Our George Hersey Robertson School Curriculum Guides provide an overview of our comprehensive academic program for our students in Grades 3,4, and 5. Our curriculum is standards based, aligning with the Connecticut Core Standards which indicate what a student should know and be able to do at each grade level, and state and national standards in the content area. Taken together, the standards, our high quality curriculum, and outstanding instruction will prepare every student for life, learning, and work in the 21st century and allow us to develop empowered learners who have the knowledge, skills, and habits of mind to thrive as members of a complex society.
- Language Arts
- Social Studies
- Art Program
- Music Program
- Physical Education Program
- Health Program
- Library Media Center Program
- Social Emotional Learning
Fifth graders will engage in a variety of learning opportunities to promote their foundational skills as well as their reading, writing, speaking, and listening skills. In Grade 5 students read widely from a broad range of high-quality increasingly challenging literary and informational texts including texts in social studies, science, and other disciplines. Teachers use a variety of research based instructional strategies to promote student practice and mastery of skills embedded in the curriculum.
Phonics & Word Recognition Skills:
- Know and apply grade level phonics and word analysis skills in decoding words:
- 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.
- Read with sufficient accuracy and fluency to support comprehension:
- Read grade-level text with purpose and understanding.
- Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
- Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Key Ideas & Details:
- Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
- 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.
- Compare and contrast two or more characters, setting, or events in a story or drama, drawing on specific details in the text (e.g. how characters interact).
- Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
- 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.
Craft & Structure:
- Determine the meaning of words and phrases as they are used in a text, including figurative language as metaphors and similes.
- Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
- Describe how a narrator’s or speaker’s point of view influences how events are described.
- Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
- 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.
- Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
Integration Of Knowledge & Ideas:
- 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).
- Compare and contrast stories in the same genre (e.g. mysteries and adventure stories) on their approaches to similar themes and topics.
- 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.
- Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
- Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
Range Of Reading & Level Of Text Complexity:
- By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.
- By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.
Conventions Of Standard English:
- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking:
- Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
- Form and use the perfect (e.g. I had walked; I have walked; I will have walked) verb tenses.
- Use verb tense to convey various times, sequences, states, and conditions.
- Recognize and correct inappropriate shifts in verb tense.
- Use correlative conjunctions (e.g. either/or, neither.nor).
- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing:
- Use punctuation to separate items in a series.
- Use a comma to separate an introductory element from the rest of the sentence.
- 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?).
- Use underlining, quotation marks, or italics to indicate titles of works.
- Spell grade-appropriate words correctly, consulting references as needed.
Knowledge Of Language:
- Use knowledge of language and its conventions when writing, speaking, reading, or listening:
- Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
- Compare and contrast the varieties of English (e.g. dialects, registers) used in stories, dramas, or poems.
Vocabulary Acquisition & Use:
- Determine and 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:
- Use context (e.g. cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
- Use common, grade-appropriate Greek and Latin and roots as clues to the meaning of a word (e.g. photograph, photosynthesis).
- Consult reference materials (e.g. dictionaries, glossaries, thesauruses), both in print and digital, to find the punctuation and determine or clarify the precise meaning of keywords and phrases.
- Demonstrate understanding of figurative language, word relationships and nuances in word meanings:
- Interpret figurative language, including similes and metaphors, in context.
- Recognize and explain the meaning of common idioms, adages, and proverbs.
- Use the relationship between particular words (e.g. synonyms, antonyms, homographs) to better understand each of the words.
- 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).
Text Types and Purposes:
- Write opinion pieces on topics or texts, supporting a point of view with reasons and information:
- 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.
- Provide logically ordered reasons that are supported by facts and details.
- Link opinion and reasons using words, phrases, and clauses (e.g. consequently, specifically).
- Provide a conclusion statement or section related to the opinion presented.
- Write informative/explanatory texts to examine a topic and convey ideas and information clearly:
- 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.
- Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
- Link ideas within and across categories of information using words, phrases, and clauses (e.g. in contrast, especially).
- Use precise language and domain-specific vocabulary to inform about or explain the topic.
- Provide a concluding statement or section related to the information or explanation presented.
- Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences:
- Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
- Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
- Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
- Use concrete words or phrases and sensory details to convey experiences and events precisely.
- Provide a conclusion that follows from the narrated experiences or events.
Production and Distribution of Writing:
- Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
- With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
- 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.
