Your Child in
Fifth Grade
BOARD OF EDUCATION
Phil Heckler, President
Brenda Judson, Vice President
Michael Beneventano, Secretary
Steven Culhane
Kevin J. Carroll
Carla Hoene
Lynda Parmely
Administration
Dr. Carl Bonuso
Superintendent of Schools
Rosemarie Coletti
Assistant Superintendent for Personnel
Marianne Litzman
Assistant Superintendent for Curriculum & Instruction
Marcy Tannenbaum
Assistant Superintendent for Business
COPYRIGHT 2016-2017
BY THE BOARD OF EDUCATION OF HICKSVILLE, NEW YORK
Application for permission to reprint any section of these materials should be made to the
Superintendent of Schools, Hicksville Public Schools,
Hicksville, New York 11801
Reprint of any portion of this document should include the statement:
“Reprinted by permission of the Board of Education of Hicksville, New York.”
A Message from the Superintendent
You and your child are an important part of our school community. It is our goal to maintain and strengthen strong partnerships between home and school and work together to support the academic, social and emotional development of the children we share.
This handbook is designed to provide you with an overview of the topics that your child will be taught and expected to master by the end of the school year. You will find descriptions for the areas of English Language Arts, Mathematics, Science, Social Studies, Art, Music, Physical Education, and English as a Second Language. The descriptions are based upon curricula written by the teachers and administrators of Hicksville Public Schools and are aligned to the New York State Education Department Syllabi and the Common Core State Standards.
We realize how important it is to work closely with our parents in order to provide our students with the highest quality education experience. For each content area, you will find home activities designed to reinforce what is learned in school. These activities also include suggested learning experiences to help build background knowledge, thus making it easier for children to learn as they make connections between new concepts and what is already known. Should you have any questions regarding the information presented in this handbook, please do not hesitate to contact the classroom teacher, the school principal or central administration.
Our entire faculty and staff look forward to working with you as partners in making this a successful school year for all of our students.
Sincerely yours,
Dr. Carl Bonuso
Superintendent of Schools
Learning Standards
Students will demonstrate the knowledge and skills necessary to meet the following objectives:
Growth in reading comprehension and the ability to make connections
between and among ideas from increasingly complex texts over time
Plan, revise, edit, and publish written pieces using evidence from literary and informational texts through argumentative, narrative, and informational/explanatory forms
Develop a range of useful oral communication and interpersonal skills to integrate information from various sources, listen carefully to ideas, and evaluate what is heard
Use media and visual displays strategically to present information; adapt speech to context and task.
Utilize the essential rules of standard written and spoken English to approach language as a matter of craft and informed choices among alternatives
Engaging in mathematical analysis, scientific inquiry and technological design
Managing information systems
Understanding mathematical concepts and principles
Understanding scientific concepts and principles
Understanding the concepts and principles of technology
Understanding common themes across mathematics, science and technology
Interdisciplinary problem-solving
Understanding the history of the United States and New York State
Understanding world history
Understanding the geography of the world
Understanding economic systems
Understanding governmental systems and the United States Constitution
Understanding governmental civic values and responsibilities
Creating, performing and participating in the Arts
Knowing and using arts materials and resources
Responding to and analyzing works of art
Understanding cultural dimensions and contributions of the Arts
Maintain personal health and fitness
Maintain a safe and healthy environment
Manage personal and community resources
Communicating in a language other than English
Attaining cross-cultural understanding
Planning a career
Apply academic learning in real world situations
Pursuing career options
English Language Arts - Grade 5
OVERVIEW
The New York State Education Department has established learning standards that are summarized in a series of documents that make up the Common Core Learning Standards for English Language Arts and Literacy. The full text of the Common Core learning standards and accompanying appendices for English Language Arts and Literacy can be found at: http://www.p12.nysed.gov/ciai/common_core_standards/. Common Core Learning Standards for English Language Arts and Literacy is also available through the English department page on the district’s website.
