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    ELA (Reading/Spelling/English/Writing)
     
    Common Core Shifts in ELA/Literacy
    Shift 1 Pre-K-5, Balancing Informational & Literary Texts
    Shift 2 6-12, Knowledge in the Disciplines
    Shift 3 Staircase of Complexity
    Shift 4 Text-based Answers
    Shift 5 Writing from Sources
    Shift 6 Academic Vocabulary

    The Common Core asks students to read stories and literature, as well as more complex texts that provide facts and background knowledge in areas such as science and social studies. Students will be challenged and asked questions that push them to refer back to what they’ve read. This stresses critical-thinking, problem-solving, and analytical skills that are required for success in college, career, and life.

    Reading Standards for Literature
    Key Ideas and Details
    1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
    2. 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. 
    3. 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). 
    Craft and Structure
    4. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
    5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
    6. Describe how a narrator’s or speaker’s point of view influences how events are described.
    7. 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).
    Integration of Knowledge and Ideas
    7. 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).
    8. (Not applicable to literature)
    9. Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
    Range of Reading and Level of Text Complexity
    10. 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.
    Reading Standards for Informational Text
    Key Ideas and Details
    1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
    2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
    3. 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 and Structure
    4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
    5. 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.
    6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
    Integration of Knowledge and Ideas
    7. 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.
    8. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
    9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
    10. 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.
    Reading Standards: Foundational Skills
    Phonics and Word Recognition
    3. Know and apply grade-level phonics and word analysis skills in decoding words.
     a. Use combined knowledge of all letter-sound correspondences, syllabification patterns, and morphology (e.g., roots and affixes) to read 
    accurately unfamiliar multisyllabic words in context and out of context.
    Fluency
    4. Read with sufficient accuracy and fluency to support comprehension.
    a. Read on-level text with purpose and understanding.
    b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
    c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
    Writing Standards
    Text Types and Purposes
    1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
    a. 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.
    b. Provide logically ordered reasons that are supported by facts and details. 
    c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
    d. Provide a concluding statement or section related to the opinion presented.
    2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
    a. 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.
    b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
    c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
    d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
    e. Provide a concluding statement or section related to the information or explanation presented.
    3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
    a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
    b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
    c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
    d. Use concrete words and phrases and sensory details to convey experiences and events precisely.
    e. Provide a conclusion that follows from the narrated experiences or events.
    Production and Distribution of Writing
    4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
    5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 5 on pages 28 and 29.)
    6. 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
    7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
    8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
    9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
    a. Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”).
    b. Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”).
    Range of Writing
    10. 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.
    Speaking and Listening Standards
    Comprehension and Collaboration
    1. 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.
    a. 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.
    b. Follow agreed-upon rules for discussions and carry out assigned roles.
    c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
    d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
    Presentation of Knowledge and Ideas
    4. 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.
    5. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
    6. 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 on pages 28 and 29 for specific expectations.)
    Language Standards
    Conventions of Standard English
    1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
    b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
    c. Use verb tense to convey various times, sequences, states, and conditions.
    d. Recognize and correct inappropriate shifts in verb tense.*
    e. Use correlative conjunctions (e.g., either/or, neither/nor).
    2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    a. Use punctuation to separate items in a series.*
    b. Use a comma to separate an introductory element from the rest of the sentence.
    c. 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?).
    d. Use underlining, quotation marks, or italics to indicate titles of works.
    e. Spell grade-appropriate words correctly, consulting references as needed.
    Knowledge of Language
    3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
    a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
    b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems. 
    Vocabulary Acquisition and Use
    4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. 
    a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
    b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
    c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
    5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
    a. Interpret figurative language, including similes and metaphors, in context.
    b. Recognize and explain the meaning of common idioms, adages, and proverbs.
    c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
    6. 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).
     
    Math
     
    Common Core Shifts in Mathematics
    Shift 1 Focus
    Shift 2 Coherence
    Shift 3 Fluency
    Shift 4 Deep Understanding
    Shift 5 Application
    Shift 6 Dual Intensity
     
     

    The Common Core calls for greater focus in mathematics. Rather than racing to cover many topics in a mile-wide, inch-deep curriculum, the standards ask math teachers to significantly narrow and deepen the way time and energy are spent in the classroom. This means focusing deeply on concepts, skills, and problem solving related to multiplication and division of whole numbers and fractions. This focus will help students gain strong foundations, including a solid understanding of concepts, a high degree of procedural skill and fluency, and the ability to apply the math they know to solve problems inside and outside the classroom. 

    Operations and Algebraic Thinking 
    5.OA1 
    Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.
    5.OA2 
    Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them.
    5.OA3 
    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.
    Numbers and Operations in Base Ten 
    5.NBT1 
    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.
    5.NBT2 
    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.
    5.NBT3 
    Read, write, and compare decimals to thousandths.
    5.NBT3a 
    Read and write decimals to thousandths using base-ten numerals, number names, and expanded form,
    5.NBT3b 
    Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of 
    comparisons.
    5.NBT4 
    Use place value understanding to round decimals to any place.
    5.NBT5 
    Fluently multiply multi-digit whole numbers using the standard algorithm.
    5.NBT6 
    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.
    5.NBT7 
    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.
    Numbers and Operations-Fractions 
    5NF1 
    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.
    5NF2 
    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.
    5NF3 
    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.
    5NF4 
    Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.
    5NF4a 
    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.
     5NF4b 
    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.
    5NF5 
    Interpret multiplication as scaling (resizing), by:
    5NF5a 
    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.
    5NF5b 
    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.
    5NF6 
    Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.
    5NF7 
    Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.
    5NF7a 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 = 1/3.
    5NF7b 
    Interpret division of a whole number by a unit fraction, and compute such quotients.
    5NF7c 
    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.
    Measurement and Data 
    5.MD1 
    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.
    5.MD2 
    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.
    5.MD3 
    Recognize volume as an attribute of solid figures and understand concepts of volume measurement.
    5.MD3a 
    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.
    5.MD3b 
    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.
    5.MD4 
    Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.
    5.MD5 
    Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.
    5.MD5a 
    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.
    5.MD5b 
    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.
    5.MD5c 
    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.
    Geometry 
    5.G1 
    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).
    5.G2 
    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. 
    5.G3 
    Understand that attributes belonging to a category of two dimensional figures also belong to all subcategories of that category.
    5.G4 
    Classify two-dimensional figures in a hierarchy based on properties.
     
     
     

                   
    Social Studies
    Pearson/Scott Foresman (2008)
    (United States History)

    Learning About Maps
    Learning About History
    Native Americans
    Exploration & Discovery (Columbus)
    The New World
    The 13 English Colonies
    The American Revolution
    A New Republic--Constitution
    Nationalism--War of 1812
    Westward Expansion
    The Civil War
    The Last Frontier--Settling the West
    Industrial Revolution
    Spanish/American War
    States (identifying, locating, naming & capitals)
    Mexico & Canada



    Science
    Environmental Science
    Populations and Communities
    Ecosystems and Biomes
    Land and Soil Resources
    Air and Water Resources
    Energy Resources

                                                               Inside Earth

    Plate Tectonics
    Earthquakes
    Volcanoes
    Minerals
    Rocks

     

                                                       Earth's Changing Surface

    Weathering and Soil Formation
    Erosion and Deposition
    A Trip Though Geologic Time
Last Modified on September 13, 2014