Research to Build and Present Knowledge:
- Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
- Recall relevant information from experiences or gather relevant information from print and digital resources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
- Draw evidence from literary or informational texts to support analysis, reflection, and research:
- Compare and contrast two or more characters, setting or events in a story or drama, drawing on specific details in the text [e.g. how characters interact].
- Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s].
Range of Writing:
- 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.
Comprehension and Collaboration:
- 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:
- 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.
- Follow agreed-upon rules for discussions and carry out assigned roles.
- Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
- Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
- Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
- Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
Presentation of Knowledge and Ideas:
- 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.
- Include multimedia components (e.g. graphics, sounds) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
- Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 here for specific expectations.).
In Grade 5, instructional time should focus on three critical areas: (1) developing fluency with addition and subtraction of fractions, and developing understanding of the multiplication of fractions and of division of fractions in limited cases (unit fractions divided by whole numbers and whole numbers divided by unit fractions); (2) extending division to 2-digit divisors, integrating decimal fractions into the place value system and developing understanding of operations with decimals to hundredths, and developing fluency with whole number and decimal operations; and (3) developing understanding of volume.
STANDARDS FOR MATHEMATICAL PRACTICE
The Standards for Mathematical Practice describe ways in which developing student practitioners of the discipline of mathematics increasingly ought to engage with the subject matter as they grow in mathematical maturity and expertise. Teachers attend to the need to connect the eight mathematical practices to mathematical content in mathematics instruction.
- Make sense of problems and persevere in solving them.
- Reason abstractly and quantitatively.
- Construct viable arguments and critique the reasoning of others.
- Model with mathematics.
- Use appropriate tools strategically.
- Attend to precision.
- Look for and make use of structure.
- Look for and express regularity in repeated reasoning.
- Operations and Algebraic Thinking
- Numbers and Operations Base Ten
- Numbers and Operations - Fractions
- Measurement and Data
Write and interpret numerical expressions:
- Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.
- Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them:
- For example, express the calculation "add 8 and 7, then multiply by 2" as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.
Analyze patterns and relationships:
- Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms.
- Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane:
- 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. Explain informally why this is so.
Understand the place value system:
- Recognize 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.
- Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10:
- Use whole-number exponents to denote powers of 10.
- Read, write, and compare decimals to thousandths:
- Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × (1/10) + 9 × (1/100) + 2 × (1/1000).
- Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
- Use place value understanding to round decimals to any place.
Perform operations with multi-digit whole numbers and with decimals to hundredths:
- Fluently multiply multi-digit whole numbers using the standard algorithm.
- Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division.
- Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
- Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
Use equivalent fractions as a strategy to add and subtract fractions:
- Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.).
- Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem.
- Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers:
- For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < ½.
Apply and extend previous understandings of multiplication and division:
- Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem:
- For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. 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?
- Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction:
- Interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b. 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).
- Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths.
- Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas.
- 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 indicated multiplication.
- Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n × a)/(n × b) to the effect of multiplying a/b by 1.
- Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.
- Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions:
- Interpret division of a unit fraction by a non-zero whole number, and compute such quotients:
- For example, create a story context for (1/3) ÷ 4, and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) × 4 = ⅓.
- Interpret division of a whole number by a unit fraction, and compute such quotients:
- For example, create a story context for 4 ÷ (1/5), and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 × (1/5) = 4.
- Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem:
- For example, how much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins?
- Interpret division of a unit fraction by a non-zero whole number, and compute such quotients:
Convert like measurement units within a given measurement system:
- Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.
Represent and interpret data:
- Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade 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.
Geometric measurement: understand concepts of volume:
- Recognize volume as an attribute of solid figures and understand concepts of volume measurement:
- 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.
- 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.
- Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.
- Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume:
- Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base.
- Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication.
- 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.
- Recognize volume as additive. 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.
Graph points on the coordinate plane to solve real-world and mathematical problems:
- 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 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates.
- Understand that the first number 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, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).
- Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.
Classify two-dimensional figures into categories based on their properties:
- 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.
- Classify two-dimensional figures in a hierarchy based on properties.
In Grade 5, science programming focuses on three standards, the three dimensions of science: science and engineering practices, cross cutting concepts, and disciplinary core ideas. Each dimension works with the other two to help students build a cohesive understanding of science over time. Science and Engineering Practices describe what scientists do to investigate the natural world and what engineers do to design and build systems. These practices better explain and extend what is meant by “inquiry” in science. Crosscutting Concepts help students explore connections across the topics in science. When these concepts, such as “cause and effect”, are made explicit for students, they can help students develop a coherent and scientifically-based view of the world around them. Disciplinary Core Ideas are the key ideas in science which build on each other as students progress through grade levels and are grouped into the following four domains: Physical Science, Life Science, Earth and Space Science, and Engineering.