These standards are a framework to assist school districts in developing, from the earliest levels, a philosophy and set of goals for curriculum and instruction so that students will be to demonstrate the following capabilities upon graduation and be ready for college and careers:
· independence in reading with complex texts across a range of types and disciplines to build strong content knowledge;
· value evidence in reasoning and be able to critique as well as comprehend when both when speaking and writing;
· respond to the varying demands of audience, task, purpose, and discipline and understand varied perspectives and cultures when both speaking and writing;
· conduct research, interpret information, and present conclusions and perspectives clearly and effectively, both individually and as part of a collaborative team.
The purpose of reading and related English Language Arts and Literacy instruction is to develop independent and confident lifelong readers and writers. A high priority, which begins at the earliest level, is the focus on speaking and listening as well as meaning and thinking. Carefully planned teacher modeling, demonstration, and discussion assist students in understanding selections and with the development of their critical thinking, auditory and visual discrimination, language concepts, and comprehension strategies. Ultimately, it is our goal to inspire students to read for information, knowledge and enjoyment in order to satisfy their curiosity about the world in which they live and to be able to effectively compete in and contribute to a global society.
GRADE-SPECIFIC OBJECTIVES
Children in fifth grade take part in activities such as the following, which align with the new standards and assessments set by the state and will be reflected in their Elementary Report Card.
Reading Standards for Literature
1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
2. 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).
3. Describe how a narrator’s or speaker’s point of view influences how events are described.
4. Recognize and describe how an author’s background and culture affect his or her perspective.
Reading Standards for Informational Text
1. Determine two or more main ideas of a text and explain how they are supported by key details, summarize the text.
2. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
3. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
Writing Standards
1. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.
2. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
3. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
4. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
5. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
6. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
USEFUL VOCABULARY
The following is a list of words that appeared in reading comprehension and listening passages on past Grade 5 statewide exams:
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abundant
adventurer
agency
alert (adj.)
balance
basking
confused
construct
delighted
devices
dignity
disguise
entire
expensive
expert
frenzied
garage
habitat
harvest
inquisitively
maneuver
official
patron
popular
population
practice
predator
predatory
promise
punctuality
scattered
snagged
snugly
splotchy
squirming
straight
strangest
supposed
temporarily
threatened
towering
treasure
trigger (verb)
troublesome
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Put these words on cards and review several of them each day with your child. She or he should be able to recognize them on sight without having to sound them out. Again, put pictures with the words, where possible. Also, help your child to construct sentences and short paragraphs using these words.
HOME ACTIVITIES TO SUPPORT LEARNING
In the fifth grade, many of the activities that can be completed in the home are continuations of activities mentioned for earlier grade levels.
- Travel to local areas of significance, such as Sagamore Hill (Theodore Roosevelt’s home), Hyde Park, the Vanderbilt estate, etc. Have your child make a narrative entry in his or her journal describing the visit that uses descriptive details and a clear sequence of events.
- Continue regular library visits library and add to your child’s author collection.
- Have your child pick a favorite book and them have him or her read about the author’s life and background. Have your child explain how the author’s experience has influence his or her writing.
- View educational television programs together. Have your child read an informational (non-fiction) text on the same topic and identify and explain the differences between the two using specific references to both.
- Discuss an important event in each day’s news with your child. Discuss everyday events in ways which will allow your child to put order to them.
- Talk to your child about the books that he or she is reading. Have him or her tell you about the characters and explain how they know what they know about each.
SELECTING BOOKS FOR YOUR CHILD
One of the tools available to you to help you select books appropriate for your child’s reading level is Lexiles. Lexiles are indicators of readability, of how easy or difficult it is to read a particular text, and are based on two factors: word frequency and sentence length. Lexiles increase with the level of reading skills required to comprehend a given text; the higher the Lexile measure, the more difficult the text.
Lexile measures are calculated from a reading test or program. The Lexile measures shown in the chart at the end of this section correspond to the RIT scores that your child received on the Reading section of the MAP for Primary Grades test that your child took during the past school year.
