division of fractions and
decimals.
2.1
Add, subtract, multiply, and divide with decimals; add with negative
integers; subtract positive integers from negative integers; and
verify the reasonableness of the results.
2.2
Demonstrate proficiency with division, including division with
positive decimals and long division with multi-digit divisors.
2.3
Solve simple problems, including ones arising in concrete situations,
involving the addition and subtraction of fractions and mixed numbers
(like and unlike denominators of 20 or less), and express answers in
the simplest form.
2.4
Understand the concept of multiplication and division of fractions.
2.5
Compute and perform simple multiplication and division of fractions
and apply these procedures to solving problems.
Algebra
and Functions
MAF Students use concepts and patterns involved with developing
algebraic thought.
M5AF1 Students use variables in simple expressions, compute the value
of the expression for specific values of the variable, and plot and
interpret the results.
1.1
Use information taken from a graph or equation to answer questions
about a problem situation.
1.2
Use a letter to represent an unknown number; write and evaluate simple
algebraic expressions in one variable by substitution.
1.3
Know and use the distributive property in equations and expressions
with variables.
1.4
Identify and graph ordered pairs in the four quadrants of the
coordinate plane.
1.5
Solve problems involving linear functions with integer values; write
the equation; and graph the resulting ordered pairs of integers on a
grid.
Measurement
and Geometry
MMG Students understand and apply measurement and geometric concepts.
M5MG1 Students understand and compute the volumes and areas of simple
objects.
1.1 Derive and use the formula for the area of a triangle and
of a parallelogram by comparing it with the formula for the area of a
rectangle.
1.2 Construct a cube and rectangular box from two-dimensional
patterns and use these patterns to compute the surface area for these
objects.
1.3 Understand the concept of volume and use the appropriate
units in common measuring systems to compute the volume of rectangular
solids.
1.4 Differentiate between, and use appropriate units of
measures for, two- and three-dimensional objects (i.e., find the
perimeter, area, volume).
M5MG2
Students identify, describe, and classify the properties of, and the
relation-ships between, plane and solid geometric figures.
2.1 Measure, identify, and draw angles, perpendicular and
parallel lines, rectangles, and triangles by using appropriate tools.
2.2 Know that the sum of the angles of any triangle is 180° and
the sum of the angles of any quadrilateral is 360° and use this
information to solve problems.
2.3 Visualize and draw two-dimensional views of
three-dimensional objects made from rectangular solids.
Statistics,
Data Analysis and Probability
MSP Students apply concepts of statistics, data analysis and
probability.
M5SP1 Students display, analyze, compare, and interpret different data
sets, including data sets of different sizes.
1.1 Know the concepts of mean, median, and mode; compute and
compare simple examples to show that they may differ.
1.2 Organize and display single-variable data in appropriate
graphs and representations and explain which types of graphs are
appropriate for various data sets.
1.3 Use fractions and percentages to compare data sets of
different sizes.
1.4 Identify ordered pairs of data from a graph and interpret
the meaning of the data in terms of the situation depicted by the
graph.
1.5 Know how to write ordered pairs correctly; for example, (x,
y).
Mathematical
Reasoning and Application
MMR Students develop mathematical reasoning and understand the nature
and uses of math.
M5MR1 Students make decisions about how to approach problems.
1.1
Analyze problems by identifying relationships, distinguishing relevant
from irrelevant information, sequencing and prioritizing information,
and observing patterns.
1.2
Determine when and how to break a problem into simpler parts.
M5MR2
Students use strategies, skills, and concepts in finding solutions.
2.1
Use estimation to verify the reasonableness of calculated results.
2.2
Apply strategies and results from simpler problems to more complex
problems.
2.3
Use a variety of methods, such as words, numbers, symbols, charts,
graphs, tables, diagrams, and models, to explain mathematical
reasoning.
2.4
Express the solution clearly and logically by using the appropriate
mathematical notation and terms and clear language; support solutions
with evidence in both verbal and symbolic work.
2.5
Indicate the relative advantages of exact and approximate solutions to
problems and give answers to a specified degree of accuracy.
2.6
Make precise calculations and check the validity of the results from
the context of the problem.
M5MR3
Students move beyond a particular problem by generalizing to other
situations.
3.1
Evaluate the reasonableness of the solution in the context of the
original situation.
3.2
Note the method of deriving the solution and demonstrate a conceptual
under-standing of the derivation by solving similar problems.
3.3
Develop generalizations of the results obtained and apply them in
other circumstances.
1.
Elements and their combinations account for all the varied types of
matter in the world. As a basis for understanding this concept:
a.
Students know that during chemical reactions the atoms in the
reactants rearrange to form products with different properties.
b.
Students know all matter is made of atoms, which may combine to form
molecules.
c.
Students know metals have properties in common, such as high electrical
and thermal conductivity. Some metals, such as aluminum (Al), iron
(Fe), nickel (Ni), copper (Cu), silver (Ag), and gold (Au), are pure
elements; others, such as steel and brass, are composed of a
combination of elemental metals.
d.
Students know that each element is made of one kind of atom and that
the elements are organized in the periodic table by their chemical
properties.
e.
Students know scientists have developed instruments that can create
discrete images of atoms and molecules that show that the atoms and
molecules often occur in well-ordered arrays.
f.
Students know differences in chemical and physical properties of
substances are used to separate mixtures and identify compounds.
g.
Students know properties of solid, liquid, and gaseous substances,
such as sugar (C 6 H 12 O 6 ), water (H 2 O), helium (He), oxygen (O 2
), nitrogen (N 2 ), and carbon dioxide (CO 2 ).
h.
Students know living organisms and most materials are composed of just
a few elements.
i.
Students know the common properties of salts, such as sodium chloride
(NaCl).
2.
Plants and animals have structures for respiration, digestion, waste
disposal, and transport of materials. As a basis for understanding this
concept:
a.
Students know many multicellular organisms have specialized structures
to support the transport of materials.
b.
Students know how blood circulates through the heart chambers, lungs,
and body and how carbon dioxide (CO 2 ) and oxygen (O 2 ) are
exchanged in the lungs and tissues.
c.
Students know the sequential steps of digestion and the roles of teeth
and the mouth, esophagus, stomach, small intestine, large intestine,
and colon in the function of the digestive system.
d.
Students know the role of the kidney in removing cellular waste from
blood and converting it into urine, which is stored in the bladder.
e.
Students know how sugar, water, and minerals are transported in a
vascular plant.
f.
Students know plants use carbon dioxide (CO 2 ) and energy from
sunlight to build molecules of sugar and release oxygen.
g.
Students know plant and animal cells break down sugar to obtain
energy, a process resulting in carbon dioxide (CO 2 ) and water
(respiration).
3. Water
on Earth moves between the oceans and land through the processes of
evaporation and condensation. As a basis for understanding this
concept:
a. Students know most of Earth's water is present as salt water
in the oceans, which cover most of Earth's surface.
b. Students know when liquid water evaporates, it turns into
water vapor in the air and can reappear as a liquid when cooled or as
a solid if cooled below the freezing point of water.
c. Students know water vapor in the air moves from one place to
another and can form fog or clouds, which are tiny droplets of water
or ice, and can fall to Earth as rain, hail, sleet, or snow.
d. Students know that the amount of fresh water located in
rivers, lakes, underground sources, and glaciers is limited and that
its availability can be extended by recycling and decreasing the use
of water.
e. Students know the origin of the water used by their local
communities.
4.
Energy from the Sun heats Earth unevenly, causing air movements that
result in changing weather patterns. As a basis for understanding this
concept:
a. Students know uneven heating of Earth causes air movements
(convection currents).
b. Students know the influence that the ocean has on the weather
and the role that the water cycle plays in weather patterns.
c. Students know the causes and effects of different types of
severe weather.
d. Students know how to use weather maps and data to predict
local weather and know that weather forecasts depend on many
variables.
e. Students know that the Earth's atmosphere exerts a pressure
that decreases with distance above Earth's surface and that at any
point it exerts this pressure equally in all directions.
5.
The solar system consists of planets and other bodies that orbit the
Sun in predictable paths. As a basis for understanding this concept:
a. Students know the Sun, an average star, is the central and
largest body in the solar system and is composed primarily of hydrogen
and helium.
b. Students know the solar system includes the planet Earth,
the Moon, the Sun, eight other planets and their satellites, and
smaller objects, such as asteroids and comets.
c. Students know the path of a planet around the Sun is due to
the gravitational attraction between the Sun and the planet.
6.
Scientific progress is made by asking meaningful questions and
conducting careful investigations. As a basis for understanding this concept
and addressing the content in the other three strands, students should
develop their own questions and perform investigations. Students will:
a.
Classify objects (e. g., rocks, plants, leaves) in accordance with
appropriate criteria
b.
Develop a testable question.
c.
Plan and conduct a simple investigation based on a student developed
question and write instructions others can follow to carry out the
procedure.
d.
Identify the dependent and controlled variables in an investigation.
e.
Identify a single independent variable in a scientific investigation
and explain how this variable can be used to collect information to
answer a question about the results of the experiment.
f.
Select appropriate tools (e. g., thermometers, meter sticks, balances,
and graduated cylinders) and make quantitative observations.
g.
Record data by using appropriate graphic representations (including
charts, graphs, and labeled diagrams) and make inferences based on
those data.
h.
Draw conclusions from scientific evidence and indicate whether further
information is needed to support a specific conclusion.
i.
Write a report of an investigation that includes conducting tests,
collecting data or examining evidence, and drawing conclusions
People,
Places and Cultures
SSG1: Students will gain an understanding of the locations and
characteristics of places.
1. Locate and describe the different human and physical
characteristics of places and regions.
2. Locate and describe diverse kinds of communities and explain
the reasons for their characteristics and locations.
Regions,
Patterns and Processes
SSG2: Describe and compare the human and physical characteristics of
countries, world regions, and explain the processes that created them.
1. Use maps and diagrams to represent and interpret
geographical information.
3. Describe the physical and cultural geography of a region
within historical/contemporary China.
Location,
Movement and Connections
SSG3: Students will understand the interrelationships of economic and
politcal activities, migration and information flow.
1. Describe major kinds of economic activity and explain the
factors influencing their location.
2. Explain how transportation and communications link people
and communities.
3. Describe some of the major movements of goods, people, jobs
and information throughout the world and explain the reasons for the
movements.
Human/Environment
Interaction
SSG4: Understand how physical and human environments interact.
1. Describe the location, use and importance of different kinds
of resources and the consequences of their use.
2. Explain how various people and cultures have adapted to and
modified the environment.
Global
Issues and Events
SSG5: Describe and explain the causes, consequences, and geographic
context of major global issues and events.
1. Describe major world events and explain how they impact
people and the environment.
Chronology
and Sequence
SSKH1: Students will show understanding of past, present, and future
time.
1. Understand cause and effect and the relationship between
events
2. Identify individual actions, character traits and ideas that
had an impact on historical events.
3. Understand the chronological order of historical events.
Comprehension
and Analysis
SSKH2: Students will develop an understanding of history by
comprehending the meaning, implication, importance, contingency and
unpredictability of events.
1. Use different sources of information to recognize varying
perspectives of the past.
2. Consider how their own ideas and concerns may differ from
those expressed by influential individuals of the past.
Synthesis
and Application
SSKH3: Students will reconstruct the past by comparing
interpretations/perspectives of historical information to reach their
own conclusions.
1. Use primary sources to reconstruct past events.
2. Interpret conflicting accounts of events from history.
Interpretation
and Evaluation
SSKH4: Students will evaluate theories, ideas, decisions and long-term
1. Identify and analyze conflicting interest and values from
the past that divided communities and/or nations.
2. Evaluate historical decisions and their short and long term
consequences.
Individual
and Household Choices
SSE1: Describe and demonstrate how the economic forces of scarcity and
choice affect the management of personal financial resources, shape
consumer decisions regarding the purchase, use, and disposal of goods
and services and affect the economic well-being of individuals and
society.
1. Explain why people must consider scarcity when making
economic decisions.
2. Use decision-making models to explain personal financial
choices.
3. Analyze the costs, benefits, and alternatives in the
production of goods and services.
4. Explain the interaction that occurs and the roles that
people take in the production and consumption processes.
Business
Choices
SSE2: Explain and demonstrate how businesses confront scarcity and
choice when organizing, producing and using resources, and when
supplying the marketplace.
1. Identify different situations in which people work together
to obtain resources e.g. hunting, harvesting, mining.
2. Identify reasons why people depend on others, or may need to
work together in order to obtain resources.
3. Give examples of ways in which businesses interact in the
production and use of goods and services.
Economic
Systems
SSE4: Explain how a free market economic system works, as well as other
economic systems, to coordinate and facilitate the exchange,
production, distribution, and consumption of goods and services.
2. Describe how they act a a producer or consumer.
3. Analyze how a country's location and resources have impact
on its economic development.
Trade
SSE5: Describe how trade generates economic development and
interdependence and analyze the resulting challenges and benefits for
individual, producers and government.
1. Map the movement of common household goods from producer to
consumer.
2. Describe the benefits of international trade to consumers
and producers.
3. Describe how businesses are involved in trade as producers,
distributors, importers and exporters.