Asking and Answering Questions:
- Asking questions and defining problems in 3-5 builds on K–2 experiences and progresses to specifying qualitative relationships .
- Ask questions about what would happen if a variable is changed. Identify scientific (testable) and non-scientific (nontestable) questions.
- Ask questions that can be investigated and predict reasonable outcomes based on patterns such as cause and effect relationships.
- Use prior knowledge to describe problems that can be solved.
- Define a simple design problem that can be solved through the development of an object, tool, process, or system and includes several criteria for success and constraints .
Developing and Using Models:
- Modeling in 3–5 builds on K–2 experiences and progresses to building and revising simple models and using models to represent events and design solutions.
- Identify limitations of models.
- Collaboratively develop and/or revise a model based on evidence that shows the relationships among variables for frequent and regular occurring events.
- Develop a model using an analogy, example, or abstract representation to describe a scientific principle or design solution.
- Develop and/or use models to describe and/or predict phenomena.
- Develop a diagram or simple physical prototype to convey a proposed object, tool, or process.
- Use a model to test cause and effect relationships or interactions concerning the functioning of a natural or designed system.
Planning and Carrying Out Investigations:
- Planning and carrying out investigations to answer questions or test solutions to problems in 3–5 builds on K– 2 experiences and progresses to include investigations that control variables and provide evidence to support explanations or design solutions.
- Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered.
- Evaluate appropriate methods and/or tools for collecting data.
- Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution.
- Make predictions about what would happen if a variable changes.
- Test two different models of the same proposed object, tool, or process to determine which better meets criteria for success.
Analyzing and Interpreting Data:
- Analyzing data in 3–5 builds on K–2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations.
- When possible and feasible, digital tools should be used.
- Represent data in tables and/or various graphical displays (bar graphs, pictographs and/or pie charts) to reveal patterns that indicate relationships.
- Analyze and interpret data to make sense of phenomena, using logical reasoning, mathematics, and/or computation.
- Compare and contrast data collected by different groups in order to discuss similarities and differences in their findings.
- Analyze data to refine a problem statement or the design of a proposed object, tool, or process.
- Use data to evaluate and refine design solutions.
Using Mathematics and Computational Thinking:
- Mathematical and computational thinking in 3–5 builds on K–2 experiences and progresses to extending quantitative measurements to a variety of physical properties and using computation and mathematics to analyze data and compare alternative design solutions.
- Decide if qualitative or quantitative data are best to determine whether a proposed object or tool meets criteria for success.
- Organize simple data sets to reveal patterns that suggest relationships.
- Describe, measure, estimate, and/or graph quantities (e.g., area, volume, weight, time) to address scientific and engineering questions and problems.
- Create and/or use graphs and/or charts generated from simple algorithms to compare alternative solutions to an engineering problem.
Construction Explanations and Designing Solutions:
- Constructing explanations and designing solutions in 3–5 builds on K–2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems.
- Construct an explanation of observed relationships (e.g., the distribution of plants in the backyard).
- Use evidence (e.g., measurements, observations, patterns) to construct or support an explanation or design a solution to a problem
- Identify the evidence that supports particular points in an explanation.
- Apply scientific ideas to solve design problem.
- Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution.
Engaging in Argument from Evidence:
- Engaging in argument from evidence in 3–5 builds on K–2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s).
- Compare and refine arguments based on an evaluation of the evidence presented.
- Distinguish among facts, reasoned judgment based on research findings, and speculation in an explanation.
- Respectfully provide and receive critiques from peers about a proposed procedure, explanation, or model by citing relevant evidence and posing specific questions.
- Construct and/or support an argument with evidence, data, and/or a model.
- Use data to evaluate claims about cause and effect.
- Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem.
Obtaining, Evaluating, and Communicating Information:
- Obtaining, evaluating, and communicating information in 3–5 builds on K–2 experiences and progresses to evaluating the merit and accuracy of ideas and methods.
- Read and comprehend grade appropriate complex texts and/or other reliable media to summarize and obtain scientific and technical ideas and describe how they are supported by evidence.
- Compare and/or combine across complex texts and/or other reliable media to support the engagement in other scientific and/or engineering practices.
- Combine information in written text with that contained in corresponding tables, diagrams, and/or charts to support the engagement in other scientific and/or engineering practices.