You will note that the Lexile Measures are shown in ranges. The bottom of each range represents approximately 100 points below your child’s actual Lexile measure; the upper part of the range is set at approximately 50 points above that measure. Books at the lower end of the range should be readily accessible to you child, while those at the top of the range will be more challenging and will allow your child to stretch his or her skills.
You can find additional Lexile ratings for other books for your child using the book locator that can be found at http://lexile.com. The book locator will allow you to specify authors, areas of interest, and Lexile ranges to develop a list of books that are both interesting and accessible to your child. Please, note: lexile.com does not screen for content or age-appropriateness of material; it only provides measures of readability. You should, as always, assist your child in making appropriate choices for their reading material.
Also, parents should understand that while Lexiles are a helpful tool for helping children succeed at reading and improve their skills, they are just that – a tool. They are not a substitute for interest or enthusiasm, and children of all ages should be encouraged at times to just pick up a book that looks interesting, open the cover…and read.
INTERNET RESOURCES
Discovery Channel: Newsday (online):
http://dsc.discovery.com/ www.newsday.com
Hicksville Public Library: Sagamore Hill:
http://www.nassaulibrary.org/hicksv/ http://www.nps.gov/sahi/
History Channel: Vanderbilt Museum:
http://www.history.com/ http://www.vanderbiltmuseum.org
Hyde Park:
http://www.nps.gov/hofr
RIT to Lexile ConversionsGrade 4 / Grade 5
RIT / Lexile Range / RIT / Lexile Range / RIT / Lexile Range / RIT / Lexile Range
164 / BR / 205 / 589-739 / 180 / 149-299 / 214 / 759-909
174 / 40-190 / 206 / 605-755 / 183 / 200-350 / 215 / 773-923
175 / 54-204 / 207 / 626-776 / 184 / 221-371 / 216 / 796-946
179 / 126-276 / 208 / 638-788 / 188 / 281-431 / 217 / 805-955
183 / 196-346 / 209 / 655-805 / 189 / 306-456 / 218 / 825-975
184 / 207-357 / 210 / 681-831 / 198 / 468-618 / 219 / 848-998
186 / 247-397 / 211 / 707-857 / 199 / 476-626 / 220 / 865-1015
189 / 296-446 / 212 / 716-866 / 200 / 498-648 / 221 / 871-1021
190 / 328-478 / 213 / 736-886 / 201 / 517-667 / 223 / 920-1070
191 / 336-486 / 214 / 758-908 / 202 / 536-686 / 224 / 925-1075
192 / 348-498 / 215 / 779-929 / 203 / 550-700 / 225 / 957-1107
193 / 375-525 / 216 / 788-938 / 204 / 568-718 / 225 / 959-1109
194 / 396-546 / 217 / 804-954 / 205 / 591-741 / 226 / 973-1123
195 / 414-564 / 219 / 848-998 / 206 / 616-766 / 227 / 978-1128
196 / 428-578 / 220 / 854-1004 / 207 / 633-783 / 228 / 1012-1162
197 / 443-593 / 222 / 891-1041 / 208 / 638-788 / 229 / 1020-1170
199 / 475-625 / 223 / 922-1072 / 209 / 666-816 / 230 / 1041-1191
200 / 499-649 / 224 / 934-1084 / 210 / 678-828 / 231 / 1051-1201
201 / 523-673 / 226 / 964-1114 / 211 / 701-851 / 234 / 1105-1255
203 / 553-703 / 212 / 723-873 / 234 / 1118-1268
204 / 575-725 / 213 / 738-888
Mathematics – Grade 5
OVERVIEW
The New York State Education Department has adopted a new set of learning standards that are summarized in a series of documents that make up the Common Core Learning Standards for Mathematics. The full text of the Common Core learning standards and accompanying appendices for Mathematics can be found at: http://www.p12.nysed.gov/ciai/common_core)standards/. The concepts along with the standards associated with them are posted on the school district website on the following link: http://www.hicksvillepublicschools.org/Page/5164. These standards define what students should understand and be able to do in their study of mathematics. The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. They include: