Barren County Schools

7/30/2009 Barren County Schools 5th Grade Curriculum 2007 update DRAFT

Barren County Schools

5th Grade Curriculum

DRAFT 2007 Update

Shari Alexander

District Curriculum Resource Teacher

Barren County Schools

Language Arts Curriculum

FIFTH GRADE LITERACY CURRICULUM

Standard 1

READING: Word Recognition, Fluency, and Vocabulary Development

Students use their knowledge of word parts and word relationships as well as context clues to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level appropriate words.

Decoding and Word Recognition

·  Read aloud grade level appropriate narrative text and expository text with fluency and accuracy and with appropriate timing, change in voice, and expression.

·  Identify the connotation and denotation of new words.

·  Use word origins to determine the meaning of unknown words.

·  Determine the meaning and pronunciations of unknown words by using dictionaries, thesauruses, glossaries, technology, and textual features, such as definitional footnotes or sidebars.

Vocabulary and Concept Development

·  Understand and apply the meaning of the terms synonyms, antonyms, and homographs.

·  Define the meaning of unknown words by using context clues and the author’s use of definitions, restatements, and example.

·  Identify the meaning of abbreviations.

·  Know less common root and word parts from Greek and Latin and use this knowledge to analyze the meaning of complex words.

Standard 2

READING: Comprehension (Focus on Informational Materials)

Students read and understand grade level appropriate materials. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. At Grade 5, in addition to regular classroom reading, students read a variety of grade-level appropriate narrative and expository text, including classic and contemporary literature, poetry, magazines, newspapers, reference materials, and online information.

Structural Features of Informational and Technical Materials

·  Use the features of informational texts, such as formats, graphics, diagrams, illustrations, charts, maps, and organization to find information and support understanding.

·  Contrast the actions, motives, and appearances of characters in a work of fiction and discuss the importance of the contrasts to the plot or theme.

·  Summarize the information in texts, recognizing that there may be several important ideas rather than just one main idea and identifying details that support each.

·  Understand that theme refers to the central idea or meaning of a selection and recognize themes, whether they are implied or stated directly

·  Analyze a set of directions for proper sequencing, clarity, and completeness.

·  Analyze the difference between fact and opinion.

·  Describe the function and effect of common literary devices, such as imagery, metaphor, and symbolism.

·  Symbolism: the use of an object to represent something else

·  Imagery: the use of language to create vivid pictures in the reader’s mind.

·  Metaphor: an implied comparison in which a word or phrase is used in place of another.

Comprehension and Analysis of Grade-Level Appropriate Text

·  Use appropriate strategies when reading for different purposes.

·  Predict and support predictions with specific references to textual examples that may be in widely separated sections of text.

·  Evaluate new information and hypotheses by testing them against known information and ideas.

·  Compare and contrast information on the same topic after reading several passages or articles.

·  Make inferences based on implicit information in texts and provide justifications for those inferences.

·  Answer literal, inferential, and evaluative questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.

·  Distinguish between cause and effect and between fact and opinion in informational text.

Literary Criticism

·  Evaluate the meaning of patterns and symbols that are found in myth and tradition by using literature from different eras and cultures.

·  Evaluate the author’s use of various techniques to influence readers’ perspectives.

Standard 3

READING: Literary Response / Technical and Informational Application

Students read and respond to a wide variety of significant works of literature. They identify and discuss the characters, theme, plot, and setting of stories read.

Literary Text

·  Explain how a character’s thoughts, words, and actions reveal his or her motivations.

·  Identify the main events of the plot, including their causes and the effects of each event on future actions, and the major theme from the story action.

·  Use knowledge of the situation, setting and a character’s traits, motivations, and feelings to determine the causes for that character’s actions.

·  Describe the defining characteristics of literary forms and genres, including poetry, drama, chapter books, biographies, fiction, and non-fiction.

·  Identify and explain figurative language such as idioms, similes, metaphors, hyperbole, or personification and identify its use in literary works.

·  Draw conclusions from information in maps, charts, graphs, and diagrams.

Technical/Informational

·  Compare important details about topic, using different sources of information, including books, magazines, newspapers, and online resources.

·  Analyze information found in graphs, charts, tables, maps, and diagrams.

·  Clarify and follow steps in a set of instructions or procedures for proper sequencing and completeness and revise if necessary.