- Obtain and combine information from books and/or other reliable media to explain phenomena or solutions to a design problem.
- Communicate scientific and/or technical information orally and/or in written formats, including various forms of media as well as tables, diagrams, and charts.
- Students identify similarities and differences in order to sort and classify natural objects and designed products.
- They identify patterns related to time, including simple rates of change and cycles, and to use these patterns to make predictions.
Cause and Effect:
- Students routinely identify and test causal relationships and use these relationships to explain change.
- They understand events that occur together with regularity might or might not signify a cause and effect relationship.
Scale Proportion and Quantity:
- Students recognize natural objects and observable phenomena exist from the very small to the immensely large.
- They use standard units to measure and describe physical quantities such as weight, time, temperature, and volume.
System and System Models:
- Students understand that a system is a group of related parts that make up a whole and can carry out functions its individual parts cannot.
- They can also describe a system in terms of its components and their interactions.
Energy and Matter:
- Students learn matter is made of particles and energy can be transferred in various ways and between objects.
- Students observe the conservation of matter by tracking matter flows and cycles before and after processes and recognizing the total weight of substances does not change.
Structure and Function:
- Students learn different materials have different substructures, which can sometimes be observed; and substructures have shapes and parts that serve functions.
Stability and Change:
- Students measure change in terms of differences over time, and observe that change may occur at different rates.
- Students learn some systems appear stable, but over long periods of time they will eventually change.
Disciplinary Core Ideas:
- The performance expectations in fifth grade help students formulate answers to questions such as:
- When matter changes, does its weight change?
- How much water can be found in different places on Earth?
- Can new substances be created by combining other substances?
- How does matter cycle through ecosystems?
- Where does the energy in food come from and what is it used for?
- How do lengths and directions of shadows or relative lengths of day and night change from day to day, and how does the appearance of some stars change in different seasons?
In Grade 5, students engage in the study of events early in United States history from indigenous peoples here prior to colonization through the American Revolution. An emphasis is placed on analyzing and evaluating a variety of documents, sources, and perspectives. The study of early American history requires that students generate and research compelling questions such as:
- How do Americans define freedom and equality and how have American conceptions of freedom and equality changed over the course of U.S. history for members of various racial, ethnic, religious, and gender minority groups?
- Is America a land of political, economic, and social opportunity?
- What was the significance of Connecticut’s contribution to America’s story?
- Is the United States a “just” society and how has the concept of justice evolved over time?
- Is there an American national identity; what does it mean to be an American?
- What should be the current role of the United States in world affairs?
- Create and use a chronological sequence of related events to compare developments that happened at the same time.
- Compare life in specific historical periods to life today.
- Use information about a historical source, including the maker, date, place of origin, intended audience, and purpose to judge the extent to which the source is useful for studying a particular topic.
- Explain why individuals and groups during the same historical period differed in their perspectives.
- Explain connections among historical contexts and people’s perspectives at the time.
- Compare information provided by different historical sources about the past.
- Generate questions about multiple historical sources and their relationships to particular historical events and developments.
- Use information about a historical source, including the maker, date, place of origin, intended audience, and purpose to judge the extent to which the source is useful for studying a particular topic.
- Explain probable causes and effects of events and developments.
- Use evidence to develop a claim about the past.
- Explain how groups of people make rules to create responsibilities and protect freedoms.
- Describe ways in which people benefit from and are challenged by working together, including through government, workplaces, voluntary organizations, and families.
- Identify core civic virtues and democratic principles that guide government, society, and communities.
- Explain how policies are developed to address public problems.
- Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their environmental characteristics.
- Explain how culture influences the way people modify and adapt to their environments.
- Explain how human settlements and movements relate to the locations and use of various natural resources.
Focused on visual arts including traditional fine arts such as drawing, painting, sculpture, and ceramics, our Grade 5 art program involves our students in four artistic processes: creating art , presenting art, responding to art, and connecting to art.
Generate and conceptualize artistic ideas and work:
- Combine ideas to generate an innovative idea for art-making.
- Identify and demonstrate diverse methods of artistic investigation to choose an approach for beginning a work of art.
Organize and develop artistic ideas and work:
- Experiment and develop skills in multiple art-making techniques and approaches through practice.
- Demonstrate quality craftsmanship through care for and use of materials, tools, and equipment.
- Identify, describe, and visually document places and/or objects of personal significance.
Refine and complete artistic work:
- Create artist statements using art vocabulary to describe personal choices in artmaking.
Select, analyze, and interpret artistic work for presentation:
- Define the roles and responsibilities of a curator, explaining the skills and knowledge needed in preserving, maintaining, and presenting objects, artifacts, and artwork.
Develop and refine artistic techniques and work for presentation:
- Develop a logical argument for safe and effective use of materials and techniques for preparing and presenting artwork.
Convey meaning through the presentation of artistic work:
- Cite evidence about how an exhibition in a museum or other venue presents ideas and provides information about a specific concept or topic.
Perceive and analyze artistic work:
- Compare one's own interpretation of a work of art with the interpretation of others.
- Identify and analyze cultural associations suggested by visual imagery.
Interpret intent and meaning in artistic work:
- Interpret art by analyzing characteristics of form and structure, contextual information, subject matter, visual elements, and use of media to identify ideas and mood conveyed.
Apply criteria to evaluate artistic work:
- Recognize differences in criteria used to evaluate works of art depending on styles, genres, and media as well as historical and cultural contexts.
Synthesize and relate knowledge and personal experiences to make art:
- Apply formal and conceptual vocabularies of art and design to view surroundings in new ways through artmaking.
Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding:
- Identify how art is used to inform or change beliefs, values, or behaviors of an individual or society.
Students in Grade 5 will create music, communicate effectively by performing diverse works of quality music, critically think and respond with social and emotional awareness to diverse musical genres and connect their learning and personal experience to music. Students will use mallet instruments, world percussion, and other learning tools to reach the Coventry Public Schools Music Department Program Goals.
Generate musical ideas for various purposes and contexts:
- Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific purpose and context (such as social, cultural, and historical).
- Generate musical ideas (such as rhythms, melodies, and accompaniment patterns) within specific related tonalities, meters, and simple chord changes.
Select and develop musical ideas for defined purposes and contexts:
- Demonstrate selected and developed musical ideas for improvisations, arrangements, or compositions to express intent, and explain connection to purpose and context.
- Use standard and/or iconic notation and/or recording technology to document personal rhythmic, melodic, and two-chord harmonic musical ideas.
Evaluate and refine selected musical ideas to create musical work(s) that meet appropriate criteria:
- Evaluate, refine, and document revisions to personal music, applying teacher provided and collaboratively developed criteria and feedback, and explain rationale for changes.
Share creative musical work that conveys intent, demonstrates craftsmanship, and exhibits originality:
- Present the final version of personal created music to others that demonstrates craftsmanship, and explain connection to expressive intent.
Select varied musical works to present based on interest, knowledge, technical skill, and context:
- Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, and context, as well as their personal and others’ technical skill.
Analyze the structure and context of varied musical works and their implications for performance:
- Demonstrate understanding of the structure and the elements of music (such as rhythm, pitch, form, and harmony) in music selected for performance.
- When analyzing selected music, read and perform using standard notation.
- Explain how context (such as social, cultural, and historical) informs performances.
Develop personal interpretations that consider creators’ intent:
- Demonstrate and explain how intent is conveyed through interpretive decisions and expressive qualities (such as dynamics, tempo, timbre, and articulation/style).
Evaluate and refine personal and ensemble performances, individually or in collaboration with others:
- Apply teacher-provided and established criteria and feedback to evaluate the accuracy and expressiveness of ensemble and personal performances.
- Rehearse to refine technical accuracy and expressive qualities to address challenges, and show improvement over time.
Perform expressively, with appropriate interpretation and technical accuracy, and in a manner appropriate to the audience and context:
- Perform music, alone or with others, with expression, technical accuracy, and appropriate interpretation.
- Demonstrate performance decorum and audience etiquette appropriate for the context, venue, genre, and style.
Choose music appropriate for a specific purpose or context:
- Demonstrate and explain, citing evidence, how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.
Analyze how the structure and context of varied musical works inform the response:
- Demonstrate and explain, citing evidence, how responses to music are informed by the structure, the use of the elements of music, and context (such as social, cultural, and historical).
Support interpretations of musical works that reflect creators’/performers’ expressive intent:
- Demonstrate and explain how the expressive qualities (such as dynamics, tempo, timbre, and articulation) are used in performers’ and personal interpretations to reflect expressive intent.
Support evaluations of musical works and performances based on analysis, interpretation, and established criteria:
- Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context, citing evidence from the elements of music.
Synthesize and relate knowledge and personal experiences to make music:
- Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.
Relate musical ideas and works with varied context to deepen understanding:
- Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.
Our Physical Education Program helps our children obtain the knowledge and skills they need to become physically educated. Our Grade 5 programming focuses on motor skills, concepts and strategies related to physical activity, physical fitness, respectful social behavior during physical activity, and promoting the understanding of the benefits of physical activity.
Motor Skill Performance:
- Students will demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities.
- Demonstrate the ability to stop and start on a signal; combine sequences of several motor skills in an organized way; and move through an environment with body control.
Applying Concepts and Strategies:
- Demonstrate an understanding of body awareness concepts by identifying large and small body parts; show understanding of quality of movement concepts and apply them to psychomotor skills (e.g., demonstrating momentary stillness in balance activities, distinguishing when to kick a ball softly or with force); and show understanding of space concepts by identifying and demonstrating personal and general space.
- Follow safety and age-appropriate classroom and playground rules and procedures.
Engaging in Physical Activity:
- Engage in physical activities when presented with opportunities and with teacher encouragement. Engage in a wide variety of gross-motor activities that are child-selected and teacher-initiated.
- Participate in healthy physical activity, and demonstrate understanding that physical activity is beneficial to good health.
- Demonstrate understanding that different movements are performed by different body parts, singly and in combination (e.g., kicking with foot, throwing with hand).
- Demonstrate understanding that different physical activities have different effects on the body (e.g., running, walking and sitting cause heartbeat and breathing to be faster, not as fast, and slow, respectively).
- Demonstrate safe behavior for self and toward others by following established class rules, procedures and safe practices with teacher guidance and reinforcement.
- Interact appropriately with peers and familiar adults (e.g., sharing, taking turns, following rules) with teacher guidance and reinforcement; stay on task for short periods with teacher supervision; listen quietly without interruption for short periods with teacher reinforcement; and exhibit self-control in group situations.
- Demonstrate willingness to play with any child in the class; and recognize similarities and appreciate differences in people.
Benefits of Physical Activity:
- Participate in creative movement and dance; identify several activities that are personally enjoyable; and use a variety of means for self-expression.
- Demonstrate recognition that physical activity is beneficial to good health.
Our Health Program prepares students by providing them with learning experiences to support their abilities to access health information and services to maintain or improve their own health and the health of others; in addition students will acquire skills and knowledge that encourage lifetime healthy behaviors.
Alcohol, Nicotine, and Other Drugs:
- Explain why household products are harmful if intentionally absorbed or inhaled.
- Explain the benefits and correct use of medicines and potential risks associated with inappropriate use of medicines.
- Identify short- and long-term effects of alcohol and nicotine use, including secondhand effects.
- Explain the dangers of experimenting with nicotine and alcohol.
- Describe family rules about avoiding nicotine and alcohol use.
- Identify the social impacts of ANOD use (e.g. family, friends, peers).
- List healthy ways to express affection, love, and friendship.
- Identify characteristics and benefits of healthy family and peer relationships.
- Describe the value of others’ talents and strengths.
- Describe gender-role stereotypes and their potential impact on self and others.
- Define and discuss consent as it relates to personal boundaries.
- Summarize the impact of teasing or bullying others.
- Identify nonviolent ways to manage anger.
- Describe the difference between mean spirited behavior, bullying, and harassment.
- Explain the difference between tattling and reporting aggressive or violent behavior.
- Explain what to do if you see bullying, fighting, and/ or violence.
Healthy Eating and Physical Activity:
- Name the food groups and variety of nutritious food choices for each food group.
- Explain the importance of eating a variety of foods from all the food groups.
- Describe the physical, mental, social, and academic benefits of healthful eating habits and physical activity.
- Identify nutritious and non nutritious beverages.
- Describe the benefits of consuming plenty of water. HEPA 1.6.5 Describe the benefits of limiting the consumption of solid fat, added sugar, and sodium.
- Explain the concept of eating in moderation.
- Explain body signals that tell a person when they are hungry and when they are full.
- Describe basic reproductive body parts and their functions.
- Explain common human sexual development and the role of hormones (e.g., romantic feelings, mood swings, timing of pubertal onset).
- Describe the range of physical, social, and emotional changes that occur during puberty.
- Explain how puberty and development can vary greatly and still be normal.
Optimal Wellness and Disease Prevention:
- Describe ways to prevent the spread of germs that cause infectious diseases.
- Describe the benefits of personal health care practices such as tooth brushing and flossing, hand washing, covering a cough and sneeze, washing hair and bathing regularly.