·  Distinguish relevant from irrelevant information in a text and identify possible points of confusion for the reader.

Standard 4

WRITING

Process--Students discuss and keep a list of ideas for writing. They use graphic organizers. Students write clear, coherent, and focused essays. Students progress through the stages of the writing process and proofread, edit, and revise.

Organization and Focus

·  Discuss ideas for writing, keep a list of ideas, and use graphic organizers to plan writing.

·  Write stories with multiple paragraphs that develop a situation or plot, describe the setting, and include an ending.

·  Write informational pieces with multiple paragraphs that:

§  Present important ideas or events in sequence or chronological order.

§  Provide details and transitions to link paragraphs.

§  Include a concluding paragraph that summarizes important ideas and details.

Research and Technology

·  Use organizational features (citations, endnotes, and bibliographic references) to locate information.

·  Use note-taking skills.

·  Create simple documents using a computer and employ organizational features (passwords, entry and pull-down menus, work searches, thesaurus, and spell check).

Evaluation and Revision

·  Review, evaluate, and revise for meaning and clarity using a writing rubric.

Application—Students write narrative, expository, persuasive, and descriptive texts. Student writing demonstrates a command of Standard English and the research, organizational, and drafting strategies outlined in the writing process. Writing demonstrates an awareness of the audience and purpose.

·  Write narratives with a consistent point of view, using sensory details and dialogue to develop plot, conflict, characters, and setting.

·  Write responses to literature that organize an interpretation around several clear ideas and justify the interpretation through the use of examples and specific textual evidence.

·  Write informational essays or reports, including research, that organize information with a clear introduction, body, and conclusion following common expository structures (cause-effect, comparison, or contrast) and include facts, details, and examples to illustrate important ideas.

·  Write persuasive letters that:

·  State a clear position in support of a proposal.

·  Support position with relevant evidence and effective emotional appeal.

·  Follow organizational patterns of business or friendly letters.

·  Address reader concerns.

·  Write for different purposes and audiences.

Conventions—Students write using Standard English conventions appropriate to this grade. Review all convention k-4.

Handwriting

Forms cursive connections correctly and writes proficiently and consistently in cursive the majority of the time for class assignments with the exception of exempted students.

Sentence Structure (Maintain prior skills)

·  Identify and use interjections, prepositional phrases, appositives, main clauses, and subordinate clauses.

·  Use transitions and conjunctions to connect ideas.

Grammar (Maintain prior skills)

·  Identify and use appropriate tenses for misused verbs (lie/lay).

·  Identify and use modifiers and pronouns.

·  Understand that pronouns must agree with their antecedents in case (nominative, objective, possessive), number, and gender.

Punctuation (Maintain prior skills)

·  Use colons to separate hours and minutes and to introduce a list; use quotation marks around the exact words of a speaker and titles of articles, poems, songs, short stories, and chapters in books; use semi-colons and commas for transition. Use commas with appositives.

Capitalization (Maintain prior skills)

·  Use correct capitalization in all sentences.

Spelling

·  Spell roots of words, prefixes, suffixes, contractions, syllable construction, and high frequency words correctly.

Prefixes:

·  Anti (as in antisocial)

·  Inter (as in interstate)

·  Co (as in coeducation)

·  Mid (as in midnight, Midwest)

·  Fore (as in forefather, foresee)

·  Post (as in postseason)

·  Ill, ir (as in illegal, irregular)

·  Semi (as in semicircle)

Suffixes:

·  Ist (as in artist, pianist)

·  Ish (as in stylish, foolish)

·  Ness (as in forgiveness, happiness)

·  Tion, sion (as in relation, extension)

Nonword base:

·  Tain (contain, detain)

·  Ply (comply, imply)

·  Sect (intersect, insect)

·  Stant (constant, instant)

·  Sume (consume, assume)

·  Press (expressed, depressed)

·  Ject (injection, project)

·  Tect (protection, detective)

·  Gress (regress, progress)

·  Pose (depose, expose)

Standard 5

LISTENING AND SPEAKING

Students deliver focused, coherent presentations that convey ideas and relate to the audience. Students deliver well-organized formal presentations using traditional speech strategies, including narration, exposition, persuasion, and description. Students use the same Standard English conventions for oral speech that they use in writing.

Comprehension

·  Ask questions that seek information not discussed.