- Define the terms communicable and noncommunicable disease and identify ways to help prevent disease (e.g. HIV, diabetes, cancer, heart disease).
- Describe symptoms that prevent a person from daily activities (i.e. going to school, practices, playing with friends, etc.).
- Develop an awareness and empathy for health problems associated with common childhood chronic diseases or conditions such as asthma, allergies, diabetes, and epilepsy.
- Describe the importance of seeking help and treatment for diseases.
Sexual Assault and Abuse Prevention:
- Define consent in a variety of settings (e.g. social interactions, playground interactions, physical contact, holding hands, kissing, etc.).
- Distinguish between “appropriate” and “inappropriate” touch.
- Explain that inappropriate touches should be reported to a trusted adult.
- Explain that everyone has the right to tell others not to touch his or her body.
Mental and Emotional Health:
- Explain why sleep and rest are important for proper growth and good health.
- Explain what it means to be mentally or emotionally healthy.
- Describe the relationship between feelings and behavior and describe appropriate ways to express a variety of feelings (i.e. anger, happiness, sadness, frustration, excitement, etc.).
- Identify feelings and emotions associated with loss and grief.
- Identify role models who demonstrate positive emotional health.
- Explain the importance of talking with parents and other trusted adults about feelings.
- Describe the importance of being aware of one’s own feelings and of being sensitive to the feelings of others.
- Give examples of prosocial behaviors (e.g., helping others, being respectful of others, cooperation, consideration).
- Explain the importance of telling an adult if someone is in danger of hurting themselves or others.
Safety and Injury Prevention:
- Identify ways to reduce risk of injuries while riding in a motor vehicle.
- List examples of dangerous or risky behaviors that might lead to injuries.
- Describe how to ride a bike, skateboard, ride a scooter, and/or inline skate safely.
- Identify ways to reduce risk of injuries in case of a fire, around water, and from falls.
- Identify ways to protect vision or hearing from injury.
- Identify ways to reduce injuries from firearms.
- Identify ways to reduce injuries as a pedestrian.
- Identify safety precautions for playing and working outdoors in different kinds of weather and climates.
- List ways to prevent injuries at home, school and community.
- Identify ways to reduce risk of injuries from animal and insect bites and stings.
- Explain why household products are harmful if ingested or inhaled.
- Explain what to do if someone is poisoned or injured and needs help.
- Identify equipment needed for protection in sports and recreational activities, such as mouthpieces, pads and helmets.
- Explain how hearing can be damaged by loud sounds.
- Describe how vision can be damaged.
- Describe ways to prevent vision or hearing damage.
- Describe ways to prevent harmful effects of the sun
Once every three years we provide a presentation to students in Grades 3-5 on firearm safety. Parents may choose to exempt their students from these presentations. Using developmentally age-appropriate instructional materials, our presentation focuses on the following key points:
- If you see an unattended firearm, leave it alone, do not touch it, and get an adult to put it away.
- Treat every firearm as if it is loaded.
- Never point a firearm at another person.
- Firearms are not toys-never play with a firearm.
- Never touch a firearm unless an adult you trust supervises and assists you and you have your parents’ or guardians’ permission.
- If your family has firearms in the house, your friends may find it an irresistible temptation. Never show a firearm to another child.
- Firearms are not illegal, nor is legally possessing a firearm any indication of a person’s character.
- Some professions require having firearms; police carry firearms to protect us.
The GHR school library environment provides students access to information and technology, connecting learning to real-world events. In the library, learners engage with relevant information resources and digital learning opportunities. The Library Media Center promotes a culture of reading providing access to high-quality print and digital reading materials that encourage students to become lifelong learners and readers.
- Learners display curiosity and initiative by:
- Formulating questions about a personal interest or a curricular topic.
- Recalling prior and background knowledge as context for new meaning.
- Learners engage with new knowledge by following a process that includes:
- Using evidence to investigate questions.
- Devising and implementing a plan to fill knowledge gaps.
- Generating products that illustrate learning.
- Learners adapt, communicate, and exchange learning products with others in a cycle that includes:
- Interacting with content presented by others.
- Providing constructive feedback.
- Acting on feedback to improve.
- Sharing products with an authentic audience.
- Learners participate in an ongoing inquiry-based process by:
- Continually seeking knowledge.
- Engaging in sustained inquiry.
- Enacting new understanding through real-world connections.
- Using reflection to guide informed decisions.
- Learners contribute a balanced perspective when participating in a learning community by:
- Adopting a discerning stance toward points of view and opinions expressed in information resources and learning products.
- Describing their understanding of cultural relevance and placement within the global learning community.
- Learners adjust their awareness of the global learning community by
- Evaluating a variety of perspectives during learning activities.
- Learners exhibit empathy with and tolerance for divers ideas by:
- Contributing to discussions in which multiple viewpoints on a topic are expressed.
- Learners demonstrate empathy and equity in knowledge building within the global learning community by:
- Reflecting on their own place within the global learning community.
- Learners identify collaborative opportunities by:
- Demonstrating their desire to broaden and deepen understandings.
- Learners participate in personal, social, and intellectual networks by:
- Using a variety of communication tools and resources.
- Establishing connections with other learners to build on their own prior knowledge and create new knowledge.
- Learners work productively with others to solve problems by:
- Involving diverse perspective in their own inquiry processes.
- Learners actively participate with others in learning situations by:
- Actively contributing to group discussions.
- Recognizing learning as a social responsibility.
- Learners act on an information need by:
- Determining the need to gather information.
- Identifying possible sources of information.
- Making critical choices about information sources to use.
- Learners gather information appropriate to the task by:
- Seeking a variety of sources of information.
- Collecting information representing diverse perspectives.
- Systematically questioning and assessing the validity and accuracy of information.
- Organizing information by priority, topic, or other systematic scheme.
- Learners exchange information resources within and beyond their learning community by:
- Accessing and evaluating collaboratively constructed information sites.
- Contributing to collaboratively constructed information sites by ethically using and reproducing others’ work.
- Joining with others to compare and contrast information derived from collaboratively constructed information sites.
- Learners select and organize information for a variety of audiences by:
- Performing ongoing analysis of and reflection on the quality, usefulness, and accuracy of curated resources.
- Integrating and depicting in a conceptual knowledge network their understanding gained from resources.
- Openly communicating curation processes for others to use, interpret, and validate.
- Learners engage with the learning community by:
- Expressing curiosity about a topic of personal interest or curricular relevance.
- Co-constructing innovative means of investigation.
- Collaboratively identifying innovative solutions to a challenge or problem.
- Learners develop through experience and reflection by:
- Open-mindedly accepting feedback for positive and constructive growth.
- Learners follow ethical and legal guidelines for gathering and using information by:
- Responsibly applying information, technology, and media to learning.
- Understanding the ethical use of information, technology, and media.
- Evaluating information for accuracy, validity, social and cultural context, and appropriateness for need.
- Learners use valid information and reasoned conclusions to make ethical decisions in the creation of knowledge by:
- Ethically using and reproducing other’s work.
- Acknowledging authorship and demonstrating respect for the intellectual property of others.
- Including elements in personal-knowledge products that allow others to credit content appropriately.
- Learners responsibly, ethically, and legally share new information with a global community by:
- Sharing information resources in accordance with modification, reuse, and remix policies.
- Disseminating new knowledge through means appropriate for the intended audience.
- Learners engage with information to extend personal learning by:
- Personalizing their use of information and information technologies.
- Reflecting on the process of ethical generation of knowledge
- Inspiring others to engage in safe, responsible, ethical, and legal information behaviors.
- Students will understand and demonstrate a command of information skills and strategies to locate and effectively use print, non-print resources to solve problems and conduct research.
- Locate and use table of contents and index in nonfiction materials.
- Identify print and non-print characteristics, organizing features (e.g., table of contents, index) and purposes.
- Select appropriate resources from a variety of media formats, understanding that information is stored and accessed in different ways.
- Identify and use print and not-print reference sources (atlases, almanacs, encyclopedias, dictionaries, etc.).
- Use information presented graphically (e.g., pictures, captions, diagrams, or labels).
- Identify keywords for searching for information, with assistance.
Empathy and Skills for Learning
- Empathy and Respect
- Listening with Attention
- Being Assertive
- Predicting Feelings
- Taking Others’ Perspectives
- Accepting Differences
- Disagreeing Respectfully
- Responding with Compassion
- Introducing Emotion Management
- Calming Down
- Managing Anxiety
- Managing Frustration
- Resisting Revenge
- Handling Put-Downs
- Avoiding Assumptions
- Solving Problems, Part 1
- Solving Problems, Part 2
- Making a Plan
- Seeking Help
- Dealing with Gossip
- Dealing with Peer Pressure
- Reviewing Second Step Skills