·  Interpret a speaker’s verbal and nonverbal message, purposes, and perspectives.

·  Make inferences or draw conclusions based on oral reports.

Organization and Delivery of Oral Communication

·  Select focus, organizational structure, and a point of view for an oral presentation.

·  Clarify and support spoken ideas with evidence and examples.

·  Use volume, phrasing, timing, and gestures to enhance meaning.

Analysis and Evaluation of Oral and Media Communication

·  Identify and analyze persuasive techniques; identify faulty reasoning used in oral presentations and media.

Speaking Application

·  Deliver narrative presentations with a consistent point of view, using sensory details to develop character, setting, and plot.

·  Deliver informational presentations by establishing controlling ideas, organizing information clearly, and developing the topic with facts, details, and examples.

·  Deliver oral responses to literature that summarize important events and details and justify the interpretation through the use of examples and specific textual evidence.

Barren County Schools

Math Curriculum

Math

Sub-domain / Grade 5
Number Properties and Operations / 30%
Measurement / 17%
Geometry / 21%
Data Analysis / 15%
Algebraic Ideas / 17%

Number Properties and Operations

A. Numbers, Integers, and Place Value

·  Read and write numbers (in digits and words) up to the millions.

·  Recognize place value up to millions.

·  Order and compare numbers to millions using the signs < ,>, and =.

·  Write numbers in expanded form.

·  Continue introduction of integers

Locate positive and negative integers on a number line.

Compare integers using the symbols <,> , =.

Know that the sum of an integer and its opposite is 0.

Add and subtract positive and negative integers.

·  Using a number line, locate positive and negative whole numbers.

·  Locate fractions, decimals and whole numbers on a number line

·  Round to the nearest ten; to the nearest hundred; to the nearest thousand; to the nearest hundred-thousand.

·  Introduce using compatible numbers and rounding to estimate computational results

·  Introduce exponents

Review perfect squares and square roots to 144; recognize the square

root sign, .

Using the terms squared and cubed and to the nth power, read and

evaluate numerical expressions with exponents.

Identify the power of ten up to 10⁶ .

·  Identify a set and the members of a set, as indicated by {}.

·  Identify numbers under 100 as prime or composite.

·  Identify prime factors of numbers to 100 and write using exponential notation for multiple primes. (factor trees, ladder diagram, rainbow form) for example 54=3x3x2x3 or the prime factorization can be written as 2x3

·  Determine the least common multiple (LCM) of given numbers.

·  Determine the greatest common factor (GCF)

Ratio and Percent

Introduce Ratio

·  Determine and express simple ratios.

·  Use ratio to create a simple scale drawing.

Percent

·  Recognize the percent sign (%) and understand percent as “per hundred.”

·  Express equivalences between fractions, decimals, and percents, and know common equivalences:

1/10=10%

¼=25%

½=50%

¾=75%

·  Find the given percent of a number.

B. Fractions and Decimals

Fractions

·  Recognize equivalent fraction (for example, ½ =3/6).

·  Put fractions in lowest terms.

·  Compare fractions with like denominators, using the signs, <, >, and =.

·  Add and subtract mixed numbers and fractions with like denominators.

·  Introduce multiplying and dividing fractions.

·  Identify the reciprocal of a given fraction

·  Add and subtract fractions with like denominators.

·  Add and subtract mixed numbers and fractions; introduce multiplying mixed numbers and fractions.

·  Round fractions to the nearest whole number.

·  Write fractions as decimals(e.g., ¼=0.25; 17/25=0.68; 1/3=0.3333…or 0.33, rounded to the nearest hundredth).

·  Locate fractions on a number line

Decimals

·  Read, write, and order decimals to the nearest ten-thousandth.

·  Write decimals in expanded form..

·  Read and write decimals on a number line.

·  Round decimals (and decimal quotients) to the nearest tenth; to the nearest hundredth; to the nearest thousandth.

·  Estimate decimal sums, differences, and products by rounding.

·  Add and subtract decimals through ten-thousandths.

·  Multiply decimals: by 10, 100, and 1,000; by another decimal.

·  Divide decimals by whole numbers and introduce dividing decimals.by decimals.

Number Computation

Understand and apply computational procedures for adding, subtracting procedures for adding, subtracting, multiplying and dividing whole numbers using memorized basic facts